Digitalization enables public organizations to personalize their services, tuning them to the specific situation, abilities, and preferences of the citizens. At the same time, digital services can be experienced as being less personal than face-to-face contact by citizens. The large existing volume of academic literature on personalization mainly represents the service provider perspective. In contrast, in this paper we investigate what makes citizens experience a service as personal. The result are eight dimensions that capture the full range of individual experiences and expectations that citizens expressed in focus groups. These dimensions can serve as a framework for public sector organizations to explore the expectations of citizens of their own services and identify the areas in which they can improve the personal experiences they offer.
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Personal data is increasingly used by cities to track the behavior of their inhabitants. While the data is often used to mainly provide information to the authorities, it can also be harnessed for providing information to the citizens in real-time. In an on-going research project on increasing the awareness of motorists w.r.t. the environmental consequences of their driving behavior, we make use of sensors, artificial intelligence, and real-time feedback to design an intervention. A key component for successful deployment of the system is data related to the personal driving behavior of individual motorists. Through this outset, we identify challenges and research questions that relate to the use of personal data in systems, which are designed to increase the quality of life of the inhabitants of the built environment.
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In this blogpost, I share five insights that I uncovered after analyzing my personal Oura ring data to explore possible relationships between my resting HRV, sleep and physical activity.
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Present study focuses on revealing and developing personal constructs regarding problem behaviour in classrooms. The main idea is that teachers opinions about their students and themselves influence the way they interact with them. Their thoughts and ideas about students - their personal constructs - are generally unconscious. We used the Personal Construct Theory from Kelly (1955) and his Repertory Grid Technique for exploration mental constructs. They can give an impulse to the development of thinking and acting of teachers. We think it can help them to build up their professional identity towards problem children. Twenty-nine teachers formed the sample that worked with this method. We investigated the number of unique construct pairs mentioned by the teachers. This number happened to be remarkably high. While assessing pupils, the teachers use primarily personality characteristics. There is hardly any agreement between the teachers constructs, which complicates their communication about their pupils. We considered the number of construct pairs named by one participant. This number seems to depend on the type of education the teacher is involved in. The type of the school the teacher is working at also influences the average scores on the constructs. We shall also turn to the issue of pupils sex and its role if any in the teachers scores. No significant differences have been found.
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The research described in this paper provides insights into tools and methods which are used by professional information workers to keep and to manage their personal information. A literature study was carried out on 23 scholar papers and articles, retrieved from the ACM Digital Library and Library and Information Science Abstracts (LISA). The research questions were: - How do information workers keep and manage their information sources? - What aims do they have when building personal information collections? - What problems do they experience with the use and management of their personal collections? The main conclusion from the literature is that professional information workers use different tools and approaches for personal information management, depending on their personal style, the types of information in their collections and the devices which they use for retrieval. The main problem that they experience is that of information fragmentation over different collections and different devices. These findings can provide input for improvement of information literacy curricula in Higher Education. It has been remarked that scholar research and literature on Personal Information Management do not pay a lot of attention to the keeping and management of (bibliographic) data from external documentation. How people process the information from those sources and how this stimulates their personal learning, is completely overlooked. [The original publication is available at www.elpub.net]
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Human rights groups are increasingly calling for the protection of their right to privacy in relation to the bulk surveillance and interception of their personal communications. Some are advocating through strategic litigation. This advocacy tool is often chosen when there is weak political or public support for an issue. Nonetheless, as a strategy it remains a question if a lawsuit is strategic in the context of establishing accountability for indiscriminate bulk data interception. The chapter concludes that from a legal perspective the effect of the decision to litigate on the basis of the claim that a collective right to group privacy was violated has not (yet) resulted in significant change. Yet the case study, the British case of human rights groups versus the intelligence agencies, does seem to suggest that they have been able to create more public awareness about mass surveillance and interception programs and its side-effects
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Following the rationale of the current EU legal framework protecting personal data, children are entitled to the same privacy and data protection rights as adults. However, the child, because of his physical and mental immaturity, needs special safeguards and care, including appropriate legal protection. In the online environment, children are less likely to make any checks or judgments before entering personal information. Therefore, this paper presents an analysis of the extent to which EU regulation can ensure children’s online privacy and data protection.
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De zorgsector verwerkt zeer gevoelige persoonsgegevens, waaronder gezondheidsgegevens. Bij onvoorzichtige omgang, kan dit een grote impact hebben op de rechten en vrijheden van natuurlijke personen. eHealth moet daarom voldoen aan het vereiste van data protection by design. Wanneer hieraan niet is voldaan, is het zaak om handhavend op te treden ter voorkoming van datalekken. Sinds de Algemene Verordening Gegevensbescherming (AVG) van toepassing is, bereikten meerdere datalekken het voorpaginanieuws waarbij eHealth niet voldeed aan voornoemde verplichting. In dit artikel onderzoeken de auteurs in hoeverre de in de AVG opgenomen handhavingsmogelijkheden met bijbehorende rechtsmiddelen de bescherming van persoonsgegevens waarborgen bij de inzet van eHealth.
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In this episode of “Learning to Think Like a Cyber Security Specialist,” we explore how investing in Security and Privacy is crucial for building trust with clients. We contrast different company approaches to handling personal data, from transparent and protective to invasive and careless. The episode emphasizes that true trust arises from empowering clients with control over their information, highlighting that robust privacy and security measures are not just ethical but also vital for a company’s reputation and client relationships.
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The Technical Manual for the digital evaluation tool QualiTePE supports users of the QualiTePE tool in creating, conducting and analysing evaluations to record the quality of teaching in physical education. The information on the General Data Protection Regulation (GDPR) instructs users on how to anonymise the data collection of evaluations and which legal bases apply with regard to the collection of personal data. The technical manual for the digital evaluation tool QualiTePE and the information on the General Data Protection Regulation (GDPR) are available in English, German, French, Italian, Spanish, Dutch, Swedish, Slovenian, Czech and Greek.
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