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Many Proposals (many + proposal)

Distribution by Scientific Domains

Information Science and Computing	50%

Selected Abstracts

Learning from Difference: Considerations for Schools as Communities

CURRICULUM INQUIRY, Issue 3 2000
Carolyn M. Shields
In today's highly complex and heterogeneous public schools, the current notion of schools as homogeneous communities with shared beliefs, norms, and alues is inadequate. Drawing on Barth's (1990) question of how to use ifference as a resource, I take up ideas from feminism, multiculturalism, and inclusive education to consider the development of community in schools. I argue that despite the valuable contributions of these theoretical perspectives, each lso includes the potential for increased fragmentation and polarization. As we consider how to use differences as a foundation for community, it is important ot to reify any particular perspective, thus marginalizing others and erecting new barriers. Explicitly embracing the need to identify and respect difference, being open to new ideas without taking an exclusionary position, and committing to ongoing participation in dialogical processes may help schools to develop as more authentic communities of difference. Among the dominant issues identified in today's climate of turbulent educational reform are concerns about how to restructure schools to ensure equality of student opportunity and excellence of instruction (Elmore, 1990; Lieberman, 1992; Murphy, 1991). Many proposals include modifying present leadership and governance structures, overcoming the hegemony of existing power bases, developing mechanisms for accountability, enhancing professionalism, and co-ordinating community resources. One of the suggestions frequently made to address these issues is to change from a focus on schools as organizations to a recognition of schools as communities (Barth, 1990; Fullan, 1993; Lupart & Webber, 1996; Senge, 1990). However, despite the widespread use of the metaphor of community as an alternative to the generally accepted concept of schools as rational or functional organizations, there seems to be little clarity about the concept of community, what it might look like, how it might be implemented, or what policies might sustain it. Indeed, theories about schools as communities have often drawn from Tönnies (1887/1971) concept of gemeinschaft,a concept which perhaps evokes a more homogeneous and romanticized view of the past than one which could be helpful for improving education in today's dynamic, complex, and heterogeneous context (Beck & Kratzer, 1994; Sergiovanni, 1994a). More recently, several writers (Fine et al., 1997; Furman, 1998; Shields & Seltzer, 1997) have advanced the notion of communities of otherness or difference. These authors have suggested that rather than thinking of schools as communities that exist because of a common affiliation to an established school ethos or tradition, it might be more helpful to explore an alternative concept. A school community founded on difference would be one in which the common centre would not be taken as a given but would be co-constructed from the negotiation of disparate beliefs and values as participants learn to respect, and to listen to, each other. In this concept, bonds among members are not assumed, but forged, and boundaries are not imposed but negotiated. Over the past eight years, as I have visited and worked with a large number of schools trying earnestly to address the needs of their diverse student bodies, I have become increasingly aware of the limitations of the concept of community used in the gemeinschaft sense with its emphasis on shared values, norms, and beliefs, and have begun to reflect on the question framed by Barth (1990): ,How can we make conscious, deliberate use of differences in social class, gender, age, ability, race, and interest as resources for learning?' (p. 514). In this article, I consider how learning from three of these areas of difference: gender, race, and ability, may help us to a better understanding of educational community. This article begins with some illustrations and examples from practice, moves to consider how some theoretical perspectives may illuminate them, and concludes with reflections on how the implications of the combined reflections on practice and theory might actually help to reconceptualize and to improve practice. While it draws heavily on questions and impressions which have arisen out of much of my fieldwork, it is not intended to be an empirical paper, but a conceptual one,one which promotes reflection and discussion on the concept of schools as communities of difference. The examples of life in schools taken from longitudinal research studies in which I have been involved demonstrate several common ways in which difference is dealt with in today's schools and some of the problems inherent in these approaches. Some ideas drawn from alternative perspectives then begin to address Barth's question of how to make deliberate use of diversity as a way of thinking about community. Taken together, I hope that these ideas will be helpful in creating what I have elsewhere called ,schools as communities of difference' (Shields & Seltzer, 1997). [source]

WTCP: an efficient mechanism for improving wireless access to TCP services

INTERNATIONAL JOURNAL OF COMMUNICATION SYSTEMS, Issue 1 2003
Karunaharan Ratnam
Abstract The transmission control protocol (TCP) has been mainly designed assuming a relatively reliable wireline network. It is known to perform poorly in the presence of wireless links because of its basic assumption that any loss of a data segment is due to congestion and consequently it invokes congestion control measures. However, on wireless access links, a large number of segment losses will occur more often because of wireless link errors or host mobility. For this reason, many proposals have recently appeared to improve TCP performance in such environment. They usually rely on the wireless access points (base stations) to locally retransmit the data in order to hide wireless losses from TCP. In this paper, we present Wireless-TCP (WTCP), a new mechanism for improving wireless access to TCP services. We use extensive simulations to evaluate TCP performance in the presence of congestion and wireless losses when the base station employs WTCP, and the well-known Snoop proposal (A comparison of mechanisms for improving TCP performance in wireless networks. In ACM SIGCOMM Symposium on Communication, Architectures and Protocols, August 1996). Our results show that WTCP significantly improves the throughput of TCP connections due to its unique feature of hiding the time spent by the base station to locally recover from wireless link errors so that TCPs round trip time estimation at the source is not affected. This proved to be critical since otherwise the ability of the source to effectively detect congestion in the fixed wireline network is hindered. Copyright © 2003 John Wiley & Sons, Ltd. [source]

Scalable and fault-tolerant key agreement protocol for dynamic groups

INTERNATIONAL JOURNAL OF NETWORK MANAGEMENT, Issue 3 2006
A. Abdel-Hafez
With the widespread use of the Internet, the popularity of group communication-based applications has grown considerably. Since most communications over the Internet involve the traversal of insecure networks, basic security services are necessary for these collaborative applications. These security services can be facilitated if the authorized group members share a common secret. In such distributed applications, key agreement protocols are preferred to key distribution protocols. In the past two decades, there have been many proposals for key agreement protocols. Most of these protocols are not efficient and limit the size of the underlying group. In this paper, we consider the scalability problem in group key agreement protocols. We propose a novel framework based on extension of the Diffie,Hellman key exchange protocol. The efficiency of our protocol comes from the clustering of the group members, where the common session key is established collaboratively by all participants. We present the auxiliary protocols needed when the membership changes. We show that our protocol is superior in complexity in both communication and computation overheads required to generate the session key. Copyright © 2006 John Wiley & Sons, Ltd. [source]

An automated approach for abstracting execution logs to execution events

JOURNAL OF SOFTWARE MAINTENANCE AND EVOLUTION: RESEARCH AND PRACTICE, Issue 4 2008
Zhen Ming Jiang
Abstract Execution logs are generated by output statements that developers insert into the source code. Execution logs are widely available and are helpful in monitoring, remote issue resolution, and system understanding of complex enterprise applications. There are many proposals for standardized log formats such as the W3C and SNMP formats. However, most applications use ad hoc non-standardized logging formats. Automated analysis of such logs is complex due to the loosely defined structure and a large non-fixed vocabulary of words. The large volume of logs, produced by enterprise applications, limits the usefulness of manual analysis techniques. Automated techniques are needed to uncover the structure of execution logs. Using the uncovered structure, sophisticated analysis of logs can be performed. In this paper, we propose a log abstraction technique that recognizes the internal structure of each log line. Using the recovered structure, log lines can be easily summarized and categorized to help comprehend and investigate the complex behavior of large software applications. Our proposed approach handles free-form log lines with minimal requirements on the format of a log line. Through a case study using log files from four enterprise applications, we demonstrate that our approach abstracts log files of different complexities with high precision and recall. Copyright © 2008 John Wiley & Sons, Ltd. [source]