title: A framework for compositional nonblocking verification of extended finite-state machines

authors: Mohajerani, Sahar

subjects: Science & Technology

abstract: This paper presents a framework for compositional nonblocking verification of discrete event systems modelled as extended finite-state machines (EFSM). Previous results are improved to consider general conflict-equivalence based abstractions of EFSMs communicating both via shared variables and events. Performance issues resulting from the conversion of EFSM systems to finite-state machine systems are avoided by operating directly on EFSMs, deferring the unfolding of variables into state machines as long as possible. Several additional methods to abstract EFSMs and remove events are also presented. The proposed algorithm has been implemented in the discrete event systems tool Supremica, and the paper presents experimental results for several large EFSM models that can be verified faster than by previously used methods.

text: A framework for compositional nonblocking verification of extended finite-state machines This paper presents a framework for compositional nonblocking verification of discrete event systems modelled as extended finite-state machines (EFSM). Previous results are improved to consider general conflict-equivalence based abstractions of EFSMs communicating both via shared variables and events. Performance issues resulting from the conversion of EFSM systems to finite-state machine systems are avoided by operating directly on EFSMs, deferring the unfolding of variables into state machines as long as possible. Several additional methods to abstract EFSMs and remove events are also presented. The proposed algorithm has been implemented in the discrete event systems tool Supremica, and the paper presents experimental results for several large EFSM models that can be verified faster than by previously used methods.

year: 2016-03-01

title: An exploration of moral leadership: What are the personal attributes, dispositions and capacities of principals who lead with moral purpose within their school community?

authors: Elder, Jason Mark

subjects: Moral Leadership

abstract: Brundrett, Fitzgerald and Sommerfeldt (2006) argue that the role of a principal has been burdened by site based administrivia, and increasing accountability centred on teacher performance and student attainment. However, Notman (2012) has identified school principals who develop certain types of personal attributes, dispositions, and capacities to lead in a moral way. They also appear to have a broader view of education and society. This leads towards the notion of exploring principals’ who lead with moral purpose in the context of their school community. 

Literature suggests the best way to explore principals who lead with moral purpose is through the social constructivist paradigm and qualitative methodology (Bear-Lehman, 2002). As a result, six New Zealand principals were identified and interviewed using a semi-structured interview process. The data from these interviews was then analysed using an interpretivist approach.

Findings from the research illustrated how principals who lead with moral purpose have a deep conviction towards valuing human relationships within their school community. Moral purpose influences a principal to be driven by a social justice belief that every person in a community is entitled to a meaningful education and reasonable life. This understanding is further shaped by an ethical belief that the moral purpose of education is to ensure that the rights and aspirations of every community member, starting with their students, is protected and enhanced. 

This research has shown that principals who lead with moral purpose are more likely to be moral leaders, where their focus is on leading others in a moral way. They model and communicate ethical beliefs through their moral actions, which imbue a culture of high trust, collective responsibility and shared moral purpose. This has led to an authentic view of moral leadership which includes a moral leaders personal self-construct. Authentic moral principals have the capacity to critically self-reflect due to their developing ethical and moral intelligences.

text: An exploration of moral leadership: What are the personal attributes, dispositions and capacities of principals who lead with moral purpose within their school community? Brundrett, Fitzgerald and Sommerfeldt (2006) argue that the role of a principal has been burdened by site based administrivia, and increasing accountability centred on teacher performance and student attainment. However, Notman (2012) has identified school principals who develop certain types of personal attributes, dispositions, and capacities to lead in a moral way. They also appear to have a broader view of education and society. This leads towards the notion of exploring principals’ who lead with moral purpose in the context of their school community. 

Literature suggests the best way to explore principals who lead with moral purpose is through the social constructivist paradigm and qualitative methodology (Bear-Lehman, 2002). As a result, six New Zealand principals were identified and interviewed using a semi-structured interview process. The data from these interviews was then analysed using an interpretivist approach.

Findings from the research illustrated how principals who lead with moral purpose have a deep conviction towards valuing human relationships within their school community. Moral purpose influences a principal to be driven by a social justice belief that every person in a community is entitled to a meaningful education and reasonable life. This understanding is further shaped by an ethical belief that the moral purpose of education is to ensure that the rights and aspirations of every community member, starting with their students, is protected and enhanced. 

This research has shown that principals who lead with moral purpose are more likely to be moral leaders, where their focus is on leading others in a moral way. They model and communicate ethical beliefs through their moral actions, which imbue a culture of high trust, collective responsibility and shared moral purpose. This has led to an authentic view of moral leadership which includes a moral leaders personal self-construct. Authentic moral principals have the capacity to critically self-reflect due to their developing ethical and moral intelligences.

year: 2013

title: Approaching Māori language through meaning: The predominance of Indo-European models of relationships within propositions

authors: Whaanga, Hēmi

subjects: Te reo Māori

abstract: In every language, there are relationships between predicators (such as, for example, 'go'/'haere') and arguments (such as, for example, ‘James'/'Hēmi’). One such relationship that has been proposed is that of agency. Thus, in 'James goes'/ ‘E haere ana a Hēmi’), 'James'/'Hēmi' can be said to be the agent of the action 'go'/'haere'. Much of the international literature on relationships of this type is based on research on English and it has been claimed that the relationships that have been identified are universals. However, there may be differences among languages, differences that are attributable to the fact that different languages encode different ways of perceiving divisions in perceptual space. My aim here is to demonstrate, with reference to a number of different models of predicator/ argument relations, that most of them are based on assumptions that derive from the structure of Indo-European languages, English in particular. In Part 2 of this paper (to appear in a subsequent issue of this Journal), the implications of this discussion will be examined with reference to an analysis of Māori in terms of relationships within propositions.

text: Approaching Māori language through meaning: The predominance of Indo-European models of relationships within propositions In every language, there are relationships between predicators (such as, for example, 'go'/'haere') and arguments (such as, for example, ‘James'/'Hēmi’). One such relationship that has been proposed is that of agency. Thus, in 'James goes'/ ‘E haere ana a Hēmi’), 'James'/'Hēmi' can be said to be the agent of the action 'go'/'haere'. Much of the international literature on relationships of this type is based on research on English and it has been claimed that the relationships that have been identified are universals. However, there may be differences among languages, differences that are attributable to the fact that different languages encode different ways of perceiving divisions in perceptual space. My aim here is to demonstrate, with reference to a number of different models of predicator/ argument relations, that most of them are based on assumptions that derive from the structure of Indo-European languages, English in particular. In Part 2 of this paper (to appear in a subsequent issue of this Journal), the implications of this discussion will be examined with reference to an analysis of Māori in terms of relationships within propositions.

year: 2001-09