You are an intelligence analyst for the Federal Bureau of Investigation (FBI) assigned to the Counterintelligence (CI) Division. You have been embedded on the Kartesia Country Team and are responsible for producing a counterintelligence assessment to forecast the potential counterintelligence threat posed by Kartesia.

For many years, Kartesia and the United States have been political and economic adversaries. Kartesia, which is led by an oppressive dictatorship, has long feared that the United States will initiate military action against it to topple the regime and institute a democratic form of government. Although Kartesia’s ability to engage the United States in traditional warfare is limited, it has a very well developed and sophisticated intelligence apparatus that it deploys in the United States, as well as against the U.S. presence within Kartesia in other third world countries. The Kartesia Intelligence Services (KIS) also heavily target antiregime elements in the United States, most of which exist within several large Kartesian émigré communities located throughout the country. Kartesia also has a long history of supporting other groups and countries that are hostile to the United States, including providing financial and logistical support to terrorist groups.

The U.S. intelligence community (USIC) has designated Kartesia a high-priority target, as is reflected in the National Intelligence Priorities Framework (NIPF). FBI resources dedicated to countering the intelligence activities of Kartesia in the United States are also in a position to fill these broader USIC requirements. One topic of particular concern to the USIC is whether Kartesia has a program to develop weapons of mass destruction (WMD), and if so, what its plans, capabilities, and intentions are.

For this assignment, you must write a paper of 750–1,000 words discussing how U.S. counterintelligence will be used to counter the potential threat from Kartesia.

Assignment Guidelines

• In a paper of 750–1,000 words, address the following:
  • What is the purpose of the National Intelligence Priorities Framework (NIPF)? Explain.
  • How do counterintelligence professionals utilize the NIPF? Explain.
  • How does the FBI Counterintelligence Division utilize the steps of the intelligence cycle to validate threats and initiate counterintelligence assessments? Explain.
    • Be sure to address each of the 6 phases of the intelligence cycle.
  • How will counterintelligence be used to counter the potential threat from Kartesia? Explain.
• Compile your responses in your final paper, and submit the file to your instructor.
• Be sure to reference all sources using APA style.

For your final project, you will be researching an individual and

their contribution to community and public health. Because of the size

of this project, you will be doing the first part of this project in

Week 3 then adding the final portion in Week 5. Details are below

the outline. Overall, you will be researching an historical figure in

the public health world, their contribution to public health, and how

their work helped shape the public health system. Furthermore, you will

be analyzing how their contribution from the past continues to

contribute to today’s public health system and how it might guide future

work within the industry.

Follow this outline to help formulate your paper or presentation:

ACTION: Select one of the historical figures and their associated public health topic

• Margaret Higgins Sanger/Reproductive health
• Rachel Carson/Environmental health
• Franklin D. Roosevelt/Health care administration
• John Snow/Communicable and infectious disease
• Luther T. Terry/Smoking
• W. E. B. DuBois/Social determinants of health
• Larry Kramer/Health activism

ACTION: Research the individual’s background

• GRADED ELEMENT: Describe your selected person’s biographical background (i.e. experience).
  • HELP: This can include resume elements such as birthdate,
    location, education, and brief statement of their contribution to public
    health. (Reminder: biographical information can be easily plagiarized.
    Please do not copy from your biographical websites. Paraphrase and/or
    quote and cite everything according to APA.)

ACTION: Research the barriers and issue of the time

• GRADED ELEMENT: Analyze the climate of the time period
  in terms of political, socioeconomic, environmental and technological
  context in which this person worked
  • HELP: Think about whether this person was up against resistance or was their work welcomed. [For
    example, if you were writing on Abraham Lincoln and the abolition of
    slavery, you would note that slavery was prevalent and accepted at the
    time and the change was welcomed by some and rejected by others]
• GRADED ELEMENT: Examine the personal beliefs of your person that prompted this work.
  • HELP: You are basically addressing the question: “Why did this
    person get involved with the issue at the time?” [In continuing the
    Lincoln example above, you would note that black people were considered
    property, not people; yet Lincoln believed everyone had equal rights
    regardless of skin color].

ACTION: Think about how this person overcame the barriers and issues

• GRADED ELEMENT: Examine how this individual overcame and/or confronted any adversities to succeed in his/her task
  • HELP: Questions to consider: What did the person specifically do? Did they have any allies? How did their actions succeed/fail?

ACTION: Think about the importance of the contribution to community/public health at the time

• GRADED ELEMENT: Describe the final outcome of this individual’s contribution to community and/or public health
  • HELP: Think about this question: What occurred as a result of this person’s action?
• GRADED ELEMENT: Explain what his/her contribution did for overall community and/or public health at the time
  • HELP: Think about this question: What was the purpose for the community and/or nation? [In
    the Lincoln example, the explanation would involve a national
    recognition of human rights of all people, regardless of skin color]
• GRADED ELEMENT: Explain why this contribution was so important at that particular point in history
  • HELP: Think about this question: What made this important for our nation? [In the Lincoln example, you would answer the question: Why was it so important that Lincoln freed the slaves?]

Written Paper

• Must be at least 4 pages in length (not including title and
  reference pages) and formatted according to APA style.
• Must include a separate title page with the following:
  • Title of paper
  • Students name
  • Course name and number
  • Instructor’s name
  • Date submitted
• Must use at least four scholarly sources (one of those may be the course text).
• Must document all sources in APA style.
• Must include a separate reference page that is formatted according to APA style.

Hello,

1. Please read the SHRM Foundation report “HRM’s Role in Corporate Social and Environmental Sustainability.”
2. Write a paper on Avon with inclusion of one or more paragraphs for each of the following steps, using similar headings in your paper:
   1. Introduction.
   2. Current Sustainability Strategy. Distinguish between corporate social responsibility and sustainability, and describe the current sustainability strategy of your selected organization.
   3. Different Routes. Assess the organization’s development in advancing sustainability by identifying which business sustainability route best matches your selected organization: a values-based route, a strategic route, or a defensive route. Explain, as well as provide evidential support.
   4. Stakeholders. Identify the HRM stakeholders affected by HR policies, processes and performance. Integrate learning from the 1.1 devotional on stewardship of influence. In addition to the written paragraph description, create a graphic illustration (see Figure 7, HRM Stakeholders, on page 26, for one example).
   5. Key HRM Issues. Select and prioritize key HRM issues especially relevant to supporting a sustainable organization for the company you selected. Give an explanation for the selection and prioritization. In addition to the written paragraph description, provide a graphic illustration similar to the generic HRM materiality matrix shown in Figure 8, on page 29.
   6. Revising an HR Policy to Reflect Sustainability Principles. Revise one current HR policy to be in line with sustainability principles. Identify the policy and explain the revisions needed to better reflect sustainability principles. Include the original policy and the revised policy as Appendix A. (The policy is not included in the word count requirement for the paper.)
   7. Developing an HR Policy and Initiative to Reflect Sustainability Principles. To support the organization’s principles of social and environmental sustainability, develop a new HR policy and initiative in one of the following three areas: (a) employee volunteering program, (b) employer branding, or (c) green HRM:
      1. Draft the policy for the new initiative and place it in Appendix B. (The policy is not included in the word count requirement for the paper.)
      2. In a paragraph in the body of the paper, identify the following in support of the new policy and initiative: the role of HRM, the HRM objective, two metrics for measuring the objective, and the business value gained by the new initiative’s implementation.
   8. Conclusion.
3. Your paper should be 800-1000 words in length, not including the title page, reference page, or appendix items.
4. Use APA formatting. Cite the following sources: the SHRM report, http://www.clomedia.com/2016/06/23/leaders-need-a-… & http://www.workforce.com/2013/09/11/a-midsize-corp…

AVON website on corporate social responsibility and sustainability

http://www.avoncompany.com/corporate-responsibilit…

Humanities Assignment

Assignment 3: Cultural Activity Report

As a way of experiencing the Humanities beyond your classroom, computer, and textbook, you are asked to do a certain type of “cultural activity” that fits well with our course and then report on your experience. Your instructor will require you to propose an activity and get instructor approval before you do it and report on it (students should look for any instructions in that respect). Every effort should be made to ensure that this is a hands-on experience (not a virtual one), that this activity fits the HUM 112 class well, and that the activity is of sufficient quality for this university course. The two (2) key types of activities are a museum visit or a performance. Note: This must not be a report on the same activity (and certainly not the same report) as done for another class, like HUM 111. For instance, one might go to the same museum as done for HUM 111, but this HUM 112 report will focus on entirely different works and displays.

1. Visit a museum or gallery exhibition or attend a theater, dance, or musical performance before the end of Week 9. The activity (museum or performance) should have content that fits our course well. Have fun doing this.

1. Write a two to three (2-3) page report (600-750 words) that describes your experience.

Note: Submit your cultural activity choice to the instructor for approval before the end of Week 5 (earlier is even better). Look for guidance from the instructor for how or where to make your proposal. You may also seek advice from your instructor (provide your town / state or zip code) for a good activity in your general area.

Visiting a Museum

• It makes sense to approach a museum the way a seasoned traveler approaches visiting a city for the first time. Find out what is available to see. In the museum, find out what sort of exhibitions are currently housed in the museum and start with the exhibits that interest you.
• If there is a travelling exhibition, it’s always a good idea to see it while you have the chance. Then, if you have time, you can look at other things in the museum.
• Every effort should be made ahead of time to identify a museum that has items and works one can easily connect to our HUM 112 class and book. Since HUM 112 covers from 1600 AD to the present, it makes more sense to focus on items from this time frame. In general, museums with fine arts work better than history museums.
• Any questions about whether a museum-visit activity fits the course and assignment well enough will be decided by the instructor when the student seeks approval for the activity. Any alternative activity outside the normal ones listed here, such as for those limited by disability or distance, will be determined by the instructor. Normally, we do not expect students to travel over an hour to get to an approved activity.
• Make notes as you go through the museum and accept any handouts or pamphlets that the museum staff gives you. While you should not quote anything from the printed material when you do your report, the handouts may help to refresh your memory later.
• The quality of your experience is not measured by the amount of time you spend in the galleries or the number of works of art that you actually see. The most rewarding experiences can come from finding two or three (2 or 3) pieces of art or exhibits which intrigue you and then considering those works in leisurely contemplation. Most museums have benches where you can sit and study a particular piece.
• If you are having a difficult time deciding which pieces to write about, ask yourself these questions: (1) If the museum you are visiting suddenly caught fire, which two (2) pieces of art or exhibits would you most want to see saved from the fire? (2) Why would you choose those two (2) particular pieces?
• Attending a Performance
• Check your local colleges to see if there are any free or low-cost performances or student recitals. Student performances are generally of almost the same quality as professional performances, but typically cost much less. However, performances of high school level or lower will not meet this requirement.
• Try to do a quality performance that fits the class subject matter well. Sorry—but this is not for pop music or rock music, rap, country music, gospel music, comedy routines, your kid’s dance recital, your international friend’s wedding, high school plays, renaissance fairs, etc. Instead, think of college level or professional recitals, string quartets, symphony orchestras, opera, jazz, some stage dramas, etc.
• Any questions about whether a performance activity fits the course and assignment well enough will be decided by the instructor when the student seeks approval for an activity. Any alternative activity outside the normal ones listed here, such as for those limited by disability or distance, will be determined by the instructor. Normally, we do not expect students to travel over an hour to get to an approved activity.
• Unlike visiting a museum, where you can wear almost anything, people attending performances are often expected to “dress up” a bit.
• Take a pen or pencil with you and accept the program you are offered by the usher; you will probably want to take notes on it during or after the performance.
• Turn off your cell phone before entering the auditorium. Do not use your phone to record the music or to take pictures or videos. To play it safe, turn the phone off.
• Most long musical performances have at least one (1) intermission. If the lights start blinking, it is the sign that the performance is about to begin.
• Look for very specific things (such as a particular piece of music or the way certain instruments sounded at a specific time) which tend to stand out as either enjoyable or not enjoyable. Be sure to take notes of the things which you find enjoyable as well as the things which are not enjoyable.
• Note: If a student is unable to attend a cultural event in person due to circumstances beyond the student’s control, then the instructor will recommend an alternate event / activity for the student to “attend” online. The “virtual” event / activity is usually only for students who, due to their physical location, cannot possibly attend an event / activity in person; typically, these students are stationed overseas or have no means of transportation. Experience shows most museums and activities are modest in cost and manageable for students, and you will often see students from other universities there on similar course projects. If you are facing financial hardship, keep in mind that many museums have a free day each week and performance discounts are often available for students and veterans, among others. Feel free to ask your instructor to help with finding low-cost options.If you believe that you have a legitimate reason for attending a “virtual” activity, you must contact the instructor no later than Week 5 for your request to be considered.
• Your assignment must follow these formatting requirements:
• Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA Style format. Check with your professor for any additional instructions. (Note: Students can find APA style materials located in the Additional Resources section of their Student Center within their course shell for reference)
• Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
• The specific course learning outcomes associated with this assignment are:
• Explain the importance of situating a society’s cultural and artistic expressions within a historical context.
• Examine the influences of intellectual, religious, political, and socio-economic forces on social, cultural, and artistic expressions.
• Use technology and information resources to research issues in the study of world cultures.
• Write clearly and concisely about world cultures using proper writing mechanics
• Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric here