Distributed intrusion detection in the presence of correlated sensor readings: Signal-space and communication-complexity view-point

The problem of sensor-network-based distributed intrusion detection in the presence of clutter is considered. It is argued that sensing is best regarded as a local phenomenon in that only sensors in the immediate vicinity of an intruder are triggered. In such a setting, lack of knowledge of intruder location gives rise to correlated sensor readings. A signal-space view-point is introduced in which the noise-free sensor readings associated to intruder and clutter appear as surfaces f(s) and f(g) and the problem reduces to one of determining in distributed fashion, whether the current noisy sensor reading is best classified as intruder or clutter. Two approaches to distributed detection are pursued. In the first, a decision surface separating f(s) and f(g) is identified using Neyman-Pearson criteria. Thereafter, the individual sensor nodes interactively exchange bits to determine whether the sensor readings are on one side or the other of the decision surface. Bounds on the number of bits needed to be exchanged are derived, based on communication-complexity (CC) theory. A lower bound derived for the two-party average case CC of general functions is compared against the performance of a greedy algorithm. Extensions to the multi-party case is straightforward and is briefly discussed. The average case CC of the relevant greaterthan (CT) function is characterized within two bits. Under the second approach, each sensor node broadcasts a single bit arising from appropriate two-level quantization of its own sensor reading, keeping in mind the fusion rule to be subsequently applied at a local fusion center. The optimality of a threshold test as a quantization rule is proved under simplifying assumptions. Finally, results from a QualNet simulation of the algorithms are presented that include intruder tracking using a naive polynomial-regression algorithm. 2010 Elsevier B.V. All rights reserved.

The significance of scale patterns and scale readings in the life history and habits of the salmon

This brief reports highlights the significance of scale readings of salmon. The reasons for colour change of scales and scale rings are briefly explained. Scale readings of salmon fry from the River Lune in the north west of England are presented. The salmon was captured in 1957/58.

Philosophy and Politics in the 20th in Argentina. Readings of Italian Idealism

The transition from a positivist matrix to an idealistic one in Argentinean academic philosophy can be read as a result of a gradual and problematic pollution. It was, also, heavily traversed by considerations that exceeded the theoretical aspects. Based on the willingness to explore this transit, the article pays attention to one of the episodes of this contamination: how the Revista de Filosofía reads Croce and Gentile’s philosophy. Observing there some possibility of dialogue between positivist assumptions, with which the journal takes a position, and the idealism the article analyze how this dialogue and its limits were given from a political consideration. If the idealism was condemned, it is centrally owed to its performance during the first years of the government of Mussolini. If, meanwhile, it was some to rescue of that philosophy, it was that it contributed to think the revolutionary change.

‘Glimpses into the unmentionable: Montserrat, tourism and anthropological readings of “subordinate exotic” and “comic exotic” travel writing’

This article explores the relationship between anthropology and identity through the process of travel writing and reading. Specifically, the article examines a range of travel writing about the British Caribbean colony Montserrat to read into the culture of the writer. These deconstructive ‘glimpses into the unmentionable’ reveal an implicit racism. The travel writing texts are also found to divide into two types of representation – the ‘subordinate exotic’ and the ‘comic exotic’.

Postcolonial readings of resistance and negotiation in selected contemporary African writing

Cette dissertation traite des (re)configurations postcoloniales de la résistance et de la négociation comme concepts permettant d’aborder les représentations des conflits nationaux dans les littératures Africaines contemporaines. Ensemble, ces concepts ouvrent de nouvelles voix et possibilités de se remémorer, de raconter, et de lire la violence en problématisant non seulement les discours sur la guerre civile en Afrique, mais aussi les conceptions d’histoire nationale, de la mémoire, et de leur représentation. Si cette étude cherche à reconfigurer la négociation et la résistance au-delà des définitions qui tendent à les opposer, elle se consacre surtout à développer la notion de négociation comme stratégie de dépassement, de lecture, et d’écriture, qui, néanmoins, ne vise pas de résolution. La négociation implique ainsi une conception pluraliste d’un pouvoir d’action sociale, politique, et culturelle. Cette dissertation avance que la négociation est un concept d’écriture et de lecture qui intervient dans les événements, discours, et pratiques de remémoration en prenant compte de leurs multiplicités et définitions instables. Cette étude explore les manières selon lesquelles Nuruddin Farah, Chenjerai Hove, Yvonne Vera, Chimamanda Adichie, et Sefi Atta déploient la négociation et la résistance comme outils d’engagement esthétique et sociopolitique dans la narration de la violence en Somalie, au Zimbabwe, et au Nigeria. En outre, la négociation marque mon analyse de l’intervention des textes dans les discours d’historiographie et de représentation. Si ces romans mettent en exergue la généalogie complexe du conflit postcolonial, ils négocient aussi les implications multiples, incluant la leur, dans les questions problématiques de la responsabilité et de la représentation. La vii négociation représente un acte conscient à travers lequel nous reconnaissons l’instabilité de toute bataille politique, morale, ou éthique sans pour autant céder à un cynisme paralysant. De par son approche négociée et interdisciplinaire, cette dissertation ne fait pas qu’entrer en débat avec des discours multiples des études postcoloniales, Africaines, et littéraires. Elle intervient aussi dans les conceptions de la nation, la violence, la mémoire, la responsabilité, et la justice selon les études philosophiques, politiques, et culturelles. Outre les critiques littéraires, les chapitres interrogent les théories de penseurs tels Ngugi wa Thiong’o, David Jefferess, Pheng Cheah, et Wole Soyinka. Cette approche éclectique reflète l’attention des romans à la complexité irréductible des responsabilités individuelles et collectives dans les récits d’histoire et d’appartenance nationales. Cet engagement négocié avec les questions entourant la postcolonialité, malgré la dominance actuelle des discours de la globalisation, permet de reconceptualiser l’approche postcoloniale pour contrer les analyses déhistorisées et décontextualisées des conflits sociopolitiques en Afrique. Le chapitre 1 élabore les concepts clés de la dissertation. Le chapitre 2 explore la résistance et la négociation dans le langage figuré métonymique dans les représentations de la guerre en Somalie. Le chapitre 3 se consacre à l’analyse de la figure de la spectralité dans la narration de l’histoire et de la violence nationales au Zimbabwe. Finalement, le chapitre 4 négocie les concepts de représentation et de responsabilité dans les récits du trauma postcolonial au Nigeria. viii Mots-clés : négociation, résistance, littératures africaines, violence, responsabilité, nation, représentation

Readings of homosexuality in Mary Shelley's "Frankenstein" and four film adaptations

This essay proposes to read one more time the issue of homosexuality in Mary Shelley's first novel, "Frankenstein". In order to offer a new angle on the homosexual component of Victor Frankenstein's relationship with his creature when next teaching this most canonical Romantic novel, this essay considers Shelley's work alongside four film adaptations : James Whale's 1931 "Frankenstein", Whale's 1935 "The bride of Frankenstein", Richard O'Brien's 1975 "The rocky horror picture show", and Kenneth Branagh's 1994 "Mary Shelley's Frankenstein". [...]

Sustaining Success Links and Readings

Links to video's (wip)

Unusual censor readings: G.D.R. science fiction and the Ministry of Culture

Covers the censorship by the Hauptverwaltung Verlage und Buchhandel in the Ministry of Culture of science fiction works in East Germany. These ranged from propaganda pieces supporting the scientific-technological revolution and the progress of socialism, to veiled criticisms of the system. The chapter argues that publishers became dependent on the high sales generated by popular culture, creating a relatively safe space for this genre.

Leituras recomendadas para as Escolas Normais no Brasil e na França (século XIX): transferências culturais e de modelos pedagógicos / Recommended readings for Teacher Training Schools in Brazil and France (19th century): transfers of culture and pedag...

Com o objetivo de contribuir para a democratização da memória escolar no Brasil, em especial, da história da formação de professores primários nas décadas finais do século XIX brasileiro (caso paulista) e francês, apresentam-se, resultados de pesquisas de doutorado, desenvolvidas mediante abordagem histórica centrada na análise da configuração textual de três documentos: 1. lista de livros da caixa nº 1 adquirida por Paulo Bourroul, Diretor da Escola Normal de São Paulo (1882-1884), quando de sua viagem à Paris em 1883; 2. lista de livros contidos no relatório de José Estacio Corrêa de Sá e Benevides, Diretor interino da Escola Normal de São Paulo em 1884; 3. Catalogue des bibliothèques des Écoles Normales (1887), publicados pelo Ministro da Instrução Pública e de Belas Artes da França, Jules Ferry. Constatou-se importantes aspectos da cultura escolar relativos ao “ensinar normalistas a ensinar” leitura e escrita decorrentes das transferências culturais e de modelos pedagógicos na relação/representação Brasil-França.

Reading Readings: An Approach to the Relationship between Television and Literature at School

The main problem addressed by this research was that of what are the relations between TV viewing at home and studying literature at school, and how an adequate position on this can be reached. As well as the theoretical background, it involved an experimental study with classes of second and sixth grade students, discussing and observing their reactions to and interpretations of a number of animated cartoons. The work is divided into four parts - Is there a Class in this Text?, Stories of Reading, Narratives of Animation and Animation of Narratives, and The (Three) Unrepeatable (Pigs). Beginning, Middle End - which examine the tensions between the "undiscriminating sequence" of the televisual flow and a way of "thinking", "making" and "doing" education that presupposes a fundamental belief in possible re-productions, copies unescaping, following the original, or competing. The work focuses on animated cartoons, seeing them not merely as a part of the flow of television, but as an allegory of reading this flow, of the flow within the flow itself. What they question - "identity", "end", "followability" - is what is most important to teaching. Thus the interest in the metamorphoses of animated films is an interest in the tensions which their "strange law/flow" introduces into the field of teaching - this totally forbidden place of saying everything.