2011 Annual Report of the Graduate School of Engineering and Management, Air Force Institute of Technology

The Graduate School\u27s Annual Report highlights research focus areas, new academic programs, faculty accomplishments and news, and provides top-level sponsor-funded research data and information

Educating the effective digital forensics practitioner: academic, professional, graduate and student perspectives

Over the years, digital forensics has become an important and sought-after profession where the gateway of training and education has developed vastly over the past decade. Many UK higher education (HE) institutions now deliver courses that prepare students for careers in digital forensics and, in most recent advances, cyber security. Skills shortages and external influences attributed within the field of cyber security, and its relationship as a discipline with digital forensics, has shifted the dynamic of UK higher education provisions. The implications of this now sees the route to becoming a digital forensic practitioner, be it in law enforcement or business, transform from on-the-job training to university educated, trained analysts. This thesis examined courses within HE and discovered that the delivery of these courses often overlooked areas such as mobile forensics, live data forensics, Linux and Mac knowledge. This research also considered current standards available across HE to understand whether educational programmes are delivering what is documented as relevant curriculum. Cyber security was found to be the central focus of these standards within inclusion of digital forensics, adding further to the debate and lack of distinctive nature of digital forensics as its own discipline. Few standards demonstrated how the topics, knowledge, skills and competences drawn were identified as relevant and effective for producing digital forensic practitioners. Additionally, this thesis analyses and discusses results from 201 participants across five stakeholder groups: graduates, professionals, academics, students and the public. These areas were selected due to being underdeveloped in existing literature and the crucial role they play in the cycle of producing effective practitioners. Analysis on stakeholder views, experiences and thoughts surrounding education and training offer unique insight, theoretical underpinnings and original contributions not seen in existing literature. For example, challenges, costs and initial issues with introducing graduates to employment for the employers and/or supervising practitioners, the lack of awareness and contextualisation on behalf of students and graduates towards what knowledge and skills they have learned and acquired on a course and its practical application on-the-job which often lead to suggestions of a lack of fundamental knowledge and skills. This is evidenced throughout the thesis, but examples include graduates: for their reflections on education based on their new on-the-job experiences and practices; professionals: for their job experiences and requirements, academics: for their educational practices and challenges; students: their initial expectations and views; and, the public: for their general understanding. This research uniquely captures these perspectives, bolstering the development of digital forensics as an academic discipline, along with the importance these diverse views play in the overall approach to delivering skilled practitioners. While the main contribution to knowledge within this thesis is its narrative focusing on the education of effective digital forensic practitioners and its major stakeholders, this thesis also makes additional contributions both academically and professionally; including the discussion, analysis and reflection of: - improvements for education and digital forensics topics for research and curriculum development; - where course offerings can be improved for institutions offering digital forensic degree programmes; - the need for further collaboration between industry and academia to provide students and graduates with greater understanding of the real-life role of a digital forensic practitioner and the expectations in employment; - continuous and unique challenges within both academia and the industry which digital forensics possess and the need for improved facilities and tool development to curate and share problem and scenario-based learning studies

Naval Research Program 2019 Annual Report

NPS NRP Annual ReportThe Naval Postgraduate School (NPS) Naval Research Program (NRP) is funded by the Chief of Naval Operations and supports research projects for the Navy and Marine Corps. The NPS NRP serves as a launch-point for new initiatives which posture naval forces to meet current and future operational warfighter challenges. NRP research projects are led by individual research teams that conduct research and through which NPS expertise is developed and maintained. The primary mechanism for obtaining NPS NRP support is through participation at NPS Naval Research Working Group (NRWG) meetings that bring together fleet topic sponsors, NPS faculty members, and students to discuss potential research topics and initiatives.Chief of Naval Operations (CNO)This research is supported by funding from the Naval Postgraduate School, Naval Research Program (PE 0605853N/2098). https://nps.edu/nrpChief of Naval Operations (CNO)Approved for public release. Distribution is unlimited.

Whitworth Park Community Archaeology and History Project: An Evaluation Report for the Heritage Lottery Fund

The Whitworth Park Community Archaeology and History Project took place between 2011 and 2015. The project investigated the material, social and natural history of Whitworth Park through archaeological survey and excavation, archival research and oral history. At the same time it engaged present-day communities with Whitworth Park’s rich past and its contribution to their urban heritage. The results of the project contributed to a wide range of activities and outputs that promoted public understanding well beyond the original project brief. These included tours of the excavations and the park, open days, a project blog, a Live Tweet, an exhibition, a public leaflet, a park display board, three short films, a series of lectures and workshops, and a number of preliminary publications addressing popular, professional and academic audiences. The project touched the lives of numerous people in diverse ways, ranging from the intensive participation of c.50 volunteers in the excavations and post-excavation work, to workshops for various classes from 6 schools, to some 44.5k visitors to the exhibition, to approximately 3.5k blog visitors and approximately 44.5k twitter accounts. Collectively, the volunteers dedicated 252 days and 1763 hours to the project.The project has contributed a great deal to our knowledge and understanding of Whitworth Park, providing intimate insights into the everyday lives of those who used it in the past. It equipped volunteers with new heritage-based skills as well as generic skills in team-working, communication and public engagement. Most importantly, it provided a strong sense of camaraderie in the shared excitement of discovery. School workshops facilitated connections and comparisons between childhood past and present, and gave children ranging from primary schools to 6th form colleges a taste of the significance and excitement of history and archaeology. Diverse and rewarding partnerships were created and fostered, many of which will be sustained beyond the lifetime of the project. Above all, the project has made a contribution to the work of those who care for public parks – their heritage and their future – ranging from the Friends of Whitworth Park to the Heritage Lottery Fund and other national organisations

Interdisciplining Digital Humanities: Boundary Work in an Emerging Field

The first book to test the claim that the emerging field of Digital Humanities is interdisciplinary and also examines the boundary work of establishing and sustaining a new field of stud

Performance and Dialogue – An Ethnographic Study into Police Liaison Teams

Scholarly discussions on public-order policing often centre on the role of paramilitary policing tactics, only recently has the role of dialogue become more prominent within the field. This thesis primarily focuses upon a dialogue-focused public-order policing tactic – the Police Liaison Teams (PLTs) – operating within the Metropolitan Police Service (MPS) in London, England. The thesis draws on data collected over a 13-month ethnographic immersion in the MPS’ public-order unit. This data was gathered during a doctoral studentship within the MPS over the period of 2015-2017. This thesis is fundamentally concerned with understanding how dialogue impacts social order within a public-order policing setting. From a micro-sociological perspective, the research seeks to understand the structures behind dialogic behaviours that Police Liaison Officers (PLOs) engage in when attempting to establish a form of ‘order’. The aim of the research is to consider the role dialogue plays during police-citizen interaction at public order policing events – specifically protests and a street-based carnival. This will be understood primarily through the perspective of uniformed officers and, more specifically, officers occupying the tactical role of PLO. Though reference will also be made to officers within other public order policing roles. Applying a dramaturgical conceptual framework, this thesis provides new insights into a lesser studied area of public-order policing. Within PLT-citizen interaction the significance of performance when interpreting actions is central. Framing the interpretation of police work using Goffman’s theories facilitates a more nuanced investigation into the ‘everyday’ behaviours within policing. My research develops our conceptual understanding of the policing of crowds still further, exploring on a micro level police-citizen interaction and the communicative structures that govern this

Jack Voltaic 3.0 Cyber Research Report

The Jack Voltaic (JV) Cyber Research project is an innovative, bottom-up approach to critical infrastructure resilience that informs our understanding of existing cybersecurity capabilities and identifies gaps. JV 3.0 contributed to a repeatable framework cities and municipalities nationwide can use to prepare. This report on JV 3.0 provides findings and recommendations for the military, federal agencies, and policy makers

Developing sustainable business models for institutions’ provision of open educational resources: Learning from OpenLearn users’ motivations and experiences

Universities across the globe have, for some time, been exploring the possibilities for achieving public benefit and generating business and visibility through releasing and sharing open educational resources (OER). Many have written about the need to develop sustainable and profitable business models around the production and release of OER. Downes (2006), for example, has questioned the financial sustainability of OER production at scale. Many of the proposed business models focus on OER’s value in generating revenue and detractors of OER have questioned whether they are in competition with formal education. This paper reports on a study intended to broaden the conversation about OER business models to consider the motivations and experiences of OER users as the basis for making a better informed decision about whether OER and formal learning are competitive or complementary with each other. The study focused on OpenLearn - the Open University’s (OU) web-based platform for OER, which hosts hundreds of online courses and videos and is accessed by over 3,000,000 users a year. A large scale survey and follow-up interviews with OpenLearn users worldwide revealed that university provided OER can offer learners a bridge to formal education, allowing them to try out a subject before registering on a formal course and to build confidence in their abilities as learners. In addition, it was found that using OER during formal paid-for study can improve learners’ performance and self-reliance, leading to increased retention and satisfaction with the learning experience