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September 24, 2025
September 24, 2025

Decolonizing Education

Author By Academic Wizard Categories Blog

Decolonizing Education

Prompt: What does the debate over California’s ethnic studies curriculum reveal about how the United States decides whose knowledge is included or excluded in education, and how might this compare to global efforts, such as Australia’s push to “indigenise the curriculum,” to challenge Eurocentrism and promote the decolonization of education?

Background: California became the first state to require ethnic studies for high school graduation, aiming to challenge Eurocentric curricula and bring in voices and histories often excluded from traditional education. While many support ethnic studies as a step toward the decolonization of education, critics have raised concerns about its content and implementation. This controversy reflects wider struggles over how education systems determine what knowledge counts. A similar debate is unfolding in Australia, where the University of Sydney has begun a major initiative to embed Aboriginal and Torres Strait Islander knowledge across its curriculum, sparking both enthusiasm and criticism.

Decolonizing Education

Guidelines: This essay should be 1200 words, double spaced, using 12-point font. This does not include your page of references. You must cite BOTH sources from class as well as outside sources. Outside sources can be academic or news related but must come from reputable sites. Include in-text citations as well as a reference cited page at the end of your essay using either Chicago or MLA style, but please choose one and be consistent. You should have 6-10 sources in total. Remember that citations are required for both paraphrasing and direct quotes from either texts or lecture (please keep direct quotes to one sentence). Please pay careful attention to spelling, grammar, and punctuation.

Decolonizing Education

No use of AI is permitted. Use of AI will result in an automatic fail for the assignment. The goal of this assignment is for you to develop and use your own voice in response to this prompt.

Note: Use concepts from the course materials (lectures, readings and videos) to respond to the prompt. I am not asking you to summarize the readings. I am not asking for your unsupported opinions. I am asking you to make your own coherent and well-supported argument about the topic. Cite specific concepts, very short quotes, and examples from the course materials as evidence to support your own argument.

Articles to use:

● “It was a milestone for progressive education in California. Then it unraveled,” The Guardian https://www.theguardian.com/us-news/ng-interactive/2025/jul/07/ethnic-studies-c alifornia-antisemitism

 

 

● “This high school course is dividing districts across California,” Politico https://www.politico.com/news/2025/04/20/this-high-school-course-is-dividing-dist ricts-across-california-00299498

● Decolonization of higher education in South Africa (pdf is attached) ● Indigenous education in USA and Australia (pdf is attached) ● Use this video: Stolen Generations

https://youtu.be/aDuxRddyZQY?si=PjaRZgZQGvX1McmN ● Find an academic article from a reputable website that supports the argument. ● Find an academic article from a reputable website that supports the argument.

  • What does the California ethnic studies debate reveal about who decides what knowledge counts in U.S. education?,

  • How does California’s ethnic studies requirement challenge Eurocentrism in schools?,

  • What criticisms and challenges have emerged around the ethnic studies curriculum in California?,

  • How does Australia’s effort to indigenize the curriculum compare to California’s reforms?,

  • What do both cases show about global struggles to decolonize education?

September 24, 2025
September 24, 2025

Comparative Religion Assignments

Author By Academic Wizard Categories Blog

Comparative Religion Assignments

DIS 1

  • Identify, discuss, and apply the six dimensions of religion as noted in the first chapter. Do not copy the explanations directly. Describe them in your own words as if you were trying to tell a friend. Then, explain how these six dimensions exist in one of the example tribes noted in the second chapter. When you choose a tribe and do your analysis, provide details and examples that clearly meet the definition of the dimension you are discussing. How do you feel after being able to see an indigenous religion with these new dimensions?

DIS 2

  • Explain the five cardinal virtues of Jains and compare them to key Sikh ethics. Explain at least two main differences and two important similarities in how these faithful people live. Pay particular attention to how one embraces ritual and tradition and the other one is suspicious of it. Be able to elaborate on that contrast as you draw out the different views of how one lives a meaningful life in each tradition.

Comparative Religion Assignments

DIS 3

Shintoism and Zoroastrianism have a good deal in common and also eye-opening differences the further you read about each religion. Identify the similarities between how Ahura Mazda and the sun goddess in Shinto function in each religion? Explain why each faith has such a strong emphasis on the purity of man’s heart but not necessarily his conduct, and how one maintains that purity in each tradition. Be sure you are providing good examples from your reading.

DIS 4 Comparative Religion Assignments

Christianity and Islam share many similarities. First, define at least three beliefs of each faith in the most objective possible terms. In your own words, describe in detail at least two similarities between the religions and if possible the two key figures. Go beyond the obvious and really search out the faiths. Then, in contrast, identify two ways these faiths differ and why those differences exist. Finally, why does each have so many different denominations and faiths? (for example, Christianity has somewhere in the neighborhood of forty thousand separate faith groups calling themselves Christians whereas in Islam there are at least 74 different sects and at least 3-4 major divisions of those who call themselves Muslim (Islamic). Name some of the differences in denominations in each faith.

REFLECTION 1

This Reflection Paper must have a minimum of 250 words. Proofread your writing for both content and grammar, and cite the textbook using the APA format (Voorst, page number) to support your ideas.

Hinduism and Buddhism both recognize that there is a destination humans must each reach in order to escape this earthly life. Hindus believe in many gods to help teach and guide them whereas the Buddha is seen as the best teacher but is not viewed as a god. In Hinduism, life’s ultimate goal is called Moksha. In Buddhism it is called Nirvana. Hindus believe in the end the self returns to be with one great universal spirit of Brahman and return to being one. In Buddhism, one has to release the idea of self and follow a middle path of living. In your paper reflection, contrast and compare how an individual reaches either one of these destinations. Provide a clear explanation of any terms like samsara, dharma, or karma and ultimately what the right way to live is in order to achieve either of these ends.

REFLECTION 2

Contrast and compare the ideas of what makes for a good, peaceful, or well-ordered life in both Taoism and Confucianism. In addition, what causes suffering in each model in how one behaves. Give examples. Talk about how these civil religions, when followed impact society and what happens to society when they are not. Does either include any supernatural elements or explanations of possibilities of the afterlife? Why are society and faith so interconnected in these two religions? Explain.

REFLECTION 3

Describe and explain the different names (e.g. Hebrew, Israelite, Asherkaidim, Kabbalists, and Jew) that came to describe the Jewish people over the many centuries of their existence. Then, expand your explanations and get more specific in identifying the difference between a Pharisee, Sadducee, Essene, Zealot, and Jesus followers. Pay particular attention to the Essenes and why they play such a pivotal role in the Maccabean Revolt and the establishment of the holiday of Hannukah. (Interesting fact: archaeologists and many religious anthropologists believe John and Jesus and the New Testament writer John were Essenes). Again, please be as detailed as you can but remember your focus is on Judaism and not Christianity or comparing to Christianity. Judaism and its text are borrowed by Christians as part of their Bible but that comes at a later time.

REFLECTION 4

In your text, many different New Religious Movements (NRMs) are identified and there are common features listed as well in your text. Your job in this paper is to choose an NRM (any of the text and if you have one that you wish to research on your own — please ask your instructor for permission to make sure it meets the NRM criteria (and you must be able to explain this to your instructor) — and explain what the NRM is all about in terms of its origins. Identify and give examples of each of the 7 (seven) common features (see your text). Be thorough and detailed. Write in your own words, use short quotes from the reading, feel free to research more on NRMs but only use credible websites, proofread your writing, and have clear examples and explanations that give the best understanding of the NRM you have chosen.

  • Identify discuss and apply the six dimensions of religion as noted in the first chapter.,

  • Explain the five cardinal virtues of Jains and compare them to key Sikh ethics.,

  • Identify the similarities between how Ahura Mazda and the sun goddess in Shinto function in each religion.,

  • Define at least three beliefs of Christianity and Islam and describe similarities and differences.,

  • Contrast and compare Hinduism and Buddhism’s ultimate goals of Moksha and Nirvana.

September 24, 2025
September 24, 2025

Soft Power in Policing

Author By Academic Wizard Categories Blog

Soft Power in Policing

Abstract

The increasing complexity of transnational crime necessitates strong international policing cooperation. While hard power mechanisms such as treaties and direct enforcement are often emphasized, soft power strategies—including officer exchange programs, training initiatives, and informal diplomatic agreements—play a crucial role in fostering long-term trust and collaboration. This thesis examines how non-coercive mechanisms such as international policing summits, best practice sharing, and intelligence cooperation enhance operational coordination among law enforcement agencies. By analyzing case studies from organizations such as INTERPOL, Europol, and regional policing bodies, the research assesses the effectiveness of these soft power approaches in improving cross-border policing. It also explores the challenges associated with implementing such strategies, including political, legal, and cultural barriers. The study aims to provide policy recommendations for strengthening global policing partnerships through diplomacy, training, and voluntary cooperation.

Keywords: Soft power, international policing, cross-border cooperation, training, officer exchanges, security collaboration.

Soft Power in Policing

Soft Power in Policing

Introduction

Soft power refers to a state’s ability to influence other actors through attraction and persuasion rather than coercion or force. While traditionally associated with foreign policy and cultural diplomacy, soft power has gained relevance in the domain of international policing. Given the rise of transnational crime networks, terrorism, and cyber threats, there is a growing need for non-coercive approaches to enhance security cooperation across borders. Many law enforcement agencies engage in training programs, officer exchanges, and best practice-sharing initiatives to improve interoperability and trust between countries. These soft power methods complement existing legal and enforcement-based frameworks by fostering long-term collaboration and information sharing.

This research explores how soft power mechanisms are used in cross-border policing, examining their effectiveness and potential limitations. The study investigates international policing bodies’ roles in facilitating voluntary cooperation and informal agreements, which help build sustainable security partnerships.

 

Research Statement

Policing cooperation at the international level often relies on legally binding agreements and enforcement mechanisms. However, these approaches face challenges such as jurisdictional constraints, diplomatic tensions, and resource limitations. Soft power strategies, including knowledge exchange, training initiatives, and informal partnerships, offer alternative means to enhance cross-border policing collaboration. Existing research primarily focuses on formal treaties and legal frameworks but lacks a comprehensive analysis of soft power’s role in shaping global security partnerships. This study seeks to fill that gap by exploring how non-coercive measures contribute to effective international policing.

 

Research Objectives

1. To analyze the role of soft power in enhancing international policing cooperation.

2. To evaluate the effectiveness of training programs, officer exchanges, and best practice-sharing initiatives.

3. To examine the role of informal agreements and policing summits in fostering long-term trust and collaboration.

4. To identify challenges and barriers to implementing soft power strategies in cross-border policing.

5. To provide policy recommendations for improving global policing cooperation through soft power initiatives.

 

Research Questions

1. How do soft power strategies contribute to cross-border policing cooperation?

2. What role do officer exchanges, training programs, and international policing summits play in fostering collaboration?

3. What challenges hinder the effectiveness of soft power approaches in law enforcement?

4. How do organizations such as INTERPOL and Europol leverage soft power in their security partnerships?

5. What policy measures can enhance the role of soft power in global policing cooperation?

 

Literature Review

The concept of soft power, introduced by Joseph Nye, emphasizes the ability of states and institutions to influence others through attraction rather than coercion. In policing, soft power manifests through training programs, cultural exchanges, and informal networks that facilitate trust-building among international law enforcement agencies. Studies on policing cooperation highlight the effectiveness of legally binding agreements, but recent research suggests that non-coercive mechanisms play a crucial role in sustaining long-term collaborations. This section will review existing literature on soft power in international security, cross-border policing mechanisms, and case studies of organizations employing soft power strategies.

 

Theoretical Framework

This study is grounded in Joseph Nye’s soft power theory, which underscores the importance of persuasion over coercion. Additionally, theories of transnational policing cooperation and international relations frameworks on voluntary agreements and trust-building will be explored. By applying these theories, the research will assess how non-coercive strategies contribute to effective cross-border policing.

 

Methodology / Data Collection

This thesis will adopt a qualitative case study approach, analyzing data from primary and secondary sources. Primary data will include interviews with law enforcement officials, policy reports from organizations such as INTERPOL and Europol, and summit records. Secondary data will consist of academic journal articles, books, and official documents on international policing cooperation.

 

Limitations of the Research

1. Access to Primary Data: Some law enforcement reports may be classified or restricted.

2. Dynamic Nature of Policing Strategies: International security cooperation constantly evolves, which may limit the study’s applicability over time.

3. Comparative Analysis Challenges: Differences in policing structures across regions may complicate comparisons.

Soft Power in Policing

Initial Research Plan

· Phase 1 (Months 1-2): Literature review and theoretical framework development.

· Phase 2 (Months 2-4): Data collection from primary and secondary sources.

· Phase 3 (Months 4-6): Data analysis and comparative evaluation.

· Phase 4 (Months 6-7): Writing the thesis and integrating findings.

· Phase 5 (Month 8): Revising and finalizing the thesis.

 

Expected Outcomes

This research will provide insights into the role of soft power in cross-border policing and highlight best practices for enhancing international security cooperation. It aims to contribute to policy discussions on improving voluntary policing collaborations through training, officer exchanges, and informal agreements. The findings will offer recommendations for strengthening soft power strategies in global policing partnerships

 

References

1. Nye, J. S. (2004). Soft Power: The Means to Success in World Politics. Public Affairs.

2. Wilson III, E. J. (2008). Hard power, soft power, smart power. The Annals of the American Academy of Political and Social Science, 616(1), 110-124.

3. RAND Corporation. (2022). Security Cooperation in a Strategic Competition. RAND Research Report.

4. Nye, J. S. (2021). Soft power: the evolution of a concept. Journal of Political Power, 14(1), 196-208.

5. Lai, H., & Lu, Y. (Eds.). (2012). China’s Soft Power and International Relations. Routledge.

6. Hunter, A. (2009). Soft Power: China on the Global Stage. Chinese Journal of International Politics, 2(3), 373-398.

7. Frontiers in Human Dynamics. (2023). Informal Agreements and Quasi-Legal Mechanisms in EU-Africa Cooperation on Migration.

8. American Progress. (2023). The Expanding International Reach of China’s Police.

9. Jstor.org. (2006). Does Soft Power Matter? A Comparative Analysis of Student Exchange Programs 1980–2006.

10. Cultural Diplomacy. (2021). The New Public Diplomacy: Soft Power in International Relations.

11. Zaiotti, R. (2023). Border Crossings as Soft Power: International Relations, Digital Diplomacy and the ‘Border Control Museum Complex’. International Journal of Migration and Border Studies.

12. Mutz, D. C., & Simmons, B. A. (2022). The Psychology of Separation: Border Walls, Soft Power, and International Neighborliness. Proceedings of the National Academy of Sciences.

13. Gallagher, N. A. (2022). Esteem and Influence: Soft Power in International Politics. Global Affairs.

14. Tsourapas, G. (2020). Soft Power and Cross-Border Mobility in the Middle East. International Journal of Middle East Studies.

15. Lacy, M. J., & Mabon, S. (2023). Unlocking the Whole of Soft Power: A Quantum International Relations Approach. Global Affairs.

  • How do soft power strategies contribute to cross-border policing cooperation?,

  • What role do officer exchanges, training programs, and international policing summits play in fostering collaboration?,

  • What challenges hinder the effectiveness of soft power approaches in law enforcement?,

  • How do organizations such as INTERPOL and Europol leverage soft power in their security partnerships?,

  • What policy measures can enhance the role of soft power in global policing cooperation?

September 23, 2025
September 23, 2025

Student Records Design

Author By Academic Wizard Categories Blog

Student Records Design

A prestigious university has recently implemented a consolidation strategy that will require it to centralize their student records. In order to move forward, the local university will need to develop a data model that will retain student records and perform various data extract transform and load (ETL) processes. Imagine that you have been hired as a database consultant to assist in the development of a data design strategy for the student records.

You met with various university subject matter experts and have determined the following after performing various business analysis processes:

  • Faculty groups are divided by core competencies that the university offers. For example, there are groups such as the art faculty, computer technology faculty, language faculty, and science faculty. Each faculty member has an assigned dean and is designated to teach at one particular campus and school. They are able to teach as many courses as required.
  • Courses are categorized by course code and title. Certain courses have prerequisites and the university has asked for this to be cataloged as well.
  • There are various schools within each campus. For example, the Los Angeles campus holds the following schools: School of Science, School of Law, and School of Computer Technology. Additionally, each school offers different professional study programs, such as Forensic Computer Science, Marine Biology, Business Management, and Civil Engineering, to name a few.
  • The study path for students requires that they be enrolled in a specific professional study program. The professional study program requires the students to complete a specific set of core courses. The university also requires that an online grade book be available. The online grade book should show grades awarded to students for specific courses and the term they completed the course.
  • The university identifies each student by their name, date of birth, social, and professional study program.

Student Records Design

Instructions

Using these findings, write a 3–4 page paper in which you: Student Records Design

  • Analyze the university’s requirements and provide a proposal to organize all the required data elements. The proposal should include the following:
    • Provide an entity relationship model (ERM) that will describe the data structure that will store all data elements. Note: The graphically depicted solution is not included in the required page length.
    • Describe any assumptions or limitations for each relationship. For example, professors are able to teach more than one course, or students can only be enrolled in one program.
  • Create the primary key and foreign keys using a UML class diagram for each table.
  • Suggest at least four types of business intelligence reports that could help the university in course management, student enrollment, or historical tracking. Support your answer by providing specific business functions that these reports could be used for to assist executives of the university.
  • Consider outsourcing the functions above as an alternative for development of the database. Research the Internet and other media sources for vendors who develop registrar and school management database systems.
    • Suggest three vendors that developed and are employing efficient registrar and school management database systems and support your reasons to choose from one of these three vendors.
    • Compare and contrast the key aspects that each system offers. Examples of system aspects include but are not limited to cloud based, pricing model, open source, et cetera.
  • Go to the Strayer Library to locate at least three quality resources in this assignment. Note: Wikipedia and similar websites do not qualify as quality resources.
  • The cover page and the reference page are not included in the required assignment page length. Include charts or diagrams created in any chart or drawing tool with which you are familiar. The completed diagrams or charts must be imported into the Word document before the paper is submitted.

This course requires the use of Strayer Writing Standards (SWS). The library is your home for SWS assistance, including citations and formatting. Please refer to the Library site for all supports. Check with your professor for any additional instructions.

The specific course learning outcome associated with this assignment is:

  • Propose a database design.

  • Analyze the university’s requirements and provide a proposal to organize all the required data elements,

  • Provide an entity relationship model (ERM) that will describe the data structure that will store all data elements,

  • Create the primary key and foreign keys using a UML class diagram for each table,

  • Suggest at least four types of business intelligence reports that could help the university in course management, student enrollment, or historical tracking,

  • Suggest three vendors that developed and are employing efficient registrar and school management database systems and support your reasons to choose from one of these three vendors,

September 23, 2025
September 23, 2025

NIMS and Disaster Response

Author By Academic Wizard Categories Blog

NIMS and Disaster Response

Response to natural and man-made disasters have changed quite significantly since the implementation of the National Incident Management System (NIMS). Provide an example of a recent natural disaster or terrorist attack that has occurred in your region in the last 10 years. In what ways do you think the implementation of NIMS shaped the responding organization’s response? What component of NIMS do you believe was the most helpful in the response to the incident you identified? Explain your rationale.

NIMS and Disaster Response

If you do not currently live in the United States, you may choose an incident in an area you have a connection to or one on which you are most informed.

NIMS and Disaster Response

  • Provide an example of a recent natural disaster or terrorist attack that has occurred in your region in the last 10 years,

  • In what ways do you think the implementation of NIMS shaped the responding organization’s response?,

  • What component of NIMS do you believe was the most helpful in the response to the incident you identified?,

  • Explain your rationale.

Comprehensive Answer (General)

Example of Disaster

One example of a recent disaster in the United States is Hurricane Harvey (2017), which struck Texas and parts of Louisiana. The storm caused catastrophic flooding, displacing thousands of residents and leading to widespread infrastructure damage. It required a coordinated local, state, and federal response due to the scale of destruction.

Role of NIMS in Shaping Response

The National Incident Management System (NIMS) shaped the response in several important ways:

  1. Unified Command Structure – Local emergency management, FEMA, the Coast Guard, and the National Guard worked under a coordinated framework that reduced confusion and duplication of efforts.

  2. Resource Management – NIMS guidelines ensured that resources such as boats, helicopters, and shelters were requested, deployed, and tracked efficiently across jurisdictions.

  3. Communication and Information Sharing – Standardized protocols helped agencies maintain situational awareness and share real-time data, critical in coordinating rescues during flooding.

Most Helpful NIMS Component

The Incident Command System (ICS) was the most helpful component in this case. ICS allowed multiple agencies with different responsibilities—search and rescue, medical response, law enforcement, and relief distribution—to function under a single, integrated organizational structure. This streamlined decision-making, reduced redundancy, and ensured that local governments maintained authority while receiving federal support.

Rationale

Hurricane Harvey demonstrated how disasters of such magnitude cannot be managed by one entity alone. The ICS framework provided a scalable and flexible structure that adapted to the complex needs of the response. Without this system, coordination between hundreds of local agencies, volunteers, and federal responders would likely have been chaotic, leading to slower rescues and increased loss of life. The ICS ensured an effective division of responsibilities while promoting accountability and clear lines of authority, ultimately saving lives and restoring critical services more quickly.

TEXTBOOK

Oliver, W. M., Marion, N. E., & Hill, J. B. (2021). Introduction to homeland security: Policy, organization, and administration (2nd ed.). Jones & Bartlett Learning. https://online.vitalsource.com/#/books/9781284205213

September 23, 2025
September 23, 2025

Security Incident Response and Risk Assessment

Author By Academic Wizard Categories Blog

Security Incident Response and Risk Assessment

To be proactive, organizations need to have structures, processes, and plans in place to counter and respond to potential attacks and to deal with the consequences of successful attacks. A suitable security management plan and well-defined security goals that support the overall goals of the organization can ensure a reasonable level of business continuity, even in the case of security incidents.

In any organization, the individuals on the IT staff must work together to support the security goals of the organization. These individuals play significant roles in detecting and preventing security incidents before they occur. In the case of successful attacks, security management professionals are tasked with acting quickly to mitigate the attack’s effects.

In this assessment, you will refer to the attached “Case Study” document, which contains details regarding a security incident at a small non-governmental organization (NGO). In part I of this task, you will analyze the security incident and provide specific examples and details from the case study to support your risk assessment. In part II, you will create a plan to effectively address the aftermath of the incident and manage the NGO’s ongoing security risks.

Security Incident Response and Risk Assessment

Requirements

Part I: Incident Analysis and Response

A.  Determine why the attack on Azumer Water’s infrastructure was successful, including two specific vulnerabilities that allowed the attack to occur. Provide details from the case study to support your claims.

B.  Explain how Azumer Water’s operations and data have been compromised in the following areas:

•   confidentiality, integrity, and availability

•   PII (personally identifiable information)

For two of the claims, support your analysis using an industry-standard framework such as NIST or ISO 27002.

C.  Identify a federal regulation this NGO violated, providing a specific example from the case study as evidence of Azumer Water’s noncompliance.

D.  Recommend two immediate steps to mitigate the impact of the incident, using specific examples from the case study to justify how these steps would mitigate the impact.

E.  Explain how having an incident response plan in place will benefit Azumer Water, using details from the case study to support your explanation.

Part II: Risk Assessment and Management

F.  Discuss two processes to increase information assurance levels within the organization and bring Azumer Water into compliance with the violated federal regulation identified in part C.

G.  Recommend two technical solutions to counter the remaining effects of the attack in the case study and to prevent future attacks.

H.  Recommend an organizational structure for IT and security management, including a logical delineation of roles and adequate coverage of responsibilities, to support the efficient discovery and mitigation of future incidents.

I.  Identify two risks from the Azumer Water case study and address each of the following components for both risks:

Note: Refer to the “Risk Determination Template” for support with identifying and categorizing risks.

•  threat event (risk management tier, threat event from the case study)

•  threat source (type of threat source, threat source from the case study)

•  threat source characteristics (capability rating, intent rating, targeting rating)

•  relevance

Security Incident Response and Risk Assessment

•  likelihood of attack initiation

•  vulnerabilities and predisposing conditions

•  severity rating and pervasiveness rating

•  likelihood initiated attack succeeds

•  overall likelihood

•  level of impact (type of impact, potential impact to the organization from the case study, impact rating)

•  risk rating

•  Discuss your risk management approach based on these risk categorizations

J.  Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

K.  Demonstrate professional communication in the content and presentation of your submission.

Reference List

National Institute of Standards and Technology. (2012). Guide for Conducting Risk Assessments (NIST SP 800-30 Rev. 1). https://doi.org/10.6028/NIST.SP.800-30r1

Supporting documents also attached

  • Determine why the attack on Azumer Water’s infrastructure was successful, including two specific vulnerabilities that allowed the attack to occur,

  • Explain how Azumer Water’s operations and data have been compromised in confidentiality, integrity, availability, and PII (using NIST or ISO 27002 to support two claims),

  • Identify a federal regulation this NGO violated, providing a specific example from the case study,

  • Recommend two immediate steps to mitigate the incident’s impact,

  • Explain how an incident response plan would benefit Azumer Water,

  • Discuss two processes to increase information assurance and bring the NGO into compliance,

  • Recommend two technical solutions to counter the remaining effects and prevent future attacks,

September 23, 2025
September 23, 2025

Career Planning Analysis

Author By Academic Wizard Categories Blog
September 23, 2025
September 23, 2025

Database Normalization Factors

Author By Academic Wizard Categories Blog

Database Normalization Factors

Many legacy systems require normalization.

  • Identify at least two factors that should be considered in order to produce an optimal normalized set of tables when performing normalization.
  • Include in your discussion a detailed example on how each factor would eliminate data redundancy.,

  • Identify at least two factors that should be considered in order to produce an optimal normalized set of tables when performing normalization,

  • Include in your discussion a detailed example on how each factor would eliminate data redundancy.

Database Normalization FactorsComprehensive Answer (General)

Key Factors in Producing an Optimal Normalized Set of Tables

1. Functional Dependencies
One of the most critical factors to consider during normalization is the identification of functional dependencies between attributes. Functional dependency occurs when the value of one attribute uniquely determines another attribute. Understanding these relationships ensures that each table is structured so that attributes depend only on the primary key.

  • Example:
    Suppose we have a single table that stores student information:

    Student Table

    StudentID StudentName CourseID CourseName InstructorName
    1001 Alice CS101 Database Dr. Smith
    1002 Bob CS101 Database Dr. Smith

    Here, CourseID → CourseName, InstructorName is a functional dependency. Repeating these values creates redundancy (e.g., “Database” and “Dr. Smith” repeated for every student).

    • Solution: By creating a separate Course table, we eliminate redundancy:

    Course Table

    CourseID CourseName InstructorName
    CS101 Database Dr. Smith

    Student Table

    StudentID StudentName CourseID
    1001 Alice CS101
    1002 Bob CS101

    Database Normalization Factors

    Now, if the instructor changes, we only update one record in the Course table instead of multiple rows in the Student table, eliminating redundancy.

2. Avoidance of Transitive Dependencies
Another important factor is removing transitive dependencies, where a non-key attribute depends on another non-key attribute rather than directly on the primary key. This is essential to achieve Third Normal Form (3NF).

  • Example:
    Suppose we have a table storing employee data:

    Employee Table

    EmpID EmpName DeptID DeptName DeptLocation
    2001 Sarah D10 Finance New York
    2002 John D10 Finance New York

    Here, DeptID → DeptName, DeptLocation. The attributes DeptName and DeptLocation depend on DeptID, not directly on EmpID. This leads to redundancy (Finance and New York repeated).

    • Solution: Separate department information into its own table:

    Department Table

    DeptID DeptName DeptLocation
    D10 Finance New York

    Database Normalization Factors

    Employee Table

    EmpID EmpName DeptID
    2001 Sarah D10
    2002 John D10

    This structure ensures that updates (e.g., department moving from New York to Boston) require changes in only one place, eliminating redundancy and preventing update anomalies.

Conclusion

In database normalization, carefully considering functional dependencies and eliminating transitive dependencies are key to producing optimal normalized tables. These factors reduce data redundancy, prevent anomalies, and ensure data integrity, leading to efficient and scalable database designs.

September 23, 2025
September 23, 2025

Professional Development Plan

Author By Academic Wizard Categories Blog
September 23, 2025
September 23, 2025

WEKA Classifier Comparison

Author By Academic Wizard Categories Blog

WEKA Classifier Comparison

In this homework, we explore the WEKA machine learning tool and how WEKA can be very helpful in the small to medium size research project.

To start, please

1. Download and install the WEKA machine learning tool on your machine.

2. Download two datasets (bank, credit-Dataset).

3. Explore the WEKA machine learning tool using the aforementioned datasets and compare at least five different classifiers based on their performance metrics.

4. Submit your homework on D2L.

Deliverable: WEKA Classifier Comparison

WEKA Classifier Comparison

· Your report should include screenshots of your implementation using WEKA. Ensure that you capture the entire WEKA environment, not just the results. Please compile the screenshots in a Word document, provide a brief one-sentence explanation for each, and then submit the document.

  • Download and install the WEKA machine learning tool on your machine,

  • Download two datasets (bank, credit-Dataset),

  • Explore the WEKA machine learning tool using the aforementioned datasets and compare at least five different classifiers based on their performance metrics,

  • Submit your homework on D2L,

  • Your report should include screenshots of your implementation using WEKA,

Comprehensive Answer (General Guidance)

Step 1: Download and Install WEKA

  • Go to the official WEKA site: https://www.cs.waikato.ac.nz/ml/weka/.

  • Download the latest stable version for your operating system.

  • Install the tool following the on-screen prompts. Once installed, open WEKA and you should see the GUI Chooser window with options like Explorer, Experimenter, KnowledgeFlow, and SimpleCLI.

Step 2: Download Datasets

  • The bank dataset can be obtained from the UCI Machine Learning Repository (Bank Marketing Dataset).

  • The credit dataset (such as the German Credit Dataset or Credit Approval Dataset) can also be downloaded from UCI or Kaggle.

  • Save the files in CSV or ARFF format. If CSV, use WEKA’s CSV Loader to convert them into ARFF for easier processing.

Step 3: Explore WEKA with Datasets

Open WEKA Explorer: WEKA Classifier Comparison

  1.  Preprocess Tab

    • Load the dataset (bank or credit).

    • Observe the attribute list, number of instances, and data distribution.

    • Apply filters if necessary (e.g., Normalize, Discretize).

  2. Classify Tab

    • Choose classification algorithms (classifiers).

    • Select the test option: Use training set, Supplied test set, Cross-validation (10-fold recommended).

    • Run the classifiers and review the results (accuracy, confusion matrix, precision, recall, F-measure).

Step 4: Compare Five Classifiers

For both datasets, you can test classifiers such as:

  1. J48 (Decision Tree) – Simple tree-based classifier, interpretable.

  2. Naïve Bayes – Probabilistic model, fast and effective on small data.

  3. Logistic Regression – Well-suited for binary outcomes.

  4. k-Nearest Neighbors (IBk) – Instance-based learner, sensitive to distance metrics.

  5. Random Forest – Ensemble method, usually high accuracy and robust.

Performance Metrics to Compare:

  • Accuracy: % of correctly classified instances.

  • Precision: Correctly predicted positives out of all predicted positives.

  • Recall (Sensitivity): Correctly predicted positives out of all actual positives.

  • F1-score: Balance between precision and recall.

  • ROC Area (AUC): Performance across thresholds.

Step 5: Document Your Work

  • Take screenshots of each step in WEKA:

    • Loading dataset,

    • Running classifiers,

    • Results (confusion matrix, summary output).

  • Paste screenshots into a Word document.

  • Add one-sentence explanations under each screenshot (e.g., “This screenshot shows the results of running J48 on the credit dataset, achieving 82% accuracy with a balanced precision-recall tradeoff.”).

  • Write a short comparison table summarizing classifier performance across both datasets.

General Findings (what you might expect):

  • Naïve Bayes: Performs well on smaller, clean datasets; sometimes struggles with correlated features.

  • J48: Easy to interpret but can overfit.

  • Logistic Regression: Stable and interpretable; good with linear relationships. WEKA Classifier Comparison

  • k-NN: Effective but computationally expensive for large datasets.

  • Random Forest: Usually best performance overall with strong generalization.

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