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Develop a 6- to 7-page manual using the Security Standards, Policies, and Procedures Template with recommendations to management of security standards, polices, and procedures which should be implemented in your chosen organization. Research and include the following: REFER TO ADDITIONAL RESOURCES BELOW and the grading rubric. Explain the importance to your organization of implementing security policies, plans, and procedures. Discuss how security policies, plans, and procedures will improve the overall security of the organization. Recommend appropriate policies and procedures for: Data classification policies and procedures (data isolation) Non-disclosure Agreement policies and procedures Strong authentication (password policies and procedures... and multi factor authentication) Acceptable use of organizational assets and data Employee policies (separation of duties/training) Risk Management Avoidance Transference Mitigation Acceptance Compliance examples that might affect your organization or others [Regulatory, Advisory, Informative] HIPAA NIST Cybersecurity Framework Sarbanes/Oxley GLBA PCI DSS Incident response (How should we prepare, and what should happen in each phase) Preparation Identification Containment Eradication Recovery Lessons learned (root cause analysis and action plan) Auditing Environmental/Physical Administrative From the text: "Controls are implemented as administrative, logical, and physical. Administrative controls are also known as management controls and include policies and procedures. Logical controls are also known as technical controls and are implemented through technology. Physical controls use physical means to protect objects." Configuration (change management and system hardening) .

Education

Transference
Mitigation
Acceptance
Compliance examples that might affect your organization or
others [Regulatory, Advisory, Informative]
HIPAA
NIST Cybersecurity Framework
Sarbanes/Oxley
GLBA
PCI DSS
Incident response (How should we prepare, and what should
happen in each phase)
Preparation
Identification
Containment
Eradication
Recovery
Lessons learned (root cause analysis and action plan)

Auditing
Environmental/Physical
Administrative
From the text:
"Controls are implemented as administrative, logical, and
physical. Administrative controls are also known as
management controls and include policies and procedures.
Logical controls are also known as technical controls and are
implemented through technology. Physical controls use physical
means to protect objects."
Configuration (change management and system hardening)

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Developments New technology that affects policy process • So.docx

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Developmental Stages Week 7 Christina Sierra 1 Subjects Developmental Management in Pediatric Primary Care Developmental Management of Infants Developmental Management of Early Childhood Developmental Management of School Age Children Developmental Management of Adolescents 2 Developmental Management in Pediatric Primary Care Assessing development Height weight head circumference Interviewing parents Knowing appropriate milestones Educating families on normal vs abnormal Educating on developmental expectations We all grow at different rates so never compare yourself to someone else’s situation, doing so, can only bring disappointment. - Massy Arias 3 Growth Chart In child development nothing is set in stone. There is a grey area in timing. Development has a variation in time- it maybe a few weeks or months. Developmental Management of Infants Birth to one month: Babies lose 5-8% of body weight in their first few days and then regain within 10-14 days They should gain about 2 lbs per month Nutritional needs should meet 110 kcal/kg/day Sleep about 16 hours Sucking, rooting, tonic neck, moro, grasp- present and symmetric Moving hand to mouth, sucking, or grasp clothing- self console May turn to parents voice Visual space is about 8 -12 in from face, vision is foggy Hearing and smell is developed- but especially smell Four ways of being awake: 1. Drowsy 2. Quiet but alert 3. Crying 4. Alert and active What does a baby’s cry mean? Normal Hunger- rhythmic intense They want to be cuddled-slow, low tone Pain- high pitch screetchy Tired- slow rhythmic, intensifies Cries should be distinctive and vary on needs or feels. This begins articulation What does a baby’s cry mean? Usually colics Crying for over 30 minutes even after being fed, cleaned, consoled. High-pitched, shrieking Abnormal central nervous system Cornelia de Lange syndrome – like a bleating lamb Cri-du-chat syndrome- like a cat Cerebral irritability (i.e. meningitis, hydrocephalus, kernicterus) Malnutrition especially marasmus Grunting Pneumonia Sepsis Hoarseness Hypothyroidism Trauma to the hypopharynx Vocal cord paralysis Muffled Epiglottis Stridorous Foreign body Infection – abscesses, croup, epiglottitis Laryngeal abnormalities Oropharynx abnormalities Tracheal abnormalities Neoplasm Weak or whimperyMuscle weakness Muscular dystrophy Myasthenia gravis Infection 1 month to 3 months Growth in height is approximately 1.4in per month Growth in head circumference is approximately 0.8 in Weight gain is approximately 420 g= about 1 lb a month Growth spurts are expected and baby will eat more in a quicker time frame Baby becomes more routined with sleeping, passing stool and eating schedule Body movement is symmetric Attempts to grasp objects Cooing and babbling should be expected Response to conversations- acknowledgment, turning head, focused with communication with body language They may show smiles, imitation, tracking objects.

Developmental Stages Week 7Christina Sierra 1Sub.docx

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Develop a presentation on the cultural identity with which you align yourself. Consider the following: Describe the culture you identify with. Explain the major components of your culture. Explain the various symbols associated with your culture including their meanings. Describe the other cultures you are integrated with besides your own. What are the similarities and differences between these cultures with which you are connected? Evaluate the roles that race, class, age, and gender play in your culture. Support your statements with examples and scholarly references. You may use images and other media to present your perspective. Use the speakers’ notes to explain your statements in further detail. Develop a 10-slide presentation in PowerPoint format. Apply APA standards to citation of sources. .

Develop a presentation on the cultural identity with which you align.docx

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Developmental Science. 2018;21:e12610. wileyonlinelibrary.com/journal/desc | 1 of 9 https://doi.org/10.1111/desc.12610 © 2017 John Wiley & Sons Ltd Received: 17 December 2016 | Accepted: 18 July 2017 DOI: 10.1111/desc.12610 S H O R T R E P O R T Digital disruption? Maternal mobile device use is related to infant social- emotional functioning Sarah Myruski1,2 | Olga Gulyayeva2,4 | Samantha Birk2 | Koraly Pérez-Edgar3 | Kristin A. Buss3 | Tracy A. Dennis-Tiwary1,2 1Department of Psychology, The Graduate Center, The City University of New York, NY, USA 2Department of Psychology, Hunter College, The City University of New York, NY, USA 3Department of Psychology, The Pennsylvania State University, University Park, PA, USA 4Department of Psychology, St John’s University, Queens, NY, USA Correspondence Tracy Dennis-Tiwary, 695 Park Avenue, Department of Psychology, Hunter College, The City University of New York, New York, NY 10065, USA. Email: [email protected] Funding Information This research was made possible by grant R21 MH103627 from the US Department of Health and Human Services of the National Institute of Mental Health Abstract Mobile device use has become increasingly prevalent, yet its impact on infant development remains largely unknown. When parents use mobile devices in front of infants, the parent is physically present but most likely distracted and unresponsive. Research using the classic Still Face Paradigm (SFP) suggests that parental withdrawal and unre- sponsiveness may have negative consequences for children’s social- emotional development. In the present study, 50 infants aged 7.20 to 23.60 months (M = 15.40, SD = 4.74) and their mothers completed a modified SFP. The SFP consisted of three phases: free play (FP; parent and infant play and interact), still face (SF; parent withdraws attention and becomes unresponsive), and reunion (RU; parent resumes normal interaction). The modified SFP incorporated mobile device use in the SF phase. Parents reported on their typical mobile device use and infant temperament. Consistent with the standard SFP, infants showed more negative affect and less positive affect during SF versus FP. Infants also showed more toy engagement and more engagement with mother during FP versus SF and RU. Infants showed the most social bids during SF and more room exploration in SF than RU. More frequent reported mobile device use was associated with less room exploration and positive affect during SF, and less recovery (i.e., engagement with mother, room exploration positive affect) during RU, even when controlling for individual differences in temperament. Findings suggest that the SFP represents a promising theoretical framework for understanding the impact of parent’s mobile device use on infant social- emotional functioning and parent–infant interactions. R E S E A R C H H I G H L I G H T S • The traditional Still Face Paradigm (SFP) was mod.

Developmental Science. 2018;21e12610. wileyonlinelibrary.com.docx

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