title: Divergent stutter bisimulation abstraction for controller synthesis with linear temporal logic specifications

authors: Mohajerani, Sahar

subjects: computer science

abstract: This paper proposes a method to synthesise controllers for systems with possibly infinite number of states that satisfy a specification given as an LTL\◦ formula. A common approach to handle this problem is to first compute a finite-state abstraction of the original state space and then synthesise a controller for the abstraction. This paper proposes to use an abstraction method called divergent stutter bisimulation to abstract the state space of the system. As divergent stutter bisimulation factors out stuttering steps, it typically results in a coarser and therefore smaller abstraction, at the expense of not preserving the temporal ‘‘next’’ operator. The paper leverages results about divergent stutter bisimulation from model checking and shows that divergent stutter bisimulation is a sound and complete abstraction method when synthesising controllers subject to specifications in LTL\◦.

text: Divergent stutter bisimulation abstraction for controller synthesis with linear temporal logic specifications This paper proposes a method to synthesise controllers for systems with possibly infinite number of states that satisfy a specification given as an LTL\◦ formula. A common approach to handle this problem is to first compute a finite-state abstraction of the original state space and then synthesise a controller for the abstraction. This paper proposes to use an abstraction method called divergent stutter bisimulation to abstract the state space of the system. As divergent stutter bisimulation factors out stuttering steps, it typically results in a coarser and therefore smaller abstraction, at the expense of not preserving the temporal ‘‘next’’ operator. The paper leverages results about divergent stutter bisimulation from model checking and shows that divergent stutter bisimulation is a sound and complete abstraction method when synthesising controllers subject to specifications in LTL\◦.

year: 2021

title: Year 11 students’ perceptions of political institutions, political decision-making and political personalities: How do young New Zealanders participate in political processes?

authors: Suppers, Janina

subjects: Political participation

abstract: Thirty-seven percent of young, eligible New Zealanders, aged 18 - 24, did not vote in the General Election of 2014, which is a population of 126,065 people (Electoral Commission, 2014a). While New Zealand is still amongst countries with the highest voting rates, it also has the eighth steepest decline in turnout rate out of 22 advanced democracies (Vowles, 2012). These statistics suggest that current methods to involve and entice formal political participation, like voting, seem to fail. From my experience as a secondary school Social Studies teacher, a narrow definition of what constitutes political participation and an incomplete understanding of how young people perceive political institutions and decision-making processes, could be a reason for this perception of the politically disengaged young New Zealander (Arsenau, 2014; Catt, 2005; Liddle, 2013; McCulloch, 2014). This thesis analyses and presents current literature and philosophical theories around the political participation of young people, and political literacy education in the Social Sciences learning area of the New Zealand curriculum (Ministry of Education [NZC], 2007). The thesis also includes results from research I have conducted which focuses on young people aged below the voting age of 18 (Year 11), and their perceptions of political institutions, political decision making processes and political personalities. Through the use of a mixed methods approach (student questionnaires, semi-structured qualitative interviews with Social Sciences teachers, student focus group conversations), this research endeavours to describe how young New Zealanders aged 14 to 16 perceive and participate in political processes. The information gathered through these methods, is analysed, interpreted and used to provide guidance for political literacy education in the Social Sciences learning area of the New Zealand Curriculum.

text: Year 11 students’ perceptions of political institutions, political decision-making and political personalities: How do young New Zealanders participate in political processes? Thirty-seven percent of young, eligible New Zealanders, aged 18 - 24, did not vote in the General Election of 2014, which is a population of 126,065 people (Electoral Commission, 2014a). While New Zealand is still amongst countries with the highest voting rates, it also has the eighth steepest decline in turnout rate out of 22 advanced democracies (Vowles, 2012). These statistics suggest that current methods to involve and entice formal political participation, like voting, seem to fail. From my experience as a secondary school Social Studies teacher, a narrow definition of what constitutes political participation and an incomplete understanding of how young people perceive political institutions and decision-making processes, could be a reason for this perception of the politically disengaged young New Zealander (Arsenau, 2014; Catt, 2005; Liddle, 2013; McCulloch, 2014). This thesis analyses and presents current literature and philosophical theories around the political participation of young people, and political literacy education in the Social Sciences learning area of the New Zealand curriculum (Ministry of Education [NZC], 2007). The thesis also includes results from research I have conducted which focuses on young people aged below the voting age of 18 (Year 11), and their perceptions of political institutions, political decision making processes and political personalities. Through the use of a mixed methods approach (student questionnaires, semi-structured qualitative interviews with Social Sciences teachers, student focus group conversations), this research endeavours to describe how young New Zealanders aged 14 to 16 perceive and participate in political processes. The information gathered through these methods, is analysed, interpreted and used to provide guidance for political literacy education in the Social Sciences learning area of the New Zealand Curriculum.

year: 2016

title: Indigenous knowledge, methodology and mayhem: What is the role of methodology in producing indigenous insights? A discussion from Mātauranga Māori

authors: Smith, Linda Tuhiwai

abstract: The emergence of an academic discourse called Indigenous knowledge internationally, and mātauranga Māori in Aotearoa New Zealand, presents some substantive challenges to concepts of knowing and being, of knowledge creation, knowledge work and the making of meaning. These challenges engage us across philosophical, disciplinary, institutional, inter-generational, territorial and community boundaries, presenting an opportunity to imagine this field anew, and the theories and methodologies that inform contemporary Māori or Indigenous Studies. This article raises some discussion about ‘research methodologies’ being used when discussing mātauranga Māori and Indigenous knowledge (hereafter referred to as IK mātauranga). Research methodologies are often associated with specific disciplines of knowledge and viewed as the primary if not singular way in which knowledge is generated. Arguably, IK mātauranga occupies a different knowledge space from traditional academic disciplines, including their transdisciplinary interstices. This article speaks to a gnawing sense that mayhem is at play, as the academic work around IK mātauranga begins to consolidate and become institutionalised away from its indigenous communities and contexts, where it began and where it still informs identities, ways of living and being.

text: Indigenous knowledge, methodology and mayhem: What is the role of methodology in producing indigenous insights? A discussion from Mātauranga Māori The emergence of an academic discourse called Indigenous knowledge internationally, and mātauranga Māori in Aotearoa New Zealand, presents some substantive challenges to concepts of knowing and being, of knowledge creation, knowledge work and the making of meaning. These challenges engage us across philosophical, disciplinary, institutional, inter-generational, territorial and community boundaries, presenting an opportunity to imagine this field anew, and the theories and methodologies that inform contemporary Māori or Indigenous Studies. This article raises some discussion about ‘research methodologies’ being used when discussing mātauranga Māori and Indigenous knowledge (hereafter referred to as IK mātauranga). Research methodologies are often associated with specific disciplines of knowledge and viewed as the primary if not singular way in which knowledge is generated. Arguably, IK mātauranga occupies a different knowledge space from traditional academic disciplines, including their transdisciplinary interstices. This article speaks to a gnawing sense that mayhem is at play, as the academic work around IK mātauranga begins to consolidate and become institutionalised away from its indigenous communities and contexts, where it began and where it still informs identities, ways of living and being.

year: 2016