Cybersecurity in the Classroom: Bridging the Gap Between Computer Access and Online Safety

According to ISACA, there will be a global shortage of 2 million cybersecurity professionals worldwide by 2019. Additionally, according to Experian Data Breach Resolution, as much as 80% of all network breaches can be traced to employee negligence. These problems will not solve themselves, and they likewise won’t improve without drastic action. An effort needs to be made to help direct interested and qualified individuals to the field of cybersecurity to move toward closing this gap. Moreover, steps need to be made to better inform the public of general safety measures while online, including the safeguarding of sensitive information. A large issue with solving the problems at hand is that there seems to be no comprehensive curriculum for cybersecurity education to teach these basic principles. In my paper, I review and compare several after- and in-school programs that attempt to address this problem. I’ve also interviewed teachers from Montgomery County Public Schools, a relatively ethnically diverse school district outside of Washington, D.C. These issues need to be addressed, and while private organizations and local schools are attempting to tackle the problem, wider action may need to be taken at a national level to come to a resolution

Hitting times of Bessel processes

Let $T_1^{(\mu)}$ be the first hitting time of the point 1 by the Bessel process with index $\mu\in \R$ starting from $x>1$. Using an integral formula for the density $q_x^{(\mu)}(t)$ of $T_1^{(\mu)}$, obtained in Byczkowski, Ryznar (Studia Math., 173(1):19-38, 2006), we prove sharp estimates of the density of $T_1^{(\mu)}$ which exibit the dependence both on time and space variables. Our result provides optimal estimates for the density of the hitting time of the unit ball by the Brownian motion in $\mathbb{R}^n$, which improve existing bounds. Another application is to provide sharp estimates for the Poisson kernel for half-spaces for hyperbolic Brownian motion in real hyperbolic spaces

Cybersecurity in the Classroom: Bridging the Gap Between Computer Access and Online Safety

According to ISACA, there will be a global shortage of 2 million cybersecurity professionals worldwide by 2019. Additionally, according to Experian Data Breach Resolution, as much as 80% of all network breaches can be traced to employee negligence. These problems will not solve themselves, and they likewise won’t improve without drastic action. An effort needs to be made to help direct interested and qualified individuals to the field of cybersecurity to move toward closing this gap. Moreover, steps need to be made to better inform the public of general safety measures while online, including the safeguarding of sensitive information. A large issue with solving the problems at hand is that there seems to be no comprehensive curriculum for cybersecurity education to teach these basic principles. In my paper, I review and compare several after- and in-school programs that attempt to address this problem. I’ve also interviewed teachers from Montgomery County Public Schools, a relatively ethnically diverse school district outside of Washington, D.C. These issues need to be addressed, and while private organizations and local schools are attempting to tackle the problem, wider action may need to be taken at a national level to come to a resolution