scholarly journals New Zealand children’s experiences of online risks and their perceptions of harm. Evidence from Ngā taiohi matihiko o Aotearoa – New Zealand Kids Online

2020 ◽  
Author(s):  
Edgar Pacheco ◽  
Neil Melhuish

While children’s experiences of online risks and harm is a growing area of research in New Zealand, public discussion on the matter has largely been informed by mainstream media’s fixation on the dangers of technology. At best, debate on risks online has relied on overseas evidence. However, insights reflecting the New Zealand context and based on representative data are still needed to guide policy discussion, create awareness, and inform the implementation of prevention and support programmes for children. This research report presents findings from a quantitative study regarding different aspects related to risks and online safety. It looks at the online experiences that children find bothersome and upsetting and explores the hurtful behaviours they encounter or engage in, both online and in person. Evidence regarding exposure to different types of potentially harmful online content is also presented. Another relevant contribution is the insights related to excessive internet use.The findings presented in this report are based on data from 2,061 New Zealand children aged 9-17. We hope the findings will contribute to the development of policies, practices and services designed to support New Zealand children to safely take advantage of the opportunities available to them online.

2019 ◽  
Author(s):  
Edgar Pacheco ◽  
Neil Melhuish

Parents are key players in relation to the online safety of their children. However, while evidence shows that New Zealand teens regard their parents as the first line of support in dealing with online risks and challenges, parents seem to underestimate or be unaware of the frequency of such risks. This report presents findings from a larger quantitative study about parenting, digital technologies and online risks. It focuses on parents and caregivers’ awareness and attitudes towards their child’s access and exposure to sexually explicit content, both deliberately and/or accidentally, in the prior year. We conducted a quantitative survey with parents/whānau (and caregivers) of children aged 9 to 17 years old. The study was conducted in New Zealand based on a nationally representative sample. Our findings show that parents’ main online concerns are their children sharing nudes of themselves, being treated in a hurtful way, and seeing sexually explicit content. Also, the study found that 1 in 5 parents said their children were exposed to sexually explicit content online in the prior year.


2021 ◽  
Vol 5 (1) ◽  
pp. 14-15
Author(s):  
Lindsay Neill ◽  
Guo Jingsi

This research sought feedback from professional baristas on their views and experiences of A2 milk use in café coffee production. Their views are important because Aotearoa New Zealand prides itself on its unique café and coffee culture. Reflecting that, in the 1940s, it was observed that for American tourists visiting Auckland, the coffee offered at the White Lady pie cart was an almost compulsory experience [1]. Key to that experience was the White Lady’s coffee-making Goldie Convection Tripolator. Coffee making technologies and ingredients have changed since those times, including the diversity of milks used in espresso milk-based coffees. Today, four milks dominate café and coffee culture in Aotearoa New Zealand (Table 1).   Table 1. The four most popular milks used in coffee making in Aotearoa [2] Type of milk Benefit/description Full cream milk Full-cream cow’s milk that it comparatively high in fat and calorie content. Skim milk Fat-free cow’s milk. Popular with consumers who are trying to manage their weight and/or avoid fat in their diets. Soy milk Made from soybeans. Soy milk is a popular alternative to animal milk. Almond milk Made from almonds. Popular with consumers who wish to avoid the fat found in cow’s milk.   Those top four milks are complemented by a further wide range of non-dairy milks (Table 2). However, Tables 1 and 2 fail to list one milk that is popular in Aotearoa New Zealand: A2 milk. Our interest in A2 milk aligns it with another Kiwi icon, the flat white. We ask, why are baristas not offering A2 milk in our cafés as another signifier of Kiwi innovation, uniqueness, and identity? Within that notion our inquiry is an important consideration for café operators and others serving coffee, to create a unique ‘Kiwi’ point of difference in what can be otherwise described as a homogenised coffee marketplace. In ‘discovering’ A2 milk, Dr Corran McLachlan observed that ordinary cow’s milk contained two major casein (or protein) types – A1 and A2 – but that some cows do not produce A1. He then developed a method to identify milk that only contained the A2 protein. From that development, in 2018 the a2 Milk Company partnered with Fonterra, New Zealand's largest dairy co-operative  [4]. Today, A2 milk products have a 11.2% share of the New Zealand milk market [4]. Table 2. Non-dairy milks available in New Zealand [3] Type of milk Description Coconut milk Made by blending coconut flesh. Full-fat coconut milk is high in calories. Almond milk A mixture of finely ground almonds and water. Soy milk Made by grinding soybeans. A source of protein and essential fatty acids. Oat milk A cereal grain derived milk made by grinding oats. Rice milk Milled white or brown rice and water. Cashew milk A mixture of cashew nuts or cashew butter and water. Macadamia milk A combination of water and about 3% macadamia nuts. Hemp milk Ground seeds of the hemp plant, Cannabis sativa, and water. Quinoa milk Made from water and quinoa. Seven-grain milk A combination of oats, rice, wheat, barley, triticale, spelt, millet and water. To explore the use of A2 milk, we asked five baristas, with an average career span of 25 years, their views on using A2 milk for making coffee. We were surprised by the results. Firstly, our participant baristas looked overseas for their inspiration. Exemplifying that was their interest in latte art and nitrogen infused coffees. Interestingly, our participants held a cautious ‘wait and see’ attitude toward using A2 milk, despite their embrace of many of the milk types outlined in Tables 1 and 2. While our participants mentioned that they would provide A2 milk should consumers begin asking for it, none of them realised that by offering A2 milk they could self-create a temporary point of difference in an otherwise homogeneous coffee marketplace. Additionally, our participant baristas were waiting for the a2 Milk Company to take the lead and promote the use of A2 milk in Aotearoa New Zealand’s café/coffee culture. Consequently, and while our sample size was small, we wonder if cafés are missing an important opportunity for distinction by not offering A2 milk within their milk menu offerings. We suggest that, by using and showcasing A2 milk, Kiwi cafés can enhance the distinctive reputation they already enjoy and in doing so promote the Kiwi cultural attribute of innovation. Corresponding author Lindsay Neill can be contacted at: [email protected] References (1) Neill, L.; Bell, C.; Bryant, T. The Great New Zealand Pie Cart; Hodder Moa: Auckland, 2008. (2) Hurwood, J. A Guide for the Different Types of Milk, 2016. Canstar Blue New Zealand. https://www.canstarblue.co.nz/food-drink/a-guide-to-different-types-of-milk/ (accessed 8 Jul, 2021). (3) Kundu, P.; Dhankhar, J.; Sharma, A. Development of Non-Dairy Milk: Alternative Using Soymilk and Almond Milk. Current Research in Nutrition and Food Science 2018, 6(1), 203–210. https://doi.org/10.12944/CRNFSJ.6.1.23 (4) a2 Milk Company Home Page. https://a2milk.nz/ (accessed Jul 7, 2021)  


Teachers Work ◽  
2018 ◽  
Vol 11 (2) ◽  
pp. 232-248
Author(s):  
Alan Haslip ◽  
Jo Straker ◽  
Sarah English

Over the last 150 years, outdoor education in Aotearoa New Zealand has evolved from teachers taking students out of school on field trips to running expeditions and adventure activities as part of the curriculum. Recent accidents have increased expectations within society for outdoor leaders including teachers to be technically skilled and qualified before taking groups outdoors. This has, prompted many schools to employ qualified contract instructors to deliver parts of their programme. Using a grounded theory approach, this research explores the complex relationships that exist between schools, teachers, and contract instructors. A model outlining different types of communication between schools and contractors highlights how many outdoor education outcomes remain undeclared and implicit. Recommendations are presented to help contractors and schools work together to deliver programmes which continue to achieve a broad range of outcomes


2019 ◽  
Author(s):  
Edgar Pacheco ◽  
Neil Melhuish ◽  
Jandy Fiske

This research report presents findings about the extent and nature of digital self-harm among New Zealand teens. Digital self-harm is broadly defined here as the anonymous online posting or sharing of mean or negative online content about oneself. The report centres on the prevalence of digital self-harm (or self-cyberbullying) among New Zealand teens (aged 13-17), the motivations, and outcomes related to engaging in this behaviour. The findings described in this report are representative of the teenage population of New Zealand by gender, ethnicity and age. Key findings are: Overall, 6% of New Zealand teens have anonymously posted mean or negative content online about themselves in the past year. Teenagers’ top reasons for this behaviour were: making a joke, wanting to show resilience, looking for friends’ sympathy, and seeking reassurance of friendship. By exploring the nature and extent of this behaviour, we are providing the online safety community, schools and parents with insights about a complex and, to some extent, hidden phenomenon involving New Zealand teens.


2019 ◽  
Author(s):  
Edgar Pacheco ◽  
Neil Melhuish

While children’s interaction with digital technologies is a matter of interest around the world, evidence based on nationally representative data about how integrated these tools are in children’s everyday life is still limited in New Zealand. This research report presents findings from a study that explores children’s internet access, online skills, practices, and opportunities. This report is part of Netsafe’s research project Ngā taiohi matihiko o Aotearoa - New Zealand Kids Online, and our first publication as a member of Global Kids Online. Generating insightful, reliable evidence about New Zealand children’s online experiences is vital to develop adequate support that reflects children’s experiences and needs. This, in turn, will help them to manage online risks and potential harm from behaviours such as cyberbullying, harassment, and other forms of abuse and intimidation.


2020 ◽  
Author(s):  
Edgar Pacheco ◽  
Neil Melhuish

Research suggests that parents tend to largely underestimate their child’s engagement in risky and/or hurtful behaviours as well as their experiences of harm online. While helpful, the available international evidence is not only limited but also does not reflect the New Zealand context. In addition, understanding parental knowledge of the online experiences of children is important as parents play a critical role in helping their child to prevent or deal with bothering experiences and risky behaviours as well as providing children with emotional support when things go wrong online. To help close the gap of New Zealand-based evidence on the topic, this factsheet presents findings from a quantitative study conducted with New Zealand parents and their children. The objectives of the study are to measure parental knowledge of children’s experiences of risks and harm online, and to compare parents’ level of awareness with their child’s self-reported experiences. The study found a mismatch between parents’, caregivers’ and whānau awareness and their children’s reports of bothering or upsetting experiences online.


2004 ◽  
Author(s):  
Tim McCreanor ◽  
Airini ◽  
David Wharemate ◽  
Nic Mason

Sign in / Sign up

Export Citation Format

Share Document