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The paper proposes a novel index to classify how well UK Computer Science courses articulate cybersecurity-related content through their course/module pages. The aim of this work is to raise awareness among British Universities to pay more attention to include and standardize cybersecurity content in computer science courses. Our results show that 80% of analyzed courses scored 1 or 2-stars on a 5-Stars scale. The results also suggest the need for a formal delivery of cybersecurity content from the first year of the courses and possibly in a collaborative manner with the British Computer Society (BCS). To emphasize cybersecurity education in mitigating security lapses, the analogy is: it is better if most people know how to use a match than to train many fire-fighters. [ABSTRACT FROM AUTHOR]

This article examines the effects of counterterrorism policy in Canada, the United States, and the United Kingdom between 1997 and 2016. We use time series analysis and series hazard models to examine the influence of policy on (a) incidents of terrorist violence and (b) citizen perceptions of the threat of terrorism. Results indicate that counterterrorism policy is, for the most part, not related to significant changes in Canada but does report significant results for public opinion and terrorist incidents in the United States and the United Kingdom, although these effects are temporally defined. [ABSTRACT FROM AUTHOR]