Security Testing: A Survey

Identifying vulnerabilities and ensuring security functionality by security testing is a widely applied measure to evaluate and improve the security of software. Due to the openness of modern software-based systems, applying appropriate security testing techniques is of growing importance and essential to perform effective and efficient security testing. Therefore, an overview of actual security testing techniques is of high value both for researchers to evaluate and refine the techniques and for practitioners to apply and disseminate them. This chapter fulfills this need and provides an overview of recent security testing techniques. For this purpose, it first summarize the required background of testing and security engineering. Then, basics and recent developments of security testing techniques applied during the secure software development lifecycle, i.e., model-based security testing, code-based testing and static analysis, penetration testing and dynamic analysis, as well as security regression testing are discussed. Finally, the security testing techniques are illustrated by adopting them for an example three-tiered web-based business application

A Service Portfolio Model for Value Creation in Networked Enterprise Systems

Abstract. Service science research is increasingly focusing on modeling value co-creation. However, there are concerns about the practical use of service systems-driven approaches to value creation in actual business settings. In this paper, we focus on the provision of knowledge services by a service system, and present an innovative model for clustering and profiling the value cocreation capabilities of such a service system. We then describe how this model drives the development of a new service management framework for managing the development of knowledge services. Finally, we present our early experiences from a practical deployment of our research findings in the development of a service system that offers knowledge services to enterprises for enhancing their collaboration quotient when participating in virtual organizations

Adaptive Telemetry for Software-Defined Mobile Networks

The forthcoming set of 5G standards will bring programmability and flexibility to levels never seen before. This has required introducing changes in the architecture of mobile networks, enabling different features such as the split of control and data planes, as required to support the rapid programming of heterogeneous data planes. Software Defined Networking (SDN) has emerged as a basic toolset for operators to manage their infrastructure, as it opens up the possibility of running a multitude of intelligent and advanced applications for network optimization purposes in a centralized network controller. However, the very basic nature that makes possible this efficient management and operation in a flexible way-the logical centralization-poses important challenges due to the lack of proper monitoring tools, suited for SDN-based architectures. In order to take timely and right decisions while operat-ing a network, centralized intelligence applications need to be fed with a continuous stream of up-to-date network statistics. However, this is not feasible with current SDN solutions due to scalability and accuracy issues. This article first analyzes the monitoring issues in current SDN solutions and then proposes a telemetry frame-work for software defined mobile networks capable of adapting to the various 5G services. Finally, it presents an experimental validation that shows the benefits of the proposed solution at alleviating the load on the control and data planes, improv-ing the reactiveness to network events, and providing better accuracy for network measurements.This work has been partially funded by the H2020 Framework Programme Europe/Taiwan joint action 5G-DIVE Project (Grant No. 859881), by the H2020 Framework Programme EU 5G-Transformer Project (Grant No. 761586), and by the H2020 Framework Programme EU 5Growth Project (Grant No. 856709)

Blended learning environments to foster self-directed learning

This book on blended learning environments to foster self-directed learning highlights the focus on research conducted in several teaching and learning contexts where blended learning had been implemented and focused on the fostering of self-directed learning. Several authors have contributed to the book, and each chapter provides a unique perspective on blended learning and self-directed learning research. From each chapter, it becomes evident that coherence on the topics mentioned is established. One of the main aspects drawn in this book, and addressed by several authors in the book, is the use of the Community of Inquiry (CoI) framework when implementing teaching and learning strategies in blended learning environments to foster self-directed learning. This notion of focusing on the CoI framework is particularly evident in both theoretical and empirical dissemination presented in this book. What makes this book unique is the fact that researchers and peers in varied fields would benefit from the findings presented by each chapter, albeit theoretical, methodological or empirical in nature – this, in turn, provides opportunities for future research endeavours to further the narrative of how blended learning environments can be used to foster self-directed learning

GraphQL API generating service for Django

Tato bakalářská práce se zabývá vývojem modulu pro generování GraphQL API ve webovém frameworku Django. Hlavní část práce řeší rozvoj modulu Simple API, který se zaměřuje na rychlou tvorbu API vycházející z existujících definicí v Django. Práce obsahuje analýzu existujících modulů na integraci API do frameworku Django, nejen ty založené na GraphQL, ale také na architektuře REST. Práce také obsahuje analýzu aktuálního stavu vývoje Simple API a na základě této analýzy je vytvořen návrh na doplnění chybějících funkcí, následovaný jejich implementací. Rozšíření se zabývá nejen prvky důležitými pro funkčnost modulu, ale také integrováním zabezpečení GraphQL serveru proti Denial of Service (DoS) a batching útokům prostřednictvím komplexních dotazů. Práce obsahuje popis vývoje dynamické webové aplikace pro testování výstupního API. Výsledkem práce je rozšíření Simple API a webové prostředí Simple API Admin pro prozkoumání a testování vygenerovaného koncového bodu.This bachelor’s thesis describes the development of a module for generating GraphQL API for the Django web framework. The main part of this thesis is concerned with furthering the development of Simple API module, which aims to facilitate fast creation of API endpoints from existing Django definitions. The thesis contains an analysis of existing modules for API creation in Django, not just GraphQL, but also of those generating REST-style API. From the analysis of the current state of Simple API development, new additions to Simple API are designed, then implemented. Other than functional additions, the development also concerns the design and implementation of security features necessary for prevention of Denial of Service (DoS) and batching attacks through complex queries. Furthermore, a web application for testing of the API is also developed in the thesis. The result of this thesis is the expansion of the module Simple API and web application Simple API admin for exploration and testing of the generated endpoint

Self-Directed Learning

This book on self-directed learning (SDL) is devoted to original academic scholarship within the field of education, and is the 6th volume in the North-West University (NWU) SDL book series. In this book the authors explore how self-directed learning can be considered an imperative for education in a complex modern society. Although each chapter represents independent research in the field of self-directed learning, the chapters form a coherent contribution concerning the scholarship of self-directed learning, and specifically the effect of environmental and praxis contexts on the enhancement of self-directed learning in a complex society. The publication as a whole provides diverse perspectives on the importance of self-directed learning in varied contexts. Scholars working in a wide range of fields are drawn together in this scholarly work to present a comprehensive dialogue regarding self-directed learning and how this concept functions in a complex and dynamic higher education context. This book presents a combination of theory and practice, which reflects selected conceptual dimensions of self-directed learning in society, as well as research-based findings pertaining to current topical issues relating to implementing self-directed learning in the modern world. The varied methodologies provide the reader with different and balanced perspectives, as well as varied and innovative ideas on how to conduct research in the field of self-directed learning

Blended learning environments to foster self-directed learning

This book on blended learning environments to foster self-directed learning highlights the focus on research conducted in several teaching and learning contexts where blended learning had been implemented and focused on the fostering of self-directed learning. Several authors have contributed to the book, and each chapter provides a unique perspective on blended learning and self-directed learning research. From each chapter, it becomes evident that coherence on the topics mentioned is established. One of the main aspects drawn in this book, and addressed by several authors in the book, is the use of the Community of Inquiry (CoI) framework when implementing teaching and learning strategies in blended learning environments to foster self-directed learning. This notion of focusing on the CoI framework is particularly evident in both theoretical and empirical dissemination presented in this book. What makes this book unique is the fact that researchers and peers in varied fields would benefit from the findings presented by each chapter, albeit theoretical, methodological or empirical in nature – this, in turn, provides opportunities for future research endeavours to further the narrative of how blended learning environments can be used to foster self-directed learning

Understanding self-directed professional development in mathematics for elementary teachers: A phenomenographical study

This qualitative research focused on elementary teachers’ conceptions of self-directed professional development. Self-directed professional development is professional development that is internally motivated and arises from the teacher’s own initiative (Eekelen, Vermunt & Boshuizen, 2006; Mushayikwa & Lubben, 2009). The central question which framed this research is: how do elementary teachers perceive, engage in and understand the role of self-directed professional development in elementary mathematics education? Given that elementary teachers should nurture students’ interests and abilities in mathematics, it is important to understand how they foster their professional growth through self-directed professional development in mathematics education. Teacher’s conceptions of self-directed professional development were analyzed through the lens of phenomenography. The goal of phenomenographic research is to describe various ways in which people experience a phenomenon (Limberg, 2008; Marton, 1981; Marton & Pong, 2005; Trigwell, 2006). Mezirow’s (1991) theory of transformative learning and Knowles’ (1984) theory of andragogy are the theoretical frameworks, on which the nuances of teachers’ experiences of self-directed PD were interpreted. The iterative process of reading and coding data as described by Chamaz (2008) were incorporated in the phenomenographic data analysis. Teachers’ conceptions of self-directed professional development resulted in an outcome space of five categories of description. Findings suggest that elementary teachers are passionate about mathematics teaching and their professional growth through self-directed professional development. Teachers utilized a variety of formal and informal activities to facilitate their own learning in mathematics education. Teachers’ engagement with self-directed PD resulted in transformational thinking and practice in mathematics education. Elementary teachers, whether novice or experienced, engaged in lifelong learning activities aimed at providing meaningful teaching and learning experiences for themselves and their students. Self-directed professional development provided teachers with autonomous, empowering experiences as they made professional judgments regarding the time, context and content of their learning experiences