title: Supremica – An integrated environment for verification, synthesis and simulation of discrete event systems

authors: Akesson, Knut

subjects: computer science

abstract: An integrated environment, Supremica, for verification, synthesis and simulation of discrete event systems is presented. The basic model in Supremica is finite automata where the transitions have an associated event together with a guard condition and an action function that updates automata variables. Supremica uses two main approaches to handle large state-spaces. The first approach exploits modularity in order to divide the original problem into many smaller problems that together solve the original problem. The second approach uses an efficient data structure, a binary decision diagram, to symbolically represent the reachable states. Models in Supremica may be simulated in the environment. It is also possible to generate code that implements the behavior of the model using both the IEC 61131 and the IEC 61499 standard.

text: Supremica – An integrated environment for verification, synthesis and simulation of discrete event systems An integrated environment, Supremica, for verification, synthesis and simulation of discrete event systems is presented. The basic model in Supremica is finite automata where the transitions have an associated event together with a guard condition and an action function that updates automata variables. Supremica uses two main approaches to handle large state-spaces. The first approach exploits modularity in order to divide the original problem into many smaller problems that together solve the original problem. The second approach uses an efficient data structure, a binary decision diagram, to symbolically represent the reachable states. Models in Supremica may be simulated in the environment. It is also possible to generate code that implements the behavior of the model using both the IEC 61131 and the IEC 61499 standard.

year: 2006

title: Towards a smoother transition: A multiple case study of perceived teaching related issues and support for novice higher education teachers

authors: Conning, Stacey Ashleigh

subjects: novice higher education teacher

abstract: Individuals from various occupations are recruited into higher education based on their expert discipline knowledge, professional experience and currency of practice. However, little is known about the experiences of this academic subgroup in New Zealand. International literature evidences that this group of individuals experience teaching related issues and inadequate support to assist them to transition into academia and to master the teaching role. 
Using a multiple-case study research approach, this thesis reports on the main teaching related issues perceived and experienced by four novice higher education teachers in New Zealand. In addition, it reports on what they consider are the most effective/least effective structures and practices for supporting their teaching development, including tertiary teacher academic induction. Semi-structured interviews and participant details forms were used to gather data. A social ecological framework was used to interpret and contextualise the findings.
Ten themes arose from the analysis. Teaching related issues were found to be unclear expectations, resources absent/not up to standard, assessment development and marking, challenges engaging students, and issues affecting identity. Perceived effective support structures were conversations with colleagues, conversations with external contacts and the Teaching Development Unit or equivalent. Perceived ineffective support structures were induction and line management. Use of the social ecological framework identifies that most effective/ineffective structures and practices to support this group occurred in the interpersonal and intrapersonal contexts most proximal to the individual. Similarly, the teaching related issues arose from oversights of others and development needs of the individual. 
This research adds to what is known about the transition experiences of novice higher education teachers in New Zealand. It provides preliminary findings that suggest that the induction procedures within both universities and ITPs need to be reviewed and their implementation scrutinised. There is a need to support line managers to induct and support their new staff members more effectively. The study concludes with practical implications and recommendations for future research.

text: Towards a smoother transition: A multiple case study of perceived teaching related issues and support for novice higher education teachers Individuals from various occupations are recruited into higher education based on their expert discipline knowledge, professional experience and currency of practice. However, little is known about the experiences of this academic subgroup in New Zealand. International literature evidences that this group of individuals experience teaching related issues and inadequate support to assist them to transition into academia and to master the teaching role. 
Using a multiple-case study research approach, this thesis reports on the main teaching related issues perceived and experienced by four novice higher education teachers in New Zealand. In addition, it reports on what they consider are the most effective/least effective structures and practices for supporting their teaching development, including tertiary teacher academic induction. Semi-structured interviews and participant details forms were used to gather data. A social ecological framework was used to interpret and contextualise the findings.
Ten themes arose from the analysis. Teaching related issues were found to be unclear expectations, resources absent/not up to standard, assessment development and marking, challenges engaging students, and issues affecting identity. Perceived effective support structures were conversations with colleagues, conversations with external contacts and the Teaching Development Unit or equivalent. Perceived ineffective support structures were induction and line management. Use of the social ecological framework identifies that most effective/ineffective structures and practices to support this group occurred in the interpersonal and intrapersonal contexts most proximal to the individual. Similarly, the teaching related issues arose from oversights of others and development needs of the individual. 
This research adds to what is known about the transition experiences of novice higher education teachers in New Zealand. It provides preliminary findings that suggest that the induction procedures within both universities and ITPs need to be reviewed and their implementation scrutinised. There is a need to support line managers to induct and support their new staff members more effectively. The study concludes with practical implications and recommendations for future research.

year: 2020

title: Integrating kaupapa Māori in a pākeha philosophy programme

authors: Weijers, Dan M.

abstract: Presented at the University of Waikato, Hamilton, New Zealand on 15 September 2022

text: Integrating kaupapa Māori in a pākeha philosophy programme Presented at the University of Waikato, Hamilton, New Zealand on 15 September 2022

year: 2022-09-15