title: Interactive definition of single-user profiles for alerting systems

authors: Jung, Doris

subjects: computer science

abstract: This paper introduces Graphical Profile Definition Language (GPDL), a language for the definition of profiles for alerting systems, and an interactive system with which users can construct and edit GPDL-based profiles. In an alerting system profiles define potentially complex conditions about which users wish to be notified. Most current approaches to supporting profile definition, such as those that require the use of XML/XPath, are unsuitable for the general user population. Others support only a limited set of possible profiles to reduce the complexity of the interface. GPDL overcomes these limitations, supporting users to graphically express arbitrarily complex profiles involving Boolean expressions and temporal constraints. The GPDL editor provides a direct manipulation environment in which profiles can be constructed in a dynamic and flexible manner.
The paper also presents the findings of a user evaluation of the GPDL language and editor. With minimal training users were able to interpret and specify profiles with high levels of accuracy and had positive subjective responses to the language and user interface. Some aspects that were not readily understood by all users, such as absolute and repetitive temporal constraints, are discussed along with suggested future work.

text: Interactive definition of single-user profiles for alerting systems This paper introduces Graphical Profile Definition Language (GPDL), a language for the definition of profiles for alerting systems, and an interactive system with which users can construct and edit GPDL-based profiles. In an alerting system profiles define potentially complex conditions about which users wish to be notified. Most current approaches to supporting profile definition, such as those that require the use of XML/XPath, are unsuitable for the general user population. Others support only a limited set of possible profiles to reduce the complexity of the interface. GPDL overcomes these limitations, supporting users to graphically express arbitrarily complex profiles involving Boolean expressions and temporal constraints. The GPDL editor provides a direct manipulation environment in which profiles can be constructed in a dynamic and flexible manner.
The paper also presents the findings of a user evaluation of the GPDL language and editor. With minimal training users were able to interpret and specify profiles with high levels of accuracy and had positive subjective responses to the language and user interface. Some aspects that were not readily understood by all users, such as absolute and repetitive temporal constraints, are discussed along with suggested future work.

year: 2010

title: Determining the Attitudes of Elementary School Teachers towards the Inclusion of Children with Disabilities: A Case Study of Three Elementary Schools in Goroka, Eastern Highlands Province, Papua New Guinea.

authors: Winis, Colleen

subjects: attitudes

abstract: The global agenda for inclusive education led the Department of Education in Papua New Guinea to develop its policy on special education, which was then endorsed by the government to be implemented in all schools. The emphasis on inclusive education was to ensure that all children, both abled and disabled, were receiving education in schools in their community. The inclusive approach placed the onus on the regular classroom teachers, to establish an inclusive learning environment.

This study focused on the factors that were influencing teachers‟ attitudes in the rural elementary schools. Numerous studies show that successful implementation of inclusion of children with special needs largely depends on teachers‟ positive attitudes towards inclusion. The results of this study revealed a number of influential factors on teacher‟s attitudes, it indicated that inclusion of children with disability into mainstream schools is challenging when individual teachers‟ level of knowledge about special education is limited.

The aim of this study is to contribute knowledge relating to the elementary education sector in PNG. To date, research in inclusive education in PNG has been confined to primary schools. Seven elementary school teachers representing three schools in a rural district in Goroka, Eastern Highlands Province, PNG, participated in the study. A qualitative approach using semi-structured individual interviews and observations was used to gather data.

The study revealed that participants knew how important education was and supported the idea that education is important for all children, even those with disabilities. Further questioning revealed that teachers acceptance of inclusion was determined by a variety of factors. They included teacher training, teaching experience, gender, physical environment, class size, resources/materials, the type of disability, and the effects of cultural belief and geography on inclusion.

It also revealed that failure to establish collaborative and trusting relationships between teachers, parents, professionals and very importantly, adequate financial support from the government can have serious impact on the outcomes of inclusion.

Though inclusive education is beneficial to all children it is also challenging for educators. Therefore the identified factors need addressing. Addressing these barriers could result in positive attitudinal changes among teachers.

text: Determining the Attitudes of Elementary School Teachers towards the Inclusion of Children with Disabilities: A Case Study of Three Elementary Schools in Goroka, Eastern Highlands Province, Papua New Guinea. The global agenda for inclusive education led the Department of Education in Papua New Guinea to develop its policy on special education, which was then endorsed by the government to be implemented in all schools. The emphasis on inclusive education was to ensure that all children, both abled and disabled, were receiving education in schools in their community. The inclusive approach placed the onus on the regular classroom teachers, to establish an inclusive learning environment.

This study focused on the factors that were influencing teachers‟ attitudes in the rural elementary schools. Numerous studies show that successful implementation of inclusion of children with special needs largely depends on teachers‟ positive attitudes towards inclusion. The results of this study revealed a number of influential factors on teacher‟s attitudes, it indicated that inclusion of children with disability into mainstream schools is challenging when individual teachers‟ level of knowledge about special education is limited.

The aim of this study is to contribute knowledge relating to the elementary education sector in PNG. To date, research in inclusive education in PNG has been confined to primary schools. Seven elementary school teachers representing three schools in a rural district in Goroka, Eastern Highlands Province, PNG, participated in the study. A qualitative approach using semi-structured individual interviews and observations was used to gather data.

The study revealed that participants knew how important education was and supported the idea that education is important for all children, even those with disabilities. Further questioning revealed that teachers acceptance of inclusion was determined by a variety of factors. They included teacher training, teaching experience, gender, physical environment, class size, resources/materials, the type of disability, and the effects of cultural belief and geography on inclusion.

It also revealed that failure to establish collaborative and trusting relationships between teachers, parents, professionals and very importantly, adequate financial support from the government can have serious impact on the outcomes of inclusion.

Though inclusive education is beneficial to all children it is also challenging for educators. Therefore the identified factors need addressing. Addressing these barriers could result in positive attitudinal changes among teachers.

year: 2013

title: Te Arawa– Kaitaki of Te Arawa Lakes

authors: Curtis, Sir Toby

abstract: The Te Arawa Lakes Trust has embarked on a project to develop a Te Arawa Cultural Values Framework, in regard to the 14 lakes located in our tribal region. There are a host of positives that we believe can accrue as an outcome of this exercise. Already the calibre of people acknowledged for their cultural expertise have added a lot by their attendance. Their presence and contribution injected a level of enthusiasm and confidence in the compilation of the final draft. It is hoped that distribution among the wider community will elicit constructive feedback.

text: Te Arawa– Kaitaki of Te Arawa Lakes The Te Arawa Lakes Trust has embarked on a project to develop a Te Arawa Cultural Values Framework, in regard to the 14 lakes located in our tribal region. There are a host of positives that we believe can accrue as an outcome of this exercise. Already the calibre of people acknowledged for their cultural expertise have added a lot by their attendance. Their presence and contribution injected a level of enthusiasm and confidence in the compilation of the final draft. It is hoped that distribution among the wider community will elicit constructive feedback.

year: 2015