62,549 research outputs found

    "Virtual disenfranchisement": cyber election meddling in the grey zones of international law

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    This Article examines remotely conducted election meddling by cyber means in the context of international law and asks whether such cyber operations qualify as "internationally wrongful acts." An internationally wrongful act requires both a breach of a legal obligation owed by one State to another under international law and attribution of the act to the former. The Article considers three possible breaches related to such meddling-violation of the requirement to respect sovereignty, intervention into the internal affairs of another State, and, when the cyber operations are not attributable to the State from which they were launched, breach of the due diligence obligation that requires States to ensure cyber operations with serious adverse consequences are not mounted from their territory. The Article then examines the various modalities for attributing a cyber operation to a State under international law. Whether cyber meddling in another State's election is unlawful, as well as the severity thereof, determines the range of responses available to the victim State. The Article concludes that the law applicable to remotely conducted meddling in another State's election is unsettled, thereby comprising a normative grey zone ripe for exploitation by States and non-State actors

    Research education for diversity in educational research

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    Concern, expressed by government and other funding agencies and consumers of research, about the quality and relevance of research in the field of education affects not only the kind of research is conducted but also the way in which we educate researchers. The economic imperative for ‘value for money’ from research and researchers has, for instance, led to the education of research students to be seen increasingly in terms of training in a range of generic skills that can be applied to the investigation of a range of forms of research problem in a variety of contexts. Whilst breadth in the education of researchers has clear advantages, both for the careers of individual researchers and the wider research community, there is some tension between this approach and the more established view of a research degree as an induction into a narrow domain of knowledge and the production of a highly specialised academic identity. There are further developments that erode this notion of specialisation, for instance the growth of mixed method research, which has the potential to challenge the polarisation of qualitative and quantitative research, and shifts in the sites and agents of educational research signified by the growth of professional doctorates, which could further challenge the university as a dominant institution in the production of educational knowledge. In this paper I will explore what these developments mean for the teaching of research and consider how we can work collaboratively to develop both professional researchers and researching professionals, and reconcile the acquisition of skills with induction into specialised knowledge domains. This will involve exploration of both an overarching framework for thinking about the processes of doing research and specific examples of practice. Underlying the approach taken is a general commitment to research education, rather than to training and the teaching of methods, and the desire to ensure dynamism and diversity in educational research, in terms of approach, substantive focus and theoretical orientation, and of sites, practices and agents of knowledge production

    What lies beneath: lifting the lid on archaeological computing

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    Digital native identity development in virtual worlds

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    In the transition from childhood to adolescence, teens are engaged in defining who they are and finding a place in the wide world creates insecurity. Digital natives are growing up as part of digital generation where technology is ubiquitous in a young person’s life. One online technology commonly used by digital natives are virtual worlds. Increasingly, they have come to rely on this digital media to help them navigate the challenges and issues they face in this period of life. This paper presents a research framework designed to provide a road map for the IS community in conducting research into this new and exciting area of virtual worlds and their impact on digital native identity development

    Information requirements for enterprise systems

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    In this paper, we discuss an approach to system requirements engineering, which is based on using models of the responsibilities assigned to agents in a multi-agency system of systems. The responsibility models serve as a basis for identifying the stakeholders that should be considered in establishing the requirements and provide a basis for a structured approach, described here, for information requirements elicitation. We illustrate this approach using a case study drawn from civil emergency management

    The Effects of the Quantification of Faculty Productivity: Perspectives from the Design Science Research Community

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    In recent years, efforts to assess faculty research productivity have focused more on the measurable quantification of academic outcomes. For benchmarking academic performance, researchers have developed different ranking and rating lists that define so-called high-quality research. While many scholars in IS consider lists such as the Senior Scholar’s basket (SSB) to provide good guidance, others who belong to less-mainstream groups in the IS discipline could perceive these lists as constraining. Thus, we analyzed the perceived impact of the SSB on information systems (IS) academics working in design science research (DSR) and, in particular, how it has affected their research behavior. We found the DSR community felt a strong normative influence from the SSB. We conducted a content analysis of the SSB and found evidence that some of its journals have come to accept DSR more. We note the emergence of papers in the SSB that outline the role of theory in DSR and describe DSR methodologies, which indicates that the DSR community has rallied to describe what to expect from a DSR manuscript to the broader IS community and to guide the DSR community on how to organize papers for publication in the SSB

    Evidence synthesis on the occurrence, causes, consequences, prevention and management of bullying and harassment behaviours to inform decision making in the NHS

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    Background Workplace bullying is a persistent problem in the NHS with negative implications for individuals, teams, and organisations. Bullying is a complex phenomenon and there is a lack of evidence on the best approaches to manage the problem. Aims Research questions What is known about the occurrence, causes, consequences and management of bullying and inappropriate behaviour in the workplace? Objectives Summarise the reported prevalence of workplace bullying and inappropriate behaviour. Summarise the empirical evidence on the causes and consequences of workplace bullying and inappropriate behaviour. Describe any theoretical explanations of the causes and consequences of workplace bullying and inappropriate behaviour. Synthesise evidence on the preventative and management interventions that address workplace bullying interventions and inappropriate behaviour. Methods To fulfil a realist synthesis approach the study was designed across four interrelated component parts: Part 1: A narrative review of the prevalence, causes and consequences of workplace bullying Part 2: A systematic literature search and realist review of workplace bullying interventions Part 3: Consultation with international bullying experts and practitioners Part 4: Identification of case studies and examples of good practic

    Cognitive Science and Psychology

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    The protocol algorithm abstracted from a human cognizer's own narrative in the course of doing a cognitive task is an explanation of the corresponding mental activity in Pylyshyn's (1984) virtual machine model of mind. Strong equivalence between an analytic algorithm and the protocol algorithm is an index of validity of the explanatory model. Cognitive psychologists may not find the index strong equivalence useful as a means to ensure that a theory is not circular because (a) research data are also used as foundation data, (b) there is no justification for the relationship between a to﷓be﷓validated theory and its criterion of validity, and (c) foundation data, validation criterion and to﷓be﷓validated theory are not independent in cognitive science. There is also the difficulty with not knowing what psychological primitives are
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