This study examines the economic effect of information security breaches reported in newspapers on publicly traded US corporations. We find limited evidence of an overall negative stock market reaction to public announcements of information security breaches. However, further investigation reveals that the nature of the breach affects this result. We find a highly significant negative market reaction for information security breaches involving unauthorized access to confidential data, but no significant reaction when the breach does not involve confidential information. Thus, stock market participants appear to discriminate across types of breaches when assessing their economic impact on affected firms. These findings are consistent with the argument that the economic consequences of information security breaches vary according to the nature of the underlying assets affected by the breach.

An outbreak of community-associated methicillin-resistant

This paper offers an emerging interpretive framework for understanding the active role instructional designers play in the transformation of learning systems in higher education. A 3-year study of instructional designers in Canadian universities revealed how, through reflexive critical practice, designers are active, moral, political, and influential in activating change at interpersonal, professional, institutional and societal levels. Through narrative inquiry the voices of designers reflect the scope of agency, community and relational practice in which they regularly engage with faculty in institutions of higher learning.

The purpose of this literature review was to determine what evidence there is that instructional designers apply ID Models, as well as to establish what other activities and processes they might use in their professional activities. Only ten articles were located that directly pertained to this topic: seven reporting on empirical research and three case descriptions recounting development experiences. All ten papers pertained to process-based ID models. Results showed that, while instructional designers apparently do make use of process-based ID models, they do not spend the majority of their time working with them nor do they follow them in a rigid fashion. They also engage in a wide variety of other tasks that are not reflected in ID models.

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