Aesop’s wolves: the deceptive appearance of espionage and attacks in cyberspace

Abstract

Appearances in cyberspace are deceptive and problematic. Deception in the cyber domain poses an immensely difficult challenge for states to differentiate between espionage activities in cyberspace and cyber attacks. The inability to distinguish between cyber activities places US cyber infrastructure in a perilous position and increases the possibility of a disproportionate or inadequate response to cyber incidents. This paper uses case analysis to examine the characteristics associated with the tools and decisions related to cyber espionage and cyber attacks to develop a framework for distinction leveraging epidemiological models for combating disease.     

An Evaluation of Differentially Spliced Genes as Markers of Sex for Forensic Entomology,,

Blow flies (Calliphoridae) are important medically and economically and are commonly used in forensics as temporal markers in death investigations. While phenotypic traits in adult flies can be sexually dimorphic, sex identification in immatures is difficult. Consequently, little is known about how sex may result in developmental disparities among sexes even though there are indications that they may be important in some instances. Since genetic mechanisms for sex are well studied in model flies and species of agricultural and medical importance, we exploit the sex-specifically spliced genes transformer (tra) and doublesex (dsx) in the sex determination pathway to optimize a sex identification assay for immatures. Using known primer sets for tra and with a novel one for dsx, we develop PCR assays for identifying sex in four forensically relevant Calliphoridae species: Lucilia sericata (Meigen), Lucilia cuprina (Wiedemann), Cochliomyia macellaria (Fabricius), and Chrysomya rufifacies (Macquart) and evaluated their performance. Band detection rates were found to range from 71 to 100%, call rates ranged from 90 to 100%, and no error was found when bands could be called. Such information is informative for purposes of testimony and in preparation for development studies. The developed assays will assist in further differentiating sexually dimorphic differences in development of the Calliphoridae and aid in more accurately estimating insect age when age predictive markers (size, development time, molecular expression) are sexually dimorphic.     

How Should We Estimate the Performance Effect of Management? Comparing Impacts of Public Managers’ and Frontline Employees’ Perceptions of Management

Many areas of public management research are dominated by a top-focused perspective in which emphasis is placed on the notion that managers themselves are usually the best sources of information about managerial behavior. Outside of the leadership literature, managers are also the typical survey respondents in public management studies. An alternative perspective on management can be provided by subordinates’ perceptions of what management is doing. Surveys of subordinates and of managers each pose potential advantages and potential disadvantages when it comes to measuring management, and each approach is likely to prove more fruitful for measuring certain management functions. Using a unique data set of parallel surveys on management with managers and their subordinates as respondents, we examine the differences and relationships between Danish school managers’ and teachers’ perceptions of management functions and the implications of such relationships for organizational performance. We find a surprisingly low correlation between manager and teacher responses regarding the same management functions. Teacher responses are better predictors of student performance for management aspects that are visible to and mediated by teachers. However, manager responses better predict performance for manager expectations that are less visible to employees.     

The Intersection of Emotional and Sociocognitive Competencies with Civic Engagement in Middle Childhood and Adolescence

Civic developmental theory anticipates connections between normative developmental competencies and civic engagement, but little previous research has directly studied such links. The current study sought to contribute to civic development theory by examining associations between emotional and sociocognitive competencies (empathy, emotion regulation, prosocial moral reasoning, future-orientation) and civic engagement (volunteering, informal helping, political behaviors and beliefs, environmental behaviors, social responsibility values, civic skills). Data came from a geographically and racially diverse sample of 2467 youth (M_age?=?13.4, Range: 8–20 years, 56% female). The results indicated that empathy and future-orientation significantly predicted nearly all forms of civic engagement, whereas emotion regulation and prosocial moral reasoning were uniquely associated with specific forms of civic engagement. Exploratory multi-group models indicated that empathy and emotion regulation were more strongly associated with civic engagement among younger youth and prosocial moral reasoning and future-orientation were more strongly related to civic engagement among older youth. The findings help to advance developmental theory of youth civic engagement.     

The Cultivation of a Prosocial Value Orientation Through Community Service: An Examination of Organizational Context, Social Facilitation, and Duration

Community service is widely regarded as a fundamental experience in preparation for good citizenship, but it remains unclear whether common variants of service are consequential for civic outcomes. This study examines changes in the relative importance assigned to prosocial and egoistic values associated with service through different types of organizations, service prompted by external contingencies, and service that spans a narrow or wide frame of time. Data were drawn from the survey responses of 16,749 secondary school students (50 percent female, 28 percent ethnic minority, modal age = 15) who participated in the National Educational Longitudinal Study during their sophomore year in 1990 and completed a follow-up survey during their senior year in 1992. Results from a propensity score analysis indicated that service through humanitarian organizations but not other types of organizations was positively associated with the adoption of a prosocial value orientation. Service prompted by an institutional mandate or social pressure was negatively associated with prosociality relative to service characterized as strictly voluntary, although all students except those with an initially egoistic value orientation benefited from mandatory service relative to no service. While short-term service during the sophomore year had no enduring effect, long-term service predicted gains in prosociality above and beyond the effect of concurrent service. The findings suggest that the relationship between community service and prosocial value development can be optimized to the extent that service through a humanitarian organization is prompted by autonomy-supportive conditions over the course of 2 years.     

Parental Incarceration and Multiple Risk Experiences: Effects on Family Dynamics and Children’s Delinquency

Children of incarcerated parents are exposed to factors that place them at risk for delinquency. Few studies have examined the effects of having an incarcerated parent after controlling for other experiences such as contextual risk factors and family processes. Past studies have also not examined effects of recent, but not current, parental incarceration on children. The present study examines an archival dataset, in which children aged 10–14 years and their parents/guardians reported children’s risk experiences (e.g., exposure to poverty, parental substance use), family processes (e.g., level of family victimization, family conflict), and children’s delinquent behaviors at two time points. Parents also reported their recent and past incarceration history. Hierarchical linear regression analyses show that a history of parental incarceration predicted family victimization, delinquent behaviors of children’s older siblings, and delinquent behaviors of the child participants, over and above children’s demographic characteristics and other risk experiences. Recent parental incarceration predicted family conflict, family victimization, and parent-reports of children’s delinquency after also controlling for previous parental incarceration. The role of family processes in research and intervention directions involving children of incarcerated parents is discussed.     

Individual and Contextual Predictors of Cyberbullying: The Influence of Children’s Provictim Attitudes and Teachers’ Ability to Intervene

Electronic social communication has provided a new context for children to bully and harass their peers and it is clear that cyberbullying is a growing public health concern in the US and abroad. The present study examined individual and contextual predictors of cyberbullying in a sample of 16, 634 students in grades 3–5 and 7–8. Data were obtained from a large cluster-randomized trial of the KiVa antibullying program that occurred in Finland between 2007 and 2009. Students completed measures at pre-intervention assessing provictim attitudes (defined as children’s beliefs that bullying is unacceptable, victims are acceptable, and defending victims is valued), perceptions of teachers’ ability to intervene in bullying, and cyberbullying behavior. Students with higher scores on provictim attitudes reported lower frequencies of cyberbullying. This relationship was true for individual provictim attitudes as well as the collective attitudes of students within classrooms. Teachers’ ability to intervene assessed at the classroom level was a unique, positive predictor of cyberbullying. Classrooms in which students collectively considered their teacher as capable of intervening to stop bullying had higher mean levels of cyberbullying frequency. Our findings suggest that cyberbullying and other indirect or covert forms of bullying may be more prevalent in classrooms where students collectively perceive their teacher’s ability to intervene in bullying as high. We found no evidence that individual or contextual effects were conditional on age or gender. Implications for research and practice are discussed.