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Analysis of Dependent Variables Following Bivariate J-shaped Distribution and Methods to Construct New Bivariate Classes
No full textA J-shaped distribution called inverted Topp-Leone (ITL) is discussed in this paper in both one and two dimensions. The bivariate inverted Topp-Leone (BITL) distribution is introduced as a shock Model. The mathematical properties of ITL and BITL distributions are discussed. All the characteristic functions for both ITL and BITL distributions are obtained explicitly in compact forms. For the unknown parameters, maximum likelihood estimation is applied and the exact information matrix is derived. Two new methods for constructing bivariate distributions from BITL distribution are discussed in detail.
Consequently, generalized and exponentiated ITL distributions are defined in both univariate and bivariate cases. An absolutely continuous BITL distribution and its properties are also discussed. A real data set is then re-analyzed for illustration
A Review of Ranjan Datta’s (Ed.), Decolonization in Practice: Reflective Learning from Cross-Cultural Perspectives
No full textNo abstract for the book review
A Review of Anna-Leah King, Kathleen O’Reilly, and Patrick J. Lewis’ (Eds.) (2024) Unsettling Education: Decolonizing and Indigenizing the Land
No full textUnsettling Education: Decolonizing and Indigenizing the Land (King, O’Reilly, & Lewis, 2024) focuses on decolonization, Indigenization and reconciliation for educators and students through addressing colonialism within the education system and academia. The authors each bring forth an abundance of knowledge and experience in the field of Indigenous education through the stories and words of Indigenous communities, Elders, Indigenous leaders, and Knowledge Keepers. Further, the authors provide an abundance of examples/teachings regarding Indigenous perspectives, theories, and teachings for current and future teachers to implement in the classroom. In addition, this book serves as a guide for non-Indigenous peoples to practice self-reflexivity, by reflecting on their own positionality and privilege while engaging with truth and reconciliation strategies through the stories and experiences of Indigenous scholars and educators. The book is comprised of eighteen chapters by twenty-nine authors (both Indigenous and non-Indigenous) and grouped into three sections
7 of 8: Decreased Planning Time as a Barrier to Reconciliation Education
No full textThis article considers the way neoliberal reductions in teacher planning time work to impede progress in reconciliatory education. Methodologically informed by phenomenology, the study described here was qualitative in nature and featured interviews with six Nova Scotia high school teachers who were teaching the social studies course Mi’kmaw Studies 11. This paper represents one consideration from the larger study. It focusses on the ways participants pointed to the restrictions on planning time in their workload as a direct impediment to actualizing reconciliatory work in education. Drawing together the literatures of time and neoliberalism in education, the authors argue that without time to engage with colleagues, to connect with students, and to just think about the process of course building, teachers—both in Nova Scotia and internationally—are being moved away from Giroux’s (2025) idea of educators as transformatory intellectuals. Teachers need time and space to think and feel their way through the complex histories and contemporary contexts involved in reconciliation, and the data presented in this study suggest that Nova Scotia high school teachers currently have neither. To conclude, the authors call on governments, particularly those that profess a commitment to truth and reconciliation in and through education, to make truth and then reconciliation education more than a discursive shift by abating policies that reduce teacher planning time.
Keywords: reconciliation, reconciliation education, teaching time, neoliberalis
A Novel Flexible Exponentiated XLindley Distribution with applications to Modeling COVID-19 Mortality and Precipitation
No full textProbability models play an important role in modeling the real-life data, particularly, modeling complex nature data. The COVID-19 pandemic has resulted in a significant increase in mortality rates globally. In this study we propose a new probability model to address the complex nature of such data sets. The new model is termed as Exponentiated- Exponentiated XLindley (EEXL) distribution. We present some key statistical properties of this distribution including moments, generating functions, order statistics etc. Parameters of the model are estimated using Maximum Likelihood Estimation (MLE). The performance of the model is evaluated using Netherlands COVID-19 data covering monthly mortality rate for 30 days (31st march to April 30, 2020). Further, the model is also fitted to the precipitation data. We provide insights the distribution performance through simulation study. The proposed model provides efficient results as compared to well-known competitive distributions.
A Sojourn with Numerical Approximations to the Normal Distribution Suitable for the Undergraduate Classroom
No full textSeveral transcendental approximations to the Normal Distribution are contrasted relative to mean absolute as well as maximum absolute error. Low degree Lagrange and Chebyshev polynomial interpolants are similarly studied to reduce mathematical complexity. Ultimately, a piecewise polynomial approximation, easily understood and handy for students, is explored as an alternative. This approximation is amenable to simple programming on a graphing calculator. Classroom examples are proposed and discussed
Morality and the Academic Journey: Perspectives of Indigenous Scholars
No full textFollowing high profile cross-Canadian examinations of Indigenous[1] peoples and their experiences such as those of the Truth and Reconciliation Commission of Canada, many universities and colleges have begun to make commitments that support Indigenous engagement; the institutional effort to engage with the experiences, histories, and perspectives of First Nations, Inuit, and Métis peoples to improve the academic journey. These initiatives, called for in many institutional statements of commitment such as those found in strategic plans, support institutional change in which the experiences, histories, and perspectives of Indigenous peoples are central. Many of these initiatives involve the exploration of Indigenous spiritual and religious orientations that may guide personal and academic journeys. In this study, we sought to acquire knowledge on moral understandings that are resident in the consciousness of Indigenous faculty, professors, and instructors working in universities and colleges across North America. This study showed that participants found that their professional situations supported their respective journeys of self-discovery. Participants also reported that their roles were informed by how they navigated Indigenous and non-Indigenous values, as well as how they can support and/or mitigate their institutions’ influence upon the advancement of Indigenous engagement. Although much of the professional responsibilities of participants, such as instruction and research, were predominant in their working lives, a prevailing sense of responsibility to the journey of reconciliation and the support of Indigenous engagement was reported.
[1] In this article, the term Indigenous refers to the First Nations, Inuit, and Métis peoples of Canada and related territories
A Critical Policy Analysis of Educational Policy in Saskatchewan
No full textTeacher voice, defined as an act of democratic professionalism in public education, is not often investigated within educational policy. In Saskatchewan, there is a particular lack of information pertaining to the inclusion of teacher voice in strategic planning in public education. This study investigated the inclusion of teachers and their union, the Saskatchewan Teachers’ Federation (STF), in the Educational Sector Strategic Plan 2014–2020 (ESSP). Using data from two sources: a document analysis and qualitative interviews with classroom teachers, critical policy analysis was used to discover the inclusion or exclusion of teachers in the ESSP. The document analysis noted that teachers and the STF were absent from related documentation, and the exclusion was also felt by the teacher participants. They explained that policy could be made more effective through their inclusion and gave examples of what they found useful or onerous. These findings can help guide future educational policy or adapt the current strategic policy in Saskatchewan.
Keywords: educational policy, critical policy analysis, teacher voice, public educatio
