Cyber Security 101

ContentsI. Security Principles -- 4 (Lecture 1) Introduction -- 5Ia. Continuous Attacks on Networks -- 20 Ib. Rootkits -- 32Ic. Seven Myths about the Resilience of the Commercial Power Grid -- 551d. Cryptography and Computer Networks -- 59Ie. Anatomy of a Cyber attack -- 98If. System Security -- 107Ig. Top Security Breaches -- 141Ih. Mobile data leakage and Employee risky behavior -- 161II. Network Security -- 187 (Lecture 2)IIa. Prevention of Intrusion and Information Security -- 188IIb. Network Security -- 233IIc. Cloud Computing and Virtualization -- 267IId. OS and Computer Architecture -- 277IIe. Deploying VMware High Availability and Fault Tolerance cluster on EonNAS (NFS) -- 281IIf. Client-side Vulnerability Assessment -- 298IIg. Security Issues NoSQL databases -- 312IIh. Preventing Cross-site scripting -- 328IIi. Buffer Overflow -- 342IIj. Fuzzing Strategy and Tools -- 385IIk. Securing the Internet of Things -- 402IIl. BYOD Security -- 409Appendix -- 420Glossary -- 431Using the Internet, hackers and terrorists can tap into thousands of databases, libraries and newsgroups around the world to gather information on any subjects that they need to research. The information can be in the form of text, maps, satellite images, pictures or even video material. The use of search engines, such as Google, have made searching the Internet very easy and allows terrorists to obtain critical information located in the public domain using very simple resources. For example, by typing “Bombs” in the Google search engine, 2,870,000 references were found in 0.17 seconds. To narrow this list, typing “Bombs AND Homemade,” resulted in 47,200 references being found in 0.08 seconds. Although most of these are harmless references that may just refer to news articles, many provide detailed information on how to manufacture bombs. One site not only provided information on bombs, but also provided additional references on subjects such as drugs, fake IDs, fraud, lock picking, and weapons. The purpose of the tutorial are as follows:·to assist readers/students in understanding the benefits of a secure network ·to help readers/students place in context their current stage of networking development in their home/office/school. ·to assist readers/students in planning the next stage of network security in their home/office/school. ·to provide standard networking ‘models’ and best practice to readers/students that will assist students in their network planning.

Author: George Haynes

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