Create A Step-By-Step IT Security Policy For Handling User Accounts/Rights For A Student Who Is Leaving Prematurely

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Computer Science homework help

Computer Security Fundamentals

by Chuck Easttom

 

Chapter 10 Security Policies

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© 2016 Pearson, Inc. Chapter 10 Computer Security Policies

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Chapter 10 Objectives

  • Recognize the importance of security policies
  • Understand the various policies and the rationale for them
  • Know what elements go into good policies
  • Create policies for network administration
  • Evaluate and improve existing policies

© 2016 Pearson, Inc. Chapter 10 Computer Security Policies

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Explain what cyber terrorism is and how it has been used in some actual cases.

Understand the basics of information warfare.

Have a working knowledge of some plausible cyber terrorism scenarios.

Have an appreciation for the dangers posed by cyber terrorism.

© 2016 Pearson, Inc. Chapter 10 Computer Security Policies

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Introduction

  • Technology by itself cannot solve all network security problems.

© 2016 Pearson, Inc. Chapter 10 Computer Security Policies

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Cyber terrorism, according to the definition of the FBI:

Premeditated, politically motivated attack against information, computer systems, computer programs, and data that results in violence against noncombatant targets by subnational groups or clandestine agents.

Typically, loss of life in a cyber attack would be less than in a bombing attack.

© 2016 Pearson, Inc. Chapter 10 Computer Security Policies

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Introduction (cont.)

  • Virus software won’t prevent a user from manually opening an attachment and releasing a virus.
  • A technologically secured network is still vulnerable if former employees (perhaps some unhappy with the company) still have working passwords. Or if passwords are simply put on Post-it notes on computer monitors.
  • A server is not secure if it is in a room that nearly everyone in the company has access to.
  • Your network is not secure if end users are vulnerable to social engineering.

© 2016 Pearson, Inc. Chapter 10 Computer Security Policies

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All these could lead to significant deaths: train wrecks, hospital deaths, loss of air traffic control resulting in plane crashes, and so forth.

© 2016 Pearson, Inc. Chapter 10 Computer Security Policies

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What Is a Policy?

  • A security policy is a document that defines how an organization deals with some aspect of security. There can be policies regarding end-user behavior, IT response to incidents, or policies for specific issues and incidents.

© 2016 Pearson, Inc. Chapter 10 Computer Security Policies

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All these could lead to significant deaths: train wrecks, hospital deaths, loss of air traffic control resulting in plane crashes, and so forth.

© 2016 Pearson, Inc. Chapter 10 Computer Security Policies

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Defining User Policies

  • Passwords
  • Internet use
  • E-mail attachments
  • Installing/uninstalling software
  • Instant messaging
  • Desktop configuration

© 2016 Pearson, Inc. Chapter 10 Computer Security Policies

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All these could lead to significant deaths: train wrecks, hospital deaths, loss of air traffic control resulting in plane crashes, and so forth.

© 2016 Pearson, Inc. Chapter 10 Computer Security Policies

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System Admin Policies

  • New Employees
  • Departing Employees
  • Change Control
  • Access Control

 

© 2016 Pearson, Inc. Chapter 10 Computer Security Policies

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All these could lead to significant deaths: train wrecks, hospital deaths, loss of air traffic control resulting in plane crashes, and so forth.

© 2016 Pearson, Inc. Chapter 10 Computer Security Policies

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Other Issues

  • Bring Your Own Device
  • A major concern in the modern network
  • New Employees
  • Departing Employees

 

© 2016 Pearson, Inc. Chapter 10 Computer Security Policies

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Bring your own device (BYOD) has become a significant issue for most organizations. Most, if not all, of your employees will have their own smart phones, tablets, smart watches, and Fitbits that they will carry with them into the workplace. When they connect to your wireless network, this introduces a host of new security concerns. You have no idea what networks that device previously connected to, what software was installed on them, or what data might be exfiltrated by these personal devices.

© 2016 Pearson, Inc. Chapter 10 Computer Security Policies

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Change Management

  • RFC
  • CAB
  • Follow-up

 

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© 2016 Pearson, Inc. Chapter 10 Computer Security Policies

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Software Development Policies

  • Security standards
  • Testing

 

© 2016 Pearson, Inc. Chapter 10 Computer Security Policies

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© 2016 Pearson, Inc. Chapter 10 Computer Security Policies

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Incident Response Policies

  • Handling viruses
  • Dealing with breaches

© 2016 Pearson, Inc. Chapter 10 Computer Security Policies

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All these could lead to significant deaths: train wrecks, hospital deaths, loss of air traffic control resulting in plane crashes, and so forth.

© 2016 Pearson, Inc. Chapter 10 Computer Security Policies

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Data Classification

  • Public
  • Secure

 

© 2016 Pearson, Inc. Chapter 10 Computer Security Policies

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© 2016 Pearson, Inc. Chapter 10 Computer Security Policies

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BCP and DRP

  • DRP
  • BCP
  • BIA

 

© 2016 Pearson, Inc. Chapter 10 Computer Security Policies

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© 2016 Pearson, Inc. Chapter 10 Computer Security Policies

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Fault Tolerance

  • Backups
  • Full: All changes
  • Differential: All changes since last full backup
  • Incremental: All changes since last backup of any type
  • RAID

 

© 2016 Pearson, Inc. Chapter 10 Computer Security Policies

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© 2016 Pearson, Inc. Chapter 10 Computer Security Policies

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Relevant Laws & Regulations

  • HIPAA
  • Sarbanes-Oxley
  • PCI

 

© 2016 Pearson, Inc. Chapter 10 Computer Security Policies

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© 2016 Pearson, Inc. Chapter 10 Computer Security Policies

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Summary

  • In this chapter, you learned the technology is not enough to ensure a secure network. You must have clear and specific policies detailing procedures on your network. Those policies must cover employee computer resource use, new employees, outgoing employees, access rights, how to respond to an emergency, and even how secure code in applications and websites is.
  • User policies must cover all aspects of how the user is expected to use company technology. In some cases, such as instant messaging and web use, policies may be difficult to enforce, but that does not change that they must still be in place. If your user policies fail to cover a particular area of technology use, then you will have difficulty taking any action against any employee who performs that particular misuse.

© 2016 Pearson, Inc. Chapter 10 Computer Security Policies

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Explain what cyber terrorism is and how it has been used in some actual cases.

Understand the basics of information warfare.

Have a working knowledge of some plausible cyber terrorism scenarios.

Have an appreciation for the dangers posed by cyber terrorism.

*

Cyber terrorism, according to the definition of the FBI:

Premeditated, politically motivated attack against information, computer systems, computer programs, and data that results in violence against noncombatant targets by subnational groups or clandestine agents.

Typically, loss of life in a cyber attack would be less than in a bombing attack.

*

All these could lead to significant deaths: train wrecks, hospital deaths, loss of air traffic control resulting in plane crashes, and so forth.

*

All these could lead to significant deaths: train wrecks, hospital deaths, loss of air traffic control resulting in plane crashes, and so forth.

*

All these could lead to significant deaths: train wrecks, hospital deaths, loss of air traffic control resulting in plane crashes, and so forth.

*

All these could lead to significant deaths: train wrecks, hospital deaths, loss of air traffic control resulting in plane crashes, and so forth.

*

Bring your own device (BYOD) has become a significant issue for most organizations. Most, if not all, of your employees will have their own smart phones, tablets, smart watches, and Fitbits that they will carry with them into the workplace. When they connect to your wireless network, this introduces a host of new security concerns. You have no idea what networks that device previously connected to, what software was installed on them, or what data might be exfiltrated by these personal devices.

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All these could lead to significant deaths: train wrecks, hospital deaths, loss of air traffic control resulting in plane crashes, and so forth.

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Computer Science homework help

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Non-Deterministic Finite Automata

1. Construct an nfa that accepts all integer numbers in C. Explain why your construct is an nfa.

2. Prove in detail the claim made in the previous section that if in a transition graph there is a walk

labeled w, there must be some walk labeled w of length no more than Λ + (1 + Λ) |w|.

3. Find a dfa that accepts the language defined by the nfa in Figure 2.8.

4. Convert the nfa in Exercise 13, Section 2.2, into an equivalent dfa.

 

 

5. Convert the nfa defined by

δ(q0,a)δ(q1,b)δ(q2,a)==={q0,q1}{q1,q2}{q2}δ(q0,a)={q0,q1}δ(q1,b)={q1,q2}δ(q2,a)={q2}

with initial state q0 and final state q2 into an equivalent dfa.

6. Is it true that for every nfa M = (Q, Σ, δ, q0, F), the complement of L (M) is equal to the set {w ∈ Σ* : δ*

(q0, w) ∩ (Q − F) ≠ ∅}? If so, prove it; if not, give a counterexample.

7. Prove that for every nfa with an arbitrary number of final states there is an equivalent nfa with only one final state. Can we make a similar claim for dfa’s?

8. Consider the dfa with initial state q0, final state q2 and δ(q0,a)=q2δ(q1,a)=q2δ(q2,a)=q3δ(q3,a)=q3δ(q0,b)=q2δ(q1,b)=q2δ(q2,b)=q3δ(q3,b)=q1δ(q0,a)=q2δ(q0,b)=q2δ (q1,a)=q2δ(q1,b)=q2δ(q2,a)=q3δ(q2,b)=q3δ(q3,a)=q3δ(q3,b)=q1 Find a minimal equivalent dfa.

9. Minimize the number of states in the dfa in Figure 2.16.

 

THEOREM 2.2 Let L be the language accepted by a nondeterministic finite accepter MN = (QN, Σ, δN, q0, FN). Then there exists a deterministic finite accepter MD = (QD, Σ, δD, {q0}, FD) such that L = L (MD).

10. Use the construction of Theorem 2.2 to convert the nfa in Figure 2.10 to a dfa. Can you see a simpler answer more directly?

 
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CGS 1000 – Intro To Computers Tech.- Project Assignments Help

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For this project, you will use all four of the Microsoft Office applications to create a unified project on a single topic.

 

Project Topic

You may select any topic that is of interest to you. The course instructor must approve your topic before you begin working on it–be sure to obtain his/her permission sooner rather than later. Remember that your project will cover ONE topic. You will use ALL of the Office applications to create content related to your chosen topic.

Some examples of past project topics include:

• develop a business
• highlight attending HCC
• your favorite sports team
• your favorite sport
• dream car
• moving out on your own
• researching your planned career
• planning a vacation
• planning a wedding
• highlight your native country or culture
• your passion in life, etc.

Project Minimum Requirements

The minimum requirements for each of the four applications are detailed in the checklists below.

1. Each application component is valued at 65pts.
2.There are 40 points (10 pts each application) allocated for professionalism, effort, and creativity.

  • Professionalism is assessed in evaluation of proper use of the required skills (e.g. competent in tables), grammar, spelling, and overall appearance.
  • Effort is assessed in whether or not the presentation exceeded the minimum requirements
    • Students who meet only the minimum requirements for each software application may not receive the 40 points for professionalism, effort, and creativity.
  • Creativity is demonstrated by applying the software skills acquired during the term.
  • Creativity is measured in various ways, including:
    • applying additional skills covered in the course but not listed as a minimum requirement,
    • adding additional graphics or pictures,
    • applying varying color schemes,
    • creative formatting of the Excel chart,
    • using various design backgrounds with presentation slides,
    • creating your own slide background instead of using a design template,
    • adding a border to the Microsoft Word document component,
    • graphically editing pictures and other graphics,
    • adding external sounds or movie clip in the PowerPoint component, etc.

3. This project must be an original creation, not a copy ‘n paste from this semester’s assignments. All rules concerning Academic Dishonesty and Plagiarism will be strictly enforced.

4. The project must be based on your original work.

For the Face pictures, Insert a black picture in that section, and i’ll change it once done. And for lastname titles,  just type “lastname” so that i know and change it aswell when done.

Please open the file i attached, and follow the steps numbers for each Microsoft (Access, Excel, Powerpoint, Word)

 
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Java Project Assignment Help

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Java Project Assignment Help

IT 511 Final Project Guidelines and Rubric

Overview The final project for this course is the creation of a collection manager program. The project is divided into two milestones, which will be submitted at various

points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Five and Seven. The final

product will be submitted in Module Nine.

Substantial software projects are often developed and implemented by utilizing accepted software engineering principles like modularity, encapsulation, and reusability. Throughout this course, you have learned the concepts and processes involved in the development of object-oriented programs. Following established object-oriented principles when writing a program results in modular solutions composed of well-formed classes that can be extended and reused, culminating in an enduring program that solves a problem. In this final project, you will create a basic program that will help you manage a collection of items that needs to be organized and managed. Your program must meet the requirements of the provided scenario. The creation of this program demonstrates your competency in the use of fundamental data types and more complex data structures and the creation of methods that utilize typical algorithmic control structures, object instantiation, and class definition. In order to make your program enduring, you will be adding inline comments directed toward software engineers about design decisions to facilitate the program’s ongoing maintenance, along with generating application programming interface (API) documentation for your programmatic solution that will be directed toward other software developers. This assessment addresses the following course outcomes:

 Employ suitable data types in object-oriented programs for addressing specific program requirements

 Apply algorithms using appropriate control structures for solving computational problems

 Implement methods that accept parameters and return expected results for addressing given program requirements

 Construct classes with relevant object attributes and behaviors for developing modular, object-oriented solutions

 Utilize appropriate documentation techniques for articulating the purpose and behavior of object-oriented code to specific audiences

Scenario You will create a program that will help you manage a collection of recipes. You will implement three classes: one for the main recipe items, one for the ingredients that are part of the recipe, and one for the entire collection of recipes. The collection should use a list data structure to store the individual items. Your collection class should include methods like addItem(), printItem(), and deleteItem() that allow you to add, print, or delete items from your collection of items.

 

 

Your Ingredient class will model the items that will be stored in each recipe in your collection. You will give it some basic attributes (of numeric or string types) and some basic methods (accessors/mutators, printItemDetails(), etc.). Your Recipe class will start off similar to your Ingredient class, but you will increase its functionality by modifying it to accept the Ingredient objects, containing all the details stored in an Ingredient class object. You will also expand the Recipe class by adding recipe-specific methods to your Recipe class.

The basic, foundational elements are shown in the following Unified Modeling Language (UML) diagram for the required classes:

UML Overview

Ingredient

 

Recipe

 

RecipeBox

– String nameOfIngredient – recipeName: String – listOfRecipes: ArrayList

– float numberCups; – servings: int + getListOfRecipes(): ArrayList – int numberCaloriesPerCup – recipeIngredients: ArrayList + setListOfRecipes(ArrayList): void – double totalCalories – totalRecipeCalories: double + RecipeBox(): void

+ getNameOfIngredient(): String + getRecipeName(): String + RecipeBox(ArrayList): void + setNameOfIngredient(String) : void + setRecipeName(String): void + printAllRecipeDetails(String): void + getNumberCups(): float + getServings(): int + printAllRecipeNames(): void + setNumberCups(float): void + setServings(int): void + addNewRecipe(): void

+ getNumberCaloriesPerCup(): int + getRecipeIngredients(): ArrayList + setNumberCaloriesPerCup(int): void + setRecipeIngredients(ArrayList): void + getTotalCalories(): double + getTotalRecipeCalories(): double + setTotalCalories(double): void + setTotalRecipeCalories(double): void + addIngredient(String): Ingredient + printRecipe(): void

+ addNewRecipe(): Recipe

Finally, you will also write an application driver class that should allow the user to create a new recipe and add it to the collection. In addition, it should allow the user to see a list of items in the collection and then give the user an option to either see more information about a particular item (by retrieving it from the collection) or edit an item that is already in the collection. Finally, your program should allow the user to delete an item from the collection. Moreover, you will add documentation to the application that will contain inline comments explaining your design decisions as well as documentation comments that will be used to generate API documentation for your programmatic solution for other software developers. To prepare for the final project, you will complete a series of six stepping stone assignments and two final project milestones that will help you learn the coding skills required for the project. Separate documentation for these assignments is included in the course resources.

 

contains contains

 

 

 

Prompt You have been tasked with developing a complete, modular, object-oriented program that will allow for the management of a collection. The scenario provided to you outlines all of the program’s requirements. Refer to the provided scenario to make the determinations for all data types, algorithms and control structures, methods, and classes used in your program. Your final submission should be a self-contained, fully functional program that includes all necessary supporting classes. Furthermore, you must provide inline comments in your program design that software engineers would be able to utilize for the ongoing maintenance of your program. Your programmatic solution should also be communicated through application programming interface (API) documentation to other programmers. Specifically, the following critical elements must be addressed:

I. Data Types: Your final program should properly employ each of the following data types that meet the scenario’s requirements where necessary:

A. Utilize numerical data types that represent quantitative values for variables and attributes in your program.

B. Utilize strings that represent a sequence of characters needed as a value in your program.

C. Populate a list or array that allows the management of a set of values as a single unit in your program.

D. Utilize inline comments directed toward software engineers for the ongoing maintenance of your program that explain your choices of data

types you selected for your program.

II. Algorithms and Control Structure: Your final program should properly employ each of the following control structures as required or defined by the

scenario where necessary:

A. Utilize expressions or statements that carry out appropriate actions or that make appropriate changes to your program’s state as represented in

your program’s variables.

B. Employ the appropriate conditional control structures that enable choosing between options in your program.

C. Utilize iterative control structures that repeat actions as needed to achieve the program’s goal.

D. Utilize inline comments directed toward software engineers for the ongoing maintenance of your program that explain how your use of

algorithms and control structures appropriately addresses the scenario’s information management problem.

 

III. Methods: Your final program should properly employ each of the following aspects of method definition as determined by the scenario’s requirements

where necessary:

A. Use formal parameters that provide local variables in a function’s definition.

B. Use actual parameters that send data as arguments in function calls.

C. Create both value-returning and void functions to be parts of expressions or stand-alone statements in your program.

D. Create unit tests that ensure validity of the methods.

E. Invoke methods that access the services provided by an object.

F. Employ user-defined methods that provide custom services for an object.

 

 

G. Utilize inline comments directed toward software engineers for the ongoing maintenance of your program that explain the purpose of the

methods you implemented in your program.

IV. Classes: Construct classes for your program that include the following as required by the scenario where necessary:

A. Include attributes that allow for encapsulation and information hiding in your program.

B. Include appropriate methods that provide an object’s behaviors.

C. Create a driver class that instantiates objects for testing the constructed classes.

D. Utilize inline comments directed toward software engineers for the ongoing maintenance of your program that explain the decisions you made

in the construction of the classes in your program.

 

V. Produce reference documentation that communicates your application programming interface (API) to other programmers, using a documentation

generator (Javadoc, Doxygen, etc.).

 

Milestones Milestone One: Ingredient Class

In Module Five, you will create a complete class based on Stepping Stone Labs Two and Three and provide it the basic attributes with the appropriate data types. Additionally, you will add code to validate the data type of the user input. This class will be modified for the submission of your final project application; however, it should be functional code that accepts user input for each variable. This milestone will be graded with the Milestone One Rubric.

Milestone Two: Recipe Class

In Module Seven, you will focus your skills finalizing your final project code by submitting a class complete with accessor/mutator, constructor, and “custom”

programmer-defined methods. This milestone will be graded with the Milestone Two Rubric.

 

Final Submission: Collection Manager Program

In Module Nine, you will submit your final project. It should be a complete, polished artifact containing all of the critical elements of the final product. It should

reflect the incorporation of feedback gained throughout the course. This submission will be graded with the Final Project Rubric.

 

Final Project Rubric Guidelines for Submission: Your complete program should be submitted as a zip file of the exported project and the reference documentation from your documentation generator.

 

 

 

Critical Elements Exemplary Proficient Needs Improvement Not Evident Value

Data Types: Numerical

Utilizes numerical data types that represent quantitative values for variables and attributes in the program, meeting the scenario’s requirements (100%)

Utilizes numerical data types that represent quantitative values for variables and attributes in the program, but use of data types is incomplete or illogical, contains inaccuracies, or lacks accordance with the scenario’s requirements (70%)

Does not utilize numerical data types that represent quantitative values for variables and attributes in the program (0%)

6.34

Data Types: Strings

Utilizes strings that represent a sequence of characters needed as a value in the program, meeting the scenario’s requirements (100%)

Utilizes strings that represent a sequence of characters needed as a value in the program, but use of strings is incomplete or illogical, contains inaccuracies, or lacks accordance with the scenario’s requirements (70%)

Does not utilize strings that represent a sequence of characters needed as a value in the program (0%)

6.34

Data Types: List or Array

Populates a list or array that allows the management of a set of values as a single unit in the program, meeting the scenario’s requirements (100%)

Populates a list or array that allows the management of a set of values as a single unit in the program, but population is incomplete or illogical, contains inaccuracies, or lacks accordance with the scenario’s requirements (70%)

Does not populate a list or array that allows the management of a set of values as a single unit in the program (0%)

6.34

Data Types: Inline Comments

Meets “Proficient” criteria and inline comments demonstrate an insightful awareness of adapting documentation techniques to specific audiences (100%)

Utilizes inline comments directed toward software engineers for the ongoing maintenance of the program that explain the choices of data types selected for the program (90%)

Utilizes inline comments that explain the choices of data types selected for the program, but inline comments are incomplete or illogical, contain inaccuracies, or lack applicability toward software engineers for the ongoing maintenance of the program (70%)

Does not utilize inline comments that explain the choices of data types selected for the program (0%)

3.8

 

 

Algorithms and

Control Structures:

Expressions or Statements

Utilizes expressions or statements that carry out appropriate actions or that make appropriate changes to the program’s state as represented in the program’s variables and meet the scenario’s requirements (100%)

Utilizes expressions or statements that carry out actions or that make changes to the program’s state as represented in the program’s variables, but use of expressions or statements incomplete or illogical, contains inaccuracies, or lacks accordance with the scenario’s requirements (70%)

Does not utilize expressions or statements that carry out actions or that make changes to the program’s state as represented in the program’s variables (0%)

6.34

Algorithms and Control

Structures: Conditional

Control Structures

Employs the appropriate conditional control structures, as the scenario defines, that enable choosing between options in the program (100%)

Employs the conditional control structures that enable choosing between options in the program, but use of conditional control structures is incomplete or illogical, contains inaccuracies, or lacks accordance with the scenario’s definition (70%)

Does not employ the conditional control structures that enable choosing between options in the program (0%)

6.34

Algorithms and Control

Structures: Iterative Control

Structures

Utilizes iterative control structures that repeat actions as needed to achieve the program’s goal as required by the scenario (100%)

Utilizes iterative control structures that repeat actions to achieve the program’s goal, but use of iterative control structures is incomplete or illogical, contains inaccuracies, or lacks accordance with the scenario’s requirements (70%)

Does not utilize iterative control structures that repeat actions to achieve the program’s goal (0%)

6.34

Algorithms and Control

Structures: Inline Comments

Meets “Proficient” criteria and inline comments demonstrate an insightful awareness of adapting documentation techniques for specific audiences (100%)

Utilizes inline comments directed toward software engineers for the ongoing maintenance of the program that explain how the use of algorithms and control structures appropriately addresses the scenario’s information management problem (90%)

Utilizes inline comments that explain how the use of algorithms and control structures addresses the scenario’s information management problem, but inline comments are incomplete or illogical, contain inaccuracies, or lack applicability toward software engineers for the ongoing maintenance of the program (70%)

Does not utilize inline comments that explain how the use of algorithms and control structures addresses the scenario’s information management problem (0%)

3.8

 

 

Methods: Formal

Parameters Uses formal parameters that

provide local variables in a function’s definition as determined by the scenario’s requirements (100%)

Uses formal parameters that provide local variables in a function’s definition, but use of formal parameters is incomplete or illogical, contains inaccuracies, or lacks accordance with the scenario’s requirements (70%)

Does not use formal parameters that provide local variables in a function’s definition (0%)

3.17

Methods: Actual Parameters

Uses actual parameters that send data as arguments in function calls as determined by the scenario’s requirements (100%)

Uses actual parameters that send data as arguments in function calls, but use of actual parameters is incomplete or illogical, contains inaccuracies, or lacks accordance with the scenario’s requirements (70%)

Does not use actual parameters that send data as arguments in function calls (0%)

3.17

Methods: Value- Returning and Void Functions

Creates both value-returning and void functions to be parts of expressions or stand-alone statements in the program as determined by the scenario’s requirements (100%)

Creates both value-returning and void functions to be parts of expressions or stand-alone statements in the program, but functions are incomplete or illogical, contain inaccuracies, or lack accordance with the scenario’s requirements (70%)

Does not create both value- returning and void functions to be parts of expressions or stand- alone statements in the program (0%)

3.17

Methods: Unit Tests

Creates unit tests that ensure validity of the methods as required by the scenario (100%)

Creates unit tests that ensure validity of the methods, but unit tests are incomplete or illogical, contain inaccuracies, or lack accordance with the scenario’s requirements (70%)

Does not create unit tests that ensure validity of the methods (0%)

3.17

Methods: Access Services Provided

Invokes methods that access the services provided by an object as required by the scenario (100%)

Invokes methods that access the services provided by an object, but called methods are incomplete or illogical, contain inaccuracies, or lack accordance with the scenario’s requirements (70%)

Does not invoke methods that access the services provided by an object (0%)

3.17

 

 

Methods: User-

Defined Methods Employs user-defined methods

that provide custom services for an object as specified in the program requirements (100%)

Employs user-defined methods that provide custom services for an object, but use of user-defined methods is incomplete or illogical, contains inaccuracies, or lacks accordance with the specifications in the program requirements (70%)

Does not employ user-defined methods that provide custom services for an object (0%)

3.17

Methods: Inline Comments

Meets “Proficient” criteria and inline comments demonstrate an insightful awareness of adapting documentation techniques to specific audiences (100%)

Utilizes inline comments directed toward software engineers for the ongoing maintenance of the program that explain the purpose of the methods implemented in the program (90%)

Utilizes inline comments that explain the purpose of the methods implemented in the program, but inline comments are incomplete or illogical, contain inaccuracies, or lack applicability toward software engineers for the ongoing maintenance of the program (70%)

Does not utilize inline comments that explain the purpose of the methods implemented in the program (0%)

3.8

Classes: Attributes

Includes attributes, as required by the scenario, that allow for encapsulation and information hiding in the program (100%)

Includes attributes that allow for encapsulation and information hiding in the program, but inclusion is incomplete or illogical, contains inaccuracies, or lacks accordance with the scenario’s requirements (70%)

Does not include attributes that allow for encapsulation and information hiding in the program (0%)

6.34

Classes: Behaviors

Includes appropriate methods that provide an object’s behaviors, as required by the scenario (100%)

Includes methods that provide an object’s behaviors, but inclusion of methods is incomplete or illogical, contains inaccuracies, or lacks accordance with the scenario’s requirements (70%)

Does not include methods that provide an object’s behaviors (0%)

6.34

Classes: Driver Class

Creates a driver class that instantiates objects for testing the constructed classes as specified in the scenario (100%)

Creates a driver class that instantiates objects for testing the constructed classes, but driver class is incomplete or illogical, contains inaccuracies, or lacks accordance with specifications in the scenario (70%)

Does not create a driver class that instantiates objects for testing the constructed classes (0%)

6.34

 

 

Classes: Inline

Comments Meets “Proficient” criteria and inline comments demonstrate an insightful awareness of adapting documentation techniques to specific audiences (100%)

Utilizes inline comments directed toward software engineers for the ongoing maintenance of the program that explain the decisions made in the construction of the classes in the program (90%)

Utilizes inline comments that explain the decisions made in the construction of the classes in the program, but inline comments are incomplete or illogical, contain inaccuracies, or lack applicability toward software engineers for the ongoing maintenance of the program (70%)

Does not utilize inline comments that explain the decisions made in the construction of the classes in the program (0%)

3.8

Reference Documentation

Produces reference documentation that communicates the API to other programmers, utilizing a documentation generator (100%)

Produces reference documentation that communicates the API to other programmers, but documentation is incomplete or contains inaccuracies (70%)

Does not produce reference documentation that communicates the API to other programmers (0%)

3.8

Readability Meets “Proficient” criteria with an organized structure that separates components with different responsibilities and/or groups related code into blocks (100%)

Code follows proper syntax and demonstrates deliberate attention to indentation, white space, and variable naming (90%)

Code follows proper syntax, but there are variations in indentation, white space, or variable naming (70%)

Code does not follow proper syntax (0%)

4.92

Total 100%

 
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Computer Applications Challenge Assessment Homework Help

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Computer Applications Challenge Assessment Homework Help

© PENN FOSTER, INC. 2016

Challenge Assessment

Computer Applications

 

 

© PENN FOSTER, INC. 2016 PAGE 1COMPUTER APPLICATIONS Challenge Assessment

REQUIRED INFORMATION FORM 2

INTRODUCTION 3

REVIEWING YOUR SKILLS 3

YOUR ASSIGNMENT 4

MICROSOFT WORD 4

MICROSOFT EXCEL 6

MICROSOFT POWERPOINT 10

SENDING FILES 10

INTRODUCTION

CONTENTS

 

 

© PENN FOSTER, INC. 2016 PAGE 2COMPUTER APPLICATIONS Challenge Assessment

COMPUTER APPLICATIONS

REQUIRED INFORMATION FORM

CHALLENGE EXAMINATION INFORMATION FORM

In addition to the challenge exam/project assignment, students wishing to challenge a course to earn credit are also required to complete this student information form. Performance on the exam/project is only one of the deciding factors in determining if credit will be granted. The information provided on this form and the samples of your work will be a major consideration in the school’s decision.

The overall goal of the challenge process is to determine your skill level in the challenge topic area and fulfill the objectives of the course you’re challenging. Qualified candidates must not only meet minimum skill levels in all areas of the topic, but also document their experience in the field using those skills. Also, keep in mind that there’s a credit limit of 25 percent of the total credits that can be obtained through challenge exams or any other type of experience-based credit.

Create a new Word document and complete the steps below. You’ll upload this form and any supporting files along with the files for the Challenge Assessment.

1. Title the document Challenge Examination Information Form

2. Type your student contact information:

OO Name

OO Student Number

OO Address

3. Briefly describe how you’ve obtained the skills related to the course you’re challenging. List all courses, seminars, workshops, or other classes you’ve taken related to this course topic. You will also upload a résumé of any professional experience you have that’s related to these skills. Your résumé is one of the documents you will create for the assessment.

4. Describe how you’ve used the skills related to this course topic in your current or previous job experience. Provide specific examples of how these skills are applied and include examples of work that you’ve done related to these skills. We will ask you to gather and upload samples of your own work as supporting documents.

 

 

© PENN FOSTER, INC. 2016 PAGE 3COMPUTER APPLICATIONS Challenge Assessment

5. Create a numbered list of contacts for three professional references who can verify your skills in this area. Be sure to ask their permission to list their names and contact information here and give them your consent to discuss your performance, should the school inquire about you.

6. Save the document naming it Challenge Examination Information Form.docx.

INTRODUCTION This optional assessment allows students,who are working professionals and are pro- ficient in the use of the Microsoft Office applications Word, Excel, and PowerPoint, as well as basic computer skills, to demonstrate their ability. If the result of the assessment indicates that you’re sufficiently skilled in the use of Microsoft Office and have the com- puter skills necessary to complete your classes, you won’t be required to complete the Computer Applications course. You shouldn’t attempt this assessment if you aren’t famil- iar with the necessary skills.

This is a proficient/not proficient assignment. If you don’t earn a “PE” for proficient on this assignment, you’ll have to take the Computer Applications course, as it’s a required general education elective course. If you display proficiency and earn a grade of “PE,” you’ll receive academic credit for Computer Applications and can move on in your studies.

Whether or not you choose to attempt the assessment is up to you. If you take the assessment but don’t prove proficiency, there’s no reflection on you and your overall grade won’t be affected. If you start the lessons, the assessment is no longer an option to you.

If you earn a “PE” for proficient on the assignment and earn academic credit, it’s non transferable, and only excuses you from the lessons at Penn Foster.

REVIEWING YOUR SKILLS Before you take the assessment, you should review your computer skills. Since you’re enrolled in a distance education program, you’re probably already comfortable with using computers and the Internet. Many of your class materials are delivered in an electronic format and the portal you use to interact with the school is electronic, as well. In addition to these basic skills, you’ll need to be familiar with the following:

OO Keyboarding (You don’t need to touch type, but you do need to be familiar with your keyboard.)

OO Highlighting and selecting text in a file and cutting, copying, and pasting portions of a file

OO Creating, searching for, and locating files and folders on your computer

OO Accessing, searching, and downloading files from the Internet

 

 

© PENN FOSTER, INC. 2016 PAGE 4COMPUTER APPLICATIONS Challenge Assessment

OO Creating, reading, and sending email, including attaching files and opening files

OO Compressing and extracting files and folders

OO Saving files and folders to various drives and removable storage devices on your computer

YOUR ASSIGNMENT There are three parts to this assessment which will check your knowledge of Microsoft Word, Microsoft Excel, and Microsoft PowerPoint. Your submission will be evaluated by the course instructor to determine eligibility for life experience credit. To obtain credit, all instructions must be followed. Only your original work will be accepted.

MICROSOFT WORD To demonstrate your skills in Microsoft Word, you’ll create a cover letter and résumé fol- lowing the steps below.

COVER LETTER

Complete your cover letter as if you were applying for the job you currently have or a job you wish to have in the future. Create a new Word document and format it as follows:

OO 12-point standard font (Calibri or Times New Roman).

OO Left-aligned, single spaced text (Use the Single spaced Word template or the No Spacing paragraph style in the Blank document template to achieve this.)

OO 1-inch margins on top, bottom, left, and right.

OO Heading with your name, address, and contact information followed by a blank line.

OO Body elements that include:

O� A date line followed by two blank lines (date should automatically update)

O� A salutation line addressing your current boss (If using an imaginary job, address the cover letter to “Mr. Jackson”) followed by a blank line

O� Two or three paragraphs outlining why you’re interested in this job, your work and education experience, and why you would be a good fit for this position with a blank line between each paragraph

O� A closing line (“Best regards,” “Sincerely,” or something similar) followed by three blank lines and your typed name

Save the document naming it Cover Letter.docx.

 

 

© PENN FOSTER, INC. 2016 PAGE 5COMPUTER APPLICATIONS Challenge Assessment

RESUME

Your résumé will contain two pages:

1. The first will showcase the facts that make you an ideal candidate for the job.

2. The second will contain a list of professional contacts. You should use the same contacts given on the Challenge Examination Information Form.

Your first page should be formatted as follows:

OO 12-point standard font (Calibri or Times New Roman).

OO A centered header with your name, address, and contact information.

OO At least three sections from the following:

O� Summary—A brief description (three or four lines) of your experience, job goals, and previous job successes

O� Highlights—A bulleted list of your skills and characteristics relevant to the job you’re applying for

O� Experience—A list of your previous jobs, volunteer work, training, or other hands-on experience with the type of work you’re applying for. A typical Experience section contains the following information for each entry:

OO Job title

OO Dates employed

OO Name of business

OO City of business

O� Education—Diplomas, certificates, training programs, or any other alterna- tive education experience. Include the dates attended for each entry.

O� Awards—Any awards, medals, or recognition of achievements received in previous work or education experiences

Your second page should be formatted as follows:

OO 12-point standard font (Calibri or Times New Roman).

OO The same header as the first page.

OO A title that reads “Professional References”

OO Three references that include full names, contact information, and how you know them (manager, coworker, instructor, and so on.) These references will be contacted.

Save the document naming it Resume.docx.

 

 

© PENN FOSTER, INC. 2016 PAGE 6COMPUTER APPLICATIONS Challenge Assessment

MICROSOFT EXCEL To demonstrate your skill with Microsoft Excel, you’ll create two separate Excel files.

SCENARIO

Inventory and Payroll are two of the most common uses for Excel. For the first Excel file you will create an Inventory spreadsheet based on the given scenario. For the second excel spreadsheet you will create a payroll based ion the given scenario.

The Inventory scenario is based on a fictitious custom bike builder. Of course, the data given for the scenario is a small sampling of what a shop’s inventory would be. The data represents an end of month quantity and is being used to determine, the balance on hand and which items need to be reorder, if any.

The Payroll scenario is, of course, also just a snapshot of the calculations needed for a company’s payroll.

In an Excel file named Inventory create three sheets named Inventory, Bikes_Made, and Items_Used. Input the data given here. (You should use the previous year for the date.) In addition to the columns given in the inventory data table, add three more columns on your sheet named Balance on Hand, Value of Inventory, and Reorder.

Create a simple formula to calculate the Value of Inventory and complex formulas using the using the data from the three separate sheets to calculate the balance on hand whether the balance on hand is enough, or it is time to reorder the item. If it is time to reorder the item, the cell should contain the word REORDER and the cell should be filled with the color red.

Enter the data listed below.

INVENTORY: DATE RECEIVED, ITEM, COST, INVOICE

OO 4/1/xx, 12 H Front Brakes, unit cost $3.75, invoice number RG970563

OO 4/4/20xx, 22 20”R Rims, unit cost $24.00, invoice number ED99123

OO 4/12/20xx, 75 front reflectors, unit cost $0.50, invoice number JEO1713

OO 4/12/20xx, 50 rear reflectors, unit cost $0.50, invoice number JEO1713

OO 4/21/20xx, 55 20”F Rims, unit cost $15.00, invoice number ED99455

OO 4/13/20xx, 210 32 teeth sprockets, unit cost $14.25, invoice number SC831

OO 4/23/20xx, 180 36 teeth sprockets, unit cost $28.00, invoice number SC831

OO 4/25/20xx, 25 white seats, unit cost $8.00, invoice number WT389

 

 

© PENN FOSTER, INC. 2016 PAGE 7COMPUTER APPLICATIONS Challenge Assessment

Enter the following data: Bikes Made

OO MX100

O� January 12

O� February 15

O� March 20

O� April 24

O� May 30

OO MX2000

O� January 11

O� February 10

O� March 11

O� April 12

O� May 14

Enter the following data: Number of Items Used on Each Bike

OO MX100

O� H. Front Breaks 1

O� 20”R Rims 1

O� Front Reflectors 1

O� Rear Reflectors 1

O� 20” F Rims 1

O� 32 Teeth Sprockets 2

O� 36 Teeth Sprockets 0

O� White Seats 1

O� Nobbie Tires 0

O� Regular Tires 2

 

 

© PENN FOSTER, INC. 2016 PAGE 8COMPUTER APPLICATIONS Challenge Assessment

OO MX200

O� H. Front Breaks 1

O� 20”R Rims 1

O� Front Reflectors 1

O� Rear Reflectors 1

O� 20” F Rims 1

O� 32 Teeth Sprockets 0

O� 36 Teeth Sprockets 2

O� White Seats 1

O� Nobbie Tires 2

O� Regular Tires 0

OO Reorder Point

O� H. Front Breaks 150

O� 20”R Rims 250

O� Front Reflectors 500

O� Rear Reflectors 500

O� 20” F Rims 250

O� 32 Teeth Sprockets 250

O� 36 Teeth Sprockets 250

O� White Seats 150

O� Nobbie Tires 100

O� Regular Tires 100

PAYROLL

Create an Excel spreadsheet named Payroll.

Columns: Name, class, clock hours, gross earnings, health deductions, pension annuity, general deductions, and net earnings.

The spreadsheet should show a grand total for clock hours, gross earnings, health deductions, pension annuity, general deductions, and net earnings.

 

 

© PENN FOSTER, INC. 2016 PAGE 9COMPUTER APPLICATIONS Challenge Assessment

Ten employees with three different classes: Journeyman (1), Apprentice(2), and Welder Cleanup(3).

Enter the following data (name, class, clock hours, gross earnings):

James, Jerry 1 160 $3,200.00

Marks, Thomas 1 160 $3,200.00

Stem, Oliver 1 140 $2,800.00

Thompson, Randy 1 165 $3,3550.00

Summers, John 1 170 $3,500.00

Larson, David 1 145.5 $2,910.00

Peterson, Michael 2 160 $2,400.00

Clark, Lewis 2 175 $2,700.00

Custer, George 2 120.5 $1,807.50

O’Hare, Brutus 3 80 $960.00

Health deductions: contributions from all employees are calculated at $2.50 per hour worked.

Pension annuity deduction: contributions for Journeyman are calculated at $1.00 per hour worked and Apprentices are computed at $0.50 per hour worked. Welder Cleanup employees do not have a pension.

General deduction is 3% of gross earnings.

Each deduction amount should be entered into an individual labeled cell on the spreadsheet.

 

 

© PENN FOSTER, INC. 2016 PAGE 10COMPUTER APPLICATIONS Challenge Assessment

MICROSOFT POWERPOINT To demonstrate your skill with Microsoft PowerPoint, you’ll create a presentation based on a review of a restaurant or historical location in your town.

Create a Power Point Presentation with ten to fifteen slides based on a restaurant or historical site near your home. Choose an appropriate theme for the presentation. The first slide should use Title Slide layout. Your presentation must include, hyperlinks, slide transformations, animations, images, sounds, and video related to your topic. The presentation should run automatically but the animations on the individual slides should execute on a mouse click.

SENDING FILES After you’ve created and saved the files required for the assessment, place the files in a folder and compress (zip) the folder. You’ll email the folder to the school’s email address for review to the contact on the portal.

The subject line of the email should contain the following phrase: Computer Applications Challenge Assessment.

In the body of the email, include your name, address, and student number. The attached compressed (zipped) folder must contain the following:

OO The Challenge Examination Information Form Word document and any supporting files, as discussed in the Required Information Form section

OO The Cover Letter and Resume Word files

OO The Excel file

OO The PowerPoint file

OO An example of previous work you have done in Microsoft word, Excel, and PowerPoint. (You must submit 1 example of each)

Include a detailed description in your email as to where you received your prior documented training in Microsoft office.

 
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Assignment Help on Excel Chapter 4 Hands-On Exercise – Toy Store

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Assignment Help on Excel Chapter 4 Hands-On Exercise – Toy Store

(Assignment Help on Excel Chapter 4 Hands-On Exercise – Toy Store)

Exp22_Excel_Ch04_HOE – Toy Store 1.1

Exp22 Excel Ch04 HOE – Toy Store 1.1

Excel Chapter 4 Hands-On Exercise – Toy Store 

 

Project Description:

You work for the owner of Trinkets Toys & Games LLC. All merchandise is categorized into one of five departments for inventory records and sales. Along with the owner, there are three sales representatives. The sales system tracks which sales representative processed each transaction. The business has grown rapidly and you want to analyze the sales data to increase future profits. You downloaded June 2024 data from the sales system into an Excel workbook. Because the dataset is large, you will convert the data into a table, sort, filter, and utilize conditional formatting to complete your analysis. (Assignment Help on Excel Chapter 4 Hands-On Exercise – Toy Store)

 

Start Excel. Download and open   the file named Exp22_Excel_Ch04_HOE_ToyStore.xlsx.   Grader has automatically added your last name to the beginning of the   filename.

 

You would like to set page   breaks on the June Totals worksheet to allow the document to print without   splitting transactions dates.
Modify the existing page breaks to ensure the 6/13 and 6/24 transaction dates   print on the same page.

 

Create a copy of the June Totals   worksheet and name it June 1st Totals.

 

Return to the June Totals   worksheet. When printed you would like the titles to be preserved.
Set the titles in row 5 and columns A:B to repeat when printed. Additionally   set the print order to print over then down.

 

You would like to convert the   dataset to a table in order to add aggregation, structured references, and   table style.
Convert the range A5:K110 to a table. Be sure to include column labels. Name   the table Totals and apply the table style Light Yellow, Table Style Light 19.

 

You don’t need the Sales_First   column. To reduce the size of the dataset you will remove the column.
Delete the Sales_First column from the table.

 

You need to document the rebate   information and total purchase price. To do so you will add two new columns   to the data.
Type Rebate in cell K5 and   in cell L5.   Set the width of columns I:J to autofit.

 

You notice you are missing   records 2024-068 and 2024-105. You will manually add the records back to the   table.
Insert a row in the table at row 73 and row 112. Enter the following records.
Row 72 – 2024-068, 6/22/2024, Shah, Collectibles, 1014, Mattel,   Store Credit, Standard, 4, $16.99
Row 112 – 2024-105, 6/30/2024, McGowan, Action Figures, 1015,   Mattel, Store Credit, Promotion, 1, $13.49

 

You notice there are duplicate   values in the table that need to be removed.
Remove all duplicate values from the Totals table.

 

To calculate rebate amount you   will create an IF function with structured references in column K.
Enter an IF statement in cell K6 to   determine the customers rebate. If the value in cell H6 = Promotion the   customer receives a 10% rebate on the total purchase (Purchase Price *   Quantity*Rebate) if they are not eligible the function should return 0. Be   sure to use the appropriate structured references and then use the fill   handle to copy the function down completing the column. (Assignment Help on Excel Chapter 4 Hands-On Exercise – Toy Store)

 

To calculate the total owed you   will create a formula in column L using structured references.
Enter a formula using structured references in cell L6 to calculate the total   owed. The total owed is the purchase price * quantity – rebate.

 

You would like to focus a portion   of the report on June sales.
Add a total row to the existing table and set the Rebate and Quantity   subtotals to Sum.

 

Sort the June Totals worksheet   by Pay_Type A to Z, then by Trans_Type A to Z, and Owed largest to smallest.   For the last level of the sort add a custom list for the department column.   The list should use the following order Electronics, Collectibles, Infants,   Action Figures, and Board Games.

 

Apply a filter to the table to   only display only electronics department sales from sales rep Radomanski.

 

Apply a filter to the table to   only display transaction amounts of $300 or more.

 

Apply a filter to the table to   only display transaction dates between 6/16/2024 and 6/30/2024.

 

You would like to use   conditional formatting to highlight several key performance indicators in the   June Individual worksheet.
Make the June Individual worksheet active. Create a new conditional   formatting rule to highlight the name Rodriguez in column C with Green Fill   with Dark Green Text.

 

Create a new conditional   formatting rule to highlight the top 3 sales amounts in column L with light   red fill and dark red text.

 

Add Blue Data Bars conditional   formatting to column K.

 

Create a conditional formatting   rule that highlights any transaction in column A that is completed by the   sales rep Rodriguez with a value over $500. Ensure the formatting applies   Bold font with Orange Accent 2 background color.

 

Filter column A based on color.

 

Save and close Exp22_Excel_Ch04_HOE_ToyStore.xlsx.   Exit Excel.

References

https://www.youtube.com/watch?v=5hrNxKG36K8

 
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Java HW 3.2

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[IFT 102]

Introduction to Java Technologies

Lab 3: Objects & Classes

Score: 50 pts

I. Prelab Exercises

1. Constructors are special methods included in class definitions.

a. What is a constructor used for?

b. How do constructors differ from other methods in a class?

2. Both methods and variables in a class are declared as either private or public. Describe the difference between private and public and indicate how a programmer decides which parts of a class should be private and which public.

3. Consider a class that represents a bank account.

a. Such a class might store information about the account balance, the name of the account holder, and an account number. What instance variables would you declare to hold this information? Give a type and name for each.

b. There are a number of operations that would make sense for a bank account—withdraw money, deposit money, check the balance, and so on. Write a method header with return type, name, and parameter list, for each such operation described below. Don’t write the whole method—just the header. They will all be public methods. The first one is done for you as an example.

i. Withdraw a given amount from the account. This changes the account balance, but does not return a value.

public void withdraw(double amount)

ii. Deposit a given amount into the account. This changes the account balance, but does not return a value.

iii. Get the balance from the account. This does not change anything in the account; it simply returns the balance.

iv. Return a string containing the account information (name, account number, balance). This does not change anything in the account.

v. Charge a $ 10 fee. This changes the account balance but does not return a value.

vi. Create a new account given an initial balance, the name of the owner, and the account number. Note that this will be a constructor, and that a constructor does not have a return type.

II. A Bank Account Class

1. File Account.java contains a partial definition for a class representing a bank account. Save it to your directory and study it to see what methods it contains. Then complete the Account class as described below. Note that you won’t be able to test your methods until you write ManageAccounts in question #2.

a. Fill in the code for method toString, which should return a string containing the name, account number, and balance for the account.

b. Fill in the code for method chargeFee, which should deduct a service fee from the account.

c. Modify chargeFee so that instead of returning void, it returns the new balance. Note that you will have to make changes in two places.

d. Fill in the code for method changeName which takes a string as a parameter and changes the name on the account to be that string.

2. File ManageAccounts.java contains a shell program that uses the Account class above. Save it to your directory, and complete it as indicated by the comments.

3. Modify ManageAccounts so that it prints the balance after the calls to chargeFees. Instead of using the getBalance method like you did after the deposit and withdrawal, use the balance that is returned from the chargeFees method. You can either store it in a variable and then print the value of the variable, or embed the method call in a println statement.

// *******************************************************

// Account.java

//

// A bank account class with methods to deposit to, withdraw from,

// change the name on, charge a fee to, and print a summary of the account.

// *******************************************************

public class Account

{

private double balance;

private String name;

private long acctNum;

// ———————————————

//Constructor — initializes balance, owner, and account number

// ——————————————–

public Account(double initBal, String owner, long number)

{

balance = initBal;

name = owner;

acctNum = number;

}

// ——————————————–

// Checks to see if balance is sufficient for withdrawal.

// If so, decrements balance by amount; if not, prints message.

// ——————————————–

public void withdraw(double amount)

{

if (balance >= amount)

balance -= amount;

else

System.out.println(“Insufficient funds”);

}

// ——————————————–

// Adds deposit amount to balance.

// ——————————————–

public void deposit(double amount)

{

balance += amount;

}

// ——————————————–

// Returns balance.

// ——————————————–

public double getBalance()

{

return balance;

}

// ——————————————–

// Returns a string containing the name, account number, and balance.

// ——————————————–

public String toString()

{

}

// ——————————————–

// Deducts $10 service fee //

// ——————————————–

public void chargeFee()

{

}

// ——————————————–

// Changes the name on the account

// ——————————————–

public void changeName(String newName)

{

}

}

// ************************************************************

// ManageAccounts.java

//

// Use Account class to create and manage Sally and Joe’s

// bank accounts

// ************************************************************

public class ManageAccounts

{

public static void main(String[] args)

{

Account acct1, acct2;

//create account1 for Sally with $1000

acct1 = new Account(1000, “Sally”, 1111);

//create account2 for Joe with $500

//deposit $100 to Joe’s account

//print Joe’s new balance (use getBalance())

//withdraw $50 from Sally’s account

//print Sally’s new balance (use getBalance())

//charge fees to both accounts

//change the name on Joe’s account to Joseph

//print summary for both accounts

}

}

III. Tracking Grades

A teacher wants a program to keep track of grades for students and decides to create a student class for his program as follows:

· Each student will be described by three pieces of data: his/her name, his/her score on test #1, and his/her score on test#2.

· There will be one constructor, which will have one argument—the name of the student.

· There will be three methods: getName, which will return the student’s name; inputGrades, which will prompt for and read in the student’s test grades; and getAverage, which will compute and return the student’s average.

1. File Student.java contains an incomplete definition for the Student class. Save it to your directory and complete the class definition as follows:

a. Declare the instance data (name, score for test1, and score for test2).

b. Create a Scanner object for reading in the scores.

c. Add the missing method headers.

d. Add the missing method bodies.

2. File Grades.java contains a shell program that declares two Student objects. Save it to your directory and use the inputGrades method to read in each student’s test scores, then use the getAverage method to find their average. Print the average with the student’s name, e.g., “The average for Joe is 87.” You can use the getName method to print the student’s name.

3. Add statements to your Grades program that print the values of your Student variables directly, e.g.:

System.out.println(“Student 1: ” + student1);

This should compile, but notice what it does when you run it—nothing very useful! When an object is printed, Java looks for a toString method for that object. This method must have no parameters and must return a String. If such a method has been defined for this object, it is called and the string it returns is printed. Otherwise the default toString method, which is inherited from the Object class, is called; it simply returns a unique hexadecimal identifier for the object such as the ones you saw above.

Add a toString method to your Student class that returns a string containing the student’s name and test scores, e.g.:

Name: Joe Test1: 85 Test2: 91

Note that the toString method does not call System.out.println—it just returns a string.

Recompile your Student class and the Grades program (you shouldn’t have to change the Grades program—you don’t have to call toString explicitly). Now see what happens when you print a student object—much nicer!

// ************************************************************

// Student.java

//

// Define a student class that stores name, score on test 1, and

// score on test 2. Methods prompt for and read in grades,

// compute the average, and return a string containing student’s info.

// ************************************************************

import java.util.Scanner;

public class Student

{

//declare instance data

// ———————————————

//constructor

// ———————————————

public Student(String studentName)

{

//add body of constructor

}

// ———————————————

//inputGrades: prompt for and read in student’s grades for test1 & test2.

//Use name in prompts, e.g., “Enter’s Joe’s score for test1”.

// ———————————————

public void inputGrades()

{

//add body of inputGrades

}

// ———————————————

//getAverage: compute and return the student’s test average

// ———————————————

//add header for getAverage

{

//add body of getAverage

}

// ———————————————

//getName: print the student’s name

// ———————————————

//add header for printName

{

//add body of printName

}

}

// ************************************************************

// Grades.java

//

// Use Student class to get test grades for two students

// and compute averages

//

// ************************************************************

public class Grades

{

public static void main(String[] args)

{

Student student1 = new Student(“Mary”);

//create student2, “Mike”

//input grades for Mary

//print average for Mary

System.out.println();

//input grades for Mike

//print average for Mike

}

}

IV. Band Booster Class

In this exercise, you will write a class that models a band booster and use your class to update sales of band candy.

1. Write the BandBooster class assuming a band booster object is described by two pieces of instance data: name (a String) and boxesSold (an integer that represents the number of boxes of band candy the booster has sold in the band fundraiser).

The class should have the following methods:

· A constructor that has one parameter—a String containing the name of the band booster. The constructor should set boxesSold to 0.

· A method getName that returns the name of the band booster (it has no parameters).

· A method updateSales that takes a single integer parameter representing the number of additional boxes of candy sold. The method should add this number to boxesSold.

· A toString method that returns a string containing the name of the band booster and the number of boxes of candy sold in a format similar to the following:

Joe: 16 boxes

2. Write a program that uses BandBooster objects to track the sales of 2 band boosters over 3 weeks. Your program should do the following:

· Read in the names of the two band boosters and construct an object for each.

· Prompt for and read in the number of boxes sold by each booster for each of the three weeks. Your prompts should include the booster’s name as stored in the BandBooster object. For example,

Enter the number of boxes sold by Joe this week:

For each member, after reading in the weekly sales, invoke the updateSales method to update the total sales by that member.

· After reading the data, print the name and total sales for each member (you will implicitly use the toString method here).

V. Representing Names

1. Write a class Name that stores a person’s first, middle, and last names and provides the following methods:

· public Name(String first, String middle, String last)—constructor. The name should be stored in the case given; don’t convert to all upper or lower case.

· public String getFirst()—returns the first name

· public String getMiddle()—returns the middle name

· public String getLast()—returns the last name

· public String firstMiddleLast()—returns a string containing the person’s full name in order, e.g., “Mary Jane Smith”.

· public String lastFirstMiddle()—returns a string containing the person’s full name with the last name first followed by a comma, e.g., “Smith, Mary Jane”.

· public boolean equals(Name otherName)—returns true if this name is the same as otherName. Comparisons should not be case sensitive. (Hint: There is a String method equalsIgnoreCase that is just like the String method equals except it does not consider case in doing its comparison.)

· public String initials()—returns the person’s initials (a 3-character string). The initials should be all in upper case, regardless of what case the name was entered in. (Hint: Instead of using charAt, use the substring method of String to get a string containing only the first letter—then you can upcase this one-letter string. See Figure 3.1 in the text for a description of the substring method.)

· public int length()—returns the total number of characters in the full name, not including spaces.

2. Now write a program TestNames.java that prompts for and reads in two names from the user (you’ll need first, middle, and last for each), creates a Name object for each, and uses the methods of the Name class to do the following:

a. For each name, print

· first-middle-last version

· last-first-middle version

· initials

· length

b. Tell whether or not the names are the same.

Deliverables

1. Complete all the activities in sections II thru V in this lab; then zip all your Java SOURCE CODE FILES for submission.

2. Write a lab report in Word or PDF document. The report should be named lab3.docx or lab3.pdf and must contain the following:

a. The first page should be a cover page that includes the Class Number, Lab Activity Number, Date, and Instructor’s name.

b. Answer of all the questions in section I: Prelab Exercises. No code file is required here. All the code involved, if any, must be copied and pasted in this report.

c. Provide a 1-paragraph conclusion about your experience; how long you spent completing the lab, the challenges you faced, and what you learned.

3. Upload your lab report and the zip file of your source code to Blackboard. DO NOT SUBMIT separate source files. If you do, they will be ignored.

 
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Database Management Systems 1

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Chapter 5

 

5.1 Describe the circumstances in which you would choose to use embedded SQL rather than SQL alone or only a general-purpose programming language.

Answer:

5.2 Write a Java function using JDBC metadata features that takes aResultSet as an input parameter, and prints out the result in tabular form, with appropriate names as column headings.

Answer:

 

5.3 Write a Java function using JDBC metadata features that prints a list of all relations in the database, displaying for each relation the names and types of its attributes. (Database Management Systems 1)

Answer:

5.4 Show how to enforce the constraint “an instructor cannot teach in two different classrooms in a semester in the same time slot.” using a trigger (remember that the constraint can be violated by changes to the teachesrelation as well as to the section relation).

Answer:

5.5 Write triggers to enforce the referential integrity constraint from sectiontotimeslot, on updates to section, and time
in Figure 5.8 do not cover the update operation.slot. Note that the ones we wrote 5.6 To maintain the tot cred attribute of the studentrelation, carry out the fol-lowing:
a. Modify the trigger on updates of takes, to handle all updates that canaffect the value of tot
b. Write a trigger to handle inserts to the takes relation.cred.
c. Under what assumptions is it reasonable not to create triggers on thecourse relation?

Answer:

5.7 Consider the bank database of Figure 5.25. Let us define a view branch custas follows:

     create view branch cust as
select branch name, customer name
     from depositor, account
     where depositor.account number = account.account number

Answer:

5.8 Consider the bank database of Figure 5.25. Write an SQL trigger to carry out the following action: On delete of an account, for each owner of the account, check if the owner has any remaining accounts, and if she does not, delete her from the depositor relation. (Database Management Systems 1)

Answer:

 

5.9 Show how to express group by cube(a, b, c, d) using rollup; your answer should have only one group by clause.

Answer:

 

5.10 Given a relation S(student, subject, marks), write a query to find the top n students by total marks, by using ranking.

Answer:

 

5.11 Consider the sales relation from Section 5.6.Write an SQL query to compute the cube operation on the relation, giving the relation in Figure 5.21. Do not use the cube construct.

Answer:

 

5.12 Consider the following relations for a company database:

• emp (ename, dname, salary)

• mgr (ename, mname) and the Java code in Figure 5.26, which uses the JDBC API. Assume that the userid, password, machine name, etc. are all okay. Describe in concise

English what the Java program does. (That is, produce an English sentence like “It finds the manager of the toy department,” not a line-by-line description of what each Java statement does.)

Answer:

 

5.13 Suppose you were asked to define a class MetaDisplay in Java, containing a method static void printTable(String r); the method takes a relation name r as input, executes the query “select * from r”, and prints the result out in nice tabular format, with the attribute names displayed in the header of the table.

 

import java.sql.*;

public class Mystery {

public static void main(String[] args) {

try {

Connection con=null;

Class.forName(“oracle.jdbc.driver.OracleDriver”);

con=DriverManager.getConnection(

“jdbc:oracle:thin:star/X@//edgar.cse.lehigh.edu:1521/XE”);

Statement s=con.createStatement();

String q;

String empName = “dog”;

boolean more;

ResultSet result;

do {

q = “select mname from mgr where ename = ’” + empName + “’”;

result = s.executeQuery(q);

more = result.next();

if (more) {

empName = result.getString(“mname”);

System.out.println (empName);

}

} while (more);

s.close();

con.close();

} catch(Exception e){e.printStackTrace();} }}

 

a. What do you need to know about relation r to be able to print the result in the specified tabular format.

b. What JDBC methods(s) can get you the required information?

c. Write the method printTable(String r) using the JDBC API.

Answer:

 

5.14 Repeat Exercise 5.13 using ODBC, defining void printTable(char *r) as a function instead of a method. (Database Management Systems 1)

Answer:

 

5.15 Consider an employee database with two relations

     employee (employee name, street, city)

     works (employee name, company name, salary)

where the primary keys are underlined. Write a query to find companies

whose employees earn a higher salary, on average, than the average salary at “First Bank Corporation”.

a. Using SQL functions as appropriate.

b. Without using SQL functions.

Answer:

 

5.16 Rewrite the query in Section 5.2.1 that returns the name and budget of all

departments with more than 12 instructors, using the with clause instead of using a function call.

Answer:

 

5.17 Compare the use of embedded SQL with the use in SQL of functions defined in a general-purpose programming language. Under what circumstances would you use each of these features?

Answer:

 

5.18 Modify the recursive query in Figure 5.15 to define a relation

     prereq depth(course id, prereq id, depth)

where the attribute depth indicates how many levels of intermediate prerequisites are there between the course and the prerequisite. Direct prerequisites have a depth of 0.

Answer:

 

5.19 Consider the relational schema

     part(part id, name, cost)

     subpart(part id, subpart id, count)

A tuple (p1, p2, 3) in the subpart relation denotes that the part with part-id p2 is a direct subpart of the part with part-id p1, and p1 has 3 copies of p2.

Note that p2 may itself have further subparts. Write a recursive SQL query that outputs the names of all subparts of the part with part-id “P-100”. (Database Management Systems 1)

Answer:

 

5.20 Consider again the relational schema from Exercise 5.19. Write a JDBC function using non-recursive SQL to find the total cost of part “P-100”,including the costs of all its subparts. Be sure to take into account thefact that a part may have multiple occurrences of a subpart. You may userecursion in Java if you wish.

Answer:

 

5.21 Suppose there are two relations r and s, such that the foreign key B of r references the primary key Aof s. Describe how the trigger mechanism canbe used to implement the on delete cascade option,when a tuple is deleted from s.

Answer:

 

5.22 The execution of a trigger can cause another action to be triggered. Most database systems place a limit on how deep the nesting can be. Explain why they might place such a limit.

Answer:

 

5.23 Consider the relation, r , shown in Figure 5.27. Give the result of the following query:

 

uilding room

number

 time

slot

id

 course

id

 sec

id
Garfield Garfield Saucon Saucon Painter Painter 359

359

651

550

705

403

 A B A C D D BIO-101 BIO-101 CS-101 CS-319 MU-199 FIN-201 1 2 2 1 1 1

 

     select building, room number, time slot id, count(*)

     from r

     group by rollup (building, room number, time slot id)

Answer:

 

5.24 For each of the SQL aggregate functions sum, count, min, and max, show how to compute the aggregate value on a multiset S1 ∪S2, given the aggregate values on multisets S1 and S2.

On the basis of the above, give expressions to compute aggregate values with grouping on a subset S of the attributes of a relation r (A, B,C, D, E), given aggregate values for grouping on attributes T ⊇S, for the following aggregate functions:

a. sum, count, min, and max

b. avg

c. Standard deviation

Answer:

 

5.25 In Section 5.5.1, we used the student grades view of Exercise 4.5 to write a query to find the rank of each student based on grade-point average.

Modify that query to show only the top 10 students (that is, those students whose rank is 1 through 10).

Answer:

 

5.26 Give an example of a pair of groupings that cannot be expressed by using a single group by clause with cube and rollup.

5.27 Given relation s(a, b, c), show how to use the extended SQL features to generate a histogram of c versus a, dividing a into 20 equal-sized partitions

(that is, where each partition contains 5 percent of the tuples in s, sorted by

a).

Answer:

 

5.28 Consider the bank database of Figure 5.25 and the balance attribute of the account relation. Write an SQL query to compute a histogram of balance values, dividing the range 0 to the maximum account balance present, into three equal ranges. (Database Management Systems 1)

 

Answer:

 
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Programming Assignment Help: Example

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Given an integer representing a 7-digit phone number, excluding the area code, output the prefix and line number, separated by a hyphen.

Ex: If the input is 5551212, the output is:

555-1212

Hint: Use % to get the desired rightmost digits. Ex: The rightmost 2 digits of 572 is gotten by 572 % 100, which is 72.

Hint: Use / to shift right by the desired amount. Ex: Shifting 572 right by 2 digits is done by 572 / 100, which yields 5. (Recall integer division discards the fraction).

For simplicity, assume any part starts with a non-zero digit. So 011-9999 is not allowed.

2. Summary: Given integer values for red, green, and blue, subtract the gray from each value.

Computers represent color by combining the sub-colors red, green, and blue (rgb). Each sub-color’s value can range from 0 to 255. Thus (255, 0, 0) is bright red, (130, 0, 130) is a medium purple, (0, 0, 0) is black, (255, 255, 255) is white, and (40, 40, 40) is a dark gray. (130, 50, 130) is a faded purple, due to the (50, 50, 50) gray part. (In other words, equal amounts of red, green, blue yield gray).

Given values for red, green, and blue, remove the gray part.

Ex: If the input is 130 50 130, the output is:

80 0 80

Find the smallest value, and then subtract it from all three values, thus removing the gray.

3. On a piano, each key has a frequency, and each subsequent key (black or white) is a known amount higher. Ex: The A key above the middle C key has a frequency of 440 Hz. Each subsequent key (black or white) has a frequency of 440 * r^n, where n is the number of keys from that A key, and r is 2^(1/12). Given an initial frequency, output that frequency and the next 4 higher key frequencies.

Ex: If the input is 440, the output is:

440.0 466.1637615180899 493.8833012561241 523.2511306011974 554.3652619537442

Note: Include one statement to compute r = 2^(1/12) using the RaiseToPower() function, then use r in the formula fn = f0 * r^n. (You’ll have four statements using that formula, different only in the value for n).

 
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Assignment Help on The Physical-Network Layer Of The Cyber Domain

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Assignment Help on The Physical-Network Layer Of The Cyber Domain

Describe How You Are Connected To The Physical-Network Layer Of The Cyber Domain.

Write a 1- to 2-page paper or create a 6- to 8-slide presentation with visuals and speaker notes about how you are connected to the physical-network layer of the cyber domain. Identify the devices in your home that are connected to a network, such as your phone, computers, or other networked devices. Explain how those devices are connected to a larger network, such as a cellular provider or ISP. Discuss at least 3 threats to you and your connected networks. Format any references according to APA guidelines.

Typical devices I have connected to my house are as follows:

Modem from ISP (Wave)

Orbi Router – plus 2 satellites

5 laptops

2 smart TV’s

14 FEIT Smart dimmable light switches

4 FEIT/Wemo smart plugs

5 Alexa’s

Garage Opener unit

1 networked printer

Dual Microwave/Oven smart appliance

2 Roomba Vacuum Cleaners

Honeywell Thermostat (Assignment Help on The Physical-Network Layer Of The Cyber Domain)

The physical-network layer

The physical-network layer is a crucial component of the cyber domain, serving as the foundation for all digital interactions. This layer encompasses the tangible infrastructure that facilitates data transfer and communication between devices. At its core, it includes physical cables, routers, switches, servers, and other hardware elements that form the backbone of the internet and interconnected networks.

In the physical-network layer, data travels in the form of electrical signals or light pulses through cables and optical fibers. This layer is responsible for the reliable and efficient transmission of information across vast distances, linking disparate devices and enabling seamless communication. The architecture of this layer is designed to ensure the stability, scalability, and security of the entire cyber ecosystem.

Cybersecurity measures at the physical-network layer are paramount to protect against physical threats, such as unauthorized access to data centers or the tampering of network infrastructure. Additionally, advancements in technology, like 5G networks and high-speed fiber optics, continue to shape and enhance the capabilities of the physical-network layer, fostering a more interconnected and digitally agile world. As the digital landscape evolves, the physical-network layer remains a critical enabler of the modern cyber domain.

Assignment Help on The Physical-Network Layer Of The Cyber Domain

References

https://www.sciencedirect.com/topics/engineering/connected-network

 
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