By Joel Brenner
A chilling and revelatory appraisal of the recent faces of espionage and conflict at the electronic battleground
presently after 9-11, Joel Brenner entered the interior sanctum of yank espionage, first because the inspector basic of the nationwide safeguard corporation, then because the head of counterintelligence for the director of nationwide Intelligence. He observed at shut variety the battleground on which adversaries are attacking us: cyberspace.
just like the remainder of us, governments and firms inhabit “glass houses,” all yet obvious to a brand new new release of spies who function remotely from such areas as China, the center East, Russia, or even France. during this pressing warning sign, Brenner attracts on his impressive heritage to teach what we can—and cannot—do to avoid cyber spies and hackers from compromising our safeguard and stealing our newest know-how.
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Additional resources for Glass Houses: Privacy, Secrecy, and Cyber Insecurity in a Transparent World
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1. SUPPORT FOR LIFELONG LEARNING As technologies evolve and the world rapidly changes, lifelong learning is no longer a luxury but has become a necessity (Fischer, Nakakoji 1997). Different from in-class learning, lifelong learning within the working context is characterized as follows: • Lifelong learning has no curricula of what to learn. There is no list of items that learners have to address. • Although lifelong learning is recognized as crucial in improving and maintaining quality of work, learning can also be avoided.
The authoring process consists of designing the course including the definition of IPoCs. , the logical-didactical structure of the course involves the definition of knowledge units (labeled with meta-data information) and the definition of relations among the units. ); the content files are then linked with the knowledge units during run-time. Courses are distributed via a centralized Service Center to the Learning Centers, where learners order and carry out the courses. Learning starts with the selection of a learning strategy, then, learners individually navigate through the content units.
Reflections on WebGuide: Seven issues for the next generation of collaborative knowledge-building environments. edu/~gerry/ publications/conferences/1999/cscl99/. , & Mizoguchi, R. (1999). 67-74). Le Mans, France. Wessner, M. (2001). Software für e-learning: Kooperative Umgebungen und Werkzeuge. In R. Schulmeister, Virtuelle Universität - Virtuelles Lernen (pp. 185-210). München, Wien: Oldenbourg. Wessner, M. (2005a). Kontextuelle Kooperation in virtuellen Lernumgebungen. Lohmar: Eul. Wessner, M.