title: Household credit to the poor and its impact on child schooling in peri-urban areas, Vietnam

authors: Doan, Tinh Thanh

subjects: school enrolment

abstract: This paper uses a novelty dataset of poor households in peri-urban areas in Vietnam to estimate impacts of small loans on child schooling. The Probit and Negative Binomial model estimates roughly indicate no strong evidence of the effect, especially of informal credit. Formal credit is likely to have positive impacts on child schooling, but its effect is not strong enough to be conclusive. The paper suggests that to obtain the target of sustainable poverty reduction, easing access to formal credit sources as well as exempting tuition and other school fees are necessary to keep poor children at schools longer.

text: Household credit to the poor and its impact on child schooling in peri-urban areas, Vietnam This paper uses a novelty dataset of poor households in peri-urban areas in Vietnam to estimate impacts of small loans on child schooling. The Probit and Negative Binomial model estimates roughly indicate no strong evidence of the effect, especially of informal credit. Formal credit is likely to have positive impacts on child schooling, but its effect is not strong enough to be conclusive. The paper suggests that to obtain the target of sustainable poverty reduction, easing access to formal credit sources as well as exempting tuition and other school fees are necessary to keep poor children at schools longer.

year: 2011-06

title: Making oral history accessible over the World Wide Web

authors: Bainbridge, David

subjects: computer science

abstract: We describe a multimedia, WWW-based oral history collection constructed from off-the-shelf or publicly available software. The source materials for the collection include audio tapes of interviews and summary transcripts of each interview, as well as photographs illustrating episodes mentioned in the tapes. Sections of the transcripts are manually matched to associated segments of the tapes, and the tapes are digitized. Users search a full-text retrieval system based on the text transcripts to retrieve relevant transcript sections and their associated audio recordings and photographs. It is also possible to search for photos by matching text queries against text descriptions of the photos in the collection, where the located photos link back to their respective interview transcript and audio recordings.

text: Making oral history accessible over the World Wide Web We describe a multimedia, WWW-based oral history collection constructed from off-the-shelf or publicly available software. The source materials for the collection include audio tapes of interviews and summary transcripts of each interview, as well as photographs illustrating episodes mentioned in the tapes. Sections of the transcripts are manually matched to associated segments of the tapes, and the tapes are digitized. Users search a full-text retrieval system based on the text transcripts to retrieve relevant transcript sections and their associated audio recordings and photographs. It is also possible to search for photos by matching text queries against text descriptions of the photos in the collection, where the located photos link back to their respective interview transcript and audio recordings.

year: 1998-11

title: Ngā Whanaketanga: Minimising contradictions and maximising opportunities for teacher learning.

authors: Hohepa, Margie Kahukura

subjects: Māori medium teacher professional development

abstract: In 2010 the assessment of student progress and achievement against National Standards became mandatory in English medium schooling in Aotearoa New Zealand. In that same year information gathering and revision work was carried out on the then draft Whanaketanga, developed in 2009. The Whanaketanga are deemed to be the equivalent to National Standards for classrooms implementing Te Marautanga o Aotearoa, the curriculum for immersion Māori medium settings. The information gathering and revision work was carried out in readiness for mandatory implementation of the Whanaketanga in 2011. The work also provided important opportunities for Māori medium teacher professional learning and development. The introduction of National Standards has been controversial. The development of Whanaketanga has also been controversial and challenging in nature. The first half of this paper provides an overview of Whanaketanga development and the challenges its developers worked hard to address. The second part discusses implications for Māori medium teacher professional learning and development, drawn from findings from research case studies of the information gathering and revision work.

text: Ngā Whanaketanga: Minimising contradictions and maximising opportunities for teacher learning. In 2010 the assessment of student progress and achievement against National Standards became mandatory in English medium schooling in Aotearoa New Zealand. In that same year information gathering and revision work was carried out on the then draft Whanaketanga, developed in 2009. The Whanaketanga are deemed to be the equivalent to National Standards for classrooms implementing Te Marautanga o Aotearoa, the curriculum for immersion Māori medium settings. The information gathering and revision work was carried out in readiness for mandatory implementation of the Whanaketanga in 2011. The work also provided important opportunities for Māori medium teacher professional learning and development. The introduction of National Standards has been controversial. The development of Whanaketanga has also been controversial and challenging in nature. The first half of this paper provides an overview of Whanaketanga development and the challenges its developers worked hard to address. The second part discusses implications for Māori medium teacher professional learning and development, drawn from findings from research case studies of the information gathering and revision work.

year: 2012