Abstract
GLITCH is a versatile tool designed for detecting code smells in Infrastructure as Code (IaC) scripts across multiple technologies. Developed by researchers from INESC-ID (Lisbon), INESC TEC (Porto), Instituto Superior T & eacute;cnico / University of Lisbon, and the Faculty of Engineering / University of Porto, GLITCH automates the detection of both security and design flaws in scripts written in Ansible, Chef, Docker, Puppet, and Terraform. By using a technology-agnostic framework, GLITCH aims to improve the consistency and efficiency of code smell detection, making it valuable resource for DevOps engineers and researchers focused on software quality.

Abstract
The exponential growth in the digitisation of services implies the handling and storage of large volumes of data. Businesses and services see data sharing and crossing as an opportunity to improve and produce new business opportunities. The health sector is one area where this proves to be true, enabling better and more innovative treatments. Notwithstanding, this raises concerns regarding personal data being treated and processed. In this paper, we present a patient-centric platform for the secure sharing of health records by shifting the control over the data to the patient, therefore, providing a step further towards data sovereignty. Data sharing is performed only with the consent of the patient, allowing it to revoke access at any given time. Furthermore, we also provide a break-glass approach, resorting to Proxy Re-encryption (PRE) and the concept of a centralised trusted entity that possesses instant access to patients' medical records. Lastly, an analysis is made to assess the performance of the platform's key operations, and the impact that a PRE scheme has on those operations.

Abstract

Abstract
This project aims to develop a pen-based software tool that will assist in the process of doing mathematics by providing structured manipulation of handwritten mathematical expressions. The tool will be used to support the teaching of the dynamics of problem solving in a way that combines the advantages of the traditional blackboard style of teaching with the flexibility and accuracy of computer software. It will provide not only a simpler way to input mathematics - by allowing the recognition of handwritten mathematics - but also enhance students' understanding of the calculational techniques and facilitate the process of doing mathematics - by providing structure editing. Some of the most important features of this tool are the accurate selection and copy of expressions, the automatic application of algebraic rules and the use of gestures to apply them, and also the combined writing of mathematics and text. These features will have a major impact on writing, doing, and presenting mathematics. This project includes the required technical developments and also the application and testing of the tool in concrete situations, namely in mathematics and computing science courses. © 2008 IEEE.

Abstract
This paper describes a study conducted at the University of Nottingham, whose goal was to assess whether the students registered on the first-year module "Mathematics for Computer Scientists" appreciate the calculational method. The study consisted of two parts: "Proof Reading" and "Problem Solving". The goal of "Proof Reading" was to determine what the students think of calculational proofs, compared with more conventional ones, and which are easier to verify; we also assessed how their opinions changed during the term. The purpose of "Problem Solving" was to determine if the methods taught have influenced the students' problem-solving skills. Frequent criticisms of our approach are that we are too formal and that the emphasis on syntactic manipulation hinders students' understanding. Nevertheless, the results show that most students prefer or understand better the calculational proofs. On the other hand, regarding the problem-solving questions, we observed that, in general, the students maintained their original solutions. © 2009 Crown.

Abstract
MathIS is a new project that aims to reinvigorate secondary-school mathematics by exploiting insights of the dynamics of algorithmic problem solving. This paper describes the main ideas that underpin the project. In summary, we propose a central role for formal logic, the development of a calculational style of reasoning, the emphasis on the algorithmic nature of mathematics, and the promotion of self-discovery by the students. These ideas are discussed and the case is made, through a number of examples that show the teaching style that we want to introduce, for their relevance in shaping mathematics training for the years to come. In our opinion, the education of software engineers that work effectively with formal methods and mathematical abstractions should start before university and would benefit from the ideas discussed here.