title: Efficient filtering of composite events

authors: Hinze, Annika

subjects: computer science

abstract: Event Notification Services (ENS) are used in various applications such as remote monitoring and control, stock tickers, traffic control, or facility management. The performance issues of the filtering of primitive events has been widely studied. However, for a growing number of applications, the rapid notification about the occurrence of composite events is an important issue. Currently, the detection of composite events requires a second filtering step after the identification of the primitive components. In this paper, we propose a single-step method for the filtering of composite events. The method has been implemented and tested within our ENS prototype CompAS. Using our method, the filter response time for composite events is significantly reduced. Additionally, the overall performance of the event filtering has been improved.

text: Efficient filtering of composite events Event Notification Services (ENS) are used in various applications such as remote monitoring and control, stock tickers, traffic control, or facility management. The performance issues of the filtering of primitive events has been widely studied. However, for a growing number of applications, the rapid notification about the occurrence of composite events is an important issue. Currently, the detection of composite events requires a second filtering step after the identification of the primitive components. In this paper, we propose a single-step method for the filtering of composite events. The method has been implemented and tested within our ENS prototype CompAS. Using our method, the filter response time for composite events is significantly reduced. Additionally, the overall performance of the event filtering has been improved.

year: 2003

title: Educational leadership for international partnerships between New Zealand and east Asian Chinese higher education institutions

authors: Ho, Ai-Hsin

subjects: educational leadership

abstract: This study examines how higher education leaders in different socio-cultural contexts are involved in the practice of distributed leadership in international partnerships. This study employs socio-cultural theorising to help explain the 22 New Zealand, Singaporean, Chinese and Taiwanese higher education leaders' multiple experiences, perceptions and practices in international partnerships. In this study, socio-cultural theorising entails a view of constructivist epistemology and the ontology of constructive realism. Grounded theory methodology and Wallner's strangifications were employed to acquire, analyse, interpret and compare qualitative data across different contexts in this study. Semi-structured interviewing and document collection were the methods used for data generation. 
The findings suggest that distributed leadership in international higher education partnerships should move beyond simply arranging formal leadership roles, responsibilities, and resources. Distributed leadership in such cross-cultural contexts should be conceived as an inclusive approach to multiple leadership practices. Five interrelated key elements of distributed leadership emerged. They are formal arrangements, enhanced leadership opportunities, understanding the context, sustainability and learning. All the key elements entailed certain levels and aspects of learning. Learning and distributed leadership practices are closely intertwined and informing each other.
A conceptual framework for the learning and practice of distributed leadership in international partnership is proposed to theorise the relationship between three sources of learning of distributed leadership, and multiple distributed leadership practices. The three sources of learning identified in this study are understandings of the context (in actuality), prior knowledge (in lifeworlds), and knowledge of leadership capital, issues and factors (in microworlds). This study provides wider implications for education practitioners in other contexts to explore in international partnerships how social, cultural and economic forms leadership capital can be successfully distributed, exchanged and sustained, and how higher education leaders at all levels can actively participate and learn in international partnerships. Recommendations for researchers to conduct cross-cultural studies are provided.

text: Educational leadership for international partnerships between New Zealand and east Asian Chinese higher education institutions This study examines how higher education leaders in different socio-cultural contexts are involved in the practice of distributed leadership in international partnerships. This study employs socio-cultural theorising to help explain the 22 New Zealand, Singaporean, Chinese and Taiwanese higher education leaders' multiple experiences, perceptions and practices in international partnerships. In this study, socio-cultural theorising entails a view of constructivist epistemology and the ontology of constructive realism. Grounded theory methodology and Wallner's strangifications were employed to acquire, analyse, interpret and compare qualitative data across different contexts in this study. Semi-structured interviewing and document collection were the methods used for data generation. 
The findings suggest that distributed leadership in international higher education partnerships should move beyond simply arranging formal leadership roles, responsibilities, and resources. Distributed leadership in such cross-cultural contexts should be conceived as an inclusive approach to multiple leadership practices. Five interrelated key elements of distributed leadership emerged. They are formal arrangements, enhanced leadership opportunities, understanding the context, sustainability and learning. All the key elements entailed certain levels and aspects of learning. Learning and distributed leadership practices are closely intertwined and informing each other.
A conceptual framework for the learning and practice of distributed leadership in international partnership is proposed to theorise the relationship between three sources of learning of distributed leadership, and multiple distributed leadership practices. The three sources of learning identified in this study are understandings of the context (in actuality), prior knowledge (in lifeworlds), and knowledge of leadership capital, issues and factors (in microworlds). This study provides wider implications for education practitioners in other contexts to explore in international partnerships how social, cultural and economic forms leadership capital can be successfully distributed, exchanged and sustained, and how higher education leaders at all levels can actively participate and learn in international partnerships. Recommendations for researchers to conduct cross-cultural studies are provided.

year: 2009

title: Upsetting Geographies: Sacred Spaces of Matata

authors: Brown, Keri Aroha Michelle

subjects: sacred

abstract: My research focuses on the emotional experience of the unearthing of ancestral bones for local Māori of Matata. The coastal town of Matata in the Eastern Bay of Plenty provides a central case study location as it is a town that is facing the pressure of coastal residential development as well the added strain of dealing with the 2005 flood which has compounded issues over local waahi tapu.  Local iwi have continued to actively advocate for the protection of these sites especially with regard to the ongoing discovery of ancestral bones.

Cultural and emotional geographies provide the theoretical framework for this research. This framework has been particularly useful as it encourages reflexive commentary and alternative ways of approaching and thinking about, and understanding knowledge. I have incorporated the research paradigm of kaupapa Māori which complements my theoretical framework by producing a research design that is organised and shaped according to tikanga Māori while (in) advertently critiquing and challenging traditional ways of conducting research. The overall aim is to explore the current issues surrounding the discovery of ancestral bones through korero with local iwi members. It is through their perspectives, stories, beliefs and opinions that provide a better understanding of the meanings attributed to waahi tapu and the influence of certain events such as the 2005 flood. I examine, critically the relationship between power, sacred sites, bones and the body. 

It is from these objectives that I contribute to an area of scholarship that has been largely left out from geographical enquiry. I suggest that the importance of sacredness and spirituality has been relatively overlooked as an influential factor in people's perceptions of the world around them. This thesis is intended to demonstrate the value of indigenous perspectives of bones, the body and sacredness as a way of better understanding some of the complexities that can arise when cross-cultural approaches collide in environmental planning.  

There are three main themes that have emerged from this research. The first theme has to do with competing knowledges. To Māori, the location and knowledge of ancestral bones is culturally important and is in its self sacred, therefore certain tikanga is applied as a means of a protection mechanism. However this ideologically clashes with traditional scientific western approaches which are privileged over other alternative ways of understanding knowledge, in this case Māori knowledge. The second related theme concerns the process of boundary making and cross-cultural ways of perceiving 'sacred' and 'everyday' spaces. To better understand these perspectives involves acknowledging the embodied and emotional experience of wāhi tapu to Māori, and the active role of kaitiaki in the protection and careful management of these culturally important spaces.

text: Upsetting Geographies: Sacred Spaces of Matata My research focuses on the emotional experience of the unearthing of ancestral bones for local Māori of Matata. The coastal town of Matata in the Eastern Bay of Plenty provides a central case study location as it is a town that is facing the pressure of coastal residential development as well the added strain of dealing with the 2005 flood which has compounded issues over local waahi tapu.  Local iwi have continued to actively advocate for the protection of these sites especially with regard to the ongoing discovery of ancestral bones.

Cultural and emotional geographies provide the theoretical framework for this research. This framework has been particularly useful as it encourages reflexive commentary and alternative ways of approaching and thinking about, and understanding knowledge. I have incorporated the research paradigm of kaupapa Māori which complements my theoretical framework by producing a research design that is organised and shaped according to tikanga Māori while (in) advertently critiquing and challenging traditional ways of conducting research. The overall aim is to explore the current issues surrounding the discovery of ancestral bones through korero with local iwi members. It is through their perspectives, stories, beliefs and opinions that provide a better understanding of the meanings attributed to waahi tapu and the influence of certain events such as the 2005 flood. I examine, critically the relationship between power, sacred sites, bones and the body. 

It is from these objectives that I contribute to an area of scholarship that has been largely left out from geographical enquiry. I suggest that the importance of sacredness and spirituality has been relatively overlooked as an influential factor in people's perceptions of the world around them. This thesis is intended to demonstrate the value of indigenous perspectives of bones, the body and sacredness as a way of better understanding some of the complexities that can arise when cross-cultural approaches collide in environmental planning.  

There are three main themes that have emerged from this research. The first theme has to do with competing knowledges. To Māori, the location and knowledge of ancestral bones is culturally important and is in its self sacred, therefore certain tikanga is applied as a means of a protection mechanism. However this ideologically clashes with traditional scientific western approaches which are privileged over other alternative ways of understanding knowledge, in this case Māori knowledge. The second related theme concerns the process of boundary making and cross-cultural ways of perceiving 'sacred' and 'everyday' spaces. To better understand these perspectives involves acknowledging the embodied and emotional experience of wāhi tapu to Māori, and the active role of kaitiaki in the protection and careful management of these culturally important spaces.

year: 2008