Book Chapters /Conference/ Workshop/ Seminar/ Proceedings, Books of Abstracts

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A Spatial Approach to Surveying Crime Problematic Areas at the Street Level
(AGILE 2014 – Castellón, June 3-6, 2014, 2014) Mburu, Lucy W.; Zipf, Alexander
Reaching far beyond the realm of geography and its related disciplines, spatial analysis and visualization tools now actively support the decision-making processes of law enforcement agencies. Interactive mapping of crime outperforms the previously manual and laborious querying of crime databases. Using burglary and robbery events reported in the urban city of Manchester, England, we illustrate the utility of graphical methods for interactive analysis and visualization of event data. These novel surveillance techniques provide insight into offending characteristics and changes in the offending process in ways that cannot be replicated by traditional crime investigative methods. We present a step-wise methodology for computing the intensity of aggregated crime events which can potentially accelerate law enforcers’ decision making processes by mapping concentrations of crime in near real time.
Evaluating the Public Value of eGovernment Services
(2015-05-20) Kamau, Gabriel; Wausi, Agnes
Governments all over the world are working on a broad array of egovernment-services. As a result, there is need to evaluate e-government services objectively to identify areas of concerns. Recently, researchers have shown interest in IS evaluation and the public value perspective segment taking the lead. Arguably, the prime objective of e-government is to produce public value through effective use of ICT. Moreover, research in the field of public administration are advocating use of paradigm in two-fold; first, it will direct the effort of scholars away from the resolution of pressing administrative problems to the studies of arcane theoretical puzzles. Second, the paradigm dictates the connective taxonomies of the principal subjects of inquiry and forces the scholars, to work and think within the ambits of paradigm. The primary objective of this paper is to carry out a theoritical review and develop a framework of evaluating e-government services for developing countries.
Dyadic Gaze Patterns during Child-Robot Collaborative Gameplay in a Tutoring Interaction
(2018-08-27) Eunice Mwangi1 , Emilia I. Barakova1 , Marta Díaz2 ,; Andreu Català Mallofré2 , Matthias Rauterberg1
Abstract - This study examines patterns of coordinated gaze between a child and a robot (NAO) during a card matching game, ‘Memory’. Dyadic gaze behavior like mutual gaze, gaze following and joint attention are indications both of child’s engagement with the robot and of the quality of child-robot interaction. Eighteen children interacted with a robot tutor in two settings. In the first setting, the robot tutor gave clues to assist children in finding the matching cards, and in the other setting, the robot tutor only looked at the participants during the play. We investigated the coordination between child and robots’ gaze behaviors. We found that more occurrences of mutual gaze and gaze following made the children aware of the gaze hints given by the robot and improved the efficacy of the robot tutor as a helping agent. This study, therefore, provides guidelines for gaze behaviors design to enrich child-robot interaction in a tutoring context. Keywords: Mutual gaze, Gaze following, Dyadic interaction, Joint attention, Child-robot interaction, Social cognition, Theory of mind, Observational analyses.
Transitioning of a business school towards responsible entrepreneurship education
(Edward Elgar Publishing, 2026) Mwangi, Renson Muchiri.; Ntara, Caroline.; Muthuri, Judy N.
Abstract Sustainable entrepreneurship education holds great potential to drive sustainable development in Africa through imparting entrepreneurial knowledge and skills, nurturing social innovations that tackle community challenges and create employment, and promoting ethical and sustainable business practices. Unfortunately, this value is not realised because many business schools in Africa that offer entrepreneurship education at most have prioritised the use of traditional teaching models and curriculum content largely disconnected from the reality of entrepreneurship and sustainability. This chapter focuses on a comprehensive framework for developing an entrepreneurship education curriculum using a case study of KCA University in Kenya and leveraging the power of North–South cooperation and collaboration between academia and industry in an entrepreneurship ecosystem in Kenya. The case study used collaborative curriculum design methodology, using appreciative inquiry as a mediating tool for collaboration, to revamp the entrepreneurship curriculum by integrating sustainability and ethical business practices, embracing experiential learning, and fusing case study methodology.