First-Class Subtypes

First class type equalities, in the form of generalized algebraic data types (GADTs), are commonly found in functional programs. However, first-class representations of other relations between types, such as subtyping, are not yet directly supported in most functional programming languages. We present several encodings of first-class subtypes using existing features of the OCaml language (made more convenient by the proposed modular implicits extension), show that any such encodings are interconvertible, and illustrate the utility of the encodings with several examples.Comment: In Proceedings ML 2017, arXiv:1905.0590

The Sword Exercises of the British Cavalry: 1796-1858

From the late eighteenth century the British military produced official ‘fight books’ outlining the methods with which the cavalry were to use their swords. As these ‘fight books’ were military manuals for instructors, designed to turn trainees into effective soldiers they are, for the most part, clear and precise compared to the sometimes esoteric nature of earlier ‘fight books’. In addition, as they coincided with the introduction of standard patterns of cavalry swords the exact types of swords employed can be established. Hence, unusually in fight book studies, a full picture of why these works were produced, who they were aimed at, how widely they were disseminated and what exact forms of weapons these precise techniques were to be employed with can be known. The existence of contemporary accounts and other supplementary evidence can also help us understand how such ‘fight books’ were received and how effectively the theory contained within was borne out in practice on the battlefield. Over the first sixty years of British cavalry sword exercises, the role of cavalry and the threats they faced from other arms and weapon technologies did not drastically alter; but the way they fought with swords, and the swords themselves, did undergo considerable change

Staged generic programming

Generic programming libraries such as Scrap Your Boilerplate eliminate the need to write repetitive code, but typically introduce significant performance overheads. This leaves programmers with the regrettable choice between writing succinct but slow programs and writing tedious but efficient programs. Applying structured multi-stage programming techniques transforms Scrap Your Boilerplate from an inefficient library into a typed optimising code generator, bringing its performance in line with hand-written code, and so combining high-level programming with uncompromised performance.</jats:p

The use of Codes of Ethics in New Zealand Marketing Research and effects on ethical behaviour

In the last years there has been an increased attention given in the literature to ethical issues in business. Within academic and industry literature, codes of ethics are generally understood to act as a mechanism guiding and ensuring ethical behaviour. However, this premise has not yet been thoroughly explored. This study proposes to address this gap, investigating codes of ethics' use and effects on ethical behaviour. This research examines the tools used in ethical decision-making by New Zealand marketing research practitioners. The focus of this research is on client relationships. The study uses literature on business ethics, marketing research ethics, models of ethical decision-making, codes of ethics' use and effectiveness, trust in business relationships, reputation, and individual values and personal ethics. A conceptual framework evolved from the literature review and helped guide the research questions. The model drawn from the literature uses a three level approach: industry/organisational level, individual level and relationships level. The model indicates that at the industry/organisational level, three main dimensions may have an impact on ethical decision-making within client relationships: codes of ethics, size of organisation and affiliation. At the individual level, personal values, ethical perceptions and judgements are seen to guide individual behaviour. At the relationships level, trusting business relationships are believed to lead to a good and ethical climate between marketing research practitioners and their clients; at this level of analysis, dimensions such as trust, credibility and reputation form the basis of such relationships. Mixed research methods were used in the study. A preliminary survey was employed in order to provide background industry information which assisted with and informed the development of the structure of interviews with New Zealand marketing research practitioners. Accordingly, a qualitative research approach underpinned the thesis. Twenty-nine interviews were conducted in both the North and South Island. The participants were selected from small, medium and large marketing research organisations as well as members and non-members of Market Research Society New Zealand (MRSNZ). They reported on their awareness and familiarity with professional and organisational codes of ethics as well as on codes’ use. In particular, information on ways of dealing with ethical issues when they arise in their relationships with clients has been provided by participants. The study showed that there is limited use of codes of ethics by New Zealand marketing research practitioners albeit they identify the code as a hygiene factor which can guide ethical behaviour. Consultation with peers is a common way of dealing with ethical issues in client relationships. The findings also revealed that personal values and ethics are the tools that ultimately shape their behaviour. At the relationships level, trust and its adjacent constructs, credibility and reputation have a significant role in generating good and ethical business relationships. Following these findings, the model was revised accordingly. The findings and model proposed in this study contribute to literature and theory by providing an additional dimension for the analysis of ethical behaviour in client relationships. The actual findings on ethical decision-making of New Zealand marketing research practitioners have also implications for the practice of marketing research

Kaaskirjade, mustandite ja tagasisidekommentaaride tähtsus inglise keelt teise keelena kasutavate doktorantide kirjutamisrühmades

Väitekirja elektrooniline versioon ei sisalda publikatsiooneVastastikune tagasiside aitab parandada üliõpilaste kirjutamisoskust. Väitekiri uurib, kuidas parimal viisil kasutada kirjaliku vastastikuse tagasiside protsessi selleks, et toetada doktorantide kirjutamisoskust pikas perspektiivis. Doktorandid jaotatakse väikestesse kirjutamisrühmadesse, kus neid õpetatakse üksteist toetama teadusväljaannetes avaldatavate artiklite mustandite kirjutamisel. Doktorandid saadavad oma rühmas üksteisele regulaarselt kirjalikku tagasisidet töös oleva artikli mustandi kohta. Selleks, et aidata luua kasulikke tagasisidekommentaare, kirjutab iga doktorant kaaskirja, kus selgitab, mida ta oma mustandi hindamiselt ootab. Seega kirjutavad rühmaliikmed oma tagasisidekommentaarid autori mustandile kaaskirja põhjal. Seejärel otsustab mustandi autor, kuidas hindajate kirjalikke tagasisidekommentaare rakendada, et oma mustandi järgmist versiooni parandada. Teadmised selle kohta, mis on hea kaaskiri ja head tagasisidekommentaarid (st tagasiside hea tava), aitavad teadlastel välja töötada paremad pedagoogilised lahendused, mis toetavad kirjutamisrühmades pakutavat õpet. Sellest tulenevalt on siinsel väitekirjal kaks põhieesmärki. Esiteks, selgitada doktorantide kaaskirjade ja tagasisidekommentaaride kvantitatiivse ja kvalitatiivse analüüsi kaudu välja kirjaliku tagasiside hea tava. Teiseks, luua saadud andmete sekundaarse analüüsi põhjal kirjaliku vastastikuse tagasiside protsessi mudel (nn AWFP-mudel). Väitekirjas kirjeldatud kirjutamisõpetuse raamistikku (st AWFP-mudelit koos tagasiside hea tavaga) saavad kasutada õppejõud ja teadlased.The peer feedback process is known to help students improve their writing skills. This dissertation examines how the written peer feedback process can be optimised to support the long-term writing skills of PhD students. The students are placed in small writing groups where they are taught to support each other in drafting a research article for scientific publication. Within their groups, the PhD students periodically give, and receive from each other, written feedback comments on sections of their draft articles. To help generate useful feedback comments, each PhD student writes a 'cover letter' to explain how their submitted draft should be assessed. Thus, the students give their feedback comments based on the author’s draft and cover letter. The authors then decide how to implement their reviewers' written feedback comments to improve their subsequent drafts. Obtaining a better understanding of what constitutes good cover letters and good feedback comments (i.e. 'good feedback practices') will help researchers devise better pedagogies to support the writing practices of writing groups. Thus, this dissertation has two main aims. Firstly, good written feedback practices are determined through the quantitative and qualitative analysis of the PhD students' cover letters and feedback comments. Secondly, a model of the written peer feedback process ('AWFP model') is induced from the secondary analysis of the data. Thus, the writing pedagogical framework (i.e. the AWPF model used in tandem with good feedback practices) developed in this dissertation can be utilised by educators and researchers to improve upon current writing pedagogy.https://www.ester.ee/record=b537594

Ways of Being in Teaching: Conversing Paths to Meaning

In this article, we invite readers into a conversation about ways of being in teaching. Through e‐mails, telephone calls, and face‐to‐face meetings, we use our first conversa‐ tions with each other as shared moments that we returned to, seeking to better under‐ stand how we made meaning in our individual school teaching careers, and how we continue to make meaning as teacher educators. Exploring together our memories, we use poetry and narrative to collaboratively interpret what those memories might mean for us and for educational communities. Key Words: autoethnography, collaborative research, poetic inquiry, teacher educa‐ tion, writing as research Dans cet article, les auteurs invitent les lecteurs à participer à une conversation sur les façons d’être comme pédagogues. Les conversations que les auteurs ont eux‐mêmes engagées entre eux à travers des courriels, des échanges téléphoniques et des ren‐ contres ont constitué le point de départ de leur réflexion en vue de mieux comprendre le sens qu’ils ont donné à leurs carrières respectives dans l’enseignement et qu’ils continuent à donner à leur implication actuelle dans la formation à l’enseignement. Explorant leurs souvenirs, ils ont recours à la poésie et à des récits pour interpréter ensemble le sens que pourraient avoir ces souvenirs pour eux et pour les milieux d’enseignement. Mots clés : autoethnographie, recherche concertée, enquête poétique, formation à l’enseignement, écriture comme mode de recherche.

Defunctionalization with Dependent Types

The defunctionalization translation that eliminates higher-order functions from programs forms a key part of many compilers. However, defunctionalization for dependently-typed languages has not been formally studied. We present the first formally-specified defunctionalization translation for a dependently-typed language and establish key metatheoretical properties such as soundness and type preservation. The translation is suitable for incorporation into type-preserving compilers for dependently-typed language