How does a multiple-baseline design differ from a reversal design?

Transtutors Week five June 16, 2019 Use the APA format to support all the answers, with a minimum of 5 scholarly resources. Answer questions 2, 3, 4, 8, and 8 from Chapter 13, Exercises, pp. 360 On Key Concepts, from Jackson and Trochim, Donnelly, and Arora. The Title of the book is: Research Methods and Statistics: A Critical Thinking Approach 4th edition. These are the questions listed numbers 1 to 5 in this attachment, plus other questions on part one and part two in this attachment. Part one of the assignment answers even numbered questions of chapter 13, page 360, of Jackson (2012), plus six more questions. Part two of the assignment answers six questions. The question in both part one and part two are list as follows. Part One A psychology professor is interested in whether implementing weekly quizzes improves student learning. She decides to use the weekly quizzes in one section of her introductory psychology class and not to use them in another section of the same course. Which type of quasi-experimental design do you recommend for this study? If the psychology professor in above question had access to only one section of introductory psychology, describe how she might use a single group design to assess the effectiveness of weekly quizzes. Which of the three single group designs would you recommend? Identify some possible confounds in each of the studies you outlined in your answers to question 1 and 2 above. Give the reasons a researcher might choose to use a single-case design. How does a multiple-baseline design differ from a reversal design? Describe the advantages and disadvantages of quasi-experiments? What is the fundamental weakness of a quasi-experimental design? Why is it a weakness? Does its weakness always matter? If you randomly assign participants to groups, can you assume the groups are equivalent at the beginning of the study? At the end? Why or why not? If you cannot assume equivalence at either end, what can you do? Please explain. Explain and give examples of how the particular outcomes of a study can suggest if a particular threat is likely to have been present. Describe each of the following types of designs, explain its logic, and why the design does or does not address the selection threats discussed in Chapter 10 of Trochim, Donnelly, and Arora (2016): a. Non-equivalent control group pretest only b. Non-equivalent control group pretest/posttest c. Cross-sectional d. Regression-Discontinuity Why are quasi-experimental designs used more often than experimental designs? One conclusion you might reach (hint) after completing the readings for this assignment is that there are no bad designs, only bad design choices (and implementations). State a research question for which a single-group post-test only design can yield relatively unambiguous findings Part Two – Answer the following questions: What research question(s) does the study address? What is Goldberg’s rationale for the study? Was the study designed to contribute to theory? Do the results of the study contribute to theory? For both questions: If so, how? If not, why not? What constructs does the study address? How are they operationalized? What are the independent and dependent variables in the study? Name the type of design the researchers used. What internal and external validity threats did the researchers address in their design? How did they address them? Are there threats they did not address? If so, how does the failure to address the threats affect the researchers’ interpretations of their findings? Are Goldberg’s conclusions convincing? Why or why not?

How does a multiple-baseline design differ from a reversal design?

Transtutors Week five June 16, 2019 Use the APA format to support all the answers, with a minimum of 5 scholarly resources. Answer questions 2, 3, 4, 8, and 8 from Chapter 13, Exercises, pp. 360 On Key Concepts, from Jackson and Trochim, Donnelly, and Arora. The Title of the book is: Research Methods and Statistics: A Critical Thinking Approach 4th edition. These are the questions listed numbers 1 to 5 in this attachment, plus other questions on part one and part two in this attachment. Part one of the assignment answers even numbered questions of chapter 13, page 360, of Jackson (2012), plus six more questions. Part two of the assignment answers six questions. The question in both part one and part two are list as follows. Part One A psychology professor is interested in whether implementing weekly quizzes improves student learning. She decides to use the weekly quizzes in one section of her introductory psychology class and not to use them in another section of the same course. Which type of quasi-experimental design do you recommend for this study? If the psychology professor in above question had access to only one section of introductory psychology, describe how she might use a single group design to assess the effectiveness of weekly quizzes. Which of the three single group designs would you recommend? Identify some possible confounds in each of the studies you outlined in your answers to question 1 and 2 above. Give the reasons a researcher might choose to use a single-case design. How does a multiple-baseline design differ from a reversal design? Describe the advantages and disadvantages of quasi-experiments? What is the fundamental weakness of a quasi-experimental design? Why is it a weakness? Does its weakness always matter? If you randomly assign participants to groups, can you assume the groups are equivalent at the beginning of the study? At the end? Why or why not? If you cannot assume equivalence at either end, what can you do? Please explain. Explain and give examples of how the particular outcomes of a study can suggest if a particular threat is likely to have been present. Describe each of the following types of designs, explain its logic, and why the design does or does not address the selection threats discussed in Chapter 10 of Trochim, Donnelly, and Arora (2016): a. Non-equivalent control group pretest only b. Non-equivalent control group pretest/posttest c. Cross-sectional d. Regression-Discontinuity Why are quasi-experimental designs used more often than experimental designs? One conclusion you might reach (hint) after completing the readings for this assignment is that there are no bad designs, only bad design choices (and implementations). State a research question for which a single-group post-test only design can yield relatively unambiguous findings Part Two – Answer the following questions: What research question(s) does the study address? What is Goldberg’s rationale for the study? Was the study designed to contribute to theory? Do the results of the study contribute to theory? For both questions: If so, how? If not, why not? What constructs does the study address? How are they operationalized? What are the independent and dependent variables in the study? Name the type of design the researchers used. What internal and external validity threats did the researchers address in their design? How did they address them? Are there threats they did not address? If so, how does the failure to address the threats affect the researchers’ interpretations of their findings? Are Goldberg’s conclusions convincing? Why or why not?

Identify the relationship between socioeconomic status and intimidate partner violence in homosexual men.

Hi,For one of my assignments I’ve been required to design study. For the study I have decided to look at the relationship between socioeconomic status and intimidate partner violence in homosexual men. I’m at the data analysis stage of the study design where I need to highlight what statistical methods I will use to assess the variables any explain why they are the best choices. I’m comparing intimate partner violence (IPV) (which is a binary yes/no, dependent variable) against income (which is a continuous Independent variable). i’m Also comparing IPV against education, which is an ordinal variable (eg phd, masters, bachelor, high school).What are the best statistical methods to make these two comparisons and explain why + what assumptions are being made when using these tests.Assuming the answer provided is correct and the marker agrees, I will pay an additional sum afterwards.

Explain probability, probability distributions and their applications in decision making.

1. Understand ethics and ethical behaviour in undertaking a statistical study.2. Interpret data by using descriptive statistics.3. Explain probability, probability distributions and their applications indecision making.4. Explain the concepts of statistical inference and its application.5. Interpret results and make decisions through the use of appropriatestatistical techniques.ASSESSMENT DESCRIPTION:This is an ongoing mini research – group assignment that students need to carry out between week 4– 11. The title of the mini research is ‘Expenditure Patterns of International Students in Australia(ExPat Survey, T1 2019)’. Students need to follow the steps given below.a. Forming groups: Students will be formed as groups (3-4 students) by the lecturer betweenweek 3 and 4. Students MUST enroll in a group within this time frame in order to participatein this assignment task.b. Prepare the survey questionnaire and data collection: Under the supervision of yourlecturer design a survey questionnaire with 10 questions by week 5. The contents of thequestionnaire must be as follows.a. No of Categorical questions – 4 (Gender, country, type of studies etc..)b. No of expenditure related questions – 5 (monthly rent expenditure, monthlyinternet expenditure, monthly entertainment expenditure etc..)c. Monthly average income? Logistics: Group members need to print 20 copies of the questionnaire and prepare forthe data collection? Sampling: Select a random sample of 20 international students from your city (samplesize = 20)? Data collection: Group members need to meet randomly selected 20 students andcollect data using the printed survey questionnaire. – by week 6c. Data filtering: After completing the data collection transfer them into an excel sheet – byweek 7d. Data analysing: The data set must be analysed with the help of Microsoft Excel (makingtables, drawing graphs and finding descriptive statics etc. By week 8e. Reporting and documentation: Your findings need to be reported according to the formatgiven below (week 9 -11)Reporting Format1. Title pageDesign a title page with an appropriate name for your business report, group membersname, and student IDs.2. Executive summaryHere you need to summarise the whole report findings into a smaller paragraph (need to doat the end)3. Table of contentsTable of contents needs to be generated electronically in Microsoft Word.4. IntroductionGive a brief introduction to your population and aims and objectives of the report5. Method of data collectionBriefly describe your survey questions, nature of your variables, your respondents, samplingstrategy and method of data collection. Include your data set in a form of a table withthis section or as an appendix.6. Summary of the data setKent Institute Australia Pty. Ltd.Assessment Brief ABN 49 003 577 302 CRICOS Code: 00161E RTO Code: 90458Version 1: 22nd December, 2016 TEQSA Provider Number: PRV12051Give appropriate graphical and numerical summaries that describe your variables (MicrosoftExcel can be used for this task). Also, provide a brief discussion under each of your datasummaries based on your judgments and compare your results with similar studies.7. Descriptive data analysisSelect any four numerical variables from your data set and prepare a summary ofdescriptive statistics using Microsoft Excel for each of them. Interpret your key findings(mean, variance and standards deviation etc) and provide justifications with a briefdiscussion supported by appropriate references.8. Simple linear regression analysis? Find out the linear relationship between any three expenditure items and monthlyincome.? Develop a scatter diagram with the help of Microsoft Excel and discuss about thecasual relationship between those two variables by observing the overall trend ofyour plots of coordinates.? Estimate the functional relationship (simple linear regression) between the same setof variables with the help of Microsoft Excel. Provide a brief discussion on yourfindings.? Predict the expenditure for any given level of income that is NOT available in yourdata set.9. Conclusion and recommendationsProvide a brief overview of your collective findings and previous discussions in the report.Finally, provide several recommendations by connecting to your aims, objectives and overallfindings.10. List of referencesMinimum five references are required for this assignment task (read ‘general notes forreferencing’ below)ASSESSMENT SUBMISSION:This assessment is a group activity and students are required to work with their respective groups.No individual submission will be accepted.You will not receive any marks for this assignment if your group members collectively report againstyou for non-participation or non-cooperation. You have to nominate someone as your group leaderto coordinate the assignment submission.The assignment must be submitted online in Moodle and Turnitin. All materials MUST besubmitted electronically in Microsoft Word format. Other formats may not be readable by markers.Please be aware that any assessments submitted in other formats will be considered LATE and willlose marks until it is presented in MS Word. No paper based or hardcopy submission will beaccepted.Our Academic Learning Support (ALS) team would be happy to help you with understanding the taskand all other assessment-related matters. For assistance and to book a one-on-one meeting pleaseemail one of our ALS coordinators (Sydney als_syd@kent.edu.au; Melbourne als_mel@kent.edu.au). For online help and support please click the following link and navigate Academic Learning Supportin Moodle. http://online.kent.edu.au/cms/course/view.php?id=437Kent Institute Australia Pty. Ltd.Assessment Brief ABN 49 003 577 302 CRICOS Code: 00161E RTO Code: 90458Version TEQSA Provider Number: PRV12051GENERAL NOTES FOR ASSIGNMENTSAssignments should usually incorporate a formal introduction, main points, and conclusion, and willbe fully referenced including a reference list.The work must be fully referenced with in-text citations and a reference list at the end. We stronglyrecommend you to refer to the Academic Learning Skills materials available in the Moodle. Fordetails please click the link http://moodle.kent.edu.au/kentmoodle/course/view.php?id=5 anddownload the file “Harvard Referencing Workbook”. Appropriate academic writing and referencingare inevitable academic skills that you must develop and demonstrate.We recommend a minimum of FIVE references unless instructed differently by your lecturer. Unlessspecifically instructed otherwise by your lecturer, any paper with less than FIVE references may befailed. Work that includes sources that are not properly referenced according to the “HarvardReferencing Workbook” will be penalised.Marks will be deducted for failure to adhere to the word count – as a general rule, you may go overor under by 10% than the stated length.GENERAL NOTES FOR REFERENCINGHigh quality work must be fully referenced with in-text citations and a reference list at the end. Werecommend you work with your Academic Learning Support (ALS) site(http://moodle.kent.edu.au/kentmoodle/course/view.php?id=5) available in Moodle to ensure thatyou reference correctly.References are assessed for their quality. You should draw on quality academic sources, such asbooks, chapters from edited books, journals etc. Your textbook can be used as a reference, but notthe lecture notes. We want to see evidence that you are capable of conducting your own research.Also, in order to help markers, determine students’ understanding of the work they cite, all in-textreferences (not just direct quotes) must include the specific page number/s if shown in the original.Before preparing your assignment or own contribution, please review this ‘YouTube’ video byclicking on the following link: Plagiarism: How to avoid itPLAGIARISM: HOW TO AVOID ITYou can search for peer-reviewed journal articles, which you can find in the online journal databasesand which can be accessed from the library homepage. Wikipedia, online dictionaries and onlineencyclopaedias are acceptable as a starting point to gain knowledge about a topic, but should not beoverused – these should constitute no more than 10% of your total list of references/sources.Additional information and literature can be used where these are produced by legitimate sources,such as government departments, research institutes such as the NHMRC, or internationalorganisations such as the World Health Organisation (WHO). Legitimate organisations andgovernment departments produce peer reviewed reports and articles and are therefore very usefuland mostly very current. The content of the following link explains why it is not acceptable to usenon-peer reviewed websites: Why can’t I just Google? (thanks to La Trobe University for this video).

Determine the correlation coefficient between production budget and box office.

1. Make and interpret the meaning of a 95% confidence interval for the “% of box office before nom” for all movies using the data given for the % of box office before nomination for this sample of movies. 2. Conduct a hypothesis test to determine whether the box office for films released in December or November is higher than the mean box office for films released in other months using a = 0.025 3. Determine the correlation coefficient between production budget and box office (dependent variable . .) and interpret its meaning. Plot a scatterplot. 4. Find the least squares linear regression equation for production budget (independent variable) and box office (dependent variable ). Use the equation to estimate the box office for a movie with a $45 million production budget. Interpret the meaning of the slope and the y-intercept (be specific using the context provided here).

Analyze what combination of factors make a customer more likely to take out a personal loan.

Universal Bank is a relatively young bank growing rapidly in terms of overall customer acquisition. Universal bank wants to convert its liability customers (depositors) into personal loan customers (while retaining them as depositors). A campaign that the bank ran last year for liability customers showed a healthy conversion rate of over 9% success. This has encouraged the retail marketing department to devise smarter campaigns with better target marketing. The goal of our analysis is to model the previous campaign’s customer behavior to analyze what combination of factors make a customer more likely to take out a personal loan.

Discuss various approaches to performance evaluation and control in various types of organisations.

a) Discuss various approaches to performance evaluation andcontrol in various types of organisationsb) Design and prepare budgets and explain feedback analysisand strategic control.c) Devise and evaluate simple indicators of performance.Assessment Description:Students are required to work in a group of 5 students for two presentations and a writtenreport. Students must register for their group with the lecturer during the first two weeks ofthe trimester and are not allowed to change group members afterward.

Compare and contrast the concepts of effect size and statistical significance.

Transtutors Week two. Use the APA format to support all the answers, with a minimum of 5 scholarly resources. Answer the first 8 questions On Key Concepts, from Jackson and Trochim, Donnelly, and Arora.The Title of the book is: Research Methods and Statistics: A Critical Thinking Approach 4th edition. Jackson even-numbered Chapter exercises (Chapter 8 pp. 220-221; Chapter 10 pp 273-275). 1. The producers of a new toothpaste claim that it prevents more cavities than other brads of toothpaste. A random Sample of 60 people used the new toothpaste for 6 months. The mean number of cavities at their next checkup is 1.5. In the general population, the mean number of cavities at a 6 month check up is 1.73 (& = 1.2). a) Is this a one-or two tailed tests? b) What are Ho and Ha for this study? c) Compute Z obt d) What is Z ev? 2. Henry performed a two – tailed test for an experiment in which N=24. He could not fine his table of t critical values, but remembered what the t cv at df = 13. He decided to compare his t obt with this t cv. Is he more likely to make a type I or type II error in this situation? 3. A researcher hypothesizes that individuals who listen to classical music will score differently from the general population on a test of special ability. On a standardized test of spatial ability U= 58. A random sample of 14 individuals who listen to classical music is given the same test. Their scores on the test are 52, 59, 63, 65, 58, 55, 62, 63, 53, 59, 57, 61, 60, 59. a) Is this a one-or two tailed test? b) What are Ho and Ha for this study? c) Compute t obt d) What is t ev? e) Should Ho be rejected? What should the researcher conclude? f) Determine the 98% confidence interval for the population mean, based on the sample mean. 4. A researcher believes that the percentage of people who exercise in California is greater than the national exercise rate. The national rate is 20%. The researcher gathers a random sample of 120 individuals who live in California and finds that the number who exercise regularly is 31 out of 120. a) What is X squared obt? b) What is df for this test? c) What is X squared cv? d) What conclusion should be drawn from these results? 5. A student is interested in whether students who study with music playing devote as much attention to their studies as do students who study under quiet conditions ( he believes that studying under quiet conditions leads to better attention). He randomly assigns participants to either the music or no-music condition and has them ready and study the same passage of information for the same amount of time. Subjects are given the same 10 -item test on the material. Their scores appear next. Scores on the test represent interval -ration data and are normally distributed. Music: 6, 5, 6, 5, 6, 6, 7, 8, 5. No Music: 10, 9, 7, 7, 6, 6, 8, 6, 9, a) What statistical test should be used to analyze these data? b) Identify Ho and Ha for this study. c) Conduct the appropriate analysis. d) Should Ho be rejected? What should the researcher conclude? e) If significant, compute and interpret the effect size. f) If significant, draw a graph representing the data. g) Determine the 95% confidence interval. 6. The researcher in the above exercise decides to conduct the same study using a within-participants design to control for differences in cognitive ability. He selects a random sample of subjects and has them study different material of equal difficulty in both the music and no music conditions. The study is completely counterbalanced to control for order effects. The data appear next. As before, they are measured on an interval -ration scale and are normally distributed; he believes that studying under quiet conditions will lead to better performance. Music: 7,6, 5, 6, 8, 8. No Music: 7, 8, 7, 7, 9, 8. a) What statistical test should be used to analyze these data? b) Identify Ho and Ha for this study. c) Conduct the appropriate analysis. d) Should Ho be rejected? What should the researcher conclude? e) If significant, compute and interpret the effect size. 7. Researchers at a food company are interested in how a new spaghetti sauce made from green tomatoes (and green in color) will compare to their traditional red spaghetti sauce. They are worried that the green color will adversely affect the tastiness scores. They randomly assign subjects to either the green or red sauce condition. Participants indicate the tastiness of the sauce on a 10-point scale. Tastiness scores tend to be skewed. The scores follow. Red Sauce: 7, 6, 9, 10, 6, 7, 8. Green Sauce: 4, 5, 6, 8, 7, 6, 9. a) What statistical test should be used to analyze this data? b) Identify Ho and Ha for this study. 8. You notice in your introductory psychology class that more women tend to sit up front, and more men sit in the back. To determine whether this difference is significant, you collect data on the seating preferences for the student in your class. The data follow. Front of the room: Men 15, Women 27. Back of the room: Men 32, Women 19. a) What is X squared obt? b) What is df for this test? c) What is X squared cv? d) What conclusion should be drawn from these studies? 9. What are degrees of freedom? How are the calculated? 10.What do inferential statistics allow you to infer? 11.What is the General Linear Model (GLM)? Why does it matter? 12.Compare and contrast parametric and nonparametric statistics. Why and in what types of cases would you use one over the other? 13.Why is it important to pay attention to the assumptions of the statistical test? What are your options if your dependent variable scores are not normally distributed? 14.What does p = .05 mean? What are some misconceptions about the meaning of p =.05? 15.Why are they wrong? Should all research adhere to the p = .05 standard for significance? Why or why not? 16.Compare and contrast the concepts of effect size and statistical significance. 17.What is the difference between a statistically significant result and a clinically or “real world” significant result? Give examples of both. 18.What is NHST? Describe the assumptions of the model. 19.Describe and explain three criticisms of NHST. 20.Describe and explain two alternatives to NHST. What do their proponents consider to be their advantages?

Does age impact the amount of reduction in each measure (fat intake, and cholesterol intake)? Do males differ from females in the amount of reduction for each measure (fat intake, and cholesterol intake)?

Following is a study description followed by three research questions and an outline of requirements for you to follow in answering them. Each of you will only need to answer each research question for 2 of the health measures variables, which will be assigned individually. Nutrition education programs, which teach clients how to lose weight, reduce cholesterol intake, or reduce fat intake through better eating patterns, have been growing in popularity. The nurse in charge of one such program at a local hospital wanted to know whether the programs actually work to improve health measures. A random sample was drawn of 33 clients who attended a nutrition education program. The study recorded the following health measures: weight, cholesterol levels, total dietary fat intake per average day, total dietary cholesterol intake per average day, and percent of daily calories from fat. These data were gathered both before and 3 months after the program. The researcher also determined the clients’ genders, ages, and heights. The data are stored in the following way:Column A: Gender (1 = female; 2 = male)Column B: AgeColumn C: Height (in feet)Columns D and E: Weight, before and after (in pounds)Columns F and G: Cholesterol Level, before and afterColumns H and I: Total Dietary Fat Intake per average day, before and after (in grams)Columns J and K: Dietary Cholesterol Intake per average day, before and after (in milligrams)Columns L and M: Percent Daily Calories from fat, before and afterEach of you should have already received 2 assigned variables. For each of the variables you are assigned, answer the following research questions. Consider each variable individually. Don’t try to incorporate both of your variables into one test for any of the research questions. Also, be aware that you may need to reorganize the data to run the tests and/or create new variables. Remember that required conditions are dependent on the test chosen, so you MUST decide the test for each question BEFORE you check required conditions. You WILL have separate required conditions for each research question!a) In terms of each of the health measures (fat intake and cholesterol intake), is the program a success?b) Does age impact the amount of reduction in each measure (fat intake, and cholesterol intake)?c) Do males differ from females in the amount of reduction for each measure (fat intake, and cholesterol intake)?You should use Excel for all your analysis and the p-value criteria to make your decisions. I do not need to see the seven-step hypothesis testing process, but be sure you include everything I specify below:Your write up must include:• A brief overall introduction describing the case including your chosen alpha. I do not need a detailed justification for your alpha.• For each research question, for each of your variables, you must include:1. A statement of the test chosen and a clear and complete explanation for why you chose that specific test. This needs to be more than simply running through the flowchart steps and must show that you clearly understand why that is the correct choice.2. Any analysis required to check the required conditions for your chosen test. Include any histograms or hypothesis tests and your decision based on these tests. (NOTE that if you find that you cannot meet the required conditions for the test you expected to do, you must use the appropriate non-parametric test.3. A clear statement of your hypotheses, using proper symbols and notation.4. Your Excel output for the test for each variable pasted into the document with the p-values you used clearly identified5. A clear statement of your conclusion for each hypothesis test and research question• An overall conclusion pulling everything together.

Explain the major methodologies for secure networks.

The purpose of this assignment is to develop skills to independently think ofinnovation. Students will be able to complete the following ULOs:c. Explain the major methodologies for secure networks and what threatsthey address;d. Identify and report network threats, select and implement appropriatecountermeasures for network security? All work must be submitted on Moodle by the due date along with a titlePage.? The assignment must be in MS Word format, 1.5 spacing, 11-pt Calibri(Body)font and 2.54 cm margins on all four sides of your page with appropriatesection headings.? Reference sources must be cited in the text of the report, and listedappropriatelyattheendinareferencelistusingIEEEreferencingstyle.Extension ? If an extension of time to submit work is required, aSpecial ConsiderationApplication must be submitted directly to the School’s Administration Officer,in Melbourne on Level 6 or in Sydney on Level 7. You must submit thisapplication three working days prior to the due date of the assignment.Further information is available at:http://www.mit.edu.au/about-mit/institute-publications/policiesprocedures-and-guidelines/specialconsiderationdefermentAcademicMisconduct? Academic Misconduct is a serious offence. Depending on the seriousness ofthe case, penalties can vary from awritten warning or zero marks to exclusionfrom the course or rescinding the degree. Students should make themselvesfamiliar with the full policy and procedure available at:http://www.mit.edu.au/about-mit/institute-publications/policiesprocedures-and-guidelines/Plagiarism-Academic-Misconduct-PolicyProcedure.Forfurtherinformation,pleaserefertotheAcademicIntegritySection in your Unit Description.

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Assessment Details and Submission Guidelines
Trimester T1, 2019
Unit Code MN502
Unit Title Overview of Network Security
Assessment Group Assignment (Maximum 3 Students in a group)
Type
Assessment
Security in Networked Systems (Assignment 2)
Title
Purpose of the
The purpose of this assignment is to develop skills to independently think of
assessment innovation. Students will be able to complete the following ULOs:
(with ULO
c. Explain the major methodologies for secure networks and what threats
Mapping)
they address;
d. Identify and report network threats, select and implement appropriate
countermeasures for network security.
Weight 20%
Total Marks 65
Word limit 1800 – 2200

Submission
? All work must be submitted on Moodle by the due date along with a title
Guidelines
Page.
? The assignment must be in MS Word format, 1.5 spacing, 11-pt Calibri (Body)
font and 2.54 cm margins on all four sides of your page with appropriate
section headings.
? Reference sources must be cited in the text of the report, and listed
appropriately at the end in a reference list using IEEE referencing style.
Extension
? If an extension of time to submit work is required, a Special Consideration
Application must be submitted directly to the School’s Administration Officer,
in Melbourne on Level 6 or in Sydney on Level 7. You must submit this
application three working days prior to the due date of the assignment.
Further information is available at:
http://www.mit.edu.au/about-mit/institute-publications/policies-
procedures-and-guidelines/specialconsiderationdeferment
Academic
? Academic Misconduct is a serious offence. Depending on the seriousness of
Misconduct
the case, penalties can vary from a written warning or zero marks to exclusion
from the course or rescinding the degree. Students should make themselves
familiar with the full policy and procedure available at:…

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