Strengthening the Weakest Link in Digital Protection
IEEE Security and Privacy
Laboratory experiments for network security instruction
Journal on Educational Resources in Computing (JERIC)
Hands-on lab exercises implementation of DoS and MiM attacks using ARP cache poisoning
Proceedings of the 2011 Information Security Curriculum Development Conference
A method for incorporating usable security into computer security courses
Proceeding of the 44th ACM technical symposium on Computer science education
Switch's CAM table poisoning attack: hands-on lab exercises for network security education
ACE '12 Proceedings of the Fourteenth Australasian Computing Education Conference - Volume 123
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Security knowledge in all fields has historically been a double-edged sword. The information that makes it possible to protect a system, an activity, or a person, is also the information that can be used to harm that system, chat activity, that person. How knowledge is used, and the opinions of who ever is judging that use, makes the difference. The debate regarding appropriate teaching philosophies for security educators is a longstanding one, with modern battle lines drawn primarily around two philosophies efense assurance and attack understanding. Most educators fall somewhere in between these perspectives.