title: Talanoa, vā and picturebook pedagogy to support Pacific identities in a kindergarten setting

authors: Fuimaono, A

abstract: It is important that children see themselves in the picturebooks that are available to them in their early childhood education [ECE] settings (Adam & Barratt-Pugh, 2021). Pacific picturebooks create spaces for meaningful conversations and emergent curriculum related to the identities, cultures and languages of Pacific families and whānau in the ECE setting. Using a Talanoa-vā approach, the researchers worked alongside teachers in a Pacific kindergarten to observe how they and the children interacted with picturebooks featuring Pacific communities and languages. Three vignettes were created typifying the variety of ways in which teachers and children connected with the picturebooks and each other to make links to the ‘funds of knowledge’ and ‘cultural capital’ of Pacific learners and their families. Many of our findings about the affordances of Pacific picturebooks connect with Te Whāriki (Ministry of Education [MoE], 2017) and Tapasā (MoE, 2018) which together provide the framework for culturally responsive pedagogy for Pacific learners in ECE settings.

text: Talanoa, vā and picturebook pedagogy to support Pacific identities in a kindergarten setting It is important that children see themselves in the picturebooks that are available to them in their early childhood education [ECE] settings (Adam & Barratt-Pugh, 2021). Pacific picturebooks create spaces for meaningful conversations and emergent curriculum related to the identities, cultures and languages of Pacific families and whānau in the ECE setting. Using a Talanoa-vā approach, the researchers worked alongside teachers in a Pacific kindergarten to observe how they and the children interacted with picturebooks featuring Pacific communities and languages. Three vignettes were created typifying the variety of ways in which teachers and children connected with the picturebooks and each other to make links to the ‘funds of knowledge’ and ‘cultural capital’ of Pacific learners and their families. Many of our findings about the affordances of Pacific picturebooks connect with Te Whāriki (Ministry of Education [MoE], 2017) and Tapasā (MoE, 2018) which together provide the framework for culturally responsive pedagogy for Pacific learners in ECE settings.

year: 2023

title: Supremica – An integrated environment for verification, synthesis and simulation of discrete event systems

authors: Akesson, Knut

subjects: computer science

abstract: An integrated environment, Supremica, for verification, synthesis and simulation of discrete event systems is presented. The basic model in Supremica is finite automata where the transitions have an associated event together with a guard condition and an action function that updates automata variables. Supremica uses two main approaches to handle large state-spaces. The first approach exploits modularity in order to divide the original problem into many smaller problems that together solve the original problem. The second approach uses an efficient data structure, a binary decision diagram, to symbolically represent the reachable states. Models in Supremica may be simulated in the environment. It is also possible to generate code that implements the behavior of the model using both the IEC 61131 and the IEC 61499 standard.

text: Supremica – An integrated environment for verification, synthesis and simulation of discrete event systems An integrated environment, Supremica, for verification, synthesis and simulation of discrete event systems is presented. The basic model in Supremica is finite automata where the transitions have an associated event together with a guard condition and an action function that updates automata variables. Supremica uses two main approaches to handle large state-spaces. The first approach exploits modularity in order to divide the original problem into many smaller problems that together solve the original problem. The second approach uses an efficient data structure, a binary decision diagram, to symbolically represent the reachable states. Models in Supremica may be simulated in the environment. It is also possible to generate code that implements the behavior of the model using both the IEC 61131 and the IEC 61499 standard.

year: 2006

title: Grounding our collective Talanoa, Enabling open conversations

authors: Fa'avae, David Taufui Mkiato

abstract: As co-editors in this special issue of the Waikato Journal of Education (WJE), we share our talanoa thoughts and open conversations from the University of Waikato in Kirikiriroa (Hamilton), a place and space that has a special relationship with Waikato-Tainui and the Kīngitanga. We acknowledge our ties with Māori as tangata moana (people of the ocean), noting the past as well as the existing vā connections between the Kīngitanga and other Pacific peoples and leaders, including the House of Tupou, the royal family of Tonga. We are also mindful of our responsibility to honour Te Tiriti and to the honouring of tangata whenua and their mana whenua. At the same time, we embrace the ancestral connections between Māori and Pacific people through shared common heritages (Te Punga Somerville, 2012), of voyaging, wayfinding, knowledge and ako by which they settled Moananuiākea (the Hawaiian term for the Pacific Ocean) in one of “the greatest feats in human history” (Hawaii State Legislature, 2021, n.p.). We hope this volume honours those relationships and our shared whakapapa, whanaungatanga, and kaupapa.

text: Grounding our collective Talanoa, Enabling open conversations As co-editors in this special issue of the Waikato Journal of Education (WJE), we share our talanoa thoughts and open conversations from the University of Waikato in Kirikiriroa (Hamilton), a place and space that has a special relationship with Waikato-Tainui and the Kīngitanga. We acknowledge our ties with Māori as tangata moana (people of the ocean), noting the past as well as the existing vā connections between the Kīngitanga and other Pacific peoples and leaders, including the House of Tupou, the royal family of Tonga. We are also mindful of our responsibility to honour Te Tiriti and to the honouring of tangata whenua and their mana whenua. At the same time, we embrace the ancestral connections between Māori and Pacific people through shared common heritages (Te Punga Somerville, 2012), of voyaging, wayfinding, knowledge and ako by which they settled Moananuiākea (the Hawaiian term for the Pacific Ocean) in one of “the greatest feats in human history” (Hawaii State Legislature, 2021, n.p.). We hope this volume honours those relationships and our shared whakapapa, whanaungatanga, and kaupapa.

year: 2021