Review the web article, “Issue Brief 1: Adolescent Legal Competence in Court.” Think about how this information might assist a forensic psychology professional who is tasked with assessing a juvenile’s competency to stand trial.
Month: October 2021
economics 3027357 2 – Essay Furious
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CMP71001: Cybersecurity – Essay Furious
CMP71001: Cybersecurity S2/2018
Student:
| Criteria | Marks | Mark break down |
Mark Received |
Feedback | Note to the student | Note to the marker |
| Task1 | 12 | partial marks of 0.5(s) can be given to incomplete but correct answers |
||||
| Identify the most critical components of the university’s information system – the critical information assets |
3 | Access control is a critical component of any information system. WFA can help to identify the most critical component. If you don’t use WFA, provide arguments to justify your choice of the critical components. |
||||
| Identify what threats the BYOD policy may bring to the identified critical assets |
3 | Do not bring in any threats. Think about BYOD policy. | ||||
| Identify potential vulnerabilities of each asset against the identified threats |
3 | Use TVA worksheet to document this process. | ||||
| Assess the risk to the university’s information system. |
3 | You can use either quantitative or qualitative risk assessment method. |
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| Task 2 | 10 | |||||
| Clearly explains the working principle of the certificate-based authentication. |
3 | |||||
| Compare and contrast the certificate based authentication and password-based authentication. |
3 | |||||
| Correctly identify and highlight the useful features of the certificate-based authentication for BYOD policy. |
3 | |||||
| Quality of references | 1 | Reference from reputable sources e.g. textbook, research papers, technical reports. |
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| Task 3 | 8 | |||||
| Correctly identify the characteristics of a Spam and Spamming act. |
2 | |||||
| Provide three representative examples of Spams |
3 | |||||
| Spam handling instruction | 3 | |||||
| Total | 30 | 0 | ||||
| General feedback: |
Assignment-2 Marking Guide
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abs 200 w3 introduction to applied behavior sciences d2
October 31, 2021
Qualitative data has been described as voluminous and sometimes overwhelming to the researcher. Discuss two strategies that would help a researcher manage and organize the data.Due Date: Tomorrow
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400-600 words Based on your understanding of the organizations with
COM 263’s final assessment will help evaluate the most important
October 31, 2021
400-600 words
- Based on your understanding of the organizations with which you have professional experience, describe the prototypical career progression of a person in your field, from the junior to senior levels.
- What are the expectations related to each level with respect to job assignments, education, training, tools, and additional expertise?
- Include a discussion of the time range one might expect to work at each level in the progression.
- Include at least 2 sources. Your sources may be trade, practitioner, or academic articles or books or documented personal conversations with a leader in your field. (See APA for how to cite and reference personal correspondence.)
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NURS3335 Module 3 Assignment Exercise Prescription –
NURS3335 Module 3 Assignment Exercise Prescription
NURS3335 Module 3 Assignment Exercise Prescription
Expecting every individual to utilize the same exercise plan would be like expecting a doctor to prescribe the same medication, or dose of medication, without taking into account the individual’s age, weight, health status, or other medications. You will write an Exercise Prescription for yourself based on the FITT format:
• Frequency – how often?
• Intensity – how hard? (as measured by the Perceived Exertion Scale located at this link and summarized below: https://www.verywell.com/perceived-exertion-scale-1231117)
RPE Levels of Perceived Exertion
• Level 1: I’m watching TV and eating bonbons
• Level 2: I’m comfortable and could maintain this pace all day long
• Level 3: I’m still comfortable, but am breathing a bit harder
• Level 4: I’m sweating a little, but feel good and can carry on a conversation effortlessly
NURS3335 Module 3 Assignment Exercise Prescription
Level 5: I’m just above comfortable, am sweating more and can still talk easily
• Level 6: I can still talk, but am slightly breathless
• Level 7: I can still talk, but I don’t really want to. I’m sweating like a pig
• Level 8: I can grunt in response to your questions and can only keep this pace for a short time period
• Level 9: I am probably going to die
• Level 10: I am dead
• Time – how long?
• Type – mode of activity
You will begin by calculating your own Body-Mass Index (BMI) and evaluating that value with regard to your age, general health status, and body type. You will also calculate your target heart rate range (65%-85%) using the Karvonen Formula found in your Reading and Media (specifically, the Calculating Target Heart Rates video) for this week. Then, you will set reasonable, measureablegoals for each of the three health components and prescribe exercises that will help you reach those goals. Your plan should align with your goals and be realistic.
Objectives:
• Discuss the current recommendations for age-appropriate exercise.
• Devise an Exercise Prescription for yourself.
• Describe health promotion benefits of aerobic, strengthening, and stretching exercise.
Exercise Prescription: (Remember that goals must be realistic and measureable. Review your Health Promotion Contract for examples of how to write a measureable goal)
My BMI(show calculation)=
Detailed evaluation of BMI (explanation of what this number means to you):
| F
Frequency (How often?) |
I
Intensity (See levels 1-10 above) |
T
Time (How long?) |
T
Type (Mode of activity) |
|
| Cardiovascular
Resting rate:____ Max rate:______ Goal: My exercise target heart rate range (65%-85%)is_____________. Show calculation: ____ ______________ ______________ |
||||
| Why have you prescribed this specific cardiovascular plan given your current fitness level? | ||||
| Strength
My measurable goal for strength is: ____________ ______________ ______________ |
||||
| Why have you prescribed this specific strength plan given your current fitness level? | ||||
| Flexibility
My measurable goal for flexibility is: ____________ ______________ ______________ |
||||
| Why have you prescribed this specific flexibility plan given your current fitness level? | ||||
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Students will be expected to develop and complete a literature review related to
Students will be expected to develop and complete a literature review related to one of their seminar presentation topics, or to an alternative topic of their choosing (subject to instructor approval). The literature review should provide a summary and analysis of current understanding in the topic area and provide clear direction for future research. The […]
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expected to develop and complete a literature review related to appeared first on tutorbe.info.
What strategies can you use to ensure that your personal values will not influence your practice with Eboni? How would you address the crisis that Eboni is experiencing? – Essay Furious
Being culturally sensitive by respecting your clients’ spirituality and religious traditions, in general, is an important professional competence (Furness & Gilligan, 2010). Applying your spiritual awareness to a specific client case, however, may require even greater skill. In this assignment, you consider how you might address a client’s crisis that includes a spiritual or religious component.
To prepare for this Assignment, review this week’s media about Eboni Logan’s visit with her school social worker.
By Day 7
Submit a 2- to 4-page paper that answers the following questions:
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As Eboni’s social worker, would you include spirituality and religion in your initial assessment? Why or why not?
What strategies can you use to ensure that your personal values will not influence your practice with Eboni?
How would you address the crisis that Eboni is experiencing?
Support your Assignment with specific references to the resources. Be sure to provide full APA citations for your references.
Required Readings
Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA: Cengage Learning.Chapter 3, Section “Relate Human Diversity to Psychological Theories” (pp. 130-132)Chapter 7, Sections “Review Fowler’s Theory of Faith Development,” “Critical Thinking: Evaluation of Fowler’s Theory,” and “Social Work Practice and Empowerment Through Spiritual Development” (pp. 350-354)Chapter 15, Section “Spotlight on Diversity 15.2: Spirituality and Religion” (pp. 694-696)
Barker, S. L. (2007). The Integration of spirituality and religion content in social work education: Where we’ve been, where we’re going. Social Work & Christianit, 34(2), 146–166.Note: You will access this article from the Walden Library databases.
Crisp, B. R. (2011). If a holistic approach to social work requires acknowledgement of religion, what does this mean for social work education?. Social Work Education, 30(6), 663–674.Note: You will access this article from the Walden Library databases.
Day, J. (2010). Religion, spirituality, and positive psychology in adulthood: A developmental view. Journal of Adult Development, 17(4), 215–229.Note: You will access this article from the Walden Library databases.
Furness, S., & Gilligan, P. (2010). Social Work, Religion and Belief: Developing a Framework for Practice. British Journal of Social Work, 40(7), 2185–2202.Note: You will access this article from the Walden Library databases.
Stirling, B., Furman, L., Benson, P. W., Canda, E. R., & Grimwood, C. (2010). A comparative survey of Aotearoa New Zealand and UK Social Workers on the role of religion and spirituality in practice. British Journal of Social Work, 40(2), 602–621.Note: You will access this article from the Walden Library databases.
Document: Wagenfeld-Heintz, E. (2009). Faith and its application to the practice of social work. Journal of Religion, Spirituality & Aging, 21(3), 182–199. (PDF)(PDF)Faith and its application to the practice of social work by Wagenfeld-Heintz, E., in the Journal of Religion, Spirituality & Aging, 21/3. Copyright 2009 by Haworth Pastoral Press. Reprinted by permission of Taylor & Francis Informa UK Ltd- Journals via the Copyright Clearance Center.
Plummer, S.-B., Makris, S., Brocksen S. (Eds.). (2014). Sessions: Case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].“The Logan Family” (pp. 9-10)
Document: Life Span Interview (PDF)You will use this document for your Life Span Interview Assignment In Week 10.
Required Media
Laureate Education (Producer). (2013). Logan family: Episode 3 [Video file]. Retrieved from https://class.waldenu.edu
Note: The approximate length of this media piece is 2 minutes.
Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript
Optional Resources
Use the link below to access the MSW home page, which provides resources for your social work program.MSW home page
Atchley, R. C. (2006). Continuity, spiritual growth, and coping in later adulthood. Journal of Religion, Spirituality & Aging, 18(2/3), 19.
Linzer, N. (2006). Spirituality and ethics in long-term care. Journal of Religion and Social Work, 25(1), 87–106.
Nelson-Becker, H., & Canda, E. R. (2008). Spirituality, religion, and aging research in social work: State of the art and future possibilities. Journal of Religion, Spirituality & Aging, 20(3), 177–193.
Nelson-Becker, H. (2005). Religion and coping in older adults: A social work perspective. Journal of Gerontological Social Work, 45(1/2), 51–67.
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What strategies can you use to ensure that your personal values will not influence your practice with Eboni? How would you address the crisis that Eboni is experiencing?