The Improved GP 2 Compiler
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Leah Tether and Laura Chuhan Campbell Early Book Collections and Modern Audiences: Harnessing the Identity/ies of Book Collections as Collective Resources This article summarizes and contextualizes the discussions of a workshop held at Durham University in November 2018. In this workshop, participants (includ- ing academics, students, independent scholars, special and rare books librarians, and archivists) discussed the notion of the collection (that is, the identity of collection as a whole, rather than just its constituent parts), and its potential to serve as a means of engaging both scholarly and public audiences with early book cultures. This study sets out a series of considerations and questions that might be used when tackling such special collections engagement projects, including ones involving more modern collections than the case studies examined here. In November 2018, the Institute for Medieval and Early Modern Studies at Durham University kindly funded a workshop to investigate the ways in which contemporary audiences have been, are being, and can become engaged with medieval and early- modern book culture through the provision and distribution of key resources. These resources range from published books to digital artefacts and editions; from replica teaching kits—such as scriptorium suitcases—to physical archives and repositories.1 The aim of the workshop, which was led by one of this article’s two authors (Leah Tether), was to build a picture of best practice to inform the teaching and commu- 1. The authors are grateful to Durham’s Institute for Medieval and Early Modern Studies for fund- ing the workshop, and to the administrators of the Residential Research Library Fellowships (jointly organized by Ushaw College and Durham University) that enabled Leah Tether to spend time in Durham in November 2018. -
The Counselling Service Annual Report
The Counselling Service Annual Report 2017/18 1 Contents Contents ........................................................................................................................... 2 Counselling Service Team .................................................................................................. 3 Introduction ...................................................................................................................... 4 About the service .............................................................................................................. 4 Service Use ........................................................................................................................ 5 What we have done ........................................................................................................... 9 Bradford College…………………………………………………………………………………………..10 Equality monitoring ......................................................................................................... 11 Evaluation ....................................................................................................................... 12 2 Counselling Service Team Head of Service Penelope Aspinall Permanent staff (core team) Yvonne Messenger, senior counsellor (0.6 fte) Peter Wakefield, senior counsellor (0.5 fte) Gill Barlow, counsellor (1.0 fte) Sarah Farnell, counsellor (0.6 fte) Stuart Yates, counsellor (0.5 fte) Administrative Staff Gilly Butcher, administrator, (0.55 fte) Helen Trevisani, administrator (0.6 fte) Sessional -
Descriptive Graph Combinatorics
Descriptive Graph Combinatorics Alexander S. Kechris and Andrew S. Marks (Preliminary version; November 3, 2018) Introduction In this article we survey the emerging field of descriptive graph combina- torics. This area has developed in the last two decades or so at the interface of descriptive set theory and graph theory, and it has interesting connections with other areas such as ergodic theory and probability theory. Our object of study is the theory of definable graphs, usually Borel or an- alytic graphs on Polish spaces. We investigate how combinatorial concepts, such as colorings and matchings, behave under definability constraints, i.e., when they are required to be definable or perhaps well-behaved in the topo- logical or measure theoretic sense. To illustrate the new phenomena that can arise in the definable context, consider for example colorings of graphs. As usual a Y -coloring of a graph G = (X; G), where X is the set of vertices and G ⊆ X2 the edge relation, is a map c: X ! Y such that xGy =) c(x) 6= c(y). An elementary result in graph theory asserts that any acyclic graph admits a 2-coloring (i.e., a coloring as above with jY j = 2). On the other hand, consider a Borel graph G = (X; G), where X is a Polish space and G is Borel (in X2). A Borel coloring of G is a coloring c: X ! Y as above with Y a Polish space and c a Borel map. In contrast to the above basic fact, there are acyclic Borel graphs G which admit no Borel countable coloring (i.e., with jY j ≤ @0); see Example 3.14. -
Calculating Graph Algorithms for Dominance and Shortest Path*
Calculating Graph Algorithms for Dominance and Shortest Path⋆ Ilya Sergey1, Jan Midtgaard2, and Dave Clarke1 1 KU Leuven, Belgium {first.last}@cs.kuleuven.be 2 Aarhus University, Denmark [email protected] Abstract. We calculate two iterative, polynomial-time graph algorithms from the literature: a dominance algorithm and an algorithm for the single-source shortest path problem. Both algorithms are calculated di- rectly from the definition of the properties by fixed-point fusion of (1) a least fixed point expressing all finite paths through a directed graph and (2) Galois connections that capture dominance and path length. The approach illustrates that reasoning in the style of fixed-point calculus extends gracefully to the domain of graph algorithms. We thereby bridge common practice from the school of program calculation with common practice from the school of static program analysis, and build a novel view on iterative graph algorithms as instances of abstract interpretation. Keywords: graph algorithms, dominance, shortest path algorithm, fixed-point fusion, fixed-point calculus, Galois connections 1 Introduction Calculating an implementation from a specification is central to two active sub- fields of theoretical computer science, namely the calculational approach to pro- gram development [1,12,13] and the calculational approach to abstract interpre- tation [18, 22, 33, 34]. The advantage of both approaches is clear: the resulting implementations are provably correct by construction. Whereas the former is a general approach to program development, the latter approach is mainly used for developing provably sound static analyses (with notable exceptions [19,25]). Both approaches are anchored in some of the same discrete mathematical structures, namely partial orders, complete lattices, fixed points and Galois connections. -
Main Panel C
MAIN PANEL C Sub-panel 13: Architecture, Built Environment and Planning Sub-panel 14: Geography and Environmental Studies Sub-panel 15: Archaeology Sub-panel 16: Economics and Econometrics Sub-panel 17: Business and Management Studies Sub-panel 18: Law Sub-panel 19: Politics and International Studies Sub-panel 20: Social Work and Social Policy Sub-panel 21: Sociology Sub-panel 22: Anthropology and Development Studies Sub-panel 23: Education Sub-panel 24: Sport and Exercise Sciences, Leisure and Tourism Where required, specialist advisers have been appointed to the REF sub-panels to provide advice to the REF sub-panels on outputs in languages other than English, and / or English-language outputs in specialist areas, that the panel is otherwise unable to assess. This may include outputs containing a substantial amount of code, notation or technical terminology analogous to another language In addition to these appointments, specialist advisers will be appointed for the assessment of classified case studies and are not included in the list of appointments. Main Panel C Main Panel C Chair Professor Jane Millar University of Bath Deputy Chair Professor Graeme Barker* University of Cambridge Members Professor Robert Blackburn University of Liverpool Mr Stephen Blakeley 3B Impact From Mar 2021 Professor Felicity Callard* University of Glasgow Professor Joanne Conaghan University of Bristol Professor Nick Ellison University of York Professor Robert Hassink Kiel University Professor Kimberly Hutchings Queen Mary University of London From Jan 2021 -
Annual Report 2016
University Library Annual Report 2016 www.lboro.ac.uk/library Library values • A library environment that is safe, welcoming, and offers a variety of comfortable spaces that will inspire learning, research and creativity • Staff that are approachable, helpful, knowledgeable, courteous and take pride in working for the University Library • Information sources that are easily accessible, relevant, reliable and of high quality 1 Contents Library values 1 1. Introduction 3 2. Building Excellence – the University Library’s Response 4 Investing in our staff 4 Educating for success 6 Growing capacity and influence 10 Raising standards and aspirations 14 3. Summary 18 4. Appendices Appendix 1 Statistical Summary 19 Appendix 2 Expenditure Summary 20 Appendix 3 Staff publications and presentations 21 2 1. Introduction Welcome to the University Library Annual Report 2015/16 The Library continues its drive towards excellence in all areas of service and in 2015/16 this was reflected in the scores we achieved in a range of surveys and league tables as well as the positive feedback we have received from our users. In June the University Library was reviewed as part of the Quadrennial Review process and we found it a very positive experience. This review has given us some areas to reflect upon, investigate, develop and implement during the coming year and beyond. In addition the library provision at our London campus has also undergone some significant changes offering an opportunity to provide a more developed service to users in London. None of the achievements outlined would have been possible without the hard work and commitment of Library staff and others outside of the Library. -
Conference Programme
CONFERENCE PROGRAMME Please refer to session descriptions for further information about the workshops Monday 20th July 2.00pm – 5.00pm Registration and networking Session This is an opportunity register for the conference, meet and network with other delegates and NADP Directors, gather information about the conference and the City of Manchester Delegates arriving on Tuesday 21st July should first register for the conference. The Registration Desk will be open from 8.00am. Tuesday 21st July 9.00am – 9.30am Welcome to the conference Paddy Turner, Chair of NADP Professor Dame Nancy Rothwell, President of University of Manchester 9.30am – 10.15am Keynote Presentation Scott Lissner, AHEAD and Ohio State University 10.15am – 10.45am Refreshment break 10.45am – 11.45am Parallel workshop session 1 Workshop 1 Inclusive HE beyond borders Claire Ozel, Middle East Technical University, Turkey Workshop 2 Emergency preparedness: maintaining equity of access Stephen Russell, Christchurch Polytechnic, New Zealand Workshop 3 Supporting graduate professional students: an overview of an independent disability services programme with an emphasis on mental illness Laura Cutway and Mitchell C Bailin, Georgetown University Law Centre. USA This programme may be subject to change Workshop 4 This workshop will consist of two presentations Disabled PhD students reflections on living and learning in an academic pressure cooker and the need for a sustainable academia Dieuwertje Dyi Juijg, University of Manchester Great expectations? Disabled students post- graduate -
Mass Media to Communicate Public Health Messages in Six Health Topic Areas: a Systematic Review and Other Reviews of the Evidence
Mass media to communicate public health messages in six health topic areas: a systematic review and other reviews of the evidence Martine Stead,1,2 Kathryn Angus,1,2 Tessa Langley,2,3 Srinivasa Vittal Katikireddi,4 Kate Hinds,5 Shona Hilton,4 Sarah Lewis,2,3 James Thomas,5 Mhairi Campbell,4 Ben Young2,3 and Linda Bauld2,6* 1Institute for Social Marketing, University of Stirling, Stirling, UK 2UK Centre for Tobacco and Alcohol Studies, UK 3Division of Epidemiology and Public Health, University of Nottingham, Nottingham, UK 4Medical Research Council/Chief Scientist Office Social and Public Health Sciences Unit, University of Glasgow, Glasgow, UK 5Institute of Education, University College London, London, UK 6Usher Institute, College of Medicine and Veterinary Medicine, University of Edinburgh, Edinburgh, UK *Corresponding author [email protected] Declared competing interests of authors: The University of Stirling (Martine Stead and Kathryn Angus), the University of Nottingham (Tessa Langley, Sarah Lewis and Ben Young) and the University of Edinburgh (Linda Bauld) are members of the UK Centre for Tobacco and Alcohol Studies (UKCTAS) (http://ukctas.net). Funding for UKCTAS from the British Heart Foundation, Cancer Research UK, the Economic and Social Research Council, the Medical Research Council and the National Institute for Health Research (NIHR), under the auspices of the UK Clinical Research Collaboration, is gratefully acknowledged. The funders had no role in study design, data collection and analysis, the decision to publish or preparation of the manuscript. Linda Bauld reports that she is a member of the NIHR Public Health Research (PHR) programme Research Funding Board. -
The Characteristic Polynomial of Multi-Rooted
THE CHARACTERISTIC POLYNOMIAL OF MULTI-ROOTED, DIRECTED TREES LAUREN EATON Mathematics 8 May 2008 Independent Research Project: Candidate for Departmental Honors Graduation: 17 May 2008 THE CHARACTERISTIC POLYNOMIAL OF MULTI-ROOED, DIRECTED TREES LAUREN EATON Abstract. We define the characteristic polynomial for single-rooted trees and begin with a theorem about this polynomial, derived from the known contrac- tion/deletion formula. We expand our scope to include multi-rooted, directed trees. Introducing the concept of a star, we prove two theorems which allow us to evaluate the polynomials of these trees in terms of the stars that comprise them. Finally, we derive and prove a general formula for the characteristic polynomial of multi-rooted, directed trees. Introduction Introduced by Gary Gordon and Elizabeth McMahon in [3] the greedoid char- acteristic polynomial is a generalization of the Tutte polynomial, which is a two- variable invariant which helps describe the structure of a single-rooted graph. Given a multi-rooted, directed tree, one must conduct an often tedious recursive calcula- tion in order to obtain the polynomial. In this paper, we work towards defining a general formula for the characteristic polynomial that requires minimal calculation and is entirely in terms of the vertices. This paper is organized as follows: In Section 1, we start with a focus on single- rooted trees and an adaptation of the characteristic polynomial. In Section 2, we look at the more complex multi-rooted, directed trees. We will find that when deriving the characteristic polynomial of these complicated trees, one can consider them in simplified terms. We will explore the concept of a sink and see how the polynomial is affected by its presence. -
Higher Education Governance in England: Governing Body Members’ Perceptions of Their Roles and the Effectiveness of Their Governing Bodies
Open Research Online The Open University’s repository of research publications and other research outputs Higher Education Governance in England: Governing Body Members’ Perceptions of Their Roles and the Effectiveness of Their Governing Bodies Thesis How to cite: Buck, David John (2013). Higher Education Governance in England: Governing Body Members’ Perceptions of Their Roles and the Effectiveness of Their Governing Bodies. PhD thesis The Open University. For guidance on citations see FAQs. c 2013 The Author https://creativecommons.org/licenses/by-nc-nd/4.0/ Version: Version of Record Link(s) to article on publisher’s website: http://dx.doi.org/doi:10.21954/ou.ro.0000f11f Copyright and Moral Rights for the articles on this site are retained by the individual authors and/or other copyright owners. For more information on Open Research Online’s data policy on reuse of materials please consult the policies page. oro.open.ac.uk UNRfcST&CTeP HIGHER EDUCATION GOVERNANCE IN ENGLAND: GOVERNING BODY MEMBERS’ PERCEPTIONS OF THEIR ROLES AND THE EFFECTIVENESS OF THEIR GOVERNING BODIES A thesis submitted for the degree of Doctor of Philosophy David John Buck, MA, MBA, MRes Institute of Educational Technology and Centre for Research in Education and Educational Technology The Open University Submitted for examination on 13 September 2012 D&tc SuJbnxCs^uort; ^3 Date varcU 3J u Uj 1013 ProQuest Number: 13835957 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a com plete manuscript and there are missing pages, these will be noted. -
Sixth Form Profile 2020-2021
599 Walkers Road, Telephone: (345) 949 9250 P.O. Box 2638 Email: [email protected] Grand Cayman KY1-1102 Website: www.st-ignatius.com CAYMAN ISLANDS ST. IGNATIUS CATHOLIC SCHOOL – HIGH SCHOOL __________________________________________________________________________________________ Profile 2020-2021 St. Ignatius Catholic School – High School, is a Catholic, co-educational, independent day school established in 1994 on the Island of Grand Cayman, the largest of the Cayman Islands (population c.60,000) in the western Caribbean. Banking and tourism are at the heart of the vibrant economy and Caymanians enjoy the highest income per capita in the region. As a British Overseas Territory, English is spoken and there are strong American and Canadian influences. St. Ignatius Catholic School is viewed as one of the leading non- selective schools in the British Caribbean. The Cayman Islands Education Standards & Assessment Unit (ESAU) described it as “a good school” in 2007. There are 330 students of 22 nationalities in Grades 7-13, 87 of whom have graduated from a high school programme and are following advanced courses in Years 12 and 13. The 33 highly qualified teachers provide the school with a student teacher ratio of 10:1. __________________________________________________________________________________________ Mission Statement Our mission is to nurture the spiritual, academic, social and personal development of every student in our care in a supportive Catholic atmosphere which welcomes and embraces all denominations. _________________________________________________________________________________________ Academic Programme The school offers a British based curriculum with the addition of the PSAT and the SAT 1 which are available to all senior students. Those in Years 7-9 follow a broad foundation programme comprising English Language and Literature, Mathematics, Religious Education, Science, Computer Science, History, Geography, Spanish, French, Art, Music, Drama, Physical Education and Lifeskills. -
Rooted Graph Minors and Reducibility of Graph Polynomials Arxiv
Rooted Graph Minors and Reducibility of Graph Polynomials by Benjamin Richard Moore B.A., Thompson Rivers University, 2015 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Masters of Science in the Department of Mathematics and Statistics Faculty of Science c Benjamin Richard Moore 2017 SIMON FRASER UNIVERSITY Spring 2017 arXiv:1704.04701v1 [math.CO] 15 Apr 2017 All rights reserved. However, in accordance with the Copyright Act of Canada, this work may be reproduced without authorization under the conditions for “Fair Dealing.” Therefore, limited reproduction of this work for the purposes of private study, research, criticism, review and news reporting is likely to be in accordance with the law, particularly if cited appropriately. Approval Name: Benjamin Richard Moore Degree: Masters of Science (Mathematics) Title: Rooted Graph Minors and Reducibility of Graph Poly- nomials Examining Committee: Dr. Ladislav Stacho (chair) Associate Professor Dr. Karen Yeats Senior Supervisor Associate Professor Dr. Luis Goddyn Supervisor Professor Dr. Bojan Mohar Internal Examiner Professor Date Defended: April 6, 2017 ii Abstract In 2009, Brown gave a set of conditions which when satisfied imply that a Feynman integral evaluates to a multiple zeta value. One of these conditions is called reducibility, which loosely says there is an order of integration for the Feynman integral for which Brown’s techniques will succeed. Reducibility can be abstracted away from the Feynman integral to just being a condition on two polynomials, the first and second Symanzik polynomials. The first Symanzik polynomial is defined from the spanning trees of a graph, and the second Symanzik polynomial is defined from both spanning forests of a graph and some edge and vertex weights, called external momenta and masses.