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1. |
Record Nr. |
UNINA9910677497203321 |
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Autore |
Balusamy Balamurugan |
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Titolo |
Big data : concepts, technology and architecture / / Balamurugan Balusamy [and three others] |
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Pubbl/distr/stampa |
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Hoboken, NJ : , : Wiley, , ℗2021 |
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ISBN |
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1-5231-5579-5 |
1-119-70187-2 |
1-119-70185-6 |
1-119-70186-4 |
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Descrizione fisica |
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1 online resource (xii, 356 pages) : illustrations |
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Disciplina |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Sommario/riassunto |
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"This book offers comprehensive coverage of Big Data tools, terminologies and technologies for researchers, business professionals and graduates. This book begins with an overview of what Big Data is and emphasizes all the key concepts of big data end to end. Big Data concepts, technologies, terminologies and storing, processing and analysis techniques and much more -- are all logically organized and reinforced by diagrams and case studies. This book refines readers' understanding of Big Data with in-depth analysis of key concepts. The case studies provided in this book give insight on key concepts. The initial chapters of the book shed light on various characteristics of Big Data that distinguish it from traditional Database Management systems. Big Data Analytics are covered in detail in a separate chapter. Hadoop, the heart of Big Data is handled in the Big Data processing chapter and a deep understanding of its concepts is provided"-- |
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2. |
Record Nr. |
UNINA9910767589403321 |
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Autore |
Greenberg Marissa |
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Titolo |
Situating Shakespeare Pedagogy in US Higher Education : Social Justice and Institutional Contexts / / ed. by Marissa Greenberg, Elizabeth Williamson |
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Pubbl/distr/stampa |
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Edinburgh : , : Edinburgh University Press, , [2024] |
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2024 |
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ISBN |
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9781399516679 |
1399516671 |
9781399516662 |
1399516663 |
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Edizione |
[1st ed.] |
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Descrizione fisica |
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1 online resource (256 p.) : 5 B/W illustrations 5 colour illustrations 5 black & white and 5 colour illustrations |
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Disciplina |
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EDUCATION / Aims & Objectives |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di contenuto |
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Frontmatter -- Contents -- List of Figures -- Acknowledgments -- Abstracts -- Notes on Contributors -- Introduction -- 1. On Shakespeare, Anticolonial Pedagogy, and Being Just -- 2. Deeply Engaged Protest: Social Justice Pedagogy and Shakespeare's "Monument" -- 3. Teaching Shakespeare at an Urban Public Community College: An Equity-Driven Approach -- 4. Teaching Shakespeare as a Killjoy Practice in a White Dominant Institution -- 5. Shakespeare and Environmental Justice: Collaborative Eco-Theater in Yosemite National Park and the San Joaquin Valley -- 6. Where Curriculum Meets Community: Teaching Borderlands Shakespeare in San Antonio -- 7. Dressing to Transgress: Aesthetic Matching, Historical Costumers of Color, and the Restorying of Institutional Spaces -- 8. Shakespeare in a Catholic University: (Re)creating Knowledge in a Divided Landscape -- 9. Shakespeare's Mixed Stock: Biracial Affect in the Field -- 10. Who Shot Romeo? And How Can We Stop the Bleeding? Urban Shakespeare, White People, and Education Beyond the Neoliberal Nightmare -- Afterword -- Bibliography -- Index |
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Sommario/riassunto |
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Moves away from offering a single methodology or approach to social justice teaching, providing practical models for academics to followDescribes policy strategies and pedagogical practices for more equitable instruction of Shakespeare and Renaissance literatureReflects candidly on the relationship between identity and institutionality for Shakespeare educators and their studentsSituates the harms perpetuated by Shakespeare in higher education and revolutionary responses at institutions across the United StatesForegrounds faculty identities and institutional contexts for teaching and learning about ShakespeareDemonstrates for higher education administrators the scholarly legitimacy and social significance of justice-oriented pedagogyOn college and university campuses across the United States, scholar-teachers and their students find themselves in conditions of both real threat and tremendous possibility. Building on the recent surge of interest in equitable pedagogy within the field of Shakespeare and Renaissance literary studies, Situating Shakespeare Pedagogy in U.S. Higher Education makes a case for anchoring our teaching in these institutional power dynamics that have historically contributed to systemic injustice and continue to affect our work on a daily basis. Each of the contributors to this collection speaks directly to the intersection between their own identities, the lived experiences of their students, and the particular qualities of the institutions where they teach-including student demographics, curricular requirements, geographical location, and comparative levels of administrative support for implementing social justice approaches. From this perspective, they provide hope and practical guidance for scholar-educators who want to meet our students where they are. |
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