Incident Response (IR) Revamp

Imagine you have just taken over the manager position for your organization’s incident response team, after coming from another division in the company. Your first realization is that proper procedures, best practices, and sound technologies are not being utilized. You decide to revamp the team’s efforts.

Write a two to three (2-3) page paper in which you:

  1. Explicate the main efforts that would be included in the incident response efforts, including but not limited to personnel and team structure, tools and utilities, and proper procedures.
  2. Discuss in detail the role that an IDS / IPS would play in the IR efforts, and explain how these systems can assist in the event notification, determination, and escalation processes.
  3. Explain how the NIST SP800-61, Rev. 1 could assist the personnel in classifying incidents so each is identified appropriately and the proper incident-handling procedures are taken.
  4. Explain how the use of log management systems (e.g., Splunk) could be a legitimate and useful component of the IR efforts, and describe the potential issues that could arise if not utilized.5.Use at least three (3) quality resources in this assignment. Note: Wikipedia and similar Websites do not qualify as quality resources.

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 or school-specific format. Check with your professor for any additional instructions.
  • 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.

Write a reflection paper , 2 double spaced pages,

you will watch and take notes on an interview with a criminologist and write a reflection paper. Visit the Oral History of Criminology website (http://oralhistoryofcriminology.org/home). Browse the videos and select an interview with a criminologist that you find interesting. This interview does not have to connect to Hagan (2017) or Douglas (2000) – feel free to explore!

Watch and take notes on the entire interview. Your notes should constitute an overview of the interview and should be written in outline format. Include a thesis statement at the beginning of your outline. Bold your thesis statement. I expect these notes to be detailed but concise. You will submit these notes as part of your extra credit. There is no page limit on the interview notes.

Once you finish watching the interview and taking notes, write a reading reflection while taking into consideration the points below. You do not have to cover all of these points. These are some ideas of things that you could cover. Your reading reflection will be 2 full pages.

  1. Explore your opinions of the interview
  2. Strengths/limitations of the research discussed in the interview
  3. Connect the interview to something you saw outside of class (material from another course, news, journal article etc.)
  4. Something new that you learned in the interview and how it impacted you
  5. An idea/concept/fact etc. you found particularly interesting in the interview
  6. Questions you have about the interview

Do not write a summary of the interview as your reflection. I will not award extra credit points for a summary. Write a reflection paper – think about and reflect on the interview.

I will not accept reading reflections without interview notes nor will I accept interview notes without a reading reflection. You must complete both parts of the assignment.

This extra credit assignment is worth a maximum of 5 points on your test grade.

Format: 1” margins, 12 point Times New Roman font, two full pages for the reading reflection, double-spaced, stapled.

*I am emphasizing depth over breadth in this paper. Since you are limited to 2 double spaced pages, you need to dive right into your reflection. Do not pad your paper with unnecessary information (i.e., a summary of the interview).

Due Date: October 12th in hardcopy, stapled at 10:30am. No late submissions accepted.

Critical Thinking Assignment

Begin this final Critical Thinking Assignment by creating an annotated bibliography, using at least six sources. These sources can be the sources on a particular topic that you have gathered over the course of the past three modules, or on another topic of your choosing.

For each annotated citation, summarize the main theme and scope of the source. Each annotation should include a sentence or two related to each of the following criteria:

  • Your evaluation of who is responsible for the content of the source or the authority of the author(s)
  • A summary of the main theme or key elements of the article and its intended audience
  • An explanation of how the information compares to or contrasts with the other work you have cited; you will summarize the argument or stance of the author in each source and then connect the sources by comparing their similarities and differences, stating your interpretation of the issues

Each annotation should be two paragraphs long, making your total assignment 2-3 pages in length.

Adhere to the CSU-Global Guide to Writing & APA and see the example annotated bibliography.

Next, write a 3-4 page paper, complete with in-text and reference citations, in which you connect the sources from your annotated bibliography. You may reuse some of the writing from your annotated bibliography to complete your paper. In a final paragraph, share what you learned about writing and research during this course overall. What did you learn about yourself as a researcher during this course? Connect your performance in the class to your overall growth as a researcher. How does this work connect with your overall education?

Final Submission:

  • 2-3 Page annotated bibliography paper
  • 3-4 Page summative paper connecting the sources from your annotated bibliography, complete with in-text and reference citations

Mass Casualty incident involving hazardous Material

Prepare a 1,200 word document analyzing critical clinical issues, decontamination, and hazardous materials issues present at mass Casualty Incidents. The assignment should cover key issues identified in the week’s readings and incorporate current research on the topic. The assignment should focus on your community or a community of choice if you reside outside of the United States.

Remember to support your work with APA references and ensure the document complies with all APA formatting. I encourage you to also use academic, 3 peer-reviewed resources within your assignment in adition to the below books.

Koenig, K.L. & Schultz, C.H. (2009). Koenig and Schultz’s Disaster Medicine: Comprehensive Principles and Practices. Chapters 3, 12, 13 14, 15, 19, 23, 25, 26 and 27

Nutbeam, T & Boylan, M (2013). ABC Series: ABC of Prehospital Emergency Medicine. BMJ Books. Chapter 34.

Cherokee Discussion Post, history homework help

Based on your reading in the webtext, respond to the following prompt in two to three paragraphs:

Consider the following statement: “In preparing for the Cherokee Removal, state and federal officials were motivated solely by desire to seize the Natives’ land.”

Does this statement present the full picture? In two or three paragraphs, explain how you would revise this statement to present a more complex explanation of the motivations that drove state and federal officials, as well as white citizens of Georgia, during the years immediately preceding the Cherokee Removal.

The Tragic Journey West

In 1835, about 400 supporters of the Treaty Party—a small fraction of the 16,000 Cherokee then living east of the Mississippi—met with a federal negotiator in the Cherokee capital of New Echota. On December 29, the group’s negotiating committee approved the Treaty of New Echota*, under which the Cherokee would relocate to Indian Territory in return for $5 million (along with another $500,000 in educational funds), and land equal to the amount they were giving up. To see the text of the treaty, click on this link.

The original treaty also contained a clause that would have allowed individual Cherokee to remain east of the Mississippi and become American citizens if they gave up claims to their land, but President Jackson rejected that provision. (Perdue and Green, 2004)

Video Icon

The Cherokee Removal was dramatized in a 2009 documentary, “We Will Remain: The Trail of Tears.” To see all or part of this documentary, click here. You can watch as much of the documentary as you’d like, but the part relevant to the Trail of Tears consists of Segments 18 – 28. You will have to log into Shapiro Library with your SNHU credentials to access this streaming video.

John Ross promptly denounced the treaty and the Cherokee National Council declared it a fraud, but the U.S. Senate ratified it in 1836 by a single vote. Under terms of the treaty, Cherokee had two years to move west voluntarily, before the U.S. Army would begin a “forced removal.” Relatively few Cherokee, virtually all of them supporters of the Treaty Party, relocated willingly.

In 1838, Jackson’s successor, President Martin Van Buren, ordered General Winfield Scott to begin forcibly removing the Cherokee. But the initial removal operation, involving about 3,000 Natives, resulted in hundreds of deaths and desertions; Scott suspended the operation and placed the remaining Cherokee in 11 internment camps. Eventually, Principal Chief John Ross—bowing to the inevitable, but also hoping to safeguard his position as leader once the Cherokee arrived in Indian Country—signed a contract with the government to oversee the relocation plan. (Prucha, 1984)

Ross arranged for 12 wagon trains, each with roughly 1,000 Cherokee, to make the thousand-mile trip west. (Ross and other National Party leaders traveled in greater comfort aboard the steamboat Victoria.) Starting out in October and November, the wagon trains endured harsh winter conditions during the three- to four-month journey, and hundreds more perished. This is the phase of the Cherokee Removal commonly known as the Trail of Tears*.

Estimates for the total number of deaths during the Cherokee Removal vary widely, from a low of 2,000 to a high of 6,000. The most commonly cited figure is 4,000; this number takes into account those who died during the initial Army removal operation; in the internment camps; and on the wagon trains. (Prucha, 1984; Anderson, 1991)

John Ridge, a leader of the Treaty Party, was assassinated in 1839. (Click button for citation)

The move west did nothing to heal the divisions within the Cherokee leadership. Followers of the Treaty Party, many of whom had relocated voluntarily, aligned themselves with the Old Settlers who had arrived before 1830. Ross and his National Party followers arrived in early 1839, and he promptly asserted his position as Principal Chief; the following June, three of the leaders of the Treaty Party—Major Ridge, John Ridge, and Elias Boudinot—were assassinated by supporters of the National Party.

The killings set off a wave of intertribal violence that lasted for a decade, and fierce rivalries within the tribal leadership lasted throughout the American Civil War. (Wilkins, 1970) When John Ross died in 1866, the Cherokee Nation was still bitterly divided.

The following passage is excerpted from “To Overawe the Indians and Give Confidence to the Whites: Preparations for the Removal of the Cherokee Nation from Georgia”. Read the passage and then answer the question following it, keeping in mind the concept of historical complexity*.

Click on the title of the article to read, download, and print a copy of the text. These readings are provided by the Shapiro Library. This reading is required. You will have to log into Shapiro Library with your SNHU credentials to access this article.

“To Overawe the Indians and Give Confidence to the Whites:” Preparations for the Removal of the Cherokee Nation from Georgia”

Familiar accounts of Cherokee Nation removal narrate a story of the spring of 1838 when the Cherokees were surprised in their fields or at their dinner tables, rounded up like animals, and forced into stockades. Confined and guarded, they suffered for months without adequate supplies, food, or sanitation; they died by the hundreds from exposure or disease. These narratives, which understandably focus on the terror of removal, obscure important developments that occurred between treaty ratification and removal enforcement. Georgians interpreted Cherokee resistance as the prelude to a violent uprising. Their irrational fears combined with suspicion of the federal government to make removal preparations in Georgia a haphazard and brutal affair….

Military preparations for Indian removal in Georgia began in the spring of 1836 and ended in the spring of 1838. In those two years federal and state officials set up and unsteadily expanded military operations. They did so in a state deeply hostile toward Indians and resentful of federal authority. Georgians received little comfort from the Cherokee expulsion treaty or from the government’s substantial removal procedures. Convinced of Cherokee treachery and their own vulnerability, citizens pressed the governor to build forts, hand out weapons, activate troops, and disarm or arrest Cherokees. They considered and repeatedly described the Cherokees as hostile, regardless of contrary evidence. Concerned about the volatility of Georgians and unable to fathom the Cherokees’ response to the treaty, governmental authorities prepared for war inside the Cherokee Nation….

Conditions in the state remained volatile as former governor George Gilmer returned to office in 1837. Worried that intemperate whites were more likely than resolute Cherokees to spark violence, he appointed new agents in the Cherokee counties. Their charge was to monitor Cherokee attitudes and behavior, and, just as importantly, to report any abuse of Cherokees by white Georgians. In early December 1837 Gilmer demanded that Joseph Henry in Walker County, Lacy Witcher in Paulding County, Benjamin Chastain in Gilmer County, and George Kellogg in Forsyth County “report immediately whether Indians in your agency have been disturbed in their occupancy and what steps have been taken to protect them.” Peaceful and timely removal, he emphasized, depended on their protection of Indian rights until May 23, 1838. If Georgians failed in their responsibilities, the governor considered a bloody conflict inevitable.

Meanwhile, the federal government moved swiftly to implement the terms of the New Echota treaty. Within days of treaty ratification, the government called war hero John Ellis Wool from Troy, New York, to take command of the new Army of the Cherokee Nation. By June, Wool was on his way to the Cherokee Agency in Athens, Tennessee, to establish a military base. Fort Cass became headquarters for the removal of the Cherokee Nation.

The organization of federal removal proved erratic, which complicated procedures and produced an army of uncertain abilities. General Wool was one of three career military officers who led the Army of the Cherokee Nation in a two-year period. One year after arriving in Tennessee, Wool departed for his court martial on charges of mistreating Alabama citizens and property.13 The army then summoned Colonel William Lindsay of Limestone, Alabama, to replace him. Lindsay commanded during the second year, but one month before the treaty deadline he ceded command to General Winfield Scott. All three commanders faced suspicious state authorities, an assortment of ill-prepared troops, hostile Georgians, and a Cherokee Nation wholly resistant to dispossession. Under the circumstances, removal preparations could hardly have proceeded smoothly.

Since they had a signed and ratified treaty, authorities assumed the Cherokees would emigrate voluntarily to Indian Territory. Government agents who met with Cherokees concluded that emigration was eminent and conveyed their assurances to others. Wool wrote that the daily reports he received induced him to believe “that a large portion of the nation was prepared to submit to the treaty and to remove west at the proper time.” As he met with the headmen of Cherokee towns, however, Wool soon learned the extent of their opposition to the treaty. After only three weeks as commander, he began warning the federal government that the majority of Cherokees considered the treaty fraudulent.14 He recognized that their opposition signaled widespread rejection of voluntary departure, and that some degree of military action would be necessary.

The following readings offer additional insights about the Cherokee Removal and the Trail of Tears:

  • The Price of Cherokee Removal: A brief article that looks at the Cherokee Removal from an economic perspective, measuring the total cost of the removal. You can read it at this link. This reading is required.
  • “Removal, Reunion, and Diaspora”: An analysis of the complex political dynamics that characterized the relationship between different groups of Cherokee who migrated West before 1838, and those who endured the Trail of Tears. This essay is Chapter Three of The Cherokee Diaspora, by Gregory D. Smithers (New Haven, CT: Yale University Press, 2015). You can read it at this link. This reading is optional.

Revision and step 2 to the last one

I am attaching the first ones for the revision purposes along with all the charts they provide.

Revise the organizational charts for two functional areas within a fictional organization, and write a 1–2-page reflection in which you analyze the charts you revised.

Note: The assessments in this course build upon each other, so you are strongly encouraged to complete them in sequence. In this assessment, you are required to use the same functional areas you selected in Assessment 1.

SHOW LESS

The four principal elements of management are planning, organizing, leading, and controlling. This assessment focuses on the second of these elements: organizing.

Managers are often tasked with reorganizing their departments. This assessment gives you the opportunity to create new organizational charts that reflect new structures.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

  • Competency 3: Evaluate how organizing influences the role of a manager.
    • Justify a new human resources organizational chart.
    • Justify a new organizational chart in a declared functional area.
    • Revise an organizational chart reflecting additional staffing in a human resources functional area.
    • Revise an organizational chart reflecting additional staffing in a declared functional area.
    • Explain how organizational structure influences the role of management in human resources.
    • Explain how organizational structure influences the role of management in a declared functional area.

  • Note: The assessments in this course build upon each other, so you are strongly encouraged to complete them in sequence.You have been authorized to hire the new employees in order to carry out the organizational goals you have identified for the two functional areas you are examining in the Atha Corporation case study. For this assessment, determine the allocation of your new employees by revising the organizational charts for both the human resources area and the additional functional area you have chosen.You can use Microsoft Office Word, Excel, or PowerPoint to create your revised organizational charts. The organizational charts are given in Word format so that you can make your revisions within the same document, if you choose. Note: For accessible versions of the organizational charts, refer instead to the PDF versions in the Resources.Follow these steps to complete this assessment:
    1. Review your managerial directives and parameters in the Executive Department Management Instructions (linked in the Resources).
    2. Conduct independent research to familiarize yourself with the process of developing organizational charts. You may find the materials listed in the Suggested Resources helpful, or you may refer to other resources.
    3. Download the organizational chart for the human resources area (linked in the Resources under the Required Resource heading).
      • Examine the organizational chart to determine where the new staff resources are to be assigned.
      • Revise the organizational chart to reflect the allocation of staff resources to be added.
      • At the bottom of the revised organizational chart, write a brief justification for your decisions.
    4. Download the organizational chart for the additional functional area you selected (linked in the Resources under the Required Resource heading).
      • Examine the organizational chart to determine where the new staff resources are to be assigned.
      • Revise the organizational chart to reflect the allocation of staff resources to be added.
      • At the bottom of the revised organizational chart, write a brief justification for your decisions.
    5. Write a 1–2 page reflection analyzing the revised organizational charts you just completed, addressing the following questions:
      • How does the revised organizational structure (including the new chain of command) influence the role of management in each functional area?
      • What research did you use to support your work in arriving at new organizational structure? Use APA style and formatting to cite your sources.
      • What current or past experience did you draw from for this assessment, if any?

    Submit all three of the following as attachments to this assessment:

    1. Your revised organizational chart for the human resources area.
    2. Your revised organizational chart for the additional functional area you chose.
    3. Your reflection analysis.

Final Reflection

This assignment counts 20% of course grade. Please answer thoroughly. I expect full paragraphs. Grading rubric attached below.

1.One of the aspirations that UDC has for its’ graduates is that they embrace “lifelong learning.” What three goals would you set for yourself in the future based upon what you learned in the Capstone class (think about skills [e.g. writing, public speaking, collaborating] to be developed, working on or creating a project that feeds your passion, knowledge development, etc.)?

(Your response should contain at least one well developed paragraph per goal.)

2.What three discoveries did you make while working in a team that you might not have learned if you had worked alone?

(Your response should contain one paragraph per discovery.)

3. Explain at least three challenges/realizations in developing and implementing a viable project?

(Provide one paragraph per challenge or realization.)

  1. What skills or knowledge from your General Education coursework (e.g. English or Writing, Oral Communication, Math, Science, Diversity, Civics, Ethics) –whether taken at UDC or elsewhere–benefitted you the most in the Capstone work? (Provide examples from at least three classes and include one paragraph per class.)
  2. Describe the skills or knowledge from your major courses that benefitted you in the Capstone work? (Include at least two well-developed paragraphs.)

What is the importance of a leader managing a multicultural organization?

Reflect on a leader who you believe is effective in managing a multicultural organization and is creating a culturally synergistic work setting. Describe the leader and the organization.

The individual you select should be someone you can readily research and gather information about. The individual can be a past or present Fortune 500 executive, a political figure, or someone from within your own organization. It’s your choice! The only stipulation is that this individual must manage a multicultural work group and must have adopted a leadership approach that creates cultural synergy.

After you have selected someone that you believe meets these requirements, write a paper that addresses the following:

  1. Describe the leader and the organization.
  2. Discuss why this leader is effective in a multicultural setting. Be specific: What exactly has this leader done to create cultural synergy?
  3. Based on what you have learned about managing diversity, what more can this leader and/or the organization do to enhance cultural synergy?

Paper should be 4 pages. Title page, abstract and reference pages are separate.

eco homework

  1. List five lessons or takeaways that you have learned in this course this week that youconsider to be important. Briefly explain each of them. The takeaways you choose can be big or small. What matters is that these were new pieces of knowledge to you.
  2. Choose one of the five takeaways and explain briefly how it would solve or help you solve a problem or exploit an opportunity that you have encountered already in your past experience or that you know you will encounter when you go back to your company/or country/ or find a job after graduation.
  3. This must be a typed document, double spaced and 12-point font.

please use college student vocabulary please

Brains on drugs, psychology homework help

90% should be on your own words !!!

Your research paper should be at least three full pages, double spaced and should respond to all of the issues below. Citations and references should be in APA style.

  1. Discuss your findings about how the drug interacts with the neurotransmitters in the brain. Please make sure that you include URLs (citations) for four sources. Please make sure that you write your paper in your own words.
  2. How does the drug you studied affect memory? Discuss both the long term and short term memory effects.
  3. What happens when you stop taking the drug? What are the short term and long term effects of taking this drug.
  4. Does it have addictive properties? If so, how do the addictive properties evidence themselves.
  5. Finally conduct an in depth critical analysis of the personality and functionality impact of the drug use on those who you know that have been affected by the drug.
  6. Please understand that once you upload your document, it will go through and originality check, that will show us both that you wrote the paper in your own words. Please make sure that you do not quote the papers you cite, please write in your own words.