This thesis investigates the properties of generic refinements of behavioral specifications. At the base of this investigation stands the view from algebraic specification that abstract data types can be modeled as algebras. A specification of a data type is formed from a syntactic part, i.e. a signature detailing the interface of the data type, and a semantic part, i.e. a class of algebras (called its models) that contains the valid implementations of that data type. Typically, the class of algebras that constitutes the semantics of a specification is defined as the class of algebras that satisfy some given set of axioms. The behavioral aspect of a specification comes from relaxing the requirements imposed by axioms, i.e. by allowing in the semantics of a specification not only the algebras that literally satisfy the given axioms, but also those algebras that appear to behave according to those axioms. Several frameworks have been developed to express the adequate notions of what it means to be a behavioral model of a set of axioms, and our choice as the setting for this thesis will be Bidoit and Hennicker’s Constructor-based Observational Logic, abbreviated COL. Using specifications that rely on the behavioral aspects defined by COL we study the properties of generic refinements between specifications. Refinement is a relation between specifications. The refinement of a target specification by a source specification is given by a function that constructs models of the target specification from the models of the source specification. These functions are called constructions and the source and target specifications that they relate are called the context of the refinement. The theory of refinements between algebraic specifications, with or without the behavioral aspect, has been well studied in the literature. Our analysis starts from those studies and adapts them to COL, which is a relatively new framework, and for which refinement has been studied only briefly. The main part of this thesis is formed by the analysis of generic refinements. Generic refinements are represented by constructions that can be used in various contexts, not just in the context of their definition. These constructions provide the basis for modular refinements, i.e. one can use a locally defined construction in a global context in order to refine just a part of a source specification. The ability to use a refinement outside its original context imposes additional requirements on the construction that represents it. An implementer writing such a construction must not use details of the source models that can be contradicted by potential global context requirements. This means, roughly speaking, that he must use only the information available in the source signature and also any a priori assumption that was made about the contexts of use. We look at the basic case of generic refinements that are reusable in every global context, and then we treat a couple of variations, i.e. generic refinements for which an a priori assumption it is made about the nature of their usage contexts. In each of these cases we follow the same pattern of investigation. First we characterize the constructions that ensure reusability by means of preservation of relations, and then, in most cases, we show that such constructions must be definable in terms of their source signature. Throughout the thesis we use an informal analogy between generic (i.e. polymorphic) functions that appear in second order lambda calculus and the generic refinements that we are studying. This connection will enable us to describe some properties of generic refinements that correspond to the properties of polymorphic functions inferred from their types and named “theorems for free” by Wadler. The definability results, the connection between the assumptions made about the usage contexts and the characterizing relations, and the “theorems for free” for behavioral specifications constitute the main contributions of this thesis.

Previous research on information avoidance has revealed that people choose to avoid negative health information, but that this effect is interrupted by self-affirmation (Howell & Shepperd, 2013). The current study aimed to contribute to the field’s understanding of the conditions under which self-affirmation reduces information avoidance by using a unique affirmation: secure attachment figures. I hypothesized that activating a secure attachment would serve as the affirmation necessary for participants to choose to view their risk information for a fictitious enzyme deficiency. However, when given a choice, participants in both the experimental and control conditions chose to view this information. At best, these results demonstrate that psychological resources of a social nature were effective in protecting people from undesirable health risk information. At worst, they present a failure to replicate previous research. Explanations for why the results were unexpected and future modifications to the paradigm are discussed.

This two part analysis looks at forecasting models in the United States' 2016 presidential election and breaks down the elections fundamental and contingency factors. This paper argues that political science forecasting models could be improved through a more localized approach and by utilizing additional contingency factors. The psychology study of this analysis explores the already established relationship between political conservatism and favorability ratings, as well as the relationship between perceived similarity between voter personality and candidate personality, referred to as personality mirroring, and favorability ratings. The study uses past research to suggest that these relationships for the 2016 presidential candidates, Hillary Clinton and Donald Trump, can be explained through mediating variables: leader effectiveness and trust. The study used participants recruited through Amazon’s Mechanical Turk for data, all adults who voted in the 2016 US presidential election. The study found that there was a full mediation of leadership effectiveness for Donald Trump and significant partial mediation for the other three explored relationships.

To many individuals, particularly to Muslims, ISIL’s social network as well as its undying, though misleading, devotion to Islam is attractive. However, with the general human tendency to avoid killing and committing acts generally deemed as heinous, this brings into question the mechanisms that are behind the choice to join ISIL, and how these recruits are able to view membership to such a group as appealing. Janoff-Bulman, Sheikh, and Hepp (2009) identified and distinguished between two constructs of morality: the approach, activation-based prescriptive morality and inhibitory, condemnatory proscriptive morality. This study evaluates the role of these two moral regulators and how they motivate people to join an organization known for its medieval, murderous tactics, hypothesizing that there is support for both prescriptive and proscriptive morality, with prescriptive motivation being the dominant morality when faced with joining ISIL. To prove this, articles with empirical evidence for both religious and social identification as variables that cause people to behave more prescriptively or prescriptively are assessed. Though most of the studies examined provide behavioral support for prescriptive morality as the stronger motive when joining ISIL, there are limitations to what we can infer from this literature review alone. Theoretical implications in both psychology and counterterrorism strategy are discussed, as well as possible ways to further study this theory empirically.

Historical empathy (HE) is refers to deep inquiry in which academic and emotional responses to historical content are shaped through source analysis of the actions, motives, perspectives, and beliefs of people in the past. There are limited studies about whether students demonstrate HE through analysis of underrepresented historical figures. Additionally, studies are limited on how students’ social identities influence demonstration of HE. Consequently, there is a gap in the literature with regard to whether source analysis of underrepresented historical figures, as well as students’ social identities, impact demonstration of HE and critical race consciousness (CRC). Elizabeth Jennings is an example of an underrepresented historical figure. She was an African American teacher who was forcibly ejected from a streetcar due to her race in 1854. Jennings sued the streetcar company and won. Although Jennings set an important precedent for African Americans to use the legal system to challenge antebellum segregation ordinances, she remains a relatively obscure historical figure. The purpose of this study was to examine whether or not an instructional unit about Elizabeth Jennings called “The Elizabeth Jennings Project” (EJP) promotes conditions conducive for student demonstration of HE and/or CRC. A case study of one middle and two high school classes was conducted at one private, non-secular school in an urban area of the Northeast. Instructional methods that best promoted HE included in-class discussion and debate. Students provided insights about their social identities during focus group sessions with regard to how the EJP fostered HE and CRC.

This cross-sectional study examined the associations among perceived parental behavior and personality on work behaviors of undergraduate students from a large Southeastern university. Past research suggests that children who perceive their parents to be workaholics are more likely to exhibit workaholic behavior themselves (Chamberlin & Zhang, 2009). Moreover, personality factors including conscientiousness and neuroticism, have been categorized as antecedents of workaholic behavior in previous studies (Andreassen, Hetland, & Pallesen, 2010; Aziz & Tronzo, 2011; Burke, Matthiesen, & Pallesen, 2006). Students (N = 209) completed questionnaires assessing Big Five personality factors, dispositional optimism, and perceptions of parental work drive, parental work involvement, and parental work enjoyment. Hypotheses regarding parental work behaviors and their ability to predict undergraduate student work behavior were not supported. Conscientiousness and extraversion were significant predictors of work drive, involvement and enjoyment. Neuroticism was also significant in predicting work drive among students included in the sample. Findings and recommendations for future study are discussed.

Title: Security containers and access rights in HelenOS Author: Štěpán Henek Department: Department of Software Engineering Supervisor: Mgr. Martin Děcký Supervisor's e-mail address: decky@ksi.mff.cuni.cz Abstract: The goal of this thesis is to design and implement security containers (contexts) for tasks and access rights mechanisms for microkernel operating systems. The access rights mechanisms implement common paradigms such as user identification, groups of users, system entities (tasks, files) ownership, user capabilities and access control lists. Moreover, the design allows to implement hierarchical security domains, where each domain is able to delegate a subset of its permissions to its subdomains. The design also enables the implementa- tion of containers, which mutually isolate those tasks, which are situated in security domains with an empty intersection. The thesis comprises of an analysis and evaluation of possible approaches, a prototype imple- mentation in HelenOS with respect to its specific properties (emphasis on a small context switch overhead, delegation of security mechanisms to privileged user space tasks, etc.) and also com- parison with implementations of security containers and access rights mechanisms in generally available operating systems. Keywords: security contexts, access...

L’objet de cette thèse est d’explorer le phénomène de l’ennui, en le définissant et en observant son utilisation en contexte scolaire, par l’intermédiaire de la théorie des représentations sociales. En le considérant comme un thêma, producteur de thèmes et de discours, nous en avons dégagé une structure binaire, permettant de justifier les écarts à la norme. Trois études traitent des manifestations de l’ennui chez le corps enseignant, et chez les élèves, mettant à l’épreuve cette structure, et attestant de la significativité de ce phénomène dans le champ scolaire, comme système d’explication, de désengagement et de différenciation. En s’appuyant sur différents contextes et positions scolaires (réussite vs échec ; garçon vs fille), nous avons mesuré dans une troisième étude auprès de Professeur-e-s des Ecoles, ce qu’induit l’ennui dans un relevé de notes, en termes de traits personnologisants, ainsi que les conséquences pédagogiques et didactiques. En complétant pas des données empiriques, ces recherches mettent en évidence une utilisation stratégique de l’ennui comme thêma, permettant de justifier des situations opposées, en proposant un système d’explication en adéquation avec les idéologies dominantes. / The aim of this work is to investigate the phenomenon of boredom, by a definition and an observation of its use in the scholar context, thanks to the social representations theory. Boredom as a thêma produces themes and speeches. We bring brought out a binary structure, allowing us to justifying departures from norms. Three studies deal with teachers and pupils‘s boredom demonstrations, testing this structure and attesting its significance in the scholar context, as an explicative, disengagemental, and differentiation system. Through different scholar contexts and positions (success vs failure and boy vs girl), we assess mesured on a third study nearby primary school teachers, the effects of boredom mentioned on a report card, on personal trait terms, and pedagogical and didactical consequences. We completed our work with empirical data, to emphasize a strategic use of boredom as a thêma, justifying opposed contexts, and offering an explicative system adequate with the dominant ideologies.

Afro-Latinas, Latinas of African descent, exist at the intersections of culture, race, gender, and class, and this position informs how we experience our world. This unique experiential perspective is present when we decide to attend college. It was the goal of this research project to explore the post-secondary educational experiences of Afro-Latinas. One particular group of Afro-Latinas was the subject of the research project: Afro-Boricua women. The unique relationship that Puerto Rico has with the United States provided a backdrop for these women’s college going experiences. It provided a historical framework of colonialism and racialization that occurred both on the island and stateside. Critical Race Theory was utilized as an analytical tool with which to interrogate the outcomes of intersections of this relationship. The experiences of the Afro-Boricuas were captured through narratives, in the form of conversations that gave way to testimonios that captured the thematic lives of the women. Through the use of Sociocultural Theory, the researcher incorporated qualitative research approaches including narrative inquiry to address the question: What are the experiences of college-educated Afro-Boricua women? The results of these conversations were then analyzed using a Critical Race Theory framework in order to investigate the role of race and how it manifested in the lives of women who live within a conflicting racial understanding of what “one drop” means. The conversations resulted in testimonios[1] that added complexity to the narratives of other Latin@[2]and Afro-Latina voices speaking of their college experiences as well as their experiences in general. [1] All Spanish language words will be noted in italics with a translation in parenthesis. [2] The moniker “@” will be used as an inclusive symbol representing both male and female references inherent in the term Latin@.

The implementation of Graduated Driver Licensing (GDL) policies has reduced the rate of car crashes among adolescents. However, limited research has focused on adolescents’ supervised driving during the learner permit stage of GDL. The study aimed to describe supervised driving practice during the learner permit stage and to test predictors of individual differences in the amount and the quality of supervised driving. 183 adolescents (M age = 16.4 years, 54.1% female) and their parents (84.1% mothers) participated. Adolescents reported driving an average of 25 minutes per day. Adolescents living in single-parent households, with less family income, and with a stronger motivation to drive reported more daily driving. Adolescents with a stronger motivation to drive reported driving in more settings. Discussion focuses on implications for developing effective driving-specific parenting strategies and helping to enrich adolescents’ supervised driving experiences.