Remote Access Policy

 

1. In your browser, navigate to and read the “Remote Access Policy” template at https://www.sans.org/information-security-policy/.

2. Using your favorite search engine, locate a remote access policy for a higher education institution.

3. Using your favorite search engine, locate a remote access policy for a healthcare provider.

4. Write a brief summary of the information during your research. In your summary, focus on the key elements of the remote access policy. You should also identify any unique elements of remote access policies for higher education and healthcare institutions. Be sure to provide links to the remote access policies you identified in steps 2 and 3.

 

Part 2: Create a Remote Access Policy (0/7 completed)Note: As you found in your research, different industries have similar but different policies. When using a policy template, it is important to ensure that the template matches the needs of your specific industry and business.

Review the following risks and threats found in the Remote Access Domain:

The organization is a local credit union that has several branches and locations throughout the region.

Online banking and use of the internet are the bank’s strengths, given its limited human resources.

The customer service department is the organization’s most critical business function.

The organization wants to be in compliance with the Gramm-Leach-Bliley Act (GLBA) and IT security best practices regarding its employees.

The organization wants to monitor and control use of the internet by implementing content filtering.

The organization wants to eliminate personal use of organization-owned IT assets and systems.

The organization wants to monitor and control use of the e-mail system by implementing e-mail security controls.

The organization wants to implement security awareness training policy mandates for all new hires and existing employees. Policy definitions are to include GLBA and customer privacy data requirements, in addition to a mandate for annual security awareness training for all employees.
1. Identify a security control or countermeasure to mitigate each risk and threat identified in the Remote Access Domain. These security controls or countermeasures will become the basis of the scope of the Remote Access Domain policy definition to help mitigate the risks and threats commonly found within the Remote Access Domain.
2. Review the following characteristics of the fictional Healthwise Health Care Provider:

Healthwise has several remote health care branches and locations throughout the region.

Online access to patients’ medical records through the public Internet is required for remote nurses and hospices providing in-home medical services.

Online access to patients’ medical records from remote clinics is facilitated through a virtual private network (VPN) and a secure web application front-end over the public Internet.

The organization wants to be in compliance with the Health Insurance Portability and Accountability Act (HIPAA) and IT security best practices regarding remote access through the public internet.

The organization wants to monitor and control the use of remote access by implementing system logging.

The organization wants to implement a security awareness training policy mandating that all new hires and existing employees obtain remote access security training. Policy definition is to include HIPAA and electronic protected health information (ePHI) security requirements and a mandate for annual security awareness training for all remote or mobile employees.
1. Create an organization-wide remote access policy for Healthwise Health Care:
Healthwise Health Care
Remote Access Policy for Remote Workers and Medical Clinics
Policy Statement
Define your policy verbiage.

Purpose/Objectives
Define the policy’s purpose as well as its objectives and policy definitions

Scope
Define whom this policy covers and its scope. What elements, IT assets, or organization-owned assets are within this policy’s scope?

Standards
Does the policy statement point to any hardware, software, or configuration standards? If so, list them here and explain the relationship of this policy to these standards. In this case, Remote Access Domain standards should be referenced, such as encryption standards and VPN standards; make any necessary assumptions.

Procedures
Explain how you intend to implement this policy for the entire organization.

Guidelines
Explain any roadblocks or implementation issues that you must overcome in this section and how you will surmount them per defined guidelines. Any disputes or gaps in the definition and separation of duties responsibility may need to be addressed in this section.

 

Sample Solution

Code switching is used in any setting where to languages are being used, commonly by speakers that use tow languages. This is seen more often in a dual classroom setting where students display conversations using both languages through the learning content and using each other’s native language for learning purposes. This is how code switching works in the classroom, the students are learning and acquiring a new language while maintaining a conversation back and forth in both languages and acquiring information through the process. Interestingly enough, this tool is commonly used often in bilingual hispanic students within the English and Spanish languages in order to fill in gaps of comprehension. Research on code switching demonstrates that fluent bilinguals use code switching as they use many other linguistic resources, drawing upon both or all of the codes available to them in a patterned and structured way in order to express their comprehension (Palmer, 2009). In order for this tool to be effective, bilinguals must be able to code switch between languages understanding the rules of grammar and the structure of each language with consistency throughout conversations in any classroom setting.

As previously mentioned, it is common to see bilinguals code switch in classrooms as they develop language acquistion in the target language. How do teachers in the classroom perceive the use of code switching? Again, as stated before teachers and researchers have signaled this tool as a sign of wekaness or lack of proficiency in the target language, believing that students learn a language more fluently if they only use one. Some educators seem to believe that if a student relies too much in their mother tongue, that eventually the acquisition of the second language will not be fully developed while code switching. This is one of the many reasons that educators think this tool should be discouraged in classrooms and make instruction an English only setting in order to have more of a positive setting and a welcoming learning environment. The more they are “forced to use the target language, the better they learn it (Palmer, 2009). With English being the dominant language spoken in communities and schools, the heritage language brought in by bilinguals is not seen as being as important as English. Reason being because of the state exams and the requirements that are expected especially with ELA state exams.
An important factor other than meeting state exam guidelines for bilinguals is how they feel in class invironments. Bilinguals are usually placed in dual language programs until they meet the standarized testing minimum. But, their value is not appreciated in classrooms where teachers make them feel uncomfortable or unwelcomed during their code switching conversations with others. The negative feedback that teachers have towards code switching flows into the classroom setting/environment where learners are not given the opportunities to participate in classroom participation. This negative perception has been around the block several times in the past, with the constant use of the dominant language and teachers n

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