This is the first version of this unit.

The unit has relevance in several respects. The first is that it is unique in Australia and summarises most of the most recent research, and has the potential to attract Masters students. The second is that it promotes the Faculty's image in the community as being at the leading edge in Australia. The third is that establishes the Faculty as an entity with the capacity to produce advanced courses in high value niche areas, to differentiate the Faculty from competitors in the market.

The material is of direct practical relevance to graduates in the following courses:

Master of Computer Science

Master of Digital Communications

Master of Information Systems

Master of Network Computing

Master of Business Systems

Knowledge and Understanding (Cognitive Domain Objectives)

At the completion of this subject you should have knowledge and understanding and be able to analyse: C1.The importance of Information Conflict to contemporary organisations C2.Concepts in information theory and game theory, basic information conflict strategies, compound strategies C3.The impact of information conflict in advertising, marketing, tender analysis, organisational security, computer security, and law enforcement C4.Evalute current and future developments and trends in Information Conflict C5.Understand the ethical and human/biological factors arising from Information Conflict.

Attitudes, Values and Beliefs (Affective Domain Objectives)

Have developed attitudes which allow you to: A1. Adopt a critical approach to the analysis of Information Conflict strategies A2. Willingness to apply ethical standards to Information Conflict strategies A3. Demonstrate ethically sound viewpoints with respect to the protection of organisations against the use of Information Conflict strategies. A4. Cooperate within groups and adopt and practise professional ethics that influence work behaviour.

Practical Skills (Psychomotor Domain Objectives)

None required. Existing mouse/keyboard skills will suffice. Have the skills to: P1. Apply information conflict concepts in the analysis of information conflict strategies P2. Apply information conflict analysis and design methods and techniques in the analysis of threats, risk and vulnerabilities to an organisation.

Relationships, Communication and TeamWork (Social Domain Objectives)

Relationships, Communication and TeamWork (Social Domain Objectives) S1. Students gain an understanding of the role of deception in dysfunctional team and organisational environments and how to defend against it.

At the completion of this subject you should have knowledge and understanding and be able to analyse: C1.The importance of Information Conflict to contemporary organisations C2.Concepts in information theory and game theory, basic information conflict strategies, compound strategies C3.The impact of information conflict in advertising, marketing, tender analysis, organisational security, computer security, and law enforcement C4.Evalute current and future developments and trends in Information Conflict C5.Understand the ethical and human/biological factors arising from Information Conflict.

Have developed attitudes which allow you to: A1. Adopt a critical approach to the analysis of Information Conflict strategies A2. Willingness to apply ethical standards to Information Conflict strategies A3. Demonstrate ethically sound viewpoints with respect to the protection of organisations against the use of Information Conflict strategies. A4. Cooperate within groups and adopt and practise professional ethics that influence work behaviour.

Have the skills to: P1. Apply information conflict concepts in the analysis of information conflict strategies P2. Apply information conflict analysis and design methods and techniques in the analysis of threats, risk and vulnerabilities to an organisation.

Relationships, Communication and TeamWork (Social Domain Objectives) S1. Students gain an understanding of the role of deception in dysfunctional team and organisational environments and how to defend against it.

ASCED 029999 Information Technology not elsewhere classified

Information conflict is concerned with how information is used in disputes, disagreements, conflicts, and survival contests and with how the information technology infrastructure influences such situations. Important recent developments in the area include the definition of a theoretical basis for the discipline using Shannon's information theory, game theory and graph theory.

This unit is intended to provide an introduction to the basic theoretical concepts and an overview of various applications and their practical impact.

1 Introduction and overview

2 Shannon's information theory concepts

3 Basic game theory concepts

4 Four canonical strategies of information conflict vs Shannon's information theory

5 Compound information conflict strategies and using graphs to model these

6 Hypergames vs information conflict strategies -

7 Evolutionary nature of information conflict and biological examples

8 Classical deception techniques, perception management, propaganda, advertising

9 Forms of information conflict, Class I, II, III, IV information warfare, denial of service attack classification; Analysis and modelling of information conflict attacks and techniques

10 Information conflict vs copyright, privacy, spam, espionage, surveillance,hacking and cyberwar, viruses/worms, and identity theft

11 Information conflict vs basic concepts and risks in computer security and encryption

12 Problems arising in law enforcement and organisational security due to the proliferation of information conflict techniques

Information conflict is concerned with how information is used in disputes, disagreements, conflicts, and survival contests and with how the information technology infrastructure influences such situations. Important recent developments in the area include the definition of a theoretical basis for the discipline using Shannon's information theory, game theory and graph theory.

This unit is intended to provide an introduction to the basic theoretical concepts and an overview of various applications and their practical impact.

1 Dorothy E. Denning, Information Warfare and Security, ACMPress (Addison-Wesley), 1999, ISBN 0-201-43303-6.

2 Winn Schwartau, Information Warfare: Cyberterrorism : Protecting Your Personal Security in the Electronic Age, New York, NY: Thunder's Mouth Press, 1995, Second Edition.

3 In addition, selected research papers will be referenced and discussed throughout the topic.

On campus only.

Lectures and assignments. All cognitive and affective domain objectives are covered.

Lectures are used to deliver primary cognitive and affective domain inputs to students. The tutorials/assignments are employed to reinforce these, but also provide specific skills usable in industry environments by familiarising students with specific problems.

Lectures: C1-C5, A1-A4, P1-P2 Tutorial: C1-C5, A1-A4, P1-P2

Examination (3 hours): 60% - Practical work: 40%

Examination (3 hours): 60% - Practical work: 40%

Assignments: C1-C5, A1-A4, Formal Assessment (Examination): C1-C5, A1-A4

2 hours lectures; 2 hours tutorial; 6 hours for practical work preparation or homework

High-tech lecture theatre for 2 hours per week for 13 weeks

Tutorial room with projector for 2 hours per week for 13 weeks

N/A

1 EFT lecturer for 2 hours per week for 13 weeks. Plus tutorial assistance for hours proportional to enrolment.

None at this stage. The use of the GPL hypergame modelling tool HypANT may be feasible to support assignments.

The recommended texts may be difficult to source in Australia so several library copies are desirable.

1 Dorothy E. Denning, Information Warfare and Security, ACMPress (Addison-Wesley), 1999, ISBN 0-201-43303-6.

2 Winn Schwartau, Information Warfare: Cyberterrorism : Protecting Your Personal Security in the Electronic Age, New York, NY: Thunder's Mouth Press, 1995, Second Edition.

Dr Carlo Kopp;

None

Literacy in IT concepts is required

Basic concepts in algebra, students must have the ability to relate these to physical reality.

Students will need to have a minimal conceptual understanding of graph theory concepts such as vertices / links as graph based models are used for representing compound strategies.

Basic concepts in probability theory are desirable. The student should understand what a random variable is, and know about probability distributions. This is useful to understanding some models.

Carlo Kopp

Carlo Kopp