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Ihering Alcoforado

Nairobi 2010 Conference Reoprt - 5 views

www.ecsea.org/index.php

shared by Ihering Alcoforado on 06 Nov 11 - No Cached
  • Ihering Alcoforado on 06 Nov 11
     
    Nairobi 2010 Conference Reoprt  Climate Change and Natural Resource Use in Eastern Africa: Impacts, Adaptation and Mitigation Report of the 3rd Scientific Conference of the Ecological Society for Eastern Africa (ESEA) and co-hosted with the Pan African Climate Justice Alliance (PACJA) at Multimedia University College, Nairobi, 19 - 21 May 2010 By Nicholas Oguge, Caroline Lumosi, Teddy Odindo, Joseph Ngondi and Philista Malaki October 4, 2010 Summary While the Earth's climate has changed throughout history, the current warming trend has been of particular concern because most of it is human-induced and proceeding at a rate that is unprecedented.  One of the greatest concerns of this global warming is climate variability and change.  The risks associated with climate change add to development challenges such as food and water insecurity. Although climate change is only one of the many drivers negatively affecting biodiversity and ecosystem services, it certainly exacerbates the other factors such as land degradation and unsustainable natural resource use. There is general concern on the accelerating deterioration of the human environment and natural resources. This would widen poverty levels confronting eastern African countries and threaten gains made towards achieving the Millennium Development Goals. Thus, the Ecological Society for Eastern African organised its 3rd annual scientific conference with a theme addressing this global challenge.  The idea was to bring together researchers, policy makers and the general public together to discuss the climate change phenomena, its impacts, mitigation strategies and adaptation measures with regard to natural resource use in Eastern Africa. In order to address above issues and to reach out to a wider audience, we designed the conference strategically on three tiers:   1. Plenary talks: to provide policy information and direction, science on climate change, ecological and socio-economic effects, how to commun
John Onwuegbu

eBook: Vulnerability Management for Dummies | Questechie - 3 views

www.questechie.com/...nerability-management-for.html

vulnerability management ebook

shared by John Onwuegbu on 12 Dec 14 - No Cached
  • John Onwuegbu on 12 Dec 14
     
    This 5-part ebook will help: Explain the critical need for Vulnerability Management (VM), and outline the various VM Solutions - including the pros & cons.
John Onwuegbu

Malware Check: Android Vulnerable - 7 views

www.questechie.com/...-check-android-vulnerable.html

Android malware check Bouncer vulnerability

shared by John Onwuegbu on 09 Jun 12 - No Cached
  • John Onwuegbu on 09 Jun 12
     
    The researchers succeeded in submitting an app to Google Play-vetting that established a connect-back shell in the Bouncer's infrastructure, thereby exposing how the security mechanism works.
John Onwuegbu

IE Vulnerability: Microsoft one-click Fix It - 4 views

www.questechie.com/...ility-microsoft-one-click.html

Microsoft security fix it Zero-Day

shared by John Onwuegbu on 20 Sep 12 - No Cached
  • John Onwuegbu on 20 Sep 12
     
    The "fix it" tool works by protecting the system from memory corruption, which security researchers have identified as the major entry mechanism for the exploits.
John Onwuegbu

eBook: Web Application Security for Dummies | Questechie - 2 views

www.questechie.com/...tion-security-for-dummies.html

web application security

shared by John Onwuegbu on 14 Aug 15 - No Cached
  • John Onwuegbu on 14 Aug 15
     
    Learn how to use a web application security scanner to quickly find vulnerabilities and remediate them for stronger security.
  • hill_stations on 28 Aug 15
     
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John Onwuegbu

MHTML: Web-Level Exploitation - 15 views

www.questechie.com/...ml-web-level-exploitation.html

MHTML Web-Level Exploit

shared by John Onwuegbu on 16 Mar 11 - No Cached
  • John Onwuegbu on 16 Mar 11
     
    The report posted on Google online security blog indicates an active exploitation of the vulnerability in highly targeted attacks against its users browsing with Internet Explorer browser.
Antwak Short videos

Penetration Testing: How to perform Pen Test in Cybersecurity? - 0 views

www.antwak.com/...rformed-by-penetration-testers

PENETRATION TESTING cybersecurity

shared by Antwak Short videos on 03 Mar 21 - No Cached
  • Antwak Short videos on 03 Mar 21
     
    Penetration testing (PenTest) is the cycle to distinguish security weak points in an application by assessing the system or network with different malignant strategies. The weak areas of a system are exploited in this cycle through an approved simulated attack. The objective of this test is to get significant information from hackers who have unapproved access to the system or network. When the weak spot is distinguished it is used to misuse the system to access critical data. A penetration test is otherwise called the pen test and an outside contractor is likewise known as an Ethical hacker. The pen testing cycle can be divided into five phases: 1. Planning and Reconnaissance The first stage includes: Characterizing the scope and objectives of a test, involving the systems to be dealt with and the testing strategies to be used. 2. Scanning The subsequent stage is to see how the target application will react to different interruption endeavors. This is normally done using, Static analysis: Estimating an application's code to assess how it acts while running. These devices can check the whole of the code in a single pass Dynamic analysis: Inspecting an application's code in a running state. This is a more functional method of examining, as it gives an actual view into an application's execution 3. Getting Access This stage uses web application attacks, for example, cross-site scripting, SQL injection and backdoors, to reveal a network's weaknesses. Testers at that point attempt and misuse these weaknesses, commonly by escalating privileges, stealing information, intercepting traffic, and so on, to comprehend the harm they can cause. 4. Maintaining and securing access The objective of this stage is to check whether the weakness can be used to get a constant presence in the exploited system. The intention is to copy advanced persistent threats, which usually stay in a system for a long time to take an organisation's most critical information. 5
Dennis OConnor

ALA | Interview with Keith Curry Lance - 0 views

www.ala.org/...interviewlance.cfm

ala 21cif library media specialist library2.0 research

shared by Dennis OConnor on 11 Jan 11 - No Cached
  • The basic question tackled in school library impact research to date have been if school libraries or librarians make a difference? And, if so, how much and how? At least in recent years, more attention has gone to measuring the impact of school libraries than to explaining how that impact is achieved; but, the focus is beginning to move from the former to the latter. Four studies, or sets of studies, illustrate the formative history of this line of research.
  • The findings documented, and elaborated upon, the SchoolMatch claim that [the level of] school library expenditures was a key predictor of academic achievement, as measured by standardized tests, specifically in Colorado, scores on the Iowa Tests of Basic Skills (ITBS).
  • other key library predictors, including the amount and level of library staffing, collection size, and the amount of time the school librarian spends playing an instructional role.
  • ...12 more annotations...
  • by 2005, the Colorado study model had been replicated and elaborated upon to a greater or lesser extent in Colorado and more than a dozen other states by five different researchers or research teams. Collectively, they have studied the impact of school libraries in approximately 8,700 schools with enrollments totaling more than 2.6 million students.
  • using this research to advocate for school library programs has affected the relationships of school librarians with both principals and teachers. Four out of five respondents (81 percent) reported that they shared the research with their principals. (Between one-third and half also reported sharing this research with their superintendents, other administrators, technology staff, and/or parents.) Almost two out of three respondents (66 percent) reported sharing the research with teachers. As a result, approximately two-thirds of respondents report that sharing the research improved their relationships with their principals (69 percent) or teachers (66 percent).
  • Krashen suggests quite the reverse. Reading and library use are not direct consequences of students being from more prosperous homes, but rather from the fact that more prosperous homes tend to offer more books and other reading materials, and, thereby, to encourage reading and library use. Thus, he hypothesizes, libraries—both public and school—have an important role to play in equalizing access to books and other reading materials for disadvantaged students.
  • Overall, students and teachers confirmed that the school libraries studied helped students by making them more information- and computer-literate generally, but especially in their school work, and by encouraging them to read for pleasure and information—and, in the latter case, to read critically—beyond what they are required to do for school.
  • their core results were remarkably consistent. Across states and grade levels, test scores correlated positively and statistically significantly with staff and collection size; library staff activities related to learning and teaching, information access and delivery, and program administration; and the availability of networked computers, both in the library and elsewhere in the school, that provide access to library catalogs, licensed databases, and the World Wide Web. The cause-and-effect claim associated with these correlations was strengthened by the reliability of the relationships between key library variables (i.e., staffing levels, collection size, spending) and test scores when other school and community conditions were taken into account.
  • A series of studies that have had a great deal of influence on the research and decision-making discussions concerning school library media programs have grown from the work of a team in Colorado—Keith Curry Lance, Marcia J. Rodney, and Christine Hamilton-Pennell (2000).
  • Recent school library impact studies have also identified, and generated some evidence about, potential "interventions" that could be studied. The questions might at first appear rather familiar: How much, and how, are achievement and learning improved when . . . librarians collaborate more fully with other educators? libraries are more flexibly scheduled? administrators choose to support stronger library programs (in a specific way)? library spending (for something specific) increases?
  • high priority should be given to reaching teachers, administrators, and public officials as well as school librarians and school library advocates.
  • Perhaps the most strategic option, albeit a long-term one, is to infiltrate schools and colleges of education. Most school administrators and teachers never had to take a course, or even part of a course, that introduced them to what constitutes a high-quality school library program.
  • Three factors are working against successful advocacy for school libraries: (1) the age demographic of librarians, (2) the lack of institutionalization of librarianship in K–12 schools, and (3) the lack of support from educators due to their lack of education or training about libraries and good experiences with libraries and librarians.
  • These vacant positions are highly vulnerable to being downgraded or eliminated in these times of tight budgets, not merely because there is less money to go around, but because superintendents, principals, teachers, and other education decision-makers do not understand the role a school librarian can and should play.
  • If we want the school library to be regarded as a central player in fostering academic success, we must do whatever we can to ensure that school library research is not marginalized by other interests.    
  • Dennis OConnor on 11 Jan 11
     
    A great overview of Lance's research into the effectiveness of libraries.  He answers the question: Do school libraries or librarians make a difference?  His answer (A HUGE YES!) is back by 14 years of remarkable research.  The point is proved.  But this information remains unknown to many principals and superintendents.  Anyone interested in 21st century teaching and learning will find this interview fascinating.
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