title: Dynamic correlation analysis of financial contagion in Asian markets in global financial turmoil

authors: Yiu, Matthew S.

subjects: economics

abstract: This article investigates the dynamics of correlation between 11 Asian stock markets and the US stock market. By utilizing the method of 'principal components', we identify a single latent factor that can explain a major portion of variation in the weekly returns of these 11 markets from 1993 to early 2009. We employ the asymmetric Dynamic Conditional Correlation (DCC) model to estimate the correlation between this Asian factor and the US stock market. We find that there is a mean shift in the estimated DCC in the period from late of 2007. We refer this finding as contagion from the US to the Asian markets. However, we find no such evidence of having contagion between the US and individual markets in Asia during the Asian financial crisis.

text: Dynamic correlation analysis of financial contagion in Asian markets in global financial turmoil This article investigates the dynamics of correlation between 11 Asian stock markets and the US stock market. By utilizing the method of 'principal components', we identify a single latent factor that can explain a major portion of variation in the weekly returns of these 11 markets from 1993 to early 2009. We employ the asymmetric Dynamic Conditional Correlation (DCC) model to estimate the correlation between this Asian factor and the US stock market. We find that there is a mean shift in the estimated DCC in the period from late of 2007. We refer this finding as contagion from the US to the Asian markets. However, we find no such evidence of having contagion between the US and individual markets in Asia during the Asian financial crisis.

year: 2010

title: On the generation of compressible mirror-mode fluctuations in the inner heliosheath

authors: Fichtner, Horst

subjects: Science & Technology

abstract: Measurements made with the Voyager 1 spacecraft indicate that significant levels of compressive fluctuations exist in the inner heliosheath. Some studies have already been performed with respect to the mirror-mode instability in the downstream region close to the solar wind termination shock, and here we extend the investigation to the whole inner heliosheath. We employ quasilinear theory and results from a global magnetohydrodynamic model of the heliosphere to compute the time evolution of both the temperature anisotropy and the energy density of the corresponding magnetic fluctuations, and we demonstrate their likely presence in the inner heliosheath. Furthermore, we compute the associated, locally generated density fluctuations. The results can serve as inputs for future models of the transport of compressible turbulence in the inner heliosheath.

text: On the generation of compressible mirror-mode fluctuations in the inner heliosheath Measurements made with the Voyager 1 spacecraft indicate that significant levels of compressive fluctuations exist in the inner heliosheath. Some studies have already been performed with respect to the mirror-mode instability in the downstream region close to the solar wind termination shock, and here we extend the investigation to the whole inner heliosheath. We employ quasilinear theory and results from a global magnetohydrodynamic model of the heliosphere to compute the time evolution of both the temperature anisotropy and the energy density of the corresponding magnetic fluctuations, and we demonstrate their likely presence in the inner heliosheath. Furthermore, we compute the associated, locally generated density fluctuations. The results can serve as inputs for future models of the transport of compressible turbulence in the inner heliosheath.

year: 2020

title: Ko au te whenua, te whenua ko au  – I am the land, the land is me: An autoethnographic investigation of a secondary school teacher’s experience seeking to enrich learning in outdoor  education for Māori students.

authors: Townsend, Jane Emma

subjects: place-responsive

abstract: This thesis is my story as an outdoor educator, as a researcher, and a co-participant reflecting on my own actions and experiences as well as those of my students. In this autoethnography I share my revelations and tensions in my role as an outdoor education teacher seeking to enrich the experiences of Māori students.  Māori culture and history have largely been ignored in the outdoor education classrooms and environments of Aotearoa New Zealand. After teaching the subject for ten years I didn’t perceive that I was perpetuating the same invisibility in my own outdoor education course. Over this time a number of questions that had fermented at the back of my mind came to the fore; ‘why are so few Māori students opting to take outdoor education as a senior secondary school subject?’ and ‘how can I make the subject of outdoor education more desirable and appealing to Māori?’ A place-responsive approach incorporates and values traditional ways of learning through the notion of place and the stories attached to them. The cultural context of learning about and through place has the potential to provide learning opportunities that are relevant and meaningful to all learners but particularly Māori. Place-responsive pedagogies allow outdoor educators to create an environment where language, knowledge, culture and values are normal, valid and legitimate – contexts where Māori students can be themselves. Through this research I have found that the implementation of a place responsive approach has had significant implications for Year twelve outdoor education at Mount Maunganui College. The improvement in Māori student achievement and numbers selecting the subject have  been affirming.

Ko au te whenua, te whenua ko au – I am the land, the land is me

text: Ko au te whenua, te whenua ko au  – I am the land, the land is me: An autoethnographic investigation of a secondary school teacher’s experience seeking to enrich learning in outdoor  education for Māori students. This thesis is my story as an outdoor educator, as a researcher, and a co-participant reflecting on my own actions and experiences as well as those of my students. In this autoethnography I share my revelations and tensions in my role as an outdoor education teacher seeking to enrich the experiences of Māori students.  Māori culture and history have largely been ignored in the outdoor education classrooms and environments of Aotearoa New Zealand. After teaching the subject for ten years I didn’t perceive that I was perpetuating the same invisibility in my own outdoor education course. Over this time a number of questions that had fermented at the back of my mind came to the fore; ‘why are so few Māori students opting to take outdoor education as a senior secondary school subject?’ and ‘how can I make the subject of outdoor education more desirable and appealing to Māori?’ A place-responsive approach incorporates and values traditional ways of learning through the notion of place and the stories attached to them. The cultural context of learning about and through place has the potential to provide learning opportunities that are relevant and meaningful to all learners but particularly Māori. Place-responsive pedagogies allow outdoor educators to create an environment where language, knowledge, culture and values are normal, valid and legitimate – contexts where Māori students can be themselves. Through this research I have found that the implementation of a place responsive approach has had significant implications for Year twelve outdoor education at Mount Maunganui College. The improvement in Māori student achievement and numbers selecting the subject have  been affirming.

Ko au te whenua, te whenua ko au – I am the land, the land is me

year: 2014