title: Counterexample Computation in Compositional Nonblocking Verification

authors: Malik, Robi

subjects: validation

abstract: This paper describes algorithms to compute a counterexample when compositional nonblocking verification determines that a discrete event system is blocking. Counterexamples are an important feature of model checking that explains the cause of a detected problem, greatly helping users to understand and fix faults. In compositional verification, counterexamples are difficult to compute due to the large state space and the loss of information after abstraction. The paper explains the difficulties and proposes a solution, and experimental results show that counterexamples can be computed successfully for several industrial-scale systems.

text: Counterexample Computation in Compositional Nonblocking Verification This paper describes algorithms to compute a counterexample when compositional nonblocking verification determines that a discrete event system is blocking. Counterexamples are an important feature of model checking that explains the cause of a detected problem, greatly helping users to understand and fix faults. In compositional verification, counterexamples are difficult to compute due to the large state space and the loss of information after abstraction. The paper explains the difficulties and proposes a solution, and experimental results show that counterexamples can be computed successfully for several industrial-scale systems.

year: 2018

title: Choosing Choice: An Assessment of Children's Preference to Choose

authors: Penman, Jenna Ann

abstract: The current study examined the effects of choosing among alternatives for five children in a series of experiments. In the first, a concurrent-chains arrangement was used to assess all participant’s preferences for choice making. Initial link selections resulted in access to terminal links in which the completed task resulted (a) the choice of identical reinforcers (choice), (b) the delivery of an identical reinforcer (no-choice), or (c) no reinforcer delivered (control). One of the five participants showed an initial preference for choice, the others had either an inconsistent preference or were indifferent. Additional evaluations were conducted (Experiments 2 and 4) to demonstrate whether preference for choice could be established by either increasing variability of the stimuli, or by increasing the number of stimuli from which to choose. Choice-link selections increased for one participant when more items were available from which to choose and for another participant when the items from which to choose varied.  Experiment 3 and 5 quantified the value of the opportunity to choose using progressively increasing schedule requirements during the choice terminal link for the three children who demonstrated a preference for choice. All three children continued to select the choice link even when the schedule requirements in the choice link were much higher than that in the no-choice link.

text: Choosing Choice: An Assessment of Children's Preference to Choose The current study examined the effects of choosing among alternatives for five children in a series of experiments. In the first, a concurrent-chains arrangement was used to assess all participant’s preferences for choice making. Initial link selections resulted in access to terminal links in which the completed task resulted (a) the choice of identical reinforcers (choice), (b) the delivery of an identical reinforcer (no-choice), or (c) no reinforcer delivered (control). One of the five participants showed an initial preference for choice, the others had either an inconsistent preference or were indifferent. Additional evaluations were conducted (Experiments 2 and 4) to demonstrate whether preference for choice could be established by either increasing variability of the stimuli, or by increasing the number of stimuli from which to choose. Choice-link selections increased for one participant when more items were available from which to choose and for another participant when the items from which to choose varied.  Experiment 3 and 5 quantified the value of the opportunity to choose using progressively increasing schedule requirements during the choice terminal link for the three children who demonstrated a preference for choice. All three children continued to select the choice link even when the schedule requirements in the choice link were much higher than that in the no-choice link.

year: 2016

title: He oranga tō te wai: Māori Pedagogies - A Culturally Responsive View of Aquatic Education and Drowning Prevention in Aotearoa

authors: Haimona, Mark Waihape

abstract: Drowning is a leading cause of accidental death and hospitalisation among Māori in Aotearoa. Drowning reports (Water Safety New Zealand, 2010, 2016, 2019) indicate Māori are over-represented in drowning compared to non-Māori, and on average account for up to a quarter of all drowning fatalities each year. Māori male aged 15-44 years and Māori children under five are most at risk of drowning (WSNZ, 2018, 2). A recent Aotearoa study on children’s water survival skills suggest changes are needed to improve how children develop fundamental aquatic skills and how teachers can best teach those skills (Button et al., 2017). In particular, the teaching of water safety skills for broader use in the open water environments of Aotearoa. 
Māori pedagogies within physical education, health, and education in the outdoors (Hemara, 2000; Jackson et al, 2016; Phillips, 2018) have demonstrated the benefits of Māori teaching methods that foster positive learning outcomes for Māori. (Bishop & Berryman, 2006, 2009). As such, this research investigated core components of Māori pedagogies that can improve aquatic education for Māori. It sought to validate traditional and contemporary aquatic teachings and water safety practices that Māori exercise as an expression of ira tangata (human development) and their relationship with te ao tūroa (the long-standing world). By means of kaupapa Māori research and the development of a new framework - Tāne Whānau Mārama, this thesis offers valuable insights into the importance of culturally responsive pedagogies in aquatic education that will enhance the health, educational achievements, and well-being of Māori whānau and communities.

text: He oranga tō te wai: Māori Pedagogies - A Culturally Responsive View of Aquatic Education and Drowning Prevention in Aotearoa Drowning is a leading cause of accidental death and hospitalisation among Māori in Aotearoa. Drowning reports (Water Safety New Zealand, 2010, 2016, 2019) indicate Māori are over-represented in drowning compared to non-Māori, and on average account for up to a quarter of all drowning fatalities each year. Māori male aged 15-44 years and Māori children under five are most at risk of drowning (WSNZ, 2018, 2). A recent Aotearoa study on children’s water survival skills suggest changes are needed to improve how children develop fundamental aquatic skills and how teachers can best teach those skills (Button et al., 2017). In particular, the teaching of water safety skills for broader use in the open water environments of Aotearoa. 
Māori pedagogies within physical education, health, and education in the outdoors (Hemara, 2000; Jackson et al, 2016; Phillips, 2018) have demonstrated the benefits of Māori teaching methods that foster positive learning outcomes for Māori. (Bishop & Berryman, 2006, 2009). As such, this research investigated core components of Māori pedagogies that can improve aquatic education for Māori. It sought to validate traditional and contemporary aquatic teachings and water safety practices that Māori exercise as an expression of ira tangata (human development) and their relationship with te ao tūroa (the long-standing world). By means of kaupapa Māori research and the development of a new framework - Tāne Whānau Mārama, this thesis offers valuable insights into the importance of culturally responsive pedagogies in aquatic education that will enhance the health, educational achievements, and well-being of Māori whānau and communities.

year: 2023