{[ promptMessage ]}

Bookmark it

{[ promptMessage ]}

15-Reviews - Reviews Dines Bjrner1,2 and Martin...

Info icon This preview shows pages 1–3. Sign up to view the full content.

View Full Document Right Arrow Icon
Reviews Dines Bjørner 1 , 2 and Martin Henson 3 (editors) 1 Department of Informatics and Mathematical Modelling, Technical University of Denmark, DK-2800 Kgs. Lyngby, Denmark. ( [email protected] ) 2 Department of Computer Science, University of Essex, Wivenhoe Park, Colchester, Essex CO4 3SQ, UK ( [email protected] ) Summary. In this chapter we present short commentaries of the specification lan- guages whose logics are presented in this book. The brief “essays” are written by people closely related to the development and research of the individual languages. 1 Yuri Gurevich: ASM We share our experience of using abstract state machines for teaching com- putation theory at the University of Michigan. 1.1 Introduction Dines Bjørner asked me to write a short non-technical essay “taking its depar- ture” in the chapter Abstract State Machines for the Classroom by Wolfgang Reisig. Well, I like Wolfgang’s chapter very much. Let me use this opportunity to share some of my experience of teaching with ASMs at the University of Michigan. I was at Michigan from 1982 till 1998, most of the time (from 1984 on) with the Department of Electrical Engineering and Computer Science (EECS). The last few of those Michigan years I used ASMs in my teaching. To keep this essay short, let me restrict attention to the course on computation theory. I taught the course often. At the Mathematics Department of Israel’s Ben Gurion University, where I taught before coming to Michigan, undergraduate courses were up for grabs, and I enjoyed teaching and learning new courses. In EECS, the undergraduate curriculum was partitioned into feudal domains, and the small computer theory group owned few courses. Kevin Compton, my fellow theorist in EECS, said once: “I’ve taught that course so many times that I could do it in my sleep . . . and often have.” In this connection, I tried each time a new angle in teaching the course, which partially explains why my frequent teaching of the course did not result in a book. Since 1998, I am with Microsoft Research. The engineering culture of Microsoft has rubbed off
Image of page 1

Info icon This preview has intentionally blurred sections. Sign up to view the full version.

View Full Document Right Arrow Icon
600 Dines Bjørner and Martin Henson (editors) on me, and today my teaching would be different. But I would continue to use ASMs in my teaching; my confidence in ASMs has only grown. The computation theory course was a part of the official curriculum of the Association for Computing Machinery (ACM), and it served as a prerequisite for some other courses. It was supported by the venerable 1979 “Introduction to Automata Theory, Languages, and Computation” by John Hopcroft and Jeffrey Ullman [3], and new excellent textbooks kept appearing. Nevertheless in the 1990s the course on finite state machines, pushdown automata and Turing machines seemed antiquated. Computing became so much broader: graphical user interfaces, parallel and distributed computing, networks, Web based computing and searching, communication and security protocols, and other forms of computing that didn’t exist or weren’t yet important in 1979.
Image of page 2
Image of page 3
This is the end of the preview. Sign up to access the rest of the document.

{[ snackBarMessage ]}

What students are saying

  • Left Quote Icon

    As a current student on this bumpy collegiate pathway, I stumbled upon Course Hero, where I can find study resources for nearly all my courses, get online help from tutors 24/7, and even share my old projects, papers, and lecture notes with other students.

    Student Picture

    Kiran Temple University Fox School of Business ‘17, Course Hero Intern

  • Left Quote Icon

    I cannot even describe how much Course Hero helped me this summer. It’s truly become something I can always rely on and help me. In the end, I was not only able to survive summer classes, but I was able to thrive thanks to Course Hero.

    Student Picture

    Dana University of Pennsylvania ‘17, Course Hero Intern

  • Left Quote Icon

    The ability to access any university’s resources through Course Hero proved invaluable in my case. I was behind on Tulane coursework and actually used UCLA’s materials to help me move forward and get everything together on time.

    Student Picture

    Jill Tulane University ‘16, Course Hero Intern