title: Reflective practice: Dance-making and image narratives.

authors: Bright, Deborah Ann

subjects: reflective practice

abstract: In this paper I discuss the identification and representation of embodied knowing, focusing on how it is evidenced through reflective practice in dance-making. Grounded in a phenomenological hermeneutic approach, the research from which this discussion is drawn included the development of a model specific to reflective practice in dance-making and an exploration into alternative means of representing embodied knowing in dance-making. The outcome of this exploration is an image narrative which brings together dance-making, images and reflective journals.

text: Reflective practice: Dance-making and image narratives. In this paper I discuss the identification and representation of embodied knowing, focusing on how it is evidenced through reflective practice in dance-making. Grounded in a phenomenological hermeneutic approach, the research from which this discussion is drawn included the development of a model specific to reflective practice in dance-making and an exploration into alternative means of representing embodied knowing in dance-making. The outcome of this exploration is an image narrative which brings together dance-making, images and reflective journals.

year: 2007

title: Are EU budget deficits stationary?

authors: Holmes, Mark J.

subjects: heterogeneous dynamic panels

abstract: In this paper, we test for the stationarity of European Union budget deficits over the period 1971–2006, using a panel of thirteen member countries. Our testing strategy addresses two key concerns with regard to unit root panel data testing, namely (1) the presence of cross-sectional dependence among the countries in the panel and (2) the identification of potential structural breaks that might have occurred at different points in time. To address these concerns, we employ an AR-based bootstrap approach that allows us to test the null hypothesis of joint stationarity with endogenously determined structural breaks. In contrast to the existing literature, we find that the EU countries considered are characterised by fiscal stationarity over the full sample period irrespective of us allowing for structural breaks. This conclusion also holds when analysing sub-periods based on before and after the Maastricht treaty.

text: Are EU budget deficits stationary? In this paper, we test for the stationarity of European Union budget deficits over the period 1971–2006, using a panel of thirteen member countries. Our testing strategy addresses two key concerns with regard to unit root panel data testing, namely (1) the presence of cross-sectional dependence among the countries in the panel and (2) the identification of potential structural breaks that might have occurred at different points in time. To address these concerns, we employ an AR-based bootstrap approach that allows us to test the null hypothesis of joint stationarity with endogenously determined structural breaks. In contrast to the existing literature, we find that the EU countries considered are characterised by fiscal stationarity over the full sample period irrespective of us allowing for structural breaks. This conclusion also holds when analysing sub-periods based on before and after the Maastricht treaty.

year: 2010

title: The Mātauranga Māori in Mathematics Directive: Exploring the place of mātauranga Māori in Mathematics teaching and learning

authors: Williams, Jessica Elizabeth

subjects: mathematics education

abstract: This thesis explores issues concerning mātauranga Māori in mathematics teaching and learning here in Aotearoa. The Ministry of Education has directed that mana ōrite mō te mātauranga Māori be embedded in teaching, learning, and assessment. Thus, this research primarily aims to understand the development leading to the directive of including mātauranga Māori in education policies. For the English-medium secondary education settings, the second and third aims of this research are to explore what mātauranga Māori means to teachers of mathematics and to consider the connections between mātauranga Māori and mathematics teaching and learning. To investigate these aims, a semi-structured group discussion with four secondary mathematics teachers from an English-medium setting was conducted. The results of this thesis highlight the confusion and challenges secondary mathematics educators have toward defining, and subsequently, implementing mātauranga Māori in their classrooms. This thesis also found that there is enthusiasm and interest around learning how to ensure indigenous and marginalised learners reach their mathematics potential. Believing that indigenous worldviews have the potential to shift education outcomes for minority learners, this thesis adds to literature related to indigenous education, secondary mathematics education, and English-medium education of Māori learners.

text: The Mātauranga Māori in Mathematics Directive: Exploring the place of mātauranga Māori in Mathematics teaching and learning This thesis explores issues concerning mātauranga Māori in mathematics teaching and learning here in Aotearoa. The Ministry of Education has directed that mana ōrite mō te mātauranga Māori be embedded in teaching, learning, and assessment. Thus, this research primarily aims to understand the development leading to the directive of including mātauranga Māori in education policies. For the English-medium secondary education settings, the second and third aims of this research are to explore what mātauranga Māori means to teachers of mathematics and to consider the connections between mātauranga Māori and mathematics teaching and learning. To investigate these aims, a semi-structured group discussion with four secondary mathematics teachers from an English-medium setting was conducted. The results of this thesis highlight the confusion and challenges secondary mathematics educators have toward defining, and subsequently, implementing mātauranga Māori in their classrooms. This thesis also found that there is enthusiasm and interest around learning how to ensure indigenous and marginalised learners reach their mathematics potential. Believing that indigenous worldviews have the potential to shift education outcomes for minority learners, this thesis adds to literature related to indigenous education, secondary mathematics education, and English-medium education of Māori learners.

year: 2023