34   \LARGE Compilers and \\[-2mm] 

    34   \LARGE Compilers and \\[-1mm] 

    35   \LARGE Formal Languages\\[3mm] 

    35   \LARGE Formal Languages\\[-5mm] 

    41     Email:  & christian.urban at kcl.ac.uk\\

    41   Email:  & christian.urban at kcl.ac.uk\\

    42     %Office Hours: & Thursdays 12 -- 14\\

    42   Office Hour: & Fridays 11 -- 12\\

    43     %Location: & N7.07 (North Wing, Bush House)\\

    43   Location: & N7.07 (North Wing, Bush House)\\

    44     Slides \& Progs: & KEATS (also homework is there)\\  

    44   Slides \& Progs: & KEATS\\

    45   Pollev: & \texttt{\alert{https://pollev.com/cfltutoratki576}}\\  

  1655 \begin{frame}[t]

  1655 

  1656 \begin{mybox3}{}

  1656 

  1657   Are dfas completed by definition as in do they have a to have transitions

  1657 \begin{frame}<1-28>[c]

  1658   for every char at every state?

  1658 \end{frame}

  1659 \end{mybox3}

  1659 

  1660 \end{frame}

  1660 \begin{frame}[c]

  1661 

  1661   \begin{center}

  1662 \begin{frame}[t]

  1662   \begin{tabular}{cc}  

  1663 \begin{mybox3}{}

  1663   \includegraphics[scale=0.27]{s1.png} &

  1664   How can you tell if a language will be regular or irregular?

  1664   \includegraphics[scale=0.27]{s2.png} \\

  1665 \end{mybox3}

  1665   \includegraphics[scale=0.27]{s3.png} &

  1666 \end{frame}

  1666   \includegraphics[scale=0.27]{s4.png} \\

  1667 

  1667   \end{tabular}                                      

  1668 \begin{frame}<1-18>[c]

  1668   \end{center}

  1669 \end{frame}

  1669 \end{frame}

  1670 

  1670 

  1671 

  1671 \begin{frame}[c]

  1672 

  1672   \begin{center}

  1673 \end{document}

  1673   \begin{tabular}{cc}  

  1674   \includegraphics[scale=0.27]{s5.png} &

  1675   \includegraphics[scale=0.27]{s6.png} \\

  1676   \includegraphics[scale=0.27]{s7.png} &

  1677   \includegraphics[scale=0.27]{s8.png} \\

  1678   \end{tabular}                                      

  1679   \end{center}

  1680 \end{frame}

  1681 

  1682 \begin{frame}[c]

  1683   \begin{center}

  1684   \begin{tabular}{cc}  

  1685     \includegraphics[scale=0.3]{s9.png} &

  1686     \includegraphics[scale=0.3]{s10.png} 

  1687   \end{tabular}                                      

  1688   \end{center}

  1689 \end{frame}

  1690 

  1691 

  1678 \item[$\bullet$] contentwise probably the most enjoyable module I have had so far at KCL 

  1696   \item[$\bullet$] I'm impressed by the speed of the answers on KEATS,

  1679 

  1697     even on weekends. It's amazing. Obviously, the lecturer cares about

  1680 \item[$\bullet$] I personally found the coursework sheets a bit unclear. For example I couldnt see what was required from the CFUN section but once explained it actually was very easy and didnt take long to get working

  1698     the students.\pause

  1681 

  1699 

  1682 \item[$\bullet$] Please can tutorial sessions be recorded \& linked on Keats.

  1700   \item[$\bullet$] The handouts and materials on KEATS are very

  1701     helpful and your explanation is easy to understand especially

  1702     after both reading the handout and watch the lectures. The LGT is

  1703     also engaging and I will try my best to engage more. I am actually

  1704     already impressed by your teaching since 5CCS2PEP.\pause

  1684 \item[$\bullet$] One of the best taught modules I've had, with a genuinely interested and engaging lecturer. Thanks Dr.~Urban!

  1706   \item[$\bullet$] I believe the module is great, if possible, it

  1707     would be nice to have a small handout that recaps Scala syntax

  1708     from PEP last year.

  1691 \item[$\bullet$] Dr.~Urban is honestly a great lecturer, he's incredibly helpful and responsive. He also teaches at a very good pace and explains things clearly so students who sometimes struggle with the content like myself can keep up. It's a pleasure to learn from him.

  1715   \item[$\bullet$] While I understand you want people to attend the

  1692   

  1716     small groups, not providing the solutions to the homework

  1693 \item[$\bullet$] I just wish the Coursework content was explained better, in such a way that allows students to get on with the coursework as soon as possible.

  1717     exercises disadvantages those with disabilities (e.g. processing

  1694   

  1718     difficulties) as most students take notes of the solutions during

  1695 \item[$\bullet$] I'm thoroughly enjoying the module so far. I find that the handouts and homework really solidify my knowledge and the feedback is extremely useful. I enjoy doing the homework and then using the feedback alongside the workshop to correct where I have gone wrong.

  1719     the SGTs, and those of us who are unable to do so cannot obtain

  1696   

  1720     the full benefit of the sessions. Even if the exam is based on

  1697 \item[$\bullet$] I enjoy this module and think it is taught well. The homework is very useful.

  1721     those questions, it is closed-book anyway, so there is no harm in

  1722     providing the answers. At least allow the TAs to give the

  1723     solutions to those who attend the SGTs please?

  1724 

  1725   \item[$\bullet$] Really enjoy the content, but would appreciate

  1726     uploads of the tutorial answers as sometimes we do not have time

  1727     to go through all of them in the SGTs.  

  1702   \begin{center}

  1732   \small

  1703   \begin{tabular}{cc}  

  1733   \begin{itemize}  

  1704   \includegraphics[scale=0.3]{s1.png} &

  1734   \item[$\bullet$] CFL is a very interesting module and the LGTs are

  1705   \includegraphics[scale=0.3]{s2.png} \\

  1735     helpful to consolidate information. The homeworks and courseworks

  1706   \includegraphics[scale=0.3]{s3.png} &

  1736     are useful for learning the content.  My only criticism is that it

  1707   \includegraphics[scale=0.3]{s4.png} \\

  1737     feels like there is too much content crammed into each

  1708   \end{tabular}                                      

  1738     week. Between the time taken each week by 2h LGT, 1h SGT, 3-4h of

  1709   \end{center}

  1739     videos, 1-2h homework and time for courseworks, I find it

  1710 \end{frame}

  1740     difficult making time for all aspects of this module each week.

  1711 

  1741 

  1712 \begin{frame}[c]

  1742 \end{itemize}

  1713   \begin{center}

  1743 \end{frame}

  1714   \begin{tabular}{cc}  

  1744 

  1715   \includegraphics[scale=0.3]{s5.png} &

  1745 \begin{frame}[c]

  1716   \includegraphics[scale=0.3]{s6.png} \\

  1746   \small

  1717   \includegraphics[scale=0.3]{s7.png} &

  1747   \begin{itemize}

  1718   \includegraphics[scale=0.3]{s8.png} \\

  1748   \item[$\bullet$] i like this course  

  1719   \end{tabular}                                      

  1749   \item[$\bullet$] I could learn the material better if the LGTs could

  1720   \end{center}

  1750     somehow be recorded because I've sometimes felt a need to go back

  1721 \end{frame}

  1751     to them while revising stuff

  1722 

  1752   \item[$\bullet$] I feel that, as with most modules, there is a lot

  1723 \begin{frame}[c]

  1753     happening at once. Since we only went through the first coursework

  1724   \begin{center}

  1754     it's too early to call, but the workload tends to pile up. I

  1725   \begin{tabular}{cc}  

  1755     understand it's in the nature of the module, and the work, though

  1726   \includegraphics[scale=0.3]{s9.png} 

  1756     difficult, is enjoyable, but there's gotta be a way to mitigate

  1727   \end{tabular}                                      

  1757     this. Other than that, I am enjoying this module and you, Chris,

  1728   \end{center}

  1758     are a great lecturer!

  1729 \end{frame}

  1759 \end{itemize}

  1760 \end{frame}

  1761 

  1762 \begin{frame}[c]

  1763   \small

  1764   \begin{itemize}  

  1765   \item[$\bullet$] Strongly advise you, the lecturer, to take into

  1766     account that your students have not been studying the subject for

  1767     as long as you have. Also, that some of us are still waiting to be

  1768     convinced of the interesting-ness and relevance of the subject,

  1769     which you often fail to mention in the sessions and in the

  1770     videos. I find myself lost trying to find a context for the things

  1771     we are learning.

  1772 

  1773     \ldots

  1774 

  1775     I thoroughly enjoy the SGTS where my concerns and questions are

  1776     welcomed. But I feel uncomfortable to ask you questions in your

  1777     LGTs because of the way I have heard you respond to other

  1778     students.

  1779 

  1780 \end{itemize}

  1781 \end{frame}

  1782 

  1783 \end{document}

  1784 \end{document}

  1785