A Survey on Mobile Users Data Privacy Threats

A Survey on Mobile Users Data Privacy Threats ABC EFG1 , ABC EFG2* and ABC EFG3 4. Security Challenges for Mobile Devices Mobile device applications offer a level of convenience that the world has never think before it. Everywhere (home. Office, hotel, playground, road, parking, picture palace, travelling in different countries or each place of world) any mobile user can use applications to fulfil their daily needs like communicate, buy, search, payment, sell, entertainment, find general information of their use. This extreme level of comfort has brought with it an extreme number of security risks. Below describing some mobile device challenges, how the vulnerabilities and attackers reducing mobile applications freedom. 4.1 Insecure Data Storage It can result in data loss for a user, after losing mobile devices an application is improperly secured and all user at risk. Some common piece of data store at high risk like personal information (Name, Address, Date of Birth, Banking information, Family information, Family picture, Social networking address, email address) ,working information (company name, working position, related some application, company contact numbers and official documents if any available). 4.2Physical Security Physical security of any mobile devices is too difficult, but when mobile users are constantly using mobile devices, which is in always for 24x7x365 and user lose his mobile device then the task becomes seemingly impossible. Intentionally physical security is most concern for risk free mobile devices. If a person lost and misplaced or theft their mobile devices so it may be misuse users sensitive data, personnel information, email correspondence , any unsecured documents, address books, business data and files by the thief . 4.3 Mobile Browsing Mobile browsing is the best feature for any mobile devices for providing best use of internet application but mostly in mobile devices user cannot see the whole URL or web address, least verify whether the web address or URL safe or not and user reach (browse) their way into a phishing related attack. 4.4 Multiple User Logging Due to progressive growth of social media Single sign-on (SSO) in the mobile application ecosystem it is estimated 60% of mobile application insecure by using same login to multiple social networking application. Hackers who got login credentials for website or apps twitter , Facebook can possibly gain access to users profile page. Outmost use of social media single sign-on (SSO) is actually to facilitate social interaction at same time the developer also gain access to some of social information related to sign in user. 4.5Client Side Injection The execution of malicious programs on the mobile devices over the internet medium by application or web browsing client side injection occurs. Html injection ,SQL injection or other newer attack(abusing phone dialer, SMS ) comes in the client side injection. Hackers could load text based attack and exploit targeted examiner. In this way any source of data can be injected including resource targeted files or application 4.6 Application Isolation Mobile application is just about everything from transaction, business ,personnel and social networking. Before installing any application in your mobile devices clearly see the permission agreement, privacy and how to access your device with that application. It might be any application theft user sensitive data ,financial data, business data ,personnel data and other valuable file. 4.7 Mobile Device Coding Issues In an application development it always happen some honest mistakes, unintentionally creating security vulnerabilities with poor coding efforts. It also happen for bad implementation of encrypted channels for data transmission or improper password protection. In this way every development process can have some vulnerability in the coding of mobile application or other application. Every developer cannot ignore this but needs to maintain proper coding so mobile application reach high security aspect. 4.8  System Updates In a mobile device everybody wants latest version of application for using efficiently so venders always keen to provide latest update and patches designing to fix security issues for better use of application. But in this process other threats (hackers) mixed bad code with real application and provide to install application. It may affect mobile device but user doesnt know why its happening. It is big drawback and commercial attack to application and venders. 4.9 Serious Threats in New Features For mobile devices, newly added features and updates application are serious risk too. Every venders are making their own application related to their mobile operating system and giving new look, new features. Its comparison among that venders to defeat in the market so making related application and releasing some vulnerabilities for chasing market. So user should enquire first then use newly features so security remain consist in the mobile devices. 4.10 Sensitive Information Disclosure Its trend that mobile user use their mobile in brad area like login credentials, shared secret keys, sensitive business logic , access token, application code etc. it is also possible these information being disclosed to an attacker by different technology. It should be remain consist security in sensitive information disclosure in mobile devices. 4.11 Improper Session Handling For mobile devices, session handling is identified security concern for web application. Improper session handling indications to vulnerabilities that are pretty common in using internet applications over any platform like mobile devices or PCs. Session with long expiry time invite vulnerabilities in any case of using financial work. Poor session management can clues to unauthorized access through session hijacking in mobile devices. 4.12 Security Decisions from untrusted responses For mobile devices, Some operating system like Android and iOS platform, some applications like as Skype may not continuously appeal consent from outside parties, it gives privilege for attackers that may occur in malicious application avoiding security. For this way, applications are vulnerable to data leakages and client-side injection. Always need for supplementary authorization or provide supplementary ladders to launch sensitive applications when supplementary authorization is not promising. 4.13 Weak Authentication and Brute force attack Its often seen many applications today rely on password based authentication, single factor. The owners of application do not enforce for strong password and securing valuable credentials. In that case user expose themselves to host of threats, stolen credentials and automated Brute force attacks (Brute force attack means systematically checking all possible password or keys until find exact one). 5. Mobile Threats and Vulnerabilities This section provides a comprehensive overview of mobile threats and vulnerabilities, cyber criminals have focused their consideration to mobile devices nowadays [1]. Mobile devices are using many useful applications in the internet medium so it’s a prime target for the attackers or hackers to destroy security mechanism and spread threats vulnerabilities. The distance between hacker capabilities and an organizations protection is widening day by day. These tendency underline the need for additional mobile device security awareness, as well as more stringent, better integrated mobile security solutions and policies. 5.1 Mobile Threats Threats and attacks that proved magnificently on personnel computer are now being tested on unsuspecting mobile device user to see what works and with the number of mobile devices with protection increasing, there are adequately of easy targets. Attackers are definitely penetrating after the weakest point in chain and then improving in on the most successful scams. Mobile attacks are basically divided into four categories and listed below- Physical threats Application based threats Network based threats Web based threats Physical Threats Mobile devices are designed (portable) to proper use in the daily lives, and its physical security is an important deliberation [4]. Below describing some physical threats Bluetooth Lost or Stolen Mobile Devices Computing Resources Internet Access Application Based Threats Spyware Malware Vulnerable Application Privacy Threats Network Based Threats Denial of service Attack (DoS) Network Exploits Mobile Network Services Wi-Fi Sniffing Web Based Threats Drive by Downloads Browser Exploits Phishing Scams 5.2 Mobile Vulnerabilities Rootkit Worm Trojan Horse Botnet 6. Solutions and Precautions For Mobile Devices 7. Conclusions and Future Work Acknowledgements The authors would like to extend their sincere appreciation to the Deanship of Scientific Research at King Saud University for its funding of this research through the Research Group Project no. ABCDEFGH. References A Survey on Security for Mobile Devices, La Polla, M. ; Martinelli, F. ; Sgandurra, D. Communications Surveys Tutorials, IEEE ,Volume: 15, Issue: 1,Publication Year: 2013 , Page(s): 446 471 M. Hypponen, â€Å"Malware Goes Mobile,† Scientific American, vol. 295,no. 5, pp. 46–53, 2006. Reviews on Cybercrime Affecting Portable Devices, Seyedmostafa Safavi, Zarina Shukur, Rozilawati Razali, The 4th International Conference on Electrical Engineering and Informatics(ICEEI 2013) Mobile Devices Security: A Survey on Mobile Device Threats, Vulnerabilities and their Defensive Mechanism, Shujithra. M, Pasdmavati. G, International Journal of Computer Applications (0975-8887) Volume 56-No.14, October 2012

Looking Through the Eyes of the Faultless Painter Essay -- Adrea del Sa

Andrea del Sarto's title in Browning's eyes should be considered â€Å"the faultless painter†. For del Sarto, capturing something beautiful is worth almost anything. But del Sarto finds himself trapped between two identities: That of a husband to his wife, and that of an artist to his patrons. Andrea del Sarto recognizes that his work as a painter often distances him from his wife, but he also recognizes that his love for his wife has reduced his capability to paint subjects as they are. Of course, del Sarto himself is presenting only his side of the story, that of a man who is trying to support his wife with his work; it would be interesting to see Lucrezia's side of the tale. What is fascinating is that del Sarto's world view and explanation of his life, the narrative of his existence, seems to be totally sincerely held, yet it is also in many ways deeply contradictory: Resentful and loving, taking responsibility and passing on responsibility. In this sense, del Sarto's mono log is clearly a sincerely held view of the world, but is precisely the kind of view that a real person holds: Filled with inaccuracies and competing self-images. One of the crucial clues to the meaning of the poem is the superlative that Andrea del Sarto has earned: â€Å"Faultless Painter†. Del Sarto has interpreted this vision of himself to mean that he has managed to be technically perfect but emotionally limited, yet that superlative doesn't seem to just point to a flawless technician. Del Sarto has apparently achieved notoriety in his life, yet he is still unsatisfied with his work. In del Sarto's worldview, his wife has made it so that he is only technically proficient, not emotionally proficient. But it is quite clear that del Sarto is actually deeply emotiona... ... loving husband, and a strong man. Unfortunately, his real world is not perfect, so he finds that he is only a faultless but not exceptional painter, a husband who is married to a woman who spends his money, and a man who is unable to stand up to his wife. It is unquestionable that del Sarto honestly believes all of these things. The fact that his beliefs are based on mutually contradictory components does not change the fact that this is clearly the statement of a man's worldview. Browning gives us the image of a man walking through his own self-image, and invites the reader to share in the uncertainty about del Sarto. Without ever hearing from others, such as his peers, his patrons, and his wife, it is impossible to know the truth; the only thing we can know is what del Sarto thought and what his worldview was, and that is enough to understand the man and his art.

Japanese course for teachers in Elementary Schools Essay

What are the minimal Japanese language competencies for our team teachers working in Japanese Elementary schools? Through this question I hope to make explicit and test methods of data collection, diagnostic testing, and needs analysis; and determine if these methods transfer to another language. This data will be used as a basis for collecting authentic materials to prepare a Japanese for Specific Purposes language course. Setting We have 12 British Council teachers team teaching in 24 Japanese junior high schools and one elementary school This is a completely Japanese environment (e.g. dress, code of conduct, meetings are all done in Japanese). Primarily our teachers rely on our team teachers to translate important information such as scheduling, written messages, problems with the photocopier, dealing with disruptive students, etc. In the future we would like to expand into Tokyo elementary schools, however, the board of education has expressed reservations about our Japanese ability and that our British Council teachers need to be linguistically self reliant in the schools Objective. I would like to look at creating a series of Japanese language competencies similar to the CEF guidelines for our British Council teachers teaching in elementary schools such as: â€Å"I can read instructions on a photocopier† or â€Å"I can interact in a simple way dealing with a change of school schedule†. By collecting feedback, writing competency guidelines and finally creating a diagnostic test, I hope to examine the methods of data collection and analysis that I have read about studying for this module. I would like to compare my journey from data collection to course objectives to similar cases of TESOL course design such as Johan Uvin when he designed workplace ESOL (Graves ed. , 1996). Furthermore I believe that by using native English speakers as the students, I can examine more closely what our needs are (without interference from the native language). Then I can compare it to data collection methods and needs analyses that we use for our TESOL students. I am considering this as a sub-aim (the differences and similarities of data collection from L1 to L2 informants). To determine the competencies I must resolve these questions: 1. What situations our teachers find themselves in an Elementary school context where written or spoken Japanese is needed or used? 2. What expectations the Japanese team teachers or schools have in regards to what their needs are regarding communication with our staff? 3. What expectations our teachers have and what they would like to know how to say, write or read? Data collection I propose three ways for data collection, which would be done concurrently 1. Diaries: British Council teachers in both elementary schools and JHS will note down situations and times when they needed Japanese or would have liked to know how to say something in Japanese. (Long, 2005) 2. Interviews with our team teachers and elementary teachers on what they would expect our teachers to be able to do or say. These interviews/ questionnaires might have to be done in Japanese. (Anderson, 1998) 3. Questionnaire or survey of what BC teachers would like to learn in a course (Hinkel, 2005) I believe that using three ways of data collection will bring me a fuller and more varied sample of information. This will also give me more access to the differing stakeholders. Research Plan 1. I propose first to identify current and leading ideas of needs analysis and data collection. 2. Then I will test and verify these methods using both native speakers and Japanese team teachers to create the diaries and questionairres. 3. From this data collection, I will write minimum guidelines for Japanese linguistic competency in Elementary schools. 4. With this, I will write and send out a diagnostic test based on these results. 5. Finally, I will collect authentic materials to use in a Japanese language course. Issues I realise that developing a Japanese language course falls outside of the TESOL area. However, I believe integration in the country or work atmosphere is an overlooked area of our work. I would also say that it falls under the area of Educational Management in TESOL and therefore I believe it is a valid area of study. Furthermore, data collection and analysis methods that I have covered in my reading for this module should be universal and apply to any language. I believe that by using native speakers for some of the actual needs analysis allows me to communicate with the students (in this case the BC teachers) in a way that can test or validate certain presumptions of language learning and needs analysis. Background Reading Anderson, G. and Arsenault, N. 1998. Fundamentals of Educational Research. London: Routledge Farmer. Graves, K. (Ed. ) 1996. Teachers as Course Developers. Cambridge: CUP. Hutchinson, T. and Waters, A. 1987. English for Specific Purposes: a learning centred approach. Cambridge CUP: Chapter 8. Nunan, D. 1992. Research Methods in Language Learning. Cambridge: CUP. Nunan, D. 1988. Syllabus Design, OUP. Skilbeck, M. 1982 â€Å"Three educational ideologies† in T. Horton & P. Raggat (eds) Challenge and Change in the Curriculum, Hodder & Stoughton. Long, M. 2005. Second Language Needs Analysis. Cambridge: Cambridge University Press. Wallace, M. 1998. Action research for language teachers. Cambridge: Cambridge University Press. Hinkel, Eli. (Ed. ) 2005. Handbook of research in second language teaching and learning. New Jersey: Lawrence Erlbaum Associates.

Religious Development Stages Essay - 1387 Words

Item 1: | Outline: Expectations and Challenges for RE Teachers | 20% | Either: 1. Outline Religious Developmental Stages that are likely to be encountered in the Primary school (3-6 years; 6-9 years; 9-12 years). 2. Include some brief suggestions for suitable activities at each level. To be handed in at the School of Education office by 4.00 p.m. on the due date. An electronic copy should also be sent to the unit coordinator, Gerard.O’Shea@nd.edu.au Maria Montessori developed three developmental stages within the primary school setting. These stages serve as a guide and help teachers in considering the education approach they need to take. In order for children to achieve each of these stages they need to start with a†¦show more content†¦68). At this early stage of learning children have a need for movement and they therefore need to be provided with concrete materials in to become successful in their learning. At this early stage students learn about the story of The Good Shepherd. Children learn that the story of The Good Shepherd is a key story which introduces them to the person of Jesus. Through this story children construct their own image of Jesus and they can then relate to the security and safety that is provided by The Good Shepherd. Once the story of The Good Shepherd has been told within the classroom students can further their understanding by retelling and re-enacting the story. In groups students act out the story with a student as Jesus who is leading the other students who act as sheep, around the classroom, around places which may be of danger and then leading them to a lush place which provides the sheep with green grass, water and things that the sheep are able to eat. In this activity children are met with the need of concrete materials and they can then understand that there is someone loving and caring who is protecting them as The Good Shepherd is doing with his shee p. 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