Technical controls are essential to a well-planned information security program, particularly to enforce policy for the many IT functions that are not under direct human control. Networks and computer systems make millions of decisions every second, and they operate in ways and at speeds that people cannot control in real time. Technical control solutions can improve an organization’s ability to balance the often-conflicting objectives of making information readily and widely available of preserving the information’s confidentiality and integrity. These technical controls must fit with the physical design of the systems and networks.
Access control is now more than access to a physical location. Discretionary access controls (DACs) provide the ability to share resources in a peer-to-peer configuration that allows users to control and provide access to information. Nondiscretionary access controls (NDACs) are managed by a central authority in the organization where a form of this is called lattice-based access control (LBAC) in which users are assigned a matrix of authorizations for areas of access. NIST has a new approach to lattice-based access controls called Attribute-Based Access Controls (ABACs).
In networks, firewalls fall into several major categories of processing modes: packet-filtering firewalls, application layer proxy firewalls, media access control layer firewalls, and hybrids. Packet-filtering firewalls scan network data packets for compliances with the rules of the firewall’s database and this is done at the network layer of the OSI model. The application firewall is known as proxy server because it can be configured to run special software that acts as a proxy for a service request such as a web server with a proxy server. Media access control layer firewalls make filtering decisions based on the specific host computer’s identity. Hybrid firewalls can perform a variety of tasks such as unified threat management and NexGen firewalls that can do a variety of functions.
Case Assignment
Interview a network administrator at your workplace to learn about the type of security controls in place on that network. What types of firewalls are used and for what purposes? Are intrusion detection and/or intrusion prevention systems present? Who monitors them? What different methods are used to protect the networks that operate the organization’s record keeping systems? Does the security level vary on different network segments? Prepare a 5- to 7-page paper addressing the results of this interview. Please include website address visited and place in reference area.
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Premium papers. We provide the highest quality papers in the writing industry. Our company only employs specialized professional writers who take pride in satisfying the needs of our huge client base by offering them premium writing services Discretionary access controls (DACs) provide the ability to share resources in a peer-to-peer configuration that allows users to control and provide access to information.
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Task-1: Network Configuration Marking guide lines: • Design an efficient IP addressing plan: 4 marks o Note that you need to spare IP addresses for the management LAN. o Use this guideline to help you with this task: https://www.cisco.com/c/dam/en/us/solutions/collateral/enterprise/design-zone-smart-business-architecture/sba_ipAddr_dg.pdf • Correct administrative configuration and secure device access: 4 marks o Configure device name, access banner, domain-lookup o Configure and secure all device access passwords o Disable all unused ports • Configure all required device interfaces with appropriate IP addresses and meaningful descriptions and assign IP addresses to all PCs in the network: 2 marks • Configure IP routing and verify the network connectivity and fix any issues: 4 mark o Configure OSPF routing for the network o Verify the network connectivity with ping. • Backup all device configuration to a TFTP server in the head quarter: 1 mark o Configure a TFTP server in the HQ o Issues commands to backup all device config to the TFTP server. Task-2: Network Management Marking guide lines: • Design the high-level physical layout for the lab to show the cabling structure and equipment rack and export it to a JPEG or PDF file. (4 marks) • Modify the current network to add the management network (6 marks) o Create the management interface for the switches (VLAN99) and assign IP addresses to all routers and management interfaces (2 marks) o Allocate a dedicate physical management port on each switch an assign the management port to VLAN99 (1 mark). o Connect the management port to a physical interface of the local router (1 mark). o Configure the router interface and modify the network routing to allow to connect to the management network (2 marks). • Configure SNMPv2 on each network devices and deploy a network management station at the head quarter to manage the whole network. (3 marks) o Create a network management station in the head quarter to manager the network. Assign IP address to the station (1 mark). o Configure a MIB browser on the management station to access the device management information (2 marks). • Record YouTube video to demonstrate that you can manage the devices (2 marks)
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QUESTION 1 This question has been merged with others to reduce the doubling up for you. QUESTION 2 Lesson Reference: CLICK HERE to go the relevant Lesson in the Resource Space. You are assessed against the benchmarks below. Units of Competency DES401 DES402 DEL301 DEL401 DEL402 BSBCMM401 ASS502 ASS401 ASS402 ASS403 Attempt KE2 1 2 3 Benchmarks Key VET Stakeholders are identified and understood. The functions and responsibilities of training package developers, and course accreditation agencies, and their roles as key vocational education and training (VET) organisations is understood. Comments: Read the following: CASE STUDY Hamoud is the training manager of a large finance company. He has been asked to attend a meeting organised by the finance industry to discuss and develop the criteria for the implementation of competency standards for the finance industry. Hamoud has never worked within the competency-based training framework and is reluctant to implement this type of training in his organisation. Paul is the training manager from another large finance company that has already implemented competency-based training for sales and administration staff and is keen to implement similar training in the company’s call centre. The meeting is also attended by union representatives as well as government representatives. The meeting is one in a long series of meetings and discussions that are required to implement competency standards in an industry. Satisfactory / Not Yet Satisfactory Question 2a. What information will Hamoud be able to access using the organisations listed below? Australian Industry Skills Council (AISC) ASQA ACPET AQF Satisfactory / Not Yet Satisfactory Question 2b. What advantages will Hamoud’s company gain by consulting with key stakeholders and other training managers before introducing competency-based training? (Note: the answer to this one is not immediately obvious in the text. Instead, you will need to think about the information that has been provided.) Your answer: QUESTION 3 Lesson Reference: CLICK HERE to go the relevant Lesson in the Resource Space. You are assessed against the benchmarks below. Units of Competency DES401 DES402 DEL301 DEL401 DEL402 BSBCMM401 ASS502 ASS401 ASS402 ASS403 Attempt KE1 KE10 1.3 KE2 1 2 3 Benchmarks Candidate understands information about training package developers and course accreditation agencies responsible for specific learning program parameters, including who they are, where to find them and who is responsible for them. Understands what an organisation’s quality assurance policies and procedures should be. The functions and responsibilities of training package developers, and course accreditation agencies, and their roles as key vocational education and training (VET) organisations is understood and applied. The relevant policies, legal requirements, codes of practice and national standards, including commonwealth and state or territory legislation that may affect training and assessment in the VET sector. Comments: Satisfactory / Not Yet Satisfactory Question 3a. What are the three components of the National Training Framework? The first is done for you. Component 1 Training Packages Component 2 Component 3 Questions 3b-d. These questions have been incorporated into Project 1a. Satisfactory / Not Yet Satisfactory Question 3e. When an RTO meets the Standards for Registered Training Organisations (2015), it will actually benefit all sorts of other people and organisations. What could be some of these benefits for the following: Learners Industry/Employers Governments Providers Satisfactory / Not Yet Satisfactory Question 3f. How do you think each of the following things might help an RTO to achieve the required standards of quality? The first one has been done for you. Procedures/Processes for: How it helps achieve consistency in national standards Enrolling students Ensures that the required information about students is collected and stored. RPL Issuing qualifications Continuous improvement Managing student fees Staff qualifications Satisfactory / Not Yet Satisfactory Question 3g. How can a Continuous Improvement Model help an RTO to maintain its quality? Please highlight the correct answer. a) It ensures that they are operating a more profitable business. b) It is a good marketing tool that gets people in the door. c) It helps to ensure that everything that they are doing is what they should be doing by determining needs, developing and delivering a service, reviewing, amending and obtaining feedback and then amending again. d) It is a way keep registration as an RTO. QUESTION 4 Lesson Reference: CLICK HERE to go the relevant Lesson in the Resource Space. You are assessed against the benchmarks below. Units of Competency DES401 DES402 DEL301 DEL401 DEL402 BSBCMM401 ASS502 ASS401 ASS402 ASS403 Attempt KE1 1 2 3 Benchmarks Australian Qualifications Framework (AQF) guidelines, including characteristics of AQF qualification type. Comments: Satisfactory / Not Yet Satisfactory Question 4a. Describe the Australian Qualifications Framework (AQF). What are its objectives? What is the AQF? What are its objectives? Satisfactory / Not Yet Satisfactory Question 4b. List the levels of the AQF in the first column of the table below and summarise the criteria for each of the levels in the second column. The first one has been done as an example for you. AQF level Criteria of that level Level 1 – Certificate 1 Graduates at this level will have knowledge and skills for initial work, community involvement and/or further learning. Knowledge: a foundational knowledge for everyday life, further learning and preparation for initial work. Skills: a foundational cognitive, technical and communication skills to: • undertake defined routine activities • identify and report simple issues and problems Application of knowledge and skills: apply knowledge and skills to demonstrate autonomy in highly structured and stable contexts and within narrow parameters.
Add more rows as required. Satisfactory / Not Yet Satisfactory Question 4c. For any TWO of the following situations, determine the training need, and recommend one Qualification that would be appropriate. Obviously, you will not have all of the information that you need, so also indicate what additional information you would require to provide a quality recommendation in each situation, and how you would get this information. The first one has been done for you as an example. Situation 1 Simone wants to work in a Child Care Centre. She has a Certificate II in Children’s Services. What AQF level would be suitable? AQF Level 3 training related to child care. Choose one qualification from this CHC – Community Services Training Package that would suit Simone. CHC30113 – Certificate III in Early Childhood Education and Care Other information you would need. What training have the current people working in the child care centre have? What type of position does Simone want to achieve? Does she want to complete her Certificate III then Diploma so that she can take on a managerial role or head teacher role within the centre? Simone will need to define the job she is aspiring to. I would then need to assess what is involved in the actual position. How would you get this information? Discussion with Simone, examine job/position descriptions, talk to centre managers about the qualifications needed for the individual roles within a child care centre. Situation 2 Greg has just finished Year 12 and he wants to become a qualified chef. What AQF level would be suitable? Select one qualification from this SIT – Tourism, Travel and Hospitality Training Package list you would recommend for Greg. Other information you would need. How would you get this information? Situation 3 Erica is a nurse within an Aged Care facility. She wants to move into a management position focusing on human resources. What AQF level would be suitable? Select one qualification from the CHC – Community Services Training Package that you would recommend for Erica. Other information you would need. How would you get this information? Situation 4 Sally has finished Year 10 and wants to get a job as a farm hand in the cattle industry. What AQF level would be suitable? Select one qualification from the AHC – Agriculture, Horticulture and Conservation and Land Management Training Package that you would recommend for Sally. Other information you would need. How would you get this information? QUESTION 5 This question has been merged with others to reduce the doubling up for you. QUESTION 6 Lesson Reference: CLICK HERE and HERE to go the relevant Lessons in the Resource Space. You are assessed against the benchmarks below. Units of Competency DES401 DES402 DEL301 DEL401 DEL402 BSBCMM401 ASS502 ASS401 ASS402 ASS403 Attempt KE2 KE6 KE10 KE11 KE12 1 2 3 Benchmarks Functions of training packages and accredited curriculum as benchmarks in a competency-based VET training and assessment system are demonstrated. The use of training packages and relevant competency standards to be used as the basis of the learning program. Non-endorsed components of training packages are explained and understood. Other sources of training package information are identified and where to find them is determined. The Standards for Training Packages are read and used to demonstrate understanding of the role and purpose of each endorsed component. Comments: Satisfactory / Not Yet Satisfactory Question 6a. In the rows below: What is the purpose of a Training Package? What the components of a Training Package? How is a Training Package used as a benchmark for competency based training and assessment? What is the purpose of a Training Package? What are the components of a Training Package? How can a Training Package be used as a benchmark? Satisfactory / Not Yet Satisfactory Question 6b. What is a benchmark? Give an example of how a Training Package is used as a benchmark for competency-based training and assessment. A benchmark is: An example of how a Training Package is used as a benchmark: Satisfactory / Not Yet Satisfactory Question 6c. In Question 6a, you listed the components of a Training Package. Which of them would you find most helpful if we were planning to put together a new Learning Strategy for a qualification we wanted to deliver? Your answer: Satisfactory / Not Yet Satisfactory Question 6d. Consider the following case study: Sally would like to undertake the AHC20116 – Certificate II in Agriculture because she wants to continue on from her school work experience at the cattle farm where she was placed. Sally would like to train specifically in the area of assisting with the birth of new cattle, so she decides to focus on the unit of competency: AHCLSK203 – Carry out birthing duties Look at the key words describing Sally’s job and what she wants to do. What are the benchmarks that Sally will need to meet in this unit to be assessed as competent? Your answer: Satisfactory / Not Yet Satisfactory Question 6e. Look at Standards for Training Packages here. List the endorsed components of a Training Package and describe the purpose of each. The first one has been done for you. Endorsed Component Purpose Units of Competency Units of competency specify the standards of performance required in the workplace The structure of units of competency complies with the unit of competency template
Satisfactory / Not Yet Satisfactory Question 6f. List the non-endorsed components of a Training Package. Your answer: • Satisfactory / Not Yet Satisfactory Question 6g. Name the Training Packages for the following Qualifications. Qualification Training Package TAE40116 Certificate IV in Training & Assessment SIS50215 Diploma of Fitness PSP20116 – Certificate II in Government Satisfactory / Not Yet Satisfactory Question 6h. List 3 Qualifications at different AQF levels that belong to each of the following Training Packages. Training Package Qualification HLT – Health Training Package CHC – Community Services Training Package PUA12 – Public Safety Training Package Satisfactory / Not Yet Satisfactory Question 6i. Why is it important to talk to our clients before designing training? What questions could we ask? Please list 3. Why is it important? Questions to ask: 1. 2. 3. Satisfactory / Not Yet Satisfactory Question 6j. Where can we find out more information about Training Packages? List 3 different possibilities. 1 2 3 QUESTION 7 Lesson Reference: CLICK HERE to go the relevant Lesson in the Resource Space. You are assessed against the benchmarks below. Units of Competency DES401 DES402 DEL301 DEL401 DEL402 BSBCMM401 ASS502 ASS401 ASS402 ASS403 Attempt KE4 1 2 3 Benchmarks The format and structure of accredited courses is understood. The difference between Training Packages and Accredited courses is understood. Comments: Satisfactory / Not Yet Satisfactory Question 7a. What is an accredited course? Your answer: Satisfactory / Not Yet Satisfactory Question 7b. What is the difference between an accredited course and a Training Package? Your answer: Satisfactory / Not Yet Satisfactory Question 7c. Describe the structure of an accredited course in the table below. Applicant and classification information Course information Units of Competency QUESTION 8 Lesson Reference: CLICK HERE and HERE to go the relevant Lessons in the Resource Space. You are assessed against the benchmarks below. Units of Competency DES401 DES402 DEL301 DEL401 DEL402 BSBCMM401 ASS502 ASS401 ASS402 ASS403 Attempt KE5 KE3 KE7 3.1 3.2 3.3 5.1 1 2 3 Benchmarks The format and structure of units of competency, and assessment requirements of a unit of competency are understood. Dimensions of Competency are understood and applied. Candidate understands how to access assessment information of the relevant training package or accredited course. Methodology relating to analysing and using competency standards for a range of applications and purposes, to meet the needs of a diverse range of VET clients is understood and applied. Comments: Satisfactory / Not Yet Satisfactory Question 8a. What is a Unit of Competency? Your answer: Satisfactory / Not Yet Satisfactory Question 8b. When researching Units of Competency, where would you go first? Please highlight the correct answer.
Training.net.au
Training.gov.au
Ntis.gov.au
Training.com Satisfactory / Not Yet Satisfactory Question 8c. Describe what the following 3 terms mean when referring to the unit code of the following Unit of Competency: BSBCMM401- Make a Presentation Write your answer in the space below each term. BSB CMM 401
Satisfactory / Not Yet Satisfactory Question 8d. When viewing a Unit of Competency, you’ll see that it is broken into several sections. The sections can change over time, and so we often find that some units have sections that other units do not. A big change occurred in 2014. In the table below are some section headings. Indicate Yes/No it is from pre-2014 or post 2014 (it could be both) and say what the purpose of the section is. The first row has been completed for you as an example. (Hint: Within each Unit of Competency, headings are usually dark blue.) Heading PRE 2014? POST 2014? Purpose Unit Descriptor Yes No Describes what the unit is about. Elements & Performance Criteria Yes/No Yes/No Range Statement Yes/No Yes/No Foundation Skills Yes/No Yes/No Assessment Conditions Yes/No Yes/No Satisfactory / Not Yet Satisfactory Question 8e. Below is a template for a Unit of Competency. Using BSBCMM401- Make a Presentation complete the table to demonstrate how this unit looks. Unit Code Mandatory field Unit Title Mandatory field Application Mandatory field Unit Sector Optional field Elements Mandatory field Performance Criteria Mandatory field Elements describe actions or outcomes that are demonstrable and assessable. 1.1 Performance criteria clearly relate to the element. 1.2 They are expressed as a standard. 1.3 They specify the required performance in relevant tasks, roles, and skills. 1.4 They reflect the applied knowledge that enables competent performance.
Foundation Skills Mandatory field Skill Performance Criteria Description
Unit Mapping Information Mandatory field Code & title Current version Comments Equivalence status
Links Mandatory field Link to Companion Volume Implementation Guide. Assessment Requirements Mandatory field Links Mandatory field Link to Companion Volume Implementation Guide. Satisfactory / Not Yet Satisfactory Question 8f. List the Assessment Requirements of the following Unit of Competency: TAEDEL401- Plan, organise and deliver group based learning. Performance Evidence Mandatory field Knowledge Evidence Mandatory field Assessment Conditions Mandatory field Satisfactory / Not Yet Satisfactory Question 8g. We now understand the structure of a Unit of Competency, but there are other important things to note about Units of Competency as well. What are the Dimensions of Competency? Your answer: Satisfactory / Not Yet Satisfactory Question 8h. Describe each of the Dimensions of Competency and list 2 examples of how they could be used in work practice. Dimensions What does it mean? How can it be used in work practice? Task skills Task management skills Contingency management skills Job role or environment skills Satisfactory / Not Yet Satisfactory Question 8i. Refer to the earlier question in Q.4c about Greg, Erica and Sally. For any one of these : • Identify a Training Package, and the possible Qualification or Skill Set they could complete. List the qualification rules. (POINT 1) • Now identify how you have analysed one Unit of Competency from that Qualification to make sure it is suitable for your individual person’s needs. (POINT 2) • Now identify how this unit links with the other units in the Qualification. List the best possible combination of Core units and Elective units that your person will need to complete. (POINT 3) • Write your answer in the form of a memo to this person, explaining why you think and include a hyperlink to the source/s of your information. An example is provided for you. To: Simone From: Bryan West Date: Monday, 22 February 2018 Re: Certificate III in Early Childhood Education and Care Memo Hi Simone, I enjoyed speaking with you on Friday. I have had a chance to consider your training needs and believe the course CHC30113 Certificate III in Early Childhood Education and Care from the Training Package: CHC – Community Services will develop your knowledge and skills necessary for a career within a child care centre. [POINT 1] This course is designed for those who are working or intending to work within the children’s services industry. It provides a useful introduction into understanding, caring for and supporting the development of young children. With the practical training you’ll receive during this course, you can look forward to a rewarding career as a childcare worker. To achieve the CHC30113 Certificate III in Early Childhood Education and Care, you must complete 18 units of study: • 15 Core units • 4 Electives You can access the full range of units and further qualification details by clicking on this link to the Qualification at training.gov.au: CHC30113 Certificate III in Early Childhood Education and Care. Based on the fact that you want to work in a childcare centre. I believe that the unit: CHCECE005 – Provide care for babies and toddlers is a great core unit for you to complete as it allows you to practically apply the skills and knowledge required when providing care to babies and toddlers in an actual workplace environment. [POINT 2] This means that you will be able to access real regulated education and care services and that all of the assessment will allow actual interaction with babies and toddlers. I have also chosen the following electives for you based on your desire to work within a childcare facility setting and not a school: [POINT 3] • CHCECE006 -Support behaviour of children and young people • CHCECE017 -Foster the holistic development and wellbeing of the child in early childhood • CHCPRT003 -Work collaboratively to maintain an environment safe for children and young people • SRCCRO008B – Interact positively with infants, toddlers and parents in a recreation environment Please be in touch with any further questions at all. Kind Regards, Bryan Your answer: To: From: Date: Re: Message QUESTION 9 This question has been merged with others to reduce the doubling up for you. QUESTION 10 …. so has this one! QUESTION 11 Lesson Reference: CLICK HERE and HERE to go the relevant Lesson in the Resource Space. You are assessed against the benchmarks below. Units of Competency DES401 DES402 DEL301 DEL401 DEL402 BSBCMM401 ASS502 ASS401 ASS402 ASS403 Attempt KE11 1 2 3 Benchmarks Candidate can describe relevant workplace health and safety (WHS) knowledge relating to the work role, and WHS considerations that need to be included in the learning program. Comments: Satisfactory / Not Yet Satisfactory Question 11a. Who is responsible for WHS? Your answer: Satisfactory / Not Yet Satisfactory Question 11b. We know that all activities are affected by WHS. List at least 3 examples of hazards that could affect each of the following jobs or industries: Tree Felling: 1. 2. 3. Building industry: 1. 2. 3. Banking industry: 1. 2. 3. Satisfactory / Not Yet Satisfactory Question 11c. For each context listed below, what WHS information could we provide to our learners to confirm that our learning environment is safe? Rest room facilities Tea and coffee facilities Fire exits Complaints Satisfactory / Not Yet Satisfactory Question 11d. Define the word ‘hazard’. Please highlight the correct answer.
Something that has caused injury to someone.
Something that will cause injury to someone.
Something that does cause injury to someone.
Something that could cause injury to someone. Satisfactory / Not Yet Satisfactory Question 11e. Describe 3 of the possible hazards that you might encounter when delivering/assessing each of the following Units of Competency. Then, classify each (e.g., physical, ergonomic, etc.). Some ideas have been added for you as examples. Unit Possible Hazards Type of Hazard Operate personnel and materials hoists
Controlling traffic Physical 2. 3. Conduct an aged care facility access audit
New type of flu virus Biological 2. 3. Instruct fitness programs
Muscle strain from demonstrating exercise Physical 2. 3. Satisfactory / Not Yet Satisfactory Question 11f. As a trainer, what do you think your responsibilities are for each of the Six Steps of Hazard Management? Step 4 has been completed for you as an example. 1. 2. 3.
As the trainer, I will ensure all protective clothing and equipment is compliant with various WHS Acts, and that employees are proficient in the use of clothing and equipment as directed by myself. 5. 6. QUESTION 12 Lesson Reference: CLICK HERE to go the relevant Lesson in the Resource Space. You are assessed against the benchmarks below. Units of Competency DES401 DES402 DEL301 DEL401 DEL402 BSBCMM401 ASS502 ASS401 ASS402 ASS403 Attempt 5.2 1 2 3 Benchmarks Candidate understands how to provide appropriate advice to the client about assessment requirements. Comments: Satisfactory / Not Yet Satisfactory Question 12a. When it comes to assessing, what kinds of things do we need to think about to make sure that we meet our clients’ needs without distorting the integrity of the assessment (that is, making it too easy)? Please highlight the correct answer. (Hint – there may be more than one.)
Making it easy enough for everyone to pass, getting it done in the shortest time, reducing the paperwork we have to do.
What our client’s timeframes are, the budget and how best to prepare participants and resources.
Methods of assessment that are going to help most participants, impacts on the organisation, reducing training time.
All of the above. Satisfactory / Not Yet Satisfactory Question 12b. As a trainer, what do you think your responsibilities are for each of the Seven Steps for Planning Assessment? Step 1 has been completed for you as an example.
Discuss with the client skill gaps and skill development, and the outline of activities to be assessed, and the dimensions of competency to be assessed. 2. 3. 4. 5. 6. 7. DECLARATION OF ORIGINALITY Name: On a scale of 1-5 how would you rate: Strongly Disagree Disagree Neither Agree Strongly Agree I understood what I had to do. 1 2 3 4 5 I knew how to do it. 1 2 3 4 5 I consider the level of difficulty of the tasks to be appropriate for an AQF Certificate IV level assessment. 1 2 3 4 5 I found the trainer responded in a timely, knowledgeable, helpful manner. 1 2 3 4 5 Is there anything else you would like to share? I declare that: • I have personally completed all components of this assessment item. • I understand that all work that is not my own (such as the ideas and research of others as well as source documents) requires referencing and have done so appropriately. Signed: Date: An electronically signed Declaration of Originality is to be completed and attached to every submission.
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Enjoy Please Note-You have come to the most reliable academic writing site that will sort all assignments that that you could be having. We write essays, research papers, term papers, research proposals. What information will Hamoud be able to access using the organisations listed below? Australian Industry Skills Council (AISC)ASQA
What is the responsibility of health care administrators to work towards, as part of their organizational policy, access to affordable care? How does this relate to community benefit spending?
Chaiyachati, K. H., Qi, M., & Werner, R. M. (2018) Non-profit hospital community benefit spending based on local sociodemographics. Journal of Healthcare for the Poor and Underserved, 29, 1259-1268. Available in the Trident Online Library.
Cox, K. & Westbrook, D.H. (2017) Hospital leadership recognizes need to create partnerships to treat consequences of poverty. Current Problems in Adolescent Health Care, 47, 229-232. Available in the Trident Online Library.
Cronin, C. (2017) The prevalence of community benefit participation in the hospital region and its relationship to community health outcomes. Journal of Health and Human Services Administration, 40(1), 98-124. Available in the Trident Online Library.
Matthew, D. B. (2018) Next steps in health reform: Hospitals, Medicaid expansion, and racial equity. Journal of Law, Medicine, & Ethics, 46, 906-912. Available in the Trident Online Library.
Singh, S., Young, G., Lee, S. D., Song, P. H. & Alexander, J. A. (2018) Analysis of hospital community benefit expenditures’ alignment with community health needs: Evidence from a national investigation of tax-exempt hospitals. American Journal of Public Health, 105(5) 914-921. Available in the Trident Online Library
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The security of information asset is critical to any operational environment. The existence of (or the lack of) good security measures will determine the stability of the operating environment and the availability of resources. As a result of this fact, security should not be an afterthought in the network architectural design process. In any network environment, the most successful access control solution is one that was considered in the design process. Access control can be broken down into area, physical access control, and logical access control.
Describe physical access control.
Discuss any form of physical access control, and reference a time when you have used this form of physical access control to provide security to an information asset.
Describe logical access control.
Discuss any form of logical access control you have used, and discuss a situation in which you have leveraged this form of logical access control to provide security protection for an information asset.
The increased use of personal computers, and the interconnection of the ICT infrastructure, has led to an increase in threats and vulnerabilities. According to (Palmer & Shenoi, 2009, p. 114) the operating environment has increasingly become complex, with specialized professionals now located in different dispersed locations. As a consequence of increased interconnectivity and the increased vulnerability, information security and safety guidelines must be implemented. In the network environment, one such security practice is the use of access control. Access control is a broad concept, which can be divided into physical, area and logical access controls.
Physical Access Control
The physical network access control can be considered as a mechanical form of access to a room (Vacca, 2013). The common methods of achieving physical access controls include use of authentication badges, the use of devices that authenticate biometrics to gain entry/access and access cards as locking devices for door entries. According to (Fung, 2004, p. 50) physical access control needs the network devices such as servers, routers and switches to be placed in a secure room, where access has been limited and strictly allowed to the authorized people. In addition to physical restriction to access, other factors related to network security must be observed. The factors include the procedures of operations and the daily methods. An example of a form of physical access control is a universal access card. The universal access card has special codes encrypted to it and…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
Imagine that you are the information systems security specialist for a medium-sized federal government contractor. The chief security officer (CSO) is worried that the organization’s current methods of access control are no longer sufficient. In order to evaluate the different methods of access control, the CSO requested that you research mandatory access control (MAC), discretionary access control (DAC), and role-based access control (RBAC). Then, prepare a report addressing the positive and negative aspects of each access control method. This information will be presented to the board of directors at their next meeting. Further, the CSO would like your help in determining the best access control method for the organization.
Instructions
Write a 3–5 page paper in which you:
Explain in your own words the elements of the following access control methods:
Mandatory access control (MAC).
Discretionary access control (DAC).
Role-based access control (RBAC).
Compare and contrast the positive and negative aspects of employing a MAC, DAC, and RBAC.
Suggest methods to mitigate the negative aspects for MAC, DAC, and RBAC.
Evaluate the use of MAC, DAC, and RBAC methods in the organization and recommend the best method for the organization. Provide a rationale for your response.
Speculate on the challenges that may arise if the organization applies the method you chose. Suggest a strategy to address each challenge.
Use at least three quality resources in this assignment. Note: Wikipedia and similar websites do not qualify as quality resources