title: Secondary school student' experiences of restorative practices

authors: Yule, Abbey

subjects: Restorative

abstract: Restorative practices in education have gained prominence as an alternative to traditional punitive disciplinary measures. This alternative aims to foster accountability, healing and relationships within the school community. Despite the increasing implementation, there is little attention or research given to voices and experiences of those most affected – the students themselves.

This study investigates the lived experiences of students and how students in Aotearoa New Zealand perceive and experience restorative practices. Using narrative inquiry and qualitative research methods, the study generates accounts of nine student’s experiences of restorative practices. These accounts include the
meanings they made of interactions with teachers, their peers and other aspects of the restorative processes that informed their experiences.

Drawing on individual semi-structured interviews with students, this research employed thematic analysis to identify five key themes. Particular discourses were identified that inform power relations in restorative practices, personal agency, communication and supportive relationships. The findings highlight participants’ preferences for trust-based connections with staff and peers, and contexts that foster open and honest communication that address fear and exclude punitive approaches and consequences. The complexity of discursive power relations and how they are exercised in relationships between students and teaching staff show that understanding discursive power and how to address its effects is important for schools to consider when engaging in restorative practices.

By focusing on the perspectives of students, this study contributes to an evolving social justice education discourse. Social justice in education fosters student agency, relational approaches to school disciplinary policies, and promotes educational, justice-based school communities. A social justice approach offers valuable insights for educators and policymakers seeking to enhance the effectiveness of restorative approaches within school communities. Working towards a more meaningful, equitable and impactful process for conflict resolution.

text: Secondary school student' experiences of restorative practices Restorative practices in education have gained prominence as an alternative to traditional punitive disciplinary measures. This alternative aims to foster accountability, healing and relationships within the school community. Despite the increasing implementation, there is little attention or research given to voices and experiences of those most affected – the students themselves.

This study investigates the lived experiences of students and how students in Aotearoa New Zealand perceive and experience restorative practices. Using narrative inquiry and qualitative research methods, the study generates accounts of nine student’s experiences of restorative practices. These accounts include the
meanings they made of interactions with teachers, their peers and other aspects of the restorative processes that informed their experiences.

Drawing on individual semi-structured interviews with students, this research employed thematic analysis to identify five key themes. Particular discourses were identified that inform power relations in restorative practices, personal agency, communication and supportive relationships. The findings highlight participants’ preferences for trust-based connections with staff and peers, and contexts that foster open and honest communication that address fear and exclude punitive approaches and consequences. The complexity of discursive power relations and how they are exercised in relationships between students and teaching staff show that understanding discursive power and how to address its effects is important for schools to consider when engaging in restorative practices.

By focusing on the perspectives of students, this study contributes to an evolving social justice education discourse. Social justice in education fosters student agency, relational approaches to school disciplinary policies, and promotes educational, justice-based school communities. A social justice approach offers valuable insights for educators and policymakers seeking to enhance the effectiveness of restorative approaches within school communities. Working towards a more meaningful, equitable and impactful process for conflict resolution.

year: 2025

title: Stability analysis and experimental validation of the supercapacitor-assisted low-dropout regulator

authors: Subasinghage, Kasun

abstract: The supercapacitor-assisted low-dropout (SCALDO) regulator is a unique new design approach to develop high efficiency, high current and low noise DC–DC converters, where a supercapacitor (SC) is used in the series path of a low dropout (LDO) regulator to act as a lossless voltage dropper. In the published literature, there has been much discussion about the stability of an LDO regulator, where different approaches are applied to frequency compensate depending on the LDO architecture. Given the case that the SCALDO technique is a combination of an LDO regulator and an SC, this study presents an analysis and experimental validation of the stability, based on a 12–5 V SCALDO prototype, proving that the effect of the SC energy recovery method does not make the overall regulator carry a stability issue in general.

text: Stability analysis and experimental validation of the supercapacitor-assisted low-dropout regulator The supercapacitor-assisted low-dropout (SCALDO) regulator is a unique new design approach to develop high efficiency, high current and low noise DC–DC converters, where a supercapacitor (SC) is used in the series path of a low dropout (LDO) regulator to act as a lossless voltage dropper. In the published literature, there has been much discussion about the stability of an LDO regulator, where different approaches are applied to frequency compensate depending on the LDO architecture. Given the case that the SCALDO technique is a combination of an LDO regulator and an SC, this study presents an analysis and experimental validation of the stability, based on a 12–5 V SCALDO prototype, proving that the effect of the SC energy recovery method does not make the overall regulator carry a stability issue in general.

year: 2020

title: Culture is our business: Issues and challenges for forensic and correctional psychologists

authors: Tamatea, Armon J.

subjects: Science & Technology

abstract: Psychology has made significant advances in the development of more empirical, standardized, and consistent approaches to the prediction, assessment, and treatment of offending behaviour. However, crime occurs in a cultural context. Similarly, forensic and correctional psychology derive from a cultural basis that privileges certain types of knowledge and promotes certain forms of practice that are incommensurate with the outlook and realities of some offenders and their communities. While there is an emerging literature on ethnicity and race in criminal justice psychology, very little research that addresses culture is published. The reasons for this knowledge gap are complex, not least because the worldviews of indigenous and diverse communities do not superimpose neatly onto current best-practice models of risk assessment or offender rehabilitation. Given Australia and New Zealand’s commitment to the involvement and wellbeing of indigenous peoples as well as the shared experience of progressively more pluralistic societies, it is argued that there is a critical need to bring the somewhat disparate domains of forensic psychology and culture into conversation with a view to informing policy and practice. The example of risk assessment is used to illustrate some of the complexities of working with cultural difference. Central to this article is a call for a culturally-engaged and proactive philosophy of practice that embraces the needs of diverse offenders, victims and communities.

text: Culture is our business: Issues and challenges for forensic and correctional psychologists Psychology has made significant advances in the development of more empirical, standardized, and consistent approaches to the prediction, assessment, and treatment of offending behaviour. However, crime occurs in a cultural context. Similarly, forensic and correctional psychology derive from a cultural basis that privileges certain types of knowledge and promotes certain forms of practice that are incommensurate with the outlook and realities of some offenders and their communities. While there is an emerging literature on ethnicity and race in criminal justice psychology, very little research that addresses culture is published. The reasons for this knowledge gap are complex, not least because the worldviews of indigenous and diverse communities do not superimpose neatly onto current best-practice models of risk assessment or offender rehabilitation. Given Australia and New Zealand’s commitment to the involvement and wellbeing of indigenous peoples as well as the shared experience of progressively more pluralistic societies, it is argued that there is a critical need to bring the somewhat disparate domains of forensic psychology and culture into conversation with a view to informing policy and practice. The example of risk assessment is used to illustrate some of the complexities of working with cultural difference. Central to this article is a call for a culturally-engaged and proactive philosophy of practice that embraces the needs of diverse offenders, victims and communities.

year: 2017