A Framework for Security Transparency in Cloud Computing

Individuals and corporate users are persistently considering cloud adoption due to its significant benefits compared to traditional computing environments. The data and applications in the cloud are stored in an environment that is separated, managed and maintained externally to the organisation. Therefore, it is essential for cloud providers to demonstrate and implement adequate security practices to protect the data and processes put under their stewardship. Security transparency in the cloud is likely to become the core theme that underpins the systematic disclosure of security designs and practices that enhance customer confidence in using cloud service and deployment models. In this paper, we present a framework that enables a detailed analysis of security transparency for cloud based systems. In particular, we consider security transparency from three different levels of abstraction, i.e., conceptual, organisation and technical levels, and identify the relevant concepts within these levels. This allows us to provide an elaboration of the essential concepts at the core of transparency and analyse the means for implementing them from a technical perspective. Finally, an example from a real world migration context is given to provide a solid discussion on the applicability of the proposed framework.

Talking everyday science to very young children: a study involving parents and practitioners within an early childhood centre

The acquisition of everyday scientific concepts by 3-6 year old children attending early childhood institutions has been widely studied. In contrast, research on science learning processes among younger children is less extensive. This paper reports on findings from an exploratory empirical study undertaken in a ‘stay and play’ service used by parents with children aged 0-3 and located within an East London early childhood centre. The research team collaborated with practitioners to deliver a programme of activities aimed at encouraging parents’ confidence in their own ability to support emergent scientific thinking among their young children. The programme generated children’s engagement and interest. Parents and practitioners reported increased confidence in their ability to promote young children’s natural curiosity at home and in early childhood provision. The authors see no reason for positing qualitative differences between the way children acquire scientific and other concepts in their earliest years.