title: Mokopuna rising: Developing a best practice for early intervention in whanau violence

authors: Cooper, Erana

subjects: Maori

abstract: In a very difficult meeting, an extremely unpleasant man was concerned about the possible loss of his power and the continuation of his plans and dreams for the future. And I said, yeah well, you should be worried, because according to your philosophy, when you’re dead, you’re dead. But when I’m dead, my mokopuna will be rising. (Personal Communication, Rob Cooper, 2007) 
“Mokopuna Rising” is about claiming space for Maori to define best practice for reducing and avoiding whanau violence1 It is research in progress towards a PhD, being carried out with the Ngati Hine Health Trust, in Te Taitokerau (Northland).

text: Mokopuna rising: Developing a best practice for early intervention in whanau violence In a very difficult meeting, an extremely unpleasant man was concerned about the possible loss of his power and the continuation of his plans and dreams for the future. And I said, yeah well, you should be worried, because according to your philosophy, when you’re dead, you’re dead. But when I’m dead, my mokopuna will be rising. (Personal Communication, Rob Cooper, 2007) 
“Mokopuna Rising” is about claiming space for Maori to define best practice for reducing and avoiding whanau violence1 It is research in progress towards a PhD, being carried out with the Ngati Hine Health Trust, in Te Taitokerau (Northland).

year: 2008

title: The Digital Divide in New Zealand: The position of Māori and Pacific peoples

authors: Gibson, John

subjects: Māori digital access

abstract: Information and communication technology plays an ever-growing role in economic, political and social life and those who are unable to access such technologies are increasingly disadvantaged. Hence, what has come to be known as the ‘digital divide’ is of considerable significance. Here, indicators of that divide as it affects Māori and Pacific Islands peoples in Aotearoa/New Zealand are presented and discussed.

text: The Digital Divide in New Zealand: The position of Māori and Pacific peoples Information and communication technology plays an ever-growing role in economic, political and social life and those who are unable to access such technologies are increasingly disadvantaged. Hence, what has come to be known as the ‘digital divide’ is of considerable significance. Here, indicators of that divide as it affects Māori and Pacific Islands peoples in Aotearoa/New Zealand are presented and discussed.

year: 2002-09

title: How do societal pressures influence the nutrition choices of adolescent boys in a New Zealand single-sex school context, and what are the implications for New Zealand educators?

authors: Grinter, Amy

abstract: Understanding how nutrition choices of adolescent boys are influenced by social pressures in a New Zealand single-sex boys’ school is critical in informing science educators on how to design and deliver nutrition education. While there is a body of literature on social influences such as family (Berge et al., 2016), peers (Ragelienė & Grønhøj, 2020) and social media influence (Derenne & Beresin, 2006) on adolescents and children, much of the research had a focus on young females and overlooked the niche influences that shape the nutrition choices of adolescents’ at a single sex boys school. Adolescence marks a significant change period, including the shift in value of opinion from their parents to their peers (Mazzeo et al., 2024). Additionally, compulsory subjects at school are coming to an end. Therefore, there is a great responsibility on educators to highlight the importance of the nuanced factors that affect nutrition consumption throughout their lives and equip adolescents with a more realistic approach to nutrition that extends beyond calories and macronutrients.
With this in mind, and to gather some initial data this study sought out to explore: How do societal pressures influence the nutrition choices of adolescent boys in a New Zealand single-sex school context, and what are the implications for New Zealand educators? Given the scope of the study, a mixed-methods survey was conducted with Year 11 students (16 years and older) combining quantitative questions with a small number of open-ended questions to capture nuanced perspectives associated with nutrition.
This study not only considers the formal teaching of nutrition but also the informal culture of the school environment and how these factors play their part in influencing the choices adolescents make about their food habits. Year 11 students are at a key developmental stage of transitioning from childhood to adolescence. The findings from this study raise several implications for educators. A clear takeaway is the need to address the existing narrow scope adolescents have when it comes to nutrition. For many boys, nutrition has been reduced to a narrow mindset focusing on protein consumption, macronutrient balancing and body image. This mindset, reflected in many of the survey responses, prioritises physical measurements such as physique or athletic performance, rather than their overall health or well-being. 
Social media was raised as a contributor to this mindset with most participants reporting daily exposure to social media and fitness influencers who promote this hyper fixation on macronutrients. This culture of misinformation is corroborated by school sporting environments, where coachers try to deliver simplified nutrition advice, reinforcing this narrow, macronutrient tracking mindset. Compounding this issue is the segmented approach to nutrition education within the school curriculum, as well as the school culture and canteen options, which fail to cultivate healthy eating messages.
These findings suggest the need for an educational reform. A more integrated approach that can suitably portray the nuanced and multifaceted factors that influence nutrition choices is required. Finally, this survey’s results indicated education is not sufficient alone to harbour healthy eating, but the school environment must also reflect and promote healthy eating. Therefore, nutrition should not be segmented to individual topics, but taught across departments in science, physical education (P.E.) and health, social studies and be displayed in everyday school practices. Additionally, providing education to sports coaches and trainers will enable them to offer more well-rounded, holistic nutrition advice to their students. Without considering an education reform, schools run the risk of continuing to instil this narrow-sighted ideology about nutrition.

text: How do societal pressures influence the nutrition choices of adolescent boys in a New Zealand single-sex school context, and what are the implications for New Zealand educators? Understanding how nutrition choices of adolescent boys are influenced by social pressures in a New Zealand single-sex boys’ school is critical in informing science educators on how to design and deliver nutrition education. While there is a body of literature on social influences such as family (Berge et al., 2016), peers (Ragelienė & Grønhøj, 2020) and social media influence (Derenne & Beresin, 2006) on adolescents and children, much of the research had a focus on young females and overlooked the niche influences that shape the nutrition choices of adolescents’ at a single sex boys school. Adolescence marks a significant change period, including the shift in value of opinion from their parents to their peers (Mazzeo et al., 2024). Additionally, compulsory subjects at school are coming to an end. Therefore, there is a great responsibility on educators to highlight the importance of the nuanced factors that affect nutrition consumption throughout their lives and equip adolescents with a more realistic approach to nutrition that extends beyond calories and macronutrients.
With this in mind, and to gather some initial data this study sought out to explore: How do societal pressures influence the nutrition choices of adolescent boys in a New Zealand single-sex school context, and what are the implications for New Zealand educators? Given the scope of the study, a mixed-methods survey was conducted with Year 11 students (16 years and older) combining quantitative questions with a small number of open-ended questions to capture nuanced perspectives associated with nutrition.
This study not only considers the formal teaching of nutrition but also the informal culture of the school environment and how these factors play their part in influencing the choices adolescents make about their food habits. Year 11 students are at a key developmental stage of transitioning from childhood to adolescence. The findings from this study raise several implications for educators. A clear takeaway is the need to address the existing narrow scope adolescents have when it comes to nutrition. For many boys, nutrition has been reduced to a narrow mindset focusing on protein consumption, macronutrient balancing and body image. This mindset, reflected in many of the survey responses, prioritises physical measurements such as physique or athletic performance, rather than their overall health or well-being. 
Social media was raised as a contributor to this mindset with most participants reporting daily exposure to social media and fitness influencers who promote this hyper fixation on macronutrients. This culture of misinformation is corroborated by school sporting environments, where coachers try to deliver simplified nutrition advice, reinforcing this narrow, macronutrient tracking mindset. Compounding this issue is the segmented approach to nutrition education within the school curriculum, as well as the school culture and canteen options, which fail to cultivate healthy eating messages.
These findings suggest the need for an educational reform. A more integrated approach that can suitably portray the nuanced and multifaceted factors that influence nutrition choices is required. Finally, this survey’s results indicated education is not sufficient alone to harbour healthy eating, but the school environment must also reflect and promote healthy eating. Therefore, nutrition should not be segmented to individual topics, but taught across departments in science, physical education (P.E.) and health, social studies and be displayed in everyday school practices. Additionally, providing education to sports coaches and trainers will enable them to offer more well-rounded, holistic nutrition advice to their students. Without considering an education reform, schools run the risk of continuing to instil this narrow-sighted ideology about nutrition.

year: 2025