A web-based learning environment exploiting 3D virtual worlds

There is no doubt that during the last few years the learning process has been greatly affected by the rapidly evolving era of information and technological development. The continuously increasing pace in computer power advancement in conjunction with new Internet technologies have led to the extensive usage of multimedia and 3D graphics, resulting to new forms of visualization, distribution and presentation of training material. The objectives of this work are to present an integrated view of interactive 3D virtual worlds used in the implementation of learning activities through the web and to analyze and design an e-learning system based on the exploitation of multimedia technologies, the Internet and 3D virtual worlds. The proposed system provides learners with an interactive 3D virtual learning environment thus enabling them to participate virtually in studying and performing simulated lab experiments for a course in Computer Graphics. Some of the aforementioned system’s highlights include the increased management and security capabilities of the virtual environment along with additional features offering simulation of various laboratory exercises

Security and computer forensics in web engineering education

The integration of security and forensics into Web Engineering curricula is imperative! Poor security in web-based applications is continuing to cost organizations millions and the losses are still increasing annually. Security is frequently taught as a stand-alone course, assuming that security can be 'bolted on' to a web application at some point. Security issues must be integrated into Web Engineering processes right from the beginning to create secure solutions and therefore security should be an integral part of a Web Engineering curriculum. One aspect of Computer forensics investigates failures in security. Hence, students should be aware of the issues in forensics and how to respond when security failures occur; collecting evidence is particularly difficult for Web-based applications

A comparative study of teaching forensics at a university degree level

Computer forensics is a relatively young University discipline which has developed strongly in the United States and the United Kingdom but is still in its infancy in continental Europe. The national programmes and courses offered therefore differ in many ways. We report on two recently established degree programmes from two European countries: Great Britain and Germany. We present and compare the design of both programmes and conclude that they cover two complementary and orthogonal aspects of computer forensics education: (a) rigorous practical skills and (b) competence for fundamental research discoveries

Beyond ECDL: basic and advanced IT skills for the new library professional

This paper reports on a new multimedia-centred ICT module, called Fundamentals of Information and Communication Technology (FICT) for Postgraduate Information and Library Studies students at the Graduate School of Informatics at Strathclyde University. It had radical aims (introducing novel ICT skill content in a progressive manner, encouraging deep learning and self-directed study) and used a weekly survey and a post-module survey to investigate its operation. Skills learnt were compared to skills required during student placement in libraries. Conclusions are drawn as to its success in matching the needs of future library professionals

Novel proposal for prediction of CO2 course and occupancy recognition in Intelligent Buildings within IoT

Many direct and indirect methods, processes, and sensors available on the market today are used to monitor the occupancy of selected Intelligent Building (IB) premises and the living activities of IB residents. By recognizing the occupancy of individual spaces in IB, IB can be optimally automated in conjunction with energy savings. This article proposes a novel method of indirect occupancy monitoring using CO2, temperature, and relative humidity measured by means of standard operating measurements using the KNX (Konnex (standard EN 50090, ISO/IEC 14543)) technology to monitor laboratory room occupancy in an intelligent building within the Internet of Things (IoT). The article further describes the design and creation of a Software (SW) tool for ensuring connectivity of the KNX technology and the IoT IBM Watson platform in real-time for storing and visualization of the values measured using a Message Queuing Telemetry Transport (MQTT) protocol and data storage into a CouchDB type database. As part of the proposed occupancy determination method, the prediction of the course of CO2 concentration from the measured temperature and relative humidity values were performed using mathematical methods of Linear Regression, Neural Networks, and Random Tree (using IBM SPSS Modeler) with an accuracy higher than 90%. To increase the accuracy of the prediction, the application of suppression of additive noise from the CO2 signal predicted by CO2 using the Least mean squares (LMS) algorithm in adaptive filtering (AF) method was used within the newly designed method. In selected experiments, the prediction accuracy with LMS adaptive filtration was better than 95%.Web of Science1223art. no. 454

Tacit knowledge and the biological weapons regime

Bioterrorism has become increasingly salient in security discourse in part because of perceived changes in the capacity and geography of life science research. Yet its salience is founded upon a framing of changes in science and security that does not always take into consideration the somewhat slippery concept of ‘tacit knowledge’, something poorly understood, disparately conceptualised and often marginalised in discussions on state and non-state biological weapons programmes. This paper looks at how changes in science and technology—particularly the evolution of information and communications technology—has contributed to the partial erosion of aspects of tacit knowledge and the implications for the biological weapons regime. This paper concludes by arguing that the marginalisation of tacit knowledge weakens our understanding of the difficulties encountered in biological weapons programmes and can result in distorted perceptions of the threat posed by dual-use biotechnology in the 21st century

Fostering the Biosecurity Norm: Biosecurity Education for the Next Generation of Life Scientists

Sustainable education on biosecurity and dual use for life scientists is increasingly recognised as being an important element of broader efforts to achieve biosecurity. To address this issue, a joint project between the Landau Network-Centro Volta and the Bradford Disarmament Research Centre has been initiated to analyse what currently exists in terms of biosecurity and dual use education, but also how such education can be most effectively achieved in a sustainable fashion. The purpose of this paper is to elaborate on the findings of a survey on the extent of, and attitudes to, biosecurity and dual use education in European universities, and outline the educational activities undertaken through a network of contacts built through the survey and some of the conclusions drawn from engagement with this network. The paper also outlines the development and optimization of an Educational Module Resource intended to support lecturers in the improvement and implementation of educational material related to biosecurity and dual use. This is further expanded by the authors' experience derived from implementation tests conducted at universities around Europe, in which material was tested with students and faculty members. To date, the main results from this evaluative process are that students and faculties are generally unaware of biosecurity and dual use concerns, but nonetheless appear interested in discussing these topics and have initiated challenging debates on the importance of balancing factors such as security, research, secrecy and development. However, serious efforts in terms of developing and promulgating education more broadly across the life science community will require concerted actions which look at education but also at other mutually reinforcing intervention points such as funding bodies, authors and publishers. Moreover, in the longer term it will also be necessary to develop new mechanisms and metrics to determine success in these activities and ensure that educational activities are contributing, along with other legal and regulatory measures, to mitigating the challenge of potential misuse of the life sciences in the 21st century