Department of Education, Iowa Vocational Rehabilitation Services Performance Plan, FY 2004

Agency Performance Plan, Department of Education, Iowa Vocational Rehabilitation Service

Developing a Conceptual Framework for Cloud Security Assurance

Postprin

Iowa Department of Corrections Annual Performance Report, FY2006

Agency Performance Repor

Border Security: Understanding Threats at U.S. Borders

[Excerpt] The United States confronts a wide array of threats at U.S. borders, ranging from terrorists who may have weapons of mass destruction, to transnational criminals smuggling drugs or counterfeit goods, to unauthorized migrants intending to live and work in the United States. Given this diversity of threats, how may Congress and the Department of Homeland Security (DHS) set border security priorities and allocate scarce enforcement resources? In general, DHS’s answer to this question is organized around risk management, a process that involves risk assessment and the allocation of resources based on a cost-benefit analysis. This report focuses on the first part of this process by identifying border threats and describing a framework for understanding risks at U.S. borders. DHS employs models to classify threats as relatively high- or low-risk for certain planning and budgeting exercises and to implement certain border security programs. Members of Congress may wish to use similar models to evaluate the costs and benefits of potential border security policies and to allocate border enforcement resources. This report discusses some of the issues involved in modeling border-related threats

Security in online learning assessment towards an effective trustworthiness approach to support e-learning teams

(c) 2014 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other users, including reprinting/ republishing this material for advertising or promotional purposes, creating new collective works for resale or redistribution to servers or lists, or reuse of any copyrighted components of this work in other works.This paper proposes a trustworthiness model for the design of secure learning assessment in on-line collaborative learning groups. Although computer supported collaborative learning has been widely adopted in many educational institutions over the last decade, there exist still drawbacks which limit their potential in collaborative learning activities. Among these limitations, we investigate information security requirements in on-line assessment, (e-assessment), which can be developed in collaborative learning contexts. Despite information security enhancements have been developed in recent years, to the best of our knowledge, integrated and holistic security models have not been completely carried out yet. Even when security advanced methodologies and technologies are deployed in Learning Management Systems, too many types of vulnerabilities still remain opened and unsolved. Therefore, new models such as trustworthiness approaches can overcome these lacks and support e-assessment requirements for e-Learning. To this end, a trustworthiness model is designed in order to conduct the guidelines of a holistic security model for on-line collaborative learning through effective trustworthiness approaches. In addition, since users' trustworthiness analysis involves large amounts of ill-structured data, a parallel processing paradigm is proposed to build relevant information modeling trustworthiness levels for e-Learning.Peer ReviewedPostprint (author's final draft