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This item contains the agenda, minutes, and attachments for the Faculty Senate meeting on this date. There may be additional materials from the meeting available at the Faculty Center.

This thesis contains pioneer work in Sweden which contributes to the research on cybersecurity teaching within the Technology subject as formulated in the course and subject governing documents.The work goes in line with a bigger strategy of the Swedish Civil Contingencies Agency (MSB) and the European Union (EU). A discourse analysis was performed on the interviews with four Swedish expertsfrom MSB, Internetstiftelsen, and #290CyberSecurity respectively where the interview questions were formulated around three axes; the first axis was the cybersecurity content and knowledge aimed at young individuals, the second axis was the experts’ views on teaching cybersecurity starting from lower secondary schools, and the third axis was regarding platforms or tools that could be used in cybersecurity teaching and what the experts’ perceptions on them are. The analysis resulted in six different codes and formulated the views of the experts. Content analysis was also performed on information from the experts’ organizations which were 14 security documents and reports in total that resulted in a content frame of ten cybersecurity areas. All the ten areas were found to be related to the keywords that appear in the governing documents of the Technology subjects in the course syllabus for grades 7-9 and the subject syllabus for Technology 1. Current cyber attacks and risks threatening young students were further analyzed under each area to narrow down the content frame tailoring it to young students. A new online evaluation tool was then developed to assess the cybersecurity sensibility of the young students. The formulation of the questions was inspired by the SANS cybersecurity awareness survey as well as based on both, the ten cybersecurity areas that are categorized in this thesis and the different scenarios of risks and cybersecurity attacks threatening young students. Domain SamplingTheory (DST) and scenario-based questions were considered to make the tool more fitting for the young and minimize the errors. The tool tested a random group of 250 students from 12 municipalities where110 were in the sixth grade and 140 in the ninth. The tool showed that despite students spending most of their time online using different devices and applications, they are not secure enough which puts them at risk. Moreover, most of the students were interested in getting cybersecurity education and very few received it in schools even though the cybersecurity requirements are stated in the governing documents of the Technology subject. / Detta examensarbete innehåller banbrytande arbete i Sverige vilket bidrar till forskningen om cybersäkerhetsundervisning inom teknikämnet i svenska skolor. Arbetet går i linje med en större strategi från Myndigheten för samhällsskydd och beredskap (MSB) och Europeiska unionen (EU). En diskursanalys utfördes på intervjuerna med fyra svenska experter från MSB, Internetstiftelsen och #290CyberSecurity där intervjufrågorna formulerades runt tre axlar; den första axeln var cybersäkerhetsinnehållet som är riktad mot unga individer, den andra axeln var experternas syn på undervisning i cybersäkerhet som börjar från grundskolorna, och den tredje axeln gällde de plattformar eller verktyg som kunde användas i cybersäkerhetundervisning samt vad experternas uppfattning om dem är. Analysen av intervjuer resulterade i sex olika koder vilket speglar experters åsikter. Innehållsanalys utfördes också på information från experternas organisationer. Det var totalt 14 säkerhetsdokument och rapporter som resulterade i en innehållsram med tio cybersäkerhetsområden. Alla de tio områdena är relaterade till nyckelorden som finns i styrdokumenten för teknikämnena i kursplanen för årskurs 7-9 och ämnesplanen för Teknik 1. Aktuella cyberattacker och risker som hotar unga elever analyserades vidare under varje område för att begränsa innehållsramen och anpassa den för unga elever. Ett nytt online utvärderingsverktyg utvecklades sedan för att bedöma cybersäkerhetsrespons och attityd hos de unga eleverna. Formuleringen av frågorna inspirerades av SANS cybersäkerhetsmedvetenhetsundersökning och var baserad på de tio cybersäkerhetsområdena som kategoriseras i detta examensarbete samt de olika scenarierna för risker och cybersäkerhetsattacker som hotar unga elever. Domain Sampling Theory (DST) och scenariobaserade frågor ansågs göra verktyget mer passande för de unga och minimera felen. Verktyget testade en slumpmässig grupp på 250 elever från 12 kommuner där 110 gick i 6:an och 140 i 9:an. Verktyget visade att trots att elever tillbringar större delen av sin tid online med olika enheter och applikationer är de inte tillräckligt säkra, vilket utgör en risk för dem. Dessutom var majoriteten av eleverna intresserade av att få utbildning i cybersäkerhet och väldigt få fick det i skolorna trots att det står i styrdokumenten för teknikämnet.

[pt] Esta dissertação se insere no contexto das discussões contemporâneas sobre abordagens às tecnologias da tradução na formação universitária de tradutores profissionais. Este estudo parte de uma análise de um afastamento percebido entre ensino universitário e prática profissional no âmbito estrito da formação de tradutores para investigar o papel do tratamento dispensado às tecnologias da tradução nessa conjuntura. Para tanto, como base teórica e metodológica, este trabalho usa postulados dos Estudos da Tradução sobre o objeto de seus ramos descritivos e aplicados e os estudos desenvolvidos pela pedagogia da tradução em torno do que seriam competências tradutórias para, então, propor um modo de inserção da tecnologia no processo de formação de tradutores. É feita, então, uma inclusão das tecnologias da tradução no contexto dos modernos Estudos de Ciência e Tecnologia em seus aspectos descritivos - notadamente os trabalhos sobre Ciência, Tecnologia e Sociedade (CTS) e a Teoria Ator-Rede (TAR) - para verificar expectativas sobre processos e resultados da tradução por causa da presença intensiva da tecnologia. Por fim, com base nas inter-relações expostas pelo exame anterior, este estudo sugere uma forma de abordagem às tecnologias da tradução na universidade que contribua para valorizar a universidade, reduzir o afastamento percebido entre ensino universitário e prática da tradução e destacar as pesquisas acadêmicas da tradução como protagonistas no âmbito das Humanidades Digitais. / [en] This work follows the contemporary discussions on how to approach the translation technologies in the education of professional translators. This study starts with an analysis of a perceived distance between university education and professional practice in the strict framework of translators training and education, and then investigates the role that current approaches to translation technology play in that scenario. Therefore, as a theoretical and methodological basis, this work uses postulates from Translation Studies on the object of their descriptive and applied branches, and from the translation pedagogy studies on translational competences, to propose a mode of inserting technology in the translator education process. Then, the translation technologies are included in the modern context of Science and Technology Studies in their descriptive aspects - notably the Science, Technology and Society (STS) studies, and the Actor-Network Theory (ANT) approach - in order to check expectations on translation processes and results associated with the intensive presence of translation technologies. Finally, based on the interrelations found during investigations, this study suggests an approach to translation technology at the university that would contribute to distinguish the university, reduce the distance perceived between university education and translation practice, and highlight the academic translation research as protagonist within the Digital Humanities studies.

This item contains the agenda, minutes, and attachments for the Faculty Senate meeting on this date. There may be additional materials from the meeting available at the Faculty Center.