Man-in-the-Middle Attack Test-bed Investigating Cyber-security Vulnerabilities in Smart Grid SCADA Systems

The increased complexity and interconnectivity of Supervisory Control and Data Acquisition (SCADA) systems in the Smart Grid has exposed them to a wide range of cyber-security issues, and there are a multitude of potential access points for cyber attackers. This paper presents a SCADA-specific cyber-security test-bed which contains SCADA software and communication infrastructure. This test-bed is used to investigate an Address Resolution Protocol (ARP) spoofing based man-in-the-middle attack. Finally, the paper proposes a future work plan which focuses on applying intrusion detection and prevention technology to address cyber-security issues in SCADA systems.

Towards Understanding Man-In-The-Middle Attacks on IEC 60870-5-104 SCADA Networks

This paper investigates cyber attacks on ICS which rely on IEC 60870-5-104 for telecontrol communications. The main focus of the paper is on man-in-the-middle attacks, covering modification and injection of commands, it also details capture and replay attacks. An initial set of attacks are preformed on a local software simulated laboratory. Final experiments and validation of a man-in-the-middle attack are performed in a comprehensive testbed environment in conjunction with an electricity distribution operator.

La PKI e l'attacco man in the middle

Violazione della sicurezza sul web da parte di attacchi man in the middle

John Peradotto. Man in the Middle Voice. Name and Narration in the Odyssey, Princeton-New Jersey, Princeton University Press, 1990, xi + 193 pp.

Fil: Zecchin de Fasano, Graciela Cristina. Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación; Argentina.

Man in the middle; conversations of a tempted soul with two voices on the seven deadly sins,

Mode of access: Internet.

Reef Habitats in the Middle Atlantic Bight: Abundance, Distribution, Associated Biological Communities, and Fishery Resource Use

One particular habitat type in the Middle Atlantic Bight is not well recognized among fishery scientists and managers, although it is will known and used by recreational and commercial fisheries. This habitat consists of a variety of hard-surface, elevated relief "reef" or reef-like environments that are widely distributed across the predominantly flat or undulating, sandy areas of the Bight and include both natural rocky areas and man-made structures, e.g. shipwrecks and artificial reefs. Although there are natural rock and shellfish reefs in southern New England coastal waters and estuaries throughout the Bight, most reef habitats in the region appear to be man-made reef habitat modification/creation may be increasing. Very little effort has been devoted to the study of this habitat's distribution, abundance, use by living marine resources and associated biological communities (except on estuarine oyster reefs) and fishery value or management. This poorly studied and surveyed habitat can provide fish refuge from trawls and can be a factor in studies of the distribution and abundance of a variety of reef-associated fishery resources. This review provides a preliminary summary of information found on relative distribution and abundance of reef habitat in the Bight, the living marine resources and biological communities that commonly use it, threats to this habitat and its biological resources, and the value or potential value of artificial reefs to fishery or habitat and its biological resources, and the value or potential value of artificial reefs to fishery or habitat managers. The purpose of the review is to initiate an awareness among resource managers about this habitat, its role in resource management, and the need for research.

A multiliteracies project in the middle school : Parents as coteachers

This paper examines the experiences of one middle years’ English and Studies of Society and Environment (SoSE) teacher who adopted a multiliteracies project-based orientation to a unit on War and Refugees. It details the multiliteracies teaching and learning cycle, which is based on four non-hierarchical, pedagogical orientations: situated practice, overt instruction, critical framing and transformed practice (New London Group, 2000; Kalantzis & Cope, 2005a). Following the work of Kalantzis and Cope (2005a), it draws out the knowledge processes exacted in each of these four phases: experiencing the known and the new; conceptualising by naming and theorising; analysing functionally and critically; and, applying appropriately and creatively. Two parents were invited to enter the study as coteachers with the teacher and researcher. Using Bourdieu’s (1992) construct of capital, the findings report on how the multiliteracies approach enabled them to engage in school-based literacy practices differently than they had done previously in classrooms. An unexpected finding concerns the teacher’s altered view about how his role and status were perceived by the parents.

Education futures : transforming teacher education in the middle years

The young people who populate our classrooms live in a changed and rapidly changing society: a society where information is the most valued commodity and where traditional ‘truth’s such as nation and family are increasingly destabilized and fragmented. Educators at primary, secondary and tertiary level must, with some urgency, address issues relating the emergence of new citizenships and identities, the impact of new technologies and new economies. Our pedagogy and curriculums must be relevant to the need of students now and in the future. The School of Education, The University of Queensland is addressing issues of change, new technologies, new work places, critical citizenry and the need for pedagogical and curriculum innovation through the development of a new Middle Years of Schooling Dual Degree program. This program is designed to equip pre-service teachers to approach pedagogy and curriculum in innovative ways and to challenge them to embrace diversity and change. This paper outlines the key features of the Middle Years of Schooling Dual Degree, identifying a number of innovative approaches to pre-service teacher education.

Aligning ICT in assessment with teaching and learning : enhancing student achievement in the middle years

Student underachievement in the middle years (typically Years 4 to 9) is a concern in education. Incorporating Information and Communication Technologies (ICT) in assessment that is aligned to teaching and learning has the potential to engage students in higher cognitive processes that lead to increased student achievement. To examine this proposition an investigation was undertaken into teachers’ perceptions of alignment and the implications of those for student achievement in ICT enhanced middle years assessment tasks. This investigation used a collective case study design underpinned by socio-cultural theory. Two methods were used for data collection, namely, semi-structured interviews with individual teachers and a focus group discussion with teachers and another with students. Findings revealed teachers’ perceptions that alignment: assists in mediating achievement of learning outcomes in quality middle years assessment tasks, assists in creating a challenging but supportive environment in which positive learning dispositions and success is encouraged for all students, and contributes to more rigorous use of ICT in assessment. The process of implementing alignment was found to be complex but assisted through prioritising particular practices. These findings enabled the development of eight steps which serve as a guide to the effective implementation of alignment in middle years assessment tasks.