The dominant privacy framework of the information age relies on notions of “notice and consent.” That is, service providers will disclose, often through privacy policies, their data collection practices, and users can then consent to their terms. However, it is unlikely that most users comprehend these disclosures, which is due in no small part to ambiguous, deceptive, and misleading statements. By comparing actual collection and sharing practices to disclosures in privacy policies, we demonstrate the scope of the problem.
Through analysis of 68,051 apps from the Google Play Store, their corresponding privacy policies, and observed data transmissions, we investigated the potential misrepresentations of apps in the Designed For Families (DFF) program, inconsistencies in disclosures regarding third-party data sharing, as well as contradictory disclosures about secure data transmissions. We find that of the 8,030 DFF apps (i.e., apps directed at children), 9.1% claim that their apps are not directed at children, while 30.6% claim to have no knowledge that the received data comes from children. In addition, we observe that 10.5% of 68,051 apps share personal identifiers with third-party service providers, yet do not declare any in their privacy policies, and only 22.2% of the apps explicitly name third parties. This ultimately makes it not only difficult, but in most cases impossible, for users to establish where their personal data is being processed. Furthermore, we find that 9,424 apps do not use TLS when transmitting personal identifiers, yet 28.4% of these apps claim to take measures to secure data transfer. Ultimately, these divergences between disclosures and actual app behaviors illustrate the ridiculousness of the notice and consent framework.
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Anon what what?: Children's Understanding of the Language of Privacy
Internet usage continues to increase among children ages 12 and younger. Because their digital interactions can be persistently stored, there is a need for building an understanding and foundational knowledge of privacy. We describe initial investigations into children's understanding of privacy from a Contextual Integrity (CI) perspective by conducting semi-structured interviews. We share results -- that echo what others have shown -- that indicate children have limited knowledge and understanding of CI principles. We also share an initial exploration of utilizing participatory design theater as a possible educational mechanism to help children develop a stronger understanding of important privacy principles
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- Award ID(s):
- 1657774
- NSF-PAR ID:
- 10222639
- Date Published:
- Journal Name:
- the 18th ACM International Conference on Interaction Design and Children
- Page Range / eLocation ID:
- 439 to 445
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Abstract Studies on children's understanding of counting examine when and how children acquire the cardinal principle: the idea that the last word in a counted set reflects the cardinal value of the set. Using Wynn's (1990) Give‐N Task, researchers classify children who can count to generate large sets as having acquired the cardinal principle (cardinal‐principle‐knowers) and those who cannot as lacking knowledge of it (subset‐knowers). However, recent studies have provided a more nuanced view of number word acquisition. Here, we explore this view by examining the developmental progression of the counting principles with an aim to elucidate the gradual elements that lead to children successfully generating sets and being classified as CP‐knowers on the Give‐N Task. Specifically, we test the claim that subset‐knowers lack cardinal principle knowledge by separating children's understanding of the cardinal principle from their ability to apply and implement counting procedures. We also ask when knowledge of Gelman & Gallistel's (1978) other how‐to‐count principles emerge in development. We analyzed how often children violated the three how‐to‐count principles in a secondary analysis of Give‐N data (
N = 86). We found that children already have knowledge of the cardinal principle prior to becoming CP‐knowers, and that understanding of the stable‐order and word‐object correspondence principles likely emerged earlier. These results suggest that gradual development may best characterize children's acquisition of the counting principles and that learning to coordinate all three principles represents an additional step beyond learning them individually. -
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Abstract We have been learning about the learning of children and youth, teachers, and visitors over the course of 7 years as we developed and deepened a research agenda in education in our natural history museum. In 2016 in this journal, we detailed how we began this effort and the development and initial steps of an educational research agenda. Focusing on our work since then, our team of educational researchers describes how our research has revealed the considerable impact of out‐of‐school learning with youth, educators, and visitors and how we incorporate a focus upon equity across all areas of inquiry. We share main findings emerging from our research, early roadblocks and current challenges, and lessons about engaging in research on learning in a cultural institution with implications for both large and small settings.
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Abstract Over the last three decades, insects have been utilized to provide a deep and fundamental understanding of many human diseases and disorders. Here, we present arguments for insects as models to understand general principles underlying hearing loss. Despite ∼600 million years since the last common ancestor of vertebrates and invertebrates, we share an overwhelming degree of genetic homology particularly with respect to auditory organ development and maintenance. Despite the anatomical differences between human and insect auditory organs, both share physiological principles of operation. We explain why these observations are expected and highlight areas in hearing loss research in which insects can provide insight. We start by briefly introducing the evolutionary journey of auditory organs, the reasons for using insect auditory organs for hearing loss research, and the tools and approaches available in insects. Then, the first half of the review focuses on auditory development and auditory disorders with a genetic cause. The second half analyses the physiological and genetic consequences of ageing and short‐ and long‐term changes as a result of noise exposure. We finish with complex age and noise interactions in auditory systems. In this review, we present some of the evidence and arguments to support the use of insects to study mechanisms and potential treatments for hearing loss in humans. Obviously, insects cannot fully substitute for all aspects of human auditory function and loss of function, although there are many important questions that can be addressed in an animal model for which there are important ethical, practical and experimental advantages.
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Kumar, Mohan (Ed.)Background Breastfeeding has several benefits for both mothers and their children. Despite strong evidence in support of the practice, its prevalence has remained low worldwide, particularly in Ethiopia. Therefore, this study is aimed to assess breastfeeding knowledge, attitude, and self-efficacy among mothers with index infants and young children in the rural community of Southwest Ethiopia. Methods A community-based cross-sectional study was conducted between March and April 2022 as baseline data for a cluster of randomized control trials. Multistage sample techniques followed by systematic random sampling techniques were employed. The Chi-square and Fisher’s exact probability tests were used to assess the baseline differences in the sociodemographic characteristics of the two groups. An independent sample t-test was used to determine the mean differences. Multivariate logistic regression analysis was used to evaluate the association. All tests were two-tailed, and a statistically significant association was declared at a p-value # 0.05. Results A total of 516 mothers (258 from the intervention and 258 from the control group) were interviewed. A total of 516 mothers (258 from the intervention group and 258 from the control group) were interviewed. Except for the child’s sex and age, no significant difference was observed between the intervention and control groups in terms of socio-demographic variables (p > 0.05). Independent t-tests found no significant difference between the two groups (p > 0.05) in terms of the mean score of maternal breastfeeding knowledge, attitude and self-efficacy at baseline. After adjusting for other covariates, maternal age (AOR = 1.44, 95% CI: 0.69, 3.07), educational status (AOR = 1.87, 95% CI: 0.56,2.33), occupation (AOR = 1.79, 95% CI, 1.04, 3.69), ANC (antenatal care) (AOR = 1.88, 95% CI, 1.11, 4.09), received breastfeeding information 2022 Project Survey for Award #1735038 11 (AOR = 1.69, 95% CI, 1.33, 5.04), postnatal care (PNC) (AOR = 3.85, 95% CI, 2.01, 5.77) and parity (AOR = 2.49, 95% CI, 1.08, 4.19) were significantly associated high level breastfeeding knowledge. The positive attitude was associated with maternal age (AOR = 2.41, 95% CI, 1.18, 5.67), education status (AOR = 1.79, 95% CI, 0.99,4.03), ANC (AOR = 2.07, 95% CI, 1.44,5.13), last child breastfeeding history (AOR = 1.77, 95% CI, 1.21,4.88) and high level of breastfeeding knowledge (AOR = 2.02, 95% CI, 1.56,4.04). Finally, high breastfeeding self-efficacy was associated with ANC (AOR = 1.88, 95% CI 1.04,3.83), parity (AOR = 4.05, 95% CI, 1.49, 5.03) and high knowledge level (AOR = 1.69, 95% CI, 0.89,2.85). Conclusions The study concluded that mothers in both the intervention and control groups have a low level of breastfeeding knowledge, a neutral attitude, and medium self-efficacy. Therefore, nutrition education interventions using tailored messages appropriate to the sociocultural context in the rural setting should be developed and evaluated continuously.more » « less
- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.1145/3311927.3325324
