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Web Assignment Instructions Conduct research on the Internet, then write a two- page paper on how zero-day attack vulnerabilities are discovered. Include in the paper some of the most recent zero-day attacks. Also, describe how to defend against zero-day attacks. Include a title page and separate references page. Follow APA guidelines. This includes in-text citations, referencing, and formatting of the pages. Must use Credible references. ...

Web Assignment
Instructions
Conduct research on the Internet, then write a
two- page
paper on how zero-day attack vulnerabilities are discovered.
Include in the paper some of the most recent zero-day attacks.
Also, describe how to defend against zero-day attacks. Include a
title page and separate references page. Follow
APA
guidelines. This includes in-text citations, referencing, and
formatting of the pages. Must use
Credible
references.

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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