title: Female sexuality in two samples of New Zealand women

authors: Person, Antoinette

subjects: Female sexuality

abstract: The sexuality of New Zealand women, their preferences and their practices, was compared in a questionnaire administered to two groups of New Zealand women. The first sample contained six hundred and forty-five women who attended the United Women's Convention in 1977. The second sample included seventy women who replied to a postal questionnaire sent to a random selection from the Hamilton East electoral roll. The questionnaire was loosely based on Hite's (1976) study of the sexuality of American women. 
The questionnaire examined the respondent's sexual preferences, fantasy, masturbation, orgasm, partner related questions and questions on oral sex. A feminist orientation scale was devised to determine feminist bias, in particular in the first sample. The respondents proved to be unrepresentative of the general population. They were predominantly Pakeha, highly educated, with a high percentage in professional or managerial positions. These women are orgasmic and enjoy it, they masturbate, enjoy fantasies and do not experience orgasm from a penis in vagina only. Following research by Kinsey et al. (1953), Masters and Johnson (1966) and Hite (1976), this study confirms the clitoris as women's orgasmic organ.

text: Female sexuality in two samples of New Zealand women The sexuality of New Zealand women, their preferences and their practices, was compared in a questionnaire administered to two groups of New Zealand women. The first sample contained six hundred and forty-five women who attended the United Women's Convention in 1977. The second sample included seventy women who replied to a postal questionnaire sent to a random selection from the Hamilton East electoral roll. The questionnaire was loosely based on Hite's (1976) study of the sexuality of American women. 
The questionnaire examined the respondent's sexual preferences, fantasy, masturbation, orgasm, partner related questions and questions on oral sex. A feminist orientation scale was devised to determine feminist bias, in particular in the first sample. The respondents proved to be unrepresentative of the general population. They were predominantly Pakeha, highly educated, with a high percentage in professional or managerial positions. These women are orgasmic and enjoy it, they masturbate, enjoy fantasies and do not experience orgasm from a penis in vagina only. Following research by Kinsey et al. (1953), Masters and Johnson (1966) and Hite (1976), this study confirms the clitoris as women's orgasmic organ.

year: 1979

title: Testing the fundamental assumption of choice experiments: Are values absolute or relative?

authors: Luisetti, Tiziana

subjects: choice experiment

abstract: A split sample experiment is conducted to test one of the most fundamental assumptions underpinning choice experiments in an environmental setting: whether stated values are absolute or relative. The test uses a natural experiment involving respondents at different home locations relative to potential new wetland sites. Respondents were presented with one of two ranges of distances. An absolute value interpretation requires that the functional relations with distance derived from these two ranges be consistent with each other. We reject a null hypothesis of no range bias, suggesting that respondents may perceive attribute levels in a relative rather than absolute sense.

text: Testing the fundamental assumption of choice experiments: Are values absolute or relative? A split sample experiment is conducted to test one of the most fundamental assumptions underpinning choice experiments in an environmental setting: whether stated values are absolute or relative. The test uses a natural experiment involving respondents at different home locations relative to potential new wetland sites. Respondents were presented with one of two ranges of distances. An absolute value interpretation requires that the functional relations with distance derived from these two ranges be consistent with each other. We reject a null hypothesis of no range bias, suggesting that respondents may perceive attribute levels in a relative rather than absolute sense.

year: 2011

title: HE PI KA RERE 'An Early Childhood Approach to a Cultural Milieu'

authors: Karu, Joceleen Helen

subjects: Early childhood education

abstract: This study explores the issues surrounding the inculcation of te reo me ngā tikanga Māori, Māori language customs and values among early childhood teacher educators in a tertiary setting and how these academics go about preparing students with limited or sufficient knowledge of te reo Māori (Māori language) me ngā tikanga Māori (Māori cultural practices) to meet expectations. Te Whāriki, the early childhood curriculum is a curriculum commonly referred to as a bicultural curriculum that contains two expressions of the curriculum, one for general early childhood centres and another for kōhanga reo, neither of which are translations of one another and further asserts the importance of Te Tiriti o Waitangi/ the Treaty of Waitangi and the responsibility of teachers for bicultural development in the education of all children. Equally important, Te Whāriki acknowledges the dual heritage existent within Aotearoa/ New Zealand and further encourages teachers in early childhood settings to have knowledge of te reo and tikanga Māori. Policy imperatives reflected within the New Zealand Graduating Teaching Standards (New Zealand Teachers Council, 2010) and the Ministry of Education’s document Tātaiako/ Cultural Competencies (2011) place further emphasis on the need for those in initial teacher education to demonstrate their conversancy with te reo me ngā tikanga Māori.
The purpose of this study is to provide a narrative of the ways in which the early childhood initial teacher education programme prepares students to use te reo and tikanga Māori. It offers a premise to engage in further discussion of the continued effectiveness of early childhood teacher educators in the maintenance and delivery of te reo me ngā tikanga Māori and sets in motion a cyclical platform for further research from a traditional worldview which reflects and embodies the Māori language, culture and identity through a Kaupapa Māori philosophy and praxis.

text: HE PI KA RERE 'An Early Childhood Approach to a Cultural Milieu' This study explores the issues surrounding the inculcation of te reo me ngā tikanga Māori, Māori language customs and values among early childhood teacher educators in a tertiary setting and how these academics go about preparing students with limited or sufficient knowledge of te reo Māori (Māori language) me ngā tikanga Māori (Māori cultural practices) to meet expectations. Te Whāriki, the early childhood curriculum is a curriculum commonly referred to as a bicultural curriculum that contains two expressions of the curriculum, one for general early childhood centres and another for kōhanga reo, neither of which are translations of one another and further asserts the importance of Te Tiriti o Waitangi/ the Treaty of Waitangi and the responsibility of teachers for bicultural development in the education of all children. Equally important, Te Whāriki acknowledges the dual heritage existent within Aotearoa/ New Zealand and further encourages teachers in early childhood settings to have knowledge of te reo and tikanga Māori. Policy imperatives reflected within the New Zealand Graduating Teaching Standards (New Zealand Teachers Council, 2010) and the Ministry of Education’s document Tātaiako/ Cultural Competencies (2011) place further emphasis on the need for those in initial teacher education to demonstrate their conversancy with te reo me ngā tikanga Māori.
The purpose of this study is to provide a narrative of the ways in which the early childhood initial teacher education programme prepares students to use te reo and tikanga Māori. It offers a premise to engage in further discussion of the continued effectiveness of early childhood teacher educators in the maintenance and delivery of te reo me ngā tikanga Māori and sets in motion a cyclical platform for further research from a traditional worldview which reflects and embodies the Māori language, culture and identity through a Kaupapa Māori philosophy and praxis.

year: 2015