YMH Boston. (2013, May 22). Vignette 5 – Assessing for depression in a mental health appointmentLinks to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=Gm3FLGxb2ZU
Based on the YMH Boston Vignette 5 video above, post 1.5 page answers to the following questions:
What did the practitioner do well? In what areas can the practitioner improve?
At this point in the clinical interview, do you have any compelling concerns? If so, what are they?
What would be your next question, and why?
Then, address the following. Your answers to these prompts do not have to be tailored to the patient in the YMH Boston video.
Explain why a thorough psychiatric assessment of a child/adolescent is important.
Describe two different symptom rating scales that would be appropriate to use during the psychiatric assessment of a child/adolescent.
Describe two psychiatric treatment options for children and adolescents that may not be used when treating adults.
Explain the role parents/guardians play in assessment.
Support your response with at least three peer-reviewed, evidence-based sources and explain why each of your supporting sources is considered scholarly. Attach the PDFs of your sources.
Write a program that reads a text file, then prints some statistical results about its contents to an output file. The results will be primarily an analysis of the characters in the file, which will include the frequency of occurrence of certain categories of characters, as well as the frequency of occurrences of each of the letters of the alphabet.Note that in most standard English text, certain letters typically appear with a higher frequency than others. This kind of information has been used in setting up games like Scrabble (letter frequencies and point values, etc), as well as more serious applications like decoding encrypted messages and cyphers.
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
5. Explain the importance of information security (IS).
5.1 Identify potential cyberthreats presented with electronic communications.
5.2 Develop a security policy.
5.3 Investigate strategies for instigating an email security testing campaign.
Required Unit Resources
Chapter 1: The Threat Environment
In order to access the following resources, click the links below. You can access transcripts for the videos by
clicking on the three dots below the video on the right, then clicking Open transcript.
Professor Messer. (2020, December 10). Other social engineering attacks – SY0-601 CompTIA Security+ :
1.1 [Video]. YouTube. https://www.youtube.com/watch?v=trAs7C5h1BU
Professor Messer. (2020, December 10). Principles of social engineering – SY0-601 CompTIA Security+ : 1.1
[Video]. YouTube. https://www.youtube.com/watch?v=ndwCR1kYz5M
Professor Messer. (2020, December 10). Threat actors – SY0-601 CompTIA Security+ : 1.5 [Video]. YouTube.
Professor Messer. (2020, December 20). Bots and botnets – SY0-601 CompTIA Security+ : 1.2 [Video].
YouTube. https://www.youtube.com/watch?v=CHrES3Swpw4
Professor Messer. (2021, January 7). Denial of service – SY0-601 CompTIA Security+ : 1.4 [Video]. YouTube.
Professor Messer. (2021, January 11). Attack vectors – SY0-601 CompTIA Security+ : 1.5 [Video]. YouTube.
Unit Lesson
The Threat Environment
Corporate security is vitally relevant in today’s business world. One cannot look at their newsfeed on any day
without seeing a story about an organizational cyberattack, customer data theft, or some newly detected
threat. These types of attacks can have an enormous impact on infrastructure, resources, reputation, assets,
customer information, and corporate data. Attacks come in many forms, evolve almost daily, and may include
malware, phishing, social engineering, web-based attacks, malicious code, botnets, stolen devices, denial of
service (DoS), malicious insiders, or ransomware (Boyle & Panko, 2021).
Businesses obviously have a strong interest in protecting infrastructure from these threats, but protection
requires corporations to have comprehensive information technology (IT) security policies, procedures,
hardened applications, and secure hardware. Because all of these topics are also covered in your Chapter 1
readings, you may have guessed that the topic for this unit is the threat environment.
UNIT I STUDY GUIDE
IS Security and Basic Threats
SEC 3302, Advanced IS Security 2
UNIT x STUDY GUIDE
Title
Threats to the Entity Are Threats to the Individual
Let’s start with a general understanding of how the threat environment impacts both entities and individuals.
While we could separate personal from corporate threats, the reality is that the potential for exploits overlaps
both worlds. For instance, although we do not generally concern ourselves with corporate espionage in our
personal lives, most security issues can affect us both personally and professionally.
For example, a data breach happens when an unauthorized person views, alters, or steals secured data
(Boyle & Panko, 2021). While these breaches are extremely expensive for an organization to rectifyin both
direct and indirect coststhere are also costs for the individuals whose information was stolen. Often, this is
because personally identifiable information (PII), such as bank account information and social security
numbers, is stolen during the attack and used illegally by the attackers.
Thus, it is important to understand security holistically. We need to understand what the threat is, how it is
perpetrated, how we can mitigate the threat, and how we can clean up the mess.
Motivations for Attacks
To start, we must understand the terminology and basic differences in malware, exploits, and types of attacks.
However, the purpose of this lesson is not to define and explain each of the types of attacks. You can read
that information in your textbook. The purpose of this lesson is to give you some context and to discuss some
of the concepts of attacks and why they occur. Why are individuals and organizations attacked? What is it the
attacker wants?
It is important to understand that motivations have changed over the years. Initially, years ago, hackers did
not aim to cause massive damage to systems or seek financial gain. Instead, that era of hackers were more
interested in the thrill of break-ins, the validation of their skills, and a sense of power. Hackers who
communicated and operated within groups could demonstrate their ability by breaking into well-defended
hosts, which would increase their reputations amongst other hackers. Attacks were, therefore, an essential
part of climbing the hacker social hierarchy.
Today, these motivations have largely changed in modern society. Whereas early hackers were interested in
social status and being part of a social group, nowadays, hackers are more interested in financial gain.
Therefore, they often desire personal information, such as credit card information, that may provide them with
access to financial resources. Obtaining social security numbers and other personal information may lead to
identity theft, resulting in the potential for theft of large sums of money from multiple victims. There have even
been instances when identity thieves filed bankruptcy on behalf of their victims in an attempt to buy
themselves more time to get away with their crimes.
Hackers are a reality in today’s world, and their work is becoming more prevalent and far-reaching.
Whether they are beginners working in a basement with purchased malware or highly skilled experts
working in a terrorist cell, they can cause issues for individuals as well as for large companies. Note:
As shown in the photo on the right, hacking is not limited to computerscellphones and other devices
may also be used as tools or become targets.
(Photos from left: Stevanovicigor, n.d.; Hackcapital, 2018; Flynt, n.d.)
SEC 3302, Advanced IS Security 3
UNIT x STUDY GUIDE
Title
These segments (Segments 14) from the video The Rise of the Hackers provide interesting information
concerning hackers, and, as a part of that information, it details the experiences of one man who was hacked.
In the video, hackers keyboards are being equated to bombs when describing the amount of destruction they
can cause.
For a transcript of the video, click on Transcript at the top of the video segment menu to the right of
the video.
Attacks for Financial Gain
Password gathering may mean obtaining bank account information, which means the potential for stolen
money. In an organization, accessing the network via hacking usually means the hacker is looking for
information. That information could include employee social security numbers or customer credit card
information. The thieves may be middlemen who sell that information to others rather than using it
themselves, but either way, the end result is always financial gain. In rare cases, the attacks may involve
extortion or the selling of trade secrets. Again, the result being sought is financial gain.
There are also known cases of corporate identity theft. Imagine gaining access to the personal information of
the owners of a partnership or small business that is incorporated. If the business owners have good credit
and the business is in good standing, the thief could potentially borrow a lot of money in the name of the
business owners.
Although financial gain is often the major reason for hacking, it is not the only one. In some cases, such
attacks are not about financial gain.
Attacks Intended to Harm Infrastructure
Besides monetary gain, what are some other reasons that organizations are attacked by hackers? Let’s take
the example of a distributed denial-of-service (DDoS) attack to illustrate our inquiry. DDoS attacks are created
to disrupt systems and stall operations. A fundamental question is, Why? Why would someone put in the
time, effort, risk, and resources to do something like that if there is no monetary return?
The answer must take into account the multiplicity of reasons that attacks occur in our modern society.
Usually, it is because the attacker is upset and trying to either make a political statement or do malicious harm
to the infrastructure of the victim. Hacktivism, for instance, is the use of hacking techniques to promote an
activist agenda or express an opinion. These tactics may be illegal, but they do not create a high degree of
fear or concern among the larger community.
On the other hand, cyberterrorism is an ideologically motivated attack against electronic data, applications,
and networks that is intended to cause serious harm to noncombatant targets to effect ideological, political, or
social change. In contrast, the attacker may simply be an angry customer who feels wronged. There are many
possibilities and motivations that are not necessarily financially driven.
As you may have guessed, the victims of these attacks can come from a variety of sectors. Victims may be
government offices, financial institutions, educational institutions, political sites, news sites, and the like.
Cyberwarfare
DDoS can also be a form of cyber warfare. One government may use DDoS to attack the governmental
websites of another country. This is because militaries, in recognition of cyberspace’s communications and
critical infrastructure aspects, have started to treat cyberspace as a new warfare domain like land, air, and
sea. Cyberwarfare may, therefore, be classified as an act of violence. This is like using military operations by
virtual means to achieve the same ends that could be obtained by using conventional means.
An interesting contemporary example of cyber warfare that you may want to research is the Soviet-Estonia
conflict over removing a war memorial that had honored Russia. This conflict resulted in riots in the streets as
well as virtual attacks on Parliament, news agencies, and banks. Another example is the development and
use of Stuxnet, a worm used against an Iranian uranium enrichment facility. Stuxnet accessed supervisory
SEC 3302, Advanced IS Security 4
UNIT x STUDY GUIDE
Title
control and data acquisition (SCADA) systems and logic controllers controlling centrifuges and allowed them
to be remotely controlled.
Unfortunately, in most cases, it is hard to tell who the perpetrator of the attack is, so it may be difficult to
definitively determine the reason for the attack. In most cases, hacking seems to originate from highly skilled
individuals. However, that is not always the case, as a hacker may have only basic skills but can buy the
scripts and software they need. There is no longer a need for them to be able to write their own programming.
Accessibility of Malicious Software
Boyle and Panko (2021) describe amateur hackers as script kiddies. This term refers to new hackers who rely
on premade scripts or tools but do not understand how they work, which can cause their efforts to fail or to
create more damage than intended. It reflects the reality that many of the tools one needs in order to hack or
send malware to an individual or organization can be purchased illegally and do not require a great deal of
programming skill.
This does not mean that all hackers are amateurs. Many hackers are very skilled individuals. They may
be members of teams and may work in groups, which are called cells, and may be located in a number
of countries.
International Attacks
As we discussed earlier, attacks can take the form of cyber warfare or cyberterrorism. Nation-state actors
from foreign nations may also effectuate them. For instance, in late 2020, hackers perpetrated a massive
computer breach that enabled them to spend approximately four months exploring the systems of several
U.S. government networks and private companies in numerous countries. Industry experts say a country
mounted the complex hackand government officials allege that Russia is the country responsible for the
attack (Chappell et al., 2020). The hackers attached their malware to a software update from SolarWinds,
a company based in Austin, Texas. Many federal agencies and thousands of companies worldwide use
the SolarWinds Orion software to monitor their computer networks. SolarWinds says that nearly 18,000 of
its customers received the tainted software update in the government and the private sector (Chappell et
al., 2020).
The effects of this breach have been massively expensive and reveal the increasingly sophisticated attacks
that will, unfortunately, be a part of our everyday lives in our increasingly digital world. A quick Google search
will give you a fascinating glimpse into this series of attacks and its impact on IT security.
Conclusion
Todays reality is that in the world in which we live, the threat environment is very real and can be very costly.
To an individual, an information breach can be devastating. Banks will usually reimburse stolen money, but
damage may also occur in the form of such things as bounced payments. In the case of identity theft, it may
take years to reverse the effects. A serious breach can cost an organization millions of dollars in fees and in
refunded money. The organization’s reputation may also be damaged in the process. In an increasingly
technological world, the implications must be met with a focus on security. Many of these concepts will be
addressed throughout this course.
References
Boyle, R. J., & Panko, R. R. (2021). Corporate computer security (5th ed.). Pearson.
https://online.vitalsource.com/#/books/9780135823354
Chappell, B., Myre, G., & Wamsley, L. (2020, December 21). What we know about Russias alleged hack of
the U.S. government and tech companies. NPR. www.npr.org/2020/12/15/946776718/u-s-scrambles-
to-understand-major-computer-hack-but-says-little
SEC 3302, Advanced IS Security 5
UNIT x STUDY GUIDE
Title
Flynt. (n.d.). Computer hacker with mobile phone (ID 127216995) [Photograph]. Dreamstime.
https://www.dreamstime.com/computer-hacker-mobile-phone-smartphone-stealing-data-computer-
hacker-mobile-phone-image127216995
Hackcapital. (2018, February 21). Hack capital [Photograph]. Unsplash.
https://unsplash.com/photos/uv5_bsypFUM
Stevanovicigor. (n.d.). Ransomware computer virus concept, hacker with monitor (ID 132496548)
Course Learning Outcomes for Unit I
Required Unit Resources
Unit Lesson
The Threat Environment
Threats to the Entity Are Threats to the Individual
Motivations for Attacks
Attacks for Financial Gain
Attacks Intended to Harm Infrastructure
Cyberwarfare
Accessibility of Malicious Software
International Attacks
Watch the following video and then discuss the related questions that follow: It Starts With One: Changing Individuals Changes Organizations26:25 minutes Do you agree that organization change begins with the individual not the organization? Why or why not?Which barrier discussed in the video resonated with your experience of change management the most?Discuss how the principles shared in the video might facilitate a successful change project.Discuss which models and principles you learned during the course relate to the approach offered in the video. Which is most similar?Embed course material concepts, principles, and theories, which require supporting citations along with two scholarly peer-reviewed references in supporting your answer. Keep in mind that these scholarly references can be found in the Saudi Digital Library by conducting an advanced search specific to scholarly references.Directions:
What is meant by reward management and what are the typical objectives of a reward system?What are the differences between nonfinancial and financial rewards? In your opinion, which is most important for delivering higher levels of performance?Is pay a motivator? Discuss using your own experience or the experiences of friends, coworkers, or family members.
There are some acts that are considered to be criminal in nature based on the likelihood of creating a disturbance to the peace or creating a public nuisance. Other acts are believed to infringe on public morality. Some examples of such acts include, but are not limited to, solicitation, obscenity and prostitution. 1) Do you agree that prostitution should be illegal? Why or why not? What are the arguments for and against the legalization of prostitution?I do not think it should be legal.2) Prostitution is legal in many other countries. Research the relevant law in one of these countries and include it in your response to support your position.
Long-distance relationships are difficult enough without the additional hardships of at least one person being deployed. What should our military leaders do to help active-duty service members maintain and grow their interpersonal relationships?Readings: 18What happens on-board stays on-board?The political game of communication between deployed military personnel and their loved onesManon Andres and René Moelker22Epilogue: dating from a distanceLove and separation in a networked society
Assignment incomplete without the self evaluation
Objective:To create a graphic organizer to summarize the process and procedures involved in evaluating staff members and to evaluate your graphic organizer.Create a graphic organizer (e.g., a timeline or flowchart) to summarize how you plan to carry out teacher evaluations. Include four or five points to capture how you will collect, summarize, analyze, and use the data. Next, list seven or eight criteria that you will use to evaluate the quality of instruction Last, map out what you believe to be a realistic evaluation time-frame and incorporate that information into your organizer.
Scenario:You have just been hired as director of an early childhood center. You quickly realize that many of the teachers on your staff are recent hires. They are a vocal group that enjoys discussing teaching strategies and experiences. But you have noticed an undercurrent of anxiety surrounding the teacher evaluation process. There seem to be as many different ideas about evaluation floating around as there are teachers. You decide to address your plan for teacher evaluations head-on at the first staff meeting. You begin with a graphic organizer that summarizes your plan. You realize how important it will be to give teachers a clear idea of what criteria you plan to use to evaluate their teaching. You also realize that your staff is also eager to know at what time of year they can expect you to evaluate them. You give careful thought to what would be a realistic time frame.
Focus Assignment:
Create a graphic organizer (e.g., a timeline or flowchart) to summarize how you plan to carry out teacher evaluations. Include four or five points to capture how you will collect, summarize, analyze, and use the data. Next, list seven or eight criteria that you will use to evaluate the quality of instruction Last, map out what you believe to be a realistic evaluation time-frame and incorporate that information into your organizer.
Self-Reflection:
1. For each item of your graphic organizer, explain how this guideline addresses the issues in the scenario
We take democracy for granted today. However, it was not the norm for most of human history. The first democracy, a term in Greek that means “rule by the people,” began in the city-state of Athens. Athenians of the Classical period (5th-4th centuries BCE) were proud of the democracy in which they lived, and were interested in thinking systematically about what made their city-state better than the rest. The answer, the Athenians felt, ultimately lay in the connection of democracy and law. Athens did not have a police force, but it was the duty of each citizen to prosecute a crime, whether he was a victim of one himself, or had witnessed a crime. Juries of hundreds of citizens heard each case, and voted for the guilt or innocence of the parties without consulting with each other. The majority determined the case, and then the jury also acted as a judge in determining the penalty.Historians of Classical Athens are very lucky: ca. 100 courtroom speeches from various Athenian cases survive. These speeches were written by professional speech-writers on behalf of clients, who then delivered these speeches when representing themselves in court.Tasks:For this discussion, please read Lysias 1, “On the Killing of Eratosthenes,” written by the Athenian speech-writer Lysias, in defense of Euphiletos, sometime in the late 400s or early 300s BCE. Euphiletos is on trial for killing a man called Eratosthenes, so his situation is quite dire. Please read Euphiletos’ defense speech “On the Murder of Eratosthenes” Next, answer all of the following questions:From the story of Euphiltos we learn about Athenian perspectives on adultery and other aspects of their legal code. What similarities do you find in the Athenian legal system and our own judicial system in the 21st century? Consider aspects like testimony, jury trials and sentencing. We also learn from this story about the social relationships between citizens, slaves, and the place of women in Athenian society. Contrast and compare Athenian society and experience with your own experience in our modern society. For example, have you experienced any negative restrictions due to gender, class, or citizenship status? Do any of these experiences help you understand the struggle of women, slaves, and non-citizens in Athenian society?
Consider the following questions in Discussion 6:
1. Describe and discuss three recently developed (i.e., within the last 10 years) tools, technologies, or assistive devices that are the most valuable for enhancing an older person’s quality of life and health. In your response, describe what the tool, technology or device is used for and why you think it is beneficial for improving an older adult’s quality of life and/or health outcome.
To be eligible for full credit, be sure to respond to at least 1 classmates and substantiate your posts with evidence from the textbook or valid, external materials. Both of your discussion board posts must meet the definition of substantive to earn full credit.
reply
Three recently developed tools, technologies, and assistive devices that have been created to enhance an older persons quality of life and health include smart homes, telehealth, and computer games (Hooyman et al., 2016). Smart homes are used for residences to have technology connected through appliances and devices that gives easier care access to the residents (Hooyman et al., 2016). Smart homes are beneficial for improving an older adult’s quality of life and health outcome by monitoring older adults in their homes and accessing them with personal care through technology. Telehealth is used for one to have access to any medical related educational questions and appointments through the internet rather in-person (Hooyman et al., 2016). Telehealth is beneficial for improving an older adult’s quality of life and health outcome by giving them easier access to appointments and education. Computer games can be used by older adults for brain fitness and easily be accessed by the internet (Hooyman et al., 2016). Computer games can be beneficial for improving an older adult’s quality of life and health outcome by increasing their cognitive stimuli as they work on their memory, thinking, and language. All three of these developed tools, technologies, and assistive devices have helped enhance elders quality of life and will continue to be improved as more people use them.
Reference:
Hooyman, N. R., Kawamoto, K., & H Asuman Kiyak. (2016). Aging matters : an introduction to social gerontology. Pearson Education.
