Creating An Information Technology Security Program for Educators

Information Technology (IT) Security education has become a critical component to college curriculum within the past few years. Along with developing security courses and degrees, there is a need to train college educators and disseminate the security curriculum and best-practices to other colleges. St. Petersburg College implemented a project entitled Information Technology Security and Education for Educators (ITSCEE) designed to address Priority III of the “National Strategy to Secure Cyberspace”, establishment of a “national cyberspace training program.” The project was designed to produce three nationally relevant IT Security degree and certificate programs at the associate, advanced technical certificate, and baccalaureate levels. Also, the project was designed to provide training and an opportunity for the Florida Community College Faculty to obtain certification in the IT Security arena to assist their institutions in deploying relevant IT Security degree programs. This paper will describe the evolution of this project, the success in meeting goals, lessons learned and techniques and best practices other colleges may use to enhance their programs

Modularity in support of design for re-use

We explore the structuring principle of modularity with the objective of analysing its current ability to meet the requirements of a 're-use' centred approach to design. We aim to highlight the correlation's between modular design and 're-use', and argue that it has the potential to aid the little-supported process of 'design-for-re-use'. In fulfilment of this objective we not only identify the requirements of 'design-for-re-use', but also propose how modular design principles can be extended to support 'design-for-re-use'

Common Interests or Common Polities? Reinterpreting the Democratic Peace

The central claim of a rapidly growing literature in international relations is that members of pairs of democratic states are much less likely to engage each other in war or in serious disputes short of war than are members of other pairs of states. Our analysis does not support this claim. Instead, we find that the dispute rate between democracies is lower than is that of other country pairs only after World War II. Before 1914 and between the World Wars, there is no difference between the war rates of members of democratic pairs of states and those of members of other pairs of states. We also find that there is a higher incidence of serious disputes short of war between democracies than between nondemocracies before 1914. We attribute this cross-temporal variation in dispute rates to changes in patterns of common and conflicting interests across time. We use alliances as an indicator of common interests to show that cross-temporal variation in dispute rates conforms to variations in interest patterns for two of the three time periods in our sample.

Taxonomy of the fouling cheilostome bryozoans, Schizoporella unicornis, (Johnston) and Schizoporella errata (Waters)

Figure 1. (A–D) Images of Wood's Pliocene specimen from the Coralline Crag, Suffolk (NHM B1675) described in Busk (1859). (A) Group of autozooids at growing edge of colony within small bivalve shell. (B) Autozooids exhibiting deep V-shaped sinus. (C) Frontal shield with paired avicularia and deep V-shaped sinus. (D) Detail of primary orifice and sinus. (E, F) Lectotype of Schizoporella unicornis [NHM 1847.16.174 (a)] bleached portion. (E) Group of autozooids at the distal edge of colony with adventitious avicularia, paired, single or absent. (F) Ovicellate autozooids showing radially aligned scalloped grooves. Scale bars: 500 µm (A); 250 µm (B); 100 µm (C, E); 50 µm (D,F).Published as part of Tompsett, Scott, Porter, Joanne S. & Taylor, Paul D., 2009, Taxonomy of the fouling cheilostome bryozoans Schizoporella unicornis (Johnston) and Schizoporella errata (Waters), pp. 2227-2243 in Journal of Natural History 43 (35-36) on page 2231, DOI: 10.1080/00222930903090140, http://zenodo.org/record/521715

Re-using knowledge : why, what and where

Previously the 're-use' focus has centred on specific and/or standard parts, more recently however, [standard components] are being developed...to enable both the re-use of the part and the experience associated with that part'. This notion is further extended by Finger who states that 'designers may re-use a prior design in it's entirety,...may re-use an existing shape for a different function, or may re-use a feature from another design'. Reinforcing this notion we currently consider re-use to reflect the utilisation of any knowledge gained from a design activity and not just past designs of artefacts. Our research concerns the improvement of formal 're-use' support and as such we have identified a need to gain a better understanding of how design knowledge can be utilised to support 're-use'. Thus, we discuss the requirements of successful 're-use' and attempt to ascertain within this skeleton: what knowledge can be re-used; how to maximise its' applicability; and where and when it can be utilised in new design

Design reuse research : a computational perspective

This paper gives an overview of some computer based systems that focus on supporting engineering design reuse. Design reuse is considered here to reflect the utilisation of any knowledge gained from a design activity and not just past designs of artefacts. A design reuse process model, containing three main processes and six knowledge components, is used as a basis to identify the main areas of contribution from the systems. From this it can be concluded that while reuse libraries and design by reuse has received most attention, design for reuse, domain exploration and five of the other knowledge components lack research effort

First Steps: briefing document for schools

The Extending Learning Opportunities document is an update of the Study Support Code of Practice and is recommended for use by all schools, centres and organisations who deliver study support activities for children and young people. It is a self evaluation tool which takes the user through a quality development process. First Steps is a concept designed to introduce an audience to using the Extending Learning Opportunities document (ELO) in more detail. It essentially guides the audience through a simple set of questions; the responses to which will address certain themes in the ELO. The concept lends itself to local interpretation and a number of LAs have designed their own First Steps programme for use with schools and centres who are interested in using the ELO. One particular LA used the model as a “readiness indicator” for schools and settings and made it a requirement before engaging with the ELO. Alternatively schools could adapt the approach to benchmark performance across departments or targeted groups

Speech and language difficulties in children with and without a family history of dyslexia

Comorbidity between SLI and dyslexia is well documented. Researchers have variously argued that dyslexia is a separate disorder from SLI, or that children with dyslexia show a subset of the difficulties shown in SLI. This study examines these hypotheses by assessing whether family history of dyslexia and speech and language difficulties are separable risk factors for literacy difficulties. Forty-six children with a family risk of dyslexia (FRD) and 36 children receiving speech therapy (SLT) were compared to 128 typically developing children. A substantial number (41.3%) of the children with FRD had received SLT. The nature of their difficulties did not differ in severity or form from those shown by the other children in SLT. However, both SLT and FRD were independent risk factors in predicting reading difficulties both concurrently and 6 months later. It is argued that the results are best explained in terms of Pennington's (2006) multiple deficits model

Knowledge and perceptions in participatory policy processes: lessons from the delta-region in the Netherlands

Water resources management issues tend to affect a variety of uses and users. Therefore, they often exhibit complex and unstructured problems. The complex, unstructured nature of these problems originates from uncertain knowledge and from the existence of divergent perceptions among various actors. Consequently, dealing with these problems is not just a knowledge problem; it is a problem of ambiguity too. This paper focuses on a complex, unstructured water resources management issue, the sustainable development—for ecology, economy and society—of the Delta-region of the Netherlands. In several areas in this region the ecological quality decreased due to hydraulic constructions for storm water safety, the Delta Works. To improve the ecological quality, the Dutch government regards the re-establishment of estuarine dynamics in the area as the most important solution. However, re-establishment of estuarine dynamics will affect other uses and other users. Among the affected users are farmers in the surrounding areas, who use freshwater from a lake for agricultural purposes. This problem has been addressed in a participatory decision-making process, which is used as a case study in this paper. We investigate how the dynamics in actors’ perceptions and the knowledge base contribute to the development of agreed upon and valid knowledge about the problem–solution combination, using our conceptual framework for problem structuring. We found that different knowledge sources—expert and practical knowledge—should be integrated to create a context-specific knowledge base, which is scientifically valid and socially robust. Furthermore, we conclude that for the convergence of actors’ perceptions, it is essential that actors learn about the content of the process (cognitive learning) and about the network in which they are involved (strategic learning). Our findings form a plea for practitioners in water resources management to adopt a problem structuring approach in order to deal explicitly with uncertainty and ambiguity