Building equitable literate futures : home and school computer-mediated literacy practices and disadvantage

This paper examines the complex connections between literacy practices, the use of information and communication technologies (ICTs) and disadvantage. It reports the findings of a year-long study which investigated the ways in which four families use ICTs to engage with formal and informal literacy learning in home and school settings. The research set out to explore what it is about computer-mediated literacy practices at home and at school in disadvantaged communities that make a difference in school success. The findings demonstrate that the 'socialisation' of the technology - its appropriation into existing family norms, values and lifestyles - varied from family to family. Having access to ICTs at home was not sufficient for the young people and their families to overcome the so-called 'digital divide'. Clearly, we are seeing shifts in the meaning of 'disadvantage' in a globalised world mediated by the use of new technologies. New definitions of disadvantage that take account not only of access to the new technologies but also include calibrated understandings of what constitutes the access are required. The article concludes that old inequalities have not disappeared, but are playing out in new ways in the context of the networked society.

Building equitable literate futures : home and school computer-mediated literacy practices and disadvantage

This article examines the complex connections between literacy practices, the use of information and communication technologies (ICTs) and disadvantage. It reports the findings of a year-long study which investigated the ways in which four families use ICTs to engage with formal and informal literacy learning in home and school settings. The research set out to explore what it is about computer-mediated literacy practices at home and at school in disadvantaged communities that makes a difference in school success. The findings demonstrate that the 'socialisation' of the technology--its appropriation into existing family norms, values and lifestyles--varied from family to family. Having access to ICTs at home was not sufficient for the young people and their families to overcome the so-called 'digital divide'. The article concludes that old inequalities have not disappeared, but are playing out in new ways in the context of the networked society.

Comparing different economic linkages among commodity futures

Gasoline (GA) and kerosene (KO) are extracted from crude oil (CO), such that the three fuel commodities share a chemical link. On the other hand, GA also shares an industrial link with natural rubber (NR) and palladium (PA) as complementary commodities that are heavily consumed by the automobile industry. We contrast the information content embedded in the two economic linkages. Focusing on TOCOM futures contracts written on the five commodities and centering on GA, we confirm that incremental information provided by either CO, KO or NR, PA over a buy-and-hold strategy and a naive forecast, are both statistically and economically significant. While the chemical link forecast is more profitable, a double-link forecast generated from a VECM with two cointegrating vectors (KO-GA and GANR prices) outperforms both single-link forecasts based on risk-adjusted profit net of transaction costs. Further comparisons against the profitability of commodity-based momentum strategies documented in Erb and Harvey (2006) and Miffre and Rallis (2007) show that the double-link forecast holds its own against the most profitable of the 75 momentum strategies considered. This strongly suggests that not only are there incremental profits to be gained from harnessing and combining economic links among commodity futures, the resultant incremental profits are economically significant against other proven commodity-based trading strategies in the existing literature.

Teachers and time : histories and futures in education

The article discusses the concept of time and its significance to education. The author argues that the Australian curriculum is temporarily biased towards the past, and in order to create multi-faceted citizenship, more attention should be given to the development of temporality, with specific emphasis on futures. The author notes that the place of time and curriculum within schools predominantly occurs within the teaching of history.