Dealing with the Intangible: Using the Analytical Lens of Hidden Curricula for a Transformative Paradigm of Sustainable Higher Education

There is a broad consensus that universities have the potential to act as drivers of education for sustainable development (ESD) and constitute fundamental vehicles to explore, test, develop and communicate conditions for necessary socio-ecological transformations. This goes hand in hand with stronger acknowledgment of the societal role of universities and the related need for a new transformative paradigm of sustainable higher education. Before such a paradigm can be established, before higher education can be transformative, universities themselves must be transformed. Despite various pioneer projects and frontrunners of sustainable universities, real transformations are still rare though.

Vulnerability Analysis of Network Scanning on SCADA Systems

Supervisory Control and Data Acquisition (SCADA) systems and Industrial Control Systems (ICSs) have controlled the regulation and management of Critical National Infrastructure environments for decades. With the demand for remote facilities to be controlled and monitored, industries have continued to adopt Internet technology into their ICS and SCADA systems so that their enterprise can span across international borders in order to meet the demand of modern living. Although this is a necessity, it could prove to be potentially dangerous. The devices that make up ICS and SCADA systems have bespoke purposes and are often inherently vulnerable and difficult to merge with newer technologies. The focus of this article is to explore, test, and critically analyse the use of network scanning tools against bespoke SCADA equipment in order to identify the issues with conducting asset discovery or service detection on SCADA systems with the same tools used on conventional IP networks. The observations and results of the experiments conducted are helpful in evaluating their feasibility and whether they have a negative impact on how they operate. This in turn helps deduce whether network scanners open a new set of vulnerabilities unique to SCADA systems.

Public Space/Private Discourse

The chapter argues that the notions of public and private, while mapped onto exterior and interior spaces respectively—the street and public institutions vs. the home—are uncontainable within supposedly set parameters. The permeability of the barriers between exterior and interior means that private and public become enmeshed as both positive and negative, sometimes simultaneously. Using Habermas’s concept of private and public spaces, the chapter analyzes the countryside, small villages, and cities represented in, respectively, María by Jorge Isaacs, Aves sin nido by Clorinda Matto de Turner, Martín Rivas by Alberto Blest Gana, and La mestiza by Eligio Ancona and discusses how these authors explore, test, and question the ways in which social norms are mapped onto physical and psychic spaces. As these representations enforce or subvert particular behavioral codes, they also draw attention to the constructed nature of the ways in which human beings possess and use the spaces around them. These novels perpetuate the separation of public and private spaces and the fixed gender roles assigned to each space to encourage the incipient bourgeoisie and its accompanying middle-class ideals. The insistent linkage of gender identity and space results in restrictions on women’s mobility, literal and metaphorical.

Effect of Pullout Lessons on the Academic Achievement of Eighth-Grade Band Students

This study examined the effect of pullout instrumental lessons on the academic achievement of eighth-grade band students. Participants ( N = 353) included 292 nonband students and 61 band students pulled once per week for music lessons in a single suburban K–8 school district in Midwestern United States. Data indicated that eighth-grade band students achieved significantly higher mean scores on the ACT Explore test than students who dropped band prior to eighth grade ( n = 58) or never enrolled in the program ( n = 234). In addition, no significant differences existed between all band students and the highest achieving nonband students, or between students who discontinued band after at least 1 year and those who never enrolled. Although band students in this study tended to be more academically successful than nonband students at the outset, these results support the assertion that pullout lessons had no negative effect on academic achievement, regardless of the number of years students participated in the program.