Determining Training Needs for Cloud Infrastructure Investigations using I-STRIDE

As more businesses and users adopt cloud computing services, security vulnerabilities will be increasingly found and exploited. There are many technological and political challenges where investigation of potentially criminal incidents in the cloud are concerned. Security experts, however, must still be able to acquire and analyze data in a methodical, rigorous and forensically sound manner. This work applies the STRIDE asset-based risk assessment method to cloud computing infrastructure for the purpose of identifying and assessing an organization's ability to respond to and investigate breaches in cloud computing environments. An extension to the STRIDE risk assessment model is proposed to help organizations quickly respond to incidents while ensuring acquisition and integrity of the largest amount of digital evidence possible. Further, the proposed model allows organizations to assess the needs and capacity of their incident responders before an incident occurs.Comment: 13 pages, 3 figures, 3 tables, 5th International Conference on Digital Forensics and Cyber Crime; Digital Forensics and Cyber Crime, pp. 223-236, 201

Randomized trial of a DVD intervention to improve readiness to self-manage joint pain

Report of a randomized controlled trial of a motivational intervention to promote self-management of joint painA DVD (digital video disk) intervention to increase readiness to self-manage joint pain secondary to hemophilia was informed by a 2-phase, motivational-volitional model of readiness to self-manage pain, and featured the personal experiences of individuals with hemophilia. The DVD was evaluated in a randomized controlled trial in which 108 men with hemophilia completed measures of readiness to self-manage pain (Pain Stages of Change Questionnaire) before and 6 months after receiving the DVD plus information booklet (n = 57) or just the booklet (n = 51). The effect of the DVD was assessed by comparing changes in Pain Stages of Change Questionnaire scores (precontemplation, contemplation, and action/maintenance) between groups. The impact on pain coping, pain acceptance, and health-related quality of life was tested in secondary analyses. Repeated-measures analysis of variance, including all those with complete baseline and follow-up data regardless of use of the intervention, showed a significant, medium- sized, group time effect on precontemplation, with reductions among the DVD group but not the booklet group. Significant use time effects showed that benefits in terms of contemplation and action/maintenance were restricted to those who used the interventions at least once. The results show that low-intensity interventions in DVD format can improve the motivational impact of written information, and could be used to help prepare people with chronic pain for more intensive self-management interventions. The findings are consistent with a 2-phase, motivational-volitional model of pain self-management, and provide the first insights to our knowledge of readiness to self-manage pain in hemophilia.Haemophilia Society, U

Issues in Evaluating Health Department Web-Based Data Query Systems: Working Papers

Compiles papers on conceptual and methodological topics to consider in evaluating state health department systems that provide aggregate data online, such as taxonomy, logic models, indicators, and design. Includes surveys and examples of evaluations

Action, actor, context, target, time (AACTT): a framework for specifying behaviour

BACKGROUND: Designing implementation interventions to change the behaviour of healthcare providers and other professionals in the health system requires detailed specification of the behaviour(s) targeted for change to ensure alignment between intervention components and measured outcomes. Detailed behaviour specification can help to clarify evidence-practice gaps, clarify who needs to do what differently, identify modifiable barriers and enablers, design interventions to address these and ultimately provides an indicator of what to measure to evaluate an intervention's effect on behaviour change. An existing behaviour specification framework proposes four domains (Target, Action, Context, Time; TACT), but insufficiently clarifies who is performing the behaviour (i.e. the Actor). Specifying the Actor is especially important in healthcare settings characterised by multiple behaviours performed by multiple different people. We propose and describe an extension and re-ordering of TACT to enhance its utility to implementation intervention designers, practitioners and trialists: the Action, Actor, Context, Target, Time (AACTT) framework. We aim to demonstrate its application across key steps of implementation research and to provide tools for its use in practice to clarify the behaviours of stakeholders across multiple levels of the healthcare system. METHODS AND RESULTS: We used French et al.'s four-step implementation process model to describe the potential applications of the AACTT framework for (a) clarifying who needs to do what differently, (b) identifying barriers and enablers, (c) selecting fit-for-purpose intervention strategies and components and (d) evaluating implementation interventions. CONCLUSIONS: Describing and detailing behaviour using the AACTT framework may help to enhance measurement of theoretical constructs, inform development of topic guides and questionnaires, enhance the design of implementation interventions and clarify outcome measurement for evaluating implementation interventions

Cost-effectiveness of a nurse-based intervention (AIMS) to improve adherence among HIV-infected patients : Design of a multi-centre randomised controlled trial

Peer reviewedPublisher PD

More Efficient High Schools in Maine: Emerging Student-Centered Learning Communities

American K-12 public education all across the nation is at a difficult and critical crossroads. We are at a time when keen global competition underscores the need for exceptional performance in our primary and secondary schools. Yet, state and federal governments face unprecedented budget deficits and limited resources for the foreseeable future. Additionally, our schools are being called upon to do an even better job of preparing students for the 21st century. There is growing evidence that success in the 21st Century requires more than what has traditionally been the content of schooling. It requires more and different types of knowledge, skills, and learning. To help students acquire this knowledge base and skills, many educators and leaders are calling for transformative changes in our schools and changes in how we help students learn. This transformative change is called by many names: performance-based learning, standards-based learning, and student-centered learning. The Nellie Mae Education Foundation (NMEF) describes this transformation to more student-centered learning as the need for:... growing a greater variety of higher quality educational opportunities that enable all learners -- especially and essentially underserved learners -- to obtain the skills, knowledge and supports necessary to become civically engaged, economically self-sufficient lifelong learners. (2011) Can our schools be transformed to meet these challenges? More importantly, can they be high performing, efficient, and student-centered at the same time? To explore these questions, the Center for Education Policy, Applied Research, and Evaluation at the University of Southern Maine conducted a study in 2010-2011 of a sample of Maine high schools. Funded in part by the Nellie Mae Education Foundation, the study examined the degree to which these More Efficient high schools were also student-centered. In 2010, NMEF identified some of the key principles and attributes of studentcentered learning. The principles are that: Student-centered education systems provide all students equal access to the skills and knowledge needed for college and career readiness in today's world. Student-centered education systems align with current research on the learning process and motivation. Student-centered education systems focus on mastery of skills and knowledge. Student-centered education systems build student's identities through a positive culture with a foundation of strong relationships and high expectations. Student-centered education systems empower and support parents, teachers, administrators, and other community members to encourage and guide learners through their educational journey. The key attributes are that: Curriculum, instruction and assessment embrace the skills and knowledge needed for success. Community assets are harnessed to support and deepen learning experiences. Time is used flexibly and includes learning opportunities outside the traditional school day and year. Mastery-based strategies are employed to allow for pacing based on proficiency in skills and knowledge. The goal of the study reported here was to determine to what extent these principles and attributes may be found in the high schools. To that end, once a sample of More Efficient high schools was identified, the beliefs, strategies, and practices found in these schools were examined in light of the 2010 NMEF key principles and attributes

Liquidity in commercial property markets: deconstructing the transaction process

This paper draws from a wider research programme in the UK undertaken for the Investment Property Forum examining liquidity in commercial property. One aspect of liquidity is the process by which transactions occur including both how properties are selected for sale and the time taken to transact. The paper analyses data from three organisations; a property company, a major financial institution and an asset management company, formally a major public sector pension fund. The data covers three market states and includes sales completed in 1995, 2000 and 2002 in the UK. The research interviewed key individuals within the three organisations to identify any common patterns of activity within the sale process and also identified the timing of 187 actual transactions from inception of the sale to completion. The research developed a taxonomy of the transaction process. Interviews with vendors indicated that decisions to sell were a product of a combination of portfolio, specific property and market based issues. Properties were generally not kept in a “readiness for sale” state. The average time from first decision to sell the actual property to completion had a mean time of 298 days and a median of 190 days. It is concluded that this study may underestimate the true length of the time to transact for two reasons. Firstly, the pre-marketing period is rarely recorded in transaction files. Secondly, and more fundamentally, studies of sold properties may contain selection bias. The research indicated that vendors tended to sell properties which it was perceived could be sold at a ‘fair’ price in a reasonable period of time

Identifying critical success factors of ERP systems at the higher education sector

In response to a range of contextual drivers, the worldwide adoption of ERP Systems in Higher Education Institutions (HEIs) has increased substantially over the past decade. Though the difficulties and high failure rate in implementing ERP systems at university environments have been cited in the literature, research on critical success factors (CSFs) for ERP implementations in this context is rare and fragmented. This paper is part of a larger research effort that aims to contribute to understanding the phenomenon of ERP implementations and evaluations in HEIs in the Australasian region; it identifies, previously reported, critical success factors (CSFs) in relation to ERP system implementations and discusses the importance of these factors