Cybersecurity: An overview of cyber challenges facing the nation, and actions needed

Federal agencies and the nation’s critical infrastructure — such as energy, transportation systems, communications, and financial services — depend on Information Technology (IT) systems to carry out operations and process essential data. However, the risks to these IT systems are increasing—including insider threats from witting or unwitting employees, escalating and emerging threats from around the globe, and the emergence of new and more destructive attacks. Rapid developments in new technologies, such as artificial intelligence, the Internet of Things, and ubiquitous Internet and cellular connectivity, can also introduce security issues. Over 28,000 security incidents were reported by federal civilian agencies to the Department of Homeland Security in FY 2019.

Additionally, since many government IT systems contain vast amounts of personally identifiable information (PII), federal agencies must protect the confidentiality, integrity, and availability of this information—and effectively respond to data breaches and security incidents. Likewise, the trend in the private sector of collecting extensive and detailed information about individuals needs appropriate limits.

To highlight the importance of these issues, Government Accountability Office (GAO) has designated information security as a government-wide high-risk area since 1997. This high-risk area was expanded in 2003 to include the protection of critical cyber infrastructure and, in 2015, to include protecting the privacy of PII.

GAO has made about 3,300 recommendations to federal agencies to address cybersecurity shortcomings—and we reported that more than 750 of these had not been fully implemented as of December 2020. We designated 67 as priority, meaning that we believe they warrant priority attention from heads of key departments and agencies.

Adapted from: https://www.gao.gov/cybersecurity. Available on November 16th, 2022

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However, teachers and teachers in training need to be able to use approaches and methods flexibly and creatively based on their own judgment and experience. In the process, they should be encouraged to transform and adapt the methods they use to make them their own. Training in the techniques and procedures of a specific method is probably essential for novice teachers entering teaching, because it provides them with the confidence they will need to face learners and it provides techniques and strategies for presenting lessons. In the early stages, teaching is largely a matter of applying procedures and techniques developed by others. An approach or a predetermined method, with its associated activities, principles, and techniques, may be an essential starting point for an inexperienced teacher, but it should be seen only as that. As the teacher gains experience and knowledge, he or she will begin to develop an individual approach or personal method of teaching, one that draws on an established approach or method but that also uniquely reflects the teacher's individual beliefs, values, principles, and experiences. This may not lead to abandonment of the approach or method the teacher started out using but will lead to a modification of it as the teacher adds, modifies, and adjusts the approach or method to the realities of the classroom.

(Source: Jack C. Richards. Approaches and Methods in Language Teaching (Cambridge Language Teaching Library) (Locais do Kindle 3227-3233). Edição do Kindle).