Proceedings of the 21st Conference on Formal Methods in Computer-Aided Design – FMCAD 2021

The Conference on Formal Methods in Computer-Aided Design (FMCAD) is an annual conference on the theory and applications of formal methods in hardware and system verification. FMCAD provides a leading forum to researchers in academia and industry for presenting and discussing groundbreaking methods, technologies, theoretical results, and tools for reasoning formally about computing systems. FMCAD covers formal aspects of computer-aided system design including verification, specification, synthesis, and testing

ESTCube-1 electrical power system - design, implementation and testing

http://tartu.ester.ee/record=b2656616~S1*es

Tools and Algorithms for the Construction and Analysis of Systems

This open access book constitutes the proceedings of the 28th International Conference on Tools and Algorithms for the Construction and Analysis of Systems, TACAS 2022, which was held during April 2-7, 2022, in Munich, Germany, as part of the European Joint Conferences on Theory and Practice of Software, ETAPS 2022. The 46 full papers and 4 short papers presented in this volume were carefully reviewed and selected from 159 submissions. The proceedings also contain 16 tool papers of the affiliated competition SV-Comp and 1 paper consisting of the competition report. TACAS is a forum for researchers, developers, and users interested in rigorously based tools and algorithms for the construction and analysis of systems. The conference aims to bridge the gaps between different communities with this common interest and to support them in their quest to improve the utility, reliability, exibility, and efficiency of tools and algorithms for building computer-controlled systems

Microfluidics for Biosensing and Diagnostics

Efforts to miniaturize sensing and diagnostic devices and to integrate multiple functions into one device have caused massive growth in the field of microfluidics and this integration is now recognized as an important feature of most new diagnostic approaches. These approaches have and continue to change the field of biosensing and diagnostics. In this Special Issue, we present a small collection of works describing microfluidics with applications in biosensing and diagnostics

Tools and Algorithms for the Construction and Analysis of Systems

This open access book constitutes the proceedings of the 28th International Conference on Tools and Algorithms for the Construction and Analysis of Systems, TACAS 2022, which was held during April 2-7, 2022, in Munich, Germany, as part of the European Joint Conferences on Theory and Practice of Software, ETAPS 2022. The 46 full papers and 4 short papers presented in this volume were carefully reviewed and selected from 159 submissions. The proceedings also contain 16 tool papers of the affiliated competition SV-Comp and 1 paper consisting of the competition report. TACAS is a forum for researchers, developers, and users interested in rigorously based tools and algorithms for the construction and analysis of systems. The conference aims to bridge the gaps between different communities with this common interest and to support them in their quest to improve the utility, reliability, exibility, and efficiency of tools and algorithms for building computer-controlled systems

The role of the principal as an instructional leader : a case study of three schools in the Motupa Circuit, Limpopo

The study focused on the role of the principal as an instructional leader in the Motupa Circuit primary schools of Limpopo Province. The nature and effectiveness of the education system depend on the role of school principals as instructional leaders in the effective and efficient monitoring and support of educators' curriculum implementation in the classrooms, evidenced by learners' performance and the effective functioning of educational institutions. The literature review undertaken benchmarked on the instructional leadership roles of school principals. Qualitative research approach in the form of observations, interviews and the analysis of written documents was employed to elicit the principals' perceptions on their instructional leadership roles and how they enhance effective teaching and learning towards improving learners' performances. The study anticipated that principals as instructional leaders will be increasingly involved in ensuring that curriculum implementation in the classrooms is monitored and supported for effective teaching and learning to be realised. The study's findings revealed that this is not happening as it should. A synopsis of the research findings revealed that principals are beset with a number of contextual factors such as, an inadequate provision of teaching and learning resources and infrastructure needs, lack of monitoring and support of curriculum implementation, inadequate support from the Department of Basic Education, and lack of parental involvement and concern on the education of their children. It is anticipated that the literature review and the findings from the empirical study will contribute to, and strengthen principals' instructional leadership roles in creating conditions for effective teaching and learning, by monitoring and supporting educators in curriculum delivery and implementation in the classrooms. The research recommended that principals should conduct regular class visits and also ensure that strategies are developed to involve parents of learners in the education of their children, and that teaching and learning resources should be provided. The Provincial Department of Basic Education must provide the much needed basic school infrastructure and basic school resources such as LTSM, the national norms and standard for school funding (NNSSF) earlier during the first term, in support of principals' instructional leadership roles. It is recommended that attention to these issues by school principals and the Department of Basic Education will contribute towards effective teaching and learning and improve learners' performances in Limpopo Province and the Motupa Circuit in particular.Educational Leadership and ManagementM. Ed. (Education Management

An investigation into the emergence of teacher leadership: a case study at an urban state senior secondary school in the Oshana Region, Namibia

Promoting a collaborative culture and collective leadership in school has the potential to improve school performance. This may be realised through, among others, the development of teacher leadership. Teacher leadership can be referred to as the opportunities that teachers have to exercise leadership in their schools. Teacher leadership has a potential as a mechanism to bring about change in schools (Grant, 2012). Nevertheless, the concept of teacher leadership seems to be a dream, as little or no attention is being given to the phenomenon. The literature on leadership focuses mostly on those in formal leadership positions. This study thus aims to critically investigate the emergence of teacher leadership (a more informal leadership) in a case study school in order to create opportunities for teacher leadership development. As a qualitative case study adopting a formative interventionist approach, the study engaged teachers and SMT members using questionnaires, interviews and observation as data generating tools for a deeper understanding of the concept. Additionally, some documents in the school were analysed for the purpose of crystallisation. The study was guided by five research questions namely: How is the concept teacher leadership understood by teachers and SMT members in the school? What leadership roles do teachers currently fulfil in their school? What are the cultural-historical factors that enable or constrain teacher leadership in a school? How can a series of change laboratory workshops develop teacher leadership in a school? How did the change laboratory workshop sessions benefit the participants? Data was analysed adopting the teacher leadership model as a framework (Grant, 2017b) and the lens of Cultural Historical Activity Theory was also utilised in the analysis which enabled the participants to surface the systemic causes of challenges in the development of teacher leadership. The findings revealed that teachers and SMT members had an understanding of the concept teacher leadership, but their perceptions were different. Furthermore, evidence of teacher leadership existed across the various zones when teacher leaders fulfilled different roles; however, it was evident that teachers led more at the classroom level. Additionally, the study also found that certain factors enabled the practice of teacher leadership. However, it also emerged that challenges constrained the development of teacher leadership in the case study school. Some of these challenges included: the notion of top-down school management structure, time constraints and demanding teacher workloads, limited leadership knowledge, and teachers’ lack of courage and motivation to lead. For this reason, four change laboratory workshops were conducted and findings suggested that the establishment of a Teachers’ Continuous Professional Development club as a transformative agency for teacher leadership development was necessary

The Kagiso-Shanduka trust educational innovation: an exploration of the initiation phase of the KST whole-school development model in the Free State province

A dissertation submitted to the University of the Witwatersrand in fulfillment of the requirements for the degree of Master of Education Johannesburg, 2018This study explored the initiation phase of the Kagiso-Shanduka Trust (KST) whole-schooldevelopment model, which is implemented in Fezile Dabi (FD) education district in the Free State Province, South Africa. The research was conceptualised and conducted between 2015 and 2016. I employed a qualitative research methodology and case-study approach to collect data to answer my research questions. The data sources emerged from interviews conducted with five participants who I purposively selected. They are executive members from KST and a senior official from Fezile Dabi District in the Free State Department of Education. I interviewed each participant separately at their places of work. The study identifies the nature of processes and the factors that influenced the adoption of the KST W-SD model. I used the concepts of engagement and mobilisation to unpack the processes and the factors in the initiation phase of the KST W-SD model because they are key concepts that provides descriptive data. These data point out the direction and intensity the change is taking and determine the sustainability elements in the initiation of a change project. Engagement and mobilisation are conscious efforts that bring about insights on the totality of a change project and the adaptations instituted in the initiation phase of a change project. The following findings emerged from the study: 1) there are conditions that gave rise to the need for the model, 2)the model was conceptualised by each organisation individually (KT and FS), then in a dual partnership (KST) and in a tripartite (PPP) through stakeholder engagement and mobilisation, 3) the descriptions fits the conceptualisation, 4)stakeholder engagement and mobilisation created awareness, interest, problem solving opportunities and ownership during interactions of partners, 5) the model was consequently consolidated with six elements, 6) the model elements are integrated and provide a comprehensive package for whole school development, and 7) the model is a product of investment on organisational capacities and capabilities developed over a period of time as well as shared interest and purpose. It is recommended that more research involving private, public partnerships be conducted more frequently on current educational innovation models.MT 201