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Sub: Emerging Threats and Countermeasures For this assignment, review the article:Abomhara, M., & Koien, G.M. (2015). Cyber security and the internet of things: Vulnerabilities, threats, intruders, and attacks. Journal of Cyber Security, 4 , 65-88. Doi: 10.13052/jcsm2245-1439.414 and evaluate it in 3 pages (750 words), using your own words, by addressing the following: What did the authors investigate, and in general how did they do so? Identify the hypothesis or question being tested Summarize the overall article. Identify the conclusions of the authors Indicate whether or not you think the data support their conclusions/hypothesis Consider alternative explanations for the results Provide any additional comments pertaining to other approaches to testing their hypothesis (logical follow-up studies to build on, confirm or refute the conclusions) The relevance or importance of the study The appropriateness of the experimental design When you write your evaluation, be brief and concise, this is not meant to be an essay but an objective evaluation that one can read very easily and quickly. Also, you should include a complete reference (title, authors, journal, issue, pages) you turn in your evaluation. APA-7 guidelines to be followed. ...
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For this assignment, review the articleAbomhara, M., & Koie.docx
For this assignment, review the article:
Abomhara, M., & Koien, G.M. (2015). Cyber security and the internet of things: Vulnerabilities, threats, intruders, and attacks.
Journal of Cyber Security, 4
, 65-88. Doi: 10.13052/jcsm2245-1439.414
and evaluate it in 3 pages (800 words), in APA format with in-text citation using your own words, by addressing the following:
What did the authors investigate, and in general how did they do so?
Identify the hypothesis or question being tested
Summarize the overall article.
Identify the conclusions of the authors
Indicate whether or not you think the data support their conclusions/hypothesis
Consider alternative explanations for the results
Provide any additional comments pertaining to other approaches to testing their hypothesis (logical follow-up studies to build on, confirm or refute the conclusions)
The relevance or importance of the study
The appropriateness of the experimental design
When you write your evaluation, be brief and concise, this is not meant to be an essay but an objective evaluation that one can read very easily and quickly. Also, you should include a complete reference (title, authors, journal, issue, pages) you turn in your evaluation. This is good practice for your literature review, which you’ll be completing during the dissertation process.
.
Abomhara, M., & Koien, G.M. (2015). Cyber security and the internet.docx
Abomhara, M., & Koien, G.M. (2015). Cyber security and the internet of things: Vulnerabilities, threats, intruders, and attacks.
Journal of Cyber Security, 4
, 65-88. Doi: 10.13052/jcsm2245-1439.414
and evaluate it in 3 pages (800 words), using your own words, by addressing the following:
What did the authors investigate, and in general how did they do so?
Identify the hypothesis or question being tested
Summarize the overall article.
Identify the conclusions of the authors
Indicate whether or not you think the data support their conclusions/hypothesis
Consider alternative explanations for the results
Provide any additional comments pertaining to other approaches to testing their hypothesis (logical follow-up studies to build on, confirm or refute the conclusions)
The relevance or importance of the study
The appropriateness of the experimental design
.
For this assignment, review the following articleAbomhara, M..docx
For this assignment, review the following article:
Abomhara, M., & Køien, G. M. (2015).
Cyber security and the internet of things: vulnerabilities, threats, intruders and attacks
.
Journal of Cyber Security and Mobility
, 65-88.
Address the following:
What did the authors investigate, and in general how did they do so?
Identify the hypothesis or question being tested
Summarize the overall article.
Identify the conclusions of the authors
Indicate whether or not you think the data support their conclusions/hypothesis
Consider alternative explanations for the results
Provide any additional comments pertaining to other approaches to testing their hypothesis (logical follow-up studies to build on, confirm or refute the conclusions)
The relevance or importance of the study
The appropriateness of the experimental design
.
WRITING A CRITICAL REVIEW What is a critical review A .docx
WRITING A CRITICAL REVIEW
What is a critical review?
A critical review is much more than a simple summary; it is an analysis and evaluation of a book, article,
or other medium. Writing a good critical review requires that you understand the material, and that you
know how to analyze and evaluate that material using appropriate criteria.
Steps to writing an effective critical review:
Reading
Skim the whole text to determine the overall thesis, structure and methodology. This will help you better
understand how the different elements fit together once you begin reading carefully.
Read critically. It is not enough to simply understand what the author is saying; it is essential to
challenge it. Examine how the article is structured, the types of reasons or evidence used to support the
conclusions, and whether the author is reliant on underlying assumptions or theoretical frameworks. Take
copious notes that reflect what the text means AND what you think about it.
Analyzing
Examine all elements. All aspects of the text—the structure, the methods, the reasons and evidence, the
conclusions, and, especially, the logical connections between all of these—should be considered.
The types of questions asked will vary depending on the discipline in which you are writing, but the
following samples will provide a good starting point:
Structure What type of text is it? (For example: Is it a primary source or secondary
source? Is it original research or a comment on original research?)
What are the different sections and how do they fit together?
Are any of the sections particularly effective (or ineffective)?
Methodology Is the research quantitative or qualitative?
Does the methodology have any weaknesses?
How does the design of the study address the hypothesis?
Reasons/Evidence What sources does the author use (interviews, peer-reviewed journals,
government reports, journal entries, newspaper accounts, etc.)?
What types of reasoning are employed (inductive, deductive, abductive)?
What type of evidence is provided (empirical, statistical, logical, etc.)?
Are there any gaps in the evidence (or reasoning)?
Conclusions Does the data adequately support the conclusion drawn by the researcher(s)?
Are other interpretations plausible?
Are the conclusions dependent on a particular theoretical formulation?
What does the work contribute to the field?
Logic What assumptions does the author make?
Does the author account for all of the data, or are portions left out?
What alternative perspectives remain unconsidered?
Are there any logical flaws in the construction of the argument?
© Allyson Skene. The Writing Centre, University of Toronto at Scarborough. See terms and conditions for use at
http://www.utsc.utoronto.ca/~tlsweb/TWC/webresources/terms.htm
Writing
Formulate a thesis based on your overall evaluation. A strong thesis will acknowledge both strengths
and limitations.
E.g. While the article.
WRITING A CRITICAL REVIEW What is a critical review A .docx
WRITING A CRITICAL REVIEW
What is a critical review?
A critical review is much more than a simple summary; it is an analysis and evaluation of a book, article,
or other medium. Writing a good critical review requires that you understand the material, and that you
know how to analyze and evaluate that material using appropriate criteria.
Steps to writing an effective critical review:
Reading
Skim the whole text to determine the overall thesis, structure and methodology. This will help you better
understand how the different elements fit together once you begin reading carefully.
Read critically. It is not enough to simply understand what the author is saying; it is essential to
challenge it. Examine how the article is structured, the types of reasons or evidence used to support the
conclusions, and whether the author is reliant on underlying assumptions or theoretical frameworks. Take
copious notes that reflect what the text means AND what you think about it.
Analyzing
Examine all elements. All aspects of the text—the structure, the methods, the reasons and evidence, the
conclusions, and, especially, the logical connections between all of these—should be considered.
The types of questions asked will vary depending on the discipline in which you are writing, but the
following samples will provide a good starting point:
Structure What type of text is it? (For example: Is it a primary source or secondary
source? Is it original research or a comment on original research?)
What are the different sections and how do they fit together?
Are any of the sections particularly effective (or ineffective)?
Methodology Is the research quantitative or qualitative?
Does the methodology have any weaknesses?
How does the design of the study address the hypothesis?
Reasons/Evidence What sources does the author use (interviews, peer-reviewed journals,
government reports, journal entries, newspaper accounts, etc.)?
What types of reasoning are employed (inductive, deductive, abductive)?
What type of evidence is provided (empirical, statistical, logical, etc.)?
Are there any gaps in the evidence (or reasoning)?
Conclusions Does the data adequately support the conclusion drawn by the researcher(s)?
Are other interpretations plausible?
Are the conclusions dependent on a particular theoretical formulation?
What does the work contribute to the field?
Logic What assumptions does the author make?
Does the author account for all of the data, or are portions left out?
What alternative perspectives remain unconsidered?
Are there any logical flaws in the construction of the argument?
© Allyson Skene. The Writing Centre, University of Toronto at Scarborough. See terms and conditions for use at
http://www.utsc.utoronto.ca/~tlsweb/TWC/webresources/terms.htm
Writing
Formulate a thesis based on your overall evaluation. A strong thesis will acknowledge both strengths
and limitations.
E.g. While the article.
Assignment 3 Critical Thinking in ActionAssignmentsCritic.docx
Assignment 3: Critical Thinking in Action
Assignments
Critical Thinking in Action
Background
What is Critical Thinking?
The head of your organization pulled you aside and asked you to review a workplace dispute. She said, “Apply your best critical thinking to figure out what happened and what decision can best remedy this situation.” She wants your analysis in two weeks.
To begin, let’s consider what it means to engage in critical thinking. While the
application
of critical thinking may vary across disciplines, the steps are universal. Adapted from the writings of Bassham, Irwin, Nardone, and Wallace (2011); Lau (2011); and Lau and Chan (2015), critical thinking involves thinking clearly and systematically, and encompasses
Formulating ideas succinctly and precisely
Identifying the relevance and importance of ideas
Understanding the logical connections between ideas
Identifying, constructing and evaluating arguments, claims, and evidence
Recognizing explicit and implicit assumptions, arguments, and biases
Detecting inconsistencies and common mistakes in reasoning
Formulating clear defensible ideas and conclusions
Evaluating the pros and cons of decisions
Reflecting on one’s own beliefs and values
Applying ethical decision making
The steps involved in critical thinking can be employed universally, in the analysis of all thoughts and actions —whether you are analyzing documents, ideas, assertions, or the quality of decisions/solutions.
Most importantly, critical thinking is purposeful. It is not restricted solely to information gathering, nor is it about being “negative and fault-finding” (Bassham et. al., 2011 p. 1). As Lau and Chan write, “A critical thinker is able to deduce consequences from what he knows, and he knows how to make use of information to solve problems, and to seek relevant sources of information to inform himself” (2015, para 1). While the process of critical thinking may involve exposing untruths and poor reasoning, it also involves engaging in cooperative reasoning for the purposes of shared goals and decision making. We engage in the steps of critical thinking to learn deeply, to improve our ideas, to strengthen arguments and to “enhance work processes and improve social institutions” (Lau and Chan, 2015 para 2).
Critical thinking aligns with and informs ethical reasoning and decision-making. Internet marketing expert Nick Melillo (2010) writes
Critical thinking plays a large role in ethics because it is the process by which we determine for ourselves whether or not something is right or wrong. In a sense, critical thinking is a form of analysis and determination of fact vs. fiction, identifying the unknown, coming to an understanding, etc… By taking the path of a critical thinker, a person develops a mental process of evaluation which helps to determine their ethical standards. (p. 1)
The process of critical thinking helps us weigh and verify information, assess intent, and consider consequences, thereby e.
Case Analysis Guidelines by Dr. Dave Worrells and Mr. Scott B.docx
Case Analysis Guidelines by: Dr. Dave Worrells and Mr. Scott Burgess| ERAU, College of Aeronautics 1
ASCI 357 – Flight Physiology
Case Analysis Guidelines and Sample Format
Each week starting in week two, students will submit a case analysis that is a maximum of two
pages, with a reference page, (three total), double spaced, with citations and references that are
completed in APA format, using Times New Roman, 12 point font. For these activities, students
read and review all module objectives and materials, consume the information, and research the
internet to produce a case analysis. Each case analysis is directly related to the module learning
objectives (LOs). Once all of the module material is reviewed, find current (within the last six
months), scholarly internet sources, that directly relate to the case and module learning
objectives and conduct your case analysis. In-text citations serve to substantiate and validate your
statements.
If a source is not scholarly, it must be supported with other scholarly references. As an example;
information may be pulled from an article in the New York Times (not a scholarly source), which
will need a supported scholarly source that can be greater than six months but less than seven
years, in support of the information from the New York Times; such as the textbook. Please see
Table 1 below. Going beyond the text is highly encouraged and shows an understanding of
research and how to find valid and reliable sources.
These activities promote scholarly research targeting topics specific to the learning objectives.
They also require critical thinking throughout the entire case analysis process. Writing skills are
enhanced over the conduct of the course (work is graded weekly using APA formatting and the
Case Analysis Rubric) as you write two pages (with reference page) every week. The result is
improved writing, and research skills, which fulfils several Ignite Student learning outcomes
along the way. This process also provides a glimpse at the real world of organizational
operations.
Students are required to conduct three Peer Reviews (PR) on three of their peers CAs during the
course. Students will then defend their reviewed case analysis by responding to the PR from
another student. The PR process replicates the work environment in this way; when an employee
is given a task to complete and presents their position, their work is then reviewed by another co-
worker, supervisor, or company official who questions and, possibly, provides additional
alternatives. The peer reviewer of your CA is required to question and make comments on your
CA. You are required, to defend your CA by responding to the PR made by another student.
Your CA will be submitted to Turnitin, a plagiarism detection software, and again to the
discussion board for the PR and Response activities. The PR, and Response/Defense occurs in the
discussion bo.
Essay 2 Explicating Literary Text.htmlEssay 2, Explicating a Lit.docx
Essay 2 Explicating Literary Text.htmlEssay 2, Explicating a Literary Text
For this essay, you will write one 3-4 page paper on "Cathedral," "The Man to Send Rain Clouds," or "The Things They Carried."
Instructions:
Before you begin this essay, please read pages 26-52 in your textbook. You will apply the concepts from the reading in your own essay.
The purpose of this essay is to explicate or analyze a reading that you choose from the assigned readings: "Cathedral," "The Man to Send Rain Clouds," or "The Things They Carried." You will learn about explication and analyzing in the assigned readings. In your textbook, each chapter on fiction contains sample essays you should review and model. Any questions that you have should be posted in the "Got Questions? We've Got Answers!" discussion board as soon as they come up.
Although you may use some material for your weekly assignments to help you explicate and analyze the literature, this essay should not include outside source material. The content should be derived from your own analysis, based on class discussions and your own observations.Format:
Your paper should includeAn introduction that ends with a thesis statement that makes an argument about the chosen work
You should build to your thesis, so your thesis/argument/point is the last thing the reader sees in your introductionWays to build to your thesis include:Using a quote that relates to the topic/argument of your paper (Example: "One should not judge a book by its cover")Using a quote from the text that you don't intend to use later in your paperTelling a story that relates to the topic/argument of your paperOffering a brief summary of the story before moving to the argumentTo help you think about the argument, ask yourself these questions:What message is the author trying to convey?What is the lesson the author wants his/her reader to learn?Thesis Example: In "Facing It," Yusef Komunyakaa shows that the experiences in war change a person and stay with them long after the war is over; however, by confronting the past, one can begin to heal.Body paragraphs (more than three - we are beyond writing five paragraph essays ☺)
Each body paragraph should begin with an argument that helps you prove your thesis. To be an argument, the topic sentence has to give you something to prove; it cannot be a plot fact.Topic Sentence that does not make an argument: The speaker in "Facing It" is at the Vietnam Veterans Memorial.This is not an argument because the footnote in the book tells us this, but also it is a fact evident from a cursory reading of the poem.Topic Sentence that does make an argument: In "Facing It," Komunyakaa uses the reflective nature of the wall to reveal the speaker's emotional battle.This is an argument because it requires you to interpret speaker. You have to prove/show how you see that the mirror-like qualities of the wall uncover the speaker's emotional struggle.Evidence from the text to support your pointAs a general r.
Recommended
For this assignment, review the articleAbomhara, M., & Koie.docx
For this assignment, review the article:
Abomhara, M., & Koien, G.M. (2015). Cyber security and the internet of things: Vulnerabilities, threats, intruders, and attacks.
Journal of Cyber Security, 4
, 65-88. Doi: 10.13052/jcsm2245-1439.414
and evaluate it in 3 pages (800 words), in APA format with in-text citation using your own words, by addressing the following:
What did the authors investigate, and in general how did they do so?
Identify the hypothesis or question being tested
Summarize the overall article.
Identify the conclusions of the authors
Indicate whether or not you think the data support their conclusions/hypothesis
Consider alternative explanations for the results
Provide any additional comments pertaining to other approaches to testing their hypothesis (logical follow-up studies to build on, confirm or refute the conclusions)
The relevance or importance of the study
The appropriateness of the experimental design
When you write your evaluation, be brief and concise, this is not meant to be an essay but an objective evaluation that one can read very easily and quickly. Also, you should include a complete reference (title, authors, journal, issue, pages) you turn in your evaluation. This is good practice for your literature review, which you’ll be completing during the dissertation process.
.
Abomhara, M., & Koien, G.M. (2015). Cyber security and the internet.docx
Abomhara, M., & Koien, G.M. (2015). Cyber security and the internet of things: Vulnerabilities, threats, intruders, and attacks.
Journal of Cyber Security, 4
, 65-88. Doi: 10.13052/jcsm2245-1439.414
and evaluate it in 3 pages (800 words), using your own words, by addressing the following:
What did the authors investigate, and in general how did they do so?
Identify the hypothesis or question being tested
Summarize the overall article.
Identify the conclusions of the authors
Indicate whether or not you think the data support their conclusions/hypothesis
Consider alternative explanations for the results
Provide any additional comments pertaining to other approaches to testing their hypothesis (logical follow-up studies to build on, confirm or refute the conclusions)
The relevance or importance of the study
The appropriateness of the experimental design
.
For this assignment, review the following articleAbomhara, M..docx
For this assignment, review the following article:
Abomhara, M., & Køien, G. M. (2015).
Cyber security and the internet of things: vulnerabilities, threats, intruders and attacks
.
Journal of Cyber Security and Mobility
, 65-88.
Address the following:
What did the authors investigate, and in general how did they do so?
Identify the hypothesis or question being tested
Summarize the overall article.
Identify the conclusions of the authors
Indicate whether or not you think the data support their conclusions/hypothesis
Consider alternative explanations for the results
Provide any additional comments pertaining to other approaches to testing their hypothesis (logical follow-up studies to build on, confirm or refute the conclusions)
The relevance or importance of the study
The appropriateness of the experimental design
.
WRITING A CRITICAL REVIEW What is a critical review A .docx
WRITING A CRITICAL REVIEW
What is a critical review?
A critical review is much more than a simple summary; it is an analysis and evaluation of a book, article,
or other medium. Writing a good critical review requires that you understand the material, and that you
know how to analyze and evaluate that material using appropriate criteria.
Steps to writing an effective critical review:
Reading
Skim the whole text to determine the overall thesis, structure and methodology. This will help you better
understand how the different elements fit together once you begin reading carefully.
Read critically. It is not enough to simply understand what the author is saying; it is essential to
challenge it. Examine how the article is structured, the types of reasons or evidence used to support the
conclusions, and whether the author is reliant on underlying assumptions or theoretical frameworks. Take
copious notes that reflect what the text means AND what you think about it.
Analyzing
Examine all elements. All aspects of the text—the structure, the methods, the reasons and evidence, the
conclusions, and, especially, the logical connections between all of these—should be considered.
The types of questions asked will vary depending on the discipline in which you are writing, but the
following samples will provide a good starting point:
Structure What type of text is it? (For example: Is it a primary source or secondary
source? Is it original research or a comment on original research?)
What are the different sections and how do they fit together?
Are any of the sections particularly effective (or ineffective)?
Methodology Is the research quantitative or qualitative?
Does the methodology have any weaknesses?
How does the design of the study address the hypothesis?
Reasons/Evidence What sources does the author use (interviews, peer-reviewed journals,
government reports, journal entries, newspaper accounts, etc.)?
What types of reasoning are employed (inductive, deductive, abductive)?
What type of evidence is provided (empirical, statistical, logical, etc.)?
Are there any gaps in the evidence (or reasoning)?
Conclusions Does the data adequately support the conclusion drawn by the researcher(s)?
Are other interpretations plausible?
Are the conclusions dependent on a particular theoretical formulation?
What does the work contribute to the field?
Logic What assumptions does the author make?
Does the author account for all of the data, or are portions left out?
What alternative perspectives remain unconsidered?
Are there any logical flaws in the construction of the argument?
© Allyson Skene. The Writing Centre, University of Toronto at Scarborough. See terms and conditions for use at
http://www.utsc.utoronto.ca/~tlsweb/TWC/webresources/terms.htm
Writing
Formulate a thesis based on your overall evaluation. A strong thesis will acknowledge both strengths
and limitations.
E.g. While the article.
WRITING A CRITICAL REVIEW What is a critical review A .docx
WRITING A CRITICAL REVIEW
What is a critical review?
A critical review is much more than a simple summary; it is an analysis and evaluation of a book, article,
or other medium. Writing a good critical review requires that you understand the material, and that you
know how to analyze and evaluate that material using appropriate criteria.
Steps to writing an effective critical review:
Reading
Skim the whole text to determine the overall thesis, structure and methodology. This will help you better
understand how the different elements fit together once you begin reading carefully.
Read critically. It is not enough to simply understand what the author is saying; it is essential to
challenge it. Examine how the article is structured, the types of reasons or evidence used to support the
conclusions, and whether the author is reliant on underlying assumptions or theoretical frameworks. Take
copious notes that reflect what the text means AND what you think about it.
Analyzing
Examine all elements. All aspects of the text—the structure, the methods, the reasons and evidence, the
conclusions, and, especially, the logical connections between all of these—should be considered.
The types of questions asked will vary depending on the discipline in which you are writing, but the
following samples will provide a good starting point:
Structure What type of text is it? (For example: Is it a primary source or secondary
source? Is it original research or a comment on original research?)
What are the different sections and how do they fit together?
Are any of the sections particularly effective (or ineffective)?
Methodology Is the research quantitative or qualitative?
Does the methodology have any weaknesses?
How does the design of the study address the hypothesis?
Reasons/Evidence What sources does the author use (interviews, peer-reviewed journals,
government reports, journal entries, newspaper accounts, etc.)?
What types of reasoning are employed (inductive, deductive, abductive)?
What type of evidence is provided (empirical, statistical, logical, etc.)?
Are there any gaps in the evidence (or reasoning)?
Conclusions Does the data adequately support the conclusion drawn by the researcher(s)?
Are other interpretations plausible?
Are the conclusions dependent on a particular theoretical formulation?
What does the work contribute to the field?
Logic What assumptions does the author make?
Does the author account for all of the data, or are portions left out?
What alternative perspectives remain unconsidered?
Are there any logical flaws in the construction of the argument?
© Allyson Skene. The Writing Centre, University of Toronto at Scarborough. See terms and conditions for use at
http://www.utsc.utoronto.ca/~tlsweb/TWC/webresources/terms.htm
Writing
Formulate a thesis based on your overall evaluation. A strong thesis will acknowledge both strengths
and limitations.
E.g. While the article.
Assignment 3 Critical Thinking in ActionAssignmentsCritic.docx
Assignment 3: Critical Thinking in Action
Assignments
Critical Thinking in Action
Background
What is Critical Thinking?
The head of your organization pulled you aside and asked you to review a workplace dispute. She said, “Apply your best critical thinking to figure out what happened and what decision can best remedy this situation.” She wants your analysis in two weeks.
To begin, let’s consider what it means to engage in critical thinking. While the
application
of critical thinking may vary across disciplines, the steps are universal. Adapted from the writings of Bassham, Irwin, Nardone, and Wallace (2011); Lau (2011); and Lau and Chan (2015), critical thinking involves thinking clearly and systematically, and encompasses
Formulating ideas succinctly and precisely
Identifying the relevance and importance of ideas
Understanding the logical connections between ideas
Identifying, constructing and evaluating arguments, claims, and evidence
Recognizing explicit and implicit assumptions, arguments, and biases
Detecting inconsistencies and common mistakes in reasoning
Formulating clear defensible ideas and conclusions
Evaluating the pros and cons of decisions
Reflecting on one’s own beliefs and values
Applying ethical decision making
The steps involved in critical thinking can be employed universally, in the analysis of all thoughts and actions —whether you are analyzing documents, ideas, assertions, or the quality of decisions/solutions.
Most importantly, critical thinking is purposeful. It is not restricted solely to information gathering, nor is it about being “negative and fault-finding” (Bassham et. al., 2011 p. 1). As Lau and Chan write, “A critical thinker is able to deduce consequences from what he knows, and he knows how to make use of information to solve problems, and to seek relevant sources of information to inform himself” (2015, para 1). While the process of critical thinking may involve exposing untruths and poor reasoning, it also involves engaging in cooperative reasoning for the purposes of shared goals and decision making. We engage in the steps of critical thinking to learn deeply, to improve our ideas, to strengthen arguments and to “enhance work processes and improve social institutions” (Lau and Chan, 2015 para 2).
Critical thinking aligns with and informs ethical reasoning and decision-making. Internet marketing expert Nick Melillo (2010) writes
Critical thinking plays a large role in ethics because it is the process by which we determine for ourselves whether or not something is right or wrong. In a sense, critical thinking is a form of analysis and determination of fact vs. fiction, identifying the unknown, coming to an understanding, etc… By taking the path of a critical thinker, a person develops a mental process of evaluation which helps to determine their ethical standards. (p. 1)
The process of critical thinking helps us weigh and verify information, assess intent, and consider consequences, thereby e.
Case Analysis Guidelines by Dr. Dave Worrells and Mr. Scott B.docx
Case Analysis Guidelines by: Dr. Dave Worrells and Mr. Scott Burgess| ERAU, College of Aeronautics 1
ASCI 357 – Flight Physiology
Case Analysis Guidelines and Sample Format
Each week starting in week two, students will submit a case analysis that is a maximum of two
pages, with a reference page, (three total), double spaced, with citations and references that are
completed in APA format, using Times New Roman, 12 point font. For these activities, students
read and review all module objectives and materials, consume the information, and research the
internet to produce a case analysis. Each case analysis is directly related to the module learning
objectives (LOs). Once all of the module material is reviewed, find current (within the last six
months), scholarly internet sources, that directly relate to the case and module learning
objectives and conduct your case analysis. In-text citations serve to substantiate and validate your
statements.
If a source is not scholarly, it must be supported with other scholarly references. As an example;
information may be pulled from an article in the New York Times (not a scholarly source), which
will need a supported scholarly source that can be greater than six months but less than seven
years, in support of the information from the New York Times; such as the textbook. Please see
Table 1 below. Going beyond the text is highly encouraged and shows an understanding of
research and how to find valid and reliable sources.
These activities promote scholarly research targeting topics specific to the learning objectives.
They also require critical thinking throughout the entire case analysis process. Writing skills are
enhanced over the conduct of the course (work is graded weekly using APA formatting and the
Case Analysis Rubric) as you write two pages (with reference page) every week. The result is
improved writing, and research skills, which fulfils several Ignite Student learning outcomes
along the way. This process also provides a glimpse at the real world of organizational
operations.
Students are required to conduct three Peer Reviews (PR) on three of their peers CAs during the
course. Students will then defend their reviewed case analysis by responding to the PR from
another student. The PR process replicates the work environment in this way; when an employee
is given a task to complete and presents their position, their work is then reviewed by another co-
worker, supervisor, or company official who questions and, possibly, provides additional
alternatives. The peer reviewer of your CA is required to question and make comments on your
CA. You are required, to defend your CA by responding to the PR made by another student.
Your CA will be submitted to Turnitin, a plagiarism detection software, and again to the
discussion board for the PR and Response activities. The PR, and Response/Defense occurs in the
discussion bo.
Essay 2 Explicating Literary Text.htmlEssay 2, Explicating a Lit.docx
Essay 2 Explicating Literary Text.htmlEssay 2, Explicating a Literary Text
For this essay, you will write one 3-4 page paper on "Cathedral," "The Man to Send Rain Clouds," or "The Things They Carried."
Instructions:
Before you begin this essay, please read pages 26-52 in your textbook. You will apply the concepts from the reading in your own essay.
The purpose of this essay is to explicate or analyze a reading that you choose from the assigned readings: "Cathedral," "The Man to Send Rain Clouds," or "The Things They Carried." You will learn about explication and analyzing in the assigned readings. In your textbook, each chapter on fiction contains sample essays you should review and model. Any questions that you have should be posted in the "Got Questions? We've Got Answers!" discussion board as soon as they come up.
Although you may use some material for your weekly assignments to help you explicate and analyze the literature, this essay should not include outside source material. The content should be derived from your own analysis, based on class discussions and your own observations.Format:
Your paper should includeAn introduction that ends with a thesis statement that makes an argument about the chosen work
You should build to your thesis, so your thesis/argument/point is the last thing the reader sees in your introductionWays to build to your thesis include:Using a quote that relates to the topic/argument of your paper (Example: "One should not judge a book by its cover")Using a quote from the text that you don't intend to use later in your paperTelling a story that relates to the topic/argument of your paperOffering a brief summary of the story before moving to the argumentTo help you think about the argument, ask yourself these questions:What message is the author trying to convey?What is the lesson the author wants his/her reader to learn?Thesis Example: In "Facing It," Yusef Komunyakaa shows that the experiences in war change a person and stay with them long after the war is over; however, by confronting the past, one can begin to heal.Body paragraphs (more than three - we are beyond writing five paragraph essays ☺)
Each body paragraph should begin with an argument that helps you prove your thesis. To be an argument, the topic sentence has to give you something to prove; it cannot be a plot fact.Topic Sentence that does not make an argument: The speaker in "Facing It" is at the Vietnam Veterans Memorial.This is not an argument because the footnote in the book tells us this, but also it is a fact evident from a cursory reading of the poem.Topic Sentence that does make an argument: In "Facing It," Komunyakaa uses the reflective nature of the wall to reveal the speaker's emotional battle.This is an argument because it requires you to interpret speaker. You have to prove/show how you see that the mirror-like qualities of the wall uncover the speaker's emotional struggle.Evidence from the text to support your pointAs a general r.
Writing Activity 3 Rough DraftDue Week 7 and worth 110 poin.docx
Writing Activity 3: Rough Draft
Due Week 7 and worth 110 points
Instructions:
You have already developed your Working Thesis Statement, Outline, and Starting
Draft. You’ve also received helpful feedback from your instructor. Now it’s time to
create your Rough Draft by continuing to write your essay in the document you
created in weeks 4 and 5. You will use the questions below to guide your work.
You’ll also incorporate the feedback you received from your instructor.
It’s exciting to see how far your essay has already come in just a few short weeks!
ASSIGNMENT 3
Section 1
Rough Draft
Introduction Paragraph(s)
Did you use feedback from your professor to update your introduction
paragraph?
Body Paragraphs
Write 2-5 paragraphs for each of your supporting points. Use the following
questions to ensure you are writing quality body paragraphs.
Does each paragraph include a topic sentence?
Are you including supporting information in each paragraph to make your
point clear, logical, and compelling?
Are you being persuasive?
Logic: Do you persuade your audience that your position is logical and
reasonable? Do you include facts and sources to back up your claims?
Credibility: Do you persuade your audience that you are credible and
trustworthy by using the appropriate point of view, voice, tone,
examples, and credible sources? Are your points ethical and honest?
Emotion: Do you appeal to the emotions of your audience by framing
your position as a problem they can relate to or with which they
can sympathize?
Counter Perspective(s)
It is important to address counter perspective(s) in your essay. Use the
following criteria and select one to three counter perspectives to help
strengthen your position:
Is there evidence to support the counter perspective? Does the
evidence include fallacies (flaws in reasoning)? If so, identify
and explain.
Does the counter perspective leave out an important point? If so,
you should point this out.
Is there more recent or credible evidence to support your perspective?
Conclusion Paragraph(s)
Do you paraphrase or restate your thesis in a new way?
Do you summarize your main points?
Do you state any future research possibilities, if applicable?
Do you leave a lasting impression? How will you get your audience to continue
thinking about your topic and/or take action?
Editing and References
Did you run your Word document through Grammarly and fix the errors?
Did you follow APA guidelines?
Cover page, page numbers, double-spaced, 1” margins, headers,
indented paragraphs, and 12-point Times New Roman font.
In-Text Citations
Do you have 4-6 credible sources?
Have you used APA in-text citations to document your sources?
(Author’s last name, date) For example: (Wielding, 2017).
Do you have a References page?
List all references in alphabetical order with hanging indent(s).
Include major identifying information for each reference.
Appl.
Evaluative Writing Assignment For the Descriptive Writing .docx
Evaluative Writing Assignment
For the Descriptive Writing Assignment you submitted in Unit 2, you selected one of the topics below and described your personal experience with it.
The Topic choices are:
1.
Internet Piracy
2.
Alternative Energy
3.
Airport Security
4.
Paying College Athletes
5.
Cosmetic Surgery
Note: You may want to continue with that topic for this assignment or you can select a different one. These topics will be used in Unit 6 and 7 writing assignments.
II.
Select the one article that corresponds to your chosen subject. You MUST USE
THIS
ARTICLE to complete this assignment:
Internet Piracy:
Anthony, S. (2013). A Case for piracy.
PC Magazine
, 35.
Alternative Energy:
Rich, A. K., & Morley, D. C. (2016). Point: The world must actively explore alternative sources of energy.
Points Of View: Alternative Energy Exploration
, 2.
Airport Security:
DiLascio, T. M. (2016). Counterpoint: Airport security & body scanners are intrusive & ineffectual.
Points Of View: Airport Security & Body Scanners
, 3.
Paying College Athletes:
Garda, J. D. (2016). Paying college athletes.
Paying College Athletes -- Research Starters Education
, 1-4.
Cosmetic Surgery:
Driscoll, S., & Griswold, A. (2016). Point: Cosmetic surgery offers hope for the disheartened.
Points Of View: Cosmetic Surgery
, 2.
III.
In this
Evaluative Writing Assignment
, you will be using your skills to write academically and objectively about a scholarly article.
TASK: Choose the ONE scholarly article that corresponds to your topic and write an evaluation of that article using the bulleted criteria below. This essay should be 2-3 pages in length and include a title page and a reference page.
Introductory Paragraph
Introduce the topic
Provide a brief overview of the topic
Write a statement that contains your main point about the evaluation of the article (When writing an essay, your main point or controlling idea will be expressed in a thesis statement).
Purpose.
What was the purpose of article? (to inform, persuade, or entertain)
Did the writer achieve his/her purpose? How? Use at least two examples from the article to support your opinion.
Audience
. Who was the intended audience of the article?
How did you know the writer’s intended audience? Use at least one example to support your opinion.
Thesis.
What was the thesis of the article?
How clear was the thesis statement?
How did the thesis statement connect to the rest of the article?
Organization.
How was the article organized?
Briefly explain the organization of the article.
Was the organization effective? Why or why not?
Overall evaluation of the article.
Should others read this article? Why or why not?
This is the main focus of the essay. Take your time and use your best analytical information and academic tone.
Remember to avoid using "I" in this sectio ...
Running head RESEARCH TYPES .docx
Running head: RESEARCH TYPES
1
Title of PaperStudent NameWalden University
Class Number, Section Number, Class Name
Date of Submission
SEE PAGE 5
Title of Paper
Introduction to topic that gives the audience and idea of what you will be discussing in the paper. This should be a brief paragraph that provides an overview of the key points that will be addressed. This section should be concluded with a purpose statement. The purpose of this paper is …consider the intent of the application and list all requirements.
Research Methodologies
Discuss the attributes of quantitative and qualitative research methods and compare/contrast the type of information you can obtain from both types of research. Make sure you are referencing the course learning materials as well as some external references. You should have a minimum of three course learning resource references and two credible external references. Remember that web sites are only considered credible if they end in .gov, .edu, or .org.
Advantages and Disadvantages
Discuss the reality that there are advantages and disadvantages to both types of research.
Quantitative Research
Evaluate the advantages and disadvantages of quantitative research. When is it helpful and when is it not helpful. Consider things like type of information that you are seeking, ethics, time needed to complete, etc.
Qualitative Research
Evaluate the advantages and disadvantages of quantitative research. When is it helpful and when is it not helpful. Consider things like type of information that you are seeking, ethics, time needed to complete, etc. Also, make sure you address the argument that qualitative research is not real science. Is this true? Why or why not? What value does qualitative research have in nursing practice?
Summary
Write a one paragraph summary of the main points of the paper. This is not an area for adding new information. That should be in the body of your paper. Do not forget to appropriately cite in references in this section too. This is a good place to pull in your course learning resources again.
References
Last name, X. (Year of publication). Name of online article. Source. Retrieved from http:// www.nameofwebsite.com
Last name, X. X. (Year of publication). Name of book here. City, State Initial: Publisher.
Last name, X. X. (Year of publication). Name of journal article: Capitalize only letters after punctuation marks. The Journal of Whatever, Volume (Number), Page-Page. doi: number if available.
Last name, X. X. (Year of publication). Name of journal article: Capitalize only letters after punctuation marks. The Journal of Whatever, Volume (Number), Page-Page. doi: number if available.
Last name, X. X. (Year of publication). Name of journal article: Capitalize only letters after punctuation marks. The Journal of Whatever, Volume (Number), Page-Page. doi: number if available.
Last name, X. X. (Year of publication) ...
ENG 123 Assignment 2, Milestone 1 Guidelines and Rubric 5.docx
ENG 123 Assignment 2, Milestone 1 Guidelines and Rubric
5-6 Draft
Overview: Persuasion is a constant in each and every one of our lives. No matter where we look, what we read, what we see, or who we interact with, we are
inevitably going to encounter some form of persuasion. Advertisements want us to buy things. Newspapers and television want to convince us of what we should
feel about events. We are put into positions where we must defend our thoughts and beliefs to others, and the process we apply is typically some form of
persuasion.
Persuasive writing is one of the most powerful forms of writing—it has the ability to influence one’s thoughts, and also the ability to change one’s mind about a
particular issue. The persuasive essay is an ideal opportunity to support an opinion on an issue utilizing researched facts and information. This also gives the
chance to recognize that there is an opposing viewpoint to a position and to refute the opposing argument, noting that those who hold the opposing viewpoints
are the intended audience of the piece.
Prompt: For this milestone, you will submit a draft of your persuasive essay. At this point in the course, if you have completed the previous milestone guided
activities, the text boxes should be combined and transformed into a draft. This milestone will help you address the critical elements from Sections I–III below,
which will ultimately inform your final submission of the persuasive essay. You have until the deadline to work on this draft. Whatever is completed by the
deadline will be submitted to your instructor for grading and feedback.
Specifically, the following critical elements must be addressed:
I. Introduction
This is where readers will have a chance to get an idea of what your essay will be about and what you will prove throughout. Do not give all of your
information away here, but give readers a sample of what is to come. Do not forget to review your writing plan to make sure you are hitting all of the
points that you planned out, while also stating your argument.
A. Provides an overview of the issue you have selected, briefly describing main points and your argument.
B. Compose an engaging thesis that states the argument that you will prove and support throughout your essay. This statement will give direction
to your essay and should be well thought out.
II. Body
The body is your opportunity to describe and support your argument in depth. Make sure your thoughts and evidence are clear and organized in a way
that is easy for readers to follow and understand.
A. Be sure that you write multiple paragraphs that are focused, clearly state their intent, and move logically from one to the other, building the
thesis argument as the essay progresses.
B. Your body paragraphs should support your argument by combining thoughts and ideas with evidence from sources. There is no such thing as a
right or wrong argument; the key is how it is support ...
HLTH 630Article Review 3During this moduleweek you will fin.docx
HLTH 630
Article Review 3
During this module/week you will find an article dealing with the development and/or performance of a needs assessment. This may be an article about a community health assessment or about assessing the special needs of a population afflicted with a particular ailment. The article must come from the American Journal of Preventive Medicine, American Journal of Public Health, or another peer-reviewed source. You will read the article, evaluate needs assessment methodologies, briefly summarize its contents, and compare the findings to the assigned readings from Healthy People 2020 and other literature dealing with needs assessment methodologies.
Title Page
The primary goal of a title should be to summarize the main idea(s) of your paper simply and clearly. The title should be positioned in the upper half of the page and centered. Do not bold, underline, or italicize the title.
Article Abstract
You will write your own abstract for the article, using the author's abstract as a model. You are to write an original abstract (short article summary) of no more than 100 words. Include your first name, middle initial(s), and last name. Omit all titles (e.g. Dr., Professor) and degrees (e.g. MA, PhD, EdD), if applicable. Center and double space your name and the name of your college, university, or institution. The abstract should be on the title page.
Article Review
Include the following headings in your article review section:
Introduction
In this section, discuss the following: Statement of the Problem; Purpose of the Study; Research Questions or Hypotheses and Limitations (if any).
Methodolgy
This section will include Methods; Participants; Data Collection Procedures and Data Analysis Procedures. You will also discuss the quality of the 'literature review' your author completed before they wrote the article. In some cases, you will find a section that discusses the literature reviewed for the study. In other articles, the information is dispersed throughout the article. Discuss the following in this section: Was literature review present? Was it useful? Rigorous? What did you learn? Were there surprises?
Results
Report the results of the study as clearly as possible. If your article reported a quantitative study, report the results in numbers with a good level of detail. If this was a qualitative study, also report the outcomes of the study, being specific about emerging themes, topics, etc.
Conclusions and Recommendations
Did the researcher come to any conclusions or make recommendations? Sometimes this section is given a heading that says: Implications. This is the “so what” section of the research study. What does it mean to practice? Expected length of article review: 2-3 pages. In your review, describe how your selected article addresses each of the sections listed above.
Discussion
Begin this section on a new page, following your conlcusions/recommendations. Expected length of your di ...
1) A cyber crime is a crime that involves a computer and the Inter.docx
1) A cyber crime is a crime that involves a computer and the Internet. A forensics investigation involves gathering and preserving evidence in a way that is suitable for presentation in a court of law. Use the library to research any recent (within the past 12 months), real-world cyber crime. Discuss each of the following scenarios:
· What was the cyber crime? Who or what did the cyber crime affect?
· How did the cyber crime occur?
· In your opinion, how could the cyber crime have been avoided?
· How would you conduct the forensics investigation for this cyber crime?
Use and list at least 2 sources to support your response to the question. You may use the textbook as a resource. Be sure to use APA formatting for all references.
Responses to Other Students: Respond to at least 2 of your fellow classmates with at least a 100-word reply about their Primary Task Response regarding items you found to be compelling and enlightening. To help you with your discussion, please consider the following questions:
· What did you learn from your classmate's posting?
· What additional questions do you have after reading the posting?
· What clarification do you need regarding the posting?
· What differences or similarities do you see between your posting and other classmates' postings?
2) Antiforensic techniques make proper forensic investigations more difficult. Antiforensic techniques are deliberate and can reduce the quantity and quality of digital evidence. Antiforensic techniques can also be used to increase security. Use the library to research antiforensic techniques, and discuss the following:
· What are at least 3 examples of antiforensic techniques, and how are they used?
· Discuss how antiforensic techniques affect computer forensics, file recovery, and security.
Use and list at least 2 sources to support your response to the question. You may use the textbook as a resource. Be sure to use APA formatting for all references.
3) Review and reflect on the knowledge you have gained from this course. Based on your review and reflection, write at least 3 paragraphs on the following:
· What was the most valuable concept that you learned in this class that you will most likely use in your future career?
· What concept in this course provided the most insight to the technical aspects of computer forensics? Explain.
· The main post should include at least 1 reference to research sources, and all sources should be cited using APA format.
A Primer on the Validity of
Assessment Instruments Gail M. Sullivan, MD, MPH
1. What is reliability?1
Reliability refers to whether an assessment instrument gives
the same results each time it is used in the same setting with
the same type of subjects. Reliability essentially means
consistent or dependable results. Reliability is a part of the
assessment of validity.
2. What is validity?1
Validity in research refers to how accurately a study answers
the study question or the strength of the study c ...
Edu 645 Teaching Effectively--tutorialrank.com
For more course tutorials visit
www.tutorialrank.com
Tutorial Purchased: 5 Times, Rating: A+
EDU 645 Week 1
Assessment Crisis. Watch the video “Linda Darling-Hammond on Competing Internationally.” Then, explain the current crisis in America with regards to education and assessment. What do you think the cause(s) of this crisis might be? What are the possible implications? Explain your reasoning. Respond substantively to at least two of your peers. Analyze their responses and compare and contrast
Southampton Business School Postgraduate Module Grade Descrip.docx
Southampton Business School: Postgraduate Module Grade Descriptor
Postgraduate Grade Descriptor for MANG6331 Text Mining and Social Network Analytics
Percentage 0 - 34 35 – 49 50 – 59 60 – 69 70 - 79 80 - 100
Degree Class Fail Compensatable
fail*
Pass Merit Distinction Distinction
Collecting
unstructured data and
conducting
exploratory analysis
Collecting raw tweets of
two different airlines and
conducting exploratory
data analysis
Weighting 20%
No/inadequate
evidence of
collecting and pre-
processing the raw
data.
No/inadequate
evidence of any
data analysis.
Evidence of basic
but inadequate
approaches to
collect and/or pre-
process the raw
data.
Mostly descriptive,
with minimal data
analysis. Argument
is basic and poorly
constructed.
Collecting and/or
pre-processing the
raw data is evident
but with some
confusion.
Data analysis is
reasonable.
Argument is
appropriate but
with some
confusion.
Clear evidence of
data pre-
processing and
exploratory data
analysis with
minimal
omissions/errors.
Clear and effective
analysis. Argument
is structured and is
legitimate.
Data pre-
processing and
exploratory data
analysis are
appropriate and
precise.
Comprehensive
and precise
analysis. Well-
structured
argument that
provides very good
clarity.
Appropriately use
of other sources of
information to
support arguments.
Data pre-
processing and
exploratory data
analysis are
appropriate and
precise.
Excellent analysis,
precise and
concise.
Exceptionally well-
structured
argument that
provides excellent
clarity.
Outstanding use of
other sources of
information to
support arguments.
Gaining customer
insights: traditional
versus social media
Evaluate the pros and
cons of replacing
customer satisfaction
survey by mining twitter
data
Weighting 20%
Not included. Limited and patchy
evidence of
knowledge and
understanding of
the pros and cons.
Limited evidence of
reading.
Lacks focus and
direction with
limited coherent
argument.
Sufficient but
inconsistent
evidence of
knowledge and
understanding of
the pros and cons.
Evidence of some
use of academic/
business literature.
Argument is basic
and poorly
constructed.
Good knowledge
and understanding
of the pros and
cons.
Good use of
academic/
business literature
to support
arguments.
Clear and effective
argument.
A comprehensive
and thorough
awareness of the
pros and cons.
Evidence of
comprehensive
reading.
Well-structured
argument that
provides very good
clarity.
A comprehensive
and thorough
awareness of the
pros and cons.
Excellent coverage
of relevant
literature.
Exceptionally well-
structured
argument that
provides excellent
clarity.
*Compensatable fail is only possible for compulsory or optional modules, subject to University of Southampton Progression Regulation.
Southwestern Business Administration JournalVolume 16 Is.docx
Southwestern Business Administration Journal
Volume 16 | Issue 1 Article 1
2017
Leveraging Decision Making in Cyber Security
Analysis through Data Cleaning
Chen Zhong
Hong Liu
Awny Alnusair
Follow this and additional works at: https://digitalscholarship.tsu.edu/sbaj
Part of the Business Administration, Management, and Operations Commons, E-Commerce
Commons, Entrepreneurial and Small Business Operations Commons, Management Information
Systems Commons, Marketing Commons, Organizational Behavior and Theory Commons, and the
Real Estate Commons
This Article is brought to you for free and open access by Digital Scholarship @ Texas Southern University. It has been accepted for inclusion in
Southwestern Business Administration Journal by an authorized editor of Digital Scholarship @ Texas Southern University. For more information,
please contact [email protected]
Recommended Citation
Zhong, Chen; Liu, Hong; and Alnusair, Awny (2017) "Leveraging Decision Making in Cyber Security Analysis through Data
Cleaning," Southwestern Business Administration Journal: Vol. 16 : Iss. 1 , Article 1.
Available at: https://digitalscholarship.tsu.edu/sbaj/vol16/iss1/1
https://digitalscholarship.tsu.edu/sbaj?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
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https://digitalscholarship.tsu.edu/sbaj/vol16/iss1?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
https://digitalscholarship.tsu.edu/sbaj/vol16/iss1/1?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
https://digitalscholarship.tsu.edu/sbaj?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
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ht.
Spadoni • revised Jan. 2020 —continued— Checklist for .docx
Spadoni • revised Jan. 2020
—continued—
Checklist for Essay Writers
PART 1. FORMATTING
Follow these steps now to save yourself headaches later and avoid losing credit
Title a word processor file “film-template” or something. Follow the instructions in this Formatting section. For an
essay title, type “[essay title]”. For paragraph text, type a sentence and copy and paste it repeatedly until you have a
paragraph. Do the same to make another paragraph, and another, until you’re onto your second page. Do this to
make sure MS Word isn’t adding extra space between paragraphs (see below) and that you have no first page header
and the correct second page header (see below). When it’s time to write your essay, open this template file and save
it to a new name. Keep the template file for your next essay (and any future course you take with me).
Some formatting instructions below are to ensure students are meeting the same length requirement and that no
formatting deviations are disguising this fact. If I ask you to email me the word-processor copy of your essay and it
shows deviations, you will lose more credit than if you had just handed in a paper under the page minimum. If you
email me a file that is not identical to the essay you handed in, you will lose even more credit.
1. Format the top of your essay like this. To get the above-and-below spacing for your title as below, enter a hard return above and
below your title, then (in your double-spaced document) make these above-and-below lines single space.
Angelo Marconi
Engl 367—Intro to Film
Prof. Spadoni
May 24, 2020
[Center essay title; 12 pt font; no boldface, underlining, or brackets]
Essay text starts here. Make sure no more space precedes and
follows your essay title than you see above. ....
2. Last name and page number in the top-right corner of the second and subsequent pages (not the first page). Don’t hand write this
information on the tops of your pages.
Marconi 6
3. Black ink. Standard white paper. Single sided.
4. Times, Times Roman, or Times New Roman typeface (not Cambria), 12 point—including essay title. Don’t change typeface or
font size to increase page length.
5. Double space your work. Don’t alter line spacing to increase page length.
6. Standard margins (1 inch top and bottom, 1 or 1.25 inch left and right). Don’t adjust margins to increase page length.
7. One space (not two) between sentences.
8. No extra space between paragraphs. MS Word likes to insert extra space. Don’t leave figuring out how to tell it not to for the last
minute.
9. Italicize film titles—and at the first mention, follow title with the director and year in parentheses, like this: In an early scene in
Jaws (Steven Spielberg, 1975), a character tries to… Italicize book titles; essay titles are not italicized and go in double quotes.
10. Staple pages, top-left corner. Unstapled.
SPAN100Course SummaryCourse SPAN100 Title Spanish I.docx
SPAN100
Course Summary
Course : SPAN100 Title : Spanish I
Length of Course : 8 Faculty : Dallas Jurisevic
Prerequisites : N/A Credit Hours : 3
Description
Course Description:
This course will expose the student to the fundamentals of the Spanish language. The student will learn basic
vocabulary, verb conjugations and grammatical usage through workbook and listening exercises. The student
will also learn about the Spanish culture through reading and listening exercises. Please note the technical
specifications below. These are required to interface with the online version of Rosetta Stone. If you cannot meet
these requirements we strongly recommend you do not take this course. Please contact
[email protected] if you are unsure or have any questions. * The ability to download and install the
speech component. * A working microphone installed on the computer for speech recognition. * Access to
streaming media is also required and should be confirmed before registering for the class.
Course Scope:
Standards for Foreign Language Learning in the 21st Century (1999) “Language and communication are at the
heart of the human experience. The United States must educate students who are linguistically and culturally
equipped to communicate successfully in a pluralistic American society and abroad. This imperative envisions a
future in which ALL students will develop and maintain proficiency in English and at least one other language…”
Our major focus is on learning to communicate appropriately in practical, culturally authentic contexts. Students
are asked, to a limited extent, to use their Spanish to engage in simple dialog and talk about themselves and
create with the language in practical ways. Students also correct peer work and in doing so, students solve
problems (and thus engage in analysis, synthesis, and evaluation).
In these courses, students gradually add to their vocabulary and communication skills, practice question- and-
answer techniques, and apply what they learn in order to communicate and solve problems in practical
situations.
Objectives
Students who successfully complete Spanish 100 should be able to:
► Listening Skills
1. Distinguish all the sounds of Spanish important to meaning.
2. Comprehend brief sentences expressed within the framework of high- frequency vocabulary, grammatical
forms, and sentence structures.
3. Determine the meaning of unfamiliar words or phrases though logical guessing based on contextual clues.
► Speaking Skills
1. Produce all the sounds of Spanish and link sounds together in sentences with sufficient accuracy to
communicate with Spanish speakers.
2. Use high- frequency vocabulary, grammatical forms, and sentence structures to converse in brief sentences in
everyday situations (such as greetings, asking for directions, answering short questions, expressing basic
needs and reactions, exchanging information, or persuading others)
► Reading Skills
1. Comprehend non- technical, narrative Spanish.
.
Sources and Resources for RC004Informed Advocacy in Early .docx
Sources and Resources for RC004
Informed Advocacy in Early Childhood Care and Education: Making a Difference for Young Children and Families, pp. 107-111
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-628&srcou=6738
WEBSITE: KIDS COUNT DATA CENTER
http://datacenter.kidscount.org/topics
KIDS COUNT Data Center
Annie E. Casey Foundation. (2014). KIDS COUNT data center: Data topics. Retrieved from http://datacenter.kidscount.org/topics
WEBSITE: NATIONAL AND STATE FACTS
http://www.cwla.org/our-work/advocacy/
WEBSITE: U.S. CHILD STATE DATA
http://www.cwla.org/our-work/advocacy/
WEBSITE: DATA TOOLS
http://www.nccp.org/tools/
Consider how this information will be beneficial within the context of Part 1 of your Work Product.
WEBSITE: ASSOCIATION FOR CHILDHOOD EDUCATION INTERNATIONAL
http://www.acei.org/
WEBSITE: DIVISION FOR EARLY CHILDHOOD
http://www.dec-sped.org/
WEBSITE: INTERNATIONAL READING ASSOCIATION
http://www.reading.org/
WEBSITE: NATIONAL ASSOCIATION FOR THE EDUCATION OF YOUNG CHILDREN
http://www.naeyc.org/
WEBSITE: NATIONAL BLACK CHILD DEVELOPMENT INSTITUTE
http://www.nbcdi.org/
BOOK EXCERPT: DEVELOPING INITIATIVES
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-640&srcou=6738
The following links lead to early childhood advocacy initiatives that focus on social change on behalf of children, families, and the early childhood field.
WEBSITE: WORLDWIDE TEACHER SHORTAGE: REGIONAL AND GLOBAL IMPLICATIONS
http://www.businessinsider.com/theres-a-massive-global-teacher-shortage-2016-10
WEBSITE: LEGISLATIVE HOT TOPICS
https://www.literacyworldwide.org/
WEBSITE: TAKEN ACTION NOW
http://www.naeyc.org/policy/action
WEBSITE: WHAT WE DO: POLICY
http://www.nbcdi.org/what-we-do/policy
BOOK EXCERPT: COMPREHENSIVE DEVELOPMENTAL SCREENING
As you read this information and the Guided Notes , consider how these apply to Part 2 and Part 3 of your Work Product.
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-647&srcou=6738
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-747&srcou=6738
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-2320&srcou=6738
This information is beneficial in the context of Part 2 and Part 3 of your Work Product.
ARTICLE: HOW TO BE A VOICE FOR BABIES: USING DATA TO ADVOCATE EFFECTIVELY
https://www.zerotothree.org/resources/496-how-to-use-data-to-advocate-effectively
ARTICLE: EFFECTIVE COMMUNICATION ABOUT THE EARLY YEARS: UNDERSTANDING THE BASICS OF FRAMING
https://www.zerotothree.org/resources/482-understand-the-basics-of-framing-to-communicate-effectively
ARTICLE: EFFECTIVE COMMUNICATION ABOUT THE EARLY YEARS: THE ELEMENTS OF THE FRAME: PART ONE
https://www.zerotothree.org/resources/483-the-elements.
Sources of General Information about the Topic A paragr.docx
Sources of General Information about the Topic
A paragraph that explains that the follow-
ing sources provide more in depth information about
the topic.
Smith, John. “An Understanding of Animal Experimen-
tation.” The Journal of Animal Husbandry, vol33,
no 2 Jan 2010 pp.70-91. JSTOR,
ww.libray.dcccd.edu. Accessed 10-30-19.
This paragraph will include indicative information
about the source. Other info the reader needs about
the source.
This paragraph will include info about the value
of the source. Other info needed by the reader .
This can/will be multiple pages. The annotation
is to include indicative and evaluative information—a
combined annotation. For this and the following sec-
tions needed will be five(5) sources and associated
annotations for each. The sources are to be in stand-
ard MLA alphabetic order.
An Annotated Bibliography
Of
Topic
First Paragraph will include what the
topic is in language that shows a complete un-
derstanding of the issue.
The second paragraph will include
statements about why this is a topic of concern.
It may also include some background and defini-
tions. Here will also be general information
about the topic (GEN)
The third paragraph will include
some possible reasons why there are views in
favor of the topic( PROs).
The fourth paragraph will include
some possible reasons why the topic has detrac-
tors (CONs).
Sources of Information in Favor of the Topic
This paragraph will explain what some
of the positions in favor of the topic are. It will
provide more detail and depth about the PRO
side of the issue.
Jones, Mary. “Using Animals for Good.” Animals
in Experiments, Society for Ethics in the
Animal World. www.anieths.org. Accessed
10-30-19.
This paragraph provides the indicative
use of the info. It may include the breadth of the
subject covered, the typical use, etc.
This paragraph will discuss the relative
merits of the article. Who can use it, whether it is
complex or simple, is it a good source or is it
somehow lacking.
See above for more details on criteria
for the annotations and bibliography.
Sources of Information Opposed to the Topic
This paragraph will explain some of
the positions taken in opposition to the topic. It
provides more detail and depth about the op-
posed position on the topic.
Hector, James. “Animal Use in Cosmetic Re-
search.” Animals in Our World, edited by
The Staff of the Department of Ecology. 4th
ed. Columbia UP, 2015, pp 456-459.
This paragraph will include indicative
information about the source. Other info the
reader needs about the source.
This paragraph will include info about the
value of the source. Other info needed by the
reader .
.
More Related Content
Similar to Sub Emerging Threats and CountermeasuresFor this assignment, .docx
Writing Activity 3 Rough DraftDue Week 7 and worth 110 poin.docx
Writing Activity 3: Rough Draft
Due Week 7 and worth 110 points
Instructions:
You have already developed your Working Thesis Statement, Outline, and Starting
Draft. You’ve also received helpful feedback from your instructor. Now it’s time to
create your Rough Draft by continuing to write your essay in the document you
created in weeks 4 and 5. You will use the questions below to guide your work.
You’ll also incorporate the feedback you received from your instructor.
It’s exciting to see how far your essay has already come in just a few short weeks!
ASSIGNMENT 3
Section 1
Rough Draft
Introduction Paragraph(s)
Did you use feedback from your professor to update your introduction
paragraph?
Body Paragraphs
Write 2-5 paragraphs for each of your supporting points. Use the following
questions to ensure you are writing quality body paragraphs.
Does each paragraph include a topic sentence?
Are you including supporting information in each paragraph to make your
point clear, logical, and compelling?
Are you being persuasive?
Logic: Do you persuade your audience that your position is logical and
reasonable? Do you include facts and sources to back up your claims?
Credibility: Do you persuade your audience that you are credible and
trustworthy by using the appropriate point of view, voice, tone,
examples, and credible sources? Are your points ethical and honest?
Emotion: Do you appeal to the emotions of your audience by framing
your position as a problem they can relate to or with which they
can sympathize?
Counter Perspective(s)
It is important to address counter perspective(s) in your essay. Use the
following criteria and select one to three counter perspectives to help
strengthen your position:
Is there evidence to support the counter perspective? Does the
evidence include fallacies (flaws in reasoning)? If so, identify
and explain.
Does the counter perspective leave out an important point? If so,
you should point this out.
Is there more recent or credible evidence to support your perspective?
Conclusion Paragraph(s)
Do you paraphrase or restate your thesis in a new way?
Do you summarize your main points?
Do you state any future research possibilities, if applicable?
Do you leave a lasting impression? How will you get your audience to continue
thinking about your topic and/or take action?
Editing and References
Did you run your Word document through Grammarly and fix the errors?
Did you follow APA guidelines?
Cover page, page numbers, double-spaced, 1” margins, headers,
indented paragraphs, and 12-point Times New Roman font.
In-Text Citations
Do you have 4-6 credible sources?
Have you used APA in-text citations to document your sources?
(Author’s last name, date) For example: (Wielding, 2017).
Do you have a References page?
List all references in alphabetical order with hanging indent(s).
Include major identifying information for each reference.
Appl.
Evaluative Writing Assignment For the Descriptive Writing .docx
Evaluative Writing Assignment
For the Descriptive Writing Assignment you submitted in Unit 2, you selected one of the topics below and described your personal experience with it.
The Topic choices are:
1.
Internet Piracy
2.
Alternative Energy
3.
Airport Security
4.
Paying College Athletes
5.
Cosmetic Surgery
Note: You may want to continue with that topic for this assignment or you can select a different one. These topics will be used in Unit 6 and 7 writing assignments.
II.
Select the one article that corresponds to your chosen subject. You MUST USE
THIS
ARTICLE to complete this assignment:
Internet Piracy:
Anthony, S. (2013). A Case for piracy.
PC Magazine
, 35.
Alternative Energy:
Rich, A. K., & Morley, D. C. (2016). Point: The world must actively explore alternative sources of energy.
Points Of View: Alternative Energy Exploration
, 2.
Airport Security:
DiLascio, T. M. (2016). Counterpoint: Airport security & body scanners are intrusive & ineffectual.
Points Of View: Airport Security & Body Scanners
, 3.
Paying College Athletes:
Garda, J. D. (2016). Paying college athletes.
Paying College Athletes -- Research Starters Education
, 1-4.
Cosmetic Surgery:
Driscoll, S., & Griswold, A. (2016). Point: Cosmetic surgery offers hope for the disheartened.
Points Of View: Cosmetic Surgery
, 2.
III.
In this
Evaluative Writing Assignment
, you will be using your skills to write academically and objectively about a scholarly article.
TASK: Choose the ONE scholarly article that corresponds to your topic and write an evaluation of that article using the bulleted criteria below. This essay should be 2-3 pages in length and include a title page and a reference page.
Introductory Paragraph
Introduce the topic
Provide a brief overview of the topic
Write a statement that contains your main point about the evaluation of the article (When writing an essay, your main point or controlling idea will be expressed in a thesis statement).
Purpose.
What was the purpose of article? (to inform, persuade, or entertain)
Did the writer achieve his/her purpose? How? Use at least two examples from the article to support your opinion.
Audience
. Who was the intended audience of the article?
How did you know the writer’s intended audience? Use at least one example to support your opinion.
Thesis.
What was the thesis of the article?
How clear was the thesis statement?
How did the thesis statement connect to the rest of the article?
Organization.
How was the article organized?
Briefly explain the organization of the article.
Was the organization effective? Why or why not?
Overall evaluation of the article.
Should others read this article? Why or why not?
This is the main focus of the essay. Take your time and use your best analytical information and academic tone.
Remember to avoid using "I" in this sectio ...
Running head RESEARCH TYPES .docx
Running head: RESEARCH TYPES
1
Title of PaperStudent NameWalden University
Class Number, Section Number, Class Name
Date of Submission
SEE PAGE 5
Title of Paper
Introduction to topic that gives the audience and idea of what you will be discussing in the paper. This should be a brief paragraph that provides an overview of the key points that will be addressed. This section should be concluded with a purpose statement. The purpose of this paper is …consider the intent of the application and list all requirements.
Research Methodologies
Discuss the attributes of quantitative and qualitative research methods and compare/contrast the type of information you can obtain from both types of research. Make sure you are referencing the course learning materials as well as some external references. You should have a minimum of three course learning resource references and two credible external references. Remember that web sites are only considered credible if they end in .gov, .edu, or .org.
Advantages and Disadvantages
Discuss the reality that there are advantages and disadvantages to both types of research.
Quantitative Research
Evaluate the advantages and disadvantages of quantitative research. When is it helpful and when is it not helpful. Consider things like type of information that you are seeking, ethics, time needed to complete, etc.
Qualitative Research
Evaluate the advantages and disadvantages of quantitative research. When is it helpful and when is it not helpful. Consider things like type of information that you are seeking, ethics, time needed to complete, etc. Also, make sure you address the argument that qualitative research is not real science. Is this true? Why or why not? What value does qualitative research have in nursing practice?
Summary
Write a one paragraph summary of the main points of the paper. This is not an area for adding new information. That should be in the body of your paper. Do not forget to appropriately cite in references in this section too. This is a good place to pull in your course learning resources again.
References
Last name, X. (Year of publication). Name of online article. Source. Retrieved from http:// www.nameofwebsite.com
Last name, X. X. (Year of publication). Name of book here. City, State Initial: Publisher.
Last name, X. X. (Year of publication). Name of journal article: Capitalize only letters after punctuation marks. The Journal of Whatever, Volume (Number), Page-Page. doi: number if available.
Last name, X. X. (Year of publication). Name of journal article: Capitalize only letters after punctuation marks. The Journal of Whatever, Volume (Number), Page-Page. doi: number if available.
Last name, X. X. (Year of publication). Name of journal article: Capitalize only letters after punctuation marks. The Journal of Whatever, Volume (Number), Page-Page. doi: number if available.
Last name, X. X. (Year of publication) ...
ENG 123 Assignment 2, Milestone 1 Guidelines and Rubric 5.docx
ENG 123 Assignment 2, Milestone 1 Guidelines and Rubric
5-6 Draft
Overview: Persuasion is a constant in each and every one of our lives. No matter where we look, what we read, what we see, or who we interact with, we are
inevitably going to encounter some form of persuasion. Advertisements want us to buy things. Newspapers and television want to convince us of what we should
feel about events. We are put into positions where we must defend our thoughts and beliefs to others, and the process we apply is typically some form of
persuasion.
Persuasive writing is one of the most powerful forms of writing—it has the ability to influence one’s thoughts, and also the ability to change one’s mind about a
particular issue. The persuasive essay is an ideal opportunity to support an opinion on an issue utilizing researched facts and information. This also gives the
chance to recognize that there is an opposing viewpoint to a position and to refute the opposing argument, noting that those who hold the opposing viewpoints
are the intended audience of the piece.
Prompt: For this milestone, you will submit a draft of your persuasive essay. At this point in the course, if you have completed the previous milestone guided
activities, the text boxes should be combined and transformed into a draft. This milestone will help you address the critical elements from Sections I–III below,
which will ultimately inform your final submission of the persuasive essay. You have until the deadline to work on this draft. Whatever is completed by the
deadline will be submitted to your instructor for grading and feedback.
Specifically, the following critical elements must be addressed:
I. Introduction
This is where readers will have a chance to get an idea of what your essay will be about and what you will prove throughout. Do not give all of your
information away here, but give readers a sample of what is to come. Do not forget to review your writing plan to make sure you are hitting all of the
points that you planned out, while also stating your argument.
A. Provides an overview of the issue you have selected, briefly describing main points and your argument.
B. Compose an engaging thesis that states the argument that you will prove and support throughout your essay. This statement will give direction
to your essay and should be well thought out.
II. Body
The body is your opportunity to describe and support your argument in depth. Make sure your thoughts and evidence are clear and organized in a way
that is easy for readers to follow and understand.
A. Be sure that you write multiple paragraphs that are focused, clearly state their intent, and move logically from one to the other, building the
thesis argument as the essay progresses.
B. Your body paragraphs should support your argument by combining thoughts and ideas with evidence from sources. There is no such thing as a
right or wrong argument; the key is how it is support ...
HLTH 630Article Review 3During this moduleweek you will fin.docx
HLTH 630
Article Review 3
During this module/week you will find an article dealing with the development and/or performance of a needs assessment. This may be an article about a community health assessment or about assessing the special needs of a population afflicted with a particular ailment. The article must come from the American Journal of Preventive Medicine, American Journal of Public Health, or another peer-reviewed source. You will read the article, evaluate needs assessment methodologies, briefly summarize its contents, and compare the findings to the assigned readings from Healthy People 2020 and other literature dealing with needs assessment methodologies.
Title Page
The primary goal of a title should be to summarize the main idea(s) of your paper simply and clearly. The title should be positioned in the upper half of the page and centered. Do not bold, underline, or italicize the title.
Article Abstract
You will write your own abstract for the article, using the author's abstract as a model. You are to write an original abstract (short article summary) of no more than 100 words. Include your first name, middle initial(s), and last name. Omit all titles (e.g. Dr., Professor) and degrees (e.g. MA, PhD, EdD), if applicable. Center and double space your name and the name of your college, university, or institution. The abstract should be on the title page.
Article Review
Include the following headings in your article review section:
Introduction
In this section, discuss the following: Statement of the Problem; Purpose of the Study; Research Questions or Hypotheses and Limitations (if any).
Methodolgy
This section will include Methods; Participants; Data Collection Procedures and Data Analysis Procedures. You will also discuss the quality of the 'literature review' your author completed before they wrote the article. In some cases, you will find a section that discusses the literature reviewed for the study. In other articles, the information is dispersed throughout the article. Discuss the following in this section: Was literature review present? Was it useful? Rigorous? What did you learn? Were there surprises?
Results
Report the results of the study as clearly as possible. If your article reported a quantitative study, report the results in numbers with a good level of detail. If this was a qualitative study, also report the outcomes of the study, being specific about emerging themes, topics, etc.
Conclusions and Recommendations
Did the researcher come to any conclusions or make recommendations? Sometimes this section is given a heading that says: Implications. This is the “so what” section of the research study. What does it mean to practice? Expected length of article review: 2-3 pages. In your review, describe how your selected article addresses each of the sections listed above.
Discussion
Begin this section on a new page, following your conlcusions/recommendations. Expected length of your di ...
1) A cyber crime is a crime that involves a computer and the Inter.docx
1) A cyber crime is a crime that involves a computer and the Internet. A forensics investigation involves gathering and preserving evidence in a way that is suitable for presentation in a court of law. Use the library to research any recent (within the past 12 months), real-world cyber crime. Discuss each of the following scenarios:
· What was the cyber crime? Who or what did the cyber crime affect?
· How did the cyber crime occur?
· In your opinion, how could the cyber crime have been avoided?
· How would you conduct the forensics investigation for this cyber crime?
Use and list at least 2 sources to support your response to the question. You may use the textbook as a resource. Be sure to use APA formatting for all references.
Responses to Other Students: Respond to at least 2 of your fellow classmates with at least a 100-word reply about their Primary Task Response regarding items you found to be compelling and enlightening. To help you with your discussion, please consider the following questions:
· What did you learn from your classmate's posting?
· What additional questions do you have after reading the posting?
· What clarification do you need regarding the posting?
· What differences or similarities do you see between your posting and other classmates' postings?
2) Antiforensic techniques make proper forensic investigations more difficult. Antiforensic techniques are deliberate and can reduce the quantity and quality of digital evidence. Antiforensic techniques can also be used to increase security. Use the library to research antiforensic techniques, and discuss the following:
· What are at least 3 examples of antiforensic techniques, and how are they used?
· Discuss how antiforensic techniques affect computer forensics, file recovery, and security.
Use and list at least 2 sources to support your response to the question. You may use the textbook as a resource. Be sure to use APA formatting for all references.
3) Review and reflect on the knowledge you have gained from this course. Based on your review and reflection, write at least 3 paragraphs on the following:
· What was the most valuable concept that you learned in this class that you will most likely use in your future career?
· What concept in this course provided the most insight to the technical aspects of computer forensics? Explain.
· The main post should include at least 1 reference to research sources, and all sources should be cited using APA format.
A Primer on the Validity of
Assessment Instruments Gail M. Sullivan, MD, MPH
1. What is reliability?1
Reliability refers to whether an assessment instrument gives
the same results each time it is used in the same setting with
the same type of subjects. Reliability essentially means
consistent or dependable results. Reliability is a part of the
assessment of validity.
2. What is validity?1
Validity in research refers to how accurately a study answers
the study question or the strength of the study c ...
Edu 645 Teaching Effectively--tutorialrank.com
For more course tutorials visit
www.tutorialrank.com
Tutorial Purchased: 5 Times, Rating: A+
EDU 645 Week 1
Assessment Crisis. Watch the video “Linda Darling-Hammond on Competing Internationally.” Then, explain the current crisis in America with regards to education and assessment. What do you think the cause(s) of this crisis might be? What are the possible implications? Explain your reasoning. Respond substantively to at least two of your peers. Analyze their responses and compare and contrast
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Southampton Business School Postgraduate Module Grade Descrip.docx
Southampton Business School: Postgraduate Module Grade Descriptor
Postgraduate Grade Descriptor for MANG6331 Text Mining and Social Network Analytics
Percentage 0 - 34 35 – 49 50 – 59 60 – 69 70 - 79 80 - 100
Degree Class Fail Compensatable
fail*
Pass Merit Distinction Distinction
Collecting
unstructured data and
conducting
exploratory analysis
Collecting raw tweets of
two different airlines and
conducting exploratory
data analysis
Weighting 20%
No/inadequate
evidence of
collecting and pre-
processing the raw
data.
No/inadequate
evidence of any
data analysis.
Evidence of basic
but inadequate
approaches to
collect and/or pre-
process the raw
data.
Mostly descriptive,
with minimal data
analysis. Argument
is basic and poorly
constructed.
Collecting and/or
pre-processing the
raw data is evident
but with some
confusion.
Data analysis is
reasonable.
Argument is
appropriate but
with some
confusion.
Clear evidence of
data pre-
processing and
exploratory data
analysis with
minimal
omissions/errors.
Clear and effective
analysis. Argument
is structured and is
legitimate.
Data pre-
processing and
exploratory data
analysis are
appropriate and
precise.
Comprehensive
and precise
analysis. Well-
structured
argument that
provides very good
clarity.
Appropriately use
of other sources of
information to
support arguments.
Data pre-
processing and
exploratory data
analysis are
appropriate and
precise.
Excellent analysis,
precise and
concise.
Exceptionally well-
structured
argument that
provides excellent
clarity.
Outstanding use of
other sources of
information to
support arguments.
Gaining customer
insights: traditional
versus social media
Evaluate the pros and
cons of replacing
customer satisfaction
survey by mining twitter
data
Weighting 20%
Not included. Limited and patchy
evidence of
knowledge and
understanding of
the pros and cons.
Limited evidence of
reading.
Lacks focus and
direction with
limited coherent
argument.
Sufficient but
inconsistent
evidence of
knowledge and
understanding of
the pros and cons.
Evidence of some
use of academic/
business literature.
Argument is basic
and poorly
constructed.
Good knowledge
and understanding
of the pros and
cons.
Good use of
academic/
business literature
to support
arguments.
Clear and effective
argument.
A comprehensive
and thorough
awareness of the
pros and cons.
Evidence of
comprehensive
reading.
Well-structured
argument that
provides very good
clarity.
A comprehensive
and thorough
awareness of the
pros and cons.
Excellent coverage
of relevant
literature.
Exceptionally well-
structured
argument that
provides excellent
clarity.
*Compensatable fail is only possible for compulsory or optional modules, subject to University of Southampton Progression Regulation.
Southwestern Business Administration JournalVolume 16 Is.docx
Southwestern Business Administration Journal
Volume 16 | Issue 1 Article 1
2017
Leveraging Decision Making in Cyber Security
Analysis through Data Cleaning
Chen Zhong
Hong Liu
Awny Alnusair
Follow this and additional works at: https://digitalscholarship.tsu.edu/sbaj
Part of the Business Administration, Management, and Operations Commons, E-Commerce
Commons, Entrepreneurial and Small Business Operations Commons, Management Information
Systems Commons, Marketing Commons, Organizational Behavior and Theory Commons, and the
Real Estate Commons
This Article is brought to you for free and open access by Digital Scholarship @ Texas Southern University. It has been accepted for inclusion in
Southwestern Business Administration Journal by an authorized editor of Digital Scholarship @ Texas Southern University. For more information,
please contact [email protected]
Recommended Citation
Zhong, Chen; Liu, Hong; and Alnusair, Awny (2017) "Leveraging Decision Making in Cyber Security Analysis through Data
Cleaning," Southwestern Business Administration Journal: Vol. 16 : Iss. 1 , Article 1.
Available at: https://digitalscholarship.tsu.edu/sbaj/vol16/iss1/1
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https://digitalscholarship.tsu.edu/sbaj/vol16/iss1/1?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
https://digitalscholarship.tsu.edu/sbaj?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
http://network.bepress.com/hgg/discipline/623?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
http://network.bepress.com/hgg/discipline/624?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
http://network.bepress.com/hgg/discipline/624?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
http://network.bepress.com/hgg/discipline/630?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
http://network.bepress.com/hgg/discipline/636?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
http://network.bepress.com/hgg/discipline/636?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
http://network.bepress.com/hgg/discipline/638?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
ht.
Spadoni • revised Jan. 2020 —continued— Checklist for .docx
Spadoni • revised Jan. 2020
—continued—
Checklist for Essay Writers
PART 1. FORMATTING
Follow these steps now to save yourself headaches later and avoid losing credit
Title a word processor file “film-template” or something. Follow the instructions in this Formatting section. For an
essay title, type “[essay title]”. For paragraph text, type a sentence and copy and paste it repeatedly until you have a
paragraph. Do the same to make another paragraph, and another, until you’re onto your second page. Do this to
make sure MS Word isn’t adding extra space between paragraphs (see below) and that you have no first page header
and the correct second page header (see below). When it’s time to write your essay, open this template file and save
it to a new name. Keep the template file for your next essay (and any future course you take with me).
Some formatting instructions below are to ensure students are meeting the same length requirement and that no
formatting deviations are disguising this fact. If I ask you to email me the word-processor copy of your essay and it
shows deviations, you will lose more credit than if you had just handed in a paper under the page minimum. If you
email me a file that is not identical to the essay you handed in, you will lose even more credit.
1. Format the top of your essay like this. To get the above-and-below spacing for your title as below, enter a hard return above and
below your title, then (in your double-spaced document) make these above-and-below lines single space.
Angelo Marconi
Engl 367—Intro to Film
Prof. Spadoni
May 24, 2020
[Center essay title; 12 pt font; no boldface, underlining, or brackets]
Essay text starts here. Make sure no more space precedes and
follows your essay title than you see above. ....
2. Last name and page number in the top-right corner of the second and subsequent pages (not the first page). Don’t hand write this
information on the tops of your pages.
Marconi 6
3. Black ink. Standard white paper. Single sided.
4. Times, Times Roman, or Times New Roman typeface (not Cambria), 12 point—including essay title. Don’t change typeface or
font size to increase page length.
5. Double space your work. Don’t alter line spacing to increase page length.
6. Standard margins (1 inch top and bottom, 1 or 1.25 inch left and right). Don’t adjust margins to increase page length.
7. One space (not two) between sentences.
8. No extra space between paragraphs. MS Word likes to insert extra space. Don’t leave figuring out how to tell it not to for the last
minute.
9. Italicize film titles—and at the first mention, follow title with the director and year in parentheses, like this: In an early scene in
Jaws (Steven Spielberg, 1975), a character tries to… Italicize book titles; essay titles are not italicized and go in double quotes.
10. Staple pages, top-left corner. Unstapled.
SPAN100Course SummaryCourse SPAN100 Title Spanish I.docx
SPAN100
Course Summary
Course : SPAN100 Title : Spanish I
Length of Course : 8 Faculty : Dallas Jurisevic
Prerequisites : N/A Credit Hours : 3
Description
Course Description:
This course will expose the student to the fundamentals of the Spanish language. The student will learn basic
vocabulary, verb conjugations and grammatical usage through workbook and listening exercises. The student
will also learn about the Spanish culture through reading and listening exercises. Please note the technical
specifications below. These are required to interface with the online version of Rosetta Stone. If you cannot meet
these requirements we strongly recommend you do not take this course. Please contact
[email protected] if you are unsure or have any questions. * The ability to download and install the
speech component. * A working microphone installed on the computer for speech recognition. * Access to
streaming media is also required and should be confirmed before registering for the class.
Course Scope:
Standards for Foreign Language Learning in the 21st Century (1999) “Language and communication are at the
heart of the human experience. The United States must educate students who are linguistically and culturally
equipped to communicate successfully in a pluralistic American society and abroad. This imperative envisions a
future in which ALL students will develop and maintain proficiency in English and at least one other language…”
Our major focus is on learning to communicate appropriately in practical, culturally authentic contexts. Students
are asked, to a limited extent, to use their Spanish to engage in simple dialog and talk about themselves and
create with the language in practical ways. Students also correct peer work and in doing so, students solve
problems (and thus engage in analysis, synthesis, and evaluation).
In these courses, students gradually add to their vocabulary and communication skills, practice question- and-
answer techniques, and apply what they learn in order to communicate and solve problems in practical
situations.
Objectives
Students who successfully complete Spanish 100 should be able to:
► Listening Skills
1. Distinguish all the sounds of Spanish important to meaning.
2. Comprehend brief sentences expressed within the framework of high- frequency vocabulary, grammatical
forms, and sentence structures.
3. Determine the meaning of unfamiliar words or phrases though logical guessing based on contextual clues.
► Speaking Skills
1. Produce all the sounds of Spanish and link sounds together in sentences with sufficient accuracy to
communicate with Spanish speakers.
2. Use high- frequency vocabulary, grammatical forms, and sentence structures to converse in brief sentences in
everyday situations (such as greetings, asking for directions, answering short questions, expressing basic
needs and reactions, exchanging information, or persuading others)
► Reading Skills
1. Comprehend non- technical, narrative Spanish.
.
Sources and Resources for RC004Informed Advocacy in Early .docx
Sources and Resources for RC004
Informed Advocacy in Early Childhood Care and Education: Making a Difference for Young Children and Families, pp. 107-111
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-628&srcou=6738
WEBSITE: KIDS COUNT DATA CENTER
http://datacenter.kidscount.org/topics
KIDS COUNT Data Center
Annie E. Casey Foundation. (2014). KIDS COUNT data center: Data topics. Retrieved from http://datacenter.kidscount.org/topics
WEBSITE: NATIONAL AND STATE FACTS
http://www.cwla.org/our-work/advocacy/
WEBSITE: U.S. CHILD STATE DATA
http://www.cwla.org/our-work/advocacy/
WEBSITE: DATA TOOLS
http://www.nccp.org/tools/
Consider how this information will be beneficial within the context of Part 1 of your Work Product.
WEBSITE: ASSOCIATION FOR CHILDHOOD EDUCATION INTERNATIONAL
http://www.acei.org/
WEBSITE: DIVISION FOR EARLY CHILDHOOD
http://www.dec-sped.org/
WEBSITE: INTERNATIONAL READING ASSOCIATION
http://www.reading.org/
WEBSITE: NATIONAL ASSOCIATION FOR THE EDUCATION OF YOUNG CHILDREN
http://www.naeyc.org/
WEBSITE: NATIONAL BLACK CHILD DEVELOPMENT INSTITUTE
http://www.nbcdi.org/
BOOK EXCERPT: DEVELOPING INITIATIVES
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-640&srcou=6738
The following links lead to early childhood advocacy initiatives that focus on social change on behalf of children, families, and the early childhood field.
WEBSITE: WORLDWIDE TEACHER SHORTAGE: REGIONAL AND GLOBAL IMPLICATIONS
http://www.businessinsider.com/theres-a-massive-global-teacher-shortage-2016-10
WEBSITE: LEGISLATIVE HOT TOPICS
https://www.literacyworldwide.org/
WEBSITE: TAKEN ACTION NOW
http://www.naeyc.org/policy/action
WEBSITE: WHAT WE DO: POLICY
http://www.nbcdi.org/what-we-do/policy
BOOK EXCERPT: COMPREHENSIVE DEVELOPMENTAL SCREENING
As you read this information and the Guided Notes , consider how these apply to Part 2 and Part 3 of your Work Product.
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-647&srcou=6738
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-747&srcou=6738
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-2320&srcou=6738
This information is beneficial in the context of Part 2 and Part 3 of your Work Product.
ARTICLE: HOW TO BE A VOICE FOR BABIES: USING DATA TO ADVOCATE EFFECTIVELY
https://www.zerotothree.org/resources/496-how-to-use-data-to-advocate-effectively
ARTICLE: EFFECTIVE COMMUNICATION ABOUT THE EARLY YEARS: UNDERSTANDING THE BASICS OF FRAMING
https://www.zerotothree.org/resources/482-understand-the-basics-of-framing-to-communicate-effectively
ARTICLE: EFFECTIVE COMMUNICATION ABOUT THE EARLY YEARS: THE ELEMENTS OF THE FRAME: PART ONE
https://www.zerotothree.org/resources/483-the-elements.
Sources of General Information about the Topic A paragr.docx
Sources of General Information about the Topic
A paragraph that explains that the follow-
ing sources provide more in depth information about
the topic.
Smith, John. “An Understanding of Animal Experimen-
tation.” The Journal of Animal Husbandry, vol33,
no 2 Jan 2010 pp.70-91. JSTOR,
ww.libray.dcccd.edu. Accessed 10-30-19.
This paragraph will include indicative information
about the source. Other info the reader needs about
the source.
This paragraph will include info about the value
of the source. Other info needed by the reader .
This can/will be multiple pages. The annotation
is to include indicative and evaluative information—a
combined annotation. For this and the following sec-
tions needed will be five(5) sources and associated
annotations for each. The sources are to be in stand-
ard MLA alphabetic order.
An Annotated Bibliography
Of
Topic
First Paragraph will include what the
topic is in language that shows a complete un-
derstanding of the issue.
The second paragraph will include
statements about why this is a topic of concern.
It may also include some background and defini-
tions. Here will also be general information
about the topic (GEN)
The third paragraph will include
some possible reasons why there are views in
favor of the topic( PROs).
The fourth paragraph will include
some possible reasons why the topic has detrac-
tors (CONs).
Sources of Information in Favor of the Topic
This paragraph will explain what some
of the positions in favor of the topic are. It will
provide more detail and depth about the PRO
side of the issue.
Jones, Mary. “Using Animals for Good.” Animals
in Experiments, Society for Ethics in the
Animal World. www.anieths.org. Accessed
10-30-19.
This paragraph provides the indicative
use of the info. It may include the breadth of the
subject covered, the typical use, etc.
This paragraph will discuss the relative
merits of the article. Who can use it, whether it is
complex or simple, is it a good source or is it
somehow lacking.
See above for more details on criteria
for the annotations and bibliography.
Sources of Information Opposed to the Topic
This paragraph will explain some of
the positions taken in opposition to the topic. It
provides more detail and depth about the op-
posed position on the topic.
Hector, James. “Animal Use in Cosmetic Re-
search.” Animals in Our World, edited by
The Staff of the Department of Ecology. 4th
ed. Columbia UP, 2015, pp 456-459.
This paragraph will include indicative
information about the source. Other info the
reader needs about the source.
This paragraph will include info about the
value of the source. Other info needed by the
reader .
.
Southside Community Services Mrs. Bargas Case History© 2018 Lau.docx
Southside Community Services: Mrs. Bargas Case History
© 2018 Laureate Education, Inc. 1
Southside Community Services: Mrs. Bargas Case History Program Transcript [MUSIC PLAYING]
LINDA FORTE: Hi, Mrs. Bargas, I'm Linda Forte, the social worker assigned to your case. It's nice to meet you. So what brings you in, today?
MRS. BARGAS: Well-- I've been out of work about 3 months. And 2 weeks ago, my husband had a stroke. He's still in the hospital. So it's been-- a lot, all at once. And the money-- I don't know how going to pay the bills, or the rent. We cannot lose our home. We have five children.
LINDA FORTE: Has this been hard on them? It sounds like you've been going through a lot since losing your job and your husband being in the hospital. I can understand how you can feel stressed and concerned.
MRS. BARGAS: My daughter Amy-- she's my oldest-- she's been having the hardest time. She's cutting classes at school and she's failing two of her courses.
LINDA FORTE: So how did you hear about our agency and how can I help?
MRS. BARGAS: Well, my pastor said that you could help me find a job and maybe help with the rent money. And maybe Amy could-- speak to somebody.
LINDA FORTE: OK. Has your daughter, Amy, has she ever expressed any interest in hoping to speak to somebody about her problems?
MRS. BARGAS: Maybe. I don't know. I haven't really mentioned it to her. But my pastor thinks it's a good idea.
LINDA FORTE: Has Amy ever spoken to the social worker at her school, before?
MRS. BARGAS: No, I don't think so.
LINDA FORTE: OK. That's fine. We can definitely talk about getting Amy some help. But first, why don't we talk a little bit about work experience. What kind of job are you hoping to find?
MRS. BARGAS: Well, before I married my husband, I worked as a nanny.
LINDA FORTE: OK. So why don't we talk a little bit more about that, about who you worked for, and what kind of job duties you had.
MRS. BARGAS: Well, I was much younger when I was a nanny. Let me see, it was-- more than 12 years ago. But I don't think I could do that work, now. Maybe
Southside Community Services: Mrs. Bargas Case History
© 2018 Laureate Education, Inc. 2
I could work in an office. You know, I'm really good at working with people. Can you find me a job in an office?
LINDA FORTE: I don't know. I work with a career counselor, here. She might be able to help you.
MRS. BARGAS: I don't know how I'm going to pay the rent.
LINDA FORTE: I know right now is really tough for you.
MRS. BARGAS: I just don't know what to do. Nothing has turned out the way I hoped it would. My whole life. I'm really worried about my daughter, Amy. She's afraid to go to school. She loses her temper all the time. She yells at me and then locks herself in a room and she won't speak. I am so confused. I don't know what to do with her. I just-- I don't know.
LINDA FORTE: It's OK to be upset. Mrs. Bargas? Are you OK?
MRS. BARGAS: I'm sorry, what?
LINDA FORTE: Are you all right?
[MUSIC PLAYING]
LINDA FORTE: Good.
Sources and Tips for Assignment 1 (History 105; Prof. Stansbury)—.docx
Sources and Tips for Assignment 1 (History 105; Prof. Stansbury)—3 pages here
LENGTH AND DEVELOPMENT: Each paper in our class is a 5-paragraph essay, plus there is a title page (=cover page) at the start and a Sources list at the end. The body of the paper is to be double-spaced. The body of the paper should be five paragraphs and a total of 500-to-800 words in length. The 500 minimum is firm; you really have not adequately developed the paper if less than that. The 800-word upper limit is really a guideline—ok to go over. Just don’t ramble. To determine length, I look at the BODY of the paper only (not title page or sources list) and consider primarily the word count. (Microsoft Word makes this easy. Just select from the first line of your first paragraph to the last line of your last paragraph. The word-count is provided on the lower left by MS-Word.). [I do not go by number of pages because there are too many ways that gets fudged by margins, font size, line spacing, etc. However, fyi---Typically, if you follow these instructions, the body of your paper will be 2-1/2 to 3-1/2 pages in length—add a page for your title page and another for your sources list and that then gets to 4-1/2-to 5/1/2.]
Your paper must have a numbered list of sources at the end combined with short in-text citations to those sources in the body of the paper. Any direct quote needs both quote marks and an in-text citation to the source. Any paraphrase or summary of information from a source requires an in-text citation to that source.
Use ONLY the sources designated. If for some reason you must use additional sources, do NOT google for them—use the university library. Pages 2 and 3 below show the sources for each topic and the SWS format for listing and citing each.
In this assignment, do NOT include long quotes of 4 lines or more. The paper is too short for that. Keep any quotes short and clearly marked with quote marks and a citation. Most of the paper should be you using mostly your words while using and summarizing information from your sources, as well as commenting and developing the paper according to the instructions. TIP: Before writing your paper, brainstorm first and make a general list or outline of each paragraph and what it will include. Use the class text for examples or specific information, and jot down the page numbers where you found that information. Do the same with other sources used. This will make your writing of the paper much easier. Then, start typing a rough draft. Plan to revise and edit yourself; allot time to polish the paper before you finally submit. Procrastination is the enemy of quality.
--------------------
ON THE NEXT TWO PAGES—How to list and how to cite the sources in your paper. Each of the three topics (as shown on the instruction sheet) identified sources by link and short identification. On the next two pages, you will see how each of those same sources look in an in-tex.
Source for ArticleMilliken, A. (2018). Ethical awareness What .docx
Source for Article:
Milliken, A. (2018). Ethical awareness: What it is and why it matters. OJIN: Online Journal of Issues in Nursing, 23(1), Manuscript 1. doi:10.3912/OJIN.Vol23No01Man01. Retrieved from http://ojin.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol-23-2018/No1-Jan-2018/Ethical-Awareness.html
Article:
Ethical Awareness: What It Is and Why It Matters
^ m d
Aimee Milliken, PhD, RN
Abstract
Given the complexity of contemporary healthcare environments, it is vital that nurses are able to recognize and address ethical issues as they arise. Though dilemmas and challenging situations create the most obvious, dramatic risks to patients, routine nursing actions have implications for patients as well. Ethical awareness involves recognizing the ethical implications of all nursing actions. Developing ethical awareness is one way to empower nurses to act as moral agents in order to provide patients with safe and ethical care. The aim of this article is to provide an overview of the concept of ethical awareness and the role it plays in patient care. Background information is provided; three everyday scenarios highlight the importance of ethical awareness in everyday nursing practice; followed by additional discussion; and strategies for heightening ethical awareness are suggested.
Citation: Milliken, A., (January 31, 2018) "Ethical Awareness: What It Is and Why It Matters" OJIN: The Online Journal of Issues in Nursing Vol. 23, No. 1, Manuscript 1.
DOI: 10.3912/OJIN.Vol23No01Man01
Key Words: ethical awareness, nursing ethics, ethical sensitivity, moral sensitivity, critical care
Ethical awareness involves recognizing the ethical implications of all nursing actions, and is the first step in moral action.
Given the complexity of contemporary healthcare environments, it is vital that nurses are able to recognize and address ethical issues as they arise. Ethical awareness involves recognizing the ethical implications of all nursing actions, and is the first step in moral action (Milliken & Grace, 2015). This means that nurses must first recognize the potential ethical repercussions of their actions in order to effectively resolve problems and address patient needs. The aim of this article is to provide an overview of ethical awareness and its important role in ethical nursing care. Three everyday scenarios highlight the importance of ethical awareness in everyday nursing practice. Finally, strategies for heightening ethical awareness in the clinical setting are suggested.
Background
...nurses do not often recognize daily activities... as having ethical implications.
Many scholars have addressed the ethical nature of nursing practice (Austin, 2007; Erlen, 1997; Milliken & Grace, 2015; Truog et al., 2015; Ulrich et al., 2010). Though nursing ethics education often focuses on dilemmas and challenging situations (Truog et al., 2015; Zizzo, Bell, & Racine, 2016), ethical awareness involves recognizing .
Soria 2Victoria SoriaDean WintherEnglish 101 10 March 20.docx
Soria 2
Victoria Soria
Dean Winther
English 101
10 March 2020
RAVENArticle 1 by Theresa Capra (2009).
Reputation. The author is a renowned researcher at Mercer County Community College who holds a Ph.D. and specializes in issues of education and children.
Ability to Observe. Being a researcher, the author is in a position to access reliable evidence from other scholarly researchers like her. Working as a director in the College also allows her to observe the effects of poverty on the education of children.
Vested Interest. Being a researcher, the author has no personal interest in the topic. Instead, she seeks to inform the general public about the effects of poverty.
Expertise. The author is an expert in the field of education such that she is even pursuing her Ph.D. She also refers to scholarly sources written by experts as evidence in the article.
Neutrality. The author is neutral about poverty and education. She provides a discussion of the causes, effects, and possible solutions that can be applied to curb the problem. Article 2 by Sean Slade (2015)
Reputation. The author is the director of Global Outreach at ASCD which aims at providing quality education that will grow children emotionally, physically, psychologically, and socially (ASCD, 2020). Thus, the author is in a position of authority.
Ability to Observe. The author is in a position that allows him to access reliable evidence. Being the director of Global Outreach at ASCD, the author works and interacts with children and this allows him to observe how poverty can affect their education.
Vested Interest. The author has some personal interest in the topic. He is a contributor to news being posted on the website. Thus, to get more views and reads, the author has to write something captivating and which will get more reads. This will increase his image in the online world.
Expertise. The author is not an expert in the field of poverty and education. Judging from the website, the author is just a contributor. It is only one evidence that quotes scholarly research. All the other evidence is from news and politics.
Neutrality. The author is biased about the issue of poverty and its impact on education. The author decided to focus on the negative side of poverty only. This painted a bad picture on the government and rich countries who, it is claimed, are the ones who cause poverty. Although this is partially true, the author fails to recognize intervention efforts from these rich countries that have worked to curb poverty. In this biased state, the author presents a one-sided argument only. Article 3 by Kelley Taylor (2017)
Reputation. The author is a contributor to contents on the Insight website which reports news about various issues facing the world today. being a magazine website, the source is not in a position of authority.
Ability to Observe. Being a news reporter, the author is in a position to access reliable evidence through researching on the internet and conduc.
SPC1017 Rubric Informative SpeechName JhoanSpeech Top.docx
SPC1017 Rubric: Informative Speech
Name: Jhoan Speech Topic: Tanorexia
Time: 4 minutes Points: 81
Introduction 15%
4
Strong attention getter and relevance statement
3
Strong credibility statement
5
Good overview of main points
Main Body 30%
5
Each main point is clear
5
Organization is logical
5
Information is new and relatable to audience, practical
3
Main points supported with research
3
At least one oral citation with needed information
3
Good transitions, good flow from one point to the next
Conclusion 15%
5
Prepared audience for conclusion
4
Summarized main points, no extra information
4
Strong ending, related back to attention getter
Delivery 40%
5
Good volume and speech rate
3
Good vocal variety, speaker was energetic, passionate
3
Good eye contact
4
Good posture and hand gestures, good overall body language
5
Good articulation, pronunciation (few verbal fillers, appropriate language)
4
Professional appearance, business casual attire, professional notes
3
Presentation aid (supportive, easily visible, correct spelling, duration)
4
Time Limit (stayed within designated time limit)
81
TOTAL
5 –Very Good
4 – good
3 – average
2– needs work
1 – unacceptable
.
South University College of Nursing and Public Health Graduate.docx
South University College of Nursing and Public Health Graduate Online
Nursing Program
Aquifer Internal Medicine
Internal
Medicine
08: 55-year-
old male
with chronic
disease
management
Author/Editor:Author/Editor: Cynthia A. Burns, MD
INTRODUCTION HISTORY
You review Mr. Morales' records on the computer.You review Mr. Morales' records on the computer.
!
You are working with Dr. Clay in her outpatient diabetes clinic this morning.
https://southu-nur.meduapp.com/
https://southu-nur.meduapp.com/document_sets/6094
Your first patient, Mr. Morales, was seen by Dr. Clay once before, eight years ago,
but was lost to follow-up after that time.
Based on review of the electronic medical record you are able to collect the
following information prior to heading into the room to meet Mr. Morales:
Mr. Morales is a 55-year-old Hispanic male, diagnosed with Type 2 diabetes
mellitus thirteen years ago after experiencing a 20-pound unintentional weight
loss, blurry vision, and nocturia.
He was hospitalized six weeks ago with a non-ST elevation myocardial infarction
and required three vessel coronary artery bypass grafting. During his admission,
he was found to have a reduced ejection fraction of 20%.
He was referred for today's visit by the cardiologist to focus on optimizing his
glycemic control and reducing his risk of the comorbidities associated with poorly
controlled Type 2 diabetes mellitus.
His last hemoglobin A1c (HbA1c) was 9.5% eight years ago, and he had
microalbuminuria at that time.
DIABETES CHRONIC DISEASE
MANAGEMENT 1
MANAGEMENT
You review diabetes chronic disease management with Dr. Clay.You review diabetes chronic disease management with Dr. Clay.
!
Before you see Mr. Morales, Dr. Clay reviews diabetes chronic disease
management with you.
Diabetes Chronic Disease Management
Evaluate for and optimize prevention of diabetic complicationsEvaluate for and optimize prevention of diabetic complications
Macrovascular complications:
Cardiovascular disease
Cerebrovascular disease
Microvascular complications:
Retinopathy
Nephropathy
Neuropathy
In particular, cardiovascular disease is the No. 1 cause of mortality for people
with diabetes, and one of the top causes of morbidity.
Hypoglycemia, infections, foot ulcers, and amputations are additional causes of
morbidity and mortality in patients with diabetes.
The American Diabetes Association publishes annual guidelines to assist in the
management of a patient with diabetes.
Remember the large role that the psychosocial aspects of a diabetesRemember the large role that the psychosocial aspects of a diabetes
diagnosis play in managementdiagnosis play in management
Non-adherence with medical recommendations could be due to economic,
work-related, religious, social, or linguistic barriers to care. Care must be taken
to assess the psychosocial status of each person with diabetes at each clinic
visit to ensure that barriers to successful diabetes care are minimized.
Question
Which .
Sources to UseSuskie, L. (2014, March 17). What is good.docx
Sources to Use:
Suskie, L. (2014, March 17). What is good assessment? A second look [PDF]. Retrieved from http://www.lindasuskie.com/apps/blog/show/41934533-what-is-good-assessment-a-second-look
Suskie, L. (2018, May 27). What are the characteristics of well-stated learning goals? [Blog post]. Retrieved from http://www.lindasuskie.com/apps/blog/show/45689916-what-are-the-characteristics-of-well-stated-learning-goals-
Suskie, L. (2015, March 23). Setting meaningful benchmarks or standards [Blog post]. Retrieved from http://www.lindasuskie.com/apps/blog/show/43191428-setting-meaningful-benchmarks-or-standards
Braskamp, L. A., & Engberg, M. E. (2014). Guidelines for judging the effectiveness of assessing student learning [PDF]. Retrieved from http://www.learningoutcomesassessment.org/documents/BraskampGuidelines.pdf
Hutchings, P., Ewell, P., & Banta, T. (2012). AAHE principles of good practice: Aging Nicely. Retrieved from: https://www.learningoutcomesassessment.org/wp-content/uploads/2019/08/Viewpoint-Hutchings-EwellBanta.pdf
Jankowski, N. A., Timmer, J. D., Kinzie, J., & Kuh, G. D. (2018). Assessment that matters: Trending toward practices that document authentic student learning. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning outcomes Assessment (NILOA).
Banta, T., & Blaich, C. (2011). Closing the Assessment Loop. Change, 43(1), 22–27.
Running head: WEEK FIVE PAPER 1
TITLE OF PAPER 5
Week Five Paper
Your Name
Course Number & Title
Instructor's Name
Month Day, Year
Week Five Paper
Start the first paragraph here. It should introduce your reader to the subject you are writing about, as well as your particular position or claim. Before you can create your first paragraph, check that you Understand Your Assignment. You can use this template to help you format your paper. For longer papers, include sub-headings or levels of heading.
Challenges and Communication Needs
Communication Theories and Use to Effectively Engage Clients
Three Verbal and Three Nonverbal Techniques to Use With Clients
Selected Communication Theories and Benefits and Limitations
How Active Listening Skills Are Used
How Empathy Skills Are Used
Family, Culture and Gender Issues
Personal Communication Strengths and Growth Areas
Conclusion
.
References
The following are commonly used references. Please fill in the required information, and if you need more help, see the Formatting Your References List page. References are listed in alphabetical order.
Ashford Textbook (Online edition): *
Author, A. (Year published). Title of book: Subtitle of book (edition, if other than the first) [Electronic version]. Retrieved from from URL
Example:
Witt, G. A., & Mossler, R. A. (2010). Adult development and life assessment [Electronic version]. Retrieved from https://content.ashford.edu/books/4
Online Journal Article (such as from the Ashford Library):**
Author, A. (Year Published). Article title. Journal.
Sooner or later you’ll find your-self leading a team where one.docx
Sooner or later you’ll find your-self leading a team where one
or more of your people work
remotely. You can turn this situa-
tion into an advantage by leverag-
ing diverse backgrounds and
highly motivated employees. To do
this, you’ll need to avoid the possi-
ble communication and effective-
ness pitfalls and make sure you’re
making use of all the means at
your disposal to operate effectively
from a distance. Interestingly
enough, my experiences in P&G as
both a remote manager and a
remote employee have made me a
more disciplined manager.
Various situations, be it with
remote teams who work from
their homes or international
employees in different time zones,
bring unique characteristics to
which you’ll need to adjust your
management style. That said, the
basics for any manager remain the
same—you just have to do them
better. Do them well, and you’ll
have a highly energized and driven
work team. The consequences of
not doing so are twice as disas-
trous with remote teams.
What You Can Do
Let me share some of my favorite
must-do items for any remote
leader.
1. Energize your team with a
vision. To win as a team and as an
organization, it’s critical to involve
your remote group in the creation
and deployment of a common
vision. Ask yourself what your
most important breakthrough will
be, and set this as the direction
that propels your people and your
action plan. If it isn’t possible to do
this face to face, take time to have a
brainstorming forum, group chats,
and calls with video where you
come to a clear, meaningful state-
ment of the accomplishment your
team will be known for.
2. Engage them with a robust
action plan. This is probably one
of the most critical aspects of
remote leadership. Each team
member needs to feel engaged and
have a clear understanding about
what will be requested from them
or their teams, how it will be mea-
sured, and when you will expect it.
To do this well is to set a solid
foundation and clear the way for
what will come. Draft an action
plan with a clear link to your
vision, and engage each team
member individually with the
objectives assigned to them. Align
on the way updates will be pre-
sented and on key milestones.
Give examples of the way you like
updates to be presented and the
data you expect to see in them.
3. Be in touch with your team.
You need to be disciplined about
having periodic touchpoints in
order to stay connected. Watch out
for overly independent employees
who think they don’t need direc-
tion and allow the distance to
grow. It’s important to align prior-
ities, review action-plan progress,
and talk about career develop-
ment. It also doesn’t hurt to build
a personal relationship that fosters
trust and open communication.
Though there are various con-
straints, mostly financial, make
sure to schedule face-to-face time
as much as possible, and, again,
make use of the vast array of avail-
able videoconferencing te.
Sophia Bosoni, Tombra Esite & Junhui LiuFebruary 6, 2020 Innov.docx
Sophia Bosoni, Tombra Esite & Junhui Liu
February 6, 2020
Innovation and Organization Transformation
The Boston Globe Organizational Transformations and Innovations
Introduction
The Boston Globe is a company that has been running since 1872. They are experiencing great changes due to changes in the media industry. The owner of The Boston Globe is The Boston Globe Media Partners, LLC. Now, the publisher and the owner of The Boston Globe is John Henry (The Boston Globe). Due to technological innovations, the way and how we inform ourselves is different than the past generations (ex: virtually).
The Boston Globe’s structure, human resources, political and symbolic frames activities are changing so quickly due to the new organization’s transformations and innovations. The structure of the media organizations has changed internally and externally. In relation to human resources we are going to focus on the internal and external changes as a result of the structural change. Politically and symbolically The Boston Globehas transformed, as well. We are going to explore how digital innovation has completely transformed The Boston Globe. This issue is important as The Boston Globe is experiencing many transformations and revenue challenges and they have to survive. Moreover, as a group, we will focus on the organizational transformations in relation to the four frames (structural, human resources, political & symbolic).
Main Issue
· Requires organization response involving key decision makers
Underlying Causes
Activity in the Four Frames
Structural Frame
The Boston Globe had to restructure because of the technological changes in this century. The Boston Globe had to adapt; therefore they created the BostonGlobe.com in 1995. The Boston Globe mains goal is to survive; then it is to deliver news. The Boston Globe went from an all paper organization to an electronic and paper organization (BostonGlobe.com). Due to all the new technological innovation and other online website there has been a need to get an IT department. This IT department takes care of the online website. Moreover, there needs to be a cyber security team because of all the hacking. The Boston Globe needs to protect themselves from the hackers. Additionally, jobs at The Boston Globe have changed greatly. They had to fire Truck drivers to deliver the newspapers and paper boys and hire more tech people.
Human Resources Frame
Political Frame
The owner of The Boston Globe, John Henry, is also the “Red Sox” owner. “In February 2013, the Red Sox owner John Henry assumed ownership, marking a new chapter (The Boston Globe).” This involves means that there is a lot of politics involved as John Henry has biases.
Due to the new structure at The Boston Globe it changes a lot of activity that relates to the political frame. Some of the changes are that there is no more need for different jobs that were very important and essential a couple decades ago, a generation ago. .
Soria 2Victoria Soria Dean WintherEnglish 101 04 Februar.docx
Soria 2
Victoria Soria
Dean Winther
English 101
04 February 2020
Poverty’s Impact on Education in America
Most evidently in America children born or brought up in poverty are faced with insignificant education, versus a child with a higher income background. I have chosen this topic for my research assignment being that an impact of poverty can affect a child’s academic accomplishments significantly. This results in them facing challenges such as lacking intellectual and literary skills. The child readiness for school is reduced by poverty because it brings forth poor physical health and motor skills, dwindles the children's ability to concentrate and remember information, reduces curiosity, attentiveness and motivation. Children from lower-income families who manage to complete high school are less likely to proceed to college. Such children end up not achieving their life goals for lack of education. The effects of poverty on education for some children present unique challenges in breaking the cycle of generational poverty. It further reduces their chances of living productive and rewarding lives.
Featured Research
Exploring the Job Duties That Impact
School Counselor Wellness: The Role
of RAMP, Supervision, and Support
Nicole M. Randick
1
, Shannon Dermer
2
, and Rebecca E. Michel
3
Abstract
The authors examined the predictive relationship between the performance of job duties informed by the American School
Counselor Association (ASCA) National Model and overall wellness of school counselors. We also examined the relationship
between organizational factors (i.e., Recognized ASCA Model Program, supervision, and support), the frequency of job duties
performed, and overall wellness. The results revealed a predictive relationship between some of the job duties school counselors
perform and wellness. We provide implications for school counseling practice and training programs.
Keywords
ASCA National Model, organizational factors, school counselors, wellness
Wellness, defined as a way of life that fosters “the optimum
state of health and well-being that each individual is capable of
achieving” (Myers, Sweeny, & Witmer, 2000, p. 252), is a
central foundation of the school counseling profession. The
American School Counselor Association’s ASCA Ethical Stan-
dards for School Counselors require school counselors to per-
form duties identified by the ASCA National Model (ASCA,
2012, 2016; Standard B.3.c) and to “monitor their emotional
and physical health and practice wellness to ensure optimal
professional effectiveness” (Standard B.3.f). Therefore, school
counselors must balance the dual task of supporting their stu-
dents’ academic, social/emotional, and career development
while also ensuring that their own wellness needs are being
met (ASCA, 2012, 2016; Bryant & Constantine, 2006; Limberg,
Lambie, & Robinson, 2016).
School counselors must balance the dual task of
supporting their students’ academic, social/
emoti.
Sources and Tips for Assignment 3 (History 105; Prof. Stansbury)—.docx
Sources and Tips for Assignment 3 (History 105; Prof. Stansbury)—5 pages here
LENGTH AND DEVELOPMENT: Each paper in our class is a 5-paragraph essay, plus there is a title page (=cover page) at the start and a Sources list at the end. The body of the paper is to be double-spaced. The body of the paper should be five paragraphs and a total of 500-to-800 words in length. The 500 minimum is firm; you really have not adequately developed the paper if less than that. The 800-word upper limit is really a guideline—ok to go over. Just don’t ramble. To determine length, I look at the BODY of the paper only (not title page or sources list) and consider primarily the word count. (Microsoft Word makes this easy. Just select from the first line of your first paragraph to the last line of your last paragraph. The word-count is provided on the lower left by MS-Word.). [I do not go by number of pages because there are too many ways that gets fudged by margins, font size, line spacing, etc. However, fyi---Typically, if you follow these instructions, the body of your paper will be 2-1/2 to 3-1/2 pages in length—add a page for your title page and another for your sources list and that then gets to 4-1/2-to 5/1/2.]
Your paper must have a numbered list of sources at the end combined with short in-text citations to those sources in the body of the paper. Any direct quote needs both quote marks and an in-text citation to the source. Any paraphrase or summary of information from a source requires an in-text citation to that source.
Use ONLY the sources designated and listed for this assignment. If for some reason you must use additional sources, do NOT google for them—use the university’s online library.
In this assignment, do NOT include long quotes of 4 lines or more. The paper is too short for that. Keep any quotes short and clearly marked with quote marks and a citation. Most of the paper should be you using mostly your words while using and summarizing information from your sources, as well as commenting and developing the paper according to the instructions. TIP: Before writing your paper, brainstorm first and make a general list or outline of each paragraph and what it will include. Use the class text for examples or specific information, and jot down the page numbers where you found that information. Do the same with other sources used. This will make your writing of the paper much easier. Then, start typing a rough draft. Plan to revise and edit yourself; allot time to polish the paper before you finally submit. Procrastination is the enemy of quality.
--------------------
ON THE NEXT PAGE—How to list and how to cite the sources in your paper. The instruction sheet for Assignment 3 shows the Schultz class text (required for this) followed by a long list from which you may choose for your other sources. On the next three pages below, you will see a sample sources list for this assignment, just illustratin.
Some of the bibliography docsKarls Marxhttpswww.marxi.docx
Some of the bibliography docs
Karls Marx
https://www.marxists.org/archive/marx/works/1844/manuscripts/labour.htm
A Vindication of the Rights of Woman
with Strictures on Political and Moral Subjects
Mary Wollstonecraft
Copyright © Jonathan Bennett 2017. All rights reserved
[Brackets] enclose editorial explanations. Small ·dots· enclose material that has been added, but can be read as
though it were part of the original text. Occasional •bullets, and also indenting of passages that are not quotations,
are meant as aids to grasping the structure of a sentence or a thought. Every four-point ellipsis . . . . indicates the
omission of a brief passage that seems to present more difficulty than it is worth. Longer omissions are reported
between brackets in normal-sized type.—If this work gets you interested in its author, read Claire Tomalin’s fine
The Life and Death of Mary Wollstonecraft (1974).
First launched: April 2010
Contents
Dedicatory Letter 1
Introduction 4
Chapter 1: Human rights and the duties they involve 7
Chapter 2: The prevailing opinion about sexual differences 12
Chapter 3: The same subject continued 26
Chapter 4: The state of degradation to which woman is reduced by various causes 36
The Rights of Woman Mary Wollstonecraft
Chapter 5: Writers who have rendered women objects of pity, bordering on contempt 53
Section 1: Rousseau . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Section 2: Fordyce . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Section 3: Gregory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Section 4: Some women . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Section 5: Chesterfield . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Chapter 6: The effect that an early association of ideas has on the character 71
Chapter 7: Modesty comprehensively considered and not as a sexual virtue 75
Chapter 8: Morality undermined by sexual notions of the importance of a good reputation 80
Chapter 9: The pernicious effects of the unnatural distinctions established in society 85
Chapter 10: Parental Affection 89
Chapter 11: Duty to Parents 91
Chapter 12: National education 93
Chapter 13: Examples of the harm done by women’s ignorance 99
Section 1: Charlatans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Section 2: Novel-reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Section 3: Dressing up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Section 4: Sensibil.
Sources of Risk for Chronic Conditions in the State of Flo.docx
Sources of Risk for Chronic Conditions in the State of Florida
DHA-7010 - Project and Resource Management in Integrated Systems
4/05/20
*
Introduction
A chronic condition is a disease that endures along period.
Chronic illness is one of the health issues which has been prevalent in the United States for an extended period.
Various sources of risk are associated with chronic conditions that directly impact the success of this project.
These sources of risks fall under factors such as technical, managerial, commercial, and external risk factors.
Introduction
A chronic condition is a disease that endures along period. Chronic illness is one of the health issues which has been prevalent in the United States for an extended period. However, multiple sources of risk are associated with chronic conditions that directly impact the success of this project. These sources of risks fall under factors such as technical, managerial, commercial, and external risk factors.
*
Sources of Technical Risk Factors
Technical risk factors in this project are associated with factors such as:
Scope definition in the study
Research design
Research of information (Cachada et al., 2019)
Methods used to conduct the research study
Sources of Technical risk factors
Technical risk factors in this project arise from issues or activities associated with the scope definition, research design, research of information, and methods used to conduct the research study. In this case, conduction research to know more about chronic conditions in the State of Florida will involve in-depth scope definition to understand more the status of chronic illness in the State of Florida (Cachada et al., 2019)
.
*
Sources of Managerial Risk Factors
Managerial risk factors in this project arise from management decisions that affect the flow of performing operations of the activity (Cachada et al., 2019).
Sources of managerial risks affecting the success of this project include the following factors:
Cost factors
Legal factors
Legal factors
Sources of managerial risk factors
Managerial risk factors in this project arise from management decisions that affect the flow of performing operations of the activity. The primary source of such risk includes cost factors, which escalates the cost of conducting a project due to the inability to make proper cost estimations.
Schedule factors is another source of risk that affect how activities of the project should be conducted (Cachada et al., 2019). In the research study, the schedule of performing on the status of chronic illness in the State of Florida will be timed to collect enough information to help in making proper decisions.
Legal risk factors is another set of sources of managerial risks that are likely to affect the effectiveness of this research. These factors arise from regulatory obligations such as contract risks that approve the use of chronic condition data to perform a research project. This set of risks will.
Source Shutterstock.com .docx
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104 PART ONE DIRECTING THE OPERATION
● Implementation – the way that strategy is operationalized or executed. Three issues are
often mentioned by strategy practitioners as being important in achieving successful
implementation: the clarity of the strategy, the nature of the leadership provided by top
management, and effective project management.
● Monitoring – involves tracking ongoing performance and diagnosing data to make sure
that the changes are proceeding as planned and providing early indications of any devi-
ation from the plan.
● Control – involves the evaluation of the results from monitoring the implementation so
that activities, plans and performance can be assessed with the intention of correcting
future action if that is required.
CASE STUDY McDonald’s: half a century of growth 13
It is loved and it is hated. It is a shining example of how
good-value food can be brought to a mass market. It is a
symbol of everything that is wrong with ‘industrialized’, cap-
italist, bland, high-calorie and environmentally unfriendly
commercialism. It is the best-known and most loved fast
food brand in the world with more than 36,000 restau-
rants in 117 countries, providing jobs for 1.7 million staff
and feeding 69 million customers per day (yes, per day!).
It is part of the homogenization of individual national cul-
tures, filling the world with bland, identical, ‘cookie cutter’,
Americanized and soulless operations that dehumanize
its staff by forcing them to follow ridged and over-defined
procedures. But whether you see it as friend, foe, or a bit
of both, McDonald’s has revolutionized the food industry,
affecting the lives of both the people who produce food and
the people who eat it. It has also had its ups (mainly) and
downs (occasionally) as markets, customers and economic
circumstances change. Yet, even in the toughest times it has
always displayed remarkable resilience. What follows is a
brief (for such a large corporation) summary of its history.
Starting small
Central to the development of McDonald’s is Ray Kroc, who
by 1954 and at the age of 52 had been variously a piano
player, a paper cup salesman and a multi-mixer salesman.
He was surprised by a big order for eight multi-mixers
from a restaurant in San Bernardino, California. When
he visited the customer he found a small but successful
restaurant run by two brothers Dick and Mac McDonald.
They had opened their ‘Bar-B-Que’ restaurant 14 years
earlier, and by the time Ray Kroc visited the brothers’ oper-
ation it had a self-service drive-in format with a limited
menu of nine items. He was amazed by the effectiveness
of their operation. Focusing on a limited menu including
burgers, fries and beverages had allowed them to analyse
every step of the process of producing and serving their
food. Ray Kroc was so impressed that he p.
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- 1. Sub: Emerging Threats and Countermeasures For this assignment, review the article:Abomhara, M., & Koien, G.M. (2015). Cyber security and the internet of things: Vulnerabilities, threats, intruders, and attacks. Journal of Cyber Security, 4 , 65-88. Doi: 10.13052/jcsm2245-1439.414 and evaluate it in 3 pages (750 words), using your own words, by addressing the following: What did the authors investigate, and in general how did they do so? Identify the hypothesis or question being tested Summarize the overall article. Identify the conclusions of the authors Indicate whether or not you think the data support their conclusions/hypothesis Consider alternative explanations for the results Provide any additional comments pertaining to other approaches to testing their hypothesis (logical follow-up studies to build on, confirm or refute the conclusions) The relevance or importance of the study The appropriateness of the experimental design
- 2. When you write your evaluation, be brief and concise, this is not meant to be an essay but an objective evaluation that one can read very easily and quickly. Also, you should include a complete reference (title, authors, journal, issue, pages) you turn in your evaluation. APA-7 guidelines to be followed.