PriCL: Creating a Precedent A Framework for Reasoning about Privacy Case Law

We introduce PriCL: the first framework for expressing and automatically reasoning about privacy case law by means of precedent. PriCL is parametric in an underlying logic for expressing world properties, and provides support for court decisions, their justification, the circumstances in which the justification applies as well as court hierarchies. Moreover, the framework offers a tight connection between privacy case law and the notion of norms that underlies existing rule-based privacy research. In terms of automation, we identify the major reasoning tasks for privacy cases such as deducing legal permissions or extracting norms. For solving these tasks, we provide generic algorithms that have particularly efficient realizations within an expressive underlying logic. Finally, we derive a definition of deducibility based on legal concepts and subsequently propose an equivalent characterization in terms of logic satisfiability.Comment: Extended versio

The contribution of argumentation and critical thinking skills on students’ concept understanding in different learning models

We investigated the correlation between argumentation and critical thinking skills simultaneously on students’ understanding of basic biology concepts in classes taught by Argument-Driven Inquiry (ADI) and conventional learning models. This study involved 180 pre-service science teachers (18-19 years old) who undertook the basic biology course in the Faculty of Teacher Training and Education, University of Lampung. Argumentation skills were measured using the Argumentation Skill Test and critical thinking skills were measured using the Critical Thinking Test, whereas understanding of basic biology concepts was measured using the Concept Understanding Test. Hierarchical multiple regressions revealed prospective effects of argumentation and critical thinking skills to support students’ understanding of basic biology concepts. In addition, the strong correlation between predictors simultaneous to the criteria found in ADI compared to conventional learning models. The lecturers should consider the empowerment of argumentation and critical thinking skills of students through the application of appropriate learning models

Learning policies through argumentation-derived evidence (extended abstract)

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