Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-11, Section: A, page: 4023. Adviser: Christine Jenkins. Includes bibliographical references (leaves 207-229) Available on microfilm from Pro Quest Information and Learning.

<p> Organizations of all sizes are targets for a cyberattack. Undetected data breaches result in the catastrophic loss of personally identifiable information (PII) causing considerable financial and reputation harm to organizations, while also imposing a risk of identity fraud to consumers. The purpose of this study was to consider the impact that undetected data breaches have on organizations with an additional focus on shortening the gap between the time of data breach and the time of detection through manual protocol analysis and intrusion detection system (IDS) solutions. This research reviewed the available literature detailing the effects of undetected data breaches on organizations as well as the advanced exploitation of protocols and anomaly detection through manual protocol analysis and IDS. </p><p> Manual protocol analysis provides situational anomaly detection when compared to baseline network traffic, but implies privacy concerns and does not allow timely detection of most cyberattacks. Automated IDS stream-based flows allow quicker detection of cyberattacks. Network flow-based IDS misses hidden attacks due to lack of a data payload requiring manual analysis instead, while host-based IDS adversely affects the performance of the host computer, but successfully identifies anomalies based on known signatures. This study recommended a complementary defense-in-depth solution which employs manual protocol analysis and both host-based and network-based IDS solutions as a viable strategy for reducing the time between data breach and time of detection. This study additionally recommended that security operation center personnel and IT departments should receive protocol analysis training to support manual detection against a known network traffic baseline.</p><p>

p. 1 - 162 / Submitted by Santiago Fabio (fabio.ssantiago@hotmail.com) on 2013-01-24T17:50:44Z No. of bitstreams: 1 5555555.pdf: 961428 bytes, checksum: dd94cd1959cf60b3cae50ac0712b092f (MD5) / Made available in DSpace on 2013-01-24T17:50:44Z (GMT). No. of bitstreams: 1 5555555.pdf: 961428 bytes, checksum: dd94cd1959cf60b3cae50ac0712b092f (MD5) Previous issue date: 2007 / O objetivo do trabalho foi analisar a relação entre Tecnologia da Informação (TI) e Redes de Cooperação Interorganizacionais, tendo como cenário a experiência do Programa de Redes de Cooperação do Rio Grande do Sul, desenvolvido pela Secretaria do Desenvolvimento e dos Assuntos Internacionais (SEDAI). Através de um estudo de caso exploratório qualiquantitativo, a pesquisa contemplou entrevistas estruturadas realizadas com gestores de cinco redes de cooperação, abrangendo informações quanto à utilização da TI nas fases de formação e operação destas estruturas, bem como a sua relação com as práticas coletivas. Seu resultado indicou uma relação de causalidade entre os temas estudados, na qual a Tecnologia da Informação ao mesmo tempo em que impulsiona a prática da cooperação, é, também, impulsionada pelo desenvolvimento de práticas coletivas, além de influenciar positivamente nos momentos de formação e operação das redes. Além do resultado apresentado, foram sinalizadas proposições de ações e de pesquisas sobre o tema em pauta. / Salvador

Submitted by Micheli Abreu (mabreu@fiocruz.br) on 2016-09-08T16:48:49Z No. of bitstreams: 1 Marcia_Soares_EPSJV_Mestrado_2016.pdf: 887035 bytes, checksum: 9ad5e6106671d680680415ea8a1f8f3f (MD5) / Approved for entry into archive by Mario Mesquita (mbarroso@fiocruz.br) on 2016-09-21T14:15:35Z (GMT) No. of bitstreams: 1 Marcia_Soares_EPSJV_Mestrado_2016.pdf: 887035 bytes, checksum: 9ad5e6106671d680680415ea8a1f8f3f (MD5) / Made available in DSpace on 2016-09-21T14:15:35Z (GMT). No. of bitstreams: 1 Marcia_Soares_EPSJV_Mestrado_2016.pdf: 887035 bytes, checksum: 9ad5e6106671d680680415ea8a1f8f3f (MD5) / Fundação Oswaldo Cruz/Escola Politécnica de Saúde Joaquim Venâncio / Frente ao crescente espaço informacional que compartilhamos no nosso dia a dia, já não podemos mais desconsiderar um processo de ensino aprendizagem desvinculado, desconectado, à margem dessa realidade, e neste caso, deixar de pensar a educação online para o processo de ensino do trabalhador da área de Informações em Saúde. Este estudo tem como objetivo analisar de que forma as ferramentas midiáticas podem contribuir no processo de ensino aprendizagem dos trabalhadores da área de Informações em Saúde e analisar de que forma as plataformas educacionais têm sido utilizadas no processo de capacitação para a área de Informações em saúde, bem como, investigar a aplicação dos programas de educação online. A metodologia baseou-se na análise bibliográfica e documental, quando foram analisados estudos e experiências acerca do objeto, centrando o estudo em três grandes eixos: educação online, educação à distância e tecnologias de informação e comunicação, quando foram focadas as contribuições, possibilidades, perspectivas, o emprego das tecnologias de informação e comunicação no processo educativo. O estudo apontou as possibilidades da educação online e das tecnologias de informação e comunicação como meios otimizadores do diálogo, da motivação, de construção coletiva do conhecimento, um espaço educativo que traga as experiências, trajetórias, entendimentos e visões desses trabalhadores acerca da área de Informações em Saúde, um espaço livre e plural. / To the growing informational space that we share in our daily lives, we can no longer ignore an unlinked teaching and learning process, disconnected, outside this reality, and in this case, stop thinking about online education for workers of the education process Information Department of Health. This study aims to analyze how the media tools can help in the teaching learning of workers Information area Health and examine how educational platforms have been used in the training process for health information area, as well as investigate the application of online education programs. The methodology was based on bibliographical and documentary analysis, when analyzed studies and experiments on the subject, focusing the study on three main areas: online education, distance education and information and communication technologies, when contributions, possibilities were focused, perspective, the use of information and communication technologies in the educational process. The study pointed out the possibilities of online education and information and communication technologies as optimizers means of dialogue, motivation, collective construction of knowledge, an educational space that bring the experiences, trajectories, understandings and visions of these workers about the information area Health, a free and plural space.

<p> District leaders play a pivotal role in shaping federally-mandated policies that impact how digital citizenship curriculum is developed and implemented in schools. Yet, for many school leaders, teaching about digital participation may appear as a daunting and unfamiliar practice. In fact, most educators do not participate in digital communities, in contrast to the large number of youth who do. Over 1,200 district administrators from across the nation reported that they ban collaborative digital spaces such as social media in the classroom due to safety, privacy, and classroom management concerns. Yet, emerging research demonstrates that when students are given a structured opportunity to experience digital engagement in productive and constructive ways, students become producers rather than consumers of content and are able to develop an understanding of their digital participation in relation to their participation in society. </p><p> For educators who want to delve into digital citizenship, there currently exists a plethora of resources to support teachers in classroom-level integration of digital citizenship, but supports and resources for system-level, implementation remain limited. Moreover, these resources represent varied conceptualizations of digital citizenship, which results in inconsistent implementations of digital citizenship across classrooms, schools, and districts. Thus, how can district leaders such as superintendents, chief academic officers, or chief technology officers provide a cohesive and comprehensive digital citizenship program when the very conceptualization of digital citizenship remains unclear? </p><p> The purpose of this study was to utilize a case study approach to examine a large, urban school district&rsquo;s approach to defining, developing, and maintaining a digital citizenship initiative focused on empowering students over the course of four years. By documenting and unpacking the elements of a district-wide approach to digital citizenship, this study provides a foundation for systemic practices and a common language aimed at informing organizational policy and practice. Despite the concept of digital citizenship being in its infancy, this study provides an organizational perspective of its conceptualization and implementation across a large system. Findings revealed that the district&rsquo;s complex organizational efforts were rooted in political and symbolic decisions that facilitated the influence of digital citizenship across policy and program implementation efforts.</p><p>

Mobile augmented reality has become an influential tool for digital content representation and visualization of media content in terms of enhancing users' experience and improving the adaptability and usability of typical augmented reality applications, such as in e-commerce shopping, virtual museum, or digital heritage scenarios. This research proposes a new Service Oriented Mobile AR Architecture called SOMARA, which includes a novel mobile AR client application. SOMARA takes advantage the ability to integrate third party content through service orientation. The SOMARA architecture enhances traditional standalone mobile AR applications with embedded media content by uniquely integrating a web service framework into an augmented reality client application to create more efficient and flexible mobile augmented reality applications that efficiently supports novel media content acquisition and visualization through appropriate access parameters. The proposed architecture requires access to media content through specific media content service providers, e.g. a museum commissioning an augmented reality based museum interactive — predetermined media content, or any third party with their own service APIs, e.g. the Victoria and Albert Museum API — related external media content. This approach allows relevant third party media content to be ‘mashed' via their public API with museums' augmented reality interactive's ‘embedded' media content in the SOMARA mobile AR client. In this way novel mobile AR interactive applications, such as a museum augmented reality interactive, can be created based on particular museum environment scenarios that integrate a museum visitor's experience with the interactive's cultural objects. Such experiences based on a SOMARA type museum augmented reality interactive can also be saved allowing visitors to take home their museum experience. SOMARA thus allows museum interactive experiences based on visualization of museums and third party media content physically located in the museum to be migrated to the visitor's home environment for further study, enjoyment and understanding. This unique feature, ability to effectively replay the experience at home, of the proposed system utilizes service-orientation to integrate third party media content, which is currently deficient from commercial augmented reality solutions.

This research examines the social use of the Internet at the level of specified online users in conservative Arab societies, who are called in this thesis online lead users. These specified lead users are the ones who are influential in shaping the innovation processes due to their leading role of practice in finding solutions to their needs and problems they have experienced before the emergence of online social networks such as the lack of public sphere and independent civic organizations etc., which led them to utilize the Internet as their new public space to pursue their goals through their online initiatives and collective actions to apply the social change they seek for their societies under the existence of society social norms and censorship. The research has been carried out as mixed-method study, the gathered data done through means of quantitative and qualitative methods, and the chosen country to conduct the research were Saudi Arabia. A survey questionnaire link were distributed among the targeted online lead users in the country under study, and the author chose three cases form the country under study for the qualitative part. The research sought to examine to what extent society social norms and censorship influence online lead user's expression and behaviours, and their effect on the formulation of their online activities and collective actions, and analyzing the characteristics of online lead user's. The significance of this study lies in the fact that it contribute to the gap in the literature on the use of Internet in conservative Arab societies by providing insight into the roles that social norms play in influencing online behaviour, particularly in communities that are seeking to discuss social issues or mobilize collective action, and analysing online lead users characteristic to distinguish between conservative and cosmopolitan ones using the Right-Wing authoritarian measurement.

This portfolio of research aimed to examine the integration of Information and Communication Technology ( ICT ) into computer-based classroom learning environments in Thailand. The study was exploratory, investigating to what extent schools in the Thai ICT schools pilot project had classroom learning environments which were related to two student outcomes ( critical thinking skills and attitudes to ICT ) ; and to what extent the classroom learning environments were associated with certain teacher characteristics. The portfolio is presented in three parts. Part 1 reviewed the research literature related to the importance of ICT in education ; the ICT classroom learning environments ; student attitudes to ICT ; students' critical thinking skills ; and the role of the teacher in the ICT classroom. From this review, a theoretical research model was developed, based on teacher characteristics, student characteristics and student perceptions of ICT classroom learning environments as predictors of the two student outcomes. Four specific research propositions were formulated from the model to guide the investigation. Part 2 of the research portfolio reports the quantitative investigation of the ICT schools pilot project in Thailand. Data were collected by means of questionnaires from 150 students in eight of the ICT pilot project schools in relation to students' background characteristics, their perceptions of actual and preferred classroom learning environments, students' critical thinking skills and attitudes to ICT. In addition, questionnaire data on teachers' background characteristics were collected from 16 teachers involved in the project. The associations among the teacher, student and classroom environment predictor variables in relation to the two student outcomes were analysed using SPSS and HLM software programs. The results, discussed in relation to the four research propositions, generally supported the research model. A complementary qualitative investigation of the Thai ICT schools pilot project is reported in part 3 of the portfolio. This involved an analysis of school based documents, which had been collected officially in the course of the project, in order to identify school level outcomes. In addition, 30 students and five teachers from 10 schools in the ICT pilot project were interviewed to ascertain their views on the advantages, the limitations and the future of the project. The interview transcripts, translated into English, were analysed thematically. The researcher was also able to observe ICT integrated into various subject lessons in 22 classrooms, from each of the schools in the ICT project, and to evaluate them according to Bloom's Taxonomy of learning outcomes. The qualitative results provided important insights into the quantitative study in Part 2. In the conclusion to the portfolio, the results of the quantitative and qualitative studies are synthesised in a discussion of the four research propositions. Importantly, the findings led directly to useful recommendations on how computer-based learning environments can be improved. The findings of this study have major implications for the role of teachers in ICT classrooms and for school management in providing the necessary equipment and support. / Thesis (D.Ed.)--School of Education, 2007.

Thesis (Ph. D.)--University of Washington, 2006. / Vita. Includes bibliographical references (leaves 99-109).

Thesis (Ph.D.)--University of Wollongong, 2009. / Typescript. Includes bibliographical references: leaf 203-213.