900 results for Open Polytechnic, 2000

  • An extension of real life?: Understanding the experiences of two female chatroom operators.

    Bowker, N. (2005)

    Book item
    Open Polytechnic

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  • Understanding positive subjectivities made possible online for disabled people.

    Bowker, N.; Tuffin, K. (2007)

    Journal article
    Open Polytechnic

    The ideology of individualism underlying identity and psychology's focus on a visual ontology may serve to inhibit the social value of people with disabilities. The online medium with its capacity for textual self presentation presents a potentially new environment to operate within. This study set out to explore the psychological meaning of what it meant to be online for people with disabilities. Following the tradition of discursive psychology, we focused especially on constructions of how online experience provided alternative frameworks for social positioning. Participants were recruited from various disability organisations in New Zealand and were invited to take part in an online interview. Three key linguistic resources were identified: uncontaminated judgement, exhibiting strengths, and operating independently. Embedded within these resources was the idea that the physical and attitudinal barriers, disrupting the ability of people with disabilities to display their capabilities independent of a disabled identity, are eliminated online. Consequently, being judged outside of the constraints of a disabled identity affords people with disabilities the opportunity to enjoy a more socially valued subjectivity and a more positive identity.

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  • Dicing with deception: People with disabilities' strategies for maintaining safety and identity online.

    Bowker, N.; Tuffin, K. (2003)

    Journal article
    Open Polytechnic

    The visual anonymity associated with online interaction offers people with disabilities the potential to participate in social interaction beyond the stigma of a disabled identity. In problematizing traditional notions of reality, however, the online medium also has the potential to become a deceptive social space where people with disabilities become victims of malevolent acts. Considering the dilemma surrounding the choice to participate, this study investigates how people with disabilities are managing issues of deception and harm in online contexts. A discursive psychology framework is utilized. The research was conducted in New Zealand where 21 participants with physical and sensory disabilities volunteered to participate in an online interview. Two different repertoires enabled people with disabilities to manage the dilemma of engaging in a medium where there is potential for benefit and harm. A keeping safe repertoire deployed three safety strategies to protect participants from deceptive acts. Data from several participants was also categorized under a qualified deception repertoire. This allowed participants to access new subjective experiences outside of a disabled identity and to extend their online engagement beyond keeping safe. Both repertoires maintained participants' integrity as online users.

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  • Disability discourses for online identities.

    Bowker, N.; Tuffin, K. (2002)

    Journal article
    Open Polytechnic

    Beneficial effects of the online medium have been reported for disabled people in terms of providing a 'levelling ground' where they can be treated on their merits as a person, rather than as a disabled person. If this occurs because impairment is invisible online, how then are disabled people managing disability disclosure within this social context? This paper addresses this issue discursively. Participants were recruited from various disability organisations in New Zealand and were invited to take part in an online interview. A 'choice to disclose' repertoire was identified and was organised around three key resources: relevance, anonymity and normality. Embedded within each resource is the idea that the presence or absence of impairment is constructed as a feature controlled by the individual. Positioning identity within a subjectivity removed from impairment was made possible through these resources and was valued by participants. Political implications associated with the absence of impairment are discussed.

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  • Are women occupying positions of power on-line?: Demographics of chat room operators.

    Bowker, N.; Liu, J. H. (2001)

    Journal article
    Open Polytechnic

    Internet statistics indicate a reduction in the gender discrepancy online. Yet, what is the situation within specific online communities like Internet Relay Chat (IRC)? Likewise, what is the gender status of those occupying positions of power online? An exploratory study of chat room operators (those who govern chat rooms) was conducted to investigate gender differences in operator's demographic characteristics and IRC experience. Whether those less satisfied with their real-life occupation were attracted to chat room operator positions was also investigated. A survey of 423 chat room operators was administered, comprising 25% women. Real-life occupations of chat room operators covered a broad spectrum, from professional and managerial to service, sales, and production workers, as well as those not employed. The most common occupational category cited was student, with very similar proportions of men and women occupying high-status positions. Of the occupations listed, 23% fell within the IT industry, with significantly more male than female operators working in this area. Majorities of both genders were satisfied with their real-life occupation. There was no relationship between job satisfaction and IRC experience or time spent as chat room operator. There were no gender differences for IRC experience. Majorities of both genders had been using IRC for 1 to 3 years or more, used IRC daily, and spent most or all of their time on IRC as operators. Ages ranged from 11 to 66 years, with the mean age 25 years. Women were significantly older than men. A significant proportion of men and women were from North America.

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  • Understanding online communities through multiple methodologies combined under a postmodern research endeavour.

    Bowker, N. (2001)

    Journal article
    Open Polytechnic

    Traditionally triangulation has been used for integrating multiple epistemologies. However such procedures have been criticised for failing to deal with the divergent realities encompassing alternative methodologies. An example of a postmodern methodological approach combining both positivist and interpretivist epistemologies is offered for studying online communities. Three diverse studies were employed to investigate the extent to which chatroom participants took advantage of the online medium to explore their identity. A quantitative survey of over 400 chatroom operators, a thematic analysis of in-depth interviews with five experienced chatroom users and an ethnography were employed. Survey results highlighted the importance of gender in determining the degree of identity exploration. However the remaining studies moved beyond the centrality of users' real life gender to demonstrate the significance of other factors. The ethnography highlighted the influence of both culturally stereotyped gender behaviour in constraining identity exploration, and possibilities for exploring identity through IRC's contextual features. In-depth interviews illustrated participants' conceptions of altering gender identity as a mechanism for protection or experimentation. Paradoxically constructions highlighted the importance of maintaining stability in one's online identity. Discussion focuses on the strengths of using multiple approaches which integrate the researcher's and the participants' own situated knowledge, rather than reducing understandings to single, monolithic frameworks.

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  • Transcending operating barriers online for disabled bodies.

    Bowker, N.; Tuffin, K. (2006)

    Journal article
    Open Polytechnic

    People with disabilities often face physical, social, and psychological barriers in daily life because of inaccessible structures and disability prejudice. The online medium's physically, nontaxing capacity for participation as well as a lack of visually mediated cues can potentially eliminate such barriers. This study discursively explored the psychological meaning of what it meant to be online for people with disabilities, focusing on possibilities for operating beyond their standard practices in daily life. Participants were recruited from various disability organisations in New Zealand and were invited to take part in an online interview. The notion of transcending barriers to participation formed a broad pattern in participants' data. This talk comprised 3 linguistic resources: life-altering, overcoming physical barriers, and disconnecting disability. Each resource offered participants a highly positive and significant transformation in subjectivity, enabling people with disabilities to be positioned as equal members of society.

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  • Gaining knowledge and expanding the skill base: The professional development of New Zealand's records managers. Pre-forum paper and presentation at Archives and Records Education Stakeholders (ARES) Forum, Melbourne, 12-13 June 2003.

    Cossham, A. F.; Oliver, G. (2003)

    Conference item
    Open Polytechnic

    Professional development opportunities for records managers in New Zealand have been patchy to say the least. Research undertaken last year found a substantial number of practising records managers have not studied at tertiary level at all. The introduction of a new undergraduate programme in records management has highlighted issues and challenges to be faced in the provision of education for this previously overlooked occupational group. This paper is structured as follows: the first part presents a brief overview of the provision of records management education in New Zealand, and this is followed by summary findings from the research into education, continuing education and training requirements. The second part of the paper considers issues relating to the new diploma. A brief conclusion includes recommendations for the role of professional associations in fostering professional development generally.

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  • Assessment principles and practice.

    Mowles, L. (2009)

    Seminar Paper
    Open Polytechnic

    Discusses assessment principles and practice.

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  • Corporate community involvement in New Zealand.

    Lee, L. (2003)

    Journal article
    Open Polytechnic

    Corporate community involvement in New Zealand

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  • Get that job covered.

    Morris, L. (2004)

    Journal article
    Open Polytechnic

    Get that job covered

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  • Workplace assessment: Prescriptions for practice and counter-narratives.

    Hoy-Mack, P. (2004)

    Journal article
    Open Polytechnic

    Workplace assessment: Prescriptions for practice and counter-narratives.

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  • How to grow your business.

    Matthews, C. (2006)

    Seminar Paper
    Open Polytechnic

    Discusses how to grow your business.

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  • The New Zealand tourism industry.

    Collier, A.; Harraway, S. (2006)

    Book
    Open Polytechnic

    Designed for use in travel and tourism courses which incorporate the unit standards developed by the Aviation, Tourism and Travel Training Organisation (ATTTO).

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  • Small business development and export guidance.

    Matthews, C. (2008)

    Conference paper
    Open Polytechnic

    The definition of a �small business� varies across the world, but irrespective of the definition, small businesses make up a significant component of the number of businesses in many countries. In New Zealand there are an estimated 300,000 small businesses (defined as employing < 5 people). SMEs accounted for 39% of the economy's total output, and yet the training and development of their principals and staff is often limited, and certainly insufficient for them to expand and grow both internally and internationally (only around 11,000 are currently involved in export). This paper discusses how ODL could be the answer for a sector of industry which is both struggling to deal with day to day business issues and lacking the drive to do much about it.

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  • Phone boxes are for time travel, pizza boxes are for education.

    Matehaere-Patten, S. A. (2009)

    Conference item
    Open Polytechnic

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  • Is workplace assessment working? Selected findings from a small-scale research project.

    Hoy-Mack, P. (2004)

    Conference paper
    Open Polytechnic

    Is workplace assessment working? Selected findings from a small-scale research project

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  • New learning challenges.

    Matehaere-Patten, S. A. (2008)

    Conference paper
    Open Polytechnic

    Discusses new learning challenges.

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  • Characteristics of marketing organisation in the New Zealand financial services sector.

    Davies, K.; Ashill, M.; Nicholas, J.; Thompson, I. (2003)

    Journal article
    Open Polytechnic

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  • Learning statistics at a distance.

    Curry, L. (2002)

    Working Papers
    Open Polytechnic

    There is evidence from many leading statistics educators that students often find statistics a difficult subject to learn. This is often attributed to the abstract nature of the concepts and, in particular, to the change in thinking required to understand the theory of probability and its application in statistics. For mature-aged students, these difficulties may be compounded by lack of basic mathematical skills and anxiety about learning statistics. In addition, learning at a distance may increase the problems students have in obtaining good understanding of the concepts. In this paper the current literature relating to learning statistics is discussed, and some findings are presented from a qualitative study that aimed to record the feelings, opinions and experiences of a group of mature-aged students studying statistics in a distance environment. These findings are then discussed with reference to an existing framework described by Belenky, Clinchy, Goldberger and Tarule (1986) for understanding the way women come to know. The main findings of the study were the following: (1) Their lack of mathematical skills was the main reason that students were tentative about tackling a statistics course. Older students and those with little secondary education may have been particularly affected, (2) Anxiety was not so extensive as had been reported in overseas studies but is still an issue for statistics educators, (3) Almost all students saw value in having a compulsory statistics course in their degree and were aware of the need to interpret data presented to them in their study, work or everyday life, (4) The mature-aged students demonstrated good metacognitive skills and other learning strategies. Determination to succeed and high motivation were apparent, although many students found the course unexpectedly difficult, and (5) There was a variety of opinions about the effectiveness of available resources. Support mechanisms were deemed important, as was a face-to-face component in the statistics course and some flexibility in time frames.

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