You are a Social Worker in a Housing Support Program that provides case management support to people who are at risk of losing their tenancy. The program you are working in is funded by the Federal Australian government. The house in question is owned and administered by a state funded housing NGO and all referrals into the program come from the NSW Government Department of Communities and Justice (DCJ). To be eligible for this program families have to have been homeless and also identified as needing support to sustain a tenancy.
A referral is received for a family with the identified issue in the referral being difficulty maintaining the property (squalor) and rental arrears. the Housing provider is requesting your service to help family put in place a payment plan and provide support to clean up the property in order to avoid breaches against the tenancy and possible eviction. The referral also states that a report has been made to Child Services due to concerns that the Children are not being looked after and living in poor living conditions.
The family are of mixed ethnicity. Kaylie (Mum) is First Nations from the (Noongar People); Rua (Dad) is of Maori descent, having moved from New Zealand to Australia with his family, as a child; Brayden (13); Dylan (11); Simone (10); Shyla (10); Taylor (9), Brianna (6) and Latrell (3).
You make an appointment to go out and meet with Kaylie and Rua to undertake an assessment, Rua wasn’t able to attend but you were able to meet with Kaylie at the house. During your assessment with Kaylie you were able to ascertain the following information;
A large dog is present when you arrive. It walks with a limp and barks very aggressively at you on arrival.
The property is a three-bedroom house with a small kitchen
Kaylie and Rua have three biological children (Brayden, Simone and Latrell). Dylan, Shyla, Taylor & Brianna are Rua’s Nieces and Nephews who have been temporarily placed in their car as Rua’s Sister is not able to currently care for them due to being in a long-term psychiatric hospital admission.
Kaylie tells you that they have recently fallen behind on their rent due to having not received financial support for looking after the children temporarily and have had to get them settled into a new school. Kaylie says that they don’t want to tell Child Services in case they decide to remove the children all together.
Kaylie acknowledges not being able to keep up with the housework and being at times overwhelmed, She tells you that Rua is also feeling overwhelmed and has started to talk about feeling ‘really stressed and angry like before, say’s he can’t sleep or think stright’.
In talking with Kaylie and walking through the property you try and make a plan to conduct a ‘clean up’ and discard some of the items that aren’t needed/rubbish but you start to realise that the items aren’t ‘rubbish’, the family just has a lot of stuff due to having seven children living in the house.
Kaylie eventually tells you that Rua isn’t present because he is doing ‘cash only’ labouring work for a local building firm. Kaylie says that this is intermittent, but they use it to buy groceries.
Brayden is present during the interview, although it is a school day. He appears to be looking after Latrell, feeding him lunch, and playing a video game with him on his phone. You ask Kaylie why Brayden is home on a school day. She tells you he doesn’t like school ‘because of the reading’ and would rather ‘look after the young ones’.
This week’s assignment involves writing a Python program to compute the daily pay for an Uber driver.
The driver gets paid an hourly rate plus a percentage of the miles driven plus the tips provided by passengers. The driver’s daily wage is based on the number of hours worked times his hourly rate. The commission pay is based on the total miles driven times the commission percentage rate. The daily total pay should be computed as the daily wage plus commission pay plus tips.
Write a program that prompts the user for the following input:
the number of miles driven for the day,
the number of hours worked for the day
the amount of tips received for the day
and defines (not prompt) the constant values for:
the hourly rate for the driver (pick a reasonable value, e.g. $12.50)
the commission rate (pick a reasonable value e.g. 5%)
Your program should compute and display the output for:
the daily wage,
the commission pay
the tips for the day, and
the total pay for the day
Your program should include Header comments (what the program does) and in-line comments (the major design steps). Document the values you chose for the cost per paper and percentage rate in your comments as well.
Submit your Python program as a text file (.py) file. In addition, submit a Design outline and a Test plan (3 different test cases) in a Word document or a PDF file which also includes a screenshot of execution of your program for each test case.
Your submission must also adhere to the Submission Requirements document (i.e., Filename and display your name, class, date in the output).
Grading:
10% – Design – outline proper sequence of steps, calculations (if necessary). Identify values of any known constants (e.g. commission rate). Identify what the user inputs will be and what the output will be.
10% – Completeness of your Test plan (at least three test cases). Include screenshots for each test case.
10% – Documentation – Header and in-line comments. Include documentation for the values you chose as the known constants (hourly rate, commission rate) in your comments as well. Documentation of major steps (from Design outline).
70% – Program prompts and executes correctly on all test cases. Satisfies all requirements, compiles, effectiveness and neatness, descriptive variables, def main.
Important note: This is an individual assignment and students are required to submit their original/independent work and adhere to UMGC academic integrity policy. Your submission should adhere to the Submission Requirements document. It is advised that you read all the material, including the Lecture before attempting the assignment. Also, review the example programs and practice exercises. If you do not understand something, reach out to your professor or the UMGC tutor.
PART 1- WRITING DISCUSSION Module 1 – (SHEILA)- Use of Contractions & First & Second Persons in Formal Writing
· Describe your recent experiences in the BA in Organizational Leadership program using contractions and first and second persons in writing your academic papers.
· Did you consistently write your academic and research papers using what is considered “formal writing”? That is, writing completely in the third person and without contractions.
· Did every professor demand and expect your papers to be written using “formal writing”. Discuss the experience.
SUBMISSION INSTRUCTIONS: Your initial post should be at least 150 words, formatted and cited in current APA style with support from at least 2 academic sources.
PART 2- DISCUSSION Module 1 – (SHEILA)- The Nature of Competitive Rivalry
Given the nature of competitive rivalry prevailing in the marketplace:
What strategies, resources, and competitive capabilities must your organization have to be successful?
SUBMISSION INSTRUCTIONS: Your initial post should be at least 150 words, formatted and cited in current APA style with support from at least 2 academic sources
PART 3- ASSIGNMENT Module 1- (SHEILA)- Strategic Planning
Describe the strategic planning process and explain the importance of strategic planning.
SUBMISSION INSTRUCTIONS: Assignment should be 2 pages, formatted and cited in current APA style, and incorporate a minimum of 3 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work.
Assignment status: Describe your recent experiences in the BA in Organizational Leadership program using contractions and first and second persons in writing your academic papers. ed”
Critical Analysis of Government Policy or Program Choose a government response (State or Federal) that is aimed at supporting families at risk, such as a policy or program, and address the following in your report: !. An overview of the policy or program including its goals and objectives, target population, and implementation strategies. “. A critical analysis of the effectiveness of the policy or program including its strengths, weaknesses, opportunities, and threats (SWOT analysis).
.
$. Recommendations for how the policy or program could be improved to better support families at risk Your responses should incorporate reference to current literature and relevant theory (minimum five academic references) and adhere to APA7 referencing style
Assessment 2 Rubric Criteria Performance Standards Fail 0-49 Pass 50-64 Credit 65-74 Distinction 75-84 High Distinction 85-100 An overview of the policy or program including its goals and objectives, target population, and implementation strategies. 20% The overview of the policy/program is absent or unclear, and/or irrelevant to the question. The overview of the policy/program is basic or limited in scope; lacks clarity, detail or coherence, and/or the information provided is incomplete or contains errors/inconsistencies. Minimal integration of literature. The overview of the policy/program is well- structured, clear and concise, and provides a good understanding of the goals, objectives, target population, and implementation strategies. Well- supported by literature. The overview of the policy/program is highly detailed, comprehensive and well-structured, demonstrating a deep understanding of the goals, objectives, target population, and implementation strategies. Strong integration of literature demonstrating evidence of critical analysis and synthesis. The overview of the policy/program is exceptional, demonstrating outstanding insight and analysis of the goals, objectives, target population, and implementation strategies. The overview is rigorous and thoughtful and demonstrates sophisticated integration of literature. A critical analysis of the effectiveness of the policy or program including its Limited or no identification of the policy/ program’s strengths, weaknesses, Identification of some of the policy/program’s strengths, weaknesses, opportunities, and Identification of most of the policy/ program’s strengths, weaknesses, opportunities, and Comprehensive identification of the policy/program’s strengths, weaknesses, A comprehensive and insightful identification of the policy/ program’s strengths, weaknesses, 23/7/23, 1:19 pmSubject guide Page 2 of 3https://courses.highered.tafensw.edu.au/mod/book/tool/print/index.php?id=746605&chapterid=53099 strengths, weaknesses, opportunities, and threats (SWOT analysis). 20% opportunities, and threats; limited or no discussion of the effectiveness of the policy or program; limited or no use of relevant literature to support the analysis. threats; some discussion of the effectiveness of the policy or program; use of some relevant literature to support the analysis threats; a critical analysis of the effectiveness of the policy or program, with a well-supported argument; use of relevant literature to support the analysis. opportunities, and threats; a well- developed critical analysis of the effectiveness of the policy or program, with a convincing argument supported by relevant literature. opportunities, and threats, with an original perspective; a well-developed and sophisticated critical analysis of the effectiveness of the policy or program, with a compelling argument supported by a breadth of relevant literature. An evaluation of the policy or program’s impact on families at risk, including any unintended consequences or benefits 20% No evaluation of the policy/program’s impact on families at risk; evaluation lacks critical analysis and is not supported by evidence Basic evaluation of the policy/program’s impact on families at risk, but lacks critical analysis; minimal integration of literature Clear evaluation of the policy/program’s impact on families at risk with some critical analysis. evidence provided to support the analysis with appropriate integration of literature Detailed and thorough evaluation of the policy/program’s impact on families at risk with critical analysis; strong evidence provided to support the analysis, including strong integration of literature Exceptional evaluation of the policy/program’s impact on families at risk with comprehensive and insightful critical analysis; robust evidence provided to support the analysis, including sophisticated integration of literature Recommendations for how the policy or program could be improved to better support families at risk 20% No recommendations provided or recommendations are not relevant to the policy/program analysed; recommendations lack specificity or are not feasible. Recommendations are provided but lack detail or specificity. recommendations are feasible but do not address all major weaknesses identified in the analysis. recommendations are not supported by evidence or analysis. Recommendations are specific, feasible, and supported by evidence or analysis. Recommendations address most of the major weaknesses identified in the analysis. Recommendations consider the needs and perspectives of families at risk and other stakeholders. Recommendations are highly specific, innovative, and feasible. Recommendations address all major weaknesses identified in the analysis and provide a clear rationale for why they will be effective. Recommendations are supported by a strong evidence base and consider the potential unintended consequences of implementation. Recommendations are highly specific, innovative, and feasible. Recommendations are supported by a comprehensive and rigorous analysis of the policy or program and its impact on families at risk. Recommendations are likely to result in significant improvements in the policy or program and its outcomes for families at risk. Fluent academic writing with correct spelling, grammar and punctuation 10% Numerous errors in spelling, grammar, and punctuation that impede comprehension; Basic proficiency in spelling, grammar, and punctuation; some errors in sentence structure and clarity, but meaning is generally clear; Good proficiency in spelling, grammar, and punctuation with few errors; clear and concise sentence structure that is easy to follow; demonstrates Very good proficiency in spelling, grammar, and punctuation with no errors; Exceptional proficiency in spelling, grammar, and punctuation with no errors; outstanding sentence structure 23/7/23, 1:19 pmSubject guide Page 3 of 3https://courses.highered.tafensw.edu.au/mod/book/tool/print/index.php?id=746605&chapterid=53099 poor sentence structure and lack of clarity in expression; use of inappropriate language and tone for academic writing appropriate language and tone for academic writing an understanding of academic writing conventions and tone excellent sentence structure and clarity that is engaging and easy to follow; demonstrates a strong understanding of academic writing conventions and tone and clarity that is engaging and compelling; demonstrates a deep understanding of academic writing conventions and tone, and applies this knowledge to create a highly effective piece of writing Use of current literature and relevant theory (minimum five academic references) referenced in accordance with the APA referencing style 10% No references provided or references are not relevant to the topic; absence of, or incorrect use of, APA referencing style References provided but are not all current or not all relevant to the topic. APA referencing style used with minor errors or inconsistencies At least five current and relevant references provided and integrated well into the essay. APA referencing style used accurately and consistently More than five current and relevant references provided and used effectively to support arguments throughout the essay. APA referencing style used expertly and consistently More than five current and highly relevant references provided and used expertly to support arguments and insights throughout the essay. APA referencing style used impeccably and consistently, demonstrating expert- level skill and knowledge
Power point presentation and report: Discuss the role of collaborative practice in case management. Use examples to show the features of successful collaboration and co‐operation and the challenges to be overcome.
Collaborative Practice Discuss the role of collaborative practice in case management. Use examples to show the features of successful collaboration and co‐operation and the challenges to be overcome. Why is collaboration important in case management? You will need to consider how to ensure that the client’s wishes are not overlooked when different agencies work together each with their own priorities. Think about examples you may have seen in your work or with friends and relatives. By coming up with your own examples rather than those from books or articles you demonstrate a deeper level of understanding. Students must attempt all tasks in the unit to be eligible to pass the unit Grading Matrix: Max. in category Your points Answering the question and responding to the topic 10 Links to theories and concepts 10 Number and choice of appropriate references 4 Word count, readability, and structure 3 In‐text references and reference list, accuracy and use of correct referencing style 3 Total: 30 Comments: BASS – WEL302A, AB 2 Page 3 What we want to see: The work must be fully referenced with in-text citations and a reference list at the end. We recommend you work with your Academic Writing Guide to ensure that you reference correctly. You will find a link to this document on the main page of every unit, under the ‘Assessments’ section. Correct academic writing and referencing are essential tasks that you need to learn. We recommend a minimum of ten references. Referencing: References are assessed for their quality. You should draw on quality academic sources, such as books, chapters from edited books, journals etc. Your textbook can be used as a reference, but not the Study Guide and lecture notes. We want to see evidence that you are capable of conducting your own research. Also, in order to help markers determine students’ understanding of the work they cite, all in-text references (not just direct quotes) must include the specific page number/s if shown in the original. Researching: You can search for peer-reviewed journal articles, which you can find in the online journal databases and which can be accessed from the library homepage. Reputable news sites such as The Conversation (https://theconversation.com/au/health), online dictionaries and online encyclopedias are acceptable as a starting point to gain knowledge about a topic. Government departments, research institutes such as the National Health and Medical Research Council (NHMRC), international organisations such as the World Health Organisation (WHO) and local not for profit organisations such as the Cancer Council are also good resources. Formatting: The assessment MUST be submitted electronically in Microsoft Word format. Other formats may not be readable by markers. Please be aware that any assessments submitted in other formats will be considered LATE and will lose marks until it is presented in Word. What we don’t want to see: Plagiarism: All sources of information need to properly be acknowledged. Please refer to the plagiarism website on blackboard i . By clicking the ‘Upload this file’ button you acknowledge that you have read, understood and can confirm that the work you are about to submit complies with the Flexible and Online plagiarism policy as shown in the JNI Student Handbook. Like other forms of cheating plagiarism is treated seriously. Plagiarising students will be referred to the Program Manager. Word Count: Marks will be deducted for failure to adhere to the word count – as a general rule you may go over or under by 10% than the stated length. Late Submissions: Students are advised that any submissions past the due date incur a 10% penalty per day, calculated from the total mark e.g. a task marked out of 30 will incur 3 marks penalty per day. No submission: Students must attempt all tasks to be eligible to pass the unit. More information can be found in Think Education Assessment Policy document on the Think Education website. BASS – WEL302A, AB 2 Page 4 Resources Available to YOU:
Academic writing guide link https://laureate- au.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=20163 1&content_id=_2498847_1&mode=reset
Writing & referencing: The link to the Learning and Academic Skills Unit (LASU) is on the left pulldown menu on the blackboard home page: https://laureate- au.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=20163 1&content_id=_2498847_1&mode=reset LASU also provides a series of academic skills tutorials. Please contact Caroline Spaans (cspaans@laureate.net.au, 02 949 232 14).
Researching: A guide to researching is available on the library page http://library.think.edu.au/research_skills/. Please contact the online and Pyrmont librarian for Health, Dawn Vaux (dvaux@laureate.net.au) if you would like further help or a tutorial on how to do research this way
The term “project management” can be fairly vague to the layperson, covering any type of management job, from the most straightforward initiatives to the most complex implementations. Projects, programs, and portfolios are the “Three P’s” of project management, each of which is distinct from (though connected to) the others. Management of projects, programs, and portfolios. We at CapitalEssayWriting.com have done enough research on this and here is a real definition of the terms
The best way to explain the connection between project, program, and portfolio management is as follows:
A project is a brief undertaking made by a business or organization. (such as the creation of a new product, service, or result)
A program is a collection of projects that are linked or comparable to one another and are frequently handled and directed collectively rather than separately.
A portfolio is a collection of various initiatives and/or projects carried out by the same company, whether or not they are related to one another.
In other words, larger programs fit within portfolios, and those larger programs fit within projects.
Project, program, and portfolio management activities are all connected but fundamentally very different from one another.
How Does Project Management Define a “Project”?
What does “project” actually mean in the context of project management? A project is often a brief activity with a defined beginning and finish that aims to provide a special good, service, or outcome.
There are projects of every size possible in almost every business, and project managers handle them regardless of these characteristics. However, neither the size nor the precise substance of a project are described in this description. Project managers: What Do They Do?
The main responsibilities of project managers are to balance the deliverables, sometimes referred to as the scope of work, with the resources that are available within the project’s schedule and allocated budget. It is a difficult challenge for them to balance all of this while making sure the project adheres to the quality standards demanded by its clients.
Find Out More: What a Project Manager Does.
Application of the proper tools, techniques, and processes in a value-added manner is what project management is all about. As is well known, there is a vast body of knowledge in project management, and project managers can use a variety of abilities, resources, and methods to carry out these efforts. Understanding the project, its objectives, problems, and goals can help you select the appropriate project management tools and implement them correctly.
Building Your Project Management Career Path: More Information In project management, what Exactly Is a “Program”?
In some circumstances, it’s crucial to manage a collection of projects in concert to guarantee that value is realized. This group of projects is referred to as a program in project management lingo. A program is a transitory organization, much like a project, and as such, when the associated projects are finished, the program is also over.
In its PMBOK Guide, the Project Management Institute (PMI) defines program management as:
“The use of knowledge and skills to accomplish program goals and to obtain advantages and control not possible by managing related program components separately.” What Performs a Program Manager?
Program management is a little more strategic than just overseeing numerous tasks. Additionally, the program manager does not micromanage those projects; instead, he or she works to make sure that the correct work is being transferred between the right projects at the right times.
Starting very early at the program’s inception by looking at what benefits can be realized and then putting those into action, the program manager focuses on the business benefits throughout the entire program.
A project manager is still assigned to each project to carry out the aforementioned tasks. By confirming that the appropriate initiatives are included in the program, the program manager’s job is to make sure that the advantages anticipated are realized. Any project not giving value to the benefits is then repositioned or deleted from the program.
The program manager is in charge of managing project dependencies and developing plans at the program level to achieve this.
A program communication plan lays out the information flow within the program, while a master schedule is developed to manage project dependencies. A program risk management strategy is also created to manage hazards at the program level. Therefore, the program manager is not managing the projects but rather providing the oversight required to make sure that each project’s component parts are finished successfully and quickly in order to satisfy the requirements of the other projects.
The program manager is concentrated on achieving benefits, or more specifically, on knowing the benefits that can be realized from this group of initiatives and concentrating on obtaining them. The program manager is also working to manage organizational change and make sure that systems are in place to sustain the advantages after they have been transferred to operations.
Since the goal of program management is to guarantee that projects are in line with corporate strategy, the program manager must keep project teams informed about changes to the plan as well as what needs to be done to address them. What Exactly Is a Project Management “Portfolio”?
A portfolio is a series of initiatives that are managed together to meet predetermined goals. All initiatives, programs, and operational activities carried out by an organization may be included in one portfolio. Additionally, it might create a number of portfolios for continuous investment choices and project selection.
A portfolio is defined as “Projects, Programs, Other Portfolios, and Operations managed as a group to achieve strategic objectives” by PMI and its PMBOK Guide.
Organizations need to pick which projects are the correct ones to focus on. They frequently have a cap on the number of projects they can complete depending on organizational capability, which begs the question, “Are we doing the right projects?”
Corporate Governance as a Subset of Program and Portfolio Management Structures for project grouping in organizations include program and portfolio management. As a result, they are a component of the overall governance structure of a company. Program and portfolio management is a part of corporate governance known as the governance of project management since it is only concerned with project-related activities. In accordance with the Association for Project Management (2004), the portfolio direction effectiveness and efficiency, project sponsorship effectiveness and efficiency, project management effectiveness and efficiency, and disclosure and reporting effectiveness and efficiency make up the core elements of this governance structure for project management. Both program and portfolio management approach the topic of governance from different angles. In order to maximize the accomplishments of the combined project outcomes, the first perspective considers how the numerous project objectives are interconnected. This resulted in the creation of programs, which the Project Management Institute defined as a collection of connected projects managed cooperatively to gain advantages and control that managing them separately would not have provided. (Project Management Institute [PMI], 2004, p. 368). The second viewpoint looks at how these projects’ management requirements interact with one another in order to meet the organization’s overall business goals. In order to accomplish specific strategic business objectives, this has led to the development of portfolio management techniques, which PMI (2004, p. 367) defined as the “centralized management of one or more portfolios, which includes identifying, prioritizing, authorizing, managing, and controlling projects, programs, and other related work.” A portfolio is defined as “a collection of projects, programs, and other types of work that are grouped together to enable effective administration of that work in order to accomplish strategic business objectives. The portfolio’s initiatives or programs may not always be connected directly or interdependently. (2004, p. 367). Portfolio management techniques are now being used in new areas, such as customer-delivery projects, as a result of the industry’s expanded usage of project-based organizational structures as a means of achieving corporate objectives. Additionally, it has been employed by organizations for smaller, less expensive initiatives. These projects are managed differently in portfolios. Despite the fact that program and portfolio management are widely discussed in the literature, it is unclear how these governance frameworks are applied in various businesses or what the managers’ associated duties and responsibilities are. Transaction Cost Economics and Governance The governance structures of program and portfolio management were used to reduce the overall costs of transforming “input” to “output” through projects. These expenses, which represent the whole cost of managing projects, are referred to as transaction costs when looking at projects as transactions. According to Williamson (1985, p. 18), transaction costs can be reduced by discriminately allocating transactions to governance structures. From a related angle, transaction cost economics explains the equilibrium needed in organizational governance mechanisms to (1) provide a product’s “fit for purpose” by reducing maladaptation costs, as done through program management, and (2) lower the costs for the organization by making the most of existing scales and resources, as done in portfolio management. Williamson (1985) asserted, however, that several governance systems are necessary for various kinds of transactions. It follows that the degree to which organizations use program and portfolio management as governance procedures varies by project type. Moreover, Williamson (1975) stated that the complexity of an organization’s environment will determine the governance structure to be used. According to the premise of humans’ limited but designed capacity for rationality, when making decisions, (Simon, 1957; Williamson, 1975, p. 22–23). That brings up the initial research query: Q1: How do the nature of the project and the complexity of the organization affect how project portfolio and program management are used in organizations? Along with variations in projects and how program and portfolio management are used in organizations, there are variations in the roles and duties of the various managers. That brings us to our next research question: How do middle managers in successful firms go about managing their programs and portfolios? What are their roles and responsibilities? Through this study, the breadth and variations of these roles and responsibilities in connection to corporate governance systems are examined. Practitioners will be able to strengthen program and portfolio governance as a result of the findings, which will benefit their companies, the economy, and ultimately society as a whole. The research model and hypotheses are presented in the following section. A section on research techniques and the evaluation of the empirical data follows this. The conclusion of the study discusses the causes of various governance methods in program and portfolio management, the duties and responsibilities that go along with them, as well as the variations between low and high performing businesses.
This course has led you, module by module, to understand thoroughly what goes into a great cybersecurity law program for an organization. Now, you can demonstrate that you understand how to align a cybersecurity program with legal and regulatory requirements by writing and presenting a great program.
Describe a fictitious security infrastructure for a fictitious medium-sized retail company that does a significant amount of its business in online sales. We will make the assumption that the company already has a cybersecurity plan in place. Design a cybersecurity law program to go with it. Describe, in great detail, the important legal considerations that must be addressed to prevent losses due to both criminal activity and civil litigation. Make sure you cover local, state, and federal requirements. Include a discussion on international laws or frameworks that should be considered and why. Cover the potential impacts to your organization from emerging technologies, legislation, and trade pacts. Make recommendations for controls to prevent legal liabilities to ensure you always win in litigation, whether actions taken against you or those you initiate or support because you were on the receiving end of cyber misbehavior. Include cybersecurity liability insurance recommendations in case your legal efforts are not a win in court, or you find yourself in a position to need to settle out of court. All of this will be combined in a professional paper written to convince your company’s senior leadership that your recommendations are worthy of investment.
As this is a culminating project, your paper should be somewhat more lengthy than those you wrote for Modules 1-6. There is no page number requirement – cover the material as you have learned in this course. Your paper should cover the legal considerations to a depth greater than what you gave in the first six modules. Describe the strategic legal environment in which your business must operate. Make sure you include policies and procedures for compliance with all the laws, regulations, and standards that apply to you. Discuss how your cybersecurity infrastructure is legally intelligent, how it helps make sure you preserve evidence, and give yourself a chance to win legal actions. Lay out a plan for insurance to a depth beyond what you gave in Assignment 6.1.
You will be graded on how you cover the learning objectives of the modules in this course and on the thoroughness of your treatment of the topic. Your writing will also be graded on meeting graduate-level and professionalism standards and on being clear and concise. Take the time to proofread your final project before submitting it. For APA and Standard Paper Assignment Guidelines and to understand how SafeAssign Originality Checker will affect this assignment, see the “Course Resources” link in the left navigation area
This course has led you, module by module, to understand thoroughly what goes into a great cybersecurity law program for an organization. Now, you can demonstrate that you understand how to align a cybersecurity program with legal and regulatory requirements by writing and presenting a great program.
Describe a fictitious security infrastructure for a fictitious medium-sized retail company that does a significant amount of its business in online sales. We will make the assumption that the company already has a cybersecurity plan in place. Design a cybersecurity law program to go with it. Describe, in great detail, the important legal considerations that must be addressed to prevent losses due to both criminal activity and civil litigation. Make sure you cover local, state, and federal requirements. Include a discussion on international laws or frameworks that should be considered and why. Cover the potential impacts to your organization from emerging technologies, legislation, and trade pacts. Make recommendations for controls to prevent legal liabilities to ensure you always win in litigation, whether actions taken against you or those you initiate or support because you were on the receiving end of cyber misbehavior. Include cybersecurity liability insurance recommendations in case your legal efforts are not a win in court, or you find yourself in a position to need to settle out of court. All of this will be combined in a professional paper written to convince your company’s senior leadership that your recommendations are worthy of investment.
As this is a culminating project, your paper should be somewhat more lengthy than those you wrote for Modules 1-6. There is no page number requirement – cover the material as you have learned in this course. Your paper should cover the legal considerations to a depth greater than what you gave in the first six modules. Describe the strategic legal environment in which your business must operate. Make sure you include policies and procedures for compliance with all the laws, regulations, and standards that apply to you. Discuss how your cybersecurity infrastructure is legally intelligent, how it helps make sure you preserve evidence, and give yourself a chance to win legal actions. Lay out a plan for insurance to a depth beyond what you gave in Assignment 6.1.
You will be graded on how you cover the learning objectives of the modules in this course and on the thoroughness of your treatment of the topic. Your writing will also be graded on meeting graduate-level and professionalism standards and on being clear and concise. Take the time to proofread your final project before submitting it. For APA and Standard Paper Assignment Guidelines and to understand how SafeAssign Originality Checker will affect this assignment, see the “Course Resources” link in the left navigation area
Using your study of chapters 11 and 12 of Modern systems analysis and design, answer the following four questions.
For the three common methods of system interaction—command language, menus, and objects—recall a software package that you have used recently and list what you liked and disliked about each package with regard to the interface.
What were the strengths and weaknesses of each interaction method for this particular program? Which type of interaction do you prefer for which circumstances?
Which type do you believe will become most prevalent? Why?
Valacich, J. S., & George, J. F. (2019). Modern systems analysis and design (9th ed.). Pearson. Print ISBN: 978-0135172759 eText ISBN: 978-0135172841
