title: Monetary policy and its transmission mechanisms in Eritrea

authors: Mengesha, Lula G.

subjects: monetary policy

abstract: The main purpose of this study is to identify the best practices of monetary policy implementation in the Eritrean economy. As such, the paper examines what kind of monetary policy and transmission mechanisms are relevant to the Eritrean economy. It also addresses which channels are effective and which are not and why. Vector Autoregressive modelling is employed over the study period 1996Q1–2008Q4. This paper addresses the argument that the bank lending is the sole functioning channel in low income economies. We find that interest rate and official exchange rate channels are inoperative. However, effective exchange rate and credit channels exist through the black foreign exchange market and credit issued to the government sector. The main policy implication of this study is that the Bank of Eritrea might be able to control inflation through manipulating the reserve requirement ratio.

text: Monetary policy and its transmission mechanisms in Eritrea The main purpose of this study is to identify the best practices of monetary policy implementation in the Eritrean economy. As such, the paper examines what kind of monetary policy and transmission mechanisms are relevant to the Eritrean economy. It also addresses which channels are effective and which are not and why. Vector Autoregressive modelling is employed over the study period 1996Q1–2008Q4. This paper addresses the argument that the bank lending is the sole functioning channel in low income economies. We find that interest rate and official exchange rate channels are inoperative. However, effective exchange rate and credit channels exist through the black foreign exchange market and credit issued to the government sector. The main policy implication of this study is that the Bank of Eritrea might be able to control inflation through manipulating the reserve requirement ratio.

year: 2013

title: Using 'the body' as an 'instrument of research': kimch'i and pavlova

authors: Longhurst, Robyn

subjects: New Zealand

abstract: Often researchers position themselves in relation to race, age and gender, but the body is less often discussed as an actual 'instrument of research'. We aim to extend thinking on this point by reflecting on a project we conducted on migrant women and food in New Zealand. We present a vignette as an example of how we used our bodies as 'instruments of research' at a 'shared lunch' attended by new migrants from a range of different countries. At the lunch some combined on their plates spicy dishes such as kimch'i (fermented vegetables) and sweet dishes such as pavlova (a meringue dessert). For others this combination prompted feelings of disgust. We conclude that the body is a primary tool through which all interactions and emotions filter in accessing research subjects and their geographies.

text: Using 'the body' as an 'instrument of research': kimch'i and pavlova Often researchers position themselves in relation to race, age and gender, but the body is less often discussed as an actual 'instrument of research'. We aim to extend thinking on this point by reflecting on a project we conducted on migrant women and food in New Zealand. We present a vignette as an example of how we used our bodies as 'instruments of research' at a 'shared lunch' attended by new migrants from a range of different countries. At the lunch some combined on their plates spicy dishes such as kimch'i (fermented vegetables) and sweet dishes such as pavlova (a meringue dessert). For others this combination prompted feelings of disgust. We conclude that the body is a primary tool through which all interactions and emotions filter in accessing research subjects and their geographies.

year: 2008

title: Leadership: Going beyond personal will and professional skills to give life to Ka Hikitia

authors: Berryman, Mere

subjects: education policy

abstract: This paper investigates the Ka Hikitia Māori education policy and its subsequent influence in effecting system change towards Māori students’ achievement. It discusses how a Request for Proposal to the Ministry of Education’s Building on Success was conceptualised to support English-medium secondary schools across New Zealand to address this policy. The result, Kia Eke Panuku, is a professional learning and development response that works with Strategic Change Leadership Teams to create culturally responsive and relational contexts for learning, focused on Māori students enjoying and achieving educational success as Māori. It is argued that neither a political mandate for change nor a set of learned strategies by school personnel will truly bring about a changed reality for Māori students. Rather the reform must be led by transformative leaders who are driven by both the moral imperative to change and a keen sense of urgency to see this happen in our schools for Māori students and their home communities.
The major issues raised in this paper, and the solutions that have been reached thus far, can help inform others who are trying to raise the participation, inclusion and achievement of students who may currently be marginalised from formal education settings.

text: Leadership: Going beyond personal will and professional skills to give life to Ka Hikitia This paper investigates the Ka Hikitia Māori education policy and its subsequent influence in effecting system change towards Māori students’ achievement. It discusses how a Request for Proposal to the Ministry of Education’s Building on Success was conceptualised to support English-medium secondary schools across New Zealand to address this policy. The result, Kia Eke Panuku, is a professional learning and development response that works with Strategic Change Leadership Teams to create culturally responsive and relational contexts for learning, focused on Māori students enjoying and achieving educational success as Māori. It is argued that neither a political mandate for change nor a set of learned strategies by school personnel will truly bring about a changed reality for Māori students. Rather the reform must be led by transformative leaders who are driven by both the moral imperative to change and a keen sense of urgency to see this happen in our schools for Māori students and their home communities.
The major issues raised in this paper, and the solutions that have been reached thus far, can help inform others who are trying to raise the participation, inclusion and achievement of students who may currently be marginalised from formal education settings.

year: 2015