1st Kassel Student Workshop on Security in Distributed Systems

With this document, we provide a compilation of in-depth discussions on some of the most current security issues in distributed systems. The six contributions have been collected and presented at the 1st Kassel Student Workshop on Security in Distributed Systems (KaSWoSDS’08). We are pleased to present a collection of papers not only shedding light on the theoretical aspects of their topics, but also being accompanied with elaborate practical examples. In Chapter 1, Stephan Opfer discusses Viruses, one of the oldest threats to system security. For years there has been an arms race between virus producers and anti-virus software providers, with no end in sight. Stefan Triller demonstrates how malicious code can be injected in a target process using a buffer overflow in Chapter 2. Websites usually store their data and user information in data bases. Like buffer overflows, the possibilities of performing SQL injection attacks targeting such data bases are left open by unwary programmers. Stephan Scheuermann gives us a deeper insight into the mechanisms behind such attacks in Chapter 3. Cross-site scripting (XSS) is a method to insert malicious code into websites viewed by other users. Michael Blumenstein explains this issue in Chapter 4. Code can be injected in other websites via XSS attacks in order to spy out data of internet users, spoofing subsumes all methods that directly involve taking on a false identity. In Chapter 5, Till Amma shows us different ways how this can be done and how it is prevented. Last but not least, cryptographic methods are used to encode confidential data in a way that even if it got in the wrong hands, the culprits cannot decode it. Over the centuries, many different ciphers have been developed, applied, and finally broken. Ilhan Glogic sketches this history in Chapter 6.

The social dimension: a neglected policy item in the Bologna Process

Since its beginning in 1999, the Bologna Process has influenced various aspects of higher education in its member countries, e.g., degree structures, mobility, lifelong learning, social dimension and quality assurance. The social dimension creates the focus of this research. The social dimension entered the Bologna Process agenda in 2001. Despite a decade of reforms, it somehow remained as a vague element and received low scholarly attention. This research addresses to this gap. Firstly, different meanings of the social dimension according to the major European policy actors are analysed. Unfolding the understandings of the actors revealed that the social dimension is mostly understood in terms reflecting the diversity of population on the student body accessing to, progressing in and completing higher education, with a special concern on the underrepresented groups. However, it is not possible to observe a similar commonality concerning the actual policy measures to achieve this goal. Divergence occurs with respect to the addressed underrepresented groups, i.e., all underrepresented groups or people without formal qualifications and mature learners, and the values and institutional interests traditionally promoted by these actors. Secondly, the dissertation discusses the reflection of this social dimension understanding at the national level by looking at cases of Finland, Germany and Turkey. The in-depth analyses show an awareness of the social dimension among most of the national Bologna Process actors and a common understanding of the social dimension goals. However, this understanding has not triggered action in any of the countries. The countries acted on areas which they defined problematic before the Bologna Process. Finally, based on these findings the dissertation discusses the social dimension as a policy item that managed to get into the Bologna Process agenda, but neither grew into an implementable policy, nor drop out of it. To this aim, it makes use of the multiple streams framework and explains the low agenda status social dimension with: i. the lack of a pressing problem definition: the lack of clearly defined indicators and a comprehensive monitoring system, ii. the lack of a viable solution alternative: the proposal of developing national strategies and action plans closed the way to develop generic guidelines for the social dimension to be translated into national policy processes, iii. low political perceptivity: the recent trends opt for increasing efficiency, excellence and exclusiveness discourses rather than ensuring equality and inclusiveness iv. high constraints: the social dimension by definition requires more public funding which is less appreciated and strategic constraints of the actors in allocating their resources v. the type of policy entrepreneur: the social dimension is promoted by an international stakeholder, the European Students’ Union, instead of the ministers responsible for higher education The social dimension remains a policy item in the Bologna Process which is noble enough to agree but not urgent enough to act on.