title: A Scale to measure motivation and behaviour in psychological experiments

authors: Flay, Brian Richard

abstract: The aim in this study was to develop and validate a set of scales to measure subject motivation and behaviour in psychological experiments. This was achieved by factor analysing the responses by 140 subjects to 60 statements concerning the feelings aroused and the behaviour adopted when a subject in a psychological experiment, and attitudes towards psychology, psychological research, science, and scientific method. Seven factors were obtained: 
I Attitudes towards psychology and psychological research 
II Evaluation apprehension 
III The good-negativistic subject role 
IV Volunteering 
V The faithful subject role 
VI Awareness of deception and 
VII Attitudes towards science and scientific method. 
The validity of each factor was studied by considering its relationship with other psychological variables and the other factors, using a sample of 96 psychology students. Reliability estimates were also obtained from test-retest scores for 31 subjects, as well as from item-total correlations. 
The limitations and usefulness of the scale are discussed, and suggestions for further research are made.

text: A Scale to measure motivation and behaviour in psychological experiments The aim in this study was to develop and validate a set of scales to measure subject motivation and behaviour in psychological experiments. This was achieved by factor analysing the responses by 140 subjects to 60 statements concerning the feelings aroused and the behaviour adopted when a subject in a psychological experiment, and attitudes towards psychology, psychological research, science, and scientific method. Seven factors were obtained: 
I Attitudes towards psychology and psychological research 
II Evaluation apprehension 
III The good-negativistic subject role 
IV Volunteering 
V The faithful subject role 
VI Awareness of deception and 
VII Attitudes towards science and scientific method. 
The validity of each factor was studied by considering its relationship with other psychological variables and the other factors, using a sample of 96 psychology students. Reliability estimates were also obtained from test-retest scores for 31 subjects, as well as from item-total correlations. 
The limitations and usefulness of the scale are discussed, and suggestions for further research are made.

year: 1972

title: Islam in China: From Silk Road to separatism

authors: Jones-Leaning, Melanie

subjects: Islam

abstract: Islam came to China via the Silk Road, the great trading route beginning in the ancient Chinese capital of Xian. Islam flourished during the brutal but religiously tolerant Mongol Yuan dynasty. Harsh repressive measures were employed against the rebellious Muslims of the Qing dynasty. Islam has survived the tumultuous 20th century and has experienced a revival in the new millennium. Following a brief historical overview, including some of China's relevant history of insurrection, rebellion and reforms, the nature of the Muslim community in China, along with pressing contemporary issues, will be outlined and discussed

text: Islam in China: From Silk Road to separatism Islam came to China via the Silk Road, the great trading route beginning in the ancient Chinese capital of Xian. Islam flourished during the brutal but religiously tolerant Mongol Yuan dynasty. Harsh repressive measures were employed against the rebellious Muslims of the Qing dynasty. Islam has survived the tumultuous 20th century and has experienced a revival in the new millennium. Following a brief historical overview, including some of China's relevant history of insurrection, rebellion and reforms, the nature of the Muslim community in China, along with pressing contemporary issues, will be outlined and discussed

year: 2012

title: Changing hearts and minds: Investigating transformative praxis from participating in the Poutama Pounamu Blended Learning

authors: Maisey, Carma

subjects: Poutama Pounamu

abstract: The Poutama Pounamu Blended Learning offers a unique bicultural opportunity to critically examine ourselves within the fabric of our society. This metaphoric fabric includes an inequitable education system which was shaped by, and designed to support, an oppressive colonial agenda. Within this education system, which has methodically assimilated and underserved its indigenous Māori children, holding a mirror up to ourselves as teachers to examine our own beliefs, values and practices is absolutely critical but very rarely done. The Blended Learning’s carefully considered underpinnings of Critical and Kaupapa Māori theories provide the tools to raise consciousness. A conscientised educator can recognise, understand and deconstruct prejudice, bias and racism when it reveals itself. This process is achieved by resisting systems and practices that perpetuate the marginalisation of Māori in favour of power-balancing transformative praxis which works to value language, culture and identity as assets in education.
This thesis describes the enduring implications of participating in the Poutama Pounamu Blended Learning by focusing on a number of educators in English-Medium state schools - the very context where our Māori children struggle the most to fit in and prove their potential. These educators suggest that this is an indigenised, evidence based, transformative education reform programme which has changed their lives and the lives of many others who have participated within this project. It has empowered and liberated Māori, Pākehā and Tauiwi participants alike by modelling the nurturing and liberating cultural relationships for responsive pedagogy that all students in Aotearoa should be experiencing. This is a pedagogy which can open hearts and minds and nurture a mauri ora pathway to educational freedom and success.

text: Changing hearts and minds: Investigating transformative praxis from participating in the Poutama Pounamu Blended Learning The Poutama Pounamu Blended Learning offers a unique bicultural opportunity to critically examine ourselves within the fabric of our society. This metaphoric fabric includes an inequitable education system which was shaped by, and designed to support, an oppressive colonial agenda. Within this education system, which has methodically assimilated and underserved its indigenous Māori children, holding a mirror up to ourselves as teachers to examine our own beliefs, values and practices is absolutely critical but very rarely done. The Blended Learning’s carefully considered underpinnings of Critical and Kaupapa Māori theories provide the tools to raise consciousness. A conscientised educator can recognise, understand and deconstruct prejudice, bias and racism when it reveals itself. This process is achieved by resisting systems and practices that perpetuate the marginalisation of Māori in favour of power-balancing transformative praxis which works to value language, culture and identity as assets in education.
This thesis describes the enduring implications of participating in the Poutama Pounamu Blended Learning by focusing on a number of educators in English-Medium state schools - the very context where our Māori children struggle the most to fit in and prove their potential. These educators suggest that this is an indigenised, evidence based, transformative education reform programme which has changed their lives and the lives of many others who have participated within this project. It has empowered and liberated Māori, Pākehā and Tauiwi participants alike by modelling the nurturing and liberating cultural relationships for responsive pedagogy that all students in Aotearoa should be experiencing. This is a pedagogy which can open hearts and minds and nurture a mauri ora pathway to educational freedom and success.

year: 2022