Contemporary distributed file systems are monolithic and only support single file abstractions. Nowadays, as Sai-Lai Lo explains, network storage devices have to accommodate new information media such as digital audio and video, with data radically different from the traditional text and binary code that contemporary file systems are optimized for. In this book, the author shows how, by combining new and traditional media, information can be recorded and presented in the most suitable way, and the value of a piece of information can be further enhanced by linking together related pieces. However, composite data and cross-reference between data items raise a number of system issues that have not been addressed properly before. Lo defines a new multiservice storage architecture that meets the needs of existing and emerging applications and can support multiple file abstractions. He also explores a number of related design issues. Researchers in the areas of distributed systems, network multimedia and network storage services will enjoy this book.
The language of science has many words and phrases whose meaning either changes in differing contexts or alters to reflect developments in a given discipline. This book presents the authors' theories on using 'conceptual profiles' to make the teaching of context-dependent meanings more effective. Developed over two decades, their theory begins with a recognition of the coexistence in the students' discourse of those alternative meanings, even in the case of scientific concepts such as molecule, where the dissonance between the classical and modern views of the same phenomenon is an accepted norm. What began as an alternative model of conceptual change has evolved to incorporate a sociocultural approach, by drawing on ideas such as situated cognition and Vygotsky's influential concept of culturally located learning. Also informed by pragmatist philosophy, the approach has grown into a well-rounded theory of teaching and learning scientific concepts. The authors have taken the opportunity in this book to develop their ideas further, anticipate and respond to criticisms-that of relativism, for example-and explain how their theory can be applied to analyze the teaching of core concepts in science such as heat and temperature, life and biological adaptation. They also report on the implementation of a research program that correlates the responsiveness of their methodology to all the main developments in the field of science education. This additional material will inform academic discussion, review, and further enhancement of their theory and research model.
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