Guiding Questions Sample Clauses
The 'Guiding questions' clause establishes a set of key inquiries or prompts intended to direct discussion, analysis, or decision-making within the context of an agreement or process. Typically, this clause outlines specific questions that parties should consider when interpreting provisions, evaluating performance, or resolving ambiguities. By providing a structured framework for reflection, the clause helps ensure that all relevant aspects are thoughtfully addressed, thereby promoting clarity and consistency in the application or understanding of the agreement.
Guiding Questions. Districts must ask themselves three questions before making ECSE purchases. If a district is unsure if an expenditure is allowable, they should contact the Fiscal Oversight Special Education Finance contact prior to making the purchase. The answer to this question should be yes. The district requires teachers, supplies, and equipment for the program to exist. However, some items are not necessary for the program to exist. For instance, a district would not need a washing machine in order to provide ECSE services.
Guiding Questions. What types of attack can a threat initiate? Where are the interfaces between the target system and cyberspace, and how can attacks be launched through these interfaces?
Guiding Questions. What observable events at the network layer could give useful information about the likelihood/frequency of attacks? (Network-layer indicators.) This question should be asked for each identified threat scenario and incident. What observable events at the application layer could give useful information about the likelihood/frequency of successful or unsuccessful attacks? (Application-layer indicators.) This question should be asked for each identified threat scenario and incident. What information can we get from vulnerability scanners or security tests? (Test result indicators). This question should be asked for each identified vulnerability. What do we otherwise know about the threats, vulnerabilities, threat scenarios, incidents or assets that could help us assess the level of cyber-risk? (Business configuration indicators.) These questions should be asked for each element of the risk model.
Guiding Questions. What incidents could directly harm the identified assets? What incidents could result from a successful attack?
Guiding Questions. Which malicious actors could want to perform a cyber-attack? Here we should consider all possible motives and intentions, including financial gain, revenge or grudges, political or religious agendas, espionage, or simply fun and a desire to prove one's ability. Which non-malicious actors could potentially initiate cyber-incidents through, for example, neglect or lack of competence?
Guiding Questions. What are the tangible or intangible entities of value for the party (client) that could potentially be harmed by a cyber-incident? Here we should pay special attention to confidentiality, integrity or availability of data or services that the party is responsible for or dependent upon.
Guiding Questions. Departmental Equity Recruitment, Hiring and Retention of VOM Staff Equity
Guiding Questions. How can we reduce the vulnerabilities? How can we reduce the consequence of the incidents? How can we reduce the likelihood that the threats will initiate an attack? Are there other ways to reduce the likelihood of threat scenarios and incidents?
Guiding Questions. What makes it possible for an attack to succeed? Where are the weaknesses in our defence mechanisms?
Guiding Questions. How difficult is to embed this type of courses at your university? Is it embedded structurally or artificially (temporary, free-floating course...)? Was the course optional/compulsory? Do you have resources to sustain this type of course? Do you intend to iterate the course at your university / in other university, or not at all? What’s next? What are the expected outcomes of the course as a whole? Who are the main beneficiaries? Do you think this experience may impact your teaching practice / design practice? How? Do you think this format will continue to inspire local teaching programmes?
1. Capitalizing on the skills developed by academic and coordinating teams after the initial experiences. “I feel more secure. I have more ideas about how to design and make stronger content [after the first trial]. It's a pity if you cannot iterate and improve”, explains one of the educational developers. The effort invested in understanding, implementing, and taking ownership of the ENLIGHT course has provided a proven opportunity for skill enhancement among many coordinators who would like to continue improving the ENLIGHT model with each edition.
2. Leveraging the pedagogical resources created by lecturers and academic coordinators within the framework of BIPs and other pedagogical formats in ENLIGHT.
3. Using course iterations as an experimental pedagogical springboard leading to longer and more sustainable teaching formats (specialized master's programmes, joint degrees, international research projects).