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    – a year ago

    **files (5)**

    – ## DisscusionandRepliesInstructions.docx

    – Information_Security_Design_Implementation_Measure…_—-_Chapter_7._Security_Policy.pdf
    – Information_Security_Design_Implementation_Measure…_—-_Chapter_8._Organization_of_Information_Security.pdf
    – Information_Security_Fundamentals_—-_Chapter_5_Building_and_Maintaining_an_Effective_Security_Awareness_Pro….pdf
    – Information_Security_Fundamentals_—-_Chapter_4_Risk_Management_The_Facilitated_Risk_Analysis_and_Assessment….pdf

    **## DisscusionandRepliesInstructions.docx**

    Discussion

    **In 250 words total, answer the questions below with 4 evidence base scholarly articles. APA format.**

    Based on this weeks readings,

    1. Discuss some effective strategies for Security Awareness in your organization or

    2. What you would like to see implemented to ensure users are aware and held accountable for Information Security.

    Replies

    **In 400 words total, replying to the two posts below. Each reply must be 200 words for post 1 and post 2.**

    **A.M POST 1**

    I believe organizations must prioritize security awareness to protect sensitive data, and three strategies tailored training, phishing simulations, and accountability mechanisms stand out as game-changers. Tailored training is the way to go. Generic, one-size-fits-all modules are a snooze and rarely stick. Peltier’s push for role-specific training resonates with me—finance teams need to know about data leaks, while IT should focus on system vulnerabilities. In a past job, we slogged through dull compliance videos that felt irrelevant. I’d love to see short, monthly micro-training sessions, maybe 10 minutes, customized for each department. They’d keep security fresh without overwhelming anyone. Phishing simulations are a must in my book. Layton’s right they expose weaknesses and teach without real-world consequences. I’ve seen colleagues click shady links because we rarely practiced. Quarterly simulations with instant feedback would sharpen our instincts. Tracking who falls for it could pinpoint where extra training is needed, making us tougher targets. Accountability is non-negotiable. Peltier’s call for clear consequences, like retraining for slip-ups, paired with Layton’s metrics, feels spot-on. A dashboard showing who’s skipping training would keep everyone honest. In my experience, when leaders model security, it trickles down. Without teeth consequences and transparency awareness fizzles.

    References:

    Peltier, T. R. (2005).
    _Information Security Fundamentals_. CRC Press, Chapters 4 & 5.

    Layton, T. P. (2006).
    _Information Security: Design, Implementation, Measurement, and Compliance_. Auerbach Publications, Chapters 7 & 8.

    less

    **G.B POST 2**

    For a company like T-Mobile, it is imperative that security awareness is not treated as one-time or annual training; it has to be an ongoing cultural initiative. User behavior is one of the most significant risk factors in any organization, and awareness programs have to be structured, measurable, and constantly evolving (Peltier, 2016). T-Mobile has experienced some pretty high-profile data breaches in the past, so, their security awareness must go beyond routine compliance and actually place a focus on behavior reinforcement.

    From our reading, Information security: Design, implementation, measurement, and compliance (Layton, 2007) emphasizes that awareness programs should be aligned with organizational policy and driven by real metrics. “He states that users need to understand why security matters, not just what rules to follow.” T-Mobile can improve its approach by integrating scenario-based training, simulated phishing tests, and role-specific modules.

    From my own personal experience working in the telecommunications environment, I’ve seen how security fatigue can lead employees to ignore routine training. T-Mobile must combat this by using formats that keep employees engaged with things like short videos, game quizzes, and some type of reward system. These options would hopefully keep the user’s interest. Also, if they added realistic breach examples, including their own, this can make risks feel more relevant and immediate.

    **References**

    Layton, T. P. (2007). Information security: Design, implementation, measurement, and compliance. Auerbach Publications.

    Peltier, T. R. (2013). Information security fundamentals (2nd ed.). CRC Press.

    **Information_Security_Design_Implementation_Measure…_—-_Chapter_7._Security_Policy.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/information-security-design-implementation-measure-chapter-7-security-policy-pdf)

    **Information_Security_Design_Implementation_Measure…_—-_Chapter_8._Organization_of_Information_Security.pdf**

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    **Information_Security_Fundamentals_—-_Chapter_5_Building_and_Maintaining_an_Effective_Security_Awareness_Pro….pdf**

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    **## DisscusionandRepliesInstructions.docx**

    Discussion

    **In 250 words total, answer the questions below with 4 evidence base scholarly articles. APA format.**

    Based on this weeks readings,

    1. Discuss some effective strategies for Security Awareness in your organization or

    2. What you would like to see implemented to ensure users are aware and held accountable for Information Security.

    Replies

    **In 400 words total, replying to the two posts below. Each reply must be 200 words for post 1 and post 2.**

    **A.M POST 1**

    I believe organizations must prioritize security awareness to protect sensitive data, and three strategies tailored training, phishing simulations, and accountability mechanisms stand out as game-changers. Tailored training is the way to go. Generic, one-size-fits-all modules are a snooze and rarely stick. Peltier’s push for role-specific training resonates with me—finance teams need to know about data leaks, while IT should focus on system vulnerabilities. In a past job, we slogged through dull compliance videos that felt irrelevant. I’d love to see short, monthly micro-training sessions, maybe 10 minutes, customized for each department. They’d keep security fresh without overwhelming anyone. Phishing simulations are a must in my book. Layton’s right they expose weaknesses and teach without real-world consequences. I’ve seen colleagues click shady links because we rarely practiced. Quarterly simulations with instant feedback would sharpen our instincts. Tracking who falls for it could pinpoint where extra training is needed, making us tougher targets. Accountability is non-negotiable. Peltier’s call for clear consequences, like retraining for slip-ups, paired with Layton’s metrics, feels spot-on. A dashboard showing who’s skipping training would keep everyone honest. In my experience, when leaders model security, it trickles down. Without teeth consequences and transparency awareness fizzles.

    References:

    Peltier, T. R. (2005).
    _Information Security Fundamentals_. CRC Press, Chapters 4 & 5.

    Layton, T. P. (2006).
    _Information Security: Design, Implementation, Measurement, and Compliance_. Auerbach Publications, Chapters 7 & 8.

    less

    **G.B POST 2**

    For a company like T-Mobile, it is imperative that security awareness is not treated as one-time or annual training; it has to be an ongoing cultural initiative. User behavior is one of the most significant risk factors in any organization, and awareness programs have to be structured, measurable, and constantly evolving (Peltier, 2016). T-Mobile has experienced some pretty high-profile data breaches in the past, so, their security awareness must go beyond routine compliance and actually place a focus on behavior reinforcement.

    From our reading, Information security: Design, implementation, measurement, and compliance (Layton, 2007) emphasizes that awareness programs should be aligned with organizational policy and driven by real metrics. “He states that users need to understand why security matters, not just what rules to follow.” T-Mobile can improve its approach by integrating scenario-based training, simulated phishing tests, and role-specific modules.

    From my own personal experience working in the telecommunications environment, I’ve seen how security fatigue can lead employees to ignore routine training. T-Mobile must combat this by using formats that keep employees engaged with things like short videos, game quizzes, and some type of reward system. These options would hopefully keep the user’s interest. Also, if they added realistic breach examples, including their own, this can make risks feel more relevant and immediate.

    **References**

    Layton, T. P. (2007). Information security: Design, implementation, measurement, and compliance. Auerbach Publications.

    Peltier, T. R. (2013). Information security fundamentals (2nd ed.). CRC Press.

    **Information_Security_Design_Implementation_Measure…_—-_Chapter_7._Security_Policy.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/information-security-design-implementation-measure-chapter-7-security-policy-pdf)

    **Information_Security_Design_Implementation_Measure…_—-_Chapter_8._Organization_of_Information_Security.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/information-security-design-implementation-measure-chapter-8-organization-of-information-security-pdf)

    **Information_Security_Fundamentals_—-_Chapter_5_Building_and_Maintaining_an_Effective_Security_Awareness_Pro….pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/information-security-fundamentals-chapter-5-building-and-maintaining-an-effective-security-awareness-pro-pdf)

    **Information_Security_Fundamentals_—-_Chapter_4_Risk_Management_The_Facilitated_Risk_Analysis_and_Assessment….pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/information-security-fundamentals-chapter-4-risk-management-the-facilitated-risk-analysis-and-assessment-pdf)

    **## DisscusionandRepliesInstructions.docx**

    Discussion

    **In 250 words total, answer the questions below with 4 evidence base scholarly articles. APA format.**

    Based on this weeks readings,

    1. Discuss some effective strategies for Security Awareness in your organization or

    2. What you would like to see implemented to ensure users are aware and held accountable for Information Security.

    Replies

    **In 400 words total, replying to the two posts below. Each reply must be 200 words for post 1 and post 2.**

    **A.M POST 1**

    I believe organizations must prioritize security awareness to protect sensitive data, and three strategies tailored training, phishing simulations, and accountability mechanisms stand out as game-changers. Tailored training is the way to go. Generic, one-size-fits-all modules are a snooze and rarely stick. Peltier’s push for role-specific training resonates with me—finance teams need to know about data leaks, while IT should focus on system vulnerabilities. In a past job, we slogged through dull compliance videos that felt irrelevant. I’d love to see short, monthly micro-training sessions, maybe 10 minutes, customized for each department. They’d keep security fresh without overwhelming anyone. Phishing simulations are a must in my book. Layton’s right they expose weaknesses and teach without real-world consequences. I’ve seen colleagues click shady links because we rarely practiced. Quarterly simulations with instant feedback would sharpen our instincts. Tracking who falls for it could pinpoint where extra training is needed, making us tougher targets. Accountability is non-negotiable. Peltier’s call for clear consequences, like retraining for slip-ups, paired with Layton’s metrics, feels spot-on. A dashboard showing who’s skipping training would keep everyone honest. In my experience, when leaders model security, it trickles down. Without teeth consequences and transparency awareness fizzles.

    References:

    Peltier, T. R. (2005).
    _Information Security Fundamentals_. CRC Press, Chapters 4 & 5.

    Layton, T. P. (2006).
    _Information Security: Design, Implementation, Measurement, and Compliance_. Auerbach Publications, Chapters 7 & 8.

    less

    **G.B POST 2**

    For a company like T-Mobile, it is imperative that security awareness is not treated as one-time or annual training; it has to be an ongoing cultural initiative. User behavior is one of the most significant risk factors in any organization, and awareness programs have to be structured, measurable, and constantly evolving (Peltier, 2016). T-Mobile has experienced some pretty high-profile data breaches in the past, so, their security awareness must go beyond routine compliance and actually place a focus on behavior reinforcement.

    From our reading, Information security: Design, implementation, measurement, and compliance (Layton, 2007) emphasizes that awareness programs should be aligned with organizational policy and driven by real metrics. “He states that users need to understand why security matters, not just what rules to follow.” T-Mobile can improve its approach by integrating scenario-based training, simulated phishing tests, and role-specific modules.

    From my own personal experience working in the telecommunications environment, I’ve seen how security fatigue can lead employees to ignore routine training. T-Mobile must combat this by using formats that keep employees engaged with things like short videos, game quizzes, and some type of reward system. These options would hopefully keep the user’s interest. Also, if they added realistic breach examples, including their own, this can make risks feel more relevant and immediate.

    **References**

    Layton, T. P. (2007). Information security: Design, implementation, measurement, and compliance. Auerbach Publications.

    Peltier, T. R. (2013). Information security fundamentals (2nd ed.). CRC Press.

    **Information_Security_Design_Implementation_Measure…_—-_Chapter_7._Security_Policy.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/information-security-design-implementation-measure-chapter-7-security-policy-pdf)

    **Information_Security_Design_Implementation_Measure…_—-_Chapter_8._Organization_of_Information_Security.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/information-security-design-implementation-measure-chapter-8-organization-of-information-security-pdf)

    **Information_Security_Fundamentals_—-_Chapter_5_Building_and_Maintaining_an_Effective_Security_Awareness_Pro….pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/information-security-fundamentals-chapter-5-building-and-maintaining-an-effective-security-awareness-pro-pdf)

    **Information_Security_Fundamentals_—-_Chapter_4_Risk_Management_The_Facilitated_Risk_Analysis_and_Assessment….pdf**

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    [>Java homework help](https://www.sweetstudy.com/fields/computer-science-java) – a year ago **files (1)** – ## ClassProject-DiceGame.pdf **## ClassProject-DiceGame.pdf** CS1083 – Programming 1 for Computer Scientists Class Project – Dice Game Objectives The goal of this project is to help the studen…

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    **files (1)**

    – ## ClassProject-DiceGame.pdf

    **## ClassProject-DiceGame.pdf**

    CS1083 – Programming 1 for Computer Scientists

    Class Project – Dice Game

    Objectives

    The goal of this project is to help the student bring together all of the concepts learned
    throughout this course. The following are the main concepts for the project:

    • Use of local and global variables
    • Understanding data types and data type conversions
    • Use of arithmetic expressions
    • Use of if/else/switch statements
    • Use of for loops, while loops
    • Use of arrays
    • Use of Scanner for user inputs
    • File I/O
    • State driven logic
    • Use of methods

    Hand-in Requirements

    All projects will be submitted electronically only via Canvas. Students will compress their
    project directory and submit as a zip file. The zip file must contain at least the following file:

    • DiceGameAbc123.java

    Where “Abc123” should be replaced by your actual abc123. If your project requires any
    other files for loading saved state resources, you must include those as well.

    Game Logic

    The program will emulate a modified version of the dice game like “craps”. Craps use two
    six-sided dice containing numbers 1 through 6. Craps is played according to the following
    rules:

    1. The Come-out Roll aka “the first roll” of the two six-sided dice:
    • If the sum of the numbers on the dice is either 7 or 11; the player wins and

    the game is over.

    • If the sum of the numbers on the dice is either 2, 3 or 12; the player loses,
    and the game is over. (aka crap out)

    • If the sum of the numbers on the dice is any other number, that number
    becomes the point, and the game continues

    2. Follow-up rolls, aka “rolling the point”:
    • If the initial roll results in a point, the player will continue to roll the dice and

    win every time they roll the same point.
    • If the player rolls any other number that is not “the point” or “7”, the game

    continues to the next roll
    • If the player rolls a “7”, the game is over. (aka 7 out)

    3. Betting: to keep things simple, betting and winning will be modified from traditional
    rules

    • Before the initial roll, the player must place a bet up to their current bank roll.
    The program must check to see if they still have money in their bank roll.

    • Once a bet has been placed, the player can win an equal amount (1:1) based
    on the rules set up in steps 1 and 2.

    • A player will lose only the amount they bet, not their cumulative winnings,
    based on the rules in steps 1 and 2.

    Tasks

    1. Create method(s) game menus with the following information:
    a. An intro message: i.e. “Welcome to Juan’s Dice Game: Main Menu” (replace

    Juan with your name)
    b. Main Menu Options

    i. “Log In”
    1. Allow the user to enter a username. No password required

    ii. “Register”
    1. Allow the user to create a new account

    iii. “Quit”
    1. Ends the game and quits the program

    c. Game Menu Options; update the intro message to reflect this menu location
    i. “View Bank Roll”

    ii. “Place the bet”
    iii. “Roll the dice”
    iv. “Back to Main Menu”

    2. Create a method(s) to handle the game logic based on the rules defined in the
    ‘Game Logic’ section of this document.

    3. Create a method(s) to handle the registration
    4. Create a method(s) to handle the log in

    Details

    Register Logic:

    The user will be allowed to register using an email address, first and last name. This
    information will be stored in a file, along with an initial bank roll of $500. Your program must
    check to make sure that each user’s email address is only used once, duplicates are not
    allowed. First and last names must also only contain alphabet letters. Appropriate error
    messages must be displayed for any input errors encountered. Once the user is registered,
    the main game options must be displayed.

    Log in Logic:

    The user will be allowed to log in by entering an email address. The program must look for
    this data stored in a file; if the data is found, the main game options are displayed. Your
    program must load the remaining bank roll from file. If the data is not found, an appropriate
    error message must be displayed instructing the user to register before proceeding. If the
    user’s bank roll is $0, an error message must be displayed letting the user know they can no
    longer play. If the data is found and the bank roll is greater than $0, proceed to the main
    game menu.

    View Bank Roll Logic:

    The user will be allowed to view their current bank roll only in between current playing
    sessions, that is prior to the initial roll or after they win or crap out/7 out. The bank roll must
    reflect current wins/losses based on game play. This data should be stored in a file to
    prevent data loss.

    Place bet logic:

    The user will be allowed to enter any positive whole integer, up to their current bank roll.
    This is the number that will be used to calculate winnings and losses. The program must

    check to make sure this number is not greater than their bank roll; present an error
    message otherwise. The program must also check for valid integer values, present error
    message otherwise.

    Roll the dice logic:

    Based on the game logic section of this document, the program must calculate the
    winnings based on the amount of each bet.

    The Come-Roll example:

    If the bet is $50 and the player rolls a 7 on the first roll, a message will be displayed
    letting the user know they rolled a 7 (with each individual number rolled: i.e.: 6-1, 4-
    3, 2-5) on the come-out roll and the player has won an amount equal to their bet,
    which is immediately added to their bank roll. Their bet is also added back to their
    bank roll and the player is presented with the game menu options.

    The Craps-out roll example:

    If the bet is $50 and the player craps out on the initial roll, a message is displayed to
    the user letting them know what was rolled (each individual dice) and that they crap
    out and lost, then the $50 is immediately deducted from their bank roll and the
    player is presented with the game menu option.

    Follow-up (“point”) Roll example:

    If the bet is $50 and the player rolls an 8, this number becomes the point; a message
    must be displayed to the player displaying the number they rolled (each individual
    dice) to let them know this is the point. The player will be prompted to roll again,
    each roll will be displayed to the player. If this new number matches the point, a
    message must be displayed to the player that they rolled the point number and have
    won an amount equal to their bet, this amount is immediately added to their bank
    roll. The player must roll again. This process continues until the player rolls a 7 (7-
    out), at which point a message is displayed to the player with the dice roll and that
    they 7-out and lose their initial bet. This initial bet is immediately deducted from
    their bank roll and the player is presented with the game menu option.

    Back to main menu logic:

    This menu option will be treated as the end to the gaming session, meaning that the user is
    done playing and will be logged out. The program must save all appropriate data to file to
    be used if the user decides to log in later. This menu option does not end the program, only
    the game session.

    Quit Logic:

    Stop the program.

    Rubric

    • Methods: [35 points]
    o All your program logic must be done within method calls, that is your public

    main should only contain global variable/constant declarations as well as
    method calls. [30 points]

    o Methods should call other methods for code re-usability, for example, there
    should be a roll dice method that returns each individual dice rolled and their
    sum. [5 points]

    • Game Logic Implementation: [60 points]
    o Register Logic: [10 points]

     Your users must be saved to a file for later processing. You must
    create a users.txt file containing username, first name, last name,
    bank roll (using comma separated values) [5 points]

     Input must be error checked [3 points]
     Duplicate users must be error checked [2 points]

    o Log In Logic: [10 points]
     User must be prompted to enter a username (email) [2 points]
     If the username is not found, display an error message [2 point]
     If the username is found, load data into variables and proceed [6

    points]
    o View Bank Roll Logic: [2 points]

     The user will be able to see how much money is in their bank roll,
    updated with by most current gaming session [1 point]

     Bank roll can only be viewed in between gaming sessions [1 point]
    o Place Bet Logic: [3 points]

     Check to make sure input is positive integer only [1 point]
     Display error message on invalid input [1 point]
     Display error message when bet placed is larger than current bank roll

    [1 point]
    o Roll Dice Logic: [35 points]

     The “come roll” [10 points]
    • Check to make sure there is a valid current bet [1 point]
    • Display error message if there is no valid current bet [1 point]
    • Display each dice rolled along with their sum [1 point]
    • Display the message when the user wins and how much they

    won [5 points]
    • Add both the winnings and their bet back to their bank roll [1

    point]
    • Send user back to main game menu [1 point]

     The “Craps out” roll [10 points]
    • Check to make sure there is a valid current bet [1 point]
    • Display error message if there is no valid current bet [1 point]
    • Display each dice rolled along with their sum [1 point]
    • Display the message when the user loses and how much they

    lost [5 points]
    • Subtract their losses their bank roll [1 point]
    • Send user back to main game menu [1 point]

     The “point” roll [15 points]
    • Check to make sure there is a valid current bet [1 point]
    • Display error message if there is no valid current bet [1 point]
    • Display each dice rolled along with their sum [1 point]
    • Whenever the point is rolled, display the message that the user

    won and how much they won [5 points]
    • Add the winnings to their bank roll [1 point]
    • Continue until the user rolls a “7 out”, at which point display a

    message that the user has “7 out” and subtract their bet
    amount from their bank roll [5 point]

    • Send user back to main game menu when they “7 out” [1 point]
    • Back to main game menu Logic: [15 points]

    o Take the current bank roll amount and update the users.txt file with the new
    bank roll to the appropriate user. [14 points]

    o Display the main menu [1 point]

    • Quit Logic: [2 point]
    o Present the user with a message that the program is now over [1 point]
    o Stop the program [1 point]

    • Code comments: [23 point]
    o You must use comments on all your code, in particular logic explaining

    functional tasks [10 points]
    o Each method must have a description of what arguments are passed and

    what data and data type is returned (if any) [13 points]
    • Algorithm flow chart: [15 points]

    o You must submit a PDF outlining the flow of your program and include it in
    your zip file along with your source code.

    About Submission

    Late work will not be accepted, NO EXCPETIONS. You may not collaborate or share code
    with fellow students. You must submit your flow diagram as a PDF.

    Use of AI of any kind will result in an IMMEDIATE ZERO on this project and may result in
    expulsion from this class.

    Be prepared to explain your code upon request. Failure to do so will result in a zero for this
    project, no exceptions.

    **## ClassProject-DiceGame.pdf**

    CS1083 – Programming 1 for Computer Scientists

    Class Project – Dice Game

    Objectives

    The goal of this project is to help the student bring together all of the concepts learned
    throughout this course. The following are the main concepts for the project:

    • Use of local and global variables
    • Understanding data types and data type conversions
    • Use of arithmetic expressions
    • Use of if/else/switch statements
    • Use of for loops, while loops
    • Use of arrays
    • Use of Scanner for user inputs
    • File I/O
    • State driven logic
    • Use of methods

    Hand-in Requirements

    All projects will be submitted electronically only via Canvas. Students will compress their
    project directory and submit as a zip file. The zip file must contain at least the following file:

    • DiceGameAbc123.java

    Where “Abc123” should be replaced by your actual abc123. If your project requires any
    other files for loading saved state resources, you must include those as well.

    Game Logic

    The program will emulate a modified version of the dice game like “craps”. Craps use two
    six-sided dice containing numbers 1 through 6. Craps is played according to the following
    rules:

    1. The Come-out Roll aka “the first roll” of the two six-sided dice:
    • If the sum of the numbers on the dice is either 7 or 11; the player wins and

    the game is over.

    • If the sum of the numbers on the dice is either 2, 3 or 12; the player loses,
    and the game is over. (aka crap out)

    • If the sum of the numbers on the dice is any other number, that number
    becomes the point, and the game continues

    2. Follow-up rolls, aka “rolling the point”:
    • If the initial roll results in a point, the player will continue to roll the dice and

    win every time they roll the same point.
    • If the player rolls any other number that is not “the point” or “7”, the game

    continues to the next roll
    • If the player rolls a “7”, the game is over. (aka 7 out)

    3. Betting: to keep things simple, betting and winning will be modified from traditional
    rules

    • Before the initial roll, the player must place a bet up to their current bank roll.
    The program must check to see if they still have money in their bank roll.

    • Once a bet has been placed, the player can win an equal amount (1:1) based
    on the rules set up in steps 1 and 2.

    • A player will lose only the amount they bet, not their cumulative winnings,
    based on the rules in steps 1 and 2.

    Tasks

    1. Create method(s) game menus with the following information:
    a. An intro message: i.e. “Welcome to Juan’s Dice Game: Main Menu” (replace

    Juan with your name)
    b. Main Menu Options

    i. “Log In”
    1. Allow the user to enter a username. No password required

    ii. “Register”
    1. Allow the user to create a new account

    iii. “Quit”
    1. Ends the game and quits the program

    c. Game Menu Options; update the intro message to reflect this menu location
    i. “View Bank Roll”

    ii. “Place the bet”
    iii. “Roll the dice”
    iv. “Back to Main Menu”

    2. Create a method(s) to handle the game logic based on the rules defined in the
    ‘Game Logic’ section of this document.

    3. Create a method(s) to handle the registration
    4. Create a method(s) to handle the log in

    Details

    Register Logic:

    The user will be allowed to register using an email address, first and last name. This
    information will be stored in a file, along with an initial bank roll of $500. Your program must
    check to make sure that each user’s email address is only used once, duplicates are not
    allowed. First and last names must also only contain alphabet letters. Appropriate error
    messages must be displayed for any input errors encountered. Once the user is registered,
    the main game options must be displayed.

    Log in Logic:

    The user will be allowed to log in by entering an email address. The program must look for
    this data stored in a file; if the data is found, the main game options are displayed. Your
    program must load the remaining bank roll from file. If the data is not found, an appropriate
    error message must be displayed instructing the user to register before proceeding. If the
    user’s bank roll is $0, an error message must be displayed letting the user know they can no
    longer play. If the data is found and the bank roll is greater than $0, proceed to the main
    game menu.

    View Bank Roll Logic:

    The user will be allowed to view their current bank roll only in between current playing
    sessions, that is prior to the initial roll or after they win or crap out/7 out. The bank roll must
    reflect current wins/losses based on game play. This data should be stored in a file to
    prevent data loss.

    Place bet logic:

    The user will be allowed to enter any positive whole integer, up to their current bank roll.
    This is the number that will be used to calculate winnings and losses. The program must

    check to make sure this number is not greater than their bank roll; present an error
    message otherwise. The program must also check for valid integer values, present error
    message otherwise.

    Roll the dice logic:

    Based on the game logic section of this document, the program must calculate the
    winnings based on the amount of each bet.

    The Come-Roll example:

    If the bet is $50 and the player rolls a 7 on the first roll, a message will be displayed
    letting the user know they rolled a 7 (with each individual number rolled: i.e.: 6-1, 4-
    3, 2-5) on the come-out roll and the player has won an amount equal to their bet,
    which is immediately added to their bank roll. Their bet is also added back to their
    bank roll and the player is presented with the game menu options.

    The Craps-out roll example:

    If the bet is $50 and the player craps out on the initial roll, a message is displayed to
    the user letting them know what was rolled (each individual dice) and that they crap
    out and lost, then the $50 is immediately deducted from their bank roll and the
    player is presented with the game menu option.

    Follow-up (“point”) Roll example:

    If the bet is $50 and the player rolls an 8, this number becomes the point; a message
    must be displayed to the player displaying the number they rolled (each individual
    dice) to let them know this is the point. The player will be prompted to roll again,
    each roll will be displayed to the player. If this new number matches the point, a
    message must be displayed to the player that they rolled the point number and have
    won an amount equal to their bet, this amount is immediately added to their bank
    roll. The player must roll again. This process continues until the player rolls a 7 (7-
    out), at which point a message is displayed to the player with the dice roll and that
    they 7-out and lose their initial bet. This initial bet is immediately deducted from
    their bank roll and the player is presented with the game menu option.

    Back to main menu logic:

    This menu option will be treated as the end to the gaming session, meaning that the user is
    done playing and will be logged out. The program must save all appropriate data to file to
    be used if the user decides to log in later. This menu option does not end the program, only
    the game session.

    Quit Logic:

    Stop the program.

    Rubric

    • Methods: [35 points]
    o All your program logic must be done within method calls, that is your public

    main should only contain global variable/constant declarations as well as
    method calls. [30 points]

    o Methods should call other methods for code re-usability, for example, there
    should be a roll dice method that returns each individual dice rolled and their
    sum. [5 points]

    • Game Logic Implementation: [60 points]
    o Register Logic: [10 points]

     Your users must be saved to a file for later processing. You must
    create a users.txt file containing username, first name, last name,
    bank roll (using comma separated values) [5 points]

     Input must be error checked [3 points]
     Duplicate users must be error checked [2 points]

    o Log In Logic: [10 points]
     User must be prompted to enter a username (email) [2 points]
     If the username is not found, display an error message [2 point]
     If the username is found, load data into variables and proceed [6

    points]
    o View Bank Roll Logic: [2 points]

     The user will be able to see how much money is in their bank roll,
    updated with by most current gaming session [1 point]

     Bank roll can only be viewed in between gaming sessions [1 point]
    o Place Bet Logic: [3 points]

     Check to make sure input is positive integer only [1 point]
     Display error message on invalid input [1 point]
     Display error message when bet placed is larger than current bank roll

    [1 point]
    o Roll Dice Logic: [35 points]

     The “come roll” [10 points]
    • Check to make sure there is a valid current bet [1 point]
    • Display error message if there is no valid current bet [1 point]
    • Display each dice rolled along with their sum [1 point]
    • Display the message when the user wins and how much they

    won [5 points]
    • Add both the winnings and their bet back to their bank roll [1

    point]
    • Send user back to main game menu [1 point]

     The “Craps out” roll [10 points]
    • Check to make sure there is a valid current bet [1 point]
    • Display error message if there is no valid current bet [1 point]
    • Display each dice rolled along with their sum [1 point]
    • Display the message when the user loses and how much they

    lost [5 points]
    • Subtract their losses their bank roll [1 point]
    • Send user back to main game menu [1 point]

     The “point” roll [15 points]
    • Check to make sure there is a valid current bet [1 point]
    • Display error message if there is no valid current bet [1 point]
    • Display each dice rolled along with their sum [1 point]
    • Whenever the point is rolled, display the message that the user

    won and how much they won [5 points]
    • Add the winnings to their bank roll [1 point]
    • Continue until the user rolls a “7 out”, at which point display a

    message that the user has “7 out” and subtract their bet
    amount from their bank roll [5 point]

    • Send user back to main game menu when they “7 out” [1 point]
    • Back to main game menu Logic: [15 points]

    o Take the current bank roll amount and update the users.txt file with the new
    bank roll to the appropriate user. [14 points]

    o Display the main menu [1 point]

    • Quit Logic: [2 point]
    o Present the user with a message that the program is now over [1 point]
    o Stop the program [1 point]

    • Code comments: [23 point]
    o You must use comments on all your code, in particular logic explaining

    functional tasks [10 points]
    o Each method must have a description of what arguments are passed and

    what data and data type is returned (if any) [13 points]
    • Algorithm flow chart: [15 points]

    o You must submit a PDF outlining the flow of your program and include it in
    your zip file along with your source code.

    About Submission

    Late work will not be accepted, NO EXCPETIONS. You may not collaborate or share code
    with fellow students. You must submit your flow diagram as a PDF.

    Use of AI of any kind will result in an IMMEDIATE ZERO on this project and may result in
    expulsion from this class.

    Be prepared to explain your code upon request. Failure to do so will result in a zero for this
    project, no exceptions.

  • [Solved] M365

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Workload Applications – a year ago

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    Workload Applications

    – a year ago

  • [Solved] computering

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    The goal of this project is to improve on your IoT concept using your new knowledge. Reflect on your Final Part 2 IoT design and plan. Now that you have a frame of reference for the concepts of computers in society, computer ethics, and computer security, you will need to apply that frame to your Io…

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    Assignment Prompt & Instructions

    The goal of this project is to improve on your IoT concept using your new knowledge. Reflect on your Final Part 2 IoT design and plan. Now that you have a frame of reference for the concepts of computers in society, computer ethics, and computer security, you will need to apply that frame to your IoT design and plan.

    Consider your IoT concept and devices and run every aspect of it through each of the ten commandments of computer ethics. Are there violations, existing or potential? How can you fix or prevent the violations? Write your findings out in well-formed paragraphs.

    Now apply what you have learned regarding computer security to your IoT concept and devices. What are the potential risks? How can they be mitigated or avoided altogether? Write your findings out in well-formed paragraphs.

    Submit your responses to items one and two in well-formed sentences and paragraphs. Be sure to cite sources used.

    Also attach a copy of your Part 2 concept submission as a separate file.

    NOTE: Remember that this is an assessment, put some thought into this and be very thorough and extensive in your submission. A few sentences is not sufficient.

    Minimum requirements:

    A minimum of three full paragraphs.

    Submit only the two documents via the link.

    Use paragraph structure. Use complete sentences and proper grammar and spelling.

    Place a header on your page that contains your first and last name, the assignment name, and the course code from the syllabus.

    Your document must be one of the following formats (.doc, .docx, or .rtf).

    Cite any and all sources.

    Save the file as <LastNameFirstInitial_FinalP3> Example: OserK_FinalP3

    – [\
    \
    NwadioguK_finalP2.doc](https://www.sweetstudy.com/files/nwadioguk-finalp2-doc "NwadioguK_finalP2.doc")

    – a year ago

  • [Solved] Research

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering Research.

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] provide me java based interview question.

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    Executive Solution Overview

    [>Java homework help](https://www.sweetstudy.com/fields/computer-science-java) – a year ago **files (1)** – ## CoreJavaInterviewQuestions.pdf **## CoreJavaInterviewQuestions.pdf** Core Java Interview Questions (Basic Level) 1. What is Java? Java is a high-level, object-oriented, platform-independen…

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    [>Java homework help](https://www.sweetstudy.com/fields/computer-science-java)

    – a year ago

    **files (1)**

    – ## CoreJavaInterviewQuestions.pdf

    **## CoreJavaInterviewQuestions.pdf**

    Core Java Interview Questions (Basic Level)

    1. What is Java?

    Java is a high-level, object-oriented, platform-independent programming language developed by Sun

    Microsystems.

    2. What are the features of Java?

     Object-Oriented

     Platform Independent (via JVM)

     Secure and Robust

     Multithreaded

     Architecture Neutral

     High Performance (via JIT compiler)

    3. What is the difference between JDK, JRE, and JVM?

     JDK: Java Development Kit – tools to develop and compile Java code.

     JRE: Java Runtime Environment – environment to run Java applications.

     JVM: Java Virtual Machine – executes bytecode on different machines.

    4. What are data types in Java?

     Primitive: int, byte, short, long, float, double, char, boolean

     Non-Primitive: Arrays, Classes, Interfaces, Strings

    5. What is the difference between == and .equals() in Java?

     == compares object references.

     .equals() compares actual values of objects.

    6. What is a constructor in Java?

    A constructor is a special method used to initialize objects. It has the same name as the class and no

    return type.

    7. What is the difference between method overloading and overriding?

     Overloading: Same method name, different parameters (within same class).

     Overriding: Same method name and parameters (in child class).

    8. What are access modifiers in Java?

     public: Accessible from everywhere.

     private: Accessible only within the class.

     protected: Accessible within package and subclasses.

     default (no modifier): Accessible within package only.

    9. What is the difference between ArrayList and LinkedList?

     ArrayList: Faster for read operations, uses index.

     LinkedList: Faster for insert/delete operations.

    10. What is an interface in Java?

    An interface is a reference type that contains only abstract methods (before Java 8). Used for

    abstraction and multiple inheritance.

    **## CoreJavaInterviewQuestions.pdf**

    Core Java Interview Questions (Basic Level)

    1. What is Java?

    Java is a high-level, object-oriented, platform-independent programming language developed by Sun

    Microsystems.

    2. What are the features of Java?

     Object-Oriented

     Platform Independent (via JVM)

     Secure and Robust

     Multithreaded

     Architecture Neutral

     High Performance (via JIT compiler)

    3. What is the difference between JDK, JRE, and JVM?

     JDK: Java Development Kit – tools to develop and compile Java code.

     JRE: Java Runtime Environment – environment to run Java applications.

     JVM: Java Virtual Machine – executes bytecode on different machines.

    4. What are data types in Java?

     Primitive: int, byte, short, long, float, double, char, boolean

     Non-Primitive: Arrays, Classes, Interfaces, Strings

    5. What is the difference between == and .equals() in Java?

     == compares object references.

     .equals() compares actual values of objects.

    6. What is a constructor in Java?

    A constructor is a special method used to initialize objects. It has the same name as the class and no

    return type.

    7. What is the difference between method overloading and overriding?

     Overloading: Same method name, different parameters (within same class).

     Overriding: Same method name and parameters (in child class).

    8. What are access modifiers in Java?

     public: Accessible from everywhere.

     private: Accessible only within the class.

     protected: Accessible within package and subclasses.

     default (no modifier): Accessible within package only.

    9. What is the difference between ArrayList and LinkedList?

     ArrayList: Faster for read operations, uses index.

     LinkedList: Faster for insert/delete operations.

    10. What is an interface in Java?

    An interface is a reference type that contains only abstract methods (before Java 8). Used for

    abstraction and multiple inheritance.

  • [Solved] Project: Addressing a New Business’s Compliance Responsibilities Part 3

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    #### Purpose This project provides an opportunity for you to apply principles related to auditing to ensure information systems are in compliance with pertinent laws and regulations, as well as industry requirements. #### Required Source Information and Tools To complete the project, you will need t…

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    Assignment Prompt & Instructions

    #### Purpose

    This project provides an opportunity for you to apply principles related to auditing to ensure information systems are in compliance with pertinent laws and regulations, as well as industry requirements.

    #### Required Source Information and Tools

    To complete the project, you will need the following:

    1. Course textbook
    2. Access to the Internet to perform research for the project
    1. PCI Security Standards Council: [https://www.pcisecuritystandards.org](https://www.pcisecuritystandards.org/)
    2. Important PCI Compliance Information for Merchants: [https://www.bigcommerce.com/blog/pci-compliance/#weve-successfully-achieved-pci-compliance-whats-next](https://www.bigcommerce.com/blog/pci-compliance/#weve-successfully-achieved-pci-compliance-whats-next)
    3. COSO Internal Control—Integrated Framework Executive Summary (2013): [https://www.sechistorical.org/collection/papers/2010/2013_0501_COSOInternal.pdf](https://www.sechistorical.org/collection/papers/2010/2013_0501_COSOInternal.pdf)
    4. COSO Internal Control—Integrated Framework PowerPoint (2013): [https://assets.kpmg.com/content/dam/kpmg/th/pdf/2016/08/ac-forum-21-coso-2013-presentation-slide-final.pdf](https://assets.kpmg.com/content/dam/kpmg/th/pdf/2016/08/ac-forum-21-coso-2013-presentation-slide-final.pdf)
    5. COSO Internal Control—Integrated Framework (2013) whitepaper: [https://assets.kpmg/content/dam/kpmg/pdf/2016/05/2750-New-COSO-2013-Framework-WHITEPAPER-V4.pdf](https://assets.kpmg/content/dam/kpmg/pdf/2016/05/2750-New-COSO-2013-Framework-WHITEPAPER-V4.pdf)

    Learning Objectives and Outcomes

    You will be able to:

    – Explain the purpose of PCI DSS
    – Analyze business factors that influence PCI DSS compliance
    – Describe potential consequences of failing to demonstrate PCI DSS compliance
    – Apply standards and frameworks to the development of information security internal control systems
    – Analyze the use of information security controls within IT infrastructure domains

    The rest of the instructions and assignment requirements are provided in the screenshots below.

    – [\
    \
    Screenshot237.png](https://www.sweetstudy.com/files/screenshot237-png-10276309 "Screenshot237.png")
    – [\
    \
    Screenshot238.png](https://www.sweetstudy.com/files/screenshot238-png-10276311 "Screenshot238.png")
    – [\
    \
    Screenshot239.png](https://www.sweetstudy.com/files/screenshot239-png-10276313 "Screenshot239.png")

    – a year ago