Indexing performance areas and infrastructures

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Mr. Krebs then read about the following list of candidate performance areas that have been suggested as the formal benchmarks/standards to be used to perform indexing comparisons: • Cyber security • Physical security • Personnel security • Information sharing • Risk and vulnerability assessments • Emergency planning • Restoration strategies • Recovery strategies • Readiness exercises • Public-private partnerships As a result, Mr. Krebs has tasked the CIRRUS Division to provide a point paper to his staff discussing the concept of “indexing performance areas” as it relates to critical infrastructure; specifically, is the above listing correct or are one or more modifications — add(s), delete(s), reword(s) — to the above list needed to make the identified “indexing performance areas” better aligned to provide the proper level of security and resilience to current critical infrastructure assets. Therefore, I’d like to discuss this topic of “indexing performance areas” as it relates to critical infrastructure security and resilience; I’ll use your discussion inputs and comments to develop a point paper back to Mr. Krebs’ staff for action closure. Discuss the concept of “indexing performance areas” as identified in the list above in the context of whether these potential indexing performance areas should be used to adequately evaluate the performance of various critical infrastructure projects/efforts in a standardized, benchmarked manner. Does the above list provide the “right” indexing performance areas? Do any of the indexing performance areas need to be deleted or modified? Do any “new” indexing performance areas need to be added? Should there be two separate lists associated with indexing performance areas — one list for cyber-related critical infrastructure project/efforts and a different list for physical-related critical infrastructure projects/efforts? Request you provide your rationale for each suggestion/recommendation.

Comprehensive Case Analysis

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The final assignment for this course is a Comprehensive Case Analysis. The purpose of the Final Paper is for you to culminate the learning achieved in the course by describing your understanding and application of knowledge in the field of Organizational Management through the analysis of a mini case. Choose one of the following case studies from Appendix 3 in your text for your final case analysis: • McDonald’s Corporation • Southwest Airlines • Ford Motor Company Your final paper is a Comprehensive Case Analysis that will include six parts: • External analysis • Internal analysis • Strategic issues – Include at least two strategic issues. • Strategic alternatives – Include at least two alternatives for each strategic issue. • Recommendations • Implementation Read the following Appendices from your text. These will serve as a guide for completing the case study. • Appendix 1: How to Do a Comprehensive Case Analysis. • Appendix 2: Sample Case Analysis Use critical thinking skills to assess, assimilate and apply vocabulary, concepts, functions, and strategies learned throughout this course and the MAOM curricula for a broad-based evaluation of the all the company’s functional areas to prepare a comprehensive case analysis. The Final Paper: • Must be 12 to 15 double-spaced pages in length, and formatted according to APA style as outlined in the Ashford Writing Center. • Must include a title page with the following: o Title of paper o Student’s name o Course name and number o Instructor’s name o Date submitted • Must begin with an introductory paragraph that has a succinct thesis statement. • Must address the topic of the paper with critical thought. • Must end with a conclusion that reaffirms your thesis. • Must use at least 5 scholarly sources, including a minimum of 1 from the Ashford Online Library. • Must document all sources in APA style, as outlined in the Ashford Writing Center. Must include a separate reference page, formatted according to APA style as outlined in the Ashford Writing Center.

Social work paper

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Description **This is a social work paper. There will also be no time-extensions! Assignment (5-7 double-spaced pages, APA format). In addition to a minimum of eight scholarly references, which may include electronic government documents and reputable websites, your paper should include: A description of the current policy approach for addressing the homelessness in Georgia A description of the current policy goals for addressing homelessness in Georgia A description of the population the current policy approach covers An explanation of the funding levels for the current policy approach and whether they are sufficient to address the issue An explanation of how this policy may affect at-risk, marginalized, underrepresented, overlooked, or oppressed populations. Identify a specific at-risk population. An analysis of whether or not the policy meets the needs of the population groups most affected by the policy. Recommendations for alternative policies that would address the gaps identified in the policy. Please be specific in recommendations.

Response to Intervention

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https://www.youtube.com/embed/nkK1bT8ls0M https://www.youtube.com/embed/HWxsI2g5yp8 Summarize what you learned from the video. Video Summary Guidelines The following parts should be included in each video summary and should be in a separate paragraph addressing each: 1. Tell who is being interviewed and what the topic is about. 2. Give a detailed summary of what is discussed. 3. Tell how pertinent the video is to the topic being discussed in our class 4. Tell how this video influenced your thinking about the topic if it is new to you tell what you learned. 5. Tell how you can use this information in the future. Compare the video information to what our text/s has to say about the topic. Additionally, answer these questions in a concluding paragraph: What does this mean for counselors today? What do you see as the impact RTI will have on the counselors time?

Internet of Things IoT

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You have been hired as a consultant for an up and coming technology firm. They are researching new technologies and need additional information so that they can make a decision about how they will invest their funds. Your team has been assigned to perform research and present a formal report about a new technology, information technology, a current trend/events in IT, IT applications, etc. 1) Choose a topic from the approved list of IT Topics. 2) Research the topic and submit a formal report. 3) Use the FORMAL REPORT style from Chapter 10 as your guide. a. Use Figures 10.4 ( How Elements of a Report Appear in Various Report Forms) and Figure 10.10 (How to Write a Formal Report )as your guide. Review pages 361-372 in the textbook. The report should include the following: b. Title Page c. Preview i. Table of Contents ii. Abstract or Executive Summary iii. Introduction d. Detailed Discussion e. Supporting Information i. References – ** USE APA STYLE** ii. Appendices (if necessary) INSTRUCTIONS 1) Review the list of resources provided in the CHAPTER 10 RESOURCE folder. Resources include links to reference styles (APA), documenting research, etc. 2) Submit the report to Blackboard – Report should be submitted as a PDF or WORD document only. 3) Use the PERFORMANCE ASSIGNMENT – SUBMIT HERE link to submit the project. 4) ** Please note that I did not place any length limitations on the report. Your report should thoroughly cover the topic. Formal Report – Topics Internet of Things (IoT) Software as a Service (SaaS) Bring Your Own Device (BYOD) Hybrid Cloud Technology Blockchain Technology Voting Machine Vulnerabilities Self-Driving Cars Smart Home Technologies Net Neutrality European General Data Protection Regulation (GDPR) Augmented Reality Technology Machine Learning Wearable Devices Healthcare Technology

Violence against Women

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Violence against Women

The final paper will serve as a culmination of both the weekly reflections and the class. Drawing from the weekly reflections, students will create an analytical narrative of their changing understanding of globalization and its impact on a particular topic (student’s choice). This paper must also include an application of your narrative to a particular example from current events, a deeper analysis of an author’s argument from the readings, or deeper analysis of a term used in the class. Students can also come up with a unique topic or project in consultation with the instructor

Carlos Muñoz Jr Youth Identity and Power: The Chicano Movement 1989

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Instead of starting off the paper with a title, begin with the author, title, and facts of publication for the book under review using standard bibliographical form. Carlos Muñoz Jr., Youth, Identity and Power: The Chicano Movement (1989) Write the book review on the book provided please. Answers to the following seven sections must form the substance of the review. Answer each of them in the order given, each with a separate paragraph or series of paragraphs. 1. What is the author’s purpose in writing the book? (Use verbs such as “seeks,” “wishes,” “desires,” “wants”) 2. What is the book’s thesis? (Use verbs such as “argues,” “contends,” “asserts”) 3. How does the author organize material? What is the logic behind the topics of the chapters, and how do the chapters go together to form the book? There is almost always a fit between the thesis of a book and the logic of the book’s organization. Each points to the other. Thus, if in doubt about the thesis, pay attention to the organizational logic. In the review, include an explicit statement about the fit between the book’s organization and its thesis. This section can also include a brief summary of the book, but make sure that the summary is tied to the issue of organization. 4. To what subfield of history (such as social, political, economic, foreign relations, or cultural and intellectual history) does the book belong? How so? Does the author discuss employing or being guided by any notable methodologies (particular ways of studying history, such as quantitative history) or academic theories (particular ways of thinking, such as feminist or postmodern theories), and, if so, which ones? If the author does not discuss methodology or theory, note their absence. 5. What primary sources (sources created during the time of the book’s subject) does the author use to develop the thesis of the book, and why does the author use these particular sources? Do not give just a list of sources; discuss types of sources used and the reasons for relying on certain kinds of sources. Include an explicit statement about the book’s most significant primary sources in light of the author’s thesis. What are the most important secondary sources (sources created after the time of the book’s subject) for the author? Why? 6. Does the author discuss the historiography (the past writing and arguments by historians) of his or her book’s subject matter? If yes, how so? If no, note its absence. How is the book similar to or different from the textbook? Beyond adding more detail, how does the book fit in with the issues raised and discussed in the course reading? In particular, does the book add a different perspective? How so? 7. How well does the author accomplish the purpose? This section provides an opportunity to make an original, critical evaluation of the book. Address the issues of what is well done, poorly done, and originally done. What are the book’s overall strengths and weaknesses? Are the author’s arguments and uses of evidence, in particular, clear or unclear, strong or weak, convincing or unconvincing? Should a reader agree or disagree with the author’s thesis and conclusions? If a reader is curious about the book’s subject, should he or she choose this particular book? Does anything discussed in the book connect to an issue in present-day America?

z Scores Type I and II Errors Hypothesis Testing

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The Standard Normal Distribution and z Scores A student receives an intelligence quotient (IQ) score of 115 on a standardized intelligence test. What is his or her percentile rank? To calculate the percentile rank, you must understand the logic and application of the standard normal distribution. The standard normal distribution is introduced in Chapter 1 of the Warner text (Figure 1.4, p. 28). The advantage of the standard normal distribution is that the proportional area under the curve is constant. This constancy allows for the calculation of a percentile rank of an individual score X for a given distribution of scores. When a population mean (µ) and population standard deviation (σ) are known, such as a distribution of scores for a standardized intelligence test, the standard normal distribution determines the percentile rank of a given X score (for example, 50th percentile on IQ). Note in Figure 1.4 (Warner, 2013) that around two-thirds of standard scores (68.26%) fall within ±1 population standard deviation from the population mean. Approximately 95% of standard scores fall within ±2 population standard deviations. Approximately 99% of standard scores fall within ±3 population standard deviations. Knowing this, we can begin the process of determining a percentile rank from an individual score. Consider a standardized IQ test where µ = 100 and σ = 15. A standard score, or z score, is calculated with individual X scores rescaled to µ = 0 and σ = 1. The formula for a z score is [( X − µ) ÷ σ]. Refer to Figure 2.13 in the Warner text (p. 61). For example, an IQ score of X = 100 would be rescaled to z = 0.00 [(100 − 100) ÷ 15 = 0]. A z score of 0 means that the X score is 0 standard deviations above or below the mean. An IQ score of X = 85 would be rescaled to z = −1.00 [(85 − 100) ÷ 15 = −1.00]. A z score of −1 represents an IQ score 1 standard deviation below the mean. An IQ score of 130 would be rescaled to z = 2.00 [(130 − 100) ÷ 15 = 2.00]. A z score of 2 represents an IQ score 2 standard deviations above the mean. In short, a negative z score falls to the left of the population mean, whereas a positive z score falls to the right of the population mean. Once a given z score is calculated for a given X score, its percentile rank can be determined. Refer to Appendix A of the Warner text (pp. 1051–1055). For example, an IQ score of 115 is z = 1.00 (Column A). The area under the curve between z = 0.00 and z = 1.00 is .3413 (Column B), and the area under the curve to the right of z = 1.00 is .1587 (Column C). If we add the area under the curve of .3413 to the other half of the distribution (.50), we know that an IQ score of 115 is at about the 84th percentile (.50 + .3413). We can say that a student who receives an IQ score of 115 outperforms about 84% of students on the IQ test, whereas about 16% of students outperform him or her on the IQ test. Conversely, an IQ score of 85 is z = −1.00 (Column A at z = 1.00; only positive z scores are listed). In this case, we know that the area under the curve between z = 0.00 and z = −1.00 is also .3413 (Column B). The area under the curve to the left of z = −1.00 is .1587 (Column C). An IQ score of 85 is therefore at about the 16th percentile. A student who scores an 85 on an IQ test outperforms about 16 percent of other students on the IQ test, whereas about 84% of students outperform him or her on the IQ test. An important z score is ±1.96, where 95% of scores fall under the area of the curve, whereas 2.5% fall to the left and 2.5% fall to the right (2.5% + 2.5% = 5%). A z score beyond these cutoffs is typically considered to be “extreme” (Warner, 2013). In addition, we will see below that most inferential statistics set “statistical significance” to obtained probability values of less than 5%. Hypothesis Testing Probability is crucial for hypothesis testing. In hypothesis testing, you want to know the likelihood that your results occurred by chance. No matter how unlikely, there is always the possibility that your results have occurred by chance, even if that probability is less than 1 in 20 (5%). However, you are likely to feel more confident in your inferences if the probability that your results occurred by chance is less than 5% compared to, say, 50%. Most researchers in the social sciences find it reasonable to designate less than a 5% chance as a cutoff point for determining statistical significance. This cutoff point is referred to as the alpha level. An alpha level is set to determine when a researcher will reject or fail to reject a null hypothesis (discussed next). The alpha level is set before data are analyzed to avoid “fishing” for statistical significance. In high-stakes research (such as testing a new cancer drug), researchers may want to be even more conservative in designating an alpha level, such as less than 1 in 100 (1%) that the results are due to chance.

Youth v. Government

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Here is an interview of Mary Wood to watch instead and also a short article on Atmospheric Trust Litigation. https://billmoyers.com/episode/full-show-climate-crusade/ (Links to an external site.) https://law.stanford.edu/2017/07/05/atmospheric-trust-litigation-paving-the-way-for-a-fossil-fuel-free-world/ (Links to an external site.) Also, here is a link to a news article explaining that the Supreme Court “Stay of Proceedings” has been lifted and a new trial date is being set. https://www.washingtonpost.com/politics/courts_law/supreme-court-refuses-to-block-kids-climate-lawsuit-against-us-government/2018/11/02/34bd7ee6-d7af-11e8-83a2-d1c3da28d6b6_story.html?utm_term=.5164d295660d (Links to an external site.) https://www.cbsnews.com/news/juliana-versus-united-states-the-climate-change-lawsuit-that-could-stop-the-u-s-government-from-supporting-fossil-fuels-60-minutes/ (Links to an external site.) Please have a look at these and post your thoughts on: 1) What is Atmospheric Trust Litigation? How is this similar to a financial trust where a lawyer watches over an older persons assets until they are transferred to their beneficiaries when they die. Is it legal for the lawyers to spend the money in the trust? (3 pts) 2) Under this reasoning – does the government “own” the atmosphere? Or is it the natural resource heritage of this and all future generations? (2 pts) 3) So the atmosphere and all the natural resources on Earth actually do not belong to the governments! Instead, these resources have been entrusted to the governments to protect so they are available to you, your children, your grandchildren and generations yet to come. How does this make you feel about developed nations destroying your resources? If you were at the Memorial Union talk or the Youth v. Gov. rally in Eugene, it would be great if you could share your thoughts on these experiences here (2 pts) Make sure one question one paragraph.

Flowchart/Graphic Organizer of Special Education Process

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Description The process and timelines required for referral, evaluation, eligibility determination, placement, development of the IEP, and implementation of services is prescribed by law and all members of the IEP team are responsible for understanding the process. Obtain information and materials for families of individuals with disabilities. Based on the materials provided to the families, create a flowchart/graphic organizer depicting the special education process and laws followed within a school.

The flowchart/graphic should depict the processes of referral, evaluation, determination of eligibility, placement, development and implementation of the IEP, progress monitoring, and the reevaluation process. Timelines and required parental should be included. In addition to your completed flowchart or graphic organizer, write a 250-500 word parent-friendly letter about the special education process. In the letter, explain the roles of the school, the parents, and the students. Support your flowchart/graphic organizer with a minimum of two resources. While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines