title: Identifying Market Price Levels Using Differential Evolution

authors: Mayo, Michael

subjects: differential evolution

abstract: Evolutionary data mining is used in this paper to investigate the concept of support and resistance levels in financial markets. Specifically, Differential Evolution is used to learn support/resistance levels from price data. The presence of these levels is then tested in out-of-sample data. Our results from a set of experiments covering five years worth of daily data across nine different US markets show that there is statistical evidence for price levels in certain markets, and that Differential Evolution can uncover them.

text: Identifying Market Price Levels Using Differential Evolution Evolutionary data mining is used in this paper to investigate the concept of support and resistance levels in financial markets. Specifically, Differential Evolution is used to learn support/resistance levels from price data. The presence of these levels is then tested in out-of-sample data. Our results from a set of experiments covering five years worth of daily data across nine different US markets show that there is statistical evidence for price levels in certain markets, and that Differential Evolution can uncover them.

year: 2013

title: Authentic student inquiry: the mismatch between the intended curriculum and the student-experienced curriculum

authors: Hume, Anne Christine

subjects: inquiry-based learning

abstract: As a means of achieving scientific literacy goals in society, the last two decades have witnessed international science curriculum redevelopment that increasingly advocates a 'new look' inquiry-based approach to learning. This paper reports on the nature of the student-experienced curriculum where secondary school students are learning under a national curriculum that is intent on promoting students' knowledge and capabilities in authentic scientific inquiry, that is, inquiry that properly reflects that practiced by members of scientific communities. Using a multiple case study approach, this study found that layers of curriculum interpretation from several 'sites of influence' both outside and inside of the schools have a strong bearing on the curriculum enacted by teachers and actually experienced by the students, and runs counter to the aims of the national curriculum policy. Over-emphasis on fair testing limits students' exposure to the full range of methods that scientists use in practice, and standards-based assessment using planning templates, exemplar assessment schedules and restricted opportunities for full investigations in different contexts tends to reduce student learning about experimental design to an exercise in 'following the rules'. These classroom realities have implications for students' understanding of the nature of authentic scientific inquiry and support claims that school science is still far removed from real science.

text: Authentic student inquiry: the mismatch between the intended curriculum and the student-experienced curriculum As a means of achieving scientific literacy goals in society, the last two decades have witnessed international science curriculum redevelopment that increasingly advocates a 'new look' inquiry-based approach to learning. This paper reports on the nature of the student-experienced curriculum where secondary school students are learning under a national curriculum that is intent on promoting students' knowledge and capabilities in authentic scientific inquiry, that is, inquiry that properly reflects that practiced by members of scientific communities. Using a multiple case study approach, this study found that layers of curriculum interpretation from several 'sites of influence' both outside and inside of the schools have a strong bearing on the curriculum enacted by teachers and actually experienced by the students, and runs counter to the aims of the national curriculum policy. Over-emphasis on fair testing limits students' exposure to the full range of methods that scientists use in practice, and standards-based assessment using planning templates, exemplar assessment schedules and restricted opportunities for full investigations in different contexts tends to reduce student learning about experimental design to an exercise in 'following the rules'. These classroom realities have implications for students' understanding of the nature of authentic scientific inquiry and support claims that school science is still far removed from real science.

year: 2010

title: Ohaaki: A power station on Maori land

authors: Stokes, Evelyn

subjects: Ohaaki Geothermal Power Station

abstract: This paper is about a geothermal power station called Ohaaki, constructed over the period 1982-1989 on Maori land close by Te Ohaaki Marae and the ancestral papakainga of Ngati Tahu. This is a personal account of the impact of this project on Ngati Tahu rather than a history of the construction of the power station.

text: Ohaaki: A power station on Maori land This paper is about a geothermal power station called Ohaaki, constructed over the period 1982-1989 on Maori land close by Te Ohaaki Marae and the ancestral papakainga of Ngati Tahu. This is a personal account of the impact of this project on Ngati Tahu rather than a history of the construction of the power station.

year: 2003