title: A Parameterized Algebra for Event Notification Services

authors: Hinze, Annika

subjects: computer science

abstract: Event notification services are used in various applications such as digital libraries, stock tickers, traffic control, or facility management. However, to our knowledge, a common semantics of events in event notification services has not been defined so far. In this paper, we propose a parameterized event algebra which describes the semantics of composite events for event notification systems. The parameters serve as a basis for flexible handling of duplicates in both primitive and composite events.

text: A Parameterized Algebra for Event Notification Services Event notification services are used in various applications such as digital libraries, stock tickers, traffic control, or facility management. However, to our knowledge, a common semantics of events in event notification services has not been defined so far. In this paper, we propose a parameterized event algebra which describes the semantics of composite events for event notification systems. The parameters serve as a basis for flexible handling of duplicates in both primitive and composite events.

year: 2002

title: Work attitudes and well-being among virtual workers

authors: Witzel, Marisa

subjects: virtual work

abstract: The present study examined how certain characteristics of flexible work, the home environment, and the individual impact the outcomes of work-family conflict, job satisfaction, organisational commitment, and psychological strain.  
	A questionnaire measuring perceptions of control, flexibility, job involvement, family involvement, work to family and family to work conflict, organisational commitment, job satisfaction, family support, physical boundaries, workplace isolation, psychological strain, personality, and demographic information was created and posted online.  An email was circulated to 390 virtual sales employees from one large organisation in the United States inviting them to participate in the study, and 278 people responded.  
Results identified characteristics of the type of work, work enivronment, and the individual that are predictive of individual and organisational outcomes. Findings supported hypotheses that control, flexibility, and family support positively impact the outcomes of conflict, satisfaction, and strain for virtual workers.  Job involvement was found as predicted to positively impact work to family conflict, and family involvement was positively related to family to work conflict.  Contrary to predictions, a negative relationship was found between job involvement and strain, suggesting that those who identify more highly with their job also 
experience less strain. Consistent with earlier studies, workplace isolation was associated with reduced job satisfaction and organisational commitment (Marshall, Michaels, and Mulki, 2007). In line with boundary theory (Voydanoff, 2005), it was hypothesised that the presence of physical boundaries between work and non work domains would significantly impact measures of conflict and strain for virtual workers. However, results indicated no significant effects.
A comparison of perceptions of work-family conflict between individuals with children at home and those without illustrated no significant differences between employees with children at home and those without.  Speculated explanations for inconsistent findings are addressed in the discussion chapter.
	Work to family conflict was predicted to mediate the relationship between flexibility and job satisfaction for virtual workers, and analysis supported the presence of partial mediation.  Family to work conflict was also predicted to mediate the flexibility and job satisfaction relationship, however, results were not significant in this case.  Uses of workspace (i.e. for work, leisure, family activities, etc.) were tested as mediator for the relationship between family to work conflict and job satisfaction, and results did not support a mediation effect.  
	In sum, findings of this study identify sources of both positive and negative outcomes for people working from home.  Although individuals' experiences working virtually differ greatly, this study identifies common  
challenges and issues they face.  By pinpointing the sources of conflict, satisfaction, commitment, and strain in the home office, organisations and individuals can take steps to protect workers against negative outcomes, and maximise positive outcomes.  Implications and limitations of this study are discussed in the final chapter.

text: Work attitudes and well-being among virtual workers The present study examined how certain characteristics of flexible work, the home environment, and the individual impact the outcomes of work-family conflict, job satisfaction, organisational commitment, and psychological strain.  
	A questionnaire measuring perceptions of control, flexibility, job involvement, family involvement, work to family and family to work conflict, organisational commitment, job satisfaction, family support, physical boundaries, workplace isolation, psychological strain, personality, and demographic information was created and posted online.  An email was circulated to 390 virtual sales employees from one large organisation in the United States inviting them to participate in the study, and 278 people responded.  
Results identified characteristics of the type of work, work enivronment, and the individual that are predictive of individual and organisational outcomes. Findings supported hypotheses that control, flexibility, and family support positively impact the outcomes of conflict, satisfaction, and strain for virtual workers.  Job involvement was found as predicted to positively impact work to family conflict, and family involvement was positively related to family to work conflict.  Contrary to predictions, a negative relationship was found between job involvement and strain, suggesting that those who identify more highly with their job also 
experience less strain. Consistent with earlier studies, workplace isolation was associated with reduced job satisfaction and organisational commitment (Marshall, Michaels, and Mulki, 2007). In line with boundary theory (Voydanoff, 2005), it was hypothesised that the presence of physical boundaries between work and non work domains would significantly impact measures of conflict and strain for virtual workers. However, results indicated no significant effects.
A comparison of perceptions of work-family conflict between individuals with children at home and those without illustrated no significant differences between employees with children at home and those without.  Speculated explanations for inconsistent findings are addressed in the discussion chapter.
	Work to family conflict was predicted to mediate the relationship between flexibility and job satisfaction for virtual workers, and analysis supported the presence of partial mediation.  Family to work conflict was also predicted to mediate the flexibility and job satisfaction relationship, however, results were not significant in this case.  Uses of workspace (i.e. for work, leisure, family activities, etc.) were tested as mediator for the relationship between family to work conflict and job satisfaction, and results did not support a mediation effect.  
	In sum, findings of this study identify sources of both positive and negative outcomes for people working from home.  Although individuals' experiences working virtually differ greatly, this study identifies common  
challenges and issues they face.  By pinpointing the sources of conflict, satisfaction, commitment, and strain in the home office, organisations and individuals can take steps to protect workers against negative outcomes, and maximise positive outcomes.  Implications and limitations of this study are discussed in the final chapter.

year: 2008

title: How prepared are Pākehā tertiary teachers to teach Māori students? Teachers’ own perceptions of their preparedness

authors: Honey, Sandra Elizabeth

subjects: tertiary teachers

abstract: In the past three decades New Zealand has seen an increasing government commitment to realising the promises of both equality and tino rangatiratanga embedded in the principles of the Treaty of Waitangi. There is acknowledgement that the impacts of colonisation and past acts of government have negatively affected Māori economically, socially, politically and educationally. 
To strengthen New Zealand’s ability to compete economically and academically on an international level, the Ministry of Education 2014 – 2019 Tertiary Education Strategy set an aim for 55% of all 25-34 year olds, regardless of ethnicity, to have a qualification at Level 4 or above on the NZQA Framework, by 2017. Additionally Ka Hikitia: the Māori Education Strategy (2009, 2013) particularly aims for Māori to be achieving these educational successes as Māori, where being Māori is a strength in their learning and where learning environments acknowledge and support Te Ao Māori.
Although enrolments of students at Wānanga (tertiary institutes based on Māori principles and values) are steadily increasing, the majority of Māori tertiary students currently study at mainstream (English medium) institutes and are taught in the majority by Pākehā teachers. Regardless of which institute Māori study at, the Tertiary Education Strategy (Ministry of Education, 2014) acknowledges that culturally responsive education better engages Māori. This acknowledgement carries with it an expectation that Pākehā tertiary teachers are prepared to teach in culturally responsive ways and are confident in using culturally responsive pedagogies. 
This thesis examines how prepared Pākehā tertiary teachers perceive themselves to meet the tertiary education strategy’s expectation. It includes examining the existing literature about how tertiary teachers are prepared in New Zealand and the expectations of culturally responsive tertiary education. Pākehā tertiary teachers were then interviewed for their perspectives of their preparedness for teaching Māori students. Teachers identified themselves variably in their perceived levels of preparedness.   What emerges from the study is that tertiary teacher preparation in a cultural context should take priority in developing new teachers’ cultural capacity to meet the expectation of the tertiary education strategies for Māori to be succeeding in tertiary education, as Māori.
This research is significant because it looks at the complexity of what is required for preparing culturally responsive Pākehā tertiary teachers and aligns this with teachers’ own perceptions of how prepared they are. Studying the perception of preparedness from the teachers’ point of view is a new direction to take as the evaluation of tertiary teacher performance is usually done by means external to the teachers’ own personal evaluations; that is, teacher capability and performance is usually measured by student evaluations and student achievement outcomes.
Whilst this study is New Zealand focussed and refers to many New Zealand originating resources, literature from international studies also serve to reinforce the notion that being a culturally responsive teacher is a multifaceted journey of both personal and professional growth for teachers.

text: How prepared are Pākehā tertiary teachers to teach Māori students? Teachers’ own perceptions of their preparedness In the past three decades New Zealand has seen an increasing government commitment to realising the promises of both equality and tino rangatiratanga embedded in the principles of the Treaty of Waitangi. There is acknowledgement that the impacts of colonisation and past acts of government have negatively affected Māori economically, socially, politically and educationally. 
To strengthen New Zealand’s ability to compete economically and academically on an international level, the Ministry of Education 2014 – 2019 Tertiary Education Strategy set an aim for 55% of all 25-34 year olds, regardless of ethnicity, to have a qualification at Level 4 or above on the NZQA Framework, by 2017. Additionally Ka Hikitia: the Māori Education Strategy (2009, 2013) particularly aims for Māori to be achieving these educational successes as Māori, where being Māori is a strength in their learning and where learning environments acknowledge and support Te Ao Māori.
Although enrolments of students at Wānanga (tertiary institutes based on Māori principles and values) are steadily increasing, the majority of Māori tertiary students currently study at mainstream (English medium) institutes and are taught in the majority by Pākehā teachers. Regardless of which institute Māori study at, the Tertiary Education Strategy (Ministry of Education, 2014) acknowledges that culturally responsive education better engages Māori. This acknowledgement carries with it an expectation that Pākehā tertiary teachers are prepared to teach in culturally responsive ways and are confident in using culturally responsive pedagogies. 
This thesis examines how prepared Pākehā tertiary teachers perceive themselves to meet the tertiary education strategy’s expectation. It includes examining the existing literature about how tertiary teachers are prepared in New Zealand and the expectations of culturally responsive tertiary education. Pākehā tertiary teachers were then interviewed for their perspectives of their preparedness for teaching Māori students. Teachers identified themselves variably in their perceived levels of preparedness.   What emerges from the study is that tertiary teacher preparation in a cultural context should take priority in developing new teachers’ cultural capacity to meet the expectation of the tertiary education strategies for Māori to be succeeding in tertiary education, as Māori.
This research is significant because it looks at the complexity of what is required for preparing culturally responsive Pākehā tertiary teachers and aligns this with teachers’ own perceptions of how prepared they are. Studying the perception of preparedness from the teachers’ point of view is a new direction to take as the evaluation of tertiary teacher performance is usually done by means external to the teachers’ own personal evaluations; that is, teacher capability and performance is usually measured by student evaluations and student achievement outcomes.
Whilst this study is New Zealand focussed and refers to many New Zealand originating resources, literature from international studies also serve to reinforce the notion that being a culturally responsive teacher is a multifaceted journey of both personal and professional growth for teachers.

year: 2014