The (Big) Data-security assemblage:Knowledge and critique

The Snowden revelations and the emergence of ‘Big Data’ have rekindled questions about how security practices are deployed in a digital age and with what political effects. While critical scholars have drawn attention to the social, political and legal challenges to these practices, the debates in computer and information science have received less analytical attention. This paper proposes to take seriously the critical knowledge developed in information and computer science and reinterpret their debates to develop a critical intervention into the public controversies concerning data-driven security and digital surveillance. The paper offers a two-pronged contribution: on the one hand, we challenge the credibility of security professionals’ discourses in light of the knowledge that they supposedly mobilize; on the other, we argue for a series of conceptual moves around data, human–computer relations, and algorithms to address some of the limitations of existing engagements with the Big Data-security assemblage

A Framework for Teaching Conceptual Modeling and Metamodeling Based on Bloom’s Revised Taxonomy of Educational Objectives

Conceptual modeling and metamodeling are vital parts in computer and information science study programs at tertiary institutions. Currently, teachers are struggling in ensuring that their teaching approach is comprehensive and in identifying application domains that motivate students, and show that the value of models exceeds pure representative means. This paper uses Bloom’s revised taxonomy of educational objectives as a foundation to define a framework for comprehensive teaching of conceptual modeling and metamodeling. The introduced framework is used to evaluate the comprehensiveness of a Smart City teaching case which has been taught at the Next-generation Enterprise: Modeling in the Digital Age Summer School. The contribution of this paper is threefold: First, a generic framework for comprehensive teaching of conceptual modeling and metamodeling is proposed; Second, a Smart City teaching case is reported; Third, the evaluation of the teaching case leads to a discussion on how to improve teaching of conceptual modeling and metamodeling in the future

New paradigmatic orientations and research agenda of human factors science in the intelligence era

Our recent research shows that the design philosophy of human factors science in the intelligence age is expanding from "user-centered design" to "human-centered AI". The human-machine relationship presents a trans-era evolution from "human-machine interaction" to "human-machine/AI teaming". These changes have raised new questions and challenges for human factors science. The interdisciplinary field of human factors science includes any work that adopts a human-centered approach, such as human factors, ergonomics, engineering psychology, and human-computer interaction. These changes compel us to re-examine current human factors science's paradigms and research agenda. Existing research paradigms are primarily based on non-intelligent technologies. In this context, this paper reviews the evolution of the paradigms of human factors science. It summarizes the new conceptual models and frameworks we recently proposed to enrich the research paradigms for human factors science, including a human-AI teaming model, a human-AI joint cognitive ecosystem framework, and an intelligent sociotechnical systems framework. This paper further enhances these concepts and looks forward to the application of these concepts. This paper also looks forward to the future research agenda of human factors science in the areas of "human-AI interaction", "intelligent human-machine interface", and "human-AI teaming". It analyzes the role of the research paradigms on the future research agenda. We believe that the research paradigms and agenda of human factors science influence and promote each other. Human factors science in the intelligence age needs diversified and innovative research paradigms, thereby further promoting the research and application of human factors science.Comment: 26 pages, in Chinese languag

Social Media, Not So Social: Exploring the Ethical and Administrative Implications of Cyberbullying Research as It Pertains to Its Detection, Measurement, and Implementation of Preventative Strategies in Schools

The digital revolution in the 21st century has paved the way for the proliferation of social networking sites such as Facebook,Twitter, Instagram, Snapchat, TikTok, and others, which has helped to perpetuate civilization’s age-old power imbalances in the formof cyberbullying. This article examines how cyberbullying among adolescents is being detected, measured and mitigated, and highlights some ethical considerations for school leaders. This conceptual research paper reviewed and analyzed forty-four scholarly sources, belonging to a wide range of disciplines, from cyber ethics to computer science, which expose cyberbullying as a social justice issue. This article invites school leaders to work within the Critical Transformative Leadership for Social Justice framework when navigating the ethical challenges that may arise with cyberbullying detection, measurement and mitigation initiatives. This paper urges digitally novice adults to keep pace with digitally savvy adolescents, and for policy makers to collaborate with micro-celebrities (i.e., social media influencers) to raise awareness around cyber ethics and digital citizenship among K–12 students

GI Systems for public health with an ontology based approach

Dissertation submitted in partial fulfillment of the requirements for the Degree of Master of Science in Geospatial Technologies.Health is an indispensable attribute of human life. In modern age, utilizing technologies for health is one of the emergent concepts in several applied fields. Computer science, (geographic) information systems are some of the interdisciplinary fields which motivates this thesis. Inspiring idea of the study is originated from a rhetorical disease DbHd: Database Hugging Disorder, defined by Hans Rosling at World Bank Open Data speech in May 2010. The cure of this disease can be offered as linked open data, which contains ontologies for health science, diseases, genes, drugs, GEO species etc. LOD-Linked Open Data provides the systematic application of information by publishing and connecting structured data on the Web. In the context of this study we aimed to reduce boundaries between semantic web and geo web. For this reason a use case data is studied from Valencia CSISP- Research Center of Public Health in which the mortality rates for particular diseases are represented spatio-temporally. Use case data is divided into three conceptual domains (health, spatial, statistical), enhanced with semantic relations and descriptions by following Linked Data Principles. Finally in order to convey complex health-related information, we offer an infrastructure integrating geo web and semantic web. Based on the established outcome, user access methods are introduced and future researches/studies are outlined

Explicit versus tacit knowledge in early science: Young children’s understanding of object speed and acceleration

There is consensus among the existing literature that many students exhibit alternative conceptions as well as a resistance to conceptual change within science education, notably within the domain of physics. The current research aimed to investigate whether at an earlier age alternative knowledge that might facilitate conceptual change could be tapped into. In two computer-presented studies, 127 primary school children aged 4 to 11 years were assessed on their understanding of naturally induced object speed and acceleration along a horizontal, down an incline, and in free fall. Study 1 assessed the children's explicit conceptions of such motion using a tube and balls. Pictures of the set-up were presented on a computer screen, with descriptions of possible outcomes if motion were to take place, and the children were required to choose their prediction. The results show a high positive correlation with those from a previous task where the same tube-and-balls set-up had been used, but as a real object task. They further suggest that while the children's understanding generally does not comply with accepted scientific views there is conceptual change in explanations over age, indicating low resistance, if any, to change. Study 2 aimed to assess the same children's tacit understanding of object motion. They were shown short video clips of the same set-up used in Study 1, but with motion occurring, either correctly or incorrectly. During each trial the children were asked to make a decision as fast as possible – whether what they saw in the clips looked correct or incorrect. The results are contrasted to those of Study 1, indicating a mismatch between a task requiring explicit understanding and a task relying on tacit knowledge. These findings in particular merit subsequent investigation, and it is hoped that the overall findings may contribute towards facilitating conceptual change within early science education by making use of tacit knowledge. [Author's abstract

Steps Towards a Method for the Formal Modeling of Dynamic Objects

Fragments of a method to formally specify object-oriented models of a universe of discourse are presented. The task of finding such models is divided into three subtasks, object classification, event specification, and the specification of the life cycle of an object. Each of these subtasks is further subdivided, and for each of the subtasks heuristics are given that can aid the analyst in deciding how to represent a particular aspect of the real world. The main sources of inspiration are Jackson System Development, algebraic specification of data- and object types, and algebraic specification of processes

Key Steps in Developing a Cognitive Vaccine against Traumatic Flashbacks: Visuospatial Tetris versus Verbal Pub Quiz

Background: Flashbacks (intrusive memories of a traumatic event) are the hallmark feature of Post Traumatic Stress Disorder, however preventative interventions are lacking. Tetris may offer a 'cognitive vaccine' [1] against flashback development after trauma exposure. We previously reported that playing the computer game Tetris soon after viewing traumatic material reduced flashbacks compared to no-task [1]. However, two criticisms need to be addressed for clinical translation: (1) Would all games have this effect via distraction/enjoyment, or might some games even be harmful? (2) Would effects be found if administered several hours post-trauma? Accordingly, we tested Tetris versus an alternative computer game - Pub Quiz - which we hypothesized not to be helpful (Experiments 1 and 2), and extended the intervention interval to 4 hours (Experiment 2).Methodology/Principal Findings: The trauma film paradigm was used as an experimental analog for flashback development in healthy volunteers. In both experiments, participants viewed traumatic film footage of death and injury before completing one of the following: (1) no-task control condition (2) Tetris or (3) Pub Quiz. Flashbacks were monitored for 1 week. Experiment 1: 30 min after the traumatic film, playing Tetris led to a significant reduction in flashbacks compared to no-task control, whereas Pub Quiz led to a significant increase in flashbacks. Experiment 2: 4 hours post-film, playing Tetris led to a significant reduction in flashbacks compared to no-task control, whereas Pub Quiz did not.Conclusions/Significance: First, computer games can have differential effects post-trauma, as predicted by a cognitive science formulation of trauma memory. In both Experiments, playing Tetris post-trauma film reduced flashbacks. Pub Quiz did not have this effect, even increasing flashbacks in Experiment 1. Thus not all computer games are beneficial or merely distracting post-trauma - some may be harmful. Second, the beneficial effects of Tetris are retained at 4 hours post-trauma. Clinically, this delivers a feasible time-window to administer a post-trauma "cognitive vaccine''

Influence of virtual reality training on the roadside crossing judgements of child pedestrians

The roadside crossing judgments of children aged 7, 9, and 11 years were assessed relative to controls before and after training with a computer-simulated traffic environment. Trained children crossed more quickly, and their estimated crossing times became better aligned with actual crossing times. They crossed more promptly, missed fewer safe opportunities to cross, accepted smaller traffic gaps without increasing the number of risky crossings, and showed better conceptual understanding of the factors to be considered when making crossing judgments. All age groups improved to the same extent, and there was no deterioration when children were retested 8 months later. The results are discussed in relation to theoretical arguments concerning the extent to which children's pedestrian judgments are amenable to training