Deliver security awareness training, then repeat:{deliver; measure efficacy}

Organisational information security policy contents are disseminated by awareness and training drives. Its success is usually judged based on immediate post-training self-reports which are usually subject to social desirability bias. Such self-reports are generally positive, but they cannot act as a proxy for actual subsequent behaviours.This study aims to formulate and test a more comprehensive way of measuring the efficacy of these awareness and training drives, called ASTUTE. We commenced by delivering security training. We then assessed security awareness (post-training), and followed up by measuring actual behaviours. When we measured actual behaviours after a single delivery of security awareness training, the conversion from intention to behaviour was half of the desired 100%. We then proceeded to deliver the training again, another two times.The repeated training significantly reduced the gap between self-reported intention and actual secure behaviours

Bus Operator Awareness Research and Development Training Program

This training is designed to enhance the abilities of bus operators to: Quickly and effectively evaluate suspicious and dangerous activities Take actions to protect yourself and your passengers, and Provide timely and accurate information to law enforcement through your control center This summary and the full instructor-led course were developed by the Transportation Security Administration (TSA) in cooperation with the National Transportation Security Center of Excellence (NTSCOE), managed through the Science and Technology Directorate of DHS. Through the intensive efforts of four universities and two federal agencies, the team conducted extensive research both nationally and abroad to identify appropriate countermeasures and related skill sets for bus operators relative to identifying suspicious and dangerous activity and reacting appropriately with a focus on life safety concerns

The Effect of Gender Awareness Training Towards Teachers and Students Gender-Based Stereotype

Understanding of gender equality ought to be socialized to teachers (e.g. through gender awareness training), in order to enhance teachers' awareness of gender bias practice that happen in school. Therefore, after the training, teachers are expected to apply it in the classroom teaching so that students' gender-based stereotype will be decreased. The aim of the research is to examine the influence of the training towards teachers and students gender-based stereotype. The participants of the research are 4 elementary teachers and 185 elementary students. The gender awareness training is conducted to teachers. Data is gathered through questionnaire, an observation of the classroom learning process, and interview to teachers are also carried out to monitor the effect of the training on gender-based stereotype. The result reveals that there is a decrease of gender-based stereotype on both teacher (t5.563 and p=0.011) and students t=4.137 and p=0.009) after teacher training. Discussion and suggestion of the result, such as handling practical obstacles, the principal's support, will be further described in the paper

A Comparative Study On Application Of Regulation Of Hygiene Education Dated 5 July 2013 Between Göynük And Güdül Counties

Regulation of Hygiene Education has been published in compliance with the EU acquis on July 5, 2013 and has become valid on July 5, 2014. This study was conducted to determine the effect of local governments on increasing awareness and to increase the level of awareness as a result of the application of the trainings in Goynuk and Gudul in accordance with the regulations. During this study; questions have been asked by survey techniques and the responses have been analyzed by Student's t-test. In the study, it was observed that awareness of employees and employers was increased when the training was completed; whereas the level of awareness of the employees and employers not receiving training were quite low. It was understood that awareness is developed according to the importance given by the local authorities having audit liability

Understanding the link between emotional recognition and awareness, therapy, and training : a thesis presented in partial fulfilment of the requirements for the degree of Doctorate in Clinical Psychology at Massey University, Manawatū, New Zealand

Therapy is an emotionally laden event, both for individuals seeking therapeutic intervention and the therapists who provide it. While the recognition of emotions in the general population has been a popular topic of research, very little research has been conducted into the emotional competencies, or more specifically, emotion recognition and awareness of therapists. In addition, there are few studies on the effectiveness of emotion recognition training for therapists’ emotional competencies, which is surprising given the innately emotional moments that clients and therapists experience during therapeutic work. This study aimed to address these gaps by investigating the association between emotional recognition, awareness, practice, and training. Fifty five therapists made up of clinical psychologists, counsellors, and a psychotherapist completed an online task that involved completion of a social-emotional orientated questionnaire and an emotion recognition task. Of these 55 participants, 26 completed an emotion recognition training before completing the same task again, two weeks later, while the remainder 29 participants were instructed to participate in no emotion recognition training. The results revealed that, compared to the no treatment condition, those who received emotion recognition training were more accurate in their recognition of emotions and also reported higher use of therapeutic emotional practice. Unexpectedly, participants who completed emotion recognition training reported less emotional awareness than the control group. Related to this, an inverse relationship was found between emotion recognition ability and self-reported emotional awareness, as well as the finding for some support for an inverse relationship between emotion recognition ability and self-reported use of emotional practice. There are two implications of this research; first, emotion recognition training increases therapists’ accuracy in emotion recognition, and second, therapists may need to be provided emotional practice feedback by an alternative form rather than through supervision or client outcome. This is due to an inverse relationship being found between participants’ actual and perceived emotional awareness. Therefore, future research into social-emotional practices and client outcomes will be advised to be considered. The limitations of the study and areas for future research are also discussed

Education for sustainable development in Malta

This paper is a 2004 revised version of the case study prepared for the 2003 Expert Meeting on Capacity Development for Sustainable Development in SIDS: Building Partnerships for Sustainable development through Education, Public Awareness and Training.This paper is intended to make a case for mainstreaming Education for Sustainable Development (ESD) in school and University curricula in Malta. It identifies gaps in ESD and proposes a plan of action to put ESD on a strong footing in Malta.peer-reviewe

Solving Colorado's Shortage of Health Professionals: Final Evaluation Findings and Recommendations

This report shares evaluation findings from The Trust's Health Professions initiative, and recommends strategies to increase and sustain Colorado's health professions workforce. For example, creating awareness and readiness for health professions training; providing flexible training options and reaching out to students in rural areas; supporting faculty development and clinical training opportunities; expanding the reach and content of training programs; and strengthening community partnerships for recruitment and retention of health professionals

The effectiveness of a training program in increasing crowd funding awareness

The current study tries to verify the effectiveness of a training program in increasing Crowdfunding awareness. The sample was (50) students in CIS, who were purposively selected and distributed equally into a treatment and control group. The researchers designed the study tools (a training program to increase Crowdfunding awareness). The study findings revealed the existence of statistically significant differences between the treatment and control groups in favor of the former. Furthermore, there were statistically significant differences between the pre and the post measures of the treatment group in favor of the post measures. Furthermore the current study is unique by the virtue of its nature, scope and way of implied investigation, as it is the first study for Crowdfunding training program in Arabic world

The Relationship Between Health Department Accreditation and Workforce Satisfaction, Retention, and Training Needs

BACKGROUND: To improve quality and consistency of health departments, a voluntary accreditation process was developed by the Public Health Accreditation Board. Understanding accreditation's role as a mediator in workforce training needs, satisfaction, and awareness is important for continued improvement for governmental public health. OBJECTIVE: To compare differences in training needs, satisfaction/intent to leave, and awareness of public health concepts for state and local health department staff with regard to their agency's accreditation status. DESIGN: This cross-sectional study considered the association between agency accreditation status and individual perceptions of training needs, satisfaction, intent to leave, and awareness of public health concepts, using 2017 Public Health Workforce Interests and Needs Survey (PH WINS) data. Respondents were categorized on the basis of whether their agencies (at the time of survey) were (1) uninvolved in accreditation, (2) formally involved in accreditation, or (3) accredited. RESULTS: Multivariate logistic regression models found several significant differences, including the following: individuals from involved state agencies were less likely to report having had their training needs assessed; staff from accredited and involved agencies identified more gaps in selected skills; and employees of accredited agencies were more aware of quality improvement. While state employees in accredited and formally involved agencies reported less job satisfaction, there were no significant differences in intent to leave or burnout. Differences were identified concerning awareness of various public health concepts, especially among respondents in state agencies. CONCLUSIONS: While some findings were consistent with past research (eg, link between accreditation and quality improvement), others were not (eg, job satisfaction). Several self-reported skill gaps were unanticipated, given accreditation's emphasis on training. Potentially, as staff are exposed to accreditation topics, they gain more appreciation of skills development needs. Findings suggest opportunities to strengthen workforce development components when revising accreditation measures