title: Distributed Operating Systems on Wireless Sensor Networks

authors: Hunkin, Paul Wade

subjects: Wireless Sensor Networks

abstract: This thesis proposes the use of traditional distributed operating system and distributed systems techniques that are adapted and applied to the wireless sensor network domain. These techniques are applied to the creation of a wireless sensor network operating system that allows complex applications to be created without special programmer knowledge of sensor network programming or architecture. The resulting system is capable of executing a high level user application written in conventional single-system-image form, without the user being aware of the mesh architecture or underlying sensor node hardware.

A wireless sensor network is a collection of battery-powered embedded systems that communicate over low-bandwidth radio. Because of their limited hardware, niche deployments and use of embedded processors, programming techniques for wireless sensor network nodes are generally relatively esoteric compared to most software programming tasks. This can be relatively complex for programmers not familiar with the wireless sensor network domain. A naive approach to writing a wireless sensor network application may well result in considerably reduced battery life due to inefficient use of the limited power resources, requiring an expensive and time-consuming replacement or patching process. 

As a result of this complexity, traditional wireless sensor network applications are written as simply as possible. The majority of these applications simply move passive data readings back across a mesh to a more powerful server. While this is a sufficiently effective approach in some situations, for other sensor network deployments involving large amounts of complex data it is more efficient for the sensor network application to process at least some of the data inside the mesh, saving on unnecessary data transmissions. However in the real world, the complexity of writing such an application in many cases precludes this from being created. An operating system that provides power-efficient distributed processing while presenting a more standard unified single system image to the application developer would provide new possibilities for sensor network application developers in terms of creating dynamic and complex sensor network applications. 

This thesis covers the design decisions, development process and evaluation of the Hydra distributed wireless sensor network operating system, an operating system that provides these services. The system is evaluated in the form of a scenario for monitoring intruders over a large area using accelerometer monitoring -- during this scenario, power efficiency is gained due to the intelligent Hydra operating system services, as the resulting accelerometer data is not moved across potentially multi-hop network links. Application code complexity is also reduced due to the higher-level single system image programming environment.

text: Distributed Operating Systems on Wireless Sensor Networks This thesis proposes the use of traditional distributed operating system and distributed systems techniques that are adapted and applied to the wireless sensor network domain. These techniques are applied to the creation of a wireless sensor network operating system that allows complex applications to be created without special programmer knowledge of sensor network programming or architecture. The resulting system is capable of executing a high level user application written in conventional single-system-image form, without the user being aware of the mesh architecture or underlying sensor node hardware.

A wireless sensor network is a collection of battery-powered embedded systems that communicate over low-bandwidth radio. Because of their limited hardware, niche deployments and use of embedded processors, programming techniques for wireless sensor network nodes are generally relatively esoteric compared to most software programming tasks. This can be relatively complex for programmers not familiar with the wireless sensor network domain. A naive approach to writing a wireless sensor network application may well result in considerably reduced battery life due to inefficient use of the limited power resources, requiring an expensive and time-consuming replacement or patching process. 

As a result of this complexity, traditional wireless sensor network applications are written as simply as possible. The majority of these applications simply move passive data readings back across a mesh to a more powerful server. While this is a sufficiently effective approach in some situations, for other sensor network deployments involving large amounts of complex data it is more efficient for the sensor network application to process at least some of the data inside the mesh, saving on unnecessary data transmissions. However in the real world, the complexity of writing such an application in many cases precludes this from being created. An operating system that provides power-efficient distributed processing while presenting a more standard unified single system image to the application developer would provide new possibilities for sensor network application developers in terms of creating dynamic and complex sensor network applications. 

This thesis covers the design decisions, development process and evaluation of the Hydra distributed wireless sensor network operating system, an operating system that provides these services. The system is evaluated in the form of a scenario for monitoring intruders over a large area using accelerometer monitoring -- during this scenario, power efficiency is gained due to the intelligent Hydra operating system services, as the resulting accelerometer data is not moved across potentially multi-hop network links. Application code complexity is also reduced due to the higher-level single system image programming environment.

year: 2017

title: Picturebooks in teacher education: Eight teacher educators share their practice

authors: Daly, Nicola

abstract: There is a great deal of contemporary research demonstrating the effective use of picturebooks in the classroom; however, there are few studies recording perceptions and use of picturebooks in Initial Teacher Education [ITE]. This study explores the reported use of picturebooks within a New Zealand university-based ITE degree programme. The data discussed in this article was collected using semi structured interviews with eight teacher educators from different learning areas of the New Zealand Curriculum. In order to unpack the power of using picturebooks as part of teacher preparation a discussion of why and how picturebooks are used by teacher educators is presented. These themes include modeling pedagogy for future teachers; dealing with negative attitudes to certain curriculum areas; plugging gaps in pre-service teacher knowledge among others.

text: Picturebooks in teacher education: Eight teacher educators share their practice There is a great deal of contemporary research demonstrating the effective use of picturebooks in the classroom; however, there are few studies recording perceptions and use of picturebooks in Initial Teacher Education [ITE]. This study explores the reported use of picturebooks within a New Zealand university-based ITE degree programme. The data discussed in this article was collected using semi structured interviews with eight teacher educators from different learning areas of the New Zealand Curriculum. In order to unpack the power of using picturebooks as part of teacher preparation a discussion of why and how picturebooks are used by teacher educators is presented. These themes include modeling pedagogy for future teachers; dealing with negative attitudes to certain curriculum areas; plugging gaps in pre-service teacher knowledge among others.

year: 2015

title: Using inclusive research with participants with learning (intellectual) disability to better inform adult literacy policies in Aotearoa New Zealand

authors: Newcombe, Nicolina

abstract: Western ideas about disability and literacy were developed in tandem during the Industrial Revolution and subsequently brought to Aotearoa New Zealand via colonisation. These ideas inform and reinforce educator attitudes, which are the leading factor impeding adults with learning [intellectual] disability from their educational pathways of choice. People without learning disability need to hear the voices of people with learning disability to counteract these attitudes and move towards transformational equality.

There is a paucity of information about the access to and accessibility of adult literacy education for people with learning disability in Aotearoa New Zealand. However, anecdotal evidence reports their exclusion, even from foundational adult learning. There was a gap in knowledge where collaborative research that conveys the experiences of adults with learning disability was needed to gain greater insight to these issues in our bicultural context. My original contribution to knowledge is to present the voices of adults with learning disability as they discuss and demonstrate their literacy practices, and to use their perspectives to make recommendations for adult literacy policies in Aotearoa New Zealand.

I undertook a thematic analysis of current adult literacy policies in Aotearoa New Zealand and found that they target “most” adult learners, while positioning disabled people as needing specialised, and by inference optional to provide, education and resources. These policies also prescribe a linear and progressive andragogy that may not meet the needs of all adults with learning disability, while measuring literacy skills in a way that does not foreground their strengths or value their purposes for engagement.

Then, I conducted Inclusive Participatory Action Research with five adults with learning disability to gather information about their literacy practices and perspectives. Participants in this research decided to call themselves the Passioners. We met for 10 research meetings, preceded by at least two home visits, and interspersed by reflective meetings with individual participants. All research information was presented in easy read and key information was distributed audiovisually.

The Passioners added value to this research by providing unique opportunities that are only available through doing inclusive research with them, prompting research improvements, innovation, and my efforts towards acculturation in their worlds. I evaluated my inclusive approach in this research to learn more about how people with learning disability do research as people with learning disability, and what dispositions, resources, and skills people without learning disability need to do research with them.

Using reflexive thematic analysis, I constructed six themes from our research meetings data: learning disability cultural literacies, Māori (Indigenous peoples of Aotearoa New Zealand) cultural literacies, Pākehā (New Zealanders of European descent) cultural literacies, encoding, decoding, and social media, which extends the narrow definition of literacy in our adult literacy policies. These findings, and those from my policy analysis, were used to inform policy recommendations. Policy recommendations in this research may support implementation of the United Nations Convention on the Rights of Persons with Disabilities, particularly access to lifelong learning on an equal basis with others.

text: Using inclusive research with participants with learning (intellectual) disability to better inform adult literacy policies in Aotearoa New Zealand Western ideas about disability and literacy were developed in tandem during the Industrial Revolution and subsequently brought to Aotearoa New Zealand via colonisation. These ideas inform and reinforce educator attitudes, which are the leading factor impeding adults with learning [intellectual] disability from their educational pathways of choice. People without learning disability need to hear the voices of people with learning disability to counteract these attitudes and move towards transformational equality.

There is a paucity of information about the access to and accessibility of adult literacy education for people with learning disability in Aotearoa New Zealand. However, anecdotal evidence reports their exclusion, even from foundational adult learning. There was a gap in knowledge where collaborative research that conveys the experiences of adults with learning disability was needed to gain greater insight to these issues in our bicultural context. My original contribution to knowledge is to present the voices of adults with learning disability as they discuss and demonstrate their literacy practices, and to use their perspectives to make recommendations for adult literacy policies in Aotearoa New Zealand.

I undertook a thematic analysis of current adult literacy policies in Aotearoa New Zealand and found that they target “most” adult learners, while positioning disabled people as needing specialised, and by inference optional to provide, education and resources. These policies also prescribe a linear and progressive andragogy that may not meet the needs of all adults with learning disability, while measuring literacy skills in a way that does not foreground their strengths or value their purposes for engagement.

Then, I conducted Inclusive Participatory Action Research with five adults with learning disability to gather information about their literacy practices and perspectives. Participants in this research decided to call themselves the Passioners. We met for 10 research meetings, preceded by at least two home visits, and interspersed by reflective meetings with individual participants. All research information was presented in easy read and key information was distributed audiovisually.

The Passioners added value to this research by providing unique opportunities that are only available through doing inclusive research with them, prompting research improvements, innovation, and my efforts towards acculturation in their worlds. I evaluated my inclusive approach in this research to learn more about how people with learning disability do research as people with learning disability, and what dispositions, resources, and skills people without learning disability need to do research with them.

Using reflexive thematic analysis, I constructed six themes from our research meetings data: learning disability cultural literacies, Māori (Indigenous peoples of Aotearoa New Zealand) cultural literacies, Pākehā (New Zealanders of European descent) cultural literacies, encoding, decoding, and social media, which extends the narrow definition of literacy in our adult literacy policies. These findings, and those from my policy analysis, were used to inform policy recommendations. Policy recommendations in this research may support implementation of the United Nations Convention on the Rights of Persons with Disabilities, particularly access to lifelong learning on an equal basis with others.

year: 2024-09