Foggy clouds and cloudy fogs: a real need for coordinated management of fog-to-cloud computing systems

The recent advances in cloud services technology are fueling a plethora of information technology innovation, including networking, storage, and computing. Today, various flavors have evolved of IoT, cloud computing, and so-called fog computing, a concept referring to capabilities of edge devices and users' clients to compute, store, and exchange data among each other and with the cloud. Although the rapid pace of this evolution was not easily foreseeable, today each piece of it facilitates and enables the deployment of what we commonly refer to as a smart scenario, including smart cities, smart transportation, and smart homes. As most current cloud, fog, and network services run simultaneously in each scenario, we observe that we are at the dawn of what may be the next big step in the cloud computing and networking evolution, whereby services might be executed at the network edge, both in parallel and in a coordinated fashion, as well as supported by the unstoppable technology evolution. As edge devices become richer in functionality and smarter, embedding capacities such as storage or processing, as well as new functionalities, such as decision making, data collection, forwarding, and sharing, a real need is emerging for coordinated management of fog-to-cloud (F2C) computing systems. This article introduces a layered F2C architecture, its benefits and strengths, as well as the arising open and research challenges, making the case for the real need for their coordinated management. Our architecture, the illustrative use case presented, and a comparative performance analysis, albeit conceptual, all clearly show the way forward toward a new IoT scenario with a set of existing and unforeseen services provided on highly distributed and dynamic compute, storage, and networking resources, bringing together heterogeneous and commodity edge devices, emerging fogs, as well as conventional clouds.Peer ReviewedPostprint (author's final draft

Another 'futile quest'? A simulation study of Yang and Land's Hierarchical Age-Period-Cohort model

Background: Whilst some argue that a solution to the age-period-cohort (APC) 'identification problem' is impossible, numerous methodological solutions have been proposed, including Yang and Land's Hierarchical-APC (HAPC) model: a multilevel model considering periods and cohorts as cross-classified contexts in which individuals exist. Objective: To assess the assumptions made by the HAPC model, and the situations in which it does and does not work. Methods: Simulation study. Simulation scenarios assess the effect of (a) cohort trends in the Data Generating Process (DGP) (compared to only random variation), and (b) grouping cohorts (in both DGP and fitted model). Results: The model only works if either (a) we can assume that there are no linear (or non-linear) trends in periods or cohorts, (b) we control any cohort trend in the model's fixed part and assume there is no period trend, or (c) we group cohorts in such a way that they exactly match the groupings in the (unknown) DGP. Otherwise, the model can arbitrarily reapportion APC effects, radically impacting interpretation. Conclusions: Since the purpose of APC analysis is often to ascertain the presence of period and/or cohort trends, and since we rarely have solid (if any) theory regarding cohort groupings, there are few circumstances in which this model achieves what Yang and Land claim it can. The results bring into question findings of several published studies using the HAPC model. However, the structure of the model remains a conceptual advance that is useful when we can assume the DGP has no period trends

“No powers, man!”: A student perspective on designing university smart building interactions

Smart buildings offer an opportunity for better performance and enhanced experience by contextualising services and interactions to the needs and practices of occupants. Yet, this vision is limited by established approaches to building management, delivered top-down through professional facilities management teams, opening up an interaction-gap between occupants and the spaces they inhabit. To address the challenge of how smart buildings might be more inclusively managed, we present the results of a qualitative study with student occupants of a smart building, with design workshops including building walks and speculative futuring. We develop new understandings of how student occupants conceptualise and evaluate spaces as they experience them, and of how building management practices might evolve with new sociotechnical systems that better leverage occupant agency. Our findings point to important directions for HCI research in this nascent area, including the need for HBI (Human-Building Interaction) design to challenge entrenched roles in building management

TLAD 2010 Proceedings:8th international workshop on teaching, learning and assesment of databases (TLAD)

This is the eighth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2010), which once again is held as a workshop of BNCOD 2010 - the 27th International Information Systems Conference. TLAD 2010 is held on the 28th June at the beautiful Dudhope Castle at the Abertay University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.This year, the workshop includes an invited talk given by Richard Cooper (of the University of Glasgow) who will present a discussion and some results from the Database Disciplinary Commons which was held in the UK over the academic year. Due to the healthy number of high quality submissions this year, the workshop will also present seven peer reviewed papers, and six refereed poster papers. Of the seven presented papers, three will be presented as full papers and four as short papers. These papers and posters cover a number of themes, including: approaches to teaching databases, e.g. group centered and problem based learning; use of novel case studies, e.g. forensics and XML data; techniques and approaches for improving teaching and student learning processes; assessment techniques, e.g. peer review; methods for improving students abilities to develop database queries and develop E-R diagrams; and e-learning platforms for supporting teaching and learning

‘Super disabilities’ vs ‘Disabilities’?:Theorizing the role of ableism in (mis)representational mythology of disability in the marketplace

People with disabilities (PWD) constitute one of the largest minority groups with one in five people worldwide having a disability. While recognition and inclusion of this group in the marketplace has seen improvement, the effects of (mis)representation of PWD in shaping the discourse on fostering marketplace inclusion of socially marginalized consumers remain little understood. Although effects of misrepresentation (e.g., idealized, exoticized or selective representation) on inclusion/exclusion perceptions and cognitions has received attention in the context of ethnic/racial groups, the world of disability has been largely neglected. By extending the theory of ableism into the context of PWD representation and applying it to the analysis of the We’re the Superhumans advertisement developed for the Rio 2016 Paralympic Games, this paper examines the relationship between the (mis)representation and the inclusion/exclusion discourse. By uncovering that PWD misrepresentations can partially mask and/or redress the root causes of exclusion experienced by PWD in their lived realities, it contributes to the research agenda on the transformative role of consumption cultures perpetuating harmful, exclusionary social perceptions of marginalized groups versus contributing to advancement of their inclusion

TLAD 2010 Proceedings:8th international workshop on teaching, learning and assesment of databases (TLAD)

This is the eighth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2010), which once again is held as a workshop of BNCOD 2010 - the 27th International Information Systems Conference. TLAD 2010 is held on the 28th June at the beautiful Dudhope Castle at the Abertay University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.This year, the workshop includes an invited talk given by Richard Cooper (of the University of Glasgow) who will present a discussion and some results from the Database Disciplinary Commons which was held in the UK over the academic year. Due to the healthy number of high quality submissions this year, the workshop will also present seven peer reviewed papers, and six refereed poster papers. Of the seven presented papers, three will be presented as full papers and four as short papers. These papers and posters cover a number of themes, including: approaches to teaching databases, e.g. group centered and problem based learning; use of novel case studies, e.g. forensics and XML data; techniques and approaches for improving teaching and student learning processes; assessment techniques, e.g. peer review; methods for improving students abilities to develop database queries and develop E-R diagrams; and e-learning platforms for supporting teaching and learning