Cybersecurity Curricular Guidelines

The Cybersecurity Curricular Guidelines, a joint effort of the ACM, IEEE Computer Society, AIS SIGSAC, and IFIP WG 11.8, were created to provide developers of cybersecurity curricula with guidelines for material to include. The curricular guidelines have eight knowledge areas, broken down into knowledge units and topics. Underlying cross-cutting concepts provide linkages among the knowledge areas. Disciplinary lenses enable the developer to emphasize the knowledge units appropriate to the goals of the developed curricula. Each knowledge area also includes a list of essential concepts that all curricula should cover to an appropriate depth. The guidelines can be linked to workforce frameworks and certification criteria as well as academic curricula.

The Importance of Environment in Indonesian Language Learning

Stated that environmental education is a joint effort that is consciously organized to teach or attract human attention about how the natural environment functions and how humans can manage and protect it. This education takes place in the practice of seeking creativity and discovery, as well as the exploration of reality without realizing it.

A Journey of People Development, Processes and Tools

Objective/Scope Abu Dhabi National Oil Company (ADNOC) places a priority on People Development. The reorganisation in 2016, a changing demographic, and increased emphasis on "Emiratisation" of the workforce has only reinforced that priority. The reorganisation fused together disparate companies, each with its own competency standards. The goal of ensuring that UAE national staff are used and developed throughout the organisation, coupled with our demographics, has added to the requirement for standard set of measures and processes for capability development across the ADNOC Group. This initiative has been implemented in phases, beginning with the creation/unification of core technical, behavioral/leadership and business competencies for all subsurface disciplines across the Group. We are now creating a learning organization to address our remaining challenges. A joint effort is required between our human capital and technical discipline leaders. Methods, Procedures, Process The ADNOC Competency Frameworks were created through a joint effort between subject matter experts (SME) and the People Development Team. The deployment of these frameworks was done in two main steps:Creation and verification. This was a joint effort between our Human Capital organisation and domain experts from the operating companies. This deployment also saw the creation of discipline authorities for the subsurface organisation. These "Heads of Discipline" are domain experts with a focus on skills and staff development. A "self-assessment" + "manager verification" process was used to populate the competency framework database.Data analysis. A statistical subset of the data were independently verified by SME interviews. Anomalies, and disciplines with insufficient coverage were scrubbed from the data. A number of analytical tools were used for data analysis, including "Heat Maps" for visual impact.Results, Observations and ConclusionsThe results revealed strength in the "engine room" of the organization, however, some "gaps" were identified. One gap was identified in the transitional grades between the "junior" and "operational" staff. This was consistent for all disciplines, and it is being addressed through specialized training and on-the job work assignments. Another gap was identified in some specialties, in which ADNOC depends on one or two individuals for key skillsets.As we took immediate action to address some gaps, we recognised that a longer term solution was required. This has taken the form of the ADNOC Learning Institute (ALI). The ALI is a comprehensive solution which includes strategic workforce planning, future capabilities, competency and learning frameworks. These will underpin future efforts in technical succession planning and mobility.Novel AdditionsThe ADNOC Learning Institute was crafted to meet the competing challenges of skills development, demographics and Emiratisation. The ALI demonstrates how a unified vision is required to meet future challenges.

An analysis of supply chain collaboration index by using FAHP and SCCI: a case study of organic fertiliser company X, Indonesia

Supply chain collaboration is one of the most crucial variables of driving business success in organic fertiliser Companies, especially to maintain the continual flow from upstream to downstream. Therefore, understanding the level of collaboration factors is vital in sustaining the partnership as well as reducing any conflicts among stakeholders. This study aims to measure the depth of collaboration among Company X and its suppliers. The assessment of the supply chain collaboration index will perform Fuzzy Analytical Hierarchy Process (FAHP) to weight the collaboration behaviour factors and Supply Chain Collaboration Index (SCCI) to measure the depth level of collaboration. The collaboration behaviour factors examined in this study are including joint effort, collaboration values, sharing activities, adaptation, trust, power, stability, commitment, continuous improvement and coordination. Based on the computation process using SCCI, the collaboration index among company X and its supplier is 76.72 on a scale of 1-100. It implies that the collaboration is at a moderate level. Consequently, the company needs to recognise the low score factors and develop a strategy for improvement. Some aspects that deserve further attention are sharing activities, power, and stability. By enhancing the performance of these factors, the supply chain collaboration index can also be increased.

Absolute Versus Relative Success: Why Overconfidence Creates an Inefficient Equilibrium

Overconfidence is one of the most ubiquitous biases in the social sciences, but the evidence regarding its overall costs and benefits is mixed. To test the possibility that overconfidence might yield important relative benefits that offset its absolute costs, we conducted an experiment ( N = 298 university students) in which pairs of participants bargained over the unequal allocation of a prize that was earned through a joint effort. We manipulated confidence using a binary noisy signal to investigate the causal effect of negotiators’ beliefs about their relative contribution to the outcome of the negotiation. Our results provide evidence that high levels of confidence lead to relative benefits (how much one earns compared with one’s partner) but absolute costs (how much money one receives overall). These results suggest that overconfidence creates an inefficient equilibrium whereby overconfident negotiators benefit over their partners even as they bring about joint losses.

Supporting Joint Effort

In 2018, several members of Joint Effort, a solidarity group rooted in principles of prison abolition and anti-carceral feminism, gathered to share their work. Current restrictive policies being imposed by the Correctional Service of Canada have meant that Joint Effort’s valuable inreach services at the Fraser Valley Institution for Women are being eradicated through bureaucratic requirements. The current clearance system requires that members of Joint Effort submit to an invasive screening process, in order to obtain permission to enter the correctional site. This article explores the roots of abolitionist organizing in Canada, the importance of prison inreach, and the ways that correctional bodies stymie prisoner support and solidarity movements. Several suggestions for community-based responses are described, as the clearance issue impacts any allies who support people held in detention facilities across Canada.

Partnership Between Teachers and School Counsellors for Quality Learning and Work in the Community

This article discusses the topic of schools as a learning communities from the perspective of the collaboration of two groups of school workers - teachers and school counsellors. The introduction defines how the concept of schools as learning communities is understood and how it is related to the concept of learning organizations. It also further elaborates on the key characteristics of learning communities. The first premise of the contribution is that through joint effort and collaboration, counsellors and teachers can more efficiently face the practical challenges of their work, both in providing help and encouragement to students and in ensuring better classroom work on the level of the whole school. The second is that they are important partners to each other in their professional development through joint reflections of their educational principles and expectations. The article further focuses on the quality of cooperation between counsellors and teachers in primary and secondary schools in Slovenia. The results of the empirical research show that both groups of school workers tend to evaluate their cooperation as either very good or good while teachers tend to be more satisfied. The questionnaire responses show that teachers believe collaboration can benefit them, however that they frequently leave decisions about work with specific students or classes to the counsellors. Establishing and maintaining partner collaboration is always a challenge, however, it is also crucial for effectively confronting contemporary challenges and ensuring quality learning for all and the contribution thus concludes with guidelines for establishing such a beneficial collaboration.