Crime in Educational EnvironmentAssume that you work for the Dis.docx

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Crime in Educational Environment Assume that you work for the District Board of Education. The Directors of the Board of education have assigned you to examine crime in K-12 (Kindergarten to 12th grade) settings. You are required to submit a report on crime in the educational environment. In your report: Identify and analyze the different crimes for which students are most at risk for in K-12, include some of the differences in victimization found across elementary, middle school, high schools, and college. Provide reasons why you think these crimes occur within the schools. Mention at least one crime each that is unique to elementary, middle, and high school. Refer to a case you know of or have read about in the media. Why do you think the crime unique to each school level does not occur at other school levels? Assess the various strategies that can be undertaken to reduce crime at elementary, middle, and high school levels. Mention strategies that are specific for each level and that are common to all levels of schooling. Provide reasoning for your answer. Write a report to the head of the task force assessing the details of your findings. .

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MAT 300: Statistics Week 10 Discussion Week 10 Discussion Part 1: Employees from Company A and Company B both receive annual bonuses. What information would you need to test the claim that the difference in annual bonuses is greater than $100 at the 0.05 level of significance? Write out the hypothesis and explain the testing procedure. Bottom of Form Part 2/Student Response: Pamela Poteat RE: Week 10 Discussion Top of Form Hi Professor & Class, I use the Hypothesis test for difference in population means: Z test The Null Hypothesis μ1 - μ2< 0 The Alternative Hypothesis μ1 - μ2 > 0 The type of test Z The critical value at 0.05 one tail test is 1.645 Bottom of Form PUBLISHED Answer both questions fully and separately 1. What difficulties do you anticipate during the process of implementing your Individual Development Plan? How do you use appropriate coaching or mentoring techniques to meet the end goals? Explain. 2. Discuss the importance of having scheduled "check-ins" or "check points" to monitor and assess your mentee's progress. Why is consistent follow-up critical to your mentee's success? SOC 300: Sociology of Developing Countries Week 10 Discussion "Act Local." Please respond to the following: Based on the lecture and Webtext materials, address the following: Select one (1) developing country, and discuss the fundamental actions that the leadership of the selected country is — or is not — taking to improve the living standards of its people. Next, using this same country, cite one (1) specific example of progress or regress that its government is making in terms of the economy, the political system, and the environment. Please respond to at least one (1) post from your peers. Part 2/Student Response: RE: Week 10 Discussion Hello Professor and Classmates, The developing country I selected is Kenya. This country is improving the health of the people using homeopathy and complementary medicine. Kenya is assisting street children with education and providing them with homes. In order to assist orphans, vulnerable children, poor parents and communities to maximize their God given potential through the provision of quality education, healthcare, and employment. For example, Kenya is making progress through rehabilitating disadvantaged youth through technical training. Last, but not least, Kenya is taking action against hunger and situations which cause famine, through nutrition, water, and sanitation, health, and food security programs. Regards, Vrenda Bottom of Form Bottom of Form CRJ 310: Law Enforcement Operations and Management · Week 10 Assignment 4 Submission Students, please view the "Submit a Clickable Rubric Assignment" in the Student Center. Instructors, training on how to grade is within the Instructor Center. Assignment 4: Special Problems and Challenges and the Future of Policing In America Due Week 10 and worth 200 points Modern law enforcement operations and strategies are driven by best practices in t.

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Instructions: Based on the current crisis our criminal justice agencies are facing that have had to make some policy changes. Students are to research and select one agency from the criminal justice field (police, courts, corrections) and detail in a PowerPoint presentation how that particular agency is responding to the COVID 19 crisis from a "policy and procedure" perspective. Policy is the goal (what you want to accomplish and procedures are the steps to achieve that goal). You must use two sources in your presentation and must be in your reference page. You must indicate the agency and the specific challenge the agency is addressing (they may have many only focus on one). For example: · Police Arresting Policy Response - Effective immediately our department's arrest policy will focus on violent and felony arrest only. · Misdemeanor offenses will result in verbal warning, written warning, or tickets. · Criminal Court Proceedings Policy - Effectively immediately first appearances will be done remotely by video conferencing. · Transporting Prisoner from County to State Prison Policy Layout: 1. PowerPoint Presentation should be between 10-15 slides. 2. 14 to 16 point Times New Roman font size 3. Bullet point information (do not write paragraphs) 4. Use images and proper background colors and text colors so that your presentation is clear and enjoyable · Cover Page (The name of the agency you researched and your name) (1 Slide) · Name of Policy and Description (narrow policy that you are focusing on, this can be a paragraph) (1 Slide) · The concern/challenge/problem which is being addressed (1 slide) · The new procedures - What are the steps that will be taken to address the problems (this will be the bulk of your slides) · References (1 Slide) Saint Leo University CRM 330 Organized Crime Course Description: This course presents a comprehensive overview of the history and current activities of organized crime groups in the United States. An international perspective is taken, and there is strong emphasis on law enforcement, prosecution, and public policy considerations. Prerequisite: POL 123 and CRM 220 Textbooks: The textbook information which appears on our Saint Leo Bookstore ordering site is as follows: Abadinsky (2017). Organized Crime 11th Edition. Loose-leaf (Custom) ISBN-13: 978-1-337-05005-0 Your custom textbook was created from the following National text(s): Abadinsky (2017). Organized Crime 11th Edition. ISBN-13: 978-1-305-63371-1 Course Goals/Objectives As a result of this course, students will: 1. Demonstrate an understanding of the Saint Leo University core value of community as it relates to approaching organized crime. 2. Demonstrate awareness of the major patterns of organized crime (both current and historical) in the United States. 3. Locate, analyze, and explain the sources, values, and limitations of organized crime information and weaknesses with the secur.

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Background: Teenager depression is a very real problem. Teens depression is common ,chronic, and recurrent and is associated with co-morbid psychiatric condition. So depression prevent young people mastering important developmental task. The Aim of this study is to identify the risk factors that affecting depression among teenagers in Port-Said City. Subject and Methods: A cross sectional study design was used to meet the aim of this study. Setting: The study was conducted in secondary school in Port-Said City. Sample: A random sample of 236 students,125 male and 111 female. Tools Of Data Collection: Tool (I) structure interview questionnaire for socio demographic data. Tool (II) the Arabic version of the multidimensional child and adolescent depression scale (MCADS). Results: The mean age of studied sample was 16 ± 1.25 year. Significant association between teens academic year, mothers education and depression. While the total scores of depression were classified as: high, moderate and low (11.4, 78.0 &10.6) respectively. Conclusion This study concluded that depression is prevalent in teenagers. Breakdown of family relationships and troubles at school are associated risk factors for development of teenagers' depression. Recommendation This study recommended that, In-service training for school nurses and teachers about teen's depression . Awareness programs for families about teens depressions.

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STRATEGIES What can I do with this major? AREAS EMPLOYERS CRIMINAL JUSTICE SOCIAL SERVICES Corrections Counseling Juvenile Justice Casework Administration Probations & Parole Victim Advocacy State and federal correction facilities County jails Precinct station houses Prison camps Youth correction facilities Medium-security correction facilities Voluntary correction facilities Halfway houses and pre-release programs Reintegration programs Alternative schools Juvenile detention centers Juvenile group homes Women’s and family shelters Domestic violence agencies Immigration and naturalization services Other nonprofit organizations Seek courses or training in topics such as victimology, social problems, diversity issues, or grieving. Supplement curriculum with courses in psychology, sociology, or social work. Gain experience working with a juvenile population in any capacity (i.e., sports teams, summer camp counselor, parks and recreation programs, and community/religious youth groups). Gain related experience in employment interviewing, social casework, substance abuse, and rehabilitation. Learn to work well with people of diverse backgrounds. Consider learning a second language. Maintain a blemish-free driving and criminal record. Gain firearms and self-defense training. Earn a master’s degree in social work or counseling for therapy positions. Obtain a masters degree in criminal justice or business for upper-level positions in facilities management or administration. JUDICIARY AND LAW Court Reporting Legal Assistance Legal Research Administration Local, state, and federal courts Law firms Corporate legal departments Public interest law organizations Consider a double major or minor in the social sciences such as psychology, anthropology, sociology, or political science. Attend a postsecondary vocational or technical college that offers court reporting or paralegal certification programs. Obtain a law degree from a law school accredited by the American Bar Association (ABA). Learn to use software packages such as CD-ROM research databases. Develop strong research, computer, and writing skills. Maintain a high grade point average to gain admittance to law school. Participate in mock trial groups. STRATEGIESEMPLOYERSAREAS (Criminal Justice, Page 2) LAW ENFORCEMENT Patrolling Investigating Forensics Probation Security City/County Government Organizations including: Police departments Correction facilities County sheriff departments Liquor Control Commission State Government Organizations including: State troopers Crime labs Penitentiaries Federal Government Organizations including: U.S. Customs and Border Protection Federal Bureau of Investigations (FBI) Internal Revenue Service (IRS) Drug Enforcement Agency (DEA) Central Intelligence Agency (CIA) Department of Homeland Security Postal Service Federal Marshals Wildlife, Fisheries, and Parks United States Department of Agriculture (USDA) National Parks Service Crime lab.

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BUS 206 Milestone Two Template To simplify completing this milestone, use this template to help you write your essay. You may use each heading as a starter sentence and then discuss the legal issues presented in the case study using the following guide, if you choose. Be sure to explain and elaborate on how each term applies to the story. Be sure to incorporate the facts of the case into your explanation and analysis. Remember that the document you submit should follow the formatting guidelines described in the Milestone Two Guidelines and Rubric document. A. Various elements must be present to prove that a valid contract exists between Sam and the chain store.  The four elements to a contract are . (Chapter 13)  The first element of would be deemed to exist if [describe facts that are or should be present].  The second element of would be deemed to exist if [describe facts that are or should be present].  The third element of would be deemed to exist if [describe facts that are or should be present].  The fourth element of would be deemed to exist if [describe facts that are or should be present].  If the elements of a contract did exist between these parties, there could still be some possible reasons why a contract might not be valid based on facts not present in the scenario. For example, if Sam was a minor at the time he made the agreement with the chain store, the contract would not be valid because . List some other reasons and elaborate on why a contract might be invalid.  Discuss and explain any other information you deem relevant to this answer. (Chapters 13, 14, 15, and 16) B. Even if there is not a valid legal contract between Sam and the chain store, there may still be a quasi-contract (Chapter 13) or elements of what is called a promissory estoppel. (Chapter 15)  A quasi-contract is defined as . In this case, a quasi-contract may exist if the following facts are true: . (Chapter 13)  A promissory estoppel is defined as . This principle might apply to this case if . (Chapters 13 and 16)  Discuss and explain any other information you deem relevant to this answer. C. The rights and obligations of both the landlord and tenant depend upon the term of their contract. Such a contract may be verbal or in writing under a standard residential lease agreement. (Chapters 13 and 50)  Some facts that may support that Sam is in breach of that contract are .  Some facts that may support that Sam is not in breach of that contract are . (Chapters 16, 17, and 50)  Discuss and explain any other information you deem relevant to this answer. D. Based upon those rights and obligations, Sam’s landlord has/does not have grounds to evict because .  Elaborate and explain. E. Some defenses Sam might raise if his landlord tries to evict him include because .  Elaborate .

BUS 206 Milestone Two Template To simplify completi.docx

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Burkley First edition Chapter 14 Situational Influences Copyright © 2018 Pearson Education, Inc. All Rights Reserved 1 Learning Objectives (1 of 2) 14.1 Explain how the environment impacts behavior 14.2 Explain human behavior using the behaviorist approach 14.2.1 Analyze the principles of behaviorism 14.2.2 Apply behaviorism principles to your own life 14.3 Explain the concept of drive 14.3.1 Explain the principles of Hull’s drive theory 14.3.2 Describe the criticisms of Hull's drive theory 14.4 Contrast between drive theory and arousal theory 14.4.1 Explain the principles of arousal theory 14.4.2 Describe the criticisms of arousal theory Copyright © 2018 Pearson Education, Inc. All Rights Reserved Slide 2 is list of textbook LO numbers and statements 2 Learning Objectives (2 of 2) 14.5 Analyze the way social situations impact motivation 14.5.1 Explain the concepts of social facilitation and inhibition in terms of motivation 14.5.2 Explain the concept of deindividuation in terms of motivation 14.5.3 Explain the concept of social loafing in terms of motivation 14.5.4 Explain the concept of social power in terms of motivation 14.6 Explain how variables interact to influence behavior Copyright © 2018 Pearson Education, Inc. All Rights Reserved Slide 2 is list of textbook LO numbers and statements 3 Introduction: Situational Influences Key questions to be answered The power of the situation Behaviorism Drive theory Arousal theory Social situations Person-by-situation explanation Copyright © 2018 Pearson Education, Inc. All Rights Reserved Most motivational theories focus on internal factors, not external, but situations also have an impact. Behaviorism asserts that behavior should be studied in an objective and systematic way without consideration of inner mental states. Hull’s drive theory argues that behavior is a function of drive multiplied by habit. Arousal is broadly defined and is thought to be responsible for consciousness, attention, and intensity. Social facilitation refers to the tendency for the presence of others to improve task performance. Person-by-situation explanations assert that person variables and situation variables interact with each other in a multiplicative way to influence behavior. 4 14.1: The Power of the Situation 14.1: Explain how the environment impacts behavior The connection between environment and behavior Fundamental attribution error Environmental influences Copyright © 2018 Pearson Education, Inc. All Rights Reserved 14.1: Explain how the environment impacts behavior Point 1 – The connection between environment and behavior We tend to focus on internal factors instead of external ones. How can we control our diets using situational factors? 5 14.2: Behaviorism (1 of 2) 14.2: Explain human behavior using the behaviorist approach What is behaviorism? Behavior can (and should) be studied in an objective and systematic way without the consideration of inner mental states.

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Burkley First edition Chapter 7 Belonging Copyright © 2018 Pearson Education, Inc. All Rights Reserved 1 Learning Objectives (1 of 2) 7.1 Analyze the concept of belonging as a core motive 7.1.1 Analyze how belonging elicits behaviors 7.1.2 Explain how belonging produces positive outcomes 7.1.3 Describe the universality of belonging 7.2 Describe how the sociometer theory is related to motivation 7.2.1 Explain the concepts that influence self-esteem 7.3 Analyze the ways people gain and maintain belonging 7.3.1 Explain the relationship between likeability and belonging 7.3.2 Explain the relationship between competence and belonging 7.4 Analyze theories that examine how groups help fulfill the need to belong 7.4.1 Describe social identity theory Copyright © 2018 Pearson Education, Inc. All Rights Reserved Slide 2 is list of textbook LO numbers and statements 2 Learning Objectives (2 of 2) 7.4.2 Explain terror management theory 7.4.3 Describe optimal distinctiveness theory 7.5 Compare the psychological outcomes of belonging in cyberspace versus real-world interactions 7.5.1 Explain how cyberspace affects belonging 7.5.2 Explain the relationship between cyberspace and face-to-face contact 7.6 Analyze how the loss of belonging can affect motivation 7.6.1 Describe how researchers study ostracism 7.6.2 Explain how internal reactions to rejection can affect motivation 7.6.3 Explain how behavioral reactions to rejection can affect motivation 7.6.4 Explain how long-term reactions to rejection can affect motivation Copyright © 2018 Pearson Education, Inc. All Rights Reserved Slide 2 is list of textbook LO numbers and statements 3 Introduction: Belonging Key questions to be answered The need to belong Sociometer theory How we gain and maintain belonging Fulfilling our need to belong within groups Fulfilling our need to belong within cyberspace Reactions to loss of belonging Copyright © 2018 Pearson Education, Inc. All Rights Reserved Humans have a fundamental need to belong and to form and maintain lasting, positive relationships. A person’s relational value reflects the degree to which other people value a relationship with them. Self-presentation refers to our attempts to project a positive social impression. Our group memberships are ones that fulfill our need to belong. People often fulfill their need to belong through the use of the Internet and social media. Ostracism occurs frequently, and it can result in many reactions, short term and long term. 4 7.1: The Need to Belong (1 of 3) 7.1: Analyze the concept of belonging as a core motive Belonging as a core motive Rejection Pervasive drive to form and maintain lasting, positive interpersonal relationships How do we know belonging is a core motive? Babies Pair bonding Loners/hermits Copyright © 2018 Pearson Education, Inc. All Rights Reserved 7.1: Analyze the concept of belonging as a core motive Point 1 – Belonging as a core motive 71% of students report bullying as a problem; 42% re.

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Burkley First edition Chapter 5 Autonomy Copyright © 2018 Pearson Education, Inc. All Rights Reserved 1 Learning Objectives (1 of 2) 5.1 Analyze the concept of autonomy as a core motive 5.1.1 Describe the panic button effect 5.1.2 Explain the relationship between control and money 5.1.3 Analyze how autonomy elicits behaviors 5.1.4 Explain how autonomy produces positive outcomes 5.1.5 Describe the universality of autonomy 5.2 Analyze the attribution theory 5.2.1 Describe the types of attributions 5.2.2 Analyze the factors that influence attributions 5.3 Evaluate the overjustification effect in relation to motivation 5.3.1 Describe examples of the overjustification effect Copyright © 2018 Pearson Education, Inc. All Rights Reserved Slide 2 is list of textbook LO numbers and statements 2 Learning Objectives (2 of 2) 5.3.2 Analyze the causes of the overjustification effect 5.4 Analyze the positive effects of the illusion of control 5.4.1 Explain how choice influences the illusion of control 5.4.2 Explain how outcome sequence influences the illusion of control 5.5 Contrast the different types of magical thinking 5.5.1 Explain the concept of tempting fate 5.5.2 Explain the concept of mind control 5.6 Analyze how the loss of autonomy can affect motivation 5.6.1 Describe the concept of reactance 5.6.2 Explain the concept of learned helplessness 5.7 Contrast the potential reasons people may desire a lack of control 5.7.1 Explain how choice can affect motivation Copyright © 2018 Pearson Education, Inc. All Rights Reserved Slide 2 is list of textbook LO numbers and statements 3 Introduction: Autonomy Key questions to be answered The need for autonomy Attribution theory Overjustification effect Illusion of control Magical thinking Reaction to loss of autonomy Desire for no control Copyright © 2018 Pearson Education, Inc. All Rights Reserved The need for autonomy represents a basic desire for personal control. Attributions refer to people’s beliefs about the cause of a particular outcome and can be in a variety of forms. The overjustification effect tells us that motivation decreases when people are given an extrinsic reward for a task that is already intrinsically rewarding. Most people overestimate the amount of control they have in their lives. The illusion of control leads to magical thinking, such as tempting fate. When people feel their freedom is being taken away, they can be reactive and then possibly show learned helplessness. Having too many options decreases motivation to do well. 4 5.1: The Need for Autonomy (2 of 4) 5.1: Analyze the concept of autonomy as a core motive Autonomy as a core motive Control Basic need for autonomy 5.1.1: Panic Button Effect 5.1.1: Describe the panic button effect What is the panic button effect? Perception of control Provides comfort 5.1.2: Is Control More Desirable Than Money? 5.1.2: Explain the relationship between control and money Is control more desirable than money? Ex.: Co.

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Bunker Hill Community College | MAT 093 Foundations of Mathematics 1 Name: _________________________ Section: MAT093- z MAT093 MIDTERM EXAM (FORM A) 1. Ryan makes $1800 a month after taxes. Her rent is $725, utilities are $140, and her phone is $78. She spends $250 on food, $95 on car insurance, and $180 on gas. a) How much money does Ryan have left each month after paying all her expenses? b) If Ryan decides to save $150 per month to build an emergency fund, how long will it take her to save two months’ salary (the recommended value for an emergency fund)? 2. Little Acorns Daycare Center is constructing an enclosed play yard. They must choose from three different designs: a rectangle measuring 28 feet by 22 feet, a square measuring 25 feet on each side, or a rectangle measuring 35 feet by 18 feet. a) What is the area of each of the proposed yards? Yard #1: Yard #2: Yard #3: b) Which proposed yard would require the least fence to make the enclosure? A four-function calculator is permitted. Cellphones may not be used as calculators. Each question will be graded in accordance with the rubric attached at the end of this test. Show all work on the test or on the work paper provided. The minimum passing grade is 65%. You have one chance to retake the exam. Bunker Hill Community College | MAT 093 Foundations of Mathematics 2 3. You feed your gerbil 1 8 cup of seeds each day. If the seeds come in packages of 1 2 2 cups, for how many days does a package of seeds last? 4. Joan waters her plants each day with 3 22 4 gallons of water. With a new irrigation system in place, she uses 2 17 3 gallons of water each day. How many gallons of water does she save in a 30-day period with the irrigation system? 5. A grocery store donated 60 dozen hot dog rolls to the local Youth Baseball League for their Opening Day ceremonies. A total of 679 hotdogs were served. a) How many dozen rolls were used? (Express your answer in mixed number form) b) How many dozen rolls were left? 6. The beneficiary of a life insurance policy is the person who receives the payment of the amount of insurance after the death of the insured. Todd is establishing his beneficiaries for his life insurance policy. The policy is for $150,000. His daughter will get 1 2 of his policy, his stepson will get 3 8 of his policy, and the rest will go to his grandson. What dollar amount will his grandson receive? Bunker Hill Community College | MAT 093 Foundations of Mathematics 3 7. Rosalie buys her lunch three times a week at the deli near her office. She usually spends $7.50 for a sandwich, chips, and a drink. In order to save money, she decides to pack her lunch at home and bring it with her. She estimates that a sandwich will cost her $2.00, a bag of.

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Burkley First edition Chapter 3 Psychological Origins of Motivation Copyright © 2018 Pearson Education, Inc. All Rights Reserved 1 Learning Objectives (1 of 1) 3.1 Evaluate will as a psychological origin of motivation 3.1.1 Explain James's contribution to the study of will 3.1.2 Evaluate the contributions of Ludwig Lange and Narziss Ach to the study of will 3.2 Analyze how the concept of instinct played a role in the understanding of motivation 3.2.1 Explain Darwin's contribution to the study of instinct 3.2.2 Explain James' contribution to the study of instinct 3.2.3 Explain McDougall's contribution to the study of instinct 3.2.4 Describe alternate perspectives of instinct 3.2.5 Explain why instincts declined as an underlying concept of motivation Copyright © 2018 Pearson Education, Inc. All Rights Reserved Slide 2 is list of textbook LO numbers and statements 2 Learning Objectives (1 of 2) 3.3 Analyze the aspects of the concept of drive as it relates to motivation 3.3.1 Summarize Freud's contribution to the concept of drive 3.3.2 Describe Hull's contribution to the concept of drive 3.3.3 Contrast instinct and drive as they relate to motivation 3.4 Contrast the psychological theories of personality differences in motivation 3.5 Explain the role incentives play in regard to motivation 3.5.1 Describe Tolman's contribution to the concept of incentives 3.6 Evaluate how thoughts or cognitions play a central role in explaining behavior 3.6.1 Analyze the cognitive revolution in motivation 3.7 Analyze the causes that have popularized motivation science 3.7.1 Describe motivation in the modern era Copyright © 2018 Pearson Education, Inc. All Rights Reserved Slide 2 is list of textbook LO numbers and statements 3 Introduction: Psychological Origins of Motivation Key questions to be answered Will Instinct Drive Incentives Cognition The Fall and Rise of Motivation Science Copyright © 2018 Pearson Education, Inc. All Rights Reserved Key questions to be answered Early theories on motivation examined will, which is the ability of an agent to make choices free from constraints. A variety of theorists examined will in a variety of settings. Determinism states that some predetermined cause determines all things, and that instincts are one form of determinism. Other theorists argued that people (and animals) are motivated by drive, which is a form of arousal that arises when a need is deprived. Incentives stemmed from behaviorism, which examined incentives and learning. In the 1970s, cognition changed the way we understand motivation, removing it from other paradigms. As with other disciplines, motivation has experienced rises and falls. Currently, there is an increased interest in motivation. 4 3.1: Will (1 of 2) 3.1: Evaluate will as a psychological origin of motivation What is “will”? Make choices free from constraint Plato’s chariot rider How did will emerge in the field? Focus on internal control Focus on resisting temptation.

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Bullying and cyberbullying of adolescents have become increasingly p.docx

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Building an Information Technology Security Awareness and Training Program Mark Wilson and Joan Hash NIST Special Publication 800-50 C O M P U T E R S E C U R I T Y Computer Security Division Information Technology Laboratory National Institute of Standards and Technology Gaithersburg, MD 20899-8933 October 2003 U.S. Department of Commerce Donald L. Evans, Secretary Technology Administration Phillip J. Bond, Under Secretary for Technology National Institute of Standards and Technology Arden L. Bement, Jr., Director Reports on Computer Systems Technology The Information Technology Laboratory (ITL) at the National Institute of Standards and Technology (NIST) promotes the U.S. economy and public welfare by providing technical leadership for the Nation’s measurement and standards infrastructure. ITL develops tests, test methods, reference data, proof of concept implementations, and technical analyses to advance the development and productive use of information technology. ITL’s responsibilities include the development of technical, physical, administrative, and management standards and guidelines for the cost-effective security and privacy of sensitive unclassified information in Federal computer systems. This Special Publication 800-series reports on ITL’s research, guidance, and outreach efforts in computer security, and its collaborative activities with industry, government, and academic organizations. U.S. GOVERNMENT PRINTING OFFICE WASHINGTON: 2003 For sale by the Superintendent of Documents, U.S. Government Printing Office Internet: bookstore.gpo.gov — Phone: (202) 512-1800 — Fax: (202) 512-2250 Mail: Stop SSOP, Washington, DC 20402-0001 NIST Special Publication 800-50 Authority This document has been developed by the National Institute of Standards and Technology (NIST) in furtherance of its statutory responsibilities under the Federal Information Security Management Act (FISMA) of 2002, Public Law 107-347. NIST is responsible for developing standards and guidelines, including minimum requirements, for providing adequate information security for all agency operations and assets, but such standards and guidelines shall not apply to national security systems. This guideline is consistent with the requirements of the Office of Management and Budget (OMB) Circular A-130, Section 8b(3), Securing Agency Information Systems, as analyzed in A-130, Appendix IV: Analysis of Key Sections. Supplemental information is provided A-130, Appendix III. This guideline has been prepared for use by federal agencies. It may be used by nongovernmental organizations on a voluntary basis and is not subject to copyright. (Attribution would be appreciated by NIST.) Nothing in this document should be taken to contradict standards and guidelines made mandatory and binding on federal agencies by the Secretary of Commerce under statutory author.

Building an Information Technology Security Awareness an.docx

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Building a company with the help of IT is really necessary as most of the daily things are running via technology these days and while using technology you must have some minimum criteria for all of those who are using it. Usually, the company must make some policies for internal use and external use, so that where someone crosses the line, they are able to catch hold of them and take a severe action as per the business policies. Now this is really important because due to an error from one person there are other people who would get affected, and there are multiple stages to those areas, that checks the severity of all of those mistakes. Here some of them that is general while making policies, such as visiting pornographic web sites using company computer is not allowed, disrupting another’s data or computer system and sharing corporate database information. When employees make any of these mistakes, then companies have authorities to terminate employees from the business. Usually every employee is supposed work as per the basic rules or you can say acceptable usage policy. While using company materials and internet, because most of the office work is done over the internet, like using cloud or any other online applications. This allows you to have full access to outside world, but you must know what are the DO’s and Don’t’s. This will help you stick to the company for long time and also grow with the company as much as possible (Information Resources Management Association. International Conference). These are made by looking at the history, because most of the employees have made some worst things in the history for personal benefits and ended sharing company details with outsiders, and hampered own company value. Using such valuable data, someone from outside can take over the company or misuse the data or they can do anything that can hurt the business directly. When the business owners are going under loss, the company can take actions against such activity or people who are committing those mistakes. References Information Resources Management Association. International Conference. Challenges of Information Technology Management in the 21st Century: Primary Source Document  with Questions (DBQs)      E X C E R P T S   F R O M   I N S T R U C T I O N S   T O   M Y   D A U G H T E R   By Song Siyŏl        Introduction    Song Siyŏl (1607‐1689) was a prominent scholar and official. This piece was written for his oldest daughter on the  occasion of her marriage and subsequently became an important tutelary text that circulated among elite families.  By the time this text was written, the patterns of patrilocal residence and patrilineal descent advocated by Neo‐ Confucian reformers early in the Chosŏn dynasty had become well established.        Document Excerpt with Questions (Longer selection follows this section)  From  Sources  of  Korean  Tradition,  edited  by  Yŏng‐ho  Ch’oe,  Peter  H.  Lee,  .

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Building a Comprehensive Health History Build a health history for a 55-year-old Asian female living in a high-density public housing complex – Introduction of the paper, then explain 1. How would your communication and interview techniques for building a health history differ with each patient? 2. How might you target your questions for building a health history based on the patient’s social determinants of health? 3. What risk assessment instruments would be appropriate to use with the patient, or what questions would you ask the patient to assess his or her health risks? 4. Identify any potential health-related risks based upon the patient’s age, gender, ethnicity, or environmental setting that should be taken into consideration. 5. Select one of the risk assessment instruments presented in Chapter 1 or Chapter 5 of the Seidel's Guide to Physical Examination text, or another tool with which you are familiar, related to your selected patient. 6. Develop at least eight targeted questions you would ask the selected patient to assess his or her health risks and begin building a health history. Resources Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel's guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby. · Chapter 1, “The History and Interviewing Process” · Chapter 5, “Recording Information” provides methods for maintaining clear and accurate records, also explore the legal aspects of patient records. Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). Philadelphia, PA: F. A. Davis. · Chapter 2, "The Comprehensive History and Physical Exam" (pp. 19–29) R Ryanne, W., & Lori A, O. (2015). Implementation of health risk assessments with family health history: barriers and benefits. Postgraduate Medical Journal, 1079, 508. Lushniak, B. D. (2015). Surgeon general’s perspectives: family health history: using the past to improve future health. Public Health Reports, 1, 3. Jardim, T. V., Sousa, A. L. L., Povoa, T. I. R., Barroso, W. K. S., Chinem, B., Jardim, L., Bernardes, R., Coca, A., & Jardim, P. C. B. V. (2015). The natural history of cardiovascular risk factors in health professionals: 20-year follow-up. BMC Public Health, 15, 1111. ITS 832 Chapter 5 From Building a Model to Adaptive Robust Decision Making Using Systems Modeling InformationTechnology in a Global Economy Professor Miguel Buleje Introduction • Modeling & Simulation • Fields that develops and applies computational methods to address complex system • Addresses problems related to complex issues • Focus on decision making abilities • Opportunities to leverage interdisciplinary approach, and learn across fields to understand complex systems. • Legacy System Dynamics (SD) modeling and others methods are presented • Recent innovations • What the future holds • Examples Systems Modeling • Dynamic complexity • Behavior evolves over time • Mode.

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1. Crime in Educational Environment Assume that you work for the District Board of Education. The Directors of the Board of education have assigned you to examine crime in K-12 (Kindergarten to 12th grade) settings. You are required to submit a report on crime in the educational environment. In your report: Identify and analyze the different crimes for which students are most at risk for in K-12, include some of the differences in victimization found across elementary, middle school, high schools, and college. Provide reasons why you think these crimes occur within the schools. Mention at least one crime each that is unique to elementary, middle, and high school. Refer to a case you know of or have read about in the media. Why do you think the crime unique to each school level does not occur at other school levels? Assess the various strategies that can be undertaken to reduce crime at elementary, middle, and high school levels. Mention strategies that are specific for each level and that are common to all levels of schooling. Provide reasoning for your answer. Write a report to the head of the task force assessing the details of your findings.

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