Colleagues PostsAngel Winslow Post Supporting ResilienceG

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Angel Winslow Post:
"Supporting Resilience"
Growth of children throughout the globe is facing risks as posed
by political skirmishes, disasters, pandemics, as well as other
dangers that could have life-changing outcomes for families,
individuals, and the future of all communities. These well
documented dangers have enhanced world concerns with regards
to the risks posed to young children and the future of
humanities, whilst also stressing lack of readiness in managing
disasters (Masten, 2014). These anxieties have prompted
renewed devotion to resilience through various spheres of study
as states and international agencies seek for evidence and
support on things that aid in mitigating dangers and enhance
resistance or recovery in face of such threats to human life.
Families and societies have huge impact on the ability of a child
to be resilient. Children who show resilience are from families
and societies that offer love and support, has high anticipations,
and inspire participation of children. Once grown-ups give
responsive love to toddlers, infants, and preschoolers, children
become trusting on others. If children are held to high prospects
by parents and other caregivers, they start to believe themselves
and recognize they are capable (Hunter, 2011). Encouraging
infants’ and toddler’ resilience growth incorporates grownups
showing their love for the child vocally and physically,
recognizing the emotions of the child, safeguarding the child
whilst at the same time permitting the child to discover the
environment, demonstrating certainty and positivity, and
motivating the child do things alone.
Whilst there is great disparity in the kind and seriousness of
hardship experienced by children, there is various proof that
certain people, interpersonal and school aspects are linked with
resilient effects throughout a range of frameworks. Even though
there have been contemporary structural reviews of resilience in

grownups, there is a systematic analysis on child resilience and
it emphasizes on mediations to create resilience. Since the basic
developmental responsibilities in adolescents or adults vary in a
great way from ones in childhood, there could be essential
variances in the aspects that foster resilience in
children (Deirdre Gartland, 2019). For instance, whilst
adolescents are gaining freedom from family and concentrating
of relations with colleagues, an essential developmental
responsibility for children is creating a close reassuring
relationship with a caregiver (Deirdre Gartland, 2019).
Resilience aspects recognized as crucial for grown-ups or
adolescents, like optimistic family relations, optimism, and
school activities have clear importance for children, whilst
other like church, employment, and society support might be
less crucial. Analyzing the aspects that are linked with
resilience results in children is fundamental to enhance
outcomes for millions suffering from poverty, hostility, and any
other social hardships.
References:
Deirdre Gartland, E. R. (2019). What factors are associated with
resilient outcomes in children exposed to social adversity? A
systematic review. BMJ.
Hunter, P. J. (2011). I Am Safe and Secure Promoting
Resilience in Young Children. 1-4. Retrieved from
https://www.employer.writersadmin.com/employer/uploads/b7c5
ea24fec710620f7b15de8f548d09.pdf
Masten, A. S. (2014). Global Perspectives on Resilience in
Children and Youth. Child Development, 1-14.
Kimberly Bennett Post:
Resiliency is the ability to overcome circumstances that put
children at risk for physical or psychological damage (Center on
the Developing Child, 2015). At any age, when children are
exposed to violence, trauma or chronic stress, they are at risk

for impact to their physical, mental and social well-being.
However, based on research of brain research, we as a field
understand how critical the first 3 years of life are for
impacting brain architecture. Therefore, it is most critical to
support children in the early years in developing their own
resilience to overcome any trauma that they may experience.
Pizzolongo and Hunter (2011) point to the impact of positive
adult-child relationships on building resiliency. Positive and
secure relationships help to provide children with the
developmental foundation that they need to in order to learn
these coping skills. Research has shown the multiple factors
shown to be effective in building resiliency in young children,
including high sensory awareness, a heightened sense of humor
and positive expectations (Pizzolongo & Hunter, 2011).
However, Masten (2014) points to the complex systems and
theories that have become a part of resiliency research across
the globe in the last few years. She addresses the incorporation
of family systems theory, ecological systems theory and biology
to name a few. Even though there do appear to be some
individual, biological factors at play, it is important to consider
the ways that different levels and relationships also impact
child development.
McKay & Acri (2018) focused on different intervention methods
to build resiliency in individuals, families and communities.
The intervention developed in this particular study, entitled
“4Rs and 2Ss Family Strengthening Program,” found that family
outcomes, parental stress, and child functioning was enhanced
by providing evidence-based content to families about healthy
relationships and providing formats that connected families
together. The importance of their findings, and others like it,
cannot be overstated, because families need to learn about how
their interactions and relationships impact their child’s long-
term development. And also, it is critical to connect families
within a community to build support systems, learn from each
other, and use multi-generational support.

References:
Center on the Developing Child-Harvard University.
(2015). Supportive relationships and active skill-building
strengthen the foundations of resilience: Working paper no.
13. Retrieved from:
https://developingchild.harvard.edu/resourc es/supportiverelatio
nships-and-active-skill-building-strengthen-the-foundations-of-
resilience/
Masten, A. S. (2014). Global perspectives on resilience in
children and youth. Child development, 85(1), 6-20.
McKay, M. M., & Acri, M. (2018). A Conversation on Building
Resilience and Protecting Children: An Evidence-Based Family
Strengthening Approach. Wash. UJL & Pol'y, 57, 133.
Pizzolongo, P. J., & Hunter, A. (2011). I am safe and
secure. Young Children, 66(1), 67-69.
SANS Institute 2014 – All Rights Reserved Page 1
Consensus Policy Resource Community
End User Encryption Key Protection Policy
Free Use Disclaimer: This policy was created by or for the
SANS Institute for the

Internet community. All or parts of this policy can be freely
used for your organization.
There is no prior approval required. If you would like to
contribute a new policy or
updated version of this policy, please send email to
[email protected]
Last Update Status: Updated June 2014
1. Overview
Encryption Key Management, if not done properly, can lead to
compromise and disclosure of
private keys use to secure sensitive data and hence, compromise
of the data. While users may
understand it’s important to encryption certain documents and
electronic communications, they
may not be familiar with minimum standards for protection
encryption keys.
2. Purpose
This policy outlines the requirements for protecting encryption
keys that are under the control of
end users. These requirements are designed to prevent
unauthorized disclosure and subsequent
fraudulent use. The protection methods outlined will include
operational and technical controls,
such as key backup procedures, encryption under a separate key
and use of tamper-resistant

hardware.
3. Scope
This policy applies to any encryption keys listed below and to
the person responsible for any
encryption key listed below. The encryption keys covered by
this policy are:
• encryption keys issued by <Company Name>
• encryption keys used for <Company Name> business
• encryption keys used to protect data owned by <Company
Name>
The public keys contained in digital certificates are specifically
exempted from this policy.
4. Policy
All encryption keys covered by this policy must be protected to
prevent their unauthorized
disclosure and subsequent fraudulent use.
4.1 Secret Key Encryption Keys
Keys used for secret key encryption, also called symmetric
cryptography, must be protected as
they are distributed to all parties that will use them. During
distribution, the symmetric

encryption keys must be encrypted using a stronger algorithm
with a key of the longest key
length for that algorithm authorized in <Company Name>’s
Acceptable Encryption Policy. If the
mailto:[email protected]
keys are for the strongest algorithm, then the key must be split,
each portion of the key encrypted
with a different key that is the longest key length authorized
and the each encrypted portion is
transmitted using different transmission mechanisms. The goal
is to provide more stringent
protection to the key than the data that is encrypted with that
encryption key.
Symmetric encryption keys, when at rest, must be protected
with security measures at least as
stringent as the measures used for distribution of that key.
4.2 Public Key Encryption Keys

Public key cryptography, or asymmetric cryptography, uses
public-private key pairs. The public
key is passed to the certificate authority to be included in the
digital certificate issued to the end
user. The digital certificate is available to everyone once it
issued. The private key should only
be available to the end user to whom the corresponding digital
certificate is issued.
4.2.1 <Company Name>’s Public Key Infrastructure (PKI) Keys
The public-private key pairs used by the <Company Name>’s
public key infrastructure (PKI) are
generated on the tamper-resistant smart card issued to an
individual end user. The private key
associated with an end user’s identity certificate, which are only
used for digital signatures, will
never leave the smart card. This prevents the Infosec Team from
escrowing any private keys
associated with identity certificates. The private key associated
with any encryption certificates,
which are used to encrypt email and other documents, must be
escrowed in compliance with
<Company Name> policies.

Access to the private keys stored on a <Company Name>issued
smart card will be protected by a
personal identification number (PIN) known only to the
individual to whom the smart card is
issued. The smart card software will be configured to require
entering the PIN prior to any private
key contained on the smart card being accessed.
4.2.2 Other Public Key Encryption Keys
Other types of keys may be generated in software on the end
user’s computer and can be stored as
files on the hard drive or on a hardware token. If the public-
private key pair is generated on
smartcard, the requirements for protecting the private keys are
the same as those for private keys
associated with <Company Name’s> PKI. If the keys are
generated in software, the end user is
required to create at least one backup of these keys and store
any backup copies securely. The
user is also required to create an escrow copy of any private
keys used for encrypting data and
deliver the escrow copy to the local Information Security
representative for secure storage.

The Infosec Team shall not escrow any private keys associated
with identity certificates. All
backups, including escrow copies, shall be protected with a
password or passphrase that is
compliant with <Company Name> Password Policy. Infosec
representatives will store and
protect the escrowed keys as described in the <Company Name>
Certificate Practice Statement
Policy.
4.2.2.1 Commercial or Outside Organization Public Key
Infrastructure (PKI) Keys
In working with business partners, the relationship may require
the end users to use public-
private key pairs that are generated in software on the end
user’s computer. In these cases, the
public-private key pairs are stored in files on the hard drive of
the end user. The private keys are
only protected by the strength of the password or passphrase
chosen by the end user. For

example, when an end user requests a digital certificate from a
commercial PKI, such as VeriSign
or Thawte, the end user’s web browser will generate the key
pair and submit the public key as
part of the certificate request to the CA. The private key
remains in the browser’s certificate store
where the only protection is the password on the browser’s
certificate store. A web browser
storing private keys will be configured to require the user to
enter the certificate store password
anytime a private key is accessed.
4.2.2.2 PGP Key Pairs
If the business partner requires the use of PGP, the public-
private key pairs can be stored in the
user’s key ring files on the computer hard drive or on a
hardware token, for example, a USB
drive or a smart card. Since the protection of the private keys is
the passphrase on the secret
keying, it is preferable that the public-private keys are stored on
a hardware token. PGP will be
configured to require entering the passphrase for every use of
the private keys in the secret key

ring.
4.3 Hardware Token Storage
Hardware tokens storing encryption keys will be treated as
sensitive company equipment, as
described in <Company Name>’s Physical Security policy,
when outside company offices. In
addition, all hardware tokens, smartcards, USB tokens, etc., will
not be stored or left connected to
any end user’s computer when not in use. For end users
traveling with hardware tokens, they will
not be stored or carried in the same container or bag as any
computer.
4.4 Personal Identification Numbers (PINs), Passwords and
Passphrases
All PINs, passwords or passphrases used to protect encryption
keys must meet complexity and
length requirements described in <Company Name>’s Password
Policy.
4.5 Loss and Theft
The loss, theft, or potential unauthorized disclosure of any
encryption key covered by this policy

must be reported immediately to The Infosec Team. Infosec
personnel will direct the end user in
any actions that will be required regarding revocation of
certificates or public-private key pairs.
5. Policy Compliance
5.1 Compliance Measurement
The Infosec team will verify compliance to this policy through
various methods, including but
not limited to, periodic walk-thrus, video monitoring, business
tool reports, internal and external
audits, and feedback to the policy owner.
5.2 Exceptions
Any exception to the policy must be approved by the Infosec
Team in advance.
5.3 Non-Compliance
An employee found to have violated this policy may be subject
to disciplinary action, up to and
including termination of employment.
6 Related Standards, Policies and Processes

• Acceptable Encryption Policy
• Certificate Practice Statement Policy
• Password Policy
• Physical Security policy
7 Definitions and Terms
The following definition and terms can be found in the SANS
Glossary located at:
https://www.sans.org/security-resources/glossary-of-terms/
• Certificate authority (CA)
• Digital certificate
• Digital signature
• Key escrow
• Plaintext
• Public key cryptography
• Public key pairs
• Symmetric cryptography

8 Revision History
Date of Change Responsible Summary of Change
June 2014 SANS Policy Team Updated and converted to new
format.
1. Overview2. Purpose3. Scope4. Policy5. Policy
Compliance5.2 Exceptions5.3 Non-Compliance6 Related
Standards, Policies and Processes7 Definitions and Terms8
Revision History
Project: Department of Defense (DoD) Ready
Purpose
This course project is intended to assess your ability to identify,
design, and organize information technology (IT) security
policies.Learning Objectives and Outcomes
Successful completion of this project will ensure that you can
develop draft IT security policies for an organization and apply
learning constructs from the course. By the end of this project,
you will be able to do the following:
Evaluate compliance laws relevant to the U.S. Department of
Defense.
Assess policy frameworks appropriate for an organization in a
given scenario.
Evaluate security controls and standards for the seven domains
of a typical IT infrastructure.
Develop DoD-compliant policies for an organization’s IT
infrastructure.Required Source Informatio n and Tools
Web References: Links to Web references in this document and

related materials are subject to change without prior notice.
These links were last verified on August 26, 2020.
The following tools and resources will be needed to complete
this project:
· Course textbook
Internet access
DoD instructions or directives
https://www.esd.whs.mil/dd/
Risk Management Framework (RMF) for DoD Information
Technology (IT)
https://www.esd.whs.mil/Portals/54/Documents/DD/issuances/d
odi/851001p.pdf?ver=2019-02-26-101520-300
U.S. Department of Defense (DoD) Chief Information Office
Library
https://dodcio.defense.gov/Library/
Department of Defense Information Security Program
odm/520001m_vol1.pdf?ver=2020-08-04-092500-203
Department of Defense Internet Services and Internet-Based
Capabilities
odi/817001p.pdf
You may consult other relevant sources, if needed. If so,
include citations for those sources in the final deliverable for
this report.Deliverables
This project is divided into several parts, each with a
deliverable. The first three parts are research drafts, which
should include organized lists and notes gathered during
research, sources, and in some cases policy drafts. These
documents should be organized and readable, but are not
polished reports.
Item
Deliverables
Project Part 1

U.S. Compliance Laws Research
Submit a draft of your research of DOD-specific requirements
for an organization’s IT infrastructure and U.S. compliance
laws that may affect the firm.
Project Part 2
Infrastructure Research A
Submit a draft of (1) which policy framework(s) will be
followed for the project and (2) DoD-compliant policies,
standards, and controls that affect the User, Workstation, LAN,
and LAN-to-WAN Domains.
Project Part 3
Infrastructure Research B
Submit a bulleted list of DoD-compliant policies, standards, and
controls that affect the WAN, Remote Access, and
System/Application Domains.
Project Part 4
Final Report
Submit the final report of your class project.
Note: Your instructor may require that this project be completed
in groups. If so, select a team leader and hold weekly team
meetings as a group to be sure the work is proceeding on
schedule.Scenario
You are a security professional for Blue Stripe Tech, an IT
services provider with approximately 400 employees. Blue
Stripe Tech partners with industry leaders to provide storage,
networking, virtualization, and cybersecurity to clients.
Blue Stripe Tech recently won a large DoD contract, which will
add 30 percent to the revenue of the organization. It is a high-
priority, high-visibility project. Blue Stripe Tech will be
allowed to make its own budget, project timeline, and tollgate
decisions.
As a security professional for Blue Stripe Tech, you are
responsible for developing security policies for this project.
These policies are required to meet DoD standards for delivery
of IT technology services to the U.S. Air Force Cyber Security

Center (AFCSC), a DoD agency.
To do this, you must develop DoD-approved policies, standards,
and control descriptions for your IT infrastructure (see the
“Tasks” section in this document). The policies you create must
pass DoD-based requirements. Currently, your organization
does not have any DoD contracts and thus has no DoD-
compliant security policies, standards, or controls in place.
Blue Stripe Tech's computing environment includes the
following:
12 servers running the latest edition of Microsoft Server,
providing the following:
Active Directory (AD)
Domain Name System (DNS)
Dynamic Host Configuration Protocol (DHCP)
Enterprise resource planning (ERP) application (Oracle)
A research and development (R&D) engineering network
segment for testing, separate from the production environment
Microsoft Exchange Server for email
Email filter
Cloud-based secure web gateway (web security, data loss
protection, next-generation firewall, cloud application security,
advanced threat protection)
Two Linux servers running Apache Server to host your website
400 PCs/laptops running Microsoft Windows 10, Microsoft 365
office applications, and other productivity toolsTasks
Develop a list of compliance laws required for DoD contracts.
Determine which policy framework(s) will be used for this
project.
List controls placed on domains in the IT infrastructure.
List required standards for common devices, categorized by IT
domain.
Develop DoD-compliant policies for the organization’s IT
infrastructure.
Describe the policies, standards, and controls that would make
the organization DoD compliant.
Develop a high-level deployment plan for implementation of

these polices, standards, and controls.
Write a professional report that includes all of the above
content-related items and citations for all sources.Submission
Requirements
· Format: Microsoft Word (or compatible)
· Font: Arial, size 12, double-space
· Citation style: Your school’s preferred style guide
· Length of draft research documents: 2–4 pages
· Length of final report: 14–18 pagesSelf-Assessment Checklist
for Final Report
I developed a list of compliance laws required for DoD
contracts.
I listed controls placed on domains in typical IT infrastructure.
I listed required standards for common devices, categorized by
IT domain.
I developed DoD-compliant policies and standards for my
organization’s IT infrastructure
I described the policies, standards, and controls that would
make my organization DoD compliant.
I listed all applicable DoD frameworks in the final report.
I developed a high-level deployment plan for implementation of
these polices, standards, and controls.
I created a professional, well-developed report with proper
documentation, grammar, spelling, and punctuation.
I included citations for all sources used in the report.
I followed the submission guidelines.
© 2022 by Jones & Bartlett Learning, LLC, an Ascend Learning
Company. All rights reserved.
www.jblearning.com Page 1
Discussion 4: Supporting Resilience
It is easier to build strong children than to repair broken men.
—Frederick Douglass, American abolitionist and civil rights
leader
Resilience reflects the capacity to recover from challenges that
can threaten development. Within the context of human

development, resilience includes pathways or processes that can
support positive developmental trajectories, despite a context
that has introduced adverse experiences (Masten, Gewirtz, &
Sapienza, 2013). Professionals in the early childhood field must
have knowledge and skills that foster resilience, thereby
supporting positive outcomes for children and their families.
In this Discussion, you explore the concept of resilience and
strategies that foster resilience in young children and their
families. You also have an opportunity to educate others about
the incredible importance of fostering resilience
Note: The format for your initial post within this Discussion is
an Opinion Editorial (often called an OP-ED article published in
newspapers and other media) highlighting the significance of
resilience and current research on how resilience can be
fostered.
To prepare:
Refer to this module’s Learning Resources and read the articles
by Masten, “Global Perspectives on Resilience in Children and
Youth,” and by Pizzolongo and Hunter, “I Am Safe and Secure:
Promoting Resilience in Young Children.” Then, select and read
one additional peer-reviewed research article, less than 5 years
old, from the Walden Library on fostering resilience in young
children and families. As you review each of these articles,
consider the importance of resilience and how resilience can be
contextually supported and cultivated.
http://developingchild.harvard.edu/index.php/resources/multime
dia/videos/inbrief_series/resilience/
https://www.naeyc.org/files/naeyc/file/positions/PSCHAB98.PD
F
http://developingchild.harvard.edu/index.php/resources/multime
dia/videos/inbrief_series/resilience/

Colleagues PostsAngel Winslow Post Supporting ResilienceG

Colleagues PostsAngel Winslow Post Supporting ResilienceG

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