title: Localization Provision in New Zealand: Arabic Speakers' Preference for Different Paralingual Webpage Layouts.

authors: Shiblaq, Fouad K.

subjects: Localization

abstract: This research is designed to test Arabic speakers’ preference for different paralingual webpage layouts to assist newcomers to New Zealand such as international students,refugees and immigrants who have inadequate English language proficiency to access vital information available on governmental websites. Paralingual is coined from the prefix ‘Para’ (which means side by side or together in Greek), and ‘lingual’ meaning language such as in bilingual (grasp of two languages).
Mixed and triangulation methods were used to collect data consisting of an online websurvey; an eye tracking experiment; and participants’ interviews. The results show:
a) That the mainstreams of Arabic speakers prefer English text on the left and the Arabic translation on the right as a paralingual webpage layout;
b) That inadequate English language proficiency discourages Arabic speaking newcomers from accessing governmental websites;
c) That paralingual web design could be used as an educational tool;
d) That paralingual web design is easier to read; and
e) That paralingual web design increases trust in the government.
There have been limitations such as the participation of refugees and immigrants in the eye tracking experiment and the participants’ interviews. There have been recommendations such as the use of paralingual web design in governmental websites for maternity and medical health.

text: Localization Provision in New Zealand: Arabic Speakers' Preference for Different Paralingual Webpage Layouts. This research is designed to test Arabic speakers’ preference for different paralingual webpage layouts to assist newcomers to New Zealand such as international students,refugees and immigrants who have inadequate English language proficiency to access vital information available on governmental websites. Paralingual is coined from the prefix ‘Para’ (which means side by side or together in Greek), and ‘lingual’ meaning language such as in bilingual (grasp of two languages).
Mixed and triangulation methods were used to collect data consisting of an online websurvey; an eye tracking experiment; and participants’ interviews. The results show:
a) That the mainstreams of Arabic speakers prefer English text on the left and the Arabic translation on the right as a paralingual webpage layout;
b) That inadequate English language proficiency discourages Arabic speaking newcomers from accessing governmental websites;
c) That paralingual web design could be used as an educational tool;
d) That paralingual web design is easier to read; and
e) That paralingual web design increases trust in the government.
There have been limitations such as the participation of refugees and immigrants in the eye tracking experiment and the participants’ interviews. There have been recommendations such as the use of paralingual web design in governmental websites for maternity and medical health.

year: 2016

title: Exploring scale effects of best/worst rank ordered choice data to estimate benefits of tourism in alpine grazing commons

authors: Scarpa, Riccardo

subjects: best-worst alternative selection

abstract: In many environmental valuation applications standard sample sizes for choice modelling surveys are impractical to achieve. One can improve data quality using more in-depth surveys administered to fewer respondents. We report on a study using high quality rank-ordered data elicited with the best-worst approach. The resulting “exploded logit” choice model, estimated on 64 responses per person, was used to study the willingness to pay for external benefits by visitors for policies which maintain the cultural heritage of alpine grazing commons. We find evidence supporting this approach and reasonable estimates of mean WTP, which appear theoretically valid and policy informative.

text: Exploring scale effects of best/worst rank ordered choice data to estimate benefits of tourism in alpine grazing commons In many environmental valuation applications standard sample sizes for choice modelling surveys are impractical to achieve. One can improve data quality using more in-depth surveys administered to fewer respondents. We report on a study using high quality rank-ordered data elicited with the best-worst approach. The resulting “exploded logit” choice model, estimated on 64 responses per person, was used to study the willingness to pay for external benefits by visitors for policies which maintain the cultural heritage of alpine grazing commons. We find evidence supporting this approach and reasonable estimates of mean WTP, which appear theoretically valid and policy informative.

year: 2011

title: What is the difference? What factors contribute to the variation of achievement for Year 7 and 8 Māori students in high decile, full primary schools?

authors: McLocklan, Sue

subjects: Maori student achievement

abstract: The educational disparity between indigenous Māori students and those of the majority continue to be a major issue in New Zealand. Attempting to bridge the gap for Māori students has generated focus on Māori student engagement in the classroom, the actions and understanding of the teacher and the relationship and interactions between the teacher and students in their learning environment. Elements of culturally responsive pedagogy have been identified as positive contributing factors to accelerating academic achievement for secondary Māori mainstream students. 
This small-scale cross-cultural exploratory qualitative research project seeks to identify the factors that contribute to student achievement variation for Year 7 and 8 students in high decile full primary schools and the integration of teacher’s cultural competencies in high quality learning opportunities. Within a kaupapa Māori research process, this study uses empirical data collected from a purposive sample through a semi-structured individual interview and a for self-assessment. Voluntary research participants were twelve students and six teachers in three schools in the Bay of Plenty, Waikato and Wellington regions. This research examines the engagement of student and teacher in pedagogical practice, learning variables, cultural knowledge and practices attributable to positive academic achievement for Māori. 
The findings reveal that when teachers place themselves in an agentic position; adopt a professional commitment and willingness to engage in effective relations, interactions and reciprocal practices to support Māori learners, high levels of relational trust and expectations prevail through mutual respect and interdependence to attain successful educational outcomes.
Further teacher professional learning is essential to enlighten and deepen teachers' understanding of culturally responsive pedagogy to enable Māori learners to reach their potential to participate and contribute in their world of choice.

text: What is the difference? What factors contribute to the variation of achievement for Year 7 and 8 Māori students in high decile, full primary schools? The educational disparity between indigenous Māori students and those of the majority continue to be a major issue in New Zealand. Attempting to bridge the gap for Māori students has generated focus on Māori student engagement in the classroom, the actions and understanding of the teacher and the relationship and interactions between the teacher and students in their learning environment. Elements of culturally responsive pedagogy have been identified as positive contributing factors to accelerating academic achievement for secondary Māori mainstream students. 
This small-scale cross-cultural exploratory qualitative research project seeks to identify the factors that contribute to student achievement variation for Year 7 and 8 students in high decile full primary schools and the integration of teacher’s cultural competencies in high quality learning opportunities. Within a kaupapa Māori research process, this study uses empirical data collected from a purposive sample through a semi-structured individual interview and a for self-assessment. Voluntary research participants were twelve students and six teachers in three schools in the Bay of Plenty, Waikato and Wellington regions. This research examines the engagement of student and teacher in pedagogical practice, learning variables, cultural knowledge and practices attributable to positive academic achievement for Māori. 
The findings reveal that when teachers place themselves in an agentic position; adopt a professional commitment and willingness to engage in effective relations, interactions and reciprocal practices to support Māori learners, high levels of relational trust and expectations prevail through mutual respect and interdependence to attain successful educational outcomes.
Further teacher professional learning is essential to enlighten and deepen teachers' understanding of culturally responsive pedagogy to enable Māori learners to reach their potential to participate and contribute in their world of choice.

year: 2013