title: Supporting flexible consistency management via discrete change description propagation

authors: Grundy, John C.

subjects: computer science

abstract: A new software architecture for supporting inter-object consistency management is described. Objects with interdependent data values are kept consistent by propagating descriptions of object state changes along inter-object relationships. Response to and storage of these change descriptions supports the implementation of consistency management techniques in a more homogeneous way than existing models. Such techniques include efficient attribute recalculation and constraint schemes, multiple view consistency, and undo-redo, versioning and cooperative work facilities. Applications of the new architecture to user interface, graphical editor and programming environment construction are described.

text: Supporting flexible consistency management via discrete change description propagation A new software architecture for supporting inter-object consistency management is described. Objects with interdependent data values are kept consistent by propagating descriptions of object state changes along inter-object relationships. Response to and storage of these change descriptions supports the implementation of consistency management techniques in a more homogeneous way than existing models. Such techniques include efficient attribute recalculation and constraint schemes, multiple view consistency, and undo-redo, versioning and cooperative work facilities. Applications of the new architecture to user interface, graphical editor and programming environment construction are described.

year: 1995-01

title: Lessons learned from adapting a remote area health placement from physical to virtual: a COVID-19-driven innovation.

authors: Mak, Donna B.

subjects: community engagement

abstract: OBJECTIVES:  To investigate the acceptability and the effectiveness of a virtual adaptation of a well-established, mandatory, community-based pre-clinical remote area health placement in which medical students learn about the social and environmental determinants of health in remote Australia; and make recommendations to guide the delivery of future learning experiences. METHODS: A mixed-methods convergent design was used. All 99 students, 36 placement hosts and 10 staff were invited to complete an online survey and 27(27%), 12(33%) and 10(100%), respectively, contributed data.  Qualitative data were collected via semi-structured interviews from four students, four hosts and six staff. Survey data were analysed using descriptive statistics (frequency and percentage) and open-ended responses summarised to provide supporting contextual evidence. Interview transcripts were analysed and coded independently, then corroborated to identify and summarise common themes using thematic analysis. RESULTS: Survey and interview data indicated that the virtual placement was acceptable to students and hosts and enabled students to achieve intended learning objectives.   Virtual activities enabled students and hosts to develop authentic, genuine interpersonal relationships, which in turn were facilitated when hosts and students had practiced videoconferencing beforehand with good high-speed internet connections via mobile devices. Pastoral care and access to IT support were essential. CONCLUSIONS: Virtual placements can be used in combination with and are an option for students and hosts who cannot attend/courses that cannot fund physical placements. Careful design and further research is required to ensure that virtual placements enable "head, heart and hands" learning and do not create/reinforce inequities.

text: Lessons learned from adapting a remote area health placement from physical to virtual: a COVID-19-driven innovation. OBJECTIVES:  To investigate the acceptability and the effectiveness of a virtual adaptation of a well-established, mandatory, community-based pre-clinical remote area health placement in which medical students learn about the social and environmental determinants of health in remote Australia; and make recommendations to guide the delivery of future learning experiences. METHODS: A mixed-methods convergent design was used. All 99 students, 36 placement hosts and 10 staff were invited to complete an online survey and 27(27%), 12(33%) and 10(100%), respectively, contributed data.  Qualitative data were collected via semi-structured interviews from four students, four hosts and six staff. Survey data were analysed using descriptive statistics (frequency and percentage) and open-ended responses summarised to provide supporting contextual evidence. Interview transcripts were analysed and coded independently, then corroborated to identify and summarise common themes using thematic analysis. RESULTS: Survey and interview data indicated that the virtual placement was acceptable to students and hosts and enabled students to achieve intended learning objectives.   Virtual activities enabled students and hosts to develop authentic, genuine interpersonal relationships, which in turn were facilitated when hosts and students had practiced videoconferencing beforehand with good high-speed internet connections via mobile devices. Pastoral care and access to IT support were essential. CONCLUSIONS: Virtual placements can be used in combination with and are an option for students and hosts who cannot attend/courses that cannot fund physical placements. Careful design and further research is required to ensure that virtual placements enable "head, heart and hands" learning and do not create/reinforce inequities.

year: 2021

title: Cultural Theory Made Critical: Towards a Theory of the Indigenous Intellectual

authors: Hireme, Hemi Te Rere

abstract: Despite the fact that Western critical theory has provided us with theories of the power relations that operate within our lives, I argue that the indigenous element is nonetheless understated within these theories. To this end, my thesis is precisely that we must make the "cultural" critical. I argue that various theories of cognitive and moral submissiveness must be supplemented with a theory of submissiveness at the indigenous level in order for issues of latent power to be addressed. This thesis is therefore about developing a theory that for tangata whenua seeks to overcome one of the most debilitating effects of colonial domination - a loss of critical consciousness. I advocate the need for a new type of intellectual - the indigenous intellectual. 
I present my thesis in two parts. Part One examines Western critical theory to understand the processes that contribute to colonial domination. Here, I identify relations and processes of power that have contributed to a continuing assault on tangata whenua cultural continuity and well-being. Of particular significance are Foucault's study of governmentalisation and normalisation and Gramsci's notion of hegemony and the traditional and organic intellectuals. 
Part Two records not only how this understanding is put into action by way of the introduction of a "critical theory" component in programmes at Te Whare Wananga 0 Awanuiarangi over a number of years, but also offers a critical cultural theory in the form of the indigenous intellectual. While it acknowledges the extreme value of Western critical theory in allowing tangata whenua to understand the relations of power and the effects of colonial domination, the programme also identifies the many voids and spaces within Western critical theory that leave unanswered the oppressiveness and hegemony of cultural and ideological colonisation. I conclude my thesis by arguing that, whilst many in leadership positions claim allegiance to Gramsci' s concept of the organic intellectual, their ideological stance is anything but organic. By examining why they do not represent indigenous interests "organically", I argue that a new concept is needed to expose the sham of much of our contemporary "inorganic" politics: that our cultural needs are better served by a concept of the "indigenous" intellectual.

text: Cultural Theory Made Critical: Towards a Theory of the Indigenous Intellectual Despite the fact that Western critical theory has provided us with theories of the power relations that operate within our lives, I argue that the indigenous element is nonetheless understated within these theories. To this end, my thesis is precisely that we must make the "cultural" critical. I argue that various theories of cognitive and moral submissiveness must be supplemented with a theory of submissiveness at the indigenous level in order for issues of latent power to be addressed. This thesis is therefore about developing a theory that for tangata whenua seeks to overcome one of the most debilitating effects of colonial domination - a loss of critical consciousness. I advocate the need for a new type of intellectual - the indigenous intellectual. 
I present my thesis in two parts. Part One examines Western critical theory to understand the processes that contribute to colonial domination. Here, I identify relations and processes of power that have contributed to a continuing assault on tangata whenua cultural continuity and well-being. Of particular significance are Foucault's study of governmentalisation and normalisation and Gramsci's notion of hegemony and the traditional and organic intellectuals. 
Part Two records not only how this understanding is put into action by way of the introduction of a "critical theory" component in programmes at Te Whare Wananga 0 Awanuiarangi over a number of years, but also offers a critical cultural theory in the form of the indigenous intellectual. While it acknowledges the extreme value of Western critical theory in allowing tangata whenua to understand the relations of power and the effects of colonial domination, the programme also identifies the many voids and spaces within Western critical theory that leave unanswered the oppressiveness and hegemony of cultural and ideological colonisation. I conclude my thesis by arguing that, whilst many in leadership positions claim allegiance to Gramsci' s concept of the organic intellectual, their ideological stance is anything but organic. By examining why they do not represent indigenous interests "organically", I argue that a new concept is needed to expose the sham of much of our contemporary "inorganic" politics: that our cultural needs are better served by a concept of the "indigenous" intellectual.

year: 2002