title: Three variations of observation equivalence preserving synthesis abstraction

authors: Mohajerani, Sahar

subjects: computer science

abstract: In a previous paper we introduced the notion of synthesis abstraction, which allows efficient compositional synthesis of maximally permissive supervisors for large-scale systems of composed finite-state automata. In the current paper, observation equivalence is studied in relation to synthesis abstraction. It is shown that general observation equivalence is not useful for synthesis abstraction. Instead, we introduce additional conditions strengthening observation equivalence, so that it can be used with the compositional synthesis method. The paper concludes with an example showing the suitability of these relations to achieve substantial state reduction while computing a modular supervisor.

text: Three variations of observation equivalence preserving synthesis abstraction In a previous paper we introduced the notion of synthesis abstraction, which allows efficient compositional synthesis of maximally permissive supervisors for large-scale systems of composed finite-state automata. In the current paper, observation equivalence is studied in relation to synthesis abstraction. It is shown that general observation equivalence is not useful for synthesis abstraction. Instead, we introduce additional conditions strengthening observation equivalence, so that it can be used with the compositional synthesis method. The paper concludes with an example showing the suitability of these relations to achieve substantial state reduction while computing a modular supervisor.

year: 2011-01-26

title: Semantic and generative models for lossy text compression

authors: Witten, Ian H.

subjects: Machine learning

abstract: The apparent divergence between the research paradigms of text and image compression has led us to consider the potential for applying methods developed for one domain to the other. This paper examines the idea of "lossy" text compression, which transmits an approximation to the input text rather than the text itself. In image coding, lossy techniques have proven to yield compression factors that are vastly superior to those of the best lossless schemes, and we show that this a also the case for text. Two different methods are described here, one inspired by the use of fractals in image compression. They can be combined into an extremely effective technique that provides much better compression than the present state of the art and yet preserves a reasonable degree of match between the original and received text. The major challenge for lossy text compression is identified as the reliable evaluation of the quality of this match.

text: Semantic and generative models for lossy text compression The apparent divergence between the research paradigms of text and image compression has led us to consider the potential for applying methods developed for one domain to the other. This paper examines the idea of "lossy" text compression, which transmits an approximation to the input text rather than the text itself. In image coding, lossy techniques have proven to yield compression factors that are vastly superior to those of the best lossless schemes, and we show that this a also the case for text. Two different methods are described here, one inspired by the use of fractals in image compression. They can be combined into an extremely effective technique that provides much better compression than the present state of the art and yet preserves a reasonable degree of match between the original and received text. The major challenge for lossy text compression is identified as the reliable evaluation of the quality of this match.

year: 1992

title: Putting it in there: "PSYC575 Indigenous Psychologies" as a for-credit university paper in New Zealand

authors: Waitoki, Waikaremoana

abstract: Over the past 30 years, scholar advocates have sparked the emergence of indigenous psychology as an important contribution to understanding the experiences and challenges faced by indigenous peoples. Part of this exercise is to also bring indigenous knowledges to the learning table as critical information for meaning making and resolving psychological challenges. Increasingly, academics are writing and teaching papers in the fledgling field as important and legitimate contributions for undergraduate and graduate degree credit. Previously, students and academics were confined to the more flexible research driven, directed-learning, study options rather than papers explicitly advertised and institutionally promoted. In this paper, we discuss how we are going about writing the curricula for a graduate level paper called "Indigenous Psychologies" to be offered in 2016 at the University of Waikato, New Zealand. We discuss a) principles that guide curricula decision-making; b) the programme of lecture topics developed; and c) finding and developing supporting resources. We welcome conversation and resource sharing.

text: Putting it in there: "PSYC575 Indigenous Psychologies" as a for-credit university paper in New Zealand Over the past 30 years, scholar advocates have sparked the emergence of indigenous psychology as an important contribution to understanding the experiences and challenges faced by indigenous peoples. Part of this exercise is to also bring indigenous knowledges to the learning table as critical information for meaning making and resolving psychological challenges. Increasingly, academics are writing and teaching papers in the fledgling field as important and legitimate contributions for undergraduate and graduate degree credit. Previously, students and academics were confined to the more flexible research driven, directed-learning, study options rather than papers explicitly advertised and institutionally promoted. In this paper, we discuss how we are going about writing the curricula for a graduate level paper called "Indigenous Psychologies" to be offered in 2016 at the University of Waikato, New Zealand. We discuss a) principles that guide curricula decision-making; b) the programme of lecture topics developed; and c) finding and developing supporting resources. We welcome conversation and resource sharing.

year: 2015