...Given better access control policy models, formal proofs of cryptographic protocols, approved firewalls, better ways of detecting intrusions and malicious code, and better tools for system evaluation and assurance, the problems can be solved. In this note, I put forward a contrary view: information insecurity is at least as much due to perverse incentives. Many of the problems can be explained more clearly and convincingly using the language of microeconomics: network externalities, asymmetric information, moral hazard, adverse selection, liability dumping and the tragedy of the commons. risk of forged signatures from the bank that relies on the signature (and that built the system) to the person alleged to have made the signature. Common Criteria evaluations are not made by the relying party, as Orange Book evaluations were, but by a commercial facility paid by the vendor. In general, where the party who is in a position to protect a system is not the party who would suffer the results of security failure, then problems may be expected. A different kind of incentive failure surfaced in early 2000, with distributed denial of service attacks against a number of high-profile web sites. These exploit a number of subverted machines to launch a large coordinated packet flood at a target. Since many of them flood the victim at the same time, the traffic is more than the target can cope with, and because it comes from many different sources, it can be very difficult to stop [7]. Varian pointed out...
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...Trusted computing base: hardware, software, amd firmware. 1 or more coponents enforce a unified security policy. uses a concept called reference monitor mediates any access by a user to any object such as data and resources, can never be bypassed, cannot by corrupted the best design isolates the reference monitor so it can't be altered by other objects or processes. You monitor it to see that it is working and that it is doing only what it is supposed to do. If you couldnt verify this the monitor wouldn't be very useful because you wouldn't know if malware had gotten around it. A trusted system can be expected to uphold any requirements that the data owners would have for reliability, security, and effectiveness. Otherwise you couldn't trust it. Who owns the data in this system? A user might own a data object but the reference monitor decides which subjects have access to any objects based on security clearance. Subject: A subject is a person or a process that is trying to gain access to the object. Object: An object is that specific thing in a trusted system that some person or process is trying to access. Ring of Trust: The center ring is also called the center host can access anything in any of the outer rings and is the most trusted. A host on the outermost ring is the least trusted and it can't do much. A host in one of the middle rings can access anything in a more outer ring, but nothing in a more inner ring than itself. Rule 1) Each host always trusts any host...
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...for any other purpose without the written permission of the submitting parties. Also, be aware that no contact can be made with the offerors under any circumstances to discuss this solicitation. The technical evaluations must assess the qualities of responses based solely on the factors and sub factors as specified in the solicitation, reproduced in Attachment (1) for your convenience, and the TEP report must discuss and substantiate in detail the TEP’s findings regarding each evaluation criteria. All TEP members’ evaluations must adhere strictly to the subject RFP’s evaluation criteria. There must be no comparison of offerors’ responses in the initial review. The following individuals have been designated as members of the Technical Evaluation Panel (TEP) for No changes to the TEP membership are permitted unless requested and approved, in writing, by the Source Selection Authority (SSA). Attachments: (1) Technical Evaluation Criteria (2) Guidelines for Interrogatories (3) Do’s and Don’ts during the evaluation process (4) Certification on Use and Disclosure of Responses (5) Past Performance Questionnaire (6) Scoring Plan (7) Sample Evaluation Memo cc: Solicitation File: I. GENERAL INFORMATION The purpose of the...
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...Combined Supporting Notes and Technical Specifications including Units for ------------------------------------------------- ILM Level 5 NVQ Diploma in Management (8331) Version 4 20/08/2010 © The Institute of Leadership and Management (ILM) 2012 © The Institute of Leadership and Management (ILM) 2012 Supporting Notes for ILM QCF NVQs | This document is intended for current ILM centres and contains supporting notes for ILM National Vocational Qualifications (NVQs) in the QCF. The main purpose of this document is to act as a refresher to help reacquaint our centres with some of the key sections covered in the ILM Centre Manual and provide guidance to assist a centre in preparing to deliver an ILM NVQ. This a generic document and should always be read in conjunction with the ILM QCF NVQ Qualification Specifications Part 2 Technical Info document and the ILM Centre Manual (www.i-l-m.com/centres). IMPORTANT NOTES: * This document replaces the previous ILM NVQ Level 2, 3, 5, and 7 General Qualification Information for QCF NVQs. * 2011 SCQF SVQs are now standalone products and are no longer S/NVQs. They have separate specifications to meet SQA and SCQF requirements. Please refer to our SVQ webpage’s for detail and SVQ resources section online * Centres should be aware that the specifications for NQF Team Leading and Management NVQs at Levels 2, 3, 4, 5 should continue to be followed for learners who have been registered on this version of the...
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...environmental management as developed in previous modules. The emphasis throughout will be to complement theoretical knowledge gained in classroom activities with practical application. Students will work in groups to present their work, and most of the module assessment is associated group activity and interaction. Module Format The intensive five-day course is conducted at the University of Abertay Dundee, with visits to industrial and utility sites. The programme consists of seminars and group activities. Emphasis is given to developing teamwork skills and all group sessions will be interactive and will involve group working / discussion. Accommodation Rooms have being reserved at Dudhope Castle and details are given in the Case Study Week programme(see page 4). Module Assessment The module is assessed is by coursework only, which comprises the following THREE elements :- an individual report based on one of the industrial visits. a group report on the evaluation of the information collected in the data gathering exercise. an inter-group debate. Fuller details of the assessment process and associated weightings are given on the following page. Case Study Assessments. Report 1 – Individual Report on Industrial Site visit Each student should present an individual report on one of the industrial sites visited on Wednesday 14th February 2006. The...
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...Current Research IN READING / LANGUAGE ARTS Understanding Assessment: Putting Together the Puzzle SHEILA W. VALENCIA UNIVERSITY OF WASHINGTON, SEATTLE “No one test or assessment should be asked to serve all the assessment purposes. We need, at this point, a system made up of articulated components, glued together by their adherence to content standards and serving explicit purposes for assessment.” —National Council for Education Standards and Testing, 1992 discussions, and more. Now, 10 years later, we are hearing the same reminder (Brennan, Kim, WenzGross, Siperstein, 2001; Herman, 2001; International Reading Association, 1999). In fact, in July 2001 members of the National Education Association, the nation’s largest teacher’s union, endorsed a policy calling for a combination of standardized tests and other assessment tools such as teacher designed assessments when making important educational decisions (Blair & Archer, 2001). Assessment has always been a part of the educational landscape. However, because assessment can serve so many different purposes and can come in so many different forms, it has been confusing and, sometimes, it has been the subject of contentious debate. Unfortunately, as a result, many of us have come to view assessment as a necessary evil, a requirement rather than a helpful part of instruction. But assessment IS a critical part of instruction and it CAN be useful if we understand the pieces of the puzzle. As far back as 1992, when...
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...the University. | | | |All material copied or amended from any source (e.g. internet, books) must be placed in quotation marks and in | |italics, with a full reference to the source directly underneath the material. | | | |Your work will be submitted for electronic plagiarism checking. Any attempt to bypass our plagiarism detection | |systems will be treated as a severe Assessment Offence....
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...Explain the role of Assessment in teaching and learning process. 1.1 Explain the function of assessment in learning and development. “Assessment is a way of finding out if learning has taken place. It enables you to ascertain if a student has gained the skills, knowledge and/or attitudes needed at a given point towards their programme of learning”. Gravells (2010 page 110). It is primarily a gauge for the teacher and student to be able to measure progress against set criteria. Assessment can be broken down according to its purpose, that of assessment for learning, assessment as learning, assessment of learning and evaluation. Assessment for learning may begin with initial and diagnostic assessments where a teacher can learn from a student any previous learning/study that will assist in the forthcoming teaching. This can take the form of testimonies from previous teachers, portfolios, certificates and conversation. This will allow the teacher to identify a starting point and capability of a student to achieve the required outcome in the learning they are about to perform. In my own role of teaching Professional Updates the students will present a workbook linked with the coming PU lesson which they will have completed prior to the PU training. I will examine and mark the workbook to check on their knowledge and understanding. This will give me an indication of a student’s strengths and weaknesses before the training commences and allows me to tailor the lesson plan to...
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...Task A-2 Lesson Plan Format Name: Date: 02/0714 Age/Grade Level: 3rd grade # of Students: Program: Physical Education Major Content: 5 components of fitness Lesson Length: 30 minutes Unit Title: The 5 Components of Fitness Lesson Title: Cardio/Body Composition Context • Explain how this lesson relates to the unit of study or your broad goals for teaching about the topic. - This lesson focuses on cardiorespiratory endurance and body composition, which are two of the 5 components of fitness. This lesson will allow students to understand what both components of fitness. • Describe the students’ prior knowledge or the focus of the previous lesson. - Students have briefly been taught the 5 components of fitness in second grade, but have little prior knowledge on the topic. • Describe generally any critical student characteristics or attributes that will affect student learning (other than what you described in the Teaching and Learning Context). - N/a End In Mind - Students will understand what cardiorespiratory endurance and body compostion is, and how it relates to their overall health. - Students will be able to correctly pass and shoot the gator skin ball. Connections Connect your goals and objectives to appropriate Kentucky Core Content, Kentucky Occupational Skill Standards...
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...Running Title: Informal Assessment Informal Assessment of a Student Barbara Brown Grand Canyon University: SPE-536 Professor Haynes October 31, 2012 Informal Assessment of a Student In the process of developing an informal assessment I have discovered how important it is to effectively develop an assessment that matches the criteria that I want to assess my students’ progress. To do an informal assessment on my students, I chose the unit that we are working on in Biology. At the moment we are learning about the parts of the cells and how the cell works to maintain life. As I did an informal observation on different students in the classroom, I observed that several of the students were having difficulties remembering the parts of the cell and their functions. To solve this problem, I developed an informal assessment that would allow students to learn the cell parts and its functions. The informal assessment that I developed is a game of battle ship on Quia. Quia is a learning tool that I have had the opportunity to use and observe other educators use to help educate and enhance their students learning. The game consists of the game battleship. Like the game, the player is looking for the ships of the enemy. When the student picks a spot that the enemy ship is located on, a question pops up asking a question supply a multiple choice of four answers that the student can choose from. If answered correctly the student gets a hit. There are about 17 questions;...
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...LEARNING AND ASSESSMENT A GUIDE TO ASSESSMENT FOR THE NATIONAL QUALIFICATIONS FRAMEWORK © New Zealand Qualifications Authority 2001 All rights reserved. No part of this publication may be reproduced by any means without the prior permission of the New Zealand Qualifications Authority. ISBN 0-90892751-7 ii LEARNING AND ASSESSMENT Assessment for the Qualifications Framework Introduction to 2001 edition Learning and Assessment was first published in 1996. It has been in demand ever since and reprinted many times in its original format. The 2001 edition retains the text of the original. The photographs have been omitted to reduce costs and the original Foreward was no longer relevant. We are delighted and a little surprised that there is sufficient demand for a reprint five years on. When we were researching for Learning and Assessment late in 1995 only 40,000 learners were being assessed for the Framework. There were 4,800 registered unit standards and 109 national qualifications. Only 414 providers were accredited and 16 ITOs were able to register workplace assessors. Sixty schools were trialling mathematics and geography standards. There was little practice of any kind, let alone proven successful practice, on which to base advice to assessors. Our scenarios and case studies in computing, small business management, commercial fishing and economics reflected hope and expectation rather than experience. There are now 626,000 learners registered on the Framework; about 200...
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...MGT8034 Assessment page 1 Assessment Assessment scheme The assessment for Strategic management of human resources and innovation has two case studies and an on-line test. Description Marks out of Wtg(%) Due date On-line test (see study desk) 100 20% Friday, 18 December 2015 Case study 1 (2000 words) 100 40% Friday, 15 January 2016 Case study 2 (2000 words) 100 40% Friday, 05 February 2016 On-line test (due to be completed by Friday 18 December, 2015) Please note, the on-line test relates to 20 multiple choice questions prepared from the main text Millmore et al, 2007, Strategic human resource management: contemporary issues. Prentice Hall. To pass this test, you must have acquired a copy of this textbook. You can acquire a copy of the text by contacting the USQ cooperative bookshop where both your texts (i.e. Milmore and Davilla et al) have been packaged together to reduce the cost. Please see the study desk in week 1 under the heading ‘ON-LINE TEST’. A ‘Guidelines for the On-line Test’ will also be posted in this section. These guidelines will set out which chapters you should study to be able to answer the multiple choice questions. Further details will be posted for completing this test. © University of Southern Queensland MGT8034 Assessment page 2 Case study 1 Description Case study 1 (2000 words) (approximately 5 typed pages single spaced) Marks out of Wtg(%) Due date 100 ...
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...The Educator as Assessor EDAHOD5 UNISA Assignment 1 by Student number 30557623 Question 1: Assessment instrument 1 Strategies for Assessment Learners, in pairs, have to prepare and deliver an oral presentation of any genre and topic, as agreed upon with the educator. The length of delivery should not exceed 10 minutes. The following assessment rubric will be used by the other learners in the class to assess the presentation. 1a. Subject/learning area 1b. Lesson topic to be assessed 1c. Grade to be assessed English FAL Oral presentation in pair: (with guidance from teacher on choice of topic and format of presentation if necessary) Grade 11 2. Learning outcome/topic Learning outcome 1 (NCS): Listening and speaking: The learner is able to listen and speak for a variety of purposes, audiences and contexts. to be assessed 3. Assessment standards applied (the exact assessment standards that will apply will depend on the genre (debate, research report, narration, argument, etc.) of oral presentation the pair of learners opt for) We know this when the learner is able to: a) demonstrate knowledge i) learn about and share ideas and concepts, comment on experiences, of different forms of oral defend a position, make an unprepared response, read aloud, tell a story; communication for social purposes: ii) interact in group discussions by expressing own ideas and opinions and listening to and respecting those of others, while engaging with a range of issues such as inclusivity and...
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...(M) | 5 | Business Accounting (O) | 10 | Market Research in Business (O) | 12 | Internet Marketing in Business (O) | 13 | Recruitment and Selection in Business (O) | 15 | Development Planning for a Career in Business (O) | 16 | Human Resource Management in Business (O) | 29 | Understanding Retailing (O) | 36 | Starting a Small Business (O) | Assessment and Grading: In BTEC Nationals all units are internally assessed. All assessment for BTEC Nationals is criterion referenced, based on the achievement of specified learning outcomes. Each unit within the qualification has specified assessment and grading criteria which are to be used for grading purposes. A summative unit grade can be awarded at pass, merit or distinction: * To achieve a ‘pass’ a learner must have satisfied all the pass assessment criteria * To achieve a ‘merit’ a learner must additionally have satisfied all the merit grading criteria * To achieve a ‘distinction’ a learner must additionally have satisfied all the distinction grading criteria. * Learners who complete the unit but who do not meet all the pass criteria are graded ‘unclassified’. How do I calculate my grade? To calculate your final grade you must times your ‘Points per Credit’ x 10 and then...
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...of week 6). Level or Grade A*-C Differentiate appropriately for the group that you teach and for individuals within that group th Length 7 weeks (To include CA) Learning objectives AO3 (See mark scheme for band descriptors) Interpretations of texts/understanding significant meanings of the text Engagement with writer’s ideas and attitudes Interpretation of ideas supported with evidence Understanding of features of language and structure Learning outcomes Close analysis of text extracts leading to development of reading skills Consideration of context and writer’s intentions/themes and ideas Speaking and Listening to show understanding of issues and empathy with character Writing a draft essay and set targets for the assessment Produce an analytical essay for CA (New Acronym = SMILE (Structure, Meanings, Ideas, Language, Evidence) Prior knowledge (Enter pre-requisite knowledge and skills.) Analytical essay – Year 9 KS3 reading skills National Framework for Secondary English Strands National Framework for Secondary English – Strands 5 Reading for meaning 5.2 Understanding and responding to ideas, views, themes and purposes 6 Understanding the author’s craft 6.1 Relating texts to the social, historical and cultural contexts in which they were written 6.2 Analysing how writers’ use of linguistic and literary features shapes and influences meaning 6.3 Analysing writers’ use of organisation and...
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