title: Household energy demand and the equity and efficiency aspects of subsidy reform in Indonesia

authors: Olivia, Susan

subjects: household energy demand

abstract: The proper design of price interventions in energy markets requires consideration of equity and efficiency effects. In this paper, budget survey data from 29,000 Indonesian households are used to estimate a demand system for five energy sources, which is identified by the spatial variation in unit values(expenditures divided by quantities). We correct for the various quality and measurement error biases that result when unit values are used as proxies for market prices. The price elasticities are combined with tax and subsidy rates to calculate the marginal social cost of price changes for each item. The results suggest than even with high levels of inequality aversion there is a case for reducing the large subsides on kerosene in Indonesia, supporting the reforms that have been announced recently.

text: Household energy demand and the equity and efficiency aspects of subsidy reform in Indonesia The proper design of price interventions in energy markets requires consideration of equity and efficiency effects. In this paper, budget survey data from 29,000 Indonesian households are used to estimate a demand system for five energy sources, which is identified by the spatial variation in unit values(expenditures divided by quantities). We correct for the various quality and measurement error biases that result when unit values are used as proxies for market prices. The price elasticities are combined with tax and subsidy rates to calculate the marginal social cost of price changes for each item. The results suggest than even with high levels of inequality aversion there is a case for reducing the large subsides on kerosene in Indonesia, supporting the reforms that have been announced recently.

year: 2008

title: Constructing English in New Zealand: A report on a decade of reform

authors: Locke, Terry

subjects: English

abstract: In 1991, the newly elected National Government of New Zealand set in train a major reform of the New Zealand national curriculum and, a little later, a major reform of the New Zealand qualifications system. These reforms have had a major impact on the construction of English as a subject in New Zealand secondary schools, and the work and professional identity of teachers. This article uses as a basis for analysis a framework which posits four paradigms for subject English and proceeds to examine the current national English curriculum in New Zealand for its underlying discourses. In specific terms, it explores questions of partition and progression, and terminology. In respect of progression, it argues that the current curriculum has imposed a flawed model on teachers and students, in part because of its commitment to the assignment of decontextualised outcomes statements (‘achievement objects’) to staged levels of student development (levels). It also argues that much of the terminology used by the document has had a negative impact on metalinguistic classroom practice. Finally, while it views the national English curriculum as a discursively mixed bag, it notes an absence of critical discourses and a tendency, in recent qualifications reforms, to construct English teachers as technicians and the subject as skills-based.

text: Constructing English in New Zealand: A report on a decade of reform In 1991, the newly elected National Government of New Zealand set in train a major reform of the New Zealand national curriculum and, a little later, a major reform of the New Zealand qualifications system. These reforms have had a major impact on the construction of English as a subject in New Zealand secondary schools, and the work and professional identity of teachers. This article uses as a basis for analysis a framework which posits four paradigms for subject English and proceeds to examine the current national English curriculum in New Zealand for its underlying discourses. In specific terms, it explores questions of partition and progression, and terminology. In respect of progression, it argues that the current curriculum has imposed a flawed model on teachers and students, in part because of its commitment to the assignment of decontextualised outcomes statements (‘achievement objects’) to staged levels of student development (levels). It also argues that much of the terminology used by the document has had a negative impact on metalinguistic classroom practice. Finally, while it views the national English curriculum as a discursively mixed bag, it notes an absence of critical discourses and a tendency, in recent qualifications reforms, to construct English teachers as technicians and the subject as skills-based.

year: 2007

title: Software development: Involving Tangata Whenua and incorporating Tikanga Māori

authors: Taia, Ivy

subjects: software engineering

abstract: Over the past fifty years, software development (SD) has been dominated by Western approaches, which is widely accepted as the standard way of doing things (Diaz Andrade et al., 2021). Consequently, many software applications for specific Indigenous cultures, especially health interventions and educational software (Dobson, Whittaker, Bartley, Connor, Chen, Ross & McCool, 2017; Fleer, 1989), were developed using traditional software engineering (SE) methodologies. Although these methodologies provide the workflows and methods for developing software, they do not provide guidelines for developing Indigenous software. While there have been numerous studies on diversity, such as gender and ethnicity in the field of Information Systems, there is very little research on the practices of involving Indigenous people and incorporating their traditional customs in the software development process. This thesis examines the participation of Indigenous people in software development. The research specifically focuses on Tangata Whenua (Māori people, the Indigenous population of Aotearoa New Zealand) and Tikanga Māori (Māori cultural methods). Our findings are useful to those attempting to enhance Indigenous representation in software development, especially those wanting to involve Māori people and their cultural methods in the development process and design of software.

text: Software development: Involving Tangata Whenua and incorporating Tikanga Māori Over the past fifty years, software development (SD) has been dominated by Western approaches, which is widely accepted as the standard way of doing things (Diaz Andrade et al., 2021). Consequently, many software applications for specific Indigenous cultures, especially health interventions and educational software (Dobson, Whittaker, Bartley, Connor, Chen, Ross & McCool, 2017; Fleer, 1989), were developed using traditional software engineering (SE) methodologies. Although these methodologies provide the workflows and methods for developing software, they do not provide guidelines for developing Indigenous software. While there have been numerous studies on diversity, such as gender and ethnicity in the field of Information Systems, there is very little research on the practices of involving Indigenous people and incorporating their traditional customs in the software development process. This thesis examines the participation of Indigenous people in software development. The research specifically focuses on Tangata Whenua (Māori people, the Indigenous population of Aotearoa New Zealand) and Tikanga Māori (Māori cultural methods). Our findings are useful to those attempting to enhance Indigenous representation in software development, especially those wanting to involve Māori people and their cultural methods in the development process and design of software.

year: 2025