Unit 1 AssignmentCriminal InvestigationUnderstanding the histo.docx

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Unit 1 Assignment Criminal Investigation Understanding the history and basics of criminal investigation is the first step to understanding the more complex topics to come. Create a 3-slide PowerPoint presentation answering the following questions. Be sure to follow APA format and style and use at least one reliable resource. 1. List all of the elements of criminal investigation. 2. Provide an overview of the origins of criminal investigation. 3. Identify and explain the two major branches of forensic science. Directions · Your 3-slide requirement is excluding your introduction and reference slides. · Use one basic slide design and layout. · Limit slides to between 6 and 8 lines of content. · Use bullets for your main points. · Use speaker notes to fully explain what is being discussed in the bullet points as though you are presenting to an audience. Access the Writing Center for more tips on how to create PowerPoint presentations. Lastly, please label your projects: username-project-unit#.doc. For example, a student named Tina Allen would name her file TAllen-Anatomical Terminology-Unit 1.doc. Submit your Assignment by selecting the Unit 1: Assignment in the Dropbox by the end of Unit 1. Checklist for the Unit 1 Assignment Criteria: Ask yourself the following questions. Not Yet Yes Content Did you list all of the elements of criminal investigation? Did you provide an overview of the origins of criminal investigation? Did you identify two major branches of forensic science? Did you explain to major branches of forensic science? Research Is your research current? Did you discuss all the required areas in a substantive manner? Did you use appropriate reference material to support major statements? Quality Is your content complete enough to address the topic and questions? Is there a logical flow to your ideas? Did you present the material in a clear and concise manner to provide easy readability? Format Did you prepare your project as a Microsoft PowerPoint document? Did you label your file correctly? Did you use APA format to cite your sources? Did you check your document for grammar and spelling? Does your Assignment fulfill the length requirements? ...

Education

Did you list all of the elements of criminal investigation?
Did you provide an overview of the origins of criminal
investigation?
Did you identify two major branches of forensic science?
Did you explain to major branches of forensic science?
Research
Is your research current?
Did you discuss all the required areas in a substantive manner?
Did you use appropriate reference material to support major
statements?
Quality

Is your content complete enough to address the topic and
questions?
Is there a logical flow to your ideas?
Did you present the material in a clear and concise manner to
provide easy readability?
Format
Did you prepare your project as a Microsoft PowerPoint
document?
Did you label your file correctly?
Did you use APA format to cite your sources?
Did you check your document for grammar and spelling?
Does your Assignment fulfill the length requirements?

Similar to Unit 1 AssignmentCriminal InvestigationUnderstanding the histo.docx

Residency research ITS832 Information Technology in a Global Economy NOTE: To change the image on this slide, select the picture and delete it. Then click the Pictures icon in the placeholder to insert your own image. 1 Using Resources to Promote Critical Thinking Critical Thinking is an integral part of any educational program, At UC, we encourage and provide applicable resources for the promotion of critical thinking In order to properly research and complete course papers, proper resources must be utilized 2 Critical Thinking helps us to: Understand the links between ideas Determine the importance and relevance of arguments and ideas. Recognize, build and appraise arguments. Identify inconsistencies and errors in reasoning. Approach problems in a consistent and systematic way. Reflect on the justification of their own assumptions, beliefs and values. 3 Researching Using the Critical Questions When using research resources it is imperative to review the six critical questions an implement that data into your writings. 4 Proper Resources for Research When asked to complete a research paper in the UC School for Computer and Information Sciences, you must use scholarly, peer-reviewed articles. A peer-reviewed article is one that has that has “been evaluated by several researchers or subject specialist in the academic community prior to accepting it for publication” and is “also known as scholarly or referred.” Your professor or the UC Librarian can help you determine whether or not an article is peer-reviewed 5 Proper Resources for Research Examples of sites with peer-reviewed resources UC Library Site Google Scholar EBSCOhost JSTOR Examples of sites with unacceptable resources PC Magazine Cisco Ars Technical Reddit 6 Proper Format is Important All papers written for courses within the School for Computer and Information Sciences must follow the American Psychological Association (APA) writing style 7 University Resources The UC library provides a myriad of online resources to assist students with proper research Resources referring to Information Security can be found inside the UC Library site 8 Literature Review Topic How stakeholder engagement affects IT projects Define stakeholders Describe stakeholder management List pros and cons of stakeholder engagement Focus on IT projects 9 Research Paper At least 1,250 words Double spaced APA style At least 6 references At least 4 of your references must be scholarly peer-reviewed articles Most references must be current 10 Literature Review The purpose of the literature review is to provide an overview of research pertinent your assigned topic. Some items that need to be addressed are: Identify current research papers Classify chosen papers Use your references to “tell the story” (i.e. how other researchers support your topic) 11 Research Presentation Goal is to summarize your research process and results Tell me what you did Tell me what your paper says Must pr.

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BUS 210 Project One Management Brief Text-Only Version Organizational chart of the SNHU Pet Supply Company’s organizational structure. The outline is as follows: 1. CEO a. VP Manchester i. Human Resources ii. Information Technology iii. Toys 1. Product Development 2. Merchandising 3. Marketing 4. Sales 5. Supply Chain 6. Retail Operation iv. Food 1. Product Development 2. Merchandising 3. Marketing 4. Sales 5. Supply Chain 6. Retail Operation v. Supplies 1. Product Development 2. Merchandising 3. Marketing 4. Sales 5. Supply Chain 6. Retail Operation b. VP Denver i. Human Resources ii. Information Technology iii. Toys 1. Product Development 2. Merchandising 3. Marketing 4. Sales 5. Supply Chain 6. Retail Operation iv. Food 1. Product Development 2. Merchandising 3. Marketing 4. Sales 5. Supply Chain 6. Retail Operation v. Supplies 1. Product Development 2. Merchandising 3. Marketing 4. Sales 5. Supply Chain 6. Retail Operation Written Assignment RubricRubric for Final ProjectCriterionExceptionalProficientMarginalUnacceptableIntroductionYou effectively establish the context and purpose of the paper.You adequately establish the context and purpose of the paper.You miminally establish the context and purpose of the paper.You ineffectively establish the context and purpose of the paper.Thesis statementYour thesis statement is exceptionally lucid and concise; it effectively explains to the reader what he or she should expect from the paper.Your thesis statement is clearly stated and reasonably concise; it provides the reader a with a coherent preview of the paper.Your thesis statement lacks clarity or is overly complex or wordy; it only partially prepares the reader for the rest of the paper.Your assignment lacks a thesis statement, or the statement is inadequate or incomprehensible.Content developmentYou use carefully chosen, authoritative, and compelling content that demonstrates mastery of the subject; provide an advanced and thoughtful analysis of ideas; present an in-depth synthesis of ideas demonstrating insight and interpretation; and include meticulous references to readings wherever necessary.You use appropriate and relevant content that demonstrates sufficient command of the subject; provide a germane analysis of ideas; and include references to readings.You use somewhat appropriate content that demonstrates limited command of the subject; provide a cursory analysis of ideas that lacks insight and interpretation; and include minimal references to readings.You use inappropriate and irrelevant content, provide little, if any, analysis, and do not include references to readings.ConclusionsYou offer a clear answer to your research question and articulate related outcomes (consequences and implications) through careful reasoning and informed evaluation.You offer a sufficient answer to your research question and state outcomes (consequences and implications) satisfactorily.You offer a weak answer to your research question and state outcomes ( ...

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As a team, you are to do your research and develop a PowerPoint with voice over presentation that can be used to make a formal presentation to the VP of HR. Please note you are making this presentation to your Professor who is the VP of HR for this company. Remember in your project work you have address the cost of purchase which should include the cost of customization to convert the off-the-shelf purchased system into a ready to use turn-key HRIS/Payroll integrated solution for the company. Also training costs of current employees in the use of the new system should be included. You also have to clearly lay out the benefits of the two Your paper and presentation has to also include a ROI Analysis and Commentary based on research you do on ROI for HRIS Acquisitions. There are two deliverables for this project: First, you are to Prepare a PowerPoint Presentation for the VP of HR. The PowerPoint Presentation should be a voice over Presentation using VoiceThread. Second, a report should be written as though you were giving it to your client the VP of HR. It should be clear, concise, and well thought out. Writing should be professional and clean. Not to go over 20 page-count, however, it should be thorough. · Include all aspects of the assignment grading criteria. · Cite in text when using thoughts that are not your own. All sources must be appropriately cited—use APA for in text and reference list citation formatting. · Include a reference page for source(s). · Put the paper title information on a separate page. · Use 12-point font (Arial, Times Roman), double spaced, and 1" margins as a standard format. · Do not include extra lines between paragraphs, and so forth. · Grammar, punctuation, spelling, and so forth, will all be taken into consideration when awarding points. · Proofread your paper before submitting; spell check is not foolproof. · Writing content is critical. If you make a statement, for example, "All people who break the law should improve their communication skills to stay out of jail," you need to substantiate that statement. If that statement is not your own thought or a statistic, cite. If it is your opinion, state that and explain what led you to that conclusion. Provide enough information to validate and explain the statement. Treat this assignment as a real-world situation. This will give you the opportunity to practice how you would research and provide information as an HRM professional. Course Syllabus Course Description Provides a framework for conducting and evaluating independent research in the fire service by examining the basic principles and methodology for analyzing current fire- related research. Course Textbook(s) Kumar, R. (2014). Research methodology: A step-by-step guide for beginners (4th ed.). London, United Kingdom: Sage. Course Learning Outcomes Upon completion of this course, students should be able to: 1. Locate, evaluate, and analyze fire-related research. 2. Demonstrate the application .

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RSCH600 Term Paper [4 parts] See grading criteria at the end of this document TERM PAPER PART 1: RESEARCH TOPIC: PROBLEM STATEMENT, PURPOSE AND RESEARCH QUESTION(S) Due at the end of week 2 (Sunday midnight) You need to conduct some research related to your own interests or to serve the interests of some organization (employer/client/sponsor). Before you start writing a formal proposal, you (or your employer/client/sponsor) would like to gather some information about the problem as well as understand its importance. Choose your research topic thoughtfully, as this assignment will be part of your term paper. HERE ARE THE KEY PARTS OF THIS TERM PAPER (PART 1): Title of your research Make it intriguing – BUT LESS THAN 120 CHARACTERS) Introduction/Background Provide a brief description of what the proposed research topic is about and how you came to be interested in it, following the Elements of a Proposal document. Statement of the Problem Detail the problem that you are considering. Write a Statement of the Problem following the Elements of a Proposal document. Make sure you address the following questions as well:  Why is this topic important?  Why does this research need to be conducted? Purpose of the Study Detail the purpose for your study. Write a Purpose section following Elements of a Proposal document. Make sure you address the following questions as well:  How are you defining and delimiting the specific area of the research?  What it is that you hope to learn by conducting this research?  How might your research contribute to our understanding of the issue, or be useful?  Discuss the anticipated outcomes and benefits to the researcher, the organization, or society. Research Question Provide focused research questions which will be the subject of your final Research Proposal. Draft the questions following section 4 of The Elements of a Proposal document. Also provide a back-up question in case the first one does not pan out. Make sure you address the following questions as well:  What is the scope of your research? Is the scope of your research question reasonable? Research Hypothesis Depending on the nature of your proposed study, please state a couple of hypotheses that you are going to test. What type of information do you need to answer the research question(s)? Identify the sources that will offer the information that you need to answer the research question (journals, books, internet resources, government documents, people, etc). Make sure you address the following questions:  Is your research question answerable? Is it easily and fully researchable?  Do you have access to these sources?  If you plan to collect data, what kinds of data will you need to collect? References You will need at least five sources for this part of your paper. Cite all ideas, concepts, text, data that are not your own. If you make a statement, back it up with a reference! Limit Part 1 to.

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Overview Your assignment should encompass the following sections: 1. A contents page 2. An introduction - give a brief comment on the overall principles of research evidence based practice and identify why research is relevant to your clincal practice. · Discuss the different types of evidence and levels of evidence. · Detail how the essay will be structured and an outline of the points to be addressed. 3. The main body (sometimes called 'discussion') of the assignment should include two critiques of the two articles you have retrieved for the module. · The implementation of the evidence discussed in the articles and identification of factors / agencies which may influence the implementation of evidence into practice should also be discussed. · Your main body should be developed using the marking criteria stated below. 4. A conclusion is a summary of the key points that you have raised within the essay and demonstrates that you have explored the topic as set out in the introduction. 5. Appendices - if used 6. A reference list : there is a requirement for students to refer to literature other than the three articles being appraised. Your topic articles should also be referenced in your final refernce list. 7. A bibliography if applicable but not essential 8. An electronic copy should be submitted to via the Drop box in Moodle by the submission date 9. Citation Method: References must be cited using the accepted format. For guidance please locate the following link: http://www2.napier.ac.uk/gus/managing_information/referencing.html#citation 2. Section 1: PREBP 3. Examine the Relationship between the Research Process and Development of Evidence for Practice (This aspect of the Assignment is worth 35% of the total mark) 4. You should consider the content of your essay using the following headings as guidance - but note that you do not need to use the headings in your final paper. 'a . Discusses different types of evidence, levels of evidence and importance of evidence for practice.' 5. This part should identify the various ‘sources of evidence’ that may be used to inform practice and what is generally considered to be ‘best’ evidence. When writing this part of the assignment try to ensure that you acknowledge why evidence is important for clinical practice and try to indicate how good quality evidence can be generated. 6. 'b. Demonstrates awareness of research process' 7. You should acknowledge the systematic approach which characterizes research. 8. 'c. Discusses dissemination (i.e. organizations and agencies responsible for dissemination) and barriers to implementation of evidence.' 9. In this section you should identify some of the mechanisms, regulations, policies and/ or behaviours that encourage or cause barriers to the implementation of evidence. You will need to refer to national agencies and/ or organisations that facilitate the implementation of good evidence into practice as well as local strategies. Organisational, cultural and / or a.

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English 1302 Annotated Bibliography (AB) Assignment Instructor: Tureva Osburn Email: [email protected] Format: MLA—Times New Roman, 12-point font, 1” margins, double-space only The AB is a list of summaries and other information. One entry follows the next. Due Dates for Self-Review and Dropbox for AB: Upload AB to Eduflow for a self-review by Tuesday, April 12th by 11:59pm. Your AB for the self-review can be a draft, but it must provide at least two complete entries with citation, annotation, analysis paragraph, and a quotation with explanation sentence for each entry to receive the 50 points for this activity. Dropbox for Annotated Bibliography Due by Wed., April 13th by 11:59pm Total Points Possible: 150 points possible (50 for self-review; 100 for AB) Number of Sources: Four (4) total sources (use your source from the Proposal Essay as one of your four sources) Purpose: The purpose of the Annotated Bibliography is to provide students an opportunity to gather research and evidence for a scholarly research essay and compose a complete entry for each source. What is an annotated bibliography? An AB is a list of summaries (these are the annotations) regarding the same topic along with the Works Cited entry that precedes each annotation. Each complete annotation follows the next one to create a list. Additionally, an AB assignment will often include some analysis, quotations, and other information regarding each source. Instructions: Using the Steen Library databases and other sources, you should search for sources that will provide the foundation for your research essay. Click on this link to access research: Steen Library Research Guides and Databases Sources: Must use four sources for the Annotated Bibliography. At least two sources must come from Steen Library or Library databases. You must use your source from the Proposal Essay as one of your four sources. In other words, you need one more source from Steen Library, http://libguides.sfasu.edu/?b=s but you can choose to find two more sources anywhere online or from Steen. Sources may include academic articles, news reports, statistical data, books, ebooks, podcasts, online journals, art (including songs, films, streaming episodes, etc.), and many other types of texts. Using quality research is vital to making a successful argument; the authors and sources you choose for the Annotated Bibliography become your team members who provide information and expertise for the AB and the Research Essay. Organizing the AB: Students will need to follow these directions, so each entry consists of the following parts: 1. A Works Cited citation 2. the annotation (summary) 3. a short analysis paragraph with specific questions to answer 4. a quotation from each source in MLA format followed by an explanation Citation for Works Cited 1. First, the student will provide the ...

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Critical Response Rubric: Category 0 1 1.5 2 Timeliness late On time Delivery of Critical Response Utilizes poor spelling and grammar; appear “hasty” Errors in spelling and grammar evidenced Few grammatical or spelling errors are noted Consistently uses grammatically correct response with rare misspellings Organization Unorganized. A summary of the chapter. Unorganized in ideas and structure. Some evidence of organization. Unorganized in either ideas or structure. Primarily organized with occasional lack of organization in either ideas or structure. Clear organization. Ideas are clear and follow a logical organization. Structure of the response is easy to follow. Relevance of Response (understanding the chapter) Lacks clear understanding of the chapter Occasionally off topic; short in length and offer no further insight into the topic. Lacking 2 or more of the following: (1) The text assumptions (2) implications of the assumptions (3) what the author is arguing for (4) how the author constructs their argument Related to chapter content; lacks one of the following: (1) The text assumptions (2) implications of the assumptions (3) what the author is arguing for (4) how the author constructs their argument Clear understanding of chapter content and includes all of the following:(1) The text assumptions (2) implications of the assumptions (3) what the author is arguing for (4) how the author constructs their argument Expression within the response (evidence of critical thinking) Does not express opinions or ideas about the topic Unclear connection to topic evidenced in minimal expression of opinions or ideas Opinions and ideas are stated with occasional lack of connection to topic Expresses opinions and ideas in a clear and concise manner with obvious connection to topic Story 2 Naming, walking and magic By Carlos Gonzalez The words you speak become the house you live in.—Hafiz (Ladinsky, 1999, p. 281) Brazilian lyricist and novelist, Paulo Coelho, says that magic is a kind of bridge between the visible and invisible (2014). My work as a teacher and my students’ experiences in the learning spaces I help create sometimes reflect Coelho’s definition. In class, I often make the argument that language is the ultimate form of magic. Without it we don't really understand the world about us. It is that bridge between what is known and what wants to be known or is currently invisible. In our sessions, because most of my students are familiar with and culturally rooted in the Bible, I mention a passage where God tells Adam to name the animals in the Garden of Eden. For me, this story works as a powerful reminder that the impulse to name is an integral part of what it means to be human. The naming of the animals implies that the way we relate to the world has something to do wi.

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Critical Reflection ExerciseStudents are expected to have co.docx

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Critical Reading Strategies The University of Minnesota published a guideline on critical reading, called Critical Reading Strategies. Click here (Links to an external site.)Links to an external site. for the document. These guidelines suggest reading in an active and engaged way in order to analyze, evaluate, and understand texts. They recommend: 1. Identifying what you're reading for. Answer the following questions: 1. Why am I reading this text? Is it for general content? To complete a written assignment? To research information? 2. Allowing yourself enough time to read. I recommend giving yourself about one hour for every 25 pages of reading. 1. Note: Get comfortable with the feeling of struggling to read. Many of the texts we encounter this semester are very old. These readings may be obscure, difficult to understand, while reflecting cultural values that may be alien to you. I recommend paying attention to these feelings of discomfort as you read, and then using them to investigate the text further. 1. Example: You notice there is a lot of repetition in the Epic of Gilgamesh so you decide to look into it. You find out that the translation history of Epic of Gilgamesh involves a great deal of transcription from fragmented cuneiform tablets into our written text system. 3. Previewing the text. Does the text have any headings or sub-headings? If so, what are they? Does it include an introduction? If so, what does the introduction have to say? What does the text look like on the page? Literally--does it take up a lot of space? Bigger/smaller margins? Use block writing or stanzas? 4. Engaging. I cannot stress it enough: get in the habit of reading with a pen or pencil in hand. Write in the margins. Circle things you find important. Develop a notation system that reflects your thoughts or feelings as you read. 1. You may draw an angry face next to the section where Gilgamesh insults the goddess Ishtar. You might underline the stanza in which Gilgamesh and Enkidu confront the monster, Humbaba. 2. What the texts says vs what it does. Take time to summarize the text says. What is the main idea? How is the main idea supported? Now ask yourself: how does it do that? Does it use imagery? Metaphor? Repetition? Simple or complicated language? What is World Literature? David Damrosch is known for his extensive work in world literature and comparative literature. He is also the director of Harvard's The Institute for World Literature (Links to an external site.)Links to an external site.. In "Introduction: Goethe Coins a Phrase," Damrosch provides a brief history of world literature as a literary field, and also defines world literature in terms of translation and circulation. See below for the PDF. Damrosch, David (Introduction--Goethe Coins a Phrase).pdf · The concept of "world literature" as a literary field comes into the Western World through Goethe's term, weltliteratur. It's important to note that Goethe was not the first to use weltlite.

Critical Reading StrategiesThe University of Minnesota published.docx

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Critical Qualitative Research Design pages 70–76 Related to understanding your goals as a researcher is the development of the rationale of the study. A rationale is the reason or argument for why a study matters and why the approach is appropriate to the study. Rationales can range from improving your practice and the practice of colleagues (as in practitioner research), contributing to formal theory (e.g., where there may be a gap in or lack of research in an area), understanding existing research in a new context or with a new population, and/or contributing to the methodological literature and approach to an existing corpus of research in a specific area or field. Thinking about and answering the questions in Table 3.1 can aid in this process. Considering these kinds of questions is central to developing empirical studies, and it is important to understand that these rationales and goals will also lead you to conduct different types of research, guiding your many choices—from the theories used to frame the study to the selection of various methods to the actual research questions as well as designs chosen and implemented. There are many strategies for engaging in a structured inquiry process and through it an exploration of research goals and the overall rationale of a study. These strategies can include the writing of various kinds of memos, structured dialogic engagement processes, and reflective journaling. Across these strategies, creating the conditions and structures for regular dialogic engagement with a range of interlocutors is an absolutely vital and necessary part of refining your understanding of the goals and rationales for the research. We describe each of these strategies in the subsequent sections. Memos on Study Goals and Rationale Memos are important tools in qualitative research and tend to be written about a variety of different topics throughout the phases of a qualitative study. Memos are a way to capture and process, over time, your ongoing ideas and discoveries, challenges associated with fieldwork and design, and analytic sense-making. Depending on your research questions, memos can also become data sources for a study. There is no “wrong” way of writing memos, as their goal is to foster meaning making and serve as a chronicle of emerging learning and thinking. Memos tend to be informal and can be written in a variety of styles, including prose, bullet points, and/or outline form; they can include poetry, drawings, or other supporting imagery. The goals of memos are to help generate and clarify your thinking as well as to capture the development of your thinking, as a kind of phenomenological note taking that captures the meaning making of the researcher in real time and then provides data to refer back and consider the refinement of your thinking over time (Maxwell, 2013; Nakkula & Ravitch, 1998). While we find writing memos to be a useful and generative exercise, both when we write and share them in our indep.

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Critical Infrastructures The U.S. Department of Homeland Security has identified what is determined to be critical infrastructure assets that are designated as potentially being of terrorist interest. Although the final responsibility and mission for protecting those assets and sectors of each remains with the DHS, the initial accountability rests with local ownership and authorities. The DHS has formulated a National Infrastructure Protection Plan to explain and describe the national responsibility. A very significant majority of the infrastructure elements are under private or corporate ownership and maintenance and must share the bulk of responsibility for protection and security under their own mission plans for security. Assignment Guidelines Address the following in 3–4 pages: What is the National Infrastructure Protection Plan (NIPP)? When was it created? Who created it? Why was it created? Explain. How important is the private sector with regard to critical infrastructure protection? Why? What types of strategies can be used for critical infrastructure protection (CIP)? What strengths currently exist in the United States with regard to CIP? Explain. What weaknesses still need to be addressed? Why? How can federal agencies effectively cooperate with private sector organizations? Explain. What types of information should be disseminated to private sector organizations that are responsible for key assets? Explain. What types of information, if any, should be withheld from the private sector? Why? ASSIGNMENT DUE TONIGHT 10/20/13 BY 12 CLOCK .

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Critical Infrastructure Protection Discussion Questions: How has the federal government responded to possible terrorist attacks (mitigation) where civil liberties have not been endangered? Considering that so much of the nation’s critical infrastructure is privately owned, how has the government-regulated possible civil liberties issues related to private sector employers/employees? Can a balanced policy be implemented regarding critical infrastructure without eroding privacy, freedom of information or other civil liberties? Minimum of 350 words APA Style with quotation and references .

Critical Infrastructure Protection Discussion Questions How.docx

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Critical Infrastructures In terms of critical infrastructure and key resources (CIKR), an asset is a person, structure, facility, information, material, or a process that has value. For example, in the transportation sector, a bridge would be an asset. A network is a group of related components that interact with each other or share information to perform a function. For example, a light rail system that crosses multiple jurisdictions in a large metropolitan area would be considered a network. A system is any combination of facilities, personnel, equipment, procedures, and communications integrated for a specific purpose. For example, the U.S. interstate highways comprise a system within the transportation sector. A sector consists of a logical collection of interconnected assets, systems, or networks that provide a common function to society, the economy, or the government. For example, the transportation sector consists of vast, open, accessible, interconnected systems, which include the aviation, maritime, pipeline, highway, freight rail, and mass-transit systems. Address the following in 3–4 pages: For each of the 18 CIKR sectors, identify 1 – 2 local examples of critical infrastructure. Briefly describe the examples, and explain how they are operated and utilized. Provide any information that you feel is unique to each sector. In your local community, research the infrastructure, and identify one particular element that may be of particular interest to a terrorist or vulnerable to natural or manmade disaster. Are there any protective measures in place to ensure its safety? .

Critical InfrastructuresIn terms of critical infrastructure and ke.docx

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Critical Infrastructure Case Study Power plants are an important part of critical infrastructures and local, state, and national economies. Therefore, power plants need deep and multilayered access controls due to concerns over physical security. There are a number of sensitive areas that must be secured, and various employees need different levels of access to these locations. At a plant in the upper Midwest, this access is handled with identity badges that include images of the user and an RFID with their access rights. The RFID handles access through multiple levels. There is a security checkpoint at the entrance to the parking lot, and at the entrance. Both points require a badge to enter. From there the badge allows personnel to enter the facilities they are authorized to enter. It also acts as "something you have" for multipoint authentication onto secure systems. These are all standard functions for an RFID badge system. The badges also have an automatic deactivation feature, which is useful for certain personnel. Maintenance personnel, for example, do not have enhanced access and do not require access to secured areas of the site. However, the maintenance team may need access to any area of the facility regardless of its sensitivity, in the case of a breakdown or special project. To allow for this, the badges can be granted access rights that decay over time. This allows for temporary access to secure areas that is then automatically revoked over a number of hours or days. This lowers administrative time, and reduces the risk of human error in rights assignment. .

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Critical Infrastructure and a Cyberattack Presidential Decision Directive 21 (PDD-21) identifies 16 critical infrastructures. PDD-21 lays out the national policy to maintain secure, functioning and resilient critical infrastructure. Select a critical infrastructure sector from the list below and discuss the impact that a cyberattack could have on that system or service: Communication Sector (voice communications, digital communications, or navigation) Energy Sector (electric power grid) Water and Wastewater Systems Sector (water supply or sewage) Healthcare and Public Health Sector (hospitals) Transportation Systems Sector (rail or air) Financial Services Sector (banking ) It is the third and fourth order effects from the cyberattack on the chosen critical infrastructure that shows the far reaching and devastating effect of a cyberattack. To demonstrate the interconnectedness of critical infrastructure, explain the cascading effects on other critical infrastructure. Then, discuss the measures DHS has taken to ensure resiliency of the selected infrastructure and the measures that need to be implemented in the future. The Critical Infrastructure and a Cyberattack assignment Must be three to four pages in length (excluding the title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.) . Must include a cover page (Links to an external site.) with the following: Title of paper Student’s name Course name and number Instructor’s name Date submitted Must include an introductory paragraph with a succinct thesis statement. The thesis must be in both the introduction and the conclusion. Must use at least three scholarly sources or official government sources in addition to the course text. Must document all sources in APA style (Links to an external site.) as outlined in the Ashford Writing Center. Must include a separate references page that is formatted according to APA style (Links to an external site.) as outlined in the Ashford Writing Center. Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment. .

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Critical Incident Protection (CIP)Plans need to have your name o.docx

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Critical Evaluation of Qualitative or Quantitative Research Study Read: Stevens, K., (2013) The impact of evidence-based practice in nursing and the next big ideas . OJIN: The Online Journal of Issues in Nursing , 18 ,(2), Manuscript 4. doi: 10.3912/OJIN.Vol18No02Man04 Critically evaluate either Study 3 or Study 4. Evaluate the credibility of professional citation, research design, and procedures in a research article. Include a discussion on how this study contributes to evidence-based practice. Study 3 - Patients’ and partners’ health-related quality of life before and 4 months after coronary artery bypass grafting surgery Study 4 - Striving for independence: a qualitative study of women living with vertebral fracture Suggested Reading Schreiber, M. L. (2016). Evidence-Based Practice. Negative Pressure Wound Therapy . MEDSURG Nursing, 25 (6), 425-428. Stevens, K., (2013) The impact of evidence-based practice in nursing and the next big ideas . OJIN: The Online Journal of Issues in Nursing , 18 ,(2), Manuscript 4. doi: 10.3912/OJIN.Vol18No02Man04 Wakefield, A. (2014). Searching and critiquing the research literature. Nursing Standard , 28 (39), 49-57. doi:10.7748/ns.28.39.49.e8867 Chapter 6 (pp. 131-153), Chapter 7 (pp. 157-185), Chapter 8 (pp. 189-226) Chapter 12 (pp.323-350)& Chapter 13 (pp. 351-380) In Houser, J. (2018). Nursing research: Readings, using & creating evidence (4th ed.). Burlington, MA: Jones & Bartlett Learning Qualitative Specific Resources Houser, J. (2018). Nursing research: Readings, using & creating evidence (4th ed.). Burlington, MA: Jones & Bartlett Learning. Chapter 9, p. 229-252 Chapter 14, p. 385-416 Chapter 15, p. 419-442 Additional Instructions: All submissions should have a title page and reference page. Utilize a minimum of two scholarly resources. Adhere to grammar, spelling and punctuation criteria. Adhere to APA compliance guidelines. Adhere to the chosen Submission Option for Delivery of Activity guidelines. Submission Options: Choose One: Instructions: Paper 4 to 6-page paper. Include title and reference pages. .

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Critical Analysis of Phillips' argument in her essay "Zombie Studies Gain Ground on College Campuses" Compose a fully-developed paragraph to critically analyze Phillips' argument. Use the points you learned in the "Reading with a Critical Eye" text for your analysis. (500 words) What are the main points Erica Phillips uses to support her argument that zombies are gaining ground on college campuses? Who are the authorities that she presents to provide credibility to her argument. Does she present you with facts or opinions? Is her information current? Does her background give her any authority on the subject? What are the strengths and weaknesses of her argument? .

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Critical Appraisal Process for Quantitative Research As you critically appraise studies, follow the steps of the critical appraisal process presented in Box 18-1. These steps occur in sequence, vary in depth, and presume accomplishment of the preceding steps. However, an individual with critical appraisal experience frequently performs multiple steps of this process simultaneously. This section includes the three steps of the research critical appraisal process applied to quantitative studies and provides relevant questions for each step. These questions are not comprehensive but have been selected as a means for stimulating the logical reasoning and analysis necessary for conducting a study review. Persons experienced in the critical appraisal process formulate additional questions as part of their reasoning processes. We cover the identification of the steps or elements of the research process separately because persons who are new to critical appraisal often only conduct this step. The questions for determining the study strengths and weaknesses are covered together because this process occurs simultaneously in the mind of the person conducting the critical appraisal. Evaluation is covered separately because of the increased expertise needed to perform this final step. Step I: Identifying the Steps of the Quantitative Research Process in Studies Initial attempts to comprehend research articles are often frustrating because the terminology and stylized manner of the report are unfamiliar. Identification of the steps of the research process in a quantitative study is the first step in critical appraisal. It involves understanding the terms and concepts in the report; identifying study elements; and grasping the nature, significance, and meaning of the study elements. The following guidelines are presented to direct you in the initial critical appraisal of a quantitative study. Guidelines for Identifying the Steps of the Quantitative Research Process The first step involves reviewing the study title and abstract and reading the study from beginning to end (review the key principles in Box 18-2). As you read, address the following questions about the research report: Was the writing style of the report clear and concise? Were the different parts of the research report plainly identified (APA, 2010)? Were relevant terms defined? You might underline the terms you do not understand and determine their meaning from the glossary at the end of this textbook. Read the article a second time and highlight or underline each step of the quantitative research process. An overview of these steps is presented in Chapter 3. To write a critical appraisal identifying the study steps, you need to identify each step concisely and respond briefly to the following guidelines and questions: I. Introduction A. Describe the qualifications of the authors to conduct the study, such as research expertise, clinical experience, and educational preparation. Doctoral .

Critical Appraisal Process for Quantitative ResearchAs you cri.docx

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Criteria Excellent Superior Good Work needed Failing Introduction 20 points Engages reader's attenion. Strong, assertive stance. Gives title of story and author. Key points are presented in thesis. Has individual and creative slant 18 points Clear thesis with key points. Gives title and author. Takes a stance on analysis of story. 16 points Thesis general but analytical. Reader is aware from first paragraph of the author's perspective of the story. 14 points Thesis too broad or not clear as analysis. 0 points Needs thesis which will analyze story. Reader not clear about what to expect. Body 20 points Key points developed with details and examples from text. Refers to thesis concepts. Reflects authorial stance 18 points Gives details and examples from text to analyze thesis concept. 16 points Uses some examples from the story without much plot summary. Focuses on thesis concept. 14 points Plot summary. Does not tie into thesis concept. 0 points Plot summary or biography of author. Thesis not developed with details or key points. Conclusion 15 points Summarizes key points made in essay. Restates thesis concept in different words. Provides a sense of closure and unification. 13 points Summarizes points made. Restates thesis concept. 11 points Summarizes points made in body of essay. Unifies the essay without new topics introduced. 9 points Ends abruptly. Introduces new topic into conclusion. Does not reflect information in introduction, thesis, and body. 0 points Lacks summary of points or sense of unity in essay. Academic tone 10 points Semi-formal, academic tone with clear sentence structure and phrasing. Third person used throughout. No cliches, slang, or colloquialisms used. 8 points Semi-formal, academic tone with clear sentence structure and phrasing. Third person used throughout. 6 points Clear tone but may contain usage of first person, or occasional informal usage. 4 points Too informal, usage of first person, and language usage does not reflect the academic reader. 0 points Does not reflect the tone of academic writing. Citations 25 points Uses in-text citations accurately after examples from text. Provides Work Cited list with accurate citation(s). 22 points Accurate in-text and Works Cited citation(s). 19 points In-text and end citations may have errors, but show patterns given in our textbook. 17 points Inadequate information to allow reader to find sources. Usage of URL as main citation. In-text citations missing or not accurate. 0 points Missing or invalid. Mechanics 10 points Free of errors in punctuation, spelling, grammar, and sentence structure 8 points Few errors in spelling, punctuation or grammar. Complete sentences with conventional phrasing. 7 points Errors are too frequent, but few sentence construction problems--fragments, run on sentences or comma splices. 6 points Too many errors. Problems with sentence constructions: fragments, fused senten.

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Critical analysis of primary literature - Practice Purpose: This purpose of this assignment is to critically analyze each section of one research paper, in order to gain experience dissecting, summarizing, and evaluating primary literature. Skills: As a result of completing this assignment, you will gain skills required to analyze and evaluate information from any source, and to apply the process of science to analyze and evaluate primary sources, including: · Identifying and rewording hypotheses and predictions · Evaluating experimental methods within the context of the hypotheses and predictions · Analyzing statistical tests and describing their meaning · Analyzing, interpreting, and summarizing Results and Interpretations, including the meaning and descriptive value of figures and tables Tasks and Rubric: · Select and read one of the provided papers that reports on original experimental research. · Consider watching the Intro To Stats video lecture for help understanding the methods. · Begin a Collaboration with me through our Canvas site (so that I may access and comment on it at any time), and complete the following analyses of the journal article: Commentary Part 1 Focus on the Abstract and Introduction of the publication: 1. Explain in your own words why the researchers conducted this study; what is the value in studying their system? What background information is included to inform you of the relevance, importance or potential implications of the study? 2. Restate the researcher’s hypothesis and their predictions in your own words; Identify where they stated their hypothesis and predictions, and whether it was stated explicitly or implied. Did the researchers choose appropriate experiments or observations to test their hypothesis? Explain why you think so. Commentary Part 2 Focus on the Materials and Methods: 1. In your own words, summarize the experimental methods (if there are multiple, summarize what you believe is the most important experiment). 2. Explainthe statistical method or test used to analyze their most important results: on what dataset is the statistical test applied? What is the test statistic measuring? What are the confidence limits, p-value, or R2 value, etc. and the significance level associated with the test statistic? Commentary Part 3 Focus on the Results and Discussion: 1. Evaluate two figures or tables that visually explain the most important result: Explain what each one attempts to show. Explainhow the figures and tables do or do not help clarify the written results. 2. Evaluate the Results & Discussion: Do they match the predictions and therefore support the hypothesis, or do the results falsify the hypothesis...or do they suggest a way in which the hypothesis (or predictions) should be modified? Explain. Additional criteria and tips. To receive 15 points, you must: · Use no smaller than 11 point font, 0.75 inch borders. · Use correct grammar and punctuation and adhere to Standard English sentence st.

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Critical analysis of one relevant curriculum approach or model. Recommended Reading Arce, E., & Ferguson, S. (2013). Curriculum for young children: An introduction (2n ed.). Wadsworth, CA: Cengage Learning. Brady, L & Kennedy, K (2013). Curriculum construction (5th ed.). Australia: Pearson. Cohen, L., & Waite-Stupiansky, S. (2013). Learning across the early childhood curriculum, UK: Emerald.  Curtis, C. (2011). Reflecting children's lives: a handbook for planning your child-centered curriculum (2nd ed.), St Paul, Minnesota: Redleaf Press. Elias, C., & Jenkins, L. (2011). A practical guide to early childhood curriculum, 9th edn, NJ: Pearson Education.  Eliason, C., & Jenkins, L. (2012). A Practical Guide to Early Childhood Curriculum, 9th ed. New Jersey: Pearson Education File N., Mueller, J., & Wisneski, D. (2012). Curriculum in early childhood education: re-examined, rediscovered, renewed New York: Routledge. Fleer, M. (2013). Play in the early years, UK: Cambridge University. Gronlund, G. (2010). Developmentally appropriate play: guiding young children to a higher level. St Paul, MN: Redleaf Hunter, L., & Sonter, L. (2012). Progressing play: practicalities, intentions and possibilities in emerging co-constructed curriculum. Warner, QLD, Australia: Consultants at play. Ingles, S. (2015). Developing critical skills: Interactive exercises for pre-service teachers. Kendall Hunt. Irving, E., & Carter, C. (2018 in Press). The Child in Focus: Learning and Teaching in Early Childhood Education, Melbourne: Oxford University Press (particularly Chapter 4: Play and Play-based learning and Chapter 5: Curriculum and Pedagogy) Kostelnik, M. J., Soderman, A. K., & Whiren, A. P. (2011). Developmentally appropriate curriculum: Best practices in early childhood education. Boston, MA: Pearson Education Page, J.,& Taylor, C. (Eds). (2016). Learning & Teaching in the Early Years. Melbourne: Cambridge University Press. Department of Education, Employment and Workplace Relations (DEEWR). (2009). Belonging, being and becoming: The early years learning framework for Australia . Australian Capital Territory, Australia: Commonwealth of Australia. Pugh, G., & Duffy, B. (2014). Contemporary issues in the early years (6th ed.), Sage Publications, London. Van Hoorn, J., Nourat, P.M., Scales, B., & Alward, K.R. (2015). Play at the center of curriculum (6th ed.). New Jersey, U.S.: Prentice Hall. Wood, E. (2013). Play, learning and the early childhood curriculum (3rd ed.). London, England: Sage. .

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