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Adverse childhood experiences can have far-reaching negative consequences on people's lives, but there are growing efforts to implement trauma-informed practices in services to improve long-term outcomes

The current (and future) adoption of the IoT has, for some time, stimulated debate about the broader implications for privacy, ethics, trust and security that the IoT. Given the IoT's penchant for generating and utilising various (oftentimes somewhat personal) data, the European Union's (EU) forthcoming General Data Protection Regulations (GDPR) will have a significant impact on how the IoT is regulated. As with the term IoT the interpretation of GDPR is generating its own discourses particularly around how wording within the regulation is turned into implementation. The paper begins by critiquing the term Privacy by Design (PbD), and an alternate form which appears in article 25 of the GDPR Data protection by design and default. We note that these two phrases are in fact part of a broader group which inexhaustively includes: Security by Design, Privacy by Default, Security by Default, Data Protection by Design, Data Protection by Default. Our critique does not concern the sentiments or intentions represented by these phrases, or PbD per se, but highlights ambiguities and potentially misleading interpretations that their invocation promotes. After exploring these potential pitfalls, we go on to discuss design-led research that positions Informed by Design as a more fruitful approach to creating IoT devices and services which can more meaningfully respond to concerns about privacy, ethics, trust and security.

John Dewey's philosophy of education did not arise in a vacuum. Much as Dewey himself would have recognized, his experiences shaped his philosophy. The experiences described include Dewey's time as a boy in Burlington, Vermont; his graduate education at Johns Hopkins University, and his first academic post at the University of Michigan; concluding with his time at the University of Chicago with his famous laboratory school. Following each narrative, Dewey's experiences are connected with and compared to his landmark publication Democracy and Education. Special consideration to the alignment of theory and practice helps to guide interpretation of his experiences with his emerging philosophy. Local and regional contexts are provided to consider the situated context of each of the geographically organized narratives. Included is a discussion of the philosophical contributions of Kant, Vermont Transcendentalism, and Hegelianism to Dewey's philosophy. Additionally included are the contributions of Alice Chipman Dewey, Jane Addams, and Ella Flagg Young to Dewey's thinking.

A summary of 'all available previously published questions asked of nationwide cross-sections of the US public from 1947 to date that get at what people actually know about a news item.... Topics covered include what the public knows about people, expressions, & issues in the news, & a few questions demonstrate the gap between exposure to news & actual knowledge of what the issues entail.' AE of 61 questions is included. I. Taviss.