1,637 research outputs found
Cut-elimination, substitution and normalisation
No full textDate of Acceptance: 01/2015We present a proof (of the main parts of which there is a formal version, checked with the Isabelle proof assistant) that, for a G3-style calculus covering all of intuitionistic zero-order logic, with an associated term calculus, and with a particular strongly normalising and confluent system of cut-reduction rules, every reduction step has, as its natural deduction translation, a sequence of zero or more reduction steps (detour reductions, permutation reductions or simplifications). This complements and (we believe) clarifies earlier work by (e.g.) Zucker and Pottinger on a question raised in 1971 by Kreisel.Peer reviewe
I remember teaching English at Seabrook
No full textIn this "I remember" memoir, Isabell Waugh, a former teacher at Seabrook, compares and constrasts the different groups of students she taught. She remembers that native-born American teenagers tended to be more concerned with athletics and social activities, than academic matters. In comparison, Estonian and Japanese parents did not tolerate low academic performance, so students from the two groups often competed intensely with each other for academic achievement and recognition. Isabelle recalls that the Estonians were, in general, more sophisticated and better educated. Most of the children knew 3-5 languages, and were more advanced in math and science. She sensed that some Estonian parents felt that their homes at Seabrook were temporary, and that they would be returning to Estonia at some point. The Seabrook Educational and Cultural Center has been soliciting current and past residents of Seabrook Farms for an "I remember" project. Residents are asked to create narratives regarding their experiences at Seabrook Farms. These memories help preserve the history and multi-cultural heritage of Seabrook Farms
Isabelle Bell to Susan Niemcewicz, December 23, 1800
No full textIsabelle Bell wrote to Susan U. Niemcewicz in Elizabethtown, New Jersey. Bell expressed her disappointment in not receiving a line from Susan. She sent Bell Lucretia Rephans subscription epistle, but Susan refrained from writing a letter to her. Bell did not execute any of Susan’s commissions in New York because her time there was short. Miss Resham heard that Mr. B Livingston told his sister, Mrs. J. Livingston that he would offer Bell a salary to live in his house and take charge of his children’s education. Asked if Susan what she thought of her being an author and if Susan would subscribe to a small volume that may have the good fortune to rival the poems of the immortal Scarron.https://digitalcommons.kean.edu/lhc_1800s/1143/thumbnail.jp
Interviews with Carl T. Bode, Isabelle Fritschen, Joseph H. Hirt, Mary G. Hirt, and Minnie Campbell
No full textInterviews with Carl T. Bode, Isabelle Fritschen, Joseph H. Hirt, Mary G. Hirt, and Minnie Campbell. The recording includes a variety of German-language songs. The last half of the recording is dedicated to Minnie Campbell telling about her time working for Mother Bickerdyke. The first few minutes of the recording are missing. 00:00:13 - Song, The Messenger Bird sung by Joseph H. Hirt and translated by Isabelle Fritschen 00:01:35 - Song, Birdie in the Window, sung by Mary Gertrude Hirt 00:02:59 - Story of Peter John Thielen\u27s experience in the Franco-Prussian War told by Joseph Hirt 00:05:27 - Grandfather\u27s experience with wild cattle told by Isabelle Fritschen 00:07:31 - Carl T. Bode introduction 00:08:46 - Nursery rhyme about hands 00:09:09 - The Cuckoo and the Donkey 00:09:42 - Sleep Baby Sleep 00:10:24 - Golden Evening Sun 00:11:00 - Beautiful Moon 00:12:10 - My Homeland 00:13:50 - Minnie Campbell Introduction 00:14:05 - Experiences as Mother Bickerdyke\u27s secretary 00:14:35 - Mother Bickerdyke\u27s 81st birthday celebration in Bunker Hill, KS 00:19:59 - Mother Bickerdyke\u27s portrait 00:23:55 - How Lydia Foster, Mother Bickerdyke\u27s Black maid came to live with her. 00:26:34 - Mother Bickerdyke\u27s death 00:29:34 - Mother Bickerdyke\u27s burial in Galesburg, Illinois 00:30:28 - Working for Mother Bickerdyke 00:34:01 - Going to School as a student of James Bickerdyke, Mother Bickerdyke\u27s son 00:35:26 - Decline of Bunker Hill, KS 00:37:15 - Russell stealing the county seat from Bunker Hill 00:38:09 - Closing of the Dorrance, KS bank 00:39:00 - Mother Bickerdyke\u27s personality 00:42:34 - Experience with Nina Brown Baker author of Cyclone in Calico 00:48:24 - Mother Bickerdyke Home for Widows and Children in Ellsworth, KS 00:51:13 - Post scripthttps://scholars.fhsu.edu/sackett/1014/thumbnail.jp
Sophie Bourgault et Julie Perreault (dir.), Le care : éthique féministe actuelle, Montréal, Les éditions du remue-ménage, 2015, 278 p.
No full textLa pratique émergente de l’autodiagnostic de l’autisme : constitution de récits de soi chez des individus autodiagnostiqués au Québec
No full textCe mémoire se penche sur les expériences d’adultes au Québec s’identifiant comme autistes sans avoir reçu le diagnostic par un.e professionnel.le considéré.e comme qualifié.e, une pratique généralement connue sous le terme d’autodiagnostic. Cette recherche s’intéresse spécifiquement aux récits de soi que ces individus développent dans le but de se faire émerger en tant que sujets autistes malgré les particularités du statut non-confirmé de l’autodiagnostic. L’appareillage théorique s’inspire des théories de la subjectivation, spécifiquement les concepts de récit de soi (Butler 2009), de parrhèsia (Foucault 1984) et de reconnaissance (Butler, 2009). Une démarche de théorisation ancrée, soutenue par des entretiens de type récit de vie avec dix participant.es (Bertaux 2016; Glaser et Strauss 2017), a été employée pour la collecte et l’analyse des données. Les résultats qui ont émergé se présentent en deux parties. La première partie de l’analyse décrit en détails les éléments qui ressortent du récit de soi. Elle révèle les pratiques quotidiennes qui sont réalisées pour réinterpréter certains éléments du passé comme du présent. Elle soulève également la spécificité de la pratique de l’autodiagnostic vis-à-vis des doutes, des difficultés qui ne sont pas prises en charge, ainsi que la possibilité potentielle de poursuivre une démarche de diagnostic. Les thématiques ayant émergé de la seconde partie sont la recherche de pairs neurodivergents dans l’acte de divulgation, dans le but de produire des espaces positifs et décomplexés, de même que les situations où la reconnaissance fait défaut et cause des situations fondamentalement éprouvantes. Ce mémoire montre que ces divers évènements au sein du récit de soi font état de la difficulté de la double injonction qui lui incombe : d’une part, dire sa vérité interne en se connaissant et en étant authentique; de l’autre, maitriser suffisamment une rhétorique de l’autisme afin de pouvoir se sentir légitime dans sa mobilisation de cette étiquette. Ce mémoire contribue à enrichir les connaissances sur la pratique émergente de l’autodiagnostic, particulièrement dans le contexte de l’autisme.This master’s thesis focuses on the experiences of adults in Quebec who identify as autistic without having received a diagnosis by a professional recognized as qualified, a practice generally known as self-diagnosis. This researched is specifically interested by the accounts of oneself that those individuals develop with the aim of emerging as autistic subjects despite the peculiarities of self-diagnosis as an unconfirmed status. The theoretical apparatus is inspired by subjection theory, specifically by the concepts of giving an account of oneself (Butler 2009), parrhesia (Foucault 1984), and recognition (Butler 2009). A Ggrounded Ttheory approach, supported by life story type interviews with ten participants (Bertaux 2016; Glaser et Strauss 2017), was used for data collection and analysis. The results that emerged present themselves in two distinct parts. The first part of the analysis describes the daily practices aimed to reinterpret elements of the past and present, while raising the specificity of self-diagnosis as a practice towards doubts, unsupported challenges as well as the potential of pursuing an official diagnosis. The themes that emerged from the second part reveal the search for neurodivergent peers in the act of disclosure, in order to create positive and validating spaces, as well as situations where misrecognition takes place and causes fundamentally trying situations. This master’s thesis shows that those diverse events within the account of oneself reflect the difficulty of the double injunction that is incumbent to it: on the one hand, to say one’s inner truth by knowing oneself and being authentic; on the other hand, to master a sufficient rhetoric of autism in order to feel legitimate in one’s mobilization of the label. This master’s thesis contributes in improving knowledge on the emergent practice of self-diagnosis, particularly in the context of autism
Dyslexie et dysorthographie à l’université : enjeux et défis rencontrés par des étudiants et étudiantes au Québec
No full textCe mémoire se penche sur les expériences vécues par les étudiants·es ayant une dyslexie et/ou une dysorthographie dans le milieu universitaire québécois. Cette recherche examine les obstacles qu’ils ont rencontrés et les stratégies qu’ils ont développées pour y faire face. Elle propose une analyse critique des normes liées à la littératie qui influencent les conditions de réussite académique. Le cadre conceptuel s’appuie sur les concepts de lexisme (Collinson, 2012), de capacitisme (Campbell, 2001) et de graphocentrisme (Buch, 2018). Des entrevues semi-dirigées ont été effectuées avec 10 étudiant·es universitaires. L’analyse des données révèle des contraintes institutionnelles et sociales qui ne tiennent pas suffisamment compte de la diversité des méthodes d’apprentissage. Les participant·es ont rencontré des difficultés d’accès aux accommodements, ont fait face à la stigmatisation liée à la divulgation du diagnostic et ont été confronté·es à des enjeux financiers et à un manque de reconnaissance du travail fourni. Ce paysage d’obstacles tend à individualiser les responsabilités. Cependant, certain·es participant·es ont su mettre en place diverses méthodes pour surmonter ces difficultés. Parmi ces méthodes, on peut noter l’utilisation d’outils numériques, une planification rigoureuse du temps, un réseau de soutien social et le camouflage de leur diagnostic. Ces tactiques démontrent que l’ajustement est un processus continu. Quatre formes de lexisme sont distinguées : institutionnel, interactionnel, temporel et symbolique, qui contribuent, de manière imbriquée, à la production et à l’intériorisation d’inégalités dans le contexte universitaire.This thesis focuses on the experiences of university students with dyslexia and/or dysorthographia in Quebec’s higher education system. The research examines the obstacles they have encountered and the strategies they have developed to overcome them. It offers a critical analysis of literacy norms that influence academic success conditions. The conceptual framework is based on the concepts of lexism (Collinson, 2012), ableism (Campbell, 2001), and graphocentrism (Buch, 2018). Semi-structured interviews were conducted with 10 university students. Data analysis reveals institutional and social constraints that fail to adequately consider cognitive diversity. Participants faced difficulties in accessing accommodations, experienced stigma related to disclosing their diagnosis, encountered financial challenges, and suffered from a lack of recognition for their efforts. This landscape of obstacles tends to individualize responsibilities. However, some participants implemented various methods to cope with these challenges, including the use of digital tools, rigorous time management, social support networks, and concealing their diagnosis. These tactics demonstrate that adaptation is a continuous process. Four forms of lexism are identified: institutional, interactional, temporal, and symbolic, which intertwine to produce and reinforce inequalities within the university context
Formalization of Isabelle Meta Logic in NuPRL
No full textNuPRL and Isabelle are two general purpose theorem provers. Both of them are based on a version of Constructive Higher Order Type Theory. In an earlier work the author has proposed an informal semantics of Isabelle Meta Logic in an extension of NuPRL Type Theory. An automated converter, based on this semantics, has been developed, that translates Isabelle theorem statements into NuPRL. This work presents a formalization of the above semantics in NuPRL. It starts with a deep embedding of Isabelle type and term syntax into NuPRL Constructive Type Theory. Next, two internal NuPRL functions are defined. One of them maps Isabelle types into NuPRL types and the other maps Isabelle terms into elements of appropriate NuPRL types. These two functions provide an interpretation of Isabelle in NuPRL. Finally, interpretations of all Isabelle Meta Logic rules are proven as theorems in some classical extension of NuPRL Type Theory. This formalization is aimed to provide a more secure foundation for the interaction between two systems
Security modeling and correctness proof using Specware and Isabelle
No full textSecurity modeling is the foundation to formal verification which is a core requirement for high assurance systems. This thesis explores how security models can be built in a simple and expressive manner using the Metaslang specification language in Specware. The models are subsequently translated, via the Specware to Isabelle Interface, to be proven for correctness in Isabelle which is a generic, interactive theorem proving environment. It is found that the translation between Specware and Isabelle is almost seamless and there is much potential in the use of Isabelle/HOL to discharge proof obligations that arise in developing Specware specifications, although the actual proving requires substantial knowledge and experience in logical calculus.Approved for public release; distribution is unlimited.Outstanding ThesisSingapore ST Electronics Ltd. author (civilian).http://archive.org/details/securitymodeling10945383
Les particularités de l’enseignement supérieur des peuples autochtones en Équateur : une exploration des expériences étudiantes
No full textL'objectif de cette recherche est d'explorer et d'analyser les thèmes clés qui émergent des expériences éducatives des étudiants autochtones, avec un accent particulier sur les expériences des étudiants équatoriens en raison de leur plus grande représentation dans le corpus d'entretiens. Grâce à une analyse thématique de ces récits, l’étude vise à comprendre les obstacles, les facilitateurs et les perspectives liés à l'autodétermination dans le contexte de l'enseignement supérieur. Les facteurs clés tels que le contexte historique, les taux d’inscription et de diplomation, ainsi que l’entrée au soutien financier ministériel sont examinés. L’analyse identifie également les obstacles qui influencent l’expérience éducative. La méthodologie de cette recherche combine une revue de la littérature avec une analyse des données quantitatives. Pour interpréter les témoignages des participants, j’ai utilisé des concepts issus de la notion de l’éducation critique, de l’autodétermination et de l’apprentissage interculturel. Ces cadres théoriques m’ont permis d’examiner comment les injustices historiques, telles que le colonialisme et la discrimination, continuent d’influencer l’accès et l’expérience des étudiants autochtones dans l’enseignement supérieur. Pour ce faire, j'ai utilisé les entretiens semi-dirigés qui proposent une compréhension plus approfondie de ces questions, en éclairant leurs parcours éducatifs personnels et les obstacles structurels auxquels ils sont confrontés. Au Canada, des avancées importantes ont été réalisées en matière d’éducation interculturelle, notamment en ce qui concerne l’augmentation des taux d’inscription et de diplomation des étudiants autochtones, cependant des défis persistent. En Équateur, l’éducation interculturelle est également au cœur des politiques publiques, mais elle fait face à des obstacles significatifs. Cette recherche explore les expériences des étudiants autochtones dans ces contextes spécifiques, mettant en évidence les réalités éducatives. Cela permet d’approfondir la compréhension des mécanismes qui influencent leur parcours et des stratégies nécessaires pour renforcer leur inclusion et leur réussite dans l’enseignement supérieur.The objective of this research is to explore and analyze the key themes that emerge from the educational experiences of indigenous students, with a particular focus on the experiences of Ecuadorian students due to their greater representation in the interview corpus. Through a thematic analysis of these narratives, the study seeks to understand the barriers, facilitators, and opportunities related to self-determination in the context of higher education. Key factors such as historical context, enrollment and graduation rates, and access to ministerial financial aid are examined. The analysis also identifies barriers that influence the educational experience. The methodology of this research combines a literature review with quantitative data analysis. To interpret the participants' testimonies, I used concepts drawn from the notion of critical education, self-determination and intercultural learning. These theoretical frameworks enabled me to examine how historical injustices, such as colonialism and discrimination, continue to influence indigenous students' access to and experience of higher education. To do this, I used semi-structured interviews that offer a deeper understanding of these issues, shedding light on their personal educational journeys and the structural barriers they face. In Canada, significant progress has been made in intercultural education, notably in increasing enrolment and graduation rates for Indigenous students, however, challenges remain. In Ecuador, intercultural education is also at the heart of public policy but faces significant obstacles. This research explores the experiences of indigenous students in these specific contexts, highlighting the unique educational realities. This provides a deeper understanding of the mechanisms that influence their pathways, and the strategies needed to strengthen their inclusion and success in higher education
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