Modeling C2 Networks as Dependencies: Understanding What the Real Issues Are

NoThis chapter describes an approach to modeling C2 and other types of networks as a series of nodes (people, groups, resources, locations, concepts, etc.). The nodes are linked by one or more weighted arcs describing the type and the strength of the dependency that one node has on another node. This model allows analysts to identify the most important nodes in a network in terms of their direct and indirect dependencies and to rank them accordingly. The same model also supports consequence analysis in which the direct, indirect, cascading, and cumulative effects of changes to node capabilities can be propagated across the networks. The chapter describes the basic modeling technique and two types of dependency propagation that it supports. These are illustrated with two examples involving the modeling and reasoning across insurgent networks and an Integrated Air Defense System. These show how aspects of the networks can be analyzed and targeted. Details are also provided on the mechanisms to link the analysis to a planning system through which plans can be developed to bring about desired effect(s) in the networks

Web conferencing and remote laboratories as part of blended learning in engineering and science: A paradigm shift in education or more of the same?

The purpose of this chapter is to provide an overview and subsequent application of research into the impact web conferencing and remote laboratories have on engineering and science education within the context of blended learning. The impact is examined especially in assessing the reaction and achievement of learners in using these new technologies compared to that of a traditional classroom or (the currently popular approach of) asynchronous e-learning. In recent years, there has been a significant increase in the level of remote or distance learning (or e-learning) using the Internet. One of the gaps in current research is the examination of the impact of web conferencing and remote science and engineering laboratories on the learning experience. The chapter is commenced by defining e-learning, synchronous, asynchronous and blended learning. Hereafter, web conferencing and remote laboratories are then defined and reviewed in detail. The impact that web conferencing and remote labs have on the e-learning experience as compared to the classroom and asynchronous approaches is then examined. The chapter is concluded by an examination of our research into what the perceived requirements are for web conferencing and remote laboratories and suggestions are given on how to apply web conferencing and remote labs to engineering and science education