title: Qualifying engagement: A study of information and communication technology and the global social justice movement in Aotearoa New Zealand

authors: Ganesh, Shiv

subjects: activism

abstract: Scholarly commentary has underscored the importance of new information and communication technologies (ICTs) in organizing the Global Social Justice Movement (GSJM). This study examines key communicative assumptions regarding technology and activist participation in the GSJM by asking three research questions: (a) what impacts of ICT-enabled brokerage are evident in the GSJM in Aotearoa New Zealand; (b) how are activists' attitudes embedded in the metaphors they use; and (c) what concerns do activists express about ICTs? Findings suggest strong associations between GSJM activists' conceptualizations of communication and their highly diverse attitudes toward and engagement with ICTs. Contrasts between activists and scholarly discussions of ICTs and the GSJM are highlighted.

text: Qualifying engagement: A study of information and communication technology and the global social justice movement in Aotearoa New Zealand Scholarly commentary has underscored the importance of new information and communication technologies (ICTs) in organizing the Global Social Justice Movement (GSJM). This study examines key communicative assumptions regarding technology and activist participation in the GSJM by asking three research questions: (a) what impacts of ICT-enabled brokerage are evident in the GSJM in Aotearoa New Zealand; (b) how are activists' attitudes embedded in the metaphors they use; and (c) what concerns do activists express about ICTs? Findings suggest strong associations between GSJM activists' conceptualizations of communication and their highly diverse attitudes toward and engagement with ICTs. Contrasts between activists and scholarly discussions of ICTs and the GSJM are highlighted.

year: 2010

title: Efficiency Improvement of LDO Output Based Linear Regulator With Supercapacitor Energy Recovery – A versatile new technique with an example of a 5V to 1.5V version

authors: Zainul Abidin, Saiful Riza

subjects: Supercapacitor

abstract: Supercapacitors are used in various industrial applications and the supercapacitors technology is gradually progressing into a mature state. Common applications of supercapacitors are in electric vehicles, hybrid electric vehicles, uninterruptible power supply (UPS) and in portable devices such as cellular phones and laptops. The capacitance values range from fractional Farads to few thousand Farads and their continuos DC voltage ratings are from 2V to 6V. At University of Waikato, a team works on using supercapacitors for improving the efficiency of linear voltage regulators. In particular, this patented technique aims at combining off the shelfs LDO ICs and a supercapacitor array for improving end to end efficiency of linear regulator. My work is aimed at developing the theoretical background and designing prototype circuitry for a voltage regulator for the case of unregulated input supply is more than 3 times of the minimum input voltage requirement of the LDO which is applicable for a 5V to 1.5V regulator. Experimental results are indicated with future suggestions for improvement.

text: Efficiency Improvement of LDO Output Based Linear Regulator With Supercapacitor Energy Recovery – A versatile new technique with an example of a 5V to 1.5V version Supercapacitors are used in various industrial applications and the supercapacitors technology is gradually progressing into a mature state. Common applications of supercapacitors are in electric vehicles, hybrid electric vehicles, uninterruptible power supply (UPS) and in portable devices such as cellular phones and laptops. The capacitance values range from fractional Farads to few thousand Farads and their continuos DC voltage ratings are from 2V to 6V. At University of Waikato, a team works on using supercapacitors for improving the efficiency of linear voltage regulators. In particular, this patented technique aims at combining off the shelfs LDO ICs and a supercapacitor array for improving end to end efficiency of linear regulator. My work is aimed at developing the theoretical background and designing prototype circuitry for a voltage regulator for the case of unregulated input supply is more than 3 times of the minimum input voltage requirement of the LDO which is applicable for a 5V to 1.5V regulator. Experimental results are indicated with future suggestions for improvement.

year: 2011

title: “She didn’t ask me about my grandma”. Using process drama to explore issues of cultural exclusion and educational leadership.

authors: Kana, Pare

subjects: dramatization

abstract: Purpose – This purpose of this paper is to describe a collaborative project from the University of Waikato, Hamilton New Zealand, in which the authors used process drama to engage final year teaching students with complex issues of cultural diversity, enabling them to “grow into” different kinds of leadership positions in an imagined educational setting. The paper describes the project and makes a case for process drama as a means of providing opportunities for leadership and as a potent tool for learning about issues of social justice. Design/methodology/approach – The drama was based on a fictional scenario described by Hall and Bishop, where a beginner teacher (of European descent) unwittingly diminishes the experiences of Maori and other non-European children in her class. Using a three-phase process planning model and with facilitators in role alongside the students, the drama explored the scenario from all points of view. Students were encouraged to build empathy for the beginner teacher and for the children and also to explore the dilemma faced by the teacher's tutor in deciding whether, and how, to confront the teacher on the issue. Findings – Through the drama, students built a sense of empathy for all sides of the issue and engaged in deep thinking about the experience of cultural exclusion. The safety and distance provided by the drama “frame” spurred students to take leadership roles and “stand up” for issues of social justice. The authors suggest that through such dramas students gain skills and perspectives that they may carry into their professional lives. Research limitations/implications – The paper describes a small project, over one lesson with a specific group of students. More research is needed into the effectiveness of process drama as a sustained strategy for teacher education. Originality/value – This scenario explored in the drama has currency in Aotearoa New Zealand, where the population is increasingly culturally diverse, where underachievement of Maori students continues to be of concern, and where research has shown the centrality of teacher-student relations in raising educational achievement for Maori. The authors believe this paper makes a compelling case for the value of drama as a tool for student teachers to encounter social justice issues in a meaningful way, and suggest that the paper is a valuable contribution to more than one discipline, as it straddles the fields of professional practice and drama as pedagogy.

text: “She didn’t ask me about my grandma”. Using process drama to explore issues of cultural exclusion and educational leadership. Purpose – This purpose of this paper is to describe a collaborative project from the University of Waikato, Hamilton New Zealand, in which the authors used process drama to engage final year teaching students with complex issues of cultural diversity, enabling them to “grow into” different kinds of leadership positions in an imagined educational setting. The paper describes the project and makes a case for process drama as a means of providing opportunities for leadership and as a potent tool for learning about issues of social justice. Design/methodology/approach – The drama was based on a fictional scenario described by Hall and Bishop, where a beginner teacher (of European descent) unwittingly diminishes the experiences of Maori and other non-European children in her class. Using a three-phase process planning model and with facilitators in role alongside the students, the drama explored the scenario from all points of view. Students were encouraged to build empathy for the beginner teacher and for the children and also to explore the dilemma faced by the teacher's tutor in deciding whether, and how, to confront the teacher on the issue. Findings – Through the drama, students built a sense of empathy for all sides of the issue and engaged in deep thinking about the experience of cultural exclusion. The safety and distance provided by the drama “frame” spurred students to take leadership roles and “stand up” for issues of social justice. The authors suggest that through such dramas students gain skills and perspectives that they may carry into their professional lives. Research limitations/implications – The paper describes a small project, over one lesson with a specific group of students. More research is needed into the effectiveness of process drama as a sustained strategy for teacher education. Originality/value – This scenario explored in the drama has currency in Aotearoa New Zealand, where the population is increasingly culturally diverse, where underachievement of Maori students continues to be of concern, and where research has shown the centrality of teacher-student relations in raising educational achievement for Maori. The authors believe this paper makes a compelling case for the value of drama as a tool for student teachers to encounter social justice issues in a meaningful way, and suggest that the paper is a valuable contribution to more than one discipline, as it straddles the fields of professional practice and drama as pedagogy.

year: 2007