Hoshino making cutesy art of Tui and Edgar, going off about how Zhu couldn’t bring himself to tell Bak what he did because he loved Bak soooo much, then casually let it slip that they used orphaned babies for the Second Exorcist Project
seen from Romania

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Hoshino making cutesy art of Tui and Edgar, going off about how Zhu couldn’t bring himself to tell Bak what he did because he loved Bak soooo much, then casually let it slip that they used orphaned babies for the Second Exorcist Project
LAB #6: HTML Forms
INFORMATION
HTML Forms
HTML Forms are required when you want to collect some data from the site visitor. For example, during user registration, you would like to collect information such as name, email address, credit card, etc.
There are various form elements available like text fields, text area fields, drop-down menus, radio buttons, checkboxes, etc.
The HTML <form> tag is used to create an HTML form and it has the following syntax –
INSTRUCTION
1. By using Notepad, type the following text:
<!DOCTYPE html> <html> <body> <h2>LAB-06 HTML Forms</h2> <form action="/action_page.php"> <label for="fname">First name:</label><br> <input type="text" id="fname" name="fname" value=""><br> <label for="lname">Last name:</label><br> <input type="text" id="lname" name="lname" value=" "><br><br> <input type="submit" value="Submit"> </form> <p>If you click the "submit" button, the form-data will be sent to a page called "/action_page.php".</p> </body> </html>
QUESTIONS
1. Explain about the HTML code above.
2. Write a HTML code to display the output as show as Figure Q2 on the webpage.
ANSWER
1.
<input> is an attribute. Type=”” specify the value of data. For example, type=”text” displays a single-line text input field. name=”” is the identifier that is sent to the server when the form is submitted.id=”” is a unique identifier for the browser for javascript and such.
For example, id="fname” is for last name. value=”” is used to display a temporary data. Label is used to name the input itself.
2. <!DOCTYPE html>
<html>
<body>
<h2>LAB-06-Q2 HTML Forms</h2>
<form action="/action_page.php">
<label for="fname">First name:</label><br>
<input type="text" id="fname" name="fname" value="">
<label for="lname">Last name:</label>
<input type="text" id="lname" name="lname" value=" "><br><br>
<label for="lname">ID:</label>
<input type="number" id="number" value=" ">
<label for="lname">Age:</label>
<input type="number" id="age" value=" "><br><br>
<input type="submit" value="Submit">
</form>
</body>
</html>
Lab 6 Safer
Suppose we are thrust into a war with a superpower such as Russia. List what sorts of computer and internet related attacks might we suffer?
Pre-Lab Brian storm
Types of attacks that could be committed:
Denial of Service attacks
Man in the middle
IP spoof
phishing and spear attacks
Eavesdropping
Malware embedded into their system
Class Discussion
You are the Australian Signals Directorate. You have been asked to consider the main threats we face in the cyber domain of war, and to produce 10 recommendations for actions to be taken.
1. Allocate backup solutions for core infrastructures
A common target of attack is the power grid of a country. It’s important that Australia diversifies it’s electrical power sources. We recommend the use of renewables, Lithium ion batteries and coal. In the case of an attack we will have alternatives.
2. Compartmentalize intelligence
We can’t risk having a single point of failure. If a foreign power manages to take over an organisation it is important that they don’t have access to all data. This can include creating separate departments in charge of different responsibilities.
3. Counterintelligence and compete
Install malware into foreign agencies systems. The USA has inserted malware into both Iran (Stuxnet) and Russian infrastructures as a response to foreign aggression. For Iran it was to slow their nuclear capabilities and Russia as a response to election meddling.
The goal is to establish a deterrence and if other nations do commit acts of aggression they can be punished.
4. Share intelligence with Allies
Working with other nations to target common enemies could be useful. This can include Intel sharing and coordinated attacks. The issue is we must make sure we do not place our safety in the hands of another nation.
5. Cultivate talent
Good talent is difficult to come by. The government should encourage study in areas of demand and under supply. This can include joint ventures with university to train more graduates in security.
6. Work with companies to promote technological innovation
Government may provide incentives, such as tax credits, for research into security by companies. Using the bright minds of these organisations. The government can indirectly promote better security practices and solutions.
7. Establish national standards
Set standards that have to met for the use of equipment in government infrastructures. Diversify the governments suppliers of network equipment. It may mitigate the risk if a supplier has a backdoor or issue.
8. Identify insider threats
Besides initial background checks. Employees should be reviewed for mental well-being and contentment. Disgruntled employees should be addressed.
9. Promote good procedures through information events
How employees and everyday Australians can help maintain cyber hygiene. Setting strong passwords, not connecting to unknown network and so on.
10. Force all companies to have a backdoor haha...
Who better to entrust with our data than the government? They can analysis the data, group suspicious individuals and act on information.... I believe Cisco routers and Apple both had to have back doors for the US Government.
https://www.tomshardware.com/news/cisco-backdoor-hardcoded-accounts-software,37480.html
https://en.wikipedia.org/wiki/FBI%E2%80%93Apple_encryption_dispute
back on the liveblog train with tired Maxwell in Episode 36 :D
Lab 6
L´exercice seize, sur la page 307
Je les ai faits sur le bureau.
Elle l´a mise sur la table.
Il les a mis dans la chambre.
Je l´ai mis au garage.
Tu l´as mis à la banque.
Tu les as mis dans mon sac.
L´exercice dix-sept, sur la page 307
Oui, je l´ai regardée.
Oui, je l´ai faite.
Non, tu les as finis.
Oui, nous les avons appris.
Oui, je les ai écouté.
Non, il ne l´a pas étudié.
Lab 6 --- March 9, 2016
Exercice 16: Chaque chose à sa place (pg. 307) 1. Je les ai mis sur le bureau. 2. Elle l’a mise sur la table. 3. Nous les avons mis dans la chambre. 4. Il l’a mise au garage. 5. Je l’ai mis à la banque. 6. Vous les avez mises dans mon sac.
Exercice 17: Oui ou non (pg. 307) 1. Il l’a regardée. 2. Non, elle ne l’a pas préparée. 3. Non, je ne les ai pas finis. 4. Nous les avons appris. 5. Je les ai écoutés. 6. Non, il ne l’a pas étudiée.
Lab 6
L´exercice 6, sur la page 304
Comment trouves-tu le français?
Je le trouve assez facile.
Comment trouves-tu les examens?
Je les trouve assez difficiles.
Comment trouves-tu les profs?
Je les trouve sympathiques.
Comment trouves-tu la politique américaine?
Je ne le trouve pas assez intelligente.
Comment trouves-tu le président?
Je le trouve remarquable.
Comment trouves-tu les Américains?
Je les trouve très matérialistes.
Comment trouves-tu les Français?
Je les trouve snobs.
Comment trouves-tu la cuisine française?
Je la trouve délicieuse.
Comment trouves-tu le vin américain?
Je le trouve assez excellent.
Comment trouves-tu la nourriture mexicaine?
Je la trouve très bonne.
L´exercice 13, sur la page 305
Quand est-ce que tu as vu ton cousin?
Je l´ai vu pendant les vacances.
Quand est-ce que tu as vu tes parents?
Je les ai vus hier.
Quand est-ce que tu as vu tes grand-parents?
Je les ai vus il y a trois mois.
Quand est-ce que tu as vu ton voisin?
Je l´ai vu le weekend dernier.
Quand est-ce que tu as vu le président de l’université?
Je l´ai vu il y a une semaine.
Quand est-ce que tu as vu ton prof d´anglais?
Je l´ai vu pendant le cours dernier.
Quand est-ce que tu as vu le dernier match de foot?
Je l´ai vu la semaine dernier.
Quand est-ce que tu as vu le dernier film?
Je l´ai vu il y a deux jours.
Lab 6
Lab 6a
I. Put the correct form of the adjective (used in the first sentence or part of the sentence) on the line. Pay attention to gender and number agreement.
Marc est loyal, mais Éric et Théo ne sont pas.
Loyaux
Moi, je suis sérieux. Elle n’est pas très.
Sérieuse
II. In a complete sentence answer the question, “Comment es-tu?” using a different adjective
Moi, je suis treś lent.
Lab 6b
Write complete sentences with the words provided – be careful with the placement and agreement of the adjectives.
Elle / avoir / une secrétaire (compétent)
Elle a une secrétaire compétente.
Elle / travailler / avec des collègues (sympathique)
Elle travaille avec des collègues sympathiques.
Elle / avoir / un salaire (bon)
Elle a un bon salaire.
Nous/ avoir / des amis (vrai)
Nous avons des amis vrais.
Lab 6c
Using the words provided, write complete sentences expressing what each person does or does not do.
Souvent / Ils / jouer / les jeux vidéo
Ils jouent souvent aux jeux vidéo.
Bien / Vous / jouer / la guitare
Vous jouez bien de la guitare.
Je / piano / jouer
Je joue du piano.
Lab 6d
Using the verb ‘Aller’ : Say where the following people are going (depending on the context of the sentence).
Nicolas aime nager.
Il va à la plage.
Vous avez besoin de savon.
Vous allez au supermarché.
Le futur proche - Write the correct translation of the sentences into French.
They are going to travel next Wednesday.
Mercredi prochain ils vont voyager.
She is going to spend time with them this weekend.
Elle va passer du temps avec ils ce week-end.
I am going to watch a movie next week.
Je vais regarder un film la semaine prochain.