Review the section on the definitions of maturity stages and dimension variables in the CEO Technology Best Practices Arc.

Review the section on the definitions of maturity stages and dimension variables in the CEO Technology Best Practices Arc.  Define each of the maturity stages and performance dimensions.  What are the key concepts from each section? 

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Project on Advanced computer architecture

1. Conduct research on IEEE, ACM or other relevant publications about the computer technology history as well as developments and

– submit seven different major quotes since 1950s for each decade and itemize seven important milestones since 1940s (other than ones covered during the lectures). (Also, submit all original complete reference information)

– study six early computer systems in terms of architectural and organizational perspectives, submit their pictures (with complete reference info), compare with a particular current computer system, and discuss potential anticipated computer systems in the year-2031.

– briefly explain the following concepts: Neuromorphic computing, Zettascale computing, Quantum computing, Nanocomputing, Edge computing, Colossus (related to the computer architecture field), Probabilistic computing, Cloud computing, Virtualized instruction set architecture, Sniper Multi-core simulator.

2. Develop a hypothetical architecture with illustrative instruction and data formats, instruction sets, etc., explain the instruction and machine cycles step-by-step by developing a short program (at least, with three arithmetic operations, two logic operations, two memory or three I/O operations) and by indicating the corresponding register operations. All architectural, etc., selections must to be justified sufficiently.

3. Conduct research on the IEEE or ACM journal articles or conference proceedings, published within the last one-year period, about the memory concepts. Submit a total of three-page summary for three important publications (along with the original paper complete reference information only) on different cache memory aspects.

4. Develop a hypothetical architecture with illustrative instruction and data formats, instruction sets, etc., and a short program (at least, with six data entry from keyboard, data storage to two memory locations, and the “average” value calculation of the data entered from the keyboard) to compare the three cache mapping algorithms. Indicate the corresponding run-time register contents and justify all architectural, etc., selections sufficiently.

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Find a research study that uses scatterplots. In 600 minimum -750 maximum content words

APA

Will be check with Turn it in

Find a research study that uses scatterplots. In 600 minimum -750 maximum content words (title page, abstract, and references not included in count), respond to the following:

Determine what the two variables are in the study. Using the scatterplot and correlation, describe the association between the two variables. Describe whether the Pearson correlation coefficient would be a good alternative or should be included in the analysis, and explain why or why not.

Use the APA7 template provided. Follow APA format, including a title page, introduction, conclusion, citations, and 3 references (two should be peer-reviewed references). Turnitin report of no more than 20% similarity index is required.

Submit all answers as one file 

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Cyber Foundation Case Analysis Project

The Phoenix Project

Case Analysis Assignment

This case analysis is an individual assignment (versus groups) and its purpose in this course is to give you an opportunity to integrate a variety of concepts in the context of an actual, historical cybersecurity scenario. In this case, the context is the University of Virginia (UVA) and the scenario is remediating a cyberattack. Your analysis of this case will be framed around a number of questions that are presented at the end of this writeup. As laid out in our syllabus, your analysis should, at minimum, meet the “2-why” standard.

While you can find a number of strategies out there for conquering case analyses (many of them are very good), I recommend the approach of reading the case at least once without consideration of the questions. That opens the mind up to absorbing details that might otherwise erroneously get dismissed in a “know the questions, hunt for the answers” type of approach. After that, lay our your outline with each question framing a new major section. Then, re-read the case analysis and as you go through, build the outline of your answer with references to page numbers so you can quickly go back. Once the outline is built, you should have a clean connection between your point and some evidence from the case. At that point, it is a matter of polishing the communication without inadvertently changing the thesis.

The case can be found in your Harvard Coursepack, referenced in the Materials section of our syllabus. Given the mistakes made be the professor of this course, the case analysis must be submitted through Blackboard in Microsoft Word or .pdf format before 11:59pm Wednesday, February 24th.

Case Analysis Questions:

1. Describe the role of Information Technology Services (ITS) in fulfilling UVA’s mission.

2. Why might cyber-attackers be attracted to universities? What attack methods are most likely common?

3. Describe each of the five objectives of the Phoenix Project and provide your assessment of the level of effort that would be required to accomplish these objectives.

4. What are the key risks inherent in this project and how would you recommend the team manage these risks?

5. When and how should the Phoenix Project be evaluated?

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Wk 5 – Apply: Security Analysis

Assignment Content

  1. Assume you are part of a corporate level security team and your organization has just acquired a new company. The new company will have its own information technology team reporting up through the corporate team. The company being acquired is not security savvy, so a thorough assessment will be required.

    The current environment you are asked to assess includes:

    • The wireless network running WEP – employees often bring in their own access points because the reception is poor with the company access points.
    • No security monitoring or review of security logs
    • The data center has about 100 Windows® servers that are patched using Microsoft® Automatic Updates.
    • The firewall is a Cisco® PIX®
    • The backup strategy uses Windows® built-in backup application. The backup is then sent to a main server every Friday night.
    • The disaster recovery plan is to restore the server from the main backup server.
    • There are no security policies or standards.
    • Employees often bring in their own laptops to use for work because the company hardware running Windows® 98 is outdated.
    • Write a 3- to 5-page analysis for the security posture of the newly purchased company and recommendations for upgrading security procedures and measures. Complete the following in your analysis:
    • Summarize the risks in the current environment, the framework used, and key risk indicators.
    • Evaluate and recommend improvements for the following:
    • Wireless environment
    • Backup and disaster recovery strategies
    • Bringing your own access point and laptop policy
    • Vulnerability assessment strategy
    • Security and network monitoring
    • Recommend hardware and software improvements.
    • Recommend security policies and standards that should be written and put into place.
    • Recommend an incident response plan that would escalate up through the corporate security team.
    • Format your assignment according to APA guidelines.

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Database

 

ER Model and Normalization

Q1: Garage Database [40 points]

We want to design a database for a local garage. For each customer, we want to record the (unique) name, the customer address, and the contact phone number. For each vehicle, we want to record the unique vehicle’s identification number (VIN), and the vehicle’s make, model and year. For each repair job we want to record the description of the job done (maximum 200 chars), the date, and the total dollar cost. A repair job may involve zero or more parts (like, e.g., “windshield wipers”, “battery”, etc.) For each part we want to record its (unique) part number, the part name and its cost. In addition, note that:

• Each vehicle may have 1 or more repair jobs.

• Each customer may be the primary owner of 1 or more vehicles.

• Every vehicle has only one primary owner (we ignore co-owners).

• No vehicle can have more than one repair job in any given day.

Please answer the following questions:

Q1.1. (10 points) Draw an ER diagram for this database. Make sure to indicate primary keys, cardinality constraints, weak entities (if any), and participation constraints. List any assumptions you make in the process.

Q1.2. (10 points) Translate the ER diagram in Q1.1 into relational database tables (i.e. give the SQL DDL statements). Make sure that the translation captures key constraints (primary keys and foreign keys if applicable) and participation constraints in the ER diagram. Identify constraints, if any, that you are not able to capture.

Q1.3. (20 points) Identify the functional dependencies that you expect should hold for the Garage Database domain. Use the dependencies to find keys and BCNF normal forms.

Q2: Restaurant Database [ 40 points]

The student administrator of the Mini University wants to design a database for profiling students’ preferences for the nearby restaurants and the dishes. For example, the student Jack Smith likes the “rib eye steak” at the “TGI Fridays”, not the “rib eye steak” at the “Olive Garden”, while the student Nancy Graham likes the Italian spaghetti at “Zeppoli’s”.

• Each student has his/her SSN, the name, and the department.

• Each restaurant has its name, and the mailing address.

• The name of a restaurant may not be unique, but the mailing address is unique.

 

• Each dish has the name and the price.

• The price of a dish might differ on different restaurants. For example, “rib eye steak” is $15 at “TGI Fridays”, but $20 at the “Olive Garden”.

• The name of a dish is unique within a restaurant. Two restaurants may have the same dish name.

• A dish is offered by at least one restaurant, and a restaurant offers at least a dish.

Please answer the following questions:

Q2.1. (10 points) Draw an ER diagram for this database. Make sure to indicate primary keys, cardinality constraints, weak entities (if any), and participation constraints. List any assumptions you make in the process.

Q2.2. (10 points) Translate the ER diagram in Q2.1 into relational database tables (i.e. give the SQL DDL statements). Make sure that the translation captures key constraints (primary keys and foreign keys if applicable) and participation constraints in the ER diagram. Identify constraints, if any, that you are not able to capture.

Q2.3. (20 points) Identify the functional dependencies that you expect should hold for the Restaurant Database domain. Use the dependencies to find keys and BCNF normal forms.

Q3: Reverse Engineering [20 points]

This question tests how well you understand the algorithm for converting E/R diagrams to relational schemas. An E/R diagram when converted to relations (using the mechanical construction that we know and love) gives rise to the following relations:

  • R(a, b, c)
  • S(a, d)
  • T(a, d, f, g)

You may assume that the same symbols refer to the same attribute and different symbols refer to different attributes (e.g., the attributes a in the relations R, S and T are the same) i.e. it ultimately comes from a single entity set or relationship in the E/R diagram.

Your task is to reverse-engineer the E/R diagram from these relations; in other words, what E/R diagram could have produced these relations. For full credit, give two different E/R diagrams that could have produced these (and only these) relations (i.e. 10 points for each correct E/R diagram).

 

Submission Guidelines and Requirements

  • Include your name and UCM ID in the assignment
  1. Add the following statement in your solution “I certify that the codes/answers/outputs of this assignment are entirely my own work.”

// Your Name

// Your UCM ID

//Certificate of Authenticity: “I certify that the assignment is entirely my own work.”

  1. Add comments to your submission as much as possible
  2. Submit your ER diagrams, relation schemas, functional dependencies and normalized forms
  3. Zip your files and upload the zipped file onto Blackboard
  4. There could be more than one correct answer. We shall accept them all
  5. Whenever you are making an assumption, please state it clearly
  6. Grading standards:
  • There will be automatic 10 points penalty if your submission is missing certificate of authenticity
  • Late submission: Late submission is allowed with a 10% deduction per day (delay in submission). Submission after 3 days of the deadline won’t be accepted

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Wk 7

Assignment 1

Multilayer User Access Control

Learning Objectives and Outcomes

Ø Identify what implementation method(s) can be used to incorporate multilayer access control

Ø Describe and how each method benefits multilayered access control.

Assignment Requirements

Read the worksheet named “Multilayer User Access Control” and address the following:

Using what you have learned about building a multilayer access control system, identify what implementation method(s) can be used and how each method benefits multilayered access control.

Requirement: 

· ****Separate word document for each assignment****

· Minimum 300-350 words. Cover sheet, abstract, graphs, and references do not count.

· Add reference separately for each assignment question.

· Strictly follow APA style. Length – 2 to 3 paragraphs. 

· Sources: 2 References to Support your answer

· No plagiarized content please! Attach a plagiarized report.

· Check for spelling and grammar mistakes!

· $5 max. Please bid if you agree.

  

Assignment 2

Please refer to the “Access Control.zip” file (includes previously done homework) to complete this assignment.

Provide a reflection of at least 500 words (or 2 pages double spaced) of how the knowledge, skills, or theories of this course have been applied or could be applied, in a practical manner to your current work environment.

You can use Access Control topics. 

Requirements:

o ****Separate word document for each assignment****

o Provide a 500-word minimum reflection.

o Use of proper APA formatting and citations. 

o Share a personal connection that identifies specific knowledge and theories from this course. 

o Demonstrate a connection to your current work environment. 

o You should NOT, provide an overview of the assignments assigned in the course. The assignment asks that you reflect on how the knowledge and skills obtained through meeting course objectives were applied or could be applied in the workplace.  

o No plagiarized content please! Attach a plagiarized report.

o Check for spelling and grammar mistakes!

o $8 max. Please bid if you agree.

  

Assignment 3

From Chapter 8 – textbook attached “Introduction-to-Data-Mining-2nd-Edition-by-Pang-Ning-Tan.pdf”

Answer the following question – 

Consider the mean of a cluster of objects from a binary transaction data set. What are the minimum and maximum values of the components of the mean? What is the interpretation of components of the cluster mean? Which components most accurately characterize the objects in the cluster?

Requirements:

· ****Separate word document for each assignment****

· Minimum 300-350 words. Cover sheet, abstract, graphs, and references do not count.

· Add reference separately for each assignment question.

· Strictly follow APA style. Length – 2 to 3 paragraphs. 

· Sources: 2 References to Support your answer

· No plagiarized content please! Attach a plagiarized report.

· Check for spelling and grammar mistakes!

· $5 max. Please bid if you agree.

  

Assignment 4

Refer to chapter 8 and 9. Textbook attached – “Introduction-to-Data-Mining-2nd-Edition-by-Pang-Ning-Tan.pdf”

Answer the following questions. Please ensure to use the Author, YYYY APA citations with any content brought into the assignment. 

1. For sparse data, discuss why considering only the presence of non-zero values might give a more accurate view of the objects than considering the actual magnitudes of values. When would such an approach not be desirable?

2. Describe the change in the time complexity of K-means as the number of clusters to be found increases.

3. Discuss the advantages and disadvantages of treating clustering as an optimization problem. Among other factors, consider efficiency, non-determinism, and whether an optimization-based approach captures all types of clusterings that are of interest.

4. What is the time and space complexity of fuzzy c-means? Of SOM? How do these complexities compare to those of K-means?

5. Explain the difference between likelihood and probability.

6. Give an example of a set of clusters in which merging based on the closeness of clusters leads to a more natural set of clusters than merging based on the strength of the connection (interconnectedness) of clusters.

Requirements:

· ****Separate word document for each assignment****

· Answer all 6 questions. Cover sheet, abstract, graphs, and references do not count.

· Add reference separately for each assignment question.

· Strictly follow APA style. Length – 2 to 3 paragraphs. 

· Sources: 2 References to Support your answer

· No plagiarized content please! Attach a plagiarized report.

· Check for spelling and grammar mistakes!

· $8 max. Please bid if you agree.

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What is Data Analytics – Part II?

For the final project and presentation in this course, you will need to propose a dataset to analyze. This proposal has four parts. You will choose your dataset, provide the background for that dataset (including why you chose it and where it’s from), provide information on the data itself, and provide an image from your imported data.

Please read the Project Proposal Instructions (located in this module) to fully understand all expectations.

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Polymorphic Class Diagram

Polymorphism is one of the fundamentals of software engineering. Polymorphic behavior implies, at runtime, that the same message has different behavioral effects. For this week’s Critical Thinking Assignment, create a polymorphic class diagram of a design of your choosing. Add an aggregation relationship to this diagram. Write a sample pseudocode script to explain the polymorphic class diagram (see example below).

Additionally, in a one-page paper, explain why polymorphism is a runtime characteristic of object-oriented designs. Describe the structural design necessity to ensure polymorphism at runtime.

Simple code example for polymorphism:

//This pseudocode indicates that when the driver object issues a call to moveCar, whichever object has been instantiated (FourWheel or FamilyCar) will move.

Class Driver:

     Car myCar;

     myCar := new FourWheel;

     myCar.moveCar(); 

     myCar := new FamilyCar;

     myCar.moveCar();

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C++ Linked Lists

  

Instructions: 

1. The declaration of the ReadingList class has been changed, in the private area, to use a std::list instead of an array as its implementing data structure.

Because a std::list can grow arbitrarily long, there is no need to pre-allocate a space to hold the books, so the parameters and function for tracking the capacity have been removed.

2. Your task is to follow through on that change, making the necessary alterations to readingList.h and readingList.cpp to make this a working class. The necessary changes have already been made to the unit tests and to the main mergeLists.cpp application.

3. The major difference between lists and the earlier sequential structures that we have looked at is that elements are accessed via iterators instead of integer-based indices. Accordingly, you will need to: 

– Rewrite the indexing-based code in readingList.cpp with iterator-based code.

– Remove the indexing-based get function from readingList.h and add appropriate declarations of iterator and const_iterator types and associated functions allowing access to a ReadingList object’s sections.

4. To improve the usability of the ReadingList class, you will also need to add

– A constructor to allow ReadingList objects to be constructed from a pair of iterators denoting a range of Book values from some arbitrary container.

– A constructor to allow ReadingList objects to be constructed from an initializer_list of books.

5. Your code will be evaluated both on its ability to function correctly within the mergeLists application and on its ability to pass the various unit tests provided.

– In the test report, tests 0…7 test the mergeLists application. Tests numbered 8…25 check the unit tests.

– Each even-numbered test checks for correct behavior of the code.

– Each odd-numbered test checks to see if that same behavior is correct and entails no memory leaks or other common pointer/memory handling problems.

6. Submit files readingList.h and readingList.cpp

Problem Description: 

This assignment centers on a program that accepts as input two lists of e-books (derived from Project Gutenberg) and merges the two into one, eliminating any duplicate entries during the process. Each e-book is is described by three fields, an ID, the author info, and the title. In input and output, these appear together on a line separated by tab (“\t”) characters.

For example, given the input

etext19640  Twain, Mark, 1835-1910   Adventures of Huckleberry Finn
etext13 Carroll, Lewis, 1832-1898   The Hunting of the Snark
etext9038   Twain, Mark, 1835-1910    The Adventures of Tom Sawyer

and

etext9038   Twain, Mark, 1835-1910    The Adventures of Tom Sawyer
etext20595  Twain, Mark, 1835-1910   The Awful German Language
etext23717  Carroll, Lewis, 1832-1898    Jabberwocky

the merge will be

etext13 Carroll, Lewis, 1832-1898   The Hunting of the Snark
etext19640  Twain, Mark, 1835-1910   Adventures of Huckleberry Finn
etext20595  Twain, Mark, 1835-1910   The Awful German Language
etext23717  Carroll, Lewis, 1832-1898    Jabberwocky
etext9038   Twain, Mark, 1835-1910    The Adventures of Tom Sawyer

The output is sorted by the project Gutenberg ID (the “etext…” field).

You are being supplied with a nearly complete working version of the mergeLists application.

Your task is to complete the implementation of the ReadingList class in accordance with the principles for robust and reusable ADTs as described in the lecture notes. You must use a dynamically allocated array as the basis for storing books within the reading list.

System Tests: 

The program takes its input from two files named in the command line and produces its output on standard out (cout). For example, if you have compiled the program into an executable named “mergeLists”, and had saved the sample input above in files tinyList.txt and tinyList2.txt in the same directory, you could run the program as

./mergeLists tinyList.txt tinyList2.txt

If you are working in Windows, use “.\” instead of “./”. Of course, if you have your files in different directories or use different names, you will need to adjust your paths in the above command accordingly.

In general, you are responsible for designing and running your own systems tests.

That said, you have been provided with several input files of various lengths that you can use “as is” or chop up and recombine as you see fit.

Unit Tests: 

The unit tests will form a separate executable, named unittest. It can be run without parameters to run all tests on the ReadingList class.

You can, however, list one or more test names as parameters to run those tests only. For example, if you are failing the testRLRemove test, run

./unittest testRLRemove

to focus on just that one test. This can be very useful when debugging your code, because the unit tests are simpler and will get to your Faculty code a great deal more directly than the full application.

You can also abbreviate test names to run all tests beginning with a string.

For example,

./unittest testRLR

would suffice to run that same single test.

Notes: 

  • You may use any of the techniques covered for manipulating data via iterators, including range-based loops, the auto keyword, and generic functions from the next lesson, if you are reading ahead.
  • In designing the iterators for the ReadingList class, consider carefully the options of creating an new iterator class versus reusing an existing iterator type. 
  • The ReadingList class keeps its Books in order. Allowing application code to alter or      reassign the internal sections via an iterator, e.g.,

· ReadingList::iterator it = myReadingList.begin();

· *it = Book(“99999”, “Zzarg, Jonathan”, “The Last Book Ever Written”);

would risk breaking that ordering, making any code that relies on the ordering fail.

That means that ReadingList needs to be one of those classes that use a single const iterator type as both iterator and const_iterator.

  • You may find it a much more efficient use of your time to focus on passing the unit tests first and worry about system testing the full mergeLists application afterwards.

CURRENT ERRORS: 

make all 

touch book.d

touch counted.d

touch mergeLists.d

touch readingList.d

touch sanityCheck.d

touch testReadingList.d

touch unittest.d

cat book.d counted.d mergeLists.d readingList.d sanityCheck.d testReadingList.d unittest.d > make.dep

g++ -g -std=c++17 -MMD -pthread -D_GLIBCXX_DEBUG -Wall -o book.o -c book.cpp

g++ -g -std=c++17 -MMD -pthread -D_GLIBCXX_DEBUG -Wall -o counted.o -c counted.cpp

g++ -g -std=c++17 -MMD -pthread -D_GLIBCXX_DEBUG -Wall -o mergeLists.o -c mergeLists.cpp

mergeLists.cpp: In function ‘ReadingList mergeReadingLists(const ReadingList&, const ReadingList&)’:

mergeLists.cpp:25:39: error: ‘const class ReadingList’ has no member named ‘begin’

   25 |  ReadingList::const_iterator i = cat1.begin();

      |                                       ^~~~~

mergeLists.cpp:26:39: error: ‘const class ReadingList’ has no member named ‘begin’

   26 |  ReadingList::const_iterator j = cat2.begin();

      |                                       ^~~~~

mergeLists.cpp:27:19: error: ‘const class ReadingList’ has no member named ‘end’

   27 |  while (i != cat1.end() && j != cat2.end())

      |                   ^~~

mergeLists.cpp:27:38: error: ‘const class ReadingList’ has no member named ‘end’

   27 |  while (i != cat1.end() && j != cat2.end())

      |                                      ^~~

mergeLists.cpp:29:20: error: invalid type argument of unary ‘*’ (have ‘ReadingList::const_iterator’ {aka ‘int’})

   29 |   const Book& b1 = *i;

      |                    ^~

mergeLists.cpp:30:20: error: invalid type argument of unary ‘*’ (have ‘ReadingList::const_iterator’ {aka ‘int’})

   30 |   const Book& b2 = *j;

      |                    ^~

mergeLists.cpp:42:19: error: ‘const class ReadingList’ has no member named ‘end’

   42 |  while (i != cat1.end())

      |                   ^~~

mergeLists.cpp:44:14: error: invalid type argument of unary ‘*’ (have ‘ReadingList::const_iterator’ {aka ‘int’})

   44 |   result.add(*i);

      |              ^~

mergeLists.cpp:47:19: error: ‘const class ReadingList’ has no member named ‘end’

   47 |  while (j != cat2.end())

      |                   ^~~

mergeLists.cpp:49:14: error: invalid type argument of unary ‘*’ (have ‘ReadingList::const_iterator’ {aka ‘int’})

   49 |   result.add(*j);

      |              ^~

make: *** [makefile:54: mergeLists.o] Error 1

“make all” terminated with exit code 2. Build might be incomplete.

14:37:11 Build Failed. 11 errors, 0 warnings. (took 4s.338ms)

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