IT Strategic Project Plan and Presentation Grading GuideBIS.docx

•Download as DOCX, PDF•

0 likes•13 views

This document provides a grading guide for an IT strategic project plan and presentation assignment. It outlines the requirements for an individual assignment where students must create a project plan in Microsoft Word that synthesizes deliverables from previous weeks, including a project proposal summary, data communications plan, collaboration/eCommerce recommendations, project security plan, and Gantt chart. It also requires a 6-10 slide PowerPoint presentation with an overview, summaries of plans, a call to action, and adherence to formatting guidelines. Students will be graded based on the content and structure of their documents, as well as writing quality and presentation layout.

Education

IT Strategic Project Plan and Presentation Grading Guide
BIS/320 Version 3
1
Individual Assignment: IT Strategic Project Plan and
Presentation
Purpose of Assignment
The purpose of the assignment is to apply Information
Technology (IT) and Project Management (PM) best practices to
create a Project Plan for your proposed IT development.
Resources Required
Essentials of MIS, Chapter 1, 12
Electronic Reserve Readings for Week 5
Lynda.com® Project Management Fundamentals
Grading Guide
Content
Met
Partially Met
Not Met
Comments:
Student synthesizes the individual assignment deliverables from
Weeks 1 through 4, including instructor corrections and
recommendations.

Student creates an Information Technology (IT) project plan in
a Microsoft® Word
which includes the following:
· The project proposal summary created in Week 1 includes
recommendations and corrections from their instructor.
· Their data communications plan and project budget from Week
2
· Their collaboration and eCommerce recommendations from
Week 3
· Their project security plan from Week 4
· A GANTT-type chart in your paper to illustrate the project
schedule.
The paper is 2,100 words in length.
Student createsa Microsoft® PowerPoint® presentation which
includes the following:
· Overview of the project (cover the points listed in the project
proposal summary, 2 to 3 slides)

· Summary of their data communications plan (1 slide)
· Their collaboration and eCommerce recommendations (1 to 2
slides)
· Their project security plan (1 slide)
· A Gantt-type chart illustrating project schedule (1 slide)
· A call to action slide to their audience (1 slide)
Presentation consists of 6 to 10 slides and is appropriate for the
audience.
The presentation includes relevant media and visual aids that
are consistent with the content.
Total Available
Total Earned
12
#/X

Writing and Presentation Guidelines
Met
Partially Met
Not Met
Comments:
The paper—including tables and graphs, headings, title page,
and reference page—is consistent with APA formatting
guidelines and meets course-level requirements.
Intellectual property is recognized with in-text citations and a
reference page.
Paragraph and sentence transitions are present, logical, and
maintain the flow throughout the paper.
Sentences are complete, clear, and concise.
Rules of grammar and usage are followed including spelling and
punctuation.

The presentation is laid out with effective use of headings, font
styles, font sizes, and white space.
Intellectual property is recognized with in-text citations and a
reference slide.
The presentation includes an introduction and conclusion that
preview and review major points.
Major points are stated clearly; are supported by specific
details, examples, or analysis; and are organized logically.
Rules of grammar and usage are followed including spelling and
punctuation.
Total Available

Total Earned
5
#/X
Assignment Total
#
17
#/X
Additional comments:
Copyright © 2016 by University of Phoenix. All rights reserved.

More from christiandean12115

100% Original Work Zero Plagiarism Graduate Level Writing Required. DUE: Saturday, March 6, 2021 by 5pm Eastern Standard Select one of the following topics: Immigration Drug legislation Three-strikes sentencing Write a 1,250- to 1,400-word paper describing how EACH BRANCH of the government participates in your selected policy. Format your presentation consistent with APA guidelines. PLEASE NOTE: There needs to be at least three different peer reviewed literature references Wikipedia, dictionaries, and encyclopedias are not peer reviewed literature references. .

100 Original WorkZero PlagiarismGraduate Level Writing Required.docx

christiandean12115

10.1177/1066480704270150THE FAMILY JOURNAL: COUNSELING AND THERAPY FOR COUPLES AND FAMILIES / January 2005Lambert / GAY AND LESBIAN FAMILIES ❖ Literature Review—Research Gay and Lesbian Families: What We Know and Where to Go From Here Serena Lambert Idaho State University The author reviewed the research on gay and lesbian parents and their children. The current body of research has been clear and consistent in establishing that children of gay and lesbian parents are as psychologically healthy as their peers from heterosexual homes. However, this comparison approach to research design appears to have limited the scope of research on gay and lesbian families, leav- ing much of the experience of these families yet to be investigated. Keywords: gay men; lesbians; parenting; families The relationships and family lives of gay and lesbian peo-ple have been the focus of much controversy in the past decade. The legal and social implications of gay and lesbian parents appear to have clearly affected the direction that researchers in the fields of psychology and sociology have taken in regard to these diverse families. As clinicians, educators, and researchers, counselors need to be aware of and involved with issues related to lesbian and gay family life for several reasons. First, our professional code of ethics charges us with the ethical responsibility to demonstrate a commit- ment to gaining knowledge, personal awareness, sensitivity, and skills significant for working with diverse populations (American Counseling Association, 1995; International Association of Marriage and Family Counselors, n.d.). Coun- selors are also in a unique position to advocate for diverse clients and families in their communities as well as in their practices but must possess the knowledge to do so effectively (Eriksen, 1999). It is believed that work in this area not only has the potential to affect the lives of our gay and lesbian clients and their children but also influences developmental and family theory and informs public policies for the future (Patterson, 1995, 2000; Savin-Williams & Esterberg, 2000). This article will review the recent research regarding families headed by gay men and lesbians. Studies reviewed include investigations of gay or lesbian versus homosexual parents, sources of diversity among gay and lesbian parents, and the personal and sociological development of the children of gay and lesbian parents. Implications for counselors as well as directions for future research will also be discussed. GAY AND LESBIAN PARENTS How Many Are Out There? Unfortunately, accurate statistics regarding the numbers of families headed by gay men and lesbians in our culture are difficult to determine. Due to fear of discrimination in one or more aspects of their lives, many gay men and lesbians have carefully kept their sexual orientation concealed—even from their own children in some cases (Huggins, 1989). Patterson (2000) noted that it is es.

10.11771066480704270150THE FAMILY JOURNAL COUNSELING AND THE.docx

christiandean12115

10.1177/1066480703252339 ARTICLETHE FAMILY JOURNAL: COUNSELING AND THERAPY FOR COUPLES AND FAMILIES / July 2003Fall, Lyons / ETHICAL CONSIDERATIONS ❖ Ethics Ethical Considerations of Family Secret Disclosure and Post-Session Safety Management Kevin A. Fall Christy Lyons Loyola University—New Orleans The ethical issues involved in the disclosure of family secrets in therapy have been addressed in the literature, but the focus has typically been on secrets disclosed in individual sessions. The literature largely ignores the ethical issues surrounding in-session disclosure and the concomitant liability of the family therapist for the post-session well-being of the system’s members. This article explores types of family secrets, provides a case example of in-session disclosure, and presents ethical considerations and practice recommendations. Keywords: family secrets; ethics; confidentiality; abuse; safety A family without secrets is like a two-year-old without tantrums: a rarity. Virtually every family has secrets involving academic problems, relationship dynamics, or even various illegalities. Secrets permeate the family system before therapy begins, but with the introduction of the therapist, the system begins to change. The therapist ideally creates an environment that challenges the boundaries and rules of the system; this is the nature of therapy. As a result of the sense of safety within the session, it is conceivable that a family member may disclose information that has been hidden for a wide variety of reasons. Any unearthing of hidden material will create a disequilibrium within the system. Family thera- pists are trained to handle the consequences of such a disclosure in session and ethically lay the groundwork for timely disclosures. Dealing with this disclosure and its impact on the system often becomes the primary focus of the therapy, as the perturbation caused by the disclosure can serve as a catalyst to reorganize the system. However, not all information is disclosed at the “perfect time.” In fact, the idiosyncratic internal sensing of safety by any member of the family may trigger a disclosure prema- turely. Secrets are such an omnipresent dynamic in the life of family systems that it seems unlikely that any family therapist could avoid untimely disclosures. Even in these unpredict- able moments, a disclosure creates a disequilibrium that can be productive in the therapy process as the secret and the process of maintaining the secret are worked through in an atmosphere of trust and safety. The ethical question here is two-fold: What is the therapist’s responsibility in preparing the family members for the potential risks of counseling that may arise from such disclosures, and what is the responsibility of the family therapist to maintain the safety of the members after a disclosure? Although the International Association of Marriage and Family Counselors’ (IAMFC).

10.11771066480703252339 ARTICLETHE FAMILY JOURNAL COUNSELING.docx

christiandean12115

10.1177/0022427803260263ARTICLEJOURNAL OF RESEARCH IN CRIME AND DELINQUENCYWright et al. / CRIMINALLY PRONE INDIVIDUALS DOES THE PERCEIVED RISK OF PUNISHMENT DETER CRIMINALLY PRONE INDIVIDUALS? RATIONAL CHOICE, SELF-CONTROL, AND CRIME BRADLEY R. E. WRIGHT AVSHALOM CASPI TERRIE E. MOFFITT RAY PATERNOSTER Society’s efforts to deter crime with punishment may be ineffective because those individuals most prone to commit crime often act impulsively, with little thought for the future, and so they may be unmoved by the threat of later punishment. Deterrence mes- sages they receive, therefore, may fall on deaf ears. This article examines this issue by testing the relationship between criminal propensity, perceived risks and costs of punishment, and criminal behavior. The authors analyzed data from the Dunedin (New Zealand) Study, a longitudinal study of individuals from birth through age 26 (N = 1,002). They found that in fact, deterrence perceptions had their greatest impact on criminally prone study members. Keywords: deterrence theory; criminal propensity Society controls its members by threatening punishments, both formal, such as arrest and imprisonment, and informal, such as social disapproval and withholding of resources. Policymakers, as well as the general public, have widely accepted the punishment-as-deterrence doctrine (Liska and Messner 1999), and so the punishment of criminals, more than other, positive We thank the Dunedin Study members, their parents, teachers, and peer informants, Dunedin Unit Director Richie Poulton, and Study founder Phil Silva. We thank HonaLee Harrington and Colin Baier for research assistance. The Dunedin Multidisciplinary Health and Development Re- search Unit is supported by the New Zealand Health Research Council. This research received support from the National Consortium on Violence Research (NCOVR), which is supported under grant #SBR 9513040 from the National Science Foundation, from the William Freeman Vilas Trust at the University of Wisconsin, from US-NIMH grants MH45070, MH49414, from the William T. Grant Foundation, and from Air New Zealand. JOURNAL OF RESEARCH IN CRIME AND DELINQUENCY, Vol. 41 No. 2, May 2004 180-213 DOI: 10.1177/0022427803260263 © 2004 Sage Publications 180 interventions is politically viable under the rubric of “getting tough on crime.” Given society’s considerable faith in, and resources spent on, punish- ing wrong-doers, we have a vested interest in knowing whether in fact threat- ened punishments deter criminal behavior, and so social scientists have long studied punishment as deterrence (e.g., Beccaria 1963; Becker 1968; Bentham 1948; Piliavin et al. 1986). Of particular significance is the question, Does the threat of punishment differ according to a person’s motivation or propensity to commit crime? There are three basic, though seemingly contradictory, answers to this question that can be derived from the existing literature: (1) All individuals resp.

10.11770022427803260263ARTICLEJOURNAL OF RESEARCH IN CRIME AN.docx

christiandean12115

10.1177/0022487105285962Journal of Teacher Education, Vol. 57, No. XX, XXX/XXX 2006Journal of Teacher Education, Vol. 57, No. XX, XXX/XXX 2006 CONSTRUCTING 21st-CENTURY TEACHER EDUCATION Linda Darling-Hammond Stanford University Much of what teachers need to know to be successful is invisible to lay observers, leading to the view that teaching requires little formal study and to frequent disdain for teacher education programs. The weakness of traditional program models that are collections of largely unrelated courses reinforce this low regard. This article argues that we have learned a great deal about how to create stronger, more effective teacher education programs. Three critical components of such programs include tight coher- ence and integration among courses and between course work and clinical work in schools, extensive and intensely supervised clinical work integrated with course work using pedagogies linking theory and practice, and closer, proactive relationships with schools that serve diverse learners effectively and develop and model good teaching. Also, schools of education should resist pressures to water down preparation, which ultimately undermine the preparation of entering teachers, the reputation of schools of education, and the strength of the profession. Keywords: field-based experiences; foundations of education; student teaching; supervision; theories of teacher education The previous articles have articulated a spectac- ular array of things that teachers should know and be able to do in their work. These include understanding many things about how people learn and how to teach effectively, including aspects of pedagogical content knowledge that in- corporate language, culture, and community contexts for learning. Teachers also need to understand the person, the spirit, of every child and find a way to nurture that spirit. And they need the skills to construct and manage class- room activities efficiently, communicate well, use technology, and reflect on their practice to learn from and improve it continually. The importance of powerful teaching is increasingly important in contemporary society. Standards for learning are now higher than they have ever been before, as citizens and workers need greater knowledge and skill to survive and succeed. Education is increasingly important to the success of both individuals and nations, and growing evidence demonstrates that—among all educational resources—teachers’ abilities are especially crucial contributors t o s t u d e n t s ’ le a r n i n g . F u r t h e r m o re , t h e demands on teachers are increasing. Teachers need not only to be able to keep order and provide useful information to students but also to be increasingly effective in enabling a diverse group of students to learn ever more complex material. In previous decades, they were expected to prepare only a small minority for ambitious intellectual work, whereas they are now expected to prep.

10.11770022487105285962Journal of Teacher Education, Vol. 57,.docx

christiandean12115

10.1177/0011000002250638ARTICLETHE COUNSELING PSYCHOLOGIST / March 2003Westefeld, Heckman-Stone / CRISIS INTERVENTION • PROFESSIONAL FORUM The Integrated Problem-Solving Model of Crisis Intervention: Overview and Application John S. Westefeld The University of Iowa Carolyn Heckman-Stone Iowa State University Crisis intervention is a role that fits exceedingly well with counseling psychologists’ interests and skills. This article provides an overview of a new crisis intervention model, the Integrated Problem-Solving Model (IPSM), and demonstrates its application to a specific crisis, sexual assault. It is hoped that this article will encourage counseling psychologists to become more involved in crisis intervention itself as well as in research and training in this important area. Recently, significant crisis events (e.g., sexual assaults, school shootings, terrorist attacks, and other violent crimes) have received major media attention. This has led, among other things, to an increased interest in this topic as a subspecialty among human service providers (James & Gilliland, 2001). In addition, it appears that we live in an increasingly fast-paced and technologi- cal society in which individuals may be less connected with family and other positive influences than in the past (Pitcher & Poland, 1992). Mental health professionals need to be prepared to help society cope with such crises, and counseling psychologists are particularly well suited for this type of intervention. Coping with life transitions, a major focus of counseling psychology throughout its history, sometimes involves the successful negotiation of crises (Brown & Lent, 2000). Counseling psychologists are particularly skilled in promoting self-enhancement among relatively healthy individuals, which is often the case in crisis situations. In addition, crisis intervention matches well with counseling psychologists’ skills at implementing brief, problem- solving, developmental, educational, and self-empowering intervention approaches. Relatively few articles have been published in The Counseling Psycholo- gist concerning crisis intervention and the role of the counseling psycholo- 221 Correspondence concerning this article should be addressed to John S. Westefeld, Coun- seling Psychology, 361 Lindquist Center, The University of Iowa, Iowa City, IA 52242; e-mail: [email protected] THE COUNSELING PSYCHOLOGIST, Vol. 31 No. 2, March 2003 221-239 DOI: 10.1177/0011000002250638 © 2003 by the Division of Counseling Psychology. gist. Indeed, we believe that the field of counseling psychology has not his- torically seen itself as working extensively in this area. Interestingly, in 1979—more than 20 years ago—Baldwin published an excellent manuscript in The Counseling Psychologist, wherein he reviewed crisis theory, discussed types of crises, and described his own stage model of crisis intervention. Baldwin’s model consisted of the following major steps: catharsis/assess- m.

10.11770011000002250638ARTICLETHE COUNSELING PSYCHOLOGIST M.docx

christiandean12115

10.1 What are three broad mechanisms that malware can use to propagate? 10.2 What are four broad categories of payloads that malware may carry? 10.3 What are typical phases of operation of a virus or worm? 10.4 What mechanisms can a virus use to conceal itself? 10.5 What is the difference between machine-executable and macro viruses? 10.6 What means can a worm use to access remote systems to propagate? 10.7 What is a “drive-by-download” and how does it differ from a worm? 10.8 What is a “logic bomb”? 10.9 Differentiate among the following: a backdoor, a bot, a keylogger, spyware, and a rootkit? Can they all be present in the same malware? 10.10 List some of the different levels in a system that a rootkit may use. 10.11 Describe some malware countermeasure elements. 10.12 List three places malware mitigation mechanisms may be located. 10.13 Briefly describe the four generations of antivirus software. 10.14 How does behavior-blocking software work? 10.15 What is a distributed denial-of-service system? .

10.1 What are three broad mechanisms that malware can use to propa.docx

christiandean12115

10.0 ptsPresentation of information was exceptional and included.docx

christiandean12115

10-K 1 f12312012-10k.htm 10-K UNITED STATES SECURITIES AND EXCHANGE COMMISSION Washington, DC 20549 FORM 10-K (Mark One) R Annual report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934 For the fiscal year ended December 31, 2012 or o Transition report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934 For the transition period from __________ to __________ Commission file number 1-3950 Ford Motor Company (Exact name of Registrant as specified in its charter) Delaware 38-0549190 (State of incorporation) (I.R.S. Employer Identification No.) One American Road, Dearborn, Michigan 48126 (Address of principal executive offices) (Zip Code) 313-322-3000 (Registrant’s telephone number, including area code) Securities registered pursuant to Section 12(b) of the Act: Title of each class Name of each exchange on which registered* Common Stock, par value $.01 per share New York Stock Exchange __________ * In addition, shares of Common Stock of Ford are listed on certain stock exchanges in Europe. Securities registered pursuant to Section 12(g) of the Act: None. Indicate by check mark if the registrant is a well-known seasoned issuer, as defined in Rule 405 of the Securities Act. Yes R No o Indicate by check mark if the registrant is not required to file reports pursuant to Section 13 or Section 15(d) of the Act. Yes o No R Indicate by check mark if the registrant (1) has filed all reports required to be filed by Section 13 or 15(d) of the Securities Exchange Act of 1934 during the preceding 12 months (or for such shorter period that the registrant was required to file such reports), and (2) has been subject to such filing requirements for the past 90 days. Yes R No o Indicate by check mark whether the registrant has submitted electronically and posted on its corporate Web site, if any, every Interactive Data File required to be submitted and posted pursuant to Rule 405 of Regulation S-T (§232.405 of this chapter) during the preceding 12 months (or for such shorter period that the registrant was required to submit and post such files). Yes R No o Indicate by check mark if disclosure of delinquent filers pursuant to Item 405 of Regulation S-K (§229.405 of this chapter) is not contained herein, and will not be contained, to the best of registrant’s knowledge, in definitive proxy or information statements incorporated by reference in Part III of this Form 10-K or any amendment to this Form 10-K. R Indicate by check mark whether the registrant is a large accelerated filer, an accelerated filer, a non-accelerated filer, or a smaller reporting company. See definitions of "large accelerated filer," "accelerated filer," and "smaller reporting company" in Rule 12b-2 of the Exchange Act. Large accelerated filer R Accelerated filer o Non-accelerated filer o Smaller reporting company o Indicate by check mark whether the registra.

10-K1f12312012-10k.htm10-KUNITED STATESSECURIT.docx

christiandean12115

10-K 1 f12312012-10k.htm 10-K UNITED STATES SECURITIES AND EXCHANGE COMMISSION Washington, DC 20549 FORM 10-K (Mark One) R Annual report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934 For the fiscal year ended December 31, 2012 or o Transition report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934 For the transition period from __________ to __________ Commission file number 1-3950 Ford Motor Company (Exact name of Registrant as specified in its charter) Delaware 38-0549190 (State of incorporation) (I.R.S. Employer Identification No.) One American Road, Dearborn, Michigan 48126 (Address of principal executive offices) (Zip Code) 313-322-3000 (Registrant’s telephone number, including area code) Securities registered pursuant to Section 12(b) of the Act: Title of each class Name of each exchange on which registered* Common Stock, par value $.01 per share New York Stock Exchange __________ * In addition, shares of Common Stock of Ford are listed on certain stock exchanges in Europe. Securities registered pursuant to Section 12(g) of the Act: None. Indicate by check mark if the registrant is a well-known seasoned issuer, as defined in Rule 405 of the Securities Act. Yes R No o Indicate by check mark if the registrant is not required to file reports pursuant to Section 13 or Section 15(d) of the Act. Yes o No R Indicate by check mark if the registrant (1) has filed all reports required to be filed by Section 13 or 15(d) of the Securities Exchange Act of 1934 during the preceding 12 months (or for such shorter period that the registrant was required to file such reports), and (2) has been subject to such filing requirements for the past 90 days. Yes R No o Indicate by check mark whether the registrant has submitted electronically and posted on its corporate Web site, if any, every Interactive Data File required to be submitted and posted pursuant to Rule 405 of Regulation S-T (§232.405 of this Page 1 of 216F 12.31.2012- 10K 3/7/2019https://www.sec.gov/Archives/edgar/data/37996/000003799613000014/f12312012-10k.htm chapter) during the preceding 12 months (or for such shorter period that the registrant was required to submit and post such files). Yes R No o Indicate by check mark if disclosure of delinquent filers pursuant to Item 405 of Regulation S-K (§229.405 of this chapter) is not contained herein, and will not be contained, to the best of registrant’s knowledge, in definitive proxy or information statements incorporated by reference in Part III of this Form 10-K or any amendment to this Form 10-K. R Indicate by check mark whether the registrant is a large accelerated filer, an accelerated filer, a non-accelerated filer, or a smaller reporting company. See definitions of "large accelerated filer," "accelerated filer," and "smaller reporting company" in Rule 12b-2 of the Exchange Act. Large accelerated filer R Accelerated filer .

10-K 1 f12312012-10k.htm 10-K UNITED STATESSECURITIES AN.docx

christiandean12115

10 What does a golfer, tennis player or cricketer (or any other professional sportsperson) focus on to achieve high performance? They nearly always give the same answer: “Repeat my process (that is the process they have practised a million times) – replicate it under real pressure and trust in my ability” That’s why Matthew Lloyd throws the grass up under the roof at Etihad Stadium. It is why Ricky Ponting taps the bat, looks down, looks up and mouths “watch the ball”. It’s unnecessary for Matthew Lloyd to toss the grass. There’s no wind under the roof – it’s simply a routine that enables him to replicate his process under pressure. Ricky Pointing knows you have to watch the ball. Ponting wants the auto pilot light in his brain to fl ick on as he mutters “watch the ball”. High performance in sport is achieved through focusing on your processes, not the scores. It is absolutely no different in local government. Our business is governance and we need to be focusing very hard on our governance processes. We need to learn these processes, modify them when necessary, understand them deeply, repeat them under pressure and trust in our capabilities to deliver. If we do that, the scores will look after themselves. I want to share with you my ten most important elements in the governance process. Let me fi rst say that good governance is the set of processes, protocols, rules, relationships and behaviours which lead to consistently good decisions. In the end good governance is good decisions. You could make lots of good decisions without good governance. But you will eventually run out of luck – eventually, bad governance process will lead to bad decisions. Consistently good decisions come from good governance processes and practices. Good governance is not only a prerequisite for consistently good decisions, it is almost the sole determinant of your reputation. The way you govern, the ‘vibe’ in the community and in the local paper about the way you govern is almost the sole determinant of your reputation. Believe me, if reputation matters to you, then drive improvements through good governance. So here are the ten core elements: 1. THE COUNCIL PLAN An articulate council plan is a fundamental fi rst step to achieving your goals. It is your set of promises to your community for a four-year term. Unfortunately, there are too many wrong plans: • Claytons Plans – say too little and are too bland. Delete the name of the council from these plans and you can’t tell whose it is! There’s no ‘vibe’ at all. • Agreeable Plans – where everyone gets their bit in the plan. There’s no sense of priorities, everyone agrees with everything in the plan and we save all the real fi ghts and confl icts to be fought out one by one over the four-year term. • Opposition-creating Plans – we don’t do this so often but we sometimes ‘use the numbers’ to enable the dominant group of councillors to achieve their goals and fail to a.

10 What does a golfer, tennis player or cricketer (or any othe.docx

christiandean12115

10 September 2018 · Watch video · Take notes with/for students Zeynep Tufekci TED Talk “We’re building a dystopia just to make people click on ads” https://www.ted.com/talks/zeynep_tufekci_we_re_building_a_dystopia_just_to_make_people_click_on_ads?referrer=playlist-the_race_for_your_attention Keywords from first half · persuasion architecture · Algorithms · Dark posts · Data brokers FIRST HALF OF TALK Profiling people – individual profiles · AI is tailor-making “ads” for individual Algorithms – Picking up on human behaviors · No one (no person) understands the algorithms. But artificial intelligence does, i.e., Facebook and Google Like taking a cross-section of the brain, and no one knows what she is thinking. · Only the AI (artificial intelligence) knows. Artificial Intelligence means · Internet and technology · Means that computers can use algorithms and “big data” to learn about an individual · Facebook and Google, examples of using “persuasion architecture” Her example of “selling plane tickets to Las Vegas” · Mania and bipolar people SECOND HALF OF TALK “Dark posts” · Targeting people · They are not doing public posts; individualized Good persuasion architecture makes a company successful · Two parts: Facebook has it; a company can buy it. Information/news is individualized so that people don’t have the same knowledge or news. Persuades your political views; who to vote for or not. · They are not considering your opinion; they are trying to give you an opinion · Because of a lack of transparency, voters don’t know who are persuading them Facebook algorithms does not show posts in time order but algorithms selecting which ones to see · Posts are affecting you emotionally Reforming the internet/technology? · We need to take control of the technology, so that information is transparent. · We need to re-structure the “business model.” · We should restrict algorithms. For example, not apply algorithms to politicians · Do not offer data from algorithms to the highest bidder/the biggest company Week 4 Uniform Crime Report (UCR) Performance Task Assignment #1 Quick Links SCENARIO TASK RUBRIC DOCUMENT LIBRARY CRJ 105 – Crime and Criminal Behavior © 2017 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University. Page 2 of 14 Scenario In June of 2016 you begin your first week as an intern at the Happy Town Police Department. As an intern, you develop a good rapport with Police Chief Rodney Hurt. On the second week of your internship you begin to ask questions (of the police officers you have been working with at the department) concerning the Uniform Crime Rate. You tell them you are taking a class at Strayer University and are interested in gaining a better understanding of.

10 September 2018· Watch video· Take notes withfor students.docx

christiandean12115

10 Research-Based Tips for Enhancing Literacy Instruction for Students With Intellectual Disability Christopher J. Lemons, Jill H. Allor, Stephanie Al Otaiba, and Lauren M. LeJeune Literacy T E A C H IN G E xc ep ti on al C h il d re n , V ol . 49 , N o. 1 , p p . 18 –3 0. C op yr ig h t 20 16 T h e A u th or (s ). D O I: 1 0. 11 77 /0 04 00 59 91 66 62 20 2 by guest on October 20, 2016tcx.sagepub.comDownloaded from http://tcx.sagepub.com/ TEACHING EXCEPTIONAL CHILDREN | SEPTEMBER/OCTOBER 2016 19 In the past 2 decades, researchers (often working closely with parents, teachers, and other school staff members) have conducted studies that have substantially increased understanding how to effectively teach children and adolescents with intellectual disability (ID) to read. This research focus has been fueled by increased societal expectations for individuals with ID, advocacy efforts, and legislative priorities (e.g., strengthened accountability standards). Findings from this body of work indicate that children and adolescents with ID can obtain higher levels of reading achievement than previously anticipated (Allor, Mathes, Roberts, Cheatham, & Al Otaiba, 2014). Recent research also suggests that the historic focus on functional reading (e.g., signs, restaurant words) for this population of learners is likely too limited of a focus for many (Browder et al., 2009). Research outcomes suggest that integrating components of traditional reading instruction (e.g., phonics, phonemic awareness) into programs for students with ID will lead to increases in independent reading skills for many (Allor, Al Otaiba, Ortiz, & Folsom, 2014). These increased reading abilities are likely to lead to greater postsecondary outcomes, including employment, independence, and quality of life. Unfortunately, many teachers remain unsure of how to best design and deliver reading intervention for students with ID. We offer a set of 10 research-based tips for special education teachers, general education teachers, and other members of IEP teams to consider when planning literacy instruction for students with ID in order to maximize student outcomes. For each tip, we describe our rationale for the recommendation and provide implementation guidance. Our Literacy Instruction and Support Planning Tool can be used by team members to organize information to guide planning. Our aim is to provide educators and IEP team members with a framework for reflecting on current reading practices in order to make research-based adjustments that are likely to improve student outcomes. The Conceptual Model of Literacy Browder and colleagues (2009) proposed a conceptual model for early literacy instruction for students with severe developmental disabilities. We believe their framework provides guidance for designing and delivering literacy instruction for all students wit.

10 Research-Based Tips for Enhancing Literacy Instruct.docx

christiandean12115

10 Strategic Points for the Prospectus, Proposal, and Direct Practice Improvement Project Week Two Assignment Instructions DNP 820 Please read the instructions thoroughly Tutor MUST have a good command of the English language The Rubric must be followed, and all the requirements met This is a thorough professor, and she has strict requirements I have attached the PICOT and the first 10 points (DNP 815) assignment. This is a continuation of that assignment. Please read the attachments The following needs to be addressed: Please note the followings: The introduction and the literature review are complete and thorough. The problem statement is written clearly PICOT is clear and very good Sample: · How will you determine the sample size? · What are the inclusion/exclusion criteria of the subjects? Methodology: Why is the selected methodology is appropriate? Please justify! · Data collection approach needs to be clear. How will you collect your data? What is needed here is to describe the process of collecting data form signing the informed consent until completing the measuring. · Data analysis-What test will you use to answer your research question? Clinical/PICOT Questions: “In adult patients with CVC at a Clear Lake Regional Medical Center, does interventional staff education about hub hygiene provided to RN’s who access the CVC impact CLABSI rates compared to standard care over a one-month period?” P: Patients with Central Venous Catheters I: Staff re-education related to Hygiene of the hub C: Other hospitals O: Reduce probability of CLABSIs T: Two months “In Patients > 65 years of age with central line catheters at a Clear Lake Regional Medical Center, how does staff training of key personnel and reinforcement of central line catheter hub hygiene after its insertion, along with the apt cleansing of the insertion site, before every approach compared with other area hospitals, reduce the incidence of CLABSIs (Central Line Associated Blood-stream Infections) over a one-month period?” P: Patients > 65 years of age with a Central line I: Staff training and reinforcement of Central Catheter, Hub Hygiene C: Other area hospitals O: Reduce probability of CLABSIs “In adult patients, with define CVC (CVC), does interventional staff education about hub hygiene provided to RN’s who access the CVC impact CLABSI rates compared to pre and post-intervention assessments 1. I used central Missouri as an example, replace with a description of your site. 2. While you might be interested in CLASBI rates as a primary variable, there are other patient outcomes that would also be important to consider 3. Ensure you can find validity and reliability measures on CLASBI rates if you cannot, we need to determine another question to help 4. How are your two comparison groups different, as they are currently stated the groups seem very much the same, could you state, standard care instead of pre and post intervention assessments? 5. One month is the longe.

10 Strategic Points for the Prospectus, Proposal, and Direct Pract.docx

christiandean12115

10 Most Common Errors in Suicide Assessment/Intervention Robert Neimeyer & Angela Pfeiffer 1. Avoidance of Strong Feelings – Diverting discussions away from powerful, intense emotion and toward a more abstract or intellectualized exchange. These responses keep interactions on a purely cognitive level and prevent exploration of the more profound feelings of distress, which may hold the key to successful treatment. Do not retreat to professionalism, advice-giving, or passivity when faced with intense depression, grief, or fear. • Do not analyze and ask why they feel that way. • USE empathy! “With all the hurt you’ve been experiencing it must be impossible to hold those tears in.” • Tears and sobbing are often met with silence of tangential issues instead of putting into words what the client is mutely expressing: “With all the pain you’re feeling, it must be impossible to hold those tears in.” • “I don’t think anyone really cares whether I live or die.” Helpers often shift to discussing why/asking questions as opposed to reflecting emotional content. 2. Superficial Reassurance – trivial responses to clients’ expressions of acute distress and hopelessness can do more harm than good. Rather than reassuring clients, these responses risk alienating them and deepening their feelings of being isolated in their distress. • Attempts to emphasize more positive or optimistic aspects of the situation: “But you’re so young and have so much to live for!” • Premature offering of a prepackaged meaning for the client’s difficulties: “Well life works in mysterious ways. Maybe this is life’s way of challenging you.” • Directly contradicting the client’s protest of anguish: “Things can’t be all that bad.” 3. Professionalism – Insulating or protecting by distancing and detaching from the brutal, exhausting realities of clients’ lives by seeking refuge in the comfortable boundaries of role definition. The exaggerated air of objectivity/disinterest implies a hierarchical relationship, which may disempower the client. Although intended to put a person at ease, this can come across as disinterest or hierarchical. Empathy is a more facilitative response. • “My thoughts are so awful I could never tell anyone” is often met with, “You can tell me. I’m a professional” as opposed to the riskier, empathic reply. 4. Inadequate Assessment of Suicidal Intent – Implicit negation of suicide threat by responding to indirect and direct expressions of risk with avoidance or reassurance rather than a prompt assessment of the level of intent, planning, and lethality. Most common among physicians and master’s level counselors – due to time pressures, personal theories or discomfort with intense feelings. • What they’ve been thinking, For how long, Specific plans/means, Previous attempts 1 • “There’s nowhere left to turn” and “I’d be better off dead” should be met with “You sound so miserable. Are y.

10 Most Common Err.docx

christiandean12115

10 Introduction Ask any IT manager about the challenges in conveying IT risks in terms of business risks, or about translating business goals into IT goals. It’s a common difficulty, as the worlds of business and IT do not inherently align. This lack of alignment was unresolved until ISACA developed a framework called COBIT, first released in 1996. ISACA is an IT professionals’ association centered on auditing and IT governance. This lab will focus on the COBIT framework. The lab uses the latest two versions: COBIT 4.1, which is currently the most implemented version, and COBIT 5, which is the latest version released in June 2012. Because COBIT 4.1 is freely available at the time of this writing, the lab uses this version to present handling of risk management. Presentation is done making use of a set of COBIT control objectives called P09. COBIT P09’s purpose is to guide the scope of risk management for an IT infrastructure. The COBIT P09 risk management controls help organize the identified risks, threats, and vulnerabilities, enabling you to manage and remediate them. This lab will also present how COBIT shifts from the term “control objectives” to a set of principles and enablers in version 5. In this lab, you will define COBIT P09, you will describe COBIT P09’s six control objectives, you will explain how the threats and vulnerabilities align to the definition for the assessment and management of risks, and you will use COBIT P09 to determine the scope of risk management for an IT infrastructure. Learning Objectives Upon completing this lab, you will be able to: Define what COBIT (Control Objectives for Information and related Technology) P09 risk management is for an IT infrastructure. Describe COBIT P09’s six control objectives that are used as benchmarks for IT risk assessment and risk management. Explain how threats and vulnerabilities align to the COBIT P09 risk management definition for the assessment and management of IT risks. Use the COBIT P09 controls as a guide to define the scope of risk management for an IT infrastructure. Apply the COBIT P09 controls to help organize the identified IT risks, threats, and vulnerabilities. Lab #2 Aligning Risks, Threats, and Vulnerabilities to COBIT P09 Risk Management Controls 11 Copyright © 2015 by Jones & Bartlett Learning, LLC, an Ascend Learning Company. All rights reserved. www.jblearning.com Student Lab Manual Deliverables Upon completion of this lab, you are required to provide the following deliverables to your instructor: 1. Lab Report file; 2. Lab Assessments file. 12 | LAB #2 Aligning Risks, Threats, and Vulnerabilities to COBIT P09 Risk Management Controls Hands-On Steps Note: This is a paper-based lab. To successfully complete the deliverables for this lab, you will need access to Microsoft® Word or another compatible word processor. For some labs, you may also need access to a.

10 Introduction Ask any IT manager about the chall.docx

christiandean12115

10 Customer Acquisition and Relationship Management Dmitry Kalinovsky/iStock/Thinkstock Patronage by loyal customers yields 65 percent of a typical business’ volume. —American Management Association Learning Objectives After reading this chapter, you should be able to do the following: • Identify how organizational growth is best achieved by an HCO, and state the effect of the product life cycle on an organization’s revenues. • Discuss several approaches that an HCO can use to attract new customers, or patients. • Delineate the premises upon which customer relationship management is based. • Explain the advantages of database marketing, and identify ways for an organization to use a marketing database. • Provide examples of how an HCO can effectively manage real and virtual customer interactions. Section 10.1Organizational Growth Introduction This chapter focuses on how to attract and keep patients through understanding and meeting their needs. The long-term success of an HCO depends on its ability to attract new patients and turn them into loyal customers who not only return for needed services, but recommend the HCO’s services to others. This is especially important because of the nature of the life cycle for products and services, from their introduction to their decline. Attracting new customers and keeping existing ones involves interacting internally and externally with patients, analyz- ing data on current patients, and managing real and virtual interactions with patients. Manag- ing relationships with patients helps to ensure that patients stay informed and feel connected to the HCO through its internal and external customer relationship efforts. 10.1 Organizational Growth Most organizations have growth as a basic goal. Growth means an increase in revenue and a greater impact on the communities served. Growth also creates opportunities for staff to advance and take on new responsibilities. While many activities can help an HCO grow, the most important is the development of an effective marketing plan to provide a consistent platform for the organization’s visibility and to brand the HCO as an attractive option for medical services. The development of an effective marketing plan was stressed in Chapter 8 as a basic marketing need for an HCO: that is, to inform new and existing customers of the organization’s services and to persuade them to continue using or to try using these services. Product/Service Life Cycles Like people, products and services have a life cycle. The term product life cycle refers to the stages that a product or service goes through from the time it is introduced until it is taken off the market or “dies.” The stages of the product life cycle, illustrated in Figure 10.1, usually include the following descriptions: • Introduction—The stage of researching, developing, and launching the product or service. • Growth—The stage when revenues are increasing at a fast rate. • M.

10 Customer Acquisition and Relationship ManagementDmitry .docx

christiandean12115

10 ELEMENTS OF LITERATURE (FROM A TO Z) 1 PLOT (series of events which make-up a story) A 5-POINT PLOT SEQUENCE: Exposition: initial part of a story where readers are exposed to setting and characters. Situation: event in the story which kicks the action forward and begs for an outcome. Complication: difficulties faced by characters as they experience internal and external conflicts. Climax: watershed moment when it becomes apparent that major conflicts will be resolved. Resolution: (Denouement): tying up of the loose ends of the story. B SUB-PLOTS: PLOTS BENEATH AND AROUND THE MAJOR PLOT. Foreshadowing: hints and clues of plot. Flashback: portion of a plot when a character relives a past experience. Frame story: plot which begins in the present, quickly goes to the past for story, then returns. Episodic plot: a large plot sequence that is made up of a series of minor plot sequences. Plausibility: likelihood that certain events within a plot can occur. Soap Opera: multiple stories told along the sequence and spaced to sustain continual interest. 2 POINT OF VIEW (eyes through which a story is told) C First Person major (participant major): narrator is the major character in the story. First Person minor (participant minor): narrator is a minor character in the story. Third Person omniscient (non-participant omniscient): narrator is outside the story and capable of seeing into the heart, mind and motivations of all characters. Third Person limited (non-participant limited): narrator is outside the story and capable of seeing, at most, into the heart, mind, and motivations of one character. Narrator is objective if not omniscient. 3 SETTING (time and place of a story, both physical and psychological) D Physical (external) Setting: the time and place of a story, general and specific. Psychological (internal) Setting: mood, tone, and temper of story. E Major Tempers: Romanticism: man is free to choose against moral, spiritual backdrops. If you make good decisions, you will be rewarded. There is a God that is in control Existentialism: man is free to choose absent backdrops other than his own. If he feels it is right, then it is right. Naturalism: man is largely trapped, a cog in the impersonal machinery. He has no real way of changing his circumstances. Realism: eclectic view, but leaning toward the naturalistic position. Sometimes good things happen to bad people, and sometimes bad things happen to good people. That is just the way it is. F Other Tempers: Classicism: Man is free, but appears to be trapped due to conflicting codes. Transcendentalism: Offshoot of romanticism, nature is a window to divine. Nihilism: Fallout of either extreme existentialism or naturalism. Life is horrible and painful. It lacks meaning. 4 CONFLICT (nature of the problems faced) G Four Universal Conflicts: Person versus self Pe.

10 ELEMENTS OF LITERATURE (FROM A TO Z) 1 PLOT (seri.docx

christiandean12115

10 ers. Although one can learn definitions favorable to crime from law-abiding individuals, one is most likely to learn such definitions fiom delinquent friends or criminal family A Theory of sociation members. with These delinquent studies typically others find is the that best as- Differential predictor of crime, and that these delinquent others partly influence crime by leading the individual to adopt beliefs conducive to Association crime (see Agnew, 2000; Akers, 1998; Akers and Sellers, 2004; Waw, 2001 for summaries of such studies). Sutherland 's theory has also inspired Edwin H. Sutherland dnd much additional theorizing in criminology. Theorists have attempted to better describe Donald R. Cressey the nature ofthose definitions favorable to vi- olation of the law (see the next selection in Chapter 11 by Sykes and Matza). They have Before Sutherland developed his theory, attempted to better describe the processes by crime was usually explained in t e r n ofmul- which we learn criminal behavior from oth- tiple factors-like social class, broken homes, ers (see the description o f social learning the- age, race, urban or rural location, and mental ory by Akers in Chapter 12). And they have disorder. Sutherland developed his theory of drawn on Sutherland in an effort to explain differential association in an effort to explain group differences in crime rates (see the Wolf- why these various factors were related to gang and Ferracuti and Anderson selections crime. In doing so, he hoped to organize and in this part). Sutherland's theory o f differen- integrate the research on crime u p to that tial association, then, is one of the enduring point, as well as to guide future research. classics in criminology (for excellent discus- Sutherlandk theory is stated in the f o m o f sions ofthe current state o f differential asso- nine propositions. He argues that criminal ciation theory, see Matsueda, 1988, and Waw, behavior is learned by interacting with oth- 2001). ers, especially intimate others. Criminals learn both the techniques of committing crime and the definitions favorable to crime References from these others. The s k t h proposition> Agnew Robe*. '2000. "Sources of Mminality: which f o r n the heart of the theory, states Strain and Subcultural Theories." In Joseph F. that 'h person becomes delinquent because of Sheley (ed.), Criminology: A Contemporary , an excess of definitions favorable to law vio- Handbook, 3rd edition, pp. 349-371. Belmont, lation over definitions unfavorable to viola- CA: Wadsworth. tion oflaw."According to Sutherland, factors Akers, Ronald L. 1998. Social Learning and So- such as social class, race, and broken homes cia1 Structure: A General Theory of Crime and influence crime because they affect the likeli- Deviance. Boston: Northeastern University hood that individuals willdssociate with oth- Press. ers who present definitions favorable to Akers, Ronal.

10 ers. Although one can learn definitions favorable to .docx

christiandean12115

10 academic sources about the topic (Why is America so violent?) *Address all 10 academic sources in the literature review *What have they added to the literature? *End literature review with "What has not been addressed is.... "and with "What I'm Addressing....." (I am addressing that overpopulation is the main reason America is so violent). *Literature review should be a minimum of 2-2 1/2 pages Attached are my 10 academic sources. .

10 academic sources about the topic (Why is America so violent).docx

christiandean12115

More from christiandean12115 (20)