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050-ENVCSE01 CSE RSA enVision Essentials (new update) teaching |

050-ENVCSE01 teaching - CSE RSA enVision Essentials (new update) Updated: 2024

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Exam Code: 050-ENVCSE01 CSE RSA enVision Essentials (new update) teaching January 2024 by team

050-ENVCSE01 CSE RSA enVision Essentials (new update)

Exam: 050-ENVCSE01 CSE RSA enVision Essentials

Exam Details:
- Number of Questions: The exam consists of approximately 60 multiple-choice questions.
- Time: Candidates are given 90 minutes to complete the exam.

Course Outline:
The CSE RSA enVision Essentials course is designed to provide professionals with the knowledge and skills required to install, configure, and manage RSA enVision solutions. The course covers the following topics:

1. Introduction to RSA enVision
- Overview of log management and SIEM concepts
- Understanding the role of RSA enVision
- RSA enVision architecture and components
- Navigating and accessing RSA enVision interface

2. RSA enVision Installation and Configuration
- Pre-installation planning and requirements
- Installing and configuring RSA enVision software
- Setting up data sources and log collection
- Configuring event processing and storage

3. RSA enVision Event Analysis and Monitoring
- Monitoring real-time events and alerts
- Analyzing and correlating log data
- Building and managing event rules
- Implementing incident detection and response

4. RSA enVision Reports and Dashboards
- Generating standard and custom reports
- Creating and configuring dashboards
- Visualizing and interpreting data
- Using analytics for security monitoring

5. RSA enVision Administration and Maintenance
- Managing user roles and permissions
- Configuring system settings and integration
- Performing backup and recovery tasks
- Monitoring and maintaining RSA enVision solution

Exam Objectives:
The exam aims to assess candidates' understanding and proficiency in the following areas:

1. RSA enVision fundamentals and concepts
2. Installation and configuration of RSA enVision software
3. Event analysis and monitoring using RSA enVision
4. Reports and dashboards in RSA enVision
5. Administration and maintenance of RSA enVision solution

Exam Syllabus:
The exam syllabus covers the topics mentioned in the course outline, including:

- Introduction to RSA enVision
- RSA enVision Installation and Configuration
- RSA enVision Event Analysis and Monitoring
- RSA enVision Reports and Dashboards
- RSA enVision Administration and Maintenance
CSE RSA enVision Essentials (new update)
RSA Essentials teaching

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CSE RSA enVision Essentials (new update)
Question: 89
True or False: According to PCI Auditors, inadequate logging is one of the top three
areas of failure for the Payment Card Industry (PCI) Data Security Standard (DSS).
A. True
B. False
Answer: A
Question: 90
In the enVision data flow, which of the following sequences represents the correct
series of events? (Check the one best answer.)
A. Data collection, data reporting, nugget creation, IPDB storage, data packaging
B. Data collection, IPDB storage, nugget creation, data packaging, data reporting
C. Data collection, nugget creation, data packaging, IPDB storage, event reporting
D. Data collection, data packaging, IPDB storage, nugget creation, event reporting
Answer: C
Question: 91
What determines the severity level of an Alert Category? (Check the one best answer.)
A. The threshold level of the Trend parameter.
B. The greatest deviation from the baseline value.
C. The level of output actions specified for an alert.
D. The number of times a specific alert is repeated in a specified time period.
Answer: B
Question: 92
For the functions of collecting, storing, and managing event log data RSA enVision
utilizes what kind of database architecture? (Check the one best answer.)
A. Internet protocol database
B. Relational database
C. Both
D. RSA enVision does not use a database architecture
Answer: A
Question: 93
True or False: A "log" is a record of an event or activity occurring within an
organization's systems or networks.
A. True
B. False
Answer: A
Question: 94
A single RSA enVision Site can NOT contain more than one of which of the following
components? (Check the one best answer.)
A. Local Collector (LC)
B. Remote Collector (RC)
C. Database Server (D-SRV)
D. Application Server (A-SRV)
Answer: C
Question: 95
The set of enVision services is the same for both single unit appliances and multiple
unit appliances
A. True
B. False
Answer: B
Question: 96
Which of the following describes the timestamp that is shown in the Event Viewer
Date/Time field? (Check the one best answer.)
A. The timestamp is from the source device for that event.
B. The timestamp is from the enVision collector that is appended to the event.
C. The timestamp indicates the time the event was first viewed in Event Viewer.
D. The timestamp indicates the elapsed time between event origination and capture.
Answer: B
Question: 97
What should you reference to determine if RSA enVision's standard reports comply
with the Sarbanes-Oxley (SOX) or the BASEL II standards? (Check the one best
A. Sarbanes-Oxley and BASEL II web sites which list compliance reports available
from enVision
B. The enVision administrative interface which by default includes both SOX and
BASEL II reports
C. The Best Practices tool section of the Overview Tab which provides anoverview
with links to compliance related documents
D. The Compliance Report Filter (CRF) which can be downloaded from the RSA
enVision Support web site to print all compliance reports
Answer: C
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RSA Essentials teaching - BingNews Search results RSA Essentials teaching - BingNews Essential Course and Teaching Resources

Resources for Supporting Our Campuses in Politically Fraught Times

(compiled by Tasha Souza, Cynthia Ganote, Libby Roderick, & Floyd Cheung after 2016 election)

Resources to frame conversations both in and outside of the classroom.

Teaching after Charlottesville by Derek Bruff

  • A review of best-practices for faculty-student interactions after a traumatic event
  • Resources specific to teaching in the wake of violence at Charlottesville in 2017

Discussing Traumatic Events from UC Berkeley

  • Guidelines on how to prepare for and structure a discussion, if you should choose to do so

Video by Brené Brown on Empathy

  • 3-minute video on distinction between empathy and sympathy
  • Strategies about how to listen to and connect with someone who is suffering

Calling In: A Quick Guide on When and How​ by Sian Ferguson

  • Distinction between calling out and calling in as ways to get someone to stop an oppressive behavior
  • Calling in attempts to do this in the most loving, self-respecting way possible
The Faculty Focus Special Report on ​Diversity and Inclusion in the College Classroom
  • ​”Managing Hot Moments in the Classroom: Concrete Strategies for Cooling Down Tension” (p. 4)
  • “Seven Bricks to Lay the Foundation for Productive Difficult Dialogues” (p. 6)
  • ​”Overcoming Racial Tension: Using Student Voices to Create Safe Spaces​ in the Classroom” (p.9)
  • “​Managing Microaggressions in the College Classroom” (p. 10).
Responding to Everyday Bigotry from Southern Poverty Law Center
  • Strategies for responding to bigotry at work, home, in public, and in yourself
Responding to Microaggressions with Microresistance: A Framework for Consideration by Cynthia Ganote, Floyd Cheung, and Tasha Souza (pp. 3-7)
  • Theory of how microresistance can be an effective response to microaggression
Self-Care Resources for Days When the World Is Terrible compiled by Miriam Zoila Pérez
  • Ideas for how to maintain health, sanity, and integrity
  • Includes resources for everyone but especially for people of color and LGBTQ individuals


Start Talking: A Handbook for Engaging Difficult Dialogues in Higher Education, ed. Kay Landis, University of Alaska Anchorage

  • Field manual of strategies for engaging controversial topics in the classroom.
Stop Talking: Indigenous Ways of Teaching and Learning and Difficult Dialogues in Higher Education by Libby Roderick and Ilarion Merculieff
Thu, 07 Sep 2023 07:21:00 -0500 en text/html
GCSE English will no longer be handwritten under exam board plans No result found, try new keyword!GCSE English exams will no longer need to be handwritten under plans by one of the country’s largest assessment boards. From 2025, pupils taking both English Language and English Literature with the ... Wed, 03 Jan 2024 10:01:00 -0600 en-us text/html Events and programs in support of teaching excellence

Open programming

We offer a variety of programs to support and empower you in developing your pedagogical skills and advancing your teaching practice.

Book group on inclusive instruction

This semester we will facilitate a book group on the recent publication What Inclusive Instructors Do: Principles and Practices for Excellence in College Teaching by Tracie Marcella Addy, Derek Dube, Khadijah A. Mitchell and Mallory SoRelle. Along with reading and meeting for discussion, participants in the book group will be encouraged to implement a new teaching strategy and to reflect on and share the results with the group.

This book group is now full. Please check back for future announcements regarding events and programs.

New faculty programming

We now offer special programming for new faculty: a week-long orientation to teaching to help you prepare to teach at the University of Nevada, Reno for the first time and a more in-depth development program across the first year.

New faculty orientation to teaching

We created this week-long course to welcome faculty and introduce you to essential teaching and learning policies and support resources for teaching and learning on campus.

New faculty cohort program

We created this year-long program to promote deeper learning about teaching in a faculty learning community. We hope to advance your knowledge and competencies in core teaching areas, and to promote your reflection on and advancements in teaching. Our program aims to be comprehensive but also give you some choice as you more deeply pursue topics that are of interest to faculty and most relevant to your teaching.

Mon, 05 Dec 2022 06:27:00 -0600 en-us text/html
Essential principles of digital teaching

It is essential that all students are able to access their course content in one place consistently. This will minimize confusion for your students. Whatever resources you wish to make available to your students, upload them to Moodle so that your students will easily and securely know where to find them. Moodle also offers many ways for you to maintain connection with your students. We encourage you to consider building in ways for students to engage with you, each other and with course content.

Add captioning to your videos

It is imperative that we do not exclude any of our students from learning online. If you choose to make videos using other software, we recommend uploading them to Yuja, which will automatically create captions and a transcript for your videos.

Create asynchronous learning opportunities

While many students have home internet and a reliable computer, some do not. We encourage you to poll your students to help you decide how to organize your teaching. Creating asynchronous learning opportunities, including a wide range of engagement activities, will minimize their data usage and allow the most flexibility for them while maintaining your teaching presence.

We have worked carefully through privacy issues in creating the supported workflows. If you are recording a live session, please advise your students that they are being recorded and that their image and voice will be recorded unless they take precautions. If they do not wish to have their image or voice recorded, they should be advised to turn their camera off and not speak. Make yourself available for any follow up questions, notably for students who choose not to be recorded. Please see the Concordia University Educational Technology Guidelines for Faculty and Students for full details.

Uploading your videos to Yuja also has the added benefit of allowing you to securely share your videos. Students cannot download the video into a useable video format which protects your intellectual property. Students also do not need any additional software or need to log in elsewhere because it is built into Moodle. Please see the Concordia University Educational Technology Guidelines for Faculty and Students for full details.

Tue, 18 Jul 2023 01:49:00 -0500 en text/html
4 Essential Tips When Teaching Young Kids About Finance

With more and more states requiring personal finance as an addition to their high school core curriculum, the focus on financial literacy is stronger than ever. However in these younger years, it's primarily left up to the parents to teach their child about finance. Since finance can be extraordinary complicated and most adults don't even understand it, this can be intimidating for parents. What to teach and where to start?

Luckily, the need for financial education at an earlier age has caught the attention of many, including non-profits, businesses and legislators. One company in particular, inherQuests, focuses specifically on educating young girls about finance. Founded by Dina Shoman, a banking veteran from Jordan, inherQuest's goal is to build young women’s financial confidence and help them make smarter choices for themselves. Shoman grew up in a banking family, who encouraged her at a young age to be educated and empowered when it came to finance. Because of this upbringing, she understood the importance of learning basic financial concepts at a young age. Shoman created inherQuests, which sells Financial Fun Boxes that include experiential and play-based games and activities (Quests) done at home with parents or caregivers to teach finance. Although inherQuests focuses on young girls, she says teaching any young child about finance includes the same basic principals:

  1. Keep it real: Shoman stresses that especially for younger kids in Kindergarten through 2nd grade, keeping money real is critical. While obviously at some point your child will advance to cards and digital banking, in the beginning keep it visual and tangible. For example, set up a savings piggy bank, and have a picture of what they want to save up for attached to it or somewhere visible. Make sure the 'piggy bank' is clear so your child can actually watch their money grow. This keeps them excited, engaged and helps them understand the concept of saving by visualizing it.
  2. Experiential learning: When it comes to finance, young kids are less likely to retain information when they are being given a "lesson" or other traditional teaching styles, so Shoman encourages experiential learning. "It's not about asking kids yes or no questions, or telling them their answer is right or wrong. It's important to first give kids the space to explore the financial concept on their own, and then you can ask questions to help guide them to discover the answer on their own." One example could be a discussion on needs versus wants, which is a good first step in discussing money with your child. Ask your child what they would consider a need. If they say "the beach", rather than telling them that's wrong, talk through why they think it's a need. Ask them what parts of the beach are really important. From there, your child may understand that parts of the beach, like the sun, are needs, while other parts (unlimited ice cream) are wants.
  3. Get involved: Since finance is not taught by schools, and because parents are the single greatest influence on their child, parents are the primary source of financial education for their children. This makes being hands on with your kids and spending quality time with them especially important when learning financial concepts. Shoman explains that she purposefully designed all the games to be used along with the parent at least at first, to encourage this type of interaction. She also recommends asking your child questions after engaging in any financial activity or game. This helps them reflect, keeps the conversation going, and helps you identify where your child may need extra help or what aspects they most enjoyed.
  4. Integrate into real life: Any parent knows, the easiest way to teach a child something is to make it all about them! The above savings jar is a good example of this. You can talk to your child all day long about the importance of savings, and they may hear you...but they aren't really getting it until they are staring at the picture of their dream toy taped to that jar, putting every penny away to get their hands on it.
Mon, 25 Feb 2019 06:35:00 -0600 Liz Frazier en text/html
The importance of teaching generative AI

Key points:

The era of the textbook isn’t dead, but it’s important to start looking forwards rather than backwards when addressing education for school children. Whether we like it or not, it is becoming increasingly clear that generative AI will play a pivotal role in shaping the future and, with the workforce demanding greater expertise in AI, it is crucial to equip the next generation with the knowledge and skills required to thrive in this rapidly-evolving landscape.

School leaders must recognize the importance of incorporating generative AI education into curriculums to prepare students for the jobs of tomorrow.

AI in different mediums

Relying on traditional textbooks alone is insufficient for teaching these vital skills. Instead, curriculums must be innovative and age-appropriate, offering students a comprehensive introduction to generative AI. Tiered learning opportunities are essential, enabling children to build a robust foundation that then adapts as they grow older. Exposure to generative art, music, stories, games, and coding concepts allows students to explore the boundless possibilities of AI and its applications across numerous industries.

The rising popularity of generative AI tools such as OpenAI’s ChatGPT, Google Bard, and MidJourney demonstrates AI’s capacity to generate creative ideas and tackle complex problems. Unfortunately, many schools are not doing enough to prepare students for a future where AI will have an increasingly significant role in everyday life. Introducing AI concepts to school children is crucial to fostering a generation of capable leaders and developing indispensable critical thinking and problem-solving skills.

The key is to offer a fun, engaging, and personalized learning experience, which will help educators inspire and motivate young minds to delve into the world of AI. Providing expert guidance from experienced teachers allows students to develop a strong understanding of AI and its potential applications and, coupled with real-world exposure to the tools mentioned above, there is a real opportunity to democratize the use and access to generative AI at an early age.

Generative AI beyond the workforce

Of course, teaching children about generative AI is not solely about preparing them for future careers; it has numerous benefits that extend beyond the workforce. It can enhance creativity by offering fresh ideas, designs, and artistic expressions and, as children learn to harness this technology in various creative fields, they develop innovative and imaginative thinking. Generative AI also fosters interdisciplinary skills, combining computer science, mathematics, statistics, and domain-specific knowledge, making children versatile and well-rounded in an increasingly interconnected world.

There is also potential for generative AI education to encourage essential ethical discussions surrounding AI technology, privacy concerns, and potential biases. This dialogue will cultivate a generation of ethically conscious leaders who consider the broader implications of AI advancements. Generative AI also serves to improve problem-solving abilities, as it is designed to tackle complex issues and generate innovative solutions. With these skills, children can develop advanced problem-solving skills that they can apply to real-world challenges. Introducing children to generative AI can also promote collaboration and effective communication, both of which are vital for success in an AI-driven world.

It is time for education systems worldwide to review what they are teaching children. Every subject has its place in the school curriculum, and I’m not suggesting that generative AI should be prioritized over anything else. However, just as subjects like art and design are valued skill sets for schoolchildren to be taught, generative AI should have its place in the classroom.

Adapting to the ChatGPT era in education
5 things to know about ChatGPT in education

Latest posts by eSchool Media Contributors (see all)
Wed, 17 May 2023 11:59:00 -0500 Abhishek Bahl, Founder, Jet Learn en-US text/html
Compulsory teaching of mathematics is just as essential as teaching literacy

EWAN McVicar doubts the value of learning mathematics beyond basic arithmetic (Letters, April 25). An immediate response is that we live in a technological society, technology is founded on science and the language of science is mathematics. Anyone lacking mathematical understanding is cut off from an appreciation of the principles underlying most of the technology that we take for granted in everyday life. For this reason alone, the study of mathematics can be justified as a cultural necessity on a par with the study of literature, the arts or even the media.

But there is more. An understanding of mathematics even a little beyond basic arithmetic constantly helps in everyday life.

First example: many people believe that if mortgage interest rates increase by 1per cent then their repayments will increase by 1per cent. Not so: if the interest rate increases from 5per cent to 6per cent, an increase commonly described as 1per cent (more accurately, one percentage point), then mortgage interest payments increase by 20per cent.

Second example: if an investment grows by a certain amount over five years, what is the average annual compound growth rate? To work this out requires logarithms.

Third example: the Richter scale, used to measure the intensity of earthquakes, is a logarithmic scale. What does this mean? Each point on the scale represents an earthquake of 10 times the intensity of the previous point. The decibel scale of sound intensity works similarly.

Fourth example: after a weather forecast stating a 20per cent chance of rain, followed by a rainy day, I have heard people say that the forecast was inaccurate. Not necessarily: an appreciation of elementary probability shows that the chance of rain may have been assessed accurately, but we were unlucky in that an unlikely event occurred.

Fifth example: why does the length of the day change most rapidly at the equinox, when we are midway between the shortest day and the longest day? Because the variation of the length of the day is described by a sine or cosine function, which has the characteristic that its gradient is maximal when its value is midway between its maximum and its minimum.

I could go on indefinitely. The point is that although many people may, indeed, choose to curtail their study of mathematics as soon as possible, a withdrawal of compulsory teaching of mathematics beyond basic arithmetic (and yes, including logarithms) would be as serious as failing to teach literacy.

Simon Gay, 1 Albany Quadrant, Glasgow.

EWAN McVicar's letter saddens but fails to surprise. I taught maths as a young teacher, but also have worked for many years in banking, insurance and accountancy. Most financial topics in these industries - eg, claims reserving, bad-debt reserving, maturity profiling, credit scoring, financial planning, financial-product design, amortisation, econometric, etc - require both general and specific mathematical tools, that is if you are doing them well, and despite the ubiquitous spreadsheet.

Mr McVicar, unfortunately, is not alone in failing to see the sophistication and shortcuts made possible with knowledge of mathematics. I lost count of the hours spent tutoring my staff or other accountants, or analysts, or whoever, in basic algebra, summing simple series or geometric series, index manipulation, matrix manipulation and linear programming, regression, statistical testing, etc. I have also lost count of the weeks and months lost because I didn't spend some time tutoring at the outset of a program or project.

It's not the wasted years learning maths that is at issue here, it is the waste to business and other organisations that employ graduates only to find truly breathtaking voids in their general and technical knowledge (not just mathematics). I have to agree with your other correspondents, too: the problem is definitely getting worse. I'm not blaming the children here; it's the SQA who define the woeful standards, and the Scottish Executive who define the system and resources that need to get themselves sorted out.

Ian Anderson, 22 Telford Gardens, Dingwall.

Tue, 25 Apr 2006 13:00:00 -0500 en text/html
Our Approach

The role of education as a pathway to opportunity in our country has never been more critical, or more scrutinized. The evidence is clear: Poverty, and the chaos it often brings to a family’s daily life, severely constricts a child’s ability to engage and succeed in school. How can we make sure our schools are up to the challenge of providing a 21st-century education for all our children — not just some? And what will it take to get there?

Everyone is looking for policy solutions that work.

City Connects works.

In an era of scarce resources and rising need, it’s essential to ensure that existing programs and services are fully utilized and well deployed. City Connects delivers that assurance, creating a systematic approach to addressing the needs of all students.

Even in high-need districts, resources and enrichment opportunities for children are present, both in schools and in the larger community. The challenge is accessing them, amid what can be a cacophonous maze for overtaxed teachers, administrators, or families. At City Connects schools, the City Connects Coordinator is the connecting point, navigating the maze to identify and target the right student to the right service, creating an optimized system of student support.

In 2019-20, City Connects has linked more than 25,000 students to 220,000 services and enrichment opportunities across its sites, ranging from tutoring to athletic programs.

And what’s more, we have the evidence to show that these interventions are working — for students, teachers, schools, and families.

Wed, 19 Jan 2022 15:45:00 -0600 en text/html
The Soapbox: ‘We need to have educator voices:’ A Look at New Hampshire’s revised Ed 306

Stand up. Speak up. It’s your turn.

Ongoing educational reforms in New Hampshire have sparked a debate in schools and the media about the New Hampshire Minimum School Approval Standards, commonly referred to as Ed 306. The New Hampshire Center for Justice and Equity (NHCJE) spoke with Christine Downing, Director of Curriculum, Instruction, and Assessment for SAU 32 (Plainfield), SAU 75 (Grantham), and SAU 100 (Cornish) about her 20-page report compiling feedback from 176 state educators on the proposed changes to New Hampshire’s Ed 306.

Educator Feedback is in the Best Interest of NH Students

The 306 rules serve as the bedrock for public school approval in New Hampshire, defining the minimum standards that all public schools must adhere to. Covering a wide spectrum of operational aspects, from curriculum and instruction to staffing requirements and policies, these rules are intricately linked to the RSA 193 E, which delineates the content of an adequate education in the Granite State.

Downing identifies a fundamental issue with the draft of revised Ed 306 Rules presented to the New Hampshire State Board of Education on March 9, 2023 — the lack of educator input. Despite her previous efforts to incorporate educator voices during her tenure at the Department of Education, Downing notes that the absence of educator voices in recent revisions can lead to standards and rules that are detached from the on-the-ground realities of teaching and learning.

“During the sessions, we practiced having an empty chair in the room to represent the students these rules are supposed to serve. And every time we had a conversation we asked: Is this in the best interest of the students?” – Christine Downing, author of the 2023 Educator Review Sessions Report

According to Downing’s report, only 5% of responses specify that the revisions represent an improvement, while a significant 70% of feedback responses indicate that further changes are necessary, and 25% indicate the revisions show no changes.

Proposed Language Changes Can Lower the Bar for NH Public Schools

One significant concern raised by educators in Downing’s report revolves around the potential for inequities that might arise if the proposed changes are enacted. Educators fear that the new language used in the rules allows for a minimalist approach to meeting standards, creating disparities between financially struggling communities and those with more resources. Shifting to being more broad in the rules leaves much more room for inconsistency from community to community, with schools with fewer resources having fewer offerings for students.  .

“There’s a lead-in statement in all the content areas that reads something like this: the school board shall require X, for example, a mathematics program in grades one through twelve, which may include Y, Z… What this language does is allow anything that comes after the ‘may’ to be cut.” – Christine Downing, author of the 2023 Educator Review Sessions Report

Additionally, the removal of the word, “local,” in front of “school board” in some parts of the revised Ed 306 document resulted in feedback that shows concern with reduced local decisions and the ability to make decisions reflecting a community’s specific needs.

“The schools have been looking for guidance to define what are our academic standards as a state, which means what are our must-haves in science? What are our must-haves in math? What are our state graduation competencies? This was an opportunity for the Department of Ed to own that.” – Christine Downing, author of the 2023 Educator Review Sessions Report

Specific to concerns around equity, the current Ed 306 rules explicitly identify equity as a responsibility of public school administrators, while the draft revision removes that responsibility completely. The existing requirement is that “school administration and staff shall:

(1) Review ways in which equity gaps in achievement can be reduced and barriers to learning can be eliminated; and

(2) Work together to establish a fair and equitable code of discipline that is fairly and consistently implemented which supports students’ understanding of the importance of norms, rules, and expectations for behavior.”

In the draft revision most recently made public, however, the proposed change would require only that “school administration and staff shall develop a plan to address academic under-performance of individual students and the elimination of barriers to learning.” This  revision removes the acknowledgment of inequity as a specific barrier to learning, and could stifle progress in the fair and equitable education for communities of color..

Missed Opportunities to Advance Competency-Based Education in NH

During the feedback sessions mobilized by Downing, educators emphasized missed opportunities to enhance competency-based education (CBE). The report suggests that the lack of consistent academic standards furthers the struggle to implement competency-based education at the local level, contrary to the premise that revisions to the Ed 306 rules will advance CBE.

Educators believe the definition of competency-based assessment in Ed 306.02 does not include language about the importance of application and transferability as students demonstrate their learning in alignment with competencies. For them, the language around CBE reduces the concept of competency-based assessment to a quantity, such as proficiency concerning one or more competencies.

For Downing, competency-based education is not about legislating on the how, but letting each local community find unique avenues to achieve state learning outcomes.

“The learning outcomes from kids have to be clear and transparent. But in that same breath is choice and student agency, or the different pathways students can take to achieve the outcomes relative to their interests, passions, strengths, abilities, or whatever it may be. And then I think learning feedback loops are essential to achieve this in and create equity in schools.” – Christine Downing, author of the 2023 Educator Review Sessions Report

Closing the Gaps with Updated Research

The third major theme of the report captures educator concern regarding missed opportunities to use evidence-based research to align the rules with current challenges faced by public schools, especially following the COVID-19 pandemic and the widespread use of online learning.

Educator feedback relating to outdated standards encompasses a variety of topics including class sizes that hinder competency-based learning, removal of facility standards, social-emotional learning, vagueness of content standards, and removal of equity language. Those who participated in the feedback sessions also expressed concern with changes in wording that open the door for young students to learn completely online through automated learning programs, as these contradict the New Hampshire State Board of Education’s vision of providing a “world-class, personalized, student-centered, education.”

For Downing, public schools are at the core of our democratic society but don’t get the credit they should:

“I have felt for years that public schools have been dubbed as this failing institution. I don’t think people are taking a close look at all the good things we’re doing and all the services we provide now. Go anywhere and you’ll find that you can have mental health counseling in a school. You have school psychology and psychological services, you have school counseling. You have occupational therapy and physical therapy. Our teachers are playing multiple roles. They’re not only teachers of content but teachers of social, and emotional learning, social skills, and emotional development. I challenge anybody to find a type of public institution that provides all these related services.” – Christine Downing, author of the 2023 Educator Review Sessions Report

Looking Ahead: Proposed Changes and Next Steps

Christine Downing’s report sheds light on the complexities of revising New Hampshire’s minimum school standards. For Downing, the crucial role of educators in shaping these rules cannot be overstated, and their feedback provides valuable insights into the potential inequities and missed opportunities within the proposed changes.  An agreed sentiment from educators is the need for a student-centric approach, with a focus on competency-based education and addressing existing gaps in operational programming.

The new set of draft rules is expected to be proposed in December. As the state moves forward with revisions, it is essential to incorporate the extensive feedback received from the 176 educators who contributed to the report is crucial to that the Ed 306 rules reflect the best interests of students and support the continued success of public education in New Hampshire.

Beg to differ? Agree to disagree? Leave a comment below using our DISQUS commenting feature. Got issues of your own? Thoughtful prose on topics of general interest are welcome. Send to, subject line: The Soapbox.

Wed, 27 Dec 2023 05:59:00 -0600 NH Center for Justice and Equity en-US text/html
Poker Empowers Women And Girls By Building Confidence And Teaching Essential Leadership Skills

The debate continues whether or not poker is a game of skill or luck. Yet, unlike other forms of gambling that rely solely on luck, poker requires skill to win. This competitive game, when taught to women and girls, inspires confidence, teaches discipline and strategy as well as the valuable skills of negotiation, risk-taking, decision-making, and reading people.

Jenny Just, co-founder of PEAK6 Investments, a multi-billion- dollar options trading and technology firm, and her business partner and husband, Matt Hulsizer, recognized value of poker as a game of skill when they decided to teach their then teenage daughter, Juliette Hulsizer, to learn how to play to give her a competitive edge in tennis. This decision eventually evolved into a new business venture. In 2020, Just and Juliette founded Poker Power, a brand that now spans 40 countries worldwide with the goal of teaching poker one million girls and women the skills to advance and accelerate their careers and close the gender pay gap. Initially started as a toolkit for teenage girls, it has transitioned to a B2B corporate model and expanded to support professional development for women in organizations such as Morningstar Chicago, Amazon (AWS), Pepsi, Comcast, and Morgan Stanley.

Erin Lydon, president of Poker Power, joined the organization after a career on Wall Street. To her, the appeal of the poker is that, “The poker table is a meritocracy. It doesn’t matter how tall, how fast or how strong you are. It only matters how you play your cards. That is incredibly empowering for many women because success comes from the strength of your decision making, not how much you can curl. If you play this game repetitively and you hone your skills at the poker table, it’s a way to build the really important skills of negotiation, risk-taking, and confidence building.”

Through their workshops and mobile app, Poker Power teaches women and girls major skills that support their career advancement and acceleration.


Women face unique challenges at the negotiation table. The gender gap in negotiation may in part explain why women in the United States earned only about 83% of men’s median annual earnings in 2021, according to the Institute for Women’s Policy Research.

Harvard Law School suggests that women should benefit from negotiation training and experience, and that research shows “the gap between men and women’s outcomes narrowed as they gained negotiating experience. The results suggest that women in particular tend to achieve more favorable economic outcomes the more time they spend at the bargaining table.”

Poker Power teaches negotiation skills. According to Lydon, “The way we practice negotiation is that every single hand you play is a negotiation. You’re going to ask yourself as the cards get dealt, what do I have? What do I think my opponents have? That’s the full scope of a negotiation, that give and take, that new perspective that comes as new information is learned, ultimately putting all your cards on the table, literally to try to get the raise, the promotion, the new client, new customer, all of those things get negotiated.

What I find fascinating about poker is that we can’t expect anybody, not just women, to successfully know how to do this unless they’ve been exposed to a strategy game, competitive games, complexity in their lives that they have to maneuver through.”

Risk Taking

Risk-taking plays an important role in helping women advance in their careers. According to the 2019 KPMG Women’s Leadership Study: Risk, Resilience, Reward, “55 percent of more than 2,000 college-educated women currently working full-time in the white-collar workforce believe people who take career risks progress more quickly, achieve personal development, and build increased confidence and respect among colleagues.”

Addressing this, Lydon shares, “The first time you shove all your chips to the middle of the table, you’re absolutely scared to death. It doesn’t matter if you’re an intern or the CEO. There is this hesitation around risk-taking at the poker table. That’s a behavior we want to change. We know, through having women play the game and getting more comfortable with winning, and more importantly with losing, then understanding why they lost that hand, they’re going to get more comfortable with risk-taking.”

Reading people

There’s a skill to recognizing classic poker emotions — “fear, excitement, anger, frustration, doubt, determination, elation (among many others) — and this crosses over into real life too. Once you recognize those telltale signs, you’ll get better at reading people in general, and have the ability to alter your actions accordingly.”

In poker, you start to see patterns of play. Lydon shares, “what you’re looking for with poker is that deviation from normal patterns of play. This is incredibly important in a workplace situation. Being able to have emotional control of both yourself as well as reading it on other people is a secret sauce for women.”

Making decisions

“Similar to negotiation,” Lydon says, “you are making a decision every time the cards are dealt. The play goes pretty quickly and you make a lot of decisions in a short amount of time. What we teach at Poker Power is not to focus on the outcome because we are very outcome-biased. If we lose the hand, we must have made a bad decision. That’s not correct. It’s the quality of the decision-making at each point in the game where you have new information. There are variables in the game that are unpredictable. Good poker players study their decisions along the way to improve their strategy. It’s very methodical and analytical. It’s something everybody needs to be better at because the quality of your decisions will be better the more you do it.”

One of the biggest benefits of the repetitive play of poker is increased confidence. Lydon commented, “I’m 54. There are not a lot of times in my life anymore when I feel like a rock star. I do when I play poker, and I especially do when I shove those chips and I win back the pot. I want every woman to experience that. I think it’s a game-changer.”

Bonnie Marcus, M.ED, is the author of Not Done Yet! How Women Over 50 Regain Their Confidence and Claim Workplace Power and The Politics of Promotion: How High Achieving Women Get Ahead and Stay Ahead. An executive coach and speaker, Bonnie is also host of the podcast, Badass Women At Any Age.

Wed, 20 Dec 2023 02:17:00 -0600 Bonnie Marcus en text/html

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