Big data governance of personal health information and challenges to contextual integrity

Pervasive digitization and aggregation of personal health information (PHI), along with artificial intelligence (AI) and other advanced analytical techniques, hold promise of improved health and healthcare services. These advances also pose significant data governance challenges for ensuring value for individual, organizational, and societal stakeholders as well as individual privacy and autonomy. Through a case study of a controversial public-private partnership between Royal Free Trust, a National Health Service hospital system in the United Kingdom, and Alphabet’s AI venture DeepMind Health, we investigate how forms of data governance were adapted, as PHI data flowed into new use contexts, to address concerns of contextual integrity, which is violated when personal information collected in one use context moves to another use context with different norms of appropriateness.     

FOURTH ANNUAL CONFERENCE OF THE NATIONAL COUNCIL FOR JEWISH EDUCATION

Successful career development involves balancing the values and expectations held by oneself and by others regarding one's position and the roles played as part of the position. Due to the nature of their work, rabbis face special challenges with regard to balancing professional roles and expectations. Results from a study of Conservative rabbis are reported here, including the variety of roles played by rabbis, the value and expectations placed by rabbis regarding each of these roles, and his or her perception of the value and expectations placed by lay leaders on these roles. Implications related to rabbinic identity and education are discussed.     

Mindfulness for Teachers: A Pilot Study to Assess Effects on Stress,Burnout, and Teaching Efficacy

Despite the crucial role of teachers in fostering children's academic learning and social–emotional well‐being, addressing teacher stress in the classroom remains a significant challenge in education. This study reports results from a randomized controlled pilot trial of a modified Mindfulness‐Based Stress Reduction course (mMBSR) adapted specifically for teachers. Results suggest that the course may be a promising intervention, with participants showing significant reductions in psychological symptoms and burnout, improvements in observer‐rated classroom organization and performance on a computer task of affective attentional bias, and increases in self‐compassion. In contrast, control group participants showed declines in cortisol functioning over time and marginally significant increases in burnout. Furthermore, changes in mindfulness were correlated in the expected direction with changes across several outcomes (psychological symptoms, burnout, and sustained attention) in the intervention group. Implications of these findings for the training and support of teachers are discussed.     

Information and Communication Technology Challenges to Scientific Professional Identity

Increasingly, information and communication technology (ICT) uses are transforming professional activities and interactions in ways that challenge traditional assumptions about professional identity. In this article, we consider the ways in which the professional identities of research scientists in oceanography and marine biology are shaped by the use of ICTs. We draw empirical data from an ongoing study of scientific research collaborations that examines uses of basic communication technologies, as well as scientific technologies with embedded ICT components. Our analysis suggests that development and use of ICT-enabled scientific technologies are identity enhancing for many scientists, facilitating their development of unique areas of scientific knowledge. ICT-related changes in data collection, collaborative coordination, and scientific interaction also challenge traditional definitions of expertise and professional identity. An examination of these challenges directs attention to the project identities that form around ICT-enabled scientific technologies and the ways that those project identities are enacted through ICTs.     

Seeking Help in a Foreign Land: International Students' Use Patterns for a U.S. University Counseling Center

This archival study examined the use of a university counseling center's services by international students during a 5‐year period. Variables analyzed included clients' presenting concerns, students' demographic characteristics, number of counseling sessions attended, and reasons for termination. Implications for counselor training, outreach activities, and counseling services on college campuses are discussed.     

Using technology to break gender barriers: gender differences in teachers’ information and communication technology use in Saudi Arabian classrooms

How does teachers’ gender influence their information and communication technology-based instruction in Saudi Arabian government schools? Using unique data collected in Riyadh, Saudi Arabia, in 2014, the analyses presented here show that male and female teachers in intermediate school classrooms differently use information and communication technology. As one of the only completely gender-separated educational systems in the world, the differing pedagogies, knowledge and skills of teachers by gender in Saudi Arabia reveal the unique approaches that both the Saudi and technology context provide for students’ learning. Female teachers’ use of technology in the classroom is more frequent and of different types than that of males. Implications are discussed for teacher professional development and for understanding the important role of cultural context around gender and information and communications technology in education.