Text books untuk mata kuliah pemrograman web

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Innovation and resistance in Irish schooling: the case of Transition Year.

The mainstreaming of the optional Transition Year (TY) programme in 1994 was a significant innovation in Irish second-level schooling. TY offers schools and teachers extensive freedom to devise imaginative curricula with a particular emphasis on personal and social development and education for citizenship. In this study, an historical perspective identifies ambiguous attitudes to TY since its origins in 1974. The relevant literature on key concepts associated with schools as organisations, educational innovation and resistance, young people’s learning, school leadership and teacher development is reviewed. A central focus of the study involves exploring the attitudes to TY of students, parents, teachers and school leaders using a combination of qualitative and quantitative methods. A consistent pattern through the emerging data is that students are more mature as a result of the TY experience. Young people’s confidence grows, student-teacher relationships are enhanced and opportunities to explore adult and working life are seen as distinct benefits. Individual schools tend to domesticate TY according to their particular histories, traditions, values and contexts. Domestication involves highlighting features of the TY guidelines that fit with schools’ existing identities and neglecting others. The quality of school leadership, particularly by principals and TY co-ordinators, is identified as critically important for effective implementation of the programme. Parents’ attitudes to TY tend to be positive, though they consistently express a desire for more information about the programme. TY’s relationship with other second-level programmes is seen as problematic and significant tensions are identified. The second part of the research involved seeking the perceptions of and attitudes to TY of senior personnel in nine key agencies involved in the making, shaping and implementing of education policy were sought. Discussion resulting from both sets of data examines paradoxical positions where some features of TY are embraced and others resisted. Policy weaknesses are seen as contributing to ambiguous attitudes. Enthusiasm for the innovation is tempered by covert resistance that isolates TY in a type of parallel universe and ensures the hegemony of existing arrangements in schools, notably, the established Leaving Certificate programme and the associated ‘points system’. Current practices which ensure that some young people benefit from six years of second-level schooling and other receive five is seen as unjust and deserving of policy-makers’ urgent attention. Policy implications of the findings, particularly for teachers’ professional development, are discussed

Brand Kerala: Commodification of Open Source Ayurveda

This dissertation aimed to understand formal and informal ayurvedic knowledge and practice through the framework of commodification, in the context of the recent emergence of global ayurvedic tourism in Kerala, India. The objective was to understand how commodification, both old and new, have affected knowledges and livelihoods of actors constituting the ayurvedic commodity chain, with a focus on `social lives\u27 of ayurvedic pharmaceuticals and select herb-ingredients. I argue that the trajectory of commodification in Kerala provides a stark contrast to the national mainstream with its focus on classical vis-à-vis proprietary medicines. This therapy-centric business model maintained the integrity of traditional ayurvedic practice by keeping the ayurvedic doctor within the loop. I suggest that the new wave of multi-faceted tourism-inspired commodification draws on this strength. This in turn has created a paradigmatic shift in the way ayurveda is commodified locally and globally, by switching focus from `pharmaceuticals\u27 to `services\u27, and `illness\u27 to `wellness\u27. I suggest that conceptualizing classical medicines as `open-source commodities\u27, brings attention to the significance of background knowledge processes. While distinct stakeholder characteristics and historic State patronage are significant factors, at the root of the commercial viability of open-source-ayurveda, I argue, is the continuity of a cultural practice, the robustness of it I attribute to its historical evolution in Kerala as a mass commodity in contrast to its elitist status elsewhere. However, industrialization threatens the traditional role of knowledge-intensive actors: doctors, consumers, raw drug shops and medicinal plant collectors. I argue that the industry\u27s role is contributory rather than causal; more significant in endangering ayurvedic metis are effects of modern institutionalization shaped by goals of homogenization and scientization. Discussing the nature of deskilling each node has undergone, I demonstrate the significance of `cultural stakes\u27 in the conservation of common property resources that are more often that not at loggerheads with `economic stakes\u27. The arguments in this dissertation are built over and contribute to three bodies of anthropological research: economic anthropology engaged in the study of commodities and commodification processes, ecological anthropology concerned with conservation of common property resources, and medical anthropology concerned with study of medical systems and pharmaceuticals

Helping student teachers to see into practice:The view from a teacher-education classroom

The aim of this study was to unlock, over the course of one academic year, the pedagogical knowledge in action of an experienced teacher educator engaged in teaching a cohort of fourteen postgraduate student teachers on a one-year, university-led, modern foreign languages course. From the context of a teacher-education classroom, the study focused on how, and with what underpinning rationale, a teacher educator helped her student teachers to see into practice with theoretical understanding. The study was based on a constructivist philosophy. To this end, there was a strong collaborative dimension to the research, which was particularly pronounced in the interactions between my ‘self’ as researcher and the teacher educator. The principal data-generation methods involved observing sixteen three-hour sessions taught by the teacher educator. Each session was followed by a debriefing interview to unpick the pedagogical processes just observed. Additionally, four semi-structured interviews were conducted with the teacher educator at different points in the year, and four focus groups were run with student teachers. The resulting empirical material was analysed using a framework for reflexive thematic analysis. The study shows how an integrative, symbiotic, and non-dichotomous relationship between theory and practice can be achieved in ways that result in theory being regarded by the student teachers as a guide, confidante, and friend – especially in adverse circumstances. The study also suggests ways in which modelling can be rendered more effective. Recommendations for practice include how careful attention needs to be given as to how experiences can be orchestrated and lived in a teacher-education classroom so as to possess the high levels of personal meaning and felt significance that can increase the reflective traction for seeing into practice. The study advocates that the desire to cover material should not come at the cost of deep understanding. Continuity with one’s students, and sufficient time away from the school classroom, are prerequisites for realising such an approach

Decolonising Higher Education in the Era of Globalisation and Internationalisation

Conceived within a context of transdisciplinarity and pluriversalism, and in rigorous response to the Eurocentric, globalising and nationalising structures of power that undergird and inhabit contemporary praxis in higher education – especially in African higher education – this collection of essays brings to the on-going discourse on decolonisation fresh, rich, probing and multilayered perspectives that should accelerate the process of decolonisation, not only in higher education in Africa, but also in the global imaginary. A remarkable, courageous and potentially revolutionary achievement, this book deserves a special place on curricula throughout the world of higher education

Security and Privacy of Resource Constrained Devices

The thesis aims to present a comprehensive and holistic overview on cybersecurity and privacy & data protection aspects related to IoT resource-constrained devices. Chapter 1 introduces the current technical landscape by providing a working definition and architecture taxonomy of ‘Internet of Things’ and ‘resource-constrained devices’, coupled with a threat landscape where each specific attack is linked to a layer of the taxonomy. Chapter 2 lays down the theoretical foundations for an interdisciplinary approach and a unified, holistic vision of cybersecurity, safety and privacy justified by the ‘IoT revolution’ through the so-called infraethical perspective. Chapter 3 investigates whether and to what extent the fast-evolving European cybersecurity regulatory framework addresses the security challenges brought about by the IoT by allocating legal responsibilities to the right parties. Chapters 4 and 5 focus, on the other hand, on ‘privacy’ understood by proxy as to include EU data protection. In particular, Chapter 4 addresses three legal challenges brought about by the ubiquitous IoT data and metadata processing to EU privacy and data protection legal frameworks i.e., the ePrivacy Directive and the GDPR. Chapter 5 casts light on the risk management tool enshrined in EU data protection law, that is, Data Protection Impact Assessment (DPIA) and proposes an original DPIA methodology for connected devices, building on the CNIL (French data protection authority) model

Security and privacy of resource constrained devices

The thesis aims to present a comprehensive and holistic overview on cybersecurity and privacy & data protection aspects related to IoT resource-constrained devices. Chapter 1 introduces the current technical landscape by providing a working definition and architecture taxonomy of ‘Internet of Things’ and ‘resource-constrained devices’, coupled with a threat landscape where each specific attack is linked to a layer of the taxonomy. Chapter 2 lays down the theoretical foundations for an interdisciplinary approach and a unified, holistic vision of cybersecurity, safety and privacy justified by the ‘IoT revolution’ through the so-called infraethical perspective. Chapter 3 investigates whether and to what extent the fast-evolving European cybersecurity regulatory framework addresses the security challenges brought about by the IoT by allocating legal responsibilities to the right parties. Chapters 4 and 5 focus, on the other hand, on ‘privacy’ understood by proxy as to include EU data protection. In particular, Chapter 4 addresses three legal challenges brought about by the ubiquitous IoT data and metadata processing to EU privacy and data protection legal frameworks i.e., the ePrivacy Directive and the GDPR. Chapter 5 casts light on the risk management tool enshrined in EU data protection law, that is, Data Protection Impact Assessment (DPIA) and proposes an original DPIA methodology for connected devices, building on the CNIL (French data protection authority) model

Decolonising Higher Education in the Era of Globalisation and Internationalisation

Conceived within a context of transdisciplinarity and pluriversalism, and in rigorous response to the Eurocentric, globalising and nationalising structures of power that undergird and inhabit contemporary praxis in higher education – especially in African higher education – this collection of essays brings to the on-going discourse on decolonisation fresh, rich, probing and multilayered perspectives that should accelerate the process of decolonisation, not only in higher education in Africa, but also in the global imaginary. A remarkable, courageous and potentially revolutionary achievement, this book deserves a special place on curricula throughout the world of higher education