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ITM501 all SLPS (1-5)




Question;ITM501 slp1 ? (2 to 3 pages double space courier new;and a reference page);The purpose of the Session Long Project is to give you the;opportunity to explore the applicability of the Module to your own life, work;and place in space and time, and to experiment with the Module to see how the;otherwise academically rigorous presentation of a topic may, with more or less;work and/or trauma, become "up close and personal". This is done in a;number of different ways -- sometimes cumulative papers, sometimes practical;hands-on experimentation with a tool of some sort, sometimes reflections on a;place of work or life. The common thread is personal application, aimed at;demonstrating a cumulative knowledge and understanding of the course's;material. The main purpose;of the written parts of the assignments is to show that you've had some;experiences doing the project, that you've thought carefully about what they;mean for your own education, and that you can make some personal applications;of this meaning to your own professional and/or personal understanding.;Demonstrating this understanding is actually considerably more important than;carrying out any specific step in the project instructions.;For this course, the Project will take the form of hands-on;encounters with information tools and resources of several forms. Each Module;will feature some information technology experience to which you can apply;yourself and hopefully stretch the bounds of your familiarity with our;increasingly information-rich but sometimes painfully crowded professional tool;chest. It's almost inevitable that for any given Module, some of the class;members will already have had some experience with the "tool of;choice", when it happens to you, please resist the temptation to lay into;the faculty with a claim that we're not teaching you anything new, we assure;you that even if it's known to you, it is NOT known to a good many of your;colleagues, and they'll be glad for the opportunity. If you do have such;experience, regard it as a minor gift of time from the Powers in charge of;Session Long Projects, the write-up will be a piece of cake for you. You can;use your spare time to dig further into another site or tool, or even to use;the Threaded Discussion forum to share your experience and evaluations with;your colleagues.;It is a good idea to be sure that your computer is appropriately;protected from the bad Guys Out There. There are some security precautions that;are particularly important to observe before setting out on any Internet;excursion, including these projects. In particular, it is essential that if you;are going to download anything from the Internet, that you have adequate virus;protection and anti-adware/spyware/malware screening on your systems.Please;review our suggestions for preparing your;computer for active Internet use before diving headlong into that world.;(Accessing anything on the Internet entails some degree of risk;for exposure to computer viruses and their relations and to various varieties;of "malware" (adware, spyware, etc.) Most of you are already;running some form of virus protection software (if not, shame on you!), many;are probably running some adware/spyware protection as well.;If this is the first you've heard about these issues, we;strongly suggest that you carry out some key steps that are simply part of good;computer hygeine;Check out the performance of your present anti-virus;program. Compare it with at least one other, a reasonable place to;start looking for an alternative would be PC Magazine?s comparative;reviews of security programs (,2806,1639157,00.asp).;Another source for shareware and advice is Kim Komando's website,, she;does a radio show, among other things. If you?re firmly committed to;free alternatives, take a look at Best Free Virus;Protection for Windows (, or better, in addition, put your system through;one of the reputable online virus scans from a major vendor. These;include Trend Micro's;Housecall, PC Pitstop;Virus Scan, or any of those described in this;reference from a look at spyware/adware blockers. As an;introduction, look at Firewallguide's;summary of the problems. A good starting place to look at;alternative remedies is TechNewsWorld?s article on Free Utilities;To Annihilate Spyware, reviewing popular and free;programs. If possible, download one or two of them and install them;on your machine, try them out at removing bad things from your system;(you may be surprised -- as an example, I recently ran a scan on one of my;machines and found 286 new threats ? and I?m a reasonably savvy and;careful computer user!)There are a vast variety of online resources available in;this area available for you to Google at your leisure.;Just be sure that you steer clear of the unfortunately;rather numerous programs that;suddenly pop up on your screen, informing you that you have some;malware problems and that you need to download their "protection;software right away. These are almost invariably malware themselves, and;if you download anything from them, it's likely to be something like a;rootkit-based trojan like the one that a friend of mine contracted, it took me;over a week, numerous visits to several tech support websites, and countless;running of cleaning programs and rebootings before it was finally cleared.);Most online demo sites, when you encounter them, will require you;to enter a name and an email address by way of registration, if this bothers;you, try using a pseudonym and a;convenience free email account from Hotmail or Gmail or Yahoo, or just try some other name. All they want is a place to;send a password, generally. It is also possible that you will receive follow-up;inquiries from sites that you have visited. For a fuller discussion of these;issues,please;click here to read our policy note/advisory on website relationships.;(In this class in particular, and in a number of the other classes in;the our programs, the Session Long Project involves interactions with;Internet-based resources including professional resource web sites and;occasionally, downloadable or online software experiences. This is;appropriate, given the enormous proliferation of Internet resources and the;need for students to become conversant with these resources, we'd be remiss if;we didn?t try to call attention to the increasingly interesting and available;materials available online. Happily, based on comments from the majority of;students seem very satisfied with this approach.;Unfortunately, like most of the rest of the world, the Internet does not;constitute a free lunch. In the areas that interest us, companies post;information because they know eventually it will profit them. These profits pay;for the maintenance of the sites, the development of the software, and for a;marketing infrastructure to bring in revenue. In other words, if you come;to the "showroom" and browse around, you shouldn't be surprised if a;virtual salesman" contacts you to see if you are interested in;purchasing something.;Students should be aware that there is a possibility that their interest in;online resources may be interpreted as a marketing opportunity. However;this is not really a critical problem. I personally have been visiting such;Internet sites, examining demonstration software, and making use of;professional resources placed there by companies as part of a marketing;strategy, for a number of years. I receive e-mail messages and occasional;phone calls from sales personnel responding to inquiries that I make about;their web sites all the time. This is simply normal marketing behavior on;their part. By visiting their website, I do not incur any particular;obligation to the marketer other than that to respond civilly. There's;nothing inappropriate about seeking information or even product demonstrations;from a web site when that information is made publicly available, as long as;you don?t misrepresent the nature of your interest.;If I feel a need to explain why I was interested in a website, I just say that;I'm a professor teaching a course in the area, and that I'm interested in;exposing students to available products and services, including theirs.;I've had nothing but positive responses from those marketers I've talked with;they're often really pleased to find themselves considered as an educational;experience. For students who are so contacted, it is perfectly all right;to respond that you are a student in the College of Business Administration;studying the topic, in this case knowledge management, and that you might be;interested in the various products and services available from the firms;servicing the sector. I can't imagine that any vendor would find such a;response inappropriate, unless they had specifically said that they were;interested only in responses from those who plan to buy. In that case;you should not have made the inquiry in the first place, but such restrictions;are extremely rare.;I continue to believe that this variety of assignment, flexibly administered;and with a relatively high degree of discretion in its accomplishment given to;the student, offers a significant advantage over the more traditional;experiential approaches. Excepting the occasional company inquiry, and;some administrative restrictions on Internet access imposed by organizations;operating in highly secure environments, there do not seem to be many downsides;to this approach. The price of participation in the marketplace is;generally just participation in the marketplace, companies make certain;resources available to the public and ask in return only that we evaluate these;resources and provide occasional feedback to the source. If a site states;that software downloading ought to be restricted only to potential buyers of;the product, I would not presume to violate that expectation. But this is;seldom the case, for the most part, companies are pleased to have anyone;experiment with their product, recognizing that second and third-hand;transmission of such information may be as valuable to their marketing strategy;as primary exposure.;If you are really concerned about maintaining absolute privacy, there are ways;to do so. While it is not appropriate to lie to companies about the;purposes of your inquiry, it may be appropriate to restrict the information;provided in some ways. For example, as an e-mail address, you might use;an anonymous e-mail account obtained from a public source such as Hotmail or;Gmail, which is kept for such encounters exclusively and does not directly link;back to you. Generally, the provision of information such as telephone;numbers is voluntary, just because a piece of information is requested;does not mean it has to be provided in full detail. Always feel free to;withhold any item of information that you do not feel wholly comfortable;sharing. For example, I almost never provide telephone numbers.;Having said all of the above, it, of course, remains possible that you may;encounter something risky or malicious as a result of doing something in one of;the SLPs. If you encounter any serious problems with any of these;assignments, or if anyone is providing substantially negative feedback to you;on your participation in their firm?s public offers of information, please let;us your professor at once, so that we can share this information and reduce the;possibilities for embarrassment all around. Conversely, if you have a;particularly positive experience at some company or site, we'd like to know;about that too. We hope that you will get substantial value from these;assignments, and that they will constitute a useful part of the learning;derived from this course in this program. We are always here to try to;help resolve problems, let us know if any emerge from these assignments, and;we'll work something out.);If you work in an area subject to security clearances and;regulations, or if the computer to which you have access is restricted in;critical ways in terms of what you are at liberty to download and use (because;of capacity, policy and/or security rules, or other factors) then your ability;to carry out the assignments as presented may somewhat compromised. Never Fear!;TUI is known for its flexibility and ability to reconfigure assignments;imaginatively, and we stand ready to help you here as well!Please;click here to review our policy on assignments and national security. Alternatives are available, and while you might miss some;of the learning benefits of the assignment, you can still get a substantial;measure. Please let your;instructor know as soon as you can if you will be operating under any sort of;limitations on your computing capacity, so that you can work out suitable;arrangements.;(Very important if you;have a security clearance or work on a classified or partly classified computer;system;We know and understand that many TUIU students;particularly those in the military, hold security clearances, work on;classified or partly classified computer systems, or otherwise operate in the;realm of national or corporate security. Since many of the TUIU faculty;have or have had security clearances in the past, we are thoroughly aware of;the issues involved and the restrictions placed on the individuals and the;information in the secure environment. We thoroughly support the;security clearance system and national security in all ways.;That said, the following cautionary note may be in;order. A number of SLP assignments and Threaded Discussion topics in this;course and other courses at TUIU may call for you to download software, analyze;and comment on your computer systems and procedures, or otherwise engage in;fairly intimate and revelatory behavior with respect to your system.;Here's the bottom line: If at any point carrying out the requirements;of an exercise could lead to conflict with security regulations, breach;security in any way, or otherwise necessitate doing things to systems;disclosing sensitive information, or anything similar, obviously Security Wins.;You are never required to do anything you're not supposed to as part of a TUIU;course. Further, you will never be penalized in your grade or any other;way for not being able to carry out an exercise for security reasons.;All you need to do is to explain the situation to;your instructor, and appropriate adjustments can be made by either waiving or;substituting required parts of the assignment.;We hope that this note makes it clear that while academics;is serious business to us, so is national security. Inevitably, the two;will intersect in some ways during your TUIU schooling, just remember that we;understand what's going on in the world as well as the academy, and we want you;to keep in good standing with both of us!);So -- that's the general SLP approach for this course. If you have;questions at any point about what to do or how to strategize your exercises;please contact your instructor for illumination and assistance.;Module 1 SLP assignment;As your project assignment for module 1, you are to experiment;with alternative web browsers and compare their utility and features. As you;undoubtedly know, a web browser is simply a piece of software that requests and;then decodes and displays the files that make up Internet pages. Certainly;Microsoft's Internet Explorer and Mozilla's Firefox are by far the most;commonly used browsers, but there are probably at least 50 to 70 others that;are available for public use, and virtually all of them have their staunch fans;and supporters. Two other major players in the game are Google's entry Chrome;and Opera, which has been through many versions and is very popular;particularly in Europe. Different browsers appear to have different degrees of;utility depending on the materials to be accessed and the used to be made of;the material by the recipient. So for this exercise, you are to compare the;performance of your most commonly used browser, whatever it might be, to at;least two others that you can either download or access directly online, in;terms of the way they perform on several basic kinds of Internet tasks.;A fairly complete list of possible browser candidates can be found;in Wikipedia's list of web browsers ( There are also numerous browser comparison sites that;you may choose to examine and use as a basis for your choice of tools. If you;mainly use one of the Big Three, it would be most beneficial for you probably;to try one of the other majors and one of the lesser known ones.;For each browser, try to use it to at least access, if not actively;work with, each of the following type of common web sites;A news site (newspaper, cable news outlet, etc.)A sports siteA large retail operation ( or might;be good examples)A travel siteTUIU's CourseNet siteIf possible, a private site used in your workplace;(obviously, nothing too confidential!)A social networking site (Facebook, Twitter, etc,)Something else that you use frequently, if possibleWhen you have had a chance to conduct your comparative evaluations;and make notes (it may be helpful to take screenshots if possible -- the key;combination ALT-PRNTSCRN will copy the active window into your computer's;clipboard, and you can then use PASTE to insert the resulting picture into your;Word document), please prepare a;brief summary of your experiences with the different browsers, identifying any;differences you detect, your overall assessments of their respective utilities;and for what, what you may have learned from the exercise about yourself, and;how you may be able to apply this learning to your own future understanding.;PLEASE NOTE: If for various reasons you do not have the;flexibility on your computer system to actually try out alternative browsers;you can still do the assignment by doing some online research about alternative;browsers and reporting the results of your inquiries. It's not going to be;quite as fun as hands-on experimentation or quite as revealing, but you can;still show that you understand the issues and demonstrate your ability to learn;lessons for yourself from such research. After all, as we noted above, that's;what these exercises are mostly about anyway. You will never be penalized because your computer system won't;allow you to do something.;Try to have some fun with this!;SLP Assignment Expectations;LENGTH: 2-3 pages typed and double-spaced;The following items will be assessed in particular;The degree to which you have carried out the assignment;completely, or clarified why you could not and investigated alternativesYour ability to describe your experiences clearly and draw;conclusions from them, not just narrate eventsYour ability to focus on the overall purposes of the;assignment, not just its specific stepsYour use of some in-text references to what you have read;where appropriate, please cite all sources properlyITM501SLP2 -(2 to 3;pages double space courier new and a reference page);Well, now that you've finished or at least made substantial;headway on this module case, wasn't that a lot of fun? Specifically, being;turned loose on the Internet with only minimal guidance about looking for;successes or failures in business intelligence applications? Some of you have;probably had considerable experience with this kind of open-ended search;either in your educational program or in your work or elsewhere, some of you;may well not have tried this sort of information search process since the days;when your fanciest information appliance might've been a well-worn World Book;Encyclopedia over in the corner. Probably you're somewhere in between -- it's;hard to see getting to this place in your educational program with us without;having some degree of background in Internet searching and information sorting;and retrieval, if only the variety performed on your behalf by various Internet;vendors of products and services.;As your project assignment for this module, you really don't have;a whole lot of additional stuff to do, beyond thinking some about what you've;been doing and how you might be doing it better. As we noted in the case;assignment, the research that you did for this case was in fact business;intelligence work. Odds are you used at least some search tools to help you;Google has in fact so largely cornered the search market that;googling" has almost become a generic term on the order of;band-aid" and "kleenex". That's not to say there aren't a;lot of other tools out there offering to help as well, both Microsoft and Yahoo;have their own entries in the field, and there are oodles of more specialized;systems and procedures all playing on what is broadly known as the "data;aggregation" field. But no search tool does everything for you, any more;than the best hammer you own pounds all your metal nails in while carefully;avoiding your flesh ones.;So your assignment for this module is to write a short description of your business;intelligence search strategy that you employed during your work on your case.;What tools did you use? What help did you get? (Please note that it's perfectly;all right to get help -- everyone does (or ought to), including yours truly!);How long did it take you? Any dead ends? Any unexpected breakthroughs?;Please conclude with 5 to 7 brief aphorisms or suggestions that;you might offer to a colleague about to undertake a similar exercise in;business intelligence, either as part of a school assignment or a work problem or;something else. Maybe they're things you learned new here, maybe they're things;you knew already and had confirmed. The important part is that you learned;something about the process of trolling the Internet for business intelligence;during the exercise. Now is the time to confirm it, both to yourself and to;your instructor. This part of;the assignment is as critical as your search description and analysis.;Incidentally, you'll also be helping your colleagues here. It's;our intention to compile a guide based on your suggestions and advice that we;can use both for newer students and for your own colleagues. So this is a real;case where you can do good by doing well!;SLP Assignment Expectations;LENGTH: 2-3 pages typed and double-spaced;The following items will be assessed in particular;The degree to which you have carried out the assignment;completely, or clarified why you could not and investigated alternativesYour ability to describe your experiences clearly and draw;conclusions from them, not just narrate eventsYour ability to focus on the overall purposes of the;assignment, not just its specific stepsYour use of some in-text references to what you have read;where appropriate, please cite all sources properlyITM501SLP03 -(2 to 3;pages double space courier new and a reference page);Since you're smart enough be part of our MBA program and;computer-literate enough to be a TUI student, you almost certainly know what;Twitter is -- you would've had to have spent most of the last couple of years;on the far side of Jupiter to have avoided hearing about it, even if you;haven't in fact used it. If you have used it, then you've got a heads-up on;this module's SLP.;As Twitter;describes itself;Twitter is a real-time information network that connects you;to the latest information about what you find interesting. Simply find the;public streams you find most compelling and follow the conversations.;At the heart of Twitter are small bursts of information called;Tweets. Each Tweet is 140 characters in length, but don?t let the small size;fool you?you can share a lot with a little space. Connected to each Tweet is a;rich details pane that provides additional information, deeper context and;embedded media. You can tell your story within your Tweet, or you can think of;a Tweet as the headline, and use the details pane to tell the rest with photos;videos and other media content.?;Obviously, this is one of the half-dozen most significant current;social media applications at work in the Internet. One interesting point is;that despite everything, they have yet to make any money, despite burning their;way through numerous rounds of venture capital funding. But this seems to be of;only marginal interest, something this powerful is eventually going to be;equally rewarding.;Their;website is a great place to learn about this tool and what to do with it.;In addition, here are a couple of short interviews with company people sharing;part of the vision of what this is all about;Garfield, B. (2010) The Point of Twitter. Onthemedia from National;Public radio. Transcript Retrieved November 15, 2010 from;Audio version also available, same site.;Garfield, B. (2010) Interview with Eval Williams. Onthemedia from;National Public radio. Transcript Retrieved November 15, 2010 from;Audio version also available, same site.;Your project assignment for this module is to become engaged with Twitter in some fashion.;?;This might entail setting up an account for yourself and learning;how to use it to communicate with others.;?;Or, if you can't or don't want to actually use the tool, you can;at least follow other people who are using it -- your boyfriend or girlfriend;Justin Bieber, VP Biden, or even, as a last resort, your instructor in this;class.;It will be a lot more fun if you can use it yourself and really do;something with it. There is an almost infinite range of things that can be done;with it, your job is to learn about at least a few of them that you find;interesting, and if possible to do some hands-on experimentation with it.;Your instructor will have one or more Twitter accounts to share;with you as the module approaches.;By the end of the module, you should have enough experience in;hand to present a short summary;of your experiences and your overall evaluation of Twitter,together;with your summary of your own learning and applications thereof, as before.;It's perfectly fine to just write up this exercise as a paper in the usual;fashion. You won't be disadvantaged in any way as far as grading goes.;If for some reason you are unable to access Twitter or otherwise;complete the regular SLP assignment, you may complete this;alternative assignment, however, be sure to clear this with your;professor before you opt for this alternative!;However, as with the case, alternative ways of expressing yourself;might be interesting to experiiment with, perhaps even presenting your report;in the form of a series of tweets or interactions with your instructor or;someone else. When you have had this kind of experience, it seems kind of a;let-down to just write the ordinary kind of short paper that you usually write;for these assignments. This is definitely a situation where some degree of;creativity both in the conduct of the exercise and in the presentation of its;results will be rewarded appropriately.;Obviously, this is experimental, the school has never tried this;kind of an assignment or extended this degree of flexibility in its;accomplishment. But like the Internet itself, we have to keep changing and;extending ourselves, so we are giving this a try to see how it works.;SLP Assignment Expectations;LENGTH: 2-3 pages typed and double-spaced;The following items will be assessed in particular;The degree to which you have carried out the assignment;completely, or clarified why you could not and investigated alternativesYour ability to describe your experiences clearly and draw;conclusions from them, not just narrate eventsYour ability to focus on the overall purposes of the;assignment, not just its specific steps ? including, in this case, the;element of creativity in its interpretation and applicationYour use of some in-text references to what you have read;where appropriate, please cite all sources properlyITM501SLP04 -(2 to 3;pages double space courier new and a reference page);In this module, you are to try out a free cloud-based application;? Writeboard [].;It?s basically a collaboration tool. As their website says;Writeboard;makes it easy to...;Write without fear of losing or overwriting a good idea;Compare different versions of a document;Collaborate with colleagues on copy, proposals, memos, etc.;Subscribe to documents via RSS and be notified of changes;Keep your writings organized with Backpack;integration;Writeboard;is perfect for...;Authors, journalists, PR folks, editors, and publishers;Bloggers or freelance/independent writers;Letter writers, songwriters, poets, comedians, creatives;Students, professors, and groups collaborating on a paper;It is used entirely online, so there is nothing to download. However, if you do encounter any difficulties;accessing or using the tool, there is an alternative;assignment available here, however, before you opt for it, please;confirm your choice with your professor!;As the project assignment for this module, you are to;Identify someone with whom you?d like to collaborate on;something involving writing. It might be a work colleague, a friend, a;family member ? as a last resort, if you haven?t anyone else, let your;professor know and s/he will be your collaborator. Preferably, this would;be someone with whom you?ve collaborated on some joint project in the past;using non-Writeboard tools.With your collaborator, pick out some written activity that;would involve you both. Sign yourselves up for a free Writeboard account.;Then use Writeboard to iterate on your project a couple of times back and;forth, hopefully making progress.When you?ve had some experience with Writeboard, please;prepare a short review describing:The nature of your collaborative project and the person;you were working withyour experiences with using Writeboard to accomplish your;projecta brief summary evaluation of what you see as its;strengths, its limitations, and its value relative to other forms of;collaboration on projects. To the degree possible, it would help if your;review could discuss this tool relative to previous collaborations with;your present comrade, if this is the first time you?ve worked with this;particular person, then you should use as your basis for comparison;previous collaborative projects undertaken with others.Your overall assessment of the value of using;?cloud-based? collaboration tools, relative to collaboration using;computer-based applications such as Word?and email and/or;telephone and/or face-to-face interaction.The last point in the report format above is very important. Be;honest and direct, your assessment is helpful to you and to others. If you;don't find it helpful, say so and why, and try to explain what you would find;more useful in its place. But also do try to remember also that your education;isn't yet finished, that things you don't understand now and don't yet see the;value of may turn out later on to be relevant and useful, and that the site's;creators may know more about this than you do yet.;You may also want to consider possibilities for using social media;to document and summarize your experiences here, as in the previous module's;assignment.;SLP Assignment Expectations;LENGTH: 2-3 pages typed and double-spaced;The following items will be assessed in particular;The degree to which you have carried out the assignment;completely, or clarified why you could not and investigated alternativesYour ability to describe your experiences clearly and draw;conclusions from them, not just narrate eventsYour ability to focus on the overall purposes of the;assignment, not just its specific stepsYour use of some in-text references to what you have read;where appropriate, please cite all sources properlyITM501SLP05 -(2 to 3;pages double space courier new and a reference page);One of the biggest problems with keeping information systems;running is that they are constantly developing major and minor operating;problems. Sometimes we can fix these ourselves by reading the manuals or maybe;just kicking the machine. On the other hand, learning to ask for help;effectively is one of the big Survival Skills in the new internet Age.;Fortunately, one of the best things that the internet has spawned is a;widespread community of help and support sites, many volunteer-staffed and free;to users, where a remarkably high level of quality support is available.;As your project assignment for this final module, you?ll have a;chance to sample this network and maybe even get something fixed. You must have;some technical question or questions about your information system, tools;practice


Paper#37049 | Written in 18-Jul-2015

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