Privacy as Trust: Information Privacy for an Information Age (2018)

It seems like there is no such thing as privacy anymore. But the truth is that privacy is in danger only because we think about it in narrow, limited, and outdated ways. In this transformative work, Ari Ezra Waldman, leveraging the notion that we share information with others in contexts of trust, offers a roadmap for data privacy that will better protect our information in a digitized world. With case studies involving websites, online harassment, intellectual property, and social robots, Waldman shows how \u27privacy as trust\u27 can be applied in the most challenging real-world contexts to make privacy work for all of us. This book should be read by anyone concerned with reshaping the theory and practice of privacy in the modern world. Proposes a new way of understanding privacy and privacy law Contains no jargon and is accessibly written The book is interdisciplinary, and it includes law and social scienceshttps://digitalcommons.nyls.edu/fac_books/1088/thumbnail.jp

How might teachers enable self-confidence? A review study

In the context of learner-centred learning and curricular reform, self-confidence is invoked as an important construct. However, there is no easily available research-informed guidance on what self-confidence means for the professional teacher. This study uses the analytic technique of Concept Analysis to review psychology and education literatures to provide a 'take-home' message for teachers. The review identifies conceptual artefacts (ideas, theories, concepts which explain, connect, predict or apply knowledge) that the teacher can appropriate in order to enable learner self-confidence. These conceptual artefacts are classified in three groups: characterising self-confidence; self-judgements of confidence; and factors that influence the development of self-confidence. The review finds self-confidence to be a robust and stable psychological construct, best promoted through teachers' attention to learners' development of knowledge and engagement in socially designed learning activities. It further finds that teachers' attention to activities which involve learners' self-regulation are of importance

Role of B-Schools in enhancing learnability and employability

India is set to become the world’s youngest country with 64% of its population in the working age of 20-59 by 2020(19). This demographic dividend offers India an unprecedented edge & could add a significant 2% to the GDP growth rate. The country needs a productive workforce that can make a significant contribution to India’s economic development. With employability posing a major challenge and the kind of disruption that’s taking place across the world, lifelong learning seems to be the only way to stay employable in the future. Learnability is something, which everyone needs to emulate and practice i.e. youngsters need to increase their learnings; educators need to update themselves on a continuous basis and employers need to measure and facilitate learning by their employees. With the recent Covid-19 Global Pandemic, it is set to disrupt the conventional classroom teaching and open up new vistas for Learnability. Skills development and employment generation are critical factors from a sustainability viewpoint. Hence, B-schools in particular & other stake holders in general need to pay attention to this aspect on priority, lest the promising advantage of demographic dividend might wither away. The purpose of the paper is to look at the concept of Learnability, its importance and its impact on employability. Secondly what's that B- schools need to do to improve Learnability. In the process, the authors also look some of the B- schools & their various initiatives taken in this regard. This is purely an exploratory study based on secondary data, review of literature and expected to emphasize on the importance of Learnability

Joint observation of student teaching and related tripartite dialogue during field experience : Partner perspectives

Peer reviewedPostprin

Ontological insecurity of inattentiveness:Conceptualizing how risk management practices impact on patient recovery when admitted to an acute psychiatric hospital

This is the final version. Available from Wiley via the DOI in this record. DATA AVAILABILITY STATEMENT: The data that support the findings of this study are available from the corresponding author upon reasonable request.Risk management which assesses and mitigates risks such as suicide and violence is under scrutiny, particularly within psychiatric inpatient settings. Restrictive practices, which result from risk assessment, such as observations, physical restraint and ward seclusion can impact negatively on patient recovery, hindering abilities to develop a meaningful life that emphasizes purpose, hope and autonomy, despite experiencing mental distress. Yet, less is known about the impact from the patient's perspective when first admitted to hospital, a period which among other reasons may come with increasing risk management practices owing to the clinical uncertainties about patient risks. In this grounded theory study, we explore the impact on recovery, interviewing 15 adult participants with patient experiences of being in an acute hospital. The main theme of the study, termed a core category with a grounded theory, was identified as "ontological insecurity of inattentiveness". This highlighted a staff inattentiveness with involving patients with risk management and explaining the purposes of the practice, which raised insecurities about what was happening to the patients when admitted to hospital. Four subcategories support the core category; discounting the patients' experiences to gain a meaningful grasp of risk management, ambiguity about risk management rules, particularly the reasons around their use, forebodingness to the hospital environment and, management from afar, with patients feeling scrutinized from observations without a voice to offer different views. It is hoped these findings will add to the field of patient involvement in psychiatric inpatient settings, proposing attempts to raise understanding and inclusivity of risk management, starting when first admitted to hospital

The Emotivism of Law. Systematic Irrationality, Imagined Orders, and the Spirit of Decision Making

The process of decision making is predictable and irrational according to Daniel Ariely and other economic behaviorists, historians, and philosophers such as Daniel Kahneman or Yuval Noah Harari. Decisions made anteriorly can be, but don’t have to be, present in the actions of a person. Stories and shared belief in myths, especially those that arise from a system of human norms and values and are based on a belief in a “supernatural” order (religion) are important. Because of this, mass cooperation amongst strangers is possible

Development of Trust in an Online Breast Cancer Forum: A Qualitative Study

Background: Online health forums provide peer support for a range of medical conditions, including life-threatening and terminal illnesses. Trust is an important component of peer-to-peer support, although relatively little is known about how trust forms within online health forums. Objective: The aim of this paper is to examine how trust develops and influences sharing among users of an online breast cancer forum. Methods: An interpretive qualitative approach was adopted. Data were collected from forum posts from 135 threads on nine boards on the UK charity, Breast Cancer Care (BCC). Semi-structured interviews were conducted with 14 BCC forum users. Both datasets were analysed thematically using Braun and Clarke’s [2006] approach and combined to triangulate analysis. Results: Trust operates in three dimensions, structural, relational and temporal, which intersect with each other and do not operate in isolation. The structural dimension relates to how the affordances and formal rules of the site affected trust. The relational dimension refers to how trust was necessarily experienced in interactions with other forum users: it emerged within relationships and was a social phenomenon. The temporal dimension relates to how trust changed over time and was influenced by the length of time users spent on the forum. Conclusions: Trust is a process that changes over time, and which is influenced by structural features of the forum and informal but collectively understood relational interactions among forum users. The study provides a better understanding of how the intersecting structural, relational and temporal aspects that support the development of trust facilitate sharing in online environments. These findings will help organisations developing online health forums

How Doctoral Students in a Formal Leadership Program Conceptualize Followership: A Mixed-Methods Study

The purpose of this exploratory mixed-methods study was to determine how doctoral students in a formal leadership program conceptualize followership. The methods used to conduct this analysis included distributing a Qualtrics (released in August 2022) survey and conducting one-on-one interviews with a sample of degree-seeking doctoral students within a formal leadership program. The researcher collected quantitative and qualitative data addressing students’ followership style, leadership attitudes and beliefs, and perceptions of followership. These data were analyzed concurrently using a triangulation design. A total of 67 students completed the survey, and seven students were interviewed. The findings revealed that the participants employ an exemplary followership style, exercise systemic thinking, and hold a prototypic and antiprototypic view of followers. As followers, the participants described themselves as actively supporting the leader, organization, and team while taking the initiative to go above and beyond in problem-solving and executing their roles. Further, they emphasized the importance of developing rapport with their leader(s) and colleagues because they view leadership as a collective process that is relationship oriented. Moreover, they believe they add value to that process regardless of the role they hold. Although their perceptions of followership encompass a continuum of negative and positive follower attributes, they assume that most followers are proactive and interactive in their work with the leader(s) and members of the organization. Keywords: follower, followership, leadership, higher education, mixed-method

Parents' future visions for their autistic transition-age youth: hopes and expectations

Researchers have documented that young adults with autism spectrum disorder have poor outcomes in employment, post-secondary education, social participation, independent living, and community participation. There is a need to further explore contributing factors to such outcomes to better support successful transitions to adulthood. Parents play a critical role in transition planning, and parental expectations appear to impact young adult outcomes for autistic individuals. The aim of this study was to explore how parents express their future visions (i.e. hopes and expectations) for their autistic transition-age youth. Data were collected through focus groups and individual interviews with 18 parents. Parents' hopes and expectations focused on eight primary domains. In addition, parents often qualified or tempered their stated hope with expressions of fears, uncertainty, realistic expectations, and the perceived lack of guidance. We discuss our conceptualization of the relations among these themes and implications for service providers and research.Accepted manuscrip

Responsible research and innovation in science education: insights from evaluating the impact of using digital media and arts-based methods on RRI values

The European Commission policy approach of Responsible Research and Innovation (RRI) is gaining momentum in European research planning and development as a strategy to align scientific and technological progress with socially desirable and acceptable ends. One of the RRI agendas is science education, aiming to foster future generations' acquisition of skills and values needed to engage in society responsibly. To this end, it is argued that RRI-based science education can benefit from more interdisciplinary methods such as those based on arts and digital technologies. However, the evidence existing on the impact of science education activities using digital media and arts-based methods on RRI values remains underexplored. This article comparatively reviews previous evidence on the evaluation of these activities, from primary to higher education, to examine whether and how RRI-related learning outcomes are evaluated and how these activities impact on students' learning. Forty academic publications were selected and its content analysed according to five RRI values: creative and critical thinking, engagement, inclusiveness, gender equality and integration of ethical issues. When evaluating the impact of digital and arts-based methods in science education activities, creative and critical thinking, engagement and partly inclusiveness are the RRI values mainly addressed. In contrast, gender equality and ethics integration are neglected. Digital-based methods seem to be more focused on students' questioning and inquiry skills, whereas those using arts often examine imagination, curiosity and autonomy. Differences in the evaluation focus between studies on digital media and those on arts partly explain differences in their impact on RRI values, but also result in non-documented outcomes and undermine their potential. Further developments in interdisciplinary approaches to science education following the RRI policy agenda should reinforce the design of the activities as well as procedural aspects of the evaluation research