Proof Theory, Transformations, and Logic Programming for Debugging Security Protocols

We define a sequent calculus to formally specify, simulate, debug and verify security protocols. In our sequents we distinguish between the current knowledge of principals and the current global state of the session. Hereby, we can describe the operational semantics of principals and of an intruder in a simple and modular way. Furthermore, using proof theoretic tools like the analysis of permutability of rules, we are able to find efficient proof strategies that we prove complete for special classes of security protocols including Needham-Schroeder. Based on the results of this preliminary analysis, we have implemented a Prolog meta-interpreter which allows for rapid prototyping and for checking safety properties of security protocols, and we have applied it for finding error traces and proving correctness of practical examples

Decolonising Indigenous education: the case for cultural mentoring in supporting Indigenous knowledge reproduction

Little research exists about Indigenous-led teacher professional learning to improve skills in developing culturally responsive practices in schooling. This paper addresses a noticeable gap in the literature, that of Indigenous people mentoring non-Indigenous teachers to develop culturally responsive pedagogies. In the Australian context, the Decolonising Race Theory framework analyses the impact of an Aboriginal cultural mentoring programme for teachers, shifting the narrative away from racialised discourses about Aboriginal peoples to acknowledging Aboriginal educators as sovereign peoples. Key findings reveal that teachers’ growing understanding of the ongoing impact of colonisation on Aboriginal families resulted in increased confidence in building relationships with Aboriginal communities, Country and students and implementing culturally responsive curriculum and pedagogies. The DRT analysis also raises serious questions about systemic challenges to be addressed if Aboriginal student outcomes are to improve

Sovereign and pseudo-hosts: The politics of hospitality for negotiating culturally nourishing schools

Since contact, there has been a foundation of inhospitable interactions between the original sovereign peoples of the Australian continent and Eurpoean arrivals. Despite government policies appearing to shift from assimilative practices to reconciliation processes in the latter half of the 20th Century, ongoing interactions continue to be factious, caught up in discourses of power/knowledge, and, perhaps provocatively, couched primarily in misunderstandings. In the Australian schooling space, while there has been increased attention paid to the academic success of Aboriginal and/or Torres Strait Islander students, and greater inclusion of their families, communities, and cultural practices, non-Indigenous led schools continue to be hamstrung by their epistemic inertia – the cognitive inability to move beyond the fear of getting it wrong, offending, or being labelled racist. In this paper, we argue that the major impediment to ongoing and unresolved discord is concealed in the onto-epistemological foundation of what it means to respect, accept, and work with. To address this, we take up Welcoming to Country practices and Derrida’s concept of hospitality to interrogate how more nuanced conceptualisations of reciprocity may be used to move beyond performative acts of reconciliation. The outcome of which may be a reimagining of practices that are relational and responsive for embracing and nourishing Indigenous cultures and languages

Re-identification of c. 15 700 cal yr BP tephra bed at Kaipo Bog, eastern North Island: implications for dispersal of Rotorua and Puketarata tephra beds.

A 10 mm thick, c. 15 700 calendar yr BP (c. 13 100 14C yr BP) rhyolitic tephra bed in the well-studied montane Kaipo Bog sequence of eastern North Island was previously correlated with Maroa-derived Puketarata Tephra. We revise this correlation to Okataina-derived Rotorua Tephra based on new compositional data from biotite phenocrysts and glass. The new correlation limits the known dispersal of Puketarata Tephra (sensu stricto, c. 16 800 cal yr BP) and eliminates requirements to either reassess its age or to invoke dual Puketarata eruptive events. Our data show that Rotorua Tephra comprises two glass-shard types: an early-erupted low-K2O type that was dispersed mostly to the northwest, and a high-K2O type dispersed mostly to the south and southeast, contemporary with late-stage lava extrusion. Late-stage Rotorua eruptives contain biotite that is enriched in FeO compared with biotite from Puketarata pyroclastics. The occurrence of Rotorua Tephra in Kaipo Bog (100 km from the source) substantially extends its known distribution to the southeast. Our analyses demonstrate that unrecognised syn-eruption compositional and dispersal changes can cause errors in fingerprinting tephra deposits. However, the compositional complexity, once recognised, provides additional fingerprinting criteria, and also documents magmatic and dispersal processes

Hydrodynamic induced deformation and orientation of a microscopic elastic filament

We describe simulations of a microscopic elastic filament immersed in a fluid and subject to a uniform external force. Our method accounts for the hydrodynamic coupling between the flow generated by the filament and the friction force it experiences. While models that neglect this coupling predict a drift in a straight configuration, our findings are very different. Notably, a force with a component perpendicular to the filament axis induces bending and perpendicular alignment. Moreover, with increasing force we observe four shape regimes, ranging from slight distortion to a state of tumbling motion that lacks a steady state. We also identify the appearance of marginally stable structures. Both the instability of these shapes and the observed alignment can be explained by the combined action of induced bending and non-local hydrodynamic interactions. Most of these effects should be experimentally relevant for stiff micro-filaments, such as microtubules.Comment: three figures. To appear in Phys Rev Let

School-based Indigenous cultural programs and their impact on Australian Indigenous students: a systematic review.

This critical systematic review of Australian research literature provides insights into the aspirations of Indigenous communities to collaborate with schools in establishing local Indigenous language and cultural programmes. This systematic review investigates the body of Australian research into the cultural, social and educational impacts on those Aboriginal and/or Torres Strait Islander students who have had opportunities to engage with these school-based Indigenous languages and/or cultural programmes. The review found that while many Indigenous families have advocated for their children’s to have access to quality language and cultural programmes, barriers of indifference, resourcing and leadership, have worked to limit students’ ability to access to these programmes. The studies highlight the effects on students sense of identity, the strengthening connectedness to community and County and the intergenerational sharing of cultural knowledge

Mo Músaem Fíorúil: a web-based search and information service for museum visitors

Abstract. We describe the prototype of an interactive, web-based, museum artifact search and information service. Mo Músaem Fíorúil clusters and indexes images of museum artifacts taken by visitors to the museum where the images are captured using a passive capture device such as Microsoft's SenseCam [1]. The system also matches clustered artifacts to images of the same artifact from the museums o cial photo collection and allows the user to view images of the same artifact taken by other visitors to the museum. This matching process potentially allows the system to provide more detailed information about a particular artifact to the user based on their inferred preferences, thereby greatly enhancing the user's overall museum experience. In this work, we introduce the system and describe, in broad terms, it's overall functionality and use. Using different image sets of artificial museum objects, we also describe experiments and results carried out in relation to the artifact matching component of the system

A systematic review of pedagogies that support, engage and improve the educational outcomes of Aboriginal students

This review analyses studies that identify pedagogies to support, engage and improve Aboriginal and Torres Strait Islander student outcomes. Some studies focus on pedagogies to support and engage, while others describe pedagogies that are designed to improve engagement, attendance and academic skills. The role of context emerges as a key theme, particularly in remote areas. In larger studies, Aboriginal students are often a subset of a larger student group, included because of socio-economic status and achievement levels. Key findings indicate a disconnect between practice and outcomes where links to improved outcomes are by implication rather than evidence. Further, definitions and detail about pedagogies are mostly absent, relying on ‘common understandings’ of what pedagogy means. This review highlights that most of the research identifies effective pedagogies to engage and support Aboriginal students rather than to improve their educational outcomes

The possibilities and practicalities of professional learning in support of Indigenous student experiences in schooling: A systematic review

The import of professional learning in support of quality teaching is well established. Moreover, demonstrating active engagement with ongoing professional learning is now a requirement of maintaining teacher accreditation. For example, within an education policy climate that monitors the achievements of Indigenous learners closely, the evaluation and efficacy of educators with constructively addressing the experiences of these students is under increasing scrutiny, and hence, the significance of professional learning is further heightened. But, what sort of professional learning is well suited and effective in contributing to this undertaking? This systematic review investigated the veracity of the evidence underpinning professional learning research projects that aimed to make a positive change in the approach and abilities of schools to effectively improve the learning experiences of Indigenous students in Australia over the last 10 years. The themes that emerged from the review emphasise the import of future professional learning practices finding ways to more genuinely ensure that Indigenous peoples contribute to leading these activities, explicitly address issues to do with culture, (anti) racism, power and relationships in schooling, and localise the politics of knowledge construction through the alignment of curriculum, pedagogy and context