title: The syntax and semantics of μ-Charts

authors: Reeve, Greg

subjects: computer science

abstract: μ-Charts is a language for specifying the behaviour of reactive systems. The language is a simplified variant of the well-known language Statecharts that was introduced by Harel. Development of the μ-Charts language is ongoing research undertaken under the auspices of the Formal Methods Laboratory of the Computer Science Department, University of Waikato. This paper gives a comprehensive treatment of the syntax and semantic for μ-Charts.

text: The syntax and semantics of μ-Charts μ-Charts is a language for specifying the behaviour of reactive systems. The language is a simplified variant of the well-known language Statecharts that was introduced by Harel. Development of the μ-Charts language is ongoing research undertaken under the auspices of the Formal Methods Laboratory of the Computer Science Department, University of Waikato. This paper gives a comprehensive treatment of the syntax and semantic for μ-Charts.

year: 2004-02

title: Safety in numbers 3: Authenticity, building knowledge & skills and competency development & assessment: The ABC of safe medication dosage calculation problem-solving pedagogy

authors: Weeks, Keith W.

subjects: authentic assessment

abstract: When designing learning and assessment environments it is essential to articulate the underpinning education philosophy, theory, model and learning style support mechanisms that inform their structure and content. We elaborate on original PhD research that articulates the design rationale of authentic medication dosage calculation problem-solving (MDC-PS) learning and diagnostic assessment environments. These environments embody the principles of authenticity, building knowledge and skills and competency assessment and are designed to support development of competence and bridging of the theory-practice gap. Authentic learning and diagnostic assessment environments capture the features and expert practices that are located in real world practice cultures and recreate them in authentic virtual clinical environments. We explore how this provides students with a safe virtual authentic environment to actively experience, practice and undertake MDC-PS learning and assessment activities. We argue that this is integral to the construction and diagnostic assessment of schemata validity (mental constructions and frameworks that are an individual's internal representation of their world), bridging of the theory-practice gap and cognitive and functional competence development. We illustrate these principles through the underpinning pedagogical design of two online virtual authentic learning and diagnostic assessment environments (safeMedicate and eDose™).

text: Safety in numbers 3: Authenticity, building knowledge & skills and competency development & assessment: The ABC of safe medication dosage calculation problem-solving pedagogy When designing learning and assessment environments it is essential to articulate the underpinning education philosophy, theory, model and learning style support mechanisms that inform their structure and content. We elaborate on original PhD research that articulates the design rationale of authentic medication dosage calculation problem-solving (MDC-PS) learning and diagnostic assessment environments. These environments embody the principles of authenticity, building knowledge and skills and competency assessment and are designed to support development of competence and bridging of the theory-practice gap. Authentic learning and diagnostic assessment environments capture the features and expert practices that are located in real world practice cultures and recreate them in authentic virtual clinical environments. We explore how this provides students with a safe virtual authentic environment to actively experience, practice and undertake MDC-PS learning and assessment activities. We argue that this is integral to the construction and diagnostic assessment of schemata validity (mental constructions and frameworks that are an individual's internal representation of their world), bridging of the theory-practice gap and cognitive and functional competence development. We illustrate these principles through the underpinning pedagogical design of two online virtual authentic learning and diagnostic assessment environments (safeMedicate and eDose™).

year: 2013

title: Antipodean settler societies and their complexities: the Waitangi process in New Zealand and native title and the stolen generations in Australia

authors: Byrnes, Giselle

subjects: native title claim

abstract: This article considers the process of determining native title claims and responding to the revelation of forced Indigenous child removal in Australia, together with the Treaty of Waitangi claims process in New Zealand; each of which can be understood more broadly as a response to the aftermath and ongoing consequences of colonisation. We undertake this analysis comparatively, through an examination of the broad sweep of colonial history in both countries, followed by a more detailed consideration of the processes in question, as they have become manifest over the last decade or so in Australia and almost 30 years in New Zealand. We compare and contrast the institutions, epistemological and political preoccupations and language in each case, revealing various latent ironies and incongruities in the systems on both sides of the Tasman Sea.

text: Antipodean settler societies and their complexities: the Waitangi process in New Zealand and native title and the stolen generations in Australia This article considers the process of determining native title claims and responding to the revelation of forced Indigenous child removal in Australia, together with the Treaty of Waitangi claims process in New Zealand; each of which can be understood more broadly as a response to the aftermath and ongoing consequences of colonisation. We undertake this analysis comparatively, through an examination of the broad sweep of colonial history in both countries, followed by a more detailed consideration of the processes in question, as they have become manifest over the last decade or so in Australia and almost 30 years in New Zealand. We compare and contrast the institutions, epistemological and political preoccupations and language in each case, revealing various latent ironies and incongruities in the systems on both sides of the Tasman Sea.

year: 2008