11515 research outputs found
Sort by
QUANTIFYING SECURITY IN PLATFORM AS A SERVICE USING MEAN FAILURE COST: A STAKEHOLDER’S PERSPECTIVE
Get PDFCloud computing is a scalable and cost-effective technology being adopted by organizations to increase profits and flexibility. Due to the nature of cloud service models, security is a big concern for organizations. In this paper, we discussed the security issues in the Platform-as-a-Service cloud service model and the various possible attack types on PaaS. PaaS has a number of stakeholders such as developers, testers, deployers, and administrators. PaaS stakeholders have different security goals, objectives, and tolerance to risks. Organizations need to understand the possible threats, source of those threats, and different security requirements of their stakeholders in a PaaS service model so that they can measure the risks accurately and implement effective security controls. The objective of the study is to provide stakeholders of PaaS with means to quantify the security threats in PaaS cloud services. We studied the different ways in the literature to measure the security risks in cloud computing. We proposed our methodology to quantify security in PaaS from a stakeholder’s point of view, considering their interactions with various PaaS components and the tasks they perform. We identified the stakeholders, their interactions with different components, and the tasks they perform by creating a taxonomy. We then used a well-known metric, Mean Failure Cost, to quantify the failure cost of PaaS components as pertinent to stakeholders. This will help the organizations to assess their security controls and implement better security measures
The Challenges Racially Isolated Male Principals Encounter When Leading Schools In Which The Demographics Of The Building Are Not Reflective Of Their Race.
Get PDFThe United States educational systems are experiencing an increase in racially diverse classrooms. Therefore, it is imperative for all students to feel a sense of belonging and see themselves reflected in their schools’ leadership and within the schools’ staff (Leithwood, 2004). However, due to the lack of diversity within the leadership of schools, some students of Color continue to see themselves in segregated school systems primarily composed of White leaders (Rothstein, 2013)
Historically, the position of the school principal has been dominated by the male gender, particularly the White male (Hill et al., 2016). Therefore, research in the principalship has been primarily focused on the White male principals’ successes, leadership capabilities, and the challenges and successes while they were in the role. When looked at in the role of a principal, specifically from the Black male viewpoint there is a lack of literature providing context to past and present Black male principals challenges, leadership capabilities, and their success while in the principal’s role. Therefore, in order to provide a full scope from an unbiased lens, this study will evaluate both, Black male principals in predominantly White settings and White male principals in racially diverse settings, to explore the challenges they encounter and their support they received while working in racially isolated settings. After reviewing the literature on the principalship, the most predominant finding in examining past and current research is that the role of the principal has expanded and evolved over time. However, what appeared to remain consistent is the lack of diversity in school leadership despite a changing education system (Howard, 2007).
The purpose of the study was to examine the challenges and supports reported by a select group of three Black and three White male principals who worked in Minnesota school environments where their race is not highly represented in the dominant school culture. Through the study, the researcher examined the commonalities and differences in the challenges reported by Black and White male principals in racially isolated experiences. The study contributes to the research literature by addressing the following overarching research question: What did racially isolated principals in Minnesota report as challenges when their race was not highly represented in the demographics of their buildings? In addition, the study also addressed the following questions: What did select racially isolated principals in Minnesota K-12 public schools report as personal or professional benefits working in a racially isolated setting? What are the commonalities and/or differences in the challenges reported by select Black and White male principals in Minnesota? What support do racially isolated principals report receiving in racially isolated districts
Mixed Bag
Get PDFThis lyric essay explores the relationship of environmental grief to grief triggered by the pandemic, political polarization, misogyny, and aging. As the author examines the impact of single-use plastic bags before and during COVID, she reflects on the plastic bag scene in the film American Beauty, and she grapples with her mother’s transition to assisted living. Also on the author’s mind are Katy Perry’s song “Firework,” the two most recent presidential elections, Ursula K. Le Guin’s “Carrier Bag Theory of Fiction,” and the impossibility of grasping the devastation caused by plastic pollution and COVID. The author hopes her essay offers company to others like herself who struggle with grief and who wonder how we can move forward
Where is She?: Pandemic Teaching, Freedom, and Bodies (not) on Zoom
Get PDFAre we better teachers because we’re teaching from home? Maybe. At the very least, we’re willing to say that we’re more comfortable and more able to focus on our content and our students because some of the worry about our corporeal representations and restrictions in a classroom have been lessened. In this piece, we explore the possibilities and opportunities afforded by remote teaching at the university level due to the covid-19 pandemic. While much has--and will be--said about the difficulties posed by this pedagogical shift, we argue that for some, there are important aspects of the lived and embodied practice of teaching that have been and may continue to be improved in digital and off-campus teaching spaces. We write from our shared perspectives as fat, cis-gender, queer women living with chronic illnesses and embodiments that have highlighted the restrictive and performative nature of in-person teaching pre-covid. Based on our discussions of these lived and embodied experiences both before and during the pandemic, we offer a conversation that refuses the romanticization of the “before times” and poses questions about how our lived experiences of teaching in the age of covid might inform richer understandings of the pandemic on the complex intersections of marginalized bodies and pedagogy
Pandemic Learning: Remapping the Classroom Space
Get PDFIn her memoir, A Field Guide to Getting Lost, Rebecca Solnit writes, “Never to get lost is not to live, not to know how to get lost brings you to destruction, and somewhere in the terra incognita lies a life of discovery” (14). We have been living in something of a terra incognita—an unexplored, uncharted space—since the middle of March 2020. “Never to get lost is not to live,” Solnit says, but what happens when we are in a constant state of the unfamiliar? And what if we are confined to familiar spaces that must be remapped to accommodate different kinds of exploration? This paper—part personal and pedagogical reflection and part scholarly exploration of the ideological implications of space—considers how the pandemic and its safety protocols of masking and social distancing, sheltering in place and quarantining along with the tools of online learning have altered educational spaces and made the familiar unfamiliar. The resulting disorientation requires us to remap these spaces and find new tools of navigation in order to pursue the educational “life of discovery.
Adapting to Connection and Disconnection through Mediated Communication in a Higher Education Classroom During the COVID-19 Pandemic
Get PDFEducators and students transitioned to online and remote teaching and learning during the COVID-19 pandemic that began in spring semester 2020. Reflection and analysis of a faculty member’s experience from the perspective of communication, using tools and technology, shed light on one such lived experience around the themes of connection and isolation. The role of mediated communication is used as a lens to examine what occurred and continues to occur as each student and faculty member adapt to modified classroom experiences, particularly in the remote learning environment. Through this reflection, there is an exploration of the opportunities for growth from these challenges to strengthen both teaching and learning
Deep Learning Based Music Source Separation
Get PDFDecades of music exists in the world with no way to find the original multitrack recordings that they are composed of, whether it be a lack of access or just being lost to time. Music source separation is the process of using technology to isolate the individual components of a song after they have been fully arranged and mixed together. These components, or stems, can be the vocals, drums, bass, or any other instrument found in the song. By doing complex analysis on the structure of songs to determine which frequencies or waveform patterns belong to particular sources, a convolutional neural network can be trained to cleanly separate these sources from the full mix. Methods to perform this separation include the use of a spectrogram or a waveform. We examine the existing methods used by Spleeter, Demucs, and f90 Wave-U-Net. In the first phase of the experiment we implement three different U-Net architectures used by these methods using both one-dimensional and two-dimensional convolution. By examining the metrics of SDR (Signal Distortion Ratio), SAR (Signal to Artifacts Ratio) and ISR (Source Image to Spatial Distortion Ratio), we were able to determine the best architecture. From this architecture we move to phase two and implement a secondary U-Net to aid in further refining the results
St. Cloud Area Quarterly Business Report, Vol. 23, No. 3 - Podcast
Get PDFSt. Cloud State University School of Public Affairs Dean King Banaian and Professor Richard MacDonald provided a virtual review of the September 2021 Quarterly Business Report in addition to the in-person meeting. The report shows that while the pandemic appears to have created scars in the local economy that plague some of our local service sectors, many area firms continue to report challenges that are typically associated with rapid expansion—labor shortages, price increases, accelerating wage growth, etc