This is 2 Questions both 200 Word each need done in 2 hours

Question 1

Explain how Interagency Threat Assessment and Coordination Group (ITACG) can be accessed and utilized as a tool to aid the local agency of any large city to conduct a pre-attack threat assessment.

Your response should be at least 200 words in length.

Question 2

Cyber terrorism is an emerging and ever-growing element when it comes to global terrorism. It is difficult to trace and a lot safer than conducting traditional violent attacks, yet it can still cause chaos and disorder. What type of prevention can be implemented to reduce or stop cyber terrorism, and what types of organizations should be concerned about and interested in this type of threat assessment?

Your response should be at least 200 words in length.

Unit 2Unit 2

Self-Diagnostic and Learning Contract

Required Reading

• This unit will cover material from chapters 15, 16, and 17.
   

Diagnosing Your Needs (Self Reflection)

1. You will need to complete the chapter 16 Core Competency Diagnostic and Planning Guide. When you complete the questions in Chapter 16 each  item should have two letters – an R (indicating your required need for a particular competency) and a P (indicating your present level of development for a particular competency). Just because you do not have competence in a particular area (a low P value), does not mean you need competence in a particular area.  The items that have the greatest difference between R (need) and P (current competence) will be your areas greatest weaknesses. These areas can be considered for inclusion in your learning contract. 

Use the graphic below to help you rate each role with an R and a P 

You might find it helpful to  analyze your results in a quantitative manner. As there are over 50 items, focusing on the items that you have identified a R (role) rating of #4 or #5 will be a good place to start. For these items, you can calculate your need with a simple formula (R value – P value). Items with a need  difference of 3 or greater indicate you have “high need”. If the difference is 2 you have “moderate need”. If the difference is 1 you have “low need”. If the difference is 0 or negative you have “no need”. This information will be helpful when you create your learning contract to help you focus on areas of greatest need. Your learning journal will ask you to reflect on areas of strength and areas of need.
 

EXAMPLE (just a few are selected here for an example, your personal list will vary and may focus more on one of the specific areas) – note this table is not required for any graded assignment, it is provided as an example to help you analyze your results.
 

 Roles with “R”            value of 4 or 5  R Value (Need)  

P value

(present level of development)  

Difference (R value minus P value)  Need   

Ability to describe and apply modern concepts and research findings regarding the needs, interests, motivations, capacities, and developmental characteristics of adults as learners (4) 

4 4 0 No need    Ability to establish a warm, empathetic, facilitative relationship with learners of all sorts (5)  5 4 1 Low need    Ability to design and conduct one-hour, three hour, one-day, and three-day learning experiences to develop the skills of self-directed learning (5)  5 5 0 No need    Ability to model the role of self-directed learning in your own behavior (5)  5 3 2 Moderate Need    Ability to evaluate learning outcomes and processes and select or construct appropriate instruments and procedures for this purpose (5)  5 2 3 High Need   

1. Complete the chapter 17 Personal Adult Learning Styles      Inventory.  You will need to complete the survey and calculate your results. Scoring directions are on page 273, you will graph your overall results and calculate component results on page 274. Your learning journal will ask you to reflect on these results specifically. 

Unit 2 Learning Contract Assignment

Chapter 15 describes guidelines for learning contracts. Your written assignment for this unit is to develop a personal learning contract      using both the table you developed from chapter 16 and the Learning Styles Inventory from chapter 17 as the      input for Step 1 on page 255 of      your textbook.  Remember that you are completing a learning contract for      your personal role of Adult Educator/Trainer.  You may have more of a teaching      role (as indicated by the Facilitator skills in the chapter 16 self-diagnostic) or more      of an administrative role (as indicated by the Administrator skills in the      chapter 16 self-diagnostic).   Your learning contract should focus on the identification of 4-7 learning objectives based upon your needs from the self-diagnostic and      learning styles inventory.       For this Pre-Learning Contract we are going to set a limit of time.  The      length of this pre-learning contract is for this class only – you don’t      want to set more objectives than are realistic for the time period.       Think about your needs and what you realistically think can be accomplished in      this class.  

The diagnostic in chapter 16 may have given you a long list of areas in which you have need (or have identified as weaknesses). Look through the items rated “high need” or “moderate need”, review the course syllabus to see the scope of this class, and determine appropriate and realistic objectives for this course. You will be using the objectives identified in your learning contract to develop your personal      application project in Unit 7 and to pick a separate topic area of research for your presentation in Unit 6.  Your contract needs to follow figure 15-1 in      this chapter.  You must fill out each of the four columns.  You can create your own document or use      the provided template (in Word format).   

Unit 2 Learning Journal reflection questions 

1. From the Chapter 16 Diagnostic, which areas did you identify as strengths? Which areas did you identify as your greatest need?  
2. From the Chapter 17 Inventory, how consistent are your results with what   you imagined your style to be? (explain and elaborate) How would you like your style to grow and change in the future? (explain and elaborate) 
3. Reflect on the process you went through to create your learning contract. How were you able to incorporate the information from the needs assessments? 

In summary, successful completion of Unit 2:  Self Diagnostic and  Learning Contract includes (check syllabus for due dates):   

• Reading Chapter 15, 16, and 17 of your textbook.
• Completing and analyzing the chapter 16 Core Competency Diagnostic and Planning Guide and chapter 17 Personal Adult Learning Style    Inventory. You will use these results to help you put together your learning contract.
• Completing your personal learning contract  and submitting via the  Assignments area of BBLearn. 
• Completing the Unit 2 Learning Journal. Unit 2Unit 2

Self-Diagnostic and Learning Contract

Required Reading

• This unit will cover material from chapters 15, 16, and 17.
   

Diagnosing Your Needs (Self Reflection)

1. You will need to complete the chapter 16 Core Competency Diagnostic and Planning Guide. When you complete the questions in Chapter 16 each  item should have two letters – an R (indicating your required need for a particular competency) and a P (indicating your present level of development for a particular competency). Just because you do not have competence in a particular area (a low P value), does not mean you need competence in a particular area.  The items that have the greatest difference between R (need) and P (current competence) will be your areas greatest weaknesses. These areas can be considered for inclusion in your learning contract. 

Use the graphic below to help you rate each role with an R and a P 

You might find it helpful to  analyze your results in a quantitative manner. As there are over 50 items, focusing on the items that you have identified a R (role) rating of #4 or #5 will be a good place to start. For these items, you can calculate your need with a simple formula (R value – P value). Items with a need  difference of 3 or greater indicate you have “high need”. If the difference is 2 you have “moderate need”. If the difference is 1 you have “low need”. If the difference is 0 or negative you have “no need”. This information will be helpful when you create your learning contract to help you focus on areas of greatest need. Your learning journal will ask you to reflect on areas of strength and areas of need.
 

EXAMPLE (just a few are selected here for an example, your personal list will vary and may focus more on one of the specific areas) – note this table is not required for any graded assignment, it is provided as an example to help you analyze your results.
 

 Roles with “R”            value of 4 or 5  R Value (Need)  

P value

(present level of development)  

Difference (R value minus P value)  Need   

Ability to describe and apply modern concepts and research findings regarding the needs, interests, motivations, capacities, and developmental characteristics of adults as learners (4) 

4 4 0 No need    Ability to establish a warm, empathetic, facilitative relationship with learners of all sorts (5)  5 4 1 Low need    Ability to design and conduct one-hour, three hour, one-day, and three-day learning experiences to develop the skills of self-directed learning (5)  5 5 0 No need    Ability to model the role of self-directed learning in your own behavior (5)  5 3 2 Moderate Need    Ability to evaluate learning outcomes and processes and select or construct appropriate instruments and procedures for this purpose (5)  5 2 3 High Need   

1. Complete the chapter 17 Personal Adult Learning Styles      Inventory.  You will need to complete the survey and calculate your results. Scoring directions are on page 273, you will graph your overall results and calculate component results on page 274. Your learning journal will ask you to reflect on these results specifically. 

Unit 2 Learning Contract Assignment

Chapter 15 describes guidelines for learning contracts. Your written assignment for this unit is to develop a personal learning contract      using both the table you developed from chapter 16 and the Learning Styles Inventory from chapter 17 as the      input for Step 1 on page 255 of      your textbook.  Remember that you are completing a learning contract for      your personal role of Adult Educator/Trainer.  You may have more of a teaching      role (as indicated by the Facilitator skills in the chapter 16 self-diagnostic) or more      of an administrative role (as indicated by the Administrator skills in the      chapter 16 self-diagnostic).   Your learning contract should focus on the identification of 4-7 learning objectives based upon your needs from the self-diagnostic and      learning styles inventory.       For this Pre-Learning Contract we are going to set a limit of time.  The      length of this pre-learning contract is for this class only – you don’t      want to set more objectives than are realistic for the time period.       Think about your needs and what you realistically think can be accomplished in      this class.  

The diagnostic in chapter 16 may have given you a long list of areas in which you have need (or have identified as weaknesses). Look through the items rated “high need” or “moderate need”, review the course syllabus to see the scope of this class, and determine appropriate and realistic objectives for this course. You will be using the objectives identified in your learning contract to develop your personal      application project in Unit 7 and to pick a separate topic area of research for your presentation in Unit 6.  Your contract needs to follow figure 15-1 in      this chapter.  You must fill out each of the four columns.  You can create your own document or use      the provided template (in Word format).   

Unit 2 Learning Journal reflection questions 

1. From the Chapter 16 Diagnostic, which areas did you identify as strengths? Which areas did you identify as your greatest need?  
2. From the Chapter 17 Inventory, how consistent are your results with what   you imagined your style to be? (explain and elaborate) How would you like your style to grow and change in the future? (explain and elaborate) 
3. Reflect on the process you went through to create your learning contract. How were you able to incorporate the information from the needs assessments? 

In summary, successful completion of Unit 2:  Self Diagnostic and  Learning Contract includes (check syllabus for due dates):   

• Reading Chapter 15, 16, and 17 of your textbook.
• Completing and analyzing the chapter 16 Core Competency Diagnostic and Planning Guide and chapter 17 Personal Adult Learning Style    Inventory. You will use these results to help you put together your learning contract.
• Completing your personal learning contract  and submitting via the  Assignments area of BBLearn. 
• Completing the Unit 2 Learning Journal. 

Self-Diagnostic and Learning Contract

Required Reading

• This unit will cover material from chapters 15, 16, and 17.
   

Diagnosing Your Needs (Self Reflection)

1. You will need to complete the chapter 16 Core Competency Diagnostic and Planning Guide. When you complete the questions in Chapter 16 each  item should have two letters – an R (indicating your required need for a particular competency) and a P (indicating your present level of development for a particular competency). Just because you do not have competence in a particular area (a low P value), does not mean you need competence in a particular area.  The items that have the greatest difference between R (need) and P (current competence) will be your areas greatest weaknesses. These areas can be considered for inclusion in your learning contract. 

Use the graphic below to help you rate each role with an R and a P 

You might find it helpful to  analyze your results in a quantitative manner. As there are over 50 items, focusing on the items that you have identified a R (role) rating of #4 or #5 will be a good place to start. For these items, you can calculate your need with a simple formula (R value – P value). Items with a need  difference of 3 or greater indicate you have “high need”. If the difference is 2 you have “moderate need”. If the difference is 1 you have “low need”. If the difference is 0 or negative you have “no need”. This information will be helpful when you create your learning contract to help you focus on areas of greatest need. Your learning journal will ask you to reflect on areas of strength and areas of need.
 

EXAMPLE (just a few are selected here for an example, your personal list will vary and may focus more on one of the specific areas) – note this table is not required for any graded assignment, it is provided as an example to help you analyze your results.
 

 Roles with “R”            value of 4 or 5  R Value (Need)  

P value

(present level of development)  

Difference (R value minus P value)  Need   

Ability to describe and apply modern concepts and research findings regarding the needs, interests, motivations, capacities, and developmental characteristics of adults as learners (4) 

4 4 0 No need    Ability to establish a warm, empathetic, facilitative relationship with learners of all sorts (5)  5 4 1 Low need    Ability to design and conduct one-hour, three hour, one-day, and three-day learning experiences to develop the skills of self-directed learning (5)  5 5 0 No need    Ability to model the role of self-directed learning in your own behavior (5)  5 3 2 Moderate Need    Ability to evaluate learning outcomes and processes and select or construct appropriate instruments and procedures for this purpose (5)  5 2 3 High Need   

1. Complete the chapter 17 Personal Adult Learning Styles      Inventory.  You will need to complete the survey and calculate your results. Scoring directions are on page 273, you will graph your overall results and calculate component results on page 274. Your learning journal will ask you to reflect on these results specifically. 

Unit 2 Learning Contract Assignment

Chapter 15 describes guidelines for learning contracts. Your written assignment for this unit is to develop a personal learning contract      using both the table you developed from chapter 16 and the Learning Styles Inventory from chapter 17 as the      input for Step 1 on page 255 of      your textbook.  Remember that you are completing a learning contract for      your personal role of Adult Educator/Trainer.  You may have more of a teaching      role (as indicated by the Facilitator skills in the chapter 16 self-diagnostic) or more      of an administrative role (as indicated by the Administrator skills in the      chapter 16 self-diagnostic).   Your learning contract should focus on the identification of 4-7 learning objectives based upon your needs from the self-diagnostic and      learning styles inventory.       For this Pre-Learning Contract we are going to set a limit of time.  The      length of this pre-learning contract is for this class only – you don’t      want to set more objectives than are realistic for the time period.       Think about your needs and what you realistically think can be accomplished in      this class.  

The diagnostic in chapter 16 may have given you a long list of areas in which you have need (or have identified as weaknesses). Look through the items rated “high need” or “moderate need”, review the course syllabus to see the scope of this class, and determine appropriate and realistic objectives for this course. You will be using the objectives identified in your learning contract to develop your personal      application project in Unit 7 and to pick a separate topic area of research for your presentation in Unit 6.  Your contract needs to follow figure 15-1 in      this chapter.  You must fill out each of the four columns.  You can create your own document or use      the provided template (in Word format).   

Unit 2 Learning Journal reflection questions 

1. From the Chapter 16 Diagnostic, which areas did you identify as strengths? Which areas did you identify as your greatest need?  
2. From the Chapter 17 Inventory, how consistent are your results with what   you imagined your style to be? (explain and elaborate) How would you like your style to grow and change in the future? (explain and elaborate) 
3. Reflect on the process you went through to create your learning contract. How were you able to incorporate the information from the needs assessments? 

In summary, successful completion of Unit 2:  Self Diagnostic and  Learning Contract includes (check syllabus for due dates):   

• Reading Chapter 15, 16, and 17 of your textbook.
• Completing and analyzing the chapter 16 Core Competency Diagnostic and Planning Guide and chapter 17 Personal Adult Learning Style    Inventory. You will use these results to help you put together your learning contract.
• Completing your personal learning contract  and submitting via the  Assignments area of BBLearn. 
• Completing the Unit 2 Learning Journal. 

Self-Diagnostic and Learning Contract

Required Reading

• This unit will cover material from chapters 15, 16, and 17.
   

Diagnosing Your Needs (Self Reflection)

1. You will need to complete the chapter 16 Core Competency Diagnostic and Planning Guide. When you complete the questions in Chapter 16 each  item should have two letters – an R (indicating your required need for a particular competency) and a P (indicating your present level of development for a particular competency). Just because you do not have competence in a particular area (a low P value), does not mean you need competence in a particular area.  The items that have the greatest difference between R (need) and P (current competence) will be your areas greatest weaknesses. These areas can be considered for inclusion in your learning contract. 

Use the graphic below to help you rate each role with an R and a P 

You might find it helpful to  analyze your results in a quantitative manner. As there are over 50 items, focusing on the items that you have identified a R (role) rating of #4 or #5 will be a good place to start. For these items, you can calculate your need with a simple formula (R value – P value). Items with a need  difference of 3 or greater indicate you have “high need”. If the difference is 2 you have “moderate need”. If the difference is 1 you have “low need”. If the difference is 0 or negative you have “no need”. This information will be helpful when you create your learning contract to help you focus on areas of greatest need. Your learning journal will ask you to reflect on areas of strength and areas of need.
 

EXAMPLE (just a few are selected here for an example, your personal list will vary and may focus more on one of the specific areas) – note this table is not required for any graded assignment, it is provided as an example to help you analyze your results.
 

 Roles with “R”            value of 4 or 5  R Value (Need)  

P value

(present level of development)  

Difference (R value minus P value)  Need   

Ability to describe and apply modern concepts and research findings regarding the needs, interests, motivations, capacities, and developmental characteristics of adults as learners (4) 

4 4 0 No need    Ability to establish a warm, empathetic, facilitative relationship with learners of all sorts (5)  5 4 1 Low need    Ability to design and conduct one-hour, three hour, one-day, and three-day learning experiences to develop the skills of self-directed learning (5)  5 5 0 No need    Ability to model the role of self-directed learning in your own behavior (5)  5 3 2 Moderate Need    Ability to evaluate learning outcomes and processes and select or construct appropriate instruments and procedures for this purpose (5)  5 2 3 High Need   

1. Complete the chapter 17 Personal Adult Learning Styles      Inventory.  You will need to complete the survey and calculate your results. Scoring directions are on page 273, you will graph your overall results and calculate component results on page 274. Your learning journal will ask you to reflect on these results specifically. 

Unit 2 Learning Contract Assignment

Chapter 15 describes guidelines for learning contracts. Your written assignment for this unit is to develop a personal learning contract      using both the table you developed from chapter 16 and the Learning Styles Inventory from chapter 17 as the      input for Step 1 on page 255 of      your textbook.  Remember that you are completing a learning contract for      your personal role of Adult Educator/Trainer.  You may have more of a teaching      role (as indicated by the Facilitator skills in the chapter 16 self-diagnostic) or more      of an administrative role (as indicated by the Administrator skills in the      chapter 16 self-diagnostic).   Your learning contract should focus on the identification of 4-7 learning objectives based upon your needs from the self-diagnostic and      learning styles inventory.       For this Pre-Learning Contract we are going to set a limit of time.  The      length of this pre-learning contract is for this class only – you don’t      want to set more objectives than are realistic for the time period.       Think about your needs and what you realistically think can be accomplished in      this class.  

The diagnostic in chapter 16 may have given you a long list of areas in which you have need (or have identified as weaknesses). Look through the items rated “high need” or “moderate need”, review the course syllabus to see the scope of this class, and determine appropriate and realistic objectives for this course. You will be using the objectives identified in your learning contract to develop your personal      application project in Unit 7 and to pick a separate topic area of research for your presentation in Unit 6.  Your contract needs to follow figure 15-1 in      this chapter.  You must fill out each of the four columns.  You can create your own document or use      the provided template (in Word format).   

Unit 2 Learning Journal reflection questions 

1. From the Chapter 16 Diagnostic, which areas did you identify as strengths? Which areas did you identify as your greatest need?  
2. From the Chapter 17 Inventory, how consistent are your results with what   you imagined your style to be? (explain and elaborate) How would you like your style to grow and change in the future? (explain and elaborate) 
3. Reflect on the process you went through to create your learning contract. How were you able to incorporate the information from the needs assessments? 

In summary, successful completion of Unit 2:  Self Diagnostic and  Learning Contract includes (check syllabus for due dates):   

• Reading Chapter 15, 16, and 17 of your textbook.
• Completing and analyzing the chapter 16 Core Competency Diagnostic and Planning Guide and chapter 17 Personal Adult Learning Style    Inventory. You will use these results to help you put together your learning contract.
• Completing your personal learning contract  and submitting via the  Assignments area of BBLearn. 
• Completing the Unit 2 Learning Journal. 

  Flag question: Question 1 Question 1 1 pts

What is the peak wavelength of light coming from a star with a temperature of 5300 K?
(Submit your answer in nanometers. Remember 1nm = 10-9 m)

 Flag question: Question 2 Question 2 1 pts

What is the peak wavelength of light coming from a star with a temperature of 2500 K?

(Submit your answer in nanometers. Remember 1nm = 10-9 m)

Flag question: Question 3 Question 3 1 pts

What is the temperature of a star (in Kelvin) if its peak wavelength is 425 nm?  

Flag question: Question 4 Question 4 1 pts

Star A is 3 times hotter than Star B. How many times brighter is Star A than Star B? 

Flag question: Question 5 Question 5 1 pts

Star A is 200 times brighter than star B. How many times hotter is Star A than Star B?  

 

Touchstone: Success Narrative

ASSIGNMENT: For this touchstone, you will be writing a success narrative consisting of three components. Specifically, you will write about the following:

1. Who I Am Now: Create a brief biographical statement describing your academic and professional history, as well as any relevant personal characteristics you’d like to share.
2. My Goals: Identify three (3) professional and/or academic long-term goals for your future.
3. How I Will Get There: Based on the professional or academic goals you created, identify at least two (2) short-term steps for each of these goals, and set target dates for each of these short-term steps. Make sure that in your plan to achieve these goals, you account for obstacles that may present themselves along the way.

Sample Touchstone

A. Assignment Guidelines

DIRECTIONS: Refer to the list below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.

1. Who I Am Now

❒ Have you provided a brief biographical statement explaining your educational and career experiences thus far?❒ Have you shared any personal characteristics (e.g., determination, flexibility) that you feel are relevant to your narrative?

2. My Goals

❒ Have you provided three long-term goals you wish to accomplish?❒ Have you connected those goals to either your academic or professional aspirations?

3. How I Will Get There

❒ Have you identified and explained at least two short-term steps for achieving each of your three goals?❒ Have you set target dates for each of these steps?❒ Have you addressed any obstacles you might face in pursuit of these goals?

B. Rubric

Meets Expectations (80-100%)Partially Meets Expectations (50-79%)Does Not Meet Expectations (0-49%)

Who I Am Now

Write a paragraph describing your academic and professional history, and related personal characteristics.Includes a detailed description of academic and professional history in a single paragraph; includes personal characteristics to support the description.Provides an incomplete description of academic and professional history (i.e., either academic or professional history is not described); does not include any personal characteristics.Does not includes neither an academic nor a professional biographical statement; does not include any personal characteristics.

My Goals

Write a paragraph stating three professional and/or academic long-term goals, and provide a brief description of each goal.Identifies three professional and/or academic long-term goals; provides brief description of each.Identifies one or two professional and/or academic long-term goals; does not provide a description of the goals.Does not identify any professional and/or academic long-term goals.

How I Will Get There

Write a paragraph describing two or more short-term actions that you can take to achieve each goal described above.Provides a detailed explanation of at least two short-term actions that be taken to achieve each goal.Provides a detailed explanation of one short-term action that can be taken to achieve each goal.Does not explain any short-term actions that can be taken to achieve the goals.

Overall Reflection

Incorporate thoughtful personal reflection to connect the goals and actions described in the composition.Demonstrates a clear connection between the goals and the actions that will help achieve them. The composition is at least 500 words.Provides goals and actions, but does not establish a clear connection between them, or does not establish a timeline for the plan to achieve the goals. The composition is 100-200 words too short.Does not demonstrate a meaningful connection between the goals and proposed actions and no timeline to achieve the goals has been provided. The composition is more than 200 words too short.

C. Requirements

The following requirements must be met for your submission to be graded:

• Composition must be 2-3 pages (approximately 500-750 words).
• Double-space the composition and use one-inch margins.
• Use a readable 12-point font.
• All writing must be appropriate for an academic context.
• Composition must be original and written for this assignment.
• Plagiarism of any kind is strictly prohibited.
• Submission must include your name, the name of the course, the date, and the title of your composition.
• Include all of the assignment components in a single file.
  • Acceptable file formats include .doc, and .docx.

 

Cultural Differences in Caring for Infants

The major assumptions of Piaget’s theory of cognitive development are that infants are active agents in constructing knowledge and that the interaction of experience and biology leads to growth and development. The cultural-contextual view agrees with these assumptions but adds two more: (1) other people make active contributions to infant development, and (2) cultural practices, which reflect the dominant beliefs and values of a culture, shape infant interaction with others and, ultimately, shape cognitive development. Variations in sleeping and feeding behaviors reflect the role of infants in a culture. Beliefs about babies in different cultures determine how they are treated, who interacts with them, and, consequently, how babies experience their world.

Choose a culture other than your own, and fill in the chart with details contrasting how the 2 cultures care for infants.  Use at least 2 resources, cited using APA style, to support your assertions about the different culture’s ways of caring for infants.  Before completing this assignment, be sure that you understand the definition of culture.  Here is a resource that may be helpful.  What is culture? Your references need to relate to concepts learned about culture and child care  and must be scholarly/academic in nature.  Use of .com websites is not appropriate.