Location Privacy in Spatial Crowdsourcing

Spatial crowdsourcing (SC) is a new platform that engages individuals in collecting and analyzing environmental, social and other spatiotemporal information. With SC, requesters outsource their spatiotemporal tasks to a set of workers, who will perform the tasks by physically traveling to the tasks' locations. This chapter identifies privacy threats toward both workers and requesters during the two main phases of spatial crowdsourcing, tasking and reporting. Tasking is the process of identifying which tasks should be assigned to which workers. This process is handled by a spatial crowdsourcing server (SC-server). The latter phase is reporting, in which workers travel to the tasks' locations, complete the tasks and upload their reports to the SC-server. The challenge is to enable effective and efficient tasking as well as reporting in SC without disclosing the actual locations of workers (at least until they agree to perform a task) and the tasks themselves (at least to workers who are not assigned to those tasks). This chapter aims to provide an overview of the state-of-the-art in protecting users' location privacy in spatial crowdsourcing. We provide a comparative study of a diverse set of solutions in terms of task publishing modes (push vs. pull), problem focuses (tasking and reporting), threats (server, requester and worker), and underlying technical approaches (from pseudonymity, cloaking, and perturbation to exchange-based and encryption-based techniques). The strengths and drawbacks of the techniques are highlighted, leading to a discussion of open problems and future work

Early Learning Innovation Fund Evaluation Final Report

This is a formative evaluation of the Hewlett Foundation's Early Learning Innovation Fund that began in 2011 as part of the Quality Education in Developing Countries (QEDC) initiative.  The Fund has four overarching objectives, which are to: promote promising approaches to improve children's learning; strengthen the capacity of organizations implementing those approaches; strengthen those organizations' networks and ownership; and grow 20 percent of implementing organizations into significant players in the education sector. The Fund's original design was to create a "pipeline" of innovative approaches to improve learning outcomes, with the assumption that donors and partners would adopt the most successful ones. A defining feature of the Fund was that it delivered assistance through two intermediary support organizations (ISOs), rather than providing funds directly to implementing organizations. Through an open solicitation process, the Hewlett Foundation selected Firelight Foundation and TrustAfrica to manage the Fund. Firelight Foundation, based in California, was founded in 1999 with a mission to channel resources to community-based organizations (CBOs) working to improve the lives of vulnerable children and families in Africa. It supports 12 implementing organizations in Tanzania for the Fund. TrustAfrica, based in Dakar, Senegal, is a convener that seeks to strengthen African-led initiatives addressing some of the continent's most difficult challenges. The Fund was its first experience working specifically with early learning and childhood development organizations. Under the Fund, it supported 16 such organizations: one in Mali and five each in Senegal, Uganda and Kenya. At the end of 2014, the Hewlett Foundation commissioned Management Systems International (MSI) to conduct a mid-term evaluation assessing the implementation of the Fund exploring the extent to which it achieved intended outcomes and any factors that had limited or enabled its achievements. It analyzed the support that the ISOs provided to their implementing organizations, with specific focus on monitoring and evaluation (M&E). The evaluation included an audit of the implementing organizations' M&E systems and a review of the feasibility of compiling data collected to support an impact evaluation. Finally, the Foundation and the ISOs hoped that this evaluation would reveal the most promising innovations and inform planning for Phase II of the Fund. The evaluation findings sought to inform the Hewlett Foundation and other donors interested in supporting intermediary grant-makers, early learning innovations and the expansion of innovations. TrustAfrica and Firelight Foundation provided input to the evaluation's scope of work. Mid-term evaluation reports for each ISO provided findings about their management of the Fund's Phase I and recommendations for Phase II. This final evaluation report will inform donors, ISOs and other implementing organizations about the best approaches to support promising early learning innovations and their expansion. The full report outlines findings common across both ISOs' experience and includes recommendations in four key areas: adequate time; appropriate capacity building; advocacy and scaling up; and evaluating and documenting innovations. Overall, both Firelight Foundation and TrustAfrica supported a number of effective innovations working through committed and largely competent implementing organizations. The program's open-ended nature avoided being prescriptive in its approach, but based on the lessons learned in this evaluation and the broader literature, the Hewlett Foundation and other donors could have offered more guidance to ISOs to avoid the need to continually relearn some lessons. For example, over the evaluation period, it became increasingly evident that the current context demands more focused advance planning to measure impact on beneficiaries and other stakeholders and a more concrete approach to promoting and resourcing potential scale-up. The main findings from the evaluation and recommendations are summarized here

A system to secure websites and educate students about cyber security through crowdsourcing

Startups are innovative companies who have ideas for the betterment of the society. But, due to limited resources, and highly expensive testing procedures, they invest less time and money in securing their website and web applications. Furthermore, cyber security education lacks integrating practical knowledge with educational theoretical materials. Recognizing, the need to educate both startups and students about cyber security, this report presents Secure Startup - a novel system, that aims to provide startups with a platform to protect their website in a costeffective manner, while educating students about the real-world cyber skills. This system finds potential security problems in startup websites and provides them with effective solutions through a crowdtesting framework. Secure Startup, crowdsources the testers (security experts and students) of this system, through social media platforms, using Twitter Bots. The basic idea behind this report, is to understand, if such a system can help students learn the necessary cyber skills, while running successful tests and generating quality results for the startups. The results presented in this report show that, this system has a higher learning rate, and a higher task effectiveness rate, which helps in detecting and remediating maximum possible vulnerabilities. These results were generated after analyzing the performance of the testers and the learning capabilities of students, based on their feedback, trainings and task performance. These results have been promising in pursuing the system\u27s value which lays in enhancing the security of a startup website and providing a new approach for practical cyber security education