MARC details
| 000 -LEADER |
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| fixed length control field |
05130nam a22002657a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20220517030051.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
220517b |||||||| |||| 00| 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9783030502447 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9783030502430 |
| 040 ## - CATALOGING SOURCE |
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| Transcribing agency |
0 |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER |
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| Classification number |
005.8 DAI |
| 092 ## - LOCALLY ASSIGNED DEWEY CALL NUMBER (OCLC) |
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| Edition number |
0 |
| 245 ## - TITLE STATEMENT |
|---|
| Title |
Innovation in cybersecurity education |
| Statement of responsibility, etc. |
Kevin Daimi, Guillermo Francia III, editors. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
|---|
| Place of publication, distribution, etc. |
Cham |
| Name of publisher, distributor, etc. |
Springer |
| Date of publication, distribution, etc. |
2020 |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
391 pages |
| Other physical details |
illus. |
| Dimensions |
29 cm |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc. note |
Includes bibliographical references and index (p. 375-391) |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Intro --<br/>Preface --<br/>Acknowledgments --<br/>Contents --<br/>About the Editors --<br/>Part I Student Learning --<br/>Dynamic Difficulty Adjustment in Cybersecurity Awareness Games --<br/>1 Introduction --<br/>2 Dynamic Difficulty Adjustment --<br/>3 Electroencephalography --<br/>4 Research Questions --<br/>5 Methods --<br/>6 Population --<br/>7 Difficulty Scaling --<br/>8 Results --<br/>9 Future Work --<br/>References --<br/>SMAD: A Configurable and Extensible Low-Level System Monitoring and Anomaly Detection Framework --<br/>1 Introduction --<br/>2 Related Work --<br/>3 SMAD: System Monitoring and Anomaly Detection Framework --<br/>Sysdig Overview SMAD in a Nutshell --<br/>SMAD Components --<br/>Monitoring Sensor Component --<br/>User Interface Component --<br/>4 SMAD Experimental Evaluation --<br/>Stress Testing --<br/>Functionality Testing --<br/>Vulnerability Assessment --<br/>5 SMAD Role in Cybersecurity Education --<br/>SMAD in Formal Education --<br/>Scenario 1: Capture the Intruder (Level of Difficulty-Easy) --<br/>Scenario 2: Red/Blue Team Exercise (Level of Difficulty-Medium) --<br/>Scenario 3: Dissection of Malware (Level of Difficulty-High) --<br/>Scenario 4: Extending SMAD (Level of Difficulty-High) --<br/>SMAD in Nonformal Education --<br/>SMAD-Based Security Monitoring Tutorials SMAD Interest Communities --<br/>6 Conclusion --<br/>References --<br/>Thinking Outside the Box: Using Escape Room Games to Increase Interest in Cyber Security --<br/>1 Background --<br/>2 Escape Room Mutations --<br/>3 Skills Learned --<br/>4 Teaching Strategies --<br/>5 Related Research --<br/>6 The Puzzles and Their Secrets --<br/>Puzzle 1: Briefcase Trespass --<br/>Puzzle 2: A Locked Wallet --<br/>Puzzle 3: Laptop Break-in --<br/>Puzzle 4: Phone Phreak --<br/>Puzzle 5: Orange We Having Fun? --<br/>Puzzle 6: Ride the Rails --<br/>Puzzle 7: Alphabet Soup --<br/>7 Game Setup and Hiding Clues --<br/>8 Playing the Game --<br/>9 Conclusions --<br/>References Information Visualization as a Method for Cybersecurity Education --<br/>1 Introduction --<br/>2 Cognitive Principles --<br/>3 Instructional Design Considerations --<br/>4 Visualization and Cybersecurity --<br/>5 Cybersecurity Learning Through InfoVis --<br/>Visual Knowledge Explorer (VKE) --<br/>BubbleNet --<br/>References --<br/>Part II Curriculum Development --<br/>How to Prevent Your Smart Home Device from Turninginto a Weapon --<br/>1 Introduction to Smart Home Device Security --<br/>Weaponizing Smart Home Devices --<br/>2 Project Goals --<br/>What to Purchase --<br/>3 Methodology --<br/>Phase 1: Raspberry Pi Configuration and Sensor Integration Phase 2: Text When Tripped Program --<br/>Phase 3: Capturing Network Traffic --<br/>Phase 4: Monitor for Deviant Traffic --<br/>4 Summary --<br/>References --<br/>Puzzle-Based Honors Cybersecurity Course for Critical Thinking Development --<br/>1 Introduction --<br/>2 Course Development --<br/>Curriculum Guidelines --<br/>Course Learning Objectives --<br/>Course Learning Outcomes --<br/>Alignment with Program Objectives --<br/>Course Schedule --<br/>Course Grading --<br/>Classroom Sessions --<br/>Puzzle Selection --<br/>3 Course Topics --<br/>Course Introduction --<br/>Corner to Corner --<br/>Building Height and Barometer --<br/>Nim --<br/>Puzzle Survey --<br/>Three Milk Jugs |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc. |
This book focuses on a wide range of innovations related to Cybersecurity Education which include: curriculum development, faculty and professional development, laboratory enhancements, community outreach, and student learning. The book includes topics such as: Network Security, Biometric Security, Data Security, Operating Systems Security, Security Countermeasures, Database Security, Cloud Computing Security, Industrial Control and Embedded Systems Security, Cryptography, and Hardware and Supply Chain Security. The book introduces the concepts, techniques, methods, approaches and trends needed by cybersecurity specialists and educators for keeping current their security knowledge. Further, it provides a glimpse of future directions where cybersecurity techniques, policies, applications, and theories are headed. The book is a rich collection of carefully selected and reviewed manuscripts written by diverse cybersecurity experts in the listed fields and edited by prominent cybersecurity researchers and specialists. Discusses various techniques, methods, and approaches adopted by cybersecurity experts in the field; Provides detailed explanation of the cybersecurity concepts that are aptly reinforced by practical examples; Includes a road map of future trends that are suitable for innovative security education and training. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Computer security |
| General subdivision |
Study and teaching. |
| 700 ## - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Daimi, Kevin |
| 843 ## - REPRODUCTION NOTE |
|---|
| Type of reproduction |
Photocopy |
| 887 ## - NON-MARC INFORMATION FIELD |
|---|
| Source of data |
CamTech Library |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
Dewey Decimal Classification |
| Koha item type |
Books |
| Suppress in OPAC |
No |
