title: lnteragency collaboration in youth justice: Creating change through action research

authors: Atkinson, Melanie

abstract: This thesis describes a community psychology intervention in the Hamilton youth justice sector from September 2001 through to August 2004. I initiated the project with a Maori social service provider, Maatua Whangai, to address poor communication, gaps in service provision, and a lack of coordination and leadership in the sector. Drawing on an action research methodology the purpose of the project was to create better outcomes for youth offenders and their families by using an interagency approach to increase collaboration, coordination and the effectiveness of service delivery.
 My role became one of project manager and researcher. Representatives from the key agencies in the wider youth justice sector became participants and together we embarked on a journey of transformation. The group we formed, initially known as the 'Hamilton Youth Justice Collaboration', became the Hamilton Youth Offending Team (YOT), following the establishment of YOTs nationally by the Ministry of Justice in 2002. 
This thesis details the development of the Hamilton YOT, focusing on its purposes, methods, process, relationships and outcomes. The ten initiatives planned and implemented by the YOT are also discussed. Some of these initiatives addressed system-wide issues. Others targeted the way services were delivered by the statutory youth justice agencies. The final group of initiatives aimed to improve the knowledge of services for young people and also established services or programme to fill gaps in services. 
Collaborative initiatives tend to generate multiple purposes and goals aimed at multiple levels of the situation. Thus an ecological and systems approach was used to analyse the impact of the YOT's activities. This allowed for larger units of analysis at the instrumental, structural, relational and cultural dimensions of the environment. 
In the first instance this project created a group of agencies to provide oversight and leadership for the sector. This growth in capacity for analysing problems, devising solutions, and mobilising the required resources, allowed for the various initiatives to be implemented. YOT members spoke positively about the changes that had been made and there was a perception that the quality of service delivery had increased. The outcome evaluation that was conducted confirmed the assumption that improving communication and coordination of services, aligning service delivery with good practice, and increasing the capacity of services would equate to improved outcomes. In addition to the positive impacts on 'clients', the introduction of norms and practices that focused on cooperation and the increased opportunities for joint work, connectedness and mutual support, produced positive changes in the relational environment. 
While the extent to which interagency collaboration improved is considered, there is a strong focus on what was learned about the process of collaboration. The roles of the researcher and the participation by YOT members are also examined. The thesis ends with a reflection on the project as a whole, considering the major findings the study has made in the areas of action research, evaluation and collaboration.

text: lnteragency collaboration in youth justice: Creating change through action research This thesis describes a community psychology intervention in the Hamilton youth justice sector from September 2001 through to August 2004. I initiated the project with a Maori social service provider, Maatua Whangai, to address poor communication, gaps in service provision, and a lack of coordination and leadership in the sector. Drawing on an action research methodology the purpose of the project was to create better outcomes for youth offenders and their families by using an interagency approach to increase collaboration, coordination and the effectiveness of service delivery.
 My role became one of project manager and researcher. Representatives from the key agencies in the wider youth justice sector became participants and together we embarked on a journey of transformation. The group we formed, initially known as the 'Hamilton Youth Justice Collaboration', became the Hamilton Youth Offending Team (YOT), following the establishment of YOTs nationally by the Ministry of Justice in 2002. 
This thesis details the development of the Hamilton YOT, focusing on its purposes, methods, process, relationships and outcomes. The ten initiatives planned and implemented by the YOT are also discussed. Some of these initiatives addressed system-wide issues. Others targeted the way services were delivered by the statutory youth justice agencies. The final group of initiatives aimed to improve the knowledge of services for young people and also established services or programme to fill gaps in services. 
Collaborative initiatives tend to generate multiple purposes and goals aimed at multiple levels of the situation. Thus an ecological and systems approach was used to analyse the impact of the YOT's activities. This allowed for larger units of analysis at the instrumental, structural, relational and cultural dimensions of the environment. 
In the first instance this project created a group of agencies to provide oversight and leadership for the sector. This growth in capacity for analysing problems, devising solutions, and mobilising the required resources, allowed for the various initiatives to be implemented. YOT members spoke positively about the changes that had been made and there was a perception that the quality of service delivery had increased. The outcome evaluation that was conducted confirmed the assumption that improving communication and coordination of services, aligning service delivery with good practice, and increasing the capacity of services would equate to improved outcomes. In addition to the positive impacts on 'clients', the introduction of norms and practices that focused on cooperation and the increased opportunities for joint work, connectedness and mutual support, produced positive changes in the relational environment. 
While the extent to which interagency collaboration improved is considered, there is a strong focus on what was learned about the process of collaboration. The roles of the researcher and the participation by YOT members are also examined. The thesis ends with a reflection on the project as a whole, considering the major findings the study has made in the areas of action research, evaluation and collaboration.

year: 2006

title: Reclaiming mystery: A Māori philosophy of Being, in light of Novalis' ontology

authors: Mika, Carl Te Hira

subjects: Germanistik

abstract: In both the German Romantic and the Māori traditions, Sein/Being may be described as both finite and endless, and is not a separate phenomenon from things in the world but instead one that gives rise to them, providing them with Geheimnis/mystery. Forgetting about Being is an issue for the Māori self now as much as for the West, however, and it is moreover implicit in various modes of colonisation that things in the world should be approached as if they are geheimnislos/lacking mystery. To acknowledge Being in all its mystery is to bring to the fore, once again, the notion that the activity of Being is not separate from the consciousness of the self, or from other things in the world.
The frühromantische/early German Romantic poet and philosopher, Friedrich von Hardenberg (Novalis), had written in the late 18th century on the threat that Geheimnislosigkeit/the lack of mystery posed for the integrity of things in the world. His works are central to this thesis: I approach them with an ontological focus and use them as Stoßsätze/sentences that challenge and push, to examine how Māori, individually and collectively, are encouraged to forget Being and mystery in their everyday interactions with the philosophies of Western institutions. I then engage with the dominant usages of the terms ‘whakapapa’, ‘ako’, ‘whenua’, and ‘mātauranga’, to show that they are characterised by an overriding lack of mystery. Finally I use some of Novalis’ fragments to romanticise/revitalise those terms and the things to which they refer, in conjunction with some other Māori terms, thereby reclaiming aspects of their mystery in modern philosophical discourses. I also offer some romanticised early German Romantic terms from their positioning alongside Māori ones.
This thesis is innovative methodically and substantively, highlighting two main themes: the collaborative approach of referring to a seemingly disparate philosophical source to explain colonising influences on Māori metaphysics, ontology and epistemology, and the possibility for some substantive critique and resolution to those influences. The form of Symphilosophie/[unified philosophy] that is referred to here is both collaborative and productive. Novalis’ theories and fragments assist method and substance. My thesis brings to the fore the value of his sources when they are brought into dialogue with Māori philosophy to illuminate the issue of Geheimnis to things in the world.

text: Reclaiming mystery: A Māori philosophy of Being, in light of Novalis' ontology In both the German Romantic and the Māori traditions, Sein/Being may be described as both finite and endless, and is not a separate phenomenon from things in the world but instead one that gives rise to them, providing them with Geheimnis/mystery. Forgetting about Being is an issue for the Māori self now as much as for the West, however, and it is moreover implicit in various modes of colonisation that things in the world should be approached as if they are geheimnislos/lacking mystery. To acknowledge Being in all its mystery is to bring to the fore, once again, the notion that the activity of Being is not separate from the consciousness of the self, or from other things in the world.
The frühromantische/early German Romantic poet and philosopher, Friedrich von Hardenberg (Novalis), had written in the late 18th century on the threat that Geheimnislosigkeit/the lack of mystery posed for the integrity of things in the world. His works are central to this thesis: I approach them with an ontological focus and use them as Stoßsätze/sentences that challenge and push, to examine how Māori, individually and collectively, are encouraged to forget Being and mystery in their everyday interactions with the philosophies of Western institutions. I then engage with the dominant usages of the terms ‘whakapapa’, ‘ako’, ‘whenua’, and ‘mātauranga’, to show that they are characterised by an overriding lack of mystery. Finally I use some of Novalis’ fragments to romanticise/revitalise those terms and the things to which they refer, in conjunction with some other Māori terms, thereby reclaiming aspects of their mystery in modern philosophical discourses. I also offer some romanticised early German Romantic terms from their positioning alongside Māori ones.
This thesis is innovative methodically and substantively, highlighting two main themes: the collaborative approach of referring to a seemingly disparate philosophical source to explain colonising influences on Māori metaphysics, ontology and epistemology, and the possibility for some substantive critique and resolution to those influences. The form of Symphilosophie/[unified philosophy] that is referred to here is both collaborative and productive. Novalis’ theories and fragments assist method and substance. My thesis brings to the fore the value of his sources when they are brought into dialogue with Māori philosophy to illuminate the issue of Geheimnis to things in the world.

year: 2013

title: Flipped teaching and flexible learning

authors: Peter, Mira

abstract: • Demystify the process of flipping a class and how successfully flipped class effectively support learning
• Grounded case study on undergraduate engineering course with high student enrolment and strong labbased component
• Illustrate the impact of flipping the courses on teaching, learning and assessment
• Suggest implications for policy and practice for tertiary educators

text: Flipped teaching and flexible learning • Demystify the process of flipping a class and how successfully flipped class effectively support learning
• Grounded case study on undergraduate engineering course with high student enrolment and strong labbased component
• Illustrate the impact of flipping the courses on teaching, learning and assessment
• Suggest implications for policy and practice for tertiary educators

year: 2017