Security for Grid Services

Grid computing is concerned with the sharing and coordinated use of diverse resources in distributed "virtual organizations." The dynamic and multi-institutional nature of these environments introduces challenging security issues that demand new technical approaches. In particular, one must deal with diverse local mechanisms, support dynamic creation of services, and enable dynamic creation of trust domains. We describe how these issues are addressed in two generations of the Globus Toolkit. First, we review the Globus Toolkit version 2 (GT2) approach; then, we describe new approaches developed to support the Globus Toolkit version 3 (GT3) implementation of the Open Grid Services Architecture, an initiative that is recasting Grid concepts within a service oriented framework based on Web services. GT3's security implementation uses Web services security mechanisms for credential exchange and other purposes, and introduces a tight least-privilege model that avoids the need for any privileged network service.Comment: 10 pages; 4 figure

Pay as You Go: A Generic Crypto Tolling Architecture

The imminent pervasive adoption of vehicular communication, based on dedicated short-range technology (ETSI ITS G5 or IEEE WAVE), 5G, or both, will foster a richer service ecosystem for vehicular applications. The appearance of new cryptography based solutions envisaging digital identity and currency exchange are set to stem new approaches for existing and future challenges. This paper presents a novel tolling architecture that harnesses the availability of 5G C-V2X connectivity for open road tolling using smartphones, IOTA as the digital currency and Hyperledger Indy for identity validation. An experimental feasibility analysis is used to validate the proposed architecture for secure, private and convenient electronic toll payment

Close, but No Degree: Removing Barriers to Degree-Completion and Economic Advancement in New Jersey

Examines current policies, programs, and initiatives designed to facilitate degree completion by offering the option through employment and workforce development services. Recommends increased system alignment, funding, student supports, and flexibility

College of San Mateo Mathematics and Science Teacher Education Program: A Bay Area Collaborative for Excellence in Teacher Preparation with San Jose State University and San Francisco State University

The College of San Mateo (CSM), a community college serving the San Mateo County area of California, is part of a collaborative effort in the San Francisco Bay Area to improve mathematics and science teacher preparation. With funding mainly through the National Science Foundation, the project is locally referred to as the MASTEP Project (Math and Science Teacher Education Program). MASTEP partners include two California State Universities (San Jose State University and San Francisco State University), four community colleges (College of San Mateo, City College of San Francisco, Evergreen Valley Community College, and San Jose City College), selected K-12 schools, and a number of informal educational institutions and local industries. Activities at CSM include recruitment of future math and science teachers through an active future teachers club; tutoring, mentoring and advising through the activities of an integrated science center; and professional development activities and financial support for science and math faculty resulting in their significant involvement in curriculum reform. As a community college, CSM plays a major role in identifying and supporting future teachers and providing these students with courses that are models of effective teaching

Workforce Investment Act (WIA) Reauthorization Proposals in the 113th Congress: Comparison of Major Features of Current Law and S.1356

The Workforce Investment Act of 1998 (WIA; P.L. 105-220) is the primary federal program that supports workforce development activities, including job search assistance, career development, and job training. WIA established the One-Stop delivery system as a way to co-locate and coordinate the activities of multiple employment programs for adults, youth, and various targeted subpopulations. The delivery of these services occurs primarily through more than 3,000 One- Stop career centers nationwide. WIA includes four main titles that cover employment and training services, adult education and literacy services, the employment service, and vocational rehabilitation services for individuals with disabilities. The authorizations for appropriations for most programs under WIA expired at the end of FY2003. Since that time, WIA programs have been funded through the annual appropriations process. The Senate Committee on Health, Education, Labor, and Pensions (HELP) held a markup of S. 1356 (the Workforce Investment Act of 2013) on July 31, 2013, and ordered the bill reported by a vote of 18 to 3. S. 1356 would reauthorize WIA through 2018. S. 1356 would maintain the One-Stop delivery system established by WIA but would make changes to the programs, services, and governing structure of WIA, through changes to Workforce Investment Boards (WIBs), state plan requirements, national programs, and alignment and coordination provisions across all titles. Some of the major changes include the adoption of primary indicators of performance across all WIA titles, the requirement of a Unified State Plan that includes all core programs, the authorization of innovation and replication grants, greater emphasis on economic and employment outcomes for adult education programs, and expanded services for youth and students with disabilities. This report provides a comparison of major themes in current WIA and in S. 1356

Engaging Disconnected Young People in Education and Work

Project Rise served 18- to 24-year-olds who lacked a high school diploma or the equivalent and had been out of school, out of work, and not in any type of education or training program for at least six months. After enrolling as part of a group (or cohort) of 25 to 30 young people, Project Rise participants were to engage in a 12-month sequence of activities centered on case management, classroom education focused mostly on preparation for a high school equivalency certificate, and a paid part-time internship that was conditional on adequate attendance in the educational component. After the internship, participants were expected to enter unsubsidized employment, postsecondary education, or both. The program was operated by three organizations in New York City; one in Newark, New Jersey; and one in Kansas City, Missouri