A Teacher’s Education And how it Affects Student Learning

In 2005, the U.S. will have over 54 million children in schools and teachers will total 3.5 million.   To keep up with this number, 200,000 teachers will need to be recruited annually.The inability to produce this many is causing states to issue emergency certification programs lasting only 4-8 weeks and then throwing these teachers into schools, many of them inner-city.   But even with the No Child Left Behind policies in place, America is still severely lacking in achievement levels and grades then other countries.   This is because the level of education a teacher has influences how well a student achieves and teachers are not getting the proper training or education needed.There are statistics coming out that show that a student’s achievement really relies on what a teacher’s educational level is.   Research shows that the quality of teaching is actually the largest school related factor associated with achievement.   A study in Tennessee and Dallas showed that a good teacher could raise a child’s grade by a whole level over the course of a year.The good grades were found to be cumulative, showing kids who had a good teacher for three straight years rose from the 59th percentile in fourth grade to the 76th percentile in the sixth grade.   But kids that had teachers, who were classified not as effective as the first group, went from the 60th percentile in fourth grade to the 42nd percentile by the time they reached sixth grade.   (Robert Rothman, 2004.)As America grows, it’s no surprise that more kids are coming into the school systems.   The problem is that universities can’t produce enough teachers to keep up.   That is a reason why 41 states have developed Alternative programs aimed at getting people a teacher’s certificate in four to eight weeks.These programs train a person in basic training for the classroom, basic training on how to make lesson plans and they reduce the requirements for state licenses, so that they can be hired for an emergency.   The American Board for Certification of Teacher Excellence’s â€Å"Passport to Teaching Certification† reduce the time a person spends studying to teach.   It also eliminates practice teaching in a classroom.   Since teaching requires practice and mastery of the subject, without practice teaching, the person just gets rushed through to the real classroom.Teach for America gives students a summer crash course in teaching and then gives them a class, usually inner city, the following fall.   They have an astronomical 75% turnover rate though!   Most emergency hiring happens in inner-city schools, which means that these very basically trained teachers are thrown in the most disadvantaged schools.   (Reg Weaver, 2004.)A national sample of teachers showed that if they had lower academic qualifications, they were less likely to stay teaching.   80,000 teachers have come out of these alternative programs, but only 40% have stayed teaching past year three.   Statistics are supporting that the â€Å"strongest negative predictor of a state’s student achievement are the proportion of new teachers who are uncertified and the proportion who hold less then a minor in the field they teach.†Ã‚   (quote1.)At the annual American Educational Research Association meeting in 2004, they brought to light that Kindergarten kids are scoring 1.26 test score points lower with teachers who were issued an emergency license them by a fully-certified teacher.   The American Institute for Research also found that 8th graders scored 9% higher in math if they had teachers who specialized in math and had a certificate in math.

Antarctica and Argentina

Denise Broers Mr. Rodriguez Geography 1 9 september 2009 Argentina Argentina occupies most of the southern part of South America. Uruguay, Brazil, Paraguay, and Bolivia lie on its northern borders. Argentina’s eastern coastline is washed by the Atlantic Ocean. Its southern tip reaches almost to the continent of Antartica. Argentina’s varied geography includes the Perito Moreno glacier in the southern Andes. This is one of the few glaciers in the world still advancing. Argentina has 1,056,640 square miles making it South America’s second largest country, after Brazil.Argentina has a wide variety of landscapes including mountains, forests, plains, and deserts. The Iguacu Falls onareas stretch across northern Argentina. To the west, great forests cover the Gran Chaco. To the east, hot, humid grasslands abound. Farmers raise livestock and grow crops in the fertile soil. The Andes tower over the western part of Argentina. Snow-capped peaks and clear blue lakes draw to urists who come to ski and hike. Mount Aconcagua soars to height of almost 23,000 feet and is the highest mountain in the Western Hemisphere.East of the Andes is a region of rolling hills and desert valleys. Farmers use mountain stream water to grow sugarcane, corn, and grapes. In the center of Argentina are treeless plains know as the Pampa. The Pampa spreads almost 500 miles from the Atlantic coast to the Andes. Argentina’s economy depends of this region’s fertile soil and mild climate. Most of Argentina’s urban areas are here with more than two-thirds of the population living here. Buenos Aires, The capitol and largest city, lies in the area where the Pampa meets the Rio de la Plata.

Media Education Of Debates Education Essay

Media instruction is the procedure of instruction and larning about media, the chief purposes are to develop a critical apprehension and an active engagement. Media instruction has for many old ages been in hunt of a infinite within the course of study, I hope in this assignment to look at how media instruction and media literacy have now found a topographic point within the course of study and have been translated by media instructors into pedagogical pattern. Children and grownups spend a big sum of their clip interacting with media of different types, from electronic mail, Internet, movies, newspapers and nomadic phones. These signifiers of media act as gateways to information, this information can frequently be filled with mass media messages, from advertizements to stereotypes. These messages are subconsciously taken in they have a monolithic impact on single consciousness and determinations ; they affect society as a whole. Media literacy helps to supply pupils with the tools that are necessary to enable them to read and entree information and to inquire inquiries. Media instruction can non entirely consist of production, pupils will non automatically get the critical cognition needed the media needs to be taught and challenged, the practical work does non by itself does non make an independent apprehension for the media. Media literacy should non be defined as a certain set of accomplishments or cognition, it should be looked at as the cardinal constructs of production, linguistic communication, representation and audience. â€Å" It is of import for media pedagogues to ever place unfavorable judgment at the head of our pattern, when incorporating production into the acquisition environment. †[ 1 ] Burn and Durran ( 2007 ) argue that media literacy has societal maps, and they prefer to see it as cardinal to the ‘3-Cs'model of media literacy. They province that audience can be studied in footings of their societal utilizations of the media even though as opposite numbers of manufacturers they have been traditionally seen as consumers of media texts. Social uses of the media average engagement and battle. They besides see the battle with the media as portion of wider cultural composites of gustatory sensation, involvement, pleasance, cognition and expertness which contribute to selfhood. Ofcom uses the undermentioned definition of media literacy ; ‘the ability to entree, understand and create communications in a assortment of contexts ‘[ 2 ]. The above quotation mark has parallels with Burn and Durran ( 2007 ) 3 C ‘s theoretical account. Henry Jenkins looks at the definitions of media literacy and looks at how it must non let pupils to disregard the accomplishments and cognition they already have to derive new cognition, that they must spread out their cognition. Culture in media instruction, the civilization is the values and ideals that are set by the pupils. â€Å" At least in the UK, research suggests that kids are now much more likely to be confined to their places, and much less independently mobile, than they were twenty old ages ago ; and while parents now spend much less clip with their kids, they are trying to counterbalance for this by giving increasing economic resources to child-rearing †[ 3 ] Buckingham ‘s point of position on media literacy is one of that it does non give the right replies but it allows the right inquiries to be asked. Throughout this assignment I am traveling to utilize my work with KS4 pupils making life as portion of the Gold Standard intercession programme. The pupils I work with have the ability to take advantage of an out of school experience. The pupils are welcomed into an educational environment but treated like grownups ; they become responsible for big sums of their ain acquisition. We do non anticipate pupils to walk through the door and go immediately engaged with what we are making, but we endeavour to set them in a place where they want to go occupied. Media instruction offers a new attack that looks at what pupils already know, non merely presuming that it is invalid. â€Å" develop a more automatic manner of instruction and acquisition, in which pupils can reflect on their ain activity both as ‘readers ‘ and as ‘writers ‘ of media texts †[ 4 ] The manner that Buckingham looks at how pupils have the ability to go ‘readers ‘ and ‘writers ‘ of media texts follows many analogues to my ain work with pupils. We get them to make an life and so discourse it, to understand why they have made the picks that they have. Burn and Durran look at how media instruction can be continued through the patterned advance of secondary school and how it can be taught across the course of study. Media instruction is non entirely a topic by itself ; media instruction can be used in many different capable countries. For case utilizing movie doing installations to make an reading of a Shakespeare drama, pupils would non merely be larning Shakespeare but besides larning by making.Hull City Learning CentresFacilitiesThe installations that are on offer at Hull City Learning Centres are as follows, at our East Centre, we have a intent built installation which houses, five instruction suites, each of these suites serves a different intent, each room has been specially designed to run into the demands of the pupils that require them. I am non traveling to travel into excessively much item about the suites as I am traveling to concentrate on the usage of merely one of the suites, but we have a grownup instruction room, a primary room ( which is geared up to KS2 pupils ) , and two KS4 suites, we so have a intent built media suite, which is the room that is used the most. This room has 26 iMac computing machines that double boot Windows and Mac OSX. Green screen shooting installation, HD cameras with illuming rig and sound equipment, it besides has an synergistic white board. The package we have on offer is the ‘free ‘ package bundled with the iMacs including iMovie and the iLife suite, we besides use a piece of life package called I Can Inspire or Pro Animate, I Can Animate is besides available on the Windows side of the machines.FunctionsHull City Learning Centres offer a broad scope of maps ; the chief one being KS4 intercession, working with schools to assist them accomplish the ‘Gold Standard ‘ which is accomplishing 5 A*-C classs at GCSE including Maths and English. The intercession courses that we run are ICT, Maths and English functional accomplishments, OCR subjects, multimedia, picture and life unit. However the chief intercession we offer is NCFE Animation which is the equivalent to 2 GCSE class Bs. We besides offer big instruction categories and KS2 intercession. We have two Centres across Hull, one Centre chiefly deals with the bringing of the Diplomas and the other focal points on intercession. The bringing of the Diplomas has become a large portion of what the CLC ‘s bash now, we deliver certain faculties on IT sheepskin and supply support and installations for the Creative and Media sheepskin. We besides have a conference room which can be used for picture conferencing and meetings, we are the host for a bulk of Local Authority enterprises and we besides support YHGFL ( Yorkshire and Humber Grid for Learning ) . Adult instruction categories are besides on offer a scope from the advanced CISCO networking to the most basic text processing degree 1. We work with the complete novice to the proficient experts, we offer class for grownups to accommodate their demands. We encourage household acquisition, and work with societal services and surrogate carers.ClientelesHull CLC is unfastened to all, we have on offer computing machines for people from the local community to come and utilize, we offer drawn-out installations for the host schools, we encourage schools to utilize as an out of the schoolroom experience. We deal on a twenty-four hours to twenty-four hours footing with people from all societal backgrounds, from primary school kids to our ‘silver surfboarders ‘ .AnimationI would wish to utilize my work with pupils in life as a instance survey in which to research a signifier of media instruction. The types of pupils that I work with tend to be pupils that do n't accomplish good in the normal schoolroom, nevertheless through the procedure of doing and making these pupils normally excel, they find that they can finish work to a high criterion and accomplish GCSE classs by making something that is fun. We find that media literacy has been a powerful tool for us to utilize, it has been noted that pupils that would usually be detached from reading and composing in school become engaged with it, this may be because there is a intent to what they are reading and composing.How we do itWe run the NCFE Animation class on a tight deadline, we have compressed 150 guided acquisition hours into 36 hours. This has been done to enable us to assist as many schools as possible, with every bit small break to the pupils ‘ clip tabular array. It besides helps us to guarantee that pupils attend, a just sum of our pupils have attending issues in school. The pupils that I work with semen to me with a image in their caputs, they are told by school that they are coming to derive an ICT making, when in fact this is n't the instance, pupils come and they complete an life making. To most of the pupils that I work with ICT agencies, databases and spreadsheets. â€Å" Yet, if media instruction is to assist bridge the widening spread between the school and the universe of kids ‘s out-of-school experience, it must certainly get down with the cognition kids already possess †[ 5 ] Buckingham discusses how pupils already have knowledge, through the procedure of this class we use pupils already bing cognition, we show them that they really know a just sum about life and they did n't gain. Once the pupils are introduced to life they instantly have a preconceived thought of what it is. They instantly think of The Simpsons and Family Guy but so few of them see computing machine games as life, they do n't see how life surrounds them. During treatments with the pupils about life, we open their eyes to merely how much it surrounds us, from advertizements to instruction. We get pupils to discourse their different sentiments and thoughts ; we get them to believe about how different groups of pupils may construe a certain piece of life We get pupils to look at lifes that are British, American, European and Asian. We get pupils to discourse how other civilizations use life for amusement and the differences between them. Media analysis is an of import portion of the class it enables us to assist pupils develop critical thought accomplishments, by working on their observations and readings. Students begin to look at how lifes challenge stereotypes and concealed motivations. Students begin to understand some of the ‘hidden messages ‘ in lifes. We do concentrate a batch of clip analyzing alive advertizements looking at who they are aimed at and how different types of life entreaty to different demographics. Before pupils begin believing about what they are traveling to inspire we present them to a assortment of lifes, we show them illustrations of professional work and what other pupils have produced, we get the pupils involved in group treatments about good and bad characteristics of the lifes, we get them to look non merely at the techniques used in the lifes, but we get them to look and believe about how music and sound have been used, we look at the usage of particular effects in station production.What the pupils learnWe spend more clip acquiring the pupils to understand life than bogging them down with complex life and redacting package, we opt for iMovie that comes bundled with the iMacs as our redacting package and Pro Animate as out life package, the package is simple and intuitive, it allows pupils to concentrate on the existent life and non acquire worried about the package. This is frequently a concern of our pupils, they frequently lack in assurance and a nervous about non merely utilizing an unfamiliar operating system ( most of our pupils are merely Windows literate ) but utilizing new package, so we demonstrate the package right at the beginning and show pupils that the package is nice and simple to utilize. We have now started to offer this intercession class to pupils that have particular educational demands and larning jobs, we do n't offer it as a speedy hole for GCSE classs, we offer them it as an experience as something that they can walk off holding made, we focus less on the theory facets of the class and dressed ore on the practical, acquiring pupils to seek different stuffs and techniques. These pupils have frequently been segregated at school and do n't frequently hold the same chances as the chief watercourse pupils. Even though few of these pupils had the ability to read or compose they made and life and instead than compose about what they have done a why, we record them. They are prompted with the same inquiries that other pupils have to compose about, it is clear from the responses that we get from the pupils that they have understood a huge sum of what has been discussed with them. They are able to explicate different signifiers of life and occupations that are available in the life industry. The rules of life are demonstrated through acquiring pupils to make a flipbooks, this introduces them to how life works, how much work goes into it. It is besides utilizing something that the bulk of pupils are familiar ; this enables pupils to larn through making. The custodies on manner of making it assist them to retrieve the procedure, instead than standing and stating pupils how to make it. Students are able to pull on their ain experiences and go engaged in the schoolroom. Surveies have shown that pupils whom are actively engaged in a subject can more actively associate it to the existent universe. ( Hobbs, 2006 ) .Bing originativeWe try and acquire our pupils to be every bit originative as possible when it comes to the practical component, we try and acquire them to look outside the box and off from the norm. This is sometimes difficult as these pupils have a preconceived thought of what ICT is and this is what they have been told they are analyzing, they do n't see how creativeness comes into it. â€Å" The word ‘creativity ‘ is used with many different significances in different contexts†¦ ..In peculiar, it carries a instead different significance in art instruction and media instruction, and in many ways life undertakings cross the boundary between these districts. †[ 6 ] We have to look at the discourses which make up the cultural contexts of these lifes this is outlined by Burn and Durran 2007. When a pupil comes up with a rubric for their life, the thoughts that spring to my head as a instructor and the thoughts that they have are really different, this comes from our difference in cognition. Students frequently look at making an alive piece for portion of a vocal, they print wordss off and make props to fit, and one case that springs to mind is a pupil that was making an life for a vocal that included wordss about returning with no weaponries, this pupil took the actual significance a drew an armless character, when in fact the context was weaponries as in arms and guns. Recently we decided to give the pupils a subject for their lifes the subject was ‘technology ‘ we mentioned iPods, phones, and MP3 participants, when the pupils returned the undermentioned twenty-four hours to get down inspiring the fluctuation of props collected from place for an life about engineering varied significantly from pupil to pupil, some brought in their nomadic phone boxes whilst other brought in patterning clay. I gave the full group the forenoon to work out how they were traveling to utilize their props to make an life advertisement engineering or a piece of engineering. I was nevertheless slightly concerned about how modelling clay could be used, but I allowed the pupil to continue. Once the group began inspiring in the afternoon it became clear the pupil with the modeling clay had great thoughts, she had made an iPod out of patterning clay, created some earphones. This pupil did n't experience the demand to utilize the existent artifact to inspire she fel t it would be better if she created it from abrasion ; she wanted to make her ain original piece of life.Researching and affinity infinitesWhilst pupils are on the life class they are expected to research a assortment of elements to make with the life industry, what is interesting is how reliant pupils are on the cyberspace, pupils take the information presented to them at face value, it is merely when you enter into treatments with pupils about how dependable the information they are is. Many pupils are cognizant that Wikipedia can be altered by anyone with an history but really few realise that this can intend the information is wrong and untrue. Henry Jenkins looks at this farther, he looks at how pupils need to ability to research, take notes, read books, understand and merge secondary beginnings. â€Å" to hold on what kinds of information are being conveyed by assorted systems of representation ; to separate between fact and fiction, fact and sentiment †[ 7 ] An affinity infinite is a topographic point practical or physical that ties people together, based around a shared involvement. I ‘m traveling to utilize Wikipedia as an illustration of an affinity infinite, and the manner that it is used for instruction. Wikipedia enables registered users to upload and redact information about a peculiar subject. Wikipedia like many other affinity infinites allows namelessness therefore it bridges a barrier that is frequently produced by age, sex, instruction, and race to call a few. Although Wikipedia could be filled with inaccurate information, which was a point I made earlier, within in affinity infinites there is normally unwritten regulations that you should merely do remark on things you know about, you should do certain that any quotation marks are accurately referenced. Wikipedia has created like many other affinity infinites an out of school topographic point to larn, it appears to be someplace that pupils feel comfy with. Affinity spaces let informal acquisition to take topographic point harmonizing to James Gee 2004, the usage of affinity infinites does nevertheless necessitate a pupil to be slightly self motivated. Affinity infinites are going far more huge for pupils they now have entree to a wealth of information on the Internet, they besides have the ability to inquire inquiries and articulation forums based around a topic that they are interested in. For case pupils I have worked with have created Facebook groups that they can all pass on about a joint undertaking, the ‘wall ‘ allows pupils post their thoughts and for them to acquire feedback. From my personal point of position and my engagement with the bringing of ICT/IT in an informal instruction scene, I have noted how classs have now slightly changed. The debut of the Diplomas has been a method of making this, what would hold been conventionally taught by ICT instructors in schools, pupils now have a mix of staff, staff like myself that originate from industry, I lead the multimedia unit of the IT sheepskin and give pupils an penetration into how a existent web design undertaking would work. We have staff that runs their ain concerns, we drag our technicians in and acquire them to assist us when it comes to the bringing of networking, we show the pupils the waiter room, they get to see it existent life non merely in images. Burn and Durran 2007 discuss how ICT has changed and now non merely allows pupils to make spreadsheets and databases, but now allows them to make artifacts that were one time merely created by extremely skilled experts. Affinity infinites are portion of informal instruction and tantrum in good with the manner of instruction and larning on offer at the CLC. Informal instruction has the ability to be advanced whereas formal instruction does n't be given to be. Affinity infinites are taking to a more originative manner of instruction and acquisition.Participatory civilizationHarmonizing to the five points of definition outlined by Jenkins 2006, is where cognition can be cascaded down from those that are experts down to those that are novitiates. â€Å" And yet kids — peculiarly younger children-are progressively take parting in cultural and societal universes that are unaccessible, even inexplicable to their parents. †[ 8 ] Childs are far stand outing their parents in their cognition of computing machines, as a instructor of ICT I have become quite cognizant of how of import maintaining my accomplishments up has become, many pupils arrive with a surprisingly huge cognition of many package applications and to enable me to trouble-shoot these package applications I have to cognize how they work, nevertheless, this is n't ever possible. Technology is traveling so rapidly that as staff we frequently become bogged down with what we have to cognize instead than looking at what we should cognize. â€Å" Participatory civilization shifts the focal point of literacy from single look to community engagement. †[ 9 ] The above quotation mark by Jenkins suggests how media operates in specific contexts that lead to the how and why they are being used. A computing machine does non bring forth an result without a user, intending engagement is necessary, the sum of engagement does depend on the user. Some users will merely touch the surface of what the computing machine can make and other will delve right down into the nucleus, some will even come on to go experts. Most immature people are active participants of computing machines through the undermentioned outlined by Jenkins 2006 ; Affiliations, many immature people are members of formal and informal online communities based around a specific subject. For case many immature people will be utilizing facebook, Myspace and bet oning forums. These societal sites allow users with the same involvement to pass on at the same degree, it allows experts to go through on cognition and novitiates to derive cognition. These types of associations are now going more evident in the schoolroom, with pupils making ‘groups ‘ to assist each other with class work. Expressions, this is the production of new originative signifiers, such as mash ups, picture devising, fan fictions. Users are able to entree these via web sites such as youtube.com, many students/young people when presented with a challenge now look it up on youtube. Youtube enable users to see and upload pictures, many videos that have been uploaded have been uploaded to demo how to make something, there is a wealth of information available on youtube. Many of the pupils that I work with when they have produced movies or lifes want to upload them to the cyberspace for the universe to see. Collaborative job resolution, this allows users to work together as a squad ; this allows jobs to be solved in a formal and informal manner. This method allows immature people to finish undertakings and develop new cognition. As discussed antecedently many pupils use Wikipedia which allows them to collaboratively work out jobs, even to a certain extent Facebook allows this with the map of being able to make groups. Circulations, determining the flow of media, this is frequently done through web provenders, web logs, podcast and on Facebook ‘statuses ‘ . Many immature people broadcast the media they wish to portion by updating their positions or posting to their walls. Participatory civilization is now going the head of instruction and the schoolroom, the accomplishments that are acquired through the legion signifiers of participatory civilization will help immature people in the development of accomplishments and the comprehension of the encompassing universe.The engagement spreadWith this in head, I sometime have a cognition spread, to increase my cognition and assist other pupils I get the pupils that know the package to sit and demo me how they did something, this is n't merely reenforcing their cognition but it is besides leting me to larn on the occupation. As mentioned antecedently as a CLC we work with everyone from the most basic of users to the most advanced. We try and encourage household acquisition, this is to assist cut down the engagement spread, most families have a computing machine that is normally monopolised by the adolescents, the parents frequently do n't acquire a expression in, which frequently means they do n't cognize what their kids are making or even how they are making this. We try and bridge this spread we invite KS3 and 4 pupils to the CLC for 10 categories in which we teach parents how to supervise and protect their kids when they are utilizing a computing machine, we besides teach the pupils how to utilize different package to finish different undertakings, we so spend six hebdomads working with them together to make a combined piece of work, frequently this takes the signifier of a picture, which they have filmed, edited and rendered to harrow. We show the parents how they can assist their kids how they can a cquire involved and we besides show them that they can make it. However, when these parents/carers arrive they are frequently daunted by the fact that their kid knows more than they do. We as a CLC are seeking to cut down the engagement spread farther by going involved with the Governments Home Access strategy, we are besides flying a strategy to supply wireless internet entree to all secondary age pupils, and we are flying it with one school and the environing country. Through surveies that have been carried out, it indicates that if a pupil has entree to a computing machine in their first twelvemonth of secondary school they are more likely to go through English and maths at GCSE.DecisionThe alterations in the civilization of instruction over the past few old ages have affected the methods of instruction. Media instruction and all of what comes with it is still developing and happening its topographic point within the course of study, it is get downing to stand out and is going something that instructor have to believe about. Media instruction is being used in all capable countries but how and why it is being used demands to be defined merely utilizing it for the interest of utilizing it, is n't a good usage of clip and resources. Students all need to be made cognizant of why they are doing the determinations that they are and how they impact their ain acquisition. There are nevertheless from my ain observations learning staffs that refuse to believe that media instruction is of import, they do non implant their lessons to utilize media of any description, even though the installations are on offer. There is off class the teaching staff that see media instruction as the ability to bring forth a ill formed PowerPoint presentation about the consequence of planetary heating. These members of staff demand to be educated in what is media literacy and media instruction and shown how to utilize it efficaciously within their lessons. We must go on to believe about whether media instruction can be used as a model for all media. Media instruction should let pupils and learning staff to develop accomplishments and apprehension of how they are take parting. Media instruction is n't a speedy hole to a deadening lesson program nor should it be used a method merely to jazz up a category. Students should go engaged in what they are making because they understand why they are making it, and how they are traveling to make it.

System Implementation Essay Example | Topics and Well Written Essays - 750 words

System Implementation - Essay Example All the different types of users have limited privileges for their data as well as other users’ data. For example, the customer can only view but cannot insert, delete, or update their information. Consequently, that makes our system more secure. The principle involved designing very simple web pages for all the users. These simple pages view served the security features that were used. For example, the page shows three choices for them that are accessing their data, or customer data or transaction data. That occurs if the user is an employee. If the user selects their information, the page displays a table with the user’s information only. However, the pages that are designed to look for the customer contains two input fields to search for the client based on their id or first name. For instance, if the Employee wants to look for their customer’s information. In this situation, we applied the feature of a prepared statement and variable binding in Java JDBC component in order to avoid any vulnerability in our project. The system also applied this principle. There were no standard mechanisms for our users that will cause extreme effects. Every user has his mechanism, privilege, and flow. The Manager works differently from the employee or the customer. Moreover, we created users in the database for each category. Thus, the user who uses the database as manager1 is different from manager2. The concept is taken care in the attack phase. We exposed the system designs and security mechanisms to other teams. That helped us a lot because it is better to know about the System’s weaknesses and vulnerabilities from friends before the attackers. In this situation, we can fix and update the missing points and errors quickly. Further, we don’t need to batch after the attacker misusing.

Retention Strategies for Nurse Retirees Essay Example | Topics and Well Written Essays - 1000 words

Retention Strategies for Nurse Retirees - Essay Example A more experienced nurse is in a better position to handle the needs of such patients. A multidisciplinary hospital like ours can derive benefits from the experience of such nurses. They can be used as senior educators, mentors or shapers of a new generation of outstanding nurses (RWJF, 2006). Thus, to utilize the services of the older nurses, the hospital must consider retraining for these nurses apart from discouraging policies that allow for an early exit from the profession. There should be no negative attitudes towards the aging workforce or their capabilities and lifelong learning should be encouraged. Mentoring is a concept that is used by all businesses and involves a mentor and a protà ©gà © engaged in a long-term relationship (NLN, 2006). Individuals who experience mentor-protà ©gà © relationship advance faster in their career and earn higher salaries at an early age. The new recruits at the hospital often feel a lack of support and recognition by colleagues but collaboration with others helps them to overcome this feeling of isolation. A personalized supportive relationship has positive outcomes for both the mentor and the mentee. The new faculty member learns community norms as well as the skills, strategies, and practices of teaching. If the role of a mentor is assigned to those that are about to retire, they would benefit from a mentoring relationship as they enter new roles in an academic setting. Through their experience, it would be easier for them to identify potential leaders in nursing and nursing education. They will be in a better position to cultivate a relatio nship in the best of interest of all concerned which includes the hospital, the mentor and the nurse herself. The mentor gets an opportunity to share her/his wisdom, knowledge and experience. The mentor also derives satisfaction from mentoring/guiding others in attaining self-clarity while also developing his/her own skills.  

Information Technology Annotated Bibliography Essay

Information Technology Annotated Bibliography - Essay Example Moreover, they conducted comprehensive experiments that illustrated near optimal video streaming transmission quality. Their approach comprised a cross-layer protocol, which applies an intelligent approximation prediction of rate-distortion packets scheduler for real time video streaming. Additionally, it also comprises a forward error correction technique that protects against wireless channel noise. This article provides methodology and principle for my work in cooperative video streaming in smartphones using web browser cache. Conversely, their approach is a stand-alone application in mobile devices where I am interested in extending there work but with focus on persuasive approach using web browsing cache to achieve this target. Many concepts and guidelines in the article provide a good basis for live video streaming on wireless mobile connection, which I can, use. Overall, the strength can be seen in the work of optimization framework whereas, the limitation of this article is w ithin their experiment, which they did not compare with other approaches. H. Seferoglu and A. Markopoulou. â€Å"Video-Aware Opportunistic Network Coding over Wireless Networks,† in IEEE JSAC, Special Issue on Network Coding for Wireless Communication Networks, vol. 27, June 2009. Star rating:   2 Stars:   Paper describes some important terms and fundamental concepts Key words: Network coding, video streaming, prioritizedtransmission, wireless networks, and cross-layer optimization. The study highlights the aspect of network coding in increasing both the video quality and throughput over a wireless network for video streaming. This article cross-references various journal articles on relevant topics, which makes it easy to explode detailed information about contents of interest. Its concentration regards discussions that propose network coding and scheduling scheme for transmitting several video streams over a wireless mesh network. The know how mainly comes from the curr ent researches, which claim; network coding can increase throughput contrary to broadcast media through integrating packets obtained from diverse flows. Consequently, resulting to increased information content per transmission owing to the keen selection, which its basis is the decoding capacity concerning different network codes prior the main commencement. In comparing the former design and recent, the latter is more advantageous, since its information content per transmission is adequate or not limited thus, yielding to video quality of up to 5dB. In addition, the recent design possesses an extensive advancing capacity, which usually has similar MAC throughput levels. It is certain that, this work bridges the gap between the two approaches. Finally, the paper serves as an essential reading, which can help me gain deep knowledge regarding video streaming and network coding. Hence, act as supplement to the already attained knowledge towards the intended research. H. Seferoglu, A. M arkopoulou, U. C. Kozat, M. R. Civanlar and J. Kempf, â€Å"Dynamic FEC Algorithms for TFRC Flows,† in IEEE Transactions on Multimedia, vol. 12 pp. 869-885, Dec. 2010.   Star rating:   5 Stars: Paper is a leading paper for my research. I need clearly to comprehend how my research builds on this research. Key words: Application Layer FEC, Congestion Control, Video

Database Management System Essay Example | Topics and Well Written Essays - 1500 words

Database Management System - Essay Example It is essential or the organization to develop an effective database system. Database is defines as a system, used to record and maintains data. The most important point to understand database is that database contains data and not necessarily information. The database is a collection of interrelated data, which can be used by one or more applications that it can be integrated and is stored in a shared and organized way so that it has a controlled redundancy, consistency and integrity with a provision of data independence. The database is used to store and process data for providing useful organization. The database must have the following basic objectives i.e., centrally controlled which facilitates data can be stored, processed, modified or accessed in a organized way. Database must be organized in such a way that the redundancy and inconsistency can be avoided as much as possible. Database must be centrally controlled so that its integrity, security and privacy can be maintained d atabase must be logically organized, integrated, designed to multi used application and provision for data independence whether physical or logical. So a database system is a system, which defines, interprets, manipulates and maintains a collection of database, which is entirely separate in structure. Database management system (DBMS) is the major component of the database system. The DBMS is the foundation of almost every modern business information system. Database management system is defined as a system so software that organizes and maintains the data in a database for providing the information. A DBMS is a very complex piece of system software. A single DBMS can manage multiple databases each one usually consisting of many different tables full of data. The DBMS includes mechanism for application programs to store, retrieve and modify this data and also allows people to query it interactivity to answer specific questions. DBMS can be divided into four major components i.e. Database, Database administrator (DBA), Database users and database programs specialists known as DBA's control the operation of the DBMS and are respon sible for the creation of new data bases and the definition of the table structures used to store data. One of the most important features of the DBMS is its ability to shield the people and programs using the data from the details of its physical storage. Because all access to stored data is mediated through the DBMS, a database can be restructured or moved to a different computer without disrupting the programs written to use it. The DBMS polices access to the stored data, giving access only to tables and records for which a given user has been authorized. The DBMS evolved from a more humble class of programs known as file management systems, created within the unglamorous world of corporate data processing to simplify the creation of programs for routine administration. The database management system conflated the managerial concept of the database with the specific technology of the file management system. In practice, the DBMS worked well as technical system to aid application programmers but disappointed as a managerial panacea (Haigh, 2006). The corporate database has originally been conceived as a repository of all-important managerial information; actual DBMS technology supported only the kind of highly structured regular records with which earlier file management s

Opinion of experinces at Commonwealth Scientific of Industrial Research Paper

Opinion of experinces at Commonwealth Scientific of Industrial Organization (CSIRO) - Research Paper Example The objective of the organization guides it toward performing certain activities. The objectives of the business in most cases are directly related to the organization’s core business activity. After going through the company’s history, I have realized that the main role of CSIRO is carrying out scientific research for Australia’s benefit and facilitating the application of the research results. Other functions include international scientific liaison, research workers training, maintenance of measurements standards, distribution of scientific and technical information and publishing scientific papers. However, the activities and products of the organization may to some extent affect the society. I believe that CIRO as a reputable organization manages its products well and engages in social responsibility. Given that nanotechnology may have a lot of implications in the future, I hope to find out from my experience in the organization what these implications will be. There are various types of businesses including sole proprietorship, partnership, and limited companies. Each of these has its advantages and disadvantages. With almost no doubt CIRO is a company. Yet again, there are various forms of partnerships that may be established at the institutional level. Organizations normally work together to achieve various goals, sometimes sharing resources and in other cases sharing knowledge. Joint ventures are, for example, established so that the companies involve benefit from each other or gain advantage where there are restrictions in case they go alone. I have learnt that CIRO engages with various organizations at different levels in the course of its duties, something that I believe is beneficial to it. I hope to establish with time which organizations CIRO engages with chiefly, and the relationships that exist between them (joint venture, partnership, research partner†¦). I believe I will appreciate these relationships

Assignment Example | Topics and Well Written Essays - 250 words - 307

Assignment Example It is, therefore, recommendable to encourage HR practices that view employees as important factors in the firms success. In this case, the action will imply that employees get more opportunity to improve the organization with their opinions and views. Nonetheless, employees’ influence concerns offering opportunities to prosper. If an employee has the necessary skills and capabilities to hold top positions, the HR functions should allow this to happen. Another action that can change the image if HR is ensuring that people management is in line with missions as well vision of the business. In most cases, organizations restrict their HR functions to personnel management. However, managers should understand that human resource management is broad and takes into consideration the influence it has on the business performance. The aim should be nurture skills and talents of the workforce so as to improve their productivity. In this case, training and development are necessary for ensuring that employees understand the company’s strategy. A proper management of workforce should, therefore, focus on adding value to both investors and the customers. Therefore, HR functions should focus on managing the workforce towards achieving the strategic goals of the business, which is to make profits, and gain competitive advantage. On the contrary, employees are the ones who bring competitive advantage with their skills and talents that are c rucial to realizing set goals and objectives. Therefore, effective management of workforce through engagement and development can improve the current image of

Changing roles of women in japan Research Paper

Changing roles of women in japan - Research Paper Example Moreover, the Taisho era in the year 1912 perpetuated Japan’s journey to the corresponding modernity by embracing more Western cultures. The gender building of the women within Japanese society altered from the Tokugawa epoch to the corresponding World War I. Within the epochs of Tokugawa and Meiji, women were mainly assigned family responsibilities and duties and possessed restricted rights. Nevertheless, during the era of Taisho and subsequent to World War I, women commenced to foster for equality thereby rebuffing the underlying traditional gender ideologies. Numerous women did not subscribe to the traditional gender responsibilities by either becoming geishas or prostitutes. This resulted to numerous debates amongst both the female and corresponding male activists in regard to the issues of women’s responsibilities that were seen as means of eliminating prostitutions (Yu, 89-125). The role of women within Japan is extremely diverse as compared to the responsibility of the modern day women within the western civilization. Nevertheless, this the same to the responsibility women undertake within the American forty years ago. Presently women within Japan are required to devote their underlying energies in bringing up their offspring whilst men dedicate themselves to careers (Farris, 122-245). Nevertheless, there is an escalation within Japanese women in regard to expressing interest in the full time careers. Majority of the women are young and single without offspring. Moreover, they are extremely educated (Mo?hwald, 23-79). Literature review Since 1940’s women in japan have pursued to modify the old-fashioned responsibility of a working woman who turn into a mother and a housewife after marriage.... Since 1940’s women in japan have pursued to modify the old-fashioned responsibility of a working woman who turn into a mother and a housewife after marriage. This is clearly elaborated in their perception of Japanese family organization and matrimony. The present society demonstrates an upcoming group of young and educated women who pursue a career as a working woman while also still take part in their reproductive roles. The transformation mainly began after World War II when Japanese women developed rather a more personal approach to life. Initially, Women waited to become older in order to marry, most of them often lived at home longer, visiting to Hawaii, and contributing to the economic development with their little income. In general, the present Japanese society is characterized with the decline in arranged marriages; instead many women are taking responsibility to find themselves husbands. In comparison to the past, women continue to work even after marriage and giving birth. Nonetheless the adjustments in the society, married women who work are still considered a threat to the family. Inequality between women and men is still enormous regardless of the new reforms and different attitudes towards traditional family life. The notion can be justified with the popular traditional expression that states that â€Å"Good wife, wise mother. As it is a tradition in many countries and cultural practices of different communities of the world, women in Japan were oppressed and dominated by their male counterparts for a very long time.

Housing viability appraisal report Essay Example | Topics and Well Written Essays - 250 words

Housing viability appraisal report - Essay Example According to the findings of the report, implementing the proposal is a great idea. Because of the high demand for housing, and the accessibility of the location, implementing the project will generate high profits. 2.1 The demand for accommodation in this place shows that a space of schedule of 6,040 sq. m. (all net internal areas) of saleable space is required to accommodate †¦ residential flats. and 1010 sq.m for affordable housing , In addition to that, 745 sq. m. (8,021 sq. ft.) of commercial and 5,219 sq. m. of ‘home- office’ have also been proposed. I understand that there will be 98 home-office, including 11commercial which will provide a total of 9 spaces for the offices, 1 for the garbage and 88 for the residential flats would be constructed. 3.1 The first step in implementing this project is seeking permission to develop the project from the authorities. This will happen through an application, explaining the reason for the project, its benefit to the people, its environmental accessibility, and the expected revenues. Additionally, it will include the expected costs and the sources of the funds. After acquiring a permit, the s106 agreement will be ready for commencement. Comprising of 30-49 one bedroom, 50-79 two bedroom, and 80-119 three bedroom flats, the project is likely to take 36 months to complete. The proposed one-bedroom flats will measure 30 square metres, while a two bedroom will measure 56 square metres. A three bedroom flat will measure 100 square metres and a 4 bedroom flat measure approximately 140 square metres. A similar project constructed in the same area currently sells at  £6000. After completion of the project, payment of the flats will be spread across six quarters, with the first payment expected at the end of Q6. Projected revenues for the sale of the flats indicate that for every

Thesis guidelines Essay Example for Free

Thesis guidelines Essay The Use and Purpose of the Guidelines At the Faculty of Technology, there are five different guidelines for writing theses: guideline for bachelor’s degree in business studies, guideline for bachelor’s degree in technology, guideline for master’s degree in business studies, guideline for master’s degree in technology, and general writing guideline for the Faculty of Technology. The guidelines for specific degrees contain instructions for the structure, printing and submitting of the theses. The general writing guideline contains information about the formatting of text and the use of sources and references. The student is required to use two of these guidelines, 1) general writing guideline for the Faculty of Technology and 2) guideline for appropriate degree. The purpose of the above guidelines is to ensure that theses at the faculty fulfil the requirements concerning academic writing and layout. This guideline is for students studying at Faculty of Technology and writing their master’s thesis for the degree of Master of Science in Economics and Business Administration. In addition, students are required to use the general guideline for the Faculty of Technology. 2 TABLE OF CONTENTS page 1. MASTER’S THESIS AND ITS PURPOSE 4 2. FROM MASTER’S THESIS TO GRADUATION 5 2. 1. Thesis Subject 5 2. 2. Credits 5 2. 3. Supervision 5 2. 4. Assessment, Approval and Grading 5 2. 5. Maturity Essay 7 2. 6. Publicity 9 2. 7. Further Details 10 3. MASTER’S THESES IN FOREIGN LANGUAGES 11 4. THE STRUCTURE OF THE MASTER’S THESIS 12 4. 1. Title 12 4. 2. Covers 12 4. 3. General notes on printing and editing 13 4. 4. Title page 13 4. 5. Abstract 14 5. EDITING THE MASTER’S THESIS 15 5. 1. Introduction 15 5. 2. Theory and background information 15 5. 3. Main subject of the thesis 16 5. 4. Discussion and results. 17 5. 5. Conclusions 17 APPENDICES APPENDIX 1. Glossary 19 19 3 APPENDIX 2. Title page of a Master? s Thesis 22 APPENDIX 3. Abstract page of a Master? s Thesis 23 APPENDIX 4. Assessment criteria for master’s theses and licentiate theses 24 4 1. MASTER’S THESIS AND ITS PURPOSE According to regulations concerning the degree Master of Science in Economics and Business Administration (higher university degree), the student is required to write a master’s thesis (pro gradu) and pass a written maturity essay. Master’s thesis is a personal independent academic work prepared by the student. The student is advised to start preparing the master’s thesis in the second year of higher degree studies. The student has to sign up for a research seminar group of the major subject. The master’s thesis must show familiarity with previous work in the field and must demonstrate ability to use research methods and academic style. The aim of the master’s thesis is to improve the student’s ability for independent research work and its practical application as well as to enable the student to apply different research methods both independently and in groups. Furthermore, master’s thesis must demonstrate the student’s ability to use relevant literature and to present research results as well as show ability for doctoral studies. 5 2. FROM MASTER’S THESIS TO GRADUATION 2. 1. Thesis Subject The student has to prepare a master’s thesis in order to obtain the degree of Master of Science in Economics and Business Administration (higher university degree). The subject of the thesis is suggested by the student and approved by the thesis supervisor of the major department. Teachers may provide help in choosing the subject. 2. 2. Credits. During the advanced level studies of master’s degree studies, the student prepares a master’s thesis, which comprises 30 ECTS. 2. 3. Supervision The Master’s thesis is supervised by a teacher of the major field. The supervisor gives general guidance during the writing process and more detailed advice when necessary. The supervisor gives feedback about the thesis and may ask the student to report on the progress of the work. 2. 4. Assessment, Approval and Grading The thesis must be submitted to the faculty in 3 or 4 bound copies. One copy should be submitted to each examiner of the thesis. In addition, one or two copies should be submitted to the Amanuensis, depending on whether or not the student gives permission to publish the thesis online in Tritonia database. An electronic copy of the whole thesis and an abstract must be saved to the Tritonia’s database regardless of the student’s 6 decision on public availability. The work and abstract are submitted to Tritonia by filling in a thesis form at http://www. tritonia. fi/? d=140l=1. The thesis cannot be approved unless the work is successfully submitted to Tritonia. Theses copies submitted to the University are not returned to the student. One copy of the thesis must be submitted to the Amanuensis if the student allows his or her work to be made publicly available outside the Tritonia network. If the wok is not to be shown publicly, two copies must be submitted. In addition, an abstract without page number must be submitted to the Amanuensis of the Faculty of Technology. The student should submit only the abstract which is written in the language used in the thesis. The evaluation time for a Master’s thesis is 30 days. This means that the thesis has to be left to the examiners and the Amanuensis for evaluation approximately 5 weeks before the expected acceptance date. If the Master’s thesis is the last study attainment of the student, it should be available for the Dean’s decision at least 10 days before the deadline for submitting the application for degree certificate (which is 28 days before the graduation day). The Dean usually processes theses two times each month. It is recommended that students check the schedule for graduation well beforehand from the university web pages at http://www. uwasa. fi/english/studies/degree-and-postgraduatestudents/academic-information/graduation/. The schedule of the Dean’s thesis processing is available from the Amanuensis, if needed. Two evaluators assigned by the Head of the appropriate department make a statement about the thesis to the Dean within 30 days of the day the thesis is submitted for evaluation. Usually one of the evaluators is the supervisor of the thesis. The student is reserved the right to see the statements and a suggestion for the grading before the work is taken to the Dean for approval. The Dean decides on approval of the thesis and confirms the grade based on the statements and suggestion made by the examiners. The grading scale for Master’s thesis is sufficient, satisfactory, good, very good, and excellent. After the Dean’s decision has been made, the student will receive a notification about the grade of the thesis and a copy of the evaluators’ statement by post. 7 The student dissatisfied with the thesis grading may apply to the degree committee of the University of Vaasa in writing for rectification of the evaluation of the Masters thesis within 14 days of the day when the grade was released (Universities Act 558/2009, Section 82, and the University of Vaasa Degree Ordinance, Section 13). An appeal cannot be made against the decision made by the degree committee on the request for rectification of the decision concerning the evaluation of a study attainment. 2. 5. Maturity Essay In order to obtain the degree of Master of Science in Economics and Business Administration, the student also has to pass a written maturity essay. In the maturity essay, the student is expected to demonstrate knowledge of the subject matter of the master’s thesis in a supervised examination. In addition, the student is expected to show ability to write fluent Finnish or Swedish (see exceptions below). Finnish students write the maturity essay in the language in which the student has received elementary education (Finnish or Swedish). A completed maturity essay in the language of elementary education gives the student excellent language proficiency in the appropriate language (in compliance with Decree A 481/2003). In case the student has already completed a maturity essay for a bachelor’s degree in the same language, the maturity essay for the higher degree concerns only content, not language proficiency. In this case, the language of the maturity essay is determined by the faculty (see Decree on University Degrees, section 16 subsection 3; or the University of Vaasa Degree Ordinance, Section 17). The same applies in all cases where the student has already completed a maturity essay for another higher education degree; the maturity essay concerns only content. Students who have completed their elementary education in a language other than Finnish or Swedish or have received elementary education outside Finland are not 8 required to prove their language proficiency in the maturity essay. Also in these cases the language of the maturity essay is determined by the faculty. International students who have not received their elementary education in Finnish or Swedish but have obtained sufficient language proficiency in Finnish or Swedish may complete their maturity essay in Finnish or Swedish. In this case, language proficiency is assessed according to the criteria used for Finnish students. A successfully completed maturity essay gives the student good language proficiency in Finnish or Swedish in compliance with Decree A 481/2003, and it will be stated in the degree certificate as well. The Maturity essay can be completed on any of the general examination days. Registration must be made with a form and registration envelope available at the Academic Affairs office. The form is available also at the web pages of the Language Centre. The student may register for the maturity essay only after the Master’s thesis has been left for inspection in its final form. The examination date for maturity essay must be agreed on with the thesis supervisor and should be at least 7 days after the thesis has been left for inspection. In the maturity essay, the student is given two or three questions on the subject of the student’s master’s thesis. The student is required to answer one of the questions by an essay. The essay should be written for a reader that is familiar with the appropriate field but has not studied the specific research topic of the master’s thesis. In other words, the maturity essay should comprise an independent text and the student should not assume that the reader is familiar with the master’s thesis. In addition to academic content, the essay must also demonstrate good language proficiency and comprise a logical, well-structured whole. It must present the topic in writing, not by graphical presentations like tables or charts. The essay must also have a heading (otherwise the examiner evaluating the language of the thesis will not be able to see whether the essay really answers the question). The essay must have an introduction and a conclusion. Suggested length of the essay is approximately one examination sheet 9 (four pages). It should be written on each line of the paper with empty lines separating between paragraphs. After the first draft, it is advisable to rewrite the maturity essay, with special emphasis on clear handwriting. Words should be clearly separate and the difference between capital and lower case letters should be clearly shown. The essay must show knowledge of the basics of grammar and punctuation. Excessive use of abbreviations should be avoided. Sentences and clauses must be clearly connected, and they should be logical and show variation. Incorrect reference relationships must be avoided. Word order must be unambiguous and fit the structure of the presented information. The essay must be written in a factual style. Further advice is available at: www. uwasa. fi/kielipalvelut/opiskelu/kypsyysnayte/. The result of the maturity essay must be given within 30 days from the date of examination. The grading scale for maturity essay is pass/fail (no other grade). In case the maturity essay is failed on the basis of its content, the student must meet with the thesis supervisor in order to receive feedback before registering for a retake. If the reason for failing is related to problems in the language, the student must contact the examiner responsible for evaluating the language of the essay. 2. 6. Publicity All theses are public documents. According to the Act on the Openness of Government Activities (621/1999), official documents shall be in the public domain, unless specifically otherwise provided by the law. A master’s thesis becomes public when it has been officially approved. With commissioned theses, the commissioner may demand that a thesis or parts of it have to remain non-public in order to protect business or professional secrets. In this case, those parts of the work that contain such secrets are not integrated into the master’s thesis, but annexed to the thesis as background material. The background 10  material must conform to the general guidelines on writing master’s thesis and must be left for inspection at the same time and in as many copies as the master’s thesis. The background material is not bound together with the master’s thesis but submitted separately with its own title page and titled BACKGROUND MATERIAL. However, general, non-specific information from the background material should be incorporated in the text of the master’s thesis whenever possible. The minimum requirements for the master’s thesis proper are that it specifies the theoretical framework, research methods, material and its analysis, and has a list of references. It must comprise an independent, readable whole. Background material is evaluated together with the actual master’s thesis but is not made public. After the evaluation, the background material is archived and kept in a secure place at the appropriate department. Use of non-public background material must always be discussed in advance with the thesis supervisor. 2. 7. Further Details For information on layout and other technical details of mater’s thesis, see faculty’s general guidelines on writing theses. Further advice is given by the staff of the faculty and departments. 11 3. MASTER’S THESES IN FOREIGN LANGUAGES The student may write the master’s thesis also in languages other than Finnish or Swedish. For practical reasons, this language is usually English as the evaluators of the thesis have to master the language in order to be able to evaluate the academic quality of the thesis. Using a language other than Finnish or Swedish must always be discussed with the thesis supervisor in advance. International students are advised to consult the thesis supervisor and amanuensis about their thesis and maturity essay before they start preparing their master’s thesis. The student is personally responsible for expenses resulting from for example use of language consultant etc. Appendix 1 shows the names of the departments, subjects, study programmes and modules in Swedish, and English. 12 4. THE STRUCTURE OF THE MASTER’S THESIS Master’s thesis can be structured as follows: Title page Table of contents (Symbols and abbreviations) (Pictures) (Tables) Abstract Introduction Main body text (methods, discussion, results) Conclusions List of references Appendices Parts in parentheses are not compulsory. 4. 1. Title. The title of the master’s thesis should be short, clear and expressive of the content (field and orientation). The student may use a subtitle in order to add focus to the title. No abbreviations should be used in the title. 4. 2. Covers The master’s thesis must be bound in hard, dark blue covers (marble blue for licentiate theses for the Faculty of Technology), page size A4. It is advisable to reserve enough time for the printing process – at least a week. 13 Lettering on the front cover should appear in the colour Gold and font Palatino, Times New Roman or equivalent: MASTER’S THESIS or LICENTIATE THESIS. Centred, bottom margin 200mm (font size 34pt) Author’s name (bottom right corner with 30–35 mm margins from bottom and right, font size 20 pt) Lettering on the spine of the thesis should appear in the colour Gold and font as above: Author’s name (on the left of the spine with 40mm margin on left) Year of publication (on the right of the spine with 30mm margin on right) 4. 3. General notes on printing and editing The student should pay attention to the printing quality of the master’s thesis. The hard copy of the master’s thesis should be printed out with a laser printer or equivalent. When attaching images, tables or appendices, care should be taken so that the final thesis is free of smudges and extra marks. The thesis must be printed, single-sided, on standard A4 paper. 4. 4. Title page The title page must follow the format requirements (appendix 2). Title page must state the following: University of Vaasa, Faculty of Technology, study subject (in capital letters, bolded and centred) Author’s name (centred) Title of the thesis (in capital letters, bolded and centred) and possible subtitle (bolded and centred) Study subject and the type of thesis (right alignment). Possible study programme (right alignment) Place (in capital letters and bolded) and year (bolded) 14 Title page should not be numbered 4. 5. Abstract The master’s thesis must include a one-page abstract (in Finnish/Swedish and in English, international students only in English). The abstract page is numbered and bound after list of symbols and abbreviations or, in case there is no list of symbols and abbreviations, after table of contents, before introduction. When the thesis is left for inspection, the student must also submit one separate, unnumbered abstract page. The separate abstract must be submitted in the language in which the thesis is written, and it is needed as an enclosure of the acceptance decision. The abstract page must state the research problem, material, research methods and major results of the thesis. The abstract should be understandable without having to consult the thesis itself. In the abstract, the student should use established terminology. References or quotations are not to be used. The title of the master’s thesis on the abstract page must be identical with the title on the title page. See examples of abstract in Appendix 3. Fill out ALL parts of the abstract page and take into consideration the margins of the page. The student must give 1-5 keywords. The first keyword should state, as specifically as possible, the field of study. It is followed by the other keywords which further specify the subject of the thesis. You may discuss the keywords with the assistant or your supervisor, if necessary. Keywords can also be searched from the VESA subject thesaurus of the library of the University of Helsinki. 15 5. EDITING THE MASTER’S THESIS. The master’s thesis consists of an introduction, main body text (which may include several chapters), and a conclusions chapter. The specific content, approach and emphasis of the thesis are chosen by the student and revised according to the supervisor’s comments. There are many different ways to prepare a (good) master’s thesis on the same topic. The only general rule is that the first chapter of the thesis is an introduction and the last presents the conclusions. 5. 1. Introduction The introduction should capture the reader’s interest. It gives the background for the choice of topic and presents the goals of the thesis. It limits the topic and gives a general outline of the approach to the research problem. Furthermore, the introduction should place the thesis in context by referring to other previous or contemporary academic studies on the topic. It also outlines the content and structure of the thesis. In case the thesis is a part of a larger project, the introduction must clearly define the author’s contribution to the project. The introduction does not give any details of the theory, methods or results of the thesis. The length of a typical introduction is 2-3 pages. 5. 2. Theory and background information In the chapter after the introduction, the student should give the technical, theoretical and other background information needed in order to understand the solutions and methods used in the later chapters. The theory part should focus only on things that are relevant to the thesis. However, it should not waste time on things that are self-evident to the reader (in other words, there is no need for a textbook-type presentation of the 16 basics in the field). The student’s own new methods are not presented in this section but given later in the thesis. The ‘ideal reader’ for the thesis could be defined as a person who is a professional in the field but unfamiliar with the particular topic. Thus all terms and symbols are to be explained when they are introduced but not later in the work. If several theories are used, it is advisable to present them in separate chapters. In addition to theory, the background information may include for example a company’s old products, a system that is about to be replaced, important standards, internal policies of a company, and possible other parts of a project (in case the thesis forms part of a larger project). These elements are to be explained in as much detail as is relevant for understanding the solutions in and the overall significance of the thesis. Whether this should be placed in the theory part of the work is case-specific and depends on the amount of background information of the thesis. The background information could also be integrated in the general outline of the thesis or be given in a separate chapter or appendix. A more detailed structuring and titles of the chapters (including the main title) are planned and executed on the basis of the work itself. It is highly important that the theoretical part of the work is closely connected to the later description and analysis of the work. In some clearly constructive work, the theory part may be relatively short. The length, however, is not the mere objective, but emphasis should be put on the contents. 5. 3. Main subject of the thesis After theory and background information, the student should focus on the main subject of the thesis and apply the theory to a specific research problem. The structure, headings and analysis in this section depend on the subject and on the approach chosen by the 17  student (and approved by the supervisor). There is no one correct way to approach the main subject of the thesis. In case the thesis includes scientific data (such as measurements etc. ), the appropriate study or experiment must be explained in such detail that the reader can understand all steps of the process. Methods must be presented in a manner that enables replication. For example the mathematical leads of new findings must be presented in such detail that the reader does not have to make extensive calculations in order to follow the process. In case of generally known methods, a short description or reference is sufficient. Less known methods, especially those developed by the author of the thesis, are to be described in much deeper detail. There should always be a clear connection between the theory and the application sections of the thesis. 5. 4. Discussion and results The last section of the main body text (before conclusions) consists of a ‘Results’ chapter or of two separate chapters with headings ‘Discussion’ and ‘Results’. In ‘Discussions’, the student may make comparisons between theory and (for example) measurement results as well as suggest lines of further research or application. The ‘Results’ chapter should focus primarily on the final results of the study, what the student found out and how it relates to the literature. The results should also be placed in the context of the possible earlier studies on the topic. 5. 5. Conclusions Conclusions chapter briefly summarises the whole thesis from start to finish. Aspects of the work that were discussed in the introduction are revisited in the conclusions chapter in order to find out whether initial plans were followed and initial goals achieved. 18 At the end of the conclusions chapter, the student may discuss possible future research on the subject. If this requires more extensive discussion, it can be placed in a separate chapter at the end. The conclusions chapter should be no more than 3 pages long and should not introduce any new ideas or include references to source materials. 19 APPENDICES APPENDIX 1. Glossary Faculty, departments, study subjects, study programmes and orientations in Swedish and English Teknillinen tiedekunta Tekniska fakulteten Faculty of Technology Matemaattiset tieteet Institutionen for matematik och statistik Department of Mathematics and Statistics Sahko- ja energiatekniikka Institutionen for elektro- och energiteknik. Department of Electrical Engineering and Energy Technology Tieto- ja tietoliikennetekniikka Institutionen for datavetenskap Department of Computer Science Tuotantotalous Institutionen for produktion Department of Production Study subjects: Automaatiotekniikka energiatekniikka automationsteknik energiteknik automation technology energy technology 20 fysiikka fysik physics matematiikka materiaalitekniikka matematik materialteknik mathematics materials science sahkotekniikka talousmatematiikka elektroteknik ekonomisk matematik electrical engineering business mathematics tietoliikennetekniikka telekommunikationsteknik  telecommunications engineering tietotekniikka tilastotiede datavetenskap statistik computer science statistics tuotantotalous produktionsekonomi industrial management Study programmes and orientations: Teknisen viestinnan koulutusohjelma Utbildningsprogram for teknisk kommunikation Technical Communication Programme 21 Tietotekniikan koulutusohjelma ohjelmistotekniikka tietoliikennetekniikka Utbildningsprogrammet for datateknik programmeringsteknik telekommunikationsteknik Degree Programme in Information Technology Software Engineering Telecommunications Engineering Sahko- ja energiatekniikan koulutusohjelma  automaatiotekniikka sahkotekniikka Utbildningsprogrammet for elektro- och energiteknik automationsteknik elektroteknik Degree Programme in Electrical and Energy Engineering Automation Electrical Engineering 22 APPENDIX 2. Title page of a Master? Thesis (partly shortened in the example) UNIVERSITY OF VAASA FACULTY OF TECHNOLOGY SUBJECT (E. G. COMPUTER SCIENCE) Author’s name TOPIC OF THE THESIS Subtitle Master’s Thesis in e. g. Computer Science (Degree Programme) VAASA 20XX 23 APPENDIX 3. Abstract page of a Master? s Thesis UNIVERSITY OF VAASA Faculty of Technology Author: Topic of the Master’s Thesis: Instructor: Degree: First name Last name Name of the thesis (subtitle) First name Last name Master of Science in Economics and Business Administration Major subject: (e. g. Computer Science) Degree Programme: (only if Degree Programme in Multimedia systems and Technical Communication) Year of Entering the University: 20xx Year of Completing the Master’s Thesis: 20xx Pages: xxx ABSTRACT: KEYWORDS 24 APPENDIX 4. Assessment criteria for master’s theses and licentiate theses Grade Theoretical knowledge, literature and sources Strong theoretical knowledge; excellent use of source materials; criticism  of source materials is wellgrounded Research problem Original; shows familiarity with and understanding of the subject. Results are interesting. Strong theoretical knowledge; very good use of source materials; demonstrates the student’s familiarity with the subject 3. No significant flaws in dealing with the subject; study produces clear results Good theoretical knowledge; no significant flaws in use of source materials 2 Inconsistencies or clear mistakes; results are difficult to interpret Satisfactory theoretical knowledge; use of source materials is rather limited; flaws in criticism of source materials  Confusing and difficult to follow; several inconsistencies and mistakes; results are questionable Sufficient familiarity with the subject; theoretical knowledge is limited; number of source materials is limited (often mainly Finnish sources). 5 4 1 General Original; shows independent thinking; results are interesting and make a contribution to knowledge of the subject with which it deals Research method and empirical part Methodologically justified; empirically thorough and systematic Text, structure, language and layout Textually fluent and stylistically excellent; technical documentation is excellent; clear and logical  structure; layout is flawless Clear and well-grounded research problem; questions are well-formulated; good research strategy and approach Methodologically correct; empirically correct Textually fluent; Language and layout are flawless; very good technical documentation; clear and logical structure Good research problem; clearly formulated questions; fairly successful solution to research problem Not clearly formulated or bears some inconsistencies; goal not quite achieved No significant mistakes; empirical part prepared rather well Wrongly or confusingly formulated; academic approach is lacking; goals  not achieved Methodologically weak; serious empirical flaws Textually good; Good technical documentation; no serious weaknesses; very few mistakes; layout fairly flawless Textually rather clumsy; incomplete technical documentation; grammatical errors; some weaknesses in structure; layout problems Textually clumsy; technical documentation is weak and unpolished; grammatical errors; flawed structure; weak layout Interesting and welldefined research problem; challenging questions; mature research strategy and approach Clear methodological and empirical flaws. Thesis process Excellent thesis process;  the student is motivated; agreements were kept; the student took responsibility and shows outstanding ability for independent research Excellent thesis process; the student is motivated; agreements were kept; the student took responsibility and shows good ability for independent research Good thesis process; the student is mostly motivated; agreements were mostly kept Flawed thesis process; the student needed extra guidance; occasional lack of motivation and responsibility The student’s motivation is rather weak; the student needed extra guidance; lack of responsibility; the process was prolonged.

Static Code Analysis

Static Code Analysis Jim Kielt Table of Contents (Jump to) 1.0 Analysis 1.1 Cross-Site Scripting: 239 vulnerabilities detected. 1.2 File Manipulation: 9 vulnerabilities detected. 1.3 SQL Injection: 4 vulnerabilities detected. 2.0 Bibliography Table of Figures Figure 1 RIPS results output for bWAPP Figure 2 Line of code from xss_json.php vulnerable to Cross-Site Scripting detected by RIPS Figure 3 Returned message from xss_json.php Figure 4 Returned message from xss_json.php with a script being passed to the application. Figure 5 Returned message from secured xss_json.php with the script being passed to the application. Figure 6 Vulnerable to File Manipulation code detected by RIPS Figure 7 Link to uploaded file on unrestricted_file_upload.php showing path to uploads Figure 8 Attempted upload of a PDF file on unrestricted_file_upload.php Figure 9 Vulnerable to SQL Injection code detected by RIPS Figure 10 Message from SQL Injection on sqli_3.php 1.0 Analysis The open source project for analysis for source code vulnerabilities is The Buggy Web App or bWAPP. This application is deliberately insecure to help security experts and students of IT security learn about the vulnerabilities that exist on the Internet today, how they can be exploited and how they can then be secured. bWapp is a PHP application that makes use of a MySQL database. [1] To analyse the source code for vulnerabilities, a static source code analysis tool is required. RIPS is such a tool which is written in PHP and designed to find vulnerabilities in PHP applications. It transforms the PHP source code that it is analysing; into a programme model that can detect potentially vulnerable functions or sensitive sinks that could then be tainted by user input that causes vulnerabilities. [2] So a potentially vulnerable function in source code that uses a source containing user input creates a vulnerability. bWAPP is available as a virtual machine called buzz-box where it can run as a stand-alone web server on a lab/testing network. To analyse the buzz-box server, the RIPS application files need to be extracted to the buzz-box server’s document root i.e. /var/www/rips/. Then on the host machine’s browser, navigate to http://localhost/rips to bring up the main scanning page. The path to the file or directory and/or subdirectories to be scanned is entered along with some available options before the scan button is clicked. The available options for scanning are as follows: Verbosity level:1. User tainted 2. User, file and database tainted 3. User, file and database tainted secured 4. User, file and database untainted secured 5. Debug mode Vulnerability type: All or one of the following: Server-side all or one of the following: Code Execution, Command Injection, Header Injection, File Disclosure, File Inclusion, File Manipulation, LDAP Injection, SQL Injection, XPath Injection, and other. Client-side all or one of the following: Cross-Site Scripting and HTTP Response Splitting Unserialized / POP For the bWAPP analysys, /var/www/bWAPP was entered as the path with the subdirectories option checked. Verbosity level option 2 (User, file and database tainted) and vulnerability type option All was selected. After clicking the scan button, 198 files were scanned in the web directory and after just under a minute, the statistical output in figure 1 was generated. According to RIPS, the scanner works by tokenizing and parsing all of the PHP source code in the file or directory structure and tranforms the code into a program model which detects sensitive sinks that can be tainted by user input, the source throughout execution of the program. At a glimpse it can be seen that Cross-Site Scripting has been heavely detected along with some of the other top vulnerablilties found in web apps today. Of the 198 files scanned, 4251 sensitive sinks (vulnerable functions) were found of which 293 could be tainted by user input and therefore considered vulnerabilities. The three chosen vulnerabilites for futher analysis are as follows: 1.1 Cross-Site Scripting:239 vulnerabilities detected. Cross-site scripting (XSS) is an injection attack where malicious scripts can be passed through user input on to the web application to create undesired effects and generally performed through a client browser. An attacker can use his browser to use XSS to execute a malicious script to another browser user visiting the same page and have the script display unintended information or perform an unintended action. Because the user’s browser has no way to know if the script should be trusted or not, it has no option but to execture the script. The script or tainted data becomes embedded into the HTML output by the application and rendered by the users browser which can lead to website defacement, phishing or cookie stealing and session hijacking.[3] A potentially vulnerable function like echo() which prints data to the screen that uses a source like $_GET containing user input can create Cross-Site Scripting vulnerability, e.g: $title = $_GET[title]; echo ($title]); The above code would display whatever the user enters and could therefore be exploited. To demonstrate the Cross-Site Scripting vulnerability in bWAPP, the focus is on the bWAPP/xss_json.php file/page. Figure 2 shows the code snipit where user input was found and marked by the scanner (white dots) as a potential entry point for exploitation. Line 34 of the program places unchecked user input straight into a function which causes the vulnerablility. Figure 2 Line of code from xss_json.php vulnerable to Cross-Site Scripting detected by RIPS This page was opened in a browser and was titled ‘XSS-Reflected(JSON)’, displaying one textfield and a search button looking for the name of a movie to be entered. To test how this page works, ‘Spiderman’ was entered using the ‘Marvel’ hint ans submitted. The resulting message appeared below the textfield based on the input (see figure 3). Figure 3 Returned message from xss_json.php So the user input was displayed back in the output message which could mean that the input was probably unchecked. To test how the texfield responded to a simple script to display cookie information in an alert box, the following was entered and submitted: alert(document.cookie) The message this time did not display the entered script statement but instead tried to execute the script and displayed lines of the code from the page (see figure 4): Figure 4 Returned message from xss_json.php with a script being passed to the application. This message reveals information about the application that should never be dispayed and raises a security concern. A hacker could learn further how to exploit the application using this information. Mitigation: We should never trust user data entered into an aplication which needs to be screened for the likes of scripting code. All entered data should be encoded before being embedded into the output. HTML encoding converts untrusted user input into a safe format that can be used as output instead of executing as code in the browser e.g Converts ‘’ to ‘amp’. For PHP applications, HTML entity encoding is done via the htmlspecialchars() function which convert all special characters to HTML entities.[4] To encode any double or single quotation marks that could be interpreted by the application as code, the ENT_QUOTES parameter is used to prevent any injections and defining the correct charset prevents any special characters being used in the input e.g UTF-8 ASCII compatible multi-byte 8-bit Unicode. Line 34 shows the vulnerable code which was updated to incorporate the mitigation to make it secure. Vulnerable code: $title = $_GET[title]; Secure code: $title = htmlspecialchars ($_GET[title], ENT_QUOTES, utf-8); Once the code was secured, the same script code was entered and submitted and this time, the message showed the script statement in the message but this time treated it as a string and did not attempt to execute it (see figure 5): Figure 5 Returned message from secured xss_json.php with the script being passed to the application. 1.2 File Manipulation:9 vulnerabilities detected. File Manipulation can occur with Full Path Disclosure vulnerabilities where an attacker can see the path of a file in the url of a webapp, e.g. /var/www/htdocs/file. This gives the attacker a partial knowldege of how the application is structured or how the underlying operating system is arranged in order to mount different kinds of attacks. [5] Knowing the location of a particular file, the attacker could access and manipulate it by adding malicious code to compromise the webapp server or even upload an attack tool to that location. A potentially vulnerable function like move_uploaded_file() that uses a source like $_FILES directly from user input (upload) can create File Manipulation, e.g. move_uploaded_file($_FILES[file][tmp_name], images/ . $_FILES[file][name]); To demonstrate File Manipulation in bWAPP, the bWAPP/unrestricted_file_upload.php page was examined. Figure 6 shows the vulnerable code where unchecked user input (the selected file for upload) is used by the application. Figure 6 Vulnerable to File Manipulation code detected by RIPS When the page was opened in the broswer, a ‘Browse’ and ‘Upload’ button were displayed where an image file could be uploaded to the server. A test image file was uploaded and the resulting message returned the link to where the file is stored on the server. The link was followed to a directory called ‘images’in the bWAPP directory. Navigating to the images directory brought up a list of all files in the that directory (see figure 7). A PDF file was then selected and successfully uploaded so no file type check was in place. Effectively these files could be manipulated as described above or malicious files uploaded and executed like a webscript that take control of the server. Figure 7 Link to uploaded file on unrestricted_file_upload.php showing path to uploads Mitigation: Sensitive information like file locations should not be visable to the user and any path or file names displayed should be encoded to prevent leakage of this information. This could be achieved by changing the path and filename to a format that the server understands like a hashing function. The move_uploaded_file function should have the file checked that the files being uploaded are image files before being uploaded to the ‘images’ directory. Line 34 shows the vulnerable code which uploads any file to the ‘images’ directly without being firstly checked. The preg_match() function can be used to check for particular file extensions, in this case images file types, in a new $filename variable. [6] A file check statement was added to the vulnerable code that checks for the file type and will now only execute the original code as long as the file has the correct extension using an if statement. Line 166 uses the $file_error variable to determine if the upload is successful or not which determines the output, so $file_error is firslty set to an unsuccessful attempt message by default which is cleared if the correct file extension executes. Vulnerable code: move_uploaded_file($_FILES[file][tmp_name], images/ . $_FILES[file][name]); Secure code: $filename = $_FILES[file][name]; $file_error = Not an image file, try again; if(preg_match(/.(gif|png|jpg)$/, $filename)) { move_uploaded_file($_FILES[file][tmp_name], images/ . $_FILES[file][name]); $file_error = ; } Once the code was secure, another PDF file was browsed to and the ‘Upload’ button clicked and this time because the file is now firstly checked for file type and because pdf in not in the array of allowable files, the upload function does not execute (see figure 8): Figure 8 Attempted upload of a PDF file on unrestricted_file_upload.php 1.3 SQL Injection:4 vulnerabilities detected. SQL Injection attacks happen when SQL queries are successfully injected through user input data into the application that can reveal information about the database to allow for further attacks where the database can be modified by the insertion, updating and deletion of data. [7] The user input is crafted in such a way that it is interpreted by the application as SQL commands allowing the attacker contol over the database in even the operating system itself. A potentially vulnerable function like mysql_query() that uses a source like $_POST containing user input can create SQL Injection e.g $login = $_POST[login]; $password = $_POST[password]; $sql = SELECT * FROM heroes WHERE login = . $login . AND password = . $password . ; $recordset = mysql_query($sql, $link); To demonstrate the SQL Injection in bWAPP, the bWAPP/ sqli_3.php page was examined. Figure 9 shows the vulnerable code where unchecked user input is used by the application. Figure 9 Vulnerable to SQL Injection code detected by RIPS When this webpage is loaded, it shows a login screen for ‘superhero’ credentials requesting a login and password. A basic test for web applications for SQL Injection is the entering of the following command in place for the username and/or password: or 1=1 The single quote is interpreted by the web application as a special character in SQL which allows for the additional condition to the SQL command 1=1 which is of course always true and the double hyphen is intrepreted by the web application as a comment which closes off the query. When the or 1=1 statement is entered into the login and password fields, a welcome note is displayed (see figure 10): Figure 10 Message from SQL Injection on sqli_3.php This shows that this web page is vulnerable to SQL Injection attacks which uses unchecked user input directly by the application which could be exploited in compromising the server. Mitigation: The most successful defence against SQL injections is to never use user input directly in the application and to use parameterized queries (prepared statements) instead — which is supported by most languages — and to avoid using dynamic SQL queries or SQL queries with string concatenation. For PHP the mysql_real_escape_string() function can be used to escape special characters in a string for use in an SQL statement. Lines 137 and 137 of the code takes in the user inputs which are executed in the SQL statement in line 140 which is the vulnerable code really is. By implementing the mysql_real_escape_string() function into the code it will escape any special characters. [8] Vulnerable code: $sql = SELECT * FROM heroes WHERE login = . $login . AND password = . $password . ; Secure code: $sql = SELECT * FROM heroes WHERE login = . mysql_real_escape_string($login) . AND password = . mysql_real_escape_string($password) . ; Once the code was secured, the or 1=1 statement was entered again into the login and password fields and this time instead of getting the previous message as above, the invalid message displayed (see figure 11) Figure 11 Message after attempted SQL injection on secured sqli_3.php 2.0 Bibliography [1] itsecgames. 2015. itsecgames. [ONLINE] Available at: http://www.itsecgames.com/. [Accessed 19 February 2015]. [2] RIPS free PHP security scanner using static code analysis. 2015. RIPS free PHP security scanner using static code analysis. [ONLINE] Available at: http://rips-scanner.sourceforge.net/. [Accessed 19 February 2015]. [3] Cross-site Scripting (XSS) OWASP. 2015. Cross-site Scripting (XSS) OWASP. [ONLINE] Available at: https://www.owasp.org/index.php/XSS. [Accessed 19 February 2015]. [4] PHP: htmlspecialchars Manual . 2015. PHP: htmlspecialchars Manual . [ONLINE] Available at: http://php.net/manual/en/function.htmlspecialchars.php. [Accessed 25 February 2015]. [5] Full Path Disclosure OWASP. 2015. Full Path Disclosure OWASP. [ONLINE] Available at: https://www.owasp.org/index.php/Full_Path_Disclosure. [Accessed 02 March 2015]. [6] PHP: preg_match Manual . 2015. PHP: preg_match Manual . [ONLINE] Available at: http://php.net/manual/en/function.preg-match.php. [Accessed 25 February 2015]. [7] SQL Injection OWASP. 2015. SQL Injection OWASP. [ONLINE] Available at: https://www.owasp.org/index.php/SQL_Injection. [Accessed 19 February 2015]. [8] PHP: mysql_real_escape_string Manual . 2015. PHP: mysql_real_escape_string Manual . [ONLINE] Available at: http://php.net/manual/en/function.mysql-real-escape-string.php. [Accessed 25 March 2015].