title: Transition removal for compositional supervisor synthesis

authors: Mohajerani, Sahar

subjects: computer science

abstract: This paper investigates under which conditions transitions can be removed from an automaton while preserving important synthesis properties. The work is part of a framework for compositional synthesis of least restrictive controllable and nonblocking supervisors for modular discrete event systems. The method for transition removal complements previous results, which are largely focused on state merging. Issues concerning transition removal in synthesis are discussed, and redirection maps are introduced to enable a supervisor to process an event, even though the corresponding transition is no longer present in the model. Based on the results, different techniques are proposed to remove controllable and uncontrollable transitions, and an example shows the potential of the method for practical problems.

text: Transition removal for compositional supervisor synthesis This paper investigates under which conditions transitions can be removed from an automaton while preserving important synthesis properties. The work is part of a framework for compositional synthesis of least restrictive controllable and nonblocking supervisors for modular discrete event systems. The method for transition removal complements previous results, which are largely focused on state merging. Issues concerning transition removal in synthesis are discussed, and redirection maps are introduced to enable a supervisor to process an event, even though the corresponding transition is no longer present in the model. Based on the results, different techniques are proposed to remove controllable and uncontrollable transitions, and an example shows the potential of the method for practical problems.

year: 2012

title: ‘Summative’ and ‘Formative’: Confused by the assessment terms?

authors: Ussher, William (Bill) Grant

subjects: education

abstract: The terms ‘formative’ and ‘summative’ when linked to assessment can cause confusion. Should these terms be dropped? Should we move on from them? This paper argues that it is the common shortening of the full and meaningful terms, ‘assessment for formative purposes’ and ‘assessment for summative purposes’ that contributes to a confusion over assessments, information and methods, particularly for pre-service teachers and those with less teaching experience. By being well-informed about both purpose and assessment activity, teachers will have greater clarity in understanding, communication and practice regarding these important and useful concepts.

text: ‘Summative’ and ‘Formative’: Confused by the assessment terms? The terms ‘formative’ and ‘summative’ when linked to assessment can cause confusion. Should these terms be dropped? Should we move on from them? This paper argues that it is the common shortening of the full and meaningful terms, ‘assessment for formative purposes’ and ‘assessment for summative purposes’ that contributes to a confusion over assessments, information and methods, particularly for pre-service teachers and those with less teaching experience. By being well-informed about both purpose and assessment activity, teachers will have greater clarity in understanding, communication and practice regarding these important and useful concepts.

year: 2010

title: Overcoming ‘Being’ in Favour of Knowledge: The fixing effect of ‘mātauranga’

authors: Mika, Carl Te Hira

subjects: knowledge

abstract: It is common to hear Māori discuss primordial states of Being, yet in colonisation those very central beliefs are forced into weaker utterances. In this process those utterances merely conform to a colonised agenda. ‘Mātauranga’, a tidy term that overwhelmingly refers to an epistemological knowing of the world, colludes nicely with its English equivalent, ‘knowledge’, to further colonise those core contemplations of Being. Its plausibility relies on an orderly regard of things in the world. In education, historical and current practices of schooling pave the way for things in the world so that they amount to mātauranga for Māori, and even the term ‘ako’ will conspire in its own way. Both Novalis and Heidegger have the ability to identify subtly colonising philosophies, and may even propose some theoretical solutions for Māori.

text: Overcoming ‘Being’ in Favour of Knowledge: The fixing effect of ‘mātauranga’ It is common to hear Māori discuss primordial states of Being, yet in colonisation those very central beliefs are forced into weaker utterances. In this process those utterances merely conform to a colonised agenda. ‘Mātauranga’, a tidy term that overwhelmingly refers to an epistemological knowing of the world, colludes nicely with its English equivalent, ‘knowledge’, to further colonise those core contemplations of Being. Its plausibility relies on an orderly regard of things in the world. In education, historical and current practices of schooling pave the way for things in the world so that they amount to mātauranga for Māori, and even the term ‘ako’ will conspire in its own way. Both Novalis and Heidegger have the ability to identify subtly colonising philosophies, and may even propose some theoretical solutions for Māori.

year: 2012