Programming phenomenology: proof of concept on adaptivity

Phenomenology is the empirical study of mind and consciousness. Considering programming activity as a cognitive procedure, phenomenology may be applied to address some of its issues. A particular issue of interest is how one programming approach differs from others, i.e. the cognition performed when using an approach differs from the one performed using another? If they are similar the two approaches are like to be the same, otherwise essentially different. Since adaptive computing proposal is Turing-equivalent it may be discussed about the actual differences among those approaches. As an example, λ-calculus is also Turing-equivalent but since the cognition performed is different it justifies the several λ-based existing approaches. In order to accomplish such analysis, bergsonism will be used as phenomenological method to be applied in particular adaptive structure called adaptive-graph. As a result it will be argued cognition performed using adaptive-graph is different from the one performed when using non-adaptive one. Then it will generalized suggesting adaptive computing cognition shall be further explored.This paper has been supported by COMPETE: POCI-01-0145-FEDER-0070 43 and FCT Fundac ̧ ̃ao para a Ciˆencia e Tecnologia - Project UID/CEC/00319/2013

Theoretical Summary Lecture for Higgs Hunting 2012

In this lecture, I review some of the perspectives on the Higgs boson discussed at the Higgs Hunting 2012 Worshop and discuss the short- and long-term aspects of Higgs physics.Comment: 25 pages, 5 figures, presented at Higgs Hunting 2012, LAL Orsay; figs 3 and 4 updated following version 2 of arXiv:1207.251

Role Stress and Coping Among Business School Professors: A Phenomenological Study

The purpose of the paper is to identify the determinants of role stress amongst business school professors in India and explore the coping strategies followed by them based on the professional experiences shared by the professors. We employ Interpretative Phenomenological Analysis (IPA) to gain insights into the causes of rising levels of stress in business schools and the practised coping strategies from the professors’ perspective based on their narratives of lived experiences. We conducted semi-structured interviews with 64 professors from 29 public and private business schools in India. Analysis of qualitative data resulted in the emergence of 11 themes; we make recommendations based on the themes for the business schools’ management to assist the professors in alleviating role stress. As pointed out by Chong and Ahmed (2014), phenomenological studies are rarely used for inquiry in the higher education context. The insights gathered from IPA help in understanding the tenacious causes of role stress in the management institutes and the day-to-day coping strategies followed to reduce the same

Beyond Being Handed The Ipad: An Interpretive Phenomenological Study Of Lecturers’ Lived Experiences Of Ipad Adoption

Lecturers’ lived experiences regarding iPad adoption have received minimal research attention. This interpretive phenomenological study aims to give voice to the iPad adoption experiences of twelve health and social care lecturers from a post 1992 university. T he lecturers were deployed iPads in December 2013 in readiness for supporting their university’s mobile teaching and learning strategy. The study explores the phenomenological question: What is the lecturer’s lived experience of iPad adoption? The majority of current iPad research is technocentric in its orientation and focuses on iPad adoption from an ontic rather than an ontological perspective. The purpose of this study is to inquire into the phenomenon of lecturers’ iPad adoption, and the ontological and existential meanings derived from the lecturers’ everyday usage of the tool. The methodology is Heidegger’s interpretive ontological phenomenology. Heidegger’s philosophy places significant emphasis on ontological and existential issues as revealed by our practical and everyday usage of equipment. His philosophy also has an educational bearing, in the sense that our ‘being-in-the-world’ is to pursue ongoing transformation of the self. The research methods are drawn from the tenets of Heideggerian philosophy. Two separate conversational interviews, the first phenomenological and the second hermeneutic were undertaken with the participants. The interpretive lenses of Greek mythology and legend, Heidegger’s care structure of Dasein and temporality, along with Ihde’s contemporary technoscience and van Manen’s lifeworld existentials support the analysis and filter the interpretations. The findings reveal that the iPad was used, unused, disused, misused and overused in the lecturers’ everyday practice. The phenomenon of iPad adoption revealed the following existential issues: a proneness to over -conscientious caring and intensive labour (Sisyphean toil); dismay as support was held tantalisingly out of reach (Tantalian torture); tension between authentic and inauthentic teaching selves (Diogenes’s painted and real figs); the hiding of ambivalence (Penelopeian pretence); embarking on a challenging and individual learning quest (Promethean endeavour); and experiencing an end to ‘being’ carefree (Pandora’s box). Lecturers found the iPad to be in ‘readiness-to-hand’ as an administrative and communication tool and a useful learning tool for their own self-development and self-healing. Most were ‘not-at-home’ with the iPad as a teaching device. In authentic self-being, teaching as a ‘flesh and blood’ practice, remained the pedagogical preference for most of the participants. During their individual quests towards iPad adoption, the participants endured varying degrees of existential ‘homelessness’, ‘homesickness’ and ‘homecoming’. It is hoped this study will raise awareness of the ontological and existential issues associated with lecturers’ iPad adoption. Also, to encourage lecturers to consider their existence and transforming practice as pedagogues in a digitalised HE. An important revelation of this study is that iPadagogy is something of a ‘knowledge oligopoly’. If educational technology and peer support are held tantalisingly out of reach, if the well-travelled and the untravelled iPad users fail to meet, then some lecturers may be inclined to postpone or never intend any future pedagogical application with the device. The truth (Altheia) of iPadagogy is, ‘there is no sweet smooth journey home ’ for the lecturer

Adult Learners\u27 and Instructors\u27 Perceptions of the Andragogical Instructional Method Used at a Northern Mississippi Community College

The purpose of this study was to understand adult learners’ and instructors’ perceptions of the andragogical instructional method used at a Northern Mississippi Community College. In addition, this study explored how well the andragogical instructional method worked as a way to educate adult learners. A qualitative phenomenological design was used to examine the perceptions of six returning full-time adult learners and six full-time instructors regarding the use and impact of the andragogical instructional method via purposeful sampling. Data was collected by face-to-face interviews. Through the participants’ shared experiences and reviewing the interview transcripts, several themes emerged regarding their perceptions of the andragogical instructional method. The common themes that influenced student success of the returning full-time adult learners were blending, support, and institutional fit. Full-time instructors identified sharing and engagement as being the success of the returning adult learners. With these findings, it was recommended that a professional development workshop be created to train instructors regarding this instructional method as a means of enhancing instructors’ understanding of the andragogical instructional method and provide helpful tools and resources. The emergent themes in this study not only necessitate the need for future research but also provide needed insight for institutional leaders to understand returning full-time adult learners’ perceptions of the andragogical instructional method. This research study may assist and benefit instructors to gain the knowledge and expertise to excel positively and socially chage from practicing a teacher-centered approach versus the andragogical instructional method

Thinking with Luther About Jesus (aka SweetLips)

In Luther’s commentary on Ps 45, Jesus can properly by understood as “SweetLips” because of Luther’s bold nuptial rhetoric describing the beauty of Christ the Bridegroom. Jesus’ lips overflow with grace and are, therefore, pure sugar and hone

Ways School Leaders Support the Teaching of Chemistry

The study aims to reinforce the effective teaching of chemistry in secondary schools through the support of the school leadership in the implementation of the competence-based curriculum (CBC). Interviews were organised and conducted with five headteachers and five deputy headteachers from ten selected schools. The results confirmed that the support provided by the school leadership in teaching chemistry was dominated by 30% of respondents at visiting teachers in classes, provision of some basic teaching materials and encouraging teachers to work in the chemistry department for mutual support and professional growth. However, in some schools, there is a need for prioritising continuous professional development (CPD) opportunities, feedback meetings and analysing school data for decision making. Therefore, this study recommends more efforts in CPDs, avail enough teaching aids and hold the pedagogical review and learning meetings lead by headteachers; analyse and use the school data for continuous improvement and build the school on tangible evidence in positive learning outcomes. Plus more support in engaging learners doing chemistry rather than just giving them chemistry books. Transformational leadership is needed, where all stakeholders share the same vision and mission of the school

A Phenomenological Exploration of Secondary Teachers\u27 Perceptions of the Flipped Classroom Model

The purpose of this qualitative transcendental phenomenological study was to describe secondary teachers’ experiences implementing a secondary flipped classroom model (FCM) in the United States. A FCM is a framework wherein students work at their own pace and use in-class time for active learning activities. The following questions were researched: (a) How do secondary FCM teachers describe their lived experiences from implementing the FCM? (b) What benefits, if any, do secondary teachers describe from implementing the FCM? (c) What challenges, if any, do secondary teachers describe from implementing the FCM? (d) What necessary resources do teachers perceive important for successful implementation of the FCM? The theory guiding this study was the diffusion of innovation (DOI) theory, which helps uncover the processes involved with the spread of an innovation or idea in a specific social system. DOI aids in the analysis of technology acceptance and adoption patterns of teachers. Data collection included questionnaires, interviews, and virtual focus groups from 12 participants, selected because they successfully used the FCM for at least one year and collaborate via social media regarding their experiences. Data were collected and analysis included organizing, synthesizing, reduction, and enumeration to develop themes. In-depth explorations of the participants’ perceptions of the FCM provided rich descriptions and to answer the four research questions, five themes were identified: changes to planning and preparation, best practices, resources and tools, benefits of implementation, and gaining buy-in. Overall, although participants stated they experienced challenging situations with implementing the FCM, the benefits outweighed the challenges