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  • [Solved] tasha2

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    Executive Solution Overview

    Any use of AI will receive automatic 0 **2 pages each question** **Topic 1:** Profiling involves allowing the physical evidence to reveal to an investigator what behaviors occurred, then thinking about what was intended by the commission of those behaviors. It has been proven time and time again tha…

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    Assignment Prompt & Instructions

    Any use of AI will receive automatic 0

    **2 pages each question**

    **Topic 1:**  Profiling involves allowing the physical evidence to reveal to an  investigator what behaviors occurred, then thinking about what was  intended by the commission of those behaviors. It has been proven time  and time again that the majority of investigators are chronically unable  to overcome their perspectives and biases when faced with one or more  disturbing violent crime scenes. How do you feel the investigative  community can overcome these adverse outcomes?

    **Topic 2:** Discuss,  in detail, how technology has evolved over the past 20 years regarding  criminal profiling and forensic science and how it is being used  successfully today by law enforcement.

    _**Citations/References:**_ You must use proper APA format for citations and reference listings.

    – 2 years ago

  • [Solved] Computer Crime and Digital Evidence

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    Executive Solution Overview

    – 2 years ago **files (2)** – ## DigitalForensicToolkit-24059073.docx – TestingandValidationTemplate-24059073.docx **## DigitalForensicToolkit-24059073.docx** ## Module Code: UFCFP4-30-1 Student id-24059073 **Date: March 2025 Module Details** · **Module Name:** Computer Crime and Digital Evidence · …

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (2)**

    – ## DigitalForensicToolkit-24059073.docx

    – TestingandValidationTemplate-24059073.docx

    **## DigitalForensicToolkit-24059073.docx**

    ## Module Code: UFCFP4-30-1 Student id-24059073

    **Date: March 2025 Module Details**

    ·
    **Module Name:** Computer Crime and Digital Evidence

    ·
    **Module Code:** UFCFP4-30-1

    ## ![](https://www.sweetstudy.com/questions/computer-crime-and-digital-evidence-20894707)Section 1: Overview of Assessment

    Students are entrusted with performing comprehensive evaluations of forensic tools, applying them in practical scenarios, and meticulously documenting their observations. The key emphasis lies in ensuring evidence preservation, validating forensic tools, and maintaining strict adherence to established forensic standards to guarantee accurate and credible results.

    ## Section 2: Task Specification

    Functioning as forensic analysts within a Digital Forensics Unit (DFU), students will identify, evaluate, and validate forensic tools used for the retrieval and examination of digital evidence. They are required to produce a detailed forensic report that meticulously records their methodologies, findings, and interpretations in alignment with industry best practices.

    ## Section 3: Deliverables

    ·
    **Testing and Validation Plan (TVP1):** A structured and detailed plan documenting the approach, methodology, and verification procedures used to test the forensic tools.

    ·
    **Standard Operating Procedure (SOP):** A precise, step-by-step manual providing detailed instructions for the appropriate usage of the selected forensic tools, ensuring repeatable and reliable outcomes.

    ## Section 4: Marking Criteria

    ·
    **Completeness and Accuracy:** Assessing the thoroughness and correctness of the testing procedures and documentation.

    ·
    **Knowledge Transfer:** Evaluating the clarity and efficiency of the report in communicating findings and methodologies.

    ·
    **Adherence to Standards:** Ensuring the report complies with forensic best practices and maintains high levels of procedural integrity.

    ·
    **Report Formatting:** Analyzing the presentation and structure of the report, ensuring logical flow, coherence, and professional aesthetics.

    ## Section 5: Feedback Mechanisms

    ·
    **Formative Feedback:** Continuous feedback will be offered during lab and classroom sessions, providing opportunities for improvement before final submission.

    ·
    **Summative Feedback:** Comprehensive written feedback will be provided post-submission, offering insights into strengths and areas needing improvement.

    ## Section 6: Appendices

    ## 6.1 Starting and Managing Your Assessment

    ## ![](https://www.sweetstudy.com/questions/computer-crime-and-digital-evidence-20894707)Initiate your work promptly and make the most of available lab facilities. Efficient time management is essential to meet deadlines. Don’t hesitate to seek guidance from tutors for clarifications or support.

    ## 6.2 Academic Integrity

    ## Maintaining academic honesty is crucial. Acts of plagiarism, collusion, or data manipulation are strictly forbidden. Ensure all submissions are your original work and properly cited.

    ## 6.3 Restrictions on AI Use

    ## Content generated using AI tools is not allowed. Your findings and reports should be based solely on hands-on forensic testing and genuine analysis.

    ## 6.4 Referencing Requirements

    ## Adhere to the UWE Harvard referencing style when citing sources. Make sure all references are accurate and include appropriate credit for research materials, publications, and forensic tool documentation.

    Forensic Toolkit Testing and Validation Report

    ## Introduction

    This document provides a comprehensive review and validation of forensic tools for the examination of digital evidence. The reasonable procedures, test results and verification processes are detailed in this document.

    1.
    **Evidence Preservation**

    **Tool Used: [FTK Imager v4.7.1]**

    ![](https://www.sweetstudy.com/questions/computer-crime-and-digital-evidence-20894707)This section captures the imaging and preservation of digital evidence, to provide verification of the integrity and authenticity of the original data.

    The imaging process included creating a forensic image of the target drive using FTK Imager, specifically a raw (DD) image. Part of the process included calculating the MD5 and SHA-1 hash values of the source drive before and after imaging was complete, and those values were compared to confirm that the drive was not altered during the imaging process. The MD5 and SHA-1 hash values were successfully matched (e.g., MD5: Insert Calculated MD5 Hash Value, SHA-1: [Insert Calculated SHA-1 Hash Value]), which confirms that it is an accurate original bit-for-bit copy of the target drive. Once complete, the image was saved to a secure, write-protected location.

    **2.System Profiling**

    **Tool Used: [Registry Explorer v1.6.0]**

    ![](https://www.sweetstudy.com/questions/computer-crime-and-digital-evidence-20894707)

    Description: Analyzing registry hives and validating findings using Access Data Registry Viewer to ensure accurate and complete data related to system configuration.

    Description: Registry Explorer was employed to acquire key system configuration data from the target systems registry hives (e.g., SYSTEM, SOFTWARE, NTUSER.DAT) focusing on specific keys of interest such as user account data, installed software and system configurations. The findings from Registry Explorer then underwent verification compared to Access Data Registry Viewer; for instance, user account data, obtained through Registry Explorer was verified against the same user account data through Access Data Registry Viewer to ensure accuracy. Any discrepancies between the obtained data was noted and investigated. The use of successful dual verification of registry entries identified as the Insert Registry Key Path and Insert Registry Value, to validate the summarized findings of both tools.

    Description: Analyzing registry hives and verifying results with Access Data Registry Viewer.

    **3. File Recovery**

    **Tool Used: [PhotoRec v7.2]**

    Description: Recovery of deleted files using file carving techniques, with a particular focus on identifying and reconstructing fragmented files.
    ![](https://www.sweetstudy.com/questions/computer-crime-and-digital-evidence-20894707)

    Description: PhotoRec was used to recover deleted files from unallocated space, and the tool's ability to identify files based on file headers and footers, irrespective-file system metadata, proved useful. Rehabilitation efforts primarily focused on specific file types (e.g., JPEG, DOCX, ZIP) both file identification and reconstruction occurred. These recovered files were then validated through the examination of file contents and through comparison with known good copies. For example, when investigating for recovered JPEG images, we opened all images and visually checked each image for image integrity, while hash value comparisons confirmed file similarity with known good JPEG images. Successful and independent validation of Number JPEG files and Number DOCX files, demonstrates the effectiveness of PhotoRec.

    **Description: Recovery of deleted files through file carving techniques.**

    ****4. Internet-Based Evidence****

    ****Tool Used: [ Autopsy Web Artifacts]****

    **Description: Parsing the Web browser history, cookies and cache files and confirming the findings by inspecting the original SQLite databases.**

    **![](https://www.sweetstudy.com/questions/computer-crime-and-digital-evidence-20894707)**

    **Description: Autopsy Web Artifacts allowed for parsing the Web browser artifacts from the target system's browser profiles (Chrome, Firefox etc.). The parsed artifacts (browsing history, download history, and cookie information) were verified by directly opening the pertinent SQLite database files via a SQLite browser for several of the artifacts. An example was shown that certain entries in the history.db file were matched by the parsed history in Autopsy to demonstrate the tool was accurately parsing the data. A successful matched entry would have included "Web History: Site Visited https://insertURL here/ at insertTimestamp here", which would verify the parsing of the tool was accurately retrieving the web history data parsed.**

    ****Description: We parsed web browser history and verified using SQLite.****

    ****5. Windows Artifacts****

    ****Tool Used: [LNK Explorer]****

    **![](https://www.sweetstudy.com/questions/computer-crime-and-digital-evidence-20894707)Description: Analysis of LNK files, prefetch, thumbnail databases, etc.**

    ****6. Hash Analysis and Filtering****

    ****Tool Used: [Autopsy Hash Lookup]****

    **Description: The process of calculating and filtering hash values against known hash sets (e.g., NIST NSRL), in order to identify known files and remove non-user related data.**

    **![](https://www.sweetstudy.com/questions/computer-crime-and-digital-evidence-20894707)Description: Autopsy Hash Lookup was utilized to calculate hash values (MD5, SHA-1) of files from the suspect hard drive. The hash values calculated were then compared against the NIST National Software Reference Library (NSRL) hash set. The files with known hash values were accurately and successfully identified and filtered out from the dataset, allowing an enormous reduction of data that needed to be analyzed manually. For instance, by filtering out known operating system files from the dataset using the NSRL hash set, the amount of time it took to analyze the remaining data was drastically reduced. The filtration of *Number* known files verified the functionality of the hash lookup feature of the tool.**

    **Description: Hash values were calculated and filtered.**

    ****7. File Extension Analysis****

    ****Tool Used:[TrID File Identifier]****

    **Description: TrID analyzes the contents of files to determine the file type regardless of the file extension, allowing the accurate determination of files that have been mislabelled or disguised.**

    **![](https://www.sweetstudy.com/questions/computer-crime-and-digital-evidence-20894707) TrID is a tool utilized to analyze various files with suspicious file extensions or missing file extensions. The ability of the tool to determine the file type by examining the binary signatures of the file was of utmost importance. For example, a file assigned a text file extension, .txt, was examined using TrID and was verified to be a JPEG image file. This capability of being able to have the file type examined and determined to not be a text file avoids potentially misinterpreting the content of the file. Accurately identifying the File Name to be a JPEG file instead of a .txt file extension speaks to the abilities of TrID.**

    **## Conclusion**

    **This report details the processes that have been used in testing, validating, and documenting using forensic tools for analysis of digital evidence. Each forensic tool has been thoroughly assessed to ensure quality through thorough and detailed testing, from repeated reliability to the ability to be replicated. Validation is essential to maintain the admissibility of the evidence in a courtroom, and performing validation is a formal process that incorporates more than one forensic method, process, and/or procedure that can repeatably use established industry standards. for each process for the proper standard operating procedures outlined in each description, forensic investigators can get accurate photographic results with a varied range of document examiners and or images achieving consistently a reliable process of each investigation. Continuous learning and adherence to forensic standards after documentation of reports is also necessary to maintain the credibility of forensic analysis.**

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    **TestingandValidationTemplate-24059073.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/testingandvalidationtemplate-24059073-docx)

    **TestingandValidationTemplate-24059073.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/testingandvalidationtemplate-24059073-docx)

    **## DigitalForensicToolkit-24059073.docx**

    ## Module Code: UFCFP4-30-1 Student id-24059073

    **Date: March 2025 Module Details**

    ·
    **Module Name:** Computer Crime and Digital Evidence

    ·
    **Module Code:** UFCFP4-30-1

    ## ![](https://www.sweetstudy.com/questions/computer-crime-and-digital-evidence-20894707)Section 1: Overview of Assessment

    Students are entrusted with performing comprehensive evaluations of forensic tools, applying them in practical scenarios, and meticulously documenting their observations. The key emphasis lies in ensuring evidence preservation, validating forensic tools, and maintaining strict adherence to established forensic standards to guarantee accurate and credible results.

    ## Section 2: Task Specification

    Functioning as forensic analysts within a Digital Forensics Unit (DFU), students will identify, evaluate, and validate forensic tools used for the retrieval and examination of digital evidence. They are required to produce a detailed forensic report that meticulously records their methodologies, findings, and interpretations in alignment with industry best practices.

    ## Section 3: Deliverables

    ·
    **Testing and Validation Plan (TVP1):** A structured and detailed plan documenting the approach, methodology, and verification procedures used to test the forensic tools.

    ·
    **Standard Operating Procedure (SOP):** A precise, step-by-step manual providing detailed instructions for the appropriate usage of the selected forensic tools, ensuring repeatable and reliable outcomes.

    ## Section 4: Marking Criteria

    ·
    **Completeness and Accuracy:** Assessing the thoroughness and correctness of the testing procedures and documentation.

    ·
    **Knowledge Transfer:** Evaluating the clarity and efficiency of the report in communicating findings and methodologies.

    ·
    **Adherence to Standards:** Ensuring the report complies with forensic best practices and maintains high levels of procedural integrity.

    ·
    **Report Formatting:** Analyzing the presentation and structure of the report, ensuring logical flow, coherence, and professional aesthetics.

    ## Section 5: Feedback Mechanisms

    ·
    **Formative Feedback:** Continuous feedback will be offered during lab and classroom sessions, providing opportunities for improvement before final submission.

    ·
    **Summative Feedback:** Comprehensive written feedback will be provided post-submission, offering insights into strengths and areas needing improvement.

    ## Section 6: Appendices

    ## 6.1 Starting and Managing Your Assessment

    ## ![](https://www.sweetstudy.com/questions/computer-crime-and-digital-evidence-20894707)Initiate your work promptly and make the most of available lab facilities. Efficient time management is essential to meet deadlines. Don’t hesitate to seek guidance from tutors for clarifications or support.

    ## 6.2 Academic Integrity

    ## Maintaining academic honesty is crucial. Acts of plagiarism, collusion, or data manipulation are strictly forbidden. Ensure all submissions are your original work and properly cited.

    ## 6.3 Restrictions on AI Use

    ## Content generated using AI tools is not allowed. Your findings and reports should be based solely on hands-on forensic testing and genuine analysis.

    ## 6.4 Referencing Requirements

    ## Adhere to the UWE Harvard referencing style when citing sources. Make sure all references are accurate and include appropriate credit for research materials, publications, and forensic tool documentation.

    Forensic Toolkit Testing and Validation Report

    ## Introduction

    This document provides a comprehensive review and validation of forensic tools for the examination of digital evidence. The reasonable procedures, test results and verification processes are detailed in this document.

    1.
    **Evidence Preservation**

    **Tool Used: [FTK Imager v4.7.1]**

    ![](https://www.sweetstudy.com/questions/computer-crime-and-digital-evidence-20894707)This section captures the imaging and preservation of digital evidence, to provide verification of the integrity and authenticity of the original data.

    The imaging process included creating a forensic image of the target drive using FTK Imager, specifically a raw (DD) image. Part of the process included calculating the MD5 and SHA-1 hash values of the source drive before and after imaging was complete, and those values were compared to confirm that the drive was not altered during the imaging process. The MD5 and SHA-1 hash values were successfully matched (e.g., MD5: Insert Calculated MD5 Hash Value, SHA-1: [Insert Calculated SHA-1 Hash Value]), which confirms that it is an accurate original bit-for-bit copy of the target drive. Once complete, the image was saved to a secure, write-protected location.

    **2.System Profiling**

    **Tool Used: [Registry Explorer v1.6.0]**

    ![](https://www.sweetstudy.com/questions/computer-crime-and-digital-evidence-20894707)

    Description: Analyzing registry hives and validating findings using Access Data Registry Viewer to ensure accurate and complete data related to system configuration.

    Description: Registry Explorer was employed to acquire key system configuration data from the target systems registry hives (e.g., SYSTEM, SOFTWARE, NTUSER.DAT) focusing on specific keys of interest such as user account data, installed software and system configurations. The findings from Registry Explorer then underwent verification compared to Access Data Registry Viewer; for instance, user account data, obtained through Registry Explorer was verified against the same user account data through Access Data Registry Viewer to ensure accuracy. Any discrepancies between the obtained data was noted and investigated. The use of successful dual verification of registry entries identified as the Insert Registry Key Path and Insert Registry Value, to validate the summarized findings of both tools.

    Description: Analyzing registry hives and verifying results with Access Data Registry Viewer.

    **3. File Recovery**

    **Tool Used: [PhotoRec v7.2]**

    Description: Recovery of deleted files using file carving techniques, with a particular focus on identifying and reconstructing fragmented files.
    ![](https://www.sweetstudy.com/questions/computer-crime-and-digital-evidence-20894707)

    Description: PhotoRec was used to recover deleted files from unallocated space, and the tool's ability to identify files based on file headers and footers, irrespective-file system metadata, proved useful. Rehabilitation efforts primarily focused on specific file types (e.g., JPEG, DOCX, ZIP) both file identification and reconstruction occurred. These recovered files were then validated through the examination of file contents and through comparison with known good copies. For example, when investigating for recovered JPEG images, we opened all images and visually checked each image for image integrity, while hash value comparisons confirmed file similarity with known good JPEG images. Successful and independent validation of Number JPEG files and Number DOCX files, demonstrates the effectiveness of PhotoRec.

    **Description: Recovery of deleted files through file carving techniques.**

    ****4. Internet-Based Evidence****

    ****Tool Used: [ Autopsy Web Artifacts]****

    **Description: Parsing the Web browser history, cookies and cache files and confirming the findings by inspecting the original SQLite databases.**

    **![](https://www.sweetstudy.com/questions/computer-crime-and-digital-evidence-20894707)**

    **Description: Autopsy Web Artifacts allowed for parsing the Web browser artifacts from the target system's browser profiles (Chrome, Firefox etc.). The parsed artifacts (browsing history, download history, and cookie information) were verified by directly opening the pertinent SQLite database files via a SQLite browser for several of the artifacts. An example was shown that certain entries in the history.db file were matched by the parsed history in Autopsy to demonstrate the tool was accurately parsing the data. A successful matched entry would have included "Web History: Site Visited https://insertURL here/ at insertTimestamp here", which would verify the parsing of the tool was accurately retrieving the web history data parsed.**

    ****Description: We parsed web browser history and verified using SQLite.****

    ****5. Windows Artifacts****

    ****Tool Used: [LNK Explorer]****

    **![](https://www.sweetstudy.com/questions/computer-crime-and-digital-evidence-20894707)Description: Analysis of LNK files, prefetch, thumbnail databases, etc.**

    ****6. Hash Analysis and Filtering****

    ****Tool Used: [Autopsy Hash Lookup]****

    **Description: The process of calculating and filtering hash values against known hash sets (e.g., NIST NSRL), in order to identify known files and remove non-user related data.**

    **![](https://www.sweetstudy.com/questions/computer-crime-and-digital-evidence-20894707)Description: Autopsy Hash Lookup was utilized to calculate hash values (MD5, SHA-1) of files from the suspect hard drive. The hash values calculated were then compared against the NIST National Software Reference Library (NSRL) hash set. The files with known hash values were accurately and successfully identified and filtered out from the dataset, allowing an enormous reduction of data that needed to be analyzed manually. For instance, by filtering out known operating system files from the dataset using the NSRL hash set, the amount of time it took to analyze the remaining data was drastically reduced. The filtration of *Number* known files verified the functionality of the hash lookup feature of the tool.**

    **Description: Hash values were calculated and filtered.**

    ****7. File Extension Analysis****

    ****Tool Used:[TrID File Identifier]****

    **Description: TrID analyzes the contents of files to determine the file type regardless of the file extension, allowing the accurate determination of files that have been mislabelled or disguised.**

    **![](https://www.sweetstudy.com/questions/computer-crime-and-digital-evidence-20894707) TrID is a tool utilized to analyze various files with suspicious file extensions or missing file extensions. The ability of the tool to determine the file type by examining the binary signatures of the file was of utmost importance. For example, a file assigned a text file extension, .txt, was examined using TrID and was verified to be a JPEG image file. This capability of being able to have the file type examined and determined to not be a text file avoids potentially misinterpreting the content of the file. Accurately identifying the File Name to be a JPEG file instead of a .txt file extension speaks to the abilities of TrID.**

    **## Conclusion**

    **This report details the processes that have been used in testing, validating, and documenting using forensic tools for analysis of digital evidence. Each forensic tool has been thoroughly assessed to ensure quality through thorough and detailed testing, from repeated reliability to the ability to be replicated. Validation is essential to maintain the admissibility of the evidence in a courtroom, and performing validation is a formal process that incorporates more than one forensic method, process, and/or procedure that can repeatably use established industry standards. for each process for the proper standard operating procedures outlined in each description, forensic investigators can get accurate photographic results with a varied range of document examiners and or images achieving consistently a reliable process of each investigation. Continuous learning and adherence to forensic standards after documentation of reports is also necessary to maintain the credibility of forensic analysis.**

    **## image6.jpeg**

    **## image7.jpeg**

    **## image8.png**

    **## image9.png**

    **## image10.jpeg**

    **## image11.jpeg**

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    **TestingandValidationTemplate-24059073.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/testingandvalidationtemplate-24059073-docx)

    **## DigitalForensicToolkit-24059073.docx**

    ## Module Code: UFCFP4-30-1 Student id-24059073

    **Date: March 2025 Module Details**

    ·
    **Module Name:** Computer Crime and Digital Evidence

    ·
    **Module Code:** UFCFP4-30-1

    ## ![](https://www.sweetstudy.com/questions/computer-crime-and-digital-evidence-20894707)Section 1: Overview of Assessment

    Students are entrusted with performing comprehensive evaluations of forensic tools, applying them in practical scenarios, and meticulously documenting their observations. The key emphasis lies in ensuring evidence preservation, validating forensic tools, and maintaining strict adherence to established forensic standards to guarantee accurate and credible results.

    ## Section 2: Task Specification

    Functioning as forensic analysts within a Digital Forensics Unit (DFU), students will identify, evaluate, and validate forensic tools used for the retrieval and examination of digital evidence. They are required to produce a detailed forensic report that meticulously records their methodologies, findings, and interpretations in alignment with industry best practices.

    ## Section 3: Deliverables

    ·
    **Testing and Validation Plan (TVP1):** A structured and detailed plan documenting the approach, methodology, and verification procedures used to test the forensic tools.

    ·
    **Standard Operating Procedure (SOP):** A precise, step-by-step manual providing detailed instructions for the appropriate usage of the selected forensic tools, ensuring repeatable and reliable outcomes.

    ## Section 4: Marking Criteria

    ·
    **Completeness and Accuracy:** Assessing the thoroughness and correctness of the testing procedures and documentation.

    ·
    **Knowledge Transfer:** Evaluating the clarity and efficiency of the report in communicating findings and methodologies.

    ·
    **Adherence to Standards:** Ensuring the report complies with forensic best practices and maintains high levels of procedural integrity.

    ·
    **Report Formatting:** Analyzing the presentation and structure of the report, ensuring logical flow, coherence, and professional aesthetics.

    ## Section 5: Feedback Mechanisms

    ·
    **Formative Feedback:** Continuous feedback will be offered during lab and classroom sessions, providing opportunities for improvement before final submission.

    ·
    **Summative Feedback:** Comprehensive written feedback will be provided post-submission, offering insights into strengths and areas needing improvement.

    ## Section 6: Appendices

    ## 6.1 Starting and Managing Your Assessment

    ## ![](https://www.sweetstudy.com/questions/computer-crime-and-digital-evidence-20894707)Initiate your work promptly and make the most of available lab facilities. Efficient time management is essential to meet deadlines. Don’t hesitate to seek guidance from tutors for clarifications or support.

    ## 6.2 Academic Integrity

    ## Maintaining academic honesty is crucial. Acts of plagiarism, collusion, or data manipulation are strictly forbidden. Ensure all submissions are your original work and properly cited.

    ## 6.3 Restrictions on AI Use

    ## Content generated using AI tools is not allowed. Your findings and reports should be based solely on hands-on forensic testing and genuine analysis.

    ## 6.4 Referencing Requirements

    ## Adhere to the UWE Harvard referencing style when citing sources. Make sure all references are accurate and include appropriate credit for research materials, publications, and forensic tool documentation.

    Forensic Toolkit Testing and Validation Report

    ## Introduction

    This document provides a comprehensive review and validation of forensic tools for the examination of digital evidence. The reasonable procedures, test results and verification processes are detailed in this document.

    1.
    **Evidence Preservation**

    **Tool Used: [FTK Imager v4.7.1]**

    ![](https://www.sweetstudy.com/questions/computer-crime-and-digital-evidence-20894707)This section captures the imaging and preservation of digital evidence, to provide verification of the integrity and authenticity of the original data.

    The imaging process included creating a forensic image of the target drive using FTK Imager, specifically a raw (DD) image. Part of the process included calculating the MD5 and SHA-1 hash values of the source drive before and after imaging was complete, and those values were compared to confirm that the drive was not altered during the imaging process. The MD5 and SHA-1 hash values were successfully matched (e.g., MD5: Insert Calculated MD5 Hash Value, SHA-1: [Insert Calculated SHA-1 Hash Value]), which confirms that it is an accurate original bit-for-bit copy of the target drive. Once complete, the image was saved to a secure, write-protected location.

    **2.System Profiling**

    **Tool Used: [Registry Explorer v1.6.0]**

    ![](https://www.sweetstudy.com/questions/computer-crime-and-digital-evidence-20894707)

    Description: Analyzing registry hives and validating findings using Access Data Registry Viewer to ensure accurate and complete data related to system configuration.

    Description: Registry Explorer was employed to acquire key system configuration data from the target systems registry hives (e.g., SYSTEM, SOFTWARE, NTUSER.DAT) focusing on specific keys of interest such as user account data, installed software and system configurations. The findings from Registry Explorer then underwent verification compared to Access Data Registry Viewer; for instance, user account data, obtained through Registry Explorer was verified against the same user account data through Access Data Registry Viewer to ensure accuracy. Any discrepancies between the obtained data was noted and investigated. The use of successful dual verification of registry entries identified as the Insert Registry Key Path and Insert Registry Value, to validate the summarized findings of both tools.

    Description: Analyzing registry hives and verifying results with Access Data Registry Viewer.

    **3. File Recovery**

    **Tool Used: [PhotoRec v7.2]**

    Description: Recovery of deleted files using file carving techniques, with a particular focus on identifying and reconstructing fragmented files.
    ![](https://www.sweetstudy.com/questions/computer-crime-and-digital-evidence-20894707)

    Description: PhotoRec was used to recover deleted files from unallocated space, and the tool's ability to identify files based on file headers and footers, irrespective-file system metadata, proved useful. Rehabilitation efforts primarily focused on specific file types (e.g., JPEG, DOCX, ZIP) both file identification and reconstruction occurred. These recovered files were then validated through the examination of file contents and through comparison with known good copies. For example, when investigating for recovered JPEG images, we opened all images and visually checked each image for image integrity, while hash value comparisons confirmed file similarity with known good JPEG images. Successful and independent validation of Number JPEG files and Number DOCX files, demonstrates the effectiveness of PhotoRec.

    **Description: Recovery of deleted files through file carving techniques.**

    ****4. Internet-Based Evidence****

    ****Tool Used: [ Autopsy Web Artifacts]****

    **Description: Parsing the Web browser history, cookies and cache files and confirming the findings by inspecting the original SQLite databases.**

    **![](https://www.sweetstudy.com/questions/computer-crime-and-digital-evidence-20894707)**

    **Description: Autopsy Web Artifacts allowed for parsing the Web browser artifacts from the target system's browser profiles (Chrome, Firefox etc.). The parsed artifacts (browsing history, download history, and cookie information) were verified by directly opening the pertinent SQLite database files via a SQLite browser for several of the artifacts. An example was shown that certain entries in the history.db file were matched by the parsed history in Autopsy to demonstrate the tool was accurately parsing the data. A successful matched entry would have included "Web History: Site Visited https://insertURL here/ at insertTimestamp here", which would verify the parsing of the tool was accurately retrieving the web history data parsed.**

    ****Description: We parsed web browser history and verified using SQLite.****

    ****5. Windows Artifacts****

    ****Tool Used: [LNK Explorer]****

    **![](https://www.sweetstudy.com/questions/computer-crime-and-digital-evidence-20894707)Description: Analysis of LNK files, prefetch, thumbnail databases, etc.**

    ****6. Hash Analysis and Filtering****

    ****Tool Used: [Autopsy Hash Lookup]****

    **Description: The process of calculating and filtering hash values against known hash sets (e.g., NIST NSRL), in order to identify known files and remove non-user related data.**

    **![](https://www.sweetstudy.com/questions/computer-crime-and-digital-evidence-20894707)Description: Autopsy Hash Lookup was utilized to calculate hash values (MD5, SHA-1) of files from the suspect hard drive. The hash values calculated were then compared against the NIST National Software Reference Library (NSRL) hash set. The files with known hash values were accurately and successfully identified and filtered out from the dataset, allowing an enormous reduction of data that needed to be analyzed manually. For instance, by filtering out known operating system files from the dataset using the NSRL hash set, the amount of time it took to analyze the remaining data was drastically reduced. The filtration of *Number* known files verified the functionality of the hash lookup feature of the tool.**

    **Description: Hash values were calculated and filtered.**

    ****7. File Extension Analysis****

    ****Tool Used:[TrID File Identifier]****

    **Description: TrID analyzes the contents of files to determine the file type regardless of the file extension, allowing the accurate determination of files that have been mislabelled or disguised.**

    **![](https://www.sweetstudy.com/questions/computer-crime-and-digital-evidence-20894707) TrID is a tool utilized to analyze various files with suspicious file extensions or missing file extensions. The ability of the tool to determine the file type by examining the binary signatures of the file was of utmost importance. For example, a file assigned a text file extension, .txt, was examined using TrID and was verified to be a JPEG image file. This capability of being able to have the file type examined and determined to not be a text file avoids potentially misinterpreting the content of the file. Accurately identifying the File Name to be a JPEG file instead of a .txt file extension speaks to the abilities of TrID.**

    **## Conclusion**

    **This report details the processes that have been used in testing, validating, and documenting using forensic tools for analysis of digital evidence. Each forensic tool has been thoroughly assessed to ensure quality through thorough and detailed testing, from repeated reliability to the ability to be replicated. Validation is essential to maintain the admissibility of the evidence in a courtroom, and performing validation is a formal process that incorporates more than one forensic method, process, and/or procedure that can repeatably use established industry standards. for each process for the proper standard operating procedures outlined in each description, forensic investigators can get accurate photographic results with a varied range of document examiners and or images achieving consistently a reliable process of each investigation. Continuous learning and adherence to forensic standards after documentation of reports is also necessary to maintain the credibility of forensic analysis.**

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    **TestingandValidationTemplate-24059073.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/testingandvalidationtemplate-24059073-docx)

  • [Solved] Applied Sciences Assignment

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    You will submit a 4–7 minute audio–video presentation. ### Details For this week's assignment, you will produce a 4–7 minute audio–video presentation on the topic you chose in Week 2. **Your presentation must:** – Explain the processes or concepts in your own words using references to support your e…

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    Assignment Prompt & Instructions

    You will submit a 4–7 minute audio–video presentation.

    ### Details

    For this week's assignment, you will produce a 4–7 minute audio–video presentation on the topic you chose in Week 2.

    **Your presentation must:**

    – Explain the processes or concepts in your own words using references to support your explanations.
    – Include all necessary physiology and pathophysiology in your explanation.
    – Use detailed explanations with master’s level terminology to teach or explain. Your classmates and professional colleagues are your audience.
    – Include audio narration with at least one type of visual aid in your presentation, such as PowerPoint slides, diagrams, whiteboard use, etc.
    – Use APA format to style your visual aids and cite your sources.
    – Cite at least two references verbally or with on-screen citations. You may cite your e-text as a source.
    – Include a reference list in your visual aid or at the end of your slide set.

    – 2 years ago

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_formatting_and_style_guide.html Writing Using MLA style of Documentation The initials MLA stand for Mode…

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

    https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_formatting_and_style_guide.html

    Writing Using MLA style of Documentation

    The initials MLA stand for Modern Language Association.What is in-text citation? What is a Works Cited page? How do you document a web page? Let's find out in Writing with MLA style

    – 2 years ago

  • [Solved] ml

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_formatting_and_style_guide.html Writing Using MLA style of Documentation The initials MLA stand for Mode…

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

    https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_formatting_and_style_guide.html

    Writing Using MLA style of Documentation

    The initials MLA stand for Modern Language Association.What is in-text citation? What is a Works Cited page? How do you document a web page? Let's find out in Writing with MLA style

    **Main Objective: To cite secondary sources in MLA Format**

    **Review these instructions.**

    **You will develop in-text citations and Works Cited citations for the searchable short story- Edgar Allan Poe's The Black Cat.**

    **Instructions:**

    **Create a Work Cited page with the bibliographic information.**

    **You will have four tasks to complete. To complete these tasks, use MLA resources provided. Submit your responses on two separate pages, one page for the in-text citations and another page for entry on the Works Cited page.**

    **Task 1:**

    **Review MLA guidelines. Create a parenthetical citation (in-text citation) for a direct quote from the above short story. You will need to cite a short statement.**

    **Task 2:**

    **Review the MLA guidelines. Create a parenthetical citation (in-text citation) for a direct quote from the short story.**

    **Task 3**

    **Review the MLA guidelines.  Create the first Works Cited entry for the short story.**

    **Task 4:**

    **Review the MLA guidelines. Create a second Works Cited entry for the short story.**

    – 2 years ago

  • [Solved] Compare and Contrast

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    – [\ \ IMG_0301.jpeg](https://www.sweetstudy.com/files/img-0301-jpeg-10240193 "IMG_0301.jpeg") – 2 years ago

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    – [\
    \
    IMG_0301.jpeg](https://www.sweetstudy.com/files/img-0301-jpeg-10240193 "IMG_0301.jpeg")

    – 2 years ago

  • [Solved] Discussion: Leadership Styles

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    – 2 years ago

  • [Solved] discussion

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    please see attachment – 2 years ago **files (1)** – ## lu08_brainstorming.docx **## lu08_brainstorming.docx** | | | | — | — | | ENG 106: Composition II | Learning Unit 8: Activity | ## Brainstorming Activity: Persuasive Essay **Instructions:** Throughout the first seven weeks of this term, you…

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    please see attachment

    – 2 years ago

    **files (1)**

    – ## lu08_brainstorming.docx

    **## lu08_brainstorming.docx**

    | | |
    | — | — |
    | ENG 106: Composition II | Learning Unit 8: Activity |

    ## Brainstorming Activity: Persuasive Essay

    **Instructions:** Throughout the first seven weeks of this term, you’ve already gathered a great deal of research and acquired a significant amount of knowledge that should help you develop the second essay. However, you’ll need to take the time to go back through your research to decide how it fits (or doesn’t) into the Persuasive Essay. The more time you take now to assess your existing research’s appropriateness for the second essay, the easier research and drafting tasks will be as you move into the drafting process.

    Use the sources and knowledge you acquired while writing the first essay to complete this brainstorming assignment and develop material for the second essay by answering each of the questions below. Eventually, your outline and draft will likely be heavily based on this brainstorming activity if you complete it thoroughly and thoughtfully.

    Be sure you have read, listened to, and completed all the other materials and assignments (in LU07 and LU08) introducing and explaining the Persuasive Essay before attempting to complete this prewriting activity. Also remember that, as explained in the “Preparing to Write the Persuasive Essay” lecture, you may end up addressing more counterarguments than this brainstorming sheet allows room for. If that’s the case, adjust your brainstorming process accordingly.

    When you have finished this brainstorming assignment, upload it to the appropriate submission area in MyHills.

    Brainstorming Questions

    1A. List the primary objection opponents (researchers, experts, academics) might make to your thesis’ claim:

    1B. List key research or logic they might use to back up their objection:

    1C: Explain how you would respond to the opposition’s first claim, making sure to list research to support each of your points:

    a. Point of Concession (instances when it might be true or valid)?

    b. Rebuttal (ways the claim is untrue, illogical, or incomplete):

    2A. List a second objection opponents (researchers, experts, academics) might make to your thesis’ claim:

    2B. List key research or logic they might use to back up their objection:

    2C: Explain how you would respond to the opposition’s second claim, making sure to list research to support each of your points:

    a. Point of Concession (instances when it might be true or valid)?

    b. Rebuttal (ways the claim is untrue, illogical, or incomplete):

    3A. List a third objection opponents (researchers, experts, academics) might make to your thesis’ claim:

    3B. List key research or logic they might use to back up their objection:

    3C: Explain how you would respond to the opposition’s second claim, making sure to list research to support each of your points:

    a. Point of Concession (instances when it might be true or valid)?

    b. Rebuttal (ways the claim is untrue, illogical, or incomplete):

    4A. Outside of the reasons and research you’ve already used to rebut the opposition’s counterarguments, list another reason you have to support your thesis.

    4B. List the research (studies, facts, statistics, expert testimony, historical accounts, etc.) that will support your claim.

    4C. List potential objections or questions opponents or even open-minded readers might bring up as they read your argument. Then, for each one, explain how you might strengthen the argument so that readers aren’t left with these questions or objections.

    5A. Outside of the reasons and research you’ve already used to rebut the opposition’s counterarguments, list another reason you have to support your thesis.

    5B. List the research (studies, facts, statistics, expert testimony, historical accounts, etc.) that will support your claim.

    5C. List potential objections or questions opponents or even open-minded readers might bring up as they read your argument. Then, for each one, explain how you might strengthen the argument so that readers aren’t left with these questions or objections.

    6A. Outside of the reasons and research you’ve already used to rebut the opposition’s counterarguments, list another reason you have to support your thesis.

    6B. List the research (studies, facts, statistics, expert testimony, historical accounts, etc.) that will support your claim.

    6C. List potential objections or questions opponents or even open-minded readers might bring up as they read your argument. Then, for each one, explain how you might strengthen the argument so that readers aren’t left with these questions or objections.

    7. Looking over the material for Questions 1A – 6C in this assignment, which points do you believe are currently strong enough and contain sufficient research support to convince the audience? Why?

    8. Looking over the material you’ve brainstormed for Questions 1A—6C, which points do you believe you need to find more research to support and what types of research might you look for to convince the audience of each of those week points? Explain.

    © Kara Beary and Indian Hills Community College

    Page 1 of 5

    **## lu08_brainstorming.docx**

    | | |
    | — | — |
    | ENG 106: Composition II | Learning Unit 8: Activity |

    ## Brainstorming Activity: Persuasive Essay

    **Instructions:** Throughout the first seven weeks of this term, you’ve already gathered a great deal of research and acquired a significant amount of knowledge that should help you develop the second essay. However, you’ll need to take the time to go back through your research to decide how it fits (or doesn’t) into the Persuasive Essay. The more time you take now to assess your existing research’s appropriateness for the second essay, the easier research and drafting tasks will be as you move into the drafting process.

    Use the sources and knowledge you acquired while writing the first essay to complete this brainstorming assignment and develop material for the second essay by answering each of the questions below. Eventually, your outline and draft will likely be heavily based on this brainstorming activity if you complete it thoroughly and thoughtfully.

    Be sure you have read, listened to, and completed all the other materials and assignments (in LU07 and LU08) introducing and explaining the Persuasive Essay before attempting to complete this prewriting activity. Also remember that, as explained in the “Preparing to Write the Persuasive Essay” lecture, you may end up addressing more counterarguments than this brainstorming sheet allows room for. If that’s the case, adjust your brainstorming process accordingly.

    When you have finished this brainstorming assignment, upload it to the appropriate submission area in MyHills.

    Brainstorming Questions

    1A. List the primary objection opponents (researchers, experts, academics) might make to your thesis’ claim:

    1B. List key research or logic they might use to back up their objection:

    1C: Explain how you would respond to the opposition’s first claim, making sure to list research to support each of your points:

    a. Point of Concession (instances when it might be true or valid)?

    b. Rebuttal (ways the claim is untrue, illogical, or incomplete):

    2A. List a second objection opponents (researchers, experts, academics) might make to your thesis’ claim:

    2B. List key research or logic they might use to back up their objection:

    2C: Explain how you would respond to the opposition’s second claim, making sure to list research to support each of your points:

    a. Point of Concession (instances when it might be true or valid)?

    b. Rebuttal (ways the claim is untrue, illogical, or incomplete):

    3A. List a third objection opponents (researchers, experts, academics) might make to your thesis’ claim:

    3B. List key research or logic they might use to back up their objection:

    3C: Explain how you would respond to the opposition’s second claim, making sure to list research to support each of your points:

    a. Point of Concession (instances when it might be true or valid)?

    b. Rebuttal (ways the claim is untrue, illogical, or incomplete):

    4A. Outside of the reasons and research you’ve already used to rebut the opposition’s counterarguments, list another reason you have to support your thesis.

    4B. List the research (studies, facts, statistics, expert testimony, historical accounts, etc.) that will support your claim.

    4C. List potential objections or questions opponents or even open-minded readers might bring up as they read your argument. Then, for each one, explain how you might strengthen the argument so that readers aren’t left with these questions or objections.

    5A. Outside of the reasons and research you’ve already used to rebut the opposition’s counterarguments, list another reason you have to support your thesis.

    5B. List the research (studies, facts, statistics, expert testimony, historical accounts, etc.) that will support your claim.

    5C. List potential objections or questions opponents or even open-minded readers might bring up as they read your argument. Then, for each one, explain how you might strengthen the argument so that readers aren’t left with these questions or objections.

    6A. Outside of the reasons and research you’ve already used to rebut the opposition’s counterarguments, list another reason you have to support your thesis.

    6B. List the research (studies, facts, statistics, expert testimony, historical accounts, etc.) that will support your claim.

    6C. List potential objections or questions opponents or even open-minded readers might bring up as they read your argument. Then, for each one, explain how you might strengthen the argument so that readers aren’t left with these questions or objections.

    7. Looking over the material for Questions 1A – 6C in this assignment, which points do you believe are currently strong enough and contain sufficient research support to convince the audience? Why?

    8. Looking over the material you’ve brainstormed for Questions 1A—6C, which points do you believe you need to find more research to support and what types of research might you look for to convince the audience of each of those week points? Explain.

    © Kara Beary and Indian Hills Community College

    Page 1 of 5

  • [Solved] assitant needed E

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    please see attachment – 2 years ago **files (2)** – ## lu08_essay_activity.pdf – lu08_sample_essay.pdf **## lu08_essay_activity.pdf** ENG 106: Composition II Learning Unit 8: Instructions Sample Student Essay Activity Instructions: Read the Sample Student Essay and answer the following questio…

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    please see attachment

    – 2 years ago

    **files (2)**

    – ## lu08_essay_activity.pdf

    – lu08_sample_essay.pdf

    **## lu08_essay_activity.pdf**

    ENG 106: Composition II Learning Unit 8: Instructions

    Sample Student Essay Activity

    Instructions: Read the Sample Student Essay and answer the following questions as thoroughly and

    accurately as you can. Before beginning this activity, please read or listen to all of the instructional

    material on writing the Persuasive Essay as well as on APA documentation style.

    1. What method does the author use to grab our attention and draw us into the topic? Do you

    think it is effective? Why or why not?

    2. What types of background material is used to establish the problem and overview the

    background on the issue? Do you feel the background is effective and necessary? Explain.

    3. What is the author’s position? Write it here:

    4. List each major reason the author provides to prove her position and bullet her sub-points under

    each major reason.

    5. List the counterarguments (objections) to her position does the author brings up. For each

    counterargument, explain the rebuttal she offers.

    6. What purpose do the counterarguments and rebuttals seem to serve in the overall essay?

    7. How well does this article support each point and integrate sources? How could the use of

    sources and support be improved to make the argument more persuasive?

    8. How effective do you find the conclusion? Why?

    9. What does the author do to make the essay’s tone to make the essay persuasive rather than

    informative?

    10. How effective do you find the overall argument of the essay? How could it be improved?

    Explain.

    © Kara Beary and Indian Hills Community College

    **lu08_sample_essay.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lu08-sample-essay-pdf)

    **lu08_sample_essay.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lu08-sample-essay-pdf)

    **## lu08_essay_activity.pdf**

    ENG 106: Composition II Learning Unit 8: Instructions

    Sample Student Essay Activity

    Instructions: Read the Sample Student Essay and answer the following questions as thoroughly and

    accurately as you can. Before beginning this activity, please read or listen to all of the instructional

    material on writing the Persuasive Essay as well as on APA documentation style.

    1. What method does the author use to grab our attention and draw us into the topic? Do you

    think it is effective? Why or why not?

    2. What types of background material is used to establish the problem and overview the

    background on the issue? Do you feel the background is effective and necessary? Explain.

    3. What is the author’s position? Write it here:

    4. List each major reason the author provides to prove her position and bullet her sub-points under

    each major reason.

    5. List the counterarguments (objections) to her position does the author brings up. For each

    counterargument, explain the rebuttal she offers.

    6. What purpose do the counterarguments and rebuttals seem to serve in the overall essay?

    7. How well does this article support each point and integrate sources? How could the use of

    sources and support be improved to make the argument more persuasive?

    8. How effective do you find the conclusion? Why?

    9. What does the author do to make the essay’s tone to make the essay persuasive rather than

    informative?

    10. How effective do you find the overall argument of the essay? How could it be improved?

    Explain.

    © Kara Beary and Indian Hills Community College

    **lu08_sample_essay.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lu08-sample-essay-pdf)

    **## lu08_essay_activity.pdf**

    ENG 106: Composition II Learning Unit 8: Instructions

    Sample Student Essay Activity

    Instructions: Read the Sample Student Essay and answer the following questions as thoroughly and

    accurately as you can. Before beginning this activity, please read or listen to all of the instructional

    material on writing the Persuasive Essay as well as on APA documentation style.

    1. What method does the author use to grab our attention and draw us into the topic? Do you

    think it is effective? Why or why not?

    2. What types of background material is used to establish the problem and overview the

    background on the issue? Do you feel the background is effective and necessary? Explain.

    3. What is the author’s position? Write it here:

    4. List each major reason the author provides to prove her position and bullet her sub-points under

    each major reason.

    5. List the counterarguments (objections) to her position does the author brings up. For each

    counterargument, explain the rebuttal she offers.

    6. What purpose do the counterarguments and rebuttals seem to serve in the overall essay?

    7. How well does this article support each point and integrate sources? How could the use of

    sources and support be improved to make the argument more persuasive?

    8. How effective do you find the conclusion? Why?

    9. What does the author do to make the essay’s tone to make the essay persuasive rather than

    informative?

    10. How effective do you find the overall argument of the essay? How could it be improved?

    Explain.

    © Kara Beary and Indian Hills Community College

    **lu08_sample_essay.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lu08-sample-essay-pdf)