COM 545 Writing Assignment 2 Scenario UNFO traditionally h.docx

COM 545 Writing Assignment 2
Scenario
UNFO traditionally has been a brick-and-mortar retailer, and
the management has experiences
of associated business risks such as employee theft and
shoplifting. However, as the
organization moves into the e-commerce model, new risks will
be introduced to the
organization. As the junior information security analyst, it will
be your role to summarize the
business impact of these new risks, the motivating factors that
one may have to exploit
vulnerabilities, and how the risks can be mitigated.
Tasks
Prepare a report for presentation to senior management to assist
the team in understanding IT
security risks associated with an e-commerce model.
Additionally, the senior management team
will need to use the report as guidance for determining a budget
allocation for hiring new IT
professionals. Through the given scenario of UNFO, identify the
weaknesses and vulnerabilities
associated with the proposed Web platform. To do so, you must:
1. Research and classify common weaknesses and attacks
associated with e-
commerce and social networking applications.
2. Identify the motivation for potential attacks.

3. Identify the roles such as system administrator, developer,
security engineer, and
quality assurance analyst for each classification.
4. Explain the business impacts of a successful exploit on a
Web application’s
weakness.
5. Summarize the importance of identifying weaknesses and
motivation for attacks
early in the development or implementation process.
Submission Requirements
Submit your answer in a Microsoft Word document in two
pages, along with a cover page and
executive summary.
-point size
Scoring Rubric
Students will complete the assignment with attention to the
following criteria:
Rating Scale Exemplary: Corresponds to an A- to A (90-100%)
Proficient: Corresponds to B- to B+ (80-89%)
Basic: Corresponds to C- to C+ (70-79%)
Novice: Corresponds to D to D+ (60-69%)

Not Attempted: Corresponds to an F (0-59%)
Elements
Criteria
Score
Not Attempted
(Criterion is
missing or not
in evidence)
0-14.99%
Novice
(does not meet
expectations;
performance is
substandard)
15-17.49%
Basic
(works towards
meeting
expectations;
performance

needs
improvement)
17.5-19.99%
Proficient
(meets
expectations;
performance is
satisfactory)
20-22.49%
Exemplary
(exceeds
expectations;
performance is
outstanding)
22.5-25
Paper Topic
25%
There was little or
no evidence of an
essay.

The paper fails to address
multiple parts of the essay
prompt, and/or the paper
lacks a thesis statement.
The paper
addresses most,
but not all, of parts
of the essay
prompt, and/or the
paper’s thesis is
difficult to discern.
The paper addresses
all parts of the essay
prompt but not
adequately, and/or the
paper has an
adequate thesis, but it
is not explicitly stated
in the introductory
paragraph.
The paper adequately
addresses all parts of
the essay prompt; and
the paper clearly states
a well-defined thesis in
the introductory
paragraph.
___/25

Length
Requirements
25%
There was little or
no evidence of an
essay.
The paper is entirely too
short.
The paper contains
a great deal of “fluff”
and still doesn’t
meet the length
requirements.
The paper is just a
little on the short side,
and/or it meets the
requirements only
because it contains
“fluff” that could use
trimming.
The paper falls within
the required length
requirements without
going over and without
straying from the main
topic.

___/25
Mechanics of
Writing
25%
Little to no
evidence of
proper writing
mechanics.
The grammar of the paper
greatly impedes
understanding of content,
and/or the paper contains
no citations.
The paper needs a
good deal of
improvement with
respect to grammar,
citations, spelling,
and/or style.
The paper is mostly
free of errors with
respect to grammar,
citations, spelling,
and/or style, but needs
some improvement in
this area.
The paper is nearly
perfect with respect to

grammar, citations,
spelling, and style.
___/25
Understanding
25%
The paper
exhibits a
complete lack of
understanding of
the text and/or
course materials.
The paper exhibits very
little understanding of the
text and/or course
materials.
The paper exhibits
basic understanding
of the text and/or
course materials
but needs
improvement in this
area.
The paper exhibits
sufficient
understanding of the
text and/or course
materials, but some
improvement is
needed.

The paper does an
excellent job
demonstrating an
accurate understanding
of the text and/or course
materials.
___/25
____/100
Comments/Feedback:
Asja Merritt
This week’s reading discussed briefly the topic of fusion centers
and joint terrorism task forces. These two teams are joined
together to help protect our nation by sharing vital homeland
security information. Even though they work together they each
have their own unique functions. Fusion centers gather, analyze,
and share comprehensive crimes, hazards, and terrorism
information to inform local, regional, and national threat
analysis and prevention efforts. In contrast, JTTFs primarily
focus on providing investigative support to open FBI
counterterrorism investigations. The article went further on
explaining how each of these forces work. The second article
was a testimonial from the FBI explaining the organizations
attempt on sharing information related to national security.
Gary Cothran
After reading the testimony from Eric Velez-Villar Assistant
Director, Directorate of Intelligence Federal Bureau of

Investigation I learned that information and intelligence
gathered by the FBI regarded terrorism is distributed throughout
3 other entities: Fusion Centers, the FBI’s Field Intelligence
Groups (FIGs), and the FBI’s Joint Terrorism Task Forces
(JTTFs) ("Intelligence Sharing with Federal, State, and Local
Law Enforcement 10 Years After 9/11", 2012). I also gained a
better understand that even though similar in their role as fusion
centers, Federal Intel Groups gather intelligence for the fusion
centers and provides all terrorist intelligence to the JTTF
("Intelligence Sharing with Federal, State, and Local Law
Enforcement 10 Years After 9/11", 2012). The most important
takeaway from my readings is the unified approach that the FBI
as created from the lowest level of law enforcement to different
federal agencies. Having standardized operating procedures
ensure that all lines of communication stay available and
information flows smoothly.
After reviewing the fusion center and joint terrorism task forces
website, I learned about different cases in which fusions cell
prevented attacks or incidents from occurring. The main
takeaway was the importance of Fusion centers, FIGs, JTTFs,
and SLTTs as they all work collectively in the prevention of
terrorist attacks and incidents. They all work hand in hand from
the collection of intelligence gathering from the FIGs and
Fusion centers to the execution of interdiction carried out by the
JTTF. In January 2008, the Virginia Fusion Center along with
the Illinois Statewide Terrorism and Intelligence Center
prevented a Virginian man from driving across the country and
killing a female and her companion following be a school
shooting ("Fusion Centers and Joint Terrorism Task Forces",
2016). Another takeaway is that the Department of Homeland
Security Office of Intelligence and Analysis assisted the
National Network of Fusion Centers to develop and implement
their capabilities ("Fusion Centers and Joint Terrorism Task
Forces", 2016).

Asja Merritt
This
week’s
reading
discussed
briefly
the
topic
of
fusion
centers
and
joint
terrorism
task
forces.
These
two

teams
are
joined
together
to
help
protect
our
nation
by
sharing
vital
homeland
security
information.
Even
though
they

work
together
they
each
have
their
own
unique
functions.
Fusion
centers
gather,
analyz
e,
and
share
comprehensive
crimes,

hazards,
and
terrorism
information
to
inform
local,
regional,
and
national
threat
analysis
and
prevention
efforts.
In
contrast,
JTTFs

primarily
focus
on
providing
investigative
support
to
open
FBI
counterterrorism
investi
gations.
The
article
went
further
on
explaining
how

each
of
these
forces
work.
The
second
article
was
a
testimonial
from
the
FBI
explaining
the
organizations
attempt

on
sharing
information
related
to
national
security.
Gary Cothran
After
reading
the
testimony
from
Eric
Velez
-
Villar
Assistant

Director,
Directorate
of
Intelligence
Federal
Bureau
of
Investigation
I
learned
that
information
and
intelligence
gathered
by
the
FBI

regarded
terrorism
is
distributed
throughout
3
other
entities
:
Fusion
Centers,
the
FBI’s
Field
Intelligence
Groups
(FIGs),
and

the
FBI’s
Joint
Terrorism
Task
Forces
(JTTFs)
("Intelligence
Sharing
with
Federal,
State,
and
Local
Law
Enforcement
10
Years

After
9/11",
2012).
I
also
gained
a
better
understand
that
even
t
hough
similar
in
their
role
as
fusion

centers,
Federal
Intel
Groups
gather
intelligence
for
the
fusion
centers
and
provides
all
terrorist
intelligence
to
the
JTTF

("Intelligence
Sharing
with
Federal,
State,
and
Local
Law
Enforcement
10
Years
After
9/11",
2
012).
The
most
important

takeaway
from
my
readings
is
the
unified
approach
that
the
FBI
as
created
from
the
lowest
level
of

law
enforcement
to
different
federal
agencies.
Having
standardized
operating
procedures
ensure
that
all
lines
of
communication
stay
available

and
information
flows
smoothly.
After
reviewing
the
fusion
center
and
joint
terrorism
task
forces
website,
I
learned
about

different
cases
in
which
fusions
cell
prevented
attacks
or
incidents
from
occurring.
The
main
takeaway
was
the
importance

o
f
Fusion
centers,
FIGs,
JTTFs,
and
SLTTs
as
they
all
work
collectively
in
the
prevention
of
terrorist
attacks

and
incidents.
They
all
work
hand
in
hand
from
the
collection
of
intelligence
gathering
from
the
FIGs
and

Fusion
centers
to
the
execution
of
inter
diction
carried
out
by
the
JTTF.
In
January
2008,
the
Virginia

Fusion
Center
along
with
the
Illinois
Statewide
Terrorism
and
Intelligence
Center
prevented
a
Virginian
man
from
driving
across

the
country
and
killing
a
female
and
her
companion
following
be
a
school
shooting
("Fusion
Centers
and
Joint

Terrorism
Task
Forces",
Asja Merritt
This week’s reading discussed briefly the topic of fusion centers
and joint terrorism task
forces. These two teams are joined together to help protect our
nation by sharing vital
homeland security information. Even though they work together
they each have their own
unique functions. Fusion centers gather, analyze, and share
comprehensive crimes, hazards,
and terrorism information to inform local, regional, and national
threat analysis and
prevention efforts. In contrast, JTTFs primarily focus on
providing investigative support to
open FBI counterterrorism investigations. The article went
further on explaining how each of
these forces work. The second article was a testimonial from the
FBI explaining the
organizations attempt on sharing information related to national
security.
Gary Cothran
After reading the testimony from Eric Velez-Villar Assistant
Director, Directorate of
Intelligence Federal Bureau of Investigation I learned that
information and intelligence gathered by
the FBI regarded terrorism is distributed throughout 3 other
entities: Fusion Centers, the FBI’s Field
Intelligence Groups (FIGs), and the FBI’s Joint Terrorism Task

Forces (JTTFs) ("Intelligence Sharing
with Federal, State, and Local Law Enforcement 10 Years After
9/11", 2012). I also gained a better
understand that even though similar in their role as fusion
centers, Federal Intel Groups gather
intelligence for the fusion centers and provides all terrorist
intelligence to the JTTF ("Intelligence
Sharing with Federal, State, and Local Law Enforcement 10
Years After 9/11", 2012). The most
important takeaway from my readings is the unified approach
that the FBI as created from the lowest
level of law enforcement to different federal agencies. Having
standardized operating procedures
ensure that all lines of communication stay available and
information flows smoothly.
After reviewing the fusion center and joint terrorism task forces
website, I learned about
different cases in which fusions cell prevented attacks or
incidents from occurring. The main takeaway
was the importance of Fusion centers, FIGs, JTTFs, and SLTTs
as they all work collectively in the
prevention of terrorist attacks and incidents. They all work hand
in hand from the collection of
intelligence gathering from the FIGs and Fusion centers to the
execution of interdiction carried out by
the JTTF. In January 2008, the Virginia Fusion Center along
with the Illinois Statewide Terrorism and
Intelligence Center prevented a Virginian man from driving
across the country and killing a female
and her companion following be a school shooting ("Fusion
Centers and Joint Terrorism Task Forces",
CRM 365SAINT LEO UNIVERSITYCOLLEGE OF
EDUCATION AND SOCIAL SERVICES
DEPARTMENT OF CRIMINAL JUSTICE

CRM 365 Local Response to Terrorism3 CREDITS
Spring I 2020
Instructor:
Dr. Delmar P. Wright
Office:
Fort Lee Center
Phone:
(O) 804-861-9634
Fax:
804-861-1816
email:
D2L Classlist email Browser
Class Meets: Mondays – 5 PM to 7:30 PM Eastern
Office Hours: Mondays 11:00 AM to 5 PM Eastern
Course Prerequisite: none
Catalog Description
This course provides a comprehensive overview of the need to
plan for the possibility of a terrorist event on the local level. A
terrorist event could take place that restricts or retards the state
and federal government’s response to a local community. The
course will give the student the tools needed to prepare a local
agency for immediate response to an event in his or her
community. The course will give an introduction to the
National Incident Management System and will provide the
student with the information necessary to ensure local
government compliance with federal law.
Text(s)
Walsh, D. W., et al. (2012). National Incident Management

System: Principles and Practice. (2nd ed.). Sudbury, MA: Jones
and Bartlett. ISBN-13: 978-0-7637-8187-3. ISBN-10: 0-7637-
8187-8
American Psychological Association. (2020). Publication
Manual of the American Psychological Association (7th ed.).
Washington, DC
Commercial software program templates are available for
purchase to assist in the correct formatting for use of APA. One
example is found at http://www.perrla.com/
Saint Leo University Core Value:
Community. Saint Leo University develops hospitable Christian
learning communities everywhere we serve. We foster a spirit of
belonging, unity, and interdependence based on mutual trust and
respect to create socially responsible environments that
challenge all of us to listen, to learn, to change, and to serve.
Course Goals/Objectives
As a result of this course, students will
1. Describe the role of the Saint Leo University core value of
Community in designing a local response to terrorism.
2. Relate lessons learned from past incidents and exercises to
the needs of local jurisdictions.
3. Recognize the importance of planning for a terrorist attack
4. Obtain the knowledge to prepare a response and containment
plan in the event of a terrorist attack.
5. Evaluate existing local plans for response and containment of
a terrorist attack.

6. Plan and conduct a training exercise involving a local
response to a hypothetical terrorist attack.
7. Obtain the necessary knowledge to prepare a local agency for
compliance with the National Incident Management System
requirements.
8. Articulate the responsibilities and authority of local
government in a terrorist situation.
9. Develop expertise necessary to prepare a local agency for
compliance with the National Incident Management System
requirements.
Topics
· Assessing the terrorist threat
· Developing the situation and assumptions about a terrorist
threat
· Direction and control for terrorist incidents
· Communicating during terrorist incidents
· Disseminating warnings during terrorist incidents
· Emergency public information
· Taking protective action during a terrorist incident
· Planning for mass care following a terrorist incident
· Planning health and medical needs in a terrorist incident
· Managing resources in a terrorist incident
· Roles and responsibilities in a terrorist incident
Course Policies
Students with Disabilities:
Appropriate academic accommodations and services are
coordinated through the Office of Disability Services, which is
located in Kirk Hall Room 121. Students with documented
disabilities who may need academic accommodation(s) should
email their requests to [email protected]or call x8464.

For more information, please review the Policy and Procedure
Manual on the Disability Services web page at
http://www.saintleo.edu/SaintLeo/Templates/Inner.aspx?pid=39
1
Academic Honor Code
The Academic Honor Code is published in its entirety in the
Saint Leo University Catalog. The first paragraph is quoted
below:
As members of an academic community that places a high
value on truth and the pursuit of knowledge, Saint Leo
University students are expected to be honest in every phase of
their academic life and present as their own work only that
which is genuinely theirs. Unless otherwise specified by the
professor, students must complete homework assignments by
themselves (or if on a team assignment, with only their team
members). If they receive outside assistance of any kind, they
are expected to cite the source and indicate the extent of the
assistance. Each student has the responsibility to maintain the
highest standards of academic integrity and to refrain from
cheating, plagiarism, or any other forms of academic
dishonesty.
PROTECTION OF THE ACADEMIC ENVIRONMENT:
Cell phones, headphones, or earphones are not to be used at any
time in the classroom other than during official breaks declared
by the professor. The professor will deduct a minimum of 2
points from your final course grade for each violation.
Disruption of academic process is the act or words of a student
in a classroom or teaching environment which in the reasonable
estimation of a faculty member: (a) directs attention away from
the academic matters at hand, such as noisy distractions,
persistent, disrespectful or abusive interruptions of lecture,

exam or academic discussions, or (b) presents a danger to the
health, safety or well-being of the faculty member or students.
Education is a cooperative endeavor – one that takes place
within a context of basic interpersonal respect. We must
therefore make the classroom environment conducive to the
purpose for which we are here. Disruption, intentional and
unintentional, is an obstacle to that aim. We can all aid in
creating the proper environment, in small ways (such as turning
off beepers and cell phones, and neither chatting nor sleeping in
class), and in more fundamental ways. So, when we speak in
class, we can disagree without attacking each other verbally, we
wait to be recognized before speaking, and no one speaks in a
manner or of off-topic content that disrupts the class. Any
violation of this policy may result in disciplinary action. Please
refer to the Student Handbook for further details.
Attendance Policy
An educational program centered on classroom instruction is
predicated on the concept of class attendance at scheduled class
sessions. Should a student be required to miss a class, it is the
student’s responsibility to promptly notify the instructor. The
instructor is required to keep attendance records in compliance
with various federal regulations. Student absences can have a
deleterious effect on the student’s grade or the continuing
eligibility for financial assistance. At the end of the term there
will be a 2.0 point overall term grade reduction for each
absence and a term letter grade reduction for each absence in
excess of two excused or unexcused absences during an eight
week term. If a federal holiday, e.g., Memorial Day, causes a
single class not to be held and there are only seven scheduled
class meetings, there will be a letter grade reduction for each
absence in excess of one excused or unexcused absence.
Students are expected to attend all classes held during the term.
The instructor is not responsible for providing class materials or
notes missed due to individual absences or late class arrivals.
Written Assignments and the APA Format:

The Department of Criminal Justice recognizes the value of
excellence in writing for students in Criminal Justice. In part,
each professor is expected to provide guidance on improving a
student’s writing skills. Students are required to use only the
current APA (American Psychological Association) format to
write and develop a scholarly paper for submission in the Social
Sciences. APA has been adopted by the Department as its
writing standard for all academic written assignments. No other
writing style is acceptable.
APA is the American Psychological Association, and the style is
one of many in the academic world used to regulate the
language, citations, procedure and formatting of manuscripts
and other examples of writing in the social sciences. Please be
consistent throughout each written paper. For on-line and
distance learning courses, refer to APA Guide under Resources
on the Course Menu for APA specifics.
For on-ground traditional courses, refer to the APA Manual for
Publication, 7th edition for guidance. Moreover, an on-line
reference for APA; inclusive of a sample cover page, abstract
page, reference page, and research paper, can be accessed at the
following website:
For each scholarly paper and individual assignment(s), the work
will be assessed using an individual grading rubric for each
assignment. This tool and process helps the students identify
and Professor measure the key points necessary to successfully
complete written or group assignments. Wikipedia is not an
appropriate source for any scholarly writing and should not be
used for any assignments in this course.
Turnitin.Com
All written papers (research and reaction) are submitted in

Turnitin.com via the course “assignment” dropbox and therefore
there is no requirement for a turnitin.com Class Identification #
or Password or separate submission.
This is a writing intensive course. Turnitin.com is a plagiarism
identification service that can also assist students with term
paper reference methodology. The Turnitin.com tool compares
your writing against all published sources and also checks
against a wide range of work
It is highly recommended that all students access Turnitin.com
and read about the service prior to use. The analysis provided
by turnitin.com lets the professor see the use of information
contained in a submitted item.
Turnitin provides for a wide range of outcomes in its analysis.
For the most part, when an analysis links large amounts of un-
cited or improperly referenced information, this is problematic.
This tool makes it easy to assess whether the student created a
paper by using information they found in various resources and
completed a “cut and paste” job to develop the paper. This is
not an acceptable method to develop and write scholarly papers
and may result in an academic standards violation for
plagiarism.
Assignments
Submit all assignments by the date and time due. Late papers
will be considered for emergent reasons only, and may be
graded at the end of the term. All work must be completed
individually and personally unless specifically noted as a group
assignment. Submit each week’s assignments in the designated
areas for that week only unless explicitly advised by the
professor to do otherwise.
Discussion Board Participation (Review the Grading Rubric)
Students are required to participate in online Discussion Board
postings of no less than 250 words each Thursday of the

Module/Week due and no later than 11:59 PM Eastern. You
must also respond to the initial Discussion Board postings of at
least two classmates each Module/Week due no later than
Sunday at 11:59 PM Eastern, or a minimum of 2.5 points will be
deducted from your overall score for the Discussion Board
posting for that Module/Week.
Your Discussion Board submissions must be posted on the
Discussion Board for review by the entire class. Do not post
your input as attachments. Do not use emoticons or
inappropriate lower case letters in your posts. Do not cut and
paste from the internet. Late Discussion Board submissions
have no value and will not be accepted under any
circumstances. Your posts must be scholarly and professional
and void of the use of wording that may be considered “patently
offensive” by any member of the class.
Reaction Papers (Review the Grading Rubric)
In addition to Discussion Board postings, you must submit APA
style and formatted Reaction Papers of no less than 800 words
(12 pitch), excluding the wording in the Cover page, Abstract
page, and Reference page. The papers are due no later than
Sunday at 11:55 PM Eastern during Modules/Weeks 2, 3, 4, and
5. Your Reaction Papers must be in full APA style and format
including the cover page, abstract page, in-text citations,
properly placed page numbers, running heads, and a reference
page identifying all sources. Your Reaction Papers must address
a minimum of one full chapter of the assigned textbook readings
for the Module.
No more than 25 % of each written assignment in this course
may be attributed to referenced sources. Your papers must be
75% original thought. Again, your cited work and quotations
must not exceed 25%. Failure to properly use in-text citations or
required quotation formatting will be considered evidence of
potential Academic Honor Code violations. The submission of
writings from prior courses, classes, schools, colleges, or

universities to fulfill assignment requirements in this class will
be referred as a potential Academic Code Violation.
It is strongly suggested you follow the following logical flow in
presenting your reaction paper: critical overview of the entire
reading, significant facts or information disclosed, and a
conclusion based upon inductive or deductive reasoning flowing
from the assigned reading. A Reaction Paper is designed to
develop and sharpen your critical thinking, cognitive skills, and
problem-solving abilities, as well as your writing skills. Your
objective in writing this assignment is to clearly articulate your
assessment of the information presented by the author(s) and to
formulate and clarify your position on or reaction to the
writings.
Avoid “I will . . .” and “My paper will . . .” and "This paper
will . . ." constructions in your writings. In other words, the use
of “I” and “My” and "We" in your written work must be
avoided.
Research Paper (Review the Grading Rubric): A major
component of this class is a minimum 2250-word term APA
research paper excluding the words in the Cover page, Abstract
page, and Reference page. It represents a substantial effort on
your part to research and write an in-depth paper.No more than
25 % of the written assignment in this course may be attributed
to referenced sources. Your paper must be 75% original
thought. Again, your cited work and quotations must not exceed
25%. You must use and cite a minimum of five primary sources
with no more than two being internet sources in the text and on
the Reference page. Dictionaries and encyclopedias are not
appropriate or considered adequate as referenced sources.
Turnitin.com reports provide the instructor with the word count
in addition to the percentage of wording attributable to other
sources. Do not cut and paste from other sources. Your failure
to cite sources by using in-text citations and failure to use APA
quotation formatting where necessary will result in referrals as

potential Academic Code Violations. Papers may not be
submitted from previous courses or classes to fulfill this course
requirement and will be referred as a potential Academic Code
Violation.
You must select a research topic from the following listing and
use your research to relate the topic to local response to
terrorism while integrating the Saint Leo Core Value of
Community:
Local Law Enforcement Involvement in Joint Terrorism Task
Forces
Local Law Enforcement Involvement in Fusion Centers
El Paso Intelligence Center Capabilities and Local Response to
Terrorism
The Intricacies of Local Law Enforcement Mutual Aid
Agreements
Local Law Enforcement Continuity of Operations Plans
Response and Incident Command System in Mass Shooting
Situations
The Incident Command System and the 9/11 Pentagon Attack
The Incident Command System and the World Trade Center
9/11 Attacks
The Incident Command System and the Boston Marathon
Bombing
Local L.E. Cultivation and Development of Informants for
Terrorism Investigations
Local Police Community Outreach and Counterterrorism
Local Law Enforcement Intelligence Units (e.g., NYPD, LAPD,
etc)
Local Law Enforcement Planning and Preparation for Terrorist
Attacks
“Homeland-Policing Model” and Local Law Enforcement
Protection of Critical Infrastructures in Local

JurisdictionsGrading (Be sure to review the Grading Rubrics
below)
Reaction Papers (4) 60
Written Discussions (8)
80
Mid-Term Exam 80
Final Exam
80
Research Paper
100
Total
400 Grading Scale
A
94-100%
Exceptional
A-
90-93%
Superior
B+
87-89%
Excellent

B
84-86%
Very Good
B-
80-83%
Good
C+
77-79%
Above Average
C
74-76%
Average
C-
70-73%
Below Average
D+
67-69%
Marginal
D
60-66%
Poor
F
< 60%
Failure
Grading Rubric: Following is the grading rubric to be used in
evaluating the research paper.
Rating:

Exceptional corresponds to an A (93-100%). Performance is
outstanding; significantly above the usual expectations.
Proficient corresponds to a grade of B to A- (83-92%). Skills
and standards are at the level of expectation.
Basic corresponds to a C to B- (73-80%). Skills and standards
are acceptable but improvements are needed to meet
expectations well.
Novice corresponds to a D (65 - 72%). Performance is weak; the
skills or standards are not sufficiently demonstrated at this time.
0 This criterion is missing or not in evidence.
Criteria
Rating
0
Novice
Basic
Proficient
Exceptional
The paper extensively develops the topical issue and clearly
demonstrates an understanding of the Saint Leo University Core
Value of Community as it relates to addressing Local Response
to Terrorism
0-20
1 - 5

6 - 10
11 -15
16 - 20
Show depth and understanding of the subject, with appropriate
issue analysis
0-20
1 - 5
6 - 10
11 - 15
16 -20
Clearly identifies focus and critically analyzes and discusses the
topic
0-20
1 - 5
6 - 10
11 - 15
16 - 20
Meets acceptable college level standards with respect to form,
substance, grammar and spelling, and APA style and format,
i.e., separate cover/title page, separate Abstract page, in-text
citations, headings and sub-headings, separate References page;
all with an appropriate running head and properly placed page
numbers
0-20
1 - 5
6 - 10
11 - 15
16 - 20
Perspectives presented in a clear concise manner
0-20
1 - 5
6 - 10
11 - 15
16 - 20

evaluating the reaction papers.
Category
Problems
0-2
Some Weaknesses 3-5
Acceptable 6-9
Well Done 10-15
Coherence:
Do sentences in paragraphs relate to one another in a logical
way? Are relationships between paragraphs easily discernible?
Is a minimum of one assigned chapter addressed in the body?
Main idea in most paragraphs cannot be identified; paragraphs
have little or no discernible relationship to one another
Many paragraphs lack internal consistency; many transitions are
weak or used inappropriately
A few paragraphs lack internal consistency; a few weak or
unclear transitions
Paragraphs are internally consistent (i.e., one idea/theme runs
through paragraph); transitions between paragraphs allow reader
to easily follow thread of argument
Clarity/Conciseness:

Are sentences structurally correct, succinct, and easy to
understand and void of misspellings and grammatical errors?
More than 10 percent of sentences are awkward, incorrectly
constructed, or wordy
Six to ten percent of sentences are awkward, incorrectly
Five percent or less of sentences are awkward, incorrectly
Sentences flow smoothly, are structurally correct, and convey
the intended meaning; no wordiness
Formatting:
Are formatting elements used appropriately to strengthen the
document?
Formatting elements are confusing or inconsistent; lack of any
formatting
Formatting elements often do not support main points; elements
are not always used consistently
Formatting elements do not always support main points;
elements are used consistently throughout the document
Formatting elements organize and highlight ideas as needed;
formatting elements are used consistently throughout the
document
Use of APA Style and Format
Fully APA Style and Formatted
evaluating the discussion board submissions.
Category
0-2
3-4
5-7
8-10

Promptness and
Initiative
Does not respond to
issues; restricted
participation
Late initial post and weak or no response to fellow student
postings
Timely initial post and failure to respond to fellow student
postings or weak responses
Timely initial post and rigorous responses to fellow
student postings
Delivery of Post
Utilizes poor spelling
and grammar in most
posts; posts appear
“hasty”
Errors in spelling and grammar evidenced in
several postings
Few grammatical or spelling
errors are noted in posts
Uses grammatically correct posts with rare misspellings
Relevance of
Post
Posts input which is
not related to the
discussion content;
Makes short or
irrelevant remarks

Posts off
topic; posts are short
in length and offer no
further insight into the
topic
Posts input
related to discussion
content; prompts further
discussion of topic
Posts input related specifically to discussion issue;
Uses APA in-text citation(s) connected to listed source
reference(s) in the body of initial postings for each Module
Expression
Within the Post
Does not express
opinions or ideas
clearly; no connection
to issue
Unclear connection to issue
evidenced in minimal
expression of opinions or
Ideas
Opinions and ideas are stated
clearly with occasional lack of connection to issue
Expresses opinions and ideas in a clear and concise manner with
obvious connection to issue

Contribution to
the Learning
Community
Does not make effort to
participate in learning
community as it
develops; seems
indifferent
Occasionally makes meaningful reflection on
group’s efforts; marginal
effort to become involved
with group
Attempts to direct the
discussion and to present
relevant viewpoints for
consideration by group;
interacts freely
Aware of needs of community; frequently attempts to motivate
the group discussion; presents thoughtful and insightful
approaches to issue
Bibliography
Cannon Memorial Library On-site Resources
Library Services

Librarians are available during reference hours to answer
questions concerning research strategies, database searching,
locating specific materials, and interlibrary loan (ILL). Contact
Elana Karshmer ([email protected]) to arrange on-site
library/research instruction for your class.
Cannon Memorial Library—MC2128
352-588-8258 (Main #)
33701 State Road 52
352-588-8259 (fax)
Saint Leo, FL 33574-6665
352-588-8477 (Reference Desk)
352-588-8476 (Circulation)
Cannon Memorial Library
The library also provides an 800 number and an email address
for general reference services: 1-800-359-5945 or
[email protected].
Reference Hours
Monday – Thursday
9am-10pm
Friday

9am-6pm
Saturday
10am-6pm
Sunday
10pm-6pm
Online Catalog, “LeoCat” (All books & media)
Click on Library Catalog (LeoCat) on the Cannon Memorial
Library website (http://www.saintleo.edu/library). Simple
search choices are: title, author, keyword, subject, or journal
title. Use advanced searching to set limits or expand your
search choices. To borrow books from Cannon Memorial and
have them shipped to you, use the Interlibrary Loan and
Document Delivery link, complete the online request form, and
submit it.
Saint Leo Library Online Resources
"
http://www.saintleo.edu/library
Saint Leo provides its own array of online databases and
resources supporting online courses as well as Continuing
Education classes. The following databases are available to
Saint Leo students and faculty. Use the Online Library

Resources link on the Library webpage and select Databases.
You’ll be taken to the ID Validation screen (if you’re not
already in the portal) where you enter your email address and
email password to gain access. Once you’re logged in you can
go back and reselect any of our databases without ever having
to log in again.
CQ Researcher
(In-depth topical analysis by Congressional Quarterly)
EBSCO
(Comprehensive all-subject database, includes Business Source
Premier, Academic
Source Premier, ERIC, ATLA)
LexisNexis
(Comprehensive all-subject resource, includes newspapers)
Literature Resource Center
(Comprehensive source for literary topics, includes Twayne
Authors)
Newsbank: America’s Newspapers (625 U.S. newspapers)
ProQuest
(Comprehensive all-subject database, includes ABI/Inform
Global and Theses and Dissertations)
PsycINFO

(APA abstracts and indexing for psychology subjects)
Westlaw
(Comprehensive legal resource)
Wilson
(Includes Education, Science, Humanities, & Business indexes)
Local Area Library Resources
Almost all public library systems offer free borrowing
privileges to local community members, as well as free access
to their online databases, including access from your home.
The key is obtaining a library card. Check with your local
library to find out how to get a borrower’s card.
Additionally, through a reciprocal agreement, university campus
students have borrowing privileges at the University of South
Florida. Be sure to bring a current Saint Leo student ID card
and proof of current enrollment with you, if you want to borrow
USF library books.
Course Outline
Students are expected to read all chapters assigned prior to each
class meeting
Week 1
Module 1

Outcomes:After completing this module the student will be able
to:
· Assess the Terrorist Threat
Module 1 Assignments
Due No Later Than
Introduce yourself on the Class Introductions Discussion Board
11:59 PM Sunday EST/EDT
Read through entire Syllabus
Read and review textbook Chapters 1&2
Post discussion board response
11:59 PM Thursday EST/EDT
Post responses to at least two classmates
Identify a research paper topic from the listing in the Course
Syllabus
Track your module progress
Week 2
Module 2
to:
· Develop the Situation and Assumptions About a Terrorist
Threat

· Determine Direction and Control for Terrorist Incidents
Due No Later Than
Read through the entire module
Read and review Chapters 3&4
Submit your selected Research Paper topic to Dr. Wright via the
Classlist email function
Complete and submit the Reaction Paper based on the assigned
text readings
Week 3
Module 3
to:
· Describe Communicating During Terrorist Incidents
· Describe Disseminating Warnings during Terrorist Incidents
Due No Later Than

Read and review Chapters 5-6
text readings
Week 4
Module 4
to:
· Describe Emergency Public Information
· Describe Protective Action During a Terrorist Incident
Due No Later Than

text readings
Week 5
Module 5
to:
· Plan for Mass Care Following a Terrorist Incident
Due No Later Than
Read and review Chapter 9
Complete Mid-Term Examination
text readings
Week 6

Module 6
to:
· Discuss Planning Health and Medical Needs in a
Terrorist Incident
· Manage Resources in a Terrorist Incident
Due No Later Than
In orde
Week 7
Module 7

to:
· Know Roles and Responsibilities in a Terrorist Incident
Due No Later Than
Read and review Chapters 12
Submit your APA Research Paper
Study for the Final Exam to be taken in Module 8
Week 8
Module 8
to:
· Understand Other Factors to Consider
Due No Later Than
Read and review textbook Chapter 13

Complete Final Examination
Revised Spring 2020
Saint Leo University
COM520 Written Assignment 5
Assignment: Network Security Controls
Assignment Requirements
Securing Windows networks requires recognizing potential
vulnerabilities and selecting the best control to
address that vulnerability. You as a network administrator
working for Ken 7 Windows Limited have been
given the task of reviewing the current network security policy
and recommending the best network
security control to satisfy the policy. You can select from a
short list of network security controls.

For each policy statement, select the best control to ensure Ken
7 Windows Limited fulfills the stated
requirements and provide a rationale.
Required Resources
Control and Authentication (see
below)
curity Requirements Policy (see
below)
Submission Requirements
-Space
–2 pages
Self-Assessment Checklist
y controls for each
domain of the Ken 7 IT
environment.
each control makes the environment
more secure.

Case Scenario for Rationale: Importance of Windows Access
Control and Authentication
Ken 7 Windows Limited is a manufacturer of Windows for
residential and commercial builders. Ken 7
Windows Limited carries a variety of Windows and related
products. It supplies builders with all of the
tools and supplies to install finished Windows in any type of
building.
Ken 7 Windows Limited has just purchased a new enterprise
resource planning (ERP) software package
to help control costs and increase both quality and customer
responsiveness. The ERP software collects
and stores information including:
• Raw material costs
• Labor costs
• Materials and labor requirements for products
• Purchasing requirements

Ken 7 Windows Limited has identified six basic roles for users
in the new ERP software:
• Administrators—maintain ERP data and system operation.
• Planners—run planning software and generate requirements
reports.
• Shop Floor users —enter operational data (receiving, shipping,
and product progress during
manufacturing).
• Managers—manage department personnel.
• Purchasing users—generate purchasing documents based on
planning requirements.
• Accounting users—maintain cost and accounting data.
Access controls limit what users or roles can do with different
types of data. For example, consider the
following types of data:
• Cost information—raw materials and labor costs, including the
cost of finished goods.
• Manufacturing details—cost, amount of labor, and time
required to produce finished goods.
• Purchasing requirements—rules for determining when raw
materials, components, or supplies
should be purchased.
Through access control:

• Cost information can be viewed only by Accounting users.
• Manufacturing details can be viewed only by Shop Floor
users.
• Purchasing requirement can be viewed only by Purchasing
users.
During the analysis phase of the ERP implementation, Ken 7
Windows Limited raised concerns about
users being able to access restricted data.
• Accounting users are able to login to shop floor computers.
• Purchasing users are able to access human resource (HR)
applications and data.
The ERP implementation team suggested the following access
control measures to protect restricted
data.
• Create an organizational unit (OU) in Active Directory for
shop floor computers.
• Deploy Group Policy Objects (GPOs) to restrict shop floor
users to the shop floor OU.
• Define data access controls in the ERP software to deny access
for all non-HR users to restricted
data.
Implementation of several access control measures helped Ken 7
Windows Limited to restrict the data
access. Hence access control and authentication is important, as
it helped Ken 7 Windows Limited in

reducing costs and increasing profits.
Worksheet: Network Security Requirements Policy
Securing Windows networks requires recognizing potential
vulnerabilities and selecting the best control to
address that vulnerability. You as a network administrator
working for Ken 7 Windows Limited have been
given the task of reviewing the current network security policy
and recommending the best network
security control to satisfy the policy. You can select from a
short list of network security controls.
For each policy statement, select the best control to ensure Ken
7 Windows Limited fulfills the stated
requirements and also provide a rationale at the end of the table.
Select from these security controls:
a. Place a firewall between the Internet and your Web server.
b. Place a firewall between your Web server and your internal
network.

c. Enforce password complexity.
d. Implement Kerberos authentication for all internal servers.
e. Require encryption for all traffic flowing into and out from
the Ken 7 Windows environment.
f. Separate wired and wireless network entry points into
separate logical networks.
g. Require all personnel attend a lunch and learn session on
updated network security policies.
Security policy statements:
1. More and more users are using the Ken 7 Windows network
to access social media sites
during business hours, causing the network to slow down. Users
should not use Ken 7
network resources for social media access.
2. Most Ken 7 personnel own mobile phones and PDAs that can
connect to the Internet. Ken
7 network administrators are concerned that personal device
access may pose a security
threat to Ken 7 network resources. Personal devices must not be
allowed to connect to
the Ken 7 Windows network.
3. Anonymous users of Ken 7 Web application should only be

able to access servers located
in the demilitarized zone (DMZ). No anonymous Web
application users should be able to
access any protected resources in the Ken 7 infrastructure.
4. Users who print confidential reports must not be allowed to
send reports to unsecured
printers.
5. Passwords should not be words found in the dictionary.

COM 545 Writing Assignment 2 Scenario UNFO traditionally h.docx

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