The Maui's Dolphin Challenge: Lessons From a School-Based Litter Reduction Project

2016 ◽  
Vol 32 (3) ◽  
pp. 288-308
Author(s):  
Carly S. Townrow ◽  
Nick Laurence ◽  
Charlotte Blythe ◽  
Jenny Long ◽  
Niki Harré
Keyword(s):  
New Zealand ◽  
Focus Group ◽  
Secondary School ◽  
Social Norms ◽  
Theoretical Framework ◽  
Embodied Learning ◽  
Whole School ◽  
School Based ◽  
Aotearoa New Zealand ◽  
Learning Efficacy

AbstractThe Maui's Dolphin Challenge was a litter reduction project that was run twice at a secondary school in Aotearoa New Zealand. The project drew on a theoretical framework encompassing four psycho-social principles: values, embodied learning, efficacy, and perceived social norms. It challenged students to reduce the litter at the school by offering to donate $200 a week for 3 weeks to help protect the endangered Maui's dolphin. However, for every piece of litter found, $1 would come off this total. The challenge was accompanied by feedback on progress, posters, assemblies, and videos. Both times it was run, litter dropped by approximately half. After the first iteration, a survey found that students (n= 275 surveys) appeared motivated not to litter primarily due to a desire to care for the Maui's dolphin. Interviews and a focus group with staff and students (n= 14) after the second iteration also found the dolphins were important, but there was a cultural norm against picking up litter. The limitations of the project, its impact on the school's sustainability culture, and implications for other whole-school environmental projects, especially those with a waste focus, are discussed.

Health and well-being of young people who attend secondary school in Aotearoa, New Zealand: What has changed from 2001 to 2007?

2011 ◽  
Vol 47 (4) ◽  
pp. 191-197 ◽  
Author(s):  
Simon J Denny ◽  
Sue Grant ◽  
Jennifer Utter ◽  
Elizabeth M Robinson ◽  
Theresa M Fleming ◽  
...  
Keyword(s):  
New Zealand ◽  
Young People ◽  
Secondary School ◽  
Well Being ◽  
Aotearoa New Zealand ◽  
Health And Well Being

scholarly journals First Birth at Home or in Hospital in Aotearoa/New Zealand: Intrapartum Midwifery Care and Related Outcomes

2021 ◽  
Author(s):  
◽  
Suzanne Claire Miller
Keyword(s):  
New Zealand ◽  
Focus Group ◽  
Emotional Health ◽  
Care Provision ◽  
First Birth ◽  
Aotearoa New Zealand ◽  
Foetal Monitoring ◽  
First Time Mothers ◽  
First Time ◽  
At Home

<p>A woman's first birth experience can be a powerfully transformative event in her life, or can be so traumatic it affects her sense of 'self' for years. It can influence her maternity future, her physical and emotional health, and her ability to mother her baby. It matters greatly how her first birth unfolds. Women in Aotearoa/New Zealand enjoy a range of options for provision of maternity care, including, for most, their choice of birth setting. Midwives who practice in a range of settings perceive that birth outcomes for first-time mothers appear to be 'better' at home. An exploration of this perception seems warranted in light of the mainstream view that hospital is the optimal birth setting. The research question was: "Do midwives offer the same intrapartum care at home and in hospital, and if differences exist, how might they be made manifest in the labour and birth events of first-time mothers?" This mixed-methods study compared labour and birth events for two groups of first-time mothers who were cared for by the same midwives in a continuity of care context. One group of mothers planned to give birth at home and the other group planned to give birth in a hospital where anaesthetic and surgical services were available. Labour and birth event data were collected by a survey which was generated following a focus group discussion with a small group of midwives. This discussion centred around whether these midwives believed their practice differed in each setting, and what influenced care provision in each place. Content analysis of the focus group data saw the emergence of four themes relating to differences in practice: midwives' use of space, their use of time, the 'being' and 'doing' of midwifery and aspects relating to safety. Survey data were analysed using SPSS. Despite being cared for by the same midwives, women in the hospital-birth group were more likely to use pharmacological methods of pain management, experienced more interventions (ARM, vaginal examinations, IV hydration, active third stage management and electronic foetal monitoring) and achieved spontaneous vaginal birth less often than the women in the homebirth group. These findings strengthen the evidence that for low risk first-time mothers a choice to give birth at home can result in a greater likelihood of achieving a normal birth. The study offers some insights into how the woman's choice of birth place affects the care provided by midwives, and how differences in care provision can relate to differences in labour and birth event outcomes.</p>

A school-based programme promoting healthy eating

2019 ◽  
Vol 79 (3) ◽  
pp. 277-289 ◽  
Author(s):  
Kara Chan ◽  
Judy Yuen-Man Siu ◽  
Albert Lee
Keyword(s):  
Health Education ◽  
Focus Group ◽  
Secondary School ◽  
Healthy Eating ◽  
Education Programme ◽  
Focus Group Interviews ◽  
School Based ◽  
Health Education Programme ◽  
Food Diaries ◽  
Group Interviews

Objective: Many school-based health education programmes adopt a one-way, top-down communication approach that students tend to consider boring and ineffective. In contrast, this study tested a pilot school-based health education programme designed to engage students through the creation and production of health-related advertising. Design: Participatory action research. Setting: A secondary school located in the most deprived district in Hong Kong. Method: A 10-month health education programme was implemented which included health talks and a parent–child cooking workshop. The highlight of the programme was a contest to design a healthy eating public service announcement with professional production of the winning advertisement. A convenience sample of 67 secondary school students participated. Self-administered food diaries and focus group interviews were administered before and after the programme for evaluation. Results: Among all the health education activities conducted during the programme, the participating students found the advertisement design contest the most interesting. They appreciated the opportunity to see their creative ideas consolidated in a professional manner. Dietary patterns reported in food diaries did not show any significant change, but the post-programme focus group interviews reported a remarkable increase in healthy eating knowledge. There were some self-reported changes in dietary behaviours. Conclusion: In the digital age, engaging students in content creation is a possible way to interest them in adopting healthy eating behaviours.

“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.

Putting assemblage to work to explore pedagogical practices in health education in Aotearoa New Zealand

2021 ◽  
Vol 121 (2) ◽  
pp. 174-188
Author(s):  
Rachael Dixon ◽  
Gillian Abel ◽  
Lisette Burrows
Keyword(s):  
New Zealand ◽  
Health Education ◽  
Secondary School ◽  
Teaching Practice ◽  
Qualitative Approach ◽  
Pedagogical Practices ◽  
Content Type ◽  
Aotearoa New Zealand ◽  
The Subject ◽  
Senior Secondary

PurposeIn Aotearoa New Zealand, Health Education is socio-critical in orientation and is offered as a subject that can offer credits towards the national secondary school qualification. The purpose of this paper is to explore the learning experiences of people who studied Health Education to the final level of secondary schooling in Aotearoa New Zealand. The authors focus specifically on how the subject is taught; or the pedagogical practices that are “put to work” in the Health Education learning environment.Design/methodology/approachUsing in-depth interviews as the authors’ method of data production, they experiment with a post-qualitative approach to analysis while traversing the theoretical terrain of new materialism. In doing so, they explicate the non-human and human elements that are arranged in a pedagogical assemblage – and explore what these elements can do.FindingsThe authors found that an array of pedagogical practices were put to work in the senior secondary school Health Education classroom: Student-centred approaches, a non-judgemental and energetic tone to teaching, deployment of human and non-human resources, and students connecting with the community. The authors argue that these practices open up possibilities for a critical Health Education.Practical implicationsThis research addresses an empirical gap in the literature by focusing on Health Education in the senior secondary levels of schooling. The findings in this paper may provide readers who are Health Education teachers with ideas that could be of material use to them in their teaching practice. In terms of implications for researchers, the authors demonstrate how putting “new” theory and methodological approaches to work in the area of school-based Health Education can produce novel ways of thinking about the subject and what it can do.Originality/valueThe shifting nature of the pedagogical assemblage can ignite new ways of thinking about teaching practice in the Health Education classroom and the capacities that result for learners. In combination with a post-qualitative approach to analysis, the paper provides a novel approach to exploring Health Education.

New Views on a ‘Stuck’ Issue: Communicating about Childhood Immunisation in Aotearoa New Zealand

2014 ◽  
Vol 152 (1) ◽  
pp. 40-56 ◽  
Author(s):  
Elspeth Tilley ◽  
Niki Murray ◽  
Bronwyn Watson ◽  
Margie Comrie
Keyword(s):  
Decision Making ◽  
New Zealand ◽  
Focus Group ◽  
Research Process ◽  
Decision Makers ◽  
Communication Process ◽  
Qualitative Investigation ◽  
Childhood Immunisation ◽  
Aotearoa New Zealand ◽  
Depth Interviews

This article explores attitudes towards immunisation and immunisation communication materials among parents and caregivers currently facing immunisation decisions in Aotearoa New Zealand. The research aimed to discover, from an open-ended qualitative investigation, new ways to conceptualise and explain immunisation decision-making, and identify participants' own views on approaches worth trialling as ways to increase immunisation rates. The research used communication artefacts as talking points, and an action research process to modify these to reflect participants' design suggestions, but was primarily exploratory. It started a broad conversation with participants about their decision-making influences rather than being designed to test any particular attributes of the immunisation communication process. From a qualitative analysis of transcripts of focus-group and in-depth interviews with 107 immunisation decision-makers, themes were drawn. Applying an emic process enabled identification of participants' own ideas that have now broadened the range of possible approaches currently being considered for immunisation communication in Aotearoa New Zealand. Given that immunisation decline is a problem internationally, these participant-driven ideas may also be worth testing in other contexts.

Sign in / Sign up

Export Citation Format

Share Document