SPEECH AND LANGUAGE THERAPY | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
COP4456 | BGA- Information Security | Spring | 3 | 0 | 3 | 6 |
This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
Language of instruction: | English |
Type of course: | Non-Departmental Elective |
Course Level: | Bachelor’s Degree (First Cycle) |
Mode of Delivery: | Face to face |
Course Coordinator : | GUNET EROGLU |
Course Objectives: | This course is designed to teach students how to engage all functional levels within the enterprise to deliver information system security. To this end, the course addresses a range of topics, each of which is vital to securing the modern enterprise. These topics include inter alia plans and policies, enterprise roles, security metrics, risk management, standards and regulations, physical security, and business continuity. Each piece of the puzzle must be in place for the enterprise to achieve its security goals; adversaries will invariably find and exploit weak links. |
The students who have succeeded in this course; 1) Assess the current security landscape, including the nature of the threat, the general status of common vulnerabilities, and the likely consequences of security failures 2) Critique and assess the strengths and weaknesses of general cybersecurity models, including the CIA triad 3) Appraise the interrelationships among elements that comprise a modern security system, including hardware, software, policies, and people 4) Assess how all domains of security interact to achieve effective system-wide security at the enterprise level. 5) Compare the interrelationships among security roles and responsibilities in a modern information-driven enterprise—to include interrelationships across security domains (IT, physical, classification, personnel, and so on) 6) Assess the role of strategy and policy in determining the success of information security; 7) Estimate the possible consequences of misaligning enterprise strategy, security policy, and security plans, 8) Assess the role of good metrics and key performance indicators (KPIs) in security assessment and governance, 9) Create a good set of information security metrics 10) Evaluate the trends and patterns that will determine the future state of cybersecurity. |
The Security Environment ,Principles of Cybersecurity,Cybersecurity Management Concepts, Cybersecurity Management Concepts, Enterprise Roles and Structures, Strategy and Strategic Planning, Security Plans and Policies, Security Standards and Controls, Risk Management, Security Metrics and Key Performance Indicators (KPIs), Security Education Awareness, Training, Physical Security and Environmental Events, Contingency Planning , Security Education, Training, and Awarenes, The future of cybersecurity |
Week | Subject | Related Preparation |
1) | The Security Environment Threats, vulnerabilities, and consequences Advanced persistent threats The state of security today Why security matters to TSE | |
2) | "Principles of Cybersecurity • Cybersecurity models (the CIA triad, the star model, the Parkerian hexad) • Variations on a theme: computer security, information security, and information assurance " | |
3) | "Cybersecurity Management Concepts: Security governance Management models, roles, and functions | |
4) | " Enterprise Roles and Structures: Information security roles and positions Alternative enterprise structures and interfaces | |
5) | " Strategy and Strategic Planning: • Strategy • Strategic planning and security strategy • The information security lifecycle • Architecting the enterprise " | |
6) | " Security Plans and Policies: • Levels of planning • Planning misalignment • The System Security Plan (SSP) • Policy development and implementation | |
7) | "Security Standards and Controls: • Security standards and controls • Certification and accreditation (C&A) | |
8) | " Risk Management : • Principles of risk • Types of risk • Risk strategies • The Risk Management Framework (RMF) | |
9) | " Security Metrics and Key Performance Indicators (KPIs) : • The challenge of security metrics • What makes a good metric • Approaches to security metrics • Metrics and FISMA " | |
10) | " Security Education Awareness, Training: • Human factors in security • Developing and implementing a security training plan • Cross-domain training (IT and other security domains) | |
11) | " Physical Security and Environmental Events : • Physical and environmental threats • Physical and environmental controls | |
12) | " Contingency Planning Developing a contingency plan • Understanding the different types of contingency plan • Responding to events " | |
13) | "Security Education, Training, and Awarenes • Human factors in security • Developing and implementing a security training plan • Cross-domain training (IT and other security domains) | |
14) | "The future of cybersecurity • Key future uncertainties • Possible future scenarios • How to apply what you’ve learned |
Course Notes / Textbooks: | Information Security: Principles and Practice - Jon Erickson |
References: |
Semester Requirements | Number of Activities | Level of Contribution |
Quizzes | 2 | % 10 |
Homework Assignments | 3 | % 15 |
Project | 1 | % 15 |
Midterms | 1 | % 20 |
Final | 1 | % 40 |
Total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 45 | |
PERCENTAGE OF FINAL WORK | % 55 | |
Total | % 100 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 14 | 3 | 42 |
Study Hours Out of Class | 14 | 3 | 42 |
Homework Assignments | 3 | 7 | 21 |
Midterms | 1 | 15 | 15 |
Final | 1 | 25 | 25 |
Total Workload | 145 |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | To use theoretic and methodological approach, evidence-based principles and scientific literature in Speech and Language Therapy field systematically for practice. | |
2) | To have theoretic and practical knowledge for individual's, family's and the community's health promotion and protection. | |
3) | To use information and health technologies in practice and research in the field of Speech and Language Therapy. | |
4) | To communicate effectively with advisee, colleagues for effective professional relationships. | |
5) | To be able to monitor occupational information using at least one foreign language, to collaborate and communicate with colleagues at international level. | |
6) | To use life-long learning, problem-solving and critical thinking skills. | |
7) | To act in accordance with ethical principles and values in professional practice. | |
8) | To take part in research, projects and activities within sense of social responsibility and interdisciplinary approach. | |
9) | To be able to search for literature in health sciences databases and information sources to access to information and use the information effectively. | |
10) | To take responsibility and participate in the processes actively for training of other therapist, education of health professionals and individuals about speech and languege therapy. | |
11) | To carry out speech and languge therapy practices considering cultural differences and different health needs of different groups in the community. |