title: Eight questions about brain drain

authors: Gibson, John

subjects: international migration

abstract: The term "brain drain" dominates popular discourse on high-skilled migration, and for this reason, we use it in this article. However, as Harry Johnson noted, it is a loaded phrase implying serious loss. It is far from clear that such a loss actually occurs in practice; indeed, there is an increasing recognition of the possible benefits that skilled migration can offer both for migrants and for sending countries. This paper builds upon a recent wave of empirical research to answer eight key questions underlying much of the brain drain debate: 1) What is brain drain? 2) Why should economists care about it? 3) Is brain drain increasing? 4) Is there a positive relationship between skilled and unskilled migration? 5) What makes brain drain more likely? 6) Does brain gain exist? 7) Do high-skilled workers remit, invest, and share knowledge back home? 8) What do we know about the fiscal and production externalities of brain drain?

text: Eight questions about brain drain The term "brain drain" dominates popular discourse on high-skilled migration, and for this reason, we use it in this article. However, as Harry Johnson noted, it is a loaded phrase implying serious loss. It is far from clear that such a loss actually occurs in practice; indeed, there is an increasing recognition of the possible benefits that skilled migration can offer both for migrants and for sending countries. This paper builds upon a recent wave of empirical research to answer eight key questions underlying much of the brain drain debate: 1) What is brain drain? 2) Why should economists care about it? 3) Is brain drain increasing? 4) Is there a positive relationship between skilled and unskilled migration? 5) What makes brain drain more likely? 6) Does brain gain exist? 7) Do high-skilled workers remit, invest, and share knowledge back home? 8) What do we know about the fiscal and production externalities of brain drain?

year: 2011

title: Congruences modulo ρ between ρ-wisted Hasse-Weil L-values

authors: Delbourgo, Daniel

subjects: Science & Technology

abstract: Suppose E₁ and E₂ are semistable elliptic curves over Q with good reduction at p, whose associated weight two newforms f₁  and f₂ have congruent Fourier coefficients modulo p. Let RS(E*, ρ) denote the algebraic padic L-value attached to each elliptic curve E, twisted by an irreducible Artin representation, ρ, factoring through the Kummer extension Q(μp∞, Δ1/p∞).
If E₁ and E₂ have good ordinary reduction at p, we prove that RS(E₁, ρ) ≡ RS(E₂, ρ) mod p, under an integrality hypothesis for the modular symbols defined over the field cut out by Ker(ρ). Under this hypothesis, we establish that E₁ and E₂ have the same analytic λ-invariant at ρ.
Alternatively, if E₁ and E₂ have good supersingular reduction at p, we show that |RS(E₁, ρ) − RS(E₂, ρ)|ₚ < p ᵒʳᵈᵖ⁽ᶜᵒⁿᵈ⁽ρ⁾⁾/².
These congruences generalise some earlier work of Vatsal [Duke Math. J. 98 (1999), pp. 399–419], Shekhar–Sujatha [Trans. Amer. Math. Soc. 367 (2015), pp. 3579–3598], and Choi-Kim [Ramanujan J. 43 (2017), p. 163–195], to the false Tate curve setting.

text: Congruences modulo ρ between ρ-wisted Hasse-Weil L-values Suppose E₁ and E₂ are semistable elliptic curves over Q with good reduction at p, whose associated weight two newforms f₁  and f₂ have congruent Fourier coefficients modulo p. Let RS(E*, ρ) denote the algebraic padic L-value attached to each elliptic curve E, twisted by an irreducible Artin representation, ρ, factoring through the Kummer extension Q(μp∞, Δ1/p∞).
If E₁ and E₂ have good ordinary reduction at p, we prove that RS(E₁, ρ) ≡ RS(E₂, ρ) mod p, under an integrality hypothesis for the modular symbols defined over the field cut out by Ker(ρ). Under this hypothesis, we establish that E₁ and E₂ have the same analytic λ-invariant at ρ.
Alternatively, if E₁ and E₂ have good supersingular reduction at p, we show that |RS(E₁, ρ) − RS(E₂, ρ)|ₚ < p ᵒʳᵈᵖ⁽ᶜᵒⁿᵈ⁽ρ⁾⁾/².
These congruences generalise some earlier work of Vatsal [Duke Math. J. 98 (1999), pp. 399–419], Shekhar–Sujatha [Trans. Amer. Math. Soc. 367 (2015), pp. 3579–3598], and Choi-Kim [Ramanujan J. 43 (2017), p. 163–195], to the false Tate curve setting.

year: 2018

title: Equity, inclusivity and shared humanity:  Addressing intergenerational failure of schooling for Māori

authors: Egan, Margaret

subjects: Equity of Māori learners

abstract: Despite decades of education reform aimed at Māori students succeeding in schooling, the New Zealand education system’s failure to engage effectively with Māori is persistent with Māori underachievement remaining chronic and seemingly intractable.
This thesis examines the interface between leadership and professional learning in a single sex secondary school during their engagement with Te Kotahitanga (Unity of Purpose). The school’s leaders were focused on closing the achievement gap between Māori and non-Māori students and asserted that if students remained engaged at school into the senior year levels, they were more likely to “achieve success”. Te Kotahitanga’s initial focus on teaching and learning in the junior years 9 and 10 presented a potential solution. As this school began to engage with Te Kotahitanga, Ka Hikitia (to step up), a strategy aimed at Māori students achieving educational success as Māori, was launched. Thus, a mandate for school reform focused on Māori potential supported the professional learning provided by Te Kotahitanga.
The findings, presented as quantitative and qualitative evidence, show that school leaders focused on their teachers implementing a more culturally responsive and relational pedagogy at Years 9 and 10 in order to close the achievement gap between Māori and their non-Māori peers. They believed that this would prepare Māori students for the more formal and traditional learning experience required in the senior school, aimed at getting through important national qualifications. While teachers and leaders who were fully engaged in Te Kotahitanga transformed the classroom experiences for their junior and senior learners, not all teachers and leaders engaged, therefore not all learners experienced the change in pedagogy throughout their time at this school. The findings also uncover layers of bias within the school and its community which prevented Māori families from contributing to their children’s education on their own terms. The two key foci, closing the achievement gap between Māori and non-Māori and retaining Māori students into the senior school obfuscated a focus on shared humanity, equity, belonging and better engagement for all.
While this research took place in New Zealand with Māori students these findings can contribute to those involved with school reform especially those in other colonised countries where indigenous students and their families face similar issues.

text: Equity, inclusivity and shared humanity:  Addressing intergenerational failure of schooling for Māori Despite decades of education reform aimed at Māori students succeeding in schooling, the New Zealand education system’s failure to engage effectively with Māori is persistent with Māori underachievement remaining chronic and seemingly intractable.
This thesis examines the interface between leadership and professional learning in a single sex secondary school during their engagement with Te Kotahitanga (Unity of Purpose). The school’s leaders were focused on closing the achievement gap between Māori and non-Māori students and asserted that if students remained engaged at school into the senior year levels, they were more likely to “achieve success”. Te Kotahitanga’s initial focus on teaching and learning in the junior years 9 and 10 presented a potential solution. As this school began to engage with Te Kotahitanga, Ka Hikitia (to step up), a strategy aimed at Māori students achieving educational success as Māori, was launched. Thus, a mandate for school reform focused on Māori potential supported the professional learning provided by Te Kotahitanga.
The findings, presented as quantitative and qualitative evidence, show that school leaders focused on their teachers implementing a more culturally responsive and relational pedagogy at Years 9 and 10 in order to close the achievement gap between Māori and their non-Māori peers. They believed that this would prepare Māori students for the more formal and traditional learning experience required in the senior school, aimed at getting through important national qualifications. While teachers and leaders who were fully engaged in Te Kotahitanga transformed the classroom experiences for their junior and senior learners, not all teachers and leaders engaged, therefore not all learners experienced the change in pedagogy throughout their time at this school. The findings also uncover layers of bias within the school and its community which prevented Māori families from contributing to their children’s education on their own terms. The two key foci, closing the achievement gap between Māori and non-Māori and retaining Māori students into the senior school obfuscated a focus on shared humanity, equity, belonging and better engagement for all.
While this research took place in New Zealand with Māori students these findings can contribute to those involved with school reform especially those in other colonised countries where indigenous students and their families face similar issues.

year: 2022