<p> This purpose of this thesis is to analyze voice-activated recording artifacts, using a playback audio created in Adobe Audition. To show how an automated voice recorder with standby mode treats the silence of a recording. This thesis focuses on the WAV PCM format. The WS-550M, WS-560M, and the DM-520 recorders did not have the option to create a WAV PCM file, therefore the WS-550M and the 560M created MP3 files and the DM-520 created a WMA file. Each of the recorders have automated standby mode. The recorders were set to create a WAV PCM that was a 16-bit stereo file at 44kHz. The following is a list of the devices that will be used in this study. Olympus DM-520, Olympus DM-620, Olympus WS-550M, Olympus WS-560M, Olympus WS-700M, Olympus WS-700M, Olympus WS-750M, Olympus WS-760M, Olympus WS-802, Olympus WS-822, Olympus WS-823, Philips Voice Tracer.</p><p>

No description available.

<p>Cyber counterintelligence (CCI) could be the United States' best defense against Chinese cyber aggression of Critical Infrastructure and Key Resources (CIKR). The need to defend CIKR is essential to public safety and national defense. As technology evolves and continues to march towards the inevitable connectedness that brings systems in sync with one another, the United States becomes more vulnerable. Of the 16 total sector specific areas of United States&rsquo; assets, the Communications and Information Technology (IT) sectors are constantly under attack from threats both foreign and domestic. United States network defense claims billions of dollars invested in legacy protections such as traditional and next-generation firewalls, intrusion prevention systems, anti-virus, and web gateways, all of which no longer stop advanced malware or targeted Advanced Persistent Threats (APTs). The purpose of this research was to examine the use of CCI in defending the United States&rsquo; Communications and IT sectors against Chinese cyber threats. Why is CCI important to CIKR defense? How does CCI fit into the United States Intelligence Community's (USIC) plan? What are some methodologies used to conduct CCI? What motives does China have for targeting critical infrastructure? The nation relies on the Intelligence Community (IC) to be the eyes and ears of national defense. Information warfare needs active counterintelligence (CI) to act as an offensive weapon, a tool for rooting out attackers. Through misdirection, deception, and denial, cybersecurity professionals and the IC can prevent the next disaster. CI by nature can be offensive and active and it can be the first line of defense meant to mark targets and prevent them from harming essential systems. Keywords: Cybersecurity, Professor Cynthia Gonnella, Cyber, Intelligence, Counterintelligence, Critical Infrastructure Key Resources, CIKR. </p>

Thesis (Master of Arts in Multimedia)--California State University, East Bay. / "June 2007."

Thesis (M.A.)--University of Technology, Sydney, 2005.

Thesis (M.S.)--Kutztown University of Pennsylvania, 1999. / Source: Masters Abstracts International, Volume: 45-06, page: 2812. Accompanying CD-ROM entitled: Project : interactive : an interactive introduction to creating interactive media. Typescript. Abstract precedes thesis as 3 preliminary leaves. Includes bibliographical references (leaves 84-89).

We are at a point in the history of higher education in South Africa when radical changes are occurring in instructional delivery system models. Of increasing significance is a mixed mode of traditional and distance delivery (i.e. Telematic Learning Systems at the PU for CHE). In this changing environment, language lecturers, the persons responsible for developing language modules within various Telematic programmes, remain a key element in the teaching and learning process. However, these lecturers are suddenly expected to make appropriate decisions in terms of distance education technology classification, evaluation, and consequent selection without the necessary knowledge and/or capacity to make effective technological decisions. The purpose of this article is to assist "Lone Ranger" language lecturers, in making pedagogically sound decisions when classifying, evaluating and selecting distance education technologies by: (a) considering technology selection as part of the instructional design process, (b) referring to some reasons for using technology for language learning, (c) focusing on criteria for classifying and evaluating distance education technologies, and by (d) reviewing selected studies in order to indicate the application possibilities of technologies for language teaching and learning. / Thesis (M.A. (English))--Potchefstroom University for Christian Higher Education, 2002

With their widespread use and their features such as mobility, localization, and personalization, mobile phones offer a great potential for out-of-class learning. Yet, there is scarce research on the use of mobile phones in language learning contexts nor any on using multimedia messages via mobile phones to improve learners&#039 / vocabulary acquisition. The major aim of this study was to investigate the potentials and effectiveness of using mobile phones in foreign language education. In particular, the effects of using multimedia messages via mobile phones for improving language learners&rsquo / acquisition of words were explored. A mixed method approach involving both quantitative and qualitative components was employed in this study. The quantitative part of the study followed a pre-test/post-test quasi-experimental design. The qualitative part of the study included post-study semi-structured interviews with the students, and a questionnaire involving open ended items. The participants of this study were a group of students attending the English Preparatory School of an English-medium university in Turkey. Three different groups were formed in order to investigate the comparative effectiveness of supplementary materials delivered through 3 different means: mobile phones, web pages, and printed. Analyses of the quantitative data showed that using mobile phones had positive effects on students&rsquo / vocabulary learning. The qualitative data collected through the questionnaire and the interviews supported this finding. All participants provided positive feedback about the mobile learning application used in this study.

We are at a point in the history of higher education in South Africa when radical changes are occurring in instructional delivery system models. Of increasing significance is a mixed mode of traditional and distance delivery (i.e. Telematic Learning Systems at the PU for CHE). In this changing environment, language lecturers, the persons responsible for developing language modules within various Telematic programmes, remain a key element in the teaching and learning process. However, these lecturers are suddenly expected to make appropriate decisions in terms of distance education technology classification, evaluation, and consequent selection without the necessary knowledge and/or capacity to make effective technological decisions. The purpose of this article is to assist "Lone Ranger" language lecturers, in making pedagogically sound decisions when classifying, evaluating and selecting distance education technologies by: (a) considering technology selection as part of the instructional design process, (b) referring to some reasons for using technology for language learning, (c) focusing on criteria for classifying and evaluating distance education technologies, and by (d) reviewing selected studies in order to indicate the application possibilities of technologies for language teaching and learning. / Thesis (M.A. (English))--Potchefstroom University for Christian Higher Education, 2002

This dissertation examines the strategic practice of virtual racial embodiment, as a case study of African Americans attempting to complicate current constructions of race and social justice in new media. I suggest that dominant racial constructions online teeter between racial stereotypes and the absence of race. Virtual racial classification and racial stereotypes of criminality and limited interaction with communication technologies prevalent in the digital divide literature frame the dominant online culture, which purports a Universalist ideal that avoids race through which racial hierarchy is nevertheless articulated. Based on qualitative and quantitative analyses—fieldwork, interviews with Black website founders, and an online survey—this case study provides an analytical framework that situates African Americans’ negotiations of race within everyday online discourse. I suggest that the strategy of racial embodiment has a sociohistorical and cultural basis in the racial and political strategies of offline African American communities. This study approaches these matters by locating political message board members’ agency in creating a safe space for daily critical discussions of race. Virtual safe spaces allow users to address social injustices, parse popular constructions of race, project respectability, and explore complex definitions of blackness. Ethnographic material drawn from the observation of four mainstream Black websites’ political message boards within the time frame of 2007–2008 provides information to discuss the unofficial message board practices I identify as safe house practices. I introduce the conceptual metaphor of safe house based on the physical and symbolic safe house of enslaved Africans of the antebellum era and their twentieth- and twenty-first-century successors—neighborhood meeting places, barbershops, and book stores. As a result of the analysis of the ethnographic material, I suggest racial embodiment is the transference of offline practices steeped in historic political and cultural practices of the Black community into online interactions. I use the Bourdieuan concept of the habitus to conceptualize the historical significance of the African American community’s virtual racial embodiment. I propose that this racial embodiment evidenced in the safe house practices exemplifies a dynamic Black habitus wherein black people exercise the ability to redefine black identity and community.