“…Learn designing for play, including toy and game theory and how to apply it Burn the keyboard! …”

Tabla de Contenidos: “…253 Table of Contents ntroduction 1 About This Book 1 Foolish Assumptions 2 Icons Used in This Book 3 Beyond the Book 3 Where to Go from Here 4 Part 1: Getting to Know Security Awareness 5 Chapter 1: Knowing How Security Awareness Programs Work 7 Understanding the Benefits of Security Awareness 8 Reducing losses from phishing attacks 8 Reducing losses by reducing risk 9 Grasping how users initiate loss 10 Knowing How Security Awareness Programs Work 11 Establishing and measuring goals 12 Showing users how to "do things right" 14 Recognizing the Role of Awareness within a Security Program 15 Disputing the Myth of the Human Firewall 16 Chapter 2: Starting On the Right Foot: Avoiding What Doesn't Work 19 Making a Case Beyond Compliance Standards 20 Treating Compliance as a Must 21 Motivating users to take action 22 Working within the compliance budget 22 Limiting the Popular Awareness Theories 23 Applying psychology to a diverse user base 23 Differentiating between marketing and awareness 24 Distinguishing Social Engineering from Security Awareness 26 Addressing Mental Models That Don't Work 27 Making Perfection the Stated Goal 28 Measuring from the Start 29 Prioritizing Program Over Product 29 Choosing Substance Over Style 30 Understanding the Role of Security Awareness 31 Chapter 3: Applying the Science Behind Human Behavior and Risk Management 33 Achieving Common Sense through Common Knowledge 34 Borrowing Ideas from Safety Science 35 Recognizing incidents as system failures 36 Responding to incidents 37 Applying Accounting Practices to Security Awareness 37 Applying the ABCs of Awareness 39 Benefiting from Group Psychology 40 The ABCs of behavioral science 41 The Fogg Behavior Model 42 Relating B:MAP to the ABCs of awareness and behavior 43 The Forgetting Curve 44 Remembering That It's All About Risk 45 Optimizing risk 46 The risk formula 46 Part 2: Building a Security Awareness Program 51 Chapter 4: Creating a Security Awareness Strategy 53 Identifying the Components of an Awareness Program 54 Choosing effective communications tools 55 Picking topics based on business drivers 56 Knowing when you're a success 57 Figuring Out How to Pay for It All 58 Chapter 5: Determining Culture and Business Drivers 61 Understanding Your Organization's Culture 62 Determining security culture 64 Recognizing how culture relates to business drivers 65 Identifying Subcultures 65 Interviewing Stakeholders 67 Requesting stakeholder interviews 67 Scheduling the interviews 70 Creating interview content 70 Taking names 72 Partnering with Other Departments 72 Chapter 6: Choosing What to Tell The Users 75 Basing Topics on Business Drivers 76 Incorporating Personal Awareness Topics 76 Motivating Users to Do Things "Right" 77 Common Topics Covered in Security Awareness Programs 79 Phishing 79 Social engineering 80 Texting and instant messaging security 80 Physical security 81 Malware 81 Ransomware 81 Password security 82 Cloud security 82 USB device security 82 Internet of Things 83 Travel security 83 Wi-Fi security 84 Mobile devices 84 Work from home 84 Basic computer security 85 Insider threat 85 Protecting children on the internet 85 Social media security 86 Moving security 86 Compliance topics 87 Chapter 7: Choosing the Best Tools for the Job 89 Identifying Security Ambassadors 90 Finding ambassadors 90 Maintaining an ambassador program 91 Knowing the Two Types of Communications Tools 92 Reminding users to take action 93 Requiring interaction from users 93 Exploring Your Communications Arsenal 95 Knowledgebase 95 Posters 96 Hardcopy newsletters 97 Monitor displays 97 Screen savers 98 Pamphlets 98 Desk drops 99 Table tents 99 Coffee cups or sleeves 99 Stickers 100 Mouse pads 100 Pens and other useful giveaways 100 Camera covers 101 Squishy toys and other fun giveaways 101 Active communications tools 101 Chapter 8: Measuring Performance 107 Knowing the Hidden Cost of Awareness Efforts 108 Meeting Compliance Requirements 109 Collecting Engagement Metrics 111 Attendance metrics 111 Likability metrics 112 Knowledge metrics 112 Measuring Improved Behavior 113 Tracking the number of incidents 113 Examining behavior with simulations 114 Tracking behavior with gamification 116 Demonstrating a Tangible Return on Investment 116 Recognizing Intangible Benefits of Security Awareness 117 Knowing Where You Started: Day 0 Metrics 118 Part 3: Putting Your Security Awareness Program Into Action 119 Chapter 9: Assembling Your Security Awareness Program 121 Knowing Your Budget 122 Finding additional sources for funding 123 Allocating for your musts 125 Limiting your discretionary budget 126 Appreciating your team as your most valuable resource 126 Choosing to Implement One Program or Multiple Programs 127 Managing multiple programs 128 Beginning with one program 128 Gaining Support from Management 129 Devising a Quarterly Delivery Strategy 131 Ensuring that your message sticks 133 Distributing topics over three months 133 Deciding Whether to Include Phishing Simulations 136 Planning Which Metrics to Collect and When 137 Considering metrics versus topics 137 Choosing three behavioral metrics 138 Incorporating Day 0 metrics 138 Scheduling periodic updates 138 Biasing your metrics 139 Branding Your Security Awareness Program 139 Creating a theme 139 Maintaining brand consistency 140 Coming up with a catchphrase and logo 140 Promoting your program with a mascot 140 Chapter 10: Running Your Security Awareness Program 143 Nailing the Logistics 144 Determining sources or vendors 144 Scheduling resources and distribution 145 Contracting vendors 145 Recognizing the role of general project management 146 Getting All Required Approvals 146 Getting the Most from Day 0 Metrics 147 Creating Meaningful Reports 149 Presenting reports as a graphical dashboard 149 Adding index scores 152 Creating an awareness index 152 Reevaluating Your Program 153.…”

Tabla de Contenidos: “…-- 4.3.2 Umbruch an Leerzeichen verhindern -- 4.3.3 Silbentrennung vorgeben mit Trennfugen -- 4.3.4 Komplette Absätze von der Silbentrennung ausnehmen -- 4.3.5 Falsche Silbentrennung gezielt unterbinden -- 4.3.6 Trennschutz und Trennfugen für bestimmte Wörter dauerhaft festlegen -- 4.3.7 Umbruch nach Ergänzungsstrich verhindern -- 4.3.8 Umbruch ohne Trennstrich -- 4.3.9 Silbentrennung am Seitenumbruch -- Kapitel 5: Zahlen -- 5.1 Zahlendarstellung -- 5.1.1 Zahlenbreiten und -abstände -- 5.1.2 Große Zahlen gliedern -- 5.1.3 Maßeinheit nicht vom Wert trennen -- 5.1.4 Das richtige Minuszeichen -- 5.1.5 Das richtige Zeichen für glatte Beträge -- 5.2 Brüche -- 5.2.1 Weitere Brüche einfügen -- 5.2.2 Eigene Bruchzahlen erstellen -- 5.3 Darstellung von Kalenderdaten anpassen -- Kapitel 6: Sonderzeichen und Symbole -- 6.1 Schneller zum Symbol -- 6.1.1 Sonderzeichen per Zeichencode -- 6.1.2 Sonderzeichen per AutoKorrektur oder Tastenkombination einfügen -- 6.1.3 Sonderzeichen per PowerToys einfügen…”

“…This book also provides a history of the model knight, from early toy beginnings to the work of present day exponents such as Richard Courtenay…”

“…Adam Toon develops a new approach to scientific models by comparing them to the dolls and toy trucks of children's imaginative games, and offers a unified framework to solve difficult metaphysical problems and help to make sense of scientific practice…”
Clic para texto completo. Acceso restringido UPSA.
Clic para texto completo desde fuera UPSA.

Tabla de Contenidos: “…-- 18.1.1 Getting Rid of Similar Features: Synonym Pruning -- 18.1.2 Getting Rid of Dissimilar Instances: Outlier Pruning -- 18.2 Notes on Active Learning -- 18.3 The Application and Implementation Details of QUICK -- 18.3.1 Phase 1: Synonym Pruning -- 18.3.2 Phase 2: Outlier Removal and Estimation -- 18.3.3 Seeing QUICK in Action with a Toy Example -- 18.3.3.1 Phase 1: Synonym pruning -- 18.3.3.2 Phase 2: Outlier removal and estimation -- 18.4 How the Experiments Are Designed -- 18.5 Results -- 18.5.1 Performance -- 18.5.2 Reduction via Synonym and Outlier Pruning -- 18.5.3 Comparison of QUICK vs. …”

Tabla de Contenidos: “…Self-excited d.c. machine -- 3.9. Toy motors -- 3.10. Review questions -- Chapter 4: D.C. motor drives -- 4.1. …”

Tabla de Contenidos: “…Conté volum 7: Banca dell’Occhio (Emilio Ambasz), p. 54; Saint Edward’s University (Alejandro Aravena), p. 64; Lusatian lakeland landmark (Architektur & landschaft), p. 70; The Yas hotel (Asymtote), p. 76; Sano clinic therapy square (Atelier-Den / Inahara Archi-lab), p. 82; UPENN weave bridge (Cecil Balmond), p. 88; Kielder observatory (Charles Barclay), p. 92; Marcus prize pavilion (Barkow leibinger architects), p. 98; Nordwesthaus (Baumschlager Eberle), p. 102; The Mountaing (BIG), p. 108; Former Arsenale La Maddalena ( Stefano Boeri), p. 116; Three Box House / Hanil Cement Information Center and Guesthouse ( Byoung-soo Cho), p. 122; Liège-Guillemins TGV Station ( Santiago Calatrava), p. 132; The Chronicles of Time (Giacomo Costa), p. 140; Underground (Rand Elliott), p. 146; Bubbletecture H (Shuhei Endo), p. 152; Bahnhof Pionen (Albert France-Lanord), p. 158; Eden Bio ( Edouard François), p. 164; Roof House (Terunobu Fujimori), p. 170; House H ( Sou Fujimoto), p. 176; Towards Paradise ( Gustafson Porter +Gustafson Guthrie Nichol), p. 182; Burnham Pavilion, JS Bach / Zaha Hadid Architects Music Hall (Zaha Hadid), p. 190; Munch Area (Herreros Arquitectos), p. 198; VitraHaus (Herzog &De Meuron), p. 202; Artfarm (HHF), p. 210; HEART: Hearning Museum of Contemporary Art, Knut Hamsun Center (Steven Holl), p. 216; Guangzhou TV and Sightseeing Tower (Information Based Architecture), p. 228; Princess Elisabeth Antarctica (International Polar Foundation), p. 232; Island House (Iroje KHM Architects), p. 244; Green houses (Junya Ishigami), p. 244; ZA-Koenji Public Theater (Toyo Ito), p. 250; The High Line (James Corner Field Operations/Diller Scofidio + Renfro), p. 256; Juvet Landscape Hotel (Jensen & Skodvin Architects), p. 262; Diaphanous Space (Kalhöfer-Korschildgen), p. 268; Church of the Holy Cross, Fiberline Factory ( KHR), p. 274; Top of Tyrol Mountain Platform (LAAC), p. 284; Hotel Aire en Bardenas (Emiliano López Mónica Rivera), p. 290; Blobwall and Toy Furniture (Greg Lynn Form), p. 296; Villa Chardonne (Made in Sàrl), p. 302; Delegation of the Ismaili Imamat (Fumihiko Maki), p. 308; 41 Cooper Square (Morphosis), p. 314; Gateway Art Tower (Eric Own Moss), p. 320; Walls in the Landscape (Susanne Nobis), p. 324; The Beacon of Amsterdam, The Ladies of the Lake (NOX), p. 330; Naoshima Public Baths (Shinro Ohtake), p. 338; Prada Transformer, CCTV Television Station and Headquarters (OMA*AMO/Rem Koolhaas), p. 344; La Olmeda Roman Villa (Paredes Pedrosa Arquitectos), p. 358; EWHA Womans University (Dominique Perrault), p. 364; Emilio and Annavianca Vedova Foundation (Renzo Piano), p. 372; Flowing Gardens (Plasma Studio), p. 378; Villa Navarra (Rudy Ricciotti), p. 384; Alexandra Heritage Center, Mapungubwe Interpretation Center (Peter Rich), p. 390; RDF181 (Rotor), p. 400; Miyajima Office (Hiroshi Sambuichi), p. 406; Serpentine Pavilion, Rolex Learning Center (Sanaa/Kazuyo Sejima + Ryue Nishizawa), p. 412; Termas Geométricas Hot Springs Complex, Villarrica National Park (Germán del Sol), p. 426; Burj Khalifa (Skidmore, Owings & Merrill), p. 432; Frog Queen (Splitterwerk), p. 438; Izu Photo Museum ( Hiroshi Sugimoto), p. 444; Kiltro House (Supersudaka), p. 450; Tenchi House ( Masaharu Takasaki), p. 456; Swarovski Ginza, Waterfall (Yoshioka Tokujin), p. 462; Production Facilities for Les Ballets C de la B and LOD (de Vylder Vinck Taillieu), p. 470.…”

“…Daniel displays more moderate severe symptoms such as echolalia, is unable to demonstrate many social skills or answer abstract questions, maintains little eye contact, and gives abbreviated answers. When asked about his toy train, Daniel quickly deviates into discussing his passion of trains…”

“…Between the ages of one and three, children begin to assert their independence, by walking away from their mother, picking which toy to play with, and making choices about what they like to wear, to eat, etc. …”

“…Between the ages of one and three, children begin to assert their independence, by walking away from their mother, picking which toy to play with, and making choices about what they like to wear, to eat, etc. …”