CLECV PLUS 1

CLECV PLUS 1

Homework Task 2B
Fecha de entrega: ver calendario de actividades
Revise las indicaciones generales para desarrollar la actividad Homework Task 2, que se
encuentran en la página 19 de la guía de estudios de la unidad 2.

NAME:___Rogelio Sillo Sillo _________________________________

EXERCISE I (65 pts)

A- Scan the magazine article on the next page, read the subtitles below and write the
number of paragraph (1-7) they belong to. (5 points each answer)

#
a. Virus writers aren't necessarily exceptionally intelligent 4
b. They're often kids, but not always 1
c. Education can help stop them. 6
d. Virus writers feed off new technology and each others' innovations 5
e. Protection needs to be fortified 7
f. Their goals vary and many don't even have goals 2
g. Their targets are generally random 3

B- The following statements are all about the reading. Write True= T or False= F (3 points
each answer)

a) Stereotypes are not always accurate enough. FT

b) It is said that teenagers don’t realize about the malicious act and play with viruses T
just for fun.
c) There may not be a political or a social statement in virus writing, they are generally TF
made randomly.
d) Predominately, virus writers produce a replicated code that includes a damaging FT
payload.
e) Tomorrow's viruses might be less complicated and potentially much less destructive F
than today's.
f) Pc users, especially kids, must receive computer ethical education just at schools F
g) As virus writers advance their technical skills, they are not likely to relinquish this FT
activity.
h) Mobile devices are saved from this threat for now T

i) Gordon has predicted some challenging viruses ahead, including viruses with T
hacking tools difficult to beat through antivirus protection.
j) The Klez, SirCam and Nimda are computer games F

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CLECV PLUS 1

What goes through the minds of hackers?

Guidance for IT Professionals
By Monte Enbysk

Transferring Real-World Values

1. : In general, virus writers are young people under 30 and predominantly

male, Gordon says. Many are in their teens. But stereotypes can be dangerous here, because some veteran IT
people have been known to write viruses on the side to "test the security" of certain networks and systems. "Often
people 'play around' with viruses, not realizing the damage they can cause.

2. : Some simply are exploring programming self-replicating code. Others,

however, are trying to gain notoriety or make a personal, political or social statement. A few are disgruntled
workers. "Generally, many young people who write viruses don't connect the act with the damage that can
occur ... That said, some virus writers have a pretty good idea of the end result, and do it anyway.

3. : Many virus writers claim to be pointing out the vulnerabilities of a software

product or manufacturer or the lack of security at a particular company, such as where they work. Gordon
contends that many use that as an excuse or "cover" for an adventure gone awry, or for destruction more
widespread than anticipated. She suggests that most people directing anger or actions at specific targets will use
other means, such as hacking their systems, to accomplish their goals. "Most viruses don't appear to be written
with destruction in mind," she reiterates. "Many are written to be destructive — and while there may be a political
or a social statement in them, they are generally (though not always) pretty much randomly targeted."

4. This is not a collective slam on their brainpower, but more to suggest that it
doesn't take elite technical skills to write damaging viruses — which is scary. "Virus writing is not rocket science,
and it doesn't take any special elite skill to be able to write a self-replicating program," she says. Essentially, virus
writers produce self-replicating code that includes a damaging payload. Those who create the most destructive
payloads — the Klez, SirCam and Nimda viruses, for example — very well may be more proficient than others, she
admits. Yet, for the most part, as virus writers advance their technical skills, they move beyond virus writing to
other technical pursuits.

5. : Serious virus writers build on what has caused havoc in the past. They also
take advantage of the latest tools and technologies, Gordon says. As a result, tomorrow's viruses are likely to be
more complicated and potentially much more destructive than today's, she says. The good news is that virus
writing doesn't seem to be a career for many.

6. : Educating PC users on what attachments not to open is part of this,

but not really Gordon's point here. She believes that families and schools, in the Internet Age, have an obligation
to teach children how to behave on the computer — to extend moral and ethical behaviour from the real world to
the virtual world. For example, children need to be taught that reading another person's e-mail is just as wrong as
opening a letter from a neighbour's mailbox. "This technology lends itself well to depersonalisation and de-
sensitisation," she says. "We need to learn more about the dynamics of computer-mediated communication, and
find ways to help real-world values transfer to virtual interactions."

7. : Before No. 6 has measurable impact, we need to worry about No. 5. Gordon
foresees more challenging viruses ahead, including viruses combined with hacking tools to beat through antivirus
protection. She recommends that businesses have firewall-intrusion protection as well as antivirus software. "The
solutions must be integrated too, to deal with these blended threats. It is not enough to be protected from just
viruses." She adds that while viruses now target the PC, they likely will threaten mobile devices in the years
ahead. Hackers, as It has been said, are a different breed.

Adapted from: http://www.microsoft.com/canada/smallbiz/themes/anti-virus-workshop/7-things-know-about-virus-writers.mspx

EXERCISE II (35 pts)

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 CLECV PLUS 1
CLECV PLUS 1

A- Look at the word stems in the box below. Add a root word: “graph” or “graphy” in
black bold letters. (2 points each answer)

1) paragraph
2) choreography
3) epigraph
4) autograph
5) calligraphy
6) telegraph
7) topography

B- Now, write the corresponding numbers to match each definition below. (3 points each
answer)

6 send cables, wires, or telegrams

5 the art of beautiful handwriting using special pens or brushes.
7 is how the land lies, that is, if it is flat, rolling, mountainous, etc.
2 is either the art of arranging the steps, or the actual dance composition.
4 mark with one's signature
3 a quotation at the beginning of some piece of writing
1 it expresses only one idea, thought or topic in written work

HOMEWORK TASK 2: 88
Very good Rogelio! Keep on working hard!

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