The majority of online fraud occurs through electronic communication. We receive emails daily that identify some type of phishing scheme or web spoofing, which can be deleted with a simple click of the delete button. But what happens when your personal information has been stolen through a third-party vendorâs technical error while you made a purchase from your local retail store, who stores your credit card and personal information within a remote database? The purpose of this assignment is to analyze a recent breach and determine the causes and steps that can be taken to resolve the issue.
Prompt
Research a recent news headline of a retail chain that has been breached recently and analyze the scenario. What caused the issue? What steps can be taken moving forward to resolve the issue? Use research and specific examples to support your resolution recommendations.
Specifically the following critical elements must be addressed:
Analyze a recent news headline of a retail chain that has been breached recently.
Assess the cause of the retail chain breach.
Determine steps that can be taken moving forward to resolve the breach.
Sample Solution
ehaviour [â¦] where a teacher is consistently upbeat and positive, the class will catch the same moodâ. This helps us construct an inspirational environment. First we set high expectations for the entire class, so pupils know what is expected of them. As per Standard 1, the teacher must âdemonstrate consistently the positive attitudes, values and behaviour which are expected of pupilsâ. In my classroom observations, this started with the teacher: she was a model of respect and politeness, always using pupil names, âpleaseâ and âthank youâ. The teacher was then able to point to her consistent behaviour as a model of expectation for pupils to attain. Teachers must also set high academic expectations by challenging students to strive for accuracy and correctness. Lemov (2015) states that âhigh expectations are the most reliable driver of high student achievement [â¦] even in students who do not have a history of successful achievementâ. I observed in class that when a student gave a partially correct or incomplete answer, the teacher would not say âThatâs rightâ and complete the answer, in effect ârounding upâ for the pupil. This sets a low standard for correctness and shows pupils they can be considered ârightâ even by giving incomplete answers. Instead, the teacher provided encouragement and support, by saying âYouâre almost thereâ (or some variation) and asking guiding questions to encourage further thought. This sets a high academic expectation: that correct answers matter, and that we believe they are capable of achieving them. Teachers must remain consistent in the application of these high standards; students who are unaware of expectations are unable to meet them. The Government states that âa clear behaviour policy [â¦] underpins effective learning; pupils [â¦] should be clear of the high standards of behaviour expected at all timesâ (DfE 2014b: 8). Consistency and routine are stated aims of the Standards. However, the setting of high expectations cannot be a âone-size-fits-allâ approach. For example, it is important to set high expectations for pupils with Special Educational Needs (SEN), but it may be necessary to tailor lesson plans to meet learning needs. Searcy and Maroney (1996) state that by planning to support SEN pupils, these children can still attain the high standards expected, so the classroom is inclusive. Finally, students must receive feedback to know whether they are meeting expectations. One of the best ways of doing this is providing specific, individualised feedback. Brookhart (2017) suggests that individualised feedback has âone of the highest effect sizes on student achievementâ. In the classroom, I observed that the teacher did not use generic feedback about the pupil as a person (such as âyouâre smartâ or âgood boy/girlâ). The teacher drew attention to how each individual solved the problem before them; that is, drawing the pupilâs attention to the strategy or process they used to solve the task, rather than complimenting them on a correct answer, is most helpful in reinforcing their success. This is supported by Shute (2008) who calls for feedback that is âspecific and clear, avoiding comparisons with other studentsâ. This implies that when pupils m>
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ehaviour [â¦] where a teacher is consistently upbeat and positive, the class will catch the same moodâ. This helps us construct an inspirational environment. First we set high expectations for the entire class, so pupils know what is expected of them. As per Standard 1, the teacher must âdemonstrate consistently the positive attitudes, values and behaviour which are expected of pupilsâ. In my classroom observations, this started with the teacher: she was a model of respect and politeness, always using pupil names, âpleaseâ and âthank youâ. The teacher was then able to point to her consistent behaviour as a model of expectation for pupils to attain. Teachers must also set high academic expectations by challenging students to strive for accuracy and correctness. Lemov (2015) states that âhigh expectations are the most reliable driver of high student achievement [â¦] even in students who do not have a history of successful achievementâ. I observed in class that when a student gave a partially correct or incomplete answer, the teacher would not say âThatâs rightâ and complete the answer, in effect ârounding upâ for the pupil. This sets a low standard for correctness and shows pupils they can be considered ârightâ even by giving incomplete answers. Instead, the teacher provided encouragement and support, by saying âYouâre almost thereâ (or some variation) and asking guiding questions to encourage further thought. This sets a high academic expectation: that correct answers matter, and that we believe they are capable of achieving them. Teachers must remain consistent in the application of these high standards; students who are unaware of expectations are unable to meet them. The Government states that âa clear behaviour policy [â¦] underpins effective learning; pupils [â¦] should be clear of the high standards of behaviour expected at all timesâ (DfE 2014b: 8). Consistency and routine are stated aims of the Standards. However, the setting of high expectations cannot be a âone-size-fits-allâ approach. For example, it is important to set high expectations for pupils with Special Educational Needs (SEN), but it may be necessary to tailor lesson plans to meet learning needs. Searcy and Maroney (1996) state that by planning to support SEN pupils, these children can still attain the high standards expected, so the classroom is inclusive. Finally, students must receive feedback to know whether they are meeting expectations. One of the best ways of doing this is providing specific, individualised feedback. Brookhart (2017) suggests that individualised feedback has âone of the highest effect sizes on student achievementâ. In the classroom, I observed that the teacher did not use generic feedback about the pupil as a person (such as âyouâre smartâ or âgood boy/girlâ). The teacher drew attention to how each individual solved the problem before them; that is, drawing the pupilâs attention to the strategy or process they used to solve the task, rather than complimenting them on a correct answer, is most helpful in reinforcing their success. This is supported by Shute (2008) who calls for feedback that is âspecific and clear, avoiding comparisons with other studentsâ. This implies that when pupils m>
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