title: Advancements in running shoe technology and their effects on running economy and performance – a current concepts overview

authors: Hébert-Losier, Kim

subjects: Athletics

abstract: Advancements in running shoe technology over the last 5 years have sparked controversy in athletics as linked with clear running economy and performance enhancements. Early debates mainly surrounded ‘super shoes’ in long-distance running, but more recently, the controversy has filtered through to sprint and middle-distance running with the emergence of ‘super spikes’. This Current Concepts paper provides a brief overview on the controversial topic of super shoes and super spikes. The defining features of technologically advanced shoes are a stiff plate embedded within the midsole, curved plate and midsole geometry, and lightweight, resilient, high-energy returning foam that–in combination–enhance running performance. Since the launch of the first commercially available super shoe, all world records from the 5 km to the marathon have been broken by athletes wearing super shoes or super spikes, with a similar trend observed in middle-distance running. The improvements in super shoes are around 4% for running economy and 2% for performance, and speculatively around 1% to 1.5% for super spikes. These enhancements are believed multifactorial in nature and difficult to parse, although involve longitudinal bending stiffness, the ‘teeter-totter effect’, the high-energy return properties of the midsole material, enhanced stack height and lightweight characteristic of shoes.

text: Advancements in running shoe technology and their effects on running economy and performance – a current concepts overview Advancements in running shoe technology over the last 5 years have sparked controversy in athletics as linked with clear running economy and performance enhancements. Early debates mainly surrounded ‘super shoes’ in long-distance running, but more recently, the controversy has filtered through to sprint and middle-distance running with the emergence of ‘super spikes’. This Current Concepts paper provides a brief overview on the controversial topic of super shoes and super spikes. The defining features of technologically advanced shoes are a stiff plate embedded within the midsole, curved plate and midsole geometry, and lightweight, resilient, high-energy returning foam that–in combination–enhance running performance. Since the launch of the first commercially available super shoe, all world records from the 5 km to the marathon have been broken by athletes wearing super shoes or super spikes, with a similar trend observed in middle-distance running. The improvements in super shoes are around 4% for running economy and 2% for performance, and speculatively around 1% to 1.5% for super spikes. These enhancements are believed multifactorial in nature and difficult to parse, although involve longitudinal bending stiffness, the ‘teeter-totter effect’, the high-energy return properties of the midsole material, enhanced stack height and lightweight characteristic of shoes.

year: 2022

title: Cutting the hedge: Exporters' dynamic currency hedging behaviour

authors: Fabling, Richard

subjects: selective currency hedging

abstract: We use a dataset that includes all New Zealand merchandise export transactions to analyse exporters' dynamic currency hedging behaviour. We focus on whether exporters change their hedging behaviour (“selectively hedge”) when the exchange rate and/or forward points depart from historical norms. We find that hedging ratios for exporters' Australian dollar exposures vary systematically as the exchange rate departs from historical averages; this behaviour is more marked for larger relative to smaller exporters. Consistent with efficient markets theory, there is no evidence that selective hedging is a profitable strategy for exporters.

text: Cutting the hedge: Exporters' dynamic currency hedging behaviour We use a dataset that includes all New Zealand merchandise export transactions to analyse exporters' dynamic currency hedging behaviour. We focus on whether exporters change their hedging behaviour (“selectively hedge”) when the exchange rate and/or forward points depart from historical norms. We find that hedging ratios for exporters' Australian dollar exposures vary systematically as the exchange rate departs from historical averages; this behaviour is more marked for larger relative to smaller exporters. Consistent with efficient markets theory, there is no evidence that selective hedging is a profitable strategy for exporters.

year: 2010

title: Examining Culturally Responsive Leadership: An investigation into how one school leader, in a primary school setting, provides culturally responsive leadership that ensures Maori students achieve

authors: Ford, Therese

subjects: Culture

abstract: Addressing the achievement disparities that exist within New Zealand education between Maori and non-Maori is a major government priority and is identified by the Ministry of Education as being a critical challenge for school leadership (Ministry of Education, 2008a). Therefore, an important question for school leaders to contemplate is: How do we raise Maori student achievement and eliminate the ‘gap’, or more specifically, what are the teaching and leadership practices that will make a difference? The research project presented in this thesis examines how one school leader, in a mainstream primary school setting, provides culturally responsive leadership practice that ensures Maori students achieve. This case study was conducted within a kaupapa Maori theoretical framework and used a mixed methods approach that incorporated the triangulation of quantitative and qualitative data. Quantitative data included student achievement data in reading, while qualitative data collection and analysis included school documents, participant observations of the principal, a series of semi-structured interviews and a stimulated recall interview with the principal and focus group interviews with the school leadership team and a group of teachers. The literature reviewed highlighted the centrality of culture in education, the implications for relationships and interactions between teachers and students that are born out of cultural deficit theorising and the potential culturally responsive teaching practices hold for students from minority groups. It also identified a series of effective leadership practices that enable school leaders to influence classroom teaching and have a subsequent impact on student outcomes. The case study school reflects a mainstream primary school context where the majority of Maori students are achieving at or above national expectations in reading. The findings indicate that the principal is implementing many of the practices that characterise effective leadership in successful schools. The principal’s leadership practice is guided by her understandings of culturally responsive leadership, which emphasises the importance of developing quality relationships and quality teaching and learning. Consequently, she has focused her leadership practice on three interrelated strategies that reflect this theorising. The strategies include: prioritising the development of relationships with and between school stakeholders, establishing systems and structures to support the development of relationships and creating a school culture of learning where teachers reject deficit theorising, accept ownership for the performance of students, implement culturally responsive teaching practices and are critically reflective about their practice. This study suggests that further research examining culturally responsive leadership in mainstream education is needed to provide a more comprehensive profile of a culturally responsive leader in the New Zealand context. However, this report does provide an interesting point for reflection and discussion amongst school leaders who want to raise Maori student achievement and reduce disparities.

text: Examining Culturally Responsive Leadership: An investigation into how one school leader, in a primary school setting, provides culturally responsive leadership that ensures Maori students achieve Addressing the achievement disparities that exist within New Zealand education between Maori and non-Maori is a major government priority and is identified by the Ministry of Education as being a critical challenge for school leadership (Ministry of Education, 2008a). Therefore, an important question for school leaders to contemplate is: How do we raise Maori student achievement and eliminate the ‘gap’, or more specifically, what are the teaching and leadership practices that will make a difference? The research project presented in this thesis examines how one school leader, in a mainstream primary school setting, provides culturally responsive leadership practice that ensures Maori students achieve. This case study was conducted within a kaupapa Maori theoretical framework and used a mixed methods approach that incorporated the triangulation of quantitative and qualitative data. Quantitative data included student achievement data in reading, while qualitative data collection and analysis included school documents, participant observations of the principal, a series of semi-structured interviews and a stimulated recall interview with the principal and focus group interviews with the school leadership team and a group of teachers. The literature reviewed highlighted the centrality of culture in education, the implications for relationships and interactions between teachers and students that are born out of cultural deficit theorising and the potential culturally responsive teaching practices hold for students from minority groups. It also identified a series of effective leadership practices that enable school leaders to influence classroom teaching and have a subsequent impact on student outcomes. The case study school reflects a mainstream primary school context where the majority of Maori students are achieving at or above national expectations in reading. The findings indicate that the principal is implementing many of the practices that characterise effective leadership in successful schools. The principal’s leadership practice is guided by her understandings of culturally responsive leadership, which emphasises the importance of developing quality relationships and quality teaching and learning. Consequently, she has focused her leadership practice on three interrelated strategies that reflect this theorising. The strategies include: prioritising the development of relationships with and between school stakeholders, establishing systems and structures to support the development of relationships and creating a school culture of learning where teachers reject deficit theorising, accept ownership for the performance of students, implement culturally responsive teaching practices and are critically reflective about their practice. This study suggests that further research examining culturally responsive leadership in mainstream education is needed to provide a more comprehensive profile of a culturally responsive leader in the New Zealand context. However, this report does provide an interesting point for reflection and discussion amongst school leaders who want to raise Maori student achievement and reduce disparities.

year: 2010