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Davos World Economic Forum (2008a–d) sparked off a number of critical points on global economic remodeling. They bring forth social and economic facts that are to be addressed in a framework quite different from the conventional policy-theoretic reasoning of age-old socioeconomics. The prevalent reasoning continues on the traditional paradigm of growth and sharing, but in an unequal world of power, politics, and self-interest. In the present status quo, resources do not flow between the top and bottom, the industrialized and the developing countries, the rich and the poor, except by means of handouts and relief (Hans Singer and Ansari, 1988).

In 2010, 12 years after the signing and popular ratification of the Belfast/Good Friday Agreement (BGFA), the decommissioning of Irish Republican Army (IRA) weapons, and a significant decline in political violence, paramilitary public symbolic displays (PSDs) remained as prominent features of the landscape of Northern Ireland. Their contents and locations constituted an important, contradictory, and contested part of the peace process. We argue that paramilitary murals and other symbolic sites, such as memorial gardens and plaques, continue to tap into ethno-national collective identities forged in conflict but also exhibit a range of reframing strategies that we refer to as historicization, articulation, and suppression. We further argue that contextual factors affect the likelihood of these displays appearing within a given geographic area. To assess these hypotheses, we conduct content and geospatial analyses of all identified PSDs in West Belfast in 2010. The results lend support to a context-sensitive approach to predicting the contents and locations of paramilitary PSDs in Northern Ireland.

This study investigated the design of three online public library catalogs in light of the cognitive ability and success of children ages five to eight.

A quasi-experimental approach was employed to examine the influence of system design on children’s searching strategies and search success. Interviews were used to explore children’s rationale for using icons and taxonomies in the catalogs. Fifty one children from one public library participated in this study. Inferential statistics were utilized to whether significant differences existed between use of the catalogs and the children’s success in finding information.

Use of images and text were helpful in searching the catalogs. Results of the ANOVA test indicated no significant difference among children’s searching success rates and the three catalogs. Additionally, the participants misidentified representations used in icons in all three catalogs and created valid search paths that did not produce results. There was a disconnect between the children’s cognitive abilities and the design representations of the three catalogs.

The study took place in one location, thus one should not overgeneralize the findings. Use of assigned tasks may have affected children’s success rates. Children’s searching using printed cards of display screens from the three catalogs instead of real-time interaction with them is also a limitation.

Because of the children’s reliance on images, the choice of visual representations is crucial to successful searching. Interface designers should involve young users in the design of today’s online catalogs. They should also consider new forms of representations such as auditory icons, verbal mouse overs, and zooms.

In addition to addressing the need for research on young children’s information seeking and use of online catalogs in public libraries, this research focuses on the need for an additional layer of visual representation and highlights flaws in currently used catalog designs.

This chapter examines the existing work on tangible user interfaces (TUIs) and focuses on tangible programming with the scope to enlighten the opportunities for innovation and entrepreneurship in this particular domain.

In the first section, we start by presenting in short the history of TUIs and then focus on tangible programming presenting the different design approaches. Then we present the opportunities for innovation and guidelines for future products.

In the second section, we review the entrepreneurial activities that combine educational toys and TUIs.

The main finding of this chapter is that although TUI design and research are still in its infancy and more design guidelines and research are required to further bridge the digital and the physical world, the first signs of entrepreneurship promise a bright future.

Limitations arise from the fact that many companies keep many of their financial data confidential. Thus, it was impossible to include and validate all the information that we intended to present.

Initially, this chapter motivates and challenges scientist to find novel innovative solutions in the field. Then, reveals the entrepreneurial opportunities and potential customers. Finally, shows the funding sources and how tangible products are offered in the market.

We propose a new kind of toys that might alter and expand science, technology, engineering, and mathematics (STEM) in education.

This chapter appears to be unique in the sense that is the first that reports simultaneously on TUIs, entrepreneurship, and innovation.