Open-source code hosted online at programming portals is present in 99% of commercial software and is common practice among developers for rapid prototyping and cost-effective development. However, research reports the presence of vulnerabilities, which result in catastrophic security compromise, and the individual, organization, and even national secrecy are all victims of this circumstance. One of the frustrating aspects of vulnerabilities is that vulnerabilities manifest themselves in hidden ways that software developers are unaware of. One of the most critical tasks in ensuring software security is vulnerability detection, which jeopardizes core security concepts like integrity, authenticity, and availability. This study aims to explore security-related vulnerabilities in programming languages such as C, C++, and Java and present the disparities between them hosted at popular code repositories. To attain this purpose, 708 programs were examined by severity-based guidelines. A total of 1371 vulnerable codes were identified, of which 327 in C, 51 in C++, and 993 in Java. Statistical analysis also indicated a substantial difference between them, as there is ample evidence that the Kruskal-Wallis H-test p-value (.000) is below the 0.05 significance level. The Mann-Whitney Test mean rank for GitHub (Mean-rank=676.05) and Rosettacode (Mean-rank=608.64) are also different. The novelty of this article is to identify security vulnerabilities and grasp the nature severity of vulnerability in popular code repositories. This study eventually manifests a guideline for choosing a secure programming language as a successful testing technique that targets vulnerabilities more liable to breaching security.

This study explores the perceptions of EFL school teachers about their in-service trainings in Balochistan, Pakistan. In addition to self-reflection and experiences, teacher trainings contribute to enhancing teachers' skilling, re skilling and up skilling with best classroom practices. However, not all teachers may have an opportunity to quality teacher trainings. Those who do, also carry varied views about in-service teacher training. This study attempted to unveil general perceptions of EFL teachers and the differences in perceptions of primary, middle, or high school EFL teachers in terms of motivation,attitude, ongoing learning, and factors affecting CPD in Balochistan. The findings show that there were no meaningful differences in perceptions of teachers in terms of factors affecting professional development, motivation, ongoing learning, and attitudes. As professional development is a life-long process, the study suggests that at least one CPD activity should be fixed for every EFL teacher each year to develop them professionally.