title: Modular control-loop detection

authors: Malik, Robi

subjects: computer science

abstract: This paper presents an efficient algorithm to
detect control-loops in large finite-state systems. The proposed
algorithm exploits the modular structure present in many
models of practical relevance, and often successfully avoids the
explicit synchronous composition of subsystems and thereby
the state explosion problem. Experimental results show that
the method can be used to verify industrial applications of
considerable complexity.

text: Modular control-loop detection This paper presents an efficient algorithm to
detect control-loops in large finite-state systems. The proposed
algorithm exploits the modular structure present in many
models of practical relevance, and often successfully avoids the
explicit synchronous composition of subsystems and thereby
the state explosion problem. Experimental results show that
the method can be used to verify industrial applications of
considerable complexity.

year: 2006-07

title: Increasing functional communication for individuals with an intellectual disability using picture exchange communication system in a disability residential setting

authors: Svensson, Melissa

abstract: Individuals who are diagnosed with a developmental disorder may find it difficult to communicate functionally, which limits their ability to have their needs met and their thoughts respected. Augmentative and Alternative Communication (AAC) interventions such as, the Picture Exchange Communication System (PECS) aim to provide a way for individuals with functional communication deficits to communicate their needs. A small number of studies have explored whether direct caregivers can be trained to implement PECS for adult clients with a developmental delay, who reside in a disability residential flat. This study aims to investigate the effectiveness of Behavioural Skills Training (BST), delivered remotely, for training support staff to implement PECS in a disability residential setting. The effect of PECS on functional communication for the client is also evaluated. Staff participants took part in training sessions using BST procedures. Once staff participants had achieved 80% accuracy during training, PECS implementation sessions began with the staff and client participants.  Training and implementation sessions were delivered remotely, via video conferencing software. The results of this research indicate that direct caregivers can be trained to implement PECS in a disability residential flat, with all staff participants maintaining a high level of accuracy throughout training and implementation. Training and implementation data showed increased functional communication acts for the client participant as he learned to use PECS to mand for items and activities. However, this change was not reflected in the data gained at generalisation and follow-up sessions. In conclusion, this research provides evidence to support BST as an effective practice for training caregivers to implement PECS in a disability residential setting. Further, PECS may also be an effective intervention for increasing functional communication for individuals with a developmental delay and communication deficits.

text: Increasing functional communication for individuals with an intellectual disability using picture exchange communication system in a disability residential setting Individuals who are diagnosed with a developmental disorder may find it difficult to communicate functionally, which limits their ability to have their needs met and their thoughts respected. Augmentative and Alternative Communication (AAC) interventions such as, the Picture Exchange Communication System (PECS) aim to provide a way for individuals with functional communication deficits to communicate their needs. A small number of studies have explored whether direct caregivers can be trained to implement PECS for adult clients with a developmental delay, who reside in a disability residential flat. This study aims to investigate the effectiveness of Behavioural Skills Training (BST), delivered remotely, for training support staff to implement PECS in a disability residential setting. The effect of PECS on functional communication for the client is also evaluated. Staff participants took part in training sessions using BST procedures. Once staff participants had achieved 80% accuracy during training, PECS implementation sessions began with the staff and client participants.  Training and implementation sessions were delivered remotely, via video conferencing software. The results of this research indicate that direct caregivers can be trained to implement PECS in a disability residential flat, with all staff participants maintaining a high level of accuracy throughout training and implementation. Training and implementation data showed increased functional communication acts for the client participant as he learned to use PECS to mand for items and activities. However, this change was not reflected in the data gained at generalisation and follow-up sessions. In conclusion, this research provides evidence to support BST as an effective practice for training caregivers to implement PECS in a disability residential setting. Further, PECS may also be an effective intervention for increasing functional communication for individuals with a developmental delay and communication deficits.

year: 2022

title: Hauora and physical education in New Zealand: perspectives of Māori and Pasifika

authors: Fitzpatrick, Katie

subjects: physical education

abstract: Discussion surrounding the concept of Hauora (Durie, 1994) in the document Health and Physical Education in the New Zealand Curriculum (Ministry of Education, 1999) has been controversial. Some writers have praised or justified its inclusion (Culpan, 1996/1997; Tasker, 1996/1997; Tinning, MacDonald, Wright & Hickey, 2001), while others accuse the writers of tokenism and misappropriation of indigenous knowledge (Hokowhitu, 2004; Salter, 2000). While existing at a political level, these debates have generally ignored student responses to and interactions with Hauora. Thus, this article intervenes in the existing debate and makes the case for the inclusion of student perspectives. My claims are made on the basis of a study into the perspectives of Māori and Pasifika students of physical education in New Zealand. The experiences of these students are related to the theory of hybridity (Besley, 2002; Bhabha, 1994), which suggests that young people actively negotiate and make critical decisions about what they think is relevant to them. I argue that the debate surrounding the concept of Hauora needs to include students' perspectives and consideration of the agency of young people in interactions with curriculum concepts.

text: Hauora and physical education in New Zealand: perspectives of Māori and Pasifika Discussion surrounding the concept of Hauora (Durie, 1994) in the document Health and Physical Education in the New Zealand Curriculum (Ministry of Education, 1999) has been controversial. Some writers have praised or justified its inclusion (Culpan, 1996/1997; Tasker, 1996/1997; Tinning, MacDonald, Wright & Hickey, 2001), while others accuse the writers of tokenism and misappropriation of indigenous knowledge (Hokowhitu, 2004; Salter, 2000). While existing at a political level, these debates have generally ignored student responses to and interactions with Hauora. Thus, this article intervenes in the existing debate and makes the case for the inclusion of student perspectives. My claims are made on the basis of a study into the perspectives of Māori and Pasifika students of physical education in New Zealand. The experiences of these students are related to the theory of hybridity (Besley, 2002; Bhabha, 1994), which suggests that young people actively negotiate and make critical decisions about what they think is relevant to them. I argue that the debate surrounding the concept of Hauora needs to include students' perspectives and consideration of the agency of young people in interactions with curriculum concepts.

year: 2005