title: How cost-elastic are remittances? Estimates from Tongan migrants in New Zealand

authors: Gibson, John

subjects: Pacific islands

abstract: Pacific island economies are some of the most remittance dependent in the world. Proposals to lower the costs of sending money across borders are a core recommendation of recent international studies that aim to enhance the development impact of remittances. The potential increase in remittances that recipient countries can expect from such policies depends critically on the sensitivity of remittance transfers to the costs of remitting. This paper provides the first estimates of the cost elasticity of remittances, using data from a survey of Tongan migrants in New Zealand. The costs of remitting to Tonga are high by international standards and remittances are found to have a negative cost-elasticity with respect to the fixed fee component of money transfer costs. These findings suggest that Pacific island countries can expect a more than proportionate increase in remittances from a reduction in costs.

text: How cost-elastic are remittances? Estimates from Tongan migrants in New Zealand Pacific island economies are some of the most remittance dependent in the world. Proposals to lower the costs of sending money across borders are a core recommendation of recent international studies that aim to enhance the development impact of remittances. The potential increase in remittances that recipient countries can expect from such policies depends critically on the sensitivity of remittance transfers to the costs of remitting. This paper provides the first estimates of the cost elasticity of remittances, using data from a survey of Tongan migrants in New Zealand. The costs of remitting to Tonga are high by international standards and remittances are found to have a negative cost-elasticity with respect to the fixed fee component of money transfer costs. These findings suggest that Pacific island countries can expect a more than proportionate increase in remittances from a reduction in costs.

year: 2006

title: Cluster Chemistry : XVII.Radical ion-initiated synthesis of ruthenium cluster carbonyls containing tertiary phosphines, phosphites, arsines, SbPh₃, or isocyanides

authors: Bruce, Michael I.

subjects: chemistry

abstract: The syntheses of over sixty known and new derivatives of Ru₃(CO)₁₂ and H₄Ru₄(CO)₁₂ by substitution reactions initiated by sodium diphenylketyl are described. The range of ligands studied includes isocyanides, tertiary phosphines and phosphites, tertiary arsines and SbPh₃. The reactions are characterised by high degrees of specificity and conversion: under mild conditions up to four ligands can be introduced. Comparisons with the corresponding thermally induced reactions are made in several cases. The reactions provide routes to mixed ligand derivatives of the cluster carbonyls, although account of relative Lewis base strengths of the ligands may have to be taken. Possible mechanisms of these reactions are discussed briefly, as are the IR ν (CO) spectra of the Ru₃ (CO)12-nLn complexes.

text: Cluster Chemistry : XVII.Radical ion-initiated synthesis of ruthenium cluster carbonyls containing tertiary phosphines, phosphites, arsines, SbPh₃, or isocyanides The syntheses of over sixty known and new derivatives of Ru₃(CO)₁₂ and H₄Ru₄(CO)₁₂ by substitution reactions initiated by sodium diphenylketyl are described. The range of ligands studied includes isocyanides, tertiary phosphines and phosphites, tertiary arsines and SbPh₃. The reactions are characterised by high degrees of specificity and conversion: under mild conditions up to four ligands can be introduced. Comparisons with the corresponding thermally induced reactions are made in several cases. The reactions provide routes to mixed ligand derivatives of the cluster carbonyls, although account of relative Lewis base strengths of the ligands may have to be taken. Possible mechanisms of these reactions are discussed briefly, as are the IR ν (CO) spectra of the Ru₃ (CO)12-nLn complexes.

year: 1983

title: Early childhood teachers partnering with teacher educators to connect children to taiao (the natural world) through place-based learning

authors: Postlewaight, Gillian

abstract: Initial cycles of an action research project brought together local early childhood (ECE) teachers, and tertiary ECE teacher educators, to explore possible uses of the Ōtātara Outdoor Learning Centre (ŌOLC), adjoining the campus at Hawke’s Bay’s Te Aho a Maui Eastern Institute of Technology (EIT), Napier, New Zealand. EIT is situated below Ōtātara Pa, a historic site that holds cultural and historical significance for local Māori, specifically Ngati Pārau Hapū and Ngati Kahungunu Iwi. Education in New Zealand is underpinned by commitment to Te Tiriti o Waitangi (Treaty of Waitangi), ensuring that the principles; partnership, participation and protection of kaupapa Māori are supported through bicultural curricula. Māori holistic perspectives strengthen this focus and shifting understanding that place-based learning authenticates environmental approaches to education and cultural knowledge. During the first meeting, participants walked the hillside site and shared group discussions. From these conversations, the teachers identified three main themes: establishing connections between children and the physical place, new opportunities for teacher learning and challenges to implementing spontaneous teaching and learning in this unique environment. Future cycles of the research will focus on workshops for teachers to address these themes for teachers’ working with children in the space.

text: Early childhood teachers partnering with teacher educators to connect children to taiao (the natural world) through place-based learning Initial cycles of an action research project brought together local early childhood (ECE) teachers, and tertiary ECE teacher educators, to explore possible uses of the Ōtātara Outdoor Learning Centre (ŌOLC), adjoining the campus at Hawke’s Bay’s Te Aho a Maui Eastern Institute of Technology (EIT), Napier, New Zealand. EIT is situated below Ōtātara Pa, a historic site that holds cultural and historical significance for local Māori, specifically Ngati Pārau Hapū and Ngati Kahungunu Iwi. Education in New Zealand is underpinned by commitment to Te Tiriti o Waitangi (Treaty of Waitangi), ensuring that the principles; partnership, participation and protection of kaupapa Māori are supported through bicultural curricula. Māori holistic perspectives strengthen this focus and shifting understanding that place-based learning authenticates environmental approaches to education and cultural knowledge. During the first meeting, participants walked the hillside site and shared group discussions. From these conversations, the teachers identified three main themes: establishing connections between children and the physical place, new opportunities for teacher learning and challenges to implementing spontaneous teaching and learning in this unique environment. Future cycles of the research will focus on workshops for teachers to address these themes for teachers’ working with children in the space.

year: 2023-04-27