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Title ABC/123 Version X 1 IT System Connection Table When securing the modern enterprise, consider that IT systems do not operate alone. Securing them involves securing their interfaces with other systems as well. It is important to know the different interconnections each system may have. Fill out the following table for four different IT systems. · Note two enterprise systems they connect with and their connection type. · Note two security vulnerabilities the connection may have and 2 to 4 ways each vulnerability could be potentially exploited. Some Comments: · An example row has been entered into the table. This is only an example and should not limit what you do. · Keep in mind that enterprise systems cover a certain task in the enterprise (HR, CRM, Identity Management, etc.). They are not the components of a system (such as servers). · Connections can often be a direct connection/pipe, a file, a common database or something else. · The vulnerability is what would make the connection vulnerable to an attack. · The related risk is an attack that could target the weakness. Student Name: ________________________ IT System Target System Connection Type Possible Security Vulnerability Related Risk EXAMPLE HR System Identity Management System Feeder File File could be modified. User rights might not be correctly updated. 1. 2. 1. 2. 1. 2. 1. 2. 3. 4. Copyright © XXXX by University of Phoenix. All rights reserved. ...

Title
ABC/123 Version X
1
IT System Connection Table
When securing the modern enterprise, consider that IT systems
do not operate alone. Securing them involves securing their
interfaces with other systems as well. It is important to know
the different interconnections each system may have.
Fill out the following table for four different IT systems.
· Note two enterprise systems they connect with and their
connection type.
· Note two security vulnerabilities the connection may have and
2 to 4 ways each vulnerability could be potentially exploited.
Some Comments:
· An example row has been entered into the table. This is only
an example and should not limit what you do.
· Keep in mind that enterprise systems cover a certain task in
the enterprise (HR, CRM, Identity Management, etc.). They are
not the components of a system (such as servers).
· Connections can often be a direct connection/pipe, a file, a
common database or something else.
· The vulnerability is what would make the connection
vulnerable to an attack.
· The related risk is an attack that could target the weakness.

Student Name: ________________________
IT System
Target System
Connection Type
Possible Security Vulnerability
Related Risk
EXAMPLE
HR System
Identity Management System
Feeder File
File could be modified.
User rights might not be correctly updated.
1.
2.
1.
2.
1.
2.
1.
2.
3.
4.

Copyright © XXXX by University of Phoenix. All rights
reserved.

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DEADLINE 15 HOURS6 PAGES UNDERGRADUATECOURSEWORKHARV.docx

DEADLINE 15 HOURS6 PAGES UNDERGRADUATECOURSEWORKHARV.docx

De nada. El gusto es mío. Encantada. Me llamo Pepe. Muy bien, gracias. Nada. Nos vemos. Soy de Argentina. 1. ¿Cómo te llamas? 2. ¿Qué hay de nuevo? 3. ¿De dónde eres? 4. Adiós. 5. ¿Cómo está usted? 6. Mucho gusto. 7. Te presento a la señora Díaz. 8. Muchas gracias. Modelo ¡Hola! Buenos días. Adiós cómo Chau de eres es está gusto Hasta Le mío Muy Soy usted vemos 1. ANA Buenos días, señor González. ¿Cómo (1) (2) ? SR. GONZÁLEZ (3) bien, gracias. Y tú, ¿(4) estás? ANA Regular. (5) presento a Antonio. SR. GONZÁLEZ Mucho (6) , Antonio. ANTONIO El gusto (7) (8) . SR. GONZÁLEZ ¿De dónde (9) , Antonio? ANTONIO (10) (11) México. ANA (12) luego, señor González. SR. GONZÁLEZ Nos (13) , Ana. ANTONIO (14) , señor González. • • Hasta mañana. • Nos vemos. • Buenos días. • Hasta pronto. • • ¿Qué tal? • Regular. • ¿Qué pasa? • ¿Cómo estás? • • Puerto Rico • Washington • México • Estados Unidos • • Muchas gracias. • Muy bien, gracias. • No muy bien. • Regular. • • ¿De dónde eres? • ¿Cómo está usted? • ¿De dónde es usted? • ¿Cómo se llama usted? • • Chau. • Buenos días. • Hola. • ¿Qué tal? Modelo un papel unos papeles 1. : unas fotografías 2. : un día 3. : un cuaderno 4. : unos pasajeros 5. : una computadora 6. : unas escuelas 7. : unos videos 8. : un programa 9. : unos autobuses 10. : una palabra Modelo el señor Díaz Addresing him: usted Talking about him: él 1. Don Francisco Addressing him: Talking about him: 2. Jimena y Marissa Addressing them: Talking about them: 3. Maru y Miguel Addressing them: Talking about them: 4. la profesora Addressing her: Talking about her: 5. un estudiante Addressing him: Talking about him: 6. el director de una escuela Addressing him: Talking about him: 7. tres chicas Addressing them: Talking about them: 8. un pasajero de autobús Addressing him: Talking about him: 9. Juan Carlos y Felipe Addressing them: Talking about them: 10. una turista Addressing her: Talking about her: Modelo Ustedes son profesores. Nosotros somos profesores. 1. Nosotros somos estudiantes. Ustedes . 2. Usted es de Puerto Rico. Ella . 3. Nosotros somos conductores. Ellos . 4. Yo soy turista. Tú . 5. Ustedes son de México. Nosotras . 6. Ella es profesora. Yo . 7. Tú eres de España. Él . 8. Ellos son pasajeros. Ellas Modelo Yo soy Jorge. 1. Hola, me llamo Jorge y de Cuba. Pilar y Nati de España. Pedro, Juan y Paco de México. Todos estudiantes. La señorita Blasco de San Antonio. Ella la profesora. Luis el conductor. Él de Puerto Rico. Ellos de los Estados Unidos. El autobús de la agencia Marazul. Todos pasajeros de la agencia de viajes Marazul. Perdón, ¿de dónde tú, quién ella y de quién las maletas? Modelo nombre / el pasajero Es el nombre del pasajero. .

De nada.El gusto es mío.Encantada.Me llamo Pepe.Muy bien, grac.docx

De nada.El gusto es mío.Encantada.Me llamo Pepe.Muy bien, grac.docx

De nada.El gusto es mío.Encantada.Me llamo Pepe.Muy bien, grac.docx

DDBA 8307 Week 4 Assignment Template John Doe DDBA 8307-6 Dr. Jane Doe 1 One-Way ANOVA Type text here. You will describe and defend using the one-way ANOVA test for your analysis. Use at least two outside resources—that is, resources not provided in the course resources, readings, etc. These citations will be presented in the References section. This exercise will give you practice for addressing Rubric Item 2.13b, which states, “Describes and defends, in detail, the statistical analyses that the student will conduct….” This section should be no more than two paragraphs. Research Question Type research question here. See the Week 4 Assignment Exemplar for more detail. Hypotheses Type null and alternative hypotheses here. See the Week 4 Assignment Exemplar for more detail. Results 4 Type results here based upon the SPSS output. See the Week 4 Assignment Exemplar for more detail. References Type references here in proper APA format. Appendix – One-Way ANOVA SPSS Output Data Science & Big Data Analytics Discovering, Analyzing, Visualizing and Presenting Data EMC Education Services WILEY ' Data Science & Big Data Analytics: Discovering, Analyzing, Visualizing and Presenting Data Published by John Wiley & Sons, Inc. 10475 Crosspoint Boulevard Indianapolis, IN 46256 www. wiley. com Copyright© 2015 by John Wiley & Sons, Inc., Indianapolis, Indiana Published simultaneously in Canada ISBN: 978-1-118-87613-8 ISBN: 978-1-118-87622-0 (ebk) ISBN: 978-1-118-87605-3 (ebk) Manufactured in the United States of America 10987654321 No part ofthis publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning or otherwise, except as permitted under Sections 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA 01923, (978) 750-8400, fax (978) 646-8600. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, (201) 748-6011, fax (201) 748-6008, or online at http: I /www. wiley. com/ go/permissions. limit ofliability/DisclaimerofWarranty: The publisher and the author make no representations or warranties with respect to the accuracy or completeness of the contents of this work and specifically disclaim all warranties, including without limitation warranties of fitness for a particular purpose. No warranty may be created or extended by sales or promotional materials. The advice and strategies contained herein may not be suitable for every situation. This work is sold with the understanding that the publisher is not engaged in rendering legal, accounting, or other professional services. If professional assist.

DDBA 8307 Week 4 Assignment TemplateJohn DoeDDBA 8.docx

DDBA 8307 Week 4 Assignment TemplateJohn DoeDDBA 8.docx

DDBA 8307 Week 4 Assignment TemplateJohn DoeDDBA 8.docx

DDL 24 hours reading the article and writing a 1-page doubl.docx

DDL 24 hours reading the article and writing a 1-page doubl.docx

DDL 24 hours reading the article and writing a 1-page doubl.docx

* DCF valuation methodSuper-normal growth modelApplications: single CF, annuity, perpetuity, uneven CFs, bond, stock, etc. LECTURE 2 Valuation Basics (Chapters 4, 6, 7) * Amount of cash flows expectedRisk of the cash flows Timing of the cash flow stream Factors that Determine Value * DCF Method: General Formula Finding PVs is discounting. The discount factor i is determined by the cost of capital invested. * 10% Single Cash Flow 100 0 1 2 3 PV = ? What’s the PV of $100 due in 3 years if i = 10%? * Financial Calculator Setup BGN  END P/Y  1 FORMAT: DEC  4 or larger * Financial Calculator Solution s N I/YR PV PMTFV ? N = 3, I/YR = 10, PMT = 0, FV = 100 CPT, PV -75.13 / INPUTS OUTPUT * Spreadsheet .

DCF valuation methodSuper-normal growth modelApplicatio.docx

DCF valuation methodSuper-normal growth modelApplicatio.docx

DCF valuation methodSuper-normal growth modelApplicatio.docx

ddr-densho-297-7-1_mezzddr-densho-297-7-2_mezzddr-densho-297-7-3_mezzddr-densho-297-7-4_mezzddr-densho-297-7-5_mezzddr-densho-297-7-6_mezzddr-densho-297-7-7_mezzddr-densho-297-7-8_mezzddr-densho-297-7-9_mezzddr-densho-297-7-10_mezzddr-densho-297-7-11_mezzddr-densho-297-7-12_mezzddr-densho-297-7-13_mezzddr-densho-297-7-14_mezzddr-densho-297-7-15_mezzddr-densho-297-7-16_mezz 127Who StudieS the ASiAn AmericAn movement? • fujino • Who StudieS the ASiAn AmericAn movement? A Historiographical Analysis diane c. fujino The sixties are a stretched-out decade synonymous with political protest. Yet Asian American activism barely registers on any political radar for a number of reasons, including being conspicuously understudied. Here, I seek to develop, for the first time, a historiography of the Asian American Movement (AAM).1 The study focuses on grassroots and non-institutionalized discourses and practices from the late 1960s, when longstanding resistance by Asian Americans became characterized as a “social movement,”2 to the decline of the AAM in the late 1970s. My analysis generates four periods of study. The first (late 1960s to mid-1970s) was dominated by activists and activist-scholars produc- ing knowledge in the zenith of the AAM. The second (late 1970s to late 1980s) represented a vacuum in AAM research. The third (late 1980s to late 1990s) saw a slow upsurge in AAM scholarship and a greater inclu- sion of scholarly works and civil rights frameworks. The fourth (2000 to present) can be seen as the “coming of age”—the adolescence, but not full maturity—of AAM scholarship, with the greatest number of scholarly works, a re-emphasis on the radical roots of the AAM, and attention to Steven Lawson’s “interactive model” that calls for connecting local and national, social and political issues.3 Unlike historiographies of established fields that focus on books, my analysis also includes journal articles, book chapters, Ph.D. dissertations, jaas june 2008 • 127–169 © the johns hopkins university press 128 • jAAS • 11:2 and Masters’ theses.4 Three types of works are excluded. First, based on conventional definitions of social movements, this article does not explore participation in establishment politics, including the electoral arena.5 Second, it is beyond the scope of this essay to include the rich and varied novels, poetry, films, music, and other cultural productions created within and, in turn, generative of the AAM. Third, as is common with historiographies, this article does not analyze primary-source materials, including the many vibrant AAM newspapers.6 Five areas of struggle were critical to the 1960s–1970s AAM. First, Asian Americans of diverse ages helped to transform the Antiwar Move- ment from its emphasis on saving American lives to exposing racism, sexism, and capitalism at home and abroad. Activists linked the U.S. war in Viet.

ddr-.docx

DDBA 8307 Week 2 Assignment Exemplar John Doe[footnoteRef:1] [1: Type your name here] DDBA 8307-6[footnoteRef:2] [2: Type in DDBA section number (e.g. DDBA 8307 – 6) ] Dr. Jane Doe[footnoteRef:3] [3: Enter faculty name here.] 1 Scales of Measurement Type text here. Discuss the implications of “scales of measurement” in quantitative research. Be sure to use a minimum of two citations to support your position(s). Be sure to review the “Scales of Measurement” media from Week 1. This section should be no more than two paragraphs. Research Question What are the means, standard deviations, frequencies, and percentages of the Lesson 21 Exercise File variables? Presentation of Findings I analyzed data from Lesson 21 Exercise File [footnoteRef:4]. In this section, I present descriptive statistics for the study quantitative and qualitative variables. Appropriate APA tables and figures accompany the analysis[footnoteRef:5]. [4: Insert the appropriate file name. ] [5: The tables and figures from your SPSS output will need to be copied and pasted in the appropriate location.] Descriptive Statistics[footnoteRef:6] [6: Detailed information can be found in Lesson 20, “Univariate Descriptive Statistics for Qualitative Variables,” and Lesson 21, “Univariate Descriptive Statistics for Quantitative Variables,” in the Green and Salkind text. ] Descriptive statistics were run for the quantitative and qualitative variables in the Week 1 Assignment data set. Table 1 depicts the means and standard deviations for the quantitative data. Figure 1 depicts a histogram for the GPA variable. Table 2 depicts the frequencies and percentages for the qualitative (categorical) data. Figure 2 depicts a pie chart for the ethnic variable. Appendix 1 depicts the SPSS output. Table 1[footnoteRef:7] [7: This is an example of an APA-formatted descriptive statistics table. Refer to Sections 5.01-5.19, in the APA Manual for detailed information on APA tables. The descriptive statistics table here includes the appropriate information derived from the SPSS output that is to be pasted as an appendix. Do not split tables across pages. Note: The numbers in the SPSS output presented here are fictitious numbers and do not represent correct numbers in the data set you will use for this application. ] Means (M) and Standard Deviations (SD) for Study Quantitative Variables (N = 105) Variable[footnoteRef:8] [8: You would simply add rows to the table to accommodate the variables you have used in the analysis (i.e., variable 3, variable 4, etc.). Hint: Use the Microsoft Word Table feature. ] M SD GPA 2.78 .76 Final 61.48 7.94 Percent 80.34 12.12 Figure 1. Histogram of GPA distribution. Table 2[footnoteRef:9] [9: Recall from Lesson 20, “Univariate Descriptive Statistics for Qualitative Variables” (Green & Salkind, 2017), frequencies and percentages are reported for qualitative (nominal) variables. Note: Frequency and percentages are the only c.

DDBA 8307 Week 2 Assignment ExemplarJohn Doe[footnoteRef1] .docx

DDBA 8307 Week 2 Assignment ExemplarJohn Doe[footnoteRef1] .docx

DDBA 8307 Week 2 Assignment ExemplarJohn Doe[footnoteRef1] .docx

DBM/380 v14 Create a Database DBM/380 v14 Page 2 of 2Create a Database The following assignment is based on the business scenario for which you created both an entity-relationship diagram and a normalized database design in Week 2. For this assignment, you will create multiple related tables that match your normalized database design. In other words, you will implement a physical design (an actual, usable database) based on a logical design. Refer to the linked W3Schools.com articles “SQL CREATE TABLE Statement,” “SQL PRIMARY KEY Constraint,” “SQL FOREIGN KEY Constraint,” and “SQL INSERT INTO Statement” for help in completing this assignment. Note: In the industry, even the most carefully thought out database designs can contain mistakes. Feel free to correct in your tables any mistakes you notice in your normalized database design. Also, note that in Microsoft® Access®, you follow the steps below to launch the SQL editor: Figure 1. To create a SQL query in Microsoft® Access®, begin by clicking the CREATE tab. To Complete This Assignment: 1. Use the CREATE TABLE statement to create each table in your design. Note that a table in a RDMS corresponds to an entity in an entity-relationship diagram. Recommended tables for this assignment are CUSTOMER, ORDER, ORDER_DETAIL, PRODUCT, EMPLOYEE, and STORE. 2. As part of each CREATE TABLE statement, define all of the columns, or fields, that you want each particular table to contain. Give them short, meaningful names and include constraints; that is, describe what type of data each column (field) is allowed to hold and any other constraints, such as size, range, or uniqueness. 3. Note that any field you marked as a unique identifier in your normalized database design is a key field. Key fields must be described as both UNIQUE and NOT NULL, which means a value must exist for each record and that value must be unique across all records. 4. After you have created all six tables, including relationships between the tables as appropriate (matching the primary key in one table to a foreign key in another table), use the INSERT INTO statement to insert 10 records into each of your tables. You will need to make up the data you insert into your tables. For example, to insert one record into the CUSTOMER table, you will need to invent a customer number, a customer name, and so on—one value for each of the fields you defined for the CUSTOMER table—to insert into the table. 5. To ensure that your INSERT INTO statements succeeded in populating your tables, use the SELECT statement described in Ch. 7, “Introduction to Structured Query Language,” in Database Systems: Design, Implementation, and Management.to retrieve the records you inserted. For example, to see all 10 records you inserted into the CUSTOMER table, you might apply the following SQL statement: SELECT * FROM CUSTOMER; After you have created all six tables and populated ten records in each table, submit to the Assignment Files tab the database containin.

DBM380 v14Create a DatabaseDBM380 v14Page 2 of 2Create a D.docx

DBM380 v14Create a DatabaseDBM380 v14Page 2 of 2Create a D.docx

DBM380 v14Create a DatabaseDBM380 v14Page 2 of 2Create a D.docx

DBA CAPSTONE TEMPLATE The pages in this template are correctly formatted and organized. Refer to the DBA Capstone Template Guide and the Doctoral Publications Guidebook. Replace text as instructed. Delete all instructions and template notes. Delete all text in yellow. CAPSTONE TITLE (12 WORDS OR LESS), ALL CAPS, CENTERED, DOUBLE-SPACED; TOP LINE ABOUT 3 INCHES FROM TOP OF PAGE by Stanley Thompson Jr. FACULTY NAME ALL CAPS, Degree, Committee Chair FACULTY NAME ALL CAPS, Degree, Committee Member FACULTY NAME ALL CAPS, Degree, Committee Member Todd C. Wilson, PhD, Dean, School of Business and Technology A Capstone Project Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Business Administration Capella University March 2021 © Copyright [year] Learner Name Instructions 1. Purpose. The template provides structure and guidance for Capella University learners enrolled in the School of Business and Technology’s DBA capstone program who began on or after January 1, 2018. This template may require updates as program requirements change. You will be notified by the doctoral chair when a new template is released. Required content pieces may vary by learner, depending upon their specific topic/project plan. Consult with your instructor/mentor/chair about potential changes, if you feel this pertains to you. 2. Rubrics. Please see the DBA Capstone Template Guide on the DBA Capstone University website to review the rubrics which will be used to grade your work. Further, the guide includes suggested content for each section. Not all studies will exactly fit into the template guide suggested content, so work with your instructor/mentor/chair/committee to ensure your project is designed appropriately for the techniques and process you have utilized. 3. Style note. This template uses APA, with some exceptions, including those noted in the Doctoral Publications Guidebook. It also uses non-APA heading levels; the headings in this template are designed to mirror a business document. To add additional heading levels, follow the format used in section 2.6.1.1, on page 2 of this template (sentence case, italics, bold, paragraph begins on same line); do not include these lower level headings in the TOC. Additionally, issue numbers should be consistently included in the reference list, regardless of pagination rules, as per the Publication Manual of the American Psychological Association (7th ed.) Permission for using the singular they, as approved by Merriam-Webster’s Collegiate Dictionary (11th ed.) and the Publication Manual of the American Psychological Association (7th ed.) is formally adopted here. DELETE ALL INSTRUCTIONS PRIOR TO FINAL SUBMISSION. Executive Summary Write a one page executive summary of your project here. This should not be written until the final approvals to your project are completed. This should explain the problem, purpose, method, population, and results of your project. Implications or practical .

DBA CAPSTONE TEMPLATEThe pages in this template are correctl.docx

DBA CAPSTONE TEMPLATEThe pages in this template are correctl.docx

DBA CAPSTONE TEMPLATEThe pages in this template are correctl.docx

DB3.1: Mexico corruption Discuss the connection between politics, corruption, and criminal organizations in Mexico. How would you go about separating these? Give examples and be specific. Support your ideas on why you would do these specific measures. DB3.2: Collapse of Soviet Union How has the collapse of the Soviet Union fostered pirate capitalism and organized crime? Be specific with your answer and support your answer. Do you think that if the Soviet Union did not collapse pirate capitalism and organized crime would still flourish? Support your opinion. 300 words per post .

DB3.1 Mexico corruptionDiscuss the connection between pol.docx

DB3.1 Mexico corruptionDiscuss the connection between pol.docx

DB3.1 Mexico corruptionDiscuss the connection between pol.docx

DB2 Pepsi Co and Coke American beverage giants, must adhere to the U.S Foreign Corruption Act wherever their businesses may take them. Both companies expanded their U.S businesses to India with differing initial results. Coke came home (initially) and Pepsi Co prospered. Do your research and explain the socio-cultural barriers faced by these two companies? What in your view were the reasons which negatively impacted Coke and positively touched Pepsi Co? WEEK 3: Interactive : Select one company other than the 2 mentioned above, and share this company’s experience in the United Arab Emirates. Comment on another learner’s company experience in a different location of the world. WEEK 4: Interactive : Comment on a different learner’s company experience in a totally different location from those completed earlier. Do you feel that cultural training is an essential pre-requisite for expatriates in any host country? Why/Why not? Remember to use APA referencing in the body of your posting. .

DB2Pepsi Co and Coke American beverage giants, must adhere to th.docx

DB2Pepsi Co and Coke American beverage giants, must adhere to th.docx

DB2Pepsi Co and Coke American beverage giants, must adhere to th.docx

DB1: What I've observed Have you ever experienced a self-managed team? If so, describe it. If not, why do you think your organization has not embraced self managed teams? DB2: Case Analysis Review the case study at the end of Chapter 8, Frederick W. Smith - FedEx. Answer the five questions below: 1. How do the standards set by Fred Smith for FedEx teams improve organizational performance? 2. What motivates the members of FedEx to remain highly engaged in their teams? 3. Describe the role FedEx managers play in facilitating team effectiveness. 4. What types of teams does FedEx use? Provide evidence from the case to support your answer. 5. Leaders play a critical role in building effective teams. Cite evidence from the case that FedEx managers performed some of these roles in developing effective teams. Image Source Team: http://www.freedigitalphotos.net/images/gallery-thumbnails.php?id=50143103253525199427035558 .

DB1 What Ive observedHave you ever experienced a self-managed .docx

DB1 What Ive observedHave you ever experienced a self-managed .docx

DB1 What Ive observedHave you ever experienced a self-managed .docx

DB Response 1 I agree with the decision to search the house. There was reasonable suspicion to believe the fugitive could have been in the home. The homeowner not only consented to the search of the house but requested it for her safety. Complacency kills. In this situation, the officer is very regretful in his decision to conduct a complacent search of the home, and luckily nobody was killed. My department does not have body cameras, but I still conduct business as if somebody is recording me. We live in a generation of surveillance. You never know when there are hidden cameras, a camera on a business you did not notice, or a cell phone recording from the top floor of a building. We hire police officers with high amounts of integrity because the definition of integrity is doing the right thing even when nobody is looking. I would be lying if I said my grandmother would approve of everything I do on the job. I am most guilty of foul language and it is something that I am working on not doing that. However, I can emphatically say I work with integrity and honesty without a doubt. I think setting limits on tolerable behavior in regards to sexual and general harassment is appropriate; however, there are too many situations to make a policy for every behavior one could find inappropriate. When it comes to using force again every situation is different but there should be a pretty well laid out policy at departments for when and how an officer should use a certain amount of force. Officers should be trained on de-escalation tactics and alternatives to using force. Tactical training should include strategies to create time, space, and distance, to reduce the likelihood that force will be necessary and should occur in realistic conditions appropriate to the department’s location (U.S. Commission On Civil Rights, 2018). Philippians 2 verses 3 – 8 is a pretty straightforward verse with great leadership lessons. Be humble, put others before yourself, and be a servant leader. From the very beginning of any interrogation, the accused has constitutional rights not to speak to police and also to have an attorney present. The Eighth Amendment to the Constitution prohibits cruel and unusual punishments placed upon any persons in the U.S. With these rights in mind I will only go as far as the Constitution allows when interrogating this suspect even if the suspect admits where the child is if the admission was coerced that admission could get thrown out of court. I would never compromise the investigation. There are other ways to find the abducted girl through detective work than just interrogating the suspect. The cost of illegal interrogations is documented in the number of lost prosecutions. Literally, thousands of cases across the country have had to be dismissed because prosecutors could not trust that the evidence provided by police officers was legitimate or the officer had lost credibility as a witness in all cases because of his or her wrongdoing (P.

DB Response 1I agree with the decision to search the house. Ther.docx

DB Response 1I agree with the decision to search the house. Ther.docx

DB Response 1I agree with the decision to search the house. Ther.docx

DB Response prompt ZAK Chapter 7, Q1. Customers are expecting more from their service providers. Rather than traditionally accepting boilerplate offerings from service providers, customers desire that service providers cater to their requests. Organizations providing services must keep up with the customer’s demand or risk losing business to others who will. Many service providers have been adopting lean principles to accommodate the needs of their customers in successful attempts to decrease waste, increase efficiency, improve customer service and satisfaction (Daft, 2016, p. 275). From online music providers, customers expect music tracks personalized for their tastes. From airlines, customers can expect preflight seat and meal selections. Amazon.com provides custom personalization to a customers’ home pages by placing personally directed advertisements and products which the customer is more likely to order from the company. Amazon book recommendations are personalized to the specific customer and are provided based upon previous books read. With customers expecting customized and catered experiences, companies need to keep up with this demand and embrace mass customization in order to obtain and retain customers. Chapter 7, Q2. While many facets of businesses may involve craft technology, it is still important for business schools to teach management. Some businesses which only expect their leaders to gain knowledge and expertise from experience, may be creating a bureaucratic and restricted model for their business. Companies which rely only on internal training for their leaders can miss opportunities from potential leaders coming in from the outside. Business schools which teach management can provide potential leaders with a foundation to draw from. Teaching management can expose students to issues and opportunities experienced by others, not just ones restricted to one specific company. Teaching management from a textbook is just one method of conveying information. Just as one would not necessarily be proficient in piloting a boat from reading a book, a textbook about doing so would provide the student with underlying concepts which could dramatically increase the success of the student when they move to an actual boat. This textbook based training would be further enhanced with some practical experience. Chapter 8, Q1. Technology has progressed allowing real time instant messaging and virtual meetings. High level managers can indeed expect technology to allow them to do their jobs with little face-to-face communication, but they should question if that is something they really want to do. There are currently methods available which could be used effectively to communicate with subordinates, employees and stockholders, such as recorded feeds which would be able to reach every associated individual. These however may not provide a sense of personalization from the managers. Leaders in an organization may resort to using tec.

DB Response prompt ZAKChapter 7, Q1.Customers are expecting.docx

DB Response prompt ZAKChapter 7, Q1.Customers are expecting.docx

DB Response prompt ZAKChapter 7, Q1.Customers are expecting.docx

DB Topic of Discussion: Information-related Capabilities Analyze 2 of the 14 information-related capabilities and explain how the joint force can use these capabilities to affect the three dimensions of the information environment. Give examples of real-world or life events for the capabilities and how can you use these concepts as a CSM/SGM. Consumer Brand Metrics Q3 2015 Eater Archetypes: Brand usage and preferences by consumer segment The restaurant industry has long relied on demographic factors to identify and prioritize consumer groups. For example, many brands currently obsess over attracting Millennials—some without pausing to consider the variations among consumers within this demographic cohort. In addition to life stages, consumer attitudes about health, value, convenience and the overall role of foodservice in their lives drive significant differences in preferences and behavior. With these distinctions in mind, we have updated the Consumer Brand Metrics (CBM) survey with questions that allow us to segment consumers into one of seven Eater Archetypes. Each segment has a distinct psychographic profile, which is outlined in our recent Consumer Foodservice Landscape. Accordingly, their patronage of the segments and brands tracked in CBM varies. This paper explores some differences we can discern after the initial quarterly results, including the archetypes’ segment usage, brand patronage and occasion dynamics. Examining CBM data by Eater Archetype reveals nuances that complement a demographic profile of a chain’s guests. By Colleen Rothman, Manager, Consumer Insights To learn more about the Consumer Brand Metrics program or to sign up for future Spotlight by Consumer Brand Metrics white papers, please contact Bart Henyan, Senior Marketing Manager, at [email protected] Consumer Brand Metrics Q3 2015 Segmenting consumers by psychographic factors, rather than just demographic characteristics, can lead to a better understanding of the consumers that matter to your brand and how to appeal to them. Key Takeaways Busy Balancers and Functional Eaters drive usage across restaurants and convenience stores. Full-service restaurant (FSR) operators may also consider targeting Foodservice Hobbyists and Affluent Socializers, as these archetypes comprise more than a quarter of FSR patrons, on average. How does foodservice segment usage vary by archetype? Driven by unique needs and motivations, Eater Archetypes gravitate to a wide variety of brands. For example, McDonald’s, Burger King and Whataburger each disproportionately attract unique archetypes (Habitual Matures, Bargain Hunters and Functional Eaters, respectively). Which chains do each archetype visit most frequently? Archetypes that patronize the same restaurant may not use the brand the same way. For example, usage varies by daypart, with afternoon snacks skewing to Busy Balancers and late-night meals d.

DB Topic of Discussion Information-related CapabilitiesAnalyze .docx

DB Topic of Discussion Information-related CapabilitiesAnalyze .docx

DB Topic of Discussion Information-related CapabilitiesAnalyze .docx

DB Instructions Each reply must be 250–300 words with a minim.docx

DB Instructions Each reply must be 250–300 words with a minim.docx

DB Instructions Each reply must be 250–300 words with a minim.docx

DB Defining White Collar CrimeHow would you define white co.docx

DB Defining White Collar CrimeHow would you define white co.docx

DB Defining White Collar CrimeHow would you define white co.docx

DAVID H. ROSENBLOOM SECOND EDITION Administrative Law for Public Managers A Member of the Perseus Books Group www.westviewpress.com R O S E N B L O O M ADM INISTRATIVE LAW FOR PUBLIC M ANAGERS S E C O N D E D IT IO N “Rosenbloom crafted a compelling narrative . . . Students like Administrative Law for Public Managers because it is straightforward and easy to understand. I teach a wide range of students—mid-level managers to students with no work experience—both are relieved that the content and examples are easily digestible. It’s an excellent book!” —Lorenda Ann Naylor, University of Baltimore “This book presents a profound, as well as comprehensive, knowledge base of administrative law.” —Public Administration Review Administrative Law for Public Managers is an accessible and comprehensive guide to the fundamentals of administrative law—why we have administrative law, the constitutional constraints on public administration, and administrative law’s frameworks for rulemaking, adjudication, enforcement, transparency, and judicial and legislative review. Rosenbloom explains administrative law from the perspective of administrative practice, emphasizing how various administrative law provisions promote their underlying goal of improving the fit between public administration and US democratic-constitutionalism. The second edition includes more coverage of state administrative law, as well as an expanded discussion of judicial review. It has also been updated to include the major statutes, court cases, executive orders, and other major executive initiatives since 2003. The addition of discussion questions makes this an even more valuable resource for public administration classrooms and students. David H. Rosenbloom is Distinguished Professor of Public Administration at American University. A major contributor to the field and a Fellow in the National Academy of Public Administration, he has received numerous awards, including the Gaus Award for exemplary scholarship in political science and public administration, the Waldo Award for outstanding contributions to the literature and leadership of public administration, the Levine Award for excellence in public administration, and the Brownlow Award for his book, Building a Legislative-Centered Public Administration. He edited Public Administration Review, coedited the Policy Studies Journal, and is now on the editorial boards of about twenty academic journals. Cover Image © Shutterstock Cover Design: Miguel Santana & Wendy Halitzer Administrative Law for Public Managers 9780813348810-text.indd 1 5/14/14 4:09 PM 9780813348810-text.indd 2 5/14/14 4:09 PM Administrative Law for Public Managers s e c o n d e d i t i o n David H. Rosenbloom American University A Member of the Perseus Books Group 9780813348810-text.indd 3 5/20/14 1:25 PM Westview Press was founded in 1975 in Boulder, Colorado, by notable publisher and.

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