Educating Managers and Policy AnalystRapid growth in data, compu.docx

•Download as DOCX, PDF•

0 likes•2 views

Educating Managers and Policy Analyst Rapid growth in data, computational power, and social media creates new opportunities for innovation governance and policymaking. These information and communication technology developments affect all parts of the policy-making cycle. As a result, drastic changes in the way in which policies are developed (Janssen, 2015). Policymaking and its subsequent implementation are necessary to deal with societal problems. Policy analysts are well educated; therefore, a company uses the experts to convey status rewards outside the company. The policy informatics include the savvy public manager and the informatics analyst in the public administration curriculum. Throughout the life project cycle, the manager emphasizes the role of understanding the comprehensive policy and legal environment, need to venture into coalition building, develop indicators and the importance of lining up finance and human resources. Developing simulation is always based on certain assumptions, and a model is as good as the developer makes it (Janssen, 2015). The education needs of professionals are changing. Technology and business strategies are now available to meet financial management issues. Such as the delivery of public services more efficiently. Policy informatics-savvy public manager and the policy informatics analyst are two ideal types of practitioners who use or create policy informatics projects, programs, or platforms. Policy analysts have significantly been viewed as spanning agents who act as advisers on matters concerning policy (Koliba, 2015). Analysts provide other services other than policy advice to clients. They can offer the academic literature to making coffee. They elucidate their essential functions, personal problems and behavioral patterns in business firms. Though their behavioral patterns have been established, there is a need to develop general conceptual frameworks of the types of agents and advisers being applied to this role. Discussion Question Discuss the kinds of logical structures that are in place to determine the positions of agents and advisors. Discuss whether you think they are effective or not. .

Education

Discussion Question
Discuss the kinds of logical structures that are in place to
determine the positions of agents and advisors. Discuss whether
you think they are effective or not.

Similar to Educating Managers and Policy AnalystRapid growth in data, compu.docx

Strategy implementation challenges in albanian organizations

Alexander Decker

Agile Policy Making

Bill Brantley

Social business Watch out - change now

Jens Peter Hansen

California Budget Process

Cheap Paper Writing Services Francis Marion University

Discussing Digital Government

Abdullah Mohammed

Strategic planning is a relatively new concept for non-profit organizations (Bryson (1995) and Nawawi (2000)). Strategic planning is needed in order that organizations can offer better service quality for their customers and for the sustainability of their organizations. Nonprofit organizations have people who are focused on achieving specific goals of their organizations (Ireland: 1999: 96-99). Their activities are indeed limited to the budget and a constant need to raise funds through donations and assistance. When discussing about quality, the first thing to consider is to get rid of the notions1) that nonprofit organizations cannot work like business organizations, 2) that non-profit organizations cannot measure their performance, and 3) that quality improvement techniques cannot be applied to non-profit organizations. This research was in the form of a case study with Sekolah Tinggi Indonesia Membangun (STIE INABA) as the research subject. The research method used was research and development. Research and development can be defined as a process or steps to develop a new product or improve existing products that are accountable. Based on the results of the analysis of the data collected, it can be concluded that the performance measurements that had been applied produced less information and less effective strategic planning. IT Balance Scorecard was used to analyze the relevance of the performance measurement indicators that had been established with the Vision, Mission, and strategic objectives of STIE INABA. STIE INABA needs to build an information system in the form of E-learning to support teaching and learning activities

Information Technology (IT) Development Strategy of STIE INABA in the Perspec...

AJHSSR Journal

PSY-520 Graduate Statistics Topic 7 – MANOVA Project Directions: Use the following information to complete the assignment. While APA format is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. A researcher randomly assigns 33 subjects to one of three groups. Group 1 receives technical dietary information interactively from an on-line website. Group 2 receives the same information from a nurse practitioner, while Group 3 receives the information from a video tape made by the same nurse practitioner. The researcher looked at three different ratings of the presentation; difficulty, usefulness, and importance to determine if there is a difference in the modes of presentation. In particular, the researcher is interested in whether the interactive website is superior because that is the most cost-effective way of delivering the information. Group Usefulness Difficulty Importance 1 20 5 18 1 25 9 8 1 23 15 20 1 16 9 22 1 20 6 22 1 28 14 8 1 20 6 13 1 25 8 13 1 24 10 24 1 18 10 20 1 17 9 4 2 28 7 14 2 25 14 5 2 26 9 20 2 19 15 22 2 29 14 12 2 15 6 2 2 29 10 5 2 26 11 1 2 22 5 2 2 15 15 14 2 29 6 4 2 15 6 3 3 22 8 12 3 27 9 14 3 21 10 7 3 17 9 1 3 16 7 12 3 19 9 7 3 23 10 1 3 27 9 5 3 23 9 6 3 16 14 22 1. Run the appropriate analysis of the data and interpret the results. 2. How could this study have been done differently? Why or why not would this approach be better? Discussion 1 Key Decision Criteria for selecting IT Sourcing Option IT sourcing is a process of choosing or acquiring information technology resources from external sources outside of the organization. While traditionally sourcing was a way to reduce costs, companies see it now more like an investment designed to enhance capabilities, increase agility and profitability, or gain them a competitive advantage (Tome, 2018). IT Managers must consider four different sourcing options which are In-house, Insource, Outsource and Partnership. The following are the four key decision criteria that needs to be considered for selecting the appropriate sourcing option Flexibility: Flexibility has two key factors which are response time and capability which defines the quickness and range of IT functionality respectively. Insourcing or a permanent IT staff, is also a highly flexible sourcing option. Outsourcing exhibits less flexibility because of the need to locate an outsourcer who can provide the specific function, negotiate a contract, and monitor progress. Partnerships enjoy considerable flexibility regarding capability but much less in terms of response time (McKeen & Smith, 2015). Control: There are two dimensions in this criterion as well: ensuring that the delivered IT function complies with requirements and protecting intellectual assets. In-housing and Insourcing are ranked high for these f ...

PSY-520 Graduate StatisticsTopic 7 – MANOVA ProjectDirec.docx

woodruffeloisa

Creating employment opportunities for youth is a priority for many countries. How can these opportunities – increasingly situated within market-based approaches to development – generate and sustain positive employment and social outcomes for individuals, their families and communities? This paper reports on an evaluation of a Rockefeller Foundation initiative that provided instructive lessons on how to assess youth employment and digital jobs programs that embed market-based principles.

Assessing Market-Based Solutions: Lessons from Evaluating a Youth Employment ...

The Rockefeller Foundation

Abstract mica shyama dutta

Shyama Dutta

Abstract mica shyama dutta

Shyama Dutta

Running head: FINANCIAL ANALYSTS AS A DISCOURSE COMMUNITY 1 FINANCIAL ANALYSTS AS A DISCOURSE COMMUNITY 8 Financial analysts as a discourse Community Zi Wang California state university in San Bernardino Financial analysts as a discourse Community Introduction In the article, Gee helps to expound more about different terms that are essential in any given field. Literacy becomes his first target and he defines it as the ability to possess knowledge that allows one to execute the functions of both writing and reading. Gee goes ahead to present a definition of discourse. In line with the definition that has been presented by Gee, a discourse is broad and it is a term that is diverse thus can be used in different forms. One of the major characteristics of discourse is acceptability. Discourse must be accepted by a group of people. The reason behind it is that a discourse brings together a network that has the same thinking, uses the same language, and acts the same. The career that I have chosen in this case is Financial Analysis. A financial analyst is a person who provides financial advice to organizations and individuals. The work of a financial analyst is to investigate the financial situation and offer the best financial solutions. When an organization plans to invest, it must be in the best position to afford the investments. At the same time, it is essential for an organization to know if the investment will have returns or not. A financial analyst comes in place to make sure that an organization knows the advantages and disadvantages of investing in a specific investment. My discourse is becoming a financial analyst who is capable of delivering in line with the expectations of my clients or employers. I intend to know more about the factors that essential before investing in any given market. The Financial Analysts career is a discourse community because it meets the follow characteristics as explored in Gee’s Criteria for such communities. Valuing/ Values: Financial analysts are guided by several values and principles. First, Financial Analysts must positively contribute to the core belief of the society via sustainable values generated through efficient capital and markets and their respective investment institutions. Second, a financial analyst must exercise zeal and prudence when dealing with people’s capital assets. Third, financial analysts must uphold high ethical standards and good stewardship necessary for cultivating confidence and trust to be served and secured. These standards are critical for positive results since regulations and rules are not independently sufficient. Doing/Actions: Financial analysts work in pension funds, banks, insurance firms and other investment enterprises. Their job is to offer guidance to individuals and businesses in making investment choices. They examine and assess the financial performance of stock and other investment premises. Saying/ Language: In saying terms, the major way ...

Running head FINANCIAL ANALYSTS AS A DISCOURSE COMMUNITY .docx

jeanettehully

1 Stakeholder Involvement In Evaluation Planning Student Name Institution Name Course Number Due Date Faculty Name Topic: Stakeholder Involvement In evaluation Planning Stakeholders are the people that are at stake on the evaluation. They are individuals that have interest in or are impacted by evaluation and its results. I would consider involving stakeholders in health program planning. Stakeholders have the ability to provide ideas and aidin the creation of potential solutions (Ferreira,et al., 2020). In most cases stakeholders are from various backgrounds; they therefore look at issues from various perspectives.this allows opposing viewpoints to be expressed and also discussed. Engaging stakeholders from the planning stage, maximizes the chance of project success through the final execution. They may as well aid in preventing unforeseen problems (Michnej, & Zwolinski, 2018). They have a great influence on the community of animal lovers, thus it is imperative to have an advocate instead of an adversary. I would consider facilitating stakeholder’s involvement through maintaining open communication. The stakeholders need to be updated on the organization’s core purpose. It is essential to be consistent in the messages, and use them to show employees how they fit in the plan as well as how their contributions have aided in shaping the decisions made (Smith, 2017). Individuals that know what is expected as well as how they contribute tend to be more engaged and committed in comparison to those that do not. It is essential to ensure that the stakeholders know where they fit in. engaging employees in the planning process aids in building ownership in the firm. References Ferreira, V., Barreira, A. P., Loures, L., Antunes, D., & Panagopoulos, T. (2020). Stakeholders’ engagement on nature-based solutions: A systematic literature review. Sustainability, 12(2), 640. Michnej, M., & Zwoliński, T. (2018). The role and responsibility of stakeholders in the planning process of the sustainable urban mobility in the city Krakow. Transport Economics and Logistics, 80, 159-167. Smith, P. A. (2017). Stakeholder engagement framework. Information & Security, 38, 35-45. TOPIC: Strategies and Ethics As the director of the local public health department, you are preparing to conduct a town hall presentation. In it you will communicate the direction of the strategic plan. Your audience will include collaborative partners (invested stakeholders) such as academicians, health professionals, state health department staff, representatives from affected communities, and representatives from nongovernmental organizations. Recall that your Stakeholder Involvement in Evaluation Planning discussion in Unit 5 reviewed the planning and evaluation cycle (Figure 11-1 in your textbook). In addition, in that discussion you explained where in the cycle and how you would seek stakeholder involvement in evaluation planning. The town hall presentation is on ...

1 Stakeholder Involvement In Evaluatio

TatianaMajor22

06877 Topic: Implicit Association Test Number of Pages: 1 (Double Spaced) Number of sources: 4 Writing Style: APA Type of document: Research Paper Academic Level:Master Category: Psychology Language Style: English (U.S.) Order Instructions: Instructions Attached Take one (gender, age, race, sexuality, disability, or weight) of the Implicit Association Tests (IAT) at the Harvard University website. Examine how attitude is formed. Discuss how personal implicit biases can form understandings at a local, national or global level. Analyze the strengths and weaknesses of the IAT as a research tool. Reflect on your personal results from the IAT. Use three to five scholarly sources to support your thinking, your textbook can be used as one of the resources. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. 84 September/October 2012 Published by the IEEE Computer Society 0272-1716/12/$31.00 © 2012 IEEE Graphically Speaking Editor: Miguel Encarnação Toward Visualization in Policy Modeling Jörn Kohlhammer, Kawa Nazemi, Tobias Ruppert, and Dirk Burkhardt Fraunhofer IGD Information visualization and visual analytics (VA) have become widely recognized research fields applied to a variety of domains and data-related challenges. This development’s main driver has been the rapidly increasing amount of data that must be dealt with daily. Virtually every industry or business, or any political or personal activity, generates vast amounts of data. At the same time, citizens, shareholders, and customers expect highly efficient, informed decision-making based on increasingly complex, dynamic, and in- terdependent data and information. All this applies in many ways to public-policy modeling. As the recent financial crisis has shown, policy making and regulation are highly challenging tasks. The outcomes of policy choices and individual behavior aren’t easily predictable in our complex society. Ubiquitous computing, crowd- sourcing, and open data, to name just a few examples, are creating masses of data that governments struggle to make sense of for policy modeling. Increasingly, policy makers are perceiving visualization and data analysis as critical to this sense-making process. Current practice uses visualization mainly during postprocessing. Although this is an important step in the right direction, a more promising trend is the integration of visualization tools with simulation and automated analysis. This is clearly in line with the general approach employed by various domains that apply VA techniques for interactive analysis. Here, we examine the current and future roles of information visualization, semantics visualization, and VA in policy .

06877 Topic Implicit Association TestNumber of Pages 1 (Doub.docx

smithhedwards48727

Inteligencia de negocio y sostenibilidad

Value4Chain

Technology Implementation Paper

Deb Birch

37263322(1).ppt

AnumIqbal43

Respond to the posts of at least two other learners. Compare your thoughts on designing a social media policy. Provide constructive feedback to your peers for improving their analyses. What are the key considerations in designing a social media policy? Some key considerations that should be taken into account when designing a social media policy are; what time goal of the policy is, what other policies are already in place, and what are the applicable legal regulations. What are the primary challenges and risks when formalizing a social media policy? For my current organization, one of the primary challenges is that we are public employees. “A public employee may not be fired or disciplined for engaging in “constitutionally protected” speech” (Johnson, 2019). Another challenge that an organization faces when formalizing a social media policy is making sure the policy is clear and specific but doesn’t limit an employee’s right talk about conditions of employment. Who should be involved in the design and review of the final policy? “Successful policy creation and/ or modification result from a collaborative, team effort. If records and information management personnel are developing the policy, they should elicit input into policy development from other stakeholder groups, including, but not limited to, Human Resources, Information Technology, Legal, and Marketing” (Keys for developing a social media policy, 2013). In my organization, I would also add union leadership to the table as well. .

Respond to the posts of at least two other learners. Compare your th.docx

cwilliam4

Similar to Educating Managers and Policy AnalystRapid growth in data, compu.docx (17)

Strategy implementation challenges in albanian organizations

Agile Policy Making

Social business Watch out - change now

California Budget Process

Discussing Digital Government

Information Technology (IT) Development Strategy of STIE INABA in the Perspec...

PSY-520 Graduate StatisticsTopic 7 – MANOVA ProjectDirec.docx

Assessing Market-Based Solutions: Lessons from Evaluating a Youth Employment ...

Abstract mica shyama dutta

Running head FINANCIAL ANALYSTS AS A DISCOURSE COMMUNITY .docx

1 Stakeholder Involvement In Evaluatio

06877 Topic Implicit Association TestNumber of Pages 1 (Doub.docx

Inteligencia de negocio y sostenibilidad

Technology Implementation Paper

37263322(1).ppt

Respond to the posts of at least two other learners. Compare your th.docx

More from toltonkendal

Elementary Curricula Both articles highlight the fact that middle-class students seem to benefit more from summer reading programs than their lower-SES peers. While we would hope that summer reading programs would have the same positive impact on all students, this information did not totally surprise me. Differences in funding, materials, and ability to recruit enough high-quality teachers for summer programs could be more difficult in lower-socioeconomic areas. In addition, the articles did not dive into other factors in the students’ lives that may be contributing to their performance such as attendance, how well-rested they are, trauma they have experiences that impacts their ability to focus during instruction, and the impact of being taught by a teacher who the students may not know or have a relationship with. Additionally, there could be a mismatch between the instructional practices and the specific needs of the students. Even though summer reading programs are only for a short time, I would challenge teachers to put energy into getting to know the students and building trust with them. This is a key foundation that is needed for learning to take place. In challenging teachers during summer program and the regular school year to ”break out of the mold” to create better outcomes for students classified with low SES, in addition to building relationships with students, I would encourage them to build connections with their families. This may involve thinking outside the box and leaving their comfort zone. It could entail holding a parent-teacher conference off campus, closer to their home or in their community. It could also include providing resources and instructional videos to parents so they can help support their children at home. There are many parents who want to support their children academically, but they do not know how and may be uncomfortable asking the teacher for assistance. In addition, I would urge teachers to capitalize on the strengths and interests of their students to engage them in learning activities and provide them with opportunities to shine. We do not have to, and should not, be satisfied with the idea that low SES students will automatically not be able to perform. These students are capable of learning and growth just as much as any other student. I think data from test scores that demonstrate a gap between the performance of students classified as economically disadvantaged and not economically disadvantaged has led some people to hold the belief that students classified as low SES will not perform well. I think the way that school “report card” grades are published also perpetuates this belief, as it shows the test scores, but does not provide an explanation of or include any solutions for the many larger societal factors that contribute to those scores including high teacher turn over, lack of resources, child trauma, lack of sleep, lack of nutrition, crime & safety, and education level of parents. It w.

Elementary CurriculaBoth articles highlight the fact that middle.docx

toltonkendal

Elementary Statistics (MATH220) Assignment: Statistical Project & Presentation Purpose: The purpose of this project is to supplement lecture material by having the students to do a case study on collecting, analyzing, and interpreting data. ***The best way to understand something is to experience it for yourself. Guideline for Analyzing Data and Writing a Report Below is a general outline of the topics that should be included in your report. 1. Introduction. State the topic of your study. 2. Define Population. Define the population that you intend for your study to represent. 3. Define Variable. Define clearly the variable that you obtained during your data collection; this should include information on how the variable is measured and what possible values this variable has. 4. Data Collection. Describe your data collection process, including your data source, your sampling strategy, and what steps you took to avoid bias. 5. Study Design. Describe the procedures you followed to analyze your data. 6. Results: Descriptive Statistics. Give the relevant descriptive statistics for the sample you collected. 7. Results: Statistical Analysis. Describe the results of your statistical analysis. 8. Findings. Interpret the results of your analysis in the context of your original research question. Was your hypothesis supported by your statistical analyses? Explain. 9. Discussion. What conclusions, if any, do you believe you can draw as a result of your study? If the results were not what you expected, what factors might explain your results? What did you learn from the project about the population you studied? What did you learn about the research variable? What did you learn about the specific statistical test you conducted? .

Elementary Statistics (MATH220)Assignment Statistic.docx

toltonkendal

Elements of Religious Traditions Paper Write a 700- to 1,050-word paper that does the following: Describes these basic components of religious traditions and their relationship to the sacred : What a religious tradition says—its teachings, texts, doctrine, stories, myths, and others What a religious tradition does—worship, prayer, pilgrimage, ritual, and so forth How a religious tradition organizes—leadership, relationships among members, and so forth Identifies key critical issues in the study of religion. Includes specific examples from the various religious traditions described in the Week One readings that honor the sacred—such as rituals of the Igbo to mark life events, the vision quest as a common ritual in many Native American societies, or the influence of the shaman as a leader. You may also include examples from your own religious tradition or another religious tradition with which you are familiar. Format your paper consistent with APA guidelines .

Elements of Religious Traditions PaperWritea 700- to 1,050-word .docx

toltonkendal

Elements of Music Pitch- relative highness or lowness that we hear in a sound. Tone- sound that has a definite pitch. (For example striking a bat against a ball does not produce a D# but striking a D# on a piano does) Dynamics- the degree of loudness or softness in music pp pianissimo /very soft p piano /soft mp mezzo-piano /medium-soft mf mezzo-forte /medium-loud f forte /loud ff fortissimo /very loud When dynamics are altered in a piece of music, they are termed as follows: decrescendo/ diminuendo gradually softer crescendo gradually louder Timbre/Tone Color- the character or quality of a sound. dark, bright, mellow, cool, metallic, rich, brilliant, thin, etc. Rhythm- a) the flow (or pattern) of music through time. b) the particular arrangement of note lengths in a piece of music. Syncopation- An accent placed on a beat where it is not normally expected. Beat- the steady pulse in a piece of music. Downbeat- the first or stressed beat of a measure. Meter- the pattern in which beats are organized within a piece of music. Examples: 3/4= three beats per measure 4/4= four beats per measure 6/8= six beats per measure *In some musics, meter is not present- this is termed non-metric. (Ex: Chant, some 20th century genres, world musics). Melody- a series of single notes that add up to a recognizable whole. *A melodic line has a shape -it ascends and descends in a series of continuous pitches. Sequence- a repetition of a pattern at a higher or lower pitch. Phrase- A short unit of music within a melodic line. Cadence- The rest at the end of a musical phrase. Think of this as a musical period at the end of a sentence. Harmony- A) How chords are constructed and how they follow each other. B) The relationship of tones when sounded in a group. Chord- a combination of three or more tones sounded at once. Consonance- a stable tone combination in a chord Dissonance- and unstable tone combination in a chord; usually, an expected and stable resolution will follow. Tonic- a) the main key of a piece of music. b) the first note of a scale Key- the central tone or scale in a piece of music. (example: A major, b minor) Modulation- a shift from one key to another within the same piece of music. Texture- layering of musical sounds or instruments within a piece of music. Monophonic- single, unaccompanied melodic line. Homophonic- a melody with an accompaniment of chords. Polyphonic- th.

Elements of MusicPitch- relative highness or lowness that we .docx

toltonkendal

Elevated Blood Lead Levels in Children Associated With the Flint Drinking Water Crisis: A Spatial Analysis of Risk and Public Health Response Mona Hanna-Attisha, MD, MPH, Jenny LaChance, MS, Richard Casey Sadler, PhD, and Allison Champney Schnepp, MD Objectives. We analyzed differences in pediatric elevated blood lead level incidence before and after Flint, Michigan, introduced a more corrosive water source into an aging water system without adequate corrosion control. Methods. We reviewed blood lead levels for children younger than 5 years before (2013) and after (2015) water source change in Greater Flint, Michigan. We assessed the percentage of elevated blood lead levels in both time periods, and identified geo- graphical locations through spatial analysis. Results. Incidence of elevated blood lead levels increased from 2.4% to 4.9% (P < .05) after water source change, and neighborhoods with the highest water lead levels ex- perienced a 6.6% increase. No significant change was seen outside the city. Geospatial analysis identified disadvantaged neighborhoods as having the greatest elevated blood lead level increases and informed response prioritization during the now-declared public health emergency. Conclusions. The percentage of children with elevated blood lead levels increased after water source change, particularly in socioeconomically disadvantaged neighborhoods. Water is a growing source of childhood lead exposure because of aging infrastructure. (Am J Public Health. 2016;106:283–290. doi:10.2105/AJPH.2015.303003) See also Rosner, p. 200. In April 2014, the postindustrial city ofFlint, Michigan, under state-appointed emergency management, changed its water supply from Detroit-supplied Lake Huron water to the Flint River as a temporary measure, awaiting a new pipeline to Lake Huron in 2016. Intended to save money, the change in source water severed a half- century relationship with the Detroit Water and Sewage Department. Shortly after the switch to Flint River water, residents voiced concerns regarding water color, taste, and odor, and various health complaints including skin rashes.1 Bacteria, including Escherichia coli, were detected in the distribution system, resulting in Safe Drinking Water Act violations.2 Additional disinfection to control bacteria spurred formation of disinfection byproducts including total tri- halomethanes, resulting in Safe Drinking Water Act violations for trihalomethane levels.2 Water from the Detroit Water and Sewage Department had very low corrosivity for lead as indicated by low chloride, low chloride-to-sulfate mass ratio, and presence of an orthophosphate corrosion inhibitor.3,4 By contrast, Flint River water had high chloride, high chloride-to-sulfate mass ratio, and no corrosion inhibitor.5 Switching from Detroit’s Lake Huron to Flint River water created a perfect storm for lead leach- ing into drinking water.6 The aging Flint water distribution system contains a hig.

Elevated Blood Lead Levels in Children AssociatedWith the Fl.docx

toltonkendal

Elev ent h EDIT ION REAL ESTATE PRINCIPLES CHARLES F. FLOYD and MARCUS T. ALLEN 00RePrinciples_BOOK.indb 1 11/25/2014 8:03:22 AM This publication is designed to provide accurate and authoritative information in regard to the subject matter covered. It is sold with the understanding that the publisher is not engaged in rendering legal, accounting, or other professional advice. If legal advice or other expert assistance is required, the services of a competent professional should be sought. President: Dr. Andrew Temte Chief Learning Officer: Dr. Tim Smaby Executive Director, Real Estate Education: Melissa Kleeman-Moy Development Editor: Julia Marti REAL ESTATE PRINCIPLES ELEVENTH EDITION ©2014 Kaplan, Inc. Published by DF Institute, Inc., d/b/a Dearborn Real Estate Education 332 Front St. S., Suite 501 La Crosse, WI 54601 All rights reserved. The text of this publication, or any part thereof, may not be reproduced in any manner whatsoever without written permission from the publisher. Printed in the United States of America ISBN: 978-1-4754-2173-6 / 1-4754-2173-7 PPN: 1515-0111 00RePrinciples_BOOK.indb 2 11/25/2014 8:03:22 AM DEDICATION This book is dedicated to R. W. Barber a man of the land and C. O. Floyd a man of business. —Charles F. Floyd This book is dedicated to Rhonda, Melanie, and Issabella. —Marcus T. Allen 00RePrinciples_BOOK.indb 3 11/25/2014 8:03:23 AM 00RePrinciples_BOOK.indb 4 11/25/2014 8:03:23 AM v c o n t e n t s p r e f a c e x i i i r e a l e s tat e t o d ay f e at u r e s x v i i c h a p t e r 1 Why Study Real Estate? xx Chapter Preview 1 The Role of Real Estate Studies in Business Education 2 Personal and Business-Related Real Estate Decisions 2 Organization of This Book 3 Special Characteristics of Real Estate 4 The Economic Importance of Real Estate 9 The Real Estate Industry: Career Opportunities 10 Chapter Review 13 Key Terms 14 p a r t o n e Real Estate Legal Analysis 15 c h a p t e r 2 Property Rights and Legal Descriptions 16 Chapter Preview 17 Real versus Personal Property 18 Fixtures 18 Mineral and Air Rights 20 Water Rights 20 Estates in Land 23 Concurrent Estates 29 00RePrinciples_BOOK.indb 5 11/25/2014 8:03:23 AM vi Contents Condominium Ownership 31 Cooperative Ownership 32 Time-Shares 32 Legal Descriptions 32 Chapter Review 43 Key Terms 45 Study Exercises 46 Further Reading 47 c h a p t e r 3 Private Restrictions on Ownership 48 Chapter Preview 49 Covenants, Conditions, and Restrictions 50 Liens 54 Easements 58 A Relatively New Type of Easement 64 Profit a Prendre 64 Encroachments 64 Adverse Possession 66 Chapter Review 67 Key Terms 68 Study Exercises 68 c h a p t e r 4 Public Restrictions on Ownership 70 Chapter Preview 71 The Property Tax 72 Power of Eminent Domain 74 Police Power 75 The Comprehensive General Plan 76 Zoning 76 Chapter Review 94 Key Terms 96 Study Exercises 9.

Elev ent h EDIT IONREAL ESTATE PRINCIPLESCHARLES F. .docx

toltonkendal

Elements of the Communication Process In Chapter One, we learned communication is the process of creating or sharing meaning in informal conversation, group interaction, or public speaking. To understand how the process works, we described the essential elements in the process. For the following interaction, identify the contexts, participants, channels. message, interference (noise), and feedback. "Maria and Damien are meandering through the park, talking and drinking bottled water. Damien finishes his bottle, replaces the lid, and tosses the bottle into the bushes at the side of the path. Maria, who has been listening to Damien talk, comes to a stop, puts her hand on her hips, stares at Damien, and says angrily, " I can't believe what you just did! Damien blushes, averts his gaze, and mumbles, "Sorry, I'll get it- I just wasn't thinking." As the tension drains from Maria's face. she gives her head a playful toss, smiles, and says, Well, just see that it doesn't happen again. 1. Contexts a. Physical b. Social c. Historical d. Psychological 2. Participants 3. Channels 4. Message 5. Interference (Noise) 6. Feedback .

Elements of the Communication ProcessIn Chapter One, we learne.docx

toltonkendal

Elements of Music #1 Handout 1. Rhythm the flow of music in terms of time 2. Beat the pulse that recurs regularly in music 3. Meter the regular pattern of stressed and unstressed beats 4. Tempo the speed of the beats in a piece of music 5. Polyrhythm two or more rhythm patterns occurring simultaneously 6. Pitch the perceived highness or lowness of a musical sound 7. Melody a series of consecutive pitches that form a cohesive musical entity 8. Counterpoint two or more independent lines with melodic character occurring at the same time 9. Harmony the simultaneous sounds of several pitches, usually in accompanying a melody 10. Dynamics the amount of loudness in music 11. Timbre tone quality or tone color in music 12. Form the pattern or plan of a musical work Framework for Improving Critical Infrastructure Cybersecurity Version 1.1 National Institute of Standards and Technology April 16, 2018 April 16, 2018 Cybersecurity Framework Version 1.1 This publication is available free of charge from: https://doi.org/10.6028/NIST.CSWP.04162018 ii No t e t o Rea d er s o n t h e U p d a t e Version 1.1 of this Cybersecurity Framework refines, clarifies, and enhances Version 1.0, which was issued in February 2014. It incorporates comments received on the two drafts of Version 1.1. Version 1.1 is intended to be implemented by first-time and current Framework users. Current users should be able to implement Version 1.1 with minimal or no disruption; compatibility with Version 1.0 has been an explicit objective. The following table summarizes the changes made between Version 1.0 and Version 1.1. Table NTR-1 - Summary of changes between Framework Version 1.0 and Version 1.1. Update Description of Update Clarified that terms like “compliance” can be confusing and mean something very different to various Framework stakeholders Added clarity that the Framework has utility as a structure and language for organizing and expressing compliance with an organization’s own cybersecurity requirements. However, the variety of ways in which the Framework can be used by an organization means that phrases like “compliance with the Framework” can be confusing. A new section on self- assessment Added Section 4.0 Self-Assessing Cybersecurity Risk with the Framework to explain how the Framework can be used by organizations to understand and assess their cybersecurity risk, including the use of measurements. Greatly expanded explanation of using Framework for Cyber Supply Chain Risk Management purposes An expanded Section 3.3 Communicating Cybersecurity Requirements with Stakeholders helps users better understand Cyber Supply Chain Risk Management (SCRM), while a new Section 3.4 Buying Decisions highlights use of the Framework in understanding risk associated with commercial off-the-shelf products and services. Additional Cyber SCRM criteria we.

Elements of Music #1 Handout1. Rhythm the flow of music in te.docx

toltonkendal

Elements of Music Report Instruments For the assignment on the elements of music, students will write a report with a minimum of 300 words. Students must select one element of music that they consider to be the most important element: Melody Rhythm Harmony Form When writing the report, be sure you address the following questions: Why did you select this element from among all the rest? Do you think that all kinds of music could exist without your selected element? Elaborate on your view. Describe a piece of music that highlights the use of your selected element. I encourage students do research on their element of music in order to get ideas for their reports. All reports must be original works! Do not quote any source or anybody’s thoughts. Quotes are not permitted in this Instruments Report. I am interested in your own personal thoughts, opinions, and the material you have learned from your research. .

Elements of Music Report InstrumentsFor the assignment on the el.docx

toltonkendal

Elements of Genre After watching three of the five movie clips listed in the Multimedia section, above, describe how they fit into a specific genre (or subgenre) as explained in the text. What elements of the film are characteristic of that genre? How does it fulfill the expectations of that genre? How does it play against these expectations? Your initial post should be at least 150 words in length. Support your claims with examples from required material(s) and/or other scholarly resources, and properly cite any references. .

Elements of GenreAfter watching three of the five .docx

toltonkendal

Elements of Design During the process of envisioning and designing a film, the director, production designer, and art director (in collaboration with the cinematographer) are concerned with several major spatial and temporal elements. These design elements punctuate and underscore the movement of figures within the frame, including the following: setting, lighting, costuming, makeup, and hairstyles. Choose a scene from movieclips.com. In a three to five page paper, (excluding the cover and reference pages) analyze the mise-en-scène. Respond to the following prompts with at least one paragraph per bulleted topic: Identify the names of the artists involved in the film’s production: the director, the production designer, and the art director. Describe in separate paragraphs each artist’s role in the overall design process. Conduct additional research if necessary, citing your book, film, and other external sources correctly in APA format. Explain how the artists utilize lighting in the scene. How does the lighting affect our emotional understanding of certain characters? What sort of mood does the lighting evoke? How does lighting impact the overall story the filmmaker is attempting to tell? Describe the setting, including the time period, location, and culture in which the film takes place. Explain what costuming can tell us about a character. In what ways can costuming be used to reflect elements of the film's plot? Explain how hairstyle and makeup can help tell the story. What might hairstyle and makeup reveal about the characters? Discuss your opinion regarding the mise-en-scène. Do the elements appear to work together in a harmonious way? Does the scene seem discordant? Do you think the design elements are congruent with the filmmaker’s vision for the scene? .

Elements of DesignDuring the process of envisioning and designing .docx

toltonkendal

Elements of Critical Thinking [WLOs 2, 3, 4] [CLOs 2, 3, 4]P.docx

toltonkendal

Elements of DesignDuring the process of envisioning and design.docx

toltonkendal

Elements of a contact due 16 Oct Read the Case Campbell Soup Co. v. Wentz in the text. Answer the following questions: 1. What were the terms of the contract between Campbell and the Wentzes? 2. Did the Wentzes perform under the contract? 3. Did the court find specific performance to be an adequate legal remedy in this case? 4. Why did the court refuse to help Campbell in enforcing its legal contract? 5. How could Campbell change its contract in the future so as to avoid the unconsionability problem? Facts: Per a written contract between Campbell Soup Company (a New Jersey company) and the Wentzes (carrot farmers in Pennsylvania), the Wentzes would deliver to Campbell all the Chantenay red cored carrots to be grown on the Wentz farm during the 1947 season. The contract price for the carrots was $30 per ton. The contract between Campbell Soup and all sellers of carrots was drafted by Campbell and it had a provision that prohibited farmers/sellers from selling their carrots to anyone else, except those carrots that were rejected by Campbell. The contract also had a liquidated damages provision of $50 per ton if the seller breached, but it had no similar provision in the event Campbell breached. The contract not only allowed Campbell to reject nonconforming carrots, but gave Campbell the right to determine who could buy the carrots it had rejected. The Wentzes harvested 100 tons of carrots, but because the market price at the time of harvesting was $90 per ton for these rare carrots, the Wentzes refused to deliver them to Campbell and sold 62 tons of their carrots to a farmer who sold some of those carrots to Campbell. Campbell sued the Wentzes, asking for the court's order to stop further sale of the contracted carrots to others and to compel specific performance of the contract. The trial court ruled for the Wentzes and Campbell appealed. Issues: Is specific performance an appropriate legal remedy in this case or is the contract unconscionable? Discussion: In January 1948, it was virtually impossible to obtain Chantenay carrots in the open market. Campbell used Chantenay carrots (which are easier to process for soup making than other carrots) in large quantities and furnishes the seeds to farmers with whom it contracts. Campbell contracted for carrots long ahead, and farmers entered into the contract willingly. If the facts of this case were this simple, specific performance should have been granted. However, the problem is with the contract itself, which was one-sided. According to the appellate court, the most direct example of unconscionability was the provision that, under certain .

Elements of a contact due 16 OctRead the Case Campbell Soup Co. v..docx

toltonkendal

Elements for analyzing mise en scene Identify the components of the shot, but explaining the meaning or significance behind those components and connecting the shot to the themes of the film 1. Dominant: Where is the eye attracted first? Why? 2. Lighting key: High key? Low key? High contrast? Some combination of these? 3. Shot and camera proxemics: What type of shot? How far away is the camera from the action? 4. Angle: Is the viewer (through the eye of the camera) looking up or down on the subject? Or is the camera neutral (eye level)? 5. Color values: What is the dominant color? Are there contrasting foils? Is there color symbolism? 6. Lens/filter/stock: How do these distort or comment on the photographed materials? 7. Subsidiary contrasts: What are the main eye-stops after taking in the dominant? 8. Density: How much visual information is packed into the image? Is the texture stark, moderate, or highly detailed? 9. Composition: How is the two-dimensional space segmented and organized? What is the underlying design? 10. Form: Open or closed? Does the image suggest a window that arbitrarily isolates a fragment of the scene? Or a proscenium arch, in which the visual elements are carefully arranged and held in balance? 11. Framing: Tight or loose? Do characters have little to no room to move, or can they move freely without impediments? 12. Depth: On how many planes is the image composed? Does the background or foreground comment in any way on the midground? 13. Character placement: What part of the framed space do the characters occupy? Center? Top? Bottom? Edges? Why? 14. Staging positions: Which way do the characters look vis-à-vis the camera? 15. Character proxemics: How much space is between the characters? What are the 4 distinct formal elements that make up a film's mise en scene? • staging of the action • physical setting and decor • the manner in which these materials are framed • the manner in which they are photographed .

Elements for analyzing mise en sceneIdentify the components of.docx

toltonkendal

Elements in the same row have the same number of () levelsWhi.docx

toltonkendal

ELEG 421 Control Systems Transient and Steady State Response Analyses Dr. Ashraf A. Zaher American University of Kuwait College of Arts and Science Department of Electrical and Computer Engineering Layout 2 Objectives This chapter introduces the analysis of the time response of different control systems under different scenarios. Only first and second order systems will be considered in details using analytical and numerical methods. Extension to higher order systems will be developed. Both transient and steady state responses will be evaluated. Stability analysis will be analyzed for different kinds of feedback, while investigating the effect of both proportional and derivative control actions on the performance of the closed-loop system. Finally systems types and steady state errors will be calculated for unity feedback. Outcomes By the end of this chapter, students will be able to:  evaluate both transient/steady state responses for control systems,  analyze the stability of closed-loop LTI systems,  investigate the effect of P and I control actions on performance, and  understand dominant dynamics of higher order systems. Dr. Ashraf Zaher Introduction 3 Test signals Transient response Steady state response Analytical techniques, and Numerical (simulation) techniques. Stability (definition and analysis methods), Relative stability, and Effect of P/I control actions on stability and performance. Summary of the used systems:  First order systems,  Second order systems, and  Higher order systems. Dr. Ashraf Zaher Test Signals 4 Dr. Ashraf Zaher Impulse function:  Used to simulate shock inputs,  Laplace transform: 1. Step function:  Used to simulate sudden disturbances,  Laplace transform: 1/s. Ramp function:  Used to simulate gradually changing inputs,  Laplace transform: 1/s2. Sinusoidal function(s):  Used to test response to a certain frequency,  Laplace transform: s/(s2+ω2) for cos(ωt) and ω/(s2+ω2) for sin(ωt). White noise function:  Used to simulate random noise,  It is a stochastic signal that is easier to deal with in the time domain. Total response: C(s) = R(s)*TF(s) = Ctr(s) + Css(s) → c(t) = ctr(t) + css(t) Fundamentals 5 Dr. Ashraf Zaher Definitions:  Zeros (Z) of the TF  Poles (P) of the TF  Transient Response (Natural)  Steady State Response (Forced)  Total Response Limits:  Initial values  Final values Systems (?Zs):  First order (one P)  Second order (two Ps)  Higher order! More:  Stability and relative stability  Steady state errors (unity feedback) First Order Systems 6 Dr. Ashraf Zaher TF: T: time constant Unit Step Response: 1 1 )( )( + = TssR sC )/1( 11 1 1 1 11 )( TssTs T sTss sC + −= + −= + = Ttetc /1)( −−= 632.01)( 1 =−== −eTtc T e Tdt tdc Tt t 11)( / 0 == − = 01)0( 0 =−== etc 11)( =−=∞= −∞etc First Order Systems.

ELEG 421 Control Systems Transient and Steady State .docx

toltonkendal

Element 010 ASSIGNMENT: 3000 WORDS (100%) Task: Individual assignment (3000 words) Weighting: 100% Assessment Case Study: Greenland Garden Centre [1] Jon Smith spread his arms widely as he surveyed his garden centre. ‘Of course the whole market for leisure products and services, especially garden-related products, has been expanding over the last few years. Even so, we have been particularly successful. Partly this is because we are conveniently located, but it is also because we have developed a reputation for excellent service. Customers like coming to us for advice. We have also been successful in attracting some of the ‘personality gardeners’ from television to make special appearances. My main ambition now is to fully develop all of our twelve hectares to make the centre a place people will want to visit in its own right. I envisage the centre developing into almost a mini gardening theme park with special gardens, beautiful grounds and special events.’ Greenland is a large village situated in the Cotswolds, a popular tourist area of the UK. It has an interesting range of shops and restaurants, mainly catering for the tourist trade. About half a mile outside the village is the Greenland Garden Centre. The garden centre is served by a good network of main roads but is inaccessible by public transport. Growth over the last five years has been dramatic and the garden centre now sells many other goods as well as gardening requisites. It also has a restaurant. It is open seven days a week, only closing on Christmas Day. Its opening hours are Monday– Saturday 9 a.m. to 6 p.m. and Sunday 10 a.m. to 5 p.m. all year round. Outside the centre The centre has a large car park which can accommodate about 350 cars. Outside the entrance a map indicates the various areas in the garden centre. Most customers walk round the grounds before making their purchases. The length of time people spend in the centre varies but, according to a recent study, averages 53 minutes during the week and 73 minutes at weekends. The same study shows the extent to which the number of customers arriving at the garden centre varies depending on the time of year, day of the week, and time of day. There are two peaks in customer numbers, one during the late spring/early summer period and another in the build up to Christmas, as Greenland puts on particularly good Christmas displays. Indoor sales area The range of goods has increased dramatically over the past few years and now includes items such as: pets and aquatics seeds fertilisers indoor pots and plants gardening equipment garden lighting conservatory-style furniture outdoor clothing picture gallery books and toys delicatessen wine kitchen equipment soft furnishing outdoor eating equipment gifts, stationery, cards, aromatherapy products freshly cut flowers dried flowers. Outside sales area In the open air and in large glasshouses there is a complete range of plants, shrubs and trees. Gre.

Element 010 ASSIGNMENT 3000 WORDS (100)Task Individual assign.docx

toltonkendal

ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4 1 LAB 4: CONVOLUTION Background & Concepts Convolution is denoted by: 𝑦[𝑛] = 𝑥[𝑛] ∗ ℎ[𝑛] Your book has described the "flip and shift" method for performing convolution. First, we set up two signals 𝑥[𝑘] and ℎ[𝑘]: Flip one of the signals, say ℎ[𝑘], to form ℎ[−𝑘]: ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4 2 Shift ℎ[−𝑘] by n to form ℎ[𝑛 − 𝑘]. For each value of 𝑛, form 𝑦[𝑛] by multiplying and summing all the element of the product of𝑥[𝑘]ℎ[𝑛 − 𝑘], −∞ < 𝑘 < ∞. The figure below shows an example of the calculation of𝑦[1]. The top panel shows𝑥[𝑘]. The middle panel showsℎ[1 − 𝑘]. The lower panel shows𝑥[𝑘]𝑦[1 − 𝑘]. Note that this is a sequence on a 𝑘 axis. The sum of the lower sequence over all k gives 𝑦[1] = 2. We repeat this shifting, multiplication and summing for all values of 𝑛 to get the complete sequence 𝑦[𝑛]: ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4 3 The conv Command conv(x,h) performs a 1-D convolution of vectors 𝑥 and ℎ. The resulting vector 𝑦 has length length(𝑦) = length(𝑥) + length(ℎ) − 1. Imagine vector 𝑥 as being stationary and the flipped version of ℎ is slid from left to right. Note that conv(x,h) = conv(h,x). An example of the convolution of two signals and plotting the result is below: >> x = [0.5 0.5 0.5]; %define input signal x[n] >> h = [3.0 2.0 1.0]; %unit-pulse response h[n] >> y = conv(x,h); %compute output y[n] via convolution >> n = 0:(length(y)-1); %for plotting y[n] >> stem(n,y) % plot y[n] >> grid; >> xlabel('n'); >> ylabel('y[n]'); >> title('Output of System via Convolution'); ELEG 320L – Signals & Systems Laboratory /Dr. Jibran Khan Yousafzai Lab 4 4 Deconvolution The command [q,r] = deconv(v,u), deconvolves vector u out of vector v, using long division. The quotient is returned in vector q and the remainder in vector r such that v = conv(u,q)+r. If u and v are vectors of polynomial coefficients, convolving them is equivalent to multiplying the two polynomials, and deconvolution is polynomial division. The result of dividing v by u is quotient q and remainder r. An examples is below: If >> u = [1 2 3 4]; >> v = [10 20 30]; The convolution is: >> c = conv(u,v) c = 10 40 100 160 170 120 Use deconvolution to recover v. >> [q,r] = deconv(c,u) q = 10 20 30 r = 0 0 0 0 0 0 This gives a quotient equal to v and a zero remainder. Structures Structures in Matlab are just like structures in C. They are basically containers that allow one

ELEG 320L – Signals & Systems Laboratory Dr. Jibran Khan Yous.docx

toltonkendal

Electronic Media Presentation Choose two of the following types of electronic media: Radio Sound recording Motion pictures Broadcast television Research the history of the media types your team selected. Include the following information in your presentation: Introduction Notable founders and parent organizations of your electronic media types Notable historical dates Dates of mergers with other radio stations, record production companies, motion picture companies, or television networks to form a large media conglomerate Date the media types launched their websites, became active on the Internet, or became active in social media integration Identify past, present, and future challenges confronting these types of media. How has the digital era affected them? Which types are best suited to adapt to the future? Explain why How do these challenges affect advertising in these organizations--outside companies advertising--and advertising for these media--companies promoting themselves to others? What are innovative advertising strategies these media have engaged in? What are two similarities and two differences between the two media types? Conclusion Present your Electronic Media Presentation. These are 10- to 12-slideMicrosoft ® PowerPoint ® presentations with notes. .

Electronic Media PresentationChoose two of the following.docx

toltonkendal

More from toltonkendal (20)

Elementary CurriculaBoth articles highlight the fact that middle.docx

Elementary Statistics (MATH220)Assignment Statistic.docx

Elements of Religious Traditions PaperWritea 700- to 1,050-word .docx

Elements of MusicPitch- relative highness or lowness that we .docx

Elevated Blood Lead Levels in Children AssociatedWith the Fl.docx

Elev ent h EDIT IONREAL ESTATE PRINCIPLESCHARLES F. .docx

Elements of the Communication ProcessIn Chapter One, we learne.docx

Elements of Music #1 Handout1. Rhythm the flow of music in te.docx

Elements of Music Report InstrumentsFor the assignment on the el.docx

Elements of GenreAfter watching three of the five .docx

Elements of DesignDuring the process of envisioning and designing .docx

Elements of Critical Thinking [WLOs 2, 3, 4] [CLOs 2, 3, 4]P.docx

Elements of DesignDuring the process of envisioning and design.docx

Elements of a contact due 16 OctRead the Case Campbell Soup Co. v..docx

Elements for analyzing mise en sceneIdentify the components of.docx

Elements in the same row have the same number of () levelsWhi.docx

ELEG 421 Control Systems Transient and Steady State .docx

Element 010 ASSIGNMENT 3000 WORDS (100)Task Individual assign.docx

ELEG 320L – Signals & Systems Laboratory Dr. Jibran Khan Yous.docx

Electronic Media PresentationChoose two of the following.docx

Recently uploaded

Sanyam Choudhary Chemistry practical.pdf

sanyamsingh5019

Activity 01 - Artificial Culture (1).pdf

ciinovamais

Class 11th Physics NEET formula sheet pdf

AyushMahapatra5

Student login on Anyboli platform.helpin

RaunakKeshri1

Holdier Curriculum Vitae (April 2024).pdf

agholdier

Unit-IV- Pharma. Marketing Channels.pptx

VishalSingh1417

Advance Mobile Application Development class 07

Dr. Mazin Mohamed alkathiri

Q4-W6-Restating Informational Text Grade 3

JemimahLaneBuaron

The recently published educational policy document under the title ‘National Education Policy Reform’ (NEPF for short) has been the subject of much criticism. Various parties have expressed their grave concerns about this proposed NEPF on many platforms. This document attempts to cover some angles which the author deems less covered in other criticisms. This critique is by no means complete or exhaustive; rather, the author prefers that it be read in conjunction with other such criticisms.

A Critique of the Proposed National Education Policy Reform

Chameera Dedduwage

Software Engineering Methodologies (overview)

eniolaolutunde

Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...

EduSkills OECD

Mattingly "AI & Prompt Design: Structured Data, Assistants, & RAG"

National Information Standards Organization (NISO)

The Most Excellent Way | 1 Corinthians 13

Steve Thomason

The global implications of DORA and NIS 2 Directive are significant, extending beyond the European Union. Amongst others, the webinar covers: • DORA and its Implications • Nis 2 Directive and its Implications • How to leverage directive and regulation as a marketing tool and competitive advantage • How to use new compliance framework to request additional budget Presenters: Christophe Mazzola - Senior Cyber Governance Consultant Armed with endless Excel files, a meme catalog worthy of the best X'os (formerly twittos), and a risk register to make your favorite risk manager jealous, I swapped my computer scientist cape a few years ago for that of a (cyber) threat hunter with the honorary title of CISO. Ah, and I am also a quadruple senior certified ISO27001/2/5, Pas mal non ? C'est francais. Malcolm Xavier Malcolm Xavier has been working in the Digital Industry for over 18 Years now. He has worked with Global Clients in South Africa, United States and United Kingdom. He has achieved Many Professional Certifications Like CISSP, Google Cloud Practitioner, TOGAF, Azure Cloud, ITIL v3 etc. His core competencies include IT strategy, cybersecurity, IT infrastructure management, data center migration and consolidation, data protection and compliance, risk management and governance, and IS program development and management. Date: April 25, 2024 Tags: Information Security, Digital Operational Resilience Act (DORA) ------------------------------------------------------------------------------- Find out more about ISO training and certification services Training: Digital Operational Resilience Act (DORA) - EN | PECB NIS 2 Directive - EN | PECB Webinars: https://pecb.com/webinars Article: https://pecb.com/article Whitepaper: https://pecb.com/whitepaper ------------------------------------------------------------------------------- For more information about PECB: Website: https://pecb.com/ LinkedIn: https://www.linkedin.com/company/pecb/ Facebook: https://www.facebook.com/PECBInternational/ Slideshare: http://www.slideshare.net/PECBCERTIFICATION

Beyond the EU: DORA and NIS 2 Directive's Global Impact

PECB

Advanced Views - Calendar View in Odoo 17

Celine George

BASLIQ CURRENT LOOKBOOK LOOKBOOK(1) (1).pdf

SoniaTolstoy

IGNOU MSCCFT and PGDCFT Exam Question Pattern: MCFT003 Counselling and Family...

PsychoTech Services

SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptx

iammrhaywood

Z Score,T Score, Percential Rank and Box Plot Graph

Thiyagu K

Disha NEET Physics Guide for classes 11 and 12.pdf

chloefrazer622

Recently uploaded (20)

Sanyam Choudhary Chemistry practical.pdf

Activity 01 - Artificial Culture (1).pdf

Class 11th Physics NEET formula sheet pdf

Student login on Anyboli platform.helpin

Holdier Curriculum Vitae (April 2024).pdf

Unit-IV- Pharma. Marketing Channels.pptx

Advance Mobile Application Development class 07

Q4-W6-Restating Informational Text Grade 3

A Critique of the Proposed National Education Policy Reform

Software Engineering Methodologies (overview)

Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...

Mattingly "AI & Prompt Design: Structured Data, Assistants, & RAG"

The Most Excellent Way | 1 Corinthians 13

Beyond the EU: DORA and NIS 2 Directive's Global Impact

Advanced Views - Calendar View in Odoo 17

BASLIQ CURRENT LOOKBOOK LOOKBOOK(1) (1).pdf

IGNOU MSCCFT and PGDCFT Exam Question Pattern: MCFT003 Counselling and Family...

SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptx

Z Score,T Score, Percential Rank and Box Plot Graph

Disha NEET Physics Guide for classes 11 and 12.pdf

Educating Managers and Policy AnalystRapid growth in data, compu.docx

1. Educating Managers and Policy Analyst Rapid growth in data, computational power, and social media creates new opportunities for innovation governance and policymaking. These information and communication technology developments affect all parts of the policy-making cycle. As a result, drastic changes in the way in which policies are developed (Janssen, 2015). Policymaking and its subsequent implementation are necessary to deal with societal problems. Policy analysts are well educated; therefore, a company uses the experts to convey status rewards outside the company. The policy informatics include the savvy public manager and the informatics analyst in the public administration curriculum. Throughout the life project cycle, the manager emphasizes the role of understanding the comprehensive policy and legal environment, need to venture into coalition building, develop indicators and the importance of lining up finance and human resources. Developing simulation is always based on certain assumptions, and a model is as good as the developer makes it (Janssen, 2015). The education needs of professionals are changing. Technology and business strategies are now available to meet financial management issues. Such as the delivery of public services more efficiently. Policy informatics-savvy public manager and the policy informatics analyst are two ideal types of practitioners who use or create policy informatics projects, programs, or platforms. Policy analysts have significantly been viewed as spanning agents who act as advisers on matters concerning policy (Koliba, 2015). Analysts provide other services other than policy advice to clients. They can offer the academic literature to making coffee. They elucidate their essential functions, personal problems and behavioral patterns in business firms. Though their behavioral patterns have been established, there is a need to develop general conceptual frameworks of the types of agents and advisers being applied to this role.

2. Discussion Question Discuss the kinds of logical structures that are in place to determine the positions of agents and advisors. Discuss whether you think they are effective or not.

Educating Managers and Policy AnalystRapid growth in data, compu.docx

Recommended

Recommended

More Related Content

Similar to Educating Managers and Policy AnalystRapid growth in data, compu.docx

Similar to Educating Managers and Policy AnalystRapid growth in data, compu.docx (17)

More from toltonkendal

More from toltonkendal (20)

Recently uploaded

Recently uploaded (20)

Educating Managers and Policy AnalystRapid growth in data, compu.docx