Alex Alexandrou – författare

Cybercrime and Information Technology: Theory and Practice—The Computer Network Infostructure and Computer Security, Cybersecurity Laws, Internet of Things (IoT), and Mobile Devices is an introductory text addressing current technology, trends, and security issues.

While many books on the market cover investigations, forensic recovery, and presentation of evidence, and others explain computer and network security, this book explores both, explaining the essential principles governing computers, wireless and mobile devices, the Internet of Things, cloud systems, and their significant vulnerabilities. Only with this knowledge can students truly appreciate the security challenges and opportunities for cybercrime that cannot be uncovered, investigated, and adjudicated unless they are understood.

The legal portion of the book is an overview of the legal system in the United States, including cyberlaw standards, and regulations affecting cybercrime. This section includes cases in progress that are shaping and developing legal precedents. As is often the case, new technologies require new statues and regulations—something the law is often slow to move on given the current speed in which technology advances.

Key Features:

Cybercrime and Information Technology is a welcome addition to the literature, particularly for those professors seeking a more hands-on, forward-looking approach to technology and trends. Coverage is applicable to all forensic science courses in computer science and forensic programs, particularly those housed in criminal justice departments emphasizing digital evidence and investigation processes. The textbook is appropriate for courses in the Computer Forensics and Criminal Justice curriculum, and is relevant to those studying Security Administration, Public Administrations, Police Studies, Business Administration, Computer Science, and Information Systems.

A Test Bank and chapter PowerPoint slides are available to qualified professors for use in classroom instruction.

Cybercrime and Information Technology: Theory and Practice—The Computer Network Infostructure and Computer Security, Cybersecurity Laws, Internet of Things (IoT), and Mobile Devices is an introductory text addressing current technology, trends, and security issues.

While many books on the market cover investigations, forensic recovery, and presentation of evidence, and others explain computer and network security, this book explores both, explaining the essential principles governing computers, wireless and mobile devices, the Internet of Things, cloud systems, and their significant vulnerabilities. Only with this knowledge can students truly appreciate the security challenges and opportunities for cybercrime that cannot be uncovered, investigated, and adjudicated unless they are understood.

The legal portion of the book is an overview of the legal system in the United States, including cyberlaw standards, and regulations affecting cybercrime. This section includes cases in progress that are shaping and developing legal precedents. As is often the case, new technologies require new statues and regulations—something the law is often slow to move on given the current speed in which technology advances.

Key Features:

Cybercrime and Information Technology is a welcome addition to the literature, particularly for those professors seeking a more hands-on, forward-looking approach to technology and trends. Coverage is applicable to all forensic science courses in computer science and forensic programs, particularly those housed in criminal justice departments emphasizing digital evidence and investigation processes. The textbook is appropriate for courses in the Computer Forensics and Criminal Justice curriculum, and is relevant to those studying Security Administration, Public Administrations, Police Studies, Business Administration, Computer Science, and Information Systems.

A Test Bank and chapter PowerPoint slides are available to qualified professors for use in classroom instruction.

Interest in and knowledge of leadership and learning, separately and together, is an international and continuing phenomenon. This book adds to a somewhat under-researched aspect of the field. It focuses both on a particular form of leadership – teacher leadership, and on a particular form of learning – professional development. It considers the connection between teacher leadership and professional development and the first chapter relates this connection to a ‘Leadership for Learning’ conceptual framework, developed through an international, three-year project.

The book’s chapters explore teacher leadership and professional development from a number of perspectives, giving rise to three points of particular significance. Firstly the chapters show that, either by accident or design, there is a growing cadre of teacher leaders emerging from a multitude of professional development activities and initiatives. Secondly, a number of new conceptual frameworks are put forward, alongside the adaption and development of extant ones that add to the ever-increasing theorisation of educational leadership and professional development literature. Thirdly, the chapters provide evidence of the connections between leadership and learning as conceptualised in the ‘Leadership for Learning’ framework.

This book was originally published as a special issue of Professional Development in Education.

Interest in and knowledge of leadership and learning, separately and together, is an international and continuing phenomenon. This book adds to a somewhat under-researched aspect of the field. It focuses both on a particular form of leadership – teacher leadership, and on a particular form of learning – professional development. It considers the connection between teacher leadership and professional development and the first chapter relates this connection to a ‘Leadership for Learning’ conceptual framework, developed through an international, three-year project.

The book’s chapters explore teacher leadership and professional development from a number of perspectives, giving rise to three points of particular significance. Firstly the chapters show that, either by accident or design, there is a growing cadre of teacher leaders emerging from a multitude of professional development activities and initiatives. Secondly, a number of new conceptual frameworks are put forward, alongside the adaption and development of extant ones that add to the ever-increasing theorisation of educational leadership and professional development literature. Thirdly, the chapters provide evidence of the connections between leadership and learning as conceptualised in the ‘Leadership for Learning’ framework.

This book was originally published as a special issue of Professional Development in Education.

Trade unions have historically been involved in education and training in the workplace. This activity has gained greater credence and importance in the United Kingdom, New Zealand and Denmark due to the recent emergence of union learning representatives (ULRs) and Educational Ambassadors, who are a new category of trained, accredited and unpaid lay representatives based in the workplace. Their key role is to give advice and guidance to colleagues in relation to professional development, learning and training opportunities available.

These representatives work in partnership with other stakeholders, namely employers and education providers to ensure that individuals can attend educational and training courses that will help them from both a personal and work perspective. There are now 22,000 ULRs in the UK alone and they are playing a significant part in pushing the present Labour administration’s drive to expand and improve lifelong learning to create a learning society that benefits individuals, organisations and ultimately the nation and its economy. They have rewritten the rules of the workplace by helping to replace distrust and adversarial relations with partnership working based on mutual respect and trust.

This book was published as a special issue of the Journal of In-Service Education.

Trade unions have historically been involved in education and training in the workplace. This activity has gained greater credence and importance in the United Kingdom, New Zealand and Denmark due to the recent emergence of union learning representatives (ULRs) and Educational Ambassadors, who are a new category of trained, accredited and unpaid lay representatives based in the workplace. Their key role is to give advice and guidance to colleagues in relation to professional development, learning and training opportunities available.

These representatives work in partnership with other stakeholders, namely employers and education providers to ensure that individuals can attend educational and training courses that will help them from both a personal and work perspective. There are now 22,000 ULRs in the UK alone and they are playing a significant part in pushing the present Labour administration’s drive to expand and improve lifelong learning to create a learning society that benefits individuals, organisations and ultimately the nation and its economy. They have rewritten the rules of the workplace by helping to replace distrust and adversarial relations with partnership working based on mutual respect and trust.

This book was published as a special issue of the Journal of In-Service Education.