Verifying data refinements using a model checker

In this paper, we consider how refinements between state-based specifications (e.g., written in Z) can be checked by use of a model checker. Specifically, we are interested in the verification of downward and upward simulations which are the standard approach to verifying refinements in state-based notations. We show how downward and upward simulations can be checked using existing temporal logic model checkers. In particular, we show how the branching time temporal logic CTL can be used to encode the standard simulation conditions. We do this for both a blocking, or guarded, interpretation of operations (often used when specifying reactive systems) as well as the more common non-blocking interpretation of operations used in many state-based specification languages (for modelling sequential systems). The approach is general enough to use with any state-based specification language, and we illustrate how refinements between Z specifications can be checked using the SAL CTL model checker using a small example.

Adolescence: A useful concept for this millennium

‘Adolescence’ has become increasingly recognised as a nebulous concept. Previous conceptualisations of adolescence have adopted a ‘deficit’ view, regarding teenagers as ‘unfinished’ adults. The deficit view of adolescence is highly problematic in an era where adulthood itself is difficult to define. The terms ‘kidult’ or ‘adultescent’ have emerged to describe adult-age people whose interests and priorities match those of their teenage counterparts. Rather than relying on ‘lock-step’ models of physical, cognitive and social growth put forward by developmental psychology, adolescence can be more usefully defined by looking at the common experiences of people in their teenage years. Common experiences arise at an institutional level; for example, all adolescents are treated as the same by legal and education systems. The transition from primary to secondary schooling is a milestone for all children, exposing them to a new type of educational environment. Shared experiences also arise from generational factors. Today’s adolescents belong to the millennial generation, characterised by technological competence, global perspectives, high susceptibility to media influence, individualisation and rapid interactions. This generation focuses on teamwork, achievement, modesty and good conduct, and has great potential for significant collective accomplishments. These generational factors challenge educators to provide relevant learning experiences for today’s students. Many classrooms still utilise textbook-based pedagogy more suited to previous generations, resulting in disengagement among millennial students. Curriculum content must also be tailored to generational needs. The rapid pace of change, as well as the fluidity of identity created by dissolving geographical and vocational boundaries, mean that the millennial generation will need more than a fixed set of skills and knowledge to enter adulthood. Teachers must enable their students to think like ‘expert novices’, adept at assimilating new concepts in depth and prepared to engage in lifelong learning.

The problematic metagovernance of networks: Water reform in New South Wales

This paper argues that we need to bring government back into discussions about network governance, via the concept of metagovernance which uses water reform in an Australian state as an example. Metagovernance is defined as the government of governance, and is a vital but under researched and under theorised problem because it is difficult and contentious. The paper identifies a range of metagovernance failures in this case and suggests that the lessons learnt by the Australian authorities from the experience have led to some rethinking about the benefits and desirable scope of network governance.

Training emotional intelligence: Presenting the results of an experimental study

This presentation outlines the results of an eighteen month study examining the effect of an emotions focused training intervention on the emotional intelligence of employees from a large public sector organisation. Utilising an experimental methodology, 280 staff attended a two-day program focused on training emotional intelligence skills and abilities. These interventions were created around Mayer and Salovey’s four-branch model of emotional intelligence (awareness, understanding, facilitation and management of emotions). The experimental group’s emotional intelligence was tested pre and post training using the Workgroup Emotional Intelligence Profile (WEIP). In addition, a control group from the same organisation also completed the same measure at three points during the same eighteen month period. Analysis of the control and experimental group data were conducted, and whilst no changes were found in the control group, the experimental group’s overall emotional intelligence significantly improved post training. To further strengthen these findings, a measure of effect size using Cohen’s d was also conducted to assess the magnitude of the training intervention’s overall effect. Full results will be presented during the presentation, with feedback on the study and methods utilised encouraged from participants.

Using special events to motivate visitors to attend art galleries

The contemporary directions of art galleries worldwide are changing as social patterns and demands, as well as visitor expectations of their experiences at art galleries, change. New programs and strategies are being developed in galleries to make these institutions more appealing to people who would not normally visit them, and one such strategy is the staging of special events. However, because galleries are staging an increasing number of special events, the factors motivating visitors to attend these institutions are changing. Visitors hope to have different experiences and encounters in the gallery during special events. This paper presents the findings from a study in Australia about visitors’ motivations to attend special events in galleries. It highlights the different factors that motivate visitors to attend the gallery specifically for a special event in comparison to visiting the gallery's permanent collections.

Exploring Visitors' Perceptions of Art Gallery Festivals

The contemporary directions of art galleries worldwide are changing as social patterns and demands, and visitor expectations of their experiences at art galleries change. New programs and strategies are being developed in galleries to make these institutions more appealing to people who would not normally visit them. One such strategy is the staging of special events, which in galleries take a variety of forms. As special events are increasingly being employed by galleries to inspire new audiences, it is important that these institutions develop an awareness of how their visitors understand and respond to such events. Festivals are one type of special event that visitors identify as having a distinct role and nature. This paper explores visitors’ perceptions of festivals in art galleries and identifies several characteristics that distinguish festivals from other special events. These characteristics include the focus of the event, the audience attending, the degree of interactivity offered, the timing, and the place at which the event is staged. Understanding visitors’ perceptions and expectations of festivals will enable galleries to develop and further enhance their programs and special events to meet visitors’ needs.

Making it work: Identifying the challenges of collaborative international research

In this article, we explore the challenges - and benefits - of conducting collaborative research on an international scale. The authors - from Australia, Canada, and New Zealand - draw upon their experiences in designing and conducting a three-country study. The growing pressures on scholars to work in collaborative research teams are described, and key findings and reflections are presented. It is claimed that such work is a highly complex and demanding extension to the academic's role. The authors conclude that, despite the somewhat negative sense that this reflection may convey, the synergies gained and the valuable comparative learning that took place make overcoming these challenges a worthwhile process. The experiences as outlined in this paper suggest that developing understandings of the challenges inherent in undertaking international collaborative research might well be a required component of the professional development opportunities afforded to new scholars.