title: Eco-tourism and luxury – the case of AI Maha, Dubai

authors: Ryan, Chris

subjects: deconstruction

abstract: This paper examines the issues raised by Al Maha in the United Arab Emirates (UAE), a 27 km2 resort within the 225 km2 Dubai Desert Conservation Zone that offers luxurious accommodation in 40 suites, each with its own swimming pool. Its appeal is based on luxury, but it also offers insights into desert culture, heritage and the fauna and flora of the Arabian Desert. Much of that desert has become severely degraded by 200 years of camel grazing. Al Maha claims eco-tourism status through its desert regeneration programme. Is eco-tourism compatible with luxury? Given an official Emirati ecological perspective of desert greening, is desert reclamation consistent with wider UAE greening policies? Does ecologically motivated reclamation based on revenue from luxury-based tourism condone ecologically unaware tourist behavior?

text: Eco-tourism and luxury – the case of AI Maha, Dubai This paper examines the issues raised by Al Maha in the United Arab Emirates (UAE), a 27 km2 resort within the 225 km2 Dubai Desert Conservation Zone that offers luxurious accommodation in 40 suites, each with its own swimming pool. Its appeal is based on luxury, but it also offers insights into desert culture, heritage and the fauna and flora of the Arabian Desert. Much of that desert has become severely degraded by 200 years of camel grazing. Al Maha claims eco-tourism status through its desert regeneration programme. Is eco-tourism compatible with luxury? Given an official Emirati ecological perspective of desert greening, is desert reclamation consistent with wider UAE greening policies? Does ecologically motivated reclamation based on revenue from luxury-based tourism condone ecologically unaware tourist behavior?

year: 2009

title: Foraging on café sugar packets by the house sparrow (Passer domesticus): Learning mechanisms, distribution, and human perception

authors: Davy, Michael Ambrose

subjects: urban ecology

abstract: People in cities interact with house sparrows (Passer domesticus) on a daily basis. Sparrows have previously been observed foraging on sugar packets at a single café in Hamilton City, New Zealand. The aim of this thesis was to explore aspects of this novel foraging innovation by sparrows and to investigate people’s perceptions of sparrows being present at cafés. 

Sparrows’ preferences for different grain sizes of raw sugar and artificial sweetener were assessed at a single café, which demonstrated that sparrows have a strong preference for raw sugar over artificial sweetener, but no clear preference between granulated raw sugar and powdered raw sugar. Sparrows’ responses to novel sugar packet colours were also investigated at the same café. The sparrows did not start foraging on the novel-coloured sugar packets within 10 experimental sessions, but did interact with the novel sugar packets, which demonstrated neophilia in the sparrows and is an important step in the process of learning.

The distribution of sugar packet foraging by sparrows across 174 cafés in Hamilton City was determined, and staff from 15 cafés had observed sparrows taking sugar packets. A short survey was also used to assess the attitudes of café staff members towards the presence of sparrows at their cafés, which showed that café staff had mixed views on the local sparrows. A different survey was used to investigate the attitudes of 249 members of the general public towards sparrows being at cafés. These participants tended to like sparrows being present as part of their café experience. 

This thesis demonstrates the value of sparrows being present in the urban environment, and is the first study to comprehensively describe sugar packet foraging in sparrows: a fascinating behavioural innovation.

text: Foraging on café sugar packets by the house sparrow (Passer domesticus): Learning mechanisms, distribution, and human perception People in cities interact with house sparrows (Passer domesticus) on a daily basis. Sparrows have previously been observed foraging on sugar packets at a single café in Hamilton City, New Zealand. The aim of this thesis was to explore aspects of this novel foraging innovation by sparrows and to investigate people’s perceptions of sparrows being present at cafés. 

Sparrows’ preferences for different grain sizes of raw sugar and artificial sweetener were assessed at a single café, which demonstrated that sparrows have a strong preference for raw sugar over artificial sweetener, but no clear preference between granulated raw sugar and powdered raw sugar. Sparrows’ responses to novel sugar packet colours were also investigated at the same café. The sparrows did not start foraging on the novel-coloured sugar packets within 10 experimental sessions, but did interact with the novel sugar packets, which demonstrated neophilia in the sparrows and is an important step in the process of learning.

The distribution of sugar packet foraging by sparrows across 174 cafés in Hamilton City was determined, and staff from 15 cafés had observed sparrows taking sugar packets. A short survey was also used to assess the attitudes of café staff members towards the presence of sparrows at their cafés, which showed that café staff had mixed views on the local sparrows. A different survey was used to investigate the attitudes of 249 members of the general public towards sparrows being at cafés. These participants tended to like sparrows being present as part of their café experience. 

This thesis demonstrates the value of sparrows being present in the urban environment, and is the first study to comprehensively describe sugar packet foraging in sparrows: a fascinating behavioural innovation.

year: 2019

title: Investigating the understanding and implementation of Ka Hikitia, in a New Zealand primary school

authors: Evans, Mary

subjects: Ka Hikitia

abstract: In New Zealand, the education system has underserved Māori learners for many years, with various factors contributing to this underperformance.  Many of these factors stem from racism and bias, conscious or unconscious, inherent in our system (Ministry of Education, 2019b).  Ka Hikitia Accelerating Success 2013 - 2017 (Ministry of Education, 2013a) set about to make transformative change in schools.  This research presents an investigation into the understanding and implementation of Ka Hikitia, in a New Zealand primary school.  
The research was guided by culturally responsive methodologies, bringing together both kaupapa Māori and critical theories (Berryman, 2013b).  Participants’ understandings and how these understandings transferred into their practice was determined through a case study.  The rich information generated within the case was analysed using grounded theory.  The main source of information came from interviewing the management team and teaching staff members.  As an insider/outsider researcher and also a participant, some of my information came from my own observations and knowledge of the school. Some attendance and achievement data held by the school also informed the case.  
The Office of the Auditor-General (2016b) contended that Ka Hikitia was a well-worded policy but, due to a lack of understanding of the policy in many schools, it was poorly implemented nationwide.  In this school, despite the good leadership and hard-working teachers, staff had difficulty fully understanding and therefore implementing the Ka Hikitia strategy as it was intended.  Strong relationships between teachers and students were evident throughout the study, however, stronger relationships were needed between the school and the wider Māori community.  The research shows that, despite the good intentions of the teachers, to fully implement the intent of Ka Hikitia, educators need to be committed to te ao Māori.  
The Ministry of Education plans to relaunch a further iteration of Ka Hikitia this year, supported by another initiative, Te Hurihanganui.  For this iteration to be successful, more effective implementation systems are required that will enable Māori students to enjoy and achieve educational success as Māori.

text: Investigating the understanding and implementation of Ka Hikitia, in a New Zealand primary school In New Zealand, the education system has underserved Māori learners for many years, with various factors contributing to this underperformance.  Many of these factors stem from racism and bias, conscious or unconscious, inherent in our system (Ministry of Education, 2019b).  Ka Hikitia Accelerating Success 2013 - 2017 (Ministry of Education, 2013a) set about to make transformative change in schools.  This research presents an investigation into the understanding and implementation of Ka Hikitia, in a New Zealand primary school.  
The research was guided by culturally responsive methodologies, bringing together both kaupapa Māori and critical theories (Berryman, 2013b).  Participants’ understandings and how these understandings transferred into their practice was determined through a case study.  The rich information generated within the case was analysed using grounded theory.  The main source of information came from interviewing the management team and teaching staff members.  As an insider/outsider researcher and also a participant, some of my information came from my own observations and knowledge of the school. Some attendance and achievement data held by the school also informed the case.  
The Office of the Auditor-General (2016b) contended that Ka Hikitia was a well-worded policy but, due to a lack of understanding of the policy in many schools, it was poorly implemented nationwide.  In this school, despite the good leadership and hard-working teachers, staff had difficulty fully understanding and therefore implementing the Ka Hikitia strategy as it was intended.  Strong relationships between teachers and students were evident throughout the study, however, stronger relationships were needed between the school and the wider Māori community.  The research shows that, despite the good intentions of the teachers, to fully implement the intent of Ka Hikitia, educators need to be committed to te ao Māori.  
The Ministry of Education plans to relaunch a further iteration of Ka Hikitia this year, supported by another initiative, Te Hurihanganui.  For this iteration to be successful, more effective implementation systems are required that will enable Māori students to enjoy and achieve educational success as Māori.

year: 2020