title: What are the views and experiences of daily life for women living with visible, physical disabilities in Papua New Guinea?

authors: Yenas, Alice Mona

subjects: views and experiences

abstract: Papua New Guinea (PNG) developed its National Policy for Disability (NPD) in 2005. The NPD aims to remove barriers that hinder the right of people with disabilities to live a life that is no different to able bodied people in PNG. This policy also reflects PNG‘s commitment to the ratification on the United Nations Conventions on the Rights of Persons with Disabilities (UNCRPD) (United Nations, 2006). This study examines the views and experiences of women living with disabilities in rural PNG. This is the first time these narratives have been gathered for research purposes. This study adopts a qualitative approach and used the three theoretical underpinnings of Interpretative Phenomenological Analysis (IPA) approach─ phenomenology, hermeneutics and idiography─ to develop the research methodology and method. Semi-structured individual interviews from five women with visible, physical disabilities in rural PNG were used to gather narratives about their daily lives. The interviews were transcribed in Tok Pisin, translated to English, and five narratives were developed from the scripts, to capture the voices of the participants about their lives and concerns. Key findings from these narratives indicate that both the socio-cultural practices and the physical environment substantially influence the women‘s level of involvement in their communities. The narratives also revealed that the women‘s daily lives are strongly influenced by how non-disabled perceive disability and disabled people in PNG. These influences include negative self-perceptions, discrimination, marginalisation and being disadvantaged in their communities. It is suggested that current policies and practices that relate to women and people with disabilities should include programmes that raise awareness at the community level about inclusive practices and strengthen social participation and empowerment activities and programmes for women with disabilities at community levels.

text: What are the views and experiences of daily life for women living with visible, physical disabilities in Papua New Guinea? Papua New Guinea (PNG) developed its National Policy for Disability (NPD) in 2005. The NPD aims to remove barriers that hinder the right of people with disabilities to live a life that is no different to able bodied people in PNG. This policy also reflects PNG‘s commitment to the ratification on the United Nations Conventions on the Rights of Persons with Disabilities (UNCRPD) (United Nations, 2006). This study examines the views and experiences of women living with disabilities in rural PNG. This is the first time these narratives have been gathered for research purposes. This study adopts a qualitative approach and used the three theoretical underpinnings of Interpretative Phenomenological Analysis (IPA) approach─ phenomenology, hermeneutics and idiography─ to develop the research methodology and method. Semi-structured individual interviews from five women with visible, physical disabilities in rural PNG were used to gather narratives about their daily lives. The interviews were transcribed in Tok Pisin, translated to English, and five narratives were developed from the scripts, to capture the voices of the participants about their lives and concerns. Key findings from these narratives indicate that both the socio-cultural practices and the physical environment substantially influence the women‘s level of involvement in their communities. The narratives also revealed that the women‘s daily lives are strongly influenced by how non-disabled perceive disability and disabled people in PNG. These influences include negative self-perceptions, discrimination, marginalisation and being disadvantaged in their communities. It is suggested that current policies and practices that relate to women and people with disabilities should include programmes that raise awareness at the community level about inclusive practices and strengthen social participation and empowerment activities and programmes for women with disabilities at community levels.

year: 2019

title: Secure Storage Guideline for Android Devices

authors: de Feijter, Sjoerd

abstract: The sudden surge in the mobile market has given developers the ability to create applications that reach millions of potential users. Many applications store sensitive data, which makes them potential targets for malicious individuals. A large majority of developers do not have a background in security making it difficult for them to securely store this data. This research addresses the problem by acting as a guide for developers, allowing them to create attack resistant applications. This is achieved by analysing techniques used by attackers to compromise applications, and illustrating countermeasures, which will give a greater insight into the concept of secure storage. As opposed to many other resources, the research presented is a consolidated resource of security techniques and gives numerous implementation examples, making it straightforward for developers to use.

text: Secure Storage Guideline for Android Devices The sudden surge in the mobile market has given developers the ability to create applications that reach millions of potential users. Many applications store sensitive data, which makes them potential targets for malicious individuals. A large majority of developers do not have a background in security making it difficult for them to securely store this data. This research addresses the problem by acting as a guide for developers, allowing them to create attack resistant applications. This is achieved by analysing techniques used by attackers to compromise applications, and illustrating countermeasures, which will give a greater insight into the concept of secure storage. As opposed to many other resources, the research presented is a consolidated resource of security techniques and gives numerous implementation examples, making it straightforward for developers to use.

year: 2016

title: Nga Wahi Ipurangi - Digital Places

authors: Reilly, Alan Howard

subjects: mLearning

abstract: The Waipa district, unbeknown to many New Zealanders, is home to some of the country’s most significant historical sites and stories.  As a Learning Experiences Outside the Classroom (LEOTC) educator, one of my roles is facilitating the understanding of these places and stories with school students.  
Currently, historical sites of national significance in this area are geographically hard to recognise, and have little or no physical interpretation. The ability of students to learn at these sites relies heavily on the educator’s oratory abilities.  Recent development in mobile technology can now provide access to interpretive internet-based content anytime, anywhere and this research investigates potential for mobile technology to be used as a tool to provide meaningful learning experiences that connect students to our unique history in the environment that these events actually took place in.
This research compares different mobile learning methods’ effectiveness in increasing student understanding and retention of social history content. A mobile learning (mLearning) programme was created for the purpose of this research, with the internet-hosted content divided equally between 3 mobile learning methods and one presenter-based method. 
Three groups consisting of Yr 5-6, Yr 7-8 and Yr 9-10 school students participated in the programme. Students completed multi-choice tests before, immediately after and 4 months following the trial programme. The multi choice results were used to compare improvement in student understanding and retention. Focus group interviews were conducted immediately and 4 months after the trial and were used to explore students metacognitive reflections of the learning methods used. 
The results of the study suggest that the mobile audio method was the most effective at increasing student understanding of the learning content and also had the highest level of content retention.  Results also suggest that environmental and technological distraction may have negatively influenced the effectiveness of the two visual mobile learning methods. Distraction may account for the differences between the learning methods effectiveness suggested by the multi-choice testing. Focus group interviews indicate the importance of mobile learning in an authentic context.
Discussion around the reduction, and where possible, elimination of the identified distractions; appropriateness and feasibility of new programme development including: game/trail based mLearning; the importance of authentic contexts for Māori students; student involvement in design; student-centred methods; connection to the classroom; and the relevance of social media are explored.
This research provides a clear direction for future programme development, aligning with the Ministry of Education’s LEOTC review priorities that emphasise raising student achievement for priority students; improving student engagement; and innovative, future focused learning.

text: Nga Wahi Ipurangi - Digital Places The Waipa district, unbeknown to many New Zealanders, is home to some of the country’s most significant historical sites and stories.  As a Learning Experiences Outside the Classroom (LEOTC) educator, one of my roles is facilitating the understanding of these places and stories with school students.  
Currently, historical sites of national significance in this area are geographically hard to recognise, and have little or no physical interpretation. The ability of students to learn at these sites relies heavily on the educator’s oratory abilities.  Recent development in mobile technology can now provide access to interpretive internet-based content anytime, anywhere and this research investigates potential for mobile technology to be used as a tool to provide meaningful learning experiences that connect students to our unique history in the environment that these events actually took place in.
This research compares different mobile learning methods’ effectiveness in increasing student understanding and retention of social history content. A mobile learning (mLearning) programme was created for the purpose of this research, with the internet-hosted content divided equally between 3 mobile learning methods and one presenter-based method. 
Three groups consisting of Yr 5-6, Yr 7-8 and Yr 9-10 school students participated in the programme. Students completed multi-choice tests before, immediately after and 4 months following the trial programme. The multi choice results were used to compare improvement in student understanding and retention. Focus group interviews were conducted immediately and 4 months after the trial and were used to explore students metacognitive reflections of the learning methods used. 
The results of the study suggest that the mobile audio method was the most effective at increasing student understanding of the learning content and also had the highest level of content retention.  Results also suggest that environmental and technological distraction may have negatively influenced the effectiveness of the two visual mobile learning methods. Distraction may account for the differences between the learning methods effectiveness suggested by the multi-choice testing. Focus group interviews indicate the importance of mobile learning in an authentic context.
Discussion around the reduction, and where possible, elimination of the identified distractions; appropriateness and feasibility of new programme development including: game/trail based mLearning; the importance of authentic contexts for Māori students; student involvement in design; student-centred methods; connection to the classroom; and the relevance of social media are explored.
This research provides a clear direction for future programme development, aligning with the Ministry of Education’s LEOTC review priorities that emphasise raising student achievement for priority students; improving student engagement; and innovative, future focused learning.

year: 2013