title: Spatial planning, mobilities and culture - Chinese and New Zealand student preferences for Californian travel

authors: Ryan, Chris

subjects: itinerary planning

abstract: Itineraries are under-researched within tourism, which is arguably strange given their potential importance as determinants of visitor expenditure distribution, and how itinerary planning may become a tool of destination management in determining which areas are most affected by visitor flows, whether positively or negatively. This exploratory study required students in New Zealand and the Peoples' Republic of China to draw maps of potential trips to the south-west of the USA in order to assess to what degree differences might exist as to (i) preferred places to visit; (ii) durations of stay; (iii) speeds of dispersion and concentration at the points of embarkation and disembarkation (in this instance Los Angeles); and (iv) total distances travelled. Differences were indeed found, and ethnicity appeared to be the main explanatory variable for the differences. Chinese students were found to travel slightly less, not to become so dispersed overall, but were also found to have higher rates of dispersion and slower rates of concentration at the commencement and at the end of the trip. The itineraries also suggest a further triangular pattern of travel that can be added to the categories identified by Oppermann. Copyright © 2007 John Wiley & Sons, Ltd.

text: Spatial planning, mobilities and culture - Chinese and New Zealand student preferences for Californian travel Itineraries are under-researched within tourism, which is arguably strange given their potential importance as determinants of visitor expenditure distribution, and how itinerary planning may become a tool of destination management in determining which areas are most affected by visitor flows, whether positively or negatively. This exploratory study required students in New Zealand and the Peoples' Republic of China to draw maps of potential trips to the south-west of the USA in order to assess to what degree differences might exist as to (i) preferred places to visit; (ii) durations of stay; (iii) speeds of dispersion and concentration at the points of embarkation and disembarkation (in this instance Los Angeles); and (iv) total distances travelled. Differences were indeed found, and ethnicity appeared to be the main explanatory variable for the differences. Chinese students were found to travel slightly less, not to become so dispersed overall, but were also found to have higher rates of dispersion and slower rates of concentration at the commencement and at the end of the trip. The itineraries also suggest a further triangular pattern of travel that can be added to the categories identified by Oppermann. Copyright © 2007 John Wiley & Sons, Ltd.

year: 2007

title: Generalised domain and E-inverse semigroups

authors: Stokes, Tim E.

subjects: mathematics

abstract: A generalised D-semigroup is here defined to be a left E-semiabundant semigroup S in which the \overline{\mathcal R}_E-class of every x\in S contains a unique element D(x) of E, made into a unary semigroup. Two-sided versions are defined in the obvious way in terms of \overline{\mathcal R}_E and \overline{\mathcal L}_E. The resulting class of unary (bi-unary) semigroups is shown to be a finitely based variety, properly containing the variety of D-semigroups (defined in an order-theoretic way in Communications in Algebra, 3979–4007, 2014). Important subclasses associated with the regularity and abundance properties are considered. The full transformation semigroup T_X can be made into a generalised D-semigroup in many natural ways, and an embedding theorem is given. A generalisation of inverse semigroups in which inverses are defined relative to a set of idempotents arises as a special case, and a finite equational axiomatisation of the resulting unary semigroups is given.

text: Generalised domain and E-inverse semigroups A generalised D-semigroup is here defined to be a left E-semiabundant semigroup S in which the \overline{\mathcal R}_E-class of every x\in S contains a unique element D(x) of E, made into a unary semigroup. Two-sided versions are defined in the obvious way in terms of \overline{\mathcal R}_E and \overline{\mathcal L}_E. The resulting class of unary (bi-unary) semigroups is shown to be a finitely based variety, properly containing the variety of D-semigroups (defined in an order-theoretic way in Communications in Algebra, 3979–4007, 2014). Important subclasses associated with the regularity and abundance properties are considered. The full transformation semigroup T_X can be made into a generalised D-semigroup in many natural ways, and an embedding theorem is given. A generalisation of inverse semigroups in which inverses are defined relative to a set of idempotents arises as a special case, and a finite equational axiomatisation of the resulting unary semigroups is given.

year: 2018

title: Are they really at risk? Students' stories of success.

authors: Gray, Sheridan

subjects: Student engagement

abstract: In 2011, as the year level dean for year 13, I was surprised and pleased to see a group of students complete their fifth year of secondary schooling, contrary to teacher expectations, and in spite of earlier signs of disengagement and struggle.  Such students are frequently labelled “at risk” in our secondary schools. Truancy, lack of achievement, conduct issues, learning difficulties and health problems are seen as indicators of an at risk student by teachers. 

Statistically in Aotearoa, Māori and Pasifika students and students from low socio-economic families tend to be overrepresented among disengaged or early leavers from secondary schools, and so being from these cultures, and being from a low socio-economic group becomes a “risk” factor.   This can lead to assumptions among teachers about the students’ families, how parents value education, and even about the capacity of these groups to be able to succeed in education.  A range of strategies and programmes have been implemented in an attempt to address these issues, including Te Kotahitanga, Ka Hikitia and the Pasifika Education Plan, Resource Teachers Learning and Behaviour, Restorative Practice, and more recently Positive Behaviour for Learning

While there has been a shift in such approaches from deficit of students to emphasising more positive attitudes in teachers, the perspectives of the students themselves are missing from the discussion about these issues.  This study asks students what factors helped them to stay, and to achieve at least a level one NCEA qualification

The findings show that retention and engagement of “at risk” students requires careful attention to the quality of relationships across the school community: students, teachers and parents. They discredit some commonly held assumptions that “at risk” students and their parents do not value education and that teachers cannot support these students sufficiently. These quality relationships are respectful, responsive and tenacious showing a high level of respect for and interest in the students that goes beyond a teaching and learning relationship.  It also suggests that the discourse of “risk” invites a disrespectful response to retention and engagement of students.

text: Are they really at risk? Students' stories of success. In 2011, as the year level dean for year 13, I was surprised and pleased to see a group of students complete their fifth year of secondary schooling, contrary to teacher expectations, and in spite of earlier signs of disengagement and struggle.  Such students are frequently labelled “at risk” in our secondary schools. Truancy, lack of achievement, conduct issues, learning difficulties and health problems are seen as indicators of an at risk student by teachers. 

Statistically in Aotearoa, Māori and Pasifika students and students from low socio-economic families tend to be overrepresented among disengaged or early leavers from secondary schools, and so being from these cultures, and being from a low socio-economic group becomes a “risk” factor.   This can lead to assumptions among teachers about the students’ families, how parents value education, and even about the capacity of these groups to be able to succeed in education.  A range of strategies and programmes have been implemented in an attempt to address these issues, including Te Kotahitanga, Ka Hikitia and the Pasifika Education Plan, Resource Teachers Learning and Behaviour, Restorative Practice, and more recently Positive Behaviour for Learning

While there has been a shift in such approaches from deficit of students to emphasising more positive attitudes in teachers, the perspectives of the students themselves are missing from the discussion about these issues.  This study asks students what factors helped them to stay, and to achieve at least a level one NCEA qualification

The findings show that retention and engagement of “at risk” students requires careful attention to the quality of relationships across the school community: students, teachers and parents. They discredit some commonly held assumptions that “at risk” students and their parents do not value education and that teachers cannot support these students sufficiently. These quality relationships are respectful, responsive and tenacious showing a high level of respect for and interest in the students that goes beyond a teaching and learning relationship.  It also suggests that the discourse of “risk” invites a disrespectful response to retention and engagement of students.

year: 2012