Weekly Communications: Provide a Seven Weekly Commutations (175 points,7 @ 30 points each). Formats on communications will vary from week to week dependent on the related instruction. Go to the assignment tab for directions for each week. Do Not Assume the Assignment will be the Same Format for the Entire Course. Refer to BUSINESS COMMUNICATIONS TODAY for background information on the selected format.

Each week you provide a form a communication to the CEO (Instructor) via CANVAS answering any questions or concern he may have.
The Assignment will be:
 Brief (1-page, 12 Font, single spaced).
 Cover the key areas and objectives of the Lessons and assigned reading.
 Provide research, opportunities and to solutions for the topic given that week.
 Be in the assigned format for that week.

Assignment Rubric Points
1. Compliance with all directions, correct format following standard grammar. 50%
2. Content was logical, well written, and demonstrated adequate topic research. 25%
3. No evidence of plagiarism. All sources properly sited. 25%
Total 100%

Week 7:

Submit as a PDF a brief news article (1 or 2 paragraphs) the company’s involvement in a recent Imperial Beach clean up. Provide a photo of Imperial Beach and pertinent information, the who /what /where/how. This can be made up. See your text for formats. Have fun.

Company: Sarah’ Cookies local bakery

Location: Imperial Beach, CA

LAB 10 Aligning an IT Security Policy Framework to Seven Domains of a Typical IT Infrastructure

EXY Credit Union/Bank

{Insert the Policy Definition Name Here}

Policy Statement

{Insert the policy you wrote for the selected IT security policy definition from step5.}

Purpose/Objectives

{Insert the policy’s purpose as well as its objectives; use a bulleted list of the policy definition. Be sure to explain how this policy definition fills the identified gap in the overall IT security policy framework definition and how it mitigates the risks, threats, and vulnerabilities identified.}

Scope

{Define this policy and its scope and whom it covers. Which of the seven domains of a typical IT infrastructure are impacted? What elements, IT assets, or organization-owned assets are within the scope of this policy?}

Standards

{Does this policy point to any hardware, software, or configuration standards? If so, list them here and explain the relationship of this policy to these standards.}

Procedures

{Explain in this section how you intend on implementing this policy organization-wide.}

Guidelines

{Explain in this section any roadblocks or implementation issues that you must address and how you will overcome them as per defines policy guidelines.}

you will write five (5) substantial paragraphs – include introduction, three (3) body paragraphs (a solid paragraph is at least 5 sentences), and a conclusion – about THREE specific skills you have learned in this course. By drawing evidence from your experience in the class, you will do a reflective self-assessment and write a well developed analysis. This entails reviewing all the work you have done this semester in order to explain the skills. You will also explore/explain how you learned these skills; and how these will benefit you in your future courses. In general, please consider the following questions in your essay:

• What did I learn? What skills have I learned (such as, writing, reading, critical thinking, researching, discussing, team work, etc.) in this class, and how will these skills play a part in my academic life?
• How did I learn it? How did the activities–reading and critical thinking exercises, writing assignments, essays and research projects, group work, class discussions, peer reviews, and so on–contribute to the skills I have learned in this course? How can I show that I have learned these skills? What examples can illustrate that I have learned what I claim?
• Why is it important? What role do I think these college composition skills will play in my future courses?
• Requirements:
  • You must defend all your assertions with specific examples from the work you did in the course. For example, if you believe that you learned the skill of critical thinking, then explain in the most specific terms, what you learned about this skill, what assignment/s helped you learn this skill, what specific activities in the assignment/s were most helpful in your learning, and how this learning will benefit you in your future courses. Use specific examples from the work you completed in this course to prove your claims.
  • Remember that you must write a coherent and well-developed essay. Listing and answering questions is not enough. Your essay must demonstrate that you learned the desired skills of the course and can argue and write clearly and effectively.
  • Although this essay will not require citations or a Works Cited page, please make sure it follows the MLA general criteria for essay assignments.
  • You will type this essay directly in the text box provided in Blackboard. Double space between paragraphs and use the spell check provided in Blackboard.

This week, answer all three of the questions below. Reference any materials for the answers to these
questions (remember to cite outside resources). Your answers should be
in essay format, be a minimum of three-five sentences each, and include
at least three glossary terms per question.

1. Visit the Google Art Project: http://www.museothyssen.org/en/thyssen/zoom_obra/1062. Look at Hotel Room, a painting by Edward Hopper in the Museo Thyssen-Bornemisza.
   • Describe
     in formal terms how the strong verticals and horizontals securely hold
     the parts of the painting together. What does the diagonal of the bed
     provide? Now move close and examine the paint work. How do the
     near-architectural elements fit with the lush paint?
2. Re-Read
   the article in this week chapter Art and Society, “Degenerate Art,” AND
   go online and watch the video “Art in Nazi Germany,” at SmartHistory
   (LINK: http://smarthistory.khanacademy.org/national-socialist-nazi-art.html?searched=degenerate&highlight=ajaxSearch_highlight+ajaxSearch_highlight1) After
   reading the article in the book and watching the online video, and
   based on your understanding of the threat that ideas generated by the
   arts can have to repressive governments, what are your thoughts on
   something like this happening in the United States? Do you think in our
   current information-saturated culture that the arts still have the
   ability to sway popular opinion?

3. Identify and Detail the picture in the attachment and answer the following questions.

• Who is the artist?
• Which movement does this represent and why?
• What is the subject of this work?

Glossary Terms:

• Analytic Cubism
  • The first
    phase of Cubism, developed jointly by Pablo Picasso and Georges Braque,
    in which the artists analyzed form from every possible vantage point to
    combine the various views into one pictorial whole.

• Art Deco
  • Descended
    from Art Nouveau, this movement of the 1920s and 1930s sought to
    upgrade industrial design in competition with “fine art” and to work new
    materials into decorative patterns that could be either machined or
    handcrafted. Characterized by streamlined, elongated, and symmetrical
    design.

• Avant-garde
  • French,
    “advance guard” (in a platoon). Late-19th- and 20th-century artists who
    emphasized innovation and challenged established convention in their
    work. Also used as an adjective.

• Bauhaus
  
  • A
    school of architecture in Germany in the 1920s under the aegis of
    Walter Gropius, who emphasized the unity of art, architecture, and
    design.

• Collage
  
  • A
    composition made by combining on a flat surface various materials, such
    as newspaper, wallpaper, printed text and illustrations, photographs,
    and cloth.

• Constructivism
  
  • An
    early-20th-century Russian art movement formulated by Naum Gabo, who
    built up his sculptures piece by piece in space instead of carving or
    modeling them. In this way the sculptor worked with “volume of mass” and
    “volume of space” as different materials.

• Cubism
  
  • An
    early-20th-century art movement that rejected naturalistic depictions,
    preferring compositions of shapes and forms abstracted from the
    conventionally perceived world. See also Analytic Cubism and Synthetic
    Cubism.

• Dada
  
  • An
    early-20th-century art movement prompted by a revulsion against the
    horror of World War I. Dada embraced political anarchy, the irrational,
    and the intuitive. A disdain for convention, often enlivened by humor or
    whimsy, is characteristic of the art the Dadaists produced.

• De Stijl
  • Dutch,
    “the style.” An early-20th-century art movement (and magazine), founded
    by Piet Mondrian and Theo van Doesburg, whose members promoted utopian
    ideals and developed a simplified geometric style.

• Der Blaue Reiter
  • German,
    “the blue rider.” An early-20th-century German Expressionist art
    movement founded by Vassily Kandinsky and Franz Marc. The artists
    selected the whimsical name because of their mutual interest in the
    color blue and horses.

• Die Brücke
  • German,
    “the bridge.” An early-20th-century German Expressionist art movement
    under the leadership of Ernst Ludwig Kirchner. The group thought of
    itself as the bridge between the old age and the new.

• Expressionism (adj. Expressionist)
  • Twentieth-century
    art that is the result of the artist’s unique inner or personal vision
    and that often has an emotional dimension. Expressionism contrasts with
    art focused on visually describing the empirical world.

• Fauves
  
  • French, “wild beasts.” See Fauvism.

• Fauvism
  
  • An
    early-20th-century art movement led by Henri Matisse. For the Fauves,
    color became the formal element most responsible for pictorial coherence
    and the primary conveyor of meaning.

• Futurism
  
  • An
    early-20th-century Italian art movement that championed war as a
    cleansing agent and that celebrated the speed and dynamism of modern
    technology.

• Naturalistic Surrealism
  • A
    successor to Dada, Surrealism incorporated the improvisational nature
    of its predecessor into its exploration of the ways to express in art
    the world of dreams and the unconscious. Biomorphic Surrealists, such as
    Joan Miró, produced largely abstract compositions. Naturalistic
    Surrealists, notably Salvador Dalí, presented recognizable scenes
    transformed into a dream or nightmare image.

• Neoplasticism
  
  • The
    Dutch artist Piet Mondrian’s theory of “pure plastic art,” an ideal
    balance between the universal and the individual using an abstract
    formal vocabulary.

• Photomontage
  
  • A composition made by pasting together pictures or parts of pictures, especially photographs. See also collage.

• Primitivism
  
  • The
    incorporation in early-20th-century Western art of stylistic elements
    from the artifacts of Africa, Oceania, and the native peoples of the
    Americas.

• Regionalism
  
  • A
    20th-century American art movement that portrayed American rural life
    in a clearly readable, realist style. Major Regionalists include Grant
    Wood and Thomas Hart Benton.

• Surrealism
  
  • A
    successor to Dada, Surrealism incorporated the improvisational nature
    of its predecessor into its exploration of the ways to express in art
    the world of dreams and the unconscious. Biomorphic Surrealists, such as
    Joan Miró, produced largely abstract compositions. Naturalistic
    Surrealists, notably Salvador Dalí, presented recognizable scenes
    transformed into a dream or nightmare image.

• Synthetic Cubism
  • A
    later phase of Cubism, in which paintings and drawings were constructed
    from objects and shapes cut from paper or other materials to represent
    parts of a subject, in order to engage the viewer with pictorial issues,
    such as figuration, realism, and abstraction.

• Trompe l’oeil
  • French,
    “fools the eye.” A form of illusionistic painting that aims to deceive
    viewers into believing that they are seeing real objects rather than a
    representation of those objects.

Need help responding to this discussion post. 200 words or more using citiations and APA format.

My dissertation topic is “Differences and Similarities of International Students’ Sub Groups Validation Experiences with Academic Advising”. The study will investigate the gap in current literature on the part that academic advising plays in international community college students’ adjustment as the whole and what academic advisors can adopt to improve advising practices with international sub groups students (Zhang,2016). On the basis of validation theory, this study aims to better understand the role that academic advising plays in international subgroups community college students’ adjustment. College advisors are often engaging in advising those students. How do these students perceive the validation? What is their experience? Validation is a supporting and accommodating process that brings adjustment and development in academic and individual life of the foreign student in a new college environment (Rendón Linares & Muñoz, 2011).On top of this gap that should be filled, there are potentially convincing and interesting factors that influences one to peruse in the investigation .Scholars had contributed on international students challenges in areas such as alienation and racism (Lee & Rice, 2007), cultural differences (Sato & Hodge, 2015), and multiple studies reported that International Students face tremendous difficulties when they try to adjust due to cultural, linguistic, social, and educational and financial problems (Crockett and Hays, 2011) and Zhang and Ozuna (2015) recognized college advisors’ are decisive to students’ academic and interpersonal validation which ultimately minimize the problem.