Discussion 1 Use references and citations Research to find infor

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 "Lack of Awareness, Poor Security
Practices Pose Cyber Risks (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.
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.
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.
Confusing Behaviour
5
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
Confusing Behaviour

6
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
Confusing Behaviour
7
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?
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 [email protected]
Contact Us
College of Early Childhood Educators
438 University Avenue, Suite 1900
Toronto ON M5G 2K8
Telephone: 416 961-8558
Toll free: 1 888 961-8558
Fax: 416 961-8772
[email protected] | college-ece.ca

Cette publication est aussi disponible en français.
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.

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
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.

of 2
Lesson 9 – Risk: Match the sentence halvesInstructions: 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 Half2nd Half1234567GRADE
SCORE: Each correct answer is worth 7 points.MAKE SURE
TO SAVE THIS PDF FILE AND UPLOAD IT CORRECTLY.
Text Box 1: Text Box 2: Text Box 3: Text Box 4: Text Box 5:
Text Box 6: Text Box 7:
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 al l 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.
Text Box 1: Text Box 3: Text Box 4: Text Box 5: Text Box 6:
Text Box 7: Text Box 1_2: Text Box 7_2: Text Box 3_2: Text
Box 4_2:

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Discussion 1 Use references and citations Research to find infor