9783540236115 - Teaching Formal Methods: CoLogNET/FME Symposium, TFM 2004, Ghent, Belgium, November 18-19, 2004. Proceedings: 3294 (Lecture Notes in Computer Science, 3294) de Bout... (15 resultados)

Soft Cover. Condición: Good. Soft cover. Lecture Notes in Computer Science (LNCS) 3294. Usual ex-library features. The interior is clean and tight. Binding is good. Cover shows slight wear and has library label on spine. 248 pages. Ex-Library.

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Taschenbuch. Condición: Neu. Druck auf Anfrage Neuware - Printed after ordering - 'Professional engineers can often be distinguished from other designers by the engineers' ability to use mathematical models to describe and 1 analyze their products.' This observation by Parnas describes the de facto professional standards in all classical engineering disciplines (civil, mechanical, electrical, etc.). Unf- tunately, it is in sharp contrast with current (industrial) practice in software design, where mathematical models are hardly used at all, even by those who, 2 in Holloway's words 'aspire to be engineers.' The rare exceptions are certain critical applications, where mathematical techniques are used under the general name formal methods. Yet,thesamecharacteristicsthatmakeformalmethodsanecessityincri tical applicationsmakethemalsoadvantageousineverydaysoftwaredesignatvarious levels from design e ciency to software quality. Why, then, is education failing with respect to formal methods - failing to convince students, academics and practitioners alike that formal methods are truly pragmatic; - failing to overcome a phobia of formality and mathematics; - failing to provide students with the basic skills and understanding required toadoptamoremathematicalandlogicalapproachtosoftwaredevelopment. Until education takes these failings seriously, formal methods will be an obscure byway in software engineering, which in turn will remain severely impoverished as a result.

Taschenbuch. Condición: Neu. Teaching Formal Methods | CoLogNET/FME Symposium, TFM 2004, Ghent, Belgium, November 18-19, 2004. Proceedings | C. Neville Dean (u. a.) | Taschenbuch | Einband - flex.(Paperback) | Englisch | 2004 | Springer | EAN 9783540236115 | Verantwortliche Person für die EU: Springer Nature Customer Service Center GmbH, Europaplatz 3, 69115 Heidelberg, productsafety[at]springernature[dot]com | Anbieter: preigu.

Taschenbuch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -'Professional engineers can often be distinguished from other designers by the engineers' ability to use mathematical models to describe and 1 analyze their products.' This observation by Parnas describes the de facto professional standards in all classical engineering disciplines (civil, mechanical, electrical, etc.). Unf- tunately, it is in sharp contrast with current (industrial) practice in software design, where mathematical models are hardly used at all, even by those who, 2 in Holloway's words 'aspire to be engineers.' The rare exceptions are certain critical applications, where mathematical techniques are used under the general name formal methods. Yet,thesamecharacteristicsthatmakeformalmethodsanecessityincritical applicationsmakethemalsoadvantageousineverydaysoftwaredesignatvarious levels from design e ciency to software quality. Why, then, is education failing with respect to formal methods - failing to convince students, academics and practitioners alike that formal methods are truly pragmatic; - failing to overcome a phobia of formality and mathematics; - failing to provide students with the basic skills and understanding required toadoptamoremathematicalandlogicalapproachtosoftwaredevelopment. Until education takes these failings seriously, formal methods will be an obscure byway in software engineering, which in turn will remain severely impoverished as a result. 264 pp. Englisch.

Condición: New. Print on Demand pp. 264 Illus.

Condición: New. PRINT ON DEMAND pp. 264.

Taschenbuch. Condición: Neu. This item is printed on demand - Print on Demand Titel. Neuware -¿Professional engineers can often be distinguished from other designers by the engineers¿ ability to use mathematical models to describe and 1 analyze their products.¿ This observation by Parnas describes the de facto professional standards in all classical engineering disciplines (civil, mechanical, electrical, etc.). Unf- tunately, it is in sharp contrast with current (industrial) practice in software design, where mathematical models are hardly used at all, even by those who, 2 in Holloway¿s words ¿aspire to be engineers.¿ The rare exceptions are certain critical applications, where mathematical techniques are used under the general name formal methods. Yet,thesamecharacteristicsthatmakeformalmethodsanecessityincritical applicationsmakethemalsoadvantageousineverydaysoftwaredesignatvarious levels from design e ciency to software quality. Why, then, is education failing with respect to formal methods ¿ failing to convince students, academics and practitioners alike that formal methods are truly pragmatic; ¿ failing to overcome a phobia of formality and mathematics; ¿ failing to provide students with the basic skills and understanding required toadoptamoremathematicalandlogicalapproachtosoftwaredevelopment. Until education takes these failings seriously, formal methods will be an obscure byway in software engineering, which in turn will remain severely impoverished as a result.Springer-Verlag KG, Sachsenplatz 4-6, 1201 Wien 264 pp. Englisch.