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minimum two pages about the rise of political islam in turkey, and must fully cite all of the texts and online resources used in preparing both the in-class presentation and the written report. The best grades will be reserved for those groups that use and cite the broadest array of sources. You may want to consult the resources listed here: https://libguides.aud.edu/mestudies/researchguide (especially the ARTstore database of images). The final report must NOT include plagiarized text (reports will be checked) and should include full MLA citations of sources (in-text or footnotes) and include a bibliography. .

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Mr. Friend is a crime analyst with the Santa Cruz, California, Police Department. Predictive Policing: Using Technology to Reduce Crime By Zach Friend, M.P.P. 4/9/2013 Nationwide law enforcement agencies face the problem of doing more with less. Departments slash budgets and implement furloughs, while management struggles to meet the public safety needs of the community. The Santa Cruz, California, Police Department handles the same issues with increasing property crimes and service calls and diminishing staff. Unable to hire more officers, the department searched for a nontraditional solution. In late 2010 researchers published a paper that the department believed might hold the answer. They proposed that it was possible to predict certain crimes, much like scientists forecast earthquake aftershocks. An “aftercrime” often follows an initial crime. The time and location of previous criminal activity helps to determine future offenses. These researchers developed an algorithm (mathematical procedure) that calculates future crime locations.1 Equalizing Resources The Santa Cruz Police Department has 94 sworn officers and serves a population of 60,000. A university, amusement park, and beach push the seasonal population to 150,000. Department personnel contacted a Santa Clara University professor to apply the algorithm, hoping that leveraging technology would improve their efforts. The police chief indicated that the department could not hire more officers. He felt that the program could allocate dwindling resources more efficiently. Santa Cruz police envisioned deploying officers by shift to the most targeted locations in the city. The predictive policing model helped to alert officers to targeted locations in real time, a significant improvement over traditional tactics. Making it Work The algorithm is a culmination of anthropological and criminological behavior research. It uses complex mathematics to estimate crime and predict future hot spots. Researchers based these studies on In Depth Featured Articles - IAFIS Identifies Suspect from 1978 Murder Case - Predictive Policing: Using Technology to Reduce Crime - Legal Digest Part 1 - Part 2 Search Warrant Execution: When Does Detention Rise to Custody? - Perspective Public Safety Consolidation: Does it Make Sense? - Leadership Spotlight Leadership Lessons from Home Archive - Web and Print Departments - Bulletin Notes - Bulletin Honors - ViCAP Alerts - Unusual Weapons - Bulletin Reports Topics in the News See previous LEB content on: - Hostage Situations - Crisis Management - School Violence - Psychopathy About LEB - History - Author Guidelines (pdf) - Editorial Staff - Editorial Release Form (pdf) Patch Call Known locally as the “Gateway to the Summit,” which references the city’s proximity to the Bechtel Family National Scout Reserve. More The patch of the Miamisburg, Ohio, Police Department prominently displays the city seal surroun.

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Mr. E is a pleasant, 70-year-old, black, male Source: Self, reliable source Subjective: Chief complaint: “I urinate frequently.” HPI: Patient states that he has had an increase in urination for the past several years, which seems to be worsening over the past year. He estimates that he urinates clear/light yellow urine approximately every 1.5-2 hours while awake and is up 2-4 times at night to urinate. He states some urgency and hesitancy with urination and feeling of incomplete voiding. He denies any pain or blood. Denies any head trauma. Denies any increase in thirst or hunger. He denies any unintentional weight loss. Allergies : NKA Current Mediations : Multivitamin, daily Aspirin, 81 mg, daily Olmesartan, 20 mg daily Atorvastatin, 10 mg daily Diphenhydramine, 50 mg, at night Pertinent History: Hypertension, hyperlipidemia, insomnia Health Maintenance. Immunizations: Immunizations up to date Family History: No cancer, cardiac, pulmonary or autoimmune disease in immediate family members Social History: Patient lives alone. He drinks one cup of caffeinated coffee each morning at the local diner. He denies any nicotine, alcohol or drug use. ROS: Incorporated into HPI Objective: VS – BP: 118/68, HR: 86, RR: 16, Temp 97.6, oxygenation 100%, weight: 195 lbs, height: 70 inches. Mr. E is alert, awake, oriented x 3. Patient is clean and dressed appropriate for age. Cardiac: No cardiomegaly or thrills; regular rate and rhythm, no murmur or gallop Respiratory: Clear to auscultation Abdomen: Bowel sounds positive. Soft, nontender, nondistended, no hepatomegaly Neuro: CN 2-12 intact Renal/prostate: Prostate enlarged, non-tender. No asymmetry or nodules palpated Labs: Test Name Result Units Reference Range Color Yellow Yellow Clarity Clear Clear Bilirubin Negative Negative Specific Gravity 1.011 1.003-1.030 Blood Negative Negative pH 7.5 4.5-8.0 Nitrite Negative Negative Leukocyte esterase Negative Negative Glucose Negative mg/dL Negative Ketones Negative mg/dL Negative Protein Negative mg/dL Negative WBC Negative /hpf Negative RBC Negative /hpf Negative Lab Pt’s Result Range Units Sodium 137 136-145 mmol/L Potassium 4.7 3.5-5.1 mmol/L Chloride 102 98-107 mmol/L CO2 30 21-32 mmol/L Glucose 92 70-99 mg/dL BUN 7 6-25 mg/dL Creat 1.6 .8-1.3 mg/dL GFR 50 >60 Calcium 9.6 8.2-10.2 mg/dL Total Protein 8.0 6.4-8.2 g/dL Albumin 4.5 3.2-4.7 g/dL Bilirubin 1.1 <1.1 mg/dL Alkaline Phosphatase 94 26-137 U/L AST 25 0-37 U/L ALT 55 15-65 U/L Pt’s results Normal Range Units WBC 9.9 3.4 - 10.8 x10E3/uL RBC 4.0 3.77 - 5.28 x10E6/uL Hemoglobin 11.5 11.1 - 15.9 g/dL H.

Mr. E is a pleasant, 70-year-old, black, maleSource Self, rel.docx

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Motor Milestones occur in a predictable developmental progression in young children. They begin with reflexive movements that develop into voluntary movement patterns. For the motor milestone of independent walking, there are many precursor reflexes that must first integrate and beginning movement patterns that must be learned. Explain the motor progression of walking in a child, starting with the integration of primitive reflexes to the basic motor skills needed for a child to walk independently. Discuss at which time frame each milestone occurs from birth to walking (12-18 months of age). What are some reasons why a child could be delayed in walking? At what age is a child considered delayed in walking and in need of intervention? What interventions are available to children who are having difficulty walking? Please be sure to use APA citations for all sources used to formulate your answers. .

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Most women experience their closest friendships with those of the same sex. Men have suffered more of a stigma in terms of sharing deep bonds with other men. Open affection and connection is not actively encouraged among men. Recent changes in society might impact this, especially with the advent of the meterosexual male. “The meterosexual male is less interested in blood lines, traditions, family, class, gender, than in choosing who they want to be and who they want to be with” (Vernon, 2010, p. 204). In this week’s reading material, the following philosophers discuss their views on this topic: Simone de Beauvoir, Thomas Aquinas, MacIntyre, Friedman, Hunt, and Foucault. Make sure to incorporate their views as you answer each discussion question. Think about how their views may be similar or different from your own. In at least 250 words total, please answer each of the following, drawing upon your reading materials and your personal insight: To what extent do you think women still have a better opportunity to forge deeper friendships than men? What needs to change to level the friendship playing field for men, if anything? How is the role of the meterosexual man helping to forge a new pathway for male friendships? .

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Most patients with mental health disorders are not aggressive. However, it is important for nurses to be able to know the signs and symptoms associated with the five phases of aggression, and to appropriately apply nursing interventions to assist in treating aggressive patients. Please read the case study below and answer the four questions related to it. Aggression Case Study Christopher, who is 14 years of age, was recently admitted to the hospital for schizophrenia. He has a history of aggressive behavior and states that the devil is telling him to kill all adults because they want to hurt him. Christopher has a history of recidivism and noncompliance with his medications. One day on the unit, the nurse observes Christopher displaying hypervigilant behaviors, pacing back and forth down the hallway, and speaking to himself under his breath. As the nurse runs over to Christopher to talk, he sees that his bedroom door is open and runs into his room and shuts the door. The nurse responds by attempting to open the door, but Christopher keeps pulling the door shut and tells the nurse that if the nurse comes in the room he will choke the nurse. The nurse responds by calling other staff to assist with the situation. 1. What phase of the aggression cycle is Christopher in at the beginning of this scenario? What phase is he in at the end the scenario? (State the evidence that supports your answers). 2. What interventions could have been implemented to prevent Christopher from escalating at the beginning of the scenario? 3. What interventions should the nurse take to deescalate the situation when Christopher is refusing to open his door? 4. If a restrictive intervention (restraint/seclusion) is used, what are some important steps for the nurse to remember? SCHOLAR NURSING ARTICLE>>>APA FORMAT>>> .

Most patients with mental health disorders are not aggressive. Howev.docx

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Most of our class readings and discussions to date have dealt with the issue of ethics and ethical behavior. Various philosophers have made contributions to jurisprudence including how to apply ethical principles (codes of conduct?) to ethical dilemma. Your task is to watch the Netflix documentary ‘The Social Dilemma.’ If you cannot currently access Netflix it offers a free trial opportunity, which you can cancel after viewing the documentary. Should this not be an option for whatever reason, then please email me and we will create an alternative ethics question. DUE DATE: Tuesday, Sept. 29, 2020 by noon SEND YOUR NO MORE THAN 5 PAGE DOUBLE SPACED RESPONSE TO MY EMAIL ADDRESS. LATE PAPERS SUBJECT TO DOWNGRADING As critics have written, the documentary showcases ways our minds are twisted and twirled by social media companies like Facebook, Twitter, and Google through their platforms and search engines, and the why of what they are doing, and what must be done to stop it. After watching the movie, respond to the following questions in the order given. Use full sentences and paragraphs, and start off each section by stating the question you are answering. Be succinct. What are the critical ethical issues identified? What concerns are raised over the polarization of society and promulgation of fake news? What is the “attention-extraction model” of software design and why worry? What is “surveillance capitalism?” Do you agree that social media warps your perceptions of reality? Who has the power and control over these social media platforms – software designers, artificial intelligence (Ai), CEOs of media platforms, users, government? Are social media platforms capable of self-regulation to address the political and ethical issues raised or not? If not, then should government regulate? What other actions can be taken to address the basic concern of living in a world “…where no one believes what’s true.” .

Most of our class readings and discussions to date have dealt wi.docx

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Most people agree we live in stressful times. Does stress and re.docx

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Most of the ethical prescriptions of normative moral philosophy tend to fall into one of the following three categories: deontology, consequentialism, and virtue ethics. These categories in turn put an emphasis on different normative standards for judging what constitutes right and wrong actions. Moral psychologists and behavioral economists such as Jonathan Haidt and Dan Ariely take a different approach: focusing not on some normative ethical framework for moral judgment, but rather on the psychological foundations of moral intuition and on the limitations that our human frailty places on real-world honesty, decency, and ethical commitments. In this context, write a short essay (minimum 400 words) on what you see as the most important differences between the traditional normative philosophical approaches and the more recent empirical approach of moral psychology when it comes to ethics. As part of your answer also make sure that you discuss the implications of these differences. Deadline reminder: this assignment is due on June 14th . Any assignments submitted after that date will lose 5 points (i.e., 20% of the maximum score of 25 points) for each day that they are submitted late. Accordingly, after June 14th, any submissions would be worth zero points and at that time the assignment inbox will close. .

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Most healthcare organizations in the country are implementing quality improvement programs to save lives, enhance customer satisfaction, and reduce the cost of healthcare services. Limited human and material resources often undermine such efforts. Zenith Hospital in a rural community has 200 beds. Postsurgical patients tend to contract infections at the surgical site, requiring extended hospitalization. Mr. Jones—75 years old—was admitted to Zenith Hospital for inguinal hernia repairs. He was also hypertensive, with a compromised immune system. Two days after surgery, he acquired an infection at the surgical site, with elevated temperature, and then he developed septicemia. His condition worsened, and he was moved to isolation in the intensive care unit (ICU). A day after transfer to the ICU, he went into ventricular arrhythmia and was placed on a respirator and cardiac monitoring machine. Intravenous fluids, antibiotics, and antipyretics could not bring the fever down, and blood analysis continued to deteriorate. The hospital infection control unit got involved. The team confirmed that postsurgical infections were on the increase, but the hospital was unable to identify the sources of infection. The surgery unit and surgical team held meetings to understand possible sources of infection. The team leader had earlier reported to management that they needed to hire more surgical nurses, arguing that nurses in the unit were overworked, had to go on leave, and often worked long hours without break. Mr. Jones’ family members were angry and wanted to know the source of his infection, why he was on the respirator in isolation, and why his temperature was not coming down. Unfortunately, his condition continued to deteriorate. His daughter invited the family’s legal representative to find out what was happening to her father and to commence legal proceedings. Then, the healthcare manager received information that two other patients were showing signs of postsurgical infection. The healthcare manager and care providers acknowledged the serious quality issues at Zenith Hospital, particularly in the surgical unit. The healthcare manager wrote to the Chairman of the Hospital Board, seeking approval to implement a quality improvement program. The Board held an emergency meeting and approved the manager’s request. The healthcare manager has invited you to support the organization in this process. Please address the following questions in your response: What are successful approaches for gaining a shared understanding of the problem? How can effective communication be implemented? What is a qualitative approach that helps in identifying the quality problem? What tools can provide insight into understanding the problem? In quality improvement, what does appreciative inquiry help do? What is a benefit of testing solutions before implementation? What is a challenge that is inherent in the application of the plan, do, study, act (PDSA) method? What .

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More work is necessary on how to efficiently model uncertainty in ML.docx

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Mortgage-Backed Securities and the Financial Crisis Kelly Finn FNCE 4302 Mortgage-Backed Securities (MBS) are “pass-through” bundles of housing debt sold as investment vehicles A mortgage-backed security, MBS, is a type of asset-backed security that pays investors regular payments, similar to a bond. It gets the title as a “pass-through” because the security involves several entities in the origination and securitization process (where the asset is identified, and where it is used as a base to create a new investment instrument people can profit off of). Key Players involved in the MBS Process [Mortgage] Lenders: banks who sell mortgages to GSE’s GSE: Government Sponsored Entities created by the US Government to make owning property more accessible to Americans 1938: Fannie Mae (FNMA): Federal National Mortgage Assoc. 1970: Freddie Mac (FHLMC): Federal Home Loan Mortgage Corp. Increase mortgage borrowing Introduce competitor to Fannie Mae 1970: Ginnie Mae (GNMA): Government National Mortgage Assoc. US Government: Treasury: implicit commitment of providing support in case of trouble The several entities involved in the process make MBS a “pass-through”. Here we have 3 main entities that we’ll call “Key Players” for the purpose of this presentation which aims to provide you with a basic and simple explanation of MBS and their role in the financial crisis. GSE’s created by the US Government in 1938 Part of FDR’s New Plan during Great Depression Purpose: make owning property more accessible to more Americans GSE (ex. Fannie Mae) buys mortgages (debt) from banks, & then pools mortgages into little bundles investors can buy (securitization) Bank’s mortgage is exchanged with GSE’s cash Created liquid secondary market for mortgages Result: 1) Bank has more cash to lend out to people 2) Now all who want to a house (expensive) can get the money needed to buy one! Where MBS came from & when Yay for combatting homelessness and increasing quality of life for the common American! Thanks Uncle Sam! MBS have been around for a long time. Officially in the US, they have their origins in government. During the Great Depression in the 1930s, President Franklin Delano Roosevelt signed into creation Fannie Mae that was brought about to help ease American citizen’s difficulty in becoming homeowners. The sole purpose of a GSE thus was to not make profit, but to promote citizen welfare in regards to housing. Seeing that it was created by regulatory government powers, it earned the title of Government Sponsored Entity, which we will abbreviate as GSE. 2 other GSE’s in housing were created in later decades like Freddie Mae, to further stimulate the mortgage market alongside Fannie, and Ginnie which did a similar thing but only for certain groups of people (Veterans, etc) and to a much smaller scale. How MBS works: Kelly is a homeowner looking to borrow a lot of money *The Lender, who issued Kelly the mor.

Mortgage-Backed Securities and the Financial CrisisKelly Finn.docx

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Moral Development Lawrence Kohlberg developed six stages to mora.docx

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Module Overview: Liberal and Market Models of Higher Education Policy Module Five focuses on two states, California and Minnesota, as the complexities of higher education policy are examined and the variety of political, social, economic, and environmental factors contributing to the ways in which policies are developed are discussed. These policies, in turn, deeply impact the higher education systems within both states, with a particularly strong influence on funding models for colleges and universities. Higher Education Policy in California The California Master Plan for Higher Education guided the development of three campus systems in California: the University of California (UC), California State University (CSU), and California Community Colleges systems (St. John, Daun-Barnett, & Moronski-Chapman, 2013). Nearly four out of five college students in California attend one of the three public education systems and three out of every four bachelor degrees awarded annually are from either the UC or CSU systems (Johnson, 2014). Yet, the state is facing somewhat of an education crisis and Johnson projects a shortfall of one million college graduates by 2025. In recent years, the historic California model has broken down as the systems have been negatively impacted by the state’s fiscal woes. While colleges and universities have responded to funding cuts by reducing expenses, including cutting administrative costs and hiring more non-tenure track faculty, declines in state support have forced the UC system to increase tuition fees by 50% in three years while CSU fees have increase by 47% in the same period (Johnson, Cook, Murphy, and Weston, 2014). Students are increasingly becoming indebted in order to accomplish their educational goals in California; the average loan amounts among students have risen 36% between 2005 and 2010 (a figure adjusted for inflation) (Johnson, 2014). Hoping to save expenses, many students begin their college educations at California community colleges, which have become so overcrowded that in 2012, 137,000 students could not enroll into at least one class that they needed and community colleges resorted to “rationing” courses (Dellner, 2012). This evidence suggests new changes are needed in the California state system to support students at all levels of enrollment. In part, California’s steady decreases in higher education funding are a consequence of a need to fund other state services; for example, Johnson (2012) notes that from 2002 to 2012, state expenditures for higher education fell by close to 10% whereas expenditures for corrections and rehabilitation increased by 26%. Historical trends suggest that the state’s priorities began shifting from higher education toward corrections since the 1970s, even though the majority of Californians (68%) opposed spending cuts in higher education to reduce state budget deficits and 62% supported spending cuts in corrections to balance state budgets (Baldassare, Bonner, Pet.

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Module_3 Question is attached. Provide documented evidence, in Moodle, of completion of the chosen exercise (i.e. provide answers to each of the stated questions). Detailed and significant answers will be allotted full point value. Incomplete, inaccurate, or inadequate answers will receive less than full credit depending on the answers provided. 300 words Minimum, must be APA format NO Plagiarism please... .

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Monitoring Budget Goals Sometimes things happen that we cannot predict or have control over that negatively impacts our budget. Consequently, monitoring budget goals on a quarterly basis is most common. If a quarterly budget goal is off (less than 20%) of its’ intended target, modifications and corrective action is generally needed. Discuss what modifications and corrective action you would make if your budget was 20% less than projected for quarter 2 of a fiscal year. Make sure to provide rationale. Your initial post should be at least 400 words. Resources Readings 1. Textbook Dropkin, M., Halpin, J., & LaTouche, B. (2007). The budget-building book for nonprofits (2nd ed.). Jossey-Bass. Chapter 20: Presenting Your Annual Budget Proposal to the Board Chapter 21: Board Review, Revision, and Approval of the Final Budget 2. Website: Tuck, A., (2011, February 9). Succeeding Through Tough Times. The Bridgespan Group. Retrieved from http://www.bridgespan.org/Publications-and-Tools/Strategy-Development/Managing-in-Tough-Times/Succeeding-Through-Tough-Times.aspx#.UTZphNZOTmd .

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Molecule Identify the Central Atom Number of atoms bonded to central atom Number of *non-bonding electron pairs around the central atom Number of VESPR Groups** Draw the Lewis structure showing the correct shape. Use element symbols, dots for non-bonding electron pairs and dashes for bonded electrons. Name the shape. BeCl2 CO2 HCN BF3 CH2O SO2 CH4 NH3 H2O * The speaker uses the term “lone electron pair” instead of non-bonding electron pair. It is the same thing. **Number VESPR Groups is equal to the number of atoms bonded to the central atom plus the number of non-bonding pairs. .

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MODULE HANDBOOK BA M4X01434 Academic skills LEVEL 4 SCHOOL OF BUSINESS, FINANCE AND MANAGEMENT FACULTY OF BUSINESS AND MANAGEMENT 2017-2018 MODULE CODE: M4X01434 TITLE: Academic Skills DATED: July 2016 LEVEL: 4 CREDITS 20 JACS CODE: N100 AIM(S) The skills needed for higher education are ultimately gained through studying at that level; they evolve and mature through practice, trial and error, feedback from others and student reflection. This module aims to provide students with the underlying study/research strategies and software skills that can accelerate that learning process. Students will be encouraged to develop a reflective, active, positive approach to learning, and to take responsibility for their own learning. Such skills promote a deeper understanding of the topics studied throughout the programme; they support lifelong learning, and are the transferable skills desired in the employment context. LEARNING OUTCOMES Upon the successful completion of this module, the student should be able to demonstrate the ability to: 1. Analyse the published literature relating to a management related topic and produce a fully referenced management report 2. Design and deploy a range of primary data collection methods. 3. Evaluate and interpret qualitative and quantitative data and present the findings to specialist and non-specialist audiences 4. Evaluate the appropriateness of different approaches to information gathering. INDICATIVE CONTENT · Identifying skills (e.g. self-evaluation, skills needed for higher education, transferable/employment skills). · Organising study (e.g. time management, organising space, organising resources) · Gathering relevant information (e.g. effective note taking, using the library and the internet, reflecting on experience) · Communicating and presenting information (e.g. presentation techniques, styles) · Developing an appropriate writing style (e.g. planning and structuring essays and reports, linking ideas together, using facts, opinions or arguments, analytical thinking, etc.) · Referencing convention (e.g. the Harvard System) · Revision and examination techniques (e.g. preparation, organisation, memory aids, managing stress) · Using computers and e-learning to support learning (e.g. the VLE, Internet search techniques) · Key research skills/data collection methods (e.g. primary and secondary sources, interview, questionnaire, observation, focus groups, questionnaire design, sampling methods) · Presentation of data using charts, diagrams and graphs. · Measures of central tendency (mean, median, mode) · Using word-processing software (e.g. creating tables, using a variety of document templates for reports, minutes, CVs etc., outline numbering, applying styles, automatic tables of contents, referencing, drawing and other toolbars) · Using spreadsheet software (e.g. using formulae such as min, max, sum, autosum, autofill, function wizard, relative and absolute cell referencing.

MODULE HANDBOOK BA M4X01434Academic skills.docx

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Module 7 —Promotion and Social Responsibility—Chapters 19-23 Q1. Discuss the integrated marketing communication (IMC) mix components used to promote the product. (Ch. 19) Q2. Discuss the firm’s advertising objective and its advertising media mix (broadcast, print, electronic). (Ch. 20) Q3. Discuss the Internet marketing possibilities and use of social media in the marketing of the product/service. (Ch. 21) Q4. Explain the role of personal selling in the marketing of the product/service. How are sales representatives are selected, trained and evaluated? Ch. 22) Q5. Explain the firm’s efforts at social responsibility, and how it could be more socially responsible. (Ch. 23) You will be discussing Forever 21 as the product Must be at least 750 words, has to incorporate the Bible, and cite at least 2 scholarly articles .

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MODULE 7 UNIT 3 Ongoing project HAR CYB Module 7 Unit 3 Ongoing project Learning outcome: LO7: Propose an incident response plan to prepare an organization in the event of an attack. Name: 1. Instructions and guidelines (Read carefully) Instructions 1. Insert your name and surname in the space provided above, as well as in the file name. Save the file as: First name Surname M7 U3 Ongoing project – e.g. Zadie Smith M7 U3 Ongoing project . NB: Please ensure that you use the name that appears in your student profile on the Online Campus. 2. Write all your answers in this document. There is an instruction that says, “Start writing here” under each question. Please type your answer there. 3. Submit your assignment in Microsoft Word only . No other file types will be accepted. 4. Do not delete the plagiarism declaration or the assignment instructions and guidelines . They must remain in your assignment when you submit. PLEASE NOTE: Plagiarism cases will be investigated in line with the Terms and Conditions for Students. IMPORTANT NOTICE: Please ensure that you have checked your course calendar for the due date for this assignment. Guidelines 1. Make sure that you have carefully read and fully understood the questions before answering them. Answer the questions fully but concisely and as directly as possible. Follow all specific instructions for individual questions (e. g. “list”, “in point form”). 2. Answer all questions in your own words. Do not copy any text from the notes, readings or other sources. The assignment must be your own work only. Plagiarism declaration: 1. I know that plagiarism is wrong. Plagiarism is to use another’s work and pretend that it is one’s own. 2. This assignment is my own work. 3. I have not allowed, and will not allow, anyone to copy my work with the intention of passing it off as his or her own work. 4. I acknowledge that copying someone else’s assignment (or part of it) is wrong, and declare that my assignments are my own work. 2. Question Each unit in this module explores one of the three crucial areas of cybersecurity management that need to be considered when developing an incident response plan. This ongoing project requires you to use the knowledge gained from each of the three units to formulate and complete the 10 steps of an incident response plan, as identified in the notes from Unit 1. If you are completing your ongoing project on Sony, you are required to create an incident response plan that the organization should have followed in light of the 2014 hack. For example, detail the detection, analysis, and containment strategies it should have employed, the crisis communications plan it should have adhered to, and recommendations for successful eradication and recovery. Note: All ongoing project submissions throughout the course need to focus on the same organization. Or, if you choose to focus on the case study of Sony, you will need to complete all your sub.

MODULE 7 UNIT 3Ongoing projectHAR CYB Module 7 Unit 3 Ongoin.docx

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Module 8 Writing Assignment Some of the reasons to use graphics include: catching a reader’s attention; helping to communicate complex information; to clarify and emphasize information; to help non-native speakers understand information; and to communicate information to multiple audiences from diverse backgrounds. Find (or create) some numerical data and write a memo describing the data. The memo should describe the purpose and context of the data, and draw at least one conclusion. You should include the data in a table or an appropriate graphical representation (chart) of the data, or both. You should use the guidance given in Chapter 12 of the text. Typically, you would use Excel to create the table and chart, then import them into Word. It is important that you do not just regurgitate the information from the chapter. You should use the chapter, but also go beyond it to use outside sources. NO PLAGIARISM. THREE PAGES EXCLUDING WORKS CITED AND THE MATERIALS NEEDED FOR THE ASSIGNMENT ARE IN THE DRAG AND DROP BOX. .

Module 8 Writing AssignmentSome of the reasons to use graphi.docx

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