Groups,” the Verizon DBIR, CISCO Cyberthreat reports

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categorize the content in open sources such as MITRE ATT&CK and its implications plus options & their “Groups,” the Verizon DBIR, CISCO Cyberthreat reports, Cisco Talos, Crowdstrike, DHS’s CISA advisories, and other leading quality Internet sources. Add peer-reviewed research literature to select current insights published within the last 2 years.

In your assignment, be sure to address the following:

Combine your selection of known global threat sources, objectives, and capabilities to form a reasonable baseline of concerns for one specified organization that has no less than 10,000 employees or has a financial budget exceeding $1 billion.
Identify the critical industry for the organization.
Avoid the assumption that one should focus on a few recent cyber incidents or tactics.
Pursue the value at risk for the organization, not popular conceptions.

Sample Solution

The Verizon Data Breach Investigation Report (DBIR) gives a rare and comprehensive glimpse into the world of corporate cybercrime, based on forensic evidence acquired from 65 partner firms as well as the Verizon caseload. Thousands of companies have utilized this research to evaluate and enhance their security systems, and it is now in its tenth year of publication. To further inform your own security program, the presentation will go over the evolution of outcomes over time and look into the people, methods, and motives that drive today’s attackers.

lementation of VR in high schools will present younger students with the opportunity to expose themselves to educational opportunities. Having hands-on exposure to a certain field earlier on helps the student to understand the subject better and helps in creating a strong base by making it easier to understand the concept. This exposure will make students more engaged, leading to higher absorption and understanding of the content. An example of how VR could be beneficially implemented into lower educational facilities is through the subject of history.

With VR implementation, history becomes more interactive. Professors and teachers would be able to create programs in VR that would allow their students to become indirect eyewitnesses to events encompassed by VR. Although the students wouldn’t actually be partaking in the historical event, the instructor could simulate that environment and make them feel like they are truly present. This is expanded upon by Arthur Schlesinger, a specialist in American history and a public intellectual, in his book The Historian and the World of the Twentieth Century. He explains how eyewitness historians are more credible than normal historians because they are able to feel the emotions that took place at that time and are able to document events without making connections to other events (Schlesinger 10). Additionally, Brooke Donald, an editor of Stanford University’s News Communications, supports Schlesinger by explaining how Abby Reisman, a head curriculum designer and doctoral student at Harvard, states that embedding historical context into activities by means of first-person experiences leads to better recall (Donald 2). Students who become eyewitnesses to an event automatically learn much more than students who listen to lectures because the students become much more engaged and are able to experience the event as if they were a part of it. This engagement of history, through VR implementation, proves that it is beneficial in changing the way how students obtain information and learn.

While looking at the beneficial effects of implementing a social network in education, one must also consider the negative aspects. Social networks such as VR have been under development for many years. Gershon Dublon, professor of the Massachusetts Institute of Technology’s (MIT) Media Lab, and Joseph A. Par

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