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The bedrock of this dissertation is the idea that our patterns of thought, speech, and action can be distilled into two distinct approaches defined by (1) the use of things on one hand and (2) the relation to persons on the other. That first approach is represented in our life with technology and has expanded to the point of omnipresence. Being so ubiquitous, technology largely goes unexamined in the way it functions, the effect it has on us, and the effect it has on our neighbor. In this manner, the technological approach is an over-extension of the manipulation of things to the negation of the relation to persons. As a result, our capacity to relate to persons outside a narrow scope had been atrophied. This work is an attempt at renewing the relational approach within contexts shaped by and shaped for the manipulation of things, i.e., technically minded society. To that end, it is necessary to first explore the work of thinkers who have written on relationality in ways which address the over-extension of the technological approach. The thinkers I have chosen in this endeavor are Martin Buber, Dietrich Bonhoeffer, Dorothy Day, and Ivan Illich, each of whom wrote thoughtfully about relationality as community, which I am naming to be the heart of the relational approach, as expressed in hospitality as the embrace of strangers as neighbors. Likewise, it is necessary to understand the true nature of technology, which is remarkably difficult for those of us who live in contexts shaped by and shaped for the manipulation of things. The thinkers I have chosen to draw from in exploring technology as a pattern are Ivan Illich, Albert Borgmann, and Lewis Mumford, each of whom carefully and thoughtfully explored the nature of technology beyond the obvious form of devices. I then apply the community approach to our life with technology by exploring ways in which individuals and communities can reorient their patterns of thinking and technology in their lives in order to place the manipulation of things into service of the relation to persons. In doing so, I advocate for the inversion of our life with technology through the embrace of freedom and creativity rather than causality and slavery, as well as the choices to reuse and obtain devices used, educate ourselves and others on how our devices and institutions actually work, repair our devices rather than replace them, liberate our devices by "jailbreaking" them, and sharing our devices freely as acts of technological hospitality. There are, however, technologies which cannot be satisfyingly inverted due to their production of morally abhorrent commodities, extractive nature, or some combination of the two. These I call unspeakable, and the task of renewing the relational approach in our lives necessitates we distance ourselves from these through conscious choices of thought and action. Choices I explore to this end are the embrace of voluntary poverty in our life with technology, taking regular sabbatical rest from technological patterns, and fasting from technological patterns of living altogether. It is my argument that, should we undertake these efforts together with like-minded persons and the willingness to break a few rules, we may yet find ourselves able to carve out spaces for relational (communal) living within contexts bent toward the manipulation of things.

In today’s business world, many organizations use Information Systems to manage their sensitive and business critical information. The need to protect such a key component of the organization cannot be over emphasized. Data Loss/Leakage Prevention has been found to be one of the effective ways of preventing Data Loss.DLP solutions detect and prevent unauthorized attempts to copy or send sensitive data, both intentionally or/and unintentionally, without authorization, by people who are authorized to access the sensitive information. DLP is designed to detect potential data breach incidents in timely manner and this happens by monitoring data.Data Loss Prevention is found to be the data leakage/loss control mechanism that fits naturally with the organizational structure of businesses. It not only helps the organization protect structured data but it also helps protection and leakage prevention of unstructured data.DLP is considered as preventive control which when applied helps organization prevents data leakage of sensitive information (Personal identifiable information, financial information, trade secrets, merger and acquisitions etc.).The DLP solution is not only for the big organizations and for particular industry sector like banking and finance but it is a need for small organizations and other fields of business (Health care, aviation, consulting etc.) due to various Laws and Regulatory requirement by different countries.In this thesis we have taken a case study of one of the organization which is a fortune 500 company head quartered in US and spread all across the globe, and is having its business majorly in payroll processing and HR solutions. The sensitivity of the nature of work and the data the organization has made us to do a detailed study and case research of DLP in conjunction with the previous technologies organization has after implementing the DLP solution.We have done detailed study and research on the security gaps DLP has narrowed in the organization by studying all the technologies prior to implementing DLP. Further research on DLP is also covered in this thesis; here we have taken one of the hottest and emerging technologies in market, i.e. cloud computing with DLP. It's always said that one of the major disadvantage of adopting cloud computing is Security, here in this report we have tried to find and analyze the gap that can be filled by integrating DLP with cloud computing. A more detailed study and research has to be taken in this area of cloud computing with DLP. / <p>Validerat; 20130108 (global_studentproject_submitter)</p>

Thesis: Ph. D., Massachusetts Institute of Technology, Department of Food Technology, 1958 / Vita. / Includes bibliographical references (leaves 339-353). / by Lawrence Sanford Spiegel. / Ph. D. / Ph. D. Massachusetts Institute of Technology, Department of Food Technology

The purpose of this study was to monitor the change of certain teachers in the use of an innovation as a function of their participation in an institutionally supported staff development program. Five middle school teachers from rural schools participated in this project. This group was administered the SoCQ (Stages of Concern Questionnaire) and the LoU (Level of Use) interview on three different dates over an eight month period. These instruments were designed and tested by the Research and Development Center for Teacher Education at the University of Texas in Austin (Hall, et al., 1979). In addition to these two data collecting instruments, clinical interviews and classroom observations were administered and integrated into data analysis. The researcher was looking at how data changed during the course of this study. The results of this study indicated that in order for teachers to effectively implement telecommunications in the classroom they must be provided with support. The major issues that surround the implementation and use of telecommunications in the classroom were summarized from the teacher profiles. These categories consisted of planning and training, informational and technical support, administrative support, integration of telecommunication into the curriculum, teacher collaboration and mentoring. Leaders in the field of telecommunications and those making decisions about the innovation will need to look at teacher training and support, long-range district planning, curricula where the innovation is incorporated, and effective assessment tools at all levels of implementation. The group of teachers represented here had gone through intensive staff development training outside of their school systems. They were experienced educators and had been using computers for some years. The results of this exploratory and descriptive study may offer researchers, teachers, and educational administrators perspectives and information useful in implementing telecommunications in curricular reform, especially valuable at a time when technology instruction in many schools is undergoing this reform and teachers are being recognized as the primary agents implementing curricular changes and developing effective schools.

In the late 1980's and the early 1990's the public perception of distance learning in many communities was manifested in a lack of community support and inadequate funding for educational satellite programs. Technological educational changes addressed major defects in the way information was transmitted to public schools. Satellites and cable technologies were available and affordable to serve as catalysts for positive educational results. Research indicated that the number of schools using satellite dishes to receive instructional programs had increased 87% during the 1992-1993 school year. Over one half of all public school students nationally attended schools where satellite technology was available. This dissertation entered upon research on the group of public school liaisons who provided educational satellite programming in their communities. A review of the literature showed a variety of models for staff development, teaching and community involvement that used satellite and cable. A questionnaire survey was conducted among a statewide group of satellite liaisons and provided the primary quantitative database for the study. The survey asked respondents about the use and coordination of satellite and cable at their institutions. The methodology also involved qualitative research in which respondents were queried about the perceptions of distance learning in their communities. This combination of the literature review and the survey results may serve as an informational guide for those communities and school districts not using this technology presently.

The use of video recording in educational activities in African countries is neither recent nor unique. Variously employed in teacher training and extension work over the past two decades, the uses of this technology have been guided primarily by non-indigenous models of communication. This is particularly evident in the teacher training technique known as micro-teaching. After a critical review of educational technology literature covering foundational theories and field experiences, two case examples are presented which describe first the historical use of video in Malawi's Chancellor College and secondly, the combined use of video production with "Theatre for Development" in a Forestry Extension project. The analysis of these experiences, based in critical social theory, build arguments which show that conventional uses of video in education act as a vehicle for dominant, exogenous forms of cultural reproduction through the formal education system. The failure to fully employ and embrace the technology, years after its introduction, may be as much a result of passive cultural resistance to external influence as it is a lack of technical training, infrastructural support, or effects of inadequate staff development, reasons which are most often cited. In ethnographic terms, the institutional case example of video in teacher training describes the general construct of communicative behaviors traditionally employed with video technology, characterized predominately by highly institutionalized and non-indigenous patterns. The ethnography of the village based production of a video drama represents a selected discrepant case construct which challenges the defined patterns historically since emerging models of participatory extension communication are recent interventions in Malawi. As documentation of a field technique, the study also describes a unique combination of popular theater and video production used in extension communication. This description should prove worthwhile to practitioners, extension workers and educators interested in the use of video in communication and education in development, especially where its use contributes to the facilitation of authentic cultural expression and the production of indigenous forms of knowledge and culture.

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