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  • Presentation: 2017-11-27 13:15 9C 204, Rejmersalen, Karlstad
    Voronkov, Artem
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap.
    Usable Firewall Rule Sets2017Licentiatavhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    Correct functioning is the most important requirement for any system. Nowadays there are a lot of threats to computer systems that undermine confidence in them and, as a result, force a user to abandon their use. Hence, a system cannot be trusted if there is no proper security provided. Firewalls are an essential component of network security and there is an obvious need for their use.

    The level of security provided by a firewall depends on how well it is configured. Thus, to ensure the proper level of network security, it is necessary to have properly configured firewalls. However, setting up the firewall correctly is a very challenging task. These configuration files might be hard to understand even for system administrators. This is due to the fact that these configuration files have a certain structure: the higher the position of a rule in the rule set, the higher priority it has. Challenging problems arise when a new rule is being added to the set, and a proper position, where to place it, needs to be found. Misconfiguration might sooner or later be made and that will lead to an inappropriate system's security. This brings us to the usability problem associated with the configuration of firewalls.

    The overall aim of this thesis is to identify existing firewall usability gaps and to mitigate them. To achieve the first part of the objective, we conducted a series of interviews with system administrators. In the interviews, system administrators were asked about the problems they face when dealing with firewalls. After having ascertained that the usability problems exist, we turned to literature to get an understanding on the state-of-the-art of the field and therefore conducted a systematic literature review. This review presents a classification of available solutions and identifies open challenges in this area. To achieve the second part of the objective, we started working on one identified challenge. A set of usability metrics was proposed and mathematically formalized. A strong correlation between our metrics and how system administrators describe usability was identified.

  • Presentation: 2017-12-01 10:00 FÖ5, Falun
    Steven, Hunter Lindqvist
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier. Högskolan Dalarna.
    What and How Students Perceive They Learn When Doing Mini-Companies in Upper Secondary School2017Licentiatavhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    The aim of this study is to gain more in-depth knowledge into what Swedish upper secondary school students perceive they learn, and the factors that students perceive affect learning, when they start and run mini-companies within the Junior Achievement Company Program.  The data is comprised of interviews with eleven students each of whom ran a mini-company with other students. Situated learning theory, experiential learning theory and theoretical concepts on reflection in learning were used to analyze and further understand the data.

    The results reveal that the students talk about, and appear to convey, equal importance upon learning general skills as learning business skills when doing their mini-companies. Students describe using general skills they improved while running their mini-companies in other school activities and non-school activities leading to better performance in these activities. Doing business activities triggers learning and provides students with an opportunity to further develop, and learn multiple aspects, of skills.

    Students identify many factors, such as time, autonomy, assessment, and deadlines, which they associate with their mini-companies. On the whole, they say these factors have a positive effect on learning both business and general skills, however some factors can also inhibit learning. An analysis of all the factors students identified reveals that they originate, or are influenced by, multiple contexts such as school, the Swedish Junior Achievement organization, and the business environment. Together these factors can be said to create a special school community of practice for their mini-company project. Students point out significant differences between their mini-company project, and other school projects they have previously done, thus providing valuable insight into the importance of project design in relation to learning skills and possible pedagogical implications regarding learning general skills in other school projects.

  • Presentation: 2017-12-01 10:00 Sundstagymnasiet, Kammarmusiksalen, Karlstad
    Friberg, Henrik
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik.
    Historielärares klassrumsbedömningar: Innehåll och roll i ett historiedidaktiskt perspektiv2017Licentiatavhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    Assessment is a permanent part of history teaching, and the interest in assessment is highly current in the Swedish educational system. One aspect is formative assessment and feedback as a tool for learning; another aspect is that assessment tends to be more and more formalized.

    Earlier research on written assignments and tests show that history teachers often focus on assessing history knowledge as content and memorizing school textbook. Thus the risk is that history education and assessment does not correspond to the new curricula and rating scale with a wider range of goals.

    This study investigates the ongoing assessment in the history classroom, frequently entitled ”the black box”. Four history teachers in Swedish upper secondary school were interviewed about assessment, and their classroom assessments in a series of lessons were observed and recorded. The requested historical competencies in teachers´ questioning and feedback are interpreted through the concepts of the historical thinking tradition. Similarities and differences are discussed.

    Results show a great variety in questioning and feedback. Closed questions are present, but are not in majority, and encouraging feedback is more frequent than rejective. All teachers have the same principle – first order concepts or content come first, then second order concepts or thinking about the first order concepts. Among the second order concepts comparision stands as a universal tool to understand content and handle second order concepts. Cause and consequence combined with continuity and change (most focus on change) also appear to be common in the classroom assessements. More rare are historical persectives and significance. Most teachers consider the classroom assessment as valuable chances to get to know pupils´ history knowledge, but one teacher consider the ongoing pupils’ statements as far more reliable than the written ones, when it comes to grading.

    The over all result indicates that classroom assessments can involve more than history knowledge as memorized content like single facts.