title: Line mesh distributions: An alternative approach for multivariate environmental extremes

authors: Bardsley, W. Earl

subjects: Line mesh distribution

abstract: Copulas and other multivariate models can give joint exceedance probabilities for multivariate events in the naturalenvironment. However, the choice of the most appropriate multivariate model may not always be evident in the absence ofknowledge of dependence structures. A simple nonparametric alternative is to approximate multivariate dependenciesusing ‘‘line mesh distributions’’, introduced here as a data-based finite mixture of univariate distributions defined on a meshof L =C(m, 2) lines extending through Euclidean n-space. That is, m data points in n-space define a total of L lines, whereC() denotes the binomial coefficient. The utilitarian simplicity of the method has attraction for joint exceedance proba-bilities because just the data and a single bandwidth parameter within the 0, 1 interval are needed to define a line meshdistribution. All bivariate planes in these distributions have the same Pearson correlation coefficients as the correspondingdata. Marginal means and variances are similarly preserved. Using an example from the literature, a 5-parameter bivariateGumbel model is replaced with a 1-parameter line mesh distribution. A second illustration for three dimensions applies linemesh distributions to data simulated from a trivariate copula.

text: Line mesh distributions: An alternative approach for multivariate environmental extremes Copulas and other multivariate models can give joint exceedance probabilities for multivariate events in the naturalenvironment. However, the choice of the most appropriate multivariate model may not always be evident in the absence ofknowledge of dependence structures. A simple nonparametric alternative is to approximate multivariate dependenciesusing ‘‘line mesh distributions’’, introduced here as a data-based finite mixture of univariate distributions defined on a meshof L =C(m, 2) lines extending through Euclidean n-space. That is, m data points in n-space define a total of L lines, whereC() denotes the binomial coefficient. The utilitarian simplicity of the method has attraction for joint exceedance proba-bilities because just the data and a single bandwidth parameter within the 0, 1 interval are needed to define a line meshdistribution. All bivariate planes in these distributions have the same Pearson correlation coefficients as the correspondingdata. Marginal means and variances are similarly preserved. Using an example from the literature, a 5-parameter bivariateGumbel model is replaced with a 1-parameter line mesh distribution. A second illustration for three dimensions applies linemesh distributions to data simulated from a trivariate copula.

year: 2019

title: "It's about community" - Finding Local Solutions to Local Problems: Exploring Responses to the Social Problem of Youth Unemployment

authors: Whitham, Michael Philip

subjects: Youth

abstract: The purpose of this research is to explore the policies and practices associated with the social „problem‟ of youth unemployment. A major focus of this research is a case study of the employment programme being utilised in Otorohanga to address this problem. This is an initiative consisting of 11 key projects to reduce youth unemployment. The projects have consistently created a situation in Otorohanga where nobody under the age of 25 is registered with Work and Income New Zealand as unemployed. This outcome has been achieved by ensuring that local youth are either in local training programmes, in employment or in apprenticeships. The research project uses both qualitative and quantitative research methods and provides a thematic analysis, from a labour studies perspective, of both literature and empirical findings from a range of interviews. In order to undertake this research, the thesis firstly provides a review of the literature on youth, unemployment, engagement and policies. Secondly, it highlights the employment policies utilised within New Zealand from the late 1990s through to 2011 and in order to examine the changes in political ideology between the Labour-led and National-led central government policies. Thirdly, the study incorporates interviews with a selection of key stakeholders involved in the successes of the Otorohanga projects.

The central arguments in this thesis are: 1) that youth are a significant and poorly understood demographic; and that youth unemployment is perceived to be a social problem due to the economic and social disadvantages for youth which are exacerbated by structural inequalities; 2) that the current policies for dealing with youth unemployment, especially the emphasis on education and the impact of neo-liberal ideologies only have limited success in dealing with the issue of youth unemployment; 3) that no current policy understands or addresses the needs of youth specifically, therefore the social problem of youth unemployment will continue to be perpetuated; and, 4) that policies which draw on local, community driven solutions, grounded in labour market realities can be successful.

On this basis, the research provides good practice solutions which highlight the importance of incorporating community support, passionate leadership and employment-led training options in projects designed to address youth unemployment. By identifying these good practice solutions the policy aspects that led to the success of the Otorohanga projects can be shared with other regional initiatives in New Zealand. Should this occur, the thesis aims of contributing towards reducing youth unemployment in New Zealand can be achieved and have the potential to reduce youth unemployment in other centres.

text: "It's about community" - Finding Local Solutions to Local Problems: Exploring Responses to the Social Problem of Youth Unemployment The purpose of this research is to explore the policies and practices associated with the social „problem‟ of youth unemployment. A major focus of this research is a case study of the employment programme being utilised in Otorohanga to address this problem. This is an initiative consisting of 11 key projects to reduce youth unemployment. The projects have consistently created a situation in Otorohanga where nobody under the age of 25 is registered with Work and Income New Zealand as unemployed. This outcome has been achieved by ensuring that local youth are either in local training programmes, in employment or in apprenticeships. The research project uses both qualitative and quantitative research methods and provides a thematic analysis, from a labour studies perspective, of both literature and empirical findings from a range of interviews. In order to undertake this research, the thesis firstly provides a review of the literature on youth, unemployment, engagement and policies. Secondly, it highlights the employment policies utilised within New Zealand from the late 1990s through to 2011 and in order to examine the changes in political ideology between the Labour-led and National-led central government policies. Thirdly, the study incorporates interviews with a selection of key stakeholders involved in the successes of the Otorohanga projects.

The central arguments in this thesis are: 1) that youth are a significant and poorly understood demographic; and that youth unemployment is perceived to be a social problem due to the economic and social disadvantages for youth which are exacerbated by structural inequalities; 2) that the current policies for dealing with youth unemployment, especially the emphasis on education and the impact of neo-liberal ideologies only have limited success in dealing with the issue of youth unemployment; 3) that no current policy understands or addresses the needs of youth specifically, therefore the social problem of youth unemployment will continue to be perpetuated; and, 4) that policies which draw on local, community driven solutions, grounded in labour market realities can be successful.

On this basis, the research provides good practice solutions which highlight the importance of incorporating community support, passionate leadership and employment-led training options in projects designed to address youth unemployment. By identifying these good practice solutions the policy aspects that led to the success of the Otorohanga projects can be shared with other regional initiatives in New Zealand. Should this occur, the thesis aims of contributing towards reducing youth unemployment in New Zealand can be achieved and have the potential to reduce youth unemployment in other centres.

year: 2012

title: Māori and pacific infant and toddler cultural pedagogy: Reclaiming a cultural lens

authors: Glasgow, Ali

abstract: An Indigenous cultural renaissance emerged in the 1980’s in Aotearoa New Zealand. Communities established early childhood programmes that reflected native spirituality, values, and Indigenous knowledge, with instruction in local, Indigenous languages (Hunkin-Tuiletufuga, 2001). Indigenous communities sought ownership over the education of their children, within a culturally driven framework that focussed on retention of knowledge, language, and cultural identity.
These strong early stages have lost traction, with increasing numbers of Māori and Pacific community services unable to meet the rigorous regulatory criteria, assurance auditing processes, funding restraints, and other considerations that have impacted the numbers of families using these services. Nowadays, a mere percentage of those once in operation remain, with the majority of Māori and Pacific children and their families enrolling in mainstream early childhood education services (Ministry of Education, 2013).
Central to the educational success for Māori and Pacific children is an understanding that they are culturally located and the acknowledgement that effective education must encompass their culture. A cultural discourse gaining prominence reveals the need for culturally sound pedagogical practice for Māori and Pacific communities (Rameka & Glasgow, 2016; Rau & Ritchie, 2011). This trend is gaining impetus in the wider Pacific region (Glasgow, 2012), thus driving a movement for reclaiming and reframing education for Pacific peoples (Sanga, 2012).

text: Māori and pacific infant and toddler cultural pedagogy: Reclaiming a cultural lens An Indigenous cultural renaissance emerged in the 1980’s in Aotearoa New Zealand. Communities established early childhood programmes that reflected native spirituality, values, and Indigenous knowledge, with instruction in local, Indigenous languages (Hunkin-Tuiletufuga, 2001). Indigenous communities sought ownership over the education of their children, within a culturally driven framework that focussed on retention of knowledge, language, and cultural identity.
These strong early stages have lost traction, with increasing numbers of Māori and Pacific community services unable to meet the rigorous regulatory criteria, assurance auditing processes, funding restraints, and other considerations that have impacted the numbers of families using these services. Nowadays, a mere percentage of those once in operation remain, with the majority of Māori and Pacific children and their families enrolling in mainstream early childhood education services (Ministry of Education, 2013).
Central to the educational success for Māori and Pacific children is an understanding that they are culturally located and the acknowledgement that effective education must encompass their culture. A cultural discourse gaining prominence reveals the need for culturally sound pedagogical practice for Māori and Pacific communities (Rameka & Glasgow, 2016; Rau & Ritchie, 2011). This trend is gaining impetus in the wider Pacific region (Glasgow, 2012), thus driving a movement for reclaiming and reframing education for Pacific peoples (Sanga, 2012).

year: 2017