Psychological Aspects of Cybersecurity Assignment

Psychological Aspects of Cybersecurity - Assignment Example Today, when the dependency on the use of computer systems and internet technology has increased significantly, the understanding and incorporation of cyber security proves to be highly essential (â€Å"What is Cyber Security?† 2010). The present study has considered social networking as the primary focus in regard to the psychological aspects of cyber security. Social networking in the present times is used by millions of individuals as a means of remaining connected with the outer world, with friends, near and dear ones as well as for professional purposes. However, a lot of personal information is, in turn, being shared in the process that might be used by cyber attackers to spread malevolent codes, viruses, or may even access the personal information and misuse it for their own purposes (McDowell & Morda, 2011, p.1). Thus the need for cyber security arises, and this study focuses on the vulnerabilities and threats associated with social networking and having impacts on the services and the users, thus trying to determine the possible cyber security measures and the level of customer satisfaction that may be achieved. In the recent years, the use of social networks has been found to have increased significantly. There are several online social networking websites like Facebook, Myspace, YouTube, and LinkedIn, to name a few. The relative size of the addressees in these social networks is huge, which is often not known to the users of the site. Moreover, the nature of such users is also unknown. Hence individuals tend to reveal a lot of personal information. This may actually result in a number of security related threats for the members and hence for the services as well. Thus it proved to be necessary to incorporate such cyber security as to protect personal information on social networks (Hasib, 2008). When individuals post their personal information on social networks, a permanent record of the users is created that may be used

Criminal justice Essay Example | Topics and Well Written Essays - 250 words

Criminal justice - Essay Example Identity theft is associated with stolen credit cards and drivers licenses, as well as a broader use of fake identifications in order to impersonate someone else or lie about age. Some of these challenges are related to gender and race issues because they can all involve discriminating among suspects due to their gender and race. For example, airport security often faces a challenge in decided who must be randomly searched, and tries to walk the line between political correctness and security by avoiding singling out Middle Eastern men and invading the privacy of women who may choose to wear clothing that covers their face. In the same sense, drivers licenses often require that a face is visible in the photo, yet this may clash with religious beliefs of Muslims. However, protection of rights in these areas can also lead to criminals avoiding detection by claiming they are discriminated against by race or gender. These challenges increase stress and burnout in law enforcement because they place great responsibility on law enforcement professionals, who must act in a manner that is respectful and polite despite the necessity to make some citizens uncomfortable. Officials often take criticism for discrimination that may indeed be necessary, and may desire to leave the public spotlight after experiencing a great amount of public scrutiny.

With close reference Search for my tongue written by Sujata Bhatt, and

With close reference Search for my tongue written by Sujata Bhatt, and Still I rise by Maya Angelou both explore the effective With close reference â€Å"Search for my tongue† written by Sujata Bhatt, and â€Å"Still I rise† by Maya Angelou both explore the effectiveness of their celebration of culture and traditions. The two poems are about both poets reflecting upon how important it is to keep in touch with cultures and traditions, to be proud of who you are and where you come from. â€Å"Still I Rise† by Maya Angelou, a confident defiant woman with lots of personality, pumps her sassiness into the poem to do nothing but inspire and move us. It is an inspiring poem about the poet herself overcoming great obstacles which her and her family has fought against all their lives. Her poem is a call to have pride in yourself no matter what you are, or where you come from. It evokes a feeling of great human spirit and, you can't but pay attention to the possibility that it is dedicated to one particular culture or race, the black slaves. Angelou’s strong personality mirrors the way in which she decided to set the poem out in rhyming verse. It’s strong, yet upbeat bouncy feel cries to be read out aloud which also reflects her powerful, independent personality. Her defiance immediately starts to shine from the first stanza. After all the negativity, â€Å"†¦bitter, twisted lies†, â€Å"†¦trod me in the very dirt† she will still get up and rise against it all, not letting anyone control her. From such a negative stanza she moves on to an energetic tone in stanza three. She uses nature â€Å"Just like moons and like stars† to bring out a buoyant optimistic tone; by using the certainty of nature she is conveying the message that no one ... ...e of Gujarat in â€Å"Search for my tongue† and with the strong bouncy rhythm in â€Å"Still I rise† both poems scream to be read out loud. â€Å"It grows back, a stump of a shoot† Like Angelou, Bhatt also uses nature to bring out the uplifting tone of the poem. She conveys the idea that nature is certain, the rain will always come back in April and the sun will always come back to shine in June. She then uses positive repetition â€Å"†¦ the bud opens, the bud opens†¦Ã¢â‚¬  bringing an energetic flow into the poem the use of repetition also adds excitement and tension building to an immensely powerful metaphor â€Å"It blossoms in my mouth†. Sujata Bhatt finishes the elevating moving poem on a high note. Angelou and Bhatt explore both the ups and downs of their lives but both of the poets end their poems with them defeating their problems and worries and standing up for their rights.

What the Bible Says About Gambling

What Does the Bible Say About Gambling? Surprisingly, the Bible contains no specific command to avoid gambling. However, the Bible does contain timeless principles for living a life pleasing to God and is filled with wisdom to deal with every situation, including gambling. Answer: Throughout the Old and New Testaments, we read about people casting lots when a decision had to be made. In most instances, this was simply a way of determining something impartially: Joshua then cast lots for them in Shiloh in the presence of the LORD, and there he distributed the land to the Israelites according to their tribal divisions. Joshua 18:10, NIV) Casting lots was common among many ancient cultures. Roman soldiers cast lots for Jesus' garments at his crucifixion: â€Å"Let's not tear it,† they said to one another. â€Å"Let's decide by lot who will get it. † This happened that the scripture might be fulfilled which said, â€Å"They divided my garments among them and cast lots for my clothing. † So this is what the soldiers did. (John 19:24, NIV) Does the Bible Mention Gambling? Although the words â€Å"gambling† and â€Å"gamble† do not appear in the Bible, we cannot assume that an activity is not a sin simply because it is not mentioned.Looking at pornography on the Internet and using illegal drugs are not mentioned either, but both violate God's laws. While casinos and lotteries promise thrills and excitement, obviously people gamble to try to win money. Scripture gives very specific instructions about what our attitude should be toward money: Whoever loves money never has money enough; whoever loves wealth is never satisfied with his income. This too is meaningless. (Ecclesiastes 5:10, NIV) â€Å"No servant can serve two masters. [Jesus said. ] Either he will hate the one and love the other, or he will be devoted to the one and despise the other.You cannot serve both God and money. † (Luke 16:13, NIV) For the love of money is a root of all kinds of evil. Some people, eager for money, have wandered from the faith and pierced themselves with many griefs. (1 Timothy 6:10, NIV) Gambling is a way to bypass work, but the Bible counsels us to persevere and work hard: Lazy hands make a man poor, but diligent hands bring wealth. (Proverbs 10:4, NIV) One of the key principles in the Bible is that people should be wise stewards of everything God gives them, including their time, talent and treasure.Gamblers may believe they earn their money with their own labor and may spend it as they please, yet God gives people the talent and health to carry out their jobs, and their very life is a gift from him as well. Wise stewardship of extra money calls believers to invest it in the Lord’s work or to save it for an emergency, rather than lose it in games in which the odds are stacked against the player. Gamblers covet more money, but they may also covet the things money can buy, such as cars, boats, houses, expensive j ewelry and clothing. The Bible forbids a covetous attitude in the Tenth Commandment: â€Å"You shall not covet your neighbor's house.You shall not covet your neighbor's wife, or his manservant or maidservant, his ox or donkey, or anything that belongs to your neighbor. † (Exodus 20:17, NIV) Gambling also has the potential to turn into an addiction, like drugs or alcohol. According to the National Council on Problem Gambling, 2 million U. S. adults are pathological gamblers and another 4 to 6 million are problem gamblers. This addiction can destroy the stability of the family, lead to job loss, and cause a person to lose control of their life: †¦for a man is a slave to whatever has mastered him. 2 Peter 2:19) Some argue that gambling is nothing more than entertainment, no more immoral than going to a movie or concert. People who attend movies or concerts expect only entertainment in return, however, not money. They are not tempted to keep spending until they â€Å"break even. † Finally, gambling provides a sense of false hope. Participants place their hope in winning, often against astronomical odds, instead of placing their hope in God. Throughout the Bible, we are constantly reminded that our hope is in God alone, not money, power, or position: Find rest, O my soul, in God alone; my hope comes from him. Psalm 62:5, NIV) May the God of hope fill you with all joy and peace as you trust in him, so that you may overflow with hope by the power of the Holy Spirit. (Romans 15:13, NIV) Command those who are rich in this present world not to be arrogant nor to put their hope in wealth, which is so uncertain, but to put their hope in God, who richly provides us with everything for our enjoyment. (1 Timothy 6:17, NIV) Some Christians believe that church raffles, bingos and the like to raise funds for Christian education and ministries are harmless fun, a form of donation involving a game.Their logic is that, as with alcohol, an adult should act respon sibly. In those circumstances, it seems unlikely someone would lose a large amount of money. God's Word is No Gamble Every leisure activity is not a sin, but all sin is not clearly listed in the Bible. Added to that, God doesn't just want us not to sin, but he gives us an even higher goal. The Bible encourages us to consider our activities in this way: â€Å"Everything is permissible for me†Ã¢â‚¬â€but not everything is beneficial. â€Å"Everything is permissible for me†Ã¢â‚¬â€but I will not be mastered by anything. 1 Corinthians 6:12, NIV) This verse appears again in 1 Corinthians 10:23, with the addition of this idea: â€Å"Everything is permissible†Ã¢â‚¬â€but not everything is constructive. † When an activity is not distinctly described as sin in the Bible, we can ask ourselves these questions: â€Å"Is this activity beneficial for me or will it become my master? Will participation in this activity be constructive or destructive to my Christian life and witness? † The Bible does not explicitly say, â€Å"Thou shalt not play blackjack. † Yet by gaining a thorough knowledge of the Scriptures we have a trustworthy guide for determining what pleases and displeases God.

What Is a Covalent Compound

A covalent compound is a  molecule formed by covalent bonds, in which the atoms share one or more pairs of valence electrons. The Different Kinds of Compounds Chemical compounds are generally grouped into one of two categories: covalent compounds and ionic compounds. Ionic compounds are made up of electrically charged atoms or molecules as a result of gaining or losing electrons. Ions of opposite charges form ionic compounds, usually as a result of a metal reacting with a nonmetal. Covalent, or molecular, compounds generally result from two nonmetals reacting with each other. The elements form a compound by sharing electrons, resulting in an electrically neutral molecule.   The History of Covalent Compounds American physical chemist Gilbert N. Lewis first described covalent bonding in a 1916 article, though he didnt use that term. American chemist Irving Langmuir first used the term covalence in reference to bonding in a 1919 article in the  Journal of the American Chemical Society. Examples Water,  sucrose, and DNA are examples of covalent compounds.

Mini Lesson Plans - Lessons Plans to Upgrade Downtime

How many times have you finished a lesson, looked at the clock, and found you had about ten minutes left in the period--not have enough time to start a new activity, yet too much time to feel comfortable letting students sit and talk? Your discomfort with this downtime is certainly justified, for if you teach a one-hour class that meets five days a week, ten minutes of downtime a day add up to six weeks of instructional time lost each year. If this seems hard to believe, check out the table located at the bottom of this page. With so much instructional time at stake, it behooves us to plan carefully for possible downtime at the end the period. To make the job easier, I have gathered a variety of activities and related internet links. Although the activities may be completed in 2 to 15 minutes, some may require instruction the first time they are used. However, once students can manage the activities independently, you will be free to confer with individual students making otherwise wasted time even more productive. Time Lost to Downtime 10 min. x 5 days =50 minutes/week 50 min./week =7 1/2 hours/9 week qtr. 7 1/2 hours/9 week qtr. =30 - 1 hour classes/year 30-1 hour classes/year =6 weeks of classes/year! 1. SCAMPER Using the acronym SCAMPER you place an object in view and ask students improve something altering attributes using the following changes: SubstituteC ombineA daptM inify or MagnifyP ut to other uses.E liminateR everse Set a time limit, and have students share their new creation. Sharing helps rigid thinkers loosen up and provides reinforcement for creative thinkers. 2. List Making Have students make lists like those in Edward de Bonos in his thinking skills materials.If you are unfamiliar with de Bonos material, be sure to treat yourself to it, as its effective and great fun. 3. Guessing Mystery bag - Students ask yes or no questions to guess whats in a bag. Fun with Numbers - Students must guess the questions to the answers you write on the board. Brain Teasers - Some ideas for brain teasers and lateral thinking puzzles. 4. Creating Mnemonic Devices Show students the top ten list of mnemonic devices and challenge them to create their own for your the days lesson, or other important material in your course. 5. Discussing Unusual Topics Use topics from The Book of Questions, by Gregory Stock, for discussion ideas. 6. Reading Poems Aloud Gather a collection of poems you can read aloud to students or have students read their favorites. 7. Examining Optical Illusions Put optical illusions on transparencies to end the period on a light note. 8. Writing Cryptograms Challenge students to decipher the codes of literary cryptograms. 9. Think of New Ways Add to the creative list of 101 Ways To Say No. 10. Solving Word Puzzles Challenge students to solve word and crossword puzzles found in you local newspaper. 11. Solving Other Kinds of Puzzles Exercise reading skills with mini mysteries.. You will find an abundance of other types of puzzles are available at thinks.com. 1. Reading Mini Plays Scope Magazine often contains short plays which typically take 15 minutes to perform. Many thanks to Susan Munnier for this suggestion! 2. Journal Writing Download the following four lists to have a ready supply of over a hundred journal topics: Journal Topics Encouraging Self Understanding and Clarifying Thoughts and PositionsTopics dealing with various aspects of who I am, why Im that way, what I value, and what I believe. Journal Topics Exploring Relationships Topics dealing with what I want in a friend, who are my friends, what I expect of friends, and how I relate to family members,teachers, and other significant people in my life. Journal Topics Prompting Speculation and Viewing from a Different Perspective Topics causing the writer to predict or see things from an unusual perspective. These may be highly creative, such as describe the events of yesterday from the perspective of your hair.Academic Journal Topics Generic starters for the beginning, middle and end of a lesson make writing journal topics that compliment your lesson a cinch. 3. Following Written Directions Challenge students with read only directions for folding origami figures. 4. Following Oral Directions Have a student read oral directions to the class which require students to write, draw and or calculate. Im searching for these. If you know of a URL for some, please let me know! 5. Solving Puzzles At the Puzzlemaker Web site, you can make eleven different kinds of puzzles, print them out and run off a supply to cover emergencies. 6. Writing Haiku Give students a short handout on the structure and examples from Haiku Headlines of the Day. Then challenge your class to write a haiku about the days lesson or a current event. If you have time, have students read them aloud just before the bell, or save that for another day. 7. Using Icebreakers Use icebreakers to help students get to know one another and to build good feelings within the whole class or on teams. 8. Writing Limericks As with the haiku, provide a handout containing the structure of a limerick and a few examples of limericks. Then challenge them to write their own. (Please note: Some of the haiku and limericks on these sites contain material inappropriate for the classroom. )

The World War Of 1914-1918 - 1641 Words

Since the First World War of 1914-1918, historians have argued which events leading up to the war; some as far back to the end of the Napoleonic period in 1815, or which of the Great Powers were to blame. After the war, Germany were made to sign Article 231; or the War Guilt Clause, thus accepting all blame for the war, this presented an easy target to blame, which some historians accepted and believed. However other historians argue that various other nations or events were actually at the root of the cause of the First World War. These include, the assassination of Franz Ferdinand, the Bosnian Crisis, Germany’s Blank Cheque, the alliance system, the mobilisation of Russia and France, the Schlieffen plan and the Franco-Prussian war. Many causes interlock or link back to other causes, creating a ‘domino effect,’ this makes it difficult to grant sole blame to one event or nation. On June 28th 1914, Bosnian Serb, Gavrilo Princip, assassinated Archduke of Austria, Fr anz Ferdinand, who was visiting the capital of Bosnia, Sarajevo, to inspect the imperial armed forces. Princip was a member of the Black Hand terrorist group, whose objective was to break off Austria-Hungary’s South-Slav provinces, thus creating independence for groups of people who speak the South Slavic languages. The Black Hand group was angered by the annex of Bosnia and Herzegovina in 1908, as they believed that these territories should be part of Serbia. Many historians argue that because the Black Hand wasShow MoreRelatedThe World War I ( 1914-1918 )854 Words   |  4 Pagesâ€Å"World War I [1914-1918] brought about many significant changes in the aviation field. At the start of World War One, aircraft were very basic and crude. By the time World War One had ended, aircraft had become far more sophisticated and had differentiated into fighters, bombers and long-range bombers. 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And the parties involved in World War I used those advances to create one of the first modern wars. For those reasons World War I is referred to as many things including, an industrial war, a war of attrition, and as a total war. These aspects is what makes the war so revolutionary andRead MoreWorld War I, Took Place Between The Periods 1914 To 1918.1437 Words   |  6 PagesWorld War I, took place between the periods 1914 to 1918. During this period, the British had already settled in India and were oppressing the local Indians. When the war broke out, they asked the Indian soldiers to take part in the war with a promise of Independence if they emerged victoriously. The Indians kept their word and sent their soldiers to war and even became successful, but the British did not keep their end of the deal. They failed to grant India their independence and continued to oppressRead MoreWorld War 1: Changing attitudes to war in Britain and Germany focusing on four key times. 1)Outbreak, 2)Christmas 1914, 3)After the Battle of the Somme and 4) Mid 19181808 Words   |  8 Pageshome before the leaves have fallen from their trees. As in most war, the first casualty was the truth. When Europe slid from a nervous peace into raging war, almost everyone anticipated a brisk, spectacular and triumphant campaign. In the summer of July 1914, war was a great and glorious suggestion. Not yet real, a good ole biff was a glamorous image that appealed to soldiers and civilians alike. Indeed, attitudes towards war were most enthusiastic and joyous amongst almost everybody in bothRead MoreWorld War I ( Wwi )959 Words   |  4 PagesWorld War I (WWI) had many main events from 1914 – 1918. It was known as the Great War and the war to end all wars. It also introduced us to many new technology to including Barbed wire, machine guns, artillery, poison gas, airships, aircraft s, new naval vessels and tanks. All these wartime machines and equipment resulted in unprecedented carnage and destruction, with more than 9 million soldiers killed by the end of the war. This First World War or the Great War, was a globa l war centered in EuropeRead More Experience of World War One Portrayed by Siegfried Sassoon and Erich Remarque1383 Words   |  6 Pagesmen to war in 1914, by 1918 the idealism soon changed with the reality of trench warfare. Soldiers from across Europe, and indeed the world, first entered World War One with innocent enthusiasm. The expectations of the young men who joined, however, were shaped by the culture of age. It was the romantic mood of the time which essentially reinforced the hope that war would be won in honorable battle and ‘be over by Christmas’. These expectations were far from reality. The experience of war at the