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    see attached **files (2)** – ## V.docx – ## UnitV.pdf **## V.docx** For this discussion, reflect on how the United States has approached intelligence sharing since 9/11 and consider whether the balance between security and individual rights has been successfully maintained. Think about the roles tha…

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    Assignment Prompt & Instructions

    see attached

    **files (2)**

    – ## V.docx

    – ## UnitV.pdf

    **## V.docx**

    For this discussion, reflect on how the United States has approached intelligence sharing since 9/11 and consider whether the balance between security and individual rights has been successfully maintained. Think about the roles that fusion centers, joint terrorism task forces (JTTFs), and local law enforcement play in identifying threats and the challenges they face in working with federal partners. You are encouraged to draw on the 9/11 Commission Report, Alperen’s analysis, and other course readings to support your ideas.

    In your initial post, address the following:

    · Do you think current U.S. intelligence-sharing practices strike an appropriate balance between national security and civil liberties? Why, or why not?

    · What are some of the key challenges that agencies face in sharing intelligence effectively?

    · How might future intelligence efforts improve both security outcomes and public trust?

    **## UnitV.pdf**

    HLS 3302, American Homeland Security 1

    Course Learning Outcomes for Unit V

    At the end of this unit, you should be able to:

    2. Evaluate the effectiveness of homeland security programs in counterterrorism efforts.
    2.4 Describe the structure and functions of the Department of Homeland Security and its

    component agencies.

    Required Unit Resources

    Chapter 12: Intelligence Gathering (ULO 2.4)
    This chapter explores how information is collected to identify threats before they happen. Alperen explains the
    intelligence cycle, planning, collecting, analyzing, and sharing, and how it helps agencies detect everything
    from terrorist plots to cyberattacks. The chapter breaks down how different methods like surveillance,
    informants, and open-source intelligence are used, and it highlights the legal and ethical challenges involved.
    It also raises key questions about how to balance national security with civil liberties. This chapter gives you a
    clear understanding of how intelligence gathering works on the ground and why it is a critical part of protecting
    the homeland (27 pages).

    Unit Lesson

    Lesson: Intelligence, Information Sharing, and Situational Awareness (ULO 2.4)

    In the post-9/11 homeland security landscape, intelligence has become an indispensable instrument for
    anticipating threats, mitigating vulnerabilities, and enhancing national resilience. Intelligence is not merely the
    province of spies or analysts; it encompasses a broad and dynamic process of gathering, analyzing, sharing,
    and acting on information relevant to national and public safety. This lesson explores the central role of
    intelligence within the homeland security enterprise, emphasizing its functions, challenges, and ethical
    implications, while also examining the critical need for effective information sharing and real-time situational
    awareness.

    The Role of Intelligence in Homeland Security

    Intelligence within the homeland security context is defined as the timely acquisition and dissemination of
    information that enables decision-makers to anticipate, prevent, or respond to threats. Unlike strategic
    intelligence focused on foreign adversaries, homeland security intelligence is frequently tactical and
    operational, aimed at immediate or near-term threats such as terrorism, cyberattacks, pandemics, or natural
    disasters.

    Alperen (2024) identifies that the post-9/11 intelligence apparatus expanded dramatically in scope, marked by
    the formation of the Office of Intelligence and Analysis (I&A) within the Department of Homeland Security
    (DHS). The Office of Intelligence and Analysis’s mission is distinct from the Central Intelligence Agency (CIA)
    or the National Security Agency (NSA). It serves as a conduit between federal intelligence agencies and
    state, local, tribal, and territorial (SLTT) partners. This intelligence-to-action bridge ensures that local law
    enforcement and first responders have access to threat information relevant to their jurisdictions.

    Fusion Centers and the Intelligence Infrastructure

    One of the most important developments in decentralized intelligence is the establishment of fusion centers.
    These state-run centers serve as regional hubs for the collection, analysis, and dissemination of intelligence.

    UNIT V STUDY GUIDE
    Intelligence, Information Sharing,
    and Situational Awareness

    HLS 3302, American Homeland Security 2

    UNIT x STUDY GUIDE
    Title

    They are collaborative efforts involving federal, state, and local agencies, as well as private sector entities,
    and are intended to break down silos between organizations (Bureau of Justice Assistance, 2005).

    Fusion centers help facilitate horizontal intelligence sharing across jurisdictions, and vertical integration
    between local authorities and federal agencies such as Department of Homeland Security (DHS), the Federal
    Bureau of Investigation (FBI), and the Department of Justice (DOJ). Yet their effectiveness has been subject
    to scrutiny. Alperen (2024) and various government oversight bodies note that while fusion centers hold
    potential, they suffer from uneven funding, a lack of standardization, and privacy concerns because of broad
    surveillance practices and unclear accountability.

    The Intelligence Cycle and Situational Awareness

    Understanding the intelligence cycle is critical. It consists of five phases: planning and direction, collection,
    processing, analysis and production, and dissemination (Lowenthal, 2023). Homeland security professionals
    must recognize where their agency fits within this cycle and how their intelligence requirements support
    decision-making and operational response.

    Situational awareness, defined as the real-time understanding of evolving events, is a critical output of
    effective intelligence operations. For example, during the Boston Marathon bombing in 2013, fragmented
    intelligence prior to the attack led to missed opportunities, while situational awareness in the immediate
    aftermath allowed for a swift, coordinated search (Serino, 2013). This underscores the importance of timely,
    actionable intelligence in both prevention and response.

    Technological Tools and Open-Source Intelligence

    Technological advancement has expanded the intelligence toolkit. DHS and its partners now rely heavily on
    geospatial intelligence (GEOINT), social media monitoring, data mining, and predictive analytics. Open-
    source intelligence (OSINT) gleaned from publicly available sources, such as news media, social platforms,

    Planning and
    Direction

    Collection

    ProcessingAnalysis and
    Production

    Dissemination

    Intelligence Cycle

    HLS 3302, American Homeland Security 3

    UNIT x STUDY GUIDE
    Title

    and satellite imagery has become increasingly valuable in identifying threats and assessing public sentiment
    during crises.

    However, technology presents ethical and legal challenges, particularly regarding surveillance and data
    privacy. Balancing the need for observation of the constitutional protections enshrined in the First and Fourth
    Amendments remains a persistent dilemma. For instance, using AI to scan social media for threats must be
    weighed against the potential for wrongful identification, algorithmic bias, and chilling effects on speech.

    Barriers to Effective Information Sharing

    Despite significant reforms, homeland security agencies continue to face structural and cultural barriers to
    effective information sharing. These include classification restrictions, bureaucratic rivalries, incompatible IT
    systems, and a general reluctance to share what you know out of concern for operational security or
    interagency politics (Best, 2011).

    After 9/11, the failure to connect the dots between the FBI and CIA intelligence prompted sweeping changes,
    including the creation of the Director of National Intelligence (DNI) and the Information Sharing Environment
    (ISE) (National Commission on Terrorist Attacks et al., 2004). Yet more than 2 decades later, major incidents
    from the Orlando nightclub shooting to the January 6, 2021, Capitol riot continue to expose persistent
    coordination failures.

    To overcome these limitations, homeland security leaders must foster a culture of trust, transparency, and
    collaboration. Regular joint exercises, interoperable data platforms, and legally sound information-sharing
    agreements are among the tools necessary to improve intelligence flow across jurisdictions and sectors.

    Intelligence, information sharing, and situational awareness are not peripheral to homeland security; they are
    its lifeblood. In a risk environment marked by asymmetry, unpredictability, and rapid technological change, the
    ability to turn raw data into usable knowledge can spell the difference between prevention and catastrophe.
    While progress has been made since 9/11, further work is needed to integrate intelligence systems, align
    them with civil liberties, and ensure they serve the public good.

    Intelligence Failures, Lessons Learned, and Interagency Gaps

    Understanding the evolution of intelligence operations and the means of interagency information sharing is
    foundational to grasping how the homeland security enterprise protects the nation. Unit V focuses on
    evaluating real-world intelligence failures, the implications of poor situational awareness, and the impact of
    strategic or operational silos. To explore these themes more concretely, we turn to five notable case studies
    that each illustrate systemic challenges in the United States intelligence and homeland security landscape.

    The September 11 Attacks (2001)

    The terrorist attacks of September 11, 2001, marked the most catastrophic intelligence failure in U.S. history.
    Despite numerous red flags, including the activities of known al-Qaeda operatives in the United States,
    intelligence agencies failed to connect the dots in time. The FBI and CIA each had isolated fragments of the
    attackers’ plans, but institutional stovepipes, legal barriers, and bureaucratic apathy prevented a timely and
    coordinated response. The 9/11 Commission later identified these communication gaps and cultural
    misalignments as critical flaws in national security operations.

    The significance of 9/11 for intelligence and homeland security cannot be overstated. It led directly to the
    creation of the Department of Homeland Security (DHS), the USA PATRIOT Act, and widespread
    restructuring of the intelligence community. Perhaps more importantly, it reshaped national thinking about the
    nature of threats, highlighting the need for agile, cross-jurisdictional, and anticipatory intelligence.

    The San Bernardino Shooting (2015)

    The December 2, 2015, terrorist attack in San Bernardino, California, involved a radicalized married couple,
    Syed Rizwan Farook and Tashfeen Malik, who killed 14 people during a workplace holiday event. The

    HLS 3302, American Homeland Security 4

    UNIT x STUDY GUIDE
    Title

    attackers had embraced violent jihadist ideology but had avoided detection by avoiding online
    communications with known extremist figures and relying on end-to-end encryption.

    This case brought the intersection of privacy and national security to the forefront. After the shooting, the FBI
    sought to unlock Farook’s iPhone to investigate his contacts, but Apple refused to comply with the request,
    citing user privacy protections (Braziel et al., 2016). The incident fueled national debate over the legal and
    ethical boundaries of government surveillance and raised questions about how to monitor extremist threats in
    an age of encrypted technologies.

    The Fort Hood Shooting (2009)

    On November 5, 2009, Major Nidal Hasan, an Army psychiatrist, opened fire at Fort Hood, Texas, killing 13
    and injuring more than 30 people. Despite known communication with radical cleric Anwar al-Awlaki and
    behavioral red flags reported by peers, Hasan remained active in his post. Bureaucratic caution, a reluctance
    to challenge religious expression, and the absence of an effective insider threat program allowed these
    warning signs to go unheeded.

    The Fort Hood shooting remains a tragic case of domestic radicalization that evolved within a military
    environment. It exposed serious deficiencies in the integration of military counterintelligence with broader
    national threat assessments. Lessons from this event led to calls for the strengthening of insider threat
    detection protocols across all federal institutions (Zegart, 2016).

    The Christmas Day Underwear Bomber Plot (2009)

    On December 25, 2009, Umar Farouk Abdulmutallab attempted to detonate a bomb concealed in his
    underwear aboard Northwest Airlines Flight 253 enroute from Amsterdam to Detroit. Though the device failed
    to detonate, the event raised alarm over missed opportunities. Abdulmutallab’s father had warned U.S.
    officials of his son's radicalization, and intelligence agencies had knowledge of his extremist connections.
    However, due to a failure to integrate and escalate this information, Abdulmutallab remained off the no-fly list.

    The incident prompted widespread reform in watch listing procedures and led to the creation of more
    integrated protocols for analyzing fragmented intelligence (Rizer, 2011). It also underscored the need to
    rethink the global dimensions of threat detection, as Abdulmutallab had trained in Yemen and passed through
    international transit points with relative ease.

    These five case studies collectively reveal persistent vulnerabilities in the United States’ intelligence and
    information-sharing infrastructure. Whether because of institutional fragmentation, legal barriers, technological
    gaps, or ethical dilemmas, each incident demonstrates the challenges of operationalizing situational
    awareness. Students should recognize that improving homeland security intelligence is not merely a matter of
    new tools or laws, but one of leadership, accountability, and the ability to balance civil liberties with national
    security imperatives. The imperative for integrated, anticipatory, and ethical intelligence remains one of the
    most critical components of modern homeland security.

    References

    Alperen, M. J. (2024). Foundations of homeland security and emergency management: Law and policy (3rd

    ed.). Wiley. https://online.vitalsource.com/#/books/9781394191611

    Best, R. A., Jr. (2011). Intelligence information: Need-to-know vs. need-to-share. Congressional Research

    Service.

    Braziel, R., Straub, F., Watson, G., & Hoops, R. (2016). Bringing calm to chaos: A critical incident review of

    the San Bernardino public safety response to the December 2, 2015, terrorist shooting incident at the
    Inland Regional Center. Office of Community Oriented Policing Service.
    https://www.policinginstitute.org/publication/bringing-calm-to-chaos-a-police-foundation-review-of-the-
    san-bernardino-terrorist-attacks/

    HLS 3302, American Homeland Security 5

    UNIT x STUDY GUIDE
    Title

    Bureau of Justice Assistance, Office of Justice Programs. (2005). Fusion Center guidelines: Developing and
    sharing information and intelligence in a new era. U.S. Department of Justice.
    https://bja.ojp.gov/sites/g/files/xyckuh186/files/media/document/fusion_center_guidelines_law_enforc
    ement.pdf

    Discovery Education. (2004). The cost of freedom: Civil liberties, security, and the USA PATRIOT Act [Video].

    Films on Demand.
    https://libraryresources.columbiasouthern.edu/login?auth=CAS&url=https://fod.infobase.com/PortalPl
    aylists.aspx?wID=273866&xtid=154722

    Long, M. (2022). American covert action and diplomacy after 9/11. Diplomacy & Statecraft, 33(2), 379–402.

    https://research-ebsco-com.libraryresources.columbiasouthern.edu/linkprocessor/plink?id=5550203c-
    7ef2-32c2-ba9a-50f49ec4200e

    Lowenthal, M. M. (2023). Intelligence: From secrets to policy (9th ed.). CQ Press.

    National Commission on Terrorist Attacks Upon the United States, Kean, T. H., & Hamilton, L. (2004). The

    9/11 Commission report: Final report of the National Commission on Terrorist Attacks upon the
    United States. Government Printing Office.

    Rizer, A. (2011). Dog fight: Did the international battle over airline passenger name records enable the

    Christmas-Day Bomber? Catholic University Law Review, 60(1), 77.

    Serino, R. Lessons learned from the Boston Marathon bombings: Preparing for and responding to the attack.

    Statement of Richard Serino, Deputy Administrator, Federal Emergency Management Agency, U.S.
    Department of Homeland Security, before the Committee on Homeland Security and Governmental
    Affairs, U.S. Senate, 113th Cong. (2013, July 10).

    Zegart, A. (2016). The Fort Hood terrorist attack: An organizational postmortem of Army and FBI deficiencies.

    In M. G. Bunn & S. D. Sagan (Eds.), Insider threats (pp. 42–73). Cornell University Press.

    Suggested Unit Resources

    (Optional) Video: The Cost of Freedom: Civil Liberties, Security and the USA PATRIOT Act
    This video examines the history of civil liberties during wartime and the controversial USA PATRIOT Act,
    which was passed in October 2001 (57 minutes).

    [https://libraryresources.columbiasouthern.edu/login?auth=CAS&url=https://fod.infobase.com/PortalPlaylists.aspx?wID=273866&xtid=154722](https://libraryresources.columbiasouthern.edu/login?auth=CAS&url=https://fod.infobase.com/PortalPlaylists.aspx?wID=273866&xtid=154722)

    – Course Learning Outcomes for Unit V
    – Required Unit Resources

    – Chapter 12: Intelligence Gathering (ULO 2.4)

    – Unit Lesson

    – Lesson: Intelligence, Information Sharing, and Situational Awareness (ULO 2.4)

    – The Role of Intelligence in Homeland Security
    – Fusion Centers and the Intelligence Infrastructure
    – The Intelligence Cycle and Situational Awareness
    – Technological Tools and Open-Source Intelligence
    – Barriers to Effective Information Sharing
    – Intelligence Failures, Lessons Learned, and Interagency Gaps
    – The September 11 Attacks (2001)
    – The San Bernardino Shooting (2015)
    – The Fort Hood Shooting (2009)
    – The Christmas Day Underwear Bomber Plot (2009)

    – References

    – Suggested Unit Resources
    – (Optional) Video: The Cost of Freedom: Civil Liberties, Security and the USA PATRIOT Act

    **## UnitV.pdf**

    HLS 3302, American Homeland Security 1

    Course Learning Outcomes for Unit V

    At the end of this unit, you should be able to:

    2. Evaluate the effectiveness of homeland security programs in counterterrorism efforts.
    2.4 Describe the structure and functions of the Department of Homeland Security and its

    component agencies.

    Required Unit Resources

    Chapter 12: Intelligence Gathering (ULO 2.4)
    This chapter explores how information is collected to identify threats before they happen. Alperen explains the
    intelligence cycle, planning, collecting, analyzing, and sharing, and how it helps agencies detect everything
    from terrorist plots to cyberattacks. The chapter breaks down how different methods like surveillance,
    informants, and open-source intelligence are used, and it highlights the legal and ethical challenges involved.
    It also raises key questions about how to balance national security with civil liberties. This chapter gives you a
    clear understanding of how intelligence gathering works on the ground and why it is a critical part of protecting
    the homeland (27 pages).

    Unit Lesson

    Lesson: Intelligence, Information Sharing, and Situational Awareness (ULO 2.4)

    In the post-9/11 homeland security landscape, intelligence has become an indispensable instrument for
    anticipating threats, mitigating vulnerabilities, and enhancing national resilience. Intelligence is not merely the
    province of spies or analysts; it encompasses a broad and dynamic process of gathering, analyzing, sharing,
    and acting on information relevant to national and public safety. This lesson explores the central role of
    intelligence within the homeland security enterprise, emphasizing its functions, challenges, and ethical
    implications, while also examining the critical need for effective information sharing and real-time situational
    awareness.

    The Role of Intelligence in Homeland Security

    Intelligence within the homeland security context is defined as the timely acquisition and dissemination of
    information that enables decision-makers to anticipate, prevent, or respond to threats. Unlike strategic
    intelligence focused on foreign adversaries, homeland security intelligence is frequently tactical and
    operational, aimed at immediate or near-term threats such as terrorism, cyberattacks, pandemics, or natural
    disasters.

    Alperen (2024) identifies that the post-9/11 intelligence apparatus expanded dramatically in scope, marked by
    the formation of the Office of Intelligence and Analysis (I&A) within the Department of Homeland Security
    (DHS). The Office of Intelligence and Analysis’s mission is distinct from the Central Intelligence Agency (CIA)
    or the National Security Agency (NSA). It serves as a conduit between federal intelligence agencies and
    state, local, tribal, and territorial (SLTT) partners. This intelligence-to-action bridge ensures that local law
    enforcement and first responders have access to threat information relevant to their jurisdictions.

    Fusion Centers and the Intelligence Infrastructure

    One of the most important developments in decentralized intelligence is the establishment of fusion centers.
    These state-run centers serve as regional hubs for the collection, analysis, and dissemination of intelligence.

    UNIT V STUDY GUIDE
    Intelligence, Information Sharing,
    and Situational Awareness

    HLS 3302, American Homeland Security 2

    UNIT x STUDY GUIDE
    Title

    They are collaborative efforts involving federal, state, and local agencies, as well as private sector entities,
    and are intended to break down silos between organizations (Bureau of Justice Assistance, 2005).

    Fusion centers help facilitate horizontal intelligence sharing across jurisdictions, and vertical integration
    between local authorities and federal agencies such as Department of Homeland Security (DHS), the Federal
    Bureau of Investigation (FBI), and the Department of Justice (DOJ). Yet their effectiveness has been subject
    to scrutiny. Alperen (2024) and various government oversight bodies note that while fusion centers hold
    potential, they suffer from uneven funding, a lack of standardization, and privacy concerns because of broad
    surveillance practices and unclear accountability.

    The Intelligence Cycle and Situational Awareness

    Understanding the intelligence cycle is critical. It consists of five phases: planning and direction, collection,
    processing, analysis and production, and dissemination (Lowenthal, 2023). Homeland security professionals
    must recognize where their agency fits within this cycle and how their intelligence requirements support
    decision-making and operational response.

    Situational awareness, defined as the real-time understanding of evolving events, is a critical output of
    effective intelligence operations. For example, during the Boston Marathon bombing in 2013, fragmented
    intelligence prior to the attack led to missed opportunities, while situational awareness in the immediate
    aftermath allowed for a swift, coordinated search (Serino, 2013). This underscores the importance of timely,
    actionable intelligence in both prevention and response.

    Technological Tools and Open-Source Intelligence

    Technological advancement has expanded the intelligence toolkit. DHS and its partners now rely heavily on
    geospatial intelligence (GEOINT), social media monitoring, data mining, and predictive analytics. Open-
    source intelligence (OSINT) gleaned from publicly available sources, such as news media, social platforms,

    Planning and
    Direction

    Collection

    ProcessingAnalysis and
    Production

    Dissemination

    Intelligence Cycle

    HLS 3302, American Homeland Security 3

    UNIT x STUDY GUIDE
    Title

    and satellite imagery has become increasingly valuable in identifying threats and assessing public sentiment
    during crises.

    However, technology presents ethical and legal challenges, particularly regarding surveillance and data
    privacy. Balancing the need for observation of the constitutional protections enshrined in the First and Fourth
    Amendments remains a persistent dilemma. For instance, using AI to scan social media for threats must be
    weighed against the potential for wrongful identification, algorithmic bias, and chilling effects on speech.

    Barriers to Effective Information Sharing

    Despite significant reforms, homeland security agencies continue to face structural and cultural barriers to
    effective information sharing. These include classification restrictions, bureaucratic rivalries, incompatible IT
    systems, and a general reluctance to share what you know out of concern for operational security or
    interagency politics (Best, 2011).

    After 9/11, the failure to connect the dots between the FBI and CIA intelligence prompted sweeping changes,
    including the creation of the Director of National Intelligence (DNI) and the Information Sharing Environment
    (ISE) (National Commission on Terrorist Attacks et al., 2004). Yet more than 2 decades later, major incidents
    from the Orlando nightclub shooting to the January 6, 2021, Capitol riot continue to expose persistent
    coordination failures.

    To overcome these limitations, homeland security leaders must foster a culture of trust, transparency, and
    collaboration. Regular joint exercises, interoperable data platforms, and legally sound information-sharing
    agreements are among the tools necessary to improve intelligence flow across jurisdictions and sectors.

    Intelligence, information sharing, and situational awareness are not peripheral to homeland security; they are
    its lifeblood. In a risk environment marked by asymmetry, unpredictability, and rapid technological change, the
    ability to turn raw data into usable knowledge can spell the difference between prevention and catastrophe.
    While progress has been made since 9/11, further work is needed to integrate intelligence systems, align
    them with civil liberties, and ensure they serve the public good.

    Intelligence Failures, Lessons Learned, and Interagency Gaps

    Understanding the evolution of intelligence operations and the means of interagency information sharing is
    foundational to grasping how the homeland security enterprise protects the nation. Unit V focuses on
    evaluating real-world intelligence failures, the implications of poor situational awareness, and the impact of
    strategic or operational silos. To explore these themes more concretely, we turn to five notable case studies
    that each illustrate systemic challenges in the United States intelligence and homeland security landscape.

    The September 11 Attacks (2001)

    The terrorist attacks of September 11, 2001, marked the most catastrophic intelligence failure in U.S. history.
    Despite numerous red flags, including the activities of known al-Qaeda operatives in the United States,
    intelligence agencies failed to connect the dots in time. The FBI and CIA each had isolated fragments of the
    attackers’ plans, but institutional stovepipes, legal barriers, and bureaucratic apathy prevented a timely and
    coordinated response. The 9/11 Commission later identified these communication gaps and cultural
    misalignments as critical flaws in national security operations.

    The significance of 9/11 for intelligence and homeland security cannot be overstated. It led directly to the
    creation of the Department of Homeland Security (DHS), the USA PATRIOT Act, and widespread
    restructuring of the intelligence community. Perhaps more importantly, it reshaped national thinking about the
    nature of threats, highlighting the need for agile, cross-jurisdictional, and anticipatory intelligence.

    The San Bernardino Shooting (2015)

    The December 2, 2015, terrorist attack in San Bernardino, California, involved a radicalized married couple,
    Syed Rizwan Farook and Tashfeen Malik, who killed 14 people during a workplace holiday event. The

    HLS 3302, American Homeland Security 4

    UNIT x STUDY GUIDE
    Title

    attackers had embraced violent jihadist ideology but had avoided detection by avoiding online
    communications with known extremist figures and relying on end-to-end encryption.

    This case brought the intersection of privacy and national security to the forefront. After the shooting, the FBI
    sought to unlock Farook’s iPhone to investigate his contacts, but Apple refused to comply with the request,
    citing user privacy protections (Braziel et al., 2016). The incident fueled national debate over the legal and
    ethical boundaries of government surveillance and raised questions about how to monitor extremist threats in
    an age of encrypted technologies.

    The Fort Hood Shooting (2009)

    On November 5, 2009, Major Nidal Hasan, an Army psychiatrist, opened fire at Fort Hood, Texas, killing 13
    and injuring more than 30 people. Despite known communication with radical cleric Anwar al-Awlaki and
    behavioral red flags reported by peers, Hasan remained active in his post. Bureaucratic caution, a reluctance
    to challenge religious expression, and the absence of an effective insider threat program allowed these
    warning signs to go unheeded.

    The Fort Hood shooting remains a tragic case of domestic radicalization that evolved within a military
    environment. It exposed serious deficiencies in the integration of military counterintelligence with broader
    national threat assessments. Lessons from this event led to calls for the strengthening of insider threat
    detection protocols across all federal institutions (Zegart, 2016).

    The Christmas Day Underwear Bomber Plot (2009)

    On December 25, 2009, Umar Farouk Abdulmutallab attempted to detonate a bomb concealed in his
    underwear aboard Northwest Airlines Flight 253 enroute from Amsterdam to Detroit. Though the device failed
    to detonate, the event raised alarm over missed opportunities. Abdulmutallab’s father had warned U.S.
    officials of his son's radicalization, and intelligence agencies had knowledge of his extremist connections.
    However, due to a failure to integrate and escalate this information, Abdulmutallab remained off the no-fly list.

    The incident prompted widespread reform in watch listing procedures and led to the creation of more
    integrated protocols for analyzing fragmented intelligence (Rizer, 2011). It also underscored the need to
    rethink the global dimensions of threat detection, as Abdulmutallab had trained in Yemen and passed through
    international transit points with relative ease.

    These five case studies collectively reveal persistent vulnerabilities in the United States’ intelligence and
    information-sharing infrastructure. Whether because of institutional fragmentation, legal barriers, technological
    gaps, or ethical dilemmas, each incident demonstrates the challenges of operationalizing situational
    awareness. Students should recognize that improving homeland security intelligence is not merely a matter of
    new tools or laws, but one of leadership, accountability, and the ability to balance civil liberties with national
    security imperatives. The imperative for integrated, anticipatory, and ethical intelligence remains one of the
    most critical components of modern homeland security.

    References

    Alperen, M. J. (2024). Foundations of homeland security and emergency management: Law and policy (3rd

    ed.). Wiley. https://online.vitalsource.com/#/books/9781394191611

    Best, R. A., Jr. (2011). Intelligence information: Need-to-know vs. need-to-share. Congressional Research

    Service.

    Braziel, R., Straub, F., Watson, G., & Hoops, R. (2016). Bringing calm to chaos: A critical incident review of

    the San Bernardino public safety response to the December 2, 2015, terrorist shooting incident at the
    Inland Regional Center. Office of Community Oriented Policing Service.
    https://www.policinginstitute.org/publication/bringing-calm-to-chaos-a-police-foundation-review-of-the-
    san-bernardino-terrorist-attacks/

    HLS 3302, American Homeland Security 5

    UNIT x STUDY GUIDE
    Title

    Bureau of Justice Assistance, Office of Justice Programs. (2005). Fusion Center guidelines: Developing and
    sharing information and intelligence in a new era. U.S. Department of Justice.
    https://bja.ojp.gov/sites/g/files/xyckuh186/files/media/document/fusion_center_guidelines_law_enforc
    ement.pdf

    Discovery Education. (2004). The cost of freedom: Civil liberties, security, and the USA PATRIOT Act [Video].

    Films on Demand.
    https://libraryresources.columbiasouthern.edu/login?auth=CAS&url=https://fod.infobase.com/PortalPl
    aylists.aspx?wID=273866&xtid=154722

    Long, M. (2022). American covert action and diplomacy after 9/11. Diplomacy & Statecraft, 33(2), 379–402.

    https://research-ebsco-com.libraryresources.columbiasouthern.edu/linkprocessor/plink?id=5550203c-
    7ef2-32c2-ba9a-50f49ec4200e

    Lowenthal, M. M. (2023). Intelligence: From secrets to policy (9th ed.). CQ Press.

    National Commission on Terrorist Attacks Upon the United States, Kean, T. H., & Hamilton, L. (2004). The

    9/11 Commission report: Final report of the National Commission on Terrorist Attacks upon the
    United States. Government Printing Office.

    Rizer, A. (2011). Dog fight: Did the international battle over airline passenger name records enable the

    Christmas-Day Bomber? Catholic University Law Review, 60(1), 77.

    Serino, R. Lessons learned from the Boston Marathon bombings: Preparing for and responding to the attack.

    Statement of Richard Serino, Deputy Administrator, Federal Emergency Management Agency, U.S.
    Department of Homeland Security, before the Committee on Homeland Security and Governmental
    Affairs, U.S. Senate, 113th Cong. (2013, July 10).

    Zegart, A. (2016). The Fort Hood terrorist attack: An organizational postmortem of Army and FBI deficiencies.

    In M. G. Bunn & S. D. Sagan (Eds.), Insider threats (pp. 42–73). Cornell University Press.

    Suggested Unit Resources

    (Optional) Video: The Cost of Freedom: Civil Liberties, Security and the USA PATRIOT Act
    This video examines the history of civil liberties during wartime and the controversial USA PATRIOT Act,
    which was passed in October 2001 (57 minutes).

    [https://libraryresources.columbiasouthern.edu/login?auth=CAS&url=https://fod.infobase.com/PortalPlaylists.aspx?wID=273866&xtid=154722](https://libraryresources.columbiasouthern.edu/login?auth=CAS&url=https://fod.infobase.com/PortalPlaylists.aspx?wID=273866&xtid=154722)

    – Course Learning Outcomes for Unit V
    – Required Unit Resources

    – Chapter 12: Intelligence Gathering (ULO 2.4)

    – Unit Lesson

    – Lesson: Intelligence, Information Sharing, and Situational Awareness (ULO 2.4)

    – The Role of Intelligence in Homeland Security
    – Fusion Centers and the Intelligence Infrastructure
    – The Intelligence Cycle and Situational Awareness
    – Technological Tools and Open-Source Intelligence
    – Barriers to Effective Information Sharing
    – Intelligence Failures, Lessons Learned, and Interagency Gaps
    – The September 11 Attacks (2001)
    – The San Bernardino Shooting (2015)
    – The Fort Hood Shooting (2009)
    – The Christmas Day Underwear Bomber Plot (2009)

    – References

    – Suggested Unit Resources
    – (Optional) Video: The Cost of Freedom: Civil Liberties, Security and the USA PATRIOT Act

    **## V.docx**

    For this discussion, reflect on how the United States has approached intelligence sharing since 9/11 and consider whether the balance between security and individual rights has been successfully maintained. Think about the roles that fusion centers, joint terrorism task forces (JTTFs), and local law enforcement play in identifying threats and the challenges they face in working with federal partners. You are encouraged to draw on the 9/11 Commission Report, Alperen’s analysis, and other course readings to support your ideas.

    In your initial post, address the following:

    · Do you think current U.S. intelligence-sharing practices strike an appropriate balance between national security and civil liberties? Why, or why not?

    · What are some of the key challenges that agencies face in sharing intelligence effectively?

    · How might future intelligence efforts improve both security outcomes and public trust?

    **## UnitV.pdf**

    HLS 3302, American Homeland Security 1

    Course Learning Outcomes for Unit V

    At the end of this unit, you should be able to:

    2. Evaluate the effectiveness of homeland security programs in counterterrorism efforts.
    2.4 Describe the structure and functions of the Department of Homeland Security and its

    component agencies.

    Required Unit Resources

    Chapter 12: Intelligence Gathering (ULO 2.4)
    This chapter explores how information is collected to identify threats before they happen. Alperen explains the
    intelligence cycle, planning, collecting, analyzing, and sharing, and how it helps agencies detect everything
    from terrorist plots to cyberattacks. The chapter breaks down how different methods like surveillance,
    informants, and open-source intelligence are used, and it highlights the legal and ethical challenges involved.
    It also raises key questions about how to balance national security with civil liberties. This chapter gives you a
    clear understanding of how intelligence gathering works on the ground and why it is a critical part of protecting
    the homeland (27 pages).

    Unit Lesson

    Lesson: Intelligence, Information Sharing, and Situational Awareness (ULO 2.4)

    In the post-9/11 homeland security landscape, intelligence has become an indispensable instrument for
    anticipating threats, mitigating vulnerabilities, and enhancing national resilience. Intelligence is not merely the
    province of spies or analysts; it encompasses a broad and dynamic process of gathering, analyzing, sharing,
    and acting on information relevant to national and public safety. This lesson explores the central role of
    intelligence within the homeland security enterprise, emphasizing its functions, challenges, and ethical
    implications, while also examining the critical need for effective information sharing and real-time situational
    awareness.

    The Role of Intelligence in Homeland Security

    Intelligence within the homeland security context is defined as the timely acquisition and dissemination of
    information that enables decision-makers to anticipate, prevent, or respond to threats. Unlike strategic
    intelligence focused on foreign adversaries, homeland security intelligence is frequently tactical and
    operational, aimed at immediate or near-term threats such as terrorism, cyberattacks, pandemics, or natural
    disasters.

    Alperen (2024) identifies that the post-9/11 intelligence apparatus expanded dramatically in scope, marked by
    the formation of the Office of Intelligence and Analysis (I&A) within the Department of Homeland Security
    (DHS). The Office of Intelligence and Analysis’s mission is distinct from the Central Intelligence Agency (CIA)
    or the National Security Agency (NSA). It serves as a conduit between federal intelligence agencies and
    state, local, tribal, and territorial (SLTT) partners. This intelligence-to-action bridge ensures that local law
    enforcement and first responders have access to threat information relevant to their jurisdictions.

    Fusion Centers and the Intelligence Infrastructure

    One of the most important developments in decentralized intelligence is the establishment of fusion centers.
    These state-run centers serve as regional hubs for the collection, analysis, and dissemination of intelligence.

    UNIT V STUDY GUIDE
    Intelligence, Information Sharing,
    and Situational Awareness

    HLS 3302, American Homeland Security 2

    UNIT x STUDY GUIDE
    Title

    They are collaborative efforts involving federal, state, and local agencies, as well as private sector entities,
    and are intended to break down silos between organizations (Bureau of Justice Assistance, 2005).

    Fusion centers help facilitate horizontal intelligence sharing across jurisdictions, and vertical integration
    between local authorities and federal agencies such as Department of Homeland Security (DHS), the Federal
    Bureau of Investigation (FBI), and the Department of Justice (DOJ). Yet their effectiveness has been subject
    to scrutiny. Alperen (2024) and various government oversight bodies note that while fusion centers hold
    potential, they suffer from uneven funding, a lack of standardization, and privacy concerns because of broad
    surveillance practices and unclear accountability.

    The Intelligence Cycle and Situational Awareness

    Understanding the intelligence cycle is critical. It consists of five phases: planning and direction, collection,
    processing, analysis and production, and dissemination (Lowenthal, 2023). Homeland security professionals
    must recognize where their agency fits within this cycle and how their intelligence requirements support
    decision-making and operational response.

    Situational awareness, defined as the real-time understanding of evolving events, is a critical output of
    effective intelligence operations. For example, during the Boston Marathon bombing in 2013, fragmented
    intelligence prior to the attack led to missed opportunities, while situational awareness in the immediate
    aftermath allowed for a swift, coordinated search (Serino, 2013). This underscores the importance of timely,
    actionable intelligence in both prevention and response.

    Technological Tools and Open-Source Intelligence

    Technological advancement has expanded the intelligence toolkit. DHS and its partners now rely heavily on
    geospatial intelligence (GEOINT), social media monitoring, data mining, and predictive analytics. Open-
    source intelligence (OSINT) gleaned from publicly available sources, such as news media, social platforms,

    Planning and
    Direction

    Collection

    ProcessingAnalysis and
    Production

    Dissemination

    Intelligence Cycle

    HLS 3302, American Homeland Security 3

    UNIT x STUDY GUIDE
    Title

    and satellite imagery has become increasingly valuable in identifying threats and assessing public sentiment
    during crises.

    However, technology presents ethical and legal challenges, particularly regarding surveillance and data
    privacy. Balancing the need for observation of the constitutional protections enshrined in the First and Fourth
    Amendments remains a persistent dilemma. For instance, using AI to scan social media for threats must be
    weighed against the potential for wrongful identification, algorithmic bias, and chilling effects on speech.

    Barriers to Effective Information Sharing

    Despite significant reforms, homeland security agencies continue to face structural and cultural barriers to
    effective information sharing. These include classification restrictions, bureaucratic rivalries, incompatible IT
    systems, and a general reluctance to share what you know out of concern for operational security or
    interagency politics (Best, 2011).

    After 9/11, the failure to connect the dots between the FBI and CIA intelligence prompted sweeping changes,
    including the creation of the Director of National Intelligence (DNI) and the Information Sharing Environment
    (ISE) (National Commission on Terrorist Attacks et al., 2004). Yet more than 2 decades later, major incidents
    from the Orlando nightclub shooting to the January 6, 2021, Capitol riot continue to expose persistent
    coordination failures.

    To overcome these limitations, homeland security leaders must foster a culture of trust, transparency, and
    collaboration. Regular joint exercises, interoperable data platforms, and legally sound information-sharing
    agreements are among the tools necessary to improve intelligence flow across jurisdictions and sectors.

    Intelligence, information sharing, and situational awareness are not peripheral to homeland security; they are
    its lifeblood. In a risk environment marked by asymmetry, unpredictability, and rapid technological change, the
    ability to turn raw data into usable knowledge can spell the difference between prevention and catastrophe.
    While progress has been made since 9/11, further work is needed to integrate intelligence systems, align
    them with civil liberties, and ensure they serve the public good.

    Intelligence Failures, Lessons Learned, and Interagency Gaps

    Understanding the evolution of intelligence operations and the means of interagency information sharing is
    foundational to grasping how the homeland security enterprise protects the nation. Unit V focuses on
    evaluating real-world intelligence failures, the implications of poor situational awareness, and the impact of
    strategic or operational silos. To explore these themes more concretely, we turn to five notable case studies
    that each illustrate systemic challenges in the United States intelligence and homeland security landscape.

    The September 11 Attacks (2001)

    The terrorist attacks of September 11, 2001, marked the most catastrophic intelligence failure in U.S. history.
    Despite numerous red flags, including the activities of known al-Qaeda operatives in the United States,
    intelligence agencies failed to connect the dots in time. The FBI and CIA each had isolated fragments of the
    attackers’ plans, but institutional stovepipes, legal barriers, and bureaucratic apathy prevented a timely and
    coordinated response. The 9/11 Commission later identified these communication gaps and cultural
    misalignments as critical flaws in national security operations.

    The significance of 9/11 for intelligence and homeland security cannot be overstated. It led directly to the
    creation of the Department of Homeland Security (DHS), the USA PATRIOT Act, and widespread
    restructuring of the intelligence community. Perhaps more importantly, it reshaped national thinking about the
    nature of threats, highlighting the need for agile, cross-jurisdictional, and anticipatory intelligence.

    The San Bernardino Shooting (2015)

    The December 2, 2015, terrorist attack in San Bernardino, California, involved a radicalized married couple,
    Syed Rizwan Farook and Tashfeen Malik, who killed 14 people during a workplace holiday event. The

    HLS 3302, American Homeland Security 4

    UNIT x STUDY GUIDE
    Title

    attackers had embraced violent jihadist ideology but had avoided detection by avoiding online
    communications with known extremist figures and relying on end-to-end encryption.

    This case brought the intersection of privacy and national security to the forefront. After the shooting, the FBI
    sought to unlock Farook’s iPhone to investigate his contacts, but Apple refused to comply with the request,
    citing user privacy protections (Braziel et al., 2016). The incident fueled national debate over the legal and
    ethical boundaries of government surveillance and raised questions about how to monitor extremist threats in
    an age of encrypted technologies.

    The Fort Hood Shooting (2009)

    On November 5, 2009, Major Nidal Hasan, an Army psychiatrist, opened fire at Fort Hood, Texas, killing 13
    and injuring more than 30 people. Despite known communication with radical cleric Anwar al-Awlaki and
    behavioral red flags reported by peers, Hasan remained active in his post. Bureaucratic caution, a reluctance
    to challenge religious expression, and the absence of an effective insider threat program allowed these
    warning signs to go unheeded.

    The Fort Hood shooting remains a tragic case of domestic radicalization that evolved within a military
    environment. It exposed serious deficiencies in the integration of military counterintelligence with broader
    national threat assessments. Lessons from this event led to calls for the strengthening of insider threat
    detection protocols across all federal institutions (Zegart, 2016).

    The Christmas Day Underwear Bomber Plot (2009)

    On December 25, 2009, Umar Farouk Abdulmutallab attempted to detonate a bomb concealed in his
    underwear aboard Northwest Airlines Flight 253 enroute from Amsterdam to Detroit. Though the device failed
    to detonate, the event raised alarm over missed opportunities. Abdulmutallab’s father had warned U.S.
    officials of his son's radicalization, and intelligence agencies had knowledge of his extremist connections.
    However, due to a failure to integrate and escalate this information, Abdulmutallab remained off the no-fly list.

    The incident prompted widespread reform in watch listing procedures and led to the creation of more
    integrated protocols for analyzing fragmented intelligence (Rizer, 2011). It also underscored the need to
    rethink the global dimensions of threat detection, as Abdulmutallab had trained in Yemen and passed through
    international transit points with relative ease.

    These five case studies collectively reveal persistent vulnerabilities in the United States’ intelligence and
    information-sharing infrastructure. Whether because of institutional fragmentation, legal barriers, technological
    gaps, or ethical dilemmas, each incident demonstrates the challenges of operationalizing situational
    awareness. Students should recognize that improving homeland security intelligence is not merely a matter of
    new tools or laws, but one of leadership, accountability, and the ability to balance civil liberties with national
    security imperatives. The imperative for integrated, anticipatory, and ethical intelligence remains one of the
    most critical components of modern homeland security.

    References

    Alperen, M. J. (2024). Foundations of homeland security and emergency management: Law and policy (3rd

    ed.). Wiley. https://online.vitalsource.com/#/books/9781394191611

    Best, R. A., Jr. (2011). Intelligence information: Need-to-know vs. need-to-share. Congressional Research

    Service.

    Braziel, R., Straub, F., Watson, G., & Hoops, R. (2016). Bringing calm to chaos: A critical incident review of

    the San Bernardino public safety response to the December 2, 2015, terrorist shooting incident at the
    Inland Regional Center. Office of Community Oriented Policing Service.
    https://www.policinginstitute.org/publication/bringing-calm-to-chaos-a-police-foundation-review-of-the-
    san-bernardino-terrorist-attacks/

    HLS 3302, American Homeland Security 5

    UNIT x STUDY GUIDE
    Title

    Bureau of Justice Assistance, Office of Justice Programs. (2005). Fusion Center guidelines: Developing and
    sharing information and intelligence in a new era. U.S. Department of Justice.
    https://bja.ojp.gov/sites/g/files/xyckuh186/files/media/document/fusion_center_guidelines_law_enforc
    ement.pdf

    Discovery Education. (2004). The cost of freedom: Civil liberties, security, and the USA PATRIOT Act [Video].

    Films on Demand.
    https://libraryresources.columbiasouthern.edu/login?auth=CAS&url=https://fod.infobase.com/PortalPl
    aylists.aspx?wID=273866&xtid=154722

    Long, M. (2022). American covert action and diplomacy after 9/11. Diplomacy & Statecraft, 33(2), 379–402.

    https://research-ebsco-com.libraryresources.columbiasouthern.edu/linkprocessor/plink?id=5550203c-
    7ef2-32c2-ba9a-50f49ec4200e

    Lowenthal, M. M. (2023). Intelligence: From secrets to policy (9th ed.). CQ Press.

    National Commission on Terrorist Attacks Upon the United States, Kean, T. H., & Hamilton, L. (2004). The

    9/11 Commission report: Final report of the National Commission on Terrorist Attacks upon the
    United States. Government Printing Office.

    Rizer, A. (2011). Dog fight: Did the international battle over airline passenger name records enable the

    Christmas-Day Bomber? Catholic University Law Review, 60(1), 77.

    Serino, R. Lessons learned from the Boston Marathon bombings: Preparing for and responding to the attack.

    Statement of Richard Serino, Deputy Administrator, Federal Emergency Management Agency, U.S.
    Department of Homeland Security, before the Committee on Homeland Security and Governmental
    Affairs, U.S. Senate, 113th Cong. (2013, July 10).

    Zegart, A. (2016). The Fort Hood terrorist attack: An organizational postmortem of Army and FBI deficiencies.

    In M. G. Bunn & S. D. Sagan (Eds.), Insider threats (pp. 42–73). Cornell University Press.

    Suggested Unit Resources

    (Optional) Video: The Cost of Freedom: Civil Liberties, Security and the USA PATRIOT Act
    This video examines the history of civil liberties during wartime and the controversial USA PATRIOT Act,
    which was passed in October 2001 (57 minutes).

    [https://libraryresources.columbiasouthern.edu/login?auth=CAS&url=https://fod.infobase.com/PortalPlaylists.aspx?wID=273866&xtid=154722](https://libraryresources.columbiasouthern.edu/login?auth=CAS&url=https://fod.infobase.com/PortalPlaylists.aspx?wID=273866&xtid=154722)

    – Course Learning Outcomes for Unit V
    – Required Unit Resources

    – Chapter 12: Intelligence Gathering (ULO 2.4)

    – Unit Lesson

    – Lesson: Intelligence, Information Sharing, and Situational Awareness (ULO 2.4)

    – The Role of Intelligence in Homeland Security
    – Fusion Centers and the Intelligence Infrastructure
    – The Intelligence Cycle and Situational Awareness
    – Technological Tools and Open-Source Intelligence
    – Barriers to Effective Information Sharing
    – Intelligence Failures, Lessons Learned, and Interagency Gaps
    – The September 11 Attacks (2001)
    – The San Bernardino Shooting (2015)
    – The Fort Hood Shooting (2009)
    – The Christmas Day Underwear Bomber Plot (2009)

    – References

    – Suggested Unit Resources
    – (Optional) Video: The Cost of Freedom: Civil Liberties, Security and the USA PATRIOT Act

    **## V.docx**

    For this discussion, reflect on how the United States has approached intelligence sharing since 9/11 and consider whether the balance between security and individual rights has been successfully maintained. Think about the roles that fusion centers, joint terrorism task forces (JTTFs), and local law enforcement play in identifying threats and the challenges they face in working with federal partners. You are encouraged to draw on the 9/11 Commission Report, Alperen’s analysis, and other course readings to support your ideas.

    In your initial post, address the following:

    · Do you think current U.S. intelligence-sharing practices strike an appropriate balance between national security and civil liberties? Why, or why not?

    · What are some of the key challenges that agencies face in sharing intelligence effectively?

    · How might future intelligence efforts improve both security outcomes and public trust?

    **## UnitV.pdf**

    HLS 3302, American Homeland Security 1

    Course Learning Outcomes for Unit V

    At the end of this unit, you should be able to:

    2. Evaluate the effectiveness of homeland security programs in counterterrorism efforts.
    2.4 Describe the structure and functions of the Department of Homeland Security and its

    component agencies.

    Required Unit Resources

    Chapter 12: Intelligence Gathering (ULO 2.4)
    This chapter explores how information is collected to identify threats before they happen. Alperen explains the
    intelligence cycle, planning, collecting, analyzing, and sharing, and how it helps agencies detect everything
    from terrorist plots to cyberattacks. The chapter breaks down how different methods like surveillance,
    informants, and open-source intelligence are used, and it highlights the legal and ethical challenges involved.
    It also raises key questions about how to balance national security with civil liberties. This chapter gives you a
    clear understanding of how intelligence gathering works on the ground and why it is a critical part of protecting
    the homeland (27 pages).

    Unit Lesson

    Lesson: Intelligence, Information Sharing, and Situational Awareness (ULO 2.4)

    In the post-9/11 homeland security landscape, intelligence has become an indispensable instrument for
    anticipating threats, mitigating vulnerabilities, and enhancing national resilience. Intelligence is not merely the
    province of spies or analysts; it encompasses a broad and dynamic process of gathering, analyzing, sharing,
    and acting on information relevant to national and public safety. This lesson explores the central role of
    intelligence within the homeland security enterprise, emphasizing its functions, challenges, and ethical
    implications, while also examining the critical need for effective information sharing and real-time situational
    awareness.

    The Role of Intelligence in Homeland Security

    Intelligence within the homeland security context is defined as the timely acquisition and dissemination of
    information that enables decision-makers to anticipate, prevent, or respond to threats. Unlike strategic
    intelligence focused on foreign adversaries, homeland security intelligence is frequently tactical and
    operational, aimed at immediate or near-term threats such as terrorism, cyberattacks, pandemics, or natural
    disasters.

    Alperen (2024) identifies that the post-9/11 intelligence apparatus expanded dramatically in scope, marked by
    the formation of the Office of Intelligence and Analysis (I&A) within the Department of Homeland Security
    (DHS). The Office of Intelligence and Analysis’s mission is distinct from the Central Intelligence Agency (CIA)
    or the National Security Agency (NSA). It serves as a conduit between federal intelligence agencies and
    state, local, tribal, and territorial (SLTT) partners. This intelligence-to-action bridge ensures that local law
    enforcement and first responders have access to threat information relevant to their jurisdictions.

    Fusion Centers and the Intelligence Infrastructure

    One of the most important developments in decentralized intelligence is the establishment of fusion centers.
    These state-run centers serve as regional hubs for the collection, analysis, and dissemination of intelligence.

    UNIT V STUDY GUIDE
    Intelligence, Information Sharing,
    and Situational Awareness

    HLS 3302, American Homeland Security 2

    UNIT x STUDY GUIDE
    Title

    They are collaborative efforts involving federal, state, and local agencies, as well as private sector entities,
    and are intended to break down silos between organizations (Bureau of Justice Assistance, 2005).

    Fusion centers help facilitate horizontal intelligence sharing across jurisdictions, and vertical integration
    between local authorities and federal agencies such as Department of Homeland Security (DHS), the Federal
    Bureau of Investigation (FBI), and the Department of Justice (DOJ). Yet their effectiveness has been subject
    to scrutiny. Alperen (2024) and various government oversight bodies note that while fusion centers hold
    potential, they suffer from uneven funding, a lack of standardization, and privacy concerns because of broad
    surveillance practices and unclear accountability.

    The Intelligence Cycle and Situational Awareness

    Understanding the intelligence cycle is critical. It consists of five phases: planning and direction, collection,
    processing, analysis and production, and dissemination (Lowenthal, 2023). Homeland security professionals
    must recognize where their agency fits within this cycle and how their intelligence requirements support
    decision-making and operational response.

    Situational awareness, defined as the real-time understanding of evolving events, is a critical output of
    effective intelligence operations. For example, during the Boston Marathon bombing in 2013, fragmented
    intelligence prior to the attack led to missed opportunities, while situational awareness in the immediate
    aftermath allowed for a swift, coordinated search (Serino, 2013). This underscores the importance of timely,
    actionable intelligence in both prevention and response.

    Technological Tools and Open-Source Intelligence

    Technological advancement has expanded the intelligence toolkit. DHS and its partners now rely heavily on
    geospatial intelligence (GEOINT), social media monitoring, data mining, and predictive analytics. Open-
    source intelligence (OSINT) gleaned from publicly available sources, such as news media, social platforms,

    Planning and
    Direction

    Collection

    ProcessingAnalysis and
    Production

    Dissemination

    Intelligence Cycle

    HLS 3302, American Homeland Security 3

    UNIT x STUDY GUIDE
    Title

    and satellite imagery has become increasingly valuable in identifying threats and assessing public sentiment
    during crises.

    However, technology presents ethical and legal challenges, particularly regarding surveillance and data
    privacy. Balancing the need for observation of the constitutional protections enshrined in the First and Fourth
    Amendments remains a persistent dilemma. For instance, using AI to scan social media for threats must be
    weighed against the potential for wrongful identification, algorithmic bias, and chilling effects on speech.

    Barriers to Effective Information Sharing

    Despite significant reforms, homeland security agencies continue to face structural and cultural barriers to
    effective information sharing. These include classification restrictions, bureaucratic rivalries, incompatible IT
    systems, and a general reluctance to share what you know out of concern for operational security or
    interagency politics (Best, 2011).

    After 9/11, the failure to connect the dots between the FBI and CIA intelligence prompted sweeping changes,
    including the creation of the Director of National Intelligence (DNI) and the Information Sharing Environment
    (ISE) (National Commission on Terrorist Attacks et al., 2004). Yet more than 2 decades later, major incidents
    from the Orlando nightclub shooting to the January 6, 2021, Capitol riot continue to expose persistent
    coordination failures.

    To overcome these limitations, homeland security leaders must foster a culture of trust, transparency, and
    collaboration. Regular joint exercises, interoperable data platforms, and legally sound information-sharing
    agreements are among the tools necessary to improve intelligence flow across jurisdictions and sectors.

    Intelligence, information sharing, and situational awareness are not peripheral to homeland security; they are
    its lifeblood. In a risk environment marked by asymmetry, unpredictability, and rapid technological change, the
    ability to turn raw data into usable knowledge can spell the difference between prevention and catastrophe.
    While progress has been made since 9/11, further work is needed to integrate intelligence systems, align
    them with civil liberties, and ensure they serve the public good.

    Intelligence Failures, Lessons Learned, and Interagency Gaps

    Understanding the evolution of intelligence operations and the means of interagency information sharing is
    foundational to grasping how the homeland security enterprise protects the nation. Unit V focuses on
    evaluating real-world intelligence failures, the implications of poor situational awareness, and the impact of
    strategic or operational silos. To explore these themes more concretely, we turn to five notable case studies
    that each illustrate systemic challenges in the United States intelligence and homeland security landscape.

    The September 11 Attacks (2001)

    The terrorist attacks of September 11, 2001, marked the most catastrophic intelligence failure in U.S. history.
    Despite numerous red flags, including the activities of known al-Qaeda operatives in the United States,
    intelligence agencies failed to connect the dots in time. The FBI and CIA each had isolated fragments of the
    attackers’ plans, but institutional stovepipes, legal barriers, and bureaucratic apathy prevented a timely and
    coordinated response. The 9/11 Commission later identified these communication gaps and cultural
    misalignments as critical flaws in national security operations.

    The significance of 9/11 for intelligence and homeland security cannot be overstated. It led directly to the
    creation of the Department of Homeland Security (DHS), the USA PATRIOT Act, and widespread
    restructuring of the intelligence community. Perhaps more importantly, it reshaped national thinking about the
    nature of threats, highlighting the need for agile, cross-jurisdictional, and anticipatory intelligence.

    The San Bernardino Shooting (2015)

    The December 2, 2015, terrorist attack in San Bernardino, California, involved a radicalized married couple,
    Syed Rizwan Farook and Tashfeen Malik, who killed 14 people during a workplace holiday event. The

    HLS 3302, American Homeland Security 4

    UNIT x STUDY GUIDE
    Title

    attackers had embraced violent jihadist ideology but had avoided detection by avoiding online
    communications with known extremist figures and relying on end-to-end encryption.

    This case brought the intersection of privacy and national security to the forefront. After the shooting, the FBI
    sought to unlock Farook’s iPhone to investigate his contacts, but Apple refused to comply with the request,
    citing user privacy protections (Braziel et al., 2016). The incident fueled national debate over the legal and
    ethical boundaries of government surveillance and raised questions about how to monitor extremist threats in
    an age of encrypted technologies.

    The Fort Hood Shooting (2009)

    On November 5, 2009, Major Nidal Hasan, an Army psychiatrist, opened fire at Fort Hood, Texas, killing 13
    and injuring more than 30 people. Despite known communication with radical cleric Anwar al-Awlaki and
    behavioral red flags reported by peers, Hasan remained active in his post. Bureaucratic caution, a reluctance
    to challenge religious expression, and the absence of an effective insider threat program allowed these
    warning signs to go unheeded.

    The Fort Hood shooting remains a tragic case of domestic radicalization that evolved within a military
    environment. It exposed serious deficiencies in the integration of military counterintelligence with broader
    national threat assessments. Lessons from this event led to calls for the strengthening of insider threat
    detection protocols across all federal institutions (Zegart, 2016).

    The Christmas Day Underwear Bomber Plot (2009)

    On December 25, 2009, Umar Farouk Abdulmutallab attempted to detonate a bomb concealed in his
    underwear aboard Northwest Airlines Flight 253 enroute from Amsterdam to Detroit. Though the device failed
    to detonate, the event raised alarm over missed opportunities. Abdulmutallab’s father had warned U.S.
    officials of his son's radicalization, and intelligence agencies had knowledge of his extremist connections.
    However, due to a failure to integrate and escalate this information, Abdulmutallab remained off the no-fly list.

    The incident prompted widespread reform in watch listing procedures and led to the creation of more
    integrated protocols for analyzing fragmented intelligence (Rizer, 2011). It also underscored the need to
    rethink the global dimensions of threat detection, as Abdulmutallab had trained in Yemen and passed through
    international transit points with relative ease.

    These five case studies collectively reveal persistent vulnerabilities in the United States’ intelligence and
    information-sharing infrastructure. Whether because of institutional fragmentation, legal barriers, technological
    gaps, or ethical dilemmas, each incident demonstrates the challenges of operationalizing situational
    awareness. Students should recognize that improving homeland security intelligence is not merely a matter of
    new tools or laws, but one of leadership, accountability, and the ability to balance civil liberties with national
    security imperatives. The imperative for integrated, anticipatory, and ethical intelligence remains one of the
    most critical components of modern homeland security.

    References

    Alperen, M. J. (2024). Foundations of homeland security and emergency management: Law and policy (3rd

    ed.). Wiley. https://online.vitalsource.com/#/books/9781394191611

    Best, R. A., Jr. (2011). Intelligence information: Need-to-know vs. need-to-share. Congressional Research

    Service.

    Braziel, R., Straub, F., Watson, G., & Hoops, R. (2016). Bringing calm to chaos: A critical incident review of

    the San Bernardino public safety response to the December 2, 2015, terrorist shooting incident at the
    Inland Regional Center. Office of Community Oriented Policing Service.
    https://www.policinginstitute.org/publication/bringing-calm-to-chaos-a-police-foundation-review-of-the-
    san-bernardino-terrorist-attacks/

    HLS 3302, American Homeland Security 5

    UNIT x STUDY GUIDE
    Title

    Bureau of Justice Assistance, Office of Justice Programs. (2005). Fusion Center guidelines: Developing and
    sharing information and intelligence in a new era. U.S. Department of Justice.
    https://bja.ojp.gov/sites/g/files/xyckuh186/files/media/document/fusion_center_guidelines_law_enforc
    ement.pdf

    Discovery Education. (2004). The cost of freedom: Civil liberties, security, and the USA PATRIOT Act [Video].

    Films on Demand.
    https://libraryresources.columbiasouthern.edu/login?auth=CAS&url=https://fod.infobase.com/PortalPl
    aylists.aspx?wID=273866&xtid=154722

    Long, M. (2022). American covert action and diplomacy after 9/11. Diplomacy & Statecraft, 33(2), 379–402.

    https://research-ebsco-com.libraryresources.columbiasouthern.edu/linkprocessor/plink?id=5550203c-
    7ef2-32c2-ba9a-50f49ec4200e

    Lowenthal, M. M. (2023). Intelligence: From secrets to policy (9th ed.). CQ Press.

    National Commission on Terrorist Attacks Upon the United States, Kean, T. H., & Hamilton, L. (2004). The

    9/11 Commission report: Final report of the National Commission on Terrorist Attacks upon the
    United States. Government Printing Office.

    Rizer, A. (2011). Dog fight: Did the international battle over airline passenger name records enable the

    Christmas-Day Bomber? Catholic University Law Review, 60(1), 77.

    Serino, R. Lessons learned from the Boston Marathon bombings: Preparing for and responding to the attack.

    Statement of Richard Serino, Deputy Administrator, Federal Emergency Management Agency, U.S.
    Department of Homeland Security, before the Committee on Homeland Security and Governmental
    Affairs, U.S. Senate, 113th Cong. (2013, July 10).

    Zegart, A. (2016). The Fort Hood terrorist attack: An organizational postmortem of Army and FBI deficiencies.

    In M. G. Bunn & S. D. Sagan (Eds.), Insider threats (pp. 42–73). Cornell University Press.

    Suggested Unit Resources

    (Optional) Video: The Cost of Freedom: Civil Liberties, Security and the USA PATRIOT Act
    This video examines the history of civil liberties during wartime and the controversial USA PATRIOT Act,
    which was passed in October 2001 (57 minutes).

    [https://libraryresources.columbiasouthern.edu/login?auth=CAS&url=https://fod.infobase.com/PortalPlaylists.aspx?wID=273866&xtid=154722](https://libraryresources.columbiasouthern.edu/login?auth=CAS&url=https://fod.infobase.com/PortalPlaylists.aspx?wID=273866&xtid=154722)

    – Course Learning Outcomes for Unit V
    – Required Unit Resources

    – Chapter 12: Intelligence Gathering (ULO 2.4)

    – Unit Lesson

    – Lesson: Intelligence, Information Sharing, and Situational Awareness (ULO 2.4)

    – The Role of Intelligence in Homeland Security
    – Fusion Centers and the Intelligence Infrastructure
    – The Intelligence Cycle and Situational Awareness
    – Technological Tools and Open-Source Intelligence
    – Barriers to Effective Information Sharing
    – Intelligence Failures, Lessons Learned, and Interagency Gaps
    – The September 11 Attacks (2001)
    – The San Bernardino Shooting (2015)
    – The Fort Hood Shooting (2009)
    – The Christmas Day Underwear Bomber Plot (2009)

    – References

    – Suggested Unit Resources
    – (Optional) Video: The Cost of Freedom: Civil Liberties, Security and the USA PATRIOT Act

  • [Solved] BUSINESS( NO PLAGARISM A+ WORK, ON TIME)

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) Discussion Assignment **files (1)** – ## week7600FINAL.docx **## week7600FINAL.docx** Week 7 Assignment: Final Project Signature Assignment: This assignment aligns with all course COs. Recommendation: Print co…

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    Week 7 Assignment: Final Project

    Signature Assignment: This assignment aligns with all course COs.

    Recommendation: Print complete Assignment to fully read and reference in preparing your paper! Paper outline is included.

    Prompt:

    Background

    For your final project, you are creating your own hypothetical scenario within the following parameters and applying the concepts covered this term.

    The INDUSTRY:

    First, select one of the following industries for this project and research the use of AI in this industry. (This has been covered in the Lessons also.)

    Agriculture

    Transportation

    Healthcare

    Finance

    Aerospace

    Education

    The COMPANY:

    Now, for this project,

    Create a hypothetical U.S. private for-profit civilian company of 200+ employees that is in business in the industry you have selected. The company is a C-corporation owned by multiple unrelated shareholders.

    Give your company a name.

    You might research current businesses in the industry for ideas, but the assignment is to create a hypothetical company.

    You are the VP of Innovation of this company.

    The AI:

    Next:

    Imagine a new AI application that might help productivity, ensure the business' continuity, streamline efficiency, and thus free up time in tasks that humans now perform in the company.

    This can be a potential AI app you completely dream up, or it can be a new one just being released on the market that you find in your research.

    Identify which of the six (6) AI subfields is the primary AI type (see Week 2 Lesson) of this new AI. There are potential new apps in a variety of areas to consider for any industry now or in the future. To help your ideas for creative research for this paper, you could look at—for example—AI assistance in such areas as AI-robotics, wearables, financial applications, cybersecurity, safety, product upgrades, customer support, medical diagnostics, supply chain, or transportation.

    **NOTE:

    You are looking at the company’s acquisition and use of a proposed new AI app that might support/enhance the company’s business in some way—NOT a new product for the company to develop, sell or manufacture. Here is an analogy: It's like acquiring a new broom to sweep the company's production floor, not a new broom to create, develop, market, and sell to customers for their floors. Your company is not creating or building the AI app. It is considering if it should acquire and use it in its business operations.

    The Assignment Task & Format Instructions and How to Organize Your Content :

    The following provides an outline for your paper’s content with explanatory notes about what you should cover for each section. Use the APA Sample Student Paper you have used in prior Assignments for a template of how to structure your paper.

    The Project:

    Having imagined and created the hypothetical company in the selected industry and a new AI application as directed above, here is the Project Assignment:

    You are the company's Vice President of Innovation.

    The CEO and Board have asked for your research and recommendation about the new AI app.

    Prepare an APA7 paper that covers the points outlined below for the hypothetical you have created.

    Write this paper in the third person—NOT using “I”, “we”, “us”, “you”, or “your”.

    Use the following outline for your content, which incorporates the Lesson material we have covered for the Course Objectives.

    **TIP: Embrace the hypothetical as if it were a real business and mentally immerse yourself as the VP advising the CEO and Board. Use the company name where appropriate. Use the AI app name where appropriate. In other words, make it real.

    **Paper Content Outline (Follow APA7 format as in prior Assignments):

    Suggested title: Executive Report on the [Company Name]’s Use of [Name of AI Application]

    Introduction

    In this section, you setting up your paper and introducing your topic. Describe the industry, the company, and the company’s particular business in the industry. Explain what the company does (examples: services, manufacturing, retail, etc.), which will in turn drive the type of AI application it would be using. Summarize how AI is transforming business and how a new AI app—named [app's name]—is being considered for the company. There are pros, cons, and other issues to consider in making the decision.

    How AI is Transforming Business

    In this section, summarize how AI has transformed business in general and how it is transforming, in particular, the company's industry that you selected for your topic. Briefly summarize how this transformation is affecting the company's need to advance.

    Proposed New AI Application

    In this section, explain the company’s interest in a new AI application named [app's name] and the potential benefit this AI might bring for the business. Describe the AI application of interest (as you have imagined it—as indicated in PROMPT/Background above).

    NOTE: This does not require a detailed technical description of the AI. What is the main AI subfield involved, and what will be the AI’s function for the company? For example: “[Name of the AI app] will use natural language processing to [description of app function]” OR “The company is considering a new AI wearable device called [name of the AI app] which machine learning [description of app function]." Then describe what it does. In these examples, it is not necessary to explain how NLP or ML itself works, only correctly align the subfield with the proposed AI app for the company. The function and benefit of the AI app for the company’s operations is the focus of your description. In short, what is the AI, and what does it do?

    Pros, Cons, and Benefits of AI

    In this section, first describe the general issues—pros and cons—of AI in business, including the benefits of AI. What are the benefits? What are the issues? Issues should include legal/ethical issues, change issues (e.g. work force disruption), concerns such as bias and corruption, and future implications. This provides a baseline for discussing the specific AI for your business.

    Evaluation of AI for a Business

    Summarize the pros, cons, and benefits for the (1) specific industry and company of your hypothetical, and (2) how they apply to the proposed new AI app the company is considering. What is the CEO/Board going to want to know? What is the benefit of this AI for the company? What are the downsides? The issues of concern? Explain the considerations and steps your company should cover in evaluating whether to implement the proposed new AI application for the future.

    (Utilize Week 6 Lesson & eReserve readings as part of your research for this section.)

    Recommendation for [Company Name]'s Implementing [Name of the AI Application]

    What is the recommendation: use the app or pass on it? Why? Also in this section, assuming the business decides to use the AI application, recommend and explain at least three (3) steps the company should employ in its implementation. (Refer to Week 6 Lesson and eReserve readings as part of your research.) These should be three (3) main general steps important to cover.

    Conclusion

    Wrapping up: Summarize the benefits and considerations of AI and the business using this AI application and recommendation.

    References

    This is a separate page listing the APA7 citations of your supporting research. All should be cited in text in the paper.

    You must use a minimum five (5) credible sources.

    *How Do I Know if a Source is Credible? [Purdue webpage] and How Can I Find Credible Sources? [article]

    All references listed on the References page must also appear as in-text citations in the paper, correctly supporting your narrative.

    Paper Structure:

    Prepare your paper in Word in APA 7th Ed. Style. See the APA Help module in Course Content.

    Write in third-person.

    NO abstract. NO table of contents.

    Length: 2,100–2,300 words (excluding Title Page and References Page).

    References — Minimum of five (5) credible References; all sources listed on the References page must be cited in-text, supporting your narrative.

    See help sources below and Grading Rubric for further guidance.

    TIP: Use the Grading Rubric/Exemplary standard as a checklist for proofing your final paper draft. For grammar and spelling, Turnitin provides feedback if you submit a draft in advance. Word also has a grammar/spelling/usage app you can run on your draft.

    Your paper will automatically go through Turnitin with your submission and is also subject to review for misuse of generative AI. Assignments are setup with unlimited submissions so you can check your work through Turnitin multiple times before the due date. Strive for a Turnitin score below 20%. Scores above 20% indicate there may be an issue your instructor is more likely to penalize.

    References

    Passalacqua, M., Pellerin, R., Magnani, F., Doyon-Poulin, P., Del-Aguila, L., Boasen, J., & Léger, P.-M. (2025). Human-centred AI in industry 5.0: a systematic review. International Journal of Production Research, 63(7), 2638–2669. https://doi-org.ezproxy1.apus.edu/10.1080/00207543.2024.2406021

    An-Chi, L., Wang, J., Zhan, Y., Chien-Jung, L., & Yang, L. (2021). Meta-Frontier Analysis of Disclosing Sustainable Development Information: Evidence from China’s AI Industry. Energies, 14(19), 6139. https://doi.org/10.3390/en14196139

    Taiwan telecommunication AI industry ESG disclosure. (2025). Scientific Reports (Nature Publisher Group), 15(1), 20043. https://doi.org/10.1038/s41598-025-04585-1

    **## week7600FINAL.docx**

    Week 7 Assignment: Final Project

    Signature Assignment: This assignment aligns with all course COs.

    Recommendation: Print complete Assignment to fully read and reference in preparing your paper! Paper outline is included.

    Prompt:

    Background

    For your final project, you are creating your own hypothetical scenario within the following parameters and applying the concepts covered this term.

    The INDUSTRY:

    First, select one of the following industries for this project and research the use of AI in this industry. (This has been covered in the Lessons also.)

    Agriculture

    Transportation

    Healthcare

    Finance

    Aerospace

    Education

    The COMPANY:

    Now, for this project,

    Create a hypothetical U.S. private for-profit civilian company of 200+ employees that is in business in the industry you have selected. The company is a C-corporation owned by multiple unrelated shareholders.

    Give your company a name.

    You might research current businesses in the industry for ideas, but the assignment is to create a hypothetical company.

    You are the VP of Innovation of this company.

    The AI:

    Next:

    Imagine a new AI application that might help productivity, ensure the business' continuity, streamline efficiency, and thus free up time in tasks that humans now perform in the company.

    This can be a potential AI app you completely dream up, or it can be a new one just being released on the market that you find in your research.

    Identify which of the six (6) AI subfields is the primary AI type (see Week 2 Lesson) of this new AI. There are potential new apps in a variety of areas to consider for any industry now or in the future. To help your ideas for creative research for this paper, you could look at—for example—AI assistance in such areas as AI-robotics, wearables, financial applications, cybersecurity, safety, product upgrades, customer support, medical diagnostics, supply chain, or transportation.

    **NOTE:

    You are looking at the company’s acquisition and use of a proposed new AI app that might support/enhance the company’s business in some way—NOT a new product for the company to develop, sell or manufacture. Here is an analogy: It's like acquiring a new broom to sweep the company's production floor, not a new broom to create, develop, market, and sell to customers for their floors. Your company is not creating or building the AI app. It is considering if it should acquire and use it in its business operations.

    The Assignment Task & Format Instructions and How to Organize Your Content :

    The following provides an outline for your paper’s content with explanatory notes about what you should cover for each section. Use the APA Sample Student Paper you have used in prior Assignments for a template of how to structure your paper.

    The Project:

    Having imagined and created the hypothetical company in the selected industry and a new AI application as directed above, here is the Project Assignment:

    You are the company's Vice President of Innovation.

    The CEO and Board have asked for your research and recommendation about the new AI app.

    Prepare an APA7 paper that covers the points outlined below for the hypothetical you have created.

    Write this paper in the third person—NOT using “I”, “we”, “us”, “you”, or “your”.

    Use the following outline for your content, which incorporates the Lesson material we have covered for the Course Objectives.

    **TIP: Embrace the hypothetical as if it were a real business and mentally immerse yourself as the VP advising the CEO and Board. Use the company name where appropriate. Use the AI app name where appropriate. In other words, make it real.

    **Paper Content Outline (Follow APA7 format as in prior Assignments):

    Suggested title: Executive Report on the [Company Name]’s Use of [Name of AI Application]

    Introduction

    In this section, you setting up your paper and introducing your topic. Describe the industry, the company, and the company’s particular business in the industry. Explain what the company does (examples: services, manufacturing, retail, etc.), which will in turn drive the type of AI application it would be using. Summarize how AI is transforming business and how a new AI app—named [app's name]—is being considered for the company. There are pros, cons, and other issues to consider in making the decision.

    How AI is Transforming Business

    In this section, summarize how AI has transformed business in general and how it is transforming, in particular, the company's industry that you selected for your topic. Briefly summarize how this transformation is affecting the company's need to advance.

    Proposed New AI Application

    In this section, explain the company’s interest in a new AI application named [app's name] and the potential benefit this AI might bring for the business. Describe the AI application of interest (as you have imagined it—as indicated in PROMPT/Background above).

    NOTE: This does not require a detailed technical description of the AI. What is the main AI subfield involved, and what will be the AI’s function for the company? For example: “[Name of the AI app] will use natural language processing to [description of app function]” OR “The company is considering a new AI wearable device called [name of the AI app] which machine learning [description of app function]." Then describe what it does. In these examples, it is not necessary to explain how NLP or ML itself works, only correctly align the subfield with the proposed AI app for the company. The function and benefit of the AI app for the company’s operations is the focus of your description. In short, what is the AI, and what does it do?

    Pros, Cons, and Benefits of AI

    In this section, first describe the general issues—pros and cons—of AI in business, including the benefits of AI. What are the benefits? What are the issues? Issues should include legal/ethical issues, change issues (e.g. work force disruption), concerns such as bias and corruption, and future implications. This provides a baseline for discussing the specific AI for your business.

    Evaluation of AI for a Business

    Summarize the pros, cons, and benefits for the (1) specific industry and company of your hypothetical, and (2) how they apply to the proposed new AI app the company is considering. What is the CEO/Board going to want to know? What is the benefit of this AI for the company? What are the downsides? The issues of concern? Explain the considerations and steps your company should cover in evaluating whether to implement the proposed new AI application for the future.

    (Utilize Week 6 Lesson & eReserve readings as part of your research for this section.)

    Recommendation for [Company Name]'s Implementing [Name of the AI Application]

    What is the recommendation: use the app or pass on it? Why? Also in this section, assuming the business decides to use the AI application, recommend and explain at least three (3) steps the company should employ in its implementation. (Refer to Week 6 Lesson and eReserve readings as part of your research.) These should be three (3) main general steps important to cover.

    Conclusion

    Wrapping up: Summarize the benefits and considerations of AI and the business using this AI application and recommendation.

    References

    This is a separate page listing the APA7 citations of your supporting research. All should be cited in text in the paper.

    You must use a minimum five (5) credible sources.

    *How Do I Know if a Source is Credible? [Purdue webpage] and How Can I Find Credible Sources? [article]

    All references listed on the References page must also appear as in-text citations in the paper, correctly supporting your narrative.

    Paper Structure:

    Prepare your paper in Word in APA 7th Ed. Style. See the APA Help module in Course Content.

    Write in third-person.

    NO abstract. NO table of contents.

    Length: 2,100–2,300 words (excluding Title Page and References Page).

    References — Minimum of five (5) credible References; all sources listed on the References page must be cited in-text, supporting your narrative.

    See help sources below and Grading Rubric for further guidance.

    TIP: Use the Grading Rubric/Exemplary standard as a checklist for proofing your final paper draft. For grammar and spelling, Turnitin provides feedback if you submit a draft in advance. Word also has a grammar/spelling/usage app you can run on your draft.

    Your paper will automatically go through Turnitin with your submission and is also subject to review for misuse of generative AI. Assignments are setup with unlimited submissions so you can check your work through Turnitin multiple times before the due date. Strive for a Turnitin score below 20%. Scores above 20% indicate there may be an issue your instructor is more likely to penalize.

    References

    Passalacqua, M., Pellerin, R., Magnani, F., Doyon-Poulin, P., Del-Aguila, L., Boasen, J., & Léger, P.-M. (2025). Human-centred AI in industry 5.0: a systematic review. International Journal of Production Research, 63(7), 2638–2669. https://doi-org.ezproxy1.apus.edu/10.1080/00207543.2024.2406021

    An-Chi, L., Wang, J., Zhan, Y., Chien-Jung, L., & Yang, L. (2021). Meta-Frontier Analysis of Disclosing Sustainable Development Information: Evidence from China’s AI Industry. Energies, 14(19), 6139. https://doi.org/10.3390/en14196139

    Taiwan telecommunication AI industry ESG disclosure. (2025). Scientific Reports (Nature Publisher Group), 15(1), 20043. https://doi.org/10.1038/s41598-025-04585-1

  • [Solved] Assigment .Apa seven . All instructions attached.

    ✓ Verified Academic Solution Available

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    **files (1)** – ## Module5.docx **## Module5.docx** **Module 5:** _Descriptive and Inferential Statistics: What are They?_ As a DNP, it is important to know the type of statistics utilized in the study under investigation. Prepare a question-guided essay with the following questions: 1. What is the…

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    **files (1)**

    – ## Module5.docx

    **## Module5.docx**

    **Module 5:** _Descriptive and Inferential Statistics: What are They?_

    As a DNP, it is important to know the type of statistics utilized in the study under investigation. Prepare a question-guided essay with the following questions:

    1. What is the difference between descriptive and inferential statistics?

    2. What is the purpose of a descriptive analysis of the study population?

    3. How do you compare descriptive and inferential statistics? Include a Venn Diagram in your essay where an explanation of the differences and similarities between descriptive and inferential statistics is shown.

    **Use an Essay Format**

    You must present your writing double-spaced, in a Times New Roman, Arial or Courier New font, with a font size of 12.
    Pay attention to grammar rules (spelling and syntax).
    Your work must be original and must not contain material copied from books or the internet.
    When citing the work of other authors, include citations and references using APA style to respect their intellectual property and avoid plagiarism.
    Remember that your writing must have a header or a cover page that includes the name of the institution, the program, the course code, the title of the activity, your name and student number, and the assignment's due date.

    Contribute a minimum of 5 pages. It should include at least 2 academic sources, formatted and cited in APA.

    Be sure to review the
    [academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-assignments) for your submission.

    **Submission Instructions:**

    · Submit your assignment by 11:59 PM Eastern on Sunday.

    · Review the rubric to determine how your assignment will be graded.

    · Your assignment will be run through Turnitin to check for plagiarism.

    ·
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    | Upload a file, or choose a file you've already uploaded. |
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    Rubric

    **- Official Essay Rubric**

    | | | |
    | — | — | — |
    | – Official Essay Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeContent<br>Mastery of the Information | **30 to >27.0 ptsExcellent** The essay content properly aligns with the information requested and reflects student exemplary mastery of the content by showing complete information, details, and examples.<br> <br>**27 to >24.0 ptsGood** The essay content aligns with the information requested and shows good mastery of the content. Provides sufficient information, however missed opportunities to demonstrate supporting details and/or examples.<br> <br>**24 to >21.0 ptsFair** The essay content aligns with the information requested and shows fair mastery of the content. Provides sufficient information, but lacks supporting details and/or examples.<br> <br>**21 to >18.0 ptsPoor** The essay content does not align with the information requested. Does not demonstrate mastery of the concepts.<br> <br>**18 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 30 pts |
    | This criterion is linked to a Learning OutcomeOrganization<br>Structure of the Essay | **20 to >18.0 ptsExcellent** The essay has a clear format, an introduction, a body with clear transitions between evidence and supporting arguments, and a conclusion. The information is presented in an orderly manner. All elements facilitate the flow of the information in the document.<br> <br>**18 to >16.0 ptsGood** The essay has a clear format, an introduction, a body with evidence, supporting arguments, and a conclusion. All elements facilitate the flow of the information in the document, but the essay may miss transitions between sections or have other small organization issues.<br> <br>**16 to >14.0 ptsFair** The essay structure is problematic, lacks logical flow, and has at least one of these issues: The essay does not have a clear introduction or conclusion, or the evidence and supporting arguments are not aligned with the requested requirements.<br> <br>**14 to >12.0 ptsPoor** The essay does not appear to have any structure: no introduction, progression of thought, or defined conclusion.<br> <br>**12 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 20 pts |
    | This criterion is linked to a Learning OutcomeCritical Thinking<br>Development of Ideas | **15 to >14.0 ptsExcellent** Details are considered, and a point of view, thesis statement, or main idea is clear. Next, the essay presents excellent evidence, arguments, and examples to support the point. Finally, the student draws meaningful and high-level insightful conclusions based on the information presented and explained.<br> <br>**14 to >12.0 ptsGood (12 -11 pts)** Details are considered, and a point of view, thesis statement, or main idea is clear. Next, the essay presents sufficient evidence, arguments, or examples to support the point. Finally, it draws appropriate conclusions based on the information presented and explained.<br> <br>**12 to >11.0 ptsFair** Details are considered, and a point of view, thesis statement, or main idea is identified. Next, the essay presents some evidence, arguments, or examples, but some are not relevant to support the point. Student draws fair conclusions, but not all are based on or supported by the presented information.<br> <br>**11 to >9.0 ptsPoor** Details are not considered, and a point of view, thesis statement, or main idea is exceptionally vague. The provided evidence, arguments, or examples are disconnected or not relevant. Additionally, the essay lacks a conclusion or repeats previous statements made.<br> <br>**9 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 15 pts |
    | This criterion is linked to a Learning OutcomeInformation Literacy<br>Quality of Resources | **15 to >14.0 ptsExcellent** Supporting information is pertinent to the topic, up to date (depending on what is acceptable in the field), from credible and trusted sources, and the number of sources meets the requested amount.<br> <br>**14 to >12.0 ptsGood** Supporting information is pertinent to the topic, however, 1 source is not a credible and trusted source; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount.<br> <br>**12 to >11.0 ptsFair** Supporting information is pertinent to the topic, however, 2 or more sources are not credible and trusted sources; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount.<br> <br>**11 to >9.0 ptsPoor** The following criteria would apply, supporting information is not pertinent to the topic, none of the sources are from credible or trusted sources, or the number of sources requested was not met.<br> <br>**9 to >0 ptsUnacceptable** Resources did not reflect the requested outcomes, were off-topic, and/or the assignment was not submitted. | 15 pts |
    | This criterion is linked to a Learning OutcomeWriting<br>Mechanics and Grammar | **10 to >9.0 ptsExcellent** Excellence in grammar, spelling, and sentence structure.<br> <br>**9 to >8.0 ptsGood** Minimal (1 – 3) typographical, spelling, grammatical, punctuation, or translation errors.<br> <br>**8 to >7.0 ptsFair** Multiple (4 -7) typographical, spelling, grammatical, punctuation, or translation errors.<br> <br>**7 to >5.0 ptsPoor** Severe (8 – 10) typographical, spelling, grammatical, punctuation, or translation errors.<br> <br>**5 to >0 ptsUnacceptable** Unacceptable (11 or more) typographical, spelling, grammatical, punctuation, or translation errors, and/or the assignment was not submitted. | 10 pts |
    | This criterion is linked to a Learning OutcomeFormatting and APA Guidelines | **10 to >9.0 ptsExcellent** The essay reflects excellent execution and incorporation of APA guidelines. Correct formatting, setup, title page, perfect in-text citations, and reference formatting.<br> <br>**9 to >8.0 ptsGood** The essay offers correct formatting on the setup, and title page, with minimal formatting or punctuation errors within the in-text citations or references.<br> <br>**8 to >6.0 ptsFair** The essay offers correct formatting, setup, and title page but has significant errors within in-text citations and references.<br> <br>**6 to >5.0 ptsPoor** The essay offers severe incorrect APA formatting, setup or missing title page, and/or problematic in-text citations and references.<br> <br>**5 to >0 ptsUnacceptable** APA style not used and/or the assignment was not submitted. | 10 pts |

    Total Points: 100

    **## Module5.docx**

    **Module 5:** _Descriptive and Inferential Statistics: What are They?_

    As a DNP, it is important to know the type of statistics utilized in the study under investigation. Prepare a question-guided essay with the following questions:

    1. What is the difference between descriptive and inferential statistics?

    2. What is the purpose of a descriptive analysis of the study population?

    3. How do you compare descriptive and inferential statistics? Include a Venn Diagram in your essay where an explanation of the differences and similarities between descriptive and inferential statistics is shown.

    **Use an Essay Format**

    You must present your writing double-spaced, in a Times New Roman, Arial or Courier New font, with a font size of 12.
    Pay attention to grammar rules (spelling and syntax).
    Your work must be original and must not contain material copied from books or the internet.
    When citing the work of other authors, include citations and references using APA style to respect their intellectual property and avoid plagiarism.
    Remember that your writing must have a header or a cover page that includes the name of the institution, the program, the course code, the title of the activity, your name and student number, and the assignment's due date.

    Contribute a minimum of 5 pages. It should include at least 2 academic sources, formatted and cited in APA.

    Be sure to review the
    [academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-assignments) for your submission.

    **Submission Instructions:**

    · Submit your assignment by 11:59 PM Eastern on Sunday.

    · Review the rubric to determine how your assignment will be graded.

    · Your assignment will be run through Turnitin to check for plagiarism.

    ·
    [File Upload](https://agmu.instructure.com/courses/44888/assignments/878403)

    ·
    [Studio](https://agmu.instructure.com/courses/44888/assignments/878403)

    ·
    [Google Drive](https://agmu.instructure.com/courses/44888/assignments/878403)

    ·
    [Office 365](https://agmu.instructure.com/courses/44888/assignments/878403)

    Top of Form

    | | |
    | — | — |
    | Upload a file, or choose a file you've already uploaded. |
    | Drag a file here, or<br>Choose a file to upload |
    | | |
    | |
    | <="" div="" style="margin: 10px 0px;"><br>I agree to the tool's <br>[End-User License AgreementLinks to an external site.](https://agmu.turnitin.com/integrations/cpf/eula/agmu)<br>This assignment submission is my own, original work<br>* | |
    | |

    Bottom of Form

    Rubric

    **- Official Essay Rubric**

    | | | |
    | — | — | — |
    | – Official Essay Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeContent<br>Mastery of the Information | **30 to >27.0 ptsExcellent** The essay content properly aligns with the information requested and reflects student exemplary mastery of the content by showing complete information, details, and examples.<br> <br>**27 to >24.0 ptsGood** The essay content aligns with the information requested and shows good mastery of the content. Provides sufficient information, however missed opportunities to demonstrate supporting details and/or examples.<br> <br>**24 to >21.0 ptsFair** The essay content aligns with the information requested and shows fair mastery of the content. Provides sufficient information, but lacks supporting details and/or examples.<br> <br>**21 to >18.0 ptsPoor** The essay content does not align with the information requested. Does not demonstrate mastery of the concepts.<br> <br>**18 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 30 pts |
    | This criterion is linked to a Learning OutcomeOrganization<br>Structure of the Essay | **20 to >18.0 ptsExcellent** The essay has a clear format, an introduction, a body with clear transitions between evidence and supporting arguments, and a conclusion. The information is presented in an orderly manner. All elements facilitate the flow of the information in the document.<br> <br>**18 to >16.0 ptsGood** The essay has a clear format, an introduction, a body with evidence, supporting arguments, and a conclusion. All elements facilitate the flow of the information in the document, but the essay may miss transitions between sections or have other small organization issues.<br> <br>**16 to >14.0 ptsFair** The essay structure is problematic, lacks logical flow, and has at least one of these issues: The essay does not have a clear introduction or conclusion, or the evidence and supporting arguments are not aligned with the requested requirements.<br> <br>**14 to >12.0 ptsPoor** The essay does not appear to have any structure: no introduction, progression of thought, or defined conclusion.<br> <br>**12 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 20 pts |
    | This criterion is linked to a Learning OutcomeCritical Thinking<br>Development of Ideas | **15 to >14.0 ptsExcellent** Details are considered, and a point of view, thesis statement, or main idea is clear. Next, the essay presents excellent evidence, arguments, and examples to support the point. Finally, the student draws meaningful and high-level insightful conclusions based on the information presented and explained.<br> <br>**14 to >12.0 ptsGood (12 -11 pts)** Details are considered, and a point of view, thesis statement, or main idea is clear. Next, the essay presents sufficient evidence, arguments, or examples to support the point. Finally, it draws appropriate conclusions based on the information presented and explained.<br> <br>**12 to >11.0 ptsFair** Details are considered, and a point of view, thesis statement, or main idea is identified. Next, the essay presents some evidence, arguments, or examples, but some are not relevant to support the point. Student draws fair conclusions, but not all are based on or supported by the presented information.<br> <br>**11 to >9.0 ptsPoor** Details are not considered, and a point of view, thesis statement, or main idea is exceptionally vague. The provided evidence, arguments, or examples are disconnected or not relevant. Additionally, the essay lacks a conclusion or repeats previous statements made.<br> <br>**9 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 15 pts |
    | This criterion is linked to a Learning OutcomeInformation Literacy<br>Quality of Resources | **15 to >14.0 ptsExcellent** Supporting information is pertinent to the topic, up to date (depending on what is acceptable in the field), from credible and trusted sources, and the number of sources meets the requested amount.<br> <br>**14 to >12.0 ptsGood** Supporting information is pertinent to the topic, however, 1 source is not a credible and trusted source; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount.<br> <br>**12 to >11.0 ptsFair** Supporting information is pertinent to the topic, however, 2 or more sources are not credible and trusted sources; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount.<br> <br>**11 to >9.0 ptsPoor** The following criteria would apply, supporting information is not pertinent to the topic, none of the sources are from credible or trusted sources, or the number of sources requested was not met.<br> <br>**9 to >0 ptsUnacceptable** Resources did not reflect the requested outcomes, were off-topic, and/or the assignment was not submitted. | 15 pts |
    | This criterion is linked to a Learning OutcomeWriting<br>Mechanics and Grammar | **10 to >9.0 ptsExcellent** Excellence in grammar, spelling, and sentence structure.<br> <br>**9 to >8.0 ptsGood** Minimal (1 – 3) typographical, spelling, grammatical, punctuation, or translation errors.<br> <br>**8 to >7.0 ptsFair** Multiple (4 -7) typographical, spelling, grammatical, punctuation, or translation errors.<br> <br>**7 to >5.0 ptsPoor** Severe (8 – 10) typographical, spelling, grammatical, punctuation, or translation errors.<br> <br>**5 to >0 ptsUnacceptable** Unacceptable (11 or more) typographical, spelling, grammatical, punctuation, or translation errors, and/or the assignment was not submitted. | 10 pts |
    | This criterion is linked to a Learning OutcomeFormatting and APA Guidelines | **10 to >9.0 ptsExcellent** The essay reflects excellent execution and incorporation of APA guidelines. Correct formatting, setup, title page, perfect in-text citations, and reference formatting.<br> <br>**9 to >8.0 ptsGood** The essay offers correct formatting on the setup, and title page, with minimal formatting or punctuation errors within the in-text citations or references.<br> <br>**8 to >6.0 ptsFair** The essay offers correct formatting, setup, and title page but has significant errors within in-text citations and references.<br> <br>**6 to >5.0 ptsPoor** The essay offers severe incorrect APA formatting, setup or missing title page, and/or problematic in-text citations and references.<br> <br>**5 to >0 ptsUnacceptable** APA style not used and/or the assignment was not submitted. | 10 pts |

    Total Points: 100

  • [Solved] Discussion

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) Fifteen years ago it wasn’t normal procedure to take pictures of an examiner’s identification. Presently it has become fairly standard but is still not required in order make an identification. Do you think photography should …

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

    Fifteen years ago it wasn’t normal procedure to take pictures of an examiner’s identification. Presently it has become fairly standard but is still not required in order make an identification. Do you think photography should be required? And if so, should the photographs be entered into court as evidence of the examiners results?

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  • [Solved] week 7

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    [>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management) corporate ethical dilemma or fraud case of their choice **files (2)** – ## week7df.docx – ## Week7-Assignment_FinalCoursePaper-MGMT618B002Winter2026-APEI.pdf **## week7df.docx** Students…

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    [>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management)

    corporate ethical dilemma or fraud case of their choice

    **files (2)**

    – ## week7df.docx

    – ## Week7-Assignment_FinalCoursePaper-MGMT618B002Winter2026-APEI.pdf

    **## week7df.docx**

    Students will write a comprehensive 12–15 page paper analyzing a major corporate ethical dilemma or fraud case of their choice. The paper should include identification of ethical issues, stakeholders, analysis using at least two ethical frameworks, evaluation of leadership and organizational culture impact, and recommendations for ethical strategies. Describe the impact of technological, structural, cultural, human, and environmental factors in the dilemma.

    **Requirements:** Minimum 10 peer-reviewed sources, APA format, include executive summary and references.

    **Note**: Please feel free to use an Artificial Intelligence (AI) platform for research assistance. As always, review the information for accuracy prior to submitting your paper and remember to cite the AI platform that was used.

    **Be sure to review the following prior to submitting your assignment:**

    · We strive for academic integrity in all aspects of education, and you are expected to uphold these standards when creating and submitting your discussion.  View the
    [Standards of Student Conduct [webpage]](https://www.apu.apus.edu/student-handbook/university-policies-and-code-of-conduct/apus-student-code-of-conduct/standards-of-student-conduct/) for more information on what that means at APUS.

    · Assignment Rubric

    · If you do not see the rubric,
    **select Course Tools in the blue horizontal navigation bar and then Assignments**. Select the appropriate assignment, and the rubric will be located near the bottom of the page.

    ·
    [Print a Rubric Preview [webpage]](https://community.d2l.com/brightspace/kb/articles/5376-review-feedback-and-rubrics)

    **## Week7-Assignment_FinalCoursePaper-MGMT618B002Winter2026-APEI.pdf**

    MGMT Assignment GRADING RUBRIC (August

    2021)
    Course: MGMT618 B002 Winter 2026

    Criteria Exemplary Accomplished Developing Beginning
    Did not
    attempt

    Criterion
    Score

    Criteria Exemplary Accomplished Developing Beginning
    Did not
    attempt

    Criterion
    Score

    Organizati

    on of

    Ideas/For

    mat

    / 2525 points

    Student

    thoroughly

    understands

    and excels in

    explaining all

    major points.

    An original,

    unique,

    and/or imag-

    inative ap-

    proach to

    overall ideas,

    concepts,

    and findings

    is presented.

    Overall for-

    mat of as-

    signment in-

    cludes an ap-

    propriate in-

    troduction,

    well- devel-

    oped para-

    graphs, and a

    conclusion.

    Finished as-

    signment

    demon-

    strates

    student’s

    ability to

    plan and or-

    ganize re-

    search in a

    logical se-

    quence.

    Student uses

    21.25 points

    Student ex-

    plains the

    majority of

    points and

    concepts in

    the assign-

    ment.

    Learner

    demon-

    strates a

    good skill

    level in for-

    matting and

    organizing

    material in

    assignment.

    Student

    presents an

    above aver-

    age level of

    prepared-

    ness, with a

    few format-

    ting errors.

    Student doc-

    uments re-

    quired num-

    ber of out-

    side

    references.

    18.75 points

    Student ap-

    plies some

    points and

    concepts in-

    correctly.

    Student uses

    a variety of

    formatting

    styles, with

    some incon-

    sistencies

    throughout

    the paper.

    Assignment

    does not

    have a con-

    tinuous pat-

    tern of logi-

    cal sequenc-

    ing.

    Student has

    fewer than

    required ref-

    erences and

    does not use

    them to vali-

    date ideas.

    16.25 points

    Student has

    numerous

    formatting

    errors and a

    lack of orga-

    nization.

    Student

    presents an

    incomplete

    attempt to

    provide link-

    ages or ex-

    planation of

    key terms.

    There is little

    to no at-

    tempt to

    document

    outside ref-

    erences as

    required.

    0 points

    No

    submission.

    Criteria Exemplary Accomplished Developing Beginning
    Did not
    attempt

    Criterion
    Score

    Content/S

    ubject

    Knowledg

    e

    / 25

    required out-

    side refer-

    ences

    effectively.

    25 points

    Student

    demon-

    strates profi-

    cient com-

    mand of the

    subject mat-

    ter in the as-

    signment.

    Assignment

    shows an im-

    pressive

    level of

    depth of

    student’s

    ability to re-

    late course

    content to

    practical ex-

    amples and

    applications.

    Student pro-

    vides com-

    prehensive

    analysis of

    details, facts,

    and concepts

    in a logical

    sequence

    21.25 points

    Student ex-

    hibits above

    average us-

    age of sub-

    ject matter

    in assign-

    ment.

    Student pro-

    vides above

    average abil-

    ity in relating

    course con-

    tent in exam-

    ples given.

    Details and

    facts pre-

    sented pro-

    vide an ade-

    quate pre-

    sentation of

    student’s

    current level

    of subject

    matter

    knowledge.

    18.75 points

    The assign-

    ment reveals

    that the stu-

    dent has a

    general, fun-

    damental un-

    derstanding

    of the course

    material.

    There are ar-

    eas of some

    confusion in

    the linkages

    provided be-

    tween facts

    and support-

    ing state-

    ments.

    Student ex-

    plains con-

    cepts, but

    explains

    them in a

    manner that

    may leave

    the reader

    confused in

    some areas.

    16.25 points

    Student tries

    to explain

    some con-

    cepts, but

    overlooks

    critical de-

    tails.

    Assignment

    appears

    vague or in-

    complete in

    various seg-

    ments.

    Student

    presents

    concepts in

    isolation, and

    does not

    perceive to

    have a logi-

    cal sequenc-

    ing of ideas.

    0 points

    No

    submission.

    Criteria Exemplary Accomplished Developing Beginning
    Did not
    attempt

    Criterion
    Score

    Mechanic

    s/APA

    format-

    ting

    / 2525 points

    Student

    demon-

    strates an

    excellent

    command of

    grammar, as

    well as

    presents re-

    search in a

    clear and

    concise writ-

    ing style.

    Presents a

    thorough,

    extensive

    understand-

    ing of word

    usage.

    Assignment

    is error-free

    and

    reflects

    student’s

    ability to

    prepare a

    high-quality

    academic as-

    signment

    complete

    with proper

    APA

    formatting.

    21.25 points

    Student pro-

    vides an ef-

    fective dis-

    play of good

    writing and

    grammar.

    Assignment

    reflects

    student’s

    ability to se-

    lect

    appropriate

    word usage

    and present

    an above av-

    erage pre-

    sentation of

    the given

    topic or is-

    sue.

    Assignment

    appears to

    be well writ-

    ten with no

    more than 3-

    5 errors.

    Student uses

    proper APA

    formatting

    with only mi-

    nor errors.

    18.75 points

    Student's

    submission

    reflects basic

    writing and

    grammar, but

    includes

    more than 5

    errors. Key

    terms and

    concepts are

    somewhat

    vague and

    not com-

    pletely ex-

    plained.

    Student uses

    only basic

    vocabulary in

    assignment.

    Student’s

    writing has

    several APA

    errors and

    lacks proper

    citation.

    16.25 points

    Student’s

    writing style

    is weak and

    needs im-

    provement,

    and numer-

    ous errors

    are present.

    Assignment

    lacks clarity,

    consistency,

    and gram-

    matical cor-

    rectness.

    Basic sen-

    tence struc-

    ture is often

    confusing

    and not

    punctuated

    properly.

    Student pays

    little or no

    attention to

    APA details

    and there are

    missing

    citations.

    0 points

    No

    submission.

    Criteria Exemplary Accomplished Developing Beginning
    Did not
    attempt

    Criterion
    Score

    Critical

    Thinking

    Skills

    / 2525 points

    Student

    demon-

    strates a

    higher-level

    of critical

    thinking ap-

    propriate for

    300-400

    level cour-

    ses. Learner

    provides a

    strategic ap-

    proach in

    presenting

    examples of

    problem

    solving or

    critical think-

    ing, while

    drawing logi-

    cal conclu-

    sions which

    are not im-

    mediately

    obvious.

    Student pro-

    vides well-

    supported

    ideas and re-

    flection with

    a variety of

    current

    and/or world

    views in the

    assignment.

    Student

    presents a

    21.25 points

    Student ex-

    hibits a good

    command of

    critical think-

    ing skills in

    the presen-

    tation of ma-

    terial and

    supporting

    statements.

    Assignment

    demon-

    strates the

    student’s

    above aver-

    age use of

    relating con-

    cepts by us-

    ing a variety

    of sources.

    Overall, stu-

    dent pro-

    vides ade-

    quate con-

    clusions and

    explains

    them appro-

    priately

    throughout

    the paper.

    18.75 points

    Student

    takes a com-

    mon, con-

    ventional ap-

    proach in

    guiding the

    reader

    through vari-

    ous linkages

    and connec-

    tions pre-

    sented in as-

    signment.

    However,

    student

    presents a

    limited per-

    spective on

    key concepts

    throughout

    assignment.

    Student ap-

    pears to

    have prob-

    lems apply-

    ing informa-

    tion in a

    problem-

    solving

    manner.

    16.25 points

    Student

    demon-

    strates be-

    ginning un-

    derstanding

    of key con-

    cepts, but

    overlooks

    critical de-

    tails. Learner

    is unable to

    apply infor-

    mation in a

    problem-

    solving fash-

    ion. Student

    presents

    confusing

    statements

    and facts

    within the

    assignment.

    There is little

    to no evi-

    dence of

    critical think-

    ing skills.

    0 points

    No

    submission

    Total / 100

    Overall Score

    Criteria Exemplary Accomplished Developing Beginning
    Did not
    attempt

    Criterion
    Score

    genuine in-

    tellectual de-

    velopment of

    ideas

    throughout

    assignment.

    Exemplary
    90 points minimum

    Accomplished
    80 points minimum

    Developing
    70 points minimum

    Beginning
    60 points minimum

    Did not attempt
    0 points minimum

    **## Week7-Assignment_FinalCoursePaper-MGMT618B002Winter2026-APEI.pdf**

    MGMT Assignment GRADING RUBRIC (August

    2021)
    Course: MGMT618 B002 Winter 2026

    Criteria Exemplary Accomplished Developing Beginning
    Did not
    attempt

    Criterion
    Score

    Criteria Exemplary Accomplished Developing Beginning
    Did not
    attempt

    Criterion
    Score

    Organizati

    on of

    Ideas/For

    mat

    / 2525 points

    Student

    thoroughly

    understands

    and excels in

    explaining all

    major points.

    An original,

    unique,

    and/or imag-

    inative ap-

    proach to

    overall ideas,

    concepts,

    and findings

    is presented.

    Overall for-

    mat of as-

    signment in-

    cludes an ap-

    propriate in-

    troduction,

    well- devel-

    oped para-

    graphs, and a

    conclusion.

    Finished as-

    signment

    demon-

    strates

    student’s

    ability to

    plan and or-

    ganize re-

    search in a

    logical se-

    quence.

    Student uses

    21.25 points

    Student ex-

    plains the

    majority of

    points and

    concepts in

    the assign-

    ment.

    Learner

    demon-

    strates a

    good skill

    level in for-

    matting and

    organizing

    material in

    assignment.

    Student

    presents an

    above aver-

    age level of

    prepared-

    ness, with a

    few format-

    ting errors.

    Student doc-

    uments re-

    quired num-

    ber of out-

    side

    references.

    18.75 points

    Student ap-

    plies some

    points and

    concepts in-

    correctly.

    Student uses

    a variety of

    formatting

    styles, with

    some incon-

    sistencies

    throughout

    the paper.

    Assignment

    does not

    have a con-

    tinuous pat-

    tern of logi-

    cal sequenc-

    ing.

    Student has

    fewer than

    required ref-

    erences and

    does not use

    them to vali-

    date ideas.

    16.25 points

    Student has

    numerous

    formatting

    errors and a

    lack of orga-

    nization.

    Student

    presents an

    incomplete

    attempt to

    provide link-

    ages or ex-

    planation of

    key terms.

    There is little

    to no at-

    tempt to

    document

    outside ref-

    erences as

    required.

    0 points

    No

    submission.

    Criteria Exemplary Accomplished Developing Beginning
    Did not
    attempt

    Criterion
    Score

    Content/S

    ubject

    Knowledg

    e

    / 25

    required out-

    side refer-

    ences

    effectively.

    25 points

    Student

    demon-

    strates profi-

    cient com-

    mand of the

    subject mat-

    ter in the as-

    signment.

    Assignment

    shows an im-

    pressive

    level of

    depth of

    student’s

    ability to re-

    late course

    content to

    practical ex-

    amples and

    applications.

    Student pro-

    vides com-

    prehensive

    analysis of

    details, facts,

    and concepts

    in a logical

    sequence

    21.25 points

    Student ex-

    hibits above

    average us-

    age of sub-

    ject matter

    in assign-

    ment.

    Student pro-

    vides above

    average abil-

    ity in relating

    course con-

    tent in exam-

    ples given.

    Details and

    facts pre-

    sented pro-

    vide an ade-

    quate pre-

    sentation of

    student’s

    current level

    of subject

    matter

    knowledge.

    18.75 points

    The assign-

    ment reveals

    that the stu-

    dent has a

    general, fun-

    damental un-

    derstanding

    of the course

    material.

    There are ar-

    eas of some

    confusion in

    the linkages

    provided be-

    tween facts

    and support-

    ing state-

    ments.

    Student ex-

    plains con-

    cepts, but

    explains

    them in a

    manner that

    may leave

    the reader

    confused in

    some areas.

    16.25 points

    Student tries

    to explain

    some con-

    cepts, but

    overlooks

    critical de-

    tails.

    Assignment

    appears

    vague or in-

    complete in

    various seg-

    ments.

    Student

    presents

    concepts in

    isolation, and

    does not

    perceive to

    have a logi-

    cal sequenc-

    ing of ideas.

    0 points

    No

    submission.

    Criteria Exemplary Accomplished Developing Beginning
    Did not
    attempt

    Criterion
    Score

    Mechanic

    s/APA

    format-

    ting

    / 2525 points

    Student

    demon-

    strates an

    excellent

    command of

    grammar, as

    well as

    presents re-

    search in a

    clear and

    concise writ-

    ing style.

    Presents a

    thorough,

    extensive

    understand-

    ing of word

    usage.

    Assignment

    is error-free

    and

    reflects

    student’s

    ability to

    prepare a

    high-quality

    academic as-

    signment

    complete

    with proper

    APA

    formatting.

    21.25 points

    Student pro-

    vides an ef-

    fective dis-

    play of good

    writing and

    grammar.

    Assignment

    reflects

    student’s

    ability to se-

    lect

    appropriate

    word usage

    and present

    an above av-

    erage pre-

    sentation of

    the given

    topic or is-

    sue.

    Assignment

    appears to

    be well writ-

    ten with no

    more than 3-

    5 errors.

    Student uses

    proper APA

    formatting

    with only mi-

    nor errors.

    18.75 points

    Student's

    submission

    reflects basic

    writing and

    grammar, but

    includes

    more than 5

    errors. Key

    terms and

    concepts are

    somewhat

    vague and

    not com-

    pletely ex-

    plained.

    Student uses

    only basic

    vocabulary in

    assignment.

    Student’s

    writing has

    several APA

    errors and

    lacks proper

    citation.

    16.25 points

    Student’s

    writing style

    is weak and

    needs im-

    provement,

    and numer-

    ous errors

    are present.

    Assignment

    lacks clarity,

    consistency,

    and gram-

    matical cor-

    rectness.

    Basic sen-

    tence struc-

    ture is often

    confusing

    and not

    punctuated

    properly.

    Student pays

    little or no

    attention to

    APA details

    and there are

    missing

    citations.

    0 points

    No

    submission.

    Criteria Exemplary Accomplished Developing Beginning
    Did not
    attempt

    Criterion
    Score

    Critical

    Thinking

    Skills

    / 2525 points

    Student

    demon-

    strates a

    higher-level

    of critical

    thinking ap-

    propriate for

    300-400

    level cour-

    ses. Learner

    provides a

    strategic ap-

    proach in

    presenting

    examples of

    problem

    solving or

    critical think-

    ing, while

    drawing logi-

    cal conclu-

    sions which

    are not im-

    mediately

    obvious.

    Student pro-

    vides well-

    supported

    ideas and re-

    flection with

    a variety of

    current

    and/or world

    views in the

    assignment.

    Student

    presents a

    21.25 points

    Student ex-

    hibits a good

    command of

    critical think-

    ing skills in

    the presen-

    tation of ma-

    terial and

    supporting

    statements.

    Assignment

    demon-

    strates the

    student’s

    above aver-

    age use of

    relating con-

    cepts by us-

    ing a variety

    of sources.

    Overall, stu-

    dent pro-

    vides ade-

    quate con-

    clusions and

    explains

    them appro-

    priately

    throughout

    the paper.

    18.75 points

    Student

    takes a com-

    mon, con-

    ventional ap-

    proach in

    guiding the

    reader

    through vari-

    ous linkages

    and connec-

    tions pre-

    sented in as-

    signment.

    However,

    student

    presents a

    limited per-

    spective on

    key concepts

    throughout

    assignment.

    Student ap-

    pears to

    have prob-

    lems apply-

    ing informa-

    tion in a

    problem-

    solving

    manner.

    16.25 points

    Student

    demon-

    strates be-

    ginning un-

    derstanding

    of key con-

    cepts, but

    overlooks

    critical de-

    tails. Learner

    is unable to

    apply infor-

    mation in a

    problem-

    solving fash-

    ion. Student

    presents

    confusing

    statements

    and facts

    within the

    assignment.

    There is little

    to no evi-

    dence of

    critical think-

    ing skills.

    0 points

    No

    submission

    Total / 100

    Overall Score

    Criteria Exemplary Accomplished Developing Beginning
    Did not
    attempt

    Criterion
    Score

    genuine in-

    tellectual de-

    velopment of

    ideas

    throughout

    assignment.

    Exemplary
    90 points minimum

    Accomplished
    80 points minimum

    Developing
    70 points minimum

    Beginning
    60 points minimum

    Did not attempt
    0 points minimum

    **## week7df.docx**

    Students will write a comprehensive 12–15 page paper analyzing a major corporate ethical dilemma or fraud case of their choice. The paper should include identification of ethical issues, stakeholders, analysis using at least two ethical frameworks, evaluation of leadership and organizational culture impact, and recommendations for ethical strategies. Describe the impact of technological, structural, cultural, human, and environmental factors in the dilemma.

    **Requirements:** Minimum 10 peer-reviewed sources, APA format, include executive summary and references.

    **Note**: Please feel free to use an Artificial Intelligence (AI) platform for research assistance. As always, review the information for accuracy prior to submitting your paper and remember to cite the AI platform that was used.

    **Be sure to review the following prior to submitting your assignment:**

    · We strive for academic integrity in all aspects of education, and you are expected to uphold these standards when creating and submitting your discussion.  View the
    [Standards of Student Conduct [webpage]](https://www.apu.apus.edu/student-handbook/university-policies-and-code-of-conduct/apus-student-code-of-conduct/standards-of-student-conduct/) for more information on what that means at APUS.

    · Assignment Rubric

    · If you do not see the rubric,
    **select Course Tools in the blue horizontal navigation bar and then Assignments**. Select the appropriate assignment, and the rubric will be located near the bottom of the page.

    ·
    [Print a Rubric Preview [webpage]](https://community.d2l.com/brightspace/kb/articles/5376-review-feedback-and-rubrics)

    **## Week7-Assignment_FinalCoursePaper-MGMT618B002Winter2026-APEI.pdf**

    MGMT Assignment GRADING RUBRIC (August

    2021)
    Course: MGMT618 B002 Winter 2026

    Criteria Exemplary Accomplished Developing Beginning
    Did not
    attempt

    Criterion
    Score

    Criteria Exemplary Accomplished Developing Beginning
    Did not
    attempt

    Criterion
    Score

    Organizati

    on of

    Ideas/For

    mat

    / 2525 points

    Student

    thoroughly

    understands

    and excels in

    explaining all

    major points.

    An original,

    unique,

    and/or imag-

    inative ap-

    proach to

    overall ideas,

    concepts,

    and findings

    is presented.

    Overall for-

    mat of as-

    signment in-

    cludes an ap-

    propriate in-

    troduction,

    well- devel-

    oped para-

    graphs, and a

    conclusion.

    Finished as-

    signment

    demon-

    strates

    student’s

    ability to

    plan and or-

    ganize re-

    search in a

    logical se-

    quence.

    Student uses

    21.25 points

    Student ex-

    plains the

    majority of

    points and

    concepts in

    the assign-

    ment.

    Learner

    demon-

    strates a

    good skill

    level in for-

    matting and

    organizing

    material in

    assignment.

    Student

    presents an

    above aver-

    age level of

    prepared-

    ness, with a

    few format-

    ting errors.

    Student doc-

    uments re-

    quired num-

    ber of out-

    side

    references.

    18.75 points

    Student ap-

    plies some

    points and

    concepts in-

    correctly.

    Student uses

    a variety of

    formatting

    styles, with

    some incon-

    sistencies

    throughout

    the paper.

    Assignment

    does not

    have a con-

    tinuous pat-

    tern of logi-

    cal sequenc-

    ing.

    Student has

    fewer than

    required ref-

    erences and

    does not use

    them to vali-

    date ideas.

    16.25 points

    Student has

    numerous

    formatting

    errors and a

    lack of orga-

    nization.

    Student

    presents an

    incomplete

    attempt to

    provide link-

    ages or ex-

    planation of

    key terms.

    There is little

    to no at-

    tempt to

    document

    outside ref-

    erences as

    required.

    0 points

    No

    submission.

    Criteria Exemplary Accomplished Developing Beginning
    Did not
    attempt

    Criterion
    Score

    Content/S

    ubject

    Knowledg

    e

    / 25

    required out-

    side refer-

    ences

    effectively.

    25 points

    Student

    demon-

    strates profi-

    cient com-

    mand of the

    subject mat-

    ter in the as-

    signment.

    Assignment

    shows an im-

    pressive

    level of

    depth of

    student’s

    ability to re-

    late course

    content to

    practical ex-

    amples and

    applications.

    Student pro-

    vides com-

    prehensive

    analysis of

    details, facts,

    and concepts

    in a logical

    sequence

    21.25 points

    Student ex-

    hibits above

    average us-

    age of sub-

    ject matter

    in assign-

    ment.

    Student pro-

    vides above

    average abil-

    ity in relating

    course con-

    tent in exam-

    ples given.

    Details and

    facts pre-

    sented pro-

    vide an ade-

    quate pre-

    sentation of

    student’s

    current level

    of subject

    matter

    knowledge.

    18.75 points

    The assign-

    ment reveals

    that the stu-

    dent has a

    general, fun-

    damental un-

    derstanding

    of the course

    material.

    There are ar-

    eas of some

    confusion in

    the linkages

    provided be-

    tween facts

    and support-

    ing state-

    ments.

    Student ex-

    plains con-

    cepts, but

    explains

    them in a

    manner that

    may leave

    the reader

    confused in

    some areas.

    16.25 points

    Student tries

    to explain

    some con-

    cepts, but

    overlooks

    critical de-

    tails.

    Assignment

    appears

    vague or in-

    complete in

    various seg-

    ments.

    Student

    presents

    concepts in

    isolation, and

    does not

    perceive to

    have a logi-

    cal sequenc-

    ing of ideas.

    0 points

    No

    submission.

    Criteria Exemplary Accomplished Developing Beginning
    Did not
    attempt

    Criterion
    Score

    Mechanic

    s/APA

    format-

    ting

    / 2525 points

    Student

    demon-

    strates an

    excellent

    command of

    grammar, as

    well as

    presents re-

    search in a

    clear and

    concise writ-

    ing style.

    Presents a

    thorough,

    extensive

    understand-

    ing of word

    usage.

    Assignment

    is error-free

    and

    reflects

    student’s

    ability to

    prepare a

    high-quality

    academic as-

    signment

    complete

    with proper

    APA

    formatting.

    21.25 points

    Student pro-

    vides an ef-

    fective dis-

    play of good

    writing and

    grammar.

    Assignment

    reflects

    student’s

    ability to se-

    lect

    appropriate

    word usage

    and present

    an above av-

    erage pre-

    sentation of

    the given

    topic or is-

    sue.

    Assignment

    appears to

    be well writ-

    ten with no

    more than 3-

    5 errors.

    Student uses

    proper APA

    formatting

    with only mi-

    nor errors.

    18.75 points

    Student's

    submission

    reflects basic

    writing and

    grammar, but

    includes

    more than 5

    errors. Key

    terms and

    concepts are

    somewhat

    vague and

    not com-

    pletely ex-

    plained.

    Student uses

    only basic

    vocabulary in

    assignment.

    Student’s

    writing has

    several APA

    errors and

    lacks proper

    citation.

    16.25 points

    Student’s

    writing style

    is weak and

    needs im-

    provement,

    and numer-

    ous errors

    are present.

    Assignment

    lacks clarity,

    consistency,

    and gram-

    matical cor-

    rectness.

    Basic sen-

    tence struc-

    ture is often

    confusing

    and not

    punctuated

    properly.

    Student pays

    little or no

    attention to

    APA details

    and there are

    missing

    citations.

    0 points

    No

    submission.

    Criteria Exemplary Accomplished Developing Beginning
    Did not
    attempt

    Criterion
    Score

    Critical

    Thinking

    Skills

    / 2525 points

    Student

    demon-

    strates a

    higher-level

    of critical

    thinking ap-

    propriate for

    300-400

    level cour-

    ses. Learner

    provides a

    strategic ap-

    proach in

    presenting

    examples of

    problem

    solving or

    critical think-

    ing, while

    drawing logi-

    cal conclu-

    sions which

    are not im-

    mediately

    obvious.

    Student pro-

    vides well-

    supported

    ideas and re-

    flection with

    a variety of

    current

    and/or world

    views in the

    assignment.

    Student

    presents a

    21.25 points

    Student ex-

    hibits a good

    command of

    critical think-

    ing skills in

    the presen-

    tation of ma-

    terial and

    supporting

    statements.

    Assignment

    demon-

    strates the

    student’s

    above aver-

    age use of

    relating con-

    cepts by us-

    ing a variety

    of sources.

    Overall, stu-

    dent pro-

    vides ade-

    quate con-

    clusions and

    explains

    them appro-

    priately

    throughout

    the paper.

    18.75 points

    Student

    takes a com-

    mon, con-

    ventional ap-

    proach in

    guiding the

    reader

    through vari-

    ous linkages

    and connec-

    tions pre-

    sented in as-

    signment.

    However,

    student

    presents a

    limited per-

    spective on

    key concepts

    throughout

    assignment.

    Student ap-

    pears to

    have prob-

    lems apply-

    ing informa-

    tion in a

    problem-

    solving

    manner.

    16.25 points

    Student

    demon-

    strates be-

    ginning un-

    derstanding

    of key con-

    cepts, but

    overlooks

    critical de-

    tails. Learner

    is unable to

    apply infor-

    mation in a

    problem-

    solving fash-

    ion. Student

    presents

    confusing

    statements

    and facts

    within the

    assignment.

    There is little

    to no evi-

    dence of

    critical think-

    ing skills.

    0 points

    No

    submission

    Total / 100

    Overall Score

    Criteria Exemplary Accomplished Developing Beginning
    Did not
    attempt

    Criterion
    Score

    genuine in-

    tellectual de-

    velopment of

    ideas

    throughout

    assignment.

    Exemplary
    90 points minimum

    Accomplished
    80 points minimum

    Developing
    70 points minimum

    Beginning
    60 points minimum

    Did not attempt
    0 points minimum

    **## week7df.docx**

    Students will write a comprehensive 12–15 page paper analyzing a major corporate ethical dilemma or fraud case of their choice. The paper should include identification of ethical issues, stakeholders, analysis using at least two ethical frameworks, evaluation of leadership and organizational culture impact, and recommendations for ethical strategies. Describe the impact of technological, structural, cultural, human, and environmental factors in the dilemma.

    **Requirements:** Minimum 10 peer-reviewed sources, APA format, include executive summary and references.

    **Note**: Please feel free to use an Artificial Intelligence (AI) platform for research assistance. As always, review the information for accuracy prior to submitting your paper and remember to cite the AI platform that was used.

    **Be sure to review the following prior to submitting your assignment:**

    · We strive for academic integrity in all aspects of education, and you are expected to uphold these standards when creating and submitting your discussion.  View the
    [Standards of Student Conduct [webpage]](https://www.apu.apus.edu/student-handbook/university-policies-and-code-of-conduct/apus-student-code-of-conduct/standards-of-student-conduct/) for more information on what that means at APUS.

    · Assignment Rubric

    · If you do not see the rubric,
    **select Course Tools in the blue horizontal navigation bar and then Assignments**. Select the appropriate assignment, and the rubric will be located near the bottom of the page.

    ·
    [Print a Rubric Preview [webpage]](https://community.d2l.com/brightspace/kb/articles/5376-review-feedback-and-rubrics)

    **## Week7-Assignment_FinalCoursePaper-MGMT618B002Winter2026-APEI.pdf**

    MGMT Assignment GRADING RUBRIC (August

    2021)
    Course: MGMT618 B002 Winter 2026

    Criteria Exemplary Accomplished Developing Beginning
    Did not
    attempt

    Criterion
    Score

    Criteria Exemplary Accomplished Developing Beginning
    Did not
    attempt

    Criterion
    Score

    Organizati

    on of

    Ideas/For

    mat

    / 2525 points

    Student

    thoroughly

    understands

    and excels in

    explaining all

    major points.

    An original,

    unique,

    and/or imag-

    inative ap-

    proach to

    overall ideas,

    concepts,

    and findings

    is presented.

    Overall for-

    mat of as-

    signment in-

    cludes an ap-

    propriate in-

    troduction,

    well- devel-

    oped para-

    graphs, and a

    conclusion.

    Finished as-

    signment

    demon-

    strates

    student’s

    ability to

    plan and or-

    ganize re-

    search in a

    logical se-

    quence.

    Student uses

    21.25 points

    Student ex-

    plains the

    majority of

    points and

    concepts in

    the assign-

    ment.

    Learner

    demon-

    strates a

    good skill

    level in for-

    matting and

    organizing

    material in

    assignment.

    Student

    presents an

    above aver-

    age level of

    prepared-

    ness, with a

    few format-

    ting errors.

    Student doc-

    uments re-

    quired num-

    ber of out-

    side

    references.

    18.75 points

    Student ap-

    plies some

    points and

    concepts in-

    correctly.

    Student uses

    a variety of

    formatting

    styles, with

    some incon-

    sistencies

    throughout

    the paper.

    Assignment

    does not

    have a con-

    tinuous pat-

    tern of logi-

    cal sequenc-

    ing.

    Student has

    fewer than

    required ref-

    erences and

    does not use

    them to vali-

    date ideas.

    16.25 points

    Student has

    numerous

    formatting

    errors and a

    lack of orga-

    nization.

    Student

    presents an

    incomplete

    attempt to

    provide link-

    ages or ex-

    planation of

    key terms.

    There is little

    to no at-

    tempt to

    document

    outside ref-

    erences as

    required.

    0 points

    No

    submission.

    Criteria Exemplary Accomplished Developing Beginning
    Did not
    attempt

    Criterion
    Score

    Content/S

    ubject

    Knowledg

    e

    / 25

    required out-

    side refer-

    ences

    effectively.

    25 points

    Student

    demon-

    strates profi-

    cient com-

    mand of the

    subject mat-

    ter in the as-

    signment.

    Assignment

    shows an im-

    pressive

    level of

    depth of

    student’s

    ability to re-

    late course

    content to

    practical ex-

    amples and

    applications.

    Student pro-

    vides com-

    prehensive

    analysis of

    details, facts,

    and concepts

    in a logical

    sequence

    21.25 points

    Student ex-

    hibits above

    average us-

    age of sub-

    ject matter

    in assign-

    ment.

    Student pro-

    vides above

    average abil-

    ity in relating

    course con-

    tent in exam-

    ples given.

    Details and

    facts pre-

    sented pro-

    vide an ade-

    quate pre-

    sentation of

    student’s

    current level

    of subject

    matter

    knowledge.

    18.75 points

    The assign-

    ment reveals

    that the stu-

    dent has a

    general, fun-

    damental un-

    derstanding

    of the course

    material.

    There are ar-

    eas of some

    confusion in

    the linkages

    provided be-

    tween facts

    and support-

    ing state-

    ments.

    Student ex-

    plains con-

    cepts, but

    explains

    them in a

    manner that

    may leave

    the reader

    confused in

    some areas.

    16.25 points

    Student tries

    to explain

    some con-

    cepts, but

    overlooks

    critical de-

    tails.

    Assignment

    appears

    vague or in-

    complete in

    various seg-

    ments.

    Student

    presents

    concepts in

    isolation, and

    does not

    perceive to

    have a logi-

    cal sequenc-

    ing of ideas.

    0 points

    No

    submission.

    Criteria Exemplary Accomplished Developing Beginning
    Did not
    attempt

    Criterion
    Score

    Mechanic

    s/APA

    format-

    ting

    / 2525 points

    Student

    demon-

    strates an

    excellent

    command of

    grammar, as

    well as

    presents re-

    search in a

    clear and

    concise writ-

    ing style.

    Presents a

    thorough,

    extensive

    understand-

    ing of word

    usage.

    Assignment

    is error-free

    and

    reflects

    student’s

    ability to

    prepare a

    high-quality

    academic as-

    signment

    complete

    with proper

    APA

    formatting.

    21.25 points

    Student pro-

    vides an ef-

    fective dis-

    play of good

    writing and

    grammar.

    Assignment

    reflects

    student’s

    ability to se-

    lect

    appropriate

    word usage

    and present

    an above av-

    erage pre-

    sentation of

    the given

    topic or is-

    sue.

    Assignment

    appears to

    be well writ-

    ten with no

    more than 3-

    5 errors.

    Student uses

    proper APA

    formatting

    with only mi-

    nor errors.

    18.75 points

    Student's

    submission

    reflects basic

    writing and

    grammar, but

    includes

    more than 5

    errors. Key

    terms and

    concepts are

    somewhat

    vague and

    not com-

    pletely ex-

    plained.

    Student uses

    only basic

    vocabulary in

    assignment.

    Student’s

    writing has

    several APA

    errors and

    lacks proper

    citation.

    16.25 points

    Student’s

    writing style

    is weak and

    needs im-

    provement,

    and numer-

    ous errors

    are present.

    Assignment

    lacks clarity,

    consistency,

    and gram-

    matical cor-

    rectness.

    Basic sen-

    tence struc-

    ture is often

    confusing

    and not

    punctuated

    properly.

    Student pays

    little or no

    attention to

    APA details

    and there are

    missing

    citations.

    0 points

    No

    submission.

    Criteria Exemplary Accomplished Developing Beginning
    Did not
    attempt

    Criterion
    Score

    Critical

    Thinking

    Skills

    / 2525 points

    Student

    demon-

    strates a

    higher-level

    of critical

    thinking ap-

    propriate for

    300-400

    level cour-

    ses. Learner

    provides a

    strategic ap-

    proach in

    presenting

    examples of

    problem

    solving or

    critical think-

    ing, while

    drawing logi-

    cal conclu-

    sions which

    are not im-

    mediately

    obvious.

    Student pro-

    vides well-

    supported

    ideas and re-

    flection with

    a variety of

    current

    and/or world

    views in the

    assignment.

    Student

    presents a

    21.25 points

    Student ex-

    hibits a good

    command of

    critical think-

    ing skills in

    the presen-

    tation of ma-

    terial and

    supporting

    statements.

    Assignment

    demon-

    strates the

    student’s

    above aver-

    age use of

    relating con-

    cepts by us-

    ing a variety

    of sources.

    Overall, stu-

    dent pro-

    vides ade-

    quate con-

    clusions and

    explains

    them appro-

    priately

    throughout

    the paper.

    18.75 points

    Student

    takes a com-

    mon, con-

    ventional ap-

    proach in

    guiding the

    reader

    through vari-

    ous linkages

    and connec-

    tions pre-

    sented in as-

    signment.

    However,

    student

    presents a

    limited per-

    spective on

    key concepts

    throughout

    assignment.

    Student ap-

    pears to

    have prob-

    lems apply-

    ing informa-

    tion in a

    problem-

    solving

    manner.

    16.25 points

    Student

    demon-

    strates be-

    ginning un-

    derstanding

    of key con-

    cepts, but

    overlooks

    critical de-

    tails. Learner

    is unable to

    apply infor-

    mation in a

    problem-

    solving fash-

    ion. Student

    presents

    confusing

    statements

    and facts

    within the

    assignment.

    There is little

    to no evi-

    dence of

    critical think-

    ing skills.

    0 points

    No

    submission

    Total / 100

    Overall Score

    Criteria Exemplary Accomplished Developing Beginning
    Did not
    attempt

    Criterion
    Score

    genuine in-

    tellectual de-

    velopment of

    ideas

    throughout

    assignment.

    Exemplary
    90 points minimum

    Accomplished
    80 points minimum

    Developing
    70 points minimum

    Beginning
    60 points minimum

    Did not attempt
    0 points minimum

  • [Solved] Role of transition of adv NP

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    Explain how to measure and monitor the quality of care delivered and the outcomes achieved by an Advanced Practice Nurse. **Submission Instructions:** – Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources

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    Examine the science and art of theory development and evaluation. **Submission Instructions:** – Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

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    Examine the science and art of theory development and evaluation.

    **Submission Instructions:**

    – Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

  • [Solved] Developing a Research Question

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    1. What topic did you choose? What key words did you notice as you scoped out your topic? [You are answering Step 1 and Step 2, #2.] 2. A good research question will be open-ended and will narrow the topic in some way. Please share your research question and explain briefly how you developed it. …

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    2. A good research question will be open-ended and will narrow the topic in some way. Please share your research question and explain briefly how you developed it. [You are answering Step 2, #3.]
    3. What are the key concepts in your research question and what alternative words can you think of for each concept? [You are answering Step 2, # 5 & #7.]
    4. Try using simple Boolean logic to create a search statement using your key concepts. If you really want to impress me and your classmates, try an advanced searching technique!
    5. What do you feel is still unclear to you about creating a search strategy?

  • [Solved] Final Milestone

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    See attached **files (1)** – ## WhitePaperandPresentation.docx **## WhitePaperandPresentation.docx** Overview The final project for this course is the creation of a **white paper** and a **presentation.** As the final step in your journey toward your bachelor of arts in anthropology, you will comple…

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    See attached

    **files (1)**

    – ## WhitePaperandPresentation.docx

    **## WhitePaperandPresentation.docx**

    Overview

    The final project for this course is the creation of a
    **white paper** and a
    **presentation.**

    As the final step in your journey toward your bachelor of arts in anthropology, you will complete a capstone that integrates the knowledge and skills you have developed throughout your program by creating a publication-worthy white paper and professional presentation. The white paper and presentation will address a real-world problem of your choice within the field of anthropology. You will identify the problem, analyze applicable research, apply relevant anthropological theories, and provide evidence-based recommendations.

    Anthropology is a science born out of mid-nineteenth-century upper-class society and colonial ideals, but the field of anthropology has never been more relevant than it is today, given the advent of a global economy and advances in communication technologies. What used to be a picture-laden article about an exotic, so called primitive culture in
    _National Geographic_ magazine now has the potential to go viral shortly after this culture is discovered. Now more than ever as a society, there is a need to be aware of the vast diversity of human cultures, and how to navigate these differences respectfully. As an anthropologist, you will apply anthropological theory and methods to analyze today’s human-related issues, and share the results of your research with your peers and the general public alike. You will play a part in working toward a better tomorrow.

    **Evaluation of Capstone:** This capstone will be assessed somewhat differently than other courses you have taken at Southern New Hampshire University. There are two separate components which will be submitted at different times during the course. However, these components operate together to make up the whole capstone experience and
    _are not_ assessed separately. You will be evaluated on both components as a unit in determining whether you have demonstrated proficiency in each outcome. Your instructor will guide you through this process, keeping a running narrative of your strengths and weaknesses in relation to the outcomes as you progress through the class. Your work is expected to meet the highest professional standards.

    The project is divided into
    **three milestones,** which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in
    **Modules Two, Four, and Five.** The final submission for the Capstone Component One and Capstone Component Two sections of the final project are due in Module Seven.

    In this assignment, you will demonstrate your mastery of the following course outcomes:

    · Evaluate diverse cultural behaviors and social interactions for their role in the complex interrelationships between individuals, cultures, social institutions, organizations, and the environment

    · Apply anthropological theories, concepts, and methodologies to complex contemporary and historical cultural issues for a broader understanding of human societies

    · Demonstrate professional ethics and responsibilities for the collection and dissemination of anthropological knowledge to promote the value of human diversity

    · Develop feasible anthropological research questions for designing implementation-worthy project proposals

    · Analyze anthropological research and data for assessing how human groups construct the cultural realities in which they live

    · Assess similarities and differences among cultures for developing culturally relevant perspectives that challenge ethnocentric notions and practices

    Prompt

    In keeping with the program’s multidisciplinary, applied approach to human-centered research questions and issues, your white paper and presentation will address a practical and existing real-world problem within anthropology or your concentration (if enrolled in a concentration). You will clearly and comprehensively state the problem, review applicable literature, discuss ethical implications or limitations, and summarize your research results. As it is the responsibility of all scientist to share their results, you will also need to present your project to the general public in the form of a presentation.

    You will have two different audiences for your white paper and presentation. You will create your white paper as if you are planning to present it to a group of anthropologists at a professional conference with an audience of your peers in anthropology. Your audience for the presentation, on the other hand, will be the general public. These are the people who are potentially impacted by your researched real-world problem, so you must ensure you are able to translate the anthropological research into terms the general public can understand, in a clear and concise manner.

    Capstone Component One: White Paper

    For the first of two capstone components, you will develop a comprehensive, professional white paper addressing a real-world problem involving human populations in the realm of anthropology or your specific concentration within the anthropology program. Your white paper should be 10 to 14 pages in length, not including visual aids and references. In creating a document worthy of presenting to a group of anthropologists in the field, your white paper will integrate the knowledge and skills you have acquired through your previous coursework in anthropology. Your white paper should include the following sections:

    I.
    **Statement of Purpose:** This section sets the stage for the white paper. You will state the
    **problem** you have selected and provide necessary background information. You should provide
    **specifics** around the location of the problem and the populations and resources involved. Depending on your concentration (if you have one) and selected problem, you might utilize maps or other visual aids to help the reader understand the focus of your research. In general, include all information you think is necessary to establish a comprehensive analysis and foundation for understanding your chosen topic.

    II.
    **Research Question:** In this section, you will develop an anthropological research question based on your selected problem. Ensure this research question is
    **viable and feasible,** as you will need adequate sources to conduct a comprehensive analysis of the identified problem. You will also explain the
    **relationship and value** of the research question to your specific concentration (if applicable), as well as the field of anthropology as a whole.

    III.
    **Application of Theory:** In this section, you will apply anthropological theory to explain the presence of yourselected problem, the various factors contributing to the problem, and its social and cultural implications. You will also explain how you will apply anthropological theory to ethically analyze the selected problem with its potentially complex and diverse components.

    IV.
    **Literature Review:** This section is an analysis of the research that pertains to your selected problem. Ensure you use credible and reliable sources. You will analyze the strengths and weaknesses of the chosen literature and discuss how the research is situated within these publications. You will also show the successes and failures in past research projects and demonstrate how your research fits into the bigger picture of this topic.

    V.
    **Conclusion:** In this section, you will summarize your research and provide evidence-based recommendations to address the specific problem. Your conclusion section should include the following items:

    A. Justify the appropriateness and projected success of your recommendations, based on your previous research. Ensure you address how your recommendations are sensitive to the diverse populations that may be impacted.

    B. Honestly evaluate the potential contribution of your research to the field specific to your concentration (if applicable), as well as the potential future direction of the research in the field of anthropology as a whole.

    C. Address any ethical implications related to the collection or dissemination of your research and suggesting future actions to resolve these concerns, while also considering other applicable issues—such as those related to public safety, cultural sensitivity, or resource management— and potential ways to resolve these issues.

    **Citations/Reference List:** Your final project should follow professional industry standards and include all necessary elements that one would find in a professional white paper. It should include a title page, abstract, table of contents, main body, conclusion, formal reference list, and appendices, if applicable. The information should be cited according to the rules of the latest American Psychological Association (APA) manual. You may include illustrations, photographs, maps, graphs, charts, and other non-textual materials, as needed, to support the underpinning research (though all of the latter should be placed in an appendix or appendices if used).

    Capstone Component Two: Presentation

    For the second component of your capstone, you will create a presentation for the general public impacted by the selected problem. You will summarize the white paper and provide recommendations for the problem, justifying your recommendations with your previous research. Ensure that as you are creating this article, you do so with your audience in mind. As a scientist, academic, and professional, it is your responsibility to share your results with diverse audiences. Often, anthropologists present research to audiences who do not have an anthropological context of the topic. It is then the responsibility of the anthropologist to present the anthropological material in a manner that is accessible to the audience. This presentation will give you a taste of the real-world expectations for the field.

    Since you will not actually deliver this presentation in person, you must create a self-sustaining presentation with speaker notes or audio included. The presentation should adhere to the principles of an effective presentation. All of your sources should be cited properly, and the presentation should be 10 to 14 slides in length.

    **Citations/Reference List:** Your final project should be a presentation of professional quality. The information should be cited according to the rules of the latest American Psychological Association (APA) manual.

    What to Submit

    This rubric will be applied to both components as a whole, and no component will be assessed on its own. The “Possible Indicators of Success” are examples for you and the instructor of the types of concepts to look for to demonstrate proficiency. They are neither exhaustive, nor proscriptive, and should be used as guides for illustrating how your capstone embodies the outcome.

    The white paper should be 10 to 14 pages in length (in addition to the title page, table of contents, reference pages, and visual aids). It should use 12-point Times New Roman font, double spacing, and one-inch margins. The document will include a title page, abstract, table of contents, main body, conclusion, formal reference list, and appendices, if applicable. Information in the white paper should be cited according to the rules of the latest APA manual. You may include illustrations, photographs, maps, graphs, charts, and other non-textual materials as needed to support the research, though all of the latter should be placed in an appendix or appendices, if used.

    The presentation should be of professional quality and include speaker notes or a transcript. Information should be cited according to the rules of the latest APA publication manual. The presentation should be 10 to 14 slides (in addition to a cover slide and a references slide).

    **## WhitePaperandPresentation.docx**

    Overview

    The final project for this course is the creation of a
    **white paper** and a
    **presentation.**

    As the final step in your journey toward your bachelor of arts in anthropology, you will complete a capstone that integrates the knowledge and skills you have developed throughout your program by creating a publication-worthy white paper and professional presentation. The white paper and presentation will address a real-world problem of your choice within the field of anthropology. You will identify the problem, analyze applicable research, apply relevant anthropological theories, and provide evidence-based recommendations.

    Anthropology is a science born out of mid-nineteenth-century upper-class society and colonial ideals, but the field of anthropology has never been more relevant than it is today, given the advent of a global economy and advances in communication technologies. What used to be a picture-laden article about an exotic, so called primitive culture in
    _National Geographic_ magazine now has the potential to go viral shortly after this culture is discovered. Now more than ever as a society, there is a need to be aware of the vast diversity of human cultures, and how to navigate these differences respectfully. As an anthropologist, you will apply anthropological theory and methods to analyze today’s human-related issues, and share the results of your research with your peers and the general public alike. You will play a part in working toward a better tomorrow.

    **Evaluation of Capstone:** This capstone will be assessed somewhat differently than other courses you have taken at Southern New Hampshire University. There are two separate components which will be submitted at different times during the course. However, these components operate together to make up the whole capstone experience and
    _are not_ assessed separately. You will be evaluated on both components as a unit in determining whether you have demonstrated proficiency in each outcome. Your instructor will guide you through this process, keeping a running narrative of your strengths and weaknesses in relation to the outcomes as you progress through the class. Your work is expected to meet the highest professional standards.

    The project is divided into
    **three milestones,** which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in
    **Modules Two, Four, and Five.** The final submission for the Capstone Component One and Capstone Component Two sections of the final project are due in Module Seven.

    In this assignment, you will demonstrate your mastery of the following course outcomes:

    · Evaluate diverse cultural behaviors and social interactions for their role in the complex interrelationships between individuals, cultures, social institutions, organizations, and the environment

    · Apply anthropological theories, concepts, and methodologies to complex contemporary and historical cultural issues for a broader understanding of human societies

    · Demonstrate professional ethics and responsibilities for the collection and dissemination of anthropological knowledge to promote the value of human diversity

    · Develop feasible anthropological research questions for designing implementation-worthy project proposals

    · Analyze anthropological research and data for assessing how human groups construct the cultural realities in which they live

    · Assess similarities and differences among cultures for developing culturally relevant perspectives that challenge ethnocentric notions and practices

    Prompt

    In keeping with the program’s multidisciplinary, applied approach to human-centered research questions and issues, your white paper and presentation will address a practical and existing real-world problem within anthropology or your concentration (if enrolled in a concentration). You will clearly and comprehensively state the problem, review applicable literature, discuss ethical implications or limitations, and summarize your research results. As it is the responsibility of all scientist to share their results, you will also need to present your project to the general public in the form of a presentation.

    You will have two different audiences for your white paper and presentation. You will create your white paper as if you are planning to present it to a group of anthropologists at a professional conference with an audience of your peers in anthropology. Your audience for the presentation, on the other hand, will be the general public. These are the people who are potentially impacted by your researched real-world problem, so you must ensure you are able to translate the anthropological research into terms the general public can understand, in a clear and concise manner.

    Capstone Component One: White Paper

    For the first of two capstone components, you will develop a comprehensive, professional white paper addressing a real-world problem involving human populations in the realm of anthropology or your specific concentration within the anthropology program. Your white paper should be 10 to 14 pages in length, not including visual aids and references. In creating a document worthy of presenting to a group of anthropologists in the field, your white paper will integrate the knowledge and skills you have acquired through your previous coursework in anthropology. Your white paper should include the following sections:

    I.
    **Statement of Purpose:** This section sets the stage for the white paper. You will state the
    **problem** you have selected and provide necessary background information. You should provide
    **specifics** around the location of the problem and the populations and resources involved. Depending on your concentration (if you have one) and selected problem, you might utilize maps or other visual aids to help the reader understand the focus of your research. In general, include all information you think is necessary to establish a comprehensive analysis and foundation for understanding your chosen topic.

    II.
    **Research Question:** In this section, you will develop an anthropological research question based on your selected problem. Ensure this research question is
    **viable and feasible,** as you will need adequate sources to conduct a comprehensive analysis of the identified problem. You will also explain the
    **relationship and value** of the research question to your specific concentration (if applicable), as well as the field of anthropology as a whole.

    III.
    **Application of Theory:** In this section, you will apply anthropological theory to explain the presence of yourselected problem, the various factors contributing to the problem, and its social and cultural implications. You will also explain how you will apply anthropological theory to ethically analyze the selected problem with its potentially complex and diverse components.

    IV.
    **Literature Review:** This section is an analysis of the research that pertains to your selected problem. Ensure you use credible and reliable sources. You will analyze the strengths and weaknesses of the chosen literature and discuss how the research is situated within these publications. You will also show the successes and failures in past research projects and demonstrate how your research fits into the bigger picture of this topic.

    V.
    **Conclusion:** In this section, you will summarize your research and provide evidence-based recommendations to address the specific problem. Your conclusion section should include the following items:

    A. Justify the appropriateness and projected success of your recommendations, based on your previous research. Ensure you address how your recommendations are sensitive to the diverse populations that may be impacted.

    B. Honestly evaluate the potential contribution of your research to the field specific to your concentration (if applicable), as well as the potential future direction of the research in the field of anthropology as a whole.

    C. Address any ethical implications related to the collection or dissemination of your research and suggesting future actions to resolve these concerns, while also considering other applicable issues—such as those related to public safety, cultural sensitivity, or resource management— and potential ways to resolve these issues.

    **Citations/Reference List:** Your final project should follow professional industry standards and include all necessary elements that one would find in a professional white paper. It should include a title page, abstract, table of contents, main body, conclusion, formal reference list, and appendices, if applicable. The information should be cited according to the rules of the latest American Psychological Association (APA) manual. You may include illustrations, photographs, maps, graphs, charts, and other non-textual materials, as needed, to support the underpinning research (though all of the latter should be placed in an appendix or appendices if used).

    Capstone Component Two: Presentation

    For the second component of your capstone, you will create a presentation for the general public impacted by the selected problem. You will summarize the white paper and provide recommendations for the problem, justifying your recommendations with your previous research. Ensure that as you are creating this article, you do so with your audience in mind. As a scientist, academic, and professional, it is your responsibility to share your results with diverse audiences. Often, anthropologists present research to audiences who do not have an anthropological context of the topic. It is then the responsibility of the anthropologist to present the anthropological material in a manner that is accessible to the audience. This presentation will give you a taste of the real-world expectations for the field.

    Since you will not actually deliver this presentation in person, you must create a self-sustaining presentation with speaker notes or audio included. The presentation should adhere to the principles of an effective presentation. All of your sources should be cited properly, and the presentation should be 10 to 14 slides in length.

    **Citations/Reference List:** Your final project should be a presentation of professional quality. The information should be cited according to the rules of the latest American Psychological Association (APA) manual.

    What to Submit

    This rubric will be applied to both components as a whole, and no component will be assessed on its own. The “Possible Indicators of Success” are examples for you and the instructor of the types of concepts to look for to demonstrate proficiency. They are neither exhaustive, nor proscriptive, and should be used as guides for illustrating how your capstone embodies the outcome.

    The white paper should be 10 to 14 pages in length (in addition to the title page, table of contents, reference pages, and visual aids). It should use 12-point Times New Roman font, double spacing, and one-inch margins. The document will include a title page, abstract, table of contents, main body, conclusion, formal reference list, and appendices, if applicable. Information in the white paper should be cited according to the rules of the latest APA manual. You may include illustrations, photographs, maps, graphs, charts, and other non-textual materials as needed to support the research, though all of the latter should be placed in an appendix or appendices, if used.

    The presentation should be of professional quality and include speaker notes or a transcript. Information should be cited according to the rules of the latest APA publication manual. The presentation should be 10 to 14 slides (in addition to a cover slide and a references slide).