From Social Data Mining to Forecasting Socio-Economic Crisis

Socio-economic data mining has a great potential in terms of gaining a better understanding of problems that our economy and society are facing, such as financial instability, shortages of resources, or conflicts. Without large-scale data mining, progress in these areas seems hard or impossible. Therefore, a suitable, distributed data mining infrastructure and research centers should be built in Europe. It also appears appropriate to build a network of Crisis Observatories. They can be imagined as laboratories devoted to the gathering and processing of enormous volumes of data on both natural systems such as the Earth and its ecosystem, as well as on human techno-socio-economic systems, so as to gain early warnings of impending events. Reality mining provides the chance to adapt more quickly and more accurately to changing situations. Further opportunities arise by individually customized services, which however should be provided in a privacy-respecting way. This requires the development of novel ICT (such as a self- organizing Web), but most likely new legal regulations and suitable institutions as well. As long as such regulations are lacking on a world-wide scale, it is in the public interest that scientists explore what can be done with the huge data available. Big data do have the potential to change or even threaten democratic societies. The same applies to sudden and large-scale failures of ICT systems. Therefore, dealing with data must be done with a large degree of responsibility and care. Self-interests of individuals, companies or institutions have limits, where the public interest is affected, and public interest is not a sufficient justification to violate human rights of individuals. Privacy is a high good, as confidentiality is, and damaging it would have serious side effects for society.Comment: 65 pages, 1 figure, Visioneer White Paper, see http://www.visioneer.ethz.c

ACUTA Journal of Telecommunications in Higher Education

In This Issue President\u27s Message From the ACUTA CEO Transforming an lT organization to a Service organization: lt\u27s About the People Beating the odds: lmplementation of a University Portal Journey to the Cloud Near Field Technology Opens Doors Legal Considerations in DAS Deployment Managing BYOD and Mobile Devices in a University Environment One-Size-Fits-All Websites Don\u27t Always Fit lnstitutional Excellence Award: Sewanee: The University of the Sout

A Risk management framework for the BYOD environment

Computer networks in organisations today have different layers of connections, which are either domain connections or external connections. The hybrid network contains the standard domain connections, cloud base connections, “bring your own device” (BYOD) connections, together with the devices and network connections of the Internet of Things (IoT). All these technologies will need to be incorporated in the Oman Vision 2040 strategy, which will involve changing several cities to smart cities. To implement this strategy artificial intelligence, cloud computing, BYOD and IoT will be adopted. This research will focus on the adoption of BYOD in the Oman context. It will have advantages for organisations, such as increasing productivity and reducing costs. However, these benefits come with security risks and privacy concerns, the users being the main contributors of these risks. The aim of this research is to develop a risk management and security framework for the BYOD environment to minimise these risks. The proposed framework is designed to detect and predict the risks by the use of MDM event logs and function logs. The chosen methodology is a combination of both qualitative and quantitative approaches, known as a mixed-methods approach. The approach adopted in this research will identify the latest threats and risks experienced in BYOD environments. This research also investigates the level of user-awareness of BYOD security methods. The proposed framework will enhance the current techniques for risk management by improving risk detection and prediction of threats, as well as, enabling BYOD risk management systems to generate notifications and recommendations of possible preventive/mitigation actions to deal with them

Evaluation of the Accessibility of Touchscreens for Individuals who are Blind or have Low Vision: Where to go from here

Touchscreen devices are well integrated into daily life and can be found in both personal and public spaces, but the inclusion of accessible features and interfaces continues to lag behind technology’s exponential advancement. This thesis aims to explore the experiences of individuals who are blind or have low vision (BLV) while interacting with non-tactile touchscreens, such as smartphones, tablets, smartwatches, coffee machines, smart home devices, kiosks, ATM machines, and more. The goal of this research is to create a set of recommended guidelines that can be used in designing and developing either personal devices or shared public technologies with accessible touchscreens. This study consists of three phases, the first being an exploration of existing research related to accessibility of non-tactile touchscreens, followed by semi-structured interviews of 20 BLV individuals to address accessibility gaps in previous work, and finally a survey in order to get a better understanding of the experiences, thoughts, and barriers for BLV individuals while interacting with touchscreen devices. Some of the common themes found include: loss of independence, lack or uncertainty of accessibility features, and the need and desire for improvements. Common approaches for interaction were: the use of high markings, asking for sighted assistance, and avoiding touchscreen devices. These findings were used to create a set of recommended guidelines which include a universal feature setup, the setup of accessibility settings, universal headphone jack position, tactile feedback, ask for help button, situational lighting, and the consideration of time

The implementation of information and communication technology (ICT) intergrated teaching and learning in textiles and clothing programmes at one University of Science and Techology in Zimbabwe

Textiles and Clothing programmes in universities worldwide experience numerous challenges in effectively implementing ICT integrated teaching and learning. The aim of this study was to explore how ICT integrated teaching and learning was implemented in Textiles and Clothing programmes at one university of Science and Technology in Zimbabwe, with a view to developing a suitable model to enhance effective implementation. The study was informed by the Activity theory and triangulated by the Technological pedagogical content knowledge framework (TPACK) and the Functionality framework. The study made use of the interpretive research paradigm, the qualitative approach and intrinsic case study design, to generate the necessary data. The participants of the study were purposively and quota sampled from the Textiles and Clothing department of the selected university of Science and Technology, and consisted of seven lecturers, three administrators, two ICT technicians and thirty-two students. Four methods were used to generate data namely in-depth interviews, focus group interviews, participant observation, and document analysis. After coding, data were analysed for content using thematic analysis. The study established that there were no specific ICT hardware and software packages acquired by the universityfor the Textiles and Clothing programmes. Instead, general design related softwares such as CorelDraw, Photoshop, Adobe Illustrator and Mac Paints were used to support the implementation of ICT integrated teaching and learning. The findings of the study further revealed that lecturers lacked thorough technological pedagogical knowledge to apply a variety of ICT in the teaching and learning of students. The study established that there was lack of an effective mechanism for providing monitoring and evaluation as the peer review and evaluation mechanism that was used in the Textiles and Clothing programmes did not identify the specific indicators for the implementation of ICT integrated teaching and learning. Among the conclusions emanating from the findings were that the Textiles and Clothing programmes suffered serious shortage of suitable ICT hardware and subject-specific ICT software applications to facilitate the teaching of practical components thereby compromising the effective implementation of ICT integrated teaching and learning to foster effective skill acquisition in relation to ICT among students. It was also concluded that lecturers were finding difficulties in implementing ICT integrated teaching and learning as they lacked thorough technological-pedagogical-content knowledge and skills that would enable them to select appropriate technological resources and technological pedagogical strategies to teach students appropriate content. The study recommended that the Textiles and Clothing department, through the support of the university, should acquire subject related educational hardware and software like Gerber or Lectra to teach the practical courses of the programmes. The university should organise professional development programmes focussing on TPACK to assist lecturers to develop competences in ICT necessary for implementing ICT integrated teaching and learning. A model was proposed to enhance the effective implementation of ICT integrated teaching and learning into the Textiles and Clothing programmes at the University

Smartphone malware based on synchronisation vulnerabilities

Smartphones are mobile phones that offer processing power and features like personal computers (PC) with the aim of improving user productivity as they allow users to access and manipulate data over networks and Internet, through various mobile applications. However, with such anywhere and anytime functionality, new security threats and risks of sensitive and personal data are envisaged to evolve. With the emergence of open mobile platforms that enable mobile users to install applications on their own, it opens up new avenues for propagating malware among various mobile users very quickly. In particular, they become crossover targets of PC malware through the synchronization function between smartphones and computers. Literature lacks detailed analysis of smartphones malware and synchronization vulnerabilities. This paper addresses these gaps in literature, by first identifying the similarities and differences between smartphone malware and PC malware, and then by investigating how hackers exploit synchronization vulnerabilities to launch their attacks

May Parental Reading Behavior Explain the Gender Differences in Subteeners' Reading Attitude?

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ACUTA Journal of Telecommunications in Higher Education

In This Issue 5G\u27s Promise: 1,000 x Capacity, 1,000 x Challenges Higher-Speed WLANs About to Emerge State of the Residential Network 2013 LTE: The Next Wave of Wireless Evolution The 10 Most Costly Pitfalls of DAS Deployment and How to Avoid Them DAS on Campus: Solutions for Wireless Service Decision Criteria for Selecting a Wireless lntrusion Prevention System lnstitutional Excellence Award President\u27s Message From the CE

Developing sustainable business models for institutions’ provision of open educational resources: Learning from OpenLearn users’ motivations and experiences

Universities across the globe have, for some time, been exploring the possibilities for achieving public benefit and generating business and visibility through releasing and sharing open educational resources (OER). Many have written about the need to develop sustainable and profitable business models around the production and release of OER. Downes (2006), for example, has questioned the financial sustainability of OER production at scale. Many of the proposed business models focus on OER’s value in generating revenue and detractors of OER have questioned whether they are in competition with formal education. This paper reports on a study intended to broaden the conversation about OER business models to consider the motivations and experiences of OER users as the basis for making a better informed decision about whether OER and formal learning are competitive or complementary with each other. The study focused on OpenLearn - the Open University’s (OU) web-based platform for OER, which hosts hundreds of online courses and videos and is accessed by over 3,000,000 users a year. A large scale survey and follow-up interviews with OpenLearn users worldwide revealed that university provided OER can offer learners a bridge to formal education, allowing them to try out a subject before registering on a formal course and to build confidence in their abilities as learners. In addition, it was found that using OER during formal paid-for study can improve learners’ performance and self-reliance, leading to increased retention and satisfaction with the learning experience