This week, I will be talking about gatekeeping, specifically how it applies to the computer science community. First and foremost, we should define what exactly it is. Gatekeeping is the act of controlling or restricting access to something, such as information, or the participation in something, such as a group or community. In our example of gatekeeping, it will look at how people who are affiliated with the computer science community sometimes engage in this gatekeeping behavior, trying to control or restrict access to information and people’s participation in the community overall.

In the podcast, Chuck mentions, ‘There are quite a few people out there who are like, “you can’t make content on [whatever applicable subject], or you can’t do this, unless you’ve been doing it for like, 20 years,” even if they have been doing it for 20 years.’ This points out a glaring hypocrisy that is clear in this argument: the people that are gatekeeping others from participating in the community are often much like the very people they are trying to keep out. This is a problem, because by gatekeeping others and discrediting their ideas, you are losing out on potential present benefits, plus any long term ones that person likely would have contributed if allowed to participate. This also makes it harder for people who are actively trying to solve problems or work on projects, because gatekeeping shapes the community to look more like a zero-sum game, where the pool of ideas and influence is stagnant and does not contribute to any significant growth–in stark contrast to a positive-sum game, where said pool would be consistently growing with more and more people contributing their ideas and influence to the community.

Back to the podcast, the guest, David Bombal mentions, ‘There have been some discussions online about, “Who knows what they are supposed to know?” And I think that at the end of the day, everyone is a noob in something. It doesn’t matter what you do.’ This is another important point that highlights the inherent bias in gatekeeping against newbies and greenhorns who are at the beginning of their journey and have a strong potential to be dissuaded from the field entirely if they were to be on the receiving end of gatekeeping. However, this also carries the same potential to be a detriment to CS veterans. David continues, “I remember being the grandpa, learning NT4, and just as I got to know it, it changed.” This specifically applies to the computer science field, where new discoveries, changes, and updates are the norm, and one must always be learning to stay in the loop.

In conclusion, gatekeeping is a harmful social problem that continues to negatively impact the computer science community, and quashes a lot of potential for growth. It is important to recognize this, so you can stop it when you see it, and prevent yourself from contributing further to the problem.

https://www.youtube.com/watch?v=tWAkJw3_l2s

From the blog CS@Worcester – Owen Santos Professional Blog by Owen Santos and used with permission of the author. All other rights reserved by the author.

This week, I will be talking about the “best” Linux Distro you should learn in order to get the most out of your hacking. This topic is widely debated and you will get many different answers from asking around, with people claiming different distros to be the “best.” Although that title can be slightly arbitrary, there are some specific distributions of Linux that are objectively better or overall more suited for hacking.

Kali Linux is often regarded as one of, if not the best distros to learn for hacking, because it was specifically designed for digital forensics and penetration testing. Developed by Offensive Security, this Debian-based distro remains a favorite among coders and hackers, and comes loaded with security testing tools, powerful programs, and applications that make life easier for people who want to become a hacker (or are one already). Although it can be a bit overwhelming, Kali is extremely helpful for beginners, because all of these tools are laid out for you and it helps you learn right away how to use them and what their capabilities are.

In the podcast, John mentions that he typically uses Ubuntu, and that he has people who ask, “John, why are you using Ubuntu when you could have been using Kali or Parrot OS?” He responds, “I think it’s really valuable to learn how to install those tools, learn how to configure those tools, watch, and see them break–because then you’ll be able to figure out how to fix them, and you’ll be able to troubleshoot and understand what are the packages, what are the repositories, how does this all work within Linux.” He believes that getting through the learning curve is worth it because it will ultimately be good for your own learning and growth. At the end of the day, each distribution of Linux is going to have its own strengths and weaknesses, and will be a little different from each other. Having knowledge and experience about these tools will allow you to use them when solving problems and will make you a better hacker.

I have never experimented with Kali Linux before, but I do have some experience when it comes to learning about hacking through Linux. There is a special, custom-made distribution of Linux called Tails, and like Kali, it is based on Debian. However, there is a very big difference between these two distros; while Kali seems to focus more on offensive hacking, Tails is more defensive and prioritizes both privacy and security through its unique interface. It is made to be booted as a live DVD or USB and never writes to the hard drive or SSD, instead using RAM, and leaves no digital footprint on the machine (unless told otherwise).

In conclusion, Linux is still somewhat unfamiliar to me, as I only have limited experience. I would like to learn more about Kali Linux in particular, but would also like to explore other distributions and learn about their potential.

Watch it here:
https://www.youtube.com/watch?v=T7AaBcNj-mA

From the blog CS@Worcester – Owen Santos Professional Blog by Owen Santos and used with permission of the author. All other rights reserved by the author.

This week, I will be talking about the differences between coding and hacking, some of the confusions associated with them, and what your skill set should look like if you are learning about being a hacker. One question that will receive lots of attention is, “Do I need to learn coding to become a hacker?”

Let’s jump right into this. First, it’s important to note that coding and hacking are closely tied, but have important distinctions. Coding is the act of writing machine instructions, or code for a computer, which can be done in many different languages. Hacking, on the other hand, is the act of identifying and exploiting weaknesses in a computer system or network, usually to gain unauthorized access to personal or organizational information (to put it simply, you are breaking in). Hacking is not always a malicious activity, and there are actually several examples where hacking is used for good, like with penetration testing. Unfortunately, the term has garnered mostly negative connotations for its association with cyber-crime. It is important to remember that hacking is a tool–where it is not the tool that matters, but rather the intention of its user (what they wish to do with the tool).

Without a doubt, coding is a prominent part of hacking that has helped shape what it looks like today. If you are trying to learn about hacking, or are interested in taking part yourself, you would likely be doing yourself a disservice by having little to no prior knowledge of coding, because of how intertwined they are–but it is not absolutely necessary. In fact, there are multiple forms of hacking that require little to no coding skill. For example, social engineering is a type of hacking that focuses on the social, human aspect of security rather than the technical aspects. These attacks rely on human nature rather than code, and aim to manipulate people into compromising their personal security, or even the security of an entire network or organization they may be a part of.

In the podcast, Chuck raises an interesting question about having basic, fundamental knowledge of coding (specifically mentioning functions and classes) and asks if it’s really necessary to go much further than that if you are trying to become a hacker. John responds, “You don’t need to go much further beyond that. When people ask [that] question, I always say no, but with a disclaimer that you should learn some programming, but you don’t need to learn absolutely everything… I am not by any means a software engineer or architect, but I can script; I can write a loop that might brute-force passwords… and you don’t need to know a lot of hardcore, complex programming concepts for that. You just need to know the basics for that.”

John makes some very good points as the show continues, and focuses on how a lot of the basic, rudimentary skills in programming are often the ones that require the most practice, because of their importance, and because of how frequently they are used to build more complex pieces of code. He believes that the best way to get that practice is by immersing yourself in the world of hacking and trying to solve those problems with the skills that you have.

In conclusion, coding and hacking, despite being so closely intertwined, have some very distinct differences, and as it turns out, you may not need to know as much as you think you do about coding in order to start learning about hacking or becoming a hacker yourself. Although you may not need to know everything there is about programming, having some rudimentary knowledge is really all that it takes for you to start and branch out from what you have.

This episode can be watched in full, for free here on YouTube: https://www.youtube.com/watch?v=T7AaBcNj-mA&t=0s

From the blog CS@Worcester – Owen Santos Professional Blog by Owen Santos and used with permission of the author. All other rights reserved by the author.

This week, I will be talking about “cheating,” or at least what some consider to be such when solving problems. Looking at the answer to a problem while learning, especially as a beginner, can be a valuable tool when used with thought and care. While some might argue that relying on solutions stifles problem-solving skills, it is important to recognize that learning is a repetitive process. When approached with the right mindset, checking the answer can enhance your understanding of the material and increase your chances of retaining that information.

First, looking at the answer can help clarify misunderstandings. Sometimes, learners might approach a problem with a misconception, incomplete understanding, or flawed method, which often leads to frustration and confusion. I can recall several times where I was required to solve a tough problem and hitting a wall when everything that I knew didn’t work for me. However, by reviewing the correct solution, they can pinpoint where their approach went wrong, gaining insight into both the problem-solving process and the underlying concept. This prevents the reinforcement of bad methods and allows for a more efficient learning experience.

In the podcast, John says, “If you’re trying to ride a bike, you’re not going to go without the training wheels on for the very first couple of runs–it’s totally okay to peek at the solution to get past whatever wall, or to see what new technology you just weren’t even looking at because you didn’t know it was a thing.” Additionally, seeing the correct answer like this can serve as a model for solving future problems. It provides an example of how to think critically and apply things in practice.

However, for this to be truly beneficial, you need to treat looking at the answer as part of the learning process, not the end. It’s important for learners to first make an honest attempt to solve the problem on their own. After reviewing the answer, they should take the time to understand each step fully, perhaps reworking the problem from scratch without referring to the solution. This ensures that they’re not just memorizing answers but are internalizing the concepts and strategies necessary for independent problem-solving.

In conclusion, looking at the answer to a problem is okay, and even beneficial, as long as the goal is learning. When used properly, it helps clarify misunderstandings, serves as a guide for future problems, and promotes deeper understanding. The key is to approach it with curiosity and a willingness to engage deeply with the material, ensuring that it enhances, rather than replaces the learning process.

This episode can be watched in full, for free here on YouTube: https://www.youtube.com/watch?v=T7AaBcNj-mA&ab_channel=noobs%2F%2FaNetworkChuckPodcast

From the blog CS@Worcester – Owen Santos Professional Blog by Owen Santos and used with permission of the author. All other rights reserved by the author.