title: Gender, framing and travelogues

authors: Pan, Steve

subjects: gender difference

abstract: This article analyzes gender differences in visiting media reporting of a tourism destination. Based on the concept of frame analysis, a method commonly used in media studies, it combines the analysis of texts and pictures from print media travel reports and assigned rankings to different frames (themes) identified for further statistical analysis. Using an independent-samples t-test and multidimensional scaling, it was found that female journalists pick up subtler and less salient frames more frequently than their male counterparts. However, significant differences were only found in three themes: "cuisine," "adventure activities," and "urban vibrancy." On the other hand, reports by male journalists were more congruent with ranking of themes promoted by national tourism organizations than was the case among their female counterparts. In general, for soft news such as travelogues, gender differences were found in the less salient themes. Managerial implications, suggestions for future research, and limitations are provided and discussed.

text: Gender, framing and travelogues This article analyzes gender differences in visiting media reporting of a tourism destination. Based on the concept of frame analysis, a method commonly used in media studies, it combines the analysis of texts and pictures from print media travel reports and assigned rankings to different frames (themes) identified for further statistical analysis. Using an independent-samples t-test and multidimensional scaling, it was found that female journalists pick up subtler and less salient frames more frequently than their male counterparts. However, significant differences were only found in three themes: "cuisine," "adventure activities," and "urban vibrancy." On the other hand, reports by male journalists were more congruent with ranking of themes promoted by national tourism organizations than was the case among their female counterparts. In general, for soft news such as travelogues, gender differences were found in the less salient themes. Managerial implications, suggestions for future research, and limitations are provided and discussed.

year: 2007

title: Dialect formation in fragmented populations of the endangered North Island kokako (Callaeas wilsoni)

authors: Valderrama Ortiz, Sandra Viviana

subjects: North Island kokako

abstract: The role of behavioural ecology in the conservation of species and biodiversity remains poorly understood. Observational and experimental studies of bird song, using a biogeographic approach, provide an opportunity to address this issue. Here I test hypotheses on the emergence and divergence of song cultures related to historical as well as more recent population fragmentation events. The North Island kōkako (Callaeas wilsoni) is a duetting songbird endemic to New Zealand that was once widespread but, due to habitat loss and introduced predators, has become endangered. These birds are sedentary and monogamous with poor flying abilities. Therefore, all of the c. 1500 surviving individuals are marooned in 13 scattered surviving populations and 11 translocated populations. The historical fragmentation of populations, the kōkako’s territorial nature and capacity to learn songs, and the establishment of new populations through translocation make this species a good candidate for studies on the emergence of song cultures, social divergence and landscape effects on conservation from a behavioural perspective. 

Song sharing and comparisons of acoustic characteristics were used to reconstruct associations of song traditions and acoustic traits at both macrogeographic and microgeographic levels in the six largest surviving populations of kōkako (Chapter 2 and 3). Distinct song cultures or dialects were discovered in all populations examined. However, patterns of vocal similarity observed were not correlated with historical fragmentation patterns or linear geographical distance (Chapter 2). Instead, rapid vocal drift following fragmentation and isolation as well as founder effects linked to population contraction may explain current macrogeographic song variation (Chapter 3). Nevertheless, a fragmentation effect on song similarity, generating song repertoire divergence, was observed at a microgeographic scale within discontinuous populations (Chapter 2). In addition, juvenile dispersal across portions of tenuously connected habitat, which have strikingly different song cultures, suggests that kōkako learn songs after dispersal (Chapter 2). Post-dispersal learning may explain the lack of consistency between dialect membership and genetic relatedness among surviving populations. Dialect formation may occur as different cultural trajectories are forged by fragmentation and isolation; subsequent song convergence may then occur due to social selection or chance events.

The effects of population size on song attributes, repertoires and sharing, vocal versatility and syntactical structure were examined within the six largest natural populations, as well as two translocated populations of kōkako (Chapter 3). Repertoire size, song diversity and the predictability of syntactical structure were positively correlated with population size. Song traditions and the rate of cultural evolution may depend on social interaction and population size, as the neutral model of song microevolution predicts. Smaller populations of kōkako, with reduced social stability under relaxed selection pressures, may resemble small colonizing groups undergoing founder effects and vocal drift leading to loose syntax, consistent with the ‘withdrawal of learning’ hypothesis. Furthermore, social modulation of vocal behaviour and song traditions are discussed in the context of reproductive success and adaptation to differing social conditions as in the case of translocation events (Chapter 3).

Recently isolated translocated populations exhibit remarkable acoustic divergence and reduced song sharing with the corresponding source population (Chapter 4). Translocated populations showed relatively low song diversity and increased song sharing as well as acoustically distinct song features. To investigate how meaningful this vocal divergence was for individuals in source and translocated populations, a reciprocal playback experiment was performed to examine vocal and approach responses to simulated local and non-local intruders. Responses to simulated intruders differed among populations but there was little evidence of discrimination based on stimulus type. The degree of song divergence (i.e., repertoire and acoustic features) and vocal response to playback relative to the source population was greater in an older translocated population than a more recently translocated population (Chapter 4). Consistent with the consequences of founder effects and vocal drift, these results demonstrate that kōkako populations vocally diverge in isolation following the establishment of a population with a vocal subset and subsequently a different cultural trajectory (in accordance with the ‘withdrawal of learning’ hypothesis). Cultural erosion in small translocated populations may affect their viability as reduced vocal virtuosity can be associated with a reduced capacity for territory defense and mate attraction, and consequently low reproductive success. Song divergence can ultimately have important implications for our understanding of the evolution of animal societies and our ability to conserve animal populations.

text: Dialect formation in fragmented populations of the endangered North Island kokako (Callaeas wilsoni) The role of behavioural ecology in the conservation of species and biodiversity remains poorly understood. Observational and experimental studies of bird song, using a biogeographic approach, provide an opportunity to address this issue. Here I test hypotheses on the emergence and divergence of song cultures related to historical as well as more recent population fragmentation events. The North Island kōkako (Callaeas wilsoni) is a duetting songbird endemic to New Zealand that was once widespread but, due to habitat loss and introduced predators, has become endangered. These birds are sedentary and monogamous with poor flying abilities. Therefore, all of the c. 1500 surviving individuals are marooned in 13 scattered surviving populations and 11 translocated populations. The historical fragmentation of populations, the kōkako’s territorial nature and capacity to learn songs, and the establishment of new populations through translocation make this species a good candidate for studies on the emergence of song cultures, social divergence and landscape effects on conservation from a behavioural perspective. 

Song sharing and comparisons of acoustic characteristics were used to reconstruct associations of song traditions and acoustic traits at both macrogeographic and microgeographic levels in the six largest surviving populations of kōkako (Chapter 2 and 3). Distinct song cultures or dialects were discovered in all populations examined. However, patterns of vocal similarity observed were not correlated with historical fragmentation patterns or linear geographical distance (Chapter 2). Instead, rapid vocal drift following fragmentation and isolation as well as founder effects linked to population contraction may explain current macrogeographic song variation (Chapter 3). Nevertheless, a fragmentation effect on song similarity, generating song repertoire divergence, was observed at a microgeographic scale within discontinuous populations (Chapter 2). In addition, juvenile dispersal across portions of tenuously connected habitat, which have strikingly different song cultures, suggests that kōkako learn songs after dispersal (Chapter 2). Post-dispersal learning may explain the lack of consistency between dialect membership and genetic relatedness among surviving populations. Dialect formation may occur as different cultural trajectories are forged by fragmentation and isolation; subsequent song convergence may then occur due to social selection or chance events.

The effects of population size on song attributes, repertoires and sharing, vocal versatility and syntactical structure were examined within the six largest natural populations, as well as two translocated populations of kōkako (Chapter 3). Repertoire size, song diversity and the predictability of syntactical structure were positively correlated with population size. Song traditions and the rate of cultural evolution may depend on social interaction and population size, as the neutral model of song microevolution predicts. Smaller populations of kōkako, with reduced social stability under relaxed selection pressures, may resemble small colonizing groups undergoing founder effects and vocal drift leading to loose syntax, consistent with the ‘withdrawal of learning’ hypothesis. Furthermore, social modulation of vocal behaviour and song traditions are discussed in the context of reproductive success and adaptation to differing social conditions as in the case of translocation events (Chapter 3).

Recently isolated translocated populations exhibit remarkable acoustic divergence and reduced song sharing with the corresponding source population (Chapter 4). Translocated populations showed relatively low song diversity and increased song sharing as well as acoustically distinct song features. To investigate how meaningful this vocal divergence was for individuals in source and translocated populations, a reciprocal playback experiment was performed to examine vocal and approach responses to simulated local and non-local intruders. Responses to simulated intruders differed among populations but there was little evidence of discrimination based on stimulus type. The degree of song divergence (i.e., repertoire and acoustic features) and vocal response to playback relative to the source population was greater in an older translocated population than a more recently translocated population (Chapter 4). Consistent with the consequences of founder effects and vocal drift, these results demonstrate that kōkako populations vocally diverge in isolation following the establishment of a population with a vocal subset and subsequently a different cultural trajectory (in accordance with the ‘withdrawal of learning’ hypothesis). Cultural erosion in small translocated populations may affect their viability as reduced vocal virtuosity can be associated with a reduced capacity for territory defense and mate attraction, and consequently low reproductive success. Song divergence can ultimately have important implications for our understanding of the evolution of animal societies and our ability to conserve animal populations.

year: 2012

title: Place responsive and culturally responsive outdoor education in secondary schools: Examining teachers' perspectives and experiences

authors: Skipworth, Andrew James

subjects: place responsive

abstract: Sustainability, place and human connectedness have increasingly become the focus of research and professional dialogue in school-based outdoor education in Aotearoa New Zealand. These developments challenge traditional practices that privilege adventure and individualistic outcomes in outdoor education. At the same time, the implementation of culturally responsive practices within many secondary schools has further challenged teachers of outdoor education to ensure that pedagogical approaches and outcomes meet the needs of their diverse student population. An increasing number of educators appear to have adopted place responsive and culturally responsive pedagogies within their outdoor education programmes or units of work at the senior school level, yet there is limited research examining teachers’ perceptions and experiences in doing so.
Adopting an interpretive framework, and using qualitative research methods, this research focuses on the challenges faced and opportunities presented when secondary school teachers in Aotearoa New Zealand adopt place and culturally responsive pedagogies in outdoor education. Six teachers of senior level outdoor education from schools spread throughout Aotearoa New Zealand shared their stories. An inductive analysis of the interviews identified these teachers faced ongoing challenges with adopting new pedagogies in outdoor education, which was in part because many colleagues held perceptions that outdoor education was less important than other subjects and was primarily about having fun. In addition, the complexities of assessment at the senior level meant that teachers often faced challenges in formally assessing student learning. Teachers also found that undertaking change required shifts in mind-set which were further supported by targeted professional development, engagement in post-graduate study and talking with like-minded teachers. However, teachers’ adoption of place and culturally responsive approaches generated notable opportunities to align to the front end of the New Zealand curriculum, promote the holistic development of students and nurture cultural diversity.
This study highlights that undertaking curriculum and pedagogical change in outdoor education in secondary schools is a complex process, which is greatly influenced by the attitudes and perceptions of others. The potential alignment of place responsive and culturally responsive pedagogies became apparent, as did the need for more targeted professional development for teachers of outdoor education. Teachers’ adoption of these pedagogies also highlighted a greater capacity for authentic outdoor education experiences for students that also strengthened a commitment to their bicultural partnerships in schools. As the nature of education changes in schools, contemporary pedagogies in outdoor education have the potential to enhance the capacity of schools to facilitate learning that will meet the diverse needs of learners in Aotearoa New Zealand.

text: Place responsive and culturally responsive outdoor education in secondary schools: Examining teachers' perspectives and experiences Sustainability, place and human connectedness have increasingly become the focus of research and professional dialogue in school-based outdoor education in Aotearoa New Zealand. These developments challenge traditional practices that privilege adventure and individualistic outcomes in outdoor education. At the same time, the implementation of culturally responsive practices within many secondary schools has further challenged teachers of outdoor education to ensure that pedagogical approaches and outcomes meet the needs of their diverse student population. An increasing number of educators appear to have adopted place responsive and culturally responsive pedagogies within their outdoor education programmes or units of work at the senior school level, yet there is limited research examining teachers’ perceptions and experiences in doing so.
Adopting an interpretive framework, and using qualitative research methods, this research focuses on the challenges faced and opportunities presented when secondary school teachers in Aotearoa New Zealand adopt place and culturally responsive pedagogies in outdoor education. Six teachers of senior level outdoor education from schools spread throughout Aotearoa New Zealand shared their stories. An inductive analysis of the interviews identified these teachers faced ongoing challenges with adopting new pedagogies in outdoor education, which was in part because many colleagues held perceptions that outdoor education was less important than other subjects and was primarily about having fun. In addition, the complexities of assessment at the senior level meant that teachers often faced challenges in formally assessing student learning. Teachers also found that undertaking change required shifts in mind-set which were further supported by targeted professional development, engagement in post-graduate study and talking with like-minded teachers. However, teachers’ adoption of place and culturally responsive approaches generated notable opportunities to align to the front end of the New Zealand curriculum, promote the holistic development of students and nurture cultural diversity.
This study highlights that undertaking curriculum and pedagogical change in outdoor education in secondary schools is a complex process, which is greatly influenced by the attitudes and perceptions of others. The potential alignment of place responsive and culturally responsive pedagogies became apparent, as did the need for more targeted professional development for teachers of outdoor education. Teachers’ adoption of these pedagogies also highlighted a greater capacity for authentic outdoor education experiences for students that also strengthened a commitment to their bicultural partnerships in schools. As the nature of education changes in schools, contemporary pedagogies in outdoor education have the potential to enhance the capacity of schools to facilitate learning that will meet the diverse needs of learners in Aotearoa New Zealand.

year: 2017