Familiar Constructs Research Articles

Combinators for bidirectional tree transformations

We propose a novel approach to the view-update problem for tree-structured data: a domain-specific programming language in which all expressions denote bidirectional transformations on trees. In one direction, these transformations---dubbed lenses ---map a concrete tree into a simplified abstract view; in the other, they map a modified abstract view, together with the original concrete tree, to a correspondingly modified concrete tree. Our design emphasizes both robustness and ease of use, guaranteeing strong well-behavedness and totality properties for well-typed lenses. We begin by identifying a natural space of well-behaved bidirectional transformations over arbitrary structures, studying definedness and continuity in this setting. We then instantiate this semantic framework in the form of a collection of lens combinators that can be assembled to describe bidirectional transformations on trees. These combinators include familiar constructs from functional programming (composition, mapping, projection, conditionals, recursion) together with some novel primitives for manipulating trees (splitting, pruning, merging, etc.). We illustrate the expressiveness of these combinators by developing a number of bidirectional list-processing transformations as derived forms. An extended example shows how our combinators can be used to define a lens that translates between a native HTML representation of browser bookmarks and a generic abstract bookmark format.

Articulating and connecting frameworks of reflective practice and leadership: perspectives from ‘fast track’ trainee teachers1

This paper considers the relationship between reflection and leadership, and applies this within a DfES initiative for the training and education of new teachers in England. Drawing on familiar constructs around reflection and leadership, the paper probes the ‘fast track’ scheme within initial teacher training and education (ITT), the main purpose of which is to provide an ITT experience which develops education leaders for the future. It asserts that the core components of reflection and leadership are values and relationships.

Combinators for bi-directional tree transformations

We propose a novel approach to the well-known view update problem for the case of tree-structured data: a domain-specific programming language in which all expressions denote bi-directional transformations on trees. In one direction, these transformations---dubbed lenses ---map a "concrete" tree into a simplified "abstract view"; in the other, they map a modified abstract view, together with the original concrete tree, to a correspondingly modified concrete tree. Our design emphasizes both robustness and ease of use, guaranteeing strong well-behavedness and totality properties for well-typed lenses.We identify a natural space of well-behaved bi-directional transformations over arbitrary structures, study definedness and continuity in this setting, and state a precise connection with the classical theory of "update translation under a constant complement" from databases. We then instantiate this semantic framework in the form of a collection of lens combinators that can be assembled to describe transformations on trees. These combinators include familiar constructs from functional programming (composition, mapping, projection, conditionals, recursion) together with some novel primitives for manipulating trees (splitting, pruning, copying, merging, etc.). We illustrate the expressiveness of these combinators by developing a number of bi-directional list-processing transformations as derived forms.

A Framework for College Counseling Responses to Large Scale Traumatic Incidents

Although most psychotherapists have limited experience dealing with large scale catastrophic incidents, college and university counseling centers today need to be prepared for crisis events such as terrorist attacks, war, and local catastrophes. This article presents a conceptual model for designing counseling center responses to large scale traumatic incidents. Familiar college mental health constructs are applied to the relatively unfamiliar territory of responding to traumatic incidents. First, DSM-IV-TR diagnostic criteria are used to define three levels of student need based on different types of stressful or traumatic events and expected reactions. Next, a corresponding three-part response plan is discussed, including preventive, intermediate, and advanced counseling and psychotherapy interventions. Finally, the college counseling roles of crisis intervention and student development consultation are discussed in relation to the aftermath of large scale traumas. The influence of staff attitudes and values, and other limitations of the model, also are described.

IS THE CONSTRUCT OF L-TOPOLOGICAL SPACES A CO-TOWER EXTENSION OF SOME SIMPLER CONSTRUCT?

In an earlier paper, the second author associated with any fibre-small topological construct A and any completely distributive lattice L, an extension of A, called the (L-)-co-tower extension of A. He demonstrated that many familiar constructs in fuzzy topology can be expressed as co-tower extensions of more basic constructs and asked whether the construct L-Top of L-topological spaces (the stratified Chang-Goguen spaces) can be expressed as a co-tower extension. In this note we answer this question with “no” and “yes”. In particular we present the following theorems:(1) If L is a 3-element linearly ordered lattice (or, more generally, any linearly ordered finite lattice with at least 3 elements), then L-Top cannot be expressed as an L-co-tower extension.(2) If L is a 4-element Boolean algebra (or, more generally, any atomic complete Boolean algebra), then L-Top is (up to concrete isomorphism) the L-co-tower extension of the construct Top of topological spaces.

Some Categorical Aspects of Fuzzy Topology

Research in recent years has revealed that the construct of fuzzy topological spaces behaves quite differently from that of topological spaces with respect to certain categorical properties. In this paper we discuss some of these aspects. Since the topological construct L-FTS contains nontrivial both initially and finally closed full subconstructs, and each such construct gives rise to a natural autonomous theory of fuzzy topology, it can be said to some extent that fuzzy topology should consist of a system of closely related topology theories, including the classical topology theory as a special case, with each applying to one such subconstruct. Therefore in the first part of this paper the theory of sobriety is established for each finally and initially closed full subconstruct of L-FTS to illustrate this idea. The second topic of this paper is the relationship between the construct of stratified L-fuzzy topological spaces and several other familiar constructs in fuzzy topology, for example, the constructs of Šostak fuzzy topological spaces and L-fuzzifying topological spaces.

CASL for ASF+SDF Users

Casl is an expressive language for the algebraic specification<br />of software requirements, design, and architecture. It has been<br />developed by an open collaborative effort called CoFI (Common<br />Framework Initiative for algebraic specification and development).<br />Casl combines the best features of many previous algebraic<br /> specification languages, and it is hoped that it may provide<br /> a focus for future research and development in the use of algebraic<br /> techniques, as well being attractive for industrial use.<br />This paper presents Casl for users of the Asf+Sdf framework.<br />It shows how familiar constructs of Asf+Sdf may be<br />written in Casl, and considers some problems that may arise<br />when translating specifications from Asf+Sdf to Casl. It then<br />explains and motivates various Casl constructs that cannot be<br />expressed directly in Asf+Sdf. Finally, it discusses the role that<br />the Asf+Sdf system might play in connection with tool support<br />for Casl.

Uniqueness typing for functional languages with graph rewriting semantics

We present two type systems for term graph rewriting: conventional typing and (polymorphic) uniqueness typing. The latter is introduced as a natural extension of simple algebraic and higher-order uniqueness typing. The systems are given in natural deduction style using an inductive syntax of graph denotations with familiar constructs such as let and case.The conventional system resembles traditional Curry-style typing systems in functional programming languages. Uniqueness typing extends this with reference count information. In both type systems, typing is preserved during evaluation, and types can be determined effectively. Moreover, with respect to a graph rewriting semantics, both type systems turn out to be sound.

Lectures on quantum geometry

In these lectures we discuss the way in which N = 2 superconformal field theory, in the context of string theory, gives rise to geometrical models of spacetime whose quantitative and qualitative properties differ significantly from their classical (General Relativistic) counterparts. After an overview of some general consequences of N = 2 superconformal symmetry, we specialize to concrete field theoretic representations of this algebra. We indicate how a number of familiar constructs from classical geometry naturally arise in these theories, but in a modified form giving rise to what is called “stringy” or “quantum” geometry. Our main focus is on mirror symmetry and spacetime topology change.

Fuzzy Set Theory Movement in the Social Sciences

Some very familiar constructs in the realm of public administration discourse are supervisor-worker, teacherstudent, public-private, democracy-autocracy, conservatism-liberalism, patronage-merit, individualism-collectivism, and centralized-decentralized. These and other constructs and theories in public management are bantered about through iterations of paired comparisons of contrasting relationships that are framed in a language of dichotomous symbolism. Even when a construct does not appear to lend itself readily to a bi-polar structure, it will implicitly exist, as in the familiar constructs of representation, efficiency, effectiveness, equity, and property; in these examples the negative of the terms form the bipolar comparison point - no representation, no efficiency, effectiveness, no equity, no property. Our temporal process is uniquely bi-polar (Kelly 1955; Adams-Webber 1979; Rychlak 1981), where our constructs tend to be labeled by their similarity pole. When we speak of what something means, we are always referring to a relationship between similarities and differences. Kelly's personal construct theory is based on the notion of a construing process where thought is only possible because humans dichotomize experience into similarities and contrasts, as our bi-polar nature. Personal construct theory can be extended into an ontological case for fuzziness as presented by Kosko (1989) wherein: The universe consists of all subsets of the universe. The only subsets of the universe that are not fuzzy are the constructs of classical mathematics. All other sets - sets of particles, cells, tissues, people, ideas, galaxies - in principle contain elements to different degrees. Their membership is partial, graded, inexact, ambiguous, or uncertain. To the extent that the human construes reality as sets of bi-polar constructs, the strength of any construct would then be based on its membership gradient value at the time an event occurs. The membership gradient of any construct is a matter of perceived similarities and contrasts. At this point, it may be best to stop and back up, because we have the cart before the horse. Presenting an historical introduction to logic and fuzzy theory will better orient our frame of reference. Currently in the United States, people who are over 30 years of age were traditionally raised using a nonmetric system of weights and measures - using terms such as feet, ounces, and quarts. The younger generations have been raised using the metric system of weights and measures of meters, grams, and liters. The transition of the older generation to using the metric system has not been very successful. The old ways are still thoroughly embedded in society. There is a split between the conflicting institutionalized old way and the new. The same may hold true in the coming years between the use of classical set theory and the rise in the use of fuzzy set theory. Classical set theory has a long documented history starting with Aristotle; fuzzy theory is a mere child of the 1960s. The dialogue between the human sciences and fuzzy set theory has been scattered, unsystematic, and slow to develop. According to Smithson (1987) ... fuzzy set mathematics are couched in foreign and rather obtuse notation which is forbidding even to the more mathematically sophisticated behavioral scientist. Virtually all texts on the topic assume either a mathematical or computer science and engineering orientation. Smithson's book was an attempt to bridge the gap and lighten the burden of the mathematics to illustrate the basic elements of fuzzy set theory in real-world research examples taken from cognitive psychology, social psychology, sociology, social anthropology, political science, and evaluation research. In the same spirit of Smithson, the goal of this expository article on fuzzy theory is to minimize the obtrusion of mathematics and make the topic more palatable to a wider audience. This initial paper sets out to provide some structure for handling fuzzy concepts and illustrate their use in budgeting and decision making. …

Examples of counter-intuitive physics

Abstract This article describes some examples, involving atomic or molecular excitation by two nearly simultaneous coherent pulses of light, in which unexpected destructive interference has striking effects. In particular, population transfer between two atomic states can proceed to completion if the pulses occur in the reverse order to what naive intuition would suggest. Some elementary theoretical descriptions of this phenomena are presented, and a few experimental applications of the concepts are discussed. The theory relies on such traditional concepts as quantum states and state vectors, as well as the less familiar constructs of trapped states, dressed states, dark states and adiabatic states. The experimental implementations include applications to state-selective studies of molecular reactions and to laser-induced cooling of atomic beams and deflection of atoms by multiple-photon momentum transfer.

Life, the universe, and human language (a brief synopsis)

The arbitrariness of linguistic categories is almost as much a given as the arbitrariness of individual linguistic signs—one has only to consider the language-specificity of such familiar constructs as the phoneme, gender or the notion of ‘subject’ to be reminded of this fact, which supplies the major premiss of the Sapir—Whorf hypothesis. Given such arbitrariness, do categories really constrain our thinking? And, where and how does arbitrariness arise? Language is not the only human institution which generates categories. Consideration of some other fields of human activity suggests first that the Sapir-Whorf hypothesis is absolutely true: for example, two stereotypes in modern popular culture, the mannequin and the buffoon, are clearly culture-specific constructs, but within that culture, they are role models. Second, the process of grammaticalization (which creates the equivalent of stereotypes in language) may be understood as a kind of ritualization. whereby constructs and categories are partially emancipated from their bondage to concrete reality.

Narrative in Views of Humanity, Science, and Action: Lessons for Cognitive Therapy

The role of narrative constructs in philosophical views of humanity, science, and action is presented and contrasted with more familiar constructs that influence cognitive therapy. In terms of philosophical views of humanity, the view of human beings as rational animals is contrasted with a novel view emphasizing humanity’s unique storytelling nature. In terms of the philosophy of science, a positivistic, somewhat realist view is contrasted with a constructivist view in which narrative plays an essential role in explaining how theory succession takes place. In terms of the philosophy of action, partitive, ahistorical accounts of action are contrasted with a more holistic, historical view, one which necessitates narrative to account for actions intentionally oriented to the realization of an agent’s desires. The turn toward narrative in each of these areas also provides lessons concerning innovative ways to conduct cognitive therapy. In concluding, it is suggested that further investigation of narrative processes in cognitive therapy can broaden and deepen our understanding of the representational process undergirding adaptation and change.

MMPI item subtlety: another look.

This study examined the item subtlety-face validity issue by comparing MMPI Depression scale items rated in terms of psychopathology-in-general vs. specific depression criteria. The study also evaluated the influence of number of definitional descriptors and the meaning attributed to the neutral rating. Results showed substantial correlations among ratings obtained by different procedures, but many differences in subtle-neutral-obvious classifications. Number of descriptors did not effect ratings, although these results might not be found for less familiar constructs. Most raters took "neutral" to mean unrelated. These findings suggest that the inconsistencies in this research area are related to definitional problems and methodological ambiguities.

Alternatives for Individualized Biology: The Importance of Cognitive Style and Conceptual Complexity

A SOURCE OF CONCERN to any biology teacher is the wide range in student performance encountered in any class-differences between individual students in the same class as well as differences in individual students' achievement from year to year. Especially puzzling is the common disparity between a student's performance in laboratory activities and his performance on the formal teacher-directed or lecture activities. For some time these differences have been attributed to motivation or intellectual ability, but recent research indicates that in addition to these familiar constructs, there are individual differences in cognitive style and conceptual complexity that exert significant influences upon the success or failure of a student. A teaching format that is gaining much attention at all levels of education is individualized instruction. While this method of teaching is widespread, there appear to be few attempts to relate the mode of individualization and the cognitive style or conceptual complexity of the students who are being taught. This article describes seven methods of individualizing biology instruction and presents some of the current thinking about the significance of cognitive style and conceptual complexity with respect to the degree of structure in the individualized formats.

What Should Professors Teach about the Protestant Work Ethic?

The purpose of this paper is to argue that Christian professors need to teach students to question assumptions underlying business constructs, even familiar constructs. The Protestant work ethic (PWE) is an important and influential work ethic, but after analysis, it will be shown to be neither biblical nor Protestant. By this we mean that some key definitional elements of the PWE are not Biblical and are not philosophically compatible with the theologies of Martin Luther or John Calvin. Our conclusion is that Christian professors should use the PWE as a cautionary tale to help Christian students evaluate worldviews. The authors suggest several classroom exercises to help students develop their skills in testing assumptions.