Erik Moore
Erik holds a Ph.D. in cybersecurity from the University of Plymouth, is Chair of the IFIP WG11.8 on World Information Security Education, Editor-in-chief of the Colloquium for Information Systems Security Education (CISSE) and publishes regularly on that topic. He also produces work on philosophy, identity, and cultural critique.
Address: Denver, Colorado, United States
Address: Denver, Colorado, United States
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field need new models to manage user reactions to the loss of control over their digital identities. Escalations in authentication technologies like behavioral blocks and biometric data breaches are reducing the user's control over the management of their digital identities. Simultaneously, users are becoming more digitally dependent regarding financial transactions, buying food, emotionally connecting with loved ones on social media, managing personal information, and writing personal documents. This research presents a tool to address this issue pulled from the fields of education, political science, psychology, and cyber security. It is combined as a set of models to be delivered as part of information security curricula. Recent analysis of brain scans and population behavior studies have suggested that when people feel their identity at risk and feel disempowered they will have a stronger disposition towards authoritarianism, desire for retribution, and a desire for simplistic solutions instead of acting with reasoned and adaptive responses. Indicators in other fields suggest that the way professionals and educators characterize incidents that threaten digital identity can habituate different types of societal attitudes about the Internet and institutional data usage. The model presented herein should help cyber security educators characterize user responds to digital identity threats, and provides a scale for evaluating those responses.
generally describes desired multi-agency collaborative capabilities. While all training events do not have sufficient pre-post data to isolate the particular causes
of a rise in capabilities, competence in progressively harder levels of capabilities is observed over time in relation to the training components. A comprehensive
Personalized Education Learning Environment (PELE) aggregate data of individuals is not presented here, indicators suggest that this would enhance
outcomes.
collaborative incident response is appropriate.
behavioral analysis in cyber defense, the authors developed a framework to
incorporating multi-disciplinary datasets along a common timeline to increase incident response feedback for coaching. Currently this framework is being introduced in the state of Colorado, USA as a part of a joint government, industry and academic partnership. Upon project initiation, the feedback cycle had been a minimum of several months from observation to feedback. Presented here is a new framework that can shorten the cycle of psychometric feedback to multiple times in one training day. This Short-Cycle Framework, gathering psychometric and cyber data to provide direct feedback to cyber defense team leaders, was conceived when Regis University’s psychometric evaluators observed a real multi-agency cyber defense response. The authors realized the psychometric data can be used in live cyber defense incidents alongside things like network firewall traffic analysis as the cyber defenders provide relief for organizations under active cyber attack. This work presents the context in which the framework was developed, the characteristics of the framework, and sugestions for further research. The framework implements a specific set of short-term state indicators based on well-known personality trait and state models. The coaching cycle was scripted to shorten the delay between observation and
feedback so that it can be more useful in both training and live incident
response.
The introduction makes a clear case that we cannot disdain to respond to the assertions of fundamentalism. Instead, we must consistently meet them head-on in order to prevent them from spreading their negative influences on social policy, politics, and the opinions of our neighbors.
For the fundamentalist, Seeing Through is an unforgettable eye-opener when seeking to understand how fundamentalist ideas are seen from the outside.
"A challenge to explore human traditions, myth, and society through reason ...inspiring" David Shever, Chair, Board of Directors, Center for a Reasoning Society
Erik L Moore has traveled throughout North America, the Far East, the Middle East, Europe, and North Africa engaging religious groups of all kinds. This book is not only a response to fundamentalism, but an enthusiastic and cohesive presentation of a philosophy of personal responsibility and human compassion. He has made artwork on religious and philosophical topics for over 20 years and uses many insights from this process in his narrative.
field need new models to manage user reactions to the loss of control over their digital identities. Escalations in authentication technologies like behavioral blocks and biometric data breaches are reducing the user's control over the management of their digital identities. Simultaneously, users are becoming more digitally dependent regarding financial transactions, buying food, emotionally connecting with loved ones on social media, managing personal information, and writing personal documents. This research presents a tool to address this issue pulled from the fields of education, political science, psychology, and cyber security. It is combined as a set of models to be delivered as part of information security curricula. Recent analysis of brain scans and population behavior studies have suggested that when people feel their identity at risk and feel disempowered they will have a stronger disposition towards authoritarianism, desire for retribution, and a desire for simplistic solutions instead of acting with reasoned and adaptive responses. Indicators in other fields suggest that the way professionals and educators characterize incidents that threaten digital identity can habituate different types of societal attitudes about the Internet and institutional data usage. The model presented herein should help cyber security educators characterize user responds to digital identity threats, and provides a scale for evaluating those responses.
generally describes desired multi-agency collaborative capabilities. While all training events do not have sufficient pre-post data to isolate the particular causes
of a rise in capabilities, competence in progressively harder levels of capabilities is observed over time in relation to the training components. A comprehensive
Personalized Education Learning Environment (PELE) aggregate data of individuals is not presented here, indicators suggest that this would enhance
outcomes.
collaborative incident response is appropriate.
behavioral analysis in cyber defense, the authors developed a framework to
incorporating multi-disciplinary datasets along a common timeline to increase incident response feedback for coaching. Currently this framework is being introduced in the state of Colorado, USA as a part of a joint government, industry and academic partnership. Upon project initiation, the feedback cycle had been a minimum of several months from observation to feedback. Presented here is a new framework that can shorten the cycle of psychometric feedback to multiple times in one training day. This Short-Cycle Framework, gathering psychometric and cyber data to provide direct feedback to cyber defense team leaders, was conceived when Regis University’s psychometric evaluators observed a real multi-agency cyber defense response. The authors realized the psychometric data can be used in live cyber defense incidents alongside things like network firewall traffic analysis as the cyber defenders provide relief for organizations under active cyber attack. This work presents the context in which the framework was developed, the characteristics of the framework, and sugestions for further research. The framework implements a specific set of short-term state indicators based on well-known personality trait and state models. The coaching cycle was scripted to shorten the delay between observation and
feedback so that it can be more useful in both training and live incident
response.
The introduction makes a clear case that we cannot disdain to respond to the assertions of fundamentalism. Instead, we must consistently meet them head-on in order to prevent them from spreading their negative influences on social policy, politics, and the opinions of our neighbors.
For the fundamentalist, Seeing Through is an unforgettable eye-opener when seeking to understand how fundamentalist ideas are seen from the outside.
"A challenge to explore human traditions, myth, and society through reason ...inspiring" David Shever, Chair, Board of Directors, Center for a Reasoning Society
Erik L Moore has traveled throughout North America, the Far East, the Middle East, Europe, and North Africa engaging religious groups of all kinds. This book is not only a response to fundamentalism, but an enthusiastic and cohesive presentation of a philosophy of personal responsibility and human compassion. He has made artwork on religious and philosophical topics for over 20 years and uses many insights from this process in his narrative.
The body of research presented here provides a progressive building of capacity to support information technology, cybersecurity, and cyber defense training efforts. The work starts by designing infrastructure virtualization methods and problem modeling, then advances to creating and testing tunable models for both technical and social-psychological support capabilities. The initial research was designed to increase the capacity of Regis University in education simulations and cyber competitions. As this was achieved the goals evolved to include developing effective multi-agency cyber defense exercises for government and private sector participants.
The research developing hands-on computer laboratory infrastructure presents novel methods for enhancing the delivery of training and cyber competition resources. The multi-method virtualization model describes a strategy for analyzing a broad range of virtualization services for making agile cyber competition, training, and laboratory spaces that are the technical underpinning of the effort. The work adapts the agile development method SCRUM for producing training events with limited resources. Parallel to agile training systems provisioning, the research includes designing a 3D virtual world avatar-based resource to help students develop spatial skills associated with physical security auditing. It consists of a virtual world datacenter and training program.
The second category of contributions includes the presentation of new models for analyzing complex concepts in cybersecurity. These models provide students with tools that allow them to map out newly acquired skills and understanding within a larger context. One model maps how classical security challenges change as digital technologies are introduced using a concept called “bit induction.” The other model maps out how technology can affect one’s sense of identity, and how to manage its disruption.
The third area of contribution includes a rapid form of psychometric feedback, a customized quantitative longitudinal capability assessments, and an agile framework that is an extension of the earlier agile method adaptations.
The most recent category of contribution extends the training analysis to analyzing the resultant training capabilities and providing new models to describe live operation using operational load analysis to describe characteristic behaviors along an incident timeline.
The results of this research include novel cybersecurity frameworks, analytical methods, and education deployment models along with interpretation and documented implementation to support education institutions in meeting the emerging risks of society. Specific contributions include new models for understanding the disruptiveness of cyberattacks, models for agilely and virtually deploying immersive hands-on laboratory experiences, and interdisciplinary approaches to education that meet new psycho-sociological challenges in cyber defense. These contributions extend the forefront of Cybersecurity education and training in a coordinated way to contribute to the effectiveness and relevance of education solutions as society’s cybersecurity needs evolve.