There are two sheets that need to be filled out and also follow the directions on the attached sheet for Assignments. 

Assignment: Vulnerability Assessment

Instructions: READ CAREFULLY. This is a Hands-On activity. It is designed to help you explore potential network vulnerabilities. Follow the steps below to complete the assignment. Once you are done with the activity, save and rename it with YOUR name and upload the completed activity.

172.217.165.206 98.137.11.163 205.251.242.103 151.101.130.165 106.10.248.150 104.95.245.2

1-Select any two (2) of the IP addresses provided in the box above.

2-Go to https://www.ipvoid.com/port-scan/

3-Using the selected IP addresses, select to “Scan all common ports”

4-Answer the following questions:

IP address#1:

List Open Port(s)#: Service(s):

What is/are the function(s) or purpose(s) of this/these port(s)?

IP address#2:

List Open Port(s)#: Service(s):

What is/are the function(s) or purpose(s) of this/these port(s)?

5-Go to https://dnschecker.org/ip-whois-lookup.php and type each of the IP addresses you selected. Then, answer the questions.

a-Who owns the IP address?

b-Briefly explain how useful “any” of this information would be to an attacker. Be specific.

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Lesson 9 – Risk: Match the sentence halves

Instructions: READ CAREFULLY.

This is a FILLABLE document (see page 2). You need to complete the sentences; that is, match the statements in Box#1(Number) with those in Box#2(Letter) to complete a sentence. Place the correct answers in Box#3(Answers). You may use the readings or the Internet to research your answers. IMPORTANT: NOT ALL SENTENCES IN BOX#2 ARE USED.

BOX#1(Number)

Match this half….

1. When it comes to risk you will want to incorporate privacy

2. Hactivists often want to publicize their activities

3. To achieve effective information risk governance,

4. Social media accounts

5. Security risks to your business network require

6. When it comes down to it, any risk that includes financial loss, and/or disruption or damage(s) to the very reputation of a business or organization due to

7. As information security professionals, we can develop a similar fixation because we may tend to focus so intently

BOX#2(Letter)

…with its corresponding half here

A. can become sources of risk even when they haven’t been compromised.

B. on one risk that our awareness of larger hazards is diminished.

C. a setback in institutional perspective on casual risk affirmation.

D. the information risk and security team must work closely with other groups.

E. and contingency parameters , a system of risk arises.

F. you to take preventative measures by conducting a threat audit.

G. and regulatory compliance by design, taking a holistic view of information risk.

H. you to perform a providential plan that requires action below the least definable objective.

I. some sort of impact or failure of its information technology systems is known as cyber risk.

J. as much as possible to draw attention to their cause.

Page 1 of 2

……….Fill out BOX#3 with the correct answers.

Instructions: THIS IS A FILLABLE DOCUMENT. Fill in the corresponding matching letters in the tables provided. Not all letters are used. Submit this COMPLETED assignment.

BOX#3(Anwers)

1st Half 2nd Half

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GRADE SCORE: Each correct answer is worth 7 points.

MAKE SURE TO SAVE THIS PDF FILE AND UPLOAD IT CORRECTLY.

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  • Lesson 9 – Risk: Match the sentence halves
  • Instructions: READ CAREFULLY.
  • This is a FILLABLE document (see page 2). You need to complete the sentences; that is, match the statements in Box#1(Number) with those in Box#2(Letter) to complete a sentence. Place the correct answers in Box#3(Answers). You may use the readings or the Internet to research your answers. IMPORTANT: NOT ALL SENTENCES IN BOX#2 ARE USED.
  • ……….Fill out BOX#3 with the correct answers.
  • Instructions: THIS IS A FILLABLE DOCUMENT. Fill in the corresponding matching letters in the tables provided. Not all letters are used. Submit this COMPLETED assignment.
  • BOX#3(Anwers)
  • 1st Half
  • 2nd Half
  • 1
  • 2
  • 3
  • 4
  • 5
  • 6
  • 7
  • GRADE SCORE: Each correct answer is worth 7 points.
  • MAKE SURE TO SAVE THIS PDF FILE AND UPLOAD IT CORRECTLY.
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S a r a ’s C o n f u s i n g B e h a v i o u r

Case Study 1

College of Early Childhood Educators | Case Study 1: Sarah́ s Confusing Behaviour2

Introduction

The case in this publication was written by a member of the College of Early Childhood Educators. The case describes a real experience in the professional practice of a registered early childhood educator. It profiles a professional dilemma, incorporates participants with multiple perspectives and explores ethical complexities.

This case study may be used by members as a source for reflection and dialogue about the practice of early childhood educators within the framework of the Code of Ethics and Standards of Practice.

Case studies give meaning and context to the Code of Ethics and Standards of Practice. They transfer theoretical thinking into the realities, complexities and ambiguities of professional practice. They highlight the dilemmas and emotional tension associated with professional decision-making and action. Analyzing a case encourages College members to examine problem-focused issues from a variety of perspectives and to explore the implications of a range of decision-making options or solutions.

Case studies stimulate professional inquiry and reflective practice. Discussing a case is a shared professional learning experience through which members gain an enhanced understanding of their practice and their broader professional community. College members, while engaging in case reflection and discussion, may also construct new understandings and develop additional strategies to enhance their practice.

Case-based professional learning encourages RECEs to step back from the specifics of daily practice and analyze, in a more global way, the broader issues arising across their profes- sion. RECEs can reflect, question assumptions and gain new insights into not only their own practice, but also their profession.

Case studies assist RECEs to identify common themes inherent to the rewards and challenges of working in the early childhood education sector. In this way, individual RECEs recognize that what seemed to be personal or isolated incidents are often examples of the broader and fundamental dilemmas facing other early childhood educators throughout the profession.

College of Early Childhood Educators | Case Study 1: Sarah́ s Confusing Behaviour 3

Enhancing Professional Practice through Case Study Discussion

Case Study Discussion

Explore the emotions experienced by case participants

struggling with the ambiguities of professional practice

Demonstrate how resolving a dilemma may present a variety

of options and a range of implications

Illustrate the complexities of

professional practice

Acknowledge the tension and pressure

points arising in daily practice

Highlight dilemmas associated with

professional decision- making and actions

Give meaning and context to the Code of Ethics and

Standards of Practice

Promote the growth of leadership skills and the ability to

function as reflective practitioners

Provide shared learning experiences

that move participants toward an enhanced

understanding of their own practice

and their professional community

Encourage College members to consider

problem-focused issues from a variety

of perspectives Transfer theoretical

thinking into descriptions of

professional practice

Stimulate professional inquiry

Facilitate generalizations about professional practiceAssist College

members to move from professional reflection

to problem-solving in practice

4

“Queer families are an abomination…a threat to the natural order…Their blood will be on their own heads”

I stare at my computer screen in disbelief. My eyes frantically scan the page in front of me, desperate to discover if I’ve mistakenly been re-directed to the site of some homophobic hate group. After what feels like an eternity, I sadly realize this is not what happened. In full colour, at the top left corner of my screen, a familiar face smirks back at me – the face of my preschool room partner, Sara.

My mind’s eye retreats to the past year of my professional life when I began my work as an early childhood educator. In particular, I am recalling the day I was first introduced to Sara Kirk, a senior staff member in the preschool program where I was hired.

My supervisor had assured me that Sara would be delighted to work with someone as committed to issues of equity and inclusion as I was. I’d just graduated from a program in early childhood education with a research interest in broadening approaches to creating and reflecting diversity in curriculum.

Sara had a reputation for ensuring that racial, ethnic, cultural and linguistic diversity were an integral part of the centre’s programs. She received an award of distinction for this reason.

One of my first tasks as her room partner was to assist her with the planning of the organization’s upcoming African cultural celebration, an annual event that recognizes and celebrates African culture. As a novice employee, I intended to learn from this woman who had several years of experience at this centre, demonstrated leadership skills and earned her an assistant supervisor position shortly following her hiring.

Sara stood directly in front of me. Her engaging smile and booming voice conveyed warmth and confidence. I really did hope we might become more than just professional colleagues. But even then, there was something about Sara that bothered me.

I remembered the words on my computer screen. My initial confusion shifted as memories of my work with Sara over the past year flooded my mind. Slowly, I recalled events that might be representative of the ugly words posted on the social media site.

“Welcome to our preschool room!” Sara sang out enthusiastically. “As you can see, the children are busy creating art work for tomorrow’s celebration. Feel free to jump right in!” She danced to the bookshelf to replace some of the current titles with children’s books that prominently featured black characters.

I had accepted Sara’s invitation to “jump right in” and opened the cloth bag I carried, clapped my hands in delight and cried out, “I’ve got some books for you!” I pulled out two titles that were personal favourites: Asha’s Mums and My Princess Boy. Each, I believed, would support Sara’s commitment to racial diversity while simultaneously infusing gender and family diversity into the curriculum. I handed the books to Sara, anticipating her approval.

Instead, as Sara surveyed each cover, a skeptical expression replaced her wide smile. Shifting her gaze to my expectant face she remarked, quite matter-of-factly, “Thanks, but the children selected these books themselves. As you can see, there’s hardly enough room on the shelf for them as it is.” She thrust the books back in my direction and returned to her work, visibly uncomfortable. I wondered if I’d been too presumptuous in assuming that Sara’s commitment to diversity extended beyond theoretical support for race, ethnicity, culture and language. However, I grinned in her direction, eager to show her that I understood.

Sara’s Confusing Behaviour

*The name of the early childhood educator who wrote the story is not provided. Names, locations, contexts and/or dilemmas presented in the case have been modified for the purposes of confidentiality.

College of Early Childhood Educators | Case Study 1: Sarah́ s Confusing Behaviour

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As the months progressed, there was nothing that really bothered me. Sometimes I wondered, however, why our relationship hadn’t developed beyond the professional. Sara was never blatantly disrespectful, yet she failed to make any real effort to get to know me. Our daily exchanges were limited to discussions about the program, the children and the families we supported. Until now, I had never questioned the deliberate distance she had maintained. Perhaps I was still in awe of a reputation that had appeared, at least initially, to support my values of inclusion.

In early October, we welcomed Rory, a post-secondary student in an early childhood education program to our room. Sara greeted the announcement of his pending start with overt annoyance. “Another student? And a male no less! Shouldn’t he be assigned to Jonas’ room?”

“I thought you enjoyed having students,” I replied. “I’m excited to have a male presence in our program. Aren’t you?”

“Hmmmph,” she scoffed, “For the life of me, I’ll never understand why a man would want to work at a job that women do so naturally. To each his own I guess.” With that, she turned on her heel. These interactions were typical of our conversations when our views collided. Still, she was beginning to express her views with increased candour. This suggested to me that our relationship had finally deepened! After all, why would she so openly share such controversial thoughts?

Rory began his placement experience with us, much to the delight of the preschoolers. Lauren, in particular, followed him around the room like a shadow, sitting on his lap every chance she got. Just before lunch, Sara, eyes scrutinizing the room, snapped, “Lauren, you need to sit on the carpet like all of the other children! Please move your body so that Rory can start the story!” Lauren’s bottom lip quivered. Clearly saddened, Lauren slowly slid from Rory’s lap. She sat on the floor to his immediate right, her head hung in disappointment.

Later, as the children consumed lunch, Lauren asked Rory to take her to the washroom. Without pausing, Sara quipped, “I will take you to the washroom, Lauren. Rory, placement students are not allowed to be alone with the children”. Dismayed again, Lauren took Sara’s hand and followed her to the washroom, a pained look on her face.

When Rory’s gaze shifted in my direction, I’m sure he noticed my quizzical expression. Although Sara and I had mentored students before, I had never experienced such an abrupt reaction to a child’s growing attachment for one student. I took in the faces of the other children in the room as they noted Sara’s demeanour and reacted to the authority in her loud voice. I also caught the glance of one of my colleagues just outside the door, who was nodding her head in seeming disapproval of the scenario.

The washroom is located within the classroom space. There is no policy that I knew of that prohibited placement students from assisting children with their washroom needs unsupervised. Sara’s bad mood was palpable that day so I decided to remain silent, brushing it off as just another isolated incident.

A few months later, three children were playing in the drama centre. A wedding was about to take place! Tissue paper flowers decorated the wall. Confetti littered the carpet. The children had planned and worked hard at designing such a wonderful space. There was no question that the children had clearly assigned roles. Tara, one of our senior preschoolers, was set to officiate

College of Early Childhood Educators | Case Study 1: Sarah́ s Confusing Behaviour

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contempt, looked squarely into her face, now rife with indignation, and announced brightly, “Mommy says that when a man loves a man, they sometimes get married. Uncle Rinaldo and Uncle Michael are getting married! I get to hold the rings!” Marlon’s news seemed to disturb Sara further. Her eyebrows furrowed and her lips pursed.

I searched in my head for previous examples of this behaviour. Was the policing of gender roles, identity and sexual orientation always part of the program? Surely she had not meant to solidify old stereotypes.

Ever more certain of the ordeal I now faced, my mind returned to the present. I once again contemplated the social media posting:

“Queer families are an abomination … A threat to the natural order…” What was I to do with this information? Should I respond? I grappled with potential answers.

Then, reality struck me. “What will she make of my sexual orientation and the fact that I have concealed it this long?”

The words blazed across my computer screen again. “…Their blood will be on their own heads”. Sara’s words and actions haunted me for the remainder of the day.

at the mock union. She stood before two young boys, each of whom wore oversized lace dresses and held bouquets of silk flowers.

Just as the ceremony commenced, Sara skipped into the room from her break and in her booming voice announced, “Miss Sara’s back! Ten minutes to tidy up!” She toured the room, greeting children at each of the learning centres. As she approached the drama play space, the hop in her step ceased. Frozen in place, Sara turned to me and demanded, “What’s going on here?”

“It’s a wedding! Doesn’t everyone look beautiful?” I exclaimed ignoring her tone.

Sara shook her head in disbelief. “Feng is not allowed to wear dresses. His father gave me explicit instructions to redirect this behaviour. In fact, he’s told me on several occasions that Feng is to refrain from using this space altogether. The neighbourhood children are already teasing him for playing with dolls. The last thing he needs is encouragement to dress like a girl!”

I was not sure if Sara had merely forgotten to share this parent’s instructions, or if the entire story was fabricated. Giving her the benefit of the doubt yet again, I decided to wait for a more opportune time to discuss the matter. After all, if what she revealed was true, surely Sara would have wanted an opportunity to educate a parent about a child’s need to explore his or her identity through play.

Sara turned back to the children, whose engagement in play had resumed. “Time to tidy up! You’ve made quite the mess here”. I smiled weakly at the saddened faces. Tara, with downcast eyes, struggled to return furniture to its original configuration. Sara practically ripped the dresses from the boys’ skinny bodies. Resilient little Marlon, still undeterred by Sara’s

College of Early Childhood Educators | Case Study 1: Sarah́ s Confusing Behaviour

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Case Study Reflections 1. What are the key facts in this case?

2. What dilemmas exist for the case writer and for Sara?

3. What impact might these dilemmas have on the children in the centre’s program?

4. How might the placement student be affected by Sara’s attitude and actions?

5. What professional values and issues surface through this case?

6. How are the ethical and/or professional practice standards reflected (or not reflected) through this case?

7. The case writer feels haunted by Sara’s words and behaviour. What impact might these feelings have on professional practice? How do you think these feelings could be mitigated?

College of Early Childhood Educators | Case Study 1: Sarah́ s Confusing Behaviour

Copyright: 2018 College of Early Childhood Educators

All rights reserved.

The College of Early Childhood Educators holds the copyright to this case study but encourages digital or hard copy reproduction of this publication in whole or in part for educational purposes or non-profit use, providing full acknowledgement is given.

Copying in any other circumstances, including but not limited to any commercial use, re-use in commercial publications, or for translation or adaptation, is not permitted without prior written permission from the College.

To request permission to reprint or republish material from this publication, or if you are unclear of the copyright holder, please contact

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Cette publication est aussi disponible en français.

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Discussion 1 Use references and citations

Research to find information regarding the pros and cons of using a VPN for your Internet and other communication uses. Share what you see as the four advantages and four disadvantages that result from its use. Then indicate whether or not you think using VPN is a good or bad choice to use.

Discussion 2 Use references and citations

What’s ahead for RAS, VPN, and DirectAccess? These tools are being discussed more frequently in terms of their end of lives. A new technology is emerging that many believe will serve as the replacement for at least VPN and DirectAccess: Zero Trust. Research to learn more about Zero Trust and its capabilities and then share two of its best features and why they may be better than the current in-use technologies.

Assignment 1 VPN

For each of the questions below, provide a brief explanation or description as an answer. There is no minimum word count for each answer, but your answers should be complete and provide the key points, issues, or facts that are relevant to the topic.

1. What is a VPN?

2. How Does a VPN Work?

3. How Secure is a VPN?

4. Is it Legal to Use a VPN?

5. What are VPN Logging Policies?

6. Which is better, a free VPN or a subscription VPN?

7. When should a VPN be used?

8. When should a VPN not be used?

9. Are there any content types that VPN doesn’t work with?

10. Are there any practical alternatives to VPN?

Assignment 2 DirectAccess

Research to learn and then share five major reasons why an organization would choose to implement DirectAccess on their network server. Among the organizations that provide this information, does one or two reasons tend to stand out more than others? There is also talk that DirectAccess may be at end-of-life with Windows Server 2019. What would be the logical replacement?

Discussion 1 Please read the article

Access and read the article (Links to an external site.)” by Kathy Gurchiek on the Strategic Human Resource Management (SHRM) web site.

From your own experiences and the information in Ms. Gurchiek’s article, name three (3) causes for poor security practices in organizations and suggest how they could be resolved.

Assignment: Risk Identification 

Please look at the attachment and fill out sheet.

Discussion 2 Vulnerabilities

When the subject of the vulnerabilities of information systems comes up, it’s often common for the focus to be on either software or system-related weaknesses. However, in some cases, there are also a number of physical security vulnerabilities that may be just as threatening, if not more so. Here are the questions of the day:

1-In a computer network, what would you say are three (3) physical security vulnerabilities?

2-How can these vulnerabilities be mitigated?

Assignment: Vulnerability Assessment

Please look at the attachment and fill out sheet

Case Study Part 3 Look at the attachment for reading purpose

Using the case study titled Sarah’s Confusing Behaviors (in supplemental materials), you are to analyze and address the various ethical issues found within the case study taken from the College of Early Childhood Education; although the study revolves around a student (placement) teacher, the topic of the case study is highly pertinent. You will be addressing the conflicting ethical responsibilities to the child, family, colleagues, and community during the next four weeks. You will brainstorm possible resolutions. In each section, you are to cite what ideals or principles within the NAYEC Code you used as guidance for your answers.

Questions 5 and 6 (2 pages APA format)

5. What professional values and issues surface through this case?

6. What NAYEC ethical ideals or principles are reflected in this case?

Assessment Results

For this assignment, you are to create an Assessment Results.

Elements that are needed in this packet:

Create a comparison chart that shows clearly labeled data from the first and second assessment, or assessment over time. (if assessment once then create a chart to display the data)

Develop strategies for a visual learner, for an auditory learner, for a tactile learner and to be performed in a group. The strategies should assist struggling students in mastering the learning objectives (from the assessment packet).

Develop a project to assist gifted students moving forward or going on to more depth with the learning objectives. Include rubric on how the project is graded based on Bloom’s Taxonomy and are level 3 or higher.

Create 2 letters to parents explaining scores for a struggling student and another letter to a gifted student. Include an explanation of the next steps for students.

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