Rules of professional responsibility in digital forensics: A comparative analysis

The consolidation of the rules of professional responsibility as recommended by the Committee on Identifying the Needs of Forensic Sciences Community (2009) accents the establishment of an uniform code of ethics emphasizing the importance of enforceability in strengthening the role the forensic science plays within the criminal justice system. Equally pertinent for the domain of digital forensics, this imperative entails a research commitment in comparing and contrasting the respective codes of ethics to illustrate their “variety, specificity and enforceability” in order to inform the discussion on the regulative aspects of the digital forensic discipline. Accordingly, this paper reviews the professional responsibility regulation inaugurated in both the US and international digital forensics arena aiming to bring give a closer and more detailed perspective on the practice harmonization within the digital real

An Analysis of IS Programs Accredited by ABET

As of April 2008 there were 30 Information Systems (IS) programs at 23 universities accredited by the Accreditation Board for Engineering and Technology (ABET). This paper compares these ABET accredited IS programs to a sample of 20 IS programs randomly chosen from 251 IS programs in the United States listed by ISWorld. The data was collected by visiting the web pages of the selected IS programs. This paper includes a study of the required IS courses, elective IS courses, required programming courses, required business courses, the title of the IS program (IS/MIS/CIS), the department and college where the IS program was located and the year of ABET accreditation. It is interesting to notice that only two of the ABET accredited IS degrees are BBA degrees. This study points out several significant differences between the ABET accredited IS programs and the typical BBA IS programs at the sample universities

Escaping the Computer-Forensics Certification Maze: A Survey of Professional Certifications

With the proliferation of computer crime, the demand for computer-forensics experts continues to increase. Yet with so many computer-forensics certifications currently available, it is not an easy task for those outside the discipline to understand the differences among the various certifications. The objective of this paper is to provide a comprehensive analysis of all the existing computer-forensics certifications for the benefits of non-computer- forensics practitioners. Twenty-six computer-forensics certifications offered by 17 different associations are described and compared based on criteria such as certification requirements and knowledge coverage. The paper is useful to three groups of readers: (1) individuals who want to join the computer-forensics profession; (2) academics who are responsible for curriculum development in computer forensics; and (3) top-level managers who want to recruit computer-forensics professionals

Agile Teaching and Learning in Information Systems Education: An Analysis and Categorization of Literature

In this paper, we analyze and categorize research related to Agile teaching and learning in Information Systems education using an existing conceptual framework. To this end, a systematic literature review beginning with 642 papers led to the identification of 30 relevant papers written in English and published through 2018 in academic IS outlets. Our analysis reveals three ways in which Information Systems educators incorporate Agile into their courses: 1) using Agile as a pedagogical approach to teach non-Agile content, 2) using Agile as a pedagogical approach to teach Agile content, and 3) using non-Agile pedagogical approaches to teach Agile content. The majority of relevant papers were published between 2016 and 2018. We present an analysis of the three instructional approaches to serve as a resource for interested individuals and recommend directions for future studies related to Agile teaching and learning in IS education

Globalization measurement as a management tool

If the intention of an approach towards measuring globalization is to represent an economy\u27s policymaking tool, it should enable to not only analyze an economy\u27s position but also its potentials for international integration in the period of contemporary globalization. In this paper we developed a theoretical framework for analyzing an economy\u27s globalization level, and set up the hierarchical model for its assessment by the analytic hierarchy process methodology. The model is empirically tested on the case of Slovenia and nine comparable countries. Our approach can be treated as an attempt towards diminishing theoretical uncertainties and deficiencies in the methodology of other, the most well-known approaches towards measuring globalization

Continued forensic development - investigation into current trends and proposed model for digital forensic practitioners

Continuous professional development has been looked at in many professions over the years, most notably in primary and secondary education and in the medical fields. With digital forensics being cast into the limelight due to the rapid advancements in technology, academic institutions have added courses to address the void created by the boom in the industry. Little research has been done to address the issues that have now become apparent concerning continued learning in this field. The purpose of this research was to investigate the kinds of frameworks and methods used in other professions, and how the practitioners themselves see career development, and to create a framework that could be used to keep abreast of developments in the field of digital forensics, be it changes in the law, case law, or changes in software. The data analysis showed quite a number of continued learning approaches that could be employed in the digital/computer forensic fields to achieve the objective of keeping abreast of changes in the field. Some, understandably, are due to the nature of the discipline. As part of practitioners' current approach to continued learning, they rely heavily on knowledge sharing in the form of learning from other professionals, through self-study by reading books, articles and research conducted in the forensic field, the use of Information and Communications Technology (ICT) for education, and the use of Internet sources such as user forums, Facebook groups, and web-blogs. The majority of the respondents had received formal training in digital forensics, and of the total number of participants, only six percent had not been involved in any form of continued learning activities in the past five years. When looking at the data obtained, and because there are no formal requirements to perform continued learning in the digital/computer forensic field, it becomes clear that individuals themselves need to be self-driven to keep up to date with changes in the field. As seen in studies focused on continued learning activities in other professions, the research shows that digital/computer forensic practitioners experience similar barriers to their own approaches to continued learning

Controversial Aspects of Diagnostics and Therapy of Arthritis of the Temporomandibular Joint in Rheumatoid and Juvenile Idiopathic Arthritis: An Analysis of Evidence- and Consensus-Based Recommendations Based on an Interdisciplinary Guideline Project

Introduction: Due to potentially severe sequelae (impaired growth, condylar resorption, and ankylosis) early diagnosis of chronic rheumatic arthritis of the temporomandibular joint (TMJ) and timely onset of therapy are essential. Aim: Owing to very limited evidence the aim of the study was to identify and discuss controversial topics in the guideline development to promote further focused research. Methods: Through a systematic literature search, 394 out of 3771 publications were included in a German interdisciplinary guideline draft. Two workgroups (1: oral and maxillofacial surgery, 2: interdisciplinary) voted on 77 recommendations/statements, in 2 independent anonymized and blinded consensus phases (Delphi process). Results: The voting results were relatively homogenous, except for a greater proportion of abstentions amongst the interdisciplinary group (p < 0.001). Eighty four percent of recommendations/statements were approved in the first round, 89% with strong consensus. Fourteen recommendations/statements (18.2%) required a prolonged consensus phase and further discussion. Discussion: Contrast-enhanced MRI was confirmed as the method of choice for the diagnosis of TMJ arthritis. Intraarticular corticosteroid injection is to be limited to therapy refractory cases and single injection only. In adults, alloplastic joint replacement is preferable to autologous replacement. In children/adolescents, autologous reconstruction may be performed lacking viable alternatives. Alloplastic options are currently still considered experimental

Addictive links: The motivational value of adaptive link annotation

Adaptive link annotation is a popular adaptive navigation support technology. Empirical studies of adaptive annotation in the educational context have demonstrated that it can help students to acquire knowledge faster, improve learning outcomes, reduce navigational overhead, and encourage non-sequential navigation. In this paper, we present our exploration of a lesser known effect of adaptive annotation, its ability to significantly increase students' motivation to work with non-mandatory educational content. We explored this effect and confirmed its significance in the context of two different adaptive hypermedia systems. The paper presents and discusses the results of our work

Support for Computer Users: Importance and Measurement

This study explores how support for computer users can be conceptualized and measured in information systems research. A number of studies have proposed that support for computer users plays an important role in the acceptance and utilization of information technology applications. In these studies, the support concept has been conceptualized in a variety of ways, and the findings have often not been as hypothesized. The paper provides a conceptual framework for understanding support for computer users, and then describes the development of an instrument to measure support for computer users in a business school lab environment. The paper should help further understanding and measurement of a concept that seems important, as well as problematic, for information systems research