“We are not privileged enough to have that foundation of language”: Pasifika young adults share their deep concerns about the decline of their ancestral/heritage languages in Aotearoa New Zealand

2019 ◽  
Vol 15 (2) ◽  
pp. 131-139
Author(s):  
Lina-Jodi Vaine Samu ◽  
Helen Moewaka Barnes ◽  
Lanuola Asiasiga ◽  
Tim McCreanor
Keyword(s):  
Young Adults ◽  
New Zealand ◽  
Focus Group ◽  
Language Policy ◽  
National Language ◽  
Minority Languages ◽  
Focus Group Interviews ◽  
Heritage Languages ◽  
Aotearoa New Zealand ◽  
Group Interviews

Focus group interviews conducted with Aotearoa New Zealand–born Pasifika young adults aged 18–25 years highlighted their intense apprehension about the diminishing abilities of New Zealand–born Pasifika people to speak their ancestral/heritage Pasifika languages in Aotearoa. Some Pasifika languages are also declining at their homeland wellsprings. There has been no comprehensive strategic national language policy developed in New Zealand where Pasifika heritage and other community languages can flourish. New Zealand appears to default to a monocultural given where English prevails without critique. Minority languages are battling it out with each other for legitimacy of existence. Resulting from New Zealand’s failure to create a comprehensive languages strategy for all, younger generations of Pasifika neither have fluency in their ancestral languages which impact negatively on their identity security and their ability to attain critical fluency in English to thrive as their migrant parents and grandparents envisioned they would in Aotearoa New Zealand.

Edible insects and young adults in a north-east Italian city an exploratory study

2016 ◽  
Vol 118 (2) ◽  
pp. 318-326 ◽  
Author(s):  
Stefania Balzan ◽  
Luca Fasolato ◽  
Serena Maniero ◽  
Enrico Novelli
Keyword(s):  
Young Adults ◽  
Focus Group ◽  
Sample Survey ◽  
Exploratory Research ◽  
Edible Insects ◽  
Focus Group Interviews ◽  
Major Barrier ◽  
Content Type ◽  
Group Interviews ◽  
Promotional Strategies

Purpose – The purpose of this paper is to explore the readiness of young Italian people to consume insects and the psychosocial determinants associated with edible insect consumption, in order to evaluate whether insect-based food could be an alternative food source. Design/methodology/approach – An explorative study was conducted, using focus group interviews as the technique for data collection. In total, 32 consumers, aged 20-35 years took part in five focus group interviews. Findings – Significant determinants comprised appearance, farming and sustainability. Participants’ willingness to eat insect-based food is dependent on the form in which the products are presented to them. Crustaceans were frequently mentioned as a comparison in terms of distaste. Lack of practice in preparation was a major barrier to consumption. To expand consumption participants suggested an active role for public health institutions. Even though with some uncertainty, there are some people prepared to consume insects. Research limitations/implications – Due to the restricted size of the sample survey, the findings are considered as exploratory research. Further investigation is required among other young adults in order to delineate promotional strategies. Originality/value – There is a lack of information regarding the willingness to consume edible insects in Italy. Due to the restricted size of the sample survey, the findings are considered as exploratory research. Further investigation is required among other young adults in order to delineate promotional strategies.

scholarly journals KAVA CONSUMPTION AND FAMILY VIOLENCE

2021 ◽  
Vol 8 (9) ◽  
pp. 303-310
Author(s):  
Malakai Ofanoa ◽  
Samuela Ofanoa
Keyword(s):  
New Zealand ◽  
Focus Group ◽  
Family Violence ◽  
Family Relationships ◽  
Family Income ◽  
Social Issues ◽  
Focus Group Interviews ◽  
Convenience Sample ◽  
The Family ◽  
Group Interviews

Kava drinking has become an intrinsic part of Tongan culture. It involves regular participation and high consumption of kava drink in kava clubs and other kava venues in Tonga and New Zealand. However, mounting evidence has indicated that the reasons for, and perceived effects of kava consumption are yet to be fully understood (Nosa and Ofanoa, 2009, Ofanoa, 2010). A qualitative study to explore the issues related with Tongan men abusing kava consumption was conducted in Tonga and Auckland, New Zealand (Ofanoa, 2010).   The study used culturally safe, Pacific qualitative research approaches of Kakala (Thaman, 1997) and Talanga (Ofanoa, 2010) to obtain information related to the issue. There were focus group interviews conducted with a convenience sample of 104 Tongan men across 5 kava clubs each in Tonga and Auckland, New Zealand. The analysis of the focus group interviews in both places involved a general inductive approach.   The findings reported that kava use is socially sanctioned and easily accessible in both countries.  Further, kava presents concerning health and social issues. It increases poor family relationships that leads to family violence. Usually the family violence happens after kava sessions. The Kava men sleep long hours; they spent a lot of their family income in Kava sessions and makes many excuses. Moreover, kava men are usually very lazy to work, and slow to recover in the next day. Hence, the poor wives usually shoulder everything in the family. In many instances, some of them behave violently and aggressively.  When such practices happen consistently, family violence starts, and many husbands physically abuse their wives. Evidently, one end up in the hospital with serious injuries or both husband and wife appear in court. The study concludes that Tongan men in both countries cannot continue to hide the truth that their abusive consumption of kava contributes to family violence. Hence, there is a tremendous need for urgent actions to prevent and minimize this practice. Further, since addressing the issue is sensitive and complex, a call for multi-sectoral and multi-disciplinary effort with the Tongan society in both Tonga and New Zealand is required to minimize the risks and optimize the benefits of kava use.

scholarly journals User Preferences for Content, Features, and Style for an App to Reduce Harmful Drinking in Young Adults: Analysis of User Feedback in App Stores and Focus Group Interviews

2016 ◽  
Vol 4 (2) ◽  
pp. e47 ◽  
Author(s):  
Joanna Milward ◽  
Zarnie Khadjesari ◽  
Stephanie Fincham-Campbell ◽  
Paolo Deluca ◽  
Rod Watson ◽  
...  
Keyword(s):  
Young Adults ◽  
Focus Group ◽  
User Feedback ◽  
User Preferences ◽  
Focus Group Interviews ◽  
Harmful Drinking ◽  
Group Interviews

scholarly journals A mixed methods study on early childhood services' touchscreen tablet use and non-use in New Zealand

2021 ◽  
Author(s):  
◽  
Michael Luke Santamaria
Keyword(s):  
Early Childhood ◽  
Mixed Methods ◽  
New Zealand ◽  
Focus Group ◽  
Mixed Methods Study ◽  
Focus Group Interviews ◽  
Home Based ◽  
Education And Care ◽  
Group Interviews ◽  
Te Whāriki

<p>With the ongoing debate on young children’s Information Communication Technology (ICT) use in early childhood education (ECE), empirical studies have reported that the increase in young children’s access to and use of touchscreen tablets, hereafter referred to as tablets, could positively and negatively impact their learning and development. According to the New Zealand ECE curriculum, Te Whāriki (Ministry of Education, 2017), children growing up in the context of a changing society could benefit from using technology. This research, which explored tablet use in New Zealand’s four major early childhood service types: education and care centres, home-based services, kindergartens, and playcentres, provides useful information on the reasons why services used and did not use tablets as well as how teachers/educators used tablets to support children’s learning.  The two phases to this sequential explanatory mixed methods study were underpinned by two research paradigms, the postpositivist paradigm for the quantitative phase and the constructivist paradigm for the qualitative phase. First, a national survey that was sent to all early childhood providers from the four major service types and then a collective case study was conducted in two sub-phases. Phase 2A consisted of focus group interviews with a tablet non-user service from each of the four service types and a tablet user service from each of the four service types. Phase 2B consisted of stimulated recall (SR) focus group interviews with the same tablet users who participated in Phase 2A.  The survey responses revealed considerable variation in the use of tablets and the purposes for which tablets were used. More education and care services and kindergartens used tablets than home-based services and playcentres. Both quantitative and qualitative phases revealed complexities involving tablet use such as the types of scaffolding used and issues surrounding screen time and policies on tablet use including the use of personally-owned tablets and cybsersafety concerns. Particularly, the findings from Phase 2 confirmed that the socialized nature involving tablet use aligned with Te Whāriki. Thus, tablet use is not necessarily limited to a dichotomy of use and non-use but is spread across a spectrum ranging from limited, to specialised, and to comprehensive use.</p>

scholarly journals A mixed methods study on early childhood services' touchscreen tablet use and non-use in New Zealand

2021 ◽  
Author(s):  
◽  
Michael Luke Santamaria
Keyword(s):  
Early Childhood ◽  
Mixed Methods ◽  
New Zealand ◽  
Focus Group ◽  
Mixed Methods Study ◽  
Focus Group Interviews ◽  
Home Based ◽  
Education And Care ◽  
Group Interviews ◽  
Te Whāriki

<p>With the ongoing debate on young children’s Information Communication Technology (ICT) use in early childhood education (ECE), empirical studies have reported that the increase in young children’s access to and use of touchscreen tablets, hereafter referred to as tablets, could positively and negatively impact their learning and development. According to the New Zealand ECE curriculum, Te Whāriki (Ministry of Education, 2017), children growing up in the context of a changing society could benefit from using technology. This research, which explored tablet use in New Zealand’s four major early childhood service types: education and care centres, home-based services, kindergartens, and playcentres, provides useful information on the reasons why services used and did not use tablets as well as how teachers/educators used tablets to support children’s learning.  The two phases to this sequential explanatory mixed methods study were underpinned by two research paradigms, the postpositivist paradigm for the quantitative phase and the constructivist paradigm for the qualitative phase. First, a national survey that was sent to all early childhood providers from the four major service types and then a collective case study was conducted in two sub-phases. Phase 2A consisted of focus group interviews with a tablet non-user service from each of the four service types and a tablet user service from each of the four service types. Phase 2B consisted of stimulated recall (SR) focus group interviews with the same tablet users who participated in Phase 2A.  The survey responses revealed considerable variation in the use of tablets and the purposes for which tablets were used. More education and care services and kindergartens used tablets than home-based services and playcentres. Both quantitative and qualitative phases revealed complexities involving tablet use such as the types of scaffolding used and issues surrounding screen time and policies on tablet use including the use of personally-owned tablets and cybsersafety concerns. Particularly, the findings from Phase 2 confirmed that the socialized nature involving tablet use aligned with Te Whāriki. Thus, tablet use is not necessarily limited to a dichotomy of use and non-use but is spread across a spectrum ranging from limited, to specialised, and to comprehensive use.</p>

scholarly journals Student-Teacher Relationships/Rapport in Physical Education: A Perspective from New Zealand Secondary Schools

2021 ◽  
Author(s):  
◽  
Thomas Hullena
Keyword(s):  
New Zealand ◽  
Student Engagement ◽  
Physical Education ◽  
Focus Group ◽  
Secondary Schools ◽  
Student Teacher ◽  
Focus Group Interviews ◽  
Teacher Relationships ◽  
Group Interviews ◽  
Student Teacher Relationships

<p>Student engagement is an essential element in students' learning. An important factor that is increasingly associated with student engagement and learning in schools involves student-teacher relationships. The purpose of this study has been to look at student-teacher relationships in the context of physical education in New Zealand secondary schools. Specifically, it has investigated, from the perspective of students and teachers of physical education, the significance of student-teacher relationships with respect to students' educational outcomes, along with the teacher related factors thought to enhance and/or inhibit such relationships. The research participants were selected from a range of schools in terms of decile (socio-economic) rating, and ethnic and cultural make up. Apart from one integrated single sex school all participants were drawn from state co-educational schools in the wider Wellington region. The participants included physical education teachers from six schools and physical education students from three schools. Research data was gathered by way of focus group interviews. In total, nine focus group interviews were held. Significantly, all participants stated that they believed positive-student-teacher relationships were crucial for students' engagement and learning in physical education. In terms of the factors (teacher behaviours, attitudes, attributes, skills, etc) thought to impact on student-teacher relationships, considerable consistency was found to exist in terms of the broad themes identified by both students and teachers. These included factors such as, being supportive and encouraging, showing care, being fair and respectful, providing a safe learning environment, and the use of humour. However, in terms of the specific aspects (teacher behaviours, attitudes, etc) making up or comprising these broad themes greater variation was found to exist between the nine groups involved in the study.</p>

scholarly journals Novel biotechnologies for eradicating wasps: seeking Māori studies students’ perspectives with Q method

2020 ◽  
Author(s):  
Ocean Mercier ◽  
A King Hunt ◽  
Philip Lester
Keyword(s):  
New Zealand ◽  
Q Method ◽  
Focus Group Interviews ◽  
The Public ◽  
Aotearoa New Zealand ◽  
Group Interviews ◽  
Social Decision Making ◽  
Political Economic ◽  
Further Development ◽  
Method Analysis

© 2019, © 2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. Aligned with the New Zealand government’s ‘Predator-Free 2050’ target for Aotearoa New Zealand, National Science Challenge: Our Biological Heritage supports research into five distinct ‘novel biotechnological controls’ of exotic wasps. A framing question within this project is which controls are considered ‘socially acceptable’ and thus suitable for further development to control and potentially eradicate introduced wasps? How can the public answer this question without first engaging with complex technologies? Can they develop and express an informed view that still reflects their ‘gut’ reactions and unique positions? To model and explore the views of an ‘informed public’, university students in Māori studies engaged in reflection, writing and mapping activities; choice and ranking exercises; Q Method; and focus group interviews. Amongst the interviewees, Q Method analysis distinguished three ‘factors’, describing unique viewpoints: those who see the potential of biotechnologies, those who are in doubt about them and those in a position of trust in scientists. Overall, the group see potential in new biotechnologies for wasps but are wary of political, economic and social decision-making mechanisms.

scholarly journals Student-Teacher Relationships/Rapport in Physical Education: A Perspective from New Zealand Secondary Schools

2021 ◽  
Author(s):  
◽  
Thomas Hullena
Keyword(s):  
New Zealand ◽  
Student Engagement ◽  
Physical Education ◽  
Focus Group ◽  
Secondary Schools ◽  
Student Teacher ◽  
Focus Group Interviews ◽  
Teacher Relationships ◽  
Group Interviews ◽  
Student Teacher Relationships

<p>Student engagement is an essential element in students' learning. An important factor that is increasingly associated with student engagement and learning in schools involves student-teacher relationships. The purpose of this study has been to look at student-teacher relationships in the context of physical education in New Zealand secondary schools. Specifically, it has investigated, from the perspective of students and teachers of physical education, the significance of student-teacher relationships with respect to students' educational outcomes, along with the teacher related factors thought to enhance and/or inhibit such relationships. The research participants were selected from a range of schools in terms of decile (socio-economic) rating, and ethnic and cultural make up. Apart from one integrated single sex school all participants were drawn from state co-educational schools in the wider Wellington region. The participants included physical education teachers from six schools and physical education students from three schools. Research data was gathered by way of focus group interviews. In total, nine focus group interviews were held. Significantly, all participants stated that they believed positive-student-teacher relationships were crucial for students' engagement and learning in physical education. In terms of the factors (teacher behaviours, attitudes, attributes, skills, etc) thought to impact on student-teacher relationships, considerable consistency was found to exist in terms of the broad themes identified by both students and teachers. These included factors such as, being supportive and encouraging, showing care, being fair and respectful, providing a safe learning environment, and the use of humour. However, in terms of the specific aspects (teacher behaviours, attitudes, etc) making up or comprising these broad themes greater variation was found to exist between the nine groups involved in the study.</p>

scholarly journals Novel biotechnologies for eradicating wasps: seeking Māori studies students’ perspectives with Q method

2020 ◽  
Author(s):  
Ocean Mercier ◽  
A King Hunt ◽  
Philip Lester
Keyword(s):  
New Zealand ◽  
Q Method ◽  
Focus Group Interviews ◽  
The Public ◽  
Aotearoa New Zealand ◽  
Group Interviews ◽  
Social Decision Making ◽  
Political Economic ◽  
Further Development ◽  
Method Analysis

© 2019, © 2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. Aligned with the New Zealand government’s ‘Predator-Free 2050’ target for Aotearoa New Zealand, National Science Challenge: Our Biological Heritage supports research into five distinct ‘novel biotechnological controls’ of exotic wasps. A framing question within this project is which controls are considered ‘socially acceptable’ and thus suitable for further development to control and potentially eradicate introduced wasps? How can the public answer this question without first engaging with complex technologies? Can they develop and express an informed view that still reflects their ‘gut’ reactions and unique positions? To model and explore the views of an ‘informed public’, university students in Māori studies engaged in reflection, writing and mapping activities; choice and ranking exercises; Q Method; and focus group interviews. Amongst the interviewees, Q Method analysis distinguished three ‘factors’, describing unique viewpoints: those who see the potential of biotechnologies, those who are in doubt about them and those in a position of trust in scientists. Overall, the group see potential in new biotechnologies for wasps but are wary of political, economic and social decision-making mechanisms.

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