000			03878cam a22003858i 4500
001			22755961
003			OSt
005			20250412091357.0
008			220818s2023 flu b 000 0 eng
020			_a9781032034096 [paperback]
040			_aUniversity of Cebu-Banilad _cUniversity of Cebu-Banilad
100	1		_aShoemaker, Dan, _eauthor.
245	1	0	_aTeaching cybersecurity : _ba handbook for teaching the cybersecurity body of knowledge in a conventional classroom / _cDaniel Shoemaker, Ken Sigler, and Tamara Shoemaker.
250			_aFirst edition.
260			_aBoca Raton : _bCRC Press, _cc2023.
300			_axxvi, 202 pages : _bcolor illustrations ;
336			_atext _2rdacontent
337			_aunmediated _2rdamedia
338			_avolume _2rdacarrier
490	1		_aSecurity, Audit and Leadership Series
504			_aIncludes bibliographical references.
505			_aContents: Chapter 1 Why you should read this book -- Chapter 2 Getting down to business: data security -- Chapter 3 Software security: software underlies everything -- Chapter 4 Component security: it all starts with components -- Chapter 5 Connection security -- Chapter 6 System security: assembling the parts into a useful whole -- Chapter 7 Human security: human-centered threats -- Chapter 8 Organizational security: introduction -- Chapter 9 Societal security: security and society.
520			_a"Let's be realistic here. Ordinary K-12 educators don't know what "cybersecurity" is and could probably care less about incorporating it into their lesson plans. Yet, teaching cybersecurity is a critical national priority. So, this book aims to cut through the usual roadblocks of confusing technical jargon and industry stovepipes and give you, the classroom teacher, a unified understanding of what must be taught. That advice is based on a single authoritative definition of the field. In 2017, the three societies that write the standards for computing, software engineering, and information systems came together to define a single model of the field of cybersecurity. It is based on eight building blocks. That definition is presented here. However, we also understand that secondary school teachers are not experts in arcane subjects like software, component, human, or societal security. Therefore, this book explains cybersecurity through a simple story rather than diving into execution details. Tom, a high school teacher, and Lucy, a middle school teacher, are tasked by their district to develop a cybersecurity course for students in their respective schools. They are aided in this by "The Doc," an odd fellow but an expert in the field. Together they work their way through the content of each topic area, helping each other to understand what the student at each level in the educational process has to learn. The explanations are simple, easy to understand, and geared toward the teaching aspect rather than the actual performance of cybersecurity work. Each chapter is a self-contained explanation of the cybersecurity content in that area geared to teaching both middle and high school audiences. The eight component areas are standalone in that they can be taught separately. But the real value lies in the comprehensive but easy-to-understand picture that the reader will get of a complicated field."--Provided by the publisher
521			_aAdult
541			_xBrigoli, Darlyne _yCollege of Computer Engineering _zComputer Engineering
546			_aText in English
650		0	_aComputer networks _xSecurity measires _xStudy and teaching.
650		0	_aInternet _xSecurity measures _xStudy and teaching.
700	1		_aSigler, Kenneth, _eauthor.
700	1		_aShoemaker, Tamara, _c(Cyber security expert), _eauthor.
942			_2ddc _cBK
998			_cadryann[new] _d04/10/2025
998			_cJanna [edited] _d04/12/2025
999			_c13480 _d13480