Synergistic literacies: Fostering critical and technological literacies in teaching legal research methods at the University of Waikato

Nowadays, new law courses are not approved unless both the "needs analysis" is convincing and the "consumer demand" is certain. Needs and demands today are driven by new pressures for technological literacy accelerated by globalisation and the current revolution in information and communication technologies (ICTs). The popular logic is that new global "knowledge economies" need "knowledge workers" or "wired workers" to labour in the new e-markets for goods and services and to use the burgeoning number and high quality of electronic information databases now essential to legal research. Students are acutely aware of these developments as well as of the highly competitive nature of the contemporary labour market for law graduates. Consequently, students are demanding more "how to" research skills training. This article puts in context the reasons why, at the University of Waikato, we regard creating synergy between critical and technological literacy as essential for teaching and learning law-in-context research methods, and then describes the curriculum we designed for a legal research methods course in order to trial this approach. From the start we have been clear that the new course was not just to be a "how to" course, and that we would be concentrating on critical literacy as much as technological literacy. For us, critical literacy is fundamental because it relates to the way in which one analyses the world, a process described as "becoming aware of the underlying structure of conceptions".1 This awareness includes the politics in the architectures that constitute the Internet and the assembly of information accessible on it. We designed our curriculum for critical literacy around five types of analysis. Our shorthand for this is to call these "the five 'Cs'". Our five interrelated categories for analysis focus on: Change - in society, economy and culture Concepts - legal and sociological concepts and analytical frameworks Critique (and standpoint or perspective) Comparisons (and Contrasts) Contexts. We argue that, at a minimum, these are the conceptual tools necessary to critique and engage the operation of the law in the context of society, noting especially inequalities and injustices. Throughout the course students are encouraged to harness technological literacy to each dimension of their analysis. This article consists of two main parts. The first part ("Context and Assumptions") explores in some depth the reasons for the need to teach critical literacy alongside technological literacy. The second part ("The Legal Research Methods Course") describes our efforts to promote the synergy between critical and technological literacies in the context of a fourth year optional course, Legal Research Methods 2000, at the University of Waikato School of Law

Introducing Preservice STEM Teachers to Computer Science: A Narrative of Theoretically Oriented Design

This paper narrates the process of designing a curricular unit that serves to introduce preservice science, technology, engineering, and mathematics (STEM) teachers to computer science (CS) education. Unlike most literature that focuses on results and findings, this paper explains how a justice-centered approach to CS education informed decisions about the theoretical underpinnings of curricular design choices. Situated in issues related to the gentrification of Austin, Texas, the described curricular unit explores how the increased use of CS and growth of the technology sector are having a direct impact on the historically marginalized residents of East Austin. Connected by a theme that maps are both a form of data visualization and political artifact, the described curricular unit uses CS as a tool to: critique the macro-ethics of politics and society; provide a CS learning environment that can be responsive to the multiple social identities of students; and connect CS to larger struggles for justice and liberation.Educatio

EU’s civil society bias in the neighbourhood : a case study on culture

This article attempts to analyse the European Union's (EU) financial and technical support to cultural actors in EU Neighbourhood countries. In particular, it enquires whether the boundaries of what cultural sector means for the EU are based on a Eurocentric understanding of civil society or rather on a more inclusive definition mediated with partner countries' societies. The work hypothesises that the EU tends to support cultural civil society organisations on the basis of their closeness to European standards, norms and values. Findings highlight a mixed picture. On the one hand. a Eurocentric understanding of civil society tends to prevail in EU discourses and is enforced by technical means addressing the status and capacity of the organisations involved, with some exceptions. On the other hand, the EU does not seem to impose strong prerequisites concerning the agenda of organisations and aims to be as inclusive as possible

A Competency-based Approach toward Curricular Guidelines for Information Technology Education

The Association for Computing Machinery and the IEEE Computer Society have launched a new report titled, Curriculum Guidelines for Baccalaureate Degree Programs in Information Technology (IT2017). This paper discusses significant aspects of the IT2017 report and focuses on competency-driven learning rather than delivery of knowledge in information technology (IT) programs. It also highlights an IT curricular framework that meets the growing demands of a changing technological world in the next decade. Specifically, the paper outlines ways by which baccalaureate IT programs might implement the IT curricular framework and prepare students with knowledge, skills, and dispositions to equip graduates with competencies that matter in the workplace. The paper suggests that a focus on competencies allows academic departments to forge collaborations with employers and engage students in professional practice experiences. It also shows how professionals and educators might use the report in reviewing, updating, and creating baccalaureate IT degree programs worldwide

A review of personal communications services

This article can be accessed from the link below - Copyright @ 2009 Nova Science Publishers, LtdPCS is an acronym for Personal Communications Service. PCS has two layers of meaning. At the low layer, from the technical perspective, PCS is a 2G mobile communication technology operating at the 1900 MHz frequency range. At the upper layer, PCS is often used as an umbrella term that includes various wireless access and personal mobility services with the ultimate goal of enabling users to freely communicate with anyone at anytime and anywhere according to their demand. Ubiquitous PCS can be implemented by integrating the wireless and wireline systems on the basis of intelligent network (IN), which provides network functions of terminal and personal mobility. In this chapter, we focus on various aspects of PCS except location management. First we describe the motivation and technological evolution for personal communications. Then we introduce three key issues related to PCS: spectrum allocation, mobility, and standardization efforts. Since PCS involves several different communication technologies, we introduce its heterogeneous and distributed system architecture. IN is also described in detail because it plays a critical role in the development of PCS. Finally, we introduce the application of PCS and its deployment status since the mid-term of 1990’s.This work was supported in part by the National Natural Science Foundation of China under Grant No. 60673159 and 70671020; the National High-Tech Research and Development Plan of China under Grant No. 2006AA01Z214, and the Engineering and Physical Sciences Research Council (EPSRC) of UK under Grant EP/E060722/1

ASAS/WHO ICF Core Sets for ankylosing spondylitis (AS): how to classify the impact of AS on functioning and health

Objective: To report on the results of a standardised consensus process agreeing on concepts typical and/or relevant when classifying functioning and health in patients with ankylosing spondylitis (AS) based on the International Classification of Functioning and Health (ICF).Methods: Experts in AS from different professional and geographical backgrounds attended a consensus conference and were divided into three working groups. Rheumatologists were selected from members of the Assessment of SpondyloArthritis international Society (ASAS). Other health professionals were recommended by ASAS members. The aim was to compose three working groups with five to seven participants to allow everybody's contribution in the discussions. Experts selected ICF categories that were considered typical and/or relevant for AS during a standardised consensus process by integrating evidence from preceding studies in alternating working group and plenary discussions. A Comprehensive ICF Core Set was selected for the comprehensive classification of functioning and a Brief ICF Core Set for application in trials.Results: The conference was attended by 19 experts from 12 countries. Eighty categories were included in the Comprehensive Core Set, which included 23 Body functions, 19 Body structures, 24 Activities and participation and 14 Environmental factors. Nineteen categories were selected for the Brief Core Set, which included 6 Body functions, 4 Body structures, 7 Activities and participation and 2 Environmental factors.Conclusion: The Comprehensive and Brief ICF Core Sets for AS are now available and aim to represent the external reference to define consequences of AS on functioning

The Collective Consciousness of Information Technology Research: Ways of seeing Information Technology Research: Its Objects and Territories

The collective consciousness of effective groups of researchers is characterised by shared understandings of their research object or territory. In the relatively new field of information technology research, rapid expansion and fragmentation of the territory has led to different perceptions about what constitutes information technology research. This project explores a facet of the collective consciousness of disparate groups of researchers and lays a foundation for constructing shared research objects. Making IT researchers’ ways of seeing explicit may help us understand some of the complexities associated with inter and intra disciplinary collaboration amongst research groups, and the complexities associated with technology transfer to industry. This report analyses IT research, its objects and territories, as they are constituted by IT researchers associated with the sub-disciplines of information systems, computer science and information security. A phenomenographic approach is used to elicit data from a diverse range of IT researchers in semistructured interviews. This data is analysed to show (1) the variation in meaning associated with the idea of IT research and (2) the awareness structures through which participants experience variation in ways of seeing the object and territories of IT research. An Outcome Space represents the interrelation between different ways of seeing the territory. Eight ways of seeing IT research, its objects and territories, were found: The Technology Conception, The Information Conception, The Information and Technology Conception, The Communication Conception, The Ubiquitous Conception, The Sanctioned Conception, The Dialectic Conception and The Constructed Conception. These are described in detail and illustrated with participants’ quotes. Finally, some recommendations for further research are made

Culture-based artefacts to inform ICT design: foundations and practice

Cultural aspects frame our perception of the world and direct the many different ways people interact with things in it. For this reason, these aspects should be considered when designing technology with the purpose to positively impact people in a community. In this paper, we revisit the foundations of culture aiming to bring this concept in dialogue with design. To inform design with cultural aspects, we model reality in three levels of formality: informal, formal, and technical, and subscribe to a systemic vision that considers the technical solution as part of a more complex social system in which people live and interact. In this paper, we instantiate this theoretical and methodological view by presenting two case studies of technology design in which culture-based artefacts were employed to inform the design process. We claim that as important as including issues related to culture in the ICT design agenda—from the conception to the development, evaluation, and adoption of a technology—is the need to support the design process with adequate artefacts that help identifying cultural aspects within communities and translating them into sociotechnical requirements. We argue that a culturally informed perspective on design can go beyond an informative analysis, and can be integrated with the theoretical and methodological framework used to support design, throughout the entire design process