Credimus

We believe that economic design and computational complexity---while already important to each other---should become even more important to each other with each passing year. But for that to happen, experts in on the one hand such areas as social choice, economics, and political science and on the other hand computational complexity will have to better understand each other's worldviews. This article, written by two complexity theorists who also work in computational social choice theory, focuses on one direction of that process by presenting a brief overview of how most computational complexity theorists view the world. Although our immediate motivation is to make the lens through which complexity theorists see the world be better understood by those in the social sciences, we also feel that even within computer science it is very important for nontheoreticians to understand how theoreticians think, just as it is equally important within computer science for theoreticians to understand how nontheoreticians think

Evaluation of software dependability

It has been said that the term software engineering is an aspiration not a description. We would like to be able to claim that we engineer software, in the same sense that we engineer an aero-engine, but most of us would agree that this is not currently an accurate description of our activities. My suspicion is that it never will be. From the point of view of this essay – i.e. dependability evaluation – a major difference between software and other engineering artefacts is that the former is pure design. Its unreliability is always the result of design faults, which in turn arise as a result of human intellectual failures. The unreliability of hardware systems, on the other hand, has tended until recently to be dominated by random physical failures of components – the consequences of the ‘perversity of nature’. Reliability theories have been developed over the years which have successfully allowed systems to be built to high reliability requirements, and the final system reliability to be evaluated accurately. Even for pure hardware systems, without software, however, the very success of these theories has more recently highlighted the importance of design faults in determining the overall reliability of the final product. The conventional hardware reliability theory does not address this problem at all. In the case of software, there is no physical source of failures, and so none of the reliability theory developed for hardware is relevant. We need new theories that will allow us to achieve required dependability levels, and to evaluate the actual dependability that has been achieved, when the sources of the faults that ultimately result in failure are human intellectual failures

Digital, material and networked: some emerging themes for SET education

Boundaries between the digital and material worlds are becoming blurred as the internet increasingly connects us to things as well as people and information. This is increasingly relevant to education as initiatives which significantly combine digital and material elements in networks are becoming a reality for Science, Engineering and Technology (SET) learning. Our paper reports on the initial findings of a project to carry out a ‘state of the art’ review of literature to establish the key themes, opportunities and obstacles that are emerging from the development and use of these ‘hybrid’ systems in learning. We wanted to explore the extent to which this new domain of study is being reported in the literature and to identify work representative of this area. Our aim was to investigate the depth of research in this area by going beyond the technologically descriptive to focus on pedagogical and organisational issues raised in the literature. To identify the state of current research in the area we carried out a systematic search of databases of Science, Engineering and Technology education literature. We found 808 papers relating to the hybrid learning initiatives we are interested in, of which the majority, 81%, involved the Engineering and Technology disciplines while 6.8% related to Science. The vast majority of papers referred to remote laboratories and most of these were concerned with describing the technologies involved. In order to explore issues emerging from the research, we carried out an in-depth text review of a particular subset of the papers found that focussed on pedagogical issues. The three main themes that emerged were: the importance of real data and authenticity in learning; the importance of a sense of presence (e.g. telepresence, social presence and/or immersion) and the locus of control in, and responsiveness of, a hybrid system. We conclude that these new digital ‘hybrid’ pedagogies offer a lens with which to view both the more traditional material pedagogies, e.g. laboratory-based learning, and purely digital pedagogies, e.g. virtual labs. Finally, issues of authenticity, presence and control/responsiveness will be of increasing pedagogical importance to other ‘hybrid’ systems, such as those involving ubiquitous computing

Popular education and the digital citizen: a genealogical analysis

This paper historicises and problematises the concept of the digital citizen and how it is constructed in Sweden today. Specifically, it examines the role of popular education in such an entanglement. It makes use of a genealogical analysis to produce a critical ‘history of the present’ by mapping out the debates and controversies around the emergence of the digital citizen in the 1970s and 1980s, and following to its manifestations in contemporary debates. This article argues that free and voluntary adult education (popular education) is and has been fundamental in efforts to construe the digital citizen. A central argument of the paper is that popular education aiming for digital inclusion is not a 21st century phenomenon; it actually commenced in the 1970s. However, this digitisation of citizens has also changed focus dramatically since the 1970s. During the 1970s, computers and computerisation were described as disconcerting, and as requiring popular education in order to counter the risk of the technology “running wild”. In current discourses, digitalisation is constructed in a non-ideological and post-political way. These post-political tendencies of today can be referred to as a post-digital present where computers have become so ordinary, domesticized and ubiquitous in everyday life that they are thereby also beyond criticism. (DIPF/Orig.

Disciplined: Using educational studies to analyse 'Humanities Computing'

Humanities Computing is an emergent field. The activities described as 'Humanities Computing' continue to expand in number and sophistication, yet no concrete definition of the field exists, and there are few academic departments that specialize in this area. Most introspection regarding the role, meaning, and focus of "Humanities Computing" has come from a practical and pragmatic perspective from scholars and educators within the field itself. This article provides an alternative, externalized, viewpoint of the focus of Humanities Computing, by analysing the discipline through its community, research, curriculum, teaching programmes, and the message they deliver, either consciously or unconsciously, about the scope of the discipline. It engages with Educational Theory to provide a means to analyse, measure, and define the field, and focuses specifically on the ACH/ALLC 2005 Conference to identify and analyse those who are involved with the humanities computing community. © 2006 Oxford University Press

Always in control? Sovereign states in cyberspace

For well over twenty years, we have witnessed an intriguing debate about the nature of cyberspace. Used for everything from communication to commerce, it has transformed the way individuals and societies live. But how has it impacted the sovereignty of states? An initial wave of scholars argued that it had dramatically diminished centralised control by states, helped by a tidal wave of globalisation and freedom. These libertarian claims were considerable. More recently, a new wave of writing has argued that states have begun to recover control in cyberspace, focusing on either the police work of authoritarian regimes or the revelations of Edward Snowden. Both claims were wide of the mark. By contrast, this article argues that we have often misunderstood the materiality of cyberspace and its consequences for control. It not only challenges the libertarian narrative of freedom, it suggests that the anarchic imaginary of the Internet as a ‘Wild West’ was deliberately promoted by states in order to distract from the reality. The Internet, like previous forms of electronic connectivity, consists mostly of a physical infrastructure located in specific geographies and jurisdictions. Rather than circumscribing sovereignty, it has offered centralised authority new ways of conducting statecraft. Indeed, the Internet, high-speed computing, and voice recognition were all the result of security research by a single information hegemon and therefore it has always been in control

Commentary on a British Geological Survey Computing Archive (1965-85)

An account of the emergence of computer methods in geology, as a background to a restricted archive of documents which chronicle their application in the British Geological Survey

Cloud engineering is search based software engineering too

Many of the problems posed by the migration of computation to cloud platforms can be formulated and solved using techniques associated with Search Based Software Engineering (SBSE). Much of cloud software engineering involves problems of optimisation: performance, allocation, assignment and the dynamic balancing of resources to achieve pragmatic trade-offs between many competing technical and business objectives. SBSE is concerned with the application of computational search and optimisation to solve precisely these kinds of software engineering challenges. Interest in both cloud computing and SBSE has grown rapidly in the past five years, yet there has been little work on SBSE as a means of addressing cloud computing challenges. Like many computationally demanding activities, SBSE has the potential to benefit from the cloud; ‘SBSE in the cloud’. However, this paper focuses, instead, of the ways in which SBSE can benefit cloud computing. It thus develops the theme of ‘SBSE for the cloud’, formulating cloud computing challenges in ways that can be addressed using SBSE