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Artículos de revistas sobre el tema "Lucid (Computer program language)"

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Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 31 de enero de 2023

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1

Loehr, Devon y David Walker. "Safe, modular packet pipeline programming". Proceedings of the ACM on Programming Languages 6, POPL (16 de enero de 2022): 1–28. http://dx.doi.org/10.1145/3498699.

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The P4 language and programmable switch hardware, like the Intel Tofino, have made it possible for network engineers to write new programs that customize operation of computer networks, thereby improving performance, fault-tolerance, energy use, and security. Unfortunately, possible does not mean easy —there are many implicit constraints that programmers must obey if they wish their programs to compile to specialized networking hardware. In particular, all computations on the same switch must access data structures in a consistent order, or it will not be possible to lay that data out along the switch’s packet-processing pipeline. In this paper, we define Lucid 2.0, a new language and type system that guarantees programs access data in a consistent order and hence are pipeline-safe . Lucid 2.0 builds on top of the original Lucid language, which is also pipeline-safe, but lacks the features needed for modular construction of data structure libraries. Hence, Lucid 2.0 adds (1) polymorphism and ordering constraints for code reuse; (2) abstract, hierarchical pipeline locations and data types to support information hiding; (3) compile-time constructors, vectors and loops to allow for construction of flexible data structures; and (4) type inference to lessen the burden of program annotations. We develop the meta-theory of Lucid 2.0, prove soundness, and show how to encode constraint checking as an SMT problem. We demonstrate the utility of Lucid 2.0 by developing a suite of useful networking libraries and applications that exploit our new language features, including Bloom filters, sketches, cuckoo hash tables, distributed firewalls, DNS reflection defenses, network address translators (NATs) and a probabilistic traffic monitoring service.

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2

BECK, JARRYD P., JOHN PLAICE y WILLIAM W. WADGE. "Multidimensional infinite data in the language Lucid". Mathematical Structures in Computer Science 25, n.º 7 (10 de noviembre de 2014): 1546–68. http://dx.doi.org/10.1017/s0960129513000388.

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Although the language Lucid was not originally intended to support computing with infinite data structures, the notion of (infinite) sequence quickly came to the fore, together with a demand-driven computation model in which demands are propagated for the values of particular values at particular index points. This naturally generalized to sequences of multiple dimensions so that a programmer could, for example, write a program that could be understood as a (nonterminating) loop in which one of the loop variables is an infinite vector.Programmers inevitably found use for more and more dimensions, which led to a problem which is fully solved for the first time in this paper. The problem is that the implementation's cache requires some estimate of the dimensions actually used to compute a value being fetched. This estimate can be difficult or (if dimensions are passed as parameters) impossible to obtain, and the demand-driven evaluation model for Lucid breaks down.We outline the evolution of Lucid which gave rise to this problem, and outline the solution, as used for the implementation of TransLucid, the latest descendant of Lucid.

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3

Faustini, A. A. y W. W. Wadge. "An eductive interpreter for the language Lucid". ACM SIGPLAN Notices 22, n.º 7 (julio de 1987): 86–91. http://dx.doi.org/10.1145/960114.29659.

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4

Kirschenbaum, Matthew. "Lucid Mapping: Information Landscaping and Three-Dimensional Writing Spaces". Leonardo 32, n.º 4 (agosto de 1999): 261–68. http://dx.doi.org/10.1162/002409499553406.

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This paper documents an interactive graphics installation entitled Lucid Mapping and Codex Transformissions in the Z-Buffer. Lucid Mapping uses the Virtual Reality Modeling Language to explore textual and narrative possibilities within three-dimensional (3D) electronic environments. The author describes the creative rationale and technical design of the work and places it within the context of other applications of 3D text and typography in the digital arts and the scientific visualization communities. The author also considers the implications of 3D textual environments on visual language and communication, and discriminates among a range of different visual/ rhetorical strategies that such environments can sustain.

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5

Karn, Helen E. y MacEnglish. "Pronunciation Plus (Computer Program)". TESOL Quarterly 30, n.º 1 (1996): 176. http://dx.doi.org/10.2307/3587618.

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6

Solomon, Gabriela R. y Ford Language Institute. "The American Accent Program (Computer Program, Version 4.0)". TESOL Quarterly 27, n.º 4 (1993): 774. http://dx.doi.org/10.2307/3587425.

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7

McMinn, Mark R. y James D. Foster. "A Computer Program to Teach Nonsexist Language". Teaching of Psychology 18, n.º 2 (abril de 1991): 115–17. http://dx.doi.org/10.1207/s15328023top1802_16.

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8

Reps y Teitelbaum. "Language Processing in Program Editors". Computer 20, n.º 11 (noviembre de 1987): 29–40. http://dx.doi.org/10.1109/mc.1987.1663414.

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9

Yalcin, Hatice y Murat Demirekin. "Training Program Supporting Language Acquisition". International Journal of Modern Education and Computer Science 13, n.º 3 (8 de junio de 2021): 1–12. http://dx.doi.org/10.5815/ijmecs.2021.03.01.

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10

Baniassad, Elisa y Clayton Myers. "An exploration of program as language". ACM SIGPLAN Notices 44, n.º 10 (25 de octubre de 2009): 547–56. http://dx.doi.org/10.1145/1639949.1640132.

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11

Underwood, John, Keith Cameron, Theo Bongaerts, Pieter de Haan, Sylvia Lobbe y Herman Wekker. "Computer Assisted Language Learning: Program Structure and Principles". Modern Language Journal 74, n.º 4 (1990): 511. http://dx.doi.org/10.2307/328534.

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12

Walczyk, Jeffrey J. "A computer program for constructing language comprehension tests". Computers in Human Behavior 9, n.º 1 (marzo de 1993): 113–16. http://dx.doi.org/10.1016/0747-5632(93)90026-o.

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13

Wolach, Allen H. "Developing a computer program to facilitate language training". Computers in Human Behavior 10, n.º 4 (diciembre de 1994): 541–57. http://dx.doi.org/10.1016/0747-5632(94)90046-9.

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14

Baughan, Carolyn E. "Daedalus Integrated Writing Environment (Computer Program)". TESOL Quarterly 29, n.º 2 (1995): 395. http://dx.doi.org/10.2307/3587635.

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15

Jacobs, Paul S. "TRUMP: A transportable language understanding program". International Journal of Intelligent Systems 7, n.º 3 (marzo de 1992): 245–76. http://dx.doi.org/10.1002/int.4550070303.

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16

Sulzmann, Martin y Răzvan Voicu. "Language-Based Program Verification via Expressive Types". Electronic Notes in Theoretical Computer Science 174, n.º 7 (junio de 2007): 129–47. http://dx.doi.org/10.1016/j.entcs.2006.10.041.

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17

Schetz, Katherine F. "Computer-Aided Language/Concept Enrichment in Kindergarten". Language, Speech, and Hearing Services in Schools 20, n.º 1 (enero de 1989): 2–10. http://dx.doi.org/10.1044/0161-1461.2001.02.

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A model program for language/concept enrichment was set up with 22 kindergarten students as participants. A total screening score during routine kindergarten screenings relative to the areas of articulation, language and concepts was low for each of these students, but not low enough to recommend indepth diagnostic testing. The objective of the program was to demonstrate the role of the speech-language pathologist as consultant, an alternate service delivery model for public school speech-language services. Language/concept enrichment was provided by volunteers using four educational software programs for the microcomputer. Concepts taught included quantity, quality, time/sequence, nouns, and verbs. Program structure, implementation, and evaluation are discussed.

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18

Jones, Mark P. y Iavor S. Diatchki. "Language and program design for functional dependencies". ACM SIGPLAN Notices 44, n.º 2 (28 de enero de 2009): 87–98. http://dx.doi.org/10.1145/1543134.1411298.

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19

Sklenar, Ivan. "Programming language assessments using the program profiles". ACM SIGPLAN Notices 20, n.º 4 (abril de 1985): 80–86. http://dx.doi.org/10.1145/988316.988324.

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20

Van Merriënboer, Jeroen J. G. y Marcel B. M. De Croock. "Strategies for Computer-Based Programming Instruction: Program Completion vs. Program Generation". Journal of Educational Computing Research 8, n.º 3 (agosto de 1992): 365–94. http://dx.doi.org/10.2190/mjdx-9pp4-kfmt-09pm.

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Two instructional strategies were implemented in a two-and-a-half hour computer-based training program that was designed to teach elementary turtle graphics programming techniques to novice undergraduate students ( N = 40). Learning activities that either emphasized the completion of existing programs or the generation of new programs were studied for the two strategies. In the completion group, the information needed to perform the program completion tasks appeared to be largely available in the to-be-completed programs; in the generation group, students frequently had to search for useful examples while they were performing their program generation tasks. It is hypothesized that during practice, the direct availability of examples in the form of incomplete computer programs facilitates the acquisition of programming language templates, especially because students cannot complete a program without carefully studying it so that “mindful abstraction” is explicitly provoked. Data in this study on learning outcomes support this hypothesis: the completion group showed a superior use of programming language templates in both a program construction test and a multiple choice test that measured the knowledge of language statements.

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21

Sarkisyan, A. A. y Yu G. Shukuryan. "Program testing technology based on specification language". Cybernetics 26, n.º 6 (1991): 795–804. http://dx.doi.org/10.1007/bf01069487.

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22

Leidy, Judy, Ann Burke, Anne Merkel y Marlin Howard. "Using Computer Assisted Instruction in an ESL Language Program". IALLT Journal of Language Learning Technologies 15, n.º 1 (29 de enero de 2019): 13–24. http://dx.doi.org/10.17161/iallt.v15i1.9074.

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23

Vistein, Michael, Frank Ortmeier, Wolfgang Reif, Ralf Huuck y Ansgar Fehnker. "An Abstract Specification Language for Static Program Analysis". Electronic Notes in Theoretical Computer Science 254 (octubre de 2009): 181–97. http://dx.doi.org/10.1016/j.entcs.2009.09.066.

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24

Ensink, Brian, Joel Stanley y Vikram Adve. "Program Control Language: a programming language for adaptive distributed applications". Journal of Parallel and Distributed Computing 63, n.º 11 (noviembre de 2003): 1082–104. http://dx.doi.org/10.1016/s0743-7315(03)00117-5.

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25

Lomax, A. "The suitability of language syntaxes for program generation". ACM SIGPLAN Notices 22, n.º 3 (marzo de 1987): 95–101. http://dx.doi.org/10.1145/24697.24707.

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26

De Niel, Anne, Eddy Bevers y Karel De Vlaminck. "Program bifurcation for a polymorphically typed functional language". ACM SIGPLAN Notices 26, n.º 9 (septiembre de 1991): 142–53. http://dx.doi.org/10.1145/115866.115880.

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27

Gallimore, R. M. "UMIST OBJ: a Language for Executable Program Specifications". Computer Journal 32, n.º 5 (1 de mayo de 1989): 413–21. http://dx.doi.org/10.1093/comjnl/32.5.413.

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28

Simpson, Mark W. y Sheila Bolduc-Simpson. "DEVELOPING A COMPUTER-ASSISTED READING INSTRUCTION PROGRAM". CALICO Journal 2, n.º 1 (14 de enero de 2013): 34–39. http://dx.doi.org/10.1558/cj.v2i1.34-39.

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CARI is a computer assisted reading instruction program that was designed by two English Language teachers for the purpose of providing supplementary and relevant material for their students in three subskill areas. The program was written for intermediate level adults learning English in a business environment. The reading subskills include skimming, scanning and guessing. The paper describes in detail the content and structure of the program and outlines the steps involved in its development. Following the description are comments and suggestions for teachers on how to evaluate effective courseware.

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29

Sharvelle, Derek J. "A BASIC language computer program for intraocular lens power calculations". American Intra-Ocular Implant Society Journal 11, n.º 4 (julio de 1985): 400–405. http://dx.doi.org/10.1016/s0146-2776(85)80074-4.

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30

Irshad, Mufeeda, Merel Keijzer, Martijn Wieling y Marjolijn Verspoor. "Effectiveness of a dynamic usage based computer assisted language program". Dutch Journal of Applied Linguistics 8, n.º 2 (11 de abril de 2019): 137–62. http://dx.doi.org/10.1075/dujal.16018.irs.

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Abstract The current paper explores whether a Dynamic Usage Based (DUB) approach – which takes authentic meaningful language use with repetition and scaffolding for comprehension as its basis – can also be implemented in a CALL environment. The effectiveness of the DUB-CALL program was tested in a semester-long experiment, comparing it with a teacher-fronted DUB program (using the same materials as the CALL program) and a traditional CLT program; 228 university undergraduates in Sri Lanka participated. Language gains were assessed in a pre-post design with an objective General English Proficiency (GEP) test and a writing task. The results show that the students in the DUB-CALL condition performed significantly better on the GEP test than the students in the two teacher-fronted classes. The results of the writing tests show that all groups improved significantly, but here there were no differences among groups.

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31

Hoch, Frances S. "COMPUTER LITERACY AN THE FOREIGN LANGUAGE TEACHER". CALICO Journal 3, n.º 1 (14 de enero de 2013): 17–19. http://dx.doi.org/10.1558/cj.v3i1.17-19.

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This article is based on a presentation at CALICO '85. It discusses the problems inherent in making teachers computer literate. It then describes a staff development program for foreign language teachers in North Carolina which introduces them to the potential of CAI for foreign language instruction by providing hands-on experience with the computer which is directly applicable to this instructional area.

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32

Zuidema, Johan, Gellof Kanselaar, H. Wichmann, M. Giezeman, L. Koster y J. van der Veen. "Vrue Taalprodukties En De Computer". Computer-ondersteund talenonderwijs 33 (1 de enero de 1989): 33–39. http://dx.doi.org/10.1075/ttwia.33.05zui.

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In second language teaching a great deal of attention is paid to the learning of communicative skills. The computer program PRESTIGE (Productive and Receptive English, a Smart Tutor and Intelligent Generator of Exercises) subscribes to the views currently held in communicative language teaching. Among these are learning the meaning of a word through deduction of the word's meaning from contexts, and emphasizing the use of productive language. The computer program PRESTIGE, written in PROLOG, consists of several parts: A parser, which checks if syntax, spelling and inflection of pupils' input sentences, words, and verbs are correct. The parser is the heart of the program, and is capable of analysing most English sentence structures which are used in the first years of secondary education. A database of descriptions of words and context sentences in everyday English (taken from Collins COBUBLD English Language Dictionary). Both databases can be consulted by the pupil at any moment and thus constitute an extensive help facility. A database of texts. These texts are taken from a method called "Notting Hill Gate" (Malmberg). A generator of exercises. The program is able to generate exercises for both receptive and productive language use. Receptive: a story fragment is selected from the database. For every word, pupils can ask for a description (in English) or for a context sentence in which the word is used. Productive: several different exercises can be generated. They vary from cloze texts: the parser leaves out words that belong to a certain grammatical class (adjectives, prepostions, etc.), to free language productions: writing a composition. Furthermore, exercises can be generated in which interrogative or negative sentences have to be made. When the pupil is writing a composition, the parser checks whether the sentences are grammatically correct. Here as well, all help options from the databases are available. Pupil registration. For every pupil the program keeps track of the words that (s)he has studied, what kind of help (s)he has asked for, and what the results of the exercises are. The advantage of PRESTIGE over existing courseware for second language teaching is the open structure of the program, which makes free input of language possible. In the article the possibilities of the parser are shown and illustrated by examples. The article concludes with a discussion of the uses of PRESTIGE as an intelligent generator of exercises, and some plans for further research.

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33

Davison, Ned. "AN INTERACTIVE CONCORDANCE PROGRAM FOR THE SMALL COMPUTER". CALICO Journal 1, n.º 1 (14 de enero de 2013): 24–26. http://dx.doi.org/10.1558//cj.v1i1.24-26.

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An interest in literary analysis usually begins with a curiosity about themes, philosophical implications, and the human experiences a work embodies. After such initial interests, our attention often turns to the way specific words and phrases relate to those broader features.

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34

Gillam, Ronald B. "Computer-Assisted Language Intervention Using Fast ForWord®". Language, Speech, and Hearing Services in Schools 30, n.º 4 (octubre de 1999): 363–70. http://dx.doi.org/10.1044/0161-1461.3004.363.

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A computer-assisted language intervention program called Fast ForWord® (Scientific Learning Corporation, 1998) has received a great deal of attention at professional meetings and in the popular media. Newspaper and magazine articles about this program contain statements like, "On average, after only 6 to 7 weeks of training, language-learning impaired children ages 4 to 12 showed improvement of more than one and a half years in speech processing and language ability." (Scientific Learning Corporation, 1997). Are the claims that are being made about this intervention approach just a matter of product promotion, or is this really a scientifically proven remedy for language-learning impairments? This article critiques the theoretical basis of Fast ForWord®, the documented treatment outcomes, and the clinical methods associated with the procedure. Fifteen cautionary statements are provided that clinicians may want to consider before they recommend Fast ForWord® intervention for the children they serve.

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35

Telap, Cherry, Benny Pinontoan y Jullia Titaley. "Derivation of Quantum Guarded Command Language Program for Average". d'CARTESIAN 4, n.º 2 (26 de junio de 2015): 163. http://dx.doi.org/10.35799/dc.4.2.2015.9055.

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Has conducted research to determine the derivation of quantum guarded command language (qGCL) program for average. Initially calculation of average value was made in guaded command language (GCL) which is then implemented on a digital computer into the Pascal programming language. Furthermore GCL to calculate the average value was analyzed again to be made in the quantum guarded command language (qGCL). qGCL implementation is on a quantum computer is a future computer could perform calculations very quickly because it uses a superposition state is referred to as quantum bits (qubits). Keywords : GCL, qGCL, Quantum Computer

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36

Pezold, Mollee J., Caitlin M. Imgrund y Holly L. Storkel. "Using Computer Programs for Language Sample Analysis". Language, Speech, and Hearing Services in Schools 51, n.º 1 (8 de enero de 2020): 103–14. http://dx.doi.org/10.1044/2019_lshss-18-0148.

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Purpose Although language sample analysis is widely recommended for assessing children's expressive language, few school-based speech-language pathologists routinely use it, citing a lack of time, resources, and training ( Pavelko, Owens, Ireland, & Hahs-Vaughn, 2016 ). The purpose of this clinical tutorial is (a) to describe options for language sample analysis using computer programs and (b) to demonstrate a process of using language sample analysis focused on the assessment of 2 preschool children as case studies. Method We provide an overview of collecting and analyzing child language samples and describe 3 programs for language sample analysis: 2 dedicated software programs (Computerized Language Analysis [ MacWhinney, 2000 ] and Systematic Analysis of Language Transcripts [ Miller & Iglesias, 2015 ]) and 1 protocol for using word processing software to analyze language samples (Sampling Utterances and Grammatical Analysis Revised; Pavelko & Owens, 2017 ). We also present analysis results from each program for play-based language samples from 2 preschool children and detailed analysis of the samples with potential treatment goals. Results Each program offers different analyses, comparison databases, and sampling contexts. We present options for additional analysis, clinical interpretations, and potential treatment goals based on the 2 preschool cases. Conclusion Clinicians can use computer programs for language sample analysis as part of a process to make naturalistic language assessment more feasible. Supplemental Material https://doi.org/10.23641/asha.10093403

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37

COSTANTINI, STEFANIA. "SEMANTICS OF A METALOGIC PROGRAMMING LANGUAGE". International Journal of Foundations of Computer Science 01, n.º 03 (septiembre de 1990): 233–47. http://dx.doi.org/10.1142/s0129054190000175.

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This paper presents the declarative and procedural semantics of Reflective Prolog, a new logic language able to represent metaknowledge and use it in the proof process via an extended resolution procedure including forms of implicit reflection. The declarative semantics of a Reflective Prolog definite program is provided in terms of the Least Reflective Herbrand Model of the program, characterized by means of a suitable mapping. The extended resolution is then shown to be sound and complete with respect to the Least Reflective Herband Model.

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38

Dévai, Gergely, Zoltán Gera y Zoltán Kelemen. "Language abstractions for low level optimization techniques". Computer Science and Information Systems 11, n.º 4 (2014): 1499–514. http://dx.doi.org/10.2298/csis130224080d.

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Programmers are often forced to implement performance-critical applications at a low abstraction level. This leads to programs that are hard to develop and maintain because the program text is mixed with low level optimization tricks and is far from the algorithm it implements. Even if compilers are smart nowadays and provide the user with many automatically applied optimizations, practice shows that in some cases it is hopeless to optimize the program automatically without the programmer?s knowledge. A complementary approach is to allow the programmer to fine tune the program by providing him with language features that make the optimization easier. These are language abstractions that make optimization techniques explicit without adding too much syntactic noise to the program text. This paper presents such language abstractions for two well-known optimizations: bitvectors and SIMD (Single Instruction Multiple Data). The language features are implemented in the embedded domain specific language Feldspar which is specifically tailored for digital signal processing applications. While we present these language elements as part of Feldspar, the ideas behind them are general enough to be applied in other language definition projects as well.

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Dobizha, N. "The use of computer training program in the foreign language classroom". Інформаційні технології в освіті, Вип. 2 (35) (2018): 89–99.

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40

Kochkonbaeva, Buazhar Osmonalievna y Zhulduz Srajdinovna Egemberdieva. "ALGORITHM OF THE COMPUTER PROGRAM FOR EFFECTIVE LEARNING OF ENGLISH LANGUAGE". Bulletin of Osh State University 2, n.º 1 (2021): 174–81. http://dx.doi.org/10.52754/16947452_2021_2_1_171.

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41

Dobizha, N. "THE USE OF COMPUTER TRAINING PROGRAM IN THE FOREIGN LANGUAGE CLASSROOM". Information Technologies in Education 2, n.º 35 (junio de 2018): 89–99. http://dx.doi.org/10.14308/ite000669.

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42

Hakim, Badia. "Implementing A Computer Assisted Language Learning Training Program for English Teachers". Arab World English Journal 6, n.º 1 (15 de marzo de 2015): 100–112. http://dx.doi.org/10.24093/awej/vol6no1.8.

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43

Coniam, David. "A COMPUTERISED ENGLISH LANGUAGE PROOFING CLOZE PROGRAM". Computer Assisted Language Learning 10, n.º 1 (enero de 1997): 83–97. http://dx.doi.org/10.1080/0958822970100106.

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44

Ciobâcă, Ştefan, Dorel Lucanu, Vlad Rusu y Grigore Roşu. "A language-independent proof system for full program equivalence". Formal Aspects of Computing 28, n.º 3 (7 de marzo de 2016): 469–97. http://dx.doi.org/10.1007/s00165-016-0361-7.

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45

Leung, Wu-Hon F. "Program entanglement, feature interaction and the feature language extensions". Computer Networks 51, n.º 2 (febrero de 2007): 480–95. http://dx.doi.org/10.1016/j.comnet.2006.08.002.

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46

Siegfried, Robert M. "A scripting language to help the blind to program visually". ACM SIGPLAN Notices 37, n.º 2 (febrero de 2002): 53–56. http://dx.doi.org/10.1145/568600.568611.

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47

Reiser, John F. y Joseph P. Skudlarek. "Program profiling problems, and a solution via machine language rewriting". ACM SIGPLAN Notices 29, n.º 1 (enero de 1994): 37–45. http://dx.doi.org/10.1145/181577.181583.

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48

Takalo, Ronald. "LANGUAGE TEST GENERATOR". CALICO Journal 2, n.º 4 (14 de enero de 2013): 45–46. http://dx.doi.org/10.1558/cj.v2i4.45-46.

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The computer can be especially useful for constructing foreign language and ESL tests from a data bank. Once established and saved to disk, the computer can quickly write a random order test complete with answer blanks and answer key. The program described here can serve as a template to create tests for many subjects and items, being easily modifiable by anyone with a modicum of programming experience.

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49

Vu, Ngoc Thiem, Shinn Liang Chang, Jackson Hu y Tacker Wang. "Computer Program in Visual Basic Language for Manufacture of Helical Cutting Tools". Advanced Materials Research 488-489 (marzo de 2012): 813–18. http://dx.doi.org/10.4028/www.scientific.net/amr.488-489.813.

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The helical cutting tools have complex geometries. A rack cutter is the most economical tool that has been used for manufacturing helical cutting tool. In this paper, the computer program has been designed to evaluate the manufacture abilities following design concept and analyze the technical parameters of helical cutting tool. The program can simulate the sections of helical cutting tool and the rack cutter, analyze the clearance angle, relief angle, and width top of the helical cutting tool, and modify the rack cutter profile to show the helical cutting tool profile suitably. This program can predict the differences during manufacture process and give the best solution for economical consideration.

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Shelekhov, Vladimir Ivanovich. "TRANSFORMATION AND VERIFICATION OF THE OS PROGRAM SORTING DEVICES IN A COMPUTER BUS". System Informatics, n.º 18 (2021): 1–34. http://dx.doi.org/10.31144/si.2307-6410.2021.n18.p1-34.

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The transformation and verification of the bus_sort_breadthfirst program, which belongs to the Linux OS kernel and implements sorting of devices are described. The C program is transformed into the cP language performing macros unfolding, structure changes, and elimination of pointers. Transformed program is translated into the WhyML functional language. For the received program, a specification is constructed. Deductive verification is carried out in the tool Why3.

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