title: History navigation in location-based mobile systems

authors: Müller, Knut

subjects: computer science

abstract: The aim of this paper is to provide an overview and comparison of concepts that have been proposed to guide users through interaction histories (e.g. for web browsers). The goal is to gain insights into history design that may be used for designing an interaction history for the location-based Tourist Information Provider (TIP) system [8]. The TIP system consists of several services that interact on a mobile device.

text: History navigation in location-based mobile systems The aim of this paper is to provide an overview and comparison of concepts that have been proposed to guide users through interaction histories (e.g. for web browsers). The goal is to gain insights into history design that may be used for designing an interaction history for the location-based Tourist Information Provider (TIP) system [8]. The TIP system consists of several services that interact on a mobile device.

year: 2010-12-01

title: The analytics of “gendering” the post-neoliberal state

authors: Simon-Kumar, Rachel

subjects: New Zealand

abstract: “Post-neoliberalism” or “after neoliberalism”' is a term that is associated with forms of governance that emerged in the mid-late 1990s with the Third Way and social investment states in the UK, Canada, and Aotearoa/New Zealand. The post-neoliberal state combines features of both neoliberal and social-democratic welfare policies; significantly, it has introduced changes in areas conventionally noted by feminist scholars as having bearing on the lives of women, such as, in public-funded childcare, and women-centered approaches to governance. The core question posed in this paper is: is the post-neoliberal state also a feminist one? Based on a critical review of recent literature, the analysis focuses on the gender implications of post-neoliberal policies in four domains of society and polity: production–reproduction, the public–private, political participation, and the machinery of the state. The paper argues that whilst gains made by some women in these domains are noteworthy, the more fundamental ramifications of the post-neoliberal state are in the changing landscape of gender relations in these countries.

text: The analytics of “gendering” the post-neoliberal state “Post-neoliberalism” or “after neoliberalism”' is a term that is associated with forms of governance that emerged in the mid-late 1990s with the Third Way and social investment states in the UK, Canada, and Aotearoa/New Zealand. The post-neoliberal state combines features of both neoliberal and social-democratic welfare policies; significantly, it has introduced changes in areas conventionally noted by feminist scholars as having bearing on the lives of women, such as, in public-funded childcare, and women-centered approaches to governance. The core question posed in this paper is: is the post-neoliberal state also a feminist one? Based on a critical review of recent literature, the analysis focuses on the gender implications of post-neoliberal policies in four domains of society and polity: production–reproduction, the public–private, political participation, and the machinery of the state. The paper argues that whilst gains made by some women in these domains are noteworthy, the more fundamental ramifications of the post-neoliberal state are in the changing landscape of gender relations in these countries.

year: 2011

title: KAUMĀTUATANGA  Supporting School Leaders To Develop Cultural Values While Resisting The Dominance of Colonialism

authors: Nuri, Ngahuia

subjects: Kaumātua

abstract: In an education system that is asserting to the importance of Māori (indigenous people of Aotearoa) language, culture, identity and the history of Aotearoa  (New Zealand) into the curriculum, there is direction from the Ministry of Education (MOE) for schools to reach out to iwi. What this looks like and how this can be achieved is not an easy task. This thesis follows the journey of three kaumātua (respected, knowledgeable elders, both female and male) working alongside the Senior Leadership Team (SLT) of a decile 10 kura auraki (mainstream primary school) where ākonga Māori (Māori students) were in the minority. The research examines what role kaumātua might have in guiding other schools to help tamariki Māori (Māori children) enjoy and achieve education success as Māori. It highlights the coming together of leaders from two different worldviews with this vision as a common purpose. 

Kaumātua in te ao Māori (the Māori world) are respected elders. Kaumātua are leaders, respected for their wisdom, knowledge and models of behaviour among other attributes. The Māui narratives are one example of demonstrating the characteristics of kaumātua. It was through his respected elders that Maui achieved so much. It was his grandfather who rescued him and taught him all he knew. It was his grandmother Mahuika who gave him fire and it was his kuia (female elder) Murirangiwhenua from whom he received the magic jawbone. The wisdom of Māori kaumātua has been recognised for centuries by Māori and yet kaumātua are often an untapped resource in the mainstream sector of education. In this thesis the kaumātua and members of the SLT share their experiences of working together and the learning and unlearning that has taken place over a period of four years from 2016 through 2019. They share their vulnerability, humility and strength in the goals they have worked towards over this period of time.

text: KAUMĀTUATANGA  Supporting School Leaders To Develop Cultural Values While Resisting The Dominance of Colonialism In an education system that is asserting to the importance of Māori (indigenous people of Aotearoa) language, culture, identity and the history of Aotearoa  (New Zealand) into the curriculum, there is direction from the Ministry of Education (MOE) for schools to reach out to iwi. What this looks like and how this can be achieved is not an easy task. This thesis follows the journey of three kaumātua (respected, knowledgeable elders, both female and male) working alongside the Senior Leadership Team (SLT) of a decile 10 kura auraki (mainstream primary school) where ākonga Māori (Māori students) were in the minority. The research examines what role kaumātua might have in guiding other schools to help tamariki Māori (Māori children) enjoy and achieve education success as Māori. It highlights the coming together of leaders from two different worldviews with this vision as a common purpose. 

Kaumātua in te ao Māori (the Māori world) are respected elders. Kaumātua are leaders, respected for their wisdom, knowledge and models of behaviour among other attributes. The Māui narratives are one example of demonstrating the characteristics of kaumātua. It was through his respected elders that Maui achieved so much. It was his grandfather who rescued him and taught him all he knew. It was his grandmother Mahuika who gave him fire and it was his kuia (female elder) Murirangiwhenua from whom he received the magic jawbone. The wisdom of Māori kaumātua has been recognised for centuries by Māori and yet kaumātua are often an untapped resource in the mainstream sector of education. In this thesis the kaumātua and members of the SLT share their experiences of working together and the learning and unlearning that has taken place over a period of four years from 2016 through 2019. They share their vulnerability, humility and strength in the goals they have worked towards over this period of time.

year: 2024