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Instinct Combat Shooting: Defensive Handgunning for Police, Fourth Edition
by Chuck KleinWhile much has been written about instinct shooting with long guns, very little had been published on doing so with a handgun until this publication. Written by a pioneering author of the concept, Instinct Combat Shooting: Defensive Handgunning for Police, now in its fourth edition, is not about winning target shooting competitions, but purports surviving real-life firefights by examining testimonies of shootout survivors and carefully analyzing firefights that prove shooting instinctively is not only crucially fast, but also equally accurate. The book defines instinctive combat shooting as: "The act of operating a handgun by focusing on the target, as opposed to the sights, and instinctively coordinating the hand and mind to cause the handgun to discharge at a time and point that ensures interception of the projectile with the target." The concepts behind instinct combat shooting discussed in this book are now being integrated into some of the most progressive police academies in the United States and around the world. New chapters provide valuable material dispelling myths on indexing, laser sights, and other trick-shooting methods. Intended to help officers survive close-quarter combat conditions, Instinct Combat Shooting is an essential tool for police looking to improve their close-range shooting skills and enhance their firefight survival.
Instinctive Computing
by Yang CaiThis book attempts to connect artificial intelligence to primitive intelligence. It explores the idea that a genuinely intelligent computer will be able to interact naturally with humans. To form this bridge, computers need the ability to recognize, understand and even have instincts similar to humans. The author organizes the book into three parts. He starts by describing primitive problem-solving, discussing topics like default mode, learning, tool-making, pheromones and foraging. Part two then explores behavioral models of instinctive cognition by looking at the perception of motion and event patterns, appearance and gesture, behavioral dynamics, figurative thinking, and creativity. The book concludes by exploring instinctive computing in modern cybernetics, including models of self-awareness, stealth, visual privacy, navigation, autonomy, and survivability. Instinctive Computing reflects upon systematic thinking for designing cyber-physical systems and it would be a stimulating reading for those who are interested in artificial intelligence, cybernetics, ethology, human-computer interaction, data science, computer science, security and privacy, social media, or autonomous robots.
Institutional Literacies: Engaging Academic IT Contexts for Writing and Communication
by Stuart A. SelberInformation technologies have become an integral part of writing and communication courses, shaping the ways students and teachers think about and do their work. But, too often, teachers and other educational stakeholders take a passive or simply reactive role in institutional approaches to technologies, and this means they are missing out on the chance to make positive changes in their departments and on campus. Institutional Literacies argues that writing and communication teachers and program directors should collaborate more closely and engage more deeply with IT staff as technology projects are planned, implemented, and expanded. Teachers need to both analyze how their institutions approach information technologies and intervene in productive ways as active university citizens with relevant expertise. To help them do so, the book offers a three-part heuristic, reflecting the reality that academic IT units are complex and multilayered, with historical, spatial, and textual dimensions. It discusses six ways teachers can intervene in the academic IT work of their own institutions: maintaining awareness, using systems and services, mediating for audiences, participating as user advocates, working as designers, and partnering as researchers. With these strategies in hand, educators can be proactive in helping institutional IT approaches align with the professional values and practices of writing and communication programs.
Institutional guide to using AI for research (Advances in Artificial Intelligence in Education #2)
by Xue Zhou Hosam Al-SamarraieThis book provides a comprehensive exploration of the integration of artificial intelligence (AI) into academic research, specifically tailored for higher education institutions and postgraduate research (PGR) students. It addresses the unique challenges and opportunities that these institutions and students encounter when incorporating AI into research. The work emphasises practical case studies, step-by-step guides on AI tools and techniques, ethical considerations in AI usage, and features contributions from experts across various disciplines. Following the introduction, the book delves into the specifics of how AI can enhance academic research such as literature review, data analysis and interpretation, and assistance in academic writing across different disciplines. The wide range of topics introduced in this book is supported by practical examples and guidance. This book also explores the landscape of current AI applications in research, the methodologies for effectively leveraging AI technologies, and the critical ethical dimensions of AI work. The importance of interdisciplinary collaboration in expanding the use of AI in research is covered in this book by drawing on expert insights to provide a rich, multifaceted understanding of the potential of AI in academia. The combination of topics in this book can empower PGR students to navigate the complexities of AI in their research. The book is a much-needed compilation prepared by leading scholars in the field of digital technology to help PGRs, as well as decision-makers, determine the best ways to integrate and use AI tools in research.
Instruction Design for Microcomputing Software
by David H. JonassenSelected as one of the outstanding instructional development books in 1989 by the Association for Educational Communications and Technology, this volume presents research in instructional design theory as it applies to microcomputer courseware. It includes recommendations -- made by a distinguished group of instructional designers -- for creating courseware to suit the interactive nature of today's technology. Principles of instructional design are offered as a solid base from which to develop more effective programs for this new method of teaching -- and learning.
Instruction Level Parallelism
by Alex Aiken Utpal Banerjee Arun Kejariwal Alexandru NicolauThis book precisely formulates and simplifies the presentation of Instruction Level Parallelism (ILP) compilation techniques. It uniquely offers consistent and uniform descriptions of the code transformations involved. Due to the ubiquitous nature of ILP in virtually every processor built today, from general purpose CPUs to application-specific and embedded processors, this book is useful to the student, the practitioner and also the researcher of advanced compilation techniques. With an emphasis on fine-grain instruction level parallelism, this book will also prove interesting to researchers and students of parallelism at large, in as much as the techniques described yield insights that go beyond superscalar and VLIW (Very Long Instruction Word) machines compilation and are more widely applicable to optimizing compilers in general. ILP techniques have found wide and crucial application in Design Automation, where they have been used extensively in the optimization of performance as well as area and power minimization of computer designs.
Instructional Design
by Patricia L. Smith Tillman J. RaganA well-documented, theory-based treatment that focuses on instructional design’s application to industry and K-12 education. Offers extensive procedural assistance, emphasizing the foundations and first principles upon which most of the models and procedures in the field are built. An Extended Example (now online) showcases applications of concepts and techniques using a single subject area and course (Digital Photography).
Instructional Design Principles for High-Stakes Problem-Solving Environments
by Chwee Beng Lee José Hanham Jimmie LeppinkThis book examines the types of problems and constraints faced by specialists in the areas of security, medicine, mental health, aviation and engineering. Every day we rely on highly trained specialists to solve complex problems in high-stakes environments, that is, environments involving direct threats to the preservation of human life. While previous work has tended to focus on problem solving in a single domain, this book covers multiple, related domains. It is divided into three parts, the first of which addresses the theoretical foundations, with coverage of theories of instructional design and expertise. Part two covers the five high-stakes domains and offers directions for training in these domains. In turn, part three provides practical guidelines for instructional design in high-stakes professions, including learner analysis, task analysis, assessment and evaluation. The book is intended for a broad readership, including those who operate in high-stress, time-pressure occupations. Trainers at professional organisations can utilise the theoretical frameworks and training strategies discussed in this book when preparing their clients for complex, real-world problem solving. Further, the book offers a valuable resource for academics and graduate students, as well as anyone with an interest in problem solving.
Instructional Design Theories and Models: An Overview of Their Current Status
by Charles M. ReigeluthInstructional Design Theories and Models is a thorough yet concise overview of eight of the most comprehensive and best-known attempts to integrate knowledge about effective and appealing instruction. Chapters were written by the original theorists to provide a more accurate and behind-the-scenes look at the theories' development. Instructional Des
Instructional Design Unleashed: Unlocking Professional Learning Potential with UX, Agile and AI Methods (Design Thinking)
by Ankita Jiyani MangtaniDive into the expansive realm of instructional design and explore a rich tapestry of effective strategies and practical techniques. This comprehensive guide is a treasure trove of insights bridging the theoretical foundations of instructional design with hands-on, actionable methods to elevate learning experiences. After reviewing the fundamentals, you’ll unravel the essence of instructional design, what it entails, and how its principles can be harnessed. Your journey then delves into the scientific underpinnings of learning in professional settings, dissecting pivotal concepts such as cognitive load, cognitive load theory (CLT), learning styles, and modalities. The guide extends its reach to address inclusivity, promoting equitable practices, and mitigating unconscious bias during the design of learning courses and environments. With a solid foundation in place, you’ll examine key frameworks specific to learning and instructional design, including the tried-and-true methodologies of ADDIE, SAM, and ARCS. Going beyond the conventional, the guide widens its lens to incorporate broader methodologies, such as user-experience (UX), Agile methodologies, storyboarding, and gamification, all prevalent in the tech industry. It also delves into virtual learning environments and the nuances of creating effective online learning experiences and contemplates the revolutionary impact of generative AI on reshaping this space. With a forward-looking perspective, Instructional Design Unleashed anticipates and navigates the potential changes and innovations that AI can introduce, positioning instructional designers at the forefront of the evolving landscape of educational technology. What You’ll Learn Uncover the scientific foundations of learning and their seamless integration into the learning experience. Explore practical methodologies and techniques that can be readily applied to enhance your learning projects. Study the vast potential of generative AI within the realms of e-learning and virtual learning environments. Unlock the innovative possibilities for the future of educational technology. Who This Book Is For Instructional designers, eLearning developers, educators, trainers, app developers, UX designers, and anyone involved in creating effective learning experiences.
Instructional Design for Organizational Justice: A Guide to Equitable Learning, Training, and Performance in Professional Education and Workforce Settings
by Lisa A. Giacumo Steven W. Villachica Donald A. StepichInstructional Design for Organizational Justice prepares instructional designers to use culturally relevant, performance-based learning materials and environments that improve organizational and workplace learning experiences for today’s diverse, globalized contexts. With socially just leadership and DEI initiatives growing in institutions across sectors, today’s instructional design programs must prepare graduate students to be more culturally relevant, equity-minded, and inclusive in their professional practice. This textbook explores the implementation of systematic, systemic, and performance-oriented designs alongside the use of organizational justice theory to facilitate more equitable, inclusive performance improvement and workplace learning interventions.The book introduces the Learning and Performance Support Instructional Design (LeaPs ID) Model. Applicable to instructional designers, educational technologists, learning experience designers, learning engineers, and human resource development professionals, this original, iterative process: integrates common ID heuristics, design-based thinking, culture, equity, inclusion, and other inputs external to the organization and ID project; portrays a realistic, scalable, iterative, agile approach to the ID process; aids in the design of environments in which adult learners can observe, practice, and receive feedback, building the knowledge and capacity required for their desired performance; and is illustrated by a wealth of examples, templates, and processes developed in the field to support adult learners and collaborate with subject matter experts. Relevant to business, government, military, non-profit, non-governmental, and higher education settings, this unique and comprehensive volume lends itself to uncovering values and motives essential to successful agile project management as well as to diversity, equity, and inclusion initiatives and social change.
Instructional Design with Emerging Technologies: Theory, Practice, and Research
by Heng LuoBridging the gap between instructional design (ID) theory and practice in today's technology-enhanced learning environments, the book extends the current understanding of instructional science with an up-to-date perspective on emerging technologies and their affordances for teaching and learning.Positioning ID as a systematic process informed by theoretical assumptions, empirical evidence, and pragmatic considerations, this book provides an in-depth description and reflective analysis of good practice in technology-enhanced learning and design with a tripartite framework of pedagogy, technology, and evidence. It covers well-established ID theories and models with real-life examples of their effective integration with technological innovations. The book aims to advance the understanding of ID from both pedagogical and technological perspectives to improve educational practice and theory development in the information age.The book will be of interest to students and academics in educational technology, instructional science, and instructional design, as well as instructional designers and teachers.
Instructional Design: The ADDIE Approach
by Robert Maribe BranchThe Analyze, Design, Develop, Implement, and Evaluate (ADDIE) process is used to introduce an approach to instruction design that has a proven record of success. Instructional Design: The ADDIE Approach is intended to serve as an overview of the ADDIE concept. The primary rationale for this book is to respond to the need for an instruction design primer that addresses the current proliferation of complex educational development models, particularly non-traditional approaches to learning, multimedia development and online learning environments. Many entry level instructional designers and students enrolled in related academic programs indicate they are better prepared to accomplish the challenging work of creating effective training and education materials after they have a thorough understanding of the ADDIE principles. However, a survey of instructional development applications indicate that the overwhelming majority of instructional design models are based on ADDIE, often do not present the ADDIE origins as part of their content, and are poorly applied by people unfamiliar with the ADDIE paradigm. The purpose of this book is to focus on fundamental ADDIE principles, written with a minimum of professional jargon. This is not an attempt to debate scholars or other educational professionals on the finer points of instructional design, however, the book's content is based on sound doctrine and supported by valid empirical research. The only bias toward the topic is that generic terms will be used as often as possible in order to make it easy for the reader to apply the concepts in the book to other specific situations.
Instructional Design: Volume I: Theory, Research, and Models:volume Ii: Solving Instructional Design Problems
by Norbert M. Seel Sanne Dijkstra Robert D. Tennyson Franz SchottInstructional design theory and practice has evolved over the past 30 years from an initial narrow focus on programmed instruction to a multidimensional field of study integrating psychology, technology, evaluation, measurement, and management. The growth of instructional design (ID) has occurred because of direct needs, problems, and goals from society. Its application in planning instruction first developed in the United States with the Department of Defense during World War II with the purpose of meeting immediate concerns for effective training of larger numbers of military personnel. From the beginning, ID has rapidly expanded into applications in industrial and executive training, vocational training, classroom learning, and professional education. Although ID has its roots in the U.S., applications and theoretical growth is an international activity. However, literature at the international level is still limited to either individual author contributions or collections primarily represented by single countries. As a result, there is no standard reference source that contains the rich variety of theories and applications to form the international foundation for the field. The goal of this two-volume set is to establish international foundations for ID theory, research, and practice within the framework of the two following objectives: * to identify and define the theoretical, research, and model foundations for ID, and * to bridge the gap between ID foundations and application. Volume I includes chapters on philosophical and theoretical issues on learning theory and ID models. Volume II provides an overview of the state of the art of solving ID problems. The contributors offer contrasting points of view which provide a rare opportunity to see the diversity and complexity in the field. The editorial committee has selected a wide range of internationally known authors to make presentations in the topic areas of the field.
Instructional Design: Volume I: Theory, Research, and Models:volume Ii: Solving Instructional Design Problems
by Norbert M. Seel Sanne Dijkstra Robert D. Tennyson Franz SchottInstructional design theory and practice has evolved over the past 30 years from an initial narrow focus on programmed instruction to a multidimensional field of study integrating psychology, technology, evaluation, measurement, and management. The growth of instructional design (ID) has occurred because of direct needs, problems, and goals from society. Its application in planning instruction first developed in the United States with the Department of Defense during World War II with the purpose of meeting immediate concerns for effective training of larger numbers of military personnel. From the beginning, ID has rapidly expanded into applications in industrial and executive training, vocational training, classroom learning, and professional education. Although ID has its roots in the U.S., applications and theoretical growth is an international activity. However, literature at the international level is still limited to either individual author contributions or collections primarily represented by single countries. As a result, there is no standard reference source that contains the rich variety of theories and applications to form the international foundation for the field. The goal of this two-volume set is to establish international foundations for ID theory, research, and practice within the framework of the two following objectives: * to identify and define the theoretical, research, and model foundations for ID, and * to bridge the gap between ID foundations and application. Volume I includes chapters on philosophical and theoretical issues on learning theory and ID models. Volume II provides an overview of the state of the art of solving ID problems. The contributors offer contrasting points of view which provide a rare opportunity to see the diversity and complexity in the field. The editorial committee has selected a wide range of internationally known authors to make presentations in the topic areas of the field.
Instructional Technology and Media for Learning
by James Russell Sharon Smaldino Deborah Lowther Clif Mims<p>Specific, realistic strategies for integrating technology and media into the PK-12 classroom. Using the ASSURE lesson plan model, Instructional Technology and Media for Learning, 12th Edition, demonstrates how to implement a complete range of technology and media formats that can be used to support and enhance teaching and learning. Written from the viewpoint of the teacher, the text highlights everyday teaching challenges and shows educators practical solutions for incorporating technology and media into their classroom. Examples are drawn from elementary and secondary education, covering a wide range of content areas. <p>The 12th Edition keeps readers up to date with recent innovations in technology and media, including mobile, Web 2.0, social media, copyright issues, coding as literacy, transdisciplinary learning, artificial intelligence, and augmented reality. Expanded and revised discussions help teachers consider appropriate technology that aligns with content standards while meeting the learning needs of all students.</p>
Instructional Technology and Media for Learning (Tenth Edition)
by Sharon E. Smaldino Deborah L. Lowther James D. RussellWith its hallmark ASSURE technology integration model and classroom cases, this renowned text places you squarely in the classroom while providing a framework that teaches you to apply what you learn about computers, multimedia, Internet, distance learning, and audio/visual technologies to the 21st Century classroom instruction. Filled with examples drawn from authentic elementary and secondary education situations, this text paints a vivid picture of technology and media enhancing and supporting teaching and learning. The ASSURE cases are supported by video, guided reflection prompts, and lesson plans that demonstrate strong technology integration and lesson planning. In addition to preparing educators with best practices to incorporate technology and media to meet the needs of 21st Century learners, the book includes strong coverage of copyright concerns, free and inexpensive media resources, as well as learning theory and instructional models. The tenth edition updates reflect the accelerating trend toward digitizing information and school use of technologies, especially in the Web 2. 0 era. The tenth edition also addresses the interaction among the roles of teachers, technology coordinators, and school media specialists, all complementary and interdependent teams within the school. Associated online resources sold seperately Fall 2011 at www.myeducationkit.com.
Instructional Theories in Action: Lessons Illustrating Selected Theories and Models
by Charles M. ReigeluthCompanion volume to the award-winning best seller Instructional Design Theories and Models, this book serves as a concrete introduction to instructional design for curriculum developers, teachers and teacher trainers, and students. Eight major theorists translate their works and theories into sets of instructional prescriptions; corresponding model lessons provide step-by-step illustrations of these theories. Instructional Theories in Action features:*overviews of the most important prescriptions and corresponding sample lesson plans written by the original theorists;*practical, concrete approaches to presenting the major strategies and principles;*model lessons focusing on the same objectives to facilitate comparisons of the theories;*numbered comments that identify which instructional prescription is being implemented at each point of the sample lessons;*chapter introductions, footnotes, and student study questions, and*clear identification and cross referencing of commonalities that are often masked by varying terminology.
Instructional-Design Theories and Models, Volume IV: The Learner-Centered Paradigm of Education
by Charles M. Reigeluth, Brian J. Beatty, and Rodney D. MyersInstructional-Design Theories and Models, Volume IV provides a research-based description of the current state of instructional theory for the learner-centered paradigm of education, as well as a clear indication of how different theories and models interrelate. Significant changes have occurred in learning and instructional theory since the publication of Volume III, including advances in brain-based learning, learning sciences, information technologies, internet-based communication, a concern for customizing the student experience to maximize effectiveness, and scaling instructional environments to maximize efficiency. In order to complement the themes of Volume I (commonality and complementarity among theories of instruction), Volume II (diversity of theories) and Volume III (building a common knowledge base), the theme of Volume IV is shifting the paradigm of instruction from teacher-centered to learner-centered and integrating design theories of instruction, assessment, and curriculum. Chapters in Volume IV are collected into three primary sections: a comprehensive view of the learner-centered paradigm of education and training, elaborations on parts of that view for a variety of K-12 and higher education settings, and theories that address ways to move toward the learner-centered paradigm within the teacher-centered paradigm. Instructional-Design Theories and Models, Volume IV is an essential book for anyone interested in exploring more powerful ways of fostering human learning and development and thinking creatively about ways to best meet the needs of learners in all kinds of learning contexts.
Instructional-Design Theories and Models, Volume IV: The Learner-Centered Paradigm of Education
by Charles M. Reigeluth, Brian J. Beatty, and Rodney D. MyersInstructional-Design Theories and Models, Volume IV provides a research-based description of the current state of instructional theory for the learner-centered paradigm of education, as well as a clear indication of how different theories and models interrelate. Significant changes have occurred in learning and instructional theory since the publication of Volume III, including advances in brain-based learning, learning sciences, information technologies, internet-based communication, a concern for customizing the student experience to maximize effectiveness, and scaling instructional environments to maximize efficiency.In order to complement the themes of Volume I (commonality and complementarity among theories of instruction), Volume II (diversity of theories) and Volume III (building a common knowledge base), the theme of Volume IV is shifting the paradigm of instruction from teacher-centered to learner-centered and integrating design theories of instruction, assessment, and curriculum. Chapters in Volume IV are collected into three primary sections: a comprehensive view of the learner-centered paradigm of education and training, elaborations on parts of that view for a variety of K-12 and higher education settings, and theories that address ways to move toward the learner-centered paradigm within the teacher-centered paradigm. Instructional-Design Theories and Models, Volume IV is an essential book for anyone interested in exploring more powerful ways of fostering human learning and development and thinking creatively about ways to best meet the needs of learners in all kinds of learning contexts.
Instructional-design Theories and Models: A New Paradigm of Instructional Theory, Volume II
by Charles M. ReigeluthInstructional theory describes a variety of methods of instruction (different ways of facilitating human learning and development) and when to use--and not use--each of those methods. It is about how to help people learn better. This volume provides a concise summary of a broad sampling of new methods of instruction currently under development, helps show the interrelationships among these diverse theories, and highlights current issues and trends in instructional design. It is a sequel to Instructional-Design Theories and Models: An Overview of Their Current Status, which provided a "snapshot in time" of the status of instructional theory in the early 1980s. Dramatic changes in the nature of instructional theory have occurred since then, partly in response to advances in knowledge about the human brain and learning theory, partly due to shifts in educational philosophies and beliefs, and partly in response to advances in information technologies. These changes have made new methods of instruction not only possible, but also necessary in order to take advantage of new instructional capabilities offered by the new technologies. These changes are so dramatic that many argue they constitute a new paradigm of instruction, which requires a new paradigm of instructional theory. In short, there is a clear need for this Volume II of Instructional Design Theories and Models. To attain the broad sampling of methods and theories it presents, and to make this book more useful for practitioners as well as graduate students interested in education and training, this volume contains twice as many chapters, but each half as long as the ones in Volume I, and the descriptions are generally less technical. Several unique features are provided by the editor to help readers understand and compare the theories in this book: *Chapter 1, which discusses the characteristics of instructional theory and the nature of the new paradigm of instruction, helps the reader identify commonalities across the theories. *Chapter forewords, which summarize the major elements of the instructional-design theories, are useful for reviewing and comparing theories, as well as for previewing a theory to decide if it is of interest, and for developing a general schema that will make it easier to understand. *Editor's notes provide additional help in understanding and comparing the theories and the new paradigm of instruction to which they belong. *Units 2 and 4 have introductory chapters to help readers analyze and understand the theories in those units. This is an essential book for anyone interested in exploring new approaches to fostering human learning and development and thinking creatively about ways to best meet the needs of learners in all kinds of learning contexts. Readers are invited to use Dr. Charles Reigeluth's Web site to comment and to view others' comments about the instructional design theories in this book, as well as other theories. Point your browser to: www.indiana.edu/~idtheory
Insurance Technology Handbook
by Jessica KeyesThis desk reference for IT professionals in the insurance industry provides information about the latest technologies to improve efficiency and prediction.Topics include:imagingmodelingmanagement systemscustomer systemsInternet commerceIssues affecting all financial service sectors, such as the year 2000 problemThe Insurance Technology Handbook is geared toward all levels of technology management and financial services management responsible for developing and implementing cutting-edge technology.
Insurance and Human Rights (AIDA Europe Research Series on Insurance Law and Regulation #5)
by Birgit Kuschke Margarida Lima RegoThis volume examines the impact of and interplay between human rights and insurance. National, supranational and international legal instruments regulating the taking-up and pursuit of the business of insurance and reinsurance, (re)insurance distribution and the insurance contract often refer to or impact on human or fundamental rights. Courts are often faced with the sometimes seemingly impossible task of reconciling insurance core principles, practices and mind-sets with the principles and values stemming from human rights protection. In some cases, such as that of discrimination in insurance, this discussion has been going on for decades. Some deal with hot topics which have more recently emerged in light of developments stemming from technologic innovations (‘InsurTech’). The first part of the book focuses on insurance and the right to equal treatment. Discrimination on the basis of factors such as gender or age is tackled, from the perspectives of the European Union, Canada and South Africa. The second part of the book highlights the very relevant role played by insurance in the upholding of the right to health, covering the United States of America, Africa and Brazil. The third part of the book explores InsurTech's manifold challenges upon the right to privacy, focusing on European Union. The fourth part tackles the threat posed by insurance on the right to life in general, but with a particular focus on the United Kingdom. Written by legal scholars and practitioners, the book offers international, comparative and regional or national perspectives, aiming to contribute to a more thorough and systematic understanding of the interactions between these two very different fields of law, providing the industry as well as the scientific community with insights from both sides of this seemingly difficult to transpose divide.
Insurgency Online
by Michael Y. DartnellIn Insurgency Online, Michael Dartnell focuses on a new form of conflict made possible by global communications. The Internet, Dartnell argues, is affecting extensive changes to the way politics are carried out, by inserting a range of non-state actors onto the global political stage. He demonstrates that Web activism raises issues about the organization of societies and the distribution of power and contends that the development of online activism has far-reaching social and political implications, with parallels to the influence of the invention of the printing press, the telegraph, and the radio.Dartnell concentrates on Web activists who use the Net as a media tool, distinguishing this use from information terrorism, which threatens or harasses through 'hacking' or electronic sabotage. Using the examples of the Revolutionary Association of the Women of Afghanistan (RAWA), which opposed the Taliban, the Peruvian Movimento Revolucionario Tupac Amaru (MRTA) and its campaign against the Fujimori government, and the Irish Republican Socialist Movement (IRSM), Dartnell evaluates the political implications and general character of Web activism among non-state actors. Insurgency Online shows that online activism is a ripe, new territory for non-governmental actors to raise awareness and develop support around the world.
Insuring Cyberinsecurity: Insurance Companies as Symbolic Regulators
by Shauhin A. TaleshA free ebook version of this title is available through Luminos, University of California Press’s Open Access publishing program. Visit www.luminosoa.org to learn more. Despite the massive costs associated with data breaches, ransomware, viruses, and cyberattacks, most organizations remain thoroughly unprepared to safeguard consumer data. Over the past two decades, the insurance industry has begun offering cyber insurance to help organizations manage cybersecurity and privacy law compliance, while also offering risk management services as part of their insurance packages. These insurers have thus effectively evolved into de facto regulators—yet at the same time, they have failed to effectively curtail cybersecurity breaches. Drawing from interviews, observations, and extensive content analysis of the cyber insurance industry, this book reveals how cyber insurers' risk management services convey legitimacy to the public and to insureds but fall short of actually improving data security, rendering them largely symbolic. Speaking directly to broader debates on regulatory delegation to nonstate actors, Shauhin A. Talesh proposes a new institutional theory of insurance to explain how insurers shape the content and meaning of privacy law and cybersecurity compliance, offering policy recommendations for how insurers and governments can work together to improve cybersecurity and foster greater algorithmic justice.