California Will Allow College Athletes to Earn Endorsement Money. .docx

California Will Allow College Athletes to Earn Endorsement
Money. Here’s How It Could Change College Sports.
Will other states follow and how will the NCAA respond? The
answers will ultimately determine the impact of this new law.
By
Brian Costa and
Laine Higgins
Sept. 30, 2019 11:03 am ET
The new California law requiring schools in the state to allow
their athletes to earn endorsement money isn’t scheduled to take
effect until 2023. But already, it is clear that one state’s
decision to give college athletes the ability to profit from their
name, image or likeness will have far-reaching effects on the
economics of college sports.
The impact will extend from campuses to other U.S.
statehouses. And it could alter both the flow of talent into top
athletics programs and the stream of marketing revenue into
college sports.
Here are some immediate questions that will ultimately
determine the impact of the law, signed by Gov. Gavin Newsom
on Monday.
1. Will other states follow?
Elected officials in several other states are already trying. A
New York state senator has proposed legislation that goes even
further, requiring colleges to pay athletes directly. A pair of
Colorado state senators are planning to introduce a similar bill
there. A proposed South Carolina bill—set to be filed in
January—is similar to California’s.
There has been talk of such measures at the state level before,
but backers are hoping the California law will help them gain

more support. “This will be a building block that we can use in
the state of South Carolina to make our case,” said South
Carolina state senator Marlon Kimpson.
Kimpson, a Democrat, filed a bill in 2014 requiring Clemson
and the University of South Carolina to pay its football and
basketball players. The legislation effectively died without
getting to a vote. If the California law proves to put South
Carolina schools at a competitive disadvantage, Kimpson said
he is hopeful that would spur more openness to a similar
measure.
2. How will the NCAA respond?
The NCAA’s board of governors, in a letter to Newsom before
he signed the bill, threatened to ban California athletes from its
competitions if the law went into effect. The group cited the
“unfair recruiting advantage” it would create.
“I think that would be enough of a disadvantage to wipe out any
advantage that we might take,” said Pepperdine athletic director
Steve Potts. “I just don’t want to put our student athletes in a
position where they’re not allowed to compete at the highest
level.” But doing so would remove some of the most prominent
NCAA member institutions from its championships, among
them UCLA, USC, Cal and Stanford. And such a stance could
prove difficult to uphold if enough other states were to enact
similar legislation.
An NCAA ban for California schools could trigger an antitrust
lawsuit. Likewise, the NCAA—which called the bill
“unconstitutional” in its letter to Newsom—could attempt
through legal action to overturn or at least delay the
implementation of the law.
3. How significant of a recruiting advantage would California
schools gain?
In the highest-profile sports, at the highest-profile schools, the
advantage would be obvious. Take UCLA, which has a storied
history and an iconic brand but struggles to attract top-tier
football and basketball recruits. How differently would a five-
star player view the Bruins knowing his potential endorsement

income in Los Angeles?
“Kids are going to go where the money is,” said Tom Luginbill,
ESPN’s national football recruiting director. “Yes, there are a
select group of programs that can recruit solely to the
development of an NFL player, but it doesn’t solve any
financial problems, at least not during college.”
That is precisely why Luginbill believes that one way or
another, schools from the rest of the country will end up being
able to offer athletes the same rules for off-the-field earning
ability. Competing coaches will demand it.
“No way Nick Saban is going to go out on the recruiting trail
and feel like they’re at a disadvantage,” Luginbill said.
4. Which athletes would benefit most?
Not all college athletes are expected to reap substantial
financial benefits from marketing their name, image and
likeness. According to Brenton Sullivan, co-founder and CEO of
college sports recruiting platform FieldLevel, the law will most
benefit athletes in revenue generating sports, such as football
and men’s basketball, and high profile athletes with established
social media followings coming out of high school.
“[For] top athletes I think that there would be a recruiting
advantage,” said Sullivan. “But for everyone else, there’s a lot
of unknowns here.”
Sullivan predicted that the law may also give athletes who break
out later in their college careers an added incentive to transfer
to California universities. Doing so would allow them to
capitalize on their newfound starpower before their eligibility
runs out.
5. How will all this alter the competitive and financial
landscape in college sports?
David Carter, a USC sports business professor, said the ability
of student-athletes to monetize their name and image—both in
California and across the U.S.—is probably inevitable. When
that becomes the norm in college sports, he said it could very
well widen the already considerable gap between the haves and
the have-nots.

Already, the 65 schools in the Power Five conferences earn
dramatically more media and sponsorship revenue than the rest,
while competing in facilities that rival those seen in
professional sports.
“Now,” Carter said, “you’ll see a further polarization of these
athletes being able to migrate to schools in these markets where
they can further build their own brands. People are saying it
creates a competitive advantage. What it does is it just extends
the existing competitive advantage. That’s not inconsequential
if you’re a midmarket school.”
Write to Brian Costa at [email protected] and Laine Higgins
at [email protected]
ISOL 533 Final paper
1
Final paper
APA Format
Cover page
Executive Summary
Introduction
Main Body
Conclusions and Recommendations
References
Appendices

2
introduction
Tell about the company and the issues being presented in the
paper
What approach are you taking?
What risk management methods are you using?
3
Main body
Consists of the sections you have written
Threats and vulnerabilities
Risk Assessment, Risk Mitigation, BIA and BCP
DRP and CIRT
Make sure that you state how the research applies to the
company
What problem have you solved, transferred or mitigated?
4
conclusion
Summarize what you did
What does the company need to do going forward?
Carvend sales inc IT Network

CarVend Sales
CarVend Finance
CarVend Delivery
Lenders, Banks, Finance Companies, Credit Rating Agencies
Trucking Companies for shipping, small car dealerships, Car
Vending machines
Online Customers
Application Servers
Data Servers
Rack Servers
Web Servers
Web Servers

Rack Servers
Data Centers
In addition to online customers, the vendors, creditors, and
financial institutions will be accessing the network
Project overview
Overview
Write paper in sections
Understand the company
Find similar situations
Research and apply possible solutions
Research and find other issues
10
CarVend Sales inc
You are an Information Technology (IT) intern
CarVend Sales Inc.
Specializes in online and vending machine sales of new and
used cars
Headquartered in Seattle, Washington
Three other locations
Portland Oregon
Phoenix, Arizona
Los Angeles, California
Over 1000 employees
$750 million USD annual revenue

11
Data centers
Each location is near a data center
Managed by a third party vendor
Production centers located at the data centers
12
Carvend sales inc
CarVend Sales
Handles customer purchases, trades and returns
Online sales
Small car lots
CarVend Finance
Web Portal to qualify customers for purchases
Accepts various payment methods including debit, credit cards
and loan financing
CarVend Delivery
Vendors who deliver cars to buyers homes
Vendors that deliver to vending machines
13

CarVend Sales IT network
Four corporate data centers
Over 1000 data severs
700 corporate laptops
Mobile devices such as tablets in vendor delivery trucks
Networked vending machines
14
Management request
Current risk assessment was done quickly when the company
was founded
Your assignment is to create a new one
Additional threats may be found during re-evaluation
No budget has been set on the project
Threats identified
Loss of company data due to hardware being removed from
production systems
Loss of company information on lost or stolen company-owned
or vendor assets, such as mobile devices and laptops
Loss of customers due to production outages caused by various
events, such as natural disasters, change management, unstable
software, and so on
Internet threats due to company products being accessible on
the Internet
Insider threats
Changes in regulatory landscape that may impact operations

APA Formatting and Style Guide
Purdue OWL staff
Brought to you in cooperation with the Purdue Online Writing
Lab
Welcome to “APA Formatting and Style Guide”. This Power
Point Presentation is designed to introduce your students to the
basics of APA Formatting and Style Guide. You might want to
supplement the presentation with more detailed information
posted on Purdue OWL
http://owl.english.purdue.edu/owl/resource/560/01/
*
The American Psychological Association (APA) citation style is
the most commonly used format for manuscripts in the social
sciences.
APA regulates: Stylistics In-text citations References
What is APA Style?
Publication Manual of the American Psychological Association,
6th ed., contains detailed guidelines to formatting a paper in the

APA style. APA style is most commonly used for formatting
papers in the Social Sciences—business, economics,
psychology, sociology, nursing, etc. Updates to APA are posted
on the APA website www.apastyle.org. You may also reference
the Purdue OWL: http://owl.english.purdue.edu/.
APA format provides writers with a format for cross-referencing
their sources--from their parenthetical references to their
reference page. This cross-referencing system allows readers to
locate the publication information of source material. This is of
great value for researchers who may want to locate your sources
for their own research projects. The proper use of APA style
also shows the credibility of writers; such writers show
accountability to their source material. Most importantly, use
of APA style can protect writers from plagiarism--the
purposeful or accidental use of source material by other writers
without giving appropriate credit.
*
Personal pronouns where appropriate
an experiment….”
Active voice rather than passive voice
been asked questions by the researchers.”
Point of View &Voice
APA format is not limited by the rules of citing the sources- in-
text citations and entries in the list of References. It also
regulates the stylistics of conveying research.

This slide introduces the basics of APA stylistics related to the
point of view and voice in an APA paper, which encourages a
writer to use personal pronouns and the active voice. The
explanations are provided with examples.
This slide can be supplemented by the relevant section from
OWL http://owl.english.purdue.edu/owl/resource/560/15/
*
Language in an APA paper should be:
Clear: be specific in descriptions and explanations
Concise: condense information when you can
Plain: use simple, descriptive adjectives and minimize
figurative language
Language
This slide explains the APA requirements to language of an
APA paper.
Clarity and conciseness are the major concern when reporting
research in APA . It is not easy to balance clarity (which
requires providing clarification) and conciseness (which
requires packing information). To achieve clarity, a writer
should avoid vague wording and be specific in descriptions and
explanations. To achieve conciseness, a writer should condense
information. Because APA format is widely used in science-
related papers, the language of APA format is plain and simple.
A writer should avoid using metaphors and minimize the use of
figurative language, which is typical for creative writing.
This slide can be supplemented by the relevant sections from

OWL
and “Conciseness in academic writing” handout
*
The Literature Review: Summarizes scientific literature on a
particular research topic
Includes: a title page, introduction, and a list of references
Types of APA Papers
This slide introduces two most commonly used genres in APA
format: the literature review and the experimental report (also
known as the research article).
The literature review paper, which is the summary of what the
scientific literature in the discipline field says about the topic
of research, is the genre students likely encounter in their
academic studies. The paper includes the title page, introduction
and a list of references.
The experimental report or research article provides an account
of conducted research. This genre includes the title page,
abstract, introduction (which is the review of the published
studies on the research topic with the purpose to find the niche
for the reported study), method, results, discussion, references,
appendices (optional). The experiential report often contains
tables and figures. See the slides describing APA format of
tables and figures.

*
The Experimental Report: Describes your experimental research
Includes: a title page, abstract, introduction, methods, results,
and discussion sections, a list of references, appendices, tables,
and figures
Types of APA Papers
This slide introduces two most commonly used genres in APA
format: the literature review and the experimental report (also
known as the research article).
The literature review paper, which is the summary of what the
scientific literature in the discipline field says about the topic
of research, is the genre students likely encounter in their
academic studies. The paper includes the title page, introduction
and a list of references.
The experimental report or research article provides an account
of conducted research. This genre includes the title page,
abstract, introduction (which is the review of the published
studies on the research topic with the purpose to find the niche
for the reported study), method, results, discussion, references,
appendices (optional). The experiential report often contains
tables and figures. See the slides describing APA format of
tables and figures.

*
If your paper fits neither category:
Follow the general format
Consult the instructor
Consult the APA Publication Manual
Types of APA Papers
The general format, which is introduced in the following six
slides, regulates formatting papers of any genre students may
encounter in their academic studies. For students, consulting the
instructor about the specific requirement is the safest policy.
For authors of manuscripts prepared for submission to scientific
journal, consulting Publication Manual is a must.
This slide can be supplemented by the “Other papers” section
from OWL http://owl.english.purdue.edu/owl/resource/560/13/
*
Your essay should:be typed, double-spaced, have 1” margins,
use 10-12pt. Standard font (ex. Times New Roman), andbe
printed on standard-sized paper (8.5”x 11”)
[Note: If you are writing a manuscript draft, APA suggests
using two spaces between sentences to aid readability (see
pp.87-88 in the APA manual).]

General APA Format
This slide presents the general format of an APA formatted
paper: An essay should be typed and double-spaced on the
standard-sized paper (8.5”x11”) with 1” margins on all sides.
Times New Roman or similar font in 10-12 pt. size should be
used. The document should include a page header indicating a
short title of the essay and a page number in the upper right-
hand of every page (including the title page).
*
Every page of your essay should:Include a page header (Title,
all caps) in the upper left-hand corner andthe page number in
the upper right
General APA Format
This slide presents the general format of an APA formatted
paper: An essay should be typed and double-spaced on the
standard-sized paper (8.5”x11”) with 1” margins on all sides.
Times New Roman or similar font in 10-12 pt. size should be
used. The document should include a page header indicating a
short title of the essay and a page number in the upper right-
hand of every page (including the title page).
*
Your essay should
include four major
sections:

References
Main Body
Abstract
Title page
General APA Format
This slide introduces four required part of an APA paper: a title
page, abstract, main body (essay itself), and a list of
References. An abstract page and list of references are titled as
Abstract and Reference, respectively.
It is important to remind students that each page should have a
page header with a short title and page number.
This slide can be supplemented by the “General Format” section
from OWL http://owl.english.purdue.edu/owl/resource/560/01/
*
Title:
(in the upper half of the page, centered)
name (no title or degree) + affiliation (university, etc.)
Page header:
(use Insert Page Header)
title flush left + page number flush right.
Title Page

*
Page header: do NOT include “Running head:”
Abstract: centered, at the top of the page
Write a 150- to 250- word summary of your paper in an
accurate, concise, and specific manner.
Abstract Page
This slide provides a visual example of an abstract page, which
consists of a page header, a heading—Abstract, and a brief
summary of the paper accurately presenting its contents.
Type the heading –Abstract– centered at the top of the page.
Below, type the paragraph of the paper summary (between 150
and 250 words) in block format—without indentation.
The abstract should contain the research topic, research
questions, participants, methods, results, data analysis, and
conclusions. It may also include possible implications of your
research and future work you see connected with your finding,
and may include keywords.
*
Number the first text page as page number 3
Type and center the title of the paper at the top of the page
Type the text double-spaced with all sections following each
other without a break
Identify the sources you use in the paper in parenthetical, in-

text citations
Format tables and figures
Main Body (Text)
This slide provides the basic reminders about formatting the
text: Make sure that the first text page is page number 3
(page#1 is a title page, page #2 is an abstract page).Start with
typing the essay title centered, at the top of the page.Type the
text double-space with all sections following each other without
a break. Do not use white space between paragraphs. Create
parenthetical in-text citations to identify the sources used in
the paper.Format tables and figures.
The following slides introduce APA formatting of references,
in-text citations, and tables and figures.
*
Center the title (References) at the top of the page. Do not bold
it.
Double-space reference entries
Flush left the first line of the entry and indent subsequent lines
Order entries alphabetically by the surname of the first author
of each work
Reference Page
This slide explains the format and purpose of a references page.
The facilitator may stress that each source referenced within the
paper should also appear on the reference page, which appears
at the end of the paper.

To create a references page, center the heading—References—at
the top of the page; double-space reference entries; flush left
the first line of the entry and indent subsequent lines. To use
“hanging” feature of “Indent and Space” tab, go to “Paragraph”
ng” in the ”Special” box.Order
entries alphabetically by the author’s surnames. If a source is
anonymous, use its title as an author’s surname.
Note: Unlike MLA, APA is only interested in what they call
“recoverable data”—that is, data which other people can find.
For example, personal communications such as letters, memos,
emails, interviews, and telephone conversations should not be
included in the reference list since they are not recoverable by
other researchers.
For specific information about entries in the reference list, go to
http://owl.english.purdue.edu/owl/resource/560/05
*
Invert authors’ names (last name first followed by initials)
EX:“Smith, J.Q.”
Capitalize only the first letter of the first word of a title and
subtitle, the first word after a colon or a dash in the title, and
proper nouns. Do not capitalize the first letter of the second
word in a hyphenated compound word.
EX: The perfectly formatted paper: How the Purdue OWL saved
my essay.
References: Basics

This slide provides basic rules related to creating references
entries.
*
Capitalize all major words in journal titles
Italicize titles of longer works such as books and journals
Do not italicize, underline, or put quotes around the titles of
shorter works such as journal articles or essays in edited
collections
References: Basics
This slide provides basic rules related to creating references
entries.
*
APA is a complex system of citation. When compiling the
reference list, the strategy below might be useful:
Identify the type of source:
Is it a book? A journal article? A webpage?
Find a sample citation for this type of source
Check a textbook or the OWL APA Guide:
“Mirror” the sample
Make sure that the entries are listed in alphabetical order and
that the subsequent lines are indented (Recall References:
Basics)

Making the Reference List
APA is a complex system of citation, which is time-consuming
to learn and difficult to keep in mind. To help students handle
the requirements of APA format, this slide introduces a strategy
of surviving APA.
The facilitator should stress the importance of correct
identification of a type of source: e.g., Is it an article from a
newspaper or from a scholarly journal? Hard copy or electronic
version?
When the source type is identified correctly, it’s fairly easy to
find a sample of a similar reference in the APA chapter of a
composition book or in an on-line APA resource. The APA
guide on the OWL website is particularly easy to browse since
its links are organized by types of sources—scroll down to the
box of links http://owl.english.purdue.edu/owl/resource/560/01/
After a sample is found, all it takes is to mirror it precisely and
arrange entries in the alphabetical order.
Note: Many electronic library databases, e.g. Proquest, have
citation feature. The useful strategy is to save and import into a
references list citation entries (make sure you choose APA
format) while doing literature search. You can always delete
later reference entries of the sources you’re not going to use in
the paper.
*
In-text citations help readers locate the cited source in the
References section of the paper.

Whenever you use a source, provide in parenthesis: the author’s
name and the date of publication
for quotations and close paraphrases, provide the author’s
name, date of publication, and a page number
In-text Citation: Basics
This slide explains the basics of in-text citations.
In-text citations help establish credibility of the writer, show
respect to someone else’s intellectual property (and
consequently, avoid plagiarism). More practically, in-text
citations help readers locate the cited source in the references
page. Thus, keep the in-text citation brief and make sure that
the information provided in the body of the paper should be just
enough so that a reader could easily cross-reference the citation
with its matching entry on the reference page; i.e., the body of
the paper and the in-text citation together contains the author’s
name and the year of publication. To avoid plagiarism, also
provide a page number (in p.3 / pp.3-5 format) for close
paraphrases and quotations.
*
When quoting:Introduce the quotation with a signal phrase
Include the author’s name, year of publication, and page number
Keep the citation brief—do not repeat the information
In-Text Citation:
Quotations

This slide provides explanation and examples of in-text
citations with quotations.
*
Provide the author’s last name and the year of
publication in parenthesis after a summary or a paraphrase.
In-Text Citation:
Summary or Paraphrase
APA format is not limited by the rules of citing the sources- in-
text citations and entries in the list of References. It also
regulates the stylistics of conveying research.
This slide introduces the basics of APA stylistics related to the
point of view and voice in an APA paper, which encourages a
writer to use personal pronouns and the active voice. The
explanations are provided with examples.
*
Include the author’s name in the signal phrase, followed by the

year of publication in parenthesis.
In-Text Citation:
The following three slides provide instructions and examples of
in-text citations with summary/ paraphrase.
The facilitator should emphasize the importance of developing
the skills of critical reading (which enables finding main claims
in the text), summarizing, and paraphrasing. When paraphrasing
or summarizing, the major concern should be fair and accurate
representation of the ideas in the source.
This slide can be supplemented by the “Quoting, Paraphrasing,
and Summarizing” section from OWL
and sections on APA in-text citations:
http://owl.english.purdue.edu/owl/resource/560/02
*
When including the quotation in a summary/paraphrase, also
provide a page number in parenthesis after the quotation:
In-Text Citation:
This slide continues explaining formatting in-text citations with

summary/ paraphrase.
*
Introduce quotations with signal phrases, e.g.:
According to Xavier (2008), “….” (p. 3).
Xavier (2008) argued that “……” (p. 3).
Use such signal verbs such as:
acknowledged, contended, maintained,
responded, reported, argued, concluded, etc.
Use the past tense or the present perfect tense of verbs in signal
phrases when they discuss past events.
In-Text Citation:
Signal Words
Acquiring a rich repertoire of signal words and phrases is the
key to success in representing others’ ideas in academic writing.
This slide provides a few examples of those and reminds that
APA requires to use the past or present perfect tense of verbs in
signal phrases.
The facilitator might want to point to the chapter in the
composition book that introduces and practices signal words.
*
When the parenthetical citation includes two or

more works, order them in the same way they appear in the
reference list—the author’s name, the year of publication—
separated by a semi-colon.
In-Text Citation:
Two or More Works
This slide explains and exemplifies the specific cases of in-text
citations. It might be supplemented with “Author/Authors”
section from OWL
*
When citing a work with two authors, use
In the signal phrase, use “and” in between the authors’
names
In parenthesis, use “&” between names
In-Text Citation:
Works with Two Authors
section from OWL

*
When citing a work with three to five authors, identify all
authors in the signal phrase or in parenthesis.
(Harklau, Siegal, & Losey, 1999)
In subsequent citations, only use the first author's last name
followed by "et al." in the signal phrase or in parentheses.
(Harklau et al., 1993)
In-Text Citation:
Works with 3-5 Authors
section from OWL
*
When citing a work with six and more authors, identify the first
author’s name followed by “et al.”
Smith et al. (2006) maintained that….
(Smith et al., 2006)

In-Text Citation:
Works with 6+ Authors
section from OWL
*
When citing a work of unknown author:use the source’s full
title in the signal phrasecite the first word of the title followed
by the year of publication in parenthesis.
According to “Indiana Joins Federal Accountability
System” (2008)
OR
(“Indiana,” 2008)
Titles:
Articles and Chapters = “ ”
Books and Reports = italicize
In-Text Citation:
Unknown Author
section from OWL

*
When citing an organization:
mention the organization the first time you cite the source in the
signal phrase or the parenthetical citation.
If the organization has a well-known abbreviation, include the
abbreviation in brackets the first time the source is cited and
then use only the abbreviation in later citations.
In-Text Citation:
Organization
section from OWL
*
When citing authors with the same last names, use first initials
with the last names.
(B. Kachru, 2005; Y. Kachru, 2008)
When citing two or more works by the same author and
published in the same year, use lower-case letters (a, b, c) after
the year of publication to order the references.

Smith’s (1998a) study of adolescent immigrants…
In-Text Citation:
Same Last Name/Author
section from OWL
*
When citing interviews, letters, e-mails, etc., include the
communicator’s name, the fact that it was personal
communication, and the date of the communication.
Do not include personal communication in the reference list.
In-Text Citation:
Personal Communication

section from OWL
*
When citing an electronic document, whenever possible, cite it
in the author-date style. If electronic source lacks page
numbers, locate and identify paragraph number/paragraph
heading.
In-Text Citation:
Electronic Sources
section from OWL
*
APA uses a system of five heading levels
APA HeadingsLevelFormat1Centered, Boldfaced, Upper &
Lowercase Headings2Left-aligned, Boldface, Upper &
Lowercase Headings3 Indented, boldface, lowercase heading
with a period.4 Indented, boldface, italicized, lowercase
heading with period.5 Indented, italicized, lowercase heading
with a period.

Headings
This slide explains a system of five heading levels in APA. It
might be supplemented by the section “APA Headings” from
*
Here is an example of the five-level heading system:
Headings
Thus, if the article has four sections, some of which have
subsection and some of which don’t, use headings depending on
the level of subordination. Section headings receive level one
format. Subsections receive level two format. Subsections of
subsections receive level three format. In APA Style, the
Introduction section never gets a heading and headings are not
indicated by letters or numbers. Levels of headings will depend
upon the length and organization of your paper. Regardless,
always begin with level one headings and proceed to level two,

etc.
*
Label tables with an Arabic numeral and provide a title. The
label and title appear on separate lines above the table, flush-
left and single-spaced.
Cite a source in a note below the table.
Table 1
Internet users in Europe
Note: The data are adapted from “The European Union and
Russia” (2007). Retrieved from
http://epp.eurostat.ec.europa.euCountryRegular UsersFrance9
ml
Tables
Tables are a common and often required feature of an APA
format (consider, the research article, for example). This slide
provides visual guidelines to formatting tables in APA.
The facilitator should point that a table format consists of four
elements: The table label—e.g., Table 1The title in italics , both
appearing on separate lines above the table, flush-left and
single-spacedThe table The Citation of the source below the
table in the form of Note (see the example on the slide).

*
Label figures with an Arabic numeral and provide a title. The
label and the title appear on the same line below the figure,
flush-left .
You might provide an additional title centered above the figure.
Cite the source below the label and the title.
Figure 1. Internet users in Europe. Adapted from The European
Union and Russia: Statistical comparison by Eurostat Statistical
Books, 2007, Retrieved from http://epp.eurostat.ec.europa.eu
Figures
Although figures in an APA paper are formatted in a manner
which is similar to that of formatting tables, there a few
differences.
In particular, the order is the following:
You might provide an additional title centered above the
figure.The figureThe label and title (in italics) on the same line
below the figure, flush-left: Figure 1. Internet users in Europe A
Citation of the source below the table in the form of Note (see
the example on the slide).
*

The Purdue OWL: http://owl.english.purdue.edu
The Purdue Writing Lab @ HEAV 226
Composition textbooks
Publication Manual of the American Psychological Association,
6th ed.
APA’s website: http://www.apastyle.org
Additional Resources
There are many rules for following APA format, and the
facilitator should stress that it is nearly impossible to memorize
them all. Students’ best course of action is to utilize the
official APA handbook or the APA section in an updated
composition textbook as guides for properly using the
documentation format. Since the American Psychological
Association, a professional group of behavioral and social
science professors and instructors, periodically updates the
guide, students should be certain that they are using the most
current information possible.
There are other resources for finding current information on
APA documentation style. The APA web site offers some
limited information about recent format changes, especially
regarding the documentation of World Wide Web and electronic
sources. The Purdue University Writing Lab has a page on APA
formatting and documentation style at its web site:
http://owl.english.purdue.edu/owl/resource/560/01/ For quick
questions on APA format, students can also call the Writing Lab
Grammar Hotline at 494-3723.
*

The End
APA Formatting and Style Guide
Brought to you in cooperation with the Purdue Online Writing
Lab
Writer and Designer: Jennifer Liethen Kunka
Contributors: Muriel Harris, Karen Bishop, Bryan Kopp,
Matthew Mooney, David Neyhart, and Andrew Kunka
Revising Author: Ghada M. Gherwash and Joshua M. Paiz, 2014
Elizabeth Angeli, 2011; Elena Lawrick, 2008; Arielle McKee,
2014
Developed with resources courtesy of the Purdue University
Writing Lab
Grant funding courtesy of the Multimedia Instructional
Development Center at Purdue University
© Copyright Purdue University, 2000, 2006, 2007, 2008
*
Managing Risk in Information Systems
Lesson 15
Mitigating Risk with a Computer Incident Response Team Plan
© 2015 Jones and Bartlett Learning, LLC, an Ascend Learning
Company
www.jblearning.com
All rights reserved.

1
Computer Security Incident
Violation, or imminent threat of a violation of a security policy
or security practice
Examples
Denial of service (DoS) attack
Malware code
Unauthorized access
Inappropriate usage
Multiple component
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What Is a Computer Incident Response Team Plan?
Computer incident response team (CIRT)
A group of people that will respond to incidents
A CIRT plan:
Is a formal document that outlines an organization’s response to
computer incidents
Formally defines a security incident
May designate the CIRT team
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www.jblearning.com
Purpose of CIRT Plan
Prepares you for unscheduled computer incidents
Helps you apply critical thinking to solve problems
Helps you develop best responses to reduce damage
Outlines the purpose of the response effort
The five Ws: what, where, who, when, and why
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Growth of Incidents
1988 – one incident was news
2003 – 137,529 incidents
Today – Off the chart
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Company
www.jblearning.com

Elements of a CIRT Plan
CIRT members
IT staff and security professionals who understand risks and
threats posed to networks and systems
Accountabilities
CIRT policies
Incident handling process
Communication escalation procedures
Incident handling procedures
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CIRT Team Members
Team leader
Information security members
Network administrators
Physical security personnel
Legal
Human resources (HR)
Communications
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www.jblearning.com

Team leader—This individual is responsible for the team’s
actions.
A team leader is usually a senior manager with expertise in
security, However, some CIRTs identify the first team member
that arrives on the scene as the team leader.
Information security members—These individuals could be
experts on boundary protection.
This includes firewalls and routers on the edge of the network.
They are able to identify the source of breaches and recommend
solutions.
These members could also be experts in intrusion detection
systems (IDSs) and other systems that include audit logs and
audit trails.
Network administrators—Network administrators understand the
details about a network.
They understand what systems are connected and how they’re
connected. They also understand what systems are accessible
from the Internet. They know what normal traffic flow is and
can recognize abnormal traffic.
Physical security—Because attackers can be social engineers
and might be on company property, physical security personnel
need to be represented on the team.
They know what physical security controls the organization
uses, where these controls are located, and their purpose.
Legal—Legal personnel provide advice on the organization’s
legal responsibilities and legal remedies.
This can be before, during, and after an incident. Legal
personnel understand what legal actions are possible against the
attackers. They also understand
the requirements necessary to pursue legal actions.

Human resources (HR)—If the attack originated from an
employee, HR needs to be involved.
HR understands the organization’s policies. They are also aware
of the available enforcement methods. For example, if an
employee violates the AUP, the first offense may result in a
formal written warning. A second or third offense may result in
termination. HR personnel would know if the employee had
been previously warned.
Communications—Public relations (PR) personnel become the
face of the organization if the incident becomes public.
They help to present an image of resolve, even if everything is
not quite under control. If PR reps aren’t used, team members
might express frustration or confusion about the attack. This
can present a poor image to customers, vendors, and
stockholders of the organization.
7
Incident Response Lifecycle
Four phases defined by NIST SP 800-61
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Company
www.jblearning.com
DDoS Attack From a Botnet
What are the indications on the attacked server?

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How CIRT Plan Can Mitigate Risk
Quick and focused response to incidents
Clearly defined roles and responsibilities for response
Enhanced understanding of needed skills
Enhanced ability to respond to threats and remove risks
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The CIRT plan helps an organization prepare for incidents.
When prepared, the organization responds to incidents much
quicker and with focused action.
One of the primary benefits of the CIRT plan is the
identification of CIRT members. The plan identifies these
individuals so that the organization knows who they are.
Additionally, individuals on the team know their roles and
responsibilities.
Once the plan and the members are identified, the organization
has a better understanding of the skills needed. The members
can be trained to ensure they have the skills needed to support
the requirements.
If you can remove a threat you remove the risk.

R = T * V
(where R= Risk, T= Threats and V= Vulnerabilities)
10
Best Practices for CIRT
Define a computer security incident
Include policies in CIRT plan to guide members
Provide training
Develop CIRT checklists
Subscribe to security notification bulletins
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Company
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Define a computer security incident—Incidents are interpreted
differently by different organizations. When you define the
incident in the CIRT plan, it is clear to all parties.
Include policies in the CIRT plan to guide CIRT members—
These policies can be related to CIRT members attacking back
at attackers. They can include statements regarding the use of
chain of custody, or otherwise protecting evidence.
Provide training—Ensure the CIRT members and end users are
trained. The CIRT members should understand their
responsibilities. They should also know the best way to respond
to different types of incidents. All personnel should understand
the threats, as well as basic steps they can take to mitigate the
threats.

Include checklists—The checklists can be formal step-by-step
checklists that must be performed in a specific order. They can
also be informal bullet statements designed to help ensure the
CIRT members don’t overlook key data.
Subscribe to security notifications—There are many security
bulletins you can sign up for. These provide e-mails describing
different types of threats, including new emerging threats.
11
Summary
Computer security incidents
Purpose and critical success factors of CIRT and incident
response plan
Major parts of an incident response plan
Best practices for a CIRT
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Proper Citation
When to cite a source
Direct quote
Paraphrase – meaning you change a few words

Summarize
Facts, Data,
Supplementary Information
Figures
https://www.princeton.edu/pr/pub/integrity/pages/cite/
When not to cite
Commonly known items such as historical fact
Your ideas or conclusions (unless you have published it
previously)
Conclusions based on items previously cited
https://davidson.libguides.com/c.php?g=349327&p=2361764
https://owl.english.purdue.edu/owl/resource/589/02/
APA Guides
Taken from
http://guides.libraries.psu.edu/apaquickguide/intext
Example paragraph with in-text citation
A few researchers in the linguistics field have developed
training programs designed to improve native speakers' ability
to understand accented speech (Derwing, Rossiter, & Munro,
2002; Thomas, 2004). Their training techniques are based on the
research described above indicating that comprehension
improves with exposure to non-native speech. Derwing et al.
(2002) conducted their training with students preparing to be
social workers, but note that other professionals who work with
non-native speakers could benefit from a similar program.
References
Derwing, T. M., Rossiter, M. J., & Munro, M. J. (2002).
Teaching native speakers to listen to foreign-accented

speech. Journal of Multilingual and Multicultural
Development, 23(4), 245-259.
Thomas, H. K. (2004). Training strategies for improving
listeners' comprehension of foreign-accented speech (Doctoral
dissertation). University of Colorado, Boulder.
APA citing
Taken from
http://guides.libraries.psu.edu/apaquickguide/intext
Web page with author:
In-text citation
Role-play can help children learn techniques for coping with
bullying (Kraiser, 2011).
Reference entry
Kraizer, S. (2011). Preventing bullying. Retrieved from
http://safechild.org/categoryparents/preventing-bullying/
Fall 2016: BUSS 330 Managing ChangeKotter’s Eight Steps to
Transforming Your Organization
STEP #
STEP
ANALYSIS
1
Establishing a Sense of Urgency
2
Forming a Powerful Guiding Coalition
3
Creating a Vision

4
Communicating a Vision
5
Empowering colleagues to act on the Vision
6
Planning for and creating short-term Wins
7
Consolidating improvements & Producing still more Change
8
Institutionalizing New Approaches

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