Common use of Related Work Clause in Contracts

Related Work. ‌ The idea of using an isolated network as an environment to perform IT related tasks for the purpose of research or education is widely recognised [36–40]. There are two general approaches to create such an environment: The first approach is to create or use an isolated, physical network with physical hosts that is separated from an operational network such as a campus network [36, 41]. This isolation may be achieved by physical separation of the networks or by using components like firewalls to restrict data flow between net- work areas [42]. Within this isolated network the students can perform exercises and work with a real-world like network setup. Remote access to such a network may be granted by using remote access technologies such as Virtual Private Network (VPN) [43]. Administration and maintenance of such a lab however is labour-intensive. Students work in the lab with super-user rights and can modify system configurations at will. After a session, it is necessary to clean up system configurations, which may even require reinstalling operating systems. The second approach makes use of virtualisation technologies to create an isolated, virtual network with virtual hosts. Literature refers to such an environ- ment in the context of education or e-learning usually as a virtual lab [47, 50–54]. This approach significantly reduces the amount of physical hardware resources (e.g., switches, routers, hosts), since the required resources are created by vir- tualisation. Cleaning up or reinstalling a virtual lab simply means reloading the virtual environments, which can even be an automated task. Literature also reports two main approaches to provide an isolated network. In the first one, the environment is located at a central place, usually at the university [44–49] and students can get physical or remote access by using a secured network connection. A central place could also be a cloud [55–57] or a federated lab [58, 59]. Although such labs may be accessed remotely at any time from any place, they are generally not easily scalable. Allowing an arbitrary number of students to participate at the same time requires students to reserve timeslots in advance for working in the lab. This may impose restrictions for students in distance education, who usually study in evening hours and weekends. Provisioning a remote lab for peak access outside office hours, may result in a largely over-dimensioned lab with a low average degree of utilisation and hence a waste of resources. Second, the environment is provided as a preconfigured, stand-alone software package which can be installed and used by students on any computer, usually their private computer [18, 60–62]. This gives the students the opportunity to safely carry out assignments wherever and whenever they want to. We used the Virtual Computer Security Lab [18] as base for our research work. Literature also reports many scopes where intelligent tutoring systems (ITS) were developed or applied, e.g. in the scope of teaching mathematics [8, 9, 63, 64], databases [10–12], programming languages [13] like JAVA [14, 15] or Xxxxxxx [16], IT security [1, 3, 5], and physics [2, 4]. We added an ITS to model and also to verify networking exercises.

Related Work. ‌ The idea of using an isolated network as an environment to perform IT related tasks for the purpose of research or education is widely recognised [36–40]. There are two general approaches to create such an environment: The first first approach is to create or use an isolated, physical network with physical hosts that is separated from an operational network such as a campus network [36, 41]. This isolation may be achieved by physical separation of the networks or by using components like firewalls firewalls to restrict data flow flow between net- work areas [42]. Within this isolated network the students can perform exercises and work with a real-world like network setup. Remote access to such a network may be granted by using remote access technologies such as Virtual Private Network (VPN) [43]. Administration and maintenance of such a lab however is labour-intensive. Students work in the lab with super-user rights and can modify system configurations configurations at will. After a session, it is necessary to clean up system configurationsconfigurations, which may even require reinstalling operating systems. The second approach makes use of virtualisation technologies to create an isolated, virtual network with virtual hosts. Literature refers to such an environ- ment in the context of education or e-learning usually as a virtual lab [47, 50–54]. This approach significantly significantly reduces the amount of physical hardware resources (e.g., switches, routers, hosts), since the required resources are created by vir- tualisation. Cleaning up or reinstalling a virtual lab simply means reloading the virtual environments, which can even be an automated task. Literature also reports two main approaches to provide an isolated network. In the first first one, the environment is located at a central place, usually at the university [44–49] and students can get physical or remote access by using a secured network connection. A central place could also be a cloud [55–57] or a federated lab [58, 59]. Although such labs may be accessed remotely at any time from any place, they are generally not easily scalable. Allowing an arbitrary number of students to participate at the same time requires students to reserve timeslots in advance for working in the lab. This may impose restrictions for students in distance education, who usually study in evening hours and weekends. Provisioning a remote lab for peak access outside office office hours, may result in a largely over-dimensioned lab with a low average degree of utilisation and hence a waste of resources. Second, the environment is provided as a preconfiguredpreconfigured, stand-alone software package which can be installed and used by students on any computer, usually their private computer [18, 60–62]. This gives the students the opportunity to safely carry out assignments wherever and whenever they want to. We used the Virtual Computer Security Lab [18] as base for our research work. Literature also reports many scopes where intelligent tutoring systems (ITS) were developed or applied, e.g. in the scope of teaching mathematics [8, 9, 63, 64], databases [10–12], programming languages [13] like JAVA [14, 15] or Xxxxxxx [16], IT security [1, 3, 5], and physics [2, 4]. We added an ITS to model and also to verify networking exercises.