The battle for Cassinga : conflicting narratives and contested meanings
- Authors: Baines, Gary F
- Date: 2007
- Language: English
- Type: Conference paper
- Identifier: vital:6156 , http://hdl.handle.net/10962/d1007073
- Description: Nearly thirty years ago the name Cassinga (or Kassinga) came to the attention of the world. At the time the name evoked a range of responses, from outrage to grief to the celebration of military bravado. It still does so. And Cassinga will continue to elicit such responses as long as participants and witnesses are alive and the events remain part of living memory. Obviously perpetrators and survivors remember the events of 4 May 1978 differently. Memory is, after all, selective. The recollections of participants and witnesses are framed by personal and political agendas. This much is abundantly clear from the conflicting accounts of Cassinga that appear in the media and literature, especially the exchanges that take place between parties with a stake in how the events are remembered. Thus a report headlined “Battle of Cassinga still rages” published on the 29th anniversary suggested that the events are still shrouded in controversy and that there is no agreement about what transpired in the southern Angolan town. The title of this paper reflects my concern with the battle for rather than of Cassinga. The choice of preposition is intended to signify the ongoing contestation over the meaning of Cassinga.
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- Date Issued: 2007
The role of higher education in society: valuing higher education
- Authors: Badat, Saleem
- Date: 2009
- Language: English
- Type: Conference paper , text
- Identifier: vital:7122 , http://hdl.handle.net/10962/d1006571
- Description: From the introduction: Arthur E. Levine, President of the Teachers College of Columbia University, writes that "In the early years of the Industrial Revolution, the Yale Report of 1828 asked whether the needs of a changing society required either major or minor changes in higher education. The report concluded that it had asked the wrong question. The right question was, What is the purpose of higher education?" Levine goes on to add that questions related to higher education “have their deepest roots in that fundamental question” and that “faced with a society in motion, we must not only ask that question again, but must actively pursue answers, if our colleges and universities are to retain their vitality in a dramatically different world”. I propose to speak about three issues: the first is about our changing world; the second is about the three purposes of higher education; the third is about what I consider to be the five key roles of higher education. Finally, I want to conclude by making some observations on the sometimes unrealistic expectations of higher education. , HERS‐SA Academy 2009, University of Cape Town Graduate School of Business, Waterfront, Cape Town, 14 September 2009. Stagnant universities are expensive and ineffectual monuments to a status quo which is more likely to be a status quo ante, yesterday’s world preserved in aspic (Ralf Dahrendorf, 2000:106‐7)
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- Date Issued: 2009
Classifying network attack scenarios using an ontology
- Authors: Van Heerden, Renier , Irwin, Barry V W , Burke, I D
- Date: 2012
- Language: English
- Type: Conference paper
- Identifier: vital:6606 , http://hdl.handle.net/10962/d1009326
- Description: This paper presents a methodology using network attack ontology to classify computer-based attacks. Computer network attacks differ in motivation, execution and end result. Because attacks are diverse, no standard classification exists. If an attack could be classified, it could be mitigated accordingly. A taxonomy of computer network attacks forms the basis of the ontology. Most published taxonomies present an attack from either the attacker's or defender's point of view. This taxonomy presents both views. The main taxonomy classes are: Actor, Actor Location, Aggressor, Attack Goal, Attack Mechanism, Attack Scenario, Automation Level, Effects, Motivation, Phase, Scope and Target. The "Actor" class is the entity executing the attack. The "Actor Location" class is the Actor‟s country of origin. The "Aggressor" class is the group instigating an attack. The "Attack Goal" class specifies the attacker‟s goal. The "Attack Mechanism" class defines the attack methodology. The "Automation Level" class indicates the level of human interaction. The "Effects" class describes the consequences of an attack. The "Motivation" class specifies incentives for an attack. The "Scope" class describes the size and utility of the target. The "Target" class is the physical device or entity targeted by an attack. The "Vulnerability" class describes a target vulnerability used by the attacker. The "Phase" class represents an attack model that subdivides an attack into different phases. The ontology was developed using an "Attack Scenario" class, which draws from other classes and can be used to characterize and classify computer network attacks. An "Attack Scenario" consists of phases, has a scope and is attributed to an actor and aggressor which have a goal. The "Attack Scenario" thus represents different classes of attacks. High profile computer network attacks such as Stuxnet and the Estonia attacks can now be been classified through the “Attack Scenario” class.
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- Date Issued: 2012