Scammers use email or text messages to trick you into giving them your personal information. They may try to steal your passwords, account numbers, or Social Security numbers. If they get that information, they could gain access to your email, bank, or other accounts. Scammers launch thousands of phishing attacks like these every day — and they’re often successful. A survey carried out by Censuswide, found that approximately 185,000 Irish people – have fallen victim to a phishing scam.
Scammers often update their tactics, but there are some signs that will help you recognize a phishing email or text message.
Phishing emails and text messages may look like they’re from a company you know or trust. They may look like they’re from a bank, a credit card company, a social networking site, an online payment website or app, or an online store.
Phishing emails and text messages often tell a story to trick you into clicking on a link or opening an attachment.
Here’s a real world example of a phishing email:
There are some obvious giveaways with the above email which tells us that this is a phishing attempt.
Once we hover over the ‘Click here to update your payment information’ link we can see that actual web address is a bogus one and not from Glivy. The multiple other email addresses in the address bar is another giveaway, as is the urgent nature of the email trying to prey on our insecurities. The recipient’s name is not added as a salutation, rather just ‘Glivy Subscriber’. All of these are warning signs telling us that this is an attempt at phishing and that this email should be instantly blocked.
These are some of the topics which are covered in our new Cybersecurity: Social Engineering course.
For any questions relating to cyber security training please contact Cormac on 01 278 1938.
For employers there is a legal duty to provide a safe place of work for their employees wherever the place of work maybe. In these COVID-19 times this can and does in many cases mean remote working from home. Health and Safety requires all the stake holders to actively participate in safe work practice and to understand what is involved to create a safe place to work. Giving staff the information and tools to do this is a first step. When on-boarding staff, it is important to carry out a risk assessment that is personal to the employee and their role. Making sure they have the correct training, and any necessary certification is the next step and thereafter the employer needs to monitor compliance and performance.
An effective way of doing this is through an online solution that provides the records and training required. Having such a system that provides 24/7 access to information you can then go further to promote positive safety behaviour. By encouraging ongoing engagement with the core safety information and training you can see which employees are performing well and keeping engaged and up to date. You can incentivise staff to make sure they are aware of safe behaviour and you can encourage them to report unsafe issues that may arise.
It is true that a safe place of work is likely to be a more productive environment for the employee which all contributes to your bottom line. Promoting positive safety behaviour will reduce the risk of accidents and incidents and will reduce days lost to illness or accidents. It will also help you protect your company from the negative publicity and potential legal action arising from an accident in the workplace. Everyone in a working environment requires knowledge and training on safety behaviour and how to ensure a safe and healthy workplace. A desk bound job requires proper ergonomics and knowledge regarding breaks and what to do in an emergency. Even working in the home carries significant risks if a workstation is not correctly set up.
Our pattern and location of work is changing rapidly as a result of the pandemic and is likely to change permanently with a much larger degree of blended work where people attend the office on a part time basis. In this scenario it will become increasingly important to promote positive safety behaviour as the employer will have less control of the work environment while still being legally responsible for it. Even more reason to recognise and promote positive safety behaviour.
Myelearnsafety.com can provide more information on this topic as well as providing a solution to safety training and compliance monitoring. We would be delighted to hear from you with any of your concerns or problems.
Article by Vincent Traynor
Please feel free to contact Cormac on 01 278 1938 or email@example.com, if you would like to discuss your health and safety needs further, or take advantage of a complimentary course.
An accident at work is defined by the Health and Safety Authority (HSA) as ‘An unplanned event resulting in death, or resulting in an injury such as a severe sprain or strain (for example, manual handling injuries), a laceration, a broken bone, concussion or unconsciousness. ‘An employer’s duties under the Safety, Health and Welfare at Work Act 2005 includes the requirement for the provision of training.
Most businesses do have a provision for safety training in place and most employers have (especially given the current necessity) embraced online learning. This is a current trend. But what’s the trend for the future?
Long, clunky, eLearning pieces (I’m sure you’ve seen these too!) can be boring and laborious to employees. This is where microlearning comes into play.
Micro-learning is a modern approach to delivering learning materials in small, bite-sized portions that target specific topics. The conciseness of these materials makes it easier to digest.
Millennials will make up a large part of the future workforce. Traditional models of eLearning just won’t cut it with this demographic, and will naturally be phased out. The popularity of microlearning is on the up as it’s the ideal way to ensure that learning is received, digested and engaged with.
The following are some examples of how microlearning can be applied in practice:
Short and brief tips: When so much information is thrown at workers, the possibility of retaining all of it is very low. For effective transfer of knowledge, the microlearning objective should focus on just one concept.
Use interactive videos: The process of taking in information is better easier with the use of videos rather than bulky materials that cover an excessive amount. Even better if the video contains branching scenarios .
Use of short quizzes for checking progress: The employees are provided with continuous access to these materials, and as each section is completed, they are required to provide suitable responses to the questions.
Use of gamification: Short games, or some gaming elements within the microlearning can be used by companies to increase interactivity, add an element of competition, the end goal being to help train their staff in health and safety more effectively.
Shorter, asynchronous, interactive courses with the above elements can benefit all health and courses, from Food Safety (HACCP), COVID-19 Compliance Officer, First Aid, Infection Prevention and control, to name but a few.
If you are looking for an effective way to streamline your safety training needs, Myelearnsafety.com offers a suite of health and safety courses to cover you. We offer a free trial to those who are interested, so you can see the benefits for yourself.
For a free trial contact firstname.lastname@example.org or call direct on 01 278 1938.
In a world where children are “growing up digital,” it’s important to help them learn healthy concepts of digital use and citizenship. Parents play an important role in teaching these skills of childrens safety.
Media should work for you and within your family values and parenting style. When used thoughtfully and appropriately, media can enhance daily life. But when used inappropriately or without thought, media can displace many important activities such as face-to-face interaction, family-time, outdoor-play, exercise, unplugged downtime and sleep.
The same parenting guidelines apply in both real and virtual environments. Set limits; kids need and expect them. Know your children’s friends, both online and off. Know what platforms, software, and apps your children are using, what sites they are visiting on the web, and what they are doing online.
Media use, like all other activities, should have reasonable limits. Unstructured and offline play stimulates creativity. Make unplugged playtime a daily priority, especially for very young children.
Co-view, co-play and co-engage with your children when they are using screens—it encourages social interactions, bonding, and learning. Play a video game with your kids. It’s a good way to demonstrate good sportsmanship and gaming etiquette. Watch a show with them; you will have the opportunity to introduce and share your own life experiences and perspectives—and guidance. Don’t just monitor them online—interact with them, so you can understand what they are doing and be a part of it.
Teach and model kindness and good manners online. Because children are great mimics, limit your own media use. In fact, you’ll be more available for and connected with your children if you’re interacting, hugging and playing with them rather than simply staring at a screen.
Very young children learn best through two-way communication. Engaging in back-and-forth “talk time” is critical for language development. Conversations can be face-to-face or, if necessary, by video chat with a traveling parent or far-away grandparent. Research has shown that it’s that “back-and-forth conversation” that improves language skills—much more so than “passive” listening or one-way interaction with a screen.
Avoid digital media for toddlers younger than 18 to 24 months other than video chatting. For children 18 to 24 months, watch digital media with them because they learn from watching and talking with you. Limit screen use for preschool children, ages 2 to 5, to just 1 hour a day of high-quality programing. Co-viewing is best when possible and for young children. They learn best when they are re-taught in the real world what they just learned through a screen. So, if Ernie just taught the letter D, you can reiterate this later when you are having dinner or spending time with your child.
Keep family mealtimes, other family and social gatherings, and children’s bedrooms screen free. Turn off televisions that you aren’t watching, because background TV can get in the way of face-to-face time with kids. Recharge devices overnight—outside your child’s bedroom to help him or her avoid the temptation to use them when they should be sleeping. These changes encourage more family time, healthier eating habits, and better sleep.
Media can be very effective in keeping kids calm and quiet, but it should not be the only way they learn to calm down. Children need to be taught how to identify and handle strong emotions, come up with activities to manage boredom, or calm down through breathing, talking about ways to solve the problem, and finding other strategies for channelling emotions.
More than 80,000 apps are labelled as educational, but little research has demonstrated their actual quality. Products pitched as “interactive” should require more than “pushing and swiping.” Look to organisations like Common Sense Media for reviews about age-appropriate apps, games and programs to guide you in making the best choices for your children.
Online relationships are part of typical adolescent development. Social media can support teens as they explore and discover more about themselves and their place in the grown-up world. Just be sure your teen is behaving appropriately in both the real and online worlds. Many teens need to be reminded that a platform’s privacy settings do not make things actually “private” and that images, thoughts, and behaviours teens share online will instantly become a part of their digital footprint indefinitely. Keep lines of communication open and let them know you’re there if they have questions or concerns.
Teens need to know that once content is shared with others, they will not be able to delete or remove it completely, and includes texting of inappropriate pictures. They may also not know about or choose not to use privacy settings, and they need to be warned that sex offenders often use social networking, chat rooms, e-mail, and online gaming to contact and exploit children.
Kids will make mistakes using media. Try to handle errors with empathy and turn a mistake into a teachable moment. But some indiscretions, such as sexting, bullying, or posting self-harm images, may be a red flag that hints at trouble ahead. Parents must observe carefully their children’s behaviours and, if needed, enlist supportive professional help, including the family pediatrician.
Media and digital devices are an integral part of our world today. The benefits of these devices, if used moderately and appropriately, can be great. But, research has shown that face-to-face time with family, friends, and teachers plays a pivotal and even more important role in promoting children’s learning and healthy development. Keep the face-to-face up front, and don’t let it get lost behind a stream of media and tech.