| 1. |
- Rubegni, Elisa, et al.
(författare)
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Owning Your Career Paths: Storytelling to Engage Women in Computer Science
- 2023
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Ingår i: Intelligent Systems Reference Library. - Cham : Springer International Publishing. - 1868-4408 .- 1868-4394. ; 235, s. 1-25, s. 1-25
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Motivation & challenge: Computer Science suffers from a lack of diversity that gets perpetuated by the most dominant and visible role models. The community is doing itself a disservice by upholding techno-solutionism, short-term efficiency, and busyness as central values. Those models are created and consolidated over time through social and cultural interactions that increase the perpetration of gender stereotypes. Exposing people to diverse types of role models and stories can contribute to making them more aware of the complexity of reality and inspire them taking better informed decisionsmaking on their career paths. Likewise, showing different role models to stakeholders in society and industry can contribute to increase the workforce diversity in the profession of computing as well as to make a shift towards the consolidation of different role models. This, in turn, may contribute to strengthen resilience and adequacy for solving issues related to diversity, equality and inclusion in Computer Science and more importantly allowing women take the ownership of their career path. Goal: To encourage the dissemination, sharing and creation of stories that show diverse career pathways to address gender stereotypes created by dominant stories in Computer Science. We tackle this issue by developing a framework for storytelling around female scientists and professionals to show a diversity of possibilities for women in pursuing an academic career based on the ownership of their pathways. Method: We apply a qualitative approach to analyse stories collected using the auto-ethnography and use thematic analysis to unpack the components of what in these stories contribute to building the academic path in the field of Computer Science. Authors used their own professional histories and experiences as input. They highlighted the central values of their research visions and approaches to life and emphasised how they have helped to take decisions that shaped their professional paths. Results: We present a framework made of the nine macro-themes emerging from the autoethnography analysis and two dimensions that we pick from the literature (interactions and practices). The framework aims to be a reflecting storytelling tool that could support women in Computer Sciences to create their own paths. Specifically, the framework addresses issues related to communication, dissemination to the public, community engagement, education, and outreach to increase the diversity within Computer Science, AI and STEM in general. Impact: The framework can help building narratives to showcase the variety of values supported by Computer Science. These stories have the power of showing the diversity of people as well as highlighting the uniqueness of their research visions in contributing to transformation of our global society into a supportive, inclusive and equitable community. Our work aims to support practitioners who design outreach activities for increasing diversity and inclusion, and will help other stakeholders to reflect on their own reality, values and priorities. Additionally, the outcomes are useful for those who are working in improving the gender gap in Computer Science in academia and industry. Finally, they are meant for women who are willing to proceed into an academic career in this area by offering a spur for reflection and concrete actions that could support them in their path from PhD to professorship.
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| 2. |
- Strimling, Pontus, et al.
(författare)
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The connection between moral positions and moral arguments drives opinion change
- 2019
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Ingår i: Nature Human Behaviour. - : NLM (Medline). - 2397-3374. ; 3:9, s. 922-930
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Tidskriftsartikel (refereegranskat)abstract
- Liberals and conservatives often take opposing positions on moral issues. But what makes a moral position liberal or conservative? Why does public opinion tend to become more liberal over time? And why does public opinion change especially fast on certain issues, such as gay rights? We offer an explanation based on how different positions connect with different kinds of moral arguments. Based on a formal model of opinion dynamics, we predicted that positions better connected to harm and fairness arguments will be more popular among liberals and will become more popular over time among liberals and conservatives. Finally, the speed of this trend will be faster the better the position connects to harm and fairness arguments. These predictions all held with high accuracy in 44 years of polling on moral opinions. The model explains the connection between ideology and moral opinions, and generates precise predictions for future opinion change.
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| 3. |
- Dodig Crnkovic, Gordana, 1955, et al.
(författare)
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Natural Computing/ Unconventional Computing and its Philosophical Significance
- 2012
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Ingår i: Entropy. - : MDPI AG. - 1099-4300. ; 14:12, s. 2408-2412
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- For the Turing year 2012, AISB (The Society for the Study of Artificial Intelligence and Simulation of Behaviour) and IACAP (The International Association for Computing and Philosophy) merged their annual symposia/conferences to form the AISB/IACAP World Congress. The congress took place 2–6 July 2012 at the University of Birmingham, UK. The Congress was inspired by a desire to honour Alan Turing, and by the broad and deep significance of Turing's work to AI, the philosophical ramifications of computing, and philosophy and computing more generally. The Congress was one of the events forming the Alan Turing Year. The Congress consisted mainly of a number of collocated Symposia on specific research areas, together with six invited Plenary Talks. All papers other than the Plenaries were given within Symposia. This format is perfect for encouraging new dialogue and collaboration both within and between research areas. This volume forms the proceedings of one of the component symposia. We are most grateful to the organizers of the Symposium for their hard work in creating it, attracting papers, doing the necessary reviewing, defining an exciting programme for the symposium, and compiling this volume. We also thank them for their flexibility and patience concerning the complex matter of fitting all the symposia and other events into the Congress week
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| 4. |
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| 5. |
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| 6. |
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| 7. |
- Dodig-Crnkovic, Gordana, 1955
(författare)
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Cognitive Architectures Based on Natural Info-Computation
- 2022
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Ingår i: Studies in Applied Philosophy, Epistemology and Rational Ethics. - Cham : Springer. - 2192-6255 .- 2192-6263. ; , s. 3-13, s. 3-13
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Bokkapitel (refereegranskat)abstract
- At the time when the first models of cognitive architectures have been proposed, some forty years ago, understanding of cognition, embodiment and evolution was substantially different from today’s. So was the state of the art of information physics, information chemistry, bioinformatics, neuroinformatics, computational neuroscience, complexity theory, self-organization, theory of evolution, as well as the basic concepts of information and computation. Novel developments support a constructive interdisciplinary framework for cognitive architectures based on natural morphological computing, where interactions between constituents at different levels of organization of matter-energy and their corresponding time-dependent dynamics, lead to complexification of agency and increased cognitive capacities of living organisms that unfold through evolution. Proposed info-computational framework for naturalizing cognition considers present updates (generalizations) of the concepts of information, computation, cognition, and evolution in order to attain an alignment with the current state of the art in corresponding research fields. Some important open questions are suggested for future research with implications for further development of cognitive and intelligent technologies.
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| 8. |
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| 9. |
- Pecorari, Diane, 1964-, et al.
(författare)
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English Textbooks in Parallel-Language Tertiary Education
- 2011
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Ingår i: TESOL quarterly (Print). - : Wiley. - 0039-8322 .- 1545-7249. ; 45:2, s. 313-333
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Tidskriftsartikel (refereegranskat)abstract
- Tertiary education in many countries is increasingly bilingual, with English used in parallel with the national language, particularly as a reading language. This article describes the results of a survey of student attitudes toward, and reading practices regarding, English language textbooks. Over 1,000 students at three Swedish universities responded to a questionnaire asking about their experiences with English textbooks. Textbooks written in English were generally unpopular, and the perception was widespread that they placed a greater burden on students. However, respondents were divided about whether their reading behavior and their learning outcomes were affected by having a textbook in English, and about whether English texts were desirable. The findings of this study have implications for teaching practices in contexts in which students are asked to read, or are being prepared to read, in a second language. Implications for the English as a foreign language or English as a second language classroom are discussed.
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| 10. |
- Pecorari, Diane, et al.
(författare)
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Reading in tertiary education : Undergraduate student practices and attitudes
- 2012
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Ingår i: Quality in Higher Education. - : Informa UK Limited. - 1353-8322 .- 1470-1081. ; 18:2, s. 235-256
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Tidskriftsartikel (refereegranskat)abstract
- This paper reports the findings of a study of undergraduate student use of, and attitudes toward, textbooks and other assigned reading. More than 1200 students of various subjects at three Swedish universities were surveyed. Most students said reading played an important role in learning generally and attributed positive characteristics to their textbooks. However, students’ self-reported reading behaviour was at odds with these attitudes, with many students reporting some degree of non-compliance with reading assignments and a small group of students expressing active resistance to completing reading assignments. Although textbooks were perceived as valuable, students reported a preference for learning course content from other resources, such as lectures and lecture notes. Textbooks were perceived as alternatives, rather than complements, to attending class. Differences were found across academic disciplines. Implications of these findings for educational administration and classroom practice are discussed.
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