Pub Date : 2021-10-01DOI: 10.1515/9783839454534-007
Alexander Wentland, Nina Klimburg-Witjes
Alexander Wentland und Nina Klimburg-Witjes untersuchen in diesem Beitrag, wie Hacker und Sicherheitsexperten die Figur des defizitären Benutzers konstruieren und den Menschen als das schwächste Glied in der Sicherheitsarchitektur darstellen. Der Beitrag betrachtet das Zusammenspiel zwischen Nutzern, IT-Sicherheitsabteilungen und dem breiteren Social Hacking Diskurs zu IT-Sicherheit in Unternehmen. Hier zeigt sich eine Verschiebung in der Art, wie individuelle Defizite vis-à-vis einer kollektiven Sicherheit zugeschrieben werden: Während viele Unternehmen weitgehend von der digitalen Revolution profitiert haben, wurden damit einhergehende sicherheitsbezogene Risiken zunehmend auf die einzelnen Mitarbeitenden ausgelagert. Als Alternative zum Defizitdenken diskutieren die Autoren die Idee einer »Kultur der Vulnerabilität«.
{"title":"»Die Benutzer sind das Problem, nicht das System«","authors":"Alexander Wentland, Nina Klimburg-Witjes","doi":"10.1515/9783839454534-007","DOIUrl":"https://doi.org/10.1515/9783839454534-007","url":null,"abstract":"Alexander Wentland und Nina Klimburg-Witjes untersuchen in diesem Beitrag, wie Hacker und Sicherheitsexperten die Figur des defizitären Benutzers konstruieren und den Menschen als das schwächste Glied in der Sicherheitsarchitektur darstellen. Der Beitrag betrachtet das Zusammenspiel zwischen Nutzern, IT-Sicherheitsabteilungen und dem breiteren Social Hacking Diskurs zu IT-Sicherheit in Unternehmen. Hier zeigt sich eine Verschiebung in der Art, wie individuelle Defizite vis-à-vis einer kollektiven Sicherheit zugeschrieben werden: Während viele Unternehmen weitgehend von der digitalen Revolution profitiert haben, wurden damit einhergehende sicherheitsbezogene Risiken zunehmend auf die einzelnen Mitarbeitenden ausgelagert. Als Alternative zum Defizitdenken diskutieren die Autoren die Idee einer »Kultur der Vulnerabilität«.","PeriodicalId":406437,"journal":{"name":"In digitaler Gesellschaft","volume":"107 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123235138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-01DOI: 10.1515/9783839454534-013
S. Bellucci
Background. The school is seen as an important setting for tobacco prevention. What limitates the success of school-based preventive measures? Instruments and methods. In a naturalistic-controlled cohort study, N = 1359 students in fifth or sixth grade from college preparatory (“Gymnasium”), secondary modern (“Realschule”) or comprehensive secondary schools (“Gesamtschule”) participated in the universal educational program “Not smoking is cool!” (NiC). They were surveyed before the program as well as three and nine months after with standardized instruments on tobacco intake, academic achievements, and social behavior. Results. NiC is effective in “Gymnasium” fifth-/sixth graders but shows, as expected, small effect sizes. The percentage of new smokers increased more strongly in the “Gymnasium” control than in the “Gymnasium” intervention group. Pre-existing tobacco intake, academic achievements and behavioral difficulties influenced NiC’s effectiveness regardless of school type. Conclusions. Significant limitations on the effectiveness of a school-based tobacco prevention program in fifth-/sixth graders exist. These are risk factors that are not addressed by the intervention measure. NiC should be informed by selective and/or behaviourbased prevention program content when conducted in the less academically oriented secondary schools.
{"title":"Bericht aus der Praxis","authors":"S. Bellucci","doi":"10.1515/9783839454534-013","DOIUrl":"https://doi.org/10.1515/9783839454534-013","url":null,"abstract":"Background. The school is seen as an important setting for tobacco prevention. What limitates the success of school-based preventive measures? Instruments and methods. In a naturalistic-controlled cohort study, N = 1359 students in fifth or sixth grade from college preparatory (“Gymnasium”), secondary modern (“Realschule”) or comprehensive secondary schools (“Gesamtschule”) participated in the universal educational program “Not smoking is cool!” (NiC). They were surveyed before the program as well as three and nine months after with standardized instruments on tobacco intake, academic achievements, and social behavior. Results. NiC is effective in “Gymnasium” fifth-/sixth graders but shows, as expected, small effect sizes. The percentage of new smokers increased more strongly in the “Gymnasium” control than in the “Gymnasium” intervention group. Pre-existing tobacco intake, academic achievements and behavioral difficulties influenced NiC’s effectiveness regardless of school type. Conclusions. Significant limitations on the effectiveness of a school-based tobacco prevention program in fifth-/sixth graders exist. These are risk factors that are not addressed by the intervention measure. NiC should be informed by selective and/or behaviourbased prevention program content when conducted in the less academically oriented secondary schools.","PeriodicalId":406437,"journal":{"name":"In digitaler Gesellschaft","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114373169","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-01DOI: 10.1515/9783839454534-009
J. Weber
{"title":"Human-Machine Learning und Digital Commons","authors":"J. Weber","doi":"10.1515/9783839454534-009","DOIUrl":"https://doi.org/10.1515/9783839454534-009","url":null,"abstract":"","PeriodicalId":406437,"journal":{"name":"In digitaler Gesellschaft","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134460447","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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