Initial Post InstructionsAgenda setting can be a difficult t.docx
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Initial Post Instructions Agenda setting can be a difficult task in government. Why? Who do you consider an important agenda setter in government? How does this participant help set the agenda? Give an example of an attempt at agenda setting in government. Was it successful? Why or why not? Consider how factors such as culture, political positions, etc. might impact your own, or the agenda setters' priorities. Use evidence (cite sources) to support your response from assigned readings or online lessons, and at least one outside scholarly source. .
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Initial Post (250 words)Read and interpret the short story .docx
Initial Post (250 words)
Read and interpret the short story "Damien's Shoes" by Ret'sepile Makamane. What logical inferences can you make based on its details? What can you infer about the narrator in this story, the narrator's son, and the setting of this story? What details suggest this? What other logical inferences can you make about this story? (Length: 250 words)
Two Replies
Respond to the posts of two of your peers by acknowledging their ideas and adding on to them with additional commentary, supporting detail or fact (such as a quote, detail referenced, or scenario from the story), and/or an new or different perspective or logical inference.
Damien’s Shoes
by Ret’sepile Makamane
My son (Links to an external site.)
, Damien, makes fires that flicker throughout rainy June nights. He moves about the shores of Lake Muhazi, lighting a new fire on a new spot every night. People who travel to Kayonza come back to Kigali with stories of having seen him during the rainy season as the smokes of his fires constantly go up to the skies, like a man cast away and looking for rescue. Those who have travelled and visited relatives with houses on the hills around Lake Muhazi in recent years to observe his activities say that my son sails up and down the lake during the day, busy ferrying passengers with completely covered faces to the other side. Others even claim that they have seen him up close, and that unlike other undead dead people he does not run away or conceal his face when you approach him. He has remained ten years old throughout the years, only bits of his hair are beginning to grey now.
When his boat work is done in the evenings, he plays his flute into the night, calming Lake Muhazi into even more stillness. He plays the flute so dedicatedly, earnestly, its melody so piercing, with sorrow so intense – a child blowing all his young soul into a musical instrument just so our land can heal. His flute wakes God from his deep sleep, – since Damien has already given God a few warnings, I hear – saying to God, “Thou Shalt Not Sleep, never. Not here in Rwanda, not anymore! Find yourself another bedroom.” Because God used to sleep here in Rwanda, you know. Lately, God stays awake at night looking intently at the world map, planning to migrate.
I carry with me Damien’s one shoe. He is barefoot, Damien, my boy, that is why he has to make these random fires when it rains in June – to warm his feet. I rescued this shoe from the mouth of a stray dog which made me run and chase it until I was panting like a hound myself. That was back in ninety-four. I was still a young man in those days. Oh, but that dog was not the end of my troubles. I have aged double while walking these hills and valleys with acacia and guava and mango trees, without even seeing their beauty anymore. Walking with a tormented soul, looking for Damien to put on his shoe on the other foot. Blaming myself, sixteen years moiling and roiling through these mangroves and swamp.
initial post one paragraph intext citation and reference Require.docx
initial post one paragraph intext citation and reference
Required Resources
Read/review the following resources for this activity:
Textbook: Humanities through the arts edition 10 F. David Maritine
Minimum of 1 scholarly source (in addition to the textbook – for historical/political influences)
Initial Post Instructions
Choose one of the literary movements that you read about this week and at least one work from that movement. Movements, authors, and famous works are discussed in the lesson as well. You do not have to choose authors or works discussed in the lesson, but you may. For your initial post, address
one
of the following:
Option 1:
Examine the movement and specific work in relation to historical and political influences of the movement. Include a one paragraph summary of the plot before moving on to the examination of the work in relation to the movement.
Option 2:
Examine a specific artwork influenced by a literary work and how the artist captured the subject or story. Here are a few examples, but you are not restricted to this list:
Asher B. Durand's
Thanatopsis
(influenced by William Cullen Bryant's "Thanatopsis")
John William Waterhouse's
The Lady of Shalott
(influenced by Alfred, Lord Tennyson's "The Lady of Shalott")
Sir John Everett Millais's
Ophelia
(influenced by Shakespeare's Ophelia from
Hamlet
)
Gian Lorenzo Bernini's
Apollo and Daphne
or
The Rape of Prosperina
(influenced by ancient myths)
Ancient Greek vase painting (influenced by various ancient myths)
.
Initial Post InstructionsTriggers are ethnocentric responses to .docx
Initial Post Instructions
Triggers are ethnocentric responses to differences and defensive reactions to ethnocentrism. Any number of things can serve as triggers, but they generally fall into the following categories: voice, appearance, attitude, and behavior. For example, a person of color may become anxious when driving through a small rural town. They may fear being stopped because of looking out of place. Another example would be to react to the smell of curry and spices when walking into an Indian home. The reaction could be either negative or positive depending on your experiences, but you immediately react to the stimulus.
For the initial post, address the following:
Describe a trigger that you have responded or been a witness to in the past, even if it was only a fleeting mental thought.
What was the result of your/their response?
If you/they had a negative response, how could your/their response to the situation been better or different?
What barriers did you/they need to overcome?
.
Initial Post InstructionsFor the initial post,consider thr.docx
Initial Post Instructions
For the initial post,
consider three (3)
of the following events: Treaty of Versailles
Rise of fascism, militarism and imperialism
Failure of the League of Nations Based on your three selections,
choose two (2)
of the following and craft a response for your selections:
Assess if the United States foreign policy during the 1930s helped to promote World War II. Could the United States have prevented the outbreak of World War II? If so, how? If not, why not?
Explain if the United States, despite neutrality, aided the Allies against the Axis powers.
.
Initial Post InstructionsFor the initial post, choose and ad.docx
Initial Post Instructions
For the initial post, choose and address one of the following options:
Option 1:
In the 19th century, the camera was a revolutionary invention, and many artists were concerned about the effect that photographs would have on the art world.
Did the invention of the camera change the arts? Why or why not?
Choose an artistic movement that you believe was influenced by the camera and discuss how the movement was affected.
Include at least one example of an artist and artwork in your response.
Include a statement from a current photographer or critic to support your points.
Option 2:
In the 21st century, the smartphone camera changed the way we use and view photography. In addition, apps and social media have changed the way we share photography.
How has the invention of the smartphone camera changed photography?
How have apps and social media changed the way we share photos? Are they positive and/or negative changes? Explain.
Include a statement from a current photographer or critic to support your points
.
Writing Requirements
Minimum of 1 page
Minimum of 2 sources cited (assigned readings/online lessons and an outside source)
APA format for in-text citations and list of references
.
Initial Post InstructionsDiscuss the differences and similaritie.docx
Initial Post Instructions
Discuss the differences and similarities between the presidential and parliamentary systems, including the executive and legislative branches. Which system do you feel serves its citizen better? Why? Use evidence (cite sources) to support your response from assigned readings or online lessons,
and
at least one outside scholarly source.
Follow-Up Post Instructions
Respond to at least one peer. Further the dialogue by providing more information and clarification. Minimum of 1 scholarly source which can include your textbook or assigned readings or may be from your additional scholarly research.
Writing Requirements
Minimum of 2 posts (1 initial & 1 follow-up)
Minimum of 2 sources cited (assigned readings/online lessons
and
an outside scholarly source)
APA format for in-text cita
.
Initial Post InstructionsAs we jump into the world of Alge.docx
Initial Post Instructions
As we jump into the world of Algebra, it is important to discuss how math, specifically Algebra, is used in the real-world.
Search for videos from Ted Ed showing the real-world value of mathematics. Choose a video to watch and then provide a one-paragraph summary (3-4 sentences) of the video in your own words. Be sure to discuss the math concept used.
Follow-Up Post Instructions
Respond to at least two peers in a substantive, content-specific way. Further the dialogue by providing more information and clarification.
Writing Requirements
Minimum of 3 posts (1 initial & 2 follow-up) with first post by Wednesday
APA format for in-text citations and list of references
.
Initial Post InstructionsFor the initial post, respond to one .docx
Initial Post Instructions
For the initial post, respond to one of the following options, and label the beginning of your post indicating either Option 1 or Option 2:
Option 1:
List the ways in which contemporary presidential campaigns have used social media as a campaign tool. Do you consider social media as a successful tool? Explain your answer. Do you see social media as an unsuccessful tool? Explain your answer and provide examples.
Option 2
: There are numerous discussions involving the Electoral College. There are some people that want to abolish the electoral college while others want to keep it. What do you think? Keep the electoral college or abolish it? Explain the reasons for your choice.
Be sure to make connections between your ideas and conclusions and the research, concepts, terms, and theory we are discussing this week
Writing Requirements
Minimum of 2 sources cited (assigned readings/online lessons and an outside source)
APA format for in-text citations and list of references
.
Recommended
Initial Post (250 words)Read and interpret the short story .docx
Initial Post (250 words)
Read and interpret the short story "Damien's Shoes" by Ret'sepile Makamane. What logical inferences can you make based on its details? What can you infer about the narrator in this story, the narrator's son, and the setting of this story? What details suggest this? What other logical inferences can you make about this story? (Length: 250 words)
Two Replies
Respond to the posts of two of your peers by acknowledging their ideas and adding on to them with additional commentary, supporting detail or fact (such as a quote, detail referenced, or scenario from the story), and/or an new or different perspective or logical inference.
Damien’s Shoes
by Ret’sepile Makamane
My son (Links to an external site.)
, Damien, makes fires that flicker throughout rainy June nights. He moves about the shores of Lake Muhazi, lighting a new fire on a new spot every night. People who travel to Kayonza come back to Kigali with stories of having seen him during the rainy season as the smokes of his fires constantly go up to the skies, like a man cast away and looking for rescue. Those who have travelled and visited relatives with houses on the hills around Lake Muhazi in recent years to observe his activities say that my son sails up and down the lake during the day, busy ferrying passengers with completely covered faces to the other side. Others even claim that they have seen him up close, and that unlike other undead dead people he does not run away or conceal his face when you approach him. He has remained ten years old throughout the years, only bits of his hair are beginning to grey now.
When his boat work is done in the evenings, he plays his flute into the night, calming Lake Muhazi into even more stillness. He plays the flute so dedicatedly, earnestly, its melody so piercing, with sorrow so intense – a child blowing all his young soul into a musical instrument just so our land can heal. His flute wakes God from his deep sleep, – since Damien has already given God a few warnings, I hear – saying to God, “Thou Shalt Not Sleep, never. Not here in Rwanda, not anymore! Find yourself another bedroom.” Because God used to sleep here in Rwanda, you know. Lately, God stays awake at night looking intently at the world map, planning to migrate.
I carry with me Damien’s one shoe. He is barefoot, Damien, my boy, that is why he has to make these random fires when it rains in June – to warm his feet. I rescued this shoe from the mouth of a stray dog which made me run and chase it until I was panting like a hound myself. That was back in ninety-four. I was still a young man in those days. Oh, but that dog was not the end of my troubles. I have aged double while walking these hills and valleys with acacia and guava and mango trees, without even seeing their beauty anymore. Walking with a tormented soul, looking for Damien to put on his shoe on the other foot. Blaming myself, sixteen years moiling and roiling through these mangroves and swamp.
initial post one paragraph intext citation and reference Require.docx
initial post one paragraph intext citation and reference
Required Resources
Read/review the following resources for this activity:
Textbook: Humanities through the arts edition 10 F. David Maritine
Minimum of 1 scholarly source (in addition to the textbook – for historical/political influences)
Initial Post Instructions
Choose one of the literary movements that you read about this week and at least one work from that movement. Movements, authors, and famous works are discussed in the lesson as well. You do not have to choose authors or works discussed in the lesson, but you may. For your initial post, address
one
of the following:
Option 1:
Examine the movement and specific work in relation to historical and political influences of the movement. Include a one paragraph summary of the plot before moving on to the examination of the work in relation to the movement.
Option 2:
Examine a specific artwork influenced by a literary work and how the artist captured the subject or story. Here are a few examples, but you are not restricted to this list:
Asher B. Durand's
Thanatopsis
(influenced by William Cullen Bryant's "Thanatopsis")
John William Waterhouse's
The Lady of Shalott
(influenced by Alfred, Lord Tennyson's "The Lady of Shalott")
Sir John Everett Millais's
Ophelia
(influenced by Shakespeare's Ophelia from
Hamlet
)
Gian Lorenzo Bernini's
Apollo and Daphne
or
The Rape of Prosperina
(influenced by ancient myths)
Ancient Greek vase painting (influenced by various ancient myths)
.
Initial Post InstructionsTriggers are ethnocentric responses to .docx
Initial Post Instructions
Triggers are ethnocentric responses to differences and defensive reactions to ethnocentrism. Any number of things can serve as triggers, but they generally fall into the following categories: voice, appearance, attitude, and behavior. For example, a person of color may become anxious when driving through a small rural town. They may fear being stopped because of looking out of place. Another example would be to react to the smell of curry and spices when walking into an Indian home. The reaction could be either negative or positive depending on your experiences, but you immediately react to the stimulus.
For the initial post, address the following:
Describe a trigger that you have responded or been a witness to in the past, even if it was only a fleeting mental thought.
What was the result of your/their response?
If you/they had a negative response, how could your/their response to the situation been better or different?
What barriers did you/they need to overcome?
.
Initial Post InstructionsFor the initial post,consider thr.docx
Initial Post Instructions
For the initial post,
consider three (3)
of the following events: Treaty of Versailles
Rise of fascism, militarism and imperialism
Failure of the League of Nations Based on your three selections,
choose two (2)
of the following and craft a response for your selections:
Assess if the United States foreign policy during the 1930s helped to promote World War II. Could the United States have prevented the outbreak of World War II? If so, how? If not, why not?
Explain if the United States, despite neutrality, aided the Allies against the Axis powers.
.
Initial Post InstructionsFor the initial post, choose and ad.docx
Initial Post Instructions
For the initial post, choose and address one of the following options:
Option 1:
In the 19th century, the camera was a revolutionary invention, and many artists were concerned about the effect that photographs would have on the art world.
Did the invention of the camera change the arts? Why or why not?
Choose an artistic movement that you believe was influenced by the camera and discuss how the movement was affected.
Include at least one example of an artist and artwork in your response.
Include a statement from a current photographer or critic to support your points.
Option 2:
In the 21st century, the smartphone camera changed the way we use and view photography. In addition, apps and social media have changed the way we share photography.
How has the invention of the smartphone camera changed photography?
How have apps and social media changed the way we share photos? Are they positive and/or negative changes? Explain.
Include a statement from a current photographer or critic to support your points
.
Writing Requirements
Minimum of 1 page
Minimum of 2 sources cited (assigned readings/online lessons and an outside source)
APA format for in-text citations and list of references
.
Initial Post InstructionsDiscuss the differences and similaritie.docx
Initial Post Instructions
Discuss the differences and similarities between the presidential and parliamentary systems, including the executive and legislative branches. Which system do you feel serves its citizen better? Why? Use evidence (cite sources) to support your response from assigned readings or online lessons,
and
at least one outside scholarly source.
Follow-Up Post Instructions
Respond to at least one peer. Further the dialogue by providing more information and clarification. Minimum of 1 scholarly source which can include your textbook or assigned readings or may be from your additional scholarly research.
Writing Requirements
Minimum of 2 posts (1 initial & 1 follow-up)
Minimum of 2 sources cited (assigned readings/online lessons
and
an outside scholarly source)
APA format for in-text cita
.
Initial Post InstructionsAs we jump into the world of Alge.docx
Initial Post Instructions
As we jump into the world of Algebra, it is important to discuss how math, specifically Algebra, is used in the real-world.
Search for videos from Ted Ed showing the real-world value of mathematics. Choose a video to watch and then provide a one-paragraph summary (3-4 sentences) of the video in your own words. Be sure to discuss the math concept used.
Follow-Up Post Instructions
Respond to at least two peers in a substantive, content-specific way. Further the dialogue by providing more information and clarification.
Writing Requirements
Minimum of 3 posts (1 initial & 2 follow-up) with first post by Wednesday
APA format for in-text citations and list of references
.
Initial Post InstructionsFor the initial post, respond to one .docx
Initial Post Instructions
For the initial post, respond to one of the following options, and label the beginning of your post indicating either Option 1 or Option 2:
Option 1:
List the ways in which contemporary presidential campaigns have used social media as a campaign tool. Do you consider social media as a successful tool? Explain your answer. Do you see social media as an unsuccessful tool? Explain your answer and provide examples.
Option 2
: There are numerous discussions involving the Electoral College. There are some people that want to abolish the electoral college while others want to keep it. What do you think? Keep the electoral college or abolish it? Explain the reasons for your choice.
Be sure to make connections between your ideas and conclusions and the research, concepts, terms, and theory we are discussing this week
Writing Requirements
Minimum of 2 sources cited (assigned readings/online lessons and an outside source)
APA format for in-text citations and list of references
.
Initial Post Identify all the components of a cell. Describe the fu.docx
Initial Post: Identify all the components of a cell. Describe the function of each of these components.
Response #1: Add to your own initial post: Describe cellular metabolism membrane transport and cellular reproduction
Response #2: Add to your own initial post and response #1: Describe the aging process. Identify the pathophysiologic process for 3 underlying principles of aging. Example: oxidative process.
please use APA format
.
Initial Discussion Board Post Compare and contrast life for col.docx
Initial Discussion Board Post:
Compare and contrast life for colonial women in Virginia Colony and Massachusetts. What could women expect from daily living in these colonies? Was class/status more important for women in one colony than the other? Research Margaret Brent who was also known as Elizabeth Poole) She purchased lands in Plymouth from the Indians in 1637. Research her and describe how her experience serves as an example in your response. Minimum length is 500 words.
.
Infrastructure SecurityChapter 10Principles of Compute.docx
Infrastructure Security
Chapter 10
Principles of Computer Security, Fifth Edition
Copyright © 2018 by McGraw-Hill Education. All rights reserved.
Objectives (1 of 2)
Construct networks using different types of network devices.
Enhance security using security devices.
Understand virtualization concepts.
Enhance security using NAC/NAP methodologies.
Identify the different types of media used to carry network signals.
Describe the different types of storage media used to store information.
Principles of Computer Security, Fifth Edition
Copyright © 2018 by McGraw-Hill Education. All rights reserved.
2
Objectives (2 of 2)
Use basic terminology associated with network functions related to information security.
Describe the different types and uses of cloud computing.
Principles of Computer Security, Fifth Edition
Copyright © 2018 by McGraw-Hill Education. All rights reserved.
3
Key Terms (1 of 3)
Basic packet filtering
Bridge
Cloud computing
Coaxial cable
Collision domain
Concentrator
Data loss prevention (DLP)
Firewall
Hypervisor
Hub
Infrastructure as a Service (IaaS)
Internet content filters
Load balancer
Modem
Network access control
Principles of Computer Security, Fifth Edition
Copyright © 2018 by McGraw-Hill Education. All rights reserved.
Basic packet filtering – Filtering that looks at each packet entering or leaving the network and then either accepts the packet or rejects the packet based on user-defined rules. Each packet is examined separately.
Bridge – A network device that separates traffic into separate collision domains at the data layer of the OSI model.
Cloud computing – The automatic provisioning of on demand computational resources across a network.
Coaxial cable – A network cable that consists of a solid center core conductor and a physical spacer to the outer conductor which is wrapped around it. Commonly used in video systems.
Collision domain – An area of shared traffic in a network where packets from different conversations can collide.
Concentrator – A device used to manage multiple similar networking operations, such as provide a VPN endpoint for multiple VPNs.
Data loss prevention (DLP) – Technology, processes, and procedures designed to detect when unauthorized removal of data from a system occurs. DLP is typically
active, preventing the loss of data, either by blocking the transfer or dropping the connection.
Firewall – A network device used to segregate traffic based on rules.
Hypervisor - A low-level program that allows multiple operating systems to run concurrently on a single host computer.
Hub – A network device used to connect devices at the physical layer of the OSI model.
Infrastructure as a Service (IaaS) – The automatic, on-demand provisioning of infrastructure elements, operating as a service; a common element of cloud computing.
Internet content filters – A content-filtering system use to protect corporations from employees’ viewing of inappropriate or illegal content at the workplace.
Inital post please respond for the above post question one page with.docx
Inital post please respond for the above post question one page with intext citation and reference.
Required Resources
Read/review the following resources for this activity:
Minimum of 1 primary or scholarly source (from photographer or critic – either will count as your scholarly source requirement for discussions)
Initial Post Instructions
For the initial post, address one of the following options:
Option 1:
In the 19th century, the camera was a revolutionary invention, and many artists were concerned about the effect that photographs would have on the art world.
Did the invention of the camera change the arts? Why or why not?
Choose an artistic movement that you believe was influenced by the camera and discuss how the movement was affected.
Include at least one example of an artist and artwork in your response.
Include a statement from a current photographer or critic to support your points.
Option 2:
In the 21st century, the smartphone camera changed the way we use and view photography. In addition, apps and social media have changed the way we share photography.
How has the invention of the smartphone camera changed photography?
How have apps and social media changed the way we share photos? Are they positive and/or negative changes? Explain.
Include a statement from a current photographer or critic to support your points.
.
Infornnation Technologyin Hunnan ResourceAnEmpirical .docx
Infornnation Technology
in Hunnan Resource
:An
Empirical Assessnnent
By Alok Mishra, PhD, and Ibrahim Akman, PhD
The present paper begins by introducing a number of observations on tiie
appiications ot information teciinoiogy (iT) in tiie field of human resource
management (HRM) in gênerai. Tiiis is due to tiie fact that iT and its wide range of
appiications have already made their presence feit in this area. This wiii be
foliowed by a report on the findings of a survey on the present trends in
organizations with in the different sectors in Turkey. Aithough the impact of iT on
IHRM has iong been attracting the interest of academics, no empiricai research has
ever been reaiized in this fieid in Turiiey, and few studies have been reported
eisewhere. The survey was conducted among the 106 iT managers and
professionais from various sectors, based on whose resuits, the data shows that iT
is used extensiveiy in the organizations to perform IHRM functions in Turicey's
dynamic economy. The results aiso indicated that, while IT has an impact on aii
sectors in terms of IHRM to certain extent, the types of iT used vary significantiy
between recruitment, maintenance, and deveiopment tasi(s. However, the empiricai
resuits here reveai that these organizations are not appiying these technoiogies
systematicaiiy and maturely in the performance of HRM functions.
Key words: human resource management (HRM), human resource management
system (HRMS), human resource (HR), information technoiogy (iT), ANOVAtest,
chi-square test
T
he HRM function in organizations has gained increasing strategic emphasis, and
the importance of its alignment HRM and business strategies is well-acknowl-
edged.^ In fact, effective HRM is vital in order to be able to meet the market
demands with well-qualified employees at all times.^
Technology and HRM have a broad range of influences upon each other, and HR
professionals should be able to adopt technologies that allow the reengineering of the
HR function, be prepared to support organizational and work-design changes caused
by technology, and be able to support a proper managerial climate for innovative and
knowledge-based organizarions.^ These technological advances are being driven
primarily by strong demands from human resource professionals for enhancement in
speed, effectiveness, and cost containment."*
Public Personnel Management Volume 39 No. 3 Fall 2010 271
Snell, Stueber, and Lepak^ observe that HRMSs can meet the challenge of
simultaneously becoming more strategic, flexible, cost-efficient, and customer-oriented
by leveraging information technology Many experts forecast that the PC will become
the central tool for all HR professionals.^ Virtual HR is emerging due to the growing
sophistication of IT and increased external structural options.^ IT is beginning to
enable organizations to deliver state-of-the-art HR services, and reduced costs have
enabled companies, regardless of the firm size-to purchase HR technologies.^.
INFORMED CONSENT LETTER Page 1 of 2 SELF CONSENT .docx
INFORMED CONSENT LETTER
Page 1 of 2
SELF CONSENT
I have been invited to take part in a research study titled:
This investigation is spearheaded by Yulak Landa: whose contact information includes:
[email protected] and (305)833-0053
I understand that my participation is voluntary and that I can refuse to participate or stop taking
part any time without giving any reason and without facing any penalty. Additionally, I have the
right to request the return, removal, or destruction of any information relating to me or my
participation.
I am aware that the participation in this research study is on a voluntary basis, and I am free to
object the invitation as well as to withdraw my involvement as I would deem fit without offering any
reason, getting victimized, or facing any legal suit or conviction. It is also my right to ask for the
withdrawal, return, or discarding of any of the information shared or collected following my
participation in the study.
PURPOSE OF STUDY
I understand that the purpose of the study is to:
Determining how efficient are both the respiratory mask as well as standard mask in preventing
healthcare providers from getting exposed to corona virus in the course of their work. Can they all
be relied to offer the same protection?
PROCEDURES
I understand that if I volunteer to take part in this study, I will be asked to:
Declare information related to chronic illness or preexisting conditions as well as my age. I will as
well be required to fully adhere to the recommended hygiene standards as well as to be fully
dressed with protective gears which include the designated face mask, prior to getting exposed to
SARS- COV – 2 viruses. Also, I will have to undertake a 14 day or more in quarantine as well as
undertake the COVID 19 test. I shall also be required to undertake necessary treatments in the event
I am exposed to the virus.
BENEFITS
I understand that the benefits I may gain from participation include:
I will get a chance to enhance the safety of healthcare providers' who continue to dedicate their
efforts to the treatment and care of COVID_19 patients and relies on face masks as one of their PPE.
For Official Use Only
Received on:
Reviewed on:
End date:
File Number:
mailto:[email protected]
INFORMED CONSENT LETTER
Page 2 of 2
I will assist them in understanding if they would still use the standard face masks, taking into
consideration the general shortage of respiratory masks. All the instruments to be used and
expenses incurred will be covered by the researcher together with any counseling and treatments in
case I am exposed to the virus.
RISKS
I understand that the risks, discomforts, or stresses I may face during participation include:
I understand that I may get exposed to the virus, become sick, or even die from the COVID 19
disease. Due to the gravity of the illness, I may also be psychologically affected..
INFORMATIONGOVERNANCEFounded in 1807, John W.docx
INFORMATION
GOVERNANCE
Founded in 1807, John Wiley & Sons is the oldest independent publishing company in
the United States. With offi ces in North America, Europe, Asia, and Australia, Wiley
is globally committed to developing and marketing print and electronic products and
services for our customers’ professional and personal knowledge and understanding.
The Wiley CIO series provides information, tools, and insights to IT executives
and managers. The products in this series cover a wide range of topics that supply
strategic and implementation guidance on the latest technology trends, leadership, and
emerging best practices.
Titles in the Wiley CIO series include:
The Agile Architecture Revolution: How Cloud Computing, REST-Based SOA, and
Mobile Computing Are Changing Enterprise IT by Jason BloombergT
Big Data, Big Analytics: Emerging Business Intelligence and Analytic Trends for Today’s
Businesses by Michael Minelli, Michele Chambers, and Ambiga Dhiraj
The Chief Information Offi cer’s Body of Knowledge: People, Process, and Technology by
Dean Lane
CIO Best Practices: Enabling Strategic Value with Information Technology (Second
Edition) by Joe Stenzel, Randy Betancourt, Gary Cokins, Alyssa Farrell, Bill
Flemming, Michael H. Hugos, Jonathan Hujsak, and Karl Schubert
The CIO Playbook: Strategies and Best Practices for IT Leaders to Deliver Value by
Nicholas R. Colisto
Enterprise Performance Management Done Right: An Operating System for Your
Organization by Ron Dimon
Executive’s Guide to Virtual Worlds: How Avatars Are Transforming Your Business and
Your Brand by Lonnie Bensond
IT Leadership Manual: Roadmap to Becoming a Trusted Business Partner by Alan R. r
Guibord
Managing Electronic Records: Methods, Best Practices, and Technologies by Robert F. s
Smallwood
On Top of the Cloud: How CIOs Leverage New Technologies to Drive Change and Build
Value Across the Enterprise by Hunter Muller
Straight to the Top: CIO Leadership in a Mobile, Social, and Cloud-based World (Second
Edition) by Gregory S. Smith
Strategic IT: Best Practices for Managers and Executives by Arthur M. Langer ands
Lyle Yorks
Transforming IT Culture: How to Use Social Intelligence, Human Factors, and
Collaboration to Create an IT Department That Outperforms by Frank Wanders
Unleashing the Power of IT: Bringing People, Business, and Technology Together by Dan
Roberts
The U.S. Technology Skills Gap: What Every Technology Executive Must Know to Save
America’s Future by Gary J. Beach
Information Governance: Concepts, Strategies and Best Practices by Robert F. Smallwoods
Robert F. Smallwood
INFORMATION
GOVERNANCE
CONCEPTS, STRATEGIES AND
BEST PRACTICES
Cover image: © iStockphoto / IgorZh
Cover design: Wiley
Copyright © 2014 by Robert F. Smallwood. All rights reserved.
Chapter 7 © 2014 by Barclay Blair
Portions of Chapter 8 © 2014 by Randolph Kahn
Published by John Wiley & Sons, Inc., Hoboken, New Jersey.
Published simultaneously in .
Informative Presentation Delivery OutlineI. HeaderSpeec.docx
Informative Presentation Delivery Outline
I. Header
Speech Title:
Audience:
General Purpose/Speech Type:
Specific Purpose Statement:
Thesis Statement or Central Idea:
II. Introduction -
I. Greeting and Attention Getting Device
II. Establish speaker-audience-topic connection/ WIIFT?/ Motivate audience to listen. Reveal your topic – tell the audience what your speech is about.
III. Establish credibility/Ethos
IV. Establish your goodwill?
V. Preview your three main points
1. First main point; same as I in body
2. Second main point, same as II in body
3. Third main point; same as III in body
Transition: connect the introduction to the body
III. Body
I. First main point
A. Support for I (the first main point)
B. Further support for I (details, examples and/or visual aids)
Transition: connect the first major point to the second
II. Second main point
A. Support for II (the second main point)
B. Further support for II (details, examples and/or visual aids)
Transition: connect the second major point to the third
III. Third main point
A. Support for III (the third main point)
B. Further support for III (details, examples and/or visual aids)
Transition: connect the third major point (or all main points) to the conclusion
IV. Conclusion
Summary – Restate your three main points
1. First main point; same as I in body
2. Second main point; same as II in body
3. Third main point; same as III in body
Transition: connect your summary to your closure
Closure Device – (Close with Impact!)
References – you must cite your sources in APA style.
Failure to cite at least three sources will result in a “F” grade for the speech.
Please refer to any of the computer generate citation machines for proper citations.
http://www.easybib.com/
http://www.citationmachine.net/
http://www.bibme.org/apa
Do not use Wikipedia to find sources.
YOU MUST HAVE THREE REFERENCES! No EXCEPTIONS!
(DO NOT NUMBER YOUR CITATIONS!)
PAGE
2
Spring 2019/Assessment
.
Informed Consent FormBy the due date assigned, submit the Inform.docx
Informed Consent Form
By the due date assigned, submit the Informed Consent Letter to the
Submissions Area
(please note that this is only an example and no data may be collected).
Informed Consent Letter
Procedure section is clear, described in detail, specific, and all inclusive. Written in lay language (as documented by reading level score). Includes risks and benefits relevant to study. Address assent (if applicable).
Informed Consent Letter Example
IRB Application
.
INFORMATION THAT SHOULD GO INTO PROCESS RECORDING FOR MICRO WORK.docx
INFORMATION THAT SHOULD GO INTO PROCESS RECORDING
FOR MICRO WORK
There are various formats for completing a process recording. The following is an outline that covers the major areas we want included within a process recording. Please utilize the template that follows for completing a process recording with an individual, couple or family client(s).
1. Description/Identifying Information: The social work student’s name, date of the interview and the date of submission to the field instructor should always be included. Identify the client, always remembering to disguise client name to protect confidentiality. Include the number of times this client has been seen (i.e., "Fourth contact with Mrs. S."). On a first contact include name and ages of the client(s) you have written about. If client is seen in location other then the agency say where client was seen.
2. Purpose and Goalfor the Interview. Briefly state the purpose of the interaction and if there are any specific goals to be achieved, the nature of the presenting issues and/or referral.
3. Verbatim Dialogue (in the table below). A word-for-word description of what happened, as well as the student can recall, should be completed. This section does not have to include a full session of dialogue but should include a portion of dialogue. The field instructor and student should discuss what portions should be included in the verbatim dialogue.
4. Assessment of the Patient/Client/Consumer. This requires the student to describe the clients’ verbal and nonverbal reactions throughout the session. Consider everything that is occurring such as body language, facial expression, verbal outburst, etc.
5. The Student's Feelings and Reactions to the Client System and to the Interview (in the table below). This requires the student to put into writing unspoken thoughts and reactions s/he had during the interview e.g. "I was feeling angry at what the client was saying, not sure why I was reacting this way…”. “ I wonder what would happen if I said such-and-such.”
6. Identify Skills and/or Theory/ Conceptual Frameworks used (in the table below). The student should be able to identify what skills they used in an interaction, and/or what theoretical framework came to mind as they dialogued e.g. “I used the strengths perspective “ “I used the skill of partializing”
7. Supervisor/field instructor comments (in the table below) This requires the field instructor to provide review and critique of the student’s dialogue with the client system, skill identification, and interpretation of the client interview.
8. A summary assessment/analysis of the student's impressions. This is a summary of the student's analytical thinking about the entire interview and/or any specific interaction the student is unsure about. Include any client action or non-verbal activity that the student may want to discuss. (See Guided Questions at the end of the template for this section A-M)
9. Future plans. The .
Information Technology Capstone ProjectIn this course, learners .docx
Information Technology Capstone Project
In this course, learners apply knowledge and skills from other courses as they develop a project that benefits an organization, community, or industry. Learners prepare a proposal that includes a project description, deliverables, completion dates, and associated learning. Upon approval from the instructor, learners execute the proposal, record their progress weekly using a project tracking website, and produce a final project report.
.
INFORMATION TECHNOLOGY DISASTER RECOVERY PLAN 1250.docx
INFORMATION TECHNOLOGY
DISASTER RECOVERY PLAN
1250 Siskiyou Boulevard Ashland OR 97520
1
Revision History
Revision Change Date
1.0 Initial Disaster Recovery Policy 8/28/2013
1.1 Position and Personnel Changes 11/7/2016
1.2 Miscellaneous Updates 9/22/2017
Official copies of the document are available at the following locations:
• Department of Information Technology Office
• Office and home of the Chief Information Officer
2
Contents
Revision History .........................................................................................................................1
Official copies of the document are available at the following locations: .....................................1
Contents ......................................................................................................................................2
Section 1: Introduction ................................................................................................................3
Section 2: Scope ..........................................................................................................................3
Section 3: Assumptions ...............................................................................................................4
Section 4: Definitions ..................................................................................................................5
Section 5: Teams .........................................................................................................................7
5.0.1 Incident Commander ...................................................................................................7
5.0.2 Incident Command Team ............................................................................................7
5.1 Datacenter Recovery Team.............................................................................................7
5.2 Desktop, Lab, and Classroom Recovery Team ................................................................7
5.3 Enterprise Systems Recovery Team ................................................................................8
5.4 Infrastructure and Web Recovery Team..........................................................................9
5.5 Telecommunications, Network, and Internet Services Recovery Team ...........................9
5.6 Critical Southern Oregon University Contacts .............................................................. 10
Section 6: Recovery Preparations .............................................................................................. 11
6.1 Data Recovery Information: ......................................................................................... 11
6.2 Central Datacenter and Server Recovery Information: .................................................. 11
6.3 Network and Telecommunication Recovery Information: ............................................. 11
6..
Information Sciences 305 (2015) 357–383Contents lists availa.docx
Information Sciences 305 (2015) 357–383
Contents lists available at ScienceDirect
Information Sciences
journal homepage: www.elsevier .com/locate / ins
Security in cloud computing: Opportunities and challenges
http://dx.doi.org/10.1016/j.ins.2015.01.025
0020-0255/� 2015 Elsevier Inc. All rights reserved.
⇑ Corresponding author.
E-mail addresses: [email protected] (M. Ali), [email protected] (S.U. Khan), [email protected] (A.V. Vasilakos).
Mazhar Ali a,c,⇑, Samee U. Khan a, Athanasios V. Vasilakos b
a North Dakota State University, USA
b Kuwait University, Kuwait
c COMSATS Institute of Information Technology, Abbottabad, Pakistan
a r t i c l e i n f o
Article history:
Received 5 September 2014
Received in revised form 28 January 2015
Accepted 29 January 2015
Available online 7 February 2015
Keywords:
Cloud computing
Multi-tenancy
Security
Virtualization
Web services
a b s t r a c t
The cloud computing exhibits, remarkable potential to provide cost effective, easy to man-
age, elastic, and powerful resources on the fly, over the Internet. The cloud computing,
upsurges the capabilities of the hardware resources by optimal and shared utilization.
The above mentioned features encourage the organizations and individual users to shift
their applications and services to the cloud. Even the critical infrastructure, for example,
power generation and distribution plants are being migrated to the cloud computing
paradigm. However, the services provided by third-party cloud service providers entail
additional security threats. The migration of user’s assets (data, applications, etc.) outside
the administrative control in a shared environment where numerous users are collocated
escalates the security concerns. This survey details the security issues that arise due to the
very nature of cloud computing. Moreover, the survey presents the recent solutions pre-
sented in the literature to counter the security issues. Furthermore, a brief view of security
vulnerabilities in the mobile cloud computing are also highlighted. In the end, the discus-
sion on the open issues and future research directions is also presented.
� 2015 Elsevier Inc. All rights reserved.
1. Introduction
Since its inception, the cloud computing paradigm has gained the widespread popularity in the industry and academia
[88]. The economical, scalable, expedient, ubiquitous, and on-demand access to shared resources are some of the character-
istics of the cloud that have resulted in shifting the business processes to the cloud [25,2]. The cloud computing attracts the
attention of research community due to its potential to provide tremendous benefits to the industry and the community
[9,88]. The resources are provided to the users and released based on demands from the pool of shared resources [4]. The
on-demand resource provisioning ensures the optimal resource allocation and is also cost effective [78]. The consumers
(individuals and business organizations) no longer need to invest he.
Information Systems for Business and Beyond David .docx
Information Systems for Business and Beyond
David T. Bourgeois, Ph.D.
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Saylor URL: http://www.saylor.org/courses/bus206
Attributed to: David T. Bourgeois, Ph.D.
saylor.org
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Information Systems for Business and Beyond © 2014 David T. Bourgeois, is licensed under a Creative Commons Attribution (CC BY) license made possible by funding from The Saylor Foundation's Open Textbook Challenge in order to be incorporated into Saylor.org's collection of open courses available at http://www.saylor.org. Full license terms may be viewed at: http://creativecommons.org/licenses/by/3.0/legalcode
tombryan
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Contents
1Introduction
Part 1: What Is an Information System?
Chapter 1: What Is an Information System?
5David T. Bourgeois
Chapter 2: Hardware
14David T. Bourgeois
Chapter 3: Software
26David T. Bourgeois
Chapter 4: Data and Databases
39David T. Bourgeois
Chapter 5: Networking and Communication
52David T. Bourgeois
Chapter 6: Information Systems Security
64David T. Bourgeois
Part 2: Information Systems for Strategic Advantage
Chapter 7: Does IT Matter?
76David T. Bourgeois
Chapter 8: Business Processes
85David T. Bourgeois
Chapter 9: The People in Information Systems
94David T. Bourgeois
Chapter 10: Information Systems Development
104David T. Bourgeois
Part 3: Information Systems Beyond the Organization
Chapter 11: Globalization and the Digital Divide
120David T. Bourgeois
Chapter 12: The Ethical and Legal Implications of Information Systems
129David T. Bourgeois
Chapter 13: Future Trends in Information Systems
144David T. Bourgeois
150Answers to Study Questions
162Bibliography
iv Saylor URL: http://www.saylor.org/courses/bus206
Attributed to: David T. Bourgeois, Ph.D.
saylor.org
Saylor URL: http://www.saylor.org/courses/bus206
Attributed to: David T. Bourgeois, Ph.D.
Introduction
Welcome to Information Systems for Business and Beyond. In this book, you will be introduced to the
concept of information systems, their use in business, and the larger impact they are having on our world.
Audience
This book is written as an introductory text, meant for those with little or no experience with computers
or information systems. While sometimes the descriptions can get a little bit technical, every effort has
been made to convey the information essential to understanding a topic while not getting bogged down in
detailed terminology or .
Information Systems for Business and Beyond (2019) .docx
Information Systems for Business and Beyond (2019)
Information Systems for
Business and Beyond (2019)
Information systems, their use in business, and the
larger impact they are having on our world.
DAVID BOURGEOIS
JOSEPH MORTATI, SHOUHONG WANG,
AND JAMES SMITH
Information Systems for Business and Beyond (2019) by David Bourgeois is licensed
under a Creative Commons Attribution-NonCommercial 4.0 International License,
except where otherwise noted.
This book was initially developed in 2014 by Dr. David Bourgeois as part of
the Open Textbook Challenge funded by the Saylor Foundation. This 2019
edition is an update to that textbook.
This book was produced with Pressbooks (https://pressbooks.com) and
rendered with Prince.
https://creativecommons.org/licenses/by-nc/4.0/
https://www.saylor.org/2011/10/open-textbook-challenge-making-textbooks-available/
https://saylor.org/
Information Systems for
Business and Beyond
Updated edition: August 1, 2019
DAVID T. BOURGEOIS, PH.D.
JAMES L. SMITH, PH.D.
SHOUHONG WANG, PH.D.
JOSEPH MORTATI, MBA
Title Page | v
Copyright
Information Systems for Business and Beyond (2019) by David Bourgeois is licensed
under a Creative Commons Attribution-NonCommercial 4.0 International License,
except where otherwise noted.
vi | Copyright
https://opentextbook.site/informationsystems2019
https://creativecommons.org/licenses/by-nc/4.0/
http://creativecommons.org/licenses/by/3.0/legalcode
Book Contributors
Information Systems for Business and Beyond was originally
developed in 2014 by David T. Bourgeois Ph.D.
Updates for the 2019 edition were graciously contributed by:
• James L. Smith Ph.D. (all chapters)
• Shouhong Wong, Ph.D. (chapters 4 and 8)
• Joseph Mortati, MBA (chapter 10)
Book Contributors | vii
Changes from Previous
Edition
Information Systems for Business and Beyond was written by Dr.
David Bourgeois and originally published in 2014 as part of the
Open Textbook Challenge at the Saylor Foundation. Since then, it
has been accessed thousands of time and used in many courses
worldwide. This 2019 update to the textbook brings it up to date
and adds many new topics. True to its open textbook roots, many
of the updates have come from the community of instructors and
practitioners who are passionate about information systems. See
the page Book Contributors to see the primary contributors to this
edition. A majority of the changes listed below were made by Dr.
James Smith, who did a revision to this text in 2018.
Here is a summary of the changes made:
Overall
• New and updated images, especially those related to statistics,
in order to bring them up to date.
• References brought up to date.
• Added labs for every chapter.
• Added an index.
• Editing for consistency.
Chapter 1: What is an information system?
• Added video: Blum’s fibre optic TED Talk
viii | Changes from Previous Edition
Chapter 2: Har.
Information Sharing, Dot Connecting and Intelligence Failures.docx
Information Sharing, Dot Connecting and Intelligence Failures:
Revisiting Conventional Wisdom
By
Russell Travers
Deputy Director, Information Sharing and Knowledge Development
National Counterterrorism Center
This paper, written in August 2009, was submitted to the Director of National Intelligence
2009 Galileo Awards Program. The Galileo Awards Program is an annual Intelligence
Community-wide competition designed to encourage and recognize innovative workforce
ideas that address current challenges and help shape the future of U.S. Intelligence.
All statements of fact, opinion, or analysis expressed are those of the author and do not
reflect the official positions or views of the National Counterterrorism Center (NCTC) or
any other U.S. Government agency. Nothing in the contents should be construed as
implying U.S. Government or NCTC endorsement of the author’s views. This material has
been reviewed to prevent the disclosure of classified information.
The year is 2014. The Intelligence Community is ten years into its efforts to
implement the Intelligence Reform and Terrorism Prevention Act (IRTPA). While
change has been evident on many fronts, nothing was more closely identified with
intelligence reform than information sharing; ever since the 9/11 Commission
declared that “the biggest impediment to all-source analysis – to a greater
likelihood of connecting the dots – is the human or systemic resistance to sharing
information”1, the two had been inextricably linked. And while we were pushing
more electrons than ever before, dissatisfaction continued: in 2014, as in 2009,
no analyst in the IC had effective access to all information; analysts in many parts
of the Community complained that they couldn’t get operational traffic or law
enforcement information; we had little ability to do large scale processing of
foreign and domestic data sets; our non Federal partners were still dissatisfied
with the quality of information sharing. A dizzying array of directives had been
issued. Arbitration procedures had been established. And yet organizations
weren’t getting the information they claimed to “need.” Legitimate issues
coexisted with tripe. According to the critics, we still couldn’t connect those dots.
The reality, however, was far more complex: the only question was whether it
took a major intelligence failure to realize that fact.
This is the path we’re on. We will continue to hear claims that information sharing has
“barely improved since 9/11.” Such hyperbole is unmitigated nonsense. The robust sharing of
information between and among the key organizations has undoubtedly contributed to the fact
that we haven’t suffered a major attack. And by any objective standard, the level of sharing
1 The 9/11 Commission Report: Final Report of the National Commission on Terrorist Attacks Upon the United
States; U.S. Government Print.
information for assignment will be provided once I pick the person t.docx
information for assignment will be provided once I pick the person to do assignment
Explore content on the
module overview
page.
Write a 1-page reaction to the prompts below.
What did you notice about presentation from the Student Success Conference and the data sets...
What surprised you?
What made you uncomfortable?
What additional data is needed to further explore and understand the underlying issue?
How do you enact brave leadership, genuine care, and civic consciousness in your work?
Supplemental Readings
Reflections from a Community College Historian (Links to an external site.)
The Economic Value of Arizona's Community Colleges
.
Information or cyber warfare is computer related attacks which a.docx
Information or cyber warfare is computer related attacks which are guided towards information and information systems for the purposes of causing terror. Many of the cyber crimes are politically instigated and they are carried out by clandestine groups targeting non combatant groups. Enemies can collect information so as to have a competitive advantage over their foes, especially on matters of security (Van Niekerk & Maharaj, 2011). A good example of information warfare was the denial-of –service (DOS) attacks by Russia on
Estonia
in 2007 and on Georgia in 2008.
The greatest risk that any information warfare can pose is infrastructural risk. Countries all over the world are highly dependent on technology to carry out services such as communication, transport, electrical grid, and manufacturing facilities. For instance, Estonia is one of the most internet dependent countries in the provision of services to the citizens; this made the country highly vulnerable to Russian cyber attacks on their systems. The first area that was affected by these attacks was the government websites, where traffic was used to bombard the websites so people could be denied service. The other greatly affected areas in Estonia were the news publications as they could not convey information internationally because their systems were jammed. The banking system was greatly affected by the attacks, people could not access all the online services of banks, and the debit cards for banks, especially Hansbank, could not be used inside and outside the country. According to Lewis (2014) from a military strategic perspective, attacks that do not degrade national capabilities are not significant. This shows how information warfare can disrupt national services that are dependent on information systems. Other critical infrastructures that can be attacked are dams that can disrupt water supplies, and air traffic. https://homeworkharbour.info/have-instructions-attached-along-with-a-few-powerpoint-decks-also-included-a-su
Information warfare poses a security risk in any country. Cyberwarfare is not all about disruption and destroying of information but involves hacking information systems to obtain confidential information. This action can lead to personal, institutional and national security risk issues. Hackers can access the information about prominent people and use it against them for political or any other gain. Personal information that can be useful to hackers include photos, business document, bank documents etc. In an institutional level information can be obtained for the purposes of competition or tarnishing the image of the company. One of the most important information that can be stolen from an organizations database is the trade secrets which can be used by competitors to gain a competitive advantage. All the countries around the world are faced with security risks that are caused by cyber warfare. Currently the United States is more concerned by cyber warfare m.
Information SecurityPrinciples and Practices, 2nd Edit.docx
Information Security
Principles and Practices, 2nd Edition
Dr. Cindi Nadelman
New England College
Chapter 2: Information Security Principles of Success
*
© Pearson Education 2014, Information Security: Principles and Practices, 2nd Edition
*
ObjectivesBuild an awareness of 12 basic principles of information securityDistinguish among the three main security goalsLearn how to design and apply the principle of “Defense in Depth”Comprehend human vulnerabilities are security systems
© Pearson Education 2014, Information Security: Principles and Practices, 2nd Edition
*
© Pearson Education 2014, Information Security: Principles and Practices, 2nd Edition
*
Objectives (cont.)Explain the difference between functional and assurance requirementsComprehend the fallacy of security through obscurityComprehend the importance of risk analysis and risk management tools and techniquesDetermine which side of open disclosure debate you would take
© Pearson Education 2014, Information Security: Principles and Practices, 2nd Edition
*
© Pearson Education 2014, Information Security: Principles and Practices, 2nd Edition
*
IntroductionBest security specialists combine practical knowledge and technical skills with understanding of human natureNo two systems or situations are identical, and there are no cookbooks to consult on how to solve security problems
© Pearson Education 2014, Information Security: Principles and Practices, 2nd Edition
*
© Pearson Education 2014, Information Security: Principles and Practices, 2nd Edition
*Given enough time, tools, skills, and inclination, a hacker can break through any security measureSecurity testing can buy additional time so the attackers are caught in the act
Principle 1:There Is No Such Thing as Absolute Security
© Pearson Education 2014, Information Security: Principles and Practices, 2nd Edition
*
© Pearson Education 2014, Information Security: Principles and Practices, 2nd Edition
*All information security measures try to address at least one of the three goals:ConfidentialityIntegrityAvailability The three security goals form the CIA triad
Principle 2: The Three Security Goals Are Confidentiality, Integrity, and Availability
© Pearson Education 2014, Information Security: Principles and Practices, 2nd Edition
*
© Pearson Education 2014, Information Security: Principles and Practices, 2nd Edition
*Protect the confidentiality of dataConfidentiality models are primarily intended to ensure that no unauthorized access to information is permitted and that accidental disclosure of sensitive information is not possible Preserve the integrity of dataIntegrity models keep data pure and trustworthy by protecting system data from intentional and accidental changesPromote the availability of data for authorized useAvailability models keep data and resources available for authorized use during denial-of-service attacks, natural disasters, and equipment failures
Principle 2: The Three Secur.
Information Assurance (IA) is the practice of safeguarding informati.docx
Information Assurance (IA) is the practice of safeguarding information and managing risks related to the use, processing, storage, and transmission of information or data, the systems and processes used for those purposes. In financial industry, how does information assurance applied, in assuring that debit and credit card information and other financial information is protected.
provide the weaknesses in these systems and how to improve them.
.
How libraries can support authors with open access requirements for UKRI fund...
How libraries can support authors with open access requirements for UKRI funded books
Wednesday 22 May 2024, 14:00-15:00.
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Initial Post: Identify all the components of a cell. Describe the function of each of these components.
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Compare and contrast life for colonial women in Virginia Colony and Massachusetts. What could women expect from daily living in these colonies? Was class/status more important for women in one colony than the other? Research Margaret Brent who was also known as Elizabeth Poole) She purchased lands in Plymouth from the Indians in 1637. Research her and describe how her experience serves as an example in your response. Minimum length is 500 words.
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Infrastructure SecurityChapter 10Principles of Compute.docx
Infrastructure Security
Chapter 10
Principles of Computer Security, Fifth Edition
Copyright © 2018 by McGraw-Hill Education. All rights reserved.
Objectives (1 of 2)
Construct networks using different types of network devices.
Enhance security using security devices.
Understand virtualization concepts.
Enhance security using NAC/NAP methodologies.
Identify the different types of media used to carry network signals.
Describe the different types of storage media used to store information.
Principles of Computer Security, Fifth Edition
Copyright © 2018 by McGraw-Hill Education. All rights reserved.
2
Objectives (2 of 2)
Use basic terminology associated with network functions related to information security.
Describe the different types and uses of cloud computing.
Principles of Computer Security, Fifth Edition
Copyright © 2018 by McGraw-Hill Education. All rights reserved.
3
Key Terms (1 of 3)
Basic packet filtering
Bridge
Cloud computing
Coaxial cable
Collision domain
Concentrator
Data loss prevention (DLP)
Firewall
Hypervisor
Hub
Infrastructure as a Service (IaaS)
Internet content filters
Load balancer
Modem
Network access control
Principles of Computer Security, Fifth Edition
Copyright © 2018 by McGraw-Hill Education. All rights reserved.
Basic packet filtering – Filtering that looks at each packet entering or leaving the network and then either accepts the packet or rejects the packet based on user-defined rules. Each packet is examined separately.
Bridge – A network device that separates traffic into separate collision domains at the data layer of the OSI model.
Cloud computing – The automatic provisioning of on demand computational resources across a network.
Coaxial cable – A network cable that consists of a solid center core conductor and a physical spacer to the outer conductor which is wrapped around it. Commonly used in video systems.
Collision domain – An area of shared traffic in a network where packets from different conversations can collide.
Concentrator – A device used to manage multiple similar networking operations, such as provide a VPN endpoint for multiple VPNs.
Data loss prevention (DLP) – Technology, processes, and procedures designed to detect when unauthorized removal of data from a system occurs. DLP is typically
active, preventing the loss of data, either by blocking the transfer or dropping the connection.
Firewall – A network device used to segregate traffic based on rules.
Hypervisor - A low-level program that allows multiple operating systems to run concurrently on a single host computer.
Hub – A network device used to connect devices at the physical layer of the OSI model.
Infrastructure as a Service (IaaS) – The automatic, on-demand provisioning of infrastructure elements, operating as a service; a common element of cloud computing.
Internet content filters – A content-filtering system use to protect corporations from employees’ viewing of inappropriate or illegal content at the workplace.
Inital post please respond for the above post question one page with.docx
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Required Resources
Read/review the following resources for this activity:
Minimum of 1 primary or scholarly source (from photographer or critic – either will count as your scholarly source requirement for discussions)
Initial Post Instructions
For the initial post, address one of the following options:
Option 1:
In the 19th century, the camera was a revolutionary invention, and many artists were concerned about the effect that photographs would have on the art world.
Did the invention of the camera change the arts? Why or why not?
Choose an artistic movement that you believe was influenced by the camera and discuss how the movement was affected.
Include at least one example of an artist and artwork in your response.
Include a statement from a current photographer or critic to support your points.
Option 2:
In the 21st century, the smartphone camera changed the way we use and view photography. In addition, apps and social media have changed the way we share photography.
How has the invention of the smartphone camera changed photography?
How have apps and social media changed the way we share photos? Are they positive and/or negative changes? Explain.
Include a statement from a current photographer or critic to support your points.
.
Infornnation Technologyin Hunnan ResourceAnEmpirical .docx
Infornnation Technology
in Hunnan Resource
:An
Empirical Assessnnent
By Alok Mishra, PhD, and Ibrahim Akman, PhD
The present paper begins by introducing a number of observations on tiie
appiications ot information teciinoiogy (iT) in tiie field of human resource
management (HRM) in gênerai. Tiiis is due to tiie fact that iT and its wide range of
appiications have already made their presence feit in this area. This wiii be
foliowed by a report on the findings of a survey on the present trends in
organizations with in the different sectors in Turkey. Aithough the impact of iT on
IHRM has iong been attracting the interest of academics, no empiricai research has
ever been reaiized in this fieid in Turiiey, and few studies have been reported
eisewhere. The survey was conducted among the 106 iT managers and
professionais from various sectors, based on whose resuits, the data shows that iT
is used extensiveiy in the organizations to perform IHRM functions in Turicey's
dynamic economy. The results aiso indicated that, while IT has an impact on aii
sectors in terms of IHRM to certain extent, the types of iT used vary significantiy
between recruitment, maintenance, and deveiopment tasi(s. However, the empiricai
resuits here reveai that these organizations are not appiying these technoiogies
systematicaiiy and maturely in the performance of HRM functions.
Key words: human resource management (HRM), human resource management
system (HRMS), human resource (HR), information technoiogy (iT), ANOVAtest,
chi-square test
T
he HRM function in organizations has gained increasing strategic emphasis, and
the importance of its alignment HRM and business strategies is well-acknowl-
edged.^ In fact, effective HRM is vital in order to be able to meet the market
demands with well-qualified employees at all times.^
Technology and HRM have a broad range of influences upon each other, and HR
professionals should be able to adopt technologies that allow the reengineering of the
HR function, be prepared to support organizational and work-design changes caused
by technology, and be able to support a proper managerial climate for innovative and
knowledge-based organizarions.^ These technological advances are being driven
primarily by strong demands from human resource professionals for enhancement in
speed, effectiveness, and cost containment."*
Public Personnel Management Volume 39 No. 3 Fall 2010 271
Snell, Stueber, and Lepak^ observe that HRMSs can meet the challenge of
simultaneously becoming more strategic, flexible, cost-efficient, and customer-oriented
by leveraging information technology Many experts forecast that the PC will become
the central tool for all HR professionals.^ Virtual HR is emerging due to the growing
sophistication of IT and increased external structural options.^ IT is beginning to
enable organizations to deliver state-of-the-art HR services, and reduced costs have
enabled companies, regardless of the firm size-to purchase HR technologies.^.
INFORMED CONSENT LETTER Page 1 of 2 SELF CONSENT .docx
INFORMED CONSENT LETTER
Page 1 of 2
SELF CONSENT
I have been invited to take part in a research study titled:
This investigation is spearheaded by Yulak Landa: whose contact information includes:
[email protected] and (305)833-0053
I understand that my participation is voluntary and that I can refuse to participate or stop taking
part any time without giving any reason and without facing any penalty. Additionally, I have the
right to request the return, removal, or destruction of any information relating to me or my
participation.
I am aware that the participation in this research study is on a voluntary basis, and I am free to
object the invitation as well as to withdraw my involvement as I would deem fit without offering any
reason, getting victimized, or facing any legal suit or conviction. It is also my right to ask for the
withdrawal, return, or discarding of any of the information shared or collected following my
participation in the study.
PURPOSE OF STUDY
I understand that the purpose of the study is to:
Determining how efficient are both the respiratory mask as well as standard mask in preventing
healthcare providers from getting exposed to corona virus in the course of their work. Can they all
be relied to offer the same protection?
PROCEDURES
I understand that if I volunteer to take part in this study, I will be asked to:
Declare information related to chronic illness or preexisting conditions as well as my age. I will as
well be required to fully adhere to the recommended hygiene standards as well as to be fully
dressed with protective gears which include the designated face mask, prior to getting exposed to
SARS- COV – 2 viruses. Also, I will have to undertake a 14 day or more in quarantine as well as
undertake the COVID 19 test. I shall also be required to undertake necessary treatments in the event
I am exposed to the virus.
BENEFITS
I understand that the benefits I may gain from participation include:
I will get a chance to enhance the safety of healthcare providers' who continue to dedicate their
efforts to the treatment and care of COVID_19 patients and relies on face masks as one of their PPE.
For Official Use Only
Received on:
Reviewed on:
End date:
File Number:
mailto:[email protected]
INFORMED CONSENT LETTER
Page 2 of 2
I will assist them in understanding if they would still use the standard face masks, taking into
consideration the general shortage of respiratory masks. All the instruments to be used and
expenses incurred will be covered by the researcher together with any counseling and treatments in
case I am exposed to the virus.
RISKS
I understand that the risks, discomforts, or stresses I may face during participation include:
I understand that I may get exposed to the virus, become sick, or even die from the COVID 19
disease. Due to the gravity of the illness, I may also be psychologically affected..
INFORMATIONGOVERNANCEFounded in 1807, John W.docx
INFORMATION
GOVERNANCE
Founded in 1807, John Wiley & Sons is the oldest independent publishing company in
the United States. With offi ces in North America, Europe, Asia, and Australia, Wiley
is globally committed to developing and marketing print and electronic products and
services for our customers’ professional and personal knowledge and understanding.
The Wiley CIO series provides information, tools, and insights to IT executives
and managers. The products in this series cover a wide range of topics that supply
strategic and implementation guidance on the latest technology trends, leadership, and
emerging best practices.
Titles in the Wiley CIO series include:
The Agile Architecture Revolution: How Cloud Computing, REST-Based SOA, and
Mobile Computing Are Changing Enterprise IT by Jason BloombergT
Big Data, Big Analytics: Emerging Business Intelligence and Analytic Trends for Today’s
Businesses by Michael Minelli, Michele Chambers, and Ambiga Dhiraj
The Chief Information Offi cer’s Body of Knowledge: People, Process, and Technology by
Dean Lane
CIO Best Practices: Enabling Strategic Value with Information Technology (Second
Edition) by Joe Stenzel, Randy Betancourt, Gary Cokins, Alyssa Farrell, Bill
Flemming, Michael H. Hugos, Jonathan Hujsak, and Karl Schubert
The CIO Playbook: Strategies and Best Practices for IT Leaders to Deliver Value by
Nicholas R. Colisto
Enterprise Performance Management Done Right: An Operating System for Your
Organization by Ron Dimon
Executive’s Guide to Virtual Worlds: How Avatars Are Transforming Your Business and
Your Brand by Lonnie Bensond
IT Leadership Manual: Roadmap to Becoming a Trusted Business Partner by Alan R. r
Guibord
Managing Electronic Records: Methods, Best Practices, and Technologies by Robert F. s
Smallwood
On Top of the Cloud: How CIOs Leverage New Technologies to Drive Change and Build
Value Across the Enterprise by Hunter Muller
Straight to the Top: CIO Leadership in a Mobile, Social, and Cloud-based World (Second
Edition) by Gregory S. Smith
Strategic IT: Best Practices for Managers and Executives by Arthur M. Langer ands
Lyle Yorks
Transforming IT Culture: How to Use Social Intelligence, Human Factors, and
Collaboration to Create an IT Department That Outperforms by Frank Wanders
Unleashing the Power of IT: Bringing People, Business, and Technology Together by Dan
Roberts
The U.S. Technology Skills Gap: What Every Technology Executive Must Know to Save
America’s Future by Gary J. Beach
Information Governance: Concepts, Strategies and Best Practices by Robert F. Smallwoods
Robert F. Smallwood
INFORMATION
GOVERNANCE
CONCEPTS, STRATEGIES AND
BEST PRACTICES
Cover image: © iStockphoto / IgorZh
Cover design: Wiley
Copyright © 2014 by Robert F. Smallwood. All rights reserved.
Chapter 7 © 2014 by Barclay Blair
Portions of Chapter 8 © 2014 by Randolph Kahn
Published by John Wiley & Sons, Inc., Hoboken, New Jersey.
Published simultaneously in .
Informative Presentation Delivery OutlineI. HeaderSpeec.docx
Informative Presentation Delivery Outline
I. Header
Speech Title:
Audience:
General Purpose/Speech Type:
Specific Purpose Statement:
Thesis Statement or Central Idea:
II. Introduction -
I. Greeting and Attention Getting Device
II. Establish speaker-audience-topic connection/ WIIFT?/ Motivate audience to listen. Reveal your topic – tell the audience what your speech is about.
III. Establish credibility/Ethos
IV. Establish your goodwill?
V. Preview your three main points
1. First main point; same as I in body
2. Second main point, same as II in body
3. Third main point; same as III in body
Transition: connect the introduction to the body
III. Body
I. First main point
A. Support for I (the first main point)
B. Further support for I (details, examples and/or visual aids)
Transition: connect the first major point to the second
II. Second main point
A. Support for II (the second main point)
B. Further support for II (details, examples and/or visual aids)
Transition: connect the second major point to the third
III. Third main point
A. Support for III (the third main point)
B. Further support for III (details, examples and/or visual aids)
Transition: connect the third major point (or all main points) to the conclusion
IV. Conclusion
Summary – Restate your three main points
1. First main point; same as I in body
2. Second main point; same as II in body
3. Third main point; same as III in body
Transition: connect your summary to your closure
Closure Device – (Close with Impact!)
References – you must cite your sources in APA style.
Failure to cite at least three sources will result in a “F” grade for the speech.
Please refer to any of the computer generate citation machines for proper citations.
http://www.easybib.com/
http://www.citationmachine.net/
http://www.bibme.org/apa
Do not use Wikipedia to find sources.
YOU MUST HAVE THREE REFERENCES! No EXCEPTIONS!
(DO NOT NUMBER YOUR CITATIONS!)
PAGE
2
Spring 2019/Assessment
.
Informed Consent FormBy the due date assigned, submit the Inform.docx
Informed Consent Form
By the due date assigned, submit the Informed Consent Letter to the
Submissions Area
(please note that this is only an example and no data may be collected).
Informed Consent Letter
Procedure section is clear, described in detail, specific, and all inclusive. Written in lay language (as documented by reading level score). Includes risks and benefits relevant to study. Address assent (if applicable).
Informed Consent Letter Example
IRB Application
.
INFORMATION THAT SHOULD GO INTO PROCESS RECORDING FOR MICRO WORK.docx
INFORMATION THAT SHOULD GO INTO PROCESS RECORDING
FOR MICRO WORK
There are various formats for completing a process recording. The following is an outline that covers the major areas we want included within a process recording. Please utilize the template that follows for completing a process recording with an individual, couple or family client(s).
1. Description/Identifying Information: The social work student’s name, date of the interview and the date of submission to the field instructor should always be included. Identify the client, always remembering to disguise client name to protect confidentiality. Include the number of times this client has been seen (i.e., "Fourth contact with Mrs. S."). On a first contact include name and ages of the client(s) you have written about. If client is seen in location other then the agency say where client was seen.
2. Purpose and Goalfor the Interview. Briefly state the purpose of the interaction and if there are any specific goals to be achieved, the nature of the presenting issues and/or referral.
3. Verbatim Dialogue (in the table below). A word-for-word description of what happened, as well as the student can recall, should be completed. This section does not have to include a full session of dialogue but should include a portion of dialogue. The field instructor and student should discuss what portions should be included in the verbatim dialogue.
4. Assessment of the Patient/Client/Consumer. This requires the student to describe the clients’ verbal and nonverbal reactions throughout the session. Consider everything that is occurring such as body language, facial expression, verbal outburst, etc.
5. The Student's Feelings and Reactions to the Client System and to the Interview (in the table below). This requires the student to put into writing unspoken thoughts and reactions s/he had during the interview e.g. "I was feeling angry at what the client was saying, not sure why I was reacting this way…”. “ I wonder what would happen if I said such-and-such.”
6. Identify Skills and/or Theory/ Conceptual Frameworks used (in the table below). The student should be able to identify what skills they used in an interaction, and/or what theoretical framework came to mind as they dialogued e.g. “I used the strengths perspective “ “I used the skill of partializing”
7. Supervisor/field instructor comments (in the table below) This requires the field instructor to provide review and critique of the student’s dialogue with the client system, skill identification, and interpretation of the client interview.
8. A summary assessment/analysis of the student's impressions. This is a summary of the student's analytical thinking about the entire interview and/or any specific interaction the student is unsure about. Include any client action or non-verbal activity that the student may want to discuss. (See Guided Questions at the end of the template for this section A-M)
9. Future plans. The .
Information Technology Capstone ProjectIn this course, learners .docx
Information Technology Capstone Project
In this course, learners apply knowledge and skills from other courses as they develop a project that benefits an organization, community, or industry. Learners prepare a proposal that includes a project description, deliverables, completion dates, and associated learning. Upon approval from the instructor, learners execute the proposal, record their progress weekly using a project tracking website, and produce a final project report.
.
INFORMATION TECHNOLOGY DISASTER RECOVERY PLAN 1250.docx
INFORMATION TECHNOLOGY
DISASTER RECOVERY PLAN
1250 Siskiyou Boulevard Ashland OR 97520
1
Revision History
Revision Change Date
1.0 Initial Disaster Recovery Policy 8/28/2013
1.1 Position and Personnel Changes 11/7/2016
1.2 Miscellaneous Updates 9/22/2017
Official copies of the document are available at the following locations:
• Department of Information Technology Office
• Office and home of the Chief Information Officer
2
Contents
Revision History .........................................................................................................................1
Official copies of the document are available at the following locations: .....................................1
Contents ......................................................................................................................................2
Section 1: Introduction ................................................................................................................3
Section 2: Scope ..........................................................................................................................3
Section 3: Assumptions ...............................................................................................................4
Section 4: Definitions ..................................................................................................................5
Section 5: Teams .........................................................................................................................7
5.0.1 Incident Commander ...................................................................................................7
5.0.2 Incident Command Team ............................................................................................7
5.1 Datacenter Recovery Team.............................................................................................7
5.2 Desktop, Lab, and Classroom Recovery Team ................................................................7
5.3 Enterprise Systems Recovery Team ................................................................................8
5.4 Infrastructure and Web Recovery Team..........................................................................9
5.5 Telecommunications, Network, and Internet Services Recovery Team ...........................9
5.6 Critical Southern Oregon University Contacts .............................................................. 10
Section 6: Recovery Preparations .............................................................................................. 11
6.1 Data Recovery Information: ......................................................................................... 11
6.2 Central Datacenter and Server Recovery Information: .................................................. 11
6.3 Network and Telecommunication Recovery Information: ............................................. 11
6..
Information Sciences 305 (2015) 357–383Contents lists availa.docx
Information Sciences 305 (2015) 357–383
Contents lists available at ScienceDirect
Information Sciences
journal homepage: www.elsevier .com/locate / ins
Security in cloud computing: Opportunities and challenges
http://dx.doi.org/10.1016/j.ins.2015.01.025
0020-0255/� 2015 Elsevier Inc. All rights reserved.
⇑ Corresponding author.
E-mail addresses: [email protected] (M. Ali), [email protected] (S.U. Khan), [email protected] (A.V. Vasilakos).
Mazhar Ali a,c,⇑, Samee U. Khan a, Athanasios V. Vasilakos b
a North Dakota State University, USA
b Kuwait University, Kuwait
c COMSATS Institute of Information Technology, Abbottabad, Pakistan
a r t i c l e i n f o
Article history:
Received 5 September 2014
Received in revised form 28 January 2015
Accepted 29 January 2015
Available online 7 February 2015
Keywords:
Cloud computing
Multi-tenancy
Security
Virtualization
Web services
a b s t r a c t
The cloud computing exhibits, remarkable potential to provide cost effective, easy to man-
age, elastic, and powerful resources on the fly, over the Internet. The cloud computing,
upsurges the capabilities of the hardware resources by optimal and shared utilization.
The above mentioned features encourage the organizations and individual users to shift
their applications and services to the cloud. Even the critical infrastructure, for example,
power generation and distribution plants are being migrated to the cloud computing
paradigm. However, the services provided by third-party cloud service providers entail
additional security threats. The migration of user’s assets (data, applications, etc.) outside
the administrative control in a shared environment where numerous users are collocated
escalates the security concerns. This survey details the security issues that arise due to the
very nature of cloud computing. Moreover, the survey presents the recent solutions pre-
sented in the literature to counter the security issues. Furthermore, a brief view of security
vulnerabilities in the mobile cloud computing are also highlighted. In the end, the discus-
sion on the open issues and future research directions is also presented.
� 2015 Elsevier Inc. All rights reserved.
1. Introduction
Since its inception, the cloud computing paradigm has gained the widespread popularity in the industry and academia
[88]. The economical, scalable, expedient, ubiquitous, and on-demand access to shared resources are some of the character-
istics of the cloud that have resulted in shifting the business processes to the cloud [25,2]. The cloud computing attracts the
attention of research community due to its potential to provide tremendous benefits to the industry and the community
[9,88]. The resources are provided to the users and released based on demands from the pool of shared resources [4]. The
on-demand resource provisioning ensures the optimal resource allocation and is also cost effective [78]. The consumers
(individuals and business organizations) no longer need to invest he.
Information Systems for Business and Beyond David .docx
Information Systems for Business and Beyond
David T. Bourgeois, Ph.D.
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Saylor URL: http://www.saylor.org/courses/bus206
Attributed to: David T. Bourgeois, Ph.D.
saylor.org
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Information Systems for Business and Beyond © 2014 David T. Bourgeois, is licensed under a Creative Commons Attribution (CC BY) license made possible by funding from The Saylor Foundation's Open Textbook Challenge in order to be incorporated into Saylor.org's collection of open courses available at http://www.saylor.org. Full license terms may be viewed at: http://creativecommons.org/licenses/by/3.0/legalcode
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Contents
1Introduction
Part 1: What Is an Information System?
Chapter 1: What Is an Information System?
5David T. Bourgeois
Chapter 2: Hardware
14David T. Bourgeois
Chapter 3: Software
26David T. Bourgeois
Chapter 4: Data and Databases
39David T. Bourgeois
Chapter 5: Networking and Communication
52David T. Bourgeois
Chapter 6: Information Systems Security
64David T. Bourgeois
Part 2: Information Systems for Strategic Advantage
Chapter 7: Does IT Matter?
76David T. Bourgeois
Chapter 8: Business Processes
85David T. Bourgeois
Chapter 9: The People in Information Systems
94David T. Bourgeois
Chapter 10: Information Systems Development
104David T. Bourgeois
Part 3: Information Systems Beyond the Organization
Chapter 11: Globalization and the Digital Divide
120David T. Bourgeois
Chapter 12: The Ethical and Legal Implications of Information Systems
129David T. Bourgeois
Chapter 13: Future Trends in Information Systems
144David T. Bourgeois
150Answers to Study Questions
162Bibliography
iv Saylor URL: http://www.saylor.org/courses/bus206
Attributed to: David T. Bourgeois, Ph.D.
saylor.org
Saylor URL: http://www.saylor.org/courses/bus206
Attributed to: David T. Bourgeois, Ph.D.
Introduction
Welcome to Information Systems for Business and Beyond. In this book, you will be introduced to the
concept of information systems, their use in business, and the larger impact they are having on our world.
Audience
This book is written as an introductory text, meant for those with little or no experience with computers
or information systems. While sometimes the descriptions can get a little bit technical, every effort has
been made to convey the information essential to understanding a topic while not getting bogged down in
detailed terminology or .
Information Systems for Business and Beyond (2019) .docx
Information Systems for Business and Beyond (2019)
Information Systems for
Business and Beyond (2019)
Information systems, their use in business, and the
larger impact they are having on our world.
DAVID BOURGEOIS
JOSEPH MORTATI, SHOUHONG WANG,
AND JAMES SMITH
Information Systems for Business and Beyond (2019) by David Bourgeois is licensed
under a Creative Commons Attribution-NonCommercial 4.0 International License,
except where otherwise noted.
This book was initially developed in 2014 by Dr. David Bourgeois as part of
the Open Textbook Challenge funded by the Saylor Foundation. This 2019
edition is an update to that textbook.
This book was produced with Pressbooks (https://pressbooks.com) and
rendered with Prince.
https://creativecommons.org/licenses/by-nc/4.0/
https://www.saylor.org/2011/10/open-textbook-challenge-making-textbooks-available/
https://saylor.org/
Information Systems for
Business and Beyond
Updated edition: August 1, 2019
DAVID T. BOURGEOIS, PH.D.
JAMES L. SMITH, PH.D.
SHOUHONG WANG, PH.D.
JOSEPH MORTATI, MBA
Title Page | v
Copyright
Information Systems for Business and Beyond (2019) by David Bourgeois is licensed
under a Creative Commons Attribution-NonCommercial 4.0 International License,
except where otherwise noted.
vi | Copyright
https://opentextbook.site/informationsystems2019
https://creativecommons.org/licenses/by-nc/4.0/
http://creativecommons.org/licenses/by/3.0/legalcode
Book Contributors
Information Systems for Business and Beyond was originally
developed in 2014 by David T. Bourgeois Ph.D.
Updates for the 2019 edition were graciously contributed by:
• James L. Smith Ph.D. (all chapters)
• Shouhong Wong, Ph.D. (chapters 4 and 8)
• Joseph Mortati, MBA (chapter 10)
Book Contributors | vii
Changes from Previous
Edition
Information Systems for Business and Beyond was written by Dr.
David Bourgeois and originally published in 2014 as part of the
Open Textbook Challenge at the Saylor Foundation. Since then, it
has been accessed thousands of time and used in many courses
worldwide. This 2019 update to the textbook brings it up to date
and adds many new topics. True to its open textbook roots, many
of the updates have come from the community of instructors and
practitioners who are passionate about information systems. See
the page Book Contributors to see the primary contributors to this
edition. A majority of the changes listed below were made by Dr.
James Smith, who did a revision to this text in 2018.
Here is a summary of the changes made:
Overall
• New and updated images, especially those related to statistics,
in order to bring them up to date.
• References brought up to date.
• Added labs for every chapter.
• Added an index.
• Editing for consistency.
Chapter 1: What is an information system?
• Added video: Blum’s fibre optic TED Talk
viii | Changes from Previous Edition
Chapter 2: Har.
Information Sharing, Dot Connecting and Intelligence Failures.docx
Information Sharing, Dot Connecting and Intelligence Failures:
Revisiting Conventional Wisdom
By
Russell Travers
Deputy Director, Information Sharing and Knowledge Development
National Counterterrorism Center
This paper, written in August 2009, was submitted to the Director of National Intelligence
2009 Galileo Awards Program. The Galileo Awards Program is an annual Intelligence
Community-wide competition designed to encourage and recognize innovative workforce
ideas that address current challenges and help shape the future of U.S. Intelligence.
All statements of fact, opinion, or analysis expressed are those of the author and do not
reflect the official positions or views of the National Counterterrorism Center (NCTC) or
any other U.S. Government agency. Nothing in the contents should be construed as
implying U.S. Government or NCTC endorsement of the author’s views. This material has
been reviewed to prevent the disclosure of classified information.
The year is 2014. The Intelligence Community is ten years into its efforts to
implement the Intelligence Reform and Terrorism Prevention Act (IRTPA). While
change has been evident on many fronts, nothing was more closely identified with
intelligence reform than information sharing; ever since the 9/11 Commission
declared that “the biggest impediment to all-source analysis – to a greater
likelihood of connecting the dots – is the human or systemic resistance to sharing
information”1, the two had been inextricably linked. And while we were pushing
more electrons than ever before, dissatisfaction continued: in 2014, as in 2009,
no analyst in the IC had effective access to all information; analysts in many parts
of the Community complained that they couldn’t get operational traffic or law
enforcement information; we had little ability to do large scale processing of
foreign and domestic data sets; our non Federal partners were still dissatisfied
with the quality of information sharing. A dizzying array of directives had been
issued. Arbitration procedures had been established. And yet organizations
weren’t getting the information they claimed to “need.” Legitimate issues
coexisted with tripe. According to the critics, we still couldn’t connect those dots.
The reality, however, was far more complex: the only question was whether it
took a major intelligence failure to realize that fact.
This is the path we’re on. We will continue to hear claims that information sharing has
“barely improved since 9/11.” Such hyperbole is unmitigated nonsense. The robust sharing of
information between and among the key organizations has undoubtedly contributed to the fact
that we haven’t suffered a major attack. And by any objective standard, the level of sharing
1 The 9/11 Commission Report: Final Report of the National Commission on Terrorist Attacks Upon the United
States; U.S. Government Print.
information for assignment will be provided once I pick the person t.docx
information for assignment will be provided once I pick the person to do assignment
Explore content on the
module overview
page.
Write a 1-page reaction to the prompts below.
What did you notice about presentation from the Student Success Conference and the data sets...
What surprised you?
What made you uncomfortable?
What additional data is needed to further explore and understand the underlying issue?
How do you enact brave leadership, genuine care, and civic consciousness in your work?
Supplemental Readings
Reflections from a Community College Historian (Links to an external site.)
The Economic Value of Arizona's Community Colleges
.
Information or cyber warfare is computer related attacks which a.docx
Information or cyber warfare is computer related attacks which are guided towards information and information systems for the purposes of causing terror. Many of the cyber crimes are politically instigated and they are carried out by clandestine groups targeting non combatant groups. Enemies can collect information so as to have a competitive advantage over their foes, especially on matters of security (Van Niekerk & Maharaj, 2011). A good example of information warfare was the denial-of –service (DOS) attacks by Russia on
Estonia
in 2007 and on Georgia in 2008.
The greatest risk that any information warfare can pose is infrastructural risk. Countries all over the world are highly dependent on technology to carry out services such as communication, transport, electrical grid, and manufacturing facilities. For instance, Estonia is one of the most internet dependent countries in the provision of services to the citizens; this made the country highly vulnerable to Russian cyber attacks on their systems. The first area that was affected by these attacks was the government websites, where traffic was used to bombard the websites so people could be denied service. The other greatly affected areas in Estonia were the news publications as they could not convey information internationally because their systems were jammed. The banking system was greatly affected by the attacks, people could not access all the online services of banks, and the debit cards for banks, especially Hansbank, could not be used inside and outside the country. According to Lewis (2014) from a military strategic perspective, attacks that do not degrade national capabilities are not significant. This shows how information warfare can disrupt national services that are dependent on information systems. Other critical infrastructures that can be attacked are dams that can disrupt water supplies, and air traffic. https://homeworkharbour.info/have-instructions-attached-along-with-a-few-powerpoint-decks-also-included-a-su
Information warfare poses a security risk in any country. Cyberwarfare is not all about disruption and destroying of information but involves hacking information systems to obtain confidential information. This action can lead to personal, institutional and national security risk issues. Hackers can access the information about prominent people and use it against them for political or any other gain. Personal information that can be useful to hackers include photos, business document, bank documents etc. In an institutional level information can be obtained for the purposes of competition or tarnishing the image of the company. One of the most important information that can be stolen from an organizations database is the trade secrets which can be used by competitors to gain a competitive advantage. All the countries around the world are faced with security risks that are caused by cyber warfare. Currently the United States is more concerned by cyber warfare m.
Information SecurityPrinciples and Practices, 2nd Edit.docx
Information Security
Principles and Practices, 2nd Edition
Dr. Cindi Nadelman
New England College
Chapter 2: Information Security Principles of Success
*
© Pearson Education 2014, Information Security: Principles and Practices, 2nd Edition
*
ObjectivesBuild an awareness of 12 basic principles of information securityDistinguish among the three main security goalsLearn how to design and apply the principle of “Defense in Depth”Comprehend human vulnerabilities are security systems
© Pearson Education 2014, Information Security: Principles and Practices, 2nd Edition
*
© Pearson Education 2014, Information Security: Principles and Practices, 2nd Edition
*
Objectives (cont.)Explain the difference between functional and assurance requirementsComprehend the fallacy of security through obscurityComprehend the importance of risk analysis and risk management tools and techniquesDetermine which side of open disclosure debate you would take
© Pearson Education 2014, Information Security: Principles and Practices, 2nd Edition
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© Pearson Education 2014, Information Security: Principles and Practices, 2nd Edition
*
IntroductionBest security specialists combine practical knowledge and technical skills with understanding of human natureNo two systems or situations are identical, and there are no cookbooks to consult on how to solve security problems
© Pearson Education 2014, Information Security: Principles and Practices, 2nd Edition
*
© Pearson Education 2014, Information Security: Principles and Practices, 2nd Edition
*Given enough time, tools, skills, and inclination, a hacker can break through any security measureSecurity testing can buy additional time so the attackers are caught in the act
Principle 1:There Is No Such Thing as Absolute Security
© Pearson Education 2014, Information Security: Principles and Practices, 2nd Edition
*
© Pearson Education 2014, Information Security: Principles and Practices, 2nd Edition
*All information security measures try to address at least one of the three goals:ConfidentialityIntegrityAvailability The three security goals form the CIA triad
Principle 2: The Three Security Goals Are Confidentiality, Integrity, and Availability
© Pearson Education 2014, Information Security: Principles and Practices, 2nd Edition
*
© Pearson Education 2014, Information Security: Principles and Practices, 2nd Edition
*Protect the confidentiality of dataConfidentiality models are primarily intended to ensure that no unauthorized access to information is permitted and that accidental disclosure of sensitive information is not possible Preserve the integrity of dataIntegrity models keep data pure and trustworthy by protecting system data from intentional and accidental changesPromote the availability of data for authorized useAvailability models keep data and resources available for authorized use during denial-of-service attacks, natural disasters, and equipment failures
Principle 2: The Three Secur.
Information Assurance (IA) is the practice of safeguarding informati.docx
Information Assurance (IA) is the practice of safeguarding information and managing risks related to the use, processing, storage, and transmission of information or data, the systems and processes used for those purposes. In financial industry, how does information assurance applied, in assuring that debit and credit card information and other financial information is protected.
provide the weaknesses in these systems and how to improve them.
.
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