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  • [Solved] Business Finance – Management Analysis of PESTLE Forces Assignment

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) ## Scenario Effective change plans are created by understanding several external factors influencing an organization, including **p** olitical, **e** conomic, **s** ocial, **t** echnological, **l** egal, and *…

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

    ## Scenario

    Effective change plans are created by understanding several external factors influencing an organization, including **p** olitical, **e** conomic, **s** ocial, **t** echnological, **l** egal, and **e** nvironmental, or PESTLE, forces. Experienced executives carefully examine PESTLE forces to identify major opportunities and threats and then adjust their organizational change strategies accordingly.

    Previously, you informed the VP about potential reasons why an organization fails to change and suggested ways to avoid them. Now, you have been asked to analyze the situation and recommend a change management plan to the VP. As part of your analysis, you need to evaluate and report to the VP about workforce change readiness and external forces that may affect the change management processes in the organization.

    ## Prompt

    Identify social and technological factors that can affect change readiness in an organization. Consider how these factors may influence the employees at the U.S. branch of the Singaporean software solutions provider. Then, write a report explaining your analysis to the VP.

    Specifically, you must address the following criteria.

    1. Explain how **social factors influence the change requirement** of the organization.

    – Use the [PESTLE Forces Guide](https://learn.snhu.edu/content/enforced/2180161-MBA-687-10070.202617-1/Course%20Documents/MBA%20687%20Module%20Two%20PESTLE%20Forces%20Guide.pdf?ou=2180161) to identify social factors and refer to the [U.S. Branch Overview](https://learn.snhu.edu/content/enforced/2180161-MBA-687-10070.202617-1/Course%20Documents/MBA%20687%20U.S.%20Branch%20Overview.pdf?isCourseFile=true&ou=2180161) for data about the U.S. branch. **Note:** This guide is only to assist with considerations and does not need to be submitted.
    – Which social factors will significantly influence the change requirements of the U.S. unit’s workforce?
    – How will social factors influence change readiness in the workforce?
    2. Explain how **technological factors influence the change requirement** of the organization.

    – Use the PESTLE Forces Guide to identify technological factors and refer to the U.S. Branch Overview for data about the U.S. branch.
    – Which technology factors will significantly influence workforce planning and training requirements?
    – How will technology factors influence change readiness in the workforce?

    ## What to Submit

    Submit a Word document using double spacing, 12-point Times New Roman font, and one-inch margins. This assignment should be 3 pages in length and incorporate references, including course materials, cited in APA format and listed on a separate reference page. Consult the [Shapiro Library APA Style Guide](https://snhu.ink/ShapiroAPAGuide) for more information on citations.The book for the class is "Leading Organizational change" **by Laurie Lewis**

  • [Solved] Case Study: How Sysco Is Shaping the American Food System

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    Executive Solution Overview

    [>Economics homework help](https://www.sweetstudy.com/fields/business-finance-economics) **files (4)** – ## SwotAssignment.pdf – ## EconomicsCaseStudyTemplateGEB1011-2.docx – ## LearningOutcomes.pdf – CaseStudyHowSyscoIsShapingtheAmericanFoodSystem.pdf **## SwotAssignment.pdf** Strength: Sysco wins …

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    [>Economics homework help](https://www.sweetstudy.com/fields/business-finance-economics)

    **files (4)**

    – ## SwotAssignment.pdf

    – ## EconomicsCaseStudyTemplateGEB1011-2.docx

    – ## LearningOutcomes.pdf

    – CaseStudyHowSyscoIsShapingtheAmericanFoodSystem.pdf

    **## SwotAssignment.pdf**

    Strength: Sysco wins because it can deliver almost everything a restaurant needs
    through one large, coordinated distribution network, saving customers time and
    reducing ordering headaches.

    Weakness: Because Sysco is built for efficiency and volume, its product mix can
    feel “same everywhere,” which can make it harder for independent restaurants to
    stand out with unique or regional items.

    Opportunity: As more customers care about where food comes from (local,
    sustainable, traceable), there’s a chance for new partnerships and systems that
    connect restaurants to smaller producers—and that pressure can push big
    distributors to improve transparency and choice.

    Threat: If transportation costs rise or supply chains get disrupted (weather events,
    fuel prices, labor issues), Sysco’s large delivery system becomes more expensive
    and less reliable, which can hurt both profits and sustainability.

    **## EconomicsCaseStudyTemplateGEB1011-2.docx**

    Economics Case Study

    Introduction to Business

    Your name

    Professor’s Name

    Date

    **Economics Case Study**

    Academic essays should begin with an introduction, but do not begin your paper with an “Introduction” heading. The introduction will provide readers with the context necessary for understanding your argument and the body of your paper. When composing the introduction, think about what context or background information the reader would benefit from knowing. Once your context is established, transition from that context into your thesis statement. The thesis statement generally comes at the end of your introduction and usually consists of a few sentences that sum up the argument for your paper overall. Thesis statements should also provide a roadmap for the reader so that they can navigate through the ideas present in the rest of your paper.

    **Issues to be Solved**

    Start typing your response to question one. Describe the issues and problems to be solved. Your response should be in your own words to avoid plagiarism. You should use full sentences and double-check for correct grammar, capitalization, and punctuation.

    **SWOT Analysis**

    **Strengths**

    Start typing your response to question two. Strengths are internal factors you can control. Your response should be in your own words to avoid plagiarism. Do not use a bulleted list. You should use full sentences and explain each item. Double-check for correct grammar, capitalization, and punctuation.

    **Weaknesses**

    Start typing your response. Weaknesses are internal factors you can control. Your response should be in your own words to avoid plagiarism. Do not use a bulleted list. You should use full sentences and explain each item. Double-check for correct grammar, capitalization, and punctuation.

    **Opportunities**

    Start typing your response. Threats are potentially positive external factors in the business environment (chapter one) you cannot control. These are things such as technology, competition, the economy, political and legal factors, factors in the social environment, and globalization. Your response should be in your own words to avoid plagiarism. Do not use a bulleted list. You should use full sentences and explain each item. Double-check for correct grammar, capitalization, and punctuation.

    **Threats**

    Start typing your response. Threats are potentially negative external factors in the business environment (chapter one) you cannot control. These are things such as technology, competition, the economy, political and legal factors, factors in the social environment, and globalization. Your response should be in your own words to avoid plagiarism. Do not use a bulleted list. You should use full sentences and explain each item. Double-check for correct grammar, capitalization, and punctuation.

    **Economic Factors (Select at least two of the following)**

    **Business and Standard of Living**

    Start typing your response. Your response should be in your own words to avoid plagiarism. Do not use a bulleted list. You should use full sentences and explain each item. Double-check for correct grammar, capitalization, and punctuation.

    **Business Environment Sectors**

    Start typing your response. Your response should be in your own words to avoid plagiarism. Do not use a bulleted list. You should use full sentences and explain each item. Double-check for correct grammar, capitalization, and punctuation.

    **Market Structures**

    Start typing your response. Your response should be in your own words to avoid plagiarism. Do not use a bulleted list. You should use full sentences and explain each item. Double-check for correct grammar, capitalization, and punctuation.

    **Economic Health Indicators**

    Start typing your response. Your response should be in your own words to avoid plagiarism. Do not use a bulleted list. You should use full sentences and explain each item. Double-check for correct grammar, capitalization, and punctuation.

    **Trends and Competition**

    Start typing your response. Your response should be in your own words to avoid plagiarism. Do not use a bulleted list. You should use full sentences and explain each item. Double-check for correct grammar, capitalization, and punctuation.

    **Action Plan**

    Start typing your response. Your response should be in your own words to avoid plagiarism. Do not use a bulleted list. You should use full sentences and explain each item. Double-check for correct grammar, capitalization, and punctuation.

    **Conclusion**

    The last section or paragraph of your paper should be the conclusion. A conclusion should reiterate the major points of your argument. To do this, think about developing your thesis by adding more detail or by retracing the steps of your argument. You can recap major sections for the reader. You can also summarize the primary supporting points or evidence you discussed in the paper. The conclusion should not introduce any new information in order to avoid confusing the reader. To end the paper, think about what you want your reader to do with all the information you just presented. Use the conclusion to establish the significance and importance of your work, motivate others to build on what you have done in this paper, and encourage the reader to explore new ideas or reach other conclusions.

    **References**

    **## LearningOutcomes.pdf**

    2/4/26, 2:20 PMCh. 1 Introduction – Introduction to Business | OpenStax

    Page 1 of 5https://openstax.org/books/introduction-business/pages/1-introduction

    Exhibit 1.1 (Credit: Marco Verch /flickr / Attribution 2.0 Generic (CC BY 2.0))

    Learning Outcomes
    After reading this chapter, you should be able to answer these questions:

    1. How do businesses and not-for-profit organizations help create our standard of living?
    2. What are the sectors of the business environment, and how do changes in them influence

    business decisions?
    3. What are the primary features of the world’s economic systems, and how are the three sectors

    of the U.S. economy linked?
    4. How do economic growth, full employment, price stability, and inflation indicate a nation’s

    economic health?
    5. How does the government use monetary policy and fiscal policy to achieve its macroeconomic

    goals?
    6. What are the basic microeconomic concepts of demand and supply, and how do they establish

    prices?
    7. What are the four types of market structure?
    8. Which trends are reshaping the business, microeconomic, and macroeconomic environments

    and competitive arena?

    2/4/26, 2:20 PMCh. 1 Introduction – Introduction to Business | OpenStax

    Page 2 of 5https://openstax.org/books/introduction-business/pages/1-introduction

    EXPLORING BUSINESS CAREERS

    Team Rubicon: Disaster Relief and a Sense of Purpose
    Accounting for a substantial amount of economic activity in the United States, not-for-
    profits are an undeniable force in the business world, even though their focus on goals
    other than profit falls outside the traditional model of a for-profit business. But it is this shift
    away from a focus on profit that allows them to pursue missions of social improvement and
    contributions to society as a whole. To be truly effective in a not-for-profit organization, a
    person must share the organization’s vision.

    The vision for Team Rubicon was shaped by its cofounders, Jake Wood and William
    McNulty, who saw the devastation caused by the Haiti earthquake in 2010 and sprang into
    action. Both marines, Wood and McNulty knew they could do something to help in this
    devastating and chaotic situation. Within 24 hours, they enlisted the help of six other
    military veterans and first responders, gathered donations and supplies from friends and
    family, and made their way to Haiti to help with disaster relief, and Team Rubicon was born.

    2/4/26, 2:20 PMCh. 1 Introduction – Introduction to Business | OpenStax

    Page 3 of 5https://openstax.org/books/introduction-business/pages/1-introduction

    Exhibit 1.2 Team Rubicon (Credit: Bureau of Land Management Oregon
    and Washington/flickr/ Attribution 2.0 Generic (CC BY 2.0))

    The organization gets its name from the Rubicon, a river in northern Italy that Julius Caesar
    and his troops crossed on their epic march to Rome, with the river marking the point of no
    return. The name underscores the cofounders’ experiences during the Haitian disaster,
    where despite advice from government officials and other aid organizations not to proceed,
    their small team crossed into Haiti from the Dominican Republic carrying crucial gear and
    medical supplies to thousands of earthquake victims.

    2/4/26, 2:20 PMCh. 1 Introduction – Introduction to Business | OpenStax

    Page 4 of 5https://openstax.org/books/introduction-business/pages/1-introduction

    Seven years later, Team Rubicon’s mission is twofold: to pair the skills and experiences of
    military veterans with first responders to hit the ground running in any type of disaster and
    to provide a sense of community and accomplishment to veterans who have served their
    country proudly but may be struggling as a result of their war experiences.

    According to the organization’s mission statement, Team Rubicon seeks to provide veterans
    three things they sometimes lose after leaving the military: a purpose, gained through
    disaster relief; a sense of community, built by serving with others; and a feeling of self-
    worth from recognizing the impact one individual can make when dealing with natural
    disasters.

    Headquartered in the Los Angeles area, Team Rubicon is staffed by more than 60
    employees who work in 10 regions around the country, along with more than 40,000
    volunteers ready to deploy within 24 hours. Similar to company operations in for-profit
    organizations, staff positions at Team Rubicon include regional administrators; field
    operations (including membership and training); marketing, communications, and social
    media; fundraising and partnership development; finance and accounting; and people
    operations.

    Team Rubicon’s staff members bring professional and/or military experience to their daily
    jobs, but they all share the organization’s vision. Many staff members started as volunteers
    for Team Rubicon while working in for-profit careers, while others took advantage of the
    organization’s strong internship program to become familiar with its mission and focus on
    disaster relief.

    In 2016, Team Rubicon trained 8,000 military veterans and first responders in disaster relief
    and responded to 46 disasters, which required more than 85,000 volunteer hours. In
    addition to donations from individuals and corporations, Team Rubicon relies on its
    partnerships with other organizations, such as Southwest Airlines, which supplies hundreds
    of free plane tickets each year to fly volunteers to disaster sites.

    Team Rubicon actively engages its nationwide community at every level of the organization,
    from volunteer to board member, and every step of its operation: from training to planning
    to implementation to seeking donations and volunteers to help with any type of disaster
    relief. Over the past several years, Team Rubicon has been recognized as one of the top
    nonprofits to work for by The NonProfit Times, based on employee surveys and business
    partners’ input about the organization’s work environment.

    The not-for-profit world may not be for everyone, but if its growth is any indication within
    the overall economy, it does appeal to many. With a resolve to assist those in need,

    2/4/26, 2:20 PMCh. 1 Introduction – Introduction to Business | OpenStax

    Page 5 of 5https://openstax.org/books/introduction-business/pages/1-introduction

    including both disaster victims and returning military personnel, Team Rubicon offers
    opportunities for those interested in nonprofit careers as well as those passionate about
    helping others.

    Sources: Company website, “Our Mission” and “Staff & Board,”
    https://teamrubiconusa.org, accessed May 29, 2017; Mark Hrywna, “2017 NPT Best
    Nonprofits to Work,” The NonProfit Times, http://thenonprofittimes.com, accessed May 27,
    2017; Mark Hrywna, “2016 NPT Best Nonprofits to Work,” The NonProfit Times,
    http://thenonprofittimes.com, accessed May 27, 2017; Kyle Dickman, “The Future of
    Disaster Relief Isn’t the Red Cross,” Outside, https://www.outsideonline.com, August 25,
    2016.

    This module provides the basic structures upon which the business world is built: how it is
    organized, what outside forces influence it, and where it is heading. It also explores how the world’s
    economies and governments shape economic activity. Each day in the United States, thousands of
    new businesses are born. Only a rare few will become the next Apple, Google, or Amazon.
    Unfortunately, many others will never see their first anniversary. The survivors are those that
    understand that change is the one constant in the business environment. Those organizations pay
    attention to the business environment in which they operate and the trends that affect all businesses
    and then successfully adapt to those trends. In this module, we will meet many businesses, both
    large and small, profit and not-for-profit, that prosper because they track trends and use them to
    identify potential opportunities. This ability to manage change is a critical factor in separating the
    success stories from the tales of business failure.

    We begin our study of business by introducing you to the primary functions of a business, the
    relationship between risk and profits, and the importance of not-for-profit organizations. We’ll also
    examine the major components of the business environment and how changing demographic,
    social, political and legal, and competitive factors affect all business organizations. Next, we’ll
    explore how economies provide jobs for workers and also compete with other businesses to create
    and deliver products to consumers. You will also learn how governments attempt to influence
    economic activity through policies such as lowering or raising taxes. Next, we discuss how supply
    and demand determine prices for goods and services. Finally, we conclude by examining key trends
    in the business environment, economic systems, and the competitive environment.

    **CaseStudyHowSyscoIsShapingtheAmericanFoodSystem.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/casestudyhowsyscoisshapingtheamericanfoodsystem-pdf)

    **CaseStudyHowSyscoIsShapingtheAmericanFoodSystem.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/casestudyhowsyscoisshapingtheamericanfoodsystem-pdf)

    **## SwotAssignment.pdf**

    Strength: Sysco wins because it can deliver almost everything a restaurant needs
    through one large, coordinated distribution network, saving customers time and
    reducing ordering headaches.

    Weakness: Because Sysco is built for efficiency and volume, its product mix can
    feel “same everywhere,” which can make it harder for independent restaurants to
    stand out with unique or regional items.

    Opportunity: As more customers care about where food comes from (local,
    sustainable, traceable), there’s a chance for new partnerships and systems that
    connect restaurants to smaller producers—and that pressure can push big
    distributors to improve transparency and choice.

    Threat: If transportation costs rise or supply chains get disrupted (weather events,
    fuel prices, labor issues), Sysco’s large delivery system becomes more expensive
    and less reliable, which can hurt both profits and sustainability.

    **## EconomicsCaseStudyTemplateGEB1011-2.docx**

    Economics Case Study

    Introduction to Business

    Your name

    Professor’s Name

    Date

    **Economics Case Study**

    Academic essays should begin with an introduction, but do not begin your paper with an “Introduction” heading. The introduction will provide readers with the context necessary for understanding your argument and the body of your paper. When composing the introduction, think about what context or background information the reader would benefit from knowing. Once your context is established, transition from that context into your thesis statement. The thesis statement generally comes at the end of your introduction and usually consists of a few sentences that sum up the argument for your paper overall. Thesis statements should also provide a roadmap for the reader so that they can navigate through the ideas present in the rest of your paper.

    **Issues to be Solved**

    Start typing your response to question one. Describe the issues and problems to be solved. Your response should be in your own words to avoid plagiarism. You should use full sentences and double-check for correct grammar, capitalization, and punctuation.

    **SWOT Analysis**

    **Strengths**

    Start typing your response to question two. Strengths are internal factors you can control. Your response should be in your own words to avoid plagiarism. Do not use a bulleted list. You should use full sentences and explain each item. Double-check for correct grammar, capitalization, and punctuation.

    **Weaknesses**

    Start typing your response. Weaknesses are internal factors you can control. Your response should be in your own words to avoid plagiarism. Do not use a bulleted list. You should use full sentences and explain each item. Double-check for correct grammar, capitalization, and punctuation.

    **Opportunities**

    Start typing your response. Threats are potentially positive external factors in the business environment (chapter one) you cannot control. These are things such as technology, competition, the economy, political and legal factors, factors in the social environment, and globalization. Your response should be in your own words to avoid plagiarism. Do not use a bulleted list. You should use full sentences and explain each item. Double-check for correct grammar, capitalization, and punctuation.

    **Threats**

    Start typing your response. Threats are potentially negative external factors in the business environment (chapter one) you cannot control. These are things such as technology, competition, the economy, political and legal factors, factors in the social environment, and globalization. Your response should be in your own words to avoid plagiarism. Do not use a bulleted list. You should use full sentences and explain each item. Double-check for correct grammar, capitalization, and punctuation.

    **Economic Factors (Select at least two of the following)**

    **Business and Standard of Living**

    Start typing your response. Your response should be in your own words to avoid plagiarism. Do not use a bulleted list. You should use full sentences and explain each item. Double-check for correct grammar, capitalization, and punctuation.

    **Business Environment Sectors**

    Start typing your response. Your response should be in your own words to avoid plagiarism. Do not use a bulleted list. You should use full sentences and explain each item. Double-check for correct grammar, capitalization, and punctuation.

    **Market Structures**

    Start typing your response. Your response should be in your own words to avoid plagiarism. Do not use a bulleted list. You should use full sentences and explain each item. Double-check for correct grammar, capitalization, and punctuation.

    **Economic Health Indicators**

    Start typing your response. Your response should be in your own words to avoid plagiarism. Do not use a bulleted list. You should use full sentences and explain each item. Double-check for correct grammar, capitalization, and punctuation.

    **Trends and Competition**

    Start typing your response. Your response should be in your own words to avoid plagiarism. Do not use a bulleted list. You should use full sentences and explain each item. Double-check for correct grammar, capitalization, and punctuation.

    **Action Plan**

    Start typing your response. Your response should be in your own words to avoid plagiarism. Do not use a bulleted list. You should use full sentences and explain each item. Double-check for correct grammar, capitalization, and punctuation.

    **Conclusion**

    The last section or paragraph of your paper should be the conclusion. A conclusion should reiterate the major points of your argument. To do this, think about developing your thesis by adding more detail or by retracing the steps of your argument. You can recap major sections for the reader. You can also summarize the primary supporting points or evidence you discussed in the paper. The conclusion should not introduce any new information in order to avoid confusing the reader. To end the paper, think about what you want your reader to do with all the information you just presented. Use the conclusion to establish the significance and importance of your work, motivate others to build on what you have done in this paper, and encourage the reader to explore new ideas or reach other conclusions.

    **References**

    **## LearningOutcomes.pdf**

    2/4/26, 2:20 PMCh. 1 Introduction – Introduction to Business | OpenStax

    Page 1 of 5https://openstax.org/books/introduction-business/pages/1-introduction

    Exhibit 1.1 (Credit: Marco Verch /flickr / Attribution 2.0 Generic (CC BY 2.0))

    Learning Outcomes
    After reading this chapter, you should be able to answer these questions:

    1. How do businesses and not-for-profit organizations help create our standard of living?
    2. What are the sectors of the business environment, and how do changes in them influence

    business decisions?
    3. What are the primary features of the world’s economic systems, and how are the three sectors

    of the U.S. economy linked?
    4. How do economic growth, full employment, price stability, and inflation indicate a nation’s

    economic health?
    5. How does the government use monetary policy and fiscal policy to achieve its macroeconomic

    goals?
    6. What are the basic microeconomic concepts of demand and supply, and how do they establish

    prices?
    7. What are the four types of market structure?
    8. Which trends are reshaping the business, microeconomic, and macroeconomic environments

    and competitive arena?

    2/4/26, 2:20 PMCh. 1 Introduction – Introduction to Business | OpenStax

    Page 2 of 5https://openstax.org/books/introduction-business/pages/1-introduction

    EXPLORING BUSINESS CAREERS

    Team Rubicon: Disaster Relief and a Sense of Purpose
    Accounting for a substantial amount of economic activity in the United States, not-for-
    profits are an undeniable force in the business world, even though their focus on goals
    other than profit falls outside the traditional model of a for-profit business. But it is this shift
    away from a focus on profit that allows them to pursue missions of social improvement and
    contributions to society as a whole. To be truly effective in a not-for-profit organization, a
    person must share the organization’s vision.

    The vision for Team Rubicon was shaped by its cofounders, Jake Wood and William
    McNulty, who saw the devastation caused by the Haiti earthquake in 2010 and sprang into
    action. Both marines, Wood and McNulty knew they could do something to help in this
    devastating and chaotic situation. Within 24 hours, they enlisted the help of six other
    military veterans and first responders, gathered donations and supplies from friends and
    family, and made their way to Haiti to help with disaster relief, and Team Rubicon was born.

    2/4/26, 2:20 PMCh. 1 Introduction – Introduction to Business | OpenStax

    Page 3 of 5https://openstax.org/books/introduction-business/pages/1-introduction

    Exhibit 1.2 Team Rubicon (Credit: Bureau of Land Management Oregon
    and Washington/flickr/ Attribution 2.0 Generic (CC BY 2.0))

    The organization gets its name from the Rubicon, a river in northern Italy that Julius Caesar
    and his troops crossed on their epic march to Rome, with the river marking the point of no
    return. The name underscores the cofounders’ experiences during the Haitian disaster,
    where despite advice from government officials and other aid organizations not to proceed,
    their small team crossed into Haiti from the Dominican Republic carrying crucial gear and
    medical supplies to thousands of earthquake victims.

    2/4/26, 2:20 PMCh. 1 Introduction – Introduction to Business | OpenStax

    Page 4 of 5https://openstax.org/books/introduction-business/pages/1-introduction

    Seven years later, Team Rubicon’s mission is twofold: to pair the skills and experiences of
    military veterans with first responders to hit the ground running in any type of disaster and
    to provide a sense of community and accomplishment to veterans who have served their
    country proudly but may be struggling as a result of their war experiences.

    According to the organization’s mission statement, Team Rubicon seeks to provide veterans
    three things they sometimes lose after leaving the military: a purpose, gained through
    disaster relief; a sense of community, built by serving with others; and a feeling of self-
    worth from recognizing the impact one individual can make when dealing with natural
    disasters.

    Headquartered in the Los Angeles area, Team Rubicon is staffed by more than 60
    employees who work in 10 regions around the country, along with more than 40,000
    volunteers ready to deploy within 24 hours. Similar to company operations in for-profit
    organizations, staff positions at Team Rubicon include regional administrators; field
    operations (including membership and training); marketing, communications, and social
    media; fundraising and partnership development; finance and accounting; and people
    operations.

    Team Rubicon’s staff members bring professional and/or military experience to their daily
    jobs, but they all share the organization’s vision. Many staff members started as volunteers
    for Team Rubicon while working in for-profit careers, while others took advantage of the
    organization’s strong internship program to become familiar with its mission and focus on
    disaster relief.

    In 2016, Team Rubicon trained 8,000 military veterans and first responders in disaster relief
    and responded to 46 disasters, which required more than 85,000 volunteer hours. In
    addition to donations from individuals and corporations, Team Rubicon relies on its
    partnerships with other organizations, such as Southwest Airlines, which supplies hundreds
    of free plane tickets each year to fly volunteers to disaster sites.

    Team Rubicon actively engages its nationwide community at every level of the organization,
    from volunteer to board member, and every step of its operation: from training to planning
    to implementation to seeking donations and volunteers to help with any type of disaster
    relief. Over the past several years, Team Rubicon has been recognized as one of the top
    nonprofits to work for by The NonProfit Times, based on employee surveys and business
    partners’ input about the organization’s work environment.

    The not-for-profit world may not be for everyone, but if its growth is any indication within
    the overall economy, it does appeal to many. With a resolve to assist those in need,

    2/4/26, 2:20 PMCh. 1 Introduction – Introduction to Business | OpenStax

    Page 5 of 5https://openstax.org/books/introduction-business/pages/1-introduction

    including both disaster victims and returning military personnel, Team Rubicon offers
    opportunities for those interested in nonprofit careers as well as those passionate about
    helping others.

    Sources: Company website, “Our Mission” and “Staff & Board,”
    https://teamrubiconusa.org, accessed May 29, 2017; Mark Hrywna, “2017 NPT Best
    Nonprofits to Work,” The NonProfit Times, http://thenonprofittimes.com, accessed May 27,
    2017; Mark Hrywna, “2016 NPT Best Nonprofits to Work,” The NonProfit Times,
    http://thenonprofittimes.com, accessed May 27, 2017; Kyle Dickman, “The Future of
    Disaster Relief Isn’t the Red Cross,” Outside, https://www.outsideonline.com, August 25,
    2016.

    This module provides the basic structures upon which the business world is built: how it is
    organized, what outside forces influence it, and where it is heading. It also explores how the world’s
    economies and governments shape economic activity. Each day in the United States, thousands of
    new businesses are born. Only a rare few will become the next Apple, Google, or Amazon.
    Unfortunately, many others will never see their first anniversary. The survivors are those that
    understand that change is the one constant in the business environment. Those organizations pay
    attention to the business environment in which they operate and the trends that affect all businesses
    and then successfully adapt to those trends. In this module, we will meet many businesses, both
    large and small, profit and not-for-profit, that prosper because they track trends and use them to
    identify potential opportunities. This ability to manage change is a critical factor in separating the
    success stories from the tales of business failure.

    We begin our study of business by introducing you to the primary functions of a business, the
    relationship between risk and profits, and the importance of not-for-profit organizations. We’ll also
    examine the major components of the business environment and how changing demographic,
    social, political and legal, and competitive factors affect all business organizations. Next, we’ll
    explore how economies provide jobs for workers and also compete with other businesses to create
    and deliver products to consumers. You will also learn how governments attempt to influence
    economic activity through policies such as lowering or raising taxes. Next, we discuss how supply
    and demand determine prices for goods and services. Finally, we conclude by examining key trends
    in the business environment, economic systems, and the competitive environment.

    **CaseStudyHowSyscoIsShapingtheAmericanFoodSystem.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/casestudyhowsyscoisshapingtheamericanfoodsystem-pdf)

    **## SwotAssignment.pdf**

    Strength: Sysco wins because it can deliver almost everything a restaurant needs
    through one large, coordinated distribution network, saving customers time and
    reducing ordering headaches.

    Weakness: Because Sysco is built for efficiency and volume, its product mix can
    feel “same everywhere,” which can make it harder for independent restaurants to
    stand out with unique or regional items.

    Opportunity: As more customers care about where food comes from (local,
    sustainable, traceable), there’s a chance for new partnerships and systems that
    connect restaurants to smaller producers—and that pressure can push big
    distributors to improve transparency and choice.

    Threat: If transportation costs rise or supply chains get disrupted (weather events,
    fuel prices, labor issues), Sysco’s large delivery system becomes more expensive
    and less reliable, which can hurt both profits and sustainability.

    **## EconomicsCaseStudyTemplateGEB1011-2.docx**

    Economics Case Study

    Introduction to Business

    Your name

    Professor’s Name

    Date

    **Economics Case Study**

    Academic essays should begin with an introduction, but do not begin your paper with an “Introduction” heading. The introduction will provide readers with the context necessary for understanding your argument and the body of your paper. When composing the introduction, think about what context or background information the reader would benefit from knowing. Once your context is established, transition from that context into your thesis statement. The thesis statement generally comes at the end of your introduction and usually consists of a few sentences that sum up the argument for your paper overall. Thesis statements should also provide a roadmap for the reader so that they can navigate through the ideas present in the rest of your paper.

    **Issues to be Solved**

    Start typing your response to question one. Describe the issues and problems to be solved. Your response should be in your own words to avoid plagiarism. You should use full sentences and double-check for correct grammar, capitalization, and punctuation.

    **SWOT Analysis**

    **Strengths**

    Start typing your response to question two. Strengths are internal factors you can control. Your response should be in your own words to avoid plagiarism. Do not use a bulleted list. You should use full sentences and explain each item. Double-check for correct grammar, capitalization, and punctuation.

    **Weaknesses**

    Start typing your response. Weaknesses are internal factors you can control. Your response should be in your own words to avoid plagiarism. Do not use a bulleted list. You should use full sentences and explain each item. Double-check for correct grammar, capitalization, and punctuation.

    **Opportunities**

    Start typing your response. Threats are potentially positive external factors in the business environment (chapter one) you cannot control. These are things such as technology, competition, the economy, political and legal factors, factors in the social environment, and globalization. Your response should be in your own words to avoid plagiarism. Do not use a bulleted list. You should use full sentences and explain each item. Double-check for correct grammar, capitalization, and punctuation.

    **Threats**

    Start typing your response. Threats are potentially negative external factors in the business environment (chapter one) you cannot control. These are things such as technology, competition, the economy, political and legal factors, factors in the social environment, and globalization. Your response should be in your own words to avoid plagiarism. Do not use a bulleted list. You should use full sentences and explain each item. Double-check for correct grammar, capitalization, and punctuation.

    **Economic Factors (Select at least two of the following)**

    **Business and Standard of Living**

    Start typing your response. Your response should be in your own words to avoid plagiarism. Do not use a bulleted list. You should use full sentences and explain each item. Double-check for correct grammar, capitalization, and punctuation.

    **Business Environment Sectors**

    Start typing your response. Your response should be in your own words to avoid plagiarism. Do not use a bulleted list. You should use full sentences and explain each item. Double-check for correct grammar, capitalization, and punctuation.

    **Market Structures**

    Start typing your response. Your response should be in your own words to avoid plagiarism. Do not use a bulleted list. You should use full sentences and explain each item. Double-check for correct grammar, capitalization, and punctuation.

    **Economic Health Indicators**

    Start typing your response. Your response should be in your own words to avoid plagiarism. Do not use a bulleted list. You should use full sentences and explain each item. Double-check for correct grammar, capitalization, and punctuation.

    **Trends and Competition**

    Start typing your response. Your response should be in your own words to avoid plagiarism. Do not use a bulleted list. You should use full sentences and explain each item. Double-check for correct grammar, capitalization, and punctuation.

    **Action Plan**

    Start typing your response. Your response should be in your own words to avoid plagiarism. Do not use a bulleted list. You should use full sentences and explain each item. Double-check for correct grammar, capitalization, and punctuation.

    **Conclusion**

    The last section or paragraph of your paper should be the conclusion. A conclusion should reiterate the major points of your argument. To do this, think about developing your thesis by adding more detail or by retracing the steps of your argument. You can recap major sections for the reader. You can also summarize the primary supporting points or evidence you discussed in the paper. The conclusion should not introduce any new information in order to avoid confusing the reader. To end the paper, think about what you want your reader to do with all the information you just presented. Use the conclusion to establish the significance and importance of your work, motivate others to build on what you have done in this paper, and encourage the reader to explore new ideas or reach other conclusions.

    **References**

    **## LearningOutcomes.pdf**

    2/4/26, 2:20 PMCh. 1 Introduction – Introduction to Business | OpenStax

    Page 1 of 5https://openstax.org/books/introduction-business/pages/1-introduction

    Exhibit 1.1 (Credit: Marco Verch /flickr / Attribution 2.0 Generic (CC BY 2.0))

    Learning Outcomes
    After reading this chapter, you should be able to answer these questions:

    1. How do businesses and not-for-profit organizations help create our standard of living?
    2. What are the sectors of the business environment, and how do changes in them influence

    business decisions?
    3. What are the primary features of the world’s economic systems, and how are the three sectors

    of the U.S. economy linked?
    4. How do economic growth, full employment, price stability, and inflation indicate a nation’s

    economic health?
    5. How does the government use monetary policy and fiscal policy to achieve its macroeconomic

    goals?
    6. What are the basic microeconomic concepts of demand and supply, and how do they establish

    prices?
    7. What are the four types of market structure?
    8. Which trends are reshaping the business, microeconomic, and macroeconomic environments

    and competitive arena?

    2/4/26, 2:20 PMCh. 1 Introduction – Introduction to Business | OpenStax

    Page 2 of 5https://openstax.org/books/introduction-business/pages/1-introduction

    EXPLORING BUSINESS CAREERS

    Team Rubicon: Disaster Relief and a Sense of Purpose
    Accounting for a substantial amount of economic activity in the United States, not-for-
    profits are an undeniable force in the business world, even though their focus on goals
    other than profit falls outside the traditional model of a for-profit business. But it is this shift
    away from a focus on profit that allows them to pursue missions of social improvement and
    contributions to society as a whole. To be truly effective in a not-for-profit organization, a
    person must share the organization’s vision.

    The vision for Team Rubicon was shaped by its cofounders, Jake Wood and William
    McNulty, who saw the devastation caused by the Haiti earthquake in 2010 and sprang into
    action. Both marines, Wood and McNulty knew they could do something to help in this
    devastating and chaotic situation. Within 24 hours, they enlisted the help of six other
    military veterans and first responders, gathered donations and supplies from friends and
    family, and made their way to Haiti to help with disaster relief, and Team Rubicon was born.

    2/4/26, 2:20 PMCh. 1 Introduction – Introduction to Business | OpenStax

    Page 3 of 5https://openstax.org/books/introduction-business/pages/1-introduction

    Exhibit 1.2 Team Rubicon (Credit: Bureau of Land Management Oregon
    and Washington/flickr/ Attribution 2.0 Generic (CC BY 2.0))

    The organization gets its name from the Rubicon, a river in northern Italy that Julius Caesar
    and his troops crossed on their epic march to Rome, with the river marking the point of no
    return. The name underscores the cofounders’ experiences during the Haitian disaster,
    where despite advice from government officials and other aid organizations not to proceed,
    their small team crossed into Haiti from the Dominican Republic carrying crucial gear and
    medical supplies to thousands of earthquake victims.

    2/4/26, 2:20 PMCh. 1 Introduction – Introduction to Business | OpenStax

    Page 4 of 5https://openstax.org/books/introduction-business/pages/1-introduction

    Seven years later, Team Rubicon’s mission is twofold: to pair the skills and experiences of
    military veterans with first responders to hit the ground running in any type of disaster and
    to provide a sense of community and accomplishment to veterans who have served their
    country proudly but may be struggling as a result of their war experiences.

    According to the organization’s mission statement, Team Rubicon seeks to provide veterans
    three things they sometimes lose after leaving the military: a purpose, gained through
    disaster relief; a sense of community, built by serving with others; and a feeling of self-
    worth from recognizing the impact one individual can make when dealing with natural
    disasters.

    Headquartered in the Los Angeles area, Team Rubicon is staffed by more than 60
    employees who work in 10 regions around the country, along with more than 40,000
    volunteers ready to deploy within 24 hours. Similar to company operations in for-profit
    organizations, staff positions at Team Rubicon include regional administrators; field
    operations (including membership and training); marketing, communications, and social
    media; fundraising and partnership development; finance and accounting; and people
    operations.

    Team Rubicon’s staff members bring professional and/or military experience to their daily
    jobs, but they all share the organization’s vision. Many staff members started as volunteers
    for Team Rubicon while working in for-profit careers, while others took advantage of the
    organization’s strong internship program to become familiar with its mission and focus on
    disaster relief.

    In 2016, Team Rubicon trained 8,000 military veterans and first responders in disaster relief
    and responded to 46 disasters, which required more than 85,000 volunteer hours. In
    addition to donations from individuals and corporations, Team Rubicon relies on its
    partnerships with other organizations, such as Southwest Airlines, which supplies hundreds
    of free plane tickets each year to fly volunteers to disaster sites.

    Team Rubicon actively engages its nationwide community at every level of the organization,
    from volunteer to board member, and every step of its operation: from training to planning
    to implementation to seeking donations and volunteers to help with any type of disaster
    relief. Over the past several years, Team Rubicon has been recognized as one of the top
    nonprofits to work for by The NonProfit Times, based on employee surveys and business
    partners’ input about the organization’s work environment.

    The not-for-profit world may not be for everyone, but if its growth is any indication within
    the overall economy, it does appeal to many. With a resolve to assist those in need,

    2/4/26, 2:20 PMCh. 1 Introduction – Introduction to Business | OpenStax

    Page 5 of 5https://openstax.org/books/introduction-business/pages/1-introduction

    including both disaster victims and returning military personnel, Team Rubicon offers
    opportunities for those interested in nonprofit careers as well as those passionate about
    helping others.

    Sources: Company website, “Our Mission” and “Staff & Board,”
    https://teamrubiconusa.org, accessed May 29, 2017; Mark Hrywna, “2017 NPT Best
    Nonprofits to Work,” The NonProfit Times, http://thenonprofittimes.com, accessed May 27,
    2017; Mark Hrywna, “2016 NPT Best Nonprofits to Work,” The NonProfit Times,
    http://thenonprofittimes.com, accessed May 27, 2017; Kyle Dickman, “The Future of
    Disaster Relief Isn’t the Red Cross,” Outside, https://www.outsideonline.com, August 25,
    2016.

    This module provides the basic structures upon which the business world is built: how it is
    organized, what outside forces influence it, and where it is heading. It also explores how the world’s
    economies and governments shape economic activity. Each day in the United States, thousands of
    new businesses are born. Only a rare few will become the next Apple, Google, or Amazon.
    Unfortunately, many others will never see their first anniversary. The survivors are those that
    understand that change is the one constant in the business environment. Those organizations pay
    attention to the business environment in which they operate and the trends that affect all businesses
    and then successfully adapt to those trends. In this module, we will meet many businesses, both
    large and small, profit and not-for-profit, that prosper because they track trends and use them to
    identify potential opportunities. This ability to manage change is a critical factor in separating the
    success stories from the tales of business failure.

    We begin our study of business by introducing you to the primary functions of a business, the
    relationship between risk and profits, and the importance of not-for-profit organizations. We’ll also
    examine the major components of the business environment and how changing demographic,
    social, political and legal, and competitive factors affect all business organizations. Next, we’ll
    explore how economies provide jobs for workers and also compete with other businesses to create
    and deliver products to consumers. You will also learn how governments attempt to influence
    economic activity through policies such as lowering or raising taxes. Next, we discuss how supply
    and demand determine prices for goods and services. Finally, we conclude by examining key trends
    in the business environment, economic systems, and the competitive environment.

    **CaseStudyHowSyscoIsShapingtheAmericanFoodSystem.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/casestudyhowsyscoisshapingtheamericanfoodsystem-pdf)

  • [Solved] CJ 315 Module Five Journal

    ✓ Verified Academic Solution Available

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) Please see the attached file below **files (1)** – ## ModuleFiveJournalGuidelinesandRubric.html.zip **## ModuleFiveJournalGuidelinesandRubric.html.zip** ## Module Five Journal Guidelines and Rubric.html ## CJ 315 Module Five J…

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

    Please see the attached file below

    **files (1)**

    – ## ModuleFiveJournalGuidelinesandRubric.html.zip

    **## ModuleFiveJournalGuidelinesandRubric.html.zip**

    ## Module Five Journal Guidelines and Rubric.html

    ## CJ 315 Module Five Journal Guidelines and Rubric

    ### Overview

    In this assignment, you will explore the process of working with child victims in the criminal justice system.

    ### Prompt

    Now that you’ve reviewed the resources about working with youth victims (children and teens), you are familiar with how these victims react to crime, challenges in working with victims from this age group, and ways that criminal justice and allied professionals can interact with this victims. Write a journal entry that answers the following questions:

    – What are some typical reactions of child/teen victims who have experienced or witnessed a traumatic event?
    – Why is it important for a child/teen victim to talk with someone about their victimization?
    – What are some actions that an adult can take to help a child/teen victim and why?
    – How do state laws affect actions taken by adults when dealing with a child victim?

    Specifically, the following rubric criteria must be addressed:

    – Describe some typical reactions of child/teen victims who have experienced or witnessed a traumatic event.
    – Explain why it is important for a child/teen to open up/talk to someone about their victimization and provide a rationale.
    – Discuss actions that an adult can take to help a child/teen victim and provide a rationale.
    – Explain how state laws affect actions taken by adults when dealing with a child victim.

    ### What to Submit

    Submit this assignment in a Microsoft Word document. It should be about 350–450 words in length. Any sources should be cited according to APA style. Consult the
    [Shapiro Library APA Style Guide](http://libguides.snhu.edu/apa) for more information on citations.

    Note: For journal assignments, you can receive a meets expectations, partially meets expectations, or does not meet expectations score on each of your rubric criteria. There is no exceeds expectations score for this assignment, because you will receive feedback and make revisions to improve beyond expectations in these concepts.

    ### Module Five Journal Rubric

    | Criteria | Meets Expectations (100%) | Partially Meets Expectations (85%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — | — |
    | Clear Communication | Consistently and effectively communicates in an organized way to a specific audience | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 15 |
    | Reaction | Describes typical reactions of child/teen victims | Shows progress toward meeting expectations, but with errors or omissions | Does not attempt criterion | 20 |
    | Opening Up | Explains the importance for child/teen victims to open up to someone about their victimization and provides rationale | Shows progress toward meeting expectations, but with errors or omissions | Does not attempt criterion | 20 |
    | Adult Action | Discusses the actions that an adult can take to help a child/teen victim and provides a rationale | Shows progress toward meeting expectations, but with errors or omissions | Does not attempt criterion | 25 |
    | State Laws | Explain how state laws affect actions taken by adults when dealing with a child victim | Shows progress toward meeting expectations, but with errors or omissions | Does not attempt criterion | 15 |
    | Citations and Attributions | Uses citations for ideas requiring attribution, with consistent minor errors | Uses citations for ideas requiring attribution, with major errors | Does not use citations for ideas requiring attribution | 5 |
    | Total: | 100% |

    **## ModuleFiveJournalGuidelinesandRubric.html.zip**

    ## Module Five Journal Guidelines and Rubric.html

    ## CJ 315 Module Five Journal Guidelines and Rubric

    ### Overview

    In this assignment, you will explore the process of working with child victims in the criminal justice system.

    ### Prompt

    Now that you’ve reviewed the resources about working with youth victims (children and teens), you are familiar with how these victims react to crime, challenges in working with victims from this age group, and ways that criminal justice and allied professionals can interact with this victims. Write a journal entry that answers the following questions:

    – What are some typical reactions of child/teen victims who have experienced or witnessed a traumatic event?
    – Why is it important for a child/teen victim to talk with someone about their victimization?
    – What are some actions that an adult can take to help a child/teen victim and why?
    – How do state laws affect actions taken by adults when dealing with a child victim?

    Specifically, the following rubric criteria must be addressed:

    – Describe some typical reactions of child/teen victims who have experienced or witnessed a traumatic event.
    – Explain why it is important for a child/teen to open up/talk to someone about their victimization and provide a rationale.
    – Discuss actions that an adult can take to help a child/teen victim and provide a rationale.
    – Explain how state laws affect actions taken by adults when dealing with a child victim.

    ### What to Submit

    Submit this assignment in a Microsoft Word document. It should be about 350–450 words in length. Any sources should be cited according to APA style. Consult the
    [Shapiro Library APA Style Guide](http://libguides.snhu.edu/apa) for more information on citations.

    Note: For journal assignments, you can receive a meets expectations, partially meets expectations, or does not meet expectations score on each of your rubric criteria. There is no exceeds expectations score for this assignment, because you will receive feedback and make revisions to improve beyond expectations in these concepts.

    ### Module Five Journal Rubric

    | Criteria | Meets Expectations (100%) | Partially Meets Expectations (85%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — | — |
    | Clear Communication | Consistently and effectively communicates in an organized way to a specific audience | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 15 |
    | Reaction | Describes typical reactions of child/teen victims | Shows progress toward meeting expectations, but with errors or omissions | Does not attempt criterion | 20 |
    | Opening Up | Explains the importance for child/teen victims to open up to someone about their victimization and provides rationale | Shows progress toward meeting expectations, but with errors or omissions | Does not attempt criterion | 20 |
    | Adult Action | Discusses the actions that an adult can take to help a child/teen victim and provides a rationale | Shows progress toward meeting expectations, but with errors or omissions | Does not attempt criterion | 25 |
    | State Laws | Explain how state laws affect actions taken by adults when dealing with a child victim | Shows progress toward meeting expectations, but with errors or omissions | Does not attempt criterion | 15 |
    | Citations and Attributions | Uses citations for ideas requiring attribution, with consistent minor errors | Uses citations for ideas requiring attribution, with major errors | Does not use citations for ideas requiring attribution | 5 |
    | Total: | 100% |

  • [Solved] CJ 315 Project One

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) Please see the attached file below. **files (1)** – ## ProjectOneGuidelinesandRubric.html.zip **## ProjectOneGuidelinesandRubric.html.zip** ## Project One Guidelines and Rubric.html ## CJ 315 Project One Guidelines and Rubric …

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

    Please see the attached file below.

    **files (1)**

    – ## ProjectOneGuidelinesandRubric.html.zip

    **## ProjectOneGuidelinesandRubric.html.zip**

    ## Project One Guidelines and Rubric.html

    ## CJ 315 Project One Guidelines and Rubric

    ### Competency

    In this project, you will demonstrate your mastery of the following competency:

    – Analyze the role of victimology in the criminal justice system

    ### Scenario

    You are a director for New Hampshire's Office of Victim/Witness Assistance. You are asked to create a presentation for newly hired crime victim advocates that will help to inform them about the experiences of child and domestic violence victims within the criminal justice system and how criminal justice professionals interact with them. Using the two different situations linked in the Supporting Materials section, create a presentation that describes the experiences of the two types of victims in the criminal justice system and analyze how criminal justice professionals interact with them.

    ### Directions

    Using the provided scenarios and situations, create a written presentation on victim interactions and experiences in the criminal justice system. Include the following required elements :

    1. Explain what interactions should take place between a child victim and criminal justice professionals in Situation 1. Include the following in your explanation:

    1. What communications or interactions should occur between a child victim and criminal justice professionals?
    2. What are the roles of allied professionals (first responders, police officers, victim advocates, crisis counselors, hospital professionals) in working with a child victim in the rehabilitation process?
    2. Describe the experience of a child victim in the criminal justice system in Situation 1. Include the following in your description:

    1. What is the child victim’s experience immediately after the initial incident regarding the investigative process and victim assistance?
    2. What is the child victim’s postevent experience regarding processing in the criminal justice system?

    1. What legal precautions are in place to protect a child victim?
    2. What happens to the child victim regarding courts, corrections, parole, and victim assistance?
    3. What is the process for the child victim being notified of the offender’s parole status (in this case, a guardian)?
    3. Explain what interactions should take place between a domestic violence victim and criminal justice professionals in Situation 2. Include the following in your explanation:

    1. What communications or interactions should occur between a domestic violence victim and criminal justice professionals?
    2. What are the roles of allied professionals (first responders, police officers, victim advocates, crisis counselors, hospital professionals) in working with a domestic violence victim in the rehabilitation process?
    4. Describe the experience of a domestic violence victim in the criminal justice system in Situation 2. Include the following in your description:

    1. What is the domestic violence victim’s experience immediately after the initial incident regarding the investigative process and victim assistance?
    2. What is the domestic violence victim’s postevent experience with processing in the criminal justice system?
    3. What legal precautions are in place to protect a domestic violence victim?

    1. What happens to the domestic violence victim regarding courts, corrections, parole, and victim assistance?
    2. What is the process for the victim being notified of the offender’s parole status?
    5. Compare and contrast a child victim and a domestic violence victim. Include the following:

    1. What are the similarities and differences in the roles criminal justice professionals should play and how they should interact in each situation?
    2. What are the similarities and differences in the victims’ experiences?

    1. How are their immediate experiences and interactions with allied professionals (first responders, police officers, victim advocates, crisis counselors, hospital professionals) similar or different?
    2. How are their postevent experiences and interactions with criminal justice professionals (county or district attorneys, probation officers, judges) similar or different?

    ### What to Submit

    To complete this project, you must submit the following:

    Child and Domestic Violence Victims Presentation
    For this assignment, you will create a Microsoft PowerPoint presentation (optional template linked below). Your submission should address the rubric criteria listed above: the interactions between a child victim and criminal justice professionals, the experience of a child victim in the criminal justice system, the interactions between a domestic violence victim and criminal justice professionals, the experience of a domestic violence victim in the criminal justice system, the differences in the roles criminal justice professionals play and their interactions with each type of victim, and the differences in the victims’ experiences. Any sources should be cited according to APA style.

    An optional template (linked in the Supporting Materials section) has been created to aid you in completing this project.

    ### Supporting Materials

    The following resource(s) may help support your work on the project:

    Document:
    [Project One Situations PDF](https://www.sweetstudy.com/questions/Course%20Documents/CJ%20315%20Project%20One%20Situations.pdf)
    Base your work on these situations.

    Document:
    [Project One Template PPT](https://www.sweetstudy.com/questions/Course%20Documents/CJ%20315%20Project%20One%20Template.pptx) (Optional)
    Although this template is not required to complete your project, you may find it helpful.

    Website:
    [New Hampshire Office of Victim/Witness Assistance: Attorney General’s Protocols](https://www.doj.nh.gov/criminal/victim-assistance/protocols.htm)

    – Under the section “Child Abuse and Neglect Protocols,” click Child Abuse Investigation Protocol (Third Edition, 2008) to assist you with addressing the rubric criteria regarding the child victim.
    – Under the section “Domestic Violence Protocols,” click Law Enforcement (2013) to assist you with addressing the rubric criteria regarding the domestic violence victim.

    ### Project One Rubric

    | Criteria | Exceeds Expectations (100%) | Meets Expectations (85%) | Partially Meets Expectations (55%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — | — | — |
    | Clear Communication | Exceeds expectations with an intentional use of language that promotes a thorough understanding | Consistently and effectively communicates in an organized way to a specific audience | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 15 |
    | Interactions: Child Victim and Criminal Justice Professionals | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Explains the interactions that should occur between a child victim of crime and criminal justice professionals | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification when explaining the interactions between a child victim of crime and criminal justice professionals | Does not attempt criterion | 15 |
    | Experiences of Child Victim | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Describes the experiences of a child victim in the criminal justice system | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include a more detailed description of the experiences of a child victim in the criminal justice system | Does not attempt criterion | 15 |
    | Interactions: Domestic Violence Victim and Criminal Justice Professionals | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Explains the interactions that should occur between a domestic violence victim of crime and criminal justice professionals | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification when explaining the interactions between a domestic violence victim and criminal justice professionals | Does not attempt criterion | 15 |
    | Experiences of Domestic Violence Victim | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Describes the experiences of a domestic violence victim in the criminal justice system | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include a more detailed description of the experiences of a domestic violence victim in the criminal justice system | Does not attempt criterion | 15 |
    | Child Victim and Domestic Violence Victim Comparison | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Compares and contrasts child victim and domestic violence victim situations | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include a more detailed comparison and including information regarding the experiences interactions with both types of victims | Does not attempt criterion | 20 |
    | Citations and Attributions | Uses citations for ideas requiring attribution, with few or no minor errors | Uses citations for ideas requiring attribution, with consistent minor errors | Uses citations for ideas requiring attribution, with major errors | Does not use citations for ideas requiring attribution | 5 |
    | Total: | 100% |

    ## Course Documents/CJ 315 Project One Situations.pdf

    CJ 315 Project One Situations

    Situation 1: Child Victim

    You are a guidance counselor working at a midsized suburban elementary school in New Hampshire.
    Seven-year-old Sarah was sent to your office after her teacher overheard Sarah telling one of her
    classmates that her mother’s boyfriend, Steve, always gives her kisses on the lips and other places.
    Sarah lives at home with her mother, Susan, and her siblings, Samantha (age 2), Sophia (age 9), and Seth
    (6 months). The biological father of all the girls is incarcerated. Steve is the biological father of Seth.
    Steve does not work and is the caregiver for the children when Susan is working. Sarah tells you that
    Steve touches her private parts when her mother is at work. Sarah tells you that Steve told her it was a
    secret and that if she were to tell anyone, he would hurt her mommy. Sarah does not know if Steve
    touches anyone else, but her sister Sophia told her that Steve is a bad man.

    Situation 2: Domestic Violence Victim

    You are a patrol officer in a midsized, diverse city in New Hampshire with a population of nearly
    250,000. You are dispatched to a domestic disturbance call located at 87 North Main Street, apartment
    22, in your city. The location is a multifamily apartment building. When you arrive at the location, a
    female who identifies herself as the caller meets you on the street. The female identifies herself as
    Regina Cooper, the neighbor of Mary and Mark Malone. Regina tells you that Mark is intoxicated and is
    fighting with Mary and that, because of all the screaming she heard, she thinks he is hitting Mary again.
    While proceeding to apartment 22, you observe several holes in the wall in the stairwell as well as at the
    top of the stairs that appear to have been made by some type of force rather than being cleanly cut.
    Upon arriving at the door, you hear crying and yelling coming from inside the apartment. When you
    knock on the door, a woman identifying herself as Mary opens the door. She has a fresh bruise on her
    right eye, and you observe red marks on her neck. When you inquire about the location of Mark, Mary
    reports that he ran into the bedroom and locked the door when he saw the police. Mary is hysterical
    and tells you that this is not the first time Mark has become violent when intoxicated. Mary tells you
    that she loves her husband. She tells you that she tries hard not to make Mark angry, because he was
    recently placed on probation after he was convicted for beating a man with a bat in a bar fight. Mary
    tells you that Mark cannot go to jail, because he pays all the bills and will kill her if she is the reason he
    goes back to jail. Mary does not wish to pursue charges against her husband. You secure the scene and
    remove Mary from the property. Because of Mary’s observed injuries, you place Mark under arrest for
    domestic assault.

    ## Course Documents/CJ 315 Project One Template.pptx

    [Title Here]

    By [Name and chosen role]

    Introduction

    [Provide background information to the audience regarding your role and what will be included in this presentation.]

    Child Victim

    Interactions between a Child Victim and Criminal Justice Professionals

    [Explain what interactions should take place between a child victim and criminal justice professionals.]

    Experience of a Child Victim

    [Describe the experience of a child victim in the criminal justice system.]

    Domestic Violence Victim

    Interactions between a Domestic Violence Victim and Criminal Justice Professionals

    [Explain what interactions should take place between a domestic violence victim and criminal justice professionals.]

    Experience of a Domestic Violence Victim

    [Describe the experience of a domestic violence victim in the criminal justice system.]

    Comparing and Contrasting Situations

    Similarities and Differences in Criminal Justice Professionals’ Roles

    [Explain similarities and differences in the roles criminal justice professionals should play and how they should interact in each situation.]

    Similarities and Differences in Victims’ Experiences

    [Explain what the differences would be in the victims’ experiences.]

    Conclusion

    [Insert conclusion here.]

    References

    [Insert references here.]

    **## ProjectOneGuidelinesandRubric.html.zip**

    ## Project One Guidelines and Rubric.html

    ## CJ 315 Project One Guidelines and Rubric

    ### Competency

    In this project, you will demonstrate your mastery of the following competency:

    – Analyze the role of victimology in the criminal justice system

    ### Scenario

    You are a director for New Hampshire's Office of Victim/Witness Assistance. You are asked to create a presentation for newly hired crime victim advocates that will help to inform them about the experiences of child and domestic violence victims within the criminal justice system and how criminal justice professionals interact with them. Using the two different situations linked in the Supporting Materials section, create a presentation that describes the experiences of the two types of victims in the criminal justice system and analyze how criminal justice professionals interact with them.

    ### Directions

    Using the provided scenarios and situations, create a written presentation on victim interactions and experiences in the criminal justice system. Include the following required elements :

    1. Explain what interactions should take place between a child victim and criminal justice professionals in Situation 1. Include the following in your explanation:

    1. What communications or interactions should occur between a child victim and criminal justice professionals?
    2. What are the roles of allied professionals (first responders, police officers, victim advocates, crisis counselors, hospital professionals) in working with a child victim in the rehabilitation process?
    2. Describe the experience of a child victim in the criminal justice system in Situation 1. Include the following in your description:

    1. What is the child victim’s experience immediately after the initial incident regarding the investigative process and victim assistance?
    2. What is the child victim’s postevent experience regarding processing in the criminal justice system?

    1. What legal precautions are in place to protect a child victim?
    2. What happens to the child victim regarding courts, corrections, parole, and victim assistance?
    3. What is the process for the child victim being notified of the offender’s parole status (in this case, a guardian)?
    3. Explain what interactions should take place between a domestic violence victim and criminal justice professionals in Situation 2. Include the following in your explanation:

    1. What communications or interactions should occur between a domestic violence victim and criminal justice professionals?
    2. What are the roles of allied professionals (first responders, police officers, victim advocates, crisis counselors, hospital professionals) in working with a domestic violence victim in the rehabilitation process?
    4. Describe the experience of a domestic violence victim in the criminal justice system in Situation 2. Include the following in your description:

    1. What is the domestic violence victim’s experience immediately after the initial incident regarding the investigative process and victim assistance?
    2. What is the domestic violence victim’s postevent experience with processing in the criminal justice system?
    3. What legal precautions are in place to protect a domestic violence victim?

    1. What happens to the domestic violence victim regarding courts, corrections, parole, and victim assistance?
    2. What is the process for the victim being notified of the offender’s parole status?
    5. Compare and contrast a child victim and a domestic violence victim. Include the following:

    1. What are the similarities and differences in the roles criminal justice professionals should play and how they should interact in each situation?
    2. What are the similarities and differences in the victims’ experiences?

    1. How are their immediate experiences and interactions with allied professionals (first responders, police officers, victim advocates, crisis counselors, hospital professionals) similar or different?
    2. How are their postevent experiences and interactions with criminal justice professionals (county or district attorneys, probation officers, judges) similar or different?

    ### What to Submit

    To complete this project, you must submit the following:

    Child and Domestic Violence Victims Presentation
    For this assignment, you will create a Microsoft PowerPoint presentation (optional template linked below). Your submission should address the rubric criteria listed above: the interactions between a child victim and criminal justice professionals, the experience of a child victim in the criminal justice system, the interactions between a domestic violence victim and criminal justice professionals, the experience of a domestic violence victim in the criminal justice system, the differences in the roles criminal justice professionals play and their interactions with each type of victim, and the differences in the victims’ experiences. Any sources should be cited according to APA style.

    An optional template (linked in the Supporting Materials section) has been created to aid you in completing this project.

    ### Supporting Materials

    The following resource(s) may help support your work on the project:

    Document:
    [Project One Situations PDF](https://www.sweetstudy.com/questions/Course%20Documents/CJ%20315%20Project%20One%20Situations.pdf)
    Base your work on these situations.

    Document:
    [Project One Template PPT](https://www.sweetstudy.com/questions/Course%20Documents/CJ%20315%20Project%20One%20Template.pptx) (Optional)
    Although this template is not required to complete your project, you may find it helpful.

    Website:
    [New Hampshire Office of Victim/Witness Assistance: Attorney General’s Protocols](https://www.doj.nh.gov/criminal/victim-assistance/protocols.htm)

    – Under the section “Child Abuse and Neglect Protocols,” click Child Abuse Investigation Protocol (Third Edition, 2008) to assist you with addressing the rubric criteria regarding the child victim.
    – Under the section “Domestic Violence Protocols,” click Law Enforcement (2013) to assist you with addressing the rubric criteria regarding the domestic violence victim.

    ### Project One Rubric

    | Criteria | Exceeds Expectations (100%) | Meets Expectations (85%) | Partially Meets Expectations (55%) | Does Not Meet Expectations (0%) | Value |
    | — | — | — | — | — | — |
    | Clear Communication | Exceeds expectations with an intentional use of language that promotes a thorough understanding | Consistently and effectively communicates in an organized way to a specific audience | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 15 |
    | Interactions: Child Victim and Criminal Justice Professionals | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Explains the interactions that should occur between a child victim of crime and criminal justice professionals | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification when explaining the interactions between a child victim of crime and criminal justice professionals | Does not attempt criterion | 15 |
    | Experiences of Child Victim | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Describes the experiences of a child victim in the criminal justice system | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include a more detailed description of the experiences of a child victim in the criminal justice system | Does not attempt criterion | 15 |
    | Interactions: Domestic Violence Victim and Criminal Justice Professionals | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Explains the interactions that should occur between a domestic violence victim of crime and criminal justice professionals | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification when explaining the interactions between a domestic violence victim and criminal justice professionals | Does not attempt criterion | 15 |
    | Experiences of Domestic Violence Victim | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Describes the experiences of a domestic violence victim in the criminal justice system | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include a more detailed description of the experiences of a domestic violence victim in the criminal justice system | Does not attempt criterion | 15 |
    | Child Victim and Domestic Violence Victim Comparison | Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner | Compares and contrasts child victim and domestic violence victim situations | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include a more detailed comparison and including information regarding the experiences interactions with both types of victims | Does not attempt criterion | 20 |
    | Citations and Attributions | Uses citations for ideas requiring attribution, with few or no minor errors | Uses citations for ideas requiring attribution, with consistent minor errors | Uses citations for ideas requiring attribution, with major errors | Does not use citations for ideas requiring attribution | 5 |
    | Total: | 100% |

    ## Course Documents/CJ 315 Project One Situations.pdf

    CJ 315 Project One Situations

    Situation 1: Child Victim

    You are a guidance counselor working at a midsized suburban elementary school in New Hampshire.
    Seven-year-old Sarah was sent to your office after her teacher overheard Sarah telling one of her
    classmates that her mother’s boyfriend, Steve, always gives her kisses on the lips and other places.
    Sarah lives at home with her mother, Susan, and her siblings, Samantha (age 2), Sophia (age 9), and Seth
    (6 months). The biological father of all the girls is incarcerated. Steve is the biological father of Seth.
    Steve does not work and is the caregiver for the children when Susan is working. Sarah tells you that
    Steve touches her private parts when her mother is at work. Sarah tells you that Steve told her it was a
    secret and that if she were to tell anyone, he would hurt her mommy. Sarah does not know if Steve
    touches anyone else, but her sister Sophia told her that Steve is a bad man.

    Situation 2: Domestic Violence Victim

    You are a patrol officer in a midsized, diverse city in New Hampshire with a population of nearly
    250,000. You are dispatched to a domestic disturbance call located at 87 North Main Street, apartment
    22, in your city. The location is a multifamily apartment building. When you arrive at the location, a
    female who identifies herself as the caller meets you on the street. The female identifies herself as
    Regina Cooper, the neighbor of Mary and Mark Malone. Regina tells you that Mark is intoxicated and is
    fighting with Mary and that, because of all the screaming she heard, she thinks he is hitting Mary again.
    While proceeding to apartment 22, you observe several holes in the wall in the stairwell as well as at the
    top of the stairs that appear to have been made by some type of force rather than being cleanly cut.
    Upon arriving at the door, you hear crying and yelling coming from inside the apartment. When you
    knock on the door, a woman identifying herself as Mary opens the door. She has a fresh bruise on her
    right eye, and you observe red marks on her neck. When you inquire about the location of Mark, Mary
    reports that he ran into the bedroom and locked the door when he saw the police. Mary is hysterical
    and tells you that this is not the first time Mark has become violent when intoxicated. Mary tells you
    that she loves her husband. She tells you that she tries hard not to make Mark angry, because he was
    recently placed on probation after he was convicted for beating a man with a bat in a bar fight. Mary
    tells you that Mark cannot go to jail, because he pays all the bills and will kill her if she is the reason he
    goes back to jail. Mary does not wish to pursue charges against her husband. You secure the scene and
    remove Mary from the property. Because of Mary’s observed injuries, you place Mark under arrest for
    domestic assault.

    ## Course Documents/CJ 315 Project One Template.pptx

    [Title Here]

    By [Name and chosen role]

    Introduction

    [Provide background information to the audience regarding your role and what will be included in this presentation.]

    Child Victim

    Interactions between a Child Victim and Criminal Justice Professionals

    [Explain what interactions should take place between a child victim and criminal justice professionals.]

    Experience of a Child Victim

    [Describe the experience of a child victim in the criminal justice system.]

    Domestic Violence Victim

    Interactions between a Domestic Violence Victim and Criminal Justice Professionals

    [Explain what interactions should take place between a domestic violence victim and criminal justice professionals.]

    Experience of a Domestic Violence Victim

    [Describe the experience of a domestic violence victim in the criminal justice system.]

    Comparing and Contrasting Situations

    Similarities and Differences in Criminal Justice Professionals’ Roles

    [Explain similarities and differences in the roles criminal justice professionals should play and how they should interact in each situation.]

    Similarities and Differences in Victims’ Experiences

    [Explain what the differences would be in the victims’ experiences.]

    Conclusion

    [Insert conclusion here.]

    References

    [Insert references here.]

  • [Solved] complete this discussion post using the instructions and following the rubric

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Instructions: Consider the role of epidemiologic methods in preparing for or responding to natural disasters. – Focus on global health initiatives, effects of natural disasters on health outcomes, and global health inequities and how they are magnified by natural disasters. – Select a recent (within…

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    Assignment Prompt & Instructions

    Instructions: Consider the role of epidemiologic methods in preparing for or responding to natural disasters.

    – Focus on global health initiatives, effects of natural disasters on health outcomes, and global health inequities and how they are magnified by natural disasters.
    – Select a recent (within past 10 years) natural disaster. You may choose an event that occurred in the U.S. or internationally.
    – Explore the current literature and identify the specific leadership roles that nurses have in mitigating negative health outcomes following disasters.
    – Briefly describe your selected recent natural disaster.
    – Discuss the health consequences of the disaster at the population level.
    – Explain how the concepts of population health and epidemiology discussed in this course were or could have been used to assess the preparation and health outcomes after this disaster.
    – Explain how the concepts of population health and epidemiology discussed in this course were or could have been used to mitigate negative health effects following this disaster.
    – Describe the specific leadership roles that nurses have in mitigating negative health outcomes following disasters.

    Rubric: RESPONSIVENESS TO DISCUSSION QUESTION (20 possible points): Discussion posts minimum requirements: The original posting must be completed by Day 3 at 11:59pm ET. Two response postings to two different peer original posts, on two different days, are required by Day 6 at 11:59pm ET. Faculty member inquiries require responses, which are not included in the peer posts. Your Discussion Board postings should be written in Standard Academic English and follow APA 7 style for format and grammar as closely as possible given the constraints of the online platform. Be sure to support the postings with specific citations from this week's learning resources as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) **20** **to >19.0** **ptsExcellent• Discussion postings and responses are responsive to and exceed the requirements of the Discussion instructions. • The student responds to the question/s being asked or the prompt/s provided. Goes beyond what is required in some meaningful way (e.g., the post contributes a new dimension, unearths something unanticipated) • Demonstrates that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Detailed response to faculty.**

    **19** **to >15.0** **ptsGood• Discussion postings and responses are responsive to and meet the requirements of the Discussion instructions. • The student responds to the question/s being asked or the prompt/s provided. • Demonstrates that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Appropriate reply to faculty.**

    **15** **to >12.0** **ptsFair• Discussion postings and responses are somewhat responsive to the requirements of the Discussion instructions. • The student may not clearly address the objectives of the discussion or the question/s or prompt/s. • Minimally demonstrates that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Brief response to faculty with minimal effort.**

    **12** **to >0** **ptsPoor• Discussion postings and responses are unresponsive to the requirements of the Discussion instructions. • Does not clearly address the objectives of the discussion or the question/s or prompt/s. • Does not demonstrate that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Fails to respond to faculty inquiries.** 20 pts

    This criterion is linked to a Learning OutcomeCONTENT REFLECTION and MASTERY: Initial Post (30 possible points) **30** **to >29.0** **ptsExcellentInitial Discussion posting: • Post demonstrates mastery and thoughtful/accurate application of content and/or strategies presented in the course. • Posts are substantive and reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. • Initial post is supported by 3 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings.**

    **29** **to >23.0** **ptsGoodInitial Discussion posting: • Posts demonstrate some mastery and application of content, applicable skills, or strategies presented in the course. • Posts are substantive and reflective, with analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. • Initial post is supported by 3 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings.**

    **23** **to >18.0** **ptsFairInitial Discussion posting: • Post may lack in depth, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence. • Posts demonstrate minimal understanding of concepts and issues presented in the course, and, although generally accurate, display some omissions and/or errors. • There is a lack of support from relevant scholarly research/evidence.**

    **18** **to >0** **ptsPoorInitial Discussion posting: • Post lacks in substance, reflection, analysis, or synthesis. • Posts do not generalize, extend thinking or evaluate concepts and issues within the topic or context of the discussion. • Relevant examples and scholarly resources are not provided.** 30 pts

    This criterion is linked to a Learning OutcomeCONTRIBUTION TO THE DISCUSSION: First Response (20 possible points) **20** **to >19.0** **ptsExcellentDiscussion response: • Significantly contributes to the quality of the discussion/interaction and thinking and learning. • Provides rich and relevant examples and thought-provoking ideas that demonstrates new perspectives, and synthesis of ideas supported by the literature. • Scholarly sources are correctly cited and formatted. • First response is supported by 2 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. • Posts on separate day.**

    **19** **to >15.0** **ptsGoodDiscussion response: • Contributes to the quality of the interaction/discussion and learning. • Provides relevant examples and/or thought-provoking ideas • Scholarly sources are correctly cited and formatted. • First response is supported by 2 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. • Posts on separate day.**

    **15** **to >12.0** **ptsFairDiscussion response: • Minimally contributes to the quality of the interaction/discussion and learning. • Provides few examples to support thoughts. • Information provided lacks evidence of critical thinking or synthesis of ideas. • There is a lack of support from relevant scholarly research/evidence. • Posts on separate day.**

    **12** **to >0** **ptsPoorDiscussion response: • Does not contribute to the quality of the interaction/discussion and learning. • Lacks relevant examples or ideas. • There is a lack of support from relevant scholarly research/evidence. • Posts on same day.** 20 pts

    This criterion is linked to a Learning OutcomeCONTRIBUTION TO THE DISCUSSION: Second Response (20 possible points) **20** **to >19.0** **ptsExcellentDiscussion response: • Significantly contributes to the quality of the discussion/interaction and thinking and learning. • Provides relevant examples and thought-provoking ideas that demonstrates new perspectives, and extensive synthesis of ideas supported by the literature. • Second response is supported by 2 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. • Scholarly sources are correctly cited and formatted. • Posts on separate day.**

    **19** **to >15.0** **ptsGoodDiscussion response: • Contributes to the quality of the interaction/discussion and learning. • Provides relevant examples and/or thought-provoking ideas • Second response is supported by 2 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. • Scholarly sources are correctly cited and formatted. • Posts on separate day.**

    **15** **to >12.0** **ptsFairDiscussion response: • Minimally contributes to the quality of the interaction/discussion and learning. • Provides few examples to support thoughts. • Information provided lacks evidence of critical thinking or synthesis of ideas. • Minimal scholarly sources provided to support post. • Posts on separate day.**

    **12** **to >0** **ptsPoorDiscussion response: • Does not contribute to the quality of the interaction/discussion and learning. • Lacks relevant examples or ideas. • No sources provided. • Posts on same day.** 20 pts

    This criterion is linked to a Learning OutcomeQUALITY OF WRITING (10 possible points) **10** **to >9.0** **ptsExcellentDiscussion postings and responses exceed doctoral level writing expectations: • Use Standard Academic English that is clear, concise, and appropriate to doctoral level writing. • Make few if any errors in spelling, grammar, that does not affect clear communication. • Uses correct APA 7 format as closely as possible given the constraints of the online platform. • Are positive, courteous, and respectful when offering suggestions, constructive feedback, or opposing viewpoints.**

    **9** **to >8.0** **ptsGoodDiscussion postings and responses meet doctoral level writing expectations: • Use Standard Academic English that is clear and appropriate to doctoral level writing • Makes a few errors in spelling, grammar, that does not affect clear communication. • Uses correct APA 7 format as closely as possible given the constraints of the online platform. • Are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints.**

    **8** **to >6.0** **ptsFairDiscussion postings and responses are somewhat below doctoral level writing expectations: • Posts contains multiple spelling, grammar, and/or punctuation deviations from Standard Academic English that affect clear communication. • Numerous errors in APA 7 format • May be less than courteous and respectful when offering suggestions, feedback, or opposing viewpoints.**

    **6** **to >0** **ptsPoorDiscussion postings and responses are well below doctoral level writing expectations: • Posts contains multiple spelling, grammar, and/or punctuation deviations from Standard Academic English that affect clear communication. • Uses incorrect APA 7 format • Are discourteous and disrespectful when offering suggestions, feedback, or opposing viewpoints.** 10 pts

    Total Points: 100

  • [Solved] Principles of Cyber 7 page APA Style Assignment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    ## Create a Security Assessment and Testing Strategic Plan Hide Folder Information **Turnitin™** ![Turnitin™ enabled](https://ncuone.ncu.edu/d2l/img/0/Dropbox.TurnItIn.infTIIEnabled.gif?v=20.26.1.21669)This assignment will be submitted to Turnitin™. **Instructions** ### **Background** In today's com…

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    Assignment Prompt & Instructions

    ## Create a Security Assessment and Testing Strategic Plan

    Hide Folder Information **Turnitin™** ![Turnitin™ enabled](https://ncuone.ncu.edu/d2l/img/0/Dropbox.TurnItIn.infTIIEnabled.gif?v=20.26.1.21669)This assignment will be submitted to Turnitin™. **Instructions**

    ### **Background**

    In today's complex digital environment, organizations must contend with a wide array of cyber threats that are continuously evolving, such as **ransomware and sophisticated supply-chain breaches**. To effectively defend against these evolving threats, adopting a **proactive and comprehensive approach to cybersecurity is essential**. This involves not only implementing security controls but also continuously assessing their effectiveness and identifying areas for improvement. A security assessment and testing strategic plan enables the measurement of the effectiveness of deployed cybersecurity controls and the identification of potential gaps in an organization’s cybersecurity posture. This plan focuses on the **Govern and Detect functions** to establish a comprehensive security assessment and testing strategy. Also, this plan outlines the tools, systems, services, policies, procedures, and assessment practices necessary to achieve a robust security posture.

    ### **Instructions**

    **Assignment Description:** Using the NIST Cybersecurity Framework (CSF) 2.0, outline a security assessment and testing strategic plan focusing on the Govern and Detect functions. Your outline should identify key components within each function, including relevant tools, systems, services, policies, procedures, and assessment practices.

    Deliverables:

    – Governance (GV) Outline:
    – Briefly describe how the Govern function integrates cybersecurity risk management into the organization's overall governance.
    – For two subcategories within the Govern function (e.g., GV-2: Risk Management Strategy, GV-4: Policies, Processes, and Procedures), list one example of each of the following:
    – Policy
    – Tool/System or Service
    – Assessment Practice
    – Detection (DE) Outline:
    – Briefly describe how the Detect function identifies the occurrence of a cybersecurity event.
    – For two subcategories within the Detect function (e.g., DE-1: Anomalies and Events, DE-3: Detection Processes and Procedures), list one example of each of the following:
    – Tool/System or Policy
    – Service or Procedure
    – Assessment Practice
    – Key Components: Briefly list three specific examples of:
    – Tools, Systems, and Services relevant to Govern and Detect.
    – Policies and Procedures relevant to Govern and Detect.
    – Assessment Practices relevant to Govern and Detect.

    Instructions:

    – Your response should relate directly to the information in the "Lesson 6 Assignment" excerpts.
    – Focus on clearly and concisely outlining the key elements of a security assessment and testing strategy based on the Govern and Detect functions of the NIST CSF 2.0.

    Length: This assignment must be 7 pages (excluding the title and reference pages).

    References: Include 4 scholarly resources.

  • [Solved] CONSULTANT TRAINING MANAGERS

    ✓ Verified Academic Solution Available

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    Explain the use of behavioral observations of employees and examples of red flag indicators.

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    Assignment Prompt & Instructions

    Explain the use of behavioral observations of employees and examples of red flag indicators.

  • [Solved] Create a discussion based on the instructions attached. APA 7 format with references from 2020-2026. Add DNP competencies and AONL competencies

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    8100 The delivery of health care services has drastically evolved. Discuss the structure of vertical and virtual integrated models and the pros and cons of each. ### **Participation Requirements** The student must answer the graded discussion with a substantive reply to the graded discussion questio…

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    Assignment Prompt & Instructions

    8100

    The delivery of health care services has drastically evolved. Discuss the structure of vertical and virtual integrated models and the pros and cons of each.

    ### **Participation Requirements**

    The student must answer the graded discussion with a substantive reply to the graded discussion question(s)/topic(s) posted by the course instructor by Wednesday, 11:59 p.m. Eastern Time. Two scholarly sources references are required unless stated otherwise by your professor.

    Remember that a new discussion rubric was approved by the professors, committee members, and a majority of the students. Please review the rubric before posting to ensure a maximum of points.

    Here are the categories of the new discussion rubric:

    **Initial Post** relevance to the topic of discussion, applicability, and insight. (20%)

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  • [Solved] crediton

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    I just need you to rewrite and use your own words. **1. Russian Empire statement** I **disagree** with the statement that the Russian Empire did little to change the lives of conquered peoples or the land itself. Chapter 13 explains that Russian expansion into Central Asia fundamentally transformed…

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    I just need you to rewrite and use your own words.

    **1. Russian Empire statement**

    I **disagree** with the statement that the Russian Empire did little to change the lives of conquered peoples or the land itself. Chapter 13 explains that Russian expansion into Central Asia fundamentally transformed the region over time. Areas that had once been active crossroads of trade, religion, and cultural exchange became increasingly impoverished and marginalized under Russian rule. Nomadic pastoralists lost their traditional way of life as restrictions were placed on movement and grazing, forcing many into cities where poverty increased. Land ownership also shifted as local elites lost control, and economic activity declined as overland trade routes lost importance to oceanic trade (Strayer & Nelson, p. 572–573). These developments show that Russian rule deeply altered both society and land use, even if it did not aggressively assimilate local cultures.

    **2. Qing Dynasty statement**

    I **agree** that the Qing Empire had several distinct features. Chapter 13 describes the Qing as a multiethnic empire that ruled conquered territories differently from core Chinese regions. Central Asia was governed separately through the Court of Colonial Affairs rather than the regular Chinese bureaucracy. The Qing relied on local elites—such as Mongol aristocrats, Muslim officials, and Buddhist leaders—to administer the region, showing a flexible approach to rule. Unlike other empires, the Qing did not push large-scale Chinese settlement or cultural assimilation, instead respecting local customs and religions while maintaining control through military power (Strayer & Nelson, p. 572–573). These governing strategies clearly set the Qing Empire apart.

    **3. Mughal Empire statement**

    I **disagree** with the statement that the Mughal Empire had few distinct features. Chapter 13 highlights the Mughal Empire’s unique approach to religious diversity and governance. Under Akbar, the empire deliberately accommodated the Hindu majority by incorporating Hindus into the political and military elite, supporting both temples and mosques, and allowing religious freedom. This policy helped stabilize a diverse society. Later, Aurangzeb reversed this approach by enforcing Islamic law more strictly, reimposing the jizya tax, and limiting religious practices, which created unrest and resistance among Hindu populations (Strayer & Nelson, p. 573–575). These contrasting policies show that the Mughal Empire had clearly defined and evolving characteristics.

    **4. Ottoman Empire statement**

    I **strongly disagree** that the Ottoman Empire was a minor or insignificant empire. Chapter 13 shows that the Ottomans were one of the most powerful and influential empires of the early modern world. They controlled vast territory across Anatolia, southeastern Europe, the Middle East, and North Africa. The Ottomans developed a complex system of governing religious diversity, granting autonomy to Christian and Jewish communities while maintaining Muslim political dominance. The devshirme system allowed the state to recruit and train elite administrators and soldiers, strengthening central authority. The empire also held major religious significance by controlling Islamic holy cities and serving as a leading Sunni power (Strayer & Nelson, p. 575–577). These factors demonstrate that the Ottoman Empire was a major global force.

  • [Solved] Dignity

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    In-depth study guidance and analytical solution covering Dignity.

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