Proposed Law Would Give DHS Power Over Privately Owned IT Infrastructure 300
CelticWhisper writes "H.R. 3674, the Promoting and Enhancing Cybersecurity and Information Sharing Effectiveness Act (PRECISE Act), would allow the U.S. Department of Homeland Security to require improved security practices from those businesses managing systems whose disruption could prove detrimental to critical life-sustaining or national-security initiatives." As the article points out, this is just "one of 30 or so such bills currently percolating on the Hill."
Re:Please tell me why.... (Score:5, Informative)
Red Team/Blue Team? There's only one team, and it's the Big Government/Big Corporations Purple Team.
Re:Regardless of your stance on big/small governme (Score:2, Informative)
does the DHS even have the necessary expertise in IT security ?
NCSD of DHS is responsible for all non-DoD government networks and their security. And yes, they do.
Buzzz...try again (Score:3, Informative)
It's the Democrats that are trying to raise SOPA from the dead. [dailycaller.com]
But don't let that spoil your primitive tribal reaction.
HR 3674 pdf for reference (Score:1, Informative)
Link to the PDF for those slashdotters who want might want to read the actual bill.
http://www.gpo.gov/fdsys/pkg/BILLS-112hr3674ih/pdf/BILLS-112hr3674ih.pdf [gpo.gov]
Re:Please tell me why.... (Score:5, Informative)
Bunch of hypocrites they all are.
So are the Democrats. If you are going to make these comments, be an equal-opportunity commenter.
It seems that nothing but evil comes out of washington DC anymore.
Agreed. This is why I am supporting Ron Paul for President. He's the only candidate willing to do what it takes to clean out Washington DC.
Re:uhh.. this is sponsored by a democrat (Score:5, Informative)
Representative Daniel Lungren R-CA
Rep. Gus Bilirakis [R, FL-9]
Rep. Peter King [R, NY-3]
Rep. James Langevin [D, RI-2]
Rep. Billy Long [R, MO-7]
Rep. Thomas Marino [R, PA-10]
Rep. Michael McCaul [R, TX-10]
Rep. Candice Miller [R, MI-10]
Rep. Steve Stivers [R, OH-15]
Rep. Robert Turner [R, NY-9]
Rep. Timothy Walberg [R, MI-7]
Yup, that must be a democrat bill.
How did you get modded up?
Both Parties are at fault. (Score:5, Informative)
This includes buying votes from the masses by telling them they will get everything free at the expense of someone else - even though our national debt is now so large you could confiscate all the wealth of all the millionaires and still not pay it off - and also letting themselves be bought buy the highest bidder - er - best paying lobbyist.
Of course, to keep it under wraps, you have to both dumb down the general populace, and control all means of dissent. Shut down internet sites that oppose your viewpoint, call anyone who disagrees with you a terrorist and lock them away without any rights, and threaten the livelihood of anyone else who may be bold enough to get around your restrictions.
The only way to stop such non-sense it to VOTE THEM ALL OUT!
Al least it will take a new batch a few years to get so corrupt!
Re:Please tell me why.... (Score:5, Informative)
What do you mean post-Reagan?
http://en.wikipedia.org/wiki/File:Budget_Deficit_1971_to_2001.png [wikipedia.org]
Re:uhh.. this is sponsored by a democrat (Score:4, Informative)
Re:You can't really vote them out any more. (Score:4, Informative)
*Electronic* Voting Machines are the avenue by which the process will be wholly taken over. Without the backing of paper records, electronic records are forever changeable and now you're left with custody chains of things that are microscopic in size and able to be tampered with remotely. Or just plain erasable....
Re:Telling idiots what they want to hear... (Score:4, Informative)
Please. I'm a teacher, my wife is a teacher, and my relatives who are far, far older than I am (read "grand" style older) were also teachers. That is such a specious argument it's laughable.
Since we're all teachers in our family, we often speak about how things were and are for ourselves. If I've learned nothing else, it's that being a teacher has become far more onerous a task, with far more oversight put upon the teacher, that I cannot fathom a conversation between ourselves that goes something like, "We're not as held accountable as you guys once were." My grandparents tell me all the time how they used to be able to teach the curriculum in the order they wanted, spend the time they wanted on the sections they could see students struggling with, and so forth. They didn't have proscribed "curriculum maps" which dictated not just the topics, but in some cases the exact page numbers in a textbook they must teach, nor did they have "curriculum timelines" that dictated not just the order of the topics ("you must teach Chapter 5 before Chapter 2 - don't argue, just do it!"), but also the exact number of days you must teach each unit.
In other words, when the students I teach have spent their requisite time on differentiation, if they still have trouble with the derivatives of trigonometric functions, tough luck, sucker - we have to learn integration of trig. Wish I could help you, Johnny, really do, but we'll just have to do that outside of class after school - and I hope you don't get further behind either!
Now, to blame those kind of issues on teachers - as you are doing - is deceiving and disconcerting simultaneously. My student test scores (on my own teacher-made tests, which I worked my way through my master's in education to learn how to improve and reinforce) have steadily declined, even though I've actually become better and more informed as an educator in my subject area. The most glaring reason I can see (beyond sampling error in my students, which is always an issue) is that I have lost the creative freedom I once had 6-7 years ago as an educator to organize and present my curriculum in the most meaningful, most easily connected way possible. In the past, I saw my administrators when they felt there was a need to tour my room, or when I invited them to come, and the district kept its hands off of my teaching. Now, instead, I have administrators doing daily walkthroughs, which is counterproductive to the learning of my students because they [and myself] spend more time worrying about whether or not the student in the back with the cut-off shorts may get pulled out by the administrator for a dress code violation, and myself disciplined because I allowed the student to sit there in cut-offs and [gasp!] learn. I have district personnel who are mandating a progression of curriculum who have no degree in the subject area at all - and therefore no business in dictating how it's taught - but have the authority granted to them by the school board to make such decisions. (Case in point: Try teaching how to apply the Law of Sines or Law of Cosines to solving an oblique triangle before you're "allowed" to teach students what sine or cosine even is. Sure, it can be done, but why?)
The reality is nothing is ever as simple as you portray it. What I've described already shows you how teachers such as myself are being micromanaged to the point of being made automatons. Accountability is high for us as well, especially in our state where test scores are essentially all that matters. Our annual evaluations, and potentially job retention, by law must be > 50% determined by the state assessment. The problem is, the test is a single-day, 3-hour long test. Students can, and do, have bad days. I've personally seen students who were outstanding, 4.0 GPA candidates, and had an especially strong case of the flu, and took the test and failed it that day. There's no recourse for them but to take it again the next year - but the teachers of that student are marked down, along with the school, becau