on source texts discussing consequences of neoliberal reforms for the autonomy of a teacher. It also includes a thesis that neoliberal methods of teaching create social inequality, as illustrated by an example of schools in Chicago (Lipman 2009). A further part of the chapter focuses on mechanisms, scopes

years earlier, of the novelty of printing by movable type, in letters based upon the best handwritings then current in Europe. The stamps are very beautiful and worthy of that all-important revolution in human communication by means of the English language, 2. Visible language thus became in many

Abstract: Mobile ad hoc networks (MANETs) and wireless sensor networks (WSNs) are two recently-developed technologies that uniquely function without xed infrastructure support, and sense at scales, resolutions, and durations previously not possible. While both offer great potential in many applications, developing software for these types of networks is extremely dffcult, preventing their wide-spread use. Three primary challenges are (1) the high level of dynamics within the network in terms of changing wireless links and node hardware con gurations, (2) the wide variety of hardware present in these networks, and (3) the extremely limited computational and energy resources available. Until now, the burden of handling these issues was put on the software application developer. This dissertation presents three novel programming models and middleware systems that address these challenges: Limone, Agilla, and Servilla. Limone reliably handles high levels of dynamics within MANETs. It does this through lightweight coordination primitives that make minimal assumptions about network connectivity. Agilla enables self-adaptive WSN applications via the integration of mobile agent and tuple space programming models, which is critical given the continuously changing network. It is the rst system to successfully demonstrate the feasibility of using mobile agents and tuple spaces within

as an expert in teaching in his/her own subject. Quite often this leader has but minimum expertise in the breadth of educational domains that are critically essential to understand in directing a major change in a school' s curriculum. The problems in achieving curriculum reform are then confounded