In the area of computer security, cyber attribution is an attribution of cybercrime, i.e., finding who perpetrated a cyberattack. Uncovering a perpetrator may give insights into various security issues, such as infiltration methods, communication channels, etc., and may help in enacting specific countermeasures. Cyber attribution is a costly endeavor requiring considerable resources and expertise in cyber forensic analysis. For governments and other major players dealing with cybercrime would require not only technical solutions, but legal and political ones as well, and for the latter ones cyber attribution is crucial. Attributing a cyberattack is difficult, and of limited interest to companies that are targeted by cyberattacks. In contrast, secret services often have a compelling interest in finding out whether a state is behind the attack. A further challenge in attribution of cyberattacks is the possibility of a false flag attack, where the actual perpetrator makes it appear that someone else caused the attack. Every stage of the attack may leave artifacts, such as entries in log files, that can be used to help determine the attacker's goals and identity. In the aftermath of an attack, investigators often begin by saving as many artifacts as they can find, and then try to determine the attacker.
Imaging phantom
An imaging phantom, or simply phantom (less commonly spelled fantom), is a specially designed object that is scanned or imaged in the field of medical imaging to evaluate, analyze, and tune the performance of various imaging devices. A phantom is more readily available and provides more consistent results than the use of a living subject or cadaver, while also avoiding direct risks to living subjects. Phantoms were originally employed in 2D x-ray–based imaging techniques such as radiography or fluoroscopy, but more recently phantoms with desired imaging characteristics have been developed for 3D techniques such as SPECT, MRI, CT, ultrasound, PET, and other imaging modalities. == Design == A phantom used to evaluate an imaging device should respond in a similar manner to how human tissues and organs would act in that specific imaging modality. For instance, phantoms made for 2D radiography may hold various quantities of x-ray contrast agents with similar x-ray absorbing properties (such as the attenuation coefficient) to normal tissue to tune the contrast of the imaging device or modulate the patient's exposure to radiation. In such a case, the radiography phantom would not necessarily need to have similar textures and mechanical properties since these are not relevant in x-ray imaging modalities. However, in the case of ultrasonography, a phantom with similar rheological and ultrasound scattering properties to real tissue would be essential, but x-ray absorbing properties would not be relevant. The term "phantom" describes an object that is designed to resemble human tissue and can be evaluated, analyzed or manipulated to study the performance of a medical device. Phantoms are created using a digital file that is rendered through magnetic resonance imaging (MRI) or computer-aided design (CAD). The digital files allow for quick modifications that are read by the 3D printer. The 3D printer will create the product in successive layers using polymeric materials. There are several types of phantoms including tissue-mimicking, radiological phantoms, dental phantoms, BOMABs (used to calibrate whole-body counters), and more.
Archival bond
The archival bond is a concept in archival theory referring to the relationship that each archival record has with the other records produced as part of the same transaction or activity and located within the same grouping. These bonds are a core component of each individual record and are necessary for transforming a document into a record, as a document will only acquire meaning (and become a record) through its interrelationships with other records. == Description == The concept of the archival bond is primarily associated with the work of Luciana Duranti along with Heather MacNeil, as part of research into the integrity of electronic records. Duranti resumed and extended the concept of vincolo archivistico (archival bond), first expressed in 1937 by archivist Giorgio Cencetti of the Italian archival school. This bond emerges from the fact that electronic records are not physically arranged like traditional records. For traditional, analog records, their bond is implicit in their arrangement. But for electronic records, this bond must be made explicit due to the lack of a single sequential order of records in a digital environment. The archival bond was one of the core concepts of the subsequent International Research on Permanent Authentic Records in Electronic Systems (InterPARES) project and can be found in the InterPARES glossary. As Duranti notes, the archival bond is not to be confused with the broader term "context" as context exists independently of a record, while "the archival bond is an essential part of the record, which would not exist without it."
Gutmann method
The Gutmann method is an algorithm for securely erasing the contents of computer hard disk drives, such as files. Devised by Peter Gutmann and Colin Plumb and presented in the paper Secure Deletion of Data from Magnetic and Solid-State Memory in July 1996, it involved writing a series of 35 patterns over the region to be erased. The selection of patterns assumes that the user does not know the encoding mechanism used by the drive, so it includes patterns designed specifically for three types of drives. A user who knows which type of encoding the drive uses can choose only those patterns intended for their drive. A drive with a different encoding mechanism would need different patterns. Most of the patterns in the Gutmann method were designed for older MFM/RLL-encoded disks. Gutmann himself has noted that more modern drives no longer use these older encoding techniques, making parts of the method irrelevant. He said "In the time since this paper was published, some people have treated the 35-pass overwrite technique described in it more as a kind of voodoo incantation to banish evil spirits than the result of a technical analysis of drive encoding techniques". Since about 2001, some ATA IDE and SATA hard drive manufacturer designs include support for the ATA Secure Erase standard, obviating the need to apply the Gutmann method when erasing an entire drive. The Gutmann method does not apply to USB sticks: a 2011 study reports that 71.7% of data remained available. On solid state drives it resulted in 0.8–4.3% recovery. == Background == The delete function in most operating systems simply marks the space occupied by the file as reusable (removes the pointer to the file) without immediately removing any of its contents. At this point the file can be fairly easily recovered by numerous recovery applications. However, once the space is overwritten with other data, there is no known way to use software to recover it. It cannot be done with software alone since the storage device only returns its current contents via its normal interface. Gutmann claims that intelligence agencies have sophisticated tools, including magnetic force microscopes, which together with image analysis, can detect the previous values of bits on the affected area of the media (for example hard disk). This claim however seems to be invalid based on the thesis "Data Reconstruction from a Hard Disk Drive using Magnetic Force Microscopy". == Method == An overwrite session consists of a lead-in of four random write patterns, followed by patterns 5 to 31 (see rows of table below), executed in a random order, and a lead-out of four more random patterns. Each of patterns 5 to 31 was designed with a specific magnetic media encoding scheme in mind, which each pattern targets. The drive is written to for all the passes even though the table below only shows the bit patterns for the passes that are specifically targeted at each encoding scheme. The result should obscure any data on the drive so that only the most advanced physical scanning (e.g., using a magnetic force microscope) of the drive is likely to be able to recover any data. The series of patterns is as follows: Encoded bits shown in bold are what should be present in the ideal pattern, although due to the encoding the complementary bit is actually present at the start of the track. == Criticism == Daniel Feenberg of the National Bureau of Economic Research, an American private nonprofit research organization, criticized Gutmann's claim that intelligence agencies are likely to be able to read overwritten data, citing a lack of evidence for such claims. He finds that Gutmann cites one non-existent source and sources that do not actually demonstrate recovery, only partially-successful observations. The definition of "random" is also quite different from the usual one used: Gutmann expects the use of pseudorandom data with sequences known to the recovering side, not an unpredictable one such as a cryptographically secure pseudorandom number generator. Nevertheless, some published government security procedures consider an overwritten disk to still be sensitive. Human factors and potential limitations in the overwriting software create a residual risk that is not considered acceptable at the highest security levels. Gutmann himself has responded to some of these criticisms and also criticized how his algorithm has been abused in an epilogue to his original paper, in which he states: In the time since this paper was published, some people have treated the 35-pass overwrite technique described in it more as a kind of voodoo incantation to banish evil spirits than the result of a technical analysis of drive encoding techniques. As a result, they advocate applying the voodoo to PRML and EPRML drives even though it will have no more effect than a simple scrubbing with random data. In fact performing the full 35-pass overwrite is pointless for any drive since it targets a blend of scenarios involving all types of (normally-used) encoding technology, which covers everything back to 30+-year-old MFM methods (if you don't understand that statement, re-read the paper). If you're using a drive which uses encoding technology X, you only need to perform the passes specific to X, and you never need to perform all 35 passes. For any modern PRML/EPRML drive, a few passes of random scrubbing is the best you can do. As the paper says, "A good scrubbing with random data will do about as well as can be expected". This was true in 1996, and is still true now. Gutmann's statement has been criticized for not recognizing that PRML/EPRML does not replace RLL, with critics claiming PRML/EPRML to be a signal detection method rather than a data encoding method. Polish data recovery service Kaleron has also claimed that Gutmann's publication contains further factual errors and assumptions that do not apply to actual disks.
The Citation Project
The Citation Project is a series of studies that measure and analyze first-year college writing students' source use and their ability to understand and implement sources within their own writing. The Citation Project reveals students' source-use habits and the issues that can be seen based on their lack of proper citation skills, such as the prevalence of plagiarism, institution policies, and the results of current writing pedagogy. The Citation Project's central findings were first presented at the Conference on College Composition and Communication in 2012. Although The Citation Project originally referred to this single 2012 study, the feedback received led to the conception of the Project as a broader initiative and as a place to gather and publish studies and data relating to student writing habits for the usage of other researches. == Method == The Citation Project's data comes from the work of 20 researchers analyzing 174 first-year composition students' research papers. The student papers studied originated from 16 institutions across the United States of America, including community colleges, public and private universities, denominational colleges, and Ivy Leagues. Researchers used bibliographic coding to aggregate data regarding the type, length, reading level, and usage of students' sources. == Findings == === Student source assessment and use === This study found that students were capable of identifying, locating, and accessing librarian-approved academic sources, most commonly accessing them with the internet. Despite students demonstrating their ability to find appropriate sources, they tend to exclusively cite the first few pages of their sources. Students' use and analysis of their citations are often limited, frequently resorting to patchwriting, directly restating their source's points, and omitting their own interpretations of their reference's ideas. The Citation Project also highlights students' struggle to accurately determine, address, and value their sources' bias, authority, and credibility. According to the Project's researchers' analysis, these habits demonstrate that first-year college writing students minimally engage with their sources and the academic conversations between them. One researcher from the Citation Project, Rebecca Moore Howard, believes these findings do not point towards students being lazy, but is rather a result of a writing pedagogy that prioritizes efficient, product-focused writing. Another interpretation offered by Sandra Jamieson, another researcher from the Citation Project explains their findings as a result of a lack of adherence to Information Learning (IL) Standards. === Pedagogy === A significant focus of The Citation Project is the development of pedagogical practices intended to equip students with writing and research techniques that will set them up for future success. Writers associated with The Citation Project, such as Tricia Serviss, believe that the practices of teachers surrounding academic integrity and writing practices are what form the foundation of how students think about writing and how to engage with assignments throughout their academic career. They also stress the importance of teaching students to effectively engage with sources rather than simply how to correctly cite them. The Citation Project asserts that endowing students with the ability to read, understand, and synthesize a variety of sources in their writing is a skill that will benefit them throughout their academic careers, and that the surface level typographical focus that many writing programs utilize is inadequate. == Plagiarism == One of the areas that The Citation Project also looks at is how students commit plagiarism throughout their writing. Plagiarism tends to be a checkpoint that gives instructors a sense where students' citation skills stand. Findings from The Citation Project reveal that the most common type of plagiarism is patchwriting which is the act of using the same sentence with only changing a couple of words. These types of issues can be seen as a learning curve due to lack of proper training. Student's that commit plagiarism are often unaware. === Policies === Another issue found is that academic plagiarism policies may not benefit a student's growth but may instead obstruct it. Policies against plagiarism tend to be harsh on the student that committed of offense. Even though student plagiarism is often unintentional academic institutions see this behavior as intentional. Student may then face harsh consequences as a result from their lack of citation knowledge. Additionally, higher level institutions assume that new students already have the skill set to avoid plagiarism which may be an unrealistic expectation. == Legacy == === Inspired studies === ==== Parrott and Napier ==== In one study, "Critical Reading and Student Self-Selected Texts: Results of a Collaborative, Explicit Curricular Approach," Jill Parrot and Trenia Napier quoted the Citation Project's findings as evidence that current collegiate writing curriculums are an ineffective means of teaching students how to properly write academic research papers. The researchers accredited current writing pedagogy's lack of emphasis on teaching critical reading skills. Parrott and Napier tested their thesis by seeing if students would produce more academic writing if they partook in a writing course that taught critical reading. Their results mostly went against this hypothesis, finding students who received additional critical reading training only significantly improved in how they integrated their sources. ==== Kocatepe ==== In May Mehtap Kocatep's study, "Reconceptualising the notion of finding information: How undergraduate students construct information as they read-to-write in an academic writing class," Kocatep expresses that she believes current conversations around writing pedagogy, including the Citation Project, operate with the underlying misconception that information is an easily discoverable static entity and its retrieval is an objective, unbiased decision. Kocatepe instead offers the analysis of what students view as valuable information and if it is worth using is influenced by the socially constructed meanings available to writers at the moment. To further examine students' source engagement, Kocatepe did a study on how female university students from the United Arab Emirates find, retrieve, use, and value sources. Kocatepe's results mainly noted students' almost exclusive reliance on using Google to find sources, as well as how students' navigated mainly English-speaking academic conversations as non-native English speakers. ==== Dahlen, Nordstrom-Sanchez, and Graff ==== Dahlen, Nordstrom-Sanchez, and Graff built their study off The Citation Project research in order to explore the attitudes and practices of students in an undergraduate writing course. As the researchers acknowledge, data collected by the Citation Project was the subject of the bulk of their analysis. This study sought to examine undergraduate writing practices tied to source-usage and elucidate any relevant trends. Dahlen, Nordstrom-Sanchez and Graff found that undergraduate writing students were not engaging with outside sources properly. Key issues discussed include lack of engagement with broad source ideas (in favor of picking out quotes), lack of paraphrasing, and inability to link information between multiple sources. ==== Davis ==== Phillip M. Davis based much of the analysis in his study on data gathered by the Citation Project. This study aimed to examine the particular effects web-based research and study had on undergraduate's papers and the replicability of their bibliographies. Davis sought to see how the shift from physical in-person library based research to online, often at-home research changed the function and usability of the bibliography as a form of documenting source usage in a given work. The primary method of analysis involved examining students' bibliographies to see where they were finding information online and how these sources were accessed. A main issue Davis found was "persistency" of URLs used for online citations. He found that only 18% of URL-based citations continued to function (the others either no longer pointing to the correct document or ceasing to exist altogether) within 3 years of their usage by students, and more than half of claimed online citations could not be found in any form. He suggests that this result brings up questions about how web-based citations should be dealt with in a university context.
Django (web framework)
Django ( JANG-goh; sometimes stylized as django) is a free and open-source, Python-based web framework that runs on a web server. It follows the model–template–views (MTV) architectural pattern. It is maintained by the Django Software Foundation (DSF), an independent organization established in the US as a 501(c)(3) non-profit. Django's primary goal is to ease the creation of complex, database-driven websites. The framework emphasizes reusability and "pluggability" of components, less code, low coupling, rapid development, and the principle of don't repeat yourself. Python is used throughout, even for settings, files, and data models. Django also provides an optional administrative create, read, update and delete interface that is generated dynamically through introspection and configured via admin models. Some well-known sites that use Django include Instagram, Mozilla, Disqus, Bitbucket, Nextdoor, and Clubhouse. == History == Django was created in the autumn of 2003, when the web programmers at the Lawrence Journal-World newspaper, Adrian Holovaty and Simon Willison, began using Python to build applications. Jacob Kaplan-Moss was hired early in Django's development shortly before Willison's internship ended. It was released publicly under a BSD license in July 2005. The framework was named after guitarist Django Reinhardt. Holovaty is a romani jazz guitar player inspired in part by Reinhardt's music. In June 2008, it was announced that a newly formed Django Software Foundation (DSF) would maintain Django in the future. == Features == === Components === Despite having its own nomenclature, such as naming the callable objects generating the HTTP responses "views", the core Django framework can be seen as an MVC architecture. It consists of an object-relational mapper (ORM) that mediates between data models (defined as Python classes) and a relational database ("Model"), a system for processing HTTP requests with a web templating system ("View"), and a regular-expression-based URL dispatcher ("Controller"). Also included in the core framework are: a lightweight and standalone web server for development and testing a form serialization and validation system that can translate between HTML forms and values suitable for storage in the database a template system that utilizes the concept of inheritance borrowed from object-oriented programming a caching framework that can use any of several cache methods support for middleware classes that can intervene at various stages of request processing and carry out custom functions an internal dispatcher system that allows components of an application to communicate events to each other via pre-defined signals an internationalization system, including translations of Django's own components into a variety of languages a serialization system that can produce and read XML and/or JSON representations of Django model instances a system for extending the capabilities of the template engine an interface to Python's built-in unit test framework === Bundled applications === The main Django distribution also bundles a number of applications in its "contrib" package, including: an extensible authentication system the dynamic administrative interface tools for generating RSS and Atom syndication feeds a "Sites" framework that allows one Django installation to run multiple websites, each with their own content and applications tools for generating Sitemaps built-in mitigation for cross-site request forgery, cross-site scripting, SQL injection, password cracking and other typical web attacks, most of them turned on by default a framework for creating geographic information system (GIS) applications === Extensibility === Django's configuration system allows third-party code to be plugged into a regular project, provided that it follows the reusable app conventions. More than 5000 packages are available to extend the framework's original behavior, providing solutions to issues the original tool didn't tackle: registration, search, API provision and consumption, CMS, etc. This extensibility is, however, mitigated by internal components' dependencies. While the Django philosophy implies loose coupling, the template filters and tags assume one engine implementation, and both the auth and admin bundled applications require the use of the internal ORM. None of these filters or bundled apps are mandatory to run a Django project, but reusable apps tend to depend on them, encouraging developers to keep using the official stack in order to benefit fully from the apps ecosystem. === Server arrangements === Django can be run on ASGI or WSGI-compliant web servers. Django officially supports five database backends: PostgreSQL, MySQL, MariaDB, SQLite, and Oracle. Microsoft SQL Server can be used with mssql-django. == Version history == The Django team will occasionally designate certain releases to be "long-term support" (LTS) releases. LTS releases will get security and data loss fixes applied for a guaranteed period of time, typically 3+ years, regardless of the pace of releases afterwards. == Community == === DjangoCon === There is a semiannual conference for Django developers and users, named "DjangoCon", that has been held since September 2008. DjangoCon is held annually in Europe, in May or June; while another is held in the United States in August or September, in various cities. ==== United States ==== The 2012 DjangoCon took place in Washington, D.C., from September 3 to 8. 2013 DjangoCon was held in Chicago at the Hyatt Regency Hotel and the post-conference Sprints were hosted at Digital Bootcamp, computer training center. The 2014 DjangoCon US returned to Portland, OR from August 30 to 6 September. The 2015 DjangoCon US was held in Austin, TX from September 6 to 11 at the AT&T Executive Center. The 2016 DjangoCon US was held in Philadelphia, PA at The Wharton School of the University of Pennsylvania from July 17 to 22. The 2017 DjangoCon US was held in Spokane, WA; in 2018 DjangoCon US was held in San Diego, CA. DjangoCon US 2019 was held again in San Diego, CA from September 22 to 27. DjangoCon 2021 took place virtually and in 2022, DjangoCon US returned to San Diego from October 16 to 21. DjangoCon US 2023 was held from October 16 to 20 at the Durham, NC convention center and DjangoCon US 2024 took place also in Durham in September 22 to 27. DjangoCon US 2025 was held from September 8 to 12 in Chicago, Illinois. ==== Europe ==== The 2025 edition of DjangoCon Europe took place in Dublin, Ireland from 23 to 27 April. In 2024, the conference was hosted in Vigo, Spain. Edinburgh, Scotland served as the venue for DjangoCon Europe in 2023. The 2022 conference was organized in Porto, Portugal. In 2021, DjangoCon Europe was held virtually due to the COVID-19 pandemic. The 2020 edition was also conducted as a fully virtual event. DjangoCon Europe 2019 was held in Copenhagen, Denmark. In 2018, the event took place in Heidelberg, Germany. The 2017 conference was convened in Florence, Italy. DjangoCon Europe 2012 was organized in Zurich, Switzerland. ==== Australia ==== Django mini-conferences are usually held every year as part of the Australian Python Conference 'PyCon AU'. Previously, these mini-conferences have been held in: Hobart, Australia, in July 2013, Brisbane, Australia, in August 2014 and 2015, Melbourne, Australia in August 2016 and 2017, and Sydney, Australia, in August 2018 and 2019. ==== Africa ==== The first DjangoCon Africa was held in Zanzibar, Tanzania, from 6 to 11 November 2023. The event hosted approximately 200 attendees from 22 countries, including 103 women. The conference featured 26 talks on topics such as software development, education, careers, accessibility, and agriculture, often highlighting perspectives from across the African continent. Future editions of the conference are planned, with details available on the official website === Community groups & programs === Django has spawned user groups and meetups around the world, a notable group is the Django Girls organization, which began in Poland but now has had events in 91 countries. Another initiative is Djangonaut Space, a mentorship program aimed at supporting new contributors to the Django ecosystem. The program pairs experienced mentors with developers to guide them through making meaningful contributions to Django and its community. It emphasizes long-term engagement, inclusion, and collaborative open-source development. == Ports to other languages == Programmers have ported Django's template engine design from Python to other languages, providing decent cross-platform support. Some of these options are more direct ports; others, though inspired by Django and retaining its concepts, take the liberty to deviate from Django's design: Liquid for Ruby Template::Swig for Perl Twig for PHP and JavaScript Jinja for Python ErlyDTL for Erlang == CMSs based on Django Framework == Django as a framework is capable of building a complete CMS
Vinberg's algorithm
In mathematics, Vinberg's algorithm is an algorithm, introduced by Ernest Borisovich Vinberg, for finding a fundamental domain of a hyperbolic reflection group. Conway (1983) used Vinberg's algorithm to describe the automorphism group of the 26-dimensional even unimodular Lorentzian lattice II25,1 in terms of the Leech lattice. == Description of the algorithm == Let Γ < I s o m ( H n ) {\displaystyle \Gamma <\mathrm {Isom} (\mathbb {H} ^{n})} be a hyperbolic reflection group. Choose any point v 0 ∈ H n {\displaystyle v_{0}\in \mathbb {H} ^{n}} ; we shall call it the basic (or initial) point. The fundamental domain P 0 {\displaystyle P_{0}} of its stabilizer Γ v 0 {\displaystyle \Gamma _{v_{0}}} is a polyhedral cone in H n {\displaystyle \mathbb {H} ^{n}} . Let H 1 , . . . , H m {\displaystyle H_{1},...,H_{m}} be the faces of this cone, and let a 1 , . . . , a m {\displaystyle a_{1},...,a_{m}} be outer normal vectors to it. Consider the half-spaces H k − = { x ∈ R n , 1 | ( x , a k ) ≤ 0 } . {\displaystyle H_{k}^{-}=\{x\in \mathbb {R} ^{n,1}|(x,a_{k})\leq 0\}.} There exists a unique fundamental polyhedron P {\displaystyle P} of Γ {\displaystyle \Gamma } contained in P 0 {\displaystyle P_{0}} and containing the point v 0 {\displaystyle v_{0}} . Its faces containing v 0 {\displaystyle v_{0}} are formed by faces H 1 , . . . , H m {\displaystyle H_{1},...,H_{m}} of the cone P 0 {\displaystyle P_{0}} . The other faces H m + 1 , . . . {\displaystyle H_{m+1},...} and the corresponding outward normals a m + 1 , . . . {\displaystyle a_{m+1},...} are constructed by induction. Namely, for H j {\displaystyle H_{j}} we take a mirror such that the root a j {\displaystyle a_{j}} orthogonal to it satisfies the conditions (1) ( v 0 , a j ) < 0 {\displaystyle (v_{0},a_{j})<0} ; (2) ( a i , a j ) ≤ 0 {\displaystyle (a_{i},a_{j})\leq 0} for all i < j {\displaystyle i