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10-12 slide include preference

You have reached the final step. Use the Final Vulnerability and Threat Assessment Report template in preparing the final report. In APA style, write an overview and compile all the sections prepared throughout the project into a report according to the template.

Since this report will be delivered to Maria and other top executives, tailor your writing to the appropriate audience. Be sure that coherent paragraphs or points are developed so that each is internally unified, functioning as part of the whole document.

Final Vulnerability Assessment Report

Maria Sosa is depending on you, the chief information security officer at your organization, to provide her and other executive-level stockholders with a final vulnerability assessment report. This thorough report should be presented with your findings and recommendations.

Final Vulnerability Assessment Report (seven- to 10-page report using this template: Assignment 7, Steps 11 and 12) This report should include the following components:

• Title Page
  • Include:
    • for whom you are preparing the document, the title, the date prepared, and your name as the preparer of the document
• Table of Contents
  • with all sections
• Overview (introduction and purpose)
  • Include mission-critical aspects of current organizational processes:
    • personnel
    • physical security
    • network security
    • cybersecurity
• Scope of Work (one-page report: Assignment 1, Steps 1 and 2)
  • Include identified security threats, risks, and vulnerabilities within the organization from the preliminary classification of mission-critical aspects
• Work Breakdown Structure (spreadsheet: Assignment 2, Step 3)
  • Include key elements that need to be tested and analyzed:
    • internal threats
    • external threats
    • existing security measures
    • compliance requirements
• Threats and Vulnerabilities Report (two- to three-page report: Assignment 3, Steps 4-6)
  • Include:
    • explanation of threats and vulnerabilities
    • classifications of threats and vulnerabilities
    • prioritizations of threats and vulnerabilities 
• Lessons Learned Report (two- to three-page report: Assignment 6, Steps 9 and 10)
  • Include:
    • reviewed and recorded findings
    • consider the report’s approach including:
      • factors
      • assessment completion
      • next steps
      • other issues to address
• Network Analysis Tools Report (one- to two-page report: Assignment 4, Step 7–include as Appendix A)
  • Include comprehensive recommendations of all components within each key element that should be tested and analyzed:
    • internal threats
    • external threats
    • existing security measures
    • compliance requirements
• Vulnerability Assessment Matrix (one-page matrix using template: Assignment 5, Step 8–include as Appendix B)
  • Assess vulnerabilities of your organization

Before you submit your assignment, review the competencies below, which your instructor will use to evaluate your work. A good practice would be to use each competency as a self-check to confirm you have incorporated all of them. To view the complete grading rubric, click My Tools, select Assignments from the drop-down menu, and then click the project title.

• 1.2: Develop coherent paragraphs or points so that each is internally unified and so that each functions as part of the whole document or presentation.
• 1.5: Use sentence structure appropriate to the task, message and audience.
• 9.2: Vulnerability Assessment: Rank the vulnerabilities of a system from a disaster-management perspective.

I need help with 2 research papers.

4-5 pages each

PFA

Choose one of the case studies provided in the topic study materials that you found interesting:

1. Questioning the Average
2. A Sinking Situation
3. To Ship or Not to Ship
4. Occidental Engineering Case Study
5. A Violation of Privacy
6. Is the Customer Always Right?

In a Word document, in a minimum of 500 words, analyze the chosen case being sure to include the following:

Present a brief problem statement for the case study you chose.

Clearly state all the known facts

Utilize the Making Ethical Decision Evaluation Tool and fully explain each step that was taken.

Provide details and Biblical citations that apply to the decisions that were made and an explanation of how they apply.

Write a conclusion that provides an ethical recommendation for action that is in line with the principles and virtues discussed above.

Prepare this assignment according to the guidelines found in the APA Style Guide, all citations must be in APA format.

 Description

For the week 7 assignment, make sure you use one of the cases listed in the study materials for Topic 7 and use the methodology from the week 7 materials. You must use one of these case studies, you may not create your own or select one form an outside source:

To Ship or Not to Ship

Questioning the Average

A Violation of Privacy

A Sinking Situation

Is the Customer Always Right?

READ READ READ THE ITEMS BELOW:

In this assignment you are asked to “walk-through the decision-making process based on the tools provided by the course. Based on this, you will need to list each step and how you applied it. Use screen shots from your use of the stool and insert them into this paper.

Can be implemented in C or C++

Thread 1: The player thread

While playing, the player thread reads one word from the file, prints it, then sleeps until the next word should be displayed, and so on. Each word should be displayed on a separate line of output. (Words are white-space-separated runs of characters.) At a rate of 1.0, the player should print one word per second. At a rate of -1.0, the player prints one word per second, but proceeding backwards through the file.

For this assignment, the player plays back text files, displaying one word per second at normal rate (1.0). 

The player accepts the following commands:

• LoadFile(const      char *filename) — Prepares the player to playback the file whose name is      passed in. Stops the player if currently playing.
• Stop() —      Stops the player if currently playing.
• Start() —      Starts the player if currently stopped.
• Rewind() —      Sets the position of the player to time 0.
• SeekTo(int      byteoffset) — Sets the position of the player to the closest word      boundary past the given byte offset from the start of the file.
• SetRate(float      rate) — Sets the playback rate: 1.0 is forward at normal speed, –
• 1.0 is      reverse, 0.5 is forward at 1/2 speed, etc.

The control threads

The control threads generate commands for the player thread. You can think of each control thread as corresponding to a separate remote control. There are two kinds of control threads. The first kind waits for keypresses, and issues commands to the player thread based on the key pressed:

• ‘ ‘ (blank)      — toggles the player’s mode between ‘playing’ and ‘stopped’
• ‘r’ —      rewinds the player
• ‘s’ —      prompts the user for a time, then seeks the player to that time
• ‘l’ —      prompts the user for a file, then loads the file into the player
• ‘t’ —      prompts the user for a rate, then uses it to set the player’s rate

Two other control thread are “autonomous” controllers, simulating another user issuing commands. One of the autonomous controllers periodically issues a Stop() command to the player, while the other autonomous controller thread issues a Start() command every so often. Each of these autonomous threads should sleep for a random time interval of between 5 and 30 seconds before issuing each command.

Your program should implement a function for each command (Start(), Stop(), etc.). These functions will be called by the control threads to control the player. Shared, global variables for the state, rate, position, etc. of the player thread are accessed by these routines, as well as the player thread routine. 

Please watch this video walk through for how to complete this assignment: Dietary Analysis Part III Overview

Your textbook, An Introduction to Nutrition, covers “Achieving a Healthy Diet” in chapter 2.  MyPlate (found at https://www.choosemyplate.gov ) is a tool that provides guidance in helping us achieve a healthy diet. As you may recall from chapter 2, the 5 key factors of a healthy diet include adequacy, balance, calorie control, moderation, and variety. In the  Diet Analysis Part 2 (using Cronometer), we were able to assess our diets in terms of adequacy, balance, calorie control, and moderation. However, without looking at how well each food group is represented, we are unable to assess the variety in our diets. This portion of the diet analysis project will allow you to explore one of your documented days on your food diary and assess for variety. In addition to variety, this assignment will also provide more insight into moderation (are you getting too much or too little from a food group?).

Step 1: Finding Your MyPlate Daily Checklist

Locate your estimated calorie needs in Cronometer (and as discussed in the Energy Balance section of the Part 2 analysis questions). For purposes of this Part 3 Analysis, round this measurement to the nearest multiple of “200.”  For example, if you needed 2289 kcal/d, you would round down to 2200 instead of rounding up to 2400. On the other hand, if you needed 2340 kcal/d, you would round to up to 2400 instead of down to 2200.

Once you have located your calorie needs from the Part 2 Analysis and rounded them to the nearest multiple of “200,” use this link to open the Calorie Level document (PDF format). Save the Calorie Level document to your computer. The calorie levels in the document are for “Ages 14+.”  

You will only need 2 pages from this 26-page, Calorie Level document:

Page 1 — The first page of the Checklist pages explains the information contained in the Checklist.

Page 2 — Scroll through the Calorie Level document to locate the MyPlate Daily Checklist pages that have the calorie level closest to your estimated Dietary Analysis Part 2 calorie needs value from Cronometer.

This second page is the checklist worksheet that you will complete as partial fulfillment of Dietary Analysis Part 3.

Note: there are 12 different Food Group target option pages ranging from 1000 calories to 3200 calories — be certain to choose the calorie level page closest to your estimated Dietary Analysis Part 2.

The range is from 1000 calorie level…

…to 3200 calorie level

You can print the checklist worksheet for your calorie level or use the Adobe extract tool to save the single Checklist Worksheet page that is closest to your calorie level to a new file for you to save and print/edit.

This is the worksheet you will be using to complete the next step (Step 2) of the project. Print out a copy of this and save to your computer. 

Step 2: Transferring Your Diet Diary to the Worksheet

Review your 3-day food record. Select the day that most closely matches a typical day’s intake for you. Using those foods only, complete PAGE 2, the MyPlate Daily Checklist Worksheet.

NOTE:  If you printed the Checklist Worksheet, you will be hand writing directly on this worksheet. If you are comfortable with Adobe editing or other PDF editing tools, you may type directly into this worksheet.  (Important: If you type in the PDF document, submit *ONLY* the page for the Checklist that is closest to your calorie level. Do not submit all the original pages in the Calorie Level document.)  For hand-written worksheets, your handwriting must be legible and clear. You may need to write it down first as part of the process to identify where all foods fit and then copy it over to another blank form as a final version. You may also want to create your own table in Word that can clearly display the information if you find the worksheet does not give you enough space. If you use a table in Word, you will still need to attach the worksheet to verify you were using the Checklist Worksheet closest to your calorie level  as a guide.

Refer to the image below of an example 1,800 calorie MyPlate Checklist Worksheet to follow along with the instructions below.

Use the first column of the worksheet “Food group targets” for guidance on determining portion sizes equivalent to a serving for each food group. For example, in the red box below, we can see we need 1 ½ cups of fruit for each day and that 1 cup of fruit is either 1 cup of raw or cooked fruit, ½ cup dried fruit, or 1 cup (8 fluid ounces) of 100% fruit juice.  Similar guidance is provided for the other food groups.

Some foods you have eaten may be “combination” foods, meaning they have components from more than 1 food group. You will want to split those up as ingredients or components and place each piece into the respective food group. For example, if you had 2 slices of a medium pizza with tomato sauce, vegetables, mozzarella cheese, and ground beef, we can identify 4 different food groups. You would count the crust as a starch (typically 1 ounce of grain per each slice), the tomato sauce and veggies on top count as vegetables, the mozzarella falls under dairy, and the ground beef is in the protein group. Include each ingredient in the correct group. DO NOT simply write pizza as a single food in a single category.

Write the foods or food components (ingredients) into the second column where it says “Write your food choices for each food group.” The blue box on the graphic below bounds the section where foods or food components (ingredients) would be written for the Vegetables food group. Fill this in for all foods in their respective food groups. 

Next, determine if you reached your target by comparing the information in column 1 (’Food group targets’) with the information you filled into column 2 (‘food choices’). In column 3, indicated by the green oval in the graphic below, check off Y or N as appropriate. Y if you reached your target and N if you did not reach your target.

The last step in Step 2 is to assess your “limits”. Sodium, saturated fat, and added sugars are all areas that the Dietary Guidelines for Americans recommend limiting. Using your Part 2 Diet Analysis Cronometer Nutrition Report screenshot check on your milligrams of sodium and grams of saturated fat intake. If your sodium and saturated fat values from Part 2 Diet Analysis Cronometer report are below the bolded values shown in the rightmost area called “Limit” below, check Y.  Otherwise, check N.  Your bolded values for the saturated fat “limit” will be unique to your calorie level, so do not worry if it’s not 20 grams like in the example below.  (Note: Tracking added sugar in foods is new to food labeling, and your Dietary Analysis Part 2  Cronometer results do not include this. They list total sugars, which does not differentiate between natural sugars (like those in fruit and milk) and added sugars; therefore, we will not be including this in the project.)

Step 3: Assessing Your Intake for Variety and Moderation

It is possible that although your Part 2: Diet Analysis Cronometer Nutrition report showed your diet was adequate in nutrients, met calorie goals, and balanced in terms of nutrients, your diet is lacking variety and not showing moderation in terms of the food groups (one is too high or too low, resulting in too much or too little of another food group). This portion of the diet analysis project will focus on your critical analysis of your intake for one day as compared to recommendations from MyPlate for variety and moderation in the food groups.

You will provide this analysis as a written paper. The paper should include an introduction paragraph, one paragraph for each of the 5 food groups, one paragraph on the “limits” (sodium and saturated fat), and a conclusion–Eight (8) paragraphs in total.

• Introduction: This should tell the reader what they will expect to read about in your paper. The main focus here is that you are introducing a review of your diet in terms of variety, moderation, and how well it matches up to recommendations about food groups.
• Body of the paper: Aim for one complete paragraph (3-5 sentences is a good goal to aim for) addressing each food group and the limits. This means you will have six (6) paragraphs in total for the body of the paper.
  • For each food group support the determination you made (Y or N) in column 3 of your worksheet- Did you reach your target? Clearly state if you believe you did/did NOT meet the recommendation and how you came to this conclusion. Which foods did you classify in this food group and how did you come up with the total number of servings? Do this for each of the 5 food groups.
  • Once you have this for all food groups, write an analysis for the limits. If you exceeded sodium and/or saturated fat, identify which foods in your diet for the day resulted in being over the limit(s). If you were under for one or both, comment on how you made choices to keep those to a minimum. In the event no decisions were made specifically with awareness of sodium and saturated fat content, that is fine, however you will want to comment on this still and not skip over a critical analysis of your intake impacting those values.
• Conclusion: This is the last paragraph (#8) of the paper. Here is where you present your final argument using the preceding evidence presented in the body of the paper to support whether or not your diet for that one-day was varied and exhibited moderation. The key aspects to address here are specifically variety and moderation as presented in An Introduction to Nutrition chapter 2 using MyPlate as your set of guidelines.

Step 4: Submission

You will need to submit 2 files to the Dietary Analysis Part 3 assignment folder in LEO. The first item to submit to the assignment folder is either a PDF version or a scanned version of your worksheet. Even if you feel your handwriting is not clear, you must be able to show that you worked through this activity. This must be included to be eligible for full credit. The second file to include is your paper (Step 3).  This must be submitted as a Word, PDF, or .txt document. If you are a Mac user and have Pages, please “Save As” a Word, PDF, or .txt file. If the file cannot be opened, you risk getting a ‘0’ for the assignment. If you have completed the Worksheet as a Word doc to make reading it more clear, include this as an appendix in your  Dietary Analysis Part 3 paper.  Do not submit as a third file.

Please respond with a minimum of  at least 150 words

Sorting exceptions into two categories (namely “unchecked” and  “checked” exceptions) can significantly change how we handle exceptions  within our program. 

Checked exceptions are exceptions that occur at compile-time. These  exceptions occur due to factors or events that are outside of our  program’s immediate control–such as network issues, Input/Output device  issues, files not being found when called, etc. Checked exceptions must  either be dealt with inside of the method in which they are thrown, or  else they must be passed up to an exception handler in higher-up method  (by adding a “throws” clause in the method’s argument parameter).

Because of this ability to pass the exception to another method,  these types of exceptions have the potential to be ignored or  “swallowed” (as some of the material has dubbed), although this is not  recommended of course. These exceptions should be dealt with in some way  within our program wherever absolutely possible utilizing try-catch  blocks or try-catch-finally blocks.

Unchecked exceptions are exceptions that occur at run-time. These  consist of exceptions that deal with issues within our actual program  code (or possible issues due to the user’s interaction with our code).  Examples of these would be trying to access an element outside of a  specified array, attempting to divide a number by 0, or a user  attempting to input a letter or string into an input box designed to  accept an integer. 

These types of exceptions are dealt with on an “as-needed” basis, one  might could say, as they attempt to catch specific errors that can  spring up from the execution of buggy code. Thoroughly testing our code  and being aware of the different types of exceptions that could occur  within our code (and then properly handling them) can keep our code  functioning smoothly and efficiently. 

When it comes to which method I would prefer:

The geeksforgeeks.com website reads that throwing checked exceptions  may be a better option if the user has a decent amount of control over  recovering from the exceptions, and if not, unchecked exceptions are  better used. It also appears that checked exceptions can allow for more  robust code, although (as stated earlier), this does give programmers  the opportunity to pass the buck and not deal with certain exceptions  simply because they do not want to be thorough. But I also found from my  research that some languages (such as C#) do not have checked  exceptions, and that language appears to work well without them.

Reflecting upon my researching of this subject, (and my limited  experience utilizing exceptions in my own code in my last course), I  feel as though I would be more inclined to utilize unchecked exceptions,  when possible. I think it makes more sense to be able to address the  exceptions as needed rather than “covering the entire code with ‘throws’  clauses” as the infoworld.com website puts it. Although, I am totally  new to this realm, so I’m sure I’ll learn more as I go!

Thanks for reading, all and best of wishes in the module!

compose a critical appraisal that demonstrates comprehension of two quantitative studies. Use the “Research Critique Guidelines – Part II” document to organize your work. https://perfectwriterblog.com/other/leaders-helping-constituentshelping-your-constituents-understand-the-changing-t/ Successful completion of this assignment requires that you provide a rationale, include examples, and reference content from the study in your responses.

Use the practice problem and two quantitative, peer-reviewed articles you identified in the Topic 1 assignment to complete this task  https://perfectwriterblog.com/management-homework-help/respond-to-the-following-in-a-minimum-of-175-words-according-to-this-weeks-re/

In a 1,000–1,250 word task, summarize two quantitative studies, explain the ways in which the findings might be used in nursing practice, and address ethical considerations associated with the conduct of the study.

state your topic and problem

 1 page 

After having the opportunity to complete the course, what would you change and why? What topic particularly caught your interest and what do you want to know more about?  Last, but not least, if you could share with the next class one piece of advice about this class, what would it be? Please note that this pertains to the class, the materials, flow/organization, etc.  Your comments may be shared with incoming students with no identifying information. Thank you and good luck on your educational journey!

(No participation replies required but encouraged!)