Computer security compromised by hardware failure is a branch of computer security applied to hardware. The objective of computer security includes protection of information and property from theft, corruption, or natural disaster, while allowing the information and property to remain accessible and productive to its intended users. Such secret information could be retrieved by different ways. This article focus on the retrieval of data thanks to misused hardware or hardware failure. Hardware could be misused or exploited to get secret data. This article collects main types of attack that can lead to data theft. Computer security can be compromised by devices, such as keyboards, monitors or printers (thanks to electromagnetic or acoustic emanation for example) or by components of the computer, such as the memory, the network card or the processor (thanks to time or temperature analysis for example). == Devices == === Monitor === The monitor is the main device used to access data on a computer. It has been shown that monitors radiate or reflect data on their environment, potentially giving attackers access to information displayed on the monitor. ==== Electromagnetic emanations ==== Video display units radiate: narrowband harmonics of the digital clock signals; broadband harmonics of the various 'random' digital signals such as the video signal. Known as compromising emanations or TEMPEST radiation, a code word for a U.S. government programme aimed at attacking the problem, the electromagnetic broadcast of data has been a significant concern in sensitive computer applications. Eavesdroppers can reconstruct video screen content from radio frequency emanations. Each (radiated) harmonic of the video signal shows a remarkable resemblance to a broadcast TV signal. It is therefore possible to reconstruct the picture displayed on the video display unit from the radiated emission by means of a normal television receiver. If no preventive measures are taken, eavesdropping on a video display unit is possible at distances up to several hundreds of meters, using only a normal black-and-white TV receiver, a directional antenna and an antenna amplifier. It is even possible to pick up information from some types of video display units at a distance of over 1 kilometer. If more sophisticated receiving and decoding equipment is used, the maximum distance can be much greater. ==== Compromising reflections ==== What is displayed by the monitor is reflected on the environment. The time-varying diffuse reflections of the light emitted by a CRT monitor can be exploited to recover the original monitor image. This is an eavesdropping technique for spying at a distance on data that is displayed on an arbitrary computer screen, including the currently prevalent LCD monitors. The technique exploits reflections of the screen's optical emanations in various objects that one commonly finds close to the screen and uses those reflections to recover the original screen content. Such objects include eyeglasses, tea pots, spoons, plastic bottles, and even the eye of the user. This attack can be successfully mounted to spy on even small fonts using inexpensive, off-the-shelf equipment (less than 1500 dollars) from a distance of up to 10 meters. Relying on more expensive equipment allowed to conduct this attack from over 30 meters away, demonstrating that similar attacks are feasible from the other side of the street or from a close by building. Many objects that may be found at a usual workplace can be exploited to retrieve information on a computer's display by an outsider. Particularly good results were obtained from reflections in a user's eyeglasses or a tea pot located on the desk next to the screen. Reflections that stem from the eye of the user also provide good results. However, eyes are harder to spy on at a distance because they are fast-moving objects and require high exposure times. Using more expensive equipment with lower exposure times helps to remedy this problem. The reflections gathered from curved surfaces on close by objects indeed pose a substantial threat to the confidentiality of data displayed on the screen. Fully invalidating this threat without at the same time hiding the screen from the legitimate user seems difficult, without using curtains on the windows or similar forms of strong optical shielding. Most users, however, will not be aware of this risk and may not be willing to close the curtains on a nice day. The reflection of an object, a computer display, in a curved mirror creates a virtual image that is located behind the reflecting surface. For a flat mirror this virtual image has the same size and is located behind the mirror at the same distance as the original object. For curved mirrors, however, the situation is more complex. === Keyboard === ==== Electromagnetic emanations ==== Computer keyboards are often used to transmit confidential data such as passwords. Since they contain electronic components, keyboards emit electromagnetic waves. These emanations could reveal sensitive information such as keystrokes. Electromagnetic emanations have turned out to constitute a security threat to computer equipment. The figure below presents how a keystroke is retrieved and what material is necessary. The approach is to acquire the raw signal directly from the antenna and to process the entire captured electromagnetic spectrum. Thanks to this method, four different kinds of compromising electromagnetic emanations have been detected, generated by wired and wireless keyboards. These emissions lead to a full or a partial recovery of the keystrokes. The best practical attack fully recovered 95% of the keystrokes of a PS/2 keyboard at a distance up to 20 meters, even through walls. Because each keyboard has a specific fingerprint based on the clock frequency inconsistencies, it can determine the source keyboard of a compromising emanation, even if multiple keyboards from the same model are used at the same time. The four different kinds way of compromising electromagnetic emanations are described below. ===== The Falling Edge Transition Technique ===== When a key is pressed, released or held down, the keyboard sends a packet of information known as a scan code to the computer. The protocol used to transmit these scan codes is a bidirectional serial communication, based on four wires: Vcc (5 volts), ground, data and clock. Clock and data signals are identically generated. Hence, the compromising emanation detected is the combination of both signals. However, the edges of the data and the clock lines are not superposed. Thus, they can be easily separated to obtain independent signals. ===== The Generalized Transition Technique ===== The Falling Edge Transition attack is limited to a partial recovery of the keystrokes. This is a significant limitation. The GTT is a falling edge transition attack improved, which recover almost all keystrokes. Indeed, between two traces, there is exactly one data rising edge. If attackers are able to detect this transition, they can fully recover the keystrokes. ===== The Modulation Technique ===== Harmonics compromising electromagnetic emissions come from unintentional emanations such as radiations emitted by the clock, non-linear elements, crosstalk, ground pollution, etc. Determining theoretically the reasons of these compromising radiations is a very complex task. These harmonics correspond to a carrier of approximately 4 MHz which is very likely the internal clock of the micro-controller inside the keyboard. These harmonics are correlated with both clock and data signals, which describe modulated signals (in amplitude and frequency) and the full state of both clock and data signals. This means that the scan code can be completely recovered from these harmonics. ===== The Matrix Scan Technique ===== Keyboard manufacturers arrange the keys in a matrix. The keyboard controller, often an 8-bit processor, parses columns one-by-one and recovers the state of 8 keys at once. This matrix scan process can be described as 192 keys (some keys may not be used, for instance modern keyboards use 104/105 keys) arranged in 24 columns and 8 rows. These columns are continuously pulsed one-by-one for at least 3μs. Thus, these leads may act as an antenna and generate electromagnetic emanations. If an attacker is able to capture these emanations, he can easily recover the column of the pressed key. Even if this signal does not fully describe the pressed key, it still gives partial information on the transmitted scan code, i.e. the column number. Note that the matrix scan routine loops continuously. When no key is pressed, we still have a signal composed of multiple equidistant peaks. These emanations may be used to remotely detect the presence of powered computers. Concerning wireless keyboards, the wireless data burst transmission can be used as an electromagnetic trigger to detect exactly when a key is pressed, while the matrix s
Apache Pig
Apache Pig is a high-level platform for creating programs that run on Apache Hadoop. The language for this platform is called Pig Latin. Pig can execute its Hadoop jobs in MapReduce, Apache Tez, or Apache Spark. Pig Latin abstracts the programming from the Java MapReduce idiom into a notation which makes MapReduce programming high level, similar to that of SQL for relational database management systems. Pig Latin can be extended using user-defined functions (UDFs) which the user can write in Java, Python, JavaScript, Ruby or Groovy and then call directly from the language. == History == Apache Pig was originally developed at Yahoo Research around 2006 for researchers to have an ad hoc way of creating and executing MapReduce jobs on very large data sets. In 2007, it was moved into the Apache Software Foundation. === Naming === Regarding the naming of the Pig programming language, the name was chosen arbitrarily and stuck because it was memorable, easy to spell, and for novelty. The story goes that the researchers working on the project initially referred to it simply as 'the language'. Eventually they needed to call it something. Off the top of his head, one researcher suggested Pig, and the name stuck. It is quirky yet memorable and easy to spell. While some have hinted that the name sounds coy or silly, it has provided us with an entertaining nomenclature, such as Pig Latin for the language, Grunt for the shell, and PiggyBank for the CPAN-like shared repository. == Example == Below is an example of a "Word Count" program in Pig Latin: The above program will generate parallel executable tasks which can be distributed across multiple machines in a Hadoop cluster to count the number of words in a dataset such as all the webpages on the internet. == Pig vs SQL == In comparison to SQL, Pig has a nested relational model, uses lazy evaluation, uses extract, transform, load (ETL), is able to store data at any point during a pipeline, declares execution plans, supports pipeline splits, thus allowing workflows to proceed along DAGs instead of strictly sequential pipelines. On the other hand, it has been argued DBMSs are substantially faster than the MapReduce system once the data is loaded, but that loading the data takes considerably longer in the database systems. It has also been argued RDBMSs offer out of the box support for column-storage, working with compressed data, indexes for efficient random data access, and transaction-level fault tolerance. Pig Latin is procedural and fits very naturally in the pipeline paradigm while SQL is instead declarative. In SQL users can specify that data from two tables must be joined, but not what join implementation to use (You can specify the implementation of JOIN in SQL, thus "... for many SQL applications the query writer may not have enough knowledge of the data or enough expertise to specify an appropriate join algorithm."). Pig Latin allows users to specify an implementation or aspects of an implementation to be used in executing a script in several ways. In effect, Pig Latin programming is similar to specifying a query execution plan, making it easier for programmers to explicitly control the flow of their data processing task. SQL is oriented around queries that produce a single result. SQL handles trees naturally, but has no built in mechanism for splitting a data processing stream and applying different operators to each sub-stream. Pig Latin script describes a directed acyclic graph (DAG) rather than a pipeline. Pig Latin's ability to include user code at any point in the pipeline is useful for pipeline development. If SQL is used, data must first be imported into the database, and then the cleansing and transformation process can begin.
Applied Information Science in Economics
The Applied Information Science in Economics (Russian: Прикладная информатика в Экономике) or Applied Computer Science in Economics is a professional qualification generally awarded in Russian Federation. The degree inherited from the U.S.S.R. education system also known as Specialist degree. The degree is awarded after five years of full-time study and includes several internships, course-works, thesis writing and defense. The degree has similarities with German Magister Artium or Diplom degree. However, due to the Bologna Process number of such degrees are declining. Degree focuses on applying mathematical methods in economics involving maximum information technology. It is very close to applied mathematics, but includes also major part of computer science. == List of specialty codes in the education system == 080801 - Applied computer science in economics 351400 - Applied computer science == Fields of activity == Organization and management; Project design; Experimental research; Marketing; Consulting; Operational and Maintenance. == Major == Information Science and Programming. High Level Methods of Information Science and Programming. Information Technologies in Economics. Computer Systems, Networks and Telecommunications Services. Operational Environments, Systems and Shells. Architecture and Design of Information Systems for Companies. Data Bases. Information security. Information Management. Imitative Simulation.
Library and information scientist
A library and information scientist, also known as a library scholar, is a researcher or academic who specializes in the field of library and information science and often participates in scholarly writing about and related to library and information science. A library and information scientist is neither limited to any one subfield of library and information science nor any one particular type of library. These scientists come from all information-related sectors including library and book history. == University of Chicago Graduate Library School == The University of Chicago Graduate Library School was established in 1928 to grant a graduate degree in librarianship with an emphasis on research. The program expanded the concept of librarianship, focused on scientific inquiry and established it as a domain for scientific study. In The Spirit of Inquiry: The Graduate Library School at Chicago, 1921-51 Richardson reviewed the history of the School and its impact on the discipline. == Bibliometric mappings == Bibliometric methods have been used to create maps of library and information science, thus identifying the most important researchers as well as their relative connections (or distances) and identifying emerging trends related to LIS publications within the field. White and McCain (1998) made a map of information science and Åström (2002), Chen, Ibekwe-SanJuan, and Hou (2010), Janssens, Leta, Glanzel, and De Moor (2006), and Zhao and Strotmann (2008) constructed some later maps of library and information science. Jabeen, Yun, Rafiq, and Jabeen (2015) mapped the growth and trends of LIS publications. == Notable library and information scientists == See also Beta Phi Mu Award, Award of Merit - Association for Information Science and Technology, Justin Winsor Prize (library)
Encyclopaedistics
Encyclopaedistics or encyclopaedics as a discipline, is the academic scholarship of encyclopedias as sources of encyclopedic knowledge and cultural objects as well; in this sense, this discipline is also known as "encyclopaedia studies" and can be termed as "theoretical encyclopaediography" by analogy with theoretical lexicography. Encyclopaedistics as a practical activity (profession or business) also called "encyclopaedic practice" or "encyclopedism" is the process of assembling encyclopaedias available to the public for sale or for free (encyclopaedia publishing or practical encyclopediography). In this sense, it is the art or craft of writing, compiling, and editing the paper or online encyclopedias. As a practical activity, encyclopaedistics originated in the Middle Ages in connection with the development of compendiums based on alphabetical structuring (e.g. first edition of Polyanthea by Dominicus Nanus Mirabellius). Encyclopaedistics is often defined as "the art and science of selecting and disseminating the information most significant to mankind". == Field of study == Encyclopaedistics is a specialized aspect of information science and communication science. At the same time, encyclopaedistics is also considered as one of scholarly disciplines which are seen as auxiliary for historical research (auxiliary sciences of history) . Third, encyclopaedics is a domain of philosophy (Romanticism). This term associated with German philosophers of the 18th century, such as Novalis, Friedrich Schlegel, who sought to create a "Scientific Bible" - both real and ideal book as the quintessence of human education (enlightenment). In any case, the most popular topics in encyclopaedia studies refferd the history of organization of encyclopaedic knowledge, encyclopaedic knowledge determination and selection, glossary composition, current state of development of encyclopaedic activity, features of making encyclopaedias and encyclopaedic articles, usage, role and significance of encyclopaedias, typology of encyclopaedic literature, encyclopaedists and encyclopaedic schools, opposition of classical encyclopaedias and Wikipedia as well as paper encyclopaedias and online encyclopaedias, case experience in building encyclopedias etc. In general, scholarly studies contribute to appearance of successful well-crafted encyclopaedias with high-quality articles. == Contemporary encyclopaedic practice == Today, academic institutions, universities, and publishing companies worldwide are engaged in encyclopaedic activity building national, multinational (universal), regional and subject-specific encyclopaedias, or doing studies related encyclopaedias. The development of national encyclopaedias is one of the prerogatives of the European Parliament in the policy of protection of accurate and verified information and in the fight against mis- and disinformation as well as in the policy of protecting, promoting and projecting Europe's values and interests in the world.
Cross-language information retrieval
Cross-language information retrieval (CLIR) is a subfield of information retrieval dealing with retrieving information written in a language different from the language of the user's query. The term "cross-language information retrieval" has many synonyms, of which the following are perhaps the most frequent: cross-lingual information retrieval, translingual information retrieval, multilingual information retrieval. The term "multilingual information retrieval" refers more generally both to technology for retrieval of multilingual collections and to technology which has been moved to handle material in one language to another. The term Multilingual Information Retrieval (MLIR) involves the study of systems that accept queries for information in various languages and return objects (text, and other media) of various languages, translated into the user's language. Cross-language information retrieval refers more specifically to the use case where users formulate their information need in one language and the system retrieves relevant documents in another. To do so, most CLIR systems use various translation techniques. CLIR techniques can be classified into different categories based on different translation resources: Dictionary-based CLIR techniques Parallel corpora based CLIR techniques Comparable corpora based CLIR techniques Machine translator based CLIR techniques CLIR systems have improved so much that the most accurate multi-lingual and cross-lingual adhoc information retrieval systems today are nearly as effective as monolingual systems. Other related information access tasks, such as media monitoring, information filtering and routing, sentiment analysis, and information extraction require more sophisticated models and typically more processing and analysis of the information items of interest. Much of that processing needs to be aware of the specifics of the target languages it is deployed in. Mostly, the various mechanisms of variation in human language pose coverage challenges for information retrieval systems: texts in a collection may treat a topic of interest but use terms or expressions which do not match the expression of information need given by the user. This can be true even in a mono-lingual case, but this is especially true in cross-lingual information retrieval, where users may know the target language only to some extent. The benefits of CLIR technology for users with poor to moderate competence in the target language has been found to be greater than for those who are fluent. Specific technologies in place for CLIR services include morphological analysis to handle inflection, decompounding or compound splitting to handle compound terms, and translations mechanisms to translate a query from one language to another. The first workshop on CLIR was held in Zürich during the SIGIR-96 conference. Workshops have been held yearly since 2000 at the meetings of the Cross Language Evaluation Forum (CLEF). Researchers also convene at the annual Text Retrieval Conference (TREC) to discuss their findings regarding different systems and methods of information retrieval, and the conference has served as a point of reference for the CLIR subfield. Early CLIR experiments were conducted at TREC-6, held at the National Institute of Standards and Technology (NIST) on November 19–21, 1997. Google Search had a cross-language search feature that was removed in 2013.
Information literacy
The Association of College and Research Libraries defines information literacy as a "set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued and the use of information in creating new knowledge and participating ethically in communities of learning". In the United Kingdom, the Chartered Institute of Library and Information Professionals' definition also makes reference to knowing both "when" and "why" information is needed. The 1989 American Library Association (ALA) Presidential Committee on Information Literacy formally defined information literacy (IL) as attributes of an individual, stating that "to be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate and use effectively the needed information". In 1990, academic Lori Arp published a paper asking, "Are information literacy instruction and bibliographic instruction the same?" Arp argued that neither term was particularly well defined by theoreticians or practitioners in the field. Further studies were needed to lessen the confusion and continue to articulate the parameters of the question. The Alexandria Proclamation of 2005 defined the term as a human rights issue: "Information literacy empowers people in all walks of life to seek, evaluate, use and create information effectively to achieve their personal, social, occupational and educational goals. It is a basic human right in a digital world and promotes social inclusion in all nations." The United States National Forum on Information Literacy defined information literacy as "the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively use that information for the issue or problem at hand." Meanwhile, in the UK, the library professional body CILIP, define information literacy as "the ability to think critically and make balanced judgements about any information we find and use. It empowers us as citizens to develop informed views and to engage fully with society." A number of other efforts have been made to better define the concept and its relationship to other skills and forms of literacy. Other pedagogical outcomes related to information literacy include traditional literacy, computer literacy, research skills and critical thinking skills. Information literacy as a sub-discipline is an emerging topic of interest and counter measure among educators and librarians with the prevalence of misinformation, fake news, and disinformation. Scholars have argued that in order to maximize people's contributions to a democratic and pluralistic society, educators should be challenging governments and the business sector to support and fund educational initiatives in information literacy. == History == The phrase "information literacy" first appeared in print in a 1974 report written on behalf of the National Commission on Libraries and Information Science by Paul G. Zurkowski, who was at the time president of the Information Industry Association (now the Software and Information Industry Association). Zurkowski used the phrase to describe the "techniques and skills" learned by the information literate "for utilizing the wide range of information tools as well as primary sources in molding information solutions to their problems" and drew a relatively firm line between the "literates" and "information illiterates." The concept of information literacy appeared again in a 1976 paper by Lee Burchina presented at the Texas A&M University library's symposium. Burchina identified a set of skills needed to locate and use information for problem solving and decision making. In another 1976 article in Library Journal, M.R. Owens applied the concept to political information literacy and civic responsibility, stating, "All [people] are created equal but voters with information resources are in a position to make more intelligent decisions than citizens who are information illiterates. The application of information resources to the process of decision-making to fulfill civic responsibilities is a vital necessity." In a literature review published in an academic journal in 2020, Oral Roberts University professor Angela Sample cites several conceptual waves of information literacy definitions as defining information as a way of thinking, a set of skills, and a social practice. The introduction of these concepts led to the adoption of a mechanism called metaliteracy and the creation of threshold concepts and knowledge dispositions, which led to the creation of the ALA's Information Literacy Framework. The American Library Association's Presidential Committee on Information Literacy released a report on January 10, 1989. Titled as the Presidential Committee on Information Literacy: Final Report, the article outlines the importance of information literacy, opportunities to develop it, and the idea of an Information Age School. The recommendations of the Committee led to establishment of the National Forum on Information Literacy, a coalition of more than 90 national and international organizations. In 1998, the American Association of School Librarians and the Association for Educational Communications and Technology published Information Power: Building Partnerships for Learning, which further established specific goals for information literacy education, defining some nine standards in the categories of "information literacy," "independent learning," and "social responsibility." Also in 1998, the Presidential Committee on Information Literacy updated its final report. The report outlined six recommendations from the original report, and examined areas of challenge and progress. In 1999, the Society of College, National and University Libraries (SCONUL) in the UK published The Seven Pillars of Information Literacy to model the relationship between information skills and IT skills, and the idea of the progression of information literacy into the curriculum of higher education. In 2003, the National Forum on Information Literacy, along with UNESCO and the National Commission on Libraries and Information Science, sponsored an international conference in Prague. Representatives from twenty-three countries gathered to discuss the importance of information literacy in a global context. The resulting Prague Declaration described information literacy as a "key to social, cultural, and economic development of nations and communities, institutions and individuals in the 21st century" and declared its acquisition as "part of the basic human right of lifelong learning". In the United States specifically, information literacy was prioritized in 2009 during President Barack Obama's first term. In effort to stress the value information literacy has on everyday communication, he designated October as National Information Literacy Awareness Month in his released proclamation. In 2015, the Association of College and Research Libraries (ACRL) adopted the Framework for Information Literacy for Higher Education, which defines information literacy as "the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning".Association of College and Research Libraries (2015-02-09). "Framework for Information Literacy for Higher Education". Association of College and Research Libraries. American Library Association. Retrieved 2026-02-17. == Presidential Committee on Information Literacy == The American Library Association's Presidential Committee on Information Literacy defined information literacy as the ability "to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information" and highlighted information literacy as a skill essential for lifelong learning and the production of an informed and prosperous citizenry. The committee outlined six principal recommendations. Included were recommendations like "Reconsider the ways we have organized information institutionally, structured information access, and defined information's role in our lives at home in the community, and in the work place"; to promote "public awareness of the problems created by information illiteracy"; to develop a national research agenda related to information and its use; to ensure the existence of "a climate conducive to students' becoming information literate"; to include information literacy concerns in teacher education democracy. In the updated report, the committee ended with an invitation, asking the National Forum and regular citizens to recognize that "the result of these combined efforts will be a citizenry which is made up of effective lifelong learners who can always find the information needed for the issue or decision at hand. This new