title: A process for the development and application of simulation models in applied economics

authors: Doole, Graeme J.

subjects: modelling

abstract: Simulation models are widely used in applied economics to improve understanding of how a system could behave under different conditions. However, the potential degree to which such models can influence decision making depends on their ability to provide an adequate description of the important elements of a given problem. A systematic and robust procedure for the development and application of such models in agricultural, ecological, environmental and natural resource economics is presented. This process is based on the authors' experience across a broad range of model types and applications and extensive literature review. The practical impact of simulation models is argued to be greater where stakeholders and technical experts are consulted extensively throughout the modelling process.

text: A process for the development and application of simulation models in applied economics Simulation models are widely used in applied economics to improve understanding of how a system could behave under different conditions. However, the potential degree to which such models can influence decision making depends on their ability to provide an adequate description of the important elements of a given problem. A systematic and robust procedure for the development and application of such models in agricultural, ecological, environmental and natural resource economics is presented. This process is based on the authors' experience across a broad range of model types and applications and extensive literature review. The practical impact of simulation models is argued to be greater where stakeholders and technical experts are consulted extensively throughout the modelling process.

year: 2013

title: Successful transition from Early Childhood Education to Innovative Learning Environments: The experience of transition to school from the perspectives of key stakeholders

authors: Wakeman, Christina-Anne

subjects: Education

abstract: The New Zealand education system has gone through a substantial paradigm shift, moving away from single cell classrooms and towards Innovative Learning Environments. This has presented challenges in the transition to school process as the two contexts are very different in terms of both physical space and the underpinning pedagogies.
This thesis presents the findings from a research project that examined the perspectives of learners, their parents/caregivers, primary teachers and early childhood teachers in what they feel to be a successful transition to school from Early Childhood Centres to Innovative Learning Environments. The findings contribute to the development of a transition to school programme.
This research project was a case study, with the data gathered through a mixed methods approach. Quantitative data was collected through the use of questionnaires sent to 10 parents of learners who had recently transitioned into the ILE context. Qualitative data was collected through semi-structured interviews with three early childhood teachers, four primary teachers and from within three focus groups held with 10 learners. This data was analysed to identify key themes from the perspectives of these participants.
This study indicates that there are many factors that need to be taken into account when transitioning a child from ECE to ILE. These include: Developing a sense of belonging within the ILE context, the role of reciprocal relationships, the transition of the parents/caregivers within the transition to school process, school readiness and cross sector development between ECE and primary. Further, this study is in a position to inform transition to school programmes from Early Childhood Education to Innovative Learning Environments.

text: Successful transition from Early Childhood Education to Innovative Learning Environments: The experience of transition to school from the perspectives of key stakeholders The New Zealand education system has gone through a substantial paradigm shift, moving away from single cell classrooms and towards Innovative Learning Environments. This has presented challenges in the transition to school process as the two contexts are very different in terms of both physical space and the underpinning pedagogies.
This thesis presents the findings from a research project that examined the perspectives of learners, their parents/caregivers, primary teachers and early childhood teachers in what they feel to be a successful transition to school from Early Childhood Centres to Innovative Learning Environments. The findings contribute to the development of a transition to school programme.
This research project was a case study, with the data gathered through a mixed methods approach. Quantitative data was collected through the use of questionnaires sent to 10 parents of learners who had recently transitioned into the ILE context. Qualitative data was collected through semi-structured interviews with three early childhood teachers, four primary teachers and from within three focus groups held with 10 learners. This data was analysed to identify key themes from the perspectives of these participants.
This study indicates that there are many factors that need to be taken into account when transitioning a child from ECE to ILE. These include: Developing a sense of belonging within the ILE context, the role of reciprocal relationships, the transition of the parents/caregivers within the transition to school process, school readiness and cross sector development between ECE and primary. Further, this study is in a position to inform transition to school programmes from Early Childhood Education to Innovative Learning Environments.

year: 2019

title: A translation of Moodle into Te Reo Māori

authors: Manuirirangi, Hōri

abstract: This paper is an assessment of the Te Reo Māori translation of the Learning Management System ‘Moodle’, used by students and teaching staff of the University of Waikato. Moodle: [Modular Object-Oriented Dynamic Learning Environment] has been the university’s primary online learning environment since 2008. It has an open code-base that allows users the ability to modify its software. This particular feature makes the LMS appealing to both Māori and Pacifika users as it allows Moodle to be developed and customized to meet their unique cultural needs. This paper discusses the rationale for the translation of Moodle into Te Reo Māori, and gives insight into the processes implemented by translation staff of Te Ratonga Whakamāori and the university’s WCEL team. The primary focus of this paper is to outline the benefits of translating the online learning environment of Te Reo Māori second-language learners, whilst highlighting how the integration of this technology augments students’ learning inside and outside of the classroom.

text: A translation of Moodle into Te Reo Māori This paper is an assessment of the Te Reo Māori translation of the Learning Management System ‘Moodle’, used by students and teaching staff of the University of Waikato. Moodle: [Modular Object-Oriented Dynamic Learning Environment] has been the university’s primary online learning environment since 2008. It has an open code-base that allows users the ability to modify its software. This particular feature makes the LMS appealing to both Māori and Pacifika users as it allows Moodle to be developed and customized to meet their unique cultural needs. This paper discusses the rationale for the translation of Moodle into Te Reo Māori, and gives insight into the processes implemented by translation staff of Te Ratonga Whakamāori and the university’s WCEL team. The primary focus of this paper is to outline the benefits of translating the online learning environment of Te Reo Māori second-language learners, whilst highlighting how the integration of this technology augments students’ learning inside and outside of the classroom.

year: 2017