Cyber security education is as essential as “The Three R’s”

Smartphones have diffused rapidly across South African society and constitute the most dominant information and communication technologies in everyday use. That being so, it is important to ensure that all South Africans know how to secure their smart devices. This requires a high level of security awareness and knowledge. As yet, there is no formal curriculum addressing cyber security in South African schools. Indeed, it seems to be left to Universities to teach cyber security principles, and they currently only do this when students take computing-related courses. The outcome of this approach is that only a very small percentage of South Africans, i.e. those who take computing courses at University, are made aware of cyber security risks and know how to take precautions. Moreover, because this group is overwhelmingly male, this educational strategy disproportionately leaves young female South Africans vulnerable to cyber attacks. We thus contend that cyber security ought to be taught as children learn the essential “3 Rs” – delivering requisite skills at University level does not adequately prepare young South Africans for a world where cyber security is an essential skill. Starting to provide awareness and knowledge at primary school, and embedding it across the curriculum would, in addition to ensuring that people have the skills when they need them, also remove the current gender imbalance in cyber security awareness

Cyber security education is as essential as “the three R's”

Smartphones have diffused rapidly across South African society and constitute the most dominant information and communication technologies in everyday use. That being so, it is important to ensure that all South Africans know how to secure their smart devices. Doing so requires a high level of security awareness and knowledge. As yet, there is no formal curriculum addressing cyber security in South African schools. Indeed, it seems to be left to universities to teach cyber security principles, and they currently only do this when students take computingrelated courses. The outcome of this approach is that only a very small percentage of South Africans, i.e. those who take computing courses at university, are made aware of cyber security risks and know how to take precautions. In this paper we found that, because this group is overwhelmingly male, this educational strategy disproportionately leaves young South African women vulnerable to cyber-attacks. We thus contend that cyber security ought to be taught as children learn the essential “3 Rs”—delivering requisite skills at University level does not adequately prepare young South Africans for a world where cyber security is an essential skill. Starting to provide awareness and knowledge at primary school, and embedding it across the curriculum would, in addition to ensuring that people have the skills when they need them, also remove the current gender imbalance in cyber security awareness

Trends in HIV risk behaviour of incoming first-year students at a South African university: 2007–2012

The aim of the research on which this article is based was to understand the behavioural changes of the target student populationover time to ensure that future prevention programmes are more effective in changing behaviour. This study reports on quantitativedata collected at the University of the Western Cape over a six-year period between 2007 and 2012. All the students attending theorientation sessions and who were willing to complete the anonymous questionnaire during each of the six years were included inthe study. Data were collected on the following aspects and subjects: sexual activity, age at first sexual encounter, number of sexualpartners, condom usage, knowledge of how to use a condom, perceived ability to discuss condoms usage with a sexual partner,perception of HIV risk and HIV testing as well as the intention to be tested. Reported alcohol and drug usage, as well asdepressive symptoms, was also recorded. The percentage of students reporting having had vaginal sex prior to enteringuniversity increased from 44% in 2007 to 51% in 2012 but, alarmingly, the consistent use of condoms decreased from 60% in2007 to 51% in 2012. The average onset age of about 15.6 years for males and 16.7 years for females for vaginal sex did notchange over the six-year period. No difference in smoking patterns or drug use was seen over the period of the study, but thenumber of entering students who indicated that they consumed alcohol increased significantly from 48% in 2007 to 58% in2012

Validity and reliability of the South African health promoting schools monitoring questionnaire

Health promoting schools, as conceptualised by the World Health Organisation, have been developed in many countries to facilitate the health-education link. In 1994, the concept of health promoting schools was introduced in South Africa. In the process of becoming a health promoting school, it is important for schools to monitor and evaluate changes and developments taking place. The Health Promoting Schools (HPS) Monitoring Questionnaire was developed to obtain opinions of students about their school as a health promoting school. It comprises 138 questions in seven sections: sociodemographic information; General health promotion programmes; health related Skills and knowledge; Policies; Environment; Community-school links; and support Services. This paper reports on the reliability and face validity of the HPS Monitoring Questionnaire. Seven experts reviewed the questionnaire and agreed that it has satisfactory face validity. A test-retest reliability study was conducted with 83 students in three high schools in Cape Town, South Africa. The kappa-coefficients demonstrate mostly fair (j-scores between 0.21 and 0.4) to moderate (j-scores between 0.41 and 0.6) agreement between test-retest General and Environment items; poor (j-scores up to 0.2) agreement between Skills and Community test-retest items, fair agreement between Policies items, and for most of the questions focussing on Services a fair agreement was found. The study is a first effort at providing a tool that may be used to monitor and evaluate students' opinions about changes in health promoting schools. Although the HPS Monitoring Questionnaire has face validity, the results of the reliability testing were inconclusive. Further research is warranted.IS

Evaluation of protein purification techniques and effects of storage duration on lc-ms/ms analysis of archived ffpe human crc tissues

To elucidate cancer pathogenesis and its mechanisms at the molecular level, the collecting and characterization of large individual patient tissue cohorts are required. Since most pathology institutes routinely preserve biopsy tissues by standardized methods of formalin fixation and paraffin embedment, these archived FFPE tissues are important collections of pathology material that include patient metadata, such as medical history and treatments. FFPE blocks can be stored under ambient conditions for decades, while retaining cellular morphology, due to modifications induced by formalin. However, the effect of long-term storage, at resource-limited institutions in developing countries, on extractable protein quantity/quality has not yet been investigated. In addition, the optimal sample preparation techniques required for accurate and reproducible results from label-free LC-MS/MS analysis across block ages remains unclear. This study investigated protein extraction efficiency of 1, 5, and 10-year old human colorectal carcinoma resection tissue and assessed three different gel-free protein purification methods for label-free LC-MS/MS analysis. A sample size of n 17 patients per experimental group (with experiment power 0.7 and α 0.05, resulting in 70% confidence level) was selected

Higher Education Students’ Perceptions of Online Learning during COVID-19—A Comparative Study

The pandemic and subsequent ‘lockdown’ has dramatically changed the educational landscape of higher education institutions. Pre-covid-19, traditional universities had choices in pedagogical practice, which included a variety of teaching delivery modes. Overnight, a single mode of delivery became the only option for traditional higher education institutions. All services had to be migrated to digital platforms, leading to a period of “emergency eLearning”. The full impact of this sudden shift to digital platforms on all cohorts of students is still uncertain. A measure of disruption to the normal student learning experience, especially for those attending traditional universities, was inevitable. Moreover, this disruption was varied depending on the University’s country and the country’s lockdown rules. This international, comparative, quantitative research project aimed to investigate and understand the higher education students’ perceptions of emergency eLearning during the first wave of COVID-19. Experiences of students at universities in three countries were evaluated in terms of four dimensions: 1) home learning environment, 2) engagement, 3) participation preference, and 4) impact on learning skills. The research revealed significant differences between the participating universities. The most important differences were in the ‘home learning environment’, followed by ‘engagement’ and the perception of ‘impact on learning skills’. The differences in the ‘home learning environment’ can be attributed to the differing economic and digital development of the surveyed countries: South Africa, Wales, and Hungary. Finally, different cultural backgrounds suggest a noticeable difference in student engagement, participation, and learning skills

‘Lockdown’: Digital and emergency elearning technologies—A student perspective

The COVID-19 pandemic and the subsequent emergency measures had a fundamental and disruptive impact on societies and, in particular, on the educational sector. The transition of the modality of educational delivery from face-to-face to online occurred within days; this research study considered the concepts of digital trust and digital access, using structuration, postmodernism, and critical social theory as lenses to understand Higher Education (HE) student experiences during the first wave of the lockdown. The study compared these aspects in Hungary, South Africa, and Wales (UK) with different digital and network readiness indices. The digital development of the countries is presented using both the Digital Intelligence and Network Readiness indices. The research approach was cross-country, international, comparative, inductive, and quantitative

Blinkered views of out-group mobile phone usage : moving towards less stereotyping of 'others'

Trainee designers, like other humans, often see the world through their own specific lenses. This can potentially negatively impact on their designs, especially if they design with users like themselves in mind. The purpose of the study reported in this paper was to expose students to the non-homogeneity of users from different out-groups, characterised by age differences. Student researchers were tasked to explore the mobile usages and perceptions of out-group members. The younger and older mobile phone users challenged the students’ preconceptions about how they would use their phones. This awareness is likely to translate into improved interface designs for users across the age spectrum

‘Lockdown' : digital and emergency eLearning technologies - a student perspective

As the digitalization process has become more and more important in our daily lives, during recent decades e-commerce has greatly increased in popularity, becoming increasingly used, therefore representing an extremely convenient alternative to traditional stores. In order to develop and maintain profitable businesses, traders need accurate forecasts concerning their future sales, a very difficult task considering that these are influenced by a wide variety of factors. This paper proposes a novel e-commerce sales forecasting method that dynamically builds a Directed Acyclic Graph Neural Network (DAGNN) for Deep Learning architecture. This will allow for long-term, fine-grained forecasts of daily sales revenue, refined up to the level of product categories. The developed forecasting method provides the e-commerce store owner an accurate forecasting tool for predicting the sales of each category of products for up to three months ahead. The method offers a high degree of scalability and generalization capability due to the dynamically incremental way in which the constituent elements of the DAGNN's architecture are obtained. In addition, the proposed method achieves an efficient use of data by combining the numerous advantages of its constituent layers, registering very good performance metrics and processing times. The proposed method can be generalized and applied to forecast the sales for up to three months ahead in the case of other e-commerce stores, including large e-commerce businesses

An in-depth study of the ICT ecosystem in a South African rural community: unveiling expenditure and communication patterns

There is no doubt of the contributions made by mobile phones and mobile network operators in increasing access to communications in rural areas of developing countries. Yet how affordable is this ubiquitous access in such an ICT ecosystem? Using data from two stratified random surveys conducted in a South African rural community, this paper provides a unique in-depth picture of the expenditure and communication patterns of its dwellers. Results show a high access ratio of people using mobile phone services weekly and a high proportion of disposable income dedicated to a very constrained set of mobile phone services. Factors such as mobile phone charging and the extra charges added by airtime resellers contribute to increase the communication costs. This data and its analysis can be used by the following: regulators and government agencies to better design their policy implementations to provide universal service and access; competing industry players to understand the dynamics within rural communities to better target their products; civil society organizations to a constitutional right