Subject Security Architecture & DesignAssignment Question .docx
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Subject: Security Architecture & Design Assignment Question: STRIDE is a model-based threat modeling technique developed by Microsoft. The methodology guides the security analyst through several activities that must be conducted in order for the process to be effective. For this assignment explain what are the steps for addressing a threat modeling project. Please provide explanations for each step stated. Please state your answer in a 2 page paper in APA format. Include citations and sources in APA style. "No plagiarism" Learning Materials and References (Prof posted in course syllabus) Required Resources Shostack, Adam. Threat Modeling: Designing for Security , Indianapolis, IN: Wiley, 2014 Recommended Resources Please use the following author’s names, book/article titles, Web sites, and/or keywords to search for supplementary information to augment your learning in this subject. Tony UcedaVelez and Marco M. Morana Rick Centric Threat Modeling: Process for Attack Simulation and Threat Analysis Grading Criteria Assignments Maximum Points Meets or exceeds established assignment criteria 40 Demonstrates an understanding of lesson concepts 20 Clearly presents well-reasoned ideas and concepts 30 Uses proper mechanics, punctuation, sentence structure, spelling and APA structure 10 TOTAL 100 ...
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SUBJECT Security Architecture & DesignTo enhance the security.docx
SUBJECT: Security Architecture & Design
To enhance the security of information systems, enterprises are developing and adopting information system management systems. However, if an information management system is exploited, applications and the data they contain will be compromised. Therefore, it is important to perform comprehensive threat modeling throughout the enterprise.
In your own words explain (a) what is threat modeling, and (b) why it is important for an enterprise to address threat modeling extensively. Please state your answer in a 2 page paper in APA format. Include citations and sources in APA style.
"No plagiarism"
Learning Materials and References (Prof posted in course syllabus)
Required Resources
Shostack, Adam.
Threat Modeling: Designing for Security
, Indianapolis, IN: Wiley, 2014
Recommended Resources
Please use the following author’s names, book/article titles, Web sites, and/or keywords to search for supplementary information to augment your learning in this subject.
Tony UcedaVelez and Marco M. Morana
Rick Centric Threat Modeling: Process for Attack Simulation and Threat Analysis
Grading Criteria Assignments Maximum Points
Meets or exceeds established assignment criteria 40
Demonstrates an understanding of lesson concepts 20
Clearly presents well-reasoned ideas and concepts 30
Uses proper mechanics, punctuation, sentence structure, spelling and APA structure 10
Total 100
.
Writers Workshop RubricPeer Conference Form for Persuasive Essa.docx
Writer's Workshop Rubric
Peer Conference Form for Persuasive Essays
Your name: Author’s Name _________________
Title of paper/type (genre) of paper:
1. How many ideas are presented for the brainstorming portion of this assignment. The writer should have at least 20 different ideas. If the writer does not, give suggestions. (How will you help the writer?? Think about that which we did in class.)
2. Which way(s) did the writer choose to persuade the reader? (See the book and speak to this way as per the information in the book.)
3. Draw a diagram that helps the reader to follow the author’s argument. (See the page with a sample diagram in the chapter.)
4. To what extent did the writer use a clear, broad TS in every paragraph? Does this sentence set up the reader to understand the main idea of the paragraph?
5. To what extent did the author use supporting details sentences (at least three) in EVERY paragraph to support her/his argument? IF the writer did not, or did not do enough to make a convincing argument (that speaks to the argument) ADD ideas to help him/her revise here.
6. To what extend did the author present the opposing views on the topic in an organized way? To what extent did the author use supporting details that she the opposing ideas on the topic? IF the writer did not, or did not do enough to make a convincing argument (that speaks to the argument) ADD ideas to help him/her revise here.
7. What is the conclusion? Restate it in your own words.
8. OR, does the conclusion summarize? If so, what is wrong with this? If so, provide suggestions for deleting the summary and adding a conclusion
2
Final Reflective Exam (6/17-20/19)
Learning and Reflecting about IT Cyber Security (25 pts)
“Critical Reflection” is the process of analyzing, reconsidering, and questioning one’s experience within a broad context of issues and content knowledge.” [Barbara Jacoby, 2012]
Background Summary
During the past five weeks, we studied an overview of information security for IT managers. The goal of the course was to prepare you, as an IT professional, to become aware of the cyber security challenges in a world where continuously emerging threats, ever-present attacks, and the success of criminals illustrate weaknesses in current information technologies. This should also help you become aware of the role of an information security management practitioner who secures the systems and networks. The important lesson, however, is that EVERY IT PROFESSIONAL has a responsibility to be aware, to secure, and to protect the employees and data / information of a company of all potential security threats.
Purpose of the Assignment
Rather than take a traditional true false / multiple-choice test covering topics about specific security threats, this exam is designed to have you review and use critical thinking to answer three short essay questions.
Learning to write a “reflective” sh.
SUBJECT Security Architecture & DesignHello! Please respond to .docx
SUBJECT: Security Architecture & Design
Hello! Please respond to
BOTH
of the following questions:
Question A
In your own words explain why organizations create threat models?
Question B
Each week, research a unique news story or article related to Information Security/Information Technology. Post a summary of what you learned to the discussion thread, please also provide a link to the original article. Source is your choice; however please fully cite your source.
Please respond to the initial question by "Wednesday", post should be 150 to 200 words (
n your initial post, clearly present well-reasoned ideas and concepts
).
If you use any source outside of your own thoughts, you should reference that source.
Include solid grammar, punctuation, sentence structure, and spelling.
"No plagiarism"
Learning Materials and References (Prof posted in course syllabus)
Required Resources
Shostack, Adam.
Threat Modeling: Designing for Security
, Indianapolis, IN: Wiley, 2014
Recommended Resources
Please use the following author’s names, book/article titles, Web sites, and/or keywords to search for supplementary information to augment your learning in this subject.
Tony UcedaVelez and Marco M. Morana
Rick Centric Threat Modeling: Process for Attack Simulation and Threat Analysis
.
Subject Security Architecture & DesignPlease respond to BOT.docx
Subject: Security Architecture & Design
Please respond to
BOTH
of the following questions:
Question A
Why is Privacy and Data Security so important?
Question B
Each week, research a unique news story or article related to Information Security/Information Technology. Post a summary of what you learned to the discussion thread, please also provide a link to the original article. Source is your choice; however please fully cite your source.
Please respond to the initial question by "Wednesday", post should be 150 to 200 words, but may go longer depending on the topic.
(
initial post, clearly present well-reasoned ideas and concepts
).
If you use any source outside of your own thoughts, you should reference that source.
Include solid grammar, punctuation, sentence structure, and spelling.
"
NO PLAGIARISM"
Learning Materials and References (Prof posted in course syllabus)
Required Resources
Shostack, Adam.
Threat Modeling: Designing for Security
, Indianapolis, IN: Wiley, 2014
Recommended Resources
Please use the following author’s names, book/article titles, Web sites, and/or keywords to search for supplementary information to augment your learning in this subject.
Tony UcedaVelez and Marco M. Morana
Rick Centric Threat Modeling: Process for Attack Simulation and Threat Analysis
...
Application Threat Modeling In Risk Management
How to perform threat modeling of software to protect your business, critical assets and communicate your message to your boss and the Board of Directors
Running Header LEARNING RESOURCE1 NETFLIX4LEARNING RESO.docx
Running Header: LEARNING RESOURCE
1
NETFLIX
4
LEARNING RESOURCE
2
Learning Resource
Name
Class
Professor
Date
TOPIC: CYBER SECURITY
Profile of Intended Learners
Cybersecurity refers to the protection of Internet-connected systems such as hardware, software, networks, and data from cyber attacks. Today’s modern world is considered digitalized. Cybersecurity is one of the fastest growing fields that have called for a great deal of attention. The intended learners for this cybersecurity course are undergraduates who have high analytical skills, passionate about technology, and intrigued by issues related to cybersecurity. Basic computer skills, mathematics, and basic security measures are the critical knowledge needed for learning cybersecurity. Technical and soft skills are essential in learning cybersecurity. Communication and problem-solving knowledge are the current knowledge that learners in the cybersecurity course would need.
A Table Overview of Cyber Security Content
CONTENT
SUMMARY
Introduction to Computing
Learner would be introduced to computers as multipurpose electronic devices. They would learn how the devices receive, process, and store data. They would be taught how to use the together with the internet. Students would also learn the fundamentals of programming, control structures, and data structures.
Computer Security
Students would get to learn the techniques to ensure confidentiality, integrity related to disclosure and access of information, and techniques to prevent denial of services. Students would also be required to analyze various protocols and algorithms to facilitate a higher working knowledge of the programming language.
Network Security
Learners would learn about protecting the usability and integrity of networks and data. Students would be taught how to analyze security threats exposures, protect systems and data, deployment of firewalls and data encryption to minimize threats. Learners would further be taught how to assess alternative user and host authentication mechanisms to manage risks originating from outside networks.
Cisco Networking
Students would get to learn about the Cisco networking syllabus. The major focus of the content would be on routing and switching. Learners would get to be taught about the basic routes and switches of Cisco and explore the boot up process. They would further learn how to explore different configuration modes of routers and how to use the help functions to facilitate efficient navigation of operating systems.
A Concept Mapping Overview of Learning Activities
A Statement of Learning Theory
Cybersecurity is a computer science topic, and the use of a scientific study of instructional design would be vital to facilitate learning. The constructivism theory would form the basis for the overall instructional design to promote knowledge of the cybersecurity topic. Constructivism would allow the learners to be in control of their learning. For the students to fully benefit from .
Information assurance in a world of model driven architecture and service ori...
Information assurance in a world of model driven architecture and service oriented architecture
Recommended
SUBJECT Security Architecture & DesignTo enhance the security.docx
SUBJECT: Security Architecture & Design
To enhance the security of information systems, enterprises are developing and adopting information system management systems. However, if an information management system is exploited, applications and the data they contain will be compromised. Therefore, it is important to perform comprehensive threat modeling throughout the enterprise.
In your own words explain (a) what is threat modeling, and (b) why it is important for an enterprise to address threat modeling extensively. Please state your answer in a 2 page paper in APA format. Include citations and sources in APA style.
"No plagiarism"
Learning Materials and References (Prof posted in course syllabus)
Required Resources
Shostack, Adam.
Threat Modeling: Designing for Security
, Indianapolis, IN: Wiley, 2014
Recommended Resources
Please use the following author’s names, book/article titles, Web sites, and/or keywords to search for supplementary information to augment your learning in this subject.
Tony UcedaVelez and Marco M. Morana
Rick Centric Threat Modeling: Process for Attack Simulation and Threat Analysis
Grading Criteria Assignments Maximum Points
Meets or exceeds established assignment criteria 40
Demonstrates an understanding of lesson concepts 20
Clearly presents well-reasoned ideas and concepts 30
Uses proper mechanics, punctuation, sentence structure, spelling and APA structure 10
Total 100
.
Writers Workshop RubricPeer Conference Form for Persuasive Essa.docx
Writer's Workshop Rubric
Peer Conference Form for Persuasive Essays
Your name: Author’s Name _________________
Title of paper/type (genre) of paper:
1. How many ideas are presented for the brainstorming portion of this assignment. The writer should have at least 20 different ideas. If the writer does not, give suggestions. (How will you help the writer?? Think about that which we did in class.)
2. Which way(s) did the writer choose to persuade the reader? (See the book and speak to this way as per the information in the book.)
3. Draw a diagram that helps the reader to follow the author’s argument. (See the page with a sample diagram in the chapter.)
4. To what extent did the writer use a clear, broad TS in every paragraph? Does this sentence set up the reader to understand the main idea of the paragraph?
5. To what extent did the author use supporting details sentences (at least three) in EVERY paragraph to support her/his argument? IF the writer did not, or did not do enough to make a convincing argument (that speaks to the argument) ADD ideas to help him/her revise here.
6. To what extend did the author present the opposing views on the topic in an organized way? To what extent did the author use supporting details that she the opposing ideas on the topic? IF the writer did not, or did not do enough to make a convincing argument (that speaks to the argument) ADD ideas to help him/her revise here.
7. What is the conclusion? Restate it in your own words.
8. OR, does the conclusion summarize? If so, what is wrong with this? If so, provide suggestions for deleting the summary and adding a conclusion
2
Final Reflective Exam (6/17-20/19)
Learning and Reflecting about IT Cyber Security (25 pts)
“Critical Reflection” is the process of analyzing, reconsidering, and questioning one’s experience within a broad context of issues and content knowledge.” [Barbara Jacoby, 2012]
Background Summary
During the past five weeks, we studied an overview of information security for IT managers. The goal of the course was to prepare you, as an IT professional, to become aware of the cyber security challenges in a world where continuously emerging threats, ever-present attacks, and the success of criminals illustrate weaknesses in current information technologies. This should also help you become aware of the role of an information security management practitioner who secures the systems and networks. The important lesson, however, is that EVERY IT PROFESSIONAL has a responsibility to be aware, to secure, and to protect the employees and data / information of a company of all potential security threats.
Purpose of the Assignment
Rather than take a traditional true false / multiple-choice test covering topics about specific security threats, this exam is designed to have you review and use critical thinking to answer three short essay questions.
Learning to write a “reflective” sh.
SUBJECT Security Architecture & DesignHello! Please respond to .docx
SUBJECT: Security Architecture & Design
Hello! Please respond to
BOTH
of the following questions:
Question A
In your own words explain why organizations create threat models?
Question B
Each week, research a unique news story or article related to Information Security/Information Technology. Post a summary of what you learned to the discussion thread, please also provide a link to the original article. Source is your choice; however please fully cite your source.
Please respond to the initial question by "Wednesday", post should be 150 to 200 words (
n your initial post, clearly present well-reasoned ideas and concepts
).
If you use any source outside of your own thoughts, you should reference that source.
Include solid grammar, punctuation, sentence structure, and spelling.
"No plagiarism"
Learning Materials and References (Prof posted in course syllabus)
Required Resources
Shostack, Adam.
Threat Modeling: Designing for Security
, Indianapolis, IN: Wiley, 2014
Recommended Resources
Please use the following author’s names, book/article titles, Web sites, and/or keywords to search for supplementary information to augment your learning in this subject.
Tony UcedaVelez and Marco M. Morana
Rick Centric Threat Modeling: Process for Attack Simulation and Threat Analysis
.
Subject Security Architecture & DesignPlease respond to BOT.docx
Subject: Security Architecture & Design
Please respond to
BOTH
of the following questions:
Question A
Why is Privacy and Data Security so important?
Question B
Each week, research a unique news story or article related to Information Security/Information Technology. Post a summary of what you learned to the discussion thread, please also provide a link to the original article. Source is your choice; however please fully cite your source.
Please respond to the initial question by "Wednesday", post should be 150 to 200 words, but may go longer depending on the topic.
(
initial post, clearly present well-reasoned ideas and concepts
).
If you use any source outside of your own thoughts, you should reference that source.
Include solid grammar, punctuation, sentence structure, and spelling.
"
NO PLAGIARISM"
Learning Materials and References (Prof posted in course syllabus)
Required Resources
Shostack, Adam.
Threat Modeling: Designing for Security
, Indianapolis, IN: Wiley, 2014
Recommended Resources
Please use the following author’s names, book/article titles, Web sites, and/or keywords to search for supplementary information to augment your learning in this subject.
Tony UcedaVelez and Marco M. Morana
Rick Centric Threat Modeling: Process for Attack Simulation and Threat Analysis
...
Application Threat Modeling In Risk Management
How to perform threat modeling of software to protect your business, critical assets and communicate your message to your boss and the Board of Directors
Running Header LEARNING RESOURCE1 NETFLIX4LEARNING RESO.docx
Running Header: LEARNING RESOURCE
1
NETFLIX
4
LEARNING RESOURCE
2
Learning Resource
Name
Class
Professor
Date
TOPIC: CYBER SECURITY
Profile of Intended Learners
Cybersecurity refers to the protection of Internet-connected systems such as hardware, software, networks, and data from cyber attacks. Today’s modern world is considered digitalized. Cybersecurity is one of the fastest growing fields that have called for a great deal of attention. The intended learners for this cybersecurity course are undergraduates who have high analytical skills, passionate about technology, and intrigued by issues related to cybersecurity. Basic computer skills, mathematics, and basic security measures are the critical knowledge needed for learning cybersecurity. Technical and soft skills are essential in learning cybersecurity. Communication and problem-solving knowledge are the current knowledge that learners in the cybersecurity course would need.
A Table Overview of Cyber Security Content
CONTENT
SUMMARY
Introduction to Computing
Learner would be introduced to computers as multipurpose electronic devices. They would learn how the devices receive, process, and store data. They would be taught how to use the together with the internet. Students would also learn the fundamentals of programming, control structures, and data structures.
Computer Security
Students would get to learn the techniques to ensure confidentiality, integrity related to disclosure and access of information, and techniques to prevent denial of services. Students would also be required to analyze various protocols and algorithms to facilitate a higher working knowledge of the programming language.
Network Security
Learners would learn about protecting the usability and integrity of networks and data. Students would be taught how to analyze security threats exposures, protect systems and data, deployment of firewalls and data encryption to minimize threats. Learners would further be taught how to assess alternative user and host authentication mechanisms to manage risks originating from outside networks.
Cisco Networking
Students would get to learn about the Cisco networking syllabus. The major focus of the content would be on routing and switching. Learners would get to be taught about the basic routes and switches of Cisco and explore the boot up process. They would further learn how to explore different configuration modes of routers and how to use the help functions to facilitate efficient navigation of operating systems.
A Concept Mapping Overview of Learning Activities
A Statement of Learning Theory
Cybersecurity is a computer science topic, and the use of a scientific study of instructional design would be vital to facilitate learning. The constructivism theory would form the basis for the overall instructional design to promote knowledge of the cybersecurity topic. Constructivism would allow the learners to be in control of their learning. For the students to fully benefit from .
Information assurance in a world of model driven architecture and service ori...
Information assurance in a world of model driven architecture and service oriented architecture
Page 1 of 6 [377] COM7005D Info.docx
Page 1 of 6
[377]
COM7005D
Information Security Strategy
Development
Assignment: Part 1
Date for Submission: Please refer to the timetable on ilearn
(The submission portal on ilearn will close at 14.00 UK time on the date
of submission)
Page 2 of 6
[377]
Assignment Brief
As part of the formal assessment for the programme you are required to submit an
Information Security Strategy Development assignment. Please refer to your Student
Handbook for full details of the programme assessment scheme and general information on
preparing and submitting assignments.
Learning Outcomes:
After completing the module, you should be able to:
1) Evaluate the basic external and internal threats to electronic assets and
countermeasures to thwart such threats by utilising relevant standards and best
practice guidelines.
2) Analyse the legalities of computer forensics phases and the impact of the legal
requirements on the overall information security policy.
3) Critically assess the boundaries between the different service models (SaaS, PaaS,
IaaS) and operational translations (i.e. cloud computing) and to identify the associated
risks.
4) Critically investigate a company information security strategy to provide consultation
and coaching through reporting and communication.
5) Assess, compare and judge computer media for evidentiary purposes and/or root
cause analysis.
6) Apply relevant standards, best practices and legal requirements for information security
to develop information security policies.
7) Lifelong Learning: Manage employability, utilising the skills of personal development
and planning in different contexts to contribute to society and the workplace.
Your assignment should include: a title page containing your student number, the module
name, the submission deadline and a word count; the appendices if relevant; and a
reference list in Arden University (AU) Harvard format. You should address all the elements
of the assignment task listed below. Please note that tutors will use the assessment criteria
set out below in assessing your work.
Maximum word count: 2,500 words
Please note that exceeding the word count will result in a reduction in grade proportionate to
the number of words used in excess of the permitted limit.
You must not include your name in your submission because Arden University operates
anonymous marking, which means that markers should not be aware of the identity of the
student. However, please do not forget to include your STU number.
Page 3 of 6
[377]
Assignment Task: Part 1
This assignment is worth 50% of the total marks for the module.
Using your current or previous workplace1 as the case study, please answer the
following:
1) Critically analyse the different types of software acquisition models and try to relate that
to those systems you are u.
IT 549 Scenario Assignment Module Six Guidelines and Rubric .docx
IT 549 Scenario Assignment Module Six Guidelines and Rubric
For the Module Six assignment, students will be placed into the role of an IT consultant whose task is to evaluate an existing organization’s security protocols.
Once the protocols have been analyzed, students will synthesize this knowledge to provide insight into the likelihood of certain threats occurring. The skills
acquired from this exercise will prove to be beneficial during the final stages of designing the information assurance plan.
Prompt: In your role as a highly paid consultant, you are given a list of potential threats to and vulnerabilities of the current communication security protocols of
an organization. You are asked to provide quantitative data to measure the likelihood that any of these threats will actually occur for the information assets of the
client. Conduct research and describe resources you found that might provide insight into measuring the likelihood that some of the threats would actually occur.
In the explanation, include whether you see a trend in resources that might indicate a specific industry is particularly involved in gathering this kind of data.
Additionally, evaluate which communication security protocols are more effective and provide an explanation.
Guidelines for Submission: Your responses for the prompt must be submitted as two to three paragraphs and as a Microsoft Word document with double
spacing, 12-point T imes New Roman font, one-inch margins, and at least three sources cited in APA format.
Instructor Feedback: This activity uses an integrated rubric in Blackboard. Students can view instructor feedback in the Grade Center. For more information,
review these instructions.
Critical Elements Exemplary (100%) Proficient (85%) Needs Improvement (55%) Not Evident (0%) Value
Quantitative Data Meets “Proficient” criteria and
the quantitative data is
substantiated with research
based evidence
Response provides quantitative
data to measure the likelihood
that any of these threats will
actually occur
Response attempts to provide
quantitative data; however, the
data requires more substantial
evidence to prove the likeliness
of the threats occurring or not
Response does not provide any
quantitative data
20
Insight Meets “Proficient” criteria and
explanation uses content based
vocabulary and research based
evidence to support the answer
Response explains and provides
insight into measuring the
likelihood that some of the
threats would actually occur
Response provides insight into
measuring the likelihood that
some of the threats would
actually occur but does not
explain the likelihood of the
threats
Response does not provide
insight into measuring the
likelihood that some of the
threats would actually occur
20
Trend in Resources Meets “Proficient” criteria and
the trend that is identified is
substantiated with research
based evidence
Response specifies a trend in
resour.
CIS 341 Success Begins / snaptutorial.com
Question 1
Which attack is prevented by using IPSec in AH mode?
Cis 341 Enthusiastic Study - snaptutorial.com
Question 1
Which attack is prevented by using IPSec in AH mode?
• Question 2
Why is the default implementation of ISS 6.0 more stable than previous versions?
• Question 3
Which authentication option for IPSec is most appropriate when computers are not in the same Active Directory forest?
• Question 4
Cis 341 Technology levels--snaptutorial.com
For more classes visit
www.snaptutorial.com
Question 1
Which attack is prevented by using IPSec in AH mode?
• Question 2
Mindtrek 2015 - Tampere Finland
Project management, social networks data mininig, antipatterns, crawler.
fitsilis, stamelos, settas,
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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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. .
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Similar to Subject Security Architecture & DesignAssignment Question .docx
Page 1 of 6 [377] COM7005D Info.docx
Page 1 of 6
[377]
COM7005D
Information Security Strategy
Development
Assignment: Part 1
Date for Submission: Please refer to the timetable on ilearn
(The submission portal on ilearn will close at 14.00 UK time on the date
of submission)
Page 2 of 6
[377]
Assignment Brief
As part of the formal assessment for the programme you are required to submit an
Information Security Strategy Development assignment. Please refer to your Student
Handbook for full details of the programme assessment scheme and general information on
preparing and submitting assignments.
Learning Outcomes:
After completing the module, you should be able to:
1) Evaluate the basic external and internal threats to electronic assets and
countermeasures to thwart such threats by utilising relevant standards and best
practice guidelines.
2) Analyse the legalities of computer forensics phases and the impact of the legal
requirements on the overall information security policy.
3) Critically assess the boundaries between the different service models (SaaS, PaaS,
IaaS) and operational translations (i.e. cloud computing) and to identify the associated
risks.
4) Critically investigate a company information security strategy to provide consultation
and coaching through reporting and communication.
5) Assess, compare and judge computer media for evidentiary purposes and/or root
cause analysis.
6) Apply relevant standards, best practices and legal requirements for information security
to develop information security policies.
7) Lifelong Learning: Manage employability, utilising the skills of personal development
and planning in different contexts to contribute to society and the workplace.
Your assignment should include: a title page containing your student number, the module
name, the submission deadline and a word count; the appendices if relevant; and a
reference list in Arden University (AU) Harvard format. You should address all the elements
of the assignment task listed below. Please note that tutors will use the assessment criteria
set out below in assessing your work.
Maximum word count: 2,500 words
Please note that exceeding the word count will result in a reduction in grade proportionate to
the number of words used in excess of the permitted limit.
You must not include your name in your submission because Arden University operates
anonymous marking, which means that markers should not be aware of the identity of the
student. However, please do not forget to include your STU number.
Page 3 of 6
[377]
Assignment Task: Part 1
This assignment is worth 50% of the total marks for the module.
Using your current or previous workplace1 as the case study, please answer the
following:
1) Critically analyse the different types of software acquisition models and try to relate that
to those systems you are u.
IT 549 Scenario Assignment Module Six Guidelines and Rubric .docx
IT 549 Scenario Assignment Module Six Guidelines and Rubric
For the Module Six assignment, students will be placed into the role of an IT consultant whose task is to evaluate an existing organization’s security protocols.
Once the protocols have been analyzed, students will synthesize this knowledge to provide insight into the likelihood of certain threats occurring. The skills
acquired from this exercise will prove to be beneficial during the final stages of designing the information assurance plan.
Prompt: In your role as a highly paid consultant, you are given a list of potential threats to and vulnerabilities of the current communication security protocols of
an organization. You are asked to provide quantitative data to measure the likelihood that any of these threats will actually occur for the information assets of the
client. Conduct research and describe resources you found that might provide insight into measuring the likelihood that some of the threats would actually occur.
In the explanation, include whether you see a trend in resources that might indicate a specific industry is particularly involved in gathering this kind of data.
Additionally, evaluate which communication security protocols are more effective and provide an explanation.
Guidelines for Submission: Your responses for the prompt must be submitted as two to three paragraphs and as a Microsoft Word document with double
spacing, 12-point T imes New Roman font, one-inch margins, and at least three sources cited in APA format.
Instructor Feedback: This activity uses an integrated rubric in Blackboard. Students can view instructor feedback in the Grade Center. For more information,
review these instructions.
Critical Elements Exemplary (100%) Proficient (85%) Needs Improvement (55%) Not Evident (0%) Value
Quantitative Data Meets “Proficient” criteria and
the quantitative data is
substantiated with research
based evidence
Response provides quantitative
data to measure the likelihood
that any of these threats will
actually occur
Response attempts to provide
quantitative data; however, the
data requires more substantial
evidence to prove the likeliness
of the threats occurring or not
Response does not provide any
quantitative data
20
Insight Meets “Proficient” criteria and
explanation uses content based
vocabulary and research based
evidence to support the answer
Response explains and provides
insight into measuring the
likelihood that some of the
threats would actually occur
Response provides insight into
measuring the likelihood that
some of the threats would
actually occur but does not
explain the likelihood of the
threats
Response does not provide
insight into measuring the
likelihood that some of the
threats would actually occur
20
Trend in Resources Meets “Proficient” criteria and
the trend that is identified is
substantiated with research
based evidence
Response specifies a trend in
resour.
CIS 341 Success Begins / snaptutorial.com
Question 1
Which attack is prevented by using IPSec in AH mode?
Cis 341 Enthusiastic Study - snaptutorial.com
Question 1
Which attack is prevented by using IPSec in AH mode?
• Question 2
Why is the default implementation of ISS 6.0 more stable than previous versions?
• Question 3
Which authentication option for IPSec is most appropriate when computers are not in the same Active Directory forest?
• Question 4
Cis 341 Technology levels--snaptutorial.com
For more classes visit
www.snaptutorial.com
Question 1
Which attack is prevented by using IPSec in AH mode?
• Question 2
Mindtrek 2015 - Tampere Finland
Project management, social networks data mininig, antipatterns, crawler.
fitsilis, stamelos, settas,
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IT 549 Scenario Assignment Module Six Guidelines and Rubric .docx
IT 549 Scenario Assignment Module Six Guidelines and Rubric .docx
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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
https://digitalscholarship.tsu.edu/sbaj?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
https://digitalscholarship.tsu.edu/sbaj/vol16?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
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
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/
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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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