title: Object orientation without  extending Z

authors: Utting, Mark

abstract: The good news of this paper is that without extending Z,
we can elegantly specify object-oriented systems, including encapsulation,
inheritance and subtype polymorphism (dynamic dispatch). The
bad news is that this specification style is rather different to normal
Z specifications, more abstract and axiomatic, which means that it is
not so well supported by current Z tools such as animators. It also enforces
behavioural subtyping, unlike most object-oriented programming
languages. This paper explains the proposed style, with examples, and
discusses its advantages and disadvantages.

text: Object orientation without  extending Z The good news of this paper is that without extending Z,
we can elegantly specify object-oriented systems, including encapsulation,
inheritance and subtype polymorphism (dynamic dispatch). The
bad news is that this specification style is rather different to normal
Z specifications, more abstract and axiomatic, which means that it is
not so well supported by current Z tools such as animators. It also enforces
behavioural subtyping, unlike most object-oriented programming
languages. This paper explains the proposed style, with examples, and
discusses its advantages and disadvantages.

year: 2002-12-01

title: The impact of flipped classrooms in nurse education: A literature review

authors: Edwards, Frances

subjects: Nursing education research

abstract: Flipped classroom pedagogy is increasingly being used in tertiary education including within nurse education programmes. This literature review aims to critically examine empirical published work (from 2012 to 2019) which reports of the impact of flipped classroom pedagogies on nursing students’ learning and performance. Global themes identified include student performance outcomes, engagement and enhanced/diminished student satisfaction. Synthesis of the findings of this literature review indicates that in nurse education the flipped classroom supports retention of knowledge, improves performance outcomes in areas as diverse as caring and examination results and there is enhanced student satisfaction with this method of learning. Enhancements to student learning and achievement using the flipped classroom model are connected to extra time and opportunities available for development of critical thinking and complex reasoning skills in class. As well, improvements are linked to the flexibility and self-efficacy accorded to students by the provision of learning opportunities in the form of deeply personalised online support. There is also evidence to suggest that students initially find this method stressful but with tutors and faculty staff providing information and rationale for the flipped classroom approach, this stress can be reduced.

text: The impact of flipped classrooms in nurse education: A literature review Flipped classroom pedagogy is increasingly being used in tertiary education including within nurse education programmes. This literature review aims to critically examine empirical published work (from 2012 to 2019) which reports of the impact of flipped classroom pedagogies on nursing students’ learning and performance. Global themes identified include student performance outcomes, engagement and enhanced/diminished student satisfaction. Synthesis of the findings of this literature review indicates that in nurse education the flipped classroom supports retention of knowledge, improves performance outcomes in areas as diverse as caring and examination results and there is enhanced student satisfaction with this method of learning. Enhancements to student learning and achievement using the flipped classroom model are connected to extra time and opportunities available for development of critical thinking and complex reasoning skills in class. As well, improvements are linked to the flexibility and self-efficacy accorded to students by the provision of learning opportunities in the form of deeply personalised online support. There is also evidence to suggest that students initially find this method stressful but with tutors and faculty staff providing information and rationale for the flipped classroom approach, this stress can be reduced.

year: 2020

title: Ārai Whakamōmori: An Exploration of Te Whakaruruhau’s Suicide Prevention Strategy

authors: Jones, Waikorihiata Georgina-Ann Marama

subjects: Te Whakaruruhau, suicide, suicide prevention, indigenous suicide prevention, women’s refuge.

abstract: Te Whakaruruhau, Waikato Women’s Refuge, have been able to achieve a suicide free environment for their clients for over 31 years. This research sought to understand how Te Whakaruruhau have been successful in preventing suicide for women and their partners. Intimate partner violence is closely associated with suicide risk, depression, anxiety, post-traumatic stress disorder, and helplessness and hopelessness. Interviews were held with 11 staff using kaupapa Māori (principles/philosophies) methodologies of: kānohi kitea (greeting, meeting face to face), ako Māori (learning, teaching, reciprocity, cultural pedagogy) and manaaki ki te tangata (caring, hosting people). A thematic analysis provided four main themes: identifying safety and risk issues, prevention methods, following tīkanga, and training and supervision. Sub themes that supported and expanded on each main theme showed that staff interacted and cared for their clients using distinctly Māori worldviews and practices of tīkanga: manner of approach, mā te whakarongo and kōrero (listening and talking), awhi (support), redirecting the focus, and whakamana (to empower), to prevent suicide with their clients. As Te Whakaruruhau is founded on principles of kaupapa Māori, it was evident that staff responded to their clients using manaakitanga (to care for, show respect), aroha (show love, empathy and sympathy), awhi, both physical and emotional support, and whakawhanaungatanga (relationship). A concern for staff was the lack of resourcing to access appropriate training and supervision which they felt impacted on their ability to do their job well. The implications of this study are that more training, specifically around suicide awareness, and mentoring and guidance is needed for staff to continue to provide a suicide free space. Also, this research serves to guide the formation of an indigenous national suicide prevention strategy for clients who access refuges. Ultimately, the research is for families who experience disruptions to their lives through violence offering a pathway and place for them to recover and rebuild their lives.

text: Ārai Whakamōmori: An Exploration of Te Whakaruruhau’s Suicide Prevention Strategy Te Whakaruruhau, Waikato Women’s Refuge, have been able to achieve a suicide free environment for their clients for over 31 years. This research sought to understand how Te Whakaruruhau have been successful in preventing suicide for women and their partners. Intimate partner violence is closely associated with suicide risk, depression, anxiety, post-traumatic stress disorder, and helplessness and hopelessness. Interviews were held with 11 staff using kaupapa Māori (principles/philosophies) methodologies of: kānohi kitea (greeting, meeting face to face), ako Māori (learning, teaching, reciprocity, cultural pedagogy) and manaaki ki te tangata (caring, hosting people). A thematic analysis provided four main themes: identifying safety and risk issues, prevention methods, following tīkanga, and training and supervision. Sub themes that supported and expanded on each main theme showed that staff interacted and cared for their clients using distinctly Māori worldviews and practices of tīkanga: manner of approach, mā te whakarongo and kōrero (listening and talking), awhi (support), redirecting the focus, and whakamana (to empower), to prevent suicide with their clients. As Te Whakaruruhau is founded on principles of kaupapa Māori, it was evident that staff responded to their clients using manaakitanga (to care for, show respect), aroha (show love, empathy and sympathy), awhi, both physical and emotional support, and whakawhanaungatanga (relationship). A concern for staff was the lack of resourcing to access appropriate training and supervision which they felt impacted on their ability to do their job well. The implications of this study are that more training, specifically around suicide awareness, and mentoring and guidance is needed for staff to continue to provide a suicide free space. Also, this research serves to guide the formation of an indigenous national suicide prevention strategy for clients who access refuges. Ultimately, the research is for families who experience disruptions to their lives through violence offering a pathway and place for them to recover and rebuild their lives.

year: 2017