Cyber Security

This open access book constitutes the refereed proceedings of the 17th International Annual Conference on Cyber Security, CNCERT 2021, held in Beijing, China, in AJuly 2021. The 14 papers presented were carefully reviewed and selected from 51 submissions. The papers are organized according to the following topical sections: ​data security; privacy protection; anomaly detection; traffic analysis; social network security; vulnerability detection; text classification

Cyber Security

This open access book constitutes the refereed proceedings of the 17th International Annual Conference on Cyber Security, CNCERT 2021, held in Beijing, China, in AJuly 2021. The 14 papers presented were carefully reviewed and selected from 51 submissions. The papers are organized according to the following topical sections: ​data security; privacy protection; anomaly detection; traffic analysis; social network security; vulnerability detection; text classification

Codes of Modernity: Infrastructures of Language and Chinese Scripts in an Age of Global Information Revolution

This dissertation explores the global history of Chinese script reforms—the effort to phoneticize Chinese language and/or simplify the writing system—from its inception in the 1890s to its demise in the 1980s. These reforms took place at the intersection of industrialization, colonialism, and new information technologies, such as alphabet-based telegraphy and breakthroughs in printing technologies. As these social and technological transformations put unprecedented pressure on knowledge management and the use of mental and clerical labor, many Chinese intellectuals claimed that learning Chinese characters consumed too much time and mental energy. Chinese script reforms, this dissertation argues, were an effort to increase speed in producing, transmitting, and accessing information, and thus meet the demands of the industrializing knowledge economy. The industrializing knowledge economy that this dissertation explores was built on and sustained by a psychological understanding of the human subject as a knowledge machine, and it was part of a global moment in which the optimization of labor in knowledge production was a key concern for all modernizing economies. While Chinese intellectuals were inventing new signs of inscription, American behavioral psychologists, Soviet psycho-economists, and Central Asian and Ottoman technicians were all experimenting with new scripts in order to increase mental efficiency and productivity. This dissertation reveals the intimate connections between the Chinese and non-Chinese script engineering projects that were taking place synchronically across the world. The chapters of this work demonstrate for the first time, for instance, that the simplification of Chinese characters in the 1920s and 1930s was intimately connected to the discipline of behavioral psychology in the US. The first generation of Chinese psychologists employed the American psychologists’ methods to track eye movements, count word-frequencies, and statistically analyze the speed of reading, writing, and memorizing in order to simplify and “rationalize” the Chinese writing system in an effort to discipline and optimize mental labor. Other chapters explore the issue of mental and clerical optimization by finding the origins of the Chinese Latin Alphabet (CLA), the mother of pinyin, in hitherto unknown Eurasian connections. The CLA, the pages of this work shows, was the product of a transnational exchange that involved Ottoman and Transcaucasian typographers as well as Russian engineers and Chinese communists who sought efficiency in knowledge production through inventing new scripts. Situating the Chinese script reforms at this global intersection of psychology, economy, and linguistics, this dissertation examines the global connections and forces that turned the human subject into a knowledge worker who was cognitively managed through education, literacy, propaganda, and other measures of organizing information, all of which had the script at the center. The search for efficiency and productivity—the core values of industrialism—lay at the heart of script reforms in China, but this search was inseparable from linguistic orders and political ambitions. Even if writing, transmitting, and learning a phonetic script could theoretically be easier and more efficient than the Chinese characters, the alphabet opened a veritable Pandora’s Box around the issue of selection: given the complex linguistic landscape in China, which speech was a phonetic script supposed to represent? There were myriad languages spoken throughout the empire and the subsequent nation-state, most of which were mutually incomprehensible. Mandarin as spoken in Beijing was different from that spoken in the south, and “topolects” or regional languages such as Min or Cantonese were to Mandarin what Romanian is to English. As a linguistic life-or-death issue, phonetic scripts stood for the infrastructural possibilities and limitations in the representation of speeches. Some scripts, such as Lao Naixuan’s phonetic script composed of more than a hundred signs, were capable of representing multiple Mandarin and non-Mandarin speeches; whereas others, such as Phonetic Symbols that only has thirty-seven syllabic signs, represented only one speech, i.e., Mandarin. Using Mandarin-oriented scripts to transcribe non-Mandarin speeches was like writing English with fifteen letters, hence the acrimonious disputes that fill the pages of this dissertation. Succinctly put, it was at the level of script invention that Chinese and non-Chinese actors engineered different infrastructures not only for laboring minds but also for the social world of Chinese languages. The history of information technologies and knowledge economy in China was thus inseparable from the world of speech and language, as each script offered a new potential to reassemble the written matter and the speaking mind in a different way. “Codes of Modernity” thus conceptualizes the script itself as an infrastructural medium. A script was not merely a passive carrier of information, but an existential artifact. Building on an expanding literature on infrastructures, it endorses the observation that infrastructures, technologies, and the social world around them work in a recursive loop. An infrastructure is not just the physical object that permits the flow of information, goods, ideas, and people, but a sociotechnical product that enables the experience of culture, while imposing constrains on it at the same time. Like electricity grids, transportation systems, and sewage canals, the experience of scripts as infrastructures is the experience of thought worlds. After a long tradition of structuralism and poststructuralism that sought to understand the world through the semiotic prism of language, “Codes of Modernity” argues that it is time for an infrastructuralism that excavates the indispensable media that enable the production of language and thought

Teaching Chinese through integrating songs in Task-based learning : a teacher action research project

This research focuses on the exploration of integrating songs in the Task-based Language Teaching (TBLT) approach to enhance the learnability of Chinese. The aim of this study is to develop a series of effective curriculum resources, including songs and tasks and a novel framework combining songs and tasks in language teaching. This research is also designed as an action research to improve the teacher-researcher proficiency of the researcher with his teaching experience in Pianpi High School. In this study, different types of songs were experimented with and different tasks were utilized to allow the language to be used in life-like contexts. Finally, an adjusted framework of TBLT, including the Pre-task phase, Song phase, Core task phase and Post-task phase, is developed to combine songs and tasks, and to move the learning of songs to a higher plane of practice and application

Code-switching by Chinese English-as-a-second-language students in computer-mediated communication: A multiple case study.

No abstract available.The original print copy of this thesis may be available here: http://wizard.unbc.ca/record=b130959

A Study on Taiwanese International Students and Taiwanese American Students: The Interface between Naming and Identity

In this study, I analyze how Chinese and English naming practices influence name adoption and explicate how the use and choice of names by Taiwanese international students and Taiwanese American students at San José State University, California, are structured through social interaction and cultural context. The data were collected from in-depth interviews with 10 Taiwanese international students and 10 Taiwanese American students. The interviews focused on how they construct their identities and produce social relations with others through their choice and use of ethnic and/or English names. The study findings help to illuminate areas that until now have not received much scholarly attention. Certain traditional practices, such as generation names, are used by both Taiwanese parents and first generation Taiwanese parents to solidify the kindred relationships among siblings and collateral relatives, thus showing continuity even when parents have immigrated to the United States. Furthermore, the use of ethnic and English names by Taiwanese international students, which appeared at first to be governed by personal choice, is often constrained by linguistic and social factors. Their use of English names begins in Taiwan and then continues in the United States, not only helping them to transform themselves from outsiders to insiders, but also greatly influencing their acculturation

Journal of Education Innovation and Communication, December 2019, The value of pedagogical knowledge: an international perspective

The publications of the Communication Institute of Greece, such as the “Journal of Education, Innovation, and Communication (JEICOM)”, are open access without any costs for the authors or the readers. JEICOM is a Fully Peer-Reviewed, Open Access journal, publishing articles from all areas of education, innovation and communication, independent of the events organized by the Communication Institute of Greece. JEICOM’s scope is to provide a free and open platform to academics, researchers, professionals, and postgraduate students to communicate and share knowledge in the form of high quality empirical and theoretical research that is of high interest not only for academic readers but also for practitioners and professionals. JEICOM welcomes theoretical, conceptual and empirical original research papers, case studies, book reviews that demonstrate the innovative and dynamic spirit for the education and communication sciences, from researchers, scholars, educators, policy-makers, and practitioners in education, communication, and related fields. Articles that show scholarly depth, breadth or richness of different aspects of social pedagogy are particularly welcome. The numerous papers presented every year during the conferences organized by the Communication Institute of Greece, enables us to have access to a plethora of papers. Following a rigorous peer- review process, only a selection of these papers submitted is published biannually. In addition, to the papers presented in the Institute’s conference, we do encourage independent submissions of papers too. Nevertheless, before you submit, please make sure to respect the guidelines and templates provided. The current issue of the “Journal of Education, Innovation, and Communication (JEICOM)”, is our Second Issue for 2019 (December 2019). We consider that education and fruitful exchange can improve our lives with the view to nurture intercultural communication. Academics can contribute significantly to the quality of the educational experience and help educate, communicate, exchange, meet new cultures, create and collaborate! We wish you an excellent reading and for the year to come soon, 2020, Health, Love, Knowledge, Education, Prosperity, Communication and Exchange

What do Teachers of Chinese as a Foreign Language Believe about Teaching Chinese Literacy to English Speakers?

This study was motivated by a recognition of the difficulties of teaching literacy in Chinese as a foreign language (CFL). CFL teachers deliberate over pedagogy, content sequencing, goals for literacy learning, and the use of authentic materials. These issues are complicated by the long history of Chinese literacy practices and the cultural significance of the writing system. The teachers bring rich personal histories and expertise, shaped by this cultural background, to their teaching. The study aims to gain a better understanding of teacher cognition on teaching Chinese literacy, to inform the discussion on improving CFL literacy instruction. The participants are five teachers raised and educated in China who are currently teaching in U.S. K-12 schools. This qualitative study employs semi-structured interviews, triangulated with lesson plans and classroom observations. The conceptual framework is based on Borg’s model (2003) of four sources of language teacher cognition—schooling, professional coursework, classroom practice, and school contexts—extended to incorporate the role of surrounding cultures of learning, as conceptualized by Jin and Cortazzi (2006). The analysis of the data foregrounds the stories told by the participants, examined using a modification of Labov’s scheme. VAB (Values, Attitudes, and Beliefs) Coding is used to identify common themes among the participants. The themes are then examined within the wider perspective of CFL literacy teaching in the United States. The findings are further examined through the lens of “Sponsors of Literacy” (Brandt, 1998), to view CFL teaching from a socio-eoconomic perspective. The data in this study suggest that CFL teachers believe in the importance of teaching fundamental, bottom-up skills in Chinese literacy. The teachers are also committed to nurturing an appreciation for Chinese literacy, including the writing system, among their students. They draw on the traditional Chinese model of an expert, caring teacher to meet the needs of their students. This means modifying the traditional Chinese model of bottom-up literacy teaching. These modifications sometimes include student-centered learning and top-down reading strategies. The findings suggest that future efforts in CFL pedagogy research, teacher training, and curriculum development take into consideration the cultural and personal backgrounds of the teachers

Chinese elements : a bridge of the integration between Chinese -English translation and linguaculture transnational mobility

[Abstract] As the popularity of Chinese elements in the innovation of the translation part in Chinese CET, we realized that Chinese elements have become a bridge between linguaculture transnational mobility and Chinese-English translation.So, Chinese students translation skills should be critically improved; for example, on their understanding about Chinese culture, especially the meaning of Chinese culture. Five important secrets of skillful translation are introduced to improve students’ translation skills