title: Paediatric Traumatic Brain Injury in New Zealand: Caregiver Knowledge and Media Representations

authors: Willix-Payne, Dawn Joanne

subjects: Traumatic Brain Injury

abstract: Traumatic brain injury (TBI) is a major cause of death and disability in the paediatric population. Even mild TBI may lead to on-going cognitive, behavioural and physical problems. Children are reliant on their caregivers to seek treatment for them, which depends on caregiver knowledge of TBI. The aims of this study were: (a) to investigate the knowledge of New Zealand caregivers about TBI; and (b) to examine the potential contribution of New Zealand newspapers to public knowledge about TBI.
Caregivers (205) of primary and intermediate schoolchildren completed a pen-and-paper or online survey containing questions examining their knowledge of TBI terminology, symptoms and facts about concussion/mTBI.  A high proportion (61%) of caregivers did not think that a concussion was the same thing as a brain injury. Loss of consciousness (LOC) was the most endorsed symptom of TBI, and 31% of caregivers did not know that a TBI could occur without LOC. Behavioural symptoms of TBI were less well known than physical and cognitive symptoms, and caregivers varied widely in their knowledge of facts about mild TBI/concussion.  These results suggest more education is needed. Demographic and predictor variables explained little of the variance in knowledge, suggesting that a general approach to education would be more useful than an approach targeted to specific demographic groups.  
To evaluate the contribution of the popular press to TBI knowledge, the presence of information about TBI terminology, symptoms and concussion facts in newspaper articles published between January and June in 2009 and 2014 was investigated via quantitative content analysis. The context in which the information was presented was investigated both quantitatively and by qualitative thematic analysis.  The use of different terminology for TBI was strongly associated with the section of the newspaper.  Articles rarely used ‘brain injury’: ‘head injury’ and ‘concussion’ were the main terms used. ‘Head injury’ was strongly associated with the News section of the newspaper, whereas ‘concussion’ was mainly used in the Sports section.  There was very little information on symptoms and concussion facts in newspaper articles.  Loss of consciousness was the most commonly mentioned symptom, which is of concern given that a TBI can occur without loss of consciousness.  Most of the limited information that was present about concussion was correct. There was more information about concussion in 2014 than in 2009, but there was no increase in symptom information with time. Qualitative analysis revealed that information was present in a context which was supportive of good management of TBI in the sporting context, and which was unsupportive of returning to play too soon after injury.  As newspapers represent an important ‘pre-exposure’ source of information about TBI, researchers should work with journalists to improve the level and accuracy of coverage of TBI information in newspapers. 
In conclusion, further education of caregivers of primary and intermediate school children is needed to ensure they can recognise and appropriately manage TBI in their children.  Improving the information present in New Zealand newspapers, which is lacking, would be one way to improve this knowledge.

text: Paediatric Traumatic Brain Injury in New Zealand: Caregiver Knowledge and Media Representations Traumatic brain injury (TBI) is a major cause of death and disability in the paediatric population. Even mild TBI may lead to on-going cognitive, behavioural and physical problems. Children are reliant on their caregivers to seek treatment for them, which depends on caregiver knowledge of TBI. The aims of this study were: (a) to investigate the knowledge of New Zealand caregivers about TBI; and (b) to examine the potential contribution of New Zealand newspapers to public knowledge about TBI.
Caregivers (205) of primary and intermediate schoolchildren completed a pen-and-paper or online survey containing questions examining their knowledge of TBI terminology, symptoms and facts about concussion/mTBI.  A high proportion (61%) of caregivers did not think that a concussion was the same thing as a brain injury. Loss of consciousness (LOC) was the most endorsed symptom of TBI, and 31% of caregivers did not know that a TBI could occur without LOC. Behavioural symptoms of TBI were less well known than physical and cognitive symptoms, and caregivers varied widely in their knowledge of facts about mild TBI/concussion.  These results suggest more education is needed. Demographic and predictor variables explained little of the variance in knowledge, suggesting that a general approach to education would be more useful than an approach targeted to specific demographic groups.  
To evaluate the contribution of the popular press to TBI knowledge, the presence of information about TBI terminology, symptoms and concussion facts in newspaper articles published between January and June in 2009 and 2014 was investigated via quantitative content analysis. The context in which the information was presented was investigated both quantitatively and by qualitative thematic analysis.  The use of different terminology for TBI was strongly associated with the section of the newspaper.  Articles rarely used ‘brain injury’: ‘head injury’ and ‘concussion’ were the main terms used. ‘Head injury’ was strongly associated with the News section of the newspaper, whereas ‘concussion’ was mainly used in the Sports section.  There was very little information on symptoms and concussion facts in newspaper articles.  Loss of consciousness was the most commonly mentioned symptom, which is of concern given that a TBI can occur without loss of consciousness.  Most of the limited information that was present about concussion was correct. There was more information about concussion in 2014 than in 2009, but there was no increase in symptom information with time. Qualitative analysis revealed that information was present in a context which was supportive of good management of TBI in the sporting context, and which was unsupportive of returning to play too soon after injury.  As newspapers represent an important ‘pre-exposure’ source of information about TBI, researchers should work with journalists to improve the level and accuracy of coverage of TBI information in newspapers. 
In conclusion, further education of caregivers of primary and intermediate school children is needed to ensure they can recognise and appropriately manage TBI in their children.  Improving the information present in New Zealand newspapers, which is lacking, would be one way to improve this knowledge.

year: 2015

title: Bubbles and lockdown in Aotearoa New Zealand: the language of self-isolation in #Covid19NZ tweets.

authors: Burnette, Jessie

subjects: COVID-19

abstract: In March 2020, as cases of COVID-19 were found in Aotearoa New Zealand, the government moved to eliminate community transmission of the virus through self-isolation. During this month, as the population discussed if, when and how households would be asked to stay at home, terms such as lockdown-the state of (national) closure-and bubble-the household isolating together-became common parts of everyday conversation.In this article, we blend quantitative and qualitative research methodologies from corpus linguistics, literary studies and the medical humanities to compare the affective range of the terms lockdown and bubble as they were used in tweets containing the hashtag #Covid19NZ. Both lockdown and bubble are metaphors of containment that provided different ways of understanding and engaging with government stay-at-home measures by highlighting and minimising different aspects of the event. We found that while the strong, prison connotations of lockdown were reflected in discussions of the measure as a tough form of control exercised from above, the lighter associations of the term bubble led to the perception of this measure as more malleable and conducive to exertion of individual control. Yet, although the seemingly restrictive range of lockdown made it a useful term for the expression of negative affect, the term was actually more frequently used with neutral or unclear affect to share information. Conversely, while bubble tweets expressed more positive sentiment, humour and support towards government stay-at-home measures, this rendered the term surprisingly restrictive in its potential uses: its lightness makes it an effective way to limit the expression of antilockdown sentiment. As Kiwi Twitter users faced the uncertainty of the first COVID-19 lockdown, the pre-existing connotations of the metaphors used to frame stay-at-home measures also helped frame their own experiences of these measures.

text: Bubbles and lockdown in Aotearoa New Zealand: the language of self-isolation in #Covid19NZ tweets. In March 2020, as cases of COVID-19 were found in Aotearoa New Zealand, the government moved to eliminate community transmission of the virus through self-isolation. During this month, as the population discussed if, when and how households would be asked to stay at home, terms such as lockdown-the state of (national) closure-and bubble-the household isolating together-became common parts of everyday conversation.In this article, we blend quantitative and qualitative research methodologies from corpus linguistics, literary studies and the medical humanities to compare the affective range of the terms lockdown and bubble as they were used in tweets containing the hashtag #Covid19NZ. Both lockdown and bubble are metaphors of containment that provided different ways of understanding and engaging with government stay-at-home measures by highlighting and minimising different aspects of the event. We found that while the strong, prison connotations of lockdown were reflected in discussions of the measure as a tough form of control exercised from above, the lighter associations of the term bubble led to the perception of this measure as more malleable and conducive to exertion of individual control. Yet, although the seemingly restrictive range of lockdown made it a useful term for the expression of negative affect, the term was actually more frequently used with neutral or unclear affect to share information. Conversely, while bubble tweets expressed more positive sentiment, humour and support towards government stay-at-home measures, this rendered the term surprisingly restrictive in its potential uses: its lightness makes it an effective way to limit the expression of antilockdown sentiment. As Kiwi Twitter users faced the uncertainty of the first COVID-19 lockdown, the pre-existing connotations of the metaphors used to frame stay-at-home measures also helped frame their own experiences of these measures.

year: 2022-07-27

title: Mahi Toi Skills in Contemporary Education, Training and Maori Development

authors: Joseph, Makarita Ngapine Tangitu

subjects: Kia mau ki nga taonga tuku iho o nga tupuna

abstract: Since the 1980’s, national investment in human capital and skill formation policy in education has been promoted as key to economic success and social inclusion. Social inclusion, however, is often expressed as helping citizens to become employable. Although employability is a key focus of skills formation and education policy, the context of the western ideologies that it derives from and caters to perpetuates the exclusion of mahi toi (arts and crafts) skills in education. Using a kaupapa Māori approach, two key informants who specialise and teach mahi toi skills, either rāranga (weaving) or pounamu (jade/greenstone), were interviewed. The aim was to get a better understanding of how these skills can contribute to personal, professional and Māori development in the 21st century, and to provide information indicating where and how these skills can be learnt, either through private training enterprises (PTE) or public tertiary educational institutions (TEI), thereby highlighting the value of teaching and learning rāranga and pounamu skills. Findings from analysing their pūrākau indicate that learning rāranga or pounamu skills can provide a foundation for believing in your potential, contribute to cultural identity, improve confidence and communication skills, help an individual be bestowed or acquire mana, offer a type of therapy, enhance career progression and professional identity, provide financial rewards and stability, and help with the revitalisation and transfer of cultural knowledge. Ultimately, it is concluded that mahi toi skills such as rāranga and pounamu can contribute to the development of an individual’s personal and professional lives, but also has benefits for the organisation where they become employed as well as extended whānau, hapū and iwi.

text: Mahi Toi Skills in Contemporary Education, Training and Maori Development Since the 1980’s, national investment in human capital and skill formation policy in education has been promoted as key to economic success and social inclusion. Social inclusion, however, is often expressed as helping citizens to become employable. Although employability is a key focus of skills formation and education policy, the context of the western ideologies that it derives from and caters to perpetuates the exclusion of mahi toi (arts and crafts) skills in education. Using a kaupapa Māori approach, two key informants who specialise and teach mahi toi skills, either rāranga (weaving) or pounamu (jade/greenstone), were interviewed. The aim was to get a better understanding of how these skills can contribute to personal, professional and Māori development in the 21st century, and to provide information indicating where and how these skills can be learnt, either through private training enterprises (PTE) or public tertiary educational institutions (TEI), thereby highlighting the value of teaching and learning rāranga and pounamu skills. Findings from analysing their pūrākau indicate that learning rāranga or pounamu skills can provide a foundation for believing in your potential, contribute to cultural identity, improve confidence and communication skills, help an individual be bestowed or acquire mana, offer a type of therapy, enhance career progression and professional identity, provide financial rewards and stability, and help with the revitalisation and transfer of cultural knowledge. Ultimately, it is concluded that mahi toi skills such as rāranga and pounamu can contribute to the development of an individual’s personal and professional lives, but also has benefits for the organisation where they become employed as well as extended whānau, hapū and iwi.

year: 2018