diff --git a/Lectures/L24_SpecificationQuality/SpecificationQuality.pdf b/Lectures/L24_SpecificationQuality/SpecificationQuality.pdf
index 858cb629ddbefa0eb8ff9a1d62fe45b00a5e6cac..9e9853a443c4f22af01031dc90b7c0c0f858a801 100644
Binary files a/Lectures/L24_SpecificationQuality/SpecificationQuality.pdf and b/Lectures/L24_SpecificationQuality/SpecificationQuality.pdf differ
diff --git a/Lectures/L24_SpecificationQuality/SpecificationQuality.tex b/Lectures/L24_SpecificationQuality/SpecificationQuality.tex
index e8a82456a78476ec017044c7164fc5eca8c61423..219f5a81efb5480e16ef03d8a8503fb9ec8335ae 100755
--- a/Lectures/L24_SpecificationQuality/SpecificationQuality.tex
+++ b/Lectures/L24_SpecificationQuality/SpecificationQuality.tex
@@ -1,5 +1,5 @@
-\documentclass[t,12pt,numbers,fleqn,handout]{beamer}
-%\documentclass[t,12pt,numbers,fleqn]{beamer}
+%\documentclass[t,12pt,numbers,fleqn,handout]{beamer}
+\documentclass[t,12pt,numbers,fleqn]{beamer}
\usepackage{pgfpages}
\usepackage{hyperref}
@@ -505,385 +505,4 @@ See
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
-\begin{frame}
-\frametitle{Correct Syntax for Mathematics}
-
-\begin{itemize}
-
-\item Make sure the syntax of your mathematical expressions is correct
-\item Correct syntax does not guarantee correct semantics
-\item Incorrect syntax makes the mathematics ambiguous
-\item Example problems to watch for
-\begin{itemize}
-\item Mismatch of types
-\begin{itemize}
-\item ($\mbox{p.xcoord()} + \mathit{width}) \wedge \mbox{p.xcoord()}$
-\item $\neg(\mbox{integer})$
-\item Set of sequences accessed by $[i]$
-\item $\forall (i: \mathbb{N} \wedge j: \mathbb{N} ...)$
-\end{itemize}
-\item Use of programming language notation in mathematics
-\begin{itemize}
-\item Integer values instead of boolean
-\item length $==$ MAX\_SIZE
-\end{itemize}
-\item $(x > 7) = \mathit{true}$ instead of $(x > 7)$ (bad form)
-\end{itemize}
-\end{itemize}
-
-\end{frame}
-
-%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
-
-\begin{frame}
-\frametitle{Different World Views}
-
-\begin{itemize}
-
-\item English and other natural languages
-\begin{itemize}
-\item Express both static and dynamic views
-\item States and actions (verbs of being and action)
-\end{itemize}
-\item Imperative programming languages
-\begin{itemize}
-\item Primarily dynamic world view (changes)
-\end{itemize}
-\item Functional programming languages
-\begin{itemize}
-\item Static world view
-\end{itemize}
-\item Mathematics
-\begin{itemize}
-\item Static world view only
-\end{itemize}
-\item Fundamental conceptual differences
-\end{itemize}
-
-\end{frame}
-
-%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
-
-\begin{frame}
-\frametitle{Static Versus Dynamic Views}
-
-\begin{itemize}
-
-\item These very different world views pose a conceptual hurdle for the translator
-\item The translator must bridge the gap between
-\begin{itemize}
-\item Dynamic and static view of problem statement
-\item Dynamic world view of programming and
-\item Purely static world view of mathematics
-\end{itemize}
-\item Not hard, but requires conscious attention
-
-\end{itemize}
-
-\end{frame}
-
-%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
-
-\begin{frame}
-\frametitle{Translating Between Languages}
-
-\begin{itemize}
-
-\item Translating a statement from one language to another is a multistep (not single) process
-\begin{enumerate}
-\item Statement in source language to a mental understanding of the \structure{meaning} of the statement
-\item Reformulate \structure{mental understanding} into target language view, concepts, culture
-\item Mental understanding of the \structure{meaning} of the statement to a statement in the target language
-\end{enumerate}
-\item The first and last statement must \structure{mean} the same
-
-\end{itemize}
-
-\end{frame}
-
-%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
-
-\begin{frame}
-\frametitle{Translators}
-
-\begin{itemize}
-
-\item Knowing two languages: not enough to translate
-\item A good translator knows well
-\begin{itemize}
-\item The two languages
-\item AND the subject being translated
-\item AND how to translate
-\end{itemize}
-\item These three things are \structure{different}
-
-\end{itemize}
-
-\end{frame}
-
-%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
-
-\begin{frame}
-\frametitle{Organization and Style}
-
-\begin{itemize}
-
-\item When writing in English, or any other natural language, one pays careful
- attention to
-\begin{itemize}
-\item Organization of the essay, report, etc.
-\item Style of expression
-\end{itemize}
-\item When writing in Mathematics, to do the same:
-\begin{itemize}
-\item Clear, complete, conscise
-\item KISSS (Keep it Simple Sharp and Straightforward)
-\item Understandable
-\item Interesting
-\end{itemize}
-
-\end{itemize}
-
-\end{frame}
-
-%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
-
-\begin{frame}
-\frametitle{Strategies}
-
-\begin{itemize}
-
-\item Understand the meaning of the original
-\item Obtain all needed information
-\item Close the gap between the English text and mathematics
-\item Divide and conquer (complexity)
-
-\end{itemize}
-
-\end{frame}
-
-%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
-
-\begin{frame}
-\frametitle{Strategy: Understand the Original}
-
-\begin{itemize}
-
-\item Describe specific instance of general problem
-\item Distinguish essentials from background
-\item Draw a diagram
-\item Express in intermediate or mixed language
-\item Identify object referred to
-\item Identify implicit (but false) ``information''
-\item Identify missing information
-\item Identify relationships between essential objects
-\item Identify special cases
-
-\end{itemize}
-
-\end{frame}
-
-%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
-
-\begin{frame}
-\frametitle{Strategy: Obtain all Needed Information}
-
-\begin{itemize}
-
-\item Ask the author of the task description
-\item Identify gaps in the description of the task
-\item Identify implicit ``information''
-\item Ask if implicit ``information'' may be assumed
-\item Identify data present and ask about related details
-\item Ask if missing information is really needed
-\item Read \structure{carefully}, \structure{thoroughly}, \structure{precisely}
-
-\end{itemize}
-
-\end{frame}
-
-%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
-
-\begin{frame}
-\frametitle{Strategy: Close Gap English -- Mathematics}
-
-\begin{itemize}
-
-\item Express implicit information explicitly
-\item Reduce vagueness and ambiguity
-\item Reword English text to be closer to mathematics (express in an intermediate, mixed language)
-
-\end{itemize}
-
-\end{frame}
-
-%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
-
-\begin{frame}
-\frametitle{Strategy: Divide and Conquer}
-
-\begin{itemize}
-
-\item Construct a table
-\item Distinguish between specific cases
-\item Introduce an auxiliary mathematics function
-\item Modularize
-
-\end{itemize}
-
-\end{frame}
-
-%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
-
-\begin{frame}
-\frametitle{Strategy: Draw Diagrams, Describe Specific Instances of the Given Problem}
-
-\begin{itemize}
-
-\item Graphical representations help understand the meaning of the message
-\item For specific instances, think of extreme cases first to simplify
-\begin{itemize}
-\item $n=0$
-\item $n=1$
-\item $n=\inf$
-\end{itemize}
-\item Think of a normal sized problem, usually something like $n \geq 3$
-\item You might want to write down truth tables
-
-\end{itemize}
-
-\end{frame}
-
-%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
-
-\begin{frame}
-\frametitle{A Small Translator's Glossary}
-
-\begin{tabular}{p{4cm} | p{6cm}}
-\toprule
-English & Mathematics\\
-\midrule
-and, but & $\wedge$\\
-\hline
-or & $\vee$\\
-\hline
-for all, each, every, any & $\forall$, $\wedge$ series, universal quantification\\
-\hline
-for no, none & $\forall$, $\wedge$ series, universal quantification, with a negated assertion\\
-\hline
-there is (are), there exist(s), for some, at least one & $\exists$, $\vee$ series, existential quantification\\
-\hline
-\bottomrule
-\end{tabular}
-
-\end{frame}
-
-%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
-
-\begin{frame}
-\frametitle{A Small Translator's Glossary Continued}
-
-\begin{tabular}{p{4cm} | p{6cm}}
-\toprule
-English & Mathematics\\
-\midrule
-integer & $... \in \mathbb{Z}$\\
-\hline
-sorted & $\wedge_{i=0}^{n-2} A[i] \leq A[i+1]$, \newline
-$\forall ( i : \mathbb{N} | 0 \leq i < n-1 : A[i] \leq A[i+1])$\\
-\hline
-if (when, whenever) ... then ... & ... $\rightarrow$ ..., sometimes $\wedge$ \\
-\hline
-search, find, equal, present & $=$\\
-\hline
-exchange, rearrange, different order, different sequence, merge, copy, sort & permutation\\
-\hline
-\bottomrule
-\end{tabular}
-
-\end{frame}
-
-%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
-
-\begin{frame}
-\frametitle{Your Translator's Glossary}
-
-\begin{itemize}
-
-\item A professional translator compiles his/her own translation glossary
-\begin{itemize}
-\item Over time
-\item Based on own accumulated experience
-\end{itemize}
-\item You should too!
-\end{itemize}
-
-\end{frame}
-
-%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
-
-\begin{frame}
-\frametitle{Exercise}
-
-Consider an array $D$ with index values ranging from $1$ to $n$. The subject of this example is part of a specification
-for a subprogram that will count how many times a particular given value occurs in the array $D$.\\
-~\newline
-
-The goal of this exercise is to write a postcondition for the subprogram, relating the various relevant variablesÕ
-values when the search is complete.
-
-\end{frame}
-
-%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
-
-\begin{frame}
-\frametitle{Exercise Continued}
-
-Understand the task in the original language
-
-\begin{itemize}
-
-\item Identify objects referred to (look for nouns in the original English text)
-\item<2-> \structure<2>{Array $D$, index value, times (count), particular given value, relevant variables's value}
-\item Identify missing information
-\item<3-> \structure<3>{Names of variable for: index, times (count), particular given value}
-\item<4-> \structure<4>{Are there any other relevant variables?}
-\end{itemize}
-
-\end{frame}
-
-%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
-
-\begin{frame}
-\frametitle{Exercise}
-
-\begin{itemize}
-
-\item Identify missing information
-\item Names of variable for
-\begin{itemize}
-\item Index: assume $i$
-\item Times (count): ask the author of the task, assume $\mathit{count}$
-\item Particular given value: Ask the author of the task, assume $\mathit{key}$
-\item Are there any other relevant variables? (no?)
-\end{itemize}
-\end{itemize}
-
-\end{frame}
-
-%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
-
-\begin{frame}
-\frametitle{Reference}
-
-\begin{itemize}
-
-\item Baber, Robert L., \textit{Translating English to Mathematics}, 2002
-
-\end{itemize}
-
-\end{frame}
-
-%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
-
\end{document}
\ No newline at end of file
diff --git a/Lectures/L25_EnglishToMath/EnglishToMath.pdf b/Lectures/L25_EnglishToMath/EnglishToMath.pdf
index c917ba1800c2b1be9869173c6fa73b6ffb190e40..312ee74dfe55534c858d32ada6dce103a843730d 100644
Binary files a/Lectures/L25_EnglishToMath/EnglishToMath.pdf and b/Lectures/L25_EnglishToMath/EnglishToMath.pdf differ
diff --git a/Lectures/L25_EnglishToMath/EnglishToMath.tex b/Lectures/L25_EnglishToMath/EnglishToMath.tex
index 61669eb95585973fe1aff6351e9a3ab637a16930..a7902c3ea32464206e00ba136c39aeb69639a56e 100755
--- a/Lectures/L25_EnglishToMath/EnglishToMath.tex
+++ b/Lectures/L25_EnglishToMath/EnglishToMath.tex
@@ -23,7 +23,7 @@
\mode<presentation>{}
\input{../def-beamer}
-\Drafttrue
+\Draftfalse
\newcommand{\topicTitle}{25 English To Math}
\ifDraft
@@ -47,7 +47,6 @@
\begin{itemize}
\item Administrative details
-\item Line Formatter Example
\item English and mathematics as languages
\item Different world views
\item Translating between languages
@@ -73,25 +72,19 @@ TBD
\item Midterm
\bi
\item Grades on Avenue
-\item Out of 27 instead of 30
-\bi
-\item The test was more difficult than most expected
-\item Final will also require knowledge of course material and attention to
- detail
-\item Remember the goal of the test is to measure your ability to design and
- develop software as part of a University degree
-\ei
+\item Out of 29 instead of 30: Average around 70\%
\ei
-\item A3 deadlines
+\item A3
\begin{itemize}
-\item Part 2 - Code: due 11:59 pm Mar 20
-\item \structure{Part 1 spec available on Wednesday}
+\item Part 1 - Specification: due 11:59 pm Mar 12
+\item Part 1 - Solution: Mar 18
+\item Part 2 - Code: due 11:59 pm Mar 26
\end{itemize}
\item A4
\bi
\item Your own design and specification
-\item Due April 3 at 11:59 pm
+\item Due April 9 at 11:59 pm
\ei
\end{itemize}
@@ -102,196 +95,6 @@ TBD
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
-\begin{frame}
-\frametitle{Line Formatter}
-
-\bi
-\item \structure{Input} stream signalled with ET
-\item Exactly one ET character in each input stream
-\item \structure{Character} classifications:
-\bi
-\item Break character - BL (blank) and NL (new line)
-\item Non Break Character - all others except ET
-\item End of text indicator ET
-\ei
-\item \structure{Word} is a non-empty sequence of non break characters
-\item \structure{Break} is a sequence of one or more break characters
-\item \structure{Output} same sequence of words, except if there is an oversize
- word
-\bi
-\item Oversize means more than MAXPOS characters, where MAXPOS is a positive
- integer
-\item If there is an oversize word
-\bi
-\item Set Alarm to TRUE
-\item Exit the program
-\ei
-\ei
-\ei
-\end{frame}
-
-%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
-
-\begin{frame}
-\frametitle{Line Formatter}
-
-\bi
-\item Up to the point of an error, the program's output should have the
- following properties
-\bi
-\item A new line should start only between words and at the beginning of the
-output text, if any
-
-\item A break in the input is reduced to a single break character in the output
-
-\item As many words as possible should be placed on each line (i.e.\ between
-successive NL characters)
-
-\item No line may contain more than MAXPOS characters (words and BLs)
-\ei
-\ei
-\end{frame}
-
-%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
-
-\begin{frame}
-\frametitle{Abstract?}
-
-\uncover<2->{
-\bi
-\item Not abstract!
-\item Specifies an implementation for error handling (variable named Alarm)
-\item Do not have to name the variable Alarm
-\item Could use exception handling (or another approach) instead
-\item ET is a machine dependent (program domain) concept
-\ei
-}
-
-\end{frame}
-
-%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
-
-\begin{frame}
-\frametitle{Correct?}
-
-\uncover<2->{
-\bi
-\item The definition of line is incorrect!
-\item A line is defined as being between NLs, which ignores text before the
- first NL and after the last NL
-\item The output file does not contain ET, which is either a bug in the spec or
- a significant non-uniformity
-\ei
-}
-
-\end{frame}
-
-%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
-
-\begin{frame}
-\frametitle{Unambiguous?}
-
-\uncover<2->{
-\bi
-\item Ambiguous!
-\item ``point of error'' is not defined
-\item Output matches input to the last acceptable word, or the last acceptable character?
-\item ``trailing blanks ending with ET'' is ambiguous
-\item The program's output should be the same sequence of words as in the input
-\bi
-\item But the input is not a sequence of words
-\item If the input were a sequence of words, what about leading or trailing
- breaks?
-\item ``As many words as possible should be placed on each line''
-\bi
-\item WHO WHAT ``NL'' WHEN
-\item WHO ``NL'' WHAT WHEN
-\ei
-\ei
-\ei
-}
-
-\end{frame}
-
-%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
-
-\begin{frame}
-\frametitle{Complete?}
-
-\uncover<2->{
-\bi
-\item Not complete!
-\item Meaning of NL and its relation to the concept of line is left implicit
-\item Alarm is not specified if MAXPOS is never exceeded
-\ei
-}
-
-\end{frame}
-
-%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
-
-\begin{frame}
-\frametitle{Consistent?}
-
-\uncover<2->{
-\bi
-\item Not consistent!
-\item ``non-empty'' and ``one or more'' (synonyms)
-\item ``stream'' and ``sequence'' (synonyms)
-\item Is the input a ``stream of characters'' or a ``sequence of words separated
- by breaks''? -- sequence of T is not the same as sequence of sequence of T
-\ei
-}
-
-\end{frame}
-
-%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
-
-\begin{frame}
-\frametitle{Verifiable?}
-
-\uncover<2->{
-\bi
-\item The specification cannot be verified, since it is ambiguous and incorrect
-\ei
-}
-
-\end{frame}
-
-%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
-
-\begin{frame}
-\frametitle{Advantages and Disadvantages?}
-
-\bi
-\item \structure{Advantages and disadvantages of maintaining both
- formal and a natural language spec?}
-\ei
-
-\uncover<2->{
-\bi
-\item Advantage of natural language - understandability
-\item Advantage of formal spec
-\bi
-\item Unambiguous
-\item Highlights difficult to informally detect cases
-\item Checking for completeness and consistency
-\item Amenable to tool support
-\ei
-\item Advantage of both - all of the above advantages
-\item Disadvantages - have to maintain two specs
-\item Automatic translation
-\bi
-\item Formal spec to natural language has been
- researched
-\item Natural language to formal spec has received more attention
-\ei
-\ei
-}
-\end{frame}
-
-%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
-
\begin{frame}
\frametitle{English and Mathematics as Languages}