- Abramsky and Jung "Domain Theory" http://www.cs.bham.ac.uk/~axj/pub/papers/handy1.pdf
- Appel, Andrew "Modern Compiler Implementation in ML"
- Cousot, Patrick "Abstract Interpretation Based Formal Methods and Future Challenges" http://www.di.ens.fr/~cousot/publications.www/Cousot-LNCS2000-sv-sb.pdf
- Darais, Might, and Van Horn "Galois Transformers and Modular Abstract Interpreters" http://arxiv.org/pdf/1411.3962v1.pdf
- Davey and Priestley, "Introduction To Lattices and Order"
- Friedman and Mendhekar, "Using an Abstracted Interpreter to Understand Abstract Interpretation" http://www.cs.indiana.*du/l/www/classes/b621/abiall.pdf
- Friedman and Wand, "Essentials of Programming Languages"
- Jones and Nielson, "Abstract Interpretation: a Semantics-Based Tool for Program Analysis" http://se.inf.ethz.ch/courses/2014b_fall/sv/reading/jones-nielson.pdf
- Livshits, Sridharan, Smaragdakis, et. al. "In Defense of Soundiness: A Manifesto" http://cgi.di.uoa.gr/~smaragd/Soundiness-CACM.pdf
- Might, Matt "Writing an inte
The function print-methods
is intended to be used inside a REPL. Just copy and paste it to your REPL and enjoy:
main=> ; paste print-methods
main=> (print-methods 1)
class java.lang.Long
-----------
bitCount(long) -> int
byteValue() -> byte
compare(long, long) -> int
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;; # Maria for Experts | |
;; This is a short tour of abstractions we've made in the process of building Maria, which are also available while using the system. It is meant for people with experience using functional programming languages who already know how to evaluate forms in Maria. If you're a beginner to Maria or to programming in general, I recommend starting [here](https://www.maria.cloud/intro). | |
;; (For the impatient, Command-Enter — Control-Enter on a PC — within a code block with evaluate the code before the cursor.) | |
;; ## Notebook interface | |
;; | |
;; In the notebook tradition exemplified by iPython Notebooks, one has a mix of prose and code with the ability to visualize the results of evaluating a particular piece of code. | |
;; |
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