The Roles and Skill Sets of Systems vs Business Analysts

The role of business analysts and systems analysts appears to be very closely related, and there is no agreement on the definitions of the roles or the required skill set to become one of the said analysts. Though the number of these positions is increasing, the understanding of what the business and systems analysts are remains unclear and differs between organisations. A review of literature shows that there are common roles and skills between the two positions, as well as very distinct roles and skills that are clear. This research has demonstrated that although there is some harmony between the articles and interviews on the distinctions between the business analyst and the systems analyst, there are still discrepancies that can only be understood through further research

Human factor security: evaluating the cybersecurity capacity of the industrial workforce

Purpose: As cyber-attacks continue to grow, organisations adopting the internet-of-things (IoT) have continued to react to security concerns that threaten their businesses within the current highly competitive environment. Many recorded industrial cyber-attacks have successfully beaten technical security solutions by exploiting human-factor vulnerabilities related to security knowledge and skills and manipulating human elements into inadvertently conveying access to critical industrial assets. Knowledge and skill capabilities contribute to human analytical proficiencies for enhanced cybersecurity readiness. Thus, a human-factored security endeavour is required to investigate the capabilities of the human constituents (workforce) to appropriately recognise and respond to cyber intrusion events within the industrial control system (ICS) environment. / Design/methodology/approach: A quantitative approach (statistical analysis) is adopted to provide an approach to quantify the potential cybersecurity capability aptitudes of industrial human actors, identify the least security-capable workforce in the operational domain with the greatest susceptibility likelihood to cyber-attacks (i.e. weakest link) and guide the enhancement of security assurance. To support these objectives, a Human-factored Cyber Security Capability Evaluation approach is presented using conceptual analysis techniques. / Findings: Using a test scenario, the approach demonstrates the capacity to proffer an efficient evaluation of workforce security knowledge and skills capabilities and the identification of weakest link in the workforce. / Practical implications: The approach can enable organisations to gain better workforce security perspectives like security-consciousness, alertness and response aptitudes, thus guiding organisations into adopting strategic means of appropriating security remediation outlines, scopes and resources without undue wastes or redundancies. / Originality/value: This paper demonstrates originality by providing a framework and computational approach for characterising and quantify human-factor security capabilities based on security knowledge and security skills. It also supports the identification of potential security weakest links amongst an evaluated industrial workforce (human agents), some key security susceptibility areas and relevant control interventions. The model and validation results demonstrate the application of action research. This paper demonstrates originality by illustrating how action research can be applied within socio-technical dimensions to solve recurrent and dynamic problems related to industrial environment cyber security improvement. It provides value by demonstrating how theoretical security knowledge (awareness) and practical security skills can help resolve cyber security response and control uncertainties within industrial organisations

Reporting Suicide Worldwide: Media Responsibilities

Guidelines, training and ethical issues raised by the latest review of research about the impact of media coverage on suicidal behaviour

Policies on free primary and secondary education in East Africa: a review of the literature

Kenya, Tanzania and Uganda are among the countries in Sub-Saharan Africa which have recently implemented policies for free primary education, motivated in part by renewed democratic accountability following the re-emergence of multi-party politics in the 1990s. However, it is not the first time that the goal of expanding primary education has been pursued by these three neighbouring countries which have much in common. Since the 1960s, they have attempted to expand access at various levels of their education systems albeit with differences in philosophy and in both the modes and successes of implementation. All three countries continue to face the challenges of enrolling every child in school, keeping them in school and ensuring that meaningful learning occurs for all enrolled children. This paper provides an a review of the three countries’ policies for expanding access to education, particularly with regard to equity and the enrolment of excluded groups since their political independence in the 1960s. It considers policies in the light of the countries’ own stated goals alongside the broader international agendas set by the Millennium Development Goals and in particular, ‘Education for All’. It is concerned with the following questions: What led to those policies and how were they funded? What was the role, if any, of the international community in the formulation of those policies? What were the politics and philosophies surrounding the formulation of those policies, have the policies changed over time, and if so how and why? The paper also discusses the range of strategies for implementation adopted. Tremendous growth has occurred in access to primary education since the 1960s, not least in Kenya, Tanzania and Uganda. The challenge of providing equitable access to schooling has been addressed in a series of education drives with varying motivations, modalities and degrees of success, the most recent of which pays attention to the increasingly pressing question of the transition to secondary education. The success of such policy remains to be seen but will be crucial for the widening of access to the benefits of education and to economic opportunity, particularly for those groups which history has so far excluded

Active measures. Russia’s key export. OSW Point of View 64, June 2017

The remarks presented in this paper show the complexity and multi-dimensionality of the techniques referred to as ‘active measures’. The renaissance of this question currently observable today has called their role in causing crises into prominence. This topic also deserves special treatment because the contemporary forms of active measures are largely based on patterns already known and described in the past. A historical perspective may help to assess and identify their covert mechanisms. The current problems with the aggressive actions of the Russian special services are enhanced versions of the old, to which new informational and communication technologies have contributed. This text is an attempt to clarify this historical concept, by showing the institutional framework of the information-sabotage activities, the conceptual and organisational innovations made since the Cold War, and it also highlights the current challenges and how to identify them

A qualitative investigation of elite golf coaches' knowledge and the epistemological chain

The aim of the study was to explore the existence and application of the epistemological chain (EC) construct in the decision making of elite golf coaches. Eight male expert golf coaches were recruited for the study. Employing a qualitative methodology, semi-structured interviews were conducted to gain understanding of the participants‟ perceptions and application of the EC and to determine its overall effect on their knowledge development. Data were analysed to identify themes using interpretive phenomenological analysis (IPA). Results indicate the EC is indeed present in the coaching of elite golfers and implemented in a structured and coherent form. This raises a number of interesting issues regarding coach and player development that may impact upon future pedagogical provision

Aims for Learning 21st Century Competencies in National Primary Science Curricula in China and Finland

Incorporation of aims for learning 21st century competencies in subject-specific curricula and education has been an important issue worldwide. This study explored the integration of aims for learning such competencies into the National Primary Science Curricula in China and Finland. Both Curricula showed an emphasis on aims related to science education, such as inquiry and information literacy. Yet the density of appearance of competencies for the 21st century in the Chinese Curriculum is lower than in the Finnish Curriculum. Additionally, the Chinese Curriculum illustrates the shortage of aims in the Living in the World category. the The significant differences between the curricula Curricula are significant and have to do with the educational theories underpinning each national curriculum. The Chinese Curriculum has a tendency to align with the Anglo-American curriculum tradition, whereas the Finnish Curriculum is more closely aligned with the German Bildung-Didaktik tradition. A national curriculum in different subject areas could be designed whose central purpose would be cultivating holistic individuals and targeting goals for disciplinary knowledge and skills. Merits of the different educational traditions need to be examined and considered in the curriculum design process.Peer reviewe

AN ECOCRITICAL DISCOURSE ANALYSIS OF ANTHROPOCENTRISM IN THE CAMEROONIAN PRESS

The manner in which the media presents nature matters a lot. The media legitimises abusive beliefs. On this basis, this work investigated the ecologically oppressive ideologies reinforced by the Cameroonian English newspaper. Analysis focused on uncovering-to-resist discursive patterns that activated anthropocentrism (human dominance over nature). The data comprised thirty-five newspaper articles randomly selected from nine English Language newspaper publishers in Cameroon. Ecocriticrical discourse analysis (EcoCDA) is the theoretical framework adopted in this study. The descriptive statistical method (DSM) was used to analyse the data. Analyses subsumed identification, quantification and interpretation of discourse entities. Findings revealed that the Cameroonian press used diverse language patterns to manipulate agents, processes and aftermaths of environmental depletion. The press, thus, encoded anthropocentric ideologies in discursive forms like pronouns, verbs, transitivity, personification and jargon. Ecological injustices uncovered and resisted included deforestation, consumerism and growth, mineral extraction and construction, inter alia. Cognizant of the sustenance nature that offers earthly life, it was recommended that press [wo]men should refrain from manipulative language forms and stories that downplay efforts to conserve nature. They should rather cover nature-conserving stories regularly, and in language forms that align with and reinforce global efforts to protect and conserve the biophysical environment

A little give and take

In this article, I contend that the behavioural effects that tend to be labelled as errors by most behavioural economists, and as such have served as the justification for a paternalistic direction in behavioural public policy (i.e. policy intervention that aims to protect people from imposing harms on themselves), are in an ecological sense not errors at all. While acknowledging that modern societies are very different from the types of societies in which these effects evolved, I argue that we still cannot conclude that attempts to modify people’s choices in accordance with these so-called errors will improve the lives of those targeted for behaviour change, particularly given the varied and multifarious private objectives and desires that people pursue. Where people are imposing no substantive harms on others, I maintain that policy makers should restrict themselves to protecting and fostering the fundamental motivational force of reciprocity, which serves to benefit the group (which could be the whole society) and, by extension, most of the people who comprise the group, irrespective of their own personal desires in life. However, when one party to any particular exchange actively uses the behavioural affects to benefit themselves but imposes harms on the other party to the exchange, the concept of a free and fair reciprocal exchange has been violated. In these circumstances, there is an intellectual justification to introduce behavioural-informed regulations – a form of negative reciprocity – against activities that impose unacceptable harms on others. My arguments thus call for behavioural public policy to preserve individual autonomy within an overarching policy framework that nurtures reciprocity whilst at the same time regulates against behavioural-informed practices that impose substantive harms on others, rather than focusing on reducing the harms that people supposedly impose on themselves. This would be a major switch in emphasis for one of the most important developments in public policy in modern times