title: Wounded bodies and illness narratives: a history of attitudes and behaviour towards HIV-positive homosexual men in New Zealand between 1983 and 1997

authors: Ware, Cheryl Anne

subjects: HIV/AIDS

abstract: New Zealand had its first case of the Human Immunodeficiency Virus (HIV) and Acquired Immune Deficiency Syndrome (AIDS) in 1983, two years after the disease was identified in America. The HIV/AIDS epidemic devastated a society that was unprepared for the social and medical implications of a deadly disease, and many New Zealanders were thrust into a state of moral panic. 

This thesis contributes to New Zealand’s social and cultural histories of health and illness by examining individual homosexual men’s experiences living with HIV/AIDS. It examines the previously untold individual experiences of homosexual men with HIV/AIDS as discussed in their life narrative interviews. The thesis considers that while these men’s experiences are individually subjective, dominant thematic threads emerge across the narratives which indicate patterns in gay men’s experiences with HIV/AIDS in New Zealand. 

Homosexual men with HIV/AIDS faced the double stigma of being gay in a society that condemned homosexuality, and living with a previously terminal disease. Images of homosexual men as ‘guilty’, and ‘deviant’ were spread through public channels including newspaper and magazine articles, which fuelled pre-existing anti-homosexual feelings.  

By drawing on the men’s individual narratives, the thesis describes and analyses the negotiations that occur between their individual and collective memories. The participants used their individual narratives both to obtain agency, and also to dispel derogatory archetypes that have been constructed about homosexual men. 

These men’s individual narratives have not previously been recorded, and are valuable to New Zealand history because they offer first-hand accounts of the patients’ experiences living with HIV/AIDS in New Zealand.

text: Wounded bodies and illness narratives: a history of attitudes and behaviour towards HIV-positive homosexual men in New Zealand between 1983 and 1997 New Zealand had its first case of the Human Immunodeficiency Virus (HIV) and Acquired Immune Deficiency Syndrome (AIDS) in 1983, two years after the disease was identified in America. The HIV/AIDS epidemic devastated a society that was unprepared for the social and medical implications of a deadly disease, and many New Zealanders were thrust into a state of moral panic. 

This thesis contributes to New Zealand’s social and cultural histories of health and illness by examining individual homosexual men’s experiences living with HIV/AIDS. It examines the previously untold individual experiences of homosexual men with HIV/AIDS as discussed in their life narrative interviews. The thesis considers that while these men’s experiences are individually subjective, dominant thematic threads emerge across the narratives which indicate patterns in gay men’s experiences with HIV/AIDS in New Zealand. 

Homosexual men with HIV/AIDS faced the double stigma of being gay in a society that condemned homosexuality, and living with a previously terminal disease. Images of homosexual men as ‘guilty’, and ‘deviant’ were spread through public channels including newspaper and magazine articles, which fuelled pre-existing anti-homosexual feelings.  

By drawing on the men’s individual narratives, the thesis describes and analyses the negotiations that occur between their individual and collective memories. The participants used their individual narratives both to obtain agency, and also to dispel derogatory archetypes that have been constructed about homosexual men. 

These men’s individual narratives have not previously been recorded, and are valuable to New Zealand history because they offer first-hand accounts of the patients’ experiences living with HIV/AIDS in New Zealand.

year: 2011

title: Progger 3: A low-overhead, tamper-proof provenance system

authors: Corrick, Tristan James Carlile

subjects: Progger

abstract: Data provenance, which describes how data is accessed and used since the time it is created, is a valuable resource with a wide range of uses. It can be used simply to know who has accessed one's data, or be used in more complex scenarios such as detecting malware. One method for collecting data provenance is to observe system calls. This thesis presents Progger 3, a system that observes system calls on Linux in order to collect data provenance. There are several existing provenance systems that observe system calls, but they have limitations regarding security, efficiency, and usability. Progger 3 remedies many of these limitations. As a result, Progger 3 is a working implementation of a provenance system that can observe any system call, guarantee tamper-proof provenance collection as long as the kernel on the client is not compromised, and transfer the provenance to other systems with confidentiality and integrity, all with a relatively low performance overhead.

text: Progger 3: A low-overhead, tamper-proof provenance system Data provenance, which describes how data is accessed and used since the time it is created, is a valuable resource with a wide range of uses. It can be used simply to know who has accessed one's data, or be used in more complex scenarios such as detecting malware. One method for collecting data provenance is to observe system calls. This thesis presents Progger 3, a system that observes system calls on Linux in order to collect data provenance. There are several existing provenance systems that observe system calls, but they have limitations regarding security, efficiency, and usability. Progger 3 remedies many of these limitations. As a result, Progger 3 is a working implementation of a provenance system that can observe any system call, guarantee tamper-proof provenance collection as long as the kernel on the client is not compromised, and transfer the provenance to other systems with confidentiality and integrity, all with a relatively low performance overhead.

year: 2021

title: Decolonisation as a social change framework and its impact on the development of Indigenous-based curricula for Helping Professionals in mainstream Tertiary Education Organisations

authors: Moeke-Pickering, Taima Materangatira

subjects: Indigenous Education

abstract: This research examined the social and political approaches that Indigenous peoples undertook to situate Indigenous-based education programmes in mainstream post-secondary/tertiary education organisations. Indigenous-based helping programmes assist to progress Indigenous aspirations for self-determination and are sites that center Indigenous worldviews. A decolonisation analysis framework that is embedded in the curriculum deepens students’ understanding about the impacts of imperialism, colonisation and post colonial issues. This thesis involved researching two Indigenous-based programmes that are based within mainstream tertiary institutes. The first is the Te Whiuwhiu o te Hau Maori Counselling degree programme which is based at the Waikato Institute of Technology (WINTEC) in Hamilton, Aotearoa, New Zealand. The other is the Native Human Services Social Work degree programme which is based at Laurentian University in Sudbury, Ontario, Canada. I start this thesis with “opening the circle” and situating the context for my research. Next is the literature review chapter. This chapter provides a review of decolonisation-colonisation, decolonisation frameworks within Indigenous education, self-determination and Indigenous peoples, and Maori and Native self-determination strategies relevant to health and education. I used a case study method combined with an Indigenous methodology to guide the research. This involved gathering key pieces of information as well as interviewing participants (graduates, tutors/faculty/developers) from each programme. In chapter four is the Te Whiuwhiu o te Hau case study and in chapter five is found the Native Human Services case study. Each case study covers pre-colonial and colonisation contexts and examines assimilative legislation on Indigenous education and health. The backgrounds of social work and counselling, Native social work and Maori counselling are also presented. In the case studies is the background and rationale for the development of each programme, as well as pertinent information on the course content. Chapter six presents on the findings and conclusion and chapter seven “closes the circle”. The main findings highlighted that Indigenous curricula and pedagogies embrace Indigenous theories and discourse relevant to the helping practice fields. Secondly, each programme fosters students to make positive changes for themselves, for their communities, and for their professions. Another finding is that faculty/tutors promote an inclusive Indigenous pedagogy in the classroom that incorporates cultural ceremonies, encourage personal introspection, builds cultural and professional skills, and teaches critical education. Both programmes reflected a pedagogy that taught students to counter negative narratives while instilling a critical analysis of decolonisation and colonisation. I propose that a decolonisation analysis is both a reflective and healing tool, in that students are provided with the hard evidence about their histories and what happened to their communities. I contend that Indigenous-based programmes contribute to the continuity of Indigenous culture and wellbeing of their communities and, that they play a vital role in advancing Indigenous education priorities.

text: Decolonisation as a social change framework and its impact on the development of Indigenous-based curricula for Helping Professionals in mainstream Tertiary Education Organisations This research examined the social and political approaches that Indigenous peoples undertook to situate Indigenous-based education programmes in mainstream post-secondary/tertiary education organisations. Indigenous-based helping programmes assist to progress Indigenous aspirations for self-determination and are sites that center Indigenous worldviews. A decolonisation analysis framework that is embedded in the curriculum deepens students’ understanding about the impacts of imperialism, colonisation and post colonial issues. This thesis involved researching two Indigenous-based programmes that are based within mainstream tertiary institutes. The first is the Te Whiuwhiu o te Hau Maori Counselling degree programme which is based at the Waikato Institute of Technology (WINTEC) in Hamilton, Aotearoa, New Zealand. The other is the Native Human Services Social Work degree programme which is based at Laurentian University in Sudbury, Ontario, Canada. I start this thesis with “opening the circle” and situating the context for my research. Next is the literature review chapter. This chapter provides a review of decolonisation-colonisation, decolonisation frameworks within Indigenous education, self-determination and Indigenous peoples, and Maori and Native self-determination strategies relevant to health and education. I used a case study method combined with an Indigenous methodology to guide the research. This involved gathering key pieces of information as well as interviewing participants (graduates, tutors/faculty/developers) from each programme. In chapter four is the Te Whiuwhiu o te Hau case study and in chapter five is found the Native Human Services case study. Each case study covers pre-colonial and colonisation contexts and examines assimilative legislation on Indigenous education and health. The backgrounds of social work and counselling, Native social work and Maori counselling are also presented. In the case studies is the background and rationale for the development of each programme, as well as pertinent information on the course content. Chapter six presents on the findings and conclusion and chapter seven “closes the circle”. The main findings highlighted that Indigenous curricula and pedagogies embrace Indigenous theories and discourse relevant to the helping practice fields. Secondly, each programme fosters students to make positive changes for themselves, for their communities, and for their professions. Another finding is that faculty/tutors promote an inclusive Indigenous pedagogy in the classroom that incorporates cultural ceremonies, encourage personal introspection, builds cultural and professional skills, and teaches critical education. Both programmes reflected a pedagogy that taught students to counter negative narratives while instilling a critical analysis of decolonisation and colonisation. I propose that a decolonisation analysis is both a reflective and healing tool, in that students are provided with the hard evidence about their histories and what happened to their communities. I contend that Indigenous-based programmes contribute to the continuity of Indigenous culture and wellbeing of their communities and, that they play a vital role in advancing Indigenous education priorities.

year: 2010