Relation Based Access Control in Campus Social Network System

AbstractAs one of the most popular network applications, online social network system has gained huge adoption in the past few years. Campus social network system is a special type of social network system which focuses on providing information communication, knowledge sharing, and online collaboration services to campus users in colleges and universities. In this paper, we discuss the design of relation based access control in campus social network system which is decided by the collective efforts system designers, system administrators, and especially users of the system. Generally speaking, relation based access control in campus social network system is defined in terms of users can establish relationships; and they can also assign relation based permissions on information and resources when they release them. It consists of user-centered access control and group-centered access control which deal with access control of information and resources released in users’ personal space and groups’ shared space respectively. Once a campus social network system is put online, access control in it is actually decided by the collective intelligence of its users. Specifically, it's built upon collective intelligence that is reflected through users’ identity, their social relationships and permissions that they set on their profile and created content. In a word, relation based access control in campus social network system adopts a collective intelligence model

Inside Dropbox: Understanding Personal Cloud Storage Services

Personal cloud storage services are gaining popularity. With a rush of providers to enter the market and an increasing of- fer of cheap storage space, it is to be expected that cloud storage will soon generate a high amount of Internet traffic. Very little is known about the architecture and the perfor- mance of such systems, and the workload they have to face. This understanding is essential for designing efficient cloud storage systems and predicting their impact on the network. This paper presents a characterization of Dropbox, the leading solution in personal cloud storage in our datasets. By means of passive measurements, we analyze data from four vantage points in Europe, collected during 42 consecu- tive days. Our contributions are threefold: Firstly, we are the first to study Dropbox, which we show to be the most widely-used cloud storage system, already accounting for a volume equivalent to around one third of the YouTube traffic at campus networks on some days. Secondly, we characterize the workload typical users in different environments gener- ate to the system, highlighting how this reflects on network traffic. Lastly, our results show possible performance bot- tlenecks caused by both the current system architecture and the storage protocol. This is exacerbated for users connected far from control and storage data-center

Localization to Enhance Security and Services in Wi-Fi Networks under Privacy Constraints

Developments of seamless mobile services are faced with two broad challenges, systems security and user privacy - access to wireless systems is highly insecure due to the lack of physical boundaries and, secondly, location based services (LBS) could be used to extract highly sensitive user information. In this paper, we describe our work on developing systems which exploit location information to enhance security and services under privacy constraints. We describe two complimentary methods which we have developed to track node location information within production University Campus Networks comprising of large numbers of users. The location data is used to enhance security and services. Specifically, we describe a method for creating geographic firewalls which allows us to restrict and enhance services to individual users within a specific containment area regardless of physical association. We also report our work on LBS development to provide visualization of spatio-temporal node distribution under privacy considerations

Being With Friends and the Potential for Binge Drinking During the First College Semester

In this prospective study, we assess the relationship between being with high school friends during the college transition and binge drinking. Across analyses (n = 489), the presence of high school friends during the college transition was associated with reduced binge drinking at the end of the first college semester among individuals at risk for this behavior because they drank in high school, associated alcohol use with the student role, or engaged in binge drinking at the beginning of the fall term. This is consistent with research linking social integration to behavioral regulation and suggests the presence of high school friends during the college transition serves as a source of social control at a juncture characterized by a reduction in normative constraint. Implications for practitioners seeking to assess new students\u27 risks for binge drinking and to more effectively meet the needs of vulnerable groups are discussed in relation to the study results

Socio-spatial analysis of four university campuses: the implications of spatial configuration on creation and transmission of knowledge

An exploratory study of space use, interaction and students? and academics? subjectiveperceptions of interaction and vitality in the four campus sites of the PontificiaUniversidad Católica de Chile (PUC), in Santiago de Chile is presented. The fourcampuses, which differ substantially in their architecture, size and the programmaticnature of the disciplines they house, were modelled as spatial configurations usingspace syntax methods. Observations of patterns of space use and movement werecarried out and a questionnaire survey of staff and students was used to elicit perceptualand reported communication network strengths for both academic staff andstudents. One might expect that, given the twin roles of a university institution in thegeneration of new knowledge and induction of alumni into a ?professional? socialsolidarity, the roles of global and local integration would tend to compete. Globalsegregation in combination with local integration can construct the conditions forstudents to appropriate the open space and generate a powerful local identity at thelevel of the academic unit. However, global integration appears to play an importantrole in making those local solidarities accessible to one another and therefore in thegeneration of new knowledge and solidarities. The data at hand, though exploratoryin nature, suggest that the dynamic is more complex: local identity of the disciplineappears to be a necessary component in the construction of interdisciplinary ?weak?networks at the scale of the institution as a whole

Implementation of an experimental platform for the social internet of things

The convergence of the Internet of Things (IoT) technologies with the social networking concepts has led to a new paradigm called the Social Internet of Things (SIoT), where the objects mimic the human behavior and create their own relationships based on the rules set by their owner. This is aimed at simplifying the complexity in handling the communications between billions of objects to the benefits of the humans. Whereas several IoT platforms are already available, the SIoT paradigm has represented only a field for pure research and simulations, until now. The aim of this paper is to present our implementation of a SIoT platform. We begin by analyzing the major IoT implementations, pointing out their common characteristics that could be re-used for our goal. We then discuss the major extensions we had to introduce on the existing platforms to introduce the functionalities of the SIoT. We also present the major functionalities of the proposed system: how to register a new social object to the platform, how the system manages the creation of new relationships, and how the devices create groups of members with similar characteristics. We conclude with the description of possible simple application scenarios

Career Development Program for Refugee and Migrant Youth

The Career Guidance for Refugee and Migrant Young People project is an initiative of the South Metropolitan Migrant Resource Centre funded by the Department of Education and Training. It aims to develop, pilot and evaluate a career development and planning program that specifically meets the learning levels and needs of refugee youth with low levels of education, cultural life skills and English language ability

The e-revolution and post-compulsory education: using e-business models to deliver quality education

The best practices of e-business are revolutionising not just technology itself but the whole process through which services are provided; and from which important lessons can be learnt by post-compulsory educational institutions. This book aims to move debates about ICT and higher education beyond a simple focus on e-learning by considering the provision of post-compulsory education as a whole. It considers what we mean by e-business, why e-business approaches are relevant to universities and colleges and the key issues this raises for post-secondary education

Learning from Digital Natives: Bridging Formal and Informal Learning. Final Report

Overview This report suggests that students are increasingly making use of a variety of etools (such as mobile phones, email, MSN, digital cameras, games consoles and social networking sites) to support their informal learning within formalised educational settings, and that they use the tools that they have available if none are provided for them. Therefore, higher education institutions should encourage the use of these tools. Aims and background This study aimed to explore how e-tools (such as mobile phones, email, MSN, digital cameras, games consoles and social networking sites) and the processes that underpin their use can support learning within educational institutions and help improve the quality of students’ experiences of learning in higher education (pgs 9-11). Methodology The study entailed: (i) desk research to identify related international research and practice and examples of integration of e-tools and learning processes in formal educational settings; (ii) a survey of 160 engineering and social work students across two contrasting Scottish universities (pre- and post-1992) – the University of Strathclyde and Glasgow Caledonian University – and follow-up interviews with eight students across the two subject areas to explore which technologies students were using for both learning and leisure activities within and outside the formal educational settings and how they would like to use such technologies to support their learning in both formal and informal settings; and (iii) interviews with eight members of staff from across the institutions and two subject areas to identify their perceptions of the educational value of the e-tools. (pgs 24-27). Key findings • Students reported making extensive use of a variety of both e-tools (such as mobile phones, email, MSN, digital cameras) and social networking tools (such as Bebo, MySpace, Wikipedia and YouTube) for informal socialisation, communication, information gathering, content creation and sharing, alongside using the institutionally provided technologies and learning environments. • Most of the students owned their own computer or had access to a sibling or parent’s computer. Many students owned a laptop but preferred not to bring it onto campus due to security concerns and because they found it too heavy to carry about. • Ownership of mobile phones was ubiquitous. • Whilst the students’ information searching literacy seemed adequate, the ability of these students to harness the power of social networking tools and informal processes for their learning was low. Staff reported using a few Web 2.0 and social software tools but they were generally less familiar with how these could be used to support learning and teaching. There were misconceptions surrounding the affordances of the tools and fears expressed about security and invasion of personal space. Considerations of the costs and the time it would take staff to develop their skills meant that there was a reluctance to take up new technologies at an institutional level. • Subject differences emerged in both staff and student perceptions as to which type of tools they would find most useful. Attitudes to Web 2.0 tools were different. Engineers were concerned with reliability, using institutional systems and inter-operability. Social workers were more flexible because they were focused on communication and professional needs. • The study concluded that digital tools, personal devices, social networking software and many of the other tools explored all have a large educational potential to support learning processing and teaching practices. Therefore, use of these tools and processes within institutions, amongst staff and students should be encouraged. • The report goes on to suggest ways in which the use of such technologies can help strengthen the links between informal and formal learning in higher education. The recommendations are grouped under four areas – pedagogical, socio-cultural, organisational and technological

Student Privacy in Learning Analytics: An Information Ethics Perspective

In recent years, educational institutions have started using the tools of commercial data analytics in higher education. By gathering information about students as they navigate campus information systems, learning analytics “uses analytic techniques to help target instructional, curricular, and support resources” to examine student learning behaviors and change students’ learning environments. As a result, the information educators and educational institutions have at their disposal is no longer demarcated by course content and assessments, and old boundaries between information used for assessment and information about how students live and work are blurring. Our goal in this paper is to provide a systematic discussion of the ways in which privacy and learning analytics conflict and to provide a framework for understanding those conflicts. We argue that there are five crucial issues about student privacy that we must address in order to ensure that whatever the laudable goals and gains of learning analytics, they are commensurate with respecting students’ privacy and associated rights, including (but not limited to) autonomy interests. First, we argue that we must distinguish among different entities with respect to whom students have, or lack, privacy. Second, we argue that we need clear criteria for what information may justifiably be collected in the name of learning analytics. Third, we need to address whether purported consequences of learning analytics (e.g., better learning outcomes) are justified and what the distributions of those consequences are. Fourth, we argue that regardless of how robust the benefits of learning analytics turn out to be, students have important autonomy interests in how information about them is collected. Finally, we argue that it is an open question whether the goods that justify higher education are advanced by learning analytics, or whether collection of information actually runs counter to those goods