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Computer algorithms that analyze language (natural language processing systems) have seen a great increase in usage recently. While use of these systems to score key constructs in social and political psychology has many advantages, it is also dangerous if we do not fully evaluate the validity of these systems. In the present article, we evaluate a natural language processing system for one particular construct that has implications for solving key societal issues: Integrative complexity. We first review the growing body of evidence for the validity of the Automated Integrative Complexity (AutoIC) method for computer-scoring integrative complexity. We then provide five new validity tests: AutoIC successfully distinguished fourteen classic philosophic works from a large sample of both lay populations and political leaders (Test 1) and further distinguished classic philosophic works from the rhetoric of Donald Trump at higher rates than an alternative system (Test 2). Additionally, AutoIC successfully replicated key findings from the hand-scored IC literature on smoking cessation (Test 3), U.S. Presidents' State of the Union Speeches (Test 4), and the ideology-complexity relationship (Test 5). Taken in total, this large body of evidence not only suggests that AutoIC is a valid system for scoring integrative complexity, but it also reveals important theory-building insights into key issues at the intersection of social and political psychology (health, leadership, and ideology). We close by discussing the broader contributions of the present validity tests to our understanding of issues vital to natural language processing. ; peerReviewed ; publishedVersion

Front Cover -- Contents -- Introduction -- About the Authors -- Chapter 1 - Cybercrime as We Enter the Twenty-First Century -- Chapter 2 - The Potential Impacts of Cybercrime -- Chapter 3 - Malware Attacks -- Chapter 4 - Surgical Strikes and Shotgun Blasts -- Chapter 5 - A Framework for Conducting an Investigation of a Computer Security Incident -- Chapter 6 - Look for the Hidden Flaw -- Chapter 7 - Analyzing the Remnants of a Computer Security Incident -- Chapter 8 - Launching the Investigation -- Chapter 9 - Determining If a Crime Has Taken Place -- Chapter 10 - Cover-Ups Are Common -- Chapter 11 - Involving the Authorities -- Chapter 12 - When an Investigation Cannot Continue -- Chapter 13 - Building a Corporate Cyber "SWAT Team" -- Chapter 14 - Privacy and Computer Crime -- Chapter 15 - Introduction to End-to-End Digital Investigation -- Chapter 16 - Collecting and Analyzing Evidence of a Computer Crime -- Chapter 17 - Using Evidence Effectively -- Chapter 18 - Conducting Incident Postmortems -- Appendix A -- Appendix B -- Appendix C -- Back Cover

The issue of developing linguocultural competence among future Russian language teachers is relevant in the context of multicultural educational space, considering that this competence is the most important and professionally significant personal quality. The development of linguocultural competence ensures student's readiness to implement the ideas of the culturological approach in the process of education, his/her readiness to teach the Russian language in the context of Russian culture and the dialogue of cultures. The purpose of the study is to illuminate the methodological experience in the application of modern methods and technologies in the system of higher education. The aim of such methods and technologies is to help the future Russian language teacher develop linguocultural competence during the course of studying the culture-oriented methodological subject Intercultural Communication in the Russian Language Lessons, which is included in the educational bachelor's degree program 44.03.05 Pedagogical Education (with two specializations) at the North-Eastern Federal University n.a. Ammosov. To achieve this goal, the following tasks are performed: study of the theoretical foundations of culture-oriented linguistic methodology; analysis of the concepts, methods, and technology of developing linguocultural competence in the course of studying languages; definition of the methods and technologies of developing linguocultural competence of future Russian language teachers applied in the course of Intercultural Communication in the Russian Language Lessons. These tasks are performed through a set of theoretical and empirical methods, including: analysis of scientific and methodical literature, study and analysis of educational standards and programs, lesson observation, analysis and evaluation of the products of students' learning activities; description of pedagogical experience. The study was conducted under the guidance of the Department of Russian Language and Literature Teaching Methodology at the Philology Faculty of the North-Eastern Federal University n.a. Ammosov. The introduction of the course of Intercultural Communication in the Russian Language Lessons shows that the development of linguocultural competence among students is facilitated by the application of the principle of science and the connection of theory and practice, the principle of intersubject communications and the integrative approach, the principle of competency and the activity approach, and correlations between learning and research activities. Effective methods of developing the linguocultural competence among future Russian language teachers are: problem lectures (binary and interactive); imitative learning technologies; project technologies (individual and group projects); and research methods.

The Language Flagship Technology Innovation Center (Tech Center) at the University of Hawai'i at Mānoa presents this Blueprint for Success in order to help The Language Flagship, as well as other federal initiatives and academic programs interested in enhancing high quality language programs, to improve language learning through the strategic integration of technology. Through multiple symposia and outreach events to promote input and collaboration across the Flagship programs, the Tech Center has worked to make the integration of effective language learning technology central to The Language Flagship mission. The participation and input of Language Flagship directors, instructors and students, along with colleagues from across academia, government and the private sector, has been instrumental in refining our views and practices in the integration of blended learning into high quality instruction. We offer these Goals and Guiding Principles to the Flagship Community to assist our efforts in the integration of best practices in technology-based learning into the overall programmatic approaches throughout academia and the federal and private sectors. ; The Language Flagship Technology Innovation Center (Tech Center) at the University of Hawai'i at Mānoa presents this Blueprint for Success in order to help The Language Flagship, as well as other federal initiatives and academic programs interested in enhancing high quality language programs, to improve language learning through the strategic integration of technology. Through multiple symposia and outreach events to promote input and collaboration across the Flagship programs, the Tech Center has worked to make the integration of effective language learning technology central to The Language Flagship mission. The participation and input of Language Flagship directors, instructors and students, along with colleagues from across academia, government and the private sector, has been instrumental in refining our views and practices in the integration of blended ...

A regulator faces a stream of agents engaged in crimes with stochastic returns. The regulator designs an amnesty program, committing to a time path of punishments for criminals who report their crimes. In an optimal program, time variation in the returns from crime can generate time variation in the generosity of amnesty. I construct an optimal time path and show that it exhibits amnesty cycles. Amnesty becomes increasingly generous over time until it hits a bound, after which the cycle resets. Agents engaged in high return crime report at the end of each cycle, while agents engaged in low return crime report always. (JEL D82, D86, K42)

The advent of computer time sharing poses an extraordinary challenge to human factors research during the next decade. Before time sharing, two facts combined to de-emphasize the importance of human factors considerations in the design of computer systems: (1) the cost of the computer's time was exorbitantly high relative to the cost of users' time, and (2) the users constituted a select, highly skilled and highly motivated group of specialists. Two of the promises of time sharing, however, are (1) a drastic reduction in the cost of computer time to the individual user, and (2) the large scale availability of computer facilities to individuals untrained in any areas of computer technology. Human factors considerations then become important both for economic and psychological reasons. This paper briefly notes what a few of these considerations are.