title: Collecting sensitive personal data in a multi-cultural environment

authors: Hinze, Annika

subjects: computer science

abstract: Traumatic Brain Injury (TBI) has long-term effects on memory and cognitive functions. This paper discusses the challenges encountered and lessons learned from developing augmented memory aids for people with TBI. In particular, the paper discusses methodologies used to elicit potentially sensitive and personal data.

text: Collecting sensitive personal data in a multi-cultural environment Traumatic Brain Injury (TBI) has long-term effects on memory and cognitive functions. This paper discusses the challenges encountered and lessons learned from developing augmented memory aids for people with TBI. In particular, the paper discusses methodologies used to elicit potentially sensitive and personal data.

year: 2018

title: Specialist Classroom Teacher Mentoring and Knowledge Generativity: Exploring trust, support, challenge, risk-taking, and confidence.

authors: Atkins, Stephen Gregory

subjects: Mentoring

abstract: The Specialist Classroom Teacher (SCT) position involves a mentoring function that is an integral part of mentoring and induction programmes for teacher-mentees in secondary and area schools in New Zealand. SCT-mentor and teacher-mentee relationships should be confidential and high trust relationships and should involve professional growth for each teacher-mentee as an increase in capacity.
This small scale qualitative study involves three purposefully selected cases each of which comprises a SCT-mentor working collaboratively with a teacher-mentee. Challenge, for professional growth as generativity of new practice and/or knowledge for the mentee, should be evident within the mentoring relationship.
This study begins by examining documentation on the SCT position and how the position relates to mentoring for generativity. A conceptual model provides a focus for the review of the literature because it identifies some of the key concepts initially considered to be central to mentor-mentee interactions. These concepts include trust, support, risk-taking, and challenge, and to these is added confidence because this concept emerged in the data.
Primary data is collected from two naturally occurring mentoring meetings involving each SCT-mentor and teacher-mentee only. This data is analysed and used to formulate questions for one semi-structured interview involving the researcher and each participant pair for each case. Participant perceptions of the concepts and concept interactions within each relationship are sought from interpretive and phenomenological approaches within the interviews.
Whereas there is a major focus on support as a mentoring function in the literature, this study found that trust is the basis of each mentoring relationship and that trust underpins the generative process. Discussion centres on the relationship between trust and support, and significantly confidence emerged as a concept that leads to risk-taking behaviour. This emergence of confidence necessitated a revision of the conceptual model presented in the conclusion. Some key points in the discussion and conclusion are: appropriate challenge, static and futuristic support, fields of support, reflective dialogue using tools such as parallel conversations , and realisations pertaining to the 'conscious competence learning model'.
This study suggests a shift in focus in the literature from support functions of SCT-mentors to trust building functions because trust-based mentoring relationships are more likely to endure, and are more likely to underpin greater risk-taking behaviours. This study questions the notion that 'deepest trust' through value congruence is the deepest form of trust, suggesting that 'acceptance of different values' represents a 'highest form of trust'.

text: Specialist Classroom Teacher Mentoring and Knowledge Generativity: Exploring trust, support, challenge, risk-taking, and confidence. The Specialist Classroom Teacher (SCT) position involves a mentoring function that is an integral part of mentoring and induction programmes for teacher-mentees in secondary and area schools in New Zealand. SCT-mentor and teacher-mentee relationships should be confidential and high trust relationships and should involve professional growth for each teacher-mentee as an increase in capacity.
This small scale qualitative study involves three purposefully selected cases each of which comprises a SCT-mentor working collaboratively with a teacher-mentee. Challenge, for professional growth as generativity of new practice and/or knowledge for the mentee, should be evident within the mentoring relationship.
This study begins by examining documentation on the SCT position and how the position relates to mentoring for generativity. A conceptual model provides a focus for the review of the literature because it identifies some of the key concepts initially considered to be central to mentor-mentee interactions. These concepts include trust, support, risk-taking, and challenge, and to these is added confidence because this concept emerged in the data.
Primary data is collected from two naturally occurring mentoring meetings involving each SCT-mentor and teacher-mentee only. This data is analysed and used to formulate questions for one semi-structured interview involving the researcher and each participant pair for each case. Participant perceptions of the concepts and concept interactions within each relationship are sought from interpretive and phenomenological approaches within the interviews.
Whereas there is a major focus on support as a mentoring function in the literature, this study found that trust is the basis of each mentoring relationship and that trust underpins the generative process. Discussion centres on the relationship between trust and support, and significantly confidence emerged as a concept that leads to risk-taking behaviour. This emergence of confidence necessitated a revision of the conceptual model presented in the conclusion. Some key points in the discussion and conclusion are: appropriate challenge, static and futuristic support, fields of support, reflective dialogue using tools such as parallel conversations , and realisations pertaining to the 'conscious competence learning model'.
This study suggests a shift in focus in the literature from support functions of SCT-mentors to trust building functions because trust-based mentoring relationships are more likely to endure, and are more likely to underpin greater risk-taking behaviours. This study questions the notion that 'deepest trust' through value congruence is the deepest form of trust, suggesting that 'acceptance of different values' represents a 'highest form of trust'.

year: 2012

title: Grounding the state of exception in New Zealand: A case study of racial segregation in Pukekohe, Whiteness and the Carceral State

authors: Martin, Jessica

subjects: State of exception

abstract: Indigenous scholars in settler-colonial contexts have highlighted the hyper-imprisonment of Indigenous people, locating it as an extension of the colonial project. Although research on this issue in New Zealand is emerging, there is a notable gap in understanding how the carceral state has developed within this particular context. This study aims to address the following research question: How does the historical context of racial segregation in Pukekohe contribute to our understanding of the mechanisms of the carceral state in New Zealand?
To thoroughly examine the hyper-imprisonment of Māori, it is essential to unpack the historical origins of state violence. Despite existing research establishing a link between Māori over-representation in prisons and the enduring effects of colonisation, there is a lack of studies exploring the complex interplay among the carceral state, whiteness, policy, policing, and law, which collectively shape the current landscape of incarceration. This study focuses on the racial segregation in Pukekohe between 1920 and 1960 and utilises reflexive thematic analysis within a case study framework, drawing on the insights offered by Robert Bartholomew's book, No Māori Allowed (2020). The analysis centres on the theoretical concept of the state of exception, shedding light on how power was wielded by the white racial polity. Thus, providing a unique perspective on the carceral state and state-sanctioned violence.
The findings highlight the interconnectedness of various systemic control mechanisms employed by the carceral state. Housing, policing, and whiteness emerge as crucial factors in the control and confinement of Māori in Pukekohe. By emphasising the role of whiteness in suppressing this history, this study underscores the need for critical examination and recognition of white cultural imperialism as a fundamental pillar of the carceral state. Overall, this research offers significant insights into the construction of a targeted population and the enduring consequences of state-sanctioned violence, emphasising the importance of a comprehensive examination of New Zealand's racialised history in discussions on the hyper-imprisonment of Māori.

text: Grounding the state of exception in New Zealand: A case study of racial segregation in Pukekohe, Whiteness and the Carceral State Indigenous scholars in settler-colonial contexts have highlighted the hyper-imprisonment of Indigenous people, locating it as an extension of the colonial project. Although research on this issue in New Zealand is emerging, there is a notable gap in understanding how the carceral state has developed within this particular context. This study aims to address the following research question: How does the historical context of racial segregation in Pukekohe contribute to our understanding of the mechanisms of the carceral state in New Zealand?
To thoroughly examine the hyper-imprisonment of Māori, it is essential to unpack the historical origins of state violence. Despite existing research establishing a link between Māori over-representation in prisons and the enduring effects of colonisation, there is a lack of studies exploring the complex interplay among the carceral state, whiteness, policy, policing, and law, which collectively shape the current landscape of incarceration. This study focuses on the racial segregation in Pukekohe between 1920 and 1960 and utilises reflexive thematic analysis within a case study framework, drawing on the insights offered by Robert Bartholomew's book, No Māori Allowed (2020). The analysis centres on the theoretical concept of the state of exception, shedding light on how power was wielded by the white racial polity. Thus, providing a unique perspective on the carceral state and state-sanctioned violence.
The findings highlight the interconnectedness of various systemic control mechanisms employed by the carceral state. Housing, policing, and whiteness emerge as crucial factors in the control and confinement of Māori in Pukekohe. By emphasising the role of whiteness in suppressing this history, this study underscores the need for critical examination and recognition of white cultural imperialism as a fundamental pillar of the carceral state. Overall, this research offers significant insights into the construction of a targeted population and the enduring consequences of state-sanctioned violence, emphasising the importance of a comprehensive examination of New Zealand's racialised history in discussions on the hyper-imprisonment of Māori.

year: 2024