title: Promoting statistical thinking in year 12 multilingual classrooms: a collaborative study

authors: Sharma, Sashi

abstract: There are challenges making connections between language use and mathematics in mathematics education. A lack of connections between the two domains can have negative consequences on student learning and performance. The challenges in statistics classrooms, where language and contexts are important as a medium of instruction, have received little scrutiny. This article reports on collaborative research carried out in three largely Pasifika-dominated year 12 classes. Specifically, we explored the language resources and strategies that appear to enhance the statistical understanding of Pasifika students. Findings from the teacher reflection aspect of the study indicated that some strategies to incorporate student language and communicative resources in their learning worked better than others. Teachers may need to re-evaluate their teaching practices, especially if part of their population is learning English as a second language.

text: Promoting statistical thinking in year 12 multilingual classrooms: a collaborative study There are challenges making connections between language use and mathematics in mathematics education. A lack of connections between the two domains can have negative consequences on student learning and performance. The challenges in statistics classrooms, where language and contexts are important as a medium of instruction, have received little scrutiny. This article reports on collaborative research carried out in three largely Pasifika-dominated year 12 classes. Specifically, we explored the language resources and strategies that appear to enhance the statistical understanding of Pasifika students. Findings from the teacher reflection aspect of the study indicated that some strategies to incorporate student language and communicative resources in their learning worked better than others. Teachers may need to re-evaluate their teaching practices, especially if part of their population is learning English as a second language.

year: 2023-01-01

title: Modelling the yield curve with Orthonomalised Laguerre Polynomials: An intertemporally consistent approach with an economic interpretation

authors: Krippner, Leo

subjects: yield curve

abstract: This article provides theoretical foundations for the popular orthonormalised Laguerre polynomial (OLP) model of the yield curve, as originally introduced by Nelson and Siegel (1987). Intertemporal consistency is provided by deriving the volatility-adjusted OLP (VAO) model of the yield curve using the risk-neutral Heath, Jarrow and Morton (1992) framework, and including an allowance for term premia as noted in Duffee (2002). An economic interpretation is provided by deriving the relationship between the VAO model and the Berardi and Esposito (1999) yield curve model that is based on a generic general equilibrium model of the economy. In empirical applications using almost 50 years of United States data, the VAO model outperforms the random walk when used to forecast the yield curve out of sample, and the level of the yield curve as measured by the VAO model is shown to be cointegrated with CPI inflation, as predicted.

text: Modelling the yield curve with Orthonomalised Laguerre Polynomials: An intertemporally consistent approach with an economic interpretation This article provides theoretical foundations for the popular orthonormalised Laguerre polynomial (OLP) model of the yield curve, as originally introduced by Nelson and Siegel (1987). Intertemporal consistency is provided by deriving the volatility-adjusted OLP (VAO) model of the yield curve using the risk-neutral Heath, Jarrow and Morton (1992) framework, and including an allowance for term premia as noted in Duffee (2002). An economic interpretation is provided by deriving the relationship between the VAO model and the Berardi and Esposito (1999) yield curve model that is based on a generic general equilibrium model of the economy. In empirical applications using almost 50 years of United States data, the VAO model outperforms the random walk when used to forecast the yield curve out of sample, and the level of the yield curve as measured by the VAO model is shown to be cointegrated with CPI inflation, as predicted.

year: 2003-09

title: Decolonising Midwifery Education in Aotearoa: A Case Study Approach

authors: Cleaver,  Deanne Lesley

subjects: Decolonisation

abstract: The bicultural nature of Aotearoa (New Zealand) creates a strong foundation for the unique environment that supports the weaving of indigenous knowledge throughout midwifery education, and in turn creating a platform for decolonisation. Te Tiriti o Waitangi/ The Treaty of Waitangi serves to inform the direction that midwifery education and midwifery practice must take by underpinning these frameworks.
The revised midwifery curriculum and reaccreditation that supported the immersion of Indigenous knowledge throughout the midwifery degree at Wintec is currently in its fifth year. It was identified that there needed to be a more explicit focus of cultural safety and responsiveness, therefore in support of this Mātauranga Māori (Māori knowledge) was carefully embedded and linked to learning outcomes. This is in direct support of Te Tiriti o Waitangi and a move towards a Te Tiriti honouring programme. Topics that relate to tikanga Māori (customs), Te Ao Māori (Māori worldview) and Te Reo Māori (language) are respectfully taught, providing opportunities for understanding and growing competencies for midwifery tauira.  
Understanding colonisation in its global context alongside its role in the history of Aotearoa supported by Te Tiriti o Waitangi knowledge, is vital in the process of decolonisation. Tauira are encouraged to explore and reflect on these factors throughout their degree, supporting their growing cultural safety and awareness of relationships.  An anti-racism workshop in the final year of the degree adds another layer to the work of decolonisation and equips tauira with tools to be active in their allyship.
This personal and curricula journey empowers tauira to become culturally safe and responsive midwives, positively impacting the health of whānau Māori.
Through a case study approach the effectiveness of the interweaving of indigenous knowledge, Te Tiriti o Waitangi and Anti-Racism praxis will be explored, with the purpose of unpacking the learnings as a tool for social transformation within the process of decolonisation.
These changes promote the professional development of educators and the empowerment of tauira to uphold Indigenous rights, while providing care in partnership that is respectful. Decolonising Midwifery Education in Aotearoa: A Case Study approach’ will be explored and unpacked.

text: Decolonising Midwifery Education in Aotearoa: A Case Study Approach The bicultural nature of Aotearoa (New Zealand) creates a strong foundation for the unique environment that supports the weaving of indigenous knowledge throughout midwifery education, and in turn creating a platform for decolonisation. Te Tiriti o Waitangi/ The Treaty of Waitangi serves to inform the direction that midwifery education and midwifery practice must take by underpinning these frameworks.
The revised midwifery curriculum and reaccreditation that supported the immersion of Indigenous knowledge throughout the midwifery degree at Wintec is currently in its fifth year. It was identified that there needed to be a more explicit focus of cultural safety and responsiveness, therefore in support of this Mātauranga Māori (Māori knowledge) was carefully embedded and linked to learning outcomes. This is in direct support of Te Tiriti o Waitangi and a move towards a Te Tiriti honouring programme. Topics that relate to tikanga Māori (customs), Te Ao Māori (Māori worldview) and Te Reo Māori (language) are respectfully taught, providing opportunities for understanding and growing competencies for midwifery tauira.  
Understanding colonisation in its global context alongside its role in the history of Aotearoa supported by Te Tiriti o Waitangi knowledge, is vital in the process of decolonisation. Tauira are encouraged to explore and reflect on these factors throughout their degree, supporting their growing cultural safety and awareness of relationships.  An anti-racism workshop in the final year of the degree adds another layer to the work of decolonisation and equips tauira with tools to be active in their allyship.
This personal and curricula journey empowers tauira to become culturally safe and responsive midwives, positively impacting the health of whānau Māori.
Through a case study approach the effectiveness of the interweaving of indigenous knowledge, Te Tiriti o Waitangi and Anti-Racism praxis will be explored, with the purpose of unpacking the learnings as a tool for social transformation within the process of decolonisation.
These changes promote the professional development of educators and the empowerment of tauira to uphold Indigenous rights, while providing care in partnership that is respectful. Decolonising Midwifery Education in Aotearoa: A Case Study approach’ will be explored and unpacked.

year: 2023