Towards Maximising Openness in Digital Sensitivity Review using Reviewing Time Predictions

The adoption of born-digital documents, such as email, by governments, such as in the UK and USA, has resulted in a large backlog of born-digital documents that must be sensitivity reviewed before they can be opened to the public, to ensure that no sensitive information is released, e.g. personal or confidential information. However, it is not practical to review all of the backlog with the available reviewing resources and, therefore, there is a need for automatic techniques to increase the number of documents that can be opened within a fixed reviewing time budget. In this paper, we conduct a user study and use the log data to build models to predict reviewing times for an average sensitivity reviewer. Moreover, we show that using our reviewing time predictions to select the order that documents are reviewed can markedly increase the ratio of reviewed documents that are released to the public, e.g. +30% for collections with high levels of sensitivity, compared to reviewing by shortest document first. This, in turn, increases the total number of documents that are opened to the public within a fixed reviewing time budget, e.g. an extra 200 documents in 100 hours reviewing

Active Learning Strategies for Technology Assisted Sensitivity Review

Government documents must be reviewed to identify and protect any sensitive information, such as personal information, before the documents can be released to the public. However, in the era of digital government documents, such as e-mail, traditional sensitivity review procedures are no longer practical, for example due to the volume of documents to be reviewed. Therefore, there is a need for new technology assisted review protocols to integrate automatic sensitivity classification into the sensitivity review process. Moreover, to effectively assist sensitivity review, such assistive technologies must incorporate reviewer feedback to enable sensitivity classifiers to quickly learn and adapt to the sensitivities within a collection, when the types of sensitivity are not known a priori. In this work, we present a thorough evaluation of active learning strategies for sensitivity review. Moreover, we present an active learning strategy that integrates reviewer feedback, from sensitive text annotations, to identify features of sensitivity that enable us to learn an effective sensitivity classifier (0.7 Balanced Accuracy) using significantly less reviewer effort, according to the sign test (p < 0.01 ). Moreover, this approach results in a 51% reduction in the number of documents required to be reviewed to achieve the same level of classification accuracy, compared to when the approach is deployed without annotation features

A design pattern for responsible information systems education

This paper explores the idea of responsible systems design. To do so, it examines a case study - the accreditation of Information Systems (IS) courses by the professional body. A professionally accredited educational program, like any other non-trivial design product, represents the balancing of competing influences, ideas and stakeholders. The case is particularly relevant because there have been significant changes in the context of Australian IS education recently that have made more complex the task of designing educational systems in a responsible manner. A general approach to addressing this complexity is articulated here as a design pattern to guide IS educational design. The pattern identifies the influences on design, the processes and products of design and the feedback mechanism required to demonstrate that stakeholder requirements are satisfied. Design tensions and principles arising from the model are discussed and future work identified<br /

Information Systems Foundations - Karl Popper's Third World

The various information professions have matured separately over the years, developing different bodies of theory and practice to meet their evolving purposes and needs. A problem arises however, when different information professions address the same knowledge domain and there is no explicit correspondence between the conceptual structures embedded independently in each. In this situation, a knowledge worker involved in the domain is faced with a range of possibly incompatible structures presented in different forms by a range of information professions. This is a common problem that is being exacerbated by the explosion in information production and the widening access to information distribution technology, notably the World Wide Web. Information Systems now need to combine the best of what the information professions in a domain have to offer the domain’s knowledge workers. This paper examines the problem by exploring one of the foundations of the information disciplines - Karl Popper’s 3 Worlds theory, applying it to a case study and suggesting that the Information Systems discipline alone has a sufficiently broad agenda to integrate the various Informatics themes needed to support today’s knowledge workers

Characterisation of bacterioplankton communities in the meltwater ponds of Bratina Island, Victoria Land, Antarctica

A unique collection of Antarctic aquatic environments (meltwater ponds) lies in close proximity on the rock and sediment-covered undulating surface of the McMurdo Ice Shelf, near Bratina Island (Victoria Land, Antarctica). During the 2009–10 mid-austral summer, sets of discrete water samples were collected across the vertical geochemical gradients of five meltwater ponds (Egg, P70E, Legin, Salt and Orange) for geochemical and microbial community structure analysis. Bacterial DNA fingerprints (using Automated Ribosomal Intergenic Spacer Analysis) statistically clustered communities within ponds based on ANOSIM (R = 0.766, P = 0.001); however, one highly stratified pond (Egg) had two distinct depth-related bacterial communities (R = 0.975, P = 0.008). 454 pyrosequencing at three depths within Egg also identified phylum level shifts and increased diversity with depth, Bacteroidetes being the dominant phyla in the surface sample and Proteobacteria being dominant in the bottom two depths. BEST analysis, which attempts to link community structure and the geochemistry of a pond, identified conductivity and pH individually, and to a lesser extent Ag109, NO2 and V51 as dominant influences to the microbial community structure in these ponds. Increasing abundances of major halo-tolerant OTUs across the strong conductivity gradient reinforce it as the primary driver of community structure in this stud

Evidence of global-scale aeolian dispersal and endemism in isolated geothermal microbial communities of Antarctica

New evidence in aerobiology challenges the assumption that geographical isolation is an effective barrier to microbial transport. However, given the uncertainty with which aerobiological organisms are recruited into existing communities, the ultimate impact of microbial dispersal is difficult to assess. To evaluate the ecological significance of global-scale microbial dispersal, molecular genetic approaches were used to examine microbial communities inhabiting fumarolic soils on Mt. Erebus, the southernmost geothermal site on Earth. There, hot, fumarolic soils provide an effective environmental filter to test the viability of organisms that have been distributed via aeolian transport over geological time. We find that cosmopolitan thermophiles dominate the surface, whereas endemic Archaea and members of poorly understood Bacterial candidate divisions dominate the immediate subsurface. These results imply that aeolian processes readily disperse viable organisms globally, where they are incorporated into pre-existing complex communities of endemic and cosmopolitan taxa

Voting at 16 – lessons for the future from the Scottish Referendum

The 2014 Referendum on Scottish independence raised many issues about the future of Scotland. It also produced an innovation as regards the electoral process by making 16 years the minimum age of participation. This article examines issues surrounding the voting age and draws on a schools-based study, which shed light on teacher and pupil opinion about this lower than usual threshold for voting. It is also concerned with how schools cover the teaching of politics and prepared students for the Referendum debate within a context of expected neutrality on a highly divisive matter. Some implications of extending the lower voting age for future elections are discussed