awareness training
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2022 ◽  
pp. 501-520
Author(s):  
Regner Sabillon

This chapter presents the outcome of one empirical research study that assess the implementation and validation of the cybersecurity awareness training model (CATRAM), designed as a multiple-case study in a Canadian higher education institution. Information security awareness programs have become unsuccessful to change people's attitudes in recognizing, stopping, or reporting cyberthreats within their corporate environment. Therefore, human errors and actions continue to demonstrate that we as humans are the weakest links in cybersecurity. The chapter studies the most recent cybersecurity awareness programs and its attributes. Furthermore, the author compiled recent awareness methodologies, frameworks, and approaches. The cybersecurity awareness training model (CATRAM) has been created to deliver training to different corporate audiences, each of these organizational units with peculiar content and detached objectives. They concluded their study by addressing the necessity of future research to target new approaches to keep cybersecurity awareness focused on the everchanging cyberthreat landscape.


2022 ◽  
pp. 233-261
Author(s):  
Adéle Da Veiga

A security culture can be a competitive advantage when employees uphold strong values for the protection of information and exhibit behavior that is in compliance with policies, thereby introducing minimal incidents and breaches. The security culture in an organization might, though, not be similar among departments, job levels, or even generation groups. It can pose a risk when it is not conducive to the protection of information and when security incidents and breaches occur due to employee error or negligence. This chapter aims to give organizations an overview of the concept of security culture, the factors that could influence it, an approach to assess the security culture, and to prioritize and tailor interventions for high-risk areas. The outcome of the security culture assessment can be used as input to define security awareness, training, and education programs aiding employees to exhibit behavior that is in compliance with security policies.


2022 ◽  
pp. 289-307
Author(s):  
Steven M. Furnell ◽  
Ismini Vasileiou

This chapter sets the scene for the book as a whole, establishing the need for cybersecurity awareness, training, and education in order to enable us to understand and meet our security obligations. It begins by illustrating key elements that ought to form part of cybersecurity literacy and the questions to be asked when addressing the issue. It then examines the problems that have traditionally existed in terms of achieving awareness and education, both at the user level (in terms of lack of support) and the practitioner level (in terms of a skills shortage). The discussion highlights the importance of a holistic approach, covering both personal and workplace use, and addressing the spectrum from end-users through to cybersecurity specialists.


2022 ◽  
pp. 1968-1985
Author(s):  
Iyad Abu Doush ◽  
Ikdam Alhami

This article evaluates the accessibility computer laboratories, libraries, and web sites of five different institutions of higher education in Jordan. The evaluation is performed using a questionnaire and by expert visiting these institutions of higher education to check their accessibility according to a set of universal standard collected from the literature. The analysis of the results revealed a serious weakness in understanding, adopting and implementing web accessibility guidelines throughout nearly all evaluated Jordanian universities and colleges. On the other hand, the accessibility of computer laboratories and libraries the questionnaire answers show that there is environmental barrier and technological barrier for persons with disabilities to access such services. The article points out the importance of improving awareness, training staff and developers, and developing formal guidelines to improve the accessibility of universities and colleges services.


2022 ◽  
Vol 16 (1) ◽  
pp. 0-0

The purpose of this study is to provide insight as to how infrastructure countermeasures awareness training will impact individuals dealing with a nationwide catastrophic cyber-attack. Can this awareness training lessen the psychological effect of an attack? This study showed no value for this type of training. Reading about such an attack, the subjects had lower technical optimism and cyber self-efficacy. Reading about infrastructure countermeasures, before or after reading about a cyber-attack, did not improve or maintain the subjects’ optimism and self-efficacy. A possible explanation is that emotional arousal may override or block rational thinking. Another explanation may be that a nationwide attack is towards the infrastructure and not the personal computer. Here the individual lacks any control. Future research needs to look at personal preparation and response training to see if it will help the psychological effects of a catastrophic cyber-attack.


Author(s):  
Nükhet HOTAR ◽  
Kadir DEMİR ◽  
Zekavet TOPÇU KABASAKAL ◽  
Medine YILMAZ ◽  
Emel KURUOĞLU KANDEMİR ◽  
...  

2021 ◽  
Author(s):  
Nathan Clemens ◽  
Emily Solari ◽  
Devin M. Kearns ◽  
Hank Fien ◽  
Nancy J. Nelson ◽  
...  

A trend has emerged across schools in the United States in which phonemic awareness is viewed as much more than a component of beginning reading instruction. This perspective argues that “phonemic proficiency”, evidenced by mastery with advanced tasks such as phoneme elision or substitution, is an important target for assessment and instruction well beyond initial grades. Daily phonemic awareness instruction outside of print are hallmarks of the perspective, which has influenced state policies on reading instruction. This paper evaluated the empirical and theoretical basis for advanced phonemic awareness training. Although promoted as evidence-based, proficiency on so-called advanced phonemic tasks is not more strongly related to reading or more discriminative of difficulties than other phoneme-level skills, not necessary for skilled reading, and is more likely a product of learning to read and spell than a cause. Additionally, reading outcomes are stronger when phonemic awareness is taught with print, there is no evidence that advanced phonemic awareness training benefits reading instruction or intervention, and prominent theories of reading development do not align with the claims. We conclude with implications for policy-makers and educators, and discuss how experimental research could address open questions about phonemic awareness instruction.


2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 488-489
Author(s):  
James Carino ◽  
Philip Taylor ◽  
Damian Morgan

Abstract Younger Onset Dementia (YOD) and Mild Cognitive Impairment (MCI) are relatively prevalent conditions globally which can affect the job performance of individuals in their working lives. This presentation considers the existing research documenting actual, stated or intended approaches taken by employers to managing and supporting employees with these conditions. Nine relevant research projects were identified based on an extensive exploration of the peer reviewed literature. These show that employers have some knowledge of dementia, but do not recognise this as a possible explanation when performance changes occur in the workplace. Employees typically leave or are removed from the workplace before a formal diagnosis or soon after. The literature shows both supportive and unsupportive behaviours toward employees. Drawing from this literature recommendations for increasing the quality of support provided to employees are offered: awareness training to foster earlier detection, clarification of these conditions as a disability, and application of methods to support employees to continue to contribute to the workplace while this is feasible and desirable from both the employer and the employee’s perspective.


2021 ◽  
Vol 79 (1) ◽  
Author(s):  
Sepehr Ghazinoory ◽  
Basireh Majidi ◽  
Shohreh Nasri ◽  
Ehsan Zandi ◽  
Hosein Farrokhi ◽  
...  

Abstract Background The Health Technology Assessment (HTA) has encountered different issues and challenges over the last two decades. The main purpose of this research is to review the issues and challenges in high- and middle-income countries through reviewing studies related to the HTA. Methods The HTA area literature of different countries was collected from 2009 to 2020 and analyzed using scoping review, based on Scopus and WoS databases. Results Given the fact that the HTA is practically done in high- and middle-income countries, the results of reviewing the studies and articles of countries reveal that high-income countries seek to increase the participation of stakeholders and enhance the transparency of processes, policy-making, and regulation of the HTA, as well as the systematization of various participant institutions in this area. Middle-income countries, on the other hand, are mostly involved in raising awareness, training and skill development of HTA-related staff, institutionalizing the concept of HTA, and allocating appropriate resources for effective and safe decision-making in their health system. Conclusion The problem of incoordination between stakeholders (participant institutions) in the HTA, and thereby, problems in decision-making were found in many of the studied reports and articles. Thus, one of the useful efforts to be made by different countries to maintain the integrity of this system would be the process of involving all members of this system and the formation of a healthy ecosystem in the HTA.


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