title: Momentum, idiosyncratic volatility and market dynamics: Evidence from China

authors: Cheema, Muhammad A.

abstract: Recent evidence on the relation between momentum and idiosyncratic volatility (IV) in the U.S. is mixed. We verify the relation between momentum and IV in China and find at best, no relation supporting the view that idiosyncratic risk is not a significant arbitrage cost for momentum returns. While the absence of a positive relation between momentum returns and IV rejects both the underreaction and the overconfidence and self-attribution stories of momentum, we find support for the overconfidence and self-attribution story from our results on market dynamics and momentum. Our results are robust when verified in other Asian markets. We also find support for the suggestion that cross-country differences in momentum returns could be the result of differences in market dynamics rather than differences in levels of individualism as suggested earlier in the literature.

text: Momentum, idiosyncratic volatility and market dynamics: Evidence from China Recent evidence on the relation between momentum and idiosyncratic volatility (IV) in the U.S. is mixed. We verify the relation between momentum and IV in China and find at best, no relation supporting the view that idiosyncratic risk is not a significant arbitrage cost for momentum returns. While the absence of a positive relation between momentum returns and IV rejects both the underreaction and the overconfidence and self-attribution stories of momentum, we find support for the overconfidence and self-attribution story from our results on market dynamics and momentum. Our results are robust when verified in other Asian markets. We also find support for the suggestion that cross-country differences in momentum returns could be the result of differences in market dynamics rather than differences in levels of individualism as suggested earlier in the literature.

year: 2017

title: Chinese consumers and European beer: Associations between attribute importance, socio-demographics, and consumption

authors: Wang, Ou

subjects: Science & Technology

abstract: The demand for western alcoholic beverages in China has increased tremendously in recent years. However, there is still a lack of understanding with regard to the behaviour of Chinese consumers towards European beer, which is a common western alcoholic beverage. This study explores associations between beer attribute importance scores, socio-demographic factors, general beer consumption frequency and country associations of European beer, and the consumption of imported European beer in China. The data (n = 541) were collected in two Chinese cities: Shanghai and Xi'an. Results of ordered logistic regression analyses show that the consumption of imported European beer is positively associated with importance attached to the product attributes Origin, Brand, Colour and Texture, and it is negatively associated with importance attached to Price and Alcoholic content. Furthermore, male gender, living in Shanghai city, a good financial situation, frequent beer consumption and a high-level employment position have a significantly positive influence on European beer consumption in China. In addition, about two thirds of the study participants associate imported European beer with ‘Germany’.

text: Chinese consumers and European beer: Associations between attribute importance, socio-demographics, and consumption The demand for western alcoholic beverages in China has increased tremendously in recent years. However, there is still a lack of understanding with regard to the behaviour of Chinese consumers towards European beer, which is a common western alcoholic beverage. This study explores associations between beer attribute importance scores, socio-demographic factors, general beer consumption frequency and country associations of European beer, and the consumption of imported European beer in China. The data (n = 541) were collected in two Chinese cities: Shanghai and Xi'an. Results of ordered logistic regression analyses show that the consumption of imported European beer is positively associated with importance attached to the product attributes Origin, Brand, Colour and Texture, and it is negatively associated with importance attached to Price and Alcoholic content. Furthermore, male gender, living in Shanghai city, a good financial situation, frequent beer consumption and a high-level employment position have a significantly positive influence on European beer consumption in China. In addition, about two thirds of the study participants associate imported European beer with ‘Germany’.

year: 2017

title: Exploring the potential of Te Whāriki in supporting a decolonising educational reform in classroom

authors: Corlett, Melissa Jane

abstract: This thesis begins with a deep belief in the potential of Te Whāriki, a bicultural curriculum document born of the dual heritages of Aotearoa/New Zealand, to support the educational reform needed. There is a need to decolonise our classrooms and create contexts for learning where Māori students feel they can belong and also thrive. The pathway to achieving this reality is complex. It requires a deep foundational understanding of our shared histories in order to move from deficit positions about Māori learners to ones of agency and hope. While strong relationships are important it was by connecting with Māori metaphors that we were able to move beyond the rhetoric and begin to build shared understandings and greater respect for knowledge from te ao Māori. The process of whakawhiti kōrero or dialogic and iterative sense making furthered our combined theorising. The whakataukī and metaphors embedded in Te Whāriki were foundational to these contexts as they strengthened our collective abilities as teachers to make the learning more meaningful and fun.
This research process provided me with valuable insights into the way my own power and beliefs can inhibit potential collective learning. Despite this it was the content of Te Whāriki that helped to enable the learning of myself and my participants, creating safe and supportive contexts for our collective learning to begin to grow. 
While this research strengthened my own beliefs in the potential of Te Whāriki it also assisted my participants to become more open to this potential as well. In this endeavour, time was required to engage with the more expert other, whether this was from other people or through the use of artefacts. The relational and culturally responsive pedagogy that we had learned to implement in our classrooms was also able to be connected with, as our shared unlearning and learning flowed.

text: Exploring the potential of Te Whāriki in supporting a decolonising educational reform in classroom This thesis begins with a deep belief in the potential of Te Whāriki, a bicultural curriculum document born of the dual heritages of Aotearoa/New Zealand, to support the educational reform needed. There is a need to decolonise our classrooms and create contexts for learning where Māori students feel they can belong and also thrive. The pathway to achieving this reality is complex. It requires a deep foundational understanding of our shared histories in order to move from deficit positions about Māori learners to ones of agency and hope. While strong relationships are important it was by connecting with Māori metaphors that we were able to move beyond the rhetoric and begin to build shared understandings and greater respect for knowledge from te ao Māori. The process of whakawhiti kōrero or dialogic and iterative sense making furthered our combined theorising. The whakataukī and metaphors embedded in Te Whāriki were foundational to these contexts as they strengthened our collective abilities as teachers to make the learning more meaningful and fun.
This research process provided me with valuable insights into the way my own power and beliefs can inhibit potential collective learning. Despite this it was the content of Te Whāriki that helped to enable the learning of myself and my participants, creating safe and supportive contexts for our collective learning to begin to grow. 
While this research strengthened my own beliefs in the potential of Te Whāriki it also assisted my participants to become more open to this potential as well. In this endeavour, time was required to engage with the more expert other, whether this was from other people or through the use of artefacts. The relational and culturally responsive pedagogy that we had learned to implement in our classrooms was also able to be connected with, as our shared unlearning and learning flowed.

year: 2022