title: A search engine log analysis of music-related web searching

authors: Cunningham, Sally Jo

subjects: query analysis

abstract: We explore music search behavior by identifying music-related queries in a large (over 20 million queries) search engine log, gathered over three months in 2006. Music searching is a significant information behavior: approximately 15% of users conduct at least one music search in the time period studied, and approximately 1.35% of search activities are connected to music. We describe the structural characteristics of music searches—query length and frequency for result selection—and also summarize the most frequently occurring search terms and destinations. The findings are compared to earlier studies of general search engine behavior and to qualitative studies of natural language music information needs statements. The results suggest the need for specialized music search facilities and provide implications for the design of a music information retrieval system.

text: A search engine log analysis of music-related web searching We explore music search behavior by identifying music-related queries in a large (over 20 million queries) search engine log, gathered over three months in 2006. Music searching is a significant information behavior: approximately 15% of users conduct at least one music search in the time period studied, and approximately 1.35% of search activities are connected to music. We describe the structural characteristics of music searches—query length and frequency for result selection—and also summarize the most frequently occurring search terms and destinations. The findings are compared to earlier studies of general search engine behavior and to qualitative studies of natural language music information needs statements. The results suggest the need for specialized music search facilities and provide implications for the design of a music information retrieval system.

year: 2010

title: Book review: Decentering Empire: Britain, India and the Transcolonial World

authors: Beattie, James John

subjects: book review

abstract: This article reviews the book: “Decentering Empire: Britain, India and the Transcolonial World”, by Durba Ghosh and Dane Kennedy.

text: Book review: Decentering Empire: Britain, India and the Transcolonial World This article reviews the book: “Decentering Empire: Britain, India and the Transcolonial World”, by Durba Ghosh and Dane Kennedy.

year: 2007

title: Putting Sylvia in her place: Ashton-Warner as New Zealand educational theorist

authors: Middleton, Sue

subjects: Sylvia Ashton-Warner

abstract: Sylvia Ashton-Warner, a New Zealand teacher, won international acclaim in the 1950s-1950s with her novels, autobiographies, and accounts of her educational theory. Blurring genres between fiction and autobiography, much of her writing was centred on the ‘creative teaching scheme’ she developed in Maori Schools. At the heart of the scheme was the idea that literacy was best achieved when children captioned their experiences of fear and sex, the two great (Freudian) drives. In Sylvia’s infant room, these erupted to the surface by means of captions (a child’s ‘key vocabulary’). I introduce Lefebvre’s idea of ‘rhythm analysis’, applying it first to the teaching scheme, then to the ‘system’ in which Ashton-Warner taught. With reference to extracts from Ashton-Warner’s Creative Teaching Scheme and Myself, I connect the rhythms of her life with her ‘theory.’ I identify Sylvia’s own ‘key words’ (violence and war; ghosts; sex and the kiss) and their rhythmic engagements and collisions with educational ‘authorities.’

text: Putting Sylvia in her place: Ashton-Warner as New Zealand educational theorist Sylvia Ashton-Warner, a New Zealand teacher, won international acclaim in the 1950s-1950s with her novels, autobiographies, and accounts of her educational theory. Blurring genres between fiction and autobiography, much of her writing was centred on the ‘creative teaching scheme’ she developed in Maori Schools. At the heart of the scheme was the idea that literacy was best achieved when children captioned their experiences of fear and sex, the two great (Freudian) drives. In Sylvia’s infant room, these erupted to the surface by means of captions (a child’s ‘key vocabulary’). I introduce Lefebvre’s idea of ‘rhythm analysis’, applying it first to the teaching scheme, then to the ‘system’ in which Ashton-Warner taught. With reference to extracts from Ashton-Warner’s Creative Teaching Scheme and Myself, I connect the rhythms of her life with her ‘theory.’ I identify Sylvia’s own ‘key words’ (violence and war; ghosts; sex and the kiss) and their rhythmic engagements and collisions with educational ‘authorities.’

year: 2009