Empirical Test of a Hacking Model: An Exploratory Study

This exploratory study is an empirical test of a model of the activities involved in hacking attacks, and the conditions associated with the increase in these activities. In a methodological innovation, the variables in the model were measured using non-reactive, secondary data obtained from sixty months of official statistical data, from 1999 through 2003. These variables were analyzed using stepwise regression. The results obtained support several of the model predictions. 1. Increased Broadband access by home and small business users is associated with an increase in Reconnaissance activities by hackers looking for vulnerable systems. 2. Increased Reconnaissance is associated with an increase in hacking attempts to obtain initial access through the use of Malicious Code. 3. The increase in User Compromise is associated with the increase in Root Compromise, reflecting hackers\u27 efforts towards escalation of privilege. 4. The negative relationship between Root Compromise and Denial of Service supports the prediction that hacker frustration at failing to gain control of a resource may be one of the factors contributing to Denial of Service attacks. 5. Environmental variables (Broadband and Number of Hosts) are positively related to one another. These results suggest potentially significant implications for research and practice

Making Teamwork Work in the IS Classroom

Objective: To present a Teamwork Design Model that will help participants identify and manage the key design decisions they make, explicitly or implicitly, when using team projects in their IS courses. Rationale: IS practice requires not only technical skills, but also the ability to work with others. The importance of developing students\u27 teamwork skills leads many IS faculty to incorporate team projects in their courses. Unfortunately, placing people in groups does not guarantee that they are going to be able to work as a productive team. Not surprisingly, team projects frequently generate a lot of anxiety and frustration for all involved (including the instructor!), resulting in more entropy than synergy. The Teamwork Design Model draws from group dynamics and teamwork literature to identify the nature and impacts of the various decisions that IS instructors make when structuring team projects. These decisions can have profound effects on both the process and the outcomes of a team project. They are often made, however, with little or no awareness or reflection about their consequences. In many cases, instructors may not even be aware that certain features of team projects reflect design choices, rather than imperatives. This workshop will help participants to become aware of the decisions they make, consciously or unconsciously, when structuring team projects in IS courses. It will also help participants to anticipate and evaluate the possible consequences of these decisions. Format: The presentation will be highly interactive, and supported by a laptop PC, running Windows, connected to a Liquid Crystal Display (LCD) panel. The model will be displayed in successive images, where the level of detail and complexity will gradually increase)

“Regarding Lupe”: A one-act play where two cultures collide on the road to a Latina’s performance appraisal

This article presents an original academic play, “Regarding Lupe,” that explores traditional and emerging Latina cultural values and how cross-cultural differences may affect a performance appraisal process. The dramatic structure of the play, inspired by Crandall and Eshleman’s Justification/Suppression Model of Prejudice (JSM), represents a novel and vivid way to engage students in learning why even an acculturated Latina executive may face stereotypes, prejudice, and unintentional discrimination in performance appraisal at work. Here we share the play and offer theoretical and cross-cultural information to facilitate the debriefing. We hope to contribute not only to the teaching and learning of diversity and discrimination, but also to an appreciation of the innovative pedagogical potential of academic plays

Leadership: Three Approaches to Learning

This paper describes three approaches to teaching leadership at the advanced level for adult learners.  The three approaches address competence or skill building and authenticity or self-development.  Each approach offers a variety of materials to draw from and provides concrete examples of learning activities

Fostering Online Student Participation

The challenges of teaching online include encouraging student participation.  Although many instructors would like to increase participation in their online courses, there is no established body of knowledge on the various forms such participation may take, or how it should be evaluated.  This paper outlines two major pedagogical approaches, the transmission model and the transformation model and suggests that the transformation model is uniquely suited for online learning.  Once the preferred model is established, guidance in ways to foster online student participation is provided

A Taxonomy Of Participation In Online Courses

One of the main challenges in web-based education is to encourage student participation. Although many instructors would like to increase participation in their online courses, there is no established body of knowledge on the various forms such participation may take.  This paper will propose a taxonomy for classifying different types of participation in online courses, discuss pedagogical issues involved in increasing participation, and suggest testable hypotheses for future research

Avaliação da aprendizagem : aspectos relevantes da avaliação diagnóstica, formativa e somativa na aprendizagem escolar

Orientadora : Edna Amancio de Souza RamosMonografia (especialização) - Universidade Federal do Paraná, Setor de Educação, Curso de Especialização em Coordenação Pedagógica.Inclui referênciasResumo : Apresentado ao curso de pós-graduação em Coordenação Pedagógica pela Universidade Federal do Paraná, o presente trabalho tem como objetivo conhecer o que a comunidade escolar entende por avaliação da aprendizagem, servindo aos professores para a compreensão das funções da avaliação, os instrumentos avaliativos que podem ser utilizados e que a avaliação é um mecanismo de reflexão da prática pedagógica. O presente trabalho é um estudo de caso realizado numa escola de um município do Paraná sobre o tema Avaliação da Aprendizagem, com a perspectiva da análise da percepção dos docentes e da coordenação pedagógica das três funções da avaliação mais utilizadas na escola: diagnóstica, formativa e somativa. A pesquisa se divide nos estudos sobre as definições de avaliação e de suas funções por alguns autores, pontos divergentes e convergentes, e dentro destes conceitos, o que compete a cada função no âmbito escolar, buscando levantar aspectos positivos e negativos. Então, parte para análise documental a partir da legislação e de documentos escolares do estabelecimento de ensino, em como abordam a avaliação. A metodologia de pesquisa utilizou do estudo de caso com aplicação de roteiros de entrevistas e questionários realizados com professores, alunos e responsáveis, partindo para sua análise à luz da teoria estudada. As considerações, a partir da análise dos resultados, apresentam a reflexão sobre a necessidade de estudo do tema avaliação e que este estudo deveria ser feito de dentro da escola para fora, para que se tenha uma visão clara dos limites e possibilidades das mudanças impostas pelo sistema educacional ou de inovação pedagógica