Teaching PHP with security in mind

The PHP server-side scripting language has found significant popularity due to its accessibility, simplicity and affordability. With the deployment of PHP-inclusive web development environments becoming easier, universities have begun to offer units of study in the language. However, students coming from a background of HTML-based web development will often not be adequately prepared to consider the security implications associated with a powerful scripting language. It is important that students are taught to recognise and respond to the security implications of their code from an early stage, as a matter of good programming practice. This paper demonstrates how security teachings can be implemented throughout a PHP-based web development unit, and details four pertinent PHP security issues which can and should be addressed in such a unit

From cyber-security deception to manipulation and gratification through gamification

Over the last two decades the field of cyber-security has experienced numerous changes associated with the evolution of other fields, such as networking, mobile communications, and recently the Internet of Things (IoT) [3]. Changes in mindsets have also been witnessed, a couple of years ago the cyber-security industry only blamed users for their mistakes often depicted as the number one reason behind security breaches. Nowadays, companies are empowering users, modifying their perception of being the weak link, into being the center-piece of the network design [4]. Users are by definition "in control" and therefore a cyber-security asset. Researchers have focused on the gamification of cyber- security elements, helping users to learn and understand the concepts of attacks and threats, allowing them to become the first line of defense to report anoma- lies [5]. However, over the past years numerous infrastructures have suffered from malicious intent, data breaches, and crypto-ransomeware, clearly showing the technical "know-how" of hackers and their ability to bypass any security in place, demonstrating that no infrastructure, software or device can be consid- ered secure. Researchers concentrated on the gamification, learning and teaching theory of cyber-security to end-users in numerous fields through various techniques and scenarios to raise cyber-situational awareness [2][1]. However, they overlooked the users’ ability to gather information on these attacks. In this paper, we argue that there is an endemic issue in the the understanding of hacking practices leading to vulnerable devices, software and architectures. We therefore propose a transparent gamification platform for hackers. The platform is designed with hacker user-interaction and deception in mind enabling researchers to gather data on the techniques and practices of hackers. To this end, we developed a fully extendable gamification architecture allowing researchers to deploy virtualised hosts on the internet. Each virtualised hosts contains a specific vulnerability (i.e. web application, software, etc). Each vulnerability is connected to a game engine, an interaction engine and a scoring engine

Reflection in thought and action: Maternal parenting reflectivity predicts mind-minded comments and interactive behavior

Recent research has identified mothers' mental reflective functioning and verbal mind-minded comments as important predictors of subsequent infant attachment security. In the present study, we examine associations between mothers' ( N = 95) parenting reflectivity expressed in an interview and observed parenting behavior, including verbal mind-minded comments and interactive behavior during interaction with their 7-month-old infants. Parenting reflectivity was coded from the Working Model of the Child Interview. Maternal behavior was assessed via observations of mother–infant interaction during free play and structured teaching tasks. Both maternal appropriate mind-minded comments as well as other indicators of maternal interactive behavior were coded. Parenting reflectivity was positively correlated with mind-minded comments and behavioral sensitivity. Hierarchical multiple regression analyses indicated that parenting reflectivity contributed to maternal behavior beyond the contributions of mothers' educational status and depression symptoms. Discussion emphasizes the importance of individual differences in parental capacity to accurately perceive and mentalize their infants' experience, and the consequences of these differences for caregiving behavior.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/60447/1/20184_ftp.pd

Exploring the factors affecting the motivation for learning from the perspective of public health students: A qualitative study

Objective. Despite the significant role of motivation in achieving success among public health students, students often do not demonstrate adequate motivation for learning and education. This study was performed to determine factors affecting the motivation for learning from the perspective of public health students via content analysis approach. Methods. This qualitative study was conducted at Kurdistan University of Medical Sciences in Sanandaj, Iran in 2017. 15 students were included in the study by using purposive sampling. Data were collected through personal interviews, group discussions, and field notes, and they were analyzed through conventional content analysis. Several parameters were taken into account to support the accuracy and the strength of the data: acceptability, confirmability, and transferability. Results. Five categories were derived from the data analysis, including “University Policy”, “Health Status”, “Teacher’s Role”, “Student-Related Factors” and “University Facilities”. Attention to the health status and its priority in the opinion of people, authorities, and educational system were the most important factors involved in the students’ motivation for learning. Conclusions. To increase motivation for learning, students have diverse needs that should be met. Attention to the components of motivation for learning not only enhances academic achievement but also promotes the formation of health behaviors in the society

Creative Teaching for Tomorrow: Fostering a Creative State of Mind Deal

`Creative Teaching for Tomorrow: Fostering a Creative State of Mind' is a study by distinguished authors Teresa Cremin, Jonathan Barnes and Stephen Scoffham. Based on a research project undertaken during 2004-2005 by Canterbury Christ Church University and Future Creative, the book explores the characteristics of creative teachers, identifying the behaviours and environments that support the development of these attributes. `Creative Teaching for Tomorrow' involves a survey of 20 schools, revealing evidence that creative thinking benefits students economically, socially and academically. Real-life interviews with teachers and students, complete with questions and answers, attest that creative approaches do help to increase learners' personal curiosity and desire to learn, to realise the importance of risk-taking and to become more engaged with the learning experience as well as the world around them

Creativity in the primary curriculum

Abstract not available

Masculinities, Attachment Theory and Transformative Learning: A Discussion of Some Theoretical Considerations for Developing an Emotionally Secure Teaching Praxis

This paper situates education as an integral component of the overall prison rehabilitation process. The article discusses how an educational practitioner\u27s knowledge of attachment theory and masculinities can be utilized to develop a secure methodological teaching environment in the classroom of a prison education unit and create a space where transformative learning can take place. The link between attachment theory and the social and institutional composition of masculinities are considered for their influence on perceptions and concepts of the masculine self and masculine identity in general. The practitioner who is cognizant of these issues has the potential to develop secure methodological frameworks that focus on creating a nurturing learning environment that has the potential to provide students with a space to safely reflect, examine and potentially transform their learning experiences and thus their sense of self

Academic Freedom Issues for Academic Librarians

Professors Danner and Bintliff argue that understanding academic freedom and faculty tenure is important for academic librarians, both to provide better perspective on the concerns of faculty researchers and teachers, and to highlight matters of common concern to librarians and faculty. The authors discuss the basic tenets of academic freedom and tenure, then compare academic freedom with the intellectual freedom concerns of librarians. The article concludes by introducing several current issues of importance to librarians, faculty, and everyone concerned with academic freedom on university campuses

"Dance has connected me to my voice": the value of reflection in establishing effective dance pedagogy.

A variety of teaching pedagogies are used to teach dance which is now a compulsory core subject in the Arts and also taught in physical education. In this paper, I argue for the importance of a learner-centred pedagogy grounded in reflective practice. This forms a basis for developing a teaching approach that not only enriches students' artistic learning but develops their confidence as dancers and as people. Based on ongoing research with student dancers, I suggest that using reflective practice in teaching dance not only challenges dance educators to keep their pedagogy dynamic, but also creates a space in which teachers can respond more effectively to the needs of particular groups or individual students

Advanced security infrastructures for grid education

This paper describes the research conducted into advanced authorization infrastructures at the National e-Science Centre (NeSC) at the University of Glasgow and their application to support a teaching environment as part of the Dynamic Virtual Organisations in e-Science Education (DyVOSE) project. We outline the lessons learnt in teaching Grid computing and rolling out the associated security authorisation infrastructures, and describe our plans for a future, extended security infrastructure for dynamic establishment of inter-institutional virtual organisations (VO) in the education domain