title: A matter of security, privacy and trust: A study of the principles and values of encryption in New Zealand

authors: Dizon, Michael

abstract: Cybersecurity is crucial for ensuring the safety and well-being of the general public, businesses, government, and the country as a whole. New Zealand has a reasonably comprehensive and well-grounded legal regime and strategy for dealing with cybersecurity matters. However, there is one area that deserves further attention and discussion – encryption. Encryption is at the heart of and underpins many of the technologies and technical processes used for computer and network security, but current laws and policies do not expressly cover this significant technology.
The principal objective of this study is to identify the principles and values of encryption in New Zealand with a view to informing future developments of encryptionrelated laws and policies. The overarching question is: What are the fundamental principles and values that apply to encryption? In order to answer this question, the study adopts an interdisciplinary approach that examines the technical, legal and social dimensions of encryption. With regard to the technical dimensions, this requires exploring the technical elements and aspects of encryption and how they can impact law and society. In relation to law, existing and proposed encryption law and policies in New Zealand and other jurisdictions are examined in terms of how they affect and are affected by encryption. On the social dimension, the perceptions, opinions and beliefs of three groups of stakeholders most concerned about encryption (i.e., the general public, businesses and government) are recognised and considered.

text: A matter of security, privacy and trust: A study of the principles and values of encryption in New Zealand Cybersecurity is crucial for ensuring the safety and well-being of the general public, businesses, government, and the country as a whole. New Zealand has a reasonably comprehensive and well-grounded legal regime and strategy for dealing with cybersecurity matters. However, there is one area that deserves further attention and discussion – encryption. Encryption is at the heart of and underpins many of the technologies and technical processes used for computer and network security, but current laws and policies do not expressly cover this significant technology.
The principal objective of this study is to identify the principles and values of encryption in New Zealand with a view to informing future developments of encryptionrelated laws and policies. The overarching question is: What are the fundamental principles and values that apply to encryption? In order to answer this question, the study adopts an interdisciplinary approach that examines the technical, legal and social dimensions of encryption. With regard to the technical dimensions, this requires exploring the technical elements and aspects of encryption and how they can impact law and society. In relation to law, existing and proposed encryption law and policies in New Zealand and other jurisdictions are examined in terms of how they affect and are affected by encryption. On the social dimension, the perceptions, opinions and beliefs of three groups of stakeholders most concerned about encryption (i.e., the general public, businesses and government) are recognised and considered.

year: 2019

title: The Further Analysis of Catania's Concept of the Operant

authors: Zhang, Yi

subjects: Catania

abstract: Catania’s theory of the operant incorporated the continuous characteristic of behaviour, where the response distribution follows a normal distribution. That is, most responses fall within the reinforced range, a few responses persisted outside of the reinforced range. Three roosters and three hens were used as the subjects. A continuous reinforcement (CRF) schedule was implemented throughout both experiments of the study. In Experiment 1, the screen was divided into four quadrants. Only one quadrant was active in each condition and the active area shifted to a different quadrant across conditions. Each peck within the active quadrant was considered as a correct response, which results in reinforcement. Each peck outside the active quadrant was considered as an incorrect response, which results in extinction. In Experiment 2, the screen was divided into vertical strips. During Conditions 1 to 8, the consequences for the correct and incorrect responses are the same as Experiment 1. In Condition 9, the consequence for the incorrect responses changed from extinction to punishment (delay to reinforcement). That is, a 3 second red screen was followed with each occurrence of an incorrect response. It was found that the incorrect responses persisted during each condition of the two experiments for most birds. It was also found that most of the hens’ responses were correct responses by the end of each condition in Experiment 2. However, for all birds in Experiment 1 and the roosters in Experiment 2, most responses were not correct by the end of each condition. The findings of Experiment 2 also indicated that the changes in condition length, active area’s size, and consequence of the incorrect responses might have had some influence on the number of incorrect responses. Overall, the findings demonstrated behavioral continuity through exploring the distribution of response proportion when reinforcement was placed on the correct responses, and when extinction or punishment was placed on the incorrect responses. Thus, the study provided some empirical support towards Catania’s concept of the operant.

text: The Further Analysis of Catania's Concept of the Operant Catania’s theory of the operant incorporated the continuous characteristic of behaviour, where the response distribution follows a normal distribution. That is, most responses fall within the reinforced range, a few responses persisted outside of the reinforced range. Three roosters and three hens were used as the subjects. A continuous reinforcement (CRF) schedule was implemented throughout both experiments of the study. In Experiment 1, the screen was divided into four quadrants. Only one quadrant was active in each condition and the active area shifted to a different quadrant across conditions. Each peck within the active quadrant was considered as a correct response, which results in reinforcement. Each peck outside the active quadrant was considered as an incorrect response, which results in extinction. In Experiment 2, the screen was divided into vertical strips. During Conditions 1 to 8, the consequences for the correct and incorrect responses are the same as Experiment 1. In Condition 9, the consequence for the incorrect responses changed from extinction to punishment (delay to reinforcement). That is, a 3 second red screen was followed with each occurrence of an incorrect response. It was found that the incorrect responses persisted during each condition of the two experiments for most birds. It was also found that most of the hens’ responses were correct responses by the end of each condition in Experiment 2. However, for all birds in Experiment 1 and the roosters in Experiment 2, most responses were not correct by the end of each condition. The findings of Experiment 2 also indicated that the changes in condition length, active area’s size, and consequence of the incorrect responses might have had some influence on the number of incorrect responses. Overall, the findings demonstrated behavioral continuity through exploring the distribution of response proportion when reinforcement was placed on the correct responses, and when extinction or punishment was placed on the incorrect responses. Thus, the study provided some empirical support towards Catania’s concept of the operant.

year: 2014

title: Activating whanau (extended family) processes within a community and school literacy partnership

authors: Glynn, Ted

subjects: Maori Education

abstract: "The paper describes the positive outcomes of a home and school literacy partnership in one mainstream primary school where the principal and the large majority of students, teachers, and whānau belong to one Māori hapū (sub-tribe), Ngāti Whakaue. Participating students were identified by teachers as experiencing difficulties with reading and writing. They were assigned randomly to one of two conditions: (1) participating in their school’s regular reading programme (school group) or (2) participating also in the home tutored reading and writing programme (home and school group).

Students in the home and school group improved their reading and writing outcomes over and above the outcomes achieved by students participating only in the regular school programme. There were two key reasons for the success of this partnership. The first was parents and whānau members successful implementation of both a Māori language reading tutoring programme, Tatari, Tautoko Tauawhi, and the two components of the writing programme, Tuhi Atu Tui Mai and Whakaputa Whakaaro. The second was the professional educational and cultural expertise of the home and school liaison worker, Hiro. Because of her language and cultural expertise and her mana (acknowledged authority and standing), Hiro was able to engage Māori parents and whānau actively in the home and school project. The co-constructed narrative between Hiro and Mere (the second author) provided a salient context for understanding the power of culturally preferred pedagogy in establishing effective home and school partnerships."

text: Activating whanau (extended family) processes within a community and school literacy partnership "The paper describes the positive outcomes of a home and school literacy partnership in one mainstream primary school where the principal and the large majority of students, teachers, and whānau belong to one Māori hapū (sub-tribe), Ngāti Whakaue. Participating students were identified by teachers as experiencing difficulties with reading and writing. They were assigned randomly to one of two conditions: (1) participating in their school’s regular reading programme (school group) or (2) participating also in the home tutored reading and writing programme (home and school group).

Students in the home and school group improved their reading and writing outcomes over and above the outcomes achieved by students participating only in the regular school programme. There were two key reasons for the success of this partnership. The first was parents and whānau members successful implementation of both a Māori language reading tutoring programme, Tatari, Tautoko Tauawhi, and the two components of the writing programme, Tuhi Atu Tui Mai and Whakaputa Whakaaro. The second was the professional educational and cultural expertise of the home and school liaison worker, Hiro. Because of her language and cultural expertise and her mana (acknowledged authority and standing), Hiro was able to engage Māori parents and whānau actively in the home and school project. The co-constructed narrative between Hiro and Mere (the second author) provided a salient context for understanding the power of culturally preferred pedagogy in establishing effective home and school partnerships."

year: 2004