title: Tree browsing

authors: Apperley, Mark

subjects: computer science

abstract: Graphic representations of tree structures are notoriously difficult to create, display, and interpret, particularly when the volume of information they contain, and hence the number of nodes, is large. The problem of interactively browsing information held in tree structures is examined, and a design for a tree browser proposed. This design is based on distortion-oriented display techniques and intuitive direct manipulation interaction. The tree layout is automatically generated, but the location and extent of detail shown is controlled by the user. It is suggested that these techniques could be extended to the browsing of more general networks.

text: Tree browsing Graphic representations of tree structures are notoriously difficult to create, display, and interpret, particularly when the volume of information they contain, and hence the number of nodes, is large. The problem of interactively browsing information held in tree structures is examined, and a design for a tree browser proposed. This design is based on distortion-oriented display techniques and intuitive direct manipulation interaction. The tree layout is automatically generated, but the location and extent of detail shown is controlled by the user. It is suggested that these techniques could be extended to the browsing of more general networks.

year: 1996-07

title: To care and be cared for: Co-designing healthcare with caregivers of children with bleeding disorders

authors: Larkin, Paul Anthony

abstract: This thesis investigates the experiences of caregivers of children with bleeding disorders in New Zealand, focusing on the co-design of healthcare services to enhance caregiving outcomes. Bleeding disorders such as haemophilia and von Willebrand’s disease present significant challenges for caregivers, including emotional, financial, and social burdens. Grounded in a Community Psychology framework, this research employs an Experience-Based Co-Design (EBCD) methodology to centre caregivers' lived experiences, enabling the identification of key areas for healthcare service improvement. Drawing on literature concerning chronic illness, relational healthcare, and social determinants of health, the study situates caregiving experiences within a broader socio-cultural and historical context. Particular attention is given to the implications of New Zealand’s Pae Ora (Healthy Futures) Act 2022, which mandates collaborative healthcare design involving consumers and their whānau. Through a participatory process utilising one-on-one experience-based co-design workshops with caregivers, focussing on their experiences of children from 0-2 years of age, and integrating perspectives from healthcare professionals, this study identifies systemic barriers and opportunities for creating more inclusive, supportive healthcare services. The findings highlight the critical role of relational factors in healthcare, the influence of cultural identity on caregiving experiences, and the potential of EBCD approaches to inform policy and practice under the Pae Ora’s co-design requirements. This research underscores the need for culturally competent, relationally-centred care models and offers practical recommendations for enhancing caregiver engagement in healthcare co-design.

text: To care and be cared for: Co-designing healthcare with caregivers of children with bleeding disorders This thesis investigates the experiences of caregivers of children with bleeding disorders in New Zealand, focusing on the co-design of healthcare services to enhance caregiving outcomes. Bleeding disorders such as haemophilia and von Willebrand’s disease present significant challenges for caregivers, including emotional, financial, and social burdens. Grounded in a Community Psychology framework, this research employs an Experience-Based Co-Design (EBCD) methodology to centre caregivers' lived experiences, enabling the identification of key areas for healthcare service improvement. Drawing on literature concerning chronic illness, relational healthcare, and social determinants of health, the study situates caregiving experiences within a broader socio-cultural and historical context. Particular attention is given to the implications of New Zealand’s Pae Ora (Healthy Futures) Act 2022, which mandates collaborative healthcare design involving consumers and their whānau. Through a participatory process utilising one-on-one experience-based co-design workshops with caregivers, focussing on their experiences of children from 0-2 years of age, and integrating perspectives from healthcare professionals, this study identifies systemic barriers and opportunities for creating more inclusive, supportive healthcare services. The findings highlight the critical role of relational factors in healthcare, the influence of cultural identity on caregiving experiences, and the potential of EBCD approaches to inform policy and practice under the Pae Ora’s co-design requirements. This research underscores the need for culturally competent, relationally-centred care models and offers practical recommendations for enhancing caregiver engagement in healthcare co-design.

year: 2024

title: The centrality of relationships for pedagogy: The Whanaungatanga Thesis

authors: Bishop, Russell

subjects: addressing educational disparities

abstract: Te Kotahitanga is a research and professional development project that seeks to reduce educational disparities between indigenous Māori students and their non-Māori peers in New Zealand secondary schools. While evidence of the impact of the project on teachers’ practice and the associated gains made by Māori students has been published previously, in order for the work of Te Kotahitanga to contribute to the broader educational research community, its pedagogical premises require empirical verification. To do so, we must first establish the validity of the pedagogical data by addressing two questions: (a) To what degree can the data gathered in the collaborative processes of Te Kotahitanga be used as a measure of pedagogical quality? and (b) Do these data support the foundational hypothesis of the project, that “extended family” relationships, as understood by Māori people when using the Māori term, whanaungatanga, are a central necessary component of overall pedagogical quality? This article provides an account of the context of this work then presents an analysis directed to these questions in turn. First, our analysis of the observational data gathered during the Te Kotahitanga professional development process is presented, followed by the measures that were developed for each of the main dimensions of pedagogy addressed in this work. Second, using these measures we present our analysis of the inter-relation among these dimensions of pedagogy to test the Whanaungatanga pedagogical thesis.

text: The centrality of relationships for pedagogy: The Whanaungatanga Thesis Te Kotahitanga is a research and professional development project that seeks to reduce educational disparities between indigenous Māori students and their non-Māori peers in New Zealand secondary schools. While evidence of the impact of the project on teachers’ practice and the associated gains made by Māori students has been published previously, in order for the work of Te Kotahitanga to contribute to the broader educational research community, its pedagogical premises require empirical verification. To do so, we must first establish the validity of the pedagogical data by addressing two questions: (a) To what degree can the data gathered in the collaborative processes of Te Kotahitanga be used as a measure of pedagogical quality? and (b) Do these data support the foundational hypothesis of the project, that “extended family” relationships, as understood by Māori people when using the Māori term, whanaungatanga, are a central necessary component of overall pedagogical quality? This article provides an account of the context of this work then presents an analysis directed to these questions in turn. First, our analysis of the observational data gathered during the Te Kotahitanga professional development process is presented, followed by the measures that were developed for each of the main dimensions of pedagogy addressed in this work. Second, using these measures we present our analysis of the inter-relation among these dimensions of pedagogy to test the Whanaungatanga pedagogical thesis.

year: 2013