Description:
This paper is intended to characterize three types of best approximate solutions for inconsistent linear inequality systems with an arbitrary number of constraints. It also gives conditions guaranteeing the existence of best uniform solutions and discusses potential applications.
Description:
This paper is intended to characterize three types of best approximate solutions for inconsistent linear inequality systems with an arbitrary number of constraints. It also gives conditions guaranteeing the existence of best uniform solutions and discusses potential applications.
Description:
This chapter discusses the parent perspective in terms of what parents of students attending the SSL think about their child's involvement. Over time, a number of projects have examined parent perceptions but the most recent one is discussed in this chapter. This particular project involved surveying and interviewing parents of students attending the three SSL campuses during Terms 3 and 4 of the 2012 school year. While the sample is not large, it certainly provides support to the large body of anecdotal evidence about the very high level of parent satisfaction with the SSL. The findings from the interviews conducted with 15 parents have already been published in a refereed conference paper, which is referred to later in this chapter. The findings from the pre- and post-surveys completed by 38 parents indicated that parents were aware of both the benefits and challenges faced by their children. Moreover, they had very high expectations in terms of the type of growth in understanding of self, others and the ecosystem in which they were living, as outcomes of the SSL experience. Post-survey results illustrated that these expectations were not only met but exceeded.
Description:
This chapter reflects on an Appreciative Inquiry research project undertaken at Bethlehem Tertiary Institute (BTI) in Aotearoa New Zealand. The project explored how staff at BTI journey together to nurture more conscious and intentional attachment with God, resulting in transformed lives and communities. The five steps commonly associated with Appreciative Inquiry, namely, define, discovery, dream, design and destiny were implemented in a manner intended to be highly collaborative and fostering of consciousness-raising and commitment to what participants corporately love as Christian educators and researchers. In pursuit of these outcomes, the project took on a multivocal, multimodal and multipurposeful character, which was not initially anticipated but which did affirm participants’ creativity, resourcefulness and commitment to their shared vision. This chapter describes the ways in which this process unfolded, and how it assisted BTI staff to engage in collaborative research, reimagine their core values and identities and to really think through what Christian higher education means to them.
Description:
Papua New Guinea (PNG) is known to have a large resource base of sago with over 1 million ha, as well as a high number of germplasm types of the Metroxylon species. The country’s food security status is very low and is primarily dependent on subsistence fresh garden produce as practiced by 85% of the population who are rural dwellers. Postharvest losses can be as high as 40% with little to no postharvest technology nor processing of foods done. Sago provides well for food security and sustains life in rural communities during disasters such as droughts, floods, and cyclones. The dilemma of sago being an underutilized crop in PNG is exacerbated by the introduction of new food crops, cash crops, and limited accessibility to cash to purchase other foods. Over the last 50 years, sago consumption has diminished as one of the major traditional food staples, from 16% to less than 10%. Neglect of sago is further due to food safety concerns about traditionally processed sago, in particular, the risk from sago hemolytic disease (SHD). For over 30 years, SHD has been a food safety issue since it was first reported in 1973. Investigations on SHD highlight the serious need to improve on the hygiene and sanitation of the traditional postharvest processing and storage methods of sago starch in PNG. A set of hazard analysis and critical control point (HACCP) protocols has been developed for traditional processing of sago as a food safety measure to improve food safety for food security. While commercial cultivation is nonexistent, there is increased planting of the larger hapaxanthic, non-soboliferous sago species, Metroxylon salomonense Becc., in some nontraditional sago-consuming areas as a low-cost raw material source for roof thatching and other building materials. It is however a wasted opportunity for food security in these areas as the starch from the palm is not utilized. Current work in these areas promotes sago as a potential food source that can be harvested or processed into flour. This is to improve the food security status in areas of high population density, like island communities where land is scarce.
Description:
Indigenous people remain extremely under-represented in Australian higher education. Despite a substantial increase in the overall number of Indigenous university enrolments since the demand-driven system was introduced, representation remains well below population parity (cf. Department of Education and Training 2015; Wilks and Wilson 2015). Along with participation rates, the university success and retention rates of Indigenous students are also relatively low (Behrendt et al. 2012). The causes of this under-representation and under-achievement have been well-documented. At one level, the relatively low secondary school completion and achievement levels of Indigenous people help to explain under-representation at the next level of education. At a deeper level, educational outcomes reflect broader disadvantage, historical exclusion and discrimination, and a system of education in which respect for culture and diversity often remains limited (Liddle 2016).
Description:
Indigenous people remain extremely under-represented in Australian higher education. Despite a substantial increase in the overall number of Indigenous university enrolments since the demand-driven system was introduced, representation remains well below population parity (cf. Department of Education and Training 2015; Wilks and Wilson 2015). Along with participation rates, the university success and retention rates of Indigenous students are also relatively low (Behrendt et al. 2012). The causes of this under-representation and under-achievement have been well-documented. At one level, the relatively low secondary school completion and achievement levels of Indigenous people help to explain under-representation at the next level of education. At a deeper level, educational outcomes reflect broader disadvantage, historical exclusion and discrimination, and a system of education in which respect for culture and diversity often remains limited (Liddle 2016).
Description:
Queer Film Festivals (QFFs) have tended to be linked with major capital cities in Australia. This reflects wider global trends, as well as the symbolic metropolitan/nonmetropolitan divide that has long-permeated the queer imaginary (Weston, K., GLQ: A Journal of Gay and Lesbian Studies 2:253-277, 1995; Halberstam, J., In a Queer Time and Place: Transgender Bodies, Subcultural Lives. New York University Press, New York, 2005). Yet, events like Bendigo Queer Film Festival and Geelong Pride Film Festival are demonstrating that QFFs are not only viable in regional areas, but that their various initiatives and activities also foster important benefits for regional LGBTI+ wellbeing. Examining these events and their contributions to community-building, networking and the cultivation of creative talent, this chapter demonstrates that the tendency to overlook regional areas in the study of queer cinema and film festivals risks reifying limiting narratives that dichotomise regional and urban queer experiences.