Ken Sigler – författare

This book presents a standard methodology approach to cyber-resilience. Readers will learn how to design a cyber-resilient architecture for a given organization as well as how to maintain a state of cyber-resilience in its day-to-day operation. Readers will know how to establish a state of systematic cyber-resilience within this structure and how to evolve the protection to correctly address the threat environment. This revolves around the steps to perform strategic cyber-resilience planning, implementation and evolution. Readers will know how to perform the necessary activities to identify, prioritize and deploy targeted controls and maintain a persistent and reliable reporting system.

This book presents a standard methodology approach to cyber-resilience. Readers will learn how to design a cyber-resilient architecture for a given organization as well as how to maintain a state of cyber-resilience in its day-to-day operation. Readers will know how to establish a state of systematic cyber-resilience within this structure and how to evolve the protection to correctly address the threat environment. This revolves around the steps to perform strategic cyber-resilience planning, implementation and evolution. Readers will know how to perform the necessary activities to identify, prioritize and deploy targeted controls and maintain a persistent and reliable reporting system.

The Cybersecurity Body of Knowledge explains the content, purpose, and use of eight knowledge areas that define the boundaries of the discipline of cybersecurity. The discussion focuses on, and is driven by, the essential concepts of each knowledge area that collectively capture the cybersecurity body of knowledge to provide a complete picture of the field.

This book is based on a brand-new and up to this point unique, global initiative, known as CSEC2017, which was created and endorsed by ACM, IEEE-CS, AIS SIGSEC, and IFIP WG 11.8. This has practical relevance to every educator in the discipline of cybersecurity. Because the specifics of this body of knowledge cannot be imparted in a single text, the authors provide the necessary comprehensive overview. In essence, this is the entry-level survey of the comprehensive field of cybersecurity. It will serve as the roadmap for individuals to later drill down into a specific area of interest.

This presentation is also explicitly designed to aid faculty members, administrators, CISOs, policy makers, and stakeholders involved with cybersecurity workforce development initiatives. The book is oriented toward practical application of a computing-based foundation, crosscutting concepts, and essential knowledge and skills of the cybersecurity discipline to meet workforce demands.

Dan Shoemaker, PhD, is full professor, senior research scientist, and program director at the University of Detroit Mercy’s Center for Cyber Security and Intelligence Studies. Dan is a former chair of the Cybersecurity & Information Systems Department and has authored numerous books and journal articles focused on cybersecurity.

Anne Kohnke, PhD, is an associate professor of cybersecurity and the principle investigator of the Center for Academic Excellence in Cyber Defence at the University of Detroit Mercy. Anne’s research is focused in cybersecurity, risk management, threat modeling, and mitigating attack vectors.

Ken Sigler, MS, is a faculty member of the Computer Information Systems (CIS) program at the Auburn Hills campus of Oakland Community College in Michigan. Ken’s research is in the areas of software management, software assurance, and cybersecurity.

The Cybersecurity Body of Knowledge explains the content, purpose, and use of eight knowledge areas that define the boundaries of the discipline of cybersecurity. The discussion focuses on, and is driven by, the essential concepts of each knowledge area that collectively capture the cybersecurity body of knowledge to provide a complete picture of the field.

This book is based on a brand-new and up to this point unique, global initiative, known as CSEC2017, which was created and endorsed by ACM, IEEE-CS, AIS SIGSEC, and IFIP WG 11.8. This has practical relevance to every educator in the discipline of cybersecurity. Because the specifics of this body of knowledge cannot be imparted in a single text, the authors provide the necessary comprehensive overview. In essence, this is the entry-level survey of the comprehensive field of cybersecurity. It will serve as the roadmap for individuals to later drill down into a specific area of interest.

This presentation is also explicitly designed to aid faculty members, administrators, CISOs, policy makers, and stakeholders involved with cybersecurity workforce development initiatives. The book is oriented toward practical application of a computing-based foundation, crosscutting concepts, and essential knowledge and skills of the cybersecurity discipline to meet workforce demands.

Dan Shoemaker, PhD, is full professor, senior research scientist, and program director at the University of Detroit Mercy’s Center for Cyber Security and Intelligence Studies. Dan is a former chair of the Cybersecurity & Information Systems Department and has authored numerous books and journal articles focused on cybersecurity.

Anne Kohnke, PhD, is an associate professor of cybersecurity and the principle investigator of the Center for Academic Excellence in Cyber Defence at the University of Detroit Mercy. Anne’s research is focused in cybersecurity, risk management, threat modeling, and mitigating attack vectors.

Ken Sigler, MS, is a faculty member of the Computer Information Systems (CIS) program at the Auburn Hills campus of Oakland Community College in Michigan. Ken’s research is in the areas of software management, software assurance, and cybersecurity.

Let’s be realistic here. Ordinary K-12 educators don’t know what "cybersecurity" is and could probably care less about incorporating it into their lesson plans. Yet, teaching cybersecurity is a critical national priority. So, this book aims to cut through the usual roadblocks of confusing technical jargon and industry stovepipes and give you, the classroom teacher, a unified understanding of what must be taught. That advice is based on a single authoritative definition of the field. In 2017, the three societies that write the standards for computing, software engineering, and information systems came together to define a single model of the field of cybersecurity. It is based on eight building blocks. That definition is presented here. However, we also understand that secondary school teachers are not experts in arcane subjects like software, component, human, or societal security. Therefore, this book explains cybersecurity through a simple story rather than diving into execution details. Tom, a high school teacher, and Lucy, a middle school teacher, are tasked by their district to develop a cybersecurity course for students in their respective schools. They are aided in this by "the Doc," an odd fellow but an expert in the field. Together they work their way through the content of each topic area, helping each other to understand what the student at each level in the educational process has to learn. The explanations are simple, easy to understand, and geared toward the teaching aspect rather than the actual performance of cybersecurity work. Each chapter is a self-contained explanation of the cybersecurity content in that area geared to teaching both middle and high school audiences. The eight component areas are standalone in that they can be taught separately. But the real value lies in the comprehensive but easy-to-understand picture that the reader will get of a complicated field.

Let’s be realistic here. Ordinary K-12 educators don’t know what "cybersecurity" is and could probably care less about incorporating it into their lesson plans. Yet, teaching cybersecurity is a critical national priority. So, this book aims to cut through the usual roadblocks of confusing technical jargon and industry stovepipes and give you, the classroom teacher, a unified understanding of what must be taught. That advice is based on a single authoritative definition of the field. In 2017, the three societies that write the standards for computing, software engineering, and information systems came together to define a single model of the field of cybersecurity. It is based on eight building blocks. That definition is presented here. However, we also understand that secondary school teachers are not experts in arcane subjects like software, component, human, or societal security. Therefore, this book explains cybersecurity through a simple story rather than diving into execution details. Tom, a high school teacher, and Lucy, a middle school teacher, are tasked by their district to develop a cybersecurity course for students in their respective schools. They are aided in this by "the Doc," an odd fellow but an expert in the field. Together they work their way through the content of each topic area, helping each other to understand what the student at each level in the educational process has to learn. The explanations are simple, easy to understand, and geared toward the teaching aspect rather than the actual performance of cybersecurity work. Each chapter is a self-contained explanation of the cybersecurity content in that area geared to teaching both middle and high school audiences. The eight component areas are standalone in that they can be taught separately. But the real value lies in the comprehensive but easy-to-understand picture that the reader will get of a complicated field.

The book presents the concepts of ICT supply chain risk management from the perspective of NIST IR 800-161. It covers how to create a verifiable audit-based control structure to ensure comprehensive security for acquired products. It explains how to establish systematic control over the supply chain and how to build auditable trust into the products and services acquired by the organization. It details a capability maturity development process that will install an increasingly competent process and an attendant set of activities and tasks within the technology acquisition process. It defines a complete and correct set of processes, activities, tasks and monitoring and reporting systems.

The book presents the concepts of ICT supply chain risk management from the perspective of NIST IR 800-161. It covers how to create a verifiable audit-based control structure to ensure comprehensive security for acquired products. It explains how to establish systematic control over the supply chain and how to build auditable trust into the products and services acquired by the organization. It details a capability maturity development process that will install an increasingly competent process and an attendant set of activities and tasks within the technology acquisition process. It defines a complete and correct set of processes, activities, tasks and monitoring and reporting systems.

A Guide to the National Initiative for Cybersecurity Education (NICE) Cybersecurity Workforce Framework (2.0) presents a comprehensive discussion of the tasks, knowledge, skill, and ability (KSA) requirements of the NICE Cybersecurity Workforce Framework 2.0. It discusses in detail the relationship between the NICE framework and the NIST’s cybersecurity framework (CSF), showing how the NICE model specifies what the particular specialty areas of the workforce should be doing in order to ensure that the CSF’s identification, protection, defense, response, or recovery functions are being carried out properly.

The authors construct a detailed picture of the proper organization and conduct of a strategic infrastructure security operation, describing how these two frameworks provide an explicit definition of the field of cybersecurity. The book is unique in that it is based on well-accepted standard recommendations rather than presumed expertise. It is the first book to align with and explain the requirements of a national-level initiative to standardize the study of information security. Moreover, it contains knowledge elements that represent the first fully validated and authoritative body of knowledge (BOK) in cybersecurity.

The book is divided into two parts: The first part is comprised of three chapters that give you a comprehensive understanding of the structure and intent of the NICE model, its various elements, and their detailed contents. The second part contains seven chapters that introduce you to each knowledge area individually. Together, these parts help you build a comprehensive understanding of how to organize and execute a cybersecurity workforce definition using standard best practice.

A Guide to the National Initiative for Cybersecurity Education (NICE) Cybersecurity Workforce Framework (2.0) presents a comprehensive discussion of the tasks, knowledge, skill, and ability (KSA) requirements of the NICE Cybersecurity Workforce Framework 2.0. It discusses in detail the relationship between the NICE framework and the NIST’s cybersecurity framework (CSF), showing how the NICE model specifies what the particular specialty areas of the workforce should be doing in order to ensure that the CSF’s identification, protection, defense, response, or recovery functions are being carried out properly.

The authors construct a detailed picture of the proper organization and conduct of a strategic infrastructure security operation, describing how these two frameworks provide an explicit definition of the field of cybersecurity. The book is unique in that it is based on well-accepted standard recommendations rather than presumed expertise. It is the first book to align with and explain the requirements of a national-level initiative to standardize the study of information security. Moreover, it contains knowledge elements that represent the first fully validated and authoritative body of knowledge (BOK) in cybersecurity.

The book is divided into two parts: The first part is comprised of three chapters that give you a comprehensive understanding of the structure and intent of the NICE model, its various elements, and their detailed contents. The second part contains seven chapters that introduce you to each knowledge area individually. Together, these parts help you build a comprehensive understanding of how to organize and execute a cybersecurity workforce definition using standard best practice.

The book provides the complete strategic understanding requisite to allow a person to create and use the RMF process recommendations for risk management. This will be the case both for applications of the RMF in corporate training situations, as well as for any individual who wants to obtain specialized knowledge in organizational risk management. It is an all-purpose roadmap of sorts aimed at the practical understanding and implementation of the risk management process as a standard entity. It will enable an "application" of the risk management process as well as the fundamental elements of control formulation within an applied context.

The book provides the complete strategic understanding requisite to allow a person to create and use the RMF process recommendations for risk management. This will be the case both for applications of the RMF in corporate training situations, as well as for any individual who wants to obtain specialized knowledge in organizational risk management. It is an all-purpose roadmap of sorts aimed at the practical understanding and implementation of the risk management process as a standard entity. It will enable an "application" of the risk management process as well as the fundamental elements of control formulation within an applied context.