No description available.

We give a Bishop-style constructive analysis of the statement that a continuous homomorphism from the real line onto a compact metric abelian group is periodic; constructive versions of this statement and its contrapositive are given. It is shown that the existence of a minimal period in general is not derivable, but the minimal period is derivable under a simple geometric condition when the group is contained in two dimensional Euclidean space. A number of results about one-one and injective mappings are proved en route to our main theorems. A few Brouwerian examples show that some of our results are the best possible in a constructive framework.

No description available.

No description available.

We give a Bishop-style constructive analysis of the statement that a continuous homomorphism from the real line onto a compact metric abelian group is periodic; constructive versions of this statement and its contrapositive are given. It is shown that the existence of a minimal period in general is not derivable, but the minimal period is derivable under a simple geometric condition when the group is contained in two dimensional Euclidean space. A number of results about one-one and injective mappings are proved en route to our main theorems. A few Brouwerian examples show that some of our results are the best possible in a constructive framework.

Published Article / This paper describes the training of language practitioners at the University of the Free State in the light of recent developments in Translation Studies, namely the tendency of internationalising ideas about translation, as well as the enlarging of Western Translation Theory by integrating non-Western thought about translation. Starting from earlier ideas of translation training, the move towards socio-constructive approach as proposed by Kiraly (2000) is described. It is indicated how the socio-constructive approach can benefit the training of language practitioners by empowering the learner to act responsibly, autonomously and competently. The socio-constructive approach provides not only an epistemological basis for the development of knowledge-building communities, but also a variety of tools that can be used to promote and pursue learning in such communities.

The association between constructive and destructive conflict and children’s (age three) externalizing behaviors was examined utilizing the Building Strong Families (BSF) data set. The study included 3,328 mothers and 3,148 fathers reporting on conflict behavior, and mother’s reports on children’s externalizing behaviors. My hypotheses indicated that the more constructive conflict, the less externalizing behaviors exhibited while the more destructive conflict, the more externalizing behaviors shown by the children. The majority of the literature demonstrated similar results to my hypotheses, however primarily focusing on mother’s conflict rather than the father’s conflict methods. Similarly, there was little focus on constructive conflict in the literature. Younger children (age three) were of interest for this study due to the lack of research involving these variables and this age group. The specific emotions theory was utilized to shape and inform my hypotheses. The results for this study supported my hypothesis concerning destructive conflict, but rejected the other discussing constructive conflict. Mothers’ correlations of conflict methods with externalizing behaviors were statistically significant while the fathers’ correlations were not. These analyses indicate further research of constructive conflict and its effects on younger children.

The context for the development of this work is constructive mathematics without the axiom of countable choice. By constructive mathematics, we mean mathematics done without the law of excluded middle. Our original goal was to give a list of axioms for the real numbers R by only considering the order on R. We instead develop a theory of ordered sets and their completions and a theory of ordered abelian groups. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection

Thesis (M. Sc.)--University of Canterbury, 2009. / Typescript (photocopy). Includes bibliographical references (p. 47-48). Also available via the World Wide Web.

We present three criteria for compactness in the context of apartness spaces and Bishop-style constructive mathematics. Each of our three criteria can be summarised as requiring that there is a positive distance between any two disjoint closed sets. Neat locatedness and the product apartness give us three variations on this theme. We investigate how our three criteria relate to one another and to several existing compactness criteria, namely classical compactness, completeness, total boundedness, the anti-Specker property, and Diener's neat compactness.