The document discusses the development of a European training curriculum for international crisis management. It provides details on the DITAC project which aims to develop a set of European standards, concepts, methods and doctrines for crisis response training. The project will involve analyzing existing training programs, identifying competencies, developing a common curriculum framework, and creating a demonstration platform to connect training institutes across Europe. It is funded by the European Commission and involves partnerships between organizations in multiple European countries. The goal is to improve preparedness and response to large-scale natural disasters and humanitarian crises through a standardized training curriculum.
Apaie 2018 - Sharing Data for Successful Collaborations Across InstitutionsKeri Ramirez
How can institutions use their data to collaborate and enhance their outbound mobility strategies?
In this session, we will share the successful journey experienced by 7 leading institutions from around the globe to effectively count and benchmark more than 10,000 international student experiences across institutions in order to improve their outbound mobility strategies. The presentation will provide a rare insight in the world’s largest mobility programs and how they are managed and promoted. In this session, the presenters will outline the benchmark findings in the areas of student demographics, learning program types, access to student mobility programs, program management and funding and support to increase participation in learning abroad programs. Finally we will describe how sharing data will assist institutions to enhance their already successful strategies.
This session will be of value to delegates who have already had experience in promoting and managing study mobility and learning abroad programs and whose role it is to influence future policies and strategies in this area.
Crisis-sensitive planning in education: lessons learnedIIEP-UNESCO
By Leonora MacEwen, Education programme specialist, IIEP-UNESCO, at CIES 2017, Atlanta. Presentation for the panel "Lessons from Fiels Pilots in Multi-Risk and Education Analysis for crisis and conflict-affected evironments" organised by USAID ECCN.
More information: http://www.iiep.unesco.org/en/how-should-we-plan-education-settings-conflict-and-instability-cies2017-3890
Advanced Learning on Integrating Climate Change in Education at Primary and S...UN CC:Learn
This resource guide contains a wealth of learning resources on integrating climate change in education at the primary and secondary level. It includes first guide which directs a user to specific learning materials and courses, as well as selected reference materials relevant for learning.
It can be considered a guided tour to existing climate change learning resources on integrating climate change in education at the primary and secondary level. It is written from the perspective of a learner seeking to obtain an understanding what learning materials are available for a specific learning topic.
CIES 2017 / Data revolution : Private funding and equity in educationIIEP-UNESCO
This panel (organized by UNESCO Institute for Statistics - at CIES 2017) will present the current status of available data on private spending on education, by discussing the methodological aspects, the data utilization and their limitations. We will explore possible solutions aimed at closing the data gap on private funding for education. These include the potential benefits offered by the National Education Account methodological framework, along with other complementary tools aimed at improving data quality and coverage.
More information http://www.iiep.unesco.org/en/data-revolution-measure-equity-education-sdgs-cies2017-3886
Training eGovernment actors: Experience and future needsePractice.eu
Authors: Frank Wilson, Van Engers Tom, Rob Peters
As Europe evolves more online and interoperable governmental processes and services, the traditional civil servant must develop as the organiser and manager of processes and services that increasingly propagate towards business, education, health and other domains critical to citizens.
Apaie 2018 - Sharing Data for Successful Collaborations Across InstitutionsKeri Ramirez
How can institutions use their data to collaborate and enhance their outbound mobility strategies?
In this session, we will share the successful journey experienced by 7 leading institutions from around the globe to effectively count and benchmark more than 10,000 international student experiences across institutions in order to improve their outbound mobility strategies. The presentation will provide a rare insight in the world’s largest mobility programs and how they are managed and promoted. In this session, the presenters will outline the benchmark findings in the areas of student demographics, learning program types, access to student mobility programs, program management and funding and support to increase participation in learning abroad programs. Finally we will describe how sharing data will assist institutions to enhance their already successful strategies.
This session will be of value to delegates who have already had experience in promoting and managing study mobility and learning abroad programs and whose role it is to influence future policies and strategies in this area.
Crisis-sensitive planning in education: lessons learnedIIEP-UNESCO
By Leonora MacEwen, Education programme specialist, IIEP-UNESCO, at CIES 2017, Atlanta. Presentation for the panel "Lessons from Fiels Pilots in Multi-Risk and Education Analysis for crisis and conflict-affected evironments" organised by USAID ECCN.
More information: http://www.iiep.unesco.org/en/how-should-we-plan-education-settings-conflict-and-instability-cies2017-3890
Advanced Learning on Integrating Climate Change in Education at Primary and S...UN CC:Learn
This resource guide contains a wealth of learning resources on integrating climate change in education at the primary and secondary level. It includes first guide which directs a user to specific learning materials and courses, as well as selected reference materials relevant for learning.
It can be considered a guided tour to existing climate change learning resources on integrating climate change in education at the primary and secondary level. It is written from the perspective of a learner seeking to obtain an understanding what learning materials are available for a specific learning topic.
CIES 2017 / Data revolution : Private funding and equity in educationIIEP-UNESCO
This panel (organized by UNESCO Institute for Statistics - at CIES 2017) will present the current status of available data on private spending on education, by discussing the methodological aspects, the data utilization and their limitations. We will explore possible solutions aimed at closing the data gap on private funding for education. These include the potential benefits offered by the National Education Account methodological framework, along with other complementary tools aimed at improving data quality and coverage.
More information http://www.iiep.unesco.org/en/data-revolution-measure-equity-education-sdgs-cies2017-3886
Training eGovernment actors: Experience and future needsePractice.eu
Authors: Frank Wilson, Van Engers Tom, Rob Peters
As Europe evolves more online and interoperable governmental processes and services, the traditional civil servant must develop as the organiser and manager of processes and services that increasingly propagate towards business, education, health and other domains critical to citizens.
Module 9: Learning from the experience of policy-making Dima course contentMichael Kenny
This 29 slide presentation Learning from the experience of policy-making is Module 9 of a nine (9) module online course for adult education policy makers and practitioners to complement an innovative toolkit to guide adult education policy and practice.
Participation in adult education varies significantly across states and regions of Europe! Why? Evidence and literature suggests a wide disparity in policy making, programming and implementation skills in the adult education sector across Europe. It is imperative that policy makers and programme managers address this disparity to foster life-long learning for a smart-sustainable Europe (see EU2020 https://ec.europa.eu/info/business-economy-euro/economic-and-fiscal-policy-coordination/eu-economic-governance-monitoring-prevention-correction/european-semester/framework/europe-2020-strategy_en) and to achieve a European target of 15% of the adult population engaged in learning.
In response to this challenge, the ERASMUS+ DIMA project (See https://dima-project.eu/index.php/en/, 2015 to 2017) developed a practical 9 module online course to complement an innovative toolkit to guide adult education policy and practice. The DIMA toolkit (See https://dima-project.eu/index.php/en/toolkit) introduces tools for developing, implementing, and monitoring adult education policies, strategies, and practices.
Author: Michael Kenny and DIMA Project partners (https://dima-project.eu/index.php/en/partners)
Global Partnership for Education Webinar on National Education AccountIIEP-UNESCO
A National Education Account aims to produce the data needed to track the flows of education financing and target resources where they are needed most. Some benefits of implementing NEA at country level include generating data to inform policy making processes, reporting and accountability.
Disaster Resilience Education for Young People HandbookNeil Dufty
Written by Neil Dufty for the Australian Government, the Disaster Resilience Education for Young People Handbook provides organisations with high-level principles and strategies to design, implement and evaluate learning programs and initiatives for young people. It provides a context for youth engagement and learning communities as part of a broader community engagement and capacity-building strategy to reduce disaster risk and enhance resilience.
5th International Disaster and Risk Conference IDRC 2014 Integrative Risk Management - The role of science, technology & practice 24-28 August 2014 in Davos, Switzerland
Capacity development in planning for displaced populations - EthiopiaIIEP-UNESCO
By Leonora MacEwen, Education programme specialist, IIEP-UNESCO, for CIES 2017.
More information: http://www.iiep.unesco.org/en/how-should-we-plan-education-settings-conflict-and-instability-cies2017-3890
Mol, S.T. (2014, November). Learning Analytics: The good, the bad, the ugly. Presentation delivered as part of the UvA Faculty of Economics and Business Educational Innovation Seminar Series. University of Amsterdam, the Netherlands.
5th International Disaster and Risk Conference IDRC 2014 Integrative Risk Management - The role of science, technology & practice 24-28 August 2014 in Davos, Switzerland
Module 9: Learning from the experience of policy-making Dima course contentMichael Kenny
This 29 slide presentation Learning from the experience of policy-making is Module 9 of a nine (9) module online course for adult education policy makers and practitioners to complement an innovative toolkit to guide adult education policy and practice.
Participation in adult education varies significantly across states and regions of Europe! Why? Evidence and literature suggests a wide disparity in policy making, programming and implementation skills in the adult education sector across Europe. It is imperative that policy makers and programme managers address this disparity to foster life-long learning for a smart-sustainable Europe (see EU2020 https://ec.europa.eu/info/business-economy-euro/economic-and-fiscal-policy-coordination/eu-economic-governance-monitoring-prevention-correction/european-semester/framework/europe-2020-strategy_en) and to achieve a European target of 15% of the adult population engaged in learning.
In response to this challenge, the ERASMUS+ DIMA project (See https://dima-project.eu/index.php/en/, 2015 to 2017) developed a practical 9 module online course to complement an innovative toolkit to guide adult education policy and practice. The DIMA toolkit (See https://dima-project.eu/index.php/en/toolkit) introduces tools for developing, implementing, and monitoring adult education policies, strategies, and practices.
Author: Michael Kenny and DIMA Project partners (https://dima-project.eu/index.php/en/partners)
Global Partnership for Education Webinar on National Education AccountIIEP-UNESCO
A National Education Account aims to produce the data needed to track the flows of education financing and target resources where they are needed most. Some benefits of implementing NEA at country level include generating data to inform policy making processes, reporting and accountability.
Disaster Resilience Education for Young People HandbookNeil Dufty
Written by Neil Dufty for the Australian Government, the Disaster Resilience Education for Young People Handbook provides organisations with high-level principles and strategies to design, implement and evaluate learning programs and initiatives for young people. It provides a context for youth engagement and learning communities as part of a broader community engagement and capacity-building strategy to reduce disaster risk and enhance resilience.
5th International Disaster and Risk Conference IDRC 2014 Integrative Risk Management - The role of science, technology & practice 24-28 August 2014 in Davos, Switzerland
Capacity development in planning for displaced populations - EthiopiaIIEP-UNESCO
By Leonora MacEwen, Education programme specialist, IIEP-UNESCO, for CIES 2017.
More information: http://www.iiep.unesco.org/en/how-should-we-plan-education-settings-conflict-and-instability-cies2017-3890
Mol, S.T. (2014, November). Learning Analytics: The good, the bad, the ugly. Presentation delivered as part of the UvA Faculty of Economics and Business Educational Innovation Seminar Series. University of Amsterdam, the Netherlands.
5th International Disaster and Risk Conference IDRC 2014 Integrative Risk Management - The role of science, technology & practice 24-28 August 2014 in Davos, Switzerland
Program for Enhancement of Emergency Response (PEER): A regional training program initiated in 1998 by the U.S. Agency for International Development’s, Office of U.S. Foreign Disaster Assistance (USAID/OFDA) strengthening disaster response capacities in nine countries in Asia.
The PEER program objectives are:
Community Action for Disaster Response (CADRE): Enhancing community level first responder capacity in disaster–prone communities in PEER’s nine countries (Bangladesh, India, Indonesia, Nepal, Pakistan, and the Philippines, Cambodia, Lao PDR and Vietnam.
Hospital Preparedness for Emergencies (HOPE): Preparing medical facilities and hospitals for multi-hazard, mass casualty disasters in PEER’s nine countries (Bangladesh, India, Indonesia, Nepal, Pakistan, and the Philippines, Cambodia, Lao PDR and Vietnam.
CAMEI aims to coordinate research activities and policies towards the development of renewed educational material and programs, to boost new trends for acquiring new knowledge in respect of the implementation of eHealth systems in practice, foster trans-national access to research infrastructures from both EU and USA partners and establish a network of best practices in Medical Education Informatics. The partners of CAMEI are experts in providing IT skills to healthcare workforce by means of different technologies and learning approaches.
Strategic Visions & Values: Inclusive Curricula and Leadership in Learning an...Richard Hall
Presentation for the Leadership in Learning and Teaching event at Durham University on 1 May 2019.
Project resources:
Universal Design for Learning: Evaluation Interim Report: https://www.dora.dmu.ac.uk/handle/2086/17106
A Literature Review of Universal Design for Learning: https://www.dora.dmu.ac.uk/handle/2086/17059
Freedom to Achieve: Project Evaluation Report: https://www.dora.dmu.ac.uk/handle/2086/16793
6th International Disaster and Risk Conference IDRC 2016 Integrative Risk Management - Towards Resilient Cities. 28 August - 01 September 2016 in Davos, Switzerland
Disaster risk reduction and nursing - human science research the view of surv...Global Risk Forum GRFDavos
6th International Disaster and Risk Conference IDRC 2016 Integrative Risk Management - Towards Resilient Cities. 28 August - 01 September 2016 in Davos, Switzerland
Global alliance of disaster research institutes (GADRI) discussion session, A...Global Risk Forum GRFDavos
6th International Disaster and Risk Conference IDRC 2016 Integrative Risk Management - Towards Resilient Cities. 28 August - 01 September 2016 in Davos, Switzerland
Towards a safe, secure and sustainable energy supply the role of resilience i...Global Risk Forum GRFDavos
6th International Disaster and Risk Conference IDRC 2016 Integrative Risk Management - Towards Resilient Cities. 28 August - 01 September 2016 in Davos, Switzerland
Making Hard Choices An Analysis of Settlement Choices and Willingness to Retu...Global Risk Forum GRFDavos
6th International Disaster and Risk Conference IDRC 2016 Integrative Risk Management - Towards Resilient Cities. 28 August - 01 September 2016 in Davos, Switzerland
The Relocation Challenges in Coastal Urban Centers Options and Limitations, A...Global Risk Forum GRFDavos
6th International Disaster and Risk Conference IDRC 2016 Integrative Risk Management - Towards Resilient Cities. 28 August - 01 September 2016 in Davos, Switzerland
6th International Disaster and Risk Conference IDRC 2016 Integrative Risk Management - Towards Resilient Cities. 28 August - 01 September 2016 in Davos, Switzerland
Involving the Mining Sector in Achieving Land Degradation Neutrality, Simone ...Global Risk Forum GRFDavos
6th International Disaster and Risk Conference IDRC 2016 Integrative Risk Management - Towards Resilient Cities. 28 August - 01 September 2016 in Davos, Switzerland
Disaster Risk Reduction and Nursing - Human Science research the view of surv...Global Risk Forum GRFDavos
6th International Disaster and Risk Conference IDRC 2016 Integrative Risk Management - Towards Resilient Cities. 28 August - 01 September 2016 in Davos, Switzerland
Training and awareness raising in Critical Infrastructure Protection & Resili...Global Risk Forum GRFDavos
6th International Disaster and Risk Conference IDRC 2016 Integrative Risk Management - Towards Resilient Cities. 28 August - 01 September 2016 in Davos, Switzerland
IDRC Davos 2016 - Workshop Awareness Raising, Education and Training - Capaci...Global Risk Forum GRFDavos
6th International Disaster and Risk Conference IDRC 2016 Integrative Risk Management - Towards Resilient Cities. 28 August - 01 September 2016 in Davos, Switzerland
6th International Disaster and Risk Conference IDRC 2016 Integrative Risk Management - Towards Resilient Cities. 28 August - 01 September 2016 in Davos, Switzerland
6th International Disaster and Risk Conference IDRC 2016 Integrative Risk Management - Towards Resilient Cities. 28 August - 01 September 2016 in Davos, Switzerland
Dynamic factors influencing the post-disaster resettlement success Lessons fr...Global Risk Forum GRFDavos
6th International Disaster and Risk Conference IDRC 2016 Integrative Risk Management - Towards Resilient Cities. 28 August - 01 September 2016 in Davos, Switzerland
Consequences of the Armed Conflict as a Stressor of Climate Change in Colombi...Global Risk Forum GRFDavos
6th International Disaster and Risk Conference IDRC 2016 Integrative Risk Management - Towards Resilient Cities. 28 August - 01 September 2016 in Davos, Switzerland
Disaster Risk Perception in Cameroon and its Implications for the Rehabilitat...Global Risk Forum GRFDavos
6th International Disaster and Risk Conference IDRC 2016 Integrative Risk Management - Towards Resilient Cities. 28 August - 01 September 2016 in Davos, Switzerland
Systematic Knowledge Sharing of Natural Hazard Damages in Public-private Part...Global Risk Forum GRFDavos
6th International Disaster and Risk Conference IDRC 2016 Integrative Risk Management - Towards Resilient Cities. 28 August - 01 September 2016 in Davos, Switzerland
Exploring the Effectiveness of Humanitarian NGO-Private Sector Collaborations...Global Risk Forum GRFDavos
6th International Disaster and Risk Conference IDRC 2016 Integrative Risk Management - Towards Resilient Cities. 28 August - 01 September 2016 in Davos, Switzerland
Can UK Water Service Providers Manage Risk and Resilience as Part of a Multi-...Global Risk Forum GRFDavos
6th International Disaster and Risk Conference IDRC 2016 Integrative Risk Management - Towards Resilient Cities. 28 August - 01 September 2016 in Davos, Switzerland
A Holistic Approach Towards International Disaster Resilient Architecture by ...Global Risk Forum GRFDavos
6th International Disaster and Risk Conference IDRC 2016 Integrative Risk Management - Towards Resilient Cities. 28 August - 01 September 2016 in Davos, Switzerland
How to Get CNIC Information System with Paksim Ga.pptxdanishmna97
Pakdata Cf is a groundbreaking system designed to streamline and facilitate access to CNIC information. This innovative platform leverages advanced technology to provide users with efficient and secure access to their CNIC details.
GDG Cloud Southlake #33: Boule & Rebala: Effective AppSec in SDLC using Deplo...James Anderson
Effective Application Security in Software Delivery lifecycle using Deployment Firewall and DBOM
The modern software delivery process (or the CI/CD process) includes many tools, distributed teams, open-source code, and cloud platforms. Constant focus on speed to release software to market, along with the traditional slow and manual security checks has caused gaps in continuous security as an important piece in the software supply chain. Today organizations feel more susceptible to external and internal cyber threats due to the vast attack surface in their applications supply chain and the lack of end-to-end governance and risk management.
The software team must secure its software delivery process to avoid vulnerability and security breaches. This needs to be achieved with existing tool chains and without extensive rework of the delivery processes. This talk will present strategies and techniques for providing visibility into the true risk of the existing vulnerabilities, preventing the introduction of security issues in the software, resolving vulnerabilities in production environments quickly, and capturing the deployment bill of materials (DBOM).
Speakers:
Bob Boule
Robert Boule is a technology enthusiast with PASSION for technology and making things work along with a knack for helping others understand how things work. He comes with around 20 years of solution engineering experience in application security, software continuous delivery, and SaaS platforms. He is known for his dynamic presentations in CI/CD and application security integrated in software delivery lifecycle.
Gopinath Rebala
Gopinath Rebala is the CTO of OpsMx, where he has overall responsibility for the machine learning and data processing architectures for Secure Software Delivery. Gopi also has a strong connection with our customers, leading design and architecture for strategic implementations. Gopi is a frequent speaker and well-known leader in continuous delivery and integrating security into software delivery.
Securing your Kubernetes cluster_ a step-by-step guide to success !KatiaHIMEUR1
Today, after several years of existence, an extremely active community and an ultra-dynamic ecosystem, Kubernetes has established itself as the de facto standard in container orchestration. Thanks to a wide range of managed services, it has never been so easy to set up a ready-to-use Kubernetes cluster.
However, this ease of use means that the subject of security in Kubernetes is often left for later, or even neglected. This exposes companies to significant risks.
In this talk, I'll show you step-by-step how to secure your Kubernetes cluster for greater peace of mind and reliability.
GridMate - End to end testing is a critical piece to ensure quality and avoid...ThomasParaiso2
End to end testing is a critical piece to ensure quality and avoid regressions. In this session, we share our journey building an E2E testing pipeline for GridMate components (LWC and Aura) using Cypress, JSForce, FakerJS…
UiPath Test Automation using UiPath Test Suite series, part 5DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 5. In this session, we will cover CI/CD with devops.
Topics covered:
CI/CD with in UiPath
End-to-end overview of CI/CD pipeline with Azure devops
Speaker:
Lyndsey Byblow, Test Suite Sales Engineer @ UiPath, Inc.
Dr. Sean Tan, Head of Data Science, Changi Airport Group
Discover how Changi Airport Group (CAG) leverages graph technologies and generative AI to revolutionize their search capabilities. This session delves into the unique search needs of CAG’s diverse passengers and customers, showcasing how graph data structures enhance the accuracy and relevance of AI-generated search results, mitigating the risk of “hallucinations” and improving the overall customer journey.
zkStudyClub - Reef: Fast Succinct Non-Interactive Zero-Knowledge Regex ProofsAlex Pruden
This paper presents Reef, a system for generating publicly verifiable succinct non-interactive zero-knowledge proofs that a committed document matches or does not match a regular expression. We describe applications such as proving the strength of passwords, the provenance of email despite redactions, the validity of oblivious DNS queries, and the existence of mutations in DNA. Reef supports the Perl Compatible Regular Expression syntax, including wildcards, alternation, ranges, capture groups, Kleene star, negations, and lookarounds. Reef introduces a new type of automata, Skipping Alternating Finite Automata (SAFA), that skips irrelevant parts of a document when producing proofs without undermining soundness, and instantiates SAFA with a lookup argument. Our experimental evaluation confirms that Reef can generate proofs for documents with 32M characters; the proofs are small and cheap to verify (under a second).
Paper: https://eprint.iacr.org/2023/1886
Maruthi Prithivirajan, Head of ASEAN & IN Solution Architecture, Neo4j
Get an inside look at the latest Neo4j innovations that enable relationship-driven intelligence at scale. Learn more about the newest cloud integrations and product enhancements that make Neo4j an essential choice for developers building apps with interconnected data and generative AI.
Removing Uninteresting Bytes in Software FuzzingAftab Hussain
Imagine a world where software fuzzing, the process of mutating bytes in test seeds to uncover hidden and erroneous program behaviors, becomes faster and more effective. A lot depends on the initial seeds, which can significantly dictate the trajectory of a fuzzing campaign, particularly in terms of how long it takes to uncover interesting behaviour in your code. We introduce DIAR, a technique designed to speedup fuzzing campaigns by pinpointing and eliminating those uninteresting bytes in the seeds. Picture this: instead of wasting valuable resources on meaningless mutations in large, bloated seeds, DIAR removes the unnecessary bytes, streamlining the entire process.
In this work, we equipped AFL, a popular fuzzer, with DIAR and examined two critical Linux libraries -- Libxml's xmllint, a tool for parsing xml documents, and Binutil's readelf, an essential debugging and security analysis command-line tool used to display detailed information about ELF (Executable and Linkable Format). Our preliminary results show that AFL+DIAR does not only discover new paths more quickly but also achieves higher coverage overall. This work thus showcases how starting with lean and optimized seeds can lead to faster, more comprehensive fuzzing campaigns -- and DIAR helps you find such seeds.
- These are slides of the talk given at IEEE International Conference on Software Testing Verification and Validation Workshop, ICSTW 2022.
Essentials of Automations: The Art of Triggers and Actions in FMESafe Software
In this second installment of our Essentials of Automations webinar series, we’ll explore the landscape of triggers and actions, guiding you through the nuances of authoring and adapting workspaces for seamless automations. Gain an understanding of the full spectrum of triggers and actions available in FME, empowering you to enhance your workspaces for efficient automation.
We’ll kick things off by showcasing the most commonly used event-based triggers, introducing you to various automation workflows like manual triggers, schedules, directory watchers, and more. Plus, see how these elements play out in real scenarios.
Whether you’re tweaking your current setup or building from the ground up, this session will arm you with the tools and insights needed to transform your FME usage into a powerhouse of productivity. Join us to discover effective strategies that simplify complex processes, enhancing your productivity and transforming your data management practices with FME. Let’s turn complexity into clarity and make your workspaces work wonders!
Generative AI Deep Dive: Advancing from Proof of Concept to ProductionAggregage
Join Maher Hanafi, VP of Engineering at Betterworks, in this new session where he'll share a practical framework to transform Gen AI prototypes into impactful products! He'll delve into the complexities of data collection and management, model selection and optimization, and ensuring security, scalability, and responsible use.
GraphSummit Singapore | The Art of the Possible with Graph - Q2 2024Neo4j
Neha Bajwa, Vice President of Product Marketing, Neo4j
Join us as we explore breakthrough innovations enabled by interconnected data and AI. Discover firsthand how organizations use relationships in data to uncover contextual insights and solve our most pressing challenges – from optimizing supply chains, detecting fraud, and improving customer experiences to accelerating drug discoveries.
A tale of scale & speed: How the US Navy is enabling software delivery from l...sonjaschweigert1
Rapid and secure feature delivery is a goal across every application team and every branch of the DoD. The Navy’s DevSecOps platform, Party Barge, has achieved:
- Reduction in onboarding time from 5 weeks to 1 day
- Improved developer experience and productivity through actionable findings and reduction of false positives
- Maintenance of superior security standards and inherent policy enforcement with Authorization to Operate (ATO)
Development teams can ship efficiently and ensure applications are cyber ready for Navy Authorizing Officials (AOs). In this webinar, Sigma Defense and Anchore will give attendees a look behind the scenes and demo secure pipeline automation and security artifacts that speed up application ATO and time to production.
We will cover:
- How to remove silos in DevSecOps
- How to build efficient development pipeline roles and component templates
- How to deliver security artifacts that matter for ATO’s (SBOMs, vulnerability reports, and policy evidence)
- How to streamline operations with automated policy checks on container images
A tale of scale & speed: How the US Navy is enabling software delivery from l...
Development of a European Training Curriculum for International Crisis Management
1. Development of a European Training
Curriculum for International Crisis
Management
(FP7 SEC-2011.7.6-1)
GRF Davos One Health Summit 2013
One Health - One Planet - One Future
Risks and Opportunities
17 - 20 November 2013 in Davos, Switzerland
Asst. Prof. Kubilay Kaptan
Disaster Education, Application and Research Center,
Istanbul Aydin Univerity
2. Contents
of the presentation
Natural Disasters
DITAC Project
•Natural Disasters
•Scope of the Project.
•Organization
•Outputs
Competency Based Curriculum
4. In Turkey AFAM
travelled to primary
schools to help
children learn
disaster and
increase their
understanding of
disaster recovery
AFAM
Excellence in Research, Education and Service
10. DITAC Project Scope
•
Actors like first responders and strategic crisis managers confronted to a
large scale crisis such as (large) natural disasters, humanitarian crisis
(e.g. displaced populations), conflict
•
•
Prevention, mediation or security sector reform.
•
•
networking of existing training institutes
•Development of a set of European standards, concepts, methods and
doctrines
The European dimension and the involvement of concerned public
authorities, international organisations (e.g. UN) and NGOs are essential.
It is important to take into account existing initiatives, and, if possible,
involve a wide range of stakeholders.
AFAM
Excellence in Research, Education and Service
11. DITAC Project
Scope
•
Assessing the state-of-the- European standards for
professional crisis response and identification the main
didactical and procedural challenges.
•
Development a novel, integrated concept for set of European
standards, concepts, methods and doctrines.
•
Improving management of large disasters
•
This capability/integrated project should aim at: Improved the
preparation and the availability of trained personal facilitate
coordination and effective management of large crisis.
AFAM
Excellence in Research, Education and Service
13. Key Masseges in the Call
•
Scenarios: major diseases like earthquakes,
flood disease Natural & manmade disasters to
be covered
•
Creation a concensus European Training
Curriculum for Disaster and Crisis
Management to bringing standardiced help to
the people in need
•
Requested are novel standards and methods,
new concepts and doctrines
AFAM
Excellence in Research, Education and Service
14. Specific objectives
1
Development a strategy to formulate the common curriculum
2
Scenarios, Standard Analysis
3
Actors identification
4
Requirements for improving the training
5
Focus of the curriculum will be research, recognizing that
teaching and reform are directly related to the primary aim.
Analysis of EM
Competencies
AFAM
Excellence in Research, Education and Service
15. Specific objectives
6.
Both "top down" and "bottom up" approaches should be used to develop the curriculum .
7
The proposed curriculum framework aims to accommodate all these topics, and also exploit
the latest educational technologies including the internet to disseminate this knowledge
among the present and future global first responders and crisis managers.
8
Any emergency Standardized education concept
9
Evaluation of the Training Curriculum
10
Demonstration the novel concept and it’s success
17. Project
approach
Awareness
Laying the Foundation for Change DITAC teams build the
awareness that high-quality, inquiry-oriented instructional materials
matter in the learning process for first responders and strategic
crisis managers.
Selection
Making Evidence-based Decisions DITAC teams establish selection
criteria based on research and the needs of rescue forces, first
responders and medical personal. During the decision-making
process, they build consensus to select instructional materials for
the Curriculum.
Scalling up
Designing Support for Implementation DITAC teams use a
comprehensive design process to construct a professional
development program that supports the effective implementation of
inquiry-based instructional materials.
Sustainability
Monitoring Reform Efforts DITAC teams collect and use data to
evaluate progress and inform decisions about teaching and learning
the new Curriculum.
18. Timeline conception phase
Scenarios,
Standard Analysis
Conception of
Curriculum
2st phase
1st phase
Strategy
Analysis
Requirements
Actors identification
Standardized
education concept
research
research
"top down"
"top down"
and "bottom
and "bottom
up"
up"
approaches
approaches
validation
validation
AFAM
Excellence in Research, Education and Service
Demonstration of
Curriculum
Results
Final Concept
Demonstration
19. WP Outputs
WP100 (Scenarios, Standard Analysis)
•
To analyze the today’s situation of education and training for disaster relief operations from
an end user perspective. (Literature Review of large Disasters, Meta Analysis of Existing
Training Curricula))
•
To analyse and define the relevant European standards, concepts, methods, and doctrines
reacting on a disaster.
In Turkey AFAM travelled to
primary schools to help
children learn disaster and
increase their understanding
of disaster recovery
AFAM
Excellence in Research, Education and Service
20. WP Outputs
WP200 (Requirements for improving the training)
•
Weakness analysis for the domains of Didactic, practical training and education.
•
Analysis of the requirements of the actors in education in Disaster Medicine and
management, local authorities, NGOs, Training Institutes, scientific societies etc.
Identification of the needs of relevant actors and the resulting end user requirements for
significant improvement of the education of international crisis management.
•
•
Development Learning goal definition
Didactic Concept
AFAM
Excellence in Research, Education and Service
21. WP Outputs
WP300 (Common Concept)
•Organising of Consensus Conferences and Focussing of common standard for disaster training
education.
•gap definition and prioritization of requirements and common standards
•Development of Common Concept
•Organising Collaboration of Trainíng Institutes.
AFAM
Excellence in Research, Education and Service
22. WP Outputs
WP400 (Dissemination)
•Demonstrator platform for networking of existing Training Institutes
•Demonstrator European Curriculum for international crisis management
AFAM
Excellence in Research, Education and Service
23. Project Needs
Partners needed providing the following competences:
•Domain knowledge (e.g. end users like NGO, first-aid organizations, first responders)
•Process analysis / concepts development (e.g. research institutes, system integrators, )
•Research project management (e.g. research institutes)
•Demonstration & technology assessment (e.g. research organizations, system integrators)
•Didactic and Training knowledge
AFAM
Excellence in Research, Education and Service
24. Disaster Education, Implementation and Research Center (AFAM)
Developing Competency-Based Disaster
Training Programs
Kubilay Kaptan, Ph.D.
Assistant Professor, Disaster Education, Implementation and Research Center
Istanbul Aydin University
E-mail: kubilaykaptan@aydin.edu.tr
24
25. Objectives
• Analyzing changing environments of disasters and
emergencies
• Identifying core competencies for emergency &
disaster managers
• Sharing experience in emergency management
academic program development
• Developing emergency management programs based
on core competencies
• Discussing curriculum design and delivery strategies
AFAM 25
26. Context
• Disasters have changed in scope and severity
• Today’s disasters overwhelm the capacity, capabilities
and skills of emergency management leaders and
practitioners
• Adjustment is imperative through training and more
responsive academic programs
AFAM 26
27. Literature Review
• Over the years, the effectiveness of disaster management tools,
techniques, and strategies has waned, and to address this issue
more up-to-date disaster management skills are required
(Waugh & Tierney, 2007)
• New skills and competencies are needed because of:
- increased scope and diverse nature of the disasters
- heightened expectations and demands by societies and
communities to serve them during catastrophic events
- advancements and innovations in technology demanding more
sophistication
- impact of globalization demanding networking with different
societies across the world
AFAM 27
28. DM in Public Affairs & Administration
• Significant attention to Disaster Management in the field of
public administration over the last three decades
• Increased research and publications on DM:
- Public Administration Review (PAR) has devoted three issues to emergency
and disaster management (1985, 2002 – on the Implications of September
11 terrorist attacks, and 2007– on Administrative Failure in the Wake of
Hurricane Katrina)
• Increase in academic programs: master’s, certificates, minors,
and concentrations have been developed in
schools/departments of public affairs and administration
AFAM 28
29. DM Programs
• According to FEMA
Emergency Management
Institute (2009), there are
173 college DM
programs:
- 59 certificates,
minors, diplomas,
tracks, and foci
- 39 associate degrees
- 26 bachelor degrees
- 42 masters-level
programs
- 7 doctoral-level
programs
Source: FEMA Emergency Management Institute, 2009
AFAM 29
30. DM Context
• Disasters are characterized by several factors:
-
Uncertainty
Complexity
Time pressure
Lack of necessary information
Fast decision-making under stress
Networks & complexity
AFAM 30
31. Core Competencies Analysis
• Core competencies derived from reports, national and local
plans, as well as DM research
• Barbera et al. (2005) describe competency as a “specific
capability required for effective performance, within the
context of a job’s responsibilities, which achieves the
objectives of the organization” (p. 3)
• Competencies should enable and empower disaster managers
to perform in most effective, efficient, and proactive way
AFAM 31
32. Levels of Analysis of DM Competencies
DEPTH
- Awareness: understanding of knowledge, skills, and abilities
encompassed by a specific competency
- Operations: knowledge, skills, and the necessary abilities to
effectively perform assigned tasks, functions, and activities
within an organizational system, including technicality of the
process
- Expertise: operations-level proficiency, as well as knowledge,
skills and abilities required for judgmental and analytical
processes and complex decision-making situations
AFAM 32
33. Levels of Analysis of DM Competencies
SCOPE
- Small Scope: competency limited only to a scientific/ academic
knowledge base
- Medium Scope: added understanding of psychological, social and
political environment and realities when performing his/her job
- Large Scope: implementation and application stage in which
emergency managers combine their competencies pertaining to the
two scopes above and deliver their services; entails effective
application of the four emergency management phases
AFAM 33
34. Levels of Analysis of EM Competencies
NATURE
- Core Competencies: required for technicians and practitioners to
perform emergency management functions
- Critical Understanding: critical understanding required by managers
to address a problem at hand in a holistic perspective and to direct
lower-level functions in that regard
- Integrated Solutions: creation of integrated solutions by senior
policy makers who address problems at a systemic level and come
up with fundamental changes and implementations throughout the
emergency management field
- Critical Research: critical research by relevant emergency
management scholars who present research and studies to establish
a better and sound base for implementation in light of past
experiences
AFAM 34
35. Levels of Analysis of EM Competencies
TYPE
- Knowledge: what emergency managers should know
- Skills: what emergency managers should do
- Tools: what emergency managers should use
AFAM 35
37. Core Competencies Identified
• Clarity of Role: Responsibilities and duties are easy and
manageable as long as they are clearly defined for
respective disaster operation actors to effectively perform
their job (especially for routine disasters, not for
catastrophic ones)
• Effective Organizational Management: Disaster
Management should start from effective internal
organizational management including resource and
personnel management, budgeting, strategic planning, etc.
AFAM 37
38. Core Competencies Identified (con’t)
• Technology and Research-integrated Applications: Disaster
Management should benefit from relevant technology
education/training in order to effectively address natural and
manmade disasters. This approach should be strengthened by
contemporary developments and improvements in related sciences
• Interdisciplinary Approach to Problem Solving: Disaster Management
should not be limited to emergency management operations only, but
should also address social, political, legal, policy, and ethical issues
related to mitigation, preparedness, response and recovery. Likewise,
the field should focus on and incorporate issues relating to other
disciplines and entities when needed
AFAM 38
39. Core Competencies Identified (con’t)
• Effective Leadership through Communication and Analytical Skills:
Effective Disaster Management is only possible through effective
leaders who know the power of communication in affecting and
convincing others. Effective leaders also possess strong judgmental
and analytical skills needed to make quality decisions in times of
uncertainty, time pressure and limited information
• Effective Networking, Coordination, Partnerships, and Collaboration:
Because of the nature and scope of disasters faced by communities
today, it is impossible for local governments to effectively respond to
disasters alone, and it is imperative to collaborate in terms of such
parameters as information, resources, personnel, etc. Such
collaboration also necessitates coordination and interoperability skills
to successfully perform assigned tasks and functions
AFAM 39
40. Core Competencies Identified (con’t)
• Environment and Community-sensitive Practices:
Effective leadership is inevitably possible only through
thorough analysis and consideration of political, social,
economic, and environmental factors and their
incorporation into the general picture of the disaster
situation faced
• All-hazards, Holistic, and Proactive Approach to
Emergency Situations: Disaster Management needs an
all-hazards and holistic approach, which not only
addresses issues in an environment-sensitive way, but
also tries to progressively solve problems during all
phases of the disaster management cycle
AFAM 40
41. Core Competencies Identified (con’t)
•
•
•
Knowledge, Training and Experience-based Critical Decision-making: Since
Disaster Management is an applied and practical field, ample resources should be
invested in developing knowledge and theory-based training, along with
empowering the inexperienced and employing the experienced personnel so that
disaster operations do not suffer from lack of experience while conducting and
managing disaster management operations
Horizontal, Egalitarian, and Trustful Relationships: This factor is especially
important when networking and collaborative efforts are considered. A
collaborative initiative would be ineffective and most probably fail when there is
lack of inter-actor trust and acceptance, as well as when imbalanced power
relationships exist between actors. This is true for both intra- and interorganizational relationships in disaster management
Rule-oriented though Flexible Structures, Operations, and Thinking: Any disaster
operation should follow a certain chain of command and rules described by
organizational norms and culture, though such practice should be easily avoided
when and if needed for achieving a higher goal for the organization or public.
Flexible structures and innovative thinking do not imply disorderly actions, but
instead imply alternative approaches to solve problems
AFAM 41
42. DM Programs at IAU-AFAM
Minor in Disaster Management
18 credit hours:
- 5 core courses
- AFM 4110 Intergovernmental Administration
- AFM 4392 Disaster Management
- AFM 4712 Information Systems for Public Managers and Planners
- AFM 4395 Disaster Response and Recovery
- AFM 4390 Hazard Mitigation and Preparedness
- 1 restricted elective course
- ESS 4012 Conflict and Terrorism
- ESS 4013 Homeland Security and Criminal Justice
- HRS 4938 Health Issues in Disasters
AFAM 42
44. Delivery: Collaborative Learning
• Collaborative learning refers to an instruction method in which
learners at various performance levels work together in small
groups toward a common goal
– Active class contribution
– Work with other students on projects during class
– Work with classmates outside of class
– Participate in a community-based projects (advisory council)
– Discuss ideas from readings/classes with others
– Involvement and experience
– Ability to learn from peers (co-learning)
AFAM 44
45. Hierarchical vs. Collaborative Model
Hierarchical Model
• Teachers detain knowledge
while students consume
knowledge
• Instructional methods
based on memorization of
information and individual
study
Collaborative Model
• Students and teachers are,
at the same time,
producers and consumers
of knowledge
• Instructional methods
based on teams of
students working together
toward
AFAM 45
46. Collaborative Learning Activities
• Discussions
• Games/Simulations
• FEMA Professional Development Series
• On Hand Courses
• Case studies
• Discussion groups
– Position & response papers
• Brainstorming
• Group projects
– community-based service-learning projects
AFAM 46
51. Conclusion
• Disaster Management field needs effective, skillful and
competent leaders and disaster managers to deal with
complex emergencies and disasters
• Respective DM programs need to meet the current need of
the practice
• Collaborative, inter-governmental, and inter-sector
practices are to be included in the curriculum
• Collaborative nature of DM should be reflected in
curriculum design and delivery
AFAM 51
52. Thank You!
Questions & Comments?
You will find the AFAM team in
• Australia Melbourne, Sydney • Brunei • Burma Mandalay, Rangoon • Democratic People’s Republic of Korea Pyongyang • Indonesia Jakarta • Japan Osaka, Tokyo
• Malaysia Kuala Lumpur, Kuching, Kota Kinabalu, Penang • New Zealand Auckland • Philippines Manila • Republic of Korea Seoul • Singapore • Taipei
• Thailand Bangkok, Chiang Mai • Vietnam Hanoi, Ho Chi Minh City