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Lateral Movement in Windows Systems and Detecting the Undetected ShadowMove
Get PDFLateral Movement is a pervasive threat that exists because modern networked systems that provide access to multiple users are far more efficient than their non-networked counterparts. It is a well-known attack methodology with extensive research completed into preventing lateral movement in enterprise systems. However, attackers are using more sophisticated methods to move laterally that bypass typical detection systems. This research comprehensively reviews the problems in lateral movement detection and outlines common defenses to protect modern systems from lateral movement attacks. A literature review is conducted, outlining new techniques for automatic detection of malicious lateral movement, explaining common attack methods utilized by Advanced Persistent Threats, and components built into the Windows operating system that can assist with discovering malicious lateral movement. Finally, a novel method for moving laterally is introduced and studied, and an original method for detecting this method of lateral movement is proposed
The Affordances of Social Annotation in the Online Writing Classroom: A Community of Inquiry Analysis
Get PDFSocial annotation (SA) is a genre of web-based applications that allow users to annotate texts and to see and respond to annotations others have written. To explore the potential of SA for teaching writing online, findings from twelve empirical studies of SA in education were analyzed through the lens of the Community of Inquiry framework. Results indicate that SA can contribute to cognitive presence, social presence, and teaching presence in online writing instruction. SA supports collaborative understanding and unpacking of texts. Students can identify and discuss main ideas, claims, rhetorical moves, evidence, etc. They can ask and answer questions. The demands of articulating their views and comparing them to those of others cause students to become aware of their thought processes, a metacognitive development. Pedagogical strategies such as highlighting important concepts and seeding expert annotations can focus attention and scaffold learning. SA can promote the development of community as students collaborate and encourage one another. Teachers can plan and monitor SA activities aligned with learning outcomes. The findings provide insights to guide incorporation of SA in online writing instruction
The Instructor and Students’ Role in Micro-Flipped Classroom
Get PDFMicro-Flipped (MF) model aims to effectively integrate technology in educational settings. This secondary research study explores MF model, roles of instructors and students in MF classroom. As a strategy to maximize the learning effect in a short time, micro-lectures are used in flipped classroom in this model. As autonomous learners, students should develop self-regulated learning skills such as planning, monitoring, and evaluating to successfully construct their knowledge. In addition, to facilitate cognitive engagement, collaboration, and meta-cognition, instructors have responsibilities to balance their pedagogical, professional, and evaluating roles properly adapting technology throughout courses
The Effect of Racial Bias in Behavioral Assessment on the Disproportionate Representation of Racially and Ethnically Diverse Students in Special Education
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Exploring Chinese International Undergraduate Students’ Cross-cultural Adjustment to American Universities
Get PDFThe rapid economic development in China has enabled an increasing number of Chinese students to pursue higher education in countries abroad. Since 2009, the largest group of international students in the United States has been Chinese students (Open Doors, 2020). Chinese international undergraduate students face various challenges during their cross-cultural adjustment in American universities, such as a language barrier, a lack of learning skill, an unfamiliarity with American educational systems and school facilities, a lack of ability to interact with native instructors and students, and psychological adaptation (Sun & Chen, 1999). These changes can create multiple acculturation stressors for Chinese students. Moreover, there is limited research focused on Chinese international undergraduate students studying at American colleges and universities (Yuan, 2010). Very few efforts have been devoted to understanding Chinese undergraduate students’ difficulties, specifically to their intercultural adaptation experience and some particular challenges which arise in their first year studying at the United States colleges and universities.
This study investigated Chinese undergraduate students’ attitudes toward cross-cultural adaptation, what challenges were most critical for Chinese undergraduate students, and how they coped with these challenges in order to help them to better understand acculturation and overcome challenges in their transition. At the same time, it was hoped that this study could help colleges and universities in the United States to better understand Chinese undergraduate students’ experience in their transition, and to provide better services for them.
The setting for this study was selected from typical public state universities in Minnesota. As a representative group, twelve Chinese international undergraduate students from this university participated in this study. A qualitative research method of this study was used to help deeply understand this group’s experiences in cross-cultural adjustment.
In this study the researcher found that culture is center of cross-cultural adjustment, and central to the adaptation process is communication. The findings shows that a long distance culture, English writing, lack of knowledge of American culture, class involvement and interpersonal communication are critical challenges for Chinese international undergraduate students. Furthermore, preferred acculturation strategies among Chinese participants are integration, followed by assimilation. Additionally, it is significant to find out Chinese students’ ability to solve problems and adapt to uncertainties was improved significantly during COVID-19
Minnesota Principal Knowledge and Support of Special Education and Special Education Teacher Job Satisfaction
Get PDFNational trends in research and across Minnesota have shown many special education teaching positions go unfilled and a third of special education teachers leave the field within their first five years of employment (MN PELSB, 2017). Special education teachers indicate a need or desire for support from principals; however, principals have a history of limited understanding or training in special education (Weiss, 2001; McHatton, Boyer, Shaunessy, & Terry, 2010; Fall & Billingsley, 2011; Lynch, 2012; Pazey & Cole, 2012; Christensen, Robertson, Williamson, & Hunter, 2013 Horrison-Collier, 2013; Mehrenberg, 2013; Sheldrake, 2013; Fenski, 2017). Past research demonstrates administrative support is important for special education teacher job satisfaction (Prather-Jones, 2011; Benjamin & Black, 2012; Berry, 2012; Horrison-Collier, 2013; Cancio, Albrecht, and Johns, 2014; Bettini et al., (2016); Conley & You, 2017; Kelchtermans, 2017; Koonkongsatian, 2017; and Bettini et al., 2020).
This study analyzed survey results from Minnesota special education teachers and principals pertaining to leadership practices principals use that impact special education teacher job satisfaction. The principal survey also investigated principal confidence in understanding, training, and supporting special education teachers and programs, as well as their professional development practices in the area of special education.
Two-thirds of participating principals indicate being unprepared for supporting special education and related programs. Principals want special education teachers to use informed practices; however, special education teachers want to be trusted to teach how they determine is necessary. Principals also report higher job satisfaction in special education teachers compared to what special education teachers report
“They just handed you a Ziploc bag with a little water bottle and a snack in it.”
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Sewing Self-Efficacy: Images of Women’s Mask-Making in Appalachia during the COVID-19 Pandemic
Get PDF“I could get out my sewing machine and do something to make a difference.”- Gwen
In the early days of March 2020, news regarding COVID-19 spread in hushed tones throughout medical offices and church hallways in small cities and towns in the Appalachian Region of the United States. Although case numbers were quickly rising in major U.S. metropolitan areas, the virus was just becoming a known risk in Appalachia. During this time, Appalachian women gathered information about prevention efforts, and quickly acted using what resources they could access to provide homemade masks for themselves, their families, and their communities. In this study, the authors interviewed 15 of these women and examined 9 of their social media accounts between March and August 2020 to better understand both the individual and social aspects of mask-making, health communication, and mask advocacy during the pandemic. Our findings and the accompanying photo essay support that mask-making and the sharing of narrative images during this time period established feelings of self-efficacy within a chaotic environment, allowed them to express their identity within the crisis, and provided an opportunity for both public health advocacy and community care through craft
Silent but Not Incommunicado: How the Pandemic Helped Overcome My Communication Barriers
Get PDFThe unfamiliar and strange apps and workarounds that many found themselves using during the COVID-19 pandemic have become an important ally in my daily life. Honestly, they have been critical to my very existence. I have largely become mute during the pandemic, meaning I have lost my ability to speak due to a progressive neurological disorder. In this piece, I will explain how I have communicated better with my peers and my community because of various workarounds developed to promote social distancing during this pandemic. I will also reflect on these experiences via Burke\u27s concepts of screens existing as a way of direct[ing] the attention and shap[ing] the observations of others. While this is not research in the strictest sense, it is lived experience that is embedded with a few theoretical communication applications