An overview of Prolog debugging tools

In this paper we present an overview of the advances in debugging standard Prolog programs. The analysis offered is in terms of a classification of tools that provide different degrees of activity in the debugging process. Other possible dimensions of analysis are also outlined.     

The First Time That I Had Lunch in School and I Washed My Clothes

Today,I had lunch from the cafeteria in my shool.It wasn‘t very expensive, and I spent four dollars on it.Actually,I didn‘t need to spend so much money.I bought two pizza-like things.They cost me     

The Dorothy Howard Collection: revealing the structures of folklore archives in museums

In 2015–16 researchers from the University of Melbourne and Museums Victoria undertook a collaborative project which sought to visualise archival data from the museum as a means to investigate the structure and context of the Dorothy Howard Collection. This article introduces Dorothy Howard’s work, which is part of the internationally significant Australian Children’s Folklore Collection, and looks at the project’s processes and outcomes, including the initial visualisations produced. In doing so, the authors highlight the data-intensive nature of such work, suggest the potential of visualisations to reveal collection structures, and outline possibilities for future projects and collaborations.     

Going MAD in Degrees of Unfairness!

This article discusses concepts of unfairness in allocations of objects (coins) to positions (students) and introduces possible measures for unfairness based on intuition.     

Situating Vocationalism

The approaches taken to the analysis of vocationalism within the sociology of education have been dominated by the concept of the New Right and have operated within a dominant strong‐state/free market paradigm based upon an analysis of the Thatcherite project. I argue that vocationalist ideologies should be more properly linked to an emerging ‘statist’ model of capitalism in which the state intervenes to create the conditions for greater international competitiveness. However neither this, nor other legitimations of vocationalism in terms of its supposed Jit’ with a new post‐fordist economy, can be seen to cany complete conviction.     

Mitigation of Blast Effects on Aluminum Foam Protected Masonry Walls

Terrorist attacks using improvised explosive devices (IED) can result in unreinforced ma-sonry (URM) wall collapse. Protecting URM wall from IED attack is very complicated. An effective solution to mitigate blast effects on URM wall is to retrofit URM walls with metallic foam sheets to absorb blast energy. However, mitigation of blast effects on metallic foam protected URM walls is currently in their infancy in the world. In this paper, numerical models are used to simulate the per-formance of aluminum foam protected URM walls subjected to blast loads. A distinctive model, in which mortar and brick units of masonry are discritized individually, is used to model the perform-ance of masonry and the contact between the masonry and steel face-sheet of aluminum foam is modelled using the interface element model. The aluminum foam is modelled by a nonlinear elas-toplastic material model. The material models for masonry, aluminum foam and interface are then coded into a finite element program LS-DYNA3D to perform the numerical calculations of response and damage of aluminum foam protected URM walls under airblast loads. Discussion is made on the effectiveness of the aluminum foam protected system for URM wall against blast loads.     

Tests as boundary signifiers: level 6 tests and the primary secondary divide

This paper addresses the question: How do teachers and school leaders respond to high stakes testing of pupils transitioning from primary to secondary school? It explores how a new test, the Level 6 test, operated with regard to primary/secondary school relationships in England. It draws on an analysis of qualitative interviews with teachers and school leaders in 20 primary schools that took part in the test, 40 school leaders that chose not to and 20 secondary-school leaders. Theoretical work on social boundaries is utilised to develop an argument that this test and its results acted as a boundary signifier, crystallising many of the tensions between primary and secondary schools. These tensions included the role of accountability regimes in requiring schools to demonstrate progress; narrowing of the curriculum and teaching to the test; and the extent to which test results can provide a true representation of pupil attainment. We conclude by suggesting the potential of the boundary signifier concept in relation to other tests at the primary/secondary boundary and other key transition points in education, and consider whether such tests can act as an ideal boundary object, serving to help overcome, rather than cement, barriers between schools.