Please read each question carefully and answer to the best of your knowledge. I ask that everything is on one document.

Papers are typically 10 pages of original content (not included title page, TOC page, and the references page) and presentation times vary on class (typically 10 – 15 minutes). Each group member should participate in both portions of the assignment. I expect an additional 2-3 pages for figures, tables, and references. Thus, total is 12-13 pages APA format.

Be sure to review with students that APA format is REQUIRED.

Research Topic

• The use of Access Controls to support application security.

Example of Abstract,

Abstract

Examined are the three core themes: the role of education in cybersecurity, the role of technology in cybersecurity, and the role of policy in cybersecurity. These topics are essential for organizations seeking to establish environments that allow them to be successful irregardless of location while examining external and internal conditions. This study examined the research gaps within cybersecurity as it relates to core themes to develop stronger policies, education programs, and hardened technologies for cybersecurity use. This work illustrates how cybersecurity can be broken into these three core areas and used together to address issues such as developing training environments for teaching real cybersecurity events. It will further show the correlations between technologies and policies for system Certification and Accreditation. Finally, it will offer insights on how cybersecurity can be used to maintain wirelessly security for international and national security for global organizations.

RESIDENCY – PRESENTATION ASSIGNMENT

The presentation should be (10-15 slides). Each group should present their presentation in class. The presentation time may vary on class (typically 10-15 minutes).

Using the Suspicious Activity Reports (reports #1–15), analyze and describe the threat assessment in the scenario given in the assignment. Include information regarding the nature of the threat, the vulnerabilities of the potential targets, the current level of risk, and possible countermeasures. This assignment should be no more than three to four double-spaced pages in length. Use headings to separate different sections so that the reader can easily understand your information.

For additional details, please refer to the Milestone Two Guidelines and Rubric document, the Final Project Guidelines and Rubricdocument, the Suspicious Activity Reports, the Threat Scale Worksheet, and the Operations Security Worksheet.

Textbook: Risk Analysis and Security Countermeasure Selection

To acess textbook

https://mbsdirect.vitalsource.com/#/


Username kyleseth@ymail.com

Password MaX0802!

Careers in Psychology

This assignment has two major sections. However, you will be creating a single document for submission.

• In Section I, you will read the case scenarios of three adults who are about to complete their bachelor’s degree in psychology and provide responses based on your reading and research to address the concerns in the scenarios.
• In Section II, you will evaluate yourself and rate your own credentials in terms of your readiness for the next step after obtaining your bachelor’s degree, should you be interested in pursuing your education further.
• Please label the sections as Section I and Section IIin your document.

Section I
Use the information presented in Chapter 8 of your course text as well as the required websites to assist you in addressing the scenarios. You will also need to do some additional research. Recommended websites are provided and you will find useful information on the websites of graduate programs in psychology and other mental health-related fields.

1. Denise has decided she wants to counsel children and adolescents. She has a modest amount of interest in reading research findings that are relevant to counseling children and youth. She has little interest in conducting research. She is exploring the following options for her degree after her bachelor’s degree:
   • Master of Arts/ Master of Science in Clinical Psychology
   • Master of Arts/ Master of Science in Counseling Psychology
   • Master of Education in Counseling Psychology
   • Master of Social Work
   • Master of Science in Pastoral Counseling
   • Master of Science in Counseling.
   • Research the programs Denise is considering and list at least two pros and cons for each option.
2. Raul always thought he wanted to be a clinical or counseling psychologist until he did some volunteer work in a psychiatric clinic and interviewed several psychologists and counselors. Now, as a senior who is months away from graduation, Raul is trying to decide what his next academic and career steps should be. He has a moderate interest in research but does not care much for writing papers. He could see himself teaching, if necessary, but it is not his passion. He already has a wife and two children, so earning potential is important to him.
   • What advice would you give Raul based on the information from this week’s resources?
3. After many years in the corporate world, John was let go from his company due to down-sizing. He is interested in integrating what he learned in business with psychology. He believes that Industrial/Organizational (I/O) Psychology might be a good fit for him.
   • What types of graduate options are available for John?
   • How competitive are graduate programs in I/O psychology?
   • What does he need to do to make sure he is competitive enough to be accepted into a graduate program?

Section II
For this section, copy and paste the information from Table 8.4 in your text and then rate yourself for each of the items. Be sure to include an explanation for each at the bottom of the individual sections. See the document with the information attached here. ( Section II )

Writing Careers in Psychology

The Assignment:

1. Must be at least fiv double-spaced pages in length (excluding title and reference pages), and formatted according to APA style as outlined in the Ashford Writing Center.
2. Must include a separate title page with the following:
   1. Title of paper
   2. Student’s name
   3. Course name and number
   4. Instructor’s name
   5. Date submitted
3. Must include all the information listed in Section I of the prompt as well as the copied information from the Section II document.
4. Must document all sources in APA style, as outlined in the Ashford Writing Center.
5. Must include a separate reference page that lists any cited sources and is formatted according to APA style as outlined in the Ashford Writing Center.

Module 4 – SLP

Action Research Implementation and Data Collection

Module 1 described in detail how the SLP for this course will produce a document that will begin a working draft of a proposal for your Doctoral Study.  Once again, it is important that you not be concerned that the work you do at this early date will obligate you to that topic later on.  Your thinking should and will evolve as you take additional courses.   However, you should take this assignment and the feedback you receive seriously because it will serve as the template you will follow as you develop your ideas more fully.

In Module 1 we provided the big picture of what you will put together throughout the course.  It would be a very good idea to review it again.  Note that the “deliverables” are listed for each module.

As a review, the deliverable for Module 3 was as follows:

Module 3:  How would I classify the appropriate study design (explanatory, descriptive, etc.)? Describe how you would classify your design and explain the rationale for your design choice. Briefly discuss the strengths and weaknesses of the approach. (2-3 pages).

In thinking about a possible topic for your Doctoral Study, consider the following questions:

Module 4:  What kind of data would I need for my doctoral research and why?  Where could I obtain it?  How would I approach gaining access to the data? How would I analyze it? (2-3 pages)

SLP Assignment Expectations

Although the SLP is a less formal document than a case study, it is expected that you follow APA convention at the doctoral level. Also, although you are asked for your opinion, remember that it is good practice to avoid writing in the first person. Instead, focus on stating the facts as you perceive them to be while writing in the third person—and cite supporting sources.

Module 4 – Background

Action Research Implementation and Data Collection

The following readings are required for Module 4.  Optional readings can be found at the end of each section and while not required, may help you understand the material better and be useful to you if you choose to conduct a case study research method for your doctoral study.  All readings can be accessed in the Trident Online library, unless linked to another source.

Methods of Data Collection in Action Research

Action research, in the same manner as case study research, is fundamentally an inductive undertaking that makes use of an array of qualitative research and data collection techniques.  Since the objective of action research is to answer questions, reflect, and to take steps to solve problems—it is essential to build a holistic view of the situation and context. Multiple sources of evidence are brought together, compared and contrasted, and assessed in such a way that the specific nature of the problem and required action becomes clear.  The specific categories of the data collection effort will depend upon the specific context under study, but will likely include at least several of the following:

1. Stakeholder interviews: Recorded in-depth interviews of those involved in the context of the problem under study. Thematic analysis is then applied to interview transcripts.
2. Documentary analysis: Samples of documents such as meeting minutes, presentations, memos, or emails are sorted and catalogued for thematic analysis.
3. Focus groups: Focus groups may function as a validation step to review and provide input to data collected from other sources. Further, focus groups may function as a source of primary data collection. In this case, the focus group is presented with situations and issues related to the problem under study. The focus group discusses the problem—and possibly performs brainstorming analysis. Thematic analysis is then applied to the transcript of the focus group (or groups) that meet.
4. Surveys/questionnaires: Survey instruments are often associated with quantitative research. Action research, however, does not test hypotheses. Instead, it employs an inductive worldview to build up the “big picture” systems view of the problem under consideration. Surveys or questionnaires therefore provide one data point among many in the quest to understand and prepare for problem-solving action. For this reason, open-ended survey questions are likely to add more value than the traditional Likert-like questions typically employed by quantitative research.
5. Observations: What research subjects actually do in practice may differ from what is stated in interviews and focus groups. Observation of behaviors and activities therefore add an additional data point to further ground the action research in reality. Observation may also shed light on process weaknesses and conflict that contributes to the problem under study. Observation is therefore one qualitative data collection technique that action researchers may wish to consider.  Researchers employing this technique typically take copious notes and use the resulting observation notes as an input to thematic analysis.  (Coates, 2005: Miles & Huberman, 1994)

Ethics in data collection

A common thread observed throughout Action Research is the involvement of and interaction with people.  Researchers therefore have a responsibility to maintain the highest levels of ethics and integrity when interacting with research subjects.  A researcher who is using human subjects in research is expected to use the following guiding principles:

1. Informed consent: All participants in research must provide consent to participate. No observations, interviews, or any other form of data collection may be undertaken without such consent.
2. Confidentiality and anonymity: The personal information that may arise from data collection from research subjects must be protected. The researcher is expected to have means to code and secure the data so that confidentiality is maintained. Another approach to providing security for the research subject is to maintain anonymity so that no connection is made between the collected data and any particular individual.
3. Integrity: At no time should the researcher lie to a research subject or “trick” a research subject in any way in the course of seeking particular responses or behaviors. (Arango, 2016)

These principles are a few of many that are considered by the University Institutional Research Board (IRB). The function of the IRB is to examine all proposed research methodologies for validity as well as acceptable ethical practice. Finally, at no time may research proceed without IRB approval.

Results, reflection, and intention

The qualitative results that are developed from the applied methodology provide significant data upon which to consider and reflect. This is the time to ask again, “What problem is it that I am trying to solve?”, “Have I gotten to the bottom of the issues?”, and “What steps do I need to take as a result of my analysis?” These are questions that require significant thought—hence the focus on reflection within action research. Eventually though it is time to put your findings in action. Principles of project management provide tools to aid in acting upon findings. For example, proposed actions arising from action research data collection may be thought of as a project. They may be scoped out (i.e., deciding what specifically must be done or delivered), planned (who performs the actions, and how and when they are performed), executed or carried out, monitored and controlled through completion, and then closed. It should be remembered however that action research is iterative in nature. When an action is completed—data is once again collected for reflection in order to determine if further action is required.  It may well take more than one cycle of data collection, reflection, action plan, and implementation in order to complete the action research activity.

Is action research for you?

Problem-solving is an important skill required of senior managers and consultants. A traditional difficulty of problem-solving is the tendency for management to fail to grasp the totality of the issues under study and as a result, devise a plan that “solves the wrong problem”. Action research is both a research as well as a management technique that has the potential to equip managers with the ability to work with stakeholders within organizations to identify, analyze, and reflect upon problems or known systemic issues—and devise and refine sophisticated solutions. Action research therefore has the potential for the manager to demonstrate both research as well as management and leadership skills in a concrete manner.  If you are ready to “get your hands dirty” and demonstrate your intellectual and management capacities—action research may well be for you.

Dick, B. (2014, December 30). Action research and evaluation on line (web). Retrieved November 27, 2016, from http://www.aral.com.au/areol/areolind.html (Read “Sessions 3 through Session 9” links)

Ferrance, E. (n.d.). Action Research: Themes in Education. Retrieved November 27, 2016, from https://www.brown.edu/academics/education-alliance/sites/brown.edu.academics.education-alliance/files/publications/act_research.pdf

Perry, C., & Zuber-Skerritt, O. (1992). Action Research in Graduate Management Research Programs. Higher Education, 23(2), 195-208.

Centre for Lifelong Learning. (n.d.). Retrieved November 27, 2016, from https://www2.warwick.ac.uk/study/cll/courses/professionaldevelopment/wmcett/

Ferrance, E. (n.d.). Action Research: Themes in Education. Retrieved November 27, 2016, from https://www.brown.edu/academics/education-alliance/sites/brown.edu.academics.education-alliance/files/publications/act_research.pdf

Glossary to Accompany, A Short Guide to Action Research, 3e. Retrieved August 28, 2018, from http://wps.ablongman.com/wps/media/objects/3853/3946147/glossary.pdf

Zentis, N., (2015, August 23). Implementing the Action Research Model. Institute of Organizational Development. Retreieved August 26, 2018, from https://instituteod.com/implementing-action-research-model/

Optional Reading

Participatory Action Research: Theory and Methods for Engaged Inquiry.  Apr 20, 2013 by Jacques M. Chevalier and Daniel J. Buckles. Obtained from Trident Online Library.

Participatory Action Research (Qualitative Research Methods). Nov 28, 2007 by Alice McIntyre.  Obtained from Trident Online Library.

The Action Research Planner: Doing Critical Participatory Action Research. Nov 12, 2013 by Stephen Kemmis and Robin McTaggart.  Obtained from Trident Online Library.

Stringer, E. (2007). Action Research (3rd ed.). Thousand Oaks, California: Sage Publications.  Obtained from Trident Online Library.

Stringer, E. (2013). Action Research (4th ed.). Thousand Oaks, California: Sage Publications.  Obtained from Trident Online Library.

Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks: Sage Publications.  Obtained from Trident Online Library.