Search results

This paper aims to outline strategies for defence against social engineering that are missing in the current best practices of information technology (IT) security. Reason for the incomplete training techniques in IT security is the interdisciplinary of the field. Social engineering is focusing on exploiting human behaviour, and this is not sufficiently addressed in IT security. Instead, most defence strategies are devised by IT security experts with a background in information systems rather than human behaviour. The authors aim to outline this gap and point out strategies to fill the gaps.

The authors conducted a literature review from viewpoint IT security and viewpoint of social psychology. In addition, they mapped the results to outline gaps and analysed how these gaps could be filled using established methods from social psychology and discussed the findings.

The authors analysed gaps in social engineering defences and mapped them to underlying psychological principles of social engineering attacks, for example, social proof. Furthermore, the authors discuss which type of countermeasure proposed in social psychology should be applied to counteract which principle. The authors derived two training strategies from these results that go beyond the state-of-the-art trainings in IT security and allow security professionals to raise companies’ bars against social engineering attacks.

The training strategies outline how interdisciplinary research between computer science and social psychology can lead to a more complete defence against social engineering by providing reference points for researchers and IT security professionals with advice on how to improve training.

For the past two decades, economists, political scientists, and other public policy analysts have repeatedly lamented the lack of attention afforded the expenditure side of fiscal policy. Such concern has prompted numerous studies which have examined in great detail budgets of individual countries. Despite this renewed interest, surprisingly little has appeared in the area of comparative expenditure development. Cross‐country comparisons have traditionally employed cross‐section analyses while ignoring, except in rare instances, comparisons of time series data.

This chapter seeks to make the case that emotions are central in organising in schools and that the way members of staff oversee their emotion processes is crucial to the legitimacy of the institution. The logic of the case is simple, as follows. There are three forms of affect: feelings, moods and emotions. Feelings and moods are affective states, the description of which depicts our inner world. Emotions are very different. They entail a process in which an event of some kind is experienced and appraised. This appraisal results in physiological responses, psychological changes and social responses, which entail actions. The emotion process creates a state of action readiness and a motivation to act. The actions are manifestations of power and they may influence those who experience them. Because actions influence, they are leadership actions and are therefore central to organising processes. Actions may have a high affective content and may be experienced as an individual ‘emoting’, which typically increases the significance of the action experienced by others. Emoting can therefore change the influencing effect of an action. We may seek to defend ourselves from actions with a high affective content by means of social defences, which can take various forms. The social actions resulting from the emotion process and emoting are subject to a whole range of ‘rules’: personal, interpersonal, institutional and cultural. How well members of the school staff understand and oversee – manage – that emotion process in relation to these rules is crucial to the legitimacy of schools as institutions.

Launched in the early 1990s in the United Kingdom, Public-Private Partnerships (PPPs) induced radical changes in both the public-private boundaries and the production of state-provided services. Such ‘budgetary revolution’ impacted the biggest state spender in capital expenditures, that is, the Ministry of Defence. Today many MoDs are expected to leverage on the British experience and develop their own approach of PPPs to overcome both the ineffectiveness of their defence spending and today’s stalemate in public budgets. This chapter leverages on British experiences over the past two decades to analyse the benefits and limits of PPPs in the realm of defence. Does such contractual arrangement fit defence-related investment? This chapter explores the on-going redefinition of public and private realms in military matters and it puts into relief the key dimensions of PPPs in terms of contractual arrangement.

The economic effects of ethnic conflict in Sri Lanka are multifarious. A discussion of the economic effects of ethnic conflict could encompass the opportunity cost of the war (i.e., the foregone income due to the war at micro- and macro-levels), the economic impact of the military expenditures (on both sides of the war), financing mechanisms (both national and international) of the rebel movement, and the impact of economic sanctions on rebel territory. It should be noted that the economic effects of ethnic conflict in Sri Lanka is a relatively under-researched area (Arunatilake, Jayasuriya, & Kelegama, 2000; Goonetileke, 1998; Grobar & Gnanaselvam, 1993; Gunatilleke et al., 2001; Kelegama, 1999; O’Sullivan, 1994, 1997, 2001; Rankaduwa & Cooray, 1999; Ravano, 2001; Richardson & de Samarasinghe, 1991; Ross & Samaranayake, 1986; Seabright, 1986).

The turbulent world economic conditions of the 1970s and 1980s have required major adjustments within individual Third World countries. Two distinct responses were made by various governments: some reacted rather quickly with internal adjustment policies, while others borrowed heavily in order to finance high growth rates or at least to postpone economic contraction. Argentina is one of many countries that fall into the latter category.

The purpose of this paper is to investigate the internationalisation of enterprises by specific forms of foreign direct investments (FDI) and international technical cooperation in the defence sector.

The effects of defence FDI and international technical cooperation activities on the Slovenian economy are investigated using the input‐output modelling approach.

The author finds important direct and indirect effects on the Slovenian economy from the FDI and international technical cooperation inflows into enterprises. These positive effects are directly and indirectly linked to enterprises in different statistically classified industrial activities by predominance of the civil sector, which is important for the development of defence and civilian high‐technological base products in different regional parts of Slovenia.

The presented findings can be used to arrange industrial and regional development strategy and policy measures aimed at accelerating the internationalisation of enterprises and different industrial activities.

The purpose of this paper is to report research into the social defence of splitting and projection in schools. In splitting and projection, organisational members separate their unbearable feelings from the more acceptable ones and project them, typically towards other individuals and groups.

The research was undertaken in three secondary (11‐18), co‐educational, maintained schools in Wales, UK, using a case study method and a psychoanalytic approach and interpretive perspective. Data were collected during interviews and meetings with key players.

The cross‐case analysis and interpretation showed how features in the whole system such as institutional stress can create a setting in which splitting and projection may flourish. The inadequate definition and management of institutional roles may also contribute. Individuals and groups may act as “lightning rods” receiving and taking in projected feelings and may play a part in establishing themselves in that role. Splitting and projection can develop into blame, demonisation, scapegoating and bullying. The ability of those involved to transform projected feelings, that is, to accept them, contain them, change them into benign and acceptable forms, and then return them in that different form, is crucial to minimising the impact of splitting and projection and to ensuring that it does not grow into more dangerous organisational phenomena. This transformation‐and‐return process is a key educational leadership task.

The paper provides a new perspective on a widespread behaviour in schools and colleges and describes how the behaviour can be managed. It has implications for all educational leaders.