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Md Zarzees Uddin Shah Chowdhury

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Review Aug 2026

Rust for Secure Backend Development: A Critical Review and Extended Vulnerability Comparison with Node.js and Django

The Rust programming language is widely credited with eliminating entire classes of memory-safety and concurrency vulnerabilities, but the security implications of adopting it in practice extend well beyond memory safety. This paper presents a critical review of prior work on Rust's security posture in industrial settings, and extends that analysis in a direction the original study did not cover: backend web development. We first assess the strengths and limitations of the existing vulnerability classification of Rust against C, C++, and Java under the SANS Top 25, OWASP Top 10, and the 19 Deadly Sins of Software Security frameworks, identifying gaps including limited empirical validation, a small interview sample, and the absence of a secure development lifecycle discussion. We then contribute an original comparison of Rust against Node.js and Django using the same three-level classification (Rare and Difficult, Safeguarded, Unprotected), supported by side-by-side code experiments for out-of-bounds writes (CWE-787), use-after-free (CWE-416), and race conditions (CWE-362). Our results indicate that Rust's compile-time guarantees dominate at the systems layer, while managed backend frameworks offer stronger built-in defenses at the application layer, suggesting that Rust adoption in web contexts requires complementary safeguards rather than reliance on language-level safety alone.

Md Zarzees Uddin Shah Chowdhury, Rabib Jahin Ibn Momin, Rifat Shahriyar · 0 citations
Review Aug 2026

Evaluation in the Age of AI: Output as Evidence of Learning

The rapid adoption of artificial intelligence (AI), particularly large language models (LLMs), has fundamentally disrupted how learning is demonstrated and evaluated in higher education. Tasks that once served as proxies for understanding-such as writing essays, solving problem sets, or producing computer code-can now be generated superficially by AI systems with minimal human effort. This paradigm shift raises a critical ethical question: how should learning be evaluated when traditional indicators of competence are easily outsourced? This paper examines the ethical challenges of educational evaluation in the age of AI from a university-level perspective. We argue that the core problem extends beyond academic dishonesty to a deeper misalignment between assessment practices and the learning outcomes they are intended to measure. Evaluation regimes that rely on artificial constraints risk measuring compliance, access, or concealment rather than genuine understanding, reasoning, or judgment. By analyzing institutional responses and presenting empirical survey data, we highlight the need for alternative assessment models that emphasize process over product. The goal is to establish ethically informed assessment strategies that preserve student agency and accountability in an automated age.

Md Zarzees Uddin Shah Chowdhury, Samin Khan · 0 citations