Guidelines for cybersecurity education campaigns

In our technology- and information-infused world, cyberspace is an integral part of modern-day society. As the number of active cyberspace users increases, so too does the chances of a cyber threat finding a vulnerable target increase. All cyber users who are exposed to cyber risks need to be educated about cyber security. Human beings play a key role in the implementation and governing of an entire cybersecurity and cybersafety solution. The effectiveness of any cybersecurity and cybersafety solutions in a societal or individual context is dependent on the human beings involved in the process. If these human beings are either unaware or not knowledgeable about their roles in the security solution they become the weak link in these cybersecurity solutions. It is essential that all users be educated to combat any threats. Children are a particularly vulnerable subgroup within society. They are digital natives and make use of ICT, and online services with increasing frequency, but this does not mean they are knowledgeable about or behaving securely in their cyber activities. Children will be exposed to cyberspace throughout their lifetimes. Therefore, cybersecurity and cybersafety should be taught to children as a life-skill. There is a lack of well-known, comprehensive cybersecurity and cybersafety educational campaigns which target school children. Most existing information security and cybersecurity education campaigns limit their scope. Literature reports mainly on education campaigns focused on primary businesses, government agencies and tertiary education institutions. Additionally, most guidance for the design and implementation of security and safety campaigns: are for an organisational context, only target organisational users, and mostly provide high-level design recommendations. This thesis addressed the lack of guidance for designing and implementing cybersecurity and cybersafety educational campaigns suited to school learners as a target audience. The thesis aimed to offer guidance for designing and implementing education campaigns that educate school learners about cybersecurity and cybersafety. This was done through the implementation of an action research process over a five-year period. The action research process involved cybersecurity and cybersafety educational interventions at multiple schools. A total of 18 actionable guidelines were derived from this research to guide the design and implementation of cybersecurity and cybersafety education campaigns which aim to educate school children

Analysis of a South African cyber-security awareness campaign for schools using interdisciplinary communications frameworks

To provide structure to cyber awareness and educational initiatives in South Africa, Kortjan and Von Solms (2014) developed a five-layer cyber-security awareness and education framework. The purpose of the dissertation is to determine how the framework layers can be refined through the integration of communication theory, with the intention to contribute towards the practical implications of the framework. The study is approached qualitatively and uses a case study for argumentation to illustrate how the existing framework can be further developed. Drawing on several comprehensive campaign planning models, the dissertation illustrates that not all important campaign planning elements are currently included in the existing framework. Proposed changes in the preparation layer include incorporating a situational and target audience analysis, determining resources allocated for the campaign, and formulating a communication strategy. Proposed changes in the delivery layer of the framework are concerned with the implementation, monitoring and adjustment, as well as reporting of campaign successes and challenges. The dissertation builds on, and adds to, the growing literature on the development of campaigns for cyber-security awareness and education aimed at children

A cybersafety educational framework for primary school learners in South Africa

Information and communication technologies (ICTs) have made life much easier for many people but have also brought many dangers to the world. School learners are amongst the users of ICT who are becoming cyber citizens. This age is good at exploring new things, with a growing number of school learners having access to ICT devices, such as mobile phones, tablets and desktop computers. This is due to the affordability of mobile phones, which they normally receive as gifts from their parents. Due to easy access of ICT, school learners can now access cyberspace which offers them many advantages and benefits. Such advantages and benefits include having a platform to socialise, improved and ease of access to information as well as improving their learning. Despite these benefits, school learners (primary school learners in particular) are prone to falling victim to a range of cyber risks and attacks since cyberspace is an unregulated platform that poses many potential dangers Common cybersafety threats associated with school learners include cyberbullying, sexting/“sextortion”, engaging with strangers, accessing inappropriate content and being exposed to a breach of privacy. Because the cybersafety of children, especially primary school learners, is often compromised, there is a need to protect them from the threats associated with ICT. However, protecting children from the aforementioned cybersafety threats is complicated because access to cyberspace is no longer confined to the home computer, but has extended to mobile phones, which are even more pervasive. Therefore, it is essential for school learners to be educated on how to protect themselves and their information in the virtual computer world. A number of developed countries like Australia, New Zealand, Canada, United States of America (USA) and United Kingdom (UK) have included cybersafety education in their school curricula. Similarly, the rapid growth of the Internet around the world, allowed some countries in Africa to take the initiative to start implementing cybersafety education in schools including Mauritius, Tunisia, Kenya, Ghana, Mozambique, Cameroon, Egypt and Rwanda. Countries like Uganda, Sudan, Morocco and South Africa are still facing challenges in this aspect. This study is focused on the cybersafety of primary school learners in the South African context

A cybersafety educational framework for primary school learners in South Africa

Information and communication technologies (ICTs) have made life much easier for many people but have also brought many dangers to the world. School learners are amongst the users of ICT who are becoming cyber citizens. This age is good at exploring new things, with a growing number of school learners having access to ICT devices, such as mobile phones, tablets and desktop computers. This is due to the affordability of mobile phones, which they normally receive as gifts from their parents. Due to easy access of ICT, school learners can now access cyberspace which offers them many advantages and benefits. Such advantages and benefits include having a platform to socialise, improved and ease of access to information as well as improving their learning. Despite these benefits, school learners (primary school learners in particular) are prone to falling victim to a range of cyber risks and attacks since cyberspace is an unregulated platform that poses many potential dangers Common cybersafety threats associated with school learners include cyberbullying, sexting/“sextortion”, engaging with strangers, accessing inappropriate content and being exposed to a breach of privacy. Because the cybersafety of children, especially primary school learners, is often compromised, there is a need to protect them from the threats associated with ICT. However, protecting children from the aforementioned cybersafety threats is complicated because access to cyberspace is no longer confined to the home computer, but has extended to mobile phones, which are even more pervasive. Therefore, it is essential for school learners to be educated on how to protect themselves and their information in the virtual computer world. A number of developed countries like Australia, New Zealand, Canada, United States of America (USA) and United Kingdom (UK) have included cybersafety education in their school curricula. Similarly, the rapid growth of the Internet around the world, allowed some countries in Africa to take the initiative to start implementing cybersafety education in schools including Mauritius, Tunisia, Kenya, Ghana, Mozambique, Cameroon, Egypt and Rwanda. Countries like Uganda, Sudan, Morocco and South Africa are still facing challenges in this aspect. This study is focused on the cybersafety of primary school learners in the South African context

The “three M’s” counter-measures to children’s risky online behaviors:mentor, mitigate and monitor

PurposeThe purpose of this paper is to scope the field of child-related online harms and to produce a resource pack to communicate all the different dimensions of this domain to teachers and carers.Design/methodology/approachWith children increasingly operating as independent agents online, their teachers and carers need to understand the risks of their new playground and the range of risk management strategies they can deploy. Carers and teachers play a prominent role in applying the three M’s: mentoring the child, mitigating harms using a variety of technologies (where possible) and monitoring the child’s online activities to ensure their cybersecurity and cybersafety. In this space, the core concepts of “cybersafety” and “cybersecurity” are substantively different and this should be acknowledged for the full range of counter-measures to be appreciated. Evidence of core concept conflation emerged, confirming the need for a resource pack to improve comprehension. A carefully crafted resource pack was developed to convey knowledge of risky behaviors for three age groups and mapped to the appropriate “three M’s” to be used as counter-measures.FindingsThe investigation revealed key concept conflation, and then identified a wide range of harms and countermeasures. The resource pack brings clarity to this domain for all stakeholders.Research limitations/implicationsThe number of people who were involved in the empirical investigation was limited to those living in Scotland and Nigeria, but it is unlikely that the situation is different elsewhere because the internet is global and children’s risky behaviors are likely to be similar across the globe.Originality/valueOthers have investigated this domain, but no one, to the authors’ knowledge, has come up with the “Three M’s” formulation and a visualization-based resource pack that can inform educators and carers in terms of actions they can take to address the harms

The impact of Israel's Sub-Saharan relations on African migrants in Israel

In the 1960s, sub-Saharan Africa experienced a major diplomatic offensive by Israel. Kwame Nkrumah's Ghana was the first country to establish diplomatic and economic relations. Others soon followed, so that by the mid-1960s some forty African countries were receiving agricultural and military aid from Israel and benefiting from scholarships for their students. Israel's involvement was facilitated by the CIA's activities in Africa at the time, which were conceived and funded by the United States and other Western powers as their "third force" in Africa. Since then, the situation has evolved due to Africans' growing solidarity with the Palestinians and their rejection of Israel's "apartheid" system of systematic discrimination against non-Israeli populations. Israel lost the support of most SSA countries in the early 1970s because of its collaboration with apartheid South Africa. As Nelson Mandela said, "South Africa will never be free until Palestine is free". At its 12th Ordinary Session in Kampala in 1975, the OAU for the first time identified Israel's founding ideology, Zionism, as a form of racism. Nevertheless, several African countries continued to maintain low-level contacts through thirteen foreign embassies, for example in Ethiopia, Tanzania, Uganda and Zaire, while educational and commercial exchanges continued, albeit on a much reduced scale and away from the public eye. But the scourge of Islamist terrorism necessitated a revival of relations. Military and security cooperation, including cyber security, is particularly intensive with Ethiopia, Zaire, Uganda, Ghana, Togo and South Africa, for example. It has also often served to prop up despotic African regimes. Today, sub-Saharan Africa is a lucrative market for the Israeli defence industry.In den 1960er Jahren erlebte Afrika südlich der Sahara eine umfassende diplomatische Offensive Israels. Das Ghana Kwame Nkrumahs war das erste Land, das diplomatische und wirtschaftliche Beziehungen aufbaute. Andere Länder folgten bald, so dass Mitte der 1960er Jahre etwa vierzig afrikanische Länder Agrar- und Militärhilfe von Israel erhielten und von Stipendien für ihre Studenten profitierten. Das Engagement Israels wurde durch die damaligen Aktivitäten der CIA in Afrika gefördert, die von den Vereinigten Staaten und anderen westlichen Mächten als ihrer "dritten Kraft" in Afrika gestaltet und finanziert wurden. Seitdem hat sich die Situation aufgrund der wachsenden Solidarität der Afrikaner mit den Palästinensern und ihrer Ablehnung des israelischen "Apartheid"-Systems, d.h. der systematischen Diskriminierung nicht-israelischer Bevölkerungsgruppen, weiterentwickelt. Israel verlor Anfang der 1970er Jahre aufgrund seiner Zusammenarbeit mit dem Apartheid-Südafrika die Unterstützung der meisten SSA-Länder. Wie Nelson Mandela sagte: "Südafrika wird niemals frei sein, bis Palästina frei ist." Auf ihrer 12. ordentlichen Tagung in Kampala im Jahr 1975 bezeichnete die OAU erstmals Israels Gründungsideologie, den Zionismus, als eine Form des Rassismus. Dennoch unterhielten mehrere afrikanische Länder weiterhin Kontakte auf niedriger Ebene über dreizehn ausländische Botschaften, beispielsweise in Äthiopien, Tansania, Uganda und Zaire, während der Bildungs- und Handelsaustausch fortgesetzt wurde, wenn auch auf deutlich reduziertem Niveau und abseits der Öffentlichkeit. Doch die Geißel des islamistischen Terrorismus machte eine Wiederbelebung der Beziehungen erforderlich. Die militärische und sicherheitspolitische Zusammenarbeit, einschließlich der Cybersicherheit, ist beispielsweise mit Äthiopien, Zaire, Uganda, Ghana, Togo und Südafrika besonders intensiv. Sie diente häufig auch der Unterstützung despotischer afrikanischer Regime. Heute ist Afrika südlich der Sahara ein lukrativer Markt für die israelische Rüstungsindustrie. Kamerun, Tschad, Äquatorialguinea, Lesotho, Nigeria, Ruanda, die Seychellen, Südafrika und Uganda erhielten zwischen 2006 und 2010 Waffen aus Israel. Im Jahr 2014 gingen 40% der israelischen Waffenexporte in afrikanische Länder. Nach dem Ende des Kalten Krieges und dem Beginn des israelisch-arabischen Friedensprozesses nahmen die meisten afrikanischen Staaten die Beziehungen zu Israel wieder auf, nachdem Netanyahu 2009 Premierminister wurde unter dem Motto: "Israel kommt nach Afrika zurück, Afrika kommt nach Israel zurück". Israel unterhält mittlerweile Beziehungen zu 40 Staaten südlich der Sahara, von denen einige eine pro-israelischere Haltung einnehmen als zuvor. Die Stabilisierung des Horns von Afrika wurde als entscheidend angesehen, da sie in direktem Zusammenhang mit dem Einwanderungsdruck stand, dem Israel seit Mitte des letzten Jahrzehnts ausgesetzt war. Auf israelischem Boden leben schätzungsweise 40.000 afrikanische Flüchtlinge, die meisten aus dem Sudan und Eritrea. Israels internationales Ansehen wurde durch seine entschlossene Politik beeinträchtigt, die Zahl der Migranten durch den Bau einer Mauer an der Grenze zu Ägypten zu begrenzen. Seit 2013 hat die Regierung im Rahmen eines Programms der "freiwilligen Ausreise" zwischen 2014 und 2017 versucht, rund 4.000 Migranten nach Ruanda und Uganda abzuschieben. Fast alle flohen wieder aus Rwanda und machten sich auf die gefährliche Reise nach Europa

The utility of vertical farming for urban renewal: an integrated business model for profitable and sustainable vegetation production

The global population growth rate is increasing exponentially and is expected to reach nine billion people by 2050. This accelerated population growth and associated increase in food demand, coupled with the trend of decreasing productive agricultural land, present a calamitous food security risk for future generations. The ensuing expansion of agricultural land to supply this food demand leads to irreversible environmental damage including encroachment, climate change and biodiversity extinction. Moreover, rapid urbanisation of the aforementioned over-populace leads to mass unemployment in many major cities and widespread suburbanisation. The concurrence of the latter and former trends creates pockets of urban brown space, unutilised and dilapidated areas that have various consequences. Vertical farming is a system of cultivating crops or food products in buildings, tall structures or vertically inclined surfaces. If applied correctly this method results in substantial increases in crop yield, environmental benefits and reduced pressure on agricultural land. The research problem in this study was to establish how the vertical farming business model can be integrated with urban renewal of brown space to enable profitable and sustainable vegetation production. In order to achieve this objective the following research process was followed: Identification of the factors pertinent for the examination of urban gentrification, vertical farming and business model implementation through the literature review; Identification of approaches for integrating vertical farming applications with urban renewal activities and collective insights from the review of relevant literature; Development of a semi-structured interview guide from the literature review, to determine the extent of perceived utility of vertical farming for revitalisation and to gain valuable insights into strategies for integrating the model; Conducting an empirical study consisting of face-to-face interviews with subject matter experts and/or individuals with experience in the case scope, that were selected through purposive sampling as defined in the research methodology chapter; and Amalgamation and synthesis of the results to develop a proposed integrated model that can be used for urban renewal to create businesses that not only gentrify the urban brown space but that are profitable and provide sustainable development value to the city where it is based. The empirical results obtained from the interviews with respondents were analysed and included in the conceptual framework developed from the examination of secondary data sources. This led to the development of the integrated business model for urban renewal and achievement of the research objectives. The main findings from the research centred on customer segmentation strategy, distribution channels and gentrification through key partnerships. The intricacies of the integrated model and its application are discussed in detail in this research paper

Towards a cyber safety information framework for South African parents

This dissertation addresses the need for a structured approach to the education of parents regarding cyber safety threats. The researcher has been approached by a service provider, EduX, which works with schools to facilitate digital learning. Edu X has expressed the need to provide cyber safety information for parents from the schools where their solution is implemented. This research suggests a Cyber Safety Information Framework for South African parents, tailored to their specific needs. The Design Science Research Methodology was followed to develop the framework through one main cycle and two sub-cycles. The framework includes different dimensions of the parents’ needs. A Cyber Safety Information Needs Assesment Instrument was developed and tested to tailor these dimensions to a specific school. In addition, a categorisation (or catalogue) of existing cyber safety online material to be used by schools, was developed. The evaluation of this framework was done by designing a prototype of an application to be used by schools to determine its implementation based on the outcome of the needs assessment instrument, the relevant cyber safety content, the way to present the material, as well as the best time to present it. This prototype was demonstrated to a potential user from EduX, and the framework was refined and updated based on the feedback received.Dissertation (MIT)--University of Pretoria, 2019.InformaticsMITUnrestricte

Effective Online Safety Awareness for Young People in Less Developed Countries

In less developed countries (LDCs) there is a research deficit on the positive and negative aspects of their respective emerging digital cultures. Education programmes that seek to raise awareness of online safety, needs to be based on evidence and not simply transposed from other countries as the issues involved may be very different. Thailand, in particular, has very little data that can be used to create meaningful educational material. This was determined after a thorough literature review which found that most of the research has been carried out in the advanced economies of North America, Europe and Australasia. By contrast in South East Asia very little research had been carried out. This research proposes an integrative security awareness education framework for emerging digital cultures. It was constructed from the ground up so that it would be evidence led. In the first phase, a survey of the online behaviour and attitudes of young people in Thai schools was undertaken. Between November 2016 and June 2018, 352 students aged between 12 and 18 completed a comprehensive online questionnaire. In addition, 25 students were interviewed and asked to describe their online experiences both good and bad. From the survey it was found that 69% of students had been upset by an online interaction with 55% experiencing some form of cyber-bullying. They were also exposed to potentially harmful content. At least a third or more had seen posts or discussions on; committing suicide, self harm, being very thin, sexual images and hate messages against individuals and groups. In terms of mediation the interviews revealed a slightly different picture than the one painted in the survey. In the latter, young people suggested that they did sometimes talk to their parents and teachers about upsetting experiences. In the interviews most said that they did not tell their parents or teachers about negative online interactions. This was backed up during the workshops with most reasoning that what they were going through was not important enough to tell a parent or teacher or that they might be the ones that get blamed. They would either stay silent or tell a close friend. A series of online safety workshops were carried out structured around the theme of cyber-bullying as that was the standout issue from the surveys and interviews. An action-research approach was taken to determine what kind of activities would be best to engage Thai students. Activities that were based around active learning strategies like gamification (i.e. using elements of game design) and involving cooperation or competition proved the most successful. Activities where students had to present something or be involved in classroom discussions did not fare too well. The resulting education framework from the field research consists of themes and topics that are relevant to LDCs as well as the type of activities that works best. A novel component, ‘Cultural Mask’ was added to the framework. This looks at the influence of a country’s culture and its impact on education. In Thailand this includes the Sufficiency Economy Philosophy (SEP). In the education sector, SEP schools should promote student centric learning with creativity, critical thinking and problem solving amongst other goals. Knowledge they learn should lead to the betterment of their school and community. Therefore, the education framework can be adapted to reflect the SEP goals. In other LDCs by working through the education framework, awareness programmes can be developed that will be effective and culturally relevant

The Hilltop 12-4-1998

https://dh.howard.edu/hilltop_902000/1228/thumbnail.jp