title: Chinese consumers and European beer: Associations between attribute importance, socio-demographics, and consumption

authors: Wang, Ou

subjects: Science & Technology

abstract: The demand for western alcoholic beverages in China has increased tremendously in recent years. However, there is still a lack of understanding with regard to the behaviour of Chinese consumers towards European beer, which is a common western alcoholic beverage. This study explores associations between beer attribute importance scores, socio-demographic factors, general beer consumption frequency and country associations of European beer, and the consumption of imported European beer in China. The data (n = 541) were collected in two Chinese cities: Shanghai and Xi'an. Results of ordered logistic regression analyses show that the consumption of imported European beer is positively associated with importance attached to the product attributes Origin, Brand, Colour and Texture, and it is negatively associated with importance attached to Price and Alcoholic content. Furthermore, male gender, living in Shanghai city, a good financial situation, frequent beer consumption and a high-level employment position have a significantly positive influence on European beer consumption in China. In addition, about two thirds of the study participants associate imported European beer with ‘Germany’.

text: Chinese consumers and European beer: Associations between attribute importance, socio-demographics, and consumption The demand for western alcoholic beverages in China has increased tremendously in recent years. However, there is still a lack of understanding with regard to the behaviour of Chinese consumers towards European beer, which is a common western alcoholic beverage. This study explores associations between beer attribute importance scores, socio-demographic factors, general beer consumption frequency and country associations of European beer, and the consumption of imported European beer in China. The data (n = 541) were collected in two Chinese cities: Shanghai and Xi'an. Results of ordered logistic regression analyses show that the consumption of imported European beer is positively associated with importance attached to the product attributes Origin, Brand, Colour and Texture, and it is negatively associated with importance attached to Price and Alcoholic content. Furthermore, male gender, living in Shanghai city, a good financial situation, frequent beer consumption and a high-level employment position have a significantly positive influence on European beer consumption in China. In addition, about two thirds of the study participants associate imported European beer with ‘Germany’.

year: 2017

title: Communication Networks of Men with Prostate Cancer

authors: Brown, Dorothy Ruth

subjects: Communication networks

abstract: Prostate cancer can be a difficult disease to manage but men who are diagnosed with it have networks of others around them who can be ready to offer support through the treatment. The effectiveness with which these networks can be mobilised is partly determined by the willingness of men to disclose their diagnosis. The main purpose of this research was to determine both the structure and content of the networks of men who have recently had a biopsy for prostate cancer.

This qualitative study was conducted from an egocentric network perspective in which nodes and ties are fundamental features; nodes being the individuals or groups within a network and ties the relationships between them. All men who were on the waiting list for a prostate biopsy were eligible to be included in this study. A total of 41 men participated and completed a semi-structured interview that sought to elicit who were in the men’s networks and what was talked about. Particular emphasis was placed on the types of relationships together with the context in which they existed. Only 22 interviews from participants who received a positive biopsy were used for the analysis. A thematic analysis of the transcriptions enabled assessments to be made of which individuals and organisations were important and their relationships to the ego at this point in the medical process. 
The findings revealed that network structure is comprised of both general and health communication networks. General networks were those in everyday life and were determined by relationship status, employment status and geographical proximity of the men’s immediate family. Health communication networks were based around health issues and the factors which influenced these were men’s previous medical experience or whether they had medical professionals in their immediate family. 

Network content is the communication which occurs between individuals and the major theme concerns disclosure. The men’s decision about whether to disclose their prostate issues to others in their networks was based on the perceived presence of four factors in others: homophily, close proximity, strong ties and the professional or personal medical experience of others. Discerning if one or more of these factors were present in others, the men were increasingly likely to disclose about their own health. The second theme examined the tensions which existed between the benefits and barriers to disclosure. This depended on individuals and the context and were managed by the men when assessing each situation on a case-by-case basis.

Theoretical implications of this research concern the recognition and functionality of health communication networks together with the four factors of disclosure. Future research would be focused around a longitudinal study to assess the dynamic nature of egocentric networks in responding to chronic illness. In addition, networks of single men and the value of siblings could be identified. Emphasis on the practical implications involve identifying and promoting favourable opportunities for disclosure to benefit the men who can receive support from their networks.

text: Communication Networks of Men with Prostate Cancer Prostate cancer can be a difficult disease to manage but men who are diagnosed with it have networks of others around them who can be ready to offer support through the treatment. The effectiveness with which these networks can be mobilised is partly determined by the willingness of men to disclose their diagnosis. The main purpose of this research was to determine both the structure and content of the networks of men who have recently had a biopsy for prostate cancer.

This qualitative study was conducted from an egocentric network perspective in which nodes and ties are fundamental features; nodes being the individuals or groups within a network and ties the relationships between them. All men who were on the waiting list for a prostate biopsy were eligible to be included in this study. A total of 41 men participated and completed a semi-structured interview that sought to elicit who were in the men’s networks and what was talked about. Particular emphasis was placed on the types of relationships together with the context in which they existed. Only 22 interviews from participants who received a positive biopsy were used for the analysis. A thematic analysis of the transcriptions enabled assessments to be made of which individuals and organisations were important and their relationships to the ego at this point in the medical process. 
The findings revealed that network structure is comprised of both general and health communication networks. General networks were those in everyday life and were determined by relationship status, employment status and geographical proximity of the men’s immediate family. Health communication networks were based around health issues and the factors which influenced these were men’s previous medical experience or whether they had medical professionals in their immediate family. 

Network content is the communication which occurs between individuals and the major theme concerns disclosure. The men’s decision about whether to disclose their prostate issues to others in their networks was based on the perceived presence of four factors in others: homophily, close proximity, strong ties and the professional or personal medical experience of others. Discerning if one or more of these factors were present in others, the men were increasingly likely to disclose about their own health. The second theme examined the tensions which existed between the benefits and barriers to disclosure. This depended on individuals and the context and were managed by the men when assessing each situation on a case-by-case basis.

Theoretical implications of this research concern the recognition and functionality of health communication networks together with the four factors of disclosure. Future research would be focused around a longitudinal study to assess the dynamic nature of egocentric networks in responding to chronic illness. In addition, networks of single men and the value of siblings could be identified. Emphasis on the practical implications involve identifying and promoting favourable opportunities for disclosure to benefit the men who can receive support from their networks.

year: 2013

title: How learning stories shape understandings of children’s learning identities in one community of practice: A narrative inquiry

authors: Sands, Lorraine May

subjects: Narrative inquiry

abstract: Mā te mahi, ka mōhio; mā te mōhio, ka mārama; mā te mārama, ka mātau; mā te mātau, ka ora.
From hard work comes knowledge; from that knowledge comes understanding; from that understanding comes strength; from that strength comes wellbeing and life.
This thesis is a listening, dialogic investigation into ways the community of learners at Greerton Early Learning Centre considers learning stories have affected their children’s learning identities—that is, how they view themselves as learners. Aotearoa New Zealand’s early childhood curriculum, Te Whāriki, focuses on responsive, reciprocal relationships wrapped around the uniqueness and mana of each child. Learning stories—a research-based sociocultural narrative assessment approach—have been used in Aotearoa New Zealand early learning settings for over two decades to capture children’s learning while honouring the intent of Te Whāriki to nurture children’s languages, cultures, and identities. In the current climate of privatisation and neoliberalism, however, the value of learning stories is increasingly contested. This study refutes such discourses and instead navigates the value of multiple ways of knowing, meaningfully embedded in the lived experiences of children in relational communities.

This study was embedded in a narrative inquiry paradigm that sees reality as a socially mediated construction contained within stories that are told and retold across times, social contexts, and places. The study aimed to understand and document how storying children’s lived experience makes a meaningful difference to ways children view themselves as learners. Six children, their families, and their teachers were invited to reengage with selected learning stories from the children’s learning portfolios and then to rethink and retell how these learning stories contributed to their views of children’s learning identities.

The study found that learning stories have powerful effects on the ways children see themselves and on the ways those around them see the children as learners. It was clear from the data that children’s learning identities are embedded in the complex social and cultural contexts that surround them. The teachers’ long-term whanaungatanga relationships with mokopuna and whānau enabled kaiako to write learning stories that connected meaningfully with children’s wider historical, social, and cultural contexts. Insights into children’s learning from the learning stories were actively taken up by the parents and shaped the ways they saw and interacted with their children as learners. Likewise, teachers listened to stories shared from home (whether in a written learning story form or simply in the course of conversations), and these contributed to the teachers’ understandings of the children as agentic learners within sociocultural contexts. The physical folders of learning stories offered children powerful ways to maintain connections and a sense of pride in their learning achievements, linked to the people and places that surrounded those achievements.

Learning stories also enabled children to review their learning growth over time, including times when they had set goals, been supported in pursuing those goals by those around them, and had their achievements and dispositions honoured through documentation as a learning story. The process of robust engagement with crafting and reviewing their own and their colleagues’ learning stories played an important role in teachers’ ongoing professional learning. Finally, it was clear that across the whole community of practice—spanning mokopuna, whānau, and kaiako—learning stories played an important role in developing and reinforcing a shared language of learning as well as a shared understanding of the importance of children’s dispositions and working theories as the most highly valued forms of learning.

Although centred in one community, this research stands on the shoulders of many and may have resonance and implications for those in broader contexts. At a time when the usefulness and appropriateness of learning stories are increasingly contested, this study provides an important demonstration of the power of thoughtfully written learning stories and the alignment of this assessment approach with the vision and values of Te Whāriki. Further, with limited past research looking at the intersection of learning stories and children’s learning identities, this study’s rich account of this interaction in one community of practice provides a valuable contribution to the literature.

text: How learning stories shape understandings of children’s learning identities in one community of practice: A narrative inquiry Mā te mahi, ka mōhio; mā te mōhio, ka mārama; mā te mārama, ka mātau; mā te mātau, ka ora.
From hard work comes knowledge; from that knowledge comes understanding; from that understanding comes strength; from that strength comes wellbeing and life.
This thesis is a listening, dialogic investigation into ways the community of learners at Greerton Early Learning Centre considers learning stories have affected their children’s learning identities—that is, how they view themselves as learners. Aotearoa New Zealand’s early childhood curriculum, Te Whāriki, focuses on responsive, reciprocal relationships wrapped around the uniqueness and mana of each child. Learning stories—a research-based sociocultural narrative assessment approach—have been used in Aotearoa New Zealand early learning settings for over two decades to capture children’s learning while honouring the intent of Te Whāriki to nurture children’s languages, cultures, and identities. In the current climate of privatisation and neoliberalism, however, the value of learning stories is increasingly contested. This study refutes such discourses and instead navigates the value of multiple ways of knowing, meaningfully embedded in the lived experiences of children in relational communities.

This study was embedded in a narrative inquiry paradigm that sees reality as a socially mediated construction contained within stories that are told and retold across times, social contexts, and places. The study aimed to understand and document how storying children’s lived experience makes a meaningful difference to ways children view themselves as learners. Six children, their families, and their teachers were invited to reengage with selected learning stories from the children’s learning portfolios and then to rethink and retell how these learning stories contributed to their views of children’s learning identities.

The study found that learning stories have powerful effects on the ways children see themselves and on the ways those around them see the children as learners. It was clear from the data that children’s learning identities are embedded in the complex social and cultural contexts that surround them. The teachers’ long-term whanaungatanga relationships with mokopuna and whānau enabled kaiako to write learning stories that connected meaningfully with children’s wider historical, social, and cultural contexts. Insights into children’s learning from the learning stories were actively taken up by the parents and shaped the ways they saw and interacted with their children as learners. Likewise, teachers listened to stories shared from home (whether in a written learning story form or simply in the course of conversations), and these contributed to the teachers’ understandings of the children as agentic learners within sociocultural contexts. The physical folders of learning stories offered children powerful ways to maintain connections and a sense of pride in their learning achievements, linked to the people and places that surrounded those achievements.

Learning stories also enabled children to review their learning growth over time, including times when they had set goals, been supported in pursuing those goals by those around them, and had their achievements and dispositions honoured through documentation as a learning story. The process of robust engagement with crafting and reviewing their own and their colleagues’ learning stories played an important role in teachers’ ongoing professional learning. Finally, it was clear that across the whole community of practice—spanning mokopuna, whānau, and kaiako—learning stories played an important role in developing and reinforcing a shared language of learning as well as a shared understanding of the importance of children’s dispositions and working theories as the most highly valued forms of learning.

Although centred in one community, this research stands on the shoulders of many and may have resonance and implications for those in broader contexts. At a time when the usefulness and appropriateness of learning stories are increasingly contested, this study provides an important demonstration of the power of thoughtfully written learning stories and the alignment of this assessment approach with the vision and values of Te Whāriki. Further, with limited past research looking at the intersection of learning stories and children’s learning identities, this study’s rich account of this interaction in one community of practice provides a valuable contribution to the literature.

year: 2022