title: The integration of major fuel source markets in China: Evidence from panel cointegration tests

authors: Ma, Hengyun

subjects: China

abstract: The paper tests for energy price co-movement in China over the ‘new regime’ as part of a strategy to test for the existence of a national energy market. Panel cointegration test statistics suggest that not all energy commodities are spatially homogenous in prices and the processes of energy price cointegration are different over time and over groups of fuels. The statistics demonstrate China's gradual, spatially partial and idiosyncratic energy reform process. Coal and electricity price series have co-moved since 2003, while the national panel cointegration test statistics suggest that gasoline and diesel price series have co-moved since 1997. Regional panel tests also show that there are apparently differences in the emergence of energy price co-movement. This suggests that regional energy markets have emerged in China. One of the important lessons of the research is that an energy market has, to some extent, already emerged in China and, as a consequence, energy prices are much less distorted than previously. If correct, this fact is of major global significance both in terms of future environmental effects and future trade and investment negotiations as China is seen internationally as a ‘market driven economy’.

text: The integration of major fuel source markets in China: Evidence from panel cointegration tests The paper tests for energy price co-movement in China over the ‘new regime’ as part of a strategy to test for the existence of a national energy market. Panel cointegration test statistics suggest that not all energy commodities are spatially homogenous in prices and the processes of energy price cointegration are different over time and over groups of fuels. The statistics demonstrate China's gradual, spatially partial and idiosyncratic energy reform process. Coal and electricity price series have co-moved since 2003, while the national panel cointegration test statistics suggest that gasoline and diesel price series have co-moved since 1997. Regional panel tests also show that there are apparently differences in the emergence of energy price co-movement. This suggests that regional energy markets have emerged in China. One of the important lessons of the research is that an energy market has, to some extent, already emerged in China and, as a consequence, energy prices are much less distorted than previously. If correct, this fact is of major global significance both in terms of future environmental effects and future trade and investment negotiations as China is seen internationally as a ‘market driven economy’.

year: 2010

title: Ethical, legal, and social issues in the Earth BioGenome Project.

authors: Sherkow, Jacob S.

subjects: EBP

abstract: The Earth BioGenome Project (EBP) is an audacious endeavor to obtain whole-genome sequences of representatives from all eukaryotic species on Earth. In addition to the project's technical and organizational challenges, it also faces complicated ethical, legal, and social issues. This paper, from members of the EBP's Ethical, Legal, and Social Issues (ELSI) Committee, catalogs these ELSI concerns arising from EBP. These include legal issues, such as sample collection and permitting; the applicability of international treaties, such as the Convention on Biological Diversity and the Nagoya Protocol; intellectual property; sample accessioning; and biosecurity and ethical issues, such as sampling from the territories of Indigenous peoples and local communities, the protection of endangered species, and cross-border collections, among several others. We also comment on the intersection of digital sequence information and data rights. More broadly, this list of ethical, legal, and social issues for large-scale genomic sequencing projects may be useful in the consideration of ethical frameworks for future projects. While we do not-and cannot-provide simple, overarching solutions for all the issues raised here, we conclude our perspective by beginning to chart a path forward for EBP's work.

text: Ethical, legal, and social issues in the Earth BioGenome Project. The Earth BioGenome Project (EBP) is an audacious endeavor to obtain whole-genome sequences of representatives from all eukaryotic species on Earth. In addition to the project's technical and organizational challenges, it also faces complicated ethical, legal, and social issues. This paper, from members of the EBP's Ethical, Legal, and Social Issues (ELSI) Committee, catalogs these ELSI concerns arising from EBP. These include legal issues, such as sample collection and permitting; the applicability of international treaties, such as the Convention on Biological Diversity and the Nagoya Protocol; intellectual property; sample accessioning; and biosecurity and ethical issues, such as sampling from the territories of Indigenous peoples and local communities, the protection of endangered species, and cross-border collections, among several others. We also comment on the intersection of digital sequence information and data rights. More broadly, this list of ethical, legal, and social issues for large-scale genomic sequencing projects may be useful in the consideration of ethical frameworks for future projects. While we do not-and cannot-provide simple, overarching solutions for all the issues raised here, we conclude our perspective by beginning to chart a path forward for EBP's work.

year: 2022

title: Tīhei Mauri Ora: Negotiating primary school teachers' personal and professional identities as Māori

authors: Gilgen, Renée

subjects: Professional Learning and Development for teachers

abstract: Colonial attitudes that positioned Māori language, knowledge and pedagogy as inferior and deficient continue to impact on 21st century primary school contexts in Aotearoa/New Zealand. They continue to impact particularly on the personal and professional identities and experiences of Māori teachers in contemporary English-medium schools. Just as, historically, Māori students were expected to leave their language and culture at the 19th century colonial school gates, so too are many contemporary Māori teachers in mainstream schools expected to set aside their language and culture and engage with the curriculum and pedagogy of the school where they work. Ironically, at the same time, these teachers are often expected to guide and assist their school to meet its requirements under Te Tiriti o Waitangi/Treaty of Waitangi to ensure that its Māori students will succeed as Māori.

This thesis sought to understand how a small cohort of experienced Māori teachers, positioned within 21st century English-medium primary schools, perceived and negotiated the challenges to their personal and professional identities as Māori, and as Māori teachers. The thesis employed a qualitative participant narrative methodology, framed with kaupapa Māori theory. The teachers participated in individual interviews and in a series of hui kōrero (focused conversations) that assisted them to reflect critically on sociohistorical and educational factors that influenced the formation and maintenance of their identities as Māori.

The teachers’ narratives that emerged from individual and collaborative hui kōrero revealed that (1) being raised within urban environments and being themselves educated in monocultural schools during the 1960s and 1970s strongly impacted on how their Māori identities were shaped and, (2) their teaching experiences within English-medium primary schools and classrooms were culturally isolating and destructive, and largely unsupportive of the diverse realities that exists for some Māori teachers.

I offer two key strategic responses to these findings. Firstly, I offer a self-identity continuum that seeks to respect and affirm Māori identity by taking into account the different levels and contexts of experience some Māori teachers may have with Māori cultural concepts and practices. Secondly, I assert the need for a culturally located and relational space within English-medium school contexts for Māori teachers to engage with, and draw on the support of other Māori teachers in order to affirm their varying personal and professional identities as Māori. Meeting this need is understood as a Tiriti o Waitangi/Treaty-honouring response, required of all schools.

text: Tīhei Mauri Ora: Negotiating primary school teachers' personal and professional identities as Māori Colonial attitudes that positioned Māori language, knowledge and pedagogy as inferior and deficient continue to impact on 21st century primary school contexts in Aotearoa/New Zealand. They continue to impact particularly on the personal and professional identities and experiences of Māori teachers in contemporary English-medium schools. Just as, historically, Māori students were expected to leave their language and culture at the 19th century colonial school gates, so too are many contemporary Māori teachers in mainstream schools expected to set aside their language and culture and engage with the curriculum and pedagogy of the school where they work. Ironically, at the same time, these teachers are often expected to guide and assist their school to meet its requirements under Te Tiriti o Waitangi/Treaty of Waitangi to ensure that its Māori students will succeed as Māori.

This thesis sought to understand how a small cohort of experienced Māori teachers, positioned within 21st century English-medium primary schools, perceived and negotiated the challenges to their personal and professional identities as Māori, and as Māori teachers. The thesis employed a qualitative participant narrative methodology, framed with kaupapa Māori theory. The teachers participated in individual interviews and in a series of hui kōrero (focused conversations) that assisted them to reflect critically on sociohistorical and educational factors that influenced the formation and maintenance of their identities as Māori.

The teachers’ narratives that emerged from individual and collaborative hui kōrero revealed that (1) being raised within urban environments and being themselves educated in monocultural schools during the 1960s and 1970s strongly impacted on how their Māori identities were shaped and, (2) their teaching experiences within English-medium primary schools and classrooms were culturally isolating and destructive, and largely unsupportive of the diverse realities that exists for some Māori teachers.

I offer two key strategic responses to these findings. Firstly, I offer a self-identity continuum that seeks to respect and affirm Māori identity by taking into account the different levels and contexts of experience some Māori teachers may have with Māori cultural concepts and practices. Secondly, I assert the need for a culturally located and relational space within English-medium school contexts for Māori teachers to engage with, and draw on the support of other Māori teachers in order to affirm their varying personal and professional identities as Māori. Meeting this need is understood as a Tiriti o Waitangi/Treaty-honouring response, required of all schools.

year: 2016