http://hdl.handle.net/10092/2576 2013-04-16T18:42:28Z http://hdl.handle.net/10092/7480 Title: Nga Tohu o te Ora: traditional Maori healing and wellness outcomes Authors: Ahuriri-Driscoll, A.; Hudson, M.; Bishara, I.; Milne, M.; Stewart, M. 2012-01-01T00:00:00Z http://hdl.handle.net/10092/6390 Title: Using complexity thinking to explore games of chase in the early childhood curriculum Authors: Hussain, H.B. Abstract: This research uses complexity thinking to explore games of chase in the early childhood curriculum and is part of a wider PhD research. It investigates using complexity thinking firstly, to occasion emergence (i.e., create a new phenomenon) in children‟s games of chase at an early childhood centre and secondly, to describe this emergence. This final report to SPARC presents a local curriculum theory for games of chase at the centre which explains the design (curriculum design) and describes how the games of chase curriculum unfolded (curriculum dynamics). The local curriculum theory, curriculum design and curriculum dynamics are underpinned by the discourse of complexity thinking. This research involved taking the role of a volunteer teacher-researcher-curriculum designer at an early childhood centre to play games of chase with children. This role was informed by and contributed to the curriculum design that focused on designing the teaching and learning environment to occasion emergence in learning and curriculum. The games of chase curriculum contributed to children‟s learning, my own learning and the general rhythm at the centre. The children learnt to distinguish between children who were playing and those who were not. They also learnt to tag in different ways. In addition, the children and I developed a game playing routine before playing each game. This routine involved putting on tag belts, discussing what game we were playing and how we were going to play it. We played three different games of chase, starting with tag, followed by What is the time Mr(s) Wolf? and finally the emergent game Big A, Little A. The curriculum dynamics or enacted curriculum is described in terms of narratives related to three curriculum-related phenomena, i.e., teaching, activities related to games of chase, and children‟s learning in, through and about games of chase. This research suggests that teachers who are interested in exploring games of chase at their own centres can use the local curriculum theory presented here as a starting point for their own explorations. Using the local curriculum theory implies adapting the curriculum design presented here to fit the local teaching situation and drawing relevant insights from the curriculum dynamics that unfolded in this research. In this way, the teacher can be seen as using complexity thinking to expand on teaching, learning and curriculum possibilities in his/her own setting. 2011-01-01T00:00:00Z http://hdl.handle.net/10092/6132 Title: Positive Youth Development in Aotearoa Authors: Jansen, C.; Bruce, J.; Williams, A.; Campbell, J.; Pawson, P.; Harrington, J.; Major, D. Abstract: Positive Youth Development (PYD) has been described as an “approach that guides communities in the way they organise programmes, people and supports so that young people can develop to their full potential “(Pittman). This Positive Youth Development in Aotearoa (PYDA) framework seeks to explore the confluence between the various approaches to PYD documented in local and international literature, with the grass roots experiences of young people and organisations in Aotearoa / New Zealand. We hope to promote fresh thinking by those working with young people and the funding providers supporting them. This includes both private and public funders of adolescent focused programmes across a range of professions (social work, youth work, education, counselling, social services, corrections, justice etc), as well as managers, programme leaders and programme designers, the adults working with young people as well as parents, communities and young people themselves. In essence this PYDA framework suggests that both informal and formal initiatives, activities and programmes intentionally weave connections by intergrating two key focuses and adopting three key approaches;Key Outcomes 1) Developing the whole person. 2) Developing connected communities. Key Approaches 1) Strength based. 2) Respectful relationships. 3) Building ownership and empowerment.In the following pages each of these components is explored and linked to the experiences of young people in Canterbury who have come into contact with youth development organisations. The Positive Youth Development in Aotearoa framework (PYDA) has been developed by the Youth Advisory Group (YAG) for the Wayne Francis Charitable Trust (WFCT) a Christchurch-based private family philanthropic Trust. The Trust’s funding focus is on young people from 0-25 years. As part of its strategic approach WFCT commissioned the YAG to develop criteria against which organisations and projects being considered could be assessed as to whether they supported young people appropriately. This document has grown out of research commissioned by WFCT in 2009 and originally published in the Youth Studies Australia journal, ‘Youth Work that is of value: Towards a model of best practice’. 2010-01-01T00:00:00Z http://hdl.handle.net/10092/5902 Title: Community involvement in decision-making for the beneficial re-use of biosolids: biosolids case study final report. Client Report FW09086 Authors: Baker, V.; Ahuriri-Driscoll, A.; Foote, J.; Hepi, M.; Winstanley, A 2009-01-01T00:00:00Z