Methodology for the Automated Metadata-Based Classification of Incriminating Digital Forensic Artefacts

The ever increasing volume of data in digital forensic investigation is one of the most discussed challenges in the field. Usually, most of the file artefacts on seized devices are not pertinent to the investigation. Manually retrieving suspicious files relevant to the investigation is akin to finding a needle in a haystack. In this paper, a methodology for the automatic prioritisation of suspicious file artefacts (i.e., file artefacts that are pertinent to the investigation) is proposed to reduce the manual analysis effort required. This methodology is designed to work in a human-in-the-loop fashion. In other words, it predicts/recommends that an artefact is likely to be suspicious rather than giving the final analysis result. A supervised machine learning approach is employed, which leverages the recorded results of previously processed cases. The process of features extraction, dataset generation, training and evaluation are presented in this paper. In addition, a toolkit for data extraction from disk images is outlined, which enables this method to be integrated with the conventional investigation process and work in an automated fashion

The victorious English language: hegemonic practices in the management academy

This study explores hegemonic linguistic processes, that is, the dominant and unreflective use of the English language in the production of textual knowledge accounts. The authors see the production of management knowledge as situated in central or peripheral locations, which they examine from an English language perspective. Their inquiry is based on an empirical study based on the perspectives of 33 management academics (not English language speakers) in (semi) peripheral locations, who have to generate and disseminate knowledge in and through the English language. Although the hegemony of the center in the knowledge production process has long been acknowledged, the specific contribution of this study is to explore how the English language operates as part of the “ideological complex” that produces and maintains this hegemony, as well as how this hegemony is manifested at the local level of publication practices in peripherally located business and management schools

Soundscapes influence the settlement of the common caribbean coral porites astreoides irrespective of light conditions

Author Posting. © Royal Society, 2018. This article is posted here by permission of Royal Society for personal use, not for redistribution. The definitive version was published in Proceedings of the Royal Society Open Science 5(12) (2018): 181358. doi: 10.1098/rsos.181358.The settlement of reef-building corals is critical to the survival and recovery of reefs. Recent evidence indicates that coral larvae orient towards reef sound, yet the components of the acoustic environment that may attract coral larvae and induce settlement are unknown. Here we investigated the effects of ambient soundscapes on settlement of Porites astreoides coral larvae using in situ chambers on reefs differing in habitat quality (coral and fish abundance). Mean larval settlement was twice as high in an acoustic environment with high levels of low-frequency sounds, typical of a high-quality, healthy reef; this result was observed in both natural light and dark treatments. Overall, the enhancement of coral settlement by soundscapes typical of healthy reefs suggests a positive feedback where soundscape properties of reefs with elevated coral and fish abundance may facilitate coral recruitment.This study is funded by NSF Biological Oceanography award 15-36782 which supported all authors

The relation between psychological flexibility and mental health stigma in Acceptance and Commitment Therapy: A preliminary process investigation.

The present study examined the relation between changes in psychological flexibility and changes in mental health stigma in the context of a 2.5-hour long Acceptance and Commitment Therapy group workshop for reducing mental health stigma. Of 27 college undergraduates who attended the workshop, 22 completed one-month follow-up assessments, and their data were used for analyses. Results revealed that mental health stigma reduced significantly at post-treatment, and these reductions were maintained at one-month follow-up. The degree of improvement in psychological flexibility from pre to follow-up was found to be significantly correlated with the degree of reduction in mental health stigma from pre to follow-up. Limitations of the current study and directions for future research are discussed

Making judgements about students making work : lecturers’ assessment practices in art and design.

This research study explores the assessment practices in two higher education art and design departments. The key aim of this research was to explore art and design studio assessment practices as lived by and experienced by art and design lecturers. This work draws on two bodies of pre existing research. Firstly this study adopted innovative methodological approaches that have been employed to good effect to explore assessment in text based subjects (think aloud) and moderation mark agreement (observation). Secondly the study builds on existing research into the assessment of creative practice. By applying thinking aloud methodologies into a creative practice assessment context the authors seek to illuminate the ‘in practice’ rather than espoused assessment approaches adopted. The analysis suggests that lecturers in the study employed three macro conceptions of quality to support the judgement process. These were; the demonstration of significant learning over time, the demonstration of effective studentship and the presentation of meaningful art/design work

The impact of Acceptance and Commitment Therapy versus education on stigma toward people with psychological disorders

Acceptance and Commitment Therapy (ACT) has previously been shown to alter stigmatizing attitudes and to be relatively useful for psychologically inflexible participants. The present study is the first to bring those two findings together by comparing ACT to an education intervention for reducing stigma toward people with psychological disorders, and examining whether results differ for psychologically inflexible versus flexible individuals. A sample of college students (N = 95) was randomly assigned to a 2 ½ hour ACT or educational workshop. Measures were taken before and after the workshop and at a one-month follow-up. ACT reduced mental health stigma significantly regardless of participants’ pre-treatment levels of psychological flexibility, but education reduced stigma only among participants who were relatively flexible and non-avoidant to begin with. Acceptance could be an important avenue of exploration for stigma researcher

A Systematic Review of the Effectiveness of Acceptance and Commitment Therapy (ACT) for Body Image Dissatisfaction and Weight Self-Stigma in Adults

© 2018, The Author(s). Body image dissatisfaction (BID) and weight self-stigma are prevalent and associated with physical and psychological ill-health. Acceptance and Commitment Therapy (ACT) is increasingly employed for both, yet little is known about its effectiveness. Searches of 12 databases identified six studies using online, face-to-face or self-help ACT interventions for BID or weight self-stigma, of varying duration and intensity. Their effectiveness and quality were evaluated. Two reported improved BID, three improved weight self-stigma, and one reported no impact on weight self-stigma. Methodological issues (small sample sizes, lack of allocation concealment, attention control and long-term follow up) impacted the validity of findings. Due to the small number of studies and poor study quality, the effectiveness of ACT for BID and weight self-stigma remains unclear. Nonetheless findings suggest psychological flexibility may facilitate reduction in BID and weight self-stigma and indicate that brief online as well as lengthy face-to-face delivery may be useful. Suggestions for further research are made

What have we been thinking of? A critical overview of 40 years of student learning research in higher education

This paper is a response to the request from the organisers of the HECU4 conference to consider the following three questions in relation to the recent history of research into student learning in higher education: What do we know?, What do we need to know?, and What might we do about it? A survey of article titles reporting on research into student learning was carried out in three key higher education journals, and the results of this were then considered in the context of other, related research perspectives. The paper will first report on the results of this review, and then discuss these results in the context of theoretical moves in psychology and sociology over the same period of time. The trends identified in the higher education journals will then be compared to research into student learning in higher education which is published in two other disciplinary areas: Adult Education and Sociolinguistics. After raising some questions that arise from these comparisons, the final section of the paper will outline some suggestions about ways in which higher education researchers might begin to ‘think differently’ about learning and research in this field

Intervention and revision: Expertise and interaction in text mediation

Many EAL (English as an Additional Language) scholars enlist text mediators’ support when faced with the challenges of writing for international publication. However, the contributions these individuals are able to make in improving scientific manuscripts remains unclear, especially when language professionals such as English teachers do this work. In this article, we explore this topic by examining how three mediators employed their very different expertise and brought different processes to bear on the same discussion section of a medical manuscript written by a novice scholar in China. We find that successfully mediated texts are often the result of an interplay between the mediator’s expertise and the relationship between the participants. Our findings contradict those of previous studies that question the role of English teachers in this process and have the potential to inform both text mediation practices and revision studies

Forty years of Landscape research

Papers of four decades published in Landscape Research are reviewed in order to chronicle the journal’s development and to assess the academic performance of the journal relative to its own aims. Landscape Research intends to reach a wide audience, to have a broad thematic coverage and to publish different types of papers with various methodological orientations. Cutting across these first aims are the interdisciplinary ambition of the journal, and its overall focus on landscape. These aims are evaluated based upon categorisation of article content, authorship and methodology, using data derived through interpretative inquiry and quantitative analyses. The results tell the story of how Landscape Research has developed from a newsletter of the Landscape Research Group, mainly aimed at practitioners, into an interdisciplinary, international journal with academic researchers as its primary community of interest. The final section discusses the current profile of the journal and identifies issues for its future direction and development