title: An intertemporally-consistent and arbitrage-free version of the Nelson and Siegel class of yield curve models

authors: Krippner, Leo

subjects: yield curve

abstract: This article derives a generic, intertemporally-consistent, and arbitrage-free version of the popular class of yield curve models originally introduced by Nelson and Siegel (1987). The derived model has a theoretical foundation (conferred via the Heath, Jarrow and Morton (1992) framework) that allows it to be used in applications that involve an implicit or explicit time-series context. As an example of the potentialapplication of the model, the intertemporal consistency is exploited to derive a theoretical time-series process that may be used to forecast the yield curve. The empirical application of the forecasting framework to United States data results in out-of-sample forecasts that outperform the random walk over a sample period of almost 50 years, for forecast horizons ranging from six months to three years.

text: An intertemporally-consistent and arbitrage-free version of the Nelson and Siegel class of yield curve models This article derives a generic, intertemporally-consistent, and arbitrage-free version of the popular class of yield curve models originally introduced by Nelson and Siegel (1987). The derived model has a theoretical foundation (conferred via the Heath, Jarrow and Morton (1992) framework) that allows it to be used in applications that involve an implicit or explicit time-series context. As an example of the potentialapplication of the model, the intertemporal consistency is exploited to derive a theoretical time-series process that may be used to forecast the yield curve. The empirical application of the forecasting framework to United States data results in out-of-sample forecasts that outperform the random walk over a sample period of almost 50 years, for forecast horizons ranging from six months to three years.

year: 2005-02

title: Two daddy tigers and a baby tiger: Promoting understandings about same gender parented families using picture books.

authors: Kelly, Janette

subjects: diversity

abstract: There is a small body of work examining how picture books can be used with young children and their families to develop understandings of contemporary issues including diversity and practices towards inclusion. This article describes a study in one New Zealand kindergarten that explored teachers' interpretations of children's responses to a selection of picture books featuring same gender parented families. The research sought to go beyond traditional understandings of families and the dominant discourse of heteronormativity. Findings show that despite children reportedly being open to the possibilities of non-traditional families in their setting, and their play, teachers appeared hesitant to ask probing questions or fully engage with children's thinking, or their own, to explore understandings in this area. Nevertheless, this research demonstrates that taking tentative steps towards making an alternative discourse available through the proactive use of curriculum resources does not have to be 'difficult' or 'dangerous'. In inclusive educational settings, lesbian and gay headed families can be affirmed, and children can be supported to construct understandings about 'family' outside of normative boundaries.

text: Two daddy tigers and a baby tiger: Promoting understandings about same gender parented families using picture books. There is a small body of work examining how picture books can be used with young children and their families to develop understandings of contemporary issues including diversity and practices towards inclusion. This article describes a study in one New Zealand kindergarten that explored teachers' interpretations of children's responses to a selection of picture books featuring same gender parented families. The research sought to go beyond traditional understandings of families and the dominant discourse of heteronormativity. Findings show that despite children reportedly being open to the possibilities of non-traditional families in their setting, and their play, teachers appeared hesitant to ask probing questions or fully engage with children's thinking, or their own, to explore understandings in this area. Nevertheless, this research demonstrates that taking tentative steps towards making an alternative discourse available through the proactive use of curriculum resources does not have to be 'difficult' or 'dangerous'. In inclusive educational settings, lesbian and gay headed families can be affirmed, and children can be supported to construct understandings about 'family' outside of normative boundaries.

year: 2012

title: Curriculum integration as treaty praxis.

authors: Fraser, Deborah

subjects: curricula

abstract: The article discusses the significance of curriculum integration on the promotion of principles of the Treaty of Waitangi, an agreement signed in 1840 by the Maori and the Crown people in New Zealand. It explores the challenges linked with this curriculum theory design. It also highlights a case study which analyzes the impact of curriculum integration in education.

text: Curriculum integration as treaty praxis. The article discusses the significance of curriculum integration on the promotion of principles of the Treaty of Waitangi, an agreement signed in 1840 by the Maori and the Crown people in New Zealand. It explores the challenges linked with this curriculum theory design. It also highlights a case study which analyzes the impact of curriculum integration in education.

year: 2002