title: A Comparison of State-Based Modelling Tools for Model Validation

authors: Aydal, Emine G.

subjects: computer science

abstract: In model-based testing, one of the biggest decisions taken before modelling is the modelling language and the model analysis tool to be used to model the system under investigation. UML, Alloy and Z are examples of popular state-based modelling languages. In the literature, there has been research about the similarities and the differences between modelling languages. However, we believe that, in addition to recognising the expressive power of modelling languages, it is crucial to detect the capabilities and the weaknesses of analysis tools that parse and analyse models written in these languages. In order to explore this area, we have chosen four model analysis tools: USE, Alloy Analyzer, ZLive and ProZ and observed how modelling and validation stages of MBT are handled by these tools for the same system. Through this experiment, we not only concretise the tasks that form the modelling and validation stages of MBT process, but also reveal how efficiently these tasks are carried out in different tools.

text: A Comparison of State-Based Modelling Tools for Model Validation In model-based testing, one of the biggest decisions taken before modelling is the modelling language and the model analysis tool to be used to model the system under investigation. UML, Alloy and Z are examples of popular state-based modelling languages. In the literature, there has been research about the similarities and the differences between modelling languages. However, we believe that, in addition to recognising the expressive power of modelling languages, it is crucial to detect the capabilities and the weaknesses of analysis tools that parse and analyse models written in these languages. In order to explore this area, we have chosen four model analysis tools: USE, Alloy Analyzer, ZLive and ProZ and observed how modelling and validation stages of MBT are handled by these tools for the same system. Through this experiment, we not only concretise the tasks that form the modelling and validation stages of MBT process, but also reveal how efficiently these tasks are carried out in different tools.

year: 2008

title: The Identification of Recidivism Indicators in Intellectually Disabled Violent Individuals

authors: Courtney, Jo

subjects: Intellectually Disabled

abstract: The Assessment of Risk and Manageability in Intellectually Disabled IndividuaLs who Offend (ARMIDILO) was developed to address the need for assessment tests specifically designed for intellectually disabled (ID) individuals who offend. This is the first study focusing on the application of the ARMIDILO by using comparative current risk assessment tests to evaluate the ARMIDILO as an effective risk assessment tool.  In this research 16 ID people who have recorded sexual and or violent behaviour offences were evaluated using the Violent Offender Risk Assessment Scale (VORAS), Static-99 and ARMIDILO risk assessment tests. The ARMIDILO, VORAS and Static-99 assessments were completed using individual history files kept within the Regional Forensic Psychiatric Service. The VORAS and Static-99 were adapted to incorporate reported, but not charged or otherwise litigated offences and convictions. The adapted tests were then compared against the ARMIDILO as a risk assessment tool. 
Analysis of the ARMIDILO showed strong validity in assessing ID people who offend. The main strength of the ARMIDILO is in identifying the risk needs of the ID person who offends and may be an effective management test when used in assessing individual needs and program implementation. Risk assessment through the ARMIDILO showed similar results to Static-99 but compared only moderately with the VORAS in measuring the risk of re-offending. Future research with a larger population may further validate the reliability of the ARMIDILO as an assessment tool. Adaptation of the current score sheet for use by non-clinical and correctional staff may prove cost effective.

text: The Identification of Recidivism Indicators in Intellectually Disabled Violent Individuals The Assessment of Risk and Manageability in Intellectually Disabled IndividuaLs who Offend (ARMIDILO) was developed to address the need for assessment tests specifically designed for intellectually disabled (ID) individuals who offend. This is the first study focusing on the application of the ARMIDILO by using comparative current risk assessment tests to evaluate the ARMIDILO as an effective risk assessment tool.  In this research 16 ID people who have recorded sexual and or violent behaviour offences were evaluated using the Violent Offender Risk Assessment Scale (VORAS), Static-99 and ARMIDILO risk assessment tests. The ARMIDILO, VORAS and Static-99 assessments were completed using individual history files kept within the Regional Forensic Psychiatric Service. The VORAS and Static-99 were adapted to incorporate reported, but not charged or otherwise litigated offences and convictions. The adapted tests were then compared against the ARMIDILO as a risk assessment tool. 
Analysis of the ARMIDILO showed strong validity in assessing ID people who offend. The main strength of the ARMIDILO is in identifying the risk needs of the ID person who offends and may be an effective management test when used in assessing individual needs and program implementation. Risk assessment through the ARMIDILO showed similar results to Static-99 but compared only moderately with the VORAS in measuring the risk of re-offending. Future research with a larger population may further validate the reliability of the ARMIDILO as an assessment tool. Adaptation of the current score sheet for use by non-clinical and correctional staff may prove cost effective.

year: 2008

title: School leadership for Māori succeeding as Māori: A Mataatua perspective

authors: Barrett, Te Arani

subjects: tribal leadership

abstract: This thesis recounts how Ngāti Awa leadership principles from the past became evident in Te Kotahitanga schools. The thesis discusses Principals’ actions and reflections of fostering Māori students’ success as Māori in secondary schooling. Through case studies, it identifies the strategies engaged by these effective leaders and explores their undertakings in achieving successful outcomes for Māori with whom they have worked.
This study is an imperative to addressing the long-term levels of education under-achievement for Māori as indigenous people of New Zealand. The nexus for the study comes from Robinson (2007) who identified that ‘in many ways the question of how much impact [school] leaders have on student outcomes is a flawed one, because the answer surely depends on what it is that leaders do’. Marzano et al  (2005) also identifies ‘the relative paucity of empirical studies’ and ‘little specific guidance as to effective practices in school leadership’.
The purpose of this study is to identify the contribution effective leaders have made towards realising Durie’s (2001) landmark goals for Māori advancement, that is, for self-determining prosperity, good health and global participation. Identifying exceptional outcomes for Māori in a range of contexts establishes the criteria for selecting the case studies and therefore the foundation for the study. Successful outcomes include increased participation, better retention, improved academic achievement results and lesser disparities within the selected education sites.

text: School leadership for Māori succeeding as Māori: A Mataatua perspective This thesis recounts how Ngāti Awa leadership principles from the past became evident in Te Kotahitanga schools. The thesis discusses Principals’ actions and reflections of fostering Māori students’ success as Māori in secondary schooling. Through case studies, it identifies the strategies engaged by these effective leaders and explores their undertakings in achieving successful outcomes for Māori with whom they have worked.
This study is an imperative to addressing the long-term levels of education under-achievement for Māori as indigenous people of New Zealand. The nexus for the study comes from Robinson (2007) who identified that ‘in many ways the question of how much impact [school] leaders have on student outcomes is a flawed one, because the answer surely depends on what it is that leaders do’. Marzano et al  (2005) also identifies ‘the relative paucity of empirical studies’ and ‘little specific guidance as to effective practices in school leadership’.
The purpose of this study is to identify the contribution effective leaders have made towards realising Durie’s (2001) landmark goals for Māori advancement, that is, for self-determining prosperity, good health and global participation. Identifying exceptional outcomes for Māori in a range of contexts establishes the criteria for selecting the case studies and therefore the foundation for the study. Successful outcomes include increased participation, better retention, improved academic achievement results and lesser disparities within the selected education sites.

year: 2018