Publications by authors named "Toni White"

2 Publications

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"Lest we forget": An overview of Australia's response to the recovery and identification of unrecovered historic military remains.

Forensic Sci Int 2021 Oct 4;328:111042. Epub 2021 Oct 4.

School of Archaeology and Anthropology, Australian National University, Canberra, ACT, Australia; School of Geosciences, University of Aberdeen, Aberdeen, United Kingdom.

The Australian Defence Force (ADF) is responsible for the recovery and identification of its historic casualties. With over 30,000 still unrecovered from past conflicts including World War One (WW1) and World War Two (WWII), the Australian Army and Royal Australian Air Force have teams that research, recover, identify and oversee the burial (or reburial) of the remains of soldiers and airmen who continue to be found each year. The Royal Australian Navy is also responsible for its unrecovered casualties. Collectively the priorities of the various services within the ADF are the respectful recovery and treatment of the dead, thorough forensic identification efforts, resolution for families and honouring the ADF's proud history of service and sacrifice. What is unique about the approach of the ADF is that the respective services retain responsibility for their historic losses, while a joint approach is taken on policies and in the utilisation of the pool of forensic specialists. Section One describes the process undertaken by the Australian Army in the recovery, identification and burial or repatriation of soldiers through its specialised unit Unrecovered War Casualties - Army (UWC-A). Section Two describes the role of the Royal Australian Air Force in the recovery of aircraft and service personnel through their specialised unit Historic Unrecovered War Casualties - Air Force (HUWC-AF). An overview of the operations of each service and case studies is presented for each section.
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October 2021

Navigating Institutional Challenges: Design to Enable Community Participation in Social Learning for Freshwater Planning.

Environ Manage 2020 03 8;65(3):288-305. Epub 2020 Feb 8.

Participatory Techniques Ltd, Wellington, New Zealand.

Social learning is a process suited to developing understanding and concerted action to tackle complex resource dilemmas, such as freshwater management. Research has begun to recognise that in practice social learning encounters a variety of institutional challenges from the shared habits and routines of stakeholders (organised by rules, norms and strategies) that are embedded in organisational structures and norms of professional behaviour. These institutional habits and routines influence the degree of willingness to engage with stakeholders, and expectations of behaviours in social learning processes. Considering this, there has been a call to understand how institutions influence social learning and emergent outcomes. We addresses this by presenting a heuristic for implementing social learning cognisant of institutional context to answer three questions: (i) How institutional influences impact implementation of social learning design; (ii) how implementation of social learning design modifies institutions influencing social learning; and (iii) how these changes in design and institutions together shape social learning outcomes? To answer these questions a freshwater planning exercise was designed, implemented and evaluated as a social learning process with community groups in two New Zealand catchments. Incorporating participatory reflection enabled the project team to modify social learning design to manage institutional influences hindering progress toward outcomes. Findings emphasise that social learning is underpinned by participants' changing assumptions about what constitutes the institution of learning itself-from instruction to a dynamic, collective and emergent process. Reflecting on these assumptions also challenged participants' expectations about their own and others' behaviours and roles in freshwater planning.
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March 2020