title: Volunteer tourism: Evidence of cathartic tourist experiences

authors: Zahra, Anne Louise

subjects: research note

abstract: The study involved in-depth interviews with participants of an Australian non-government organization (NGO) that organizes projects in which young volunteers aged between 17 and 26 years from Australia and New Zealand participate in welfare projects with partner NGOs in developing countries. The welfare projects provide on the ground assistance to communities; these may not lead to longer-term sustainable development through longer-term skills training but engage the volunteers and community in a mutual exchange. Typically, participants will be engaged in short term courses in health and hygiene, micro-enterprise management skills, assisting in community health projects, community service with children with disabilities or orphans, painting, construction of school playgrounds and classrooms, guest teaching in schools, cultural exchange and disaster relief. The Australian NGO provides no financial assistance for participants; it primarily organizes and facilitates the travel, project and community work. Each project lasts between two and four weeks and are thus typically short-term in duration. As such, participants can be considered 'shallow volunteer tourists' (Callanan and Thomas 2005).

text: Volunteer tourism: Evidence of cathartic tourist experiences The study involved in-depth interviews with participants of an Australian non-government organization (NGO) that organizes projects in which young volunteers aged between 17 and 26 years from Australia and New Zealand participate in welfare projects with partner NGOs in developing countries. The welfare projects provide on the ground assistance to communities; these may not lead to longer-term sustainable development through longer-term skills training but engage the volunteers and community in a mutual exchange. Typically, participants will be engaged in short term courses in health and hygiene, micro-enterprise management skills, assisting in community health projects, community service with children with disabilities or orphans, painting, construction of school playgrounds and classrooms, guest teaching in schools, cultural exchange and disaster relief. The Australian NGO provides no financial assistance for participants; it primarily organizes and facilitates the travel, project and community work. Each project lasts between two and four weeks and are thus typically short-term in duration. As such, participants can be considered 'shallow volunteer tourists' (Callanan and Thomas 2005).

year: 2007

title: Foregrounding Harmony: Chinese International Student’s Voices in Communication with Their New Zealand Peers

authors: Holmes, Prue

subjects: harmony

abstract: Chinese students’ intercultural communication experiences in Western educational institutions have largely been examined through Eurocentric theoretical lenses, often resulting in misinterpretations of their verbal and nonverbal interactions. Instead, this paper provides new understandings of Chinese students’ intercultural experiences by adopting an “Asinacentric” approach which foregrounds harmony as an epistemological, religious, and axiological base for communication. In-depth interviews with 14 Chinese international and 10 New Zealand Students indicated that Chinese students sought to maintain harmony in interpersonal relations, evidenced in facework, role recognition, the place of listening and silence, and managing group work interactions. The study outcomes have implications for future research on Chinese communication, as well as understandings of Chinese international student’s communication with their New Zealand counterparts in Western Learning contexts.

text: Foregrounding Harmony: Chinese International Student’s Voices in Communication with Their New Zealand Peers Chinese students’ intercultural communication experiences in Western educational institutions have largely been examined through Eurocentric theoretical lenses, often resulting in misinterpretations of their verbal and nonverbal interactions. Instead, this paper provides new understandings of Chinese students’ intercultural experiences by adopting an “Asinacentric” approach which foregrounds harmony as an epistemological, religious, and axiological base for communication. In-depth interviews with 14 Chinese international and 10 New Zealand Students indicated that Chinese students sought to maintain harmony in interpersonal relations, evidenced in facework, role recognition, the place of listening and silence, and managing group work interactions. The study outcomes have implications for future research on Chinese communication, as well as understandings of Chinese international student’s communication with their New Zealand counterparts in Western Learning contexts.

year: 2008

title: The general cognitive ability of Maori and European subjects: a comparative study of Queensland test performances and psychometric properties

authors: St George, Ross

abstract: Research was undertaken into the performances of New Zealand Maori and European children on the Queensland Test of Cognitive Abilities. In addition to studying the comparative performances of the two ethnic groups at six age levels, major psychometric properties of the instrument were investigated. Such data have an important bearing upon the issue of psychological equivalence across ethnic or culture group samples.
Seven hundred children (303 Maori and 397 European) aged between eight and a half and fourteen and a half years were tested with the Queensland Test. A small statistically significant ethnic group difference was found favouring the European children. Subsequent analyses indicated that the small difference was of little practical significance. Queensland Test subtest data were also analysed, This indicated that subtest performances were likely to be influenced by subject variables in a manner not necessarily evident in the overall test results. Gender differences in performance on the Pattern Matching Subtest were found and are consistent with other data. 
Queensland Test reliability, validity and item characteristics were researched for the two ethnic groups. 
To obtain test-retest reliability estimates and data on criterion related validity longitudinal studies were undertaken with four ethnically mixed class groups Standard 3 to Form 2). 
The Queensland Test was found to be equally reliable with both ethnic groups although the levels of reliability obtained were not considered entirely satisfactory. 
Validity data indicated that the same general intelligence construct could be employed in the interpretation of Queensland Test results with both European and Maori subjects. Content validity issues were considered and it was argued that in terms of both test content and measurement procedures the Queensland Test should provide an equally valid measure of general intelligence with both groups. 
The criterion related validity coefficients were of approximately the same order for each ethnic group although doubts were expressed about the adequacy of the criteria. Construct validity was investigated by considering the relationship of test performance to age and through factor analytic evidence. The analyses supported the view that the Queensland Test was primarily a measure of the same underlying construct within each ethnic group. In terms of prevailing psychological theories on human intelligence this construct was interpreted as being of a general intelligence nature.
Comparative data on item characteristics did not indicate any marked ethnic group differences. More apparent was the need to restructure particular subtests where items failed to discriminate adequately within both ethnic groups. It was concluded that the weight of evidence was in favour of the psychological equivalence of this ability measure with Maori and European children. 
Data for combined ethnic group samples have been reported, Pooled data were employed in some factor analyses and these supported a general intelligence interpretation of Queensland Test results. Preliminary norms were also derived from combined ethnic group data. 
Findings are discussed in relation to the concept of intelligence and its cross-cultural measurement, other Queensland Test research and recent cross-cultural studies on cognitive abilities in New Zealand.

text: The general cognitive ability of Maori and European subjects: a comparative study of Queensland test performances and psychometric properties Research was undertaken into the performances of New Zealand Maori and European children on the Queensland Test of Cognitive Abilities. In addition to studying the comparative performances of the two ethnic groups at six age levels, major psychometric properties of the instrument were investigated. Such data have an important bearing upon the issue of psychological equivalence across ethnic or culture group samples.
Seven hundred children (303 Maori and 397 European) aged between eight and a half and fourteen and a half years were tested with the Queensland Test. A small statistically significant ethnic group difference was found favouring the European children. Subsequent analyses indicated that the small difference was of little practical significance. Queensland Test subtest data were also analysed, This indicated that subtest performances were likely to be influenced by subject variables in a manner not necessarily evident in the overall test results. Gender differences in performance on the Pattern Matching Subtest were found and are consistent with other data. 
Queensland Test reliability, validity and item characteristics were researched for the two ethnic groups. 
To obtain test-retest reliability estimates and data on criterion related validity longitudinal studies were undertaken with four ethnically mixed class groups Standard 3 to Form 2). 
The Queensland Test was found to be equally reliable with both ethnic groups although the levels of reliability obtained were not considered entirely satisfactory. 
Validity data indicated that the same general intelligence construct could be employed in the interpretation of Queensland Test results with both European and Maori subjects. Content validity issues were considered and it was argued that in terms of both test content and measurement procedures the Queensland Test should provide an equally valid measure of general intelligence with both groups. 
The criterion related validity coefficients were of approximately the same order for each ethnic group although doubts were expressed about the adequacy of the criteria. Construct validity was investigated by considering the relationship of test performance to age and through factor analytic evidence. The analyses supported the view that the Queensland Test was primarily a measure of the same underlying construct within each ethnic group. In terms of prevailing psychological theories on human intelligence this construct was interpreted as being of a general intelligence nature.
Comparative data on item characteristics did not indicate any marked ethnic group differences. More apparent was the need to restructure particular subtests where items failed to discriminate adequately within both ethnic groups. It was concluded that the weight of evidence was in favour of the psychological equivalence of this ability measure with Maori and European children. 
Data for combined ethnic group samples have been reported, Pooled data were employed in some factor analyses and these supported a general intelligence interpretation of Queensland Test results. Preliminary norms were also derived from combined ethnic group data. 
Findings are discussed in relation to the concept of intelligence and its cross-cultural measurement, other Queensland Test research and recent cross-cultural studies on cognitive abilities in New Zealand.

year: 1977