Inquiries 5

Answer the following inquiries.  You should have a total of TWO responses.

PART A

For inquiry 2 select one of the cases (a, c or d) to respond.

2. In each of the following cases, the behavior  illustrated seems to suggest that the people’s values differ  significantly from our own.  Consider the possibility that, beneath  appearances, the values are similar.  Develop a plausible explanation  for the difference in behavior.

a. In one culture, the elderly and those with severe handicaps are  put to death.  It would appear that this culture does not recognize  human dignity as a value.

c. Members of a tribe living in a remote jungle area commonly shun  the sick.  The moment members of the tribe become seriously ill, they  cease to exist in the tribe’s view.  They must leave the village and  care for themselves.  If they recover, however, they are restored to  tribal membership.  Apparently, the tribe lacks compassion for the  afflicted.

d. A group of young boys are gathered together.  Several men approach  them, brandishing sticks and whips.  They beat the boys viciously. The  other male members of the tribe sit by and watch, laughing and obviously  enjoying the event.  It would seem that the men of this culture are  sadistic, deriving pleasure from seeing others in pain.

PART B

Answer either inquiry 3 or 12.  If you choose to answer Inquiry 12 select only one of the experiences (a or c).

3. When Hua, a Chinese woman, gave birth to a  daughter rather than a son, her husband refused to look at the child.   Later he punished his wife for the “offense” by withholding money and  hitting her without provocation.  When the child contracted pneumonia,  he suggested she be left to die.  Eventually, he divorced his wife —  the decree cited his disapproval of having a baby girl and specified  that the wife would keep the child and he would get the apartment.

This story is not that uncommon in China,  where masculinity is  defined as producing a son to maintain the family line.  This cultural  value is so ancient and so strong that it is even reflected in the  language  — the character for the word good is a combination of the sign for “woman” and the sign for “son”. Evaluate this cultural value.

12. When a Christian missionary is sent to preach  the Gospel to members of a newly discovered tribe, she has the following  experiences:

a. After arriving in their primative jungle settlement and  establishing a friendly relationship with them, she learns that they  encourage extra-marital promiscuity.  She believes that this is morally  wrong. She therefore explains to them that such promiscuity is immoral  and an offense against God.  Is the missionary’s action ethical?

c. The missionary now makes an even more startling discovery.   Because tribe members  believe women are inferior to men and a tribe  with a large number of women is an outrage to the god of good sense,  they strictly control the female population.  Whenever the number of  girl babies exceeds the percentage approved by the wise men of the  tribe, they permit no more girls babies born that year to live.   More  specifically, they take newborn babies out into the wilderness to die.   The missionary tries to persuade them that such behavior is wrong.  Is  this action justifiable?

Submit the answers for Part A and Part B in a word document.

Week 6 Discussion 1 Effective Global Leadership Models

Servant, authentic and ethical leadership are models which have been successful not only in different types of organizations, but also in different cultures and in different countries. Using the overview of global leadership provided in this week’s lecture and readings, do you believe this to be a valid statement? In other words, are these leadership theories effective global leadership models? Why or why not? Support your position with global examples and appropriate references.

Week Six Lecture

Global Leadership

One of the most rapidly increasing sources of diversity in organizations is globalization, which means hiring employees in many different countries. Due to globalization, organizations are confronting diversity issues more than ever before. To handle the challenges of global diversity, leaders can develop cross-cultural understandings and build networks.

Consider how behavior is perceived from culture to culture. All leaders need to be aware of the impact a culture and its values have on their dealings with employees. Valuing diversity and enabling all individuals to develop unique talents is difficult to achieve. People of different national origins, races, and religions make up our increasingly global economy. Leaders can create change in organizations that will help the organization remain competitive and viable.

Dimensions of diversity are both primary (age, gender, and race) and secondary (education, marital status, and religion). There are several reasons why organizations are recognizing the need to value and support diversity, including the following: it helps organizations build better relationships with diverse customers; it helps develop employee potential; and it provides a broader and deeper base of experience or creativity in problem-solving, which is essential to the development of learning organizations. Leaders must be aware of the impact culture may have and consider cultural differences in their dealings with followers. Strong, culturally sensitive leadership is the only way organizations can adopt an awareness of diversity.

Reflecting on Leadership

There are many different theories of leadership, and the similarities and differences cannot be understood without exploring their applications to organizations. Many theories are similar to the historical trait or behavior theories and define unique capacities or competencies. Understanding the characteristics and underlying framework of these theories enables leaders to define their own leadership theories based on their world views. Developing a personal theory of leadership requires an understanding of the components of each theory, as well as knowledge of how those components are related or how they may conflict. Leadership research often uses capacity-based instruments that measure a particular leadership approach or style.

Conclusion

The theories of leadership and research in leadership from the past have evolved into the many contemporary theories of leadership today. Each of these new theories is founded on different past theories, concepts, and world views. However, many have similarities. Leaders face the challenge of understanding the basis of each theory as they develop their own model of leadership, which might integrate a number of different theories.

Required Resources

Text

Warrick, D.D. (2016). Leadership: A high impact approach [Electronic version]. Retrieved from https://content.ashford.edu/

Article

Hourston, R. (2013, April 24). 7 steps to a truly effective leadership style (Links to an external site.)Links to an external site.. Forbes. Retrieved from  http://www.forbes.com/sites/womensmedia/2013/04/24/7-steps-to-a-truly-effective-leadership-style/

Snaiderbaur, S. (2012). Symphonic leadership: A model for the global business environment. The ISM Journal of International Business, 1(4), 17-1H,2H,3H,4H,5H,6H,7H,8H,9H,10H,11H,12H,13H,14H,15H,16H,17H. Retrieved from the ProQuest database

Multimedia

TED (Producer). (2010). TedTalks: Sheryl Sandberg- Why we have too few women leaders (Links to an external site.)Links to an external site. [Video file]. Retrieved from the Films On Demand database.

Network security Project 5

Network security Project 5

Project Description:

Need help with below homework

CS6262-O01 Network Security – Project 5 Training & Evading ML based IDS 1 Introduction/Assignment Goal The goal of this project is to introduce students to machine learning techniques and methodologies, that help to differentiate between malicious and legitimate network traffic. In summary, the students are introduced to: • Use a machine learning based approach to create a model that learns normal network traffic. • Learn how to blend attack traffic, so that it resembles normal network traffic, and by-pass the learned model. NOTE: To work on this project, we recommend you to use Linux OS. However, in the past, students faced no difficulty while working on this project even on Windows or Macintosh OS. 2 Readings & Resources This assignment relies on the following readings: • “Anomalous Payload-based Worm Detection and Signature Generation”, Ke Wang, Gabriela Cretu, Salvatore J. Stolfo, RAID2004. • “Polymorphic Blending Attacks”, Prahlad Fogla, Monirul Sharif, Roberto Perdisci, Oleg Kolesnikov, Wenke Lee, Usenix Security 2006. • “True positive (true detections) and False positive (false alarms)” 3 Task A • Preliminary reading. Please refer to the above readings to learn about how the PAYL model works: a) how to extract byte frequency from the data, b) how to train the model, and c) the definition of the parameters; threshold and smoothing factor. Note: Without this background it will be very hard to follow through the tasks. • Code and data provided. Please look at the PAYL directory, where we provide the PAYL code and data to train the model. • Install packages needed. Please read the file SETUP to install packages that are needed for the code to run. • PAYL Code workflow. Here is the workf

  • Project 5: ML for Security Constructing & Evading network traffic based model of IDS

    1 Introduction​: The goal of this project is to introduce students to machine learning techniques and methodologies, that help to differentiate between malicious and legitimate network traffic. In summary, the students are introduced to:

    1. Use a machine learning based approach to create a model that learns normal network traffic.

    2. Learn how to blend attack traffic, so that it resembles normal network traffic, and bypass the learned model.

    NOTE: To work on this project, we recommend you to use Linux OS. However, in the past, students faced no difficulty while working on this project even on Windows or Macintosh OS. 2 Readings & Resources: This assignment relies on the following readings:

    1. “Anomalous Payload-based Worm Detection and Signature Generation”, Ke Wang and Salva- tore J.Stolfo, RAID2004

    2. “Polymorphic Blending Attacks”, Prahlad Fogla, Monirul Sharif, Roberto Perdisci, Oleg Kolesnikov, Wenke Lee, Usenix Security 2006

    3. “True positive (true detections) and False positive (false alarms)” 3 Task A:

    ● Preliminary reading: ​Please refer to the above readings to learn about how the PAYL model works: a) how to extract byte frequency from the data, b) how to train the model, and c) the definition of the parameters; threshold and smoothing factor.

    ● Code and data provided: ​Please look at the PAYL directory, where we provide the PAYL code and data to train the model.

    ● Install packages needed: ​Please read the file SETUP to install packages that are needed for the code to run.

    ● PAYL Code workflow: ​Here is the workflow of the provided PAYL code: ○ It operates in two modes: a) training mode: It reads in pcap files provided in the

    ‘data’ directory, and it tests parameters and reports True Positive rates, and b) testing mode: It trains a model using specific parameters and using data in the directory, it will use a specific packet to test and then will decide if the packet fits the model.

    CS 6262 – O01 Network Security 1

     

    http://cs.fit.edu/~pkc/id/related/wang05raid.pdf
    http://cs.fit.edu/~pkc/id/related/wang05raid.pdf
    http://people.scs.carleton.ca/%257Esoma/id-2006w/readings/stolfo-payl.pdf
    http://wenke.gtisc.gatech.edu/papers/usenix_security_2006.pdf
    http://wenke.gtisc.gatech.edu/papers/usenix_security_2006.pdf
    https://en.wikipedia.org/wiki/Sensitivity_and_specificity

     

    ○ Training mode: It reads in the normal data and separates it into training and testing. 75% of the provided normal data is for training and 25% of the normal data is for testing. It sorts the payload strings by length and generates a model for each length. Each model per length is based on [ ​mean frequency of each ascii, standard deviation of frequencies for each ascii​]

    ○ To run PAYL on training mode: python wrapper.py. You will have to modify the port numbers in the read pcap.py (commented in the sourcecode) according to the protocol.

    ○ Testing mode: It reads in normal data from directory, it trains a model using specific parameters, and it tests the specific packet (fed from command line) against the trained model. 1. It computes the mahalanobis distance between each test payload and the model (of the same length), and 2. It labels the payload: If the mahalanobis distance is below the threshold, then it accept the payload as normal traffic. Otherwise, it reject the packet as attack traffic.

    ○ To run PAYL on testing mode: python wrapper.py [FILE.pcap]

    Tasks: Perform experiments to select proper parameters.

    ● You are provided a single traffic trace (artificial-payload) to train a PAYL model. ● After reading the reference papers above, it should make sense that you cannot train the

    PAYL model on the entire traffic because it contains several protocols. ● Modify the IP addresses/port numbers (also commented in the python files) in the source

    code according to the traffic you are working with. ● Use the artificial traffic corresponding to the protocol that you have chosen and proceed

    to train PAYL. Use the provided code in the training mode and make sure that you are going to use the normal traffic(artificial payload) that is fed to your code while training. Provide a range of the two parameters (threshold and smoothing factor). For each pair of parameters you will observe a True Positive Rate. Select a pair of parameters that gives 96% or more True Positive; more than 99% true positive rate is possible. You may find multiple pairs of parameters that can achieve that.

    Task B:

    ● Download your unique attack payload: To download your unique attack payload, visit the following url: ​http://www.prism.gatech.edu/~vseshadri30/Pcap/einstein7.pcap​ and replace “einstein7” with your GTID.

    CS 6262 – O01 Network Security 2

     

    http://www.prism.gatech.edu/~vseshadri30/Pcap/einstein7.pcap
    http://www.cc.gatech.edu/%257Ergiri8/6262_P5/einstein7.pcap

     

    ● Use PAYL in testing mode. Feed the training data that you used before, use the same pair of parameters that you found from Task A and provide the attack trace.

    ● Verify that your attack trace gets rejected – in other words that it doesn’t doesn’t fit the model.

    ● You should run as follows and observe the following output:

    ● Finally, use the artificial payload of the protocol provided. Test the artificial payload

    against your model(use testing mode as explained above). This packet should be accepted by your model. You should get an output that says “It fits the model”.

    Task C:

    ● Preliminary reading. ​Please refer to the “Polymorphic Blending Attacks” paper. In particular, section 4.2 that describes how to evade 1-gram and the model implementation. More specifically we are focusing on the case where ​m <​= ​n ​and the substitution is one-to-many.

    ● We assume that the attacker has a specific payload (attack payload) that he would like to blend in with the normal traffic. Also, we assume that the attacker has access to one packet (artificial profile payload) that is normal and is accepted as normal by the PAYL model.

    ● The attacker’s goal is to transform the byte frequency of the attack traffic so that is matches the byte frequency of the normal traffic, and thus bypass the PAYL model.

    ○ Code provided: ​Please look at the Polymorphic blend directory. All files (including attack payload) for this task should be in this directory.

    ○ How to run the code: ​Run ​task1.py ○ Main function: ​task1.py ​contains all the functions that are called. ○ Output: ​The code should generate a new payload that can successfully bypass

    the PAYL model that you have found above (using your selected parameters). The new payload (output) is shellcode.bin + encrypted attack body + XOR table + padding. Please refer to the paper for full descriptions and definitions of Shellcode, attack body, XOR table and padding. The Shellcode is provided.

    CS 6262 – O01 Network Security 3

     

     

    ○ Substitution table: ​We provide the skeleton for the code needed to generate a substitution table, based on the byte frequency of attack payload and artificial profile payload. According to the paper the substitution table has to be an array of length 256. For the purpose of implementation, the substitution table can be e.g.a python dictionary table. We ask that you complete the code for the substitution function. ​The substitution is one-to-many.

    ○ Padding: ​Similarly we have provided a skeleton for the padding function and we are asking you to complete the rest.

    ○ Main tasks: ​Please complete the code for the ​substitution.py ​and ​padding.py​, to generate the new payload.

    ○ Deliverables: ​Please deliver your code for the substitution and the padding, and the output of your code. Please see section deliverables.

    ● Test your output. ​Test your output (below noted as output) against the PAYL model and verify that it is accepted. FP should be 100% indicating that the payload got accepted as legit, even though is malicious. You should run as follows and observe the following output:

     

    Deliverables & Rubric:

    ● Task A: 35 points​ Please report the protocol that you used and the parameters that you found in a file named parameters. Please report a decimal with 2 digit accuracy for each parameter. Format​: |Protocol:HTTP| |Threshold:1.23| |SmoothingFactor:1.24| |TruePositiveRate:80.95|

    ● Task B: 5 points​ Please append a new line in parameters with the score of the attack payload after completing Task B. Format:

    CS 6262 – O01 Network Security 4

     

     

    |Distance:2000| ● Task C: 60 points

    ○ Code: 40 points.​ Please submit the code for substitution.py, substitution table.txt and padding.py.

    ○ Output: 20 points.​ Please submit your output of Task C generated as a new file after running task1.py.

    How to Verify your task C: If you only have 64-bit compiler, you need to run following:

    Next, then create a Makefile with following:

    Now, modify the hardcoded attack payload length at line no. 10 of shellcode.S with the length of your malicious attack payload. It should be an integer value equal to or the next multiple of 4 of your attack payload length. You can also get this number from task1.py and seeing what len(adjusted attack body) is. Without this, the code won’t point to the correct xor table location. Next, you need to generate your payload. So, somewhere near the end of task1.py add the following to create your payload.bin:

    Now, run task1.py to generate payload.bin and once it’s generated, run the makefile with make and then run a.out:

    If all is well you should see your original packet contents. If not and you get a bunch of funny letters.. it didn’t work. Note: It was only tested on Linux, you might need to make a few modifications according to your system configuration. Sample Substitution Table: Below is the one-line output generated using “print substitution table” in python. Your substitution table.txt should look like this:

    CS 6262 – O01 Network Security 5

     

     

    Please don’t procrastinate completing this project. Good luck for your finals!

    CS 6262 – O01 Network Security 6

Discussion Play And The Curriculum

As a leader and professional in the field of early childhood education, you have decided to write on this topic for your local newspaper column. Using the Toulmin model as your guide, defend the use of play in the classroom. Your article should be written in academic writing style.

  • Explain your school’s philosophy of play in the classroom.
  • Defend the ways in which play enhances development in each domain of development and is considered a developmentally appropriate practice. Support this portion of your article with your primary text and at least one scholarly or credible resource.
  • Describe each form of play. Identify three things children are learning as they engage in pretend play and three things children are learning as they engage in construction play.
  • Compare and contrast the difference between a classroom in which guided play is a part of the curriculum and one that uses play to simply fill up time. Support this portion of your discussion with your primary text and at least one scholarly or credible resource.