title: Chinese Reality TV- A Case Study of GDTV’s The Great Challenge for Survival

authors: Luo, Wei

subjects: Chinese

abstract: The emergence of reality programming has a parallel development with Chinese television media at the beginning of this century. This study of Chinese “Reality TV” is based on a case study of a pioneer Chinese reality production, namely The Great Challenge for Survivor (GDTV, 2000-2006). The general concern of this thesis is an examination of the localizing of popular foreign outdoor survival formats (the Japanese top-rating Airway Boys and the international format Survivor) within a Chinese context. The study of this subject consists of field research into a major Party-state owned television broadcaster and a comparative analysis of the six broadcast seasons of the selected example. The research outcome presented here highlights some distinctive Chinese patterns in the outdoor survival reality strand prevailing early in this century and articulates the complex roles that a nationalized television station was required to play in the industrialized reform era. By recognizing the GDTV crew’s continuous efforts to improve production quality and to satisfy their assumed audiences’ needs, the thesis further addresses some key factors of the specific institutional system and broad media environment shaping local reality programme makers' decision making. Facing a “special television zone” in China, the local producer’s continuous modification of their reality programming was on the cutting edge of commercialization and globalization in the early 2000s. The production of the studied case was an exploratory enterprise which involved a set of negotiations, arguments and compromises while dealing with a range of issues which emerged in such areas as the cultural landscape, social environment, political discourse and economic power. To a large extent, the manifested transition taking place in this studied local production mirrors unprecedented social and economic changes occurring in contemporary China.

text: Chinese Reality TV- A Case Study of GDTV’s The Great Challenge for Survival The emergence of reality programming has a parallel development with Chinese television media at the beginning of this century. This study of Chinese “Reality TV” is based on a case study of a pioneer Chinese reality production, namely The Great Challenge for Survivor (GDTV, 2000-2006). The general concern of this thesis is an examination of the localizing of popular foreign outdoor survival formats (the Japanese top-rating Airway Boys and the international format Survivor) within a Chinese context. The study of this subject consists of field research into a major Party-state owned television broadcaster and a comparative analysis of the six broadcast seasons of the selected example. The research outcome presented here highlights some distinctive Chinese patterns in the outdoor survival reality strand prevailing early in this century and articulates the complex roles that a nationalized television station was required to play in the industrialized reform era. By recognizing the GDTV crew’s continuous efforts to improve production quality and to satisfy their assumed audiences’ needs, the thesis further addresses some key factors of the specific institutional system and broad media environment shaping local reality programme makers' decision making. Facing a “special television zone” in China, the local producer’s continuous modification of their reality programming was on the cutting edge of commercialization and globalization in the early 2000s. The production of the studied case was an exploratory enterprise which involved a set of negotiations, arguments and compromises while dealing with a range of issues which emerged in such areas as the cultural landscape, social environment, political discourse and economic power. To a large extent, the manifested transition taking place in this studied local production mirrors unprecedented social and economic changes occurring in contemporary China.

year: 2011

title: Macroinvertebrate–pressure relationships in boatable New Zealand rivers: Influence of underlying environment and sampling substrate

authors: Collier, Kevin J.

subjects: bioassessment

abstract: Responses of macroinvertebrate communities to human pressure are poorly known in large rivers compared with wadeable streams, in part because of variable substrate composition and the need to disentangle pressure responses from underlying natural environmental variation. To investigate the interaction between these factors, we sampled macroinvertebrates from the following: (i) submerged wood; (ii) littoral substrates < 0.8 m deep; and (iii) inorganic substrates in deep water (> 1.5 m) benthic habitats in eleven 6th- or 7th-order New Zealand rivers spanning a catchment vegetation land cover gradient. Cluster analysis identified primary site groupings reflecting regional environmental characteristics and secondary groupings for moderate gradient rivers reflecting the extent of catchment native vegetation cover. Low pressure sites with high levels of native vegetation had higher habitat quality and higher percentages of several Ephemeroptera and Trichoptera taxa than sites in developed catchments, whereas developed sites were more typically dominated by Diptera, Mollusca and other Trichoptera. Partial regression analysis indicated that the combination of underlying environment and human pressure accounted for 77–89% of the variation in Ephemeroptera, Trichoptera and Plecoptera taxa richness, %Diptera and %Mollusca, with human pressure explaining more variance than underlying environment for %Mollusca. Analysis of replicate deepwater and littoral samples from moderate gradient sites at the upper and lower ends of the pressure gradient indicated that total Trichoptera and Diptera richness and %Diptera responded to land use differences in these boatable river catchments. Responses to human pressure were substrate specific with the combination of littoral and deepwater substrates providing the most consistent response and yielding the highest number of taxa. These results indicate that multiple substrate sampling is required to document the biodiversity and condition of boatable river macroinvertebrate communities and that spatial variation in the underlying natural environment needs to be accounted for when interpreting pressure–response relationships.

text: Macroinvertebrate–pressure relationships in boatable New Zealand rivers: Influence of underlying environment and sampling substrate Responses of macroinvertebrate communities to human pressure are poorly known in large rivers compared with wadeable streams, in part because of variable substrate composition and the need to disentangle pressure responses from underlying natural environmental variation. To investigate the interaction between these factors, we sampled macroinvertebrates from the following: (i) submerged wood; (ii) littoral substrates < 0.8 m deep; and (iii) inorganic substrates in deep water (> 1.5 m) benthic habitats in eleven 6th- or 7th-order New Zealand rivers spanning a catchment vegetation land cover gradient. Cluster analysis identified primary site groupings reflecting regional environmental characteristics and secondary groupings for moderate gradient rivers reflecting the extent of catchment native vegetation cover. Low pressure sites with high levels of native vegetation had higher habitat quality and higher percentages of several Ephemeroptera and Trichoptera taxa than sites in developed catchments, whereas developed sites were more typically dominated by Diptera, Mollusca and other Trichoptera. Partial regression analysis indicated that the combination of underlying environment and human pressure accounted for 77–89% of the variation in Ephemeroptera, Trichoptera and Plecoptera taxa richness, %Diptera and %Mollusca, with human pressure explaining more variance than underlying environment for %Mollusca. Analysis of replicate deepwater and littoral samples from moderate gradient sites at the upper and lower ends of the pressure gradient indicated that total Trichoptera and Diptera richness and %Diptera responded to land use differences in these boatable river catchments. Responses to human pressure were substrate specific with the combination of littoral and deepwater substrates providing the most consistent response and yielding the highest number of taxa. These results indicate that multiple substrate sampling is required to document the biodiversity and condition of boatable river macroinvertebrate communities and that spatial variation in the underlying natural environment needs to be accounted for when interpreting pressure–response relationships.

year: 2012

title: Exploring the experiences of Māori Wāhine in a STEM project-based secondary classroom: A relational and intersectional perspective

authors: Cheryl, Mitchell

abstract: Using phenomenology, an intersectional lens, and the principles of Kaupapa Māori research, this study investigates how young Māori (Indigenous) wāhine (women) ākonga (students) experience interdisciplinary project-based STEM education. Historical educational policies in Aotearoa New Zealand required Māori to assimilate into a Pākehā (European) school system, contributing to persistent academic underperformance, particularly in science. Māori have been more likely to leave school early, and those who remain often opt out of science subjects, especially Māori wāhine. International literature suggests that transdisciplinary STEM education grounded in social justice and equity can improve engagement and outcomes for underrepresented learners. The study was guided by two questions: (1) how Māori wāhine experienced the STEM programme, and (2) what their challenges were to succeed in STEM.

In 2016, while teaching at a low-decile (socioeconomic disadvantaged), urban, co-educational English-medium high school, I trialled an integrated, interdisciplinary project-based STEM class that incorporated meaningful phenomena and culturally responsive pedagogy. The class’s success led to STEM becoming a core component of a broader school initiative. In 2018, the seven Māori wāhine ākonga enrolled in the Year 11 (age 15–16) STEM class were invited to become “Story Sharers” and reflect on their experiences. As a teacher-researcher (insider), I used reflexive practices and clear role delineation to leverage contextual knowledge while minimising bias. Narrative data were collected over two years (2018–2019) through six semi-structured discussion groups and one individual interview. Quantitative data included tracking attendance records, retention, and academic achievement.

Findings indicate that the Story Sharers valued co-constructed topics and tasks, a supportive whānau (family/community) class format, and authentic project work undertaken over extended learning periods. They consistently identified strengthened relationships, particularly among peers as central to engagement, wellbeing, motivation to learn, and as the most salient indicator of success. Academic performance increased relative to prior Year-10 e-asTTle (Electronic Assessment Tool for Teaching and Learning in mathematics, reading, and writing) benchmarks, alongside improved STEM class attendance, retention in school, and intentions to continue in STEM.

Interpretive thematic analysis using an intersectional lens revealed that racism, stereotyping, and impacts on wellbeing were significant barriers to learning. These discriminatory experiences were pervasive across school, community, and online spaces and were compounded by gendered and intergenerational dynamics. The Story Sharers described complex, fluid, and intersecting identities shaped by lived experiences, including witnessing discrimination against Māori wāhine in their whānau and the legacy of colonial schooling practices such as the suppression of te reo Māori.

In this study, STEM project-based learning was shaped by two interwoven design elements: relational pedagogy and relational thinking. Relational pedagogy prioritised relationships and co-construction within a whānau-formatted classroom. Relational thinking described the interdisciplinary logic of the programme itself, connecting disciplinary knowledge to place, context, and community so that learning is organised around meaningful phenomena rather than siloed subjects. Together, these elements functioned as a counterspace that fostered inclusive engagement, affirmed identities, and supported belonging for Māori wāhine. Grounded in culturally responsive and whānau-based approaches, this model enabled learners to challenge deficit narratives and engage meaningfully in STEM. The outcomes offer assurance that integrated, project-based STEM education, underpinned by these relational frameworks, can improve outcomes for learners whose identities and experiences have been marginalised in traditional schooling. However, policymakers must remain attentive to historical policy barriers and intersectional factors that continue to perpetuate inequities within the education system.

text: Exploring the experiences of Māori Wāhine in a STEM project-based secondary classroom: A relational and intersectional perspective Using phenomenology, an intersectional lens, and the principles of Kaupapa Māori research, this study investigates how young Māori (Indigenous) wāhine (women) ākonga (students) experience interdisciplinary project-based STEM education. Historical educational policies in Aotearoa New Zealand required Māori to assimilate into a Pākehā (European) school system, contributing to persistent academic underperformance, particularly in science. Māori have been more likely to leave school early, and those who remain often opt out of science subjects, especially Māori wāhine. International literature suggests that transdisciplinary STEM education grounded in social justice and equity can improve engagement and outcomes for underrepresented learners. The study was guided by two questions: (1) how Māori wāhine experienced the STEM programme, and (2) what their challenges were to succeed in STEM.

In 2016, while teaching at a low-decile (socioeconomic disadvantaged), urban, co-educational English-medium high school, I trialled an integrated, interdisciplinary project-based STEM class that incorporated meaningful phenomena and culturally responsive pedagogy. The class’s success led to STEM becoming a core component of a broader school initiative. In 2018, the seven Māori wāhine ākonga enrolled in the Year 11 (age 15–16) STEM class were invited to become “Story Sharers” and reflect on their experiences. As a teacher-researcher (insider), I used reflexive practices and clear role delineation to leverage contextual knowledge while minimising bias. Narrative data were collected over two years (2018–2019) through six semi-structured discussion groups and one individual interview. Quantitative data included tracking attendance records, retention, and academic achievement.

Findings indicate that the Story Sharers valued co-constructed topics and tasks, a supportive whānau (family/community) class format, and authentic project work undertaken over extended learning periods. They consistently identified strengthened relationships, particularly among peers as central to engagement, wellbeing, motivation to learn, and as the most salient indicator of success. Academic performance increased relative to prior Year-10 e-asTTle (Electronic Assessment Tool for Teaching and Learning in mathematics, reading, and writing) benchmarks, alongside improved STEM class attendance, retention in school, and intentions to continue in STEM.

Interpretive thematic analysis using an intersectional lens revealed that racism, stereotyping, and impacts on wellbeing were significant barriers to learning. These discriminatory experiences were pervasive across school, community, and online spaces and were compounded by gendered and intergenerational dynamics. The Story Sharers described complex, fluid, and intersecting identities shaped by lived experiences, including witnessing discrimination against Māori wāhine in their whānau and the legacy of colonial schooling practices such as the suppression of te reo Māori.

In this study, STEM project-based learning was shaped by two interwoven design elements: relational pedagogy and relational thinking. Relational pedagogy prioritised relationships and co-construction within a whānau-formatted classroom. Relational thinking described the interdisciplinary logic of the programme itself, connecting disciplinary knowledge to place, context, and community so that learning is organised around meaningful phenomena rather than siloed subjects. Together, these elements functioned as a counterspace that fostered inclusive engagement, affirmed identities, and supported belonging for Māori wāhine. Grounded in culturally responsive and whānau-based approaches, this model enabled learners to challenge deficit narratives and engage meaningfully in STEM. The outcomes offer assurance that integrated, project-based STEM education, underpinned by these relational frameworks, can improve outcomes for learners whose identities and experiences have been marginalised in traditional schooling. However, policymakers must remain attentive to historical policy barriers and intersectional factors that continue to perpetuate inequities within the education system.

year: 2025-10-17