Please read each question carefully and answer to the best of your knowledge. I ask that everything is on one document.
In the twentieth century, globalization and modernization contributed to the outbreak of incredibly violent global conflicts. The First World War and the Second World War shaped the first half of the century, and the Cold War dominated the second. Each war demonstrated humanityâ€™s capacity for extraordinary destruction. These wars disrupted millions of lives and led to political upheaval and redrawing of national boundaries.
In this task, you will be required to prepare a multimedia presentation that describes the causes of one of these conflicts and discusses the effects of the conflict on three different regions of the globe. In addition, you will analyze how a primary source relates to the conflict in your presentation.
Note: It is policy to not accept live links (i.e. Prezi links) as submissions. Please submit your work as a downloadable file (e.g., PDF, .ppt, .doc).
All web links listed at the bottom.
A. Create a multimedia presentation (e.g., PowerPoint, Keynote) in which you do the following:
1. Describe the major causes of one of the following conflicts:
â— World War I
â— World War II
â— Cold War
2. Discuss the effects of the conflict you described in part A1 on three of the following parts of the world:
â— Eastern Europe
â— Western Europe
â— Middle East
3. Analyze how the given primary source (found in the Web Links section below) relates to your selected conflict.
Note: Multimedia presentations should include text and images (e.g., pictures, charts, tables, maps).
B. Provide acknowledgement of source information, using in-text citations and references, for quoted, paraphrased, or summarized content.
1. Include the following information when providing source references:
â€¢ location of information (e.g., publisher, journal, or website URL)
Note: APA citation style is the WGU standard. For tips on using APA style, please refer to the APA Resources web link found under General Information/APA Guidelines in the left-hand panel in Taskstream.
Note: No more than a combined total of 30% of a submission can be directly quoted or closely paraphrased from outside sources, even if cited correctly.
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.
- The use of Access Controls to support application security.
Example of 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.
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).
You can see all my homework on this website on the left column.
This portfolio includes
all my work for the quarter, including all Canvas assignments as well as any notes you have taken in class and at home.
Below are files about the two major essay we wrote this quarter, you can use them to show my progress in the final reflection/ portfolio tour. But there are other homework on the website that we did though the quarter and you can see what the teacher is trying to let us learn. You can also follow the syllabus attached below to prove I reach these abilities on my final portfolio tour.
Keep in mind the tips below
Directions and Tips: “Portfolio Tour” Essay
The Portfolio Tour is an essay modeled on William Zinnser’s “” The essay explains/proves what skills you have mastered in 39a, commenting on quotations from your 39a writing to do so.
When discussing your skills, referenceI, Dr. Lance, suggest you make the “Tour” a letter that you address directly to me, or to the director of 39A and the other instructors of 39A–who will be curious how well you’ve fulfilled the rubric we all share. You may, if you wish, argue for a grade.
This final draft of the Portfolio Tour should probably be about 1200-1500 words. This wordcount does not include any block quotations (i.e. paragraphs) from your previous writing, but it can include shorter quotations of phrases, sentences, even pairs of sentences. If the Tour is much shorter you won’t have time to develop your claims about your writing skills. If it’s much longer, I (Dr. Lance) will lose my patience while reading it. After all, as I decide your grade, I’m also reading your final drafts of your Major Assignments, as well your homework assignments, notes, drafts, etc.
You can re-use portions, or all, of the 500- to 600-word Midterm Portfolio Tour essay in the final Tour–no need to cite yourself. Be smart about it, though. If you’re adding what you’ve learned in Weeks 6-10 (new Tour material) to what you learned in Weeks 1-5 (as shown in your midterm Tour) don’t repeat yourself. How does the 2nd half of the quarter build on the first half? What’s new in the 2nd half? How can you form a unified thesis for the final? How can you organize your Tour to reflect that thesis?
More Tour Tips
This introductory essay 1) makes arguments about your progress in WR39A, especially in the Major Assignments; and 2) chooses from all of the writing you’ve included to find evidence for your arguments. The essay should include the following:
- Arguments about the advancement of your writing skills through class participation and engagement, reading and writing homework, paper drafts and the revision process in all its stages, including conferences.
- Supportive analysis of specific evidence taken from your own writing and the feedback you have received. Evidence will include quotations, screenshots and other images of your writing, and/or hyperlinks.
- Your reasons for making the choices you made, and what you may have done differently; what you think you accomplished and what you’re struggling with.
- Your responses to the class texts (Holland’s essays, food reviews from Gold, Arellano, etc.) and how these sources informed your own work and ideas.
- Your plans for writing after WR39A–what you want to work on and how you want to develop your skills in WR39B, WR39C, and/or your other classes.
Beware: you should follow your instincts as well as your informed belief, not hubris or pathos. Consider what you did, what you could have done, what you believe you wanted to learn, etc. Remember that your arguments must be supported by the evidence of your own work–if these don’t reflect each other, than you’re not assessing your progress effectively.
- As much as possible, explain the relationships between the different assignments you completed this quarter. For example, how did particular (RQ) or (W) exercises or (C)onference notes help you to develop and/or revise your major assignments? Your “Portfolio Tour” should not be a mere laundry list of things you did in this classâ€”I already know what you were assigned to do. What I want to know from this document is how you made these tasks meaningful for yourself as a developing writer.
- Donâ€™t be afraid to discuss the negative aspects of your learning process as well as the positive. If you’ve experienced frustration, confusion, or failure, reflect on what caused the trouble and explain how you learned from it. And after only ten weeks in this class, you probably still have some things to continue working onâ€”be honest about what skills you need to keep practicing.
Using the Suspicious Activity Reports (reports #1â€“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
plase analysis the case I put-Netflixâ€™s Strategy in 2018.pdf
and finish some worksheet.
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 bachelorâ€™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 bachelorâ€™s degree, should you be interested in pursuing your education further.
- Please label the sections as Section I and Section IIin your document.
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.
- 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 bachelorâ€™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.
- 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 weekâ€™s resources?
- 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?
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. ( )
Writing Careers in Psychology
- 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.
- Must include a separate title page with the following:
- Title of paper
- Studentâ€™s name
- Course name and number
- Instructorâ€™s name
- Date submitted
- Must include all the information listed in Section I of the prompt as well as the copied information from the Section II document.
- Must document all sources in APA style, as outlined in the Ashford Writing Center.
- 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.
biology…Choose an ethical dilemma in the environment today and evaluate it using ALL three ethical perspectives (anthropocentric, biocentric, and ecocentric philosophies). How does the issue change when looked at from these different perspectives? Comment on your classmates’ evaluations and provide your own insights to the issues they present. 2-paragraphs (apa citation)
english…1-2 paragraphs describing the contents of the article (What does the article say? What is the message?); it should be written entirely in your own words. Be sure that each summary includes the title and author of the article you’re discussing. Include the MLA citation
american government… Distinguish among the two concepts of democracy mentioned in the chapter, explaining in which of these senses the textbook refers to American government as democratic. Refer to basic theories of power, liberty, and security. Be sure to cite references as required. 2-paragraphs (apa citation)
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 â€œdeliverablesâ€ 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 personâ€”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 problemsâ€”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:
- 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.
- Documentary analysis: Samples of documents such as meeting minutes, presentations, memos, or emails are sorted and catalogued for thematic analysis.
- 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 problemâ€”and possibly performs brainstorming analysis. Thematic analysis is then applied to the transcript of the focus group (or groups) that meet.
- 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 â€œbig pictureâ€ 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.
- 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:
- 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.
- 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.
- Integrity: At no time should the researcher lie to a research subject or â€œtrickâ€ 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, â€œWhat problem is it that I am trying to solve?â€, â€œHave I gotten to the bottom of the issues?â€, and â€œWhat steps do I need to take as a result of my analysis?â€ These are questions that require significant thoughtâ€”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 completedâ€”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 â€œsolves the wrong problemâ€. 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 issuesâ€”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 â€œget your hands dirtyâ€ and demonstrate your intellectual and management capacitiesâ€”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 â€œSessions 3 through Session 9â€ 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/
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.
This part of the final project is your choice of theme.
FINAL PROJECT. For your final project, you will choose a theme, find three expressions of that theme in three differenthumanities disciplines. You will then describe the three different presentations, and offer an analysis and reflection.
This assignment takes place in stages. In Part I, you must identify a theme you would like to examine (see below). Be sure to read feedback from your instructor to make sure your theme is approved as a suitable topic. Then, in Part 2, you will find 3 examples of various works of the humanities that express your theme. Finally, in Part 3, you will research your theme and expressions and write an extensive essay, analyzing the works with relation to the theme.
For example, you may choose to examine the theme of artificial intelligence by analyzing the play â€œR.U.R.â€ by Karel Capek, Stanley Kubrick’s film “2001: A Space Odyssey,” and the painting “The City Rises” by Boccioni. Or, you could delve into the theme of light & dark with the ballet “Swan Lake,” C.S. Lewis’s novel “The Last Battle,” and Caravaggio’s painting “Judith Beheading Holofernes.”
- The skills you need for this assignment will be developed and practiced in discussions and other assignments throughout the term. For Part1 be sure to carefully read about Theme in Week 4 course materials.
- You will explore new resources for this assignment, and also utilize what you’ve learned in the course.
- You will apply concepts and skills you learn in the class to three different humanities works
- Although Part 1 and Part 2 are not as heavily weighted as Part 3, they are important to help you develop your ideas (and required). Be sure to check feedback, so I can offer guidance as you work on the project.
Part 1: Selection of Topic.
This part of the final project is your choice of topic.
Choose a theme based on the following suggestions, or propose one of your own. Try to derive a specific theme (eg instead of “love” which is very broad, try sacrificial love or unrequited love or agape love, or instead of “confusion” maybe mistaken identities). Explain at least two reasons for your choice in 3-6 sentences. Relate the significance to the humanities and/or the way you perceive the world around you. Some examples of theme:
- A particular emotion or state of mindâ€”unrequited love, blinding jealousy, fear of technology, haste in passion etc.
- A fairy tale, myth, fable, Biblical or classic story that recurs in other works of humanities as a theme (e.g. the themes of “Cinderella” (rags to riches) and “The Prince and the Pauper” (swapping rich/poor identities), the Fox and the Grapes (or any of AEsop’s fables), parable of the Prodigal son, can be found in many stories, plays, art works and films
- A religious or spiritual lesson or moral â€”â€œthe last shall be firstâ€, hope in poverty, enlightenment, â€œblessed are the meek,â€ (anything from Sermon on the Mount or various religious proverbs should be suitable), prudence or something more specific like a certain parable (or an aspect like â€œthe seed planted among the thornsâ€) or moral etc.
- A political or social theme–justice and injustice (eg. Racial inequality in justice), social inequality (eg. prejudice towards immigrants by previous generations of immigrants), social progress, political conflict, etc.
- A Representation of gender (eg. women as Eve or women as Mary, woman in traditional male roles, the “perfect” housewife, patriarchal pushback, machismo, etc), race (eg. racial identity, mixed race, African and American), or ethnicity
- A character — e.g. Mary (mother of Jesus), Eve, Artemis Goddess or the Hunt, Ares God of War, Alice in Wonderland, etc. You will want to choose a character so renowned as to have a ideological quality. For example, I attended an art exhibit with the title “Eva/Ave” — it featured different paintings of women as either deceitful (Eve) or pious (Ave). The paintings were not literal representations (see above in Representation of Gender).
- A state of order (eg. order in chaos, order vs. chaos, beauty in chaos, order as representative of oppression)
- A social/power status (eg. Enlighted aristocracy, implications of icon status, might makes right, survival of the fittest).
- Natural forces or elements of the natural world, like weather, animals, landscapes, etc. (eg. Sublime â€“ beauty in force of nature, expressions of flight, water as rebirth).
- Relationships — (mother/daughter-in-law antagonism, father-son relationship in non family members, mean girls, peer pressure, perfect mother stereotype, abuse, etc)
- Images â€“ light/dark, specific symbols, representative colors, fragmentation, deconstruction, entropy, etc.
Explain two reasons for your choice in a short paragraph of 4-5 sentences. Be sure to include the significance of your choice to your own thinking about the world and/or its cultural significance.
Due Date for Part 1: This submission is due during Week 3, with the final day of submission being the Sunday of the third week (11:30pm ET), but it is extended to the Tuesday of Week 4 for a better understanding of theme. Please see the Course Schedule for the exact final due date for this submission. The submission should be carefully edited and proofed for standard use of English.