The mutual exclusion scheduling problem for permutation and comparability graphs

The correspondence between partial metrics and semivaluations

The complexity of shortest path and dilation bounded interval routing

Hybrid commitments and their applications to zero-knowledge proof systems

Inplace run-length 2d compressed search

Elimination of spatial connectives in static spatial logics

The minimum broadcast range assignment problem on linear multi-hop wireless networks

Deterministic monotone algorithms for scheduling on related machines

A subexponential algorithm for discrete logarithms over hyperelliptic curves of large genus over GF( q)

On the Use of Automata-based Techniques in Symbolic Model Checking: Invited Address

A hierarchical approach to recognition of handwritten Bangla characters

formula omitted] model checking for time Petri nets

Coding is increasingly popular in schools around the world and is often taught by non-specialist teachers as an integrated task with other subject areas. In this article, we explore the relationship between computer science (CS) concepts and students’ multimodal expression in a coding animated narrative (CAN) task in the context of an integrated English-Technology unit of learning. Through this collective case study, we explore how CS concepts underpin semiotic elements of an animated narrative, analyse the factors that influence the extent to which students exercise those concepts, and reveal the tensions and opportunities that a CAN task may present for learning computer science concepts in regular, non-specialist, cross-curricular classrooms. The findings suggest that CAN tasks are unique in presenting opportunities for students to learn challenging CS concepts such as synchronisation and parallelism. At the same time, CAN tasks present tensions for teaching CS concepts in non-specialist classrooms, where student projects are often judged on their visual qualities. In such settings, procedural, rather than conceptual knowledge, may be a more efficient route to creative outcomes. It also means that drawing skills need to be prioritised. Role specialisation often led to better quality projects but at the expense of individual students’ conceptual development in computer science.

We investigate the power of counting in Group Isomorphism. We first leverage the count-free variant of the Weisfeiler–Leman Version I algorithm for groups [J. Brachter and P. Schweitzer, On the Weisfeiler–Leman dimension of finite groups, in 35th Annual ACM/IEEE Symp. Logic in Computer Science, eds. H. Hermanns, L. Zhang, N. Kobayashi and D. Miller, Saarbrucken, Germany, July 8–11, 2020 (ACM, 2020), pp. 287–300, doi:10.1145/3373718.3394786] in tandem with bounded non-determinism and limited counting to improve the parallel complexity of isomorphism testing for several families of groups. These families include: • Direct products of non-Abelian simple groups. • Coprime extensions, where the normal Hall subgroup is Abelian and the complement is an [Formula: see text]-generated solvable group with solvability class [Formula: see text]. This notably includes instances where the complement is an [Formula: see text]-generated nilpotent group. This problem was previously known to be in [Formula: see text] [Y. Qiao, J. M. N. Sarma and B. Tang, On isomorphism testing of groups with normal Hall subgroups, in Proc. 28th Symp. Theoretical Aspects of Computer Science, Dagstuhl Castle, Leibniz Center for Informatics, 2011), pp. 567–578, doi:10.4230/LIPIcs. STACS.2011.567], and the complexity was recently improved to [Formula: see text] [J. A. Grochow and M. Levet, On the parallel complexity of group isomorphism via Weisfeiler–Leman, in 24th Int. Symp. Fundamentals of Computation Theory, eds. H. Fernau and K. Jansen, Lecture Notes in Computer Science, Vol. 14292, September 18–21, 2023, Trier, Germany (Springer, 2023), pp. 234–247]. • Graphical groups of class 2 and exponent [Formula: see text] [A. H. Mekler, Stability of nilpotent groups of class 2 and prime exponent, J. Symb. Logic 46(4) (1981) 781–788] arising from the CFI and twisted CFI graphs [J.-Y. Cai, M. Fürer and N. Immerman, An optimal lower bound on the number of variables for graph identification, Combinatorica 12(4) (1992) 389–410], respectively. In particular, our work improves upon previous results of Brachter and Schweitzer [On the Weisfeiler–Leman dimension of finite groups, in 35th Annual ACM/IEEE Symp. Logic in Computer Science, eds. H. Hermanns, L. Zhang, N. Kobayashi and D. Miller, Saarbrucken, Germany, July 8–11, 2020 (ACM, 2020), pp. 287–300, doi:10.1145/3373718.3394786]. Notably, each of these families was previously known to be identified by the counting variant of the more powerful Weisfeiler–Leman Version II algorithm. We finally show that the q-ary count-free pebble game is unable to even distinguish Abelian groups. This extends the result of Grochow and Levet (ibid), who established the result in the case of [Formula: see text]. The general theme is that some counting appears necessary to place [Formula: see text] into [Formula: see text].

The finite graph problem for two-way alternating automata

Variables as Resource in Separation Logic