A Provenance-Aware Policy Language (cProvl) and a Data Traceability Model (cProv) for the Cloud

Provenance plays a pivotal in tracing the origin of something and determining how and why something had occurred. With the emergence of the cloud and the benefits it encompasses, there has been a rapid proliferation of services being adopted by commercial and government sectors. However, trust and security concerns for such services are on an unprecedented scale. Currently, these services expose very little internal working to their customers; this can cause accountability and compliance issues especially in the event of a fault or error, customers and providers are left to point finger at each other. Provenance-based traceability provides a mean to address part of this problem by being able to capture and query events occurred in the past to understand how and why it took place. However, due to the complexity of the cloud infrastructure, the current provenance models lack the expressibility required to describe the inner-working of a cloud service. For a complete solution, a provenance-aware policy language is also required for operators and users to define policies for compliance purpose. The current policy standards do not cater for such requirement. To address these issues, in this paper we propose a provenance (traceability) model cProv, and a provenance-aware policy language (cProvl) to capture traceability data, and express policies for validating against the model. For implementation, we have extended the XACML3.0 architecture to support provenance, and provided a translator that converts cProvl policy and request into XACML type.

Professional development for professional learners: teachers’ experiences in Norway, Germany and England

Proposals made by the European Commission in 2007 led to the Education Council adopting, for the first time, a European agenda for improving the quality of teaching and teacher education. This article reports on a small-scale longitudinal interview-based study with teachers in England, Norway and Germany demonstrating that while opportunities for professional development are increasing in all three countries, dissatisfaction is expressed by most teachers in relation to its quality and outcomes.

Civil defence pedagogies and narratives of democracy: disaster education in Germany

‘Disaster education’ is a fledgling area of study in lifelong education. Many countries educate their populations for disasters, to mitigate potential damage and loss of life, as well as contribute to national security. In this paper, which draws on interview data from the German Federal Office for Civil Defence and Disaster Assistance and the Federal Agency for Technical Relief, archival research, analysis of websites and promotional materials as well as relevant academic literature, I examine disaster education and preparedness for national emergencies in Germany. I argue that it is not generally extended to the general public, rather confined to trained experts, decentralised, localised and exclusive. Theorising disaster education as a ‘civil defence pedagogy’ (Preston, 2008), a type of public pedagogy, which contributes to shaping narratives of national identity, I argue that it is unlikely that Germany will develop a more inclusive, universal, formalised, nor high-profile campaign in disaster education in the foreseeable future. This, I suggest, is due to narratives of the German democratic nation state as secure, federal, peaceful and unified, which originated at the founding of West Germany in 1949, and continue to shape contemporary political narratives.