Online Calling Cards and Professional Profiles in Cybersecurity From Social Media

Demand is very high for people to work in various cybersecurity professions and ceteris paribus that demand may well continue into the near term. While there are more formal trails for employment, such as higher-educational pathways, performance in cybersecurity competitions, participation in professional conferences, and social media presentations may all offer less conventional paths into cybersecurity hiring. Through a convenience sample across a number of social media platforms and bottom-up coding, this work explores some aspects of cybersecurity professional profiles (“calling cards”) available on the open Social Web and what may be learned about respective skills and capabilities from these glimmers of the person(s) behind the profiles. These profiles are assessed based on a 2x2 axis with focuses on (1) target skills and (2) personhood attributes. From these analyses, some tentative insights are shared about the cybersecurity calling cards and how informative they may be for recruitment and retention of cybersecurity workers.

Evaluation of a school-based self-esteem intervention program for adolescents

The researchers aimed to evaluate a school-based self-esteem intervention program. The program's focus was to implement a culturally appropriate selfesteem intervention tool for school-going adolescents through selfhood, affiliation, competence, mission, and security activities. This study randomly recruited 183 nine-grade students aged 13 - 16 years. A pre-post design and two distinct measures were utilized to measure the intervention's social efficacy validity. The target skills' specific measures (Self-esteem, self-concept, selfconfidence) and effect measures (nature of friend connections, the suitability of intervention for youths) were introduced. Comparisons of scores using ANOVA's and t-tests discovered that the intervention had the most substantial effect on girls' self-confidence (p = 0.001) and changes in the self-concept, disruptive behavior, self-confidence, and social competence. The study's results provided satisfactory evidence of intervention effectiveness, and the post-test result showed little change across the study period. Dhaka Univ. J. Biol. Sci. 30(2): 197-205, 2021 (July)

Systematic Modeling and Prompting to Teach Math Skills to Preschoolers With Disabilities

Early math skills predict later academic achievement and are of critical importance in preschool. There also are discrepancies in early math skills of preschoolers with disabilities compared with their typically developing peers. We used an experimental single-case research design, multiple probe across skills, to investigate the effectiveness of systematic modeling with mathematical language and a prompting procedure on increasing the early math skills of two preschoolers with disabilities or delays. A functional relation was observed for one participant. Equivocal findings may be due to the following: (a) challenges in assessing early math skills, which may have affected the identification of appropriate target skills, and (b) the involvement of multiple developmental domains in performing math skills, which may have affected the demonstration of target behaviors for the participant with significant fine motor and language delays.

Not all evidence is created equal: assessment artifacts in maker education

Purpose When using embedded, student-centered assessment tools for maker education, understanding the characteristics of a body of evidence can help teachers guide the assessment process. This study aims to examine assessment artifacts from a makerspace program and present a set of qualities that emerged, which researchers and maker educators can use to evaluate the quality of evidence before interpreting it and making claims about student learning. Design/methodology/approach This study used the interpretive analysis approach to identify salient qualities in a body of evidence of maker learning. Data sources included student assessment artifacts, researchers’ analytic memos, notes on the coding and analysis process, background stories and field observations. Findings The study found that the assessment artifacts generated by students aligned with the maker-related target skills. A set of qualities was produced that can be used to describe the strength of a body of evidence and help determine whether it is appropriate to be used in the meaning making phase. Practical implications The qualities identified in this study can be directly incorporated into the embedded assessment toolkit to provide feedback on the strength of evidence for learning in makerspaces. Originality/value Assessment methods for maker education are nascent, and ways to describe the quality of a student-generated body of evidence have not yet been established. This study applies existing knowledge of embedded assessment and reflective practice toward the creation of a new way of assessing skills that are difficult to measure.

Alternative and Online Assessment in the Context of Outcome Based Education: A Practical Guide

Alternative assessment measures the learner’s ability and proficiency in performing complex tasks that are related to the intended learning outcomes and relies on direct measures of target skills in a specific knowledge or skill-domain. Meanwhile, online assessment is an assessment conducted in an online environment on a fully automated platform. Both types of assessments are getting a substantial attention worldwide due to their many advantages. However, several factors must be taken into consideration in implementing the alternative and online assessment in an outcome- based education (OBE) system. Thus, this paper provides a practical guide to alternative and online assessment in the context of OBE - including the constructive alignment, student learning time and development of assessment rubrics. Other considerations are also discussed, namely the validity and reliability of the alternative and online assessment, and deterring plagiarism and cheating.

Exploring the Potentials of Robotics in Supporting Children with Autism Spectrum Disorder

Technological advances have facilitated robots to perform a variety of human-like functions which have steered the interest of educators, researchers, and practitioners to discover the potential advantage of using robots as an intervention for individuals with autism spectrum disorder. Through meta-analysis, this study provides research-based information with regards to the potentials of robotics in supporting children with the disorder, particularly with regard to their skills and its implications to their learning performance. A total of twenty-five peer-reviewed articles published in international journals are included - the majority of them use humanoid robots with social skills as the focus of their study. The majority of these articles declare the commendable potentiality of utilizing robots in supporting children with autism spectrum disorder to improve their target skills and enhance their present level of performance. It is recommended that future studies could investigate the use of robotics in an inclusive educational setting focused on the supervision and improvement of cognitive-behavioral skills of children under the spectrum.

Incidental Teaching of Conversational Skills for Students With Autism Spectrum Disorder

This article describes a process for the incidental teaching of conversation skills to students with autism spectrum disorder (ASD) in inclusive settings. The incidental teaching of conversation skills is an effective naturalistic intervention for assisting students with ASD to improve their social communication skills. Special educators and other stakeholders can implement this strategy by following the RACTF process: 1) recruit and prepare team members, 2) assess and identify target conversational skills, 3) identify natural cueing conditions and times to focus on target skills, 4) introduce and teach the target skills, and 5) fade prompts and practice the target skills in new settings. By improving the conversation skills of students with ASD, students have a higher likelihood of establishing peer relationships and becoming engaged, active participants in the classroom and other school environments.

A Systematic Review of the Use of Prompting for Preschoolers With Developmental Delay

Preschool offers numerous opportunities for teaching cognitive, social, emotional, and language skills. This is particularly important for children with developmental delay (DD), who often struggle with cognitive, physical, communication, social/emotional, and adaptive development. Prompting using verbal, gestural, and physical guidance has been widely used to teach new behaviors or skills. Given the importance of early childhood education, this systematic review examined the effect of prompting in the acquisition of new skills for preschoolers with DD. Fourteen studies using single-subject research design across nine journals served as the basis of this review. Participants' demographics, experimental design, target skills, types of prompting, independent and dependent variables, degree to which the prompting was effective, pairing, and number of prompts used in an intervention were extracted from each study and analyzed. The findings revealed the importance of prompting, and its various forms, for children with DD to support their strengths and enhance targeted skills as needed.

Linking Peer-Mediated Interventions to Address Conversational Difficulties in Adolescents With Autism

Purpose Adolescents with autism spectrum disorder (ASD) commonly experience an array of pragmatic language difficulties that can interfere with their ability to engage in reciprocal or balanced conversations with their peers. Difficulties with the use of language during peer encounters can contribute to these students' social isolation even when in inclusive settings. Increasingly, researchers have identified effective approaches for teaching conversational skills to individuals with ASD, but there are few demonstrations of effective interventions in high school settings. Peer-mediated intervention (PMI) is one approach that can embody research-based recommendations for teaching conversational skills (e.g., direct instruction, teaching in natural settings, use of peer partners). This clinical focus article describes effective PMI strategies for improving the social conversations of high school students with ASD based on our (the authors') emerging research. Conclusions Using Fey's (1986) classification scheme, the article begins with an illustration of different conversational profiles of adolescents with ASD and associated goals for intervention. Next, key components of our PMI approach are described, followed by detailed illustrations of three research-based intervention strategies that speech-language pathologists can use to address different conversational goals. Emphasis is placed on strategies for teaching students with ASD target skills and training peers to support conversation. Outcomes and clinical reflections of our intervention research are described. Finally, the article ends with a discussion of additional considerations for speech-language pathologists regarding implementation and generalization. Supplemental Material https://doi.org/10.23641/asha.13308470

INTRODUCTION OF HANDS-ON PROJECTS INVOLVING 8 INTELLIGENCES AND 21 WORK-READINESS SKILLS TO BOOST MOTIVATION IN ENGLISH PRESENTATION COURSES

Teaching-learning innovation has always been one of the national and educational leaders’ political goals. “True learning, true career" has been known as a tough goal in Vietnam’s latest national policy in education. Our research means to incorporate highly practical and hands-on projects involving 21 work-readiness skills and 8 intelligences to boost motivation in English presentation courses. Core concepts from Vietnamese Party’s latest education reform policies, global education trends and WEF workforce forecast in 2018 have shed light on this 3-year study which then engaged 05 classes of English non-majored Advanced Program students in Vietnam National University. The data were exploited through online questionnaires, print questionnaires, indepth interviews and teaching logs. The results show an encouraging progress in all target skills among which creative skills, listening skills, language skills dominated, thereby increasing learners inspiration. The teachers also get more proactive and sense more opportunities for innovation. Hopefully, the article may be a friendly and easy implication for practitioners still confused when applying new concepts, contribute to innovative tertiary education and proudly and delightedly share the achievements of our hands-on courses.