Negotiation And Conflict Resolution

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ROY J. LEWICKI

DAVID M. SAUNDERS

BRUCE BARRY

NEGOTIATION Readings, Exercises and Cases

s i x t h e d i t i o n

sixth edition

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NEGOTIATIO N

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Negotiation is a fundamental skill, not only for successful management, but also for successful living. Negotiation: Readings, Exercises and Cases 6e takes an experiential approach to this skill and explores the major concepts and theories of the psychology of bargaining and negotiation, resulting in a text that refl ects the very best and most recent work on negotiation and the related topics of power, infl uence, and confl ict management.

Examples of new readings, exercises, and cases include: Balancing Act: How to Manage Negotiation Tensions Negotiation Ethics Four Strategies for Making Concessions Become a Master Negotiator Culture and Negotiation Investigative Negotiation Seven Strategies for Negotiating Success Ridgecrest School Dispute Bargaining Strategy in Major League Baseball

The authors have carefully organized Negotiation: Readings, Exercises and Cases 6e to coordinate closely with their newly revised text, Negotiation 6e, as well as with the shorter version of the text, Essentials of Negotiation 5e. All three texts in this series can work together to create a comprehensive learning system.

To learn more, please visit www.mhhe.com/lewickinegotiation

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Negotiation

Readings, Exercises and Cases

Sixth Edition

Roy J. Lewicki The Ohio State University

David M. Saunders Queen’s University

Bruce Barry Vanderbilt University

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NEGOTIATION: READINGS, EXERCISES AND CASES, SIXTH EDITION

Published by McGraw-Hill, a business unit of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright © 2010 by The McGraw-Hill Companies, Inc. All rights reserved. Previous editions © 2007, 2003, and 1999. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning.

Some ancillaries, including electronic and print components, may not be available to customers outside the United States.

This book is printed on acid-free paper.

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ISBN 978-0-07-353031-4 MHID 0-07-353031-X

Vice President & Editor-in-Chief: Brent Gordon VP EDP / Central Publishing Services: Kimberly Meriwether David Publisher: Paul Ducham Managing Developmental Editor: Laura Hurst Spell Editorial Coordinator: Jane Beck Associate Marketing Manager: Jaime Halteman Project Manager: Robin A. Reed Design Coordinator: Brenda A. Rolwes Cover Designer: Studio Montage, St. Louis, Missouri Cover Image Credit: © Artville (Photodisk)/PunchStock Production Supervisor: Sue Culbertson Media Project Manager: Suresh Babu Composition: S4Carlisle Publishing Services Typeface: 10/12 Times Roman Printer: R.R. Donnelley

All credits appearing on page or at the end of the book are considered to be an extension of the copyright page.

Library of Congress Cataloging-in-Publication Data

Negotiation: readings, exercises, and cases / [edited by] Roy J. Lewicki, David M. Saunders, Bruce Barry.—6th ed.

p. cm. ISBN-13: 978-0-07-353031-4 (alk. paper) ISBN-10: 0-07-243255-1 1. Negotiation in business. 2. Negotiation. 3. Negotiation—Case studies. I. Lewicki, Roy J.

II. Saunders, David M. III. Barry, Bruce, 1958– HD58.6.N45 2009 658.4�052—dc22 2009039281

The Internet addresses listed in the text were accurate at the time of publication. The inclusion of a Web site does not indicate an endorsement by the authors or McGraw-Hill, and McGraw-Hill does not guarantee the accuracy of the information presented at these sites.

www.mhhe.com

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Dedication

We dedicate this book to all negotiation, mediation, and dispute resolution professionals who try to make the world a more peaceful and prosperous place.

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iv

About the Authors

is the Abramowitz Professor of Business Ethics, and Professor of Management and Hu- man Resources at the Max. M. Fisher College of Business, The Ohio State University. He has authored or edited 32 books, as well as numerous research articles. Professor Lewicki has served as the President of the International Association of Conflict Man- agement, was the founding editor of the Academy of Management Learning and Educa- tion, and received the Academy of Management’s Distinguished Educator Award for his contributions to the field of teaching in negotiation and dispute resolution.

is dean of Queen’s School of Business. Since joining Queen’s in 2003, he has led the in- ternationalization of the school, launched two unique MBA programs and a suite of pre- experience Masters programs, and strengthened Queen’s international network with the addition of top business school partners in Europe, Asia, and South America.

Outside of Queen’s, David is the co-author of several articles on negotiation, con- flict resolution, employee voice, and organizational justice. He sits on the board of the China Europe International Business School (CEIBS) and the European Foundation for Management Development, an international business school association.

is Professor of Management and Sociology at Vanderbilt University. His research on ne- gotiation, influence, power, and justice has appeared in numerous scholarly journals and volumes. Professor Barry is a past President of the International Association for Conflict Management (2002–2003), and a past chair of the Academy of Management Conflict Management Division.

Roy J. Lewicki

David M. Saunders

Bruce Barry

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People negotiate every day. During an average day, they may negotiate with

• the boss, regarding an unexpected work assignment;

• subordinates, regarding unexpected overtime;

• a supplier, about a problem with raw materials inventory management;

• a banker, over the terms of a business loan;

• a government official, regarding the compliance with environmental regulations;

• a real estate agent, over the lease on a new warehouse;

• his/her spouse, over who will walk the dog;

• his/her child, over who will walk the dog (still an issue after losing the previous negotiation);

• and the dog, once out, as to whether any “business” gets done.

In short, negotiation is a common, everyday activity that most people use to influence others and to achieve personal objectives. In fact, negotiation is not only common, but also essential to living an effective and satisfying life. We all need things—resources, information, cooperation, and support from others. Others have those needs as well, sometimes compatible with ours, sometimes not. Negotiation is a process by which we attempt to influence others to help us achieve our needs while at the same time taking their needs into account. It is a fundamental skill, not only for successful management but also for successful living.

In 1985, Roy Lewicki and Joseph Litterer published the first edition of this book. As they were preparing that volume, it was clear that the basic processes of negotiation had received only selective attention in both the academic and practitioner literature. Scholars of negotiation had generally restricted examination of these processes to basic theory development and laboratory research in social psychology, to a few books writ- ten for managers, and to an examination of negotiation in complex settings such as diplomacy and labor–management relations. Efforts to draw from the broader study of techniques for influence and persuasion, to integrate this work into a broader under- standing of negotiation, or to apply this work to a broad spectrum of conflict and nego- tiation settings were only beginning to occur.

In the past twenty-five years, this world has changed significantly. There are several new practitioner organizations, such as the Society for Professionals in Dispute Resolution and the Association for Conflict Resolution, and academic professional associations such as the Conflict Management Division of the Academy of Management and the Interna- tional Association for Conflict Management that have devoted themselves exclusively to facilitating research and teaching in the fields of negotiation and conflict management. There are several new journals (Negotiation Journal, Negotiation and Conflict Manage- ment Research, International Journal of Conflict Management, International Negotiation) that focus exclusively on research in these fields. Finally, through the generosity of the Hewlett Foundation, there are a number of university centers that have devoted themselves to enhancing the quality of teaching, research, and service in the negotiation and conflict

Preface

v

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management fields. Many schools now have several courses in negotiation and conflict management—in schools of business, law, public policy, psychology, social work, educa- tion, and natural resources. Development has occurred in the practitioner side as well. Books, seminars, and training courses on negotiation and conflict management abound. And, finally, mediation has become an extremely popular process as an alternative to liti- gation for handling divorce, community disputes, and land-use conflicts. In pragmatic terms, all of this development means that as we assembled this sixth edition, we have had a much richer and more diverse pool of resources from which to sample. The net result for the student and instructor is a highly improved book of readings and exercises that contains many new articles, cases, and exercises, which represent the very best and most recent work on negotiation and the related topics of power, influence, and conflict management.

A brief overview of this book is in order. The Readings portion of the book is or- dered into seven sections: (1) Negotiation Fundamentals, (2) Negotiation Subprocesses, (3) Negotiation Contexts, (4) Individual Differences, (5) Negotiation across Cultures, (6) Resolving Differences, and (7) Summary. The next section of the book presents a col- lection of role-play exercises, cases, and self-assessment questionnaires that can be used to teach about negotiation processes and subprocesses. Complete information about the use or adaptation of these materials for several classroom formats is provided in our ac- companying web-based Instructor’s Manual, which faculty members may obtain access by contacting their local McGraw-Hill/Irwin representative, by calling (800) 634-3963 or by visiting the McGraw-Hill Web site at www.mhhe.com/lewickinegotiation

For those readers familiar with the previous edition of this book, the most visible changes in this edition are to the book’s content and organization, as follows:

• The content of this edition is substantially new. About half of the readings are new to this edition, and there are approximately ten new exercises and cases. Almost all exercises and cases have been revised and updated.

• These 7 sections parallel the 7 sections and 20 chapters of the completely revised textbook, Negotiation, 6th edition, by Lewicki, Barry and Saunders, also pub- lished by McGraw-Hill/Irwin. The text and reader can be used together, or sepa- rately. A shorter version of the text, Essentials of Negotiation, 5th edition, by Lewicki, Saunders and Barry, can also be used in conjunction with these readings book (to be published in 2010). We encourage instructors to contact their local McGraw-Hill/Irwin representative for an examination copy (call 800-634-3963, or visit the Web site at www.mhhe.com/lewickinegotiation).

This book could not have been completed without the assistance of numerous people. We especially thank

• The many authors and publishers who granted us permission to use or adapt their work for this book and whom we have recognized in conjunction with specific exercises, cases, or articles.

• The many negotiation instructors and trainers who inspired several of the exercises in this book and who have given us excellent feedback on the previous editions of this book.

vi Preface

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• The staff of McGraw-Hill/Irwin, especially our current editor, Laura Spell, and our previous editors, John Weimeister, Ryan Blankenship, John Biernat, Kurt Strand and Karen Johnson; Jane Beck, Allison Cleland and Trina Hauger, editorial assistants who can solve almost any problem; Project Manager Robin Reed; and Lori Bradshaw, tireless developmental editor who turns our confusing instructions and tedious prose into eminently readable and usable volumes!

• Our families, who continue to provide us with the time, inspiration, opportunities for continued learning about effective negotiation, and the personal support required to finish this project.

Roy J. Lewicki David M. Saunders Bruce Barry

Preface vii

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viii Section Three The Nature of Negotiation

viii

Section 1 Negotiation Fundamentals

1.1 Three Approaches to Resolving Disputes: Interests, Rights, and Power 1

1.2 Selecting a Strategy 14 1.3 Balancing Act: How to Manage Negotiation

Tensions 30 1.4 The Negotiation Checklist 34 1.5 Effective Negotiating Techniques: From

Selecting Strategies to Side-Stepping Impasses and Assumptions 48

1.6 Closing Your Business Negotiations 65 1.7 Defusing the Exploding Offer: The Farpoint

Gambit 72 1.8 Implementing a Collaborative Strategy 80 1.9 Solve Joint Problems to Create and Claim

Value 97 1.10 Even at Megastores, Hagglers Find No Price Is

Set in Stone 112

Section 2 Negotiation Subprocesses

2.1 Negotiating Rationally: The Power and Impact of the Negotiator’s Frame 115

2.2 Managers and Their Not-So Rational Decisions 125

2.3 When Your Thoughts Work Against You 135 2.4 Untapped Power: Emotions in Negotiation 139 2.5 Staying with No 147 2.6 Risks of E-Mail 152 2.7 Where Does Power Come From? 159 2.8 Harnessing the Science of Persuasion 168 2.9 The Six Channels of Persuasion 177 2.10 Negotiating with Liars 183 2.11 Negotiation Ethics 193 2.12 Three Schools of Bargaining Ethics 198 2.13 A Painful Close 204

Section 3 Negotiation Contexts

3.1 Staying in the Game or Changing It: An Analysis of Moves and Turns in Negotiation 211

3.2 The Soft Sell 225 3.3 Bargaining in the Shadow of the Tribe 228 3.4 The Fine Art of Making Concessions 240 3.5 The High Cost of Low Trust 244 3.6 Consequences of Principal and Agent 248 3.7 The Tension between Principals and Agents 256 3.8 When a Contract Isn’t Enough: How to

Be Sure Your Agent Gets You the Best Deal 267

3.9 This Is Not a Game: Top Sports Agents Share Their Negotiating Secrets 272

3.10 The New Boss 277 3.11 Can’t Beat Them? Then Join a

Coalition 291 3.12 Building and Maintaining Coalitions and

Allegiances throughout Negotiations 294 3.13 The Surprising Benefits of Conflict in

Negotiating Teams 298

Section 4 Individual Differences

4.1 Women Don’t Ask 301 4.2 Become a Master Negotiator 309 4.3 Should You Be a Negotiator? 317

Section 5 Negotiation across Cultures

5.1 Culture and Negotiation 321 5.2 Intercultural Negotiation in International

Business 339 5.3 American Strengths and Weaknesses 358

Contents

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Section 6 Resolving Differences

6.1 Doing Things Collaboratively: Realizing the Advantage or Succumbing to Inertia? 363

6.2 Taking Steps toward “Getting to Yes” at Blue Cross and Blue Shield of Florida 377

6.3 Taking the Stress Out of Stressful Conversations 382

6.4 Renegotiating Existing Agreements: How to Deal with “Life Struggling against Form” 391

6.5 Negotiating with Disordered People 409 6.6 When and How to Use Third-Party Help 417 6.7 Investigative Negotiation 435

Section 7 Summary

7.1 Best Practices in Negotiation 443 7.2 Getting Past Yes: Negotiating as if

Implementation Mattered 453 7.3 Seven Strategies for Negotiating Success:

Some Fancy Footwork for the Salary Pas de Deux 466

7.4 Six Habits of Merely Effective Negotiators 472

Exercises 1. The Subjective Value

Inventory (SVI) 483 2. Pemberton’s Dilemma 486 3. The Commons Dilemma 489 4. The Used Car 490 5. Knight Engines/Excalibur Engine

Parts 492 6. GTechnica—AccelMedia 493 7. Toyonda 494 8. Planning for Negotiations 495 9. The Pakistani Prunes 498

10. Universal Computer Company 499 11. Twin Lakes Mining Company 502 12. City of Tamarack 505

13. Island Cruise 508 14. Salary Negotiations 513 15. Job Offer Negotiation: Joe Tech

and Robust Routers 514 16. The Employee Exit Interview 519 17. Live8 520 18. Ridgecrest School Dispute 521 19. Bestbooks/Paige Turner 528 20. Strategic Moves and Turns 529 21. Elmwood Hospital Dispute 531 22. The Power Game 534 23. Coalition Bargaining 535 24. The Connecticut Valley School 538 25. Bakery–Florist–Grocery 541 26. The New House Negotiation 542 27. The Buena Vista Condo 544 28. Eurotechnologies, Inc. 545 29. Third-Party Conflict Resolution 552 30. AuraCall Inc. 557 31. 500 English Sentences 558 32. Sick Leave 559 33. Alpha–Beta 560 34. Galactica SUV 562 35. Bacchus Winery 563 36. Collecting Nos 564 37. A Team in Trouble 566

Cases 1. Capital Mortgage Insurance

Corporation (A) 567 2. Pacific Oil Company (A) 582 3. Negotiating on Thin Ice: The 2004–2005 NHL

Dispute (A) 610 4. Collective Bargaining at Magic

Carpet Airlines: A Union Perspective (A) 629

5. Bargaining Strategy in Major League Baseball 638

6. Midwestern::Contemporary Art 649 7. 500 English Sentences 656 8. Sick Leave 666

Contents ix

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Questionnaires 1. The Personal Bargaining

Inventory 677 2. The SINS II Scale 680 3. Six Channels of Persuasion

Survey 682 4. The Trust Scale 686 5. Communication Competence

Scale 691 6. The Cultural Intelligence Scale 693

Appendix 1. Negotiating on Thin Ice: The 2004–2005 NHL

Dispute (B) 695

Title Index 699 Name Index 701

x Contents

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Reading 1.1

Three Approaches to Resolving Disputes: Interests, Rights, and Power William L. Ury Jeanne M. Brett Stephen B. Goldberg

It started with a pair of stolen boots. Miners usually leave their work clothes in baskets that they hoist to the ceiling of the bathhouse between work shifts. One night a miner discovered that his boots were gone.1 He couldn’t work without boots. Angry, he went to the shift boss and complained, “Goddammit, someone stole my boots! It ain’t fair! Why should I lose a shift’s pay and the price of a pair of boots because the company can’t protect the property?”

“Hard luck!” the shift boss responded. “The company isn’t responsible for personal property left on company premises. Read the mine regulations!”

The miner grumbled to himself, “I’ll show them! If I can’t work this shift, neither will anyone else!” He convinced a few buddies to walk out with him and, in union solidarity, all the others followed.

The superintendent of the mine told us later that he had replaced stolen boots for miners and that the shift boss should have done the same. “If the shift boss had said to the miner, ‘I’ll buy you a new pair and loan you some meanwhile,’ we wouldn’t have had a strike.” The superintendent believed that his way of resolving the dispute was bet- ter than the shift boss’s or the miner’s. Was he right and, if so, why? In what ways are some dispute resolution procedures better than others?

In this reading, we discuss three ways to resolve a dispute: reconciling the interests of the parties, determining who is right, and determining who is more powerful. We analyze the costs of disputing in terms of transaction costs, satisfaction with outcomes, effect on the relationship, and recurrence of disputes. We argue that, in general, recon- ciling interests costs less and yields more satisfactory results than determining who is right, which in turn costs less and satisfies more than determining who is more power- ful. The goal of dispute systems design, therefore, is a system in which most disputes are resolved by reconciling interests.

1

Negotiation Fundamentals

 
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Write A Litte Man Program

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Little Man Computer Programming

1. Write a Little Man program that adds a column of input values and produces the sum as output. An input value of zero will indicate the last value in the input stream of input values.

2. Write a Little Man program that prints out the odd numbers from 0 to 99. (No input is required.)

3. Write a Little Man Program that prints out the sums of the odd values from 1 to 39. The output will consist of 1, 1+3, 1+3+5, 1+3+5+7 …. (No input is required.)

4. Write a Little Man program that accepts three values as input and output them in order of size, largest to smallest.

5. The following Little Man program is supposed to subtract the first input value from the second input value and then add the third input value to produce a result, i.e.,

i. OUT = IN2 – IN1 + IN3

Mailbox Mnemonic code numeric code

00 IN 901

01 STO 99 399

02 IN 901

03 STO 98 398

04 ADD 99 199

05 IN 901

06 SUB 99 299

07 OUT 902

08 COB 000

What is wrong with this program? Modify the program so that it produces the correct result.

 
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Java- Luxury Ocean Cruise Assignment

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Competency

In this project, you will demonstrate your mastery of the following competency:

  • Write programs using object-oriented conventions in accordance with industry standard best practices

Scenario

Global Rain logo

You work for Global Rain, a software engineering company that specializes in custom software design and development. As a junior software developer, you are part of a software development team at Global Rain that collaborates to create software solutions for entrepreneurs, businesses and government agencies around the world.

Your Global Rain software development team has been asked to develop a menu-driven system for the Luxury Ocean Cruise Outings company. This company coordinates cruise bookings for luxury ship owners and cruise lines. As a returning customer for Global Rain, Luxury Ocean Cruise Outings has requested a simple menu-based system to perform core functions that are essential to its daily operations.

Other developers on your team have made progress on this project and have already created different classes for the software application. Your supervisor has asked you to complete several tasks to meet the customer’s needs.

Directions

The Luxury Ocean Cruise Outings company has provided Global Rain with a software specification document that details a menu-driven software application. Other developers on your software development team have already begun this project by creating the Ship, Cruise, Passenger, and Driver classes. You will modify the classes by including attributes and their proper data structures, writing methods to perform required functionality and behavior, and making sure that your program performs input validation and exception handling.

Before you get started with your assigned tasks, complete the following pre-work to understand your client’s needs, set up your development environment, and become familiar with the work that has already been completed. Refer to the Supporting Materials for relevant files to complete your pre-work.

Several individuals working at different computers

  1. Review the specification document, which will provide you with an overview of your client’s needs. Pay special attention to the relationships between the system’s different components.
  2. Open the Virtual Lab by clicking on the link in the Virtual Lab Access module. Then open your IDE. Upload the package of .java class files into your IDE and compile the code. Although the program is not complete, it will compile without error. This will help you test your development environment and ensure it is ready to start coding.
  3. Read through the code for each class. You will get clear directions in the project guide on how to modify and complete the code. This will help you understand what code has been created, and may give you ideas for the methods you must complete to meet the software requirements.
  4. Once you have completed your pre-work, you are ready to begin your assigned tasks on the menu-driven software application. Follow the project guide in the Supporting Materials section, which will take you step-by-step through completing the software application’s menu system.

What to Submit

To complete this project, you must submit the following:

Note: All class files must be submitted because the entire package of files is required for the application to run.

Driver.java Class File
Submit your modified Driver.java class file. Be sure to include in-line comments for all your changes and additions.

Cruise.java Class File
Submit your modified Cruise.java class file. Be sure to include in-line comments for all your changes and additions.

Ship.java Class File
Submit the Ship.java class file, even though you were not required to make changes to it for this project.

Passenger.java Class File
Submit the Dog.java class file, even though you were not required to make changes to it for this project.

Supporting Materials

The following resource(s) may help support your work on the project:

Luxury Ocean Cruise Outings System Specification Document
Review the system specification document, provided by Luxury Ocean Cruise Outings, to complete the menu-driven software application.

Luxury.zip (Class Files)
Review the code in each class file to understand what code has been created and what code you will create. The Ship and Passenger classes have been fully coded and do not require changes. The Driver and Cruise classes have been partially coded and require changes. All classes are required for the Luxury Ocean Cruise Outings app.

Uploading Files to Eclipse Tutorial
You will write, test, and run each class file in an IDE. Review this tutorial to learn how to upload the zipped folder, which contains all your class files, into your IDE.

Downloading Files from Eclipse Tutorial
You will write, test, and run your class files using an IDE. Review this tutorial to learn how to save and export files from your IDE. Important: Do not change the names of any class files.

Project Three Guide
Follow this guide, which will take you step-by-step through creating the software application’s menu for Luxury Ocean Cruise Outings.

The following rubric will be used to assess Project Three. Familiarize yourself with this document as you work on the project, and return to this rubric before you submit Project Three to make sure you’ve included everything you need to be successful.

 
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Stacks And Queues

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Stacks and Queues In this assignment, you will be implementing Stacks and Queues. You will then use stacks and queues to test if words are palindromes, and use stacks to decompose phrases into words (to find new palindromes).

● Implement ​MyStack​ (use the included ​MyLinkedList​ to store the stack elements) ○ Implements ​StackInterface ○ Throws a ​StackException​ if peek or pop are called on an empty stack

● Implement ​MyQueue​ (use ​MyLinkedList​ to store the stack elements) ○ Implements ​QueueInterface ○ Throws a ​QueueException​ if peek or dequeue are called on an empty queue

● Test your MyStack and MyQueue ​thoroughly ● In ​Palindrome.java

○ Implement ​stackToReverseString()​ using MyStack ○ Implement ​reverseStringAndRemoveNonAlpha()​ using ​MyStack ○ Implement ​isPalindrome()​, which returns true if a word or phrase is a

palindrome, using ​MyStack​ and ​MyQueue ○ CHALLENGE: Implement ​explorePalindrome()​ which lists all possible

backwards decompositions of a phrase (e.g. “evil guns” => snug live“), a common trick to make new palindromes (uses MyStack)

● Style requirements ​(NEW!) ○ Indent your code properly

■ There are several mainstream “styles” of indentation, pick one and be consistent. EG: ​https://javaranch.com/styleLong.jsp

○ Name your variables with helpful and descriptive names ■ Whats a good variable name? Here is a ​guide

○ Add comments before every function, and in your code ■ Comments should say ​what you are trying to do​ and ​why ■ Consult this ​guide to commenting

Point breakdown Stacks ​ – 20 points Queues ​ – 20 points Style ​ – 15 points Implementing the functions: String ​stackToReverseString​(MyStack)​ – 10 points String ​reverseStringAndRemoveNonAlpha​(String)​ – 5 points Boolean ​isPalindrome​(String)​ – 10 points

 

 

 

void​ ​explorePalindrome​()​ (and its helper)​ – 20 points

Implementing MyStack and MyQueue In this assignment, we will be making heavy use of the classes ​MyStack​ and ​MyQueue​. You have already implemented ​ MyLinkedList.java​ in a previous assignment. You can use your code, or the sample ​MyLinkedList.java ​provided. Implement ​MyStack.java​ and ​ MyQueue.java ​using the provided interfaces and exceptions. Make sure you have implemented a ​public​ String ​toString​()​ method on MyStack and MyQueue that prints out the contents of the stack from the top down and prints out the queue from the front to back. So, for example, after the following code:

MyStack stack = ​new​ MyStack(); MyQueue queue = ​new​ MyQueue(); stack.push(​”Hello”​); queue.enqueue(​”Hello”​); stack.push(​”big”​); queue.enqueue(​”big”​); stack.push(​”world”​); queue.enqueue(​”world”​);

 

System.out.println(​”Stack = “​ + stack); System.out.println(​”Queue = “​ + queue);

Then the output would be:

Stack = (world, big, hello)

Queue = (hello, big, world)

Test your code thoroughly!! ​We have provided ​TestQueuesAndStacks.java​ as an example of some ways to test your code, but you will want to edit it to try out many possible situations. Make sure your code behaves ​exactly ​ as you expect it to, before starting the second half of the assignment.

Is this a palindrome? A palindrome is a word or phrase that reads the same backwards and forwards, if you ignore punctuation and spaces. For example:

● A dog! A panic in a pagoda!

 

 

 

● ABBA ● Cigar? Toss it in a can. It is so tragic. ● Yo, bottoms up! (U.S. motto, boy.) ● Stressed was I ere I saw desserts.

(from ​http://www.palindromelist.net/palindromes-y/​) In this part of the assignment, you will be writing several functions in ​Palindrome.java ​to test and create palindromes using your stack and queue implementations.

Example Input & Output Palindrome.java​ takes as input: a ​mode ​, and some ​words. ​The mode is either “test” or “expand”, so the function call will be: Test for palindromes Are these phrases palindromes?

javac Palindrome.java && java Palindrome test “oboe” “ABBA” “I’m alas, a

salami” “evil liver”

‘oboe’: false

‘ABBA’: true

‘I’m alas, a salami’: true

‘evil liver’: false

Expand palindromes Which words could be added to make this a palindrome?

javac Palindrome.java && java Palindrome expand “an era live” “mug god”

an era live: evil a ren a

an era live: evil aren a

an era live: evil arena

mug god: dog gum

 

 

 

 

Functions to implement: String ​stackToReverseString​(MyStack)​:​ your toString function in your stack class prints out the stack in the order that things would be popped from it. What if we want to turn it into a string in the opposite order (the order that things were ​pushed to it)? In Palindrome.java, we do not have access to the internal representation of the stack’s list. So instead, we have to pop everything off the stack, read it in order and push it pack onto the stack in the original order so that the stack is unchanged (​Whew!​)

● Create an empty string ● Create a new temporary stack ● Pop everything from the original stack onto

the new stack ● Pop everything from the new stack back

onto the original stack ​and​ add it to the string

 

String ​reverseStringAndRemoveNonAlpha ​(String) Use a stack to reverse a string. Similar to before. Also, we want to not only

● Create a new stack. ● Iterate through the string, and push each character from the string onto the stack, but

only if ​they are alphabetic (ignore spaces and punctuation) ○ Character.isAlphabetic ​will be a useful function here!

● Pop everything from the stack to reconstruct the string in reverse.

 

 

 

● Note: your stack can only contain Objects. Java’s ​char​ datatype isn’t an object though! This means that you will have to wrap it (and later cast it) as a ​Character​ type. Look up the Character class in Java’s documentation, or find out more about wrapper classes here ​.

 

Boolean ​isPalindrome​(String) Implement this function using ​ both a stack and a queue. To test if a string is a palindrome:

● Convert the string to lowercase (we don’t care about uppercase vs lowercase characters being different)

● Create a new stack and queue. ● Enqueue and push each character (if it is alphabetic, we don’t want to look at white

space or punctuation) ● Pop each character from the stack and dequeue each character from the queue until

one is empty ● Notice how in our above functions, pushing and then popping from a stack ​reversed the

order. ​How will you use this to test whether this string is a palindrome?

void ​explorePalindrome​(String) This function lists all possible endings that would make this string a palindrome, e.g.:

javac Palindrome.java && java Palindrome expand “an era live” “mug god”

an era live: evil a ren a

an era live: evil aren a

an era live: evil arena

First, convert the string to lowercase and use your ​reverseStringAndRemoveNonAlpha function to reverse it and remove non-alphabetical characters. Now, most of the work will be done by a recursive helper function to decompose this new string (“evilarena”) into words. Takes the original string, the reversed string, an index, and the current stack of words we are building up

​public​ ​static​ ​void​ ​decomposeText​(String originalText, String textToDecompose, ​int​ index, MyStack decomposition)

We have provided a function ​ String[] getWords(String text, ​int​ index) ​that uses a dictionary to find which words could be created from a string at a given index. For example getWords(​”isawere”​, ​0​) ​could find the words “i” and “is”, ​ getWords(​”isawere”​, ​2​)​ could find the words (“a”, “aw” and “awe”). A recursion step:

 

 

 

● If the index is at the end of the word, we are finished, print out the words (using reverse print) and the original text.

● Else: Find the potential words at that index ● For each word:

● Push it to the stack ○ Recurse at the next index (not *just* i++) ○ If it was part of a correct solution, it will print itself out in a subsequent

recursion step (if it reaches a conclusion) ● Pop it from the stack

● Confused? See below for a visual explanation of this approach. ○ As usual, println statements may help you understand your code’s operation if

you get lost. Consider outputting the list of words from getWords, or printing out the ​decomposition​ stack each time you push or pop from it. Just remove your debug statements before turning in your code.

 

Turning the code in

● Create a directory with the following name: <student ID>_assignment3 where you replace <student ID> with your actual student ID. For example, if your student ID is 1234567, then the directory name is 1234567_assignment3

● Put a copy of your edited files in the directory (MyQueue.java, MyStack.java, and Palindrome.java)

● Compress the folder using zip. Zip is a compression utility available on mac, linux and windows that can compress a directory into a single file. This should result in a file named <student ID>_assignment3.zip (with <student ID> replaced with your real ID of course).

● Double-check that your code compiles and that your files can unzip properly. You are responsible for turning in working code.

● Upload the zip file through the page for ​Assignment 3 in canvas

 

 

 

Visual example of palindrome search with stacks

 
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Exam Project

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Overview

This project involves a case study based on a fictional company, Healthy Home Care, Inc. You’ll assume the role of office manager, who is responsible for creating the literature for a Welcome Package. The promotional documents will be printed and placed in a folder to be mailed to the director of a senior center. For this project, you’ll complete four documents for the package:

  1. A cover letter discussing your partnership with a senior center
  2. A fact sheet highlighting the services and amenities you offer
  3. A flier promoting the next wellness clinic
  4. A pre-registration form

Instructions

Create the following documents. Your score will be based on the rubric found in the scoring guidelines.

Create and Edit a Cover Letter

The Welcome Package includes a letter to the director of a senior center.

  1. Start Word and create a new document.
  2. Change the style of the blank paragraph to No Spacing.
  3. Type the text shown below, pressing Enter to place one blank line where indicated, four blank lines in the closing, and four more blank lines before the word Enclosures, and beginning new paragraphs where indicated.

Your document should now look similar to that shown below.

  1. Replace the word Date with a time stamp displaying a date that updates automatically in the format “Month, Date, Year.”
  2. Edit the first paragraph to display the Healthy Home Care, Inc., services as a bulleted list with each item starting with an uppercase letter, similar to Figure below.
  1. Bold the three occurrences of Healthy Home Care, Inc., within the body of the letter.
  2. Save the document, naming it “Healthy Home Care letter.”

Create a Fact Sheet

The Fact Sheet needs to display the Healthy Home Care, Inc., services in large print.

  1. Start Word and create a new document.
  2. Change the style of the blank paragraph to No Spacing.
  3. Type the text shown below, pressing Enter to start new paragraphs where shown.

Your document should now look similar to that shown below.

  1. Change the margins to 2 inches on the left and right and 1 inch on top and bottom.
  2. Replace the first two lines of text with appropriately formatted WordArt that has a Wrap Text format of Square and is centered above the rest of the text, similar to that shown below.
  1. Format the remaining text as Georgia 16 point.
  2. Bold the three questions only.
  3. Press Enter after the last question and then format the answer paragraphs as a bulleted list, using a character other than the • symbol.
  4. Format the bulleted list with 12-point spacing after each paragraph.
  5. Save the document, naming it “Healthy Home Care fact sheet.”

Create a Flier

The flier will promote the Wellness Clinic at Palms Senior Center.

  1. Start Word and create a new document.
  2. Change the document orientation to Landscape.
  3. Type the text shown below.
  1. Change the margins to 0.3 inch on all sides.
  2. Your document should look similar to that shown below.
  1. Format the title in Comic Sans MS 72 point, bold, dark green.
  2. Select the next three lines of text and apply the Heading 1 style.
  3. Modify the Heading 1 style with the following formats:
    1. Arial 26 point bold
    2. Dark gray color
    3. Center alignment
  4. Format the last line of text with 2-inch right and left indents and then change the font to Arial 9 point.
  5. In the blank paragraph after Complimentary, insert an appropriate clip art image of fruit.
  6. Size the clip art so all the text is on one page, and then center the image.
  7. Save the document, naming it “Healthy Home Care flier.”

Create a Pre-Registration Form

The pre-registration form will be used to compile names of prospective clients.

  1. Start Word and create a new document.
  2. Insert a 5 by 11 table.
  3. Merge the cells in the top row.
  4. Select only Header Row in Table Style Options and then select a table style with blue shading in the first row.
  5. Type the form title as shown below and format the first line of text as Arial 20 point, bold and the second line as Arial 16 point, regular.
  1. Type text and merge cells so your form looks similar to the figure below. After merging cells in the last row, change the row height to 4.5 inches. Change the row heights of the cells containing text to 0.3 inch.
  1. Save the document, naming it “Healthy Home Care pre-registration form.”

Scoring Guidelines

Rubric

Skill/Grading CriteriaExemplary
(4)Proficient
(3)Fair
(2)Poor
(1)Apply a Word StyleAppropriate paragraphs are in the indicated Word style.Most paragraphs are in the| indicated Word style.Some paragraphs are in the indicated Word style.Few paragraphs are in the indicated Word style.Insert a time stampA time stamp set to update automatically is displayed in the format Month, Date, Year.A time stamp set to update automatically is displayed in any format.A time stamp not set to update is displayed in any format.A date has been typed.Edit Text and format as a bulleted listAll of the indicated paragraphs have been edited and formatted as a bulleted list.Most of the indicated paragraphs have been edited and formatted as a bulleted list.Some of the indicated paragraphs have been edited and formatted as a bulleted list.An attempt has been made to format the indicated text in a list style.Apply the bold character formatAll of the indicated text has been formatted as bold.Most of the indicated text has been formatted as bold.Some of the indicated text has been formatted as bold.The wrong text has been formatted as bold.Change marginsAll margins have been changed to the measurements indicated.Most of the margins have been changed to the measurements indicated.Some of the margins have been changed to the measurements indicated.The margins have been changed to the wrong measurements.Create WordArt and change wrapAppropriate WordArt has been created, sized, formatted, and given the appropriate wrap.Appropriate WordArt has been created, sized, and formatted.Appropriate WordArt has been created and sized.WordArt has been created but is neither appropriate nor formatted.Format text in a different fontAll of the indicated text has been formatted with the correct typeface, size, and style where indicated.Most of the indicated text has been formatted with the correct typeface, size, and style where indicated.Some of the indicated text has been formatted with the correct typeface, size, and style where indicated.None of the indicated text has been formatted with the correct combination of typeface, size, and style where indicated.Change the bullet style of a listAll of the indicated paragraphs have been edited and formatted as a bulleted list with an appropriate bullet character.Most of the indicated paragraphs have been edited and formatted as a bulleted list with an appropriate bullet character.Some the indicated paragraphs have been edited and formatted as a bulleted list with an appropriate bullet character.An attempt has been made to format the indicated text in a list style.Change paragraph spacingAll of the indicated paragraphs have the appropriate paragraph style.Most of the indicated paragraphs have the appropriate paragraph style.Some of the indicated paragraphs have the appropriate paragraph style.An attempt has been made to add spacing between paragraphs without changing the paragraph style.Change page orientationThe document orientation is Landscape.The document orientation is Landscape.The document orientation is Landscape.The document orientation is Landscape.Create indentsThe indicated paragraph has right and left indents of the appropriate measurements.The indicated paragraph has either a right or left indent of the appropriate measurement.The indicated paragraph has right and left indents, but of the wrong measurements.Spaces, tabs, or some other character was used in an attempt to change indents.Apply color to textAll of the indicated text has been formatted in the appropriate color.Most of the indicated text has been formatted in the appropriate color.Some of the indicated text has been formatted in the appropriate color.The wrong text has been formatted in a color.Modify a built-in styleAll of the indicated changes have been made to the Word style.Most of the indicated changes have been made to the Word style.Some of the indicated changes have been made to the Word style.Few of the indicated changes have been made to the Word style.Insert clip artAn appropriate clip art image has been inserted, sized, and formatted.An appropriate clip art image has been inserted and sized.An appropriate clip art image has been inserted.A clip art image has been inserted but is neither related to the content nor has it been formatted.Insert a tableA table of the specified size has been inserted.A table of the wrong size has been inserted.Tabs have been used to create rows and columns of data.Text has been typed with no attempt to organize it.Merge table cellsAll of the indicated table cells have been merged.Most of the indicated table cells have been merged.Some of the indicated table cells have been merged.Few of the indicated table cells have been merged.Apply a table styleA Word table style with the appropriate options has been applied.A Word table style with the appropriate options has been applied without top row shading.A Word table style with the wrong options has been applied.An attempt has been made to format the table by applying separate cell formats.Format table row heightAll of the indicated rows have the appropriate height.Most of the indicated rows have the appropriate height.Some of the indicated rows have the appropriate height.The indicated rows have been changed to the wrong height.

Submission Checklist

Before submitting your project, make sure you’ve correctly completed the following:

  • Create, save, and name a file
  • Type text
  • Edit text
  • Change page orientation
  • Character formats, including typeface, point size, bold, and color
  • Apply Word styles
  • Modify a Word style
  • Insert an automatically updating time stamp
  • Paragraph formats, including alignment, spacing, and indents
  • Create WordArt
  • Insert clip art
  • Change the wrap and size of an image
  • Use bulleted lists, including changing the default bullet
  • Insert a table
  • Change table formats using Table Styles
  • Change cell formats using Text and Paragraph Styles
  • Change table structure, including merging cells and row heights
  • Type data into a table

Be sure to keep a backup copy of any files you submit to the school!

 
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Information Security And Risk Management

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Chapter 13

 

 

QUESTION 1

1. It is dangerous to assume anything when creating a BCP, because assumptions are rarely accurate.

True

False

0.10000 points   

QUESTION 2

1. Who coordinates the actions of the DAT and works closely with the EMT lead and BCP coordinator?

    DAT coordinator
    TRT lead
    BCP PM
    DAT lead

0.10000 points   

QUESTION 3

1. What is NOT one of the three commonly used BCP teams?

    technical recovery
    emergency management
    critical contractor
    damage assessment

0.10000 points   

QUESTION 4

1. All critical systems should be included in a BCP.

True

False

0.10000 points   

QUESTION 5

1. Even though the BIA identifies priorities, it is common to reaffirm them in a BCP.

True

False

0.10000 points   

QUESTION 6

1. What correctly lists the overall steps of a BCP?

    purpose; scope; assumptions and planning principles; system descriptions and architecture; responsibilities; provide training; test and exercise plans; maintain and update plans
    charter the BCP and create scope statements; complete the BIA; identify countermeasures and controls; develop individual DRPs; provide training; test and exercise plans; maintain and update plans
    charter the BCP and create scope statements; complete the BIA; identify countermeasures and controls; develop individual DRPs; notification/activation phase; recovery phase; reconstitution phase; plan training, testing, and exercises; plan maintenance
    purpose; scope; assumptions and planning principles; system descriptions and architecture; responsibilities; notification/activation phase; recovery phase; reconstitution phase; plan training, testing, and exercises; plan maintenance

0.10000 points   

QUESTION 7

1. The overview section provides a description of the CBFs.

True

False

0.10000 points   

QUESTION 8

1. Who coordinates the actions of the EMT and works closely with the DAT lead and BCP coordinator?

    EMT lead
    BCP PM
    EMT coordinator
    TRT lead

0.10000 points   

QUESTION 9

1. If a disruption occurs during work hours, then the BCP PM will probably be on the scene quickly. If the disruption occurs after hours, then the BCP PM should be contacted first thing the next business day.

True

False

0.10000 points   

QUESTION 10

1. When is the notification/activation phase?

    when the BCP CM declares it so
    the first step of a BCP
    depends on the type of interruption
    when the disruption has occurred or is imminent

0.10000 points   

QUESTION 11

1. Criticality of operations identifies the order of importance of each of the seven domains of the typical IT infrastructure.

True

False

0.10000 points   

QUESTION 12

1. If a system houses data, you need to ensure that data is protected according to _______.

    the C-I-A triad
    the BCP’s scope
    its criticality
    its level of classification

0.10000 points   

QUESTION 13

1. The functional description builds on the __________.

    strategy
    overview
    BIA
    system description and architecture

0.10000 points   

QUESTION 14

1. What is the overall goal of BCP exercises?

    to ensure continued operations after a disruption or disaster
    to demonstrate how the BCP will work
    to verify that the BCP will work as planned
    to teach people the details of the BCP

0.10000 points   

QUESTION 15

1. When an emergency is declared, the ____________ usually contact(s) appropriate teams or team leads.

    BCP PM
    stakeholders
    BCP coordinator
    department heads

0.10000 points   

QUESTION 16

1. Training should be conducted at least annually.

True

False

0.10000 points   

QUESTION 17

1. The TRT lead needs to be very familiar with existing DRPs and may have even authored them.

True

False

0.10000 points   

QUESTION 18

1. What is the purpose of a BCP?

    to ensure that mission-critical elements of an organization continue to operate after a disruption
    to ensure that mission-critical elements of an organization are properly restored after a disruption
    to prevent loss of mission-critical activities of organization employees in case of a disruption
    to identify mission-critical elements of an organization in case of a disruption

0.10000 points   

QUESTION 19

1. Some personnel can be deemed mission-critical.

True

False

0.10000 points   

QUESTION 20

1. Having supplies on hand for continued production _______________.

    is a best practice in the creation and implementation of a BCP
    may be preferable to having an organization obtain parts and supplies as needed
    may conflict with other organizational planning principles
    is the definition of a just-in-time philosophy

0.10000 points   

Click Save and Submit to save and submit. Click Save All Answers to save all answers.

 

 

 

 

Chapter 12

 

 

 

QUESTION 1

1. Every resource has an MAO and an impact if it fails.

True

False

0.10000 points   

QUESTION 2

1. What is NOT a direct cost?

    equipment replacement costs
    building replacement costs
    penalty costs for noncompliance issues
    penalty costs for nonrepudiation issues

0.10000 points   

QUESTION 3

1. A BIA is intended to include all IT functions.

True

False

0.10000 points   

QUESTION 4

1. Choose the answer that correctly lists the seven steps of a BIA.

    develop the contingency planning policy statement; conduct the business impact analysis; identify preventive controls; identify critical resources; identify the maximum downtime; identify recovery priorities; and develop the BIA report
    identify the environment; identify stakeholders; identify critical business functions; identify critical resources; identify the maximum downtime; identify recovery priorities; and develop the BIA report
    develop the contingency planning policy statement; conduct the business impact analysis; identify preventive controls; create contingency strategies; develop an information system contingency plan; ensure plan testing, training, and exercises; and ensure plan maintenance
    identify the environment; identify stakeholders; identify critical business functions; create contingency strategies; develop an information system contingency plan; ensure plan testing, training, and exercises; and ensure plan maintenance

0.10000 points   

QUESTION 5

1. The seven steps of a BIA are the same as the seven steps of contingency planning.

True

False

0.10000 points   

QUESTION 6

1. You are a stakeholder who has just designated a function as critical. What must you do now?

    Dedicate resources to protect the function.
    Perform a CBA.
    Evaluate vulnerabilities.
    Bring it up in the next meeting.

0.10000 points   

QUESTION 7

1. What is NOT one of the steps of contingency planning?

    identifying assets
    ensuring plan maintenance
    conducting the business impact analysis
    creating contingency strategies

0.10000 points   

QUESTION 8

1. A BIA is concerned with identifying and implementing recovery methods.

True

False

0.10000 points   

QUESTION 9

1. Once you identify CBFs and critical business processes, you need to map them to a BIA.

True

False

0.10000 points   

QUESTION 10

1. BIAs identify an impact that can result from ____________.

    uncontrolled vulnerabilities
    disruptions in a business
    failure of a DMZ
    threats to the IT infrastructure

0.10000 points   

QUESTION 11

1. RPO stands for ____________.

    recovery point objective
    recovery program objective
    recovery policy objective
    recovery product objective

0.10000 points   

QUESTION 12

1. Questionnaires, forms, and surveys are the standard way to collect data for a BIA.

True

False

0.10000 points   

QUESTION 13

1. What is NOT an indirect cost?

    loss of goodwill
    costs to re-create or recover data
    lost opportunities during recovery
    costs to regain market share

0.10000 points   

QUESTION 14

1. What does POCs stand for?

    policies of compliance
    procedures of control
    policies of control
    system points of contact

0.10000 points   

QUESTION 15

1. What acronym is NOT a critical term when working with BIAs?

    MAO
    CBA
    CBF
    CSF

0.10000 points   

QUESTION 16

1. For a BIA, the step of “identifying the environment” means having a good understanding of the business function.

True

False

0.10000 points   

QUESTION 17

1. Low RTOs are _______ but _______.

    unachievable, ideal
    elusive, maintainable
    achievable, costly
    risky, high-yield

0.10000 points   

QUESTION 18

1. RTO stands for ________.

    recovery time obstacle
    repair transfer objective
    repair task objective
    recovery time objective

0.10000 points   

QUESTION 19

1. What is NOT a best practice when performing a BIA?

    using a top-down approach
    starting with clear objectives
    plan interviews and meetings in advance
    performing a CBA

0.10000 points   

QUESTION 20

1. There are seven steps of contingency planning.

True

False

0.10000 points   

Click Save and Submit to save and submit. Click Save All Answers to save all answers.

 

 

 

Lab 7

 

QUESTION 1

1. True or False: the BIA is similar to conducting a risk assessment except that it is focused on identifying critical, major and minor business functions and operations.

True

False

0.25000 points   

QUESTION 2

1. True or False: the larger the RTO and RPO maximum allowable time, the potentially more expensive the solution.

True

False

0.25000 points   

QUESTION 3

1. What is the proper sequence of development and implementation for the following?

    1. Risk Management plan, 2. Business Impact Analysis, 3. Business Continuity plan, then 4. Disaster Recovery plan.
    1. Business Continuity plan, 2. Business Impact Analysis, 3. Disaster Recovery plan, then 4. Risk Management plan.
    1. Risk Management plan, 2. Business Continuity plan, 3. Business Impact Analysis, then 4. Disaster Recovery plan.
    1. Business Continuity plan, 2. Risk Management plan, 3.Business Impact Analysis, then 4. Disaster Recovery plan.

0.25000 points   

QUESTION 4

1. True or False: Customer Service business functions typically have a short RTO and RPO maximum allowable time objective.

True

False

0.25000 points   

QUESTION 5

1. True or False: RTO is what the organization defines as the minimum allowable or acceptable downtime.

True

False

0.25000 points   

QUESTION 6

1. True or False: The BIA’s goal and purpose is to identify IT Infrastructure components that are critical to the organization.

True

False

0.25000 points   

QUESTION 7

1. True or False: If the RPO metric does not equal the RTO, you can potentially lose data that might not be backed up.

True

False

0.25000 points   

QUESTION 8

1. True or False: The BIA helps define the scope and priorities of the Business Continuity plan and the Disaster Recovery plan.

True

False

0.25000 points   

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Lab 8

 

1. True or False: Disaster Planning is not part of the BCP?

True

False

0.25000 points   

QUESTION 2

1. Which of the following should develop and participate in an organization’s BCP?

    All of the above
    Executive Management
    Human Resources
    IT

0.25000 points   

QUESTION 3

1. True or False: a BIA helps define the scope of the BCP itself.

True

False

0.25000 points   

QUESTION 4

1. True or False: the BCP should be updated at least once a year.

True

False

0.25000 points   

QUESTION 5

1. Which of the following is NOT true.  A BCP helps mitigate the risk of:

    Lengthy IT system outages.
    Losing human life.
    Lost revenue and lost intellectual property assets.
    All of the above are True

0.25000 points   

QUESTION 6

1. True or False: The purpose of having documented IT system, application and data recovery procedures/steps is to help achieve the RTO defined by executive management?

True

False

0.25000 points   

QUESTION 7

1. True or False: you still need a BCP or DRP if you have business liability insurance, asset replacement insurance and natural disaster insuranc

True

False

0.25000 points   

QUESTION 8

1. True or False: If a business cannot operate, the BCP assists in bringing the business back to life and operational readiness.

True

False

0.25000 points   

Click Save and Submit to save and submit. Click Save All Answers to save all answers.

 
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Excel Homework

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USING MICROSOFT EXCEL 2016 Independent Project 6-5 (Mac 2016) 

 

Independent Project 6-5 (Mac 2016 Version)

Classic Gardens and Landscapes counts responses to mail promotions to determine effectiveness. You use SUMIFS and a nested IF formula to complete the summary. You also calculate insurance statistics and convert birth dates from text to dates. 

 

Skills Covered in This Project 

  • Nest MATCH and INDEX functions.
  • Create DSUM formulas.
  • Build an IFS function.

• Build SUMIFS formulas.
• Use DATEVALUE to convert text to

dates.

 

Step 1 

Download start file

  1. Open the ClassicGardens-06 start file. Click the Enable Editing button. The file will be renamed automatically to include your name. Change the project file name if directed to do so by your instructor, and save it.
  2. Create a nested INDEX and MATCH function to display the number of responses from a city.
    1. Click the Mailings sheet tab and select and name cells A3:D28 as Responses
    2. Click the Mailing Stats sheet tab.
    3. Click cell B21 and type Carthage.
    4. Click cell C21, start an INDEX function, and select the first argument list option.
    5. Choose the Responses range for the Array argument.
    6. Click the Row_num box and nest a MATCH function. Select cell B21 for the Lookup_value and
      cells A3:A28 on the Mailings sheet for the Lookup_array. Click the Match_type argument box
      and type 0.
    7. Click INDEX in the Formula bar. Click the Column_num box and nest a second MATCH function to
      look up cell D3 on the Mailings sheet in the lookup array A3:D3.
    8. Click the Match_type box and type 0 (Figure 6-105).
      Important: There is a known bug in Excel for Mac that places plus signs ( + ) instead of commas ( , ) between the arguments when using the Formula Builder. If this is the case in your Excel for Mac version, replace the plus signs with commas.

 

Excel 2016 Chapter 6 Exploring the Function Library Last Updated: 3/27/19 Page 1 

 

USING MICROSOFT EXCEL 2016 Independent Project 6-5 (Mac 2016) 

 

  1. Format the results to show zero decimal places.
  2. Type Smyrna in cell B21.
  3. Use DSUM to summarize mailing data.
    1. On the Mailings sheet, note that number sent is located in the third column and response data is in
      the fourth column.
    2. Click the Criteria sheet tab. Select cell B2 and type lan* to select data for the Landscape Design
      department.
    3. Click the Mailing Stats sheet tab and select cell B7.
    4. Use DSUM with the range name Responses as the Database argument. Type 3 for the Field
      argument, and use an absolute reference to cells B1:B2 on the Criteria sheet as the Criteria
      argument.
    5. Copy the formula to cell C7 and edit the Field argument to use the fourth column.
    6. Complete criteria for the two remaining departments on the Criteria sheet.
    7. Click the Mailing Stats sheet tab and select cell B8.
    8. Use DSUM in cells B8:C9 to calculate results for the two departments.
  4. Use SUM in cells B10:C10.
  5. Format all values as Comma Style with no decimal places.
  6. Create an IFS function to display a response rating.
    IMPORTANT: If you are using a version of Excel that does not include the IFS function, create a formula using nested IF functions instead where each Value_if_false argument is the next IF statement. The innermost nested IF statement should have a Logical_test argument of C7/B7<10%, Value_if_true argument of $C$18, and Value_if_false argument of 0.

    1. Click cell D7. The response rate and ratings are shown in rows 14:18.
    2. Start an IFS function and select C7 for the Logical_test1 argument. Type / for division and select
      cell B7. Type >= 20% to complete the test.
    3. Click the Value_if_true1 box, select C15, and press F4 (FN+F4) (Figure 6-106).

 

Excel 2016 Chapter 6 Exploring the Function Library Last Updated: 3/27/19 Page 2 

 

USING MICROSOFT EXCEL 2016 Independent Project 6-5 (Mac 2016) 

 

  1. Click the Logical_test2 box, select C7, type /, select cell B7, and type >=15%
  2. Click the Value_if_true2 box, click cell C16, and press F4 (FN+F4).
  3. Complete the third and fourth logical tests and value_if_true arguments (Figure 6-107).
  4. Copy the formula in cell D7 to
    cells D8:D10.
  5. Use SUMIFS to total insurance
    claims and dependents by city and department.

    1. Click the Employee Insurance
      sheet tab and select cell E25.
    2. Use SUMIFS with an absolute
      reference to cells F4:F23 as the
      Sum_range argument.
    3. The Criteria_range1 argument
      is an absolute reference to cells E4:E23 with Criteria1 that will select the city of Brentwood.
    4. The Criteria_range2 argument
      is an absolute reference to the department column with criteria that will select the Landscape Design department.
    5. Complete SUMIFS formulas for cells E26:E28.
    6. Format borders to remove inconsistencies, if any, and adjust column widths to display data.
  6. Use DATEVALUE to convert text data to dates.
    1. Click the Birth Dates sheet tab and select cell D4. The dates were imported as text and cannot be used in date arithmetic.
    2. Select cells D4:D23 and cut/paste them to cells G4:G23.
    3. Select cell H4 and use DATEVALUE to convert the date in cell G4 to a serial number.
    4. Copy the formula to cells H5:H23.
    5. Select cells H4:H23 and copy them to the Clipboard.
    6. Select cell D4, click the arrow with the Paste button [Home tab, Clipboard group], and choose
      Values (Figure 6-108).
    7. Format the values in column D
      to use the Short Date format.
    8. Hide columns G:H.
    9. Apply All Borders to the data
      and make columns B:D each 13.57 wide. NOTE: Some versions of Excel 2016 for Mac use inches for row height and column width. When viewing the column width, if double quotes appear when displaying the value, enter 1.17” instead of 13.57.

 

Excel 2016 Chapter 6 Exploring the Function Library

Last Updated: 3/27/19 Page 3 

 

USING MICROSOFT EXCEL 2016 

Independent Project 6-5 (Mac 2016) 

 

Step 2 

Upload & Save

Step 3 

Grade my Project

9. Save and close the workbook (Figure 6-109). 10. Upload and save your project file.
11. Submit project for grading.

 

Excel 2016 Chapter 6 Exploring the Function Library

 
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Computer Information System Project

/in /by

Trends Analysis
for Green Market Grocery

 

Overview
In the past year, the grocery retail environment has changed dramatically. No longer can chains expect a solid 2–4 percent growth annually. Like other types of retail, consumer groceries are trying to stay steady in turbulent times. However, the best response now is innovation, not complacency. Unless companies like Green Market Grocery reconsider their strategies, the near future will be full of challenges, all of them difficult to overcome.

This report identifies the major trends for grocery retail in the coming year and offers insight into how Green Market Grocery can take advantage of them to continue to grow and profit.

Focus on Local and Fresh
Consumer attitudes and shopping behavior are undergoing a transformation. Consumers define value in new ways, including private or specialty labels and brands. They seek foods from local or regional sources and are eager to support small and medium-sized local producers. Today, small producers are netting more than 60 percent of the branded goods market.

For Green Market Grocery, this consumer prefrence means shops will have to rotate produce, seafood, and other fresh foods more frequently to reflect local availability.

Consumers also show a preference for healthy, natural foods and those with minimal processing. Green Market Grocery already caters to these consumers in their front-of-store displays, which feature colorful produce in an attractive, inviting environment.

 

The challenge for Green Market Grocery will be to continue the seasonal, market-stand look throughout the store and figure out how to sell fresh food online, a venue grocery shoppers are starting to use with increasing frequency.

Online Grocery Shopping
Home-based digital assistants could have a major effect on grocery retail. From the comfort of their home or office, consumers can place orders for delivery using their digital assistants. The convenience is ideal for shoppers, but it leaves retailers feeling the pinch, even if consumers are ordering goods from their stores. Retailers are losing out on the impulse buys that pad grocery sales.

To stay competitive, traditional grocery stores can do the following:

Add online shopping and delivery services.

Devote more store space to the types of goods that drive consumers to the stores.

Fresh and prepared foods

Specialty and local brands

Host events for contemporary consumers.

Cooking demonstrations

In-house farmers markets

While investing in e-commerce and improved service models is a sound strategy, Green Market Grocery must determine whether they can avoid lowering their shelf prices. This puts pressure on the supply chain and the retailer to cut costs in other areas. The best way to combat the difficulties that come from reducing expenses is to align costs with growth opportunities so that expenses are investments rather than losses. In other words, stores should continue to fund the most profitable areas and cut back on marginal activities, even if they are in the traditional realm of grocery offerings.

In-Store Experiences
Along with addressing e-commerce innovations that offer consumers more ways to shop, grocery retailers can do more to attract shoppers to their physical stores.

Payment services: Consumers increasingly expect to pay for groceries using their smartphones. Stores should already be setting up mobile payment stations in checkout lanes.

Dining : Sampling stations offering hot and cold food are popular, as are cafés that provide coffee, tea, and other beverages along with a light lunch.

Prepared and artisan foods : If consumers switch to purchasing staples through e-commerce, stores can free shelf space for products shoppers find enticing or exciting. Local chefs demonstrating how to use local artisan foods is a winning activity in many locations.

Sustainability : Consumers want to know where their food comes from and how it was produced or grown. They prefer to find that information in the store rather than online. For example, some shops are displaying signs or maps indicating the number of miles a particular product traveled.

Subscription Meal Kits
While stand-alone companies popularized the trend of mail-order meal kits containing ingredients and recipes for a complete meal, grocery stores are starting to do the same. More food retailers will expand into meal kits, a $5 billion business last year.

Kits that focus on custom lifestyles, such as vegan and vegetarian meals, low-carbohydrate diet offerings, and healthy, garden-fresh options are growing in popularity. Other companies are offering theme kits, such as those featuring food of a certain region or country, and special recipes designed for kids.

Research
Devon & Company conducted research to determine the state of the retail grocery business this year. In an online survey, we asked adults in the United States how they buy their groceries. About 990 people responded. Of the respondents, 92 percent buy their groceries in stores, down from 97 percent in the previous year.

Grocery-shopping habits

Where they shop

Percentage (%)

Delivery service

8

In stores

92

Mobile app

6

Online

20

Store pickup service

10

We also asked U.S. adults how many trips they made to the grocery store each week. The following table compares the results to two previous years.

Year

Number of trips

2019

2.2

2020

1.8

Finally, we asked respondents to estimate their expenditures on the four most popular categories of grocery items in the past year. The following table shows the results.

Category

Expenditure ($)

Bakery

1,020

Meat and seafood

2,215

Fresh produce and dairy

910

Packaged foods

955

Total

For more survey results, contact

 

Devon & Company Consultants [insert square bullet] devon.cengage.com

This file created specifically for Bicheng Leng

This file created specifically for Bicheng Leng

This file created specifically for Bicheng Leng

This file created specifically for Bicheng Leng

This file created specifically for Bicheng Leng

This file created specifically for Bicheng Leng

This file created specifically for Bicheng Leng

This file created specifically for Bicheng Leng

This file created specifically for Bicheng Leng

 
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Excel Guided Project 6-3

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The Wear-Ever Shoes company maintains inventory data and customer survey results in your workbook. You use Lookup & Reference, Database, and Logical functions to complete the data. You also use a Financial function to calculate depreciation and a Text function to enter email addresses.

[Student Learning Outcomes 6.1, 6.2, 6.3, 6.5, 6.6, 6.7]

File Needed: WearEverShoes-06.xlsx (Available from the Start File link.)

Completed Project File Name: [your name]-WearEverShoes-06.xlsx

Skills Covered in This Project

  • Nest INDEX and MATCH functions.
  • Use SUMIFS from the Math & Trig category.
  • Use DAVERAGE.
  • Create an IFS formula.
  • Use a Text function to concatenate text strings.
  • Calculate depreciation with the DB function.
  1. Open the WearEverShoes-06 start file. The file will be renamed automatically to include your name. Change the project file name if directed to do so by your instructor, and save it.
  2. Click the Inventory sheet tab.
  3. Select cells A3:I39, click the Name box, type Inventory as the range name, and press Enter.
  4. Select cell L5 and type WE006.
  5. Create a nested function with INDEX and MATCH to display inventory for a product.
    1. Select cell L6.
    2. Click the Lookup & Reference button [Formulas tab, Function Library group] and choose INDEX. Select the first argument list array, row_num, column_num and click OK.
    3. For the Array argument, press F3 (FN+F3) and select Inventory.
    4. Click the Row_num box and click the Name box arrow. Choose MATCH in the list or choose More Functions to find and select MATCH. The INDEX function uses this MATCH statement to find the row.
    5. Click cell L5 for the Lookup_value argument.
    6. Click the Lookup_array box and select cells A3:A39. This MATCH function finds the row that matches cell L5 in column A.
    7. Click the Match_type argument and type 0.
    8. Click INDEX in the Formula bar. (Click OK if the argument list opens.)
    9. Click the Column_num argument, click the Name box arrow, and choose MATCH (Figure 6-92).Both the row_num and col_num arguments are MATCH functions.Figure 6-92 MATCH is nested twice
    10. Type quantity in the Lookup_value box.
    11. Click the Lookup_array box and select cells A3:I3. This MATCH function finds the cell in the “Quantity” column after the row is located by the first MATCH function.
    12. Click the Match_type box and type 0. The formula is =INDEX(Inventory,MATCH(L5,A3:A39,0),MATCH(“quantity”,A3:I3,0)).
    13. Click OK. The result is 2.
    14. Click cell L5, type WE015, and press Enter. The quantity is updated.
  6. Use SUMIFS to calculate total pairs in stock by specific criteria.
    1. Select cell M13.
    2. Click the Math & Trig button [Formulas tab, Function Library group] and choose SUMIFS.
    3. Select cells E4:E39 for the Sum_range argument and press F4 (FN+F4) to make the references absolute.
    4. Click the Criteria_range1 box, select cells C4:C39, the “Color” field, and press F4 (FN+F4).
    5. Click the Criteria1 box and select cell K13. Leave this as a relative reference.
    6. Click the Criteria_range2 box, select cells D4:D39, and make the references absolute.
    7. Click the Criteria2 box and select cell L13. The criteria specifies the number of black pairs, size 8 (Figure 6-93).The sum and criteria ranges must have the same dimension.Figure 6-93 SUMIFS to calculate number by color and size
    8. Click OK. The result is 7.
    9. Copy the formula in cell M13 to cells M14:M21.
  7. Click the Satisfaction Survey worksheet tab and review the data.
  8. Select cells A4:H40 and name the range as Survey. Note that the “Comfort” field is the fifth column and that the other attributes follow in the sixth, seventh, and eighth columns.
  9. Use DAVERAGE to summarize customer survey data.
    1. Click the Criteria sheet tab.
    2. Select cell B2 and type rug*, criteria for the Rugged Hiking Boots.
    3. Click the Average Ratings worksheet tab and select cell C5.
    4. Click the Insert Function button [Formulas tab, Function Library group].
    5. Choose Database in the Or select a category list.
    6. Select DAVERAGE and click OK to calculate an average comfort rating for the boots.
    7. Press F3 (FN+F3), choose Survey for the Database argument, and click OK.
    8. Click the Field box and select cell C4.
    9. Click the Criteria box, select the Criteria sheet tab, select cells B1:B2, and make the references absolute (Figure 6-94).DAVERAGE ignores values that do not match the criteria.Figure 6-94 DAVERAGE for comfort rating
    10. Click OK. The result is 7.75.
    11. Copy the formula in cell C5 to cells D5:F5.
  10. Use DAVERAGE to summarize survey data.
    1. Select the Criteria sheet tab and select cell B5. Type the criteria as shown here for the shoe styles.The table lists the criteria to be entered on the Criteria sheet.CellCriteriaB5com*B8laz*B11ser*B14gli*
    2. Click the Average Ratings sheet tab and select cell C6.
    3. Click the Recently Used button [Formulas tab, Function Library group] and select DAVERAGE.
    4. Press F3 (FN+F3) and choose Survey for the Database argument.
    5. Click the Field argument box and select cell C4.
    6. Click the Criteria box, select cells B4:B5 on the Criteria sheet, and press F4 (FN+F4).
    7. Click OK. The result is 7.5.
    8. Copy the formula in cell C6 to cells D6:F6.
  11. Build DAVERAGE functions for the remaining shoe styles on the Average Ratings sheet.
  12. Select cells G5:G9 on the Average Ratings sheet, click the AutoSum arrow [Home tab, Editing group], and choose Average.
  13. Create an IFS function.Note: If your version of Excel does not include the IFS function, build the following nested IF function =IF(G5>=9,$J$5,IF(G5>=8,$J$6,IF(G5>=5,$J$7,$J$8))) to show the ratings.
    1. Select cell H5, click the Logical button [Formulas tab, Function Library group], and choose IFS.
    2. Click the Logical_test1 argument, select cell G5, and type >=9.
    3. Click the Value_if_true1 box, click cell J5, and press F4 (FN+F4) to make the reference absolute.
    4. Click the Logical_test2 box, click cell G5, and type >=8.
    5. Click the Value_if_true2 box, click cell J6, and press F4 (FN+F4).
    6. Click the Logical_test3 box, click cell G5, and type >=5.
    7. Click the down scroll arrow to reveal the Value_if_true3 box, click cell J7, and press F4 (FN+F4).
    8. Click the down scroll arrow to reveal the Logical_test4 box, click cell G5, and type <5.
    9. Click the down scroll arrow to reveal the Value_if_true4 box, click cell J8, and press F4 (FN+F4) (Figure 6-95). The complete formula is:=IFS(G5>=9,$J$5,G5>=8,$J$6,G5>=5,$J$7,G5<5,$J$8)The Logical_test1 argument is scrolled out of viewFigure 6-95 IFS function with multiple logical tests
    10. Click OK and copy the formula to cells H6:H9.
    11. Format column H to be 13.57 (100 pixels) wide.
  14. Calculate depreciation for an asset using a Financial function.
    1. Click the Depreciation sheet tab and select cell C11. Depreciation is the decrease in the value of an asset as it ages. The DB function calculates the loss in value over a specified period of time at a fixed rate.
    2. Click the Financial button [Formulas tab, Function Library group] and choose DB.
    3. Select cell C6 for the Cost argument, and press F4 (FN+F4) to make the reference absolute. This is the initial cost of the equipment.
    4. Click the Salvage box, select cell C7, and press F4 (FN+F4). This is the expected value of the equipment at the end of its life.
    5. Click the Life box, select cell C8, and press F4 (FN+F4). This is how long the equipment is expected to last.
    6. Click the Period box and select cell B11. The first formula calculates depreciation for the first year (Figure 6-96).DB stands for declining balance depreciation.Figure 6-96 DB function to calculate asset depreciation
    7. Click OK. The first year depreciation is $39,900.00.
    8. Copy the formula in cell C11 to cells C12:C18. Each year’s depreciation is less than the previous year’s.
    9. Select cell C19 and use AutoSum. The total depreciation plus the salvage value is approximately equal to the original cost. It is not exact due to rounding.
  15. Use CONCAT to build an email address. (If your version of Excel does not include CONCAT, use CONCATENATE.)
    1. Right-click any worksheet tab, choose Unhide, select E-Mail, and click OK.
    2. Select cell C5, type =con, and press Tab. The text1 argument is first.
    3. Select cell A5 and type a comma (,) to move to the text2 argument.
    4. Select cell B5 and type a comma (,) to move to the text3 argument.
    5. Type “@weshoes.org” including the quotation marks (Figure 6-97).CONCAT was CONCATENATE in earlier versions of Excel.Figure 6-97 CONCAT references and typed data
    6. Type the closing parenthesis ()) and press Enter.
    7. Copy the formula in cell C5 to cells C6:C8.
  16. Save and close the workbook (Figure 6-98).Completed worksheets for Excel 6-3
 
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Project 2: Capture The Flag (CTF) Solution Presentation

/in /by

Capture The Flag

NAME:

Team Name:

Introduction

The CTF Problem

Steps to Solve

The Solution

Workplace Relevance

<insert required narration>

Tell your audience what you intend to cover in your project. This is the purpose of your communication.

In Section 1, provide some background of the category of your CTF challenge.

Introduce the audience to the problem and tell us how you plan to approach it and get the solution.

In Section 2, cover the steps you used to solve the problem. This may cover multiple solves.

In Section 3, talk about how you found the solution and discuss the pitfalls and recommendations when facing these types of problems.

In Section 4, talk about the relevance of Capture the Flag problems to the workplace and your job role.

 

2

CTF Category Description

 

<insert required narration>

Before presenting this problem, discuss the category of the CTF challenge and the relevant skills needed to solve this type of problem.

Answer the four questions below in your slide and make these questions your talking points.

 

Describe the category of question that you attempted.

What is the important background knowledge needed?

How does this relate to the Ethical Hacking course?

What lab in the course covered the topic from this CTF problem?

 

3

Introduction to the Problem

Delete the image above and insert your own

<insert required narration>

Sample text for narration: We open the .pcap using Wireshark and set a filter for the File Transfer Protocol (FTP) using “ftp” in the display filter box and click Apply to show only the FTP traffic in the capture file.

 

4

Working Toward a Solution

Delete the image above and insert your own

<insert required narration>

Sample text for narration: Right-click one of the packet frames (below frame #71) and choose the Follow > TCP Stream to show the conversation between the FTP server and the client machine. Note: TCP is the Transmission Control Protocol, a connection-oriented protocol.

 

You may choose to add additional slides.

 

5

 

Arriving at the Solution

In the ‘Follow TCP Stream’ popup window, search for the flag, in the format of UMGC-XXXXX (below, UMGC-ABC123)

 

This provided me with the flag and allowed me to solve the network capture problem for Team #.

 

The screenshot below includes the date/time from the host system.

Delete the image above and insert your own

<insert required narration>

Sample text for narration: In the Follow TCP Stream pop-up window, search for the flag, in the format of UMGC-XXXXX (below, UMGC-ABC123).

 

Write out the flag in your documentation. Your screenshot of the Follow TCP Stream pop-up window must include the date/time from the host system. Each student is responsible for providing at least one screenshot as shown below.

 

6

Strategies, Pitfalls, Lessons Learned

 

<insert required narration>

In this section, discuss some of the strategies you used to solve your CTF problem, as well as some of the pitfalls that can lead to the wrong path. This will all be part of the lessons learned section that will help you know how to approach this kind of problem.

7

The Relationship to the Workplace

 

<insert narration>

In this section, discuss how you think Capture the Flag competitions can benefit you in the workplace.

 

 

 

8

Summary

 

<insert narration>

This is your summary and your last opportunity to connect with your audience.

Do not merely repeat your agenda topics. Add one to two important details about each main point to review for your audience.

What is/are the main takeaway(s)?

 

9

References

 

<insert narration>

The example above uses IEEE style. Ask your instructor for clarification on the style to be used.

A narration for this slide is not required.

 

10

 
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