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Gaining Access Plan

Gaining Access Plan. I’m stuck on a Computer Science question and need an explanation.

After collecting enough information about the target during Deliverable 2 (Reconnaissance and Scanning Plan), you will describe how to use that information to gain access to Haverbrook’s systems. Your one- to two-page plan on gaining access should include:

details of the gaining access process in regards to the techniques commonly used to exploit low-privileged user accounts by cracking passwords through techniques such as brute-forcing, password guessing, and social engineering, and then escalate the account privileges to administrative levels, to perform a protected operation.
an implementation outline of any software that will be used in gaining access to the network(s) or system(s) You may include open source and commercial tools available to execute the actual exploit: Burp Suite, Cain and Abel, Core Impact, John the Ripper, Metasploit, and others. You can also use some programming languages, such as Javascript, Perl, Python, Ruby, or C++, if you choose to develop custom exploits.

As you are developing the Gaining Access Plan, keep these questions in mind:

How would you escalate your privileges?
How would you establish a command and control communication channel?

Gaining Access Plan

Table of Contents Personal View Therapist’s View Conclusion References Asking for help is an ability that not so many people have. Although it may seem easy and basic, asking for help, especially if it crucial for you, is a difficult task that some people prefer to ignore. Nevertheless, I believe that each of us should understand how important and even life-saving it can be. Personal View For me, asking for help means communicating with people whom I love and trust. Other sources of help can be books because they often contain answers to those questions that people cannot address. God is another powerful source of support and reassurance to me because when there is no one to ask, God is always near. However, first of all, it is important to learn how to ask for help and how to provide help to others. People who work in the counseling field can often provide unique support because of their experience and the ability to stay open-minded. They need to become better at what they do, and helping people is one of their duties; therefore, they are experts at both asking and offering help. Sometimes, asking for help demands courage, and it is hard to reach out to someone if you are not sure whether you will receive any help at all. My mother is one of my most sincere and calming advisors because she is very wise and probably knows me better than I do. Parents are capable of deep understanding and empathy: something that a person seeking help needs. I also believe that empathy is the factor that contributes to your ability to help someone: without understanding, help turns into an obligation. In a society that cultivates independence and self-confidence, it is sometimes difficult to admit that you need other people to complete a task; it is even harder to acknowledge that you need to ask for help. However, although asking for help is a process that is often regarded as diminishing, it can be life-saving and relieving. I believe that more people need to understand needing help is a healthy condition that everybody experiences during their life. What is more, I have also noticed that people might not get what they expected when they ask for help. This, in return, leads to catastrophic misunderstandings and the development of fear. Thus, some of us decide that it is better to do everything by yourself than to ask for help. This is a serious psychological discrepancy that I often observe in our society – something that people rarely address but often experience. Nevertheless, I would not argue that an individualistic society can be blamed for not teaching people how to ask for help; rather, it is the set of beliefs and rules that we learn and follows from childhood on. It is essential for an individual to “manifest [their] specialness”, which also reflects in the refusal to ask for help (Snyder, Lopez,

Social Engineering in Ransomware and Phishing Attacks

Older Adults and the Authenticity of Emails: grammar, syntax, and compositional indicators of social engineering in ransomware and phishing attacks. Abstract—Despite the variety of global research on theidentification and proliferation of ransomware and other online scams, there is still a relative vacuum of research with respect to the problem of digitally and socially engineered deception in the form of ransomware on an individual. This is particularly problematic for older cohorts, where life experience in many endeavours sits alongside novice understanding and experience in the use of online technology. This paper examines the indicators that characterize authenticity and deception within ransomware and phishing. A survey of older Australian people over the age of 65 reveals markers and patterns that assist the user to determine likely deception using non-cyber skills. The paper outlines a grammar and syntax-derived framework to assist older users in the ability and awareness to recognize fraudulent emails. Keywords—elderly, grammar, ransomware, seniors, syntax INTRODUCTION Older people represent a challenging segment of the online usage demographic in terms of cybersecurity. Older people are developing a growing proportion of the overall population. From 1996 to 2016 the population of people aged 65 and over has increased from 12 % to 15.3% and is predicted to increase rapidly within the next decade, [1]. At the same time, there is an increase in the demand for digital literacy and digital proficiency with older cohorts [2], [3]. Australian citizens over the age of 65 are digitally less knowledgeable and less erudite than other cohorts, with 34% of older men and 30% of older women having only basic digital skills and capabilities [4]. Due to the increase in cyber fraud, scams and financial crimes, it is challenging for older people to fully trust digital technology [5], [6]. Since older people are limited in their online experience in terms of literacy, digital fluency and security, older people can benefit from an authenticity approach that allows older people to use their generationally superior language skills. Such abilities are evident in terms of grammar, syntax, and socially constructed narratives that appear in the form of offers, requests and commonplace styles of email communication. Despite the extended capabilities of older people, they remain vulnerable to a range of socially constructed offers present in the form of phishing and ransomware attacks [7]. This paper examines the responses from older people regarding their ability to recognize phishing and ransomware offers that are distributed through email and social media. A sample of older adults (n=63) reveals two main vectors of concern. The first is in the ability for older adults to differentiate between authentic emails and deceptive emails. This qualitative research considered older adults’ perceptions of authenticity based upon grammar, syntax and the associated authenticity of the context. The study examined the role of grammar and syntax in recognizing fraudulent email communications that relate to phishing and ransomware. The second part uses an analysis of a sample of 21 known ransomware and phishing attacks through the lens of grammatical and syntax-related diversity. In some cases, the syntax and associated context might indicate a fraudulent proposition by means of a title or opening statement. In other situations, the key indicators of deception are more closely associated with an inconsistent use of normalized English language. Alternatively, the deception can be more easily identified where email addresses appear to lack corporate or XXX-X-XXXX-XXXX-X/XX/$XX.00 ©20XX IEEE organizational credibility. Rather than examine the method of delivery or analyses the payload of different variations of ransomware, this study examines the contextual and grammatically structural indicators in email-based attacks that can assist older adults to make more accurate judgements when opening email communications. II. BACKGROUND AND LITERATURE Social engineering is well documented as an effective strategy in the deception of novice technology users [8]. Cohorts of older people universally show susceptibility to fraud and deception using online technology [9]. This is particularly observable in variations of phishing and ransomware [10], [11]. Ransomware is a form of malware, which often spreads through email attachments or adware. Once activated the ransomware encrypts the files and essentially ‘locks-down’ the computer and asks for a ransom to be paid to the attacker for the key [12]. Ransomware works by deploying a phishing attack or a social engineering maneuver, typically in the form of an email with a malicious link. The user clicks a link which transfers to a webpage, which downloads the ransomware to the computer, which further encrypts the file [13]. Targeting of ransomware attacks is characteristically opportunistic and is not generally targeted to a specific group [14]. Ransomware is impactful in a variety of industries. IT Security specialist companies such as Delloite, McAfee, and Malwarebytes report that the industry effects of ransomware are particularly challenging on industries such as education, health care, energy and utilities. In the case of the WannaCry ransomware release, more than 300,000 computers were affected across 150 countries within 24 hours of its release [15]. Most perpetrators of ransomware ask for the payment to be paid by Bitcoin; using a crypto-currency that is un-identifiable by formal banking systems [16]. The ransom for an individual is nominally rated between $200 and $800, but can on occasions be greater, which the victims must pay in a specific time given by the countdown timer, after which the victim may lose his or her files [17]. Seniors use the internet to manage finances, banking online and payment of the bills. Due to an increasing dependency on online banking, coupled with low levels of digital literacy, older adults are primary targets for cyber-attackers due to perceived financial security and trusting nature [18]. It is difficult to prevent older adults from becoming targets of ransomware, which proliferates using social engineering and bogus emails from seeming trusted organizations [19]. There are various fraud methods which entrap elderly people into being victims using the emotions of fear, greed, curiosity, excitement or guilt [20], [21], [22]. Most of the ransomware is spread via emails. Fraudulent emails have many signs which make them look authentic, such as using company logos, valid dates and serial numbers, however, they may have grammatical or spelling mistakes [23]. According to the report by the Age UK, 53% of the elderly people are exposed to financial scams through emails, of which one among 12 responds to the email [24]. The problem with this report is that they have not made the distinction between online and offline scams. This dilutes the veracity of the statistical claims. The effect of encountering ransomware or other socially engineered cybercrime can have a lasting impression. According to the 2017 Veda Banking report, the effect goes beyond any financial loss, having repercussions in terms of mental and emotional strain, lingering fear of identity loss, and reputational damage [25], [26]. The Australian Crime Commission confirms that some victims never know of the cybercrime they were a victim of, while some do recognize that they are a victim, and are unable to link their circumstances to a cyber environment. The implication is that due to the embarrassment and concern of reputational damage, individuals and businesses do not report a cybercrime incident. The impact of a cybercrime to an individual, which includes ransomware, is their loss of finances, such as life savings, time and effort. Psychological effects may include, depression, anxiety, and relationship damage experienced by victims and their families. In severe cases, the physical or mental distress due to spam emails may be further compounded by damage to the hardware and software of a victim’s computer and network [27], [28], [29]. III. METHOD This research came about in two parts. The first part centres on a survey of 63 people (n = 63) and their responses to known examples of phishing and ransomware. The project aimed to examine whether people could recognize examples of phishing and or ransomware as malicious through the recognition of syntax, grammar, spelling, formatting and their associated contextualized irregularities. Participants were shown examples of email-based ransomware and asked their opinion about its validity as a genuine communication. The second part of the research involved the collection of known images of ransomware and phishing attacks directed at older people. A sample of 21 images was collated and analyzed. The images were examined for the positioning and prominence of irregular markers in the form of grammar, spelling, syntax and associated contextualization. These markers were then further segmented to determine indicators of influence and easy recognition. The markers were divided into four subcategories. as follows: title, the body of text, distinguishing between errors in Titles, in email addresses, in the body of the text, or in closing statements. (Table I) TABLE I. INDICATOR SEGMENTS WITHIN LIKELY FRAUD AND DECEPTION IN EMAIL CONTEXTS INCLUDING GRAMMAR AND SYNTAX Indicator segments within Likely Fraud and Deception 1. Title 2. Body of Text 3. Closing Statements 4. Email Addresses / URLs IV. DISCUSSION AND FINDINGS A. Identify the Brand Recognition and Associated Misguided Trust and Acceptance Older adults over the age of 60 participated in research to reveal their awareness and understanding of ransomware, as well as each participant’s ability to recognize ransomware, phishing, and online deception and fraud. The findings revealed that older adults placed greater trust in an email displaying a well-known brand, than in their own reading of the same email to check for context-based grammar and syntax errors (Table II). In one example, participants reviewed an email containing ransomware that used an Australian trusted brand “Australia Post”. By using a brand that is regarded as trustworthy, cybercriminals can establish a sense of trust that allows some participants to overlook any grammatical or syntax-based errors. In isolation, errors such as spelling, and grammar are useful indicators of likely phishing, often indicating that the composer of the phishing is writing from a second or third language, rather than using their mother tongue. Approximately one third (32%) of participants indicated that they trusted the brand “Australia Post” but were suspicious of grammatical awkwardness within the written text of the email message. Additionally, 46% of older participants acknowledged that they could identify grammar and syntax errors, but still felt that they could trust the email (see Table II). TABLE II. INDICATOR SEGMENTS WITHIN LIKELY FRAUD AND DECEPTION IN EMAIL CONTEXTS INCLUDING GRAMMAR AND SYNTAX Concern over Grammar and Spelling mistakes in emails with a known brand. Percentage of Participants with Concerns over grammar 16% and spelling mistakes Percentage of Participants with No Concerns over 38% grammar and spelling mistakes Percentage of Participants who could see the grammar 46% and Spelling mistakes but decided to ignore the errors. The results show that older people are capable of misjudging phishing and ransomware deployments through emails. Some older people allow their recognition of a well-known brand to override their normal evaluation of emails, in this case, to reveal grammar and spelling errors, and to subsequently treat the email with a greater level of trust that if it were evaluated in a stand-alone mode. Many of the participants could identify and acknowledge something wasn’t quite right, and that elements of the email seemed awkward and clumsy. “I’m fairly sure this is a scam. I can’t quite work it out for sure. But it doesn’t seem quite right. The words don’t seem right. The first line that says “thus the receiver was absent” isn’t right. I mean the post office wouldn’t say that. They certainly shouldn’t use the word “thus” – it’s the wrong context.” B. Knowledge and Experience by Themselves or Others The results showed that many participants had either previous knowledge themselves, or they knew of others who had an experience with ransomware or phishing attacks. 30% of participants knew of someone who had been scammed through a “request for update” PayPal email. In contrast, participants were asked to explain what they knew about ransomware. The results indicate a low level of understanding about the danger or recognition of ransomware (see Table III). TABLE III. AUTHENTIC KNOWLEDGE ABOUT RANSOMWARE Authentic Knowledge about Ransomware High Level of Knowledge about Ransomware. 5% Participants with Some / Limited knowledge about ransomware 24% Participants who had no Idea what Ransomware was, or if 51% could affect them Participants who believed that they knew what Ransomware 19% was, but were incorrect in their understanding. Participants were also asked to indicate what they thought people should do to deal with ransomware. Some participants gave specific advice explaining the need to delete emails from unknown sources that contained messages that contained errors in spelling, grammar and syntax. Others gave responses that would be of no assistance in identifying, removing, or managing ransomware in email correspondence (see Table 4). TABLE IV APPLICABLE / USEABLE KNOWLEDGE ABOUT DEALING WITH RANSOMWARE Applicable / Useable Knowledge about dealing with Ransomware Useful Advice regarding Ransomware 32% General / Vague advice regarding ransomware 41% Unhelpful advice (likely to cause severe financial loss 27% and / or deception C. Knowledge Location and Evaluation of context, grammar, syntax, and spelling errors in phishing and ransomware attacks. A review of 21 different previously known images of phishing and ransomware showed many examples of where the message contained spelling and grammar errors and identified different segments within standard email messages where such errors occurred (See Table V). The review showed that many phishing and ransomware threats contained errors in terms of grammar, spelling, syntax, and overall context and awkwardness. TABLE V. SEGMENTATION OF GRAMMAR AND SYNTAX ERRORS IN KNOWN PHISHING AND RANSOMWARE MESSAGES Type of Grammar Spelling Syntax Context Error Awkwardness Email 0 3 0 0 Address identity Title or 1 0 1 2 message Body of 4 7 12 1 Text Closing 2 1 1 2 Statement A large percentage of older adults were prepared to accept email and ransomware content, even though they could recognize grammar and syntax errors. These errors are prominently recognizable across different segments of a standard email message, yet they consistently exist within the body of the text in most threat messages. A. CONCLUSION From the results, we make three conclusions. The first is that significant numbers of older adults are inadequately capable to recognize fundamental indicators in emails such as grammar, spelling and syntax. People over the age of 60 show the propensity to place greater faith and trust in a known brand, irrespective of whether the known brand is in the form of a copied logo in an email that contains multiple grammatical and spelling errors. Trust and discernment of grammar and syntax are low in adults aged 60 and over. The second conclusion is that participants are poorly educated in the awareness, recognition and treatment of phishing and ransomware emails. Some adults will see and acknowledge errors in emails but accept grammar and syntax errors as normative. The third conclusion is that poor or unusual grammar, syntax, spelling and any associated context within a message can be a useful indicator of likely illegal activity, older people remain less likely to recognize the indicators with enough consistency to expect a mitigation of ransomware and phishing attacks. We conclude that despite the increased proliferation of phishing and ransomware attacks directed at older adults, they continue to remain at high risk of attack. REFERENCES [1] Australian Bureau of Statistics, Population by Age and Sex, Australia, States and Territories, Retrieved from: Feature Article1Jun 2016, 2017. [2] S.E. Peacock and H. Kunemund, Senior Citizens and Internet Technology. European Journal of Ageing, Volume 4, Issue 4, pp 191 – 199, 2007. [3] PEW Research Center, Older Adults and Technology Use, available from:, 2014. [4] J. Thomas, C. Wilson, J. Barraket, J. Tucker, E. Rennie, S. Ewing, and T. MacDonald, Measuring Australia’s Digital Divide: The Australian Digital Inclusion Index, 2017. Melbourne: RMIT University, 2017. From:, 2017. [5] A. Oxendine, E. Borgida, J.L. Sullivan, and M.S. Jackson, The importance of trust and community in developing and maintaining a community electronic network. International Journal of Human-Computer Studies, Volume 58, Issue 6, pp 671-696, 2003. [6] H. Wu, A.A. Ozok, A.P. Gurses, and J. Wei, User aspects of electronic and mobile government: results from a review of current research. Electronic Government, an International Journal, Volume 6, Issue 3, pp 233-251, 2009. [7] J.L. Richet, From Young Hackers to Crackers. International Journal of Technology and Human Interaction (IJTHI), Volume 9, Issue pp 53-62, 2013. [8] D.M. Cook, P.S. Szewczyk, and K. Sansurooah, Seniors Language Paradigms: 21st Century Jargon and the Impact on Computer Security and Financial Transactions for Senior Citizens. Proceedings of the 9th Australian Information Security Management Conference. Paper presented at the Australian Information Security Management Conference, Perth, Western Australia, 2011. [9] D.M. Cook, P.S. Szewczyk, and K. Sansurooah, Securing the Elderly: A Developmental Approach to Hypermedia-Based Online Information Security for Senior Novice Computer Users. Paper presented at the Proceedings of the 2nd International Cyber Resilience Conference, Perth, Western Australia 2011. [10] D.M. Sarno, J.E. Lewis, C.J. Bohil, M.K. Shoss, and M.B. Neider, Who is the Phishers luring? A Demographic Analysis of those susceptible to Fake Emails, Proceedings of the Human Factors and Ergonomics Society Annual Meeting, Volume 6, Issue 1. SAGE Journals, 2017. [11] K. Coronges, R. Dodge, C. Mukina, Z. Radwick, J. Shevchik, and E. Rovira, The Influences of Social Networks on Phishing Vulnerability. Paper presented at the 45th Hawaii International Conference on System Science (HICSS), on 4th January 2012. [12] D. Winder, Ransomware. PC Pro Issue Volume 261, Issue 107, 2016. [13] B. Kenyon, and J. McCafferty, Ransomware recovery. It Now, Volume 58, Issue 4, pp 32-33. doi:10.1093/itnow/bww103. 2016. [14] Delloite, Ransomware holding your data hostage. Retrieved from…/risk/us-aers-ransomware.pdf, 2016. [15] McAfee, McAfee Labs Threat Reports. Retrieved from, 2017. [16] J. Bohannon, The bitcoin busts. Science, Volume 351, Issue 6278, pp 1144-1146. doi:10.1126/science.351.6278.1144, 2016. [17] S. Kirchheimer, New Threats in Ransomware. Bulletin Today. Retrieved from, 2016. [18] H. Care, Two-Thirds of Seniors Have Been Scammed Online,, Retrieved from, 2017. [19] C. Everett, Ransomware: To pay or not to pay? Computer Fraud

Columbia Southern University Cookie Creations Case Study

assignment writing services Columbia Southern University Cookie Creations Case Study.

I’m working on a business writing question and need an explanation to help me understand better.

Cookie Creations (Chapter 2)This assignment is a continuation of the Cookie Creations case study, which began in Chapter 1. From the information gathered in the previous chapter, read the continuation of the Cookie Creations case study in Chapter 2 of the textbook on p. 2-42. SEE BELOWThe case study allows you to apply what you have learned about accounting and the recording process. This assignment will enable you to practice what you have learned so far.After researching the different forms of business organization, Natalie decides to operate Cookie Creations as a proprietorship. She then starts the process of getting the business running. In November 2019, the following activities listed below take place.Nov. 8: Natalie cashes her U.S. Savings Bonds and receives $520, which she deposits in her personal bank account.Nov. 8: She opens a bank account under the name “Cookie Creations” and transfers $500 from her personal account to the new account.Nov. 11: Natalie pays $65 for advertising.Nov. 13: She buys baking supplies, such as flour, sugar, butter, and chocolate chips, for $125 cash. (Hint: Use the Supplies account.)Nov. 14: Natalie starts to gather some baking equipment to take with her when teaching the cookie classes. She has an excellent top-of-the-line food processor and mixer that originally cost her $750. Natalie decides to start using it only in her new business. She estimates that the equipment is currently worth $300. She invests the equipment in the business.Nov. 16: Natalie realizes that her initial cash investment is not enough. Her grandmother lends her $2,000 cash, for which Natalie signs a note payable in the name of the business. Natalie deposits the money in the business bank account. (Hint: The note does not have to be repaid for 24 months. As a result, the note payable should be reported in the accounts as the last liability and on the balance sheet as the last liability.)Nov. 17: She buys more baking equipment for $900 cash.Nov. 20: She teaches her first class and collects $125 cash.Nov. 25: Natalie books a second class for December 4 for $150. She receives $30 cash in advance as a down payment.Nov. 30: Natalie pays $1,320 for a 1-year insurance policy that will expire on December 1, 2020.Answer the questions below using an Excel spreadsheet. You should create a new tab on your spreadsheet for each calculation used for a total of three tabs on your spreadsheet.Prepare journal entries to record the November transactions.Post the journal entries to general ledger accounts.Prepare a trial balance at November 30.Please show your work, and do not take any shortcuts. Make sure to complete item “a” completely before moving to item “b,” and then move to item “c.” You cannot jump ahead unless you have completed each step sequentially in full.Submit the Excel document in Blackboard upon completion.
Columbia Southern University Cookie Creations Case Study

Sar Phil

Instructions This journal assignment corresponds with Chapter 8 (and more specifically sections 8.2 and 8.3) of the textbook, but you may also wish to consult your guided notes, module activities, and discussion board posts from modules 10 and 11 as you write this journal entry. This journal entry will follow the ‘Process of Critical Thinking’ that you used to discuss the other philosophical problems in this course. If you need to review the process, you may consult section 1.3 of the textbook (and specifically pages 12-15). You’ll remember these steps of the process (below). Please pay attention to the notes I have added and highlighted below. State your initial point of view. Define your point of view more clearly. Give an example of your point of view. Explore the origin of your point of view. Identify your assumptions. Offer the reasons, evidence, and arguments that support your point of view. [this should be a very well-developed, and very thorough section of your journal entry and you should use arguments and evidence that we’ve worked through in the modules]  Consider other points of view. [Note: this means counter-arguments to your position. This should be a very well-developed, and very thorough section of your journal entry and you should use arguments and evidence that we’ve worked through in the modules]  Arrive at a conclusion, decision, solution, or prediction. Consider the consequences. You will work through this process for the philosophical question or problem of moral truth (and more specifically, how we whether moral relativism or moral absolutism is correct) now that we have explored this topic in detail in Chapter 8. You will use the nine-step process to write your journal entry but please pay attention to the notes/suggestions highlighted above.  Your assignment:  In your journal entry, your aim is to use this process to explore your own thought on the problem of moral truth after thinking through the material in Chapter 8 of our textbook. Thus, for step 1, you are to explain your position on whether moral relativism or moral absolutism is correct. You must state which of the theories on moral truth we have examined in sections 8.2 and 8.3 you believe to be correct. You must incorporate the arguments, evidence, and ideas that we’ve explored in the modules to support your view (in Step 6). For Step 7, you should consider what the “other side” believes (for example, if you are defending relativism, consider in this section the objections that an absolutist might give). Make sure that steps 6 and 7 include plenty of material from the chapter to show that you’ve considered the material and thinkers we’ve considered in developing your own viewpoint. Journal Specifications You may structure your journal entry in nine paragraphs (one for each step listed above with steps/paragraphs 6 and 7 being the most substantial) or you may wish to combine several elements together in a longer, more-developed paragraph. For this option, please follow this outline: Paragraph 1: Steps 1, 2, and 3 Paragraph 2: Steps 4 and 5 Paragraph 3: Step 6 (well-developed section) Paragraph 4: Step 7 (well-developed section) Paragraph 5: Steps 8 and 9 Plagiarism and Citations You should not refer to anything for this journal entry other than our textbook and course materials. So long as you refer only to course material, you can use in-text citations informally when you present arguments given or presented in the textbook. For example, you should say something like “Philosopher X, as mentioned in our textbook, claims that….” Since this is an informal writing assignment, you do not need to add a ‘works cited’ page or use in-text citations in any other way than what I’ve used in the example. However, if you use anything beyond our textbook, you must properly cite your sources using MLA. Do not plagiarize; please refer to the syllabus for the penalties for doing so. 8.2  Ethical Relativism  • The theory of ethical subjectivism holds that each individual determines what is morally right or wrong, that he or she should determine their own best course of action by following their own moral compass. Some believe that ethical subjectivism can lead to social isolation and moral apathy, a sort of “every man for himself” attitude. • Cultural relativism is the social correlative to ethical subjectivism. Cultural relativism holds that each culture has its own inherent moral and ethical beliefs and that people who do not belong to that culture have no right to judge or evaluate those beliefs. Although some cultural relativists (including Ruth Benedict and Franz Boas) worked from the perspective of postcolonialist critics, seeking to undo the “civilizing” damage wrought by imperialist Western cultures on non-Western colonized societies, cultural relativism can be very damaging if it simplistically overlooks injustice. 8.3  Ethical Absolutism: Some Moral Values Are Universal  • The converse of relativism is ethical absolutism, which holds that some moral and ethical values apply to all peoples in all circumstances. Although ethical absolutism acknowledges—through descriptive ethics—that different individuals and groups hold different moral and ethical principles, the ethical absolutist (unlike the ethical relativist) does not then hold those beliefs as normative—applicable to all people everywhere. However, there is no one “universal code” toward which ethical absolutists can point in support of their perspective. Absolutists argue, based on our own lived experience, that most people conduct themselves as though there was such a universal code. Most people, for example, believe that murder is wrong and that coming to the aid of someone in distress is right

SU Communications and Media Television Cable and Mobile Video Discussion

SU Communications and Media Television Cable and Mobile Video Discussion.

I’m working on a communications exercise and need a sample draft to help me understand better.

assigned readings:Ch. 6, 7, & 8in your textbook…(link to book, simply click “get” to download pdf file then scroll to appropriate chapter)*attached file is a sample reading summaryOverview paragraphSummarize the main points from the Chapter IN YOUR OWN WORDS. Do not simply copy the review points. Instead, pretend I’ve just sat next to you at a coffee shop and tell me what the chapter was about. Key terms and conceptsIdentify relevant terms and concepts from the chapter that are new to you. This section will be essential as you prepare for your quizzes so use details and examples to help describe the ideas included here. Bullets, lists, and short phrases are all absolutely appropriate for this section. Ideas in context How does material relate to what you already know? Tie key concepts to current events or your own experience. Consider how what you’ve read or watched might change or reshape what you already knew or differ from your own experience. The purpose of this section is to connect the material with you, your lived experience, and the broader world.Questions/ food for thoughtReflect on what you’ve read or watched. What questions or thoughts does it raise that you’d like to discuss or think through further?
SU Communications and Media Television Cable and Mobile Video Discussion

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