Formalizing Mathematical Knowledge as a Biform Theory Graph: A Case Study

A biform theory is a combination of an axiomatic theory and an algorithmic theory that supports the integration of reasoning and computation. These are ideal for formalizing algorithms that manipulate mathematical expressions. A theory graph is a network of theories connected by meaning-preserving theory morphisms that map the formulas of one theory to the formulas of another theory. Theory graphs are in turn well suited for formalizing mathematical knowledge at the most convenient level of abstraction using the most convenient vocabulary. We are interested in the problem of whether a body of mathematical knowledge can be effectively formalized as a theory graph of biform theories. As a test case, we look at the graph of theories encoding natural number arithmetic. We used two different formalisms to do this, which we describe and compare. The first is realized in ${\rm CTT}_{\rm uqe}$, a version of Church's type theory with quotation and evaluation, and the second is realized in Agda, a dependently typed programming language.Comment: 43 pages; published without appendices in: H. Geuvers et al., eds, Intelligent Computer Mathematics (CICM 2017), Lecture Notes in Computer Science, Vol. 10383, pp. 9-24, Springer, 201

The discursive construction of childhood and youth in AIDS interventions in Lesotho's education sector: Beyond global-local dichotomies

This is the post-print version of this article. The definitive, peer-reviewed and edited version of this article is published in Environment and Planning D,Society and Space 28(5) 791 – 810, 2010, available from the link below. Copyright @ 2010 Pion.In southern Africa interventions to halt the spread of AIDS and address its social impacts are commonly targeted at young people, in many cases through the education sector. In Lesotho, education-sector responses to AIDS are the product of negotiation between a range of ‘local’ and ‘global’ actors. Although many interventions are put forward as government policy and implemented by teachers in schools, funding is often provided by bilateral and multilateral donors, and the international ‘AIDS industry’—in the form of UN agencies and international NGOs—sets agendas and makes prescriptions. This paper analyses interviews conducted with policy makers and practitioners in Lesotho and a variety of documents, critically examining the discourses of childhood and youth that are mobilised in producing changes in education policy and practice to address AIDS. Focusing on bursary schemes, life-skills education, and rights-based approaches, the paper concludes that, although dominant ‘global’ discourses are readily identified, they are not simply imported wholesale from the West, but rather are transformed through the organisations and personnel involved in designing and implementing interventions. Nonetheless, the connections through which these discourses are made, and children are subjectified, are central to the power dynamics of neoliberal globalisation. Although the representations of childhood and youth produced through the interventions are hybrid products of local and global discourses, the power relations underlying them are such that they, often unintentionally, serve a neoliberal agenda by depicting young people as individuals in need of saving, of developing personal autonomy, or of exercising individual rights.RGS-IB

Satisfiability Checking and Symbolic Computation

Symbolic Computation and Satisfiability Checking are viewed as individual research areas, but they share common interests in the development, implementation and application of decision procedures for arithmetic theories. Despite these commonalities, the two communities are currently only weakly connected. We introduce a new project SC-square to build a joint community in this area, supported by a newly accepted EU (H2020-FETOPEN-CSA) project of the same name. We aim to strengthen the connection between these communities by creating common platforms, initiating interaction and exchange, identifying common challenges, and developing a common roadmap. This abstract and accompanying poster describes the motivation and aims for the project, and reports on the first activities.Comment: 3 page Extended Abstract to accompany an ISSAC 2016 poster. Poster available at http://www.sc-square.org/SC2-AnnouncementPoster.pd

Extracorporeal Membrane Oxygenation for Acute Pediatric Respiratory Failure

This article is made available for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.The use of extracorporeal membrane oxygenation (ECMO) to support children with acute respiratory failure has steadily increased over the past several decades, with major advancements having been made in the care of these children. There are, however, many controversies regarding indications for initiating ECMO in this setting and the appropriate management strategies thereafter. Broad indications for ECMO include hypoxia, hypercarbia, and severe air leak syndrome, with hypoxia being the most common. There are many disease-specific considerations when evaluating children for ECMO, but there are currently very few, if any, absolute contraindications. Venovenous rather than veno-arterial ECMO cannulation is the preferred configuration for ECMO support of acute respiratory failure due to its superior side-effect profile. The approach to lung management on ECMO is variable and should be individualized to the patient, with the main goal of reducing the risk of VILI. ECMO is a relatively rare intervention, and there are likely a minimum number of cases per year at a given center to maintain competency. Patients who have prolonged ECMO runs (i.e., greater than 21 days) are less likely to survive, though no absolute duration of ECMO that would mandate withdrawal of ECMO support can be currently recommended