Advanced Techniques for Cybercrime Analysis: Identifying and Mitigating Emerging Threats? Assignment Instructions: By this time, you would have selected a topic and provided a p
I included my outline previously written with the topic:
"Advanced Techniques for Cybercrime Analysis: Identifying and Mitigating Emerging Threats"
Assignment Instructions:
By this time, you would have selected a topic and provided a proposal outline for your thesis or creative project of which must align with your core subject area.
- Please use the Capstone Manual.
- The formal proposal must provide a clear and lucid description of a question, project or problem and a proposed method of answering the question, addressing the project or solving the problem.
- Proposal drafting is considered a learning process and helps you avoid oversights and possible mistakes; so you may send me a draft before going final.
- Again, guidance on the format of the proposal and a sample proposal are contained in the Capstone Manual provided.
- The proposal should explain the question, project, or problem to be investigated and convince the professor that the question, project or problem merits investigation. It should show that you have read the relevant and recent literature on the subject and it should contain a list of materials consulted during the preliminary stages of your research or project. In general, the research proposal or project should include background information related to the research topic or project, purpose of the thesis or project, and investigatory procedures to be used.
- The formal proposal should not exceed five (5) pages (proposal title page not included).
Please add a table of contents.
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6
Outline
American Military University
ISSC699
"Advanced Techniques for Cybercrime Analysis: Identifying and Mitigating Emerging Threats"
I. INTRODUCTION
Background: Cybercrime is an issue that is quickly spreading and poses a serious threat to people, companies, and society at large (Casino et al., 2019). Due to the growing usage of technology and the internet, it is difficult for law enforcement and security professionals to keep up with cybercriminals' access to various tools and strategies. In my thesis proposal, I plan to look into the sophisticated strategies and tactics employed by cybercriminals in their criminal activity and the strategies and tactics utilized by law enforcement and security experts to recognize and counter these threats. The numerous forms of cybercrime, including advanced persistent threats, ransomware, phishing, banking trojans, and other sophisticated methods employed by cybercriminals, will be the main focus of the research. Additionally, the research will list the current defenses employed by law enforcement and security experts and assess how well they work in identifying and reducing these dangers.
Purpose: This research aims to understand cutting-edge cybercrime analysis methods better and develop countermeasures (Sarker, 2022). To begin, we will undertake a thorough literature analysis to assess what is already known about sophisticated cybercrime methods and defenses. Aside from laying the groundwork for the study's questions and goals, the literature evaluation will help reveal any holes in the existing research.
After this, I will go on to the next stage of the study process: collecting and analyzing the data. To do this, I will compile information from various resources, including scholarly articles, official reports, and in-depth interviews with industry professionals. Several methods will be used to examine the data, including network analysis, statistical, and content analysis.
The study's findings will be presented and discussed considering its research questions and goals, focusing on identifying sophisticated cybercrime strategies and the methods employed by law enforcement and security experts to detect and counteract them (Cascavilla et al., 2019). Recommendations for further study and practice, such as the need for additional in-depth examinations of certain approaches and the creation of new tactics for recognizing and reducing cybercrime risks, will be based on the results.
This thesis proposal hopes to add to the present knowledge of cutting-edge cybercrime methods, and the steps law enforcement and security experts take to combat them. The findings will help businesses, government agencies, and others fight cybercrime more effectively.
Research Questions:
· What are the current and emerging trends in cybercrime? (Nicholls,et al., 2021)
· What are the best methods for studying cybercrime?
· To what extent can organizations and law enforcement authorities successfully counteract new forms of cybercrime?
II. LITERATURE REVIEW
Overview: This literature review will present an overview of recent studies on sophisticated cybercrime analysis. Evolving patterns in cybercrime, methods for evaluating cybercrime, and plans for reducing cyber threats will all be discussed.
Relevant Theories and Models: Network analysis, behavioral analysis, and data mining are just a few topics covered in the literature review about cybercrime analysis.
Gaps in the Literature: The literature evaluation will also reveal where the field of cybercrime analysis needs to grow, such as in the areas of attention dedicated to new threats and in-depth examinations of certain methodologies.
III. METHODOLOGY
Research Design: Both qualitative and quantitative strategies will be used in this research, making it a mixed-methods investigation.
Data Collection: Primary and secondary sources, including in-depth interviews with subject matter experts and surveys of cybercrime-affected businesses, will be used to compile the gathered information.
Data Analysis: Network analysis, statistical analysis, and content analysis are just a few methods used to examine the data.
Ethical Considerations: The study will be conducted by ethical guidelines for research, including informed consent, confidentiality, and respect for participants.
IV. RESULTS AND DISCUSSION
Presentation of Findings: Both quantitative and qualitative findings will be laid down in an easy-to-understand format as part of the study's final report.
Interpretation of Results: Findings will be analyzed considering the study's aims and issues to prevent and respond to new forms of cybercrime.
Implications for Future Research and Practice: Recommendations for future research and practice will be derived from the study's results, such as the necessity for more research into certain methodologies and the creation of new tactics for minimizing cybercrime risks (Nicholls et al., 2021).
V. CONCLUSION
Summary of Main Findings: The conclusion will provide a brief overview of the study's key results, including the most prominent ongoing and prospective cybercrime trends, the most fruitful methods for studying cybercrime, and ways for combating new forms of cyberthreat.
Recommendations for Future Research and Practice: The last section of the paper will provide recommendations for further study and practice, such as the need for in-depth examinations of certain tactics and the creation of new strategies for minimizing cybercrime risks.
References
Cascavilla, G., Tamburri, D. A., & Van Den Heuvel, W. J. (2021). Cybercrime threat intelligence: A systematic multi-vocal literature review. Computers & Security, 105, 102258. Cybercrime threat intelligence: A systematic multi-vocal literature review – ScienceDirect
Casino, F., Politou, E., Alepis, E., & Patsakis, C. (2019). Immutability and decentralized storage: An analysis of emerging threats. IEEE Access, 8, 4737-4744. Immutability and Decentralized Storage: An Analysis of Emerging Threats | IEEE Journals & Magazine | IEEE Xplore
Nicholls, J., Kuppa, A., & Le-Khac, N. A. (2021). Financial Cybercrime: A Comprehensive Survey of Deep Learning Approaches to Tackle the Evolving Financial Crime Landscape. IEEE Access. IEEE Xplore Full-Text PDF:
Sarker, M. G. R. (2022). An Interlinked Relationship between Cybercrime & Digital Media. IJFMR-International Journal For Multidisciplinary Research, 4(6). 1051.pdf (ijfmr.com)
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End of Program Assessment Manual for
Graduate Studies American Public University System
Charles Town, West Virginia, February 2016 Edition
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TABLE OF CONTENTS
Contents
INTRODUCTION ……………………………………………………………………………………………………………………… 1
EOP Assessment Alternatives …………………………………………………………………………………………………. 1
Important Notes ……………………………………………………………………………………………………………………. 2
Academic Dishonesty …………………………………………………………………………………………………………….. 3
For Comprehensive Exam Assessments ………………………………………………………………………………. 3
For Capstone Assessments …………………………………………………………………………………………………. 3
Institutional Review Board ………………………………………………………………………………………………….. 4
CHAPTER I …………………………………………………………………………………………………………………………….. 5
Master of Arts Comprehensive Final Examination ……………………………………………………………………. 5
Beginning the Comprehensive Exam ……………………………………………………………………………………. 5
Comprehensive Exam Course ……………………………………………………………………………………………… 5
Taking the Exam ………………………………………………………………………………………………………………… 6
Faculty Role ……………………………………………………………………………………………………………………….. 8
Program Director’s Role ……………………………………………………………………………………………………… 9
Proctoring ………………………………………………………………………………………………………………………….. 9
CHAPTER II ………………………………………………………………………………………………………………………….. 11
Master's Capstone: Thesis Option …………………………………………………………………………………………. 11
Beginning the Thesis Project ……………………………………………………………………………………………… 11
Thesis Proposal ………………………………………………………………………………………………………………… 12
Preparing the Thesis …………………………………………………………………………………………………………. 12
Approval of Thesis …………………………………………………………………………………………………………….. 13
Submission of Final Thesis ……………………………………………………………………………………………….. 14
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Unsuccessful Capstone Attempts ………………………………………………………………………………………. 14
Faculty Role ……………………………………………………………………………………………………………………… 15
Program Director’s Role ……………………………………………………………………………………………………. 16
CHAPTER III …………………………………………………………………………………………………………………………. 17
Master's Capstone: Creative Project ……………………………………………………………………………………… 17
Beginning the Creative Project …………………………………………………………………………………………… 17
Creative Project Proposal ………………………………………………………………………………………………….. 17
Completing the Creative Project ………………………………………………………………………………………… 17
Approval of Creative Project ………………………………………………………………………………………………. 19
Submission of Creative Project Report ……………………………………………………………………………….. 19
Unsuccessful Capstone Attempts ………………………………………………………………………………………. 20
Faculty Role ……………………………………………………………………………………………………………………… 20
Program Director’s Role ……………………………………………………………………………………………………. 21
CHAPTER IV …………………………………………………………………………………………………………………………. 23
Master's Capstone: Practicum and Critical Reflection Paper …………………………………………………… 23
Beginning the Practicum and Critical Reflection Paper ……………………………………………………….. 23
Practicum Proposal …………………………………………………………………………………………………………… 23
Completing the Practicum …………………………………………………………………………………………………. 24
Approval of the Practicum and Critical Reflection Paper ……………………………………………………… 25
Submission of Critical Reflection Paper ……………………………………………………………………………… 26
Unsuccessful Capstone Attempts ………………………………………………………………………………………. 26
Faculty Role ……………………………………………………………………………………………………………………… 27
Program Director’s Role ……………………………………………………………………………………………………. 28
CHAPTER V ………………………………………………………………………………………………………………………….. 30
Master's Capstone: Portfolio and Critical Reflection Paper Option …………………………………………… 30
Beginning the Portfolio Option …………………………………………………………………………………………… 30
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Portfolio and Critical Reflection Paper ……………………………………………………………………………….. 30
Completing the Capstone ………………………………………………………………………………………………….. 31
Approval of the Portfolio and Critical Reflection Paper ………………………………………………………… 32
Submission of Critical Reflection Paper ……………………………………………………………………………… 32
Unsuccessful Capstone Attempts ………………………………………………………………………………………. 33
Faculty Role ……………………………………………………………………………………………………………………… 33
Program Director’s Role ……………………………………………………………………………………………………. 35
CHAPTER VI …………………………………………………………………………………………………………………………. 36
University Declarations and APUS Library Registration …………………………………………………………… 36
1. Declarations …………………………………………………………………………………………………………….. 36
2. Textual Components …………………………………………………………………………………………………. 37
3. Images and Tables ……………………………………………………………………………………………………. 38
4. Video or Audio ………………………………………………………………………………………………………….. 38
5. URLs/Web Addresses ……………………………………………………………………………………………….. 39
6. Submission ………………………………………………………………………………………………………………. 39
7. Passed with Distinction (a.k.a., PWD) …………………………………………………………………………. 39
CHAPTER VII ………………………………………………………………………………………………………………………… 41
Scholarly Research/Copyright Conduct …………………………………………………………………………………. 41
1. Copyright ……………………………………………………………………………………………………………………… 41
2. University Research Policies ………………………………………………………………………………………….. 43
3. Institutional Review Board …………………………………………………………………………………………….. 43
Appendices ………………………………………………………………………………………………………………………….. 45
Appendix 1: Master’s Theses………………………………………………………………………………………………… 45
Appendix 2: Master’s Creative Projects …………………………………………………………………………………. 47
Appendix 3: Master’s Practicum and Critical Reflection Papers ………………………………………………. 49
Appendix 4: Title Page (Required format for all theses). …………………………………………………………. 51
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Appendix 5: Sample of Copyright Page (Required format for all theses)…………………………………… 52
Appendix 6: Sample of Dedication Page (Optional) ………………………………………………………………… 53
Appendix 7: Sample of Acknowledgments Page (Optional) ……………………………………………………… 54
Appendix 8: Sample of Abstract of the Thesis (Required format for all theses). ……………………….. 55
Appendix 9: Sample of a Table of Contents …………………………………………………………………………… 56
Appendix 10: Sample of List of Tables …………………………………………………………………………………… 58
Appendix 11: Sample of List of Figures …………………………………………………………………………………. 59
Appendix 12: Sample of Permission to Quote or Reproduce Copyrighted Material Letter …………. 60
Appendix 13: Sample of Practicum Organizational Consent Form …………………………………………… 61
Appendix 14: Critical Reflection Method Required for Completion of Practicum Paper …………….. 62
Appendix 15: Sample of IRB Approval Letter …………………………………………………………………………. 63
Appendix 16: Passed with Distinction Assessment Rubric ……………………………………………………… 64
Appendix 17: Portfolio and Critical Reflection Paper ………………………………………………………………. 68
Appendix 18: Checklist for Thesis/Capstone Submission to APUS Library ……………………………….. 70
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INTRODUCTION
This manual establishes the guidelines for completion of all graduate-level end of program (EOP) graduation requirements. The intended audience for this manual is all members of the American Public University System (APUS) academic community, including students and faculty. While it is intended to be a comprehensive overview of the general EOP requirements for APUS, students and faculty must follow any additional specific guidelines within their schools. Information regarding school-specific guidelines should be available from your supervisory professor or your program’s director.
APUS, including American Military University (AMU) and American Public University (APU), offers several options for assessing graduate program learning outcomes. These end of program assessments are designed to ensure APUS students have successfully met their program objectives, and each is designed to serve a different purpose.
EOP Assessment Alternatives
EOP assessment alternatives include:
• Comprehensive Exam
• Capstone, which includes the following variations (availability varies by degree program):
o Research thesis
o Creative project
o Practicum with critical reflection/integration paper
o Portfolio option with critical reflection paper
The comprehensive exam is recommended for students who will conclude their formal academic training with the completion of the Master of Arts/Master of Science program.
Students who anticipate seeking further professional training, such as a doctorate or a Ph.D., for example, are strongly encouraged to complete the Capstone/thesis option.
Students in particular sub-disciplines of the humanities may find the creative project option the optimal choice, while business and other professional disciplines may consider the practicum as the best option. Finally, various programs will find the portfolio option appropriate.
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Note: Master’s students in the School of Education have a different set of requirements regarding end of program assessment. They should not rely on this manual, but rather must comply with the requirements outlined in the School of Education handbook.
Students are advised to work with their academic advisors to ensure that they take the correct courses during their degree and to enroll in the correct program version for their assessment preference, if available. Please be advised that some programs have only one EOP assessment option.
Important Notes
• The EOP assessment is meant to be a culminating experience, and as such, each student should expect to demonstrate not only that he/she possesses a thorough knowledge of his/her discipline’s literature, but also that he/she has achieved all of the graduate studies learning outcomes. The EOP is a unique exercise. A student’s GPA is not a factor in how well he or she will perform in his/her end of program exercise. Success depends on the student entering the experience fully prepared and dedicated to completing the EOP in the allotted timeframe.
• All students are expected to adhere to the conventions of standard English grammar and/or formal academic writing. Students who are struggling with their ability to communicate clearly in writing are strongly encouraged to complete COLL501 early in their graduate studies.
• After being checked with a plagiarism detection tool and graded by the faculty supervising the project and upon being approved by the program directors and school dean, all Capstone projects must be submitted to the APUS Library for archiving by the program director. The Capstone and critical reflection papers submitted must be a “clean” version of the paper. All spelling, grammar, citations, etc. must be correct and appropriate. Instructor feedback comments should not appear in the final version submitted to the library. See Appendix 18 for the Checklist for Thesis/Capstone Submission to APUS Library (which includes the link for the APUS Library Capstone Submission/Approval Form).
• Theses that receive a grade of Passed with distinction may be eligible for inclusion in the [email protected] repository. For more on the Digital Commons, see http://digitalcommons.apus.edu/faq.html.
• Critical reflection papers, while eligible for the grade of Passed with distinction, may not be eligible to be placed in [email protected] due to the personalized information that may be contained within the papers.
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APUS takes academic dishonesty very seriously. Any evidence of plagiarism will result in the student’s work being rejected, and the student will fail the EOP exercise. Engaging in academic dishonesty and/or plagiarism will directly threaten the ability of the student to graduate from APUS. Academic Dishonesty
Evidence of academic dishonesty found in a comprehensive exam or Capstone paper will result in a grade of an F for the exam/course. If evidence of academic dishonesty is present, options for the student include:
For Comprehensive Exam Assessments • Accepting the grade and not receiving the degree. A letter of academic completion
may be provided, but a degree will not be conferred. • Upon approval of the Director of Graduate Studies, retaking the exam at an APUS site
(Charles Town, West Virginia, Manassas, Virginia, or location where an education coordinator is assigned; the student will be supervised by an advisor, program manager or Marketing site representative) on an APUS laptop computer disconnected from the Internet. The exam questions will be different from those on the previous exam and this exam will be graded by a different professor from the first exam attempt. The student must pass this second exam to have his/her degree conferred. The student will not be eligible for a Passed with distinction grade on any second attempt, and will not be eligible for Honors at graduation, regardless of GPA. The student must pay to retake the exam.
For Capstone Assessments • Accepting the grade and not receiving the degree. A letter of academic completion
may be provided, but a degree will not be conferred. • The student may be given the option (program dependent) to take the
comprehensive exam instead; however, the retake is subject to the same rules as noted above.
• Upon appeal approval by the Director of Graduate Studies, the student may be allowed, at his/her own expense, to retake the entire Capstone course. However, the plagiarism incident will still be recorded by the Registrar and the student will not be eligible for honors at graduation regardless of GPA.
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