A COMPREHENSIVE REVIEW OF INTERNET OF THINGS WAVEFORMS FOR A DOD LOW EARTH ORBIT CUBESAT MESH NETWORK

The Department of Defense (DOD) requires the military to provide command and control during missions in locations where terrestrial communications infrastructure is unreliable or unavailable, which results in a high reliance on satellite communications (SATCOM). This is problematic because they use and consume more digital data in the operational environment. The DOD has several forms of data capable of meeting Internet of Things (IoT) transmission parameters that could be diversified onto an IoT network. This research assesses the potential for an IoT satellite constellation in Low Earth Orbit to provide an alternative, space-based communication platform to military units while offering increased overall SATCOM capacity and resiliency. This research explores alternative IoT waveforms and compatible transceivers in place of LoRaWAN for the NPS CENETIX Ortbial-1 CubeSat. The study uses a descriptive comparative research approach to simultaneously assess several variables. Five alternative waveforms—Sigfox, NB-IoT, LTE-M, Wi-sun, and Ingenu—are evaluated. NB-IoT, LTE-M, and Ingenu meet the threshold to be feasible alternatives to replace the LoRaWAN waveform in the Orbital-1 CubeSat. Six potential IoT transceivers are assessed as replacements. Two transceivers for the NB-IoT and LTE-M IoT waveforms and one transceiver from U-blox for the Ingenu waveform are assessed as compliant.Lieutenant, United States NavyApproved for public release. Distribution is unlimited

Roadmap for NIS education programmes in Europe:education

This document continues work from previous activities by suggesting training materials, scenarios and a way forward for implementing the EC roadmap for NIS education in Europe. In doing so, the Agency has recognised the heterogeneous landscape of Europe in this area

Web Science: expanding the notion of Computer Science

Academic disciplines which practice in the context of rapid external change face particular problems when seeking to maintain timely, current and relevant teaching programs. In different institutions faculty will tune and update individual component courses while more radical revisions are typically departmental-wide strategic responses to perceived needs. Internationally, the ACM has sought to define curriculum recommendations since the 1960s and recognizes the diversity of the computing disciplines with its 2005 overview volume. The consequent rolling program of revisions is demanding in terms of time and effort, but an inevitable response to the change inherent is our family of specialisms. Preparation for the Computer Curricula 2013 is underway, so it seems appropriate to ask what place Web Science will have in the curriculum landscape. Web Science has been variously described; the most concise definition being the ‘science of decentralized information systems’. Web science is fundamentally interdisciplinary encompassing the study of the technologies and engineering which constitute the Web, alongside emerging associated human, social and organizational practices. Furthermore, to date little teaching of Web Science is at undergraduate level. Some questions emerge - is Web Science a transient artifact? Can Web Science claim a place in the ACM family, Is Web Science an exotic relative with a home elsewhere? This paper discusses the role and place of Web Science in the context of the computing disciplines. It provides an account of work which has been established towards defining an initial curriculum for Web Science with plans for future developments utilizing novel methods to support and elaborate curriculum definition and review. The findings of a desk survey of existing related curriculum recommendations are presented. The paper concludes with recommendations for future activities which may help us determine whether we should expand the notion of computer science

Software and Systems Engineers in ICS Security - Graduate Level Curricula and Industry Needs

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Overcoming the Challenges of Teaching Cybersecurity in UK Computer Science Degree Programmes

This Innovative Practice Full Paper explores the diversity of challenges relating to the teaching of cybersecurity in UK higher education degree programmes, through the lens of national policy, to the impact on pedagogy and practice.There is a serious demand for cybersecurity specialists, both in the UK and globally; there is thus significant and growing higher education provision related to specialist undergraduate and postgraduate courses focusing on varying aspects of cybersecurity. To make our digital systems and products more secure, all in IT need to know some cybersecurity — thus, there is a case for depth as well as breadth; this is not a new concern, but it is a growing one. Delivering cybersecurity effectively across general computer science programmes presents a number of challenges related to pedagogy, resources, faculty and infrastructure, as well as responding to industry requirements.Computer science and cognate engineering disciplines are evolving to meet these demands — both at school-level, as well as at university — however, doing so is not without challenges. This paper explores the progress made to date in the UK, building on previous work in cybersecurity education and accreditation by highlighting key challenges and opportunities, as well as identifying a number of enhancement activities for use by the international cybersecurity education community. It frames these challenges through concerns with the quality and availability of underpinning educational resources, the competencies and skills of faculty (especially focusing on pedagogy, progression and assessment), and articulating the necessary technical resources and infrastructure related to delivering rigorous cybersecurity content in general computer science and cognate degrees.Though this critical evaluation of an emerging national case study of cybersecurity education in the UK, we also present a number of recommendations across policy and practice — from pedagogic principles and developing effective cybersecurity teaching practice, challenges in the recruitment, retention and professional development of faculty, to supporting diverse routes into post-compulsory cybersecurity education (and thus, diverse careers) — to provide the foundation for potential replicability and portability to other jurisdictions contemplating related education and skills reform initiatives and interventions

Using Offline Activities to Enhance Online Cybersecurity Education

Since the beginning of the 21st century, the United States has experienced the impact of a technological revolution. One effect of this technological revolution is the creation of entirely new careers related to the field of technology, including cybersecurity. Continued growth in the cybersecurity industry means a greater number of jobs will be created, adding to the existing number of jobs that are challenging an under-educated and under-trained workforce. The goal of this thesis is to increase the effectiveness of cybersecurity education. This thesis studies whether an online course in cybersecurity can be enhanced by offline, in-person activities that mirror traditional classroom methods. To validate the research, two groups of high school students participated in an online course with only one group participating in offline activities. The results showed that the group that participated in both the online and offline portions of the course had a higher percentage of student retention, a more positive mindset towards cybersecurity, and an improved performance in the course

and Cost/Benefits Opportunities

Acquisition Research Program Sponsored Report SeriesSponsored Acquisition Research & Technical ReportsThe acquisition of artificial intelligence (AI) systems is a relatively new challenge for the U.S. Department of Defense (DoD). Given the potential for high-risk failures of AI system acquisitions, it is critical for the acquisition community to examine new analytical and decision-making approaches to managing the acquisition of these systems in addition to the existing approaches (i.e., Earned Value Management, or EVM). In addition, many of these systems reside in small start-up or relatively immature system development companies, further clouding the acquisition process due to their unique business processes when compared to the large defense contractors. This can lead to limited access to data, information, and processes that are required in the standard DoD acquisition approach (i.e., the 5000 series). The well-known recurring problems in acquiring information technology automation within the DoD will likely be exacerbated in acquiring complex and risky AI systems. Therefore, more robust, agile, and analytically driven acquisition methodologies will be required to help avoid costly disasters in acquiring these kinds of systems. This research provides a set of analytical tools for acquiring organically developed AI systems through a comparison and contrast of the proposed methodologies that will demonstrate when and how each method can be applied to improve the acquisitions lifecycle for AI systems, as well as provide additional insights and examples of how some of these methods can be applied. This research identifies, reviews, and proposes advanced quantitative, analytically based methods within the integrated risk management (IRM)) and knowledge value added (KVA) methodologies to complement the current EVM approach. This research examines whether the various methodologies—EVM, KVA, and IRM—could be used within the Defense Acquisition System (DAS) to improve the acquisition of AI. While this paper does not recommend one of these methodologies over the other, certain methodologies, specifically IRM, may be more beneficial when used throughout the entire acquisition process instead of within a portion of the system. Due to this complexity of AI system, this research looks at AI as a whole and not specific types of AI.Approved for public release; distribution is unlimited.Approved for public release; distribution is unlimited

ERNCIP training for professionals in Critical Infrastructure Protection: from risk management to resilience

This report, about the ERNCIP Pilot “Training for professionals in Critical Infrastructure Protection: from risk management to resilience”, contains an analysis of the roadmap followed by the JRC in establishing, in cooperation with DG Home, a first-of-its-kind training event strongly based on the European Programme for Critical Infrastructure Protection (EPCIP). This deliverable contains references to all the steps that this project implied; from its embryonic conceptualisation, passing through the validation of its functional requirements and modules, to its final execution in Brussels from the 21st to the 23rd of June 2016. The aim of this document is to disseminate the methodologies and material collected during the execution of the project and provide useful references, topics and suggestions to educators and trainers - and their organisations - that are willing to organise or fine-tune courses on Critical Infrastructure Protection and Resilience with a focus on European policies and strategies. The ERNCIP Office's goal, following the publication of this report, is to receive feedback from institutions and experts that have made use of the Course’s material in view to integrate them in the execution of new iterations of training events. The Course’s material could also be used by DG HOME as one of the actions put in place to foster the improvement of the “external domain” of the European programme for Critical Infrastructure Protection (EPCIP). The fact that the EPCIP also aims at reaching out to neighbouring countries of the Union, in view to establish CIP-related form of cooperation, puts the “training” among the most useful and direct tools to be exploited to achieve such objective.JRC.E.2-Technology Innovation in Securit