Relating Church-Style and Curry-Style Subtyping

Type theories with higher-order subtyping or singleton types are examples of systems where computation rules for variables are affected by type information in the context. A complication for these systems is that bounds declared in the context do not interact well with the logical relation proof of completeness or termination. This paper proposes a natural modification to the type syntax for F-Omega-Sub, adding variable's bound to the variable type constructor, thereby separating the computational behavior of the variable from the context. The algorithm for subtyping in F-Omega-Sub can then be given on types without context or kind information. As a consequence, the metatheory follows the general approach for type systems without computational information in the context, including a simple logical relation definition without Kripke-style indexing by context. This new presentation of the system is shown to be equivalent to the traditional presentation without bounds on the variable type constructor.Comment: In Proceedings ITRS 2010, arXiv:1101.410

Light scattering by lunar-like particle size distributions

A fundamental input to models of light scattering from planetary regoliths is the mean phase function of the regolith particles. Using the known size distribution for typical lunar soils, the mean phase function and mean linear polarization for a regolith volume element of spherical particles of any composition were calculated from Mie theory. The two contour plots given here summarize the changes in the mean phase function and linear polarization with changes in the real part of the complex index of refraction, n - ik, for k equals 0.01, the visible wavelength 0.55 micrometers, and the particle size distribution of the typical mature lunar soil 72141. A second figure is a similar index-phase surface, except with k equals 0.1. The index-phase surfaces from this survey are a first order description of scattering by lunar-like regoliths of spherical particles of arbitrary composition. They form the basis of functions that span a large range of parameter-space

Checklist interruption and resumption: A linguistic study

This study forms part of a project investigating the relationships among the formal structure of aviation procedures, the ways in which the crew members are taught to execute them, and the ways in which thet are actually performed in flight. Specifically, this report examines the interactions between the performance of checklists and interruptions, considering both interruptions by radio communications and by other crew members. The data consists of 14 crews' performance of a full mission simulation of a higher ratio of checklist speech acts to all speech acts within the span of the performance of the checklist. Further, it is not number of interruptions but length of interruptions which is associated with crew performance quality. Use of explicit holds is also associated with crew performance

Linguistic methodology for the analysis of aviation accidents

A linguistic method for the analysis of small group discourse, was developed and the use of this method on transcripts of commercial air transpot accidents is demonstrated. The method identifies the discourse types that occur and determine their linguistic structure; it identifies significant linguistic variables based upon these structures or other linguistic concepts such as speech act and topic; it tests hypotheses that support significance and reliability of these variables; and it indicates the implications of the validated hypotheses. These implications fall into three categories: (1) to train crews to use more nearly optimal communication patterns; (2) to use linguistic variables as indices for aspects of crew performance such as attention; and (3) to provide guidelines for the design of aviation procedures and equipment, especially those that involve speech

Communication training for aircrews: A review of theoretical and pragmatic aspects of training program design

This study is the final report of a project studying methods of communications training applicable to both civilian and military aviation personnel, including multiperson teams or single pilot fixed wing or rotary wing aircraft. A review is provided of a number of theories proposed as relevant for producing training materials for improved communications. Criteria are given for evaluating the applicability of training programs to the aviation environment, and these criteria are applied to United Airlines' Resources Management Training, as well as to a number of commercially available general purpose training programs. The report considers in detail assertiveness training and grid management training, examining their theoretical background and attempts made to validate their effectiveness. It was found that there are substantive difficulties in assessing the effectiveness of both training programs, as well as problems with the theories underlying them. However, because the aviation environment offers unique advantages for studying the effectiveness of communications training, recommendations are made on the design of appropriate training programs and on procedures that might be used to validate them

Crew Communication as a Factor in Aviation Accidents

The crew communication process is analyzed. Planning and explanation are shown to be well-structured discourse types, described by formal rules. These formal rules are integrated with those describing the other most important discourse type within the cockpit: the command-and-control speech act chain. The latter is described as a sequence of speech acts for making requests (including orders and suggestions), for making reports, for supporting or challenging statements, and for acknowledging previous speech acts. Mitigation level, a linguistic indication of indirectness and tentativeness in speech, was an important variable in several hypotheses, i.e., the speech of subordinates is more mitigated than the speech of superiors, the speech of all crewmembers is less mitigated when they know that they are in either a problem or emergency situation, and mitigation is a factor in failures of crewmembers to initiate discussion of new topics or have suggestions ratified by the captain. Test results also show that planning and explanation are more frequently performed by captains, are done more during crew- recognized problems, and are done less during crew-recognized emergencies. The test results also indicated that planning and explanation are more frequently performed by captains than by other crewmembers, are done more during crew-recognized problems, and are done less during-recognized emergencies

How Sensory Exploration Using Expressive Arts Provides a Cohesive Experience for Children with Multiple Diagnoses

This thesis looks at the potential benefits and cohesive experience of sensory exploration for children with multiple diagnoses through a trauma informed lens. The researcher was inspired by Prendiville’s (2021) idea of how interactive sensory exploration and art making can help foster and develop reciprocal communication and socio-affective relationships influenced the researcher to design a method that would be used to collect data about potential similar findings. In the method, the interaction of the sensory-specific art mediums were reflected through the expressive therapies continuum (ETC) framework. The research of this thesis acknowledges and explores how trauma and adverse childhood experiences may impact a child’s developmental capabilities through sensory-art explorations. Based on qualitative-arts-based research, data was collected through observations, impressions, self-reflective writing and art-making. The sensory-art explorations were offered with children ages nine through twelve in a therapeutic day school. The participants are children with various backgrounds, demonstrating social, emotional, and behavioral difficulties. Every week, for the duration of four months, the selected groups played with materials that explored four senses: tactile, visual, auditory, and olfactory. All materials and explorations were given through a trauma-informed lens. Many therapeutic benefits were observed and cohesion grew over the length of the intervention. The therapeutic benefits observed included deep breathing, kinesthetic release, improved communication, and increased happiness

Stereotype threat, epistemic agency, and self-identity

Stereotype threat is a psychological phenomenon that occurs when individuals become aware that their behavior could potentially confirm a negative stereotype. Though stereotype threat is a widely studied phenomenon in social psychology, there has been relatively little scholarship on it in philosophy, despite its relevance to issues such as implicit cognition, epistemic injustice, and diversity in philosophy. However, most psychological research on stereotype threat discusses the phenomenon by using an overly narrow picture of it, which focuses on one of its effects: the ability to hinder performance. As a result, almost all philosophical work on stereotype threat is solely focused on issues of performance too. Social psychologists know that stereotype threat has additional effects, such as negatively impacting individuals’ motivation, interests, long-term health, and even their sense of self, but these other effects are often downplayed, or even forgotten about. Therefore, the “standard picture” of stereotype threat needs to be expanded, in order to better understand the theoretical aspects of the phenomenon, and to develop broader, more effective interventions. This dissertation develops such an “expanded picture” of stereotype threat, which emphasizes how the phenomenon can negatively impact both self-identity and epistemic agency. In doing so, I explore the nature of stereotypes more generally and argue that they undermine groups’ moral status and contribute to what is called “ontic injustice.” I also show how stereotype threat harms members of socially subordinated groups by way of coercing their self-identity and undermining their epistemic agency, which I argue is a form of epistemic injustice. Lastly, I analyze the expanded picture’s implications for addressing the low proportion of women in professional philosophy. I critically engage recent arguments that these low numbers simply reflect different interests women have, which if innate or benign, would require no intervention. My expanded picture shows the mistakes in this sort of reasoning, which is also present in discussions on the underrepresentation of women in science. The expanded picture of stereotype threat that this dissertation develops is not only practically important, but also advances key philosophical debates in social epistemology, applied ethics, and social metaphysics

The Mediating Effects of Positive Psychological States on the Relationships Between Hindrance Stressors and Organizational Citizenship Behaviors: A Multi-Level Approach

Organizational citizenship behaviors (OCBs) are informal and voluntary behaviors that positively contribute to organizational functioning (Organ 1997; Katz & Kahn, 1978). To better understand and encourage such behaviors, the present study investigated the influence of hindrance stressors and positive psychological states in the workplace. Responses from a sample of university employees were analyzed to examine the individual and unit-level effects of role ambiguity, organizational constraints, and lack of job control on individual-level supervisor-rated OCBs through individual and unit-level positive psychological states. Results showed that each hindrance stressor negatively influenced OCB participation directly and through decreased positive psychological states at the individual-level (Level 1). All unit-level (Level 2) hindrance stressors demonstrated negative relationships to OCBs directly, and lack of job control at the unit- level (Level 2) was also a significant direct predictor beyond the individual-level (Level 1). Hindrance stressors at the unit-level (Level 2) mediated by decreased unit-level (Level 2) positive psychological states predicted decreased OCBs above any individual-level (Level 1) effects of hindrance stressors and positive psychological states. These results provide evidence of incremental variance explained by unit-membership in the relationship between hindrance stressors and positive psychological states on OCB performance. Implications for the current literature, future research, and applied interventions to help diminish barriers and increase OCBs are discussed