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Part 1 

Get information about the courses in your major by consulting the undergraduate catalog or visiting the IT & Computer Science Academic Programs page, then scrolling down the page to the list of majors: 

IT & Computer Science Academic Programs 

From the IT & Computer Science Academic Programs page, select your major and scroll down to view the courses in the major. Select three to five courses from the list and read the course descriptions. In your discussion posting, let us know: 

• What courses are you excited about taking? Why?
• What two courses could you take next term? 
• Are there any prerequisites for the courses you plan to take next term? 
• Have you registered for your next term? If not, when will you?

Part 2 

Next, provide at least two examples of specific actions you could take to help you graduate sooner, and explain why they are viable options for you, personally. A few examples of actions you could take are listed here: 

• Submit all your transcripts. Don’t be concerned about the grades you may have received previously, the types of classes you took, or whether you think the learning can be applied. They will review anything and everything to ensure you get the most out of your prior learning. 
• Document industry certifications. These also may bring in additional credit, especially in the areas of information technology, cyber security, and project management, and might be creditable as prior learning. 
• Investigate Prior Learning programs. Adult learners bring a robust background in learning on the job, and these learning opportunities can be reviewed for possible credit toward academic requirements. 
• Enroll in multiple terms. Staying in class throughout the academic year (Fall, Spring, and Summer terms) will get you to your degree faster. 

Program – Computer Networks and Cybersecurity

Required Courses:

• Fundamentals of Computer Troubleshooting (3 Credits, CMIT 202)
• Fundamentals of Networking (3 Credits, CMIT 265)
• Introduction to Linux (3 Credits, CMIT 291)
• Network Security (3 Credits, CMIT 320)
• Ethical Hacking (3 Credits, CMIT 321)
• Cloud Technologies (3 Credits, CMIT 326)
• Switching, Routing, and Wireless Essentials (3 Credits, CMIT 351)
• Current Trends and Projects in Computer Networks and Cybersecurity (3 Credits, CMIT 495)
• Three upper-level courses (9 credits) chosen from any upper-level CMIT courses or Digital Forensics in the Criminal Justice System (3 Credits, CCJS 321).

I have included every part to this assignment that you have completed for me, so I have to put it all together for the rough draft of my research paper.

Required Resources

Read/review the following resources for this activity:

• Textbook: Chapters 7, 8
• Lesson
• Minimum of 1 scholarly source (in addition to the textbook)

Initial Post Instructions
The principle of utility involves maximizing happiness as a desirable outcome of decisions. Although it does not get directly said, there is an inverse intention to minimize the undesirable outcome of disaster. Utilitarian decisions are directed toward outcomes—that is, the consequences of decisions.

We need to look at results. We first look at the actual results of an action. We judge if it was the best possible result. We can judge the actual results in comparison to other results that reasonably could be said to have been possible.

If we do not yet have the actual results of an action, we do not know if it is moral or not. We can talk hypothetically about what might happen, and then what that would show about the morality of an action. However, if we do not know what the action had as its consequences, we cannot yet say if it is moral or not.

Initial Post Instructions
For the initial post of this week’s discussion respond to one of the following options, and label the beginning of your post indicating either Option 1, Option 2, or Option 3:

Option 1: You are a nurse on a floor with only elderly patients. Every day, each patient tells you about how much pain they are in and asks you to help them. They want you to inject them with something to end their lives. If the patients die, the beds on that floor would be freed up for other patients. The hospital is at 100 percent capacity. There is no other hospital for 30 miles. Other patients may be not receiving care due to a lack of free beds. What is the moral thing to do here? Why is that the moral thing to do? What would an utilitarian say is the moral thing to do? Why would they say that? Compare and contrast the utilitarian approach with that of an ethical egoist or social contact theorist

Option 2: A new social media app is offering itself to you for free. If you upload a picture to it, the app will show how you will look at 10 years. John Doe, a friend of yours, says not to use the app as it will then possess your biometric facial data. Jane Doe, another friend of yours, says that she heard the app shares the facial data with a security firm that helps the government detect terrorists at airports. Should you use this app? Why or why not? If John Doe is right, would an utilitarian say it is right to use the app? Why or why not? If Jane Doe is right, would a social contract theorists say it is right to use the app? Consider the role the Fourth Amendment at play here.

Option 3: You are a nursing student at the XYZ College. It has a 50 percent acceptance rate (half the applicants do not get in). XYZ is a public college. XYZ has decided to implement an affirmative action policy. The college has few students over the age of 50. To encourage more students of that age, every student 50 or older will receive a bonus point. A student’s admission is dependent on having 11 points. One earns points for a GPA above a certain score, ACT/SAT score above a certain number, having a letter of recommendation, etc. XYZ also lacks LGBT students, Muslim, and African-American students and is considering offering a bonus point for any student fitting those categories. What is the key moral conflict for XYZ? What social values should XYZ promote here? What diverse populations are involved here, and what are their interests? Do you think XYZ’s social action is the correct solution to lack of diversity? Why or why not? Factor the ethics of egoism and utilitarianism into your answer.

Follow-Up Post Instructions
Respond to at least one peer. If possible, respond to one peer who chose an option different than the one you chose. Further the dialogue by providing more information and clarification. Make sure that you add additional information and not repeat the same information already posted on the discussion board as you further the dialogue.

Writing Requirements

• Minimum of 2 posts (1 initial & 1 follow-up)
• Minimum of 2 sources cited (assigned readings/online lessons and an outside scholarly source)
• APA format for in-text citations and list of references

Student Sample:

Hello Class

Option 2

When it comes to deciding if I should use the app or not, I personally would use it. The reason why I made that choice is because it is a fun app that can let me see myself 10 years from now. Having the ability to potentially see your future self is a very appealing concept that would have many people intrigued. I always had a fascination with the idea of seeing how your facial features might change as you grow older. Whether you start to get grey hair or if the term “black don’t crack” can be applicable. I also believe it is great that a security firm uses the facial data to helps when it comes to terrorists. That is a very smart strategy that most people would not be able to detect let alone discover. I understand where John Doe is coming from, because that facial data can be put in the wrong hands and used with evil intentions. It is very tricky, because once you put that data out there you cannot take it back. However, Jane Doe’s point makes the concern become less and less. A social contract theorist would only accept it as being right if there’s contractual agreement put in place. They will only give the facial data if it guarantees that the data be use for good and not bad. Without that, they would not use the app or believe it is right to be used. The Fourth Amendment brings an intriguing concept to it, given that it can potentially allow an officer just to cause to use the data as a way to help a case (United States Courts, 2020). That brings a new element to John Doe’s point and not using the app. Given all the facts and possibilities that come into the equation, I still side with Jane Doe and using the app. Regardless of what the facial data can do, if you not doing wrong then there is nothing to worry about.

References:

Rachels, J., & Rachels, S. (2019). The elements of moral philosophy. [VitalSource Bookshelf]. Retrieved from https://bookshelf.vitalsource.com/#/ books/9781260213003/ (Links to an external site.)

What Does the Fourth Amendment Mean? United States Courts. https:// www.uscourts.gov/about-federal-courts/educational-… (Links to an external site.)

I need support with this question so I can learn better.

1-Explain what is happiness for Aristotle?

2-Discuss the function argument. Bring one example to clarify.

https://www.youtube.com/watch?v=zopC8XZxepc&list=RDCMUCPrf3v-1gJS-v-yhrmzOVpw&index=10

This should be a professional looking PowerPoint. It should be for law enforcement. Please include a slide for each question and a word document of the ppt script that I could read off of for the ppt. Also be sure to include scholarly sources and in-text citations.

1. Budget (i.e. How much do you think it will cost to run a business continuity program?; What elements of a BCM will costs the company money?; How much might the BCM program need to hire a business continuity professional?’ What is the a brief job description for a business continuity professional in your department?; etc.) (10 pts)
2. Regulations, if any, that your department must adhere (10 pts)
3. Any particular standards or methodology that you might want to base your program off of, explain methodology (10 pts)
4. Scope of the business continuity program (10 pts)
5. Purpose of the business continuity program (10 pts)
6. Time line of major milestones in a program; e.g. risk assessment, BIA, strategy developments, plan developments, training, exercising, etc (10 pts)
7. Stakeholders that should be apart of a business continuity management programs. (10 pts)
8. How would you conduct a Risk Assessment? What types of questions would you ask? Explain in detail. (10 pts)
9. What would the method be to determine what the essential functions of the department? Interviews, questionnaires, etc. Explain in detail? (10 pts)
10. What would the method be to determine what the resources, essential personnel, procedures, etc? Explain in detail. (10 pts)

Identify the goals you have with regard to:

• What skills do you expect to learn through this Internship?
• How do you expect these skills to be useful in your career?

Write clear sentences. Bullet points allowed but it should be in the form of complete sentences. I should be able to understand your goals in the context of your company and your internship.

My major is International Business Management and the internship is with Revolverlife company

Write paper as if you are doing this internship, the description of your roles will be provided

Pre- Placement expectation (1page) –

Performance at Agency (3pages) –

1. Did you complete assigned tasks?

2. What was your contribution to the agency?

3. Were you on time?

4. What was your level of motivation, behavior, ability to work with others, etc. at this agency?

D. Self-Assessment (2- pages) –

1. Personal Development: In what specific ways have you developed personally?

2. Professional Development: In what specific ways have you developed professionally?

3. Would you hire yourself at this agency if you were in that position? What are the strengths and weakness of your performance at the agency?

4) Three emotional, societal, psychological or historical factors that have played an important part in their gender identity. (choose 3)

Factors that students could use are Family structure, religious upbringing, media, teachers, coaches, psychological factors, geographical factors, or life changing events.

Paragraph 5- Conclusion of Who you are and the things that shaped your Relationship and sexual identity.

1. Chapter 9 Language and Communication

Emotion and Children’s Speech Production

As with any area of children’s development, language and communication abilities can be compromised early on. One aspect of language development that can suffer is children’s speech production, resulting, for example, in stuttering. Since communication, social and emotional development are all closely linked, Karrass and colleagues (Karrass, Walden, Conture, Graham, Arnold, et al., 2006) sought to examine some of the emotional correlates of stuttering in children. Study participants included 65 preschool children who stuttered and a control group of 65 preschool children who did not stutter. Parents completed a questionnaire measuring temperament, emotional reactivity and emotion regulation. Findings showed that when compared to fluent-speaking children in the control group, children who stuttered displayed a range of emotion reactions: they were more reactive, less able to regulate their emotions; and less able to regulate their attention. Children who displayed reactivity were more likely to respond to people and situations in a ‘highly-strung’ manner.

The authors interpreted the findings to indicate that problems with emotion regulation and reactivity may contribute to the language difficulties of children who stutter. It is not surprising to imagine that if a child feels anxious in a situation, and has difficulty controlling his or her arousal, the ability to produce words will be compromised, especially if speech production is already difficult or stressful for the child. It is important to bear in mind that this study employed a correlational design. However, correlational research designs do not allow us to draw firm conclusions about causality. Therefore, the findings of the Karrass et al. (2006) study may just as readily indicate that children with language problems develop emotional difficulties due to embarrassment or stress in response to stuttering. It is likely that speech and emotion difficulties are mutually influential, with exacerbations in either causing a corresponding problem in the other.

Regardless of which conclusion is more likely, the study has important implications for children with speech production difficulties. This study also demonstrates the close link between language and emotional development; disruption in one area can have wide-reaching effects. The findings are not simply limited to a language-emotion connection. It is likely that emotion affects social development as well. Research does indeed show that children who are less able to understand and control their emotions have more difficulties interacting with peers. For example, in a recent study, toddlers with more developed language skills were better able to manage frustration and were less likely to express anger at age 3–4 years than toddlers with less developed language skills (Roben et al., 2013). Language skills may help children to verbalize their needs, rather than use emotions to demonstrate what they want.

Question: In 3 full sentences, answer the following question.

What connections does the writer make about possible causations and correlations between speech, language, emotional and social development?

1. Chapter 10 Emotional Development

Attachment Security and Temperament: The role of genetics and environment

Although the basic distinction in the nature–nurture debate is between the varied roles of genetics and environment in understanding development and behavior, we can make a further distinction between different forms of environmental influences. Shared environment factors can be distinguished from non-shared environmental factors. Environmental influences that are shared by family members include everything from neighborhoods, family socioeconomic status and family religion; they result in behavioral similarities between family members. In contrast, non-shared environmental influences are specific to an individual and include peers, birth order, differential parental treatment and any non-normative life events like accidents or deaths (Saudino, 2005).

A recent behavior genetics study examined the influence of these kinds of environmental influences and genetic influences on infant attachment and temperament (Bokhorst, Bakermans-Kranenburg, Fearon, Van IJzendoorn, Fonagy, & Schuengel, 2003). The study involved 157 pairs of monozygotic and dizygotic twins from the Netherlands and London. Infants were placed in the strange situation to measure mother–infant attachment and mothers completed a questionnaire on the child’s temperament. Cross tabulations of attachment classifications within the pairs of twins revealed that genetic contributions were relatively small. For example, for monozygotic twins, the concordance for secure attachment was 42%, while for dizygotic twins, the concordance was 41%. This result was striking in that both types of twin showed comparable rates of genetic similarity, even though monozygotic twins have identical genotypes (compared to the 50% genetic similarity between dizygotic twins). After completing some complex modelling that accounted for genetics, shared and non-shared factors, the authors found that shared and non-shared environments were strong predictors of secure versus insecure attachment; the role of genetics was negligible. For temperament, the findings were slightly different. The difference in concordance between monozygotic and dizygotic twins was greater, and points to more of a genetic component. Results of statistical modelling revealed that 77% of temperamental differences were explained by genes, while the remaining 23% were explained by non-shared environmental factors.

Together, these findings indicate a strong role for environmental factors in attachment security; and in particular, non-shared environments. Parenting has been considered an important influence in whether children display secure attachments, and these findings support this. It is likely that parenting can be either a shared or a non-shared influence, as although parents may have an underlying parenting philosophy, they often parent differently with different children, resulting in non-shared influence as well. In contrast, the role of genetics is stronger in the development of temperament. It seems that infants are born with at least part of their tendency to react to and regulate emotion, and their individual experiences in the world explain the rest.

In 3 full sentences each, answer the following questions.

1. What was the main difference the researchers found between attachment and temperament? Explain.
2. What implications do the findings have for new parents?

III. Chapter 11 Social Development

Siblings as Socialization

Psychologists and the general public have long been fascinated with the notion that birth order affects personality. First-borns are traditionally thought to be the most responsible and high-achieving children in families, while younger children are considered more sociable and risk taking. While some observations have seemed to confirm these stereotypes, such that first-borns are overrepresented in politics and science (Hudson, 1990), research is not always consistent and most often studies merely note correlations. Many studies find differences on certain personality traits, such as conscientiousness (with elder children scoring higher), but birth order differences in other personality dimensions such as extraversion are contentious. It is thought that first-borns tend to be bigger and stronger than their younger siblings, which results in first-borns becoming more assertive, but also more eager to please adults to ensure they receive first dibs on parental resources. In contrast, younger siblings are likely to become agreeable and sociable to prevent any threatening confrontations with the eldest child in the family (Sulloway, 2001). However, research exploring these ideas has thus far been mixed.

A recent study attempted to get around the problems of earlier studies, which have traditionally used between-family designs, examining siblings of different birth orders in different families. This study, conducted with undergraduate and graduate students from a university in London, examined siblings born within the same family, thus comparing a first born with his or her younger sibling, rather than a younger sibling from another family (Beck, Burnet, & Vosper, 2006). The researchers did indeed find that birth-order affects social development. First-borns rated themselves as more dominant than younger siblings, while later-borns were rated as more sociable. It seems that how a child’s parent and siblings relate to him or her early on has a lasting effect on personality and socialization. However, it is worth noting that such studies generally ask about personality in the context of the family, and it possible that these birth-order tendencies do not extend to other situations. Thus, later-born children may be quite sociable in comparison to their older sibling and within their family, yet have an average social life at work.

Question: “It seems that how a child’s parent and siblings relate to him or her early on has a lasting effect on personality and socialization.” Cite 2 or 3 examples of how parents and siblings might shape the personality and socialization preferences of a child.

1. Chapter 12 Moral Development

Friendship Groups for At-risk Children

Many interventions exist to teach children who have difficulties interacting with others to learn more effective ways of relating. A group of researchers examined how the friendship group component of a multi-component preventive intervention programme called Fast Track impacted children’s social outcomes (Lavallee. Bierman, Nix, and the Conduct Problems Prevention Research Group, 2005). The study was primarily interested in seeing whether association with other aggressive children in the friendship groups led to more aggression in children. The Fast Track programme was designed to place at-risk children in a social skills training environment that would hopefully prevent children’s further aggressive and disruptive behaviour. The friendship group component of this program involved 5–6 children meeting once a week to learn new social cognitions, prosocial behaviour and how to reduce aggression. The friendship groups were run by trained adults. A total of 266 children aged 6–7 years were placed in a friendship group (56% belonged to a minority group, 29% were female). The authors reported a number of interesting findings:

• Children placed in the friendship groups were significantly more likely than children in control groups to show improvements in moral behaviour.
• Children’s pre-intervention positive and negative behaviour was related to their post-intervention behaviour such that children who started off aggressive were more likely to remain aggressive.
• Children who received encouragement from other members of the group for ‘naughty’ behaviour were less likely to show improvements in behaviour.
• Simply being in the presence of other disruptive or well-behaved children did not significantly impact children’s post-intervention behaviour.
  • The presence of girls in the friendship groups led to significantly better behaviour in all member
• • Question: Several explanations are given for the various results from this study of a friendship group. Identify (at least one each) and explain the results that are based on –

1. social learning theory
2. operant conditioning (Skinner’s behavioural theory)
3. nativist theory (born that way)