title: Teaching time telling and examining the relative effects of rate-building and rate-controlled practice on the retention and generalization of the time cues

authors: Mathews, Subin Tom

subjects: time telling

abstract: The present study aimed at replicating some of the procedures used in the existing empirical research on teaching time telling in a population which has not previously been used, i.e., adults with mild intellectual disabilities. The first part aimed to train three adults with mild intellectual disability and with minimal skills to tell the time to the nearest 5 min interval. The target skill was trained in 12 phases and each phase consisted of acquisition training, discrimination training and review training. A multiple-probe design was used over phases. The results showed that the procedures used in the training were effective in establishing time telling with these intellectually disabled adults. The training had brought about 55 to 67 percent improvements in the time telling skills of all three participants and the target behaviour was acquired by all the participants in 48 to 65 days, with at least 30 min of training each day. The common discrimination errors encountered, the general effectiveness of the training program, the application and the social relevance of the trained skill are discussed. The second part of this study aimed at comparing the relative effects of “fast practice”, “slow practice” and “no practice” on the retention and generalization of the time telling skills, when amount of practice and reinforcement was controlled across conditions. An Alternating Treatments, repeated measure, within-subjects design was used. The results indicated that, while periods without practicing led to the deterioration in the accuracy of skill, retention or generalization of the skill was not enhanced by rate-building to a fluency performance standard over the same amount of rate-controlled practice. Limitations of the study to provide firm conclusions are discussed.

text: Teaching time telling and examining the relative effects of rate-building and rate-controlled practice on the retention and generalization of the time cues The present study aimed at replicating some of the procedures used in the existing empirical research on teaching time telling in a population which has not previously been used, i.e., adults with mild intellectual disabilities. The first part aimed to train three adults with mild intellectual disability and with minimal skills to tell the time to the nearest 5 min interval. The target skill was trained in 12 phases and each phase consisted of acquisition training, discrimination training and review training. A multiple-probe design was used over phases. The results showed that the procedures used in the training were effective in establishing time telling with these intellectually disabled adults. The training had brought about 55 to 67 percent improvements in the time telling skills of all three participants and the target behaviour was acquired by all the participants in 48 to 65 days, with at least 30 min of training each day. The common discrimination errors encountered, the general effectiveness of the training program, the application and the social relevance of the trained skill are discussed. The second part of this study aimed at comparing the relative effects of “fast practice”, “slow practice” and “no practice” on the retention and generalization of the time telling skills, when amount of practice and reinforcement was controlled across conditions. An Alternating Treatments, repeated measure, within-subjects design was used. The results indicated that, while periods without practicing led to the deterioration in the accuracy of skill, retention or generalization of the skill was not enhanced by rate-building to a fluency performance standard over the same amount of rate-controlled practice. Limitations of the study to provide firm conclusions are discussed.

year: 2010

title: The language of certain conflicts of a nondeterministic process

authors: Malik, Robi

subjects: computer science

abstract: The language of certain conflicts is the most general set of behaviours of a nondeterministic process, which certainly lead to a livelock or deadlock when accepted by another process running in parallel. It is of great use in model checking to detect livelocks or deadlocks in very large systems, and in process-algebra to obtain abstractions preserving livelock and deadlock. Unfortunately, the language of certain conflicts is difficult to compute and has only been approximated in previous work. This paper presents an effective algorithm to calculate the language of certain conflicts for any given nondeterministic finite-state process and discusses its properties. The algorithm is shown to be correct and of exponential complexity.

text: The language of certain conflicts of a nondeterministic process The language of certain conflicts is the most general set of behaviours of a nondeterministic process, which certainly lead to a livelock or deadlock when accepted by another process running in parallel. It is of great use in model checking to detect livelocks or deadlocks in very large systems, and in process-algebra to obtain abstractions preserving livelock and deadlock. Unfortunately, the language of certain conflicts is difficult to compute and has only been approximated in previous work. This paper presents an effective algorithm to calculate the language of certain conflicts for any given nondeterministic finite-state process and discusses its properties. The algorithm is shown to be correct and of exponential complexity.

year: 2010-07-07

title: Relational and culturally responsive supervision of doctoral students working in Māori contexts: Inspirations from the Kingitanga

authors: Glynn, Ted

subjects: Relational and culturally responsive supervision

abstract: There is much to celebrate in the greatly increased number of Māori and non-Māori students in New Zealand tertiary institutions undertaking doctoral research on issues of importance to Māori.
However, in honouring their commitments to the Treaty of Waitangi, tertiary institutions need to ensure that Māori doctoral students and their Māori communities maintain their right to define their own research questions, research paradigms and methodologies. As supervisors of doctoral research students investigating issues of significance to Māori people, it is essential that we learn to position ourselves as visitors in someone else’s cultural space, as partners in the Treaty of Waitangi, and as co-constructors of knowledge and research methodology rather than as experts and gatekeepers (Berryman, SooHoo, & Nevin, 2013; Glynn, 2012).

This paper was occasioned by an invitation from the organisers of the annual Kingitanga Day cultural and educational programme at the University of Waikato. The Kingitanga movement has much to teach us about how to frame and conduct research that responds to long-standing injustices that have marginalised Māori people. The Kingitanga has inspired us through the resistance, resilience, agency and humility of its leaders in asserting their right to define the effects of historic and contemporary injustices, and the right to define their own responses to these injustices.

In this paper, we explore some of the relational and culturally responsive understandings we have arrived at from supervising the research of four doctoral candidates in Education (two Māori and two non-Māori). This research has been designed to promote the success and wellbeing of Māori students in mainstream schools, addressing historic and ongoing injustices experienced by Māori students and their whānau and communities.

text: Relational and culturally responsive supervision of doctoral students working in Māori contexts: Inspirations from the Kingitanga There is much to celebrate in the greatly increased number of Māori and non-Māori students in New Zealand tertiary institutions undertaking doctoral research on issues of importance to Māori.
However, in honouring their commitments to the Treaty of Waitangi, tertiary institutions need to ensure that Māori doctoral students and their Māori communities maintain their right to define their own research questions, research paradigms and methodologies. As supervisors of doctoral research students investigating issues of significance to Māori people, it is essential that we learn to position ourselves as visitors in someone else’s cultural space, as partners in the Treaty of Waitangi, and as co-constructors of knowledge and research methodology rather than as experts and gatekeepers (Berryman, SooHoo, & Nevin, 2013; Glynn, 2012).

This paper was occasioned by an invitation from the organisers of the annual Kingitanga Day cultural and educational programme at the University of Waikato. The Kingitanga movement has much to teach us about how to frame and conduct research that responds to long-standing injustices that have marginalised Māori people. The Kingitanga has inspired us through the resistance, resilience, agency and humility of its leaders in asserting their right to define the effects of historic and contemporary injustices, and the right to define their own responses to these injustices.

In this paper, we explore some of the relational and culturally responsive understandings we have arrived at from supervising the research of four doctoral candidates in Education (two Māori and two non-Māori). This research has been designed to promote the success and wellbeing of Māori students in mainstream schools, addressing historic and ongoing injustices experienced by Māori students and their whānau and communities.

year: 2015