The Open Group has created an Enterprise Security Architect certification

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Briefly respond to all the following questions. Make sure to explain and back up your responses with facts and examples. This assignment should be in APA format and have to include at least two references.

At the end of your textbook on page 385, the author mentions several “encouraging security architecture developments”:

  •  The Open Group has created an Enterprise Security Architect certification. One of their first certified architects has subsequently created a few enterprise security reference architectures.
  • The SANS Institute hosted three “What Works in Security Architecture” Summits.
  • The IEEE initiated a Center for Secure Design. The Center published a “Top 10 Design Flaws” booklet.
  • Adam Shostack published Threat Modeling: Designing for Security, and renown threat modeler, John Steven, has told me that he’s working on his threat modeling book.
  • Anurag Agrawal of MyAppSecurity has been capturing well-known attack surfaces and their technical mitigations within his commercial threat modeling tool, “Threat Modeler.”

Choose 2 or 3 three items from the list above and provide an update to their development status.  Make sure you provide some background on your selection and then provide the update of the development.

Clinical Field Experience C: Community Demographic

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Allocate at least 4 hours in the field to support this field experience.

Communication among all stakeholders is essential in the development of young children. When educators know and understand the stakeholders’ perspectives, they can best serve the students and their families.

For this assignment, you will be interviewing one teacher, one family member/guardian, and the director from your field experience child care center. Use the questions on the “Community Demographic Template” to conduct interviews that examine the roles of schools, families, and communities in the education of young children.

Use any remaining field experience hours observing the center and how families are involved.

After you have completed all three interviews, reflect, in 150-200 words, upon the contribution each person you interviewed makes to the education of young children. How will you incorporate this knowledge into your future teaching?

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form to the LMS in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.

Linear Regression/Scatterplot

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Linear Regression/Scatterplot
Statistics also play an important part in the tools and techniques of change management, which is why we are continuing to explore SPSS.
General Requirements:
Use the following information to ensure successful completion of the assignment:
• Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
• You are not required to submit this assignment to LopesWrite.
View the following:
SPSS for Beginners 4: Regression
http://www.youtube.com/watch?v=JVwEdhEiGJg
2. Open SPSS and complete the following:
Obtain an output with a simple linear regression and a scatterplot graph (as in the tutorial, with the values as seen below); highlight the model summary and coefficients table, and upload it into LC:

Caffeine Dose  IQ Score
50                   100
60                   102
80                   107
90                   105
110                   112
150                   108
150                   103
160                   109
180                   109
200                   112
200                   120
210                   114
210                   118
220                   121
220                   120
250                   130
260                   127
260                   131
280                   132
300                   135

Explain how you will use your findings in your future professional practice.

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Scripting dialogues between teacher and student is a strategy used to intentionally teach the integration of written and spoken language. Scripted dialogues are used in a variety of contexts, and are especially helpful when students are practicing phonics, word recognition, and spelling.

Part 1: Scripting D

Stories

Minarik, Else Holmelund. Little Bear. Illustrated by Maurice Sendak. New York: HarperCollins, 1957. (1957) From “Birthday Soup”

“Mother Bear, Mother Bear, Where are you?” calls Little Bear.

“Oh, dear, Mother Bear is not here, and today is my birthday.

“I think my friends will come, but I do not see a birthday cake. My goodness – no birthday cake. What can I do?

The pot is by the fire. The water in the pot is hot. If I put something in the water, I can make Birthday Soup. All my friends like soup.

Let me see what we have. We have carrots and potatoes, peas and tomatoes; I can make soup with carrots, potatoes, peas and tomatoes.”

So Little Bear begins to make soup in the big black pot. First, Hen comes in. “Happy Birthday, Little Bear,” she says. “Thank you, Hen,” says Little Bear.

Hen says, “My! Something smells good here. Is it in the big black pot?”

“Yes,” says Little Bear, “I am making Birthday Soup. Will you stay and have some?”

“Oh, yes, thank you,” says Hen. And she sits down to wait.

Next, Duck comes in. “Happy Birthday, Little bear,” says Duck. “My, something smells good. Is it in the big black pot?”

“Thank you, Duck,” says Little Bear. “Yes, I am making Birthday Soup. Will you stay and have some with us?”

“Thank you, yes, thank you,” says Duck. And she sits down to wait.

Next, Cat comes in.

“Happy Birthday, Little Bear,” he says.

“Thank you, Cat,” says Little Bear. “I hope you like Birthday Soup. I am making Birthday Soup.

Cat says, “Can you really cook? If you can really make it, I will eat it.”

“Good,” says Little Bear. “The Birthday Soup is hot, so we must eat it now. We cannot wait for Mother Bear. I do not know where she is.”

“Now, here is some soup for you, Hen,” says Little Bear. “And here is some soup for you, Duck, and here is some soup for you, Cat, and here is some soup for me. Now we can all have some Birthday Soup.”

Cat sees Mother Bear at the door, and says, “Wait, Little Bear. Do not eat yet. Shut your eyes, and say one, two, three.”

Little Bear shuts his eyes and says, “One, two, three.”

Mother Bear comes in with a big cake.

“Now, look,” says Cat.

“Oh, Mother Bear,” says Little Bear, “what a big beautiful Birthday Cake! Birthday Soup is good to eat, but not as good as Birthday Cake. I am so happy you did not forget.”

Common Core State StandardS for engliSh language artS & literaCy in hiStory/SoCial StudieS, SCienCe, and teChniCal SubjeCtS

appendix b | 15

“Yes, Happy Birthday, Little Bear!” says Mother Bear. “This Birthday Cake is a surprise for you. I never did forget your birthday, and I never will.”

TEXT COPYRIGHT © 1957 BY ELSE HOLMELUND MINARIK. ILLUSTRATIONS COPYRIGHT © 1957 BY MAURICE SENDAK. Used by permission of HarperCollins Publishers.

ialogues Table

Using the “Scripting Dialogues Table” with the “Birthday Soup” excerpt, create teacher‐student dialogues specific to using single‐letter and consonant digraphs, short vowel and long vowel sounds, and appropriate use of word building and word building‐spelling. Review the examples in your text as a guide.

Part 2: Rationale

In a 250‐500 word rationale, summarize how each dialogue is effective and developmentally appropriate for teaching phonics, word recognition, and spelling.

Explain how you will use your findings in your future professional practice.

Support your findings with 2‐3 scholarly sources.