Privacy Issues of the W3C Geolocation API

The W3C's Geolocation API may rapidly standardize the transmission of location information on the Web, but, in dealing with such sensitive information, it also raises serious privacy concerns. We analyze the manner and extent to which the current W3C Geolocation API provides mechanisms to support privacy. We propose a privacy framework for the consideration of location information and use it to evaluate the W3C Geolocation API, both the specification and its use in the wild, and recommend some modifications to the API as a result of our analysis

Queering lesbian, gay, bisexual and transgender identities in human resource development and management education contexts

Taking human resource development as its primary context, this article asks, ‘How can scholars mobilise queer theory concepts to move beyond treating lesbian, gay, bisexual and transgender identities as binaried, bounded and stable categories?’ While human resource development scholarship has made important, albeit limited, progress here, this article provides a review of queer theory to help scholars engage more deeply with some of its key concepts and theoretical resources to that end. In particular, one of this article’s main contributions is advancing the nascent in-roads Judith Butler’s writing has made into human resource development, management education and learning by linking her theory of gender performativity with the notion of cultural intelligibility. The aim of the article is to show how lesbian, gay, bisexual and transgender identity categories can be destabilised so that they can be examined queerly: performatively constituted and permanently open to contestation and resignification. Crucially, the wider applications and implications of queer theory are drawn out, such as how queer pedagogy can inform management education. This article also highlights possibilities for management learning scholars to queer other identities (e.g. heterosexual), organisations and modes of organising

Instructional Models for Course-Based Research Experience (CRE) Teaching

The course-based research experience (CRE) with its documented educational benefits is increasingly being implemented in science, technology, engineering, and mathematics education. This article reports on a study that was done over a period of 3 years to explicate the instructional processes involved in teaching an undergraduate CRE. One hundred and two instructors from the established and large multi-institutional SEA-PHAGES program were surveyed for their understanding of the aims and practices of CRE teaching. This was followed by large-scale feedback sessions with the cohort of instructors at the annual SEA Faculty Meeting and subsequently with a small focus group of expert CRE instructors. Using a qualitative content analysis approach, the survey data were analyzed for the aims of inquiry instruction and pedagogical practices used to achieve these goals. The results characterize CRE inquiry teaching as involving three instructional models: 1) being a scientist and generating data; 2) teaching procedural knowledge; and 3) fostering project ownership. Each of these models is explicated and visualized in terms of the specific pedagogical practices and their relationships. The models present a complex picture of the ways in which CRE instruction is conducted on a daily basis and can inform instructors and institutions new to CRE teaching

Privacy is an essentially contested concept: a multi-dimensional analytic for mapping privacy.

The meaning of privacy has been much disputed throughout its history in response to wave after wave of new technological capabilities and social configurations. The current round of disputes over privacy fuelled by data science has been a cause of despair for many commentators and a death knell for privacy itself for others. We argue that privacy's disputes are neither an accidental feature of the concept nor a lamentable condition of its applicability. Privacy is essentially contested. Because it is, privacy is transformable according to changing technological and social conditions. To make productive use of privacy's essential contestability, we argue for a new approach to privacy research and practical design, focused on the development of conceptual analytics that facilitate dissecting privacy's multiple uses across multiple contexts.This article is part of the themed issue 'The ethical impact of data science'

Privacy is an essentially contested concept: a multi-dimensional analytic for mapping privacy.

The meaning of privacy has been much disputed throughout its history in response to wave after wave of new technological capabilities and social configurations. The current round of disputes over privacy fuelled by data science has been a cause of despair for many commentators and a death knell for privacy itself for others. We argue that privacy's disputes are neither an accidental feature of the concept nor a lamentable condition of its applicability. Privacy is essentially contested. Because it is, privacy is transformable according to changing technological and social conditions. To make productive use of privacy's essential contestability, we argue for a new approach to privacy research and practical design, focused on the development of conceptual analytics that facilitate dissecting privacy's multiple uses across multiple contexts.This article is part of the themed issue 'The ethical impact of data science'

Organizing design patterns for privacy: a taxonomy of types of relationships

There has recently been an upsurge of legislative, technical and organizational frameworks in the field of privacy which recommend, and even mandate the need to consider privacy issues in the design of information systems. Privacy design patterns have been acknowledged as a useful tool to support engineers in this complex task, as they leverage best-practices which are already available in the engineering community. There are currently different privacy pattern catalogs coexisting, however, an ongoing effort is being made to unify these scattered contributions into one comprehensive system of patterns. To this end, the relationships between the privacy patterns must be expressed consistently. However, the catalogs available describe pattern relationships at different, incompatible levels of detail, or do not describe them at all. To solve this problem, this paper presents a taxonomy of types of relationships that can be used to describe the relationships between privacy patterns. This taxonomy has been validated against each individual catalog to ensure its applicability in the unified privacy pattern system