A Strategy for Operationalizing Privacy by Design

Recent controversies surrounding privacy have sparked a move by regulators toward the idea of privacy by design (PbD), a concept pioneered by Ontario Information and Privacy Commissioner Ann Cavoukian. Industry has also started to recognize the importance of taking privacy seriously, with various PbD corporate initiatives currently underway. However, some commentators have criticized PbD for being too vague. Using three case studies and a range of best practice examples of PbD, privacy impact assessments (PIAs), and privacy-enhancing technologies (PETs), this article addresses the gap between the abstract principles of PbD and their operationalization into more concrete implementation guidelines for software engineers.     

The impact of childhood foster care and other out-of-home placement on homeless women and their children

OBJECTIVE: This study compares homeless women who had childhood histories of foster care or other out-of-home placement to those who have not. METHOD: A countywide probability sample of homeless women (n = 179) received structured interviews. RESULTS: One-third of homeless women reported being raised apart from their parents. Among women with children under age 18, most (61.5%) had children who had lived in foster care or other out-of-home placements. Variables associated with homeless mothers' children living in foster care or other out-of-home placements were: Child was school-age, mother was age 35 or older, mother had a current alcohol or drug use disorder, mother experienced childhood sexual abuse, and mother ran away from home (when under age 18). CONCLUSIONS: Parenting is difficult for homeless mothers who may need to place their children with others to facilitate school attendance. Parent-child interaction may be problematic in family shelters where privacy is rare. Thus, programs promoting family preservation for homeless mothers should provide parenting support as well as permanent housing.     

Relational Commitment and the Silent Treatment

When upset with a relational partner, intimates often enact the silent treatment, although it can harm their relationships. This study investigates the degree to which relational commitment predicts a person's self-reported use of the silent treatment. Undergraduate daters indicated their relational commitment, their use of the silent treatment when upset with their partner, and what they do if the partner asks if they are upset. Relational commitment was negatively related to using the silent treatment and stonewalling when the partner asked if there was a problem. Relational commitment was only positively related to admitting being upset when the partner asked if there was a problem. Study limitations and future research implications are discussed.     

Time motion analysis of 2001 and 2002 super 12 rugby

The aim of this study was to quantify movements of Super 12 rugby players in competition because information on elite rugby players' movements is unavailable. Players were categorized into forwards [front (n = 16) and back row (n = 15)] and backs [inside (n = 9) and outside backs (n = 7)] and their movements analysed by video-based time motion analysis. Movements were classified as rest (standing, walking and jogging) and work (striding, sprinting, static exertion, jumping, lifting or tackling). The total time, number and duration of individual activities were assessed, with differences between groups evaluated using independent sample t-tests (unequal variances), while differences between halves were assessed with paired sample t-tests. Forwards had 7:47 min:s (95% confidence limits: 6:39 to 8:55 min:s, P<0.01) more time in static exertion than backs, but backs spent 0:52 (0:34 to 1:09, P = 0.01) min:s more time sprinting than forwards, and had a 0.7 (0.3 to 1.2, P = 0.01) s longer duration of each sprint. Forwards spent 7:31 (5:55 to 9:08) min:s more time in work activities (P = 0.01) and had 2.1 (1.3 to 2.8) s longer work durations (P<0.01) than backs. The results indicate frequent short duration (<4 s) work efforts followed by moderate duration (<20 s) rest for forwards, and extended (>100 s) rest duration for backs. High-intensity efforts involved static exertion for forwards (mean +/- standard deviation frequency = 80 +/- 17) and sprinting for backs (27 +/- 9). In conclusion, after nearly a decade since becoming professional, elite rugby union is still characterized by highly intense, intermittent movement patterns and marked differences in the competition demands of forwards and backs.     

1265: An examination of some of the management implications of directed time

This enquiry seeks to establish how some secondary school headteachers have directed their DEs‐prescribed allocation of 1265 hours. Investigations focus particularly on those management processes used to determine the budget, the measures employed to ensure a flexibility in a budget once it has been defined, and some effects of budgeting on meetings. The allocation of hours to specific school tasks is scrutinized and the authors conclude with recommendations and suggestions for improving budgeting decisions in the future.     

Teachers and Speech and Language Therapists Working with Children with Physical Disabilities: Implications for Inclusive Education

Jannet A. Wright and Myra Kersner, senior lecturers in the Department of Human Communication Science, University College London, consider the practical implications of recent policies for teachers and speech and language therapists working together in inclusive settings. Their conclusions complement McCartney's ideas in the previous article.     

Educational policy for citizenship in the early years in Australia

Understandings of young children as active and capable citizens, while evident in discourses of early childhood education and research, are not widely reflected in the policy for the early years of schooling in Australia. This paper makes an analysis of the gaps and tensions between discourses of young children as active citizens and policy for citizenship education at the national level in Australia and at the Queensland State level. There is a widespread discourse within early childhood that regards young children as citizens and democratic participants in their own lives, as a reflection of the oft-cited Article 12 in the UN Convention on the Rights of the Child. However, educational policy and curriculum for citizenship in Australia, by and large, adheres to age and stage understandings of children that deem young children unable to conceptualise and/or articulate ideas of what it means to ‘be a good citizen’. We ask which discourses are being harnessed in educational policy for citizenship in Australia, what discourses are silenced or ignored and what this tells us about how young children are thought about in Australian politics and education.