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The specification of the syntax and semantics for Standard ML have been designed to support the generation of a compiler front end, but actual implementations have required significant modification to the specification. Since the specification was written there have been major advances in the development of language analysis systems that can handle general syntax specifications. We are revisiting the SML specification to consider to what extent, using modern tooling, it can be implemented exactly as originally written. In this short paper we focus on the lexical specification.

With the Hibiki Trio, the Scott Routenberg Trio, Joel Braun, double bass, Paul Reilly, guitar, Jeffrey Ballard, tenor, James Helton, piano, Nathan Bogert, saxophone.; Part of the 2015-2016 Faculty Artist Series., This archival material has been provided for educational purposes. Ball State University Libraries recognizes that some historic items may include offensive content. Our statement regarding objectionable content is available at: https://dmr.bsu.edu/digital/about

This study investigates meaningful moments in improvised music created during individual music therapy sessions with children who have delays in various areas of development. Secondary analysis of clinical records (session notes and video footage) was used in this music centred research to identify meaningful moments in the music. Six meaningful moments were chosen, each from a different child, and subsequently the musical interactions of the child and student music therapist were transcribed in detail. An ethnographic, microanalysis approach was applied to analyse and interpret the observable features of the music. The analysis of what was happening in the music helped the researcher to understand and articulate the meaningful moments. Meaningful moments were found to be shared experiences in the co-creation of music, which provided opportunities to foster a responsive interpersonal relationship between the child and therapist. They occurred because the music provided a framework for structure and change through synchronicity and regularity/flow as well as variation, tension, suspension, expectation and anticipation. The meaningful moment was facilitated by musical elements: rhythm, tempo, pitch/melody, harmony, timbre and volume/dynamics; and musical techniques: imitation, pause, space, repetition, anacrusis and gestural actions. A review of the literature was undertaken to examine the use of improvisation and the importance of meaningful moments, in music therapy. The findings are discussed drawing from the related literature and the theory of expectation. The strengths and limitations of the study are stated along with the implications for training and further research in this field.

This study investigates meaningful moments in improvised music created during individual music therapy sessions with children who have delays in various areas of development. Secondary analysis of clinical records (session notes and video footage) was used in this music centred research to identify meaningful moments in the music. Six meaningful moments were chosen, each from a different child, and subsequently the musical interactions of the child and student music therapist were transcribed in detail. An ethnographic, microanalysis approach was applied to analyse and interpret the observable features of the music. The analysis of what was happening in the music helped the researcher to understand and articulate the meaningful moments. Meaningful moments were found to be shared experiences in the co-creation of music, which provided opportunities to foster a responsive interpersonal relationship between the child and therapist. They occurred because the music provided a framework for structure and change through synchronicity and regularity/flow as well as variation, tension, suspension, expectation and anticipation. The meaningful moment was facilitated by musical elements: rhythm, tempo, pitch/melody, harmony, timbre and volume/dynamics; and musical techniques: imitation, pause, space, repetition, anacrusis and gestural actions. A review of the literature was undertaken to examine the use of improvisation and the importance of meaningful moments, in music therapy. The findings are discussed drawing from the related literature and the theory of expectation. The strengths and limitations of the study are stated along with the implications for training and further research in this field.

This study investigates meaningful moments in improvised music created during individual music therapy sessions with children who have delays in various areas of development. Secondary analysis of clinical records (session notes and video footage) was used in this music centred research to identify meaningful moments in the music. Six meaningful moments were chosen, each from a different child, and subsequently the musical interactions of the child and student music therapist were transcribed in detail. An ethnographic, microanalysis approach was applied to analyse and interpret the observable features of the music. The analysis of what was happening in the music helped the researcher to understand and articulate the meaningful moments. Meaningful moments were found to be shared experiences in the co-creation of music, which provided opportunities to foster a responsive interpersonal relationship between the child and therapist. They occurred because the music provided a framework for structure and change through synchronicity and regularity/flow as well as variation, tension, suspension, expectation and anticipation. The meaningful moment was facilitated by musical elements: rhythm, tempo, pitch/melody, harmony, timbre and volume/dynamics; and musical techniques: imitation, pause, space, repetition, anacrusis and gestural actions. A review of the literature was undertaken to examine the use of improvisation and the importance of meaningful moments, in music therapy. The findings are discussed drawing from the related literature and the theory of expectation. The strengths and limitations of the study are stated along with the implications for training and further research in this field.

This study investigates meaningful moments in improvised music created during individual music therapy sessions with children who have delays in various areas of development. Secondary analysis of clinical records (session notes and video footage) was used in this music centred research to identify meaningful moments in the music. Six meaningful moments were chosen, each from a different child, and subsequently the musical interactions of the child and student music therapist were transcribed in detail. An ethnographic, microanalysis approach was applied to analyse and interpret the observable features of the music. The analysis of what was happening in the music helped the researcher to understand and articulate the meaningful moments. Meaningful moments were found to be shared experiences in the co-creation of music, which provided opportunities to foster a responsive interpersonal relationship between the child and therapist. They occurred because the music provided a framework for structure and change through synchronicity and regularity/flow as well as variation, tension, suspension, expectation and anticipation. The meaningful moment was facilitated by musical elements: rhythm, tempo, pitch/melody, harmony, timbre and volume/dynamics; and musical techniques: imitation, pause, space, repetition, anacrusis and gestural actions. A review of the literature was undertaken to examine the use of improvisation and the importance of meaningful moments, in music therapy. The findings are discussed drawing from the related literature and the theory of expectation. The strengths and limitations of the study are stated along with the implications for training and further research in this field.

This study investigates meaningful moments in improvised music created during individual music therapy sessions with children who have delays in various areas of development. Secondary analysis of clinical records (session notes and video footage) was used in this music centred research to identify meaningful moments in the music. Six meaningful moments were chosen, each from a different child, and subsequently the musical interactions of the child and student music therapist were transcribed in detail. An ethnographic, microanalysis approach was applied to analyse and interpret the observable features of the music. The analysis of what was happening in the music helped the researcher to understand and articulate the meaningful moments. Meaningful moments were found to be shared experiences in the co-creation of music, which provided opportunities to foster a responsive interpersonal relationship between the child and therapist. They occurred because the music provided a framework for structure and change through synchronicity and regularity/flow as well as variation, tension, suspension, expectation and anticipation. The meaningful moment was facilitated by musical elements: rhythm, tempo, pitch/melody, harmony, timbre and volume/dynamics; and musical techniques: imitation, pause, space, repetition, anacrusis and gestural actions. A review of the literature was undertaken to examine the use of improvisation and the importance of meaningful moments, in music therapy. The findings are discussed drawing from the related literature and the theory of expectation. The strengths and limitations of the study are stated along with the implications for training and further research in this field.

This study investigates meaningful moments in improvised music created during individual music therapy sessions with children who have delays in various areas of development. Secondary analysis of clinical records (session notes and video footage) was used in this music centred research to identify meaningful moments in the music. Six meaningful moments were chosen, each from a different child, and subsequently the musical interactions of the child and student music therapist were transcribed in detail. An ethnographic, microanalysis approach was applied to analyse and interpret the observable features of the music. The analysis of what was happening in the music helped the researcher to understand and articulate the meaningful moments. Meaningful moments were found to be shared experiences in the co-creation of music, which provided opportunities to foster a responsive interpersonal relationship between the child and therapist. They occurred because the music provided a framework for structure and change through synchronicity and regularity/flow as well as variation, tension, suspension, expectation and anticipation. The meaningful moment was facilitated by musical elements: rhythm, tempo, pitch/melody, harmony, timbre and volume/dynamics; and musical techniques: imitation, pause, space, repetition, anacrusis and gestural actions. A review of the literature was undertaken to examine the use of improvisation and the importance of meaningful moments, in music therapy. The findings are discussed drawing from the related literature and the theory of expectation. The strengths and limitations of the study are stated along with the implications for training and further research in this field.

The Women and Children's Health Project was a large Australian funded aid Project that sought to improve the health of women and children in Papua New Guinea between 1998 and 2004. Community development and health promotion interventions aimed to increase community support for attended birth and children's health. Green and Kreuter's [Green, L. W. and Kreuter, M. W. (2005) Health Program Planning: An Educational and Ecological Approach, 4th edition. McGraw-Hill, New York] precedeproceed model of health program planning was applied retrospectively to critique the design, implementation and evaluation of the Project. An outcome evaluation (2006) provided data for this analysis and investigated long-term impact using a multi-methods approach. Application of the precedeproceed model was useful, but the model fails to sufficiently well identify inhibiting factors as part of the educational and ecological assessment during the planning phase. Pre-defined objectives and contractually obligated outputs in a donor funded business model negatively influenced Project activity and outcomes. Despite this and the challenging context for implementation, Project interventions improved interaction between the community and health systems, and improved use of maternal child health services.

The Women and Children's Health Project was a large Australian funded aid Project that sought to improve the health of women and children in Papua New Guinea between 1998 and 2004. Community development and health promotion interventions aimed to increase community support for attended birth and children's health. Green and Kreuter's [Green, L. W. and Kreuter, M. W. (2005) Health Program Planning: An Educational and Ecological Approach, 4th edition. McGraw-Hill, New York] precedeproceed model of health program planning was applied retrospectively to critique the design, implementation and evaluation of the Project. An outcome evaluation (2006) provided data for this analysis and investigated long-term impact using a multi-methods approach. Application of the precedeproceed model was useful, but the model fails to sufficiently well identify inhibiting factors as part of the educational and ecological assessment during the planning phase. Pre-defined objectives and contractually obligated outputs in a donor funded business model negatively influenced Project activity and outcomes. Despite this and the challenging context for implementation, Project interventions improved interaction between the community and health systems, and improved use of maternal child health services.

Assisted by Charles Kuhn, piano, Elizabeth Richter, harp, and Cleve Scott, electronics., Series XXXVII, Number 72., This archival material has been provided for educational purposes. Ball State University Libraries recognizes that some historic items may include offensive content. Our statement regarding objectionable content is available at: https://dmr.bsu.edu/digital/about

George Kelly's theory of Personal Construct Psychology posits that "A person's processes are psychologically channelized by the ways in which he anticipates events", (Kelly, 1955). During the course of major life transition events, the individual is not only adjusting to those changes characteristic of that particular transition s/he is experiencing, but also anticipating changes which will continue to occur in connection with that transition. Those transitions which the individual has never personally experienced before require anticipations which have a greater probability of invalidation than expectations of repeated events, and will therefore demand more construct system reconstruction. In order to examine the quality of changes in self concept and interpersonal construct systems during a novel transition, the Self Repertory Grid and the Interpersonal Repertory Grid were administered to 14 women who were pregnant with their first child, at four intervals during the course of their maternity. The participants in the study are presented as clinical case histories and the modifications in their repertory grid measures are noted in each case. Similarities among the cases in the patterns of construct system shifts are discussed. On this basis, an extension of Kelly's theory of the development of anxiety disorders is proposed. This extension describes a "normal" transitional coping process for controlling the threat of major cognitive reconstruction. Simplification of the personal construct system and the use of range-limited hypothetical constructs facilitate reconstruction. A controlled pattern of construct system elaboration can evolve if the individual also values "change" and is predominantly present oriented in personal roles and relationships. This process of constriction, reconstrual, and controlled elaboration seems to correspond to a better subjective adjustment to life events, regardless of the objective difficulty those events might pose. Recommendations f

The physical aspects of self-concept which comprise the body-image and are essential for personal identification, are of particular importance in health restoration and maintenance. A study of 285 physically disabled adults variously suffering from spinal cord injury, multiple sclerosis and rheumatoid arthritis, and a control group of 100 able-bodied adults, investigated the effects of physical disability upon body-image. All subjects completed three 52-item Body Cathexis scales and three 16-item bi-polar adjectival Semantic Differential forms, while the disabled completed an additional 11-item Activities of Daily Living form, in an attempt to identify and measure the form and content of three body-image components paralleling the three aspects of self identified by phenomenological theory, and four modes of adjustment in the body-image of the disabled. The influence of years of disablement and degree of incapacity upon body-image disturbance and the internal structure of the Body Cathexis and Semantic Differential scales were also investigated. Simple correlational analysis failed to isolate any parallel relationships between body-image and self-concept for either disabled or able-bodied individuals, although discriminant function analysis revealed that both concepts for the disabled differed significantly from those of normals. These findings indicated that the difference was one of content and not of formal relationships pertaining between the concepts. As a result, a tripartite theory of body-perception was proposed. The question of whether type of disability contributed significantly to variance was answered positively. The physically disabled tended to be separated out according to the nature of their disability which appeared to influence both body-image and self-concept. Four discrete modes of adjustment were identified by pattern analysis. Differences due to age and sex, disability type and years of disablement made no significant contribution to the type o

Assisted by Charles Kuhn, piano, Elizabeth Richter, harp, and Cleve Scott, electronics., Series XXXVII, Number 72., This archival material has been provided for educational purposes. Ball State University Libraries recognizes that some historic items may include offensive content. Our statement regarding objectionable content is available at: https://dmr.bsu.edu/digital/about

Grayish-olive (C110) vertical rib cloth; title page vignette reproduced on cover, with quill pen, ink bottle and open diary in black, superimposed woman's face in profile within circular frame in black and light greenish-yellow, gilt lettering; signed "G.A" i.e. George Avison; spine lettered in gilt. H: 19.6 cm.; W: 13.1 cm.; D: 2.8 cm.

Annual report including statistics and highlights of Library projects and programs.