Autonomic system management in mobile grid environments

Mobile device integration in grid environments is a challenge for many researchers. Due to the transient nature of mobile devices, service management is a critical, but often overlooked area of research. We propose a distributed broker responsible for the autonomic management of grid services. The broker provides self discovery and negotiation, self configuration and self healing for SOA based mobile grids. In this paper the design and prototype implementation of the broker is presented and the importance of autonomic grid service management is shown.

Towards inclusion

The thesis explores the meaning and practice of inclusion of adults with an intellectual disability into learning and relationships. A major conclusion is that, since the value of inclusion is constantly in tension with other values, inclusion requires an ongoing process of negotiation involving time, space, agency and structure. The question of inclusion is addressed based on epistemological and methodical approaches of heuristics and critical hermeneutic interpretation.

Business community partnerships in New Zealand : understanding experiences of 'partnership'

This research examined business community partnerships that address social issues. The study demonstrated that 'pragmatic' versions of partnership are more concerned with the self-interests of the stakeholders, rather than shared community concerns. The findings highlight trust, power and the negotiation of mutual interests as critical issues to understanding business community partnerships in the NZ context.

An autonomic management system for service oriented enterprise grid computing

Grid computing and service oriented architectures improve the way computational tasks are performed. Through this research a management system, utilising the autonomic characteristics of self discovery and negotiation, self configuration and self healing, was designed and implemented, ultimately removing the need for users to know the intricacies of these systems.

Reproduction, resistance and transformation at Marantha High School

The focus of this thesis is the attempt by the Seventh-day Adventist Church to reproduce SDA culture in students attending one of its schools, Maranatha High School. As a 'critical ethnography', it adopts a theoretical perspective from critical social theory to examine problems associated with this attempt. These problems are reflected in data gathered by a range of ethnographic techniques. The study first portrays the socio-political dynamics underlying the historical creation of Adventist culture generally, its embodiment in institutional forms, and the development of a substantial educational structure intended to transmit that culture to succeeding generations.

The study then focuses on current SDA educational philosophy, and the assumptions underlying the principles of selection, organisation, transmission and evaluation of knowledge considered to be valid. It then examines how Maranatha High School itself seeks to implement those principles. In this context, the study also reflects on the political implications of the modes of management and institutional control adopted at various levels of the organisation and in the school.

As a dialectical study, the thesis views the school as a social setting in which knowledgeable humans engage in communicative interaction. Rather than promoting smooth reproduction, the school is portrayed as a site of struggle, negotiation and potential transformation as participants resist forces that they perceive to be constraining and oppressing them. Consequently the thesis examines the perceptions of the various groups of participants, and the nature and impact of their interaction. In as much as teachers are official 'managers' of SDA culture and knowledge, this examination focuses especially on their personal definitions of the situation, the dilemmas that confront them from internal and external sources, the development of their own cultural forms in response, and the implications this action has for cultural reproduction and continuity.

Overseas Chinese as expatriate managers in China : is their recruitment a solution to cross-cultural management problems for multinationals operating in China?

The rapid economic development has gravitated businesses into the Chinese market. It’s entry into the World Trade Organization in 2001 made her an even more formidable player in the global economy and direct foreign investment surged. Yet it is acknowledged that for the foreign investor in China, cross-cultural issues create difficulty at every level, from the intercultural level relating to communication and negotiation, to the organizational level relating to decision making, human resource management practices, corporate legal institutions and dealing with governments. Western multinationals have considered the advantages of posting overseas Chinese, from Southeast Asian countries, Taiwan Hong Kong and etc. But has this policy been successful? In terms of language expertise and cultural literacy this would seem to be a good strategy, yet organizational case material contradicts this in reality. Overseas Chinese, while sharing some elements of Chinese culture with mainland Chinese, the Confucian heritage and other aspects such as language, diet, etc, nevertheless have different world views and values and behave differently from mainland Chinese in areas critical to business management. As a survival strategy, overseas Chinese often developed dual identities operating simultaneously. For many of them, for political and historical reasons, they have had to adapt to the local culture or even hide their own ethnicity in order to survive. On the other hand, the mainland Chinese are different in the sense that their behaviour has only had to be Chinese, but overlaid with this has been the experience of participating in a communist political environment for decades, which has left its mark on mainland Chinese culture. On the basis of this, in the current business environment in China confusion, difficulties and conflict may occur for the overseas Chinese. This paper aims to provide insights of the cultural differences between the overseas Chinese and mainland Chinese. It provides evidence that overseas Chinese are not often favoured by the local Chinese. This problem has yet to be researched in depth within international business and international management studies. It draws the attention to issues on how to manage the local Chinese.

Re-presenting women and leadership : a methodological journey

Research on women's leadership has tended to focus upon detailed micro studies of individual women's identity formation or, alternatively, to conduct macro studies of its broader discursive constructions within society. Both approaches, although providing helpful understandings of the issues surrounding constructions of women's leadership, are inadequate. They fail to deal with the ongoing dilemma raised in both Cultural Studies and studies of discourse and identity, in relation to the negotiation of subjectivity and representation, that is, how broader societal discourses and media representations of women's leadership both inform, and are informed by, the lived experiences of individual women. In this article, a range of methodological approaches are outlined that were drawn upon in a study of a small group of senior women academics from ethnically and socioeconomically diverse origins. The authors examine how the women negotiated the frequent mismatch that arose between, on the one hand, societal discourses and media representations which often reproduced narrow and highly stereotypical accounts of women's leadership, and on the other hand, the individual women's subjective experiences of leadership which challenged such representations. It is contended that it is necessary to draw on a number of methodological perspectives in ways which trouble and unsettle homogenized versions of women's leadership in order to fully explicate more nuanced and complex ways of understanding how women's leadership identity is formed.

Understanding resilience in same-sex parented families : the work, love, play study

Background: While families headed by same-sex couples have achieved greater public visibility in recent years, there are still many challenges for these families in dealing with legal and community contexts that are not supportive of same-sex relationships. The Work, Love, Play study is a large longitudinal study of same-sex parents. It aims to investigate many facets of family life among this sample and examine how they change over time. The study focuses specifically on two key areas missing from the current literature: factors supporting resilience in same-sex parented families; and health and wellbeing outcomes for same-sex couples who undergo separation, including the negotiation of shared parenting arrangements post-separation. The current paper aims to provide a comprehensive overview of the design and methods of this longitudinal study and discuss its significance.
Methods/Design: The Work, Love, Play study is a mixed design, three wave, longitudinal cohort study of same-sex attracted parents. The sample includes lesbian, gay, bisexual and transgender parents in Australia and New Zealand (including single parents within these categories) caring for any children under the age of 18 years. The study will be conducted over six years from 2008 to 2014. Quantitative data are to be collected via three on-line surveys in 2008, 2010 and 2012 from the cohort of parents recruited in Wave1. Qualitative data will be collected via interviews with purposively selected subsamples in 2012 and 2013. Data collection began in 2008 and 355 respondents to Wave One of the study have agreed to participate in future surveys. Work is currently underway to increase this sample size. The methods and survey instruments are described.
Discussion: This study will make an important contribution to the existing research on same-sex parented families.
Strengths of the study design include the longitudinal method, which will allow understanding of changes over time within internal family relationships and social supports. Further, the mixed method design enables triangulation of qualitative and quantitative data. A broad recruitment strategy has already enabled a large sample size with the inclusion of both gay men and lesbians.

Enlistment and non-enlistment in wartime Australia : responses to the 1916 call to arms appeal

This article examines men’s responses to the 1916 ‘Call to Arms’ appeal, in which Australia’s federal government questioned military-aged male citizens on their willingness to enlist voluntarily in the armed forces for service at the front. It argues that the appeal illuminated men’s difficult negotiation of choice, in which they weighed their personal sense of obligation to the state at war, to their families, and to themselves. It shows how men not only confronted their decision, but measured their responsibilities against others’, producing a subjective order of sacrifice that paralysed recruiting. In the absence of conscription, that private decision-making was critical to the nature of Australia’s commitment to the war, as men assessed and re-assessed the limits of obligation for themselves.

A framework for re-thinking learning in science from recent cognitive science perspectives

Recent accounts by cognitive scientists of factors affecting cognition imply the need to reconsider current dominant conceptual theories about science learning. These new accounts emphasize the role of context, embodied practices and narrative-based representation rather than learners’ cognitive constructs. In this paper we analyze data from a longitudinal study of primary school children’s learning to outline a framework based on these contemporary accounts, and to delineate key points of difference from conceptual change perspectives. The findings suggest this framework provides strong theoretical and practical insights into how children learn and the key role of representational negotiation in this learning. We argue that the nature and process of conceptual change can be re-interpreted in terms of the development of students’ representational resources.

Teaching and learning about force with a representational focus : pedagogy and teacher change

A large body of research in the conceptual change tradition has shown the difficulty of learning fundamental science concepts, yet conceptual change schemes have failed to convincingly demonstrate improvements in supporting significant student learning. Recent work in cognitive science has challenged this purely conceptual view of learning, emphasising the role of language, and the importance of personal and contextual aspects of understanding science. The research described in this paper is designed around the notion that learning involves the recognition and development of students’ representational resources. In particular, we argue that conceptual difficulties with the concept of force are fundamentally representational in nature. This paper describes a classroom sequence in force that focuses on representations and their negotiation, and reports on the effectiveness of this perspective in guiding teaching, and in providing insight into student learning. Classroom sequences involving three teachers were videotaped using a combined focus on the teacher and groups of students. Video analysis software was used to capture the variety of representations used, and sequences of representational negotiation. Stimulated recall interviews were conducted with teachers and students. The paper reports on the nature of the pedagogies developed as part of this representational focus, its effectiveness in supporting student learning, and on the pedagogical and epistemological challenges negotiated by teachers in implementing this approach.

Teacher change in exploring representational approaches to learning science

The researcher worked closely with two biology-trained teachers to plan three teaching sequences in the topics of forces, substances and astronomy that were subsequently taught to Year 7 students. The sequences sought to develop a model of classroom practice that foregrounds students’ negotiation of conceptual representations.

The difficulties encountered by individuals in learning science point to the need for a very strong emphasis of the role of representations in learning. There is a need for learners to use their own representational, cultural and cognitive resources to engage with the subject-specific representational practices of science. Researchers who have undertaken classroom studies whereby students have constructed and used their own representations have pointed to several principles in the planning, execution and assessment of student learning (diSessa, 2004; Greeno & Hall, 1997). A key principle is that teachers need to identify big ideas, key concepts, of the topic at the planning stage in order to guide refinement of representational work. These researchers also point out the need for students to engage with multiple representations in different modes that are both teacher and student generated. A representation can only partially explain a particular phenomenon or process and has both positive and negative attributes to the target that it represents. The issue of the partial nature of representations needs to be a component of classroom practice (Greeno & Hall, 1997) in terms of students critiquing representations for their limitations and affordances and explicitly linking multiple representations to construct a fuller understanding of the phenomenon or process under study. The classroom practice should also provide opportunities for students to manipulate representations as reasoning tools (Cox, 1999) in constructing the scientifically acceptable ideas and communicating them.

Research question: What impact was there on the participating teacher’s practice through the adoption of a representational focus to teaching science?

Data collection included video sequences of classroom practice and student responses, student work, field notes, tape records of meetings and discussions, and student and teacher interviews based in some cases on video stimulated recall. Video analysis software was used to capture the variety of representations used, and sequences of representational negotiation.

The teachers in this study reported substantial shifts in their classroom practices, and in the quality of classroom discussions, arising from adopting a representational focus. The shifts were reported by them as a three-fold challenge. First, there was an epistemological challenge as they came to terms with the culturally produced nature of representations in the topics of force, substance and astronomy and their flexibility and power as tools for analysis and communication, as opposed to their previous assumption that this was given knowledge to be learnt as an end point. The second challenge was pedagogical, in that this approach was acknowledged to place much greater agency in the hands of students, and this brought a need to learn to run longer and more structured discussions around conceptual problems. The third challenge related to content coverage. The teachers sacrificed coverage for the greater depth offered by this approach, and were unanimous in their judgment that this had been a change that had paid dividends in terms of student learning.

How information technology can support family law and mediation

In Australia, before a divorcing couple can have their case heard by the Family Court, they must undertake mediation. Thus it is useful to develop information technology tools to support negotiation and mediation in family law. Most negotiation support systems focus upon integrative bargaining. In doing so, they tend to ignore issues of fairness. In Australian Family Law, the interests of the children, as opposed to those of their parents/guardians, are paramount. We investigate the use of providing BATNAs and integrative bargaining in providing family mediation decision support. The discussion is highlighted with examples taken from the domain of Australian Family Law

AssetDivider : a new mediation tool in Australian family law

This article describes research in a new theory of decision support in negotiation in family law mediation. AssetDivider was based on the principles of Family_Winner. As a Negotiation Decision Support System Family_Winner takes ratings assigned to items by the parties involved and develops a list of allocations to each party; based on trade-offs inherently present in the dispute. Given advice provided from our industry partners Relationships Australia (Queensland) - RAQ, AssetDivider uses an ideal “percentage split” to guide the development of an allocation list for parties. The system has been tested informally by our contacts at RAQ, and we now look forward to extensive testing and evaluation by mediators at RAQ in the near future. We hope to report on a comprehensive evaluation which will report on the effectiveness of this program in practice.

Incorporating fairness into development of an integrated multi-agent online dispute resolution environment

The paper describes the development of an integrated multi-agent online dispute resolution environment called IMODRE that was designed to assist parties involved in Australian family law disputes achieve legally fairer negotiated outcomes. The system extends our previous work in developing negotiation support systems Family_Winner and AssetDivider. In this environment one agent uses a Bayesian Belief Network expertly modeled with knowledge of the Australian Family Law domain to advise disputants of their Best Alternatives to Negotiated Agreements. Another agent incorporates the percentage split of marital property into an integrative bargaining process and applies heuristics and game theory to equitably distribute marital property assets and facilitate further trade-offs. We use this system to add greater fairness to Family property law negotiations.