Service Level Agreement-based GDPR Compliance and Security assurance in (multi)Cloud-based systems

Compliance with the new European General Data Protection Regulation (Regulation (EU) 2016/679) and security assurance are currently two major challenges of Cloud-based systems. GDPR compliance implies both privacy and security mechanisms definition, enforcement and control, including evidence collection. This paper presents a novel DevOps framework aimed at supporting Cloud consumers in designing, deploying and operating (multi)Cloud systems that include the necessary privacy and security controls for ensuring transparency to end-users, third parties in service provision (if any) and law enforcement authorities. The framework relies on the risk-driven specification at design time of privacy and security level objectives in the system Service Level Agreement (SLA) and in their continuous monitoring and enforcement at runtime.The research leading to these results has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 644429 and No 780351, MUSA project and ENACT project, respectively. We would also like to acknowledge all the members of the MUSA Consortium and ENACT Consortium for their valuable help

Conceptualizing the Science Curriculum: 40 Years of Developing Assessment Frameworks in Three Large-Scale Assessments

The paper analyzes conceptualizations in the science frameworks in three large-scale assessments, Trends in Mathematics and Science Study (TIMSS), Programme for International Student Assessment (PISA), and National Assessment of Educational Progress (NAEP). The assessments have a shared history, but have developed different conceptualizations. The paper asks how and why the frameworks are different and seeks answers by studying their development. The methodology is document analysis by, first, tracing developments within each assessment, next, comparing developments and conceptualization across the assessments, and, last, relating the frameworks to trends of developments in educational theory. The outcome of the analysis provides a complex picture with the assessments following their own lines of development but with influence from trends in assessment and educational theory. Five main conceptualizations are found to have existed over time, with different definition of scientific behavior and explanations to the relationship between knowledge and behavior. The frameworks have moved toward more elaborated explanations of the science domain, providing assessors with better support for operationalizing learning objectives. Currently, the assessments are faced with a challenge of adapting to the “practice turn” in science studies and learning science and thereby accounting for scientific behavior as a community practice. The paper concludes with suggestions for how frameworks may be improved to achieve this aim

On the Ontology of Events in Demographies of Organizations

Demographies of organizations apply demographic methods to study change in populations of organizations. There are (at least) five relatively independent demographies of organizations. All of these have to deal with the same conceptual and theoretical problems that are mainly the result of the biological analogies on which they are based. All of these demographies lack a clear and consistent conceptual framework. Such a framework could not only help solve these conceptual problems, but would also improve the possibility of knowledge exchange between the different fields. Ontology is – among others – the scientific field that specifies such conceptual frameworks. Besides introducing and explaining this type of ontology, this paper proposes an ontology of events in the demographies of organizations. Eight basic types of vital events can be distinguished and are defined by means of symbolic logic and set theory: founding, termination, split-off, take-over, split-up, merger, essential change, and population transfer. All other types of events are either supertypes or are non-vital events. Non-vital events can be transformed into population transfer events. All demographies of organizations share these events, this ontology

Philosophical Method and Galileo's Paradox of Infinity

We consider an approach to some philosophical problems that I call the Method of Conceptual Articulation: to recognize that a question may lack any determinate answer, and to re-engineer concepts so that the question acquires a definite answer in such a way as to serve the epistemic motivations behind the question. As a case study we examine “Galileo’s Paradox”, that the perfect square numbers seem to be at once as numerous as the whole numbers, by one-to-one correspondence, and yet less numerous, being a proper subset. I argue that Cantor resolved this paradox by a method at least close to that proposed—not by discovering the true nature of cardinal number, but by articulating several useful and appealing extensions of number to the infinite. Galileo was right to suggest that the concept of relative size did not apply to the infinite, for the concept he possessed did not. Nor was Bolzano simply wrong to reject Hume’s Principle (that one-to-one correspondence implies equal number) in the infinitary case, in favor of Euclid’s Common Notion 5 (that the whole is greater than the part), for the concept of cardinal number (in the sense of “number of elements”) was not clearly defined for infinite collections. Order extension theorems now suggest that a theory of cardinality upholding Euclid’s principle instead of Hume’s is possible. Cantor’s refinements of number are not the only ones possible, and they appear to have been shaped by motivations and fruitfulness, for they evolved in discernible stages correlated with emerging applications and results. Galileo, Bolzano, and Cantor shared interests in the particulate analysis of the continuum and in physical applications. Cantor’s concepts proved fruitful for those pursuits. Finally, Gödel was mistaken to claim that Cantor’s concept of cardinality is forced on us; though Gödel gives an intuitively compelling argument, he ignores the fact that Euclid’s Common Notion is also intuitively compelling, and we are therefore forced to make a choice. The success of Cantor’s concept of cardinality lies not in its truth (for concepts are not true or false), nor its uniqueness (for it is not the only extension of number possible), but in its intuitive appeal, and most of all, its usefulness to the understanding

Philosophical Method and Galileo's Paradox of Infinity

We consider an approach to some philosophical problems that I call the Method of Conceptual Articulation: to recognize that a question may lack any determinate answer, and to re-engineer concepts so that the question acquires a definite answer in such a way as to serve the epistemic motivations behind the question. As a case study we examine “Galileo’s Paradox”, that the perfect square numbers seem to be at once as numerous as the whole numbers, by one-to-one correspondence, and yet less numerous, being a proper subset. I argue that Cantor resolved this paradox by a method at least close to that proposed—not by discovering the true nature of cardinal number, but by articulating several useful and appealing extensions of number to the infinite. Galileo was right to suggest that the concept of relative size did not apply to the infinite, for the concept he possessed did not. Nor was Bolzano simply wrong to reject Hume’s Principle (that one-to-one correspondence implies equal number) in the infinitary case, in favor of Euclid’s Common Notion 5 (that the whole is greater than the part), for the concept of cardinal number (in the sense of “number of elements”) was not clearly defined for infinite collections. Order extension theorems now suggest that a theory of cardinality upholding Euclid’s principle instead of Hume’s is possible. Cantor’s refinements of number are not the only ones possible, and they appear to have been shaped by motivations and fruitfulness, for they evolved in discernible stages correlated with emerging applications and results. Galileo, Bolzano, and Cantor shared interests in the particulate analysis of the continuum and in physical applications. Cantor’s concepts proved fruitful for those pursuits. Finally, Gödel was mistaken to claim that Cantor’s concept of cardinality is forced on us; though Gödel gives an intuitively compelling argument, he ignores the fact that Euclid’s Common Notion is also intuitively compelling, and we are therefore forced to make a choice. The success of Cantor’s concept of cardinality lies not in its truth (for concepts are not true or false), nor its uniqueness (for it is not the only extension of number possible), but in its intuitive appeal, and most of all, its usefulness to the understanding

Mining software repositories to support software evolution

Software evolution represents a major phase in the development life cycle of software systems. In recent years, software evolution has been recognized as one of the most important and challenging areas in the field of software engineering. Studies even show that 65-80% of the system lifetime will be spent on maintenance and evolution activities. Software repositories, such as versioning and bug tracking systems are essential parts of various software maintenance activities. Given the often large amounts of information stored in these repositories, researchers have proposed to mine and analyze these large knowledge bases in order to study and support various aspects of the evolution of a software system. In this thesis, we introduce a common ontological representation to support the mining and analysis of software repositories. In addition to this common representation, we introduce the SVN-Ontologizer and Bugzilla-Ontologizer tools that provide automation for both data extraction from remote repositories and ontology populations. A case study is presented to illustrate the applicability of the present approach in supporting software maintainers during the analysis and mining of these software repositorie

Web semântica e repositórios digitais educacionais na área de saúde : uma modelagem com foco no objetivo de aprendizagem para refinar resultados de busca

Tese (doutorado)—Universidade de Brasília, Faculdade de Ciência da Informação, Programa de Pós-Graduação em Ciência da Informação, 2013.Apresenta modelagem baseada em Web Semântica para repositórios digitais educacionais na área de saúde, que disponibilizam objetos de aprendizagem com aspectos educacionais descritos em formulários de metadados. Foram identificadas características dos objetos de aprendizagem, com foco no objetivo de aprendizagem; agregadas tecnologias da Web Semântica à arquitetura desses repositórios e definida estrutura de informação adequada. Isso viabilizou inferências automáticas e contribuiu com o refinamento dos resultados de busca do usuário, aprimorando a recuperação da informação. Aborda repositórios digitais educacionais, as características e peculiaridades que influenciam sua utilização; Web Semântica e suas tecnologias para estrutura e sintaxe, lógica e semântica; e também são feitas considerações sobre metadados utilizados na descrição da informação dos objetos de aprendizagem. Como resultado, obtem-se modelagem que considera o processo de descrição e recuperação de objetos de aprendizagem, segundo seus aspectos educacionais; informações sobre a implementação; quadro com metadados LOM e Dublin Core correlacionados; e a simulação do resultado de busca em repositório digital educacional na área de saúde, com a implementação da modelagem proposta. _______________________________________________________________________________________ ABSTRACTThe study presents modeling based on Semantic Web for educational digital repositories in healthcare, which provide learning objects with educational aspects described in metadata forms. Characteristics of learning objects have been identified, focusing on the learning objective; Semantic Web technologies have been aggregated to the architecture of these repositories; and adequate information structure has been defined. These enabled automatic inferences and contributed to the refinement of user's search results, improving information retrieval. The introduction discusses educational digital repositories and the specific characteristics that influence their use; then it dicusses Semantic Web technologies to structure and syntax, logic and semantics; and metadata used to describe the information of learning objects. The resulting modeling considers the processes of description and retrievel of learning objetcs according to its educacional aspects and information on its implementation. More over, the study obtained a framework with correlated LOM and Dublin Core metadata, and the simulation of search results in digital library education in healthcare, with the implementation of the proposed modeling

Problems and prospects for the physicalist program in science

Thesis (Ph.D.)--Massachusetts Institute of Technology, Dept. of Linguistics and Philosophy, 1983.MICROFICHE COPY AVAILABLE IN ARCHIVES AND HUMANITIESVita.Bibliography: leaves 339-345.by Jeffrey Stephen Poland.Ph.D

Towards a Learning Health System: a SOA based platform for data re-use in chronic infectious diseases

Abstract Information and Communication Technology (ICT) tools can efficiently support clinical research by providing means to collect automatically huge amount of data useful for the management of clinical trials conduction. Clinical trials are indispensable tools for Evidence-Based Medicine and represent the most prevalent clinical research activity. Clinical trials cover only a restricted part of the population that respond to particular and strictly controlled requirements, offering a partial view of the overall patients\u2019 status. For instance, it is not feasible to consider patients with comorbidities employing only one kind of clinical trial. Instead, a system that have a comprehensive access to all the clinical data of a patient would have a global view of all the variables involved, reflecting real-world patients\u2019 experience. The Learning Health System is a system with a broader vision, in which data from various sources are assembled, analyzed by various means and then interpreted. The Institute of Medicine (IOM) provides this definition: \u201cIn a Learning Health System, progress in science, informatics, and care culture align to generate new knowledge as an ongoing, natural by-product of the care experience, and seamlessly refine and deliver best practices for continuous improvement in health and health care\u201d. The final goal of my project is the realization of a platform inspired by the idea of Learning Health System, which will be able to re-use data of different nature coming from widespread health facilities, providing systematic means to learn from clinicians\u2019 experience to improve both the efficiency and the quality of healthcare delivery. The first approach is the development of a SOA-based architecture to enable data collection from sparse facilities into a single repository, to allow medical institutions to share information without an increase in costs and without the direct involvement of users. Through this architecture, every single institution would potentially be able to participate and contribute to the realization of a Learning Health System, that can be seen as a closed cycle constituted by a sequential process of transforming patient-care data into knowledge and then applying this knowledge to clinical practice. Knowledge, that can be inferred by re-using the collected data to perform multi-site, practice-based clinical trials, could be concretely applied to clinical practice through Clinical Decision Support Systems (CDSS), which are instruments that aim to help physicians in making more informed decisions. With 4 this objective, the platform developed not only supports clinical trials execution, but also enables data sharing with external research databases to participate in wider clinical trials also at a national level without effort. The results of these studies, integrated with existing guidelines, can be seen as the knowledge base of a decision support system. Once designed and developed, the adoption of this system for chronical infective diseases management at a regional level helped in unifying data all over the Ligurian territory and actively monitor the situation of specific diseases (like HIV, HCV and HBV) for which the concept of retention in care assumes great importance. The use of dedicated standards is essential to grant the necessary level of interoperability among the structures involved and to allow future extensions to other fields. A sample scenario was created to support antiretroviral drugs prescription in the Ligurian HIV Network setting. It was thoroughly tested by physicians and its positive impact on clinical care was measured in terms of improvements in patients\u2019 quality of life, prescription appropriateness and therapy adherence. The benefits expected from the employment of the system developed were verified. Student\u2019s T test was used to establish if significant differences were registered between data collected before and after the introduction of the system developed. The results were really acceptable with the minimum p value in the order of 10 125 and the maximum in the order of 10 123. It is reasonable to assess that the improvements registered in the three analysis considered are ascribable to this system introduction and not to other factors, because no significant differences were found in the period before its release. Speed is a focal point in a system that provides decision support and it is highly recognized the importance of velocity optimization. Therefore, timings were monitored to evaluate the responsiveness of the system developed. Extremely acceptable results were obtained, with the waiting times of the order of 10 121 seconds. The importance of the network developed has been widely recognized by the medical staff involved, as it is also assessed by a questionnaire they compiled to evaluate their level of satisfaction

Identifying Productive Resources in Secondary School Students\u27 Discourse About Energy

A growing program of research in science education acknowledges the beginnings of disciplinary reasoning in students’ ideas and seeks to inform instruction that responds productively to these disciplinary progenitors in the moment to foster their development into sophisticated scientific practice. This dissertation examines secondary school students’ ideas about energy for progenitors of disciplinary knowledge and practice. Previously, researchers argued that students’ ideas about energy were constrained by stable and coherent conceptual structures that conflicted with an assumed unified scientific conception and therefore needed to be replaced. These researchers did not attend to the productive elements in students’ ideas about energy. To analyze the disciplinary substance in students’ ideas, a theoretical perspective was developed that extends Hammer and colleagues’ resources framework. This elaboration allows for the identification of disciplinary productive resources—i.e., appropriately activated declarative and procedural pieces of knowledge—in individual students’ utterances as well as in the interactions of multiple learners engaged in group learning activities. Using this framework, original interview transcripts from one of the most influential studies of students’ ideas about energy (Watts, 1983. Some alternative views of energy. Physics Education, 18/5, 213-217) were analyzed. Disciplinary productive resources regarding the ontology of energy, indicators for energy, and mechanistic reasoning about energy were found to be activated by interviewed students. These valuable aspects were not recognized by the original author. An interpretive analysis of video recorded student-centered discourse in rural Maine middle schools was carried out to find cases of resource activation in classroom discussions. Several cases of disciplinary productive resources regarding the nature of energy and its forms as well as the construction of a mechanistic energy story were identified and richly described. Like energy, resources are manifested in various ways. The results of this study imply the necessity of appropriate disciplinary training for teachers that enables them to recognize and productively respond to disciplinary progenitors of the energy concept in students’ ideas