title: Do internet search engines support children's search query construction: a visual analysis

authors: Vanderschantz, Nicholas

subjects: computer science

abstract: From previous studies into children's internet search practice, we gained insight into the taught strategies, children's behaviour and common errors while searching. This paper analyses the visual structure of commonly-used internet search engines (ISE) to explore how their interface and interaction design may influence the search practices of children. Common features of ISEs are identified and the effects of typical children's query construction on the visual presentation of information are reported. We use our observations to provide guidelines for the design and development of ISEs for children.

text: Do internet search engines support children's search query construction: a visual analysis From previous studies into children's internet search practice, we gained insight into the taught strategies, children's behaviour and common errors while searching. This paper analyses the visual structure of commonly-used internet search engines (ISE) to explore how their interface and interaction design may influence the search practices of children. Common features of ISEs are identified and the effects of typical children's query construction on the visual presentation of information are reported. We use our observations to provide guidelines for the design and development of ISEs for children.

year: 2017

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: Collective Indigenous approaches to centring Pacific voices of leadership for our futures

authors: Uasike Allen, JM

abstract: Education systems in western nations are often built on a long history of centralising the western canon of knowledge and colonial norms. These norms are perpetuated and reinforced via western research which amplifies the voices of the dominant, while working to silence the values, practices, and knowledges of minority groups. As a colonial nation, Aotearoa New Zealand continues to be impacted by its colonial histories, where colonial (read white) ways of being, knowing, and understanding dominate initial teacher education, schools, tertiary institutions, research, and our everyday lives. However, within education and research more generally, Indigenous and Pacific researchers and practitioners have been working hard to carve out space in institutions to challenge colonial hierarchies of knowledge and make space for Indigenous ways of being, knowing, seeing, doing, and feeling. This article contributes to the work being done by Indigenous and Pacific scholars in Aotearoa New Zealand by detailing our collective, relational approach to convening the special issue of Shifting the System for the Ethnographic Edge journal. Convening a special issue is not unique and groups of academics do it regularly across a range of academic journals and fields. However, our experiences of convening this special issue were quite different. Here we share the journey and reflect on how our focus on privileging the often-marginalised voices of Pacific school leaders was underpinned by an Indigenous, collective approach embedded in the pedagogical practice of Indigenous Storywork. Employing collaborative critical autoethnography, we articulate the ways in which our engagement with each other and the authors within this special issue disrupted western power relations often present in interactions between ‘researchers’ within the university and ‘practitioners’ at the coalface. Furthermore, we demonstrate how engaging in relational practices builds a space that encourages the principles of respect, responsibility, reverence, reciprocity, holism, interrelatedness, and synergy.

text: Collective Indigenous approaches to centring Pacific voices of leadership for our futures Education systems in western nations are often built on a long history of centralising the western canon of knowledge and colonial norms. These norms are perpetuated and reinforced via western research which amplifies the voices of the dominant, while working to silence the values, practices, and knowledges of minority groups. As a colonial nation, Aotearoa New Zealand continues to be impacted by its colonial histories, where colonial (read white) ways of being, knowing, and understanding dominate initial teacher education, schools, tertiary institutions, research, and our everyday lives. However, within education and research more generally, Indigenous and Pacific researchers and practitioners have been working hard to carve out space in institutions to challenge colonial hierarchies of knowledge and make space for Indigenous ways of being, knowing, seeing, doing, and feeling. This article contributes to the work being done by Indigenous and Pacific scholars in Aotearoa New Zealand by detailing our collective, relational approach to convening the special issue of Shifting the System for the Ethnographic Edge journal. Convening a special issue is not unique and groups of academics do it regularly across a range of academic journals and fields. However, our experiences of convening this special issue were quite different. Here we share the journey and reflect on how our focus on privileging the often-marginalised voices of Pacific school leaders was underpinned by an Indigenous, collective approach embedded in the pedagogical practice of Indigenous Storywork. Employing collaborative critical autoethnography, we articulate the ways in which our engagement with each other and the authors within this special issue disrupted western power relations often present in interactions between ‘researchers’ within the university and ‘practitioners’ at the coalface. Furthermore, we demonstrate how engaging in relational practices builds a space that encourages the principles of respect, responsibility, reverence, reciprocity, holism, interrelatedness, and synergy.

year: 2022