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Privacy, Laws, and Security Measures
Privacy, Laws, and Security Measures
You are an information security manager for a large retail sporting goods
store. The sporting goods store is involved in the following in which
they:
Maintain an internal network and an intranet protected by a firewall
Maintain a Web server in the DMZ that is protected by another firewall
Accept credit card sales in the store and over the Web via e-Commerce
transactions
Maintain an email server for employee email communication and communication
with other business partners and customers
Maintain a wireless network within the store
Use RFID for inventory and theft prevention
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Provide health screening for high blood pressure, high cholesterol, and
other potential health risks

Share Your Action Research Study
Share Your Action Research Study
Share Your Action Research Study
Action research is a form of inquiry in which a problem
is identified and a series of actions are planned as a way of gaining
deeper understanding of the range of possible solutions. The purpose of
this discussion is to promote reciprocal sharing of your final action
research report with others in your community of practice (your peers in
this course) who would value the knowledge you have gained through the
action research process. In this discussion, you will create a
presentation using the software of your choice (e.g., PowerPoint, Google
Docs, Present.me, YouTube, Prezi, Jing, SlideRocket, or another
program) to present your findings to your school at an after school
staff meeting. Include speaker notes if using PowerPoint. If using a
program other than PowerPoint, submit a document with speaker notes
included for each slide.
There are two parts to this discussion.
Part 1: Share the process and results of the action research planned in EDU671 and conducted in EDU675. At a minimum:
Describe the purpose of your study by writing a
statement that completes the following sentence, “The purpose of this
study is to…” (two to three sentences). Post your research question(s) - Include definitions of key technical terms, if necessary. (one to three sentences)Outcomes/Results The “so what?” of your study—Answers to your research questions. (three to four sentences)Assuming you would conduct another cycle of this
study, what specific modifications or adjustments would you make, and
why? (three to four sentences)Explain why this study is important to the school and the students. ( two to three sentences)Explain why this study is important it is
important for teachers and other educational practitioners to become
researchers of their own practice. (two to three sentences)
Part 2:
Attach a link to your ePortfolio (Pathbrite).In one paragraph, reflect on your experience with
the redesign of the Week Three Assignment in terms of challenges you
encountered and how you overcame those challenges. Also include how your
assessment promotes learning and innovation skills and how it could be
used as a tool for ongoing evaluation of student progress.
Use the PowerPoint Template as a guide to help create a high quality presentation.
Alternate: If you do not have your own completed action
research to utilize, you will take a slightly different approach to
complete this discussion: Using the Ashford University Library, locate
and analyze a peer-reviewed educational action research study. You will
follow the same guidelines in Part 1 of the discussion to create a
presentation to share in the discussion forum. An added part to your
presentation is reference to the article.

Research and Educational Change
Research and Educational Change
Research and
Educational ChangeOne
aspect of professional development that educators can participate in is that of
educational conferences. While you may at some point have participated in an
educational conference as an attendee, you have the opportunity in this
assignment to think as a presenter!
In this assignment, you will take your discussion presentation you prepared for
the staff meeting and convert it into a poster that you could use at an
academic conference. Historically, a conference poster session involves use of
a large poster-board style document as a reference when speaking with
conference attendees about your research or practical experiences with a topic.
Increasingly, the poster session involves handouts in digital format
transferred through QR codes or another medium and may involve a television or
other screen display to communicate your research at an academic conference.
Always, your poster presentation contains a title, introduction to your question,
overview of your approach, results from your study or experience, and your
planned next steps in applying or expanding the study or experience.
Additionally, the poster provides information about literature related to the
poster topic, usually a selected listing of previously published articles that
are important to your research, and a brief acknowledgement to those who helped
you with the study.
Your poster, in whatever format it is presented at the conference, is effective
if it can be scanned and comprehended at a high level in around five minutes.
Usually you will be present with your poster to explain points and answer
questions in an authentic conference experience.
Using the PowerPoint
Template, create your assignment to meet the content and written
communication expectations below. Upload your assignment to the course for
evaluation and to your ePortfolio (Pathbrite).
Content Expectations
Introduction (1.5 points): In
100-200 words, use this section to interest your audience in the issue or
question of your study while using minimal background information and
definitions.
Materials and Methods (1
point): In 50-100 words, describe the procedure you used to collect data.
Study Results (1 point): In
50-100 words, state your research questions, describe how they were
supported by your research, and then include visuals (e.g.,
graphic/charts/diagrams) to illustrate the parts or results of your
study.
Conclusion (1 point): In no
more than 200 words, provide the concluding remarks about your study while
explaining your major result in such a way as to convince your audience
why the outcome is interesting. Describe the relevance of your findings to
the field of education and/or beyond, describe other directions this study
could lead to, and summarize the changes you would make to the study in
retrospect.
Relevant Literature Cited (1
point): Use full citations in APA for all primary works you consulted from
the literature to inform and support the purpose of your study.
Acknowledgement (1 point): In
30-50 words, provide an acknowledgement to individuals or groups who
supported or contributed to your study.
Written Communication Expectations
APA Formatting (.5 point): Use
APA formatting consistently throughout the assignment.
Syntax and Mechanics (.5
point): Display meticulous comprehension and organization of syntax and
mechanics, such as spelling and grammar.
Source Requirement (.5 point):
References three scholarly sources in addition to the course textbook. All
sources on the references page need to be used and cited correctly within
the body of the assignment.
For information related to APA style, including samples and
tutorials, please visit the Ashford Writing Center.

please help need assistance
please help need assistance
Class 518 discussion board 1
400 words
Identify
a specific research design from Chapters 6–17 of your textbook that you could
use to answer your proposed research question. Next, state (1) how you would
gather the data, (2) whether the design is a quantitative or qualitative approach,
and (3) why a quantitative/qualitative approach is more suitable.
Student sample
To complete my
research proposal I would use the correlational research design as highlighted
by M. Gall, J. Gall and Borg (2012) in chapter 12.
To
answer the question of, “To what extent is ability grouping utilized for
reading?,” I would have teachers complete a questionnaire about what type
reading instruction they utilize within their classroom. The questionnaire
would include questions such as:
•
“Do you teach reading whole group or in small groups?”
•
“Do you utilize this type of instruction for the whole year?”
•
“If you teach reading in small groups, do you group by ability?”
•
“If you group by ability how many groups do you have?”
The questionnaire
would be mailed to first grade teachers within the schools that were selected
to be part of the sample. The samples selected would represent all first grade
classrooms within the specific county in which I teach to determine the
differences between classrooms on a local level.
To
answer the question, “Does ability grouping for literacy instruction promote
student growth and gains in reading for all ability levels of students?,” I
would gather and analyze data from those classrooms that utilize ability
grouping for reading. I would use fall and spring scores from PALS reading
assessments in first grade. I would compare the spring score to the fall score
to determine the amount of reading achievement gains for each student.
To
answer the question, “Does ability grouping for literacy instruction promote
more student growth than standard classroom settings?,” I would compare PALS
assessments from ability grouped classrooms and standard classrooms to see
which set of results had the highest amount of reading gains shown from the
growth between fall and spring scores.
This
research design is quantitative in nature. This research design is more
suitable for this study because I am comparing statistical data to find a
correlation between reading instruction and achievement levels of students in
first grade classrooms. This correlation would not have a large impact from a
case study, as this would only follow a small number of students or classes. By
using a quantitative design, I would compare all first grade classrooms within
the county that I currently teach in to help provide data that could be used to
bridge the gap between successful and struggling schools. By focusing on a
number of classrooms within a number of schools you can see more trends and use
data to better tailor instruction to increase academic achievement.
References
Gall, M. D., Gall, J.
P., & Borg, W. R. (2010). Applying educational research: how to read,
do, and use research to solve problems of practice (6th ed.). Boston, MA:
Pearson.
Discussion board 2 (no
student sample for this one yet)
400 words
Topic: After reading the
assigned text, compare and contrast the education systems of English and
German. Examine the major factors that shaped their philosophies and practices.
Make a convincing case for which system provides a better education for its
citizens. List any sources used according to APA protocol.

writing need help please
writing need help please
Productivity and Evaluation in the Police Department Write a response to the following prompt:What are the characteristics of today’s productive police department?Describe how evaluation criteria employed in the traditional policing model, such as crime rates, clearance rates, and response times, have been problematic when applied to the community oriented policing and problem solving strategy. Provide at least two solutions to this.Your initial post should be at least 250 words in length. Support your claims with examples from required material(s), and properly cite any references.
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