zilongwang/ReadingBank huggingface dataset:
Assessment: Grading for Class reflection writing assignment: Writing and organization- 4 points the writing sample is very well written and organized by the elements provided. It has a strong introduction, middle and conclusion. 3 points the writing sample is well written and organized by the elements provided. It includes an introduction, middle and conclusion. 2 points the writing sample is choppy and is not well organized. It lacks an introduction or conclusion. 1 point the writing sample is very short and unorganized. Grammar & Spelling- 4 points Mistakes in spelling and grammar are minor or non-existent. 3 points Mistakes in spelling and grammar are minimal—about 4-5. 2 points mistakes in spelling and grammar are numerous—5-10. 1 point mistakes in spelling and grammar are more than 10. Facts and content- 4 points the writing sample demonstrates the student’s learning on the dunes program and includes three or more facts provided by the park staff. 3 points the writing sample demonstrates the student’s learning and includes only two facts provided by the park staff. 2 points the writing sample does not demonstrate much learning and only includes one fact provided by the park staff.1 point the writing sample does not demonstrate any learning and does not include any facts provided by the park staff. National Park Service theme - 4 points the writing sample clearly demonstrates the student’s understanding of the role of the NPS in preserving the dunes by explaining why Indiana Dunes is such a unique treasure.3 points the writing sample mentions the NPS and its role in preserving the Indiana Dunes. 2 points the writing sample mentions the NPS and Indiana Dunes. 1 point the writing sample does not mention anything about the NPS or its role at Indiana Dunes. Stewardship- 4 points the writing sample lists three things the student can do to assist in taking care of the Indiana Dunes. 3 points the writing sample lists two things the student can do to assist in taking care of the Indiana Dunes. 2 points the writing sample lists one thing the student can do to assist in taking care of the Indiana Dunes. 1 point the writing sample does not list anything about what the student can do to take care of the Indiana Dunes.
Dunes Education National Park Service U.S. Department of the Interior Dunes National Lakeshore Education Department Potawatomi & Fur Traders Summary: Take a trip back in time to the fur trading era.Learn the lifestyles of the Indians as they lived with the land, and the traders as they settled the land. Objectives: students will be able to Describe the lifestyles of the American Indians, fur traders, and voyageurs during the era of the late 1700’s to early 1800’s. Explain the American Indian and fur trader’s use of the natural resources of this region, Explain who Joseph Bailly was and his role in the history of northwest Indiana. Explain some of the benefits and detriments trading with the Europeans imposed upon the American Indians. Demonstrate caring of historic structures such as the Bailly Homestead. What to expect on during your trip: The ranger meets the group at the Bailly/Chellberg parking lot on Mineral Springs Road unless there are mobility concerns. Students unable to walk the trail can be dropped off closer to homestead from Howe Road. Part of program is presented along the wooded trail though before reaching the homestead. Program proceeds through homestead, fur traders cabin, and Potawatomi site in various orders. Program concludes at homestead site and group returns to parking lot on wooded trail. Setting: This year-round (except during Maple Sugar Time) program is offered at the Bailly Homestead on an easy to moderate .4 mile trail. Most of the program is presented outside on the trail or at the Bailly complex. A small portion of the program is in the heated homestead. Program normally lasts two hours but can be adapted to 1.5 hours if conditions necessitate. Grade: 3th – 8h grade. Ratio of students to ranger: 30 to 1 unless staffing is limited; then the groups will be larger. Safety Issues: Trail has one gentle hill. Handling of American Indian props should pose no issues if care and consideration are shown.
Dunes Education National Park Service U.S. Department of the Interior Dunes National Lakeshore Education Department Reflections On Snow Summary: Discover why Indiana Dunes has one of the largest diversity of plant species in the National Park System. Explore many habitats, such as open dunes, forested dunes,wetlands or oak savannas that support rare species and this abundance of life. Objectives: students will be able to Name ways to protect and respect park resources, including animals in winter. Draw and explain a “story in the snow” using tracks and animal signs Identify adaptations that enable animals to survive the winter. Identify animal homes and animal tracks. Name forest animals that are hibernating and that are active in the winter. What to expect on during your trip: Students will be presented with indoor winter ecology activities and an outdoor winter ski or hike if there isn’t enough snow. Often the groups split in two with half outside while the other half is inside. Rangers will also work with teachers to adapt the indoor/outdoor portions to specific requests. Setting: Paul H. Douglas Center for Environmental Education and Miller Woods. Trailis about one mile long Grade: 5th – 12th grade. Ratio of students to ranger: up to 15 is ideal. However, due to staffing limitations, we will try to accommodate larger groups within reason and with teacher’s assistance.
Dunes Education National Park Service U.S. Department of the Interior Dunes National Lakeshore Education Department Reflections On Snow Summary: Discover why Indiana Dunes has one of the largest diversity of plant species in the National Park System. Explore many habitats, such as open dunes, forested dunes,wetlands or oak savannas that support rare species and this abundance of life. Objectives: students will be able to Name ways to protect and respect park resources, including animals in winter. Draw and explain a “story in the snow” using tracks and animal signs Identify adaptations that enable animals to survive the winter. Identify animal homes and animal tracks. 5. Name forest animals that are hibernating and that are active in the winter. What to expect on during your trip: Students will be presented with indoor winter ecology activities and an outdoor winter ski or hike if isn’t enough snow. Often the groups split in two with half outside while the other half is inside. Rangers will also work with teachers to adapt the indoor/outdoor portions to specific requests. Setting: Paul H. Douglas Center for Environmental Education and Miller Woods. Trailis about one mile long Grade: 5th – 12th Ratio of students to ranger: up to 15 is However, due to staffing limitations, we will try to accommodate larger groups within reason and with teacher’s assistance.
Day 2 Session 4 PowerPoint: The Case Studies This activity is a critical step in identifying the participant’s grasp of the whole process. This is fundamentally a problem solving exercise where the individual potentials and constraints of the site and the occupant’s behaviour need to be integrated into a plan with actions and timelines outcomes and effective review process. This is where the ideas and information we have been exploring comes into action. Being able to do a home sustainability assessment requires both an understanding of the main issues of resource efficiency and specific skills to help us accurately assess them. You need to be able to interpret information, gather data, analyse circumstances and develop strategies to improve resource efficiency. This needs to be done in a way that aims at realistic and actionable goals and needs to measure against some expected levels of performance (indicators). Most importantly, it requires that we set into place a review process to ensure good outcomes and a process engaged in continuous improvement. Let’s look at a couple of examples of situations that you could encounter when trying to do a home sustainability assessment. We will work through the PowerPoint and discuss. The case studies are a student exercise as a preliminary to field studies. notes assist the trainer with providing the right outcomes for the 2 case studies. The trainer will use these notes to assist with his/ her observations of the accompanying slides. The Case Studies are PowerPoint presentation exercises. The point below refers to the program of the PowerPoint resource. Case- 1. 6 BR house Title page Google earth image showing aspect, North etc.
outdoors shower head 1 litres/ minute shower head 2 shower head 3 toilet cistern estimate size/age/ efficiency old/large medium new/ efficient Note dual –flush toilets often have large water volumes of water. As a benchmark, compare against a modern low-flow cistern/ toilet system. toilet 1 toilet 2 toilet 3
Section Maximum Marks Introduction: No introduction included. Brief introduction written. Clear introduction which sets out what the essay will be about. 0 1 2 Arguments For: No relevant or accurate information. 2 basic arguments in favour of people having to vote are stated. 2 or more arguments in favour are presented clearly and evaluated. 0 1 2 Arguments Against: No relevant or accurate information. 2 basic arguments against people having to vote are stated. 2 or more arguments against are presented clearly and evaluated. 0 1 2 Own Opinion & Conclusion: Own opinion not stated. Own opinion stated briefly. Own opinion has been included with reasons and supporting evidence included in a conclusion which sums up both sides of the argument. 0 1 2
Proposed Compulsory Alcohol and Drug Treatment Program in Western Australia Exposure Draft Bill and Summary Model of Service Feedback Your contact information 4. Should you wish to provide your contact information, please complete the following. Name: Group/Organisation: Address: City/Town: Postcode: Country: Email Address: Phone Number:
Run your program after everyone agrees on both predictions. Rotate the display to help understand where objects are located. Discuss how closely your prediction of what the program would do matches what you see in the visual output. Checkpoint: Discuss your answers to the questions above with your instructor. 2.1 Modify the program Complete or correct the program. It may be helpful to look at your program that calculated the electric of a single point charge, or a dipole. 2.1.1 Notes on the minimal working program In the calculation loop, the location of each of the point source charges is calculated as a vector sourcelocation = vector(xq,0,0) so that you can use the source location in vector calculations of the electric field dE contributed by that source charge. (Note that since sourcelocation is a vector and not a graphical object, it does not have a position. Just say sourcelocation; don't use .pos .) In the constants section are the values of the physical constants you will need. You will eventually need a factor for representing electric field vectors with arrows, and this has temporarily been given the value of 1.0 (you will need to change this later). You may wish to review the video ``VPython Instructional Videos: 5. Scalefactors'' at http://www.youtube.com/VPythonVideos to see how and why to scale arrows in your program to represent physical vector quantities. 3 Numerical experiments 1. Look at your display. Does it make sense? Do the magnitudes and directions of the orange arrows make sense? 2. Rotate the ``camera'' with the mouse to get a feeling for the nature of the pattern of electric field. 3. Change the sign of the charge to negative and run. Does the display make sense? Reset the charge to positive. 4. To check your program, set the coordinate of the observation location to zero and record the numerically computed electric field. Using your calculator, calculate the electric field at this location using the equation for field in the midplane derived in the textbook: Does the value calculated by your program have the same order of magnitude as the value you obtain using the analytical equation? If not, check both the program and your calculation. Vary the number of point charges used to model the rod. What is the minimum number of point charges used to model the rod that gives a result within 1% of the analytical value?
Please insert a tick in the appropriate box √ Protected Characteristics Positive impact -- it could benefit Negative impact -- it treats them less favourably or could do Negative impact -- they could find it harder than others to benefit from it or they could be disadvantaged by it Non-impact – missed opportunities to promote equality Neutral -- unlikely to have a specific effect Age Disability Sex including Transgender and Pregnancy / Maternity Race Religion / belief Sexual orientation including Marriage / Civil Partnership In identifying the impact of your policy across these characteristics, please consider the following issues: Fairness - Does it treat everyone justly? Respect - Does it respect everyone as a person? Equality - Does it give everyone an equal chance to get whatever it is offering? Dignity - Does it treat everyone with dignity? Autonomy - Does it recognise everyone’s freedom to make decisions for themselves? If you have any negative impacts, you will need to progress to a full impact assessment. In sections 4 and 5, please copy and repeat the tables below, for each “protected characteristic” considered. Alternatively, you can use one table for more than one “protected characteristic”, if the outcomes are similar. 4. If you have identified any positive impacts (see above), what will you do to make the most of them? “Protected characteristic” affected: Issue Who did you ask to understand the issues or whose work did you look at? What did you find out What did you learn or confirm?
53001S Seminar – I 50 -- 50 53001D Mini Project -- 100 100 VI 63001S Seminar - II 50 -- 50 D Project Work 50 200 250 TOTAL 4000 Scheme of Examination and maximum marks Semester No. of Papers Max marks in each paper Marks Internal University Total Total I Semester Theory – 5 25 75 100 500 725 Practical – 3 25 50 75 225 II Semester Theory – 5 25 75 100 500 725 Practical – 3 25 50 75 225 III Semester Theory – 5 25 75 100 500 725 Practical – 3 25 50 75 225 IV Semester Theory – 5 25 75 100 500 725 Practical – 3 25 50 75 225 V Semester Theory – 5 25 75 100 500 800 Practical – 2 25 50 75 150 Mini project -- 100 100 100 Seminar – I 50 -- 50 50 VI Semester Seminar - II 50 -- 50 50 300 Project Work 50 200 250 250 4000 13001 Paper – I: Discrete Mathematical Structures UNIT I
(ELECTIVE I) 43004 C: REAL TIME SYSTEMS UNIT I Introduction – Issues in Real – time computing – structure of a real – time system – Task classes. Characterizing real – time systems and tasks : Introduction – Performance measures for real – Time systems Estimating Programming run times. UNIT II Task assignment and scheduling : Introduction – Real – time scheduling algorithm, EDF algorithm – Allocating for precedence and exclusion conditions – Using primary and alternative tasks – utilization and balancing algorithm – a next fit algorithm for RM Scheduling – A Bin – Packing assignment algorithm for EDF – mode changes – Fault tolerant scheduling. UNIT III Programming Language and : Introduction Languages Characteristics – packages – Exception handling – Overloading and Generics – Multitasking – task scheduling – Timing specifications – some experimental languages – programming environments. Real – Time Databases : Introduction – Basic definitions – Real Time Vs general Purpose databases – Main memory databases – Transaction properties – Transaction aborts – concurrency control issues – a two phase approach to improve predictivity – serialization consistency – databases for hard Real – time systems. UNIT IV Real – time communication : Introduction – Network Topologies – Protocols. Fault – Tolerance techniques : Introduction – Fault types – fault detection – Fault and Error containment – redundancy – Data diversity – Reversal Checks – Byzantine failures. Realiability Evaluation Techniques : Introduction – Obtaining Parameter values – Realiability models for hardware redundancy – software error models – Taking time into account. Text Book: C.M. Krishna and Kang G. Shin, Real – Time systems, Mc Graw Hill International Editions. Reference Books: 1 .Shem Tor Levi and Ashok K. Agarwal, Real – Time system Design, Mc Graw Hill Publishing company. 2. KVKK Prasad, Embedded/Real – Time systems : Concepts, Design and programming Wiley – Dream Tech Press. 3. Phillip A Laplante, Real – Time systems Design and Analysis, PHI. 4. C. Siva Ram Murthy and G. Manimaran, Resource Management in Real – Time systems and networks, PHI, 2005.
Displays interpersonal skills 0 1 2 3 4 [N/O] Forms and maintains productive and respectful relationships with clients, peers/colleagues, supervisors and professionals from other disciplines 0 1 2 3 4 [N/O] Develops and maintains effective relationships with a wide range of clients, colleagues, organizations and communities 0 1 2 3 4 [N/O] 5B. Affective Skills Displays affective skills 0 1 2 3 4 [N/O] Negotiates differences and handles conflict satisfactorily; provides effective feedback to others and receives feedback nondefensively 0 1 2 3 4 [N/O] Manages difficult communication; possesses advanced interpersonal skills 0 1 2 3 4 [N/O] 5C. Expressive Skills Communicates ideas, feelings, and information clearly using verbal, nonverbal, and written skills 0 1 2 3 4 [N/O] Communicates clearly using verbal, nonverbal, and written skills in a professional context; demonstrates clear understanding and use of professional language 0 1 2 3 4 [N/O] Verbal, nonverbal, and written communications are informative, articulate, succinct, sophisticated, and well-integrated; demonstrates thorough grasp of professional language and concepts 0 1 2 3 4 [N/O]
CD Drive Runs programs, and opens data or music stored on CD. Most drives are also burners that can record data onto CD-R/RW. USB Port A small rectangular slot located on the front and/or back of the CPU. This is where you plug in your flash drive and other bits of hardware. All computers will have at least one port. SHUT DOWN PROCEDURE on START Button Click on SHUT DOWN IMPORTANT TO KNOW WHEN PURCHASING A COMPUTER Before buying a computer it is helpful to know what you plan to use your new computer for. This will make narrowing down your options much easier. Desktop Computer: Stays in one spot and has multiple pieces of hardware. Laptop Computer: Can be easily transported and used in various locations.
or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 2.b Examples of different types of networks Learners should give a minimum of two examples of different types of networks. 2.c What is meant by the following terms: (a) internet (b) intranet Learners should state what is meant by the following terms: (a) internet (b) intranet 3 The learner will know computer performance and features The learner must know: Assessment Requirements Evidence Location 3.a The features of different types of computers Learners should state the features of a minimum of two different types of computers. The following assessment methods can be used in the assessment of this standard: tasks/questions and answers questions and answers discussion or pictorial information This list is not exhaustive and appropriate assessment methods may be used. 3.b The role of memory Learners should state the role of memory. 3.c The uses different kinds of programs Learners should state the uses of a minimum of two different kinds of programs.
4 The learner will know about computer operating systems The learner must know: Assessment Requirements Evidence Location 4.a The common functions of an operating system Learners should identify a minimum of two different common functions of an operating system. The following assessment methods can be used in the assessment of this standard: tasks/questions and answers questions and answers discussion or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 4.b The main components of an interface Learners should identify a minimum of two main components of an interface.
Means there should be 4th amendment protection for content information, but not non-content because it would be public. Statutory Privacy Protections First question: is the Surveillance Prospective or Retrospective? Prospective- real time during transit/ in the course of transmission Wiretapping goes here Retrospective- access to stored communications kept in ordinary course of business by a 3rd party provider Second question: Content or Non-Content Information? Content- substance of the message Non-Content- information used to deliver communication and network generated information Prospective Retrospective Contents Wiretap Act (18 U.S.C. § 2510-22) Stored Comm. Act (18 U.S.C. § 2701-11) Non-Content Pen Register Statute (18 U.S.C. § 3121-27) Stored Comm. Act
doesn’t shock the conscience, its not a 4th amendment problem (admissible). Substantively Rogatory Letters Request from tribunal in one country to tribunal in another Very slow process- 6-12 months Treaties Extradition Requires the crime to be a crime in both countries. Must be a felony in the US and should carry the potential penalty of at least 1 year in prison Mutual Legal Assistance Treaties Imposes mutual legal obligations on evidence collection US has MLAT with 45 countries No extradition if prosecution would violate US constitutional law. 24 Hour Contact Points Each country has 24 hour access to computer crime agents and prosecutors to evidence collection in an emergency (US and most of Western Europe plus Canada and South Korea and Japan) Policy Proposals Uniform substantive laws for extradition and dual criminality MLAT. Also to avoid safe havens and synchronize legal assistance One world government? European law? US law? Very substantive and procedural laws Effects on domestic power? Privacy? Council of Europe Cybercrime Convention Enacts something similar to US law (1030, etc.) FISA Stuff Can conduct surveillance on foreign without a warrant if it meets the test Foreign agent- spies, terrorists, foreign embassy officials Test: Probable cause that the person is agent of foreign power, significant purpose is for foreign intelligence power FISA Pen Register Statute- same idea but for national security purpose, not for a criminal case “Protect America Act” FISA warrants not needed to monitor targets reasonably believed to be located outside of the US Can get email from Gmail server of people believed to be outside the US
Bachelor in Computer Engineering Curriculum Course Distribution General Math & Electricity Electronics Communication Computers Power, Machines, Control No. Course Title Cr No. Course Title Cr No. Course Title Cr No. Course Title Cr No. Course Title Cr Electric Circuits (1) 3 21231 Electronics (1) 3 Signals and Systems 3 Object Oriented Prog 3 24471 Automatic Control 3 Data Structure & Intro to Algorithms 3 24479 Automatic Control Lab 1 24222 Electric Circuits (2) 3 21331 Electronics (2) 3 Programming Applications in Signals & Systems 1 11253 OOP Lab 1 24229 Electric Circuits Lab 1 Digital Electronics 3 11323 Database Systems 3 11335 Operating Systems 3 24321 Applied Electromagnetics 3 21338 Electronics Lab 1 23459 Communications Lab 1 22241 Digital Logic Design 3 22344 Microprocessors 3 20134 Discrete Mathematics 3 Digital Electronics Lab 1 0 Digital Logic Lab 1 Embedded Systems 3 20232 Engineering Mathematics (1) 3 0 22443 Computer Networks 3 22444 Computer Architecture & Organization (1) 3 20234 Linear Algebra 3 0 20331 Engineering Mathematics (2) 3 0 22445 Computer Networks Lab (1) 1 0 20334 Applied Prob. 3 0 22447 Microprocessors Lab 1 0 Embedded Sys Lab 1 22466 Mobile Application Programming 3 0 22540 Computer Architecture & Organization (2) 3 0 0 Computer Net Lab (2) 1 0 22548 Computer Design Lab 1 Total 25 Total 11 Total 5 Total 40 Total 4 Electives: 9 Credit Hours Engineering Training: 3 Credit Hours Senior Projects (1) & (2): 3 Credit Hours
Degree of Attainment 0=No evidence provided; or provided evidence does not align to the standard. 1=Evidence provided does not fully evidence attainment. 2=Adequate evidence verifies attainment of the standard. 3=Substantial evidence provided verifies attainment of the standard. of Evidence A=Academic preparation, college level coursework. B=Professional development, workshops/training. C=Teaching experience in the content area and level of licensure requested of the standard; partially met. D=Other professional activities, conferences, committee work. Name: Date: 8710.4525 Computer, Keyboarding, and Related Technology Applications Subp. 3. Subject matter standard. A candidate for licensure endorsement as a teacher of computer, keyboarding, and related technology applications in grades kindergarten through 12 must successfully complete a preparation program subpart 2 that includes the candidate's demonstration of the knowledge and skills in items A to C. Standard Evidence of Proficiency Candidate: Explain evidence in this column for each standard. Type of Evidence A-B-C-D Degree of attainment 0-1-2-3 Met Not Met A. A teacher of computer, keyboarding, and related technology applications understands and applies: (1) knowledge of computers and related technology and peripherals, including hardware, software, file management, care of equipment, and security; (2) knowledge about the legal context, ethics, and online safety issues in the use of technology in education, including the changeable nature of these technologies as their applications continue to evolve; (3) knowledge about digital equity and meeting the needs of diverse learners; (4) knowledge of keyboarding and other input devices, including terminology, techniques, ergonomics, appropriate fingering, skill development, and application to word processing and other applications;
Eric J. Puryear Paisley IB Middle School Career and Technical Education Computer Skills and Applications Part 2 - 6207 Pacing Guide Topics/Concept Grading Period Time Curriculum Objective This module is web-based e-learning designed to teach basic computer concepts and skills in order to be successful with technology in everyday life. The module covers these topics: Computer Basics, Internet and the World Wide Web. 1st 6 hours 9/4 – 9/28 Digital Literacy This module is designed to teach the basic skills in spreadsheets and utilizing formulas for everyday use in the business community. 1st and 2nd 15 10/1 – 11/9 Spreadsheet Basics and Formulas This module is designed to teach the creation, manipulation of charts, and using advanced features in spreadsheet software. 2nd 15 hours 11/12 – 12/21 Spreadsheet Charts and Advanced Features This module is designed to teach the basic skills in multimedia presentations. 2nd 15 hours 1/2 – 1/15 Presentation Basics This module is designed to teach the techniques and skills needed to make a presentation. Communication skills are a key component of this module. 3rd 15 hours 1/16 – 2/1 Presentations Techniques This module is designed to teach the basic skills in database creation, using tables, and the manipulation of information in the form of queries. 3rd 15 hours 2/4 – 2/28 Database Basics This module is designed to teach the basic skills in desktop publishing. Topics may include the production of business cards, brochures, advertisements, and newsletters. 3rd and 4th 15 hours 3/1 – 3/28 Desktop Publishing Basics This module is web-based e-learning designed to teach basic computer concepts and skills in order to be successful with technology in everyday life. The module covers these topics: Productivity Programs (software fundamentals), Computer Security and Privacy, and Digital Lifestyles 4th 6 hours 4/8 – 4/19 Digital Literacy
What does it tell you about God’s sense of humor and desire to inspire us? Click Arrow to continue – Day Six. Listen and scroll over notebooks. Male and female Good, good, good, very good. How many times does God say good? Let humans have dominion – Who does God put in charge of his creation? God created humankind in his image – How are we like God? We ______________________ like God. We _______________________ like God. We ____________________________________ of creation like God. What are some of the responsibilities we have? Arrow to continue – Day Seven. Listen and scroll over notebooks. Sabbath – The word Sabbath meant ______________________ in Hebrew. Read first paragraph. Do you think God was tired? Is that why God rested? What else do you God did with that time? Why do we take a rest on the Sabbath?
and that data carries some meaning to ensure messages reach their destination message data in each packet reconstructing it when multiple data streams are being transferred between nodes in a network Network performance Can identify that different types of physical media change network performance Can explain the reasons for different physical media performing differently on a network Can discuss the advantages and disadvantages of using different types of physical media in terms of cost, performance and other factors Can explain why typical networks use a combination of different of physical media for communication in terms of cost, convenience and other factors Can draw conclusions about the choice of physical media in large networks in terms of both intra- and communications, and factors such as cost, performance, reliability and convenience Network security basics Understands that modern networks include security features but may not completely understand Understands the need for security in networks to ensure data is not altered or intercepted by third parties Can explain the need for security in networks in of data security and privacy, and can provide a simple description of basic Understands that network security is achieved through a multi-layered approach, and can explain why more than one layer is necessary for the system to effectively maintain data Can hypothesise about the value of strong security measures to typical online activities such as banking, identity management and other critical services, and the
director to provide status updates. The trainer is also responsible for maintaining the training manual in an up-to-date fashion. At the completion of the manual the trainer will prepare a memo for the laboratory director with their recommendation about the trainee’s status. In addition to this training manual other outside training should be considered. This training includes: Basic Data Recovery and Analysis – National White Collar Crime Center Intermediate Data Recovery and Analysis – National White Collar Crime Center Advanced Data Recovery and Analysis – National White Collar Crime Center Basic Computer Forensic Examiner (BCFE) course – International Association of Computer Investigative Specialists SANS FOR408 SANS FOR508 Section 1 – General Laboratory Procedures The trainee should be familiar with the general practices and procedures used at the [Agency name] Digital Evidence Forensic Laboratory. Assigned Tasks: Read and become familiar with the [Agency name] Administrative Procedures Manual. Receive training on the case management system to input case data. Show familiarity with evidence handling and security procedures.
Trainer Signature: Date of manual completion: By signing this manual I acknowledge the trainee successfully completed the competencies in this manual and recommend the trainee be allowed to conduct casework. Trainee Printed Name: Trainee Signature: By signing this manual I acknowledge that I fully understand the contents of the manual and each competency was explained to me by my trainer. I understand that by signing this manual I am stating that I understand the expectations for completing mobile device forensics and am expected to conduct forensic examinations pursuant to this training. Laboratory director Printed Name: Laboratory director Signature: Date Signed: Trainee released to perform computer forensics. Trainee not released to perform computer forensics.
STUDENT INFORMATION Student’s Name: NAU ID: E-mail Address: @nau.edu Phone Number: Enrollment Term: (ex. Summer 2018) Expected Graduation: (ex. Spring 2020) Advisor: Required Credits for this Degree Program: 30 This is the: Initial (upon admission) Final (submitted with Graduation Application) Program of Study * Course No. Course Title Replacement Course Semester Year Units Grade T/E/P** Core Courses (12 units required): * CIT 500 Introduction to Graduate Studies and Research * CIT 501 Research Methods in Information Technology * CIT 502 Organizational Impacts of Information Technology * CIT 503 Innovations and Globalizations Using Information Technology II. Emphasis Requirement: Choose one emphasis from Project Management, Information Security and Assurance, or and Web Applications Development. A. Project Management Emphasis option (18 units required): * CIT 610 Principles of Information Technology Project Management * CIT 611 Project Planning and Scheduling * CIT 612 Project Communications, Leadership, & Stakeholder Management * CIT 613 Project Risk and Cost Management * CIT 614 Project Procurement, Change Control, Quality Assurance, & Project Closure * CIT 691 Masters Project for Information Technology Project Management B. Information Security and Assurance Emphasis option (18 units required): * CIT 620 Information Security and Assurance Fundamentals * CIT 621 Cybersecurity Policy, Cyberethics, & Compliance * CIT 622 Cybersecurity and Risk Management
Computer Inventory Template Asset or serial Item (make and model) Years of left Initial value Down Date or leased term in Loan rate Monthly costs Total cost Expected value at end of loan term Annual straight line Monthly straight line Current value 123 Make Model Main branch good local 5 $ $ 4 $ 634.06 $ 200.00 $ 834.06 $ $ 2,500.00 $ 208.33 $ $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ -
Musihenga Carren W 7892 76 75 80 Hassan Eunice E 7800 38 48 25 Soita Naomi W 8490 37 51 29 Wafula Phanice W 8184 30 86 75 Sisa Gentrix E 8082 25 27 20 Waithera Scolastica E 8033 30 25 25 Siboboti Sarah W 8047 39 24 25 Enter the following data in sheet 1. (20 marks) Rename the sheet as Term one results. (1 mark) Find: Totals (2 marks) Average. (2 marks) Use the IF function to remarks as follows: (3 marks) A student whose average is above or equals to 65 gets ‘Excellent.’ An average of 55 or above but less than 65 gets ‘Average work’ An average of less than 55 award ‘Below average’ (3 marks) i) Award positions to students basing the average score (3 marks) ii) On the last rows enter formulas to count students from both classes (2 marks) Sort the students list by class position in ascending order. (2 marks) i) Copy the entire worksheet onto worksheet 2 and rename it group’. (2 marks) ii) Filter the lower group. To display student from ‘E’ class. (1 mark) To display students average score is less than 50 . (1 mark) i) Insert a bar graph to display the following information below: - The three CATS - Names - Title as ‘TERM ONE COMPUTER RESULTS’ (1 mark) ii) Place the legend at the bottom of the graph. (1 mark) iii) Save the chart on a new sheet and name it graphical analysis. (1 mark) j) Print: The filtered lower group (1 mark) The chart (1 mark) Term one results sheet (1 mark)
Computers Parts Students will create a slide show with the computer parts using the criteria listed below. After completion the student will be able to identify the parts and ports of a computer. The student should also understand the basics of PowerPoint Requirements: First Slide will include Title “Computer Parts” and your name (You should have a total of 28 slides) Create a for each listed below: 1. Computer “Case” (Pictures of each) Desktop Smart Phone Laptop IPad Notebook Tablet 2. Monitor Picture, Port, Description 3. Keyboard Picture, Port, Description – input of output device 4. Scanner Picture, Port, Used for? – input of output device 5. Mouse Picture, Port, Used for? – input of output device 6. Power Cord Picture, Used for? What does it connect to? Ports: (Connections in back of computer) 7. USB Picture, What connects to it, What is it used for? 8. IEEE 1394 Port or DVI Picture, What connects to it, What is it used for? 9. PS/2 Picture, What connects to it, What is it used for? 10. VGA Picture, What connects to it, What is it used for? 11. Parallel Picture, What connects to it, What is it used for? 12. Ethernet Picture, What connects to it, What is it used for? 13. S-Video & HDMI Cables Picture, What connects to it, What is it used for? 14. 30 pin and Lighting for iOS device Picture, What connects to it, What is it used for? Computer Parts: (Picture, Use, Location) 15. CPU/Processor 16. RAM - 17. Motherboard 18. Hard Drive 19. Expansion Card 20. Video Card 21. Sound Card 22. Network Card (NIC) 23. Power Supply 24. Blue Tooth 25. Wireless NIC (WI-FI) 26. Hardware 27. Software Grading Rubric Item Point √ Slides 52 Easy to read 10 Grammar 15 Shapes 3 Draw Effects 5 Picture Shape 10 Word Art 5 Total 100 points Assessment will also include an objective test to measure understanding. Objectives: Students need a basic understanding of the parts of the computer and Power Point How they work together to be able to make wise purchasing decisions Do minor repair to their own machines Materials:
Stallion Digital Imaging Workstation Xenon fluorescent light source, 300 W with rapid switching (<2 msec) between excitation wavelengths Synchronization hardware (TTL-based) Shutter for transmitted (25 mm) Incubator with CO2 and temperature Control 2 x CoolSnap HQ Camera with external ventilation Stallion software Ratio/FRET Software Module Antivibration table Zeiss Digital Imaging Workstation Zeiss Axioplan Microscope with motorized z-stage and system components for brightfield, darkfield, phase contrast, DIC and fluorescence Zeiss Axiocam HRc color camera with up to 13 megapixel resolution (4140 x 3096) in each color channel FEI Transmission Electron Microscope High resolution TEM with top entry stage High-Voltage to 100kV in steps of 10kV Intensity zoom: allows for constant screen brightness at different magnifications Intensity limit: prevents electron beam intensity overload on sample Magnification: 25 - 200000 x Automatic saving of full exposure sequence Integrated Dual Pentium PC with Windows operating system Veritas Microsdissection System UV Laser Cutting and LCM : UV Laser Cutting ideal for non-soft tissues and capturing large numbers of cells LCM (IR ideal for a single cell or a small number of cells Stage, optical movement, cameras, filters, and objectives are completely computer and software controlled Microdissection process is documented and archivable Unlimited slide processing in batch mode. High-sensitivity, variable integration time, color CCD video camera Inverted microscope with 4x, 10x, 20x, and 40x objectives BioTek Synergy 4 Microplate Reader Multi-detection microplate reader with hybrid technology Read Method: End-point, Kinetic, spectral scanning, well-area scanning Luminescence wavelength range: 300 - 700nm Fluorescence wavelength selection: :250 - Absorbance: 200 to 999 nm, tunable in 1 nm increments Temperature control up to 50° C Uses Gen5 software with Windows Vista and Office 2007 Capabilities: Fluorescence imaging of a range of samples Different modalities for different specimens - widefield, deconvolution, laser scanning confocal, multiphoton, TIRF, super resolution Filters/excitation for numerous fluorophores
Sample course outline Computer Science – ATAR Year 11 Semester 1 – Unit 1 Week Key teaching points Knowledge Skills 1 Introduction overview of semester 1 assessment requirements Systems analysis and development concept of project management, including: planning scheduling budgeting tracking of system development methodologies prototyping system development life cycle (SDLC) 2–3 Systems analysis and development stages of the SDLC preliminary analysis analysis design development implementation evaluation and maintenance systems development documentation as a part of the SDLC context diagrams using / notation data flow diagrams (DFD) using / notation Systems analysis and development analyse context diagrams and data flow diagrams apply context and data flow diagrams using / notation, as a part of the SDLC create context diagrams create Level 0 DFD’s (maximum four processes), applying correct symbols and rules and defining system boundaries 4–5 Systems analysis and development types of primary and secondary storage, including: random access memory (RAM) read only memory (ROM) cache mechanical disk solid state drive (SSD) concept of boot process (power up to OS booting, including POST) storage capacities, including: bit byte kilobyte megabyte gigabyte terabyte hardware and software components for a computer system designed for a specific purpose, including: input output processing storage (primary and secondary) role of standard operating environment (SOE) role of components in the central processing unit (CPU)
10–14 Managing data data including: number date/time currency text (string) Boolean (true/false) database terms data, field, record, relation, atomicity data integrity data redundancy ethical and legal issues relating to the personal use and storage of data legal requirement and implication of information kept by various organisations about individuals design considerations for visual interfaces and navigation systems within database systems purpose of database documentation for the user data modelling using Chen’s notation entity relationships diagrams Managing data resolve simple many to many (M:N) relationship in a multi-table relational database system (maximum three entities) create using Chen’s notation entity relationship (ER) diagrams for a simple database solution (maximum three entities) create a working relational multi-table database using: data types relations primary and foreign keys relationships cardinality (1:1, 1:M, M:1, M:N) validation rules forms reports queries create a visual interface for a database create database documentation 15 Revision 16 Semester 1 examination Semester 2 – Unit 2 Week Key teaching points Knowledge Skills 1 Course review review unit 1 review assessment requirements overview of semester 2 Developing software evolution of programming languages machine assembler procedural non-procedural object-oriented purpose and function of software to operate a computer system operating systems utility software file compression defragmenter anti-virus anti-malware application software
Sample assessment outline Computer Science – ATAR Year 12 Unit 3 and Unit 4 Assessment type Assessment type weighting Assessment task weighting Due date Assessment task Project 30% 5% Semester 1 Week 6 Task 1: Develop a Context Diagram, a Level 0 Data Flow Diagram and a Level 1 Data Flow Diagram based on a scenario. 10% Semester 1 Week 13 Task 4: Develop and implement a database solution using a system development life cycle based on a scenario. 5% Semester 2 Week 5 Task 7: Develop and implement a prototype programming solution using the software development cycle based on a scenario. 10% Semester 2 Week 10 Task 10: Develop and implement a programming solution using the software development cycle based on a scenario. Theory test 20% 5% Semester 1 Week 7 Task 2: A series of and extended questions based upon Systems analysis and development content. 5% Semester 1 Week 10 Task 3: A series of short-answer and extended questions based upon Managing data content. 5% Semester 2 Week 5 Task 8: A series of short-answer and extended questions based upon Developing software and Programming content. 5% Semester 2 Week 14 Task 11: A series of short-answer and extended questions based upon Network and communications content. Practical test 10% 5% Semester 1 Week 14 Task 5: A series of short-answer and extended questions based upon Managing data content. 5% Semester 2 Week 10 Task 9: A series of short-answer and extended questions based upon Programming content. Examination 40% 20% Semester 1 Week 16 Task 6: Semester 1 Examination – three hours using the examination design brief from the ATAR Year 12 syllabus. Section One, short answer, 20–30 questions (40%); Section Two, extended answer, four to six questions (60%). 20% Semester 2 Week 16 Task 12: Semester 2 Examination – three hours using the examination design brief from the ATAR Year 12 syllabus. Section One, Short answer: 20–30 questions (40%); Section Two, Extended answer: four to six questions (60%).
Sample assessment outline Computer Science – General Year 11 Unit 1 and Unit 2 Assessment type (from syllabus) Assessment type weighting (from syllabus) task weighting When/start and submission date Assessment task Project 60% 10% Semester 1 Week 5 Task 1: Research and justify the selection of a computer system, suitable for a person with minimal ICT skills who will take and download photos from a digital camera and email the photos to friends. 10% Semester 1 Week 9–10 Task 3: Create a budget suitable for a person with minimal ICT skills. The spreadsheet needs to be customisable by the user, enable the use of two sources of income and a range of expenses. 15% Semester 1 Week 14–15 Task 6: Create a database to store a music collection based upon albums and songs. 15% Semester 2 Week 8–9 Task 9: Create a two-player ‘pong’ game using a programming language. 10% Semester 2 Week 14–15 Task 12: Design a personal area network for a house. Theory test 20% 5% Semester 1 Week 6 Task 2: A theory test consisting of short answer questions based upon Hardware content 5% Semester 1 Week 13 Task 5: A theory test consisting of a series of short answer questions based upon Managing data content 5% Semester 2 Week 7 Task 8: A theory test consisting of a series of short answer questions based upon Programming content 5% Semester 2 Week 13 Task 11: A theory test consisting of a series of short answer questions based upon Network content Practical test 20% 5% Semester 1 Week 11 Task 4: A practical test consisting of a series of answer questions based upon the Spreadsheet content 5% Semester 1 Week 15 Task 7: A practical test consisting of a series of short answer questions based upon the Managing data content 10% Semester 2 Week 9 Task 10: A practical test consisting of a series of short answer questions based upon the Programming content Total 100% 100%
Students must take all of the following: CSD4010 Software development CSD4020 Distributed systems CSD4030 Interaction and visualisation CSD4040 Advanced topics in computer science And CSD4444 Individual project All modules are FHEQ Level 7 Students must successfully complete CSD4010, CSD4020, CSD4030 and CSD4040 before progressing to the individual project (CSD4444). 12.3 Non-compensatable modules (note statement in 12.2 regarding FHEQ levels) Module Module code 7 CSD4444 13. Curriculum map See Curriculum Map attached