Suchergebnisse

The existence of sophisticated and integrated cyberspace aboard ships with information technology (IT) and operational technology (OT) makes cybersecurity a crucial concern for the maritime sector. The marine sector has benefited greatly from information and communication technologies, but they have also made ship systems and maritime infrastructure more susceptible to cyberattacks. Cyberattacks on ships have the potential to result in fatalities, severe financial losses, environmental damage, and other negative effects. A model course or specification for maritime cyber security education and training through the International Convention on Standards of Training, Certification, and Watchkeeping for Seafarers (STCW) 1978 has not yet been published by the International Maritime Organization (IMO), despite the fact that MSC.428 mandates cyber security risk management in the safety management system on ships to combat cyber-attacks and improve cyber resistance in maritime environments. The Analytic Hierarchical Process (AHP) technique is used in this work to offer a model for a curriculum for cyber security in the Maritime Education and Training (MET) system. It is possible to identify each competency's priority in the MET system's cyber security curriculum by comparing the relative weights assigned to each one. The results of the research provide the Met Institutions with the ability to be proactive and include cyber security knowledge and abilities into proposed curricula.

Current issues regarding the education of children with disabilities who are placed with kinship caregivers are highlighted using qualitative data on low-income African American kinship care providers who are 40–70 years old. Examined are the historical and social implications of kinship care, and the challenges facing the formal education of these children. Also explored are suggestions of kinship caregivers for improving the relationship between the school and their grandchildren. Kinship caregivers continue to highly value education as a priority for the children in their care. Despite difficulties in interacting with schools, kinship caregivers identify collaborative relationships they want with education providers.

This article argues that weaknesses in the school's socialization of democratic values can be traced to culturally patterned strains in American education. Such strains are cultural adaptations to a conflict between educational knowledge and order, on the one hand, and egalitarian politics in America, on the other. After treating a defective explanation for the school's weakness as a democratic socialization agent–the "hidden curriculum" approach–the article outlines the conflict between democratic politics and "the basic shape of schooling." The article concludes by tracing the deleterious effect of this conflict on teachers, curricula, and students.

What makes girls avoid math, science, and technology in school? And what can teacher educators do to help new teachers keep this from happening so that all of our children's talents can find expression? These two volumes provide teaching materials and background information on gender equity for teacher educators in mathematics, science, and technology education and their students. A practical guide, Gender Equity Right from the Start is usable by professors of education for preservice teachers and by staff developers for in-service teachers. By adapting the material for other subjects, it can