scholarly journals Toungāue cooperative pedagogy for Tongan tertiary students’ success

2020 ◽  
Vol 25 ◽  
pp. 18-29
Author(s):  
Telesia Kalavite
Keyword(s):  
Academic Success ◽  
New Zealand ◽  
Tertiary Education ◽  
Pacific Region ◽  
Sociocultural Context ◽  
Culturally Specific ◽  
Indigenous Cultures ◽  
Educational Environments ◽  
The Pacific ◽  
Students Success

Cooperative Pedagogy specific to Tongans can enhance students’ academic success in New Zealand’s tertiary education. Tongan students’ success depends on teachers’ recognition and understanding of Tongan students’ sociocultural context which involves their pule‘anga (bureaucracy), famili/kāinga (family), siasi (church) and fonua (country) relationships. Tongan students should not be treated within the Pacific groupings because ‘Pacific’ is a term of convenience for peoples who originate from different countries in the Pacific region whose cultures are uniquely different from one another. The term ‘Pacific’ tends to make these students live in the shadow of being treated as if they have the same needs in the classroom. The culturally specific needs of Pacific students are obscured by the assumption that they are homogenous. Academics and educational authorities in New Zealand need to recognise the importance of Pacific students’ culturally specific needs in their educational environments to move towards solving the problems of underachievement. This article explores the use of a culturally specific Tongan Toungāue Cooperative Pedagogy for teaching Tongan students in New Zealand tertiary education. Toungāue Cooperative Pedagogy is rooted in Tongan students’ sociocultural context which is at the heart of the Tongan society. More importantly, this proposed Toungāue Cooperative Pedagogy is transferable and could also be beneficial to other Pacific and Indigenous cultures.

scholarly journals The characteristics of behaviour change interventions used among Pacific people: a systematic search and narrative synthesis

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Amio Matenga-Ikihele ◽  
Judith McCool ◽  
Rosie Dobson ◽  
Fuafiva Fa’alau ◽  
Robyn Whittaker
Keyword(s):  
United States ◽  
Social Support ◽  
New Zealand ◽  
Behaviour Change ◽  
Health Behaviour ◽  
Narrative Synthesis ◽  
Pacific Region ◽  
Behaviour Change Interventions ◽  
Pacific People ◽  
The Pacific

Abstract Background Pacific people living in New Zealand, Australia, United States, and the Pacific region continue to experience a disproportionately high burden of long-term conditions, making culturally contextualised behaviour change interventions a priority. The primary aim of this study was to describe the characteristics of behaviour change interventions designed to improve health and effect health behaviour change among Pacific people. Methods Electronic searches were carried out on OVID Medline, PsycINFO, PubMed, Embase and SCOPUS databases (initial search January 2019 and updated in January 2020) for studies describing an intervention designed to change health behaviour(s) among Pacific people. Titles and abstracts of 5699 papers were screened; 201 papers were then independently assessed. A review of full text was carried out by three of the authors resulting in 208 being included in the final review. Twenty-seven studies were included, published in six countries between 1996 and 2020. Results Important characteristics in the interventions included meaningful partnerships with Pacific communities using community-based participatory research and ensuring interventions were culturally anchored and centred on collectivism using family or social support. Most interventions used social cognitive theory, followed by popular behaviour change techniques instruction on how to perform a behaviour and social support (unspecified). Negotiating the spaces between Eurocentric behaviour change constructs and Pacific worldviews was simplified using Pacific facilitators and talanoa. This relational approach provided an essential link between academia and Pacific communities. Conclusions This systematic search and narrative synthesis provides new and important insights into potential elements and components when designing behaviour change interventions for Pacific people. The paucity of literature available outside of the United States highlights further research is required to reflect Pacific communities living in New Zealand, Australia, and the Pacific region. Future research needs to invest in building research capacity within Pacific communities, centering self-determining research agendas and findings to be led and owned by Pacific communities.

scholarly journals Pasifika Tertiary Students' Use of Information and Communication Technologies

2021 ◽  
Author(s):  
◽  
Kerese Tuifaktoga Manueli
Keyword(s):  
Academic Success ◽  
New Zealand ◽  
Information And Communication Technologies ◽  
Tertiary Education ◽  
Learning Experiences ◽  
Communication Technologies ◽  
Ict Skills ◽  
Development Framework ◽  
Information And Communication ◽  
Pasifika Students

<p>Information and Communication Technologies (ICT) are pervasive in our daily lives. In New Zealand tertiary education institutions, the adoption of ICT is widespread. Meanwhile, Pasifika students’ participation in tertiary education has been increasing. Yet, for this group of students, academic success has been a concern to successive governments, tertiary institutions, and Pasifika peoples. ICT may offer an opportunity to improve Pasifika students’ academic achievement. The study is premised on the belief that positive learning experiences will lead to improved academic outcomes. Consequently, the study explored ways of using ICT to enhance Pasifika students’ learning experiences. Adopting an interpretivist approach, the case study investigated the ICT skills and the use of ICT for learning enhancements of a group of Pasifika students at a New Zealand institute of technology. Over a period of eighteen months, data was gathered through talanoa, participant observation, and the researcher’s reflective journal. The three method approach enabled data triangulation. Data analysis adhered to the theoretical propositions of the study. Among the key findings, is the disturbing realization that Pasifika students’ ICT skill levels were not at the level assumed by the institution. The main uses of ICT by the Pasifika students in this study were for personal communication and entertainment. The students’ use of ICT for educational purposes was limited due to the mismatch of their ICT skills and those required by the institution. Inadvertently, this has further disadvantaged the students’ learning experiences. The study concludes by offering an ICT skills development framework for use with Pasifika students. Moreover, the study proposes a number of recommendations for practice, policy, and further research.</p>

The scorpion-tailed orb-weaving spiders (Araneae, Araneidae, Arachnura) in Australia and New Zealand

Zootaxa ◽  
2019 ◽  
Vol 4706 (1) ◽  
pp. 147-170
Author(s):  
PEDRO DE S. CASTANHEIRA ◽  
RAPHAEL K. DIDHAM ◽  
COR J. VINK ◽  
VOLKER W. FRAMENAU
Keyword(s):  
New Zealand ◽  
East Asia ◽  
Papua New Guinea ◽  
New Guinea ◽  
South East Asia ◽  
Pacific Region ◽  
Single Female ◽  
South Eastern ◽  
Nomen Dubium ◽  
The Pacific

The scorpion-tailed orb-weaving spiders in the genus Arachnura Vinson, 1863 (Araneidae Clerck, 1757) are revised for Australia and New Zealand. Arachnura higginsii (L. Koch, 1872) only occurs in Australia and A. feredayi (L. Koch, 1872) only in New Zealand. A single female collected in south-eastern Queensland (Australia) is here tentatively identified as A. melanura Simon, 1867, but it is doubtful that this species has established in Australia. Two juveniles from northern Queensland do not conform to the diagnoses of any of the above species and are illustrated pending a more thorough revision of the genus in South-East Asia and the Pacific region. An unidentified female from Westport (New Zealand) does not conform to the diagnoses of A. feredayi and A. higginsii, but is not described due to its poor preservation status. Arachnura caudatella Roewer, 1942 (replacement name for Epeira caudata Bradley, 1876), originally described from Hall Sound (Papua New Guinea) and repeatedly catalogued for Australia, is considered a nomen dubium. 

Predicting Academic Success for Business and Computing Students

2018 ◽  
pp. 1098-1109
Author(s):  
Kawtar Tani ◽  
Andrew Gilbey
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Academic Success ◽  
New Zealand ◽  
Success Rate ◽  
Tertiary Education ◽  
Educational Institutions ◽  
First Year ◽  
Education Students ◽  
Additional Support

Various means to predict the success rate of students have been introduced by a number of educational institutions worldwide. The aim of this research was to identify predictors of success for tertiary education students. Participants were 353 students enrolled on Business and Computing programmes between 2009 and 2014, at a tertiary education provider in New Zealand. Enrolment data were used to determine the relationships between completion of the programme and prior academic achievement, age, ethnicity, gender, type of enrolment, and programme of study. These variables, as well as the overall GPA of the programme, were used to examine their relationship with the first year GPA. Results showed that pre- and post-enrolment data can be used for prediction of academic performance in ICT programmes. Based on the significance of some variables, tertiary education institutions can identify students who are likely to fail, these students can therefore be considered for additional support in the early stages of their study, in order to increase their chances of succeeding academically.

scholarly journals A Māori and Pasifika Label—An Old History, New Context

Genealogy ◽  
2021 ◽  
Vol 5 (3) ◽  
pp. 70
Author(s):  
Dion Enari ◽  
Innez Haua
Keyword(s):  
New Zealand ◽  
Indigenous Peoples ◽  
Pacific Region ◽  
Aotearoa New Zealand ◽  
Australian Context ◽  
The Pacific ◽  
The Common ◽  
Collective Term ◽  
Diasporic Communities

The term ‘Māori and Pasifika’ is widely used in Aotearoa, New Zealand to both unite and distinguish these peoples and cultures. As a collective noun of separate peoples, Māori and Pasifika are used to acknowledge the common Pacific ancestry that both cultures share, whilst distinguishing Māori as Indigenous peoples of Aotearoa (New Zealand), and Pasifika as migrants from other lands in the Pacific region. The term ‘Māori and Pasifika’ is a ‘label’ established in New Zealand to combine the minority cultural populations of both Māori, and Pacific migrant peoples, into a category defined by New Zealand policy and discourse. Migration for Māori and Pasifika to Australia (from Aotearoa) has generated new discussion amongst these diasporic communities (in Australia) on the appropriate collective term(s) to refer to Māori and Pasifika peoples and cultures. Some believe that in Australia, Māori should no longer be distinguished from Pasifika as they are not Indigenous (to Australia), while others believe the distinction should continue upon migration. Through the voices of Samoan and Māori researchers who reside in Australia, insider voices are honoured and cultural genealogy is privileged in this discussion of the label ‘Māori and Pasifika’ in the Australian context.

scholarly journals Behind the rankings of Pacific nations in the 2011-12 World Press Freedom Index

2012 ◽  
Vol 18 (1) ◽  
pp. 171 ◽  
Author(s):  
Mark Pearson
Keyword(s):  
New Zealand ◽  
Press Freedom ◽  
Pacific Region ◽  
Pacific Island ◽  
Survey Period ◽  
Media Freedom ◽  
The Pacific ◽  
Pacific Island Nations

Commentary: Australia and New Zealand both declined in the 2011-2012 Reporters Sans Frontières/Reporters Without Borders World Press Freedom Index rankings but all other surveyed Pacific Island nations improved their standings. This article reports upon those outcomes and details the methodology used by the international press freedom agency in reaching its annual determinations. It explains that such rankings can never be statistically precise because too many variables are at play between countries and from one survey period to another. Nevertheless, they are indicative and importantly draw attention each year to the widely varying standards applied to media freedom throughout the Pacific region and the wider world.

scholarly journals Te Taumata -te Timata: the Pinnacle - the First Step

2021 ◽  
Author(s):  
◽  
Margaret A Wilkie
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
New Zealand ◽  
Role Models ◽  
Information Technologies ◽  
Tertiary Education ◽  
Research Approach ◽  
Traditional Role ◽  
Institutes Of Technology ◽  
Kaupapa Māori

<p>Maori with Bachelors degrees in Information Technologies (IT) have specialist knowledge and skills far in advance of the general population of Aotearoa/New Zealand. Problematically, this point is lost in dominant higher education discourses that marginalise and position Maori negatively. The 'silence of the archives' with regard to Maori narratives of higher education is a compounding factor. While the largest proportions of Maori pursue tertiary education in the New Zealand Institutes of Technology and Polytechnics (ITP), very little is known about them. Kaupapa Maori theorising and research practices enabled a new approach in an 'insurrection of suppressed knowledges' to identify and inform issues that are problematic for Maori in particular. A traditional Maori metaphor of poutama is used as a heuristic to illuminate core values and foundations of a Maori worldview and philosophy, to generate a 'reversal discourse' that gives a Maori perspective of the problems. Computer Graphic technologies portray the spirals of learning implied by the multi-levelled, multi stepped poutama; two heuristically separated worlds of Te Ao Maori and Te Ao Pakeha and their integration into Te Ao Hou, The New World. Re-interpreting a traditional role of Pae Arahi (Guides) as a Kaupapa Maori research approach, respected members of tangata whenua, the indigenous people of the land the ITPs are built on, facilitated appropriate entry into fieldwork. Semi-structured face-to-face interviews conducted in 2006-2007 with 17 tauira Maori (students and graduates), 7 IT staff and 12 Maori staff from three ITPs are the basis of narratives that 'positively image' Maori who gained IT qualifications in the ITPs. A re-presentation of poutama as whakapapa or genealogy explains the significance of foundational Maori values of wairuatanga (spirituality), whenua (land), tangata (people) and whanau (family), in academic success. A Maori worldview offers new perspectives of what success is and challenges of being Maori in the tertiary academy that are not commonly understood or acknowledged by non-Maori. Five steps on a learning poutama follow the tauira Maori in their first introductions to IT and prior education; enlightenment to the value of higher education for whanau and openness to new understandings in the IT field; increasing confidence in their abilities to learn, to apply and share IT knowledges; mastering the requirements of degrees in the academy and the challenges of the virtually mono-cultural IT field and ITP environments; their achievement of a pinnacle of IT degrees and other qualifications, and their first steps into work. Te Taumata, Te Timata expresses potentials for 'Maori Ways' to be combined with 'IT Ways' and for more Maori voices to be heard in the higher education discourse. Centrally it celebrates 17 unique individuals who are role models, and inspirations for other Maori to follow to their own successes.</p>

scholarly journals Te Taumata -te Timata: the Pinnacle - the First Step

2021 ◽  
Author(s):  
◽  
Margaret A Wilkie
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
New Zealand ◽  
Role Models ◽  
Information Technologies ◽  
Tertiary Education ◽  
Research Approach ◽  
Traditional Role ◽  
Institutes Of Technology ◽  
Kaupapa Māori

<p>Maori with Bachelors degrees in Information Technologies (IT) have specialist knowledge and skills far in advance of the general population of Aotearoa/New Zealand. Problematically, this point is lost in dominant higher education discourses that marginalise and position Maori negatively. The 'silence of the archives' with regard to Maori narratives of higher education is a compounding factor. While the largest proportions of Maori pursue tertiary education in the New Zealand Institutes of Technology and Polytechnics (ITP), very little is known about them. Kaupapa Maori theorising and research practices enabled a new approach in an 'insurrection of suppressed knowledges' to identify and inform issues that are problematic for Maori in particular. A traditional Maori metaphor of poutama is used as a heuristic to illuminate core values and foundations of a Maori worldview and philosophy, to generate a 'reversal discourse' that gives a Maori perspective of the problems. Computer Graphic technologies portray the spirals of learning implied by the multi-levelled, multi stepped poutama; two heuristically separated worlds of Te Ao Maori and Te Ao Pakeha and their integration into Te Ao Hou, The New World. Re-interpreting a traditional role of Pae Arahi (Guides) as a Kaupapa Maori research approach, respected members of tangata whenua, the indigenous people of the land the ITPs are built on, facilitated appropriate entry into fieldwork. Semi-structured face-to-face interviews conducted in 2006-2007 with 17 tauira Maori (students and graduates), 7 IT staff and 12 Maori staff from three ITPs are the basis of narratives that 'positively image' Maori who gained IT qualifications in the ITPs. A re-presentation of poutama as whakapapa or genealogy explains the significance of foundational Maori values of wairuatanga (spirituality), whenua (land), tangata (people) and whanau (family), in academic success. A Maori worldview offers new perspectives of what success is and challenges of being Maori in the tertiary academy that are not commonly understood or acknowledged by non-Maori. Five steps on a learning poutama follow the tauira Maori in their first introductions to IT and prior education; enlightenment to the value of higher education for whanau and openness to new understandings in the IT field; increasing confidence in their abilities to learn, to apply and share IT knowledges; mastering the requirements of degrees in the academy and the challenges of the virtually mono-cultural IT field and ITP environments; their achievement of a pinnacle of IT degrees and other qualifications, and their first steps into work. Te Taumata, Te Timata expresses potentials for 'Maori Ways' to be combined with 'IT Ways' and for more Maori voices to be heard in the higher education discourse. Centrally it celebrates 17 unique individuals who are role models, and inspirations for other Maori to follow to their own successes.</p>

scholarly journals Thrips palmi Karny (Thysanoptera Thripidae) could it survive in New Zealand

2002 ◽  
Vol 55 ◽  
pp. 18-24 ◽  
Author(s):  
P.R. Dentener ◽  
D.C. Whiting ◽  
P.G. Connolly
Keyword(s):  
New Zealand ◽  
Risk Group ◽  
Climatic Conditions ◽  
Pacific Region ◽  
Climate Matching ◽  
The Pacific ◽  
Thrips Palmi ◽  
Melon Thrips ◽  
Group 2

Melon thrips (Thrips palmi Karny) is one of several Risk Group 2 pests on New Zealand MAF Biosecurity Authoritys list of unwanted pests Its wide host plant range and its presence worldwide including several countries in the Pacific region underpin its biosecurity status In this case study we used CLIMEX a climate matching software program to determine likely locations in New Zealand where melon thrips could establish once introduced Possible establishment was based on climate match with overseas locations where melon thrips is present and on a range of biological parameters specific to the response of melon thrips to climatic conditions The upper North Island is predicted to be most suited to melon thrips establishment This also matches the known New Zealand distribution of Hercinothrips bicinctus banana thrips a species found worldwide in locations similar to that of melon thrips

Sign in / Sign up

Export Citation Format

Share Document