title: Learning food technology outside the classroom: A study of a secondary class visit to a live historical village

authors: More, Beatrice Anne Maria

subjects: Food Technology

abstract: This thesis explores food technology learning experiences outside the classroom. The participants in this study were year 11 students who had selected food technology as one of their NCEA subjects. A living historical village, near to the students’ school, was chosen as the site for an interactive learning experience. The era and artefacts represented by this village are associated with 19th century New Zealand. The purposes of this study were to determine to what extent an interactive learning experience through a live historical village helped students learn about food and the technologies used to produce food; and whether this experience helped students better understand the complex relationship between food technologies and society. The study was informed by research literature on technology education in general and food technology in particular, as well as literature examining student engagement with history and learning outside the classroom. The study adopted a qualitative, interpretative methodology and data was gathered from surveys, tests, classroom activities, document analysis and a focus group interview. The study’s findings clearly indicated that the trip to The Historical Village helped the students learn about the constituents of food products and the technologies used to produce food. The historical context of the village engaged the students and enabled them to associate developments in food technologies with changes in society.

text: Learning food technology outside the classroom: A study of a secondary class visit to a live historical village This thesis explores food technology learning experiences outside the classroom. The participants in this study were year 11 students who had selected food technology as one of their NCEA subjects. A living historical village, near to the students’ school, was chosen as the site for an interactive learning experience. The era and artefacts represented by this village are associated with 19th century New Zealand. The purposes of this study were to determine to what extent an interactive learning experience through a live historical village helped students learn about food and the technologies used to produce food; and whether this experience helped students better understand the complex relationship between food technologies and society. The study was informed by research literature on technology education in general and food technology in particular, as well as literature examining student engagement with history and learning outside the classroom. The study adopted a qualitative, interpretative methodology and data was gathered from surveys, tests, classroom activities, document analysis and a focus group interview. The study’s findings clearly indicated that the trip to The Historical Village helped the students learn about the constituents of food products and the technologies used to produce food. The historical context of the village engaged the students and enabled them to associate developments in food technologies with changes in society.

year: 2011

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: Worlded object and its presentation: A Māori philosophy of language

authors: Mika, Carl Te Hira

abstract: In an era concerned with the survival of Indigenous languages, language as a general phenomenon needs to be thought of as thoroughly connected to one’s worldview. In this article, I propose a different conception of language that sides more with what I call ‘the worlding of things’ than linguistics. To foreshadow my speculations on language, I consider the possibility that, within the representation of one entity in perception, there exist all other entities. An entity is hence ‘worlded’—a key aspect of the term ‘whakapapa’. I then turn to think about language as a general phenomenon for Mäori, and its complex ability to world an entity even as it adumbrates that thing’s backdrop. I consider the verb ‘to be’ in that light, arguing that Mäori identify language as a sort of gathering of entities rather than an instrument for singling out one thing as thoroughly and separably evident. This article is therefore as much about the full participation of the world as it is about language; it also aims to counter the belief that language is merely a conveyor of ideas.

text: Worlded object and its presentation: A Māori philosophy of language In an era concerned with the survival of Indigenous languages, language as a general phenomenon needs to be thought of as thoroughly connected to one’s worldview. In this article, I propose a different conception of language that sides more with what I call ‘the worlding of things’ than linguistics. To foreshadow my speculations on language, I consider the possibility that, within the representation of one entity in perception, there exist all other entities. An entity is hence ‘worlded’—a key aspect of the term ‘whakapapa’. I then turn to think about language as a general phenomenon for Mäori, and its complex ability to world an entity even as it adumbrates that thing’s backdrop. I consider the verb ‘to be’ in that light, arguing that Mäori identify language as a sort of gathering of entities rather than an instrument for singling out one thing as thoroughly and separably evident. This article is therefore as much about the full participation of the world as it is about language; it also aims to counter the belief that language is merely a conveyor of ideas.

year: 2016