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Jeremy Castellanos Based on the articles assigned this week, the current threat of nuclear weapons being acquired and used in a terrorist attack is low for several reasons. The Department of Defense defines a nuclear weapon as “a complete assembly (i.e., implosion type, gun type, or thermonuclear type), in its intended ultimate configuration which, upon completion of the prescribed arming, fusing, and firing sequence, is capable of producing the intended nuclear reaction and release of energy.” (Joint Publication 3-11) Nuclear weapons and material are very hard to acquire and have intense security. Although more countries around the world continue to develop their own nuclear weapon capabilities, it is very unlikely for a country to give nuclear weapons or materials to a terrorist organization. To give a terrorist organization nuclear capabilities is not only very dangerous because terrorists do not abide by any laws or treaties, but is also likely to force a war with opposing countries. There are signed treaties that prevent nuclear proliferation and testing. The United States has so many different organizations within the Intelligence Community, such as the Federal Bureau of Investigation and the Department of Energy that have dedicated units both home and overseas locking down and securing nuclear materials. The United States has an overall mindset, that if we possess nuclear weapons there is a chance that a terrorist organization can too. This is in large due to the rhetoric of our policy makers and media. Although they are trying to take preventive measures, they make terrorist organizations seem more deadly than what they truly are. If everything is a threat, then nothing is a threat. I think that terrorist trying to achieve nuclear weapons is too hard and is not cost effective. Take for example DAESH right now. They can barely hold their stronghold of Mosul, Iraq and for them to effectively provide logistics, finances and the manpower needed to acquire and build a nuclear weapon is unlikely. They are going to resort to improvised explosive devices (IEDs), vehicle-borne IEDs (VBIEDs), small arms fire and tunnels to continue their operations. References: Huessy, P. (2013). Nuclear Zero: World Peace or World Chaos. Family Security Matters, 8. Wilner, A. S. (2012). Apocalypse Soon? Deterring Nuclear Iran and its Terrorist. Proxies. Comparative Strategy, 31 (1) Aaron Baca For this week’s discussion I chose an article called “Are We Prepared?” from the Center for the Study of Weapons of Mass Destruction (WMD). This article evolves around an evaluation of four scenarios involving the potential threat of WMDs occurring in the US. The scenarios include the collapse of the Nonproliferation Regime, Failed WMD-armed State, Biological Terror Campaign and a Nuclear Detonation in a US City. The issues regarding these situations combined can create incomparable obstacles, not .
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The Danger of Proliferation of Nuclear Weapon and Fissile Materials in the er...
ABSTRACT: There is a consensus among international leaders that proliferation of nuclear weapons and falling of fissile materials into the hands of terrorist groups is a real and present danger. The possible nuclear terrorism presents one of the most serious challenges to international peace and security in the 21st century. The forces of globalization increase the capability of non state actors in terms of technological knowhow, raising funds for terrorist activities, providing training, spreading propaganda etc. The paper studied the possibility of nuclear and fissile material proliferation to terrorist groups after the end of Cold War and the subsequent disintegration of former Soviet Union, the instability in Pakistan and increasing capability of terrorist groups who harboured intention to acquire nuclear weapon, what would happen if terrorist groups like Al Qaeda or ISIS acquires nuclear weapons or have dirty bombs.
WEEK 7 Nuclear Weapons and ThreatsLessonWelcome to .docx
WEEK 7: Nuclear Weapons and Threats
Lesson
Welcome to Week 7 of the Chemical, Biological, Radiological and nuclear Threats to the Homeland course!
To put things in perspective so far for this term, “Over 11,500 terrorist attacks occurred in 72 countries in 2010, resulting in approximately 50,000 victims, including almost 13,200 deaths. Although the number of attacks rose by almost 5 percent over the previous year, the number of deaths declined for a third consecutive year, dropping 12 percent from 2009” (The American-Israeli Cooperative Enterprise 2012). How many of you would have guessed that deaths directly related to terrorism would be declining?
Now let's dive into this week topic -- Nuclear Weapons and Materials Hazards
Is it possible for terrorist organization to develop and employ a suitcase nuclear weapon? Have they are done so? This week we will delve deep into the technical understanding of these weapons, materials, and associated hazards.
In his article titled, How Many and Where Were the Nukes?What the U.S. Government No Longer Wants You to Knowabout Nuclear Weapons During the Cold War, Burr (2006) discloses that, “Declassification decisions on U.S. nuclear weapons information by federal agencies have taken a surprising turn. Security reviewers are treating as ‘classified’ information that has been available in the public record for decades.” He goes on later to say, “excessive secrecy continues to abound in another category of historical nuclear information: the overseas deployment of U.S. nuclear weapons during the Cold War. Information on the deployments that has been publicly available for many years is also being classified by U.S. government agencies” (Burr 2006). This certainly makes us wonder why, because this information was once publicly available.
In the 20th and 21st Century, nuclear weapons are undoubtedly the ultimate weapon of mass destruction. Nuclear weapons ended WWII, and were the primary threat of the Cold War. One to four kilograms of plutonium – that’s all scientists in the Department of Energy estimate is needed to make a small nuclear weapon. They say that the average head weighs eight pounds (FAS n.d.). That’s a weight that a head and four kilograms of plutonium have in common. The explosion that destroyed Nagasaki weighed in at a “hefty” 6.2 kilograms (FAS n.d.). How much money would it take a terrorist organization to build its own nuclear weapon? That answer is not easily determined for several reasons. Black markets drive the price of such a “hot” commodity even higher than it would be in the mainstream market where official researchers and scientists purchase their materials. On the other hand, desperation to acquire materials at any cost is much higher, so “deals” and trades are more common for terrorists who are looking to purchase nuclear materials needed. No matter what one thing is for sure – the price is not low. This poses a problem for terrorists; even though many larger organiz.
Why Do States Build Nuclear Weapons? Three Models in Search of a Bomb by Scot...
Why Do States Build Nuclear Weapons? Three Models in Search of a Bomb by Scot...Syed Fakhar Ul Hassan
The article explains three (The Security Model, The Domestic Politics Model and The Norms Model) models to understand the actions and behavior of states in international political arena. The invention of nuclear weapons altered the world politics, practices, and global norms and set new ones.Michael TyndallI believe that the most probable threat from .docx
Michael Tyndall
I believe that the most probable threat from a foreign terrorist organization (FTO) would be the use of biological agents. "A few kilos of an effectively disseminated BW agent can potentially cause tens to hundreds of thousands of casualties" (Cole, 2010, 73). Many of the biological agents available for FTOs to use require little to no experience handling the agent. If FTOs were to successfully conduct a biological attack, it could cause mass panic within the community, uncertainty, and economic disruption. I believe that it is not because of a lack of trying that a Foreign Terrorist Organization (FTO) has not successfully carried out a biological attack within the country but the technological challenges the organizations face. The effects of a biological attack may not be immediately noticed. Local health care facilities or emergency rooms might be the first to realize there is a biological attack. A biological weapon will definitely be a force multiplier in the psychological on the targeted societies.
The pursuit of WMD by FTO and states that sponsor terrorism pose a great threat to our national security and global security. The Chemical Weapons Convention (CWC) is a treaty that bans chemical weapons and calls for their destruction within a certain timeline. The goal of the treat is to "eliminate an entire category of weapons of mass destruction by prohibiting the development, production, acquisition, stockpiling, retention, transfer or use of chemical weapons" (OPCW 2016). The treaty also explains that states can posses a small quantity for research, medical or defensive use. FTO could easily exploit fragile or failed states and acquire the materials and resources needed to create a WMD to use in a terrorist attack.
Federal government agencies such as the Department of Homeland Security, the National Response Framework (NFR) and The National Incident Management System (NIMS) gives guidance for response and organization of agencies conducting the emergency management. I believe that it is going to take actual events for us to further refine our preparedness. We will never be 100 percent prepared but we need to be more prepared than we are now.
Michael
Cole, Benjamin. (2010). Changing Face of Terrorism, The: How Real is the Threat from Biological, Chemical and Nuclear Weapons? (1). London, US: I.B.Tauris, 2010. ProQuest ebrary. Web. (accessed 28 Dec 2016).
Organization for the Prohibition of Chemical Weapons. (2016). Chemical Weapons Convention. https://www.opcw.org/chemical-weapons-convention/. (accessed 28 Dec 2016) .
Michael Moratz
The future of WMD threats manifests themselves in the past threats. Large stockpiles of nuclear weapons remain and the list of nuclear capable states is expanding although slowly. Despite previous treaties and agreements Russian President Putin announced, “to upgrade his nuclear arsenal (Holehouse, 2015)” and to “this year put 40 new nuclear-armed intercontinental ballis ...
WMD Proliferation, Globalization, and International Security.docx
WMD Proliferation, Globalization, and International Security:
Whither the Nexus and National Security?
Strategic Insights, Volume V, Issue 6 (July 2006)
by James A. Russell
Strategic Insights is a bi-monthly electronic journal produced by the Center for Contemporary
Conflict at the Naval Postgraduate School in Monterey, California. The views expressed here are
those of the author(s) and do not necessarily represent the views of NPS, the Department of
Defense, or the U.S. Government.
For a PDF version of this article, click here.
Introduction
Throughout the 1990s, the United States national security establishment gradually espoused the
idea of a growing threat posed by the proliferation of a variety weapons and weapons
technologies that could cause mass casualties to combatants and noncombatants alike. Nuclear
weapons had long occupied the rhetorical space used by policy makers to describe weapons that
could kill on a mass scale, but gradually the result was that the term “weapons of mass
destruction” was reinvigorated and quickly became an accepted term in the lexicon of national
security policy. The term is believed to have surfaced in the media in the aftermath of the German
bombing of Guernica, the Basque seat of power, in April 1937. It reappeared periodically during
World War II in reference to the indiscriminate killing of civilians by aircraft.[1] Today, the term is
defined in U.S. Code Title 50 as “any weapon or device that is intended, or has the capability, to
cause death or serious bodily injury to a significant number of people through the release,
dissemination, or impact of toxic or poisonous chemicals or their precursors; a disease organism;
radiation or radioactivity."[2] For the purposes of this analysis, the term is defined as weapons
that can inflict mass casualties on combatants and noncombatants using nuclear and radiological
devices, long range missiles, and lethal chemical- and biological agents.[3]
Arguably, the kick-off to the more recent formal shift in emphasis in the U.S. national security
bureaucracy came in September 1993 when President Clinton told the United Nations General
Assembly:
One of our most urgent priorities must be attacking the proliferation of weapons of mass
destruction, whether they are nuclear, chemical or biological; and the ballistic missiles
that can rain them down on populations hundreds of miles away… If we do not stem the
proliferation of the world’s deadliest weapons, no democracy can feel secure.[4]
Following the speech, President Clinton signed Presidential Directive 18, which ordered the
Department of Defense to develop a new approach in addressing the proliferation of weapons of
mass destruction. At the time of the initiative, the United States was particularly concerned with
the prospect of thousands of unsecured nuclear warheads in the former Soviet republics—the
problem of “loose nukes.”
In late 1993, Secretary of Defense Les Aspi.
Nuclear detterrence in the post cold war scenario
Research presented at Alliant International University Master Program Of IR
Recommended
The Danger of Proliferation of Nuclear Weapon and Fissile Materials in the er...
ABSTRACT: There is a consensus among international leaders that proliferation of nuclear weapons and falling of fissile materials into the hands of terrorist groups is a real and present danger. The possible nuclear terrorism presents one of the most serious challenges to international peace and security in the 21st century. The forces of globalization increase the capability of non state actors in terms of technological knowhow, raising funds for terrorist activities, providing training, spreading propaganda etc. The paper studied the possibility of nuclear and fissile material proliferation to terrorist groups after the end of Cold War and the subsequent disintegration of former Soviet Union, the instability in Pakistan and increasing capability of terrorist groups who harboured intention to acquire nuclear weapon, what would happen if terrorist groups like Al Qaeda or ISIS acquires nuclear weapons or have dirty bombs.
WEEK 7 Nuclear Weapons and ThreatsLessonWelcome to .docx
WEEK 7: Nuclear Weapons and Threats
Lesson
Welcome to Week 7 of the Chemical, Biological, Radiological and nuclear Threats to the Homeland course!
To put things in perspective so far for this term, “Over 11,500 terrorist attacks occurred in 72 countries in 2010, resulting in approximately 50,000 victims, including almost 13,200 deaths. Although the number of attacks rose by almost 5 percent over the previous year, the number of deaths declined for a third consecutive year, dropping 12 percent from 2009” (The American-Israeli Cooperative Enterprise 2012). How many of you would have guessed that deaths directly related to terrorism would be declining?
Now let's dive into this week topic -- Nuclear Weapons and Materials Hazards
Is it possible for terrorist organization to develop and employ a suitcase nuclear weapon? Have they are done so? This week we will delve deep into the technical understanding of these weapons, materials, and associated hazards.
In his article titled, How Many and Where Were the Nukes?What the U.S. Government No Longer Wants You to Knowabout Nuclear Weapons During the Cold War, Burr (2006) discloses that, “Declassification decisions on U.S. nuclear weapons information by federal agencies have taken a surprising turn. Security reviewers are treating as ‘classified’ information that has been available in the public record for decades.” He goes on later to say, “excessive secrecy continues to abound in another category of historical nuclear information: the overseas deployment of U.S. nuclear weapons during the Cold War. Information on the deployments that has been publicly available for many years is also being classified by U.S. government agencies” (Burr 2006). This certainly makes us wonder why, because this information was once publicly available.
In the 20th and 21st Century, nuclear weapons are undoubtedly the ultimate weapon of mass destruction. Nuclear weapons ended WWII, and were the primary threat of the Cold War. One to four kilograms of plutonium – that’s all scientists in the Department of Energy estimate is needed to make a small nuclear weapon. They say that the average head weighs eight pounds (FAS n.d.). That’s a weight that a head and four kilograms of plutonium have in common. The explosion that destroyed Nagasaki weighed in at a “hefty” 6.2 kilograms (FAS n.d.). How much money would it take a terrorist organization to build its own nuclear weapon? That answer is not easily determined for several reasons. Black markets drive the price of such a “hot” commodity even higher than it would be in the mainstream market where official researchers and scientists purchase their materials. On the other hand, desperation to acquire materials at any cost is much higher, so “deals” and trades are more common for terrorists who are looking to purchase nuclear materials needed. No matter what one thing is for sure – the price is not low. This poses a problem for terrorists; even though many larger organiz.
Why Do States Build Nuclear Weapons? Three Models in Search of a Bomb by Scot...
Why Do States Build Nuclear Weapons? Three Models in Search of a Bomb by Scot...Syed Fakhar Ul Hassan
The article explains three (The Security Model, The Domestic Politics Model and The Norms Model) models to understand the actions and behavior of states in international political arena. The invention of nuclear weapons altered the world politics, practices, and global norms and set new ones.Michael TyndallI believe that the most probable threat from .docx
Michael Tyndall
I believe that the most probable threat from a foreign terrorist organization (FTO) would be the use of biological agents. "A few kilos of an effectively disseminated BW agent can potentially cause tens to hundreds of thousands of casualties" (Cole, 2010, 73). Many of the biological agents available for FTOs to use require little to no experience handling the agent. If FTOs were to successfully conduct a biological attack, it could cause mass panic within the community, uncertainty, and economic disruption. I believe that it is not because of a lack of trying that a Foreign Terrorist Organization (FTO) has not successfully carried out a biological attack within the country but the technological challenges the organizations face. The effects of a biological attack may not be immediately noticed. Local health care facilities or emergency rooms might be the first to realize there is a biological attack. A biological weapon will definitely be a force multiplier in the psychological on the targeted societies.
The pursuit of WMD by FTO and states that sponsor terrorism pose a great threat to our national security and global security. The Chemical Weapons Convention (CWC) is a treaty that bans chemical weapons and calls for their destruction within a certain timeline. The goal of the treat is to "eliminate an entire category of weapons of mass destruction by prohibiting the development, production, acquisition, stockpiling, retention, transfer or use of chemical weapons" (OPCW 2016). The treaty also explains that states can posses a small quantity for research, medical or defensive use. FTO could easily exploit fragile or failed states and acquire the materials and resources needed to create a WMD to use in a terrorist attack.
Federal government agencies such as the Department of Homeland Security, the National Response Framework (NFR) and The National Incident Management System (NIMS) gives guidance for response and organization of agencies conducting the emergency management. I believe that it is going to take actual events for us to further refine our preparedness. We will never be 100 percent prepared but we need to be more prepared than we are now.
Michael
Cole, Benjamin. (2010). Changing Face of Terrorism, The: How Real is the Threat from Biological, Chemical and Nuclear Weapons? (1). London, US: I.B.Tauris, 2010. ProQuest ebrary. Web. (accessed 28 Dec 2016).
Organization for the Prohibition of Chemical Weapons. (2016). Chemical Weapons Convention. https://www.opcw.org/chemical-weapons-convention/. (accessed 28 Dec 2016) .
Michael Moratz
The future of WMD threats manifests themselves in the past threats. Large stockpiles of nuclear weapons remain and the list of nuclear capable states is expanding although slowly. Despite previous treaties and agreements Russian President Putin announced, “to upgrade his nuclear arsenal (Holehouse, 2015)” and to “this year put 40 new nuclear-armed intercontinental ballis ...
WMD Proliferation, Globalization, and International Security.docx
WMD Proliferation, Globalization, and International Security:
Whither the Nexus and National Security?
Strategic Insights, Volume V, Issue 6 (July 2006)
by James A. Russell
Strategic Insights is a bi-monthly electronic journal produced by the Center for Contemporary
Conflict at the Naval Postgraduate School in Monterey, California. The views expressed here are
those of the author(s) and do not necessarily represent the views of NPS, the Department of
Defense, or the U.S. Government.
For a PDF version of this article, click here.
Introduction
Throughout the 1990s, the United States national security establishment gradually espoused the
idea of a growing threat posed by the proliferation of a variety weapons and weapons
technologies that could cause mass casualties to combatants and noncombatants alike. Nuclear
weapons had long occupied the rhetorical space used by policy makers to describe weapons that
could kill on a mass scale, but gradually the result was that the term “weapons of mass
destruction” was reinvigorated and quickly became an accepted term in the lexicon of national
security policy. The term is believed to have surfaced in the media in the aftermath of the German
bombing of Guernica, the Basque seat of power, in April 1937. It reappeared periodically during
World War II in reference to the indiscriminate killing of civilians by aircraft.[1] Today, the term is
defined in U.S. Code Title 50 as “any weapon or device that is intended, or has the capability, to
cause death or serious bodily injury to a significant number of people through the release,
dissemination, or impact of toxic or poisonous chemicals or their precursors; a disease organism;
radiation or radioactivity."[2] For the purposes of this analysis, the term is defined as weapons
that can inflict mass casualties on combatants and noncombatants using nuclear and radiological
devices, long range missiles, and lethal chemical- and biological agents.[3]
Arguably, the kick-off to the more recent formal shift in emphasis in the U.S. national security
bureaucracy came in September 1993 when President Clinton told the United Nations General
Assembly:
One of our most urgent priorities must be attacking the proliferation of weapons of mass
destruction, whether they are nuclear, chemical or biological; and the ballistic missiles
that can rain them down on populations hundreds of miles away… If we do not stem the
proliferation of the world’s deadliest weapons, no democracy can feel secure.[4]
Following the speech, President Clinton signed Presidential Directive 18, which ordered the
Department of Defense to develop a new approach in addressing the proliferation of weapons of
mass destruction. At the time of the initiative, the United States was particularly concerned with
the prospect of thousands of unsecured nuclear warheads in the former Soviet republics—the
problem of “loose nukes.”
In late 1993, Secretary of Defense Les Aspi.
Nuclear detterrence in the post cold war scenario
Research presented at Alliant International University Master Program Of IR
Terrorism & Nuclear Prolifeeration
Paper presented during my Masters studies at Alliant International University
MHS 5201, Weapons of Mass Destruction 1 Course Learni.docx
MHS 5201, Weapons of Mass Destruction 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Evaluate the evolution of terrorism from the Cold War Era through today.
1.1 Identify the seminal events that shaped domestic terrorism legislation both before and after the
terrorist attacks of September 11, 2001.
1.2 Evaluate the key factors leading to the growing danger of chemical and biological terrorism.
2. Relate modern-day terrorism to complex terrorism and social networks.
2.1 Define terrorism and the concept of new terrorism.
6. Consider the political, philosophical, and religious perspectives of the various actors in the war on
terror.
6.1 Explain the opportunities and limitations for weapons of mass destruction (WMD) terrorism
globally.
Course/Unit
Learning Outcomes
Learning Activity
1.1 Chapter 1.1, Article Review
1.2 Chapter 1.2, Article Review
2.1 Article Review
6.1 Article Review
Reading Assignment
Unit I: Introduction, pp. 1-4
Chapter 1.1: Definitions, Trends, and the Concept of “New Terrorism”, pp. 5-37
Chapter 1.2: The Nature of the Post-09/11 WMD Terrorism Threat, pp. 38-70, 73-83
Unit Lesson
One of the most acute threats to the United States is a terrorist attack using weapons of mass destruction
(WMD). Nonstate facilitators have emerged as a growing WMD proliferation threat in recent years. There are
large quantities of these weapons spread throughout the world in Europe, Asia, Africa, South America, and
the Middle East. Since the disintegration of the Soviet Union in the 1980s, the increased risks of terrorism
have been brought to other nations due to the unknown whereabouts regarding chemical, biological, and
radiological weaponry. Terrorist groups throughout the world have been attempting to acquire WMD in an
effort to cause loss of life, chaos, and disrupt governments in the free world. Terrorist attacks have become
more frequent and are likely to continue due to the funding provided by other communist or terror-related
groups. The rise of new terrorism occurred with the death of Osama Bin Laden and the increase of smaller
cells with acquired weapons, monies, and travel ability. The new form of terrorism is transnational, has very
limited borders, and appears to be more violent than older forms of terrorism under Osama Bin Laden.
UNIT I STUDY GUIDE
Conceptual Frameworks
MHS 5201, Weapons of Mass Destruction 2
UNIT x STUDY GUIDE
Title
In 2003, the United States and its international partners succeeded in interdicting a shipment of WMD-
related material destined for Libya’s nuclear program. As facts emerged regarding this shipment and its origin,
the U.S. government gained insight into an emerging WMD terrorism risk. Pakistani Nuclear Scientist A. Q.
Khan developed a transnational nuclear proliferation network reaching from Southeast Asia to Europe and
making sensitive technology and WMD- ...
Eu us denuclear diplomacy and the future of global security in post-cold war ...
International Journals Call for Paper: http://www.iiste.org/Journals
100 Original WorkZero PlagiarismGraduate Level Writing Required.docx
100% Original Work
Zero Plagiarism
Graduate Level Writing Required.
DUE: Saturday, March 6, 2021 by 5pm Eastern Standard
Select one of the following topics:
Immigration
Drug legislation
Three-strikes sentencing
Write a 1,250- to 1,400-word paper describing how EACH BRANCH of the government participates in your selected policy.
Format your presentation consistent with APA guidelines.
PLEASE NOTE: There needs to be at least three different peer reviewed literature references
Wikipedia, dictionaries, and encyclopedias are not peer reviewed literature references.
.
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
10.1177/0022427803260263ARTICLEJOURNAL OF RESEARCH IN CRIME AND DELINQUENCYWright et al. / CRIMINALLY PRONE INDIVIDUALS
DOES THE PERCEIVED RISK
OF PUNISHMENT DETER
CRIMINALLY PRONE INDIVIDUALS?
RATIONAL CHOICE,
SELF-CONTROL, AND CRIME
BRADLEY R. E. WRIGHT
AVSHALOM CASPI
TERRIE E. MOFFITT
RAY PATERNOSTER
Society’s efforts to deter crime with punishment may be ineffective because those indi-
viduals most prone to commit crime often act impulsively, with little thought for the
future, and so they may be unmoved by the threat of later punishment. Deterrence mes-
sages they receive, therefore, may fall on deaf ears. This article examines this issue by
testing the relationship between criminal propensity, perceived risks and costs of pun-
ishment, and criminal behavior. The authors analyzed data from the Dunedin (New
Zealand) Study, a longitudinal study of individuals from birth through age 26 (N =
1,002). They found that in fact, deterrence perceptions had their greatest impact on
criminally prone study members.
Keywords: deterrence theory; criminal propensity
Society controls its members by threatening punishments, both formal,
such as arrest and imprisonment, and informal, such as social disapproval
and withholding of resources. Policymakers, as well as the general public,
have widely accepted the punishment-as-deterrence doctrine (Liska and
Messner 1999), and so the punishment of criminals, more than other, positive
We thank the Dunedin Study members, their parents, teachers, and peer informants, Dunedin
Unit Director Richie Poulton, and Study founder Phil Silva. We thank HonaLee Harrington and
Colin Baier for research assistance. The Dunedin Multidisciplinary Health and Development Re-
search Unit is supported by the New Zealand Health Research Council. This research received
support from the National Consortium on Violence Research (NCOVR), which is supported un-
der grant #SBR 9513040 from the National Science Foundation, from the William Freeman Vilas
Trust at the University of Wisconsin, from US-NIMH grants MH45070, MH49414, from the
William T. Grant Foundation, and from Air New Zealand.
JOURNAL OF RESEARCH IN CRIME AND DELINQUENCY, Vol. 41 No. 2, May 2004 180-213
DOI: 10.1177/0022427803260263
© 2004 Sage Publications
180
interventions is politically viable under the rubric of “getting tough on
crime.” Given society’s considerable faith in, and resources spent on, punish-
ing wrong-doers, we have a vested interest in knowing whether in fact threat-
ened punishments deter criminal behavior, and so social scientists have long
studied punishment as deterrence (e.g., Beccaria 1963; Becker 1968;
Bentham 1948; Piliavin et al. 1986). Of particular significance is the ques-
tion, Does the threat of punishment differ according to a person’s motivation
or propensity to commit crime?
There are three basic, though seemingly contradictory, answers to this
question that can be derived from the existing literature: (1) All individuals
resp.
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
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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.
More Related Content
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Paper presented during my Masters studies at Alliant International University
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MHS 5201, Weapons of Mass Destruction 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Evaluate the evolution of terrorism from the Cold War Era through today.
1.1 Identify the seminal events that shaped domestic terrorism legislation both before and after the
terrorist attacks of September 11, 2001.
1.2 Evaluate the key factors leading to the growing danger of chemical and biological terrorism.
2. Relate modern-day terrorism to complex terrorism and social networks.
2.1 Define terrorism and the concept of new terrorism.
6. Consider the political, philosophical, and religious perspectives of the various actors in the war on
terror.
6.1 Explain the opportunities and limitations for weapons of mass destruction (WMD) terrorism
globally.
Course/Unit
Learning Outcomes
Learning Activity
1.1 Chapter 1.1, Article Review
1.2 Chapter 1.2, Article Review
2.1 Article Review
6.1 Article Review
Reading Assignment
Unit I: Introduction, pp. 1-4
Chapter 1.1: Definitions, Trends, and the Concept of “New Terrorism”, pp. 5-37
Chapter 1.2: The Nature of the Post-09/11 WMD Terrorism Threat, pp. 38-70, 73-83
Unit Lesson
One of the most acute threats to the United States is a terrorist attack using weapons of mass destruction
(WMD). Nonstate facilitators have emerged as a growing WMD proliferation threat in recent years. There are
large quantities of these weapons spread throughout the world in Europe, Asia, Africa, South America, and
the Middle East. Since the disintegration of the Soviet Union in the 1980s, the increased risks of terrorism
have been brought to other nations due to the unknown whereabouts regarding chemical, biological, and
radiological weaponry. Terrorist groups throughout the world have been attempting to acquire WMD in an
effort to cause loss of life, chaos, and disrupt governments in the free world. Terrorist attacks have become
more frequent and are likely to continue due to the funding provided by other communist or terror-related
groups. The rise of new terrorism occurred with the death of Osama Bin Laden and the increase of smaller
cells with acquired weapons, monies, and travel ability. The new form of terrorism is transnational, has very
limited borders, and appears to be more violent than older forms of terrorism under Osama Bin Laden.
UNIT I STUDY GUIDE
Conceptual Frameworks
MHS 5201, Weapons of Mass Destruction 2
UNIT x STUDY GUIDE
Title
In 2003, the United States and its international partners succeeded in interdicting a shipment of WMD-
related material destined for Libya’s nuclear program. As facts emerged regarding this shipment and its origin,
the U.S. government gained insight into an emerging WMD terrorism risk. Pakistani Nuclear Scientist A. Q.
Khan developed a transnational nuclear proliferation network reaching from Southeast Asia to Europe and
making sensitive technology and WMD- ...
Eu us denuclear diplomacy and the future of global security in post-cold war ...
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Similar to Jeremy CastellanosBased on the articles assigned this week, .docx (6)
MHS 5201, Weapons of Mass Destruction 1 Course Learni.docx
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More from christiandean12115
100 Original WorkZero PlagiarismGraduate Level Writing Required.docx
100% Original Work
Zero Plagiarism
Graduate Level Writing Required.
DUE: Saturday, March 6, 2021 by 5pm Eastern Standard
Select one of the following topics:
Immigration
Drug legislation
Three-strikes sentencing
Write a 1,250- to 1,400-word paper describing how EACH BRANCH of the government participates in your selected policy.
Format your presentation consistent with APA guidelines.
PLEASE NOTE: There needs to be at least three different peer reviewed literature references
Wikipedia, dictionaries, and encyclopedias are not peer reviewed literature references.
.
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
10.1177/0022427803260263ARTICLEJOURNAL OF RESEARCH IN CRIME AND DELINQUENCYWright et al. / CRIMINALLY PRONE INDIVIDUALS
DOES THE PERCEIVED RISK
OF PUNISHMENT DETER
CRIMINALLY PRONE INDIVIDUALS?
RATIONAL CHOICE,
SELF-CONTROL, AND CRIME
BRADLEY R. E. WRIGHT
AVSHALOM CASPI
TERRIE E. MOFFITT
RAY PATERNOSTER
Society’s efforts to deter crime with punishment may be ineffective because those indi-
viduals most prone to commit crime often act impulsively, with little thought for the
future, and so they may be unmoved by the threat of later punishment. Deterrence mes-
sages they receive, therefore, may fall on deaf ears. This article examines this issue by
testing the relationship between criminal propensity, perceived risks and costs of pun-
ishment, and criminal behavior. The authors analyzed data from the Dunedin (New
Zealand) Study, a longitudinal study of individuals from birth through age 26 (N =
1,002). They found that in fact, deterrence perceptions had their greatest impact on
criminally prone study members.
Keywords: deterrence theory; criminal propensity
Society controls its members by threatening punishments, both formal,
such as arrest and imprisonment, and informal, such as social disapproval
and withholding of resources. Policymakers, as well as the general public,
have widely accepted the punishment-as-deterrence doctrine (Liska and
Messner 1999), and so the punishment of criminals, more than other, positive
We thank the Dunedin Study members, their parents, teachers, and peer informants, Dunedin
Unit Director Richie Poulton, and Study founder Phil Silva. We thank HonaLee Harrington and
Colin Baier for research assistance. The Dunedin Multidisciplinary Health and Development Re-
search Unit is supported by the New Zealand Health Research Council. This research received
support from the National Consortium on Violence Research (NCOVR), which is supported un-
der grant #SBR 9513040 from the National Science Foundation, from the William Freeman Vilas
Trust at the University of Wisconsin, from US-NIMH grants MH45070, MH49414, from the
William T. Grant Foundation, and from Air New Zealand.
JOURNAL OF RESEARCH IN CRIME AND DELINQUENCY, Vol. 41 No. 2, May 2004 180-213
DOI: 10.1177/0022427803260263
© 2004 Sage Publications
180
interventions is politically viable under the rubric of “getting tough on
crime.” Given society’s considerable faith in, and resources spent on, punish-
ing wrong-doers, we have a vested interest in knowing whether in fact threat-
ened punishments deter criminal behavior, and so social scientists have long
studied punishment as deterrence (e.g., Beccaria 1963; Becker 1968;
Bentham 1948; Piliavin et al. 1986). Of particular significance is the ques-
tion, Does the threat of punishment differ according to a person’s motivation
or propensity to commit crime?
There are three basic, though seemingly contradictory, answers to this
question that can be derived from the existing literature: (1) All individuals
resp.
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
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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.
.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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Polish students' mobility in the Czech Republic
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This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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- 1. Jeremy Castellanos Based on the articles assigned this week, the current threat of nuclear weapons being acquired and used in a terrorist attack is low for several reasons. The Department of Defense defines a nuclear weapon as “a complete assembly (i.e., implosion type, gun type, or thermonuclear type), in its intended ultimate configuration which, upon completion of the prescribed arming, fusing, and firing sequence, is capable of producing the intended nuclear reaction and release of energy.” (Joint Publication 3-11) Nuclear weapons and material are very hard to acquire and have intense security. Although more countries around the world continue to develop their own nuclear weapon capabilities, it is very unlikely for a country to give nuclear weapons or materials to a terrorist organization. To give a terrorist organization nuclear capabilities is not only very dangerous because terrorists do not abide by any laws or treaties, but is also likely to force a war with opposing countries. There are signed treaties that prevent nuclear proliferation and testing. The United States has so many different organizations within the Intelligence Community, such as the Federal Bureau of Investigation and the Department of Energy that have dedicated units both home and overseas locking down and securing nuclear materials. The United States has an overall mindset, that if we possess nuclear weapons there is a chance that a terrorist organization can too. This is in large due to the rhetoric of our policy makers and media. Although they are trying to take preventive measures, they make terrorist organizations seem more deadly than what they truly are. If everything is a threat, then nothing is a threat.
- 2. I think that terrorist trying to achieve nuclear weapons is too hard and is not cost effective. Take for example DAESH right now. They can barely hold their stronghold of Mosul, Iraq and for them to effectively provide logistics, finances and the manpower needed to acquire and build a nuclear weapon is unlikely. They are going to resort to improvised explosive devices (IEDs), vehicle-borne IEDs (VBIEDs), small arms fire and tunnels to continue their operations. References: Huessy, P. (2013). Nuclear Zero: World Peace or World Chaos. Family Security Matters, 8. Wilner, A. S. (2012). Apocalypse Soon? Deterring Nuclear Iran and its Terrorist. Proxies. Comparative Strategy, 31 (1) Aaron Baca For this week’s discussion I chose an article called “Are We Prepared?” from the Center for the Study of Weapons of Mass Destruction (WMD). This article evolves around an evaluation of four scenarios involving the potential threat of WMDs occurring in the US. The scenarios include the collapse of the Nonproliferation Regime, Failed WMD-armed State, Biological Terror Campaign and a Nuclear Detonation in a US City. The issues regarding these situations combined can create incomparable obstacles, not only for the US, but for other
- 3. countries around the world combating WMD. Moreover, as the US moves forward, the alarming issues that these four scenarios explain, is the fact that the US is not prepared here in the US or abroad. While there has been progress over the years for the US in the likes of procedures and capabilities that depicted Cold War technologies, such as WMD-related programs; government assets across the whole spectrum has been unsuccessful. As the US looks forward, the threat continues to develop, Iran and North Korea progresses on their nuclear programs, while Al Qaeda continues to be attracted to WMD’s. Even though several of the states continue to refuse the liking to produce nuclear, chemical and biological weapons, the fact remains clear technology, vulnerable and uneasy states can be the driving force for proliferation and where WMDs could end up in the wrong hands, not just the likes of Terrorist Organizations, but other more sophisticated countries as well. The coming years could be challenging for the US, but the fact remains clear that policies and procedures for the Cold War era should not be used and the US must anticipate a properness plan that reflects each scenario while also developing suitable approaches, tactics and capabilities; effective procedures will ensure that partners can rely on the US for security and help if needed. Aaron Reference Center for the Study of Weapons of Mass Destruction. (2009). Are We Prepared?. http://wmdcenter.ndu.edu.
- 4. John Doherty The current threat of terrorist acquiring and using weapons of mass destruction is a very real and scary threat. A lot of countries do not have the same resources and security that the United States have so it can be difficult for them to secure certain materials. In 2006 a material known as highly enriched uranium was actually seized from a Russian national in Georgia. Whoever stole the highly enriched uranium and tried to sell it made a very dangerous decision. The fact that highly enriched uranium was stolen is a very serious threat. It does not take a lot of highly enriched uranium to build a nuclear weapon. What is even scarier is the fact that terrorist organizations can actually build a nuclear weapon using highly enriched uranium pretty much by themselves without any help from outside sources. So the question is who stole the highly enriched uranium? At the time of the incident all figures pointed to Russia, but of course they dismissed those reports. Some sources believe that the seizure of the highly enriched uranium was the result of a sting operation by Georgia who believed Russia was looking for someone to buy the highly enriched uranium. An undercover Georgia agent was able to convince the seller the he was Muslim and the Russian national ended up selling him the highly enriched uranium. We have to ask ourselves, where did this highly enriched uranium come from? Georgia attempted to seek help form Russian and the United States, but Russia did not do a very good job at helping. One must ask themselves why did Russia not want to help out? Throughout the years Georgia has seized uranium and it needs to be figured out how these people are obtaining it. This all leads to the question of how does the United States protect its
- 5. self from potential attacks? It is extremely difficult to prevent terrorist from obtaining materials that can build weapons of mass destruction. Highly enriched uranium is used throughout the world for numerous types of things. This makes it extremely difficult for the United States and the rest of the world to keep track of it. References Sokova, E., Potter, W., & Chuen, C. (2007). Recent Weapons Grade Uranium Smuggling Case: Nuclear Materials are Still on the Loose. Retrieved from https://edge.apus.edu/access/content/group/333985/Lesson%207 %20Readings%20and%20Resources/CNS%20Research%20Story .pdf Jeremy Phillips With the dissolution of the Soviet Union, there was a flood of weapons on the world stage. Russia began research and development in the 1960’s to miniaturize their nuclear weapons. With the Soviet Union dissolving a lot of these “suitcase” nukes were unaccounted for. Per Quora.com, “The possibly missing suitcase nukes were particularly troubling. They were small (30 - 50 kilograms), easily portable, had a yield of half a kiloton to 2 kilotons and lacked the safeguards to prevent accidental or unauthorized detonation that other Russian nuclear weapons had. Who controlled the weapons was also troubling: they were variously described as being controlled by Soviet Special Forces or the KGB. (Warinner , 2012)” The article later mentions that, “Loose Russian nukes are not really the big worry of governments now; nuclear materials like plutonium, enriched uranium and other radioactive materials are more worrying. (Warinner, 2012).” This is concerning in relation to
- 6. North Korea. It is not a secret that North Korea and the former Soviet Union have had a relationship and that the Soviet Union has been supportive of the efforts of North Korean leadership…the big question is how supportive have they been and how much/if any nuclear material/assets have been provided to North Korea. North Korea was always rattling their saber to demonstrate their power, but with their lack of resources, and know how, it’s hard to say how viable the threat is from them. Terrorist on the other hand are a wild card. As mentioned earlier, there are concerns with a terrorist organization getting ahold of nuclear material, but I feel that it would be used in an RDD rather than a full up, viable nuclear weapon. The footprint that this process would create would be extremely difficult to conceal and carry out. In our reading in discusses the “small” (one to four kilograms (FAS n.d)) amount of radioactive material necessary to manufacture a nuclear weapon, but this is still fissile material, and not something that can be kept concealed very easily. In conclusion, seeing the difficulties that North Korea has faced in developing their nuclear weapons program, I feel that a viable nuclear weapon isn’t as attractive to a terrorist organization as an RDD would be. References: Warinner, A. (Sep 2012) How many nuclear weapons were unaccounted for after the collapse of the Soviet Union? Retrieved from: https://www.quora.com/How-many-nuclear- weapons-were-unaccounted-for-after-the-collapse-of-the-Soviet- Union FAS (n.d.) Nuclear Weapon Design. Retrieved from: http://www.fas.org/nuke/intro/nuke/design.htm