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Marianne Loock - One of the best experts on this subject based on the ideXlab platform.

  • Cyber Threat Incident handling procedure for South African schools
    Proceedings of the Ninth International Symposium on Human Aspects of Information Security & Assurance (HAISA), 2015
    Co-Authors: N Sonhera, Elmarie Kritzinger, Marianne Loock
    Abstract:

    With the increase of networks and electronic tools, the online antisocial behaviours have increased and cyber Threats have consequently became prevalent world-wide. The new technologies are challenging current networking practices, and this has given rise to cyber Threats in South African schools. Learners are not aware of what they should do when Threatened online. There is a lack of procedures that can be consistently followed by South African schools, governing boards and educators. As a result, many learners remain vulnerable to the negative effects of these Threats. A lack of fixed reporting procedures when dealing with Incidents of cyber Threats in South African schools, the potential legal obligations and the lack of research in this area has prompted this research. This paper proposes a cyber Threat Incident handling procedure for South African schools, based on already existing cyber safety guidelines for schools in other countries like Australia and Canada. The proposed procedure will contribute to these existing guidelines by determining and implementing characteristics specific for South African schools.

  • HAISA - Cyber Threat Incident Handling Procedure for South African Schools.
    2015
    Co-Authors: N Sonhera, Elmarie Kritzinger, Marianne Loock
    Abstract:

    With the increase of networks and electronic tools, the online antisocial behaviours have increased and cyber Threats have consequently became prevalent world-wide. The new technologies are challenging current networking practices, and this has given rise to cyber Threats in South African schools. Learners are not aware of what they should do when Threatened online. There is a lack of procedures that can be consistently followed by South African schools, governing boards and educators. As a result, many learners remain vulnerable to the negative effects of these Threats. A lack of fixed reporting procedures when dealing with Incidents of cyber Threats in South African schools, the potential legal obligations and the lack of research in this area has prompted this research. This paper proposes a cyber Threat Incident handling procedure for South African schools, based on already existing cyber safety guidelines for schools in other countries like Australia and Canada. The proposed procedure will contribute to these existing guidelines by determining and implementing characteristics specific for South African schools.

  • a proposed cyber Threat Incident handling framework for schools in south africa
    South African Institute of Computer Scientists and Information Technologists, 2012
    Co-Authors: N Sonhera, Elmarie Kritzinger, Marianne Loock
    Abstract:

    In South Africa, there is a lack of structure or guidance for schools on how to deal with cyber Threats. There are no clear procedures that are consistently followed by schools, governing boards and educators, and the cyber Threat process is not widely known and understood by educators, learners and their parents/guardians. As a result, many learners remain vulnerable to the negative effects of cyber Threats. An example is a Krugersdorp High School girl who was attacked after a cyber-Threat ordeal, (The Star 9 February 2012: 1). In this paper a framework is therefore proposed that schools can implement to assist learners with cyber Threat Incidents. The methodology that will be followed in this article is, firstly, to determine from the literature how a victim of cyber Threat can be helped, secondly, to develop an Incident handling structure that will assist learners in reporting cyber Threats, and thirdly, to develop a framework which will address the lack of structure, guidance or procedures when dealing with cyber Threats in schools. The gap which exists now deters learners from reporting cyber Threat Incidents. To fill this gap, the authors propose an Incident handling structure which will assist learners to report and receive protection against online Threats. It is hoped that, in the end, learners will know what to do when they are Threatened online. In addition, cyber Threat policies and procedures are proposed to protect and inform learners and their parents about cyber Threats. These procedures collate, outline legislation and the policies of the Department of Basic Education. The aim is to give schools rights and responsibilities in addressing cyber Threat Incidents. Practical considerations such as time and costs limit the study to a sample of schools in South Africa. The framework for intervention in cyber Threat Incidents as part of school policies in South Africa is merely a proposal to the rightful stake holders, since policies for schools are determined by the Department of Basic Education which the authors are not members of.

  • SAICSIT - A proposed cyber Threat Incident handling framework for schools in South Africa
    Proceedings of the South African Institute for Computer Scientists and Information Technologists Conference on - SAICSIT '12, 2012
    Co-Authors: N Sonhera, Elmarie Kritzinger, Marianne Loock
    Abstract:

    In South Africa, there is a lack of structure or guidance for schools on how to deal with cyber Threats. There are no clear procedures that are consistently followed by schools, governing boards and educators, and the cyber Threat process is not widely known and understood by educators, learners and their parents/guardians. As a result, many learners remain vulnerable to the negative effects of cyber Threats. An example is a Krugersdorp High School girl who was attacked after a cyber-Threat ordeal, (The Star 9 February 2012: 1). In this paper a framework is therefore proposed that schools can implement to assist learners with cyber Threat Incidents. The methodology that will be followed in this article is, firstly, to determine from the literature how a victim of cyber Threat can be helped, secondly, to develop an Incident handling structure that will assist learners in reporting cyber Threats, and thirdly, to develop a framework which will address the lack of structure, guidance or procedures when dealing with cyber Threats in schools. The gap which exists now deters learners from reporting cyber Threat Incidents. To fill this gap, the authors propose an Incident handling structure which will assist learners to report and receive protection against online Threats. It is hoped that, in the end, learners will know what to do when they are Threatened online. In addition, cyber Threat policies and procedures are proposed to protect and inform learners and their parents about cyber Threats. These procedures collate, outline legislation and the policies of the Department of Basic Education. The aim is to give schools rights and responsibilities in addressing cyber Threat Incidents. Practical considerations such as time and costs limit the study to a sample of schools in South Africa. The framework for intervention in cyber Threat Incidents as part of school policies in South Africa is merely a proposal to the rightful stake holders, since policies for schools are determined by the Department of Basic Education which the authors are not members of.

N Sonhera - One of the best experts on this subject based on the ideXlab platform.

  • Cyber Threat Incident handling procedure for South African schools
    Proceedings of the Ninth International Symposium on Human Aspects of Information Security & Assurance (HAISA), 2015
    Co-Authors: N Sonhera, Elmarie Kritzinger, Marianne Loock
    Abstract:

    With the increase of networks and electronic tools, the online antisocial behaviours have increased and cyber Threats have consequently became prevalent world-wide. The new technologies are challenging current networking practices, and this has given rise to cyber Threats in South African schools. Learners are not aware of what they should do when Threatened online. There is a lack of procedures that can be consistently followed by South African schools, governing boards and educators. As a result, many learners remain vulnerable to the negative effects of these Threats. A lack of fixed reporting procedures when dealing with Incidents of cyber Threats in South African schools, the potential legal obligations and the lack of research in this area has prompted this research. This paper proposes a cyber Threat Incident handling procedure for South African schools, based on already existing cyber safety guidelines for schools in other countries like Australia and Canada. The proposed procedure will contribute to these existing guidelines by determining and implementing characteristics specific for South African schools.

  • HAISA - Cyber Threat Incident Handling Procedure for South African Schools.
    2015
    Co-Authors: N Sonhera, Elmarie Kritzinger, Marianne Loock
    Abstract:

    With the increase of networks and electronic tools, the online antisocial behaviours have increased and cyber Threats have consequently became prevalent world-wide. The new technologies are challenging current networking practices, and this has given rise to cyber Threats in South African schools. Learners are not aware of what they should do when Threatened online. There is a lack of procedures that can be consistently followed by South African schools, governing boards and educators. As a result, many learners remain vulnerable to the negative effects of these Threats. A lack of fixed reporting procedures when dealing with Incidents of cyber Threats in South African schools, the potential legal obligations and the lack of research in this area has prompted this research. This paper proposes a cyber Threat Incident handling procedure for South African schools, based on already existing cyber safety guidelines for schools in other countries like Australia and Canada. The proposed procedure will contribute to these existing guidelines by determining and implementing characteristics specific for South African schools.

  • a proposed cyber Threat Incident handling framework for schools in south africa
    South African Institute of Computer Scientists and Information Technologists, 2012
    Co-Authors: N Sonhera, Elmarie Kritzinger, Marianne Loock
    Abstract:

    In South Africa, there is a lack of structure or guidance for schools on how to deal with cyber Threats. There are no clear procedures that are consistently followed by schools, governing boards and educators, and the cyber Threat process is not widely known and understood by educators, learners and their parents/guardians. As a result, many learners remain vulnerable to the negative effects of cyber Threats. An example is a Krugersdorp High School girl who was attacked after a cyber-Threat ordeal, (The Star 9 February 2012: 1). In this paper a framework is therefore proposed that schools can implement to assist learners with cyber Threat Incidents. The methodology that will be followed in this article is, firstly, to determine from the literature how a victim of cyber Threat can be helped, secondly, to develop an Incident handling structure that will assist learners in reporting cyber Threats, and thirdly, to develop a framework which will address the lack of structure, guidance or procedures when dealing with cyber Threats in schools. The gap which exists now deters learners from reporting cyber Threat Incidents. To fill this gap, the authors propose an Incident handling structure which will assist learners to report and receive protection against online Threats. It is hoped that, in the end, learners will know what to do when they are Threatened online. In addition, cyber Threat policies and procedures are proposed to protect and inform learners and their parents about cyber Threats. These procedures collate, outline legislation and the policies of the Department of Basic Education. The aim is to give schools rights and responsibilities in addressing cyber Threat Incidents. Practical considerations such as time and costs limit the study to a sample of schools in South Africa. The framework for intervention in cyber Threat Incidents as part of school policies in South Africa is merely a proposal to the rightful stake holders, since policies for schools are determined by the Department of Basic Education which the authors are not members of.

  • SAICSIT - A proposed cyber Threat Incident handling framework for schools in South Africa
    Proceedings of the South African Institute for Computer Scientists and Information Technologists Conference on - SAICSIT '12, 2012
    Co-Authors: N Sonhera, Elmarie Kritzinger, Marianne Loock
    Abstract:

    In South Africa, there is a lack of structure or guidance for schools on how to deal with cyber Threats. There are no clear procedures that are consistently followed by schools, governing boards and educators, and the cyber Threat process is not widely known and understood by educators, learners and their parents/guardians. As a result, many learners remain vulnerable to the negative effects of cyber Threats. An example is a Krugersdorp High School girl who was attacked after a cyber-Threat ordeal, (The Star 9 February 2012: 1). In this paper a framework is therefore proposed that schools can implement to assist learners with cyber Threat Incidents. The methodology that will be followed in this article is, firstly, to determine from the literature how a victim of cyber Threat can be helped, secondly, to develop an Incident handling structure that will assist learners in reporting cyber Threats, and thirdly, to develop a framework which will address the lack of structure, guidance or procedures when dealing with cyber Threats in schools. The gap which exists now deters learners from reporting cyber Threat Incidents. To fill this gap, the authors propose an Incident handling structure which will assist learners to report and receive protection against online Threats. It is hoped that, in the end, learners will know what to do when they are Threatened online. In addition, cyber Threat policies and procedures are proposed to protect and inform learners and their parents about cyber Threats. These procedures collate, outline legislation and the policies of the Department of Basic Education. The aim is to give schools rights and responsibilities in addressing cyber Threat Incidents. Practical considerations such as time and costs limit the study to a sample of schools in South Africa. The framework for intervention in cyber Threat Incidents as part of school policies in South Africa is merely a proposal to the rightful stake holders, since policies for schools are determined by the Department of Basic Education which the authors are not members of.

Elmarie Kritzinger - One of the best experts on this subject based on the ideXlab platform.

  • Cyber Threat Incident handling procedure for South African schools
    Proceedings of the Ninth International Symposium on Human Aspects of Information Security & Assurance (HAISA), 2015
    Co-Authors: N Sonhera, Elmarie Kritzinger, Marianne Loock
    Abstract:

    With the increase of networks and electronic tools, the online antisocial behaviours have increased and cyber Threats have consequently became prevalent world-wide. The new technologies are challenging current networking practices, and this has given rise to cyber Threats in South African schools. Learners are not aware of what they should do when Threatened online. There is a lack of procedures that can be consistently followed by South African schools, governing boards and educators. As a result, many learners remain vulnerable to the negative effects of these Threats. A lack of fixed reporting procedures when dealing with Incidents of cyber Threats in South African schools, the potential legal obligations and the lack of research in this area has prompted this research. This paper proposes a cyber Threat Incident handling procedure for South African schools, based on already existing cyber safety guidelines for schools in other countries like Australia and Canada. The proposed procedure will contribute to these existing guidelines by determining and implementing characteristics specific for South African schools.

  • HAISA - Cyber Threat Incident Handling Procedure for South African Schools.
    2015
    Co-Authors: N Sonhera, Elmarie Kritzinger, Marianne Loock
    Abstract:

    With the increase of networks and electronic tools, the online antisocial behaviours have increased and cyber Threats have consequently became prevalent world-wide. The new technologies are challenging current networking practices, and this has given rise to cyber Threats in South African schools. Learners are not aware of what they should do when Threatened online. There is a lack of procedures that can be consistently followed by South African schools, governing boards and educators. As a result, many learners remain vulnerable to the negative effects of these Threats. A lack of fixed reporting procedures when dealing with Incidents of cyber Threats in South African schools, the potential legal obligations and the lack of research in this area has prompted this research. This paper proposes a cyber Threat Incident handling procedure for South African schools, based on already existing cyber safety guidelines for schools in other countries like Australia and Canada. The proposed procedure will contribute to these existing guidelines by determining and implementing characteristics specific for South African schools.

  • a proposed cyber Threat Incident handling framework for schools in south africa
    South African Institute of Computer Scientists and Information Technologists, 2012
    Co-Authors: N Sonhera, Elmarie Kritzinger, Marianne Loock
    Abstract:

    In South Africa, there is a lack of structure or guidance for schools on how to deal with cyber Threats. There are no clear procedures that are consistently followed by schools, governing boards and educators, and the cyber Threat process is not widely known and understood by educators, learners and their parents/guardians. As a result, many learners remain vulnerable to the negative effects of cyber Threats. An example is a Krugersdorp High School girl who was attacked after a cyber-Threat ordeal, (The Star 9 February 2012: 1). In this paper a framework is therefore proposed that schools can implement to assist learners with cyber Threat Incidents. The methodology that will be followed in this article is, firstly, to determine from the literature how a victim of cyber Threat can be helped, secondly, to develop an Incident handling structure that will assist learners in reporting cyber Threats, and thirdly, to develop a framework which will address the lack of structure, guidance or procedures when dealing with cyber Threats in schools. The gap which exists now deters learners from reporting cyber Threat Incidents. To fill this gap, the authors propose an Incident handling structure which will assist learners to report and receive protection against online Threats. It is hoped that, in the end, learners will know what to do when they are Threatened online. In addition, cyber Threat policies and procedures are proposed to protect and inform learners and their parents about cyber Threats. These procedures collate, outline legislation and the policies of the Department of Basic Education. The aim is to give schools rights and responsibilities in addressing cyber Threat Incidents. Practical considerations such as time and costs limit the study to a sample of schools in South Africa. The framework for intervention in cyber Threat Incidents as part of school policies in South Africa is merely a proposal to the rightful stake holders, since policies for schools are determined by the Department of Basic Education which the authors are not members of.

  • SAICSIT - A proposed cyber Threat Incident handling framework for schools in South Africa
    Proceedings of the South African Institute for Computer Scientists and Information Technologists Conference on - SAICSIT '12, 2012
    Co-Authors: N Sonhera, Elmarie Kritzinger, Marianne Loock
    Abstract:

    In South Africa, there is a lack of structure or guidance for schools on how to deal with cyber Threats. There are no clear procedures that are consistently followed by schools, governing boards and educators, and the cyber Threat process is not widely known and understood by educators, learners and their parents/guardians. As a result, many learners remain vulnerable to the negative effects of cyber Threats. An example is a Krugersdorp High School girl who was attacked after a cyber-Threat ordeal, (The Star 9 February 2012: 1). In this paper a framework is therefore proposed that schools can implement to assist learners with cyber Threat Incidents. The methodology that will be followed in this article is, firstly, to determine from the literature how a victim of cyber Threat can be helped, secondly, to develop an Incident handling structure that will assist learners in reporting cyber Threats, and thirdly, to develop a framework which will address the lack of structure, guidance or procedures when dealing with cyber Threats in schools. The gap which exists now deters learners from reporting cyber Threat Incidents. To fill this gap, the authors propose an Incident handling structure which will assist learners to report and receive protection against online Threats. It is hoped that, in the end, learners will know what to do when they are Threatened online. In addition, cyber Threat policies and procedures are proposed to protect and inform learners and their parents about cyber Threats. These procedures collate, outline legislation and the policies of the Department of Basic Education. The aim is to give schools rights and responsibilities in addressing cyber Threat Incidents. Practical considerations such as time and costs limit the study to a sample of schools in South Africa. The framework for intervention in cyber Threat Incidents as part of school policies in South Africa is merely a proposal to the rightful stake holders, since policies for schools are determined by the Department of Basic Education which the authors are not members of.

Catherine M. Banks - One of the best experts on this subject based on the ideXlab platform.

  • SpringSim (ADS) - An agent-based approach to modeling insider Threat
    Computational and Mathematical Organization Theory, 2016
    Co-Authors: John A. Sokolowski, Catherine M. Banks
    Abstract:

    Insider Threat research and modeling has focused on the individual and the prediction of an insider Threat Incident. The majority of these models are statistical with inputs from psychological and social (work environment) assessments. These statistical analyses tend toward trend-projections using various regression models. The modeling presented in this paper implements the agent-based paradigm that is designed to explore the primary elements of an insider Threat. Specifically, the insider (represented as an agent) interacts with other employees and the organization (also represented as agents) in an environment that provides the opportunity and necessary access to become an insider Threat. The specific research question we seek to answer is "How and when does an insider that is pre-disposed to being a Threat make the decision to become an active insider Threat?" The model met the research objective: capture insider Threat behavior given the set of assumptions governing agent behavior.

  • Winter Simulation Conference - Agent implementation for modeling insider Threat
    2015 Winter Simulation Conference (WSC), 2015
    Co-Authors: John A. Sokolowski, Catherine M. Banks
    Abstract:

    Insider Threat modeling focuses primarily on the individual and the prediction of an insider Threat Incident. The majority of these models are statistical that tend toward trend-projections using various regression models. The modeling presented in this paper engages an agent-based paradigm that is designed to explore how an agent interacts with other employees and the organization in an environment that grants the agent opportunity and access. This paper continues our research with a discussion of the implementation of the agent's decision-making in the context of emotional, rational, and social factors affecting agent disposition. We proffer that once the agent's disposition reaches or exceeds a personal threshold, the agent is disposed to become an active Threat. Our refinement of the agent facilitates continued and more rounded discussion to our original research question: "How and when does a predisposed insider make the decision to become an active insider Threat?"

John A. Sokolowski - One of the best experts on this subject based on the ideXlab platform.

  • SpringSim (ADS) - An agent-based approach to modeling insider Threat
    Computational and Mathematical Organization Theory, 2016
    Co-Authors: John A. Sokolowski, Catherine M. Banks
    Abstract:

    Insider Threat research and modeling has focused on the individual and the prediction of an insider Threat Incident. The majority of these models are statistical with inputs from psychological and social (work environment) assessments. These statistical analyses tend toward trend-projections using various regression models. The modeling presented in this paper implements the agent-based paradigm that is designed to explore the primary elements of an insider Threat. Specifically, the insider (represented as an agent) interacts with other employees and the organization (also represented as agents) in an environment that provides the opportunity and necessary access to become an insider Threat. The specific research question we seek to answer is "How and when does an insider that is pre-disposed to being a Threat make the decision to become an active insider Threat?" The model met the research objective: capture insider Threat behavior given the set of assumptions governing agent behavior.

  • Winter Simulation Conference - Agent implementation for modeling insider Threat
    2015 Winter Simulation Conference (WSC), 2015
    Co-Authors: John A. Sokolowski, Catherine M. Banks
    Abstract:

    Insider Threat modeling focuses primarily on the individual and the prediction of an insider Threat Incident. The majority of these models are statistical that tend toward trend-projections using various regression models. The modeling presented in this paper engages an agent-based paradigm that is designed to explore how an agent interacts with other employees and the organization in an environment that grants the agent opportunity and access. This paper continues our research with a discussion of the implementation of the agent's decision-making in the context of emotional, rational, and social factors affecting agent disposition. We proffer that once the agent's disposition reaches or exceeds a personal threshold, the agent is disposed to become an active Threat. Our refinement of the agent facilitates continued and more rounded discussion to our original research question: "How and when does a predisposed insider make the decision to become an active insider Threat?"