title: Bitcoin forks: What drives the branches?

authors: Conlon, Thomas

abstract: Despite frequent Blockchain splits stemming from Bitcoin, few studies have examined the determinants of Bitcoin fork returns. In this paper, we investigate the relationships between the returns of Bitcoin forks and a range of common risk factors, including Bitcoin, currency, network and equity-based factors. From a statistical perspective, we find consistent and significant associations between fork returns, their Bitcoin counterparts, and equity markets. Other common factors, such as the equity small-minus-big factor and changes in the Japanese Yen, are found to have occasional links with fork returns. From an economic perspective, Bitcoin returns are the predominant driver of fork returns, accounting for essentially all of the explained variation. These findings are confirmed using orthogonalised common factors and with an alternative methodology, quantile regression. This research broadens our understanding of Bitcoin forks, indicating that a change in blockchain protocol is insufficient to sever links with the Bitcoin parent.

text: Bitcoin forks: What drives the branches? Despite frequent Blockchain splits stemming from Bitcoin, few studies have examined the determinants of Bitcoin fork returns. In this paper, we investigate the relationships between the returns of Bitcoin forks and a range of common risk factors, including Bitcoin, currency, network and equity-based factors. From a statistical perspective, we find consistent and significant associations between fork returns, their Bitcoin counterparts, and equity markets. Other common factors, such as the equity small-minus-big factor and changes in the Japanese Yen, are found to have occasional links with fork returns. From an economic perspective, Bitcoin returns are the predominant driver of fork returns, accounting for essentially all of the explained variation. These findings are confirmed using orthogonalised common factors and with an alternative methodology, quantile regression. This research broadens our understanding of Bitcoin forks, indicating that a change in blockchain protocol is insufficient to sever links with the Bitcoin parent.

year: 2024

title: Automatic application object migration in sensor networks

authors: Hunkin, Paul

subjects: computer science

abstract: Object migration in wireless sensor networks has the potential to reduce energy consumption for a wireless sensor network mesh. Automated migration reduces the need for the programmer to perform manual static analysis to find an efficient layout solution. Instead, the system can self-optimise and adjust to changing conditions. This paper describes an automated, transparent object migration system for wireless sensor networks, implemented on a micro Java virtual machine. The migration system moves objects at runtime around the sensor mesh to reduce communication overheads. The movement of objects is transparent to the application developer. Automated transparent object migration is a core component of Hydra, a distributed operating system for wireless sensor networks that is currently under development. Performance of the system under a complex performance test scenario using a real-world dataset of seismic events is described. The results show that under both simple and complex conditions the migration technique can result in lower data traffic and consequently lower overall energy cost.

text: Automatic application object migration in sensor networks Object migration in wireless sensor networks has the potential to reduce energy consumption for a wireless sensor network mesh. Automated migration reduces the need for the programmer to perform manual static analysis to find an efficient layout solution. Instead, the system can self-optimise and adjust to changing conditions. This paper describes an automated, transparent object migration system for wireless sensor networks, implemented on a micro Java virtual machine. The migration system moves objects at runtime around the sensor mesh to reduce communication overheads. The movement of objects is transparent to the application developer. Automated transparent object migration is a core component of Hydra, a distributed operating system for wireless sensor networks that is currently under development. Performance of the system under a complex performance test scenario using a real-world dataset of seismic events is described. The results show that under both simple and complex conditions the migration technique can result in lower data traffic and consequently lower overall energy cost.

year: 2010

title: Decolonisation as a social change framework and its impact on the development of Indigenous-based curricula for Helping Professionals in mainstream Tertiary Education Organisations

authors: Moeke-Pickering, Taima Materangatira

subjects: Indigenous Education

abstract: This research examined the social and political approaches that Indigenous peoples undertook to situate Indigenous-based education programmes in mainstream post-secondary/tertiary education organisations. Indigenous-based helping programmes assist to progress Indigenous aspirations for self-determination and are sites that center Indigenous worldviews. A decolonisation analysis framework that is embedded in the curriculum deepens students’ understanding about the impacts of imperialism, colonisation and post colonial issues. This thesis involved researching two Indigenous-based programmes that are based within mainstream tertiary institutes. The first is the Te Whiuwhiu o te Hau Maori Counselling degree programme which is based at the Waikato Institute of Technology (WINTEC) in Hamilton, Aotearoa, New Zealand. The other is the Native Human Services Social Work degree programme which is based at Laurentian University in Sudbury, Ontario, Canada. I start this thesis with “opening the circle” and situating the context for my research. Next is the literature review chapter. This chapter provides a review of decolonisation-colonisation, decolonisation frameworks within Indigenous education, self-determination and Indigenous peoples, and Maori and Native self-determination strategies relevant to health and education. I used a case study method combined with an Indigenous methodology to guide the research. This involved gathering key pieces of information as well as interviewing participants (graduates, tutors/faculty/developers) from each programme. In chapter four is the Te Whiuwhiu o te Hau case study and in chapter five is found the Native Human Services case study. Each case study covers pre-colonial and colonisation contexts and examines assimilative legislation on Indigenous education and health. The backgrounds of social work and counselling, Native social work and Maori counselling are also presented. In the case studies is the background and rationale for the development of each programme, as well as pertinent information on the course content. Chapter six presents on the findings and conclusion and chapter seven “closes the circle”. The main findings highlighted that Indigenous curricula and pedagogies embrace Indigenous theories and discourse relevant to the helping practice fields. Secondly, each programme fosters students to make positive changes for themselves, for their communities, and for their professions. Another finding is that faculty/tutors promote an inclusive Indigenous pedagogy in the classroom that incorporates cultural ceremonies, encourage personal introspection, builds cultural and professional skills, and teaches critical education. Both programmes reflected a pedagogy that taught students to counter negative narratives while instilling a critical analysis of decolonisation and colonisation. I propose that a decolonisation analysis is both a reflective and healing tool, in that students are provided with the hard evidence about their histories and what happened to their communities. I contend that Indigenous-based programmes contribute to the continuity of Indigenous culture and wellbeing of their communities and, that they play a vital role in advancing Indigenous education priorities.

text: Decolonisation as a social change framework and its impact on the development of Indigenous-based curricula for Helping Professionals in mainstream Tertiary Education Organisations This research examined the social and political approaches that Indigenous peoples undertook to situate Indigenous-based education programmes in mainstream post-secondary/tertiary education organisations. Indigenous-based helping programmes assist to progress Indigenous aspirations for self-determination and are sites that center Indigenous worldviews. A decolonisation analysis framework that is embedded in the curriculum deepens students’ understanding about the impacts of imperialism, colonisation and post colonial issues. This thesis involved researching two Indigenous-based programmes that are based within mainstream tertiary institutes. The first is the Te Whiuwhiu o te Hau Maori Counselling degree programme which is based at the Waikato Institute of Technology (WINTEC) in Hamilton, Aotearoa, New Zealand. The other is the Native Human Services Social Work degree programme which is based at Laurentian University in Sudbury, Ontario, Canada. I start this thesis with “opening the circle” and situating the context for my research. Next is the literature review chapter. This chapter provides a review of decolonisation-colonisation, decolonisation frameworks within Indigenous education, self-determination and Indigenous peoples, and Maori and Native self-determination strategies relevant to health and education. I used a case study method combined with an Indigenous methodology to guide the research. This involved gathering key pieces of information as well as interviewing participants (graduates, tutors/faculty/developers) from each programme. In chapter four is the Te Whiuwhiu o te Hau case study and in chapter five is found the Native Human Services case study. Each case study covers pre-colonial and colonisation contexts and examines assimilative legislation on Indigenous education and health. The backgrounds of social work and counselling, Native social work and Maori counselling are also presented. In the case studies is the background and rationale for the development of each programme, as well as pertinent information on the course content. Chapter six presents on the findings and conclusion and chapter seven “closes the circle”. The main findings highlighted that Indigenous curricula and pedagogies embrace Indigenous theories and discourse relevant to the helping practice fields. Secondly, each programme fosters students to make positive changes for themselves, for their communities, and for their professions. Another finding is that faculty/tutors promote an inclusive Indigenous pedagogy in the classroom that incorporates cultural ceremonies, encourage personal introspection, builds cultural and professional skills, and teaches critical education. Both programmes reflected a pedagogy that taught students to counter negative narratives while instilling a critical analysis of decolonisation and colonisation. I propose that a decolonisation analysis is both a reflective and healing tool, in that students are provided with the hard evidence about their histories and what happened to their communities. I contend that Indigenous-based programmes contribute to the continuity of Indigenous culture and wellbeing of their communities and, that they play a vital role in advancing Indigenous education priorities.

year: 2010