Digital Architecture as Crime Control

This paper explains how theories of realspace architecture inform the prevention of computer crime. Despite the prevalence of the metaphor, architects in realspace and cyberspace have not talked to one another. There is a dearth of literature about digital architecture and crime altogether, and the realspace architectural literature on crime prevention is often far too soft for many software engineers. This paper will suggest the broad brushstrokes of potential design solutions to cybercrime, and in the course of so doing, will pose severe criticisms of the White House\u27s recent proposals on cybersecurity. The paper begins by introducing four concepts of realspace crime prevention through architecture. Design should: (1) create opportunities for natural surveillance, meaning its visibility and susceptibility to monitoring by residents, neighbors, and bystanders; (2) instill a sense of territoriality so that residents develop proprietary attitudes and outsiders feel deterred from entering a private space; (3) build communities and avoid social isolation; and (4) protect targets of crime. There are digital analogues to each goal. Natural-surveillance principles suggest new virtues of open-source platforms, such as Linux, and territoriality outlines a strong case for moving away from digital anonymity towards psuedonymity. The goal of building communities will similarly expose some new advantages for the original, and now eroding, end-to-end design of the Internet. An understanding of architecture and target prevention will illuminate why firewalls at end points will more effectively guarantee security than will attempts to bundle security into the architecture of the Net. And, in total, these architectural lessons will help us chart an alternative course to the federal government\u27s tepid approach to computer crime. By leaving the bulk of crime prevention to market forces, the government will encourage private barricades to develop - the equivalent of digital gated communities - with terrible consequences for the Net in general and interconnectivity in particular

Instructions on Small Screens : Analysing the Multimodality of Technical Communication Through a Design Experiment

Tässä tutkielmassa analysoin teknisen viestinnän multimodaalisuutta kokeellisen suunnittelun avulla. Kokeessani suunnittelen ja konvertoin älylasien pienelle näytölle kolme lyhyttä KONE Oyj:n asennus- ja huolto-ohjetta. Vaikka käytän kokeessani älylaseja, tutkimuksen näyttö voisi periaatteessa olla mikä tahansa pieni näyttö, esimerkiksi älypuhelin tai älykello, jonka ajantasainen sisältö on teoriassa helpommin kuljetettavissa mukana kuin paperille tulostettu perinteinen PDF-ohje. Konvertoin ohjeet käyttäen kahta teoriaa: visuaaliset ohjeet (Gattullo et al. 2019) ja minimalismiheuristiikka (van der Meij ja Carroll, 1998). Ymmärtääkseni paremmin ohjeiden koko käyttökontekstia, rakennan konversioiden testaamiseen yhteistyönä KONE Oyj:ssä käyttäjätestiympäristön simuloimaan ammattimaista hissin asennus- ja huoltoympäristöä. Vaikka nykytekniikka mahdollistaa digitaalisten, pienten näyttöjen käytön, ohjeiden tarkoitus ei muutu: niiden pitää ymmärrettävästi auttaa lukijaa suorittamaan tehtävänsä. Täten konversio- ja suunnitteluteorioiden vastapainoksi multimodaalisuuden teoriat (esimerkiksi, Bateman, Wildfeuer ja Hiippala, 2017) auttavat analysoimaan konversioiden ymmärrettävyyden eroja systemaattisesti. Käytän tutkielmassani multimodaalisuuden teorioita ymmärtääkseni konversioiden vaikutukset ohjeiden ymmärrettävyyteen. Multimodaalisuuden teorioiden avulla tunnistan ohjeiden käyttötilanteen, käytetyn median (älylasit) ominaisuudet, sekä rajaan varsinaiseksi tutkimuskohteekseni konvertoiduilta ohjenäytöiltä tunnistamani semioottiset moodit ja niiden vaikutukset konvertoitujen ohjeiden ymmärtämiseen. Johtopäätöksinä esitän, ettei yksittäisiä konvertoituja ohjenäyttöjä tutkimalla synny mimimalismiheuristiikan osalta ymmärrettävyyden kannalta merkittäviä eroja lähtötilanteen PDF-ohjeeseen nähden, lukuun ottamatta muutamien helposti pääteltävien kohtien poisjättämistä. Yleisesti ottaen molemmissa konversioissa älylaseille siirtyy multimodaalisesti samankaltainen, kaksiulotteista sivunäkymää hyödyntävä ohje kuin lähtötilanteen PDF. Koska toinen tutkimani teoria, visuaaliset ohjeet, perustuvat verbien korvaamiseen symboleilla, symbolien ymmärrettävyys korostuu merkittävänä erona visuaalisten ohjeiden käytettävyydessä. Johtopäätöksiä selventää, etten hyödynnä älylasien kaikkia ilmaisukeinoja, kuten liikkuvaa kuvaa ja ääntä, koska kokeessani huomioin kustannustehokkaan, teollisten ohjeiden tuotantoprosessin. Lopuksi ehdotan erityisesti teknisen viestinnän viitekehyksessä jatkotutkimuksen aiheiksi uusien digitaalisten medioiden kaikkien ominaisuuksien ja niiden multimodaalisten käyttötilanteiden tutkimista ja hyödyntämistä, pienien näyttöjen sisällöntuotannon standardisoinnin tutkimista ja kehitystä, sekä symbolien ymmärrettävyyden tutkimista

Past, present and future of historical information science

Der Bericht evaluiert Entwicklungen und Einflüsse von Forschungen im Bereich der empirisch orientierten Geschichtswissenschaft und deren rechnergestützten Methoden. Vorgestellt werden ein Forschungsparadigma und eine Forschungsinfrastruktur für die zukünftige historisch orientierte Informationswissenschaft. Die entscheidenden Anstöße dafür kommen eher von Außen, also nicht aus der scientific community der Assoziation for History and Computing (AHC). Die Gründe hierfür liegen darin, dass die AHC niemals klare Aussagen darüber gemacht hat, welches ihre Adressaten sind: Historiker, die sich für EDV interessieren, oder historisch orientierte Informationswissenschaftler. Das Ergebnis war, dass sich keine dieser Fraktionen angesprochen fühlte und kein Diskurs mit der 'traditionellen' Geschichtswissenschaft und der Informationswissenschaft zustande kam. Der Autor skizziert ein Forschungsprogramm, das diese Ambiguitäten vermeidet und die Ansätze in einer Forschungsinfrastruktur integriert. (ICAÜbers)'This report evaluates the impact of two decades of research within the framework of history and computing, and sets out a research paradigm and research infrastructure for future historical information science. It is good to see that there has been done a lot of historical information research in the past, much of it has been done, however, outside the field of history and computing, and not within a community like the Association for History and Computing. The reason is that the AHC never made a clear statement about what audience to address: historians with an interest in computing, or historical information scientists. As a result, both parties have not been accommodated, and communications with both 'traditional' history and 'information science' have not been established. A proper research program, based on new developments in information science, is proposed, along with an unambiguous scientific research infrastructure.' (author's abstract

動画編集シミュレータを用いるweb-basedメディアリテラシー教育プログラムの開発と評価

In this study, a web-based media literacy education program including an online video editing simulator (VES) was developed. The VES is an online virtual platform that can be used for creative practice through simulating the video editing and creation process. A frame and montage schema was proposed to organize the structure of this program to teach students how all media messages are constructed. The effectiveness of this web-based program in improving participants’ media literacy was then tested through an evaluative experiment. In the first chapter of the study, the history and current status of media literacy education are surveyed. The meaning of conducting media literacy education through web-based learning is explained, and the challenge of providing a creative practice platform in a web-based system is clarified. After that, the research purpose of this study is articulated. In chapter 2, previous studies and projects related to this study are reviewed and analyzed. First, definitions and teaching approaches of media literacy are discussed from different perspectives. Then, the inadequacy of creative practice in web-based media literacy education projects is explained through an analysis of previous similar projects. The importance of frame (selecting shots spatially) and montage (connecting shots temporally) is made explicit through analyzing the construction process of film. By way of theoretical foundation, we propose to generalize the concepts of frame and montage from the process of making a film to the selection and connection of general media information. In chapter 3, the frame and montage schema, developed from the generalization of frame and montage (as selection and connection of information), is proposed as a means to structure the teaching materials of this program. The construction process of visual media contents is explained using this schema, accompanied by the provision of a creative practice platform through the VES. With a certain level of abstraction, the frame and montage schema can also be applied to the construction process of other types of media messages and general media information. It is suggested that the frame and montage schema can function effectively to cover an overall understanding of media literacy despite limits of teaching time and materials. In chapter 4, the video editing simulator (VES) is described. The VES is an online virtual platform for simulating video editing and creation processes. Through the VES, students manage the frame (selection of shots) and montage (connection of shots) to edit and create videos. In this study, the VES is developed as the creative practice portion of the educational program. In addition, learning support functions such as chatting and sharing videos created by other students are provided in the VES. One of the original features of this study is the incorporation of creative practice using the VES into a web-based media literacy education program. In chapter 5, details of this web-based media literacy education program are described. The program contains four lessons: (1) television and the basis for media literacy, (2) frame, (3) montage, and (4) creative practice using the VES. Each lesson includes five steps: (a) suggested questions, (b) basic explanation, (c) advanced explanation, (d) extension to media literacy, and (e) exercises. Lessons 2 and 3, on frame and montage, correspond to the creative practice on the VES in that the information learned in lessons 2 and 3 is applied to the creation of videos. In step (a), suggested questions, students answer several questions related to media issues. Next, in steps (b) and (c), they study related content, comparing the explanations provided by the teaching materials to their own answers. This interactive learning process was expected to deepen students’ understanding through reflection and comparison. In chapter 6, evaluative experiment is described. This program was implemented with two groups of participants enrolled in a media literacy course for third-year university students. Before and after their participation in the program, the students’ understanding of media literacy was verified through administration of a pre-test and post-test. Also, participants were asked to evaluate the program subjectively by completing a survey questionnaire. The pre-test and post-test used the same questions, so as to equalize their difficulty and cover all knowledge elements in the program structure. In chapter 7, evaluation results are reported and discussed. The participants’ improvement from the pre-test to the post-test suggests that this program is generally effective in increasing students’ understanding of media literacy. Furthermore, effects of the program structure and the frame/montage schema are confirmed through improvement in each knowledge element, as well as in the correlation between improvement on each element and total improvement. With the exception of step (d), extension to media literacy, the educational effect of all knowledge elements within the program was confirmed to some extent. In addition, the questionnaire replies indicated generally positive subjective evaluations of the program, including interest in the teaching materials, students’ perceived improvement in understanding media literacy, and learning effects of the program. In chapter 8, conclusions and suggestions for future research are presented. The web-based media literacy education program and its effects are summarized. Prospective future research areas include improving this program, evaluating it with a control group, extensions to other types of media messages, other perspectives for media literacy education, and media literacy education in China.電気通信大学201

Virtual Reality Games for Motor Rehabilitation

This paper presents a fuzzy logic based method to track user satisfaction without the need for devices to monitor users physiological conditions. User satisfaction is the key to any product’s acceptance; computer applications and video games provide a unique opportunity to provide a tailored environment for each user to better suit their needs. We have implemented a non-adaptive fuzzy logic model of emotion, based on the emotional component of the Fuzzy Logic Adaptive Model of Emotion (FLAME) proposed by El-Nasr, to estimate player emotion in UnrealTournament 2004. In this paper we describe the implementation of this system and present the results of one of several play tests. Our research contradicts the current literature that suggests physiological measurements are needed. We show that it is possible to use a software only method to estimate user emotion

Semantic discovery and reuse of business process patterns

Patterns currently play an important role in modern information systems (IS) development and their use has mainly been restricted to the design and implementation phases of the development lifecycle. Given the increasing significance of business modelling in IS development, patterns have the potential of providing a viable solution for promoting reusability of recurrent generalized models in the very early stages of development. As a statement of research-in-progress this paper focuses on business process patterns and proposes an initial methodological framework for the discovery and reuse of business process patterns within the IS development lifecycle. The framework borrows ideas from the domain engineering literature and proposes the use of semantics to drive both the discovery of patterns as well as their reuse

An Information Exchange Framework For BIM, BAS, And IoT Data Using Semantic Web Technologies

With digital technologies like Building Information Modeling (BIM), Internet of Things (IoT), and Building Automation System (BAS), an increasing amount of data is being created. Data silos in Architecture Engineering and Construction (AEC) industry emerged. The isolation between BIM-based building contextual information, IoT devices’ time-series data, and BAS metadata still exist. This research aims to develop a framework to facilitate information exchange between BIM-based building contextual data, IoT devices’ time-series data, and BAS metadata using Semantic Web technology. This research: i) conducts a comprehensive literature review on BIM and IoT integration based on domains of application and integration methods to summarized an optimal current approach; ii) proposes a framework which enables information exchange among semantically described building contextual data, BAS metadata, and time-series data; iii) the proposed framework uses BOT and BRICK schema to describe building contextual data and BAS metadata; iv) creates an MVD for BIM assisted BAS design and information exchange using BACnet and IFC use case; v) validates the framework with the use case and data from Georgia Tech campus buildings.Ph.D

The Contrasting Image of Italian Women Under Fascism in the 1930’s

The Fascist regime in Italy lasted twenty years, deeply influencing the Italian population and the Italian culture during that time period. Although Fascism tried to control the public and private life of Italians, it was unsuccessful because of the strong presence of the Catholic Church and because ofItaly’s difficult history prior to unification. What the regime did accomplish, however, was the quasi complete consent of the masses because of the numerous activities and organizations it created for them. A particular group on which Fascism focused was women, understanding how central their role was within the family, and wanting to gain their support as well. What I decided to focus on was the somewhat contradictory role that Fascism wanted women to play. On one hand they were supposed to be loving mothers and wives, and obedient daughters, while on the other hand they were asked to embody the “new Italian woman,” a modern figure who, in Fascist ideology, was able to break away from the more traditional past and to embrace the more developed future. During the Fascist ventennio (twenty years) women were pushed outside of their homes to become an active part of the new Fascist state, but they were quickly sent back to their hearth when the regime felt it needed them and their offspring. The question is: How did women at the time deal with such a contradiction? Did they feel as torn as we present-day people might think, or was it ordinary for them? Because of the need for support and participation the regime created a vast number of organizations and associations that women could be a part of, something that in the previous years had only been attempted by the Catholic Church. Despite there being no perfect answer or solution to the contradicting aspects of Fascism in regards to women, I have tried to explain the various points of view, by enumerating both the negative aspects of the regime, and the positive innovations as well. Mussolini did create a dictatorship, and it would be incorrect to try and justify its darkest actions; however, what I tried to understand was why so many people accepted it, and why most of its events were characterized by massive participation. It was pivotal to my thesis to try and understand why the regime gave so much importance to women, and why it dedicated so much time to improve their lives as mothers and workers. Not only was welfare introduced, but the regime also created organizations for working mothers to ease their labor and allow them more time to take place in the numerous activities organized by the regime. I have used a number of different sources for my thesis – both primary and secondary, including scholarly books and essays; various movies (two of which were shot during the Fascist ventennio, and others that depict that time period, but were made years after Fascism collapsed); personal interviews with four people who were alive during the Fascist regime and who were willing to share their memories with me; novels which were written at the time and that either directly or indirectly give an idea of what life under Fascism meant; personal speeches written and given by Mussolini; written memories of his wife, Rachele Mussolini; and lastly images, which were a very powerful tool because they allowed me to visualize what at times our imaginations does not allow us to do. In conclusion, my thesis tries to give an idea of what Fascism did for women – although oftentimes not denying its misogynistic attitude, and in what way many of its decisions regarding the female gender presented an inner contradiction. These clashes between what the regime wanted women to be and how women really were, were not always as visible as one might think, and that is perhaps why those inner contradictions did not bring the regime down. Women were experiencing freedom for the first time, and although it cannot be comparable to the freedom that women had in theUnited Statesor inGreat Britain, it was certainly a breath of fresh air for Italian women of the time. This is, in my opinion, one of the main reasons for which most Italian women did not oppose the regime, and why in many cases they did not feel the oppression that the regime was creating. Propaganda and the new organizations gave women something different, something that the Liberal regime in the past had been unable to give them, and this along, in many cases, represented the strongest support that the regime could ask for