Full Show Podcast: 05 February 2025

Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:09):
You're listening to a podcast from News Talk zed B.
Follow this and our Wide Ranger podcasts now on iHeartRadio.

Speaker 2 (00:16):
Hello you, great New Zealanders, and welcome to Matt and
Tyler Afternoons Full Show Podcast number sixty two for the
fifth of February twenty twenty five. And look, I've got
to have heads up here. We said we were going
to talk about three things on the show today. We
only got to two of them because one of them
really fired up.

Speaker 3 (00:34):
Certainly.

Speaker 2 (00:35):
It's the first topic we did two hours on and
it was a great chat, actually one of the best
chats we've had. And then we skipped the Instagram deaths
and went straight to the air Force stroke force in
New Zealand and whether we have any but great, great show,
I thought today. I think there's some stuff in there
for you.

Speaker 3 (00:50):
There was some great chat about pronunciation the word. Do
you want to give it a crack now?

Speaker 2 (00:56):
Oh? Efficacity, efficacy, efficacy.

Speaker 3 (01:01):
Don't worry efficacy. He nails it, absolutely nails it. Very shortly,
I got accused.

Speaker 2 (01:06):
Of having a stroke during the show today because of
my words came out wrong.

Speaker 3 (01:09):
So I think I forgot the number to News Talks
ab AS well, it was just a weird Wednesday.

Speaker 2 (01:13):
It was possible that me and Tyler have both had strokes,
so we might take a few days off and then
and then rejoin you next Monday.

Speaker 3 (01:20):
Yeah it sounds like a good plan, all right, all right, yeah,
pretty sure I had a stroke.

Speaker 2 (01:23):
A Make sure you sit to download and subscribe and
follow and such and hope you enjoy the show. I
love you and give a taste of Kiwi.

Speaker 1 (01:31):
Your new home for insightful and entertaining talk. It's Maddie
and Taylor Adams afternoons with the Volvo XC ninety on
News Talk SEV.

Speaker 3 (01:41):
Today to you, good afternoon, welcome into the show. Hump
Day on a bit of a funny week, White Hungy
Day tomorrow.

Speaker 2 (01:48):
Well, I don't want to be pe edand here, but
hump Day only works if you've got five days working,
so you can't have a hump Day when one of
the days off, right.

Speaker 3 (01:55):
I just love saying hump day. Don't take that away
from me.

Speaker 2 (01:57):
It's a very music radio thing to go on about
hump Day.

Speaker 3 (02:00):
It upsets a few people on the tics machine. Actually
when you say hump day, yeah, they'll come through nine
to nine two.

Speaker 2 (02:05):
If you want to have a go well nine two.
It's not a long week someone's having a go at you.
The holiday is tomorrow Thursday. If it fell on the weekend,
it's not It's not a long weekend unless you fear
la pon phila porte.

Speaker 3 (02:17):
Fear laponp. What's the it's translation.

Speaker 2 (02:21):
There inch in France. If a public holiday falls, as
it is this week on a Thursday, for white tonguey Day,
then everyone just fear laponp. There's no even discussion about it.
Everyone has Friday off. Even if you feel the poor,
you feel the porn, you bridge the gap, yeah, you
go over. No one would even discuss it. But here
we come back in Interestingly, with all that lax and

(02:42):
slack French behavior, they still have greater productivity as a
country than us.

Speaker 3 (02:46):
French know how to live life, don't they. They don't
take anything lying down. I think they retire at what
forty five? You know when they did tried to change
it at sixty two? I did look it up. But
when they did try to change it, what did they do.
They got all the rubbish trucks out and started to
dumping the rubbish.

Speaker 2 (03:01):
They burnt cars exactly well, they are a country of revolution,
aren't they. Yeah, you know so, so they're always open
to getting out of the streets. Whip the guillotine out.

Speaker 4 (03:11):
Yeah yeah.

Speaker 3 (03:12):
Right on to today's show after three o'clock, The Scourge
of Selfies.

Speaker 2 (03:18):
Yeah, that's right. So shocking stats, shocking stats on selfie
deaths across the world since it became a thing to
take selfees. Four hundred and eighty fatalities since twenty twenty four.
And this is the ultimate selfie. When you take a
really risky selfie, Grand Canyon causes a lot of injuries.

(03:39):
So that's just fat fatalities. Four hundred and eighty fatalities,
So many more injuries from taking selfees. And look, that
is pretty pretty shocked. That's between two thousand and eight
and twenty twenty one. But I think that the taking
of selfees is destroying. It may not be killing you,

(04:00):
but it's destroying little parts of your life.

Speaker 3 (04:02):
It's gone too far.

Speaker 2 (04:04):
I mean. One of the most classic situations you can
ever see is someone that will go to the louver
and they'll literally stand in front of the Mona Lisa
and take a picture of themselves with them in the background. Yeah,
just look at it. But I just want to talk
about the idea of stopping taking pictures, not turning social
occasions into photoshoots. You must, everyone's got someone in their

(04:26):
life who is so addicted to taking selfies and pictures
of everything that's going on in their phones that there's
never any enjoyment of the actual moment you're at it,
You're out for dinner, and it just turns into a
photo shoot. You're being positioned around, you're getting stirred up.
Sit down, you take over the air, move that round
so it looks great. So we can pretend to every

(04:47):
on social media that we're having the best time.

Speaker 3 (04:48):
Ever taking the photos of the food. You know, there's
restaurants dedicated to those selfie shots of the food. It's crazy.

Speaker 2 (04:55):
Yeah, So we want to talk about that. Are we
taking too many selfies? Are we not living in the
moment enough? Do you have someone in your life that's
ruining your good times with their taking their selfies? And also,
if you've ever all onto your death taking a photo
of yourself, would like to hear from you as well.

Speaker 3 (05:11):
Yep, nine two ninety two is the number there after
two o'clock. What do we actually want out of our
Air Force is it's on the back of the decommissioning,
the retirement of our C one thirty eight Hercules transport aircraft,
and that's very sad for a lot of aircraft lovers
out there.

Speaker 2 (05:28):
Very very very cool planes. The Sea one thirty Hercules,
Oh my god, one hundred thousand takeoffs and landings over there,
sixty years in the Air Force. They're incredible. They've done
amazing things around the around the world since that. We
got them in the sixties, started off doing stuff in Vietnam.
But we're replacing them with a very cool aircraft as well,

(05:49):
and in Hercules. I've been on the latest Hercules, the
replacement Hercules, and they're very cool too. Yeah, they're very
cool to the C one thirty thirty Hercules, but they're
not really combat ready.

Speaker 3 (06:04):
They're kind of transport machines, right, I mean, it's in
the still in the name, isn't it.

Speaker 2 (06:07):
The trans bought reconnaissance safety. They do a lot of stuff.
They're incredibly versatile plane. And you know, people, you know,
I think people in New Zealand understand how big the
Hercules is around the world. I mean there's whole Hercules,
parts of the American Air Force and a lot of
our a lot of our pilots will go over there
and fly in the American Air Force along with the

(06:28):
American Air Force with the Hercules. So they're very, very
very useful planes and are still being used all across
the world, but we have no combat capabilities at all
in the air.

Speaker 3 (06:41):
You're not going to see them in a scene of
Apocalypse now with Flight of the Valkyries coming, don't it
and the Hercules coming in a I mean, the beautiful machines,
they're just not built for action, really. I mean it
was it was when we mothed mothboard the Skyhawks, and
originally we weren't going to mothboard them, right, they just
got put into storage and figure out what we're going
to do. But then it became abundantly clear that our

(07:03):
air force was being hobbled somewhat, that it was not
going to be the air force that we used to have,
as in that we had some sort of fighting capability.

Speaker 2 (07:13):
Yeah, even though it was I don't know was it
a fighting capability for sure? I mean, it was getting
too expensive obviously to keep them, arguably to keep them.
But we do need something, don't we. So what should
we do with their air force? How do you feel?
How do you feel as a New Zealander in a
country that has no air defense? Really? Yeah, you know,

(07:34):
in any kind of real way, do we need to
just get the drone ranger in and just buy a
whole lot of drones protect us. That's what we need
to do.

Speaker 3 (07:43):
That's going to be a hot topic after two o'clock,
but right now, let's have a chat about online learning days.
This is on the back of Waitaki Girls School up
here in Auckland, so as we know, it's a bit
of a strange week this week with Waitangi Day on tomorrow,
which is a public holiday for most people. Then you've
got the Friday, which is a should be a normal

(08:03):
school day slash workday, and then you've got the weekend.
But what a lot of schools are doing is some
of them are having teacher only days and in the
case of why Tuckety girls are having an online learning day.
And that's what we want to focus on.

Speaker 4 (08:16):
Man.

Speaker 2 (08:17):
Yeah, I don't think there is any any such thing
as an online working day, that is an online doing
nothing day, as I don't think zoom calls are a
functional way to have a meeting or to teach kids,
and I don't think it's a good way to learn.
I think we should agree to never ever return to
online learning no matter what happens. School is about socialization.
It's not just learning. It's about learning to how you

(08:39):
live and deal with other people. So, I mean, whatever
reason with Late Girls High School is doing this, that's
up to the end. But let's just be honest. That's
not an online learning down Friday. That's a nothing day,
that is adding nothing to the education of those people.

Speaker 3 (08:55):
Yeah, I mean, it's almost just a bit of a
hangover from when we know there were good reasons why
we needed online learning. If it was lockdown or kids
physically couldn't go to school, we get it. That was
you know, the ends just of the mean situation then.
But now that we're out of that, I agree online
learning there's not a hell of a lot of learning
going on when you're online.

Speaker 2 (09:16):
And one hundred and eighteen eighty, let's extend this out
to just zoom call video call meetings in general. Nothing
good's happening on. Those people are just staring at themselves.
I know what, I'm on a zoom call and look,
maybe I'm a narcissist potentially, But when I'm on a
zoom call, I'm just staring at my own, my own image, going, well,
that's weird how I react to things? Do I really

(09:36):
hold my face like that?

Speaker 3 (09:37):
I think, if we've been honest, most people do that.
I don't think I'm that narcissistic, But it's more like
I'm self conscious. So am I looking like I'm interested
enough in what has been said? So then I'll look
at my face and say, am I smiling enough? Have
I got a bothered face going on?

Speaker 2 (09:51):
Plus? This so boring that there is that any gain
is lost motive in anything that you gain and getting
some information is lost in your motivation to activate that.
So is it time to just admit that online and
video calling and video learning is such a low version
of the real thing, almost to been negligible.

Speaker 3 (10:13):
Oh eight one hundred eighty ten eighty is. And I'm
going to call some great texts coming through on nine
to nine two. Let's get into it. It is called
up past one. You're listening to Matt and Tyler Good Afternoon.

Speaker 1 (10:25):
The big stories, the big issues, the big trends, and
everything in between.

Speaker 5 (10:30):
Matt and Taylor Afternoons.

Speaker 1 (10:31):
With the Volvo XC ninety, attention to detail and a
commitment to comfort news talks.

Speaker 6 (10:36):
There'd be.

Speaker 3 (10:38):
News talks. They'd be very good afternoon to you. We're
talking about some schools in New Zealand using Friday as
a teacher only day, or in some cases an online
learning day.

Speaker 2 (10:48):
Yeah, and here's some pushback on that one. A joke,
says this textra on nine two nine two. Schools just
had six weeks off. Should be a school on should
be at school on Friday? Some most parents will be
at work on Friday. I will What does that teach
high school students? Just because those that can go to
the beach house, No one goes to school. And I
agree online learning was a joke during COVID for my

(11:09):
now ten year old grandson effectively missed years of education.
Teachers need to massively step up, according to that text
and another textra on nine two nine two. You guys
are winding me up with online and online learning. When
are you going to come into the twenty first century?
The whole world works online or a mix of online
and blended, that is, face to face, come into the
real world conversation. Yeah, I'm just saying I'm quite capable

(11:30):
of it. I've spent a lot of time and you know,
I do a bit of work with people out of
the States, so we have to zoom call across across
the waves. But I'm just saying it's a very very
lame version of a meeting, and very little gets done
on a zoom call.

Speaker 3 (11:44):
Yeah, it's a cold way to do business if you're
in the working environment, it is. There's there's it's a
fakeness about it, you know what I mean. And there's
a lot of stuff that you just can't get around it.
You've got to have that face to face interaction, those
little bits of body language that are natural conversation you
just don't get in a zoom It's also.

Speaker 2 (12:02):
Boring and lame, and you don't create prop relationships with
your with your workmates, you know. So, And I was
saying in terms, but to move it back to school,
the socialization argument is a fallacy and holds no water
at all, saysys text, without giving an examples. Schools, as
far as I'm concerned, are as much about learning how

(12:23):
to deal with other people as they are about learning
and how you're going to operate in the real world.
So sitting at home online. And I know this is
just for one day with west Lake, but I'm just
saying it highlights to me that it's just a bad
way to learn online.

Speaker 3 (12:40):
One parent of a student at Westlake Girls told The
Herald that they and other parents were incredibly annoyed at
the timing of online learning so soon after the start
of the school year in a matter wider effort to
get the kids back to the classroom learning. They said
they remained anonymous, but they said, they have only just
gone back to school. We are trying to get them
settled into some sort of routine. They've had a massive,

(13:03):
long summer break, and now we have an online learning
day for parents out there. Effectively, if it's an online
learning day and you genuinely want your kids sitting at
the computer doing what they've been told to do online,
then that makes you the teacher for that day, right,
So that's kind of stuffed up the parents' day that
now you have to monitor your child to try and

(13:24):
make sure that they're going to do all the work
that has been scheduled for them.

Speaker 2 (13:30):
Yeah, so they have to fill uporn anyway. Basically, yeah,
mind you, mind you school. You know, it's high school
so they can be at home by themselves.

Speaker 3 (13:40):
Right, Yeah, yeah that's true. Yeah, great text to you get. Guys.
Love this discussion. I am in university and you'd be
shocked at how much online learning we're expected to do
in university. We no longer need to turn up to campus,
and if we do, our lecturers are often not there.
We pay a lot of money to go to university,
and it blows my mind that most of our learning

(14:03):
is now done online. Love the show.

Speaker 2 (14:06):
Yeah. I have loads of tea teams meetings. Find most
of them fine teams. Don't get me started on teams.
I also work from home, which suits me, but not
for everyone. A non productive meeting has nothing to do
with technology. I think there's a good point there that
you can have plenty We're plenty of cap We're plenty
capable of having unproductive face to face meetings, plenty capable

(14:28):
of doing that as well as unproductive zoom meetings. But people,
I don't know. It'd be interesting to see people. People
seem to be disagreeing with me. People seem to think
that zoom and online meetings are fantastic.

Speaker 3 (14:42):
Well, look, if you are still in a business that
holds a lot of Zoom meetings. We'd love to hear
from you on oh, eight hundred eighty ten eighty like
this Texter, Gooday, guys love the show. We do a
lot of zoom meetings as I work for a business
with employees in various parts of the country. I absolutely

(15:02):
adore it because we get a lot done within that
ten minutes, and I can leave the meeting whenever I
want if I think I've got the information I need.
That's a lot harder than your face to face.

Speaker 2 (15:15):
Yeah, exactly. Well, you'll find that a lot of people
on zoom calls have turned off the camera and they're
just walking around with the ear button and doing other
things ironing, cleaning, eating, whatever. This text of Matt you
are very naive and what experience do you have on
home based teaching to make the claim that you do well?
Quite a lot actually, because I had sons that had tutors,
I had sons through COVID that were going through school,

(15:35):
and I thought that that was just a terrible way
for people of school, and I think that did heap
a whole lot of damage to kids' education. That learning
from home absolutely terrible. I thought it was. But also
I've noticed the difference when my kids had tutors that
when they went in to see the tutor face to face,
it was a far better learning experience for them than
dealing with the tutor on the zoom call. And that's

(15:58):
what they said as well, that's from their experience. So
that's the experience I've had. Okay, so I'm not very
naive al right then text to eating ending in one
to five? Am you sorry?

Speaker 3 (16:11):
Sorry? If it just with that texting you've told them,
I oh, one hundred and eighty ten eighty. If you're
a parent listening right now and you originally thought that
online learning was a load of crap and you've changed
your mind, love to hear from you. Generinally, what goes
on to make sure that your children are how accountable?
Is that better than just a teacher only day. There's
a lot of people who are saying that online learning

(16:32):
has come leaps and bounds in the last.

Speaker 2 (16:34):
Couple of years.

Speaker 3 (16:35):
Got to say, when I was at high school, if
I came home and said, Hey, I'm going to have
an online learning day, parents would have a laugh and say, absolutely,
you're not doing that. You were going back to school
and there's going to be no learning done if you've
got to do that over the internet. But clearly things
have changed, so love to hear from you. Nine two
ninety two is the text number. We're late to the ads,
but back very shortly. It's twenty four past one.

Speaker 1 (16:58):
Putting the tough questions to the newspeakers, the mic asking breakfast.

Speaker 7 (17:02):
The social housing resets on. They're selling the ones worth
a lot and rebuilding new ones for less, the Housing
Minister Chris Bishop, as will the debt issue they carry?
How quickly does that get sorted?

Speaker 8 (17:11):
The debt will be about one point eight billion dollars
lower in three to four years time than it was
four past to be, which is good. They will still
carry debt, but of course we have to fund all
of that debt as tax pay I mean KO should
not be building massively expensive ornate departments with Juliete balconies
and all sorts of baldims.

Speaker 5 (17:28):
Whereould the lords?

Speaker 7 (17:29):
Where were the board that you've got rid of? Will
they quit? Were they under riding instructions or were they incompetent?

Speaker 2 (17:34):
I mean all I can say is.

Speaker 9 (17:35):
We change the board.

Speaker 8 (17:36):
That was one of the first recommendations for the independent review.

Speaker 7 (17:39):
Back tomorrow at six am, the Mike asking breakfast with
Mayley's real Estate Newstalk ZB.

Speaker 3 (17:44):
Is it time to kack online learning? To touch on
the back of some schools with a New Zealand using
the Friday as an online learning day.

Speaker 2 (17:52):
Yeah, I'm not specifically hassling Weskate west Lake Girls High School.
I'm just questioning the value of online learning in general.
That they're doing it on this Friday because they want
to test it out and test their systems for future emergencies.
Think any future emergency would should ever warrant learning from
home again, But I'm just questioning the value of it

(18:13):
at all.

Speaker 3 (18:13):
That'd be better than meetings. They'd be better to take
their teacher only days. What you're saying, you may as
well be honest with it.

Speaker 2 (18:18):
Yeah, this person texted before. Was that text saying essentially
that they are online meeting right now. I'm mute and
listening to this and texting us, So that's what's happening
on that online meeting.

Speaker 3 (18:27):
Yep, well done that person. I'm going to say, Hayden,
how are you mate?

Speaker 10 (18:31):
Yeah?

Speaker 11 (18:32):
I hate as well as I actually agree. Yes, the
online learning is a waste of time. We're in a
situation where we have a child who's been forced to
go to correspond to school, and it's basically all online learning.
The big biggest problems they do not get to see
facial expressions. They are not good to see body, how
people react to things, or how they're active. Then, so

(18:52):
they miss out that whole dynamic of understanding people and emotions.
So the whole learning is pretty much based on the
parent have to do it, push it, rather than the kid.

Speaker 2 (19:07):
Yeah that's why. Yeah, I mean that's my question. What
percentage do you think of school at high school? It
might change a little bit, but I think in terms
of primary and intermediate, I think a huge percentage of
it is learning to interact with other kids and other
adults as much as the actual learning part of it.

Speaker 10 (19:27):
Totally.

Speaker 11 (19:28):
I mean, the whole communication process is free fold is
you're probably aware, you know you've got the input, the process,
your output. You can't do process that you do not
have interact with people you know, you can't tell by
the tone reactions, you know, So they miss out in
all that learning of situation stuff because that's a key

(19:50):
part of special primary school. So I agreed with there,
but high school, so I've got a few kids. I've
had some go through normal high school and just before
going through correspondence, and it's seeing at a lower level
of education because of it.

Speaker 3 (20:06):
M Yeah. I mean, look, I get that technology has
got a place in modern society, and if it can
be tapped into an advantage of in this case children,
I'm all for it. But I tend to agree with
what you're saying their hate and I think it goes
too far in the direction of utilizing technology to effectively
teach kids, where missing that human interaction is a massive

(20:29):
mistake and we're going to see the ramifications of that,
I think down the track. There's already been studies done
on the implications of what happened during COVID to children's
brains and development, and I think that's going to be
We're in for a rude awakening in about ten years time.

Speaker 11 (20:45):
Well Oldest University now and it's interesting to hear who
feed that on what the students think of online learning,
and they're telling us that they've missed out on lots
because they've missed out on the learning, they didn't learn
at a high enough level. So a lot of them
struggled in the transition from high school to university.

Speaker 2 (21:07):
Yeah, yeah, yeah, I think because I've got a son
that's going to university in this year, and I was
telling him that the most important part of university is
to go to the tutorials and so you make connections
with people and you might meet someone that you can
study with, you can go back and forth in real time.
They're actually meeting people going somewhere. The camaraderie of it

(21:28):
that I mean because as opposed to just sitting in
the back of a lecture watching Oh God for Bud,
sitting at home and who wants to pay? I don't
think you should paying to go to university. And a
lot of people are complaining about this in the States
at the moment, the amount of people that are paying
huge tuition fees and you're just getting an online course
that you could you could look that up on Apple
University or watch watch a YouTube clot and get the

(21:51):
same thing for free.

Speaker 11 (21:53):
Yeah, it's not the same as Brendon class. But I
have to say this, say I totally agree with you.

Speaker 2 (21:58):
Yeah, all right, thank you so much for you. Call
Hayden great.

Speaker 3 (22:01):
Call I weight one hundred and eighty ten eighty. Is
it time that we ditch online learning unless absolutely necessary.
Love to you from you, particularly if you're a parent,
and if you're taking your kid out of school on Friday.
I'm lovedy from you as well. Nine two ninety two
is the text number headlines with Raylene coming up. It's
twenty nine to two.

Speaker 12 (22:21):
Youse talks a'd be headlines with blue bubble taxis It's
no trouble with a blue bubble. Angry protesters have heckled
David Seymour as he left White Tangy's treaty grounds today.
He arrived with government ministers and made a speech interrupted
by demonstrators taking away his mic and turning their backs.
His Treaty Principles bill has prompted angry criticism and fierce debate.

(22:45):
New Zealand First Shane Jones has repeated the promise his
party won't support the bill, which he says runs the
risk of dismembering the Treaty of White Tangy. The unemployment
rates at its highest point in four years, at five
point one percent in twenty twenty four's fourth quarter, particularly
affecting men. China has moved to impose retaliatory ten to

(23:07):
fifteen percent tariff's on the US responding to the new
US presidents sweeping levies on them.

Speaker 5 (23:14):
Nee was a monthly.

Speaker 2 (23:15):
Knee was a monthly.

Speaker 12 (23:16):
Climate summary shows the average temperature nationwide in January was
sixteen point four degrees, the coldest it's been since twenty seventeen.
The West Coast and Fieldland buck the trend with above
average warmth. Trump's trade war counting the ways it could
hit Kiwi's in the back pocket. You can read this
and more from Inside Economics ait ends at Herald Premium.

(23:38):
Back to Matt Eath and Tanyna Adams.

Speaker 3 (23:40):
Thank you very much, Ray Lean, and we're talking about
the continuation of online learning. Clearly it had a place
for a lot of schools during COVID when we're locked
down and kids couldn't physically go to school. Some schools,
when it comes to this Friday, are utilizing online learning again. Matt,
you made the point that you think it should be
absolutely kicked to touch.

Speaker 2 (23:59):
Well, I'm not saying that because there would be practicalities
where you have to do it right. And there are times,
you know, as I was saying before, I do a
bit of business with the States and so I have
to zoom call with them you know, and for my book,
I did all the interviews with you know, professors and
stuff around the world on zoom call, so there's times
you do it. I'm just saying it's a very lame
version of the actual thing, and I think I don't

(24:22):
think it's a great way to teach kids. I think
we need to just acknowledge that it's a rubbish way
and so things have to be pretty freaking bad before
you go to that.

Speaker 3 (24:31):
Yeah, nicely said under eighty ten eighty is the number
of call, Michael, how are you this afternoon?

Speaker 10 (24:38):
Good?

Speaker 5 (24:38):
Thanks jan.

Speaker 13 (24:39):
I have previously beaten board chair for an organization called
NAT and SAD and that organization provides online learning across
New Zealand for NTA students who can't get their subjects
that they need. So I might have a student in

(25:02):
Recton who wants to do chemistry. There's no chemistry teacher,
so we offer course which wouldn't be able to be
done and those students wouldn't be able to follow their
career and get to university. And Matt, I have to
disagree with you, or at least agree when you say
that online learning is not for you. That's cool, but

(25:25):
there are plenty of students that have very specific needs
that online learning is the only option they've got. So
they may be someone who has no immune systems so
can't mix with other kids and so getting you know,
being able to get the learning that they need. They're
obviously wanting to be at home, as they say, they're

(25:49):
subject seifing stuff. And in fact, one of the things
in our schools that we don't take any enough opportunity,
and you've just talked about it, was where you interviewed
you're the people for your book news in Zoom. We
should have kids talking to people all around the world

(26:10):
online and opening up the classroom to the world.

Speaker 2 (26:16):
Yeah, I mean, there was an amazing opportunity for me
to do that without having to fly to one hundre
different places. I never would be able to do it.
So I totally agree that when there's no other way
in what you're talking about with in z seems like
a fantastic opportunity. If someone lives in a town, then
they can't. That's a difference between not being able to
do the subject or doing the subject. And maybe I've
been talking in a sort of hyperbolic fashion, but I

(26:38):
just believe in my experiencing my kids learning online and
other kids learning on a line that the face to
face is just so much better if it's a possibility.
Would you agree with that or do you think that
it's it's even between the two things.

Speaker 11 (26:54):
It's not.

Speaker 13 (26:55):
It's it's about sick and what's best for the students.
I know have one young lady who high school has
all sorts of aunty issues and has decided not to
learn in classrooms. So you talked about the social hards
of learning, which are important for some students, but there's
a whole group of students for whom learning and that's

(27:19):
the thing. So many kids the year year eleven, when
they hit sixteen, as soon as they can leave, and
we haven't tried any other ways other than in the
classroom with a whole lot of other kids. So it
doesn't work for every student, and we won't try enough
to put all the different ways of learning in front
of those those children. I know people are going to

(27:42):
bring up and say in my day, but we didn't
have the internet in those days. Now we do, so
we need to deploy it as best we can.

Speaker 2 (27:50):
Now, Michael, when you say about the anxiety thing, and
look I don't know the specific cases you're talking about,
but in my experience, the more you hide from something
if you're anxious, and the more you you know, you
you close to yourself in your home, the anxiety grows.
I mean there's you know, if you look into it,
you know anxiety. It comes from the primitive parts of

(28:13):
your brain. They're mignlerance and such. And by not going
to school, that fear grows. But if you go to
school and you face other people and you socialize, then
you prove that that's not going to kill you by
doing it, so you go. So do you worry that
people that have a little bit of anxiety then go
to online learning and then that just accentuates the anxiety

(28:34):
over time because they're hiding from hiding from the thing
they're scared of, instead of facing the fears.

Speaker 13 (28:40):
What worries me most is that we have so many
students leave at the handed as soon as they had
sixteen because we didn't work out what we needed. So
it's not necessarily about anxiety. There's all sorts of reasons
why they leave. And if we knew more and spent
more time working on what that was instead of telling

(29:01):
that their failure right through their career and education, maybe
they would stay and engage more with learning, to my
mind as the bigger challenge. So there are people who, yes,
we should try as best as possible, but an industrial
skill model which we have at the moment, which is

(29:21):
that one say spits all, is not a good method
of educating our kids.

Speaker 2 (29:26):
Oh definitely. And as you as you say, like saying
the example of someone that has immune immunity problems or
immune deficiency, I'm not sure exactly you described it. Obviously,
what a fantastic thing if technology means that they can
still learn without risking their health. I agree, but I

(29:47):
just guess I see it as being sure a solution
that you can have in little points of specific specific things.
But my feeling is that the more we can get
kids together and the more we can get them interacting
with each other and interacting with teachers face to face,
the better. So that should be the absolute biggest push,

(30:10):
rather than leaning into what can be slightly convenient. And
that you go to a video call for convenience rather
than necessity. And I think what you're talking about more
is that the video calls the video teaching as a
tool of necessity and I wouldn't argue with that, Michael.

Speaker 13 (30:28):
Good points, but again I'd come back to it's not
about one or other or in a rather boundary way.
It's about a design and learning for individual students. And
to be honest, we don't give our teachers enough time
and space. And you know, while we're saying that kids
need to do in our of reading, writing, and rithmetic

(30:49):
every day, there are kids for whom that's you know,
we really need to do that and get them into
the discipline of it. But there's others that are so
far ahead of that. And that's part of the issue
is that we take thirty kids, put them in a
classroom and assume that bottle thirty are at the level.
Some will be ahead and need it, some will be

(31:09):
behind and don't even get started, and the group in
the middle are what we target, and that's where we
need to you know, we an industrial skilled education is
what we've got at the moment, and our teachers do
a brilliant job of trying to work at that, and
we still don't hit the mark. So yeah, if you

(31:32):
want a good model, have a look at Fenland.

Speaker 3 (31:34):
Yeah, you made some fear arguments. Michael just quickly before
you go, because I hear what you're saying, and there
are you know, use cases for kids who don't learn,
is you know, by being set in a classroom and
maybe they do have some social issues there that need
to be sorted out, and that's where online learning comes
into play. But you could probably see when you get
full schools tackling or having an online learning day on

(31:56):
a Friday, then that's kind of of the same problem.
It's just the flip side of the same coin, isn't
it is that for a lot of those kids at
that school, they thrive in being at school and around
the inmates, So it's disadvantaging those kids.

Speaker 13 (32:16):
Yeah, I agree, you're taking it. You're using online again
as a one size fits all. That's my argument is
that we need to be able to design and look
that you're going to get the other ones who say, look,
I want to take Thursday off and go for a
long again. So online learning works for me. And that's
probably what where the skrill have got to as they've said,

(32:38):
well the best we can do. And the only thing
is I wonder how much they're counting that as a
day of instruction when a lot of kids are not
there so yeah, I don't know.

Speaker 3 (32:51):
Michael, great to check with you. Thank you very much
for giving us a call. Oh, one hundred and eighty
ten eighty is the number to call.

Speaker 2 (32:56):
I seriously think though that, well, I seriously think it's
not really what I want to say. I believe that
you that fears grow, and it's true they do. So
you've got to be careful that when someone could says
that they can't go to school because they're too anxious,
and then you start teaching them at home. And that's
not what Michael was talking about there, but you've just

(33:18):
got to be careful that you know, every day a
kid says they can't go to school because they're anxious,
and they don't go to school, that doesn't solve that
anxiety problem. That makes that anxiety problem grow because you've
taught them that they didn't go to school and so
nothing bad happened, So then school becomes more of a
more demon. So I think it should be very very
rare and very very very pointed, and only in very

(33:41):
particular situations that you have people learning online and great,
if they don't have the teacher of the subject in
that town, then that's a fantastic use of that technology brilliant.
But I think got to face your fears and go
to school, and anxiety should not be a reason that
you don't go to school.

Speaker 3 (33:57):
Yeah, exactly, it is. Fourteen to two. Will take more
of your calls very shortly. You listening to Matt and
Tyler Good Afternoon.

Speaker 1 (34:05):
Mattith Taylor Adams taking your calls on eight hundred and
eighty ten eighty Matt and Taylor Afternoons with the Volvo
XC ninety tick every box, a seamless experience of weeds
News talks be.

Speaker 3 (34:17):
Having a great discussion about online learning. Is it just
a lazy fallback for teachers or is their worth as
online learning?

Speaker 2 (34:24):
Yeah, here's a text on nine two nine two. I
wish we'd had online learning when I was at school
in nearly two thousands. I might have actually learned something.
Spent the whole time talking to mates and chasing girls
with a bit of lunchtime league throwing in the world
needs builders though, I guess that's one of the great
things about going to school. Yeah, as chasing girls around, mate,
talking to your mates, and playing league at lunchtime.

Speaker 3 (34:47):
He would be a great person. Ever beer with I
reckon that socialization. That sounded like a great time, you'd
be a good bugger.

Speaker 2 (34:53):
And this other text. Matt should have asked that caller,
what do people with anxiety do when they leave school?
Work from home? Just crazy? As you said, best to
face your fears. Yeah, I mean that's the thing school
is about, dealing, setting you up to deal with the
real world and go into the workforce and be functioning
member of society. So you need to face your fears
at that point, because maybe we're going to live in

(35:15):
a work world where everyone works at home. But I
think you know, hiding from the world is not the
way to go.

Speaker 3 (35:20):
Yeah, Barbara, how are you this afternoon?

Speaker 14 (35:22):
Oh good, thank you.

Speaker 15 (35:24):
I really just wanted to clarify there's lots of different
versions of online learning. I think you're posting more on
online where the kids are on their own with texts
and things on the computer. But a lot of rural
schools have pretty fantastic learning networks set up where they
don't actually have a specific subject teacher in the senior school,

(35:47):
so they have an online tutor and the kids meet
together and there is a person in front of them.
And because one of the other callers was saying about
the interaction and communication that they do actually get that,
they don't necessarily get it every day. But then those
teachers also visit the schools.

Speaker 2 (36:05):
And that's really cool time to time as well. I
really like that. I really like that. I really like that, Barbara.
That's that's a really cool idea because I think the
socializing I'm talking about a lot of it's to do
with the socializing with the other kids. And that's a
great thing if you can get if you can, if
you can get a really good teacher on the subject
from another place comes in. Does that does it come

(36:25):
in on a big screen, Barbara? Or are they all
on their own computer.

Speaker 15 (36:29):
Screen and the no, no one big screen and they
and there might be just a small groups, might be
teen all doing the same subject. But that does but
there'll be other students from other schools Hopton as well.
So it's these networks running. They've been running two years.

Speaker 2 (36:45):
That's really cool.

Speaker 15 (36:46):
Just to talk about online learning, I think you need
to speak clarifying really talking about the dependent online at home.

Speaker 2 (36:53):
Maybe yeah with that, Yeah, well, thank you so much
for bringing that up, Barbara. Are you still there, acous?

Speaker 15 (36:59):
You disappeared very successful, you know, because actually are pretty
motivated and they do well under that system.

Speaker 2 (37:07):
So yeah, love that. And but Barbara, one question for you,
what is the class discipline like when the teachers on
a screen and not actually there.

Speaker 15 (37:17):
Well, they usually have a tutor in the rooms rhyming around,
so they're not, you know, not.

Speaker 2 (37:25):
That sounds like a great us of That sounds like
a great use of technology. And of course we're not
in the days where the online teacher needs to come
out of the screen and work here with a ruler
for talking either are.

Speaker 3 (37:36):
It's very fair, very fair point, Barbara, and I think
you know, to be fair, we did mention that, of
course technology has its uses and we were not ladites here,
but we're going to be careful about over using technology
because it's an easy thing to do and it might
not be the best for the children in the circumstance.
But that what you just explained, it sounds like a
great use of technology.

Speaker 15 (37:58):
But I mean, also another caller is talking about that
the different needs of children. Lots of lots of kids
actually like learning on their own. They don't and they're
not reliant on the interaction so much.

Speaker 2 (38:11):
Maybe that's the other I guess i'd say with that,
but maybe maybe whether there maybe we're there. I guess
i'd push back on that a little bit, Barbara, whether
they're reliant on it not. I was just arguing that
school isn't just about learning, it's also about learning how
to deal with other people.

Speaker 15 (38:26):
So oh yeah, yeah, yeah, I realized that.

Speaker 2 (38:28):
Yeah, teacher, yeap, Hey, thank you so much for your call, Barbara,
thank you for those insights.

Speaker 3 (38:34):
Oh, eight hundred and eighty ten eighty is the number
to call.

Speaker 1 (38:37):
It's seven to two, Matties Taylor Adams taking your calls
on eight hundred and eighty ten eighty Matt and Taylor
afternoons with the Volvo XC ninety tick in every box,
A seamless experience awaits.

Speaker 5 (38:51):
News talks BE.

Speaker 3 (38:54):
Nine is a text number, and some great ticks coming
through on online learning.

Speaker 2 (38:57):
Yeah, we've still got a lot of phone calls to
get through, so we'll continue this a two o'clock, shall we. Yeah, yeah,
it's a great chat about weather. Learning at home on
a zoom call has much eff ef. I need to
have a zoom call on how to speak a city
effect facity.

Speaker 3 (39:17):
There are a couple of keeps having to go up
my pronunciation as well if I said that right, is
a pronunciation or pronunciation?

Speaker 2 (39:23):
Yeah, online learning, you're getting some online teaching here, thinking stoppin'
wanting meaning any anythink do you say anythink anything?

Speaker 3 (39:32):
There's too much online learning.

Speaker 2 (39:34):
You're getting online learning from nine two nine two. I
don't have to work out the word I was going
to say. I still can't get there. But anyway, it's
my low class upbringing in Nelson.

Speaker 3 (39:42):
See that's what that is. I mean, who let me
on the radio. One hundred eighty ten eighty is the
number to call. Nine two ninety two is the text number.
And for the Gramma nazis out there, nine two ninety two.
If you want to tax through and and have a crack,
we love that, right, New Sport and weather coming up.
It is who bit of music to go out with.
Four minutes to two. We're going to catch you on

(40:03):
the other side, but we're going to pick this back up. Oh,
eight hundred and eighty ten eighty is the number to call.
Love to here from you. Great to have your company.
As always, you're listening to Matt and Tyler. Very very
good afternoon to you, talking with you all afternoon.

Speaker 1 (40:23):
It's Matt Heath and Taylor Adams afternoons with the Volvo
X ninety News talks.

Speaker 3 (40:29):
Bod Ay to you. Hope you having a good Wednesday,
seven past two.

Speaker 2 (40:33):
Well, I've spent the news trying to learn how to
pronounce a word. After humiliating myself with about ten attempts
of this word, a lot of people have sent it
through phonetically for me to say, So here we go. Efficacy.
Efficacy is what I was trying to say.

Speaker 4 (40:48):
Nailed.

Speaker 2 (40:48):
That is a hard word to get when well, you know,
when you start getting it wrong. It's hard to bring
that one back because you're trying to say effective and effectiveacy.
But it's efficacy, efficacy.

Speaker 3 (41:00):
It's one of those words when you look at and
it's not quite phonetically spelled out the English language. Man,
it's it's a weird leg word.

Speaker 2 (41:10):
I don't think I've ever been in a situation I've
been a broadcast a very long time where I've had
five attempts at a word and failure.

Speaker 3 (41:18):
Good. Good to put that one to be.

Speaker 2 (41:19):
This business is efficiency. Don't add fish into it.

Speaker 3 (41:23):
Don't do that. We've only just cracked it.

Speaker 12 (41:26):
Now.

Speaker 3 (41:27):
We are talking about online learning. This is on the
back of Whisk School saying that they are going to
have an online learning day on Friday. Some schools have
even gone further, and I've got a teacher's only day
in quotation marks effectively just a day off to have
a long weekend. But we've been having a great discussion
about the efficacy of online learning.

Speaker 2 (41:46):
Yeah, and it's sort of I guess pivoted a little
bit the discussion towards children that are anxious and staying
at home and learning online and hiding from the world
through anxiety. And I was saying that anxiety in school
is the best way to deal with anxiety is just
go to school, because if you hide from your fears,
they grow, as we know. So, yeah, online learning, let's

(42:10):
keep it going. It's not really putting the boot into
Westlake Girls High School for having their online day because
they're they're they're trialing it and testing their systems for
potential emergencies in the future. It's just really asking the
question about the key. Oh, no, efficacy, efficacy. I need

(42:33):
some online pronunciation and teaching.

Speaker 3 (42:35):
I had a hundred I I forgot the number now
coming off its coming off is the number to call
nine two nine to two is the number. Johnny, how
are you this afternoon?

Speaker 16 (42:47):
And you guys are starting this? I liked Spike Jones
and the BBC.

Speaker 3 (42:50):
Yeah, I need some whiskey in here on something show.

Speaker 16 (42:55):
Yeah man, Yeah, producer must be following his here out.

Speaker 3 (42:59):
He's shaken his here, but he's laughing at the same time.

Speaker 2 (43:02):
So the year ago, yeah, we don't have that. We
don't have the pronunciation.

Speaker 16 (43:07):
Yeah, speaking none. Seriously, I think all kids should go
to school, but the reality is that most kids should
go to school. In attend schools group where I was
bullied at school, and there are other kids I knew
who were bullied and those who were bullies, and it

(43:28):
seems that most of the bullies got expelled pretty early.
But some kids' behavior they might be on the spectrum,
they might have autism. There's a lot more accounts of
kids getting ADHD now and behavioral disorders, and we've got

(43:50):
names for things now in conditions. So we have people
who object to kids going to school on the basis
that those kids are disabled. We don't. We've got parents,
you know, bring up talking so they shouldn't be in
school with my kid because they're stopping them from learning.
And a lot of those kids do really well in
online learning situations where they kids that might normally be

(44:14):
a distraction or be difficult in class often thrive. It's
like they say about kids with ADHD, boys with ADHD.
Give them an engine to fix something like that. And
so we're seeing people adapting, you know, the education system.
And now we've adapted to you know, introducing you know,

(44:36):
sex politics and to children at young ages at primary
school even but we haven't adapted to the needs of
the kids that are that are falling behind and getting
behind because they're not learning in an audio or visual way.
You know, there might be kinasthenic learners and we haven't
identified those kids, or we've identified them that we don't

(44:58):
have resources. So online learning I think is an escepsially
good tool, but it might be a good tool for that,
But I don't think it's a good tool to deal
with kids they are anxious about getting bullied because the
actual problem is the bullying.

Speaker 2 (45:13):
Yeah, i'd agree with that. If if a kid can't
go to school if they're scared, that's a little bit different.
Being socially anxious is what I'm talking about. If you're
actually scared because there's someone bullying you, then that that
needs to be something that the school needs to sort
out the bully. Now, Johnny, do you work in education.

Speaker 16 (45:30):
No, No, I've got an education. It started in the
poorstal wow.

Speaker 5 (45:35):
Yeah.

Speaker 4 (45:38):
Yeah.

Speaker 16 (45:39):
I'm fifty one now, so I've it took me a
long time to get my education and start to use
it in a practical sense. But I believe I see
a lot of kids in my neighborhood and I listened
to them, and they talk like Americans, and it's because
of what they're plugging into and the days of us
writing on slope cards and they're a long cone. But

(46:01):
some of the things we left behind or threw away rather,
I believe that they they're missing in our community now.
And we've got teachers who can't spell. We've got public
servants that have appalling method because they are almost illiterate,
and I think it's a real shame. So online learning

(46:24):
should be a thing to make people proficient. It shouldn't
be something that's an option for trendy parents. I've seen
the kids who did correspondence school through the nineties because
their parents were house struckers and living on the road
and you know, in a band and stuff like that.
And I've known those children and most of them are
sort of like out of work now, haven't really been

(46:45):
in work. And it's not to put people downhore doing correspondence,
because I do a lot of correspondence behind the wire,
and it's just saying that the school is a place
to socially adapt and we need to keep the social
environment there in check. We need to keep it structured
in a way that we can identify those kids who

(47:07):
are falling behind and use these online resources to help them.
But not not quit pe not quit going for a
run around the gully and getting mud all over yourself.

Speaker 2 (47:19):
I agree that, Johnny. It's interesting you say about the
Correspondent School because my uncle Tim Heath wrote this fantastic
called The Accidental Teacher. It's a really good read about
a guy that had a really interesting educational career. But
one of his jobs for a while was he looked
after those people that were you know, that's the house
bus kids, and he used to have to go and

(47:39):
visit them, and so he talks about it. He used
to have to go over to Wahigi Island and tramp
into the bush to find this family who were loving
in tents to give them, give them, give them a
little bit of education and check that they're actually being
taught out in this out in the in the in
the absolute wilderness. It's a really interesting story of how
that used to work.

Speaker 16 (47:58):
You know, one of one of our best spoken DJs,
Colin Broadly from Radio Haraki. Oh yeah, used to stomp
around that island just wear enoughing but a pair of
shorts and you know, joint hanging out of his mouth.
And he used to write copy for Howraki in the
Pirate days and yeah, so it is true that the

(48:20):
teachers are going to be required more and more to
do remedial work with kids who aren't getting the basics.
And when they're at kindy and day here, they're just
playing most of the time. I've got a boy who's
at daycare and most of his day just about all
of it from eight thirty two three, it's just played on.

(48:40):
And it was different for us, wasn't it. We actually
started to learn, so we were prepared for school, so
we could understand numbers in alphabet. Yeah, yeah, that's my
point anyway, good point.

Speaker 2 (48:53):
Thank you so much for you called Johnny. I really
appreciate it and Colin Broadley with Great New Zealand. He
was rip fantastic man.

Speaker 3 (48:59):
Did you work with him?

Speaker 2 (49:00):
I met him, I didn't work with him. He wasn't
It wasn't at hard when I was there.

Speaker 3 (49:05):
One of the original pirates, was he?

Speaker 2 (49:07):
Well, it was just it was in the mix of
the original privates. Absolutely, yeah, actor as well.

Speaker 3 (49:10):
Love that. Oh eight hundred eighty ten eighty is the
number to call this. There's a lot of teachs coming.

Speaker 2 (49:17):
Through to be pedantic. It's effectiveness. Efficacy is more related
to control a trial. Effectiveness relates to outcomes. That's great
news for me because I don't even want to have
to say efficacy again.

Speaker 3 (49:31):
You never have to now you can say perfect rolls off. Okay,
we've been using efficacy wrong this whole time.

Speaker 2 (49:38):
So today we're talking about the effectiveness of online learning
for children and the effectiveness or the or yeah sorry so,
and we're talking about whether it's a good idea for
child socially anxious to keep them find ways to keep
them home instead of forcing them to go to school

(49:59):
to deal with it.

Speaker 3 (50:00):
Oh, eight hundred eighty ten eighty is online learning effective
or not? Love to hear from you. Nine to nine
to two is the tea number. Better take a break
at its sixteen past two. Back in a month.

Speaker 1 (50:13):
Your new home of Afternoon Talk Matt and Taylor Afternoon
with the Volvo XC ninety turn every journey into something special.

Speaker 5 (50:21):
Call eight hundred eighty eight News Talk said, be.

Speaker 3 (50:26):
Good afternoon. We're talking about the effectiveness of online learning.
On the back of some schools on Friday using it
as an online learning day, you could argue that they
are doing a bit better than other schools that are
just having a teacher only day. Some great techs coming
through on nine to nine to two.

Speaker 2 (50:43):
Online learning and work from home will cause mental health
issues in the long term, humans need to be social
and connect with people, share experiences and ideas to grow
and thrive. That's really well put, much more, much more.
Forgot how to speak after the whole effect.

Speaker 3 (51:01):
It's a weird week. It's a short week for many anyway.

Speaker 2 (51:05):
I'm not going to tend that work again. Yeah, but
that's articulated what I was trying to say perfectly on
my learning and work from home will cause mental issues.
In the long term, humans need to be social and
connect with people, share experiences and ideas and grow and
grow and thrive. And I guess that's what I was
really saying about online learning. I think everything should push

(51:26):
towards learning around other people and going to work, working
with other people, and spending time with other people outside
of work, joining clubs, socializing, going around to people's dinner
houses for dinner, barbecues, going out for dinner and restaurants,
all that kind of stuff. Every time we can spend
time with other people, that is better because we're social creatures.

(51:48):
As I say on the show a couple of times,
the biggest punishment in prison as solitary confinement, because it's
horrible for humans to be away from each other. Except for,
you know, there's some people that love it. God Zen
Buddhist is really into it.

Speaker 3 (51:59):
But so I get to be on top of a mountain, though,
how beautiful.

Speaker 2 (52:03):
Everything should be geared away from online learning, in my opinion,
except for the very clear and good examples that people
have given. And I think it's fantastic that they can
use technology to send a teacher into a teacher who
isn't living in an area, can teach on a subject
that they're really good at to a class of ten
people that are watching on the screen, who've got a

(52:24):
tutor in the room. That's fantastic use of the technology.
But the key is having the ten kids in the room.

Speaker 3 (52:31):
You know, well, you've mentioned this guy's name on a
few occasions, Jonathan Hights, and he released a book not
too long ago, The Anxious Generation. But it makes it
makes a very clear point that we've got a problem
with the increase of so called clinic clinical anxiety in children. Right,
it's doubled from two ten to twenty eighteen. And it

(52:51):
always comes back to the increase in technology. These worlds
that they dive into that we all thought were a great,
great way to keep in touch with anybody around the world,
and it was going to be a game changer, and
they have been a game changer, but it is not
real life, and that is having massive ramifications for children.

Speaker 2 (53:06):
Yeah, and so if a kids says the anxios and
they don't want to go to school because they're socially anxious,
you find out that they're not going to school and
they're finding going to school there anxious. That's the kid
you have to absolutely forced to go to school, absolutely,
because that anxiety only grows from being at home and
social media is no way to socialize. That just creates
that that increases your anxiety. So you have to grab

(53:27):
that cad and force them to go to school. There
shouldn't know, there should be no discussion about it at all.
A kid that's too anxious to go to school, Oh,
kids go to school. Yeah, you're not going to get
less anxious from hiding from something.

Speaker 3 (53:39):
Luke, how are you this afternoon?

Speaker 9 (53:41):
I'm good? Yeah, yeah, good.

Speaker 3 (53:42):
What do you reckon about these online learning days?

Speaker 9 (53:45):
Hey, let's just call it out for what it is.
It's a day off, So.

Speaker 3 (53:50):
Yeah, let's be honest about it.

Speaker 9 (53:53):
Yeah, I mean, we all have children, We've all had children,
and how much does the teacher's only day puss you off?
You know what I mean, You've still got to arrange
child gi for your children. All of a sudden you're
having to take the day off because I was decided
to take the day off. So look, I've got a
little bit of, you know, a bit of an opinion
about the teachers currently that are out there wanting a

(54:16):
lot more pay for a lot best work for a start,
and then they don't never have a teacher's only day
in the middle of the week on a Wednesday, do
they it's always just before the weekend or just after
the weekend.

Speaker 2 (54:28):
Well to in their defense, they are saying that the
reason why some schools are saying why they're having this
one on the on the Friday is because no kids
turn up anyway.

Speaker 9 (54:38):
Well, they're going to turn up with your online shit.

Speaker 2 (54:42):
Oh yeah, yeah, yeah, I'm actual actually reading another school
that's saying the reason why they have that because they
have four teacher only days a year And you could
argue whether four teacher ony days a year it seems
like a lot saying as how often they are in session,
but they're saying that they take that day on the
Friday when they have a holiday in the middle of
the week because up to fifty percent of students don't

(55:04):
don't come on that day because their parents have taken
them away for a long weekend.

Speaker 9 (55:07):
So that makes so probably fifty sen of those students
aren't going to attend the online port.

Speaker 17 (55:11):
Or where the are they?

Speaker 2 (55:12):
Yeah, I know this is this is a different situation,
but yeah, I'd be very surprised. I'd be amazed how
many kids with many kids turning up to whtlate Girls
High Schools Online Learning Day. Yeah, on Friday. You're right.

Speaker 9 (55:23):
I mean if they're off, they're off. You can't then,
you know, because I mean if you said to a teacher, hey,
look you can't take the day off, You've got to
be They're not going to be doing zoom teaching. They're
going to have the modules that are online that the
children pull up. You know, there's no you know, the
teachers take the day off and force the kids to
work on that day.

Speaker 2 (55:42):
Yeah, it's a little bit of a you know, you reckon.
It's a bit of a shimmy. Oh well, hey, thank
you so much for your call, Luke. Appreciate that a
lot of.

Speaker 3 (55:48):
People will be thinking the same. O eight one hundred
and eighty ten eighty is the number to call. It
is twenty four past two. Bag very shortly here on
News Talks B.

Speaker 1 (56:00):
Matt Heath and Taylor Adams afternoons call oh eight hundred
and eighty ten eighty on Youth Talk ZB.

Speaker 2 (56:06):
I'm so sexy as this text on nine two of
hearing people who say these teachers who take the day off,
it's not the teachers who decide on the teacher's only day,
it's the powers above. The first term is so disruptive
just one second. The first term is so disruptive worth
all the days off when we are trying to get

(56:27):
school started to have these days interrupting the term poli
when did Yeah, here we go, there's a bunch of
stuff on there. So true. Why are teachers getting the
blame for the decisions made by the board. Teachers don't
choose the days the teachers only days are Yeah, I
agree with that. That's really really harsh to blame the
teachers for that is if they have any decision on that,

(56:47):
and they have been allocated for teachers only days a year.

Speaker 3 (56:50):
Yeah, you've approve if you questions.

Speaker 2 (56:53):
If you question that, then that's to do with the
Ministry of Education, isn't it. And also, you know, my
mum was a teacher. She worked incredibly hard. The idea
that teachers don't work hard. I totally dispute that. Every
teacher I know takes on such an emotional load from
their kids and put so much of it in that
the idea that they are somehow got a better deal

(57:13):
than the rest of us, I don't agree with that.

Speaker 3 (57:15):
Yeah, it's a fair point. It make a difference, right.
We all know teachers don't go into the profession to
get rich. They certainly don't do that. Yeah, and it's
a bit.

Speaker 2 (57:22):
Rich us hassling with slack girls high school for taking
day off on Friday. When I hear you are Tyler.

Speaker 3 (57:30):
That's it, and you'll leave not a sicky. By the way,
just in case anyone's wondering, are wondering, I've been very
honest with the employers.

Speaker 2 (57:35):
And here's another text on nine two nine two. Please
stop talking like you're qualified to judge what's good or
bad for people. Just because you think social connection is
required for people does not mean that there's a case.
Everyone is different and many people do not enjoy that
kind of interaction. There are also many people who are
perfectly happy to minimize interaction and work better alone. The
information available to children is a massive part of the issue.

(57:59):
They have not any of the crap that you guys
are bleeding on about. Well, please stop talking about things.
In what world do you think that people shouldn't talk
about things and discussion issues that are to do with
the society that we live in. Yeah, that's an absolutely
outrageous thing to say, especially to RINGK especially the text
talkback radio and say please stop talking about things.

Speaker 3 (58:19):
Wouldn't be much of a show if we stop talking. Yeah,
how are you, Brendan?

Speaker 18 (58:25):
Yeah, Hi, guys, Yeah, please don't stop talking about it,
because I think this is a really important subject. You know,
we're we're involved in after school to deliver them after
school education for children. We have been doing that for
over twenty years, and we've had a lot of experience
in the face to face versus online space, and so

(58:46):
what I'd just say is that we know, through the
data that we've collected over the years of delivering in
the center, face to face small group lessons versus the
online lessons, that we do our best work when we're
face to face. So we know that and that's what
we want to deliver, and we think that's where most
of the students perform best and get the best results.

(59:07):
Having said that, we do also offer the opportunity for
some children to be tutored online and that goes really
well for kids who live rarely. And also it's important
to remember there's some kiddies out there that have got
some really serious health needs and literally getting out of
the house for them is a big mission and it
may not be around as simple as you know. Quote

(59:28):
unquote mental health, but it could be actual, you know,
significant physical issues that are that are holding them back,
or maybe some serious treatment that they're undergoing. So there's
still a place for that online learning one hundred percent.
But you know, kids, really they need to be there.
They need to be there in person and accountable and
help to account and it's very difficult to do that

(59:50):
in a virtual environment. So for parents who are feeling
a little frustrated about having a you know, an online
learning day on Friday in the first week of school,
totally hear you because I've got three kids as well,
and I would say that you know, kids in general,
for most children, they will war and better when they
have a real quality teacher there with them, guiding them

(01:00:13):
and helping them to be the best that they can be.

Speaker 2 (01:00:15):
Well, yeah, thanks, thanks, thanks for that, Brendan. And it's
interesting because you know that that's when technologies are absolutely
at its best. Right when when you have someone that
has a reason why they can't be there, maybe they're
rurally or they've got a health reason, or whatever reason
where that specific person would not be able to have
the education that they can get with the help of technology,

(01:00:36):
then that is wicked and it absolutely should be celebrated.
But I think you agree with me when I say
that that the needle should be tipped towards kids socializing,
being around with other people and having real interactions if
at all possible.

Speaker 4 (01:00:52):
Yeah, I think in.

Speaker 18 (01:00:53):
General, you know, that's a healthy place for most children
to be. But you know, and it's easy for those
of us that live in the big city to go, oh,
you know, connect to me is not such an issue.
You know, we can go and do that face to face.
But hey, remember there's heaps of kids in New Zealand
that live a long way from a center. You don't
have to go too far in the South Island here
to find kids that have to travel a long way

(01:01:13):
to go to school or that have correspondent to school.
So it is a real issue for a lot of families.
And so that technology does fill a really important void.
But you know, honestly, if if you're you know, if
that's something that you're worried about, then I would be
encouraging your kids to get out there and do it
face to face. We know that's where they do their
best for most children.

Speaker 2 (01:01:32):
So, Ben, when you say that you're doing are you
doing after school? Education because my kids for a while
went to because because the hours that me and my
partner were working, our kids went to after school care,
which wasn't really education, but it was after school care.
Are you are you after stool care or after school education?

Speaker 18 (01:01:51):
No, we're after school education. So the organization, i'll give
it a quick shameless plug is Keith McGrath, kipmcgrad dot co.
Dot into it and you'll find that that we have
to thank you and I'll send you fifty bucks for
allowing me to do that plug.

Speaker 2 (01:02:05):
But it's a free mate.

Speaker 12 (01:02:07):
We have.

Speaker 18 (01:02:08):
Yeah, we have trained teachers on staff and they actually
deliver an education program that is customized to that particular student.
And kids just do really well in that environment. And so,
you know, face to face is really where it's at
for that type of learning. You know, with the caveat
being that there's still a place for online for some kiddies.
But yeah, it's important that kids are getting what they

(01:02:28):
need in that education space. And it's really easy I
suppose to sit there and say, ah, you know, I'm
a bit frustrated because mental health issues with kids. Yeah, look,
that's a real thing for lots of kids, and it
really can't be minimized. But there's there's also a lot
of other things that might grant kids from getting a
quality face to face education too, and that's where your
online space is.

Speaker 2 (01:02:47):
All right, I need to think for that nice I
was going to give one more plug, but no, he's gone.

Speaker 3 (01:02:51):
There you Kep McGrath kick McGrath, Yeah, no, Kep keep
Kip McGrath. Kep McGrath, quick drawmagral queen. Did you still there?

Speaker 4 (01:03:01):
But I said that right, Yeah, you got to guys.

Speaker 17 (01:03:05):
G R. A. T.

Speaker 3 (01:03:06):
H Man, thank you very much.

Speaker 2 (01:03:08):
We'd love to give people a free plague.

Speaker 3 (01:03:10):
Absolutely. Yeah, if you've got something to play, go one
hundred and eighty ten eighty is the number to call.
But seriously, you know the exception rather than the rule.
And I think we've said that from the get go right,
they're clearly there will be kids who are in situations
that online learning is an absolute god's end. But the
whole point was it shouldn't be broad brush for all
kids as it's going to be on Friday and some schools.

Speaker 2 (01:03:30):
Yeah, speaking of education, I think people like you should
stop calling children kids. Kids belong to nanny goats, not parents.
Come on, shall we start calling them cubs. Cubs yeah,
cubs Yeah. Piglets, the little piglets. Right, Piglets need to
be in school learning with other piglets, not online at

(01:03:54):
home on Friday. Piglets do best around other piglets.

Speaker 10 (01:03:59):
Right.

Speaker 3 (01:03:59):
The headlines with Raylene coming up, but will take more
of your calls very shortly. It's twenty five to.

Speaker 12 (01:04:03):
Three US talk said the lines with blue bubble taxis
it's no trouble with a blue bubble. A stormy response
to government speeches at White Tonguey, with Ax David Seymour
being heckled in Stonewalled by protesters objecting to his Treaty
Principal's Bill. Other parties and government have reiterated it won't

(01:04:25):
become law, but many are still expressing fury over the
bill and other policies targeting Mardi And while the Police
Maritime Unit says it was a matter of right place,
right time after they rescue two teens struggling in the
current at the Whiteitungy Wharf as their vessel pulled up yesterday.
The rate of unemployment is on the rise, reaching five

(01:04:45):
point one percent in the December quarter and expected to
keep climbing for the first half of this year. Christ
Church Police are asking for help from the public after
a woman was found seriously injured at the Richmond Village
green On Stanmore Row this morning. A plague of mice
is threatening critically endangered alborne skinks in Victoria Forest Park

(01:05:07):
near Reefton. Doc will use a toxin in bait traps
until a predator proofence is built with a caution zone
applying for three years. Never known as season to be
as early picking season underway in New Zealand's Apple capital.
You can read more at enzet here. We'll premium back
to Matt Eath and Tyner Adams.

Speaker 3 (01:05:27):
Thank you very much, Ray Lean and we're having a
great discussion about online learning in schools.

Speaker 2 (01:05:32):
Yeah. We had a text before someone saying stop talking
like you're qualified, and I said, duh, Look, I think
we're on Talkbauck radio, so we should be allowed to
talk about I mean, that's the whole point of it.
We talk about issues. That person's come back on nineteen
nine two. Stop talking like you're qualified is not the
same as stop talking saying things like forced kids to
go to school is not okay, fair enough, No, because
what would your qualification be to talk about kids and

(01:05:53):
humanity in society. Isn't a good qualification being part of it,
being part of society, having been a child, being.

Speaker 3 (01:06:00):
A parent, going through observing things.

Speaker 2 (01:06:03):
So what qualification do you need to discuss this kind
of stuff. I think I've got a pretty good qualification
to talk about it.

Speaker 3 (01:06:10):
Yeah, I agree, And please, dear Texture, we'd love to
hear from you on eight hundred and eighty ten eighty
and keen on your qualifications as well.

Speaker 2 (01:06:17):
And also it is okay to say that you think
that children should go to school. A lot of very
qualified people that have done a lot of investigation to
it have said that anxiety grows when people hide from
the thing they're scared of. Yeah, so if a child
says they don't want to go to school because they're
too anxious to go to school, and you allow them
to stay at home, that doesn't solve the anxiety problem.
It makes the anxiety grow. And so at some point

(01:06:40):
they have to go out into the world. And that's
a lot of why schools exist is because you have
to go out into the world, and this is a
way of teaching you how the world works. Go to
a school, you learn some stuff and you learn how
to deal with other people.

Speaker 3 (01:06:53):
And how do you become highly qualified if you don't
go into some sort of educational learning. You know, those
people are highly qualified. They had to go to school
at some stage. That's say you qualified, right, Yeah, yeah,
I got school certin me too? Seen in English? Happy
with that? Oh adde hundred. C's get degrees, as they say,
I adde hundred is the number to call? Get a mike, Yeah,

(01:07:15):
get How are you doing very good? So what's your
view on the online learning days or online learning in general?
Have we leaned too far into it?

Speaker 19 (01:07:24):
Yeah?

Speaker 14 (01:07:24):
I think we think it's a magic bullet because of
the age that we live in.

Speaker 17 (01:07:30):
It's not.

Speaker 14 (01:07:32):
I think we've got to Now schools want to provide
another stream, then they need to do it in the
house so that that socialization can still happen in the
lunchtimes and and other things. But just to push it
back to the home and isolate our upcoming entrepreneurs and

(01:07:54):
clever people who think outside the box, because that's what
a lot of these ones will be. We can't afford
to do that, because it's got to be contextualized in
a learning environment that that develops the whole person, just
the intellectual side or just one one aspect of education.

Speaker 3 (01:08:12):
Yeah, yeah, yeah, No, I get where you're coming from, Mike.
I mean, do you think that a lot of the
teacher only days and the idea of having more online
learning is more to do with the teachers themselves maybe
having a pretty tough time or maybe been a little
bit more anxious than the kids with the state of
what they're seen in the classroom.

Speaker 10 (01:08:34):
Yeah.

Speaker 14 (01:08:35):
You know, it has been in the back of my
mind wondering about how long we've had high truancy, how
long has anxiety been a a thing in schools amongst you,
amongst students, and the transfer to adults to teachers. They've

(01:09:01):
like the last generation has struggled, But maybe we've got
a generation that have come up through school without anxiety.
Are now those are have got educated and got jobs
being teachers. In that that there's a wee bit of
anxiety there and it's a bit of a clash of
the cod's a wee bit of conflict averse difficulties there.

(01:09:24):
And so you know, they'll go to Australia or where
they deem the grass is greener and it's going to
be less difficult for them. But anyway, I just wonder
if some question marks around the crossover between the anxiety
amongst school students going up through university and becoming teachers

(01:09:46):
and they are still carrying those problems and never been
dealt with, never been really addressed, and now we're going
to clash of the codes.

Speaker 3 (01:09:53):
Yeah maybe, Yeah, it's a good point, Mike. I mean
having thank you very much of your phone call. Having
some teachers within our family, and some of those teachers
went over to the UK to one have a bit
of experience over at the UK and Europe and do
teaching there, and every single one of them found it
incredibly difficult, way more difficult in New Zealand in terms
of the problems that children were having there, the resources

(01:10:16):
that they had to deal with. They felt like they
were banging their heads against the brick wall in the UK.
Very very difficult teaching there.

Speaker 2 (01:10:22):
God it looks like it when you see UK kids
around the streets. Yeah all the shops have one child
at a time, yeah, one school time in time.

Speaker 3 (01:10:30):
But now they're off to Australia and granted they're going
to get paid more, but I do worry they'll find
similar issues in Australia or anywhere else in the world.
That is just the state of teaching at the moment,
is it. I think there are a lot more challenges
than they used to be. It's just to me a
fact of teaching.

Speaker 2 (01:10:44):
Well, so many other people seem to be able to
work from home now, teachers aren't in that position except
for on Friday Westlake situation. But I wonder about like
we're talking about anxiety and getting a lot of pushback
on this, but I truly believe this is true. But
if you have worked from home, So if you work
from home and you go into work one day a week,
the anxiety of going into work is very different than

(01:11:04):
if you go in every day, because you're hiding from
certain things and running into people could be quite quite weird.

Speaker 12 (01:11:10):
You know.

Speaker 2 (01:11:10):
I remember when during COVID I was working by myself
for a lot of it with a small team, and
then when other people came it was so weird. Yeah,
I had to I had to learn how to deal
with other human beings again because I hadn't seen them
for a long time, and a lot of people experienced
that situation. Yeah, it's not good. No, you want to
do everything you can to be around people if you can.

Speaker 3 (01:11:29):
You're right. I had the exact same thing because I
was working out of the office because we were in broadcasting,
and when the rest of the office came back, I
was terrified. I hid in a beech studio just for
a couple of days to reclimatize to meeting and seeing
people again.

Speaker 2 (01:11:41):
Yeah, I hadn't smelt a lady for a long time.
Lady walked in with a lovely scented lady, there would
have been nice, but terrified smelter a mile away. I
used to have anxiety before going out, but then I
realized in my own, in my own brain, that I
needed to make myself go out otherwise I had just
become a hermit, which I was well on the way
to doing. Yeah, that's that's that's an example of it.

(01:12:02):
You know, you know, you choose not to go out
to that social occasion because you feel anxiety, and then
you find it even harder to go out to the
next one, and the next one and the next one.
You've just got to force yourself into these social situations.

Speaker 3 (01:12:12):
Absolutely. Oh, eight hundred and eighty ten eighty. So the
number to call, it's quarter to three.

Speaker 1 (01:12:17):
It's been fantastic your new home of afternoon Talk Matt
and Taylor Afternoons with the Volvo XC ninety turn every
journey into something special Call eight hundred News Talk.

Speaker 3 (01:12:29):
Said, be that was a stitch up, wasn't it? I pointed,
gore Go is it?

Speaker 2 (01:12:33):
Pointed me? Start talking, and then bone bone. I was
talking over a sting as we call it in the
business or imaging or something. I forget what the word is. Anyway,
as I was saying before, I was rudely interrupted that
this has been a very interesting discussion. Is it's been
floating everywhere, and this text here, I think is interesting.

(01:12:53):
As a kid and a teen with social phobia, being
forced to be around people was very important. I didn't
find therapy help until adulthood. But if I hadn't had
been forced to go to school, I'd be so much
worse than where I am now. It's called exposure therapy. Yes, interesting,
all right, Matt. Your thoughts you're an educator an online

(01:13:15):
educator are.

Speaker 18 (01:13:17):
Yeah?

Speaker 17 (01:13:17):
I do a bit of both. I do in person online,
I've worked in I like more trade based, but from experience,
I've got three kids to start with. They're all finished
school grown up. They all did a blended learning growing up,
which and that was only by default. They went to
school and then we moved North Canterbury, so they were
quite away from the school and there was either a

(01:13:40):
long school bus ride or by a distance. Oldest one
failed dismally and did nothing. Next next one passed amazingly
and did brilliantly. And the third one when I got
a job. So there we go. So yeah, online, you know,
and I did an online course yesterday. I delivered it

(01:14:00):
and seventeen people online, two cameras on and to to
you know, two lots of people really engaged. It's quite
hard to gauge. And that's that's if.

Speaker 2 (01:14:10):
You're well two out of seventeen are engaged, or two
lots of people will engage to.

Speaker 17 (01:14:17):
Two screens out of set we're on and you get
your feedback, you know, and the rest really you don't
even know if they're in the room sometimes. So yeah, yeah,
and that's that that's I find that's the hardest thing
for online.

Speaker 2 (01:14:31):
What type of teaching we do? Does Were you teaching
adults or children?

Speaker 12 (01:14:35):
Yeah?

Speaker 17 (01:14:35):
Yeah, this is this is adults. I have taught in
schools in person and that is challenging, but it's your
reception is way better. So yeah, in person. For me,
I've taught apprentices over the years. That's bulk of what
I do. And I've been taught in house. I work
for a big manufacturer now and I run all their

(01:14:56):
training and also run by training company. But it's yeah,
online has its place. But I think if you were
to send a kid and sorry to the person who
doesn't want to call them kids that they are grunt,
you send them a link and they've got to do

(01:15:16):
it on their own. Yeah, your good luck, you know,
because you just don't know who's on the end of computer.
You know, Like I say, I had people in the room, yes,
or on teams are they there? Who knows the screen's on?
They've said hi, They've done a chat and that that's it.
So online is pretty hard to gauge. I'm an ad

(01:15:37):
in person. In person every time I just see you know,
I had some really good reviews, like people came down
that's amazing. Well, but I can say that at the
end of three hours because I've just sat in an
office over But you know, for kids, I just think, no,
get them in the classroom. But I've also had friends
who have done the whole homeschool and you know, of

(01:15:58):
a couple of kids. One of them is amazing, runs
their own business. The other one is that you know,
can't come out of the house.

Speaker 3 (01:16:04):
It's just you know, so who knows what it's interesting here?

Speaker 2 (01:16:08):
Interesting hearing from your perspective, from from a teaching perspective,
from you know, doing these courses, and that you don't
get the reaction back from the people. So I've talked
to lecturers, and I've got lecturers in my family and
and a lot of what they do is they gauge
what's happening. They gauge how, what's what's what's what?

Speaker 10 (01:16:26):
Feel the room?

Speaker 2 (01:16:27):
Yeah, you feel the room. It's like a stand up
committee and you can see what if people aren't laughing,
it means you're not funny. But you know, if you're
looking around a room, you can see people's eyes. You
can see whether you're engaging, whether it's where the contents
going in or not not going in.

Speaker 10 (01:16:39):
That's that you know.

Speaker 12 (01:16:41):
I do.

Speaker 17 (01:16:41):
I've taught apprenticeship mostly for the last fifteen odd years.
And when you're in a room with you know, and
their butchers, so you know, good good chat good and
you can call them out though, but but to be fair,
you get you know, you get them going and you
get talking, you can really really feel that they're in
you know, I'll be I'll be open. That was when

(01:17:02):
I did a couple of things at school was Christiss
Boys High and you know you got all these I've
got Rugby scholarships. But no, great, Yeah, I loved it,
you know, so yeah, in person, I just cannot beat it.
And I've tried of my current sort of contracted employer
that I'm working with at the moment to do this
online thing and just it falls flat every time.

Speaker 3 (01:17:25):
Absolutely, Matt, great to have you on. Thank you very much.
It is seven minutes to three bag very shortly year
on news talks heb.

Speaker 5 (01:17:33):
The issues that affect you and a bit of fun
along the way.

Speaker 1 (01:17:36):
Matt and Taylor afternoons with the Volvo XC, Naty Innovation
Style and de save have it all.

Speaker 5 (01:17:43):
News talks be.

Speaker 3 (01:17:46):
News talks. He'd be right, good discussion. We're going to
change it up after three o'clock. But I think it's
fair to say most people have agreed that online learning
has just gone a little bit too far, and to
the text is saying, you're appalled that we're downplay anxiety.
That's not what we've done at all.

Speaker 2 (01:18:02):
As I said, said, I'm a poor that matt and
Tyler have no idea about what worry is an anxiety.
Telling people that their children should toughen up and get
to school is ridiculous for those with true anxiety as
it should be classified. Bring back. I won't read that,
but no, I disagree. Hiding away leads to more hiding away,
and more hiding away leads to depression. So you've got

(01:18:23):
to get people out. You've got to get out and socialize.
Do everything you can to do it if you can.

Speaker 3 (01:18:26):
Yep, good for them. Oh wait, one hundred eighty ten
eighty is number cool?

Speaker 14 (01:18:30):
All right?

Speaker 3 (01:18:30):
Coming up very shortly another topic, corn the table. You're
gonna love this one. It's going to be such a
great discussion. Will tell you more very shortly.

Speaker 1 (01:18:55):
Your new home for insightful and entertaining talk. It's Mattie
and Taylor Adams Afternoons with the Volvo XC ninety on
News Talk SEV.

Speaker 3 (01:19:06):
Welcome back into the show. Hope you having a great
afternoon and a good couple of hours chatting about online
learning but we're going to change tech over the next
fifty minutes or so.

Speaker 2 (01:19:15):
Yeah, before we get into that, I just saw something
really cool online. You know Brent Mackenzie yep, who from
Flight of the Concords, talented guy. He's won an oscar
for am I a Man or a Muppet, which is
a fantastic so incredibly talented songwriter had this great album
out was the year before last, called Songs Without Jokes Yep,
because you know he's famous for his comedy. But oh wow,

(01:19:36):
that was in twenty twenty two, that album came out.
It's a really really great album. But he's a really
good songwriter and a really funny guy. But he's just
started a thing where he's going to write a song
every week for twenty twenty five and post it online.
Love it and I would play his first song. It's
a beautiful piano piece. But it starts off pretty quickly,
hits an F word, but in a beautiful way. But yeah,

(01:20:00):
I'm excited about this.

Speaker 3 (01:20:01):
You have sold it to me. What's the name? Can
you say the name of the song.

Speaker 2 (01:20:05):
He hasn't given a name to this first song. He's
just playing a song. Yeah, and but but his Instagram
is retrospective like b R E t R perspective.

Speaker 3 (01:20:18):
Yeah, and here he is.

Speaker 4 (01:20:21):
Last year.

Speaker 2 (01:20:21):
But anyway, yeah, so there you go.

Speaker 19 (01:20:25):
Out.

Speaker 2 (01:20:25):
I'm to change away from that now because it does
and we can't be sharing the E word on news.

Speaker 3 (01:20:30):
Certainly not know, we've got standards to follow and we're professional.
If anything else.

Speaker 2 (01:20:35):
What a cool guy that guy is. Branda Kenzie so talented.

Speaker 3 (01:20:38):
Yeah, right onto this discussion. So as many of you
would have seen, it was time to say see you
later to our Air Forces. C one thirty h Hercules fleet.
It has been retired from service and de commissioned.

Speaker 2 (01:20:51):
Yeah, they've done so much stuff. We've had them for
sixty years. These planes one hundred thousand takeoffs and landings.
I was going to say, one hundred thousand takeoffs. You
want to have a landing after that takeoff? Well, I
guess you're always going to have some sort of landing
once you take off. What you want to say landing?

Speaker 3 (01:21:06):
Yeah, is that one hundred thousand takeoff in ninety and
ninety nine landings?

Speaker 2 (01:21:11):
There's one still up there. Fantastic aircraft that have been
so useful for New Zealand across so many things that
we've done. They've dropped bulldozers to the remote Pitkin Islands
in the Pacific, They've moved crocodiles and elephants to wildlife reserves.
They've dealt with an unhappy pig in Boganville. But they've

(01:21:31):
also done so much reconnoinment since and rescues for us.
They've done so much. They've been real workhorses for us.

Speaker 3 (01:21:40):
Yeah, there is I want to hear more about the
unhappy pig in Boganville.

Speaker 2 (01:21:43):
Yeah, I need more information about that. I just know
that they help with an unhappy pig.

Speaker 10 (01:21:47):
Yeah.

Speaker 3 (01:21:47):
But sixty years in the year, which is phenomenal. And
now there are the new version of the Hercules coming
into the fleet very soon.

Speaker 4 (01:21:55):
Is that correct?

Speaker 3 (01:21:56):
Yeah, they are getting upgraded.

Speaker 2 (01:21:58):
Yeah, well they've already got I think the last of
the five replacements have come. And I've actually been on
the one of the upgrades, the C one thirty J
thirty Hercules, very very flash the new ones, and it
means that they have two less crew on them because
so much more is automated and there's so much less
working parts, so there's a lot less repairs that need

(01:22:19):
to be done. But their high tech planes I was
playing with some of the features on the plane. That
was pretty cool.

Speaker 3 (01:22:25):
Was that the photo that you sent us when you
were down and was that a hockey or a.

Speaker 2 (01:22:28):
Yeah, well there was a fanuapai that I was in
the cockpit of that plane. I wonder if I was
allowed to be in.

Speaker 3 (01:22:34):
You you locked happy and the candy.

Speaker 2 (01:22:37):
It's so cool climbing up into the cockpit because it's higher.
But you know, you know what the Hercules is like.
It's got the big cargo hold at the back, and
you've seen it involved in so many things over the years.
And of course the Hercules planes, you know, workhorses for
militaries all around the world. You know that the US
has a whole divisions of Hercules, and a lot of
our pilots go over and work with the US on
their various things they do. So they're very very cool planes,

(01:23:00):
and they're being replaced with even cooler new planes. Although
I was talking to some of the pilots and they're
saying they're going to miss these planes. It's cool stuff
about them, and having their having the larger crew on
there was slightly more fun.

Speaker 3 (01:23:11):
Yeah, but that was certainly a well loved aircraft.

Speaker 14 (01:23:15):
Doing that.

Speaker 2 (01:23:15):
Yeah, yeah, and you could cook food on them and stuff.

Speaker 3 (01:23:17):
Did they have a kitchen on board?

Speaker 2 (01:23:19):
Well, they sort of do a makeshift cooking when they
went long trips down to the Attacta and stuff. You
sort of get a check and going something like that.
But anyway, the cool planes. But the question we want
to ask is what do you think about the state
of our air force? Because hercules, well they have some
combat capabilities. You would say that we don't really have
an aerial defense force in New Zealand and we are

(01:23:41):
in a pretty weird and scary world at the moment.
Do you think we need that? Of course we got
rid of the skyhawks, didn't we And you know, people
argued they went practical. But could we spend money in
such a way that we would be a country that
could defend itself from the air or is that just
a pie in the sky thing. It's not even possible,

(01:24:02):
and we just need to doubly suck up to Australia
and the US so they come after us that come
and help us if there's a problem.

Speaker 3 (01:24:08):
Personally, I'd like to see more investment in the air force,
our air force personnel to do a fantastic job. But
you're right. When they mothboard the Skyhawks, there was a
lot of sadness around the country and a lot of
jokes for that matter, saying well, that is the end
of our air force. What's the point of our air force?
We do know that the air force does a lot
of important work and very valuable work. But when it
comes to actually being a defense force and having aircraft

(01:24:31):
that can operate if things do get a bit hairy,
I think that is important for a place like New Zealand.
We tend that we have that with our army. We
have that to some extent with our Navy, and I
think we should have that worth our air force, at
least to a limited degree.

Speaker 2 (01:24:46):
Yeah, we've got some pretty cool helicopters. We've got some
pretty cool helicopters.

Speaker 3 (01:24:51):
Aroquois are Are they Aroquois helicopters? They are, aren't they?

Speaker 2 (01:24:53):
We've got the NH ninety helicopters, Oh yes, yep. And
we've got the sea spright helicopters. But yeah, we don't
really have a situation. We don't what do you call it,
We don't We don't really have the ability to protect
our airspace in any real way from any kind of
you know, invading force.

Speaker 3 (01:25:12):
I guess, like a lot of young kids, I wanted
to be a jet pilot and true story, and I
joined the Air Corps and the air course still exists.
Remember the Air Corps. Then they had the Navy Corps
and the Army Corps and a lot of marching in
the Air Corps. But when I was in the Air
Corps at the age of twelve, thirteen fourteen, then they
got rid of the skyhawks.

Speaker 1 (01:25:31):
That was it for me.

Speaker 3 (01:25:32):
I left the Air Corps and said, well that's my dream.
Did true story that there were no more JITs? And
I thought, well, that is a massive disappointment. I'm never
going to fly a Jit in this country. So part
of me just had that little hope alive that one
day we would have JITs again. But I don't know
if that's ever going to come to play.

Speaker 2 (01:25:47):
So if we'd had some thirty fives, oh yeah, you
right now, you'd be blasting around as a pilot.

Speaker 3 (01:25:56):
Why can't we get some sixteen we had technology? Now,
I've been working with you.

Speaker 2 (01:26:00):
For three months and I got a lot of respect
and love for you, but you just don't have the
right stuff to be a fighter pilot. Mate, you don't
have the killer accent. I just can't see you pressing
the button.

Speaker 3 (01:26:09):
Well, after all that marching as well, you know why
are we marching on the ground. I just want to
fly jets. Oh e one hundred eighty ten eighty is
the number to call. Do you think we should be
investing a little bit more into our air force and
have some aircraft that are combat ready? Love to hear
from your nine two nine two is the text number.
It is fourteen past three.

Speaker 5 (01:26:31):
Wo there we go.

Speaker 3 (01:26:34):
Beautiful, it's lovely, clearly that's that's That's not an F
thirty five, is it?

Speaker 2 (01:26:40):
No, that might have been a C one thirty hercules. Yeah, beautiful,
happy retirement to those the old hercules were allowed to too.
That would make them cooler. You can you can buzz
people with them.

Speaker 3 (01:26:50):
It has a quarter pass three. Good afternoon. We've asked
the question, what do we want out of a air force?
Do we want to see our government investing more and
combat ready aircraft. It's on the back of the retirement
of our C one thirty h hercules. I've been in
the air for sixty years and have done a mighty
job those aircraft.

Speaker 2 (01:27:10):
Yeah, and there's no doubt that the new hercules are
very very cool with a lot of sweet tech in them.
But do we need more gear in the in the army,
in the air force.

Speaker 3 (01:27:22):
Jacob, how are you this afternoon?

Speaker 19 (01:27:24):
Oh I'm very well, thank you? How about you?

Speaker 4 (01:27:26):
Yeah?

Speaker 2 (01:27:26):
Good?

Speaker 3 (01:27:26):
What's your take on this? Do you think it would
be wise to look at investing in combat ready aircraft?

Speaker 19 (01:27:33):
Look, I'm going to say this. I've had a big
debate about people with people about this, and I reckon
that it might be surprising at how we use our
air force and how modern air force has worked these days.
Back in the days when we had Stripeforce with Skyhawks,
wanted an awesome aircraft and we could fit in with
the Australians and show air superiority in the South Pacific.

(01:27:57):
But ultimately, I think what we really need to be
doing is not investing in strikeforce capability because really it's
really really expensive and difficult to maintain, and there are
there are better ways in which we can support our
our local kind of allies and what they need out

(01:28:18):
of our logistics capability, which is what we're very good at.
We're very good at logistics and that's how the air
forces work when you're in a in an active war zone,
they fly forty slots and New Zealand can just help
out by taking slots.

Speaker 2 (01:28:35):
Really, so so what you're saying, So what you're saying, Jacob,
is that you go you talk to Australia and go,
look what do you need? What what are what are
the gaps that that are missing and that your air
force needs that we can we can supply that, we
can train our people for and and and deliver that
and just outside of the strikeforce capt capacity.

Speaker 19 (01:28:57):
Some simplistic you know, simply Yeah, for sure. Yeah, that's
that's pretty much what the summary is. Is that exactly,
that that we can we can better support our partners
with their gaps and what strengths we're already holding. It's
expensive to run strike force and they don't get a
lot of use here, you know. I mean, they're pretty

(01:29:17):
fun to look at and make great noise.

Speaker 16 (01:29:20):
And.

Speaker 2 (01:29:22):
Yeah, do you think it's we do enough? So you know,
and I know that we we do a lot of
work with our Hercules and we you know, our pilots
go over and work in the Hercules divisions in the
American Air Force and we help out. We can do
you think that we currently do enough for our allies
that if a need for a strikeforce came that they

(01:29:43):
would they would they would come and help us.

Speaker 16 (01:29:46):
Yeah.

Speaker 19 (01:29:46):
Look, I think I'm going to say that we've got
a very good reputation with our allies, and we've established
that through the hard work and the efforts that we've
put in, and so I would like to think that
that would probably be on the cards, and they would
they would understand that we don't have, you know, a
force capability that that's going to you know, disrupt anything significantly.

(01:30:13):
That's Yeah, that's what I think I would imagine the
answer to that is, Yes, I think we're well regarded.

Speaker 3 (01:30:19):
Yeah, and we wouldn't be the only country, Jacob that
clearly doesn't have the resources to be able to pump
into you know, combat ready aircraft in this case, so
fall back to more of a peacekeeping, an aid and
transport capability when something big. Catham's yeah, yeah, absolutely.

Speaker 19 (01:30:38):
Look, you know, there are plenty of Pacific islands that
have serious force, you know capability. FIGI is one fig
and Army fantastic fighting force, a six foot four thousands
of them. They go to all the time. Very very capable,
but in the air space less though. So there are

(01:30:58):
plenty of people in our idiot environment that don't have
a full army, navy, air force, you know, attack capability,
and we just happen to be one of them. And
I reckon, you know, that's the future, is how do
we all get along the best distribute and you know,
maybe not even peacekeeping but just more really just yeah, yeah,

(01:31:25):
filling the gaps.

Speaker 2 (01:31:25):
Yeah, well, Jacob, I can see though from an Australian
and an American perspective, that in nineteen eighty we've spent
three percent of our gest GPD GDP sorry on on
our defense and now it's all the way down to
nearly one percent. So do you think that they might
look at that and go, well, you know, you're helping

(01:31:46):
us out a little bit here, you're filling in some gaps,
you're you're you know, being friendly, and you're offering some logistics.
But as a percentage of your GDP, are you really
doing your bet best for security in the area.

Speaker 19 (01:31:59):
I wonder if that's really a thing outside of America
where Donald Trump is sort of a huge GDP, isn't
he He's all about the how much you're putting into
NATO and all of that. I'm not quite sure if
that allies really do compare what we put in financially
to the effort that we give them logistically and practically.

(01:32:22):
I'm not quite sure if well.

Speaker 2 (01:32:23):
I think Australian Australian politicians have brought it up before
and said that they're they're carrying us in the past,
but a sort of.

Speaker 19 (01:32:30):
A popularist way of angling it, isn't it to a
small country to be like us saying to cook Islands, gee,
you don't put much GDP into your bloody Well.

Speaker 2 (01:32:40):
It's a percentage though, isn't it. So it's a you know,
if you're a nation with a smaller GDP, then you're
going to be putting them again. So if you're sat
like so, it's quite a lot to drop from two.
Basically we're down to a third of what we were
spending on our defense force just you know, in nineteen eighty.

Speaker 19 (01:32:58):
So you know, ago, Look, I think the other way
that the defense force is running is really being more
trans more transparent, more accountable financially. So what that means
is I think fundamentally trying to do more with less,
and that has a great benefit to the New Zealand
taxpayer and probably doesn't look as good to the It

(01:33:24):
actually is really good brush, So I don't see as
having a reduction. And you know, like if we didn't
have a strike force, is it not necessarily you know,
a reduction in GDP percentage to where we can matter most.
I mean, and I'm not a politician, and I'm not
really you know, trying to make us look great. I

(01:33:46):
just feel like there is a lot of angling on
how we could have a really good stripe force, but
realistically it's kind of never really got used, so it's
very expensive to maintain.

Speaker 3 (01:34:00):
Yeah, Jacob, thank you very much. Some great points. So
eight hundred eighty ten eighty is the number to call.
Nine two ninety two is the text. Do you think
we need to put more investment into our air force?
Love to hear from you. It is twenty four past
three to.

Speaker 2 (01:34:12):
One of the coolest things we have is our NH
ninety helicopters.

Speaker 5 (01:34:16):
They are they are very cool.

Speaker 3 (01:34:17):
I've just looked them up. They are twenty aren't.

Speaker 2 (01:34:20):
They twenty meters? They're much bigger than you think they
would be, and you know they can carry eighteen passages.
We do have some pretty cool kit in the Air Force,
but I would argue we need more and cooler kit.

Speaker 3 (01:34:31):
Yeah, what did you say, though? I One hundred and
eighty ten eighty is the number to call twenty five
past three, Matt.

Speaker 1 (01:34:41):
Heath and Tyler Adams afternoons call Oh, eight hundred and
eighty ten eighty on US talks EDB.

Speaker 3 (01:34:47):
News Talk ZEDB nine two nine two is the teach number.
Some great teachs coming through.

Speaker 2 (01:34:51):
Yeah, so Matt and Tyler, Oh, here we go, Sorry, Matt.
Defenses like insurance. It is expensive, but way cheaper than
the alternative. Ossie's needs may well have moved by. But
what was if six things from New Zealand? Perhaps the
sixteen V dot l K.

Speaker 3 (01:35:07):
Yeah, all right, going cheap at the moment when a
couple one hundred mil for one of those Craig how
are you?

Speaker 14 (01:35:13):
Yeah?

Speaker 6 (01:35:14):
Good? Hey, we do need to have our defense expenditure.
You know, we can't rely on America all the time
and theyn't get more hard nosed, and the Australians have
seen us as free loaders. We can't spend like what
they do, but we do have to up the anty
of that because as you know, there's no such thing
as a free lunch. There's the elephant in the room
in the Pacific, which is China. And regarding the Skyhawks,

(01:35:36):
there's a great book written about them called Top Gun
Recruit for the Skyhawks Where to develop the program Here
Carol Keewy and Unity called CARHO and they're updated the
Avilits and the Skyhawks and they're on a part of
the F sixteens and then exercises with the Senaporeans and Ausies.
They held their own. We're actually offered twenty eight S

(01:35:56):
sixteens by Bill Clinton at bargain basement prices, but when
Helen Clark was elected, it's antimoritory. She turned them down
and boised the strike one. To re establish that now
of the engineering in the backup would take quite a bit.
We do need to do something, guys there. We'll get missiles,
all drones. We've got to fill upon our weight.

Speaker 2 (01:36:19):
You know, you talk about pulling awake Greg because we
would we ever be able to spend the kind of
money that would give us the strikeforce some and you
talk about China or any potential conflict, and I'm not
saying that that's likely or not where we would ever
be able to spend the kind of money that we
could defend ourselves on our own.

Speaker 6 (01:36:39):
No, we'd have to do it in conjunction with our allies.
I mean, I was told what we used to spend
on the Skyhawks in the year. We spend every three
days on welfare. And when they abolished, and the Assies
were pleading with us to even off of the help,
they had some an hour over there, they had some
terminally stationed there, and the ass were pleading with us
not to get rid of them. But Clark was determined

(01:37:01):
one way or the other to get rid of them.
And that was, you know, made us go down in
the eyes of the Ouries. You know, they know that
we can't spend the money they have. We haven't got
the population, but we've just kind of they seemed to
pull our weight our GDP on the it's a dangerous
world out.

Speaker 2 (01:37:21):
The area from that we're on we're on I think
we're on one point two percent. Yeah, I think we
might even be lower than that now.

Speaker 3 (01:37:28):
I think it was under a percent, wasn't it. We
looked this up last year and I believe it was
eric point.

Speaker 2 (01:37:33):
We've recently had some cuts as well so, and of
course we lost them mon Anui, so any savings we
made we lost. So yeah, I mean Jacob before was
saying that that that that the GDP's in American way
of looking at it, but I think it's aso an
Australian way of looking at it, isn't it. They go, well,
you're only spending this much and we haven't to spend
that much. That there is there is a balance that

(01:37:55):
people make in their minds because they are sovereign nations
are on their own right. They don't actually owe us
to protect us in any way, shape a form, and
you can imagine a situation politically where they go, well,
they didn't do it, they didn't look after themselves, so
why should we help them?

Speaker 3 (01:38:09):
Yeah, great, we'll just digress.

Speaker 6 (01:38:12):
They were just digress in the old anti nuclear thing
that really got us off side with patch things up
with the Americans. And as much as people like to
beg and the other ones would run through cap and
hand for help with so you know what, it's the
fan one't they.

Speaker 3 (01:38:25):
Yeah, yeah, absolutely, Just going back to the Skyhawks, because
I was a little bit too young to remember whether
there was much pushback from the public, was there, Gregor
was there quite a bit of acceptance that.

Speaker 6 (01:38:38):
There was a hell of a prospect. There was a
petition launched in the paper and I signed it along
with many others, and people played it with the government.
You know, it's not because you had all the engineering
and maintenance that went with them. And those people eventually
end up in Ciby Street, and you know, that's where
a lot of people end up. And it was a
great thing for in New Zealand and for the country
in general. And as I said, car Who was an

(01:39:01):
amazing program. Good on kewe know here and you know
we developed that hair and it was a great thing.
And those Skyhawks do you remember they put them into
storage because the Americans wouldn't allow them to be sold.
And what they spend on storage, I mean, it was
just ridiculous. And the Israelis and other ear forces have
still gotten them. They're a great replaying the ground attack playing.

(01:39:23):
They did a wonderful shot and our allies would have
probably helped us, you know, with a bit of monetary
assistance if we needed it. I'm sure.

Speaker 3 (01:39:33):
Great. Yeah, you make make some great points. And it
was a little bit devious, wasn't it. Of Helen Clark
at the time that from my understanding corectly if I'm wrong,
but the idea of mothballing them was that there's a
potential that they may come back, that we may find
that we find the money there or the funding there

(01:39:53):
to bring them back into service. And of course that
was never part of the plant. It was always a
slow mothballing. And you can't they can't be sold, and
eventually they'll just end up in museum's.

Speaker 16 (01:40:05):
Yeah.

Speaker 6 (01:40:05):
Well, I mean, I don't told you when they come
out here nineteen seventy or early seventies, when they're brought
here without having correct fashion. She was on the people
who've got our protests against her, and I'm told I
don't know how to see her. She said, I'm going
to get rid of you one day, and sure enough
she did.

Speaker 4 (01:40:22):
Yeah.

Speaker 3 (01:40:22):
Greg, always good to chat mate. Thank you very much
for giving us a buzz.

Speaker 2 (01:40:26):
So I think that they're Our defense spending is between
zero point eight and zero point nine percent of GDP,
whereas Australia is increasing their defense budget to two point
four of their GDP, and obviously their GDP is far
far larger than ours, So that seems out of all
the things you have to do as a government, defense

(01:40:48):
is a huge part of it. And to only be
spending that much money, and it's one of those things
because people will go, what will you take it away from?
Because we don't seem to be able to afford our health,
or our education or our superinnuation. So and just because
there's no in inanimate oh my god, I can't speak
today imminent threat, well, we perceive that there isn't. It's

(01:41:13):
very hard to move that money into it. But you've
got it as a nation, don't you have to defend yourself.
Isn't that one of the key parts of being a nation.

Speaker 3 (01:41:21):
I always thought the measure of NATOON. I know we're
not part of of NATO, but the part of that
deal is that those member countries should hit at least
two percent of their GDP spent on on military. And
I believe that only three or four of those thirty
members reached that level of two percent, but I think

(01:41:42):
that's a good number. And we have allies around the
world right and as a member of the Five Eyes,
and as a member of the Pack with Canada, United States,
the UK and Australia, we should be up and we
should be matching that two percent. That's kind of part
of our.

Speaker 2 (01:41:57):
Role, right, Yeah, this Texas says Matt and Tyler that
the Americans would never let any evading force get a
foothold in the Pacific, so an attack force not required.
There's no stomach in a country for spending on defense. Craig, Well,
I don't know, a lot of crazy stuff's happened in
this world, and a lot of alliances have changed, and

(01:42:17):
I can foresee I can imagine America going, well, what
have they done for us lately?

Speaker 3 (01:42:22):
Yeah, your famous last words, Creig, it is twenty five
to four. I will get more of more of your
phone calls very shortly. Great debut companies. Always you're listening
to Matt and Tyler.

Speaker 12 (01:42:34):
Jus talk said, be headlines with blue bubble taxis. It's
no trouble with a blue bubble. Labor leader Chris Hopkins
says the Prime Minister should reprimand Shane Jones for threatening
funding for White Tangy, calling it intimidation. Jones criticized the
White Tonguy Trust over protest action during a speech today
by as leader whose controversial Treaty Principles Bill has caused

(01:42:57):
widespread dissent. A climbing unemployment rate, which reached five point
one percent in the last quarter, is being blamed on
the slow recovery Westpak A slow economy, I should have said.
Westpac anz is cutting its advertised three year special home
loan rate to four point ninety nine percent. A pedestrian

(01:43:19):
seriously injured after a crash involving a truck in Auckland's
Parnell and motorists to being worn. The Busy Strand traffic
corridor will be disrupted this afternoon. Armed police have cordoned
off Tooki Tooki Tuok Street in Auckland's Waterview. They are
advising people to stay away. Great North Road is still open.

(01:43:41):
Greenhouse gas emissions fell zero point seven percent in the
three months to last September. Gregor Paul on how the
all Blacks Hukker controversy reveals a deeper unity issue. You
can see his full column at zat Heral Premium. Back
to Matt Eath and Tyler Adams.

Speaker 3 (01:43:57):
Thank you very much, Rayleen, and we're talking about our
air forces. Is on the back of the farewell to
the C one thirty h Hercule. Beautiful aircraft been in
operation for sixty years, but there are some new who
alles that have been purchased by the government. But it
had us talking about our investment into our air force,
and ever since the Skyhawks were mothballed, we haven't really

(01:44:19):
had a combat ready aircraft as part of our air force.
Arguably those beautiful helicopters what is at the Inn in
age nineties. Yeah, they are beasts of helicopters, aren't they.

Speaker 2 (01:44:30):
Yeah they are. I mean they do have some of
their upkeeping maintenance issues, but they're very very cool choppers
if you ask me. And I don't know all of
a lot about choppers, but I flew the Air Force
simulator one of them, and well I did pretty well actually,
but then I shredded some people in the Caketon and
Wellington because I decided to fly out over Wellington and

(01:44:50):
they've got in there in their simulator. They've got the
whole of New Zealand so you can fly around. So
I thought, you know, I'll try and land in a stadium.
Landed in WISPEC Stadium and shredded some people in the
crowd because.

Speaker 3 (01:45:02):
Well was it cut off from failed to pass if
you take out maybe.

Speaker 2 (01:45:08):
Failed for reckless flying. But also I forgot that those
helicopters are twenty meters long. Yeah, so I forgot about
the art the end of it.

Speaker 3 (01:45:15):
It's a trick for new players.

Speaker 2 (01:45:16):
I got, I got it down. Just treated some people.

Speaker 3 (01:45:20):
Morris, how are you mate?

Speaker 4 (01:45:22):
Yeah, guys, here are interesting conversation here. We definitely need
to lift our game because we need to get in
bed with Australia. And the guys said earlier, we need
to speak to them and say, you know, what can
we do to support you and have like a once
again at Anzac battalion or something, because I'll tell you what.

(01:45:45):
You know, China's coming down slowly but surely down, you
know in the Pacific. You know, the guys said, oh,
you know, they won't come down here whether they're already
you know, trying to build bases up in New Guinea
and the Philippines. You know, got the military base here
at the ends. But they have in trouble with their fisheries.

(01:46:06):
My theory is this, you know, they might come down
in a wall foding, but what would we do if
one hundred of their big commercial fishing boats come down
here with the coast Guard, which is basically their navy
and started fishing in our orders. What could we do?
We don't even have a navy.

Speaker 2 (01:46:26):
Yeah, well, I mean there's some talk that maybe away
what we could do is invest more in drones, because
there's the drones are a cheaper way to police your oceans.
But there doesn't seem to be any sort of commitment
towards that.

Speaker 3 (01:46:40):
Either you need you need a bit of a stick
to wave, don't you, or at least backing from a
country that does have a big stick. But the Japanese,
for example, when they were in our waters whaling, there
was a huge thing and there wasn't too much we
could do. We'd tried, but Japan said, we hear you,
and we don't care. We're going to take you away.

Speaker 2 (01:46:56):
We can send out Augland transplant parking enforcement.

Speaker 4 (01:47:00):
What would we do? What we do China send down
one hundred commercial fishing boats down here with the coastguards.
That basically.

Speaker 2 (01:47:12):
Very little, very little we could do, you know, And
we've got you know, our navy. We've just lost a ship.
But you know, well, you know we've got we've got
some ships, one one down recently. I think we lost
eleven percent of around our navy. But yeah, I mean
the amount of coastline and the amount of water that
we have to protect with what we've got is it's

(01:47:33):
not even it's not even possible.

Speaker 4 (01:47:36):
But but you know, maybe drones of the way hope
has been in step with Australia. Yeah, you've got too
much on the plate story about it.

Speaker 2 (01:47:46):
But can you mention a situation Morris though, where we
hand over because I think the problem that we have
with that is if we just get in lockstep with
the Australian military and hand then what they want, then
we're kind of handing over our international operations to another government.
So whatever they have to do or they want to do,
we have to do which and we had very different countries.

Speaker 3 (01:48:08):
So if some nutcase gets into the Australian government and decides,
you know what, I've really had enough of China, let's go,
we're in We're.

Speaker 4 (01:48:16):
Morris, No, what I mean, not so much, you know
that way, that's too extreme, But I mean, least have
the same equipment and the same types of military car
for the same type of Yeah.

Speaker 2 (01:48:28):
So stuff slots in together so it fits in with
what they're doing. Yet, Hey, thank you for you call. Morris.
I appreciate that this textas says, what do you mean though, straightforce?
We've got a chipmunk and three tiger moths here at Wanaka,
and there's an M fourteen spit at Omakah and Peter
Jackson has two Fokker triplanes. We're ready, boys, bring it on.

Speaker 3 (01:48:48):
That would really stitch them up if they had the
F sixteens and we bring the old boys back. I mean,
what what are the F sixteens do? They're just scream
past them.

Speaker 2 (01:48:56):
In terms of fleets, I think we've looked into this
before in the show, and I think it goes in
New Zealand, Peter Jackson the New Zealand Air Force in
terms of number of planes. Although look, some of Peter
Jackson's technology is a sort of bi wing which.

Speaker 3 (01:49:11):
We still might need.

Speaker 4 (01:49:12):
You beat.

Speaker 3 (01:49:12):
Don't go, don't go yet. Oh one hundred and eighty
ten eighty is a number to call at sixteen to four.

Speaker 5 (01:49:20):
The issues that affect you, and a bit of fun
along the way.

Speaker 1 (01:49:23):
Matt and Taylor Afternoons with the Volvo X eighty innovation,
style and design, have it all youth talk said be.

Speaker 2 (01:49:31):
We've been talking about the retiring of our C one
thirty hercules fleet it's been with us since for the
last sixty years. Been replaced with the C one thirty
J thirty hercules, which very cool vehicles, very cool vehicles.
Do you call planes vehicles? Very cool? Aircraft's probably more
are vehicles, but they are a better way to describe
a beat.

Speaker 3 (01:49:49):
What they call them a vehicle.

Speaker 2 (01:49:51):
I'm going to a lot of tested. I've lost ability
to speak, which is a real disaster for a broadcaster
if you have lost ability to find words and say
them out loud. But we've just been talking about is
that enough? Do we have a strikeforce? Well, we know
we don't have a strikeforce.

Speaker 3 (01:50:07):
Can I just say, is the echo was the correct use?

Speaker 10 (01:50:09):
Yes?

Speaker 3 (01:50:10):
Of VL is a machine design for self propulsion, usually
to transport people. So there you go yourself down, mate.

Speaker 2 (01:50:17):
No, I think it's right, but it's not a great
way to describe a plane as a vehicle anyway, guys,
we could do all the training up to PC nine
standard for the Aussies and US. A number of keywis
could then go on to the fast jets with the
r aaf NH ninety is about twenty six thousand per
hour to operate Australian ditch. Their is Australia. The Australians
ditch there is we should have bought black Hawks or

(01:50:38):
something similar to what Australia operates. We could have got
more for our money and more practical. I mean, I
don't know a lot about helicopters, but I knew that
the NH nineties look cool and they're huge, so I
like them. But yeah, what he's kind of saying there
is that we slot in with the Australians, so we
train to their standards so we can slot on to

(01:50:59):
use the gear if they need it. And you know,
we buy we buy units that fit what they're doing.
So if they're buying black Hawks, we buy black Horley.

Speaker 3 (01:51:08):
I like the idea of it, but we'd have to
own those assets. That's important, right. We couldn't go into
some sort of arrangement where we say here's a couple
of hundred million dollars, use that to buy some sort
of aircraft or vehicle and we're in with you. That
is where it starts to get try.

Speaker 2 (01:51:24):
What you could say, is Australia, what are you buying? Okay,
we'll get some of that and we'll train up for
people to use your gear, and you can use some
of our gear. But the problem with that is we
are then if we get in line, as we're saying
before Australia too much, then do we have our own
foreign policy or are we just part of theirs? And
do we just become a part of Australia.

Speaker 3 (01:51:45):
It's a hard one, Warren, how are you? Oh, I'm
great now and we do need to upgrade.

Speaker 16 (01:51:53):
No.

Speaker 10 (01:51:53):
I've been listening to sitting way back to Buyen talking
about how much money they're spending on their enemies and
their defense, and I kept thinking, I've looked at a
math and I can't find any I can't find a
map of the world that shows New Zealand's enemies. I

(01:52:16):
don't think we've got any.

Speaker 2 (01:52:19):
You don't, well, we don't have it. Well, we definitely
have people that were in competition worth I guess if
you look at the West versus the East, you know
there are definitely historical alliances and sides that we kind
of are on. But as for someone that's directly threatening us, no,
But you don't think that things could change very quickly

(01:52:41):
Warrant No.

Speaker 10 (01:52:42):
I think we really need to spend more time making
friends you know, we need to spend most of our
effort that you know. I mean, I was listening to
some of the prices, you know, and you fire one
missile and that's probably what we spend on our air
force every year. So you kind of go and what

(01:53:02):
ends with that missile?

Speaker 14 (01:53:04):
Missus?

Speaker 10 (01:53:04):
You know, the whole thing is just a waste of time.

Speaker 2 (01:53:09):
When you agree Warren that the way you make friends
as buy it with military alliances and seeing how you
can fit in with the militaries of your ally's allies.
Isn't that one way to make friends.

Speaker 10 (01:53:22):
Yeah, that's there's certainly a way to make friends. Doesn't
mean you have to be a fighter pilot, doesn't mean
you have to own these beautiful looking helicopters. You know,
we we can, we can actually we're capable of going
out into the world, meeting people, making friends, and working

(01:53:46):
with most of the nationalities in the world, you know.
And you know, I keep hearing about this this huge
threat from China, and you know, I just I just
keep thinking, really, do we really think that there is
this massive threat from a country the size of China

(01:54:10):
is preparing to threaten a country the size of Music.
And I mean, if anything. They want to protect our
country so that they can then give enough agricultural product
to live on.

Speaker 2 (01:54:25):
Well, I mean they we trade with them and we
make money off them. But you, I guess the reason
why you have a defense force in you invest is
because you don't know anything about the future. You can
make some predictions, but things can change in a geopolitical
manner very very quickly. Would you agree, Warren?

Speaker 10 (01:54:43):
Oh, I totally agree. And the problem with that, of course,
is we still won't be able to contribute. We still
we still have the inability to to match it at
a significant stage. You know, what we what we what
we're going to look at is what are we good at?

(01:55:04):
What can we actually do to bring the world together. Yeah,
and a lot of what we need to do is
worked with people.

Speaker 3 (01:55:16):
Warren, Thank you very much. I hear what you're saying.
I mean, that's that's trying to be neutral. But as
we know, with the state of the world and geopolitical forces.

Speaker 2 (01:55:24):
I love the sentiment.

Speaker 14 (01:55:26):
I love it.

Speaker 2 (01:55:27):
I do think we need to work with people and
bring together and find some friends. This text here says
with Ansis and Anzac, we're guaranteed to be protected by
Australia in the US. Okay, how that works, guarantee?

Speaker 5 (01:55:40):
Is it?

Speaker 2 (01:55:41):
Oh that's good, I'll stop worrying.

Speaker 3 (01:55:42):
Yeah, Happy days seven to four. Back in the month.

Speaker 1 (01:55:46):
The big stories, the big issues, the big trends and
everything in between.

Speaker 5 (01:55:51):
Matt and Tayler Afternoons with.

Speaker 1 (01:55:52):
The Volvo XC ninety attention to detail and a commitment
to comfort. News Dog ZB on News dogsb.

Speaker 2 (01:56:01):
Hi, guys, this is this textile. I've been serving on
the C one thirty h aircraft and the RNZAF for
over thirty three years. It was pretty emotional seeing the
old girls depart for north By. I'm coming up to
sixty three years old and also due for retirement regards distory. Yeah,
it was sad to see them go.

Speaker 5 (01:56:17):
Though.

Speaker 2 (01:56:17):
Are very very cool aircraft, and the new hercules are
cool too. Yeah, but I personally think we need more planes.
Let's go give us some jets. Good discussion. Thank you
very much for today. We will see you in a
few days man. Yeah, I'm going to feel La.

Speaker 3 (01:56:33):
Porp Yeah, me too, going to FeelA por Friday live
like the French YEP. Andrew will be here all right,
see you

Speaker 1 (01:56:41):
Then for more from News Talks the'd be listen live
on air or online, and keep our shows with you
wherever you go with our podcasts on iHeartRadio

All Episodes

Episode Transcript

Popular Podcasts

40s and Free Agents: NFL Draft Season

Dateline NBC

Las Culturistas with Matt Rogers and Bowen Yang

.css-15opob5{left:0;position:absolute;top:0.8rem;} All Episodes

.css-14f5ked{margin:0;word-break:break-word;display:-webkit-box;-webkit-box-orient:vertical;box-orient:vertical;-webkit-line-clamp:2;overflow:hidden;}Full Show Podcast: 05 February 2025

Episode Transcript

Popular Podcasts

.css-r6mb8g{margin:0;word-break:break-word;display:-webkit-box;-webkit-box-orient:vertical;box-orient:vertical;-webkit-line-clamp:1;overflow:hidden;}40s and Free Agents: NFL Draft Season

Dateline NBC

Las Culturistas with Matt Rogers and Bowen Yang

All Episodes

Full Show Podcast: 05 February 2025

40s and Free Agents: NFL Draft Season