This paper aims to explore the cyber-deception-based approach and to design a novel conceptual model of hybrid threats that includes deception methods. Security programs primarily focus on prevention-based strategies aimed at stopping attackers from getting into the network. These programs attempt to use hardened perimeters and endpoint defenses by recognizing and blocking malicious activities to detect and stop attackers before they can get in. Most organizations implement such a strategy by fortifying their networks with defense-in-depth through layered prevention controls. Detection controls are usually placed to augment prevention at the perimeter, and not as consistently deployed for in-network threat detection. This architecture leaves detection gaps that are difficult to fill with existing security controls not specifically designed for that role. Rather than using prevention alone, a strategy that attackers have consistently succeeded against, defenders are adopting a more balanced strategy that includes detection and response. Most organizations deploy an intrusion detection system (IDS) or next-generation firewall that picks up known attacks or attempts to pattern match for identification. Other detection tools use monitoring, traffic, or behavioral analysis. These reactive defenses are designed to detect once they are attacked yet often fail. They also have some limitations because they are not designed to catch credential harvesting or attacks based on what appears as authorized access. They are also often seen as complex and prone to false positives, adding to analyst alert fatigue. The security industry has focused recent innovation on finding more accurate ways to recognize malicious activity with technologies such as user and entity behavioral analytics (UEBA), big data, artificial intelligence (AI), and deception.
Military education, as an integral and inseparable part of building the army as an institution, is changing its identity and tends to be becoming a place of development, changes, scientific research, quality teaching and education. Adoption of the National Curriculum Framework is creating conditions for these changes. Introduction of the military schools curriculum will inevitably lead to the hidden curriculum. In adult education (andragogy), the hidden curriculum appears in a more vigorous and influential form. The ability to function and the high reliability of the military system are based on hierarchy in which the formation of will is carried out from top downwards. The most prominent factors are command, obedience and reporting. In such an environment, we recognise the positive and negative effects of the hidden curriculum in Croatian military schools.
The paper analyses the acceptance of selected democratic values by the students at the first, second, and third levels of progressive and sequential officer education at Dr. Franjo Tuđman Croatian Defence Academy and the understanding of a democratic society. The degree of the students' acceptance of nineteen values derived from the values of the European democratic system is examined. It includes students' acceptance of multi-party democracy, legislature, economy, living standard, human and civil rights, autonomy, private, public, and state property, as well as co-existence. The data collected during the process of preparation of the doctoral dissertation titled “Intercultural curriculum of military schools” were used. The dissertation was defended in 2018 at the Faculty of humanities and social sciences, University of Zagreb. The survey found that the level of military education is related to the level of acceptance of European democratic values. Students at higher levels of officer education show a higher degree of acceptance of selected democratic values and have a more positive attitude toward them.
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