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Ethnographic studies of cyber attacks typically aim to explain a particular profile of attackers in qualitative terms. The purpose of this paper is to formalise some of the approaches to build a Cyber Attacker Model Profile (CAMP) that can be used to characterise and predict cyber attacks.

The paper builds a model using social and economic independent or predictive variables from several eastern European countries and benchmarks indicators of cybercrime within the Australian financial services system.

The paper found a very strong link between perceived corruption and GDP in two distinct groups of countries – corruption in Russia was closely linked to the GDP of Belarus, Moldova and Russia, while corruption in Lithuania was linked to GDP in Estonia, Latvia, Lithuania and Ukraine. At the same time corruption in Russia and Ukraine were also closely linked. These results support previous research that indicates a strong link between been legitimate economy and the black economy in many countries of Eastern Europe and the Baltic states. The results of the regression analysis suggest that a highly skilled workforce which is mobile and working in an environment of high perceived corruption in the target countries is related to increases in cybercrime even within Australia. It is important to note that the data used for the dependent and independent variables were gathered over a seven year time period, which included large economic shocks such as the global financial crisis.

This is the first paper to use a modelling approach to directly show the relationship between various social, economic and demographic factors in the Baltic states and Eastern Europe, and the level of card skimming and card not present fraud in Australia.

Although none of the new music reference books of the past year totally replaces the old stand‐bys, some significant works did appear, especially in the areas of contemporary music, opera, and classical music discography.

This paper seeks to record the author's personal reflections on his career as a marketing scholar.

Personal reflections are provided in an autobiographical approach.

The author's career as a student, teacher, and scholar are described in some detail.

This paper records events and memories that might otherwise be forgotten. No other such account has been published of William Lazer's career.

The Amelia Frances Howard‐Gibbon medal of the Canadian Library Association, established in 1971 to honour outstanding illustrators of Canadian children's books, has been awarded this year to William Kurelek for A Prairie Boy's Summer, published in Montreal by Tundra Books. Kurelek was born near Whitford in Alberta but spent most of his early life in a Ukrainian farming community in Manitoba and his illustrations vividly capture life on a prairie farm in the '30s.

Sections of the world's population have always been short of food, the menace of famine ever present. Among primitive peoples, the search for food is their greatest preoccupation. In the years before the first Great War, in the civilised countries of the west, including our own, the persistent poverty of the casual and unskilled workers, helped and held to a permanent state in so many cases by improvidence, was often stretched to near‐starvation, and with few agencies really capable of affording adequate relief. Families went short of food for fairly long periods, especially in the industrial areas and towns and this during times when a dozen stale loaves could be bought for a shilling and a pint of skimmed milk for a halfpenny. In the rural areas, nature helped a little and the country folk could talk of the pleasurable flavour of a rook pie and comb the hedgerows for edible roots, but here too were the cruel flashes when men went to prison for snaring a rabbit on private land or stealing a few swedes from a farmer's clamp.

While bilinguals frequently mix languages in everyday conversation, these hybrid language practices have often been viewed from a deficit perspective, particularly in classroom contexts. However, an emerging literature documents the complexity of hybrid language practices and their usefulness as an academic and social resource for bilingual students. This chapter examines hybrid language practices among English- and Spanish-speaking high school students in an astronomy/oceanography classroom in southern Arizona. Microethnography, or fine-grained analysis of video recordings from long-term ethnographic observation, is used to reveal what bilingual students accomplished with hybrid language practices in the classroom and to outline implications for teachers who want to engage their students’ hybrid repertoires. Specifically, the analyses reveal that careful attention to hybrid language practices can provide teachers with insights into students’ academic learning across linguistic codes, their use of language mixing for particular functions, and their beliefs about language and identity. The research is necessarily limited in scope because such in-depth analysis can only be done with a very small amount of data. Nevertheless, the findings affirm that hybrid language practices can enrich classroom discourse, academic learning, and social interaction for emergent bilinguals. The chapter highlights a teacher’s story in order to offer practical guidance to other teachers who seek to capitalize on the promise of hybrid language practices in their own classrooms.