Towards a capability maturity model for a cyber range
- Authors: Aschmann, Michael Joseph
- Date: 2020
- Subjects: Computer software -- Development , Computer security
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/163142 , vital:41013
- Description: This work describes research undertaken towards the development of a Capability Maturity Model (CMM) for Cyber Ranges (CRs) focused on cyber security. Global cyber security needs are on the rise, and the need for attribution within the cyber domain is of particular concern. This has prompted major efforts to enhance cyber capabilities within organisations to increase their total cyber resilience posture. These efforts include, but are not limited to, the testing of computational devices, networks, and applications, and cyber skills training focused on prevention, detection and cyber attack response. A cyber range allows for the testing of the computational environment. By developing cyber events within a confined virtual or sand-boxed cyber environment, a cyber range can prepare the next generation of cyber security specialists to handle a variety of potential cyber attacks. Cyber ranges have different purposes, each designed to fulfil a different computational testing and cyber training goal; consequently, cyber ranges can vary greatly in the level of variety, capability, maturity and complexity. As cyber ranges proliferate and become more and more valued as tools for cyber security, a method to classify or rate them becomes essential. Yet while a universal criteria for measuring cyber ranges in terms of their capability maturity levels becomes more critical, there are currently very limited resources for researchers aiming to perform this kind of work. For this reason, this work proposes and describes a CMM, designed to give organisations the ability to benchmark the capability maturity of a given cyber range. This research adopted a synthesised approach to the development of a CMM, grounded in prior research and focused on the production of a conceptual model that provides a useful level of abstraction. In order to achieve this goal, the core capability elements of a cyber range are defined with their relative importance, allowing for the development of a proposed classification cyber range levels. An analysis of data gathered during the course of an expert review, together with other research, further supported the development of the conceptual model. In the context of cyber range capability, classification will include the ability of the cyber range to perform its functions optimally with different core capability elements, focusing on the Measurement of Capability (MoC) with its elements, namely effect, performance and threat ability. Cyber range maturity can evolve over time and can be defined through the Measurement of Maturity (MoM) with its elements, namely people, processes, technology. The combination of these measurements utilising the CMM for a CR determines the capability maturity level of a CR. The primary outcome of this research is the proposed level-based CMM framework for a cyber range, developed using adopted and synthesised CMMs, the analysis of an expert review, and the mapping of the results.
- Full Text:
- Date Issued: 2020
- Authors: Aschmann, Michael Joseph
- Date: 2020
- Subjects: Computer software -- Development , Computer security
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/163142 , vital:41013
- Description: This work describes research undertaken towards the development of a Capability Maturity Model (CMM) for Cyber Ranges (CRs) focused on cyber security. Global cyber security needs are on the rise, and the need for attribution within the cyber domain is of particular concern. This has prompted major efforts to enhance cyber capabilities within organisations to increase their total cyber resilience posture. These efforts include, but are not limited to, the testing of computational devices, networks, and applications, and cyber skills training focused on prevention, detection and cyber attack response. A cyber range allows for the testing of the computational environment. By developing cyber events within a confined virtual or sand-boxed cyber environment, a cyber range can prepare the next generation of cyber security specialists to handle a variety of potential cyber attacks. Cyber ranges have different purposes, each designed to fulfil a different computational testing and cyber training goal; consequently, cyber ranges can vary greatly in the level of variety, capability, maturity and complexity. As cyber ranges proliferate and become more and more valued as tools for cyber security, a method to classify or rate them becomes essential. Yet while a universal criteria for measuring cyber ranges in terms of their capability maturity levels becomes more critical, there are currently very limited resources for researchers aiming to perform this kind of work. For this reason, this work proposes and describes a CMM, designed to give organisations the ability to benchmark the capability maturity of a given cyber range. This research adopted a synthesised approach to the development of a CMM, grounded in prior research and focused on the production of a conceptual model that provides a useful level of abstraction. In order to achieve this goal, the core capability elements of a cyber range are defined with their relative importance, allowing for the development of a proposed classification cyber range levels. An analysis of data gathered during the course of an expert review, together with other research, further supported the development of the conceptual model. In the context of cyber range capability, classification will include the ability of the cyber range to perform its functions optimally with different core capability elements, focusing on the Measurement of Capability (MoC) with its elements, namely effect, performance and threat ability. Cyber range maturity can evolve over time and can be defined through the Measurement of Maturity (MoM) with its elements, namely people, processes, technology. The combination of these measurements utilising the CMM for a CR determines the capability maturity level of a CR. The primary outcome of this research is the proposed level-based CMM framework for a cyber range, developed using adopted and synthesised CMMs, the analysis of an expert review, and the mapping of the results.
- Full Text:
- Date Issued: 2020
Bayesian hierarchical modelling with application in spatial epidemiology
- Authors: Southey, Richard Robert
- Date: 2018
- Subjects: Bayesian statistical decision theory , Spatial analysis (Statistics) , Medical mapping , Pericarditis , Mortality Statistics
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/59489 , vital:27617
- Description: Disease mapping and spatial statistics have become an important part of modern day statistics and have increased in popularity as the methods and techniques have evolved. The application of disease mapping is not only confined to the analysis of diseases as other applications of disease mapping can be found in Econometric and financial disciplines. This thesis will consider two data sets. These are the Georgia oral cancer 2004 data set and the South African acute pericarditis 2014 data set. The Georgia data set will be used to assess the hyperprior sensitivity of the precision for the uncorrelated heterogeneity and correlated heterogeneity components in a convolution model. The correlated heterogeneity will be modelled by a conditional autoregressive prior distribution and the uncorrelated heterogeneity will be modelled with a zero mean Gaussian prior distribution. The sensitivity analysis will be performed using three models with conjugate, Jeffreys' and a fixed parameter prior for the hyperprior distribution of the precision for the uncorrelated heterogeneity component. A simulation study will be done to compare four prior distributions which will be the conjugate, Jeffreys', probability matching and divergence priors. The three models will be fitted in WinBUGS® using a Bayesian approach. The results of the three models will be in the form of disease maps, figures and tables. The results show that the hyperprior of the precision for the uncorrelated heterogeneity and correlated heterogeneity components are sensitive to changes and will result in different results depending on the specification of the hyperprior distribution of the precision for the two components in the model. The South African data set will be used to examine whether there is a difference between the proper conditional autoregressive prior and intrinsic conditional autoregressive prior for the correlated heterogeneity component in a convolution model. Two models will be fitted in WinBUGS® for this comparison. Both the hyperpriors of the precision for the uncorrelated heterogeneity and correlated heterogeneity components will be modelled using a Jeffreys' prior distribution. The results show that there is no significant difference between the results of the model with a proper conditional autoregressive prior and intrinsic conditional autoregressive prior for the South African data, although there are a few disadvantages of using a proper conditional autoregressive prior for the correlated heterogeneity which will be stated in the conclusion.
- Full Text:
- Date Issued: 2018
- Authors: Southey, Richard Robert
- Date: 2018
- Subjects: Bayesian statistical decision theory , Spatial analysis (Statistics) , Medical mapping , Pericarditis , Mortality Statistics
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/59489 , vital:27617
- Description: Disease mapping and spatial statistics have become an important part of modern day statistics and have increased in popularity as the methods and techniques have evolved. The application of disease mapping is not only confined to the analysis of diseases as other applications of disease mapping can be found in Econometric and financial disciplines. This thesis will consider two data sets. These are the Georgia oral cancer 2004 data set and the South African acute pericarditis 2014 data set. The Georgia data set will be used to assess the hyperprior sensitivity of the precision for the uncorrelated heterogeneity and correlated heterogeneity components in a convolution model. The correlated heterogeneity will be modelled by a conditional autoregressive prior distribution and the uncorrelated heterogeneity will be modelled with a zero mean Gaussian prior distribution. The sensitivity analysis will be performed using three models with conjugate, Jeffreys' and a fixed parameter prior for the hyperprior distribution of the precision for the uncorrelated heterogeneity component. A simulation study will be done to compare four prior distributions which will be the conjugate, Jeffreys', probability matching and divergence priors. The three models will be fitted in WinBUGS® using a Bayesian approach. The results of the three models will be in the form of disease maps, figures and tables. The results show that the hyperprior of the precision for the uncorrelated heterogeneity and correlated heterogeneity components are sensitive to changes and will result in different results depending on the specification of the hyperprior distribution of the precision for the two components in the model. The South African data set will be used to examine whether there is a difference between the proper conditional autoregressive prior and intrinsic conditional autoregressive prior for the correlated heterogeneity component in a convolution model. Two models will be fitted in WinBUGS® for this comparison. Both the hyperpriors of the precision for the uncorrelated heterogeneity and correlated heterogeneity components will be modelled using a Jeffreys' prior distribution. The results show that there is no significant difference between the results of the model with a proper conditional autoregressive prior and intrinsic conditional autoregressive prior for the South African data, although there are a few disadvantages of using a proper conditional autoregressive prior for the correlated heterogeneity which will be stated in the conclusion.
- Full Text:
- Date Issued: 2018
Investigating teachers’ pedagogic practices of argumentative essay: a qualitative case study of two Grade 11 classrooms in the Oshikoto Region, Namibia
- Authors: Kanyama, Victoria Magano
- Date: 2017
- Subjects: Persuasion (Rhetoric) -- Study and teaching (Secondary) -- Namibia , English language -- Rhetoric -- Study and teaching (Secondary) -- Namibia , English language -- Writing -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/8132 , vital:21358
- Description: Argumentative writing in Namibian schools has been a challenge over the years as Grade 11-12 English Second Language (ESL) learners perform poorly when compared to other writing that is stipulated in the curriculum. In most instances learners do not satisfy the structural and rhetorical features of this genre. English teachers are, therefore, expected to ensure that argumentative writing is adequately developed in order for the learners’ writing to be up to the required standard. Studies carried out in Namibia by Nghikembua (2013) and Nyathi (2009) indicated that learners perform poorly in writing. The examiners’ reports of 2011-2014 pointed to lack of teachers’ guidance as one of the factors contributing to poor performance. It was for this reason that this study aimed to investigate teachers’ pedagogic approaches when teaching argumentative essay both on Higher and Ordinary Level in Oshikoto region, Namibia. An interpretive qualitative case study was used in order to gain an in-depth understanding of the teachers’ pedagogic approaches and how it affects their learners’ argumentative essay writing. The theoretical framework was informed by the Genre theorist, Gibbons (2002), who focuses on the Curriculum Cycle and Hyland’s (1990) model. Two Grade 11 English teachers were purposefully and conveniently sampled. One of the teachers is from a government school while the other from a private school. Data were collected from interviews, videoed writing lessons (3 per teacher), and learners’ written essays. Data analysis revealed that both teachers have a sound understanding about argumentative writing, but their classroom practices did not sufficiently assist the learners to grasp the argumentative writing conventions. Their classroom practices were not adaptive enough when giving feedback to the learners, and they did not adhere to the four steps of Gibbons’ (2002) Curriculum Cycle. Also, the process to writing (brainstorming, drafting, and revising) was also not incorporated into their teaching. These meant that the Namibian curriculum specifications are not met which deprives the learners of the needed practice scaffolding and explicit teaching into competent independent writers. A recommendation of this study is that there is a need for the teachers to be exposed to a mixed process/genre approach as advocated by the Namibian curriculum.
- Full Text:
- Date Issued: 2017
- Authors: Kanyama, Victoria Magano
- Date: 2017
- Subjects: Persuasion (Rhetoric) -- Study and teaching (Secondary) -- Namibia , English language -- Rhetoric -- Study and teaching (Secondary) -- Namibia , English language -- Writing -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/8132 , vital:21358
- Description: Argumentative writing in Namibian schools has been a challenge over the years as Grade 11-12 English Second Language (ESL) learners perform poorly when compared to other writing that is stipulated in the curriculum. In most instances learners do not satisfy the structural and rhetorical features of this genre. English teachers are, therefore, expected to ensure that argumentative writing is adequately developed in order for the learners’ writing to be up to the required standard. Studies carried out in Namibia by Nghikembua (2013) and Nyathi (2009) indicated that learners perform poorly in writing. The examiners’ reports of 2011-2014 pointed to lack of teachers’ guidance as one of the factors contributing to poor performance. It was for this reason that this study aimed to investigate teachers’ pedagogic approaches when teaching argumentative essay both on Higher and Ordinary Level in Oshikoto region, Namibia. An interpretive qualitative case study was used in order to gain an in-depth understanding of the teachers’ pedagogic approaches and how it affects their learners’ argumentative essay writing. The theoretical framework was informed by the Genre theorist, Gibbons (2002), who focuses on the Curriculum Cycle and Hyland’s (1990) model. Two Grade 11 English teachers were purposefully and conveniently sampled. One of the teachers is from a government school while the other from a private school. Data were collected from interviews, videoed writing lessons (3 per teacher), and learners’ written essays. Data analysis revealed that both teachers have a sound understanding about argumentative writing, but their classroom practices did not sufficiently assist the learners to grasp the argumentative writing conventions. Their classroom practices were not adaptive enough when giving feedback to the learners, and they did not adhere to the four steps of Gibbons’ (2002) Curriculum Cycle. Also, the process to writing (brainstorming, drafting, and revising) was also not incorporated into their teaching. These meant that the Namibian curriculum specifications are not met which deprives the learners of the needed practice scaffolding and explicit teaching into competent independent writers. A recommendation of this study is that there is a need for the teachers to be exposed to a mixed process/genre approach as advocated by the Namibian curriculum.
- Full Text:
- Date Issued: 2017
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