On the algebra of structured specifications

AbstractWe develop module algebra for structured specifications with model oriented denotations. Our work extends the existing theory with specification building operators for non-protecting importation modes and with new algebraic rules (most notably for initial semantics) and upgrades the pushout-style semantics of parameterized modules to capture the (possible) sharing between the body of the parameterized modules and the instances of the parameters. We specify a set of sufficient abstract conditions, smoothly satisfied in the actual situations, and prove the isomorphism between the parallel and the serial instantiation of multiple parameters. Our module algebra development is done at the level of abstract institutions, which means that our results are very general and directly applicable to a wide variety of specification and programming formalisms that are rigorously based upon some logical system

Refinement by interpretation in {\pi}-institutions

The paper discusses the role of interpretations, understood as multifunctions that preserve and reflect logical consequence, as refinement witnesses in the general setting of pi-institutions. This leads to a smooth generalization of the refinement-by-interpretation approach, recently introduced by the authors in more specific contexts. As a second, yet related contribution a basis is provided to build up a refinement calculus of structured specifications in and across arbitrary pi-institutions.Comment: In Proceedings Refine 2011, arXiv:1106.348

Learning to be teachers of adult numeracy.

This paper investigates how teacher education programmes provide adequate preparation for its prospective teachers. It uses adult numeracy teacher education in the post-compulsory education sector in England as exemplar. Using findings from two research projects on adult numeracy teacher education courses, the article investigates the applications of Bernstein’s theories to teacher education, the approaches in which the diversity of prospective teachers is catered for on the course, the ways in which the recontextualization process may be incorporated into the course, the strategies to enable prospective teachers to learn to be teachers and the perception of prospective teachers regarding the weaknesses of their courses. Finally, this article mentions additional areas for research in order to gain further insight into the complex process of learning to be a teacher

Microfinance institutions and efficiency

Microfinance Institutions (MFIs) are special financial institutions. They have both a social nature and a for-profit nature. Their performance has been traditionally measured by means of financial ratios. The paper uses a Data Envelopment Analysis (DEA) approach to efficiency to show that ratio analysis does not capture DEA efficiency.Special care is taken in the specification of the DEA model. We take a methodological approach based on multivariate analysis. We rank DEA efficiencies under different models and specifications; e.g., particular sets of inputs and outputs. This serves to explore what is behind a DEA score. The results show that we can explain MFIs efficiency by means of four principal components of efficiency, and this way we are able to understand differences between DEA scores. It is shown that there are country effects on efficiency; and effects that depend on Non-governmental Organization (NGO)/non-NGO status of the MFI

Regulation, governance and informality: an empirical analysis of selected countries

The Informal Economy provides employment to more than 60 per cent of the labour population in the developing world despite being a site unfettered by regulations and social norms of fairness governing pay and work conditions. In assessing the factors behind an informal agent’s decision to formalize, it is asserted that rigidity in regulatory mechanism is the primary cause that impedes the process of formalization. However whether flexible regulations can encourage formalization by making gains of formalization more accessible and certain remains a question. In this paper we argue that flexible regulations does not necessarily manifest into the incentives that are essential for formalization. Reducing rigidities in regulation has a significant pay off only in the ambit of good governance. More specifically we hypothesise that degree of intensity of regulation will hardly matter in containing informality; rather what matters is the quality of governance and capability of the institutions to put the regulations into effect. Using secondary data for 46 countries over the period between 1980 and 2008, we empirically investigate into the linkages between governance, regulation and informal employment by developing static and dynamic panel data models and establish that in curbing informality what turns out to be crucial is the interaction between quality of governance and regulation

Adult numeracy teacher training programmes in England: A suggested typology

Nationally approved adult numeracy teacher training programmes were started in September 2002 following the introduction of subject specifications by the Department for Education and Skills and the Further Education National Training Organisation in England. These programmes delivered by higher education institutions and further education colleges were found to consist of a wide variation of course structure and delivery style. This article offers a conceptual typological framework to classify the diversity of these programmes. It uses examples of adult numeracy courses drawn from a research project, which investigates the diverse curriculum approaches to teaching the subject specifications, the issues around implementation, and the way that subject knowledge was translated into classroom skills. The typology uses Bernstein’s theories on curriculum knowledge, transmission and recontextualization pedagogic processes as a framework to classify and enhance our understanding of the raison d’etre of this subject area of teacher training courses i.e. teach trainees how to be teachers of adult numeracy. The article also offers an ‘ideal’ teacher training course where some of its elements are drawn from best practices identified in the project. Finally, this article might act as platform for practitioners to critically assess how adult numeracy teacher training courses might be structured and classifie

The foundational legacy of ASL

Abstract. We recall the kernel algebraic specification language ASL and outline its main features in the context of the state of research on algebraic specification at the time it was conceived in the early 1980s. We discuss the most significant new ideas in ASL and the influence they had on subsequent developments in the field and on our own work in particular.

Open Educational Content for Digital Public Libraries

If the production of digital content for teaching -- particularly free content -- is to expand substantially, there must be mechanisms to establish a link to fame and fortune that was not perceived in a pre-digital world. How that might be done is the central question this report addresses, in the context of examining the movement for open educational content. Understanding that movement requires delving into the history of what may seem, on first pass, a totally unrelated field of endeavor. The reader's patience is requested....

External pressures on teaching

[FIRST PARAGRAPHS] The primary role of the PRS-LTSN is to improve the quality of education by encouraging the sharing of good practice and innovation, and the discussion of common problems. However, there are other forces at play, which are pursuing the same end by different means. The purpose of this article is to explain what these forces are, and how the PRS-LTSN can help departments to satisfy their demands. The first set of pressures comes from the Government via the funding councils, namely the requirement for higher education institutions (HEIs) to be publicly accountable for the services they provide with Government funding. The assumption is that the two main activities of HEIs are teaching and research: ● The Research Assessment Exercise2 (RAE) is conducted by the Higher Education Funding Council for England (HEFCE) on behalf of the other funding councils, and research ratings have a major influence on funding. ● The assessment of the quality of teaching and of institutional quality assurance mechanisms is the responsibility of the Quality Assurance Agency (QAA) (see Appendix), which is an independent body funded jointly by the funding councils, Universities UK (UUK) and the Standing Conference of Principals (SCoP). Ratings do not affect funding, except that there is the ultimate sanction of withdrawal of funding for persistently unsatisfactory programmes of study. ● More recently, the Transparency Review commissioned by the funding councils evaluates the extent to which funding for research is actually spent on research, and funding for teaching is actually spent on teaching