DOCSLIB.ORG

Examining the Digital Privacy Attitudes and Behaviours of East Yorkers

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Examining the Digital Privacy Attitudes and Behaviours of East Yorkers CORE Metadata, citation and similar papers at core.ac.uk Provided by Scholarship@Western Western University Scholarship@Western Electronic Thesis and Dissertation Repository 12-16-2019 1:00 PM Resignation or Resistance? Examining the Digital Privacy Attitudes and Behaviours of East Yorkers Kaitlyn Cavacas The University of Western Ontario Supervisor Quan-Haase, Anabel The University of Western Ontario Graduate Program in Sociology A thesis submitted in partial fulfillment of the equirr ements for the degree in Master of Arts © Kaitlyn Cavacas 2019 Follow this and additional works at: https://ir.lib.uwo.ca/etd Part of the Communication Technology and New Media Commons, Quantitative, Qualitative, Comparative, and Historical Methodologies Commons, and the Social Media Commons Recommended Citation Cavacas, Kaitlyn, "Resignation or Resistance? Examining the Digital Privacy Attitudes and Behaviours of East Yorkers" (2019). Electronic Thesis and Dissertation Repository. 6776. https://ir.lib.uwo.ca/etd/6776 This Dissertation/Thesis is brought to you for free and open access by Scholarship@Western. It has been accepted for inclusion in Electronic Thesis and Dissertation Repository by an authorized administrator of Scholarship@Western. For more information, please contact [email protected]. Abstract Digital technologies have become enmeshed in everyday life causing the public to become exposed to potential privacy risks through data collection and aggregation practices. Further, the upsurge in use of social networking platforms has also created opportunities for privacy violations through institutional and social surveillance. Employing a qualitative thematic analysis, this study explores how adults (N=101) living in East York, Toronto, navigate privacy through their use of the internet and digital services. Participants expressed feelings of mistrust, loss of control, resignation, and perceived self-unimportance with regards to their digital data. Importantly, others noted their desire and attempts to gain agency when using online services. This study provides support for the rich and developing body of literature on the sociology of resignation; as such, it challenges the notion that digital users are unconcerned about their data online and argues for a re-evaluation of the "informed" and "empowered" actor metaphor at the heart of the privacy paradox debate. Summary for Lay Audience With the increased use of digital services and the internet becoming an ever-present phenomenon, concerns have emerged around privacy as related to digital data collection and use of personal data. This study investigates the privacy-related attitudes and behaviours of individuals living in the neighbourhood of East York, Toronto. Results reveal that individuals experienced feelings of loss of control in their use of digital services, and some viewed their digital data as being unimportant or uninteresting. Furthermore, respondents expressed experiencing mistrust towards various sources including other users online, corporations, the government and technological services. Despite the limitations faced in using digital services, users noted their efforts to gain control and exert agency over their personal data. This study supports the emerging literature on the sociology of digital resignation and argues for its inclusion as a theoretical model for understanding how users manage digital and online privacy. Keywords digital privacy, networked privacy, surveillance, social media, privacy paradox, resignation, East York studies ii Acknowledgments Firstly, I would like to thank my thesis supervisor, Dr. Anabel Quan-Haase. From the start of my project you have been encouraging and supportive which has allowed me to passionately hone in on my topic. Despite my changing ideas and theoretical direction you remained confident in my abilities, always providing a source of reassurance when needed. I am incredibly grateful for your mentorship. Your patience, unwavering kindness, attentiveness and thoroughness provided me with invaluable support throughout this journey and for this I am eternally grateful. Secondly, I would like to thank Molly Harper. Your efforts in assisting with coding and editing have been incredibly helpful. This thesis would not be the same without your contributions. Your passion for bullying and youth shine a light on how incredibly kind and considerate you are and I thank you again for your work on this project. Thirdly, I would like to thank the members of my defense committee, Dr. Michael Gardiner, Dr. Scott Schaffer, and Alison Hearn. Thank you for your input and time, it is greatly appreciated. To my family, you mean everything to me. Your endless support throughout my life has provided me with the reassurance needed to pursue my passions. To my parents, your humility and open hearts have impacted the person I am today and I am endlessly grateful to have both of you as models of love in my life. Finally, this thesis received financial support from the Social Science and Humanities Research Council of Canada (Grant Number: SSHRC 435-2015-1444). I am grateful to those who have advised and helped, especially those who transcribed and coded the interviews, as well as Barry Wellman, Christian Beermann, Brent Berry, Isioma Elueze, and Maria Kicevski. Most of all, I owe immense gratitude to the residents of East York who welcomed us into their homes. iii Table of Contents Abstract ............................................................................................................................... ii Acknowledgments.............................................................................................................. iii Table of Contents .............................................................................................................. iiii List of Figures .................................................................................................................... vi List of Appendices ......................................................... vError! Bookmark not defined.i Chapter 1 ............................................................................................................................. 1 1 Introduction ................................................................... Error! Bookmark not defined. Chapter 2 ............................................................................................................................. 8 2 Literature Review ........................................................................................................... 8 2.1 Context .................................................................................................................... 8 2.2 Surveillance Culture.............................................................................................. 11 2.3 Surveillance Realism ............................................................................................ 13 2.4 Responses to Surveillance Culture ........................................................................ 17 2.5 Implications for the Privacy Paradox ................... Error! Bookmark not defined.1 Chapter 3 ...................................................................................................................... 25 3 Methodology ................................................................................................................ 25 3.1 Data Collection ..................................................................................................... 26 3.2 East York, Toronto................................................................................................ 27 3.3 Demographics of the Sample ................................................................................ 29 3.4 Internet Experiences.............................................................................................. 29 3.5 Data Analysis ...................................................................................................... 250 Chapter 4 ........................................................................................................................... 34 4 Findings ........................................................................................................................ 34 4.1 Mistrust ................................................................................................................. 34 iiii 4.1.1 Mistrust towards Known Others .................................................................. 35 4.1.2 Mistrust towards Unknown Others .............................................................. 37 4.1.3 Mistrust towards Corporations ................................................................... 342 4.1.4 Mistrust towards Government.................................................................... 344 4.1.5 Mistrust towards Technological Services .................................................. 348 4.2 Perceived Self-Unimportance ............................................................................... 50 4.3 Loss of Control ..................................................................................................... 53 4.4 Agency .................................................................................................................. 57 4.5 Resignation ........................................................................................................... 61 Chapter 5 ..........................................................................................................................
Load more

Recommended publications
  • Uva-DARE (Digital Academic Repository)
    UvA-DARE (Digital Academic Repository) “API-Based Research” or How can Digital Sociology and Journalism Studies Learn from the Facebook and Cambridge Analytica Data Breach Venturini, T.; Rogers, R. DOI 10.1080/21670811.2019.1591927 Publication date 2019 Document Version Accepted author manuscript Published in Digital Journalism Link to publication Citation for published version (APA): Venturini, T., & Rogers, R. (2019). “API-Based Research” or How can Digital Sociology and Journalism Studies Learn from the Facebook and Cambridge Analytica Data Breach. Digital Journalism, 7(4), 532-540. https://doi.org/10.1080/21670811.2019.1591927 General rights It is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulations If you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: https://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. UvA-DARE is a service provided by the library of the University of Amsterdam (https://dare.uva.nl) Download date:28 Sep 2021 “API-based research” or how can digital sociology and journalism studies learn from the Cambridge Analytica affair Tommaso Venturini & Richard Rogers How to cite Venturini, Tommaso, and Richard Rogers.
    [Show full text]
  • Introducing Digital Sociology
    INTRODUCING DIGITAL SOCIOLOGY Deborah Lupton Department of Sociology and Social Policy, University of Sydney 10 July 2013 Acknowledgement: This document is an earlier version of material that will be published as: Lupton, Deborah (forthcoming) Digital sociology. In Germov, John and Poole, Marilyn (eds), Public Sociology: An Introduction to Australian Society. Crows Nest: Allen & Unwin. This book chapter will have additional teaching material added for its final version. The version here presented may be cited as: Lupton, Deborah (2013) Introducing digital sociology. Sydney: University of Sydney. 1 Introduction: the digital age Digital technologies have become central to the lives of most people living in developed countries and increasing numbers of those in the developing world. Since the introduction of personal computers in the early 1980s and the internet in the early 1990s, those technologies – variously referred to as ‘information communication technologies’ (ICTs) or ‘cyber technologies’ and now frequently called ‘digital technologies’ or ‘the new digital media’ – have reached into many dimensions of everyday life, affecting family and intimate relationships, leisure activities, paid work, education, commerce and the ways in which mass media are presented and consumed. New digital media technologies have had a profound influence on everyday life and social relations for many people in developed societies, and increasingly in developing societies. People across the globe have becoming linked together by digital media and networks
    [Show full text]
  • Visual Social Media and Big Data. Interpreting Instagram Images Posted on Twitter
    Visual Social Media and Big Data Interpreting Instagram Images Posted on Twitter Dhiraj Murthy, Alexander Gross, Marisa McGarry Abstract Social media such as Twitter and Instagram are fast, free, and multi- cast. These attributes make them particularly useful for crisis commu- nication. However, the speed and volume also make them challenging to study. Historically, journalists controlled what/how images repre- sented crises. Large volumes of social media can change the politics of representing disasters. However, methodologically, it is challenging to study visual social media data. Specifically, the process is usually labour-intensive, using human coding of images to discern themes and subjects. For this reason, Studies investigating social media during crises tend to examine text. In addition, application programming interfaces (APIs) for visual social media services such as Instagram and Snapchat are restrictive or even non-existent. Our work uses images posted by Instagram users on Twitter during Hurricane Sandy as a case study. This particular case is unique as it is perhaps the first US disaster where Instagram played a key role in how victims experi- enced Sandy. It is also the last major US disaster to take place before Instagram images were removed from Twitter feeds. Our sample con- sists of 11,964 Instagram images embedded into tweets during a two- week timeline surrounding Hurricane Sandy. We found that the pro- duction and consumption of selfies, food/drink, pets, and humorous macro images highlight possible changes in the politics of representing disasters – a potential turn from top-down understandings of disas- ters to bottom-up, citizen informed views.
    [Show full text]
  • Globalisation and the Digital World Version 3
    Qualification Accredited A LEVEL Delivery Guide SOCIOLOGY H580 For first teaching in 2015 Theme: Globalisation and the digital world Version 3 www.ocr.org.uk/sociology A LEVEL SOCIOLOGY CONTENTS Introduction Page 3 Curriculum Content Page 4 Thinking conceptually Page 6 Thinking contextually: activities Page 8 Thinking contextually: suggested answers to student resource sheets 1, 2, 4, 5 and 7 Page 25 References Page 34 2 Introduction Delivery guides are designed to represent a body of knowledge about teaching a particular topic and contain: • Content: A clear outline of the content covered by the delivery guide; • Thinking Conceptually: Expert guidance on the key concepts involved, common difficulties students may have, approaches to teaching that can help students understand these concepts and how this topic links conceptually to other areas of the subject; • Thinking Contextually: A range of suggested teaching activities using a variety of themes so that different activities can be selected which best suit particular classes, learning styles or teaching approaches. If you have any feedback on this Delivery Guide or suggestions for other resources you would like OCR to develop, please email [email protected]. 3 Curriculum Content This delivery guide focuses on introducing learners to the • Learners should explore the issue of access to digital Component 3 theme of globalisation which runs through communication locally and globally as well as patterns both compulsory and option topics. This compulsory section, of access and use. This can be done by considering the globalisation and the digital social world, focuses on two key concept of social capital, as well as considering the response questions: of the state in regulating and managing such new forms of communication • Learners should develop an understanding of the impact 1.
    [Show full text]
  • After the 'Apicalypse': Social Media Platforms and Their Fight Against Critical Scholarly Research
    After the ‘APIcalypse’: Social Media Platforms and Their Fight against Critical Scholarly Research AXEL BRUNS DIGITAL MEDIA RESEARCH CENTRE QUEENSLAND UNIVERSITY OF TECHNOLOGY BRISBANE, AUSTRALIA [email protected] – @SNURB_DOT_INFO 1 After the ‘APIcalypse’: Social Media Platforms and Their Fight against Critical Scholarly Research Abstract In the aftermath of the Cambridge Analytica controversy, social media platform providers such as Facebook and Twitter have severely restricted access to platform data via their Application Programming Interfaces (APIs). This has had a particularly critical effect on the ability of social media researchers to investigate phenomena such as abuse, hate speech, trolling, and disinformation campaigns, and to hold the platforms to account for the role that their affordances and policies might play in facilitating such dysfunction. Alternative data access frameworks, such as Facebook’s partnership with the controversial Social Science One initiative, represent an insufficient replacement for fully functional APIs, and the platform providers’ actions in responding to the Cambridge Analytica scandal raise suspicions that they have instrumentalised it to actively frustrate critical, independent, public interest scrutiny by scholars. Building on a critical review of Facebook’s public statements through its own platforms and the mainstream media, and of the scholarly responses these have drawn, this article outlines the societal implications of the ‘APIcalypse’, and reviews potential options for scholars in responding to it. Keywords Cambridge Analytica, Social Science One, Facebook, Twitter, Application Programming Interface, API, social media, big data Introduction: End of an Era The face of scholarly social media research is changing, rapidly. For the past ten years or so – since Facebook’s userbase began to grow rapidly in 2008, and Twitter’s followed suit in 2009 – there had been a steady growth in the field, in methodological, theoretical, empirical, and organisational terms (see e.g.
    [Show full text]
  • New Media As a Formation Factor for Digital Sociology: the Consequences of the Networking in the Society and the Intellectualization of the Communications
    Studies of Changing Societies: Comparative and Interdisciplinary Focus Vol. 3'(7)2013 SCS 3'(7)2013:67-106 SCS Journal NEW MEDIA AS A FORMATION FACTOR FOR DIGITAL SOCIOLOGY: THE CONSEQUENCES OF THE NETWORKING IN THE SOCIETY AND THE INTELLECTUALIZATION OF THE COMMUNICATIONS © Olga Kyslova Associate Professor of the Department of Sociological Research Methods, Sociological Faculty, .N.Karazin Kharkiv National University), Ukraine © Ekateryna Berdnyk (Postgraduate Student of the Department of Sociological Research Methods, Sociological Faculty, Karazin V. N. Kharkiv National University) Ukraine The perspectives of digital sociology formation through the prism of transformation of new media are considered in the article. We confirm the beginning of the age of intelligent media, which incorporate the network principle of organization of the interactions with the implementations of artifacts (artificial intelligent agents) to communication processes and are the base for the formation of digital environment for human life. Among the main socio-cultural effects of the development of new media we rank the expansion of social reality due to the addition of a “digital dimension” to it, the formation of network culture and actualization of the communicative (and subsequently, network and digital) subjectivity. We consider the network culture from the point of view of the activity approach and define it as a conglomerate of stationary value and normative mechanisms, technological means of implementation and results of network communications. We consider the network culture formation to be a result of the societal networking and it serves as the basis for DOI: 10.2478/scs-2014-0154 © SCS Journal. All rights reserved 67 Studies of Changing Societies: Comparative and Interdisciplinary Focus Vol.
    [Show full text]
  • Public Sociology on Twitter: a Space for Public Pedagogy?
    Am Soc (2017) 48:233–245 DOI 10.1007/s12108-016-9304-2 Public Sociology on Twitter: a Space for Public Pedagogy? Christopher J. Schneider1 & Deana Simonetto2 Published online: 27 February 2016 # Springer Science+Business Media New York 2016 Abstract Research has examined various elements of Twitter; however, no scholarship has explored how sociologists currently use the platform. This empirically driven paper explores how individuals that self-identify as sociologists on Twitter use the popular micro-blogging social media site. A total of 152,977 tweets from Twitter profiles of 130 sociologists were collected and examined using qualitative media analysis. The poten- tial use of Twitter allows the sociologist to become both the generator and interlocutor of dialogue with publics. We frame our data analysis and discussion around the core theme of expertise - namely, the role that expertise plays in the use of Twitter by sociologists. Our findings indicate that when sociologists used Twitter as sociologists (i.e., drawing upon their stated research expertise) little direct engagement with publics occurred. Thus, while sociologists appear to be using Twitter as a space for public sociology, the use of this interactive platform is mostly limited to the generation of content, a finding consistent with Burawoy’s traditional form of public sociology. Suggestions for future research are noted. Keywords Public sociology. Twitter . Social media Introduction The practice of pedagogy is often viewed in a rather narrow way that is limited to the role that intellectuals play within academia (Giroux 2004). Facilitating dialogue that * Christopher J. Schneider [email protected] Deana Simonetto [email protected] 1 Department of Sociology, Brandon University, Brandon, MB, Canada 2 Department of Sociology, McMaster University, Hamilton, ON, Canada 234 Am Soc (2017) 48:233–245 transcends formal institutions of teaching and learning is a basic feature of public pedagogy (Giroux 2000).
    [Show full text]
  • For Digital Methods
    NMS0010.1177/1461444818769236new media & societyVenturini et al. 769236research-article2018 Article new media & society 1 –23 A reality check(list) for © The Author(s) 2018 Reprints and permissions: digital methods sagepub.co.uk/journalsPermissions.nav https://doi.org/10.1177/1461444818769236DOI: 10.1177/1461444818769236 journals.sagepub.com/home/nms Tommaso Venturini University of Lyon, Lyon, France Liliana Bounegru Ghent University, Belgium; University of Groningen, The Netherlands Jonathan Gray King’s College London, UK Richard Rogers University of Amsterdam, The Netherlands Abstract Digital Methods can be defined as the repurposing of the inscriptions generated by digital media for the study of collective phenomena. The strength of these methods comes from their capacity to take advantage of the data and computational capacities of online platforms; their weakness comes from the difficulty to separate the phenomena that they investigate from the features of the media in which they manifest (‘the medium is the message’, according to McLuhan’s 1964 dictum). In this article, we discuss various methodological difficulties deriving from the lack of separation between medium and message and propose eight practical precautions to deal with it. Keywords Computational social sciences, digital methods, digital sociology, methodology, operationalisation Corresponding author: Tommaso Venturini, 25 rue des Envierges, 75020 Paris, France. Email: [email protected] 2 new media & society 00(0) Big data, big infrastructures Great expectations and great concerns have been raised about ‘big data’ (Boyd and Crawford, 2012), ‘data science’ (O’Neil and Schutt, 2013) and the ‘computational social sciences’ (Lazer et al., 2009). A rumbling storm of digital traces is said to loom over the humanities and the social sciences, bringing great power and also responsibilities.
    [Show full text]
  • EU Safe Harbor Framework and Beyond Abstract Introduction
    On the life and lives of digital data: The US - EU safe harbor framework and beyond by Katarina Rebello This work is licensed under a Creative Commons Attribution 3.0 License. Abstract Digital data is entangled in a variety of intersecting discourses and debates- from narratives about ‘big data revolutions’ and ‘open data movements’ to controversies surrounding security and surveillance practices as well as divisive questions about privacy and data protection as social and legal principles. This article will unpack digital data from a security perspective within the context of the Safe Harbor Framework, a governance arrangement designed to facilitate digital data flows between the United States and the European Union. The driving focus of this article is best defined through several interrelated questions, namely: What is digital data? How is it possible for digital data to be constructed in overlapping and contested ways? And what does the development and deterioration of the Safe Harbor Framework reveal about the nature of digital data in the contemporary world? This article proposes that digital data is ‘alive’ and has many ‘lives’- simultaneously constructed as a ‘mundane’ feature of everyday life, as a component of ‘security-enhancing’ strategies, and as a ‘security threat’. Keywords: Big Data, Data Protection, Open Data, Privacy, Security, Surveillance, Transatlantic Introduction Digital data represents the sum of information generated through actions and interactions on the Internet- encompassing everything from emailing and instant messaging to video streaming, online banking, and social networking (Gralla, 2007, p.13). The information generated through these increasingly diverse online activities is converted and stored as digital data using a numerical system of binary code, commonly represented by assorted sequences of 0’s and 1’s (Lupton, 2015, p.8).
    [Show full text]
  • Digital Sociology and Society Professor
    SOC 270: Digital Sociology and Society Professor: Dr. Tressie McMillan Cottom Course Description Digital media, platforms and connections continue to shape our social world. This course will cover the sociological underpinnings of our apps, likes, shares, profiles and swipes. Many of the digital tools we use have become critical points of access for education, healthcare, government and work. And, not all groups have the same access to, experience of, and returns to using these tools. Given that, digital sociology is emerging from classic social theory and methods to consider these new technologies and how we interact with them. This course will put new/digital/social media in its broader social context. That means we will study institutions, people and groups through these tools rather than studying tools as an ends unto themselves. We will primarily take a critical perspective to 1) labor and new media 2) surveillance and privacy on social media networks and 3) contemporary issues of digital technologies and stratification by race, class, gender, and citizenship. Required Texts Lupton, Deborah. 2014. Digital Sociology. Routledge. ISBN: 978-1138022775 Online Resources SociologyConcepts is an online resource that explains sociological concepts. SocCinema is an online resource that explores sociological concepts through popular media and film. SocImages is another online resource that explores sociological concepts through images and pictures, many from pop culture. Assignments Writing assignments are a sociological practice. Given the nature and content of this course we will define both writing and assignments broadly. The three reflection papers and one final project are designed to prompt critical reflection of how new media and social media are reshaping critical social processes.
    [Show full text]
  • Visual Social Media and Big Data Interpreting Instagram Images Posted on Twitter
    Visual Social Media and Big Data Interpreting Instagram Images Posted on Twitter Dhiraj Murthy, Alexander Gross, Marisa McGarry Abstract Social media such as Twitter and Instagram are fast, free, and multi- cast. These attributes make them particularly useful for crisis commu- nication. However, the speed and volume also make them challenging to study. Historically, journalists controlled what/how images repre- sented crises. Large volumes of social media can change the politics of representing disasters. However, methodologically, it is challenging to study visual social media data. Specifically, the process is usually labour-intensive, using human coding of images to discern themes and subjects. For this reason, Studies investigating social media during crises tend to examine text. In addition, application programming interfaces (APIs) for visual social media services such as Instagram and Snapchat are restrictive or even non-existent. Our work uses images posted by Instagram users on Twitter during Hurricane Sandy as a case study. This particular case is unique as it is perhaps the first US disaster where Instagram played a key role in how victims experi- enced Sandy. It is also the last major US disaster to take place before Instagram images were removed from Twitter feeds. Our sample con- sists of 11,964 Instagram images embedded into tweets during a two- week timeline surrounding Hurricane Sandy. We found that the pro- duction and consumption of selfies, food/drink, pets, and humorous macro images highlight possible changes in the politics of representing disasters – a potential turn from top-down understandings of disas- ters to bottom-up, citizen informed views.
    [Show full text]
  • Towards an Ethical Framework for Using Social Media Data in Social Research
    SOC0010.1177/0038038517708140SociologyWilliams et al. 708140research-article2017 Article Sociology 1 –20 Towards an Ethical © The Author(s) 2017 Framework for Publishing Reprints and permissions: Twitter Data in Social sagepub.co.uk/journalsPermissions.nav https://doi.org/10.1177/0038038517708140DOI: 10.1177/0038038517708140 Research: Taking into journals.sagepub.com/home/soc Account Users’ Views, Online Context and Algorithmic Estimation Matthew L Williams Cardiff University, UK Pete Burnap Cardiff University, UK Luke Sloan Cardiff University, UK Abstract New and emerging forms of data, including posts harvested from social media sites such as Twitter, have become part of the sociologist’s data diet. In particular, some researchers see an advantage in the perceived ‘public’ nature of Twitter posts, representing them in publications without seeking informed consent. While such practice may not be at odds with Twitter’s terms of service, we argue there is a need to interpret these through the lens of social science research methods that imply a more reflexive ethical approach than provided in ‘legal’ accounts of the permissible use of these data in research publications. To challenge some existing practice in Twitter-based research, this article brings to the fore: (1) views of Twitter users through analysis of online survey data; (2) the effect of context collapse and online disinhibition on the behaviours of users; and (3) the publication of identifiable sensitive classifications derived from algorithms. Keywords algorithms, computational social science, context collapse, ethics, social data science, social media, Twitter Corresponding author: Matthew L Williams, Social Data Science Lab, School of Social Sciences, Cardiff University, Glamorgan Building, King Edward VII Ave, Cardiff CF10 3WT, UK.
    [Show full text]