The wonderland of reflections

A fundamental fact for the algebraic theory of constraint satisfaction problems (CSPs) over a fixed template is that pp-interpretations between at most countable \omega-categorical relational structures have two algebraic counterparts for their polymorphism clones: a semantic one via the standard algebraic operators H, S, P, and a syntactic one via clone homomorphisms (capturing identities). We provide a similar characterization which incorporates all relational constructions relevant for CSPs, that is, homomorphic equivalence and adding singletons to cores in addition to pp-interpretations. For the semantic part we introduce a new construction, called reflection, and for the syntactic part we find an appropriate weakening of clone homomorphisms, called h1 clone homomorphisms (capturing identities of height 1). As a consequence, the complexity of the CSP of an at most countable $\omega$-categorical structure depends only on the identities of height 1 satisfied in its polymorphism clone as well as the the natural uniformity thereon. This allows us in turn to formulate a new elegant dichotomy conjecture for the CSPs of reducts of finitely bounded homogeneous structures. Finally, we reveal a close connection between h1 clone homomorphisms and the notion of compatibility with projections used in the study of the lattice of interpretability types of varieties.Comment: 24 page

Designing and Building immersive education spaces using Project Wonderland: from pedagogy through to practice

This paper presents work on the JISC funded SIMiLLE project to build a culturally sensitive virtual world to support language learning. This builds on the MiRTLE project (funded by Sun Microsystems), which created a mixed-reality space for teaching and learning. The aim of the SIMiLLE project is to investigate the technical feasibility and pedagogical value of using virtual environments to provide a realistic socio-cultural setting and content for language learning interaction. The paper starts by providing some background information on the Wonderland platform and the MiRTLE project, and then outlines the requirements for SIMiLLE, and how these requirements will be supported through the use of a virtual world based on Project Wonderland. We then present our plans for the evaluation of the system, with a particular focus on the importance of incorporating pedagogy into the design of these systems, and how we can support good practice with the ever-growing use of 3D virtual environments in formalised education

Reflections on the use of Project Wonderland as a mixed-reality environment for teaching and learning

This paper reflects on the lessons learnt from MiRTLE?a collaborative research project to create a ?mixed reality teaching and learning environment? that enables teachers and students participating in real-time mixed and online classes to interact with avatar representations of each other. The key hypothesis of the project is that avatar representations of teachers and students can help create a sense of shared presence, engendering a greater sense of community and improving student engagement in online lessons. This paper explores the technology that underpins such environments by presenting work on the use of a massively multi-user game server, based on Sun?s Project Darkstar and Project Wonderland tools, to create a shared teaching environment, illustrating the process by describing the creation of a virtual classroom. It is planned that the MiRTLE platform will be used in several trial applications ? which are described in the paper. These example applications are then used to explore some of the research issues arising from the use of virtual environments within an education environment. The research discussion initially focuses on the plans to assess this within the MiRTLE project. This includes some of the issues of designing virtual environments for teaching and learning, and how supporting pedagogical and social theories can inform this process

Science in Wonderland

Lewis Carroll's Alice, who first explores Wonderland (1865) and later on the country behind the Looking-Glass (1872), belongs to the most well-known characters in world literature. [...] The scientific reception of Carroll's stories – concerning physics as well as the humanities – has taken place on different levels. On the one hand, […] various Carrollian ideas and episodes obviously correspond to topics, subjects and models that are treated in the contexts of scientific discourses. Therefore, they can be quoted or alluded to in order to represent theories and questions […] – as […] physical models of the world […]or theoretical models of language and communication. […] On a more abstract level of observation, Carroll's stories have been used in order to explain and to discuss the pre-conditions, the procedures, and the limits . of scientific modeling as such. Above all, they make it possible to narrate on the problem of defining and observing an 'object' of research. […] According to Deleuze, the paradox structures of the world that Alice experiences give an idea of all meaning being groundless and all logic being subverted by the illogical. Finally, besides all affinities of Alice's adventures to scientific attempts to explain the world, the absolutely incomprehensible is present in Carroll's books as well. Especially the self proves to be something profoundly incomprehensible […]

MiRTLE (Mixed-Reality Teaching and Learning Environment): from prototype to production and implementation

This position paper focuses on our efforts to implement and evaluate a Mixed Reality Teaching and Learning Environment (MiRTLE) in higher education institutions and other organisations, our current technical research to streamline and improve the utility of the system, and potential pedagogical developments for MiRTLE in the future

Punctuation effects in English and Esperanto texts

A statistical physics study of punctuation effects on sentence lengths is presented for written texts: {\it Alice in wonderland} and {\it Through a looking glass}. The translation of the first text into esperanto is also considered as a test for the role of punctuation in defining a style, and for contrasting natural and artificial, but written, languages. Several log-log plots of the sentence length-rank relationship are presented for the major punctuation marks. Different power laws are observed with characteristic exponents. The exponent can take a value much less than unity ($ca.$ 0.50 or 0.30) depending on how a sentence is defined. The texts are also mapped into time series based on the word frequencies. The quantitative differences between the original and translated texts are very minutes, at the exponent level. It is argued that sentences seem to be more reliable than word distributions in discussing an author style.Comment: 13 pages, 7 figures (3x2+1), 60 reference

Disillusionment with Chinese culture in the 1880s : Wang Tao\u27s Three classical tales

Leading scholars of modern Chinese literature have long discussed how the May Fourth became a hegemonic force and have sought to uncover the “burdens of May Fourth”; that is, those discourses eclipsed by the May Fourth intellectuals as they promoted the goal of openness and pluralism in the New Culture Movement. They have discovered Chinese modernity in the Late Qing writings as early as the mid-nineteenth century, decades before the May Fourth movement. Particularly, some scholars have argued that features of modernity might have stemmed from indigenous genres or classical language. My study of how the West is portrayed in three classical tales written by the pioneering Late Qing thinker Wang Tao 王韜 in the 1880s contributes to this discussion. These three classical tales, “Biography of Mary” 媚梨小傳, “Travel Overseas” 海外壯遊, and “Wonderland under the Sea” 海底奇境, were first published as literary supplements in Dianshizhai Pictorial 點石齋畫報 and later reprinted in Wang Tao’s story collection Songyin manlu 淞隱漫錄. They are notable because they represent the first tales in Chinese literary history to imagine Western cities and Western women—as opposed to any other places or races or ethnicities—in a period when Chinese intellectuals had begun looking to the West for ways to modernize their nation.5 I argue that these three tales reveal signs of disillusionment with traditional Chinese culture surfacing as early as the 1880s, a time when most reformers were advocating solely for technological and institutional changes. Even more interesting, modern sentiments are expressed in classical Chinese. Wang Tao utilized the traditional narrative form of the classical tale to lament the degeneration of the very civilization in which it had flourished

The Johari Wonderland: The Fusion of Classic Literature and Film to Enhance Key Group Counseling Concepts and Counselor Reflexivity

The Johari Window is a model of relational dynamics and key to understanding group counseling. Counselors-in-training must grasp the concept in order to flourish as group leaders in the field. Therefore, how might this concept be explained in a way that provides clarity and enhances students\u27 reflexive skills? This narrative analysis explored in what ways, if any, an originally designed Johari Window experiential activity can help students obtain understanding of the topic. A summarization of Carroll\u27s (1865/2014) Alice\u27s Adventures in Wonderland and Other Classic Works as well as movie clips from Tim Burton\u27s production of Disney\u27s Alice in Wonderland (Lebenzon et al., 2010) were utilized to describe the Johari Window. Three points of data were collected. A group of twelve students enrolled in an introductory group counseling course participated in a group interview and reflective writing based on the experiential activity. Then, participant checks were conducted regarding themes and feedback. Key findings included new perspectives on the Johari Window, enhanced personal insights, and a plot of identity development based on the story of Alice and the participants\u27 narrative