Interdisciplinary Training and Mentoring for Cyber Security in Companies

Cyber security is interdisciplinary, and it is to expect that security professionals and other employees working with computers to have suitable knowledge. In this chapter an interdisciplinary training program in cyber security curriculum and an interdisciplinary mentoring program to be included in entrepreneurial learning will be proposed. It helps to produce synergy in groups and generates ideas to solve complex problems. Entrepreneurial learning is a basis for education of entrepreneurs, and it should also include such interdisciplinary programs. The author explained the advantages of interdisciplinary training and mentoring programs in this context particularly in the field of cyber security. Such programs are missing both in education as well as in companies. Two examples of European projects with the participation of the author will be done to improve entrepreneurial education and training and encourage SMEs to be innovative. The programs are supported by digital learning platforms, and interdisciplinary trainers and mentors help the learners. The main method is interdisciplinary problem-based learning (IPBL).

Interdisciplinary Training and Mentoring for Cyber Security in Companies

Cyber security is interdisciplinary, and it is to expect that security professionals and other employees working with computers to have suitable knowledge. In this chapter an interdisciplinary training program in cyber security curriculum and an interdisciplinary mentoring program to be included in entrepreneurial learning will be proposed. It helps to produce synergy in groups and generates ideas to solve complex problems. Entrepreneurial learning is a basis for education of entrepreneurs, and it should also include such interdisciplinary programs. The author explained the advantages of interdisciplinary training and mentoring programs in this context particularly in the field of cyber security. Such programs are missing both in education as well as in companies. Two examples of European projects with the participation of the author will be done to improve entrepreneurial education and training and encourage SMEs to be innovative. The programs are supported by digital learning platforms, and interdisciplinary trainers and mentors help the learners. The main method is interdisciplinary problem-based learning (IPBL).

Interdisciplinary Human Factors Curricula for Individualized, Independent Study

Education and career development of new generations of human factors professionals has rightly been a central concern the Human Factors and Ergonomics Society for many decades. There have been periodic surveys to track the changing employer expectations for new professionals, and there have been several panel discussion at the HFES Annual Meetings to address various issues in education of future professionals. There have been significant changes in academia, where many traditional disciplinary programs are declining and new interdisciplinary programs are emerging. These trends may present novel opportunities for education of the future human factors workforce. In this project we surveyed all courses in a university course catalog to identify courses that offer training, to varying degrees, in the Core Competencies as defined by the Board of Certification in Professional Ergonomics. These courses could form a basis for interdisciplinary programs in human factors without being confined in any particular department or existing program.

The Use of Multimedia for the Development of Reading Literacy of Primary Schoolchildren

The article discusses the problem of the need to use the enthusiasm of schoolchildren with gadgets to activate their need for reading, the formation of reading literacy among them. As a means of solving this problem, the integration of interdisciplinary programs for the development of universal educational actions “Reading. Work with text” and “Formation of ICT readiness of schoolchildren” is proposed. The universality of the proposed model and technologies is emphasized, which allows in the process of extracurricular activities to increase the level of universal reading educational actions of schoolchildren at the initial and main stages of general education.

Sociology Engaged in Social Justice

This article expands on my presidential address to further bolster the case that sociology has, from its inception, been engaged in social justice. I argue that a critical review of our discipline and our Association’s vaunted empiricist tradition of objectivity, in which sociologists are detached from their research, was accomplished by a false history and sociology of sociology that ignored, isolated, and marginalized some of the founders. In the past half-century, scholar-activists, working-class sociologists, sociologists of color, women sociologists, indigenous sociologists, and LGBTQ sociologists have similarly been marginalized and discouraged from pursuing social justice issues and applied research within our discipline. Being ignored by academic sociology departments has led them to create or join homes in interdisciplinary programs and other associations that embrace applied and scholar-activist scholarship. I offer thoughts about practices that the discipline and Association should use to reclaim sociology’s social justice tradition.

The Use of Multimedia for the Development of Reading Literacy of Primary Schoolchildren

The article discusses the problem of the need to use the enthusiasm of schoolchildren with gadgets to activate their need for reading, the formation of reading literacy among them. As a means of solving this problem, the integration of interdisciplinary programs for the development of universal educational actions “Reading. Work with text” and “Formation of ICT readiness of schoolchildren” is proposed. The universality of the proposed model and technologies is emphasized, which allows in the process of extracurricular activities to increase the level of universal reading educational actions of schoolchildren at the initial and main stages of general education.