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MARC Lista (tabellare)
Accessibility or reinventing education / / edited by Serge Ebersold
Accessibility or reinventing education / / edited by Serge Ebersold
Pubbl/distr/stampa Hoboken, New Jersey : , : John Wiley and Sons Inc, , [2021]
Descrizione fisica 1 online resource (254 pages) : illustrations
Disciplina 379.26
Soggetto topico Children with disabilities - Education
Educational equalization
Soggetto genere / forma Electronic books.
ISBN 1-119-81793-5
1-119-81794-3
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Cover -- Half-Title Page -- Title Page -- Copyright Page -- Contents -- Introduction -- PART 1 Accessibility as a Societal Imperative -- 1 The Accessibility Imperative: Outlines and Implications -- 1.1. Introduction -- 1.2. Accessibility, or school as a social protection vector -- 1.3. Accessibility, an imperative focused on the ergonomization of practices -- 1.3.1. Preventing vulnerabilities through a universal approach to accessibility -- 1.3.2. An integrated approach to accessibility targeting the fight against educational failure -- 1.3.3. A corrective approach to accessibility aimed at restoring school legitimacy -- 1.4. An ergonomization of practices related to the fight against institutional discrimination -- 1.5. Accessibility, or the advent of new forms of normativity -- 1.6. Conclusion -- 1.7. References -- 2 Inclusion and Accessibility: 50 Years of Change -- 2.1. Introduction -- 2.2. Developing a continuum of support for promoting accessible learning environments -- 2.3. Developing accessible learning environments -- results of international case studies -- 2.3.1. Recognizing and planning for diversity -- 2.3.2. Using evaluation for improvement -- 2.3.3. Professional development of staff -- 2.3.4. External support services -- 2.3.5. Within-school services -- 2.3.6. Co-operation between schools -- 2.3.7. Parental and community involvement -- 2.3.8. Whole-school development organization and management strategies -- 2.3.9. Curriculum development -- 2.3.10. Classroom organization -- 2.4. Promoting accountable education systems supporting accessible learning environments -- 2.5. Conclusion -- 2.6. References -- 3 Accessibility Requirements and Evaluation Policies -- 3.1. Introduction -- 3.2. New governance of education systems based on performance and social justice -- 3.3. Evaluation: intellectual movements and political discourse.
3.4. Assessment policies and the accessibility imperative -- 3.5. Conclusion -- 3.6. References -- PART 2 How Do Schools Meet the Accessibility Imperative? -- 4 Educational Accessibility: A Catalyst for Innovative Practices -- 4.1. Introduction -- 4.2. The heuristics of innovative teaching practices -- 4.2.1. The catalytic potential of innovative forces and practices -- 4.3. School environments and the pedagogical imperative of accessibility -- 4.3.1. The grouping of learners -- 4.3.2. The grouping of professionals -- 4.3.3. The planning of learning and its collocation over time -- 4.3.4. Pedagogies and assessment practices -- 4.4. Collaboration and accessibility: beyond "mainstream" and "special" -- 4.4.1. An emergency condition -- 4.5. References -- 5 School Form and Pedagogical and Didactic Accessibilization -- 5.1. Introduction -- 5.2. Characteristics of the school form -- 5.3. Practical ways of making school situations more accessible -- 5.3.1. Study aid gestures -- 5.3.2. The use of digital tools -- 5.3.3. Pedagogical and didactic adaptations -- 5.4. Elements for reflection on a model of analysis of teachers' gestures and postures with a view to accessibilization -- 5.5. Conclusion -- 5.6. References -- 6 The Contribution of ICT to Accessible Learning Environments -- 6.1. Introduction -- 6.2. Clarifications on the terminology -- 6.3. ICT to develop accessible learning environments - more than a purchasing decision -- 6.4. Embedding ICT in educational organizations to promote accessible learning environments -- 6.5. The transformation of teaching -- 6.6. Learners becoming accountable for their learning -- 6.7. Conclusion -- 6.8. References -- 7 The Reconfiguration of the Teaching Profession within the Dynamics of Accessibility -- 7.1. Introduction -- 7.2. From the "special" professional to the educational accessibility professional.
7.3. A new professionalism that reconfigures teaching legitimacy -- 7.4. New dimensions of the profession -- 7.5. Teachers' requests and concerns -- 7.6. Conclusion: new issues, new questions -- 7.7. References -- PART 3 Accessibility, or Reconfiguration of Academic Difficulties -- 8 Modes of Accessibilization and the Redefinition of Schooling in Accessibility -- 8.1. Introduction -- 8.2. Accessibility as a source of democratization through compensatory policies? -- 8.3. Accessibility as a source of efficiency and equity, in the name of combating exclusion? -- 8.4. Accessibility as a source of inclusion, to maximize opportunities? -- 8.4.1. A profusion of categories and devices -- 8.4.2. An individualizing and essentializing reading of school productions -- 8.4.3. Transformation of the curriculum and school culture -- 8.5. Conclusion -- 8.6. References -- 9 Externalized Teaching Units: A Tool for Making School Institutions More Accessible? -- 9.1. Introduction -- 9.2. Making the school environment more accessible through subcontracting -- 9.3. Hierarchical access to the facility -- 9.4. Conclusion -- 9.5. References -- 10 Social Figures of Allophony, Approaches to Accessibility and Social Inequalities -- 10.1. Introduction -- 10.2. Two approaches to accessibility: a dual staging of school legitimacy -- 10.3. The principles of justice underlying the various approaches to school accessibility -- 10.4. Conclusion: accessibilization strategies as a source of educational inequalities -- 10.5. References -- 11 The Grammar of Accessibility -- 11.1. Introduction -- 11.2. Access as social visibility -- 11.2.1. Access as "taking part" -- 11.2.2. Access as "being part" -- 11.2.3. Access as "acting on" -- 11.2.4. Access as a "sense of existing" -- 11.3. Accessibility as social legibility -- 11.3.1. A finalist approach to the concept of accessibility.
11.3.2. A procedural approach to the concept of accessibility -- 11.3.3. An ergonomic approach to the concept of accessibility -- 11.4. The concept of accessibilization as social legitimacy -- 11.4.1. Accessibilization refers to the institutional legitimization of facilities -- 11.4.2. Accessibilization builds upon the legitimization of the schooling process -- 11.4.3. Accessibilization results from the driving force of conventions -- 11.4.4. Accessibilization is correlated with agents' art of creating -- 11.5. Conclusion -- 11.6. References -- List of Authors -- Index -- EULA.
Record Nr. UNINA-9910554874303321
Hoboken, New Jersey : , : John Wiley and Sons Inc, , [2021]
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Accessibility or reinventing education / / edited by Serge Ebersold
Accessibility or reinventing education / / edited by Serge Ebersold
Pubbl/distr/stampa Hoboken, New Jersey : , : John Wiley and Sons Inc, , [2021]
Descrizione fisica 1 online resource (254 pages) : illustrations
Disciplina 379.26
Soggetto topico Children with disabilities - Education
Educational equalization
ISBN 1-119-81793-5
1-119-81794-3
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Cover -- Half-Title Page -- Title Page -- Copyright Page -- Contents -- Introduction -- PART 1 Accessibility as a Societal Imperative -- 1 The Accessibility Imperative: Outlines and Implications -- 1.1. Introduction -- 1.2. Accessibility, or school as a social protection vector -- 1.3. Accessibility, an imperative focused on the ergonomization of practices -- 1.3.1. Preventing vulnerabilities through a universal approach to accessibility -- 1.3.2. An integrated approach to accessibility targeting the fight against educational failure -- 1.3.3. A corrective approach to accessibility aimed at restoring school legitimacy -- 1.4. An ergonomization of practices related to the fight against institutional discrimination -- 1.5. Accessibility, or the advent of new forms of normativity -- 1.6. Conclusion -- 1.7. References -- 2 Inclusion and Accessibility: 50 Years of Change -- 2.1. Introduction -- 2.2. Developing a continuum of support for promoting accessible learning environments -- 2.3. Developing accessible learning environments -- results of international case studies -- 2.3.1. Recognizing and planning for diversity -- 2.3.2. Using evaluation for improvement -- 2.3.3. Professional development of staff -- 2.3.4. External support services -- 2.3.5. Within-school services -- 2.3.6. Co-operation between schools -- 2.3.7. Parental and community involvement -- 2.3.8. Whole-school development organization and management strategies -- 2.3.9. Curriculum development -- 2.3.10. Classroom organization -- 2.4. Promoting accountable education systems supporting accessible learning environments -- 2.5. Conclusion -- 2.6. References -- 3 Accessibility Requirements and Evaluation Policies -- 3.1. Introduction -- 3.2. New governance of education systems based on performance and social justice -- 3.3. Evaluation: intellectual movements and political discourse.
3.4. Assessment policies and the accessibility imperative -- 3.5. Conclusion -- 3.6. References -- PART 2 How Do Schools Meet the Accessibility Imperative? -- 4 Educational Accessibility: A Catalyst for Innovative Practices -- 4.1. Introduction -- 4.2. The heuristics of innovative teaching practices -- 4.2.1. The catalytic potential of innovative forces and practices -- 4.3. School environments and the pedagogical imperative of accessibility -- 4.3.1. The grouping of learners -- 4.3.2. The grouping of professionals -- 4.3.3. The planning of learning and its collocation over time -- 4.3.4. Pedagogies and assessment practices -- 4.4. Collaboration and accessibility: beyond "mainstream" and "special" -- 4.4.1. An emergency condition -- 4.5. References -- 5 School Form and Pedagogical and Didactic Accessibilization -- 5.1. Introduction -- 5.2. Characteristics of the school form -- 5.3. Practical ways of making school situations more accessible -- 5.3.1. Study aid gestures -- 5.3.2. The use of digital tools -- 5.3.3. Pedagogical and didactic adaptations -- 5.4. Elements for reflection on a model of analysis of teachers' gestures and postures with a view to accessibilization -- 5.5. Conclusion -- 5.6. References -- 6 The Contribution of ICT to Accessible Learning Environments -- 6.1. Introduction -- 6.2. Clarifications on the terminology -- 6.3. ICT to develop accessible learning environments - more than a purchasing decision -- 6.4. Embedding ICT in educational organizations to promote accessible learning environments -- 6.5. The transformation of teaching -- 6.6. Learners becoming accountable for their learning -- 6.7. Conclusion -- 6.8. References -- 7 The Reconfiguration of the Teaching Profession within the Dynamics of Accessibility -- 7.1. Introduction -- 7.2. From the "special" professional to the educational accessibility professional.
7.3. A new professionalism that reconfigures teaching legitimacy -- 7.4. New dimensions of the profession -- 7.5. Teachers' requests and concerns -- 7.6. Conclusion: new issues, new questions -- 7.7. References -- PART 3 Accessibility, or Reconfiguration of Academic Difficulties -- 8 Modes of Accessibilization and the Redefinition of Schooling in Accessibility -- 8.1. Introduction -- 8.2. Accessibility as a source of democratization through compensatory policies? -- 8.3. Accessibility as a source of efficiency and equity, in the name of combating exclusion? -- 8.4. Accessibility as a source of inclusion, to maximize opportunities? -- 8.4.1. A profusion of categories and devices -- 8.4.2. An individualizing and essentializing reading of school productions -- 8.4.3. Transformation of the curriculum and school culture -- 8.5. Conclusion -- 8.6. References -- 9 Externalized Teaching Units: A Tool for Making School Institutions More Accessible? -- 9.1. Introduction -- 9.2. Making the school environment more accessible through subcontracting -- 9.3. Hierarchical access to the facility -- 9.4. Conclusion -- 9.5. References -- 10 Social Figures of Allophony, Approaches to Accessibility and Social Inequalities -- 10.1. Introduction -- 10.2. Two approaches to accessibility: a dual staging of school legitimacy -- 10.3. The principles of justice underlying the various approaches to school accessibility -- 10.4. Conclusion: accessibilization strategies as a source of educational inequalities -- 10.5. References -- 11 The Grammar of Accessibility -- 11.1. Introduction -- 11.2. Access as social visibility -- 11.2.1. Access as "taking part" -- 11.2.2. Access as "being part" -- 11.2.3. Access as "acting on" -- 11.2.4. Access as a "sense of existing" -- 11.3. Accessibility as social legibility -- 11.3.1. A finalist approach to the concept of accessibility.
11.3.2. A procedural approach to the concept of accessibility -- 11.3.3. An ergonomic approach to the concept of accessibility -- 11.4. The concept of accessibilization as social legitimacy -- 11.4.1. Accessibilization refers to the institutional legitimization of facilities -- 11.4.2. Accessibilization builds upon the legitimization of the schooling process -- 11.4.3. Accessibilization results from the driving force of conventions -- 11.4.4. Accessibilization is correlated with agents' art of creating -- 11.5. Conclusion -- 11.6. References -- List of Authors -- Index -- EULA.
Record Nr. UNINA-9910676649003321
Hoboken, New Jersey : , : John Wiley and Sons Inc, , [2021]
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Accessibility or reinventing education / / edited by Serge Ebersold
Accessibility or reinventing education / / edited by Serge Ebersold
Pubbl/distr/stampa Hoboken, New Jersey : , : John Wiley and Sons Inc, , [2021]
Descrizione fisica 1 online resource (254 pages) : illustrations
Disciplina 379.26
Soggetto topico Children with disabilities - Education
Educational equalization
ISBN 1-119-81793-5
1-119-81794-3
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Cover -- Half-Title Page -- Title Page -- Copyright Page -- Contents -- Introduction -- PART 1 Accessibility as a Societal Imperative -- 1 The Accessibility Imperative: Outlines and Implications -- 1.1. Introduction -- 1.2. Accessibility, or school as a social protection vector -- 1.3. Accessibility, an imperative focused on the ergonomization of practices -- 1.3.1. Preventing vulnerabilities through a universal approach to accessibility -- 1.3.2. An integrated approach to accessibility targeting the fight against educational failure -- 1.3.3. A corrective approach to accessibility aimed at restoring school legitimacy -- 1.4. An ergonomization of practices related to the fight against institutional discrimination -- 1.5. Accessibility, or the advent of new forms of normativity -- 1.6. Conclusion -- 1.7. References -- 2 Inclusion and Accessibility: 50 Years of Change -- 2.1. Introduction -- 2.2. Developing a continuum of support for promoting accessible learning environments -- 2.3. Developing accessible learning environments -- results of international case studies -- 2.3.1. Recognizing and planning for diversity -- 2.3.2. Using evaluation for improvement -- 2.3.3. Professional development of staff -- 2.3.4. External support services -- 2.3.5. Within-school services -- 2.3.6. Co-operation between schools -- 2.3.7. Parental and community involvement -- 2.3.8. Whole-school development organization and management strategies -- 2.3.9. Curriculum development -- 2.3.10. Classroom organization -- 2.4. Promoting accountable education systems supporting accessible learning environments -- 2.5. Conclusion -- 2.6. References -- 3 Accessibility Requirements and Evaluation Policies -- 3.1. Introduction -- 3.2. New governance of education systems based on performance and social justice -- 3.3. Evaluation: intellectual movements and political discourse.
3.4. Assessment policies and the accessibility imperative -- 3.5. Conclusion -- 3.6. References -- PART 2 How Do Schools Meet the Accessibility Imperative? -- 4 Educational Accessibility: A Catalyst for Innovative Practices -- 4.1. Introduction -- 4.2. The heuristics of innovative teaching practices -- 4.2.1. The catalytic potential of innovative forces and practices -- 4.3. School environments and the pedagogical imperative of accessibility -- 4.3.1. The grouping of learners -- 4.3.2. The grouping of professionals -- 4.3.3. The planning of learning and its collocation over time -- 4.3.4. Pedagogies and assessment practices -- 4.4. Collaboration and accessibility: beyond "mainstream" and "special" -- 4.4.1. An emergency condition -- 4.5. References -- 5 School Form and Pedagogical and Didactic Accessibilization -- 5.1. Introduction -- 5.2. Characteristics of the school form -- 5.3. Practical ways of making school situations more accessible -- 5.3.1. Study aid gestures -- 5.3.2. The use of digital tools -- 5.3.3. Pedagogical and didactic adaptations -- 5.4. Elements for reflection on a model of analysis of teachers' gestures and postures with a view to accessibilization -- 5.5. Conclusion -- 5.6. References -- 6 The Contribution of ICT to Accessible Learning Environments -- 6.1. Introduction -- 6.2. Clarifications on the terminology -- 6.3. ICT to develop accessible learning environments - more than a purchasing decision -- 6.4. Embedding ICT in educational organizations to promote accessible learning environments -- 6.5. The transformation of teaching -- 6.6. Learners becoming accountable for their learning -- 6.7. Conclusion -- 6.8. References -- 7 The Reconfiguration of the Teaching Profession within the Dynamics of Accessibility -- 7.1. Introduction -- 7.2. From the "special" professional to the educational accessibility professional.
7.3. A new professionalism that reconfigures teaching legitimacy -- 7.4. New dimensions of the profession -- 7.5. Teachers' requests and concerns -- 7.6. Conclusion: new issues, new questions -- 7.7. References -- PART 3 Accessibility, or Reconfiguration of Academic Difficulties -- 8 Modes of Accessibilization and the Redefinition of Schooling in Accessibility -- 8.1. Introduction -- 8.2. Accessibility as a source of democratization through compensatory policies? -- 8.3. Accessibility as a source of efficiency and equity, in the name of combating exclusion? -- 8.4. Accessibility as a source of inclusion, to maximize opportunities? -- 8.4.1. A profusion of categories and devices -- 8.4.2. An individualizing and essentializing reading of school productions -- 8.4.3. Transformation of the curriculum and school culture -- 8.5. Conclusion -- 8.6. References -- 9 Externalized Teaching Units: A Tool for Making School Institutions More Accessible? -- 9.1. Introduction -- 9.2. Making the school environment more accessible through subcontracting -- 9.3. Hierarchical access to the facility -- 9.4. Conclusion -- 9.5. References -- 10 Social Figures of Allophony, Approaches to Accessibility and Social Inequalities -- 10.1. Introduction -- 10.2. Two approaches to accessibility: a dual staging of school legitimacy -- 10.3. The principles of justice underlying the various approaches to school accessibility -- 10.4. Conclusion: accessibilization strategies as a source of educational inequalities -- 10.5. References -- 11 The Grammar of Accessibility -- 11.1. Introduction -- 11.2. Access as social visibility -- 11.2.1. Access as "taking part" -- 11.2.2. Access as "being part" -- 11.2.3. Access as "acting on" -- 11.2.4. Access as a "sense of existing" -- 11.3. Accessibility as social legibility -- 11.3.1. A finalist approach to the concept of accessibility.
11.3.2. A procedural approach to the concept of accessibility -- 11.3.3. An ergonomic approach to the concept of accessibility -- 11.4. The concept of accessibilization as social legitimacy -- 11.4.1. Accessibilization refers to the institutional legitimization of facilities -- 11.4.2. Accessibilization builds upon the legitimization of the schooling process -- 11.4.3. Accessibilization results from the driving force of conventions -- 11.4.4. Accessibilization is correlated with agents' art of creating -- 11.5. Conclusion -- 11.6. References -- List of Authors -- Index -- EULA.
Record Nr. UNINA-9910814944903321
Hoboken, New Jersey : , : John Wiley and Sons Inc, , [2021]
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Active galactic nuclei / / edited by Françoise Combes
Active galactic nuclei / / edited by Françoise Combes
Pubbl/distr/stampa Hoboken, New Jersey : , : John Wiley and Sons Inc, , [2022]
Descrizione fisica 1 online resource (322 pages)
Disciplina 523.112
Soggetto topico Active galactic nuclei
Galaxies
ISBN 1-394-16372-X
1-394-16370-3
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Record Nr. UNINA-9910677289303321
Hoboken, New Jersey : , : John Wiley and Sons Inc, , [2022]
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
The algorithmic code of ethics : ethics at the bedside of the digital revolution / / Jerome Beranger
The algorithmic code of ethics : ethics at the bedside of the digital revolution / / Jerome Beranger
Autore Béranger Jérôme
Pubbl/distr/stampa London : , : ISTE Ltd
Descrizione fisica 1 online resource (285 pages)
Disciplina 174.90904
Collana Technological prospects and social applications set
Soggetto topico Electronic data processing - Moral and ethical aspects
Information technology - Moral and ethical aspects
Soggetto genere / forma Electronic books.
ISBN 1-119-54969-8
1-119-50863-0
1-119-54967-1
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Record Nr. UNINA-9910466901603321
Béranger Jérôme  
London : , : ISTE Ltd
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
The algorithmic code of ethics : ethics at the bedside of the digital revolution / / Jerome Beranger
The algorithmic code of ethics : ethics at the bedside of the digital revolution / / Jerome Beranger
Autore Béranger Jérôme
Pubbl/distr/stampa London : , : ISTE Ltd
Descrizione fisica 1 online resource (285 pages)
Disciplina 174.90904
Collana Technological prospects and social applications set
Soggetto topico Electronic data processing - Moral and ethical aspects
Information technology - Moral and ethical aspects
ISBN 1-119-54969-8
1-119-50863-0
1-119-54967-1
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Record Nr. UNINA-9910537882303321
Béranger Jérôme  
London : , : ISTE Ltd
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
The algorithmic code of ethics : ethics at the bedside of the digital revolution / / Jerome Beranger
The algorithmic code of ethics : ethics at the bedside of the digital revolution / / Jerome Beranger
Autore Béranger Jérôme
Pubbl/distr/stampa London : , : ISTE Ltd
Descrizione fisica 1 online resource (285 pages)
Disciplina 174.90904
Collana Technological prospects and social applications set
Soggetto topico Electronic data processing - Moral and ethical aspects
Information technology - Moral and ethical aspects
ISBN 1-119-54969-8
1-119-50863-0
1-119-54967-1
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Record Nr. UNINA-9910826594503321
Béranger Jérôme  
London : , : ISTE Ltd
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Applied geotechnics for construction projects . Volume 3. : behavior and design of project foundations and eurocode validation / / Ammar Dhouib
Applied geotechnics for construction projects . Volume 3. : behavior and design of project foundations and eurocode validation / / Ammar Dhouib
Autore Dhouib Ammar
Pubbl/distr/stampa Hoboken, New Jersey : , : John Wiley and Sons Inc, , [2022]
Descrizione fisica 1 online resource (489 pages)
Disciplina 624.151
Soggetto topico Engineering geology
ISBN 1-394-19228-2
1-394-19226-6
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Record Nr. UNINA-9910830632903321
Dhouib Ammar  
Hoboken, New Jersey : , : John Wiley and Sons Inc, , [2022]
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui
Asymmetric cryptography : primitives and protocols / / coordinated by David Pointcheval
Asymmetric cryptography : primitives and protocols / / coordinated by David Pointcheval
Edizione [[First edition].]
Pubbl/distr/stampa Hoboken : , : ISTE Ltd : , : John Wiley and Sons Inc, , [2022]
Descrizione fisica 1 online resource (301 pages)
Disciplina 652.8
Collana Sciences. Computer science. Cryptography, data security
Soggetto topico Cryptography
Data encryption (Computer science)
ISBN 1-394-18836-6
1-394-18834-X
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Cover -- Title Page -- Copyright Page -- Contents -- Foreword -- Chapter 1. Public-Key Encryption and Security Notions -- 1.1. Basic definitions for PKE -- 1.1.1. Basic notation -- 1.1.2. Public-key encryption -- 1.1.3. IND-CPA and IND-CCA security -- 1.1.4. Other basic security notions and relations -- 1.2. Basic PKE schemes -- 1.2.1. Game-based proofs -- 1.2.2. ElGamal encryption -- 1.2.3. Simplified CS encryption -- 1.2.4. Cramer-Shoup encryption -- 1.2.5. Other specific PKE schemes -- 1.3. Generic constructions for IND-CCA secure PKE -- 1.3.1. Hybrid encryption -- 1.3.2. Naor-Yung construction and extensions -- 1.3.3. Fujisaki-Okamoto and other transforms in the RO model -- 1.3.4. Other generic constructions for IND-CCA secure PKE -- 1.4. Advanced topics -- 1.4.1. Intermediate notions related to CCA -- 1.4.2. IND-CCA security in multi-user setting and tight security -- 1.4.3. Key-dependent message security -- 1.4.4. More topics on PKE -- 1.5. References -- Chapter 2. Signatures and Security Notions -- 2.1. Signature schemes -- 2.1.1. Definition -- 2.1.2. Examples of practical schemes -- 2.2. Unforgeability -- 2.2.1. Discussion -- 2.2.2. Existential unforgeability under chosen-message attacks -- 2.2.3. Unforgeability of practical schemes -- 2.3. Strong unforgeability -- 2.3.1. Discussion -- 2.3.2. Strong existential unforgeability under chosen-message attacks -- 2.3.3. Strong unforgeability of practical schemes -- 2.3.4. Building strongly unforgeable schemes -- 2.4. Summary -- 2.5. References -- Chapter 3. Zero-Knowledge Proofs -- 3.1. Introduction -- 3.2. Notation -- 3.3. Classical zero-knowledge proofs -- 3.3.1. Zero knowledge -- 3.4. How to build a zero-knowledge proof system -- 3.4.1. ZK proofs for all NP -- 3.4.2. Round complexity -- 3.5. Relaxed security in proof systems -- 3.5.1. Honest-verifier ZK.
3.5.2. Witness hiding/indistinguishability -- 3.5.3. Ó-Protocols -- 3.6. Non-black-box zero knowledge -- 3.7. Advanced notions -- 3.7.1. Publicly verifiable zero knowledge -- 3.7.2. Concurrent ZK and more -- 3.7.3. ZK with stateless players -- 3.7.4. Delayed-input proof systems -- 3.8. Conclusion -- 3.9. References -- Chapter 4. Secure Multiparty Computation -- 4.1. Introduction -- 4.1.1. A note on terminology -- 4.2. Security of MPC -- 4.2.1. The definitional paradigm -- 4.2.2. Additional definitional parameters -- 4.2.3. Adversarial power -- 4.2.4. Modular sequential and concurrent composition -- 4.2.5. Important definitional implications -- 4.2.6. The ideal model and using MPC in practice -- 4.2.7. Any inputs are allowed -- 4.2.8. MPC secures the process, but not the output -- 4.3. Feasibility of MPC -- 4.4. Techniques -- 4.4.1. Shamir secret sharing -- 4.4.2. Honest-majority MPC with secret sharing -- 4.4.3. Private set intersection -- 4.4.4. Threshold cryptography -- 4.4.5. Dishonest-majority MPC -- 4.4.6. Efficient and practical MPC -- 4.5. MPC use cases -- 4.5.1. Boston wage gap (Lapets et al. 2018) -- 4.5.2. Advertising conversion (Ion et al. 2017) -- 4.5.3. MPC for cryptographic key protection (Unbound Security -- Sepior -- Curv) -- 4.5.4. Government collaboration (Sharemind) -- 4.5.5. Privacy-preserving analytics (Duality) -- 4.6. Discussion -- 4.7. References -- Chapter 5. Pairing-Based Cryptography -- 5.1. Introduction -- 5.1.1. Notations -- 5.1.2. Generalities -- 5.2. One small step for man, one giant leap for cryptography -- 5.2.1. Opening Pandora's box, demystifying the magic -- 5.2.2. A new world of assumptions -- 5.3. A new world of cryptographic protocols at your fingertips -- 5.3.1. Identity-based encryption made easy -- 5.3.2. Efficient deterministic compact signature -- 5.4. References.
Chapter 6. Broadcast Encryption and Traitor Tracing -- 6.1. Introduction -- 6.2. Security notions for broadcast encryption and TT -- 6.3. Overview of broadcast encryption and TT -- 6.4. Tree-based methods -- 6.5. Code-based TT -- 6.6. Algebraic schemes -- 6.7. Lattice-based approach with post-quantum security -- 6.8. References -- Chapter 7. Attribute-Based Encryption -- 7.1. Introduction -- 7.2. Pairing groups -- 7.2.1. Cyclic groups -- 7.2.2. Pairing groups -- 7.3. Predicate encodings -- 7.3.1. Definition -- 7.3.2. Constructions -- 7.4. Attribute-based encryption -- 7.4.1. Definition -- 7.4.2. A modular construction -- 7.5. References -- Chapter 8. Advanced Signatures -- 8.1. Introduction -- 8.2. Some constructions -- 8.2.1. The case of scalar messages -- 8.2.2. The case of non-scalar messages -- 8.3. Applications -- 8.3.1. Anonymous credentials -- 8.3.2. Group signatures -- 8.3.3. Direct anonymous attestations -- 8.4. References -- Chapter 9. Key Exchange -- 9.1. Key exchange fundamentals -- 9.1.1. Key exchange parties -- 9.1.2. Key exchange messages -- 9.1.3. Key derivation functions -- 9.2. Unauthenticated key exchange -- 9.2.1. Formal definitions and security models -- 9.2.2. Constructions and examples -- 9.3. Authenticated key exchange -- 9.3.1. Non-interactive key exchange -- 9.3.2. AKE security models -- 9.3.3. Constructions and examples -- 9.4. Conclusion -- 9.5. References -- Chapter 10. Password Authenticated Key Exchange: Protocols and Security Models -- 10.1. Introduction -- 10.2. First PAKE: EKE -- 10.3. Game-based model of PAKE security -- 10.3.1. The BPR security model -- 10.3.2. Implicit versus explicit authentication -- 10.3.3. Limitations of the BPR model -- 10.3.4. EKE instantiated with Diffie-Hellman KE -- 10.3.5. Implementing ideal cipher on arbitrary groups -- 10.4. Simulation-based model of PAKE security.
10.4.1. The BMP security model -- 10.4.2. Advantages of BMP definition: arbitrary passwords, tight security -- 10.4.3. EKE using RO-derived one-time pad encryption -- 10.4.4. BMP model for PAKE with explicit authentication (PAKE-EA) -- 10.5. Universally composable model of PAKE security -- 10.6. PAKE protocols in the standard model -- 10.7. PAKE efficiency optimizations -- 10.8. Asymmetric PAKE: PAKE for the client-server setting -- 10.9. Threshold PAKE -- 10.10. References -- Chapter 11. Verifiable Computation and Succinct Arguments for NP -- 11.1. Introduction -- 11.1.1. Background -- 11.2. Preliminaries -- 11.3. Verifiable computation -- 11.4. Constructing VC -- 11.4.1. VC for circuits in three steps -- 11.4.2. Succinct non-interactive arguments for non-deterministic computation -- 11.4.3. Verifiable computation from SNARG -- 11.5. A modular construction of SNARGs -- 11.5.1. Algebraic non-interactive linear proofs -- 11.5.2. Bilinear groups -- 11.5.3. SNARGs from algebraic NILPs with degree-2 verifiers using bilinear groups -- 11.6. Constructing algebraic NILPs for arithmetic circuits -- 11.6.1. Arithmetic circuits -- 11.6.2. Quadratic arithmetic programs -- 11.6.3. Algebraic NILP for QAPs -- 11.7. Conclusion -- 11.8. References -- List of Authors -- Index -- EULA.
Record Nr. UNINA-9910831087403321
Hoboken : , : ISTE Ltd : , : John Wiley and Sons Inc, , [2022]
Materiale a stampa
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Care in technology / / Xavier Guchet
Care in technology / / Xavier Guchet
Autore Guchet Xavier
Pubbl/distr/stampa Hoboken, New Jersey : , : ISTE Ltd : , : John Wiley and Sons Inc, , [2020]
Descrizione fisica 1 online resource (353 pages) : illustrations
Disciplina 610.28
Soggetto topico Medical technology
Soggetto genere / forma Electronic books.
ISBN 1-119-82139-8
1-119-82140-1
1-119-82138-X
Formato Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione eng
Nota di contenuto Cover -- Half-Title Page -- Dedication -- Title Page -- Copyright Page -- Contents -- Acknowledgments -- Foreword -- Introduction -- Chapter 1. Care and Technology: An Anthropological Question -- 1.1. From mastery to care -- 1.1.1. Making good use of technology, anticipating its potential risks: two possible examples of care in technology? -- 1.1.2. Do we need to learn to master our technological mastery? -- 1.1.3. The limits of the externalist approach to technological regulation -- 1.2. In what sense can technologies be "inherently" caregiving? -- 1.2.1. Can there be an intrinsic morality of technology? -- 1.2.2. Technology and care: a difficult articulation -- 1.3. Taking care of living beings -- 1.3.1. Care and technology: from ethics to anthropology -- 1.3.2. Caring about valuating living beings -- 1.3.3. The difficulty of thinking technology from life -- 1.4. Transition -- Chapter 2: Technology and Life: Analysis of a Divorce -- 2.1. Body, gestures, technology, production -- 2.1.1. Work without skill -- 2.1.2. Control and discipline of technology -- 2.1.3. A rupture in the conception of technology: the divorce of technology and life -- 2.2. The intellectualist conception of technology: the Kantian turning point -- 2.2.1. Difficulty in thinking of the artisan's activity -- 2.2.2. Technology excluded from the field of aesthetics -- 2.2.3. Technology, a synthetic activity without representation and without rule -- 2.3. Transition -- Chapter 3: The Conditions of Care in Technology -- 3.1. Vitalist approaches to technology -- 3.1.1. The concept of technological evolution: contributions and limits with regard to care -- 3.1.2. Technology as an "organ projection": contributions and limits with regard to care -- 3.1.3. The utopia of Erewhon: analysis of an aporia. First condition of care in technology.
3.2. Philosophical anthropology, a promising way to articulate care and technology? -- 3.2.1. Plessner's biological anthropology: redefining the concepts of organ and organism -- 3.2.2. Industrialization, work, and life. Critique of modernity in Gehlen -- 3.3. The organ-instrument. Second condition of care in technology -- 3.3.1. From the organ as part of the organism to the organ as an instrument with use-value -- 3.3.2. Putting the individual point of view first in the ethical evaluation of technology -- 3.4. From anthropology to aesthetics -- 3.4.1. Is it enough to recognize that humans "belong to nature" to orient technology towards care for nature? -- 3.4.2. Creating a new perception. Fourth condition of care in technology -- 3.5. Transition -- Chapter 4: Design, Technology and Life -- 4.1. At the sources of design for life -- 4.1.1. The premises of design -- 4.1.2. Overcoming the conflict of arts and industry: the rational aesthetics of Paul Souriau -- 4.1.3. Industry and the fragmentation of experience: anthropology and instrumentality in Dewey's work -- 4.1.4. Life as judge of technology. Lewis Mumford -- 4.1.5. Towards a design for life: László Moholy-Nagy -- 4.1.6. Opening -- 4.2. Towards responsible and caring innovation -- 4.2.1. Technical activities and care: practical lessons from ancient China and Greece -- 4.2.2. The square of care in technological design -- Conclusion -- References -- Index -- Other titles from iSTE in Interdisciplinarity, Science and Humanities -- EULA.
Record Nr. UNINA-9910555016603321
Guchet Xavier  
Hoboken, New Jersey : , : ISTE Ltd : , : John Wiley and Sons Inc, , [2020]
Materiale a stampa
Lo trovi qui: Univ. Federico II
Opac: Controlla la disponibilità qui