Common Network Security Exploits Responses

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Common Network Security Exploits Responses

Provide (2) 150 words substantive response with a minimum of 1 APA references for RESPONSES 1 AND 2 below. Response provided should further discuss the subject or provide more insight. To further understand the response, below is the discussion post that’s discusses the responses. 100% original work and not plagiarized. Must meet deadline.Common Network Security Exploits Responses

RESPONSE 1:

The worst kind of attack in my opinion is a social engineering attack. Kaspersky describes social engineering as a manipulation technique that exploits human error to gain private information, access and valuables. I consider these types of attacks the worst since the attack targets the weakest link in the security chain, users. While social engineering attacks can take a few different forms but the one I want to focus on is Phishing. Phishing is an attempt to gain private information, like passwords and login names by using what seems like a legitimate site or link in an email from what seems like a trusted source but in actuality it’s a scam that is trying to get your sensitive data. Phishing also has a few forms of attacks as well but the one the example I’m using today is a spear phishing attack on Google and Facebook.

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In 2013 a Lithuanian group called the Lithuanian National Evaldas Rimasuskas pretended to be a computer manufacturer that worked for both Google and Facebook, called Company-2, which sounds very similar to the actual hardware company called Company-1. Rimasuskas then send invoices to facebook and Google for legitimate services performed for the tech giants but the bill came from the fraudulent company, which paid into a bank account under the fake company name. I would consider this a win for social engineering since this plan worked for 2 years before Rimasuskas plead guilty to the scheme.

-Marx

RESPONSE 2:

Similar to a DOS (Denial Of Service) attack, a DDOS (Distributed Denial Of Service) attack is where a large influx of network traffic is sent to a targeted network, service, or server with the intent of overloading it and denying the use of it to others. The difference between a DOS and a DDOS attack is where a DOS attack utilizes only one system, a DDOS attack uses multiple. I believe this to be the worst type of attack for multiple reasons. For one, they are relatively simple to perform. They can be conducted by multiple hackers with multiple systems or an individual hacker remotely controlling multiple systems. The attack involves sending ICMP requests, sometimes referred to as pings, to one location. If a large enough amount of pings are sent frequently enough, the target server wont be accessible to any of the daily regular web traffic. DDOS attacks are also very difficult to prevent due to the distributed nature of the attack, with the possibility of the sources of the attack ranging from all around a city to all around the world. There are also difficulties involved in trying to tell the difference between regular web traffic and web traffic sent with the malicious intent of overloading the network.Common Network Security Exploits Responses

An example of a DDOS attack is the Six Banks Attack of 2012, where an Iranian group of hackers, supposedly in response to recent economic sanctions from the U.S., prevented access to online banking services of six U.S banks. This effectively caused a negative impact to the banks revenue and image. While the goal is unknown, I would consider the attack to be a success due to the fact that the banks were unable to defend against it. Ways to prevent such an attack from happening again would include incorporating a cloud based server into your network architecture. The increase in bandwidth will allow your network to withstand larger amounts of traffic. Another way would be to incorporate systems, like a customized firewall, that can identify and deny network traffic anomalies.

URL:

https://www.cfr.org/cyber-operations/denial-service-attacks-against-us-banks-2012-2013#:~:text=The%20websites%20of%20Bank%20of,service%20cyberattack%20in%20September%202012.

– MAURICE

Common Network Security Exploits Responses

 
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Week 4 Peer Response 4 Discussion

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Week 4 Peer Response 4 Discussion

  • Please read my peers response below and share an additional strategy your classmate could try in the future.
  • Your responses should be at least 100 words each.

MY PEER WROTE:

I chose to read Reading Philosophy with Background Knowledge and Metacognition, by David W. Concepcion. This article evaluates an average philosophy students ability to analyze and understand a philosophical text, as well as presents a theory that “explicit reading instruction” should be included and taught in beginner level philosophy courses. The author presents a case that correctly and fully understanding philosophy requires self awareness as well as retention and comprehension.

Prior to beginning this assignment, I had planned to read the article in the same way I have been reading all assigned texts: a modified form of SQ3R that works for me in terms of reading style and level of comprehension. I always read my assignments in the morning (since that is when my house is the most quiet and least chaotic), so I planned to continue with that pattern as well. I am a prolific highlighter and note-taker, so I made sure I had all my tools and was ready to read before starting. I had a lot of success with using my variation on SQ3R in past assignments, so I intended to continue with that strategy.Week 4 Peer Response 4 Discussion

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I approached this article in the same way I did the journal article last week: got out my sticky notes and highlighters, wrote down the steps of SQ3R (my chosen method) again so I could follow the guidelines, and then began to read the material. I chose to print the material, because I feel I can take better notes and review easier with a hard copy. Then I skimmed Reading Philosophy with Background Knowledge and Metacognition in its entirety, highlighting what I thought might be key words or phrases and underlining words I did not understand. I also noted any questions I had in the margins during this step-SQ3R intends for the “Skimming” and “Questioning” steps to be separate, however I have found that combining them makes the process more streamlined and easier for me. After skimming and questioning, I returned to my highlighted words that required definitions and looked those words up, making note of the definitions in the margins of my article so I could easily refer to then during the next step. Then I read the article completely, and then went back and recited (for me internally, out loud doesn’t work in my busy house). Finally I reviewed, making sure I had answered my own questions as well as focused on key words and phrases. Interestingly, this article outlines a different reading method specifically for philosophical texts that I found very intriguing. After my re-read, I feel that this “Three -Part Reading Process” may be helpful to me when reading literature for critique purposes, so I intend to keep my hard copy of the article in my school binder so I can refer to it again if desired.

After applying the SQ3R method to various types of materials over the past few weeks, I am confident that it will work best for me in future assignments. The steps and outlines appeal to my inherent sense of organization, the “Questioning” and “Recall” steps make the most of my copious note taking and highlighting, and the option to re-read and recite help me insure that I am understanding the text and its concepts. I feel fairly confident in my ability to tackle advanced materials in future classes using my own modified version of the SQ3R, I appreciate that it helps me to internalize what I am reading and formulate my own opinions and summaries. Week 4 Peer Response 4 Discussion

 

 
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HOMEWORK

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Outline of the content of the article: The same sort of learning that allows one to get better at obtaining relevant information from a patient, organizing it, and presenting it to others applies to reading journal articles as well. After using the structure below to review the article yourself, lead the journal club participants through it. Write the main headings one at a time on the board, explain what they mean, and get the participants to fill in the data from the paper. The elements of a study, analogous to the Chief Complaint, HPI, and so on are: 

A. Authors and funding source: This is analogous to the “identifying information and source of history” you’re taught to put at the very beginning of your H & P. It’s a good idea to start with these items so you don’t forget them later. Who are the authors? Do you know of any of their previous work, and has it been reliable? Who paid for it? It’s not that research sponsored by industry is necessarily untrustworthy, but knowing who sponsored it, just like knowing the study design, gives you a head start at knowing what sorts of biases to look for. For example, if a study sponsored by a drug company finds that their drug is unsafe or inferior to others, you can probably assume that the results have been carefully scrutinized, and any possible threats to their validity have been evaluated! 

B. Research Question: What is the question this study was designed to answer? Sometimes it helps to picture a clinical situation you’ll be better able to handle if the study is valid. Examples of research questions are: “Does oral amoxicillin reduce morbidity in infants 6-24 mos old with fever > 39 degrees and no source?” or “Does passive smoking increase hospital admissions for respiratory disease in children?” Often the last line of the abstract gives the author’s answer to the research question. 

C. Study Design: What type of study is this? Randomized blinded trial? Cohort study? Case-control study? Cross-sectional study? Case series? If you are having trouble remembering the differences between them, you can Google them. If you want more depth, if you Google “Users Guides to the Medical Literature” you can find a series of articles that discusses different types of studies in greater depth, using a study-design specific approach that complements the approach I take here. Your preceptor can also help you with this. 

D. Study subjects: Who was in the study? How were they selected? Who was excluded? How many subjects were there? Knowing how they selected the subjects is important in order to know whether the study results are valid (sometimes called “internal validity”) and whether they are generalizable to the sort of patients you are likely to see (“external validity”). 

E. Predictor variable(s): 

1. What they are: Sometimes called “independent variables,” predictor variables are what the authors think might cause or predict changes in the outcome variable. For example, in a randomized trial, the main predictor variable is group assignment: i.e., whether the subjects were randomized to get the test drug or the placebo. In a study of passive smoking and respiratory tract disease, it would be some measure of passive smoking. In the studies of coin ingestions, predictor variables were all the things the authors thought might predict whether the coin would pass spontaneously into the stomach–things like what size of coin, how long ago the ingestion occurred, and whether it was causing difficulty swallowing. 

2. How they are measured: For example, passive smoking may be measured crudely by asking the number of adults in the house who smoke or the amount the mother smokes. Sometimes problems with how the variables are measured invalidate the study. 

F. Outcome variables: 

1. What they are: the clinically significant phenomena the investigators are trying to predict, prevent, or treat. Examples are presence or absence of disease, measures of symptom burden, survival time, etc. Watch for studies that show an effect on an outcome variable that is only marginally interesting. For example, moderate jaundice affects neonatal BAER’s but has no effect on their hearing. Some studies of cough suppressants compare cough latency (the amount of time it takes a dog to cough when his trachea is irritated); these studies have little clinical relevance. 

2. How they are measured: If it’s a disease, what are criteria for diagnosis? Are those determining clinical improvement blinded to the treatment group of the subjects? 

Sometimes it takes some effort to figure out exactly what the authors were measuring. For example, in studies of drugs for asthma, a common outcome measure is the percent improvement in peak flow or FEV1. If a child comes in with FEV1 = 50% of predicted, and improves to 75%, that could be considered a 25% improvement (75%-50%). Or, it could be considered a 50% improvement, since the reduction in FEV1 below predicted was cut in half. It is important to clarify this, to know what the results mean. 

G. Results: What did they find? Usually the key results are summarized in tables or figures–it may be helpful to walk the group through the most important tables to make sure everyone can see what results were obtained. If there’s a lot and you don’t want to put it on the board, you can make a couple of transparencies. 

Make sure you consider not just statistical significance, but the effect size — that is, the magnitude of the difference between groups. Relative effect size is measured using the risk ratio (RR), odds ratio (OR) or relative risk reduction (RRR). It is important for assessing causation but less relevant clinically than the absolute effect size, measured by the risk difference, or absolute risk reduction (ARR) and the number needed to treat (NNT). It’s probably easiest to illustrate these with a simple example. If the rate of a bad outcome in the treated group is 15% and in the control group is 20%, then the RR is 15%/20% = .75 and the RRR = 1-RR = 25% and the ARR = 20%-15%=5% and the NNT=1/ARR=20. 

H. Conclusions: What do the authors think the results mean? At this point don’t discuss yet whether you agree with them. 

VI. Discussing the validity of the study. The first part of the discussion dealt with facts, all of which were in the paper. The second half of the discussion deals with interpretation. There are no longer clear right and wrong answers–judgement comes into play. 

A. Identify possible biases or flaws in the study. Was the sampling scheme reasonable? Were the measurements valid? Is the study design appropriate to answer the research question? Listing possible biases is akin to listing the differential diagnosis. 

B. For each one, estimate how likely it is to have affected the validity of the results, and figure out in what direction it would affect the results. This step is crucial. In a case presentation, it’s not that helpful just to throw out a lot of obscure possible diagnoses. You need to see whether the features of the case make these diagnoses likely enough that it’s worth doing a test for them. Similarly, no study is perfect. When someone suggests a possible problem, you need to discuss whether this is something that is really important, and how it would affect the results. A COMMON error is to dismiss a study because of “flaws” that are unlikely to account for the results or would have biased the study in the opposite direction from what was found. (This is particularly true for randomized double-blind trials, in which most errors will bias the results towards finding no difference between groups.) 

VII. Wrapping up: The most important part of the discussion is the “bottom line.” Make sure you leave enough time for this. If the journal club started with an actual case, go around the room and see whether the article has changed how people would manage that case. If you don’t have a specific case in mind, make one up. For example, at the end of the discussion on coin ingestions you could ask: “OK. You get a telephone call from the mother of a two-year old who has swallowed a quarter 10 minutes ago but is asymptomatic. How many would have them come in? [Show of hands.] How many would do an X-ray?” Then you can spend the last 5 minutes or so having people justify their answers.

 
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HOMEWORK

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Task:

In this paper, I would like you to:

  • Describe “The Moral Problem” that Michael Smith lays out in chapter 1 of his 1994 book The Moral Problem. (The problem is very explicitly presented on p12 of this chapter; I want you to put this problem into your own words.)
  • Drawing on the readings for the course, present two different ways of trying to resolve the Moral Problem. (For example, you might discuss those who reject proposition (1) of the Moral Problem, and those who reject proposition (2).)
  • Evaluate which strategy for resolving the Moral Problem is superior. Try to provide reasons for your evaluation. 

Specs:

  • Your paper should be 900-1100 words (include a word count with your submission).
  • You do not need to include a bibliography; simply reference page numbers where appropriate. 
  • Your paper will be marked according to this rubric. 
  • Before beginning: (1) read and digest the grader’s comments on your first paper; (2) re-read Jim Pryor’s Guidelines on Writing a Philosophy Paper.
 
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HOMEWORK

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In this case study, the researchers used a third party product to create the data visualization that was used to determine the outcome of the information the companies needed. Looking at the different packages that are available with R, it is necessary to use tools to produce the data in a format that can be visualized. Consider the point that R is open-source software, and there are reasons that companies use programming languages that are free, where most of the third party programs that are used to create data visualization are expensive for a working platform. What is the purpose of combining package to achieve an outcome that can be properly visualized?

Your response should be a minimum of four paragraphs and should be a minimum of 400 and 450 words. The font is Times New Roman, font size should be 12, and the paragraphs are single-spaced. There should be a minimum of three references supporting your observations. Citations are to follow APA 6.0 or 7.0, but not both.

 
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HOMEWORK

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Assisted suicide has been in the news for a very long time. In Michigan in the 1990’s, Jack Kevorkian made headlines when he brought assisted suicide to the public consciousness. Now, there are several states where assisted suicide is legal.

Regardless of what you think about the practice of assisted suicide, the main debate is about whether it is or is not within the right of a patient to have the option.

response to each of the following prompts regarding patients’ rights:

  • According to what you’ve read and learned about patient rights, do you think assisted suicide should be a legal option for terminal patients? Why?
  • What type of health information do you think should be considered in the determination of whether assisted suicide should be an option?
  • In states that legalize assisted suicide, one serious issue is that it creates an incentive for insurance companies to deny terminally ill patients coverage. In many cases, it is far cheaper to cover physician assisted death than to cover expensive and prolonged treatments for terminal diseases. For patients that live in these states, discuss what you think could be done to ensure insurance companies have the patient’s best interests in mind.

 
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Discussion Assignment

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Discussion Assignment

 

Week 3 finds us reading the classic William Faulkner’s “Barn Burning”.

* Why does the father set fires?

* How would you describe Major de Spain’s personality?

* How would you describe Faulkner’s writing style?

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Week 3 finds us reading the classic William Faulkner’s “Barn Burning”.

* Why does the father set fires?

* How would you describe Major de Spain’s personality?

* How would you describe Faulkner’s writing style?

Discussion Assignment 

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PA507: Introduction to Public Health

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PA507: Introduction to Public Health

Case study report

Scenario

Sarah is a health information management (HIM) student completing a clinical practice rotation (internship) in an acute care hospital in her community. This week she is learning about the release-of-information process. At the breakfast table, Sarah’s mother asks her to find out what is wrong with Noor, their next-door neighbor. Noor has been admitted to the hospital twice in the last three months, and Sarah’s mother wants to know why. While processing the requests for release of information that afternoon, Sarah comes across one from Noor’s insurance company. Sarah learns that Noor was hospitalized due to physical abuse by her husband. Sarah has been in trouble with her mother recently. She knows that if she tells her mother this information she will score “big points” she is very tempted to tell her mother the information she has learned.

Later that same day while responding to another request for information, Sarah realizes that the medical record she is reviewing belongs to Ali, her best friend’s fiancé. Sarah learns that Ali has a drug abuse problem and was recently diagnosed with HIV. Sarah will be the maid of honor at the wedding of Ali and Reem two months from now, and she knows that Reem does not know about Ali’s problems. Sarah becomes worried and wonders whether she should tell her best friend what she has learned because Ali’s conditions could affect Reem’s health and the quality of her married life. PA507: Introduction to Public Health

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Questions

  1. Does Sarah have the right to reveal this information to others? Please justify your answer based on what you know about public health and ethics.
  2. In the situation regarding Sarah’s friend Reem and her fiancé Ali, would Sarah be more justified in revealing patient information than in the situation regarding the next-door neighbor? Why or why not? What if Reem was her sister?
  3. Why are privacy and confidentiality so important to patients who receive care and to those who provide care? Does this contradict the mission of medical care and health care organizations’ values, when social interests and the interests of individuals come into conflict?

PA507: Introduction to Public Health 

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Negotiation Essay Assignment

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Negotiation Essay Assignment

1.– Analyse the differences in how men and women negotiate and in how they are treated by others in negotiation.  Give examples. Include your own conclusions and perspectives. Essay of 500 words minimum.

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2.-  Explore and analyze the specific personality traits that influence negotiation behaviors and processes. Give examples. Include your own conclusions and perspectives. Essay of 500 words minimum. 

 

 

 

Negotiation Essay Assignment 

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HOMEWORK

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CASE STUDY 4: Osteoarthritis

INITIAL HISTORY:

Ø 80 year old female complains of long-standing history of pain in bilateral hips, knees, and hands

Ø Difficulty walking and getting up from sitting or kneeling position due to discomfort and “stiffness”

Ø Reports low back pain for several years

Ø Only history of fracture of right arm as a child at approximately age 9

 Question 1:  What other questions about her symptoms would you like to ask this patient?

ADDITIONAL HISTORY

  >Pain in hips and knees have existed for many years, gradually getting worse.

  >Here today at encouragement of daughter and husband; states, I couldn’t get up when Iwas i n the flower garden. I had to crawl into the house.”

  >Reports joints on right side of body are most painful and troublesome

  >Reports weight gain of 10 pounds over past 4 months, which she attributes to decreased activity

  >Joints are most painful during rainy weather, in the morning, or after sitting or kneeling for a long time. Reports that joints loosen up after activity.

  >Farmer’s wife, active in flower and vegetable gardening, long history of horseback riding.

  >Reports being “thrown” 15 years ago and landing on her right hip.  No known associated fracture; hasn’t ridden since.

  >Denies redness, swelling, or heat at the joint.

  >Reports low back pain which she has had for many years without recent exacerbation

  >Denies numbness, tingling, weakness, or shooting pain in her legs

  >States on rare occasions takes aspirin 325 mg for pain once or twice per week

Question 2:  What questions would you like to ask to ask her about her medical history?

MEDICAL HISTORY:

Ø Surgical history: Cholecystectomy

Ø Medical history: Has given birth to 9 healthy children from 9 pregnancies

Ø Seasonal affective disorderr

Ø She denies history of cardiac, renal, endocrine, gastrointestinal, or lung disease

Ø Denies ever being diagnosed with arthritis or osteoporosis

Ø Reports her mother suffered from aching joints and was “bent over” due to severe scoliosis

Ø Currently taking no medications or supplements

Ø Has never taken hormone replacement therapy

Ø Denies any drug allergies

Ø States she prefers not to take medications because she is “sensitive”.

Question 3:  Are there any important things to ask her about her life-style and social history?

LIFE-STYLE AND SOCIAL HISTORY:

Ø Patient does not exercise regularly.  Has a treadmill that she used to walk of 20 minutes each morning.  States that she quit walking on treadmill 6 months ago due to aching and “not any fun”

Ø Activity primarily centers on gardening in summer and is very limited in winter months.

Ø Lives with her husband on a large farm several miles from nearest town; rarely drives

Ø Diet is well balanced, except it is high in sugar and sweet foods; poor dairy intake

Ø Nonsmoker

Ø Drinks one or two mixed drinks per week.

Question 4:  Based on history alone, what is the differential diagnosis of this patient’s musculoskeletal complaints?

PHYSICAL EXAMINATION:

Ø Alert, oriented, moderately overweight white female in no distress

Ø T=37 C orally; HR=76 and regular; RR=14 and unlabored; BP 144/78, right arm (sitting)

HEENT, Skin, Neck

Ø PERRL, fundi clear without vascular changes

Ø Pharynx pink, clear

Ø Skin no rashes or ecchmoses

Ø Not thyromegaly, adenopathy, or carotid bruits

Ø Drinks 4 to 5 caffeinated beverages a day

Lungs, cardiac

Ø Lungs CTA, percussion

Ø Good excursion

Ø S¹, S² without murmur, rubs, or gallops

Abdomen

Ø Abdomen soft, round; no tenderness or organomegaly

Ø Hemoccult result is negative

Neurologic

Ø Cranial nerves II-XII intact, sensory examination normal and symmetric

Ø strengths 5/5 in bilateral upper and lower extremities

Ø gait slow, stiff

Ø cerebral function intact

Musculoskeletal

Ø Full ROM at shoulders and elbows

Ø hands have decreased range of motion; Heberden and Bouchard nodules present in bilateral hand examination

Ø Back has decreased flexion and extension, moderate scoliosis.  Right shoulder slightly lower than left.  No kyphosis or lordosis.

Ø Hips have decreased ROM with internal/external rotation.

Ø Knees enlarged with decreased flexion/extension and crepitation present bilaterally; right greater than left.

Ø No joint heat, tenderness, or erythema present.

Question 5:  What are the pertinent positive and negative findings on physical exam?

Question 6:  What laboratory studies are indicated?

LABORATORY AND RADIOGRAPHIC RESULTS

Ø Chemistries including BUN, Cr, phosphate, and calcium normal

Ø CBC normal and thyroid function tests are normal

Ø Radiograph of right and left knees reveals joint space narrowing, subchondral sclerosis, and bone cysts

Ø Radiograph of lumbosacral spine reveals joint space narrowing and osteoophyte formation that is the worst at L3-L4.  No compression fracture.

Ø No radiographic evidence of osteoporosis.

Question 7: What is the diagnosis?
Question 8: How should the patient be managed?

 
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