title: Privacy protection for health information research in New Zealand district health boards

authors: Yogarajan, Vithya

subjects: computer science

abstract: AIM: To examine the practices used by New Zealand’s 20 district health boards (DHBs) to protect patient privacy when patient information is used for research, and particularly practices for de-identifying information.
METHOD: An e-mailed questionnaire survey, using New Zealand’s Official Information Act to request information on the policies and practices of each DHB.
RESULTS: 19/20 DHBs (95%) responded to the survey, one of which reported that it did not provide patient information for research. 18/18 (100%) of the DHBs that reported providing patient information for research required the project to have ethics approval. 18/18 (100%) of the DHBs that offered patient data for research also required individual patient consent and/or de-identification of the information before it was used for research. 14/18 DHBs (78%) deidentified data before releasing it for research, 8/18 DHBs (48%) sought individual patient consent before releasing data for research, and 5/18 (28%) used both methods. Other measures to protect privacy included confidentiality agreements, encryption and cybersecurity procedures.
CONCLUSION: Our findings show DHBs self-report that they have su  icient measures in place to protect privacy when patient information is used for research. However, these measures need to be continuously evaluated against rapidly evolving international practices and technological developments.

text: Privacy protection for health information research in New Zealand district health boards AIM: To examine the practices used by New Zealand’s 20 district health boards (DHBs) to protect patient privacy when patient information is used for research, and particularly practices for de-identifying information.
METHOD: An e-mailed questionnaire survey, using New Zealand’s Official Information Act to request information on the policies and practices of each DHB.
RESULTS: 19/20 DHBs (95%) responded to the survey, one of which reported that it did not provide patient information for research. 18/18 (100%) of the DHBs that reported providing patient information for research required the project to have ethics approval. 18/18 (100%) of the DHBs that offered patient data for research also required individual patient consent and/or de-identification of the information before it was used for research. 14/18 DHBs (78%) deidentified data before releasing it for research, 8/18 DHBs (48%) sought individual patient consent before releasing data for research, and 5/18 (28%) used both methods. Other measures to protect privacy included confidentiality agreements, encryption and cybersecurity procedures.
CONCLUSION: Our findings show DHBs self-report that they have su  icient measures in place to protect privacy when patient information is used for research. However, these measures need to be continuously evaluated against rapidly evolving international practices and technological developments.

year: 2018

title: Inclusive education for children with disabilities in Fiji: Teacher perspectives and attitudes

authors: Daveta, Mereoni Laveti

subjects: inclusive education

abstract: The purpose of this research was to examine teacher perspectives and
attitudes on inclusive education for children with disabilities in Fiji. Teachers'
perspectives and attitudes are crucial in providing insights that could
help improve education and services for children with disabilities in regular
schools in Fiji.
A qualitative approach using semi structured interviews was selected as
the methodology for this research. Nine teachers from nine different
schools in Suva, the capital city of Fiji, participated in this research. The
nine participants were selected from three different school settings. Three
of the participants were from special schools, three were from primary
schools and three were from secondary schools.
Data collected showed that teachers support inclusive education, however,
they had reservations on the inclusion of students with severe disabilities.
Several factors were identified to influence teachers' attitudes towards inclusion.
The most common factors were severity of disability that the students
had, inadequate training of teachers on teaching students with disabilities,
inadequate government funding, lack of specialised resource personnel
and lack of appropriate equipment and resources to support students
and teachers in the teaching learning process. Limited commitment
from the Ministry of Education and limited participation and consultation of
teachers on policy and curriculum design were also identified as contributing
factors for non inclusion of students with disabilities in regular schools.
Teachers need to change their perspectives and attitudes and schools
need to be welcoming and prepared to accept all students with disabilities
into the general education system in Fiji.

text: Inclusive education for children with disabilities in Fiji: Teacher perspectives and attitudes The purpose of this research was to examine teacher perspectives and
attitudes on inclusive education for children with disabilities in Fiji. Teachers'
perspectives and attitudes are crucial in providing insights that could
help improve education and services for children with disabilities in regular
schools in Fiji.
A qualitative approach using semi structured interviews was selected as
the methodology for this research. Nine teachers from nine different
schools in Suva, the capital city of Fiji, participated in this research. The
nine participants were selected from three different school settings. Three
of the participants were from special schools, three were from primary
schools and three were from secondary schools.
Data collected showed that teachers support inclusive education, however,
they had reservations on the inclusion of students with severe disabilities.
Several factors were identified to influence teachers' attitudes towards inclusion.
The most common factors were severity of disability that the students
had, inadequate training of teachers on teaching students with disabilities,
inadequate government funding, lack of specialised resource personnel
and lack of appropriate equipment and resources to support students
and teachers in the teaching learning process. Limited commitment
from the Ministry of Education and limited participation and consultation of
teachers on policy and curriculum design were also identified as contributing
factors for non inclusion of students with disabilities in regular schools.
Teachers need to change their perspectives and attitudes and schools
need to be welcoming and prepared to accept all students with disabilities
into the general education system in Fiji.

year: 2009

title: Tangi and State Funeral: Te Arikinui Dame Te Atairangikaahu and Prime Minister Norman Kirk

authors: McRae, Karyn Okeroa

subjects: Tangi

abstract: The tangi of Te Arikinui Dame Te Atairangikaahu (Te Arikinui) in 2006 paralleled the State funerals for New Zealand Prime Ministers like Norman Kirk who died in 1974. State funerals require the huge mobilization of people and resources and always attract the attention of the national and international media. The death of a Prime Minister is news worthy, but what of a minority indigenous fourth world leader like Te Arikinui? Why did her passing attract so much media attention? In this study I argue that media representation of the tangi of Te Arikinui was largely about social, cultural and symbolic capital. In media saturated societies such as Aotearoa/New Zealand, through mainstream media outlets like TV One News and the Waikato Times, Te Arikinui’s tangi event claimed a dominant space in the lives of Maori and non Maori alike. The data source includes print news media coverage of the tangi of Te Arikinui and the State funeral of Norman Kirk. Descriptive narrative and abductive analysis inform the methodology used in this study. As expected, print media reporting of both events progressed through the three stages identified by Durkheim, those of, separation, liminality and reincorporation. The ownership of death, the deceased and the continued possession of their mortal remains, itself a cultural object with symbolic and cultural capital, reflected the actual power and control of the possessor. State funerals and tangi are about the ritualized performance of grief and mourning, and require the appropriate social, cultural and symbolic capital for its enactment.

text: Tangi and State Funeral: Te Arikinui Dame Te Atairangikaahu and Prime Minister Norman Kirk The tangi of Te Arikinui Dame Te Atairangikaahu (Te Arikinui) in 2006 paralleled the State funerals for New Zealand Prime Ministers like Norman Kirk who died in 1974. State funerals require the huge mobilization of people and resources and always attract the attention of the national and international media. The death of a Prime Minister is news worthy, but what of a minority indigenous fourth world leader like Te Arikinui? Why did her passing attract so much media attention? In this study I argue that media representation of the tangi of Te Arikinui was largely about social, cultural and symbolic capital. In media saturated societies such as Aotearoa/New Zealand, through mainstream media outlets like TV One News and the Waikato Times, Te Arikinui’s tangi event claimed a dominant space in the lives of Maori and non Maori alike. The data source includes print news media coverage of the tangi of Te Arikinui and the State funeral of Norman Kirk. Descriptive narrative and abductive analysis inform the methodology used in this study. As expected, print media reporting of both events progressed through the three stages identified by Durkheim, those of, separation, liminality and reincorporation. The ownership of death, the deceased and the continued possession of their mortal remains, itself a cultural object with symbolic and cultural capital, reflected the actual power and control of the possessor. State funerals and tangi are about the ritualized performance of grief and mourning, and require the appropriate social, cultural and symbolic capital for its enactment.

year: 2010