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: Inclusive education for children with disabilities in Fiji: Teacher perspectives and attitudes

authors: Daveta, Mereoni Laveti

subjects: inclusive education

abstract: The purpose of this research was to examine teacher perspectives and
attitudes on inclusive education for children with disabilities in Fiji. Teachers'
perspectives and attitudes are crucial in providing insights that could
help improve education and services for children with disabilities in regular
schools in Fiji.
A qualitative approach using semi structured interviews was selected as
the methodology for this research. Nine teachers from nine different
schools in Suva, the capital city of Fiji, participated in this research. The
nine participants were selected from three different school settings. Three
of the participants were from special schools, three were from primary
schools and three were from secondary schools.
Data collected showed that teachers support inclusive education, however,
they had reservations on the inclusion of students with severe disabilities.
Several factors were identified to influence teachers' attitudes towards inclusion.
The most common factors were severity of disability that the students
had, inadequate training of teachers on teaching students with disabilities,
inadequate government funding, lack of specialised resource personnel
and lack of appropriate equipment and resources to support students
and teachers in the teaching learning process. Limited commitment
from the Ministry of Education and limited participation and consultation of
teachers on policy and curriculum design were also identified as contributing
factors for non inclusion of students with disabilities in regular schools.
Teachers need to change their perspectives and attitudes and schools
need to be welcoming and prepared to accept all students with disabilities
into the general education system in Fiji.

text: Inclusive education for children with disabilities in Fiji: Teacher perspectives and attitudes The purpose of this research was to examine teacher perspectives and
attitudes on inclusive education for children with disabilities in Fiji. Teachers'
perspectives and attitudes are crucial in providing insights that could
help improve education and services for children with disabilities in regular
schools in Fiji.
A qualitative approach using semi structured interviews was selected as
the methodology for this research. Nine teachers from nine different
schools in Suva, the capital city of Fiji, participated in this research. The
nine participants were selected from three different school settings. Three
of the participants were from special schools, three were from primary
schools and three were from secondary schools.
Data collected showed that teachers support inclusive education, however,
they had reservations on the inclusion of students with severe disabilities.
Several factors were identified to influence teachers' attitudes towards inclusion.
The most common factors were severity of disability that the students
had, inadequate training of teachers on teaching students with disabilities,
inadequate government funding, lack of specialised resource personnel
and lack of appropriate equipment and resources to support students
and teachers in the teaching learning process. Limited commitment
from the Ministry of Education and limited participation and consultation of
teachers on policy and curriculum design were also identified as contributing
factors for non inclusion of students with disabilities in regular schools.
Teachers need to change their perspectives and attitudes and schools
need to be welcoming and prepared to accept all students with disabilities
into the general education system in Fiji.

year: 2009

title: The thing’s revelation: Some thoughts on Māori philosophical research

authors: Mika, Carl Te Hira

abstract: In indigenous research projects, there is a strong emphasis on interviews and the analysis of the data that results. There is, however, another form of research that still calls to be fully acknowledged. Philosophical research shares some ground with empirical because it responds to a Maori history and experience of oppression. One clear area in which it may differ, though, is in how it attempts to acknowledge the presence of ‘things’, which we might call our ‘whanaunga’ (relations), even where these have been deemed by Western science to be inanimate. More importantly, philosophical research is risky because the thing continues to influence the researching self, despite the self’s eventual disengagement from the research. Philosophical research – the kind that seeks an unobtainable ground of thought – is at once aware of and tentative towards the thing. It also acts within the influence of the thing: this phenomenon for the author can be best felt when the bizarre is encountered in everyday observations.

text: The thing’s revelation: Some thoughts on Māori philosophical research In indigenous research projects, there is a strong emphasis on interviews and the analysis of the data that results. There is, however, another form of research that still calls to be fully acknowledged. Philosophical research shares some ground with empirical because it responds to a Maori history and experience of oppression. One clear area in which it may differ, though, is in how it attempts to acknowledge the presence of ‘things’, which we might call our ‘whanaunga’ (relations), even where these have been deemed by Western science to be inanimate. More importantly, philosophical research is risky because the thing continues to influence the researching self, despite the self’s eventual disengagement from the research. Philosophical research – the kind that seeks an unobtainable ground of thought – is at once aware of and tentative towards the thing. It also acts within the influence of the thing: this phenomenon for the author can be best felt when the bizarre is encountered in everyday observations.

year: 2015