Documents and source codes is the core assets in an enterprise. For preventing the dates to be leaked, some enterprises don't allow them to be transmitted or copied. This results in the rigid workflows. Others just adopt the software. This results in the compromise of the files. In this paper, a system is proposed based on access control, encryption and digital watermark. The system can prevent the leakage of files in intranets, and avoid rigid workflows. In the system, two digital watermarks are embedded in a file. The first watermark prevents the file to be tampered. The second watermark denotes the security level of the file. Only the file that is embedded second watermark can be transmitted or copied. The file which first watermark is embedded in, is encrypted before the second watermark is embedded. Thus only the authorized users can decrypt the file and read it.
In the information age, technology has changed people's lives as well as working and learning styles. The teaching competency of vocational teachers’ is facing new challenges. Based on the modernization of vocational education, "Internet + Vocational Education", and "reform of teachers, teaching materials and teaching methods", the study intends to enrich the research on vocational teachers’ teaching competency theoretically by establishing the framework, criteria and assessing instrument. In practice, the study aims to provide benchmarks and tools for the diagnosis and assessment of vocational teachers’ teaching competency. Furthermore, the study wishes to provide guidelines for vocational teachers' professional development and improve the quality of the ICT teaching practice.
Echoing research interests in recent concepts and models of TVET teachers’ teaching competency, it is clear that the focus of existing scales needs to be updated. The paper summarizes six aspects of TVET teachers’ competency in the information age and develops the corresponding scale using 88 items. The data from 461 TVET teachers confirm the reliability and validity of the scale, which serves as a measuring instrument the teaching competency of TVET teachers in the information age. The paper collects answers from 815 TVET teachers, who are clustered into six types by k-means clustering, each representing shared characteristics of a group of TVET teachers. The paper develops a feasible method to classify TVET teachers according to the characteristics of their teaching ability in six aspects, which can provide valuable clues for the designing of tailored teacher training programs and teacher development strategies for vocational education teachers in the information age.
The digital transformation of the working world has been bringing profound impacts on German vocational education and training (VET). This study analyzes the challenges that German VET is experiencing in the context of digitalization as well as the strategies to overcome these challenges. Based on the concept of sustainable cooperation between vocational schools and companies, this study proposed a theoretical framework for preserving the sustainability of VET in the digital era from three dimensions: the capability of industrial service, attractiveness, and adaptability. Meanwhile, through the content analysis method applied to the study of official research and statistical reports, policy documents, journal articles, etc., three key challenges for German VET are found: the insufficient service capacity of German VET for industrial digitalization, the decreasing attractiveness of VET, and the low level of application of digital competencies. German federal agencies have developed multiple strategies in response, including (1) strengthening the capability of training digital talents through the modernization of the training regulations and framework curricula in 2021; (2) reshaping VET as a more promising track for individuals via information support and expanding development pathways; (3) enhancing the willingness to participate in and the capacity to provide vocational training of companies through financial measures; (4) promoting the digital transformation of VET through the financial support of projects and development of practical assistance.
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