APA Reference List Examples
Book with Single Author:
Gore, A. (2006). An inconvenient truth: The planetary emergency of global warming and what
we can do about it. Emmaus, PA: Rodale.
In-text reference: (Gore, 2006)
Book with Two Authors:
Michaels, P. J., & Balling, R. C., Jr. (2000). The satanic gases: Clearing the air about global
warming. Washington, DC: Cato Institute.
In-text reference: (Michaels & Balling, 2000)
Book with Editor as Author:
Galley. K. E. (Ed.). (2004). Global climate change and wildlife in North America. Bethesda,
MD: Wildlife Society.
In-text reference: (Galley, 2004)
Brochure or Pamphlet:
New York State Department of Health. (2002). After a sexual assault. [Brochure]. Albany, NY:
Author.
In-text reference: (New York, 2002)
An Anonymous Book:
Environmental resource handbook. (2001). Millerton, NY: Grey House.
In-text reference: (Environmental Resource Handbook, 2001)
Articles in Reference Books (unsigned and signed):
Greenhouse effect. (2005). American heritage science dictionary. Boston, MA: Houghton
Mifflin.
Schneider, S. H. (2000). Greenhouse effect. World book encyclopedia (Millennium ed.
Vol. 8, pp. 382-383). Chicago, IL: World Book.
In-text references: (Greenhouse effect, 2005)
(Schneider, 2000)
Magazine Articles:
Allen, L. (2004, August). Will Tuvalu disappear beneath the sea? Global warming threatens to
swamp a small island nation. Smithsonian, 35(5), 44-52.
Begley, S., & Murr, A. (2007, July 2). Which of these is not causing global warming? A. Sport
utility vehicles; B. Rice fields; C. Increased solar output. Newsweek, 150(2), 48-50.
In-text references: (Allen, 2004)
(Begley, 2007)
Newspaper Articles (unsigned and signed):
College officials agree to cut greenhouse gases. (2007, June 13). Albany Times Union, p. A4.
Landler, M. (2007, June 2). Bush’s Greenhouse Gas Plan Throws Europe Off Guard.
New York Times, p. A7.
In-text references: (“College Officials”, 2007)
(Landler, 2007)
Journal Article with Continuous Paging:
Miller-Rushing, A. J., Primack, R. B., Primack, D., & Mukunda, S. (2006). Photographs
and herbarium specimens as tools to document phonological changes in response
to global warming. American Journal of Botany, 93, 1667-1674.
In-text reference: (Miller-Rushing, Primack, Primack, & Mukunda, 2006)
Journal Article when each issue begins with p.1:
Bogdonoff, S., & Rubin, J. (2007). The regional greenhouse gas initiative: Taking action in
Maine. Environment, 49(2), 9-16.
In-text reference: (Bogdonoff & Rubin, 2007)
Journal Article from a Library Subscription Service Database with a DOI (digital object
identifier):
Mora, C., & Maya, M. F. (2006). Effect of the rate of temperature increase of the dynamic
method on the heat tolerance of fishes. Journal of Thermal Biology, 31, 337-341.
doi: 10.101b/jtherbio.2006.01.055 ...
Disease Research PaperASSIGNMENTChoose a disease or other c.docxmadlynplamondon
Disease Research Paper
ASSIGNMENT:
Choose a disease or other condition affecting the systems being studied. Research the disease using the library, the internet and/or the textbooks available in class. Use the guidelines below to direct your research and paper.
RESEARCH:
Diseases are homeostatic imbalances. The focus of your research should be on the anatomy and physiology of the disease!! This means you should describe the anatomy (structure) and physiology (function) of a normal, healthy individual and then compare it to a person who is afflicted with the disease (how is homeostasis out of balance?). Use (and explain) as many terms and concepts learned in class as possible! The A & P is the most important part of your research and should be woven into all parts of your paper and presentation!
Your paper and presentation must also address the following topics, and these can be presented in paragraph form in the following order: (Indicate the sections in bolded form on your paper)· Introduction – Introduce the disease with a general description of what it is and include Statistics that describe how common the disease/disorder is. Also include information if it occurs more commonly in certain populations, for example, women or Asian-Americans.
· Cause – Possibilities include inflammation, infection, abnormal cell growth, heredity, malnutrition, environmental factors, or stress. Explain how the cause (if known) of the disease/disorder produces the signs and symptoms. Be as specific as possible. In some cases, the disease may be idiopathic (no known cause). Also discuss prevention if the disease can be prevented, explain how. If not, explain why it can’t be prevented (your reason will probably refer back to the cause of the disease).
· Diagnosis – List procedures that can be used to determine if a person has the disease. Procedures may include laboratory tests, diagnostic imaging techniques (such as MRI), biopsy, physical examination, asking the patient questions about their symptoms, family history, and others. Provide an explanation of each procedure, specifically describing what signs the doctor is looking for. Always try to connect the diagnoses to the cause and/or symptoms of the disease. · Treatment Options– List all treatments that can be used to help the patient. Treatments may include medication, lifestyle changes, surgery, physical therapy, and others. You must provide a brief explanation of each type of treatment, specifically describing what signs or symptoms the treatment is designed to alleviate. Be as specific as possible. Prognosis: describe the typical outcome of the disease. Include the chances for complete recovery, if there is any permanent loss of function, or possibility of death.
· Conclusion- In your own words, explain your reaction to the information you learned from your research. Do NOT just restate your discussion or facts from the paper. Your conclusion should be personal, based on what you learned while researc ...
Student 1
Student
Professor
English
Date
Annotated Bibliography:
Impacts of Global Warming
Del Sole, Timothy, Xiaoqin Yan, Paul A. Dirmeyer, Mike Fennessy, and Eric Altshuler.
"Changes In Seasonal Predictability Due To Global Warming." Journal Of Climate 27.1
(2014): 300-311. Academic Search Complete. Web. 12 Feb. 2014. This article talks about
how the predictability of monthly mean temperatures will change in future climates
according to a Community Climate System Model. It talks about some of the changes in
predictions such as how the southern peninsula of Africa and northeast South America
might experience drying in the future. Timothy DelSole has a PhD from Harvard
University. He is a research scientist who studies climate variability. Xiaoqin Yan is a
Doctoral Candidate and Research Assistant at Purdue University in the Department of
Pharmacy Practice. Paul Dirmeyer has a PhD from the University of Maryland and is a
research scientist for the role of land surface in the climate system. Mike Fennessy has a
M.S. from State University of New York. He is a research scientist for the study of the
impact of tropical and global boundary conditions on the predictability of the atmosphere.
Eric Altshuler has a M.S. from the University of Maryland at College Park and is a
research scientist who performs dynamical seasonal predictability experiments. This
article focuses on another impact of global warming which is the change in global climate
patterns.
Strand 2
Doney, Scott C., Victoria J. Fabry, Richard A. Feely, and Joan A. Kleypas. "Ocean
Acidification: The Other CO2 Problem." Marine Life 1 (2009): n. pag. 29 Aug. 2008.
Web. 10 Feb. 2014. This article talks about the impacts of rising atmospheric carbon
dioxide on the ocean. It talks about how acidification alters seawater chemical speciation
and impacts shell-forming organisms in the ocean. Scott Doney is know for marine
chemistry and geochemistry and works at Woods Hole Oceanographic Institution.
Victoria Fabry is a professor in the Department of Biological Sciences at California State
University. Richard Feely works at the Pacific Marine Environmental Laboratory and is
a professor in the Department of Oceanography at the University of Washington. Joan
Kleypas works at the Institute for the Study of Society and Environment. This article
talks about other impacts that the greenhouse gas effect might have on our plant which
means there still might be a valid need for changing our habits with how resources are
used.
Roberts, James M. "How Western Environmental Policies Are Stunting Economic Growth in
Developing Countries." Journal of Oil Palm & The Environment 2 (n.d.): n. pag. 2011.
Web. 11 Feb. 2014. This article about how governments are using environmentalist
movements to justify imposing protectionist no-tariff barriers on developing countries. It
then talks about the impacts of these on th.
Discussion Presidential AgendasRegardless of political affiliatwiddowsonerica
Discussion: Presidential Agendas
Regardless of political affiliation, every citizen has a stake in healthcare policy decisions. Hence, it is little wonder why healthcare items become such high-profile components of presidential agendas. It is also little wonder why they become such hotly debated agenda items.
Consider a topic that rises to the presidential level. How did each of the presidents (Trump, Obama, and Bush) handle the problem? What would you do differently?
To Prepare:
Review the Resources and reflect on the importance of agenda setting.
Consider how federal agendas promote healthcare issues and how these healthcare issues become agenda priorities.
By Day 3 of Week 1
Post
your response to the discussion question: Consider a topic that rises to the presidential level. How did each of the presidents (Trump, Obama, and Bush) handle the problem? What would you do differently?
By Day 6 of Week 1
Respond
to at least
two
of your colleagues
* on two different days
by expanding on their response and providing an example that supports their explanation or respectfully challenging their explanation and providing an example.
Learning Resources
Note:
To access this week’s required library resources, please click on the link to the Course Readings List, found in the
Course Materials
section of your Syllabus.
Required Readings
Milstead, J. A., & Short, N. M. (2019).
Health policy and politics: A nurse’s guide
(6th ed.). Burlington, MA: Jones & Bartlett Learning.
Chapter 1, “Informing Public Policy: An Important Role for Registered Nurses” (pp. 11–13 only)
Chapter 2, “Agenda Setting: What Rises to a Policymaker’s Attention?” (pp. 17–36)
Chapter 10, “Overview: The Economics and Finance of Health Care” (pp. 171–180)
Chapter 12, “An Insider’s Guide to Engaging in Policy Activities”“Creating a Fact Sheet” (pp. 217-221)
DeMarco, R., & Tufts, K. A. (2014). The mechanics of writing a policy brief.
Nursing Outlook, 62
(3), 219–224. doi:10.1016/j.outlook.2014.04.002
Note:
You will access this article from the Walden Library databases.
Kingdon, J. W. (2001). A model of agenda-setting, with applications.
Law Review, M.S.U.-D.C.L., 2
(331).
Note:
You will access this article from the Walden Library databases.
Lamb, G., Newhouse, R., Beverly, C., Toney, D. A., Cropley, S., Weaver, C. A., Kurtzman, E., … Peterson, C. (2015). Policy agenda for nurse-led care coordination.
Nursing Outlook, 63
(4), 521–530. doi:10.1016/j.outlook.2015.06.003
Note:
You will access this article from the Walden Library databases.
O’Rourke, N. C., Crawford, S. L., Morris, N. S., & Pulcini, J. (2017). Political efficacy and participation of nurse practitioners.
Policy, Politics, and Nursing Practice, 18
(3), 135–148. doi:10.1177/1527154417728514
Note:
You will access this article from the Walden Library databases.
Institute of Medicine (US) Committee on Enhancing Environmental Health Content in Nursing Practice, Pope, A. M., Snyder, M. A., ...
Horticultural Therapy Reading List ~ American Public Gardens Association
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children =
http://scribd.com/doc/239851214 ~
`
Double Food Production from your School Garden with Organic Tech =
http://scribd.com/doc/239851079 ~
`
Free School Gardening Art Posters =
http://scribd.com/doc/239851159 ~
`
Increase Food Production with Companion Planting in your School Garden =
http://scribd.com/doc/239851159 ~
`
Healthy Foods Dramatically Improves Student Academic Success =
http://scribd.com/doc/239851348 ~
`
City Chickens for your Organic School Garden =
http://scribd.com/doc/239850440 ~
`
Simple Square Foot Gardening for Schools - Teacher Guide =
http://scribd.com/doc/239851110 ~
CAN BIOCHAR AMENDMENTS IMPROVE SOIL QUALITY AND REDUCE CO2? A Climate Change ...Jenkins Macedo
ABSTRACT
Variations in rainfall, increased mean surface temperature, persistent drought, reduced soil moisture and nutrient, and crop failures have all been evidently linked to anthropogenic-induced climate change, which impacts food security. Agricultural soils can be used to reduce atmospheric CO2 by altering the physicochemical composition of soil organic matter through biochar soil amendments. This study draws on current literature published online, in peer review journal articles, books, and conference proceedings to assess the implications of biochar soil amendments to enhance soil quality, while reducing atmospheric CO2 concentration. Building on the critical analytical approach, biochar use as soil amendments have been tested to have promising environmental potential, which improves soil quality and quantity thereby enhancing soil moisture status and reduces atmospheric CO2. Analyses of biochar amended soils in terrestrial ecosystems reduces about 12% of the total Carbon (C) emitted through anthropogenic land use change. Biochar amended soil systems are dependable in tracing and quantifying sequestered C and can stay in the soil for thousands of years. The challenge with biochar as soil amendments is the type of biomass that can yield high quality biochar through the pyrolysis process.
Key words: Biochar, amendments, regenerative agriculture, food security, climate change, atmospheric CO2, pyrolysis, Carbon, soil moisture.
Disease Research PaperASSIGNMENTChoose a disease or other c.docxmadlynplamondon
Disease Research Paper
ASSIGNMENT:
Choose a disease or other condition affecting the systems being studied. Research the disease using the library, the internet and/or the textbooks available in class. Use the guidelines below to direct your research and paper.
RESEARCH:
Diseases are homeostatic imbalances. The focus of your research should be on the anatomy and physiology of the disease!! This means you should describe the anatomy (structure) and physiology (function) of a normal, healthy individual and then compare it to a person who is afflicted with the disease (how is homeostasis out of balance?). Use (and explain) as many terms and concepts learned in class as possible! The A & P is the most important part of your research and should be woven into all parts of your paper and presentation!
Your paper and presentation must also address the following topics, and these can be presented in paragraph form in the following order: (Indicate the sections in bolded form on your paper)· Introduction – Introduce the disease with a general description of what it is and include Statistics that describe how common the disease/disorder is. Also include information if it occurs more commonly in certain populations, for example, women or Asian-Americans.
· Cause – Possibilities include inflammation, infection, abnormal cell growth, heredity, malnutrition, environmental factors, or stress. Explain how the cause (if known) of the disease/disorder produces the signs and symptoms. Be as specific as possible. In some cases, the disease may be idiopathic (no known cause). Also discuss prevention if the disease can be prevented, explain how. If not, explain why it can’t be prevented (your reason will probably refer back to the cause of the disease).
· Diagnosis – List procedures that can be used to determine if a person has the disease. Procedures may include laboratory tests, diagnostic imaging techniques (such as MRI), biopsy, physical examination, asking the patient questions about their symptoms, family history, and others. Provide an explanation of each procedure, specifically describing what signs the doctor is looking for. Always try to connect the diagnoses to the cause and/or symptoms of the disease. · Treatment Options– List all treatments that can be used to help the patient. Treatments may include medication, lifestyle changes, surgery, physical therapy, and others. You must provide a brief explanation of each type of treatment, specifically describing what signs or symptoms the treatment is designed to alleviate. Be as specific as possible. Prognosis: describe the typical outcome of the disease. Include the chances for complete recovery, if there is any permanent loss of function, or possibility of death.
· Conclusion- In your own words, explain your reaction to the information you learned from your research. Do NOT just restate your discussion or facts from the paper. Your conclusion should be personal, based on what you learned while researc ...
Student 1
Student
Professor
English
Date
Annotated Bibliography:
Impacts of Global Warming
Del Sole, Timothy, Xiaoqin Yan, Paul A. Dirmeyer, Mike Fennessy, and Eric Altshuler.
"Changes In Seasonal Predictability Due To Global Warming." Journal Of Climate 27.1
(2014): 300-311. Academic Search Complete. Web. 12 Feb. 2014. This article talks about
how the predictability of monthly mean temperatures will change in future climates
according to a Community Climate System Model. It talks about some of the changes in
predictions such as how the southern peninsula of Africa and northeast South America
might experience drying in the future. Timothy DelSole has a PhD from Harvard
University. He is a research scientist who studies climate variability. Xiaoqin Yan is a
Doctoral Candidate and Research Assistant at Purdue University in the Department of
Pharmacy Practice. Paul Dirmeyer has a PhD from the University of Maryland and is a
research scientist for the role of land surface in the climate system. Mike Fennessy has a
M.S. from State University of New York. He is a research scientist for the study of the
impact of tropical and global boundary conditions on the predictability of the atmosphere.
Eric Altshuler has a M.S. from the University of Maryland at College Park and is a
research scientist who performs dynamical seasonal predictability experiments. This
article focuses on another impact of global warming which is the change in global climate
patterns.
Strand 2
Doney, Scott C., Victoria J. Fabry, Richard A. Feely, and Joan A. Kleypas. "Ocean
Acidification: The Other CO2 Problem." Marine Life 1 (2009): n. pag. 29 Aug. 2008.
Web. 10 Feb. 2014. This article talks about the impacts of rising atmospheric carbon
dioxide on the ocean. It talks about how acidification alters seawater chemical speciation
and impacts shell-forming organisms in the ocean. Scott Doney is know for marine
chemistry and geochemistry and works at Woods Hole Oceanographic Institution.
Victoria Fabry is a professor in the Department of Biological Sciences at California State
University. Richard Feely works at the Pacific Marine Environmental Laboratory and is
a professor in the Department of Oceanography at the University of Washington. Joan
Kleypas works at the Institute for the Study of Society and Environment. This article
talks about other impacts that the greenhouse gas effect might have on our plant which
means there still might be a valid need for changing our habits with how resources are
used.
Roberts, James M. "How Western Environmental Policies Are Stunting Economic Growth in
Developing Countries." Journal of Oil Palm & The Environment 2 (n.d.): n. pag. 2011.
Web. 11 Feb. 2014. This article about how governments are using environmentalist
movements to justify imposing protectionist no-tariff barriers on developing countries. It
then talks about the impacts of these on th.
Discussion Presidential AgendasRegardless of political affiliatwiddowsonerica
Discussion: Presidential Agendas
Regardless of political affiliation, every citizen has a stake in healthcare policy decisions. Hence, it is little wonder why healthcare items become such high-profile components of presidential agendas. It is also little wonder why they become such hotly debated agenda items.
Consider a topic that rises to the presidential level. How did each of the presidents (Trump, Obama, and Bush) handle the problem? What would you do differently?
To Prepare:
Review the Resources and reflect on the importance of agenda setting.
Consider how federal agendas promote healthcare issues and how these healthcare issues become agenda priorities.
By Day 3 of Week 1
Post
your response to the discussion question: Consider a topic that rises to the presidential level. How did each of the presidents (Trump, Obama, and Bush) handle the problem? What would you do differently?
By Day 6 of Week 1
Respond
to at least
two
of your colleagues
* on two different days
by expanding on their response and providing an example that supports their explanation or respectfully challenging their explanation and providing an example.
Learning Resources
Note:
To access this week’s required library resources, please click on the link to the Course Readings List, found in the
Course Materials
section of your Syllabus.
Required Readings
Milstead, J. A., & Short, N. M. (2019).
Health policy and politics: A nurse’s guide
(6th ed.). Burlington, MA: Jones & Bartlett Learning.
Chapter 1, “Informing Public Policy: An Important Role for Registered Nurses” (pp. 11–13 only)
Chapter 2, “Agenda Setting: What Rises to a Policymaker’s Attention?” (pp. 17–36)
Chapter 10, “Overview: The Economics and Finance of Health Care” (pp. 171–180)
Chapter 12, “An Insider’s Guide to Engaging in Policy Activities”“Creating a Fact Sheet” (pp. 217-221)
DeMarco, R., & Tufts, K. A. (2014). The mechanics of writing a policy brief.
Nursing Outlook, 62
(3), 219–224. doi:10.1016/j.outlook.2014.04.002
Note:
You will access this article from the Walden Library databases.
Kingdon, J. W. (2001). A model of agenda-setting, with applications.
Law Review, M.S.U.-D.C.L., 2
(331).
Note:
You will access this article from the Walden Library databases.
Lamb, G., Newhouse, R., Beverly, C., Toney, D. A., Cropley, S., Weaver, C. A., Kurtzman, E., … Peterson, C. (2015). Policy agenda for nurse-led care coordination.
Nursing Outlook, 63
(4), 521–530. doi:10.1016/j.outlook.2015.06.003
Note:
You will access this article from the Walden Library databases.
O’Rourke, N. C., Crawford, S. L., Morris, N. S., & Pulcini, J. (2017). Political efficacy and participation of nurse practitioners.
Policy, Politics, and Nursing Practice, 18
(3), 135–148. doi:10.1177/1527154417728514
Note:
You will access this article from the Walden Library databases.
Institute of Medicine (US) Committee on Enhancing Environmental Health Content in Nursing Practice, Pope, A. M., Snyder, M. A., ...
Horticultural Therapy Reading List ~ American Public Gardens Association
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children =
http://scribd.com/doc/239851214 ~
`
Double Food Production from your School Garden with Organic Tech =
http://scribd.com/doc/239851079 ~
`
Free School Gardening Art Posters =
http://scribd.com/doc/239851159 ~
`
Increase Food Production with Companion Planting in your School Garden =
http://scribd.com/doc/239851159 ~
`
Healthy Foods Dramatically Improves Student Academic Success =
http://scribd.com/doc/239851348 ~
`
City Chickens for your Organic School Garden =
http://scribd.com/doc/239850440 ~
`
Simple Square Foot Gardening for Schools - Teacher Guide =
http://scribd.com/doc/239851110 ~
CAN BIOCHAR AMENDMENTS IMPROVE SOIL QUALITY AND REDUCE CO2? A Climate Change ...Jenkins Macedo
ABSTRACT
Variations in rainfall, increased mean surface temperature, persistent drought, reduced soil moisture and nutrient, and crop failures have all been evidently linked to anthropogenic-induced climate change, which impacts food security. Agricultural soils can be used to reduce atmospheric CO2 by altering the physicochemical composition of soil organic matter through biochar soil amendments. This study draws on current literature published online, in peer review journal articles, books, and conference proceedings to assess the implications of biochar soil amendments to enhance soil quality, while reducing atmospheric CO2 concentration. Building on the critical analytical approach, biochar use as soil amendments have been tested to have promising environmental potential, which improves soil quality and quantity thereby enhancing soil moisture status and reduces atmospheric CO2. Analyses of biochar amended soils in terrestrial ecosystems reduces about 12% of the total Carbon (C) emitted through anthropogenic land use change. Biochar amended soil systems are dependable in tracing and quantifying sequestered C and can stay in the soil for thousands of years. The challenge with biochar as soil amendments is the type of biomass that can yield high quality biochar through the pyrolysis process.
Key words: Biochar, amendments, regenerative agriculture, food security, climate change, atmospheric CO2, pyrolysis, Carbon, soil moisture.
MGT 3319 Management Theory and Practice Milestone 2 F.docxgertrudebellgrove
MGT 3319: Management Theory and Practice
Milestone 2: Final Paper Topic Proposal Guidelines and Rubric
Overview:
For this milestone, you will identify the topic you plan to research for your final project and expand your initial thoughts into a more developed
paper proposal. By now you should be starting to look at the topic from a research perspective.
Prompt:
To complete this milestone, be sure to address the following critical elements in a one-page report:
● Identify the management topic you would like to focus on for the final project
● Explain why you are interested in this topic and include at least three supporting examples or reasons
● Evaluate how this management topic relates to you as a current or future leader in an organization (How will this knowledge be applicable
to you now or in the future?)
● Include a list of at least four sources you have identified as relevant and informative, cited in APA style
Guidelines for Submission: Your milestone submission should be two pages in length, double-spaced, with a 12-point font, with the second
page being the list of references formatted according to APA style.
Instructor Feedback: This activity uses an integrated rubric in Blackboard. Students can view instructor feedback in the Grade Center.
Rubric
Criteria Exemplary (100%) Needs Improvement (75%) Not Evident (0%) Value
Topic
Identifies a management topic for the final
project.
N/A Does not identify a management topic for the
final project.
23
Examples of
Interest
Explains interest in this topic with at least
three supporting examples or reasons.
Explains interest in this topic with one or two
supporting examples or reasons.
Does not explain interest in this topic. 23
Application
Evaluates how this management topic
relates or would be applicable to current or
future leaders in organizations.
Evaluates how this management topic
relates or would be applicable to current or
future leaders, but lacks in detail or clarity.
Does not evaluate how this management
topic relates or would be applicable to
leaders in organizations.
23
MGT 3319: Management Theory and Practice
Sources
Identifies at least four relevant and
informative sources.
Identifies one to three relevant and
informative sources.
Does not identify sources. 23
Mechanics No grammar or spelling errors that distract
the reader from the content. All sources
used are cited using APA Style, 6th ed.
Minor errors in grammar or spelling that
distract the reader from the content. All
sources used are cited using APA Style, 6th
ed.
Major errors in grammar or spelling that
distract the reader from the content and/or
errors made in citing sources using APA
Style, 6th ed.
8
Total = 100%
STUDENT NAME1
Student Name
Course Instructor
Course Name
Date
Australian Bushfire and climate change
Bushfires are common in Australia over the past century and it has been problematic ...
MGT 3319 Management Theory and Practice Milestone 2 F.docxgertrudebellgrove
MGT 3319: Management Theory and Practice
Milestone 2: Final Paper Topic Proposal Guidelines and Rubric
Overview:
For this milestone, you will identify the topic you plan to research for your final project and expand your initial thoughts into a more developed
paper proposal. By now you should be starting to look at the topic from a research perspective.
Prompt:
To complete this milestone, be sure to address the following critical elements in a one-page report:
● Identify the management topic you would like to focus on for the final project
● Explain why you are interested in this topic and include at least three supporting examples or reasons
● Evaluate how this management topic relates to you as a current or future leader in an organization (How will this knowledge be applicable
to you now or in the future?)
● Include a list of at least four sources you have identified as relevant and informative, cited in APA style
Guidelines for Submission: Your milestone submission should be two pages in length, double-spaced, with a 12-point font, with the second
page being the list of references formatted according to APA style.
Instructor Feedback: This activity uses an integrated rubric in Blackboard. Students can view instructor feedback in the Grade Center.
Rubric
Criteria Exemplary (100%) Needs Improvement (75%) Not Evident (0%) Value
Topic
Identifies a management topic for the final
project.
N/A Does not identify a management topic for the
final project.
23
Examples of
Interest
Explains interest in this topic with at least
three supporting examples or reasons.
Explains interest in this topic with one or two
supporting examples or reasons.
Does not explain interest in this topic. 23
Application
Evaluates how this management topic
relates or would be applicable to current or
future leaders in organizations.
Evaluates how this management topic
relates or would be applicable to current or
future leaders, but lacks in detail or clarity.
Does not evaluate how this management
topic relates or would be applicable to
leaders in organizations.
23
MGT 3319: Management Theory and Practice
Sources
Identifies at least four relevant and
informative sources.
Identifies one to three relevant and
informative sources.
Does not identify sources. 23
Mechanics No grammar or spelling errors that distract
the reader from the content. All sources
used are cited using APA Style, 6th ed.
Minor errors in grammar or spelling that
distract the reader from the content. All
sources used are cited using APA Style, 6th
ed.
Major errors in grammar or spelling that
distract the reader from the content and/or
errors made in citing sources using APA
Style, 6th ed.
8
Total = 100%
STUDENT NAME1
Student Name
Course Instructor
Course Name
Date
Australian Bushfire and climate change
Bushfires are common in Australia over the past century and it has been problematic .
Running head GLOBAL SOCIETAL ISSUE .docxcowinhelen
Running head: GLOBAL SOCIETAL ISSUE 1
GLOBAL SOCIETAL ISSUE 3
Global Societal Issue
Student’s Name
Institutional Affiliation
Global Societal Issue
The refugee crisis is the global issue that I have chosen to explore. Fleeing of refugees has been a serious issue with different people trying to flee war-torn nations for decades. The fleeing of refugees has spread across the globe, affecting millions of citizens across all continents. This topic has a lot of available information. Further research on the issue is important to ensure that only facts are used instead of bias opinions. Further research allows for the comparison of happenings in the past and different nations. It gives an opportunity for foreign policy comparison, which enables the development of the best policies.
Thesis Statement
The refugee crisis is a global issue that is straining the host countries and migrating refugees. Both parties are subjected to mental, physical and financial strains. The local agencies and the government planning for refugee arrival can relieve these strains. Adequate resources should be availed to provide for the refugees ensuring that they maintain the citizens’ resources.
Impact on a Specific Population
The refugee crisis has affected different populations. There is an impact on refugees because they leave their loved ones, friends and homes against their will. The host nations are impacted, as they must ensure the availability of enough resources to provide for and take care of the rising population. The host country citizens are impacted because the refugees come from countries with different cultures, laws and regulations.
A Peer-Reviewed Scholarly Source
“The High Cost of Resettling Middle Eastern Refugees,” is a surprising article due to the amount that the US incurred in resettling the refugees. According to the article every refugee will use approximately $64,370 in the first period of five years that is 12 times of the UN estimate cost for taking care of one refugee from the Middle Eastern region (Zeigler & Camarota, 2015).
References
Zeigler, K., & Camarota, S. A. (2015). The High Cost of Resettling Middle Eastern Refugees.
Retrieved from https://cis.org/High-Cost-of-Resettling-Middle-Eastern-Refugees/
Running head: GLOBAL SOCIETAL
ISSUE
1
Global Societal Issue
Student’s Name
Institutional Affiliation
Running head: GLOBAL SOCIETAL ISSUE 1
Global Societal Issue
Student’s Name
Institutional Affiliation
The global societal issue I would consider researching further for my Week 5 Final Essay is the Global Climate Change. I cho ...
Tool : Opinion Space
Typical Actions : Opinion mapping software collect and visualise users opinions on important issues and polocies
(rate five proposition on the chosen topic and type initial response to a discussion question)
Show in a graphical "Map" where user's opinions of other participants.
Display patterns, trends, and insights employ the wisdom of crowds to identify the most insightful ideas.
Examples : Used by US state Depart to engage global online audiences on a variety of foreign policy issues.
Section 1: Tool Background
Who designed or developed the tool?
What is the purpose of the tool?
When was the tool designed or developed?
Where was the tool designed or developed?
Why was the tool designed or developed?
Section 2: Tool Specifications
Functional capabilities of the tool. (Key features of the tool)
Technical requirements for the tool.
How is/was the tool implemented?
Section 3: Tool Visualizations:
Find an illustration or work flow of the tool.
Describe the illustration or work flow of the tool.
Section 4: Tool Achievements/Limitations
Discuss the advantages of the tool.
Discuss the disadvantages of the tool.
Section 5: Based on research, does the tool achieve the original purpose of the creator/designer?
Discuss your findings
Your research paper should be at least 9 pages (2400 words), double-spaced, have at least 8 APA references, and typed in an easy-to-read font in MS Word (other word processors are fine to use but save it in a MS Word format). Your cover page should contain the following: Title, Team's name, University's name, Course name, Course number, Professor's name, and Date.
Tambouris, E., Liotas, N., & Tarabanis, K. (2007). A Framework for Assessing eParticipation Projects and Tools. 2007 40th Annual Hawaii International Conference on System Sciences (HICSS'07), Waikoloa, HI, 2007, pp. 90-90. doi: 10.1109/HICSS.2007.13
SURNAME 3
Climate Change
Student’s Name
Instructor’s Name
Institutional Affiliation
14th. September 2019
Academic Sources on Climate Change
Farrell, Justin. "Corporate funding and ideological polarization about climate change." Proceedings of the National Academy of Sciences 113.1 (2016): 92-97.
Nerem, R. S., Beckley, B. D., Fasullo, J. T., Hamlington, B. D., Masters, D., & Mitchum, G. T. (2018). Climate-change–driven accelerated sea-level rise detected in the altimeter era. Proceedings of the National Academy of Sciences, 115(9), 2022-2025.
Fuzzi, S., Baltensperger, U., Carslaw, K., Decesari, S., Denier van der Gon, H., Facchini, M. C., ... & Nemitz, E. (2015). Particulate matter, air quality and climate: lessons learned and future needs. Atmospheric chemistry and physics, 15(14), 8217-8299.
Urry, John. “Climate change and society”. In Why the social sciences matter (pp. 45-59). Palgrave Macmillan, London, 2015 45-59.
Holland, G., & Bruyère, C. L. (2014). Recent intense hurricane response to global climate change. Climate Dynamics ...
This PowerPoint needs to be accompanied by an audio of similar name. However, whether too large or an unacceptable file, that is left unavailable to us here.
The project is for a doctoral marketing class.
The website is an actual site.
Outline Puzzle ApproachComplete this outline for the body porti.docxjacksnathalie
Outline Puzzle Approach
Complete this outline for the body portion of your literary essay. This outline should be in formal sentence form.
NOTE: I have given you more instructions on this outline. You may delete everything in the places where your information should go.
Your Working Title
Thesis (How you think O’Connor defines a good country person and which character fits that definition; qualify your thesis using a word like “perhaps,” “seems,” or “may”):
I. Topic Sentence (your understanding of O’Connor’s explanation of a good country person and how that title is ironic):
A. Claim— Your understanding of O’Connor’s explanation of a good country person
Evidence— DO NOT USE ANY QUOTES IN THIS PARAGRAPH; everything should be in YOUR OWN WORDS
Explanation (show how this evidence supports your main idea)—
B. Claim— How the title of the story is ironic
Evidence— DO NOT USE ANY QUOTES IN THIS PARAGRAPH; everything should be in YOUR OWN WORDS
Explanation (show how this evidence supports your main idea)—
II. Topic Sentence (how the other characters are not good country people):
A. Claim—
Evidence— Now, you may quote from the story and article
Analysis (show how this evidence supports your main idea)—
B. Claim—
Evidence—
Analysis (show how this evidence supports your main idea)—
III. Topic Sentence (character who you think is a good country person):
A. Claim—
Evidence—
Analysis (show how this evidence supports your main idea)—
B. Claim—
Evidence—
Analysis (show how this evidence supports your main idea)—
Sophia Pathways for College Credit – English Composition II
SAMPLE TOUCHSTONE AND SCORING
Logan Stevens
English Composition II
December 12, 2019
Annotated Bibliography
Brown, M., & Funk, C. (2008). Food security under climate change. Science, 319
(5863), 580-581. doi: 10.1126/science.1154102
The authors claim that developing regions of the globe are likely to face serious food
insecurity as climate change affects crops. These regions are particularly
endangered because they are distinctly vulnerable to the demands of Western
markets (the desire for mono-cropping corn, for example, in order to feed cattle) and
lacking in the kinds of agricultural technology that help farmers cope with
environmental effects on crops. Brown and Funk claim that investing in local food
economies—including sustainability, agricultural technologies, and emergency
plans—will help these areas of the globe acquire enough food in the face of climate
change. change. This source will be useful to my paper as it provides a big picture
example of the related effects of factory farming and the coming dangers of climate
change that push us to change our eating and food production habits, so I can use this to
discuss both my argument and the counter-arguments.
Comment [SL1]: Good adherence to APA
formatting here.
Sophia Pathways for College Credit – English Composition II
SAMPLE TOUCHSTONE.
Research essay on climate change
What is an
annotated
bibliography, then? It is a list of sources you have consulted
along with one or two paragraphs of text for each source summarizing the source and discussing how it is relevant to your upcoming paper.
Your discussion of the relevance of the source to your paper should include an evaluation of the source. Do you agree with what the source is saying? Or are you going to use this particular source as a source for objections to the arguments you make to support your thesis?
You are required to list at least
ten academic
sources in your annotated bibliography.
i have 7 sources you can use. i need some of them but doesnt have to be all as well as other sources you can find because i need a total of 10.
1.
Marland, G. T.A. Bonden, and R.J. Andres. 2007. “
Global, Regional, AND National CO2 Emissions.”
2.
Fisher, B.S., et al. “
Ch.3: Issues related to mitigation in the long term context
”
3.
Meehl, G.A., et al. “
Ch. 10: Global Climate Projections’’
4.
U.S Climate Change Science Program and the Subcommittee on Global Climate Change Research (January 2009). Granger, M et al. “
Best Practice Approaches for Characterizing, Communicating and Incorporating Scientific Uncertainty in Decision Making
”
5.
Issues in Science and Technology Online; “
Promoting Low Energy Electricity Production
”
6.
Romm, Joe (19 June 2008). “
Cleaning up on Carbon
”. Nature Reports Climate Change.
7.
Amory Lovins
(March-April 2012) “
A farewell to fossil fuels
”. Foreign Affairs.
.
Annotated Bibliography Definition
Definitions:
annotate, v. -
1. trans. To add notes to, furnish with notes (a literary work or author).
"annotate, v." OED Online. Oxford University Press, June 2014. Web. 24
June 2014.
bibliography, n. - 2. The systematic description and history of books, their
authorship, printing, publication, editions, etc. 4. A list of the books of a
particular author, printer, or country, or of those dealing with any particular
theme; the literature of a subject.
"bibliography, n." OED Online. Oxford University Press, June 2014. Web.
24 June 2014.
Annotated Bibliography – “An annotated bibliography is a list of sources
(arranged alphabetically by author) that you plan to consult and make use of
in your research paper. Typically you provide a citation..., and a short
summary of the source. You can present all your sources in one long list or
organize them by type of sources.
Greene, Stuart, and April Lidinsky, eds. From Inquiry to Academic Writing, Second
Edition. Boston: Bedford/St. Martins, 2012. Print.
*For the purpose of this assignment, you will organize yours according
to the databases you have chosen.
Bibliography Outline
An Annotated Bibliography will include all (4) of these areas for EACH
ENTRY:
• Cite: Location of your source
o Format in MLA
• Summary: Summarize your source
o List the main argument(s)
• Assessment: Evaluate author(s)
o List the author’s academic ethos
• Reflection: Think about the source’s purpose
o Tell how the source relates to the topic. (Don’t write “ I ”)
Student 1
Student
Professor
English
Date
Annotated Bibliography:
Impacts of Global Warming
Del Sole, Timothy, Xiaoqin Yan, Paul A. Dirmeyer, Mike Fennessy, and Eric Altshuler.
"Changes In Seasonal Predictability Due To Global Warming." Journal Of Climate 27.1
(2014): 300-311. Academic Search Complete. Web. 12 Feb. 2014. This article talks about
how the predictability of monthly mean temperatures will change in future climates
according to a Community Climate System Model. It talks about some of the changes in
predictions such as how the southern peninsula of Africa and northeast South America
might experience drying in the future. Timothy DelSole has a PhD from Harvard
University. He is a research scientist who studies climate variability. Xiaoqin Yan is a
Doctoral Candidate and Research Assistant at Purdue University in the Department of
Pharmacy Practice. Paul Dirmeyer has a PhD from the University of Maryland and is a
research scientist for the role of land surface in the climate system. Mike Fennessy has a
M.S. from State University of New York. He is a research scientist for the study of the
impact of tropical and global boundary conditions on the predictability of the atmosphere.
Eric Altshuler has a M.S. from the University of Maryland at College Park and is a
research scientist who performs dynamical.
Learning ResourcesRequired ReadingsToseland, R. W., & Ri.docxfestockton
Learning Resources
Required Readings
Toseland, R. W., & Rivas, R. F. (2017).
An introduction to group work practice
(8th ed.). Boston, MA: Pearson.
Chapter 11, “Task Groups: Foundation Methods” (pp. 336-363)
Chapter 12, “Task Groups: Specialized Methods” (pp. 364–395)
Van Velsor, P. (2009). Task groups in the school setting: Promoting children’s social and emotional learning.
Journal for Specialists in Group Work
,
34
(3), 276–292.
Document:
Group Wiki Project Guidelines (PDF)
Recommended Resources
Holosko, M. J., Dulmus, C. N., & Sowers, K. M. (2013). Social work practice with individuals and families: Evidence-informed assessments and interventions. Hoboken, NJ: John Wiley & Sons, Inc.
Chapter 1 “Assessment of Children”
Chapter 2 “Intervention with Children”
Discussion: Task Groups
Group work is a commonly used method within school settings. Because peer interaction is important in the emotional and social development of children, the task group can serve as a wonderful therapeutic setting and tool; however, many factors should be considered when implementing this type of intervention.
For this Discussion, read the Van Velsor (2009) article.
By Day 3
Post
your understanding of task groups as an intervention for children. Use the model for effective problem solving to compare and contrast (how to identify the problem, develop goals, collect data). How does this model differ from a traditional treatment group? What are the advantages and possible disadvantages of this model? Describe how you might use this model for adults. What populations would most benefit from this model?
.
LeamosEscribamos Completa el párrafo con las formas correctas de lo.docxfestockton
Leamos/Escribamos Completa el párrafo con las formas correctas de los verbos en paréntesis. Usa el pretérito o el imperfecto.
Yo __1__ (criarse) en el campo, pero mi familia __2__
(mudarse) a la ciudad cuando yo tenía doce años. Hablábamos
aymara en mi pueblo, y mi mamá no __3__ (expresarse) bien en
español. Mis hermanos y yo __4__ (comunicarse) sin problema
porque habíamos estudiado español en el colegio. Con dificultad
nosotros __5__ (acostumbrarse) al estilo de vida.Yo __6__
(preocuparse) por todo. No me __7__ (gustar) el ruido de los
carros. Pero poco a poco, nostros __8__ (asimilar) el modo de
ser de la gente de la cuidad.Yo __9__ (graduarse) de la
universidad hace poco, mi hermano mayor ahora es arquitecto, y
mi hermano menor __10__ (casarse) el mes pasado.
.
More Related Content
Similar to APA Reference List Examples Book with Single Author .docx
MGT 3319 Management Theory and Practice Milestone 2 F.docxgertrudebellgrove
MGT 3319: Management Theory and Practice
Milestone 2: Final Paper Topic Proposal Guidelines and Rubric
Overview:
For this milestone, you will identify the topic you plan to research for your final project and expand your initial thoughts into a more developed
paper proposal. By now you should be starting to look at the topic from a research perspective.
Prompt:
To complete this milestone, be sure to address the following critical elements in a one-page report:
● Identify the management topic you would like to focus on for the final project
● Explain why you are interested in this topic and include at least three supporting examples or reasons
● Evaluate how this management topic relates to you as a current or future leader in an organization (How will this knowledge be applicable
to you now or in the future?)
● Include a list of at least four sources you have identified as relevant and informative, cited in APA style
Guidelines for Submission: Your milestone submission should be two pages in length, double-spaced, with a 12-point font, with the second
page being the list of references formatted according to APA style.
Instructor Feedback: This activity uses an integrated rubric in Blackboard. Students can view instructor feedback in the Grade Center.
Rubric
Criteria Exemplary (100%) Needs Improvement (75%) Not Evident (0%) Value
Topic
Identifies a management topic for the final
project.
N/A Does not identify a management topic for the
final project.
23
Examples of
Interest
Explains interest in this topic with at least
three supporting examples or reasons.
Explains interest in this topic with one or two
supporting examples or reasons.
Does not explain interest in this topic. 23
Application
Evaluates how this management topic
relates or would be applicable to current or
future leaders in organizations.
Evaluates how this management topic
relates or would be applicable to current or
future leaders, but lacks in detail or clarity.
Does not evaluate how this management
topic relates or would be applicable to
leaders in organizations.
23
MGT 3319: Management Theory and Practice
Sources
Identifies at least four relevant and
informative sources.
Identifies one to three relevant and
informative sources.
Does not identify sources. 23
Mechanics No grammar or spelling errors that distract
the reader from the content. All sources
used are cited using APA Style, 6th ed.
Minor errors in grammar or spelling that
distract the reader from the content. All
sources used are cited using APA Style, 6th
ed.
Major errors in grammar or spelling that
distract the reader from the content and/or
errors made in citing sources using APA
Style, 6th ed.
8
Total = 100%
STUDENT NAME1
Student Name
Course Instructor
Course Name
Date
Australian Bushfire and climate change
Bushfires are common in Australia over the past century and it has been problematic ...
MGT 3319 Management Theory and Practice Milestone 2 F.docxgertrudebellgrove
MGT 3319: Management Theory and Practice
Milestone 2: Final Paper Topic Proposal Guidelines and Rubric
Overview:
For this milestone, you will identify the topic you plan to research for your final project and expand your initial thoughts into a more developed
paper proposal. By now you should be starting to look at the topic from a research perspective.
Prompt:
To complete this milestone, be sure to address the following critical elements in a one-page report:
● Identify the management topic you would like to focus on for the final project
● Explain why you are interested in this topic and include at least three supporting examples or reasons
● Evaluate how this management topic relates to you as a current or future leader in an organization (How will this knowledge be applicable
to you now or in the future?)
● Include a list of at least four sources you have identified as relevant and informative, cited in APA style
Guidelines for Submission: Your milestone submission should be two pages in length, double-spaced, with a 12-point font, with the second
page being the list of references formatted according to APA style.
Instructor Feedback: This activity uses an integrated rubric in Blackboard. Students can view instructor feedback in the Grade Center.
Rubric
Criteria Exemplary (100%) Needs Improvement (75%) Not Evident (0%) Value
Topic
Identifies a management topic for the final
project.
N/A Does not identify a management topic for the
final project.
23
Examples of
Interest
Explains interest in this topic with at least
three supporting examples or reasons.
Explains interest in this topic with one or two
supporting examples or reasons.
Does not explain interest in this topic. 23
Application
Evaluates how this management topic
relates or would be applicable to current or
future leaders in organizations.
Evaluates how this management topic
relates or would be applicable to current or
future leaders, but lacks in detail or clarity.
Does not evaluate how this management
topic relates or would be applicable to
leaders in organizations.
23
MGT 3319: Management Theory and Practice
Sources
Identifies at least four relevant and
informative sources.
Identifies one to three relevant and
informative sources.
Does not identify sources. 23
Mechanics No grammar or spelling errors that distract
the reader from the content. All sources
used are cited using APA Style, 6th ed.
Minor errors in grammar or spelling that
distract the reader from the content. All
sources used are cited using APA Style, 6th
ed.
Major errors in grammar or spelling that
distract the reader from the content and/or
errors made in citing sources using APA
Style, 6th ed.
8
Total = 100%
STUDENT NAME1
Student Name
Course Instructor
Course Name
Date
Australian Bushfire and climate change
Bushfires are common in Australia over the past century and it has been problematic .
Running head GLOBAL SOCIETAL ISSUE .docxcowinhelen
Running head: GLOBAL SOCIETAL ISSUE 1
GLOBAL SOCIETAL ISSUE 3
Global Societal Issue
Student’s Name
Institutional Affiliation
Global Societal Issue
The refugee crisis is the global issue that I have chosen to explore. Fleeing of refugees has been a serious issue with different people trying to flee war-torn nations for decades. The fleeing of refugees has spread across the globe, affecting millions of citizens across all continents. This topic has a lot of available information. Further research on the issue is important to ensure that only facts are used instead of bias opinions. Further research allows for the comparison of happenings in the past and different nations. It gives an opportunity for foreign policy comparison, which enables the development of the best policies.
Thesis Statement
The refugee crisis is a global issue that is straining the host countries and migrating refugees. Both parties are subjected to mental, physical and financial strains. The local agencies and the government planning for refugee arrival can relieve these strains. Adequate resources should be availed to provide for the refugees ensuring that they maintain the citizens’ resources.
Impact on a Specific Population
The refugee crisis has affected different populations. There is an impact on refugees because they leave their loved ones, friends and homes against their will. The host nations are impacted, as they must ensure the availability of enough resources to provide for and take care of the rising population. The host country citizens are impacted because the refugees come from countries with different cultures, laws and regulations.
A Peer-Reviewed Scholarly Source
“The High Cost of Resettling Middle Eastern Refugees,” is a surprising article due to the amount that the US incurred in resettling the refugees. According to the article every refugee will use approximately $64,370 in the first period of five years that is 12 times of the UN estimate cost for taking care of one refugee from the Middle Eastern region (Zeigler & Camarota, 2015).
References
Zeigler, K., & Camarota, S. A. (2015). The High Cost of Resettling Middle Eastern Refugees.
Retrieved from https://cis.org/High-Cost-of-Resettling-Middle-Eastern-Refugees/
Running head: GLOBAL SOCIETAL
ISSUE
1
Global Societal Issue
Student’s Name
Institutional Affiliation
Running head: GLOBAL SOCIETAL ISSUE 1
Global Societal Issue
Student’s Name
Institutional Affiliation
The global societal issue I would consider researching further for my Week 5 Final Essay is the Global Climate Change. I cho ...
Tool : Opinion Space
Typical Actions : Opinion mapping software collect and visualise users opinions on important issues and polocies
(rate five proposition on the chosen topic and type initial response to a discussion question)
Show in a graphical "Map" where user's opinions of other participants.
Display patterns, trends, and insights employ the wisdom of crowds to identify the most insightful ideas.
Examples : Used by US state Depart to engage global online audiences on a variety of foreign policy issues.
Section 1: Tool Background
Who designed or developed the tool?
What is the purpose of the tool?
When was the tool designed or developed?
Where was the tool designed or developed?
Why was the tool designed or developed?
Section 2: Tool Specifications
Functional capabilities of the tool. (Key features of the tool)
Technical requirements for the tool.
How is/was the tool implemented?
Section 3: Tool Visualizations:
Find an illustration or work flow of the tool.
Describe the illustration or work flow of the tool.
Section 4: Tool Achievements/Limitations
Discuss the advantages of the tool.
Discuss the disadvantages of the tool.
Section 5: Based on research, does the tool achieve the original purpose of the creator/designer?
Discuss your findings
Your research paper should be at least 9 pages (2400 words), double-spaced, have at least 8 APA references, and typed in an easy-to-read font in MS Word (other word processors are fine to use but save it in a MS Word format). Your cover page should contain the following: Title, Team's name, University's name, Course name, Course number, Professor's name, and Date.
Tambouris, E., Liotas, N., & Tarabanis, K. (2007). A Framework for Assessing eParticipation Projects and Tools. 2007 40th Annual Hawaii International Conference on System Sciences (HICSS'07), Waikoloa, HI, 2007, pp. 90-90. doi: 10.1109/HICSS.2007.13
SURNAME 3
Climate Change
Student’s Name
Instructor’s Name
Institutional Affiliation
14th. September 2019
Academic Sources on Climate Change
Farrell, Justin. "Corporate funding and ideological polarization about climate change." Proceedings of the National Academy of Sciences 113.1 (2016): 92-97.
Nerem, R. S., Beckley, B. D., Fasullo, J. T., Hamlington, B. D., Masters, D., & Mitchum, G. T. (2018). Climate-change–driven accelerated sea-level rise detected in the altimeter era. Proceedings of the National Academy of Sciences, 115(9), 2022-2025.
Fuzzi, S., Baltensperger, U., Carslaw, K., Decesari, S., Denier van der Gon, H., Facchini, M. C., ... & Nemitz, E. (2015). Particulate matter, air quality and climate: lessons learned and future needs. Atmospheric chemistry and physics, 15(14), 8217-8299.
Urry, John. “Climate change and society”. In Why the social sciences matter (pp. 45-59). Palgrave Macmillan, London, 2015 45-59.
Holland, G., & Bruyère, C. L. (2014). Recent intense hurricane response to global climate change. Climate Dynamics ...
This PowerPoint needs to be accompanied by an audio of similar name. However, whether too large or an unacceptable file, that is left unavailable to us here.
The project is for a doctoral marketing class.
The website is an actual site.
Outline Puzzle ApproachComplete this outline for the body porti.docxjacksnathalie
Outline Puzzle Approach
Complete this outline for the body portion of your literary essay. This outline should be in formal sentence form.
NOTE: I have given you more instructions on this outline. You may delete everything in the places where your information should go.
Your Working Title
Thesis (How you think O’Connor defines a good country person and which character fits that definition; qualify your thesis using a word like “perhaps,” “seems,” or “may”):
I. Topic Sentence (your understanding of O’Connor’s explanation of a good country person and how that title is ironic):
A. Claim— Your understanding of O’Connor’s explanation of a good country person
Evidence— DO NOT USE ANY QUOTES IN THIS PARAGRAPH; everything should be in YOUR OWN WORDS
Explanation (show how this evidence supports your main idea)—
B. Claim— How the title of the story is ironic
Evidence— DO NOT USE ANY QUOTES IN THIS PARAGRAPH; everything should be in YOUR OWN WORDS
Explanation (show how this evidence supports your main idea)—
II. Topic Sentence (how the other characters are not good country people):
A. Claim—
Evidence— Now, you may quote from the story and article
Analysis (show how this evidence supports your main idea)—
B. Claim—
Evidence—
Analysis (show how this evidence supports your main idea)—
III. Topic Sentence (character who you think is a good country person):
A. Claim—
Evidence—
Analysis (show how this evidence supports your main idea)—
B. Claim—
Evidence—
Analysis (show how this evidence supports your main idea)—
Sophia Pathways for College Credit – English Composition II
SAMPLE TOUCHSTONE AND SCORING
Logan Stevens
English Composition II
December 12, 2019
Annotated Bibliography
Brown, M., & Funk, C. (2008). Food security under climate change. Science, 319
(5863), 580-581. doi: 10.1126/science.1154102
The authors claim that developing regions of the globe are likely to face serious food
insecurity as climate change affects crops. These regions are particularly
endangered because they are distinctly vulnerable to the demands of Western
markets (the desire for mono-cropping corn, for example, in order to feed cattle) and
lacking in the kinds of agricultural technology that help farmers cope with
environmental effects on crops. Brown and Funk claim that investing in local food
economies—including sustainability, agricultural technologies, and emergency
plans—will help these areas of the globe acquire enough food in the face of climate
change. change. This source will be useful to my paper as it provides a big picture
example of the related effects of factory farming and the coming dangers of climate
change that push us to change our eating and food production habits, so I can use this to
discuss both my argument and the counter-arguments.
Comment [SL1]: Good adherence to APA
formatting here.
Sophia Pathways for College Credit – English Composition II
SAMPLE TOUCHSTONE.
Research essay on climate change
What is an
annotated
bibliography, then? It is a list of sources you have consulted
along with one or two paragraphs of text for each source summarizing the source and discussing how it is relevant to your upcoming paper.
Your discussion of the relevance of the source to your paper should include an evaluation of the source. Do you agree with what the source is saying? Or are you going to use this particular source as a source for objections to the arguments you make to support your thesis?
You are required to list at least
ten academic
sources in your annotated bibliography.
i have 7 sources you can use. i need some of them but doesnt have to be all as well as other sources you can find because i need a total of 10.
1.
Marland, G. T.A. Bonden, and R.J. Andres. 2007. “
Global, Regional, AND National CO2 Emissions.”
2.
Fisher, B.S., et al. “
Ch.3: Issues related to mitigation in the long term context
”
3.
Meehl, G.A., et al. “
Ch. 10: Global Climate Projections’’
4.
U.S Climate Change Science Program and the Subcommittee on Global Climate Change Research (January 2009). Granger, M et al. “
Best Practice Approaches for Characterizing, Communicating and Incorporating Scientific Uncertainty in Decision Making
”
5.
Issues in Science and Technology Online; “
Promoting Low Energy Electricity Production
”
6.
Romm, Joe (19 June 2008). “
Cleaning up on Carbon
”. Nature Reports Climate Change.
7.
Amory Lovins
(March-April 2012) “
A farewell to fossil fuels
”. Foreign Affairs.
.
Annotated Bibliography Definition
Definitions:
annotate, v. -
1. trans. To add notes to, furnish with notes (a literary work or author).
"annotate, v." OED Online. Oxford University Press, June 2014. Web. 24
June 2014.
bibliography, n. - 2. The systematic description and history of books, their
authorship, printing, publication, editions, etc. 4. A list of the books of a
particular author, printer, or country, or of those dealing with any particular
theme; the literature of a subject.
"bibliography, n." OED Online. Oxford University Press, June 2014. Web.
24 June 2014.
Annotated Bibliography – “An annotated bibliography is a list of sources
(arranged alphabetically by author) that you plan to consult and make use of
in your research paper. Typically you provide a citation..., and a short
summary of the source. You can present all your sources in one long list or
organize them by type of sources.
Greene, Stuart, and April Lidinsky, eds. From Inquiry to Academic Writing, Second
Edition. Boston: Bedford/St. Martins, 2012. Print.
*For the purpose of this assignment, you will organize yours according
to the databases you have chosen.
Bibliography Outline
An Annotated Bibliography will include all (4) of these areas for EACH
ENTRY:
• Cite: Location of your source
o Format in MLA
• Summary: Summarize your source
o List the main argument(s)
• Assessment: Evaluate author(s)
o List the author’s academic ethos
• Reflection: Think about the source’s purpose
o Tell how the source relates to the topic. (Don’t write “ I ”)
Student 1
Student
Professor
English
Date
Annotated Bibliography:
Impacts of Global Warming
Del Sole, Timothy, Xiaoqin Yan, Paul A. Dirmeyer, Mike Fennessy, and Eric Altshuler.
"Changes In Seasonal Predictability Due To Global Warming." Journal Of Climate 27.1
(2014): 300-311. Academic Search Complete. Web. 12 Feb. 2014. This article talks about
how the predictability of monthly mean temperatures will change in future climates
according to a Community Climate System Model. It talks about some of the changes in
predictions such as how the southern peninsula of Africa and northeast South America
might experience drying in the future. Timothy DelSole has a PhD from Harvard
University. He is a research scientist who studies climate variability. Xiaoqin Yan is a
Doctoral Candidate and Research Assistant at Purdue University in the Department of
Pharmacy Practice. Paul Dirmeyer has a PhD from the University of Maryland and is a
research scientist for the role of land surface in the climate system. Mike Fennessy has a
M.S. from State University of New York. He is a research scientist for the study of the
impact of tropical and global boundary conditions on the predictability of the atmosphere.
Eric Altshuler has a M.S. from the University of Maryland at College Park and is a
research scientist who performs dynamical.
Learning ResourcesRequired ReadingsToseland, R. W., & Ri.docxfestockton
Learning Resources
Required Readings
Toseland, R. W., & Rivas, R. F. (2017).
An introduction to group work practice
(8th ed.). Boston, MA: Pearson.
Chapter 11, “Task Groups: Foundation Methods” (pp. 336-363)
Chapter 12, “Task Groups: Specialized Methods” (pp. 364–395)
Van Velsor, P. (2009). Task groups in the school setting: Promoting children’s social and emotional learning.
Journal for Specialists in Group Work
,
34
(3), 276–292.
Document:
Group Wiki Project Guidelines (PDF)
Recommended Resources
Holosko, M. J., Dulmus, C. N., & Sowers, K. M. (2013). Social work practice with individuals and families: Evidence-informed assessments and interventions. Hoboken, NJ: John Wiley & Sons, Inc.
Chapter 1 “Assessment of Children”
Chapter 2 “Intervention with Children”
Discussion: Task Groups
Group work is a commonly used method within school settings. Because peer interaction is important in the emotional and social development of children, the task group can serve as a wonderful therapeutic setting and tool; however, many factors should be considered when implementing this type of intervention.
For this Discussion, read the Van Velsor (2009) article.
By Day 3
Post
your understanding of task groups as an intervention for children. Use the model for effective problem solving to compare and contrast (how to identify the problem, develop goals, collect data). How does this model differ from a traditional treatment group? What are the advantages and possible disadvantages of this model? Describe how you might use this model for adults. What populations would most benefit from this model?
.
LeamosEscribamos Completa el párrafo con las formas correctas de lo.docxfestockton
Leamos/Escribamos Completa el párrafo con las formas correctas de los verbos en paréntesis. Usa el pretérito o el imperfecto.
Yo __1__ (criarse) en el campo, pero mi familia __2__
(mudarse) a la ciudad cuando yo tenía doce años. Hablábamos
aymara en mi pueblo, y mi mamá no __3__ (expresarse) bien en
español. Mis hermanos y yo __4__ (comunicarse) sin problema
porque habíamos estudiado español en el colegio. Con dificultad
nosotros __5__ (acostumbrarse) al estilo de vida.Yo __6__
(preocuparse) por todo. No me __7__ (gustar) el ruido de los
carros. Pero poco a poco, nostros __8__ (asimilar) el modo de
ser de la gente de la cuidad.Yo __9__ (graduarse) de la
universidad hace poco, mi hermano mayor ahora es arquitecto, y
mi hermano menor __10__ (casarse) el mes pasado.
.
Leadership via vision is necessary for success. Discuss in detail .docxfestockton
Leadership via "vision" is necessary for success. Discuss in detail the qualities that a leader must exhibit in order to be considered visionary and, further, how these qualities may be learned and developed. Provide research and share insight on the determination of a specific leadership theory associated with leadership via vision. Cite your posting in proper APA format and ensure that your posting provides a minimum of 5 paragraphs.
.
Learning about Language by Observing and ListeningThe real.docxfestockton
Learning about Language by Observing and Listening
The real voyage of discovery consists not in seeking
new landscapes, but in having new eyes. Marcel Proust
The UCSD experience encompasses academic as well as social learning. Therefore, we learn not only from our courses, but from the people we meet on campus and the experiences we have with them. Life is a journey of self-discovery. As individuals, we are constantly seeking to determine who we are and where we belong in the world. Throughout this process, language is both a bridge and a barrier to communication and human growth.
The general subject matter for this essay is language or language communities. The source of your information will be what you observe and hear by listening to others. The goal is to do a project based on what our own minds can comprehend from diligent observation, note-taking, and reasoning. You should arrive at a reasoned (not emotional) conclusion. The conclusion/result of your experiment is your thesis and should be presented in the opening paragraph in one sentence. Secondary material should not be brought into this essay. Thus, this is not an essay that needs to be the result of academic texts or online sources. The research is what you see and how you interpret what you see and hear. It will be up to you to determine what particular focus your essay will take and wahat meaning you wish to convey to your reader. Do the exploratory writing activities on pages 73-76. These activities will guide you through an analysis of some of the reflections you completed in the first part of your book. Once you determine your focus, you will use the information you have already gathered and additional information you will research to clarify your ideas and provide evidence for the points you wish to make.
If you prefer a more direct prompt, the suggested topics listed below might be helpful to you. Choose one of the following topics to establish a focus and direction.
1) From your observations and conversations, what assumptions and stereotypes do we make about people based on language and behavior? What did you learn from the experiment?
2) You may examine body language as well as verbal language. Explore nonverbal communication in a group. What conclusions can you come to regarding the group based on nonverbal behavior?
3) Did you observe language differences between men and women here at UCSD Notice the ways in which men and women treat one another. Observe the language you hear on campus.
How do women greet one another? How do men greet each other? Do not just note the similarities or differences. Explain and interpret the information.
4) Observe and identify a code language on campus, on your job, or in your personal arena. How is language used? Is it effective? Analyze.
5) Have you become keenly aware of code switching? Who utilizes this language? In your observations and conversations, did you find code switching to be an acceptable form of lang.
Learning Accomplishment Profile-Diagnostic Spanish Language Edit.docxfestockton
Learning Accomplishment Profile-Diagnostic Spanish Language Edition
The Ages and Stages Questionnaires-Social Emotional (ASQ-SE)
Learning Accomplishment Profile-3 (LAP-3)
Mullen Scales of Early Learning
Purpose of the screening-what can an early childhood professional do with the results? What should happen next?
.
Learning about Language by Observing and ListeningThe real voy.docxfestockton
Learning about Language by Observing and Listening
The real voyage of discovery consists not in seeking
new landscapes, but in having new eyes. Marcel Proust
The UCSD experience encompasses academic as well as social learning. Therefore, we learn not only from our courses, but from the people we meet on campus and the experiences we have with them. Life is a journey of self-discovery. As individuals, we are constantly seeking to determine who we are and where we belong in the world. Throughout this process, language is both a bridge and a barrier to communication and human growth.
The general subject matter for this essay is language or language communities. The source of your information will be what you observe and hear by listening to others. The goal is to do a project based on what our own minds can comprehend from diligent observation, note-taking, and reasoning. You should arrive at a reasoned (not emotional) conclusion. The conclusion/result of your experiment is your thesis and should be presented in the opening paragraph in one sentence. Secondary material should not be brought into this essay. Thus, this is not an essay that needs to be the result of academic texts or online sources. The research is what you see and how you interpret what you see and hear. It will be up to you to determine what particular focus your essay will take and wahat meaning you wish to convey to your reader. Do the exploratory writing activities on pages 73-76. These activities will guide you through an analysis of some of the reflections you completed in the first part of your book. Once you determine your focus, you will use the information you have already gathered and additional information you will research to clarify your ideas and provide evidence for the points you wish to make.
If you prefer a more direct prompt, the suggested topics listed below might be helpful to you. Choose one of the following topics to establish a focus and direction.
1) From your observations and conversations, what assumptions and stereotypes do we make about people based on language and behavior? What did you learn from the experiment?
2) You may examine body language as well as verbal language. Explore nonverbal communication in a group. What conclusions can you come to regarding the group based on nonverbal behavior?
3) Did you observe language differences between men and women here at UCSD Notice the ways in which men and women treat one another. Observe the language you hear on campus.
How do women greet one another? How do men greet each other? Do not just note the similarities or differences. Explain and interpret the information.
4) Observe and identify a code language on campus, on your job, or in your personal arena. How is language used? Is it effective? Analyze.
5) Have you become keenly aware of code switching? Who utilizes this language? In your observations and conversations, did you find code switching to be an accepta.
LEARNING OUTCOMES1. Have knowledge and understanding of the pri.docxfestockton
LEARNING OUTCOMES:
1. Have knowledge and understanding of the principles of Constitutional and Administrative Law, and of the way in which these principles have developed.
2. Deal with issues relating to Constitutional and Administrative Law both systematically and creatively, recognising potential alternative conclusions for particular situations and providing supporting reasons for such conclusions.
3. Demonstrate self-direction and originality in tackling and solving problems relating to Constitutional and Administrative Law.
4. Research primary and secondary sources of Constitutional and Administrative Law.
5. Communicate thoughts and ideas in writing and/or orally, using the English language and legal terminology with care, clarity and accuracy.
6. Manage time effectively.
QUESTION:
A recently elected Government, concerned about rising gun crime by drug dealers, has introduced a Bill into Parliament to bring back the death penalty for any person convicted of causing death by the use of a firearm and which is also related to an illegal drug trade.
Human Rights UK (HRUK), part of a worldwide protest organisation called ‘Global Human Rights’ is opposed to the death penalty in any circumstances. HRUK has many thousands of members across the UK. The organisation is split into county groups and there is a thriving branch of over 1200 members in Penfield.
Sam Jones, the leader of the Penfield branch, has proposed a local demonstration against the Bill to take place on the 1
st
May 2014. The demonstration includes a march from the Town Hall in Penfield City Centre to the local War Memorial followed by speeches from senior members of the organisation.
The Chief Constable of Penfield Police, having been informed of the proposed protest is concerned about rumours that a small counter protest has been organised to disrupt the protest by a far right group opposed to human rights. He has issued a Notice to HRUK and Sam Jones under the Public Order Act 1986 which imposes the following conditions on the HRUK demonstration planned for 1
st
May 2014:-
Notice from the Chief Constable of Penfield Police:
1) any demonstration to be held by the HRUK between 1st March 2014 and 1
st
October 2014 should be held in Penfield Country Park, at least 25 miles from Penfield City Centre;
2) the maximum number of demonstrators shall be 25;
3) the maximum duration of the demonstration shall be 2 hours;
4) there should be no public speeches and;
5) that in the event of any counter demonstration or hostility shown towards HRUK members, the Penfield Police reserve the right to cancel the demonstration immediately
Advise, giving reasons, whether Sam Jones and/or HRUK can use the Human Rights Act 1998 to challenge the decision of the Chief Constable.
.
Leadership Style What do people do when they are leadingAssignme.docxfestockton
Leadership Style: What do people do when they are leading?
Assignment: Leadership Style: What Do People Do When They Are Leading?
Due Week 9 and worth 100 points
Choose one (1) of the following CEOs for this assignment: Ursula Burns (Xerox). Use the Internet to investigate the leadership style and effectiveness of the selected CEO.
Write a five to six (5-6) page paper in which you:
Provide a brief (one [1] paragraph) background of the CEO.
Analyze the CEO’s leadership style and philosophy, and how the CEO’s leadership style aligns with the culture.
Examine the CEO’s personal and organizational values.
Evaluate how the values of the CEO are likely to influence ethical behavior within the organization.
Determine the CEO’s three (3) greatest strengths and three (3) greatest weaknesses.
Select the quality that you believe contributes most to this leader’s success. Support your reasoning.
Assess how communication and collaboration, and power and politics influence group (i.e., the organization’s) dynamics.
Use at least five (5) quality academic resources in this assignment. Note: Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Analyze the formation and dynamics of group behavior and work teams, including the application of power in groups.
Outline various individual and group decision-making processes and key factors affecting these processes.
Examine the primary conflict levels within organization and the process for negotiating resolutions.
Examine how power and influence empower and affect office politics, political interpretations, and political behavior.
Use technology and information resources to research issues in organizational behavior.
Write clearly and concisely about organizational behavior using proper writing me
.
Leadership Throughout HistoryHistory is filled with tales of leade.docxfestockton
Leadership Throughout History
History is filled with tales of leaders who were brave, selfless, and achieved glorious accomplishments. Your text discusses how leadership theory has been categorized throughout time, from the culture of ancient Egypt thousands of years ago, to the “toolbox” style of today.
The first category, known as the “Great Man” phase, focused on the traits that make an effective leader. This period ranges from circa 450 B.C. to the 1940s, and includes classic examples such as the aforementioned Egyptian period and the expansive influence of the Roman Empire.
The second category, known as the Behavior phase, spanned the 1940s to the 1960s, and focused on determining the types of behavior that leaders utilized to influence and affect others.
The final category is the Situational phase. This line of research began in the 1970s and is still present today. It suggests that leaders have a broad understanding of the various types of leadership styles, and can choose the appropriate one to handle a given situation.
I
n this Journal, discuss each phase, do research and provide examples of influential leaders from each phase, and explain how and why they were so influential.
Your Journal entry should be at least 500 words, and cite appropriate references in APA format.
.
Lean Inventory Management1. Why do you think lean inventory manage.docxfestockton
Lean Inventory Management
1. Why do you think lean inventory management can decrease transportation, capital expenses, and inventory storage?
2. List some products in your personal or family "inventory." How do you manage them? (For instance, do you constantly run to the store for milk? Do you throw out a lot of milk because of spoilage?) How can lean inventory change your way of managing these SKUs?
3. Identify a goods-producing or service-providing organization and discuss how it might make aggregate planning decisions.
4. Provide an argument for or against adopting a chase strategy for a major airline call center.
.
Leadership varies widely by culture and personality. An internationa.docxfestockton
Leadership varies widely by culture and personality. An international organization with locations in several countries must balance the local customs and cultures with those of the primary culture of the organizations’ headquarters. Using the Germany as the headquarters of an international Internet retail organization serving the USA and Canada research and discuss the differences that leaders would have to navigate in approach and adapting to different standards of behavior and culture within the countries.
.
Leadership is the ability to influence people toward the attainment .docxfestockton
Leadership is the ability to influence people toward the attainment of goals. The changing of the environment in which most organizations are operating has significantly influenced leadership systems in recent years, and has contributed to a shift in how we think about and practice leadership.
Analyze how leadership is changing in today’s organizations, including Level 5 leadership, servant leadership, and transformational leadership. Please discuss in 200-250 words.
.
Lawday. Court of Brightwaltham holden on Monday next after Ascension.docxfestockton
Lawday. Court of Brightwaltham holden on Monday next after Ascension Day in the twenty-first year of King Edward (A.D. 1293).
The tithingman of Conholt with his whole tithing present that all is well save that William of Mescombe has stopped up a . . . [the word is indecipherable in the manuscript, but Maitland thinks it is a watercourse] wrongfully. Therefore he is in mercy (12 d.). Also they say that Edith of Upton has cut down trees in the enclosure and the seisin of the lord contrary to a prohibition, and they say that she has no property and has fled into foreign parts, (amercement, 12 d.).
Adam Scot is made tithingman and sworn to a faithful exercise of his office.
John son of Hugh Poleyn enters on the land which Randolph Tailor held saving the right of everyone and gives for entry-money 4 marks and will pay 1 mark at Michaelmas in the twenty-second year of King Edward, 1 mark at Christmas next following, 1 mark at Easter, and 1 mark at Michaelmas next following, and for the due making of all these payments the said Hugh Poleyn finds sureties, to wit, Adam Scot, John Gosselyn, William of Mescombe, John Gyote. And because the said John is a minor the wardship of the said lands and tenements is delivered to his father the said Hugh Poleyn until he be of full age, on the terms of his performing the services due and accustomed for the same. Also there is granted to the said Hugh the crop now growing on the sown land, and the heriot due on this entry, for a half-mark payable at Michaelmas next on the security of the above-named sureties.
(a) Hugh Poleyn gives the lord 2 s. that he may have the judgment of the court as to his right in a certain tenement in Upton which J. son of Randolph Tailor claims as his right. And upon this the whole township of Brightwaltham sworn along with the whole township of Conholt say upon their oath that Hugh Poleyn has better right to hold the said tenement than anyone else has, and that he is the next heir by right of blood.
(The Conholt case as to the tenure of Edith wife of Robert Tailor according to the inquest made by the jurors. One Alan Poleyn held a tenement in Conholt upon servile terms and had a wife Cristina by name. The said Alan died when Richard was the farmer [of the manor]. Thereupon came the friends of the said Cristina and procured for her a part of the land by way of dower making a false suggestion and as though [the land] were of free condition, and this was to the great prejudice of the lord Abbot. Upon this came one Richard Aleyn and espoused the said Cristina and begot upon her one Randolph. Then Richard died, and the said Cristina of her own motion enfeoffed Randolph her son of the said tenement. Then Cristina died, and Randolph being in seisin of the said tenement espoused Edith the present demanding; and after Randolph's death Edith married Robert Tailor. Now you can see and give your counsel about the right of the said Edith. And know this, that if I had at hand the court-rolls of the.
Leaders face many hurdles when leading in multiple countries. There .docxfestockton
Leaders face many hurdles when leading in multiple countries. There are several examples of disastrous public relations fallout that have occurred when companies have outsourced work to other nations. When determining where to move offshore as a company, the leaders of the organization must make several decisions.
Using course theories and current multinational organizations that have locations in several countries, convey your own thoughts on the subject and address the following:
What leadership considerations must an organization weigh in selecting another country to open a location such as a manufacturing plant?
How might leaders need to change leadership styles to manage multinational locations?
What public relations issues might arise from such a decision?
How would you recommend such a company to demonstrate their social responsibility to their headquarters country as well as any offshore locations?
.
Last year Angelina Jolie had a double mastectomy because of re.docxfestockton
Last year Angelina Jolie had a double mastectomy because of results from a genetic test. Describe the science of the test and the reason for her decision. Do you agree with her choice, and do you agree with her decision to go public about her choice?
1 page essay with at least 1 reference
.
Leaders face many hurdles when leading in multiple countries. Ther.docxfestockton
Leaders face many hurdles when leading in multiple countries. There are several examples of disastrous public relations fallout that have occurred when companies have outsourced work to other nations. When determining where to move offshore as a company, the leaders of the organization must make several decisions.
Using course theories and current multinational organizations that have locations in several countries, convey your own thoughts on the subject and address the following:
What leadership considerations must an organization weigh in selecting another country to open a location such as a manufacturing plant?
How might leaders need to change leadership styles to manage multinational locations?
What public relations issues might arise from such a decision?
How would you recommend such a company to demonstrate their social responsibility to their headquarters country as well as any offshore locations?
Please submit your assignment.
This assignment will be assessed using the rubric provided
here
.
For assistance with your assignment, please use your text, Web resources, and all course materials.
.
Leaders today must be able to create a compelling vision for the org.docxfestockton
Leaders today must be able to create a compelling vision for the organization. They also must be able to create an aligned strategy and then execute it. Visions have two parts, the envisioned future and the core values that support that vision of the future. The ability to create a compelling vision is the primary distinction between leadership and management. Leaders need to create a vision that will frame the decisions and behavior of the organization and keep it focused on the future while also delivering on the short-term goals.
Respond to the following:
Assess your current leaders. These leaders could be those at your current or previous organizations or your educational institutions.
How effective are they at creating and communicating the organization vision?
How effective are they at developing a strategy and communicating it throughout the organization?
How effective are they at upholding the values of the organization?
Support your positions with specific examples or by citing credible sources.
.
Law enforcement professionals and investigators use digital fore.docxfestockton
Law enforcement professionals and investigators use digital forensic methods to solve crimes every day. Locate one current news article that explains how investigators may have used these techniques to solve a crime. Explain the crime that was solved, and the methods used to determine how the crime was committed. Some examples of crimes solved may include locating missing children, finding criminals who have fled the scene of a crime, or unsolved crimes from the past that have been solved due to the use of new techniques (such as DNA testing).
Your written assignment should be 3-4 paragraphs in your own words and should include a reference citation for your source of information.
.
LAW and Economics 4 questionsLaw And EconomicsTextsCoote.docxfestockton
LAW and Economics 4 questions
Law And Economics
Texts
Cooter, Robert and Thomas Ulen. 2011. Law and Economics. Sixth Edition. Boston: Pearson Addison Wesley
(Chapter 1-4)
Polinksky, A. Mitchell. 2011. An Introduction to Law and Economics. Fourth Edition. New York: Aspen Publishers.
(Chapters 1-2)
Posner, Richard A. 2007. Economic Analysis of Law. Seventh Edition. Boston: Little, Brown and Company.
(Chapter 1)
2.) Discuss the adverse impacts of monopoly upon market outcomes. Discuss the impact of government’s monopoly power over coercion.
6.) Suppose the local government determines that the price of food is too high and imposes a ceiling on the market price of food that is below the equilibrium price in that locality. Predict some of the consequences of the ceiling.
10.) Consider the right to smoke or to be free from smoke in the following situations:
1. smoking in a public area.
2. smoking in hotel rooms.
3. smoking in a private residence.
4. smoking on commercial airline flights.
In which situations do you think the transaction costs are so high that they
preclude private bargaining. In what cases are they low enough to allow private
bargains to occur? Explain your answer
14.)From an economic point of view, why is stare decisis an important rule of
decision making for the courts?
.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
This presentation provides an introduction to quantitative trait loci (QTL) analysis and marker-assisted selection (MAS) in plant breeding. The presentation begins by explaining the type of quantitative traits. The process of QTL analysis, including the use of molecular genetic markers and statistical methods, is discussed. Practical examples demonstrating the power of MAS are provided, such as its use in improving crop traits in plant breeding programs. Overall, this presentation offers a comprehensive overview of these important genomics-based approaches that are transforming modern agriculture.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
APA Reference List Examples Book with Single Author .docx
1. APA Reference List Examples
Book with Single Author:
Gore, A. (2006). An inconvenient truth: The planetary
emergency of global warming and what
we can do about it. Emmaus, PA: Rodale.
In-text reference: (Gore, 2006)
Book with Two Authors:
Michaels, P. J., & Balling, R. C., Jr. (2000). The satanic gases:
Clearing the air about global
warming. Washington, DC: Cato Institute.
In-text reference: (Michaels & Balling, 2000)
Book with Editor as Author:
2. Galley. K. E. (Ed.). (2004). Global climate change and wildlife
in North America. Bethesda,
MD: Wildlife Society.
In-text reference: (Galley, 2004)
Brochure or Pamphlet:
New York State Department of Health. (2002). After a sexual
assault. [Brochure]. Albany, NY:
Author.
In-text reference: (New York, 2002)
An Anonymous Book:
Environmental resource handbook. (2001). Millerton, NY: Grey
House.
In-text reference: (Environmental Resource Handbook, 2001)
3. Articles in Reference Books (unsigned and signed):
Greenhouse effect. (2005). American heritage science
dictionary. Boston, MA: Houghton
Mifflin.
Schneider, S. H. (2000). Greenhouse effect. World book
encyclopedia (Millennium ed.
Vol. 8, pp. 382-383). Chicago, IL: World Book.
In-text references: (Greenhouse effect, 2005)
(Schneider, 2000)
Magazine Articles:
Allen, L. (2004, August). Will Tuvalu disappear beneath the
sea? Global warming threatens to
swamp a small island nation. Smithsonian, 35(5), 44-52.
4. Begley, S., & Murr, A. (2007, July 2). Which of these is not
causing global warming? A. Sport
utility vehicles; B. Rice fields; C. Increased solar output.
Newsweek, 150(2), 48-50.
In-text references: (Allen, 2004)
(Begley, 2007)
Newspaper Articles (unsigned and signed):
College officials agree to cut greenhouse gases. (2007, June
13). Albany Times Union, p. A4.
Landler, M. (2007, June 2). Bush’s Greenhouse Gas Plan
Throws Europe Off Guard.
New York Times, p. A7.
In-text references: (“College Officials”, 2007)
(Landler, 2007)
Journal Article with Continuous Paging:
5. Miller-Rushing, A. J., Primack, R. B., Primack, D., & Mukunda,
S. (2006). Photographs
and herbarium specimens as tools to document phonological
changes in response
to global warming. American Journal of Botany, 93, 1667-
1674.
In-text reference: (Miller-Rushing, Primack, Primack, &
Mukunda, 2006)
Journal Article when each issue begins with p.1:
Bogdonoff, S., & Rubin, J. (2007). The regional greenhouse gas
initiative: Taking action in
Maine. Environment, 49(2), 9-16.
In-text reference: (Bogdonoff & Rubin, 2007)
Journal Article from a Library Subscription Service Database
with a DOI (digital object
identifier):
6. Mora, C., & Maya, M. F. (2006). Effect of the rate of
temperature increase of the dynamic
method on the heat tolerance of fishes. Journal of Thermal
Biology, 31, 337-341.
doi: 10.101b/jtherbio.2006.01.055
In-text reference: (Mora & Maya, 2006)
Website:
United States Environmental Protection Agency. (2007, May 4).
Climate Change. Retrieved
From the Environmental Protection Agency website:
http://www.epa.gov/climatechange
In-text reference: (United States Environmental, 2007)
Gelspan, R. (2007). The Heat Is Online. Lake Oswego, OR:
Green House Network. Retrieved
from The Heat Is Online website: http://www.heatisonline.org
7. In-text reference: (Gelspan, 2007)
These are the MOST COMMON examples cited. For a complete
list of examples please consult Publication
manual of the American Psychological Association, 6
th
ed. (REF BF 76.7 .P83 2010). Feel free to ask for help at
the Library’s Reference/Information Desk (585-785-1432) or at
the Write Place (585-785-1601).
cc 01/2011rev
http://www.heatisonline.org/
9. All Rights Reserved, 2009, TechTarget
2
Revision History
REVISION DATE NAME DESCRIPTION
Original 1.0
All Rights Reserved, 2009, TechTarget
3
Table of Contents
Information Technology Statement of Intent
...................................................................... 5
Policy Statement
...............................................................................................
.................. 5
10. Objectives
...............................................................................................
............................ 5
Key Personnel Contact Info
...............................................................................................
. 6
Notification Calling Tree
..................................................................................... ..........
. 7
External Contacts
...............................................................................................
................. 8
External Contacts Calling Tree
..................................................................................... 10
1 Plan Overview
...............................................................................................
............ 11
1.1 Plan
Updating.................................................................................
................... 11
1.2 Plan Documentation
Storage............................................................................. 11
1.3 Backup Strategy
...............................................................................................
. 11
1.4 Risk Management
11. .............................................................................................
11
2 Emergency Response
...............................................................................................
. 12
2.1 Alert, escalation and plan invocation
................................................................ 12
2.1.1 Plan Triggering Events
................................................................................. 12
2.1.2 Assembly Points
............................................................................................
12
2.1.3 Activation of Emergency Response Team
.................................................... 12
2.2 Disaster Recovery Team
................................................................................... 13
2.3 Emergency Alert, Escalation and DRP Activation
........................................... 13
2.3.1 Emergency Alert
...........................................................................................
13
2.3.2 DR Procedures for Management
................................................................... 14
2.3.3 Contact with Employees
............................................................................... 14
12. 2.3.4 Backup
Staff.......................................................................................
........... 14
2.3.5 Recorded Messages / Updates
...................................................................... 14
2.3.7 Alternate Recovery Facilities / Hot Site
....................................................... 14
2.3.8 Personnel and Family Notification
............................................................... 14
3 Media
........................................................................................... ....
......................... 15
3.1 Media Contact
...............................................................................................
.... 15
3.2 Media
Strategies............................................................................ ....
................ 15
3.3 Media Team
...............................................................................................
....... 15
3.4 Rules for Dealing with Media
........................................................................... 15
4 Insurance
...............................................................................................
.................... 15
13. 5 Financial and Legal Issues
....................................................................................... . 16
5.1 Financial Assessment
........................................................................................ 16
5.2 Financial Requirements
.................................................................................... 16
5.3 Legal Actions
...............................................................................................
..... 16
6 DRP Exercising
...............................................................................................
.......... 16
Appendix A – Technology Disaster Recovery Plan
Templates........................................ 17
Disaster Recovery Plan for <System One>
.................................................................. 17
Disaster Recovery Plan for <System Two>
.................................................................. 19
Disaster Recovery Plan for Local Area Network
(LAN).............................................. 21
Disaster Recovery Plan for Wide Area Network (WAN)
............................................. 23
All Rights Reserved, 2009, TechTarget
14. 4
Disaster Recovery Plan for Remote Connectivity
........................................................ 25
Disaster Recovery Plan for Voice Communications
.................................................... 27
Appendix B – Suggested Forms
....................................................................................... 29
Damage Assessment Form
............................................................................................
29
Management of DR Activities Form
............................................................................. 29
Disaster Recovery Event Recording Form
................................................................... 30
Disaster Recovery Activity Report Form
..................................................................... 30
Mobilizing the Disaster Recovery Team Form
............................................................. 31
Mobilizing the Business Recovery Team
Form............................................................ 31
Monitoring Business Recovery Task Progress
Form.................................................... 32
Preparing the Business Recovery Report Form
............................................................ 32
15. Communications
Form.......................................................................................
........... 33
Returning Recovered Business Operations to Business Unit
Leadership .................... 33
Business Process/Function Recovery Completion Form
.............................................. 34
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5
Information Technology Statement of Intent
This document delineates our policies and procedures for
technology disaster recovery, as well as
our process-level plans for recovering critical technology
platforms and the telecommunications
infrastructure. This document summarizes our recommended
procedures. In the event of an
actual emergency situation, modifications to this document may
be made to ensure physical
safety of our people, our systems, and our data.
16. Our mission is to ensure information system uptime, data
integrity and availability, and business
continuity.
Policy Statement
Corporate management has approved the following policy
statement:
recovery plan.
requirements for the
disaster recovery plan.
er all essential and
critical infrastructure
elements, systems and networks, in accordance with key
business activities.
simulated environment to
ensure that it can be implemented in emergency situations and
that the management
and staff understand how it is to be executed.
and their own respective
roles.
17. account changing
circumstances.
Objectives
The principal objective of the disaster recovery program is to
develop, test and document
a well-structured and easily understood plan which will help the
company recover as
quickly and effectively as possible from an unforeseen disaster
or emergency which
interrupts information systems and business operations.
Additional objectives include the
following:
• The need to ensure that all employees fully understand their
duties in implementing
such a plan
• The need to ensure that operational policies are adhered to
within all planned
activities
• The need to ensure that proposed contingency arrangements
are cost-effective
• The need to consider implications on other company sites
• Disaster recovery capabilities as applicable to key customers,
18. vendors and others
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6
Key Personnel Contact Info
Name, Title Contact Option Contact Number
Work
Alternate
Mobile
Home
Email Address
Alternate Email
Work
Alternate
Mobile
Home
22. Landlord / Property Manager
Account Number None
Work
Mobile
Home
Email Address
Power Company
Account Number Work
Mobile
Home
Email Address
Telecom Carrier 1
Account Number Work
Mobile
Fax
Home
Email Address
23. Telecom Carrier 2
Account Number Work
Mobile
Home
Email Address
Hardware Supplier 1
Account Number Work
Mobile
Emergency Reporting
Email Address
Server Supplier 1
Account Number. Work
Mobile
Fax
Email Address
Workstation Supplier 1
24. Account Number Work
Mobile
Home
Email Address
Office Supplies 1
Account Number C3095783 Work
Mobile
Home
Email Address
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9
Name, Title Contact Option Contact Number
Insurance – Name
Account Number Work
Mobile
Home
25. Email Address
Site Security –
Account Number Work
Mobile
Home
Email Address
Off-Site Storage 1
Account Number Work
Mobile
Home
Email Address
Off-Site Storage 2
Account Number User ID
Password
Home
Email Address
26. HVAC –
Account Number Work
Mobile
Home
Email Address
Power Generator –
Account Number Work
Mobile
Home
Email Address
Other –
Account Number Work
Mobile
Home
Email Address
28. All Rights Reserved, 2009, TechTarget
11
1 Plan Overview
1.1 Plan Updating
It is necessary for the DRP updating process to be properly
structured and controlled.
29. Whenever changes are made to the plan they are to be fully
tested and appropriate
amendments should be made to the training materials. This will
involve the use of
formalized change control procedures under the control of the
IT Director.
1.2 Plan Documentation Storage
Copies of this Plan, CD, and hard copies will be stored in
secure locations to be defined
by the company. Each member of senior management will be
issued a CD and hard copy
of this plan to be filed at home. Each member of the Disaster
Recovery Team and the
Business Recovery Team will be issued a CD and hard copy of
this plan. A master
protected copy will be stored on specific resources established
for this purpose.
1.3 Backup Strategy
Key business processes and the agreed backup strategy for each
are listed below. The
strategy chosen is for a fully mirrored recovery site at the
30. company’s offices in _____.
This strategy entails the maintenance of a fully mirrored
duplicate site which will enable
instantaneous switching between the live site (headquarters) and
the backup site.
KEY BUSINESS PROCESS BACKUP STRATEGY
IT Operations Fully mirrored recovery site
Tech Support - Hardware Fully mirrored recovery site
Tech Support - Software Fully mirrored recovery site
Facilities Management Fully mirrored recovery site
Email Fully mirrored recovery site
Purchasing Fully mirrored recovery site
Disaster Recovery Fully mirrored recovery site
Finance Fully mirrored recovery site
Contracts Admin Fully mirrored recovery site
Warehouse & Inventory Fully mirrored recovery site
Product Sales Fully mirrored recovery site
Maintenance Sales Fully mirrored recovery site
31. Human Resources Off-site data storage facility
Testing Fully Mirrored Recovery site - Fully mirrored recovery
site
Workshop Fully Mirrored Recovery site - Fully mirrored
recovery site
Call Center Fully mirrored recovery site
Web Site Fully mirrored recovery site
1.4 Risk Management
There are many potential disruptive threats which can occur at
any time and affect the
normal business process. We have considered a wide range of
potential threats and the
All Rights Reserved, 2009, TechTarget
12
results of our deliberations are included in this section. Each
potential environmental
disaster or emergency situation has been examined. The focus
here is on the level of
business disruption which could arise from each type of
32. disaster.
Potential disasters have been assessed as follows:
Potential Disaster Probability Rating Impact Rating
Brief Description Of Potential
Consequences & Remedial
Actions
Flood 3 4 All critical equipment is located
on 1st Floor
Fire 3 4 FM200 suppression system
installed in main computer
centers. Fire and smoke
detectors on all floors.
Tornado 5
Electrical storms 5
Act of terrorism 5
Act of sabotage 5
Electrical power
failure
3 4 Redundant UPS array together
with auto standby generator
that is tested weekly & remotely
monitored 24/7. UPSs also
remotely monitored.
33. Loss of communications network
services
4 4 Two diversely routed T1 trunks
into building. WAN redundancy,
voice network resilience
Probability: 1=Very High, 5=Very Low Impact: 1=Total
destruction, 5=Minor annoyance
2 Emergency Response
2.1 Alert, escalation and plan invocation
2.1.1 Plan Triggering Events
Key trigger issues at headquarters that would lead to activation
of the DRP are:
• Total loss of all communications
• Total loss of power
• Flooding of the premises
• Loss of the building
2.1.2 Assembly Points
Where the premises need to be evacuated, the DRP invocation
plan identifies two
evacuation assembly points:
• Primary – Far end of main parking lot;
34. • Alternate – Parking lot of company across the street
2.1.3 Activation of Emergency Response Team
When an incident occurs the Emergency Response Team (ERT)
must be activated. The
ERT will then decide the extent to which the DRP must be
invoked. All employees must
be issued a Quick Reference card containing ERT contact
details to be used in the event
of a disaster. Responsibilities of the ERT are to:
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13
• Respond immediately to a potential disaster and call
emergency services;
• Assess the extent of the disaster and its impact on the
business, data center, etc.;
• Decide which elements of the DR Plan should be activated;
• Establish and manage disaster recovery team to maintain vital
services and return to
normal operation;
• Ensure employees are notified and allocate responsibilities
and activities as required.
35. 2.2 Disaster Recovery Team
The team will be contacted and assembled by the ERT. The
team's responsibilities
include:
• Establish facilities for an emergency level of service within
2.0 business hours;
• Restore key services within 4.0 business hours of the incident;
• Recover to business as usual within 8.0 to 24.0 hours after the
incident;
• Coordinate activities with disaster recovery team, first
responders, etc.
• Report to the emergency response team.
2.3 Emergency Alert, Escalation and DRP Activation
This policy and procedure has been established to ensure that in
the event of a disaster or
crisis, personnel will have a clear understanding of who should
be contacted. Procedures
have been addressed to ensure that communications can be
quickly established while
activating disaster recovery.
The DR plan will rely principally on key members of
management and staff who will
36. provide the technical and management skills necessary to
achieve a smooth technology
and business recovery. Suppliers of critical goods and services
will continue to support
recovery of business operations as the company returns to
normal operating mode.
2.3.1 Emergency Alert
The person discovering the incident calls a member of the
Emergency Response Team in
the order listed:
Emergency Response Team
• _________
• _________
• _________
If not available try:
• _________
• _________
37. All Rights Reserved, 2009, TechTarget
14
The Emergency Response Team (ERT) is responsible for
activating the DRP for disasters
identified in this plan, as well as in the event of any other
occurrence that affects the
company’s capability to perform normally.
One of the tasks during the early stages of the emergency is to
notify the Disaster
Recovery Team (DRT) that an emergency has occurred. The
notification will request
DRT members to assemble at the site of the problem and will
involve sufficient
information to have this request effectively communicated. The
Business Recovery Team
(BRT) will consist of senior representatives from the main
business departments. The
BRT Leader will be a senior member of the company's
management team, and will be
responsible for taking overall charge of the process and
ensuring that the company
38. returns to normal working operations as early as possible.
2.3.2 DR Procedures for Management
Members of the management team will keep a hard copy of the
names and contact
numbers of each employee in their departments. In addition,
management team members
will have a hard copy of the company’s disaster recovery and
business continuity plans
on file in their homes in the event that the headquarters building
is inaccessible, unusable,
or destroyed.
2.3.3 Contact with Employees
Managers will serve as the focal points for their departments,
while designated
employees will call other employees to discuss the
crisis/disaster and the company’s
immediate plans. Employees who cannot reach staff on their
call list are advised to call
the staff member’s emergency contact to relay information on
the disaster.
2.3.4 Backup Staff
If a manager or staff member designated to contact other staff
39. members is unavailable or
incapacitated, the designated backup staff member will perform
notification duties.
2.3.5 Recorded Messages / Updates
For the latest information on the disaster and the organization’s
response, staff members
can call a toll-free hotline listed in the DRP wallet card.
Included in messages will be
data on the nature of the disaster, assembly sites, and updates
on work resumption.
2.3.7 Alternate Recovery Facilities / Hot Site
If necessary, the hot site at SunGard will be activated and
notification will be given via
recorded messages or through communications with managers.
Hot site staffing will
consist of members of the disaster recovery team only for the
first 24 hours, with other
staff members joining at the hot site as necessary.
2.3.8 Personnel and Family Notification
If the incident has resulted in a situation which would cause
concern to an employee’s
immediate family such as hospitalization of injured persons, it
will be necessary to notify
40. their immediate family members quickly.
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15
3 Media
3.1 Media Contact
Assigned staff will coordinate with the media, working
according to guidelines that have
been previously approved and issued for dealing with post-
disaster communications.
3.2 Media Strategies
1. Avoiding adverse publicity
2. Take advantage of opportunities for useful publicity
3. Have answers to the following basic questions:
3.3 Media Team
• ____________________________________________
41. • ____________________________________________
• ____________________________________________
3.4 Rules for Dealing with Media
Only the media team is permitted direct contact with the media;
anyone else contacted
should refer callers or in-person media representatives to the
media team.
4 Insurance
As part of the company’s disaster recovery and business
continuity strategies a number of
insurance policies have been put in place. These include errors
and omissions, directors
& officers liability, general liability, and business interruption
insurance.
If insurance-related assistance is required following an
emergency out of normal
business hours, please contact:
____________________________________________
Policy Name
Coverage
Type
42. Coverage
Period
Amount Of
Coverage
Person
Responsible
For Coverage
Next Renewal
Date
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16
5 Financial and Legal Issues
5.1 Financial Assessment
The emergency response team shall prepare an initial
assessment of the impact of the
incident on the financial affairs of the company. The assessment
43. should include:
5.2 Financial Requirements
The immediate financial needs of the company must be
addressed. These can include:
etc.
ay for supplies and
services required post-
disaster
5.3 Legal Actions
The company legal department and ERT will jointly review the
aftermath of the incident
and decide whether there may be legal actions resulting from
44. the event; in particular, the
possibility of claims by or against the company for regulatory
violations, etc.
6 DRP Exercising
Disaster recovery plan exercises are an essential part of the plan
development process. In
a DRP exercise no one passes or fails; everyone who
participates learns from exercises –
what needs to be improved, and how the improvements can be
implemented. Plan
exercising ensures that emergency teams are familiar with their
assignments and, more
importantly, are confident in their capabilities.
Successful DR plans launch into action smoothly and effectively
when they are needed.
This will only happen if everyone with a role to play in the plan
has rehearsed the role
one or more times. The plan should also be validated by
simulating the circumstances
within which it has to work and seeing what happens.
45. All Rights Reserved, 2009, TechTarget
17
Appendix A – Technology Disaster Recovery Plan Templates
Disaster Recovery Plan for <System One>
SYSTEM
OVERVIEW
PRODUCTION SERVER Location:
Server Model:
Operating System:
CPUs:
Memory:
Total Disk:
System Handle:
System Serial #:
DNS Entry:
46. IP Address:
Other:
HOT SITE SERVER Provide details
APPLICATIONS
(Use bold for Hot Site)
ASSOCIATED SERVERS
KEY CONTACTS
Hardware Vendor Provide details
System Owners Provide details
Database Owner Provide details
Application Owners Provide details
Software Vendors Provide details
Offsite Storage Provide details
BACKUP STRATEGY FOR
SYSTEM ONE
Daily Provide details
47. Monthly Provide details
Quarterly Provide details
SYSTEM ONE
DISASTER RECOVERY
PROCEDURE
Scenario 1
Total Loss of Data
Provide details
Scenario 2
Total Loss of HW
Provide details
48. All Rights Reserved, 2009, TechTarget
18
ADDENDUM
CONTACTS
File Systems <date>
File System as of
<date>
Minimal file systems to
be created and restored
from backup:
<List>
Filesystem kbytes Used Avail %used
Mounted on
49. <Provide details>
Other critical files to
modify
<Provide details>
Necessary directories to
create
<Provide details>
Critical files to restore <Provide details>
Secondary files to
restore
<Provide details>
Other files to restore <Provide details>
All Rights Reserved, 2009, TechTarget
19
50. Disaster Recovery Plan for <System Two>
SYSTEM
OVERVIEW
PRODUCTION SERVER Location:
Server Model:
Operating System:
CPUs:
Memory:
Total Disk:
System Handle:
System Serial #:
DNS Entry:
IP Address:
Other:
HOT SITE SERVER Provide details
APPLICATIONS
(Use bold for Hot Site)
ASSOCIATED SERVERS
51. KEY CONTACTS
Hardware Vendor Provide details
System Owners Provide details
Database Owner Provide details
Application Owners Provide details
Software Vendors Provide details
Offsite Storage Provide details
BACKUP STRATEGY for
SYSTEM TWO
Daily Provide details
Monthly Provide details
Quarterly Provide details
SYSTEM TWO
DISASTER RECOVERY
PROCEDURE
52. Scenario 1
Total Loss of Data
Provide details
Scenario 2
Total Loss of HW
Provide details
All Rights Reserved, 2009, TechTarget
20
ADDENDUM
CONTACTS
53. File Systems <date>
File System as of
<date>
Minimal file systems to
be created and restored
from backup:
<List>
Filesystem kbytes Used Avail %used
Mounted on
<Provide details>
Other critical files to
modify
<Provide details>
Necessary directories to
create
54. <Provide details>
Critical files to restore <Provide details>
Secondary files to
restore
<Provide details>
Other files to restore <Provide details>
All Rights Reserved, 2009, TechTarget
21
Disaster Recovery Plan for Local Area Network (LAN)
SYSTEM
OVERVIEW
SERVER Location:
Server Model:
Operating System:
55. CPUs:
Memory:
Total Disk:
System Handle:
System Serial #:
DNS Entry:
IP Address:
Other:
HOT SITE SERVER Provide details
APPLICATIONS
(Use bold for Hot Site)
ASSOCIATED SERVERS
KEY CONTACTS
Hardware Vendor Provide details
System Owners Provide details
Database Owner Provide details
Application Owners Provide details
56. Software Vendors Provide details
Offsite Storage Provide details
BACKUP STRATEGY for
SYSTEM TWO
Daily Provide details
Monthly Provide details
Quarterly Provide details
SYSTEM TWO
DISASTER RECOVERY
PROCEDURE
Scenario 1
Total Loss of Data
Provide details
Scenario 2
57. Total Loss of HW
Provide details
All Rights Reserved, 2009, TechTarget
22
ADDENDUM
CONTACTS
File Systems <date>
File System as of
<date>
Minimal file systems to
58. be created and restored
from backup:
<List>
Filesystem kbytes Used Avail %used
Mounted on
<Provide details>
Other critical files to
modify
<Provide details>
Necessary directories to
create
<Provide details>
Critical files to restore <Provide details>
Secondary files to
restore
<Provide details>
59. Other files to restore <Provide details>
All Rights Reserved, 2009, TechTarget
23
Disaster Recovery Plan for Wide Area Network (WAN)
SYSTEM
OVERVIEW
EQUIPMENT Location:
Device Type:
Model No.:
Technical Specifications:
Network Interfaces:
Power Requirements;
System Serial #:
DNS Entry:
60. IP Address:
Other:
HOT SITE EQUIPMENT Provide details
SPECIAL APPLICATIONS
ASSOCIATED DEVICES
KEY CONTACTS
Hardware Vendor Provide details
System Owners Provide details
Database Owner Provide details
Application Owners Provide details
Software Vendors Provide details
Offsite Storage Provide details
Network Services Provide details
BACKUP STRATEGY for
SYSTEM TWO
Daily Provide details
Monthly Provide details
61. Quarterly Provide details
SYSTEM TWO
DISASTER RECOVERY
PROCEDURE
Scenario 1
Total Loss of Network
Provide details
Scenario 2
Total Loss of HW
Provide details
All Rights Reserved, 2009, TechTarget
24
62. ADDENDUM
CONTACTS
Support Systems <date>
Support system
<Provide details>
Critical network assets <Provide details>
Critical interfaces <Provide details>
Critical files to restore <Provide details>
Critical network
services to restore
<Provide details>
Other services <Provide details>
63. All Rights Reserved, 2009, TechTarget
25
Disaster Recovery Plan for Remote Connectivity
SYSTEM
OVERVIEW
EQUIPMENT Location:
Device Type:
Model No.:
Technical Specifications:
Network Interfaces:
Power Requirements;
System Serial #:
DNS Entry:
IP Address:
Other:
64. HOT SITE EQUIPMENT Provide details
SPECIAL APPLICATIONS
ASSOCIATED DEVICES
KEY CONTACTS
Hardware Vendor Provide details
System Owners Provide details
Database Owner Provide details
Application Owners Provide details
Software Vendors Provide details
Offsite Storage Provide details
Network Services Provide details
BACKUP STRATEGY for
SYSTEM TWO
Daily Provide details
Monthly Provide details
Quarterly Provide details
66. CONTACTS
Support Systems <date>
Support system
<Provide details>
Critical network assets <Provide details>
Critical interfaces <Provide details>
Critical files to restore <Provide details>
Critical network
services to restore
<Provide details>
Other services <Provide details>
67. All Rights Reserved, 2009, TechTarget
27
Disaster Recovery Plan for Voice Communications
SYSTEM
OVERVIEW
EQUIPMENT Location:
Device Type:
Model No.:
Technical Specifications:
Network Interfaces:
Power Requirements;
System Serial #:
DNS Entry:
IP Address:
Other:
HOT SITE EQUIPMENT Provide details
SPECIAL APPLICATIONS
68. ASSOCIATED DEVICES
KEY CONTACTS
Hardware Vendor Provide details
System Owners Provide details
Database Owner Provide details
Application Owners Provide details
Software Vendors Provide details
Offsite Storage Provide details
Network Services Provide details
BACKUP STRATEGY for
SYSTEM TWO
Daily Provide details
Monthly Provide details
Quarterly Provide details
SYSTEM TWO
DISASTER RECOVERY
69. PROCEDURE
Scenario 1
Total Loss of Switch
Provide details
Scenario 2
Total Loss of Network
Provide details
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28
ADDENDUM
CONTACTS
70. Support Systems <date>
Support system
<Provide details>
Critical network assets <Provide details>
Critical interfaces <Provide details>
Critical files to restore <Provide details>
Critical network
services to restore
<Provide details>
Other services <Provide details>
All Rights Reserved, 2009, TechTarget
29
71. Appendix B – Suggested Forms
Damage Assessment Form
Key Business
Process Affected
Description Of Problem Extent Of Damage
_____________
Management of DR Activities Form
• During the disaster recovery process all activities will be
determined using a standard
structure;
• Where practical, this plan will need to be updated on a regular
basis throughout the
disaster recovery period;
72. • All actions that occur during this phase will need to be
recorded.
Activity Name:
Reference Number:
Brief Description:
Commencement
Date/Time
Completion
Date/Time
Resources Involved In Charge
__________________
73. All Rights Reserved, 2009, TechTarget
30
Disaster Recovery Event Recording Form
• All key events that occur during the disaster recovery phase
must be recorded.
• An event log shall be maintained by the disaster recovery team
leader.
• This event log should be started at the commencement of the
emergency and a copy
of the log passed on to the business recovery team once the
initial dangers have been
controlled.
• The following event log should be completed by the disaster
recovery team leader to
record all key events during disaster recovery, until such time
as responsibility is
handed over to the business recovery team.
Description of Disaster:
Commencement Date:
Date/Time DR Team Mobilized:
74. Activities Undertaken by DR
Team
Date and
Time
Outcome
Follow-On Action
Required
Disaster Recovery Team's Work Completed: <Date>
Event Log Passed to Business Recovery Team: <Date>
_________________
Disaster Recovery Activity Report Form
• On completion of the initial disaster recovery response the
DRT leader should prepare
a report on the activities undertaken.
• The report should contain information on the emergency, who
75. was notified and when,
action taken by members of the DRT together with outcomes
arising from those
actions.
• The report will also contain an assessment of the impact to
normal business
operations.
• The report should be given to business recovery team leader,
with a copy to senior
management, as appropriate.
• A disaster recovery report will be prepared by the DRT leader
on completion of the
initial disaster recovery response.
• In addition to the business recovery team leader, the report
will be distributed to
senior management
All Rights Reserved, 2009, TechTarget
31
The report will include:
• A description of the emergency or incident
• Those people notified of the emergency (including dates)
• Action taken by members of the DRT
• Outcomes arising from actions taken
76. • An assessment of the impact to normal business operations
• Assessment of the effectiveness of the BCP and lessons
learned
• Lessons learned
__________
Mobilizing the Disaster Recovery Team Form
• Following an emergency requiring recovery of technology
infrastructure assets, the
disaster recovery team should be notified of the situation and
placed on standby.
• The format shown below can be used for recording the
activation of the DR team
once the work of the damage assessment and emergency
response teams has been
completed.
Description of Emergency:
Date Occurred:
Date Work of Disaster Recovery Team Completed:
Name of Team
Member
Contact
Details
77. Contacted On
(Time / Date)
By Whom Response
Start Date
Required
Relevant Comments (e.g., Specific Instructions Issued)
___________
Mobilizing the Business Recovery Team Form
recovery team, the
business recovery team should be notified of the situation and
placed on standby.
shown below will be used for recording the
activation of the business
recovery team once the work of the disaster recovery team has
been completed.
Description of Emergency:
78. Date Occurred:
Date Work of Business Recovery Team Completed:
Name of Team
Member
Contact
Details
Contacted On
(Time / Date)
By Whom Response
Start Date
Required
All Rights Reserved, 2009, TechTarget
32
Relevant Comments (e.g., Specific Instructions Issued)
____________
79. Monitoring Business Recovery Task Progress Form
• The progress of technology and business recovery tasks must
be closely monitored
during this period of time.
• Since difficulties experienced by one group could significantly
affect other dependent
tasks it is important to ensure that each task is adequately
resourced and that the
efforts required to restore normal business operations have not
been underestimated.
Note: A priority sequence must be identified although, where
possible, activities will be carried out
simultaneously.
Recovery Tasks
(Order of Priority)
Person(s) Responsible
Completion Date Milestones
Identified
Other Relevant
Information Estimated Actual
1.
80. 2.
3.
4.
5.
6.
7.
___________
Preparing the Business Recovery Report Form
should prepare a report
on the activities undertaken and completed.
ive
event, who was notified and
when, action taken by members of the BRT together with
outcomes arising from
those actions.
normal business
operations.
81. d to senior management, as
appropriate.
The contents of the report shall include:
taken
All Rights Reserved, 2009, TechTarget
33
business continuity plan
Communications Form
82. recovery activities that
all affected persons and organizations are kept properly
informed.
timely.
articular, any estimate of the timing to return to normal
working operations
should be announced with care.
with media queries.
Groups of Persons or
Organizations Affected
by Disruption
Persons Selected To Coordinate Communications
to Affected Persons / Organizations
Name Position Contact Details
Customers
Management & Staff
Suppliers
Media
Stakeholders
83. Others
____________
Returning Recovered Business Operations to Business Unit
Leadership
necessary to return the
responsibility for specific operations to the appropriate business
unit leader.
formalized in order to ensure that all
parties understand the
change in overall responsibility, and the transition to business-
as-usual.
responsibility may have been
assigned to the business recovery process lead.
involved throughout the
recovery, but in order for the recovery process to be fully
effective, overall
responsibility during the recovery period should probably be
with a business recovery
process team.
84. ____________
All Rights Reserved, 2009, TechTarget
34
Business Process/Function Recovery Completion Form
The following transition form should be completed and signed
by the business recovery
team leader and the responsible business unit leader, for each
process recovered.
A separate form should be used for each recovered business
process.
Name Of Business Process
Completion Date of Work Provided by Business Recovery Team
Date of Transition Back to Business Unit Management
(If different than completion date)
85. I confirm that the work of the business recovery team has been
completed in accordance with the
disaster recovery plan for the above process, and that normal
business operations have been
effectively restored.
Business Recovery Team Leader Name:
________________________________________
Signature:
_____________________________________________________
___________
Date: __________________________
(Any relevant comments by the BRT leader in connection with
the return of this business process
should be made here.)
I confirm that above business process is now acceptable for
normal working conditions.
Name:
_____________________________________________________
______________
Title:
_____________________________________________________
_______________
Signature:
86. _____________________________________________________
___________
Date: __________________________
6/15/2019 Disaster Recovery: 10 Lessons from Hurricane Sandy
- CIO Journal - WSJ
https://deloitte.wsj.com/cio/2012/11/29/disaster-recovery-
planning-10-lessons-learned-from-hurricane-sandy/ 1/6
One year ago, Hurricane Sandy struck, highlighting the crucial
role employees and
communications play in business continuity and the need to
create short-, medium-, and long-
range disaster recovery plans.
As Hurricane Sandy tore up the Atlantic coast in late October,
2012, 8.5 million homes and
businesses lost power, according to the U.S. Energy
Department. The protracted power outages,
widespread damage, and lost business wrought by the
hurricane—estimated to cost between
$30 and $50 billion, according to IHS Global Insight—taught
many companies unfortunate
lessons about the importance of disaster recovery planning.
David Sarabacha, a principal with Deloitte & Touche LLP who
specializes in resilience and
recovery planning, says Hurricane Sandy reminded business
87. leaders that thoughtful disaster
preparation can pay dividends for a company’s ability to
weather a storm. He identified 10
lessons from the recent hurricane that can help businesses better
prepare for the next crisis.
Lesson 1: Take care of your employees. When disaster strikes,
employees will rightfully put the
safety of their families and homes first. “It’s impossible for
employees to think about work when
they don’t have heat or electricity, water is rising in their
basements, their homes have been
destroyed, or they need to account for loved ones,” says
Sarabacha. “To the extent a company
can either help employees prepare for a disaster or get back on
their feet after one, the sooner it
can return to business as usual.”
Sarabacha advises organizations to do more for employees than
simply provide them with
suggestions for personal preparedness and home safety. For
example, he urges companies to
offer alternate communications capabilities to decision-makers.
He also recommends providing
basic necessities such as water, food, shelter, and daycare to
affected families, since private
companies may be able to mobilize faster than relief
organizations. And he counsels companies
to help employees find or get priority service from contractors
who can repair or rebuild their
homes.
CIO Insights and Analysis from Deloitte
CONTENT FROM OUR SPONSOR
88. Please note: The Wall Street Journal News Department was not
involved in the creation of the content below.
Disaster Recovery: 10 Lessons from
Hurricane Sandy
http://energy.gov/articles/hurricane-sandy-noreaster-situation-
reports
http://www.ihs.com/products/Global-Insight/industry-economic-
report.aspx?ID=1065972961
6/15/2019 Disaster Recovery: 10 Lessons from Hurricane Sandy
- CIO Journal - WSJ
https://deloitte.wsj.com/cio/2012/11/29/disaster-recovery-
planning-10-lessons-learned-from-hurricane-sandy/ 2/6
While acknowledging that these “above-and-beyond” efforts can
grow costly, Sarabacha also
argues that the added investment may be justified if business
activities are truly time sensitive
and hinge on critical personnel.
Lesson 2: Crisis management, business continuity, and disaster
recovery plans should be
detailed. Sarabacha notes that many businesses’ disaster
recovery plans are fairly high level.
“Executives assume they’ll figure out the details when an event
takes place,” he says. “But if
business leaders don’t have sufficient lines of communication
available to share information,
make decisions, and disseminate instructions, their ability to
implement their plans will be
impaired.”
89. Sarabacha says disaster recovery plans should establish clear
chains of decision-making and
empower employees in the field to take action. They shouldn’t
have to wait for direction from a
senior leader, whose communications may be out of
commission.
“The sooner a company can take decisive actions in the event of
a disaster, the faster they may
be able to recover,” he says.
Lesson 3: Plan for different impacts, both in magnitude and
duration. One mistake
businesses make when drafting disaster recovery plans is
assuming an event will only affect their
organizations for 24 to 48 hours.
“Sandy brought to light the need for short-, medium-, and
longer-term business continuity plans,”
says Sarabacha. “Companies will likely need different disaster
recovery strategies for events of
different durations.”
For example, a two-day power outage may not require renting
back-up office space, but a two-
week power outage may. An investment bank may need to
transfer work to another office so that
it can process trades during a two-day or week-long outage, but
transferring work for longer
periods could result in burn-out for the employees taking on
additional responsibilities, notes
Sarabacha.
Lesson 4: Businesses can’t rely on employees’ ability to work
from home. Many
companies’ business continuity plans direct employees to
90. telecommute if they can’t get into the
office, according to Sarabacha. But, as Sandy illustrated, that
approach quickly falls apart if
employees lack power and can’t access the corporate network
from their homes.
One potential solution for large companies is to transfer work to
individuals at offices that haven’t
been affected. To implement this strategy effectively, says
Sarabacha, companies need to know
which individuals possess the skills to take on various
activities. Because their human resources
will be constrained and overwhelmed, they’ll also have to
prioritize what work gets done.
6/15/2019 Disaster Recovery: 10 Lessons from Hurricane Sandy
- CIO Journal - WSJ
https://deloitte.wsj.com/cio/2012/11/29/disaster-recovery-
planning-10-lessons-learned-from-hurricane-sandy/ 3/6
“For example, if a company can only serve 50 percent of its
customers because it lacks capacity
in its call centers, the company needs to decide how it will
prioritize service,” says Sarabacha.
“Companies should seek to avoid a situation in which they are
devoting their scarce resources to
their least critical activities.”
Another possible solution is to set up alternate work sites
through real estate or insurance
companies that rent “just in time office space” on an hourly,
daily, or weekly basis. Companies
need to plan how they’ll get critical employees to these sites,
91. which may be located in
neighboring states, in the event air traffic or mass transit
systems are compromised, notes
Sarabacha. They will also need to board employees and their
families in hotels while employees
are working out of state, and they’ll have to cover, track, and
reimburse employees for incidentals
required while working off-site.
Lesson 5: Employ alternate forms of communication. During
Hurricane Sandy, the Federal
Communications Commission reported that 25 percent of cell
phone towers lost power, rendering
many mobile phones useless. Sarabacha advises companies to
use other communication
mechanisms, including satellite phones. “Be sure you can get a
sufficient uninterruptable power
supply (UPS) battery, diesel or other fueled generator to keep
the satellite phones charged,” he
says.
Lesson 6: Two alternate data center recovery sites are ideal.
After 9/11, many companies in
the Northeast moved their back-up data centers to sites closer to
home, in New Jersey, according
to Sarabacha. They switched from distant backup data centers to
closer ones because the
terrorist attacks shut down air travel, and companies wanted to
make sure their back-up locations
were within a commutable distance, he adds.
Because Sandy took out companies’ primary data centers in
New York and their back-up data
centers in New Jersey, the hurricane demonstrated the need to
ideally have two fallbacks, one
nearby and one far away. Sarabacha notes that not every
92. company can afford multiple data
centers, and some companies may have to accept that it could
take several days or a week to
recover their data centers.
Lesson 7: The cloud isn’t a panacea. Cloud-based applications
and storage have mitigated
some of the impact of disasters on companies. Because those
applications and data can still be
stored in the provider’s data center, the applications may still
be available to clients provided they
have power, and the data is at least theoretically recoverable or
protected.
“Too many organizations don’t fully understand what their
cloud providers offer in terms of
disaster recovery,” says Sarabacha. “They assume cloud data is
available. They need to know for
sure they can get their data and their apps, not to mention when
they can access them.”
http://www.fcc.gov/document/chairman-and-pshsb-chief-
statement-communications-network
6/15/2019 Disaster Recovery: 10 Lessons from Hurricane Sandy
- CIO Journal - WSJ
https://deloitte.wsj.com/cio/2012/11/29/disaster-recovery-
planning-10-lessons-learned-from-hurricane-sandy/ 4/6
Lesson 8: Understand your vendors’ disaster recovery plans.
The Thursday after Sandy,
Sarabacha spoke with a client based in southern California
whose business was scrambling to
re-route products from its mid-Atlantic distribution center after
93. a logistics provider in the region
was shut down by the storm.
Sarabacha says his client’s conundrum illustrates the
importance of having insight into vendor
and service providers’ business continuity plans. His client
needed to know when and how the
logistics provider would restore service, given the pent-up
demand the storm created.
“Even if an event like a hurricane has a limited impact on your
organization, you need to realize
how it might affect your third parties and their plans for a
response given your reliance on them,”
he says.
Lesson 9: Test your plan. Sarabacha says few companies
extensively test their business
continuity and disaster recovery plans. They might test one data
center, but not another. They
might test data recovery, but not their ability to actively restore
dependent applications or to
synchronize disparate systems.
“I rarely see an integrated test that reflects what many
organizations were dealing with a few
weeks ago,” he says. “Realistic exercises and war games must
be developed and executed to
simulate both the anticipated and unknown circumstances an
organization may face.”
Lesson 10: Don’t make the same mistakes again. When
companies recover insurance money
for facilities lost or damaged by a natural disaster, they often
repair or rebuild those facilities
without applying lessons learned. Consequently, says
94. Sarabacha, those companies could find
themselves in the same position following the next storm.
In the aftermath of a disaster, Sarabacha advises clients to make
strategic and tactical
modifications to their operations and assets (e.g., buildings,
equipment, inventory, technology,
human resources, and vendors). For example, if a company kept
one kind of product in each
warehouse before a disaster, it might decide to diversify its
product mix across warehouses.
Making strategic and tactical changes might also mean
eliminating single points of failure,
upgrading equipment, hardening facilities, and using multiple
vendors for different services.
Companies that lack core competencies in crisis and disaster
risk management may consider
outsourcing or co-sourcing arrangements with third parties that
can help them plan, prepare, and
respond.
“Often it takes a swift reminder, whether an extreme weather
event such as Sandy or a
significantly lingering economic crisis, to demonstrate that
disaster preparations will continue to
be a good investment in protecting an organization’s personnel,
assets, and stock price.”
6/15/2019 Disaster Recovery: 10 Lessons from Hurricane Sandy
- CIO Journal - WSJ
https://deloitte.wsj.com/cio/2012/11/29/disaster-recovery-
planning-10-lessons-learned-from-hurricane-sandy/ 5/6
96. Related Deloitte Insights
DRaaS Offers Recovery Assurances Via Cloud
Most businesses would be crippled by an IT outage, yet building
and maintaining failover
capabilities is an expensive and daunting task. Businesses can
now leverage the cloud through
disaster recovery as a service to gain strategic business
continuity and disaster recovery
assurances.
How to Create IT Resilience
Without an effective IT resilience strategy, companies stand to
lose millions of dollars if critical systems fail. Learn
steps CIOs can take to help enhance and refine existing business
continuity and disaster recovery plans, and
lessen the impact of service disruption.
Editor's Choice
Cloud Accelerates AI Adoption
The cloud is democratizing access to AI, enabling more
companies to enjoy its benefits. Deloitte
Global predicts that organizations will accelerate their usage of
cloud-based AI software and
services this year, resulting in more cognitive-enabled
implementations, greater AI investments,
and increased rewards.
How Third-Party Data Can Enhance Analytics
A growing number of companies are seeking an analytical edge
by employing outside data
sources. Incorporating third-party information effectively,
however, can be tricky. To boost the
value of their companies’ analytics efforts, business leaders
97. may want to adopt some key
practices to navigate the complexity.
TMT CIOs: Business, IT Out of Sync on Cyber, Talent
An analysis from Deloitte’s Center for Technology, Media, and
Telecommunications (TMT) finds that many TMT
CIOs are looking to reshape their workforces by hiring talent
with problem-solving abilities, social aptitude, and
other soft skills. Survey results also indicate a need for more
collaboration related to cybersecurity and risk among
mailto:[email protected]
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https://deloitte.wsj.com/cio/2016/11/09/draas-offers-recovery-
assurances-via-cloud/?mod=Deloitte_cio_relatedInsights
https://deloitte.wsj.com/cio/2016/11/09/draas-offers-recovery-
assurances-via-cloud/?mod=Deloitte_cio_relatedInsights
https://deloitte.wsj.com/cio/2013/04/01/how-to-create-it-
resilience/?mod=Deloitte_cio_relatedInsights
https://deloitte.wsj.com/cio/2019/06/02/cloud-accelerates-ai-
adoption/?mod=Deloitte_cio_editorschoice
https://deloitte.wsj.com/cio/2019/06/02/cloud-accelerates-ai-
adoption/?mod=Deloitte_cio_editorschoice
https://deloitte.wsj.com/cio/2019/05/23/how-third-party-data-
can-enhance-analytics/?mod=Deloitte_cio_editorschoice
https://deloitte.wsj.com/cio/2019/05/23/how-third-party-data-
can-enhance-analytics/?mod=Deloitte_cio_editorschoice
https://deloitte.wsj.com/cio/2019/05/19/tmt-cios-business-it-
out-of-sync-on-cyber-talent/?mod=Deloitte_cio_editorschoice
6/15/2019 Disaster Recovery: 10 Lessons from Hurricane Sandy
- CIO Journal - WSJ
https://deloitte.wsj.com/cio/2012/11/29/disaster-recovery-
99. THE BRILLIANT, BARBAROUS AZTECS
Submitted by
Jane Doe
El Centro College
HIST 1301, Section 55002, Summer 2016
Total Word Count: 1650
Running Head: THE BRILLIANT, BARBAROUS AZTECS 2
The term “Aztec” refers to the American Indian empire that
dominated central Mexico
(also known as Mesoamerica) when Hernán Cortés arrived on
100. the shores of the Yucatán
peninsula in 1519. Whenever we hear the term “Aztec” many
people usually imagine a culture
that was extremely violent and militaristic, a culture full of
human sacrifice and cannibalism. The
idea of the Aztecs as cannibals, savages, and generally
uncivilized peoples has its origins with
the conquest of the Aztecs by Cortés and Spanish colonists in
the sixteenth century, who used
such allegations as justifications for conquest and colonization.
But a careful examination of
Aztec history and society reveals another side to their
civilization. Their accomplishments in
mathematics, together with their techniques for measuring time
and surveying land use, as well
as their interest in astrology, enriches our understanding of
Aztec society. They were far more
sophisticated than a simple “civilized/uncivilized” binary
opposite, even by modern standards.
Thus, the central tenet of this essay is that the Aztecs were more
than barbarians and in fact were
quite sophisticated, especially in the areas of mathematics, their
techniques for measuring time
and surveying land use, and because of their interest in
101. astrology (Cartwright, 2014,
http://www.ancient.eu/Aztec_Civilization/; Bernal, 1963, pp 10-
11).
The Aztecs, according to their own legends, pinpoint their
origin to the place called
“Aztlan” which is located in northern Mexico or the modern-day
American Southwest. Many of
their own origin stories reference supernatural realms and
locations that anthropologist are still
trying to locate in geographic terms. In the twelfth century CE
before they rose to dominance in
central Mexico, the Aztecs lived on the margins of civilized
Mesoamerica (central Mexico). By
the thirteenth century the Aztecs had embarked on a period of
wandering and settled in the
Valley of Mexico. Later on, they continually fought with the
small city-states which also resulted
in shifting alliances. Afterwards, they took refuge on small
islands in Lake Texcoco in the Valley
http://www.ancient.eu/Aztec_Civilization/
Running Head: THE BRILLIANT, BARBAROUS AZTECS 3
of Mexico. In 1325 they founded the town of Tenochtitlán
102. (modern-day Mexico City). The story
of how the Aztec empire rose to dominance in the Valley of
Mexico during the 1300s is filled
with intrigue, violence, and bloodshed (Knight, 2002, pp 132-
134; Bernal, 1963, pp 12-15).
After the fall of the Toltec empire, which dominated the Valley
of Mexico, the region’s
politics were overshadowed by the external neighboring powers
and their successor states. “By
the thirteenth century, the Chichimec [Aztec] migrants were
establishing new territories in the
valley.” The dominant power in the Valley was the Tepanecas
based out of the city-state of
Azcapotzalco. In their migration the Aztecs had gradually
transitioned from being nomadic
hunters and gathers to learning how to farm corn. Throughout
their journey south to the Valley
of Mexico, which they had taken via Coatepec and Tula, they
periodically paused to farm. They
also became familiar with the rudiments of Mesoamerican
civilization such as military politics
and human sacrifice. Additionally, during their journey south
the Aztecs had developed a strong
belief in a Toltec deity named Huitzilopochtli, who eventually
103. became the top-ranking deity in
their pantheon (Knight, 2002, pp 132-134; Bernal, 1963, pp 16-
18).
When the Aztecs were newly arrived in the Valley of Mexico,
they occupied a low
position in regional politics and prestige. As their number
increased, they eventually established
themselves through military skill. Later on, in 1319, they were
attacked by the Tepanecas
because the Tepanecas were engaged in the struggle to dominate
the valley and they disdained
outsiders. As a result the Aztecs moved to the rocky, snake
infested island of Tizzapan on Lake
Texcoco (where today stands the central campus of UNAM,
Mexico’s national university
system). On the island the Aztecs survived by eating snakes.
Little by little the Aztecs on
Tizzapan began building homes, temples, and other structures
out of rocks and soil. They also
Running Head: THE BRILLIANT, BARBAROUS AZTECS 4
began serving as mercenaries in the wars between city-states in
the Valley (Knight, 2002, pp
104. 137-138).
One colorful story related by the Aztecs tells how their war-
like nature set them apart
from the other, agricultural groups inhabiting the Valley. After
helping the city-state of Culhucan
win several important victories, the Culhua ruler named
Achitometl offered his beautiful
daughter to the Aztecs as a marriage gift. The Aztecs priests
flayed her and used her skin to
drape an Aztec priest. This resulted in a war between the two
groups. According to the Aztecs,
Huitzilopochtli spoke to the Aztec priests in visions and
dreams, advising, “Go from here calmly
and cautiously.” Again, they resumed their travels. In another
part of the Valley their priests had
another vision. Here, they beheld Huitzilopochtili’s prophecy
signaling the place to build a
permanent settlement: an eagle perched on a cactus, devouring a
snake. On this spot the Aztecs
began building Tenochtitlan, which would became a city on the
lake and later the Aztec capital
and location of Aztec advances in mathematics, time
measurement, and religion (Knight, 2002,
105. pp 137-139; Bernal, 1963 pp 18-20).
The mathematical accomplishment of the Aztecs is concerned
with their number system
and their notation of area. Unlike today’s mathematics, “they
followed a vigesimal system.” In
that system, their counting was based on the units of twenty,
and they also used subsets of units
of five. We can also observe this in the Nahuatl number where
the word for “six” actually means
“five plus one.” Additionally, to refer to large number such as
400 (20x20), they called it tzontli
which means hair or growth of garden herbs. Likewise, for 8000
(20x20x20), they referred it as
xiquipilli or bag of cocao beans. Furthermore, their vigesimal
system used number words for
numbers. For example, One-Ce, Two-Ome, Three-Ei or Yei,
Four- Macuilli and so forth.
Additionally, “the Aztec’s notation system was different than
the present [western] notation
Running Head: THE BRILLIANT, BARBAROUS AZTECS 5
system.” We write the numbers in the horizontal fashion
whereas the Aztecs wrote in the vertical
106. fashion. The value of that symbol was determined by the
location of the number in that vertical
stack or fashion (Van Tuerenhout, 2005, pp 225-226).
An Aztec manuscript titled the Matrícula de Tributos in Spanish
(the counting of tribute),
which details the taxes and other tribute collected from
neighboring city-states in the sixteenth
century, provides examples of this different notation system.
For example, a dot represented one,
a representation of flag represented ‘twenty’, and a rough
symbol of feather represented ‘400’
and so forth. The Matrícula de Tributos also shows symbol used
to refer to area. They used to
draw picture of mantle to represent area. Sometimes, they also
added another set of symbol to it
which represented the size of mantle. For example, they put two
finger on the top to signal that
the size of mantle requested is twice. Those fingers represented
two brazas which was a
measurement of distance and its metric equivalence is still
unknown. Two colonial-era
documents (i.e., written after 1519), the Codíce de Santa María
Asunción and the Codex
107. Vergara, relate that “the standard unit of measurement was
called Quahuitl which is
approximately equivalent to 2.5m.” They used dots and the lines
to represent the width and
length of the fields in Quahuitl. A dot was considered to be
valued as “20” and a line was
considered “1.” Archeologists and modern scholars, working
with the notion of Quahuitl, have
found that the Aztecs used a quantity similar to our hectare
(Van Tuerenhout, 2005, pp 226-227).
The Aztecs, who relied on the complex system of measurement
to calculate celestial data,
also used these data to structure their daily lives. As a result
they had a sophisticated calendar
system. The Aztec calendar consists of two cycles. One cycle
consisted of 260 days which they
called Tonalpohualli. The other consisted of 365 days and was
called Xihuitl. The term
Tonalpohualli meant “counting of the days.” This calendar was
comprised of 260 days obtained
Running Head: THE BRILLIANT, BARBAROUS AZTECS 6
by combining 13-day names with 20-day signs. Some of the
108. examples of the 20-day signs in this
calendar were Cipactli (alligator), Ehecatl (Wind), Calli
(House), Cuetzapalin (Lizard) and so
forth. The major purpose of the Tonalpohualli calendar was to
organize festivals for their patron
deities. Other Mesoamerican civilization used aspects of the
Tonalpohualli calendar. Unlike the
Tonalpohualli calendar, the “Xihuitl consisted of 365 days.” It
was made up of 18 units, and each
unit contained 20 days in them. The Aztecs added extra 5 days
to complete 365 days, and those
five days were called as nemontemi. In our calendar, we refer to
specific years by assigning
numbers to them. However, the Aztecs identified their calendar
years by the day name on which
they began. The months were named in the honor of gods and
the each month were associated
with belief system such as when to start war, when to sow
crops, when to harvest them and so
forth. The examples of Aztec months are Atlcahualo (sacrifice
of children for rain),
Tlacaxipeualitzili (slaves and war captives were sacrificed),
Tozoztontli (children were
sacrificed), Huei Tozoztli (self-sacrifice to impress goddess of
109. corn) and so forth (Van
Tuerenhout, 2005, pp 227-228).
Moreover, there was one more calendar known as Xiuhmolpilli,
which combined the
previous two calendars and consisted of a 52-year period. “This
calendar was the combination of
Tonalpohualli and Xihuitl, and was integrated to a much larger
cycle of 52 years.” In this
calendar, the dates were identified by their signed codes. These
signed codes were based on the
codes used in the previous shorter calendars. The combination
codes were designed in such a
way that they repeated themselves after every 52 years. From
this calendar, we can learn that the
Aztecs had planning and schedule for 52 years, similar to the
planning based on 100-year periods
used in western societies (i.e., the century). The Aztecs believed
that unless they celebrated the
passing of the 52 with great ceremony and pomp, creation
would be placed in jeopardy. The
Running Head: THE BRILLIANT, BARBAROUS AZTECS 7
110. Aztecs had a complex system of religious beliefs that combined
celestial calculations with belief
in omens (Van Tuerenhout, 2005, p 229; Bernal, 1963, 25-26).
Though not scientific in their approach to it, the Aztecs were
fascinated with astrology
and celestial phenomena. They had a complex understanding of
events in the night sky. They
went to great lengths to interpret celestial phenomena and
weave their understanding of it into
significant events affecting Aztec society. According Mexican
scholar Leon Miguel-Portilla, in
the years leading up to the conquest of Mexico by Spaniards,
“there were eight bad omens as
described in the original text of Nahuatl of Sahagún’s native
informants.” Bernardino de
Sahagún was a Spanish priest who trained Aztec scribes to write
in Spanish after the conquest.
Many of these scribes also wrote in Nahuatl. According to the
Nahuatl texts, “the first bad omen
appeared in the sky ten years before the Spaniards first came to
the valley.” The text mentions
that there was “flaming ears of corn” or fiery signals in the sky
which seemed to bleed fire. In the
fourth omen fire streamed through the sky while the sun was
111. still shining, flashing along the
horizon after sunset to where the sun rises. Though they did not
understand these celestial events
the Aztecs linked inexplicable phenomena to important,
historical events affecting their society.
This demonstrated the Aztecs’ interest in linking the various
complicated components of the
everyday world they inhabited, before and after the Spanish
conquest in the early sixteenth
century (Leon Portilla, 1992, pp 1-4; Bernal, 1963, pp125-126).
Considering the Aztecs traditional rule of human sacrifice, we
can conclude that their
civilization had violent and “barbarous” aspects, according to
our present standards. This
conclusion is supported by archaeologist Carla M. Sinopoli’s
article, in which Sinopoli states
that the Aztec empire had a “vast number of human sacrifice in
their culture.” Whenever we hear
the term “Aztec” many people usually imagine a culture that
was extremely violent and
Running Head: THE BRILLIANT, BARBAROUS AZTECS 8
112. militaristic, a culture full of human sacrifice and cannibalism.
Instead of a strict
“civilized/uncivilized” dichotomy, however, we can appreciate
their history and culture which
led to intellectual accomplishments in mathematics, techniques
for measuring time and surveying
land use, and their interest in astrology. These areas
demonstrate that the Aztecs were more than
barbarians or savages. Who today would argue that nations,
such as the United States, China,
England, France, and Russia, are not sophisticated, simply
because they have enormous military
potential? Together these countries have enough nuclear
weapons to destroy all life on earth, yet
few people would argue that as a result they are uncivilized
nations. On the contrary most people
would argue these nations lead the world in technological and
scientific accomplishments.
Similarly, it’s possible to argue that the Aztecs were not only
barbarous and violent, according to
our standards. They also had many sophisticated intellectual
accomplishments, even by our
standards (Sinopoli, 1994, pp 159-80).
113. T
Running Head: THE BRILLIANT, BARBAROUS AZTECS 9
Bibliography
Primary Source:
Leon Portilla, Miguel (Ed.). (1992). The broken spears: the
Aztec account of the conquest of
Mexico. Translated by Lysander Kemp. Boston, MA: Beacon
Press.
Scholarly Book:
Bernal, Igancio. (1963). Mexico before Cortez: art, history, and
legend.
Garden City, New York: Doubleday.
Knight, Alan. (2002). Mexico: from the beginning to the
Spanish conquest. Cambridge:
Cambridge University Press.
Van Tuerenhout, Dirk R. The Aztecs: new perspectives. Santa
Barbara, CA: ABC-CLIO.
114. Scholarly Journal Article:
Sinpoli, Carla M. (1994). The archaeology of empires. Annual
review of anthropology, 23 (1),
159-180.
Encyclopedia Article:
Cartwright, Mark. (2014). Aztec civilization. Retrieved from the
Ancient History Encyclopedia
website: http://www.ancient.eu/Aztec_Civilization/
http://www.ancient.eu/Aztec_Civilization/
FINAL RESEARCH PAPER RUBRIC
Dr. Moralez
2019
The purpose of the Rubric is to provide students with clear
guidelines about how your instructor
will evaluate your final research paper.
1. Thesis and APA Format: ______/35
Does the final draft have a clear, unambiguous thesis? Does it
follow APA format
115. for citations? Are page numbers from citations included? Are
there transitions
between sections? Is there a conclusion? Is the grammar and
spelling correct?
2. Primary Source: ______/10
Source must be integrated into overall argument; merely
mentioning it once is not
sufficient.
3. Scholarly book: ______/10
Source must be integrated into overall argument; merely
mentioning it once is not
sufficient.
4. Scholarly Journal Article: ______/10
Source must be integrated into overall argument; merely
mentioning it once is not
sufficient.
5. Encyclopedia Entry with Author: ______/10
Source must be integrated into overall argument; merely
mentioning it once is not
116. sufficient.
6. Word Count: ______/10
The paper must be 1400-1650 words, with word count on title
page.
7. References Page: ______/10
Must follow APA template provided by instructor.
8. Title Page: ______/5
Must follow APA template provided by instructor. Must list
total word count.
9. Final Total: ______/100
Final Grade: