title: A regional model of endogenous growth with creative destruction

authors: Bond-Smith, Steven Craig

subjects: endogenous growth

abstract: We consider a two region growth model with vertical innovations where technical externalities in R&D lead to a technology leading region being the most attractive location for innovative firms. Innovations are produced in the form of quality improvements building on available knowledge and firms choose a technologically advanced location to maximise the productivity of R&D and maintain their niche monopoly. The partial nature of spillovers causes an additional force for agglomeration: the clustering effect. Agglomerated locations have the benefit of local inter-varietal knowledge spillovers for growth while peripheral locations depend on trade and regional knowledge spillovers.

text: A regional model of endogenous growth with creative destruction We consider a two region growth model with vertical innovations where technical externalities in R&D lead to a technology leading region being the most attractive location for innovative firms. Innovations are produced in the form of quality improvements building on available knowledge and firms choose a technologically advanced location to maximise the productivity of R&D and maintain their niche monopoly. The partial nature of spillovers causes an additional force for agglomeration: the clustering effect. Agglomerated locations have the benefit of local inter-varietal knowledge spillovers for growth while peripheral locations depend on trade and regional knowledge spillovers.

year: 2012-04

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: Angitūtanga o ngā tauira Māori:  Supporting Māori students to succeed in psychology

authors: Martin, Dionne

subjects: Psychology

abstract: Many Māori seek out university degrees to make a meaningful impact on the health of their community. Psychology, is one avenue that attracts Māori to do so. Psychology training has often failed to meet the needs of Māori students, often creating barriers to Māori student success. This thesis will explore barriers and support mechanisms that Māori students experience while attending university in pursuit of psychology degrees. This study will focus on experiences had by those enrolled in The School of Psychology at The Univeristy of Waikato, on the Hamilton campus. Informed by kaupapa Māori guidelines and analysed though the use of pūrākau this thesis highlights some key experiences shared by Māori psychology students. Three key experiences were identified. First, the prominence of Western culture in The School of psychology and the impact that has on Māori sense of belonging and whanaungatanga. Second, support system realities for Māori, identifying key university supports systems and realities associated with ones home environment. Third, the transitional journey to becoming a psychologist and what impact that has on the university journey. With this in mind, some recommendations are made to support Māori student success in psychology. These recommendations advocate for the provision of a more bicultural learning experience, creation of a culturally affirming environment, recruitment and retention of culturally capable staff, appropriate resourcing, funding and training for support services, better support for Māori realities and pathway navigation support.

text: Angitūtanga o ngā tauira Māori:  Supporting Māori students to succeed in psychology Many Māori seek out university degrees to make a meaningful impact on the health of their community. Psychology, is one avenue that attracts Māori to do so. Psychology training has often failed to meet the needs of Māori students, often creating barriers to Māori student success. This thesis will explore barriers and support mechanisms that Māori students experience while attending university in pursuit of psychology degrees. This study will focus on experiences had by those enrolled in The School of Psychology at The Univeristy of Waikato, on the Hamilton campus. Informed by kaupapa Māori guidelines and analysed though the use of pūrākau this thesis highlights some key experiences shared by Māori psychology students. Three key experiences were identified. First, the prominence of Western culture in The School of psychology and the impact that has on Māori sense of belonging and whanaungatanga. Second, support system realities for Māori, identifying key university supports systems and realities associated with ones home environment. Third, the transitional journey to becoming a psychologist and what impact that has on the university journey. With this in mind, some recommendations are made to support Māori student success in psychology. These recommendations advocate for the provision of a more bicultural learning experience, creation of a culturally affirming environment, recruitment and retention of culturally capable staff, appropriate resourcing, funding and training for support services, better support for Māori realities and pathway navigation support.

year: 2025