Ece 660 Inquiry Based Student Centersclass Profile Grade Levelcontent ✓ Solved
ECE-660 Inquiry-Based Student Centers Class Profile Grade Level: Content Theme: Station 1 A digital/virtual activity that you create using a technology tool Station 2 A collaborative game (either using a technology tool or hand-created by you) Standard and Objective Activity Directions Materials Rationale Station 3 An activity that involves an authentic real-world context. Station 4 An activity that engages students in using manipulatives or models. Standard and Objective Activity Directions Materials Rationale References © 2023. Grand Canyon University. All Rights Reserved. image1.png Developing A Security Communications Plan by Geoff Keston Inside this report ...
A New Approach to Security Communications The Importance of Structure The Importance of Style The Communications Lifecycle Recommendations Resource File A New Approach to Security Communications [return to top of report] An antiquated understanding of security communication views the practice's main question as: "what should IT announce to the rest of the company?" This perspective has given way to a multi-departmental approach that has each department sending and receiving information. In the old scenario, IT controlled information and decided whom to permit to have it. In the new scenario, each department defines what information it needs and, just as importantly, what information it needs to distribute to its constituents (e.g., customers, partners).
After all, IT does not necessarily know who would be affected if a certain application is taken down for security reasons. This new approach to security communication has become prevalent as more diverse technologies have been put to use by a wider range of departments: For instance, employees are accessing corporate networks with personally owned mobile phones and tablets as part of bring your own device programs, end users are provisioning their own services through automated programs, and social media and cloud services are being used for corporate purposes. At the same time, cyber threats have grown more diverse. Collectively, these changes have created the need for more communication about security among a wider range of people across more channels.
This increased burden is forcing enterprises to more comprehensively and carefully manage the delivery and organization of security information. Part of making this change is creating a detailed, formalized security communications plan. The Importance of Structure [return to top of report] A mark of a mature security communications program is the shift away from one-time messages, such as ad hoc emails. Such messages are easily forgotten and are often hard to find after a few weeks. A good security communications plan will include sending updates and alerts as well as maintaining a repository of documentation.
Creating such a repository (or a consolidated document) makes information easier to find, and it helps to link together disparate elements into a unified plan. A comprehensive plan will do the following: â– Identify archiving procedures â– Establish approval processes for sending communications â– Describe legal and regulatory requirements â– Define key terms â– Define severity levels and message types â– Using the definitions of severity levels and message types, diagram who receives messages and through what means they receive them (e.g., text messages) The plan will address the concerns of many constituents, including executives, IT staff members, and end users, as well as customers and partners.
Each group has somewhat different needs, so it is helpful to structure a plan to protect sensitive information from the entire group and to make targeted information easy for its audience to find. The Importance of Style [return to top of report] The challenges of planning communication flows and managing the technologies that disseminate messages across a dispersed, multi-platform environment can make enterprises lose sight of how the message is presented. But the style in which messages are delivered is crucial. "Unfortunately we the security community can be terrible communicators," says Lance Spitzner.1 "[A]s a result this is where many awareness programs quickly fall apart. If you present the content in a boring or hard to access fashion (especially for the YouTube generation) you program will be a failure.
In addition, communication is exponentially more difficult for large or diverse organizations as you have to take into consideration a variety of cultural, national and linguistic differences." To ensure that the style of security communications is effective, it can be helpful to rely on expertise from departments such as public relations or marketing, especially for messages to be sent outside the organization. Using templates and boilerplate language can further help, providing consistency and enabling the organization to deliver a message quickly, without having to repeat the time consuming process of writing, editing, and approving the text of a communication. Tailoring messages to audiences based on their technical knowledge and other factors is also critical.
"Some security awareness programs fail to adequately segment their audience and deliver appropriate messages," writes Chelsa Russell. "This is a very poor strategy that results in messages getting ignored. Users receive hundreds of messages every day from all different directions. It is critical to segment your audience and ensure that people only get the messages they need. A one-size-fits-all strategy may be easy on you, but it will not be effective." The Communications Lifecycle [return to top of report] In a good, mature security environment, communication is not a one-time event that is completed when the IT department clicks "send" on a broadcast email.
Instead, communication is a multi-stage, closed-loop process that starts with identifying the need to deliver a message and concludes with verifying that the message's content was well understood. Communication is also a two-way process. Organizations need not only to send information, but also to receive feedback from users. "Listen to the stakeholders, understand their pain and problems, compile the details and verify your understanding of the problems before locking down the requirements," says project manager Wendy Woo.3 "You cannot understand the objectives and mission critical elements without connecting the dots and asking questions. You do not know if you are delivering the right solution without walking through the details and the intended outcome with the end users." Feedback from all stakeholders is important.
To encourage a dialogue, two processes are in particular useful: â– Conduct Routine Audits - The audit process will gather information that might not otherwise come to the attention of the security planning team. During the audit, process activities will be analyzed, employees will be interviewed, and evidence such as customer messages will be inspected. All of this information will provide useful feedback. â– Maintain a Continual Improvement Process - A formal process that lets users openly suggest changes or notify management of potential issues will help information security planners learn about problems at the operational level. This process is best managed as a closed-loop in which all suggestions are logged and evaluated and then action items are assigned to execute the recommendations that are approved.
Standards such as ISO 27001 can help to structure such a process. Recommendations [return to top of report] Integrate Security Communications with Other Processes Security activities influence, and are influenced by, other corporate processes. Addressing these connected processes directly will strengthen a communications plan. In particular, the following processes relate closely to security: â– An incident management process is the formal, often automated, handling of security issues. Some incidents are reported outages or failures, and others are alerts from a system such as a firewall.
These reports and alerts are part of incident management, but they are also forms of communication. Therefore, it is helpful to link incident management and communications policies. â– Security concerns overlap with business continuity and disaster recovery. Many of the preventive and reactive actions of security plans are similar to those described in business continuity and disaster recovery plans. â– Regulatory compliance is increasingly an IT function, due in part to regulations, such as HIPAA, that are heavily technology focused. Develop Policies for Communicating with Third Parties The need to communicate about security reaches across organizational boundaries. Organizations may tell customers about breaches of their confidential data, receive new security specifications from partners, or explain a change in their privacy policies to the media.
Managing these external communications differs in many ways from handling internal communication. With third-party communications, organizations cannot dictate what processes and technologies are used. Instead, they must work with others to develop policies for communication. While some principles - like the importance of structure and style - still hold, at a tactical level, organizations would be wise to be flexible about how they share information with customers, partners, and the press. Resource File [return to top of report] International Organization for Standardization (ISO): References 1 Spitzer, L.
Security awareness - Hot to communicate. SANS: Security the Human. Jan 11. 2 Russell, C. Security awareness - Implementing an effective strategy.
SANS Institute. Oct 02. 3 Woo, W. Ten communication failures that will sabotage your project. The Agilista PM.
Available online from: About the Author [return to top of report] Geoff Keston is the author of more than 250 articles that help organizations find opportunities in business trends and technology. He also works directly with clients to develop communications strategies that improve processes and customer relationships. Mr. Keston has worked as a project manager for a major technology consulting and services company and is a Microsoft Certified Systems Engineer and a Certified Novell Administrator. Return to Security Management Practices Home
Paper for above instructions
Class Profile
Grade Level: Pre-K to 3rd Grade
Content Theme: Inquiry-Based Learning
Overview
This document outlines a structured approach to inquiry-based learning in an early childhood education setting. The inquiry-based student centers are designed to promote engagement, collaboration, and critical thinking. Each of the four stations presents unique activities that cater to various learning styles and capabilities.
Stations Overview
Station 1: Digital/Virtual Activity
Standard and Objective
Standard: ISTE Standards for Students, Digital Citizen (1:2)
Objective: Students will utilize a digital storytelling tool to create an interactive story related to a theme of their choice.
Activity Directions
1. Introduce students to a digital storytelling tool, such as Storybird or Book Creator.
2. Guide students in selecting a theme and brainstorming ideas for their digital story.
3. Allow students to use the digital tool to create their story, incorporating images, text, and sounds.
4. Once completed, have students present their stories to the class.
Materials
- Tablets or computers
- Access to digital storytelling software
- Internet access
- Projector for presentations
Rationale
Digital storytelling encourages creativity and enhances digital literacy skills. Using technology in the classroom can engage students more efficiently, allowing them to express their ideas in a dynamic format (Gee, 2003). This aligns with the ISTE standards, emphasizing the importance of technology in education (ISTE, 2023).
Station 2: Collaborative Game
Standard and Objective
Standard: National Physical Education Standards, Standard 4
Objective: Students will work collaboratively to solve challenges in a designed game format.
Activity Directions
1. Create a collaborative board game that involves problem-solving challenges tied to concepts like shapes, numbers, or letters.
2. Divide students into small groups and provide each group with a game board and pieces.
3. Explain the game rules and objectives.
4. Monitor the game and aid groups as necessary, encouraging dialogue and teamwork.
Materials
- Hand-crafted game boards
- Game pieces (e.g., buttons, tokens)
- A list of problem-solving challenges
- Timer
Rationale
Collaborative games promote teamwork, enhance problem-solving skills, and foster a sense of community within the classroom. Studies show that active participation in group activities boosts engagement and learning outcomes (Johnson & Johnson, 1999).
Station 3: Real-World Context Activity
Standard and Objective
Standard: Next Generation Science Standards, K-ESS3-1
Objective: Students will understand the relationship between human actions and their impact on the environment.
Activity Directions
1. Introduce a real-world issue, such as recycling, climate change, or wildlife preservation.
2. Set up a simulation activity where students can explore consequences related to their choices (e.g., sorting recyclable vs. non-recyclable items).
3. Discuss the outcomes as a class, reflecting on the importance of each student’s role in environmental stewardship.
Materials
- Recyclable and non-recyclable items
- Sorting bins
- Visual aids related to environmental impact
Rationale
Integrating real-world contexts cultivates awareness and responsibility among young learners. Engaging students in authentic problems enhances critical thinking skills and fosters a sense of agency (Wiggins & McTighe, 2005).
Station 4: Manipulatives or Models Activity
Standard and Objective
Standard: Common Core Math Standards, K.CC.A.1
Objective: Students will count and group objects to understand basic addition and subtraction.
Activity Directions
1. Provide students with manipulatives (e.g., counting bears, blocks).
2. Present simple addition and subtraction problems visually, using the manipulatives to represent the problems.
3. Guide students in manipulating the objects to arrive at the correct answer, and ask them to explain their thought process.
Materials
- Counting manipulatives (e.g., bears, blocks)
- Visual math problems on chart paper
- Whiteboards for students to write their answers
Rationale
Using manipulatives allows students to explore mathematical concepts in a tangible way, reinforcing learning through hands-on experience (Clements, 2001). This approach caters to kinesthetic learners and encourages exploration and experimentation.
Conclusion
The inquiry-based student centers described in this document are designed to provide young learners with diverse and engaging learning experiences. By integrating technology, collaboration, real-world contexts, and manipulatives, educators can create a dynamic classroom environment that fosters curiosity and critical thinking.
References
1. Clements, D. H. (2001). Mathematical Learning and Teaching. Preparing for the Next Generation in Mathematics Education.
2. Gee, J. P. (2003). What Video Games Have to Teach Us About Learning and Literacy. Computers in Human Behavior.
3. ISTE. (2023). ISTE Standards for Students. International Society for Technology in Education.
4. Johnson, D. W., & Johnson, R. T. (1999). Learning Together and Alone: Cooperative, Competitive, and Individualistic Learning. Allyn & Bacon.
5. Wiggins, G., & McTighe, J. (2005). Understanding by Design. Association for Supervision and Curriculum Development.
6. Artino, A. R. (2008). Motivational Factors Influencing Online Learning in Adult Learners: A Self-Determination Theory Perspective. The Journal of Continuing Education in Nursing.
7. Brooks, J. G., & Brooks, M. G. (1999). In Search of Understanding: The Case for Constructivist Classrooms. ASCD.
8. Papert, S. (1980). Mindstorms: Children, Computers, and Powerful Ideas. Basic Books.
9. Takanishi, R. (2007). Next Steps in Early Childhood Policy. Society for Research in Child Development.
10. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
By integrating the inquiry-based student centers described above, educators can foster a vibrant learning environment that promotes essential skills and prepares students for future academic endeavors.