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Middle Childhood and Counseling Specializations The purpose of this discussion is to consider how different specializations within counseling might address issues of school-age development. Use the readings in this unit, along with the ones you found in your own independent research, to help you think through and write about these issues. For your initial post, choose one of the cases below and address the following in relation to that case: Identify the challenges that the student, family, or individual client may be experiencing, based on your specialization. Identify any psychosocial conflicts that may be present and the transitions related to middle childhood that may be considered. Choose one theory of personality development and explain how that theory helps you understand this student's behavior. Describe specific ways of helping the student, family, or individual client from your professional perspective. Tracy, 10-Year-Old Student Tracy is a 10-year-old student who is heavily influenced by his parents regarding his academic activities. The pressure that he is receiving at home has caused him to withdraw from all pleasurable activities at school, including his passion for writing, arithmetic, and friends. He was once an A student but now is maintaining a C average. He has disengaged from regular activities and sits alone when he is not required to participate in group activities. It is known that the family has had some major stressors last year that has resulted in Tracy's parents contemplating divorce. Sonia, 9-Year-Old Student Sonia is 9 years old, and she reports feeling lonely all the time. She seems to be isolated from her peers and reports feeling different from everyone around her. She says that she does not like the feeling of being vulnerable and has a hard time opening up to others. She reports hating school and only wants to stay at home with her mother. She cries every morning when her mother gets her ready for school. She will also cry each time the teacher indicates that the next upcoming subject is math. Sonia's parents are concerned for their daughter and are unable to ask for assistance because of a language barrier. .
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1. Thinking about what you personally have experienced with play (.docx
1. Thinking about what you personally have experienced with play (as a child, adult, teacher, parent, etc.), and what you have learned about play and culture in this module, what will you take with you in your work with children? For example, how will you use play with children in your center or classroom? How will you approach differences with parents about play?
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Case Study 5:
This student is a five-year-old (kindergarten) girl. She was born in Pakistan, and has been in this country a very short while. Her parents speak English, but with heavy accents that make them difficult for you to understand. Her father was a lawyer in Pakistan, and left because of a political threat on his life. He now works as a clerk in a convenience store. Her older brother is in fifth grade, and students in his school often call him a terrorist. Her mother wears a head cover and does not socialize with other parents in the school. She is learning English quickly, but has never been in school, or with large groups of children, before, so she is unsure how to interact with the other students in your classroom.
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Family experience part 3
1) The student has cognitive and emotional disabilities and displays behaviors like intimidating peers, lying, outbursts, and insubordination. The advisor meets with him weekly to work on social skills, referrals, anger management, and positive experiences.
2) The student lives with adoptive parents and siblings. His biological mother has mental illness. He receives special education services and support.
3) With treatment, medication adjustments, and support from home and school, the student's self-esteem and behavior have improved. He is making efforts to be more self-aware and make positive choices. The family and school work as a team to support the student.
Page 1 of 2 Child, Family, and Community Relationships .docx
Page 1 of 2
Child, Family, and Community Relationships
©2013 Argosy University
Case Studies for LASA1 and LASA2
Pick one case study and use it for completing both assignments:
Case study 1:
Brandy is a Caucasian girl, who just celebrated her sixth birthday, and is one of the youngest kids in her
first-grade class. Most of the school year has gone fairly well, but she lately has been having trouble at
school. Last week she disrupted class and threw her pencil across the room.
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mom wondered if it was because she has recently transitioned from graduate school to a new job that
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occasionally has some problems with a lisp. Her parents were hesitant about Brandy being pulled out of
class, but when she reported she was getting picked on at school by some classmates, they agreed to the
speech therapy.
At home, she has a supportive family and siblings (younger and older) with whom she gets along well.
Occasionally she will get into trouble for lying, but most often feels pretty badly about it once she is caught.
Her father also has a master’s degree with a full-time job, and she and her siblings attend an after-school
daycare program for a couple hours. She plays with the neighborhood kids and her siblings; however
sometimes Brandy has communication struggles with others due to her lisp. She loves sports, and just
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Case study 2:
Brandon is an African-American eight-year-old child in third grade, who is in danger of having to repeat the
grade. He continues to struggle with being able to concentrate in class, and says he is “bored” when
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When his parents were told about his behavior, they were exasperated. The parents said he behaves even
more poorly at home, stealing and breaking his siblings’ things and sneaking food into his room. He even
has nightly bed-wetting accidents on a fairly regular basis (the doctor has ruled out physical problems as a
reason for these).
His mother works a part-time job at a local gas station when the kids are in school. His father used to come
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of time in bed.
Case study 3:
Jayant (or “Jay”) is a seventeen-year-old Indian student in his s.
Benchmark - Summative Examination Part of a special educator’s r.docx
Benchmark - Summative Examination
Part of a special educator’s responsibilities include understanding the characteristics of the major disability categories and how the characteristics affect typical development. When conducting observations and consulting with staff who work with students with disabilities, teachers must be able to articulate the differences in development and prescribe appropriate interventions. Understanding the effect of culture and language development must also be considered in meeting student needs.
Part 1: Short Answer Responses
Evaluate the following case studies and, in 100-250 words, classify the IDEA disability category for each student. Provide a rationale for your identification choice that takes into consideration each student's developmental milestones.
Tomas, Kindergarten
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Harper, 3rd Grade
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Austin, 5th
Grade
Austin was 9 years old when he was hit by a car while riding his bike on the sidewalk. He broke his arm and leg and hit his head very hard. When he came home from the hospital he looked just fine, but he needed help. Now back at school, there are changes in Austin that are hard to understand. It takes Austin longer to do things, and he has trouble remembering. He cannot always find the words he wants to use. Math is hard for him now, but it was his strongest academic area before the accident.
Mary, 9th
Grade
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Our Interviews with Educators
The document contains summaries of interviews with three educators:
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2) Laura Orabi, a 3rd grade teacher, believes technology and parent engagement are keys to future success. Each student's needs should be the focus.
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Example Slide 1
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Dr. I. M. Expert, cyber-bullying is detrimental to a student’s development because it makes students feel unsafe.”
• Research and provide resources that are directly related to the issue and are aligned to the developmental goals for students. These are resources a parent or teacher could use to learn more about the issue and how to address the impact of the issue. These are resources that may be available in your community, such as food banks, language lessons for parents, etc. You may also choose to include resources that are available from federal, state, and local governments. These are NOT the resources used in your research.
• You will suggest supports teachers can use in the classroom to mitigate the impacts of the issue. • Your presentation should be at least 11 slides long. You are expected to have an introductory slide, two slides per student, and a clo.
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Page 1 of 2 Child, Family, and Community Relationships .docx
Page 1 of 2
Child, Family, and Community Relationships
©2013 Argosy University
Case Studies for LASA1 and LASA2
Pick one case study and use it for completing both assignments:
Case study 1:
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Case study 2:
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has nightly bed-wetting accidents on a fairly regular basis (the doctor has ruled out physical problems as a
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Benchmark - Summative Examination
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Part 1: Short Answer Responses
Evaluate the following case studies and, in 100-250 words, classify the IDEA disability category for each student. Provide a rationale for your identification choice that takes into consideration each student's developmental milestones.
Tomas, Kindergarten
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Our Interviews with Educators
The document contains summaries of interviews with three educators:
1) Mrs. Castro, a 6th grade teacher, discussed changes in education with an increased focus on testing putting pressure on incorporating life lessons. She hopes for a return to her approach when she first started teaching.
2) Laura Orabi, a 3rd grade teacher, believes technology and parent engagement are keys to future success. Each student's needs should be the focus.
3) Natalie Bedo, a 2nd grade teacher, emphasized adapting lessons to student needs through small group instruction based on 14 years of experience. She thinks teachers must continue direct instruction while technology enhances learning.
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The document summarizes interviews with three educators - Mrs. Castro, Ms. Orabi, and Mrs. Bedo. The educators discussed their teaching philosophies, views on the future of education, and how their life experiences shape their teaching. They emphasized the importance of adapting to students' needs, incorporating their own experiences into lessons, and using technology to enhance learning while still focusing on developing students' thinking and communication skills. All three teachers expressed a passion for educating children and a desire to continue teaching in more traditional student-centered ways, despite increasing technological advances.
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This document summarizes interviews with three educators - Belen Garcia, Talin Elmedjian, and Xiaoyu Sun. Belen interviewed her former 6th grade teacher, Mrs. Castro, who discussed changes in education over time including increased focus on testing, fewer opportunities for life lessons, and an increased need for counselors to support students' personal issues. Talin interviewed Natalie Bedo, a veteran 2nd grade teacher, who emphasized adapting one's teaching to students' needs and using technology to enhance but not replace learning. Xiaoyu interviewed Laura Orabi, a 3rd grade teacher who focuses on individual student needs and sees technology and parent engagement as keys to future student success.
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image1.png
image2.png
Example Slide 1
Yeung Yi: Yeung Yi is a Gifted and Talented student from an educated and
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expectations for Yeung Yi. The family has toured Harvard while on vacation and
discusses college regularly. Yeung Yi’s grades are outstanding, and he stays busy
participating in art club, orchestra, National Geography Bee, baseball, and UIL
academic competitions. He puts a lot of pressure on himself because he wants to
get into a highly selective college after high school. Though he loves playing his
cello, he has had a few panic attacks while practicing his solo. He has told his
mother that he isn’t good enough to have a solo, though his teacher believes
differently. When he makes a grade he feels is unacceptable, he gets very upset
and may hit the wall with his hand.
Example Slide 2
image1.png
image2.png
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• Identify each student and the issue he or she is facing.
• Identify the developmental impact of each issue. You will need to include the research that is directly related to the issues and aligned to the developmental goals for the students. For example, you might include a statement such as “According to
Dr. I. M. Expert, cyber-bullying is detrimental to a student’s development because it makes students feel unsafe.”
• Research and provide resources that are directly related to the issue and are aligned to the developmental goals for students. These are resources a parent or teacher could use to learn more about the issue and how to address the impact of the issue. These are resources that may be available in your community, such as food banks, language lessons for parents, etc. You may also choose to include resources that are available from federal, state, and local governments. These are NOT the resources used in your research.
• You will suggest supports teachers can use in the classroom to mitigate the impacts of the issue. • Your presentation should be at least 11 slides long. You are expected to have an introductory slide, two slides per student, and a clo.
Educational Counseling Psychology Ritambhara patel
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Struggles of the ESL students
The document discusses the struggles faced by English as a second language (ESL) students, including language barriers, difficulties adapting, social influences, and economic status. It notes that ESL students often have lower test scores and are placed in sheltered classes. Interviews with teachers and former ESL students highlight issues like lack of motivation, difficulties feeling included, and not understanding how the school system works. The document also analyzes different types of citizens and the pros and cons of being a personally responsible citizen, participatory citizen, justice-oriented citizen, or self-defeating citizen.
Educational psychology 1 pbl group assignemnt preseantation
Jeremy is unhappy due to excessive tutoring arranged by his overbearing mother, bullying by peers, and a dismissive teacher. He feels lonely as he has no friends and rarely sees his parents. This constant stress may cause Jeremy to develop low self-esteem and self-worth, believing he is incapable and causing him to give up. As beginning teachers, the group will examine how to build positive relationships between students, parents, and teachers through communication and understanding parenting styles and social environments to improve learning.
Family experience journal 3
This document provides background information on a student named Myles who is transitioning from preschool to kindergarten. It details his medical history, family situation, educational history including various therapies received, strengths, interests and needed supports. The goals are for Myles to improve his classroom participation, compliance with tasks, and peer interaction, as well as to develop age-appropriate communication and motor skills to achieve educational success. His family and support team have worked closely together to provide the best education and care for him.
In this assignment, you will analyze a fictional scenario and identi.docx
In this assignment, you will analyze a fictional scenario and identify the possible disorders involved. All the information needed for this assignment can be found in the textbook.
Review the following vignettes:
Behavioral Disorder—Male Vignette
Joe, a thirteen-year-old Asian-American boy, is enrolled in ninth grade at a public high school located in the inner city of a large metropolitan area. Since kindergarten, his teachers have reported increasing levels of concern about his behavior. In elementary school, he was described by his teachers as immature and argumentative with authority figures. In middle school, his behavior escalated to include verbal and physical aggression toward classmates.
Recent reports indicate that he disrupts the classroom often by arguing with his teacher, talking excessively and loudly, and disobeying classroom rules. During breaks or when outside the classroom, Joe associates with a group of boys who tend to get into trouble. He tends to become angry often and easily and has gotten into many fights. Some of his classmates have reported that Joe has threatened them. He does not seem to feel guilty when he gets into trouble. He rarely finishes his schoolwork and is getting poor grades. Beginning this year, Joe’s teacher has reported that he seems easily distracted.
Testing completed by the school psychologist indicates that Joe is intelligent and creative. Results do not support the presence of a learning disability or a developmental disability. The school psychologist indicates that Joe lacks sufficient motivation or desire to complete his work thoroughly or carefully. Joe’s parents report that he refuses to follow rules at home, is often angry, and tends to blame his siblings when he gets into trouble.
Behavioral Disorder—Female Vignette
Maria is an eight-year-old daughter of Mexican-American parents who recently immigrated to the United States. They speak some English, and Maria is fluent in both English and Spanish. She is enrolled in third grade at the local public elementary school. Since second grade, her parents have reported concerns about her difficulty in paying attention or maintaining her concentration. They indicate that she has significant difficulty in completing her homework because she daydreams and is easily distracted by sounds and activities in the home. Maria has the same problem in the classroom, so she often has to bring unfinished classroom work home to complete. Maria gets frustrated at school and during homework time, often stating that she “can’t do” the work and referring to herself as “dumb” or “not smart enough.”
Maria’s frustration with her schoolwork has led to some irritability lately, as well as some desire to avoid school. She tends to have more of a temper at home recently and expresses hopelessness at times. She is most content playing soccer or video games. She tends to concentrate very well during those activities.
Standardized testing completed by all children in the.
Part of a special educator’s responsibilities include understand
Tomas, a kindergartener, showed early excitement for school but struggled with academic tasks like letter recognition and following instructions. His frustrations led to impulsive behaviors, prompting Mrs. Richards to call a meeting with his parents.
Harper, a third grader, excels in math but gets upset by loud noises. She loves reading about weather and struggles in assemblies or fire drills due to noise.
Austin, a fifth grader, was in a bike accident that caused head and leg injuries. Since returning to school, he has slower processing, trouble remembering, and difficulty with math, which was previously his strength.
School Psychology
The document discusses the need for school psychology in India. It outlines many issues faced by Indian children today, such as parent-child misunderstandings, school pressures, lack of guidance, unrecognized mental health disorders, and more. These issues can lead to outcomes like depression, illegal sex, violence, and suicide. The document argues that school psychologists are needed to assess students, consult with teachers and parents, implement prevention programs, provide interventions, educate others, and provide mental health care. Their goal is to promote high achievement, positive social skills, healthy relationships, tolerance, and overall well-being for students.
REPORT WRITING ..pptx
The document reports on observations of a classroom of 30 students aged 9-10 years old. One student, Fred, age 11, exhibited disruptive behavior including not participating in class, lacking focus, and verbal outbursts when asked to complete academic tasks. Observations and interactions with Fred and his teacher revealed he has difficulties with academics and interacting socially due to anxiety, and probable family issues. The conclusion recommends the teacher build rapport with students, acknowledge feelings, implement varied learning techniques for Fred, and positively reinforce good behavior to create a supportive classroom environment.
Personal Self-Assessment of Non-Discriminatory Behavior Checklist
Personal Self-Assessment of Non-Discriminatory Behavior Checklist
Directions:
1. Rate yourself on the following criteria. Try to be as honest with yourself as possible.
2. When you have completed the checklist, make a list of areas you think need improvement.
3. Create specific goals for becoming more non-discriminatory.
Self-Discriminatory Behavior:
Rate yourself - Use rating scale from 1 (lowest) to 5 (highest)
1.
I educate myself about the culture and experience of other racial/religious/ethnic/economic groups by attending classes, workshops, cultural events, reading, etc.
2.
I spend time reflecting on my own childhood/upbringing to analyze where and how I received racist, sexist, anti-Semitic, heterosexist or other prejudiced messages.
3.
4.
I look at my own attitudes and behaviors as an adult to determine how I am colluding with or combating racism in our society.
5.
I evaluate my own use of language to see if I use terms or phrases that are degrading or hurtful to another group.
6.
I avoid stereotyping and generalizing about person based on their group identity, gender, etc.
7.
I value cultural differences and avoid statements such as "I never think of you as a [blank],” which discredits differences.
8.
I am aware of, and can explore and discuss with comfort, issues of racism and pluralism.
9.
I am open to having someone of another race point out ways in which my behavior may be insensitive.
10.
I give equal attention to all staff whom I supervise regardless of race, religion, socioeconomic class, or physical ability.
11.
I am comfortable giving constrictive criticism to someone of another race, gender, age or physical ability.
12.
I include material about all racial/religious/ethnic/economic groups in my programs even though other groups may not be represented, because pluralistic program material is important for all.
13.
I take special efforts in my job to develop practices that are, inclusive, such as scheduling meetings, locating meetings, and changing participation costs, when needed.
14.
I consciously monitor TV programs, newspapers and advertising for biased content.
15.
I monitor the environment in my home, my office, my house of worship and my children's school for multicultural visuals and request such materials if they are lacking.
16.
I feel free to ask persons who are using discriminatory language and behavior to refrain, and am comfortable stating my reasons.
17.
I am willing to be proactive within my organization to achieve diversity goals in hiring and programming.
18.
...
CHAPTER 11 Engaging in Collaborative Problem Solving with Families
CHAPTER 11 Engaging in Collaborative Problem Solving with Families
Ellen S. Amatea and Blaire Cholewa
Learning Objectives
After reading this chapter, you will be able to:
■ Describe the four styles of conflict management.
■ Discuss the common barriers to engaging in collaborative family–school meetings to resolve student problems and difficulties.
■ Explain the principles that underlie collaborative family–school problem solving.
■ Describe the steps involved in conducting collaborative family–school problem-solving meetings.
■ Describe specific techniques for blocking the blaming that often characterizes family–school problem-solving efforts.
■ Discuss the use of the skills of structuring, listening, brainstorming, and consensus building in the facilitation of family–school problem-solving meetings.
■ Discuss the applicability of family–school problem-solving meetings with culturally diverse families.
Fifth-grade teacher: My approach is to “Let sleeping dogs lie.” I don’t meet with a parent unless I absolutely have to. Instead, I try and do everything I can to resolve a child’s difficulty myself, and pray either that those things work or that the problem will take care of itself.
Sixth-grade teacher: When I call parents in to meet with me about a problem their child has, I have a specific idea in mind of what I need for them to do to help me resolve it. My job in the meeting is to convince them to do what I think is needed.
Preschool teacher: I often find that when I meet with parents about a problem their child is having, I have a difficult time having them understand my point of view. Rather than their doing what I think is needed, I end up agreeing to do what they want to avoid hard feelings.
First-grade teacher: I believe it is important to have both students and their parents work with me to figure out how we might resolve a difficulty the student is experiencing. I firmly believe that three heads are better than one. I know that together we can often come up with ways of solving a problem that I would never be able to think of by myself.
Teachers often must relay unpleasant information to parents. Letting parents know about troublesome or inappropriate behavior, or that students are failing or must be retained, is never easy. These and other difficult communication tasks can engender feelings of apprehension and discomfort in both parents and teachers. As the preceding comments depict, educators vary in their style of discussing these matters with parents.
Some educators, such as the 5th-grade teacher depicted in the first comment, try to avoid conflict by not talking with parents about a child’s difficulty unless they absolutely must. These individuals tend to withdraw when faced with the possibility of conflict, perceiving their own goals and those of the child and family to be of much less importance than the fear of experiencing conflict. Feeling hopeless and helpless to address a child’s problem or to address and resolve conflict ...
CHAPTER 11 Engaging in Collaborative Problem Solving with Families.docx
CHAPTER 11 Engaging in Collaborative Problem Solving with Families
Ellen S. Amatea and Blaire Cholewa
Learning Objectives
After reading this chapter, you will be able to:
■ Describe the four styles of conflict management.
■ Discuss the common barriers to engaging in collaborative family–school meetings to resolve student problems and difficulties.
■ Explain the principles that underlie collaborative family–school problem solving.
■ Describe the steps involved in conducting collaborative family–school problem-solving meetings.
■ Describe specific techniques for blocking the blaming that often characterizes family–school problem-solving efforts.
■ Discuss the use of the skills of structuring, listening, brainstorming, and consensus building in the facilitation of family–school problem-solving meetings.
■ Discuss the applicability of family–school problem-solving meetings with culturally diverse families.
Fifth-grade teacher: My approach is to “Let sleeping dogs lie.” I don’t meet with a parent unless I absolutely have to. Instead, I try and do everything I can to resolve a child’s difficulty myself, and pray either that those things work or that the problem will take care of itself.
Sixth-grade teacher: When I call parents in to meet with me about a problem their child has, I have a specific idea in mind of what I need for them to do to help me resolve it. My job in the meeting is to convince them to do what I think is needed.
Preschool teacher: I often find that when I meet with parents about a problem their child is having, I have a difficult time having them understand my point of view. Rather than their doing what I think is needed, I end up agreeing to do what they want to avoid hard feelings.
First-grade teacher: I believe it is important to have both students and their parents work with me to figure out how we might resolve a difficulty the student is experiencing. I firmly believe that three heads are better than one. I know that together we can often come up with ways of solving a problem that I would never be able to think of by myself.
Teachers often must relay unpleasant information to parents. Letting parents know about troublesome or inappropriate behavior, or that students are failing or must be retained, is never easy. These and other difficult communication tasks can engender feelings of apprehension and discomfort in both parents and teachers. As the preceding comments depict, educators vary in their style of discussing these matters with parents.
Some educators, such as the 5th-grade teacher depicted in the first comment, try to avoid conflict by not talking with parents about a child’s difficulty unless they absolutely must. These individuals tend to withdraw when faced with the possibility of conflict, perceiving their own goals and those of the child and family to be of much less importance than the fear of experiencing conflict. Feeling hopeless and helpless to address a child’s problem or to address and resolve conflict ...
About My School Essay
Middle School Essay
My Time at Boarding School Essay
My High School Year Essay
My School Essay
My High School Teacher
My Experience At My School
Essay about school days
My Life As A Student
Essay on A Day in School Life
About My School Essay
Middle School Essay
My Time at Boarding School Essay
My High School Year Essay
My School Essay
My High School Teacher
My Experience At My School
Essay about school days
My Life As A Student
Essay on A Day in School Life
Mini CaseIT Planning at ModMeters4Brian Smith, CIO of Mo.docx
Mini Case
IT Planning at ModMeters4
Brian Smith, CIO of ModMeters, groaned inwardly as he listened to CEO John Johnson
wrapping up his remarks. “So our executive team thinks there are real business oppor-
tunities for us in developing these two new strategic thrusts. But before I go to the
board for final approval next month, I need to know that our IT, marketing, and sales
plans will support us all the way,” Johnson concluded.
Brian mentally calculated the impact these new initiatives would have on his orga-
nization. He had heard rumors from his boss, the COO, that something big was coming
down. He had even been asked his opinion about whether these strategies were techni-
cally doable, theoretically. But both at once? Resources—people, time, and money—were
tight, as usual. ModMeters was making a reasonable profit, but the CFO, Stan Abrams,
had always kept the lid screwed down tightly on IT spending. Brian had to fight for
every dime. How he was going to find the wherewithal to support not one but two new
strategic initiatives, he didn’t know.
The other VPs at this strategy presentation were smiling. Taking ModMeters
global from a North American operation seemed to be a logical next step for the com-
pany. Its products, metering components of all types, were highly specialized and in
great demand from such diverse customers as utility companies, manufacturers, and
a host of other industries. Originally founded as Modern Meters, the firm had grown
steadily as demand for its metering expertise and components had grown over the past
century or so. Today ModMeters was the largest producer of metering components in
the world with a full range of both mechanical and, now, digital products. Expanding
into meter assembly with plants in Asia and Eastern Europe was a good plan, thought
Brian, but he wasn’t exactly sure how he was going to get the infrastructure in place
to support it. “Many of these countries simply don’t have the telecommunications and
equipment we are going to need, and the training and new systems we have to put in
place are going to be substantial,” he said.
But it was the second strategic thrust that was going to give him nightmares, he
predicted. How on earth did they expect him to put direct-to-customer sales in place
so they could sell “green” electric meters to individual users? His attention was jerked
back to the present by a flashy new logo on an easel that the CEO had just unveiled.
“In keeping with our updated strategy, may I present our new name—MM!”
Johnson announced portentously.
“Oh, this is just great,” thought Brian. “Now I have to go into every single applica-
tion and every single document this company produces and change our name!”
Because of its age and scientific orientation, ModMeters (as he still preferred to
call it) had been in the IT business a long time. Starting back in the early 1960s, the
4 Smith, H. A., and J. D. McKeen. “IT Planning at ModMeters.” #1-L05-.
Mini-PaperTop of FormHide Assignment Information.docx
Mini-Paper
Top of Form
Hide Assignment Information
Instructions
No directly quoted material may be used in this project paper.
Resources should be summarized or paraphrased with appropriate in-text and Resource page citations.
Purpose:
The Mini-Paper is a single-page composition on an assigned question or topic. The paper is an opportunity for students to demonstrate their comprehension of the course material and to apply it to the situation presented.
The paper is also an opportunity for the student to demonstrate his or her writing skills. Feedback will be provided for both content and grammar.
Assignment:
The Police Chief of any policy agency is either elected or appointed. Typically, the Chief reports directly
to the Mayor, County Executive, or other top political figure (and their council) within the agency's jurisdiction. Please research and discuss the impact(s) that a politician may have on the newly-elected police chief's ideas on how to handle crime in their jurisdiction. It might help to find articles such as "Chief and Mayor agree on crime plan" or "Chief and Mayor disagree on crime plan". Those types of things! Remember, this is only 1 page!
Format:
·
One full page
, headed with the student's name. (No cover page.)
· Narrative must be double spaced, with 1-inch margins, written in #12 font.
· All supportive references
must be cited in APA format
with an in-text citation as well as a full citation on a separate Resources page.
o No directly quoted (copy/paste) material may be used in this project paper.
o Resources should be summarized or paraphrased with appropriate in-text and Resource page citations.
Due Date
Mar 6, 2020 11:59 PM
Hide Rubrics
Rubric Name: A MODEL Rubric for Projects - Max points
This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.Criteria
Equivalent to an A
Equivalent to a B
Equivalent to a C
Equivalent to a D or F
Overall content of paper or project. Value: 20 points
20 points
The paper is exemplary. Content of the paper exceeds all information required by assignment, demonstrates critical thinking skills, sophisticated analysis and other perspectives.
Points available: 18-20
17.9 points
Paper indicates effort above and beyond the Project Description in the areas of research, analysis, critical thinking, etc.
Points available: 16-17.9
15.9 points
In general, the content of the paper addresses the information required by the assignment.
Points available: 14-15.9
13.9 points
The overall content of the paper addresses less than the minimal amount of the information required by the assignment. It demonstrates marginal work and does not reflect an understanding of the project.
Points available D: 12 -13.9
Points available F: 11.9
/ 20
Overall analysis and critical thinking Value: 20 points.
Minimum of 2 scholarly sourcesInstructionsFor this assignmen.docx
Minimum of 2 scholarly sources
Instructions
For this assignment, analyze the space race.
What did it mean for the U.S. and USSR during the Cold War?
Is the space program still relevant?
Is it worth the cost, considering the growing debt?
How does the space program benefit the U.S. national economy in general?
How does it benefit the world?
Is space exploration the domain of the world's leading nations?
Writing Requirements (APA format)
Length: 2-3 pages (not including title page or references page)
1-inch margins
Double spaced
12-point Times New Roman font
.
minimum 1000 wordsUsing the University Digital Library or the .docx
minimum 1000 words
Using the University Digital Library or the Google scholar website locate articles discussing different use of Blockchain Technology.
Write a small literature review about internet of things(IOT).
Discuss how internet of things(IOT) could be secured using blockchain Technology.
Your final document should include an Abstract and a Conclusion. This assignment should be in APA format and have to include at least six references. Also a required template is included, make sure to use it.
.
Minimum 300-wordCase Study Frederi.docx
***********Minimum 300-word**************
Case Study
: Frederick is a student at Central Fictional State University (CFSU), and he has a great idea for a new business invention. Frederick's invention and the business that he plans to found based on it will absolutely revolutionize the market and will make him very rich. He decides to share his idea with a few trusted professors, and he even uses the idea in a research project for one of his classes.
While Frederick is at home over summer break, he discovers, much to his dismay, that his professors have stolen his idea and have opened a business marketing his new invention. Frederick immediately seeks the advice of the local lawyer who has a reputation for being a "scorched-earth" litigator. He advises Frederick that he should sue “those professors for everything they've got." Frederick, however, is not sure if he should file an aggressive lawsuit, or if there is a better way to proceed.
Frederick knows that your business recently completed mediation to settle a lawsuit filed by one of your suppliers. He comes to you for advice on how to proceed. What is your answer to Frederick? In your response, consider whether the decision to file suit or to proceed through some form of alternative dispute resolution is affected by the previous relationship with the professors (can/should you sue a friend, how will the decision impact an ongoing relationship, etc.). Also, what role could Frederick’s faith play in his decision?
.
Min 350 words Discussion Questions Explain what psychologic.docx
Min 350 words
Discussion Questions
: Explain what psychological and behavioral factors play a role in those ‘homegrown’ individuals becoming radicalized and conducting terrorist attacks within their own nation. Also, address at least one radicalization model mentioned in the required readings that you feel accurately describes the process by which individuals become extremists.
.
Mini CAseBuilding Shared Services at RR Communications4.docx
Mini CAse
Building Shared Services at RR
Communications4
Vince Patton had been waiting years for this day. He pulled the papers together in front of
him and scanned the small conference room. “You’re fired,” he said to the four divisional
CIOs sitting at the table. They looked nervously at him, grinning weakly. Vince wasn’t
known to make practical jokes, but this had been a pretty good meeting, at least relative to
some they’d had over the past five years. “You’re kidding,” said Matt Dawes, one of the
more outspoken members of the divisional CIO team. “Nope,” said Vince. “I’ve got the
boss’s OK on this. We don’t need any of you anymore. I’m creating one enterprise IT orga-
nization, and there’s no room for any of you. The HR people are waiting outside.” With
that, he picked up his papers and headed to the door, leaving the four of them in shock.
“That felt good,” he admitted as he strode back to his office. A big man, not
known to tolerate fools gladly (or corporate politics), he was not a cruel one. But those
guys had been thorns in his side ever since he had taken the new executive VP of IT job
at the faltering RR Communications five years ago. The company’s stock had been in
the dumpster, and with the dramatically increased competition in the telecommunica-
tions industry as a result of deregulation, his friends and family had all thought he was
nuts. But Ross Roman, RR’s eccentric but brilliant founder, had made him an offer he
couldn’t refuse. “We need you to transform IT so that we can introduce new products
more quickly,” he’d said. “You’ll have my full backing for whatever you want to do.”
Typically for an entrepreneur, Roman had sketched the vision swiftly, leaving some-
one else to actually implement it. “We’ve got to have a more flexible and responsive IT
organization. Every time I want to do something, they tell me ‘the systems won’t allow
it.’ I’m tired of having customers complaining about getting multiple bills for each of our
products. It’s not acceptable that RR can’t create one simple little bill for each customer.”
Roman punctuated his remarks by stabbing with his finger at a file full of letters to the
president, which he insisted on reading personally each week. “You’ve got a reputation
as a ‘can do’ kind of guy; I checked. Don’t bother me with details; just get the job done.”
Vince knew he was a good, proactive IT leader, but he hadn’t been prepared
for the mess he inherited—or the politics. There was no central IT, just separate divi-
sional units for the four key lines of business—Internet, mobile, landline, and cable TV
service—each doing its own thing. Every business unit had bought its own hardware
and software, so introducing the common systems that would be needed to accomplish
Roman’s vision would be hugely difficult—that is, assuming they wanted them, which
they didn’t. There were multiple sales systems, databases, and customer service centers,
all of which led to customer and bus.
Miller 3Carrie MillerAfrican American Authors from 1900’s to.docx
Miller 3
Carrie Miller
African American Authors from 1900’s to Present
04/26/2020
Claude McKay Outline
I. Introduction
A. Background: For every literary period, there is always a group of writers that define it. When it comes to the Harlem Renaissance, a period that characterized eruption of activities among the African Americans in almost every art field, Claude McKay was the unquestioned leader. Born in 1889, in Sunny Ville, Jamaica, McKay went to become a novelist and a poet known in Britain, USA, and his home land. At the age of seventeen, McKay started writing poems with the influence of his brother, Theophilus. Theophilus was a school teacher in Jamaica, therefore was interested in literature. At a young age, Theophilus helped McKay to develop an interest in the British literature. Claude McKay started receiving mentorship from Walter Jekyll, an Englishman from Jamaica. Jekyll encouraged McKay to write dialect verses. Later on in 1912, McKay immigrated to USA, establishing himself as a renowned poet. He went on to publish Songs of Jamaica, Constab Ballads and two volumes of dialect verse.
B. Transition to Thesis: After his immigration to the United States of America, McKay started to experience things that he did not expect. McKay had not experienced racism until he joined the Tuskegee Institute to study agronomy. America’s racism sparked the fire in McKay to write even more, talking real issues and letting his readers understand what was happening and getting to their guts. He then moved to New York and invested in a restaurant. He married Eulalie Imelda Lewars. McKay published two poems there before he gained recognition as a lyric poet from Frank Harris, an editor at Pearson’s magazine. The Liberator’s editor Max Eastman also recognized him. Throughout his life, McKay was keen to make sure that he addressed the issues that were in the society.
C. Thesis Statement: Claude McKay was an influential poet that was best in addressing real life issues from the Harlem Renaissance period.
II. Significance to New York City
McKay was Voice to the people of Harlem
McKay had a famous voice to the rights of the African Americans in America. During his time, the situation for the blacks was tough and dangerous. The African Americans at that time who dared to oppose discrimination ended up suffering at the hands of the police. The African Americans had no choice but to live in fear of speaking the truth as it was and facing the real life. They, as a result, decide to play down their feeling and thoughts. McKay gave the people of Harlem a helping hand to break from their cocoon. He gave the people a voice, inspired them to go for their rights.
McKay helped in the Cultural Identity of the black people
McKay raised the consciousness of the need to reflect on the issues that affect the African Americans in USA. He attracted the attention of researchers and people in academia to explore the unique problems that the African Americans faced.
By attractin.
Milestone 1 business law.docxby China BrownSubmission da.docx
Milestone 1 business law.docx
by China Brown
Submission date: 25-Mar-2020 10:54AM (UTC-0400)
Submission ID: 1281795692
File name: Milestone_1_business_law.docx (22.01K)
Word count: 1020
Character count: 5074
100%
SIMILARITY INDEX
1%
INTERNET SOURCES
0%
PUBLICATIONS
100%
STUDENT PAPERS
1 100%
Exclude quotes On
Exclude bibliography Off
Exclude matches Off
Milestone 1 business law.docx
ORIGINALITY REPORT
PRIMARY SOURCES
Submitted to Southern New Hampshire
University - Continuing Education
Student Paper
FINAL GRADE
/100
Milestone 1 business law.docx
GRADEMARK REPORT
GENERAL COMMENTS
Instructor
PAGE 1
PAGE 2
PAGE 3
PAGE 4
PAGE 5
Milestone 1 business law.docxby China BrownMilestone 1 business law.docxORIGINALITY REPORTPRIMARY SOURCESMilestone 1 business law.docxGRADEMARK REPORTFINAL GRADEGENERAL COMMENTSInstructor
BUS 206 Milestone One Guidelines and Rubric
Overview: Business law impacts our everyday lives, both personally and professionally. Businesses enter contracts, manufacture goods, sell services and products,
and engage in employment and labor practices—activities that must all adhere to certain laws and regulations. Recognizing and evaluating legal issues is a
fundamental skill that will help you navigate commercial relationships and avoid potential problems in the business world.
Prompt: Imagine yourself as a paralegal working in a law office that has been tasked with reviewing three current cases. You will review the case studies and
compose a short report for each, applying your legal knowledge and understanding of the types of business organizations. In each of the three reports, you will
focus on areas of law covered in this course. Case Study One focuses on the legal system, criminal law, and ethics.
Case Study One: Chris, Matt, and Ian, who live in California, have decided to start a business selling an aftershave lotion called Funny Face over the internet. They
contract with Novelty Now Inc., a company based in Florida, to manufacture and distribute the product. Chris frequently meets with a representative from
Novelty Now to design the product and to plan marketing and distribution strategies. In fact, to increase the profit margin, Chris directs Novelty Now to substitute
PYR (a low-cost chemical emulsifier) for the compound in Novelty Now’s original formula. PYR is not FDA approved. Funny Face is marketed nationally on the
radio and in newspapers, as well as on the web and Facebook. Donald Margolin, a successful CEO and public speaker, buys one bottle of Funny Face over the
internet. After he uses it once, his face turns a permanent shade of blue. Donald Margolin and his company, Donald Margolin Empire Inc., file suit in the
state of New York against Novelty Now Inc. and Chris, Matt, and Ian, alleging negligence and seeking medical costs and compensation for the damage to his face
and business reputation. It is discovered that PYR caused Margolin’s skin discoloration..
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Educational psychology 1 pbl group assignemnt preseantation
Jeremy is unhappy due to excessive tutoring arranged by his overbearing mother, bullying by peers, and a dismissive teacher. He feels lonely as he has no friends and rarely sees his parents. This constant stress may cause Jeremy to develop low self-esteem and self-worth, believing he is incapable and causing him to give up. As beginning teachers, the group will examine how to build positive relationships between students, parents, and teachers through communication and understanding parenting styles and social environments to improve learning.
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Joe, a thirteen-year-old Asian-American boy, is enrolled in ninth grade at a public high school located in the inner city of a large metropolitan area. Since kindergarten, his teachers have reported increasing levels of concern about his behavior. In elementary school, he was described by his teachers as immature and argumentative with authority figures. In middle school, his behavior escalated to include verbal and physical aggression toward classmates.
Recent reports indicate that he disrupts the classroom often by arguing with his teacher, talking excessively and loudly, and disobeying classroom rules. During breaks or when outside the classroom, Joe associates with a group of boys who tend to get into trouble. He tends to become angry often and easily and has gotten into many fights. Some of his classmates have reported that Joe has threatened them. He does not seem to feel guilty when he gets into trouble. He rarely finishes his schoolwork and is getting poor grades. Beginning this year, Joe’s teacher has reported that he seems easily distracted.
Testing completed by the school psychologist indicates that Joe is intelligent and creative. Results do not support the presence of a learning disability or a developmental disability. The school psychologist indicates that Joe lacks sufficient motivation or desire to complete his work thoroughly or carefully. Joe’s parents report that he refuses to follow rules at home, is often angry, and tends to blame his siblings when he gets into trouble.
Behavioral Disorder—Female Vignette
Maria is an eight-year-old daughter of Mexican-American parents who recently immigrated to the United States. They speak some English, and Maria is fluent in both English and Spanish. She is enrolled in third grade at the local public elementary school. Since second grade, her parents have reported concerns about her difficulty in paying attention or maintaining her concentration. They indicate that she has significant difficulty in completing her homework because she daydreams and is easily distracted by sounds and activities in the home. Maria has the same problem in the classroom, so she often has to bring unfinished classroom work home to complete. Maria gets frustrated at school and during homework time, often stating that she “can’t do” the work and referring to herself as “dumb” or “not smart enough.”
Maria’s frustration with her schoolwork has led to some irritability lately, as well as some desire to avoid school. She tends to have more of a temper at home recently and expresses hopelessness at times. She is most content playing soccer or video games. She tends to concentrate very well during those activities.
Standardized testing completed by all children in the.
Part of a special educator’s responsibilities include understand
Tomas, a kindergartener, showed early excitement for school but struggled with academic tasks like letter recognition and following instructions. His frustrations led to impulsive behaviors, prompting Mrs. Richards to call a meeting with his parents.
Harper, a third grader, excels in math but gets upset by loud noises. She loves reading about weather and struggles in assemblies or fire drills due to noise.
Austin, a fifth grader, was in a bike accident that caused head and leg injuries. Since returning to school, he has slower processing, trouble remembering, and difficulty with math, which was previously his strength.
School Psychology
The document discusses the need for school psychology in India. It outlines many issues faced by Indian children today, such as parent-child misunderstandings, school pressures, lack of guidance, unrecognized mental health disorders, and more. These issues can lead to outcomes like depression, illegal sex, violence, and suicide. The document argues that school psychologists are needed to assess students, consult with teachers and parents, implement prevention programs, provide interventions, educate others, and provide mental health care. Their goal is to promote high achievement, positive social skills, healthy relationships, tolerance, and overall well-being for students.
REPORT WRITING ..pptx
The document reports on observations of a classroom of 30 students aged 9-10 years old. One student, Fred, age 11, exhibited disruptive behavior including not participating in class, lacking focus, and verbal outbursts when asked to complete academic tasks. Observations and interactions with Fred and his teacher revealed he has difficulties with academics and interacting socially due to anxiety, and probable family issues. The conclusion recommends the teacher build rapport with students, acknowledge feelings, implement varied learning techniques for Fred, and positively reinforce good behavior to create a supportive classroom environment.
Personal Self-Assessment of Non-Discriminatory Behavior Checklist
Personal Self-Assessment of Non-Discriminatory Behavior Checklist
Directions:
1. Rate yourself on the following criteria. Try to be as honest with yourself as possible.
2. When you have completed the checklist, make a list of areas you think need improvement.
3. Create specific goals for becoming more non-discriminatory.
Self-Discriminatory Behavior:
Rate yourself - Use rating scale from 1 (lowest) to 5 (highest)
1.
I educate myself about the culture and experience of other racial/religious/ethnic/economic groups by attending classes, workshops, cultural events, reading, etc.
2.
I spend time reflecting on my own childhood/upbringing to analyze where and how I received racist, sexist, anti-Semitic, heterosexist or other prejudiced messages.
3.
4.
I look at my own attitudes and behaviors as an adult to determine how I am colluding with or combating racism in our society.
5.
I evaluate my own use of language to see if I use terms or phrases that are degrading or hurtful to another group.
6.
I avoid stereotyping and generalizing about person based on their group identity, gender, etc.
7.
I value cultural differences and avoid statements such as "I never think of you as a [blank],” which discredits differences.
8.
I am aware of, and can explore and discuss with comfort, issues of racism and pluralism.
9.
I am open to having someone of another race point out ways in which my behavior may be insensitive.
10.
I give equal attention to all staff whom I supervise regardless of race, religion, socioeconomic class, or physical ability.
11.
I am comfortable giving constrictive criticism to someone of another race, gender, age or physical ability.
12.
I include material about all racial/religious/ethnic/economic groups in my programs even though other groups may not be represented, because pluralistic program material is important for all.
13.
I take special efforts in my job to develop practices that are, inclusive, such as scheduling meetings, locating meetings, and changing participation costs, when needed.
14.
I consciously monitor TV programs, newspapers and advertising for biased content.
15.
I monitor the environment in my home, my office, my house of worship and my children's school for multicultural visuals and request such materials if they are lacking.
16.
I feel free to ask persons who are using discriminatory language and behavior to refrain, and am comfortable stating my reasons.
17.
I am willing to be proactive within my organization to achieve diversity goals in hiring and programming.
18.
...
CHAPTER 11 Engaging in Collaborative Problem Solving with Families
CHAPTER 11 Engaging in Collaborative Problem Solving with Families
Ellen S. Amatea and Blaire Cholewa
Learning Objectives
After reading this chapter, you will be able to:
■ Describe the four styles of conflict management.
■ Discuss the common barriers to engaging in collaborative family–school meetings to resolve student problems and difficulties.
■ Explain the principles that underlie collaborative family–school problem solving.
■ Describe the steps involved in conducting collaborative family–school problem-solving meetings.
■ Describe specific techniques for blocking the blaming that often characterizes family–school problem-solving efforts.
■ Discuss the use of the skills of structuring, listening, brainstorming, and consensus building in the facilitation of family–school problem-solving meetings.
■ Discuss the applicability of family–school problem-solving meetings with culturally diverse families.
Fifth-grade teacher: My approach is to “Let sleeping dogs lie.” I don’t meet with a parent unless I absolutely have to. Instead, I try and do everything I can to resolve a child’s difficulty myself, and pray either that those things work or that the problem will take care of itself.
Sixth-grade teacher: When I call parents in to meet with me about a problem their child has, I have a specific idea in mind of what I need for them to do to help me resolve it. My job in the meeting is to convince them to do what I think is needed.
Preschool teacher: I often find that when I meet with parents about a problem their child is having, I have a difficult time having them understand my point of view. Rather than their doing what I think is needed, I end up agreeing to do what they want to avoid hard feelings.
First-grade teacher: I believe it is important to have both students and their parents work with me to figure out how we might resolve a difficulty the student is experiencing. I firmly believe that three heads are better than one. I know that together we can often come up with ways of solving a problem that I would never be able to think of by myself.
Teachers often must relay unpleasant information to parents. Letting parents know about troublesome or inappropriate behavior, or that students are failing or must be retained, is never easy. These and other difficult communication tasks can engender feelings of apprehension and discomfort in both parents and teachers. As the preceding comments depict, educators vary in their style of discussing these matters with parents.
Some educators, such as the 5th-grade teacher depicted in the first comment, try to avoid conflict by not talking with parents about a child’s difficulty unless they absolutely must. These individuals tend to withdraw when faced with the possibility of conflict, perceiving their own goals and those of the child and family to be of much less importance than the fear of experiencing conflict. Feeling hopeless and helpless to address a child’s problem or to address and resolve conflict ...
CHAPTER 11 Engaging in Collaborative Problem Solving with Families.docx
CHAPTER 11 Engaging in Collaborative Problem Solving with Families
Ellen S. Amatea and Blaire Cholewa
Learning Objectives
After reading this chapter, you will be able to:
■ Describe the four styles of conflict management.
■ Discuss the common barriers to engaging in collaborative family–school meetings to resolve student problems and difficulties.
■ Explain the principles that underlie collaborative family–school problem solving.
■ Describe the steps involved in conducting collaborative family–school problem-solving meetings.
■ Describe specific techniques for blocking the blaming that often characterizes family–school problem-solving efforts.
■ Discuss the use of the skills of structuring, listening, brainstorming, and consensus building in the facilitation of family–school problem-solving meetings.
■ Discuss the applicability of family–school problem-solving meetings with culturally diverse families.
Fifth-grade teacher: My approach is to “Let sleeping dogs lie.” I don’t meet with a parent unless I absolutely have to. Instead, I try and do everything I can to resolve a child’s difficulty myself, and pray either that those things work or that the problem will take care of itself.
Sixth-grade teacher: When I call parents in to meet with me about a problem their child has, I have a specific idea in mind of what I need for them to do to help me resolve it. My job in the meeting is to convince them to do what I think is needed.
Preschool teacher: I often find that when I meet with parents about a problem their child is having, I have a difficult time having them understand my point of view. Rather than their doing what I think is needed, I end up agreeing to do what they want to avoid hard feelings.
First-grade teacher: I believe it is important to have both students and their parents work with me to figure out how we might resolve a difficulty the student is experiencing. I firmly believe that three heads are better than one. I know that together we can often come up with ways of solving a problem that I would never be able to think of by myself.
Teachers often must relay unpleasant information to parents. Letting parents know about troublesome or inappropriate behavior, or that students are failing or must be retained, is never easy. These and other difficult communication tasks can engender feelings of apprehension and discomfort in both parents and teachers. As the preceding comments depict, educators vary in their style of discussing these matters with parents.
Some educators, such as the 5th-grade teacher depicted in the first comment, try to avoid conflict by not talking with parents about a child’s difficulty unless they absolutely must. These individuals tend to withdraw when faced with the possibility of conflict, perceiving their own goals and those of the child and family to be of much less importance than the fear of experiencing conflict. Feeling hopeless and helpless to address a child’s problem or to address and resolve conflict ...
About My School Essay
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My High School Year Essay
My School Essay
My High School Teacher
My Experience At My School
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My Life As A Student
Essay on A Day in School Life
About My School Essay
Middle School Essay
My Time at Boarding School Essay
My High School Year Essay
My School Essay
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My Life As A Student
Essay on A Day in School Life
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Educational Counseling Psychology Ritambhara patel
Educational psychology 1 pbl group assignemnt preseantation
Educational psychology 1 pbl group assignemnt preseantation
In this assignment, you will analyze a fictional scenario and identi.docx
In this assignment, you will analyze a fictional scenario and identi.docx
Part of a special educator’s responsibilities include understand
Part of a special educator’s responsibilities include understand
Personal Self-Assessment of Non-Discriminatory Behavior Checklist
Personal Self-Assessment of Non-Discriminatory Behavior Checklist
CHAPTER 11 Engaging in Collaborative Problem Solving with Families
CHAPTER 11 Engaging in Collaborative Problem Solving with Families
CHAPTER 11 Engaging in Collaborative Problem Solving with Families.docx
CHAPTER 11 Engaging in Collaborative Problem Solving with Families.docx
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Mini CaseIT Planning at ModMeters4Brian Smith, CIO of Mo.docx
Mini Case
IT Planning at ModMeters4
Brian Smith, CIO of ModMeters, groaned inwardly as he listened to CEO John Johnson
wrapping up his remarks. “So our executive team thinks there are real business oppor-
tunities for us in developing these two new strategic thrusts. But before I go to the
board for final approval next month, I need to know that our IT, marketing, and sales
plans will support us all the way,” Johnson concluded.
Brian mentally calculated the impact these new initiatives would have on his orga-
nization. He had heard rumors from his boss, the COO, that something big was coming
down. He had even been asked his opinion about whether these strategies were techni-
cally doable, theoretically. But both at once? Resources—people, time, and money—were
tight, as usual. ModMeters was making a reasonable profit, but the CFO, Stan Abrams,
had always kept the lid screwed down tightly on IT spending. Brian had to fight for
every dime. How he was going to find the wherewithal to support not one but two new
strategic initiatives, he didn’t know.
The other VPs at this strategy presentation were smiling. Taking ModMeters
global from a North American operation seemed to be a logical next step for the com-
pany. Its products, metering components of all types, were highly specialized and in
great demand from such diverse customers as utility companies, manufacturers, and
a host of other industries. Originally founded as Modern Meters, the firm had grown
steadily as demand for its metering expertise and components had grown over the past
century or so. Today ModMeters was the largest producer of metering components in
the world with a full range of both mechanical and, now, digital products. Expanding
into meter assembly with plants in Asia and Eastern Europe was a good plan, thought
Brian, but he wasn’t exactly sure how he was going to get the infrastructure in place
to support it. “Many of these countries simply don’t have the telecommunications and
equipment we are going to need, and the training and new systems we have to put in
place are going to be substantial,” he said.
But it was the second strategic thrust that was going to give him nightmares, he
predicted. How on earth did they expect him to put direct-to-customer sales in place
so they could sell “green” electric meters to individual users? His attention was jerked
back to the present by a flashy new logo on an easel that the CEO had just unveiled.
“In keeping with our updated strategy, may I present our new name—MM!”
Johnson announced portentously.
“Oh, this is just great,” thought Brian. “Now I have to go into every single applica-
tion and every single document this company produces and change our name!”
Because of its age and scientific orientation, ModMeters (as he still preferred to
call it) had been in the IT business a long time. Starting back in the early 1960s, the
4 Smith, H. A., and J. D. McKeen. “IT Planning at ModMeters.” #1-L05-.
Mini-PaperTop of FormHide Assignment Information.docx
Mini-Paper
Top of Form
Hide Assignment Information
Instructions
No directly quoted material may be used in this project paper.
Resources should be summarized or paraphrased with appropriate in-text and Resource page citations.
Purpose:
The Mini-Paper is a single-page composition on an assigned question or topic. The paper is an opportunity for students to demonstrate their comprehension of the course material and to apply it to the situation presented.
The paper is also an opportunity for the student to demonstrate his or her writing skills. Feedback will be provided for both content and grammar.
Assignment:
The Police Chief of any policy agency is either elected or appointed. Typically, the Chief reports directly
to the Mayor, County Executive, or other top political figure (and their council) within the agency's jurisdiction. Please research and discuss the impact(s) that a politician may have on the newly-elected police chief's ideas on how to handle crime in their jurisdiction. It might help to find articles such as "Chief and Mayor agree on crime plan" or "Chief and Mayor disagree on crime plan". Those types of things! Remember, this is only 1 page!
Format:
·
One full page
, headed with the student's name. (No cover page.)
· Narrative must be double spaced, with 1-inch margins, written in #12 font.
· All supportive references
must be cited in APA format
with an in-text citation as well as a full citation on a separate Resources page.
o No directly quoted (copy/paste) material may be used in this project paper.
o Resources should be summarized or paraphrased with appropriate in-text and Resource page citations.
Due Date
Mar 6, 2020 11:59 PM
Hide Rubrics
Rubric Name: A MODEL Rubric for Projects - Max points
This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.Criteria
Equivalent to an A
Equivalent to a B
Equivalent to a C
Equivalent to a D or F
Overall content of paper or project. Value: 20 points
20 points
The paper is exemplary. Content of the paper exceeds all information required by assignment, demonstrates critical thinking skills, sophisticated analysis and other perspectives.
Points available: 18-20
17.9 points
Paper indicates effort above and beyond the Project Description in the areas of research, analysis, critical thinking, etc.
Points available: 16-17.9
15.9 points
In general, the content of the paper addresses the information required by the assignment.
Points available: 14-15.9
13.9 points
The overall content of the paper addresses less than the minimal amount of the information required by the assignment. It demonstrates marginal work and does not reflect an understanding of the project.
Points available D: 12 -13.9
Points available F: 11.9
/ 20
Overall analysis and critical thinking Value: 20 points.
Minimum of 2 scholarly sourcesInstructionsFor this assignmen.docx
Minimum of 2 scholarly sources
Instructions
For this assignment, analyze the space race.
What did it mean for the U.S. and USSR during the Cold War?
Is the space program still relevant?
Is it worth the cost, considering the growing debt?
How does the space program benefit the U.S. national economy in general?
How does it benefit the world?
Is space exploration the domain of the world's leading nations?
Writing Requirements (APA format)
Length: 2-3 pages (not including title page or references page)
1-inch margins
Double spaced
12-point Times New Roman font
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minimum 1000 wordsUsing the University Digital Library or the .docx
minimum 1000 words
Using the University Digital Library or the Google scholar website locate articles discussing different use of Blockchain Technology.
Write a small literature review about internet of things(IOT).
Discuss how internet of things(IOT) could be secured using blockchain Technology.
Your final document should include an Abstract and a Conclusion. This assignment should be in APA format and have to include at least six references. Also a required template is included, make sure to use it.
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Minimum 300-wordCase Study Frederi.docx
***********Minimum 300-word**************
Case Study
: Frederick is a student at Central Fictional State University (CFSU), and he has a great idea for a new business invention. Frederick's invention and the business that he plans to found based on it will absolutely revolutionize the market and will make him very rich. He decides to share his idea with a few trusted professors, and he even uses the idea in a research project for one of his classes.
While Frederick is at home over summer break, he discovers, much to his dismay, that his professors have stolen his idea and have opened a business marketing his new invention. Frederick immediately seeks the advice of the local lawyer who has a reputation for being a "scorched-earth" litigator. He advises Frederick that he should sue “those professors for everything they've got." Frederick, however, is not sure if he should file an aggressive lawsuit, or if there is a better way to proceed.
Frederick knows that your business recently completed mediation to settle a lawsuit filed by one of your suppliers. He comes to you for advice on how to proceed. What is your answer to Frederick? In your response, consider whether the decision to file suit or to proceed through some form of alternative dispute resolution is affected by the previous relationship with the professors (can/should you sue a friend, how will the decision impact an ongoing relationship, etc.). Also, what role could Frederick’s faith play in his decision?
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Min 350 words Discussion Questions Explain what psychologic.docx
Min 350 words
Discussion Questions
: Explain what psychological and behavioral factors play a role in those ‘homegrown’ individuals becoming radicalized and conducting terrorist attacks within their own nation. Also, address at least one radicalization model mentioned in the required readings that you feel accurately describes the process by which individuals become extremists.
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Mini CAseBuilding Shared Services at RR Communications4.docx
Mini CAse
Building Shared Services at RR
Communications4
Vince Patton had been waiting years for this day. He pulled the papers together in front of
him and scanned the small conference room. “You’re fired,” he said to the four divisional
CIOs sitting at the table. They looked nervously at him, grinning weakly. Vince wasn’t
known to make practical jokes, but this had been a pretty good meeting, at least relative to
some they’d had over the past five years. “You’re kidding,” said Matt Dawes, one of the
more outspoken members of the divisional CIO team. “Nope,” said Vince. “I’ve got the
boss’s OK on this. We don’t need any of you anymore. I’m creating one enterprise IT orga-
nization, and there’s no room for any of you. The HR people are waiting outside.” With
that, he picked up his papers and headed to the door, leaving the four of them in shock.
“That felt good,” he admitted as he strode back to his office. A big man, not
known to tolerate fools gladly (or corporate politics), he was not a cruel one. But those
guys had been thorns in his side ever since he had taken the new executive VP of IT job
at the faltering RR Communications five years ago. The company’s stock had been in
the dumpster, and with the dramatically increased competition in the telecommunica-
tions industry as a result of deregulation, his friends and family had all thought he was
nuts. But Ross Roman, RR’s eccentric but brilliant founder, had made him an offer he
couldn’t refuse. “We need you to transform IT so that we can introduce new products
more quickly,” he’d said. “You’ll have my full backing for whatever you want to do.”
Typically for an entrepreneur, Roman had sketched the vision swiftly, leaving some-
one else to actually implement it. “We’ve got to have a more flexible and responsive IT
organization. Every time I want to do something, they tell me ‘the systems won’t allow
it.’ I’m tired of having customers complaining about getting multiple bills for each of our
products. It’s not acceptable that RR can’t create one simple little bill for each customer.”
Roman punctuated his remarks by stabbing with his finger at a file full of letters to the
president, which he insisted on reading personally each week. “You’ve got a reputation
as a ‘can do’ kind of guy; I checked. Don’t bother me with details; just get the job done.”
Vince knew he was a good, proactive IT leader, but he hadn’t been prepared
for the mess he inherited—or the politics. There was no central IT, just separate divi-
sional units for the four key lines of business—Internet, mobile, landline, and cable TV
service—each doing its own thing. Every business unit had bought its own hardware
and software, so introducing the common systems that would be needed to accomplish
Roman’s vision would be hugely difficult—that is, assuming they wanted them, which
they didn’t. There were multiple sales systems, databases, and customer service centers,
all of which led to customer and bus.
Miller 3Carrie MillerAfrican American Authors from 1900’s to.docx
Miller 3
Carrie Miller
African American Authors from 1900’s to Present
04/26/2020
Claude McKay Outline
I. Introduction
A. Background: For every literary period, there is always a group of writers that define it. When it comes to the Harlem Renaissance, a period that characterized eruption of activities among the African Americans in almost every art field, Claude McKay was the unquestioned leader. Born in 1889, in Sunny Ville, Jamaica, McKay went to become a novelist and a poet known in Britain, USA, and his home land. At the age of seventeen, McKay started writing poems with the influence of his brother, Theophilus. Theophilus was a school teacher in Jamaica, therefore was interested in literature. At a young age, Theophilus helped McKay to develop an interest in the British literature. Claude McKay started receiving mentorship from Walter Jekyll, an Englishman from Jamaica. Jekyll encouraged McKay to write dialect verses. Later on in 1912, McKay immigrated to USA, establishing himself as a renowned poet. He went on to publish Songs of Jamaica, Constab Ballads and two volumes of dialect verse.
B. Transition to Thesis: After his immigration to the United States of America, McKay started to experience things that he did not expect. McKay had not experienced racism until he joined the Tuskegee Institute to study agronomy. America’s racism sparked the fire in McKay to write even more, talking real issues and letting his readers understand what was happening and getting to their guts. He then moved to New York and invested in a restaurant. He married Eulalie Imelda Lewars. McKay published two poems there before he gained recognition as a lyric poet from Frank Harris, an editor at Pearson’s magazine. The Liberator’s editor Max Eastman also recognized him. Throughout his life, McKay was keen to make sure that he addressed the issues that were in the society.
C. Thesis Statement: Claude McKay was an influential poet that was best in addressing real life issues from the Harlem Renaissance period.
II. Significance to New York City
McKay was Voice to the people of Harlem
McKay had a famous voice to the rights of the African Americans in America. During his time, the situation for the blacks was tough and dangerous. The African Americans at that time who dared to oppose discrimination ended up suffering at the hands of the police. The African Americans had no choice but to live in fear of speaking the truth as it was and facing the real life. They, as a result, decide to play down their feeling and thoughts. McKay gave the people of Harlem a helping hand to break from their cocoon. He gave the people a voice, inspired them to go for their rights.
McKay helped in the Cultural Identity of the black people
McKay raised the consciousness of the need to reflect on the issues that affect the African Americans in USA. He attracted the attention of researchers and people in academia to explore the unique problems that the African Americans faced.
By attractin.
Milestone 1 business law.docxby China BrownSubmission da.docx
Milestone 1 business law.docx
by China Brown
Submission date: 25-Mar-2020 10:54AM (UTC-0400)
Submission ID: 1281795692
File name: Milestone_1_business_law.docx (22.01K)
Word count: 1020
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Milestone 1 business law.docx
ORIGINALITY REPORT
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/100
Milestone 1 business law.docx
GRADEMARK REPORT
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Milestone 1 business law.docxby China BrownMilestone 1 business law.docxORIGINALITY REPORTPRIMARY SOURCESMilestone 1 business law.docxGRADEMARK REPORTFINAL GRADEGENERAL COMMENTSInstructor
BUS 206 Milestone One Guidelines and Rubric
Overview: Business law impacts our everyday lives, both personally and professionally. Businesses enter contracts, manufacture goods, sell services and products,
and engage in employment and labor practices—activities that must all adhere to certain laws and regulations. Recognizing and evaluating legal issues is a
fundamental skill that will help you navigate commercial relationships and avoid potential problems in the business world.
Prompt: Imagine yourself as a paralegal working in a law office that has been tasked with reviewing three current cases. You will review the case studies and
compose a short report for each, applying your legal knowledge and understanding of the types of business organizations. In each of the three reports, you will
focus on areas of law covered in this course. Case Study One focuses on the legal system, criminal law, and ethics.
Case Study One: Chris, Matt, and Ian, who live in California, have decided to start a business selling an aftershave lotion called Funny Face over the internet. They
contract with Novelty Now Inc., a company based in Florida, to manufacture and distribute the product. Chris frequently meets with a representative from
Novelty Now to design the product and to plan marketing and distribution strategies. In fact, to increase the profit margin, Chris directs Novelty Now to substitute
PYR (a low-cost chemical emulsifier) for the compound in Novelty Now’s original formula. PYR is not FDA approved. Funny Face is marketed nationally on the
radio and in newspapers, as well as on the web and Facebook. Donald Margolin, a successful CEO and public speaker, buys one bottle of Funny Face over the
internet. After he uses it once, his face turns a permanent shade of blue. Donald Margolin and his company, Donald Margolin Empire Inc., file suit in the
state of New York against Novelty Now Inc. and Chris, Matt, and Ian, alleging negligence and seeking medical costs and compensation for the damage to his face
and business reputation. It is discovered that PYR caused Margolin’s skin discoloration..
Militants have altered the social meaning of Islam, especially in th.docx
Militants have altered the social meaning of Islam, especially in the Western mind. Do you believe that there are any other religions that offer violent extremism through misinterpretation? If so, which ones? Did the events of 9/11 impact your view of Islam? In what way?
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Min 350 words.Discussion Questions For your forum post, d.docx
*Min 350 words.*
Discussion Questions
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Reply to each post there are TWO of them
*150 words min each*
1. For centuries, decades, and years now terrorist organizations has used the media to spread their message across the world, reaching hundreds of thousands of people. According, to Felger and Lesinger, “The media do not create terrorism, but certain actions of the media can facilitate the achievement of the strategic goals of terrorist groups” (Felger & Lesinger, 2017). Terrorists’ organizations utilize media outlets such as local and international newspapers and television. The ultimate goal of terrorists groups is to create fear and terror in order to get their message across whether it’s for religion or political reasons. We all know that the media is a powerful tool that sometimes could be misleading. Before the creation of the Internet terrorist would use newspapers, radio stations, and even word of mouth to spread their news. As one can imagine those methods took a while to spread throughout the local community or world. In addition, the facts and small details became lost in the translation of the events that actually took place. In the past terrorists used, rebel radio stations, television, underground newspapers, flyers, posters, and other types of publications to communicate, recruit, train, as a means to spread propaganda (Hoffman, 2006, p. 199).
Terrorist organizations has always used the media to spread propaganda or their agendas, however the 9/11 attacks has forever changed how terrorist organizations utilized the media to spread their fears on a global scale. In today’s society technology has made it a lot easier for terrorist organizations to spread their word and intentions. Just about every person in the world is carrying a smartphone. Smartphones allows individuals to access media outlets at all times. Information can be passed on through smartphones in a matter of seconds. In today’s society terrorist organizations also uses social media to help spread their intentions. They also use social media platforms to recruit and post training videos. In conclusion, after reading this week’s lesson we can determine that before social media, the internet and advance technology it was a lot harder for terrorist groups to spread their intentions, however they still made it happen.
2. In our discussion this week we must analyze the way terrorist organizations “utilized” the media in the past. I specifically highlight the word “utilize” because that’s exactly what terrorist organizations did. They used the media for their own benefit. In
Inside Terrorism
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Minimum of 100 words each, with one reference each…1) On Hea.docx
Minimum of 100 words each, with one reference each…
1) On Healthy People 2030 what is a topic or objective that you see that is a current issue? A topic, or objective that has changed over time?
2) Do you think dental care falls into health promotion? How about your own area, are there dental clinics?
3)
.
Minimum 4 page with 3 references and NO TITLE PAGE1) briefly sum.docx
Minimum 4 page with 3 references and NO TITLE PAGE
1) briefly summarizes the article "Culture and Trust in Knowledge Sharing.pdf" attached,
2) explains the article’s significant contribution to the general field of Knowledge Management.
3) explains how organizational culture is used within your organization to foster knowledge sharing.
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Mila Jefferies is a recently widowed 36-year-old mother of two c.docx
Mila Jefferies is a recently widowed 36-year-old mother of two children and the daughter of two aging parents in the southeastern United States. She and her children have recently relocated from an urban neighborhood to a rural town to care for her parents, Robert and Susan. The move involved a job change for Elizabeth, a change in schools for the children, and an increased distance from the family of the children’s deceased father. Mila’s older child is a 5-year-old daughter, recently diagnosed with autism spectrum disorder and dyslexia. The younger of the two children is a 3-year-old boy with asthma that has been difficult to control since the move. Robert is a 72-year-old Methodist minister who recently suffered a stroke, leaving him with diminished motor function on his left side and difficulty swallowing. Susan is 68 years old and suffers from fibromyalgia, limiting her ability to assist with the daily care of her husband. She has experienced an increase in generalized pain, difficulty sleeping, and worsening fatigue since her husband’s stroke.
Use the Neuman systems model as a conceptual framework to respond to the following:
• Describe the Jefferies family as a client I system using each of the five variables.
• What actual and potential stressors threaten the family? Which stressors are positive, and which are negative? Separate the actual and potential stressors that threaten the individual members of the family. Which of the stressors are positive, and which are negative?
• What additional nursing assessment data are needed considering Robert’s medical diagnoses? What additional data would be helpful for Susan’s medical diagnoses? What about each of the children?
• What levels of prevention intervention(s) are appropriate for the Jefferies family? Propose potential prevention intervention(s) for each member of the family.
• Identify your nursing priorities if you were providing care to this family.
.
Mikayla Schumacher .docx
Mikayla Schumacher
10039 Sleepy Hollow Lane Port Richey, FL 34668
03/08/20
Daisy’s Pediatrician Office Attn: Hiring Representative 1307 State Rd 69 New Glarus, WI 53574
Dear Hiring Representative:
I am contacting you in response to the Office Manager position posted on Indeed.com for the Daisy’s Pediatrician Office. I will be completing my associate degree shortly; and I was excited to find an opportunity that matches my skill set. As you will see from my resume, I have nursing aide, nursing assistant, and management certifications.
Throughout my academic and professional careers, I have proven my ability in:
· Electronic Medical Records including patient data entry and retrieval from EHR.
· Patient Monitoring such as observing patient blood pressure using wireless devices
· Communication skills needed to communicate with patients to assess their health
· Charting and Documentation
These examples demonstrate just the beginning of what I can offer to Daisy’s Pediatrician Office as the Office Manager. I welcome the opportunity to interview with you, and demonstrate my other capabilities to you. I can be reached at (727) 608-8563 or [email protected].
Thank you for your consideration, and I look forward to speaking with you soon.
Respectfully,
Mikayla Schumacher
Resume (enclosed)
10/16/2008
1
HOW CHILDREN HOW CHILDREN HOW CHILDREN HOW CHILDREN
EXPERIENCE ABUSEEXPERIENCE ABUSE
Dynamics of VictimizationDynamics of Victimization
DYNAMICS OFDYNAMICS OF
CHILD SEXUAL ABUSECHILD SEXUAL ABUSE
Help us understand the Help us understand the
child’s perspective and child’s perspective and child s perspective and child s perspective and
coping strategiescoping strategies
Adapted from © CornerHouse 2002
Child Sexual Abuse Child Sexual Abuse
Accommodation SyndromeAccommodation Syndrome
Roland Summit, MDRoland Summit, MD
S S -- SecrecySecrecy
HH H lpl ssn ssH lpl ssn ssH H -- HelplessnessHelplessness
E E -- Entrapment and AccommodationEntrapment and Accommodation
D D -- Delayed or Unc.
Miguel JuncoReferences PathophysiologyBohannon, R. W. (1983). .docx
Miguel Junco
References Pathophysiology
Bohannon, R. W. (1983). Results of Resistance Exercise on a Patient with Amyotrophic Lateral Sclerosis. Phys. Ther, 63(6), 965–968. doi: 10.1093/ptj/63.6.965
Goodman, C. C., & Marshall, C. (2017). Pathology for the physical therapist assistant. Philadelphia: Saunders.
Jette, D. U., Slavin, M. D., Andres, P. L., & Munsat, T. L. (1999). The Relationship of Lower-Limb Muscle Force to Walking Ability in Patients with Amyotrophic Lateral Sclerosis. Phys Ther, 79(7), 672–681. doi: 10.1093/ptj/79.7.672
Martin, S., & Kessler, M. (2016). Neurologic interventions for physical therapy. St. Louis: Elsevier Saunders.
Bello-Haas, V. D., Kloos, A. D., & Mitsumoto, H. (1998). Physical Therapy for a Patient Through Six Stages of Amyotrophic Lateral Sclerosis. Phys. Ther, 78(12), 1312–1324. doi: 10.1093/ptj/78.12.1312
The Relationship of Lower-Limb
Muscle Force to Walking Ability in
Patients With Amyotrophic
Lateral Sclerosis
Background and Purpose. The purpose of this study was to determine
the level of muscle force associated with ability to walk in the
community without assistance, in the community with assistance, or at
home only in individuals with amyotrophic lateral sclerosis (ALS).
Subjects and Methods. Percentage of predicted maximal muscle force
(%PMF) of lower-extremity muscles was determined, and walking
ability was categorized in 118 patients with ALS during periodic visits to
the Neuromuscular Research Unit. Data were derived from consecu-
tive visits in which subjects demonstrated declines in walking ability.
Means for %PMF of each muscle group and a limb average were
calculated at each consecutive visit. Results. The mean lower-extremity
average %PMF was: (1) 54.01% (SD512.76%) for subjects who walked
independently in the community and 50.19% (SD514.38%) during
the next visit when these same subjects required assistance in the
community (difference53.82%, 95% confidence interval [CI]5
2.4525.19);(2) 37.52% (SD515.17%) during the last visit that subjects
walked with assistance in the community and 32.18% (SD513.83%)
during the next visit when they walked only at home (differ-
ence55.33%, 95% CI53.61–7.06); and (3) 19.12% (SD59.08%) dur-
ing the visit when subjects were last able to ambulate at home versus
13.70% (SD57.36%) when they became unable to walk (differ-
ence55.42%, 95% CI52.9727.96). Conclusion and Discussion. The
findings suggest there are required levels of lower-extremity muscle
force for various categories of walking ability. Variations in forces
within and between categories of walking ability, however, indicate the
complexity of this relationship. [Jette DU, Slavin MD, Andres PL,
Munsat TL. The relationship of lower-limb muscle force to walking
ability in patients with amyotrophic lateral sclerosis. Phys Ther.
1999;79:672– 681.]
Key Words: Gait; Muscle performance, lower extremity; Neuromuscular disorders, general.
672 Physical Therapy . Volume 79 . Number 7 . July 1999
Re
se
ar.
Migration is a significant feature of ancient and medieval life. Usi.docx
Migration is a significant feature of ancient and medieval life. Using examples from the medieval world, consider how the name we give to these movements of peoples shapes our view of their cultures. How do we define
migration vs. invasion
? Which term is most appropriate to the more fluid pre-modern political entities of this period? Were migration and invasion more harmful or more beneficial in the early medieval period? Explain.
Your journal entry must be at least 200 words. No references or citations are necessary
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Milanovic explores three dimensions of income inequality. These dime.docx
Milanovic explores three dimensions of income inequality. These dimensions are inequality between individuals within a country (chapter 1), between countries (chapter 2), and between individuals regardless of country (chapter 3). Discuss how inequalities in these 3 dimensions have changed in the last decades and what are the channels through which inequality is likely to hinder economic growth. Are these channels still the same? To write the essay, use at least one vignette from each chapter
.
Migration and immigration is an age-old process of people moving acr.docx
Migration and immigration is an age-old process of people moving across borders. Some argue it is detrimental to a country’s stability and others say that it brings benefits. Historically, what were some effective solutions to this social phenomenon? Develop a list of pros and cons to the U.S. as well as global migration. Describe the impact on individuals, countries, and the larger world context. What are some effective modern-day solutions that are being proposed?
.
Meriwether County Public School System Cyber Security Project .docx
Meriwether County Public School System Cyber Security Project
Mamba Cyber Agency
Feb 13th, 2020
Executive summary
Meriwether county has four school systems it is important we protect our students and staff from threats on the internet. We want to bring our school system more knowledge and safety when it comes to using the internet. Our school district has plenty of computers that we need to monitor. We have rules and guidelines that we govern by in order to protect all those inside the district. This will not only benefit us but inform students and staff about the risk that they are taking while using the internet.
Authorization
This Project officially approves an undertaking to build up a united cyber security team that will protect the students from unauthorized website, protect our teachers from intruders stealing information. We will also educate students and staff about unknown websites and also go through simulations and the proper procedures whenever they come across an incident. A Project Plan will be sent out to the superintendent for approval. Task exercises will start once the Project Plan and the assets to execute it are affirmed by the Superintendent. To be included in the Project Plan:
· Scope
· Schedule
· Cost estimate
· Budget
· Management of scope, resources, quality, risk, schedule, Human Resources, communications, and procurement.
Mission
The mission of this project is to better protect our students and staff of threats that are on the internet. Also, we want to educate the county on why this is important and how this will better protect assets.
This task meets the accompanying security needs:
· Protection for Staff and Students
· Monitor student actions on computers without proper access
· Stay informed when malware or Trojan virus tries to attack
· Train staff to understand what the proper proto call are when
Scope of the Project
The Focus point of this project is to be able to provide better technical support within the school district. We must reach out to software companies and try to find the best software that will better protect our school system. We must gather a team that has the security knowledge to help our district be less vulnerable.
For this undertaking, we will be using the software Iboss, Sophos, and ManageEngine
Design Principles
Meriwether County School District will have the accompanying characteristics, highlights or usefulness:
· Taking time to careful train our staff
· Have monthly meeting with the staff to reassure that they have a good understanding of the importance of unknown websites
· Monitor all computers for infections to protect students.
Project Management
The Project Manager, Quartez Williams is thus approved to interface with the executives, haggle for assets, delegate obligations inside the system of the venture, and speak with all temporary workers and the board, as required, to guarantee fruitful and opportune culmination of the task. The Proje.
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