David Finkel, Craig E. Wills, Brian Brennan and Chris Brennan
Describes a system for using the World Wide Web to distribute computational tasks to multiple hosts on the Web. A programmer with a computation to distribute registers it with a…
Abstract
Describes a system for using the World Wide Web to distribute computational tasks to multiple hosts on the Web. A programmer with a computation to distribute registers it with a Web server. An idle host uses this server to identify available computations and downloads a Java class to perform the computation ‐ we call this class a distriblet. The paper describes the programs written to carry out the load distribution, the structure of a distriblet class, and our experience in using this system.
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David Finkel, Craig E. Wills, Michael J. Ciaraldi, Kevin Amorin, Adam Covati and Michael Lee
Anonymous distributed computing systems consist of potentially millions of heterogeneous processing nodes connected by the global Internet. These nodes can be administered by…
Abstract
Anonymous distributed computing systems consist of potentially millions of heterogeneous processing nodes connected by the global Internet. These nodes can be administered by thousands of organizations and individuals, with no direct knowledge of each other. This work defines anonymous distributed computing systems in general then focuses on the specifics of an applet‐based approach for large‐scale, anonymous, distributed computing on the Internet. A user wishing to participate in a computation connects to a distribution server, which provides information about available computations, and then connects to a computation server with a computation to distribute. A Java class is downloaded, which communicates with the computation server to obtain data, performs the computation, and returns the result. Since any computer on the Internet can participate in these computations, potentially a large number of computers can participate in a single computation.
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Craig E. Wills and Mihajlo Zeljkovic
The purpose of this paper is to take a novel approach to help users better understand and be more aware of what third parties are learning about them as they browse the web.
Abstract
Purpose
The purpose of this paper is to take a novel approach to help users better understand and be more aware of what third parties are learning about them as they browse the web.
Design/methodology/approach
The approach the authors take is to personalize the awareness by using JavaScript embedded in a web page to examine portions of a user's web‐browser history in order to ascertain web sites that the user has visited. The authors then personalize information reported to the user about what third‐party sites are tracking the user's behavior along with demographic information these sites may be inferring from these visited sites and the user's geographic location.
Findings
It was found that 63 percent of users agreed with a statement of concern for third parties monitoring activities, about half of the respondents agreed with a concern for knowledge about a user's location and a little more than half agreed to concern about inference of demographic information. It was found that females are more concerned about these issues than males. In terms of possible actions, a majority of users report using an ad blocker tool and even more delete cookies at least some amount of time. Using an opt‐out mechanism or removing browser history is done by less than 20 percent of users. Despite expressing more concern for information known by third parties, females are not significantly more likely to take actions that may limit what is leaked to these third parties. A contributor to this discrepancy is that females were much less likely to know their settings for many of the actions, indicating less familiarity with them.
Social implications
Web privacy is an important social issue so helping users to better understand tracking of their actions, along with what actions can be taken to limit tracking, is important.
Originality/value
The paper takes an original approach to helping users understand what third parties learn about them and follows up that approach with a survey of user attitudes and actions on this important topic.
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This narrative inquiry centers on teachers' longitudinal experiences of policy-related reforms systematically introduced to T. P. Yaeger Middle School, a campus located in the…
Abstract
This narrative inquiry centers on teachers' longitudinal experiences of policy-related reforms systematically introduced to T. P. Yaeger Middle School, a campus located in the fourth largest, second most diverse city in America. The embedded research study, with roots tracing back to 1997, uses five interpretive tools to capture six mandated changes in the form of a story serial. Special research attention is afforded pay-for-performance, the sixth reform in the series. The deeply lived consequence of receiving bonuses for his teaching performance prompted Daryl Wilson, Yaeger's long-term literacy department chair, to proclaim “data is [G]od.” Wilson's emergent, inventive metaphor aptly portrays the perplexing conditions under which his career ended, and how my long-term research project likewise concluded.
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Michaelann Kelley and Gayle A. Curtis
Teacher retention and continued teacher growth and development have long been critical global issues in education. The recent pandemic crisis and subsequent “great resignation” …
Abstract
Teacher retention and continued teacher growth and development have long been critical global issues in education. The recent pandemic crisis and subsequent “great resignation” (Lodewick, 2022) have returned our attention to the need for positive and enriching educational landscapes that promote teacher collaborative reflection, knowledge, and growth in order to sustain teachers in the field. This chapter explores the ongoing teacher learning that has occurred within two knowledge communities (Craig, 1995b) in the United States. It begins with an overview of Craig's early work with teachers, during which her conceptualization of knowledge communities emerged. According to Craig, knowledge communities are safe, collaborative spaces that cohere around teachers' intra/inter-school dialogue and their storying/restorying (Clandinin & Connelly, 1996, 1998) of experiences. Additionally, knowledge communities (Craig, 1995b) begin with originating events, allow teachers' experiences (Dewey, 1938) to resonate with others in the group, feature reciprocity of members' mindful responses, and promote the development of shared ways of knowing. Equally important, knowledge communities evolve and change, fuel ongoing reflection in community, and bring moral horizons into view. Employing these knowledge community qualities as our lens, we examine the interactions of the Portfolio Group and the Faculty Academy. The Portfolio Group is a teacher/teacher educator/researcher group formed in 1998 during a US education reform era (Craig, Curtis et al., 2020). Its sister group, the Faculty Academy, is a cross-institutional, cross-discipline higher education group of teacher educators/researchers formed in 2002 (Craig, Turchi et al., 2020). Employing a parallel stories representation (Craig, 1999), exemplars (Mishler, 1990) from both groups show how teacher collaborative groups have the capacity to be safe spaces in which critical professional dialogue, reflective exchanges, and generous scholarship occur among members. Furthermore, they are nurturing spaces in which teachers can thrive and be their best-loved selves (Craig, 2013; Schwab, 1954/1978). These two groups exemplify the ways in which knowledge communities support teacher collaboration, promote ongoing teacher growth and development, and foster teacher sustainability.
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Darlene Ciuffetelli Parker and Cheryl J. Craig
This chapter addresses a sensitive topic in the field of education: the relationship between and among narrative inquiry, critical analysis, and critical theory. It argues that…
Abstract
This chapter addresses a sensitive topic in the field of education: the relationship between and among narrative inquiry, critical analysis, and critical theory. It argues that narrative inquirers are critical – but not in the same way that critical theorists are critical, although they may draw on the same literature and terms. To make our point, we unpack three of our peer-reviewed articles and highlight our theoretical frames and research moves to demonstrate criticality in narrative inquiry. We specifically discuss (1) titles and topics, (2) research frameworks, (3) historical and contemporary data, (4) use of participants' voices (words and feelings), (5) themes, and (6) new knowledge. We mostly argue that narrative inquiry exists because of experience. From experience, everything else unfolds – including criticality – depending on where the researcher in relationship with research participants, takes the inquiry. This chapter explicitly addresses a lived issue known both inside the narrative inquiry community and outside of it.
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Craig Bennell, Brittany Blaskovits, Bryce Jenkins, Tori Semple, Ariane-Jade Khanizadeh, Andrew Steven Brown and Natalie Jennifer Jones
A narrative review of existing research literature was conducted to identify practices that are likely to improve the quality of de-escalation and use-of-force training for police…
Abstract
Purpose
A narrative review of existing research literature was conducted to identify practices that are likely to improve the quality of de-escalation and use-of-force training for police officers.
Design/methodology/approach
Previous reviews of de-escalation and use-of-force training literature were examined to identify promising training practices, and more targeted literature searches of various databases were undertaken to learn more about the potential impact of each practice on a trainee's ability to learn, retain, and transfer their training. Semi-structured interviews with five subject matter experts were also conducted to assess the degree to which they believed the identified practices were relevant to de-escalation and use-of-force training, and would enhance the quality of such training.
Findings
Twenty practices emerged from the literature search. Each was deemed relevant and useful by the subject matter experts. These could be mapped on to four elements of training: (1) commitment to training (e.g. securing organizational support for training), (2) development of training (e.g. aligning training formats with learning objectives), (3) implementation of training (e.g. providing effective corrective feedback) and (4) evaluation and ongoing assessment of training (e.g. using multifaceted evaluation tools to monitor and modify training as necessary).
Originality/value
This review of training practices that may be relevant to de-escalation and use-of-force training is the broadest one conducted to date. The review should prompt more organized attempts to quantify the effectiveness of the training practices (e.g. through meta-analyses), and encourage more focused testing in a police training environment to determine their impact.
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Stanislav Ivanov, Faruk Seyitoğlu and Craig Webster
By focusing on Sustainable Development Goal 12 (SDG 12) and tourism automation, this perspective paper aims to investigate how tourism and automation will work to create a world…
Abstract
Purpose
By focusing on Sustainable Development Goal 12 (SDG 12) and tourism automation, this perspective paper aims to investigate how tourism and automation will work to create a world in which tourism has more sustainable production and consumption patterns.
Design/methodology/approach
This perspective paper reviews the past developments of automation in tourism in the context of sustainable production and consumption patterns, the lessons learned from the COVID-19 pandemic and looks at the future of tourism and how automation will help it be more sustainable in terms of consumption and production patterns.
Findings
The insights from this analysis suggest that automation technologies will play a major role in both the supply and demand sides of the tourism and hospitality industry, encouraging increased tourism sustainability. While automation technologies will have the greatest impact on the supply side in the near future, as such technologies will be used to minimise waste and energy usage, creating large gains for environmental protection, the technologies will also benefit responsible consumption. Big data and analytical technologies will work in ways to ensure that consumers are nudged into consumer practices that are increasingly sustainable.
Originality/value
This perspective paper synthesises the literature on the subjects, namely, automation and SDG 12 in tourism, and points to important new future research agenda. This is one of the first papers in tourism to blend automation and SDG 12 literature to shed light on the use of automation in sustainable consumption and production in tourism.
目的
通过聚焦于可持续发展目标12和旅游自动化, 本前瞻性文章旨在探讨旅游业和自动化如何共同创造一个让旅游产业拥有更可持续的生产和消费模式的世界。
设计/方法/途径
本文回顾了旅游自动化在可持续生产和消费模式背景下的发展, 从COVID-19大流行中学到的教训, 并展望旅游业的未来以及自动化如何帮助其在消费和生产模式方面变得更加可持续。
发现
根据分析, 自动化技术将在旅游和酒店业的供求两侧发挥重要作用, 促进旅游业的可持续性发展。虽然自动化技术在近期内将对供应侧产生最大影响, 因为这些技术将被用来最小化废物和能源使用, 为环境保护创造巨大收益, 但这些技术也将惠及负责任消费。大数据和分析技术将以确保消费者被引导向越来越可持续的消费实践。
原创性/价值
本前瞻性论文综合了关于旅游中的自动化和可持续发展目标12的文献, 并指出了重要的新的未来研究议程。这是旅游业中第一批结合自动化和可持终发展目标12文献以阐明旅游中可持续消费和生产的自动化使用的论文之一。
Objetivo
Al centrarse en el ODS12 y la automatización del turismo, este artículo de perspectiva pretende investigar cómo el turismo y la automatización trabajarán para crear un mundo en el que el turismo tenga unos patrones de producción y consumo más sostenibles.
Diseño/metodología/enfoque
Este artículo de perspectiva revisa los desarrollos pasados de la automatización en el turismo en el contexto de los patrones de producción y consumo sostenibles, las lecciones aprendidas de la pandemia COVID-19, y examina el futuro del turismo y cómo la automatización le ayudará a ser más sostenible en términos de patrones de consumo y producción.
Resultados
Las conclusiones de este análisis sugieren que las tecnologías de automatización desempeñarán un papel importante tanto en la oferta como en la demanda de la industria del turismo y la hotelería, fomentando una mayor sostenibilidad del turismo. Mientras que las tecnologías de automatización tendrán el mayor impacto en el lado de la oferta en un futuro próximo, ya que dichas tecnologías se utilizarán para minimizar los residuos y el uso de energía, creando grandes ganancias para la protección del medio ambiente, las tecnologías también beneficiarán al consumo responsable. Los macrodatos y las tecnologías analíticas funcionarán de manera que se incite a los consumidores a adoptar prácticas de consumo cada vez más sostenibles.
Originalidad/valor
Este documento de perspectiva sintetiza la bibliografía sobre los temas, a saber, la automatización y el ODS12 en el turismo, y apunta a una nueva e importante agenda de investigación futura. Se trata de uno de los primeros trabajos sobre turismo que combina la literatura sobre automatización y ODS12 para arrojar luz sobre el uso de la automatización en el consumo y la producción sostenibles en el turismo.
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Bryce Jenkins, Tori Semple and Craig Bennell
There has been an increasing emphasis on developing officers who can effectively make decisions in dynamic and stressful environments to manage volatile situations. The aim of…
Abstract
Purpose
There has been an increasing emphasis on developing officers who can effectively make decisions in dynamic and stressful environments to manage volatile situations. The aim of this paper is to guide those seeking to optimize the limited resources dedicated to police training.
Design/methodology/approach
Drawing on research related to stress exposure training, principles of adult learning, the event-based approach to training and policing more broadly, the authors show how carefully crafted training scenarios can maximize the benefits of police training.
Findings
The authors’ review highlights various training principles that, if relied on, can result in scenarios that are likely to result in the development of flexible, sound decision-making skills when operating under stressful conditions. The paper concludes with an example of scenario development, which takes the reviewed principles into account.
Originality/value
The authors hope this discussion will be useful for police instructors and curriculum designers in making evidence-informed decisions when designing training scenarios.