[Year 12 IPM] Exam Post Mortem now online

[Mark Kelly]

Hi Luke

The question is ambiguous and vague though ... what does "features" 
really refer to, I wonder.  Features of WHAT?

When it said "features that improve password security" I read the 
question as "keeping passwords secret"

But I guess you can read it as "What is there in a password system that 
improves security of the system?" (e.g. encryption, aging of passwords, 
mandatory minimum lengths, prevention of the reuse of old passwords etc)

Any password system worth its salt encrypts passwords; only amateur 
efforts ever store passwords as clear text.

If memory serves me correctly (o dear - I'm having an 'Iron Chef' 
moment) 'real' password systems never actually *decrypt* any passwords. 
  When a user first enters a password, it is encrypted and saved.  Later 
when they log in, the plain text password is encrypted (I think it 
happens on the workstation so no password is transmitted in a readable 
form) and the NOS compares the encrypted entry against the encrypted 
(stored) password.  If they match, the user is authenticated.

Luke wrote:
> Seciton B Qu1 - I dont see encryption on the list?
> 
> Luke Monty
> IPM teacher
> Mooroolbark College
> 
> "Keith Richardson" <keithcr at fastmail.fm> wrote in message 
> news:mailman.1677.1131842067.3349.ipm at edulists.com.au...
> 
>>Thank you Roland for your dose of reality.
>>This begs the question "Why do this at all?" (i.e. assess).
>>The answer of course is that we must assess, but what we can decide is
>>WHERE to place OUR priorities.
>>At the end of the day we must be able to look in the mirror and say with
>>total honesty "Today I made a difference for my students that matters."
>>The question then morphs to "WHAT matters?"
>>And now we are really mining into the good stuff, the worthwhile stuff,
>>the stuff that it is important to think about, to crystal ball about,
>>and to think widely and long-range about.
>>I am never satisfied that I have found the right answer, but to be
>>eternally on the trail towards it is good enough for me.
>>To watch the light in their eyes flash with understanding or excitement
>>is the canary-in-the-cage that says "We are on the right track, here.".
>>And so we stumble on, but with hope and a smile, sharing in their
>>growth.
>>Ciao to all, Keith
>>
>>
>>
>>On Sun, 13 Nov 2005 00:12:54 +1100, "Roland Gesthuizen"
>><rge at westallsc.vic.edu.au> said:
>>
>>>Good and timely debate. Did you know that QLD doesn't have any
>>>state-wide examinations for senior students? Their system of eduction is
>>>still able to select  and qualify students for tertiary studies. They
>>>also have passionate equivalents to Keith and Kevork that make a
>>>splendid use of technology to engage Info Tech teachers. :-)
>>>
>>>In Victoria, we a reasonable hybrid mix of internal and external
>>>assessment and I can be honest about the failings of each and the deeper
>>>struggle with my subject that seems to struggle to keep up with change,
>>>defining and refocusing its goals. Given their resourcing, VCAA is made
>>>up of professionals like us and do a great job of gathering ideas,
>>>views. developing resources and assessment tools.
>>>
>>>Better measuring? Perhaps the scientist in me says that they should sit
>>>at least three tests so we have an average and standard deviation.
>>>Trouble is that if we have more than one test then we will have to face
>>>a deeper reality and admit a degree of uncertainty in any assessment
>>>tool. We are talking about measuring people with all their moods,
>>>blended emotions and environmental distractions.
>>>
>>>Over past decade I have observed -
>>>    bleary eyed students who arrive late after another evening family
>>>    flight
>>>    students with no home computer who we slip into the teachers
>>>computer room after hours
>>>    a homeless student who remarked that he studied at home under the
>>>light of a car battery
>>>
>>>During the examination process I have seen -
>>>    competent ESL students struggle with the glossary then stumble badly
>>>over words like 'robust' in the examination
>>>    a frustrated student with who gave up and ran out of the examination
>>>after only 10 min
>>>    a student who didn't turn up, instead going to work because his boss
>>>said 'school is a *&^%$* waste of time'
>>>    students entering the room upset and visibly distracted when a
>>>fellow student was killed
>>>    students hungry and thirsty during the afternoon examination whilst
>>>willingly fasting for their religion
>>>
>>>We cannot demand greater rigour in the examination process when we are
>>>dealing with the vague elements that are the essence of our humanity. My
>>>students have stood up against the odds, some have held their ground,
>>>some have fallen. I celebrate their victories and console their losses.
>>>
>>>Regards Roland
>>>
>>>
>>>>-----Original Message-----
>>>>On Behalf Of Mark Kelly
>>>>Sent: Thursday, 10 November 2005 12:52
>>>>To: Year 12 Information Technology Processing and Management 
>>>>Teachers'Mailing List
>>>>Subject: [Year 12 IPM] Exam Post Mortem now online
>>>>
>>>>My annual whinge is now online at
>>>>http://www.mckinnonsc.vic.edu.au/la/it/ipmnotes/exam/2005exam/index.htm
>>>>
>>>>Feel free to carp, bicker and protest.
>>>>
>>>
>>>-- 
>>>Roland Gesthuizen - eLearning Coordinator - Westall Secondary College
>>>http://www.westallsc.vic.edu.au
>>>
>>
>>Keith Richardson
>>IPM List Moderator
>>Head of ICT, Leibler Yavneh College
>>Elsternwick
>>Ph: 03.9528.4911
>>k.richardson at yavneh.vic.edu.au
>>
> 
> 


-- 
Mark Kelly
Manager - Information Systems
McKinnon Secondary College
McKinnon Rd McKinnon 3204, Victoria Australia
Phone +613 95780844  Fax +613 95789253
http://www.mckinnonsc.vic.edu.au
IPM Lecture notes: http://vceit.com
Moderator: IPM Mailing List

Gosh you’re cute. Wanna buy a monkey?