title: Regional Socio-Economic Transformation in Brazil

authors: Matlaba, Valente José

subjects: convergence

abstract: The regional income disparities in Brazil are well-known. Since the 1930s, such income disparities have declined only slightly. This thesis combines traditional economic theory with insights from regional science and economic geography to explain the development pattern in Brazil throughout the 20th century, using a wide range of data sets. It contributes to the consolidation of the field of New Economic Geography because some tools employed in this thesis have not yet had widespread use in the literature. The thesis also brings new insights for the understanding of Brazil’s development process. The key finding of the thesis is that there has been almost time-invariant spatial autocorrelation in Brazil’s growth process that impedes the lagging regions from catching up. The reason for this is that there is a clear cluster of contiguous rich regions (Southeast and South) – i.e. the core - characterised not only by high real income levels and high market potential, but also by the fact that they have the largest markets and are the platform of the global economy in Brazil. In contrast, there is another cluster of contiguous poor regions (North and Northeast) – the periphery - that has low real income levels, low market potential and low market access. The agglomeration of population and economic activity explains the observed concentration pattern. Although there were some efforts made through regional development policy to narrow the gaps amongst the regions, the agglomeration forces are very strong in Brazil. The creation of Brasília did not offset these agglomeration forces, partially because place-based policies matter. The creation of Brasilia obviously had major implications for Brasilia itself, but did not offset the agglomeration forces that led to the dominance of São Paulo. Similarly, investment in other lagging regions may not offset the advantages of São Paulo and Rio de Janeiro, but they may improve economic conditions in the lagging regions themselves if income transfers or subsidies are done for efficient industries.

text: Regional Socio-Economic Transformation in Brazil The regional income disparities in Brazil are well-known. Since the 1930s, such income disparities have declined only slightly. This thesis combines traditional economic theory with insights from regional science and economic geography to explain the development pattern in Brazil throughout the 20th century, using a wide range of data sets. It contributes to the consolidation of the field of New Economic Geography because some tools employed in this thesis have not yet had widespread use in the literature. The thesis also brings new insights for the understanding of Brazil’s development process. The key finding of the thesis is that there has been almost time-invariant spatial autocorrelation in Brazil’s growth process that impedes the lagging regions from catching up. The reason for this is that there is a clear cluster of contiguous rich regions (Southeast and South) – i.e. the core - characterised not only by high real income levels and high market potential, but also by the fact that they have the largest markets and are the platform of the global economy in Brazil. In contrast, there is another cluster of contiguous poor regions (North and Northeast) – the periphery - that has low real income levels, low market potential and low market access. The agglomeration of population and economic activity explains the observed concentration pattern. Although there were some efforts made through regional development policy to narrow the gaps amongst the regions, the agglomeration forces are very strong in Brazil. The creation of Brasília did not offset these agglomeration forces, partially because place-based policies matter. The creation of Brasilia obviously had major implications for Brasilia itself, but did not offset the agglomeration forces that led to the dominance of São Paulo. Similarly, investment in other lagging regions may not offset the advantages of São Paulo and Rio de Janeiro, but they may improve economic conditions in the lagging regions themselves if income transfers or subsidies are done for efficient industries.

year: 2012

title: The Impacts of Social Media and Electronic Mediating: Improving Educational Outcomes for Saudi Women within an Electronic Social Networking Environment

authors: Alkahtani, Norah

subjects: Social Networking

abstract: This dissertation reports on a study about the effects of social media, such as social networks used by female university students in the context of a gender segregated system in Saudi Arabia. 

The result clearly reflects that social media has a positive effect on the collaborations of students, as they are able to keep their cultural and religious values without physically intermingling with the opposite sex, which is a requirement of religion and culture.

This research was carried out through two stages. The first stage was an exploratory study carried out for post graduate Saudi students at The University of Waikato. Students from both genders were granted scholarships from the King of Saudi Arabia, “King Abdullah”. They have had the experience of studying within two different cultures, in Saudi Arabia and New Zealand. They have had good experiences within the mixed gender environment at The University of Waikato.  

The second stage was action research, to diagnose the importance of social networks in the education system for Saudi females at Saudi universities. The segregation between genders in Saudi Arabia is a big issue at universities but with the appearance of social networks such as Facebook genders can interact easily without being physically in the same place. 

The action research took place through three cycles at three different universities; King Saud University and Imam University, which are public universities and the last cycle in private Universities, in Riyadh. 

The results collecting data revealed that electronic social networks could help promote collaboration between both genders in Saudi Arabia. Both genders felt more comfortable dealing with the opposite gender under the umbrella of education without harming their culture or religion.

text: The Impacts of Social Media and Electronic Mediating: Improving Educational Outcomes for Saudi Women within an Electronic Social Networking Environment This dissertation reports on a study about the effects of social media, such as social networks used by female university students in the context of a gender segregated system in Saudi Arabia. 

The result clearly reflects that social media has a positive effect on the collaborations of students, as they are able to keep their cultural and religious values without physically intermingling with the opposite sex, which is a requirement of religion and culture.

This research was carried out through two stages. The first stage was an exploratory study carried out for post graduate Saudi students at The University of Waikato. Students from both genders were granted scholarships from the King of Saudi Arabia, “King Abdullah”. They have had the experience of studying within two different cultures, in Saudi Arabia and New Zealand. They have had good experiences within the mixed gender environment at The University of Waikato.  

The second stage was action research, to diagnose the importance of social networks in the education system for Saudi females at Saudi universities. The segregation between genders in Saudi Arabia is a big issue at universities but with the appearance of social networks such as Facebook genders can interact easily without being physically in the same place. 

The action research took place through three cycles at three different universities; King Saud University and Imam University, which are public universities and the last cycle in private Universities, in Riyadh. 

The results collecting data revealed that electronic social networks could help promote collaboration between both genders in Saudi Arabia. Both genders felt more comfortable dealing with the opposite gender under the umbrella of education without harming their culture or religion.

year: 2012

title: In what ways do the perceptions of connectedness of Māori students in Alternative Education secondary schools affect their self-efficacy within the learning environment?

authors: Lemon, Katrina Suezanne

subjects: Alternative Education

abstract: This study has sought to identify connectedness for Māori students within the alternative-education, learning environment and the effect this has had on their self-efficacy. Alternative education in New Zealand is described as a place where second chance learners have access to education (Alternative Education National Body New Zealand, 2016). Generally, students are referred to alternative education due to becoming habitual truants, while other students are deemed as behaviourally-challenging, and are consequently excluded from school (Education Review Office, 2010; Ministry of Education, 2016a). A Critical Theory approach was employed guided by Kaupapa Māori methodology. Data was collected using the qualitative methods of focus-group interviews and one-to-one semi-structured interviews. An open-coded approach was adopted to analyse the data from the interview transcripts where themes were selected, and a summary reflection was written. 

Three distant themes were identified during the data analysis phase: Tāhuhu Kōrero – Kura; Alternative Education – Kura; and Alternative Education Teaching and Learning Approaches.  Within these themes sub-themes were explored: perceptions and experiences of primary and secondary school; Māori in mainstream education; the referring schools involvement; misconceptions; connection to the alternative-education, learning environment; centre and teacher practices; connection with Māori; and pathways, mana, and self-efficacy. An important aspect of this study was to seek to understand these students’ prior educational experiences before gathering their narratives on the alternative-education, learning environment. This was a strength of the study as the student narratives on their entire educational journey provided a depth of understanding for the researcher, and went towards explaining their disconnection, how it happened, and gave context to their referral to alternative education. 

The student narratives expressed a strong sense of connection to their primary-school, learning environment, however, a complete disconnection to their secondary-school, learning environment. Students expressed feeling discriminated against for being Māori, that there was no empathy or understanding given to their lived realities despite wanting to succeed at school. They felt that their teachers did not make an effort to connect with them describing a power imbalance between the teachers and themselves. The students felt that expectations were low, and that teachers could not be bothered to help them with their work. The student participants attributed this disconnection to the reason for their truancy and behavioural issues. The student narratives on the alternative-education, learning environment described an environment that was: whānau; where teachers worked at a connection and understood their learners; challenging them academically; where the teachers were highly committed to their students; where trust and respect was built; and where one size did not fit all - flexibility was exercised. Students felt that the alternative-education, learning environment provided them with career ambition, and academic confidence resulting in self-efficacy. 

This study provides student voice from a group that was overlooked within the Te Kotahitanga research project (Bishop, Berryman, Tiakiwai, & Richardson, 2003). To hear the voice of alternative education students is important in seeking to improve educational success and enjoyment for Māori priority learners. If we get to know and understand what works for these priority learners, we can then work towards making a difference for them within mainstream education. This study aims to identify the importance of connectedness for Māori students and how connectedness will positively affect Māori learners and their self-efficacy. 


Kia mau ki tō Māoritanga.
Hold fast to your Māori culture.

text: In what ways do the perceptions of connectedness of Māori students in Alternative Education secondary schools affect their self-efficacy within the learning environment? This study has sought to identify connectedness for Māori students within the alternative-education, learning environment and the effect this has had on their self-efficacy. Alternative education in New Zealand is described as a place where second chance learners have access to education (Alternative Education National Body New Zealand, 2016). Generally, students are referred to alternative education due to becoming habitual truants, while other students are deemed as behaviourally-challenging, and are consequently excluded from school (Education Review Office, 2010; Ministry of Education, 2016a). A Critical Theory approach was employed guided by Kaupapa Māori methodology. Data was collected using the qualitative methods of focus-group interviews and one-to-one semi-structured interviews. An open-coded approach was adopted to analyse the data from the interview transcripts where themes were selected, and a summary reflection was written. 

Three distant themes were identified during the data analysis phase: Tāhuhu Kōrero – Kura; Alternative Education – Kura; and Alternative Education Teaching and Learning Approaches.  Within these themes sub-themes were explored: perceptions and experiences of primary and secondary school; Māori in mainstream education; the referring schools involvement; misconceptions; connection to the alternative-education, learning environment; centre and teacher practices; connection with Māori; and pathways, mana, and self-efficacy. An important aspect of this study was to seek to understand these students’ prior educational experiences before gathering their narratives on the alternative-education, learning environment. This was a strength of the study as the student narratives on their entire educational journey provided a depth of understanding for the researcher, and went towards explaining their disconnection, how it happened, and gave context to their referral to alternative education. 

The student narratives expressed a strong sense of connection to their primary-school, learning environment, however, a complete disconnection to their secondary-school, learning environment. Students expressed feeling discriminated against for being Māori, that there was no empathy or understanding given to their lived realities despite wanting to succeed at school. They felt that their teachers did not make an effort to connect with them describing a power imbalance between the teachers and themselves. The students felt that expectations were low, and that teachers could not be bothered to help them with their work. The student participants attributed this disconnection to the reason for their truancy and behavioural issues. The student narratives on the alternative-education, learning environment described an environment that was: whānau; where teachers worked at a connection and understood their learners; challenging them academically; where the teachers were highly committed to their students; where trust and respect was built; and where one size did not fit all - flexibility was exercised. Students felt that the alternative-education, learning environment provided them with career ambition, and academic confidence resulting in self-efficacy. 

This study provides student voice from a group that was overlooked within the Te Kotahitanga research project (Bishop, Berryman, Tiakiwai, & Richardson, 2003). To hear the voice of alternative education students is important in seeking to improve educational success and enjoyment for Māori priority learners. If we get to know and understand what works for these priority learners, we can then work towards making a difference for them within mainstream education. This study aims to identify the importance of connectedness for Māori students and how connectedness will positively affect Māori learners and their self-efficacy. 


Kia mau ki tō Māoritanga.
Hold fast to your Māori culture.

year: 2017