Cybersecurity
Security is undoubtedly an important – whether implicit or declared – qualitative characteristic, and above all a natural human need, because security must be perceived as a state (and feeling) where we are not in danger of worrying about something or someone, harm, danger. A service, then, can be some form of security that is a protection of someone or something from something that
causes us worry, harm, a sense of danger – from threats, risks and vulnerabilities, be they accidents, injuries, crimes, violence or other harm or exposure to danger. In practice, security (especially technical security) is often too dehumanised and divorced from that natural human need; the result is a multifaceted (users, creators, …) misunderstanding and frustration with the security implemented. At other times it may be security implemented with more or less understanding of its real mission, but considering only a relatively ideal group of people.
Computer security, cybersecurity, or information and communications technology security is concerned primarily with security within the structure of cyberspace, which is open to many users who are thus part of an interactive virtual environment in which specific forms of danger or security occur.
I not only deal with so-called ethical hacking, ICT forensics, but also try to deal with the design of cybersecurity services.
Barrier-free Astronomy and Astronautics
Astronomy – or stellar science – is a discipline that deals primarily with phenomena beyond the Earth’s atmosphere (celestial bodies, systems of celestial bodies, events in the universe, the universe as a whole). People come into contact with what astronomy deals with throughout their lives. From an early age we notice that day and night alternate – while the sun is in the sky during the day, the stars are in the sky at night. And not just the sun and the stars! The moon, the planets, meteors (so-called shooting stars), and sometimes a comet crosses the sky. And that’s not the end of the list. In school, we encounter astronomy in many different ways – for example, in physics we learn about Kepler’s laws that describe the movement of the planets around the sun, in science we learn about the importance of sunlight to life, and in chemistry we know that the discovery of helium was made by studying the spectrum of the sun’s corona. In literature, many of us remember Jan Neruda’s Cosmic Songs. Some schools organise visits to observatories and planetariums for pupils. Of course, anyone interested in astronomy can visit an observatory or planetarium. Some people are so interested in astronomy that they choose to study astronomy, astrophysics or a related field, or otherwise devote a significant part of their lives to astronomy. If we want, for whatever reason, to acquire astronomical knowledge, insights, skills, we talk about being educated in astronomy – we are part of astronomy education.
Learning is usually based on learning about astronomical phenomena observable with the naked eye. The problem arises, of course, when the eyesight does not serve as it should. A visually impaired person is deprived of many astronomical beauties that people without visual impairment take for granted – there is a significant information deficit in the field of astronomy for the visually impaired, which I am trying to reduce.
But the topic of barrier-free astronomy and space science is not just about people with visual impairments … it is much broader. And it’s not just about astronomy!