A comparative analysis of opinions of Americans, Australians and Malaysians on the use of biometric devices in workplaces for security and monitoring of worker productivity

Since the September 11, 2001 terrorist attacks in New York, the use of biometric devices such as fingerprint scans, retina and iris scans and facial recognition in everyday situations for national security and border control, have become commonplace. This has resulted in the biometric industry moving from being a niche technology to one that is ubiquitous. As a result. more and more employers are using biometrics to secure staff access to their facilities as well as for tracking staff work hours, maintaining 'discipline' and carry out surveillance against thefts. detecting work hour abuses and fraud. However, the data thus collected and the technologies themselves are feared of having the potential for and actually being misused - both in terms of the violating staff privacy and discrimination and oppression of targeted workers. This paper examines the issue of using biometric devices in organisational settings their advantages, disadvantages and actual and potential abuses from the point of view of critical theory. From the perspectives of Panoptic surveillance and hegemonic organisational control, the paper examines the issues related to privacy and identification, biometrics and privacy, biometrics and the 'body', and surveillance and modernity. The paper also examines the findings ofa survey carried out in Australia. Malaysia and the USA on respondents' opinions on the use of biometric devices in everyday life including at workplaces. The paper concludes that along with their applications in border control and national security, the use of biometric devices should be covered by relevant laws and regulations. guidelines and codes of practice. in order to balance the rights to privacy and civil liberties of workers with employers' need for improved productivity, reduced costs, safeguards related to occupational health and safety, equal opportunity, and workplace harassment of staff and other matters, that employers are legally responsible for.

Speed, international security, and "New War" coverage in cyberspace

Mass media representations foster a view that the "War on Terror" is taking place both everywhere and nowhere, presenting Western governments with an opportunity to mobilize public support in new and ubiquitous ways. Starting with Virilio's critique of technology, speed, and de-territorialization, this article discusses the ways in which mass support is mobilized by the state in conventional pursuit of geopolitical objectives. Drawing on  contemporary international relations theory, the authors introduce the concept of "securitization" and discuss how war coverage in cyberspace has been used to securitize international threats, such as "global terrorism," to justify state intervention, including war. It is concluded that one of the paradoxes of war coverage in cyberspace is that whereas cyber-technologies should democratize the politics of war by liberating access to information about war, the state has coopted information and communication technologies to facilitate new forms of mass mobilization for war itself.

Online banking vs. bricks & mortar - or a hybrid model? A preliminary investigation of Australian and Indian banks

Deregulation, innovations in mobile and wireless technologies and media convergence, together with the rapid diffusion of the Internet, have opened up strategic business opportunities in the financial sector. With deregulation removing entry barriers, an increasing number of online banks are threatening the market share of ‘bricks and mortar’ banks. To survive this competition, and to leverage the new opportunities of online and mobile banking facilitated by the Internet, many banks have adapted a hybrid, ‘clicks and mortar’ model, to increase their profitability while reducing transaction costs. In this paper, we report the results of a preliminary analysis based on a few major banks in Australia and India, two diverse economies, to reveal some interesting insights.

Implemetation of electronic commerce and human resource strategies in an Australian retail banking context

As organisations deploy eCommerce and internet technologies for competitive advantage and to satisfy increasingly demanding customers, they will need to develop human resource (HR) strategies that prepare their employees to work with these technologies effectively. Little systematic investigation has been undertaken to discover how companies manage their HR functions to achieve these outcomes. In the retail banking sector these issues have become very important with increased competition, industry changes and heightened competition. This paper examines HR management strategy in one Australian bank as it moves towards online service provision and adopts other eCommerce applications. The paper draws on theoretical insights from Porter’s (2001) views of competitive advantage from the internet and writers discussing the informational society (Castells, 2001) and post-fordist organisations (Clegg, 1990). An analysis of interview data from this case study shows the issues that one bank is dealing with as it seeks competitive advantage from its customer service offerings while it revises its HR strategies.

Globalisation and reflexivity: some challenges for research into quality education mediated by ICTs

Globalisation can be characterised, Giddens (1994) suggests, as a process of 'intensified reflexivity' that creates the conditions for 'a world of clever people'. Information and Communication Technologies (ICTs) are fundamental to globalisation and they have also been incorporated into the new educational technologies deployed by educators to (re)create 'a world of clever people'. Together, education and the ICTs are strong forces for globalisation where both curriculum and pedagogy shape the knowledge and values of the rising generation of 'clever people'. This chapter posits some research issues and questions that might be usefully pursued in transnational collaborative research or are germane to its conduct and contexts. These matters include: the place of ICTs in research work; the challenge of globally inclusive curricula and the impact of English as the global language; and ICTs decentring the research centre.

Software warehouse and software mining : the impact of data mining to software engineering

Automating Software Engineering is the dream of software Engineers for decades. To make this dream to come to true, data mining can play an important role. Our recent research has shown that to increase the productivity and to reduce the cost of software development, it is essential to have an effective and efficient mechanism to store, manage and utilize existing software resources, and thus to automate software analysis, testing, evaluation and to make use of existing software for new problems. This paper firstly provides a brief overview of traditional data mining followed by a presentation on data mining in broader sense. Secondly, it presents the idea and the technology of software warehouse as an innovative approach in managing software resources using the idea of data warehouse where software assets are systematically accumulated, deposited, retrieved, packaged, managed and utilized driven by data mining and OLAP technologies. Thirdly, we presented the concepts and technology and their applications of data mining and data matrix including software warehouse to software engineering. The perspectives of the role of software warehouse and software mining in modern software development are addressed. We expect that the results will lead to a streamlined high efficient software development process and enhance the productivity in response to modern challenges of the design and development of software applications.

Transforming frameworks: new approaches to CCTs and the pursuit of educational equity

Teacher educators throughout the world are increasingly under pressure to develop educational programs and school-based relationships which respond simultaneously to the multiple consequences of changed and changing technologies, new understandings of identity (what it means to be a teacher and a student) and persistently uneven pattems of educational (and social) success. Responses to these challenges regularly draw upon computer and communication technologies (CCTs) in the sometimes optimistic belief that this will improve the chance of any educational reform having a positive impact on students at risk of educational alienation and failure. Unfortunately, the gap between the hopeful embrace of technology and the actual outcomes delivered by technologically mediated educational innovations is often quite considerable. This paper investigates the kinds of educational conversations that are necessary to allow us to move beyond these optimistic adoptions of technology to address long standing patterns of educational success and failure and outlines a framework for transformative work in this area.

Pretty good for a girl: gender, identity and computer games

Young people’s participation in online digital culture is one of the most efficient means by which they become proficient in the management of Information and Communications Technologies and the new literacies emerging there. This paper reports on a small project investigating the
gendered dimensions of teenagers’ engagement in and out of school with stand-alone and multiplayer computer games. The study explored the game playing practices of a group of students in an English curriculum unit and the social and game playing practices of a group of young women of South East Asian backgrounds in a LAN café who had formed their own Counterstrike clan. It found that expertise is not just a matter of specific skills, strategies and familiarity, but is more broadly located within the complex dynamics of in- and out-of-school discourses and contexts that need to be factored in to the construction of gender-equitable pedagogy and curriculum.

Casing out teaching and learning online: enhancing fidelity into the mainstream

In this paper we present the rationale and outcome of a University strategically funded project aimed at developing a broad range of cases illuminating good practices in the development and use of digital media and online technologies at Deakin University. The project is aimed at supporting the ongoing implementation of the University’s suite of e-learning technologies, Deakin Studies Online (DSO). It was seen as a significant strategic academic professional development initiative by the University in bringing together perspectives on effective teaching and learning in the context of various disciplines and professional fields of practice, with DSO possibilities for enhanced teaching/learning quality, efficiency, accessibility and satisfaction. The ‘case’ as a useful means of developing practice is outlined, along with the various project processes involving case selection, development, production and promotion. Finally, reflections on the outcomes of the project are considered. A number of positive though largely unintended consequences are identified

Change happens: acceptance of 'impermanence' and 'flow' in teachers' professional reflections on technology and change

For several years the authors of this paper have monitored the use of information and communication technologies (ICT) in primary and secondary schools. In this paper they report on their work in progress, focusing particularly on data collected via teacher interviews in 2003. It is a 'good news' story that celebrates a shift in the way school teachers approach ICT, and that shows that teachers are a lot more comfortable with ICT than the authors have previously observed. The authors argue that a significant transition has occurred in the hardware, software and 'warmware', the people and how they can work with the hardware and software as part of their pedagogy. Existing research tends to construct change as something that has to be planned, prepared for and managed (eg. Fullan, 1997), and as something that teachers often resist (eg. Cuban, 1993; Grunberg & Summers, 1992; Hodas, 1998). This paper is distinctive in drawing on Eastern approaches to understanding change. Through an examination of the concepts of "impermanence" and "flow," and how they apply to ICT, schools and teachers' work, we seek to demystify change: Change happens, has happened and will continue to happen. We conclude that teachers' increased familiarity with, and increasingly relaxed approach to, ICT has led to a shift in their attentions, such that they are less concerned with obtaining and mastering particular software and hardware, and more concerned with pedagogy and student learning.

A preliminary meta-analysis of SME ebusiness journal publications: current trends and future research opportunities moving beyond adoption factor studies

Previous meta-analyses of SME-eBusiness journal research focuses on analysing adoption factors, pre-2000 articles and a small number of journals. This paper departs from this research by analysing 100 articles published between 2003 and 2006 in 41 journals on the basis of the research approaches employed, countries and eBusiness technologies studied, and research objectives focused upon. The paper presents preliminary insights into current major research trends based on this analysis, such as the predominant focus on adoption factor by many studies. It also identifies future research opportunities, and proposes a research agenda which aims to progress SME-eBusiness research beyond adoption factor studies by outlining research objectives to help SMEs overcome barriers and exploit drivers.

Designing contemporary e-supported professional development environments to enhance tertiary teaching and learning

National and organsational imperatives in Australian higher education are demanding systematic and cost-effective approaches to the professional development of staff in their teaching in order to enhance the quality of student learning. Many universities are geographically distributed, multi- campus, multi-city and multi-modal in nature, and highly dependent for their effective operation on information and communications technologies (ICT). Deakin University is one such university operating in Australian higher education. Consistent with the progressive principles and practices of the learning organisation, new approaches and environments are required to support the professional development of staff for enhanced teaching and learning in higher education. These environments now require substantial use of e-learning for both learning about teaching online and the development of teaching capacities in the world of the modern-day, technologically-supported physical classroom. This article outlines the imperatives to establish and operate cost-effective e-supported environments for professional development for excellence in teaching and learning. The key principles underlying these emergent environments are outlined, along with the major tools, resources and features of such environments. A contemporary online teaching case site is highlighted as indicative of new approaches to supporting professional development of staff for excellence in online teaching and learning.

Teaching for blended learning : how is ICT impacting on distance and on campus education?

The concept of blended learning, defined in a range of ways, has begun to change the nature of all teaching and learning in higher education. Information and communication technologies have impacted by providing a means of access to digital resources and interactive communication for all courses and the blending of pedagogy and technology has produced a range of approaches to teaching and learning. This paper will investigate reported studies from both research literature and from the writers' research, defining what they have concluded are teaching practices that use the concept of blended learning effectively.

Teaching and learning: flexible modes and technology applications

Australian universities face many challenges In providing postgraduate midwifery education opportunities for registered nurses, particularly for those residing in rural areas. This paper will describe the measures implemented by a team of midwifery academics of Deakin university, Melbourne campus, specifically for units of study within the Graduate Diploma of Midwifery. As a consequence of these measures, student travel to a campus of the university and separation from their families and communities have been reduced. These innovative measures include a blended teaching approach incorporating face-to-face and online teaching consisting of Deakin Studies Online based in Web CT Vista, and Elluminate Live, an interactive online synchronous communication tool. Over the past 20 years in Australia, Deakin university has led the way in computer mediated learning methods and the challenge was to provide appropriate teaching strategies for course content to meet the requirements of the regulatory authority, the Nurses Board of Victoria (NBV), while promoting pedagogical methods of teaching and learning.

Teaching for blended learning: research perspectives from on-campus and distance students

The concept of blended learning has begun to change the nature of all teaching and learning in higher education. Information and communication technologies have impacted by providing a means of access to digital resources and interactive communication for all courses and the blending of pedagogy and technology has produced a range of approaches to teaching and learning. This paper discusses the research literature and the writers’ research, defining what they have concluded are teaching practices that use the concept of blended learning effectively. In investigating how ICT can add variation for student learning, they analyze this from two dominant modes of pedagogy, learning environment and pedagogy through both on-campus and distance education. In both modes, students acknowledged the power and effectiveness of blended learning.