If our communication networks are compromised, misused or attacked, so is life as we know it. This is a concern that all States share, no matter what their stage of development.

ICTs have also added a complex new dimension to interstate relations. Cyberspace constitutes an area with much room for speculation, doubt, and ambiguity. The problem of attribution adds to the complexity, and increases the potential for tensions between States.

The OSCE tackles various cyber threats including cybercrimes and the use of the Internet for terrorist purposes. A key focus is on the development of confidence building measures (CBMs) between participating States to reduce the risks of conflict stemming from the use of ICTs.

The world is getting smarter with technology, innovation and with the ICT enabled devices increasing by the day, its not too far that the world will be run by machines rather than humans. This seems to be happening now, although it has innumerable advantages, its not completely safe. This has its own threats and dangers. This video talks about the Cyber threats, security and protection of privacy which are pivotal for safety of individuals and organizations at large. 

1. Think before you click: Verify unexpected attachments or requests for private information (yours or anyone else’s). Go to web pages by a path you know is legitimate instead of clicking on a link in a message.

2. Protect your passwords: Consider a secure password service to generate and store passwords for your work and personal accounts. 

3. Protect your devices: Lock your computer screen before leaving it unattended, and take your phone and other portable items with you or lock them up. Password protect all of your devices, using the strongest authentication available.

4. Protect your files: Make sure important information is stored securely, in a physically separate location from the originals, and test your backups periodically. For critical work files, use storage options that are approved by your UC location and are backed up regularly.

5. Don’t install unknown software: Do not easily receive and install unknown software, do not casually click on the links

6. Proper storage: Proper storage and handling of bills containing personal information, such as courier orders, train tickets, airline tickets, insurance policies, etc

7. Online payments: when making online payments, try to use traffic to ensure payment security

Conclusion: 

By changing our definition of IoT devices and focusing on functions, we can conduct better risk assessments and better understand how malicious actors use security vulnerabilities for their own benefit. At the bottom level, to ensure the security of the Internet of Things, you must first ensure that the manufacturer meets the minimum security standards in the design. The government and industry are responsible for defining these standards, while manufacturers must be responsible for ensuring that equipment includes best practice.

 

-  EXPLAIN WHAT CAN WE DO AND WHAT MEASURES CAN BE TAKEN BY US AS TEACHERS  THAT HELPS TO CURB THE ISSUES.

•What do you understand with “Applicable Ethical Norms”?

•What are the guidelines for information professionals to help curb the issues?

1. To plan and prepare the online course
For an online learning environment, teachers focus on specific learning goals, reading assignments, brief instructional materials, learning activities, discussion board posting requirements, assessment procedures, etc.
2. To facilitate online discourse
 At the beginning of the course, teachers help facilitate discourse through ice breakers that ask students to introduce themselves and find commonalities with other students. And then teachers facilitate students' motivation by the way of identifying areas of agreement or disagreement, encouraging, acknowledging, or reinforcing student contributions, assessing the efficacy of the process and so on.
3. To provide direct instruction
Direct instruction “include presenting content and questions, focusing the discussion on specific issues, summarizing discussion, confirming understanding, disposing misperceptions, injecting knowledge from diverse sources and responding to technical concerns"
 A strong online teaching presence makes for a strong online learning experience and a sense of community for your students.

As students begin the inquiry process, the teacher can diagnose prior knowledge and skills and identify misconceptions. This can be done using a variety of methods or tools.

During the investigation, the teacher can use a variety of formative assessments or tools to guide student learning (observations, checklists, journals, logs, data, self-assessment) The reinforcement of previously learned skills and inclusion of ample practice for new skills are incorporated within the feedback given and received as a result of formative assessment.

Summative assessment is also a necessary component of the process of inquiry. This type of assessment serves to evaluate students understanding of content as well as processes.

Formative Assessment

The assessments you have created are then used to monitor student progress during instruction and to provide ongoing feedback to the students. This is referred to as an essential step in the assessment cycle (and is contrasted with summative assessment which happens at the end of the unit). The feedback from formative assessment should provide concrete information on how to make improvements toward achieving the learning objectives. Avoid general feedback such as “good job” or “keep practicing.” This provides little guidance to students. Students require information that is specific and individual. They need to know what they have done well and what they have yet to achieve. Formative assessment is best when it is embedded in instruction and is ongoing.

Music teachers often assume that as ensemble performance improves, students are learning. However, we often have little formal evidence to know for sure. Additionally, if learning objectives and specific goals for each rehearsal are not clearly communicated to students, they have no real way of knowing how to measure their progress. Using the assessment tools you have created will allow you to measure that progress in a tangible way. Remember also that students can be helpful in assisting you to gather data and track progress. During the formative assessment phase, rubrics are an effective assessment tool and are great for providing useful feedback to students.

Summative  Assessment 

Since a music class is not focused on paperwork, but instead on creating music, focusing on the performance of the student and the class is key. Of course, it is challenging to assess a 45-person band, and notice how each of the flute, clarinet, and other instrument players are performing.So for this summative assessment, you might have one section, say just the flutes, play a piece of music you are working on together. You will be able to judge if the students know the piece and if their timing is right because they are playing together. You should also be able to detect individual students who are making mistakes. This smaller performance will also enable you to assess how the students work together to perform as a cohesive section. Each aspect of this performance can be graded like a test would be for other courses.

Now if you have a music class that is more advanced you can get more intricate in your assessments. Break the class up into groups that have one of each instrument in your band. For choir, they have more ability to pick a group of their own. Then have them work on a music video as a group. Pick a song, play it, and design the video. Requirements for the video should be, no auto tune, close ups on hand work, and solos. This makes the project fun but also a great was to assess the capabilities of students.

So for this summative assessment, you might have one section, say just the flutes, play a piece of music you are working on together. You will be able to judge if the students know the piece and if their timing is right because they are playing together. You should also be able to detect individual students who are making mistakes. This smaller performance will also enable you to assess how the students work together to perform as a cohesive section. Each aspect of this performance can be graded like a test would be for other courses.

Now if you have a music class that is more advanced you can get more intricate in your assessments. Break the class up into groups that have one of each instrument in your band. For choir, they have more ability to pick a group of their own. Then have them work on a music video as a group. Pick a song, play it, and design the video. Requirements for the video should be, no auto tune, close ups on hand work, and solos. This makes the project fun but also a great was to assess the capabilities of students.

2. Formative Assessment

Music teachers often assume that as ensemble performance improves, students are learning. However, we often have little formal evidence to know for sure. Additionally, if learning objectives and specific goals for each rehearsal are not clearly communicated to students, they have no real way of knowing how to measure their progress. Using the assessment tools you have created will allow you to measure that progress in a tangible way. Remember also that students can be helpful in assisting you to gather data and track progress. During the formative assessment phase, rubrics are an effective assessment tool and are great for providing useful feedback to students.

A diagnostic assessment refers to an assignment written at the beginning and end of a course. Post-course assessments can be compared with pre-course assessments and can show students’ potential improvement in certain areas. These assessments allow the instructor to adjust the curriculum to meet the needs of current—and future—students.

Examples: the placement test before the beginning of teaching, the tests for vocabulary volume indicator.
  

Formative Assessment

This occurs in the short term, as learners are in the process of making meaning of new content and of integrating it into what they already know. Feedback to the learner is immediate (or nearly so), to enable the learner to change his/her behavior and understandings right away. Formative Assessment also enables the teacher to "turn on a dime" and rethink instructional strategies, activities, and content based on student understanding and performance. His/her role here is comparable to that of a coach. Formative Assessment can be as informal as observing the learner's work or as formal as a written test. Formative Assessment is the most powerful type of assessment for improving student understanding and performance.

Examples: a very interactive class discussion; a warm-up, closure, or exit slip; a on-the-spot performance; a vocabulary quiz with kahoot or Quizlet


Summative Assessment

This takes place at the end of a large chunk of learning, with the results being primarily for the teacher's or school's use. Results may take time to be returned to the student/parent, feedback to the student is usually very limited, and the student usually has no opportunity to be reassessed. Thus, Summative Assessment tends to have the least impact on improving an individual student's understanding or performance. Students/parents can use the results of Summative Assessments to see where the student's performance lies compared to either a standard (MEAP/MME) or to a group of students (usually a grade-level group, such as all 6th graders nationally, such as Iowa Tests or ACT). Teachers/schools can use these assessments to identify strengths and weaknesses of curriculum and instruction, with improvements affecting the next year's/term's students.

Examples: Final exams; Major cumulative projects, research projects, and performances.