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Teaching Case Bank Solution s Disaster Recovery and Business Continuity: A Case Study for CSIA 485 Steve Camara Senior Manager, KPMG LLP 1021 E Cary Street, Suite 2000 Richmond, VA 23219[email protected] Robert Crossler Vishal Midha Assistant Professor Computer Information Systems The University of Texas – Pan American[email protected]du, [email protected] Linda Wallace Associate Professor Accounting and Information Systems Virginia Tech[email protected] ABSTRACT Disaster Recovery and Business Continuity (DR/BC) planning is an issue that students will likely come in contact with as they enter industry. Many different fields require this knowledge, whether employees are advising a company implementing a new DR/BC program, auditing a company’s existing program, or implementing and/or serving as a key participant in a company program. Often times in the classroom it is difficult to find real world practice for students to apply the theories taught. The information in this case provides students with real world data to practice what they would do if they were on an engagement team evaluating a DR/BC plan. Providing students with this opportunity better prepares them for one of the jobs they could perform after graduation. Keywords: Case study, Computer security, Critical thinking, Experiential learning & education, Information assurance and security, Role-play, Security, Team projects Journal of Information Systems Education, Vol. 22(2) 117 2. CASE TEXT 2. 1 Company Background Bank ...

Education

[email protected]
Linda Wallace
Associate Professor
Accounting and Information Systems Virginia
Tech[email protected]
ABSTRACT
Disaster Recovery and Business Continuity (DR/BC) planning is
an issue that students will likely come in contact with as they
enter industry. Many different fields require this knowledge,
whether employees are advising a company implementing a new
DR/BC program, auditing a company’s existing program, or
implementing and/or serving as a key participant in a company
program. Often times in the classroom it is difficult to find real
world practice for students to apply the theories taught. The
information in this case provides students with real world data
to practice what they would do if they were on an engagement
team evaluating a DR/BC plan. Providing students with this
opportunity better prepares them for one of the jobs they could
perform after graduation.
Keywords: Case study, Computer security, Critical thinking,

Experiential learning & education, Information assurance and
security, Role-play, Security, Team projects
Journal of Information Systems Education, Vol. 22(2)
117
2. CASE TEXT
2. 1 Company Background
Bank

Teaching CaseBank Solutions Disaster Recovery an.docx

Murder CasePreambleAn organization system administrator .docx

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Multimodal Personal Narrative – Develop a multimodal document to both visually illustrate and verbally express a personal transformation. Use a one-page newspaper or single-panel brochure format to present a personal narration of a transformation of your choice from a point in your childhood to today. You might discuss a career aspiration you had as a child, transition to the job you held as a teenager, and lastly, explain the profession you maintain today. Use connecting ideas to ensure you have a cohesive essay, which will ultimately (in the conclusion) explain what you learned from this transformation. For example, how and why did you go from point A (job 1) to point B (job 2) and then on to point C (job 3)? Or, you might consider illustrating a transformation based on a way of life or philosophy. Implement three photos to represent your ideas, feelings, etc., at the three focal points in your life. You may use personal photos, clip art, or other images, but be sure you use and/or attribute them appropriately. For example, you are free to use your personal photos as you’d like, but make sure to choose clip art or other images that you either have permission to use freely or that you cite adequately. Equally consider your document’s layout, such as text sizes, photo placement (near the related essay text), and colors, in addition to how you present your content, to include thesis, support, and organization. Sample thesis statement: Growing up in Sedona, Arizona, I was constantly looking up into the clear night sky, viewing multiple constellations and shimmering stars, which had me yearning to reach them—literally—so when I turned 16, I began working as a camp counselor at a space camp, which ultimately led to a career at NASA; my journey taught me that if I reached for the stars, nothing could stop me. Length: This assignment should be at least 500 words. Underline your thesis statement. .

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Multigenre Project EN101O Fall 2019 Dr. Walter A Multigenre Project (MGP) presents multiple, even conflicting, perspectives on a topic in order to provide a rich context and present an aesthetically appealing product for an audience. Your MGP should reflect the following: A focus: You should not only include documents that relate to a general topic, but you should ensure that the documents work towards a claim you are making about the topic. A coherent organization/your entire MGP should be presented in an umbrella genre that best fits your purpose. You should create and organize documents in order to lead readers through the project, to help them understand your focus and purpose. Coherent organization will come out of the umbrella genre you choose for the project. For example, creating a magazine as the umbrella genre that includes articles, images, advertisements, etc. with one focus will provide cohesion to the project. Examples of how you might “package” the MGP include a CD, a scrapbook, a photo album, a patient file, an employee handbook, a manual, a newspaper, a magazine, a website—the options are endless! Just be sure to provide a table of contents (TOC) that offers an overview of and title for each document. Look at some of the examples posted on D2L for concrete depictions of how this can work. The Multigenre Project includes at least 8 documents (including an Introduction, Table of Contents, 5 documents of different genres (not including your Introduction), and a works cited page) that offer a sustained argument about your chosen issue. By creating documents in different genres (e.g., editorials, feature stories, brochures, short fiction, charts, scripts, etc.), you learn to write for multiple audiences, multiple (rhetorical) purposes, and multiple forums. All documents/text must be original work you create for the MGP. Your Introduction serves as a guide to readers, helping them understand the issue you are addressing, offering insight about why you chose the genres you chose, etc. The introduction is your chance to help readers understand why this topic is important, how they should “read” your documents, etc. The introduction may be written as a letter to readers, a magazine article, an editorial, etc. The bulk of your MGP will be the five documents, each representing a different genre, that helps persuade your audience(s) to your point of view. Aim for a good balance of genres, and be sure at least three of your documents directly use the sources you have gathered from your research. By writing a brochure that utilizes your research sources, a chart or other visual, a story drawing from the information you have gathered, a quiz based on researched sources, etc.—by approaching your research findings in a creative way, your MGP helps an audience understand many different perspectives about your topic. Some of the documents you will include may be more time-intensive than others. But the 5 documents that make up the bo.

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Multimedia activity: Business Organization Visit the Choose Your Business Structure (Links to an external site.) section of the U.S. Small Business Administration’s website. If you were to start your own business, which business entity structure would you choose? Justify why your chosen structure is the best organizational form. Explain the following business structures: sole proprietorship, partnership, LLC, and a corporation. In your analysis address the following for each business structure: Steps to form Personal liability for owners Taxation Advantages and disadvantages Your paper must be three to five pages (excluding title and reference pages), and it must be formatted according to APA style as outlined in the Writing Center. You must cite at least two scholarly sources in addition to the course textbook. Cite your sources in-text and on the reference page. .

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Multicultural Perspective Today’s classrooms are diverse and you will be expected to meet the needs of all of your students. Many of our students come from different cultures, which affects how they learn. We must take this into consideration when developing our lesson plans, making our role as an educator even more complex. As a result, we must be informed of our students’ cultural backgrounds as this includes another element of cognitive understanding that will guide our instructional practices. By understanding student culture, we can gain insight into learning preferences, interests, motivation, and prior knowledge. Based on the important features of multicultural education found in Figure 4.6 of our text and selecting a specific content standard from the Common Core State Standards Initiative (Links to an external site.) (CCSS), develop a learning activity that includes these key features of multicultural education: Integration of content – How does your learning activity incorporate content from different cultures? Reducing Prejudice – How does the learning activity attempt to minimize any of your own prejudices as well as your students? Making Teaching Equitable – How does the instructional approach to your learning activity meet the needs of all your students by recognizing learning styles, interests, and motivation to help achieve academic potential? Empowering Learners – How does the learning activity empower all students to work toward their academic potential? Construction of Knowledge – How does your learning activity promote different perspectives that validate how culture influences knowledge and beliefs? Be sure to first provide your content standard from the CCSS followed by your learning activity. Then explain how your learning activity meets each element of multicultural education by providing evidence to justify and support your assertions. Then reflect on your K-12 school experience. Was a multicultural education part of your schooling? What factors may have contributed to the inclusion or exclusion of a multicultural education in your own early schooling? Make sure to incorporate the five key features of multicultural education in your reflection. Click to view an example of this week's assignment. You have several options in completing this task: Write a three-four page paper (does not include a title page or reference page). Develop a PPT presentation that is 8-10 slides long (does not include title page slide or reference page slide). Use Voicethread or Prezi that is 8-10 slides long (does not include a title page slide or reference page slide). Use a combination of the above. Be sure to reference the course text and at least one other scholarly source. Your assignment should follow APA formatting guidelines as outlined in the Ashford Writing Center (Links to an external site.) , and be sure to include a title page or slide as well as reference page or slide. .

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MS 113: Some key concepts that you need to know to navigate through the key reading – I will keep updating these 1.democracy 2.citizenship 3.public sphere 5. Nation and nationalism, nation-state, government, sovereignty 4. oligarchy (polyarchy, plutocracy, aristocracy and so on) 4.capitalism 5.liberalism, neoliberalism 6.civic republicanism 7.socialism 8.authoritarianism 9.populism 10. fascism 11. Marxism -ideological, hegemonic, discursive 12.globalization 13.transnational media spheres 14. consumerism, neoliberal consumer democracy 15. social movements 16. identity politics 17. recognition and redistribution debate 18. political power 19. the notion of common good 20. the digital divide 21: digital public sphere 22. communitarianism 23. social construction of culture 24. poststructuralism 25. postmodern 26. modernity 27. civil society 28. civil disobedience 29. civic engagement 30. structure and agency 31. pluralism and multiracialism, multiculturalism A NEW FRONTIER SOCIAL MEDIA / NETWORKS DISINFORMATION AND PUBLIC INTERNATIONAL LAW IN THE CONTEXT OF ELECTION OBSERVATION by Michael Meyer-Resende Democracy Reporting International (DRI) operates on the conviction that democratic, participatory governance is a human right and governments should be accountable to their citizens. DRI supports democratic governance around the world with a focus on institutions of democracy, such as constitutions, elections, parliaments and rules of democracy grounded in international law. Through careful assessments based on field research with partners, DRI convenes diverse stakeholders to promote policies that strengthen democratic institutions. A non-profit company, DRI is based in Berlin and has offices in Tunisia, Lebanon, Ukraine, Pakistan, Sri Lanka and Myanmar. Michael Meyer-Resende is a lawyer with twenty years of experience in political transitions and democratisation. Works in Europe, the Middle East, Africa and Asia. His professional experience includes two years legal practice in Berlin, four years with the Office for Democratic Institutions and Human Rights (ODIHR) of the OSCE (Warsaw), three years with the election team of the European Commission in Brussels and journalistic experience with the BBC. In 2006 he co-founded DRI and serves as Executive Director since then. He publishes it regularly in newspapers like The New York Times, The Guardian, Politico, Frankfurter Allgemeine Zeitung and think tank publications. This publication was produced with the financial support of the European Union. Its contents are the sole responsibility of Michael Meyer-Resende and do not necessarily reflect the views of the European Union. Graphic and layout design: Giorgio Grasso for Democracy Essentials Cover photo: Ezequiel Scagnetti Interior photos: Victor Idrogo (pp. 3, 6-7, 17); Ezequiel Scagnetti (p. 22) CREDITS 3 TABLE OF CONTENTS I. SUMMARY II. BACKGROUND III. INTERNATIONAL LAW AND NATIONAL LA.

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