Model-Driven Cyber Range Training: A Cyber Security Assurance Perspective

Security demands are increasing for all types of organisations, due to the ever-closer integration of computing infrastructures and smart devices into all aspects of the organisational operations. Consequently, the need for security-aware employees in every role of an organisation increases in accordance. Cyber Range training emerges as a promising solution, allowing employees to train in both realistic environments and scenarios and gaining hands-on experience in security aspects of varied complexity, depending on their role and level of expertise. To that end, this work introduces a model-driven approach for Cyber Range training that facilitates the generation of tailor-made training scenarios based on a comprehensive model-based description of the organisation and its security posture. Additionally, our approach facilitates the auto- mated deployment of such training environments, tailored to each defined scenario, through simulation and emulation means. To further highlight the usability of the proposed approach, this work also presents scenarios focusing on phishing threats, with increasing level of complexity and difficulty

The seamless integration of Web3D technologies with university curricula to engage the changing student cohort

The increasing tendency of many university students to study at least some courses at a distance limits their opportunities for the interactions fundamental to learning. Online learning can assist but relies heavily on text, which is limiting for some students. The popularity of computer games, especially among the younger students, and the emergence of networked games and game-like virtual worlds offers opportunities for enhanced interaction in educational applications. For virtual worlds to be widely adopted in higher education it is desirable to have approaches to design and development that are responsive to needs and limited in their resource requirements. Ideally it should be possible for academics without technical expertise to adapt virtual worlds to support their teaching needs. This project identified Web3D, a technology that is based on the X3D standards and which presents 3D virtual worlds within common web browsers, as an approach worth exploring for educational application. The broad goals of the project were to produce exemplars of Web3D for educational use, together with development tools and associated resources to support non-technical academic adopters, and to promote an Australian community of practice to support broader adoption of Web3D in education. During the first year of the project exemplar applications were developed and tested. The Web3D technology was found to be still in a relatively early stage of development in which the application of standards did not ensure reliable operation in different environments. Moreover, ab initio development of virtual worlds and associated tools proved to be more demanding of resources than anticipated and was judged unlikely in the near future to result in systems that non-technical academics could use with confidence. In the second year the emphasis moved to assisting academics to plan and implement teaching in existing virtual worlds that provided relatively easy to use tools for customizing an environment. A project officer worked with participating academics to support the teaching of significant elements of courses within Second LifeTM. This approach was more successful in producing examples of good practice that could be shared with and emulated by other academics. Trials were also conducted with ExitRealityTM, a new Australian technology that presents virtual worlds in a web browser. Critical factors in the success of the project included providing secure access to networked computers with the necessary capability; negotiating the complexity of working across education, design of virtual worlds, and technical requirements; and supporting participants with professional development in the technology and appropriate pedagogy for the new environments. Major challenges encountered included working with experimental technologies that are evolving rapidly and deploying new networked applications on secure university networks. The project has prepared the way for future expansion in the use of virtual worlds for teaching at USQ and has contributed to the emergence of a national network of tertiary educators interested in the educational applications of virtual worlds

Developing a distributed electronic health-record store for India

The DIGHT project is addressing the problem of building a scalable and highly available information store for the Electronic Health Records (EHRs) of the over one billion citizens of India

The THREAT-ARREST Cyber-Security Training Platform

Cyber security is always a main concern for critical infrastructures and nation-wide safety and sustainability. Thus, advanced cyber ranges and security training is becoming imperative for the involved organizations. This paper presets a cyber security training platform, called THREAT-ARREST. The various platform modules can analyze an organization’s system, identify the most critical threats, and tailor a training program to its personnel needs. Then, different training programmes are created based on the trainee types (i.e. administrator, simple operator, etc.), providing several teaching procedures and accomplishing diverse learning goals. One of the main novelties of THREAT-ARREST is the modelling of these programmes along with the runtime monitoring, management, and evaluation operations. The platform is generic. Nevertheless, its applicability in a smart energy case study is detailed

Supported and Customized Employment

[Excerpt] Supported employment has been a service option for a long time and is responsible for many individuals working who were previously considered unemployable. It is characterized by competitive employment in community businesses with training and support provided by a skilled job coach for as long as the individual is employed. Supported employment is for those individuals who need help finding a job, intensive support to learn the job, and on-going follow-along support in order to keep their job. It is based on the premise that individuals do no have to “get ready” for work but rather receive the necessary supports that bridge the gap between their skills and the job requirements once they are employed. Job coach assistance is provided more intensely at first followed by intermittent on-going support once that individual is able to complete the job. Examples of some of the supports that may help someone perform their job are: advocacy, natural supports, assistive technology, job modifications, job carving, rehabilitation engineering, compensatory strategies, and behavioral training techniques

International trade negotiations and the trans-border movement of people: A review of the literature

We review the international and New Zealand literatures on the two-way interaction between international migration and agreements designed to enhance cross-border trade or investment. Benefits and costs of migration, to the extent that these may feature in trade and migration negotiations, are discussed. While trade and migration can be substitutes in some contexts, they will be complements in other contexts. Liberalisation of services and the movement of people are likely to offer much more significant gains than liberalisation of remaining barriers to goods trade. Significant scope for liberalisation under GATS mode 4 (the movement of natural persons) may remain. However, temporary migration is already promoted on a unilateral and bilateral basis within immigration policy frameworks that may provide greater flexibility than GATS mode 4. With respect to both trade and migration, the more diverse the exchanging countries are, the greater the economic benefits tend to be. However, greater diversity may also imply greater social costs. This paradox of diversity needs to be addressed through appropriate social policies accompanying enhanced temporary and permanent migration

Resilient livelihoods and food security in coastal aquatic agricultural systems: Investing in transformational change

Aquatic agricultural systems (AAS) are diverse production and livelihood systems where families cultivate a range of crops, raise livestock, farm or catch fish, gather fruits and other tree crops, and harness natural resources such as timber, reeds, and wildlife. Aquatic agricultural systems occur along freshwater floodplains, coastal deltas, and inshore marine waters, and are characterized by dependence on seasonal changes in productivity, driven by seasonal variation in rainfall, river flow, and/or coastal and marine processes. Despite this natural productivity, the farming, fishing, and herding communities who live in these systems are among the poorest and most vulnerable in their countries and regions. This report provides an overview of the scale and scope of development challenges in coastal aquatic agricultural systems, their significance for poor and vulnerable communities, and the opportunities for partnership and investment that support efforts of these communities to secure resilient livelihoods in the face of multiple risks