Ms. Battle, Principal with Cincinnati Public Schools, and Ms. Sav.docx

Ms. Battle, Principal with Cincinnati Public Schools, and Ms.
Savage, a Mental Health Professional from Cincinnati
Children’s Hospital begin a conversation today regarding
Childhood Trauma and how it affects a child’s education.
Together, they shared that without question, no matter what
neighborhood you teach in, you will work with children who
have experienced trauma and who have had high Adverse
Childhood Experiences (ACE’s).
Unfortunately, there was only so much time and this was just
the beginning of the conversation. What was the most
important thread to take-away from this experience is the
awareness you must embrace regarding the power a teacher has
to develop a positive relationship with each student you serve.
One that allows you to hold hope and belief in your students,
and the willingness you must have to walk through these
struggles with them.
In the video (link below), Whole People: Childhood Trauma,
Resmaa Menaken shares that we may not have all of the
answers, but maybe if we approach children who have
experienced trauma, with a calm and settled response to their
unsettled and reactive nervous system, we can help them find
some calmness so they can recognize their need and ask for
help.
In her TEDTalk (link below), Dr. Allison Jackson states, “We’re
not powerful enough to know who has trauma and who doesn’t,
we’re not powerful enough to know who makes it and who
doesn’t. But we are powerful enough to do 2 things: 1-Teach
someone else about childhood trauma as a health issue, and 2-
Make that risk of connection. So, the next time someone gives
you the honor of walking their trauma, their pain story, in front
of you, answer that call with connection.”

For this extra credit assignment, please use the listed resources
and articles to discuss:
1- What you have learned about Childhood Trauma and the
effects of ACE’s
2 – Explore ideas about how you, as a teacher, will support the
children in your classroom and school community who may
have hidden trauma that is showing as difficult, inappropriate,
and/or scary behaviors,
3 - What are things you can do to create a relationship of
kindness and trust while supporting the child to get help.
2 typed pages: Times New Roman, 12 pt font, 1” margins,
double spaced (appx. 600 words), cite and list your references
20 points (see rubric)
RESOURCES:TEDxRVA: A Call to Connection: Making
Childhood Trauma Personal | Dr. Allison Jackson
https://www.youtube.com/watch?v=-HG8H4n2j9I
Whole People: Childhood Trauma
https://www.pbs.org/video/whole-people-101-childhood-trauma-
3swqgb/
How to Help a Traumatized Child in the Classroom
https://greatergood.berkeley.edu/article/item/the_silent_epidemi
c_in_our_classrooms
10 Things about Childhood Trauma Every Teacher Needs to
Know
https://www.weareteachers.com/10-things-about-childhood-
trauma-every-teacher-needs-to-know/
Trauma can make it hard for kids to learn. Here’s how teachers
learn to deal with that
https://www.chalkbeat.org/posts/chicago/2018/08/01/trauma-
can-make-it-hard-for-kids-to-learn-heres-how-teachers-learn-to-

deal-with-that/
Understanding Adverse Childhood Experiences (ACE’s)
https://www.menominee-
nsn.gov/CommunityPages/FosteringFutures/Documents/ACESH
andoutForParents.pdf
RUBRIC
1
2
3
4
Organization
Writing lacks logical organization. It shows some coherence but
ideas lack unity. Serious errors.
Writing is coherent and logically organized. Some points remain
misplaced and stray from the topic. Transitions evident but not
used throughout essay.
Writing is coherent and logically organized with transitions
used between ideas and paragraphs to create coherence. Overall
unity of ideas is present.
Writing shows high degree of attention to logic and reasoning
of points. Unity clearly leads the reader to the conclusion and
stirs thought regarding the topic
Content
Shows some thinking and reasoning but most ideas are
underdeveloped and unoriginal.
Content indicates thinking and reasoning applied with original
thought on a few ideas.
Content indicates original thinking and develops ideas with
sufficient and firm evidence.
Content indicates synthesis of ideas, in-depth analysis and
evidences original thought and support for the topic.
Development
Main points lack detailed development. Ideas are vague with
little evidence of critical thinking.

Main points are present with limited detail and development.
Some critical thinking is present.
Main points well developed with quality supporting details and
quantity. Critical thinking is weaved into points.
Main points well developed with high quality and quantity
support. Reveals high degree of critical thinking.
Grammar & Mechanics
Spelling, punctuation, and grammatical errors create distraction,
making reading difficult; fragments, comma splices, run-ons
evident. Errors are frequent.
Essay has some spelling, punctuation, and grammatical errors
allowing reader to follow ideas clearly. Very few fragments or
run-ons.
Essay is free of distracting spelling, punctuation, and
grammatical errors; absent of fragments, comma splices, and
run-ons.
Format & Style
Fails to follow format and assignment requirements; incorrect
margins, spacing and indentation; neatness of essay needs
attention.
Some college level usage of variety in sentence patterns,
diction, and rhetorical devices.
Meets most format and assignment requirements; generally
correct margins, spacing, and indentations; essay is neat but
may have some assembly errors.
Attains college level style; tone is appropriate and rhetorical
devices used to enhance content; sentence variety used
effectively.
Meets all format and assignment requirements; margins,
spacing, and indentations are correct; essay is neat and correctly
assembled.

References and citations
Errors/missing in references and in-text citations.
All references from course are used and are correctly listed.
All in-text citations are correctly used.
1
Copyright © 2012, Elsevier Inc.
All Rights Reserved
Chapter 7
Discretion
Cyber Attacks
Protecting National Infrastructure, 1st ed.
2
• Proprietary information will be exposed if discovered
by hackers
• National infrastructure protection initiatives most
prevent leaks
– Best approach: Avoid vulnerabilities in the first place
– More practically: Include a customized program focused
mainly on the most critical information

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Introduction
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• A trusted computing base (TCB) is the totality of
hardware, software, processes, and individuals
considered essential to system security
• A national infrastructure security protection program
will include
– Mandatory controls

– Discretionary policy
• A smaller, less complext TCB is easier to protect
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Trusted Computing Base
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Fig. 7.1 – Size comparison issues in a
trusted computing base

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• Managing discretion is critical; questions about the
following should be asked when information is being
considered for disclosure
– Assistance
– Fixes
– Limits
– Legality

– Damage
– Need
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Trusted Computing Base
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• Security through obscurity is often maligned and
misunderstood by security experts
– Long-term hiding of vulnerabilities

– Long-term suppression of information
• Security through obscurity is not recommended for
long-term protection, but it is an excellent
complementary control
– E.g., there’s no need to publish a system’s architecture
– E.g., revealing a flaw before it’s fixed can lead to rushed
work and an unnecessary complication of the situation
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Security Through Obscurity

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Fig. 7.2 – Knowledge lifecycle for
security through obscurity
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Fig. 7.3 – Vulnerability disclosure
lifecycle
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• Information sharing may be inadvertent, secretive, or
willful
• Government most aggressive promoting information
sharing
• Government requests information from industry for
the following reasons
– Government assistance to industry
– Government situational awareness

– Politics
• Government and industry have conflicting
motivations
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Information Sharing
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Fig. 7.4 – Inverse value of information
sharing for government and industry
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• Adversaries regularly scout ahead and plan before an
attack
• Reconnaissance planning levels
– Level #1: Broad, wide-reaching collection from a variety of
sources
– Level #2: Targeted collection, often involving automation

– Level #3: Directly accessing the target
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Information Reconnaissance
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Fig. 7.5 – Three stages of
reconnaissance for cyber security
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• At each stage of reconnaissance, security engineers
can introduce information obscurity
• The specific types of information that should be
obscured are
– Attributes
– Protections
– Vulnerabilities

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Information Reconnaissance
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• Layering methods of obscurity and discretion adds
depth to defensive security program
• Even with layered obscurity, asset information can
find a way out
– Public speaking
– Approved external site

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Fig. 7.6 – Obscurity layers to protect
asset information
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• Governments have been successful at protecting
information by compartmentalizing information and
individuals
– Information is classified
– Groups of individuals are granted clearance
• Compartmentalization defines boundaries, which
helps guides decisions
• Private companies can benefit from this model

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Fig. 7.8 – Example commercial mapping
of clearances and classifications
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• To implement a national discretion program will
require
– TCB definition
– Reduced emphasis on information sharing
– Coexistence with hacking community
– Obscurity layered model
– Commercial information protection models
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National Discretion Program

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