title: Education ‘inconvenient truth’: Part one- Persistent middle class advantage

authors: Thrupp, Martin

subjects: education

abstract: As a policy sociologist I have long been drawn to uncomfortable questions about whose interests are really being served in and through education (Thrupp, 1999a). I’ve been interested in how developments in education policy and practice can lead to greater social inequalities and how seemingly worthwhile policies and practices can be undone by other developments (Thrupp, 1999b). In recent years I’ve also increasingly turned the spotlight back on us as academics and researchers, to consider the politics of our own work and ask awkward questions about whether we are part of the problem too (Thrupp & Willmott, 2003). And, to some extent, I’ve begun to take up that difficult challenge which is always being put to critical scholars, you know, ‘so what’s the alternative?’ (Thrupp, 2005).

text: Education ‘inconvenient truth’: Part one- Persistent middle class advantage As a policy sociologist I have long been drawn to uncomfortable questions about whose interests are really being served in and through education (Thrupp, 1999a). I’ve been interested in how developments in education policy and practice can lead to greater social inequalities and how seemingly worthwhile policies and practices can be undone by other developments (Thrupp, 1999b). In recent years I’ve also increasingly turned the spotlight back on us as academics and researchers, to consider the politics of our own work and ask awkward questions about whether we are part of the problem too (Thrupp & Willmott, 2003). And, to some extent, I’ve begun to take up that difficult challenge which is always being put to critical scholars, you know, ‘so what’s the alternative?’ (Thrupp, 2005).

year: 2007

title: Reconstructing Data Provenance from Log Files

authors: Tan, Yu Shyang

subjects: Data Provenance

abstract: Data provenance describes the derivation history of data, capturing details such as the entities involved and the relationships between entities. Knowledge of data provenance can be used to address issues, such as data quality assurance, data audit and system security. However, current computer systems are usually not equipped with means to acquire data provenance. Modifying underlying systems or introducing new monitoring software for provenance logging may be too invasive for production systems. As a result, data provenance may not always be available.

This thesis investigates the completeness and correctness of data provenance reconstructed from log files with respect to the actual derivation history. To accomplish this, we designed and tested a solution that first extracts and models information from log files into provenance relations then reconstructs the data provenance from those relations. The reconstructed output is then evaluated against the ground truth provenance. The thesis also details the methodology used for constructing a dataset for provenance reconstruction research.

Experimental results revealed data provenance that completely captures the ground truth can be reconstructed from system-layer log files. However, the outputs are susceptible to errors generated during event logging and errors induced by program dependencies. Results also show that usage of log files of different granularities collected from the system can help resolve logging errors described. Experiments with removing suspected program dependencies using approaches such as blacklisting and clustering have shown that the number of errors can be reduced by a factor of one hundred. Conclusions drawn from this research contribute towards the work on using reconstruction as an alternative approach for acquiring data provenance from computer systems.

text: Reconstructing Data Provenance from Log Files Data provenance describes the derivation history of data, capturing details such as the entities involved and the relationships between entities. Knowledge of data provenance can be used to address issues, such as data quality assurance, data audit and system security. However, current computer systems are usually not equipped with means to acquire data provenance. Modifying underlying systems or introducing new monitoring software for provenance logging may be too invasive for production systems. As a result, data provenance may not always be available.

This thesis investigates the completeness and correctness of data provenance reconstructed from log files with respect to the actual derivation history. To accomplish this, we designed and tested a solution that first extracts and models information from log files into provenance relations then reconstructs the data provenance from those relations. The reconstructed output is then evaluated against the ground truth provenance. The thesis also details the methodology used for constructing a dataset for provenance reconstruction research.

Experimental results revealed data provenance that completely captures the ground truth can be reconstructed from system-layer log files. However, the outputs are susceptible to errors generated during event logging and errors induced by program dependencies. Results also show that usage of log files of different granularities collected from the system can help resolve logging errors described. Experiments with removing suspected program dependencies using approaches such as blacklisting and clustering have shown that the number of errors can be reduced by a factor of one hundred. Conclusions drawn from this research contribute towards the work on using reconstruction as an alternative approach for acquiring data provenance from computer systems.

year: 2017

title: How Maori have been affected through the notion and practice of schooling: A theoretical analysis

authors: Williamson, Laurie Thomas

abstract: Education has always been associated according to the public with a necessary function to equip individuals to fit into society when they reach adulthood. The fact that it functions with efficiency is attributed in part to the implementation of social norms, which "impose uniformity of behaviour" (Young 2006, p. 1).

This thesis delves into how Maori have been positioned under a mainstream schooling discourse which has put them at a disadvantage since the implementation of a discourse requires the subjugation of those who are not the majority power holders to assimilate into someone else's discourse. The effect of assimilation into a mainstream discourse has political implications for Maori, as schools are the gateway towards social stratification. This thesis will look at the historical and developmental concept of schooling within a western context, moving towards the development of formal schooling in New Zealand and also look at the sociological and political impact of schooling upon Maori students.

I will also differentiate between the terms schooling and education to suggest Maori forms of educational discourse has been marginalised in favour of assimilation into a supposedly equitable rigid, formal system of schooling. I will illustrate the broader concept of education that takes place outside of schools formal boundaries as a way to contrast the level of control and regulation the government initiates within the formal schooling environment. I will also look at the way schools have been used from its colonial beginnings in New Zealand as a way to civilise or impose one cultural practice on another as a way of breaking down uncivilised beliefs and traditions.

text: How Maori have been affected through the notion and practice of schooling: A theoretical analysis Education has always been associated according to the public with a necessary function to equip individuals to fit into society when they reach adulthood. The fact that it functions with efficiency is attributed in part to the implementation of social norms, which "impose uniformity of behaviour" (Young 2006, p. 1).

This thesis delves into how Maori have been positioned under a mainstream schooling discourse which has put them at a disadvantage since the implementation of a discourse requires the subjugation of those who are not the majority power holders to assimilate into someone else's discourse. The effect of assimilation into a mainstream discourse has political implications for Maori, as schools are the gateway towards social stratification. This thesis will look at the historical and developmental concept of schooling within a western context, moving towards the development of formal schooling in New Zealand and also look at the sociological and political impact of schooling upon Maori students.

I will also differentiate between the terms schooling and education to suggest Maori forms of educational discourse has been marginalised in favour of assimilation into a supposedly equitable rigid, formal system of schooling. I will illustrate the broader concept of education that takes place outside of schools formal boundaries as a way to contrast the level of control and regulation the government initiates within the formal schooling environment. I will also look at the way schools have been used from its colonial beginnings in New Zealand as a way to civilise or impose one cultural practice on another as a way of breaking down uncivilised beliefs and traditions.

year: 2012