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Security requirements deal with the protection of assets against unauthorized access (disclosure or modification) and their availability to authorized users. Temporal constraints of history-based access control policies are difficult to express naturally in traditional policy languages. We propose a compositional formal framework for the specification and verification of temporal access control policies for security critical systems in which history-based policies and other temporal constraints can be expressed. In particular, our framework allows for the specification of policies that can change dynamically in response to time or events enabling dynamic reconfiguration of the access control mechanisms. The framework utilizes a single well-defined formalism, interval temporal logic, for defining the semantics of these policies and to reason about them. We illustrate our approach with a detailed case study of an electronic paper submission system showing the compositional verification of their safety, liveness and information flow properties. [ABSTRACT FROM PUBLISHER]

he purpose of the article is to discuss pedagogical preconditions for the role of the school as a democratic institution, in connection with the renewal of the Norwegian curriculum. Democratic citizenship is something that is learned, and the curriculum alignment can tell a lot about what kind of democracy the school is going to help build for citizens of the future. In this article, we argue that four preconditions are particularly important. Firstly, the school’s mission as a democracy-forming institution should be understood in a youth perspective. Secondly, democratic citizenship is something that is learned, and the youth perspective must therefore be based on learning theoretical presuppositions. Third, we argue that the school can be seen as an institution mediating between children and the greater communities. Fourth, we argue that the school should build on democracy as a way of life, and not limited to democracy as a political regime.

The context of this article is the on-going renewal of the Norwegian curriculum. Our point of departure is the challenges that arise when implementing policy into practice. One of the traditional aspirations and goals of the Norwegian education system is to foster democratic citizens. How to implement democratic practices into the classroom is a challenge faced by politicians, academics as well as practitioners. One obstacle might be the lack of theoretical resources that can help translate policy in to practice. We argue that theory can be used for contextualising pedagogically grounded ethics on what goes on in the classroom. Theory can be used for translating policy into pedagogy. In this article, we propose transformative learning theory (TLT) as a possible resource for negotiating the gap between policy and practice.

After the introduction of The Knowledge Promotion (Kunnskapsløftet) in 2006, different forms of criticism have been leveled against the Norwegian Curriculum. Some main points in the critique have been; that the number and scope of the competence aims is too comprehensive; too little emphasis on democratic education; a lack of connection between the general part of the curriculum and subject-specific curricula. In this article, we examine social studies teachers’ narratives about how they utilize different parts of the curriculum from the perspective of democratic education. That means, in essence, that we explore if and how teachers plan their instruction in order for students to acquire knowledge, skills, and values they can utilize in their role as democratic citizens, in addition to the practical ability to act that students derive from experiencing and practicing democracy both in and outside the classroom. A main argument is that most social studies teachers plan their instruction based on the subject-specific competence aims. The general part of the curriculum, where democratic education is highlighted, does not constitute an articulated part of instruction. Against this background it can be argued, from the perspective of democratic education, that it is problematic if the goal-centered rationality underpinning the competence aims is too dominant for the way teaching is practiced, and that this might prevent students from experiencing and practicing democracy in school.

In this article, we explore teachers’ ideas about teaching for democratic citizenship. In short, we want to understand “what kind of citizen” teachers aim to educate. We ground our study in three ideal types that represent different ways of understanding what education for democratic citizenship education revolves around: politically informed citizenship (politisk informert medborgerskap), rational autonomous citizenship (rasjonelt autonomt medborgerskap), and socially intelligent citizenship (sosialt intelligent medborgerskap). A first finding is that teacher emphasize that students should acquire knowledge that they can make use of as democratic citizens. Teachers are preoccupied with making students politically informed. A second finding is, however, that teachers understand democratic citizenship education as something more than just knowledge acquisition. One purpose that holds high priority with the teachers is that students should learn how to think critically; to become rationally autonomous. The pedagogical implication of this view is that students should acquire knowledge, skills, and attitudes that helps realize this ambition. This interpretation of what democratic citizenship is moves beyond being able to make an informed choice between different alternatives or representatives. In the last part of the article education for democratic citizenship is discussed in light of the third category; the socially intelligent citizen. We find that while teachers put much emphasis on knowledge and critical thinking, there is little emphasis on participation in democratic practices. We thus conclude that teachers talk about schooling as a tool for democracy much more than they talk about democracy as an ideal or model for schooling.

Med dagens politiske situasjon og utdanningspolitikk som bakteppe, er formålet med denne artikkelen å undersøke ungdomsskoleelevers holdninger til og vektlegging av religion. Gjennom en analyse av datamaterialet fra ICCSundersøkelsene fra 2009 og 2016, belyses ungdoms aksept for religiøse autoriteter i samfunnet. Vi undersøker i første omgang om det er sammenheng mellom religionstilhørighet og aksept for religiøs autoritet i samfunnet, samt hvordan elevene stiller seg til religiøse leveregler og religiøse lederes autoritet i samfunnet, som et alternativ til politisk valgte ledere. Vi er også interessert i hvorvidt det er sammenheng mellom slike holdninger og bakgrunnsfaktorer som kjønn, foreldres utdanningsnivå, familiens innvandrerbakgrunn og ungdommenes demokratikunnskaper. Avslutningsvis diskuteres resultatene innenfor rammene av demokratipedagogikk.

The purpose of this article is to discuss how the capacities of reflection and judgement are developed through dialogic instruction. We begin this study with discussing the concepts of critical reflection and political judgement. Then, building on relevant literature and contributions by Mezirow, Arendt, Englund, Pappas and others, we explore approaches to democracy and citizenship. Based on this, we argue that the teacher plays an important role in facilitating constructive dialogues that contribute to the development of students’ ability for reflection and judgement.

Cybersecurity has become a major concern in the modern world due to our heavy reliance on cyber systems. Advanced automated systems utilize many sensors for intelligent decision-making, and any malicious activity of these sensors could potentially lead to a system-wide collapse. To ensure safety and security, it is essential to have a reliable system that can automatically detect and prevent any malicious activity, and modern detection systems are created based on machine learning (ML) models. Most often, the dataset generated from the sensor node for detecting malicious activity is highly imbalanced because the Malicious class is significantly fewer than the Non-Malicious class. To address these issues, we proposed a hybrid data balancing technique in combination with a Cluster-based Under Sampling and Synthetic Minority Oversampling Technique (SMOTE). We have also proposed an ensemble machine learning model that outperforms other standard ML models, achieving 99.7% accuracy. Additionally, we have identified the critical features that pose security risks to the sensor nodes with extensive explainability analysis of our proposed machine learning model. In brief, we have explored a hybrid data balancing method, developed a robust ensemble machine learning model for detecting malicious sensor nodes, and conducted a thorough analysis of the model's explainability.

Communities of practice (CoPs) are social systems consisting of individuals who come together to share knowledge and solve problems around a common interest. For educators, membership of a CoP can facilitate access to expertise and professional development activities and generate new collaborations. This teaching tip focuses on online CoPs and provides tips for setting up and running such communities. The initial planning phase involves establishing the purpose of the CoP, recruiting an administrative team, designing the structure of the online environment, and choosing a platform. Once the online platform is launched, running the CoP involves building the membership, encouraging engagement (primarily in discussion forums), finding ways to create and share useful resources, and sustaining the community as an active and effective CoP. We also describe a specific example of an online CoP for veterinary educators involved in clinical skills teaching. The membership has grown to represent an international community who engage in a range of activities including sharing knowledge, tips and ideas, asking questions, discussing challenges, and promoting collaborative activities.

Internet of Vehicles (IoV) has the potential to enhance road-safety with environment sensing features provided by embedded devices and sensors. This benignant feature also raises privacy issues as vehicles announce their fine-grained whereabouts mainly for safety requirements, adversaries can leverage this to track and identify users. Various privacy-preserving schemes have been designed and evaluated, for example, mix-zone, encryption, group forming, and silent-period-based techniques. However, they all suffer inherent limitations. In this paper, we review these limitations and propose WHISPER, a safety-aware location privacy-preserving scheme that adjusts the transmission range of vehicles in order to prevent continuous location monitoring. We detail the set of protocols used by WHISPER, then we compare it against other privacy-preserving schemes. The results show that WHISPER outperformed the other schemes by providing better location privacy levels while still fulfilling road-safety requirements.

Veterinary educators strive to prepare graduates for a variety of career options with the skills and knowledge to use and contribute to research as part of their lifelong practice of evidence-based veterinary medicine (EBVM). In the veterinary curriculum, students should receive a grounding in research and EBVM, as well as have the opportunity to consider research as a career. Seeing a lack of a cohesive body of information that identified the options and the challenges inherent to embedding such training in veterinary curricula, an international group was formed with the goal of synthesizing evidence to help curriculum designers, course leaders, and teachers implement educational approaches that will inspire future researchers and produce evidence-based practitioners. This article presents a literature review of the rationale, issues, and options for research and EBVM in veterinary curricula. Additionally, semi-structured interviews were conducted with 11 key stakeholders across the eight Council for International Veterinary Medical Education (CIVME) regions. Emergent themes from the literature and interviews for including research and EBVM skills into the curriculum included societal need, career development, and skills important to clinical professional life. Approaches included compulsory as well as optional learning opportunities. Barriers to incorporating these skills into the curriculum were grouped into student and faculty-/staff-related issues, time constraints in the curriculum, and financial barriers. Having motivated faculty and contextualizing the teaching were considered important to engage students. The information has been summarized in an online "toolbox" that is freely available for educators to inform curriculum development.

Aims: The Intelligence Medical Diagnosis System (IMDS) has been targeted by the cyber terrorists, who aim to destroy the Critical National Infrastructure (CNI). This paper is motivated by the most recent incidents happened worldwide and have resulted in the compromise of diagnosis results. This study was undertaken to show how the IMDS could be attacked and diagnosis results compromised and present a set of cyber defense strategies to prevent against such attacks., Methods and Results: This study used the ECGs data from the PhysioNet/Computing in Cardiology (CinC) Challenge 2017. We fed the data into our IMDS and launched a series of ethical hacking, which is specifically tailored to target IMDS. We proposed a set of cyber security strategies to prevent such compromise. We tested the effectiveness of our cyber defense strategies using an experiment. The results showed that the strategies were effective in protecting the IMDS diagnosis results from being compromised., Conclusions: This study provides novel insights into the protection of IMDS and concludes that our cyber defense strategies can protect IMDS from being compromised by Brute Force and SQL Injection attacks.