title: Automatic application object migration in sensor networks

authors: Hunkin, Paul

subjects: computer science

abstract: Object migration in wireless sensor networks has the potential to reduce energy consumption for a wireless sensor network mesh. Automated migration reduces the need for the programmer to perform manual static analysis to find an efficient layout solution. Instead, the system can self-optimise and adjust to changing conditions. This paper describes an automated, transparent object migration system for wireless sensor networks, implemented on a micro Java virtual machine. The migration system moves objects at runtime around the sensor mesh to reduce communication overheads. The movement of objects is transparent to the application developer. Automated transparent object migration is a core component of Hydra, a distributed operating system for wireless sensor networks that is currently under development. Performance of the system under a complex performance test scenario using a real-world dataset of seismic events is described. The results show that under both simple and complex conditions the migration technique can result in lower data traffic and consequently lower overall energy cost.

text: Automatic application object migration in sensor networks Object migration in wireless sensor networks has the potential to reduce energy consumption for a wireless sensor network mesh. Automated migration reduces the need for the programmer to perform manual static analysis to find an efficient layout solution. Instead, the system can self-optimise and adjust to changing conditions. This paper describes an automated, transparent object migration system for wireless sensor networks, implemented on a micro Java virtual machine. The migration system moves objects at runtime around the sensor mesh to reduce communication overheads. The movement of objects is transparent to the application developer. Automated transparent object migration is a core component of Hydra, a distributed operating system for wireless sensor networks that is currently under development. Performance of the system under a complex performance test scenario using a real-world dataset of seismic events is described. The results show that under both simple and complex conditions the migration technique can result in lower data traffic and consequently lower overall energy cost.

year: 2010

title: Traditional Ecological Knowledge in Sustainable Resource Management in Papua New Guinea: The Role of Education and Implications for Policy

authors: Tiu, Sangion Appiee

subjects: Traditional ecological knowledge

abstract: Traditional Ecological Knowledge (TEK) has been argued to have a significant role as a strategy for sustainable resource management. TEK in this context refers to all aspects of indigenous knowledge and practice related to human interactions with the environment, and is particularly important in developing countries, where significant tensions exist between indigenous ways of life and capitalistic economic development. This research explored the perceptions of indigenous Papua New Guineans about a relationship between TEK and sustainability, the role of education in using TEK in sustainable resource management, and the extent to which existing education and sustainable resource management policies emphasise TEK. Twenty-four participants were invited from stakeholder groups involved in natural resource management, such as community members, educators, conservation practitioners, policy makers and resource developers.

This qualitative study combined elements of both interpretivism and critical theory to understand and interpret participants’ perceptions of the challenges, limitations and management strategies for sustainable natural resource management using TEK. These approaches were informed by the literature on TEK and sustainability in developing the research design. Data was collected in two phases through semi-structured interviews and follow-up workshops and critically analysed using analysis of themes that emerged from the data and the literature.

The findings indicated that TEK in the indigenous Papua New Guinean context led to a sustainable way of life through exercising the values of respect, responsibility and reciprocity for continuity. TEK was found to be a way of life that used holistic approaches of maintaining connection to land and other resources, and ensuring these were equitably accessed to meet social, cultural and physical human needs. This also showed that sustainability was embedded in every social and environmental aspect of TEK.

The findings indicated that TEK had a crucial role in educating about sustainability through empowering and encouraging self-reflective learning among its users. A combination of formal, informal and non-formal education can engage and involve TEK users and learners to reflect on their beliefs and practices, develop positive attitudes and approaches towards sustainable resource management and keep TEK knowledge alive.

The findings showed that existing policies related to education and sustainable resource management do not sufficiently include emphasis on TEK. Policy has a role in empowering communities through reinforcing TEK principles in education, and in decision-making and implementation for sustainable resource management.

This study highlighted the importance of TEK as a significant approach to sustainability in the indigenous Papua New Guinean context for generations past. The application of TEK principles of respect, responsibility and reciprocity could be incorporated into formal and non-formal education. These principles could also achieve sustainable communities if consistently reinforced in policy across all sectors.

text: Traditional Ecological Knowledge in Sustainable Resource Management in Papua New Guinea: The Role of Education and Implications for Policy Traditional Ecological Knowledge (TEK) has been argued to have a significant role as a strategy for sustainable resource management. TEK in this context refers to all aspects of indigenous knowledge and practice related to human interactions with the environment, and is particularly important in developing countries, where significant tensions exist between indigenous ways of life and capitalistic economic development. This research explored the perceptions of indigenous Papua New Guineans about a relationship between TEK and sustainability, the role of education in using TEK in sustainable resource management, and the extent to which existing education and sustainable resource management policies emphasise TEK. Twenty-four participants were invited from stakeholder groups involved in natural resource management, such as community members, educators, conservation practitioners, policy makers and resource developers.

This qualitative study combined elements of both interpretivism and critical theory to understand and interpret participants’ perceptions of the challenges, limitations and management strategies for sustainable natural resource management using TEK. These approaches were informed by the literature on TEK and sustainability in developing the research design. Data was collected in two phases through semi-structured interviews and follow-up workshops and critically analysed using analysis of themes that emerged from the data and the literature.

The findings indicated that TEK in the indigenous Papua New Guinean context led to a sustainable way of life through exercising the values of respect, responsibility and reciprocity for continuity. TEK was found to be a way of life that used holistic approaches of maintaining connection to land and other resources, and ensuring these were equitably accessed to meet social, cultural and physical human needs. This also showed that sustainability was embedded in every social and environmental aspect of TEK.

The findings indicated that TEK had a crucial role in educating about sustainability through empowering and encouraging self-reflective learning among its users. A combination of formal, informal and non-formal education can engage and involve TEK users and learners to reflect on their beliefs and practices, develop positive attitudes and approaches towards sustainable resource management and keep TEK knowledge alive.

The findings showed that existing policies related to education and sustainable resource management do not sufficiently include emphasis on TEK. Policy has a role in empowering communities through reinforcing TEK principles in education, and in decision-making and implementation for sustainable resource management.

This study highlighted the importance of TEK as a significant approach to sustainability in the indigenous Papua New Guinean context for generations past. The application of TEK principles of respect, responsibility and reciprocity could be incorporated into formal and non-formal education. These principles could also achieve sustainable communities if consistently reinforced in policy across all sectors.

year: 2016

title: Te Whanake Online: An interactive resource for Māori language learning

authors: Ka'ai, Tānia M.

subjects: New Zealand

abstract: The promotion of the Māori language is regarded by Māori as essential to the survival of Māori culture, arts, history and identity. The goal of the Te Whanake Online project is to develop a series of online interactive modules to complement an established Māori language learning set of texts and related resources, called Te Whanake. Te Whanake Online supports an immersion or game-style approach to language learning. Currently the fifteen modules for the first book in the series, Te Whanake 1 Te Kākano, have been completed. Each module begins with an animated movie introducing the new language of the module. Between nine and sixteen activities in each module provide practice in a wide range of spoken and written language skills, including listening with comprehension, speaking, reading with comprehension, writing and activities to help learn grammatical structures and vocabulary. The project means that Māori language learners will have access to an online resource which is at the forefront of current thinking and practice in language learning online and firmly grounded in a successful and well-established Māori language series of texts, study guides, audio-visual resources, a dictionary-index, and teachers' manuals. This article outlines the project background, its design, evaluation and the outcomes.

text: Te Whanake Online: An interactive resource for Māori language learning The promotion of the Māori language is regarded by Māori as essential to the survival of Māori culture, arts, history and identity. The goal of the Te Whanake Online project is to develop a series of online interactive modules to complement an established Māori language learning set of texts and related resources, called Te Whanake. Te Whanake Online supports an immersion or game-style approach to language learning. Currently the fifteen modules for the first book in the series, Te Whanake 1 Te Kākano, have been completed. Each module begins with an animated movie introducing the new language of the module. Between nine and sixteen activities in each module provide practice in a wide range of spoken and written language skills, including listening with comprehension, speaking, reading with comprehension, writing and activities to help learn grammatical structures and vocabulary. The project means that Māori language learners will have access to an online resource which is at the forefront of current thinking and practice in language learning online and firmly grounded in a successful and well-established Māori language series of texts, study guides, audio-visual resources, a dictionary-index, and teachers' manuals. This article outlines the project background, its design, evaluation and the outcomes.

year: 2006-09