SPCH 275 Full Course - DevryOnlineHelp
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SE 571 Week 8 – Final Exam – Devry SE571 SE 571, A+ Tutorial, fully answered

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1. (TCO A) You are responsible for developing a security evaluation process that can be used to assess various operating systems both during and after development. List the five most desirable qualities your evaluation process should have and explain why they are important. (Be sure to address qualities of the evaluation process, not specific metrics for assessment of operating systems.) (Points : 40)

2. (TCO B) The Open Systems Interconnection model is inherently inefficient. On the source host, each layer must take the work of higher layers, add some result, and pass the work to lower layers. On the destination host, each layer must process these results from lower layers and pass the appropriate information to upper layers. Surely this wrapping and unwrapping process is inefficient. Assess the security advantage of this layered approach. (Points : 40)

3. (TCO C) Why is a firewall usually a good place to terminate a Virtual Private Network (VPN) connection from a remote user? Why not terminate the VPN connection at the actual servers being accessed? Under what circumstances would VPN termination at the server be a good idea? (Points : 40)

4. (TCO D) A computer programmer has been arraigned for a computer crime. She is suspected of having accessed system files on a public Web server. The programmer’s attorney argues that his client was only trying to determine if the website was secure and that no harm was done to the Web server or its system files. The programmer’s attorney also argues that it is possible that the log files that show that his client accessed system files were tampered with. The attorney claims that the Web server was made accessible to the public anyway so that there was no violation of the law and that the arraignment against her client should be thrown out. You’re the judge. What is your analysis of these arguments? (Points : 40)

5. (TCO E) After reading about attacks on servers similar to the ones used in one of your company’s departments, the CIO has asked you to come up with a report as to what, if any, steps should be taken with your servers. List and describe the steps you would need to take in order to complete a detailed report. (Points : 40)

6. (TCO F) In the U.S., laws are enforced by police agencies and the courts. What are ethics and who enforces them? (Points : 40)

7. (TCO G) Which of the following statements is true? (Points : 20)

8. (TCO H) Some IT department policies are designed to prevent behaviors by IT staff. While some depend upon the employee voluntarily complying with the policy (for example: do not reveal technical information to outside parties), others are enforced technically (for example, authentication required for system access). What is an example of a policy that technically enforces ethical behavior by IT staff? Provide policy wording for your example. (Points : 40)

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SEC 571 Entire Course + Final Exam

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SEC 571 All 7 Weeks Discussions

SEC 571 Midterm

SEC 571 Course Project

SEC 571 Final Exam

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Veronica Rodriguez's curator insight, March 12, 9:24 PM

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SEC 571 All 7 Weeks Discussions

SEC 571 Midterm

SEC 571 Course Project

SEC 571 Final Exam

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SEC 581 Midterm | DeVry Online Help

SEC 581 Midterm | DeVry Online Help | SPCH 275 Full Course - DevryOnlineHelp | Scoop.it

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1.Question :(TCO A) Situational crime prevention can be characterized as _____.2.Question :(TCO A) The term “hue and cry” was used to describe3.Question :(TCO A) An order-maintenance approach to crime prevention theoretically advocates4.Question :(TCO D) In Theisen v. Covenant Medical Center, Inc.,the court concluded that the employer had no duty to conduct an investigation to support the termination of the plaintiff. This decision required a balance between important legal theories. These theories are5.Question :(TCO B) When conducting an investigation, it is necessary to develop an investigative plan that should include certain criteria, including6.Question :(TCO B) In assessing whether a state action occurred, courts have developed certain tests in making this determination, including7.Question :(TCO F) Key elements of the S.A.F.E.T.Y. Act include8.Question :(TCO D) In security service contracts, the typical questions posed in litigation relate to the9.Question :(TCO D) The reasons courts often require insurance carriers to defend actions against the insured typically relate to the following.1.Question :(TCO A) Analyze Brown v. Sears Roebuck and Co.The case connects the existence (or lack thereof) of probable cause during an investigation and the merits of the arrest and prosecution. In this case, the plaintiff argued that the investigation was tainted by false statements and evidence, which were improperly used against him to justify the arrest and prosecution. If false evidence was in fact used to establish probable cause, then it would naturally negate the validity of the arrest and subsequent prosecution. Because the criminal charges against the plaintiff were dismissed by the prosecutor’s office, the plaintiff argued that Sears was guilty of malicious prosecution. The court decided for the defendant. Explain the basis of the decision.2.Question :(TCO B) If you were a city administrator, what would you do to reduce your liability exposure from off-duty police officers working secondary employment?3.Question :(TCO C) Evaluate the current security climate that exists because of the events of September 11, 2001 and the ensuing deadly attacks in major cities around the world. What are the obstacles that prevent a security director from having adequate security measures in place?4.Question :(TCO D) Analyze the merits and limitations of the S.A.F.E.T.Y. Act and the Terrorism Risk Insurance Act. What other legislation or court-based law is needed, if any? In answering this question, please state the reasons behind your assertion.
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SPCH 275 Week 8 Final Exam

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1. You have delivered a number of speeches. Perhaps some of your speeches were delivered to an opposed audience, some to a favorable audience, and some to an audience that was indifferent. Compare and contrast the advantages and disadvantages of speaking to each type of audience.

2. You have delivered speeches that were for the purpose of entertaining, informing, persuading, demonstrating, introducing, or for some special occasion. How important is knowing and understanding the purpose of your speech to speech writing and speech delivery? Did you ever experience difficulty finding a subject or central idea to fit your purpose? How did you overcome this or what have you learned from this experience

3. Based on your experiences in this class, and the information discussed in class and in your text, would say that great speakers are born or made?

4. According to your text, the communicative act involves five elements: a speaker wishes to communicate an idea, the speaker encodes the idea in a message, the message is sent through a channel to an audience, the audience receives and decodes the message, the audience responds to the message. Based on the speeches you have written and delivered throughout this course, describe the importance of being aware of each of these five elements? How do each of these elements interact with one another?

5. It is always recommended that you finish speech writing with an ample amount of time left to rehearse. Based on your experience, how important is rehearsal? On average, how much rehearsal do you think you require?

6. According to Plutarch, “learn how to listen and you will prosper—even from those who talk badly”. In what ways have you developed into a better listener as a result of your experiences in this course? How important is being a good listener to public speaking?

7. In addition to delivering speeches you have had the opportunity to watch, evaluate, and give feedback to other speakers. How important are things like eye contact, gestures, movement, posture, facial expression, vocal delivery (volume, articulation, dialect, pronunciation, pitch, rate, pauses, and timing), and personal appearance?

8. Effective speakers use a combination of delivery methods (Impromptu Speeches, Manuscript Speeches, Memorized Speeches, and Extemporaneous Speeches). Which type of delivery method do you prefer and why?

9. You can use basic supporting materials to help you make your ideas clearer when speaking: examples, statistics, and testimony. Which ones have you used throughout this course? Which do you think you should have used more?

10. Speeches are organized into central and main ideas in several different ways. These basic organizational patterns include: Chronological, Spatial, Causal (Cause & Effect), and Topical. Which organizational patterns have you used? Which one(s) do you find most effective? Is there a relationship between your organization pattern and the topic or purpose of your speech?

11. Each person begins an introductory speech class with different levels of confidence and experience. Describe your confidence and experience level at the outset of this course. How have you improved? In what ways do you still seek to improve? What is the most important thing you have learned from this course?

12. There are different kinds of group discussions including panels, symposiums, and oral reports. Based on your experience, how do group discussions differ from individual speeches? What are the advantages and disadvantages of both? Which do you prefer, group or individual speeches?

13. There are some general ways to gather information for your speech. You can develop it from your own knowledge and experience, access it from written sources primarily through a library, gather it through electronic resources, or acquire it through interviews. Which of these methods have you utilized? Which did you find most useful?

14. Two guidelines to effective public speaking are to say something worthwhile (content) and to say it in a confident way (delivery). Based on your experiences writing and delivering speeches in this course, would you say this is accurate or not?

15. Free Speech is a right protected by the 1st Amendment. However, as we have discussed, it is always important that you speak ethically. Now that you have engaged in public speaking, what is your opinion of the importance Free Speech and speaking ethically?

16. What would you say are the major differences between writing and delivering informative speeches and persuasive speeches? Which do you prefer to deliver and why?

17. We have spoken a great deal about the importance of knowing your audience and conducting audience analysis to prepare for every speech occasion. You even conducted research on our class demographics in an effort to assist you in developing audience-centered speech. Discuss the importance of audience analysis and knowing your audience. Have you delivered any speeches that you feel were not audience-centered? What have you learned from this experience in terms of writing audience centered speeches in the future?

18. Interference can occur during the communicative act. These include both internal and external forms. Discuss any examples of communication interference you believe have occurred at any point during your speeches in this course. What did you learn from this breakdown on how to be a more effective speaker?

19. You had the choice of delivering one of several types of special occasion speeches including acceptances, commemorative addresses, or after-dinner speeches. Based on your experience as a speaker and audience member, how are these speeches different in terms of writing and delivery, from the informative and persuasive speeches?

20. Every speech should have an introduction, a body, and a conclusion. Now that you have delivered a number of speeches, how important would you say each of these pieces are to writing and delivering an effective speech

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SPCH 275 Week 2 Outline for Informative Speech | DeVry Online Help

SPCH 275 Week 2 Outline for Informative Speech | DeVry Online Help | SPCH 275 Full Course - DevryOnlineHelp | Scoop.it

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Sample Outline

A layout outline for a custom speech contains three parts, which are: Introduction, Body, and Conclusion.

I. Introduction

Greeting and Attention Gatherer: The way you greet the audience and capture the attention of your listeners.Thesis Statement: A sentence in the introduction specifying the purpose and the subject of the speech.Authority: The process of presenting yourself to the audience and establishing your credibility to persuade your audience that you are “trustworthy” enough to speak about the subject.Summary: An overview of the main points of the speech.Important Answer: An answer to the question: “Why do you think your presentation will be useful and/or valuable to the audience?”

II. Body

Transition: A sentence signaling to the audience the end of the introduction and the beginning of the main part of the speech.Main points: A detailed presentation of the main points and ideas of the speech; a description of your supporting ideas along with examples and visuals to explain and/or clarify your points.

III. Conclusion

Transition: A sentence signaling to the audience the end of the body part of the speech and the beginning of the concluding part of the speech.Paraphrasing of the Main Points: Restatement of your main points and ideas and emphasis on those parts of your speech you really want your audience to remember.Closing Statement: A final sentence (it may be presented in the form of a rhetorical question), where you emphasize to the audience your key statement.
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SEC 571 Week 7 Course Project | DeVry Online Help

SEC 571 Week 7 Course Project | DeVry Online Help | SPCH 275 Full Course - DevryOnlineHelp | Scoop.it

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Overview

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This course does involve a lot of technical information and theory, but what really matters is how this knowledge can be used to identify and remediate real-world security issues. What you learn in this course should be directly applicable to your work environment. The course project that you will complete is designed to further this goal. In the first part of the project, you will choose an organization from one of two given scenarios (below) and identify potential security weaknesses, and in the second part of the project, you will recommend solutions. The first part of the project is due in Week 3, and the second part of the project, along with the first part (presumably revised based on instructor feedback) is due in Week 7. This project constitutes a significant portion of your overall grade. This is an individual assignment and may not be completed in teams.

Guidelines

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Phase I – Identify potential weaknesses from either the Aircraft Solutions or Quality Web Design Company

In this phase, you will choose either Aircraft Solutions or Quality Web Design as the company you will work with. The scenarios are in Doc Sharing in the Course Project select area. You will then identify potential security weaknesses.

Security weaknesses – You must choose two from the following three areas (hardware, software, and policy – excluding password policies) and identify an item that requires improved security.

To define the asset or policy with sufficient detail to justify your assessment, your assessment must include:

the vulnerability associated with the asset or policythe possible threats against the asset or policythe likelihood that the threat will occur (risk)the consequences to mission critical business processes should the threat occurhow the organization’s competitive edge will be affected should the threat occur

To clarify an item that requires improved security, you must identify one of these items:

one hardware and one software weaknessone hardware and one policy weaknessone software and one policy weakness

Other required elements include:

Cover sheetAPA-styleIn-text citations and Reference sectionMinimum length 3 pages, maximum length 5 pages (not counting cover sheet, diagram(s), references). Do not exceed the maximum length.

Phase II: the Course Project (comprised of Phase I and II) – Recommend solutions to the potential weaknesses from either the Aircraft Solutions or Quality Web Design Company

In this phase of the project you will include Part I (presumably improved as needed based upon Week 3 feedback) and then you will recommend solutions for the security weaknesses you identified in the Phase I.

Definition of the solution – Hardware solutions must include vendor, major specifications with an emphasis on the security features, and location of placement with diagram. Software solutions must include vendor and major specifications, with an emphasis on security features. Policy solutions must include the complete portion of the policy that addresses the weakness identified. Any outsourced solution must include the above details and the critical elements of the service level agreement.

Justification – You must address the efficacy of the solution in terms of the identified threats and vulnerabilities; the cost of the solution, including its purchase (if applicable); and its implementation, including training and maintenance.

Impact on business processes – You must discuss any potential positive or negative effects of the solution on business processes and discuss the need for a trade-off between security and business requirements using quantitative rather than simply qualitative statements.

Other required elements include:

Cover sheetAPA-styleIn-text citations and Reference section5 reference minimumMinimum length of solutions: 6 pages, maximum length 10 pages (not counting cover sheet, diagram(s), references). Do not exceed the maximum length.Grading Rubrics

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The course project will consist of two deliverables:

Phase I (Identify potential weaknesses from either the Aircraft Solutions or Quality Web Design Company); and Phase II: the Course Project (comprised of Phases I and II – Recommend solutions to the potential weaknesses from either the Aircraft Solutions or Quality Web Design Company).

The grading standards for each deliverable are as follows:

Phase I (Identify potential weaknesses from either the Aircraft Solutions or Quality Web Design Company)

CategoryPointsDescriptionSecurity Weaknesses80Identifies two plausible and significant weaknesses from required list (hardware, software, policy). Includes realistic vulnerability(s) associated with the asset or policy, plausible and likely threats against the asset or policy, an estimation of the likelihood that the threat will occur (risk), the consequences to mission critical business processes should the threat occur, and how the organization’s competitive edge will be affected should the threat occur.Presentation20Writing quality and flow demonstrates a graduate-level writing competency and does not contain misspellings, poor grammar, incorrect punctuation, and questionable sentence structure (syntax errors).Total100A quality paper will meet or exceed all of the above requirements.

Phase II – the Course Project (comprised of Phase I and II) – Recommend solutions to the potential weaknesses from either the Aircraft Solutions or Quality Web Design Company

CategoryPointsDescriptionSecurity Weaknesses60Identifies two plausible and significant weaknesses from required list (hardware, software, policy). Includes realistic vulnerability(s) associated with the asset or policy, plausible and likely threats against the asset or policy, an estimation of likelihood that the threat will occur (risk), the consequences to mission critical business processes should the threat occur, and how the organization’s competitive edge will be affected should the threat occurDefinition of Solution30Includes vendor and major specifications, and identifies the relevant security features as related to the weakness identified. If hardware, includes location of placement with diagram. Policy solutions include the complete portion of the policy that effectively address the weakness identified. Any outsourced solution must include the above details and the critical elements of the service level agreement.Justification30Demonstrates the efficacy of the solution in terms of the identified threats and vulnerabilities. Includes complete costs, including purchase, implementation, training, and maintenance as needed.Impact on Business Processes25Addresses plausible, potential positive, or negative effects on business processes. Discusses trade-off between security and business requirements using quantitative statements.Presentation25Writing quality and flow demonstrates a graduate-level writing competency and does not contain misspellings, poor grammar, incorrect punctuation, and questionable sentence structure (syntax errors).Total170A quality paper will meet or exceed all of the above requirements.Best Practices

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Course projects cause many students anxiety. Some anxiety is probably healthy; it means you want to do a good job. But too much anxiety usually interferes with performance. There is writing assistance available in the Tutor Source link under Course Home and here are some tips you may want to consider as you plan and create your course project.

Read the Course Project Requirements and the Course Project Sample Template (in Doc Sharing) early. Here’s why: if you have in mind the required specifications of the assignment as you start the weekly assignments and other activities, you’ll be able to recognize when you come across information that you might want to use in your project.Keep a separate project notebook. Don’t worry about keeping it highly organized and documented; just jot down ideas as they come to you. You’ll be surprised how much anxiety you prevent by simply having ideas ready when you sit down to write.Use the “mull” method. This means spend a few days mulling over the assignment. Don’t force yourself to think about it, but, if you’ve read over the project requirements and have your project notebook with you as you do your regular class activities and your regular daily activities, your brain will work on the assignment all by itself. As it does so, more ideas will come to you and all you have to do is jot them down.Don’t try to write the paper from the beginning to the end correctly the first time. If you do, you’ll probably forget all kinds of things and your sentence structure and word choice, not to mention spelling and grammar, will likely not be as good as it should be. Don’t edit as you write. Just write. That way the ideas can come out with less effort. Edit later.Use your text to help you get ideas. For example, when considering vulnerabilities, check the index at the back of the text for the word “vulnerabilities” and browse through those pages. When you’re designing the network, look through the chapter on security in networks.Use available sources such as the DeVry Library, our course Lectures, discussions, other books, journals, the Internet, and so forth.Keep a digital notebook. When you find an interesting article (or even an article that looks as if it could be useful), copy it and paste it into your document along with the address (URL), date, author, and so forth. You can read through these later and keep what seems useful and discard the rest.Make a schedule and keep to it. For example, you may set aside an hour to research topics. Use the suggestion in #7, pasting down articles and parts of articles to read later. Set aside another hour or two later to read through the material you collected. If it’s of no use, delete it so that your digital notebook becomes more refined and useful. If you start work early and schedule smallish times to do your work, you’ll find that, a) you learn a lot more, b) you have much less anxiety, and c) you end up with a better grade. Try it!Ask questions. The Q & A forum in the threaded discussions in the course shell is an excellent place to ask questions. This isn’t cheating; this is working together to increase everyone’s knowledge. You’re not asking someone to write your paper, you’re asking for ideas (or answering other students’ questions). Contact your instructor with questions. Your instructor is the expert on what is expected, so use this resource.Read about APA-style citations by clicking the link, APA Guidelines for Citing Sources, near the bottom of the Course Syllabus. You will save a lot of time by addressing these style issues as you write your paper rather than trying to do this at the end.Once you’ve written your rough draft, start the editing process:Look over the Course Project Requirements, particularly the Grading Standards, and make sure that you’ve addressed every element that is required.Remove any unnecessary sentences or phrases. This project is not supposed to be long (remember that there is a 12-page maximum for the final project – not counting the cover page, graphics, references, etc.), it’s supposed to be good. Any extra wording should be deleted. For example, “All of these weaknesses happen on a regular base and in order to make sure that they do not occur, the company needs to step in and make modification that will not only correct existing issues but prevent future ones as well,” could be written effectively as, “These vulnerabilities are ongoing and action needs to be taken.”The key to good technical or business (and some would say creative) writing is being clear and effective. Don’t try to make the paper sound “educated.” For example, instead of writing “This document is set forth to identify and address potential security issues…,” just say what you need to say. Much better would have been, “This report addresses security issues….” This type of clear writing is a lot easier on the writer and on the reader.When you use an acronym for the first time, spell it out. For example, “…the use of a VPN (virtual private network) is common among….” After that, just use the acronym.Whenever you use pronouns like “it” or “they” that refer to something mentioned earlier, be sure that it is clear to what or to whom “it” or “they” refer. For example, “The company has implemented a firewall at corporate headquarters and a packet filtering router at the branch office. It has functioned well since then.” In this case, the “It” could refer to the company, the firewall, the headquarters, the branch office, or the packet filtering router. Clearer would be, “The company has implemented a firewall at corporate headquarters and a packet filtering router at the branch office. Network perimeter security has functioned well since then.”Read your work out loud. You may find lots of little mistakes and sentence structure errors this way.Use spell check and grammatical correction features of your word processing software, but don’t rely on them. Correctly spelled words will two often be red as bean write when they are whey off.Proofread when you are not tired and when you have had some time away from your work on the paper. Your goal should be to catch ALL mistakes or omissions. Professional or academic papers that contain errors send a message to the reader that a) you are not a reliable source of information or b) you don’t care about the reader. Neither of these may be true but, that’s the message you send when you send errors.Be sure that all ideas that you got from outside sources are accompanied by an in-text citation (not a footnote) and that the in-text citation refers to an item in the References section. Be sure to use APA-style.As much as possible, avoid direct quotations. Only use direct quotations when necessary. For example, “…as Bill Gates once famously said, ‘No one will ever need more than 640K of memory’….” Since the writer is stating a specific (and silly) idea expressed by a well-known person, this little direct quotation is appropriate. But longer “cut-and-paste” sections are almost always unnecessary in this project, and most instructors don’t feel comfortable giving you a grade for a paper that was, to any significant extent, written by someone else. Usually a paper that contains more than 15-20% direct quotations is considered unacceptable. Some instructors think even this is way too high. When in doubt, contact the instructor. In any case, if you use a lot of direct quotations, expect to receive a poor grade and, if you use ANY direct quotation, be sure to use quotation marks and an in-text citation. If you don’t, you risk disciplinary action for violation of the academic integrity policy. See the course syllabus for more details.

Of all these tips, probably the most important are: start early and ask questions. Your instructor is committed to helping you get the most out of the course. If you start early, you’ll be able to ask questions that will save you time and effort. If you wait until the last minute, you’ll be stressed and won’t have time to incorporate feedback from your instructor.

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SE 571 Principles of Information Security and Privacy - All 7 Weeks Discussions | DeVry Online Help

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W1 DQ1 Vulnerabilities of Your Systems

W1 DQ2 Threats against Your Systems

W2 DQ1 Security Issues in Telecommunications

W2 DQ2 What Access Controls Are in Use

W3 DQ1 Cryptographic Products

W3 DQ2 Cryptographic Standards

W4 DQ1 Network Services

W4 DQ2 Security Architecture

W5 DQ1 Case Study – Would you hire Goli

W5 DQ2 Privacy – Right or Privilege

W6 DQ1 BC and DR

W6 DQ2 Meeting Regulations

W7 DQ1 Personal – Group Ethics

W7 DQ2 Security Skills

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SEC 572 Midterm | DeVry Online Help

SEC 572 Midterm | DeVry Online Help | SPCH 275 Full Course - DevryOnlineHelp | Scoop.it

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1. (TCO 2) The ____ group manages investigations and conducts forensic analysis of systems suspected of containing evidence related to an incident or a crime.

2. (TCO 1) It’s the investigator’s responsibility to write the affidavit, which must include _____ (evidence) that support the allegation to justify the warrant.

3. (TCO 2) Most computer investigations in the private sector involve _____.

4. (TCO 1) _____ can be the most time-consuming task, even when you know exactly what to look for in the evidence

5. (TCO 2) A _____ is a bit-by-bit copy of the original storage medium.

6. (TCO 1) When you write your final report, state what you did and what you _____.

7. (TCO 3) To preserve the integrity of evidence data, your lab should function as an evidence locker or safe, making it a _____ or a secure storage safe

8. (TCO 3) To preserve the integrity of evidence data, we verify the integrity of lossless compressed data by creating a _______ of the data before and after compression.

9. (TCO 1) _____ involves determining how much risk is acceptable for any process or operation, such as replacing equipment

10. (TCO 4) The most common and flexible data-acquisition method is _____.

11. _____ is facts or circumstances that would lead a reasonable person to believe a crime has been committed or is about to be committed

12. (TCO 5) Computer forensics examiners have two roles: scientific/technical witness and _____ witness

13. (TCO 5) Attorneys search _____ for information on expert witnesses.

14. (TCO 4) ____ was introduced when Microsoft created Windows NT and is the primary file system for Windows Vista

15. (TCO 4) A ____ is a column of tracks on two or more disk platters.

16. (TCO 4) ____ is the file structure database that Microsoft originally designed for floppy disks.

17. (TCO 4) The purpose of the ____ is to provide a mechanism for recovering encrypted files under EFS if there’s a problem with the user’s original private key.

1. (TCO 4) Explain why Standard Operating Procedures are important when conducting a digital investigation and include some of the procedures that you think should be included in an SOP.

2. (TCO 2) Explain the types of digital crimes committed utilizing e-mail and explain some of the processes the digital forensics specialist could use to obtain the evidence to prosecute these crimes

3. (TCO 1) What are the stages that a criminal case follows? Contrast this to the stages of a civil case.

4. (TCO 1) What are some of the most common types of corporate computer crime?

5. (TCO 2) What text can be used in internal warning banners?

6. (TCO 2) What are the duties of a lab manager?

7. (TCO 2) Discuss the use of a laptop PC as a forensic workstation.

8. (TCO 3) Explain the use of hash algorithms to verify the integrity of lossless compressed data

9. (TCO 3) What are the requirements for acquiring data on a suspect computer using Linux?

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SPCH 275 Week 6 Persuasive Speech Outline | DeVry Online Help

SPCH 275 Week 6 Persuasive Speech Outline | DeVry Online Help | SPCH 275 Full Course - DevryOnlineHelp | Scoop.it

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