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Bitcoin is gaining traction as an alternative store of value. Its market capitalization transcends all other cryptocurrencies in the market. But its high monetary value also makes it an attractive target to cyber criminal actors. Hacking campaigns usually target an ecosystem's weakest points. In Bitcoin, the exchange platforms are one of them. Each exchange breach is a threat not only to direct victims, but to the credibility of Bitcoin's entire ecosystem. Based on an extensive analysis of 36 breaches of Bitcoin exchanges, we show the attack patterns used to exploit Bitcoin exchange platforms using an industry standard for reporting intelligence on cyber security breaches. Based on this we are able to provide an overview of the most common attack vectors, showing that all except three hacks were possible due to relatively lax security. We show that while the security regimen of Bitcoin exchanges is subpar compared to other financial service providers, the use of stolen credentials, which does not require any hacking, is decreasing. We also show that the amount of BTC taken during a breach is decreasing, as well as the exchanges that terminate after being breached. Furthermore we show that overall security posture has improved, but still has major flaws. To discover adversarial methods post-breach, we have analyzed two cases of BTC laundering. Through this analysis we provide insight into how exchange platforms with lax cyber security even further increase the intermediary risk introduced by them into the Bitcoin ecosystem.
It is assumed that additionally to the family background and child characteris-tics, the children’s learning environments are crucial for the acquisition of early competencies. This study aimed to compare the eff ects of home and institutional learning environment on young children’s vocabulary and to test necessary con-ditions for a potential compensatory eff ect of the institutional learning environ-ment. Using longitudinal data from N = 557 preschool children (German National Educational Panel Study), we analysed to what extent family background and children’s characteristics predicted home and institutional learning environments and to what extent these learning environments predicted vocabulary in pre-school and primary school. In order to test if both learning environments pre-dict vocabulary separately, we used almost identical indicators to operationalize them. The effects were estimated within a structural equation model. The study revealed that both, home and institutional learning environment, had small and separate eff ects on children’s vocabulary. The home learning environment was more closely related to the family background, while the institutional learning en-vironment was more closely related to the children’s characteristics. This evokes new possibilities to discuss compensatory effect.
Neben familiären Merkmalen hat sich die Kindergartenqualität als bedeutsam für den Wortschatz von Kindergartenkindern gezeigt. Die drei Dimensionen der Kindergartenqualität, die Struktur‑, Orientierungs- und Prozessqualität, wurden bisher jedoch nicht simultan und domänenspezifisch in Bezug auf den Wortschatz untersucht. In der vorliegenden Studie wird der Frage nachgegangen, wie die Dimensionen der Kindergartenqualität unter Berücksichtigung familiärer Merkmale mit dem Wortschatz von Kindern auf Individual- und Kindergartenebene zusammenhängen. Die Datengrundlage bildete eine Teilstichprobe des nationalen Bildungspanels („National Educational Panel Study“, NEPS) mit N = 1165 Kindern in 139 Kindergärten. Die durchgeführten Mehrebenenanalysen ergaben, dass zur Prädiktion des Wortschatzes auf Individualebene die familiären Merkmale bedeutsam waren, während Unterschiede zwischen Kindergärten mittels der Kindergartenqualität erklärt werden konnten. Dabei waren alle drei Qualitätsdimensionen relevant. Die Ergebnisse werden vor dem Hintergrund verschiedener Qualitätskonzeptionen diskutiert.