Handling Policy Conflicts in Call Control

Policies are becoming increasingly important in modern computer systems as a mechanism for end users and organisations to exhibit a level of control over software. Policies have long been established as an effective mechanism for enabling appropriate access control over resources, and for enforcing security considerations. However they are now becoming valued as a more general management mechanism for large-scale heterogeneous systems, including those exhibiting adaptive or autonomic behaviour. In the telecommunications domain, features have been widely used to provide users with (limited) control over calls. However, features have the disadvantage that they are low-level and implementation-oriented in nature. Furthermore, apart from limited parameterisation of some features, they tend to be very inflexible. Policies, in contrast, have the potential to be much higher-level, goaloriented, and very flexible. This paper presents an architecture and its realisation for distributed and hierarchical policies within the telecommunications domain. The work deals with the important issue of policy conflict – the analogy of feature interaction

Developmental Delays in Executive Function from 3 to 5 Years of Age Predict Kindergarten Academic Readiness

Substantial evidence has established that individual differences in executive function (EF) in early childhood are uniquely predictive of children’s academic readiness at school entry. The current study tested whether growth trajectories of EF across the early childhood period could be used to identify a subset of children who were at pronounced risk for academic impairment in kindergarten. Using data that were collected at the age 3, 4, and 5 home assessments in the Family Life Project (N = 1,120), growth mixture models were used to identify 9% of children who exhibited impaired EF performance (i.e., persistently low levels of EF that did not show expected improvements across time). Compared to children who exhibited typical trajectories of EF, the delayed group exhibited substantial impairments in multiple indicators of academic readiness in kindergarten (Cohen’s ds = 0.9–2.7; odds ratios = 9.8–23.8). Although reduced in magnitude following control for a range of socioeconomic and cognitive (general intelligence screener, receptive vocabulary) covariates, moderate-sized group differences remained (Cohen’s ds = 0.2–2.4; odds ratios = 3.9–5.4). Results are discussed with respect to the use of repeated measures of EF as a method of early identification, as well as the resulting translational implications of doing so

Beyond the smart city:reflecting human values in the built environment

The paper presents a work in progress that will develop a tool for mapping and reflection upon human values within the context of the ‘smart’ city. As the rise in ‘smart’ city initiatives and implementation of technologies within the urban environment become more evident, citizens face irrevocable changes to their environment and their lives within the city. Such a reliance upon technological strategies to fix cities’ ills and a drive for constant innovation within the ‘smart’ city is largely being driven by technology companies and city leaders. Citizens must live with the consequences of such strategies which have the potential to change their environments in momentous ways. In order to develop new technologies within the urban environment Living Labs are becoming increasingly prevalent, enabling designers of technologies to engage with multiple stakeholders, including citizens, in the design and implementation of new products. We present a work in progress that develops a tool for the mapping of and reflection upon, human values in order to avoid unnecessary technologies being imposed upon citizens. Furthermore, we seek to engage those currently driving the ‘smart’ city agenda in envisioning an alternative future where consideration of citizen’s values and the effectiveness of the city takes priority over technology implementation for the sake of efficiencies. We present the need for this new tool as it goes further than existing methods in its potential for enabling citizens to develop clear understanding of the values present in the ‘smart’ city environment

The future of the computing curriculum:how the computing curriculum instills values and subjectivity in young people

In these early stages of implementation of the English computing curriculum policy reforms, there are uncertainties with regards to the intentions of computing to young people. To date, research regarding the English computing curriculum has been mostly concerned with the content of the curriculum, its delivery and surrounding pedagogy. In contrast this paper seeks to explore the underlying motivation and values embedded in the computing curriculum. We propose that this curriculum has been driven by the needs of industry and the economy. We use Schwartz’s values to examine how the teaching of computing has been primarily embedded within the value of self-enhancement. We conclude, that by looking at this context and the underlying value structure, we can reflect on the dramatic effects of the narrative and discourse around the content, delivery and purpose of teaching computing to young people. We propose the narratives of curriculum, influence pedagogy and this in turn, has a powerful impact on the young people’s view of themselves and the world we want to equip them to create

Developing radical-digital interventions to tackle loneliness amongst the elderly

Loneliness is a growing issue amongst older people and one popular approach to tackling it is by developing non-medical interventions such as befriending services, mentoring provisions, social clubs, etc. Our analysis reveals that these interventions are predominantly incremental-physical in nature and that there is a lack of radical-digital ones. In this paper we discuss the properties of digital technologies that can be potentially helpful for the elderly and we suggest that social innovation provides a robust theoretical framework to conceive radical-digital loneliness interventions. We also draw parallels between loneliness interventions based on social innovation and the emerging ‘sharing economy’ in the digital world and discuss the role of third paradigm of HCI research in this area

Toward a sustainability lexicon and pattern language?

This paper summarizes the argument put forth in the lead author’s PhD dissertation, which has been supervised by the coauthors [9]. The dissertation examines key assumptions underpinning both Sustainable HCI and its related counterpart, Green IT. It is argued that these discourses, along with their specific appropriation of the term ‘sustainability’, reinforce a set of values that ultimately undermine its solutions and limit its impact. An alternative discourse is proposed that avoids reinforcement of problematic values, and radically different conception of ‘sustainability’, and the role that computing may play in contributing to a ‘sustainable’ future, is proposed in a new discourse, namely Cyber-Sustainability. For this summary, the discussion will focus specifically on Sustainable HCI discourse, and the implications for future research by this community

Fostering social innovation for active ageing

Age-related loneliness is a major social issue as it is increasing alongside an upward global population trend which predicts that nearly 22% of the world population will be aged 60 years or over by 2050 (Rutherford, 2012). This ‘silver tsunami’ (Cacioppo and Patrick, 2008) represents an unprecedented growth of the elderly population and is likely to exert socioeconomic pressures globally in the form of healthcare needs etc. (Dychtwald and Flower, 1989, O'Connor, 2014). Recent surveys conducted in many parts of the world such as the USA, the UK and Japan etc. reveal this plight of the elderly as many older people report feeling lonely ‘often’ (Hawkley and Cacioppo, 2007, Marsh, 2014, Kim et al., 2009). The examination of current methods and techniques aimed at combating age-related loneliness in order to recognize any ‘patterns’ (Alexander et al., 1977) reveals that the current thinking around developing such interventions predominantly adopts an incremental approach (Sharma et al., 2015). Sharma et al. highlight a gap in knowledge exemplified by the lack of radical-digital interventions, and suggest that more experimentation is required in this area to understand the strengths, or more to the point the limitations of radical-digital interventions (2015). In this paper, we recognise that the Activity Theory of Ageing (ATA) (Havighurst, 1961) provides a good foundation for developing effective radical-digital strategies for tackling loneliness amongst older adults and we highlight its potential and restraints in this area. The application of ATA looks to encourage or support older adults in remaining active beyond middle age by finding replacements for ‘lost roles’ and social positions (Diggs, 2007). Because ATA is fundamentally fixated on the individual as a unit of analysis, its desired ‘social’ applicability is naturally then, restricted. We propose that the social restraints of ATA can be eased by bringing social innovation into the equation, which by its very nature, focuses on fostering communal environments that are conducive to bottom-up innovation (Manzini and DESIS Network, 2014). We argue that this shift in focus from ‘an individual’ to ‘the society’ can potentially involve previously unengaged stakeholders in innovative and unimagined ways and provide ATA with a means to explore wider contexts. We examine both these theoretical frameworks to discuss how a hybridisation of ATA and Social Innovation can allow for a significant movement away from the dominant incremental approach to developing loneliness interventions. We call this hybrid approach Social Innovation for Active Ageing (SIFAA). Having discussed how we developed the SIFAA approach, we discuss the findings from our Action Research project where we developed a radical-digital loneliness intervention for older adults based on SIFAA. Our prototype involves getting older adults in the UK, to speak to young students in India via videoconferencing in order to help the students improve their English-speaking skills. The contributions of our paper are two-fold. Theoretically, we contribute to the extension of ATA’s and Social Innovation's capabilities by combining them together, and on a practical note, we share actionable insights from our operationalising of a SIFAA-based radical-digital loneliness intervention

Exploring sustainability research in computing:where we are and where we go next

This paper develops a holistic framework of questions mo- tivating sustainability research in computing in order to en- able new opportunities for critique. Analysis of systemat- ically selected corpora of computing publications demon- strates that several of these question areas are well covered, while others are ripe for further exploration. It also pro- vides insight into which of these questions tend to be ad- dressed by different communities within sustainable com- puting. The framework itself reveals discursive similarities between other existing environmental discourses, enabling reflection and participation with the broader sustainability debate. It is argued that the current computing discourse on sustainability is reformist and premised in a Triple Bottom Line construction of sustainability, and a radical, Quadruple Bottom Line alternative is explored as a new vista for com- puting research

Increasing academic diversity and inter-disciplinarity of Computer Science in Higher Education

Computer Science education has changed significantly over the last decade, including UK national curriculum changes and the Office for Students' Institute of Coding, resulting in an increased focus on widening participation. Key stages 3/4 have moved away from ICT provision towards more rigorous Computer Science, while Higher Education has sought to draw in students who do not see themselves as future Computer Scientists nor see the relevance of those skills to their future careers. We present the design for a 40 credit, whole-year programme at Lancaster University comprising one-third of a student’s first year. Targeting non-Computer Science students with no previous experience, the objective is to develop realistic, practical Computer Science skills that students can independently apply to relevant problems in their major degree programme and future career. We focus on two significant aspects of the programme. Firstly, the overall programme requires flexibility to accommodate studying in parallel with a student's major. Blended learning replaces lectures with online videos, slides, and quizzes, supported with face-to-face staff time in weekly studios designed around collaboration. We discuss overcoming the challenges this presents around motivation, engagement, equality, student support, and general course design. We also compare our year-long course design, intended to give practical inter-disciplinary skills across Computer Science topics, with recent literature mostly involving short-duration workshops or modules, usually heavily focused on programming. Secondly, recruitment materials were carefully designed to encourage interest from an academically diverse range of major programmes that typically do not take Computer Science modules. Core to this was addressing the gender and social diversity challenges present, and to illustrate the impact Computer Science skills could have on other majors and society. We discuss the impact of our re-designed learning spaces and curriculum, along with the student diversity data, and staff feedback