title: Incremental system verification and synthesis of minimally restrictive behaviours

authors: Malik, Robi

abstract: An incremental approach to system verification is proposed, for system behaviours and safety properties described by means of finite-string languages and finite-state automata. Properties are verified with respect to subsystems of the overall system, nevertheless allowing assertions to be made about the entire system satisfying such properties. The proposed approach considers satisfaction of properties, controllability, and synthesis as successive verification steps. Furthermore, it allows the incremental augmentation of the system to be verified: after each verification step, either the desired property is verified, or a counter example is obtained, which, together with heuristics, provides the basis for the augmentation of a given subsystem for the next verification step.

text: Incremental system verification and synthesis of minimally restrictive behaviours An incremental approach to system verification is proposed, for system behaviours and safety properties described by means of finite-string languages and finite-state automata. Properties are verified with respect to subsystems of the overall system, nevertheless allowing assertions to be made about the entire system satisfying such properties. The proposed approach considers satisfaction of properties, controllability, and synthesis as successive verification steps. Furthermore, it allows the incremental augmentation of the system to be verified: after each verification step, either the desired property is verified, or a counter example is obtained, which, together with heuristics, provides the basis for the augmentation of a given subsystem for the next verification step.

year: 2000

title: Examining and disrupting rituals of practice in the primary classroom

authors: Fraser, Deborah

subjects: teacher research

abstract: Much of what happens in primary classrooms reflects a number of rituals and routines that have largely become an unconscious part of teachers' repertoires. While these 'rituals of practice' provide a framework or structure to learning in classrooms, they are often left unexamined. These taken-for-granted ways of teaching require close examination in order to ascertain their merit or otherwise for children's learning. This paper outlines some rituals of practice in primary classrooms in the Arts (dance, drama, music and visual art). It outlines the nature of these rituals and discusses how some were disrupted by teachers-as-researchers in collaboration with their university colleagues in a joint research project. The findings suggest that research partnerships of this nature provide a supportive environment for questioning assumptions and enacting alternatives that promote learning.

text: Examining and disrupting rituals of practice in the primary classroom Much of what happens in primary classrooms reflects a number of rituals and routines that have largely become an unconscious part of teachers' repertoires. While these 'rituals of practice' provide a framework or structure to learning in classrooms, they are often left unexamined. These taken-for-granted ways of teaching require close examination in order to ascertain their merit or otherwise for children's learning. This paper outlines some rituals of practice in primary classrooms in the Arts (dance, drama, music and visual art). It outlines the nature of these rituals and discusses how some were disrupted by teachers-as-researchers in collaboration with their university colleagues in a joint research project. The findings suggest that research partnerships of this nature provide a supportive environment for questioning assumptions and enacting alternatives that promote learning.

year: 2009

title: Pōwhiri process in mental health research

authors: McClintock, Kahu

subjects: indigenous mental health research

abstract: Within the health research context, indigenous people globally have a commitment to provide their own solutions. Māori, the indigenous people of Aotearoa (New Zealand) value the traditional Pōwhiri process of engagement and participation in mental health research. The practices and protocols within the Pōwhiri process (use in the Doctorate of Philosophy (2010) and Auckland University) are premised on the notion of respect and positive relationships between the tangata whenua (hosts or research participants) and manuwhiri (guests or researchers). This paper briefly describes the Pōwhiri process, which may be a model applicable to research with other indigenous cultures.

text: Pōwhiri process in mental health research Within the health research context, indigenous people globally have a commitment to provide their own solutions. Māori, the indigenous people of Aotearoa (New Zealand) value the traditional Pōwhiri process of engagement and participation in mental health research. The practices and protocols within the Pōwhiri process (use in the Doctorate of Philosophy (2010) and Auckland University) are premised on the notion of respect and positive relationships between the tangata whenua (hosts or research participants) and manuwhiri (guests or researchers). This paper briefly describes the Pōwhiri process, which may be a model applicable to research with other indigenous cultures.

year: 2010