Picture of server farm and IT infrastructure

Where technology & law meet: Open Access research on data security & its regulation ...

Strathprints makes available Open Access scholarly outputs exploring both the technical aspects of computer security, but also the regulation of existing or emerging technologies. A research specialism of the Department of Computer & Information Sciences (CIS) is computer security. Researchers explore issues surrounding web intrusion detection techniques, malware characteristics, textual steganography and trusted systems. Digital forensics and cyber crime are also a focus.

Meanwhile, the School of Law and its Centre for Internet Law & Policy undertake studies on Internet governance. An important component of this work is consideration of privacy and data protection questions and the increasing focus on cybercrime and 'cyberterrorism'.

Explore the Open Access research by CIS on computer security or the School of Law's work on law, technology and regulation. Or explore all of Strathclyde's Open Access research...

Portfolios and practice-based learning : a student perspective

Heron, Gavin and Lerpiniere, Jennifer Anne and Church, Stephanie (2010) Portfolios and practice-based learning : a student perspective. The Journal of Practice Teaching in Health and Social Work, 10 (1). pp. 5-26. ISSN 1460-6690

Full text not available in this repository. Request a copy from the Strathclyde author

Abstract

Whilst the practice placement is widely regarded as an integral component of social work qualifying courses there is less agreement about the most effective way of assessing student learning during this period on the course. This study explored students’ perceptions of a portfolio that was linked to the practice placement. The findings suggest the portfolio contributes positively to the learning process; however, this may be determined more by the separate parts of work than the compilation of an integrated or ‘holistic’ portfolio. If the portfolio is to be an effective assessment tool, it needs to complement fully students’ experience on placement rather than detract attention from it. Improvements in design will have to be mirrored by effective communication between tutors and practice teachers if the portfolio is to maximise practice learning.