RelBAC: Relation Based Access Control

TheWeb 2.0, GRID applications and, more recently, semantic desktop applications are bringing the Web to a situation where more and more data and metadata are shared and made available to large user groups. In this context, metadata may be tags or complex graph structures such as file system or web directories, or (lightweight) ontologies. In turn, users can themselves be tagged by certain properties, and can be organized in complex directory structures, very much in the same way as data. Things are further complicated by the highly unpredictable and autonomous dynamics of data, users, permissions and access control rules. In this paper we propose a new access control model and a logic, called RelBAC (for Relation Based Access Control) which allows us to deal with this novel scenario. The key idea, which differentiates RelBAC from the state of the art, e.g., Role Based Access Control (RBAC), is that permissions are modeled as relations between users and data, while access control rules are their instantiations on specific sets of users and objects. As such, access control rules are assigned an arity which allows a fine tuning of which users can access which data, and can evolve independently, according to the desires of the policy manager(s). Furthermore, the formalization of the RelBAC model as an Entity-Relationship (ER) model allows for its direct translation into Description Logics (DL). In turn, this allows us to reason, possibly at run time, about access control policies

TLAD 2010 Proceedings:8th international workshop on teaching, learning and assesment of databases (TLAD)

This is the eighth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2010), which once again is held as a workshop of BNCOD 2010 - the 27th International Information Systems Conference. TLAD 2010 is held on the 28th June at the beautiful Dudhope Castle at the Abertay University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.This year, the workshop includes an invited talk given by Richard Cooper (of the University of Glasgow) who will present a discussion and some results from the Database Disciplinary Commons which was held in the UK over the academic year. Due to the healthy number of high quality submissions this year, the workshop will also present seven peer reviewed papers, and six refereed poster papers. Of the seven presented papers, three will be presented as full papers and four as short papers. These papers and posters cover a number of themes, including: approaches to teaching databases, e.g. group centered and problem based learning; use of novel case studies, e.g. forensics and XML data; techniques and approaches for improving teaching and student learning processes; assessment techniques, e.g. peer review; methods for improving students abilities to develop database queries and develop E-R diagrams; and e-learning platforms for supporting teaching and learning

Object-oriented querying of existing relational databases

In this paper, we present algorithms which allow an object-oriented querying of existing relational databases. Our goal is to provide an improved query interface for relational systems with better query facilities than SQL. This seems to be very important since, in real world applications, relational systems are most commonly used and their dominance will remain in the near future. To overcome the drawbacks of relational systems, especially the poor query facilities of SQL, we propose a schema transformation and a query translation algorithm. The schema transformation algorithm uses additional semantic information to enhance the relational schema and transform it into a corresponding object-oriented schema. If the additional semantic information can be deducted from an underlying entity-relationship design schema, the schema transformation may be done fully automatically. To query the created object-oriented schema, we use the Structured Object Query Language (SOQL) which provides declarative query facilities on objects. SOQL queries using the created object-oriented schema are much shorter, easier to write and understand and more intuitive than corresponding S Q L queries leading to an enhanced usability and an improved querying of the database. The query translation algorithm automatically translates SOQL queries into equivalent SQL queries for the original relational schema

TLAD 2010 Proceedings:8th international workshop on teaching, learning and assesment of databases (TLAD)

This is the eighth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2010), which once again is held as a workshop of BNCOD 2010 - the 27th International Information Systems Conference. TLAD 2010 is held on the 28th June at the beautiful Dudhope Castle at the Abertay University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.This year, the workshop includes an invited talk given by Richard Cooper (of the University of Glasgow) who will present a discussion and some results from the Database Disciplinary Commons which was held in the UK over the academic year. Due to the healthy number of high quality submissions this year, the workshop will also present seven peer reviewed papers, and six refereed poster papers. Of the seven presented papers, three will be presented as full papers and four as short papers. These papers and posters cover a number of themes, including: approaches to teaching databases, e.g. group centered and problem based learning; use of novel case studies, e.g. forensics and XML data; techniques and approaches for improving teaching and student learning processes; assessment techniques, e.g. peer review; methods for improving students abilities to develop database queries and develop E-R diagrams; and e-learning platforms for supporting teaching and learning