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ASIS International Partners with Brownyard Educational Center to Advance Education of Security Professionals

ASIS International Partners with Brownyard Educational Center to Advance Education of Security Professionals












Princeton, NJ (PRWEB) September 15, 2011

The Brownyard Educational Center (http://www.BrownyardU.com) and ASIS International (http://www.ASISOnline.org) today announced an educational partnership that will strengthen the Center’s role as the world’s first web-based center of excellence for security professionals. The educational partnership will make the Center’s continuing education and degree programs available to the 37,000 active ASIS members.

“It is fitting that we announce this important partnership with ASIS just days after the 10-year anniversary of the Sept. 11 attacks, because well-educated and well-trained security professionals are the first line of defense, whether it’s against natural disasters, crime or acts of terrorism,” said Tory Brownyard, president of Brownyard Group.

The Brownyard Educational Center was founded by Brownyard Group, a leader in insurance for the security industry, and Cardinal Point Strategies, a risk management consulting firm working in national security, government affairs and professional development. The Center features three prominent educational partners: CiNet’s Professional Security Training Network (PSTN), Kaplan EduNeering and Kaplan University.

“Quality education is at the cornerstone of the ASIS mission,” stated Raymond T. O’Hara, CPP, president, ASIS International. “Partnerships with industry organizations such as the Brownyard Educational Center enable ASIS to broaden the scope of learning opportunities for our members around the world.”

“The partnership with ASIS International will help the Brownyard Educational Center reach more security professionals, a mission that is more important than ever,” said Paul Goldenberg, CEO of Cardinal Point Strategies. “With municipal and county police agencies facing unprecedented budget cuts and staff reductions, professionally trained private and contracted security officers will be needed to fill these gaps.”

Extensive Educational Offerings

The Brownyard Platinum Performance Training Program includes three tiers of courses from PSTN and Kaplan EduNeering:

    Tier I: Basic Security Officer Training Series (BSOTS)
    Tier II: Liability in Security Operations and Risk
    Tier III: Professional Development and Management – Supervisor Excellence Series

A partnership with Kaplan University makes available Kaplan University’s associate and bachelor’s degrees in Criminal Justice, as well as a master’s degree in Homeland Security & Emergency Management. Brownyard Educational Center students receive a 10 percent tuition reduction on Kaplan University courses.

Affordable, Online Learning System

The Brownyard Educational Center was designed to be both affordable and easy to use, with courses priced well below the security industry average and insurance incentives for participating security firms that are insured by Brownyard Group. In addition, security professionals have access to real-time information for the private security industry.

All courses are offered conveniently online, either through a state-of-the-art Learning Management System (LMS), or through Kaplan University:

    For the Brownyard Platinum Performance Training Program, the Center utilizes a robust, flexible and customizable interactive web-based LMS. Security professionals can take individualized courses and tests anytime, anywhere.
    Kaplan University serves more than 59,000 online and campus-based students with more than 100 academic programs, including master’s bachelor’s and associate’s degrees. The University is regionally accredited by the Higher Learning Commission and is a member of the North Central Association of Colleges and Schools.

Security professionals seeking to enroll in the program or with questions should contact the Brownyard Educational Center at 877-272-4501 or at info(at)brownyardu(dot)com.

About the Brownyard Educational Center

The Brownyard Educational Center is a Princeton, N.J.-based partnership of leading security and insurance experts that brings together the vast educational resources of CiNet’s Professional Security Training Network (PSTN), Kaplan EduNeering and Kaplan University. The Center gives security professionals a center of excellence that embraces advanced knowledge and skills and the delivery of leading practices and training standards. The scope of the Center’s training encompasses non site-specific training such as best practice recommendations, international issues, national legislation or topics that will directly affect security industry professionals. The Center also provides companies with objective and verifiable performance reports.

About ASIS International

ASIS International is the leading organization for security professionals, with more than 37,000 members worldwide. Founded in 1955, ASIS is dedicated to increasing the effectiveness and productivity of security professionals by developing educational programs and materials that address broad security interests, such as the ASIS Annual Seminar and Exhibits, as well as specific security topics. ASIS also advocates the role and value of the security management profession to business, the media, government entities and the public. By providing members and the security community with access to a full range of programs and services, and by publishing the industry’s No. 1 magazine—Security Management—ASIS leads the way for advanced and improved security performance.

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Posted on October 27, 2011 by , Reply

Security and Intelligence Studies Programs Provide a Solid Intelligence Education

Intelligence education has always been one avenue through which individuals prepared themselves for a career in the U.S. Intelligence Community. The rise in international instability over the past decade as well as the increasingly visible presence of terrorism as it affects the United States, however, has led to a proliferation of security and intelligence studies programs. These programs were created in part to prepare individuals for a career in the intelligence field, whether this includes working for a government agency, or in some other capacity such as federal law enforcement or corporate security. While some programs provide more of a historical or theoretical approach to intelligence studies, others offer specific, tactical training in intelligence gathering and methods. While both types of programs are important, individuals should seek out those programs which also provide some focus on current events in order to obtain a well-rounded intelligence education. This article provides an overview of security and intelligence studies programs and then lays out the importance of incorporating “real world” analysis of current events.

Security and intelligence studies programs

Traditional security and intelligence studies programs focus on the theories and history of intelligence as well as the analytical tools involved in intelligence gathering and/or analysis. Security and intelligence studies include the art and science of how individuals within the intelligence field use operational and analytical tools to achieve their specific objectives – namely to provide intelligence materials by which policymakers make decisions. Intelligence programs include detailed information on a wide variety of topics – collection, counterintelligence, covert action, and analysis, among other areas. The U.S. Intelligence Community as well as local and federal law enforcement agencies and private security firms need individuals who have expertise in either analytic tradecraft or analysis. These experts must have a significant understanding of U.S. national security and how it can be threatened by state and non-state actors. Continued development of solid intelligence education programs is vital for the Intelligence Community to stay ahead of the game.

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Importance of incorporating current events analysis

For security and intelligence studies programs to be truly effective, however, they should incorporate a study of current events and some “real-world” analysis into their training programs. Simply studying theories or learning tradecraft and tools in a vacuum would be a disservice to students as they could have a hard time in applying these tools and theories without first understanding their practical application. By combining an education in theories and tools with an application to real world circumstances and relevant material, intelligence education programs will enable students to better envision the purpose of these tools. These students will therefore be better prepared to work as analysts or operatives in the future. Take, for example, the current government protests spanning the Middle East, from Egypt to Tunisia. Students in intelligence programs could utilize the tools they have learned in class to conduct threat assessments and analyses of the political leaders or other actors, such as the militaries of these countries. Such an analysis would be a great exercise with which a student could use to compare to the “real world” as the situation and resulting policy decisions ensue.

Over the past decade security and intelligence studies programs have definitely provided the Intelligence Community with individuals who are prepared for a career in intelligence analysis or gathering. While these programs encompass a wide variety of educational tools and methods, one could argue that incorporating “real world” analysis of current events provides a practical application of these methods and thus better prepares students by helping them make sense of the constantly changing international political scene.

Dan Sommer works for Henley-Putnam University, a leading educational institution in the field of Strategic Security. For more info on Henley-Putnam University, security and intelligence studies, intelligence education, call 888-852-8746 or visit us online at http://www.Henley-Putnam.edu

Article from articlesbase.com

Posted on October 7, 2011 by , Reply

A Rationale Fur National Standards In Engineering Education

The justification for developing standards for engineering education rests on a foundation that includes both societal and educational looking first at history, in particular the 20 perspectives I begin with the societal perspective by tury. One stunning example supports the case for engineering education standards. In late 1999, the Newseum, a journalism museum then located in Virginia, conducted a survey of American historians and journalists to determine the top 100 news stories of the 20th century. As I read the list, I was surprised that of the top 100 headlines, more than 40 percent were directly related to engineering and technology. This ranking of news stories seems to justify increasing the emphasis on engineering education and technological literacy, because they reflect what the public reads, hears, and values.

The high percentage of engineering-related news events is rivaled only by political events, many of which also indirectly involved engineering. Table 2 lists the engineering-related events (modified to include only stories with a direct component of engineering or technology). Each selection in Table 2 meets one of these criteria: (I) the story clearly is about engineering technology; (2) the story has clear connections to engineering technology; or (3) the story forecasts a future application for engineering technology. As an interesting aside, in completing this analysis, I realized that nearly all of the headlines had some connection to engineering technology. Although some might debate particular selections, it would be difficult to argue with the general conclusion that a significant percentage of important events in the 20th century were clearly and directly related to engineering technology.

In the early years of the 2 10 century, I see no reason to predict fewer of those stories, and I think more. The justification for promoting engineering and it reasonable to suggest that there will be I technology education seems clear. To the historical justification, one can add contemporary challenges that include the role of engineering and innovation in economic recovery, the efficient use of energy resources, the mitigation of risks from climate change, the creation of green jobs, the reduction in health care costs, an increase in healthy life styles, improving defense, and the development of new technologies for national security. Turning to educational justifications for standards for K-12 engineering education, I would first note the need for a widely accepted national statement of the goals and purposes of engineering education. I realize that individual curricula have goals. We can, for example, cite the historical goal of technological literacy from the 1970s Engineering Concepts Curriculum Project.

Contemporary engineering curricula have similar goals (NAE, 2009). Nevertheless, I still believe we need a “widely accepted national statement” of the goals, purposes, and policies of engineering education. STEM is a popular acronym for science, technology, engineering, and mathematics education. We have national standards for science (NRC, 1996), technology (ITEA, 2000), and mathematics (NCTM, 2000), but not for engineering education. I rest my case. Finally, we are in an era of standards-based reform. To be recognized and accepted in education today, a discipline or area of study needs a set of standards. Learning things is not limited to the scentific area. Instead it also has relations with some other things like speaking a language or using software, including Rosetta Stone Japanese and Rosetta Stone Korean. If you have a creative mind, you will make all your own differences in the end!

All of our viewers, if you want to learn more of things that are related to education and language learning, just click Rosetta Stone Swedish and Rosetta Stone Polish.

Article from articlesbase.com

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Posted on September 3, 2011 by , Reply

Constitutional Understanding: New Education Materials Provide Activities to Develop Student Understanding of U.S. Constitution

Constitutional Understanding: New Education Materials Provide Activities to Develop Student Understanding of U.S. Constitution










Washington (PRWEB) September 15, 2005

As the people of Iraq wait to read and vote on the newly printed Iraqi Constitution, American educational institutions are looking for ways to commemorate the September 17, 1787 signing of the United States Constitution.

The 2005 school year will mark the first time that all educational institutions receiving federal aid will be required by law to provide programs on the United States Constitution.

National History Day, Inc. has teamed with Newsweek and Oxford University Press to provide teachers with a variety of classroom activities and resources to meet the Constitution Day federal mandate and place our nation’s blueprint in historical context.

The materials are available online by visiting http://www.NHD.org and clicking on “Constitution Day.”

“The United States Constitution reflects our nation’s diversity, our unity, and with 27 amendments it stands as a testament to our continued work of forming ‘a more perfect union’,” said National History Day Executive Director, Cathy Gorn. “I believe that the Constitution Day materials we are providing will encourage students and teachers to engage in a dialogue about what it means to be a citizen.”

Sen. Robert Byrd, D-W.Va., introduced the federal legislation requiring education and government institutions to commemorate Constitution Day and President Bush signed the bill into law in December of 2004. When Sen. Byrd introduced the legislation, he stated his hopes that the bill will foster a deeper reverence for and a better understanding of the United States Constitution.

218 years after the 55 delegates to the Constitutional Convention held their final meeting, the United States Constitution stands as the world’s oldest written blueprint for government.

National History Day, Inc. is a yearlong history education organization that is transforming the way history is taught and learned. National History Day help teachers meet educational standards; disseminates high quality curriculum materials; and sponsors challenging contests that teach students critical skills for the 21st century. National History Day improves education EVERY day and is the only history education organization providing information on Constitution Day that will help students to place the U.S. Constitution in historical context.

The Newsweek Education Program is a highly respected producer of educational materials that supports using Newsweek to teach current events in high school and college classrooms. The program aims to engage students with the issues of the day to prepare them for their future as active citizens in our democracy.

Oxford University Press believes strongly that curriculum materials must not simply convey information; they must also involve students in the subject matter so that they become active and eager participants. As the world’s oldest university press, Oxford remains committed to providing students with the highest quality scholarship. Every book in the Oxford School Social Studies Program draws on the expertise not only of the individual scholar-authors, but also a range of other scholars to whom Oxford University Press has unrivaled access. It is our goal to equip all students with the analytical and literary skills that will enable them to succeed in their continuing education and future careers and ultimately to become the informed and involved citizens that a strong democracy requires.

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Related The Constitution Press Releases

Posted on April 22, 2011 by , Reply

How was the study of the liberal arts connected to the concept of education, freedom, citizenship, and public?

Citizenship and Freedom
by dbking

Question by Jess: How was the study of the liberal arts connected to the concept of education, freedom, citizenship, and public?
How was the study of the liberal arts connected to the concept of education, freedom, citizenship, and public service? Do you see a purpose in liberal arts education today?

Best answer:

Answer by Bottom Contributor
Liberals like to study things like art and basket weaving – because critical thinking escapes them

What do you think? Answer below!

Posted on December 12, 2010 by , 3 comments

State should prioritize education, health

State should prioritize education, health
Subject: Editorial- Author: Brandi Panter- Published: Tuesday, August 03, 2010

Read more on The Daily Beacon

Posted on August 3, 2010 by , Reply

Texas Board of Education votes on final social studies curriculum tomorrow

Texas Board of Education votes on final social studies curriculum tomorrow
The Texas Board of Education is considering another raft of amendments to the state’s new history curriculum today before taking a final vote on the package tomorrow. The controversial new standards emphasize American exceptionalism, religion’s importance to the Founding Fathers, and the benefits of low taxes. Once they’re approved and promulgated, the standards will be taught to Texas’s 4.7 …

Read more on The Newsroom via Yahoo! News

Posted on May 21, 2010 by , Reply