1. In this module, you learned that random numbers (or, at least.docx
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1. In this module, you learned that random numbers (or, at least, pseudorandom numbers) are essential in cryptography, but it is extremely difficult even for powerful hardware and software to generate them. Go online and conduct research on random number generators. What are the different uses of these tools besides cryptography? How do they work? Explain your answer using your own words in 2-3 paragraphs. 2. 11.1 List and briefly define three classes of intruders. 11.2 What are two common techniques used to protect a password file? 11.3 What are three benefits that can be provided by an intrusion detection system? 11.4 What is the difference between statistical anomaly detection and rule-based intrusion detection? 11.5 What metrics are useful for profile-based intrusion detection? 11.6 What is the difference between rule-based anomaly detection and rule-based penetration identification? 11.7 What is a honeypot? 11.8 What is a salt in the context of UNIX password management? 11.9 List and briefly define four techniques used to avoid guessable passwords. .
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Task 1In this module, you learned that random numbers (or, .docx
Task 1:
In this module, you learned that random numbers (or, at least, pseudorandom numbers) are essential in cryptography, but it is extremely difficult even for powerful hardware and software to generate them. Go online and conduct research on random number generators. What are the different uses of these tools besides cryptography? How do they work? Explain your answer using your own words in 2-3 paragraphs.
Task 2:
Do the following review questions:
11.1 List and briefly define three classes of intruders.
11.2 What are two common techniques used to protect a password file?
11.3 What are three benefits that can be provided by an intrusion detection system?
11.4 What is the difference between statistical anomaly detection and rule-based intrusion detection?
11.5 What metrics are useful for profile-based intrusion detection?
11.6 What is the difference between rule-based anomaly detection and rule-based penetration identification?
11.7 What is a honeypot?
11.8 What is a salt in the context of UNIX password management?
11.9 List and briefly define four techniques used to avoid guessable passwords.
Submit a Microsoft Word document
.
Discussion In no less than 250 words, explain what is meant by.docx
Discussion
In no less than 250 words, explain what is meant by an IDS and an IPS. How are they different? How are they connected to a network? List a few examples of IDS/IPS tools that are currently on the market.
Week 11 Assignment
11.1 List and briefly define three classes of intruders.
11.2 What are two common techniques used to protect a password file?
11.3 What are three benefits that can be provided by an intrusion detection system?
11.4 What is the difference between statistical anomaly detection and rule-based intrusion detection?
11.5 What metrics are useful for profile-based intrusion detection?
11.6 What is the difference between rule-based anomaly detection and rule-based penetration identification?
11.7 What is a honeypot?
11.8 What is a salt in the context of UNIX password management?
11.9 List and briefly define four techniques used to avoid guessable passwords.
Discussion
Do you believe that all data should be encrypted? Many computing professionals think this is a good idea. But a small number of computing experts feel that no data should be encrypted—that all data and software should be openly available to anyone who wants it. Explain your answer (whether you believe all data should or should not be encrypted).
Internet Research - Wk 11
In this module, you learned that random numbers (or, at least, pseudorandom numbers) are essential in cryptography, but it is extremely difficult even for powerful hardware and software to generate them. Go online and conduct research on random number generators. What are the different uses of these tools besides cryptography? How do they work? Explain your answer using your own words in 2-3 paragraphs
.
Bro Policy Assignment
The document discusses Bro policy scripts that generate ASCII text logs of network traffic like HTTP, FTP, and other applications. These logs can detect problematic events like exploits, policy violations, or unauthorized services. Bro has notice and log functions to notify operators of errors, engine messages, and potentially bad traffic that is written to log files by default.
Question 1· · 1.1 What is the OSI security architecture·.docx
Question 1:
·
· 1.1 What is the OSI security architecture?
· 1.2 What is the difference between passive and active security threats?
· 1.3 List and briefly define categories of passive and active security attacks.
· 1.4 List and briefly define categories of security services.
· 1.5 List and briefly define categories of security mechanisms.
· 1.6 List and briefly define the fundamental security design principles.
· 1.7 Explain the difference between an attack surface and an attack tree.
Question 2:
· 2.1 What are the essential ingredients of a symmetric cipher?
· 2.2 What are the two basic functions used in encryption algorithms?
· 2.3 How many keys are required for two people to communicate via a symmetric cipher?
· 2.4 What is the difference between a block cipher and a stream cipher?
· 2.5 What are the two general approaches to attacking a cipher?
· 2.6 Why do some block cipher modes of operation only use encryption while others use both encryption and decryption?
· 2.7 What is triple encryption?
· 2.8 Why is the middle portion of 3DES a decryption rather than an encryption?
·
Question 3:
· 3.1 List three approaches to message authentication.
· 3.2 What is a message authentication code?
· 3.4 What properties must a hash function have to be useful for message authentication?
· 3.5 In the context of a hash function, what is a compression function?
· 3.6 What are the principal ingredients of a public-key cryptosystem?
· 3.7 List and briefly define three uses of a public-key cryptosystem.
· 3.8 What is the difference between a private key and a secret key?
· 3.9 What is a digital signature?
Question 4
· 4.1 List ways in which secret keys can be distributed to two communicating parties.
· 4.2 What is the difference between a session key and a master key?
· 4.3 What is a key distribution center?
· 4.4 What entities constitute a full-service Kerberos environment?
· 4.5 In the context of Kerberos, what is a realm?
· 4.6 What are the principal differences between version 4 and version 5 of Kerberos?
· 4.7 What is a nonce?
· 4.8 What are two different uses of public-key cryptography related to key distribution?
· 4.9 What are the essential ingredients of a public-key directory?
· 4.10 What is a public-key certificate?
· 4.11 What are the requirements for the use of a public-key certificate scheme?
· 4.12 What is the purpose of the X.509 standard?
· 4.13 What is a chain of certificates?
· 4.14 How is an X.509 certificate revoked?
Question 5:
· 5.1 Provide a brief definition of network access control.
· 5.2 What is an EAP?
· 5.3 List and briefly define four EAP authentication methods.
· 5.4 What is EAPOL?
· 5.5 What is the function of IEEE 802.1X?
· 5.6 Define cloud computing.
· 5.7 List and briefly define three cloud service models.
· 5.8 What is the cloud computing reference architecture?
· 5.9 Describe some of the main cloud-specific security threats.
Question 6:
· 6.2 What protocols comprise TLS?
· 6.3 What is the difference between a ...
Hacking and its types
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Recommended
Task 1In this module, you learned that random numbers (or, .docx
Task 1:
In this module, you learned that random numbers (or, at least, pseudorandom numbers) are essential in cryptography, but it is extremely difficult even for powerful hardware and software to generate them. Go online and conduct research on random number generators. What are the different uses of these tools besides cryptography? How do they work? Explain your answer using your own words in 2-3 paragraphs.
Task 2:
Do the following review questions:
11.1 List and briefly define three classes of intruders.
11.2 What are two common techniques used to protect a password file?
11.3 What are three benefits that can be provided by an intrusion detection system?
11.4 What is the difference between statistical anomaly detection and rule-based intrusion detection?
11.5 What metrics are useful for profile-based intrusion detection?
11.6 What is the difference between rule-based anomaly detection and rule-based penetration identification?
11.7 What is a honeypot?
11.8 What is a salt in the context of UNIX password management?
11.9 List and briefly define four techniques used to avoid guessable passwords.
Submit a Microsoft Word document
.
Discussion In no less than 250 words, explain what is meant by.docx
Discussion
In no less than 250 words, explain what is meant by an IDS and an IPS. How are they different? How are they connected to a network? List a few examples of IDS/IPS tools that are currently on the market.
Week 11 Assignment
11.1 List and briefly define three classes of intruders.
11.2 What are two common techniques used to protect a password file?
11.3 What are three benefits that can be provided by an intrusion detection system?
11.4 What is the difference between statistical anomaly detection and rule-based intrusion detection?
11.5 What metrics are useful for profile-based intrusion detection?
11.6 What is the difference between rule-based anomaly detection and rule-based penetration identification?
11.7 What is a honeypot?
11.8 What is a salt in the context of UNIX password management?
11.9 List and briefly define four techniques used to avoid guessable passwords.
Discussion
Do you believe that all data should be encrypted? Many computing professionals think this is a good idea. But a small number of computing experts feel that no data should be encrypted—that all data and software should be openly available to anyone who wants it. Explain your answer (whether you believe all data should or should not be encrypted).
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In this module, you learned that random numbers (or, at least, pseudorandom numbers) are essential in cryptography, but it is extremely difficult even for powerful hardware and software to generate them. Go online and conduct research on random number generators. What are the different uses of these tools besides cryptography? How do they work? Explain your answer using your own words in 2-3 paragraphs
.
Bro Policy Assignment
The document discusses Bro policy scripts that generate ASCII text logs of network traffic like HTTP, FTP, and other applications. These logs can detect problematic events like exploits, policy violations, or unauthorized services. Bro has notice and log functions to notify operators of errors, engine messages, and potentially bad traffic that is written to log files by default.
Question 1· · 1.1 What is the OSI security architecture·.docx
Question 1:
·
· 1.1 What is the OSI security architecture?
· 1.2 What is the difference between passive and active security threats?
· 1.3 List and briefly define categories of passive and active security attacks.
· 1.4 List and briefly define categories of security services.
· 1.5 List and briefly define categories of security mechanisms.
· 1.6 List and briefly define the fundamental security design principles.
· 1.7 Explain the difference between an attack surface and an attack tree.
Question 2:
· 2.1 What are the essential ingredients of a symmetric cipher?
· 2.2 What are the two basic functions used in encryption algorithms?
· 2.3 How many keys are required for two people to communicate via a symmetric cipher?
· 2.4 What is the difference between a block cipher and a stream cipher?
· 2.5 What are the two general approaches to attacking a cipher?
· 2.6 Why do some block cipher modes of operation only use encryption while others use both encryption and decryption?
· 2.7 What is triple encryption?
· 2.8 Why is the middle portion of 3DES a decryption rather than an encryption?
·
Question 3:
· 3.1 List three approaches to message authentication.
· 3.2 What is a message authentication code?
· 3.4 What properties must a hash function have to be useful for message authentication?
· 3.5 In the context of a hash function, what is a compression function?
· 3.6 What are the principal ingredients of a public-key cryptosystem?
· 3.7 List and briefly define three uses of a public-key cryptosystem.
· 3.8 What is the difference between a private key and a secret key?
· 3.9 What is a digital signature?
Question 4
· 4.1 List ways in which secret keys can be distributed to two communicating parties.
· 4.2 What is the difference between a session key and a master key?
· 4.3 What is a key distribution center?
· 4.4 What entities constitute a full-service Kerberos environment?
· 4.5 In the context of Kerberos, what is a realm?
· 4.6 What are the principal differences between version 4 and version 5 of Kerberos?
· 4.7 What is a nonce?
· 4.8 What are two different uses of public-key cryptography related to key distribution?
· 4.9 What are the essential ingredients of a public-key directory?
· 4.10 What is a public-key certificate?
· 4.11 What are the requirements for the use of a public-key certificate scheme?
· 4.12 What is the purpose of the X.509 standard?
· 4.13 What is a chain of certificates?
· 4.14 How is an X.509 certificate revoked?
Question 5:
· 5.1 Provide a brief definition of network access control.
· 5.2 What is an EAP?
· 5.3 List and briefly define four EAP authentication methods.
· 5.4 What is EAPOL?
· 5.5 What is the function of IEEE 802.1X?
· 5.6 Define cloud computing.
· 5.7 List and briefly define three cloud service models.
· 5.8 What is the cloud computing reference architecture?
· 5.9 Describe some of the main cloud-specific security threats.
Question 6:
· 6.2 What protocols comprise TLS?
· 6.3 What is the difference between a ...
Hacking and its types
The document is a seminar report on hacking and its types submitted by Rishab Gupta to the Computer Science Department. It includes an abstract discussing how hacking exploits computer systems to access unauthorized information and the importance of ethical hacking to increase security. The report contains acknowledgments, a table of contents, and 5 chapters discussing the scope and importance of hacking, different types of ethical hacking, hacking methodology, and the advantages and disadvantages of hacking. It aims to provide information to secure systems from hackers and protect information.
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The project entitled with “Network Security System” is related to hacking attacks in computer systems over internet. In today’s world many of the computer systems and servers are not secure because of increasing the hacking attacks or hackers with growing information, so information security specialist’s requirement has gone high.
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The document discusses considerations for software security and penetration testing. It asks questions about how the source of code affects security, the benefits of familiar languages, protections for external code, how modularity can help or harm security, and limiting the attack surface. It also asks about probing systems at rest and in action, simulating deployment environments, advantages attackers have over testers, choosing a qualified Red Team, and risks of an unqualified team negatively impacting the live environment.
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The document provides guidance on using cheat sheets to study for the EC-Council Certified Ethical Hacker exam. It recommends printing out the cheat sheets, copying them by hand multiple times, and adding notes to help master the concepts and recall important information during the exam without needing the original sheets. A chapter map outlines the topics covered in the various cheat sheets to aid preparation.
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This document summarizes packet sniffing in switched network environments. It discusses how tools like ARP spoofing can allow an attacker to intercept network traffic in a switched network by performing a man-in-the-middle attack. The document provides examples of using tools like dsniff and ScoopLM to sniff plaintext usernames and passwords in non-switched networks. It also explains how ARP spoofing works to redirect traffic to an attacker's machine in a switched network, enabling packet sniffing. Encryption is presented as the most effective defense against packet sniffing threats.
Hacking CEH cheat sheet
Cheat Sheet to crarck CEH exam in Low Practice
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https://cyber.icssindia.org
Module 5 (system hacking)
System hacking is the way hackers get access to individual computers on a network. ... This course explains the main methods of system hacking—password cracking, privilege escalation, spyware installation, and keylogging—and the countermeasures IT security professionals can take to fight these attacks.
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2. Describe different types of session hijacking. Also research session hijacking on internet and see if you can find a case where session hijacking was successfully used to perform an attack against a system. Include references in your answer.
3. Identify 2 or 3 session hijacking tools and explain how they work.
4. Discuss and explain how to hack the most common Web browser. Also include methods for securing Web browsers. Include at least two different Web browsers in your discussion.
5. Describe the objectives of Web application hacking and the anatomy of an attack.
6. Explain what a SQL injection is and the steps for performing SQL injection.
7. In your own words explain what database hacking is and why databases are targeted by hackers.
8. In your own words explain why Linux is often targeted by hackers. Do you think this makes Linux less secure than other operating systems?
9. Discuss the various types of router attacks and methods to prevent attacks.
10. Research and describe an attack that has occurred in the past year where the security of handheld was compromised in some way. Explain how the attack was carried out and special tools that were used to perform the attack. Could the attack have been prevented?
11. Discuss the different types of attacks launched against USB devices and countermeasure users can take to protect their devices.
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Evaluation of Snort using Rules for DARPA 1999 Dataset
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Snort is one of the advanced techniques that is used to tackle
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Intrusion Detection System that allows user to write their own
rules to detect different attacks over the network on the basis of
their signatures and further gives freedom to users to handle
these attacks in different ways. MIT-DARPA 1999 dataset (which
consists of both normal and abnormal traffic) is used for
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help of the proposed detection rules. In this paper we have
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result, cybersecurity professionals are in huge demand across all industries
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Task 1 Some common biometric techniques includeFingerp.docx
Task 1:
Some common biometric techniques include:
Fingerprint recognition
Signature dynamics
Iris scanning
Retina scanning
Voice prints
Face recognition
Select one of these biometric techniques and explain the benefits and the vulnerabilities associated with that method in 3-4 paragraphs.
Task 2:
Do the following review questions:
10.1 What are three broad mechanisms that malware can use to propagate?
10.2 What are four broad categories of payloads that malware may carry?
10.3 What are typical phases of operation of a virus or worm?
10.4 What mechanisms can a virus use to conceal itself?
10.5 What is the difference between machine-executable and macro viruses?
10.6 What means can a worm use to access remote systems to propagate?
10.7 What is a “drive-by-download” and how does it differ from a worm?
10.8 What is a “logic bomb”?
10.9 Differentiate among the following: a backdoor, a bot, a keylogger, spyware, and a rootkit? Can they all be present in the same malware?
10.10 List some of the different levels in a system that a rootkit may use.
10.11 Describe some malware countermeasure elements.
10.12 List three places malware mitigation mechanisms may be located.
10.13 Briefly describe the four generations of antivirus software.
10.14 How does behavior-blocking software work?
10.15 What is a distributed denial-of-service system?
Submit a Microsoft Word document
.
100 Original WorkZero PlagiarismGraduate Level Writing Required.docx
This document provides instructions for a 1,250- to 1,400-word paper that is due on March 6, 2021. Students must choose between the topics of immigration, drug legislation, or three-strikes sentencing. For the selected topic, students must describe how each branch of the US government (executive, legislative, judicial) participates in the policy. The paper must follow APA formatting guidelines and include at least three peer-reviewed literature references, excluding sources like Wikipedia.
10.11771066480704270150THE FAMILY JOURNAL COUNSELING AND THE.docx
10.1177/1066480704270150THE FAMILY JOURNAL: COUNSELING AND THERAPY FOR COUPLES AND FAMILIES / January 2005Lambert / GAY AND LESBIAN FAMILIES
❖ Literature Review—Research
Gay and Lesbian Families:
What We Know and Where to Go From Here
Serena Lambert
Idaho State University
The author reviewed the research on gay and lesbian parents and
their children. The current body of research has been clear and con-
sistent in establishing that children of gay and lesbian parents are as
psychologically healthy as their peers from heterosexual homes.
However, this comparison approach to research design appears to
have limited the scope of research on gay and lesbian families, leav-
ing much of the experience of these families yet to be investigated.
Keywords: gay men; lesbians; parenting; families
The relationships and family lives of gay and lesbian peo-ple have been the focus of much controversy in the past
decade. The legal and social implications of gay and lesbian
parents appear to have clearly affected the direction that
researchers in the fields of psychology and sociology have
taken in regard to these diverse families. As clinicians, educa-
tors, and researchers, counselors need to be aware of and
involved with issues related to lesbian and gay family life for
several reasons. First, our professional code of ethics charges
us with the ethical responsibility to demonstrate a commit-
ment to gaining knowledge, personal awareness, sensitivity,
and skills significant for working with diverse populations
(American Counseling Association, 1995; International
Association of Marriage and Family Counselors, n.d.). Coun-
selors are also in a unique position to advocate for diverse
clients and families in their communities as well as in their
practices but must possess the knowledge to do so effectively
(Eriksen, 1999). It is believed that work in this area not only
has the potential to affect the lives of our gay and lesbian cli-
ents and their children but also influences developmental and
family theory and informs public policies for the future
(Patterson, 1995, 2000; Savin-Williams & Esterberg, 2000).
This article will review the recent research regarding fami-
lies headed by gay men and lesbians. Studies reviewed in-
clude investigations of gay or lesbian versus homosexual par-
ents, sources of diversity among gay and lesbian parents, and
the personal and sociological development of the children of
gay and lesbian parents. Implications for counselors as well
as directions for future research will also be discussed.
GAY AND LESBIAN PARENTS
How Many Are Out There?
Unfortunately, accurate statistics regarding the numbers
of families headed by gay men and lesbians in our culture are
difficult to determine. Due to fear of discrimination in one or
more aspects of their lives, many gay men and lesbians have
carefully kept their sexual orientation concealed—even from
their own children in some cases (Huggins, 1989). Patterson
(2000) noted that it is es.
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Similar to 1. In this module, you learned that random numbers (or, at least.docx
A CASE STUDY ON VARIOUS NETWORK SECURITY TOOLS
Network security tools play an important role in cybersecurity. The document discusses various network security tools including vulnerability scanners like Nessus, packet sniffers like Wireshark, password crackers like John the Ripper, honeypots, and wireless security tools like NetStumbler. It provides an overview of the most popular tools, how they work, and what features they provide to enhance network security through activities like vulnerability detection, packet analysis, password cracking, and monitoring of network traffic. The top five tools discussed are Wireshark, Nessus, Snort, John the Ripper, and NetStumbler.
Hacking - CEH Cheat Sheet Exercises.pdf
The document provides guidance on using cheat sheets to study for the EC-Council Certified Ethical Hacker exam. It recommends printing out the cheat sheets, copying them by hand multiple times, and adding notes to help master the concepts and recall important information during the exam without needing the original sheets. A chapter map outlines the topics covered in the various cheat sheets to aid preparation.
packet-sniffing-switched-environment-244
This document summarizes packet sniffing in switched network environments. It discusses how tools like ARP spoofing can allow an attacker to intercept network traffic in a switched network by performing a man-in-the-middle attack. The document provides examples of using tools like dsniff and ScoopLM to sniff plaintext usernames and passwords in non-switched networks. It also explains how ARP spoofing works to redirect traffic to an attacker's machine in a switched network, enabling packet sniffing. Encryption is presented as the most effective defense against packet sniffing threats.
Hacking CEH cheat sheet
Cheat Sheet to crarck CEH exam in Low Practice
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https://cyber.icssindia.org
Module 5 (system hacking)
System hacking is the way hackers get access to individual computers on a network. ... This course explains the main methods of system hacking—password cracking, privilege escalation, spyware installation, and keylogging—and the countermeasures IT security professionals can take to fight these attacks.
1. In your own words explain what happens when a session is hijack.docx
1. In your own words explain what happens when a session is hijacked. Include in your answer the steps that are taken to conduct a session hijacking attack.
2. Describe different types of session hijacking. Also research session hijacking on internet and see if you can find a case where session hijacking was successfully used to perform an attack against a system. Include references in your answer.
3. Identify 2 or 3 session hijacking tools and explain how they work.
4. Discuss and explain how to hack the most common Web browser. Also include methods for securing Web browsers. Include at least two different Web browsers in your discussion.
5. Describe the objectives of Web application hacking and the anatomy of an attack.
6. Explain what a SQL injection is and the steps for performing SQL injection.
7. In your own words explain what database hacking is and why databases are targeted by hackers.
8. In your own words explain why Linux is often targeted by hackers. Do you think this makes Linux less secure than other operating systems?
9. Discuss the various types of router attacks and methods to prevent attacks.
10. Research and describe an attack that has occurred in the past year where the security of handheld was compromised in some way. Explain how the attack was carried out and special tools that were used to perform the attack. Could the attack have been prevented?
11. Discuss the different types of attacks launched against USB devices and countermeasure users can take to protect their devices.
...
Evaluation of Snort using Rules for DARPA 1999 Dataset
Network security is main concern now-a-days and
Snort is one of the advanced techniques that is used to tackle
rising security threats over the internet. Snort is kind of Network
Intrusion Detection System that allows user to write their own
rules to detect different attacks over the network on the basis of
their signatures and further gives freedom to users to handle
these attacks in different ways. MIT-DARPA 1999 dataset (which
consists of both normal and abnormal traffic) is used for
evaluation of Snort in this paper. This evaluation is done with the
help of the proposed detection rules. In this paper we have
detected all kinds of attacks i.e. DOS, U2R, R2L, Probe and data
attacks. These proposed rules results are further compared to the
Detection Scoring Truth of DARPA 1999 dataset.
4777.team c.final
Team research paper and project on network vulnerabilities with multiple attacks and defesnses:
Cybersecurity
-For this project, our class was paired with teams to attempt to find vulnerabilities in other teams networks and to successfully beach their network.
-My role in this group was to help breach other team vulnerabilities through different attacks like responder attacks, honeypots, etc.
-The main challenges of this project were trying to find the vulnerabilities successfully, as the whole team had troubles with each of our different attacks and defenses.
-We learned how to use cybersecurity tools to help find vulnerabilities in networks and how to protect against them better. For example, in the honeypot we used we deployed it to port 80, when the attacker tried to access our fake server we were notified. We also deployed palto alto firewall to create our private and secure network. For an attack, we also used password crackers like john the ripper. This project taught us how to breach networks as a team.
CSEC 610 Individual Assignment Essay
Here are three additional new security tools or techniques beyond what was discussed in the text, along with an analysis of their potential:
1. Deception technologies: Tools that deploy deceptive measures like honeypots, honeynets, and decoy documents/credentials to identify and study cyber attacks without putting real systems at risk. These have strong potential to gather threat intelligence and improve defenses.
2. Blockchain authentication: Using distributed ledger technologies like blockchain to securely store credentials and authenticate users. By distributing credential data across multiple nodes, it eliminates single points of failure and could help reduce identity theft if widely adopted.
3. AI-powered behavioral analytics: Leveraging machine learning to analyze patterns in user and system behavior over time
Detection and prevention of keylogger spyware attacks
This document summarizes a proposed method for detecting and preventing keylogger spyware attacks. Keylogger spyware poses a serious threat by recording keyboard keystrokes to steal sensitive information like passwords and account numbers. The proposed method uses a detection and prevention system to identify keyloggers and remove them from infected systems. It aims to protect systems from this type of malware in a network. The document provides an overview of different types of malware like adware, spyware, and keyloggers, and describes how keylogger spyware works by logging keystrokes and transmitting the stolen data to malicious users.
Honeypots and honeynets
This document discusses honeypots and honeynets. It begins by explaining that honeypots are fake vulnerable systems used to collect information from attackers without being harmed. There are two main types - low interaction honeypots that emulate services and high interaction honeypots that use real systems. Honeynets are networks of high interaction honeypots used to capture in-depth information on attacks. The document outlines the benefits of honeypots for gathering threat intelligence and tracking attackers. It also discusses some popular honeypot tools and the growing cybersecurity market.
Attackers May Depend On Social Engineering To Gain...
The document discusses integrating threat intelligence and incident response. It defines threat intelligence as technical and contextual information about emerging threats evaluated for accuracy. Threat intelligence feeds into strategic, operational and tactical security levels. Challenges include connecting diverse data points and filtering noise. A threat intelligence platform helps address this by analyzing data and delivering standardized information. The threat kill chain model outlines attack stages from reconnaissance to information theft. Integrating threat intelligence and incident response improves network defenses across each stage.
Network Security
The document discusses various security threats and countermeasures. It defines security as minimizing risk and removing dangers. It then covers common network security attacks like spoofing, sniffing, hijacking, trojans, DoS/DDoS attacks, and social engineering. For each threat, it provides examples, overview, and potential countermeasures to secure networks and information from unauthorized access. The conclusion emphasizes the importance of staying updated on security best practices to patch vulnerabilities.
Top Interview Questions to Master as a CompTIA Security+ Certified Profession...
Cybercrime, according to reports, now risks billions of dollars of assets and data. We have so many access points, public IPs, constant traffic, and loads of data to exploit in today’s day and age. Hackers are having a lot of time to exploit vulnerabilities and develop malicious software for sale. As a result, cybersecurity professionals are in huge demand across all industries.
https://www.infosectrain.com/blog/top-interview-questions-to-master-as-a-comptia-security-certified-professional/
Top Interview Questions for CompTIA Security +
CompTIA Security+ SYO-601 is the latest version of the exam to validate the baseline technical skills required for cybersecurity professionals. The Security+ SYO-601 training program aims to provide hands-on knowledge on all the five domains of the SYO-601 exam.
https://www.infosectrain.com/courses/comptia-security-syo-601-training/
CompTIA Security+
Cybercrime, according to reports, now risks billions of dollars of assets andloads of data to exploit in today’s day and age. Hackers are having a lot of time to exploit vulnerabilities and develop malicious software for sale. As a
result, cybersecurity professionals are in huge demand across all industries
Application of genetic algorithm in intrusion detection system
This document discusses the application of genetic algorithms in intrusion detection systems. It begins with an introduction to intrusion detection systems and their components. It then provides an overview of genetic algorithms, including their components like the fitness function, population size, encoding, selection mechanisms, variation operators, and survivor selection. The document proposes using a genetic algorithm approach for intrusion detection and describes an experiment applying genetic algorithms with different population sizes, fitness functions, and iterations to evaluate the approach. The results show that fewer initial chromosomes require fewer iterations to generate new reliable chromosomes, while more initial chromosomes require more iterations. Additionally, fewer iterations lead to fewer new reliable chromosomes as the initial chromosome length increases, while more iterations reduce this effect.
Lesson2.9 o u2l6 who cares about encryption
This document outlines a lesson plan for students to explore issues around encryption. It includes readings for students on the topic of encryption and its availability. The lesson then involves splitting students into groups to represent governments, civil liberties groups, and businesses in a debate around regulating encryption software. Students in each group must write reasons to support their position and counter the other groups' positions. The document provides learning objectives, enduring understandings, and essential knowledge related to cryptography, cybersecurity, privacy, and ethics that are addressed in the lesson.
Internet security
This document discusses internet security. It begins by introducing some key computer security attributes like confidentiality, integrity, availability and privacy. It then provides statistics on internet usage growth over time. The document outlines various types of common attacks such as viruses, worms, Trojans, hacking and denial of service attacks. It also discusses technologies used for internet security including cryptography, firewalls, intrusion detection systems and anti-malware software. The document concludes that internet threats will continue as long as information is accessible online, so security is critical.
Task 1 Some common biometric techniques includeFingerp.docx
Task 1:
Some common biometric techniques include:
Fingerprint recognition
Signature dynamics
Iris scanning
Retina scanning
Voice prints
Face recognition
Select one of these biometric techniques and explain the benefits and the vulnerabilities associated with that method in 3-4 paragraphs.
Task 2:
Do the following review questions:
10.1 What are three broad mechanisms that malware can use to propagate?
10.2 What are four broad categories of payloads that malware may carry?
10.3 What are typical phases of operation of a virus or worm?
10.4 What mechanisms can a virus use to conceal itself?
10.5 What is the difference between machine-executable and macro viruses?
10.6 What means can a worm use to access remote systems to propagate?
10.7 What is a “drive-by-download” and how does it differ from a worm?
10.8 What is a “logic bomb”?
10.9 Differentiate among the following: a backdoor, a bot, a keylogger, spyware, and a rootkit? Can they all be present in the same malware?
10.10 List some of the different levels in a system that a rootkit may use.
10.11 Describe some malware countermeasure elements.
10.12 List three places malware mitigation mechanisms may be located.
10.13 Briefly describe the four generations of antivirus software.
10.14 How does behavior-blocking software work?
10.15 What is a distributed denial-of-service system?
Submit a Microsoft Word document
.
Similar to 1. In this module, you learned that random numbers (or, at least.docx (20)
1. In your own words explain what happens when a session is hijack.docx
1. In your own words explain what happens when a session is hijack.docx
Evaluation of Snort using Rules for DARPA 1999 Dataset
Evaluation of Snort using Rules for DARPA 1999 Dataset
Detection and prevention of keylogger spyware attacks
Detection and prevention of keylogger spyware attacks
Attackers May Depend On Social Engineering To Gain...
Attackers May Depend On Social Engineering To Gain...
Top Interview Questions to Master as a CompTIA Security+ Certified Profession...
Top Interview Questions to Master as a CompTIA Security+ Certified Profession...
Application of genetic algorithm in intrusion detection system
Application of genetic algorithm in intrusion detection system
Task 1 Some common biometric techniques includeFingerp.docx
Task 1 Some common biometric techniques includeFingerp.docx
More from christiandean12115
100 Original WorkZero PlagiarismGraduate Level Writing Required.docx
This document provides instructions for a 1,250- to 1,400-word paper that is due on March 6, 2021. Students must choose between the topics of immigration, drug legislation, or three-strikes sentencing. For the selected topic, students must describe how each branch of the US government (executive, legislative, judicial) participates in the policy. The paper must follow APA formatting guidelines and include at least three peer-reviewed literature references, excluding sources like Wikipedia.
10.11771066480704270150THE FAMILY JOURNAL COUNSELING AND THE.docx
10.1177/1066480704270150THE FAMILY JOURNAL: COUNSELING AND THERAPY FOR COUPLES AND FAMILIES / January 2005Lambert / GAY AND LESBIAN FAMILIES
❖ Literature Review—Research
Gay and Lesbian Families:
What We Know and Where to Go From Here
Serena Lambert
Idaho State University
The author reviewed the research on gay and lesbian parents and
their children. The current body of research has been clear and con-
sistent in establishing that children of gay and lesbian parents are as
psychologically healthy as their peers from heterosexual homes.
However, this comparison approach to research design appears to
have limited the scope of research on gay and lesbian families, leav-
ing much of the experience of these families yet to be investigated.
Keywords: gay men; lesbians; parenting; families
The relationships and family lives of gay and lesbian peo-ple have been the focus of much controversy in the past
decade. The legal and social implications of gay and lesbian
parents appear to have clearly affected the direction that
researchers in the fields of psychology and sociology have
taken in regard to these diverse families. As clinicians, educa-
tors, and researchers, counselors need to be aware of and
involved with issues related to lesbian and gay family life for
several reasons. First, our professional code of ethics charges
us with the ethical responsibility to demonstrate a commit-
ment to gaining knowledge, personal awareness, sensitivity,
and skills significant for working with diverse populations
(American Counseling Association, 1995; International
Association of Marriage and Family Counselors, n.d.). Coun-
selors are also in a unique position to advocate for diverse
clients and families in their communities as well as in their
practices but must possess the knowledge to do so effectively
(Eriksen, 1999). It is believed that work in this area not only
has the potential to affect the lives of our gay and lesbian cli-
ents and their children but also influences developmental and
family theory and informs public policies for the future
(Patterson, 1995, 2000; Savin-Williams & Esterberg, 2000).
This article will review the recent research regarding fami-
lies headed by gay men and lesbians. Studies reviewed in-
clude investigations of gay or lesbian versus homosexual par-
ents, sources of diversity among gay and lesbian parents, and
the personal and sociological development of the children of
gay and lesbian parents. Implications for counselors as well
as directions for future research will also be discussed.
GAY AND LESBIAN PARENTS
How Many Are Out There?
Unfortunately, accurate statistics regarding the numbers
of families headed by gay men and lesbians in our culture are
difficult to determine. Due to fear of discrimination in one or
more aspects of their lives, many gay men and lesbians have
carefully kept their sexual orientation concealed—even from
their own children in some cases (Huggins, 1989). Patterson
(2000) noted that it is es.
10.11771066480703252339 ARTICLETHE FAMILY JOURNAL COUNSELING.docx
10.1177/1066480703252339 ARTICLETHE FAMILY JOURNAL: COUNSELING AND THERAPY FOR COUPLES AND FAMILIES / July 2003Fall, Lyons / ETHICAL CONSIDERATIONS
❖ Ethics
Ethical Considerations of Family Secret
Disclosure and Post-Session Safety Management
Kevin A. Fall
Christy Lyons
Loyola University—New Orleans
The ethical issues involved in the disclosure of family secrets in ther-
apy have been addressed in the literature, but the focus has typically
been on secrets disclosed in individual sessions. The literature
largely ignores the ethical issues surrounding in-session disclosure
and the concomitant liability of the family therapist for the post-ses-
sion well-being of the system’s members. This article explores types
of family secrets, provides a case example of in-session disclosure,
and presents ethical considerations and practice recommendations.
Keywords: family secrets; ethics; confidentiality; abuse; safety
A
family without secrets is like a two-year-old without
tantrums: a rarity. Virtually every family has secrets
involving academic problems, relationship dynamics, or even
various illegalities. Secrets permeate the family system
before therapy begins, but with the introduction of the thera-
pist, the system begins to change. The therapist ideally creates
an environment that challenges the boundaries and rules of
the system; this is the nature of therapy. As a result of the
sense of safety within the session, it is conceivable that a fam-
ily member may disclose information that has been hidden for
a wide variety of reasons. Any unearthing of hidden material
will create a disequilibrium within the system. Family thera-
pists are trained to handle the consequences of such a disclo-
sure in session and ethically lay the groundwork for timely
disclosures. Dealing with this disclosure and its impact on the
system often becomes the primary focus of the therapy, as the
perturbation caused by the disclosure can serve as a catalyst to
reorganize the system.
However, not all information is disclosed at the “perfect
time.” In fact, the idiosyncratic internal sensing of safety by
any member of the family may trigger a disclosure prema-
turely. Secrets are such an omnipresent dynamic in the life of
family systems that it seems unlikely that any family therapist
could avoid untimely disclosures. Even in these unpredict-
able moments, a disclosure creates a disequilibrium that can
be productive in the therapy process as the secret and the pro-
cess of maintaining the secret are worked through in an
atmosphere of trust and safety. The ethical question here is
two-fold: What is the therapist’s responsibility in preparing
the family members for the potential risks of counseling that
may arise from such disclosures, and what is the responsibil-
ity of the family therapist to maintain the safety of the mem-
bers after a disclosure?
Although the International Association of Marriage and
Family Counselors’ (IAMFC).
10.11770022427803260263ARTICLEJOURNAL OF RESEARCH IN CRIME AN.docx
This document summarizes competing theories on whether the perceived risk of punishment deters criminally prone individuals from committing crimes. It discusses three main perspectives: 1) that all individuals are equally deterred regardless of criminal propensity, 2) that criminally prone individuals are less deterred due to their impulsivity and focus on immediate gratification, and 3) that criminally prone individuals are more deterred since socialized individuals act based on moral obligations rather than costs/benefits. The article then analyzes data from a longitudinal study in New Zealand to test the relationship between criminal propensity, perceived punishment risks, and criminal behavior.
10.11770022487105285962Journal of Teacher Education, Vol. 57,.docx
10.1177/0022487105285962Journal of Teacher Education, Vol. 57, No. XX, XXX/XXX 2006Journal of Teacher Education, Vol. 57, No. XX, XXX/XXX 2006
CONSTRUCTING 21st-CENTURY TEACHER EDUCATION
Linda Darling-Hammond
Stanford University
Much of what teachers need to know to be successful is invisible to lay observers, leading to the view
that teaching requires little formal study and to frequent disdain for teacher education programs. The
weakness of traditional program models that are collections of largely unrelated courses reinforce this
low regard. This article argues that we have learned a great deal about how to create stronger, more ef-
fective teacher education programs. Three critical components of such programs include tight coher-
ence and integration among courses and between course work and clinical work in schools, extensive
and intensely supervised clinical work integrated with course work using pedagogies linking theory
and practice, and closer, proactive relationships with schools that serve diverse learners effectively
and develop and model good teaching. Also, schools of education should resist pressures to water
down preparation, which ultimately undermine the preparation of entering teachers, the reputation
of schools of education, and the strength of the profession.
Keywords: field-based experiences; foundations of education; student teaching; supervision; theo-
ries of teacher education
The previous articles have articulated a spectac-
ular array of things that teachers should know
and be able to do in their work. These include
understanding many things about how people
learn and how to teach effectively, including as-
pects of pedagogical content knowledge that in-
corporate language, culture, and community
contexts for learning. Teachers also need to un-
derstand the person, the spirit, of every child
and find a way to nurture that spirit. And they
need the skills to construct and manage class-
room activities efficiently, communicate well,
use technology, and reflect on their practice to
learn from and improve it continually.
The importance of powerful teaching is
increasingly important in contemporary soci-
ety. Standards for learning are now higher than
they have ever been before, as citizens and
workers need greater knowledge and skill to
survive and succeed. Education is increasingly
important to the success of both individuals and
nations, and growing evidence demonstrates
that—among all educational resources—teach-
ers’ abilities are especially crucial contributors
t o s t u d e n t s ’ le a r n i n g . F u r t h e r m o re , t h e
demands on teachers are increasing. Teachers
need not only to be able to keep order and pro-
vide useful information to students but also to
be increasingly effective in enabling a diverse
group of students to learn ever more complex
material. In previous decades, they were
expected to prepare only a small minority for
ambitious intellectual work, whereas they are
now expected to prep.
10.11770011000002250638ARTICLETHE COUNSELING PSYCHOLOGIST M.docx
10.1177/0011000002250638ARTICLETHE COUNSELING PSYCHOLOGIST / March 2003Westefeld, Heckman-Stone / CRISIS INTERVENTION
• PROFESSIONAL FORUM
The Integrated Problem-Solving
Model of Crisis Intervention:
Overview and Application
John S. Westefeld
The University of Iowa
Carolyn Heckman-Stone
Iowa State University
Crisis intervention is a role that fits exceedingly well with counseling psychologists’
interests and skills. This article provides an overview of a new crisis intervention model,
the Integrated Problem-Solving Model (IPSM), and demonstrates its application to a
specific crisis, sexual assault. It is hoped that this article will encourage counseling psy-
chologists to become more involved in crisis intervention itself as well as in research and
training in this important area.
Recently, significant crisis events (e.g., sexual assaults, school shootings,
terrorist attacks, and other violent crimes) have received major media atten-
tion. This has led, among other things, to an increased interest in this topic as
a subspecialty among human service providers (James & Gilliland, 2001). In
addition, it appears that we live in an increasingly fast-paced and technologi-
cal society in which individuals may be less connected with family and other
positive influences than in the past (Pitcher & Poland, 1992). Mental health
professionals need to be prepared to help society cope with such crises, and
counseling psychologists are particularly well suited for this type of interven-
tion. Coping with life transitions, a major focus of counseling psychology
throughout its history, sometimes involves the successful negotiation of cri-
ses (Brown & Lent, 2000). Counseling psychologists are particularly skilled
in promoting self-enhancement among relatively healthy individuals, which
is often the case in crisis situations. In addition, crisis intervention matches
well with counseling psychologists’ skills at implementing brief, problem-
solving, developmental, educational, and self-empowering intervention
approaches.
Relatively few articles have been published in The Counseling Psycholo-
gist concerning crisis intervention and the role of the counseling psycholo-
221
Correspondence concerning this article should be addressed to John S. Westefeld, Coun-
seling Psychology, 361 Lindquist Center, The University of Iowa, Iowa City, IA 52242;
e-mail: [email protected]
THE COUNSELING PSYCHOLOGIST, Vol. 31 No. 2, March 2003 221-239
DOI: 10.1177/0011000002250638
© 2003 by the Division of Counseling Psychology.
gist. Indeed, we believe that the field of counseling psychology has not his-
torically seen itself as working extensively in this area. Interestingly, in
1979—more than 20 years ago—Baldwin published an excellent manuscript
in The Counseling Psychologist, wherein he reviewed crisis theory, discussed
types of crises, and described his own stage model of crisis intervention.
Baldwin’s model consisted of the following major steps: catharsis/assess-
m.
10.1 What are three broad mechanisms that malware can use to propa.docx
10.1 What are three broad mechanisms that malware can use to propagate?
10.2 What are four broad categories of payloads that malware may carry?
10.3 What are typical phases of operation of a virus or worm?
10.4 What mechanisms can a virus use to conceal itself?
10.5 What is the difference between machine-executable and macro viruses?
10.6 What means can a worm use to access remote systems to propagate?
10.7 What is a “drive-by-download” and how does it differ from a worm?
10.8 What is a “logic bomb”?
10.9 Differentiate among the following: a backdoor, a bot, a keylogger, spyware, and a rootkit? Can they all be present in the same malware?
10.10 List some of the different levels in a system that a rootkit may use.
10.11 Describe some malware countermeasure elements.
10.12 List three places malware mitigation mechanisms may be located.
10.13 Briefly describe the four generations of antivirus software.
10.14 How does behavior-blocking software work?
10.15 What is a distributed denial-of-service system?
.
10.0 ptsPresentation of information was exceptional and included.docx
10.0 pts
Presentation of information was exceptional and included all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Scholarly support from nursing literature was provided.
9.0 pts
Presentation of information was good, but was superficial in places and included all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Scholarly support from nursing literature was provided.
8.0 pts
Presentation of information was minimally demonstrated in the all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited scholarly support from nursing literature was provided.
4.0 pts
Presentation of information in one or two of the following elements fails to meet expectations: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited or no scholarly support from nursing literature was provided.
0.0 pts
Presentation of information is unsatisfactory in three or more of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited or no scholarly support from nursing literature was provided.
10.0 pts
This criterion is linked to a Learning Outcome Definition/Explanation of Selected Concept
25.0 pts
Presentation of information was exceptional and included all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for this section ONLY, and additional scholarly nursing references are required). Provides support from scholarly sources.
22.0 pts
Presentation of information was good, but was superficial in places and included all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for this section ONLY, and additional scholarly nursing references are required). Provides support from scholarly sources.
20.0 pts
Presentation of information was minimally demonstrated in the all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for thi.
10-K1f12312012-10k.htm10-KUNITED STATESSECURIT.docx
10-K
1
f12312012-10k.htm
10-K
UNITED STATES
SECURITIES AND EXCHANGE COMMISSION
Washington, DC 20549
FORM 10-K
(Mark One)
R
Annual report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the fiscal year ended December 31, 2012
or
o
Transition report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the transition period from __________ to __________
Commission file number 1-3950
Ford Motor Company
(Exact name of Registrant as specified in its charter)
Delaware
38-0549190
(State of incorporation)
(I.R.S. Employer Identification No.)
One American Road, Dearborn, Michigan
48126
(Address of principal executive offices)
(Zip Code)
313-322-3000
(Registrant’s telephone number, including area code)
Securities registered pursuant to Section 12(b) of the Act:
Title of each class
Name of each exchange on which registered*
Common Stock, par value $.01 per share
New York Stock Exchange
__________
* In addition, shares of Common Stock of Ford are listed on certain stock exchanges in Europe.
Securities registered pursuant to Section 12(g) of the Act: None.
Indicate by check mark if the registrant is a well-known seasoned issuer, as defined in Rule 405 of the Securities Act. Yes R No o
Indicate by check mark if the registrant is not required to file reports pursuant to Section 13 or Section 15(d) of the Act. Yes o No R
Indicate by check mark if the registrant (1) has filed all reports required to be filed by Section 13 or 15(d) of the Securities Exchange Act of 1934 during the preceding 12 months (or for such shorter period that the registrant was required to file such reports), and (2) has been subject to such filing requirements for the past 90 days. Yes R No o
Indicate by check mark whether the registrant has submitted electronically and posted on its corporate Web site, if any, every Interactive Data File required to be submitted and posted pursuant to Rule 405 of Regulation S-T (§232.405 of this chapter) during the preceding 12 months (or for such shorter period that the registrant was required to submit and post such files). Yes R No o
Indicate by check mark if disclosure of delinquent filers pursuant to Item 405 of Regulation S-K (§229.405 of this chapter) is not contained herein, and will not be contained, to the best of registrant’s knowledge, in definitive proxy or information statements incorporated by reference in Part III of this Form 10-K or any amendment to this Form 10-K. R
Indicate by check mark whether the registrant is a large accelerated filer, an accelerated filer, a non-accelerated filer, or a smaller reporting company. See definitions of "large accelerated filer," "accelerated filer," and "smaller reporting company" in Rule 12b-2 of the Exchange Act. Large accelerated filer R Accelerated filer o Non-accelerated filer o Smaller reporting company o
Indicate by check mark whether the registra.
10-K 1 f12312012-10k.htm 10-K UNITED STATESSECURITIES AN.docx
10-K 1 f12312012-10k.htm 10-K
UNITED STATES
SECURITIES AND EXCHANGE COMMISSION
Washington, DC 20549
FORM 10-K
(Mark One)
R Annual report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the fiscal year ended December 31, 2012
or
o Transition report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the transition period from __________ to __________
Commission file number 1-3950
Ford Motor Company
(Exact name of Registrant as specified in its charter)
Delaware 38-0549190
(State of incorporation) (I.R.S. Employer Identification No.)
One American Road, Dearborn, Michigan 48126
(Address of principal executive offices) (Zip Code)
313-322-3000
(Registrant’s telephone number, including area code)
Securities registered pursuant to Section 12(b) of the Act:
Title of each class Name of each exchange on which registered*
Common Stock, par value $.01 per share New York Stock Exchange
__________
* In addition, shares of Common Stock of Ford are listed on certain stock exchanges in Europe.
Securities registered pursuant to Section 12(g) of the Act: None.
Indicate by check mark if the registrant is a well-known seasoned issuer, as defined in Rule 405 of the Securities Act.
Yes R No o
Indicate by check mark if the registrant is not required to file reports pursuant to Section 13 or Section 15(d) of the Act.
Yes o No R
Indicate by check mark if the registrant (1) has filed all reports required to be filed by Section 13 or 15(d) of the Securities
Exchange Act of 1934 during the preceding 12 months (or for such shorter period that the registrant was required to file such
reports), and (2) has been subject to such filing requirements for the past 90 days. Yes R No o
Indicate by check mark whether the registrant has submitted electronically and posted on its corporate Web site, if any,
every Interactive Data File required to be submitted and posted pursuant to Rule 405 of Regulation S-T (§232.405 of this
Page 1 of 216F 12.31.2012- 10K
3/7/2019https://www.sec.gov/Archives/edgar/data/37996/000003799613000014/f12312012-10k.htm
chapter) during the preceding 12 months (or for such shorter period that the registrant was required to submit and post such
files). Yes R No o
Indicate by check mark if disclosure of delinquent filers pursuant to Item 405 of Regulation S-K (§229.405 of this chapter)
is not contained herein, and will not be contained, to the best of registrant’s knowledge, in definitive proxy or information
statements incorporated by reference in Part III of this Form 10-K or any amendment to this Form 10-K. R
Indicate by check mark whether the registrant is a large accelerated filer, an accelerated filer, a non-accelerated filer, or a
smaller reporting company. See definitions of "large accelerated filer," "accelerated filer," and "smaller reporting company" in
Rule 12b-2 of the Exchange Act. Large accelerated filer R Accelerated filer .
10 What does a golfer, tennis player or cricketer (or any othe.docx
10 What does a golfer, tennis player or cricketer (or any other professional sportsperson) focus on to achieve high performance? They nearly always give the same answer: “Repeat my process (that is the process they have practised a million times) – replicate it under real pressure and trust in my ability” That’s why Matthew Lloyd throws the grass up under the roof at Etihad Stadium. It is why Ricky Ponting taps the bat, looks down,
looks up and mouths “watch the ball”. It’s
unnecessary for Matthew Lloyd to toss the
grass. There’s no wind under the roof – it’s
simply a routine that enables him to replicate
his process under pressure.
Ricky Pointing knows you have to watch the
ball. Ponting wants the auto pilot light in his
brain to fl ick on as he mutters “watch the ball”.
High performance in sport is achieved through focusing on your
processes, not the scores.
It is absolutely no different in local government. Our business
is governance and we need to be focusing very hard on our
governance processes. We need to learn these processes, modify
them when necessary, understand them deeply, repeat them
under pressure and trust in our capabilities to deliver. If we do
that, the scores will look after themselves.
I want to share with you my ten most important elements in
the governance process. Let me fi rst say that good governance is
the set of processes, protocols, rules, relationships and behaviours
which lead to consistently good decisions. In the end good
governance is good decisions. You could make lots of good
decisions without good governance. But you will eventually
run out of luck – eventually, bad governance process will lead
to bad decisions. Consistently good decisions come from good
governance processes and practices.
Good governance is not only a prerequisite for consistently
good decisions, it is almost the sole determinant of your
reputation. The way you govern, the ‘vibe’ in the community
and in the local paper about the way you govern is almost the
sole determinant of your reputation. Believe me, if reputation
matters to you, then drive improvements through good
governance.
So here are the ten core elements:
1. THE COUNCIL PLAN
An articulate council plan is a fundamental fi rst step to achieving
your goals. It is your set of promises to your community for a
four-year term.
Unfortunately, there are too many wrong plans:
• Claytons Plans – say too little and are too bland. Delete the
name of the council from these plans and you can’t tell whose
it is! There’s no ‘vibe’ at all.
• Agreeable Plans – where everyone gets their bit in the plan.
There’s no sense of priorities, everyone agrees with everything
in the plan and we save all the real fi ghts and confl icts to be
fought out one by one over the four-year term.
• Opposition-creating Plans – we don’t do this so often but we
sometimes ‘use the numbers’ to enable the dominant group of
councillors to achieve their goals and fail to a.
10 September 2018· Watch video· Take notes withfor students.docx
10 September 2018
· Watch video
· Take notes with/for students
Zeynep Tufekci TED Talk
“We’re building a dystopia just to make people click on ads”
https://www.ted.com/talks/zeynep_tufekci_we_re_building_a_dystopia_just_to_make_people_click_on_ads?referrer=playlist-the_race_for_your_attention
Keywords from first half
· persuasion architecture
· Algorithms
· Dark posts
· Data brokers
FIRST HALF OF TALK
Profiling people – individual profiles
· AI is tailor-making “ads” for individual
Algorithms – Picking up on human behaviors
· No one (no person) understands the algorithms. But artificial intelligence does, i.e., Facebook and Google
Like taking a cross-section of the brain, and no one knows what she is thinking.
· Only the AI (artificial intelligence) knows.
Artificial Intelligence means
· Internet and technology
· Means that computers can use algorithms and “big data” to learn about an individual
· Facebook and Google, examples of using “persuasion architecture”
Her example of “selling plane tickets to Las Vegas”
· Mania and bipolar people
SECOND HALF OF TALK
“Dark posts”
· Targeting people
· They are not doing public posts; individualized
Good persuasion architecture makes a company successful
· Two parts: Facebook has it; a company can buy it.
Information/news is individualized so that people don’t have the same knowledge or news.
Persuades your political views; who to vote for or not.
· They are not considering your opinion; they are trying to give you an opinion
· Because of a lack of transparency, voters don’t know who are persuading them
Facebook algorithms does not show posts in time order but algorithms selecting which ones to see
· Posts are affecting you emotionally
Reforming the internet/technology?
· We need to take control of the technology, so that information is transparent.
· We need to re-structure the “business model.”
· We should restrict algorithms. For example, not apply algorithms to politicians
· Do not offer data from algorithms to the highest bidder/the biggest company
Week 4
Uniform Crime Report (UCR)
Performance Task
Assignment #1
Quick Links
SCENARIO
TASK
RUBRIC
DOCUMENT LIBRARY
CRJ 105 – Crime and Criminal Behavior
© 2017 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may
not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.
Page 2 of 14
Scenario
In June of 2016 you begin your first week as an intern at the Happy Town Police Department. As
an intern, you develop a good rapport with Police Chief Rodney Hurt.
On the second week of your internship you begin to ask questions (of the police officers you
have been working with at the department) concerning the Uniform Crime Rate. You tell them
you are taking a class at Strayer University and are interested in gaining a better understanding
of.
10 Research-Based Tips for Enhancing Literacy Instruct.docx
10 Research-Based Tips
for Enhancing Literacy
Instruction for Students
With Intellectual
Disability
Christopher J. Lemons, Jill H. Allor, Stephanie Al Otaiba,
and Lauren M. LeJeune
Literacy
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http://tcx.sagepub.com/
TEACHING EXCEPTIONAL CHILDREN | SEPTEMBER/OCTOBER 2016 19
In the past 2 decades, researchers
(often working closely with parents,
teachers, and other school staff
members) have conducted studies that
have substantially increased
understanding how to effectively teach
children and adolescents with
intellectual disability (ID) to read. This
research focus has been fueled by
increased societal expectations for
individuals with ID, advocacy efforts,
and legislative priorities (e.g.,
strengthened accountability standards).
Findings from this body of work
indicate that children and adolescents
with ID can obtain higher levels of
reading achievement than previously
anticipated (Allor, Mathes, Roberts,
Cheatham, & Al Otaiba, 2014). Recent
research also suggests that the historic
focus on functional reading (e.g., signs,
restaurant words) for this population of
learners is likely too limited of a focus
for many (Browder et al., 2009).
Research outcomes suggest that
integrating components of traditional
reading instruction (e.g., phonics,
phonemic awareness) into programs
for students with ID will lead to
increases in independent reading skills
for many (Allor, Al Otaiba, Ortiz, &
Folsom, 2014). These increased reading
abilities are likely to lead to greater
postsecondary outcomes, including
employment, independence, and
quality of life. Unfortunately, many
teachers remain unsure of how to best
design and deliver reading intervention
for students with ID.
We offer a set of 10 research-based
tips for special education teachers,
general education teachers, and other
members of IEP teams to consider when
planning literacy instruction for students
with ID in order to maximize student
outcomes. For each tip, we describe our
rationale for the recommendation and
provide implementation guidance. Our
Literacy Instruction and Support
Planning Tool can be used by team
members to organize information to
guide planning. Our aim is to provide
educators and IEP team members with a
framework for reflecting on current
reading practices in order to make
research-based adjustments that are
likely to improve student outcomes.
The Conceptual Model of Literacy
Browder and colleagues (2009) proposed
a conceptual model for early literacy
instruction for students with severe
developmental disabilities. We believe
their framework provides guidance for
designing and delivering literacy
instruction for all students wit.
10 Strategic Points for the Prospectus, Proposal, and Direct Pract.docx
10 Strategic Points for the Prospectus, Proposal, and Direct Practice Improvement Project
Week Two Assignment Instructions DNP 820
Please read the instructions thoroughly
Tutor MUST have a good command of the English language
The Rubric must be followed, and all the requirements met
This is a thorough professor, and she has strict requirements
I have attached the PICOT and the first 10 points (DNP 815) assignment. This is a continuation of that assignment. Please read the attachments
The following needs to be addressed:
Please note the followings: The introduction and the literature review are complete and thorough. The problem statement is written clearly PICOT is clear and very good Sample:
· How will you determine the sample size?
· What are the inclusion/exclusion criteria of the subjects? Methodology: Why is the selected methodology is appropriate? Please justify!
· Data collection approach needs to be clear. How will you collect your data? What is needed here is to describe the process of collecting data form signing the informed consent until completing the measuring.
· Data analysis-What test will you use to answer your research question?
Clinical/PICOT Questions:
“In adult patients with CVC at a Clear Lake Regional Medical Center, does interventional staff education about hub hygiene provided to RN’s who access the CVC impact CLABSI rates compared to standard care over a one-month period?”
P: Patients with Central Venous Catheters
I: Staff re-education related to Hygiene of the hub
C: Other hospitals
O: Reduce probability of CLABSIs
T: Two months
“In Patients > 65 years of age with central line catheters at a Clear Lake Regional Medical Center, how does staff training of key personnel and reinforcement of central line catheter hub hygiene after its insertion, along with the apt cleansing of the insertion site, before every approach compared with other area hospitals, reduce the incidence of CLABSIs (Central Line Associated Blood-stream Infections) over a one-month period?”
P: Patients > 65 years of age with a Central line
I: Staff training and reinforcement of Central Catheter, Hub Hygiene
C: Other area hospitals
O: Reduce probability of CLABSIs
“In adult patients, with define CVC (CVC), does interventional staff education about hub hygiene provided to RN’s who access the CVC impact CLABSI rates compared to pre and post-intervention assessments
1. I used central Missouri as an example, replace with a description of your site.
2. While you might be interested in CLASBI rates as a primary variable, there are other patient outcomes that would also be important to consider
3. Ensure you can find validity and reliability measures on CLASBI rates if you cannot, we need to determine another question to help
4. How are your two comparison groups different, as they are currently stated the groups seem very much the same, could you state, standard care instead of pre and post intervention assessments?
5. One month is the longe.
10 Most Common Err.docx
10 Most Common Errors in Suicide Assessment/Intervention
Robert Neimeyer & Angela Pfeiffer
1. Avoidance of Strong Feelings – Diverting discussions away from powerful, intense
emotion and toward a more abstract or intellectualized exchange. These responses keep
interactions on a purely cognitive level and prevent exploration of the more profound
feelings of distress, which may hold the key to successful treatment. Do not retreat to
professionalism, advice-giving, or passivity when faced with intense depression, grief, or
fear.
• Do not analyze and ask why they feel that way.
• USE empathy! “With all the hurt you’ve been experiencing it must be impossible
to hold those tears in.”
• Tears and sobbing are often met with silence of tangential issues instead of
putting into words what the client is mutely expressing: “With all the pain you’re
feeling, it must be impossible to hold those tears in.”
• “I don’t think anyone really cares whether I live or die.” Helpers often shift to
discussing why/asking questions as opposed to reflecting emotional content.
2. Superficial Reassurance – trivial responses to clients’ expressions of acute distress and
hopelessness can do more harm than good. Rather than reassuring clients, these responses
risk alienating them and deepening their feelings of being isolated in their distress.
• Attempts to emphasize more positive or optimistic aspects of the situation: “But
you’re so young and have so much to live for!”
• Premature offering of a prepackaged meaning for the client’s difficulties: “Well
life works in mysterious ways. Maybe this is life’s way of challenging you.”
• Directly contradicting the client’s protest of anguish: “Things can’t be all that
bad.”
3. Professionalism – Insulating or protecting by distancing and detaching from the brutal,
exhausting realities of clients’ lives by seeking refuge in the comfortable boundaries of role
definition. The exaggerated air of objectivity/disinterest implies a hierarchical relationship,
which may disempower the client. Although intended to put a person at ease, this can come
across as disinterest or hierarchical. Empathy is a more facilitative response.
• “My thoughts are so awful I could never tell anyone” is often met with, “You can
tell me. I’m a professional” as opposed to the riskier, empathic reply.
4. Inadequate Assessment of Suicidal Intent – Implicit negation of suicide threat by
responding to indirect and direct expressions of risk with avoidance or reassurance rather
than a prompt assessment of the level of intent, planning, and lethality. Most common
among physicians and master’s level counselors – due to time pressures, personal theories
or discomfort with intense feelings.
• What they’ve been thinking, For how long, Specific plans/means, Previous
attempts
1
• “There’s nowhere left to turn” and “I’d be better off dead” should be met with
“You sound so miserable. Are y.
10 Introduction Ask any IT manager about the chall.docx
10
Introduction
Ask any IT manager about the challenges in conveying IT risks in terms of business risks, or
about translating business goals into IT goals. It’s a common difficulty, as the worlds of business
and IT do not inherently align. This lack of alignment was unresolved until ISACA developed a
framework called COBIT, first released in 1996. ISACA is an IT professionals’ association
centered on auditing and IT governance. This lab will focus on the COBIT framework. The lab
uses the latest two versions: COBIT 4.1, which is currently the most implemented version, and
COBIT 5, which is the latest version released in June 2012.
Because COBIT 4.1 is freely available at the time of this writing, the lab uses this version to
present handling of risk management. Presentation is done making use of a set of COBIT control
objectives called P09. COBIT P09’s purpose is to guide the scope of risk management for an IT
infrastructure. The COBIT P09 risk management controls help organize the identified risks,
threats, and vulnerabilities, enabling you to manage and remediate them. This lab will also
present how COBIT shifts from the term “control objectives” to a set of principles and enablers
in version 5.
In this lab, you will define COBIT P09, you will describe COBIT P09’s six control objectives,
you will explain how the threats and vulnerabilities align to the definition for the assessment and
management of risks, and you will use COBIT P09 to determine the scope of risk management
for an IT infrastructure.
Learning Objectives
Upon completing this lab, you will be able to:
Define what COBIT (Control Objectives for Information and related Technology) P09 risk
management is for an IT infrastructure.
Describe COBIT P09’s six control objectives that are used as benchmarks for IT risk
assessment and risk management.
Explain how threats and vulnerabilities align to the COBIT P09 risk management definition
for the assessment and management of IT risks.
Use the COBIT P09 controls as a guide to define the scope of risk management for an IT
infrastructure.
Apply the COBIT P09 controls to help organize the identified IT risks, threats, and
vulnerabilities.
Lab #2 Aligning Risks, Threats, and Vulnerabilities to
COBIT P09 Risk Management Controls
11
Copyright © 2015 by Jones & Bartlett Learning, LLC, an Ascend Learning Company. All rights reserved.
www.jblearning.com Student Lab Manual
Deliverables
Upon completion of this lab, you are required to provide the following deliverables to your
instructor:
1. Lab Report file;
2. Lab Assessments file.
12 | LAB #2 Aligning Risks, Threats, and Vulnerabilities to COBIT P09 Risk
Management Controls
Hands-On Steps
Note:
This is a paper-based lab. To successfully complete the deliverables for this lab, you will need access to Microsoft®
Word or another compatible word processor. For some labs, you may also need access to a.
10 Customer Acquisition and Relationship ManagementDmitry .docx
10 Customer Acquisition and Relationship Management
Dmitry Kalinovsky/iStock/Thinkstock
Patronage by loyal customers yields 65 percent of a typical business’ volume.
—American Management Association
Learning Objectives
After reading this chapter, you should be able to do the following:
• Identify how organizational growth is best achieved by an HCO, and state the effect of the product life cycle
on an organization’s revenues.
• Discuss several approaches that an HCO can use to attract new customers, or patients.
• Delineate the premises upon which customer relationship management is based.
• Explain the advantages of database marketing, and identify ways for an organization to use a marketing
database.
• Provide examples of how an HCO can effectively manage real and virtual customer interactions.
Section 10.1Organizational Growth
Introduction
This chapter focuses on how to attract and keep patients through understanding and meeting
their needs. The long-term success of an HCO depends on its ability to attract new patients
and turn them into loyal customers who not only return for needed services, but recommend
the HCO’s services to others. This is especially important because of the nature of the life cycle
for products and services, from their introduction to their decline. Attracting new customers
and keeping existing ones involves interacting internally and externally with patients, analyz-
ing data on current patients, and managing real and virtual interactions with patients. Manag-
ing relationships with patients helps to ensure that patients stay informed and feel connected
to the HCO through its internal and external customer relationship efforts.
10.1 Organizational Growth
Most organizations have growth as a basic goal. Growth means an increase in revenue and
a greater impact on the communities served. Growth also creates opportunities for staff to
advance and take on new responsibilities. While many activities can help an HCO grow, the
most important is the development of an effective marketing plan to provide a consistent
platform for the organization’s visibility and to brand the HCO as an attractive option for
medical services. The development of an effective marketing plan was stressed in Chapter 8
as a basic marketing need for an HCO: that is, to inform new and existing customers of the
organization’s services and to persuade them to continue using or to try using these services.
Product/Service Life Cycles
Like people, products and services have a life cycle. The term product life cycle refers to the
stages that a product or service goes through from the time it is introduced until it is taken
off the market or “dies.” The stages of the product life cycle, illustrated in Figure 10.1, usually
include the following descriptions:
• Introduction—The stage of researching, developing, and launching the product or
service.
• Growth—The stage when revenues are increasing at a fast rate.
• M.
10 ELEMENTS OF LITERATURE (FROM A TO Z) 1 PLOT (seri.docx
10 ELEMENTS OF LITERATURE (FROM A TO Z)
1 PLOT (series of events which make-up a story)
A 5-POINT PLOT SEQUENCE:
Exposition: initial part of a story where readers are exposed to setting and characters.
Situation: event in the story which kicks the action forward and begs for an outcome.
Complication: difficulties faced by characters as they experience internal and external conflicts.
Climax: watershed moment when it becomes apparent that major conflicts will be resolved.
Resolution: (Denouement): tying up of the loose ends of the story.
B SUB-PLOTS: PLOTS BENEATH AND AROUND THE MAJOR PLOT.
Foreshadowing: hints and clues of plot.
Flashback: portion of a plot when a character relives a past experience.
Frame story: plot which begins in the present, quickly goes to the past for story, then returns.
Episodic plot: a large plot sequence that is made up of a series of minor plot sequences.
Plausibility: likelihood that certain events within a plot can occur.
Soap Opera: multiple stories told along the sequence and spaced to sustain continual interest.
2 POINT OF VIEW (eyes through which a story is told)
C First Person major (participant major): narrator is the major character in the story.
First Person minor (participant minor): narrator is a minor character in the story.
Third Person omniscient (non-participant omniscient): narrator is outside the story and capable of
seeing into the heart, mind and motivations of all characters.
Third Person limited (non-participant limited): narrator is outside the story and capable of seeing, at
most, into the heart, mind, and motivations of one character. Narrator is
objective if not omniscient.
3 SETTING (time and place of a story, both physical and psychological)
D Physical (external) Setting: the time and place of a story, general and specific.
Psychological (internal) Setting: mood, tone, and temper of story.
E Major Tempers: Romanticism: man is free to choose against moral, spiritual backdrops. If you make
good decisions, you will be rewarded. There is a God that is in control
Existentialism: man is free to choose absent backdrops other than his own. If he feels it is right, then it is
right.
Naturalism: man is largely trapped, a cog in the impersonal machinery. He has no real way of
changing his circumstances.
Realism: eclectic view, but leaning toward the naturalistic position. Sometimes good things happen to
bad people, and sometimes bad things happen to good people. That is just the way it is.
F Other Tempers: Classicism: Man is free, but appears to be trapped due to conflicting codes.
Transcendentalism: Offshoot of romanticism, nature is a window to divine.
Nihilism: Fallout of either extreme existentialism or naturalism. Life is horrible and painful. It
lacks meaning.
4 CONFLICT (nature of the problems faced)
G Four Universal Conflicts: Person versus self
Pe.
10 ers. Although one can learn definitions favor- able to .docx
10
ers. Although one can learn definitions favor-
able to crime from law-abiding individuals,
one is most likely to learn such definitions
fiom delinquent friends or criminal family
A Theory of sociation members. with These delinquent studies typically others find is the that best as-
Differential predictor of crime, and that these delinquent others partly influence crime by leading the
individual to adopt beliefs conducive to
Association crime (see Agnew, 2000; Akers, 1998; Akers and Sellers, 2004; Waw, 2001 for summaries
of such studies).
Sutherland 's theory has also inspired
Edwin H. Sutherland dnd much additional theorizing in criminology.
Theorists have attempted to better describe
Donald R. Cressey the nature ofthose definitions favorable to vi-
olation of the law (see the next selection in
Chapter 11 by Sykes and Matza). They have
Before Sutherland developed his theory, attempted to better describe the processes by
crime was usually explained in t e r n ofmul- which we learn criminal behavior from oth-
tiple factors-like social class, broken homes, ers (see the description o f social learning the-
age, race, urban or rural location, and mental ory by Akers in Chapter 12). And they have
disorder. Sutherland developed his theory of drawn on Sutherland in an effort to explain
differential association in an effort to explain group differences in crime rates (see the Wolf-
why these various factors were related to gang and Ferracuti and Anderson selections
crime. In doing so, he hoped to organize and in this part). Sutherland's theory o f differen-
integrate the research on crime u p to that tial association, then, is one of the enduring
point, as well as to guide future research. classics in criminology (for excellent discus-
Sutherlandk theory is stated in the f o m o f sions ofthe current state o f differential asso-
nine propositions. He argues that criminal ciation theory, see Matsueda, 1988, and Waw,
behavior is learned by interacting with oth- 2001).
ers, especially intimate others. Criminals
learn both the techniques of committing
crime and the definitions favorable to crime References
from these others. The s k t h proposition> Agnew Robe*. '2000. "Sources of Mminality:
which f o r n the heart of the theory, states Strain and Subcultural Theories." In Joseph F.
that 'h person becomes delinquent because of Sheley (ed.), Criminology: A Contemporary ,
an excess of definitions favorable to law vio- Handbook, 3rd edition, pp. 349-371. Belmont,
lation over definitions unfavorable to viola- CA: Wadsworth.
tion oflaw."According to Sutherland, factors Akers, Ronald L. 1998. Social Learning and So-
such as social class, race, and broken homes cia1 Structure: A General Theory of Crime and
influence crime because they affect the likeli- Deviance. Boston: Northeastern University
hood that individuals willdssociate with oth- Press.
ers who present definitions favorable to Akers, Ronal.
10 academic sources about the topic (Why is America so violent).docx
10 academic sources about the topic (Why is America so violent?)
*Address all 10 academic sources in the literature review
*What have they added to the literature?
*End literature review with "What has not been addressed is.... "and with "What I'm Addressing....." (I am addressing that overpopulation is the main reason America is so violent).
*Literature review should be a minimum of 2-2 1/2 pages
Attached are my 10 academic sources.
.
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