Real-world Machine Learning Systems: A survey from a Data-Oriented Architecture Perspective

Machine Learning models are being deployed as parts of real-world systems with the upsurge of interest in artificial intelligence. The design, implementation, and maintenance of such systems are challenged by real-world environments that produce larger amounts of heterogeneous data and users requiring increasingly faster responses with efficient resource consumption. These requirements push prevalent software architectures to the limit when deploying ML-based systems. Data-oriented Architecture (DOA) is an emerging concept that equips systems better for integrating ML models. DOA extends current architectures to create data-driven, loosely coupled, decentralised, open systems. Even though papers on deployed ML-based systems do not mention DOA, their authors made design decisions that implicitly follow DOA. The reasons why, how, and the extent to which DOA is adopted in these systems are unclear. Implicit design decisions limit the practitioners' knowledge of DOA to design ML-based systems in the real world. This paper answers these questions by surveying real-world deployments of ML-based systems. The survey shows the design decisions of the systems and the requirements these satisfy. Based on the survey findings, we also formulate practical advice to facilitate the deployment of ML-based systems. Finally, we outline open challenges to deploying DOA-based systems that integrate ML models.Comment: Under revie

Bullying in a networked era: a literature review

This research update presents an aggregation and summary of recent academic literature on youth bullying. The purpose of this document is to “translate” scholarly research for a concerned public audience, which may include but is not limited to parents, caregivers, educators, and practitioners. This translation highlights recent findings and developments in the literature and makes them accessible to the informed but non-expert reader. The document’s two guiding questions are “What is bullying?” (Section I) and “What can be done about bullying?” (Section II). Section I begins with a brief overview of key definitions and related research conversations and then addresses bullying’s prevalence, the types of individuals involved in bullying, the characteristics of individuals involved and the consequences of their involvement, and community-level dynamics related to bullying. Section II covers four areas where action has been taken to address problems associated with bullying – school policy, curricula, school climate, and parents – and ends on a note about approaches that mix or cut across these areas. The purpose is to render lessons learned from research and assessment accessible to those interested in deepening or expanding their knowledge of bullying-related issues

Supporting community engagement through teaching, student projects and research

The Education Acts statutory obligations for ITPs are not supported by the Crown funding model. Part of the statutory role of an ITP is “... promotes community learning and by research, particularly applied and technological research ...” [The education act 1989]. In relation to this a 2017 TEC report highlighted impaired business models and an excessive administrative burden as restrictive and impeding success. Further restrictions are seen when considering ITPs attract < 3 % of the available TEC funding for research, and ~ 20 % available TEC funding for teaching, despite having overall student efts of ~ 26 % nationally. An attempt to improve performance and engage through collaboration (community, industry, tertiary) at our institution is proving successful. The cross-disciplinary approach provides students high level experience and the technical stretch needed to be successful engineers, technologists and technicians. This study presents one of the methods we use to collaborate externally through teaching, student projects and research

Privacy, security, and trust issues in smart environments

Recent advances in networking, handheld computing and sensor technologies have driven forward research towards the realisation of Mark Weiser's dream of calm and ubiquitous computing (variously called pervasive computing, ambient computing, active spaces, the disappearing computer or context-aware computing). In turn, this has led to the emergence of smart environments as one significant facet of research in this domain. A smart environment, or space, is a region of the real world that is extensively equipped with sensors, actuators and computing components [1]. In effect the smart space becomes a part of a larger information system: with all actions within the space potentially affecting the underlying computer applications, which may themselves affect the space through the actuators. Such smart environments have tremendous potential within many application areas to improve the utility of a space. Consider the potential offered by a smart environment that prolongs the time an elderly or infirm person can live an independent life or the potential offered by a smart environment that supports vicarious learning