title: The digital divide in New Zealand: The position of Maori and Pacific peoples

authors: Gibson, John

subjects: communication

abstract: Information and communication technology plays an ever-growing role in economic, political and social life and those who are unable to access such technologies are increasingly disadvantaged. Hence, what has come to be known as the 'digital divide' is of considerable significance. Here, indicators of that divide as it affects Maori and

text: The digital divide in New Zealand: The position of Maori and Pacific peoples Information and communication technology plays an ever-growing role in economic, political and social life and those who are unable to access such technologies are increasingly disadvantaged. Hence, what has come to be known as the 'digital divide' is of considerable significance. Here, indicators of that divide as it affects Maori and

year: 2002

title: Biculturalism in practice, ‘Te Pounamu’: Integration of a Māori model with traditional clinical assessment processes

authors: Manna, Leona

subjects: Maori

abstract: Traditional clinical psychological assessment follows a western paradigm of interaction, which relies heavily on verbalisations of internal and external symptoms. This process relies upon the assumption of and acceptance that tangata whaiora (consumer/s) are able to do this. Training encourages a clinical psychologist to take into account differences which may or may not be obvious, e.g., differences in religious beliefs, gender, hearing, or sight. However, as clinicians we often neglect to assess tangata whaiora abilities to verbalise such information. Te Pounamu, as a Māori model demonstrates the underlying principles of Te Tiriti O Waitangi. Providing the best treatment outcomes is about acknowledging all aspects of one’s wellbeing: physical, mental, spiritual, and whānau. Te Pounamu provides a process that acknowledges such aspects in a way of knowing that is healing. From clinical experience, the interactive mode that Te Pounamu utilises has been found efficacious in assisting tangata whaiora to understand how such factors contribute to poor mental health.

text: Biculturalism in practice, ‘Te Pounamu’: Integration of a Māori model with traditional clinical assessment processes Traditional clinical psychological assessment follows a western paradigm of interaction, which relies heavily on verbalisations of internal and external symptoms. This process relies upon the assumption of and acceptance that tangata whaiora (consumer/s) are able to do this. Training encourages a clinical psychologist to take into account differences which may or may not be obvious, e.g., differences in religious beliefs, gender, hearing, or sight. However, as clinicians we often neglect to assess tangata whaiora abilities to verbalise such information. Te Pounamu, as a Māori model demonstrates the underlying principles of Te Tiriti O Waitangi. Providing the best treatment outcomes is about acknowledging all aspects of one’s wellbeing: physical, mental, spiritual, and whānau. Te Pounamu provides a process that acknowledges such aspects in a way of knowing that is healing. From clinical experience, the interactive mode that Te Pounamu utilises has been found efficacious in assisting tangata whaiora to understand how such factors contribute to poor mental health.

year: 2003

title: Reflective writing in student journals: Using scholarship to promote deeper levels of reflective writing in student journals

authors: Hume, Anne Christine

subjects: education

abstract: Over several years I have been developing and researching the impact of an initiative involving student journals that I introduced into my tertiary science education course for pre-service teachers to promote enhanced learning of how to teach science.

text: Reflective writing in student journals: Using scholarship to promote deeper levels of reflective writing in student journals Over several years I have been developing and researching the impact of an initiative involving student journals that I introduced into my tertiary science education course for pre-service teachers to promote enhanced learning of how to teach science.

year: 2008