Cloud Storage and Bioinformatics in a private cloud deployment: Lessons for Data Intensive research

This paper describes service portability for a private cloud deployment, including a detailed case study about Cloud Storage and bioinformatics services developed as part of the Cloud Computing Adoption Framework (CCAF). Our Cloud Storage design and deployment is based on Storage Area Network (SAN) technologies, details of which include functionalities, technical implementation, architecture and user support. Experiments for data services (backup automation, data recovery and data migration) are performed and results confirm backup automation is completed swiftly and is reliable for data-intensive research. The data recovery result confirms that execution time is in proportion to quantity of recovered data, but the failure rate increases in an exponential manner. The data migration result confirms execution time is in proportion to disk volume of migrated data, but again the failure rate increases in an exponential manner. In addition, benefits of CCAF are illustrated using several bioinformatics examples such as tumour modelling, brain imaging, insulin molecules and simulations for medical training. Our Cloud Storage solution described here offers cost reduction, time-saving and user friendliness

Empirical Analysis of Privacy Preservation Models for Cyber Physical Deployments from a Pragmatic Perspective

The difficulty of privacy protection in cyber-physical installations encompasses several sectors and calls for methods like encryption, hashing, secure routing, obfuscation, and data exchange, among others. To create a privacy preservation model for cyber physical deployments, it is advised that data privacy, location privacy, temporal privacy, node privacy, route privacy, and other types of privacy be taken into account. Consideration must also be given to other types of privacy, such as temporal privacy. The computationally challenging process of incorporating these models into any wireless network also affects quality of service (QoS) variables including end-to-end latency, throughput, energy use, and packet delivery ratio. The best privacy models must be used by network designers and should have the least negative influence on these quality-of-service characteristics. The designers used common privacy models for the goal of protecting cyber-physical infrastructure in order to achieve this. The limitations of these installations' interconnection and interface-ability are not taken into account in this. As a result, even while network security has increased, the network's overall quality of service has dropped. The many state-of-the-art methods for preserving privacy in cyber-physical deployments without compromising their performance in terms of quality of service are examined and analyzed in this research. Lowering the likelihood that such circumstances might arise is the aim of this investigation and review. These models are rated according to how much privacy they provide, how long it takes from start to finish to transfer data, how much energy they use, and how fast their networks are. In order to maximize privacy while maintaining a high degree of service performance, the comparison will assist network designers and researchers in selecting the optimal models for their particular deployments. Additionally, the author of this book offers a variety of tactics that, when used together, might improve each reader's performance. This study also provides a range of tried-and-true machine learning approaches that networks may take into account and examine in order to enhance their privacy performance

Through the wall of literacy: transformative practice in social networks among GCSE re-sit further education students

Purpose The purpose of this paper is to explain how peripheral participants contributed to and became more central members of a community of practice based in a social network that was used to support mobile learning approaches among post-compulsory education students. The notion was that in inducing participation through pedagogical strategies, individualised online presence could be increased that would support studentship, confidence and literacy improvements in participants who are normally apprehensive about online and formal learning contexts. Design/methodology/approach The network was used by four separate groups of 16-19 aged students and 19+ aged adults, with a constant comparison made of their activity and communication. A content analysis was made of students’ posts to the network, with the codes sorted thematically to examine how students used the network to support themselves and each other. Interviews were held with students across the two years to explore perceptions of the network and the community. Findings Peripheral participants navigate through ontological thresholds online to develop individual identity presence online. Increased communicated actions (“posts”) improves participation overall and the interaction of members in terms of developing a community of practice online. The results of communicated actions posted in visible online spaces improved the literacy control and willingness to publish content created by those peripheral participants. Research limitations/implications The study is taken from a small sample (approx. 100 students) in a case study comparing results across four different groups in an English Further Education college. Most of the positive results in terms of an impact being made on their literacy capability was found among adult students, as opposed to students in two 16-19 aged groups. Research implications identify hypothetical stages of identity presence online for reluctant and peripheral participants. This shows the potential of students to be induced to openly participate in visible contexts that can support further identity development. Practical implications The implications show that blended learning is necessary to improve the opportunity for mobile learning to happen. Blended learning in itself is dependent on and simultaneously improves group cohesion of learners in online communities. When students develop a momentum of engagement (and residence within) networks they exploit further technological features and functions and become more co-operative as a group, potentially reducing teacher presence. Learning activities need to support the peripheral participants in discrete and purposeful ways, usually achieved through personalised supported learning tasks. The notion and attention paid to the difficulties in bringing peripheral participants online has implications for the prescription of online learning as a form of delivery, especially among FE students. Social implications This paper problematizes the notion of peripheral participants and suggests they are overlooked in consideration of learning delivery, design and environments. Peripheral participants may be considered to be students who are at risk of not being involved in social organisations, such as communities, and vulnerable to diminished support, for instance through the withdrawal of face-to-face learning opportunities at the expense of online learning. Originality/value This paper makes a small contribution to theories surrounding communities of practice and online learning. By deliberately focusing on a population marginalised in current educational debate, it problematizes the growing prescription of online learning as a mode of delivery by taking the perspectives and experiences of peripheral participants on board