title: Mercury Bay Coastal Processes Study: Data Report for 2014 & 2015.

authors: Walker, Justin H.

abstract: Two month-long hydrographic and sedimentation field campaigns were conducted from July 15th, 2014 to August 13th, 2014 and from April 9th, 2015 to May 8th, 2015 within the Mercury Bay-Whitianga Inlet-northern Whitianga Estuary system to fulfill the field data needs of the Waikato Regional Council towards the goal of producing a hydrodynamic model of Mercury Bay. The purpose of this data report is to summarize the instrument deployment locations,durations, and settings that were used during the field campaign. This document also aims to aid the modeler (or other Waikato Regional personnel) in the locating of the desired instrument data files from the accompanying data discs. In all cases, the raw data files have been provided for each instrument. In the instance that a raw data file is in a data format that requires proprietary software from the instrument manufacture to process, an export of the data files to a universally-readable file format has been included (e.g., .txt, .dat, .csv, .etc.) or to a MATLAB file format when necessary. Clarification has been provided for instruments that export data files without headers.

text: Mercury Bay Coastal Processes Study: Data Report for 2014 & 2015. Two month-long hydrographic and sedimentation field campaigns were conducted from July 15th, 2014 to August 13th, 2014 and from April 9th, 2015 to May 8th, 2015 within the Mercury Bay-Whitianga Inlet-northern Whitianga Estuary system to fulfill the field data needs of the Waikato Regional Council towards the goal of producing a hydrodynamic model of Mercury Bay. The purpose of this data report is to summarize the instrument deployment locations,durations, and settings that were used during the field campaign. This document also aims to aid the modeler (or other Waikato Regional personnel) in the locating of the desired instrument data files from the accompanying data discs. In all cases, the raw data files have been provided for each instrument. In the instance that a raw data file is in a data format that requires proprietary software from the instrument manufacture to process, an export of the data files to a universally-readable file format has been included (e.g., .txt, .dat, .csv, .etc.) or to a MATLAB file format when necessary. Clarification has been provided for instruments that export data files without headers.

year: 2015

title: Website on honey’s therapeutic properties

authors: Molan, Peter C.

subjects: manuka honey

abstract: A website has been produced which makes available, in language accessible to the public, the knowledge about the therapeutic properties of honey. The website has come from three decades of research on honey at the University of Waikato, and from researching the literature published by other researchers around the world. The URL for the website is http://waikato.academia.edu/PeterMolan/Papers

text: Website on honey’s therapeutic properties A website has been produced which makes available, in language accessible to the public, the knowledge about the therapeutic properties of honey. The website has come from three decades of research on honey at the University of Waikato, and from researching the literature published by other researchers around the world. The URL for the website is http://waikato.academia.edu/PeterMolan/Papers

year: 2013

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