3282016 Additional Book Resourceshttpscourserooma.cap.docx

3/28/2016 Additional Book Resources
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To conduct additional research, you may search your local libra
ry or bookstore for the following course-
related books:
Bagtes-Brkljac, N. (2012). Computer science, technology and ap
plications: Virtual reality. Hauppage, NY:
Nova Science Publishers.
Crandall, B., Klein, G., & Hoffman, R. R. (2006). Working min
ds: A practitioner's guide to cognitive task
analysis. Cambridge, MA: MIT Press.
Dautenhahn, K., Bond, A. H., & Cañamero, L. (2002). Socially i
ntelligent agents: Creating relationships
with computers and robots. Hingham, MA: Kluwer Academic Pu
blishers.
Emerald Publishing Group. (2005). Digital library usability stud
ies. Bradford, UK: Emerald Group
Publishing.
Fowler, S., & Stanwick, V. (2004). Interactive technologies: We
b application design handbook: Best
practices for web-based software. Burlington, MA: Morgan Kau
fmann.

Hillis, K. (1999). Digital sensations: Space, identity, and embod
iment in virtual reality. Minneapolis, MN:
University of Minnesota Press.
Hashimoto, A. (2003). Visual design fundamentals: A digital ap
proach. Irvine, CA: Delmar Cengage
Learning.
Holland, J. M. (2003). Designing autonomous mobile robots: Ins
ide the mind of an intelligent machine.
Burlington, MA: Newnes Publishing.
Leung, L. (2008). Digital experience design: Ideas, industries, i
nteraction. Bristol, UK: Intellect Ltd
Publishers.
Mavor, A. S., & Durlach, N. I. (Eds.). (1994). Virtual reality: S
cientific and technological challenges.
Washington, DC: National Academies Press.
Proctor, R. W., & Kim-Phuong, L. V. (2004). Handbook of hum
an factors in web design. Boca Raton, FL:
CRC Press.
Salvendy, G. (2012). Handbook of human factors and ergonomic
s. (4th ed.). Hoboken, NJ: John Wiley &
Sons.
Sherman, P. (2006). Usability success stories: How organization
s improve by making easier-to-use software
and web sites. Burlington, VT: Ashgate Publishing Company.
Steinfeld, E., & Maisel, J. L. (2012). Universal design: Creating
inclusive environments. Hoboken, NJ:
John Wiley & Sons.

Westwood, J. D., Haluck, R. S., & Hoffman, H. M. (2007). Stud
ies in health technology and informatics:
Medicine meets virtual reality. Amsterdam, Netherlands: IOS Pr
ess.
Print
Additional Book Resources
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Woolgar, S. (2002). Virtual society?: Technology, cyberbole, re
ality. Oxford, UK: Oxford University Press.
Designing a Complete Network Security Policy
Learning Outcomes: At the end of the assignment, student
should be able:
· To have an understanding of the network security issues in
organizations and how to solve them by developing and
applying a network security policy, which contains different
security techniques and solutions at different levels in any
organization.
Company: (Choose any Organization you wish to secure)
As network security specialist your task is to: develop and

design a complete network security policy for an organization
securing
· Individual users
· PC’s
· Mobile computing
· Network devices and equipments
· Servers
· Network traffic
· Network bandwidth
· Emails
· Remote access users and sites
from different types of attacks and security vulnerabilities in a
WAN environment where users will not only be connected
locally but also globally using Internet.
You have to complete this assignment by coming up with a
strategy, putting into a plan, setting up a practical network
security policy and eventually documenting the project close-
out to ensure project reappraisal had been done to deem the
project being successfully completed.
You have to research and find best optimal and practical
solutions for above components by giving proper evaluations to
justify your policy solutions and arrange them in a complete
network security policy to secure the organization.
Individual Deliverables (Research & Documentation by
individual members)
1. Identify types of network vulnerabilities and attacks from
inside and outside people affecting the network and its
performance.
2. The general structure ofthe network security policy that
covers all aspects of network that need to be secured and

covered in the policy.
Notes:
· All sections above should include proper evaluation of
alternatives
· An effort to ensure there is standardization must be indicated
in all designs.
· Use appropriate diagrams wherever possible to illustrate your
proposals.
Deliverables
Based on the above deliverables, you are required to: -
You can make assumptions in support of your report, but these
assumptions MUST BE STATED.
Your hardcopy report must be typed using Microsoft Word and
bound in A4 sheets. Expected length is 2,000 - 3,000 words,
with as many illustrations as possible and with all references
clearly indicated and provided. You can use a diagramming
application, e.g. Visio, for diagrams and copy them to the
WinWord Document.
Your softcopy should also be in Microsoft Word or pdf
compatible format
Note: THIS ASSIGNMENT IS TO BE CARRIED OUT IN

GROUPS OF 4 MEMBERS.
· The separate individual sections of the deliverables should be
clearly separated by a section-dividing sheet that clearly
indicates the author of that section.
· Each individual section must use proper citing techniques and
have a separate research references list/bibliography etc. at the
end of that section.
· Your report(s) must combine all the deliverables in one
coherent document.
3/28/2016 The Importance of Cognitive Factors Scoring Guide
T-FP3300/Version0715/Scoring_Guides/u03a1_scoring_guide.ht
ml 1/1
The Importance of Cognitive Factors Scoring Guide Grading Ru
bric
Criteria Non-performance Basic Proficient Distinguished
Describe the cognitive
concept of perception in
mental processing.
Does not describe the
cognitive concept of
perception in mental
processing.
Describes the cognitive concept
of perception in mental
processing using inaccurate or
incomplete information.

Describes the
perception in mental
processing.
Analyzes how the cognitive concept of perception
in mental processing makes sensory patterns
meaningful.
concept of attention in
mental processing.
attention in mental
processing.
of attention in mental
Describes the
attention in mental
processing.
Analyzes how the cognitive concept of attention
causes humans to actively process specific
information present in the environment.
concept of memory in mental

processing.
memory in mental
processing.
of memory in mental processing
using inaccurate or incomplete
information.
Describes the
memory in mental
processing.
Analyzes how memory allows humans to
reproduce what has been learned and retained
through associative mechanisms.
concept of decision making
in mental processing.
decision making in
mental processing.
of decision making in mental
Describes the

decision making in
mental processing.
Analyzes how the decision making process results
in the selection of a course of action among
several alternative scenarios.
concept of learning in mental
processing.
learning in mental
processing.
of learning in mental processing
using inaccurate or incomplete
information.
Describes the
learning in mental
processing.
Analyzes how learning enables humans to acquire
knowledge or skills in cognitive processes.
Communicate effectively in a
professional manner
consistent with the standards
and conventions of the IT

community.
Does not
communicate in a
professional manner
consistent with the
standards and
conventions of the IT
community.
Communicates in a professional
manner, but the data and
information presented is
difficult to interpret, lacks
cohesiveness, or includes
extraneous or superfluous
details.
Communicates
effectively in a
professional manner
consistent with the
standards and
conventions of the IT
community.
Communicates effectively in a professional
manner consistent with the standards and
conventions of the IT community. Writing is
concise, well structured, free of errors that detract
from the overall message, and adapted to
prescribed formats, as applicable.
Print

The Importance of Cognitive Factors Scoring
Guide
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3/28/2016 Assessment 3 –
IT-FP3300 - Winter 2016 - Section 01
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ASSESSMENT 3
The Importance Of Cognitive Factors
Overview
Write a five-page assessment in which you choose a Web site or
device interface and critique it
in relation to the following cognitive concepts: perception, atten
tion, memory, decision making,
and learning.
When designing information technology, it is important to consi
der the user. A step or a process
that makes sense to one person in one context may not be as eas
ily understood by another. It
could be that the designers of the product did not understand the
typical thought process of a
user, or perhaps they were from a different culture from the user
.
By successfully completing this assessment, you will demonstra

te your proficiency in the
following course competencies and assessment criteria:
Competency 2: Evaluate the cognitive and affective components
of human-computer interactions.
Describe the cognitive concept of perception in mental processi
ng.
Describe the cognitive concept of attention in mental processing
.
Describe the cognitive concept of memory in mental processing.
Describe the cognitive concept of decision making in mental pro
cessing.
Describe the cognitive concept of learning in mental processing.
Competency 5: Communicate effectively.
Communicate effectively in a professional manner consistent wi
th the standards and conventions
of the IT community.
Competency Map
Check Your ProgressUse this online tool to track your performa
nce and progress through your course.
Context
Inside your brain is a systemic process of thought that reads lett
ers and other symbols and
attaches them to a meaningful context. For example, if the word
recognize was presented to you
as ngzierco it would take your mind considerably longer to mak
e sense of it. The words
cognition, cognitive, and recognize all stem from the Latin word
cognoscere which means "to
become acquainted with."
The goal of cognitive science is to analyze how human mental o

perations can be studied in an
organized and systemic fashion. Psychology plays a fundamenta
l role in this because it analyzes
aspects of the process such as memory, perception, attention, la
nguage process, and
Details Attempt 1 Available Attempt 2
Attempt 3
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ode=reset 2/4
learnability. The term cognitive science has a wide scope based
on many areas of knowledge
including psychology, neuroscience, artificial intelligence, anth
ropology, and linguistics. Cognitive
research is used in observing and carrying out user studies, focu
sing on the logic of the tasks
presented and the mental patterns needed to perform various tas
ks.
Questions to Consider
To deepen your understanding, you are encouraged to consider t
he questions below and discuss
them with a fellow learner, a work associate, an interested frien
d, or a member of the business
community.

In our fast-paced, technological society, is there such a thing as
too much multitasking? Will the human
brain adjust to the new interactive demands placed upon it in th
e 21st century?
Could we become too dependent on technology to handle cognit
ive tasks impacting our memory,
attention, and decision-making skills and, as a result, become le
ss intelligent? Could we potentially
outsource too many cognitive skills to handheld devices and, th
ereby, risk becoming less-competent
human beings if separated from technology?
Resources
Suggested Resources
The following optional resources are provided to support you in
completing the assessment or to
provide a helpful context. For additional resources, refer to the
Research Resources and
Supplemental Resources in the left navigation menu of your cou
rseroom.
Capella Resources
Click the links provided to view the following resources:
Additional Book Resources.
Capella Multimedia
Click the link provided below to view the following multimedia
piece:
Cognitive Psychology's Role in HCI.
Library Resources
The following e-books or articles from the Capella University L

ibrary are linked directly in this
course:
Kirlik, A. (Ed.). (2006). Adaptive perspectives on human-techno
logy interaction: Methods and models for
cognitive engineering and human-computer interaction. New Yo
rk, NY: Oxford University Press.
Moggridge, B. (2006). Designing interactions. Cambridge, MA:
MIT Press.
Course Library Guide
A Capella University library guide has been created specifically
for your use in this course. You
are encouraged to refer to the resources in the IT-FP3300 –
Human Computer Interaction Library
Guide to help direct your research.
Bookstore Resources
https://courserooma.capella.edu/bbcswebdav/institution/IT-
FP/IT-
FP3300/Version0715/Course_Files/cf_additional_book_resource
s.html
http://media.capella.edu/CourseMedia/2015_BreezeConversions
/IT2200/CognitivePsychology/wrapper.asp
http://site.ebrary.com.library.capella.edu/lib/capella/docDetail.a
ction?docID=10160616
http://site.ebrary.com.library.capella.edu/lib/capella/docDetail.a
ction?docID=10173639
http://capellauniversity.libguides.com/ITFP3300

ode=reset 3/4
The resources listed below are relevant to the topics and assess
ments in this course and are not
required. Unless noted otherwise, these materials are available f
or purchase from the Capella
University Bookstore. When searching the bookstore, be sure to
look for the Course ID with the
specific –FP (FlexPath) course designation.
Rogers, Y., Sharp, H., & Preece, J. (2011). Interaction design: B
eyond human-computer interaction (3rd
ed.). Hoboken, NJ: John Wiley & Sons.
Assessment Instructions
Choose a Web site or device interface and critique its design in
relation to cognitive concepts. If you
choose a device interface, include a screenshot of the device int
erface. If you are critiquing a Web
site, include the URL. Make specific references to specific spots
on the interface where you see
concepts impacting cognitive factors.
Then, write a five-page assessment that explains how each of th
e following cognitive concepts applies
to your selected device interface or Web site: perception, attenti
on, memory, decision making, and
learning.
Organize your assessment into the following sections:
Describe the cognitive concept of perception in mental processi
ng as it relates to your selected device or Web
site.
Describe the cognitive concept of attention in mental processing

as it relates to your selected device or Web
site.
Describe the cognitive concept of memory in mental processing
site.
Describe the cognitive concept of decision making in mental pro
cessing as it relates to your selected device or
Web site.
Describe the cognitive concept of learning in mental processing
site.
You will need to conduct research for this assessment. A good p
lace to begin is the Capella library.
The cognitive concepts in this assessment are related to human
cognitive abilities to readily process
information found on interfaces. A key factor in the design of m
odern devices and applications relates
to their associated processing speeds. However, mental processi
ng speeds are equally important in
the field of human-computer interaction.
Additional Requirements
Include a title page and a references page.
Include an introductory paragraph and a concluding paragraph.
Include a minimum of three research resources.
Be sure to follow APA guidelines for style and formatting.
Your finished assessment should be five pages in length, exclud
ing the title page and references page.
The Importance of Cognitive Factors Scoring Guide
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Write a five-page assessment in which you choose a Web site or
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relation to the following cognitive concepts: perception, attentio
n, memory, decision making, and
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