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AI-supported programming has arrived, as shown by the introduction and successes of large language models for code, such as Copilot/Codex (Github/OpenAI) and AlphaCode (DeepMind). Above-average human performance on programming challenges is now possible. However, software development is much more than solving programming contests. Moving beyond code completion to AI-supported software development will require an AI system that can, among other things, understand how to avoid code smells, follow language idioms, and eventually (maybe!) propose rational software designs. In this study, we explore the current limitations of Copilot and offer a simple taxonomy for understanding the classification of AI-supported code completion tools in this space. We first perform an exploratory study on Copilot’s code suggestions for language idioms and code smells. Copilot does not follow language idioms and avoid code smells in most of our test scenarios. We then conduct additional investigation to determine the current boundaries of Copilot by introducing a taxonomy of software abstraction hierarchies where ‘basic programming functionality’ such as code compilation and syntax checking is at the least abstract level, software architecture analysis and design are at the most abstract level. We conclude by providing a discussion on challenges for future development of AI-supported code completion tools to reach the design level of abstraction in our taxonomy. / Graduate

In this dissertation I have examined bilingual families’ attitudes towards their children’s bilingualism and code switching. My research questions are how and when the informants’ children mix between their languages and if the parents have positive or negative attitudes towards their children’s language mixture. I have also asked what the bilingual families feel about bilingualism. As a method I have chosen to make qualitative interviews with my informants. Three families have been interviewed with different languages and backgrounds. The results indicate that bilingualism confers an increased interest for language and increased language awareness. Some of the informants state that their children often switch between the languages while others do not mix at all. The informants have a very positive attitude towards bilingualism and they do not see a problem in their children’s code switchingMother tongue, code switching, consecutive and sequential bilingualism, majority and minority language

This study presents findings obtained from 280 fourth year high school students in Ormoc City, Philippines concerning their attitude towards English and towards Fil-English code-switching. It is a partially comparative study that surveys similarities and differences of attitude towards code-switching between 140 public high school students and 140 private high school students. The survey incorporates both quantitative and qualitative methods. The result shows that participants are generally positive towards English and Fil-English code-switching. However, there are more private school students who have a neutral attitude towards code-switching, compared to public high school students. In addition, the result shows that code-switching amongst the 280 high school students is a marked socio-linguistic activity. Furthermore, the result shows that Fil-English is both subtractive and additive bilingualism from the students’ viewpoint. Finally, findings show that the participants’ attitudes towards English and Fil-English illustrate diglossia in their speech community.

The purpose of this degree paper is to investigate when and why teachers code-switchbetween L1 and L2 in the L2 classroom, and what the teachers’ thoughts about codeswitchingare. To get the information that we need to reach our purpose we have doneclassroom observations and interviewed teachers. The study was performed at a compulsoryschool and an upper secondary school, where we managed to get the co-operation from threeteachers at each school.The main conclusions are that all teachers at the compulsory school code-switched when theytranslated difficult words and phrases when they were too hard for the students to understand.Two of the teachers at the compulsory school used code-switching when they wanted to getthe students’ attention or create order in the classroom. Two of the teachers at the uppersecondary school code-switched when expressing feelings for example irritation. All threeteachers at the upper secondary school believe that code-switching is a helpful instrumentwhen teaching English and is considered to be inevitable.

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Code completion systems act both as a way to decrease typing and as a way to easily access documentation, both implicit and explicit. The former is typically done by completing known variable or function names, while the latter is done by providing a list of possible completions or by providing convenient views of or access to documentation. Because static type information makes these goals possible and feasible for qualifying languages, many improvements to completion systems are focused on improving the order of results or trimming less-valuable results. It follows that almost all validation techniques for this work have focused on proving how well a completion system can put a desired result at the top of the list. However, because of the lack of static type information in dynamically-typed languages, achieving the aforementioned goals is much harder, and many of the completion suggestions may even result in compile-time or runtime crashes. Unfortunately, of the work done on creating completers for these languages, little validation work has been done, making it hard to determine what improvements can be made. This thesis provides two validation techniques that provide information both on how well completion suggestions are ordered and also which completion suggestions result in errors. This information will be used to guide the development and evolution of a completion system for the Racket programming language.

<p> A microprocessor driven display was built and programmed for the storage and reproduction of Bliss symbols. An explanation is offered for the success of the symbol language in teaching the handicapped. </p> <p> The hardware was designed to be inexpensive enough for classroom use, but still deliver adequate flexibility and resolution. Due to the complexity and variety of the symbols a method of data compaction was developed to reduce the required storage space. </p> <p> Initial tests are presented and suggestions are made for continuing the work. </p> / Thesis / Master of Engineering (ME)

Thesis advisor: Abhishek Chatterjee / Thesis advisor: Eranthie Weerapana / In nature, just twenty canonical amino acids are responsible for the creation of nearly all proteins. Genetic code expansion (GCE), or the incorporation of noncanonical amino acids (ncAAs) into living cells, is a powerful tool that expands the studies we are capable of performing using proteins. This technology relies on engineered aminoacyl-tRNA synthetase (aaRS)/tRNA pairs that are orthogonal to the host cells’ endogenous aaRS/tRNA pairs, and one of the main limitations of GCE arises from the inefficiency of these suppressor tRNAs when expressed in a foreign host cell. To address this limitation, we have previously reported a strategy for the virus-assisted directed evolution of tRNAs (VADER) which is uniquely capable of addressing the specific needs of tRNA evolution. In order to advance the capabilities of VADER, we made a number of modifications to the VADER selection scheme. First, we designed and executed a modified VADER selection that enabled the evolution of a new class of tRNAs, and with this VADER selection, we were able to generate a first-generation E. coli tyrosyl tRNA (tRNATyr) variant that was three times as active as its wild-type equivalent. Next, we introduced a number of refinements to the VADER strategy to generate VADER 2.0, an improved workflow capable of screening larger libraries and libraries encoding more active variants. Using VADER 2.0, we created second-generation tRNAPyl and tRNATyr mutants that achieved incorporation efficiencies that were greater than five-fold higher than their wild-type equivalents across a wide variety of substrates, enabling exciting GCE experiments that would not be possible otherwise. / Thesis (PhD) — Boston College, 2023. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Chemistry.