title: Infancy and education in the writings of Gertrud the Great of Helfta

authors: Barratt, Alexandra

subjects: Gertrud the Great of Heifta

abstract: The German Benedictine nun Gertrud the Great of Heifta c.1256-1302 was one of the most highly educated of medieval women mystics. Unlike most religious women of the Middle Ages, she not only read Latin but also wrote it fluently and prolifically. Latin is the language of almost all her surviving writings: The Herald of God's Loving-Kindness, The Spiritual Exercises and (probably also written by her) The Book of Special Grace. The Herald consists of five books, although only Book 2 comes, quite literally, from the pen of Gertrud herself. The opening describes how she snatched up the writing tablet at her side and wrote the first section under divine inspiration (II, Prologue).

text: Infancy and education in the writings of Gertrud the Great of Helfta The German Benedictine nun Gertrud the Great of Heifta c.1256-1302 was one of the most highly educated of medieval women mystics. Unlike most religious women of the Middle Ages, she not only read Latin but also wrote it fluently and prolifically. Latin is the language of almost all her surviving writings: The Herald of God's Loving-Kindness, The Spiritual Exercises and (probably also written by her) The Book of Special Grace. The Herald consists of five books, although only Book 2 comes, quite literally, from the pen of Gertrud herself. The opening describes how she snatched up the writing tablet at her side and wrote the first section under divine inspiration (II, Prologue).

year: 2000

title: Strengthening responsive and reciprocal relationships in a whānau tangata centre: A summary

authors: Clarkin-Phillips, Jeanette

subjects: New Zealand

abstract: Although the kindergarten teaching team members were excited at being a part of the parent support and development initiative, they were also aware that they would face challenges that would affect their practice. Their commitment to ensuring effective teaching and learning at Taitoko Kindergarten led them to seek evidence-based teaching practices, inside the vision of the parent support and development initiative. Their involvement with this TLRI research project has helped to provide this.
Through action research, the research team has addressed the teachers’ questions associated with (a) the strengthening of relationships (how this has been done so far, and how might it be furthered); (b) changes in practice (what is possible, what appears to be effective); (c) diversity (how a range of “funds of knowledge” (González, Moll, & Amanti, 2005) can be shared and included in curriculum); and (d) documentation (how this can engage families and learners).

text: Strengthening responsive and reciprocal relationships in a whānau tangata centre: A summary Although the kindergarten teaching team members were excited at being a part of the parent support and development initiative, they were also aware that they would face challenges that would affect their practice. Their commitment to ensuring effective teaching and learning at Taitoko Kindergarten led them to seek evidence-based teaching practices, inside the vision of the parent support and development initiative. Their involvement with this TLRI research project has helped to provide this.
Through action research, the research team has addressed the teachers’ questions associated with (a) the strengthening of relationships (how this has been done so far, and how might it be furthered); (b) changes in practice (what is possible, what appears to be effective); (c) diversity (how a range of “funds of knowledge” (González, Moll, & Amanti, 2005) can be shared and included in curriculum); and (d) documentation (how this can engage families and learners).

year: 2009

title: An Evaluation of an Impaired Driver Treatment Programme Facilitated by Tūhoe Hauora

authors: Waru, Nicole Arihia

subjects: Tuhoe Hauora

abstract: Driving while impaired is a substantial issue in Aotearoa.  It has the potential to result in loss of life and cause significant health and economic strain on society.  Recidivist impaired drivers are major contributors to this problem.  Countermeasures of impaired driving have previously included liquor licencing, drinking age restrictions, health promotion campaigns and health rehabilitation therapies.  The Ministry of Health offer an Impaired Driving therapy throughout Aotearoa as countermeasure to this issue.  The programme is administered through the funder-contract system. Participation is compulsory for those mandated by court order.  
This study evaluates an Impaired Driver programme facilitated by Tūhoe Hauora; a kaupapa Māori mental health and addiction provider based in Taneatua, Eastern Bay of Plenty.  The course is delivered once weekly over a period of ten weeks to a group of twelve or less recidivist impaired drivers or first time offenders who were convicted of driving with excessive levels of breath alcohol.    
The evaluation draws from a community psychology paradigm in exploration of the lived experiences of programme participants, in the context of course 2 of the 2014 Tūhoe Hauora Impaired Driving course.  
The experiences of five individuals were explored using in-depth face to face interviews and presented using a case-by-case approach.  Participant observation, document review, evaluation visits and participant surveys were used as supplement methods of inquiry.  The findings illustrated that Tūhoe Hauora met contract requirements by addressing impaired driving recidivism to date of interview.  The evaluation also found the course actualising the mission of Tūhoe Hauora which was to address the holistic well-being of programme participants.  The research did present areas in the programme that could be improved particularly pertaining to the referral process and a need for agency collaboration.  Recommendations were formulated in attempt to address the programme gaps and discussion is offered in addressing the multi-layered oppression that was experienced throughout the evaluation process by both Tūhoe Hauora and the evaluation participants.

text: An Evaluation of an Impaired Driver Treatment Programme Facilitated by Tūhoe Hauora Driving while impaired is a substantial issue in Aotearoa.  It has the potential to result in loss of life and cause significant health and economic strain on society.  Recidivist impaired drivers are major contributors to this problem.  Countermeasures of impaired driving have previously included liquor licencing, drinking age restrictions, health promotion campaigns and health rehabilitation therapies.  The Ministry of Health offer an Impaired Driving therapy throughout Aotearoa as countermeasure to this issue.  The programme is administered through the funder-contract system. Participation is compulsory for those mandated by court order.  
This study evaluates an Impaired Driver programme facilitated by Tūhoe Hauora; a kaupapa Māori mental health and addiction provider based in Taneatua, Eastern Bay of Plenty.  The course is delivered once weekly over a period of ten weeks to a group of twelve or less recidivist impaired drivers or first time offenders who were convicted of driving with excessive levels of breath alcohol.    
The evaluation draws from a community psychology paradigm in exploration of the lived experiences of programme participants, in the context of course 2 of the 2014 Tūhoe Hauora Impaired Driving course.  
The experiences of five individuals were explored using in-depth face to face interviews and presented using a case-by-case approach.  Participant observation, document review, evaluation visits and participant surveys were used as supplement methods of inquiry.  The findings illustrated that Tūhoe Hauora met contract requirements by addressing impaired driving recidivism to date of interview.  The evaluation also found the course actualising the mission of Tūhoe Hauora which was to address the holistic well-being of programme participants.  The research did present areas in the programme that could be improved particularly pertaining to the referral process and a need for agency collaboration.  Recommendations were formulated in attempt to address the programme gaps and discussion is offered in addressing the multi-layered oppression that was experienced throughout the evaluation process by both Tūhoe Hauora and the evaluation participants.

year: 2016