A comparison of forensic toolkits and mass market data recovery applications

Digital forensic application suites are large, expensive, complex software products, offering a range of functions to assist in the investigation of digital artifacts. Several authors have raised concerns as to the reliability of evidence derived from these products. This is of particular concern, given that many forensic suites are closed source and therefore can only be subject to black box evaluation. In addition, many of the individual functions integrated into forensic suites are available as commercial stand-alone products, typically at a much lower cost, or even free. This paper reports research which compared (rather than individually evaluated) the data recovery function of two forensic suites and three stand alone `non-forensic' commercial applications. The research demonstrates that, for this function at least, the commercial data recovery tools provide comparable performance to that of the forensic software suites. In addition, the research demonstrates that there is some variation in results presented by all of the data recovery tools

Project Management Learning in a Collaborative Distant Learning Context - An Actual On-going Experience

The goal of this paper is to show the results of an on-going experience on teaching project management to grade students by following a development scheme of management related competencies on an individual basis. In order to achieve that goal, the students are organized in teams that must solve a problem and manage the development of a feasible solution to satisfy the needs of a client. The innovative component advocated in this paper is the formal introduction of negotiating and virtual team management aspects, as different teams from different universities at different locations and comprising students with different backgrounds must collaborate and compete amongst them. The different learning aspects are identified and the improvement levels are reflected in a rubric that has been designed ad hoc for this experience. Finally, the effort frameworks for the student and instructor have been established according to the requirements of the Bologna paradigms. This experience is developed through a software-based support system allowing blended learning for the theoretical and individual?s work aspects, blogs, wikis, etc., as well as project management tools based on WWW that allow the monitoring of not only the expected deliverables and the achievement of the goals but also the progress made on learning as established in the defined rubri