title: Bigraph Metaprogramming for Distributed Computation

authors: Perrone, Gian David

subjects: bigraphs

abstract: Ubiquitous computing is a paradigm that emphasises integration of computing activities into the fabric of everyday life.  With the increasing availability of small, cheap computing devices, the ubiquitous computing model seems more and more likely to supplant desktop computing as the dominant paradigm.  Similarly, the presence of high-speed network connectivity between vast numbers of computers has already made distributed computing the preferred paradigm for many application domains.  Unfortunately, traditional approaches to software development are not necessarily well-suited to developing software in a post-desktop world.  We present an extension to the bigraphical reactive systems formalism that enables us to construct a programming language based upon it.  We believe that this programming language provides programmers with an environment better suited to the challenges that arise when creating software within a distributed or ubiquitous computing paradigm.  We detail our modification to the theory of bigraphical reactive systems that enables metaprogramming.  Finally, we provide a description of our prototype implementation of a programming language that enables metaprogramming of bigraphical reactive systems.

text: Bigraph Metaprogramming for Distributed Computation Ubiquitous computing is a paradigm that emphasises integration of computing activities into the fabric of everyday life.  With the increasing availability of small, cheap computing devices, the ubiquitous computing model seems more and more likely to supplant desktop computing as the dominant paradigm.  Similarly, the presence of high-speed network connectivity between vast numbers of computers has already made distributed computing the preferred paradigm for many application domains.  Unfortunately, traditional approaches to software development are not necessarily well-suited to developing software in a post-desktop world.  We present an extension to the bigraphical reactive systems formalism that enables us to construct a programming language based upon it.  We believe that this programming language provides programmers with an environment better suited to the challenges that arise when creating software within a distributed or ubiquitous computing paradigm.  We detail our modification to the theory of bigraphical reactive systems that enables metaprogramming.  Finally, we provide a description of our prototype implementation of a programming language that enables metaprogramming of bigraphical reactive systems.

year: 2010

title: Highly effective school principalship: An investigation of the views of six Solomon Islands' Community High School principals of what constitutes highly effective school principalship and their views on issues that impede their effective practice.

authors: Ruqebatu, Collin Bartholomew

subjects: Solomon Islands

abstract: Batu velakero iri kenaga, loboro mana vakatikili gira vano muzi  (Highly effective leaders are at the front, walk in the middle, and encourage those from behind to catch up) 
My uncle Zorapa said, while I was on a 'pig-hunting' trip with him some twenty odd years ago, that school principals, like all leaders, can only be called leaders if they make a difference. In modern parlance, one frequently encounters this homespun wisdom in the statement that highly effective schools are led by highly effective principals.
This study investigates the perceptions of six practicing principals of the elements of highly effective principalship in Solomon Islands' Community High schools. The study investigates and explores these perceptions and tries to describe the elements of highly effective principalship and the impediments that may prevent principals from becoming effective. The study hopes to contribute towards the possible development of highly effective principalship in the Solomon Islands schools.
The finding of this research reveals that although the participating principals were very experienced, their responses indicate that there appeared to be no theory-driven basis for their practice. Similarly, the perceptions expressed reveal the urgent need for the Solomon Islands to pay more attention to leadership development strategies that will see the creation of national, and personal, leadership philosophies and set the process of ongoing leadership development, enhancement and improvement in the country. The proposed strategies must incorporate current international research and literature on educational leadership theories as well as building on current practice in the Solomon Islands that is nationally and culturally appropriate. In addition, the study suggests that current practitioners should be encouraged to engage in educational leadership research and begin to build a national literature base. 
This study suggests that the process of establishing the notion of highly effective educational leadership in the country's school system should start as soon as possible. Those in policy and decision-making positions must have the courage to implement strategies that will contribute to improved levels of educational leadership in order to raise the quality of education for all learners in the country. The children are the future prosperity of the country.

text: Highly effective school principalship: An investigation of the views of six Solomon Islands' Community High School principals of what constitutes highly effective school principalship and their views on issues that impede their effective practice. Batu velakero iri kenaga, loboro mana vakatikili gira vano muzi  (Highly effective leaders are at the front, walk in the middle, and encourage those from behind to catch up) 
My uncle Zorapa said, while I was on a 'pig-hunting' trip with him some twenty odd years ago, that school principals, like all leaders, can only be called leaders if they make a difference. In modern parlance, one frequently encounters this homespun wisdom in the statement that highly effective schools are led by highly effective principals.
This study investigates the perceptions of six practicing principals of the elements of highly effective principalship in Solomon Islands' Community High schools. The study investigates and explores these perceptions and tries to describe the elements of highly effective principalship and the impediments that may prevent principals from becoming effective. The study hopes to contribute towards the possible development of highly effective principalship in the Solomon Islands schools.
The finding of this research reveals that although the participating principals were very experienced, their responses indicate that there appeared to be no theory-driven basis for their practice. Similarly, the perceptions expressed reveal the urgent need for the Solomon Islands to pay more attention to leadership development strategies that will see the creation of national, and personal, leadership philosophies and set the process of ongoing leadership development, enhancement and improvement in the country. The proposed strategies must incorporate current international research and literature on educational leadership theories as well as building on current practice in the Solomon Islands that is nationally and culturally appropriate. In addition, the study suggests that current practitioners should be encouraged to engage in educational leadership research and begin to build a national literature base. 
This study suggests that the process of establishing the notion of highly effective educational leadership in the country's school system should start as soon as possible. Those in policy and decision-making positions must have the courage to implement strategies that will contribute to improved levels of educational leadership in order to raise the quality of education for all learners in the country. The children are the future prosperity of the country.

year: 2008

title: Mahi Toi Skills in Contemporary Education, Training and Maori Development

authors: Joseph, Makarita Ngapine Tangitu

subjects: Kia mau ki nga taonga tuku iho o nga tupuna

abstract: Since the 1980’s, national investment in human capital and skill formation policy in education has been promoted as key to economic success and social inclusion. Social inclusion, however, is often expressed as helping citizens to become employable. Although employability is a key focus of skills formation and education policy, the context of the western ideologies that it derives from and caters to perpetuates the exclusion of mahi toi (arts and crafts) skills in education. Using a kaupapa Māori approach, two key informants who specialise and teach mahi toi skills, either rāranga (weaving) or pounamu (jade/greenstone), were interviewed. The aim was to get a better understanding of how these skills can contribute to personal, professional and Māori development in the 21st century, and to provide information indicating where and how these skills can be learnt, either through private training enterprises (PTE) or public tertiary educational institutions (TEI), thereby highlighting the value of teaching and learning rāranga and pounamu skills. Findings from analysing their pūrākau indicate that learning rāranga or pounamu skills can provide a foundation for believing in your potential, contribute to cultural identity, improve confidence and communication skills, help an individual be bestowed or acquire mana, offer a type of therapy, enhance career progression and professional identity, provide financial rewards and stability, and help with the revitalisation and transfer of cultural knowledge. Ultimately, it is concluded that mahi toi skills such as rāranga and pounamu can contribute to the development of an individual’s personal and professional lives, but also has benefits for the organisation where they become employed as well as extended whānau, hapū and iwi.

text: Mahi Toi Skills in Contemporary Education, Training and Maori Development Since the 1980’s, national investment in human capital and skill formation policy in education has been promoted as key to economic success and social inclusion. Social inclusion, however, is often expressed as helping citizens to become employable. Although employability is a key focus of skills formation and education policy, the context of the western ideologies that it derives from and caters to perpetuates the exclusion of mahi toi (arts and crafts) skills in education. Using a kaupapa Māori approach, two key informants who specialise and teach mahi toi skills, either rāranga (weaving) or pounamu (jade/greenstone), were interviewed. The aim was to get a better understanding of how these skills can contribute to personal, professional and Māori development in the 21st century, and to provide information indicating where and how these skills can be learnt, either through private training enterprises (PTE) or public tertiary educational institutions (TEI), thereby highlighting the value of teaching and learning rāranga and pounamu skills. Findings from analysing their pūrākau indicate that learning rāranga or pounamu skills can provide a foundation for believing in your potential, contribute to cultural identity, improve confidence and communication skills, help an individual be bestowed or acquire mana, offer a type of therapy, enhance career progression and professional identity, provide financial rewards and stability, and help with the revitalisation and transfer of cultural knowledge. Ultimately, it is concluded that mahi toi skills such as rāranga and pounamu can contribute to the development of an individual’s personal and professional lives, but also has benefits for the organisation where they become employed as well as extended whānau, hapū and iwi.

year: 2018