IS531HealthcareInformationSystemsAnalysis&DesignProje.docx
•Download as DOCX, PDF•
0 likes•2 views
IS 531: Healthcare Information Systems Analysis & Design Project Page 1 IS 531: Healthcare Information Systems Analysis and Design Term Project Specifications As a team of 4 (four) promising Health Informatics consultants, you will search and select an Electronic Health Record (EHR) software for a prospective client (Dr. Smith’s private office for family medicine practice.) PROJECT REQUIREMENTS Your project includes a written report and a set of PowerPoint slides for summary. The presentation should cover the following issues. Specific requirements (assumptions) for Dr. Smith’s office: ‐ Location ‐ Services provided ‐ Patients: volume, insurance hold ‐ Staff: clerical, technical … ‐ Third parties: hospitals, pharmacies, specialists, labs, insurance companies Information about the software developer: ‐ contact information ‐ corporate information ‐ line of products and pricing ‐ product ratings from clients and other agencies Information about software: ‐ Functionalities ‐ Interfaces with third parties (hospitals, pharmacies, insurances …) ‐ Capacity / Limitations ‐ Infrastructure requirement (hardware, network etc.) ‐ Cost for leasing, customization and support ‐ Implementation schedule Live demonstration IS 531: Healthcare Information Systems Analysis & Design Project Page 2 REPORT FORMAT Transmittal Memo to Dr. Smith ‐ Single spaced, line between paragraphs ‐ Including list of members Executive Summary ‐ What, Why, How much, How long ‐ Double spaced, one page in length Body ‐ About 10 pages, not counting appendices ‐ Double spaced / Indent paragraphs References (if needed) ‐ Follow a standard format (APA), be consistent Appendices ‐ Tables, Charts, Diagrams, Screenshots … ‐ Label clearly for easy reference in the text ‐ Attach any documentation/ literature related to the selected software that you get from the developer or from the Internet. PowerPoint hand‐out (6 slides per page) Examples of some HER software .
Report
Share
Report
Share
Recommended
OVERVIEW• Write paper in sections• Understand the compa.docx
OVERVIEW:
• Write paper in sections
• Understand the company
• Find similar situations
• Research and apply possible solutions
• Research and find other issues
HEALTH NETWORK INC
• You are an Information Technology (IT) intern
• Health Network Inc.
• Headquartered in Minneapolis, Minnesota
• Two other locations
• Portland Oregon
• Arlington Virginia
• Over 600 employees
• $500 million USD annual revenue
DATA Centers
• Each location is near a data center
• Managed by a third-party vendor
• Production centers located at the data centers
Health network’s Three products
• HNetExchange
• Handles secure electronic medical messages between
• Large customers such as hospitals and
• Small customers such as clinics
• HNetPay
• Web Portal to support secure payments
• Accepts various payment methods
• HNetConnect
• Allows customers to find Doctors
• Contains profiles of doctors, clinics and patients
Health networks IT network
• Three corporate data centers
• Over 1000 data severs
• 650 corporate laptops
• Other mobile devices
Management request
• Current risk assessment outdated
• Your assignment is to create a new one
• Additional threats may be found during re-evaluation
• No budget has been set on the project
Threats identified
• Loss of company data due to hardware being removed from production systems
• Loss of company information on lost or stolen company-owned assets, such as mobile devices and laptops
• Loss of customers due to production outages caused by various events, such as natural disasters, change management, unstable software, and so on
• Internet threats due to company products being accessible on the Internet
• Insider threats
• Changes in regulatory landscape that may impact operations
Part 1 project assignment
• Conduct a risk assessment based on the information from this presentation
• Write a 5-page paper properly APA formatted
Your paper should include
The Scope of the risk assessment i.e. assets, people, processes, and technologies
Tools used to conduct the risk assessment
Risk assessment findings
Business Impact Analysis
This is the second part of Project 1 that you started in Week 4. Following the instructions on the PowerPoint Slide.
You will add to your findings from part 1 and address them with a risk mitigation plan.
The plan should include
The methods to reduce risk and vulnerabilities
Determine if the organization is risk-averse or risk-tolerant
Strategies to mitigate residual risks
The requirements for this half are also five pages correctly APA formatted.
.
CST 610 Exceptional Education - snaptutorial.com
For more classes visit
www.snaptutorial.com
CST 610 Project 1 Information Systems and Identity Management
CST 610 Project 2 Operating Systems Vulnerabilities (Windows and Linux)
CST 610 Project 3 Assessing Information System Vulnerabilities and Risk
CST 610 Project 4 Threat Analysis and Exploitation
Cst 610 Believe Possibilities / snaptutorial.com
For more classes visit
www.snaptutorial.com
CST 610 Project 1 Information Systems and Identity Management
CST 610 Project 2 Operating
CST 610 Effective Communication - snaptutorial.com
For more classes visit
www.snaptutorial.com
CST 610 Project 1 Information Systems and Identity Management
CST 610 Project 2 Operating Systems Vulnerabilities (Windows and Linux)
CST 610 Project 3 Assessing Information System Vulnerabilities and Risk
CST 610 RANK Educational Specialist--cst610rank.com
FOR MORE CLASSES VISIT
www.cst610rank.com
CST 610 Project 1 Information Systems and Identity Management CST 610 Project 2 Operating Systems Vulnerabilities (Windows and Linux) CST 610 Project 3 Assessing Information System Vulnerabilities and Risk CST 610 Project 4 Threat Analysis and Exploitation CST 610 Project 5 Cryptography CST 610 Project 6 Digital Forensics Analysis
CST 610 RANK Become Exceptional--cst610rank.com
This document provides instructions for 6 projects in CST 610 related to information security. Project 1 involves assessing the security of a hospital's information systems and implementing identity management solutions. It includes steps to define the infrastructure, identify threats, test password cracking tools, create a non-technical presentation, and write a technical report. Project 2 tasks the reader as a cybersecurity engineer assessing vulnerabilities in a company's Windows and Linux operating systems.
CST 610 RANK Inspiring Innovation--cst610rank.com
This document provides instructions for 6 projects in CST 610 related to information security. Project 1 involves assessing the security of a hospital's information systems and implementing identity management solutions. It includes steps to define the infrastructure, identify threats, test password cracking tools, create a non-technical presentation, and write a technical report. Project 2 tasks the reader as a cybersecurity engineer assessing operating system vulnerabilities in a company in the oil and gas sector.
Csec 610 Believe Possibilities / snaptutorial.com
For more classes visit
www.snaptutorial.com
CSEC 610 Project 1 Information Systems and Identity Management
CSEC 610 Project 2 Operating
Recommended
OVERVIEW• Write paper in sections• Understand the compa.docx
OVERVIEW:
• Write paper in sections
• Understand the company
• Find similar situations
• Research and apply possible solutions
• Research and find other issues
HEALTH NETWORK INC
• You are an Information Technology (IT) intern
• Health Network Inc.
• Headquartered in Minneapolis, Minnesota
• Two other locations
• Portland Oregon
• Arlington Virginia
• Over 600 employees
• $500 million USD annual revenue
DATA Centers
• Each location is near a data center
• Managed by a third-party vendor
• Production centers located at the data centers
Health network’s Three products
• HNetExchange
• Handles secure electronic medical messages between
• Large customers such as hospitals and
• Small customers such as clinics
• HNetPay
• Web Portal to support secure payments
• Accepts various payment methods
• HNetConnect
• Allows customers to find Doctors
• Contains profiles of doctors, clinics and patients
Health networks IT network
• Three corporate data centers
• Over 1000 data severs
• 650 corporate laptops
• Other mobile devices
Management request
• Current risk assessment outdated
• Your assignment is to create a new one
• Additional threats may be found during re-evaluation
• No budget has been set on the project
Threats identified
• Loss of company data due to hardware being removed from production systems
• Loss of company information on lost or stolen company-owned assets, such as mobile devices and laptops
• Loss of customers due to production outages caused by various events, such as natural disasters, change management, unstable software, and so on
• Internet threats due to company products being accessible on the Internet
• Insider threats
• Changes in regulatory landscape that may impact operations
Part 1 project assignment
• Conduct a risk assessment based on the information from this presentation
• Write a 5-page paper properly APA formatted
Your paper should include
The Scope of the risk assessment i.e. assets, people, processes, and technologies
Tools used to conduct the risk assessment
Risk assessment findings
Business Impact Analysis
This is the second part of Project 1 that you started in Week 4. Following the instructions on the PowerPoint Slide.
You will add to your findings from part 1 and address them with a risk mitigation plan.
The plan should include
The methods to reduce risk and vulnerabilities
Determine if the organization is risk-averse or risk-tolerant
Strategies to mitigate residual risks
The requirements for this half are also five pages correctly APA formatted.
.
CST 610 Exceptional Education - snaptutorial.com
For more classes visit
www.snaptutorial.com
CST 610 Project 1 Information Systems and Identity Management
CST 610 Project 2 Operating Systems Vulnerabilities (Windows and Linux)
CST 610 Project 3 Assessing Information System Vulnerabilities and Risk
CST 610 Project 4 Threat Analysis and Exploitation
Cst 610 Believe Possibilities / snaptutorial.com
For more classes visit
www.snaptutorial.com
CST 610 Project 1 Information Systems and Identity Management
CST 610 Project 2 Operating
CST 610 Effective Communication - snaptutorial.com
For more classes visit
www.snaptutorial.com
CST 610 Project 1 Information Systems and Identity Management
CST 610 Project 2 Operating Systems Vulnerabilities (Windows and Linux)
CST 610 Project 3 Assessing Information System Vulnerabilities and Risk
CST 610 RANK Educational Specialist--cst610rank.com
FOR MORE CLASSES VISIT
www.cst610rank.com
CST 610 Project 1 Information Systems and Identity Management CST 610 Project 2 Operating Systems Vulnerabilities (Windows and Linux) CST 610 Project 3 Assessing Information System Vulnerabilities and Risk CST 610 Project 4 Threat Analysis and Exploitation CST 610 Project 5 Cryptography CST 610 Project 6 Digital Forensics Analysis
CST 610 RANK Become Exceptional--cst610rank.com
This document provides instructions for 6 projects in CST 610 related to information security. Project 1 involves assessing the security of a hospital's information systems and implementing identity management solutions. It includes steps to define the infrastructure, identify threats, test password cracking tools, create a non-technical presentation, and write a technical report. Project 2 tasks the reader as a cybersecurity engineer assessing vulnerabilities in a company's Windows and Linux operating systems.
CST 610 RANK Inspiring Innovation--cst610rank.com
This document provides instructions for 6 projects in CST 610 related to information security. Project 1 involves assessing the security of a hospital's information systems and implementing identity management solutions. It includes steps to define the infrastructure, identify threats, test password cracking tools, create a non-technical presentation, and write a technical report. Project 2 tasks the reader as a cybersecurity engineer assessing operating system vulnerabilities in a company in the oil and gas sector.
Csec 610 Believe Possibilities / snaptutorial.com
For more classes visit
www.snaptutorial.com
CSEC 610 Project 1 Information Systems and Identity Management
CSEC 610 Project 2 Operating
CST 610 RANK Remember Education--cst610rank.com
FOR MORE CLASSES VISIT
www.cst610rank.com
CST 610 Project 1 Information Systems and Identity Management
CST 610 Project 2 Operating Systems Vulnerabilities (Windows and Linux)
CST 610 Project 3 Assessing Information System Vulnerabilities and Risk
CST 610 Project 4 Threat Analysis and Exploitation
CST 610 Project 5 Cryptography
CST 610 RANK Introduction Education--cst610rank.com
This document outlines the requirements for 6 projects in CST 610. Project 1 involves assessing the identity management and information security of a hospital system. It includes defining the system infrastructure, threats, password cracking tools, and delivering a technical report and non-technical presentation. Project 2 involves assessing operating system vulnerabilities in a oil/gas company, including unauthorized access and configuration changes. The document provides background for several other projects involving vulnerabilities, threat analysis, cryptography, and digital forensics.
CSEC 610 Effective Communication - snaptutorial.com
For more classes visit
www.snaptutorial.com
CSEC 610 Project 1 Information Systems and Identity Management
CSEC 610 Project 2 Operating Systems Vulnerabilities (Windows and Linux)
CSEC 610 Education Specialist / snaptutorial.com
For more classes visit
www.snaptutorial.com
CSEC 610 Project 1 Information Systems and Identity Management
CSEC 610 Project 2 Operating Systems Vulnerabilities (Windows and Linux)
CST 610 RANK Redefined Education--cst610rank.com
FOR MORE CLASSES VISIT
www.cst610rank.com
CST 610 Project 1 Information Systems and Identity Management CST 610 Project 2 Operating Systems Vulnerabilities (Windows and Linux) CST 610 Project 3 Assessing Information System Vulnerabilities and Risk CST 610 Project 4 Threat Analysis and Exploitation CST 610 Project 5 Cryptography CST 610 Project 6 Digital Forensics Analysis
Cst 610 Enhance teaching / snaptutorial.com
For more classes visit
www.snaptutorial.com
CST 610 Project 1 Information Systems and Identity Management
CST 610 Project 2 Operating Systems Vulnerabilities (Windows and Linux)
CST 610 Project 3 Assessing Information System Vulnerabilities and Risk
CST 610 Project 4 Threat Analysis and Exploitation
Cyb 610Education Specialist / snaptutorial.com
CYB 610 Project 1 Information Systems and Identity Management
CYB 610 Project 2 Operating Systems Vulnerabilities (Windows and Linux)
CYB 610 Project 3 Assessing Information System Vulnerabilities and Risk
CYB 610 Project 4 Threat Analysis and Exploitation
CST 610 Effective Communication/tutorialrank.com
This document outlines 6 cybersecurity projects for a course. Project 2 tasks the student to assess operating system vulnerabilities in a company's Windows and Linux systems. The student is to conduct a security assessment report (SAR) on the state of the operating systems and create a non-technical presentation summarizing their findings for leadership. The student will need to understand both Windows and Linux technologies to complete vulnerability scanning.
Project Part 1 and part 2OverviewWrite paper in section.docx
Project Part 1 and part 2
Overview
Write paper in sections
Understand the company
Find similar situations
Research and apply possible solutions
Research and find other issues
Health network inc
You are an Information Technology (IT) intern
Health Network Inc.
Headquartered in Minneapolis, Minnesota
Two other locations
Portland Oregon
Arlington Virginia
Over 600 employees
$500 million USD annual revenue
Data centers
Each location is near a data center
Managed by a third-party vendor
Production centers located at the data centers
Health network’s Three products
HNetExchange
Handles secure electronic medical messages between
Large customers such as hospitals and
Small customers such as clinics
HNetPay
Web Portal to support secure payments
Accepts various payment methods
HNetConnect
Allows customers to find Doctors
Contains profiles of doctors, clinics and patients
Health networks IT network
Three corporate data centers
Over 1000 data severs
650 corporate laptops
Other mobile devices
Management request
Current risk assessment outdated
Your assignment is to create a new one
Additional threats may be found during re-evaluation
No budget has been set on the project
Threats identified
Loss of company data due to hardware being removed from production systems
Loss of company information on lost or stolen company-owned assets, such as mobile devices and laptops
Loss of customers due to production outages caused by various events, such as natural disasters, change management, unstable software, and so on
Internet threats due to company products being accessible on the Internet
Insider threats
Changes in regulatory landscape that may impact operations
Part 1 project assignment
Conduct a risk assessment based on the information from this presentation
Write a 5-page paper properly APA formatted
Your paper should include
The Scope of the risk assessment i.e. assets, people, processes, and technologies
Tools used to conduct the risk assessment
Risk assessment findings
Business Impact Analysis
Part 2 project
You will add to your findings from part 1 and address with a risk mitigation plan.
The plan should include
The plans to reduce risk and vulnerabilities
Determine if organization is risk averse or risk tolerant
Future plans to reduce residual risks
The requirements for this half is also 5 pages properly APA formatted.
...
CST 610 RANK Achievement Education--cst610rank.com
FOR MORE CLASSES VISIT
www.cst610rank.com
CST 610 Project 1 Information Systems and Identity Management CST 610 Project 2 Operating Systems Vulnerabilities (Windows and Linux) CST 610 Project 3 Assessing Information System Vulnerabilities and Risk CST 610 Project 4 Threat Analysis and Exploitation CST 610 Project
Csec 610 Education Organization-snaptutorial.com
The document discusses a cybersecurity project involving assessing vulnerabilities in a healthcare organization's information systems. Key points:
1. The student is asked to examine security of a hospital's information infrastructure and make recommendations. Assessments will include a technical report and non-technical presentation.
2. Research on the hospital's systems found password compromises, requiring analysis of identity management and access controls. The student tested password cracking tools to evaluate security.
3. Deliverables include an 8-10 slide presentation for executives, a 6-7 page technical report, and 2-3 page executive summary. Recommendations will address vulnerabilities and risks identified through the assessments.
CYB 610 Effective Communication/tutorialrank.com
For more course tutorials visit
www.tutorialrank.com
CYB 610 Project 1 Information Systems and Identity Management
CYB 610 Project 2 Operating Systems Vulnerabilities (Windows and Linux)
CYB 610 Project 3 Assessing Information System Vulnerabilities and Risk
CSEC 610 Effective Communication/tutorialrank.com
For more course tutorials visit
www.tutorialrank.com
CSEC 610 Project 1 Information Systems and Identity Management
CSEC 610 Project 2 Operating Systems Vulnerabilities (Windows and Linux)
CSEC 610 Project 3 Assessing Information System Vulnerabilities and Risk
Sensitive Data Assesment
Regulatory Control functions, such as Operational Risk, Compliance and Audit, increasingly raise questions around the scope, management, and identification of sensitive data within distributed and mainframe application environments.
CYB 610 Exceptional Education - snaptutorial.com
For more classes visit
www.snaptutorial.com
CYB 610 Project 1 Information Systems and Identity Management
CYB 610 Project 2 Operating Systems Vulnerabilities (Windows and Linux)
CYB 610 Project 3 Assessing Information System Vulnerabilities and Risk
CYB 610 Project 4 Threat Analysis and Exploitation
Cyb 610 Believe Possibilities / snaptutorial.com
For more classes visit
www.snaptutorial.com
CYB 610 Project 1 Information Systems and Identity Management
CYB 610 Project 2 Operating
CYB 610 Effective Communication - snaptutorial.com
For more classes visit
www.snaptutorial.com
CYB 610 Project 1 Information Systems and Identity Management
CYB 610 Project 2 Operating Systems Vulnerabilities (Windows and Linux)
Thesis_IR(Aptsource)
This document provides an overview of various software requirements and components for an immunization information system. It describes the need for standards like HL7 for electronic health record data exchange. It also outlines the key components of Apache Tomcat including Catalina, Coyote, and Jasper. Additional components that could be used include Cluster, High Availability, and Web Applications.
Cyb 610 Education Organization-snaptutorial.com
For more classes visit
www.snaptutorial.com
CYB 610 Project 1 Information Systems and Identity Management
CYB 610 Project 2 Operating Systems Vulnerabilities (Windows and Linux)
CYB 610 Project 3 Assessing Information System Vulnerabilities and Risk
CYB 610 Project 4 Threat Analysis and Exploitation
CYB 610 Project 5 Cryptography
CYB 610 Project 6 Digital Forensics Analysis
Csec 610 Enhance teaching / snaptutorial.com
For more classes visit
www.snaptutorial.com
CSEC 610 Project 1 Information Systems and Identity Management
CSEC 610 Project 2 Operating Systems Vulnerabilities (Windows and Linux)
CSEC 610 Project 3 Assessing Information System Vulnerabilities and Risk
CSEC 610 Project 4 Threat Analysis and Exploitation
100 Original WorkZero PlagiarismGraduate Level Writing Required.docx
This document provides instructions for a 1,250- to 1,400-word paper that is due on March 6, 2021. Students must choose between the topics of immigration, drug legislation, or three-strikes sentencing. For the selected topic, students must describe how each branch of the US government (executive, legislative, judicial) participates in the policy. The paper must follow APA formatting guidelines and include at least three peer-reviewed literature references, excluding sources like Wikipedia.
10.11771066480704270150THE FAMILY JOURNAL COUNSELING AND THE.docx
10.1177/1066480704270150THE FAMILY JOURNAL: COUNSELING AND THERAPY FOR COUPLES AND FAMILIES / January 2005Lambert / GAY AND LESBIAN FAMILIES
❖ Literature Review—Research
Gay and Lesbian Families:
What We Know and Where to Go From Here
Serena Lambert
Idaho State University
The author reviewed the research on gay and lesbian parents and
their children. The current body of research has been clear and con-
sistent in establishing that children of gay and lesbian parents are as
psychologically healthy as their peers from heterosexual homes.
However, this comparison approach to research design appears to
have limited the scope of research on gay and lesbian families, leav-
ing much of the experience of these families yet to be investigated.
Keywords: gay men; lesbians; parenting; families
The relationships and family lives of gay and lesbian peo-ple have been the focus of much controversy in the past
decade. The legal and social implications of gay and lesbian
parents appear to have clearly affected the direction that
researchers in the fields of psychology and sociology have
taken in regard to these diverse families. As clinicians, educa-
tors, and researchers, counselors need to be aware of and
involved with issues related to lesbian and gay family life for
several reasons. First, our professional code of ethics charges
us with the ethical responsibility to demonstrate a commit-
ment to gaining knowledge, personal awareness, sensitivity,
and skills significant for working with diverse populations
(American Counseling Association, 1995; International
Association of Marriage and Family Counselors, n.d.). Coun-
selors are also in a unique position to advocate for diverse
clients and families in their communities as well as in their
practices but must possess the knowledge to do so effectively
(Eriksen, 1999). It is believed that work in this area not only
has the potential to affect the lives of our gay and lesbian cli-
ents and their children but also influences developmental and
family theory and informs public policies for the future
(Patterson, 1995, 2000; Savin-Williams & Esterberg, 2000).
This article will review the recent research regarding fami-
lies headed by gay men and lesbians. Studies reviewed in-
clude investigations of gay or lesbian versus homosexual par-
ents, sources of diversity among gay and lesbian parents, and
the personal and sociological development of the children of
gay and lesbian parents. Implications for counselors as well
as directions for future research will also be discussed.
GAY AND LESBIAN PARENTS
How Many Are Out There?
Unfortunately, accurate statistics regarding the numbers
of families headed by gay men and lesbians in our culture are
difficult to determine. Due to fear of discrimination in one or
more aspects of their lives, many gay men and lesbians have
carefully kept their sexual orientation concealed—even from
their own children in some cases (Huggins, 1989). Patterson
(2000) noted that it is es.
More Related Content
Similar to IS531HealthcareInformationSystemsAnalysis&DesignProje.docx
CST 610 RANK Remember Education--cst610rank.com
FOR MORE CLASSES VISIT
www.cst610rank.com
CST 610 Project 1 Information Systems and Identity Management
CST 610 Project 2 Operating Systems Vulnerabilities (Windows and Linux)
CST 610 Project 3 Assessing Information System Vulnerabilities and Risk
CST 610 Project 4 Threat Analysis and Exploitation
CST 610 Project 5 Cryptography
CST 610 RANK Introduction Education--cst610rank.com
This document outlines the requirements for 6 projects in CST 610. Project 1 involves assessing the identity management and information security of a hospital system. It includes defining the system infrastructure, threats, password cracking tools, and delivering a technical report and non-technical presentation. Project 2 involves assessing operating system vulnerabilities in a oil/gas company, including unauthorized access and configuration changes. The document provides background for several other projects involving vulnerabilities, threat analysis, cryptography, and digital forensics.
CSEC 610 Effective Communication - snaptutorial.com
For more classes visit
www.snaptutorial.com
CSEC 610 Project 1 Information Systems and Identity Management
CSEC 610 Project 2 Operating Systems Vulnerabilities (Windows and Linux)
CSEC 610 Education Specialist / snaptutorial.com
For more classes visit
www.snaptutorial.com
CSEC 610 Project 1 Information Systems and Identity Management
CSEC 610 Project 2 Operating Systems Vulnerabilities (Windows and Linux)
CST 610 RANK Redefined Education--cst610rank.com
FOR MORE CLASSES VISIT
www.cst610rank.com
CST 610 Project 1 Information Systems and Identity Management CST 610 Project 2 Operating Systems Vulnerabilities (Windows and Linux) CST 610 Project 3 Assessing Information System Vulnerabilities and Risk CST 610 Project 4 Threat Analysis and Exploitation CST 610 Project 5 Cryptography CST 610 Project 6 Digital Forensics Analysis
Cst 610 Enhance teaching / snaptutorial.com
For more classes visit
www.snaptutorial.com
CST 610 Project 1 Information Systems and Identity Management
CST 610 Project 2 Operating Systems Vulnerabilities (Windows and Linux)
CST 610 Project 3 Assessing Information System Vulnerabilities and Risk
CST 610 Project 4 Threat Analysis and Exploitation
Cyb 610Education Specialist / snaptutorial.com
CYB 610 Project 1 Information Systems and Identity Management
CYB 610 Project 2 Operating Systems Vulnerabilities (Windows and Linux)
CYB 610 Project 3 Assessing Information System Vulnerabilities and Risk
CYB 610 Project 4 Threat Analysis and Exploitation
CST 610 Effective Communication/tutorialrank.com
This document outlines 6 cybersecurity projects for a course. Project 2 tasks the student to assess operating system vulnerabilities in a company's Windows and Linux systems. The student is to conduct a security assessment report (SAR) on the state of the operating systems and create a non-technical presentation summarizing their findings for leadership. The student will need to understand both Windows and Linux technologies to complete vulnerability scanning.
Project Part 1 and part 2OverviewWrite paper in section.docx
Project Part 1 and part 2
Overview
Write paper in sections
Understand the company
Find similar situations
Research and apply possible solutions
Research and find other issues
Health network inc
You are an Information Technology (IT) intern
Health Network Inc.
Headquartered in Minneapolis, Minnesota
Two other locations
Portland Oregon
Arlington Virginia
Over 600 employees
$500 million USD annual revenue
Data centers
Each location is near a data center
Managed by a third-party vendor
Production centers located at the data centers
Health network’s Three products
HNetExchange
Handles secure electronic medical messages between
Large customers such as hospitals and
Small customers such as clinics
HNetPay
Web Portal to support secure payments
Accepts various payment methods
HNetConnect
Allows customers to find Doctors
Contains profiles of doctors, clinics and patients
Health networks IT network
Three corporate data centers
Over 1000 data severs
650 corporate laptops
Other mobile devices
Management request
Current risk assessment outdated
Your assignment is to create a new one
Additional threats may be found during re-evaluation
No budget has been set on the project
Threats identified
Loss of company data due to hardware being removed from production systems
Loss of company information on lost or stolen company-owned assets, such as mobile devices and laptops
Loss of customers due to production outages caused by various events, such as natural disasters, change management, unstable software, and so on
Internet threats due to company products being accessible on the Internet
Insider threats
Changes in regulatory landscape that may impact operations
Part 1 project assignment
Conduct a risk assessment based on the information from this presentation
Write a 5-page paper properly APA formatted
Your paper should include
The Scope of the risk assessment i.e. assets, people, processes, and technologies
Tools used to conduct the risk assessment
Risk assessment findings
Business Impact Analysis
Part 2 project
You will add to your findings from part 1 and address with a risk mitigation plan.
The plan should include
The plans to reduce risk and vulnerabilities
Determine if organization is risk averse or risk tolerant
Future plans to reduce residual risks
The requirements for this half is also 5 pages properly APA formatted.
...
CST 610 RANK Achievement Education--cst610rank.com
FOR MORE CLASSES VISIT
www.cst610rank.com
CST 610 Project 1 Information Systems and Identity Management CST 610 Project 2 Operating Systems Vulnerabilities (Windows and Linux) CST 610 Project 3 Assessing Information System Vulnerabilities and Risk CST 610 Project 4 Threat Analysis and Exploitation CST 610 Project
Csec 610 Education Organization-snaptutorial.com
The document discusses a cybersecurity project involving assessing vulnerabilities in a healthcare organization's information systems. Key points:
1. The student is asked to examine security of a hospital's information infrastructure and make recommendations. Assessments will include a technical report and non-technical presentation.
2. Research on the hospital's systems found password compromises, requiring analysis of identity management and access controls. The student tested password cracking tools to evaluate security.
3. Deliverables include an 8-10 slide presentation for executives, a 6-7 page technical report, and 2-3 page executive summary. Recommendations will address vulnerabilities and risks identified through the assessments.
CYB 610 Effective Communication/tutorialrank.com
For more course tutorials visit
www.tutorialrank.com
CYB 610 Project 1 Information Systems and Identity Management
CYB 610 Project 2 Operating Systems Vulnerabilities (Windows and Linux)
CYB 610 Project 3 Assessing Information System Vulnerabilities and Risk
CSEC 610 Effective Communication/tutorialrank.com
For more course tutorials visit
www.tutorialrank.com
CSEC 610 Project 1 Information Systems and Identity Management
CSEC 610 Project 2 Operating Systems Vulnerabilities (Windows and Linux)
CSEC 610 Project 3 Assessing Information System Vulnerabilities and Risk
Sensitive Data Assesment
Regulatory Control functions, such as Operational Risk, Compliance and Audit, increasingly raise questions around the scope, management, and identification of sensitive data within distributed and mainframe application environments.
CYB 610 Exceptional Education - snaptutorial.com
For more classes visit
www.snaptutorial.com
CYB 610 Project 1 Information Systems and Identity Management
CYB 610 Project 2 Operating Systems Vulnerabilities (Windows and Linux)
CYB 610 Project 3 Assessing Information System Vulnerabilities and Risk
CYB 610 Project 4 Threat Analysis and Exploitation
Cyb 610 Believe Possibilities / snaptutorial.com
For more classes visit
www.snaptutorial.com
CYB 610 Project 1 Information Systems and Identity Management
CYB 610 Project 2 Operating
CYB 610 Effective Communication - snaptutorial.com
For more classes visit
www.snaptutorial.com
CYB 610 Project 1 Information Systems and Identity Management
CYB 610 Project 2 Operating Systems Vulnerabilities (Windows and Linux)
Thesis_IR(Aptsource)
This document provides an overview of various software requirements and components for an immunization information system. It describes the need for standards like HL7 for electronic health record data exchange. It also outlines the key components of Apache Tomcat including Catalina, Coyote, and Jasper. Additional components that could be used include Cluster, High Availability, and Web Applications.
Cyb 610 Education Organization-snaptutorial.com
For more classes visit
www.snaptutorial.com
CYB 610 Project 1 Information Systems and Identity Management
CYB 610 Project 2 Operating Systems Vulnerabilities (Windows and Linux)
CYB 610 Project 3 Assessing Information System Vulnerabilities and Risk
CYB 610 Project 4 Threat Analysis and Exploitation
CYB 610 Project 5 Cryptography
CYB 610 Project 6 Digital Forensics Analysis
Csec 610 Enhance teaching / snaptutorial.com
For more classes visit
www.snaptutorial.com
CSEC 610 Project 1 Information Systems and Identity Management
CSEC 610 Project 2 Operating Systems Vulnerabilities (Windows and Linux)
CSEC 610 Project 3 Assessing Information System Vulnerabilities and Risk
CSEC 610 Project 4 Threat Analysis and Exploitation
Similar to IS531HealthcareInformationSystemsAnalysis&DesignProje.docx (20)
CST 610 RANK Introduction Education--cst610rank.com
CST 610 RANK Introduction Education--cst610rank.com
CSEC 610 Effective Communication - snaptutorial.com
CSEC 610 Effective Communication - snaptutorial.com
Project Part 1 and part 2OverviewWrite paper in section.docx
Project Part 1 and part 2OverviewWrite paper in section.docx
CST 610 RANK Achievement Education--cst610rank.com
CST 610 RANK Achievement Education--cst610rank.com
CYB 610 Effective Communication - snaptutorial.com
CYB 610 Effective Communication - snaptutorial.com
More from christiandean12115
100 Original WorkZero PlagiarismGraduate Level Writing Required.docx
This document provides instructions for a 1,250- to 1,400-word paper that is due on March 6, 2021. Students must choose between the topics of immigration, drug legislation, or three-strikes sentencing. For the selected topic, students must describe how each branch of the US government (executive, legislative, judicial) participates in the policy. The paper must follow APA formatting guidelines and include at least three peer-reviewed literature references, excluding sources like Wikipedia.
10.11771066480704270150THE FAMILY JOURNAL COUNSELING AND THE.docx
10.1177/1066480704270150THE FAMILY JOURNAL: COUNSELING AND THERAPY FOR COUPLES AND FAMILIES / January 2005Lambert / GAY AND LESBIAN FAMILIES
❖ Literature Review—Research
Gay and Lesbian Families:
What We Know and Where to Go From Here
Serena Lambert
Idaho State University
The author reviewed the research on gay and lesbian parents and
their children. The current body of research has been clear and con-
sistent in establishing that children of gay and lesbian parents are as
psychologically healthy as their peers from heterosexual homes.
However, this comparison approach to research design appears to
have limited the scope of research on gay and lesbian families, leav-
ing much of the experience of these families yet to be investigated.
Keywords: gay men; lesbians; parenting; families
The relationships and family lives of gay and lesbian peo-ple have been the focus of much controversy in the past
decade. The legal and social implications of gay and lesbian
parents appear to have clearly affected the direction that
researchers in the fields of psychology and sociology have
taken in regard to these diverse families. As clinicians, educa-
tors, and researchers, counselors need to be aware of and
involved with issues related to lesbian and gay family life for
several reasons. First, our professional code of ethics charges
us with the ethical responsibility to demonstrate a commit-
ment to gaining knowledge, personal awareness, sensitivity,
and skills significant for working with diverse populations
(American Counseling Association, 1995; International
Association of Marriage and Family Counselors, n.d.). Coun-
selors are also in a unique position to advocate for diverse
clients and families in their communities as well as in their
practices but must possess the knowledge to do so effectively
(Eriksen, 1999). It is believed that work in this area not only
has the potential to affect the lives of our gay and lesbian cli-
ents and their children but also influences developmental and
family theory and informs public policies for the future
(Patterson, 1995, 2000; Savin-Williams & Esterberg, 2000).
This article will review the recent research regarding fami-
lies headed by gay men and lesbians. Studies reviewed in-
clude investigations of gay or lesbian versus homosexual par-
ents, sources of diversity among gay and lesbian parents, and
the personal and sociological development of the children of
gay and lesbian parents. Implications for counselors as well
as directions for future research will also be discussed.
GAY AND LESBIAN PARENTS
How Many Are Out There?
Unfortunately, accurate statistics regarding the numbers
of families headed by gay men and lesbians in our culture are
difficult to determine. Due to fear of discrimination in one or
more aspects of their lives, many gay men and lesbians have
carefully kept their sexual orientation concealed—even from
their own children in some cases (Huggins, 1989). Patterson
(2000) noted that it is es.
10.11771066480703252339 ARTICLETHE FAMILY JOURNAL COUNSELING.docx
10.1177/1066480703252339 ARTICLETHE FAMILY JOURNAL: COUNSELING AND THERAPY FOR COUPLES AND FAMILIES / July 2003Fall, Lyons / ETHICAL CONSIDERATIONS
❖ Ethics
Ethical Considerations of Family Secret
Disclosure and Post-Session Safety Management
Kevin A. Fall
Christy Lyons
Loyola University—New Orleans
The ethical issues involved in the disclosure of family secrets in ther-
apy have been addressed in the literature, but the focus has typically
been on secrets disclosed in individual sessions. The literature
largely ignores the ethical issues surrounding in-session disclosure
and the concomitant liability of the family therapist for the post-ses-
sion well-being of the system’s members. This article explores types
of family secrets, provides a case example of in-session disclosure,
and presents ethical considerations and practice recommendations.
Keywords: family secrets; ethics; confidentiality; abuse; safety
A
family without secrets is like a two-year-old without
tantrums: a rarity. Virtually every family has secrets
involving academic problems, relationship dynamics, or even
various illegalities. Secrets permeate the family system
before therapy begins, but with the introduction of the thera-
pist, the system begins to change. The therapist ideally creates
an environment that challenges the boundaries and rules of
the system; this is the nature of therapy. As a result of the
sense of safety within the session, it is conceivable that a fam-
ily member may disclose information that has been hidden for
a wide variety of reasons. Any unearthing of hidden material
will create a disequilibrium within the system. Family thera-
pists are trained to handle the consequences of such a disclo-
sure in session and ethically lay the groundwork for timely
disclosures. Dealing with this disclosure and its impact on the
system often becomes the primary focus of the therapy, as the
perturbation caused by the disclosure can serve as a catalyst to
reorganize the system.
However, not all information is disclosed at the “perfect
time.” In fact, the idiosyncratic internal sensing of safety by
any member of the family may trigger a disclosure prema-
turely. Secrets are such an omnipresent dynamic in the life of
family systems that it seems unlikely that any family therapist
could avoid untimely disclosures. Even in these unpredict-
able moments, a disclosure creates a disequilibrium that can
be productive in the therapy process as the secret and the pro-
cess of maintaining the secret are worked through in an
atmosphere of trust and safety. The ethical question here is
two-fold: What is the therapist’s responsibility in preparing
the family members for the potential risks of counseling that
may arise from such disclosures, and what is the responsibil-
ity of the family therapist to maintain the safety of the mem-
bers after a disclosure?
Although the International Association of Marriage and
Family Counselors’ (IAMFC).
10.11770022427803260263ARTICLEJOURNAL OF RESEARCH IN CRIME AN.docx
This document summarizes competing theories on whether the perceived risk of punishment deters criminally prone individuals from committing crimes. It discusses three main perspectives: 1) that all individuals are equally deterred regardless of criminal propensity, 2) that criminally prone individuals are less deterred due to their impulsivity and focus on immediate gratification, and 3) that criminally prone individuals are more deterred since socialized individuals act based on moral obligations rather than costs/benefits. The article then analyzes data from a longitudinal study in New Zealand to test the relationship between criminal propensity, perceived punishment risks, and criminal behavior.
10.11770022487105285962Journal of Teacher Education, Vol. 57,.docx
10.1177/0022487105285962Journal of Teacher Education, Vol. 57, No. XX, XXX/XXX 2006Journal of Teacher Education, Vol. 57, No. XX, XXX/XXX 2006
CONSTRUCTING 21st-CENTURY TEACHER EDUCATION
Linda Darling-Hammond
Stanford University
Much of what teachers need to know to be successful is invisible to lay observers, leading to the view
that teaching requires little formal study and to frequent disdain for teacher education programs. The
weakness of traditional program models that are collections of largely unrelated courses reinforce this
low regard. This article argues that we have learned a great deal about how to create stronger, more ef-
fective teacher education programs. Three critical components of such programs include tight coher-
ence and integration among courses and between course work and clinical work in schools, extensive
and intensely supervised clinical work integrated with course work using pedagogies linking theory
and practice, and closer, proactive relationships with schools that serve diverse learners effectively
and develop and model good teaching. Also, schools of education should resist pressures to water
down preparation, which ultimately undermine the preparation of entering teachers, the reputation
of schools of education, and the strength of the profession.
Keywords: field-based experiences; foundations of education; student teaching; supervision; theo-
ries of teacher education
The previous articles have articulated a spectac-
ular array of things that teachers should know
and be able to do in their work. These include
understanding many things about how people
learn and how to teach effectively, including as-
pects of pedagogical content knowledge that in-
corporate language, culture, and community
contexts for learning. Teachers also need to un-
derstand the person, the spirit, of every child
and find a way to nurture that spirit. And they
need the skills to construct and manage class-
room activities efficiently, communicate well,
use technology, and reflect on their practice to
learn from and improve it continually.
The importance of powerful teaching is
increasingly important in contemporary soci-
ety. Standards for learning are now higher than
they have ever been before, as citizens and
workers need greater knowledge and skill to
survive and succeed. Education is increasingly
important to the success of both individuals and
nations, and growing evidence demonstrates
that—among all educational resources—teach-
ers’ abilities are especially crucial contributors
t o s t u d e n t s ’ le a r n i n g . F u r t h e r m o re , t h e
demands on teachers are increasing. Teachers
need not only to be able to keep order and pro-
vide useful information to students but also to
be increasingly effective in enabling a diverse
group of students to learn ever more complex
material. In previous decades, they were
expected to prepare only a small minority for
ambitious intellectual work, whereas they are
now expected to prep.
10.11770011000002250638ARTICLETHE COUNSELING PSYCHOLOGIST M.docx
10.1177/0011000002250638ARTICLETHE COUNSELING PSYCHOLOGIST / March 2003Westefeld, Heckman-Stone / CRISIS INTERVENTION
• PROFESSIONAL FORUM
The Integrated Problem-Solving
Model of Crisis Intervention:
Overview and Application
John S. Westefeld
The University of Iowa
Carolyn Heckman-Stone
Iowa State University
Crisis intervention is a role that fits exceedingly well with counseling psychologists’
interests and skills. This article provides an overview of a new crisis intervention model,
the Integrated Problem-Solving Model (IPSM), and demonstrates its application to a
specific crisis, sexual assault. It is hoped that this article will encourage counseling psy-
chologists to become more involved in crisis intervention itself as well as in research and
training in this important area.
Recently, significant crisis events (e.g., sexual assaults, school shootings,
terrorist attacks, and other violent crimes) have received major media atten-
tion. This has led, among other things, to an increased interest in this topic as
a subspecialty among human service providers (James & Gilliland, 2001). In
addition, it appears that we live in an increasingly fast-paced and technologi-
cal society in which individuals may be less connected with family and other
positive influences than in the past (Pitcher & Poland, 1992). Mental health
professionals need to be prepared to help society cope with such crises, and
counseling psychologists are particularly well suited for this type of interven-
tion. Coping with life transitions, a major focus of counseling psychology
throughout its history, sometimes involves the successful negotiation of cri-
ses (Brown & Lent, 2000). Counseling psychologists are particularly skilled
in promoting self-enhancement among relatively healthy individuals, which
is often the case in crisis situations. In addition, crisis intervention matches
well with counseling psychologists’ skills at implementing brief, problem-
solving, developmental, educational, and self-empowering intervention
approaches.
Relatively few articles have been published in The Counseling Psycholo-
gist concerning crisis intervention and the role of the counseling psycholo-
221
Correspondence concerning this article should be addressed to John S. Westefeld, Coun-
seling Psychology, 361 Lindquist Center, The University of Iowa, Iowa City, IA 52242;
e-mail: [email protected]
THE COUNSELING PSYCHOLOGIST, Vol. 31 No. 2, March 2003 221-239
DOI: 10.1177/0011000002250638
© 2003 by the Division of Counseling Psychology.
gist. Indeed, we believe that the field of counseling psychology has not his-
torically seen itself as working extensively in this area. Interestingly, in
1979—more than 20 years ago—Baldwin published an excellent manuscript
in The Counseling Psychologist, wherein he reviewed crisis theory, discussed
types of crises, and described his own stage model of crisis intervention.
Baldwin’s model consisted of the following major steps: catharsis/assess-
m.
10.1 What are three broad mechanisms that malware can use to propa.docx
10.1 What are three broad mechanisms that malware can use to propagate?
10.2 What are four broad categories of payloads that malware may carry?
10.3 What are typical phases of operation of a virus or worm?
10.4 What mechanisms can a virus use to conceal itself?
10.5 What is the difference between machine-executable and macro viruses?
10.6 What means can a worm use to access remote systems to propagate?
10.7 What is a “drive-by-download” and how does it differ from a worm?
10.8 What is a “logic bomb”?
10.9 Differentiate among the following: a backdoor, a bot, a keylogger, spyware, and a rootkit? Can they all be present in the same malware?
10.10 List some of the different levels in a system that a rootkit may use.
10.11 Describe some malware countermeasure elements.
10.12 List three places malware mitigation mechanisms may be located.
10.13 Briefly describe the four generations of antivirus software.
10.14 How does behavior-blocking software work?
10.15 What is a distributed denial-of-service system?
.
10.0 ptsPresentation of information was exceptional and included.docx
10.0 pts
Presentation of information was exceptional and included all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Scholarly support from nursing literature was provided.
9.0 pts
Presentation of information was good, but was superficial in places and included all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Scholarly support from nursing literature was provided.
8.0 pts
Presentation of information was minimally demonstrated in the all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited scholarly support from nursing literature was provided.
4.0 pts
Presentation of information in one or two of the following elements fails to meet expectations: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited or no scholarly support from nursing literature was provided.
0.0 pts
Presentation of information is unsatisfactory in three or more of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited or no scholarly support from nursing literature was provided.
10.0 pts
This criterion is linked to a Learning Outcome Definition/Explanation of Selected Concept
25.0 pts
Presentation of information was exceptional and included all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for this section ONLY, and additional scholarly nursing references are required). Provides support from scholarly sources.
22.0 pts
Presentation of information was good, but was superficial in places and included all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for this section ONLY, and additional scholarly nursing references are required). Provides support from scholarly sources.
20.0 pts
Presentation of information was minimally demonstrated in the all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for thi.
10-K1f12312012-10k.htm10-KUNITED STATESSECURIT.docx
10-K
1
f12312012-10k.htm
10-K
UNITED STATES
SECURITIES AND EXCHANGE COMMISSION
Washington, DC 20549
FORM 10-K
(Mark One)
R
Annual report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the fiscal year ended December 31, 2012
or
o
Transition report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the transition period from __________ to __________
Commission file number 1-3950
Ford Motor Company
(Exact name of Registrant as specified in its charter)
Delaware
38-0549190
(State of incorporation)
(I.R.S. Employer Identification No.)
One American Road, Dearborn, Michigan
48126
(Address of principal executive offices)
(Zip Code)
313-322-3000
(Registrant’s telephone number, including area code)
Securities registered pursuant to Section 12(b) of the Act:
Title of each class
Name of each exchange on which registered*
Common Stock, par value $.01 per share
New York Stock Exchange
__________
* In addition, shares of Common Stock of Ford are listed on certain stock exchanges in Europe.
Securities registered pursuant to Section 12(g) of the Act: None.
Indicate by check mark if the registrant is a well-known seasoned issuer, as defined in Rule 405 of the Securities Act. Yes R No o
Indicate by check mark if the registrant is not required to file reports pursuant to Section 13 or Section 15(d) of the Act. Yes o No R
Indicate by check mark if the registrant (1) has filed all reports required to be filed by Section 13 or 15(d) of the Securities Exchange Act of 1934 during the preceding 12 months (or for such shorter period that the registrant was required to file such reports), and (2) has been subject to such filing requirements for the past 90 days. Yes R No o
Indicate by check mark whether the registrant has submitted electronically and posted on its corporate Web site, if any, every Interactive Data File required to be submitted and posted pursuant to Rule 405 of Regulation S-T (§232.405 of this chapter) during the preceding 12 months (or for such shorter period that the registrant was required to submit and post such files). Yes R No o
Indicate by check mark if disclosure of delinquent filers pursuant to Item 405 of Regulation S-K (§229.405 of this chapter) is not contained herein, and will not be contained, to the best of registrant’s knowledge, in definitive proxy or information statements incorporated by reference in Part III of this Form 10-K or any amendment to this Form 10-K. R
Indicate by check mark whether the registrant is a large accelerated filer, an accelerated filer, a non-accelerated filer, or a smaller reporting company. See definitions of "large accelerated filer," "accelerated filer," and "smaller reporting company" in Rule 12b-2 of the Exchange Act. Large accelerated filer R Accelerated filer o Non-accelerated filer o Smaller reporting company o
Indicate by check mark whether the registra.
10-K 1 f12312012-10k.htm 10-K UNITED STATESSECURITIES AN.docx
10-K 1 f12312012-10k.htm 10-K
UNITED STATES
SECURITIES AND EXCHANGE COMMISSION
Washington, DC 20549
FORM 10-K
(Mark One)
R Annual report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the fiscal year ended December 31, 2012
or
o Transition report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the transition period from __________ to __________
Commission file number 1-3950
Ford Motor Company
(Exact name of Registrant as specified in its charter)
Delaware 38-0549190
(State of incorporation) (I.R.S. Employer Identification No.)
One American Road, Dearborn, Michigan 48126
(Address of principal executive offices) (Zip Code)
313-322-3000
(Registrant’s telephone number, including area code)
Securities registered pursuant to Section 12(b) of the Act:
Title of each class Name of each exchange on which registered*
Common Stock, par value $.01 per share New York Stock Exchange
__________
* In addition, shares of Common Stock of Ford are listed on certain stock exchanges in Europe.
Securities registered pursuant to Section 12(g) of the Act: None.
Indicate by check mark if the registrant is a well-known seasoned issuer, as defined in Rule 405 of the Securities Act.
Yes R No o
Indicate by check mark if the registrant is not required to file reports pursuant to Section 13 or Section 15(d) of the Act.
Yes o No R
Indicate by check mark if the registrant (1) has filed all reports required to be filed by Section 13 or 15(d) of the Securities
Exchange Act of 1934 during the preceding 12 months (or for such shorter period that the registrant was required to file such
reports), and (2) has been subject to such filing requirements for the past 90 days. Yes R No o
Indicate by check mark whether the registrant has submitted electronically and posted on its corporate Web site, if any,
every Interactive Data File required to be submitted and posted pursuant to Rule 405 of Regulation S-T (§232.405 of this
Page 1 of 216F 12.31.2012- 10K
3/7/2019https://www.sec.gov/Archives/edgar/data/37996/000003799613000014/f12312012-10k.htm
chapter) during the preceding 12 months (or for such shorter period that the registrant was required to submit and post such
files). Yes R No o
Indicate by check mark if disclosure of delinquent filers pursuant to Item 405 of Regulation S-K (§229.405 of this chapter)
is not contained herein, and will not be contained, to the best of registrant’s knowledge, in definitive proxy or information
statements incorporated by reference in Part III of this Form 10-K or any amendment to this Form 10-K. R
Indicate by check mark whether the registrant is a large accelerated filer, an accelerated filer, a non-accelerated filer, or a
smaller reporting company. See definitions of "large accelerated filer," "accelerated filer," and "smaller reporting company" in
Rule 12b-2 of the Exchange Act. Large accelerated filer R Accelerated filer .
10 What does a golfer, tennis player or cricketer (or any othe.docx
10 What does a golfer, tennis player or cricketer (or any other professional sportsperson) focus on to achieve high performance? They nearly always give the same answer: “Repeat my process (that is the process they have practised a million times) – replicate it under real pressure and trust in my ability” That’s why Matthew Lloyd throws the grass up under the roof at Etihad Stadium. It is why Ricky Ponting taps the bat, looks down,
looks up and mouths “watch the ball”. It’s
unnecessary for Matthew Lloyd to toss the
grass. There’s no wind under the roof – it’s
simply a routine that enables him to replicate
his process under pressure.
Ricky Pointing knows you have to watch the
ball. Ponting wants the auto pilot light in his
brain to fl ick on as he mutters “watch the ball”.
High performance in sport is achieved through focusing on your
processes, not the scores.
It is absolutely no different in local government. Our business
is governance and we need to be focusing very hard on our
governance processes. We need to learn these processes, modify
them when necessary, understand them deeply, repeat them
under pressure and trust in our capabilities to deliver. If we do
that, the scores will look after themselves.
I want to share with you my ten most important elements in
the governance process. Let me fi rst say that good governance is
the set of processes, protocols, rules, relationships and behaviours
which lead to consistently good decisions. In the end good
governance is good decisions. You could make lots of good
decisions without good governance. But you will eventually
run out of luck – eventually, bad governance process will lead
to bad decisions. Consistently good decisions come from good
governance processes and practices.
Good governance is not only a prerequisite for consistently
good decisions, it is almost the sole determinant of your
reputation. The way you govern, the ‘vibe’ in the community
and in the local paper about the way you govern is almost the
sole determinant of your reputation. Believe me, if reputation
matters to you, then drive improvements through good
governance.
So here are the ten core elements:
1. THE COUNCIL PLAN
An articulate council plan is a fundamental fi rst step to achieving
your goals. It is your set of promises to your community for a
four-year term.
Unfortunately, there are too many wrong plans:
• Claytons Plans – say too little and are too bland. Delete the
name of the council from these plans and you can’t tell whose
it is! There’s no ‘vibe’ at all.
• Agreeable Plans – where everyone gets their bit in the plan.
There’s no sense of priorities, everyone agrees with everything
in the plan and we save all the real fi ghts and confl icts to be
fought out one by one over the four-year term.
• Opposition-creating Plans – we don’t do this so often but we
sometimes ‘use the numbers’ to enable the dominant group of
councillors to achieve their goals and fail to a.
10 September 2018· Watch video· Take notes withfor students.docx
10 September 2018
· Watch video
· Take notes with/for students
Zeynep Tufekci TED Talk
“We’re building a dystopia just to make people click on ads”
https://www.ted.com/talks/zeynep_tufekci_we_re_building_a_dystopia_just_to_make_people_click_on_ads?referrer=playlist-the_race_for_your_attention
Keywords from first half
· persuasion architecture
· Algorithms
· Dark posts
· Data brokers
FIRST HALF OF TALK
Profiling people – individual profiles
· AI is tailor-making “ads” for individual
Algorithms – Picking up on human behaviors
· No one (no person) understands the algorithms. But artificial intelligence does, i.e., Facebook and Google
Like taking a cross-section of the brain, and no one knows what she is thinking.
· Only the AI (artificial intelligence) knows.
Artificial Intelligence means
· Internet and technology
· Means that computers can use algorithms and “big data” to learn about an individual
· Facebook and Google, examples of using “persuasion architecture”
Her example of “selling plane tickets to Las Vegas”
· Mania and bipolar people
SECOND HALF OF TALK
“Dark posts”
· Targeting people
· They are not doing public posts; individualized
Good persuasion architecture makes a company successful
· Two parts: Facebook has it; a company can buy it.
Information/news is individualized so that people don’t have the same knowledge or news.
Persuades your political views; who to vote for or not.
· They are not considering your opinion; they are trying to give you an opinion
· Because of a lack of transparency, voters don’t know who are persuading them
Facebook algorithms does not show posts in time order but algorithms selecting which ones to see
· Posts are affecting you emotionally
Reforming the internet/technology?
· We need to take control of the technology, so that information is transparent.
· We need to re-structure the “business model.”
· We should restrict algorithms. For example, not apply algorithms to politicians
· Do not offer data from algorithms to the highest bidder/the biggest company
Week 4
Uniform Crime Report (UCR)
Performance Task
Assignment #1
Quick Links
SCENARIO
TASK
RUBRIC
DOCUMENT LIBRARY
CRJ 105 – Crime and Criminal Behavior
© 2017 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may
not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.
Page 2 of 14
Scenario
In June of 2016 you begin your first week as an intern at the Happy Town Police Department. As
an intern, you develop a good rapport with Police Chief Rodney Hurt.
On the second week of your internship you begin to ask questions (of the police officers you
have been working with at the department) concerning the Uniform Crime Rate. You tell them
you are taking a class at Strayer University and are interested in gaining a better understanding
of.
10 Research-Based Tips for Enhancing Literacy Instruct.docx
10 Research-Based Tips
for Enhancing Literacy
Instruction for Students
With Intellectual
Disability
Christopher J. Lemons, Jill H. Allor, Stephanie Al Otaiba,
and Lauren M. LeJeune
Literacy
T
E
A
C
H
IN
G
E
xc
ep
ti
on
al
C
h
il
d
re
n
,
V
ol
.
49
,
N
o.
1
,
p
p
.
18
–3
0.
C
op
yr
ig
h
t
20
16
T
h
e
A
u
th
or
(s
).
D
O
I:
1
0.
11
77
/0
04
00
59
91
66
62
20
2
by guest on October 20, 2016tcx.sagepub.comDownloaded from
http://tcx.sagepub.com/
TEACHING EXCEPTIONAL CHILDREN | SEPTEMBER/OCTOBER 2016 19
In the past 2 decades, researchers
(often working closely with parents,
teachers, and other school staff
members) have conducted studies that
have substantially increased
understanding how to effectively teach
children and adolescents with
intellectual disability (ID) to read. This
research focus has been fueled by
increased societal expectations for
individuals with ID, advocacy efforts,
and legislative priorities (e.g.,
strengthened accountability standards).
Findings from this body of work
indicate that children and adolescents
with ID can obtain higher levels of
reading achievement than previously
anticipated (Allor, Mathes, Roberts,
Cheatham, & Al Otaiba, 2014). Recent
research also suggests that the historic
focus on functional reading (e.g., signs,
restaurant words) for this population of
learners is likely too limited of a focus
for many (Browder et al., 2009).
Research outcomes suggest that
integrating components of traditional
reading instruction (e.g., phonics,
phonemic awareness) into programs
for students with ID will lead to
increases in independent reading skills
for many (Allor, Al Otaiba, Ortiz, &
Folsom, 2014). These increased reading
abilities are likely to lead to greater
postsecondary outcomes, including
employment, independence, and
quality of life. Unfortunately, many
teachers remain unsure of how to best
design and deliver reading intervention
for students with ID.
We offer a set of 10 research-based
tips for special education teachers,
general education teachers, and other
members of IEP teams to consider when
planning literacy instruction for students
with ID in order to maximize student
outcomes. For each tip, we describe our
rationale for the recommendation and
provide implementation guidance. Our
Literacy Instruction and Support
Planning Tool can be used by team
members to organize information to
guide planning. Our aim is to provide
educators and IEP team members with a
framework for reflecting on current
reading practices in order to make
research-based adjustments that are
likely to improve student outcomes.
The Conceptual Model of Literacy
Browder and colleagues (2009) proposed
a conceptual model for early literacy
instruction for students with severe
developmental disabilities. We believe
their framework provides guidance for
designing and delivering literacy
instruction for all students wit.
10 Strategic Points for the Prospectus, Proposal, and Direct Pract.docx
10 Strategic Points for the Prospectus, Proposal, and Direct Practice Improvement Project
Week Two Assignment Instructions DNP 820
Please read the instructions thoroughly
Tutor MUST have a good command of the English language
The Rubric must be followed, and all the requirements met
This is a thorough professor, and she has strict requirements
I have attached the PICOT and the first 10 points (DNP 815) assignment. This is a continuation of that assignment. Please read the attachments
The following needs to be addressed:
Please note the followings: The introduction and the literature review are complete and thorough. The problem statement is written clearly PICOT is clear and very good Sample:
· How will you determine the sample size?
· What are the inclusion/exclusion criteria of the subjects? Methodology: Why is the selected methodology is appropriate? Please justify!
· Data collection approach needs to be clear. How will you collect your data? What is needed here is to describe the process of collecting data form signing the informed consent until completing the measuring.
· Data analysis-What test will you use to answer your research question?
Clinical/PICOT Questions:
“In adult patients with CVC at a Clear Lake Regional Medical Center, does interventional staff education about hub hygiene provided to RN’s who access the CVC impact CLABSI rates compared to standard care over a one-month period?”
P: Patients with Central Venous Catheters
I: Staff re-education related to Hygiene of the hub
C: Other hospitals
O: Reduce probability of CLABSIs
T: Two months
“In Patients > 65 years of age with central line catheters at a Clear Lake Regional Medical Center, how does staff training of key personnel and reinforcement of central line catheter hub hygiene after its insertion, along with the apt cleansing of the insertion site, before every approach compared with other area hospitals, reduce the incidence of CLABSIs (Central Line Associated Blood-stream Infections) over a one-month period?”
P: Patients > 65 years of age with a Central line
I: Staff training and reinforcement of Central Catheter, Hub Hygiene
C: Other area hospitals
O: Reduce probability of CLABSIs
“In adult patients, with define CVC (CVC), does interventional staff education about hub hygiene provided to RN’s who access the CVC impact CLABSI rates compared to pre and post-intervention assessments
1. I used central Missouri as an example, replace with a description of your site.
2. While you might be interested in CLASBI rates as a primary variable, there are other patient outcomes that would also be important to consider
3. Ensure you can find validity and reliability measures on CLASBI rates if you cannot, we need to determine another question to help
4. How are your two comparison groups different, as they are currently stated the groups seem very much the same, could you state, standard care instead of pre and post intervention assessments?
5. One month is the longe.
10 Most Common Err.docx
10 Most Common Errors in Suicide Assessment/Intervention
Robert Neimeyer & Angela Pfeiffer
1. Avoidance of Strong Feelings – Diverting discussions away from powerful, intense
emotion and toward a more abstract or intellectualized exchange. These responses keep
interactions on a purely cognitive level and prevent exploration of the more profound
feelings of distress, which may hold the key to successful treatment. Do not retreat to
professionalism, advice-giving, or passivity when faced with intense depression, grief, or
fear.
• Do not analyze and ask why they feel that way.
• USE empathy! “With all the hurt you’ve been experiencing it must be impossible
to hold those tears in.”
• Tears and sobbing are often met with silence of tangential issues instead of
putting into words what the client is mutely expressing: “With all the pain you’re
feeling, it must be impossible to hold those tears in.”
• “I don’t think anyone really cares whether I live or die.” Helpers often shift to
discussing why/asking questions as opposed to reflecting emotional content.
2. Superficial Reassurance – trivial responses to clients’ expressions of acute distress and
hopelessness can do more harm than good. Rather than reassuring clients, these responses
risk alienating them and deepening their feelings of being isolated in their distress.
• Attempts to emphasize more positive or optimistic aspects of the situation: “But
you’re so young and have so much to live for!”
• Premature offering of a prepackaged meaning for the client’s difficulties: “Well
life works in mysterious ways. Maybe this is life’s way of challenging you.”
• Directly contradicting the client’s protest of anguish: “Things can’t be all that
bad.”
3. Professionalism – Insulating or protecting by distancing and detaching from the brutal,
exhausting realities of clients’ lives by seeking refuge in the comfortable boundaries of role
definition. The exaggerated air of objectivity/disinterest implies a hierarchical relationship,
which may disempower the client. Although intended to put a person at ease, this can come
across as disinterest or hierarchical. Empathy is a more facilitative response.
• “My thoughts are so awful I could never tell anyone” is often met with, “You can
tell me. I’m a professional” as opposed to the riskier, empathic reply.
4. Inadequate Assessment of Suicidal Intent – Implicit negation of suicide threat by
responding to indirect and direct expressions of risk with avoidance or reassurance rather
than a prompt assessment of the level of intent, planning, and lethality. Most common
among physicians and master’s level counselors – due to time pressures, personal theories
or discomfort with intense feelings.
• What they’ve been thinking, For how long, Specific plans/means, Previous
attempts
1
• “There’s nowhere left to turn” and “I’d be better off dead” should be met with
“You sound so miserable. Are y.
10 Introduction Ask any IT manager about the chall.docx
10
Introduction
Ask any IT manager about the challenges in conveying IT risks in terms of business risks, or
about translating business goals into IT goals. It’s a common difficulty, as the worlds of business
and IT do not inherently align. This lack of alignment was unresolved until ISACA developed a
framework called COBIT, first released in 1996. ISACA is an IT professionals’ association
centered on auditing and IT governance. This lab will focus on the COBIT framework. The lab
uses the latest two versions: COBIT 4.1, which is currently the most implemented version, and
COBIT 5, which is the latest version released in June 2012.
Because COBIT 4.1 is freely available at the time of this writing, the lab uses this version to
present handling of risk management. Presentation is done making use of a set of COBIT control
objectives called P09. COBIT P09’s purpose is to guide the scope of risk management for an IT
infrastructure. The COBIT P09 risk management controls help organize the identified risks,
threats, and vulnerabilities, enabling you to manage and remediate them. This lab will also
present how COBIT shifts from the term “control objectives” to a set of principles and enablers
in version 5.
In this lab, you will define COBIT P09, you will describe COBIT P09’s six control objectives,
you will explain how the threats and vulnerabilities align to the definition for the assessment and
management of risks, and you will use COBIT P09 to determine the scope of risk management
for an IT infrastructure.
Learning Objectives
Upon completing this lab, you will be able to:
Define what COBIT (Control Objectives for Information and related Technology) P09 risk
management is for an IT infrastructure.
Describe COBIT P09’s six control objectives that are used as benchmarks for IT risk
assessment and risk management.
Explain how threats and vulnerabilities align to the COBIT P09 risk management definition
for the assessment and management of IT risks.
Use the COBIT P09 controls as a guide to define the scope of risk management for an IT
infrastructure.
Apply the COBIT P09 controls to help organize the identified IT risks, threats, and
vulnerabilities.
Lab #2 Aligning Risks, Threats, and Vulnerabilities to
COBIT P09 Risk Management Controls
11
Copyright © 2015 by Jones & Bartlett Learning, LLC, an Ascend Learning Company. All rights reserved.
www.jblearning.com Student Lab Manual
Deliverables
Upon completion of this lab, you are required to provide the following deliverables to your
instructor:
1. Lab Report file;
2. Lab Assessments file.
12 | LAB #2 Aligning Risks, Threats, and Vulnerabilities to COBIT P09 Risk
Management Controls
Hands-On Steps
Note:
This is a paper-based lab. To successfully complete the deliverables for this lab, you will need access to Microsoft®
Word or another compatible word processor. For some labs, you may also need access to a.
10 Customer Acquisition and Relationship ManagementDmitry .docx
10 Customer Acquisition and Relationship Management
Dmitry Kalinovsky/iStock/Thinkstock
Patronage by loyal customers yields 65 percent of a typical business’ volume.
—American Management Association
Learning Objectives
After reading this chapter, you should be able to do the following:
• Identify how organizational growth is best achieved by an HCO, and state the effect of the product life cycle
on an organization’s revenues.
• Discuss several approaches that an HCO can use to attract new customers, or patients.
• Delineate the premises upon which customer relationship management is based.
• Explain the advantages of database marketing, and identify ways for an organization to use a marketing
database.
• Provide examples of how an HCO can effectively manage real and virtual customer interactions.
Section 10.1Organizational Growth
Introduction
This chapter focuses on how to attract and keep patients through understanding and meeting
their needs. The long-term success of an HCO depends on its ability to attract new patients
and turn them into loyal customers who not only return for needed services, but recommend
the HCO’s services to others. This is especially important because of the nature of the life cycle
for products and services, from their introduction to their decline. Attracting new customers
and keeping existing ones involves interacting internally and externally with patients, analyz-
ing data on current patients, and managing real and virtual interactions with patients. Manag-
ing relationships with patients helps to ensure that patients stay informed and feel connected
to the HCO through its internal and external customer relationship efforts.
10.1 Organizational Growth
Most organizations have growth as a basic goal. Growth means an increase in revenue and
a greater impact on the communities served. Growth also creates opportunities for staff to
advance and take on new responsibilities. While many activities can help an HCO grow, the
most important is the development of an effective marketing plan to provide a consistent
platform for the organization’s visibility and to brand the HCO as an attractive option for
medical services. The development of an effective marketing plan was stressed in Chapter 8
as a basic marketing need for an HCO: that is, to inform new and existing customers of the
organization’s services and to persuade them to continue using or to try using these services.
Product/Service Life Cycles
Like people, products and services have a life cycle. The term product life cycle refers to the
stages that a product or service goes through from the time it is introduced until it is taken
off the market or “dies.” The stages of the product life cycle, illustrated in Figure 10.1, usually
include the following descriptions:
• Introduction—The stage of researching, developing, and launching the product or
service.
• Growth—The stage when revenues are increasing at a fast rate.
• M.
10 ELEMENTS OF LITERATURE (FROM A TO Z) 1 PLOT (seri.docx
10 ELEMENTS OF LITERATURE (FROM A TO Z)
1 PLOT (series of events which make-up a story)
A 5-POINT PLOT SEQUENCE:
Exposition: initial part of a story where readers are exposed to setting and characters.
Situation: event in the story which kicks the action forward and begs for an outcome.
Complication: difficulties faced by characters as they experience internal and external conflicts.
Climax: watershed moment when it becomes apparent that major conflicts will be resolved.
Resolution: (Denouement): tying up of the loose ends of the story.
B SUB-PLOTS: PLOTS BENEATH AND AROUND THE MAJOR PLOT.
Foreshadowing: hints and clues of plot.
Flashback: portion of a plot when a character relives a past experience.
Frame story: plot which begins in the present, quickly goes to the past for story, then returns.
Episodic plot: a large plot sequence that is made up of a series of minor plot sequences.
Plausibility: likelihood that certain events within a plot can occur.
Soap Opera: multiple stories told along the sequence and spaced to sustain continual interest.
2 POINT OF VIEW (eyes through which a story is told)
C First Person major (participant major): narrator is the major character in the story.
First Person minor (participant minor): narrator is a minor character in the story.
Third Person omniscient (non-participant omniscient): narrator is outside the story and capable of
seeing into the heart, mind and motivations of all characters.
Third Person limited (non-participant limited): narrator is outside the story and capable of seeing, at
most, into the heart, mind, and motivations of one character. Narrator is
objective if not omniscient.
3 SETTING (time and place of a story, both physical and psychological)
D Physical (external) Setting: the time and place of a story, general and specific.
Psychological (internal) Setting: mood, tone, and temper of story.
E Major Tempers: Romanticism: man is free to choose against moral, spiritual backdrops. If you make
good decisions, you will be rewarded. There is a God that is in control
Existentialism: man is free to choose absent backdrops other than his own. If he feels it is right, then it is
right.
Naturalism: man is largely trapped, a cog in the impersonal machinery. He has no real way of
changing his circumstances.
Realism: eclectic view, but leaning toward the naturalistic position. Sometimes good things happen to
bad people, and sometimes bad things happen to good people. That is just the way it is.
F Other Tempers: Classicism: Man is free, but appears to be trapped due to conflicting codes.
Transcendentalism: Offshoot of romanticism, nature is a window to divine.
Nihilism: Fallout of either extreme existentialism or naturalism. Life is horrible and painful. It
lacks meaning.
4 CONFLICT (nature of the problems faced)
G Four Universal Conflicts: Person versus self
Pe.
10 ers. Although one can learn definitions favor- able to .docx
10
ers. Although one can learn definitions favor-
able to crime from law-abiding individuals,
one is most likely to learn such definitions
fiom delinquent friends or criminal family
A Theory of sociation members. with These delinquent studies typically others find is the that best as-
Differential predictor of crime, and that these delinquent others partly influence crime by leading the
individual to adopt beliefs conducive to
Association crime (see Agnew, 2000; Akers, 1998; Akers and Sellers, 2004; Waw, 2001 for summaries
of such studies).
Sutherland 's theory has also inspired
Edwin H. Sutherland dnd much additional theorizing in criminology.
Theorists have attempted to better describe
Donald R. Cressey the nature ofthose definitions favorable to vi-
olation of the law (see the next selection in
Chapter 11 by Sykes and Matza). They have
Before Sutherland developed his theory, attempted to better describe the processes by
crime was usually explained in t e r n ofmul- which we learn criminal behavior from oth-
tiple factors-like social class, broken homes, ers (see the description o f social learning the-
age, race, urban or rural location, and mental ory by Akers in Chapter 12). And they have
disorder. Sutherland developed his theory of drawn on Sutherland in an effort to explain
differential association in an effort to explain group differences in crime rates (see the Wolf-
why these various factors were related to gang and Ferracuti and Anderson selections
crime. In doing so, he hoped to organize and in this part). Sutherland's theory o f differen-
integrate the research on crime u p to that tial association, then, is one of the enduring
point, as well as to guide future research. classics in criminology (for excellent discus-
Sutherlandk theory is stated in the f o m o f sions ofthe current state o f differential asso-
nine propositions. He argues that criminal ciation theory, see Matsueda, 1988, and Waw,
behavior is learned by interacting with oth- 2001).
ers, especially intimate others. Criminals
learn both the techniques of committing
crime and the definitions favorable to crime References
from these others. The s k t h proposition> Agnew Robe*. '2000. "Sources of Mminality:
which f o r n the heart of the theory, states Strain and Subcultural Theories." In Joseph F.
that 'h person becomes delinquent because of Sheley (ed.), Criminology: A Contemporary ,
an excess of definitions favorable to law vio- Handbook, 3rd edition, pp. 349-371. Belmont,
lation over definitions unfavorable to viola- CA: Wadsworth.
tion oflaw."According to Sutherland, factors Akers, Ronald L. 1998. Social Learning and So-
such as social class, race, and broken homes cia1 Structure: A General Theory of Crime and
influence crime because they affect the likeli- Deviance. Boston: Northeastern University
hood that individuals willdssociate with oth- Press.
ers who present definitions favorable to Akers, Ronal.
10 academic sources about the topic (Why is America so violent).docx
10 academic sources about the topic (Why is America so violent?)
*Address all 10 academic sources in the literature review
*What have they added to the literature?
*End literature review with "What has not been addressed is.... "and with "What I'm Addressing....." (I am addressing that overpopulation is the main reason America is so violent).
*Literature review should be a minimum of 2-2 1/2 pages
Attached are my 10 academic sources.
.
More from christiandean12115 (20)
100 Original WorkZero PlagiarismGraduate Level Writing Required.docx
100 Original WorkZero PlagiarismGraduate Level Writing Required.docx
10.11771066480704270150THE FAMILY JOURNAL COUNSELING AND THE.docx
10.11771066480704270150THE FAMILY JOURNAL COUNSELING AND THE.docx
10.11771066480703252339 ARTICLETHE FAMILY JOURNAL COUNSELING.docx
10.11771066480703252339 ARTICLETHE FAMILY JOURNAL COUNSELING.docx
10.11770022427803260263ARTICLEJOURNAL OF RESEARCH IN CRIME AN.docx
10.11770022427803260263ARTICLEJOURNAL OF RESEARCH IN CRIME AN.docx
10.11770022487105285962Journal of Teacher Education, Vol. 57,.docx
10.11770022487105285962Journal of Teacher Education, Vol. 57,.docx
10.11770011000002250638ARTICLETHE COUNSELING PSYCHOLOGIST M.docx
10.11770011000002250638ARTICLETHE COUNSELING PSYCHOLOGIST M.docx
10.1 What are three broad mechanisms that malware can use to propa.docx
10.1 What are three broad mechanisms that malware can use to propa.docx
10.0 ptsPresentation of information was exceptional and included.docx
10.0 ptsPresentation of information was exceptional and included.docx
10-K1f12312012-10k.htm10-KUNITED STATESSECURIT.docx
10-K1f12312012-10k.htm10-KUNITED STATESSECURIT.docx
10-K 1 f12312012-10k.htm 10-K UNITED STATESSECURITIES AN.docx
10-K 1 f12312012-10k.htm 10-K UNITED STATESSECURITIES AN.docx
10 What does a golfer, tennis player or cricketer (or any othe.docx
10 What does a golfer, tennis player or cricketer (or any othe.docx
10 September 2018· Watch video· Take notes withfor students.docx
10 September 2018· Watch video· Take notes withfor students.docx
10 Research-Based Tips for Enhancing Literacy Instruct.docx
10 Research-Based Tips for Enhancing Literacy Instruct.docx
10 Strategic Points for the Prospectus, Proposal, and Direct Pract.docx
10 Strategic Points for the Prospectus, Proposal, and Direct Pract.docx
10 Introduction Ask any IT manager about the chall.docx
10 Introduction Ask any IT manager about the chall.docx
10 Customer Acquisition and Relationship ManagementDmitry .docx
10 Customer Acquisition and Relationship ManagementDmitry .docx
10 ELEMENTS OF LITERATURE (FROM A TO Z) 1 PLOT (seri.docx
10 ELEMENTS OF LITERATURE (FROM A TO Z) 1 PLOT (seri.docx
10 ers. Although one can learn definitions favor- able to .docx
10 ers. Although one can learn definitions favor- able to .docx
10 academic sources about the topic (Why is America so violent).docx
10 academic sources about the topic (Why is America so violent).docx
Recently uploaded
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
How to Create a More Engaging and Human Online Learning Experience
How to Create a More Engaging and Human Online Learning Experience Wahiba Chair Training & Consulting
Wahiba Chair's Talk at the 2024 Learning Ideas Conference. Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...Nguyen Thanh Tu Collection
https://app.box.com/s/tacvl9ekroe9hqupdnjruiypvm9rdaneLAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Bed Making ( Introduction, Purpose, Types, Articles, Scientific principles, N...
Topic : Bed making
Subject : Nursing Foundation
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdRecently uploaded (20)
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
How to Create a More Engaging and Human Online Learning Experience
How to Create a More Engaging and Human Online Learning Experience
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Bed Making ( Introduction, Purpose, Types, Articles, Scientific principles, N...
Bed Making ( Introduction, Purpose, Types, Articles, Scientific principles, N...
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
IS531HealthcareInformationSystemsAnalysis&DesignProje.docx
- 1. IS 531: Healthcare Information Systems Analysis & Design Project Page 1 IS 531: Healthcare Information Systems Analysis and Design Term Project Specifications As a team of 4 (four) promising Health Informatics consultants, you will search and select an Electronic Health Record (EHR) software for a prospective clie nt (Dr. Smith’s private office for family medicine practice.) PROJECT REQUIREMENTS Your project includes a written report and a set of PowerPoint sl ides for summary. The presentation should cover the following issues. requirements (assumptions) for Dr. Smith’s office: ‐ Location ‐ Services provided
- 2. ‐ Patients: volume, insurance hold ‐ Staff: clerical, technical … ‐ Third parties: hospitals, pharmacies, specialists, labs, insurance companies about the software developer: ‐ contact information ‐ corporate information ‐ line of products and pricing ‐ product ratings from clients and other agencies about software: ‐ Functionalities ‐ Interfaces with third parties (hospitals, pharmacies, insurances …) ‐ Capacity / Limitations ‐ Infrastructure requirement (hardware, network etc.) ‐ Cost for leasing, customization and support ‐ Implementation schedule demonstration
- 3. IS 531: Healthcare Information Systems Analysis & Design Project Page 2 REPORT FORMAT Memo to Dr. Smith ‐ Single spaced, line between paragraphs ‐ Including list of members Summary ‐ What, Why, How much, How long ‐ Double spaced, one page in length ‐ About 10 pages, not counting appendices ‐ Double spaced / Indent paragraphs (if needed) ‐ Follow a standard format (APA), be consistent ‐ Tables, Charts, Diagrams, Screenshots … ‐ Label clearly for easy reference in the text
- 4. ‐ Attach any documentation/ literature related to the selected soft ware that you get from the developer or from the Internet. hand‐out (6 slides per page) Examples of some HER software