Automated verification of shape, size and bag properties.

In recent years, separation logic has emerged as a contender for formal reasoning of heap-manipulating imperative programs. Recent works have focused on specialised provers that are mostly based on fixed sets of predicates. To improve expressivity, we have proposed a prover that can automatically handle user-defined predicates. These shape predicates allow programmers to describe a wide range of data structures with their associated size properties. In the current work, we shall enhance this prover by providing support for a new type of constraints, namely bag (multi-set) constraints. With this extension, we can capture the reachable nodes (or values) inside a heap predicate as a bag constraint. Consequently, we are able to prove properties about the actual values stored inside a data structure

Learning the language of school history: the role of linguistics in mapping the writing demands of the secondary school curriculum

This paper reports on a research study which used the tools of functional linguistics to illuminate the writing requirements of the history curriculum in the context of Australian secondary schools. It shows how the resulting linguistic description was integrated into a sequence of teaching and learning activities through collaboration between linguist specialists and content/pedagogic specialists. These activities were designed to facilitate students’ writing skills whilst simultaneously developing their historical knowledge. An independent evaluation of the approach pointed to positive changes in teachers’ attitudes and behaviours regarding the role of language in learning history. Equally, students’ writing improved, particularly in terms of its organisation and structure

Designing Performer Training: Digital Encounters with Things and People

This article investigates how digital technologies can be used to enhance the relational aspects of performer training. Saner and Robinson reflect on a practice as research project, Enactive Encounters, where they use poor technology and everyday objects to create participatory learning environments. The teacher- student relationship is challenged and transformed into playful interactions between participants through enactive encounters that aim to embody different aspects of specific training practices. Keywords: digital training, relational pedagogy, enactivism

Soft X-ray emission lines of Fe XV in solar flare observations and the Chandra spectrum of Capella

Recent calculations of atomic data for Fe XV have been used to generate theoretical line ratios involving n = 3-4 transitions in the soft X-ray spectral region (52-83 A), for a wide range of electron temperatures and densities applicable to solar and stellar coronal plasmas. A comparison of these with solar flare observations from a rocket-borne spectrograph (XSST) reveals generally good agreement between theory and experiment. In particular, the 82.76 A emission line in the XSST spectrum is identified, for the first time to our knowledge in an astrophysical source. Most of the Fe XV transitions which are blended have had the species responsible clearly identified, although there remain a few instances where this has not been possible. The line ratio calculations are also compared with a co-added spectrum of Capella obtained with the Chandra satellite, which is probably the highest signal-to-noise observation achieved for a stellar source in the 25-175 A soft X-ray region. Good agreement is found between theory and experiment, indicating that the Fe XV lines are reliably detected in Chandra spectra, and hence may be employed as diagnostics to determine the temperature and/or density of the emitting plasma. However the line blending in the Chandra data is such that individual emission lines are difficult to measure accurately, and fluxes may only be reliably determined via detailed profile fitting of the observations. The co-added Capella spectrum is made available to hopefully encourage further exploration of the soft X-ray region in astronomical sources.Comment: 27 pages, 10 figures, Astrophysical Journal, in pres

Flare energetics

In this investigation of flare energetics, researchers sought to establish a comprehensive and self-consistent picture of the sources and transport of energy within a flare. To achieve this goal, they chose five flares in 1980 that were well observed with instruments on the Solar Maximum Mission, and with other space-borne and ground-based instruments. The events were chosen to represent various types of flares. Details of the observations available for them and the corresponding physical parameters derived from these data are presented. The flares were studied from two perspectives, the impulsive and gradual phases, and then the results were compared to obtain the overall picture of the energics of these flares. The role that modeling can play in estimating the total energy of a flare when the observationally determined parameters are used as the input to a numerical model is discussed. Finally, a critique of the current understanding of flare energetics and the methods used to determine various energetics terms is outlined, and possible future directions of research in this area are suggested

Applying the framework for culturally responsive teaching to explore the adaptations that teach first beginning teachers use to meet the needs of their pupils in school

Previous research has shown that beginning teachers are capable of adapting their practice to the needs of ethnically diverse pupils. This paper investigates the possibility that such teachers were developing their practice into what I have termed culturally adaptive teaching. A variety of methods were used to collect qualitative data that focused on the perspectives of teachers in schools across Yorkshire and Humberside, (UK) over the course of an academic year. The framework for culturally responsive teaching (CRT) was used as a lens through which to analyse the data collected. It enabled findings to emerge that took the framework beyond that of CRT, to one of culturally adaptive teaching. Teachers continually adapted their practice, in terms of cultural sensitivity, to better meet the needs of their pupils. If we can apply this framework and support beginning teachers to help them understand issues of cultural diversity in the classroom, we might be able to engender a real systematic change in teaching for the benefit of pupils

Parents’ Ethnotheories of Maladaptive Behavior in Young Children

Parents’ culturally influenced belief systems, or ethnotheories, are critical components of children’s socialization. Beliefs about children’s desirable characteristics motivate specific parenting activities and moderate the effectiveness of childrearing practices. However, relatively little attention has been given to parents’ ethnotheories of children’s undesirable behavior. From a few studies, we know that parents have culturally specific theories about the nature and management of children’s maladaptive behavior that motivate their socialization practices. In this review, we identify gaps in the research and suggest that qualitative studies of parents’ ethnotheories about the nature and management of children’s deviant behavior have strong theoretical, empirical, and practical benefits for developmental science.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/151344/1/cdep12330.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/151344/2/cdep12330_am.pd

Who I Am: The Meaning of Early Adolescents’ Most Valued Activities and Relationships, and Implications for Self-Concept Research

Self-concept research in early adolescence typically measures young people’s self-perceptions of competence in specific, adult-defined domains. However, studies have rarely explored young people’s own views of valued self-concept factors and their meanings. For two major self domains, the active and the social self, this mixed-methods study identified factors valued most by 526 young people from socioeconomically diverse backgrounds in Ireland (10-12 years), and explored the meanings associated with these in a stratified subsample (n = 99). Findings indicate that self-concept scales for early adolescence omit active and social self factors and meanings valued by young people, raising questions about content validity of scales in these domains. Findings also suggest scales may under-represent girls’ active and social selves; focus too much on some school-based competencies; and, in omitting intrinsically salient self domains and meanings, may focus more on contingent (extrinsic) rather than true (intrinsic) self-esteem