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I trained as an animator and I now work at the Animation Workshop, which is part of a Danish university where we run graduate courses to train animators. At the Animation Workshop we offer a BA degree, open workshops, a drawing school, and support for schools. This article explains the ways in which we use animation to support literacy among children and young people, especially those who may have learning difficulties.

The aim of this paper is to discover whether and to what extent children with autism can find the production of animations useful for their learning and self‐experience. The study seeks to understand how the participants produce animations and what implications this has had for their learning abilities and social interaction skills.

Through a mixed methods approach, but with participant observation as paramount, the authors worked with two children identified as being on the autistic spectrum to document their understanding and use of animation as a tool for concept development and for narrative and meaning‐making.

The project showed that the two participants in question gained greater learner autonomy through their involvement in animation. Teachers also reported that they understood more about the two students than had previously been the case. One participant has become much more actively involved in learning processes than before and sees herself in a new way, mainly because her anxiety has been reduced; the other participant has learned much about the component parts of a narrative sequence and is now able to assemble these more effectively.

The greatest benefit of animation in the classroom comes from young people becoming producers of it rather than merely consumers. Being able to express themselves through movement opens the possibility of understanding and interpreting emotions, moods and situations in a way that is of great benefit. This case study suggests that being actively involved in the production of an animated story is particularly beneficial for children's emotional, social and verbal development. Combining experienced reality with bodily expressions and subsequently with verbal language is difficult for most children with autism. Creating animated stories can be a useful stepping stone to enable children to transform experienced reality into words. The outcomes described in this paper are essentially linked to the nature of the production task and could not have been achieved through passive absorption of animation.

It is often argued that the increased automation and availability of offensive cyber tools has decreased the skill and knowledge required by attackers. Some say that all it takes to succeed with an attack is to follow some instructions and push some buttons. This paper aims to tests this idea empirically through live exploits and vulnerable machines in a cyber range.

The experiment involved 204 vulnerable machines in a cyber range. Exploits were chosen based on the results of automated vulnerability scanning. Each exploit was executed following a set of carefully planned actions that enabled reliable tests. A total of 1,223 exploitation attempts were performed.

A mere eight exploitation attempts succeeded. All these involved the same exploit module (ms08_067_netapi). It is concluded that server-side attacks still are too complicated for novices who lack the skill or knowledge to tune their attacks.

This paper presents the largest conducted test of exploit effectiveness to date. It also presents a sound method for reliable tests of exploit effectiveness (or system vulnerability).

In the context of globalisation, setting standards for excellence in education is considered necessary to enhance human capital to ensure future global competitiveness of the national economies (Rasmussen & Lingard, 2018). In line with education thus being set up as the basis for the economy, the development of talent has become an important part of the education political agenda in Denmark. This agenda claims that the Danish mass of talent should develop to a high level, and even more students should reach the highest levels of excellence (Ministry of Education, 1997). Accordingly, it labels the next generation of students ‘the mass of talent’.

This chapter questions the terms of talent applied in global education policies and their enactment into other agendas of concurrent standardisation and diversity. Empirically, the analysis of the wider policy context draws on policy texts at EU, OECD, and national level, in particular a ministerial report from 2011 (Rasmussen & Ydesen, 2020), as well as information materials and ethnographic case study research on a talent programme at upper secondary school level in Denmark (Bomholt & Rasmussen, 2020).

The analysis departs in an ambition to uncover the questions, how do global education policies frame standards for talent in a national context and how does this standardisation interact with the standards produced in the local programme? Therefore, the chapter focuses on the terms of talent applied in policy contexts at different levels of the specific case. For this, it employs the analytical approach of policy technologies (Ball, 2008), which involves viewing talent from the three policy technological perspectives of market, management and performance. They form a generic part of global convergence and work across the public sector as a whole.

It combines the empirical levels of macro and micro by referring to policy text and enactment at the global, national and local school level. The combination means first outlining the historical background for the policies in question and then considering how local actors bring their terms of talent into action at municipal and school level (Ball, Maguire, & Braun, 2012), emphasising the different actor rationalities.

This chapter offers a comprehensive review the literature on authentic leadership (AL). The authors employ a bibliometric approach to identify, classify, visualise and synthesise relevant scholarly publications and the work of a core group of interdisciplinary scholars who are key contributors to the research on AL. They review 264 journal articles, adopting a clustering technique to assess the central themes of AL scholarship. They identify five distinct thematic clusters: authenticity in the context of leadership; structure of AL; social perspectives on AL; dynamism of AL; and value perceptions of AL. Velt and Sinkovics assert that these clusters will help scholars of AL to understand the dominant streams in the literature and provide a foundation for future research.