User Authentication Principles Theory And Practice

Introductory textbook in the important area of network security for undergraduate and graduate students Comprehensively covers fundamental concepts with newer topics such as electronic cash, bit-coin, P2P, SHA-3, E-voting, and Zigbee security Fully updated to reflect new developments in network security Introduces a chapter on Cloud security, a very popular and essential topic Uses everyday examples that most computer users experience to illustrate important principles and mechanisms Features a companion website with Powerpoint slides for lectures and solution manuals to selected exercise problems, available at http://www.cs.uml.edu/~wang/NetSec

This book offers a comprehensive review and reassessment of the classical sources describing the cryptographic Spartan device known as the scytale. Challenging the view promoted by modern historians of cryptography which look at the scytale as a simple and impractical 'stick', Diepenbroek argues for the scytale's deserved status as a vehicle for secret communication in the ancient world. By way of comparison, Diepenbroek demonstrates that the cryptographic principles employed in the Spartan scytale show an encryption and coding system that is no less complex than some 20th-century transposition ciphers. The result is that, contrary to the accepted point of view, scytale encryption is as complex and secure as other known ancient ciphers. Drawing on salient comparisons with a selection of modern transposition ciphers (and their historical predecessors), the reader is provided with a detailed overview and analysis of the surviving classical sources that similarly reveal the potential of the scytale as an actual cryptographic and steganographic tool in ancient Sparta in order to illustrate the relative sophistication of the Spartan scytale as a practical device for secret communication. This helps to establish the conceptual basis that the scytale would, in theory, have offered its ancient users a secure method for secret communication over long distances.

This book offers a comprehensive introduction to the fundamental aspects of Information Security (including Web, Networked World, Systems, Applications, and Communication Channels). Security is also an essential part of e-business strategy (including protecting critical infrastructures that depend on information systems) and hence information security in the enterprise (Government, Industry, Academia, and Society) and over networks has become the primary concern. The book provides the readers with a thorough understanding of how information can be protected throughout computer networks. The concepts related to the main objectives of computer and information security systems, namely confidentiality, data integrity, authentication (entity and data origin), access control, and non-repudiation have been elucidated, providing a sound foundation in the principles of cryptography and network security. The book provides a detailed treatment of design principles of classical and modern cryptosystems through an elaborate study of cryptographic techniques, algorithms, and protocols. It covers all areas of security—using Symmetric key and Public key cryptography, hash functions, authentication techniques, biometric techniques, and stegano-graphy. Besides, techniques such as Secure Socket Layer (SSL), Firewalls, IPSec for Web security and network security are addressed as well to complete the security framework of the Internet. Finally, the author demons-trates how an online voting system can be built, showcasing information security techniques, for societal benefits. Information Security: Theory and Practice is intended as a textbook for a one-semester course in Information Security/Network Security and Crypto-graphy for B.E./B.Tech students of Computer Science and Engineering and Information Technology.

This book brings together the current theory, research and practical perspectives from different parts of the world on language teacher identity in an attempt to better understand the nature of identities teachers in different contexts develop. By linking theory to pedagogy, the book examines how second language teacher identities are shaped and explores the various links between teacher identities and variables that affect the formation of identities. Theory and Practice in Second Language Teacher Identity includes a foreword by Jack Richards (University of Sydney and RELC), an afterword by Peter de Costa (Michigan State University) and holds 20 invited chapters by established and active scholars and teacher educators to discuss the various aspects of in-service and pre-service second language teacher identity development. It also addresses the way the COVID-19 pandemic has impacted teacher identities and examines under-researched issues, such as the intersection between gender and race in second language teacher identity development and identity construction in second languages other than English. What does it mean to be a teacher of English as a second language in an age of globalization, new media, technological revolution and de-institutionalized knowledge? How do teachers gain pre-service and in-service expertise, a sense of professional identity, and educational integrity? And how have they dealt with the extra-burden imposed by the pandemic? This thought-provoking volume offers valuable perspectives on these important issues in the professional development of English teachers worldwide. — Prof. Claire Kramsch, University of California, Berkeley, USA. The way we see ourselves and are seen by others influences our social and professional interactions. Teacher identity and sense of agency is therefore not merely a matter of research interest for it impacts learners and learning, which makes the topic of this book extremely important. With chapters located in a wide range of countries – from USA to Australia via UAE, Thailand and others – and drawing on a variety of research methods, the book synthesizes extant research and develops many new research avenues. It does so not only with theory in mind but with practical lessons for teachers and teacher educators and thus becomes an essential volume for our libraries and studies. — Prof. Michael Byram, University of Durham, UK. In this compelling collection, co-edited by Karim Sadeghi and Farah Ghaderi, the authors address key questions about language teacher identity in contemporary applied linguistics: What is the relationship between language teacher identity and language teacher agency? To what extent does ideology impact language teacher identity? How do language teachers navigate an increasingly globalized and unequal world? Authors from different regions of the world draw on diverse methodologies to share insightful research on both pre-service and in-service language teacher identity, making an important contribution to applied linguistics and TESOL at a time of great social and educational change. — Prof. Bonny Norton (FRSC), University Killam Professor and Distinguished University Scholar, University of British Columbia, Canada. “Theory and Practice in Second Language Teacher Identity” captures recent thinking about language teacher identity. The broad array of excellent chapter contributions explores multiple dimensions of identity, from teacher agency and emotions to the disruptive effects of the Covid pandemic on teachers’ professional lives and practices. The studies draw on a number of theoretical perspectives and demonstrate the use of both familiar and innovative research methodologies. The relevant topics, the up-to-date bibliographic sources, and the useful research findings make this edited volume an essential addition to your bookshelf. — Prof. Gary Barkhuizen, University of Auckland, New Zealand.

Understanding teachers’ professional identities and their development is key to unpacking teachers’ professional lives, the quality of their instruction, their motivation and commitment to teach, and their career decision-making. This book features a number of scholars from around the world who represent a variety of disciplines, scientific paradigms, and inquiry methods in researching teacher identity. By bringing these chapters together, this volume initiates active scholarly conversations and extends the boundaries of teacher identity research and practice. This collection of chapters provides significant insight into teacher identity and will be essential reading for pre-service and in-service teachers, teacher educators, school administrators, professional developers, and policy makers at various levels.

Virtues and Virtue Education in Theory and Practice explores questions about the locality versus the universality of virtues from a number of theoretical and practical perspectives. Written by leading international scholars in the field, it considers the relevance of these debates for the practice of virtue and character education. This volume brings together experts from education, philosophy, and psychology to consider how different disciplines might learn from each other and how insights from theory and practice can be integrated. It shows that questions about virtue relativity or universality have not only theoretical significance but also important practical ramifications. The chapters explore different complexities of virtue ethics and different approaches to nurturing virtue and beyond, questioning how well virtues travel across geographical and cultural borders. By examining the philosophical literature and making links between theory and practice in an original way, the book offers scholarly research-informed suggestions for practice. It will be of great interest to researchers and academics and students in educational philosophy, character education, ethics, and psychology.