```plaintext

# Prompt  

You will be given a **complete LaTeX (XeLaTeX) document** that represents polished lecture notes derived from a professor’s spoken lecture. Your task is to **reverse-engineer the stylistic system** used in that document and later **reproduce that system** for a different lecture transcript.

  

You are not summarizing casually. You are **replicating a document style** with intent and discipline.

---

## **Phase 1: Style Analysis (Silent)**

  

Before generating any new notes, you must **thoroughly analyze** the provided LaTeX document, including but not limited to:

- Document structure and section hierarchy
    
- Typography choices (fonts, sizes, spacing, emphasis)
    
- Color palette and semantic meaning of colors
    
- Custom environments and their semantic purpose
    
    - definition
        
    - examhint
        
    - lecturehint
        
    - examplebox
        
    - warningbox
        
    
- Tone and voice of written content
    
- How spoken lecture material is transformed into structured notes
    
- What content is emphasized as “exam-critical” vs explanatory or illustrative
    
- How real-world examples, warnings, and instructor commentary are handled
    

  

Do **not** output this analysis.

---

## **Phase 2: Readiness Confirmation**

  

Once the style analysis is complete, output **exactly and only** the following line:

  

**Processing Complete. Please provide the transcript of the lecture.**

  

Do not include any other text.

---

## **Phase 3: Transcript Intake**

  

After the user provides the lecture transcript, prompt the user with **exactly** the following message:

  

**Please provide any material (such as PowerPoints, notes, or other files) you would like me to analyze and connect to the lecture. Otherwise, type “start” and I will generate structured notes in LaTeX/XeLaTeX using a code block with syntax highlighting.**

  

Wait for the user’s response.

---

## **Phase 4: Note Generation**

  

When the user types **“start”**, generate a **new LaTeX (XeLaTeX) document** that:

- Faithfully reproduces the **same visual, structural, and semantic style** as the reference document
    
- Converts the transcript into **clear, exam-ready lecture notes**
    
- Uses the same custom environments appropriately and consistently
    
- Elevates key definitions, warnings, policies, and exam-relevant material
    
- Incorporates provided external materials only where they clearly reinforce or clarify the lecture
    
- Outputs **only LaTeX code**, wrapped in a fenced code block with latex syntax highlighting
    

  

Do not include explanations, commentary, or analysis outside the code block.

---

## **Non-Negotiable Constraints**

- Do not invent facts not present in the transcript or provided materials
    
- Do not simplify the structure or omit stylistic elements
    
- Do not switch LaTeX engines or fonts
    
- Do not break the phase order
    
- Do not include conversational filler at any stage
    
If at any point the professor mentions a specific section as being part of the exam, ensure that this is clear in the notes. 

Furthermore, if a specific part of the notes can be further elaborated via other provided files, please do so.

Your goal is not creativity.

Your goal is **stylistic fidelity and academic clarity**.

```

```latex
% !TEX program = xelatex
\documentclass[11pt]{article}

% Encoding and fonts
\usepackage{fontspec}
\setmainfont{TeX Gyre Pagella}
\setsansfont{TeX Gyre Heros}
\setmonofont{JetBrains Mono}
\usepackage{xcolor}
\usepackage[a4paper,margin=0.7in]{geometry}
\usepackage{enumitem}
\usepackage{titlesec}
\usepackage{hyperref}
\hypersetup{
  colorlinks=true,
  urlcolor=[rgb]{0.0,0.2,0.6},
  linkcolor=[rgb]{0.0,0.2,0.6},
  citecolor=[rgb]{0.0,0.2,0.6}
}
\usepackage{microtype}
\usepackage{array}
\usepackage{multicol}
\usepackage{graphicx}
\usepackage{tikzpagenodes}
\usepackage{tikz}
\usetikzlibrary{shapes.symbols,arrows.meta,fit,positioning,calc}
\usepackage[most]{tcolorbox}
\tcbuselibrary{skins,breakable}
\usepackage{pifont}

% Visual styles
\definecolor{UHRed}{HTML}{C8102E}
\definecolor{ExamGold}{HTML}{F2C94C}
\definecolor{InfoBlue}{HTML}{2D9CDB}
\definecolor{SoftGray}{HTML}{F4F6F8}
\definecolor{Ink}{HTML}{1F2937}
\definecolor{GreenOK}{HTML}{2E7D32}
\definecolor{Warn}{HTML}{B00020}

\pagecolor{white}
\color{Ink}

% Section formatting
\titleformat{\section}{\Large\bfseries\sffamily\color{UHRed}}{}{0em}{}
\titleformat{\subsection}{\large\bfseries\sffamily\color{Ink}}{}{0em}{}
\titleformat{\subsubsection}{\bfseries\sffamily\color{Ink}}{}{0em}{}
\setlist[itemize]{topsep=4pt,itemsep=2pt,parsep=0pt,partopsep=2pt}
\setlist[enumerate]{topsep=4pt,itemsep=2pt,parsep=0pt,partopsep=2pt}

% Custom boxes
\newtcolorbox{examhint}{
  enhanced, breakable,
  colback=ExamGold!20, colframe=UHRed!70!black,
  coltitle=black,
  title={Exam Material}, fonttitle=\bfseries\sffamily,
  attach boxed title to top left={yshift=-2mm, xshift=3mm},
  boxed title style={colback=ExamGold, colframe=UHRed!70!black},
  left=6mm,right=6mm,top=3mm,bottom=3mm
}
\newtcolorbox{lecturehint}{
  enhanced, breakable,
  colback=SoftGray, colframe=InfoBlue!60!black,
  title={Instructor Guidance}, fonttitle=\bfseries\sffamily,
  left=6mm,right=6mm,top=3mm,bottom=3mm
}
\newtcolorbox{definition}{
  enhanced, breakable,
  colback=white, colframe=Ink!20!black,
  title={Definition}, fonttitle=\bfseries\sffamily,
  borderline west={2pt}{0pt}{InfoBlue},
  left=6mm,right=6mm,top=3mm,bottom=3mm
}
\newtcolorbox{examplebox}{
  enhanced, breakable,
  colback=white, colframe=Ink!20!black,
  title={Example}, fonttitle=\bfseries\sffamily,
  borderline west={2pt}{0pt}{UHRed},
  left=6mm,right=6mm,top=3mm,bottom=3mm
}
\newtcolorbox{warningbox}{
  enhanced, breakable,
  colback=Warn!10, colframe=Warn!70!black,
  title={Important Warning}, fonttitle=\bfseries\sffamily,
  left=6mm,right=6mm,top=3mm,bottom=3mm
}
\newcommand{\cmark}{\textcolor{GreenOK}{\ding{51}}}
\newcommand{\xmark}{\textcolor{Warn}{\ding{55}}}

\vspace{-3em}
% Header
\usepackage{advdate}

\makeatletter
\def\maketitle{
  % Date in top right corner (yesterday)
  \AdvanceDate[-1]
  \hfill{\small\sffamily\textit{\today}}\\[0.5em]
  \AdvanceDate[1] % Reset to today
  \begin{center}
    {\huge\sffamily\bfseries Chapter 4}
    % {\large\sffamily Ethics and Information Security}\\[3pt]
    % {\small\sffamily CIS3330 - Comprehensive Lecture Transcript}\\[3pt]
  \end{center}
  \vspace{0.5em}
  \hrule
  \vspace{1em}
}
\makeatother
\begin{document}
\maketitle

% ---- COURSE ADMIN ----
\section*{Course Updates and Administrative Notes}

\subsection*{Email Communication Issues}
\begin{warningbox}
  Several students have email delivery problems preventing receipt of important course communications:
  % \begin{itemize}
  %   \item \textbf{Affected addresses}: ayub3047@hotmail.com, iprahem.ahmed0@outlook.com, sayyewas0000@mysbis.com.org, aaron.pacheco2005@outlook.com
  %   \item \textbf{Action required}: Fix your UH email alias in PeopleSoft immediately
  %   \item \textbf{Instructor obligation}: Once emails are sent via PeopleSoft roster, communication obligation is fulfilled
  % \end{itemize}
  \begin{itemize}
    \item \textbf{Affected addresses}:
      \begin{itemize}
        \item a***3047@hotmail.com
        \item i***.ahmed0@outlook.com
        \item s***0000@mysbis.com.org
        \item a***.pacheco2005@outlook.com
      \end{itemize}
    \item \textbf{Action required}: Fix your UH email alias in PeopleSoft immediately
    \item \textbf{Instructor obligation}: Once emails are sent via PeopleSoft roster, communication obligation is fulfilled
  \end{itemize}

\end{warningbox}

\subsection*{Exam 1 Requirements - MANDATORY ATTENDANCE}
\begin{examhint}
  \textbf{Next week's exam is IN-PERSON ONLY despite online course format:}
  \begin{itemize}
    \item Exam dates were published in syllabus before semester began
    \item All students must physically attend at 6:00 PM
    \item Photo ID verification required (UH Student ID preferred, driver's license acceptable)
    \item Course policy: "Online with on-campus exams"
  \end{itemize}
\end{examhint}

% ---- CHAPTER 4 CONTENT ----
\section*{Chapter 4: Ethics and Information Security}

\subsection*{Core Ethical Definitions}
\begin{definition}
  \textbf{Ethics} — Principles and standards that guide our behavior toward other people.\\
  \textbf{Confidentiality} — Assurance that messages and information remain available only to those authorized to view them.\\
  \textbf{Information Ethics} — Govern ethical and moral issues arising from development and use of information technologies, as well as creation, collection, duplication, distribution, and processing of information.\\
  \textbf{Privacy} — The right to be left alone when you want to be, have control over personal possessions, and not be observed without consent.
\end{definition}

\subsection*{ABET Accreditation Requirements}
\begin{lecturehint}
  CIS program is ABET-accredited, requiring:
  \begin{itemize}
    \item Student awareness of security AND privacy (now separate requirements)
    \item Ethics exposure through curriculum (Senior Capstone includes ethics assignment)
    \item Industry employers demand strict ethical standards from graduates
  \end{itemize}
\end{lecturehint}

% ---- LEGAL VS ETHICAL ----
\section*{Legal vs. Ethical Framework}

\subsection*{Four-Quadrant Model}
\begin{definition}
  \textbf{Legal \& Ethical}: Laws align with moral principles (e.g., "You should not kill")\\
  \textbf{Legal but Unethical}: Actions permitted by law but morally questionable (e.g., cheating on best friend)\\
  \textbf{Illegal but Ethical}: Breaking law for moral reasons (civil disobedience scenarios)\\
  \textbf{Illegal \& Unethical}: Actions violating both law and morality
\end{definition}

\begin{examhint}
  Exam will test understanding of legal vs. ethical nuances with scenario-based questions.
\end{examhint}

\subsection*{Technology Outpacing Law}
\begin{lecturehint}
  Laws struggle to keep pace with rapid technological change:
  \begin{itemize}
    \item AI regulations lag behind technology development
    \item Financial protections differ between credit and debit cards
    \item New technologies create issues old laws never considered
  \end{itemize}
\end{lecturehint}

\begin{examplebox}
  \textbf{Credit vs. Debit Card Protection}:
  \begin{itemize}
    \item Debit card compromise = immediate access to all your money
    \item Credit card compromise = credit company hasn't paid merchant yet
    \item Legal protections favor credit card holders over debit card users
    \item Instructor's personal policy: "I refuse debit cards, only use credit cards"
  \end{itemize}
\end{examplebox}
\vfill
% ---- DATA PRACTICES ----
\section*{Data Collection and Privacy Issues}

\subsection*{Data Scraping and Harvesting}
\begin{definition}
  \textbf{Data Scraping} — Process of extracting (some say "stealing") large amounts of data from websites and saving to spreadsheets or computers.\\
  \textbf{Data Harvesting} — Extension of data scraping; collecting and extracting large amounts of data from various sources through automated means.
\end{definition}

\begin{examplebox}
  \textbf{Preventing Data Scraping}:
  \begin{itemize}
    \item Periodically rearrange website layout to break scraping programs
    \item Programs trained to find data at specific locations get confused when layout changes
    \item Example: Data on line 3 moved to line 5 breaks automated extraction
  \end{itemize}
\end{examplebox}

\subsection*{Digital Trust and Discovery}
\begin{definition}
  \textbf{Digital Trust} — Measure of consumer, partner, and employee confidence in organization's ability to protect and secure data and privacy.\\
  \textbf{eDiscovery} — Ability of company to identify, search, gather, seize, or export digital information in response to litigation, audit, investigation, or information inquiry.
\end{definition}

\begin{warningbox}
  \textbf{eDiscovery Reality Check}:
  \begin{itemize}
    \item "You thought you deleted it" — but emails exist on sending AND receiving servers
    \item Backup logs maintain records of all transmissions
    \item Legal discovery can access ALL digital records pertaining to litigation
    \item "I don't think you can delete anything anymore"
  \end{itemize}
\end{warningbox}

% ---- AI ETHICS ----
\section*{AI Ethical Considerations}

\subsection*{AI Transparency and Explainability}
\begin{definition}
  \textbf{AI Explainability} — Ability to understand and interpret output or prediction from algorithms.\\
  \textbf{AI Transparency} — Extent to which decision-making processes, algorithms, and data used by AI systems are open, accessible, and understandable.\\
  \textbf{AI Hallucination} — Fabrication of imaginary text, images, and sources when AI model lacks sufficient data to answer questions.
\end{definition}

\begin{warningbox}
  \textbf{Real-World AI Hallucination Consequences}:
  \begin{itemize}
    \item Lawyers filed legal briefs using AI-generated content
    \item AI cited court cases that \textbf{never existed}
    \item Legal professionals faced consequences for submitting fabricated case law
    \item No legal requirement for AI companies to be transparent about algorithms
  \end{itemize}
\end{warningbox}

\begin{lecturehint}
  Companies in AI race protect algorithms as competitive advantage — transparency not guaranteed.
\end{lecturehint}

% ---- INFORMATION MANAGEMENT POLICIES ----
\section*{Six Essential Information Management Policies}

\begin{examhint}
  \textbf{MEMORIZE THESE SIX POLICIES} — Critical exam content:
  \begin{enumerate}
    \item Ethical Computer Use Policy
    \item Information Privacy Policy
    \item Acceptable Use Policy
    \item Email Privacy Policy
    \item Social Media Policy
    \item Workplace Monitoring Policy
  \end{enumerate}
\end{examhint}

\subsection*{Ethical Computer Use Policy}
\begin{definition}
  Ensures all users are:
  \begin{itemize}
    \item \textbf{Informed} of rules and by agreeing to use system
    \item \textbf{Consent} to abide by rules
  \end{itemize}
\end{definition}

\begin{lecturehint}
  Every UH login = acceptance of terms and conditions. Students AND employees bound by same policy regardless of device ownership. Connecting personal device to UH network = bound by UH acceptable use policy.
\end{lecturehint}

\subsection*{Unethical Computer Use Examples}
\begin{definition}
  \textbf{Click Fraud} — Abuse of pay-per-click revenue models by repeatedly clicking links to increase costs for competitors.\\
  \textbf{Competitive Click Fraud} — Computer crime where competitor or disgruntled employee increases company's search advertising costs.\\
  \textbf{Cyberbullying} — Threats, negative remarks, or defamatory comments transmitted through \\Internet or posted on websites.\\
  \textbf{Threat} — Act or object that poses danger to assets.
\end{definition}

\begin{lecturehint}
  "It's amazing how mean people get when they're anonymous. People say things online they would never say in person."
\end{lecturehint}

% ---- PRIVACY POLICIES ----
\section*{Information Privacy and Data Protection}

\subsection*{Privacy Policy Framework}
\begin{definition}
  \textbf{Information Privacy Policy} — Contains general principles regarding information privacy.\\
  \textbf{Fair Information Practices (FIPs)} — General standards governing collection and use of personal data, addressing privacy and accuracy.\\
  \textbf{General Data Protection Regulation (GDPR)} — Legal framework setting guidelines for collection and processing of personal information within European Union.
\end{definition}

\begin{examhint}
  Know GDPR: EU regulation that affects multinational companies globally. Many companies adopt GDPR standards worldwide rather than maintaining separate policies.
\end{examhint}

\subsection*{Right to Be Forgotten}
\begin{definition}
  \textbf{Right to Be Forgotten} — Allows individuals to request removal of all content violating their privacy.
\end{definition}

\begin{examplebox}
  \textbf{Google Incognito Reality}:
  \begin{itemize}
    \item Google faced legal action 1.5 years ago
    \item "Incognito mode" was NOT actually private
    \item Google forced to delete millions of files collected during "private" browsing
    \item Question: "Is there truly a right to be forgotten?"
  \end{itemize}
\end{examplebox}
\vfill
% ---- EMAIL AND MONITORING ----
\section*{Email Privacy and Workplace Monitoring}

\subsection*{Email Privacy Realities}
\begin{warningbox}
  \textbf{Email Privacy Myth}:
  \begin{itemize}
    \item AI engines now read ALL school district emails
    \item Justification: suicide prevention and violence detection
    \item High false positive rates ("I could have just died" triggers suicide alerts)
    \item Student saying "I killed it" investigated for violent tendencies
    \item Journalism students' source confidentiality compromised
  \end{itemize}
\end{warningbox}

\begin{lecturehint}
  All data transmitting through UH routers and wireless can be copied and reviewed by university. This includes IMs, chats, and any online communication on campus.
\end{lecturehint}

\subsection*{Opt-In vs. Opt-Out Strategies}
\begin{definition}
  \textbf{Opt-Out} — User can stop receiving emails by choosing to deny permission.\\
  \textbf{Opt-In} — User can receive emails by choosing to allow permissions.
\end{definition}

\begin{examplebox}
  \textbf{Strategic Use of Opt-In/Out}:
  \begin{itemize}
    \item UH CPAP program: Default opt-in (you pay unless you opt out)
    \item Free trials: Hard to cancel during trial period = automatic opt-in
    \item Amazon Prime lawsuit: Made opt-out too difficult, paying settlements up to \$51 per user
    \item Companies choose whatever is most convenient for them
  \end{itemize}
\end{examplebox}

% ---- SOCIAL MEDIA ----
\section*{Social Media Policies and Career Impact}

\subsection*{Employment and Social Media}
\begin{warningbox}
  \textbf{Social Media Career Risks}:
  \begin{itemize}
    \item Companies fire employees based on social media posts
    \item Interview process includes social media background checks
    \item Texas law: Employers can force you to log into social media accounts during interviews
    \item California protects social media privacy; other states may not
    \item Claiming "no social media" in your 20s = employers won't believe you
  \end{itemize}
\end{warningbox}

\begin{lecturehint}
  \textbf{Career Advice}: Start cleaning up your social media footprint NOW. Go back through Twitter/X, Instagram, Facebook — review everything you've posted. Companies hire social media managers to protect corporate reputation.
\end{lecturehint}

% ---- WORKPLACE MONITORING ----
\section*{Workplace Monitoring Technologies}

\subsection*{Monitoring Capabilities}
\begin{lecturehint}
  Companies can monitor employees through:
  \begin{itemize}
    \item Badge swipe tracking
    \item GPS tracking on company devices (laptops, phones, vehicles)
    \item Continuous location monitoring via company equipment
    \item All monitoring is legal if using company property
  \end{itemize}
\end{lecturehint}

\begin{definition}
  \textbf{Workplace MIS Monitoring} — Tracks activities by keystrokes, error rates, transaction processing.\\
  \textbf{Employee Monitoring Policy} — Explicitly states how, when, and where company monitors employees.
\end{definition}

% ---- INFORMATION SECURITY ----
\section*{Information Security Fundamentals}

\subsection*{Protecting Intellectual Assets}
\begin{definition}
  \textbf{Information Security} — Protection of information from accidental or intentional misuse by persons inside or outside organization.\\
  \textbf{Downtime} — Period when system is unavailable; costs \$100 to \$1 million per hour.\\
  \textbf{Cybersecurity} — Prevention, detection, and response to cyberattacks affecting individuals, organizations, communities, and nations.
\end{definition}

\subsection*{Disaster Recovery Example}
\begin{examplebox}
  \textbf{UH-University of Arkansas Partnership}:
  \begin{itemize}
    \item Mutual disaster recovery sites with similar facilities and equipment
    \item Hurricane hitting Houston won't affect Arkansas operations
    \item Tornado in Arkansas won't impact Houston
    \item Geographic separation provides operational continuity
  \end{itemize}
\end{examplebox}

% ---- SECURITY THREATS ----
\section*{Security Threats and Human Factors}

\subsection*{People as Security Risk}
\begin{lecturehint}
  "People are the biggest defense against security problems" — but also the biggest vulnerability.
\end{lecturehint}

\begin{definition}
  \textbf{Dumpster Diving} — Originally described people digging through trash cans for company information.\\
  \textbf{Legal precedent}: Early cases cleared because companies "knowingly threw it away" without securing trash.\\
  \textbf{Industry response}: Document shredding and secure disposal companies now standard.
\end{definition}

\subsection*{Three Primary Security Technology Areas}
\begin{examhint}
  \textbf{MEMORIZE THIS FRAMEWORK}:
  \begin{enumerate}
    \item \textbf{Authentication and Authorization} — Verify right people have access rights to data
    \item \textbf{Prevention and Resistance} — Secure the data itself (encryption, security protocols)
    \item \textbf{Detection and Response} — Monitor for intrusions and respond accordingly
  \end{enumerate}
\end{examhint}

% ---- AUTHENTICATION ----
\section*{Authentication and Authorization Methods}

\subsection*{Authentication Hierarchy}
\begin{definition}
  \textbf{Authentication} — Method for confirming users' identities.\\
  \textbf{Authorization} — Process of giving someone permission to do or have something.
\end{definition}

\subsection*{Three Authentication Factors}
\begin{definition}
  Most secure authentication involves:
  \begin{itemize}
    \item \textbf{Something the user knows} (passwords, PINs)
    \item \textbf{Something the user has} (tokens, smart cards)
    \item \textbf{Something that is part of the user} (biometrics)
  \end{itemize}
\end{definition}

\subsection*{Token-Based Security Example}
\begin{examplebox}
  \textbf{Instructor's Software Company Experience (1990s)}:
  \begin{itemize}
    \item Software cost: \$5,000 per license
    \item Security method: Physical dongles (USB-like hardware)
    \item Dongle required to run software (one dongle = one license)
    \item Problem: Customers constantly lost dongles
    \item Effective but problematic implementation
  \end{itemize}
\end{examplebox}

\subsection*{Biometric Considerations}
\begin{lecturehint}
  Biometrics question: "How much of your physical identity do you want to convey to get access to privileged information?" Balance security needs with privacy concerns.
\end{lecturehint}

% ---- ETHICS AND CAREER CONSEQUENCES ----
\section*{Ethics in CIS Careers}

\subsection*{Industry Expectations}
\begin{warningbox}
  \textbf{Employer Demands for Ethical Standards}:
  \begin{itemize}
    \item Some employers prefer expelling cheating students from CIS program entirely
    \item Rationale: "If we can't trust them, how can we give them keys to the kingdom?"
    \item CIS roles involve significant authority and access to confidential information
    \item Security positions especially scrutinize ethical background
  \end{itemize}
\end{warningbox}

\subsection*{Real Consequences Example}
\begin{examplebox}
  \textbf{Academic Dishonesty Career Impact}:
  \begin{itemize}
    \item UH student found guilty of academic dishonesty
    \item Applied for Department of Defense position
    \item DoD background check contacted UH
    \item UH confirmed academic violation
    \item Job offer rescinded based on ethical violation
    \item Lesson: "Don't screw up your history. Don't screw up your reputation."
  \end{itemize}
\end{examplebox}
\vfill
% ---- EXAM DETAILS ----
\section*{Exam 1 Structure and Policies}

\subsection*{Two-Part Exam Format}
\begin{examhint}
  \textbf{Part 1: Computer-Based (70 points)}:
  \begin{itemize}
    \item 70 true/false and multiple choice questions (1 point each)
    \item Fully charged laptop required (no outlet access)
    \item Canvas only — any other browser/app = automatic zero
    \item No privacy screens, no dark mode, screen must be visible
    \item Proctored by instructor, TA, and grader
    \item One question at a time, no going back
    \item No time limit (but affects Part 2 time)
  \end{itemize}
\end{examhint}

\begin{examhint}
  \textbf{Part 2: Paper Exam (30 points)}:
  \begin{itemize}
    \item Leave belongings and phone at front
    \item 10 points matching + 20 points short answer/listing
    \item ID verification required to turn in
    \item Must turn in Part 2 to validate attendance (or receive zero for entire exam)
    \item 7 possible extra credit points (applies to exam only)
  \end{itemize}
\end{examhint}

\subsection*{Exam Content Coverage}
\begin{examhint}
  \textbf{Testable Material}:
  \begin{itemize}
    \item Chapters 1, 2, 3, and 4
    \item All classroom lecture content
    \item 12 posted news articles (final count — no more additions)
    \item Articles appear in Part 2 or as extra credit
    \item No quiz question repeats
    \item All questions are "moderate" difficulty (harder than quiz questions)
  \end{itemize}
\end{examhint}

\subsection*{Break Policy and Timing}
\begin{lecturehint}
  \textbf{Exam Logistics}:
  \begin{itemize}
    \item Designed for 1 hour 15 minutes total
    \item Available until 9:00 PM if needed
    \item Breaks allowed between parts until first person finishes Part 2
    \item First Part 2 finisher may wait for students on break
    \item Equal distribution across 4 chapters
    \item Grades held until all paper exams graded
    \item Curve evaluation after complete grading
  \end{itemize}
\end{lecturehint}

% ---- WARNINGS AND CONCERNS ----
\section*{Academic Integrity Concerns}

\subsection*{Quiz Performance Analysis}
\begin{warningbox}
  \textbf{Instructor's Concern}:
  \begin{itemize}
    \item Current quiz average: over 100 (with dropped lowest + extra credit)
    \item Many students scoring 112 in quiz category
    \item Normal quiz average: 78-80
    \item Suspicion: Students using outside resources during quizzes
    \item Warning: Knowledge may not be as strong as quiz scores suggest
    \item Exam will be proctored — no outside resources allowed
  \end{itemize}
\end{warningbox}

\begin{lecturehint}
  First semester ever dropping lowest quiz grade. Quiz questions were intentionally easy to check reading compliance. Exam questions will be moderate difficulty with no repeats from quizzes.
\end{lecturehint}

% ---- COURSE POLICIES ----
\section*{Course Policies and Deadlines}

\subsection*{Research Paper Requirements}
\begin{itemize}
  \item Due: November 3rd (no extensions granted)
  \item Minimum 4 full pages for main body
  \item Introduction/conclusion pages not required to be full
  \item Deadlines posted since day one — plan accordingly
  \item Posted articles may serve as potential references
\end{itemize}

\subsection*{No Extension Policy}
\begin{lecturehint}
  No extensions for competitions or other conflicts. All deadlines published at semester start. If you have known conflicts, start assignments earlier or consider course scheduling impact.
\end{lecturehint}

% ---- KEY TAKEAWAYS ----
\section*{Chapter 4 Key Takeaways}

\begin{examhint}
  \textbf{Critical Memorization Items}:
  \begin{itemize}
    \item Six information management policies \cmark
    \item Legal vs. ethical four-quadrant model \cmark
    \item AI ethics: explainability, transparency, hallucination \cmark
    \item Three primary security technology areas \cmark
    \item Authentication three-factor model \cmark
    \item GDPR and privacy regulations \cmark
    \item Real-world examples of policy violations \cmark
    \item Career impact of ethical violations \cmark
    \item Social media employment implications \cmark
    \item Workplace monitoring capabilities \cmark
  \end{itemize}
\end{examhint}

\section*{Final Exam Reminders}

\begin{warningbox}
  \textbf{Mandatory Requirements}:
  \begin{itemize}
    \item Physical attendance required next week at 6:00 PM
    \item Location: Room 180, Cypress Hall 2, Sugar Land
    \item Fully charged laptop + backup power if needed
    \item Valid photo ID for verification
    \item Canvas-only policy strictly enforced
    \item Any violations = automatic zero on entire exam
  \end{itemize}
\end{warningbox}

\end{document}

```

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