scholarly journals Cybersecurity Curricular Guidelines

2022 ◽  
pp. 325-347
Author(s):  
Matt Bishop ◽  
Diana Burley ◽  
Lynn A. Futcher

The Cybersecurity Curricular Guidelines, a joint effort of the ACM, IEEE Computer Society, AIS SIGSAC, and IFIP WG 11.8, were created to provide developers of cybersecurity curricula with guidelines for material to include. The curricular guidelines have eight knowledge areas, broken down into knowledge units and topics. Underlying cross-cutting concepts provide linkages among the knowledge areas. Disciplinary lenses enable the developer to emphasize the knowledge units appropriate to the goals of the developed curricula. Each knowledge area also includes a list of essential concepts that all curricula should cover to an appropriate depth. The guidelines can be linked to workforce frameworks and certification criteria as well as academic curricula.

Author(s):  
Matt Bishop ◽  
Diana Burley ◽  
Lynn A. Futcher

The Cybersecurity Curricular Guidelines, a joint effort of the ACM, IEEE Computer Society, AIS SIGSAC, and IFIP WG 11.8, were created to provide developers of cybersecurity curricula with guidelines for material to include. The curricular guidelines have eight knowledge areas, broken down into knowledge units and topics. Underlying cross-cutting concepts provide linkages among the knowledge areas. Disciplinary lenses enable the developer to emphasize the knowledge units appropriate to the goals of the developed curricula. Each knowledge area also includes a list of essential concepts that all curricula should cover to an appropriate depth. The guidelines can be linked to workforce frameworks and certification criteria as well as academic curricula.


2019 ◽  
Vol 4 (6) ◽  
pp. 1566-1567
Author(s):  
Isabella Reichel

Purpose In the 10 years since the International Cluttering Association (ICA) was created, this organization has been growing in the scope of its initiatives, and in the variety of resources it makes available for people with cluttering (PWC). However, the awareness of this disorder and of the methods for its intervention remain limited in countries around the world. A celebration of the multinational and multicultural engagements of the ICA's Committee of the International Representatives is a common thread running through all the articles in this forum. The first article is a joint effort among international representatives from five continents and 15 countries, exploring various themes related to cluttering, such as awareness, research, professional preparation, intervention, and self-help groups. The second article, by Elizabeth Gosselin and David Ward, investigates attention performance in PWC. In the third article, Yvonne van Zaalen and Isabella Reichel explain how audiovisual feedback training can improve the monitoring skills of PWC, with both quantitative and qualitative benefits in cognitive, emotional, and social domains of communication. In the final article, Hilda Sønsterud examines whether the working alliance between the client and clinician may predict a successful cluttering therapy outcome. Conclusions Authors of this forum exchanged their expertise, creativity, and passion with the goal of solving the mystery of the disconcerting cluttering disorder with the hope that all PWC around the globe will have access to the most effective evidence-based treatments leading to blissful and successful communication.


2020 ◽  
Author(s):  
Eva Lusiana eva eva

this article describe about curriculum administration. administration originates from the Latin language, which consists of the words ad and ministrare which means to help, serve or direct. The word administration can be interpreted as any joint effort to assist, serve and direct all activities, in achieving a goal. The curriculum is a set of plans and arrangements regarding the content and learning materials as well as the methods used to guide the implementation of learning activities to achieve certain educational goals (Law No.20 th 2003 on the National Education System). A curriculum is a plan prepared to expedite the teaching-learning process under the guidance and responsibilities of schools or educational institutions and their teaching staff.


2020 ◽  
Vol 1 (1) ◽  
pp. 51-57
Author(s):  
Meghnath Dhimal ◽  
Tamanna Neupane ◽  
Samir Kumar Adhikari ◽  
Pradip Gyanwali

We are facing global pandemic of novel corona virus diseases COVID-19 which is caused by severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2). This paper is aimed to assess trend of COVID-19 cases and health sector response in Nepal. We reviewed WHO databases to observe the global trends and epidemiology of COVID-19 as well as daily situation updated reports of Health Emergency and Operation Centre (HEOC), guidelines, national and international government documents. The first case of COVID was reported in Nepal on 23 January 2020 and number of cases reached 454 on 21 May 2020. In order to address the increasing number of cases of COVID-19, Government of Nepal is adopting various preventive measures like extending lockdown period, setting up quarantine and isolation facilities, sealing borders, suspending flights, closing public places etc. There is need of joint effort by individuals, communities and government to prevent the further spread and flatten epidemic curve in Nepal.


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