Description
Create your own lesson plan with technology integration. You may use a lesson from your Week One assignment or create a new one. You may use examples from the Internet or this course to guide your planning, but this week, the lesson plan should be original work of your own.
Your lesson plan should include the following:
- Grade Level:
- Time for lesson:
- Standards to be addressed:
- Additional learning goals (if appropriate):
- Materials:
- Assessment(s):
- Tasks (Teacher and Student activities):
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Most Popular Content
Evidence Based Practice Translating Evidence into Clinical Practice Paper
Translating Evidence into Clinical PracticeChoose one evidence-based practice that you see yourself using as a provider in ...
Evidence Based Practice Translating Evidence into Clinical Practice Paper
Translating Evidence into Clinical PracticeChoose one evidence-based practice that you see yourself using as a provider in your clinical practice and discuss how it meets the listed benefits.Why should we, as healthcare providers, use evidence-based practice?Evidence-based practice benefits:Leads to highest quality care and patient outcomesReduces health care costsReduces geographic variations in the delivery of careIncreases healthcare provider empowerment and role satisfactionReduces healthcare provider turnover rateIncreases reimbursement from 3rd party payersReduces complications and payment denialsMeets the expectation of an informed publicInclude 4 evidence-based articles to support your work that are less than 3 years old.Before finalizing your work, you should:be sure to read the Assignment description carefully (as displayed above);consult the Grading Rubric (under the Course Home) to make sure you have included everything necessary; andutilize spelling and grammar check to minimize errors.Your writing Assignment should:follow the conventions of Standard English (correct grammar, punctuation, etc.);be well ordered, logical, and unified, as well as original and insightful;display superior content, organization, style; anduse APA 6th Edition format as outlined in the APA Progression Ladder.
Evidence Based Practice and Clinical Decision Making
Post a total of 3 substantive responses over 2 separate days for full participation. This includes your initial post and 2 ...
Evidence Based Practice and Clinical Decision Making
Post a total of 3 substantive responses over 2 separate days for full participation. This includes your initial post and 2 replies to other students. Due Thursday Respond to the following in a minimum of 175 words:Review Figure 1-3, on page 24, in Understanding Nursing Research. Why it is important to employ the highest level of available research evidence in clinical decision making?Due Monday Reply to at least 2 of your classmates. Be constructive and professional in your responses.
Week 6 Assignment: Family Assessments Comparison
Family AssessmentsIn
addition to understanding the systemic nature of family life, the
second major emphasis of this sec ...
Week 6 Assignment: Family Assessments Comparison
Family AssessmentsIn
addition to understanding the systemic nature of family life, the
second major emphasis of this section is on the benefits and process of
conducting family based assessments with clients. Assessment is a
process of studying a person or group of people in order to come to
conclusions about what he, she, or they are like. Often the result of
assessment includes a decision as to whether the person or persons
is/are “normal.” As such, it is important for therapists to grapple with
the question of what “normal” is and of how much variation can be
allowed within that definition. Specifically, for this week, you
will review three commonly used family assessments (FACES, SFI, and
FAD). To start this week, examine each of the instrument samples
provided and read each of the assigned articles and chapters related to
these models/assessments.Family Adaptability and Cohesion Evaluation Scales (FACES; based on Olson’s Circumplex model)The Family Adaptability and Cohesion Evaluation Scales (FACES)Olson, D. E., & Gorall, D. M. (2003). Circumplex model of marital and family systems.Self-report Family Inventory (SFI; based on the Beavers model)The Dallas Self-report Family Inventory (SFI)Hampson, R., Hulgus, Y., & Beavers, W. (1991). Comparisons of
self-report measures of the Beavers Systems Model and Olson's Circumplex
Model.Family Assessment Device (FAD; based on the McMaster model)The Family Assessment Device (FAD)Epstein, N.B., Bishop, D. S., & Levin, S. (1978). The McMaster Model of Family Functioning.Epstein, N. B., Baldwin, L. M., & Bishop, D. S. (1983). The McMaster Family Assessment Device.Miller, I. W., Epstein, N. B., Bishop, D. S., & Keitner, G. I.
(1985). The McMaster Family Assessment Device: Reliability and Validity.Be sure to carefully review this week’s resources. You will be
expected to apply the information from these resources when you prepare
your assignments. Books and Resources for this Week: BooksReferenceInstructionWilliams, L., Edwards, T. M., Patterson, J., & Chamow, L. (2011) Essential assessment skills for couple and family therapistRead Chapter 9Sperry, L. (2012) Family assessment: Contemporary and cutting-edge strategiesRead Chapter 8ArticlesReferenceInstructionEpstein, N. B., Baldwin, L. M., & Bishop, D. S. (1983). The McMaster Family Assessment Device.
McMaster Family Assessment Device - FAD.pdf.pdfRead ArticleEpstein, N.B., Bishop, D. S., & Levin, S. (1978) The McMaster Model of Family Functioning.
McMaster Model of Family Functioning.pdf.pdfRead ArticleHampson,
R., Hulgus, Y., & Beavers, W. (1991). Comparisons of self-report
measures of the Beavers Systems Model and Olson's Circumplex Model.http://proxy1.ncu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=1991-20204-001&site=ehost-liveRead ArticleMiller, I. W., Epstein, N. B., Bishop, D. S., & Keitner, G. I. (1985). The McMaster Family Assessment DeviceMcMaster Family Assessment Device- Reliability and Validity.pdf.pdfRead ArticleOlson, D.H., & Gorall, D.M. (2003). Circumplex model of marital and family systemscircumplex_article.pdf.pdfRead Article Document/OtherReferenceInstructionFACES Assessment FACES III and scoring instructions.pdf.pdfReview DocumentFAD AssessmentFAD Assessment and Scoring Instructions.pdf.pdfReview DocumentSFI AssessmentSFI- Assessment and Scoring Instructions.pdf.pdfReview Document
Week 6 Assignment: Family Assessments Comparison
Activity Description
To complete the assignment, you will need
to use the Family Assessment Device (FAD), the Family Adaptability and
Cohesion Evaluation Scales (FACES), and the Self-Report Family Inventory
(SFI). You will complete each of the three measures with respect to
your own family of origin. You may use your nuclear family (e.g.,
partner, children) or your family of origin (you and your parents). If
using your family of origin, respond to each item as if you were at the
age when you were still living with your family of origin.
Alternatively, when possible, you might consider asking one of your
siblings to complete at least one of the measures.Once you have completed each of the assessments use the scoring
instructions to score the responses. Then, for each measure, write a
Clinical Assessment Report (CAR) using the template in the “Resources”
section of the course page. Copy and paste the CARs into one document.
Write a brief 1 to 2 page synopsis of your experience of using each of
the measures and compare and contrast the usefulness of each with the
others. In addition briefly (1 to 2 pages) address the following
questions.
The Circumplex, Beavers, and McMaster models all include specific
principles that the authors of each suggest are indicative of what is
normal in marriage and family life. What are your responses to these
chapters and articles and the ideas that are presented about what is
"normal"?Finally, what are the pros and cons of defining "normal" at all?
Submit this document (do not submit the actual results (item by item) of the measures or the actual assessments).Your final document should be 5 to 10 pages in length:
CAR's for FACES - 1 to 2 pages.CAR's for SFI - 1 to 2 pages.CAR's for FAD - 1 to 2 pages.Synopsis of using the instruments and compare and contrast instruments - 1 to 2 pages.Addressing the 2 activity specific questions above - 1 to 2 pages.
Upload your assignment using the Upload Assignment button.
Learning Outcomes
1.0 Distinguish the nature and uses of psychological tests, addressing the unique features of the systems-based assessment.3.0 Critique the usefulness of specific individual, couple, and family assessments.4.0 Implement systems theory and systemic thinking into the process of family assessment.5.0
Appraise the validity of the definitions of what is “normal” in family
life that are given in established theories of family functioning that
underlie common family assessments.
Security Threats and Vulnerabilities, computer science homework help
Write an 8–12-page article that addresses the following:Explain how security threat and vulnerability assessment can con ...
Security Threats and Vulnerabilities, computer science homework help
Write an 8–12-page article that addresses the following:Explain how security threat and vulnerability assessment can contribute to an effective disaster-recovery planning process.Describe the challenges of BYOD and the use of mobile devices.Analyze methods of identifying threats to organizational information assets.Describe the characteristics or signatures of attacks specific to malicious software, including the following:
Backdoors.Trojans.Viruses.Wireless attacks.MAC spoofing.Web app attacks.0-day exploits.Describe the system vulnerabilities that attackers exploit in order to carry out attacks specific to malicious software, including the following: Backdoors.Trojans.Viruses.Wireless attacks.MAC spoofing.Web app attacks.0-day exploits.Describe specific adversaries and motivations to threaten information assets.Describe vulnerabilities related to the failure to harden networks and network operating systems.Describe the components and methods used to engage in denial of service and distributed denial of service attacks.Describe the concept of bots and botnets and how they contribute to the overall security profile of both public and private networks.Note: The bullet points above outline the topics that are to be addressed in this assessment, and the 4th and 5th points include subsets of the topic that must be covered in order to meet the requirements of that assessment item. The scoring rubric informs that level of detail that is required at each of the competency levels covered in the rubric.Additional RequirementsWritten communication: Written communication is free of errors that detract from the overall message.APA formatting: Resources and citations are formatted according to APA (sixth edition) style and formatting.Page length: 8–12 double-spaced pages, not including the references page.Font and font size: Times New Roman, 12 point.Security Threats and Vulnerabilities Scoring Guide Grading Rubric Criteria Non-performance Basic Proficient Distinguished Explain how security threat and vulnerability assessment can contribute to an effective disaster recovery planning process. Does not explain how security threat and vulnerability assessment can contribute to an effective disaster recovery planning process. Explains incompletely or inaccurately how security threat and vulnerability assessment can contribute to an effective disaster recovery planning process. Explains how security threat and vulnerability assessment can contribute to an effective disaster recovery planning process. Explains how security threat and vulnerability assessment can contribute to an effective disaster recovery planning process, including the use of supporting examples. Describe the challenges of BYOD and the use of mobile devices. Does not describe the challenges of BYOD and the use of mobile devices. Describes incompletely or inaccurately the challenges of BYOD and the use of mobile devices. Describes the challenges of BYOD and the use of mobile devices. Describes the challenges of BYOD and the use of mobile devices, including the use of supporting examples. Analyze methods of identifying threats to organizational information assets. Does not analyze methods of identifying threats to organizational information assets. Analyzes incompletely or inaccurately methods of identifying threats to organizational information assets. Analyzes methods of identifying threats to organizational information assets. Analyzes methods of identifying threats to organizational information assets, including the use of supporting examples. Describe the characteristics or signatures of attacks specific to malicious software. Does not describe the characteristics or signatures of attacks specific to malicious software. Describes incompletely or inaccurately the characteristics or signatures of attacks specific to malicious software. Describes the characteristics or signatures of attacks specific to malicious software. Describes the characteristics or signatures of attacks specific to malicious software, including the use of supporting examples. Describe the system vulnerabilities that attackers exploit in order to carry out attacks specific to malicious software. Does not describe the system vulnerabilities that attackers exploit in order to carry out attacks specific to malicious software. Describes incompletely or inaccurately the system vulnerabilities that attackers exploit in order to carry out attacks specific to malicious software. Describes the system vulnerabilities that attackers exploit in order to carry out attacks specific to malicious software. Describes the system vulnerabilities that attackers exploit in order to carry out attacks specific to malicious software, including the use of supporting examples. Describe vulnerabilities related to the failure to harden networks and network operating systems. Does not describe vulnerabilities related to the failure to harden networks and network operating systems. Describes incompletely or inaccurately vulnerabilities related to the failure to harden networks and network operating systems. Describes vulnerabilities related to the failure to harden networks and network operating systems. Describes vulnerabilities related to the failure to harden networks and network operating systems, including the use of supporting examples. Describe specific adversaries and motivations to threaten the information assets of the project organization. Does not describe specific adversaries and motivations to threaten enterprise information assets. Describes incompletely or inaccurately specific adversaries and motivations to threaten enterprise information assets. Describes specific adversaries and motivations to threaten enterprise information assets. Describes specific adversaries and motivations to threaten enterprise information assets, including the use of supporting examples. Describe the components and methods used to engage in denial of service and distributed denial of service attacks. Does not describe the components and methods used to engage in denial of service and distributed denial of service attacks. Describes incompletely or inaccurately the components and methods used to engage in denial of service and distributed denial of service attacks. Describes the components and methods used to engage in denial of service and distributed denial of service attacks. Describes the components and methods used to engage in denial of service and distributed denial of service attacks, including the use of supporting examples. Describe the concept of bots and botnets and how they contribute to the overall security profile of both public and private networks Does not describe the concept of bots and botnets and how they contribute to the overall security profile of both public and private networks. Describes incompletely or inaccurately the concept of bots and botnets and how they contribute to the overall security profile of both public and private networks. Describes the concept of bots and botnets and how they contribute to the overall security profile of both public and private networks. Describes the concept of bots and botnets and how they contribute to the overall security profile of both public and private networks, including the use of supporting examples
Temple University Personal Branding Philosophy Paper
Internship Portfolio = 20 pointsResearch & DevelopmentUse an internship search site (i.e. LinkedIn, Monster.com, etc) an ...
Temple University Personal Branding Philosophy Paper
Internship Portfolio = 20 pointsResearch & DevelopmentUse an internship search site (i.e. LinkedIn, Monster.com, etc) and print out this the listing to help you research the company. This internship should be based on your major and career interests. Please research the following from the company: leadership hierarchy (President, VP, CFO, etc), philosophy/mission statement, history, headquarter location, and other interesting facts about the organization. This assignment should minimum 300 words. (10 points)Analysis ReflectionWrite one-page reflection about why you are interested in this specific internship. What is about the company or organization that makes you want to work there? How would this internship help in aligning in your long-term career goals? (15 points)Brand Image/SummitHow would this internship help in the creation of your professional brand? How might this opportunity aid in the creation and development of your brand? How might this help future your development and career pathway? -Utilizing your new soft skills learned from BA 1002. You will created your personal branding philosophy. You will create a two page assigned that including your philosophy including informing relating to your values, actions, theories and benefits of your brand. Using your personal experiences throughout Fox, Temple, and the work experiences pinpoint where your brand started and where you wish to take it. You will be responsible for researching the industry of interest. Using your new found knowledge on the industry you will have the opportunity to present your philosophy to the class. Create 1-page paper about your personal branding philosophy that you wish to hold in your professional ethics and standards. Using your personal experiences and exploration of career development and majors to help you in creations of this document. 25 points
IFSM300 WK2 Individual Store Decision Making
DiscussionFirst, read Week 2 Content on Data and How Information Supports Decision Making, paying particular attention to ...
IFSM300 WK2 Individual Store Decision Making
DiscussionFirst, read Week 2 Content on Data and How Information Supports Decision Making, paying particular attention to the Levels of Decision Making. For purposes of this discussion, we will use a retail business as an example. This retail business is comprised of the corporate headquarters, regions (oversees several stores in a geographic area) and individual stores. Each of these aligns to one of the three levels of decision makers in an organization. Main Postings: Select one of the levels of decision making and identify one decision that a manager at that level might make. The decision must relate to the retail business and what it does. Then, explain what information a manager at that level might get from the IT systems (such as inventory management or customer information system) to aid in making that decision. Example: Managerial Level: The Regional Director makes a decision to shift inventory that is not selling in one store to another store where sales in those items are high. To support this decision, the Regional Director would need information on sales of specific products by store.
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Most Popular Content
Evidence Based Practice Translating Evidence into Clinical Practice Paper
Translating Evidence into Clinical PracticeChoose one evidence-based practice that you see yourself using as a provider in ...
Evidence Based Practice Translating Evidence into Clinical Practice Paper
Translating Evidence into Clinical PracticeChoose one evidence-based practice that you see yourself using as a provider in your clinical practice and discuss how it meets the listed benefits.Why should we, as healthcare providers, use evidence-based practice?Evidence-based practice benefits:Leads to highest quality care and patient outcomesReduces health care costsReduces geographic variations in the delivery of careIncreases healthcare provider empowerment and role satisfactionReduces healthcare provider turnover rateIncreases reimbursement from 3rd party payersReduces complications and payment denialsMeets the expectation of an informed publicInclude 4 evidence-based articles to support your work that are less than 3 years old.Before finalizing your work, you should:be sure to read the Assignment description carefully (as displayed above);consult the Grading Rubric (under the Course Home) to make sure you have included everything necessary; andutilize spelling and grammar check to minimize errors.Your writing Assignment should:follow the conventions of Standard English (correct grammar, punctuation, etc.);be well ordered, logical, and unified, as well as original and insightful;display superior content, organization, style; anduse APA 6th Edition format as outlined in the APA Progression Ladder.
Evidence Based Practice and Clinical Decision Making
Post a total of 3 substantive responses over 2 separate days for full participation. This includes your initial post and 2 ...
Evidence Based Practice and Clinical Decision Making
Post a total of 3 substantive responses over 2 separate days for full participation. This includes your initial post and 2 replies to other students. Due Thursday Respond to the following in a minimum of 175 words:Review Figure 1-3, on page 24, in Understanding Nursing Research. Why it is important to employ the highest level of available research evidence in clinical decision making?Due Monday Reply to at least 2 of your classmates. Be constructive and professional in your responses.
Week 6 Assignment: Family Assessments Comparison
Family AssessmentsIn
addition to understanding the systemic nature of family life, the
second major emphasis of this sec ...
Week 6 Assignment: Family Assessments Comparison
Family AssessmentsIn
addition to understanding the systemic nature of family life, the
second major emphasis of this section is on the benefits and process of
conducting family based assessments with clients. Assessment is a
process of studying a person or group of people in order to come to
conclusions about what he, she, or they are like. Often the result of
assessment includes a decision as to whether the person or persons
is/are “normal.” As such, it is important for therapists to grapple with
the question of what “normal” is and of how much variation can be
allowed within that definition. Specifically, for this week, you
will review three commonly used family assessments (FACES, SFI, and
FAD). To start this week, examine each of the instrument samples
provided and read each of the assigned articles and chapters related to
these models/assessments.Family Adaptability and Cohesion Evaluation Scales (FACES; based on Olson’s Circumplex model)The Family Adaptability and Cohesion Evaluation Scales (FACES)Olson, D. E., & Gorall, D. M. (2003). Circumplex model of marital and family systems.Self-report Family Inventory (SFI; based on the Beavers model)The Dallas Self-report Family Inventory (SFI)Hampson, R., Hulgus, Y., & Beavers, W. (1991). Comparisons of
self-report measures of the Beavers Systems Model and Olson's Circumplex
Model.Family Assessment Device (FAD; based on the McMaster model)The Family Assessment Device (FAD)Epstein, N.B., Bishop, D. S., & Levin, S. (1978). The McMaster Model of Family Functioning.Epstein, N. B., Baldwin, L. M., & Bishop, D. S. (1983). The McMaster Family Assessment Device.Miller, I. W., Epstein, N. B., Bishop, D. S., & Keitner, G. I.
(1985). The McMaster Family Assessment Device: Reliability and Validity.Be sure to carefully review this week’s resources. You will be
expected to apply the information from these resources when you prepare
your assignments. Books and Resources for this Week: BooksReferenceInstructionWilliams, L., Edwards, T. M., Patterson, J., & Chamow, L. (2011) Essential assessment skills for couple and family therapistRead Chapter 9Sperry, L. (2012) Family assessment: Contemporary and cutting-edge strategiesRead Chapter 8ArticlesReferenceInstructionEpstein, N. B., Baldwin, L. M., & Bishop, D. S. (1983). The McMaster Family Assessment Device.
McMaster Family Assessment Device - FAD.pdf.pdfRead ArticleEpstein, N.B., Bishop, D. S., & Levin, S. (1978) The McMaster Model of Family Functioning.
McMaster Model of Family Functioning.pdf.pdfRead ArticleHampson,
R., Hulgus, Y., & Beavers, W. (1991). Comparisons of self-report
measures of the Beavers Systems Model and Olson's Circumplex Model.http://proxy1.ncu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=1991-20204-001&site=ehost-liveRead ArticleMiller, I. W., Epstein, N. B., Bishop, D. S., & Keitner, G. I. (1985). The McMaster Family Assessment DeviceMcMaster Family Assessment Device- Reliability and Validity.pdf.pdfRead ArticleOlson, D.H., & Gorall, D.M. (2003). Circumplex model of marital and family systemscircumplex_article.pdf.pdfRead Article Document/OtherReferenceInstructionFACES Assessment FACES III and scoring instructions.pdf.pdfReview DocumentFAD AssessmentFAD Assessment and Scoring Instructions.pdf.pdfReview DocumentSFI AssessmentSFI- Assessment and Scoring Instructions.pdf.pdfReview Document
Week 6 Assignment: Family Assessments Comparison
Activity Description
To complete the assignment, you will need
to use the Family Assessment Device (FAD), the Family Adaptability and
Cohesion Evaluation Scales (FACES), and the Self-Report Family Inventory
(SFI). You will complete each of the three measures with respect to
your own family of origin. You may use your nuclear family (e.g.,
partner, children) or your family of origin (you and your parents). If
using your family of origin, respond to each item as if you were at the
age when you were still living with your family of origin.
Alternatively, when possible, you might consider asking one of your
siblings to complete at least one of the measures.Once you have completed each of the assessments use the scoring
instructions to score the responses. Then, for each measure, write a
Clinical Assessment Report (CAR) using the template in the “Resources”
section of the course page. Copy and paste the CARs into one document.
Write a brief 1 to 2 page synopsis of your experience of using each of
the measures and compare and contrast the usefulness of each with the
others. In addition briefly (1 to 2 pages) address the following
questions.
The Circumplex, Beavers, and McMaster models all include specific
principles that the authors of each suggest are indicative of what is
normal in marriage and family life. What are your responses to these
chapters and articles and the ideas that are presented about what is
"normal"?Finally, what are the pros and cons of defining "normal" at all?
Submit this document (do not submit the actual results (item by item) of the measures or the actual assessments).Your final document should be 5 to 10 pages in length:
CAR's for FACES - 1 to 2 pages.CAR's for SFI - 1 to 2 pages.CAR's for FAD - 1 to 2 pages.Synopsis of using the instruments and compare and contrast instruments - 1 to 2 pages.Addressing the 2 activity specific questions above - 1 to 2 pages.
Upload your assignment using the Upload Assignment button.
Learning Outcomes
1.0 Distinguish the nature and uses of psychological tests, addressing the unique features of the systems-based assessment.3.0 Critique the usefulness of specific individual, couple, and family assessments.4.0 Implement systems theory and systemic thinking into the process of family assessment.5.0
Appraise the validity of the definitions of what is “normal” in family
life that are given in established theories of family functioning that
underlie common family assessments.
Security Threats and Vulnerabilities, computer science homework help
Write an 8–12-page article that addresses the following:Explain how security threat and vulnerability assessment can con ...
Security Threats and Vulnerabilities, computer science homework help
Write an 8–12-page article that addresses the following:Explain how security threat and vulnerability assessment can contribute to an effective disaster-recovery planning process.Describe the challenges of BYOD and the use of mobile devices.Analyze methods of identifying threats to organizational information assets.Describe the characteristics or signatures of attacks specific to malicious software, including the following:
Backdoors.Trojans.Viruses.Wireless attacks.MAC spoofing.Web app attacks.0-day exploits.Describe the system vulnerabilities that attackers exploit in order to carry out attacks specific to malicious software, including the following: Backdoors.Trojans.Viruses.Wireless attacks.MAC spoofing.Web app attacks.0-day exploits.Describe specific adversaries and motivations to threaten information assets.Describe vulnerabilities related to the failure to harden networks and network operating systems.Describe the components and methods used to engage in denial of service and distributed denial of service attacks.Describe the concept of bots and botnets and how they contribute to the overall security profile of both public and private networks.Note: The bullet points above outline the topics that are to be addressed in this assessment, and the 4th and 5th points include subsets of the topic that must be covered in order to meet the requirements of that assessment item. The scoring rubric informs that level of detail that is required at each of the competency levels covered in the rubric.Additional RequirementsWritten communication: Written communication is free of errors that detract from the overall message.APA formatting: Resources and citations are formatted according to APA (sixth edition) style and formatting.Page length: 8–12 double-spaced pages, not including the references page.Font and font size: Times New Roman, 12 point.Security Threats and Vulnerabilities Scoring Guide Grading Rubric Criteria Non-performance Basic Proficient Distinguished Explain how security threat and vulnerability assessment can contribute to an effective disaster recovery planning process. Does not explain how security threat and vulnerability assessment can contribute to an effective disaster recovery planning process. Explains incompletely or inaccurately how security threat and vulnerability assessment can contribute to an effective disaster recovery planning process. Explains how security threat and vulnerability assessment can contribute to an effective disaster recovery planning process. Explains how security threat and vulnerability assessment can contribute to an effective disaster recovery planning process, including the use of supporting examples. Describe the challenges of BYOD and the use of mobile devices. Does not describe the challenges of BYOD and the use of mobile devices. Describes incompletely or inaccurately the challenges of BYOD and the use of mobile devices. Describes the challenges of BYOD and the use of mobile devices. Describes the challenges of BYOD and the use of mobile devices, including the use of supporting examples. Analyze methods of identifying threats to organizational information assets. Does not analyze methods of identifying threats to organizational information assets. Analyzes incompletely or inaccurately methods of identifying threats to organizational information assets. Analyzes methods of identifying threats to organizational information assets. Analyzes methods of identifying threats to organizational information assets, including the use of supporting examples. Describe the characteristics or signatures of attacks specific to malicious software. Does not describe the characteristics or signatures of attacks specific to malicious software. Describes incompletely or inaccurately the characteristics or signatures of attacks specific to malicious software. Describes the characteristics or signatures of attacks specific to malicious software. Describes the characteristics or signatures of attacks specific to malicious software, including the use of supporting examples. Describe the system vulnerabilities that attackers exploit in order to carry out attacks specific to malicious software. Does not describe the system vulnerabilities that attackers exploit in order to carry out attacks specific to malicious software. Describes incompletely or inaccurately the system vulnerabilities that attackers exploit in order to carry out attacks specific to malicious software. Describes the system vulnerabilities that attackers exploit in order to carry out attacks specific to malicious software. Describes the system vulnerabilities that attackers exploit in order to carry out attacks specific to malicious software, including the use of supporting examples. Describe vulnerabilities related to the failure to harden networks and network operating systems. Does not describe vulnerabilities related to the failure to harden networks and network operating systems. Describes incompletely or inaccurately vulnerabilities related to the failure to harden networks and network operating systems. Describes vulnerabilities related to the failure to harden networks and network operating systems. Describes vulnerabilities related to the failure to harden networks and network operating systems, including the use of supporting examples. Describe specific adversaries and motivations to threaten the information assets of the project organization. Does not describe specific adversaries and motivations to threaten enterprise information assets. Describes incompletely or inaccurately specific adversaries and motivations to threaten enterprise information assets. Describes specific adversaries and motivations to threaten enterprise information assets. Describes specific adversaries and motivations to threaten enterprise information assets, including the use of supporting examples. Describe the components and methods used to engage in denial of service and distributed denial of service attacks. Does not describe the components and methods used to engage in denial of service and distributed denial of service attacks. Describes incompletely or inaccurately the components and methods used to engage in denial of service and distributed denial of service attacks. Describes the components and methods used to engage in denial of service and distributed denial of service attacks. Describes the components and methods used to engage in denial of service and distributed denial of service attacks, including the use of supporting examples. Describe the concept of bots and botnets and how they contribute to the overall security profile of both public and private networks Does not describe the concept of bots and botnets and how they contribute to the overall security profile of both public and private networks. Describes incompletely or inaccurately the concept of bots and botnets and how they contribute to the overall security profile of both public and private networks. Describes the concept of bots and botnets and how they contribute to the overall security profile of both public and private networks. Describes the concept of bots and botnets and how they contribute to the overall security profile of both public and private networks, including the use of supporting examples
Temple University Personal Branding Philosophy Paper
Internship Portfolio = 20 pointsResearch & DevelopmentUse an internship search site (i.e. LinkedIn, Monster.com, etc) an ...
Temple University Personal Branding Philosophy Paper
Internship Portfolio = 20 pointsResearch & DevelopmentUse an internship search site (i.e. LinkedIn, Monster.com, etc) and print out this the listing to help you research the company. This internship should be based on your major and career interests. Please research the following from the company: leadership hierarchy (President, VP, CFO, etc), philosophy/mission statement, history, headquarter location, and other interesting facts about the organization. This assignment should minimum 300 words. (10 points)Analysis ReflectionWrite one-page reflection about why you are interested in this specific internship. What is about the company or organization that makes you want to work there? How would this internship help in aligning in your long-term career goals? (15 points)Brand Image/SummitHow would this internship help in the creation of your professional brand? How might this opportunity aid in the creation and development of your brand? How might this help future your development and career pathway? -Utilizing your new soft skills learned from BA 1002. You will created your personal branding philosophy. You will create a two page assigned that including your philosophy including informing relating to your values, actions, theories and benefits of your brand. Using your personal experiences throughout Fox, Temple, and the work experiences pinpoint where your brand started and where you wish to take it. You will be responsible for researching the industry of interest. Using your new found knowledge on the industry you will have the opportunity to present your philosophy to the class. Create 1-page paper about your personal branding philosophy that you wish to hold in your professional ethics and standards. Using your personal experiences and exploration of career development and majors to help you in creations of this document. 25 points
IFSM300 WK2 Individual Store Decision Making
DiscussionFirst, read Week 2 Content on Data and How Information Supports Decision Making, paying particular attention to ...
IFSM300 WK2 Individual Store Decision Making
DiscussionFirst, read Week 2 Content on Data and How Information Supports Decision Making, paying particular attention to the Levels of Decision Making. For purposes of this discussion, we will use a retail business as an example. This retail business is comprised of the corporate headquarters, regions (oversees several stores in a geographic area) and individual stores. Each of these aligns to one of the three levels of decision makers in an organization. Main Postings: Select one of the levels of decision making and identify one decision that a manager at that level might make. The decision must relate to the retail business and what it does. Then, explain what information a manager at that level might get from the IT systems (such as inventory management or customer information system) to aid in making that decision. Example: Managerial Level: The Regional Director makes a decision to shift inventory that is not selling in one store to another store where sales in those items are high. To support this decision, the Regional Director would need information on sales of specific products by store.
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