Security risks/vulnerability in a RFID system and possible defenses

Remote technologies are changing our way of life. The radio frequency identification (RFJD) system is a new technology which uses the open air to transmit information. This information transmission needs to be protected to provide user safety and privacy. Business will look for a 5ystem that hasfraud resilience to prevent the misuse of information to take dishonest advantage. The business and the user need to be assured that the transmitted information has no content which is capable of undertaking malicious activities. Public awareness of RFID security will help users and organizations to understand the need for security protection. Publishing a security guideline from the regulating body and monitoring implementation of that guideline in RFID 5ystems will ensure that businesses and users are protected. This chapter explains the importance of security in a RFID system and will outline the protective measures. It also points out the research direction of RFID 5ystems.

Virtual worlds for student engagement

In this paper, we study the scope of virtual worlds for student engagement in higher education. The motivation for the study is the gap in opportunities for interactivity that exist for off-campus students compared with on-campus students. A student taking a course at a university, while located in a different geographic location, has limited opportunity for student-student and student-teacher interaction; this effects student engagement significantly. We conduct a feasibility analysis for engaging students in a virtual world; Second Life is used as the test-bed to create the virtual world environment. We present preliminary findings, the promises and the limitations of Second Life as an immersive environment for engaging students.

The best of all worlds : immersive interfaces for art education in virtual and real world teaching and learning environments

A collaborative constructivist model of e-learning enabled second year undergraduate students and art educators to establish a community of learners within an augmented immersive learning environment. Artistic practice and work based learning was enhanced through the creation of digital artifacts to support shared knowledge building using authentic learning tasks and social networking.

A review of long-distance movements by marine turtles, and the possible role of ocean currents

Sea turtle movements often occur in open-sea unsheltered areas, and are therefore likely to be influenced by major oceanographic processes. Only recently has work started to examine the possible relationships of these movements with dynamic oceanic features, and consequently a clear picture of such interaction is only available in a few cases. Newborn sea turtles are thought to rely on oceanic currents to reach their pelagic nursery habitats. The actual extent and timing of these developmental migrations are known for only a few populations, but these movements probably last several years and range over thousands of km. Large juveniles that have been tracked during their pelagic stage were found to make long-distance movements, sometimes swimming against the prevailing currents. Older juveniles of most species leave the pelagic habitat to recruit to neritic developmental habitats. This is a very poorly documented phase of the sea turtle life-cycle, and the few available indications show that turtles may have to swim actively for enormous distances to counterbalance their previous drift with the current. The course and extent of adult postnesting migrations vary greatly among different turtle species, but two main patterns are evident. Some species, like green, hawksbill and loggerhead turtles, shuttle between the nesting beach and a specific feeding area used for the entire inter-reproductive period. In these cases, individuals swim, rather than drift, to complete their journeys, with possible advection due to currents sometimes helping them to quickly reach their target, but sometimes providing navigational challenges. Other species such as the olive ridley and the leatherback turtle, leave the coastal nesting areas to reach the pelagic environment where they forage, and perform wandering movements. Major oceanographic processes (such as main currents and eddies) have been recently shown to have a remarkable influence on leatherback movements, making it questionable whether these journeys are to be considered migrations or, rather, prolonged stays in vast feeding areas.

Is global citizenship possible, and can international schools provide it?

This article questions the notion of global citizenship, arguing that it is not possible in strictly legal terms as there is no global state that could guarantee citizenship. However, metaphorically there are several possible conceptions of global citizenship. These are examined along with associated notions of global education. The issue of for whom such global citizenships might be possible is addressed, as is the issue of what citizenship might mean in failed states. It is suggested that international schools will respond variously to this variety of conceptions of global citizenship, and that where they locate themselves within this complex of metaphors will have major impact on their presentation of curriculum, pedagogy and assessment.

Virtual worlds in Australian and New Zealand higher education: Remembering the past, understanding the present and imagining the future

3D virtual reality, including the current generation of multi-user virtual worlds, has had a long history of use in education and training, and it experienced a surge of renewed interest with the advent of Second Life in 2003. What followed shortly after were several years marked by considerable hype around the use of virtual worlds for teaching, learning and research in higher education. For the moment, uptake of the technology seems to have plateaued, with academics either maintaining the status quo and continuing to use virtual worlds as they have previously done or choosing to opt out altogether. This paper presents a brief review of the use of virtual worlds in the Australian and New Zealand higher education sector in the past and reports on its use in the sector at the present time, based on input from members of the Australian and New Zealand Virtual Worlds Working Group. It then adopts a forward-looking perspective amid the current climate of uncertainty, musing on future directions and offering suggestions for potential new applications in light of recent technological developments and innovations in the area.

The best of all worlds: Immersive interfaces for art education in virtual and real world teaching and learning environments

A narrative interpretative research methodology was used to investigate collaboration between higher education students and an art educator with the aim of establishing a community of learners. Located, Cloud based and graphically built 3D virtual, socially networked, e-learning environments were used to encourage synchronous and asynchronous student participation in authentic learning and collaborative art practice. Discussion focuses on art educator observations, student visual journal entries, their virtual exhibition of artworks on Deakin Art Education Island in Second Life and student evaluations of the unit Navigating the Visual World. It was concluded that immersion in an e-technology rich blended learning environment resulted in the establishment of an effective e-learning community of art.