1
School of Computer & Information Sciences
COURSE SYLLABUS
Course Name: ISOL 535 – Cryptography
Section – 40/41
Summer 2020 – Main – Hybrid Course with Required Residency
Residency Session Date: 5/29/2020 – 5/31/2020
Friday 5pm – 10pm; Saturday 8am – 7:30pm; Sunday 8am-1pm
Residency Session Course Site: Washington, DC (Due to COVID Concerns, Summer 2020 Residency
Sessions will be hosted virtually)
Professor: Dr. Jason Hutcheson
Contact Information: Office Hours: By appointment
E-mail: [email protected]
Online Support (IT)
and I-Learn Policy:
All members of the University of the Cumberlands’ community who use the University’s computing,
information or communication resources must act responsibly.
http://www.ucumberlands.edu/it/downloads/terms.pdf
Course Website: Access to the course website is required via the iLearn portal on the University of the Cumberlands website:
http://www.ucumberlands.edu/ilearn/
Course Description: The course examines methods and techniques for concealing data for security purposes. Topics covered will
include: cryptographic techniques, approaches and technologies.
Course
Objectives/Learner
Outcomes:
Course Objectives/Learner Outcomes:
Upon completion of this course, the student will:
• Outline and explain the fundamentals of cryptography and information security.
• Understand the application of number theory to cryptography.
• Describe and Apply symmetric ciphers.
• Compare and Contrast the structure and application of block and stream ciphers.
• Describe and Apply asymmetric ciphers.
• Explain the function and application of cryptographic hash functions.
• Define and Describe the characteristics of message authentication codes.
• Define and Describe the characteristics of digital signatures.
• Summarize the goals and functions of lightweight and post-quantum cryptography.
Prerequisites: There are no prerequisites for this course.
Books and
Resources:
Required Text
Stallings, Williams. Cryptography and Network Security., 8th Ed., Pearson, 2020.
Print ISBN: 9780136681779
Other articles and readings may be assigned by course professor.
Recommended Materials/Resources
Harris, Shon. All in One CISSP Exam Guide, Sixth Edition. McGraw-Hill, 2013.
Paar, Christof, Pelzl,Jan and Preneel, Bart. Understanding Cryptography: A Textbook for Students and
Practitioners. Springer Publishing, 2010.
Rhodes-Ousley, Mark. The Complete Reference to Information Security, Second Edition. McGraw-Hill, 2013.
Professional Associations
http://www.ucumberlands.edu/it/downloads/terms.pdf
2
• International Association of Privacy Professionals (IAPP) - This Web site provides opportunity to interact
with a community of privacy professionals and to learn from their experiences. This Web site also provides
valuable career advice. https://www.privacyassociation.org/
• International Information Syste.
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School of computer and information sciences course syllabusAKHIL969626
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Department of Computer and Information Systems
COURSE SYLLABUS
Course and Instructor Information
Course Name:
ITS 831 – Information Technology Importance in Strategic Planning
Section – 07
Spring 2020 – First Bi-Term Online
Professor:
Dr. Mike Peterson
Contact Information
Email: [email protected]
Office Hours/Preferred Contact Times: By appointment
Nature of Course Content and Goals
Course Description
This course focuses on the information technology leader’s collaborative roles working with an organization’s senior leadership, including aligning business strategy with IT strategy, acting as an equal contributor to the formation of organizational strategy, and integrating ethical policies and practices into an organization. Learners evaluate multidisciplinary research and practices related to leadership, organizational structures, and culture. Through the lens of complexity/chaos and change theories, learners analyze information technology’s role in contributing to organizational resiliency.
Course Objectives
Course Objectives/Learner Outcomes:
Upon completion of this course, the student will:
· be proactive with risk management practices.
· understand IT business management.
· Understand the basics of Blockchain technology
· understand the economics of cloud computing.
· understand the benefits of eco-efficient technology adoption
· understand how to balance customer and shareholder value.
understand how emerging technologies effect strategic planning.
Learner Outcomes/ Assessments
· Learn how to perform research identifying and analyzing technological challenges
· Build critical thinking skills to develop and apply solutions that achieve strategic and tactical IT-business alignment
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· Conduct research with professional and ethical integrity
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Course Website
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Books and Resources
Required Text
Pearlson, K., Saunders, C., Galletta, D. (2020). Managing and Using Information Systems: A Strategic Approach, 7th Edition. Hoboken, NJ: John Wiley & Sons, Inc. ISBN: 978-1119560562Requirements and Policies
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B.
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C.
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D.
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University of the Cumberlands
School of Computer and Information Sciences
ITS 630 – Organization Leadership and Decision Making
Course Summary
Course Number and Name
ITS 630 – Organization Leadership and Decision Making
Course Term and Delivery
Fall IG, 2018
Asynchronous Online Course
Course Instructor
Dr. Greg Gleghorn
Email: [email protected]
Catalog Course Description
One of the most important skills a business leader needs to have concerning technology involves effective decision making and governance. This class will consist of a case study approach presenting different scenarios that require decisions to be made on technology issues that are relevant to today’s business environment. Students will develop the skills for understanding the components and elements of these technology decisions, and assess associated risks. This course will draw upon a cross section of technology, finance, security, project management, leadership, and other aspects of effective decision making.
Course Objectives
Course Competencies/ Learning Objectives
Course Learning Objectives
Major Instructional Areas
Assessment Method
Develop IT strategy for business value.
DB Posts, assignments, quizzes, exams
Understand business metrics.
DB Posts, assignments, quizzes, exams
Understand how to communicate with business managers.
DB Posts, assignments, quizzes, exams
Understand the management of IT-based risk.
DB Posts, assignments, quizzes, exams
Create and evolve a technology roadmap.
DB Posts, assignments, quizzes, exams
SCANS Objectives
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Course Structure
· Watch weekly lecture
· Participate in class discussion via iLearn forums
· Reading assigned texts
· Complete quizzes based on assigned reading and lecture
· Complete cases based upon a given scenario
· Complete homework assignments from the text and other sources
Learning Materials and References
Required Resources
Textbook(s) Required:
· McKeen, J. D., & Smith, H. A. (2015). IT strategy: Issues and practices (3rd ed.). Pearson.
Recommended Materials/Resources
Please use the following author’s names, book/article titles, Web sites, and/or keywords to search for supplementary information to augment your learning in this subject.
· Aaron K. Olson, B. Keith Simerson
Leading with Strategic Thinking: Four Ways Effective Leaders Gain Insight, Drive Change, and Get Results
· Alfred A. Marcus
The Future of Technology Management and the Business Environment: Lessons on Innovation, Disruption, .
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School of Computer & Information Sciences
COURSE SYLLABUS
Course Name:
ITS 831 – Information Technology Importance in Strategic Planning
Section - 05
Fall 2019 - First Bi-Term – Asynchronous Online Course
August 26th- October 17th
Professor:
Dr. Paul B. Czarapata
Residency Information:
No residency in this course
Contact Information:
Office Hours: By appointment
E-mail: [email protected]
Online Support (IT) and I-Learn Policy:
All members of the University of the Cumberlands’ community who use the University’s computing, information or communication resources must act responsibly. http://www.ucumberlands.edu/it/downloads/terms.pdf
Course Website:
Access to the course website is required via the iLearn portal on the University of the Cumberlands website: http://www.ucumberlands.edu/ilearn/
Course Description:
This course focuses on the information technology (IT) leader’s collaborative roles working with an organization’s senior leadership, including aligning business strategy with IT strategy, acting as an equal contributor to the formation of organizational strategy, and integrating ethical policies and practices into an organization. Learners evaluate multidisciplinary research and practices related to leadership, organizational structures, and culture. Through the lens of complexity/chaos and change theories, learners analyze information technology’s role in contributing to organizational resiliency.
Course Objectives/Learner Outcomes:
Course Objectives/Learner Outcomes:
Upon completion of this course, the student will:
· Explain what managers must know about both using and managing information.
· Explain the linkages between business and IT strategy, linkages between organizational and IT strategy, collaboration and individual work, and business processes.
· Explain the manager’s role and issues related to managing IT itself.
Prerequisites:
There are no prerequisites for this course.
Books and Resources:
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BU3010 –Business LawCourse SyllabusSchool of Professiona.docxAASTHA76
BU3010 –Business Law
Course Syllabus
School of Professional Studies
BUS3010 – BUSINESS LAW
(Prepared 12/29/17 for SP18A)
Contents
3Overview
3Course ID
3Course Name
3Department
3Credits
3Prerequisites
3Instructor
3Telephone
3E-mail
3Office
3Office Hours
3Class Meetings
3Classroom
3Learning Management System
3Course Description
4College Information
4Centenary Greater Expectation Learning Outcomes (CGEs)
4Business Department Learning Outcomes
4Classroom Conduct
4Academic Code
4Academic Honesty
6“Publication” of Written Work and Assignments
6Academic Assistance
6Accommodations
6Technical Support
6Course Information
6Course Material
Error! Bookmark not defined.Reference Publications
Error! Bookmark not defined.Reference Websites
6Instructional Techniques
6Course Objectives
7Student Evaluation
8Attendance
9Assignments
9Late Assignments
10Course Schedule
10Session 1
10Session 2
10Session 3
11Session 4
11Session 5
11Session 6
12Session 7
12Session 8
13Activities and Rubrics
13Threaded Discussion Requirements
13Threaded Discussion Rubric
Error! Bookmark not defined.Activity 1
Error! Bookmark not defined.Activity 1 Rubric
26Activities Calendar
Overview
Course ID:BUS3010
Course Name:BUSINESS LAW
Department:
SCHOOL OF PROFESSIONAL STUDIESCredits:
4
Prerequisites:
BUS1001
Studentsshould be competent in Microsoft Word, Excel, and PowerPoint. Instructor:
Leonard P. Pasculli, JD, MBATelephone:
973-579-6143(H)E-mail:
[email protected]
Instructor will do his best to respond to telephone and e-mail messages within 24-hours.
Office:
N/A
Office Hours:
Instructor is available to meet with students before or after On Ground classes by appointment.
Class Meetings:
On-Ground (i.e., in person) each Monday, January 8 through February 26, 2018, 6:00 p.m. to 9:30 p.m. This includes Martin Luther King Jr. Day (1/15) AND President’s Day (2/19). We will meet in person on both of those days.
However, in the event of inclement weather, check Moodle and/or email.
Classroom:
7 Campus Drive, Parsippany-- Room number: ____
Learning Management System:
Access the Moodle student tutorial at: http://www.centenarycollege.edu/cms/en/moodle-help-center/moodle-help-center/students/ for instructions on how to log in, navigate, and submit assignments.
Moodle accessibility versions are available for download; please contact the IT Help Desk at ext. 2362 or [email protected] for assistance.
Course Description:
This Business course will examine areas of law affecting business including the legal process and forms of businesses; contract law; the law of sales; personal, real, and intellectual property law, and product liability and consumer protection. These and business ethics will comprise the principal focus of the course. International treaties and laws affecting those areas of law will also be explored throughout the course.College Information
Centenary Greater Expectation Learning Outcomes (CGEs):
In March 2004, th ...
Course SyllabusHSV400 – Ethical and Leal Issues in Human Servi.docxvanesaburnand
Course Syllabus
HSV400 – Ethical and Leal Issues in Human Services
Course Description:
This course will evaluate ethical and legal standards as related to critical professional issues. Students will gain an understanding of the relationship and integration of values for the counselor's role in practice, training, supervision, and consultation.
Course Outcomes:
After completing HSV 400, the student should be able to:
· The student will be able to respond to ethical dilemmas by a decision-making process.
· The student will be able to communicate his or her value system, with emphasis on how these values are likely to impact counseling practice.
· The student will be able to identify the different major components of ethical codes for professional counselors.
· The student will be able to communicate an understanding of the laws for counselors and therapists in the state in which he/she intends to practice.
· The student will be able to communicate how her/his personal values influence her/his ethical posture.
· The student will be able to identify the professional organizations for counselors.
Course Materials:
· Corey, G., Corey, M. S., & Callanan, P. (2015). Issues and ethics in the helping professions (9th ed.). Pacific Grove, CA: Brooks/Cole Pub Co.
· Additional reading, listening, viewing materials available on Blackboard.
Course Evaluation:
Assignment
Weight Towards Final Grade
Discussion Boards
40%
Introduction & Background Information Assignment
20%
Final Written Assignment
30%
Self-Assessment Reflection Paper
10%
Student Survey*
--
TOTAL
100%
*To ensure that we continue to meet our academic standards and your learning expectations, we routinely assess our programs, courses, and instructors. Completion of the end-of-course Student Survey is a required component of this course.
Official University Grading Scale:
The following grades are used on academic records and carry the quality points indicated:
Grade
Numerical Equivalent
A
95-100
A-
90-94
B+
87-89
B
83-86
B-
80-82
C+
77-79
C
73-76
C-
70-72
D+
67-69
D
63-66
D-
60-62
F
Below 60
Late Work:
Assignments, including discussion board postings, should be submitted on time per assignment rubric guidelines. If there is an emergency situation, a request for an extension on assignments may be requested of the instructor before the assignment deadline. If no extension request has been made, late assignments will be penalized with a 20 point deduction for each day it is submitted late. Furthermore, discussion boards
Academic Dishonesty:
“Academic dishonesty consists of plagiarism, cheating, unauthorized copying of computer discs, willful introduction of viruses, willful interruption of systems, and may also include unintentional complicity in others’ academic dishonesty. Confirmed dishonesty may result in the assignment of a failing grade of other penalties.” (Post University Student Handbook).
All papers .
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SDV 100_49w_Fall 2012 8 week_FYE section Class syllabus_Work In ProgressCedric Steele
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Course Information
Course Number and Title:MG6615 Operational Planning and Policy (CRN 228) Term and Year:Fall I 2021
Term Dates:August 23rd, 2021 – December 12th, 2021
Delivery Method:Online with Virtual Residency Meeting Place and Time:Online via Blackboard and Zoom
Live Session:You will be contacted by your LIVE Residency Instructor. This individual
may/may not be the instructor for your Blackboard course. Please be sure to check your NEC email daily. LIVE Zoom Faculty will reach out in weeks 3 or 4 of the term. Students will meet during the term to complete the required 8 hours of LIVE Zoom contact. In accordance to federal and campus guidelines in response to COVID, these sessions are all required and replace the Henniker Residency that has been moved online due to COVID. In addition to the 8 hours of LIVE Zoom instruction, you have 10 hours of self-directed research to assist in your studies for your required 18 hours of residency for this course.
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Instructor Information
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Required Materials and Textbook(s)
Thompson Jr. A. A, Peteraf, M. A., Gamble, J. E., and Strickland III, A. J. (2022). Crafting & Executing Strategy: The Quest for Competitive Advantage: Concepts and Cases. 23rd Edition. McGraw-Hill. ISBN: 978-1-260-73517-8
STRATSIMMANAGEMENT Strategic Management Simulation
Available for purchase via eCampus, NEC’s Online bookstore
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· Students cannot register their accounts before Interpretive Simulations receives their contact information from their instructor.
· Students who purchase the access code early (weeks ahead of time) from eCampus will have to wait until the instructor provides the name/email list in order to receive the Welcome email with their user ID and password.
· Students need to keep track of their access code (it will be sitting in their eCampus account in their digital bookshelf) until the time comes to register at start of term.
Once students begin the simulation during week 9, they will be put in teams of 2 or 3 to complete each of ten
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2. Discuss insights into the work that can be gained from the artist’s biography.
3. Analyze how this work explores a particular theme and/or stylistic characteristic from its period.
4. Explain the relevance of this work for today’s audiences.
C. Discuss how the deeper knowledge you gained through your analysis has informed or altered your thoughts and/or feelings about the work (
suggested length of 1 paragraph or half a page
).
D. When you use sources to support ideas and elements in a paper or project, provide acknowledgement of source information for any content that is quoted, paraphrased or summarized. Acknowledgement of source information includes in-text citation noting specifically where in the submission the source is used and a corresponding reference, which includes the following:
• author
• date
• title
• location of information (e.g., publisher, journal, website URL)
E. Demonstrate professional communication in the content and presentation of your submission.
.
-Describe the existing needs for cost information in healthcare firm.docxadkinspaige22
-Describe the existing needs for cost information in healthcare firms.
-Describe how cost information relates to the three key activities of management: planning, budgeting, and control.
-Describe the three main phases of the costing process.
-Explain the two systems necessary to accurately cost healthcare encounters of care.
-Describe the concept of relative value units (RVU).
.
--------250 words---------Chapter 18 – According to literatu.docxadkinspaige22
--------250 words---------
Chapter 18 –
According to literature review and the EU Energy Security and ICT Policy, the authors indicated that, the points of departure of the EU’s (European Commission 2007) energy policy was threefold: combating climate change, limiting the EU’s external vulnerability to imported hydrocarbons, and promoting growth and jobs, thereby providing secure and affordable energy for consumers. The main focus of the EU’s policy ideally was to move towards a single global regime and the mainstreaming of climate into other policies; and hence receiving a 20% portion out of the entire 2014–2020 EU budget. The focus at the urban level was to produce the greatest results in an energy-efficient effort that will integrate three sectors.
Q1
– What are these three sectors? Identify and name the
three sectors
Chapter 18
: When looking further into the EU’s Energy Security and ICT sustainable urban development, and government policy efforts:
Q2
– What are the five ICT enablers of energy efficiency identified by European strategic research Road map to ICT enabled Energy-Efficiency in Buildings and constructions, (REEB, 2010)? Identify and name the
five ICT enablers
,
.
-Please name the functions of the skeletal system.2-Where are lo.docxadkinspaige22
The document contains questions about human anatomy including the functions of the skeletal system, locations and examples of long bones, the definition and functions of the epidermis, location of the anterior fontanel and bones it is between, definitions of anatomical structures like the epicondyle, fossa, sinus and trochanter, definition of a sarcomere, steps of impulse transmission at the neuromuscular junction, differences between three types of muscles, naming the nine abdominal regions and organs in each, and functions of the frontalis and deltoid muscles.
-TOPIC= Civil Right Movement and Black Power Movement#St.docxadkinspaige22
-TOPIC= Civil Right Movement and Black Power Movement
#Students must submit
a short research paper that compares and contrasts two events: one from the past, and one from the present.
(Note: the term “events” broadly refers to notable developments or issues, recognized political and social leaders, organizations, and/or social movements.) This assignment focuses on the Core Objective of Social Responsibility. However Critical Thinking Skills and Communication Skills will also be assessed.
Suggested outline
·
Page 1
–
Provide a historical overview of this subject, such as when it took place, why it took place . Page 2, 3 and 4 instructions come directly from information received in terms of what is to be a part of this assignment. However I provided what I believe what may be a more clearer question in red lettering..
Page 2
What issues of fairness and/or inequality were addressed by individuals and groups involved with the events? Be sure to include a discussion of racial prejudice, discrimination, and ethical behaviors. (What key events took place to cause this event to take place.. for example..if you selected Black Lives Matter you can site the names and other info of those murdered which prompted this movement)
·
Page 3
How did individuals and groups involved with the events under analysis take a proactive role in changing society and/or participating in the democratic process? (Was this a one time protest or event? Was it spontaneous or organized and who were the organizers and key people involved? Was in confined to one city or did it occur in other places?)
·
Page 4
How can our nation overcome problems of race relations in establishing a fair and equal society? How have conditions for African Americans changed? How have they remained the same? (What was or is the outcome of this event? What is its relationship to the discipline of African American Studies? What are the future implications of this for Black People specifically and all people in general…Share your thoughts)
*
Double-spaced, in 12-point font, range between 800 and 1200 words, (3 ½ to 4 ½ pages, approximately 6 to 8 paragraphs.. 5-7 sentences in each paragraph)
*Paper must be A++ with no plagarism.
*Paper must be critically sound.plagiarism
.
- Wordcount 500 to 1000 words- Structure Cover, Table of Conte.docxadkinspaige22
- Wordcount: 500 to 1000 words
- Structure: Cover, Table of Contents, References and Appendix are excluded of the total wordcount.
- WRITTEN LIKE AN ESSAY with Intro, Main Part & Conclusion
- Citation: The in-text References and the Bibliography must be in Harvard’s citation style.
It assesses the following learning outcomes:
Outcome 1: understand the fundamental aspects of contractual relations.
Outcome 2: identify different issues and laws applicable in contractual context.
Outcome 3: learn how to address those issues and sustain solid arguments.
Task:
On August 1, Daniel visited local the electronics shop to purchase a new TV. He saw one he liked but was not sure if he could afford the 850€. The store owner agreed to write up and sign an offer stating that it would be held open for ten days, which he did. On August 2, the owner changed his mind and sent Daniel an e-mail revoking the offer, which Daniel received immediately. On August 3, Daniel sent a reply e-mail accepting the original offer.
o Is there a contract in the above-mentioned case? Explain why/why not.
o In interpreting agreements for the purpose of establishing whether a valid contract exists, what standards are generally
applied by the courts?
o What is understood as offer in Contract Law? When is an offer valid?
o What is an acceptance under Contract Law? When is an acceptance considered effective?
.
-What benefits can a diverse workforce provide to an organization.docxadkinspaige22
-What benefits can a diverse workforce provide to an organization?
-What are the possible negative consequences for an organization that does not embrace diversity?
-What strategies can managers implement to enhance cultural awareness and overcome preconceived biases or stereotypes?
.
-How would you define or describe the American Great Migration m.docxadkinspaige22
-How would you define or describe the American "Great Migration" movement; and what were some of the motivations or reasons for this ‘demographic shift’ of many African Americans out of the South?
-What were at least 1 specific or general “push” and 1 "pull" factor which motivated the Great Migeration of many African Americans out of the rural south?
-What are at least 2 Great Migration themes in August Wilson's "The Piano Lesson" play/film; (what pull and/or push factors do you see illustrated/demonstrated in the play/film)?
-As a tactic, to solve real problems/challenges, would you say the "leaderless" Great Migration movement was one of
accommodation, radical-protest
, and/or
nationalism
; how so specifically?
-After exploring dynamics of the Great Migration, what are you left wondering about; what questions are left unanswered;and why?
.
- We learned from our readings that the use of mobile devices in our.docxadkinspaige22
- We learned from our readings that the use of mobile devices in our society today has indeed become ubiquitous. In addition, CTIA asserted that over 326 million mobile devices were in use within The United States as of December 2012 – an estimated growth of more than 100 percent penetration rate with users carrying more than one device with notable continues growth. From this research, it’s evident that mobile computing has vastly accelerated in popularity over the last decade due to several factors noted by the authors in our chapter reading.
In consideration with this revelation, identify and name these factors, and provide a brief discussion about them.
-
add 3 scholarly source and document should be in APA format.
- Write 250 words.
.
- Goals (short and long term) and how you developed them; experience.docxadkinspaige22
- Goals (short and long term) and how you developed them; experiences, interests, responsibilities and mentors who have guided your development should be mentioned.
- Strengths developed through experiences you've had which you can offer the internship as well as areas you would like to improve
- Reasons you would like to be part of Andrews University's Dietetic Internship Program specifically.
.
- Pick ONE Theme for the 5 short stories (ex setting, character.docxadkinspaige22
- Pick
ONE
Theme for the 5 short stories (ex: setting, characters, comedy, irony, etc.)
Each short story should reflect the theme chosen.
- 1 page per story (1-2 paragraphs describing how the works in that story...
NO SUMMARIES PLEASE!)
Total of 6 pages. one page for each story and one index page
.
- Briefly summarize the Modernization Theory (discuss all four stage.docxadkinspaige22
- Briefly summarize the Modernization Theory (discuss all four stages) and the
World Systems Theory (discuss all three economic zones) of global inequality.
Then discuss the fundamental difference between the two theories in their
perception of the role high-income nations play in the economy of low-income
nations.
- Discuss the four reasons that Davis and Moore give for why social stratification is
functional and universal. Then discuss Tumin’s three responses to Davis and
Moore’s assertions. Lastly, provide your view on the matter. That is, do you feel
Davis and Moore are accurate in their explanation for social stratification? Or,
are you in agreement with Tumin’s responses to Davis and Moore? Or, do you
see valid points made by Davis and Moore as well as Tumin? (Be sure to explain
your position.)
- Write an essay on Marx’s and Weber’s approaches to social stratification. In a
paragraph for each theory, elaborate on the key points discussed in the lecture.
For Weber, be sure to thoroughly discuss the three dimensions of social class and
the interplay between the three dimensions in determining socioeconomic status.
Moreover, please clearly discuss the two main differences between Weber’s
theory and that of Marx.
- Discuss three factors related to industrialization that undermined the system of
slavery.
- How do traditional gender roles regarding housework and the raising of children
affect women’s employment status? How do these roles affect their life choices
and living conditions? In your response, be sure to discuss the concepts of human
capital and the second shift.
- Discuss the influence of nature and nurture in the formation of gender identities.
What are the arguments that biology primarily shapes gender? What are the
sociological views on gender socialization? Summarize your conclusions about
this fundamental question regarding gende
.
+16159390825Whats app the test online on time .docxadkinspaige22
+16159390825
Whats app the test online on time
Practice, Engage, and Assess
• Learning Catalytics—Generates classroom discussion,
guides lectures, and promotes peer-to-peer learning
with real-time analytics. Students can use any device to
interact in the classroom, engage with content, and even
draw and share graphs.
• Digital Interactives—Focused on a single core topic and
organized in progressive levels, each interactive immerses students
in an assignable and auto-graded activity. Digital Interactives are
also engaging lecture tools for traditional, online, and hybrid courses,
many incorporating real-time data, data displays, and analysis tools
for rich classroom discussions.
• Enhanced eText—Students actively read and learn, and
with more engagement than ever before, through embedded
and auto-graded practice, real-time data-graph updates,
animations, author videos, and more.
• Learning Resources—Personalized learning aids such as Help
Me Solve This problem walkthroughs, Teach Me explanations of the
underlying concept, and figure Animations provide on-demand help
when students need it most.
• Study Plan —Shows students sections to study next, gives
easy access to practice problems, and provides an automatically
generated quiz to prove mastery of the course material.
• Practice—Algorithmically generated homework and study
plan exercises with instant feedback ensure varied and
productive practice, helping students improve their
understanding and prepare for quizzes and tests. Draw-graph
exercises encourage students to practice the language
of economics.
Z04_MISH9805_4_SE_FEP_001-004.indd 2 21/11/14 10:13 AM
with MyEconLab
®
• Current News Exercises —Every week, current
microeconomic and macroeconomic news stories, with
accompanying exercises, are posted to MyEconLab. Assignable
and auto-graded, these multi-part exercises ask students to
recognize and apply economic concepts to real-world events.
• Real-Time Data Analysis Exercises—Using current
macro data to help students understand the impact of changes
in economic variables, Real-Time Data Analysis Exercises
communicate directly with the Federal Reserve Bank of St. Louis’s
FRED® site and update as new data are available.
• Experiments—Flexible, easy-to-assign, auto-graded, and available
in Single and Multiplayer versions, Experiments in MyEconLab
make learning fun and engaging.
• Reporting Dashboard—View, analyze, and report
learning outcomes clearly and easily. Available via
the Gradebook and fully mobile-ready, the Reporting
Dashboard presents student performance data at the class,
section, and program levels in an accessible, visual manner.
• Mobile Ready—Students and instructors can access
multimedia resources and complete assessments right at
their fingertips, on any mobile device.
• LMS Integration—Link from any LMS platform to access
assignments, rosters, and resources, and synchr.
(philosophy1. why is mills philosophy closely identified with.docxadkinspaige22
(philosophy
1. why is mill's philosophy closely identified with democratic political theory?
2. why is lying regardless of result *generally considered morally wrong by mill?
3. how is mill's philosophy si milar to that of aristotle?
4. what is the role of one's rational faculties in Kant's philosophy
.
Join educators from the US and worldwide at this year’s conference, themed “Strategies for Proficiency & Acquisition,” to learn from top experts in world language teaching.
Front Desk Management in the Odoo 17 ERPCeline George
Front desk officers are responsible for taking care of guests and customers. Their work mainly involves interacting with customers and business partners, either in person or through phone calls.
Integrated Marketing Communications (IMC)- Concept, Features, Elements, Role of advertising in IMC
Advertising: Concept, Features, Evolution of Advertising, Active Participants, Benefits of advertising to Business firms and consumers.
Classification of advertising: Geographic, Media, Target audience and Functions.
How to Install Theme in the Odoo 17 ERPCeline George
With Odoo, we can select from a wide selection of attractive themes. Many excellent ones are free to use, while some require payment. Putting an Odoo theme in the Odoo module directory on our server, downloading the theme, and then installing it is a simple process.
Beginner's Guide to Bypassing Falco Container Runtime Security in Kubernetes ...anjaliinfosec
This presentation, crafted for the Kubernetes Village at BSides Bangalore 2024, delves into the essentials of bypassing Falco, a leading container runtime security solution in Kubernetes. Tailored for beginners, it covers fundamental concepts, practical techniques, and real-world examples to help you understand and navigate Falco's security mechanisms effectively. Ideal for developers, security professionals, and tech enthusiasts eager to enhance their expertise in Kubernetes security and container runtime defenses.
Satta Matka Dpboss Kalyan Matka Results Kalyan ChartMohit Tripathi
SATTA MATKA DPBOSS KALYAN MATKA RESULTS KALYAN CHART KALYAN MATKA MATKA RESULT KALYAN MATKA TIPS SATTA MATKA MATKA COM MATKA PANA JODI TODAY BATTA SATKA MATKA PATTI JODI NUMBER MATKA RESULTS MATKA CHART MATKA JODI SATTA COM INDIA SATTA MATKA MATKA TIPS MATKA WAPKA ALL MATKA RESULT LIVE ONLINE MATKA RESULT KALYAN MATKA RESULT DPBOSS MATKA 143 MAIN MATKA KALYAN MATKA RESULTS KALYAN CHART
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Still I Rise by Maya Angelou
-Table of Contents
● Questions to be Addressed
● Introduction
● About the Author
● Analysis
● Key Literary Devices Used in the Poem
1. Simile
2. Metaphor
3. Repetition
4. Rhetorical Question
5. Structure and Form
6. Imagery
7. Symbolism
● Conclusion
● References
-Questions to be Addressed
1. How does the meaning of the poem evolve as we progress through each stanza?
2. How do similes and metaphors enhance the imagery in "Still I Rise"?
3. What effect does the repetition of certain phrases have on the overall tone of the poem?
4. How does Maya Angelou use symbolism to convey her message of resilience and empowerment?
The Value of Time ~ A Story to Ponder On (Eng. & Chi.).pptxOH TEIK BIN
A PowerPoint presentation on the importance of time management based on a meaningful story to ponder on. The texts are in English and Chinese.
For the Video (texts in English and Chinese) with audio narration and explanation in English, please check out the Link:
https://www.youtube.com/watch?v=lUtjLnxEBKo
1. 1
School of Computer & Information Sciences
COURSE SYLLABUS
Course Name: ISOL 535 – Cryptography
Section – 40/41
Summer 2020 – Main – Hybrid Course with Required Residency
Residency Session Date: 5/29/2020 – 5/31/2020
Friday 5pm – 10pm; Saturday 8am – 7:30pm; Sunday 8am-1pm
Residency Session Course Site: Washington, DC (Due to
COVID Concerns, Summer 2020 Residency
Sessions will be hosted virtually)
Professor: Dr. Jason Hutcheson
Contact Information: Office Hours: By appointment
E-mail: [email protected]
Online Support (IT)
and I-Learn Policy:
All members of the University of the Cumberlands’ community
who use the University’s computing,
information or communication resources must act responsibly.
http://www.ucumberlands.edu/it/downloads/terms.pdf
Course Website: Access to the course website is required via
the iLearn portal on the University of the Cumberlands website:
http://www.ucumberlands.edu/ilearn/
2. Course Description: The course examines methods and
techniques for concealing data for security purposes. Topics
covered will
include: cryptographic techniques, approaches and technologies.
Course
Objectives/Learner
Outcomes:
Course Objectives/Learner Outcomes:
Upon completion of this course, the student will:
• Outline and explain the fundamentals of cryptography and
information security.
• Understand the application of number theory to cryptography.
• Describe and Apply symmetric ciphers.
• Compare and Contrast the structure and application of block
and stream ciphers.
• Describe and Apply asymmetric ciphers.
• Explain the function and application of cryptographic hash
functions.
• Define and Describe the characteristics of message
authentication codes.
• Define and Describe the characteristics of digital signatures.
• Summarize the goals and functions of lightweight and post-
quantum cryptography.
3. Prerequisites: There are no prerequisites for this course.
Books and
Resources:
Required Text
Stallings, Williams. Cryptography and Network Security., 8th
Ed., Pearson, 2020.
Print ISBN: 9780136681779
Other articles and readings may be assigned by course
professor.
Recommended Materials/Resources
Harris, Shon. All in One CISSP Exam Guide, Sixth Edition.
McGraw-Hill, 2013.
Paar, Christof, Pelzl,Jan and Preneel, Bart. Understanding
Cryptography: A Textbook for Students and
Practitioners. Springer Publishing, 2010.
Rhodes-Ousley, Mark. The Complete Reference to Information
Security, Second Edition. McGraw-Hill, 2013.
Professional Associations
http://www.ucumberlands.edu/it/downloads/terms.pdf
2
• International Association of Privacy Professionals (IAPP) -
4. This Web site provides opportunity to interact
with a community of privacy professionals and to learn from
their experiences. This Web site also provides
valuable career advice. https://www.privacyassociation.org/
• International Information Systems Security Certification
Consortium, Inc., (ISC)²® - This Web site provides
access to current industry information. It also provides
opportunities in networking and contains valuable
career tools. http://www.isc2.org/
• ISACA - This Web site provides access to original research,
practical education, career-enhancing
certification, industry-leading standards, and best practices. It
also provides a network of likeminded
colleagues and contains professional resources and
technical/managerial publications.
https://www.isaca.org/Pages/default.aspx
Course Expectations
Course Activities and
Experiences:
Students are expected to:
• Review any assigned reading material, complementary
materials, and weekly lectures and prepare
responses to homework assigned.
• Actively participate in activities, assignments, and wikis.
• Evaluate and react to each other’s work in a supportive,
constructive manner.
• Complete specific assignments and exams when specified and
in a professional manner.
• Utilize learned technologies for class assignments.
• Connect content knowledge from core courses to practical
training placement and activities.
5. Academic Integrity: At a Christian liberal arts university
committed to the pursuit of truth and understanding, any act of
academic
dishonesty is especially distressing and cannot be tolerated. In
general, academic dishonesty involves the
abuse and misuse of information or people to gain an
undeserved academic advantage or evaluation. The
common forms of academic dishonesty include:
• Cheating – using deception in the taking of tests or the
preparation of written work, using unauthorized
materials, copying another person’s work with or without
consent, or assisting another in such activities.
• Lying – falsifying, fabricating, or forging information in
either written, spoken, or video presentations.
• Plagiarism—using the published writings, data,
interpretations, or ideas of another without proper
documentation
Plagiarism includes copying and pasting material from the
internet into assignments without properly
citing the source of the material.
Episodes of academic dishonesty are reported to the Vice
President for Academic Affairs. The potential
penalty for academic dishonesty includes a failing grade on a
particular assignment, a failing grade for the
entire course, or charges against the student with the
appropriate disciplinary body.
Attendance Policy: When any student has exceeded 20% of the
time prescribed for any class, that student will be automatically
6. dropped from that particular class with the grade of “F.” This
grade is placed on the official transcript of the
student and is treated as a failing grade in calculating the grade
point average. The definition of a class
absence is a student’s failure to attend class for any reason.
Instructors may count three times tardy or
leaving early to be equal to one class absence. There are no
excused absences, regardless of the reason for
the class having been missed. However, faculty will make
reasonable provisions to allow students to make up
work if the absence is due to a university-sponsored function or
a medical or family emergency that is
documented in a timely manner. Allowance for students to make
up work for other reasons is at each
instructor’s discretion. A class absence does not excuse the
student from being responsible for course work
missed; the student is responsible for contacting the faculty
member in order to make up class assignments.
The Vice President for Academic Affairs is the authorized agent
to consider any exceptions to the above
regulations. (Undergraduate Catalog)
Residency Attendance: Each student must be in attendance for
the entire duration of the required residency
weekend. Late arrivals and/or early departures are not
permitted. Punctuality is important as each student
is required to have the documented in-seat time per USCIS
regulations. If a student is not in attendance for
the full session, he/she will be counted absent for the entire
session, and receive an automatic “F” and will
be required to pay the $300.00 make-up fee and attend a
residency make-up session.
3
7. Disability
Accommodations:
Students who may have a disability meriting an academic
accommodation should contact Mr. Jacob Ratcliff,
the Disabilities Services Coordinator, in the Student Services
Office. For accommodations to be awarded, a
student must complete an Accommodations Application and
provide documentation of the disability to the
Disability Services Coordinator. Any accommodations for
disabilities must be re-certified each semester by
the Academic Affairs Office before course adjustments are
made by individual instructors.
Student
Responsibilities:
• The only authorized electronic means of academic,
administrative, and co-curricular communication
between University of the Cumberlands and its students is
through the UCumberlands email system (i.e.
Webmail). Each student is responsible for monitoring his/her
University email account frequently. This
is the primary email account used to correspond with you
directly by the University; imperative program
information is sent to this email account specifically from
campus and program office.
• Students should check for e-mail and class announcements
using iLearn (primary) and University of the
Cumberlands webmail (secondary).
• Students are expected to find out class assignments for missed
classes and make up missed work.
8. • Students are expected to find out if any changes have been
made in the class or assignment schedule.
• Written work must be presented in a professional manner.
Work that is not
submitted in a professional manner will not be evaluated and
will be returned as unacceptable.
o There is a craft to writing. Spelling, grammar, punctuation
and diction (word usage) are all
tools of that craft. Writing at the collegiate level will show
careful attention to these
elements of craft. Work that does not exhibit care with regard
to these elements will be
considered as inadequate for college writing and graded
accordingly.
• Students are expected to take the examinations on the
designated dates. If you are unable to take the
exam on the scheduled date and know in advance, you are to
make arrangements with your professor
before the designated date. If you miss the exam, you must
have a legitimate reason as determined by
your professor.
Deadlines and Dues
Dates:
Recognizing that a large part of professional life is meeting
deadlines, it is necessary to develop time
management and organizational skills. Failure to meet the
course deadlines may result in penalties. Keep in
mind that all deadlines are set using Eastern Standard Time
(EST). Late assignments will NOT be accepted
without prior approval from the professor.
9. Writing Expectations: Learning outcomes for candidates’
writing competencies include clarity of thought, discernment in
planning
and organization, and integration of evidence and criteria.
• The instructor expects that students will have knowledge of
appropriate forms of documentation
and use it where appropriate. APA format is required and style
of notation to credit all sources
that are not your own.
• There is a craft to writing. Spelling, grammar, punctuation
and diction (word usage) are all tools
of that craft. Writing at the collegiate level will show careful
attention to these elements of craft.
Work that does not exhibit care with regard to these elements
will be considered as inadequate
for college writing and graded accordingly.
• All assignments, unless otherwise instructed, should be
submitted in APA format.
Participation Policy: Study after study has linked successful
academic performance with good class participation. Those
who
assume positions of responsibility must “show up” in order to
be effective. Therefore, students are expected
to actively participate in intelligent discussion of assigned
topics in all areas (Discussion Board Activities,
Synchronous Sessions, Forums, Shared Papers, etc.) to help
process course material and/or to demonstrate
understanding of course content. Point adjustments will be
taken for non-participation.
Academic Appeals: Both undergraduate and graduate students
have the right to challenge a grade. If discussions with the
10. course
instructor and department chair do not lead to a satisfactory
conclusion, students may file a formal written
appeal with the Vice President for Academic Affairs, who will
forward the appeal to the chair of the
Academic Appeals Committee. This formal written appeal must
be filed by the end of the 4th week of classes
in the next regular term following the term in which the course
in question was taken. The Academic Appeals
Committee then gathers information from the student, the
instructor, and any other relevant parties. The
Committee will deliver its recommendation on the complaint to
the Vice President for Academic Affairs.
After reviewing this recommendation and concurring or
amending it, the Vice President for Academic Affairs
will inform the student and instructor of the disposition of the
complaint no later than the last day of classes
of the term in which the complaint was filed. Records of all
actions regarding academic grade appeals,
including their final disposition, are maintained by the Vice
President for Academic Affairs and the Academic
Appeals Committee. (Undergraduate Catalog/Graduate Catalog)
Links to Support: Orientation to I-Learn: Student training
course on I-Learn,
https://ucumberlands.blackboard.com/webapps/portal/frameset.j
sp
https://ucumberlands.blackboard.com/webapps/portal/frameset.j
sp
4
Book Store:
http://cumber.bncollege.com/webapp/wcs/stores/servlet/BNCBH
11. omePage?storeId=50059&catalogId=1000
1&langId=-1
Library: http://www.ucumberlands.edu/library/
Course Assignments and Evaluation
Evaluation Method: Graded work will receive a numeric score
reflecting the quality of performance. Relative weights assigned
to
graded work are as follows:
Course Evaluation
Students will be evaluated on:
1. Syllabus Quiz - There is a mandatory quiz, in Week 1,
addressing your understanding of the contents of
the syllabus. This is an easy 5% of your total grade, and it sets
the foundation to ensure that we are all
on the same page regarding the expectations for this course.
2. Discussions – There are three (3) graded discussions
throughout this course. Each of these are worth 5%
of your total grade. For each discussion, you are expected to
post an initial response to the discussion
prompt, and then you need to respond to the posts of at least
two (2) of your classmates. Your
responses are expected to be substantive (adding to the overall
conversation), scholarly, and well-
written.
• Substantive responses are those that extend the overall
conversation. This can be
accomplished by bringing up additional insights that you have
found in your own research,
12. by expressing how research that you have found confirms or
contradicts what has already
been presented, or even by reflecting on personal or
professional experiences that relate
to the overall discussion. Substantive responses do not simply
state things like “I agree” or
“well said,” nor do they simply pose questions without
providing any further considerations
or insights to add to the conversation.
• Citations – Discussion responses (both initial and peer) are
expected to maintain scholarly
tone and to cite sources for information. It is acceptable to use
some first-person language
in these responses when relating personal/professional
experience. However, this should
be kept to a minimum, and never used to inject opinions. The
bulk of the information
formed in your discussion responses should be derived from
your research and must be
cited.
3. Exercises – Cryptography is heavily reliant upon the concepts
of number theory. Consequently,
understanding the operations and application of various ciphers
and algorithms requires hands-on
exercises. Most weeks, in this course, you will be engaging
exercises to reinforce and practice the
material that is being covered that week. These are graded
assignments designed to provide a more
comprehensive understanding of the material. Exercises very is
size and structure but will each result in
the submission of a completed answer sheet for grading. There
are ten graded exercises throughout the
course that will collectively form 20% of the total grade for this
course.
13. 4. Residency Assignments – As outlined in the course
expectations table below, this course does have a
residency component. This residency and the associated
assignments will constitute 60% of your total
grade from this course. Additionally, these assignments are
designed to build upon your overall
understanding of the course material and establish a practical
connection. Two of the assignments will
be group assignments that students will work on together during
the residency session. These
assignments are weighted as follows:
• Practical Connection Assignment – 30%
• Group Cryptography Exercises – 10%
• Group Presentation – 20%
Total 60%
Grading Scale: Graded work will receive a numeric score
reflecting the quality of performance as given above in
evaluation
methods. The overall course grade will be determined
according to the following scale:
A = 90% - 100%
B = 80% - 89.9%
C = 70% - 79.9%
F < (Below) 69.9%
Syllabus Disclaimer:
This syllabus is intended as a set of guidelines for this course
and the professor reserves the right to make modifications in
content, schedule, and
requirements as necessary to promote the best education
14. possible within conditions affecting this course. Any changes
to the syllabus will be
discussed with the students.
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5
Tentative Course Expectations
Late assignments will NOT be accepted without prior approval
from the professor.
Week Topic Assignments
1
5/4/20 – 5/10/20
Information and Network Security
Concepts
• Welcome Discussion - Introductions
• Syllabus Quiz (Due 5/10)
• Read Chapter 1
*Failing to Participate in Week 1 may result in being
dropped from the course.
15. 2
5/11/20 – 5/17/20
Introduction to Number Theory • Read Chapter 2
• Exercise Set – Ch.2 (Due 5/17)
3
5/18/20 – 5/24/20
Classical Encryption Techniques • Read Chapter 3
• Exercise Set – Ch.3 (Due 5/24)
4
5/25/20 – 5/31/20
--ONLINE RESIDENCY WEEKEND--
• Practical Connection Assignment (Due 5/30)
• Group Cryptography Exercises (Due 5/31)
• Group Presentation (Due 5/31)
5
6/1/20 – 6/7/20
Block Ciphers and the Data
Encryption Standard
• Read Chapter 4
• Discussion – Feistel Cipher (Due 6/7)
6
6/8/20 – 6/14/20
16. Finite Fields • Read Chapter 5
• Exercise Set – Ch.5 (Due 6/14)
7
6/15/20 – 6/21/20
Advanced Encryption Standard • Read Chapter 6
• Discussion – AES vs DES (Due 6/21)
8
6/22/20 – 6/28/20
Block Cipher Operation • Read Chapter 7
• Exercise Set – Ch.7 (Due 6/28)
9
6/29/20 – 7/5/20
Random Bit Generation and Stream
Ciphers
• Read Chapter 8
• Exercise Set – Ch.8 (Due 7/5)
10
7/6/20 – 7/12/20
Public-Key Cryptography and RSA • Read Chapter 9
• Exercise Set – Ch.9 (Due 7/12)