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Essay / Research Paper Abstract
This 3 page paper uses critical thinking skills to brainstorm in respect to ideas regarding the problem of computer viruses and trojan horses. The problem is viewed as a global one but also looked at more personally. Recommendations are made. Bibliography lists 3 sources.
Page Count:
3 pages (~225 words per page)
File: RT13_SA421vir.rtf
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Unformatted sample text from the term paper:
areas of life are impacted by the nasty computer bugs that appeared first in the late sixties. While important at the time, the significance and strength of these viruses
has gotten worse. Indeed, The Virus Prevalence Survey has revealed that there is increased spreading, and the "rate of malicious code infection" has risen about 37% ("Virus," 2002, p.36).
Thus far, the way of dealing with the viruses is to alert consumers to be on the lookout for unwanted mail or unusual mail. They are told to be careful
about opening e-mail they did not anticipate or to at least not download anything suspicious. Of course, just as people are told how to avoid the flu by frequent hand
washing and avoidance, epidemics are known to happen. Avoidance does not seem to work. Similarly, computer bugs erupt no matter how careful people seem to be. Aside from avoidance, firms
are combatting computer viruses and Trojan horses with the use of anti-viral software. It is in some way like getting a flu shot. At the same time, while these work
wonderfully for existing viruses, there are always new things that come about. Software does not completely resolve the problem. What should firms do in order to combat this horrendous situation?
First, in order to resolve the difficulty, the critical thinking model should be implemented. Helliwell (2000) says: "Without exception, leadership skills and critical decision making ability are arguably the two
core competencies which distinguish the truly successful business leaders" (p.44). Critical thinking is vital, but what is it exactly? The critical thinking model is not precise. Research in critical thinking
had not provided a significant variation in terms of the research design (Tsui, 2002). To measure the application of critical thinking skills, researchers generally use standardized multiple-choice tests in addition
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