Journal Of Course Readings Coursework Example | Topics and Well Written Essays - 1250 words

Journal Of Course Readings - Coursework Example Nevertheless its study is still of great importance in order to grasp the dynamics of the cognitive capacities of a human being. P.D. REYNOLDS A theory no matter how abstract it may be presented is still bound by reality, it can be a result of experiments, observations, or simply the product of insights on how something works or how it comes into existence. But ultimately these theories start with a simple idea. DAVID HUME To further delve into the concept of what actually is an idea and what gives birth to it, there is a need to understand its origins. In or daily existence we perceive a lot of things, which are consciously or unconsciously stored in our memory. Different perceptions stored in our minds in the form of memory or imagination mimic the sensations, perceived by the body’s five senses, in so far as representing the perception based on its characteristics. (e.g. how a body shivers whenever feeling cold) But can never fully copy the force of the actual perception fe lt by the body (Hume, 2008, p.7). Hence we often come across phrases such as â€Å"we can almost taste† what a certain food actually tastes like. Otherwise if no such limitation is placed, an individual would be able to transcend the need for physical contact or worse madness may set in. Feeling an emotion is different from thinking how that same emotion felt like. Thus it is worth noting that, of all the thoughts that an individual posses about different subjects that he or she had encountered, it is the vaguest of these thoughts that make a person’s ideas. If an individual does not have a clear perception in mind about a certain subject all the information pertaining to that subject will simply be impressions of the individual. Such impressions can be correct or incorrect, or based on the individuals innate nature or referenced from another impression. Thus we can also come across a phrase like, â€Å"I was under the impression† that this was how it was suppos ed to be done. KARL POPPER Due to an individual’s orientation and or nature one can develop ideas into theories, scientific or non scientific in nature, and through the criticism that these theories yields more objective knowledge as it opens the door to more questions and possibilities for its own improvement or paves the way for it to be debunked. Nonetheless the process of criticizing a theory rather than holding on to its proposed validity ensures that it is cleared of any biases, and false claims thus promoting objectivity even more. T. KUHN Furthermore if a theory can be criticized then it is not farfetched that a deviation from a long standing train of thought brought about by a theory is possible. A paradigm shift, or an event of deviation from a widely known belief founded to incur several anomalies. Hence, a shift is needed, once an established theory is proven to be unprecedented and sufficiently open-ended. Much like in conducting an experiment, in order to prove its validity, repetitive experiments are done to gain acceptance in the research community. There are different kinds of paradigm which can explain parts and parcel of different events. Such weakness prevents them to gain notable success. Paradigm shift is a radical idea in expounding and establishing new concepts that contributes to contemporary beliefs and making them more sophisticated and comprehensive theories.

Time Warp Essay Example | Topics and Well Written Essays - 1000 words

Time Warp - Essay Example I realized I was in a different dimension. I have traveled back in time. So I went on with my journey. I was hired at Handheld Corp. and was given a rather comprehensive task. I was asked to review Joe Schmoe’s financial report on handheld products sales. Analysis On the PDA simulator I had a final score of 1,185,800,553. I did better than Joe Schmoe by 20,890,196. I have observed that Joe’s strategy was a â€Å"lazy† implementation of marketing. If he took the time to analyze the performance of a product and what prices were appropriate to set, he would yield higher profits. I have made numerous attempts using a simulator to prove that my strategies worked better. I followed the advisor’s analysis and used it as my guide in pricing and allocation of R&D. One strategy I used for marketing handheld products is market segmentation. This is implemented by providing handheld products in different categories (X5, X6, and X7) to serve specific needs of target cu stomers and increasing market share. Even with the discontinuation of X5 handheld in 2009, it was a strategy to market better available products to attract buyers. Pricing strategy was also what I’ve used relative to R & D allocations to generate profits. For instance, X5 sales were starting to decline. In 2008, I did not drop the price significantly or I Time Warp 2 will lose a lot of money. I was able to keep customers who purchased the X5 handheld for $240. Then, I decided to discontinue the product the following year to avoid more losses. R&D allocations were a bit tricky. I used the advisor’s analysis to manipulate the allocations. For example, when X5 was discontinued in 2009, I kept the same prices for X6 and X7 as of 2008 in 2009 and increased their R&D allocations to 30% and 70% respectively. The tremendous increase in R&D had a positive impact on revenues. However, in 2008, I decided to distribute R&D of 25% equally to X5, X6, and X7 handheld products. When I tried to reduce X5 R&D to 10%, I had a higher loss. With 25% R&D I was able to avoid the loss of -9,870,920 and reduced it to a loss of -$6,176,598. If I didn’t adjust that 10% R&D, it would affect profits for 2009. I also based my analysis on the product performance and on what level they are in terms of sales. For instance, X7 handheld was in the ‘growth phase’ in 2006 with a profit of $3,199,108. The following year, I reduced its price to $200 and allocated a higher R&D of 25%. The result was phenomenal. I had a profit of $23,555,939. Maintaining the 25% R&D and price the following year, the profit for X7 was more than doubled. Here’s the breakdown of prices, R&D allocations, and profits for X5, X6, and X7: 2006    PRICE R & D allocation PROFITS X5 255 25% $105,374,127 X6 415 30% $164,680,477 X7 215 23% $3,199,108 TOTAL       $273,253,711  Time Warp 3 I increased the prices for all handheld products and decreased their R&D. As a result, advisor y said X7 handheld was in the growth phase and potential X7 customers were new customers. X7 handheld performance was holding steady while X6 was priced the same as other competing products. Although Joe gained a higher profit of $295,185,49 in 2006, it was only temporary. 2007    PRICE R & D PROFITS X5 245 25% $98,442,902 X6 415 30% $213,598,730 X7 200 25% $23,555,939 TOTAL       $335,100,583  Since X6 performance was better than that of competition, I decided to maintain the price and R&D and it paid off as I had a higher profit. However,

Effect of Gender Labels on Infants

Effect of Gender Labels on Infants INFANT PERCEIVED GENDER AND ADOLESCENTS’RATING Table of Contents (Jump to) INTRODUCTION LITERATURE REVIEW RECENT RESEARCHES METHOD PARTICIPANTS: DESIGN/LAYOUT: MATERIAL UTILIZED: PROCEDURE RESULTS DISCUSSION PART ONE: Psychological Observational Measure †¢ Name of the instrument/Scale/Measure/Inventory/Checklist: The research is available on the debate: Infant perceptions and adolescents’ ratings †¢ Behavior measured: Psychological research has been proposed. †¢ Author: †¢ Date of publication: 19.01.2014 †¢ Time of administration: 05:00 PM GST †¢ Population for which designed: Parents and minor children †¢ Method of Administration: Basic/ enlarged †¢ Source of Information: Website and journals/publications †¢ Number of items: INTRODUCTION, LITERATURE REVIEW, RECENT RESEARCHES, METHOD, PROCEDURE, RESULTS DISCUSSION. †¢ Permission required to use the measure: No †¢ If you need a permission-from whom: nil †¢ Source contact information (email): PART TWO: Research Proposal-Psychological Scale INTRODUCTION The term attachment is generally defined as an enduring affectional bond with a substantial intensity and durability. Dr. Bowlby in his research papers defines and describes attachment as a fundamental behavioral system which is substantially attached to predictable outcomes in keeping an individual in close proximity to one or a few significant others. (Dr.Bowlby, October 1994) Mc Clure Elin B in his psychological bulletin defines Infant perceived gender and adolescents ratings as a meta-analytic review in sex differences in facial expression processing and their development in infants, children and adolescents. Many researchers agree that gender role socialization begins and is adopted at a very early stage or infants birth. Most parents, at the time of birth of a child are interested in learning whether their newborn child is a boy or a girl and intentionally or not, this knowledge places with them a set of expectations about sex role appropriate traits. Empirical research suggests and marks carefully that these initial expectations, which form the very early and basis of gender schemas can have a significant effect on parents perceptions of and behaviour towards infants (McClure B, 2000). Gender statistics contributes a lot to adult, responsiveness towards the child and his own behaviour towards socializing and development of the childs sense of self. A self-fulfilling prophecy process is needed to attain a gender role socialization and a sex-typed behaviour and it is generally attained in connection with stereo-typed expectations(Darley and Fazio,1980).a prejudice and a preconceived gender based expectations process entitles the infant to ellicit an expected behaviour and further on reinforces this expected behaviour when it occurs and this is supposed to confirm parents initial expectations. (Bell Carver, 1980) LITERATURE REVIEW Recent researches have explored and demonstrated sex-typed labels and effect of infant gender on adults assignment and created adult sex-typed infants. These research have explored vast subject population and children of varying ages. Children as a primary source of information, parents in one study, were asked to rate and describe their new-borns shortly after their birth. Although the infants were not discriminated and differentiated on objective measures, girls were rated as smaller, more soft, more fine-featured and inattentive as compared to boys or male infants. Culp et al, found out that parents react differently to their unfamiliar infants due to preconceived sex assumptions and supported the notion(through other researches included) that parents react differently towards their male and female infants. This research suggests that parents are inclined to perceive traits in an infant, in consistency with gender labels. Also Fagot, suggests that parents of toddlers reacted differently towards girls and boys behavior. Parents reacted more positively to girls as compared to boys when toddlers played with dolls and reacted more critically towards girls as compared to boys when toddlers were engaged in motor activity. As a group these researches suggest that adult responses coincide with culturally and socially assigned sex-stereotypes and supposedly gender labels which are independent of actual infant gender differences. These studies suggest that how expectations and gender labels assigned to the infant affect both the reactions and behaviour o f the adults. (Culp, Cook, S., Housley, 1983) RECENT RESEARCH Although researches have examined sex stereo-typing of infants by adults, parents in particular, few researches have explored childrens or adolescents sex-typing of infants. Stern and Karrekar studied the sex-biased perceptions and presumptions of infants who were labeled as either male or female and concluded that adults perceptions are rarely influenced by basic knowledge of infants sex. However, research also suggests that young children rate infants in a sex-typed fashion much more frequently than adults. None of the studies included in the review examination examined sex-stereotyping of infants by older children or adolescents. One study suggests that how sex-specified perceptions of infants change during the early adolescent period ranging from high school to middle school (junior-aged)ages. A number of studies have examined adolescents sex-stereotyping of older individuals in addition to adolescents sex-stereotyped perceptions of infants. Many researchers examined that sex ste reotyping increases between ages of 3 and 14. Some studies have suggested curvilinear relationship between age and sex stereotyping relative among younger subjects and adolescents using sex stereotypes less than other children. However most of these studies suggest a rise in sex stereotyping from pre-school through middle childhood, then showing a plateau, and then a decline and a decrease in adolescence. (Fagot, 1978) The main purpose of this study includes a systemmatic examination of infants perceived gender on adolescents ratings towards the infants. However, some studies suggest that differences in the ratings of perceived male or a perceived female infant are a function of actual gender differentiation of the said observer, Older women particularly mothers, often give more positive ratings as compared to other subjects and girls tend to rate infants more beautiful as compared to boys do. Participants(subject population) is selected and attributed to represent adolescent age period(aged from 12 to 14 years )old. In consistency with Haugh et al and other studies being reviewed here, it is expected that the act of labeling infants with sex-typed first names will elicit responses among all other learned attributes associated with gender-category labels. Such genderization or gender category labels such as male or female will elicit a broad set of associated attributes. The prediction is that adolescents will use sex-related cues (i, e name of infant) to make evaluations about the infants given the minimal information about the infants. The second hypothesis states that, regardless to the name assigned to the infant, the males and females will perceive the infants in a different manner. (Condry Condry, 1976) METHOD PARTICIPANTS: Thirty six junior high students(aged 12 to 14 years) attending a public school in west Covinia, California are used as participants. The students are part of leadership class and the said school is located in a predominantly middle-lower class section of the society. The informed consent is being taken by parents or legal guardians of the junior high students and incentive is being given so that the students are persuaded to give their informed consent papers duly signed by the parents or the legal guardian. DESIGN/LAYOUT: The part of the study may be considered as a 2(gender specification of the adolescent)times 3(multiplied by 3) infant name condition between -subject factorials design because there are two independent variables. The gender of the adolescents have the two decidedly levels, â€Å"male or a female. However, the infant name condition has three levels i,e,Laurie, Larry and the control condition.The dependant measures includes adolescents ratings of the infants through six bipolar adjectives. MATERIAL UTILIZED: A color image or a photograph of a 3-year old infant is used for the above mentioned assumptions or conditions.The image of the infant is photo copied on 21.6x 27.9 cm paper.Several se-typed bipolar adjectives are being attached with the photograph. The first name of the infant changes changes in each condition. In one condition the infant will be assigned a gender-typed version of his first name Larry and in the control condition the name this infant will be used in place of his first name. PROCEDURE The procedure is very easy. Students will be tested in groups in three consecutive days. The parents or guardians are being informed the purpose of the study that how infants traits can be detected from their physical appearance. Twelve adolescents from the leadership class are assigned to each of the three gender-typed name conditions. Each group is tested on a separate given day. On each day the students are being told the importance of not telling other potential subjects the details of the underlying study and they are also told that they will be informed by the result and purpose of the study as soon as the research is compiled and completed. All students will be tested in the same classroom given the study carrels to block their views from one another. No distortion to be made. The instructions are given to each group of students in a loud and neutral tone. The students are being told that there are no wrong or right answers, however, the answers depend on their personal opinion. All questions be answered before the students start rating the answers. When the students are finished with their work, they are thanked for completing the contributing towards the research. RESULTS The six-bipolar adjectives will be rated by the adolescents in each condition of the independent variables.The result ranges from the values of 1-5.where 1 stands or means firm and 5 means soft.Scores on each of the bipolar adjective is analyzed.The maen and standard deviation of each condition of the independent variable is taken.The inferential statistics are performed in a two-way procedures between subjects ANOVA and Turkeys HSD are used to signify the groups differently. DISCUSSION The results will be restated in the light of above hypothesis. The results will be predicted and the generality of sex-stereotyped perceptions of infants are extended to the subject population of the adolescents. Results related to previous research and assessments with theoretical aspects of the introduction section will also be discussed. Limitations of the current research are being specified. One limitation is that we used one photograph of one particular infant more photographs of infants of various ages can be used in future research and evaluations. Finally the results and importance will be summarized. Bibliography Bell, N. J., Carver, W. (1980). A reevaluation of gender label effects: Expectant mothers’ responses to infants. Child Development. Bowlby, D. (October 1994). Adolescents perceptions of their attachment relationships with their mothers, fathers, and friends. Journal of Youth and Adolescence. Condry, J., Condry, S. (1976). Sex differences: A study of the eye of the beholder. Child Development. Culp, R. E., Cook, S., A., Housley, P. C. (1983). Sex Roles,. Fagot, B. I. (1978). The influences of sex of child on parental reactions to toddler children. Child development. McClure, B, E. (2000, May ). American Psycological Association. Retrieved from www.psycnet.apa.org: http://psycnet.apa.org/journals/bul/126/3/424/

Marxism and Labour Theory - The Conflicts between Employee and Employer

Marxism and Labour Theory - The Conflicts between Employee and Employer 1. Introduction 1.1 Overview on the essay topic To organisations, employees (labours) are wonderful resources, because they are compact and multi-purpose, capable of simple manual tasks or dealing with complicated machines, most importantly, they are the profit maker for their employers. However, there is always a problem between employees and employer. Any attempt to manager in a humane way, by consensus, is doomed to failure because of the irresolvable conflict between employees and their employers. Within nearly every organisation or company conflicts occur from time to time, between the employers and the employees. This paper argues what kind of conflicts between employee and employer from the perspective of Marxism and Labour Theory. 1.2 Structure of this essay The main purpose of this essay is to define the conflict between employees and employers is irresolvable. Firstly, I will briefly introduce Marxism and the Marxism Economy. Secondly, I will explain some of the Marx ´s issue on Labour Power and Capitalism Power, this will lead to the next section- the conflict relationship between them in an organisation. Thirdly, in this section I will describe the sources of conflict in an organisation, and discuss why the conflict between them is irresolvable. Finally, in this last section of the paper, it reviews the essay topic again, and I shall illustrate my opinion on the conflict between employee and employer, finally, I shall explain why organisation employer or owner can not manage their employees in a humane way. 2. About Marxism 2.1 Overview on Marxism Marxism, or Scientific Socialism, is the name given to the body of ideas first worked out by Karl Marx (1818-1883) and Friedrich Engels (1820-1895). In their totality, these ideas provide a fully worked-out theoretical basis for the struggle of the working class to attain a higher form of human society--socialism. [1] Marx was a revolutionary who was against capitalism and actively promoted its overthrow. Marx is the representative of the working class; also Marxism represents the second great leap in the development of proletarian ideology. [2] In the Marxism Economy, at first sight, it looks as if goods and things are produced mainly for people's needs. Obviously every society has to do this. But under capitalism, goo... ...heory_of_value_2.html (Access Date 06-05-05) Lesson from working class history From: http://www.bolshevik.org/1917/no21/No21gnst.pdf (Access Date 02-05-05) David M. Boje (1999) Labour Process Theory and Other Grand Narratives From: http://cbae.nmsu.edu/~dboje/grand.html (Access Date: 02-05-05) --------------------------------------------------------------------- [1] What is Marxism by Rob Sewell and Alan Woods [2] 1993: Long Live Marxism-Leninism-Maoism [3] An Introduction to Marxist Economy by Rob Sewell and Alan Woods [4] this is one of the definition from http://www.sla.purdue.edu/academic/engl/theory/marxism/terms/laborpower.html (Access Date 11-05-05) [5] What is Marxism by Rob Sewell and Alan Woods [6] Ibid [7] The Marxist critique of capitalism [8] Labour Power Definition: http://www.sla.purdue.edu/academic/engl/theory/marxism/terms/surplusvalue.html [9] An introduction to Marx's Labour Theory of Value by Brooks Mick [10] Ibid, same resource [11] Lesson from working class history [12] Marxism and Trade Unions by Leon Trotsky [13] Lesson from working class history. [14] Labour Process Theory and Other Grand Narratives by David M. Boje (1999)

“Reading the River” by Mark Twain, and “The Way to Rainy Mountain” by N. Scott Momaday Essay

The short works Reading the River by Mark Twain, and The Way to Rainy Mountain by N. Scott Momaday, are personal tales of moments in the authors lives and how those experiences impacted them spiritually. The central theme of both essays is that of impressing upon the reader to be careful not to take everyday life for granted. Both authors accomplish this mission by relying on examples from nature, but Momaday goes a step farther and incorporates his Native American heritage into the explanation of his world. Twain writes about learning to guide a riverboat down the Mississippi River and to look for tell-tale signs of positive or negative aspects that may affect the journey. He describes how, after so many years of looking for things in or on the river, he has lost the ability to appreciate the beauty of the river itself that others take for granted. Nature is also an important element in the writings of Momaday. He uses lush language to describe the mountains and the plains in order to relay his deep respect of his surroundings. He also describes the oral history of his tribe, the Kiowas, which his grandmother handed down to subsequent generations. When his grandmother died, he realized that she was the last Kiowa who had ties to the history of the tribe and that any tales told from then on would be merely reiterations of her stories, rather than the actual story-telling itself. Both authors compare the subject of their interest to that of a story, be it a book or a tale well told. In this way they are able to fascinate the reader rather than merely preach their advice. It could even be argued that both authors are merely engaged in the fanciful retelling of their actual life events. Either intentionally or accidentally, they both provide powerful images that encourage their readers to appreciate that which is commonplace. Twain compares the Mississippi River to a book that is deciphered only by the trained eye, such as his. He remembers the beauty that once enraptured him and drew him to the water. He describes a sunset with imagery that leaves the reader thirsty for more, only to reveal that his trained eye no longer sees such irrelevant things it sees only the danger of a rock, the landmark of a tree or the disturbances in the water that signal incoming or receding tides. He laments that those who could not read this book saw nothing but all manner of pre tty pictures in it ( p.  583). This elaborate sunset that had once bewitched him now merely told him that we are going to have wind tomorrow (p. 584). Natural phenomena in Momadays recollections also summon up powerful imagery for those who choose not to look too closely. He describes the lush fields, the snowy mountains, and the harsh plains with words that paint a picture in the readers mind. He also transitions into the idea that not everything must be seen by the eyes in order to give a real picture to the mind. In his grandmothers mind were places she had never been to physically, but rather were an immense landscape of the continental interior [that] lay like memory in her blood (p. 548). The imagery of her stories ceased to exist when her body lay in death. With this event, Momaday realized that there would be no more oral histories, merely tales of the past, and he set out to do what his grandmother had not to actually see these places because he, like so many modern Native Americans, did not have these me mories programmed into his own blood. Although there are similarities of theory and imagery in both Twains and Momadays essays, both are also unique in relaying the shared message of paying attention to ones world. Where Twain loses the ability to appreciate the beauty of the flowing river, Momaday embraces the beauty of nature as a tool to underscore the theme of his writing. Unable to appreciate the beauty of the Mississippi River, Twain is forced to have a more realistic and practical view. He searches the water for nuances in the current or new dangers that werent there during the previous voyage, and he looks to the skies for predictions of weather. Momaday adopts a romantic style, relying on the legends of his forefathers to explain what to his tribal ancestors must have appeared unexplainable. For example, rather than recognize the existence of Devils Tower and the stars in the sky as scientifically explainable phenomena, the Kiowa people explained the existence of such things with myths and legends. Being sun-worshipers, they also explained their very existence with mythological importance. This is common throughout Native American heritage, whereas the quest for factual knowledge has long been the goal of European Americans. Twain relies heavily upon analogies so that the reader can more readily identify with his position. Momaday enraptures his readers with carefully detailed descriptions and heartfelt emotions. Both are equally successful tactics and invite a wide variety of readers to leave their reading experience with the same basic message. Where Twain equates his inability to see beauty in the river to that of a doctor no longer able to separate the beauty of the human body from the disease and deformities of humans, Momaday creates an imaginary playground that the reader is hesitant to leave. Everything we encounter has a purpose from the most magnificent sunset to the magical changing of the seasons. Both Mark Twain and N. Scott Momaday realize this and encourage others to do so by the telling of their life experiences in these two essays. A common theme is relayed via different styles and different uses of language and imagery, and both are equally effective. Twains analogy of the doctor and patient to explain his relationship with the river can be replaced with any profession, for example architects or gardeners, and appeals to a realistic and down-to-earth audience. Momadays ability to paint pictures with words and to tease the reader with romantic myths draws a very different group. Whether these essays be reviewed for their similarities or their differences, both are alike in their effectiveness to encourage readers to stop and smell the roses.

Operating System Security Flaws Essay

As basic users, security is one feature that most of us overlook when it comes to operating systems until it is too late. In this paper we will discuss the security flaws within the Windows Operating system, and then discuss countermeasures to fix the system flaw. We will first look at some known flaws in Windows 7 and Windows 8. An Information Security Engineer at Google had decided to reveal a flaw that affected two of Microsoft’s newest operating systems that allowed attackers to obtain higher privileges on an unpatched computer. The vulnerability was caused due to an error within the ‘win32k.sys’ when it processes certain objects and it can be exploited to cause a crash or perform arbitrary code with kernel privilege. A more recent flaw in Windows has been identified as the Zero-Day Vulnerability; the Microsoft Windows Object Linking and Embedding (OLE) package manager remote code execution vulnerability (CVE-2014-4114) permits attackers to embed OLE files fro m external locations. CVE-2014-4114 flaw can be exploited to download and install malware on to the target’s computer. This vulnerability affects all versions of Windows to include; Windows Vista Service Pack 2, Windows 8.1 and Windows Server versions 2008 and 2012. The Microsoft technology allows rich data from one document to be embedded in another document or link to a document. The OLE is usually used for embedding locally stored content but this flaw allows the unprompted download and execution of external files. The attackers send the targeted individuals or corporations a spear-phishing email that contains a malicious PowerPoint (PPT) file attachment; this email is detected by Symantec as Trojan.Mdropper. The sent file contains two embedded OLE documents containing URLs. If the targeted individual opens the PPT file, the URLs are contacted and two files are downloaded which in turn will install the malware on the computer. When the malware is installed on the victim’s  computer, this creates a back door that allows the attackers to download and install other malware; the malware can a lso download updates for itself to include an information stealing component. Microsoft is advising customers that there is no patch currently available for this vulnerability; they have supplied a fixit tool that decreases the attacks. While the present exploits are using PowerPoint files to deliver the malware, given the type of flaw, they may start using different office files such as word documents or excel spreadsheets. The second zero-day vulnerability is CVE-2014-4113, which is a local elevation of privilege vulnerability; this flaw has been seen in attacks against Windows Server 2003/R2, 2008/R2, Windows 2000, Windows Vista and Windows XP SP3. This flaw cannot be used on its own to compromise a victim’s security. The attacker would need to gain access to a remote system running any of the above lists operating systems before they could execute code within the context of the Windows Kernel. (â€Å"Sandworm Windows Zero-Day Vulnerability Being Actively Exploited In Targeted Attacks†, 2014). Microsoft’s security advisory states the company is vigorously working to provide broader protections to their customers; the company states that the resolution of the issue may include providing a security update through a monthly patch update or providing an unscheduled security update. As stated above Microsoft issued a temporary fixit tool that can be applied to 32-64 bit versions of PowerPoint 2007, 2010 and 2013. This can be used until an official patch is released. Also another countermeasure to avoid downloading malware on to your operating system is not open any PowerPoint Presentations or documents from unknown parties, even mail from known addresses should be avoided unless you can confirm with the sender that the email was intentionally sent. Many emails are compromised because some individuals make their passwords to easy or they have downloaded spyware and the attacker gets that information and uses their email to send out their virus to other users. I have received emails from my mother when I didn’t expect them and I would inform her that her email had been hacked. Many are not aware that this has happened unless they are told, References: Google Engineer Finds Critical Windows 7 / 8 Security Flaw. (2001-2014). Retrieved from http://news.softpedia.com/news/Google-Engineer-Finds-Critical-Windows-7-8-Security-Flaw-355406.shtml Sandworm Windows zero-day vulnerability being actively exploited in targeted attacks. (2014). Retrieved from http://www.symantec.com/connect/blogs/sandworm-windows-zero-day-vulnerability-being-actively-exploited-targeted-attacks