title: Perceptions of place, modernity and the impacts of tourism – Differences among rural and urban residents of Ankang, China: A likelihood ratio analysis

authors: Cui, Xiaoming

subjects: resident perceptions

abstract: This paper reports results from a survey of urban and rural residents’ of the perceived impacts of change induced by tourism in Ankang, China. The paper will initially indicate the literature that informed the research and the geographical context of the study. Second, results derived from a questionnaire that incorporated both open-ended and closed questions will be presented. The concepts that informed the research were derived from past similar studies, place attachment and senses of modernity. Initial analysis showed no differences between urban and rural residents, both on impact assessment scales and categorical data derived from the coding of responses to open-ended questions. Overall it was found that residents had favourable attitudes toward tourism. The use of comparison based likelihood ratios did reveal some nuanced differences between ‘high’ and ‘low scorers’ relating to the issues of economic development and pollution independent of place of residence but based on a sense of that place of residence being ‘special’. The total number of respondents was 474. Implications for future studies are discussed and include comments on the need for direct contact and observation.

text: Perceptions of place, modernity and the impacts of tourism – Differences among rural and urban residents of Ankang, China: A likelihood ratio analysis This paper reports results from a survey of urban and rural residents’ of the perceived impacts of change induced by tourism in Ankang, China. The paper will initially indicate the literature that informed the research and the geographical context of the study. Second, results derived from a questionnaire that incorporated both open-ended and closed questions will be presented. The concepts that informed the research were derived from past similar studies, place attachment and senses of modernity. Initial analysis showed no differences between urban and rural residents, both on impact assessment scales and categorical data derived from the coding of responses to open-ended questions. Overall it was found that residents had favourable attitudes toward tourism. The use of comparison based likelihood ratios did reveal some nuanced differences between ‘high’ and ‘low scorers’ relating to the issues of economic development and pollution independent of place of residence but based on a sense of that place of residence being ‘special’. The total number of respondents was 474. Implications for future studies are discussed and include comments on the need for direct contact and observation.

year: 2010

title: Teaching Bioethics as a Stand-alone Subject in a New Zealand State Secondary School

authors: Stevens, Deborah Anne Ellen

subjects: Bioethics

abstract: This study is based on the contention that there is a lack of theoretical values education, that is, ethical thinking, ethical consideration and understanding of ethical theory, within New Zealand’s schools and communities at a time when societies globally are facing significant ethical, legal, social, environmental, economic and political challenges resulting from rapid technological advances.

This project’s principal aim is to explore the cognitive and affective outcomes for students interacting with a specially designed bioethics curriculum presented as a stand-alone subject within the timetable at their urban, decile six, co-educational, state secondary school. It explores the proposal that if the teaching and learning of bioethics is conducted in a student-centred context and includes the teaching of ethical theory, in addition to exploring applied bioethical situations in which learners are encouraged to generate and test their opinions, then it can engage many learners and provide them with a successful way to critique their personal value systems; develop an understanding of values systems that differ from their own; and develop the key academic and social competencies of critical thinking skills, relating to others, managing self, participating and contributing, and understanding language, symbols and text required by the New Zealand curriculum. The study proposes a constructivist view of learning as a multifaceted and continuously evolving developmental process in which new ideas are generated or assimilated based on an individual’s personal values, which have cultural, ethical and spiritual dimensions.

Specifically, this investigation examines and describes the teaching and learning of bioethics through two case studies conducted in a state school environment across 78 students aged between 15 and 18 years, with a wide range of interests, backgrounds and academic abilities. This research has adopted a triangulated mixed-methods design in which both qualitative and quantitative data were generated and merged to develop a deep understanding of affective and cognitive outcomes for students participating in the full-year, stand-alone bioethics course. Participating students demonstrated high levels of engagement with the bioethics curriculum and the narrative, discussion-based pedagogy integral to the study. Results show that all participating students, regardless of their academic histories, had a positive affective and cognitive response to the bioethics curriculum. The stand-alone bioethics curriculum taught within the two bounded case study groups proved an effective vehicle for explicit and comprehensive values teaching and learning, incorporating both theoretical–cognitive and character–behavioural aspects. Students’ values appreciation, critical thinking skills, skills of argument, attitudes and behaviour towards others, and philosophical and scientific conceptual understanding, improved through their participation in the full-year, stand-alone bioethics trial. Data and experience acquired through this study will be of relevance to teachers from a wide variety of disciplines including the physical sciences and humanities, and to curriculum managers at individual and national policy levels.

text: Teaching Bioethics as a Stand-alone Subject in a New Zealand State Secondary School This study is based on the contention that there is a lack of theoretical values education, that is, ethical thinking, ethical consideration and understanding of ethical theory, within New Zealand’s schools and communities at a time when societies globally are facing significant ethical, legal, social, environmental, economic and political challenges resulting from rapid technological advances.

This project’s principal aim is to explore the cognitive and affective outcomes for students interacting with a specially designed bioethics curriculum presented as a stand-alone subject within the timetable at their urban, decile six, co-educational, state secondary school. It explores the proposal that if the teaching and learning of bioethics is conducted in a student-centred context and includes the teaching of ethical theory, in addition to exploring applied bioethical situations in which learners are encouraged to generate and test their opinions, then it can engage many learners and provide them with a successful way to critique their personal value systems; develop an understanding of values systems that differ from their own; and develop the key academic and social competencies of critical thinking skills, relating to others, managing self, participating and contributing, and understanding language, symbols and text required by the New Zealand curriculum. The study proposes a constructivist view of learning as a multifaceted and continuously evolving developmental process in which new ideas are generated or assimilated based on an individual’s personal values, which have cultural, ethical and spiritual dimensions.

Specifically, this investigation examines and describes the teaching and learning of bioethics through two case studies conducted in a state school environment across 78 students aged between 15 and 18 years, with a wide range of interests, backgrounds and academic abilities. This research has adopted a triangulated mixed-methods design in which both qualitative and quantitative data were generated and merged to develop a deep understanding of affective and cognitive outcomes for students participating in the full-year, stand-alone bioethics course. Participating students demonstrated high levels of engagement with the bioethics curriculum and the narrative, discussion-based pedagogy integral to the study. Results show that all participating students, regardless of their academic histories, had a positive affective and cognitive response to the bioethics curriculum. The stand-alone bioethics curriculum taught within the two bounded case study groups proved an effective vehicle for explicit and comprehensive values teaching and learning, incorporating both theoretical–cognitive and character–behavioural aspects. Students’ values appreciation, critical thinking skills, skills of argument, attitudes and behaviour towards others, and philosophical and scientific conceptual understanding, improved through their participation in the full-year, stand-alone bioethics trial. Data and experience acquired through this study will be of relevance to teachers from a wide variety of disciplines including the physical sciences and humanities, and to curriculum managers at individual and national policy levels.

year: 2013

title: Ngā wāhine ariki tapairu o Te Arawa: Te Kuraimonoa, Kearoa, Whakaotirangi

authors: Retikaukau, Georgia-Louise

subjects: Te Arawa

abstract: Similar to many other iwi (tribes) in Aotearoa, the Arawa people have a rich ancestral heritage that traces back to our origins in Hawaiki through our esteemed canoe traditions. However, within these narratives, the prominence of our heroic male ancestors tends to overshadow the stories of their wives, who are often mentioned merely as secondary characters. Te Kuraimonoa, Kearoa, and Whakaotirangi represent the first three women to be named in Te Arawa traditions, yet their narratives remain vague, existing only from a male perspective. Although their names can be found scattered throughout European and Māori literature, their stories are fragmented and incomplete, varying from tribe to tribe.

The objective of this research is to delve into these three ancestresses' lives from a Te Arawa female perspective, aiming to provide a more comprehensive and nuanced understanding. Employing a mixed-method research approach, this study will investigate Māori and European literature, supplemented by thematical analysis to study and compare data gathered from interviews with female Te Arawa descendants. The insights gained from this endeavour will contribute to the creation of substantial knowledge that can benefit both present and future generations.

Comprising of seven chapters, this thesis unfolds as follows: Chapter one introduces the research purpose and provides an overview of the subsequent chapters. Chapter two outlines the research methodology employed. Chapter three presents an in-depth exploration of Te Arawa iwi, elucidating their significance and cultural context. Chapter four encompasses a comprehensive literature review, while chapter five is solely dedicated to the insights derived from the interview dialogues. Chapter six delves into the findings and engages in detailed discussions, offering a comprehensive analysis. Lastly, chapter seven serves as the conclusion, summarizing the key findings and their implications.

text: Ngā wāhine ariki tapairu o Te Arawa: Te Kuraimonoa, Kearoa, Whakaotirangi Similar to many other iwi (tribes) in Aotearoa, the Arawa people have a rich ancestral heritage that traces back to our origins in Hawaiki through our esteemed canoe traditions. However, within these narratives, the prominence of our heroic male ancestors tends to overshadow the stories of their wives, who are often mentioned merely as secondary characters. Te Kuraimonoa, Kearoa, and Whakaotirangi represent the first three women to be named in Te Arawa traditions, yet their narratives remain vague, existing only from a male perspective. Although their names can be found scattered throughout European and Māori literature, their stories are fragmented and incomplete, varying from tribe to tribe.

The objective of this research is to delve into these three ancestresses' lives from a Te Arawa female perspective, aiming to provide a more comprehensive and nuanced understanding. Employing a mixed-method research approach, this study will investigate Māori and European literature, supplemented by thematical analysis to study and compare data gathered from interviews with female Te Arawa descendants. The insights gained from this endeavour will contribute to the creation of substantial knowledge that can benefit both present and future generations.

Comprising of seven chapters, this thesis unfolds as follows: Chapter one introduces the research purpose and provides an overview of the subsequent chapters. Chapter two outlines the research methodology employed. Chapter three presents an in-depth exploration of Te Arawa iwi, elucidating their significance and cultural context. Chapter four encompasses a comprehensive literature review, while chapter five is solely dedicated to the insights derived from the interview dialogues. Chapter six delves into the findings and engages in detailed discussions, offering a comprehensive analysis. Lastly, chapter seven serves as the conclusion, summarizing the key findings and their implications.

year: 2023