title: Translated application interfaces - issues of engagement

authors: Mato, Paora James

abstract: In New Zealand, English is the language that dominates contemporary technologies. Usability testing was completed on a range of applications, available with a Māori-language interface, to gauge levels of awareness, engagement and perception. Nearly all of the respondents were unaware of the availability of these interfaces but most indicated they would prefer to use the Māori-language versions. In terms of engagement and usability, users initially engaged using Māori but switched to English when they wanted to quickly complete the task at hand. Few remained fully engaged with the Māori-language interfaces. High levels of language switching were reported and some frustration as the participants encountered new and unfamiliar uses of words. At face value the feedback suggests the translated interfaces contained unnecessary complications and that better design and content might have enhanced the user experience. However, there is evidence that extended use would enable users to become more familiar with the interfaces alluding to initial barriers created by a previous competence in another language -- in this case English. With this previous competence in mind it might be more useful to employ design concepts that would alleviate initial difficulties and serve to keep the user engaged in the target language for longer periods of time.

text: Translated application interfaces - issues of engagement In New Zealand, English is the language that dominates contemporary technologies. Usability testing was completed on a range of applications, available with a Māori-language interface, to gauge levels of awareness, engagement and perception. Nearly all of the respondents were unaware of the availability of these interfaces but most indicated they would prefer to use the Māori-language versions. In terms of engagement and usability, users initially engaged using Māori but switched to English when they wanted to quickly complete the task at hand. Few remained fully engaged with the Māori-language interfaces. High levels of language switching were reported and some frustration as the participants encountered new and unfamiliar uses of words. At face value the feedback suggests the translated interfaces contained unnecessary complications and that better design and content might have enhanced the user experience. However, there is evidence that extended use would enable users to become more familiar with the interfaces alluding to initial barriers created by a previous competence in another language -- in this case English. With this previous competence in mind it might be more useful to employ design concepts that would alleviate initial difficulties and serve to keep the user engaged in the target language for longer periods of time.

year: 2015

title: He whakaemi kōrero mō Ngā Ruahine

authors: Manuirirangi, Hōri

abstract: Ko te whāinga o tēnei tuhingaroa, hei whakaemi kōrero mō Ngā Ruahine. I whāia e au te āhua o te tipu o te rākau hei hanga i aku kōhinga kōrero mō Ngā Ruahine. Ko te ūpoko tuatahi, ko ngā pakiaka, arā te tīmatatanga o Ngā Ruahine. I konei ka tirohia ngā kōrero mō ngā waka tawhito mete whakapapa hoki o ngā tūpuna tāngatawhenua o Ngā Ruahine. Whai muri i tēnā, he wāhanga e pā ana ki te haeretanga mai o Aotea waka, ā, ka tirohia hoki tētehi kōrero tawhito mō te wehenga o ngā iwi o Aotea.
Mai i ngā pakiaka ka piki ake ki te tinana o te rākau. Koinei te wāhanga e pā ana ki ngā korero whenua o Ngā Ruahine. Kei te ūpoko tuarua nei, ka āta tirohia ngā kōrero mō ngā tongi o te rohe o Ngā Ruahine, me ngā take kōrero e whakawhanaunga ana i te tangata ki te whenua. Kei te ūpoko tuarua anō hoki ētehi whakaaturanga whenua mō te rohe o Ngā Ruahine, hei āwhina i te kaipānui.  
Mai i te tinana, ka aro atu ki ngā peka o te rākau i raro i te ūpoko tuatoru. Koinei te wāhanga nui o tēnei tuhingaroa, nā te tokomaha o ngā toronga o ngā peka nei. I roto i te ūpoko tuatoru, ka tirohia ētehi kōrero mō ia hapū o Ngā Ruahine. Mai i ngā kōrero mō ngā rohe whenua o ia hapū, ki ngā kōrero mō ngā marae me ngā pā tawhito o ērā hapū, ā, tae atu hoki ki ngā tūpuna rongonui me ā rātou mahi whakaari.  
Hei te mutunga, ka herea katoatia ngā kōrero o te tuhinga nei i raro i te ūpoko tuawhā, kia kite ai , he aha ngā hua e pūawai ai i tēnei tuhinga. Koinei te whakamutunga o ngā kōrero, arā ko te whakakapīnga o ngā kōrero.  
Ko tēnei tuhingaroa, he whakaemi kōrero mai i ngā kaumātua o Ngā Ruahine, ā, he mea tango mai hoki ētehi kōrero i ngā pukapuka, ko ēnei kōrero kua whakatakotoria i roto i tēnei tuhingaroa hei whakawhāriki iho ki te aroaro o te tini. Ko te tūmanako, he tuhinga rangahau tēnei hei āwhina i ngā rangatahi o Ngā Ruahine, kia rongo ai rātou i ngā kōrero kāore i te tino rangona i ēnei rā, kia mau hoki ngā kōrero a ngā kaumātua o Ngā Ruahine, kei ngaro. Erangi, he whakamōhio tēnei, he tīmatanga anahe tēnei tuhingaroa mō te kaupapa nei. Ko te tūmanako, he hua anō ka puta i tēnei rangahau, hei whāngai i ngā manu hiakai o Ngā Ruahine.

text: He whakaemi kōrero mō Ngā Ruahine Ko te whāinga o tēnei tuhingaroa, hei whakaemi kōrero mō Ngā Ruahine. I whāia e au te āhua o te tipu o te rākau hei hanga i aku kōhinga kōrero mō Ngā Ruahine. Ko te ūpoko tuatahi, ko ngā pakiaka, arā te tīmatatanga o Ngā Ruahine. I konei ka tirohia ngā kōrero mō ngā waka tawhito mete whakapapa hoki o ngā tūpuna tāngatawhenua o Ngā Ruahine. Whai muri i tēnā, he wāhanga e pā ana ki te haeretanga mai o Aotea waka, ā, ka tirohia hoki tētehi kōrero tawhito mō te wehenga o ngā iwi o Aotea.
Mai i ngā pakiaka ka piki ake ki te tinana o te rākau. Koinei te wāhanga e pā ana ki ngā korero whenua o Ngā Ruahine. Kei te ūpoko tuarua nei, ka āta tirohia ngā kōrero mō ngā tongi o te rohe o Ngā Ruahine, me ngā take kōrero e whakawhanaunga ana i te tangata ki te whenua. Kei te ūpoko tuarua anō hoki ētehi whakaaturanga whenua mō te rohe o Ngā Ruahine, hei āwhina i te kaipānui.  
Mai i te tinana, ka aro atu ki ngā peka o te rākau i raro i te ūpoko tuatoru. Koinei te wāhanga nui o tēnei tuhingaroa, nā te tokomaha o ngā toronga o ngā peka nei. I roto i te ūpoko tuatoru, ka tirohia ētehi kōrero mō ia hapū o Ngā Ruahine. Mai i ngā kōrero mō ngā rohe whenua o ia hapū, ki ngā kōrero mō ngā marae me ngā pā tawhito o ērā hapū, ā, tae atu hoki ki ngā tūpuna rongonui me ā rātou mahi whakaari.  
Hei te mutunga, ka herea katoatia ngā kōrero o te tuhinga nei i raro i te ūpoko tuawhā, kia kite ai , he aha ngā hua e pūawai ai i tēnei tuhinga. Koinei te whakamutunga o ngā kōrero, arā ko te whakakapīnga o ngā kōrero.  
Ko tēnei tuhingaroa, he whakaemi kōrero mai i ngā kaumātua o Ngā Ruahine, ā, he mea tango mai hoki ētehi kōrero i ngā pukapuka, ko ēnei kōrero kua whakatakotoria i roto i tēnei tuhingaroa hei whakawhāriki iho ki te aroaro o te tini. Ko te tūmanako, he tuhinga rangahau tēnei hei āwhina i ngā rangatahi o Ngā Ruahine, kia rongo ai rātou i ngā kōrero kāore i te tino rangona i ēnei rā, kia mau hoki ngā kōrero a ngā kaumātua o Ngā Ruahine, kei ngaro. Erangi, he whakamōhio tēnei, he tīmatanga anahe tēnei tuhingaroa mō te kaupapa nei. Ko te tūmanako, he hua anō ka puta i tēnei rangahau, hei whāngai i ngā manu hiakai o Ngā Ruahine.

year: 1998

title: “He has been the worst coach, but he’s also the one that said ‘let’s give it a go’”: Understanding inclusive coaching practices and education in mainstream sport in Aotearoa New Zealand

authors: Owen, Katherine

subjects: Disability

abstract: Looking to coach education as a principal mechanism of change in inclusive sport practice, this thesis reports research on the development of inclusive coaching practice related to disability in the context of mainstream sport in New Zealand. Guided by Participatory Action Research and drawing on social constructionism, the study utilises semi-structured interviews with disabled people, community sport coaches, and national coach developers as a triad of key stakeholders to provide insight into the knowledge and support that is required by coaches and coach developers to enhance inclusive experiences for disabled people in mainstream sport. In addressing this aim, I also sought to understand the possibilities within coach education to improve coaching practices to be more inclusive of disabled people. Using a reflexive thematic analysis, the research highlighted that despite the desire of coaches and coach developers to do more in providing opportunities for disabled people, there is a significant lack of support available for both coaches and national coach developers to enact inclusive policy. The analysis illustrates levels of ableism inherent within mainstream sport, coach education and consequently coaching practice, as well as the resourcing and structural barriers that exist within mainstream sport that present significant barriers for achieving the inclusive aims of policy intent. However, despite this, several actions were identified to improve coaching practice at a relational level – between the coach and disabled person – and at a systematic level within the coach education systems of mainstream sport.

text: “He has been the worst coach, but he’s also the one that said ‘let’s give it a go’”: Understanding inclusive coaching practices and education in mainstream sport in Aotearoa New Zealand Looking to coach education as a principal mechanism of change in inclusive sport practice, this thesis reports research on the development of inclusive coaching practice related to disability in the context of mainstream sport in New Zealand. Guided by Participatory Action Research and drawing on social constructionism, the study utilises semi-structured interviews with disabled people, community sport coaches, and national coach developers as a triad of key stakeholders to provide insight into the knowledge and support that is required by coaches and coach developers to enhance inclusive experiences for disabled people in mainstream sport. In addressing this aim, I also sought to understand the possibilities within coach education to improve coaching practices to be more inclusive of disabled people. Using a reflexive thematic analysis, the research highlighted that despite the desire of coaches and coach developers to do more in providing opportunities for disabled people, there is a significant lack of support available for both coaches and national coach developers to enact inclusive policy. The analysis illustrates levels of ableism inherent within mainstream sport, coach education and consequently coaching practice, as well as the resourcing and structural barriers that exist within mainstream sport that present significant barriers for achieving the inclusive aims of policy intent. However, despite this, several actions were identified to improve coaching practice at a relational level – between the coach and disabled person – and at a systematic level within the coach education systems of mainstream sport.

year: 2022