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Viewing: Blog Posts Tagged with: Eleanor Coerr, Most Recent at Top [Help]
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1. Why measurement matters

By Morten Jerven


In most studies of economic growth the downloaded data from international databases is treated as primary evidence, although in fact it is not. The data available from the international series has been obtained from governments and statistical bureaus, and has then been modified to fit the purpose of the data retailer and its customers. These alterations create some problems, and the conclusions of any study that compares economic performance across several countries depend on which source of growth evidence is used.

The international databases provide no proper sources for their data and no data that would enable analysts to understand why the different sources disagree about growth. See, for example, the disagreement in economic growth series reported by the national statistical office, from Penn World Tables, The World Bank, and the Maddison dataset for Tanzania, 1961-2001.

The average annual disagreement between 1961 and 2001 is 6%. It is not evenly distributed; there is serious dissonance regarding growth in Tanzania in the 1980s and 1990s, and how the effects of economic crisis and structural adjustment affected theeconomy depends on which source you consult.

The problem is that growth evidence in the databases covers years for which no official data was available and the series are compiled from national data that use different base years. The only way to deal satisfactorily with inconsistencies in the data and the effects of revisions is to consult the primary source. The official national accounts are the primary sources.

Tanzanian_farmers

The advantage of using the national accounts as published by the statistical offices is that they come with guidelines and commentaries. When the underlying methods or basic data used to assemble the accounts are changed, these changes are reported. The downside of the national accounts evidence is that the data is not readily downloadable. The publications may have to be manually collected, and then the process of data entry and interpretation follows. When such studies of growth are done carefully, it offers reconsiderations of what used to be accepted wisdom of economic growth narratives.

I propose a reconsideration of economic growth in Africa in three respects. First, that the focus has been on average economic growth and that there has been no failure of economic growth. In particular the gains made in the 1960s and 1970s have been neglected.

Secondly, for many countries the decline in economic growth in the 1980s was overstated, as was the improvement in economic growth in the 1990s. The coverage of economic activities in GDP measures is incomplete. In the 1980s many economic activities were increasingly missed in the official records thus the decline in the 1980s was overestimated (resulting from declining coverage) and the increase in the 1990s was overestimated (resulting from increasing coverage).

The third important reconsideration is that there is no clear association between economic growth and orthodox economic policies. This is counter to the mainstream interpretation, and suggests that the importance of sound economic policies has been overstated, and that the importance of the external economic conditions have been understated in the prevailing explanation of African economic performance.

We know less than we would like to think about growth and development in Africa based on the official numbers, and the problem starts with the basic input: information. The fact of the matter is that the great majority of economic transactions whether in the rural agricultural sector and in the medium and small scale urban businesses goes by unrecorded.

This is just not a matter of technical accuracy; the arbitrariness of the quantification process produces observations with very large errors and levels of uncertainty. This ‘numbers game’ has taken on a dangerously misleading air of accuracy, and international development actors use the resulting figures to make critical decisions that allocate scarce resources. Governments are not able to make informed decisions because existing data is too weak or the data they need does not exist; scholars are making judgments based on erroneous statistics.

Since the 1990s, in the study of economics, the distance between the observed and the observer is increasing. When international datasets on macroeconomic variables became available, such as the Penn World Tables, and the workhorse of study of economic growth became the cross-country growth regressions the trend turned away from carefully considered country case studies and then rather towards large country studies interested in average effects.

However, the danger of such studies is that it does not ask the right kind of questions of the evidence. As an economic historian, I approach the GDP evidence with the normal questions in source criticism: How good is this observation? Who made this observation? And under what circumstance was this observation made?

Morten Jerven is an economic historian and holds a PhD from the London School of Economics. Since 2009, he has been Assistant Professor at the School for International Studies at Simon Fraser University. He is author of Economic Growth and Measurement Reconsidered in Botswana, Kenya, Tanzania, and Zambia, 1965-1995 and has published widely on African economic development, and particularly on patterns of economic growth and economic development statistics.

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Image credit: Tanzanian farmers, by Fanny Schertzer. CC-BY-2.5 S.A via Wikimedia Commons.

The post Why measurement matters appeared first on OUPblog.

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2. "Getting the Setting of Story"



"Researching the story's environment"
By happy accident, I discovered the  way to travel interstate, overseas, inter-culturally  and explore the  ambience of remote towns, cities, country lanes and outback outposts. Air tickets - well that's the ideal, but no, I used Google Earth.
It started with trying to locate a lovely country home in West Hougham, Kent, England by using aerial satellite and 'street view'. It was featured in Country Life for September 7th, 2000, and was the
Inspiration for "The Dolls' House in the Forest"
inspiration for my story "The Dolls' House in the Forest". 
West Hougham, Kent, country road, travelled via Google Maps street view.
I didn't find the house, but I had the most wonderfully inspiring time wandering down country lanes that were little more than wagon tracks, great boughs canopying overhead and wildflowers dotted in the fields...
Now, if I need to capture something of the 'feel' of an area. I seek out an address. Then in I go.
Exploring the Realtor advertisements in the research area gives insight into the lifestyle and inhabitants of the town. Many homes  give a slideshow or even a video tour online.  
Visualising Story
Other ways to 'get in the setting' for free include YouTube clips. This is even a Youtube video clip on West Hougham, Kent. Sadly, it doesn't feature that house...
Other ways to 'get in the setting' for free include Flickr, photographic collections held in State Libraries and on places like Pinterest. For historical setting, try online Heritage listings and databases for Australia and UK.
An example of other useful research sites  for historic buildings in Australia -
International settings - the virtual tour
Aside from a drop in to street level via Google Earth, many online sites feature virtual tours of historic settings, buildings, rambles around towns, cities and country areas. A few examples -
Castles -
Eilean Donan, the iconic Scottish Castle on Youtube Clips.
Neuschwanstein - site tour;
International Cities
A walk around Paris by video [not signposted but a good  overview of  everyday life on Paris streets];
Whatever the historic building or the town, you are quite likely to find a youtube clip or at least flicker photos, then there is always Google Earth! Have fun!
FULL ARTICLE
http://jrpoulter.wordpress.com/2012/05/20/researching-the-environment-of-story/

1 Comments on "Getting the Setting of Story", last added: 10/8/2012
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3. Hunt for History

ABC-CLIO’s 3rd Annual “Hunt for History” Brings History to Life with Scavenger Hunt for School Library Media Specialists, Teachers and their Students

Winners to be announced in May. Prizes include iPads and online database subscriptions

ABC-CLIO is calling for school library media specialists and social studies teachers around the country to join the 2012 “Hunt for History” and win valuable prizes such as iPads and subscriptions to the company’s suite of databases.

To take the Hunt for History challenge, ABC-CLIO will open up its American History online database for a month to school library media specialists and teachers. Participants will then utilize this user-friendly and authoritative history resource to find and submit the answers to 10 questions about historical events, people, issues and dilemmas. The competition launches on April 2, and the deadline for submitting answers is April 30. Winners will be announced the first week in May.

“The Hunt for History contest was easy, I learned a lot, and it was a great introduction to the databases.” noted Deb Dominick, a social studies teacher at Susquehannock High School in Glen Rock, PA and a winner in last year’s Hunt for History contest. “I have been extremely impressed with the content of the 4 databases we received and our students have made use of them this year.”

“We are excited to reprise our Hunt for History competition, allowing school library media specialists and teachers across the United States to discover history with their students through a stimulating scavenger hunt.” said Becky Snyder, president, ABC-CLIO. “We are committed to providing the highest quality resources to teachers and students to build research, writing and critical-thinking skills.”

This year’s four Hunt for History grand-prize winners will receive an Apple iPad and a subscription to ABC-CLIO’s 14 databases for one year. Another sixteen first-prize winners will receive a one-year school-wide subscription to any four ABC-CLIO databases. ABC-CLIO integrates three essential resources, A Library, A Textbook, and Perspectives, into each one of its 14 online databases for middle and high school students, making them the ideal answer for effective integration of the library into the classroom curriculum.

Hunt for History is open only to teachers and school library media specialists in accredited, public and private schools in the United States and U.S. territories and is limited to one entry per individual.

For more information, go to http://www.abc-clio.com/huntforhistory.


Filed under: literacy Tagged: databases, information literacy 0 Comments on Hunt for History as of 1/1/1900
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4. 28 Days of Teens & Tech #19: Database Mobility

For months now, School Librarian and SLJ blogger, Joyce Valenza, has been raving about Cengage Gale’s iPhone appAccess My Library,”  which allows students and other library users access to their library’s Gale subscription databases.

But Cengage Gale is not the only vendor in the mobile marketplace.  Other library reference services are also available on mobile devices. These services may not have “apps” per se, but they often provide a version of their resources that is more accessible to users on the go.

Here are some of the subscription services with mobile offerings:

Have you made sure your library is set up to take advantage of these great resources? If your library pays for this service, make sure you get your full money’s worth! Then, once you’ve contacted your customer support services and improved your mobility, don’t forget to spread the word to your teens via email, QR codes, facebook, twitter, etc.  And if you want to get your own library mobile, you can check this blog post for more suggestions.

I’m sure I’ve missed some other mobile reference tools, so what else is out there? Does your library have a mobile presence?  Tell us: How have you shared the great news of library mobility with your teens?

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5. Websites and Wikis: Building Something New

Screen shot 2010-09-05 at 1.03.58 PM I have officially taken over the role of Head Librarian for the middle school library!  The Reinberger Middle School Library was established in 2004, pulling grades 5 and 6 from the lower school library and grades 7 and 8 from the upper school library.  Since its inception, the middle school library has grown and flourished under the same head librarian, who was not me.  So, taking over has been a bit daunting.  I feel like I'm treading on pretty hallowed ground.  I want to bring my own ideas and conceptions into the library, but I also want to honor the woman who came before me.  It's a bit like walking a tightrope at the moment. I've rearranged some furniture with trepidation.

I have been charged with bringing the library into the 21st century.  One of the reasons I was given this position was because of my commitment to learning and teaching about educational technology.  Luckily, I don't have to do it all on my own.  We have amazing tech people at our school. 

One thing that I'm working on now is improving the library website.  Right now, the entire "site" is on Moodle, which the students reach through the school intranet.  The page consists of little more than links to local library catalogs and our library databases, a school calendar, links to resources for some classroom projects, and a decent picture of kids working in the library.  It's not much.  So, I've started to do a bit of research on great library websites and wikis and how to build one.  Here's what I've gleaned so far:

In order to build a good website or wiki, you have to know your audience and your purpose.  What do you want students (and faculty, hopefully)to get out of the site.  Brainstorm a list of your top priorities. I love me my Stickies, so I used one for my list:

Screen shot 2010-09-05 at 4.42.05 PM Now, time to look out on the web at some library sites that are both informative and attractive for students.  Where do you find these? I've found listservs to be invaluable for this.  People who post to listservs want to share; that's what listservs are for.  So, post a request: What does your website/wiki look like?  Send me links!  You'll hear back from plenty of people if your listserv is well populated.  Don't belong to a listserv?  Google the term, and voila!

A few library sites that I like:

Naomi Bates's site for Northwest High School in Texas

S.C. Lee Jr. High School, also in Texas

Scarsdale Middle School Library, in New York

Westmont WIki, a wiki for Westmont School in Chicago.

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6. Be It Resolved

Recently I saw the documentary Resolved which is about high school public policy debating and specifically two teams of debaters, one from an Illinois suburb and one from inner-city Los Angeles. During the movie I learned that public policy debate between high school students is not at all what I thought it was. For the past several decades it’s been about fast talking – and I mean really fast talking – and rapid information processing more than focusing on gaining a strong understanding of a particular issue. (Part of the movie focuses on the two teens from L.A. trying to change debate from the fast-talking fast-processing style to something more traditional. But, that aspect of the documentary is not the focus of this post.)



Students involved in debate do learn important skills. But, it does seem that what I thought of as debate doesn’t exist anymore. For example, because of the speed at which the debaters speak, most people can’t understood what’s being said. That means that those attending a debate are just the judges and other debaters. (No family members, friends, etc.)

Debate Tubs at WhitmanThis doesn’t mean that a lot of research doesn’t go into preparing for debates. The teens gather so much information (which is all printed out) that they fill multiple plastic tubs that they cart with them to debate competitions. As a librarian working with teens, I had a certain sense of pleasure thinking about all of those teens using research skills in order to uncover information for the debate.

In one section of the movie one of the debaters talks about the importance of research in preparing for a debate. He talks about how some information can be found on search engines like Google. But then he talks about the importance of using other “search engines” that make it possible to dig deeper into a topic and how without these other search engines he wouldn’t be able to gather information needed in order to be successful in debating. The other search engines he mentioned were Lexis/Nexis, Proquest, and other tools that we commonly in the library world refer to as databases.

This teen talking about databases and searching was something I actually wrote down while watching the movie. I was so struck by this very smart teen talking about research and knowing that there were tools other than Google that he could use, but thinking of them as just another search engine.

Why was this so key to me? Because, I spend a lot of time talking to librarians – public, academic, and school – about what we call these things known as databases in the library world. Do we use the term database? Do we simply refer to them as a way to locate articles? How do we refer to them? The answer seemed so simple when it came from the teen debater in Resolved. To him, they are just search engines – a different type of search engine but still a search engine.

Now I know, some readers will not like this idea of calling Proquest, Ebschost, etc. a search engine. But, think about the teen in the movie. It didn’t hurt his research skills to be lumping the databases with Google and Yahoo. He understood there were differences. But, for his purposes, all of the tools had the same basic purpose, to be able to search the web for information that would meet his needs.

Maybe here and now we should resolve to remove the word databases from our library vocabulary, web site, promotional pieces, etc. and simply call everything a search engine. What do you think? Let the debate begin.

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7. Books at Bedtime: Peace

Yesterday was Peace Day – thousands of people around the world stopped to stand together for a world without conflict, for a world united:

PEACE is more than the absence of war.
It is about transforming our societies and
uniting our global community
to work together for a more peaceful, just
and sustainable world for ALL. (Peace Day)

There is an ever-increasing number of children’s books being written by people who have experienced conflict first hand and whose stories give rise to discussion that may not be able to answer the question, “Why?” but at least allows history to become known and hopefully learnt from.

For younger children, such books as A Place Where Sunflowers Grow by Amy Lee-Tai and illustrated by Felicia Hoshino; Peacebound Trains by Haemi Balgassi; and The Orphans of Normandy by Nancy Amis all The Orphans of Normandyfocus on children who are the innocent victims of conflict. We came across The Orphans of Normandy last summer. I was looking for something to read with my boys on holiday, when we were visiting some of the Normandy World War II sites. It is an extraordinary book: a diary written by the head of an orphanage in Caen and illustrated by the girls themselves as they made a journey of 150 miles to flee the coast. Some of the images are very sobering, being an accurate depiction of war by such young witnesses. It worked well as an introduction to the effects of conflict, without being unnecessarily traumatic.

The story of Sadako Sasaki, (more…)

4 Comments on Books at Bedtime: Peace, last added: 10/12/2007
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