title: Assessment of HIVS/AIDS services in New Mexico

authors: Oetzel, John G.

abstract: The purpose of this report is to provide an assessment of services provided at the six federallyfunded clinics for people living with HIV/AIDS (PLWH). The Ryan White CARE Act Needs Assessment Guide outlines five key components to the scope of work: (1) Assessment of service needs among affected populations; (2) Profile of provider capacity and capability; (3) Resource inventory; (4) Epidemiologic profile; and (5)Assessment of unmet need and service gaps. This report provides information on each of the five areas with much greater emphasis on the first two components.

text: Assessment of HIVS/AIDS services in New Mexico The purpose of this report is to provide an assessment of services provided at the six federallyfunded clinics for people living with HIV/AIDS (PLWH). The Ryan White CARE Act Needs Assessment Guide outlines five key components to the scope of work: (1) Assessment of service needs among affected populations; (2) Profile of provider capacity and capability; (3) Resource inventory; (4) Epidemiologic profile; and (5)Assessment of unmet need and service gaps. This report provides information on each of the five areas with much greater emphasis on the first two components.

year: 2012

title: An ‘open letter to teachers’

authors: Kelly-Ware, Janette Patricia

abstract: Teaching is a highly complex and political endeavour, and as teachers, we need to be courageous as we support children to make sense of the increasingly complex and diverse societies that we live in. My doctoral research highlighted a number of issues related to teachers and curriculum. Te Whāriki, the Aotearoa New Zealand early childhood curriculum is the framework for critical socially relevant curriculum, and this letter speaks to teachers whose daily work involves recognising and responding to children’s ‘working theories’ about the social world. I argue that as teachers we need to be reflective and reflexive, and think critically about curriculum planning to go beyond children’s surface interests and focus on deeper issues like fairness, justice, anti-racism and our shared humanity – issues of concern to society as a whole. As teachers, we also need to involve families in the conversations that they are part of, and privy to, so together we can create a fairer, more just society for all who call Aotearoa New Zealand home.

text: An ‘open letter to teachers’ Teaching is a highly complex and political endeavour, and as teachers, we need to be courageous as we support children to make sense of the increasingly complex and diverse societies that we live in. My doctoral research highlighted a number of issues related to teachers and curriculum. Te Whāriki, the Aotearoa New Zealand early childhood curriculum is the framework for critical socially relevant curriculum, and this letter speaks to teachers whose daily work involves recognising and responding to children’s ‘working theories’ about the social world. I argue that as teachers we need to be reflective and reflexive, and think critically about curriculum planning to go beyond children’s surface interests and focus on deeper issues like fairness, justice, anti-racism and our shared humanity – issues of concern to society as a whole. As teachers, we also need to involve families in the conversations that they are part of, and privy to, so together we can create a fairer, more just society for all who call Aotearoa New Zealand home.

year: 2019

title: A brief history of Whakapapa: Māori approaches to genealogy

authors: Mahuika, Nepia

subjects: whakapapa

abstract: Whakapapa is the Māori term for genealogy. It has been described by some as the skeletal structure of Maori epistemology because all things have their own genealogies. In research, whakapapa has been presented in tribal histories, Maori Land Court records, and consistently as a framework for matauranga Māori (Māori knowledge) and Māori research methodologies. This essay offers a brief overview of the ways in which whakapapa has been understood and negotiated in research particularly after the arrival of Europeans. Some early ethnographers, for instance, applied their own genealogical methods of dating to whakapapa, which influenced various Māori approaches from the twentieth century. With the advent of literacy and print, Māori experimented with new ways to record genealogy, and yet the underlying oral, ethical, and cultural practices that are crucial to whakapapa have remained integral to how it still lives and operates in Maori communities today.

text: A brief history of Whakapapa: Māori approaches to genealogy Whakapapa is the Māori term for genealogy. It has been described by some as the skeletal structure of Maori epistemology because all things have their own genealogies. In research, whakapapa has been presented in tribal histories, Maori Land Court records, and consistently as a framework for matauranga Māori (Māori knowledge) and Māori research methodologies. This essay offers a brief overview of the ways in which whakapapa has been understood and negotiated in research particularly after the arrival of Europeans. Some early ethnographers, for instance, applied their own genealogical methods of dating to whakapapa, which influenced various Māori approaches from the twentieth century. With the advent of literacy and print, Māori experimented with new ways to record genealogy, and yet the underlying oral, ethical, and cultural practices that are crucial to whakapapa have remained integral to how it still lives and operates in Maori communities today.

year: 2019