title: How Are Inclusive Education Resource Centre Supported Students With Special Needs Experiencing Education In Regular Classroom Settings In The Town Schools In Western Province Of Papua New Guinea? A Case Study Approach

authors: Bomen, Roweng

abstract: The study considers special needs students’ education development in the context of the Papua New Guinea (PNG) education system. In particular, it examines the experiences, perceptions and expectations of three groups involved, which are teachers, parents and special needs students themselves in relation to inclusive practices in mainstream school settings. While some research has been done in other areas of inclusive education in PNG, none has included the point of view of special needs students attaining education in regular class settings. The study aimed at discovering the extent to which the inclusive education (IE) policy and IE practices are enacted in regular schools in Daru, in PNG. IE practices can be found in schools in PNG, but many are not effective. In particular, we know very little about the special needs students’ experiences, perceptions and expectations of IE in regular class environments, as their voices are not often heard. 

The study undertaken used a qualitative research approach case study to gather data about IE practices in selected schools in Daru Island of Western Province, Papua New Guinea. The research design used was an embedded “single-case” format that strived to explore the reality of the SN students’ experiences in regular classes through talking to them and the adults in their immediate environment. The case study approach used exploratory, descriptive and explanatory methodologies. In the exploratory part, a research framework was set within the context of the research question. In the descriptive part, the research described the concept of inclusive education and its development towards including SN students in PNG society, and in the explanatory part, it focused on the reasons and result of inclusive practices within the context of the children, teachers and adults who care for them. Specifically, interviews were conducted with four teachers, three parents and a focus group consisting of three special needs students. A mini non-participatory class observation was conducted for supplementary information. Data gathered were analysed using a thematic analysis approach.

The findings reveal that special needs students are very interested in attaining education to fulfil their dreams. Their parents’ continuous support towards their SN children’s personal livelihood development was helpful to their SN children. However, a number of social justice issues greatly impacted on how inclusive education for the SN students concerned was being practiced in regular classrooms. Issues included: lack of access to facilities, unbalanced curriculum, teacher-centred teaching rather than SN student-centred teaching and learning practices, limited resources, negative stereotypical behaviour by non-disabled people and social exclusion. This study concludes that more advocacy programmes and a change of people’s mindset towards dealing with SN students in the schools and community are necessary to combat existing discriminatory attitudes and social segregation of special needs students within regular schools and their community.

text: How Are Inclusive Education Resource Centre Supported Students With Special Needs Experiencing Education In Regular Classroom Settings In The Town Schools In Western Province Of Papua New Guinea? A Case Study Approach The study considers special needs students’ education development in the context of the Papua New Guinea (PNG) education system. In particular, it examines the experiences, perceptions and expectations of three groups involved, which are teachers, parents and special needs students themselves in relation to inclusive practices in mainstream school settings. While some research has been done in other areas of inclusive education in PNG, none has included the point of view of special needs students attaining education in regular class settings. The study aimed at discovering the extent to which the inclusive education (IE) policy and IE practices are enacted in regular schools in Daru, in PNG. IE practices can be found in schools in PNG, but many are not effective. In particular, we know very little about the special needs students’ experiences, perceptions and expectations of IE in regular class environments, as their voices are not often heard. 

The study undertaken used a qualitative research approach case study to gather data about IE practices in selected schools in Daru Island of Western Province, Papua New Guinea. The research design used was an embedded “single-case” format that strived to explore the reality of the SN students’ experiences in regular classes through talking to them and the adults in their immediate environment. The case study approach used exploratory, descriptive and explanatory methodologies. In the exploratory part, a research framework was set within the context of the research question. In the descriptive part, the research described the concept of inclusive education and its development towards including SN students in PNG society, and in the explanatory part, it focused on the reasons and result of inclusive practices within the context of the children, teachers and adults who care for them. Specifically, interviews were conducted with four teachers, three parents and a focus group consisting of three special needs students. A mini non-participatory class observation was conducted for supplementary information. Data gathered were analysed using a thematic analysis approach.

The findings reveal that special needs students are very interested in attaining education to fulfil their dreams. Their parents’ continuous support towards their SN children’s personal livelihood development was helpful to their SN children. However, a number of social justice issues greatly impacted on how inclusive education for the SN students concerned was being practiced in regular classrooms. Issues included: lack of access to facilities, unbalanced curriculum, teacher-centred teaching rather than SN student-centred teaching and learning practices, limited resources, negative stereotypical behaviour by non-disabled people and social exclusion. This study concludes that more advocacy programmes and a change of people’s mindset towards dealing with SN students in the schools and community are necessary to combat existing discriminatory attitudes and social segregation of special needs students within regular schools and their community.

year: 2017

title: Pragmatic internet egress routing for improving player latency in interactive multiplayer games

authors: Fayomi, Oladimeji

subjects: Latency-aware routing

abstract: Interactive multiplayer games rely on the network to ensure a smooth and
responsive experience. When the latency between a game server and a client
is beyond a threshold, the client is unable to play the game properly and often
abandons the game. We posit that this unfortunate disconnection is avoidable
in certain cases. Because Border Gateway Protocol (BGP) is agnostic to
latency, the paths used by clients may be suboptimal latency-wise. Providing
performance-aware routing on the Internet in general is a hard problem, and
proposals to change BGP or the core of the Internet struggled to gain traction.
However, Multiplayer games provide a workable problem: it may be possible to
attain feasible (i.e., sufficiently low) latency for players without major changes
to the Internet core.

This thesis presents a pragmatic latency-aware routing control approach
which tackles interactive multiplayer games and other applications that need to
operate under some specific latency threshold but are not bandwidth-hungry.
The proposed approach – Overwatch, leverages BGP Egress Peer Engineering
(EPE) and capitalises on the well-connected nature of game provider networks
to offer multiple paths to reach their clients. By selecting a feasible path
for each client, Overwatch can maximise the number of clients/players in the
game. One of the key advantages of Overwatch is its deployability, which is
enabled by its explicit routing feature using commodity hardware, which is
interoperable with existing devices and does not require collaboration with
other networks. Overwatch controls traffic along feasible paths according to
an operator-defined algorithm. The current implementation is based on a
Segment Routing over IPv6 (SRv6) dataplane. This implementation was used
to evaluate Overwatch in a scenario with 300 clients. Prior to that, we ran
a set of Internet measurements involving relevant game servers in Europe to
calibrate the experiments. The evaluation highlights Overwatch’s benefit in
selecting feasible paths for the players when such paths exist, thus keeping
players online.

text: Pragmatic internet egress routing for improving player latency in interactive multiplayer games Interactive multiplayer games rely on the network to ensure a smooth and
responsive experience. When the latency between a game server and a client
is beyond a threshold, the client is unable to play the game properly and often
abandons the game. We posit that this unfortunate disconnection is avoidable
in certain cases. Because Border Gateway Protocol (BGP) is agnostic to
latency, the paths used by clients may be suboptimal latency-wise. Providing
performance-aware routing on the Internet in general is a hard problem, and
proposals to change BGP or the core of the Internet struggled to gain traction.
However, Multiplayer games provide a workable problem: it may be possible to
attain feasible (i.e., sufficiently low) latency for players without major changes
to the Internet core.

This thesis presents a pragmatic latency-aware routing control approach
which tackles interactive multiplayer games and other applications that need to
operate under some specific latency threshold but are not bandwidth-hungry.
The proposed approach – Overwatch, leverages BGP Egress Peer Engineering
(EPE) and capitalises on the well-connected nature of game provider networks
to offer multiple paths to reach their clients. By selecting a feasible path
for each client, Overwatch can maximise the number of clients/players in the
game. One of the key advantages of Overwatch is its deployability, which is
enabled by its explicit routing feature using commodity hardware, which is
interoperable with existing devices and does not require collaboration with
other networks. Overwatch controls traffic along feasible paths according to
an operator-defined algorithm. The current implementation is based on a
Segment Routing over IPv6 (SRv6) dataplane. This implementation was used
to evaluate Overwatch in a scenario with 300 clients. Prior to that, we ran
a set of Internet measurements involving relevant game servers in Europe to
calibrate the experiments. The evaluation highlights Overwatch’s benefit in
selecting feasible paths for the players when such paths exist, thus keeping
players online.

year: 2024

title: Indigenous knowledge, methodology and mayhem: What is the role of methodology in producing indigenous insights? A discussion from Mātauranga Māori

authors: Smith, Linda Tuhiwai

abstract: The emergence of an academic discourse called Indigenous knowledge internationally, and mātauranga Māori in Aotearoa New Zealand, presents some substantive challenges to concepts of knowing and being, of knowledge creation, knowledge work and the making of meaning. These challenges engage us across philosophical, disciplinary, institutional, inter-generational, territorial and community boundaries, presenting an opportunity to imagine this field anew, and the theories and methodologies that inform contemporary Māori or Indigenous Studies. This article raises some discussion about ‘research methodologies’ being used when discussing mātauranga Māori and Indigenous knowledge (hereafter referred to as IK mātauranga). Research methodologies are often associated with specific disciplines of knowledge and viewed as the primary if not singular way in which knowledge is generated. Arguably, IK mātauranga occupies a different knowledge space from traditional academic disciplines, including their transdisciplinary interstices. This article speaks to a gnawing sense that mayhem is at play, as the academic work around IK mātauranga begins to consolidate and become institutionalised away from its indigenous communities and contexts, where it began and where it still informs identities, ways of living and being.

text: Indigenous knowledge, methodology and mayhem: What is the role of methodology in producing indigenous insights? A discussion from Mātauranga Māori The emergence of an academic discourse called Indigenous knowledge internationally, and mātauranga Māori in Aotearoa New Zealand, presents some substantive challenges to concepts of knowing and being, of knowledge creation, knowledge work and the making of meaning. These challenges engage us across philosophical, disciplinary, institutional, inter-generational, territorial and community boundaries, presenting an opportunity to imagine this field anew, and the theories and methodologies that inform contemporary Māori or Indigenous Studies. This article raises some discussion about ‘research methodologies’ being used when discussing mātauranga Māori and Indigenous knowledge (hereafter referred to as IK mātauranga). Research methodologies are often associated with specific disciplines of knowledge and viewed as the primary if not singular way in which knowledge is generated. Arguably, IK mātauranga occupies a different knowledge space from traditional academic disciplines, including their transdisciplinary interstices. This article speaks to a gnawing sense that mayhem is at play, as the academic work around IK mātauranga begins to consolidate and become institutionalised away from its indigenous communities and contexts, where it began and where it still informs identities, ways of living and being.

year: 2016