This document discusses parsing and syntax analysis. It provides three key points:
1. Parsing involves recognizing the structure of a program or document by constructing a parse tree. This tree represents the structure and is used to guide translation.
2. During compilation, the parser uses a grammar to check the structure of tokens produced by the lexical analyzer. It produces a parse tree and handles syntactic errors and recovery.
3. Parsers are responsible for identifying and handling syntax errors. They must detect errors efficiently and recover in a way that issues clear messages and allows processing to continue without significantly slowing down.
In this slide you will explore more about how to make derivations ,design parse tree ,what is ambiguity and how to remove ambiguity ,left recursion ,left factoring .
In this slide you will explore more about how to make derivations ,design parse tree ,what is ambiguity and how to remove ambiguity ,left recursion ,left factoring .
The first “L” stands for scanning input from left to right. The second “L” for producing a leftmost derivation. The “1” for using one input symbol of look-ahead at each step to make parsing decisions.
FellowBuddy.com is an innovative platform that brings students together to share notes, exam papers, study guides, project reports and presentation for upcoming exams.
We connect Students who have an understanding of course material with Students who need help.
Benefits:-
# Students can catch up on notes they missed because of an absence.
# Underachievers can find peer developed notes that break down lecture and study material in a way that they can understand
# Students can earn better grades, save time and study effectively
Our Vision & Mission – Simplifying Students Life
Our Belief – “The great breakthrough in your life comes when you realize it, that you can learn anything you need to learn; to accomplish any goal that you have set for yourself. This means there are no limits on what you can be, have or do.”
Like Us - https://www.facebook.com/FellowBuddycom
The first “L” stands for scanning input from left to right. The second “L” for producing a leftmost derivation. The “1” for using one input symbol of look-ahead at each step to make parsing decisions.
FellowBuddy.com is an innovative platform that brings students together to share notes, exam papers, study guides, project reports and presentation for upcoming exams.
We connect Students who have an understanding of course material with Students who need help.
Benefits:-
# Students can catch up on notes they missed because of an absence.
# Underachievers can find peer developed notes that break down lecture and study material in a way that they can understand
# Students can earn better grades, save time and study effectively
Our Vision & Mission – Simplifying Students Life
Our Belief – “The great breakthrough in your life comes when you realize it, that you can learn anything you need to learn; to accomplish any goal that you have set for yourself. This means there are no limits on what you can be, have or do.”
Like Us - https://www.facebook.com/FellowBuddycom
Its the first phase of the compiler,useful in generating lexemes ,tokens and matching of the pattern.Its helpful in solving GATE/ UGCNET problems.For more insight refer http://tutorialfocus.net/
Compiler Design is quite important course from UGCNET /GATE point of view .This course clarifies different phases of language conversion.To have more insight refer http://tutorialfocus.net/
Types of errors
Among the most frequent sources of errors Brown counts
(1) interlingual transfer,
(2) intralingual transfer,
(3) context of learning,
and (4) various communication strategies the learners use
match the following attributes to the parts of a compilerstrips ou.pdfarpitaeron555
match the following attributes to the parts of a compiler
strips out the comments and whitespace
converts text into lexemes
generates an Abstrat Symbol Tree
recursive descent or table driven
uses BNF or EBNF definitions
a. lexer
b. parser
Solution
The Program and Portfolio Management Maturity Model is an effective tool for organizations to
decide quickly what PPM improvements they should make to enhance their organization\'s
ability to optimize investments, execute big changes and deliver value.
Overview
Key Findings
Real project, program and portfolio management, when operating at the level of well-integrated
practices, is the key enabler that allows organizations to identify and execute strategic change.
Any meaningful undertakings to enhance or evolve the program and portfolio management
(PPM) function must pay more than lip service to organizational structure, business model and
culture to have any chance of success.
Competitive pressures and changing market conditions are forcing organizations toward Level 3,
and most organizations still aren\'t ready to make the leap.
Recommendations
At any level of PPM maturity, focus first on helping the organization make well-informed
investment choices. This will improve the odds of project success more than any other factor.
For organizations that require enterprisewide change and capabilities, it is worth the effort to
pursue Level 4, where enterprise PPM practices are built.
Identify objectives for your enterprise, and use them to identify the most salient improvement
opportunities for your enterprise.
Meticulously manage the change involved in maturing/improving your PPM capabilities.
Analysis
Project/program/portfolio management office (PMO) leaders, program managers and portfolio
managers are frequently challenged by ineffective processes, lack of stakeholder engagement and
difficult-to-quantify value. 1 Part of the problem is failure to match their processes, people and
technology approaches to the maturity level of their organizations. 2
The Gartner Program and Portfolio Management (PPM) Maturity Model assessment is designed
to help PPM leaders understand best practices around large project management, as well as PPM
to handle delivery of strategic value. This model assumes that organizations progress through a
maturity curve and that each level of organizational maturity directly affects the level of
investment and types of PPM approaches organizations choose to adopt.
arsing
A parser is an algorithm that determines whether a given input string is in a language and, as a
side-effect, usually produces a parse tree for the input. There is a procedure for generating a
parser from a given context-free grammar.
Recursive-Descent Parsing
Recursive-descent parsing is one of the simplest parsing techniques that is used in practice.
Recursive-descent parsers are also called top-down parsers, since they construct the parse tree
top down (rather than bottom up).
The basic idea of recursive-descent par.
Distributed contention based mac protocol for cognitive radioIffat Anjum
Introduction
System Model
DC-MAC Design
Network Initialization
DC-MAC Working
Data Transfer on Home Channel
Data Transfer on a Foreign Channel
Performance Analysis
Conclusion
References
Pnp mac preemptive slot allocation and non preemptive transmission for provid...Iffat Anjum
Contribution.
Problem Definition.
Overview of PNP-MAC.
Features of PNP-MAC.
Priority Classification.
Fast, Preemptive DTS allocation.
Non-Preemptive transmission.
Prioritized CCA in ETS.
Prioritized random back-off in CAP.
Performance Evaluation.
A reinforcement learning based routing protocol with qo s support for biomedi...Iffat Anjum
Contribution.
Problem Definition.
Related works.
Biomedical Sensor Networks
Reinforcement Learning
Q-learning
Design of RL-QRP
Local Information Exchange
Q-learning Implementation
Learning-Based Routing Algorithm
Performance Evaluation.
Limitation.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2. Parsing
• A.K.A. Syntax Analysis
– Recognize sentences in a language.
– Discover the structure of a document/program.
– Construct (implicitly or explicitly) a tree (called as a
parse tree) to represent the structure.
– The above tree is used later to guide translation.
3. Parsing During Compilation
intermediate
representation
errors
lexical
analyzer
parser
rest of
front end
symbol
table
source
program
parse
treeget next
token
token
regular
expressions
• Collecting token
information
• Perform type checking
• Intermediate code
generation
• uses a grammar to check structure of tokens
• produces a parse tree
• syntactic errors and recovery
• recognize correct syntax
• report errors
4. Parsing Responsibilities
Syntax Error Identification / Handling
Recall typical error types:
1. Lexical : Misspellings
2. Syntactic : Omission, wrong order of tokens
3. Semantic : Incompatible types, undefined IDs
4. Logical : Infinite loop / recursive call
Majority of error processing occurs during syntax analysis
NOTE: Not all errors are identifiable !!
if x<1 thenn y = 5:
if ((x<1) & (y>5)))
if (x+5) then
if (i<9) then ...
Should be <= not <
5. Error Detection
• Much responsibility on Parser
– Many errors are syntactic in nature
– Modern parsing method can detect the presence of syntactic errors in
programs very efficiently
– Detecting semantic or logical error is difficult
• Challenges for error handler in Parser
– It should report error clearly and accurately
– It should recover from error and continue..
– It should not significantly slow down the processing of correct programs
• Good news is
– Common errors are simple and relatively easy to catch.
• Errors don’t occur that frequently!!
• 60% programs are syntactically and semantically correct
• 80% erroneous statements have only 1 error, 13% have 2
• Most error are trivial : 90% single token error
• 60% punctuation, 20% operator, 15% keyword, 5% other error
6. • Difficult to generate clear and accurate error messages.
Example
function foo () {
...
if (...) {
...
} else {
...
...
}
<eof>
Example
int myVarr;
...
x = myVar;
...
Adequate Error Reporting is Not a Trivial
Task
Missing } here
Not detected until here
Misspelled ID here
Not detected until here
7. Error Recovery
• After first error recovered
– Compiler must go on!
• Restore to some state and process the rest of the input
• Error-Correcting Compilers
– Issue an error message
– Fix the problem
– Produce an executable
Example
Error on line 23: “myVarr” undefined.
“myVar” was used.
May not be a good Idea!!
– Guessing the programmers intention is not easy!
8. Error Recovery May Trigger More Errors!
• Inadequate recovery may introduce more errors
– Those were not programmers errors
• Example:
int myVar flag ;
...
x := flag;
...
...
while (flag==0)
...
Too many Error message may be obscuring
– May bury the real message
– Remedy:
• allow 1 message per token or per statement
• Quit after a maximum (e.g. 100) number of errors
Declaration of flag is discarded
Variable flag is undefined
Variable flag is undefined
9. Error Recovery Approaches: Panic Mode
• Discard tokens until we see a “synchronizing” token.
• The key...
– Good set of synchronizing tokens
– Knowing what to do then
• Advantage
– Simple to implement
– Does not go into infinite loop
– Commonly used
• Disadvantage
– May skip over large sections of source with some errors
Example
Skip to next occurrence of
} end ;
Resume by parsing the next statement
10. Error Recovery Approaches: Phrase-Level
Recovery
• Compiler corrects the program
by deleting or inserting tokens
...so it can proceed to parse from where it was.
• The key...
Don’t get into an infinite loop
Example
while (x==4) y:= a + b
Insert do to fix the statement
11. Context Free Grammars (CFG)
• A context free grammar is a formal model that consists of:
• Terminals
Keywords
Token Classes
Punctuation
• Non-terminals
Any symbol appearing on the lefthand side of any rule
• Start Symbol
Usually the non-terminal on the lefthand side of the first rule
• Rules (or “Productions”)
BNF: Backus-Naur Form / Backus-Normal Form
Stmt ::= if Expr then Stmt else Stmt
13. Context Free Grammars : A First Look
assign_stmt → id := expr ;
expr → expr operator term
expr → term
term → id
term → real
term → integer
operator → +
operator → -
Derivation: A sequence of grammar rule applications and
substitutions that transform a starting non-term into a sequence
of terminals / tokens.
14. Derivation
Let’s derive: id := id + real – integer ;
assign_stmt assign_stmt → id := expr ;
→ id := expr ; expr → expr operator term
→id := expr operator term; expr → expr operator term
→id := expr operator term operator term; expr → term
→ id := term operator term operator term; term → id
→ id := id operator term operator term; operator → +
→ id := id + term operator term; term → real
→ id := id + real operator term; operator → -
→ id := id + real - term; term → integer
→ id := id + real - integer;
using production:
15. Example Grammar: Simple Arithmetic
Expressions
expr → expr op expr
expr → ( expr )
expr → - expr
expr → id
op → +
op → -
op → *
op → /
op → ↑
9 Production rules
Terminals: id + - * / ↑ ( )
Nonterminals: expr, op
Start symbol: expr
16. Notational Conventions
• Terminals
– Lower-case letters early in the alphabet: a, b, c
– Operator symbols: +, -
– Punctuations symbols: parentheses, comma
– Boldface strings: id or if
• Nonterminals:
– Upper-case letters early in the alphabet: A, B, C
– The letter S (start symbol)
– Lower-case italic names: expr or stmt
• Upper-case letters late in the alphabet, such as X, Y, Z,
represent either nonterminals or terminals.
• Lower-case letters late in the alphabet, such as u, v, …, z,
represent strings of terminals.
17. Notational Conventions
• Lower-case Greek letters, such as α, β, γ, represent strings of
grammar symbols. Thus A→ α indicates that there is a single
nonterminal A on the left side of the production and a string of
grammar symbols α to the right of the arrow.
• If A→ α1, A→ α2, …., A→ αk are all productions with A on the
left, we may write A→ α1 | α2 | …. | αk
• Unless otherwise started, the left side of the first production is
the start symbol.
E → E A E | ( E ) | -E | id
A → + | - | * | / | ↑
28. Ambiguous Grammar
• More than one Parse Tree for some sentence.
– The grammar for a programming language may be
ambiguous
– Need to modify it for parsing.
• Also: Grammar may be left recursive.
• Need to modify it for parsing.
29. Elimination of Ambiguity
• Ambiguous
• A Grammar is ambiguous if there are multiple parse
trees for the same sentence.
• Disambiguation
• Express Preference for one parse tree over others
– Add disambiguating rule into the grammar
30. Resolving Problems: Ambiguous Grammars
Consider the following grammar segment:
stmt → if expr then stmt
| if expr then stmt else stmt
| other (any other statement)
If E1 then S1 else if E2 then S2 else S3
simple parse tree:
stmt
stmt
stmtexpr
exprE1
E2
S3
S1
S2
then
then
else
else
if
if
stmt stmt
31. Example : What Happens with this string?
If E1 then if E2 then S1 else S2
How is this parsed ?
if E1 then
if E2 then
S1
else
S2
if E1 then
if E2 then
S1
else
S2
vs.
32. Parse Trees: If E1 then if E2 then S1 else S2
Form 1:
stmt
stmt
stmtexpr
E1 S2
then elseif
expr
E2
S1
thenif
stmt
stmt
expr
E1
thenif
stmt
expr
E2
S2S1
then else
if
stmt stmt
Form 2:
33. Removing Ambiguity
Take Original Grammar:
stmt → if expr then stmt
| if expr then stmt else stmt
| other (any other statement)
Revise to remove ambiguity:
stmt → matched_stmt | unmatched_stmt
matched_stmt → if expr then matched_stmt else matched_stmt |
other
unmatched_stmt → if expr then stmt
| if expr then matched_stmt else unmatched_stmt
Rule: Match each else with the closest previous
unmatched then.