title: Waipa District: Demographic Profile 1986 - 2031

authors: Jackson, Natalie

subjects: Waipa District

abstract: This report outlines the demographic changes that have occurred in Waipa District, as well as what trends are expected in the future.

text: Waipa District: Demographic Profile 1986 - 2031 This report outlines the demographic changes that have occurred in Waipa District, as well as what trends are expected in the future.

year: 2013-03

title: A systems approach to the description and interpretation of the landsurface of the northern half of the North Island, New Zealand

authors: Conacher, A.J.

abstract: The paper examines a framework of approach within which landsurface analysis may be undertaken in the humid-temperate northern half of the North Island, New Zealand; an area exhibiting a wide range of lithologies and surface cover, with evidence of recent and current tectonic and volcanic activity, and undergoing active geomorphic processes'. The largely theoretical formulations of W. M. Davis, W. Penck and L. C. King are considered briefly and are rejected on both theoretical and practical grounds. General systems theory encompasses certain concepts and systems properties which have been applied by a number of geomorphologists. The open system property of dynamic equilibrium is examined, and is found to be inapplicable to the total landsurface of this region. The concepts of environment and sub-system are introduced and their relevance to the region illustrated by a physical hillslope model. Dynamic equilibrium is considered to be a possible state of certain hillslope sub-systems. Construction of a mathematical model to describe the total landsurface or the entire hillslope system is not feasible until hillslope sub-systems have been analysed. The form of a linear regression model applicable to hillslope sub-systems is introduced, and it is suggested that the pattern of the residuals from regression may be used as a statistical technique to assist in identifying .significant system boundary conditions, and to provide a quantitative indication of the influence of historical factors.

text: A systems approach to the description and interpretation of the landsurface of the northern half of the North Island, New Zealand The paper examines a framework of approach within which landsurface analysis may be undertaken in the humid-temperate northern half of the North Island, New Zealand; an area exhibiting a wide range of lithologies and surface cover, with evidence of recent and current tectonic and volcanic activity, and undergoing active geomorphic processes'. The largely theoretical formulations of W. M. Davis, W. Penck and L. C. King are considered briefly and are rejected on both theoretical and practical grounds. General systems theory encompasses certain concepts and systems properties which have been applied by a number of geomorphologists. The open system property of dynamic equilibrium is examined, and is found to be inapplicable to the total landsurface of this region. The concepts of environment and sub-system are introduced and their relevance to the region illustrated by a physical hillslope model. Dynamic equilibrium is considered to be a possible state of certain hillslope sub-systems. Construction of a mathematical model to describe the total landsurface or the entire hillslope system is not feasible until hillslope sub-systems have been analysed. The form of a linear regression model applicable to hillslope sub-systems is introduced, and it is suggested that the pattern of the residuals from regression may be used as a statistical technique to assist in identifying .significant system boundary conditions, and to provide a quantitative indication of the influence of historical factors.

year: 1967

title: A community psychology-based evaluation of the you good? You Good! program delivered by Jade speaks up educational trust in Aotearoa. Empowering tamariki emotional literacy, supporting mental health and encouraging well-being.

authors: Webbon, Abigail

abstract: This evaluation was completed for Jade Speaks Up (JSU) Educational Trust to provide feedback from school teachers and whānau who were involved in the You Good? You Good! (YG?YG!) program, delivered by JSU Educational Trust to schools across Aotearoa. The evaluation goal was to collate the narratives of participating school staff, whānau, and JSU Educational Trust trainers, contrasting experiences and perspectives to determine program effectiveness.
This program is for schools, management, and teachers who work with tamariki, to help teachers and students understand anxiety and develop skills and strategies to have self-agency. JSU Educational Trust developed YG?YG! in 2021, and in 2022 the YG?YG! pilot program was implemented.
This evaluation had three research objectives: 1) Identify and collate the experiences of school staff and other key stakeholders when implementing the YG?YG!, 2) Identify the strengths and barriers to inclusion for tamariki in schools where the program was delivered, and 3) Draw on the stakeholder narratives to assess the program's ability to achieve its goal: enable tamariki to be more agentic in responding to early signs of anxiety in themselves and others.
Information for this evaluation was collected from four sources: 1) Focus groups with JSU trainers, 2) Interviews with school staff, 3) Online surveys with school staff, 4) Archival supervision, and 5) Literature review. Data collected was interpreted through the use of thematic analysis, informed by Community Psychology principles, and the “Six C” framework, guided by He Awa Whiria.
Thematic analysis was completed by coding themes and categories from data sources. The findings from this empirical research engagement informed the analysis and discussion on program effectiveness. 
The findings and analysis found that forming a program design and approach informed with respect for the community’s needs and world-views can enable recognition, awareness and inclusion. A way for the program to begin to do so is to collaborate with communities.
Including researchers from a local community can enable empowerment, build social power, and create responses that promote the needs of the involved communities. The program can champion the field and those they work with by being accountable and enabling transparency.
The program can take an inclusive approach to sustaining its relationships, content relevance, and development for tamariki emotional well-being. The program can work on cultivating and empowering participants to be active partners, enabling the program to be shaped with equity in mind.
Key to program efficacy is acknowledging change and encompassing adaptation. The way to do this is to consider local health issues driven by who experience them, elevating the voice of the community.
Change and need cannot be determined without considering the voice of involved communities. By taking participants feedback, the program can create change for tamariki mental health, whilst acknowledging system and structural barriers, striving for community competence.
Importance lies within the work the program does to enable and support those affected by external factors. The program can acknowledge these challenges, and provide hope that community competence can be achieved.
To conclude, recommendations are presented for JSU Educational Trust to consider.

text: A community psychology-based evaluation of the you good? You Good! program delivered by Jade speaks up educational trust in Aotearoa. Empowering tamariki emotional literacy, supporting mental health and encouraging well-being. This evaluation was completed for Jade Speaks Up (JSU) Educational Trust to provide feedback from school teachers and whānau who were involved in the You Good? You Good! (YG?YG!) program, delivered by JSU Educational Trust to schools across Aotearoa. The evaluation goal was to collate the narratives of participating school staff, whānau, and JSU Educational Trust trainers, contrasting experiences and perspectives to determine program effectiveness.
This program is for schools, management, and teachers who work with tamariki, to help teachers and students understand anxiety and develop skills and strategies to have self-agency. JSU Educational Trust developed YG?YG! in 2021, and in 2022 the YG?YG! pilot program was implemented.
This evaluation had three research objectives: 1) Identify and collate the experiences of school staff and other key stakeholders when implementing the YG?YG!, 2) Identify the strengths and barriers to inclusion for tamariki in schools where the program was delivered, and 3) Draw on the stakeholder narratives to assess the program's ability to achieve its goal: enable tamariki to be more agentic in responding to early signs of anxiety in themselves and others.
Information for this evaluation was collected from four sources: 1) Focus groups with JSU trainers, 2) Interviews with school staff, 3) Online surveys with school staff, 4) Archival supervision, and 5) Literature review. Data collected was interpreted through the use of thematic analysis, informed by Community Psychology principles, and the “Six C” framework, guided by He Awa Whiria.
Thematic analysis was completed by coding themes and categories from data sources. The findings from this empirical research engagement informed the analysis and discussion on program effectiveness. 
The findings and analysis found that forming a program design and approach informed with respect for the community’s needs and world-views can enable recognition, awareness and inclusion. A way for the program to begin to do so is to collaborate with communities.
Including researchers from a local community can enable empowerment, build social power, and create responses that promote the needs of the involved communities. The program can champion the field and those they work with by being accountable and enabling transparency.
The program can take an inclusive approach to sustaining its relationships, content relevance, and development for tamariki emotional well-being. The program can work on cultivating and empowering participants to be active partners, enabling the program to be shaped with equity in mind.
Key to program efficacy is acknowledging change and encompassing adaptation. The way to do this is to consider local health issues driven by who experience them, elevating the voice of the community.
Change and need cannot be determined without considering the voice of involved communities. By taking participants feedback, the program can create change for tamariki mental health, whilst acknowledging system and structural barriers, striving for community competence.
Importance lies within the work the program does to enable and support those affected by external factors. The program can acknowledge these challenges, and provide hope that community competence can be achieved.
To conclude, recommendations are presented for JSU Educational Trust to consider.

year: 2024-11-14