Nowadays, we are surrounded by artifacts that are capable of adaptive behavior, such as electric pots, boiler timers, automatic doors, and robots. The literature concerning human beings’ conceptions of “traditional” artifacts is vast, however, little is known about our conceptions of behaving artifacts, nor of the influence of the interaction with such artifacts on cognitive development, especially among children. Since these artifacts are provided with an artificial “mind,” it is of interest to assess whether and how children develop a Theory of Artificial Mind (ToAM) which is distinct from their Theory of Mind (ToM). The study examined a new theoretical scheme named ToAM (Theory of Artificial Mind) by means of qualitative and quantitative methodology among twenty four 5-7 year old children from central Israel. It also examined the effects of interacting with behaving artifacts (constructing versus observing the robot’s behavior) using the “RoboGan” interface on children’s development of ToAM and their ToM and looked for conceptions that evolve among children while interacting with behaving artifacts which are indicative of the acquisition of ToAM. In the quantitative analysis it was found that the interaction with behaving artifacts, whether as observers or constructors and for both age groups, brought into awareness children’s ToM as well as influenced their ability to understand that robots can behave independently and based on external and environmental conditions. In the qualitative analysis it was found that participating in the intervention influenced the children’s ToAM for both constructors and for the younger observer. Engaging in building the robot’s behavior influenced the children’s ability to explain several of the robots’ behaviors, their understanding of the robot’s script-based behavior and rule-based behavior and the children’s metacognitive development. The theoretical and practical importance of the study is discussed.

Can questions sent to Open-Educational-Resource (OER) websites such as Ask-An-Expert serve as indicators for students’ interest in science? This issue was examined using an online questionnaire which included an equal number of questions about the topics “space” and “nutrition” randomly selected from three different sources: a 5th-grade science textbook, the “Ask-An-Expert” website, and questions collected from other students in the same age group. A sample of 113 5th-graders from two elementary schools were asked to rate their interest level in finding out the answer to these questions without knowledge of their source. Significant differences in students’ interest level were found between questions: textbook questions were ranked lowest for both subjects, and questions from the open-resource were ranked high. This finding suggests that questions sent to an open-resource could be used as an indicator of students’ interest in science. In addition, the high correlation of interests expressed by students from the two schools may point to a potential generalization of the findings. This study contributes by highlighting OER as a new and promising indicator of student interest, which may help bring “student voices” into mainstream science teaching to increase student interest in science.

This study seeks to explore what factors influence students’ ICT use and web technology competence. The objectives of this study are the following: (a) To what extent do certain elements of Rogers’ (2003) Diffusion of Innovations Theory (DOI) explain students’ ICT use, (b) To what extent do personality characteristics derived from the Big Five approach explain students’ ICT use, and (c) To what extent does motivation explain students’ ICT use. The research was conducted in Israel during the second semester of the academic year 2013-14, and included two groups of participants: a group of Educational Technology students (ET) and a group of Library and Information Science students (LIS). Findings add another dimension to the importance of Rogers’ DOI theory in the fields of Educational Technology and Library and Information Science. Further, findings confirm that personality characteristics as well as motivation affect ICT use. If instructors would like to enhance students’ ICT use, they should be aware of individual differences between students, and they should present to students the advantages and usefulness of ICT, thus increasing their motivation to use ICT, in the hopes that they will become innovators or early adopters.

In recent years, schools (as well as universities) have added cyber security to their computer science curricula. This topic is still new for most of the current teachers, who would normally have a standard computer science background. Therefore the teachers are trained and then teaching their students what they have just learned. In order to explore differences in both populations’ learning, we compared measures of software quality and security between high-school teachers and students. We collected 109 source files, written in Python by 18 teachers and 31 students, and engineered 32 features, based on common standards for software quality (PEP 8) and security (derived from CERT Secure Coding Standards). We use a multi-view, data-driven approach, by (a) using hierarchical clustering to bottom-up partition the population into groups based on their code-related features and (b) building a decision tree model that predicts whether a student or a teacher wrote a given code (resulting with a LOOCV kappa of 0.751). Overall, our findings suggest that the teachers’ codes have a better quality than the students’ – with a sub-group of the teachers, mostly males, demonstrate better coding than their peers and the students – and that the students’ codes are slightly better secured than the teachers’ codes (although both populations show very low security levels). The findings imply that teachers might benefit from their prior knowledge and experience, but also emphasize the lack of continuous involvement of some of the teachers with code-writing. Therefore, findings shed light on computer science teachers as lifelong learners. Findings also highlight the difference between quality and security in today’s programming paradigms. Implications for these findings are discussed.

Aim/Purpose: The purpose of the current study is to explore positive and negative aspects of teacher-teacher communication via Facebook, as perceived by teachers in secondary education. Background: Teacher-student relationship is key to teachers’ wellness and professional development and may contribute to positive classroom environment. In recent years, as social networking sites (e.g., Facebook) became popular, these connections have extended to such platforms. However, most studies of the use of social networking sites in the school context are pedagogically-driven, and research on the ways teacher-student relationship is facilitated by these platforms is meager. Methodology: We utilized a qualitative approach, analyzing responses to open-ended questions about this topic by middle- and high-school teachers’ all across Israel (N=180). We used both top-down and bottom-up analyses. Contribution: This study contributes to the growing literature about the overall impact of using social networking sites on the educational milieu. Specifically, it contributes by shedding light on teachers’ perspectives of that phenomenon. Insights from this study are important for educators and education policy makers. Findings: Overall, teachers who were connected to their students de facto, as well as teachers who expressed a wish to be connected to their students, acknowledged the advantages of befriending their students on Facebook, in terms of both teacher- and student benefits. Teachers’ overall viewpoint on the negative aspects of Facebook-connections with students is multifaceted. As such, our findings highlight the complexity of using social networking sites by teachers. Recommendations for Practitioners: We recommend that educators who wish to extend the relationship with their student to online platforms do so wisely, taking advantage of the benefits of using these platforms, and being aware of (and cautious about) potential draw-backs. We encourage educators to learn more about the potential uses of social networking sites and instant messaging services, and then to examine whether these uses may fit their educational agenda. We recommend that education policymakers make evidence-based decisions regarding the use of social networking sites by teachers and encourage school communities to discuss these issues together. Recommendation for Researchers: As technology develops rapidly, we recommend that researchers examine the topics raised in the current research with regards to other platforms, in order to better understand the technological aspects that may affect students’ perceptions of the use of social networking sites and instant messaging services to communicate with their students. The issues studied here should also be studied in different cultural contexts. We recommend broadening the research and making results available to policymakers when making decisions regarding social media in educational contexts. Impact on Society: Understanding teachers’ perspectives of their relationship with their students in today’s digital, networked world gives us a better understanding of the changing role of teachers; hence, it may assist in planning teacher training and professional development, with the ultimate goal of realizing a better educational system. Future Research: Future studies should focus on other social networking sites and instant messaging services, as well as on other countries and cultures.

In today’s knowledge environment, individuals and groups who gather relevant information about the organization’s external environment and distribute that information for use by their colleagues receive increasing attention and are viewed with great importance. These individuals have been named Information Gatekeepers. Thus far, researchers have not established a unanimous and interdisciplinary definition regarding the human information gatekeeper. Nonetheless, a recurrent theme in previous papers regards gatekeepers as a select few throughout the organization. This approach creates two kinds of employees based on a specific set of criteria – those who are gatekeepers and those who are not. The main goal of this research is to examine whether gate keeping is an individual attribute that exists or does not exist within the organization, or whether gate keeping is a continuous attribute that exists within every member and throughout the organization in varying intensity subject to differences in personal characteristics and other factors. We find that evidence to the existence of latter approach is significant and suggest practical recommendations that arise from these findings.

[Meg O’Neill] 00:08 Hello and welcome to the Berkeley Technology Law Journal podcast. My name is Meg O’Neill and I am one of the editors of the podcast. Today we are excited to share with you a conversation between Berkeley Law LLM student Franco Dellafiori, and Professor Bertrall Ross. Professor ...

The post Berkeley Technology Law Journal Podcast: Will ChatGPT Tell Me How to Vote? Democracy & AI with Professor Bertrall Ross appeared first on Berkeley Technology Law Journal.

Myung-Hyun KIM,Seungkwang LEE, Vol.E107-D, No.11, pp.1449-1452
White-box cryptographic implementations often use masking and shuffling as countermeasures against key extraction attacks. To counter these defenses, higher-order Differential Computation Analysis (HO-DCA) and its variants have been developed. These methods aim to breach these countermeasures without needing reverse engineering. However, these non-invasive attacks are expensive and can be thwarted by updating the masking and shuffling techniques. This paper introduces a simple binary injection attack, aptly named clear & return, designed to bypass advanced masking and shuffling defenses employed in white-box cryptography. The attack involves injecting a small amount of assembly code, which effectively disables run-time random sources. This loss of randomness exposes the unprotected lookup value within white-box implementations, making them vulnerable to simple statistical analysis. In experiments targeting open-source white-box cryptographic implementations, the attack strategy of hijacking entries in the Global Offset Table (GOT) or function calls shows effectiveness in circumventing run-time countermeasures.
Publication Date: 2024/11/01

What is Display & Video 360? Display & Video 360 (DV360) is Google’s advanced programmatic advertising platform that enables marketers to purchase and manage digital ads efficiently. Leveraging real-time bidding and precise targeting features, DV360 facilitates the execution of impactful display and video campaigns across the internet. This article walks you through the [...]

'What's going on?' Within the context of our critically-informed teaching practice, we see moments of deep learning and reflexivity in classroom discussions and assessments. Yet, these moments of criticality are interspersed with surface learning and reflection. We draw on dichotomous, linear developmental, and messy explanations of learning processes to empirically explore the learning journeys of 20 international Chinese and 42 domestic New Zealand students. We find contradictions within our own data, and between our findings and the extant literature. We conclude that expressions of surface learning and reflection are considerably more complex than they first appear. Moreover, developing critical reflexivity is a far more subtle, messy, and emotional experience than previously understood. We present the theoretical and pedagogical significance of these findings when we consider the implications for the learning process and the practice of management education.

Do firms learn from their failed innovation attempts? Answering this question is important because failure is an integral part of exploratory learning. In this study, we explore whether and under what circumstances firms learn from their small failures in experimentation. Building on organizational learning literature, we examine the conditions under which prior failures influence firms' R&D output amount and quality. An empirical analysis of voluntary patent expirations (i.e., patents that firms give up by not paying renewal fees) in 97 pharmaceutical firms between 1980 and 2002 shows that the number, importance, and timing of small failures are associated with a decrease in R&D output (patent count) but an increase in the quality of the R&D output (forward citations to patents). Exploratory interviews suggest that the results are driven by a multi-level learning process from failures in pharmaceutical R&D. The findings contribute to the organizational learning literature by providing a nuanced view of learning from failures in experimentation.

N/A -- no abstracts in FTEs I believe

Management educators often assume that research-based arguments ought to be convincing to students. However, college students do not always accept even well-documented research findings. Among the reasons this might happen, we focus on the potential role of psychological mechanisms triggered by scholarly arguments that affect students' self-concepts, leading them to engage in self-enhancing or self-protective responses. We investigated such processes by examining students' reactions to a research argument emphasizing the importance of intelligence to job performance, in comparison to their reactions to research arguments emphasizing the importance of emotional intelligence and/or fit. Consistent with our predictions, students were less likely to accept the argument for the importance of intelligence compared to the alternative, less threatening, arguments (i.e., the importance of emotional intelligence or fit). Further, acceptance of the argument about the importance of intelligence was affected by students' grade point average (GPA) and moderated by their emotional stability. Specifically, consistent with self-enhancement theory, students with lower GPAs were more likely to reject the argument for intelligence and give self-protective reasons for their responses, whereas students with higher GPAs were more likely to accept the argument and give self-enhancing reasons. Implications for future research and for management teaching are discussed.

Most research on creativity describes it as a net positive: producing new products for the organization and satisfaction and positive affect for creative workers. However, a host of anecdotal and historical evidence suggests that creative work can have deleterious consequences for relationships. This raises the question: how does creativity at work impact relationships at home? Relying on work-family conflict and resource allocation theory as conceptual frameworks, we test a model of creative behaviors during the day at work and the extent to which employees spend time with their spouses at home in the evening, using 685 daily matched responses from 108 worker-spouse pairings. Our results reveal that variance-focused creative behaviors (problem identification, information searching, idea generation) lead to a decline in time spent with spouse at home. In contrast, selection-focused creative behaviors (idea validation) lead to an increase in time spent with spouse. Further, openness to experience moderates these relationships. Overall, the results raise questions about the possible relational costs of creative behaviors at work on life at home.

This study investigates Anglo expatriate managers learning, knowledge acquisition, and adjustment to the host culture when working within Anglo multi-national companies operating in China. A structural equation model based on data from 121 expatriate managers reveal that Anglo managers adjust more effectively when their learning styles are congruent with the demands of the host culture. Their levels of accumulated managerial tacit knowledge and adaptive flexibility were also associated with their learning styles which in turn led to more effective adjustment to the host culture. Implications for theory, global manager development, and expatriate management are provided.

As evidenced by recent legislation and media attention, eradicating gender inequity in the workforce is of significant importance today. However, this interest in justice stands in bold contrast to the continued wage gap, the steady number of gender discrimination suits filed, and the plethora of cases exposed in the media. Previous data collected in 2006 suggests that university students do not perceive gender discrimination as a threat of major significance to themselves or others. University students tend to minimize or even disregard the likelihood that they will witness or experience gender bias or discrimination in their career. The current study serves as a continuation of and a comparison to the 2006 study, with the goal of determining whether the perspective of university students has shifted, or whether they continue to consider themselves to be immune to the injustice of gender discrimination at work. Our findings suggest that students in this cohort are not only more acutely aware of these issues, but that this awareness has expanded to include increased concern over gender discrimination against men as well. The reluctance of students to believe that they personally will be unaffected by gender discrimination has been and continues to be surprisingly high.

Despite the extensive research into the effects of reputation, virtually all of this research has examined the effect of one type of reputation on one or more specific outcomes. In this study we ask the question: How do the reputations of analysts, CEOs, and firms individually and jointly affect firm outcomes? To answer this question we focus on a context where reputations are particularly relevant - changes in analyst recommendations and the effect of those changes on stock market reactions. Our study makes contributions to the growing reputation literature by being one of the first studies to recognize and measure how the market accounts for multiple reputations. Further, we argue and find that the reputations of different actors interact with each other when determining particular firm outcomes. We find that different actor's reputations influence the reactions of observers.

"Best Places to Work" (BPTW) and similar competitions are a proliferating form of third party employment branding. Little is known, however, about how single or repeated third party employment branding occurrences relate to key human capital outcomes. Extending signaling theory by considering signal credibility and comparability, we use archival and survey data from 624 BPTW participants in sixteen competitions across a three-year period to develop and test hypotheses linking BPTW certifications to collective turnover rates and key informant perceptions of applicant pool quality. We find that certifications are associated with lower turnover rates, and in addition, propose competing crystallization and celebrity hypotheses that model turnover trajectories with repeated certifications, finding diminishing marginal turnover reductions across multiple certifications. We also examine company size and industry job opening moderators, finding that as certifications increase, applicant pool quality is (1) higher in smaller companies and (2) higher when job openings are scarcer. Finally, beyond being certified or not, we find supplemental evidence for effects of the specific certification level achieved (e.g., 2nd versus 15th). This investigation advances theory related to collective turnover, applicant pool quality, and employment branding, and is relevant to company decisions about seeking or re-seeking third party certifications.

Despite recognizing the importance of personal identification in organizations, the literature has rarely explored its dynamics. We define personal identification as perceived oneness with another individual, where one defines oneself in terms of the other. While many scholars have found that personal identification is associated with helpful effects, others have found it harmful. To resolve this contradiction, we distinguish between three paths to personal identification -threat-focused, opportunity-focused, and closeness-focused - and articulate a model that includes each. We examine the contextual features, how individuals' identities are constructed, and the likely outcomes that follow in the three paths. We conclude with a discussion of how the threat-, opportunity-, and closeness-focused personal identification processes potentially blend, as well as implications for future research and practice.

As research begins to accumulate on employee volunteering, it appears that this behavior is largely beneficial to employee performance and commitment. It is less clear, however, how employee volunteering is perceived by others in the workplace. Do colleagues award volunteering "credit"- for example, associating it with being concerned about others - or do they "stigmatize" it - for example, associating it with being distracted from work? Moreover, do those evaluations go on to predict how colleagues actually treat employees who volunteer more often? Adopting a reputation perspective, we draw from theories of person perception and attribution to explore these research questions. The results of a field study revealed that colleagues gave credit to employee volunteering when they attributed it to intrinsic reasons and stigmatized employee volunteering when they attributed it to impression management reasons. Ultimately, through the awarded credits, volunteering was rewarded by supervisors (with the allocation of more resources) and coworkers (with the provision of more helping behavior) when it was attributed to intrinsic motives - a relationship that was amplified when stigmas were low and mitigated when stigmas were high. The results of a laboratory experiment further confirmed that volunteering was both credited and stigmatized, distinguishing it from citizenship behavior, which was credited but not stigmatized.

Research about the effects of an organization's general reputation following a negative event remains equivocal: Some studies have found that a high reputation is a benefit because of the stock of social capital and goodwill it generates; others have found it to be a burden because of the greater stakeholder attention and violation of expectations associated with a negative event. We theorize that stakeholders' level of organizational identification helps explain which mechanisms are more dominant. We test our hypotheses on a sample of legislative references associated with NCAA major infractions from 1999-2009. Our results indicate that a high reputation is a burden for an organization when considering low-identification stakeholder support: As the number of legislative references increases, a high-reputation university will receive fewer donations from non-alumni donors than universities without this asset. In contrast, a high reputation is a benefit when considering high-identification stakeholder support: As the number of legislative references increases, a high-reputation university will receive more donations from alumni donors than universities without this asset. However, an exploratory investigation reveals that alumni donations to high-reputation universities decline as the number of legislative references increases, suggesting that the benefit of a high reputation has a limit.

This article examines the conditions under which organizations publicly respond to unfavorable consumer evaluations that challenge their market identity. Because organizations' market identities are certified by expert evaluations, consumers' devaluations that challenge these expert evaluations represent an identity threat. However, organizations do not always react to consumers' devaluations because of the risks associated to public responses. Hence, we first predict that organizations are more likely to respond to severe devaluations than to weaker ones; second, we propose that organizations, when faced with severe devaluations, are more likely to craft responses that justify their actions and behaviors. We further contend that, for any market identity under consideration, an organization's reputation amplifies these relationships. Analyses of a dataset of London hoteliers' responses to online reviews posted on TripAdvisor during the period 2002-2012 lend substantial support to our hypotheses.

Exit is a critical part of the entrepreneurial process. At the same time, research indicates that founders are likely to form strong identity connections to the organizations they start. In turn, when founders exit their organizations, the process of psychological disengagement might destabilize their identities. Yet, limited research addresses how founders experience exit or how they manage their identities during this process. Through a qualitative, inductive study of founders of technology-based companies, I developed a theoretical model of founder psychological disengagement that delineates how founder work orientations relate to the disengagement paths that founders follow when leaving one organization and starting another. In elaborating theory on psychological disengagement, this study has implications for understanding the psychology of founders, how founders exit and begin again, and psychological disengagement, more broadly.

This study draws on social identity theories of behavioral contagion and research concerning narratives in organizations to present and test a framework for understanding how narratives embed values in organizational newcomers' actions. Employing a field experiment using 632 newly-hired employees in a large IT firm that prioritizes self-transcendent values, this study explores how narratives varying in terms of the organizational level of main characters and the values-upholding or values-violating behaviors of those characters influence newcomers' tendencies to engage in behaviors that uphold or deviate from the values. Results indicate that stories about low-level organizational characters engaging in values-upholding behaviors are more positively associated with self-transcendent, helping behaviors and negatively associated with deviant behaviors, than are similar stories about high-level members of the organization. Stories in which high-level members of the organization violate values are negatively related to newcomers' engagement in both helping and deviance more strongly than are values-violating stories about lower-level members. Content analyses of the stories suggest that they convey values in different and potentially important ways. Implications, future directions, and limitations are discussed.

We examine when and why creative role identity causes entitlement and unethical behaviors and how this relationship can be reduced. We found that the relationships among the creative identity, entitlement, and dishonesty are contingent on the perception of creativity being rare. Four experiments showed that individuals with a creative identity reported higher psychological entitlement and engaged in more unethical behaviors. Additionally, when participants believed that their creativity was rare compared to common, they were more likely to lie for money. Moreover, manipulation of rarity of creative identity, but not practical identity, increased psychological entitlement and unethical acts. We tested for the mediating effect of psychological entitlement on dishonesty using both measurement of mediation and experimental causal chain approaches. We further provide evidence from organizations. Responses from a sample of supervisor-subordinate dyads demonstrated that employees reporting strong creative identities who perceived creativity as rare in their work-group rather than common were rated as engaging in more unethical behaviors by their supervisors. This paper extends prior theory on negative moral consequences of creativity by shedding new light on assumption regarding the prevalence of creativity and the role psychological entitlement plays.

We study the interplay between regulatory mandates and competition on a focal firm's new resource investments. While prior literature has separately pointed to the influence of competition and regulatory policy on a focal firm's resource decisions, less is known about how the policy effect interacts with the competitive effect. Studying how regulatory mandates moderate the effect of competition on a focal firm's new resource investments, we show that resource redeployment is not simply a function of internal firm decisions but a response to external forces. We find that regulatory mandates dampen the effect of competitors' new resource investments on a focal firm's new resource investments. Distinguishing between different clean technology types, we show that this dampening effect is the stronger, the more distant the new resource is from incumbents' old resource base, and the more established the mandate is. We test our hypotheses in the context of renewable energy investments in waste-to-energy, wind, and solar in the U.S. electricity industry. Our data comprises 1542 utilities and private energy firms and their renewable investments from 1999 to 2010.

Female corporate leadership has drawn increasing attention from academia and practitioners. We contribute to the literature by examining the impact of CEO succession with gender change—i.e., a male CEO succeeded by a female or vice versa. We propose that due to gender differences in executive leadership positions, CEO succession with gender change may amplify the disruption of the CEO succession process and thus adversely affect post-succession firm performance and increase the likelihood of successor early departure. Using data from 3,320 CEO successions in companies listed in China's Shanghai and Shenzhen Stock Exchanges from 1997 to 2010, we find evidence to support this argument. We also find that the negative (positive) impact of male-to-female succession on firm performance (the likelihood of successor early departure) may be weakened by positive organizational attitudes toward female leadership as indicated by the presence of other female leaders on the firm's board of directors and/or top management team, and the successor's inside origin.

Management scholars have noted that leader departures often foreshadow higher turnover intentions (or lower organizational attachment) by subordinates left behind, especially when relationships between the departing leader and the subordinates, or leader-member exchanges (LMX), had been of high quality. In this paper, we posit that the quality of subordinates' relationships with all members of their relational system, not only their leader, must be considered to better understand how leader departures affect subordinates' organizational attachment. Our proposed relationships are illustrated in a theoretical model that includes phenomena at the individual-level (i.e., a subordinate's identification with the departing leader and with his/her organization), at the group-level (i.e., turnover contagion), and at the organizational level (i.e., organization-wide developmental climate). As such, we propose that elucidating how leader-departures affect organizational attachment requires multi-level theorizing and constructs. Theoretical and practical implications of such a 360-degree relational perspective on leader-departure effects are discussed.

BBC Sport takes a look at the players interim boss Lee Carsley has fast-tracked into the England squad for the upcoming Nations League matches.

Hollie Peabody returns to work in the prisons service after getting to the semi-finals of The Voice.

It has accused X of promoting "disturbing content", and says Mr Musk is using it to "shape political discourse."

British Vogue's editor says skinny models are back "in", partly fuelled by weight loss drug Ozempic.

Many online are raising questions about a recent spate of public violence, as officials continue to censor discussion.

The tech billionaire joins the incoming administration to "dismantle government bureaucracy" - but what's in it for both of them?

Spain's Civil Protection Agency sent a mass alert to phones warning of an "extreme risk of rainfall".

Under cross-examination on Wednesday, Urfan Sharif unexpectedly said: “She died because of me.”

A review of the Ruger LC Charger in 5.7x28. An accurate, reliable little PDW, that comes at a great discount compared to the P90.