title: Non-classical measurement error in long-term retrospective recall surveys

authors: Gibson, John

subjects: economic

abstract: Applied microeconomic researchers are beginning to use long-term retrospective survey data in settings where conventional longitudinal survey data are unavailable. However, inaccurate long-term recall could induce non-classical measurement error, for which conventional statistical corrections are less effective. In this article, we use the unique Panel Study of Income Dynamics Validation Study to assess the accuracy of long-term retrospective recall data. We find underreporting of transitory variation which creates a non-classical measurement error problem.

text: Non-classical measurement error in long-term retrospective recall surveys Applied microeconomic researchers are beginning to use long-term retrospective survey data in settings where conventional longitudinal survey data are unavailable. However, inaccurate long-term recall could induce non-classical measurement error, for which conventional statistical corrections are less effective. In this article, we use the unique Panel Study of Income Dynamics Validation Study to assess the accuracy of long-term retrospective recall data. We find underreporting of transitory variation which creates a non-classical measurement error problem.

year: 2010

title: Globalization of tephrochronology: new views from Australasia

authors: Lowe, David J.

subjects: tephrochronology

abstract: Tephra (or volcanic ash) studies, once confined largely to volcanic lands, have become increasingly practised in countries far removed from areas of active or recent volcanism – and Australia is no exception. At the International Union for Quaternary Research (INQUA) conference in Cairns in July/August 2007, Sarah E. Coulter (née Davies), now a postdoctoral ice-core tephrochronologist at Queen’s University Belfast, reportedthe first occurrence of an exotic tephra in Australia in a core from Lynch’s Crater, Atherton Tableland, Queensland (Figure 1). The distal tephra, manifest as a tiny concentration of glass shards, was probably derived from a Papua New Guinean eruption around 75,000–80,000 years ago (S.E. Davies et al., 2007). Its value lies in providing a precise chronostratigraphic marker that potentially allows correlation of other long palaeoenvironmental sequences over wide distances. Davies’ study is but one of a revolutionary development in tephrochronology now focused on detecting diminutive, distal tephras that are invisible in the field and referred to as cryptotephras. From the Greek word kryptein, meaning ‘to hide’ (Hunt, 1999a; Hunt and Hill, 2001; Lowe and Hunt, 2001), cryptotephras typically comprise fine-ashsized (< ~100 μm) glass shards sparsely preserved and ‘hidden’ in peats or in lake, marine or aeolian sediments, or in ice cores (Figure 2). The cryptotephra theme is continued in section III, but beforehand nomenclature associated with the term ‘tephra’, which can be confusing and which sometimes is used incorrectly, is outlined.

text: Globalization of tephrochronology: new views from Australasia Tephra (or volcanic ash) studies, once confined largely to volcanic lands, have become increasingly practised in countries far removed from areas of active or recent volcanism – and Australia is no exception. At the International Union for Quaternary Research (INQUA) conference in Cairns in July/August 2007, Sarah E. Coulter (née Davies), now a postdoctoral ice-core tephrochronologist at Queen’s University Belfast, reportedthe first occurrence of an exotic tephra in Australia in a core from Lynch’s Crater, Atherton Tableland, Queensland (Figure 1). The distal tephra, manifest as a tiny concentration of glass shards, was probably derived from a Papua New Guinean eruption around 75,000–80,000 years ago (S.E. Davies et al., 2007). Its value lies in providing a precise chronostratigraphic marker that potentially allows correlation of other long palaeoenvironmental sequences over wide distances. Davies’ study is but one of a revolutionary development in tephrochronology now focused on detecting diminutive, distal tephras that are invisible in the field and referred to as cryptotephras. From the Greek word kryptein, meaning ‘to hide’ (Hunt, 1999a; Hunt and Hill, 2001; Lowe and Hunt, 2001), cryptotephras typically comprise fine-ashsized (< ~100 μm) glass shards sparsely preserved and ‘hidden’ in peats or in lake, marine or aeolian sediments, or in ice cores (Figure 2). The cryptotephra theme is continued in section III, but beforehand nomenclature associated with the term ‘tephra’, which can be confusing and which sometimes is used incorrectly, is outlined.

year: 2008

title: A reflective account of successful leadership: Māori special character secondary boarding schools.

authors: McAllister, Theresa

abstract: This thesis explores the leadership and Māori student achievement in Māori boarding schools taking into account cultural contexts, environments and the leadership ideologies around educational leadership. What are the leadership practices in Māori boarding schools that have made a difference for Māori student achievement? I argue that, Māori secondary boarding schools continue to offer an educational framework whereby Māori students achieve as Maori.
In order to better understand the philosophies and goals of those early Māori boarding school leaders through to the present time I have researched a sample of current leaders within those boarding schools. This research interest arose many years ago when I first realised that there was a significant gap in Māori student educational achievement compared to non-Māori. What was also realised was that few people understood the contribution that Māori boarding schools have played in Māori student achievement and success over many decades. While some people had heard of Māori boarding schools, not a great deal was really known about what Māori boarding schools delivered in terms of education for Māori and Māori culture. What is apparent from an historical perspective is that Māori boarding schools have contributed to the retention of Māori culture, language and identity resulting in student achievement. This is a result of what successful leadership has provided for Māori students to achieve.
Student achievement is a direct result of leadership. In a Māori boarding school setting, achievement is multifaceted. For Māori secondary boarding schools, achievement is taken from three perspectives: Christian, Māori and Academic. Flowing down from those three perspectives is the holistic wellbeing of students’, mind, body and soul, while recognizing and including whānau, hapū and iwi. Therefore, this research investigates the leadership practices in Māori boarding schools that have made a difference for Māori student achievement.

text: A reflective account of successful leadership: Māori special character secondary boarding schools. This thesis explores the leadership and Māori student achievement in Māori boarding schools taking into account cultural contexts, environments and the leadership ideologies around educational leadership. What are the leadership practices in Māori boarding schools that have made a difference for Māori student achievement? I argue that, Māori secondary boarding schools continue to offer an educational framework whereby Māori students achieve as Maori.
In order to better understand the philosophies and goals of those early Māori boarding school leaders through to the present time I have researched a sample of current leaders within those boarding schools. This research interest arose many years ago when I first realised that there was a significant gap in Māori student educational achievement compared to non-Māori. What was also realised was that few people understood the contribution that Māori boarding schools have played in Māori student achievement and success over many decades. While some people had heard of Māori boarding schools, not a great deal was really known about what Māori boarding schools delivered in terms of education for Māori and Māori culture. What is apparent from an historical perspective is that Māori boarding schools have contributed to the retention of Māori culture, language and identity resulting in student achievement. This is a result of what successful leadership has provided for Māori students to achieve.
Student achievement is a direct result of leadership. In a Māori boarding school setting, achievement is multifaceted. For Māori secondary boarding schools, achievement is taken from three perspectives: Christian, Māori and Academic. Flowing down from those three perspectives is the holistic wellbeing of students’, mind, body and soul, while recognizing and including whānau, hapū and iwi. Therefore, this research investigates the leadership practices in Māori boarding schools that have made a difference for Māori student achievement.

year: 2016