Lab NotesNotesReflections

Personal Lessons Learned from the November 29, 1963 Plane Crash

Very strong and vivid childhood memories.

This deadly crash took place on a Friday night, only a few miles from the factory where my dad worked. One of his colleagues was to be on that plane, but had suddenly changed his mind in the boarding queue.

Plane crash crater site

The next morning, Radio-Canada canceled the broadcast of Am-stram-gram children show as the topic of that week’s episode was aviation.

The following Friday, my father came home driving the prototype of a new model of airport fire truck of which he oversaw the design and construction. I was nine years old and had a brand new shiny red machine fireman at home only a week after a dramatic event where it could have served.

This truck was destroyed on test tracks in order to learn what were the ultimate capabilities and limits of the machine. The latest test was to run the truck through woodland similar to the one where the DC-8 crashed. When the truck gave up, its frame was crooked and the shiny red paint had been completely torn off from its flanks.

It is through many similar experiences that I learned very young that:

  • first, what is ultimately at stake with any technology is human life itself; and
  • secondly, the quest for knowledge almost always involves some form or another of destruction.

Research

Since January 2013, I started a new research project. A big project that will monopolize most of my energy in the coming years. And on the developments of which I will report on this site.

Its title is Beyond “Privacy”: General Theory of Interpersonal Information Processes.

This project’s aims it to equip actors, practitioners and researchers with tools for identifying and resolving issues and legal issues, social and ethical issues raised by the interpersonal information applications and systems that are increasingly present in our lives.

At this stage, I’m still setting up the project whose objectives are summarized below.

See you soon.

Objectives

1. to test the concepts and propositions of the original version (1990) of the legal theory of interpersonal information processes, including:

  • the intra-theoretical consistency of its concepts, definitions and propositions;
  • its trans-theoretical consistency with the Portrait of Interpersonal Information Processes visual modelling;
  • the empirical applicability of its statements to the analysis of interpersonal information handlings;
  • the empirical adequacy of its statements to reveal the legal, social and ethical implications of interpersonal information handlings;
  • its inter-theoretical correspondence with other models and approaches used by practitioners for analyzing information systems;
  • its inter-theoretical correspondence with other theories dealing with the same objects that have been developed in law, philosophy, anthropology, linguistics, computer science, information management, IT & Society Studies.

2. to verify the realization of the predictions of the 1990 theory about the coevolution of law and process interpersonal information;

3. to produce from the results of the two previous objectives:

  • a new trans-disciplinary version of the theory of interpersonal information processes, and
  • a corresponding update the Portrait of Interpersonal Information Processes visual modelling;

4. to develop additional analytical tools or manuals that could help researchers, practitioners and stakeholders to make use of the theory and the visual modeling.

1990 Theory

Here are the three texts founding the original version (1990) of the theory of interpersonal information processes (that was amended at numerous times afteward) :

Pierrot Péladeau, «Esquisse d’une théorie juridique des procès d’information relatifs aux personnes», (1989) 34 McGill Law Journal 952

Pierrot Péladeau, «L’informatique ordinatrice du droit et du procès d’information relative aux  personnes», (1989) 1 Technologies de l’information et société 35

Pierrot Péladeau, «The Informational Privacy Challenge: The Technological Rule of Law», dans R. I. Cholewinski (dir.), Human Rights in Canada: Into the 1900s and Beyond, Ottawa, Human Rights Research and Education Centre – University of Ottawa, 1990, p. 93

CommunicationsInformation & LawLab NotesLiving between the linesNotes

I Create and Give a Whole New ‘Information and Law’ Course in January

tablette cuneiformeWas UQAM so desperate that it finally came to offer me this course? Because if I am indeed a jurist by training, I still remain a non-practicing and non-believing one. Enough joking. I accepted to create and teach a course officially entitled Droit de l’information (Information Law), never offered before. This course is part of the LLB program, but is offered to students in all programs. Indeed, currently 12% of students enrolled are from Communications.

I suggested – and it was agreed – that the scope of the course be expanded into a sort of  ‘Information & Law’ course, almost and ‘Information Society and Law’ one. So rather than covering one by one, some special legal institutions (intellectual property, access to information, freedom of press and libel, privacy and others), I propose instead to explore:

  • all of legal realities through the perspective of information and of an information society, and conversely,
  • the realities of information and of information society as they are regulated by laws, norms and standards of all kinds.

I have yet to produce a detailed course outline. However, at the time I am writing this, the first objective would be to get students to acquire certain knowledge and skills to work in an information society, including:

  • detect the presence of information in any considered human activity;
  • reconstruct how the information is handled, who are those involved, what types of relationships (including legal) develop between whom through such information handling;
  • identify the relevant legal institutions and the different sources of norms potentially applicable to a particular information handling;
  • raise the social and ethical issues of this handling;
  • detect the informational dimension in any legal document (law, contract, court, legal communication, norm or standard);
  • communicate about the legal dimension of handling information, including lay citizens and users.

Students in law will be especially encouraged to develop the ability to legally qualify a human activity involving the handling of information.

Rather than switch from one field law to another, the course’s plan will rather follow, week after week, the consecutive life cycle stages of information from its initial creation to various uses, including personal decision making.

This course will also insist on:

  • basic knowledge in information science and management, linguistics and related fields, and
  • methods to properly document information practices.

The course will be held on Monday evenings from January 10, 2011. There is still room for students. I therefore make this a formal invitation. Welcome to all!

Learning to Live in Between the Lines: The Program

Notes of a mini-presentation at the 3rd Open Forum “Avenirs en chantiers “ (“Futures in Projects”)

organized by Communautique at the Monument national, Montreal, January 30th, 2009

Good afternoon,

To discuss about this first project, I will refer to a few of the topics addressed at the previous roundtable: money, the generation gap, the value of information, standards and what ordinary citizens can understand.

This project responds to the “Citizenship through technology / Efficient Mode of Legislation / Cyberdemocracy”theme identified during the previous two forums of January 24th and February 25th, 2008. It aims at developing the general public’s culture about the social role of information technology.

Our ignorance about how our social relations are organized by information technology is evident by comparison with our ease to understand one of the most abstracted form of information ever created by mankind: money. We would take ten people at random out here on the street and every one of them would understand what the nature of money is and what power (‘purchasing power’ we say) it represents. They could immediately discuss together the various roles that money can play in the relations between employers and employees, between State and citizens, between spouses, between parents and children, between components of society, and even between countries.

Everyone could discuss these from different angles, including the political one.

Should we not be able to discuss just as easily about all these other types of information, often handled by the same computers that process money, and which play at least as important roles in our lives?

This cultural gap is explained by the fact that money appears into human history more than sixty centuries ago (or 300 generations), but informatics for only sixty years ago (or three generations).

But the intensity, speed and consequences of the present computerization of society require of today’s citizens an accelerated learning process. Because it is today those we already need to ensure some social control over these transformations.

Fortunately, who can understand money, can understand other forms information. Just like who can form an opinion on a bill, can discuss how a computerization project will govern our lives. This information literacy program builds on two foundations:

Learning to Live Between the Lines: The Program: Foundations: Theory

  • on one hand, work that I have developed since the’80s on identification of which elements and dimensions of the physical handling of information are relevant to a legal, social, ethical or political discussion [The three publications marking the start of this search being : “L’informatique ordinatrice du droit et du procès d’information relatif aux personnes” (Informatics as It Programs Law and Personal Information Process), Technologies de l’information et société,1989; 1/3: 35-56; “Esquisse d’une théorie juridique des procès d’information relatifs aux personnes” (Outline of a Legal Theory of Information Processes About Persons), McGill Law Journal 1989; 34: 952-982; and “The Informational Privacy Challenge: The Technological Rule of Law”, in: Human Rights in Canada: Into the 1990s and Beyond, R. I. Cholewinski (publisher), Ottawa: Human Rights Research and Education Centre – University of Ottawa, 1990, 93-116]; and

Learning to Live Between the Lines: The Program: Foundations: Modelization

  • one the other hand, more recent work on how to visually present this physical handling of information in order to facilitate open discussion [The initial work described in “La modélisation visuelle des systèmes d’information en santé pour leur gestion administrative, légale et éthique” (Visual Modeling of Health Information Systems for their Administrative, Legal and Ethical Management) in Grant AM, Fortin JP et Mathieu L (publ.), L’informatique de la santé dans les soins intégrés : connaissances, applications, évaluation. Actes des 9e Journées Francophones d’Informatique Médicale (Informatics in integrated health care: knowledge, applications, assessment. Proceedings of the 9th Francophone Medical Informatics Symposium), Sherbrooke : Société Québécoise d’informatique Biomédicale et de la Santé(SoQibs), 2003, pp. 297-308.

Learning to Live Between the Lines: The Program: Notions for Citizens

The development work for a documentary movie project(funded by the Société de développement des entreprises culturelles – SODEC, but which has not yet been filmed) permit me to identify some twenty basic notions of informatics and social sciences needed by citizens to understand their information society. [Since 2007, these notions are, one by one, discussed in monthly radio column presented during the Citoyen numérique (Digital Citizen) weekly show on Radio-Montréal] In 2008, Communautique has successfully tested the communication of these concepts in adult education sessions with people, either with low levels of literacy, or unfamiliar with the use of computers (with a grant from the Canadian Council on Learning). Among the findings, it appears that these notions that can be introduced in a fifty minutes documentary require at least a dozen hours to be fully integrated by participants to a training session. Ideally, however, these notions should fit naturally into already existing education and communication activities. Hence the preparation of a training session program for instructors as well as the development of educational material, including video vignettes.

Learning to Live Between the Lines: The Program: Notions for Key ActorsIf generalized basic understanding of the social dimension of information is essential, it is not enough to ensure democratization of the computerization of society. Applied knowledge and advanced skills should also be developed.

Hence, for example, this project to train patients and their advocacy organizations to understand electronic patient records systems, to learn how to use them and, most importantly, to influence their development.

Learning to Live Between the Lines: The Program: Bridging Notions for Professionals

Hence also the need to also develop advanced training programs for the different parties involved in the design of computerization projects meant to handle interpersonal relationships. Because it must be said that the human and social aspects of these projects still are poorly accounted for as well as there are clear deficiencies in the training and the methods of various categories of professionals involved as well as of the representatives of involved citizens.

Learning to Live Between the Lines: The Program: Overview

The computerization of society demands us to learn, individually and collectively, how to live in between the lines of forms, files and statistics, the lines of codes and programs, the lines of transmission for information. Hence the name “Learning to live in between the lines” given to this program.

Communautique and its partnering organizations contribute to this program. I intend to devote to it most of my work for the next decade. We will need synergies and complicity for its development, for its dissemination as well as its integration as part of popular civic culture.

It is therefore an invitation to join this cultural venture, and even participate into the project itself.

Thank you.

Contact

Conical_coordinates-coordonnées_coniques
Pierrot Péladeau
Professional phone (North America +1) : 5 1 4 – 7 1 6 – 0 9 3 7
Mail: please contact me first
Twitter : http://twitter.com/PierrotPeladeau
Email (please use form below) :

Identity

Pierrot_Peladeau - photo : Jean-François Leblanc, Agence Stock Photo

Trajectory

Activities

Coordinates

Contributions

Trajectory

I practice the social assessment of interpersonal information systems since 1982, time at which I participated in the creation of UQAM‘s Groupe de recherche informatique et droit among which I co-authored five books, including the Quebec government commissioned report L’identité piratée (Pirated Identity – SOQUIJ, 1986) on personal information systems in the private sector. This report’s recommendations led to the adoption in 1993 of the first data protection legislation covering the entire private sector in the Americas.

Among many other roles, I was scientific coordinator of the Telehealth Ethics Programme of the Center for Bioethics of the Montreal Clinical Research Institute (IRCM) from 1997 to 2005.

Up to now my research, consulting and teaching activities brought me to work with more than 600 organizations in fields of activities as various as healthcare, social services, banking, government services, telecommunications, public education, personnel management, research with human subjects, community organizations and commerce.

Activities

Today, my activities focus primarily on:

  • theory, practice and teaching on social assessment of interpersonal information systems;
  • the use of the image and visual modelling to help understand how they work and explain them to lay-persons; and
  • democratization of decisions regarding design and deployment of interpersonal information systems.

An overview of my personal program of activities can be found here.

I also write a regular digital lives column (in French) in Journal de Montréal and Journal de Québec as well as in blog entries here on this site.

Coordinates

Professional phone (North America +1) : 5 1 4 – 7 1 6 – 0 9 3 7
Twitter : http://twitter.com/PierrotPeladeau
Email (please use form below) :

Contributions

Portrait photo: Jean-François Leblanc, Agence Stock Photo

Pictogram “group of persons” on this site’s title: Caroline Cyr

Content Management System (CMS): WordPress and its dedicated community of developers

Graphic theme: Elegant Themes

Web hosting : Michel Dumais

Relations

presherment-parchemin

Relations: noun:  The act of relating, of reporting a story ;
The manners in which things, individuals and groups are associated.

This personal mediagraphy discuss about the manners in which persons and information are associated. Items are presented as they are of writing, talk (audio files) or image (illustrations, diagrams, videos, slide shows). A final section lists adaptations specifically destined to lay persons. A same item can be found in more than one section. (more…)

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