Session Types Research Articles

Chinese Sources for AfterWards: From Premodern Poetry, Paintings, and Medical Texts to Modern Novels, Film, and Documentaries

This paper focuses on Chinese sources suggested for a narrative medicine (NM) program, called AfterWards. Dr Lauren Small established AfterWards in 2014 and has been coordinating it since out of the Pediatrics Department at Johns Hopkins Medicine. In early 2019, she started giving a series of lectures and workshops about AfterWards to Chinese medical educators and clinicians in Beijing and Shanghai. She created an AfterWardsFacilitator’s Guidebased on Western-language sources for workshop participants. She also started to organize with Jiang Yuhong (Peking Union Medical College) a workshop for Chinese colleagues to be held at Johns Hopkins Medicine in October 2019. They invited the author to participate. The idea was hatched then to develop Chinese source materials following the AfterWards structure for an updatedFacilitator’s Guidethat Dr Small had initially written. A typical one-hour AfterWards session consists of a specific five-part structure: a literary text or artwork, an associated theme, discussion topics, a writing exercise, and shared reflection. While the content of the program always changes from session to session, the basic structure remains the same. This paper summarizes the types of Chinese sources and their related narrative-medicine themes that were originally selected for inclusion in the updated AfterWardsFacilitator’s Guideintended for Chinese colleagues. These sources about coping with sick family members, aging, and illness ranged from the textual (classical Chinese poems on aging and diagnostic forms for training students) and visual (premodern Chinese paintings and murals of medical encounters) to the fictive (novels) and performative (contemporary Asian-American film in English and Chinese-language film and documentaries).

Electroencephalographic interbrain synchronization in children with disabilities, their parents, and neurologic music therapists.

As with typically developing children, children with cerebral palsy and autism spectrum disorder develop important socio-emotional rapport with their parents and healthcare providers. However, the neural mechanisms underlying these relationships have been less studied. By simultaneously measuring the brain activity of multiple individuals, interbrain synchronization could serve as a neurophysiological marker of social-emotional responses. Music evokes emotional and physiological responses and enhances social cohesion. These characteristics of music have fostered its deployment as a therapeutic medium in clinical settings. Therefore, this study investigated two aspects of interbrain synchronization, namely, its phase and directionality, in child-parent (CP) and child-therapist (CT) dyads during music and storytelling sessions (as a comparison). A total of 17 participants (seven cerebral palsy or autism spectrum disorder children [aged 12-18 years], their parents, and three neurologic music therapists) completed this study, comprising seven CP and seven CT dyads. Each music therapist worked with two or three children. We found that session type, dyadic relationship, frequency band, and brain region were significantly related to the degree of interbrain synchronization and its directionality. Particularly, music sessions and CP dyads were associated with higher interbrain synchronization and stronger directionality. Delta (.5-4Hz) range showed the highest phase locking value in both CP and CT dyads in frontal brain regions. It appears that synchronization is directed predominantly from parent to child, that is, parents and music therapists' brain activity tended to influence a child's. Our findings encourage further research into neural synchrony in children with disabilities, especially in musical contexts, and its implications for social and emotional development.

Case study of IMU loads and self-reported fatigue monitoring of water polo goalkeepers preparing for the Olympic games.

Measurement of training in water polo goalkeepers has focused first on psycho-physiological variables, but also on external volume estimated with wearable sensors. However, there are limited studies exploring training monitoring in water polo goalkeepers longitudinally. Three female senior national team goalkeepers participated in this study from May to August 2021. Internal loads were defined using session rating of perceived exertion (sRPE). Tri-axial accelerations and angular velocities were measured with an inertial measurement unit (IMU) placed on the lower back to measure external loads. Relationships between self-reported and IMU-derived metrics were explored using Spearman correlations. Two-way ANOVAs were used to assess differences between session types and between athletes. In total, 247 sessions were collected (159 practices, 67 matches and 21 game warm up), with 155 sessions having complete data. IMU metrics, such as number of kicks, number of jumps or player-load showed high correlation with each other (ρ = 0.80-0.88). There was also a moderate correlation (ρ = 0.47, 95% CI = 0.33-0.58) between sRPE and player-load measured with the IMU. ANOVA tests showed that there were significant differences between athletes for sRPE (p < 0.01) but not for player load (p = 0.47). There were no interactions between athletes and training types, except for index score (p < 0.01). This study shows that monitoring of training loads can be performed successfully in water polo goalkeepers using a combination of self-reported and IMU measures. Self-reported outcomes can be expected to vary significantly across athletes within the same session, while IMU metrics vary across training situations. Finally, coaches should be mindful of missing data, as they can skew the interpretation of training loads.

A case study of behaviour: Differences between a head coach and player-coach

Background Coach behaviour has received extensive attention in our literature base. This is particularly the case in recent times where systematic observations have highlighted common behaviours exhibited by coaches across various contexts. The current literature, however, lacks significant focus on the behaviours and practices of player-coaches. This is surprising given that these individuals may represent a significant proportion of the non-professional sporting industry. Purpose The purpose of this case study was to investigate the differences in behaviours used by a player-coach and head coach within the sport of cricket and provide a position statement as to how and why further research in this area could be conducted. Method One head coach (age = 26 y; Level 1 Cricket Australia coaching accreditation) and one player-coach (age = 30 y; Level 2 Cricket Australia coaching accreditation) were filmed during their typical practice sessions at various points of the cricket season. The behaviours of each coach were coded using a modified, cricket-specific version of the Coach Analysis and Intervention System. 1 Findings Across 12 practice sessions (head coach n = 4, number of minutes recorded = 1004; player-coach n = 8, number of minutes recorded = 567), observation (on task) and questioning (convergent) were the two most frequent behaviours, irrespective of the coach's role. The player-coach tended to use more instruction when compared to the head-coach, in addition to asking fewer (divergent) questions. Significantly more of the session was spent observing (on task) by the head coach than the player-coach. Specific to this study, the player-coach spent significantly more time involved in training as a player than the head coach. Based on the current findings, it appears that the role of the player-coach is likely to shape practice and behaviour. Indeed, we deploy social theory to provide tentative explanations for these key differences. Conclusion Overall, this paper is among the first to explore the role and practices of the player-coach. Given that player-coaches likely make up a significant proportion of the non-professional sporting industry, much greater research and attention is needed on this area moving forward. In particular, we feel that multiple or mixed-method studies that engage with social theory would be well positioned to develop generative insights into a) intentions behind the deployment of player-coach behaviour, b) actual behaviours engaged, and c) athlete (and others’) perceptions of such practice. Doing so would provide significant opportunities to develop bespoke education for this highly specialised – yet under examined – role.

CONTEXTUAL METHODOLOGY OF OFFICERS` PROFESSIONAL INTEGRITY DEVELOPMENT IN ADVANCED TRAINING SYSTEM

The article is dedicated to the theoretical analysis of the contextual methodology for the development of professional integrity of officers of the Armed Forces of Ukraine (hereinafter – officers) in advanced training courses. The author analyzes the scientific views on the concept of "methodology" and proposes the author's own definition of the concept of "methodology for developing professional integrity of officers". In particular, the author defines methodological approaches to the methodology of its development, as well as the main stages, purpose, tasks, content, methods, types of training sessions, and means.&#x0D; The author reveals the following main stages of the methodology: diagnostic and motivational stage, which is aimed at determining the formation of professional integrity of officers before advanced training, clarifying the problems and difficulties they "face" in their professional activities, as well as developing values and positive motivation to develop their professional integrity and further self-development; theoretical and practical, which is targeted at the development of theoretical knowledge and improvement of practical skills and abilities of integrity behavior and activities of qualified officers, including through a special course by creative use of contextual active types of training in the system of their improvement; evaluation and result, which is aimed at determining the development of officers' professional integrity as a result of their professional growth.&#x0D; The proposed methodology will contribute to the development of values and motivation, activation and deepening of theoretical knowledge, improvement of practical skills, abilities and capabilities of officers' integrity behavior and activities.

Precise Subtyping for Asynchronous Multiparty Sessions

Session subtyping is a cornerstone of refinement of communicating processes: A process implementing a session type (i.e., a communication protocol) T can be safely used whenever a process implementing one of its supertypes T ′ is expected, in any context, without introducing deadlocks nor other communication errors. As a consequence, whenever T ≤ T ′ holds, it is safe to replace an implementation of T ′ with an implementation of the subtype T , which may allow for more optimised communication patterns. We present the first formalisation of the precise subtyping relation for asynchronous multiparty sessions. We show that our subtyping relation is sound (i.e., guarantees safe process replacement, as outlined above) and also complete : Any extension of the relation is unsound. To achieve our results, we develop a novel session decomposition technique, from full session types (including internal/external choices) into single input/output session trees (without choices). We cover multiparty sessions with asynchronous interaction, where messages are transmitted via FIFO queues (as in the TCP/IP protocol), and prove that our subtyping is both operationally and denotationally precise. Our session decomposition technique expresses the subtyping relation as a composition of refinement relations between single input/output trees and provides a simple reasoning principle for asynchronous message optimisations.

A Logical Account of Subtyping for Session Types

We study the notion of subtyping for session types in a logical setting, where session types are propositions of multiplicative/additive linear logic extended with least and greatest fixed points. The resulting subtyping relation admits a simple characterization that can be roughly spelled out as the following lapalissade: every session type is larger than the smallest session type and smaller than the largest session type. At the same time, we observe that this subtyping, unlike traditional ones, preserves termination in addition to the usual safety properties of sessions. We present a calculus of sessions that adopts this subtyping relation and we show that subtyping, while useful in practice, is superfluous in the theory: every use of subtyping can be "compiled away" via a coercion semantics.

Thirthy Years of Session Types

Thirthy Years of Session Types

Session-based concurrency in Maude: Executable semantics and type checking

Session types are a well-established approach to communication correctness in message-passing processes. Widely studied from a process calculi perspective, here we pursue an unexplored strand and investigate the use of the Maude system for implementing session-typed process languages and reasoning about session-typed process specifications.We present four technical contributions. First, we develop and implement in Maude an executable specification of the operational semantics of a session-typed π-calculus by Vasconcelos. Second, we also develop an executable specification of its associated algorithmic type checking, and describe how both specifications can be integrated. Third, we show that our executable specification can be coupled with reachability and model checking tools in Maude to detect well-typed but deadlocked processes. Finally, we demonstrate the robustness of our approach by adapting it to a higher-order session π-calculus, in which exchanged values include names but also abstractions (functions from names to processes).All in all, our contributions define a promising new approach to the (semi)automated analysis of communication correctness in message-passing concurrency.

Hybrid Multiparty Session Types: Compositionality for Protocol Specification through Endpoint Projection

Multiparty session types (MPST) are a specification and verification framework for distributed message-passing systems. The communication protocol of the system is specified as a global type , from which a collection of local types (local process implementations) is obtained by endpoint projection . A global type is a single disciplining entity for the whole system, specified by one designer that has full knowledge of the communication protocol. On the other hand, distributed systems are often described in terms of their components : a different designer is in charge of providing a subprotocol for each component. The problem of modular specification of global protocols has been addressed in the literature, but the state of the art focuses only on dual input/output compatibility. Our work overcomes this limitation. We propose the first MPST theory of multiparty compositionality for distributed protocol specification that is semantics-preserving, allows the composition of two or more components, and retains full MPST expressiveness. We introduce hybrid types for describing subprotocols interacting with each other, define a novel compatibility relation , explicitly describe an algorithm for composing multiple subprotocols into a well-formed global type , and prove that compositionality preserves projection, thus retaining semantic guarantees, such as liveness and deadlock freedom. Finally, we test our work against real-world case studies and we smoothly extend our novel compatibility to MPST with delegation and explicit connections.

Training of cadets, trainees and employees of the Department of Internal Affairs in the tactics of joint actions when working with offenders

In the article, the authors pays attention to issues related to the professional training of cadets, trainees, as well as employees undergoing initial training and retraining for joint actions when performing assigned operational and combat tasks. The legal and tactical aspects of the implementation of this training at the current stage of the development of the training program for internal affairs bodies in educational organizations of the Ministry of Internal Affairs of Russia are reflected. The approaches of scientific research conducted by some authors in this direction are considered and analyzed, as well as a number of recommendations for improving the system of teaching tactics of joint actions when working in units (groups) with offenders are presented. Summing up the general line under all of the above, it should be noted that such an aspect of training as working out joint actions by cadets and trainees when working with offenders is currently not implemented at the proper level within the framework of the general training program of the Department of Internal Affairs. In our opinion, it is necessary to integrate the positive experience of territorial divisions on the example of such events as simulators, often practiced in traffic police and PSP units, which consist in modeling the most popular situations of collision with offenders. In our opinion, the variability of approaches to teaching tactics of actions of cadets and trainees when working with offenders can be formed individually by each teacher, depending on the type and topic of the training session.

Gender representation at scientific congresses: focus on functional and female urology—a study from the EAU Young Academic Urologist Functional Urology Group

PurposeFemale representation at scientific conferences is crucial for encouraging women pursuing an academic career. Nevertheless, gender inequity at urological conferences is common place and women are often stereotyped choosing functional urology. However, there is no evidence whether female representation is higher in functional urology. This investigations aims to analyze gender representation at functional urology sessions.MethodsNational and international urological congresses between 2019 and 2021 with a focus on functional urology and female urology sessions were evaluated. Congresses were categorized as national or international. Session type, topic, gender of chairs and speakers of the identified sessions were recorded. In addition, affiliation and medical specialty were collected for chairs.ResultsA total of 29 congresses were evaluated. Out of a total of 2893 chairs and speakers, 1034 (35.7%) were women and 1839 (63.6%) were men. This represents an overall gender gap of 27.9% for functional urology sessions. No significant differences in gender representation between national and international congresses could be identified (p = 0.076). When considering gender distribution of chairs, the gap was more pronounced by 35.5%. Furthermore, men were more likely to be invited to be a speaker in plenary and podiums sessions.ConclusionsGender inequality is present in functional urology sessions. There is a need for greater efforts to achieve gender equality. An important step to remedy the situation is the inclusion of women in scientific program committees. Furthermore, support by the leadership of urological societies and academic departments is essential to herald a lasting change in gender inequality.

Lexical repetitions during time critical moments in boxing

This paper analyzes how a boxing coach co-constructs, or in some cases, co-experiences ‘not-postponable’ or ‘time critical’ (Mondada, 2014b: 270) moments with the boxer. It examines a coach's uses of some phonological features of self-repetition of lexical forms, e.g. nouns, or imperatives, in her instruction toward the boxer. The analysis shows how these phonological features relate to the specificities of the rapidly moving bodies of the boxer, the opponent, or the coach, across different types of training sessions. Thus, these features help the coach accomplish ‘sensing the world’ together (Mondada, 2019: 47) and/or co-constructing it with the instructed boxer.

Exercise-induced Haematological and Blood Lactate Changes in Whippets Training for Lure Coursing.

Whippets are traditionally trained to compete in lure coursing. While in humans and horses, training is routinely monitored by special tests, this is not carried out in the training of whippets. The aim of this study was to check if laboratory tests designed for racehorses could be useful in monitoring whippets training for lure coursing. Blood samples were taken from 14 whippets at several time points: before exercise (including warm-up), immediately after, 15 min after and 30 min after exercise sessions of straight 400 m runs (T) and coursing (C). Routine haematological values and lactate concentrations (LA) were measured. White blood cell count, red blood cell count, haemoglobin concentration and haematocrit increased significantly in both types of exertion, and no differences between the types were observed. The LA measured immediately after the run were increased, but there was no significant difference between the types of session (T and C). After both types of activity, LA decreased within 30 min post run by 9-11 mmol/L. Lactate concentrations were significantly higher 30 min after the T sessions than after the C sessions. The results confirmed that typical exercise-induced changes occurred in whippets training for lure coursing; however, the scale of changes was different to that in horses. The sampling scheme used in racehorses can be applied to whippets and can be useful as a laboratory tool for monitoring their training.

Effects of Failure on California Sea Lion (Zalophus californianus) Gameplay Strategies and Interest in a Cognitive Task: Implications for Cognitive Enrichment in Pinnipeds

Cognitive enrichment for professionally managed species has become more prevalent in recent years in both zoological and research settings and has been encouraged as a means of welfare enhancement. However, the task’s difficulty must be specifically tailored as it can impact the successful nature of the sessions, as tasks that are too simple or difficult may not be perceived as enriching by the animals. While pinnipeds are common in zoos, aquariums, and research facilities, few studies have explored the use of cognitively challenging enrichment in this species, and the level of difficulty and presence of failure on animal success and engagement in this type of session has not been assessed. In this study, gameplay strategies during computerized enrichment sessions were evaluated before and after a game that introduced failure, or the loss of opportunity to complete a level for a reward after an incorrect movement. Interest in participation during the session, measured as the latency without contact, was also tested as a proxy for this enrichment’s effect on welfare. When incorrect movements resulted in a short pause and removed the opportunity to finish individual levels for a reward, all three sea lions tested significantly reduced the amount of time spent on each of several strategies they employed, but significantly increased the number of button presses per strategy, suggesting the animals focused on more precise movements as their proficiency improved. Two sea lions also showed a significant decline in latency without contact following the introduction of failure in the form of a single opportunity to complete a task for a reward after previously having unlimited opportunities, while one maintained a low latency without contact across both test conditions. The results suggest that more cognitively challenging tasks incorporating failure did not cause a reduction in gameplay performance and session interest in sea lions. Individual variation was also noted in strategy use, emphasizing the importance of evaluating the individual in terms of enrichment provision.

How can historical disciplines help a STEM student?(features of conducting practical classes)

The article talks about the distinctive features of teaching history disciplines in a technological university. As a rule, students are offered Humanities courses at the beginning of their program. On the one hand, this makes it easier for the instructor as first-year students are likely to remember something from what they studied at school. On the other hand, it makes the instructor’s task more difficult since students often have no interest in studying such disciplines. To ensure effective course delivery, several methods encouraging student involvement are proposed. The main methods include: cohesive presentation; lively, clear and informative visual content; use of interactive materials in class and alternation of different types of practical sessions. One can also find a detailed description of classes that received a positive response from the audience. The novelty of the research lies in the selection of tasks based on historical materials for practicals in a way that provides students with useful skills for further studies and work. The tasks given at the beginning of the course train students to plan their work, making a report or a brief project presentation allows them to improve public speaking skills as well as self-presentation. Participation in debates is important for learning not only how to argue one's point of view, but also how to work in a team. Also, creating one’s own infographics allows a student to master new programs and try to present a huge amount of information in a concise and vivid way. Such a skill set will prove useful for students when working in business, advertising, graphic design or IT while exploration of various aspects of history will broaden their horizons.

TEACHING HIGHER MATHEMATICS BASED ON COMPETENCE-BASED AND THESAURUS APPROACHES

Formulation of the problem. The requirement to increase the level of mathematical training of future engineers and reduce the number of hours devoted to teaching higher mathematics gives rise to the task of developing and improving the methodology for teaching higher mathematics. The purpose of this article is to describe the methodology for teaching higher mathematics based on the thesaurus approach. Materials and methods. The research materials are pedagogical and methodical literature, and experiences of foreign and domestic scientists. In the course of the study, general scientific methods (analysis, synthesis, concretization, systematization, and generalization) were used. Results. The thesaurus approach to learning helps to clarify the mathematical competence of a particular topic, the basis of educational information is the educational thesaurus, the student's lexicon necessary for the optimal distribution of educational information by type of training session and the development of didactic materials, the choice of methods and forms of education. Conclusions. Determining the content of the educational thesaurus of a specific topic of higher mathematics helps to clearly describe the mathematical competencies of the relevant topic, the stages of its formation, analyze and clarify the necessary educational information, distribute it by type of lesson (lecture, practical lesson, self-study). Determining the student's vocabulary necessary for mastering a new topic helps to determine the methodology and means of teaching, in particular, to develop auxiliary tasks and questions for updating the student's vocabulary, to establish successive links between the educational thesaurus and the student's vocabulary, to implement a differentiated approach to learning. The proposed methodology has the properties of flexibility, additions, and modifications depending on the learning objectives and specific academic group. Further research is needed on the effective use of the thesaurus approach in the process of teaching higher mathematics.

A Domain-Driven Framework to Analyze Learning Dynamics in MOOCs through Event Abstraction

Interest in studying Massive Online Open Courses (MOOC) learners’ sessions has grown as a result of the retention and completion issues that these courses present. Applying process mining to study this phenomenon is difficult due to the freedom of navigation that these courses give their students. The goal of this research is to provide a domain-driven top-down method that enables educators who are unfamiliar with data and process analytics to search for a set of preset high-level concepts in their own MOOC data, hence simplifying the use of typical process mining techniques. This is accomplished by defining a three-stage process that generates a low-level event log from a minimum data model and then abstracts it to a high-level event log with seven possible learning dynamics that a student may perform in a session. By examining the actions of students who successfully completed a Coursera introductory programming course, the framework was tested. As a consequence, patterns in the repetition of content and assessments were described; it was discovered that students’ willingness to evaluate themselves increases as they advance through the course; and four distinct session types were characterized via clustering. This study shows the potential of employing event abstraction strategies to gain relevant insights from educational data.

Learning Curves of OBGYN Residents Preparing for the FLS Manual Skills Exam

To describe obstetrics and gynecology (OBGYN) resident practice patterns and learning curves as they prepare for the Fundamentals for Laparoscopic Surgery (FLS) manual skills exam and to assess the importance of meeting proficiency, based on published standards, for passing the FLS manual skills exam. This is a prospective observational study of OBGYN resident physicians from July 2018 to January 2022. Residents recorded details about their FLS practice sessions and proficiency metrics for each task repetition. Manual skills exam scores were then compared to task practice variables. Learning curves were developed from resident practice patterns. Fifty OBGYN residents participated in the study. The median number of repetitions per FLS manual skills task ranged from 3.5 (interquartile range [IQR] 2-7) (Task 3) to 7.5 (IQR 3-14) (Task 1). The average number of hours spent practicing was 5.4 hours (SD 3.4 hours), with a median of 3.7 sessions with faculty and/or fellow guidance and 1 self-practice session. All residents passed the FLS manual skills exam. Only for Task 2 (95% confidence interval [CI] 0.24, 5.21) and for the total number of repetitions for all tasks (95% confidence interval [CI] 0.22, 3.74) was a greater number of practice repetitions associated with higher FLS manual skills exam scores. Notably, postgraduate year, number and type of practice sessions, and the number of hours were not associated with higher scores. For all tasks, learning curves showed the greatest rate of improvement in the first 10 to 15 repetitions before diminishing returns. Greater number of practice hours and sessions were not associated with better manual exam scores in a cohort of OBGYN residents with a high proportion of supervised practice sessions. Achieving more advanced proficiency at certain FLS tasks may allow for better performance on the exam.

Respiratory aerosol particle emission and simulated infection risk is greater during indoor endurance than resistance exercise

Pathogens such as severe acute respiratory syndrome coronavirus type 2 (SARS-CoV-2), influenza, and rhinoviruses are transmitted by airborne aerosol respiratory particles that are exhaled by infectious subjects. We have previously reported that the emission of aerosol particles increases on average 132-fold from rest to maximal endurance exercise. The aims of this study are to first measure aerosol particle emission during an isokinetic resistance exercise at 80% of the maximal voluntary contraction until exhaustion, second to compare aerosol particle emission during a typical spinning class session versus a three-set resistance training session. Finally, we then used this data to calculate the risk of infection during endurance and resistance exercise sessions with different mitigation strategies. During a set of isokinetic resistance exercise, aerosol particle emission increased 10-fold from 5,400 ± 1,200 particles/min at rest to 59,000 ± 69,900 particles/min during a set of resistance exercise. We found that aerosol particle emission per minute is on average 4.9-times lower during a resistance training session than during a spinning class. Using this data, we determined that the simulated infection risk increase during an endurance exercise session was sixfold higher than during a resistance exercise session when assuming one infected participant in the class. Collectively, this data helps to select mitigation measures for indoor resistance and endurance exercise classes at times where the risk of aerosol-transmitted infectious disease with severe outcomes is high.