20,571 research outputs found

    Relating function spaces to resourced function spaces.

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    In order to prove the computational adequacy of the (operational)natural semantics for lazy evaluation with respect to a standard denotational semantics, Launchbury defines a resourced denotational semantics. This should be equivalent to the standard one when given infinite resources, but this fact cannot be so directly established, because each semantics produces values in a different domain. The values obtained by the standard semantics belong to the usual lifted function space D = [D → D]⊄, while those produced by the resourced semantics belong to [C → E] where E satisfies the equation E = [[C → E] → [C → E]]⊄ and C (the domain of resources) is a countable chain domain defined as the least solution of the domain equation C = C⊄. We propose a way to relate functional values in the standard lifted function space to functional values in the corresponding resourced function space. We first construct the initial solution for the domain equation E = [[C → E] → [C → E]]⊄ following Abramsky’s construction of the initial solution of D = [D → D]⊄. Then we define a “similarity” relation between values in the constructed domain and values in the standard lifted function space. This relation is inspired by Abramsky’s applicative bisimulation. Finally we prove the desired equivalence between the standard denotational semantics and the resourced semantics for the lazy λ-calculus

    Young People and Public Space: Developing Inclusive Policy and Practice

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    Issues about young people’s use of public and community spaces are now commonly raised in many countries. As urban space becomes more intensely used and the patterns of use of various types of space changes so a range of tensions have emerged for a range of parties including local government, shopping centre management, youth services and young people themselves. (This article is based on a paper delivered at the International Conference on Young People and Social Exclusion, University of Strathclyde, Glasgow, 10 September 1999.

    Lighting up learning: mathematics becoming less of a \u27killer subject\u27 in KwaZulu-Natal, South Africa

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    This paper reports the findings of an evaluative study of an initiative, in its sixth year of implementation, enhancing the learning and teaching of mathematics in 20 disadvantaged secondary schools in KwaZulu-Natal (KZN), South Africa, twenty years after democracy. Findings highlight the importance of initial and ongoing professional development for under-qualified teachers. Support and strategies that have enhanced the achievement in mathematics of learners in these still under-resourced schools, are described

    Public school art teacher autonomy in a segregated city: Affordances and contradictions

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    Over the past two decades, the Chicago Public Schools have seen a lot of change. First there was the opening of magnet schools, and other gestures at reform, followed by school closures and the flourishing of charter schools. In this essay, two former Chicago art teachers, one who taught in a prominent college prep magnet high school on the north side, and one who taught in an under-resourced neighborhood high school on the south side, examine the commonalities of their otherwise divergent experiences, particularly with regard to the freedom allotted to both them and their students by the administrative affordances in their respective situations. While the schools were starkly different in numerous respects, the surprising ability of both teachers to lead collaborative projects that they and their students found engaging, partly through reaching outside the bounds of the institution, may offer an example of teacher autonomy and emergent pedagogy that seems particularly relevant to the public school setting

    Disrupting Digital Monolingualism: A report on multilingualism in digital theory and practice

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    This report is about the Disrupting Digital Monolingualism virtual workshop in June 2020. The DDM workshop sought to draw together a wide range of stakeholders active in confronting the current language bias in most of the digital platforms, tools, algorithms, methods, and datasets which we use in our study or practice, and to reverse the powerful impact this bias has on geocultural knowledge dynamics in the wider world. The workshop aimed to describe the state of the art across different academic disciplines and professional fields, and foster collaboration across diverse perspectives around four points of focus: Linguistic and geocultural diversity in digital knowledge infrastructures; Working with multilingual methods and data; Transcultural and translingual approaches to digital study; and Artificial intelligence, machine learning and NLP in language worlds. Event website https://languageacts.org/digital-mediations/event/disrupting-digital-monolingualism/ This report forms part of a series of reports produced by the Digital Mediations strand of the Language Acts & Worldmaking project, in this case in collaboration with the translingual strand of the Cross-Language Dynamics project (based at the Institute of Modern Languages Research), both funded by the UK Arts and Humanities Research Council’s Open World Research Initiative. Digital Mediations explores interactions and tensions between digital culture, multilingualism and language fields including the Modern Languages
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