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What were some of the main features of Mongol political practice and ceremony?

Discussion Board: 

200 words each

1- POST (or respond) with your thoughts/ideas/comments in the discussion forum: What were some of the main features of Mongol political practice and ceremony?

2- Post (or respond) your thoughts/comments/ideas in the discussion forum: How close were cultural and political relations between early Japanese and Chinese societies?

3- POST (or respond) with your thoughts/ideas/comments in the discussion forum: Comment on the idea of humanism as an important part of the Renaissance and Reformation

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post-mortem’ of an attack.

This assignment is what we call a ‘post-mortem’ of an attack. One of the best things that security professionals can do as they attempt to reduce their attack surface is to learn from the mistakes of others. This assignment will prepare you for the follow on assignment in Module 6, which will be more in-depth.For this module’s assignment, you will conduct a post-mortem of the 2017 Maersk ransomware attack utilizing the Lockheed Martin Corporation’s Cyber Kill Chain methodology. You should look at each part of the cyber kill chain and be able to articulate the actions of the attackers as they progress through each step of the kill chain. Focus on the following areas:

  1. How long did the attackers spend in each phase?
  2. What was the overlap between phases?
  3. Can you identify where Maersk should have been able to interdict the attackers?
  4. What were the attackers after?
  5. What kind of attackers were these? Hacktivists, Transnational Criminal Organization, Nation-State?

Prepare a one- to three-page report accompanied by a PowerPoint briefing presentation (no more than 5 slides) for your supervisor and his executive leadership team to help them better understand, discuss, and assess the attack and anticipate where you think your organization might be vulnerable to a similar type of attack. Your report and PowerPoint briefing slides should complement each other. The intent is to help focus the leadership team of your business/organization on the issues you feel they need to pay them most attention to, providing your rationale and methodology, as needed, with appropriate recommendations.This report (and the briefing slides) can be organized and formatted in any manner you think best conveys the information and best informs the senior leaders about the attack, keeping in mind that most senior leadership will not be able to understand in-depth technical jargon. You must keep this information accessible to leaders without the same technical acumen you possess. While relying on the reading and presentation materials available from this module will be essential, some amount of additional research may be necessary and desired. This report (and briefing presentation) will further inform and should be used for your final proposal due at the end of Module 7

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Use an autogenerated TOC

Key Assignment Draft

This week, you will submit a draft of your Key Assignment template. Be sure to add the new material to this document in Section 4. Remember to incorporate any previous feedback into the appropriate sections. The submission should contain the following information:

  • Security Management Document shell
    • Use Word
    • Title page
      • Course number and name
      • Project name
      • Your name
      • Date
    • Table of Contents (TOC)
      • Use an autogenerated TOC.
      • This should be on a separate page.
      • This should be a maximum of 3 levels deep.
      • Be sure to update the fields of the TOC so that it is up-to-date before submitting your project.
    • Section Headings
      • Week 1: Introduction to Information Security
        • This section will describe the organization and establish the security model that it will use.
      • Week 2: Security Assessment
        • This section will focus on risks that are faced by organizations and how to deal with or safeguard against them.
      • Week 3: Access Controls and Security Mechanisms
        • This section examines how to control access and implement sound security controls to ensure restricted access to data.
      • Week 4: Security Policies, Procedures, and Regulatory Compliance
        • This section will focus on the protection of data and regulatory requirements that the company needs to implement.

The case study company is also concerned about the confidentiality and integrity of the data. What policies and controls are needed to meet the regulatory requirements imposed by the recent initial public offering (IPO)? In an effort to ensure the confidentiality of data both internally and externally, discuss how you can effectively protect the data in motion and at rest. Create the following section for Week 4:

  • Week 4: Security Policies, Procedures, and Regulatory Compliance
    • List and describe the regulatory requirement that was introduced by the IPO.
    • List and describe at least 5 policies that the company needs.
    • From the list of policies, list and describe at least 3 controls that the company needs to implement.
    • Describe the data at rest and data in motion and how they can be protected
  • Section 4 should be 2–3 pages long.
  • Name the document “IP4.doc.”

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A real-world business problem as it presents the case of AUDI AG and its attempts to implement big data analytics in its organization

The attached pdf file introduces a real-world business problem as it presents the case of AUDI AG and its attempts to implement big data analytics in its organization.

For your first individual case analysis, you need to critically analyze this case study, summarize the key idea, discuss the IT challenges and present your recommendations. This analysis should be done individually not in groups, so each student should do the analysis by themselves.

This report will be organized as follows:

1.       Introduction – Short summary of the business problem. This section will also include a background of the organization.

2.       Challenges – Provide for a brief description of the challenges that the organization is facing and how they are planning to address them. This section will provide the audience with a picture of how the organization is planning to address some of the challenges.

3.       Change Management – Discuss how change is being managed by the organization. 

4.       Recommendations – Discuss what you would have done differently and why.

5.       Conclusions – Discuss the lessons learned and the key messages that you would like the audience to take away.

The report should not be more than 1000 words

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mission statements and assess whether they meet the “person on a bus” test

1. Review these three mission statements and assess whether they meet the “person on a bus” test.

• To provide book lovers and those they care about with the most inspiring retail and online environments in the world for books and life-enriching products and services.

• X is dedicated to building a world-class national resource enabling Canadians to know their country and themselves through their published heritage, and to providing an effective gateway to national and international sources of information.

• X is an independent campaigning organization that uses nonviolent, creative confrontation to expose global environmental problems and to force the solutions essential to a green and peaceful future.

2. “Employees are our biggest asset.” “Yes, but they can walk out the door any time and all your investment in them will be lost.” Explain why investments in human capital are important. Using the example of a great coach, explain why all is not lost if some of the team members quit.

3. You and your friend decide to open a high-end restaurant specializing in cuisine from your home country. This type of food may appeal to people in the neighbourhood, but you will need to differentiate this restaurant from others, and offer great service, with explanations, customization, etc. Describe the ways in which you would use HRM programs to train the waiters.

4. Some HR professionals are suggesting that employers not “stereotype” generations and treat them differently. Argue the pros and cons of establishing different HR Policies for different generations.

5. Using your school as an example, find one trend in each of the areas (economics, globalization, political/legislative, technology, demographic and social/cultural) that will impact enrollment in your school.

6. Employees spend an average of 43 minutes a day at work on personal mobile devices. A company in the United States implanted a micro chip in employees (who had volunteered to have this done) to prove the identity of the user and increase security and privacy. What policies should the HR department develop in anticipation of the continuing use of technology?

instructions:

There is total 6 questions in assignment and each question should be written in 100 words.

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International Trade chapter in your book for a deeper understanding of the Law of Comparative Advantage

CH 21: Comparative Advantage Discussion

You may want to refer to the International Trade chapter in your book for a deeper understanding of the Law of Comparative Advantage.

When we talk about world trade often countries will use the concept of “comparative advantage” and trade to make everyone better off.

1. In your own words, provide an example of the Law of Comparative Advantage that you see/observe in the economy.

2. How is this different than Absolute Advantage?

3. In addition, please provide a REAL “personal”  example of how the Law of Comparative Advantage applies to you individually. (For example, I have a comparative advantage in economics and my accountant has a comparative advantage in accounting.  Therefore, I hire an accountant to do my taxes.  WHY???)  Think outside of the box here…

Please comment on 2 other postings…comment on their explanation and example.  Did it adequately illustrate the concept?  Is this something your professor could use in future classes to explain comparative advantage

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Discussion about the Economics of Zimbabwe

Assignment details: Discussion about the Economics of Zimbabwe

This discussion is designed to help you apply the concepts from this chapter in a real world situation.

STEP 1:Read the provided article on Zimbabwe written by your textbook author Dr. Brad Schiller

STEP 2:After reading the article: Post your answer to the following question:

A. Explain in a few sentences what you believe to be the major factor in the economic collapse of Zimbabwe.

B. How does this relate back to your readings in the Global Poverty Chapter or Chapter 2?

STEP 3:

Find some more recent information and elaborate on the current economic conditions and events in Zimbabwe…have things gotten better or worse since Schiller wrote his article?

Do a little digging to expand on the discussion in the World View (Maduro: Bourgeois Parasite” Thwart Growth) in your text.  How are these events in these two countries similar (venezuela and Zimbabwe)? How are they different?

MAKE SURE THAT YOU ANSWER ALL PARTS OF THIS ASSIGNMENT IN YOUR DISCUSSION POSTING

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Develop your own promotional campaign for the project 

three pages in length/depth for your overall work (750 words).

——————————

Either develop your own promotional campaign for the project or discuss an existing campaign in detail that meets the following criteria. Please do not use an example from the Discussion section of the course.

1) Choose a product or service that your campaign will be for. Pick something that interests you and come up with a slogan.  Without a slogan, you do not have a campaign.  Your slogan should be the title of your paper.  

2) If the product already exists, you will need to include information as to how your campaign is different than any existing campaign.  Do this by researching how the company currently promotes their products.  Include the full URL’s with the information that you find by citing your sources in your bibliography and citing them in the body of your paper, like this .

     If the product/service is brand new because this is an idea for your own business, you should provide a little background of your idea and explain the need for your product/service.  

3) A successful campaign should have a “big idea,” be executed using integrated marketing communications (IMC), and involve the consumer as a participant.

     A “big idea” is a container that holds everything in place. There are essentially four “big ideas:” (1) A contest, (2) staging an event, (3) “doing good” – having a cause, or (4) telling stories (where the stories involve the customers of the product/service).  A big idea can include more than one of these four points – but it must have at least one.

     Integrated marketing communications (IMC) is where the promotional tools that are used tie back with each other in order to reinforce each other.  For example, when Facebook, Instagram, and Twitter all link to each other in communicating a campaign.  The common mention of a campaign slogan serves as a unifier.

     In today’s world, people are constantly using social media with their phones. Marketers often get consumers to respond through social media and participate with a company’s promotion. Positive feedback can provide a company with valuable favorable word of mouth.  This can also lead to repeat sales. However, positive feedback is earned. It cannot be easily manipulated. You won’t say anything good about a product that you don’t actually like.

4) Ultimately, the success of any campaign has more to do with simply a clever idea. It has to do with how well the clever idea is executed. Also, it is not feasible to create “fake” social media accounts simply to do a project.

5) The discussion/participation section to the course contains key materials for your project:

Rubric

Campaign Slogan (This is the title of your paper) 

Introduction

Company Background and Values

Segmentation of the Market and Identifying Target Customers

The Campaign’s “Big Idea”

Promotional Tools

Integrated Marketing Communication

Consumer Participation

Building the Brand

Campaign Execution

Conclusion

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Approaches to teaching and learning in the Diploma Programme

Read about ‘Approaches to teaching and learning in the Diploma Programme’ (IBO, 2018). Focus on ‘Teaching based on inquiry’ strand (IBO, 2018, p. 15) and complete the matrix based on experiences in your classroom.  Do you incorporate teaching based on an inquiry into your lessons? Is this a common practice when planning lessons? Why or why not?

your work should include examples of real class experience and make sure you cite at least three sources both from outside and the ones that are presented in the reference section. 

This assignment will be assessed using the Portfolio Activity rubric. https://my.uopeople.edu/pluginfile.php/1548122/mod_assign/intro/5282PA-rubric.pdf

References

1. Approaches to teaching and learning. (n.d.). ib Diploma Programme. https://xmltwo.ibo.org/publications/DP/Group0/d_0_dpatl_gui_1502_1/static/dpatl/

  • Approaches to teaching and learning in the Diploma Programme reflection tool has been designed to help Diploma Programme (DP) teachers “audit” and reflect upon approaches to teaching and learning in their classrooms (IBO, 2018). It is intended as a tool to help individual teachers reflect on their current practice, as well as a way to promote and stimulate discussion among colleagues within and across departments.

2. Chemistry guide (first assessment 2016). (2014, February). IB Diploma Programme.  http://www.ibchem.com/root_pdf/Chemistry_guide_2016.pdf

  • Read about Group 4 Projects (pages 184-189 ) -This publication is intended to guide the planning, teaching, and assessment of the subject in schools. Subject teachers are the primary audience, although it is expected that teachers will use the guide to inform students and parents about the subject.

3. Edwards, G. J. (2002). Make Your Own Project-Based Lesson Plan. Educator and Curriculum Development Specialist Unlimited Learning, 12–13. 

http://www.integratelearning.org/Lesson%20Bank/GloriaILearn/lessontemplate.pdf

  • Some learners perceive their “world” as a whole, where all things are interconnected and dependent upon each other (Edwards, 2002). These “integrated” students face major challenges in coping with our dominant educational, social, and economic systems, which tend to present information in a linear fashion without the necessity of integration into meaningful contexts. This resource is a guide on how to make your own project-based lesson plan. It can be used to develop an educational project that includes a specific outcome while teaching academic skills.

4. Lamberg, T., & Trzynadlowski, N. (2015, July). How STEM academy teachers conceptualize and implement STEM education. Journal of Research in STEM Education, 1(1), 45–58. https://j-stem.net/index.php/jstem/article/view/8/5

  • This study specifically seeks to understand how teachers in STEM schools interpret what the word “STEM” represents and how they implement STEM in the classroom (Lamberg & Trzynadlowski, 2015). This study investigates how seven elementary teachers in three STEM academy schools conceptualize and implement STEM in their classrooms.

5. Schaut, M. (2014, October 30). A brief overview of the 7E inquiry model. Prezi. https://prezi.com/il1ej-tcmwh6/a-brief-overview-of-the-7e-inquiry-model/

  • Sometimes a current model must be amended to maintain its value after new information, insights, and knowledge have been gathered. Such is now the case with the highly successful 5E learning cycle and instructional model (Eisenkraft, 2003).

6. Thomas, J. W. (2000, March). A review of research on project-based learning. Download the PDF here. 

  • Project-based learning (PBL) is a model that organizes learning around projects (Thomas, 2000). Teachers who employ PBL are able to set complex tasks, based on challenging questions or problems, that involve students in design, problem-solving, decision making, or investigative activities; give students the opportunity to work relatively autonomously over extended periods of time, and culminate in realistic products or presentations.

Smithsonian Science Education Center. (2016, February 13). Effective Inquiry-Based STEM Education [Video]. YouTube.https://youtu.be/eyUYDQIsgyo

 (5:32)

  • The Smithsonian Science Education Center addresses systemic change in STEM Education within a school, district, region or state. We do this by supporting education leaders, including teachers, through superior professional development and leadership training to ultimately see a measurable increase in student achievement.

St. Clare’s, Oxford. (2014, April 14). IB Science Group 4 Project Video [Video]. YouTube.

https://youtu.be/eyUYDQIsgyo
  • This video clip is about group 4 project done by a group of DP students. A group 4 project is an interdisciplinary activity in which all Diploma Programme science students must participate. The intention is that students from different group 4 subjects analyze a common topic or problem. The exercise should be a collaborative experience where the emphasis is on the processes involved in, rather than the products of, such an activity. In most cases, students in a school would be involved in the investigation of the same topic. Where there are large numbers of students, it is possible to divide them into several smaller groups containing representatives from each of the science subjects. Each group may investigate the same topic or different topics—that is, there may be several group 4 projects in the same school (IBO, 2014, p. 185)

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Discuss the benefits for the students in using Authentic Assessments

Based on the learning resources provided in this unit on Authentic Assessment:

  • Discuss the benefits for the students in using Authentic Assessments.
  • Analyze whether there are costs for the teacher in using Authentic Assessments.

References

1. Authentic assessment. (n.d.).  Center for Innovative Teaching and Learning (CITL). https://citl.indiana.edu/teaching-resources/assessing-student-learning/authentic-assessment/

  • ‘Authentic Assessment’ is a description of the assessment ass it is used in Indiana University.

2. Callison, Daniel. (1998). Authentic assessment.  School Library Media Activities Monthly 14(5). http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/slr/edchoice/SLMQ_AuthenticAssessment_InfoPower.pdf

  • ‘Authentic Assessment’ is a thorough explanation of this type of assessment as well as of its uses.

3. Chapman, V., & Inman, D. (2009). A conundrum: rubrics or creativity/metacognitive development? Educational Horizons. https://files.eric.ed.gov/fulltext/EJ849020.pdf

  • ‘A conundrum: rubrics for creativity/metacognitive development’ is an interesting article because it addresses some limitations of rubrics and examines how these can be avoided.

4.  Frey, B., Schmitt, V., & Allen, J. (2012). Defining authentic classroom assessment. Practical Assessment, Research, and Evaluation, 17(2). 

https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1245&context=pare
  • ‘Defining authentic classroom assessment’ is an in-depth literature review of authentic assessment with a rich discussion and recommendations.

5. Henning, Melissa. (n.d.). Rubrics to the rescue. Teachers First, Thinking Teachers Teaching Thinkers.  https://www.teachersfirst.com/lessons/rubrics/index.cfm 

  • ‘Rubrics to the rescue’ in the Teachers First website offers a very complete guide for the use and purpose of rubrics for teachers.

6. Millis, B. (2016, December). Using metacognition to promote learning. IDEA Paper #63. https://www.ideaedu.org/Portals/0/Uploads/Documents/IDEA%20Papers/IDEA%20Papers/PaperIDEA_63.pdf or https://eric.ed.gov/?id=ED573671 

  • ‘Using metacognition to promote learning’ explores how teachers can promote metacognition in their classrooms.

7. Rethinking classroom assessment with purpose in mind. (2006). Western and Northern Canadian Protocol for Collaboration in Education.  https://www.edu.gov.mb.ca/k12/assess/wncp/full_doc.pdf

  • ‘Rethinking classroom assessment with purpose in mind’ presents important facets of assessment; it will make you reflect on the assessment FOR, AS, and OF learning, and it suggests strategies to be applied in the classroom. In this Unit, you need to read Chapter 3, pp 29-39.

Optional Video

1. EDUTOPIA. (2011, June 23). Keeping assessment relevant and ‘authentic’ [Video]. YouTube. https://youtu.be/HfwGqH9w-64

  • In ‘Keeping assessment relevant and ‘authentic’’. Ben Mook, the teacher, shows how he introduces an activity in his class that is authentic and that he uses to assess his students

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