title: China's energy economy: Technical change, factor demand and interfactor/interfuel substitution

authors: Ma, Hengyun

subjects: China

abstract: With its rapid economic growth, China's primary energy consumption has exceeded domestic energy production since 1994, leading to a substantial expansion in energy imports, particularly of oil. China's energy demand has an increasingly significant impact on global energy markets. In this paper Allen partial elasticities of factor and energy substitution, and price elasticities of energy demand, are calculated for China using a two-stage translog cost function approach. The results suggest that energy is substitutable with both capital and labor. Coal is significantly substitutable with electricity and complementary with diesel while gasoline and electricity are substitutable with diesel. China's energy intensity is increasing during the study period (1995–2004) and the major driver appears to be due to the increased use of energy-intensive technology.

text: China's energy economy: Technical change, factor demand and interfactor/interfuel substitution With its rapid economic growth, China's primary energy consumption has exceeded domestic energy production since 1994, leading to a substantial expansion in energy imports, particularly of oil. China's energy demand has an increasingly significant impact on global energy markets. In this paper Allen partial elasticities of factor and energy substitution, and price elasticities of energy demand, are calculated for China using a two-stage translog cost function approach. The results suggest that energy is substitutable with both capital and labor. Coal is significantly substitutable with electricity and complementary with diesel while gasoline and electricity are substitutable with diesel. China's energy intensity is increasing during the study period (1995–2004) and the major driver appears to be due to the increased use of energy-intensive technology.

year: 2008

title: Genetic variability of New Zealand seagrass (Zostera muelleri) assessed at multiple spatial scales

authors: Jones, Tracey C.

subjects: RAPDs

abstract: We conducted RAPD analyses at multiple spatial scales to contribute to the conservation and future restoration of New Zealand's seagrass, Zostera muelleri Irmisch ex Asch. (Zosteraceae). Initially we focused on fine-scale genetic variation within two estuaries on the North Island, one on the East coast the other on the West coast. Within each estuary individuals were genetically similar, however, there was clear genetic separation between the two sites (genetic distance D = 0.2965). Genetic variation within a sampling location (m scale) was similar to that observed among sampling locations (km scale) within a site (21% and 28%, respectively) and smaller than that observed between sites (51%). We then expanded our sampling to include a further six populations distributed across almost the entire latitudinal (ca. 15°) gradient of the North and South Islands. At this scale genetic differences were closely correlated with coastal currents. There was a clear separation between North Island and South Island populations and further separation between the East and West coast populations of each Island. Sites located along the same section of coastline were more genetically similar than those from the opposite coast and other Island. Genetic similarity was highest within each of the sites, indicating a low degree of gene flow between populations. We recommend that any future restoration and conservation projects use only locally eco-sourced materials for population augmentations.

text: Genetic variability of New Zealand seagrass (Zostera muelleri) assessed at multiple spatial scales We conducted RAPD analyses at multiple spatial scales to contribute to the conservation and future restoration of New Zealand's seagrass, Zostera muelleri Irmisch ex Asch. (Zosteraceae). Initially we focused on fine-scale genetic variation within two estuaries on the North Island, one on the East coast the other on the West coast. Within each estuary individuals were genetically similar, however, there was clear genetic separation between the two sites (genetic distance D = 0.2965). Genetic variation within a sampling location (m scale) was similar to that observed among sampling locations (km scale) within a site (21% and 28%, respectively) and smaller than that observed between sites (51%). We then expanded our sampling to include a further six populations distributed across almost the entire latitudinal (ca. 15°) gradient of the North and South Islands. At this scale genetic differences were closely correlated with coastal currents. There was a clear separation between North Island and South Island populations and further separation between the East and West coast populations of each Island. Sites located along the same section of coastline were more genetically similar than those from the opposite coast and other Island. Genetic similarity was highest within each of the sites, indicating a low degree of gene flow between populations. We recommend that any future restoration and conservation projects use only locally eco-sourced materials for population augmentations.

year: 2008

title: Māori Cultural Identity and Education

authors: Hawaikirangi-Pere, Charmaine

subjects: Identity

abstract: Underachievement of Māori students in mainstream schools has been a major topic of discussion by politicians and educational researchers in recent years. Research has shown that a secure cultural identity can enhance a person’s overall well-being and furthermore improve their chances of educational success. However, in reality, statistics show that a high percentage of the Māori population have little or no knowledge of their language and culture. The research question in this study will ask Māori whānau how they perceive cultural identity in relation to their children’s education.
Principles of Kaupapa Māori, Takepū and indigenous research and qualitative research methods have been used to ensure that participants were culturally and ethically respected. Participants interviewed in this study are members of my own whānau and some close friends. As an insider researcher I was committed to ensuring that my whānau were treated with respect and dignity throughout the research process. 
The interview data has exposed some unexpected issues specifically relating to their educational experiences and cultural identity. In the context of historical records and education for Māori, the findings of this study suggest that the educational experiences of Māori whānau have been, and continue to be, strongly influenced by government policies enforced before and during the period in which they attended school. All the whānau interviewed acknowledged their ethnic identity as Māori, however, most of them had little or no knowledge and understanding of Te Reo Māori nor had they taken part in cultural practices. Government policies restricted the use of the Māori language, disengaged them from their culture and curriculum provision limited expectations for both males and females. Mixed ethnicity and urbanisation were also identified as factors in the loss of their cultural identity. Data also shows that cultural identity loss has progressed on to future generations and influenced Māori whānau priorities and choice of school. 
The aim of this study is to provide educational policy makers with an in-depth understanding of the perspectives of Māori whānau determine their specific needs in education and propose some suggestions on how to improve achievement of Māori whānau in mainstream schools.

text: Māori Cultural Identity and Education Underachievement of Māori students in mainstream schools has been a major topic of discussion by politicians and educational researchers in recent years. Research has shown that a secure cultural identity can enhance a person’s overall well-being and furthermore improve their chances of educational success. However, in reality, statistics show that a high percentage of the Māori population have little or no knowledge of their language and culture. The research question in this study will ask Māori whānau how they perceive cultural identity in relation to their children’s education.
Principles of Kaupapa Māori, Takepū and indigenous research and qualitative research methods have been used to ensure that participants were culturally and ethically respected. Participants interviewed in this study are members of my own whānau and some close friends. As an insider researcher I was committed to ensuring that my whānau were treated with respect and dignity throughout the research process. 
The interview data has exposed some unexpected issues specifically relating to their educational experiences and cultural identity. In the context of historical records and education for Māori, the findings of this study suggest that the educational experiences of Māori whānau have been, and continue to be, strongly influenced by government policies enforced before and during the period in which they attended school. All the whānau interviewed acknowledged their ethnic identity as Māori, however, most of them had little or no knowledge and understanding of Te Reo Māori nor had they taken part in cultural practices. Government policies restricted the use of the Māori language, disengaged them from their culture and curriculum provision limited expectations for both males and females. Mixed ethnicity and urbanisation were also identified as factors in the loss of their cultural identity. Data also shows that cultural identity loss has progressed on to future generations and influenced Māori whānau priorities and choice of school. 
The aim of this study is to provide educational policy makers with an in-depth understanding of the perspectives of Māori whānau determine their specific needs in education and propose some suggestions on how to improve achievement of Māori whānau in mainstream schools.

year: 2013