Thesis (M.A.)--West Virginia University, 2006. / Title from document title page. Document formatted into pages; contains ix, 95 p. Includes abstract. Includes bibliographical references (p. 89-95).

Thesis (D. Min.)--Western Seminary, Portland, OR, 2005. / Abstract. Includes bibliographical references (leaves 136-137).

Thesis (M.A.)--West Virginia University, 2006. / Includes abstract. Includes bibliographical references (p. 89-95).

Subject to Change is the culmination of a two-year investigation of the idea of home. This thesis discusses the journey of creating a home for my family and the work it spawned. Various cultural and artistic influences that shape the work include Grimm’s fairytales, my upbringing in Germany, Sigmund Freud, Bernd and Hilla Becher, and Josef Beuys. This work reflects a situation and transforms material that takes on symbolic meaning.

Esta dissertação apresenta uma proposta de aprendizagem que consiste no desenvolvimento de uma pesquisa utilizando, como material didático, algumas questões da Olimpíada Brasileira de Matemática das Escolas Públicas (OBMEP), acompanhadas de experimentação no Ensino Fundamental e Ensino Médio. As questões selecionadas permitem diferentes formas de resolução, em especial por serem questões discursivas transversais e pseudotransversais da segunda fase. A pesquisa foi desenvolvida durante 8 encontros com 52 alunos de duas escolas da rede pública estadual de ensino, no período de agosto e setembro de 2014. O principal objetivo foi elaborar uma sequência de atividades ou material didático que evidenciasse a importância das estratégias usadas pelos alunos na resolução dos problemas. As diferentes estratégias utilizadas pelos participantes da pesquisa foram analisadas de acordo com a teoria da Resolução de Problemas (segundo Polya e Onuchic-Allevato), com ênfase para a construção de um Cenário para a Investigação (Skovsmose). Ao refletir sobre e analisar as estratégias registradas na busca da solução dos problemas, professor-aluno, percebemos que as mesmas favorecem para a compreensão de conceitos e conteúdos matemáticos. Além disso, promovem a aprendizagem e o desenvolvimento do raciocínio matemático. / This work presents a learning proposal which is based on the development of a research using some questions from the Brazilian Math Olympiads of Public Schools (OBMEP – Olimpíada Brasileira de Matemática das Escolas Públicas) as teaching materials, followed by experimentation in elementary and high school. The selected questions allow different solving ways; especially because they are discursive cross- questions and pseudo cross of the second phase. The research was conducted during eight meetings with 52 students from two schools of the public school system, between August and September 2014. The main objective was to develop a sequence of activities or teaching materials that showed the importance of the strategies used by the students in solving the problems. The different strategies used by the participants were analyzed according to the theory of Problem Solving (Polya and Onuchic-Allevato), with emphasis on the construction of a Landscapes of Investigation (Skovsmose). By reflecting about it and analyzing the recorded strategies in the search for solving the problems, teacher-student, we conclude that these questions foment for the understanding of the mathematical concepts and content. Besides, they promote learning and development of mathematical logic.

Context: With the constantly increasing activity in the internet and its giant rise over the last 18 years, it’s become increasingly important to investigate common problems in web security Objectives: This thesis is made up of a literature study and a survey. It investigates what the common problems in web security are. It also investigates what the average web developer knows, what they think about the state of web security and what they would change. Method: A survey was developed to get information about people’s education levels, previous experience with web security and security breaches. As well as to get their opinions about web security and to find out what they would change. Results: Based on the literature study and survey the thesis finds out what the common problems in web security are as well as what the average web developer knows, think about web security and want to change. Conclusions: The state of web security in 2018 is not at the level that one might expect, there are several common problems created due to lack of knowledge and the consensus of the people is the same, that the state of web security is sub-par and not to their general satisfaction.

Scrutiny of the capabilities and accuracy of computer forensic tools is increasing as the number of incidents relying on digital evidence and the weight of that evidence increase. This thesis describes the capabilities of the leading proprietary and open source digital forensic tools. The capabilities of the tools were tested separately on digital media that had been formatted using Windows and Linux. Experiments were carried out with the intention of establishing whether the capabilities of open source computer forensics are similar to those of proprietary computer forensic tools, and whether these tools could complement one another. The tools were tested with regards to their capabilities to make and analyse digital forensic images in a forensically sound manner. The tests were carried out on each media type after deleting data from the media, and then repeated after formatting the media. The results of the experiments performed demonstrate that both proprietary and open source computer forensic tools have superior capabilities in different scenarios, and that the toolsets can be used to validate and complement one another. The implication of these findings is that investigators have an affordable means of validating their findings and are able to more effectively investigate digital media.

This research, situated at the intersection of sociology, science and technology studies and police studies, provides the first sociological account of Crime Scene Investigator (CSI) training in England and Wales. Focusing on the acquisition and everyday enactment of CSI expertise, this qualitative, ethnographic investigation asks (1) what are the roles, practices and expertise of the CSI and (2) how is the CSI’s expertise developed in training and enacted in everyday work. These questions are explored through participant observation at the main training centre for UK CSIs, observation at crime scenes, interviews with trainees during and after their training and visual methods. By unpicking the visible and invisible components of CSI work, I analyse how CSIs are trained to document crime scenes and explore the practices of transforming a potentially relevant object from these locations into artefacts that meet the requirements of courtroom scrutiny. I demonstrate how CSIs engage actively and reflexively with the requirements of different conceptions of objectivity and the changing demands placed on them. They continually and performatively negotiate and delimit multiple boundaries, from the very literal in demarcating a crime scene to claiming their position within the investigative hierarchy in each interaction. Unlike other discussions of boundary work, for the CSI this is iterative, requires constant effort and is embedded in their routine practice. Within police environments, the CSI has scope for such boundary work. In the courtroom, however, crime scene investigation is narrowly defined. This thesis develops our understanding of the CSI and crime scene investigation as a practice. It stresses the significance of taking this actor seriously in any account of forensic science and investigative practices. By viewing the CSI as simply an evidence collector, or not considering her work at all, the expertise and pivotal role of this actor in the meaningful and efficient use of science in policing is blackboxed. My detailed qualitative analysis of the CSI’s role, work and specialist expertise contributes a necessary account of a key actor in the police and criminal justice system.

Esta dissertação apresenta uma proposta de aprendizagem que consiste no desenvolvimento de uma pesquisa utilizando, como material didático, algumas questões da Olimpíada Brasileira de Matemática das Escolas Públicas (OBMEP), acompanhadas de experimentação no Ensino Fundamental e Ensino Médio. As questões selecionadas permitem diferentes formas de resolução, em especial por serem questões discursivas transversais e pseudotransversais da segunda fase. A pesquisa foi desenvolvida durante 8 encontros com 52 alunos de duas escolas da rede pública estadual de ensino, no período de agosto e setembro de 2014. O principal objetivo foi elaborar uma sequência de atividades ou material didático que evidenciasse a importância das estratégias usadas pelos alunos na resolução dos problemas. As diferentes estratégias utilizadas pelos participantes da pesquisa foram analisadas de acordo com a teoria da Resolução de Problemas (segundo Polya e Onuchic-Allevato), com ênfase para a construção de um Cenário para a Investigação (Skovsmose). Ao refletir sobre e analisar as estratégias registradas na busca da solução dos problemas, professor-aluno, percebemos que as mesmas favorecem para a compreensão de conceitos e conteúdos matemáticos. Além disso, promovem a aprendizagem e o desenvolvimento do raciocínio matemático. / This work presents a learning proposal which is based on the development of a research using some questions from the Brazilian Math Olympiads of Public Schools (OBMEP – Olimpíada Brasileira de Matemática das Escolas Públicas) as teaching materials, followed by experimentation in elementary and high school. The selected questions allow different solving ways; especially because they are discursive cross- questions and pseudo cross of the second phase. The research was conducted during eight meetings with 52 students from two schools of the public school system, between August and September 2014. The main objective was to develop a sequence of activities or teaching materials that showed the importance of the strategies used by the students in solving the problems. The different strategies used by the participants were analyzed according to the theory of Problem Solving (Polya and Onuchic-Allevato), with emphasis on the construction of a Landscapes of Investigation (Skovsmose). By reflecting about it and analyzing the recorded strategies in the search for solving the problems, teacher-student, we conclude that these questions foment for the understanding of the mathematical concepts and content. Besides, they promote learning and development of mathematical logic.

Investigating a crime of rape relies heavily upon physical evidence, which provides the court with tangible objects that are not subject to memory loss. The recognition ofphysical evidence plays a critical role in the investigation process. The first step of crime scene investigation is to conduct observation to locate valuable physical evidence; a task that depends on the skills of the investigating officer. The more common types of physical evidence that could link a suspect to the crime were identified in this study. This dissertation endeavours to provide crime scene investigators with answers on how to conduct observation at a rape crime scene. This research is based on interviews and a literature study, and will furnish insight and information about the observation process at rape crime scenes. The findings of the research may generate guidelines for crime scene observation. Recommendations and conclusions are indicated in the final chapter. / Police Practice / M. Tech (Forensic Investigation)