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Astronauts will encounter isolated, confined and extreme (ICE) conditions during future missions, and will have to be able to adapt. Until recently, however, few places on Earth could serve as acceptable space analogues (i.e., submarine and polar regions). The coronavirus disease-2019 (COVID-19)-related lockdowns around the globe provided a good opportunity to obtain more comprehensive datasets on the impact of prolonged isolation on human functioning in a very large sample.
Seven hundred forty-eight individuals (Belgium 442, Spain 183, Germany 50, Italy 50, US 23; Mean age ± SD: 41 ± 14 years, with an age range of 18–83 years; 66% women) filled out an online survey assessing the impact of the COVID-lockdown on psychological, exercise and general health variables a first time near the beginning of the initial lockdown (hereafter ‘T1’; 24 ± 13 days after the start of the first lockdown; i.e., 3 weeks after the start of the first lockdown) and a second time a couple of weeks thereafter (hereafter ‘T2’; 17 ± 5 days after the first online survey; i.e., 6 weeks after the start of the first lockdown).
From T1 to T2 an improvement of subjective sleep quality was observed (P = 0.003), that was related to an increase in subjective sleep efficiency and a decrease in sleep latency and disturbance (P ≤ 0.013). Weekly sitting time decreased, and the weekly amount of moderate and vigorous physical activity increased from T1 to T2 (P ≤ 0.049). No differences from T1 to T2 were observed in terms of mood, loneliness and state anxiety. A lower amount of sitting time was significantly correlated with improved subjective sleep quality (r = 0.096, P = 0.035) and with an increased amount of moderate (r = −0.126, P = 0.005) and vigorous (r = −0.110, P = 0.015) physical activity.
Compared to 3 weeks into the first COVID-imposed lockdown, 6-weeks after the start of the first COVID-imposed lockdown, physical activity and subjective sleep scores were positively impacted. The present, large sample size study further confirms exercise as a worthwhile countermeasure to psycho-physiological deconditioning during confinement.
This paper presents a framework aimed at significantly reducing the cost of proving functional correctness for low-level operating systems components. The framework is designed around a new functional programming language, Cogent. A central aspect of the language is its uniqueness type system, which eliminates the need for a trusted runtime or garbage collector while still guaranteeing memory safety, a crucial property for safety and security. Moreover, it allows us to assign two semantics to the language: The first semantics is imperative, suitable for efficient C code generation, and the second is purely functional, providing a user-friendly interface for equational reasoning and verification of higher-level correctness properties. The refinement theorem connecting the two semantics allows the compiler to produce a proof via translation validation certifying the correctness of the generated C code with respect to the semantics of the Cogent source program. We have demonstrated the effectiveness of our framework for implementation and for verification through two file system implementations.
Functional languages are uniquely suited to providing programmers with a programming model for parallel and concurrent computing. This is reflected in the wide range of work that is currently underway, both on parallel and concurrent functional languages, as well as on bringing functional language features to other programming languages. This has resulted in a rapidly growing number of practical applications. The Journal of Functional Programming decided to dedicate a special issue to this field to showcase the state of the art in how functional languages and functional concepts currently assist programmers with the task of managing the challenges of creating parallel and concurrent systems.
We argue that teaching purely functional programming as such in freshman courses is detrimental to both the curriculum as well as to promoting the paradigm. Instead, we need to focus on the more general aims of teaching elementary techniques of programming and essential concepts of computing. We support this viewpoint with experience gained during several semesters of teaching large first-year classes (up to 600 students) in Haskell. These classes consisted of computer science students as well as students from other disciplines. We have systematically gathered student feedback by conducting surveys after each semester. This article contributes an approach to the use of modern functional languages in first year courses and, based on this, advocates the use of functional languages in this setting.
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