title: From sit-forward to lean-back: Using a mobile device to vary interactive pace

authors: Jones, Mark Hedley

subjects: computer science

abstract: Although online, handheld, mobile computers offer new possibilities in searching and retrieving information on the go, the fast-paced, "sit-forward" style of interaction may not be appropriate for all user search needs. In this paper, we explore how a handheld computer can be used to enable interactive search experiences that vary in pace from fast and immediate through to reflective and delayed. We describe a system that asynchronously combines an offline handheld computer and an online desktop Personal Computer, and discuss some results of an initial user evaluation.

text: From sit-forward to lean-back: Using a mobile device to vary interactive pace Although online, handheld, mobile computers offer new possibilities in searching and retrieving information on the go, the fast-paced, "sit-forward" style of interaction may not be appropriate for all user search needs. In this paper, we explore how a handheld computer can be used to enable interactive search experiences that vary in pace from fast and immediate through to reflective and delayed. We describe a system that asynchronously combines an offline handheld computer and an online desktop Personal Computer, and discuss some results of an initial user evaluation.

year: 2003-03

title: The new frontiers of jihad: Radical Islam in Europe [Book review]

authors: Pratt, Douglas

subjects: Islam

abstract: Alison Pargeter has undertaken a magisterial study of Islamic militancy within the European context. Her thesis is that, in order to comprehend the roots of Islamist radicalism, it is necessary to place Islamism within its proper context of developments within the Islamic world. This well-researched and highly readable book is divided into three broad sections dealing, first, with the impact of religious revivalism across the Middle East in the wake of the 1979 Iranian revolution; then, second, with the outworking of Middle Eastern political dynamics when, having been expelled from their own countries, a variety of nationalist insurgent groups set up bases in Europe. Third, it examines and discusses the nature and motivation of the so-called ‘new breed of radical Islamists’ (p. x). The book thus offers both an historical overview of the emergence and rise of Islamism within Europe and an appropriate contextualizing and critical discussion of this phenomenon.

text: The new frontiers of jihad: Radical Islam in Europe [Book review] Alison Pargeter has undertaken a magisterial study of Islamic militancy within the European context. Her thesis is that, in order to comprehend the roots of Islamist radicalism, it is necessary to place Islamism within its proper context of developments within the Islamic world. This well-researched and highly readable book is divided into three broad sections dealing, first, with the impact of religious revivalism across the Middle East in the wake of the 1979 Iranian revolution; then, second, with the outworking of Middle Eastern political dynamics when, having been expelled from their own countries, a variety of nationalist insurgent groups set up bases in Europe. Third, it examines and discusses the nature and motivation of the so-called ‘new breed of radical Islamists’ (p. x). The book thus offers both an historical overview of the emergence and rise of Islamism within Europe and an appropriate contextualizing and critical discussion of this phenomenon.

year: 2009

title: What is the difference? What factors contribute to the variation of achievement for Year 7 and 8 Māori students in high decile, full primary schools?

authors: McLocklan, Sue

subjects: Maori student achievement

abstract: The educational disparity between indigenous Māori students and those of the majority continue to be a major issue in New Zealand. Attempting to bridge the gap for Māori students has generated focus on Māori student engagement in the classroom, the actions and understanding of the teacher and the relationship and interactions between the teacher and students in their learning environment. Elements of culturally responsive pedagogy have been identified as positive contributing factors to accelerating academic achievement for secondary Māori mainstream students. 
This small-scale cross-cultural exploratory qualitative research project seeks to identify the factors that contribute to student achievement variation for Year 7 and 8 students in high decile full primary schools and the integration of teacher’s cultural competencies in high quality learning opportunities. Within a kaupapa Māori research process, this study uses empirical data collected from a purposive sample through a semi-structured individual interview and a for self-assessment. Voluntary research participants were twelve students and six teachers in three schools in the Bay of Plenty, Waikato and Wellington regions. This research examines the engagement of student and teacher in pedagogical practice, learning variables, cultural knowledge and practices attributable to positive academic achievement for Māori. 
The findings reveal that when teachers place themselves in an agentic position; adopt a professional commitment and willingness to engage in effective relations, interactions and reciprocal practices to support Māori learners, high levels of relational trust and expectations prevail through mutual respect and interdependence to attain successful educational outcomes.
Further teacher professional learning is essential to enlighten and deepen teachers' understanding of culturally responsive pedagogy to enable Māori learners to reach their potential to participate and contribute in their world of choice.

text: What is the difference? What factors contribute to the variation of achievement for Year 7 and 8 Māori students in high decile, full primary schools? The educational disparity between indigenous Māori students and those of the majority continue to be a major issue in New Zealand. Attempting to bridge the gap for Māori students has generated focus on Māori student engagement in the classroom, the actions and understanding of the teacher and the relationship and interactions between the teacher and students in their learning environment. Elements of culturally responsive pedagogy have been identified as positive contributing factors to accelerating academic achievement for secondary Māori mainstream students. 
This small-scale cross-cultural exploratory qualitative research project seeks to identify the factors that contribute to student achievement variation for Year 7 and 8 students in high decile full primary schools and the integration of teacher’s cultural competencies in high quality learning opportunities. Within a kaupapa Māori research process, this study uses empirical data collected from a purposive sample through a semi-structured individual interview and a for self-assessment. Voluntary research participants were twelve students and six teachers in three schools in the Bay of Plenty, Waikato and Wellington regions. This research examines the engagement of student and teacher in pedagogical practice, learning variables, cultural knowledge and practices attributable to positive academic achievement for Māori. 
The findings reveal that when teachers place themselves in an agentic position; adopt a professional commitment and willingness to engage in effective relations, interactions and reciprocal practices to support Māori learners, high levels of relational trust and expectations prevail through mutual respect and interdependence to attain successful educational outcomes.
Further teacher professional learning is essential to enlighten and deepen teachers' understanding of culturally responsive pedagogy to enable Māori learners to reach their potential to participate and contribute in their world of choice.

year: 2013