2,989 research outputs found

    Making the third mission possible: investigating academic staff experiences of community-engaged learning

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    Community-engaged Learning (CEL) is an intentional and structured pedagogical approach, which links learning objectives with community needs. Most of the existing literature is centred on Service-learning practice in the United States. To date, there have been no in-depth studies on the experiences and perspectives of practitioners who engage with CEL in a UK or more specifically, a Scottish Higher Education context. The thesis presents data collected from a qualitative study utilising documentary analysis of government and institutional literature and 23 in-depth interviews with University practitioners, managers and leaders. I explored factors which influence the perspectives and experiences of CEL practitioners at one Scottish, research-intensive Russell Group university. Adopting a research ontology informed by Margaret Archer’s Morphogenetic, Critical Realist approach, I analyse the data collected through the lens of an emancipatory Neo-Aristotelian virtue-ethics framework and argue that CEL practice at this university contributes to, what the evidence suggests is, its ultimate purpose: promoting and cultivating individual flourishing and emancipatory critical thinking for the common good. Focussing on university-community engagement, the findings suggest that there are some inconsistencies between how the University is portrayed in public-facing literature compared to the level of institutional support individual practitioners of CEL report receiving. I conclude that failure to adequately support CEL activity in the future could negatively impact the sustainability and quality of community engagement at Alba University

    A foundation for synthesising programming language semantics

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    Programming or scripting languages used in real-world systems are seldom designed with a formal semantics in mind from the outset. Therefore, the first step for developing well-founded analysis tools for these systems is to reverse-engineer a formal semantics. This can take months or years of effort. Could we automate this process, at least partially? Though desirable, automatically reverse-engineering semantics rules from an implementation is very challenging, as found by Krishnamurthi, Lerner and Elberty. They propose automatically learning desugaring translation rules, mapping the language whose semantics we seek to a simplified, core version, whose semantics are much easier to write. The present thesis contains an analysis of their challenge, as well as the first steps towards a solution. Scaling methods with the size of the language is very difficult due to state space explosion, so this thesis proposes an incremental approach to learning the translation rules. I present a formalisation that both clarifies the informal description of the challenge by Krishnamurthi et al, and re-formulates the problem, shifting the focus to the conditions for incremental learning. The central definition of the new formalisation is the desugaring extension problem, i.e. extending a set of established translation rules by synthesising new ones. In a synthesis algorithm, the choice of search space is important and non-trivial, as it needs to strike a good balance between expressiveness and efficiency. The rest of the thesis focuses on defining search spaces for translation rules via typing rules. Two prerequisites are required for comparing search spaces. The first is a series of benchmarks, a set of source and target languages equipped with intended translation rules between them. The second is an enumerative synthesis algorithm for efficiently enumerating typed programs. I show how algebraic enumeration techniques can be applied to enumerating well-typed translation rules, and discuss the properties expected from a type system for ensuring that typed programs be efficiently enumerable. The thesis presents and empirically evaluates two search spaces. A baseline search space yields the first practical solution to the challenge. The second search space is based on a natural heuristic for translation rules, limiting the usage of variables so that they are used exactly once. I present a linear type system designed to efficiently enumerate translation rules, where this heuristic is enforced. Through informal analysis and empirical comparison to the baseline, I then show that using linear types can speed up the synthesis of translation rules by an order of magnitude

    A Unifying Theory for Graph Transformation

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    The field of graph transformation studies the rule-based transformation of graphs. An important branch is the algebraic graph transformation tradition, in which approaches are defined and studied using the language of category theory. Most algebraic graph transformation approaches (such as DPO, SPO, SqPO, and AGREE) are opinionated about the local contexts that are allowed around matches for rules, and about how replacement in context should work exactly. The approaches also differ considerably in their underlying formal theories and their general expressiveness (e.g., not all frameworks allow duplication). This dissertation proposes an expressive algebraic graph transformation approach, called PBPO+, which is an adaptation of PBPO by Corradini et al. The central contribution is a proof that PBPO+ subsumes (under mild restrictions) DPO, SqPO, AGREE, and PBPO in the important categorical setting of quasitoposes. This result allows for a more unified study of graph transformation metatheory, methods, and tools. A concrete example of this is found in the second major contribution of this dissertation: a graph transformation termination method for PBPO+, based on decreasing interpretations, and defined for general categories. By applying the proposed encodings into PBPO+, this method can also be applied for DPO, SqPO, AGREE, and PBPO

    Shoggoth: A Formal Foundation for Strategic Rewriting

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    Rewriting is a versatile and powerful technique used in many domains. Strategic rewriting allows programmers to control the application of rewrite rules by composing individual rewrite rules into complex rewrite strategies. These strategies are semantically complex, as they may be nondeterministic, they may raise errors that trigger backtracking, and they may not terminate.Given such semantic complexity, it is necessary to establish a formal understanding of rewrite strategies and to enable reasoning about them in order to answer questions like: How do we know that a rewrite strategy terminates? How do we know that a rewrite strategy does not fail because we compose two incompatible rewrites? How do we know that a desired property holds after applying a rewrite strategy?In this paper, we introduce Shoggoth: a formal foundation for understanding, analysing and reasoning about strategic rewriting that is capable of answering these questions. We provide a denotational semantics of System S, a core language for strategic rewriting, and prove its equivalence to our big-step operational semantics, which extends existing work by explicitly accounting for divergence. We further define a location-based weakest precondition calculus to enable formal reasoning about rewriting strategies, and we prove this calculus sound with respect to the denotational semantics. We show how this calculus can be used in practice to reason about properties of rewriting strategies, including termination, that they are well-composed, and that desired postconditions hold. The semantics and calculus are formalised in Isabelle/HOL and all proofs are mechanised

    Logical disagreement : an epistemological study

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    While the epistemic signiïŹcance of disagreement has been a popular topic in epistemology for at least a decade, little attention has been paid to logical disagreement. This monograph is meant as a remedy. The text starts with an extensive literature review of the epistemology of (peer) disagreement and sets the stage for an epistemological study of logical disagreement. The guiding thread for the rest of the work is then three distinct readings of the ambiguous term ‘logical disagreement’. Chapters 1 and 2 focus on the Ad Hoc Reading according to which logical disagreements occur when two subjects take incompatible doxastic attitudes toward a speciïŹc proposition in or about logic. Chapter 2 presents a new counterexample to the widely discussed Uniqueness Thesis. Chapters 3 and 4 focus on the Theory Choice Reading of ‘logical disagreement’. According to this interpretation, logical disagreements occur at the level of entire logical theories rather than individual entailment-claims. Chapter 4 concerns a key question from the philosophy of logic, viz., how we have epistemic justiïŹcation for claims about logical consequence. In Chapters 5 and 6 we turn to the Akrasia Reading. On this reading, logical disagreements occur when there is a mismatch between the deductive strength of one’s background logic and the logical theory one prefers (oïŹƒcially). Chapter 6 introduces logical akrasia by analogy to epistemic akrasia and presents a novel dilemma. Chapter 7 revisits the epistemology of peer disagreement and argues that the epistemic signiïŹcance of central principles from the literature are at best deïŹ‚ated in the context of logical disagreement. The chapter also develops a simple formal model of deep disagreement in Default Logic, relating this to our general discussion of logical disagreement. The monograph ends in an epilogue with some reïŹ‚ections on the potential epistemic signiïŹcance of convergence in logical theorizing

    Polynomial time and dependent types

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    We combine dependent types with linear type systems that soundly and completely capture polynomial time computation. We explore two systems for capturing polynomial time: one system that disallows construction of iterable data, and one, based on the LFPL system of Martin Hofmann, that controls construction via a payment method. Both of these are extended to full dependent types via Quantitative Type Theory, allowing for arbitrary computation in types alongside guaranteed polynomial time computation in terms. We prove the soundness of the systems using a realisability technique due to Dal Lago and Hofmann. Our long-term goal is to combine the extensional reasoning of type theory with intensional reasoning about the resources intrinsically consumed by programs. This paper is a step along this path, which we hope will lead both to practical systems for reasoning about programs’ resource usage, and to theoretical use as a form of synthetic computational complexity theory

    Conceptualising adolescents’ pro-environmental behaviour: an exploration in Cyprus with reference to Scotland

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    There is now a global ecological and environmental crisis of unprecedented magnitude, severity and scale, which threatens current and future generations’ well-being. Given the influence of human behaviour on the natural environment addressing current and future environmental issues requires changes in our behaviour. In order to enhance and promote pro-environmental behaviours, one must understand what determines and influences behaviour. This is especially important to consider in adolescents (12-19 years old) given that young people will become those responsible for future environmental protection and will be facing future environmental issues. Whilst previous studies, behavioural models and theoretical frameworks have identified a number of potential behaviour determinants and potential influences, there is still confusion in the literature regarding their definitions and their exact role in determining behaviour. Additionally, despite the successful application of behavioural models, complexities and interrelations between behaviour, determinants and influences have been identified complicating understanding. Also, differences in operationalisation and interpretation of models further complicate conclusions. To conceptualise adolescents’ pro-environmental behaviours, this research explored and evaluated adolescents’ pro-environmental behaviour and behaviour determinants (i.e., environmental attitudes and knowledge), their potential influences (i.e., nature and biodiversity perceptions, nature experiences, connections with nature and current and preferred environmental education practices) and identified potential relationships within and between them. This allowed for further insights regarding how these are understood, the incorporation and simultaneous exploration of a number of determinants and influences from different behavioural models and frameworks and also the exploration of relationships within and between models and frameworks and with pro-environmental behaviours enhancing our current understanding. This research adopted a multiple case study design approach in two different socio-cultural settings, Cyprus and Scotland, with a focus on Cyprus and employed mixed research methods in two data collection phases. Phase one explored and described phenomena in both Cyprus and Scotland. It involved group discussions with 24 groups of 4-8 adolescents, and used A2 posters as a discussion schedule on which participants recorded their ideas. Based on findings from phase one, phase two evaluated and explored phenomena in further depth and identified potential relationships between them. It involved questionnaires with adolescents (Scotland: N=40, Cyprus: N=475) and semi-structured interviews with 5 teachers in Cyprus. Phase two also involved the actualisation of adolescents’ environmental education preferences. This consisted of outdoor environmental education activities with adolescents (Scotland=1 group, Cyprus=7 groups) which were evaluated using questionnaires before and after they took place. Results provide support for previous scholars’ claims regarding the multidimensionality and complexity of pro-environmental behaviours and behaviour determinants whilst also indicating differences in variable aspects. Particularly, whilst some adolescents were able to identify pro-environmental behaviours, were concerned about issues, perceived issues as important and had some environmental knowledge, this was not true for everyone. Results also indicated differences in how often individuals undertake different behaviours, differences in perceptions regarding the importance of different issues, differences in attitudes towards different behaviours, differences in reasoning for being concerned and for undertaking the different behaviours. Moreover, results indicated a number of statistically significant relationships within and between some but not all behaviours and determinants. Additionally, results also provide support for previous scholars’ claims regarding the multidimensionality and complexity of potential influences and indicated the existence of relationships between aspects of the different influences and pro-environmental behaviour and behaviour determinants. With regards to nature perceptions the results indicated a focus on the absence of humans and differences in how different areas are perceived. For contact with nature, the results indicated differences in the levels of engagement with different outdoor areas and differing perceptions of whether nature can be experienced indoors. Results regarding nature connections, indicated strong personal nature connections and a negative relationship between humans and nature. The results also indicated a lack of environmental education courses undertaken by adolescents and as part of the Cyprus school curriculum, the consideration of courses such as Geography and Biology as environmental education courses and preferences by adolescents and educators regarding what environmental education practices should consist of. Additionally, results indicated a number of statistically significant relationships between pro-environmental behaviour, determinants and potential influences. Moreover, this research also indicated that designing environmental education activities based on adolescents’ preferences is achievable and the research’s approach can act as a methodological starting point for developing and evaluating future initiatives based on participatory approaches. The examination of adolescents’ and educators’ current and preferred environmental education practices allowed for the identification of several practice recommendations. Particularly, this research advocates (a) the incorporation of courses focused on environmental education in school curricula, reducing bureaucracy issues and dependence on teachers’ initiatives for course development; (b) the consideration of adolescents’ preferences and adolescents involvement in course design; (c) undertaking courses in both indoor and outdoor locales; (d) consideration of educators’ inputs when planning, and with regards to topic, locale and speaker selection; (e) the incorporation of hands-on, fun, interesting and researching activities and (f) the involvement of educators/speakers who are passionate, relatable and kind-hearted. This research advocates the unravelling and evaluation of the multidimensionality of behaviours, determinants and influences; the combination of behavioural models and frameworks and the evaluation of variables potential effects; and the use of socio-ecological frameworks to conceptualise pro-environmental behaviours in different contexts

    Investigating the learning potential of the Second Quantum Revolution: development of an approach for secondary school students

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    In recent years we have witnessed important changes: the Second Quantum Revolution is in the spotlight of many countries, and it is creating a new generation of technologies. To unlock the potential of the Second Quantum Revolution, several countries have launched strategic plans and research programs that finance and set the pace of research and development of these new technologies (like the Quantum Flagship, the National Quantum Initiative Act and so on). The increasing pace of technological changes is also challenging science education and institutional systems, requiring them to help to prepare new generations of experts. This work is placed within physics education research and contributes to the challenge by developing an approach and a course about the Second Quantum Revolution. The aims are to promote quantum literacy and, in particular, to value from a cultural and educational perspective the Second Revolution. The dissertation is articulated in two parts. In the first, we unpack the Second Quantum Revolution from a cultural perspective and shed light on the main revolutionary aspects that are elevated to the rank of principles implemented in the design of a course for secondary school students, prospective and in-service teachers. The design process and the educational reconstruction of the activities are presented as well as the results of a pilot study conducted to investigate the impact of the approach on students' understanding and to gather feedback to refine and improve the instructional materials. The second part consists of the exploration of the Second Quantum Revolution as a context to introduce some basic concepts of quantum physics. We present the results of an implementation with secondary school students to investigate if and to what extent external representations could play any role to promote students’ understanding and acceptance of quantum physics as a personal reliable description of the world

    Automated and foundational verification of low-level programs

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    Formal verification is a promising technique to ensure the reliability of low-level programs like operating systems and hypervisors, since it can show the absence of whole classes of bugs and prevent critical vulnerabilities. However, to realize the full potential of formal verification for real-world low-level programs one has to overcome several challenges, including: (1) dealing with the complexities of realistic models of real-world programming languages; (2) ensuring the trustworthiness of the verification, ideally by providing foundational proofs (i.e., proofs that can be checked by a general-purpose proof assistant); and (3) minimizing the manual effort required for verification by providing a high degree of automation. This dissertation presents multiple projects that advance formal verification along these three axes: RefinedC provides the first approach for verifying C code that combines foundational proofs with a high degree of automation via a novel refinement and ownership type system. Islaris shows how to scale verification of assembly code to realistic models of modern instruction set architectures-in particular, Armv8-A and RISC-V. DimSum develops a decentralized approach for reasoning about programs that consist of components written in multiple different languages (e.g., assembly and C), as is common for low-level programs. RefinedC and Islaris rest on Lithium, a novel proof engine for separation logic that combines automation with foundational proofs.Formale Verifikation ist eine vielversprechende Technik, um die VerlĂ€sslichkeit von grundlegenden Programmen wie Betriebssystemen sicherzustellen. Um das volle Potenzial formaler Verifikation zu realisieren, mĂŒssen jedoch mehrere Herausforderungen gemeistert werden: Erstens muss die KomplexitĂ€t von realistischen Modellen von Programmiersprachen wie C oder Assembler gehandhabt werden. Zweitens muss die VertrauenswĂŒrdigkeit der Verifikation sichergestellt werden, idealerweise durch maschinenĂŒberprĂŒfbare Beweise. Drittens muss die Verifikation automatisiert werden, um den manuellen Aufwand zu minimieren. Diese Dissertation prĂ€sentiert mehrere Projekte, die formale Verifikation entlang dieser Achsen weiterentwickeln: RefinedC ist der erste Ansatz fĂŒr die Verifikation von C Code, der maschinenĂŒberprĂŒfbare Beweise mit einem hohen Grad an Automatisierung vereint. Islaris zeigt, wie die Verifikation von Assembler zu realistischen Modellen von modernen Befehlssatzarchitekturen wie Armv8-A oder RISC-V skaliert werden kann. DimSum entwickelt einen neuen Ansatz fĂŒr die Verifizierung von Programmen, die aus Komponenten in mehreren Programmiersprachen bestehen (z.B., C und Assembler), wie es oft bei grundlegenden Programmen wie Betriebssystemen der Fall ist. RefinedC und Islaris basieren auf Lithium, eine neue Automatisierungstechnik fĂŒr Separationslogik, die maschinenĂŒberprĂŒfbare Beweise und Automatisierung verbindet.This research was supported in part by a Google PhD Fellowship, in part by awards from Android Security's ASPIRE program and from Google Research, and in part by a European Research Council (ERC) Consolidator Grant for the project "RustBelt", funded under the European Union’s Horizon 2020 Framework Programme (grant agreement no. 683289)

    Shattering the glass ceiling through purpose development: An intersectional examination of the role of adversity and mentoring among adolescent girls

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    Thesis advisor: Belle LiangAdolescent girls have reached unprecedented levels of success in today’s society. Simultaneously, many adolescent girls face adversities and their mental health remains a concern (Schramal et al., 2010; Spencer et al., 2018;). Positive Youth Development scholars continues to explore how society can best support adolescent girls as they navigate key developmental milestones (Lerner et al., 2005; Damon, 2004). Importantly, research has solidified a number of benefits of Youth Purpose (i.e., a long-term, committed, directed aspiration, with a prosocial desire). Youth Purpose is considered a key developmental asset, and contributes to thriving. Indeed, having a sense of purpose can serve as a protective factor for individuals and help bolster their overall well-being (Liang et al., 2018; Liang et al, 2017; Damon et al., 2003). Youth purpose along with Post Traumatic Growth can positively impact individuals facing adversities (Kashdan & McKnight, 2009; Tedeschi & Lawrence, 2004). Similarly, mentoring relationships are associated with numerous positive outcomes including the development of purpose (Dubois & Rhodes, 2006; Lerner, 2004; Liang et al., 2017). While youth purpose is well documented (Damon et al., 2003; Hill et al., 2010), there is limited research on purpose development for adolescent girls from marginalized backgrounds. Given the profound benefits of purpose, additional research is warranted on how purpose is cultivated in marginalized adolescent girls. This dissertation sought to expand the literature and better understand how adversity relates to purpose development, during the adolescent years and how mentoring relationships can contribute to this development. Additional research is needed to focus on one of the most vulnerable populations, adolescent girls from marginalized backgrounds, and to discover ways to help protect their mental health and well- being as they continue to thrive in society. This study included 13 interviews with adolescent girls from marginalized backgrounds. Thematic analysis was used to analyze the data and five major themes emerged. Analyses suggested that while these participants experiences endured adverse experiences, they maintained a positive outlook on life, and their future. With the help of their mentors, and through the development of critical consciousness, participants were able to utilize adverse experiences to help inform their sense of purpose. Data was collected during the COVID-19 pandemic. This crucial time period allowed for the collection of exemplary data, which revealed how adolescent girls utilized the pandemic as a time for self-growth, and how they conceptualized their purpose with respect to the pandemic.Thesis (PhD) — Boston College, 2023.Submitted to: Boston College. Lynch School of Education.Discipline: Counseling, Developmental and Educational Psychology
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