LEADER 02919nam 2200361 450 001 9910774730203321 005 20230407210059.0 035 $a(CKB)5720000000108106 035 $a(NjHacI)995720000000108106 035 $a(EXLCZ)995720000000108106 100 $a20230221d2022 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$a4IR and teacher education in South Africa $econtemporary discourses and empirical evidence /$fFelix Maringe, Otilia Chiramba 210 1$aCape Town, South Africa :$cAOSIS,$d2022. 215 $a1 online resource (xxiii, 207 pages) 311 $a1-77634-218-6 330 $aThe 4IR has become an overarching framework within which education systems, including teacher education, are operating. Contingent upon the ideology of neo-liberalism, the 4IR seeks to transform societies in ways which respond to the relentless developments in technology, the Internet and digital capacities which, by design and intent, are purposed at increasing both productivity and the associated quality while at the same time reducing human intervention in the same processes. In teacher education, how we teach and train student teachers will be substantially influenced by the imperatives of the 4IR. There are multiple unresolved questions as the 4IR takes centre stage. For example, what will it mean for teaching and learning in schools that have severe technological and digital deficits; for teachers and students who have minimal technological literacies; for delivering high-quality teaching and learning; for transforming both the content and pedagogies of teacher education and, above all, for delivering socially just educational experiences for all our learners, regardless of class, race, and privilege. The discourse of the 4IR is contemporary and requires multiple perspectives to explore what it means in different contexts and settings, the understandings it engenders in people, what it implies across a wide range of educational decision-making levels, and that its fundamental assumptions cohere with national and societal assumptions about equality, equity and social justice. Multiple methodological approaches were utilised in the interrogation of the idea of the 4IR in teacher education in South Africa, including theoretical, empirical, and small-scale case studies, amongst others. The data these approaches provide are equally valued based on the purposes for which they have been derived. 517 $a4IR and teacher education in South Africa 606 $aEducation 615 0$aEducation. 676 $a370 700 $aMaringe$b Felix$01125792 702 $aChiramba$b Otilia 801 0$bNjHacI 801 1$bNjHacl 906 $aBOOK 912 $a9910774730203321 996 $a4IR and teacher education in South Africa$93661067 997 $aUNINA LEADER 03132nam 2200769Ia 450 001 9910812724303321 005 20200520144314.0 010 $a9786612689857 010 $a9781119995630 010 $a1119995639 010 $a9781119206392 010 $a1119206391 010 $a9781282689855 010 $a1282689851 010 $a9780470744888 010 $a047074488X 035 $a(CKB)2550000000013111 035 $a(EBL)516963 035 $a(OCoLC)649476974 035 $a(SSID)ssj0000427554 035 $a(PQKBManifestationID)11296289 035 $a(PQKBTitleCode)TC0000427554 035 $a(PQKBWorkID)10405934 035 $a(PQKB)11610614 035 $a(MiAaPQ)EBC516963 035 $a(Au-PeEL)EBL516963 035 $a(CaPaEBR)ebr10380983 035 $a(CaONFJC)MIL268985 035 $a(Perlego)1007459 035 $a(EXLCZ)992550000000013111 100 $a20090121d2009 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 14$aThe SABR/LIBOR market model $epricing, calibration and hedging for complex interest-rate derivatives /$fRiccardo Rebonato Kenneth McKay Richard White 205 $a1st ed. 210 $aHoboken, NJ $cJohn Wiley & Sons$d2009 215 $a1 online resource (298 p.) 300 $aDescription based upon print version of record. 311 08$a9780470740057 311 08$a0470740051 320 $aIncludes bibliographical references and index. 327 $aThe SABR/LIBOR Market Model; Contents; Acknowledgements; 1 Introduction; I The Theoretical Set-Up; II Implementation and Calibration; III Empirical Evidence; IV Hedging; References; Index 330 $aThis book presents a major innovation in the interest rate space. It explains a financially motivated extension of the LIBOR Market model which accurately reproduces the prices for plain vanilla hedging instruments (swaptions and caplets) of all strikes and maturities produced by the SABR model. The authors show how to accurately recover the whole of the SABR smile surface using their extension of the LIBOR market model. This is not just a new model, this is a new way of option pricing that takes into account the need to calibrate as accurately as possible to the plain vanilla reference hedgin 606 $aHedging (Finance)$xMathematical models 606 $aOptions (Finance)$xPrices$xMathematical models 606 $aDerivative securities$xAccounting 606 $aInterest rate futures 606 $aLIBOR market model 615 0$aHedging (Finance)$xMathematical models. 615 0$aOptions (Finance)$xPrices$xMathematical models. 615 0$aDerivative securities$xAccounting. 615 0$aInterest rate futures. 615 0$aLIBOR market model. 676 $a332.63/23 700 $aRebonato$b Riccardo$0464700 701 $aMcKay$b Kenneth$f1981-$01636941 701 $aWhite$b Richard$f1976-$01636942 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910812724303321 996 $aThe SABR$93978495 997 $aUNINA LEADER 01610nam0 2200337 i 450 001 UBO1307357 005 20251003044420.0 010 $a883860892X 100 $a20140926d2001 ||||0itac50 ba 101 | $aita 102 $ait 181 1$6z01$ai $bxxxe 182 1$6z01$an 200 1 $aMercati finanziari$eanalisi stocastica delle opzioni$fElettra Agliardi, Rossella Agliardi 210 $aMilano$cMcGraw-Hill$d\2001! 215 $aXI, 195 p.$d24 cm. 225 | $aCollana di istruzione scientifica$i. Serie di finanza 410 0$1001UBO1381486$12001 $aCollana di istruzione scientifica$i. Serie di finanza 606 $aMercati a termine$xModelli matematici$2FIR$3CFIC129958$9I 606 $aOperazioni a premio$xModelli matematici$2FIR$3CFIC129960$9I 676 $a332.6440151923$9SCAMBIO DI MERCI E BORSE MERCI. Principi matematici. Processi aleatori (stocastici)$v21 700 1$aAgliardi$b, Elettra$3CFIV080456$4070$0117859 701 1$aAgliardi$b, Rossella$3CFIV165812$4070$0374479 801 3$aIT$bIT-000000$c20140926 850 $aIT-BN0095 901 $bNAP 01$cPOZZO LIB.$nVi sono collocati fondi di economia, periodici di ingegneria e scienze, periodici di economia e statistica e altri fondi comprendenti documenti di economia pervenuti in dono. 912 $aUBO1307357 950 0$aBiblioteca Centralizzata di Ateneo$c1 v.$d 01POZZO LIB.ECON MON 8743$e 01AR 0700314925E VMA 1 v. (precedente collocazione: AR 31 EC 492)$fB $h20140926$i20140926 977 $a 01 996 $aMercati finanziari$968070 997 $aUNISANNIO