Mitigate human risk and bake security into your organization's culture from top to bottom with insights from leading experts in security awareness, behavior, and culture. The topic of security culture is mysterious and confusing to most leaders. But it doesn't have to be. In The Security Culture Playbook, Perry Carpenter and Kai Roer, two veteran cybersecurity strategists deliver experience-driven, actionable insights into how to transform your organization's security culture and reduce human risk at every level. This book exposes the gaps between how organizations have traditionally approached human risk and it provides security and business executives with the necessary information and tools needed to understand, measure, and improve facets of security culture across the organization. The book offers: An expose of what security culture really is and how it can be measured A careful exploration of the 7 dimensions that comprise security culture Practical tools for managing your security culture program, such as the Security Culture Framework and the Security Culture Maturity Model Insights into building support within the executive team and Board of Directors for your culture management program Also including several revealing interviews from security culture thought leaders in a variety of industries, The Security Culture Playbook is an essential resource for cybersecurity professionals, risk and compliance managers, executives, board members, and other business leaders seeking to proactively manage and reduce risk.

A hallmark of much of the research on children's thinking in the 1970s had been the focus on explicit content domains. Much of this research had been represented by an eclectic collection of studies sampled from a variety of disciplines and content areas. However, in the few years before this publication, research in several content domains has begun to coalesce into a coherent body of knowledge. Originally published in 1982, the chapters in this work represent one of the first attempts to bring together the perspectives of a variety of different researchers investigating a specific, well defined content domain. This book presents theoretical views and research findings of a group of international scholars who are investigating the early acquisition of addition and subtraction skills by young children. Together, the contributors bring a blend of psychology, educational psychology, and mathematics education to this topic. Fields of interest such as information processing, artificial intelligence, early childhood, and classroom teaching and learning are included in this blend.

This volume focuses on the important mathematical idea of functions that, with the technology of computers and calculators, can be dynamically represented in ways that have not been possible previously. The book's editors contend that as result of recent technological developments combined with the integrated knowledge available from research on teaching, instruction, students' thinking, and assessment, curriculum developers, researchers, and teacher educators are faced with an unprecedented opportunity for making dramatic changes. The book presents content considerations that occur when the mathematics of graphs and functions relate to curriculum. It also examines content in a carefully considered integration of research that conveys where the field stands and where it might go. Drawing heavily on their own work, the chapter authors reconceptualize research in their specific areas so that this knowledge is integrated with the others' strands. This model for synthesizing research can serve as a paradigm for how research in mathematics education can -- and probably should -- proceed.

Until recently there had been relatively little integration of programs of research on teaching, learning, curriculum, and assessment. However, in the last few years it has become increasingly apparent that a more unified program of research is needed to acquire an understanding of teaching and learning in schools that will inform curriculum development and assessment. The chapters in this volume represent a first step toward an integration of research paradigms in one clearly specified mathematical domain. Integrating a number of different research perspectives is a complex task, and ways must be found to reduce the complexity without sacrificing the integration. The research discussed in this volume is tied together because it deals with a common content strand. During the last ten years specific content domains have served as focal points for research on the development of mathematical concepts in children. The areas of addition and subtraction, algebra, rational numbers, and geometry are notable examples. Whether a similar organizational structure will prevail for programs of research that integrate the study of teaching, learning, curriculum, and assessment is an open question. The perspectives presented in this volume illustrate the potential for adopting this perspective.

A hallmark of much of the research on children's thinking in the 1970s had been the focus on explicit content domains. Much of this research had been represented by an eclectic collection of studies sampled from a variety of disciplines and content areas. However, in the few years before this publication, research in several content domains has begun to coalesce into a coherent body of knowledge. Originally published in 1982, the chapters in this work represent one of the first attempts to bring together the perspectives of a variety of different researchers investigating a specific, well defined content domain. This book presents theoretical views and research findings of a group of international scholars who are investigating the early acquisition of addition and subtraction skills by young children. Together, the contributors bring a blend of psychology, educational psychology, and mathematics education to this topic. Fields of interest such as information processing, artificial intelligence, early childhood, and classroom teaching and learning are included in this blend.

The research reported in this book provides reliable evidence on and knowledge about mathematics and science instruction that emphasizes student understanding--instruction consistent with the needs of students who will be citizens in an increasingly demanding technological world. The National Center for Improving Student Learning in Mathematics and Science--established in 1996 as a research center and funded by the U.S. Department of Education--was instrumental in developing instructional practices supportive of high student achievement in and understanding of mathematics and science concepts. NCISLA researchers worked with teachers, students, and administrators to construct learning environments that exemplify current research and theory about effective learning of mathematics and science. The careful programs of research conducted examined how instructional content and design, assessment, professional development, and organizational support can be designed, implemented, and orchestrated to support the learning of all students. This book presents a summary of the concepts, findings, and conclusions of the Center's research from 1996-2001. In the Introduction, the chapters in Understanding Mathematics and Science Matters are situated in terms of the reform movement in school mathematics and school science. Three thematically structured sections focus on, respectively, research directed toward what is involved when students learn mathematics and science with understanding; research on the role of teachers and the problems they face when attempting to teach their students mathematics and science with understanding; and a collaboration among some of the contributors to this volume to gather information about classroom assessment practices and organizational support for reform. The goal of this book is to help educational practitioners, policymakers, and the general public to see the validity of the reform recommendations, understand the recommended guidelines, and to use these to transform teaching and learning of mathematics and science in U.S. classrooms.

The research reported in this book provides reliable evidence on and knowledge about mathematics and science instruction that emphasizes student understanding--instruction consistent with the needs of students who will be citizens in an increasingly demanding technological world. The National Center for Improving Student Learning in Mathematics and Science--established in 1996 as a research center and funded by the U.S. Department of Education--was instrumental in developing instructional practices supportive of high student achievement in and understanding of mathematics and science concepts. NCISLA researchers worked with teachers, students, and administrators to construct learning environments that exemplify current research and theory about effective learning of mathematics and science. The careful programs of research conducted examined how instructional content and design, assessment, professional development, and organizational support can be designed, implemented, and orchestrated to support the learning of all students. This book presents a summary of the concepts, findings, and conclusions of the Center's research from 1996-2001. In the Introduction, the chapters in Understanding Mathematics and Science Matters are situated in terms of the reform movement in school mathematics and school science. Three thematically structured sections focus on, respectively, research directed toward what is involved when students learn mathematics and science with understanding; research on the role of teachers and the problems they face when attempting to teach their students mathematics and science with understanding; and a collaboration among some of the contributors to this volume to gather information about classroom assessment practices and organizational support for reform. The goal of this book is to help educational practitioners, policymakers, and the general public to see the validity of the reform recommendations, understand the recommended guidelines, and to use these to transform teaching and learning of mathematics and science in U.S. classrooms.

This volume focuses on the important mathematical idea of functions that, with the technology of computers and calculators, can be dynamically represented in ways that have not been possible previously. The book's editors contend that as result of recent technological developments combined with the integrated knowledge available from research on teaching, instruction, students' thinking, and assessment, curriculum developers, researchers, and teacher educators are faced with an unprecedented opportunity for making dramatic changes.
The book presents content considerations that occur when the mathematics of graphs and functions relate to curriculum. It also examines content in a carefully considered integration of research that conveys where the field stands and where it might go. Drawing heavily on their own work, the chapter authors reconceptualize research in their specific areas so that this knowledge is integrated with the others' strands. This model for synthesizing research can serve as a paradigm for how research in mathematics education can -- and probably should -- proceed.

Until recently there had been relatively little integration of programs of research on teaching, learning, curriculum, and assessment. However, in the last few years it has become increasingly apparent that a more unified program of research is needed to acquire an understanding of teaching and learning in schools that will inform curriculum development and assessment. The chapters in this volume represent a first step toward an integration of research paradigms in one clearly specified mathematical domain.
Integrating a number of different research perspectives is a complex task, and ways must be found to reduce the complexity without sacrificing the integration. The research discussed in this volume is tied together because it deals with a common content strand. During the last ten years specific content domains have served as focal points for research on the development of mathematical concepts in children. The areas of addition and subtraction, algebra, rational numbers, and geometry are notable examples. Whether a similar organizational structure will prevail for programs of research that integrate the study of teaching, learning, curriculum, and assessment is an open question. The perspectives presented in this volume illustrate the potential for adopting this perspective.

Expert guidance on the art and science of driving secure behaviors Transformational Security Awareness empowers security leaders with the information and resources they need to assemble and deliver effective world-class security awareness programs that drive secure behaviors and culture change. When all other processes, controls, and technologies fail, humans are your last line of defense. But, how can you prepare them? Frustrated with ineffective training paradigms, most security leaders know that there must be a better way. A way that engages users, shapes behaviors, and fosters an organizational culture that encourages and reinforces security-related values. The good news is that there is hope. That's what Transformational Security Awareness is all about. Author Perry Carpenter weaves together insights and best practices from experts in communication, persuasion, psychology, behavioral economics, organizational culture management, employee engagement, and storytelling to create a multidisciplinary masterpiece that transcends traditional security education and sets you on the path to make a lasting impact in your organization. Find out what you need to know about marketing, communication, behavior science, and culture management Overcome the knowledge-intention-behavior gap Optimize your program to work with the realities of human nature Use simulations, games, surveys, and leverage new trends like escape rooms to teach security awareness Put effective training together into a well-crafted campaign with ambassadors Understand the keys to sustained success and ongoing culture change Measure your success and establish continuous improvements Do you care more about what your employees know or what they do? It's time to transform the way we think about security awareness. If your organization is stuck in a security awareness rut, using the same ineffective strategies, materials, and information that might check a compliance box but still leaves your organization wide open to phishing, social engineering, and security-related employee mistakes and oversights, then you NEED this book.

In this book, originally published in 1964, Peter Carpenter discusses the 'era approach' to teaching history, where short and unrelated periods are chosen for special study, and the students are encouraged to investigate them actively. He also supplies a specimen curriculum for use in secondary schools. This book will be of value to anyone with an interest in the history of education.

Sensory testing has been in existence ever since man started to use his senses to judge the quality and safety of drinking water and foodstuffs. With the onset of trading, there were several developments that led to more formalized testing, involving professional tasters and grading systems. Many of these grading systems are still in existence today and continue to serve a useful purpose, for example in assessing tea, coffee, and wines. However, there has also been a growing need for methods for well-repli cated, objective, unbiased sensory assessment, which can be applied rou tinely across a wide range of foods. Sensory analysis seeks to satisfy this need. Sensory analysis is not new to the food industry, but its application as a basic tool in food product development and quality control has not always been given the recognition and acceptance it deserves. This, we believe, is largely due to the lack of understanding about what sensory analysis can offer in product research, development, and marketing and a fear that the discipline is "too scientific" to be practical. To some extent, sensory scien tists have perpetuated this fear by failing to recognize the industrial con straints to implementing sensory testing procedures. These Guidelines are an attempt to redress the balance."

Experimental economists are leaving the reservation. They are recruiting subjects in the field rather than in the classroom, using field goods rather than induced valuations, and using field context rather than abstract terminology in instructions. This volume examines the methodology of field experiments, and offers a wide array of applications of field experiments.

The methodological issues revolve around the ability of field experimenters to ensure the same degree of control that lab experimenters claim. The applications cover issues such as risk and time preferences of the Danish population, savings decisions of the Canadian working poor, differences between the social preferences of American students and workers, the effect of educational vouchers on American school children, and differences in bargaining behavior across nations. This volume serves as an introduction to the issues and applications of this new area of experimental economics.

This scarce antiquarian book is included in our special Legacy Reprint Series. In the interest of creating a more extensive selection of rare historical book reprints, we have chosen to reproduce this title even though it may possibly have occasional imperfections such as missing and blurred pages, missing text, poor pictures, markings, dark backgrounds and other reproduction issues beyond our control. Because this work is culturally important, we have made it available as a part of our commitment to protecting, preserving and promoting the world's literature.

This scarce antiquarian book is a selection from Kessinger Publishing's Legacy Reprint Series. Due to its age, it may contain imperfections such as marks, notations, marginalia and flawed pages. Because we believe this work is culturally important, we have made it available as part of our commitment to protecting, preserving, and promoting the world's literature. Kessinger Publishing is the place to find hundreds of thousands of rare and hard-to-find books with something of interest for everyone!

This scarce antiquarian book is included in our special Legacy Reprint Series. In the interest of creating a more extensive selection of rare historical book reprints, we have chosen to reproduce this title even though it may possibly have occasional imperfections such as missing and blurred pages, missing text, poor pictures, markings, dark backgrounds and other reproduction issues beyond our control. Because this work is culturally important, we have made it available as a part of our commitment to protecting, preserving and promoting the world's literature.