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  • [Solved] Case 4 – 24

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    I need help – 2 years ago **files (1)** – ## case4-ITM24.docx **## case4-ITM24.docx** **Module 4 – Case** **Strategic Portfolio Management** **Assignment Overview** While some refer to Web 2.0/Web 3.0 as jargon, it has come to symbolize the sharing economy and the ability of people and businesses to…

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    Assignment Prompt & Instructions

    I need help

    – 2 years ago

    **files (1)**

    – ## case4-ITM24.docx

    **## case4-ITM24.docx**

    **Module 4 – Case**

    **Strategic Portfolio Management**

    **Assignment Overview**

    While some refer to Web 2.0/Web 3.0 as jargon, it has come to symbolize the sharing economy and the ability of people and businesses to interact with each other, forming virtual relationships. These virtual relationships include social media, blogs, youtube, IOT devices, and blockchain transaction, but also affects how the firms conduct business with their customers. Features across these applications are starting to converge, making the transition from one media to another seamless.

    **Case Assignment**

    Review the
    [_cluetrain manifesto_](http://www.cluetrain.com/). http://www.cluetrain.com/

    Discuss how this manifesto is driving Web 2.0/Web 3.0 applications and what you see next for these applications.

    Discuss carefully the dimensions of the manifesto. Then provide extensions and applications you see emerging from these extensions.  What new apps do you envision?

    **Assignment Expectations**

    It is expected that you will discuss the cluetrain manifesto and how it is determining what you see in Web 2.0 applications. Provide a discussion of the dimensions of the manifesto. Based on your observations, discuss new apps that you may see emerge from this manifesto. This should take 3 to 4 pages.

    You are required to make effective and appropriate use of in-text citations to the assigned readings and other source material to support your arguments. Please use the
    [_Trident APA 7 Guide_](https://careered.libguides.com/tui/library/apa) at
    [_https://careered.libguides.com/tui/library/apa_](https://careered.libguides.com/tui/library/apa) for proper formatting and style.

    **Module 4 – Resources**

    **Strategic Portfolio Management**

    **Required Video**

    [_Web3: The next generation?_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=220305&type=lti&rcode=TUI-485582&srcou=133353)

    [_The basics of how blockchain works_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=220305&type=lti&rcode=TUI-485583&srcou=133353) [_E-commerce_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=220305&type=mediaLibrary&contentId=7926bfbb-11ce-49fd-82df-a474347b09c0)

    **## case4-ITM24.docx**

    **Module 4 – Case**

    **Strategic Portfolio Management**

    **Assignment Overview**

    While some refer to Web 2.0/Web 3.0 as jargon, it has come to symbolize the sharing economy and the ability of people and businesses to interact with each other, forming virtual relationships. These virtual relationships include social media, blogs, youtube, IOT devices, and blockchain transaction, but also affects how the firms conduct business with their customers. Features across these applications are starting to converge, making the transition from one media to another seamless.

    **Case Assignment**

    Review the
    [_cluetrain manifesto_](http://www.cluetrain.com/). http://www.cluetrain.com/

    Discuss how this manifesto is driving Web 2.0/Web 3.0 applications and what you see next for these applications.

    Discuss carefully the dimensions of the manifesto. Then provide extensions and applications you see emerging from these extensions.  What new apps do you envision?

    **Assignment Expectations**

    It is expected that you will discuss the cluetrain manifesto and how it is determining what you see in Web 2.0 applications. Provide a discussion of the dimensions of the manifesto. Based on your observations, discuss new apps that you may see emerge from this manifesto. This should take 3 to 4 pages.

    You are required to make effective and appropriate use of in-text citations to the assigned readings and other source material to support your arguments. Please use the
    [_Trident APA 7 Guide_](https://careered.libguides.com/tui/library/apa) at
    [_https://careered.libguides.com/tui/library/apa_](https://careered.libguides.com/tui/library/apa) for proper formatting and style.

    **Module 4 – Resources**

    **Strategic Portfolio Management**

    **Required Video**

    [_Web3: The next generation?_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=220305&type=lti&rcode=TUI-485582&srcou=133353)

    [_The basics of how blockchain works_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=220305&type=lti&rcode=TUI-485583&srcou=133353) [_E-commerce_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=220305&type=mediaLibrary&contentId=7926bfbb-11ce-49fd-82df-a474347b09c0)

  • [Solved] Case 4 – 17

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Need help – 2 years ago **files (1)** – ## case4-ITM17.docx **## case4-ITM17.docx** **Module 4 – Case** **Managing and Assessing Information Security Policy** **Assignment Overview** **The Information Security Blueprint is the basis for the design, selection, and implementation of all security progr…

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    Assignment Prompt & Instructions

    Need help

    – 2 years ago

    **files (1)**

    – ## case4-ITM17.docx

    **## case4-ITM17.docx**

    **Module 4 – Case**

    **Managing and Assessing Information Security Policy**

    **Assignment Overview**

    **The Information Security Blueprint is the basis for the design, selection, and implementation of all security program elements. The blueprint builds on top of the organization's information security policies and it is a scalable, upgradable, comprehensive plan to meet the organization’s current and future information security needs. The blueprint is a detailed version of the information security framework, which is an outline of the overall information security strategy for the organization and a roadmap for planned changes to the information security environment of the organization. Security education and training is an important part of the Information Security Blueprint.**

    [**_Module 4 Video_**](https://tlc.trident.edu/content/enforced/220302-ITM517-2024DEC09FT-1/ITM517module4.mp4?ou=220302)

    **Case Assignment**

    **Search the Web for security education and training programs in your area. Keep a list and categorize the types of training offered. Determine the costs associated with each. Is the training general or for a specific security certification? Assess the cost effectiveness of the training both in terms of both time and money.**

    **Assignment Expectations**

    **Describe your results. Put them in a table describing the training program and cost.  You will assess the programs in terms of time, money, and effectiveness.  Summarize with a discussion of the key characteristics for Web security and training programs.**

    **You are required to make effective and appropriate use of in-text citations to the assigned readings and other source material to support your arguments. Please use the** [**_Trident APA 7 Guide_**](https://careered.libguides.com/tui/library/apa) **at https://careered.libguides.com/tui/library/apa for proper formatting and style.**

    **Module 4 – Resources**

    **Managing and Assessing Information Security Policy**

    **Required Reading**

    Blum, D. (2021).  Rational Cybersecurity for Business: The Security Leaders' Guide to Business Alignment, Apress.  Chapter 5-9.
    [_Finding Skillsoft Books_](https://tlc.trident.edu/content/enforced/220302-ITM517-2024DEC09FT-1/Finding%20Skillsoft%20Books.pdf?ou=220302)

    (2022) Cybersecurity 101: Auditing & Incident Response. Course. 1st half of course.
    [_Finding Skillsoft Books_](https://tlc.trident.edu/content/enforced/220302-ITM517-2024DEC09FT-1/Finding%20Skillsoft%20Books.pdf?ou=220302)

    (2022). Cybersecurity Awareness: Getting Started with Security Foundations. 1st half of course.
    [_Finding Skillsoft Books_](https://tlc.trident.edu/content/enforced/220302-ITM517-2024DEC09FT-1/Finding%20Skillsoft%20Books.pdf?ou=220302)

    De Freminville, Marie (2020). Cybersecurity and Decision Makers: Data Security and Digital Trust, Wiley Chapter 3,4,5, and 6.
    [_Finding Skillsoft Books_](https://tlc.trident.edu/content/enforced/220302-ITM517-2024DEC09FT-1/Finding%20Skillsoft%20Books.pdf?ou=220302)

    Smallwood, R. F. (2020). Information Governance: Concepts, Strategies and Best Practices, Second Edition. Wiley-VCH. Chapters 1 – 5.
    [_Finding Skillsoft Books_](https://tlc.trident.edu/content/enforced/220302-ITM517-2024DEC09FT-1/Finding%20Skillsoft%20Books.pdf?ou=220302)

    **Optional Reading**

    Gregory, P. H. (07/24/2019). CISM® : Certified information security manager practice exams McGraw-Hill. Chapter 4

    **## case4-ITM17.docx**

    **Module 4 – Case**

    **Managing and Assessing Information Security Policy**

    **Assignment Overview**

    **The Information Security Blueprint is the basis for the design, selection, and implementation of all security program elements. The blueprint builds on top of the organization's information security policies and it is a scalable, upgradable, comprehensive plan to meet the organization’s current and future information security needs. The blueprint is a detailed version of the information security framework, which is an outline of the overall information security strategy for the organization and a roadmap for planned changes to the information security environment of the organization. Security education and training is an important part of the Information Security Blueprint.**

    [**_Module 4 Video_**](https://tlc.trident.edu/content/enforced/220302-ITM517-2024DEC09FT-1/ITM517module4.mp4?ou=220302)

    **Case Assignment**

    **Search the Web for security education and training programs in your area. Keep a list and categorize the types of training offered. Determine the costs associated with each. Is the training general or for a specific security certification? Assess the cost effectiveness of the training both in terms of both time and money.**

    **Assignment Expectations**

    **Describe your results. Put them in a table describing the training program and cost.  You will assess the programs in terms of time, money, and effectiveness.  Summarize with a discussion of the key characteristics for Web security and training programs.**

    **You are required to make effective and appropriate use of in-text citations to the assigned readings and other source material to support your arguments. Please use the** [**_Trident APA 7 Guide_**](https://careered.libguides.com/tui/library/apa) **at https://careered.libguides.com/tui/library/apa for proper formatting and style.**

    **Module 4 – Resources**

    **Managing and Assessing Information Security Policy**

    **Required Reading**

    Blum, D. (2021).  Rational Cybersecurity for Business: The Security Leaders' Guide to Business Alignment, Apress.  Chapter 5-9.
    [_Finding Skillsoft Books_](https://tlc.trident.edu/content/enforced/220302-ITM517-2024DEC09FT-1/Finding%20Skillsoft%20Books.pdf?ou=220302)

    (2022) Cybersecurity 101: Auditing & Incident Response. Course. 1st half of course.
    [_Finding Skillsoft Books_](https://tlc.trident.edu/content/enforced/220302-ITM517-2024DEC09FT-1/Finding%20Skillsoft%20Books.pdf?ou=220302)

    (2022). Cybersecurity Awareness: Getting Started with Security Foundations. 1st half of course.
    [_Finding Skillsoft Books_](https://tlc.trident.edu/content/enforced/220302-ITM517-2024DEC09FT-1/Finding%20Skillsoft%20Books.pdf?ou=220302)

    De Freminville, Marie (2020). Cybersecurity and Decision Makers: Data Security and Digital Trust, Wiley Chapter 3,4,5, and 6.
    [_Finding Skillsoft Books_](https://tlc.trident.edu/content/enforced/220302-ITM517-2024DEC09FT-1/Finding%20Skillsoft%20Books.pdf?ou=220302)

    Smallwood, R. F. (2020). Information Governance: Concepts, Strategies and Best Practices, Second Edition. Wiley-VCH. Chapters 1 – 5.
    [_Finding Skillsoft Books_](https://tlc.trident.edu/content/enforced/220302-ITM517-2024DEC09FT-1/Finding%20Skillsoft%20Books.pdf?ou=220302)

    **Optional Reading**

    Gregory, P. H. (07/24/2019). CISM® : Certified information security manager practice exams McGraw-Hill. Chapter 4

  • [Solved] case 3 – 24

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    help please – 2 years ago **files (1)** – ## case3-ITM24.docx **## case3-ITM24.docx** **Module 3 – Case** **IT Governance** **Assignment Overview** Many firms are using Big Data to power their decision making. Here is a chance to see how firms are using Big data and how it impacts their decision mak…

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    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    help please

    – 2 years ago

    **files (1)**

    – ## case3-ITM24.docx

    **## case3-ITM24.docx**

    **Module 3 – Case**

    **IT Governance**

    **Assignment Overview**

    Many firms are using Big Data to power their decision making. Here is a chance to see how firms are using Big data and how it impacts their decision making.

    **Case Assignment**

    For Big Data, find a case study and describe the use of Big Data in that firm and provide as much detail as you can about how the system is set up as well as the benefits.

    Go to
    [_Terra Data_](https://www.teradata.com/Resources?AssetType=Case+Studies) – https://www.teradata.com/Resources?AssetType=Case+Studies – and select your case.

    **Assignment Expectations**

    Identify the case study you located in Teradata.com. Provide a description of how Big Data is used by the firm in the case study. Be sure to provide as much as you can about the technical details of how the system was implemented and used. This should take 3 to 4 pages.

    You are required to make effective and appropriate use of in-text citations to the assigned readings and other source material to support your arguments. Please use the
    [_Trident APA 7 Guide_](https://careered.libguides.com/tui/library/apa) at https://careered.libguides.com/tui/library/apa for proper formatting and style.

    **Module 3 – Resources**

    **IT Governance**

    **Required Video**

    [_Databases and Big Data_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=220305&type=mediaLibrary&contentId=91b79fe4-18bb-4dfd-980a-078f139d5205)

    [_IT Governance: Welcome_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=220305&type=lti&rcode=TUI-485578&srcou=133353)

    [_Unlock the power of Google Analytics_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=220305&type=lti&rcode=TUI-485579&srcou=133353)

    [_Microsoft Azure Machine Learning Fundamentals: Introduction_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=220305&type=lti&rcode=TUI-485580&srcou=133353)

    [_An introduction to database foundations_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=220305&type=lti&rcode=TUI-485581&srcou=133353)

    **Optional Reading**

    Chen, H.-M., Schütz, R., Kazman, R., & Matthes, F. (2017). How Lufthansa capitalized on big data for business model renovation.
    _MIS Quarterly Executive, 16_(1), 19-34.
    [_How to Find MIS Quarterly Executive_](https://tlc.trident.edu/content/enforced/220305-ITM524-2024DEC09FT-1/MIS%20Library%20Guide.docx?ou=220305)

    [_Introduction to Computer Information Systems/Information Systems_](https://en.wikibooks.org/wiki/Introduction_to_Computer_Information_Systems), Creative Commons license. Section 2. https://en.wikibooks.org/wiki/Introduction_to_Computer_Information_Systems

    Singh, A., & Hess, T. (2017). How Chief Digital Officers promote the digital transformation of their companies.
    _MIS Quarterly Executive_, 16(1), 1-17.
    [_How to Find MIS Quarterly Executive_](https://tlc.trident.edu/content/enforced/220305-ITM524-2024DEC09FT-1/MIS%20Library%20Guide.docx?ou=220305)

    [_What is Document Management (DMS)?_](http://www.aiim.org/What-Is-Document-Imaging) (2020). http://www.aiim.org/What-Is-Document-Imaging

    [_SQL vs NoSQL: Which is one is better for you?_](https://www.geeksforgeeks.org/sql-vs-nosql-which-one-is-better-to-use/?ref=rp) (2020). https://www.geeksforgeeks.org/sql-vs-nosql-which-one-is-better-to-use/?ref=rp

    **## case3-ITM24.docx**

    **Module 3 – Case**

    **IT Governance**

    **Assignment Overview**

    Many firms are using Big Data to power their decision making. Here is a chance to see how firms are using Big data and how it impacts their decision making.

    **Case Assignment**

    For Big Data, find a case study and describe the use of Big Data in that firm and provide as much detail as you can about how the system is set up as well as the benefits.

    Go to
    [_Terra Data_](https://www.teradata.com/Resources?AssetType=Case+Studies) – https://www.teradata.com/Resources?AssetType=Case+Studies – and select your case.

    **Assignment Expectations**

    Identify the case study you located in Teradata.com. Provide a description of how Big Data is used by the firm in the case study. Be sure to provide as much as you can about the technical details of how the system was implemented and used. This should take 3 to 4 pages.

    You are required to make effective and appropriate use of in-text citations to the assigned readings and other source material to support your arguments. Please use the
    [_Trident APA 7 Guide_](https://careered.libguides.com/tui/library/apa) at https://careered.libguides.com/tui/library/apa for proper formatting and style.

    **Module 3 – Resources**

    **IT Governance**

    **Required Video**

    [_Databases and Big Data_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=220305&type=mediaLibrary&contentId=91b79fe4-18bb-4dfd-980a-078f139d5205)

    [_IT Governance: Welcome_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=220305&type=lti&rcode=TUI-485578&srcou=133353)

    [_Unlock the power of Google Analytics_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=220305&type=lti&rcode=TUI-485579&srcou=133353)

    [_Microsoft Azure Machine Learning Fundamentals: Introduction_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=220305&type=lti&rcode=TUI-485580&srcou=133353)

    [_An introduction to database foundations_](https://tlc.trident.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=220305&type=lti&rcode=TUI-485581&srcou=133353)

    **Optional Reading**

    Chen, H.-M., Schütz, R., Kazman, R., & Matthes, F. (2017). How Lufthansa capitalized on big data for business model renovation.
    _MIS Quarterly Executive, 16_(1), 19-34.
    [_How to Find MIS Quarterly Executive_](https://tlc.trident.edu/content/enforced/220305-ITM524-2024DEC09FT-1/MIS%20Library%20Guide.docx?ou=220305)

    [_Introduction to Computer Information Systems/Information Systems_](https://en.wikibooks.org/wiki/Introduction_to_Computer_Information_Systems), Creative Commons license. Section 2. https://en.wikibooks.org/wiki/Introduction_to_Computer_Information_Systems

    Singh, A., & Hess, T. (2017). How Chief Digital Officers promote the digital transformation of their companies.
    _MIS Quarterly Executive_, 16(1), 1-17.
    [_How to Find MIS Quarterly Executive_](https://tlc.trident.edu/content/enforced/220305-ITM524-2024DEC09FT-1/MIS%20Library%20Guide.docx?ou=220305)

    [_What is Document Management (DMS)?_](http://www.aiim.org/What-Is-Document-Imaging) (2020). http://www.aiim.org/What-Is-Document-Imaging

    [_SQL vs NoSQL: Which is one is better for you?_](https://www.geeksforgeeks.org/sql-vs-nosql-which-one-is-better-to-use/?ref=rp) (2020). https://www.geeksforgeeks.org/sql-vs-nosql-which-one-is-better-to-use/?ref=rp

  • [Solved] case 3 – 17

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    i need help – 2 years ago **files (1)** – ## case3-ITM17.docx **## case3-ITM17.docx** **Module 3 – Case** **Security Laws and Standards** **Assignment Overview** Employees must be trained and kept aware of topics related to information security, not the least of which is the expected behaviors of an…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    i need help

    – 2 years ago

    **files (1)**

    – ## case3-ITM17.docx

    **## case3-ITM17.docx**

    **Module 3 – Case**

    **Security Laws and Standards**

    **Assignment Overview**

    Employees must be trained and kept aware of topics related to information security, not the least of which is the expected behaviors of an ethical employee. This is especially important in information security, as many employees may not have the formal technical training to understand that their behavior is unethical or even illegal. It is the responsibility of information security personnel to do everything in their power to deter illegal, immoral, or unethical behavior and to use policy, education and training, and technology to protect information and systems.
    Three general causes of unethical and illegal behavior are ignorance, accident, and intent.
    Deterrence is the best method for preventing illegal or unethical activity. Laws, policies, and technical controls are all examples of deterrents. Laws and policies and their associated penalties only deter if three conditions are present: fear of penalty
    **,** probability of being apprehended
    **,** and the
    probability of penalty being applied
    **.** Many professional organizations have established codes of conduct or codes of ethics that members are expected to follow.

    [_Module 3 Video_](https://tlc.trident.edu/content/enforced/220302-ITM517-2024DEC09FT-1/ITM517module3.mp4?ou=220302)

    **Case Assignment**

    Discuss and prepare tables to compare the following certifications: Certified Information Systems Security Professional (CISSP), HealthCare Information Security and Privacy Practitioner (HCISPP), Certified Cyber Security Forensics Analyst (CSFA), Certified Secure Software Lifecycle Professional (CSSLP) certification. Use the Internet to identify the ethical rules that holders of each certification have agreed to follow. Also determine the knowledge requirements for each of these certifications.

    **Assignment Expectations**

    You will be assessed on your comparison of the certifications in terms of their knowledge requirements, ethical rules, and effectiveness for the individual in terms of future employment.

    You are required to make effective and appropriate use of in-text citations to the assigned readings and other source material to support your arguments. Please use the
    [_Trident APA 7 Guide_](https://careered.libguides.com/tui/library/apa) at https://careered.libguides.com/tui/library/apa for proper formatting and style.

    **Module 3 – Resources**

    **Security Laws and Standards**

    **Required Reading**

    **(2022) Cybersecurity 101: Auditing & Incident Response. Course. 1st half of course.** [**_Finding Skillsoft Books_**](https://tlc.trident.edu/content/enforced/220302-ITM517-2024DEC09FT-1/Finding%20Skillsoft%20Books.pdf?ou=220302)

    **(2022). Cybersecurity Awareness: Exposure to Security Risks. 1st half of course.** [**_Finding Skillsoft Books_**](https://tlc.trident.edu/content/enforced/220302-ITM517-2024DEC09FT-1/Finding%20Skillsoft%20Books.pdf?ou=220302)

    **De Freminville, Marie (2020). Cybersecurity and Decision Makers: Data Security and Digital Trust, Wiley Chapter 2 and 3.** [**_Finding Skillsoft Books_**](https://tlc.trident.edu/content/enforced/220302-ITM517-2024DEC09FT-1/Finding%20Skillsoft%20Books.pdf?ou=220302)

    **Moschovitis, C. (2021). Privacy, Regulations, and Cybersecurity: The Essential Business Guide. Wiley-VCH. Chapters 1 – 3.** [**_Finding Skillsoft Books_**](https://tlc.trident.edu/content/enforced/220302-ITM517-2024DEC09FT-1/Finding%20Skillsoft%20Books.pdf?ou=220302)

    **Schreider, T. and Noakes-Fry, K. (2020). Cybersecurity Law, Standards and Regulations, 2nd Edition. Rothstein Publishing. Chapters 1 – 3.** [**_Finding Skillsoft Books_**](https://tlc.trident.edu/content/enforced/220302-ITM517-2024DEC09FT-1/Finding%20Skillsoft%20Books.pdf?ou=220302)

    **Optional Reading**

    **Harris, S., & Maymi, F. (2018). CISSP all-in-one exam guide, seventh edition, 8th edition (7th ed.) McGraw-Hill, Chapter 1.** [**_Finding Skillsoft Books_**](https://tlc.trident.edu/content/enforced/220302-ITM517-2024DEC09FT-1/Finding%20Skillsoft%20Books.pdf?ou=220302)

    **Gregory, P. H. (07/24/2019). CISM® : Certified information security manager practice exams McGraw-Hill. Chapter 2**

    **Read Chapters 10 to 12**
    **Andress, Jason and Winterfeld, Steve (2014). Cyber warefare: Techniques, tactics and tools for security practitioners. Syngress, Waltham, Ma. (ISBN: 9780124166721). Available in the Trident Online Library.**

    **Read Chapters 8, 9, 10**
    **Chappel, M. Ballad, B., Balad, T. and Bnks, E.K. (2014). Access control, authentication, and public key infrastructure. Jones and Barlett Learning, 2nd Edition**

    **Read chapters 19 – 23**
    **Dordal, Peter L. (2017).** [**_An introduction to computer networks_**](https://tlc.trident.edu/content/enforced/220302-ITM517-2024DEC09FT-1/ComputerNetworks.pdf?_&d2lSessionVal=H5sV5gi5dGJ474287yVxKI52B&ou=104045&ou=220302) **. Book under Creative Commons**

    **Chapters 4 and 5**
    **Gordon, A. (2015). Official (ISC)2 guide to the CISSP CBK, Fourth Edition, CRC Press.**

    **Read Chapter 3** [**_Risk management for enterprises and individuals_**](https://tlc.trident.edu/content/enforced/220302-ITM517-2024DEC09FT-1/Risk%20Management%20for%20Enterprises%20and%20Individuals.pdf?_&d2lSessionVal=H5sV5gi5dGJ474287yVxKI52B&ou=104045&ou=220302) **(2017)  Book under Creative Commons**

    **## case3-ITM17.docx**

    **Module 3 – Case**

    **Security Laws and Standards**

    **Assignment Overview**

    Employees must be trained and kept aware of topics related to information security, not the least of which is the expected behaviors of an ethical employee. This is especially important in information security, as many employees may not have the formal technical training to understand that their behavior is unethical or even illegal. It is the responsibility of information security personnel to do everything in their power to deter illegal, immoral, or unethical behavior and to use policy, education and training, and technology to protect information and systems.
    Three general causes of unethical and illegal behavior are ignorance, accident, and intent.
    Deterrence is the best method for preventing illegal or unethical activity. Laws, policies, and technical controls are all examples of deterrents. Laws and policies and their associated penalties only deter if three conditions are present: fear of penalty
    **,** probability of being apprehended
    **,** and the
    probability of penalty being applied
    **.** Many professional organizations have established codes of conduct or codes of ethics that members are expected to follow.

    [_Module 3 Video_](https://tlc.trident.edu/content/enforced/220302-ITM517-2024DEC09FT-1/ITM517module3.mp4?ou=220302)

    **Case Assignment**

    Discuss and prepare tables to compare the following certifications: Certified Information Systems Security Professional (CISSP), HealthCare Information Security and Privacy Practitioner (HCISPP), Certified Cyber Security Forensics Analyst (CSFA), Certified Secure Software Lifecycle Professional (CSSLP) certification. Use the Internet to identify the ethical rules that holders of each certification have agreed to follow. Also determine the knowledge requirements for each of these certifications.

    **Assignment Expectations**

    You will be assessed on your comparison of the certifications in terms of their knowledge requirements, ethical rules, and effectiveness for the individual in terms of future employment.

    You are required to make effective and appropriate use of in-text citations to the assigned readings and other source material to support your arguments. Please use the
    [_Trident APA 7 Guide_](https://careered.libguides.com/tui/library/apa) at https://careered.libguides.com/tui/library/apa for proper formatting and style.

    **Module 3 – Resources**

    **Security Laws and Standards**

    **Required Reading**

    **(2022) Cybersecurity 101: Auditing & Incident Response. Course. 1st half of course.** [**_Finding Skillsoft Books_**](https://tlc.trident.edu/content/enforced/220302-ITM517-2024DEC09FT-1/Finding%20Skillsoft%20Books.pdf?ou=220302)

    **(2022). Cybersecurity Awareness: Exposure to Security Risks. 1st half of course.** [**_Finding Skillsoft Books_**](https://tlc.trident.edu/content/enforced/220302-ITM517-2024DEC09FT-1/Finding%20Skillsoft%20Books.pdf?ou=220302)

    **De Freminville, Marie (2020). Cybersecurity and Decision Makers: Data Security and Digital Trust, Wiley Chapter 2 and 3.** [**_Finding Skillsoft Books_**](https://tlc.trident.edu/content/enforced/220302-ITM517-2024DEC09FT-1/Finding%20Skillsoft%20Books.pdf?ou=220302)

    **Moschovitis, C. (2021). Privacy, Regulations, and Cybersecurity: The Essential Business Guide. Wiley-VCH. Chapters 1 – 3.** [**_Finding Skillsoft Books_**](https://tlc.trident.edu/content/enforced/220302-ITM517-2024DEC09FT-1/Finding%20Skillsoft%20Books.pdf?ou=220302)

    **Schreider, T. and Noakes-Fry, K. (2020). Cybersecurity Law, Standards and Regulations, 2nd Edition. Rothstein Publishing. Chapters 1 – 3.** [**_Finding Skillsoft Books_**](https://tlc.trident.edu/content/enforced/220302-ITM517-2024DEC09FT-1/Finding%20Skillsoft%20Books.pdf?ou=220302)

    **Optional Reading**

    **Harris, S., & Maymi, F. (2018). CISSP all-in-one exam guide, seventh edition, 8th edition (7th ed.) McGraw-Hill, Chapter 1.** [**_Finding Skillsoft Books_**](https://tlc.trident.edu/content/enforced/220302-ITM517-2024DEC09FT-1/Finding%20Skillsoft%20Books.pdf?ou=220302)

    **Gregory, P. H. (07/24/2019). CISM® : Certified information security manager practice exams McGraw-Hill. Chapter 2**

    **Read Chapters 10 to 12**
    **Andress, Jason and Winterfeld, Steve (2014). Cyber warefare: Techniques, tactics and tools for security practitioners. Syngress, Waltham, Ma. (ISBN: 9780124166721). Available in the Trident Online Library.**

    **Read Chapters 8, 9, 10**
    **Chappel, M. Ballad, B., Balad, T. and Bnks, E.K. (2014). Access control, authentication, and public key infrastructure. Jones and Barlett Learning, 2nd Edition**

    **Read chapters 19 – 23**
    **Dordal, Peter L. (2017).** [**_An introduction to computer networks_**](https://tlc.trident.edu/content/enforced/220302-ITM517-2024DEC09FT-1/ComputerNetworks.pdf?_&d2lSessionVal=H5sV5gi5dGJ474287yVxKI52B&ou=104045&ou=220302) **. Book under Creative Commons**

    **Chapters 4 and 5**
    **Gordon, A. (2015). Official (ISC)2 guide to the CISSP CBK, Fourth Edition, CRC Press.**

    **Read Chapter 3** [**_Risk management for enterprises and individuals_**](https://tlc.trident.edu/content/enforced/220302-ITM517-2024DEC09FT-1/Risk%20Management%20for%20Enterprises%20and%20Individuals.pdf?_&d2lSessionVal=H5sV5gi5dGJ474287yVxKI52B&ou=104045&ou=220302) **(2017)  Book under Creative Commons**

  • [Solved] Can this be done in 2 hours? 50 words 5016

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    ### **The Pros and Cons of the Telehealth Approach** Telehealth is often used to deliver services to populations that otherwise would not receive them, however, there are barriers and downsides as well. For this discussion, post something to the discussion board related to telehealth or your Week 5 …

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    Assignment Prompt & Instructions

    ### **The Pros and Cons of the Telehealth Approach**

    Telehealth is often used to deliver services to populations that otherwise would not receive them, however, there are barriers and downsides as well. For this discussion, post something to the discussion board related to telehealth or your Week 5 readings.

    Here are some ideas to get you started:

    – Present an argument for the use of telehealth for social work services. Use [**SummonLinks to an external site.**](https://lat.strategiced.com/redirect?linkid=3326) **2** in the [**Capella University LibraryLinks to an external site.**](https://lat.strategiced.com/redirect?linkid=1651) to find a scholarly article to support your position.
    – Present an argument against the use of telehealth for social work services. Use [**SummonLinks to an external site.**](https://lat.strategiced.com/redirect?linkid=3326) **2** in the [**Capella University LibraryLinks to an external site.**](https://lat.strategiced.com/redirect?linkid=1651) to find a scholarly article to support your position.
    – Share something from the readings that resonated with you. Discuss your experiences with this concept or how you can use this information in the future.

    – 2 years ago

  • [Solved] Can this be done in 2 hours? 50 words..5015

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    For this discussion, post something to the discussion board related to ethics and cultural competence in program evaluation or your Week 5 readings. Here are some ideas to get you started: – Thinking about your Program Evaluation and Methodology assignment, discuss the ethical issues you are address…

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    For this discussion, post something to the discussion board related to ethics and cultural competence in program evaluation or your Week 5 readings.

    Here are some ideas to get you started:

    – Thinking about your Program Evaluation and Methodology assignment, discuss the ethical issues you are addressing related to your selected method of program evaluation.
    – Thinking about your Program Evaluation and Methodology assignment, discuss how you took into account cultural diversity when designing your program evaluation.
    – Share something from the readings that resonated with you. Discuss your experiences with this concept or how you can use this information in the future.

    – 2 years ago

  • [Solved] Business Finance – Management Assignment company change

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) The assignment will explore systems of resistance to organizational change. This is two-fold. First, you will prepare to interview a manager. For this examination, prepare a series of questions that you may wa…

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

    The assignment will explore systems of resistance to organizational change. This is two-fold. First, you will prepare to interview a manager. For this examination, prepare a series of questions that you may want to ask. Consider covering topics such as resistance to change, using questions that you will create

    – [\
    \
    Assigment.docx](https://www.sweetstudy.com/files/assigment-docx-10183987 "Assigment.docx")

    – 2 years ago

  • [Solved] Analyzing Inventory Ratios

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    [>Accounting homework help](https://www.sweetstudy.com/fields/business-finance-accounting) The purpose of this assignment is to calculate asset ratios, then analyze and compare them between two competitors in the same industry. Review the most recent annual reports of The Coca Cola Company and Pepsi…

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    [>Accounting homework help](https://www.sweetstudy.com/fields/business-finance-accounting)

    The purpose of this assignment is to calculate asset ratios, then analyze and compare them between two competitors in the same industry.

    Review the most recent annual reports of The Coca Cola Company and PepsiCo and focus on the balance sheet and inventory note included in the notes to the financial statements. Calculate the following ratios for each company for the last 2 years using Microsoft Excel. Be sure you are utilizing the correct formulas and a separate tab for each ratio:

    1. Inventory turnover
    2. Average days in inventory

    prepare a memo to the instructor discussing the following.

    1. Explain the meaning of each ratio and what the calculated results tell you about each of the companies. Refer to the calculated ratios in your analysis. Your explanation should consider how the ratios have changed in the last 2 years. Your explanation should include a separate paragraph for each ratio.
    2. Summarize how effective each company is in managing inventory based upon the type(s) of products the company sells and the industry in which it competes. Include discussion about whether the inventory turnover ratio is increasing or decreasing, what is causing the ratio increase/decrease, and whether the total value of inventory is increasing or decreasing on the balance sheet.

    – 2 years ago

  • [Solved] American Georgian chapter 22

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    – 2 years ago **files (7)** – ## IDES312chapter22AmericanGeorgianterms.docx – ## IDES312ch-25-PPTaccessible.pptx – IMG_8688.png – IMG_8689.png – IMG_8690.png – IMG_8687.png – IDES312ch-22-PPTaccessible.pptx **## IDES312chapter22AmericanGeorgianterms.docx** IDES 312-Chapter 22 – AMERICAN GEORGIAN…

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    – 2 years ago

    **files (7)**

    – ## IDES312chapter22AmericanGeorgianterms.docx

    – ## IDES312ch-25-PPTaccessible.pptx

    – IMG_8688.png
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    – IMG_8687.png
    – IDES312ch-22-PPTaccessible.pptx

    **## IDES312chapter22AmericanGeorgianterms.docx**

    IDES 312-Chapter 22 – AMERICAN GEORGIAN – the 1700s-1780s

    Vocabulary terms

    CLASSICAL MOTIFS: see examples in the reading

    1. Pilasters

    2. Pediments

    3. Dentil moldings

    4. Balustrades

    5. Round arch with keystones

    6. Quoins

    COMMON INTERIOR MOTIFS: (Fig.22-1)

    7. Ear

    8. Shell

    9. Acanthus leaf

    10. Rosette

    11. Pineapple or Pinecone

    FURNITURE MOTIFS: (Fig. 22-1, 22-12, 22-16, 22-17)

    12. Classical – (columns and moldings)

    13. Rococo – shells and flowers

    14. Chinese – fretwork and bamboo

    ARCHITECTURE:

    15. Using the elevation on the bottom of page 252, define the terms listed. You may use one photo with arrows or create a list/define/picture for each component.

    INTERIORS:

    16. Show examples of
    _colors_ used in public and private spaces.

    17. Early flooring and floor cloths

    18. Using figure 22-11 identify with a photo and definition of the elements of the space as listed.

    19. Textiles: palamporees

    20. Lighting: candlesticks, wall sconce, chandelier

    FURNISHINGS AND DECORATIVE ARTS:

    21. Queen Anne

    22. Chippendale

    23. Thomas Chippendale

    24. Japanning

    25. Walnut wood

    26. Mahogany wood

    27. Maple wood

    28. Cherry wood

    29. Pine wood

    Seating:

    30. Queen Anne chairs-identify each part of the chair, top to bottom Use the photo below for terms and look up definitions.

    ![](https://www.sweetstudy.com/questions/american-georgian-chapter-22)

    31. Chippendale-style chairs – define all parts.

    32. Windsor chairs – define all parts

    33. Easy chairs – wingback chair type.

    34. QA &Chipp – Tea table

    35. QA & Chipp – Piecrust table

    36. QA & Chipp – sideboard

    37. QA & Chipp – drop-leaf desk

    38. Newport block-front chest of drawers

    39. Shell carving

    40. Bombé chests

    41. QA & CHipp – highboy – use each term from the photo on page 259, fig. 22-17 to define.

    42. QA -& Chipp – lowboy

    43. QA Philadelphia dressing table

    44. Poster beds – QA and Chippendale

    45. QA & Chipp – Canopy

    46. QA & Chipp – Tester cornice

    47. Pewter

    ## image1.jpeg

    **## IDES312ch-25-PPTaccessible.pptx**

    Architecture and Interior Design: An Integrated History to the Present

    First Edition

    Chapter 25

    American Federal

    1776 – 1820

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    If this PowerPoint presentation contains mathematical equations, you may need to check that your computer has the following installed:

    1) Math Type Plugin

    2) Math Player (free versions available)

    3) NVDA Reader (free versions available)

    1

    American Federal

    First phase of Neoclassical in United States

    Based primarily on English modes, but some French influences

    Inception coincides with establishment of U.S. government, hence its name

    Classical details & ornament, slender proportions, contrasting circular & rectangular shape

    Simpler & smaller scale than Neoclassical in England or France

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    2

    Concepts

    New nation needs an official architecture to legitimize emancipation & personify cultural identity

    Leaders acquainted with European trends

    Advocate Neoclassicism

    Models from Greece & Rome, ancient republics

    Propose Neoclassical-style national architecture

    Visual metaphor linking old republics with the new one

    Follow English models because of continuing cultural ties with England

    Robert Adam—interiors; Hepplewhite & Sheraton—furniture

    Some Louis

    influences

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    25.1

    Motifs and Architectural Details: Top from left: Eagle inlay from card table, c. 1790-1820; Rhode Island; pair of vases, c. 1810-1830; France, possibly Paris; and bottom: doorway, Wickham-Valentine House, 1811; Richmond, Virginia. American Federal.

    Table and vases courtesy of the Diplomatic Reception Rooms, U.S. Department of State

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Architecture

    Domestic, not monumental, scale for all buildings

    Wood-frame construction & mostly brick exteriors

    Designers: gentleman amateurs or master craftsmen, not architects

    Lacks strong theoretical base of European Neoclassical

    Imitative, not necessarily innovative

    Georgian forms, but taller, more slender

    Circular or elliptical forms—windows, doors, projecting porches, fan lights

    Classical moldings & ornament—low relief, delicate in scale

    Found on all building types, mostly in urban settings

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    5

    25.2

    Massachusetts State House, 1795-1798; Boston Massachusetts; Charles Bulfinch. American Federal.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    25.3

    Meetinghouse, 1816; Lancaster, Massachusetts; Charles Bulfinch. American Federal.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The rectangular building has a projecting front section supporting a two-stage tower, with an arcaded and pedimented corridor at the front. It consists of three high openings with round-arch tops, which frame three entry doors (the central one taller) behind. The arches have pilasters that rise to an entablature and a fully enclosed gable pediment. The pediment is lined by modillioned cornices, with plain brickwork in the tympanum. The sides of the corridor are also arched and pilastered. The tower section, whose interior houses the vestibule area, rises the width of the building corridor to the height of the gable peak, where there is a cornice line above which rises the tower, flanked by carved wooden fan designs. The first stage of the building is square, with clock faces adorning otherwise plain brick walls.

    7

    25.4a

    First Harrison Gray Otis House and floor plan, 1795-1796; Boston, Massachusetts; architecture by Charles Bulfinch. American Federal.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The house is a three story brick structure, rectangular in shape, with a three-story ell extending the rear. The brick has a Flemish bond, and the trim is white marble. The roof has a set of posts above a modillioned cornice, pierced by two interior brick chimneys. It has a marble trim band that separating the floors, and the third-floor windows are short. All windows have black shutters has lintels with a keystone.

    8

    25.4b

    First Harrison Gray Otis House, dining room, 1795-1796; Boston, Massachusetts; architecture by Charles Bulfinch. American Federal.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    A dining room has wooden chairs and tables. The rug spread on the floor integrates the ceiling design. The chairs have rectangular backs. The ceiling has honeysuckle motifs and a rosette in the circle, and it is compartmented with classical motifs to Roman stuccowork.

    9

    25.5a

    Gardner-Pingree House and porch ,1804-1805; Salem, Massachusetts; Samuel McIntire. American Federal.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The building has an emphasis on symmetrical balance. The balustrade on the top hides low pitched roof. The top has cornice. It has brick construction, a string course layer on every floor, and windows have lintel with keystone. The windows are six over six double hung windows. The entrance has a semicircular projecting porch supported by slender columns. The house sites on street.

    10

    25.5

    Gardner-Pingree House, parlor, 1804-1805; Salem, Massachusetts; Samuel McIntire. American Federal.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    11

    25.6

    Monticello and floor plan, begun 1777, remodeled 1793-1809; Charlottesville, Virginia; Thomas Jefferson. American Federal.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description 1:

    The building has a three-story brick basement that has each room in a different shape. There are two main entrances, and the windows on the second story start at floor level and with the first-story windows in a single frame, which gives the impression that there is only a single story. A central octagonal dome dominates the structure.

    Long Description 2:

    It shows the hall in the center. On its top is a saloon. On the right of the salon is the dining room followed by the tea room. On the right of the hall is two chambers. To the left of the saloon is The Jefferson's room and to the left of the hall is the library. To the left of the library is an underground passage.

    12

    25.7

    Nathaniel Russell House, before 1809;Charleston, South Carolina; Russell Warren. American Federal.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The building has a balustrade that hides low pitched roof and a cornice on the top. The building has brick construction, stringcourse, and relieving arches. It has a lintel with keystone and a tall double hung window with thin mullions. The entrance has a fanlight window over the entry door and double doors with panels. The house sites on street.

    13

    Interiors

    Modeled on those of Robert Adam

    Smaller, more simply decorated, fewer colors

    Elegant, refined, formal, classical elements & motifs

    Bright, clear colors

    More textiles than before because of industrialization

    Wall-to-wall carpet, window treatments, bed hangings

    Style spreads—pattern books; fashion periodicals; immigrant craftsmen, cabinetmakers & upholsterers; imported furnishings & finishes; travel

    Room use remains as before

    One exception—more dining rooms

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    25.8

    Stair hall, Wickham-Valentine House, 1811; Richmond, Virginia; Alexander Parris. American Federal.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    15

    25.9

    Textiles: Toile de Jouy print with symbols of the new American Republic.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    25.10

    Lighting: Argand lamp, late 18th century; United States.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Furnishings And Decorative Arts

    Same scale, contrasts, classical ornament of European Neoclassical

    Adam, Hepplewhite, Sheraton, Louis

    Simpler with national symbols to establish & maintain cultural identity

    Light scale, slender proportions, straight & usually tapering legs, reeding, fluting, spade or thimble feet, contrasts of circles & rectangles

    Veneers, marquet

    **IMG_8688.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8688-png-10184133)

    **IMG_8689.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8689-png-10184135)

    **IMG_8690.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8690-png-10184137)

    **IMG_8687.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-8687-png-10184139)

    **IDES312ch-22-PPTaccessible.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ides312ch-22-pptaccessible-pptx-10184145)

    **IDES312ch-22-PPTaccessible.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ides312ch-22-pptaccessible-pptx-10184145)

    **## IDES312chapter22AmericanGeorgianterms.docx**

    IDES 312-Chapter 22 – AMERICAN GEORGIAN – the 1700s-1780s

    Vocabulary terms

    CLASSICAL MOTIFS: see examples in the reading

    1. Pilasters

    2. Pediments

    3. Dentil moldings

    4. Balustrades

    5. Round arch with keystones

    6. Quoins

    COMMON INTERIOR MOTIFS: (Fig.22-1)

    7. Ear

    8. Shell

    9. Acanthus leaf

    10. Rosette

    11. Pineapple or Pinecone

    FURNITURE MOTIFS: (Fig. 22-1, 22-12, 22-16, 22-17)

    12. Classical – (columns and moldings)

    13. Rococo – shells and flowers

    14. Chinese – fretwork and bamboo

    ARCHITECTURE:

    15. Using the elevation on the bottom of page 252, define the terms listed. You may use one photo with arrows or create a list/define/picture for each component.

    INTERIORS:

    16. Show examples of
    _colors_ used in public and private spaces.

    17. Early flooring and floor cloths

    18. Using figure 22-11 identify with a photo and definition of the elements of the space as listed.

    19. Textiles: palamporees

    20. Lighting: candlesticks, wall sconce, chandelier

    FURNISHINGS AND DECORATIVE ARTS:

    21. Queen Anne

    22. Chippendale

    23. Thomas Chippendale

    24. Japanning

    25. Walnut wood

    26. Mahogany wood

    27. Maple wood

    28. Cherry wood

    29. Pine wood

    Seating:

    30. Queen Anne chairs-identify each part of the chair, top to bottom Use the photo below for terms and look up definitions.

    ![](https://www.sweetstudy.com/questions/american-georgian-chapter-22)

    31. Chippendale-style chairs – define all parts.

    32. Windsor chairs – define all parts

    33. Easy chairs – wingback chair type.

    34. QA &Chipp – Tea table

    35. QA & Chipp – Piecrust table

    36. QA & Chipp – sideboard

    37. QA & Chipp – drop-leaf desk

    38. Newport block-front chest of drawers

    39. Shell carving

    40. Bombé chests

    41. QA & CHipp – highboy – use each term from the photo on page 259, fig. 22-17 to define.

    42. QA -& Chipp – lowboy

    43. QA Philadelphia dressing table

    44. Poster beds – QA and Chippendale

    45. QA & Chipp – Canopy

    46. QA & Chipp – Tester cornice

    47. Pewter

    ## image1.jpeg

    **## IDES312ch-25-PPTaccessible.pptx**

    Architecture and Interior Design: An Integrated History to the Present

    First Edition

    Chapter 25

    American Federal

    1776 – 1820

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    If this PowerPoint presentation contains mathematical equations, you may need to check that your computer has the following installed:

    1) Math Type Plugin

    2) Math Player (free versions available)

    3) NVDA Reader (free versions available)

    1

    American Federal

    First phase of Neoclassical in United States

    Based primarily on English modes, but some French influences

    Inception coincides with establishment of U.S. government, hence its name

    Classical details & ornament, slender proportions, contrasting circular & rectangular shape

    Simpler & smaller scale than Neoclassical in England or France

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    2

    Concepts

    New nation needs an official architecture to legitimize emancipation & personify cultural identity

    Leaders acquainted with European trends

    Advocate Neoclassicism

    Models from Greece & Rome, ancient republics

    Propose Neoclassical-style national architecture

    Visual metaphor linking old republics with the new one

    Follow English models because of continuing cultural ties with England

    Robert Adam—interiors; Hepplewhite & Sheraton—furniture

    Some Louis

    influences

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    25.1

    Motifs and Architectural Details: Top from left: Eagle inlay from card table, c. 1790-1820; Rhode Island; pair of vases, c. 1810-1830; France, possibly Paris; and bottom: doorway, Wickham-Valentine House, 1811; Richmond, Virginia. American Federal.

    Table and vases courtesy of the Diplomatic Reception Rooms, U.S. Department of State

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Architecture

    Domestic, not monumental, scale for all buildings

    Wood-frame construction & mostly brick exteriors

    Designers: gentleman amateurs or master craftsmen, not architects

    Lacks strong theoretical base of European Neoclassical

    Imitative, not necessarily innovative

    Georgian forms, but taller, more slender

    Circular or elliptical forms—windows, doors, projecting porches, fan lights

    Classical moldings & ornament—low relief, delicate in scale

    Found on all building types, mostly in urban settings

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    5

    25.2

    Massachusetts State House, 1795-1798; Boston Massachusetts; Charles Bulfinch. American Federal.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    25.3

    Meetinghouse, 1816; Lancaster, Massachusetts; Charles Bulfinch. American Federal.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The rectangular building has a projecting front section supporting a two-stage tower, with an arcaded and pedimented corridor at the front. It consists of three high openings with round-arch tops, which frame three entry doors (the central one taller) behind. The arches have pilasters that rise to an entablature and a fully enclosed gable pediment. The pediment is lined by modillioned cornices, with plain brickwork in the tympanum. The sides of the corridor are also arched and pilastered. The tower section, whose interior houses the vestibule area, rises the width of the building corridor to the height of the gable peak, where there is a cornice line above which rises the tower, flanked by carved wooden fan designs. The first stage of the building is square, with clock faces adorning otherwise plain brick walls.

    7

    25.4a

    First Harrison Gray Otis House and floor plan, 1795-1796; Boston, Massachusetts; architecture by Charles Bulfinch. American Federal.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The house is a three story brick structure, rectangular in shape, with a three-story ell extending the rear. The brick has a Flemish bond, and the trim is white marble. The roof has a set of posts above a modillioned cornice, pierced by two interior brick chimneys. It has a marble trim band that separating the floors, and the third-floor windows are short. All windows have black shutters has lintels with a keystone.

    8

    25.4b

    First Harrison Gray Otis House, dining room, 1795-1796; Boston, Massachusetts; architecture by Charles Bulfinch. American Federal.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    A dining room has wooden chairs and tables. The rug spread on the floor integrates the ceiling design. The chairs have rectangular backs. The ceiling has honeysuckle motifs and a rosette in the circle, and it is compartmented with classical motifs to Roman stuccowork.

    9

    25.5a

    Gardner-Pingree House and porch ,1804-1805; Salem, Massachusetts; Samuel McIntire. American Federal.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The building has an emphasis on symmetrical balance. The balustrade on the top hides low pitched roof. The top has cornice. It has brick construction, a string course layer on every floor, and windows have lintel with keystone. The windows are six over six double hung windows. The entrance has a semicircular projecting porch supported by slender columns. The house sites on street.

    10

    25.5

    Gardner-Pingree House, parlor, 1804-1805; Salem, Massachusetts; Samuel McIntire. American Federal.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    11

    25.6

    Monticello and floor plan, begun 1777, remodeled 1793-1809; Charlottesville, Virginia; Thomas Jefferson. American Federal.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description 1:

    The building has a three-story brick basement that has each room in a different shape. There are two main entrances, and the windows on the second story start at floor level and with the first-story windows in a single frame, which gives the impression that there is only a single story. A central octagonal dome dominates the structure.

    Long Description 2:

    It shows the hall in the center. On its top is a saloon. On the right of the salon is the dining room followed by the tea room. On the right of the hall is two chambers. To the left of the saloon is The Jefferson's room and to the left of the hall is the library. To the left of the library is an underground passage.

    12

    25.7

    Nathaniel Russell House, before 1809;Charleston, South Carolina; Russell Warren. American Federal.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The building has a balustrade that hides low pitched roof and a cornice on the top. The building has brick construction, stringcourse, and relieving arches. It has a lintel with keystone and a tall double hung window with thin mullions. The entrance has a fanlight window over the entry door and double doors with panels. The house sites on street.

    13

    Interiors

    Modeled on those of Robert Adam

    Smaller, more simply decorated, fewer colors

    Elegant, refined, formal, classical elements & motifs

    Bright, clear colors

    More textiles than before because of industrialization

    Wall-to-wall carpet, window treatments, bed hangings

    Style spreads—pattern books; fashion periodicals; immigrant craftsmen, cabinetmakers & upholsterers; imported furnishings & finishes; travel

    Room use remains as before

    One exception—more dining rooms

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    25.8

    Stair hall, Wickham-Valentine House, 1811; Richmond, Virginia; Alexander Parris. American Federal.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    15

    25.9

    Textiles: Toile de Jouy print with symbols of the new American Republic.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    25.10

    Lighting: Argand lamp, late 18th century; United States.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Furnishings And Decorative Arts

    Same scale, contrasts, classical ornament of European Neoclassical

    Adam, Hepplewhite, Sheraton, Louis

    Simpler with national symbols to establish & maintain cultural identity

    Light scale, slender proportions, straight & usually tapering legs, reeding, fluting, spade or thimble feet, contrasts of circles & rectangles

    Veneers, marquet

    **IMG_8688.png**

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    **IMG_8689.png**

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    **IMG_8687.png**

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    **IDES312ch-22-PPTaccessible.pptx**

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    **## IDES312chapter22AmericanGeorgianterms.docx**

    IDES 312-Chapter 22 – AMERICAN GEORGIAN – the 1700s-1780s

    Vocabulary terms

    CLASSICAL MOTIFS: see examples in the reading

    1. Pilasters

    2. Pediments

    3. Dentil moldings

    4. Balustrades

    5. Round arch with keystones

    6. Quoins

    COMMON INTERIOR MOTIFS: (Fig.22-1)

    7. Ear

    8. Shell

    9. Acanthus leaf

    10. Rosette

    11. Pineapple or Pinecone

    FURNITURE MOTIFS: (Fig. 22-1, 22-12, 22-16, 22-17)

    12. Classical – (columns and moldings)

    13. Rococo – shells and flowers

    14. Chinese – fretwork and bamboo

    ARCHITECTURE:

    15. Using the elevation on the bottom of page 252, define the terms listed. You may use one photo with arrows or create a list/define/picture for each component.

    INTERIORS:

    16. Show examples of
    _colors_ used in public and private spaces.

    17. Early flooring and floor cloths

    18. Using figure 22-11 identify with a photo and definition of the elements of the space as listed.

    19. Textiles: palamporees

    20. Lighting: candlesticks, wall sconce, chandelier

    FURNISHINGS AND DECORATIVE ARTS:

    21. Queen Anne

    22. Chippendale

    23. Thomas Chippendale

    24. Japanning

    25. Walnut wood

    26. Mahogany wood

    27. Maple wood

    28. Cherry wood

    29. Pine wood

    Seating:

    30. Queen Anne chairs-identify each part of the chair, top to bottom Use the photo below for terms and look up definitions.

    ![](https://www.sweetstudy.com/questions/american-georgian-chapter-22)

    31. Chippendale-style chairs – define all parts.

    32. Windsor chairs – define all parts

    33. Easy chairs – wingback chair type.

    34. QA &Chipp – Tea table

    35. QA & Chipp – Piecrust table

    36. QA & Chipp – sideboard

    37. QA & Chipp – drop-leaf desk

    38. Newport block-front chest of drawers

    39. Shell carving

    40. Bombé chests

    41. QA & CHipp – highboy – use each term from the photo on page 259, fig. 22-17 to define.

    42. QA -& Chipp – lowboy

    43. QA Philadelphia dressing table

    44. Poster beds – QA and Chippendale

    45. QA & Chipp – Canopy

    46. QA & Chipp – Tester cornice

    47. Pewter

    ## image1.jpeg

    **## IDES312ch-25-PPTaccessible.pptx**

    Architecture and Interior Design: An Integrated History to the Present

    First Edition

    Chapter 25

    American Federal

    1776 – 1820

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    If this PowerPoint presentation contains mathematical equations, you may need to check that your computer has the following installed:

    1) Math Type Plugin

    2) Math Player (free versions available)

    3) NVDA Reader (free versions available)

    1

    American Federal

    First phase of Neoclassical in United States

    Based primarily on English modes, but some French influences

    Inception coincides with establishment of U.S. government, hence its name

    Classical details & ornament, slender proportions, contrasting circular & rectangular shape

    Simpler & smaller scale than Neoclassical in England or France

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    2

    Concepts

    New nation needs an official architecture to legitimize emancipation & personify cultural identity

    Leaders acquainted with European trends

    Advocate Neoclassicism

    Models from Greece & Rome, ancient republics

    Propose Neoclassical-style national architecture

    Visual metaphor linking old republics with the new one

    Follow English models because of continuing cultural ties with England

    Robert Adam—interiors; Hepplewhite & Sheraton—furniture

    Some Louis

    influences

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    25.1

    Motifs and Architectural Details: Top from left: Eagle inlay from card table, c. 1790-1820; Rhode Island; pair of vases, c. 1810-1830; France, possibly Paris; and bottom: doorway, Wickham-Valentine House, 1811; Richmond, Virginia. American Federal.

    Table and vases courtesy of the Diplomatic Reception Rooms, U.S. Department of State

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Architecture

    Domestic, not monumental, scale for all buildings

    Wood-frame construction & mostly brick exteriors

    Designers: gentleman amateurs or master craftsmen, not architects

    Lacks strong theoretical base of European Neoclassical

    Imitative, not necessarily innovative

    Georgian forms, but taller, more slender

    Circular or elliptical forms—windows, doors, projecting porches, fan lights

    Classical moldings & ornament—low relief, delicate in scale

    Found on all building types, mostly in urban settings

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    5

    25.2

    Massachusetts State House, 1795-1798; Boston Massachusetts; Charles Bulfinch. American Federal.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    25.3

    Meetinghouse, 1816; Lancaster, Massachusetts; Charles Bulfinch. American Federal.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The rectangular building has a projecting front section supporting a two-stage tower, with an arcaded and pedimented corridor at the front. It consists of three high openings with round-arch tops, which frame three entry doors (the central one taller) behind. The arches have pilasters that rise to an entablature and a fully enclosed gable pediment. The pediment is lined by modillioned cornices, with plain brickwork in the tympanum. The sides of the corridor are also arched and pilastered. The tower section, whose interior houses the vestibule area, rises the width of the building corridor to the height of the gable peak, where there is a cornice line above which rises the tower, flanked by carved wooden fan designs. The first stage of the building is square, with clock faces adorning otherwise plain brick walls.

    7

    25.4a

    First Harrison Gray Otis House and floor plan, 1795-1796; Boston, Massachusetts; architecture by Charles Bulfinch. American Federal.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The house is a three story brick structure, rectangular in shape, with a three-story ell extending the rear. The brick has a Flemish bond, and the trim is white marble. The roof has a set of posts above a modillioned cornice, pierced by two interior brick chimneys. It has a marble trim band that separating the floors, and the third-floor windows are short. All windows have black shutters has lintels with a keystone.

    8

    25.4b

    First Harrison Gray Otis House, dining room, 1795-1796; Boston, Massachusetts; architecture by Charles Bulfinch. American Federal.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    A dining room has wooden chairs and tables. The rug spread on the floor integrates the ceiling design. The chairs have rectangular backs. The ceiling has honeysuckle motifs and a rosette in the circle, and it is compartmented with classical motifs to Roman stuccowork.

    9

    25.5a

    Gardner-Pingree House and porch ,1804-1805; Salem, Massachusetts; Samuel McIntire. American Federal.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The building has an emphasis on symmetrical balance. The balustrade on the top hides low pitched roof. The top has cornice. It has brick construction, a string course layer on every floor, and windows have lintel with keystone. The windows are six over six double hung windows. The entrance has a semicircular projecting porch supported by slender columns. The house sites on street.

    10

    25.5

    Gardner-Pingree House, parlor, 1804-1805; Salem, Massachusetts; Samuel McIntire. American Federal.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    11

    25.6

    Monticello and floor plan, begun 1777, remodeled 1793-1809; Charlottesville, Virginia; Thomas Jefferson. American Federal.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description 1:

    The building has a three-story brick basement that has each room in a different shape. There are two main entrances, and the windows on the second story start at floor level and with the first-story windows in a single frame, which gives the impression that there is only a single story. A central octagonal dome dominates the structure.

    Long Description 2:

    It shows the hall in the center. On its top is a saloon. On the right of the salon is the dining room followed by the tea room. On the right of the hall is two chambers. To the left of the saloon is The Jefferson's room and to the left of the hall is the library. To the left of the library is an underground passage.

    12

    25.7

    Nathaniel Russell House, before 1809;Charleston, South Carolina; Russell Warren. American Federal.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The building has a balustrade that hides low pitched roof and a cornice on the top. The building has brick construction, stringcourse, and relieving arches. It has a lintel with keystone and a tall double hung window with thin mullions. The entrance has a fanlight window over the entry door and double doors with panels. The house sites on street.

    13

    Interiors

    Modeled on those of Robert Adam

    Smaller, more simply decorated, fewer colors

    Elegant, refined, formal, classical elements & motifs

    Bright, clear colors

    More textiles than before because of industrialization

    Wall-to-wall carpet, window treatments, bed hangings

    Style spreads—pattern books; fashion periodicals; immigrant craftsmen, cabinetmakers & upholsterers; imported furnishings & finishes; travel

    Room use remains as before

    One exception—more dining rooms

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    25.8

    Stair hall, Wickham-Valentine House, 1811; Richmond, Virginia; Alexander Parris. American Federal.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    15

    25.9

    Textiles: Toile de Jouy print with symbols of the new American Republic.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    25.10

    Lighting: Argand lamp, late 18th century; United States.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Furnishings And Decorative Arts

    Same scale, contrasts, classical ornament of European Neoclassical

    Adam, Hepplewhite, Sheraton, Louis

    Simpler with national symbols to establish & maintain cultural identity

    Light scale, slender proportions, straight & usually tapering legs, reeding, fluting, spade or thimble feet, contrasts of circles & rectangles

    Veneers, marquet

    **IMG_8688.png**

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    **IDES312ch-22-PPTaccessible.pptx**

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  • [Solved] Advanced Pathophysiology Analysis

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    Evaluate the concepts of cellular biology and altered cellular and tissue biology for their implications to disease management. Distinguish knowledge of normal physiology and pathologic alterations across the lifespan that are expressed as diseases of organs and systems Analyze current research find…

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    Assignment Prompt & Instructions

    Evaluate      the concepts of cellular biology and altered cellular and tissue biology      for their implications to disease management.

    Distinguish      knowledge of normal physiology and pathologic alterations across the      lifespan that are expressed as diseases of organs and systems

    Analyze      current research findings with evidence-based guidelines for the      management of selected diseases

    – 2 years ago