title: Classic and spatial shift-share analysis of state-level employment change in Brazil

authors: Matlaba, Valente José

subjects: Regional employment

abstract: This paper combines classic and spatial shift-share decompositions of 1981 to 2006 employment change across the 27 states of Brazil. The classic shift-share method shows higher employment growth rates for underdeveloped regions that are due to an advantageous industry-mix and also due to additional job creation, commonly referred to as the competitive effect. Alternative decompositions proposed in the literature do not change this broad conclusion. Further examination employing exploratory spatial data analysis (ESDA) shows spatial correlation of both the industry-mix and the competitive effects. Considering that until the 1960s economic activities were more concentrated in southern regions of Brazil than they are nowadays, these results support beta convergence theories but also find evidence of agglomeration effects. Additionally, a very simple spatial decomposition is proposed that accounts for the spatially-weighted growth of surrounding states. Favourable growth in northern and centre-western states is basically associated with those states’ strengths in potential spatial spillover effect and in spatial competitive effect.

text: Classic and spatial shift-share analysis of state-level employment change in Brazil This paper combines classic and spatial shift-share decompositions of 1981 to 2006 employment change across the 27 states of Brazil. The classic shift-share method shows higher employment growth rates for underdeveloped regions that are due to an advantageous industry-mix and also due to additional job creation, commonly referred to as the competitive effect. Alternative decompositions proposed in the literature do not change this broad conclusion. Further examination employing exploratory spatial data analysis (ESDA) shows spatial correlation of both the industry-mix and the competitive effects. Considering that until the 1960s economic activities were more concentrated in southern regions of Brazil than they are nowadays, these results support beta convergence theories but also find evidence of agglomeration effects. Additionally, a very simple spatial decomposition is proposed that accounts for the spatially-weighted growth of surrounding states. Favourable growth in northern and centre-western states is basically associated with those states’ strengths in potential spatial spillover effect and in spatial competitive effect.

year: 2012-07

title: Supporting English language learning by bridging from childrens' first languages in Papua New Guinea: An analysis of Grade 3 teachers' conceptions and practices

authors: August, Matilda

subjects: bilingual

abstract: This is a descriptive study that was conducted with selected Grade 3 teachers in the East New Britain Province of Papua New Guinea. Grade 3 teachers implement bridging in bilingual education using the children's local vernacular language and/or Tok Pisin to help the learning of English. Three main reasons underpin this study. First, the study aimed to identify the participants' conceptions and beliefs about bridging. Second, the study wanted to document and analyse the bridging strategies and practices that teachers were employing to support the children's English learning, and third, the study was interested in identifying effective strategies and practices that could be recommended for all teachers in Papua New Guinea involved in bridging between the languages children know and English. 
A qualitative approach was used with focus group interviews, classroom observations, and a post-observation interview. The data generated from these methods captured teachers reporting what they do, what they think about bridging, and what they think are factors affecting implementation of effective bridging. The data also showed what teachers actually did in their classrooms, and how they explained what they did.
When teachers talked about their conceptions of bridging and how they implemented bridging, the model of bilingual education that seemed to be guiding the participants' idea of bridging is the Transitional Bilingual model, where the L1 is replaced by the L2 over a period of time. When teachers talked about how they implemented bridging, they represented it mainly as a process of translation from one language to another. Teachers also talked about the use of both Tok Pisin and the vernacular in terms of scaffolding learning of new words. When asked what they thought about bridging, it seemed that many did not see a value in continued support of the L1 in that bridging was to get the children to learn English as soon as possible. They did not express very positive attitudes about the use of the vernacular or Tok Pisin. Teachers identified issues to do with language complexity and diversity as being the most important in terms of affecting implementation of effective bridging. Teachers also identified lack of resources and a lack of clear guidelines from the Department of Education as issues. When observed, teachers made no use of the vernacular. Students in their classrooms spent a great deal of the time listening to teacher monologue, or involved in teacher-led questioning sequences that focused on getting students to produce language forms, particularly vocabulary. Of the discourse strategies observed, direct translation and metalinguistic comparison were common.  Teachers also provided elaborated metalinguistic explanations, and at times they codeswitched extensively in these explanations. 
The research has pointed to the fact that, while teachers use some effective strategies, they would be better supported by having research-informed professional development and resources in the area of bilingual education and bilingual instructional strategies. There is a need for all, including teachers, schools, the Provincial Educational Authorites and the Department of Education to work together to get the best language and educational outcomes for children in PNG.

text: Supporting English language learning by bridging from childrens' first languages in Papua New Guinea: An analysis of Grade 3 teachers' conceptions and practices This is a descriptive study that was conducted with selected Grade 3 teachers in the East New Britain Province of Papua New Guinea. Grade 3 teachers implement bridging in bilingual education using the children's local vernacular language and/or Tok Pisin to help the learning of English. Three main reasons underpin this study. First, the study aimed to identify the participants' conceptions and beliefs about bridging. Second, the study wanted to document and analyse the bridging strategies and practices that teachers were employing to support the children's English learning, and third, the study was interested in identifying effective strategies and practices that could be recommended for all teachers in Papua New Guinea involved in bridging between the languages children know and English. 
A qualitative approach was used with focus group interviews, classroom observations, and a post-observation interview. The data generated from these methods captured teachers reporting what they do, what they think about bridging, and what they think are factors affecting implementation of effective bridging. The data also showed what teachers actually did in their classrooms, and how they explained what they did.
When teachers talked about their conceptions of bridging and how they implemented bridging, the model of bilingual education that seemed to be guiding the participants' idea of bridging is the Transitional Bilingual model, where the L1 is replaced by the L2 over a period of time. When teachers talked about how they implemented bridging, they represented it mainly as a process of translation from one language to another. Teachers also talked about the use of both Tok Pisin and the vernacular in terms of scaffolding learning of new words. When asked what they thought about bridging, it seemed that many did not see a value in continued support of the L1 in that bridging was to get the children to learn English as soon as possible. They did not express very positive attitudes about the use of the vernacular or Tok Pisin. Teachers identified issues to do with language complexity and diversity as being the most important in terms of affecting implementation of effective bridging. Teachers also identified lack of resources and a lack of clear guidelines from the Department of Education as issues. When observed, teachers made no use of the vernacular. Students in their classrooms spent a great deal of the time listening to teacher monologue, or involved in teacher-led questioning sequences that focused on getting students to produce language forms, particularly vocabulary. Of the discourse strategies observed, direct translation and metalinguistic comparison were common.  Teachers also provided elaborated metalinguistic explanations, and at times they codeswitched extensively in these explanations. 
The research has pointed to the fact that, while teachers use some effective strategies, they would be better supported by having research-informed professional development and resources in the area of bilingual education and bilingual instructional strategies. There is a need for all, including teachers, schools, the Provincial Educational Authorites and the Department of Education to work together to get the best language and educational outcomes for children in PNG.

year: 2010

title: Ani Jane Lipsey and Alexander Watson Edwards

authors: Hart, Philip

abstract: Ani Lipsey, the eldest daughter of George and Ema, was well educated. Her Scottish husband, who settled in Te Aroha in the 1880s, had been apprenticed as a draper, an occupation he followed in both Australia and then New Zealand. In addition, for a couple of decades he owned dairy farms in the Te Aroha district. He was a successful merchant with a steadily expanding and profitable business. 
Ani received a good income for a while from goldfields revenue, and put the land she inherited to profitable use. In the early twentieth century she convinced officials that she should be permitted to sell land within the township because the proceeds went to assist her husband’s business and because, over time, the government had decided to acquire all the Maori interests in Te Aroha. To assist in selling her land, in 1911 she had it declared European land, she herself being regarded as ‘practically a European’.
Both were active in the social life of the township, Ani being a competent pianist, and participated in sporting activities. Both owned racehorses, and Edwards assisted in organizing many race meetings. As part of his efforts to assist the community, for a while he was a member of the borough council. Both were popular, and were fondly remembered.

text: Ani Jane Lipsey and Alexander Watson Edwards Ani Lipsey, the eldest daughter of George and Ema, was well educated. Her Scottish husband, who settled in Te Aroha in the 1880s, had been apprenticed as a draper, an occupation he followed in both Australia and then New Zealand. In addition, for a couple of decades he owned dairy farms in the Te Aroha district. He was a successful merchant with a steadily expanding and profitable business. 
Ani received a good income for a while from goldfields revenue, and put the land she inherited to profitable use. In the early twentieth century she convinced officials that she should be permitted to sell land within the township because the proceeds went to assist her husband’s business and because, over time, the government had decided to acquire all the Maori interests in Te Aroha. To assist in selling her land, in 1911 she had it declared European land, she herself being regarded as ‘practically a European’.
Both were active in the social life of the township, Ani being a competent pianist, and participated in sporting activities. Both owned racehorses, and Edwards assisted in organizing many race meetings. As part of his efforts to assist the community, for a while he was a member of the borough council. Both were popular, and were fondly remembered.

year: 2016