title: Using abstraction with interaction sequences for interactive system modelling

authors: Turner, Jessica Dawn

subjects: computer science

abstract: Interaction sequences can be used as an abstraction of an interactive system. We can use such models to consider or verify properties of a system for testing purposes. However, interaction sequences have the potential to become unfeasibly long, leading to models which are intractable. We propose a method of reducing the state space of such sequences using the self-containment property. This allows us to hide (and subsequently expand) some of the model describing parts of the system not currently under consideration. Interaction sequences and their models can therefore be used to control the state space size of the models we create as an abstraction of an interactive system.

text: Using abstraction with interaction sequences for interactive system modelling Interaction sequences can be used as an abstraction of an interactive system. We can use such models to consider or verify properties of a system for testing purposes. However, interaction sequences have the potential to become unfeasibly long, leading to models which are intractable. We propose a method of reducing the state space of such sequences using the self-containment property. This allows us to hide (and subsequently expand) some of the model describing parts of the system not currently under consideration. Interaction sequences and their models can therefore be used to control the state space size of the models we create as an abstraction of an interactive system.

year: 2018

title: Technopoetry, transgression and testimony

authors: Lopez-Fernandez, Laura

subjects: Tecnopoesía

abstract: La incorporación de múltiples sistemas semióticos en un mismo poema es ya un lugar común en la poesía actual. La tendencia a la hibridez y semantización de géneros y medios tecnológicos, apoyada en un uso versátil y creativo de las tecnologías digitales ha generado una escritura multimodal y transgresora que se aleja en muchos aspectos de la poesía discursiva convencional basada en la secuencialidad verbal y una autoría fija. Las nuevas tecnologías tienen la capacidad de fomentar una comunicación colaborativa, de carácter público e interactivo al descentralizarse y emanciparse de los medios físicos tradicionales. Entre otros factores, la transgresión de códigos y la comunicación dinámica y de carácter integral, estimulan a su vez la creación de nuevos paradigmas cognitivos y de lectura. No se debe olvidar que la poesía visual, digital e intermedial emana de varias tradiciones literarias; la tradición clásica verbal, la logocéntrica y la tradición interartística y rupturista de vanguardias que también se nutre del lenguaje visual, sonoro y cinético de la cinematografía. Si a esto le añadimos las posibilidades de las nuevas tecnologías conseguimos una escritura con signos (auto)referenciales que genera silencios e interferencias comunicativas, mensajes metapoéticos, políticos, personales, etc. El lector participa de un nuevo sistema de comunicación intersubjetivo, social y personal que participa de la multimedialidad y de la interacción. Dentro del espectro de lo estrictamente literario como en sus extremos o desviaciones, existe una amplia gama de escrituras poéticas irreverentes y creativas, dignas de estudio, caracterizadas por un alto nivel transgresor, testimonial y que se resisten a cualquier intento de domesticación y clasificación. Que los poetas elijan el exilio de los signos verbales no implica necesariamente un alejamiento de lo poético como se puede ver en la poesía cubana de Francis Sánchez, Carlos A. Aguilera o en la poesía de Fernando Millán, Joan Brossa, Ignacio Gómez de Liaño, J. M. Calleja, entre otros muchos poetas anteriores a la nueva generación milenial (influencers) y a la tuiteratura.

text: Technopoetry, transgression and testimony La incorporación de múltiples sistemas semióticos en un mismo poema es ya un lugar común en la poesía actual. La tendencia a la hibridez y semantización de géneros y medios tecnológicos, apoyada en un uso versátil y creativo de las tecnologías digitales ha generado una escritura multimodal y transgresora que se aleja en muchos aspectos de la poesía discursiva convencional basada en la secuencialidad verbal y una autoría fija. Las nuevas tecnologías tienen la capacidad de fomentar una comunicación colaborativa, de carácter público e interactivo al descentralizarse y emanciparse de los medios físicos tradicionales. Entre otros factores, la transgresión de códigos y la comunicación dinámica y de carácter integral, estimulan a su vez la creación de nuevos paradigmas cognitivos y de lectura. No se debe olvidar que la poesía visual, digital e intermedial emana de varias tradiciones literarias; la tradición clásica verbal, la logocéntrica y la tradición interartística y rupturista de vanguardias que también se nutre del lenguaje visual, sonoro y cinético de la cinematografía. Si a esto le añadimos las posibilidades de las nuevas tecnologías conseguimos una escritura con signos (auto)referenciales que genera silencios e interferencias comunicativas, mensajes metapoéticos, políticos, personales, etc. El lector participa de un nuevo sistema de comunicación intersubjetivo, social y personal que participa de la multimedialidad y de la interacción. Dentro del espectro de lo estrictamente literario como en sus extremos o desviaciones, existe una amplia gama de escrituras poéticas irreverentes y creativas, dignas de estudio, caracterizadas por un alto nivel transgresor, testimonial y que se resisten a cualquier intento de domesticación y clasificación. Que los poetas elijan el exilio de los signos verbales no implica necesariamente un alejamiento de lo poético como se puede ver en la poesía cubana de Francis Sánchez, Carlos A. Aguilera o en la poesía de Fernando Millán, Joan Brossa, Ignacio Gómez de Liaño, J. M. Calleja, entre otros muchos poetas anteriores a la nueva generación milenial (influencers) y a la tuiteratura.

year: 2019

title: Listening to the voices of Year 13 Māori students: A case study in a New Zealand secondary school

authors: Kay, Joan-Marie

subjects: Maori Achievement

abstract: This research focuses on listening to the voices of Year 13 academically successful Māori students in a large, urban, mainstream, co-educational, decile 4, New Zealand secondary school. Traditionally, researchers have tended to emphasise the poor academic performance of Māori students in New Zealand. In contrast, this qualitative case study, however, seeks to understand what influences and motivates the academically successful Year 13 Māori students who have gained the National Certificate of Educational Achievement (NCEA) Level 2 and who returned to school to study for NCEA Level 3.

Semi structured interviews as conversations with all thirteen Māori students who had achieved NCEA Level 2 formed the basis of this research. Five of their parents, seven of their teachers and the principal were also interviewed.

The findings show that these students all stress the importance of their family, in particular, one family member or significant adult in their lives who valued education and supported the student, influencing and encouraging their motivation and self-efficacy. Building positive relationships with their teachers was the next strongest influence on their academic success followed closely by the positive influence of their friends. Self-motivation was mainly extrinsic. The students perceived that the principal had little effect on their individual achievement.

The teachers also acknowledge the importance of building positive relationships with their students and acknowledge the benefits of the reflective practice provided by the Te Kotahitanga project in highlighting this factor.

The findings suggest the excellent initiatives currently taking place in the school need to be continued or strengthened and that further interventions which target particular Māori students, rather than are global across the school, should be introduced.

text: Listening to the voices of Year 13 Māori students: A case study in a New Zealand secondary school This research focuses on listening to the voices of Year 13 academically successful Māori students in a large, urban, mainstream, co-educational, decile 4, New Zealand secondary school. Traditionally, researchers have tended to emphasise the poor academic performance of Māori students in New Zealand. In contrast, this qualitative case study, however, seeks to understand what influences and motivates the academically successful Year 13 Māori students who have gained the National Certificate of Educational Achievement (NCEA) Level 2 and who returned to school to study for NCEA Level 3.

Semi structured interviews as conversations with all thirteen Māori students who had achieved NCEA Level 2 formed the basis of this research. Five of their parents, seven of their teachers and the principal were also interviewed.

The findings show that these students all stress the importance of their family, in particular, one family member or significant adult in their lives who valued education and supported the student, influencing and encouraging their motivation and self-efficacy. Building positive relationships with their teachers was the next strongest influence on their academic success followed closely by the positive influence of their friends. Self-motivation was mainly extrinsic. The students perceived that the principal had little effect on their individual achievement.

The teachers also acknowledge the importance of building positive relationships with their students and acknowledge the benefits of the reflective practice provided by the Te Kotahitanga project in highlighting this factor.

The findings suggest the excellent initiatives currently taking place in the school need to be continued or strengthened and that further interventions which target particular Māori students, rather than are global across the school, should be introduced.

year: 2008