Mr Hyde Or Dr. Jekyll? Characteristics Of The Information Systems Security Mindset

Information security professionals have a unique challenge in today\u27s connected world. They are charged with protecting digital assets from individuals, groups, and even foreign governments with little or no restrictions limiting their behavior. To be successful, security experts must have the mindset and skills of those who seek to harm their organization, but most are not alloto retaliate, in kind. Instead, they must use these skills only to predict and to prevent future attacks; thus using their technical prowess for good and not for evil. In a survey of 330 information security professionals, the data reveals six mindsets of security experts through a latent class analysis. One class emerged containing approximately 52% of the respondents, which indicates that the information security field is consistent with social identity theory and contains significant homogeneity in mindset toward securing an organization\u27s digital assets. Additionally, personality characteristics such as Creativity, Trait Competitiveness, and Morality influence membership in one of six information security mindsets

Blended learning internationalization from the commonwealth: An Australian and Canadian collaborative case study

This case depiction addresses the contentious issue of providing culturally and globally accessible teaching and learning to international students in universities in the Commonwealth nations of Australia and Canada. The chapter describes the university systems and cultures, the barriers to authentic higher education internationalization, and the problems frequently experienced by international students. Two university cases are presented and analysed to depict and detail blended learning approaches (face-toface combined with e-learning) as exemplars of culturally and globally accessible higher education and thereby ideologically grounded internationalization. Lessons learned are presented at the systems level and as teaching and learning solutions designed to address pedagogical problems frequently experienced by international students in the areas of communication, academic skills, teaching and learning conceptualization, and moving from rote learning to critical thinking. The blended learning solutions are analysed through the lens of critical theory

What school leaders are doing to support a culture of character: an exploratory study with preschools in Singapore

This article discusses an exploratory study, reporting the practices of five principals leading character development in early childhood centres in Singapore. Acknowledging variations in leadership style, the pooled focus group findings show the common denominator is the principals’ paradigm of authentic leadership informing a service orientated culture. Insights into the practices of these principals identify meaningful ways of building and sustaining a shared vision of respect, connectedness, cohesiveness, trust, positive morale, care and courtesy built on the principles of integrity, trust, hope and love. Findings identify the contribution of five visionary principals working with character development in early education spaces in Singapore preschools

Teacher perceptions of their evaluations : impact of the Network for Educator Effectiveness (NEE) data tool on teacher growth, teacher effectiveness, and learning-centered culture in a Missouri rural public high school

As public schools continue to face growing pressure to increase standardized test scores and improve nationwide student achievement levels, policy makers and school officials are looking for every opportunity for improvement. Three of the major areas of focus in this national debate are teacher growth, effectiveness, and learning-centered cultures in schools that lead to teacher collective efficacy and improved student performance. This study will focus on teacher evaluations as a tool for promoting teacher growth, improving teacher effectiveness, and promoting a learning-centered culture in a rural public school. Specifically, the researcher plans to measure the impact of the Network For Educator Effectiveness (NEE) Data Tool upon teacher growth, effectiveness, and the learning-centered culture through teacher perceptions in one rural public high school (NEE Data Tool Online Manager, n.d.). ... According to Darling and Hammond et al. (2016), "The new law provides the possibility that states can create more balanced systems of support and accountability focused on educating young people so they can become productive, engaged citizens who are prepared for 21st century college and careers" (p. i). The language in ESSA appears to be more focused on a holistic approach to overall school improvement versus the specific student testing and school accountability focus of previous educational reform. The ESSA has more "reasonable goals and objectives [which] can be collaboratively established that align with the needs of studens" (American Federation of Teachers FAQ, 2018, p. 1). The political debate about state and national educational reform rages on, but for now the researchers opinion is that Missouri is in a somewhat stable and manageable place as related to teacher evaluations as a tool for promoting teacher growth and improving learning cultures in public schools.Includes bibliographical reference

A Civil Investing Strategy for Putting Communities in Charge

This paper reflects on the difficulties encountered by development assistance institutions when they try to incorporate the idea of investing in civic capacities into the process of funding development projects. It explores the possibility that this difficulty arises not because the idea is foreign to what these donors already do, but rather because it is so similar on the surface yet mandates a fundamental change in mindset and in the power relationship between donor and grantee

The Source of Magic

This paper is an attempt to show that a large part of Western society no longer operates on the rationalist principles that most of us thought it did, but that it instead runs by magic more akin to that in fantasy works. The term ‘magic’ is not meant metaphorically or in science fiction author Arthur C Clarke’s sense that ‘Any sufficiently advanced technology is indistinguishable from magic’ (Clarke 1962), but is meant literally in the sense that Frazer (1890, republished 2003) used the term. This means that instead of trying to understand the present and near future by looking at the works of science fiction creators who put forth a rationalist and technological view of the world, we would understand the future better by looking to the fantasy of authors such as Jack Vance, Matthew Hughes, Ursula Le Guin, Piers Anthony and Michael Moorcock. This magic is manifested through magical thinking and irrational behaviour, where the majority of us use literal spells and incantations in our daily interactions with each other in the networked world, and where we worship capricious gods; most importantly, those spells, incantations and worship actually work, and those gods have actually come to exist. This paper will also show just how the spread of the computer technology propounded by scientists, technologists and SF writers has inevitably led to the creation of this irrational and magical world. This is partly because of limitations built-in to the formal systems on which these systems are based, leading to an extreme example of the law of unintended consequences. Finally, the paper will explain the mechanism by which magic is literally becoming real by reference to Frazer’s two laws of magic: the Law of Similarity and the Law of Contagion

Recommendations to Improve Active Learning Implementation at the National Security Space Institute in Colorado Springs, Colorado

The purpose of this research study was to provide recommendations to university leaders to improve active learning implementation at the National Security Space Institute in Colorado Springs, Colorado. The problem is that 80% of the faculty at the National Security Space Institute faced a forced transition into active learning with no pre-evaluation, coordination, or effective training with the faculty. (NSSI, n.d.). A study conducted to identify and provide recommendations will help improve active learning implementation at the National Security Space Institute. This is an applied research study using both quantitative and qualitative approaches. This research study addresses the central question of “How can this research study improve active learning implementation at the National Security Space Institute in Colorado Springs, Colorado?” There were three forms of data collection: interviews, a focus group, and a survey. The first approach to data collection was qualitative semi-structured interviews with faculty department heads. A focus group with civilian administrators and active-duty leadership was the second data collection approach. The third data collection approach, which was quantitative, involved a survey administered to the faculty. The qualitative data were analyzed using coding, pattern, and theme categorization. The quantitative data was analyzed using Excel for descriptive statistics such as frequencies, averages, and percentages

Environmental Justice and the Hesitant Embrace of Human Rights

This chapter explores some of the tensions inherent in employing ‘rights strategies’ in environmental justice movements. Using the example of a judicial review application brought by Indigenous environmental justice activists in Canada demonstrates the symbolic power of using rights-based language for environmental justice, but also underscores the serious procedural, logistical and resource barriers that frustrate these groups in their attempts to deploy litigation tactics. Legal scholars need to think critically about ‘rights-talk’ and confront the hard questions about its utility for advancing environmental justice. In working with communities, we must learn to listen to what communities want before we default to ‘rights’ and other legal tools often ill-fitted to the task