Timely detection and mitigation of IoT-based cyberattacks in the smart grid

The ongoing changes, updates, and upgrades of the Smart Grid infrastructure open up new cybersecurity challenges whose successful and satisfactory handling is a vital necessity for a viable future of these initiatives. The characteristic of the Smart Grid that leads to physical damage and cascading power failures amplifies the severity of security breaches. A set of recent successful Distributed Denial-of-Service (DDoS) attacks on the Internet, facilitated by the proliferation of the Internet-of-Things (IoT) powered botnets, shows that the Smart Grid may become the target and likely victim of such an attack, potentially leaving catastrophic outage of power service to millions of people. In this paper, under a hierarchical data collection infrastructure we propose a general and scalable mitigation approach, called Minimally Invasive Attack Mitigation via Detection Isolation and Localization (MIAMI-DIL), based on an online and nonparametric anomaly detection algorithm which is scalable and capable of timely detection. We provide a proof-of-concept by means of simulations to show the efficacy and scalability of the proposed approach.     

Faculty Engagement in University–Industry Linkages in Turkey and the United States: National Technocenters versus Ecosystems of Knowledge

Higher Education - Most of the literature on innovation has focused on high-income nations with strong neoliberal economies, in which faculty become actors immersed in global markets and ecosystems...     

Comparative analysis of students and faculty level of awareness and knowledge of digital citizenship practices in a distance learning environment: case study

Education and Information Technologies - The COVID-19 pandemic increase the use of distance learning while studies have shown that there is insufficient digital knowledge among students in distance...     

Early cognitive and home environmental predictors of reading fluency and reading comprehension in Turkish-speaking children

In this study, we aimed to determine the early cognitive and home environmental predictors of reading in Turkish-speaking children. A total of 362 children participated in the study. We monitored the children for 3 years and assessed the home environmental variables and cognitive skills in kindergarten, reading fluency at the end of the first grade, and reading comprehension at the end of the second grade. We found that home literacy environment and socioeconomic status predicted early literacy skills in kindergarten as they also predicted reading fluency and reading comprehension through early literacy in later years. In addition, we found that phonological awareness, letter knowledge, and rapid naming predicted reading fluency, while language and verbal working memory predicted reading comprehension. The results of the study showed us that it is important to consider reading and reading comprehension in Turkish-speaking children holistically, together with cognitive skills and home environmental variables.     

Implications of distance education on children with disabilities

Once the COVID-19 was announced as a pandemic by the World Health Organization at the beginning of 2020, almost all countries around the world shifted from traditional face to face education to distance education to prevent the spread of the virus. Türkiye implemented distance education practices through a web-based platform named education information network (EBA) and EBA TV channels. However, the rapid shift from traditional face to face education to distance education was challenging especially for students with disabilities, their parents and teachers because these students needed individualised education and some services which were impossible to implement remotely. The purpose of this study was to explore (a) the challenges that teachers and students faced during distance education; (b) the implications of distance education on students with disabilities. Further, this study explored opinions of special education teachers regarding how to make distance education more effective for students with disabilities. A semi-structured interview was conducted with 12 special education teachers. Findings demonstrated that distance education through EBA was neither sufficient nor convenient for most students with disabilities. Limitations of this study and suggestions for future research were discussed.     

Pre-service teachers' reasons for choosing teaching as a career in Singapore

As the national teacher education institute in Singapore, the National Institute of Education (NIE) prepares all teachers seeking to be employed within the education service in Singapore. In the last decade, NIE's enrolment for initial teacher preparation programmes has grown significantly, with peaks in numbers during the recession years. There is also some evidence of attrition when beginning teachers complete their 3-year bond with the Ministry of Education, which sponsors their teacher education programme. It is thus important to determine empirically the reasons why pre-service teachers join the teaching profession, to see whether this can inform us about measures that can be taken to ensure they stay on in the profession. As part of a longitudinal study on beginning teachers' attitudes towards teaching and professional development, a research survey, the first of three data collections, was administered to whole cohorts of pre-service teachers entering NIE's three main teacher preparation programmes in July 2004. This paper presents the survey findings on pre-service teachers' reasons for choosing teaching as a career and discusses the differences between cohorts of different programmes. The implications of the study are discussed in terms of informing future policy and practice in the areas of teacher recruitment, retention and professional development.     

Student teachers’ views of practicums (teacher training placements) in Turkish and English contexts: a comparative study

How student teachers experience their transformation into serving teachers in the liminal social spaces of the school-based practicum (teaching practice) is of key importance to them, their future students and their educators. The practicum is a challenging experience for student teachers, even with help from university and school-based mentors, as their knowledge of practice, power and culture in schools lacks sophistication. The practicum, an under-researched but important aspect of education, was investigated by this study by asking 480 student teachers in three universities in Turkey and England in 2010–2011 about how well their universities prepared them for the practicum, what made practicums successful and how practicums fostered their professional development. Participants generally thought the practicum helped them to develop skills in student and classroom management, in meeting students’ diverse learning needs, in recognising multiple students’ perspectives and in grounding their understanding of what it meant to be a teacher ‘for real’.