Need Help-ENGL 250, F16 Assignment 1
In this assignment, you will apply the pyramid structure to memo writing, integrate content (by paraphrasing, summarizing or quoting) from professional publications, and use APA style documentation (in-text citations and reference list).
This assignment must be completed individually. It is worth 5%, and it is due at the start of class in week 4. Please submit an electronic version of the assignment to the drop box on eCentennial AND a hard copy of the assignment in class. Due Date: Friday, September 30, 2016.
Assignment learning outcomes:
- Format and write memos
- Keep an accurate and reliable record of research findings
- Read and comprehend articles in scientific and professional publications
- Select a topic. Your topic should be an emerging technology, new finding or breakthrough, current trend, or recent news items related to your field of study at Centennial College.
- Conduct research on your topic. Your goal is to find professional and / or scientific sources on your chosen topic. You may access these resources through Centennial College’s library OR Google Scholar. You must use a minimum of two sources for this assignment.
- Write a memo to inform your instructor about your chosen topic. Write a concise, one -page (single spaced) informative memo report to your ENGL 250 instructor about this topic. In your report you should use the pyramid structure and address the following questions:
- What is your field of study at Centennial?
- What did you learn about your chosen topic? You should paraphrase, summarize and / or quote content from your sources to address this question.
- Why is your chosen topic important to your field of study?
- Use your own words. Your report will be submitted to Turnitin. Content that is copied and pasted from your sources is considered plagiarism and is not acceptable.
- Acknowledge your sources. In your report, include
- correctly formatted in-text citations (APA) and
- a correctly formatted reference page (APA).
- Use an appropriate tone, technical writing style and correct format. Your writing in this course should be clear, concise, correct, courteous, complete, and concrete. Where possible, you should use active voice. Ensure that you proofread your work for grammatical and formatting errors.
To successfully complete this assignment, you must refer to the Centennial College APA Style Examples of In-text Citations & References, 6th ed. (2010), which can be found on the Centennial College library website at http://library.centennialcollege.ca/research/apa (it is also posted on our eCentennial site) OR another credible source on APA Style.
Need Help-ENGL 250, F16 Assignment 1
HVAC DUCT Design Project Grading
- Geometry creation 15 pts.
- Grid generation 5 pts.
- CFD results and post processing 15 pts.
- Design changes if needed for providing required flow
- Presentation of results 15 pts.
- Presentation of HW Results:
- Problem description,
- Preliminary Analysis, your design philosophy
- Duct design geometry presentation (make sure reader can understand the duct design geometry). All Figures in HW must have a title and you must refer to them in your discussions.
- Presentation of Mesh
- Presentation of Sample CFD results
- Report mass flux output from each outlet in tabulated form (and from CFD code in the appendix. Output numbers directly from CFD code in the Appendix). Also report static pressure loss (needed to select a fan for this HVAC duct.)
- Design changes if needed to provide required flow rate
- Appendix: CFD input/output
Additional Work for Graduate Students (20 points):
Report proposed modification to the ducting systems to obtain the required flow rates.
Clearly identify modifications and see number 6 above
heat exchanger design to accommodate temperature output required.
Report proposed heat exchanger design to accommodate temperature output required.
Location of heat exchangers, How they affect required flow rate and static pressure?
How you incorporate heat exchanger into CFD results
Designed to examine the process of project management during the development cycle of a luxury condominium building for the Regency Plaza group, this case explores the issue of how the design, development strategy, project organization, and project personnel are interrelated. More specifically, it looks at how these factors shape the day-to-day operations of a development and how they affect the formal and informal mechanisms that a project manager has at his or her disposal.
Case Assignment Questions:
- Evaluate the project definition phase of the Regency Plaza project. How do the problems that emerged during the project relate to how the project definition phase was managed?
- Evaluate the role of the project manager (Kris Hodgkins) in the case. What skills do you think are required to be the project manager for the Regency Condominium Development Project? How well do you think that Kris Hodgkins meets these skill requirements? Do you think Kris Hodgkins was a good project manager?
- Evaluate how well risk was managed in the Regency Plaza project. You should use the four stage Risk Management framework from the module in answering this question.
- Given the situation that Kris Hodgkins finds herself with the Millers at the end of the case, evaluate all of the options available to her and recommend the course of action your group thinks she should take?
Guidelines for the written assignment:
- The report should contain a minimum of 2500 and a maximum of 3000 words. The word count is from the start of the Executive Summary to the end of the Conclusions sections and does not include the cover page, references and appendices.
- The required format for the layout of the report is as follows:
- Cover page as per UCD specifications.
- Executive Summary
- In a single paragraph, summarise the contents of the entire report. This should written last when the rest of the report is completed, so that you know what you are summarizing.
- Introduction to the selected project
- Briefly give an introduction to the project you have chosen to analyse.
- Outline your plan to analyse the project, i.e. what topics you will use and the elements of theory or frameworks within those topics you will apply to the project.
- Analysis of the Project
- Using the theory in the module topics, analyse the project.
- You should not spend too many words describing the theory you use (referencing it is sufficient), but devote most of the effort to applying the theory to the information you have obtained about the project.
- Discussion and Conclusions
- In this section, you discuss your findings and explain why the project can be deemed a success or failure – what worked well and why, what didn’t work and why, and what your group would have done differently if you were the project manager.
- Identify the key learning points in the project and what your group learned from undertaking the assignment.
- All third party material used in the report must be listed here using a formal referencing system such as the Harvard system. These must be correctly cited where used in the body of the report.
- This assignment will enable students to identify the challenges of Project Management in the global business environment, and to develop the following skills: teamwork due to the group nature of the task, written communication, and research skills from gathering information from multiple sources about their chosen case study.
- As this is a group assignment, all members of the group will receive the same mark for the written submission of the project. However, all members are also required to state clearly their contribution to the group project at the end of the document.
- This Assignment must be submitted to your Programme Manager in hard copy and via Blackboard. See the deadline in table 2B. It is the student’s responsibility to retain a copy of any submitted assessment/project work. Please read the Grade Descriptors in the Main Assignment Grade Descriptor table.
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Need Help-IT Project
Before doing your Task, Read and follow the instructions mentioned in “project briefing”
Develop a charter for the RALS (Riverina Agriculture and Lifestyle Show’) Rostering project including:
Include the project description and overview..
MOV – Measurable Organisational Value
(This is the goal of the project and is utilised to define the value that your team project will bring to your client)
• Identify the desired area of impact – Rank the following areas in terms of importance: Strategy / Customer / Financial / Operational / Social
• With reference to your project, identify one or two of the following types of value:
- Better – is improving quality important to your client?
- Faster – does your client want to increase efficiency?
- Cheaper – is cutting costs important?
- Do more – does your client want to continue its growth?
- Develop an appropriate metric – this sets the target and expectation of all the stakeholders. It is important to determine a quantitative target that needs to be expressed as a metric in terms of an increase or decrease of money.
• Determine the timeframe for achieving the MOV – ask yourselves, when do we want to achieve this target metric?
• SUMMARISE THE MOV IN A CLEAR CONCISE STATEMENT OR TABLE
(Note: the MOV should inform everyone what the project will achieve, not how it will be achieved. It should also focus on the organisation, not on the technology that will be used to build or support the information system).
Define Scope and produce a Scope Management Plan
Define the scope of the project and detail how the scope will be managed.
Provide a list of Resources
Identify and detail the resources for the project using MS Project where appropriate, including:
• People (and their roles), plus any extra personnel that is required for the project.
• Technology – any hardware, network and software needs to support the team and your client.
• Facilities – where will most of the teamwork be situated?
• Other – for example, travel, training etc.
Using MS Project, develop a schedule using a high level Work Breakdown Structure (WBS). It should include:
o Milestones for each phase and deliverable
o This will tell everyone associated with the project that the phase or deliverable was completed satisfactorily.
o Activities / Tasks
o Define a set of activities / tasks that must be completed to produce each deliverable.
o Resource Assignments
o Assign people and resources to each individual activities.
o Estimates for Each Activity / Task
o Develop a time estimate for each task or activity to be completed.
You will need to submit MS Project file as well
Project Risk Analysis and Plan
• Document any assumptions you have made about the project
• Using the Risk Identification Framework as a basis, identify five risks to the project – one for each of the five phases of the methodology.
• Analyse these risks, assign a risk to an appropriate member, and describe a strategy for the management of each specific risk.
Quality Management Plan. It should include:
• A short statement that reflects your team’s philosophy or objective for ensuring that you deliver a quality system to your client.
• Develop and describe the following that your project team could implement to ensure quality;
• A set of verification activities
• A set of validation activities
Congratulations! You have been successful in gaining an appointment as an IT Project Manager consultant with Virtucon*.
Your assigned project
Please visit the Virtucon website (virtucon.uimagine.edu.au) to learn more about Virtucon, and our range of services (note: you will be prompted to enter your CSU username and password to access this site).
Once you have learned about Virtucon and our ranges of services, please access the Staff area by clicking on ‘Staff Login’ in the main menu and enter:
Once logged in to the staff only site, you will be able to access details of the current projects Virtucon is working on. You have been assigned to the ‘Riverina Agriculture and Lifestyle Show’ (RALS) project.
To access the project details, please click on ‘Current Projects -> Riverina Agriculture and Lifestyle Show ‘
You also have access to a number of templates to be used throughout the project. To access these please click on ‘Templates’.
Your client is Globex Corp. To learn more about Globex and their business and history, please visit the Globex website (globex.uimagine.edu.au). You should ensure you visit the Riverina Agriculture and Lifestyle Show page accessed via the ‘RALS’ link in the main menu. (note: you will be prompted to enter your CSU username and password to access this site).
As a Virtucon staff member and in order to gather information for your assigned project, you have been granted temporary access to the Globex staff intranet. Please access this by navigating to the ‘Staff’ menu option. You will need to enter:
In this area you will find the current form used to collect information for potential volunteers for the Riverina Agriculture and Lifestyle Show (found under the ‘Documents’ menu option) as well as other information regarding Globex.
Need Help-IT Project
|Provides an MOV and identifies the target and expectations of all stakeholders in a suitable format.||The MOV illustrates the detailed consideration of the target and a thorough analysis of the expectations of all stakeholders.
The format is logical, clear and well structured
|Utilising MS Project, provides a list of resources associated with the project – including reference to people, technology, and facilities.||Evidence of expertly utilizing MS Project to create a comprehensive list of resources, demonstrating in-depth analysis of the project’s needs.|
|Produces a Scope Management Plan (SCM).||Consistent application of industry standard language and formatting.|
|Utilising MS Project -evidences the processes involved with a WBS.||Demonstrates high level project management skills, integrating and applying project management tools in meaningful and purposeful ways towards completion of WBS design, correctly and comprehensively addressing all project requirements.|
|Provides a project risk analysis and plan using the risk identification framework as a basis for discussing alternate strategies for the management of such risks.||All steps in project risk analysis and alternate strategies are comprehensively discussed and presented in the context of the project, with evidence of thorough consideration of the framework to validate the alternatives.|
|Produces a quality management plan which includes a statement about the team’s philosophy and verification and validation activities.||All required project steps are correctly identified and appropriately contextualised for the selected project.|
|Referencing of sources (APA 6th ed citation) to reinforce findings.||All written evidence is professionally communicated using correct referencing.|
Need Help-IT Project
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Need Help-Capital Budgeting Problem
Capital Budgeting Problem
The market value of Fords’ equity, preferred stock and debt are $7 billion, $3 billion, and $10 billion, respectively. Ford has a beta of 1.8, the market risk premium is 7%, and the risk-free rate of interest is 4%. Ford’s preferred stock pays a dividend of $3.5 each year and trades at a price of $27 per share. Ford’s debt trades with a yield to maturity of 9.5%. What is Ford’s weighted average cost of capital if its tax rate is 30%?
Need Help-Capital Budgeting Problem
Lab 2: Motion and Gravity
Theory and Procedure
Lab Objective: TO study motion in one dimension and determine g, the acceleration due to gravity.
Due to the parking garage being unavailable until a later time, we started the lab at step 3, and our report will follow that procedure.
We began by dropping a ball under the sonic range finder, looking to calculate a number sufficiently close to the expected value of gravity: 9.81. We experienced several difficulties in measuring this value. Many, if most, of our graphs were extremely steep and yielded very high values of gravity (200+), we knew that this could not be right and so tried several more times, using balls of various size. Eventually, we calculated a value that was sufficiently close to g, by including in the graph a small curve that occurred before the linear motion. This small curve is included in the graph below.
This is the Graph for Part 3 of the Lab, with it, we calculated a value for g equal to 10.84 m/s^2. The error in this result is %10.5 error.
Gravity was calculated by following this equation: g= (2y)/ (t)^2
After this sonic range finder work, we travelled to the parking garage and dropped 6 golf balls off the top as an alternative method to calculate a value for g. The garage was approximately 11.2 meters tall, and we timed the descent of 6 golf balls as they were dropped off the edge. There was particular difficulty in coordinating the drop time with the time that the recorder began his stopwatch, and so some values were distorted, and clearly off. We choose to negate these values, because they were clearly errors.
The equation for gravity as derived by Mohammad was g=(2y)/(t)^2
Data recorded during the parking garage experiment was
|Time of Descent in seconds||Gravity Calculated|
|2.13||(negated for error)|
The table shows that the normal result was very close to the expected value. We negated the Descent values of 1.32 s and 2.13 s when we calculated the average value for gravity which was: 10.016.
This means that we have two values of gravity – one from the parking garage experiment and one from the sonic range finder experiment. We compared these results against the expected value of gravity and calculated a percent error.
|Experiment||Gravity Value||Percent Error|
|Sonic Range Finder||10.84||10.5%|
|Parking Garage Experiment||10.016 (Avg)||2.1%|
This clearly and distinctly shows that the Parking Garage Experiment was a better experiment to calculate the value of gravity on the surface of the earth. This is an interesting result because we would have guessed that the sonic range finder experiment would perform better. This is because we imagined there would be all sorts of errors outside (wind, coordination problems between dropper and timer etc..) To find that the Parking Garage Experiment performed more accurately than the sonic range finder was a curious result.
Overview of Basic Figures of Speech for Writers—Brian Wasko
“You are driving me up a wall!”
My mom used to say that to me a lot when I was a kid. I remember being confused about what she meant. I would get a mental picture of the two of us in a tiny taxi-cab. I was the driver, she was in the back seat, and we were riding vertically up a wall like a spider. It was a weird picture, and I didn’t know what it had to do with my mom being irritated at me (I might have been trying out my new pocket knife on the coffee table or shaving the heads of my sister’s dolls).
Mom was using a figure of speech. Figures of speech are expressions not meant to be taken literally. Literally means precisely as the words indicate; to the letter. In other words, figures of speech mean something, but not exactly what they might seem to mean. Driving someone up a wall, of course, means causing them to be bothered or making them angry.
Kids sometimes have a hard time understanding figures of speech. Have you ever heard a conversation like this among kids?
Ed: I love pizza!
Ted: You love it? Do you want to marry it?
Ted may understand what Ed means, which is not literal, but to be funny, he intentionally takes his words literally.
People use figures of speech all the time (in fact, I just used one — I didn’t mean literally “all the time.” I just mean often).
Good descriptive writers are masters of figurative language. Figures of speech allow writers to make comparisons that bring scenes to life in ways literal writing cannot.
There are several common kinds of figures of speech you should learn so you can use them in your writing:
A simile is a comparison of two things using the words like or as. Similes help your reader make connections to things they are familiar with. Sometimes they reveal an aspect of what you are describing that wouldn’t be apparent otherwise. Similes help communicate subtle impressions and emotions that literal description sometimes can’t.
- The sun rose like a helium balloon into the red morning sky.
- Shaking his cold, damp hand was like grasping a lake trout.
- The house was quiet as a cemetery.
Metaphors are like similes, except they leave out the words like or as. They also compare things, but by saying one thing is another thing, rather than saying it is like another thing. Simple metaphors normally come in the form A is B.
- Her eyes are radiant sapphires.
- His bedroom is a museum of things old, decrepit and worthless.
- After the fight, his fists were throbbing weights dragging at the end of his wrists.
When a metaphor isn’t stated directly (A is B), it’s called an implied metaphor. The comparison is clear, but more subtly stated.
- The rabid sergeant barked his orders. (sergeant = dog)
- When she removed her hat, her golden hair cascaded over her shoulders. (Her hair = waterfall)
Personification is giving human characteristics to non-human things. It’s another way to reveal impressions and create atmosphere.
- The church steeple rose until it tickled the belly of the clouds.
- The waves slapped the shore and dragged away everything not anchored down.
- The sun peeked into her bedroom window and summoned the princess from her dreams.
Hyperbole (pronounced hi-per-bull-lee, not hyper-bowl) is using exaggeration to make a point.
- The song was so lovely that people all over town paused to hear just a note carried by the wind.
- I laughed so hard I ripped open some internal organs.
Be careful not to fall into the habit of repeating dry and dusty old figures of speech that have become cliché. All clichés were creative and original at one time but have lost their zing through overuse. Do the hard work of coming up with your own fresh figures of speech.
Need Help-HURD 608 Careers Development & Occupational Information
Career Development Syllabus
Department: BEHAVIORAL SCIENCES AND HUMAN SERVICES
HURD 608 Careers Development & Occupational Information
I. COURSE DESCRIPTION
This course provides scholars with an overview of the application of career development and career self-management in organizations. Scholars will learn proven interventions to prepare to meet challenges and thrive in the new knowledge economy. The major thrust of the course will focus on how organizations and individuals’ benefit by change respond to new work realities, promote self-reliance, and adapt to change. Emphasis will also be placed on organizational and individual profiling to assess core strengths, competencies, work styles and preferences.
Greenhaus, J.H. Callanan, G.A. and Godshalk, V.M. (2009). Career management 4th ed. Sage Publication
This course is designed to:
- Formulate a generic understanding of key theoretical principles that have helped shape our view of CD.
- Obtain familiarity with one or more career development models.
- Demonstrate enhanced self-growth for engaging in the processes of career planning and management.
- Acquire a proficient understanding of the dimensions and processes of organizational career management.
- To build a basic knowledge of the assessment tools and measurement processes commonly used for workplace career planning.
- To cultivate through self-assessments, human resource planning skills for counseling employees in the workplace.
- Assess the necessary roles and responsibility of management and HRD professionals in support of a developmental culture.
- Provide insight into the steps needed to implement a comprehensive career development process that can promote a development culture.
- Identify the complexity and significance of career development within organizational milieu.
This course will respond to the complexities/changes of the new work place and equip the scholar with information and skills necessary to navigate in the transformed workplace. Scholars will examine a particular subject and its underlying theories, concepts, and principles of career development and self-management. Opportunities will be provided in class to consider the utility of these theories in contemporary organizations. Through these considerations scholars may draw conclusions as to the applicability of these theories or parts thereof in the work setting and their respective career path preferences.
THE IDEAL FUTURE
Step One: Where Am I
This step is an examination of your current position in life and career and addresses the questions of where you are.
For a few moments, think about your entire life, from beginning to end, birth to death, womb to tomb. You might draw a line that represents your life from beginning to end. Your line may show peak experiences or events you remember vividly, important events that happened or may happen. Draw your line to include the past and present and draw it the way you think you would like it to go in the future. Draw the line out to the end of your life. Think about it! How would you like it to look? Put an “X” on your line to indicate where you are now.
Step Two: Who Am I
Think about who you are, the different roles you play. Ponder the question: “Who am I?” Think of as many answers as you can and write each one down on a separate sheet of paper or 3X5 index card. Use nouns (son, daughter, friend, sister, brother, names, woman, man), adjectives (quiet, talkative, active, athletic), or mixtures of the two (an active athlete, a loving son). You have many roles, responsibilities, and characteristics. Write statements if you feel it would help. Use a different card for each answer or statement.
When you have finished, put the answers in order of importance to you. Think about which are temporary and which are permanent. Which would you like to take into the future with you? Which ones would be most valuable to your current organization? Which ones need to be left behind? Are there others you would like to add that are either important to you or to your organization?
Step Three: Where I Would Like To Be and What I Would Like To Have Happen
Spent the rest of the process on the part of your line from the “X” into the future. Now that you know where you are and who you are, look out to the very end of your line and think about where you would like to be or what you would like to have happen then. Think in terms of your career discipline, organization, and the industry in which your organization competes. What will be required in the future and how will you have to “be” in order to be competitive for jobs in the future?
Write a eulogy or autobiography to answer:
- What do you want to have accomplished?
- What milestones were achieved along the way?
- What do you want to be remembered for?
(By writing answers to these questions, you are setting some goals regardless as to how specific or broad your thoughts may be.
Step Four: An Ideal Year in the Future
Come back to the present and select a 12-month portion in the future that you can arrange for yourself. (Draw diagram). Consider the following questions:
- If you had unlimited resources, e.g., money or material, what would you do?
- Allow yourself to fantasize and dream about the ideal environment. How would you look? Feel? And what conditions are in place to support you?
- Is this ideal environment in line with what you wrote as your life goals, or what you want to be remembered for, in the previous step?
- Unlimited resources are difficult to imagine. We have found that even in this ideal environment, people put limits on their resources. Even though parts of the fantasy seem far-fetched, you may find many that are not so far from real and could be accomplished at least in part.
Step Five: An Ideal Job for You
Returning to the present and immediate future, think of an ideal job for you with your resources as you know them.
- Don’t worry about titles or labels; rather think about a role you would like to play.
- Think of specific characteristic about the job such as environment, people, tasks, working hours, location, etc.
- What sort of training or education will you need to do this role?
- How well are you qualified right now to do the role?
Step Six: Ideal Future Inventory
Now let’s take an inventory of how you view your current status using the following questions:
- In your life, what is your passion? What gets you up in the morning and excited about the day?
- What do you do well? What are you known for in your life?
- What do you feel you need in order to achieve your milestones and ultimate objectives–e.g., time, support, education, training, more resource?
- What would potentially keep you from achieving your objective?
- What actions should you put in place now to move forward?
- How would you describe your long-term career objective?
Start this exercise by considering which things you really like to do. Don’t think about the things that you sort of do or things your feel wishy-washy about. Want you to articulate strong, positive feelings here. Use the space below each question to write in your ideas.
What would your ideal day look like ten years hence? Divide it into 30-minute increments and describe what you’d be doing during each part of your day.
What would your perfect job be? Visualize it. Smell it. Taste it. (Okay—don’t taste it.) What would you do every day? How would you spend your time? With whom would you work?
List your most positive and enjoyable work experience. What about these experiences made them so enjoyable? Exactly what skills were you applying?
What are your five favorite things you do at work? Why do you like each of these five things?
What are your five favorite things to do away from work? Why do you like each of these five things?
What strengths would you bring to your dream job? What gaps in knowledge or experience would you need to fill to start work in your dream job today?
What Do You Really Dislike Doing?
The next part of this assessment is to determine the things that you really don’t like to do. Be honest with yourself.
What would your worst job be? What would you be doing every day? With whom would you be working? How would you be spending your time?
List your most negative and unmemorable work experiences. What about these experiences made them so unmemorable? Exactly what skills were you applying?
What are your five least favorite things to do at work? Why are these your least favorite things?
What are your five least favorite thing to do away from work? Why are these your least favorite things?
Assessing Your Skills
To get a sense of whether a particular brand of consulting is really in your future, you need to first take the time to assess the skills that you bring to the tasks. Now is the time to get in touch with them.
What are your most outstanding job skills (for example, accounting or negotiating) and what makes you so skilled in those particular areas?
What things have other people told you that you do well?
What personal qualities (for example, analytical ability or persistence) do you possess that support your most outstanding job skills?
What are the top five essential duties of your current job?
What special training or classes have you taken to improve your job skills?
What special certificates, licenses, or registrations do you possess for your current job (for example CPA or general contractor’s license)?
What I am Not Good At
What job skills are you least comfortable with and why are you uncomfortable with them?
What personality traits (for example, decisiveness or persistence) would you work on to enhance your job skills and why?
What tasks to you avoid and why?
The Doom Loop
Understanding Your Career Status
Like Don’t Like
|Quadrant 2||Quadrant 3
|Quadrant 1||Quadrant 4
Respond to the following questions using the doom loop as a diagnostic tool.
- How did you feel about your work and role when you were in quadrant 1? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
- How did you feel in quadrant 2?
- Are you now or have you ever been in quadrant 3? If yes, what should/did you do about it?
- What behavior or attitude would one exhibit in quadrant 4?
- Which quadrant should you work to stay in for maximum job satisfaction?
- At what point should you recognize that there might be a problem and begin to take action?
- If you leave “taking action” to your manager or the organization, when might they do something?
- How will your reputation be affected by your behavior in each quadrant?
- What are the differences between file viruses, boot viruses, macro viruses, and network viruses?
- Describe the true threat posed by viruses and virus hoaxes and their effects on computers and productivity.
- Explain the intent and fundamental concepts of search and seizure law as it applies to digital crime.
2. Identify and explain situations where search and seizure is possible without a warrant. Please describe the limitations.
- Identify and explain the factors that have limited local law enforcement efforts against digital crime.
2. Explain and describe the best practices for collection, preservation, transportation, and storage of electronic evidence.
3. What is the importance of chain of custody as it relates to computer crime?
- What is the importance of a forensic analysis?
- Define the following terms and describe how they relate to information security: integrity, authenticity, confidentiality, and availability.
- Identify and explain the eight general forecasts that experts believe are likely to occur in the area of computer crime.