title: Systematic evidence map of disparities in police outcomes: final report

authors: Tompson, Lisa

subjects: police

abstract: To support the New Zealand Police Understanding Policing Delivery (UPD) project, we were tasked with completing an academic literature review on bias in policing. However, the vastness and complexity of the relevant research, and the short timeframe for completion meant that it was not possible to complete a single literature review that accurately reflected the evidence base; indeed, it would be difficult to do justice to this literature in a single review under any circumstances. Thus, rather than attempting a traditional literature review, we developed an evidence and gap map of the international research on bias in policing. In this report, we present the rationale, methods used, and key features of the studies on the evidence and gap map (referred to as the ‘evidence map’). This evidence map serves several purposes. Its overarching purpose is to be a resource for more targeted work on specific areas of apparent disparity in policing, including areas prioritised by New Zealand Police as part of the UPD project: decisions about stops, charges, and the use of force. Researchers will be able to use the map to easily identify a) the extent of research in the area of interest, and b) the key features of the research that has been conducted in that area, as a basis. The map will guide rapid evidence reviews and future primary research, both of which can be used to design police practice-based interventions to reduce police-generated disparities in New Zealand.

text: Systematic evidence map of disparities in police outcomes: final report To support the New Zealand Police Understanding Policing Delivery (UPD) project, we were tasked with completing an academic literature review on bias in policing. However, the vastness and complexity of the relevant research, and the short timeframe for completion meant that it was not possible to complete a single literature review that accurately reflected the evidence base; indeed, it would be difficult to do justice to this literature in a single review under any circumstances. Thus, rather than attempting a traditional literature review, we developed an evidence and gap map of the international research on bias in policing. In this report, we present the rationale, methods used, and key features of the studies on the evidence and gap map (referred to as the ‘evidence map’). This evidence map serves several purposes. Its overarching purpose is to be a resource for more targeted work on specific areas of apparent disparity in policing, including areas prioritised by New Zealand Police as part of the UPD project: decisions about stops, charges, and the use of force. Researchers will be able to use the map to easily identify a) the extent of research in the area of interest, and b) the key features of the research that has been conducted in that area, as a basis. The map will guide rapid evidence reviews and future primary research, both of which can be used to design police practice-based interventions to reduce police-generated disparities in New Zealand.

year: 2021

title: Component-by-component construction of good intermediate-rank lattice rules

authors: Kuo, Frances Y.

subjects: mathematics

abstract: It is known that the generating vector of a rank-1 lattice rule can be constructed component-by-component to achieve strong tractability error bounds in both weighted Korobov spaces and weighted Sobolev spaces. Since the weights for these spaces are nonincreasing, the first few variables are in a sense more important than the rest. We thus propose to copy the points of a rank-1 lattice rule a number of times in the first few dimensions to yield an intermediate-rank lattice rule. We show that the generating vector (and in weighted Sobolev spaces, the shift also) of an intermediate-rank lattice rule can also be constructed component-by-component to achieve strong tractability error bounds. In certain circumstances, these bounds are better than the corresponding bounds for rank-1 lattice rules.

text: Component-by-component construction of good intermediate-rank lattice rules It is known that the generating vector of a rank-1 lattice rule can be constructed component-by-component to achieve strong tractability error bounds in both weighted Korobov spaces and weighted Sobolev spaces. Since the weights for these spaces are nonincreasing, the first few variables are in a sense more important than the rest. We thus propose to copy the points of a rank-1 lattice rule a number of times in the first few dimensions to yield an intermediate-rank lattice rule. We show that the generating vector (and in weighted Sobolev spaces, the shift also) of an intermediate-rank lattice rule can also be constructed component-by-component to achieve strong tractability error bounds. In certain circumstances, these bounds are better than the corresponding bounds for rank-1 lattice rules.

year: 2003

title: Toitū Te Whānau, Toitū Te Iwi: A Community Approach to English Transition

authors: Berryman, Mere

subjects: Maori

abstract: The research project presented in this thesis documents and describes the outcomes of effective whānau (immediate and extended family), kura (school), student, and researcher collaboration. The researcher became part of a whānau-of-interest (Bishop, 1996b) in 1998 and 1999 when she was invited by this community to help develop a suitable programme to assist highly competent Māori immersion students in their transition to a bi-lingual secondary school (the only option available in their community). The whānau wanted students to begin their secondary schooling with an improved competence in reading and writing in English but without compromising their competency in Maori language. Prior to this programme few of the students had received any formal instruction in the English language.
After a ten-week intervention implemented mainly outside the classroom, the researcher found that whānau tutors had effectively implemented the programmes and that all Year 8 students were able to read stories (in English) and talk about them (in English) at age appropriate reading levels. They also displayed improved rates of writing in English while maintaining their high fluency in reading and writing in Māori. The 10-week programme and results were replicated over a further three terms with the Year 7 and again with the Year 6 students. The study employed a multiple baseline across groups, design. A collaborative story gathered from participants at the end of the programme, together with these process and outcome data, strongly support the successful outcomes of this "participant driven" (Bishop, 1996b) programme.

text: Toitū Te Whānau, Toitū Te Iwi: A Community Approach to English Transition The research project presented in this thesis documents and describes the outcomes of effective whānau (immediate and extended family), kura (school), student, and researcher collaboration. The researcher became part of a whānau-of-interest (Bishop, 1996b) in 1998 and 1999 when she was invited by this community to help develop a suitable programme to assist highly competent Māori immersion students in their transition to a bi-lingual secondary school (the only option available in their community). The whānau wanted students to begin their secondary schooling with an improved competence in reading and writing in English but without compromising their competency in Maori language. Prior to this programme few of the students had received any formal instruction in the English language.
After a ten-week intervention implemented mainly outside the classroom, the researcher found that whānau tutors had effectively implemented the programmes and that all Year 8 students were able to read stories (in English) and talk about them (in English) at age appropriate reading levels. They also displayed improved rates of writing in English while maintaining their high fluency in reading and writing in Māori. The 10-week programme and results were replicated over a further three terms with the Year 7 and again with the Year 6 students. The study employed a multiple baseline across groups, design. A collaborative story gathered from participants at the end of the programme, together with these process and outcome data, strongly support the successful outcomes of this "participant driven" (Bishop, 1996b) programme.

year: 2001