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Optimizing Zero Trust Architecture for Corporate IoT Security: Addressing Vulnerabilities and Device Limitations
No full textThe increasing adoption of IoT devices in corporate environments has expanded the attack surface for potential cyber threats, highlighting the limitations of traditional security approaches. The paper focuses on optimized Zero Trust Architecture tailored for IoT devices, it does so use the recommendations by Microsoft Threat modeling tool and simulating the network using Cisco Packet Tracer, thus leveraging both STRIDE model and ZTA principles. It was seen that common attacks on IoT devices such as VLAN hopping, ARP poisoning, and MAC flooding that often are being perpetrated because of vulnerabilities in end point devices or open ports are mitigated if Zero Trust principles are followed. The results demonstrate the efficiency of key principles of ZTA such as trust verification, network segmentation and the least privilege principle in mitigating lateral movement and unauthorized access
Exploiting and Preventing DoS attacks via Race Conditions
No full textDoS attacks are a common yet not preventable issue nowadays in the systems and these can cause severe disruptions in the working procedures of organisations, causing financial losses on the way too. The data present in the systems sometimes also gets corrupted due to over processing of the data. One such ignored aspect of how the DoS arises is via the Race conditions where the timing and sequence of various processes can be manipulated to crash the system in such a way that the least suspicion arises. By examining and cloning various race conditions onto web apps we can find out which techniques were mostly used to leverage the DoS attacks. Through various comprehensive, simple to understand analysis we will try to figure out how various race conditions can be leveraged to DoS attacks. Once this aspect is done, various preventive measures will also be implemented and these measures will also be tested as to which of them can be the most effective. The proposed solutions include but are not limited to secure coding practices, tweaking various aspects in the cloud, using secure deployment measures and so on. The various parameters of effectiveness are measured using tools such as Prometheus, Grafana and Google Pagespeed
A Quantitative Analysis of Cyber Crime in Ireland
No full textThis study investigates how the incidence of cybercrime in Ireland is quantified and compares it to best practices internationally. By assessing data from the US, EU, and Ireland, the research demonstrates that Ireland's cybercrime detection and prosecution rates (50 per 100,000 and 0.54 per 100,000 respectively for 20221) are inadequate compared to more comprehensive systems like those in the US (260 per 100,000 and 2.6 per 100,000 respectively for 20222). The study also evaluates prosecutorial rates and examines case law to identify gaps in Ireland's approach to cybercrime. Key challenges include historical and ongoing cybercrime underreporting issues, jurisdictional issues, and fragmented data management among Irish authorities. The research concludes that significant investments in automated reporting systems, data integrity, and specialized training for law enforcement are necessary to improve Ireland’s cybercrime response. Additionally, enhancing international legal cooperation within the EU is crucial for better cross-border investigations and prosecutions. The study's findings highlight the need for a multi-disciplinary, cohesive strategy to address the growing cyber threats effectively
Shared Leadership in MNC Agile Software Teams: The Role of Team Leadership Style and Attitude to Sport
No full textThis study investigates whether and how vertical leader transformational and transactional styles impact team members’ perceptions of shared leadership. It also investigates the mediating role of a leader’s attitude to sport on these relationships. Using a matched sample of 154 team leaders and 354 team members from agile teams in two MNCs located in Ireland and China, we found that both vertical transformational and transactional leadership were linked to team members’ shared leadership behavior; however, the impact of transformational leadership was significantly greater. We also found that a vertical team leader’s attitude to sports, and specifically the pleasure and participation attitude, positively mediated the relationship between transformational and transactional leadership and shared leadership behavior. This contrasted with the power and performance sports attitude, which mediated both transformational and transactional leadership styles, but for which the impact of transactional leadership on shared leadership became negative. We extend research on the antecedents of shared leadership and the important role that both a vertical leader’s style and attitudes play within an agile software team. We discuss implications for theory and practice
Towards a plurilingual Ireland: planting the seeds of linguistic social justice in Education
No full textIreland has an inherently multilingual history. Irish, or Gaeilge, has been spoken here since the 4th century, followed by the arrival of English in the 12th century, Ulster Scots in the early 17th century, the emergence of Shelta or Cant, spoken by the Traveller community, and the development of Irish Sign Language in the 1850s. Over the last 30 years, Ireland’s linguistic profile has changed significantly, mirroring a newly diverse population. A new approach to education is needed to support our children and young people that recognises our multilingualism as an asset. Plurilingualism, at an individual level, describes a person’s ability to use multiple languages across multiple contexts to support communication. At the societal level, plurilingualism contributes to social cohesion, respect and cultural richness (European Commission, 2008).
The existing approach to support learners that have English as an Additional Language (EAL) in Irish education places additional barriers on an already under-resourced group. It also denies children and young people full access to their own linguistic rights as described in Article 29.i.(c) and Article 30 of the United Nations Convention on the Rights of the Child.
This policy position paper sets out a vision for a plurilingual and linguistically socially-just Ireland, focusing on schools and education as the key context in which radical change can occur and also where it is most needed. It reviews the merits and gaps of current educational policy and suggests short, medium, and long-term actions that can achieve this vision
Structural brain connectivity does not associate with childhood trauma in individuals with schizophrenia
No full textBackground: Schizophrenia is a brain dysconnectivity disorder. However, it is not well understood whether the experience of childhood trauma (CT) affects dysconnectivity in individuals with schizophrenia (SZ). Using a network-based approach, we examined whether self-reported CT would explain additional variance compared to whole-brain topology and structural connectivity changes in SZ versus healthy controls (HC).
Material and methods: CT was assessed in 51 SZ (mean age ± standard deviation 44 ± 11 years) and 140 HC (34.0 ± 12 years). Structural brain networks were constructed from T1-weighted MR and diffusion-MRI scans using non-tensor based tractography. Group differences in whole-brain topology and permutation-based statistics were examined and corrected for age and sex.
Results: SZ showed reductions in efficiency, strength, clustering and density (p 4.0, p < 0.001). However, we did not find that high CT levels were related to structural network differences or structural connectivity changes in SZ.
Conclusions: CT did not impact on topology or subnetwork connectivity changes in SZ. High CT levels were also not associated with any differences in network organisation irrespective of diagnosis. However, our findings confirm that SZ showed both network-level reductions and increases in a subnetwork. These findings suggest that the patterns of neuroanatomical dysconnectivity in established schizophrenia may not be influenced by CT. Future studies are needed to investigate the association between CT and structural dysconnectivity in schizophrenia.
Graphical abstract: Individuals with schizophrenia showed reductions in efficiency, strength, clustering and density as well as increases in path length when compared to healthy controls. We also observed hypoconnectivity in a subnetwork of frontotemporal, frontoparietal and occipital regions in individuals with schizophrenia relative to healthy controls. These findings suggest that the patterns of neuroanatomical dysconnectivity in established schizophrenia may not be influenced by childhood trauma
Further education teachers adaptation to the introduction of AI in a UDL-empowered environment
No full textThis study aims to explore how teachers in further education are adapting to the introduction of generative AI in their practice. Generative AI has quickly become a topic of discussion within academic circles. Focusing on generative AI’s ability to relieve time pressures (Lameras, 2022) while others focus on the academic integrity issues that can arise (Pearce, 2024; Vashista et al., 2023). It has been proven that teachers can not reliably ascertain if work is created by AI or students (Fleckenstein et al., 2024). Exploring the use of generative AI in a teacher's practice is of paramount importance, as is evaluating ways in which generative AI can be used to enhance learning and implementing the new tool in a new and meaningful way. This study is conducted as a cross-sectional study following a qualitative IPA approach outlined by Smith et al. (2022). Data was collected through a semi-structured interview process with five participants. All participants participated voluntarily through interviews conducted online using the Teams software with auto transcription. Transcriptions were analysed in line with Smith et al. (2022) guidelines. Generative AI has been developing as a tool throughout the last few years, and so has the teacher's implementation of such. While the blanket use of generative AI is not recommended, the use of generative AI as an active roleplaying participant or feedback agent within the classroom with the teacher's guidance demonstrated a strong link between generative AI and creating engaging classroom activities. CPD in the area of generative AI is highlighted with teacher recommendations on how best to approach CPD
Music Teachers' Perspectives and Practices in Teaching Autistic Children: The Impact of the Autism Friendly Accreditation Programme
No full textThis study explored the experiences of instrumental music teachers who participated in the Autism Friendly Accreditation Programme (AFAP) in a privately owned music school. The research aimed to understand the impact of the programme on the educators’ perspectives and practices in teaching autistic children. The broader literature shows that continuous learning is crucial for educators to enhance their teaching and adapt to the evolving educational landscape. This is particularly relevant for students who require additional support in their learning. Additionally, the literature shows that there are many strategies which can improve the teaching of musical instruments to autistic children. Adopting interpretive phenomenological analysis as a methodology, the study explored the impact of the AFAP on the experiences of the eight instrumental teachers through focus groups and reflective journals. Four themes emerged through the analysis: (i) Challenges from Limited Autism Awareness; (ii) AFAP: A Practical, Reflective and Collaborative Experience; (iii) Implementation of Strategies; and (iv) Evolution of Practice and Perspectives. The findings showed that the AFAP enhanced participating educators’ teaching strategies, improved the self-efficacy and changed their mindset and attitude towards life-long learning. Additionally, the programme contributed to the development of the collaborative culture in the school as teachers recognised the advantages of learning and working with their colleagues. Furthermore, as the awareness of autism increased among the teachers, their views of autistic individuals became more positive and understanding. Finally, as a result of the AFAP, the school became more inclusive and the learning outcomes of the autistic students improved
Tangible Coding Game
No full textA fun and easy way to introduce computational thinking to all levels using physical tokens, image recognition and a mobile app