title: Book review: The Tram Conductor’s Blue Cap

authors: Locke, Terry

subjects: book review

abstract: This article reviews the book “The Tram Conductor’s Blue Cap”, by Michael Harlow.

text: Book review: The Tram Conductor’s Blue Cap This article reviews the book “The Tram Conductor’s Blue Cap”, by Michael Harlow.

year: 2010

title: Value-creating assets in tourism management: Applying marketing's service-dominant logic in the hotel industry

authors: FitzPatrick, Mary

subjects: hotel management

abstract: Value-creating assets are recognised as critical in today's tourism management field. However, empirical research to date has not yet developed a useful conceptual framework for managing and marketing such assets. This paper presents service-dominant logic (S-D Logic) as a framework for advancing our understanding of intangible assets within the hotel industry. The research used S-D Logic to analyse intellectual capital (IC) disclosures of 20 publicly-listed European and US hotels. Results showed hotels acknowledge IC assets; in particular, the value embedded in their brands. However, the hotel companies' disclosures on generic items of Guest and Employees indicate they are overlooking the capacity for value-creation from such IC. This research, which makes a unique contribution by applying S-D Logic to examine hotel IC disclosures, recommends developing more sophisticated constructs for effective management of hotels' intangible assets. Finally, the S-D Logic framework has potential application in other areas of tourism management.

text: Value-creating assets in tourism management: Applying marketing's service-dominant logic in the hotel industry Value-creating assets are recognised as critical in today's tourism management field. However, empirical research to date has not yet developed a useful conceptual framework for managing and marketing such assets. This paper presents service-dominant logic (S-D Logic) as a framework for advancing our understanding of intangible assets within the hotel industry. The research used S-D Logic to analyse intellectual capital (IC) disclosures of 20 publicly-listed European and US hotels. Results showed hotels acknowledge IC assets; in particular, the value embedded in their brands. However, the hotel companies' disclosures on generic items of Guest and Employees indicate they are overlooking the capacity for value-creation from such IC. This research, which makes a unique contribution by applying S-D Logic to examine hotel IC disclosures, recommends developing more sophisticated constructs for effective management of hotels' intangible assets. Finally, the S-D Logic framework has potential application in other areas of tourism management.

year: 2013

title: Intersecting knowledge worlds: Describing the cultural interfaces within a socioscientific issue

authors: Wagner, Brent

subjects: cultural interface

abstract: Increasing numbers of science teachers in Aotearoa New Zealand are exploring ways to incorporate indigenous mātauranga Māori (Māori knowledge and ways of knowing) into their science programmes. This article presents findings from a study that examined how senior biology students in two English-medium secondary schools incorporated mātauranga Māori alongside biological science knowledge in their discussions about the use of 1080 poison to control mammalian predators. From a social constructivist ontology and interpretivist mode of inquiry using qualitative methodology, a triadic epistemic agency conceptual framework was developed inductively and used to analyse students’ written scripts for their national school leaving qualification (NCEA), and transcriptions of individual interviews. The study took place prior to the introduction of equal status to mātauranga Māori within the New Zealand Curriculum. Deductive analysis using the Triadic identified a group of ten students who drew from both knowledge systems, with varying degrees of knowledge integration. In addition to detailed representations of the theoretical space of the locale of the learner, the findings also identified three distinctive cultural interfaces occupied by the students: conflicted, parallel, and, connected. The findings underscore the importance of enabling diverse knowledge systems in biology classes to converge. Specifically, the incorporation of mātauranga Māori alongside biological science knowledge encourages a critical stance towards knowledge claims, supports pluralist knowledge use among culturally and linguistically diverse learners and promotes critical engagement with socioscientific issues (SSI) in senior secondary school biology.

text: Intersecting knowledge worlds: Describing the cultural interfaces within a socioscientific issue Increasing numbers of science teachers in Aotearoa New Zealand are exploring ways to incorporate indigenous mātauranga Māori (Māori knowledge and ways of knowing) into their science programmes. This article presents findings from a study that examined how senior biology students in two English-medium secondary schools incorporated mātauranga Māori alongside biological science knowledge in their discussions about the use of 1080 poison to control mammalian predators. From a social constructivist ontology and interpretivist mode of inquiry using qualitative methodology, a triadic epistemic agency conceptual framework was developed inductively and used to analyse students’ written scripts for their national school leaving qualification (NCEA), and transcriptions of individual interviews. The study took place prior to the introduction of equal status to mātauranga Māori within the New Zealand Curriculum. Deductive analysis using the Triadic identified a group of ten students who drew from both knowledge systems, with varying degrees of knowledge integration. In addition to detailed representations of the theoretical space of the locale of the learner, the findings also identified three distinctive cultural interfaces occupied by the students: conflicted, parallel, and, connected. The findings underscore the importance of enabling diverse knowledge systems in biology classes to converge. Specifically, the incorporation of mātauranga Māori alongside biological science knowledge encourages a critical stance towards knowledge claims, supports pluralist knowledge use among culturally and linguistically diverse learners and promotes critical engagement with socioscientific issues (SSI) in senior secondary school biology.

year: 2026