Creating An Information Technology Security Program for Educators

Information Technology (IT) Security education has become a critical component to college curriculum within the past few years. Along with developing security courses and degrees, there is a need to train college educators and disseminate the security curriculum and best-practices to other colleges. St. Petersburg College implemented a project entitled Information Technology Security and Education for Educators (ITSCEE) designed to address Priority III of the “National Strategy to Secure Cyberspace”, establishment of a “national cyberspace training program.” The project was designed to produce three nationally relevant IT Security degree and certificate programs at the associate, advanced technical certificate, and baccalaureate levels. Also, the project was designed to provide training and an opportunity for the Florida Community College Faculty to obtain certification in the IT Security arena to assist their institutions in deploying relevant IT Security degree programs. This paper will describe the evolution of this project, the success in meeting goals, lessons learned and techniques and best practices other colleges may use to enhance their programs

Related Services for Vermont\u27s Students with Disabilities

The purpose of Related Services for Vermont’s Students with Disabilities is to offer information regarding related services that is consistent with IDEA and with Vermont Law and regulations. It also describes promising or exemplary practices in education, special education, and related services. The manual’s content applies to all related services disciplines which serve students with disabilities, ages 3 through 21, who have an Individualized Education Program (IEP)

Entry-Level Competencies of New Student Affairs Professionals: A Delphi Study

The study examines the perceptions of 104 mid- and senior-level student affairs administrators of positions, responsibilities, competencies, and theories important for professional practice for new student affairs professionals. In regard to competencies, the results of this study provide important information about preprofessional abilities that are integral to professional practice, and participants also identified several competencies not identified in prior research that may be important to positions involving high contact with students. These results, then, provide vital information for curriculum development in graduate preparation programs and for professional development training for new professionals

The Future of Professional Education in Natural Family Planning

Nurses and other health care professionals often have little knowledge of methods of natural family planning (NFP) and do not readily prescribe natural methods for their patients. One reason for this is that little or no information on NFP is provided in nursing or medical schools. The holistic, informational, and integrative nature of NFP fits well with professional nursing practice. A university online distance education NFP teacher training program, which offers academic credit and includes theory, practice, and the latest developments in fertility monitoring, has been developed for health care professionals. Professional NFP services in the United States need to meet worldwide standards and include documenting and assessing pregnancy outcomes, tailoring NFP services to the client or couple, and simplifying them for ease of use in a standard health care practice

The Professional Artist as Public School Educator: A Research Report of the Chicago Arts Partnerships in Education

Over the past eight years, the Chicago Arts Partnerships in Education (CAPE) has undergone an extensive regimen of program research and evaluation, utilizing both staff members and external consultants to collect, analyze, and interpret information on program effectiveness. This information has been used to shape and strengthen the partnership program each year in response to the needs of students, teachers and teaching artists as well as to changing political and cultural pressures within the Chicago Public School System. In addition,the documentation and publication of insights and lessons learned through arts integration experiences in the schools has contributed significantly to the wider body of research in the field of arts education.During the early years of the program, evaluation efforts focused on general descriptions of the program goals and objectives along with initial impacts on student life.Positive trends were identified in terms of administrative and faculty attitudes and increased involvement in thearts partnerships, due mainly to student interest. More recently, a closer, more detailed analysis of CAPE's growing influence on student learning, teaching practice and school climate has highlighted the value of quality, arts integrated instruction, including evidence of positive effects on standardized math and reading test scores.Last year, our research turned to program sustainability, partly in light of reduced funding, as well as to the assimilation of new partnership schools and an increasing organizational focus on the professional development of participating teachers and artists. In the vast majority of cases, CAPE partnerships have evolved through trials and successes to bring lasting effects on administrators, teachers, and students.Through these studies, it is increasingly apparent that the participation of well-trained teaching artists is a valuable, and in some cases vital, addition to the general education of youth. The presence and artistic know-how brought to the classroom by these talented, dedicated professionals can, and is, having notable, sustainable influence on whole school improvement through transforming the daily learning experiences of educators and students alike. Not only does the presence of a quality arts program enliven a school atmosphere and promote the advancement of artistic skills and aesthetic knowledge, but a closer look at rigorous arts integrated activities in the classroom is revealing important insights into the cognitive benefits of arts education. Not only can artfully constructed lessons that authentically bridge the arts and academic content domains assist in the acquisition of artistic understanding, but they can enhance learning across the academic curriculum and, perhaps more importantly, the underlying thinking curriculu

Kita tutup aurat! : aplikasi pembelajaran menutup aurat untuk kanak-kanak

Menutup aurat adalah salah satu kewajipan dalam agama Islam. Oleh itu, pemahaman konsep menutup aurat adalah asas yang perlu dipelajari pada usia muda. Namun begitu, kanak-kanak hanya belajar menutup aurat mengikut konsep teori pembelajaran sahaja di sekolah. Kanak-kanak sukar mengikuti dan memahami pembelajaran yang menggunakan konsep teks dan fakta. Justeru itu, aplikasi pembelajaran yang berkonsepkan pembelajaran mudah alih (m-pembelajaran) yang dinamakan “Kita Tutup Aurat!” mengenai aurat untuk kanak-kanak ini dibangunkan. Aplikasi ini dibangunkan dengan menggunakan model ADDIE kerana kesesuaiannya dalam pembangunan aplikasi pembelajaran. Pengujian aplikasi telah dijalankan oleh 30 responden dari kalangan kanak-kanak sekolah rendah sekitar Parit Raja serta beberapa orang guru. Hasil pengujian menunjukkan lebih 70% responden bersetuju aplikasi yang dibangunkan merupakan satu pendekatan menarik dalam mempelajari dan memahami konsep menutup aurat dalam Islam. Kesimpulannya, aplikasi telah berjaya mencapai objektif yang telah ditentukan kerana ia menepati kehendak pengguna dan mempunyai fungsi-fungsi yang terkandung dalam skop sistem. Secara keseluruhan, implementasi aplikasi pembelajaran ini berpotensi untuk dijadikan kaedah alternatif dalam memahami konsep aurat sekaligus mendidik kanak-kanak untuk menutup aurat dengan sempurna

Student Satisfaction and Performance in an Online Teacher Certification Program

The article presents a study which demonstrates the effectiveness of an online post baccalaureate teacher certification program developed by a Wisconsin university. The case method approach employing multiple methods and multiple data sources were used to investigate the degree to which pre-service teachers were prepared to teach. It was concluded that the study supports online delivery as an effective means of teacher preparation, but it was limited in the number of students followed into their first year of teaching