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  • [Solved] Development and Implementation

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    Development and Implementation

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    Development and Implementation

  • [Solved] policy regulation

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

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  • [Solved] Human Resource Management

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    Human Resource Management **files (1)** – ## InstructionsRubric.docx **## InstructionsRubric.docx** Purpose In this assignment, you will delve into the realm of HR recruitment analytics and its pivotal role in guiding informed hiring and business decisions within our company. Your task is to provide…

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    Assignment Prompt & Instructions

    Human Resource Management

    **files (1)**

    – ## InstructionsRubric.docx

    **## InstructionsRubric.docx**

    Purpose

    In this assignment, you will delve into the realm of HR recruitment analytics and its pivotal role in guiding informed hiring and business decisions within our company. Your task is to provide a comprehensive explanation of the HR recruitment analytics essential for effective decision-making for the scenario. Additionally, you will utilize the SHRM BASK Business Cluster | Analytical Aptitude framework to select
    **one** sub-competency and articulate how it exemplifies advanced HR professional behaviors in the workplace. Through this assignment, you will gain valuable insights into the analytical foundations that drive strategic HR practices and contribute to organizational success.

    Task

    **Introduction:**

    · Analyze trends in manufacturing HR recruitment data, such as seasonal hiring patterns, skill shortages, and demographic shifts.

    · Discuss the implications of these trends on workforce planning and talent acquisition strategies for the scenario.

    · Discuss the significance of data-driven HR decision-making in the manufacturing industry.

    · Introduce the importance of HR recruitment analytics in ensuring efficient workforce management.

    **Key Metrics in Manufacturing HR Recruitment:**

    · Identify and define key HR recruitment metrics relevant to the manufacturing sector (e.g., turnover rate, time-to-fill for critical positions, skills gap analysis) and the scenario.

    · Discuss how these metrics impact operational efficiency and productivity in manufacturing.

    **Data Collection and Analysis Methods:**

    · Explain how HR recruitment department will collect this data within a manufacturing setting.

    · Introduce data analysis techniques specific to the manufacturing industry, such as production forecasting and capacity planning.

    · Provide examples of tools and software used for HR recruitment analytics in manufacturing.

    **Develop a Dashboard:**

    · Synthesize research findings and recommendations into a well-structured dashboard presentation for the intended audience.

    · Choose a Tool: Select a suitable tool for creating the dashboard. Popular options include Microsoft Excel, Google Sheets, PowerPoint, or any other data visualization platform available to students.

    · Design Layout: Plan the layout and design of the dashboard. Decide on the structure, including the placement of charts, graphs, tables, and other visual elements. Ensure that the layout is user-friendly and intuitive for easy interpretation.

    · Provide clear justifications and rationale for the chosen metrics.

    · Utilize the SHRM BASK Business Cluster | Analytical Aptitude framework in your analysis. Select
    **one** sub-competency and articulate how it exemplifies advanced HR professional behaviors in the workplace.

    Submission

    To effectively address the questions, it is essential that you thoroughly review the unit course scenario, as it provides the contextual framework necessary for crafting informed and relevant responses.

    The submission should include the following components:

    · An analysis of trends in manufacturing HR recruitment data, including seasonal hiring patterns, skill shortages, and demographic shifts.

    · Discussion of the implications of these trends on workforce planning and talent acquisition strategies for the given scenario.

    · Explanation of the significance of data-driven HR decision-making in the manufacturing industry and the importance of HR recruitment analytics in ensuring efficient workforce management.

    · Identification and definition of key HR recruitment metrics relevant to the manufacturing sector and the scenario. Examples may include turnover rate, time-to-fill for critical positions, and skills gap analysis.

    · Discussion of how these metrics impact operational efficiency and productivity in manufacturing, providing relevant examples and insights.

    · Explanation of how HR recruitment data will be collected within a manufacturing setting, including specific methods and tools.

    · Introduction of data analysis techniques specific to the manufacturing industry, such as production forecasting and capacity planning.

    · Examples of tools and software used for HR recruitment analytics in manufacturing, along with their functionalities and advantages.

    · Synthesis of research findings and recommendations into a well-structured dashboard presentation for the intended audience.

    · Selection of a suitable tool for creating the dashboard (e.g., Microsoft Excel, Google Sheets, PowerPoint) and justification for the choice.

    · Planning of the layout and design of the dashboard, including the structure and placement of charts, graphs, tables, and other visual elements to ensure user-friendliness and easy interpretation.

    · Clear justifications and rationale for the chosen metrics, demonstrating their relevance and importance in the manufacturing context.

    · Utilization of the SHRM BASK Business Cluster| Analytical Aptitude framework in the analysis, selecting one sub-competency and articulating how it exemplifies advanced HR professional behaviors in the workplace.

    · Utilize two credible references to bolster arguments and inform your analysis

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | **Criteria** | **Excellent**<br>**50 points** | **Proficient**<br>**42.5 points** | **Approaching Proficiency**<br>**37.5 points** | **Needs Improvement**<br>**32.5 points** | **No Submission**<br>**0 points** | **Criterion Score** |
    | Introduction | Analyzes trends in manufacturing HR recruitment data comprehensively, including seasonal hiring patterns, skill shortages, and demographic shifts, with clear insights into their implications on workforce planning and talent acquisition strategies. <br>Discusses the significance of data-driven HR decision-making in the manufacturing industry with depth and relevance to the scenario. <br>Introduces the importance of HR recruitment analytics in ensuring efficient workforce management with clarity and relevance to the scenario. | Provides a good analysis of trends in manufacturing HR recruitment data, addressing most aspects such as seasonal hiring patterns, skill shortages, and demographic shifts. <br>Discusses the significance of data-driven HR decision-making in the manufacturing industry with clarity but lacks depth in connection to the scenario. <br>Introduces the importance of HR recruitment analytics in ensuring efficient workforce management with clarity but lacks detailed relevance to the scenario. | Addresses some aspects of trends in manufacturing HR recruitment data but lacks depth or comprehensive analysis. <br>Discusses the significance of data-driven HR decision-making in the manufacturing industry but lacks clear connections to the scenario. <br>Provides a basic introduction to the importance of HR recruitment analytics in ensuring efficient workforce management but lacks specificity or relevance to the scenario. | Provides limited or inaccurate analysis of trends in manufacturing HR recruitment data. <br>Demonstrates a weak understanding of the significance of data-driven HR decision-making in the manufacturing industry or its relevance to the scenario. <br>Offers minimal or unclear explanation of the importance of HR recruitment analytics in ensuring efficient workforce management. | No submission provided for this category. | Score of Introduction,<br>/ 50 |
    | Key Metrics in Manufacturing HR Recruitment | Identifies and defines key HR recruitment metrics relevant to the manufacturing sector and the scenario comprehensively, with clear explanations of their impact on operational efficiency and productivity. <br>Provides insightful discussion on how these metrics impact operational efficiency and productivity in manufacturing, with clear examples and connections to the scenario. | Identifies and defines key HR recruitment metrics relevant to the manufacturing sector and the scenario adequately, with adequate explanations of their impact on operational efficiency and productivity. <br>Provides a good discussion on how these metrics impact operational efficiency and productivity in manufacturing, with relevant examples and connections to the scenario. | Identifies and defines some key HR recruitment metrics relevant to the manufacturing sector and the scenario but lacks depth or comprehensive coverage. <br>Provides a basic discussion on how these metrics impact operational efficiency and productivity in manufacturing but lacks clarity or relevant examples. | Identifies key HR recruitment metrics relevant to the manufacturing sector and the scenario inaccurately or inadequately. <br>Provides minimal or inaccurate discussion on how these metrics impact operational efficiency and productivity in manufacturing. | No submission provided for this category. | Score of Key Metrics in Manufacturing HR Recruitment,<br>/ 50 |
    | Data Collection. Analysis Methods, & Dashboard | Synthesizes research findings and recommendations into a well-structured dashboard presentation for the intended audience excellently, with a suitable tool selected and a user-friendly layout and design planned effectively. <br>Provides clear justifications and rationale for the chosen metrics, utilizing the SHRM BASK Business Cluster| Analytical Aptitude framework effectively with a clear articulation of advanced HR professional behaviors. | Synthesizes research findings and recommendations into a well-structured dashboard presentation for the intended audience adequately, with a suitable tool selected and a user-friendly layout and design planned adequately. <br>Provides clear justifications and rationale for the chosen metrics, utilizing the SHRM BASK Business Cluster| Analytical Aptitude framework adequately with a decent articulation of advanced HR professional behaviors. | Synthesizes research findings and recommendations into a dashboard presentation for the intended audience but lacks clarity or coherence in the layout and design. <br>Provides some justifications and rationale for the chosen metrics but lacks depth or clarity, with minimal connection to the SHRM BASK Business Cluster| Analytical Aptitude framework. | Synthesizes research findings and recommendations into a dashboard presentation for the intended audience but lacks clarity or coherence in the layout and design. <br>Provides some justifications and rationale for the chosen metrics but lacks depth or clarity, with minimal connection to the SHRM BASK Business Cluster| Analytical Aptitude framework. | No submission provided for this category. | Score of Data Collection. Analysis Methods, & Dashboard,<br>/ 50 |

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | **Criteria** | **Excellent**<br>**15 points** | **Proficient**<br>**12.5 points** | **Approaching Proficiency**<br>**11.25 points** | **Needs Improvement**<br>**9.75 points** | **No Submission**<br>**0 points** | **Criterion Score** |
    | Writing Mechanics and Use of Language. | Strictly adheres to standard usage rules of mechanics: Conventions of written English, including, but not limited to capitalization and punctuation and spelling. No errors found. No jargon used. | Adheres to standard usage rules of mechanics: Conventions of written English, including capitalization and punctuation and spelling. One to three errors found. | Adheres to standard usage rules of mechanics: Conventions of written English, including capitalization and punctuation and spelling. One to three errors found. | Does not adhere to standard usage rules of mechanics: Conventions of written English, including capitalization and punctuation and spelling. Over ten errors found. | Completely missing or incorrect. | Score of Writing Mechanics and Use of Language.,<br>/ 15 |

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | **Criteria** | **Excellent**<br>**10 points** | **Proficient**<br>**8.5 points** | **Approaching Proficiency**<br>**7.5 points** | **Needs Improvement**<br>**6.5 points** | **New Level**<br>**0 points** | **Criterion Score** |
    | Guidelines for In-text Citations and References | The content correctly cites in-text and lists at least three course resources. All references are cited, and all citations are referenced. | Most in-text citations and the references are properly cited; formatting is inconsistent/inaccurate in a few cases, or there is a mismatch between a citation and a reference. Uses at least three course materials resources. | References are cited but incorrectly or does not use three resources from course materials. | Most in-text citations and the references are properly cited; formatting is inconsistent/inaccurate in a few cases, or there is a mismatch between a citation and a reference. Uses at least three course materials resources. | | |

    **## InstructionsRubric.docx**

    Purpose

    In this assignment, you will delve into the realm of HR recruitment analytics and its pivotal role in guiding informed hiring and business decisions within our company. Your task is to provide a comprehensive explanation of the HR recruitment analytics essential for effective decision-making for the scenario. Additionally, you will utilize the SHRM BASK Business Cluster | Analytical Aptitude framework to select
    **one** sub-competency and articulate how it exemplifies advanced HR professional behaviors in the workplace. Through this assignment, you will gain valuable insights into the analytical foundations that drive strategic HR practices and contribute to organizational success.

    Task

    **Introduction:**

    · Analyze trends in manufacturing HR recruitment data, such as seasonal hiring patterns, skill shortages, and demographic shifts.

    · Discuss the implications of these trends on workforce planning and talent acquisition strategies for the scenario.

    · Discuss the significance of data-driven HR decision-making in the manufacturing industry.

    · Introduce the importance of HR recruitment analytics in ensuring efficient workforce management.

    **Key Metrics in Manufacturing HR Recruitment:**

    · Identify and define key HR recruitment metrics relevant to the manufacturing sector (e.g., turnover rate, time-to-fill for critical positions, skills gap analysis) and the scenario.

    · Discuss how these metrics impact operational efficiency and productivity in manufacturing.

    **Data Collection and Analysis Methods:**

    · Explain how HR recruitment department will collect this data within a manufacturing setting.

    · Introduce data analysis techniques specific to the manufacturing industry, such as production forecasting and capacity planning.

    · Provide examples of tools and software used for HR recruitment analytics in manufacturing.

    **Develop a Dashboard:**

    · Synthesize research findings and recommendations into a well-structured dashboard presentation for the intended audience.

    · Choose a Tool: Select a suitable tool for creating the dashboard. Popular options include Microsoft Excel, Google Sheets, PowerPoint, or any other data visualization platform available to students.

    · Design Layout: Plan the layout and design of the dashboard. Decide on the structure, including the placement of charts, graphs, tables, and other visual elements. Ensure that the layout is user-friendly and intuitive for easy interpretation.

    · Provide clear justifications and rationale for the chosen metrics.

    · Utilize the SHRM BASK Business Cluster | Analytical Aptitude framework in your analysis. Select
    **one** sub-competency and articulate how it exemplifies advanced HR professional behaviors in the workplace.

    Submission

    To effectively address the questions, it is essential that you thoroughly review the unit course scenario, as it provides the contextual framework necessary for crafting informed and relevant responses.

    The submission should include the following components:

    · An analysis of trends in manufacturing HR recruitment data, including seasonal hiring patterns, skill shortages, and demographic shifts.

    · Discussion of the implications of these trends on workforce planning and talent acquisition strategies for the given scenario.

    · Explanation of the significance of data-driven HR decision-making in the manufacturing industry and the importance of HR recruitment analytics in ensuring efficient workforce management.

    · Identification and definition of key HR recruitment metrics relevant to the manufacturing sector and the scenario. Examples may include turnover rate, time-to-fill for critical positions, and skills gap analysis.

    · Discussion of how these metrics impact operational efficiency and productivity in manufacturing, providing relevant examples and insights.

    · Explanation of how HR recruitment data will be collected within a manufacturing setting, including specific methods and tools.

    · Introduction of data analysis techniques specific to the manufacturing industry, such as production forecasting and capacity planning.

    · Examples of tools and software used for HR recruitment analytics in manufacturing, along with their functionalities and advantages.

    · Synthesis of research findings and recommendations into a well-structured dashboard presentation for the intended audience.

    · Selection of a suitable tool for creating the dashboard (e.g., Microsoft Excel, Google Sheets, PowerPoint) and justification for the choice.

    · Planning of the layout and design of the dashboard, including the structure and placement of charts, graphs, tables, and other visual elements to ensure user-friendliness and easy interpretation.

    · Clear justifications and rationale for the chosen metrics, demonstrating their relevance and importance in the manufacturing context.

    · Utilization of the SHRM BASK Business Cluster| Analytical Aptitude framework in the analysis, selecting one sub-competency and articulating how it exemplifies advanced HR professional behaviors in the workplace.

    · Utilize two credible references to bolster arguments and inform your analysis

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | **Criteria** | **Excellent**<br>**50 points** | **Proficient**<br>**42.5 points** | **Approaching Proficiency**<br>**37.5 points** | **Needs Improvement**<br>**32.5 points** | **No Submission**<br>**0 points** | **Criterion Score** |
    | Introduction | Analyzes trends in manufacturing HR recruitment data comprehensively, including seasonal hiring patterns, skill shortages, and demographic shifts, with clear insights into their implications on workforce planning and talent acquisition strategies. <br>Discusses the significance of data-driven HR decision-making in the manufacturing industry with depth and relevance to the scenario. <br>Introduces the importance of HR recruitment analytics in ensuring efficient workforce management with clarity and relevance to the scenario. | Provides a good analysis of trends in manufacturing HR recruitment data, addressing most aspects such as seasonal hiring patterns, skill shortages, and demographic shifts. <br>Discusses the significance of data-driven HR decision-making in the manufacturing industry with clarity but lacks depth in connection to the scenario. <br>Introduces the importance of HR recruitment analytics in ensuring efficient workforce management with clarity but lacks detailed relevance to the scenario. | Addresses some aspects of trends in manufacturing HR recruitment data but lacks depth or comprehensive analysis. <br>Discusses the significance of data-driven HR decision-making in the manufacturing industry but lacks clear connections to the scenario. <br>Provides a basic introduction to the importance of HR recruitment analytics in ensuring efficient workforce management but lacks specificity or relevance to the scenario. | Provides limited or inaccurate analysis of trends in manufacturing HR recruitment data. <br>Demonstrates a weak understanding of the significance of data-driven HR decision-making in the manufacturing industry or its relevance to the scenario. <br>Offers minimal or unclear explanation of the importance of HR recruitment analytics in ensuring efficient workforce management. | No submission provided for this category. | Score of Introduction,<br>/ 50 |
    | Key Metrics in Manufacturing HR Recruitment | Identifies and defines key HR recruitment metrics relevant to the manufacturing sector and the scenario comprehensively, with clear explanations of their impact on operational efficiency and productivity. <br>Provides insightful discussion on how these metrics impact operational efficiency and productivity in manufacturing, with clear examples and connections to the scenario. | Identifies and defines key HR recruitment metrics relevant to the manufacturing sector and the scenario adequately, with adequate explanations of their impact on operational efficiency and productivity. <br>Provides a good discussion on how these metrics impact operational efficiency and productivity in manufacturing, with relevant examples and connections to the scenario. | Identifies and defines some key HR recruitment metrics relevant to the manufacturing sector and the scenario but lacks depth or comprehensive coverage. <br>Provides a basic discussion on how these metrics impact operational efficiency and productivity in manufacturing but lacks clarity or relevant examples. | Identifies key HR recruitment metrics relevant to the manufacturing sector and the scenario inaccurately or inadequately. <br>Provides minimal or inaccurate discussion on how these metrics impact operational efficiency and productivity in manufacturing. | No submission provided for this category. | Score of Key Metrics in Manufacturing HR Recruitment,<br>/ 50 |
    | Data Collection. Analysis Methods, & Dashboard | Synthesizes research findings and recommendations into a well-structured dashboard presentation for the intended audience excellently, with a suitable tool selected and a user-friendly layout and design planned effectively. <br>Provides clear justifications and rationale for the chosen metrics, utilizing the SHRM BASK Business Cluster| Analytical Aptitude framework effectively with a clear articulation of advanced HR professional behaviors. | Synthesizes research findings and recommendations into a well-structured dashboard presentation for the intended audience adequately, with a suitable tool selected and a user-friendly layout and design planned adequately. <br>Provides clear justifications and rationale for the chosen metrics, utilizing the SHRM BASK Business Cluster| Analytical Aptitude framework adequately with a decent articulation of advanced HR professional behaviors. | Synthesizes research findings and recommendations into a dashboard presentation for the intended audience but lacks clarity or coherence in the layout and design. <br>Provides some justifications and rationale for the chosen metrics but lacks depth or clarity, with minimal connection to the SHRM BASK Business Cluster| Analytical Aptitude framework. | Synthesizes research findings and recommendations into a dashboard presentation for the intended audience but lacks clarity or coherence in the layout and design. <br>Provides some justifications and rationale for the chosen metrics but lacks depth or clarity, with minimal connection to the SHRM BASK Business Cluster| Analytical Aptitude framework. | No submission provided for this category. | Score of Data Collection. Analysis Methods, & Dashboard,<br>/ 50 |

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | **Criteria** | **Excellent**<br>**15 points** | **Proficient**<br>**12.5 points** | **Approaching Proficiency**<br>**11.25 points** | **Needs Improvement**<br>**9.75 points** | **No Submission**<br>**0 points** | **Criterion Score** |
    | Writing Mechanics and Use of Language. | Strictly adheres to standard usage rules of mechanics: Conventions of written English, including, but not limited to capitalization and punctuation and spelling. No errors found. No jargon used. | Adheres to standard usage rules of mechanics: Conventions of written English, including capitalization and punctuation and spelling. One to three errors found. | Adheres to standard usage rules of mechanics: Conventions of written English, including capitalization and punctuation and spelling. One to three errors found. | Does not adhere to standard usage rules of mechanics: Conventions of written English, including capitalization and punctuation and spelling. Over ten errors found. | Completely missing or incorrect. | Score of Writing Mechanics and Use of Language.,<br>/ 15 |

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | **Criteria** | **Excellent**<br>**10 points** | **Proficient**<br>**8.5 points** | **Approaching Proficiency**<br>**7.5 points** | **Needs Improvement**<br>**6.5 points** | **New Level**<br>**0 points** | **Criterion Score** |
    | Guidelines for In-text Citations and References | The content correctly cites in-text and lists at least three course resources. All references are cited, and all citations are referenced. | Most in-text citations and the references are properly cited; formatting is inconsistent/inaccurate in a few cases, or there is a mismatch between a citation and a reference. Uses at least three course materials resources. | References are cited but incorrectly or does not use three resources from course materials. | Most in-text citations and the references are properly cited; formatting is inconsistent/inaccurate in a few cases, or there is a mismatch between a citation and a reference. Uses at least three course materials resources. | | |

  • [Solved] 1,2,&3

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    Executive Solution Overview

    3 separate assignments see attachments – [\ \ IMG_0579.jpeg](https://www.sweetstudy.com/files/img-0579-jpeg-10521979 "IMG_0579.jpeg") – [\ \ IMG_0578.jpeg](https://www.sweetstudy.com/files/img-0578-jpeg-10521981 "IMG_0578.jpeg") – [\ \ IMG_0576.jpeg](https://www.sweetstudy.com/files/img-057…

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    Assignment Prompt & Instructions

    3 separate assignments

    see attachments

    – [\
    \
    IMG_0579.jpeg](https://www.sweetstudy.com/files/img-0579-jpeg-10521979 "IMG_0579.jpeg")
    – [\
    \
    IMG_0578.jpeg](https://www.sweetstudy.com/files/img-0578-jpeg-10521981 "IMG_0578.jpeg")
    – [\
    \
    IMG_0576.jpeg](https://www.sweetstudy.com/files/img-0576-jpeg-10521983 "IMG_0576.jpeg")

  • [Solved] Week 4 DS post

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    see attachment PICK ONE SCENARIO **files (2)** – ## Week4DiscussionPartI.pdf – ## week4DS.pdf **## Week4DiscussionPartI.pdf** Week 4 Discussion Part I Table 1 Innocent versus Pathologic Murmur Table 2 Pediatric Cardiac Conditions Auscultatory Findings- Innocent versus Pathologic Murmur Innocent Murm…

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    Assignment Prompt & Instructions

    see attachment

    PICK ONE SCENARIO

    **files (2)**

    – ## Week4DiscussionPartI.pdf

    – ## week4DS.pdf

    **## Week4DiscussionPartI.pdf**

    Week 4 Discussion Part I

    Table 1
    Innocent versus Pathologic Murmur

    Table 2
    Pediatric Cardiac Conditions

    Auscultatory Findings- Innocent versus Pathologic Murmur

    Innocent Murmur – list 4 and describe the
    auscultatory findings

    Pathologic Murmur – list 4 and describe
    the auscultatory findings

    Complete the table.

    Cardiac Condition Description Clinical Findings Treatment/
    Management

    Atrial Septal Defect

    Ventricular Septal
    Defect

    Tetralogy of Fallot

    Coarctation of the Aorta

    Transposition of the
    Great Arteries

    Table 3
    Differential Diagnoses for vomiting

    Table 4
    Do Not Miss GI Conditions

    Fill in the table with 5 common differential diagnoses for a chief complaint of vomiting.

    Differential Description Clinical Findings/
    Presentation

    Management

    1.

    2.

    3.

    4.

    Fill in the following

    Condition Description Clinical Features/
    Presentation

    Management

    Foreign Body Ingestion

    Appendicitis

    Intussusception

    Hirschsprung Disease

    Pyloric Stenosis

    Table 5
    Enuresis

    Table 6

    GU Anomalies

    List 4 differential diagnoses for enuresis.

    Differentials Description Clinical Findings/
    Presentation

    Management

    1.

    2.

    3.

    4.

    Complete the requested information related to Common Genitourinary Anomalies

    Brief
    Pathyphysiolog
    y

    Description Clinical
    Features

    Management

    Hypospadias

    Epispadias

    Hydrocele

    Cryptorchidis
    m
    Testicular
    Torsion

    Table 7
    Respiratory Conditions in Children

    Table 8

    Differential Diagnoses for Pediatric Cough

    Complete the information.

    Condition Causative Agents Clinical Findings Treatment/
    Management

    URI "common cold"

    Allergic rhinitis

    Rhinosinusitis

    Bronchiolitis

    RSV

    Pneumonia

    Asthma

    List the top 3 differential diagnoses for cc: “cough” in pediatric patients

    Differentials Description Clinical Findings Treatment/
    Management

    1.

    2.

    3.

    Table 9
    National Asthma Education and Prevention Program Expert Panel Report (EPR3)

    Complete the information below.

    Asthma Classification
    and Step Before
    Treatment

    Symptoms Nighttime
    Symptoms

    Lung Function

    Step 1: Intermittent

    Step 2: Mild Persistent

    Step 3: Moderate
    Persistent
    Step 4: Severe
    Persistent

    **## week4DS.pdf**

    Case Scenario 1: Keisha has come in for her annual well-child visit. Keisha enjoys
    preschool, she has been a healthy child, and she is at the 50% for height and weight. On
    exam, you note a Grade III/VI, mid-systolic murmur, heard best in the left sternal border.

    • What additional information should the APRN know about Keisha?
    • What tests should the APRN order?
    • What should the APRN specifically include in the cardiac physical examination?
    • How should the APRN approach referrals?

    Case Scenario 2: Mr. Jones has brought in his 3-year-old daughter Clara to be seen for
    vomiting and diarrhea for 2 days. He states that last night she vomited 3 times. She
    weighs 15kg. This morning she vomited her breakfast of pancakes and sausage.

    • What more does the APRN need to know about Clara’s symptoms?
    • What should the APRN look for in the physical examination?
    • What are the signs and symptoms of dehydration?
    • What are 3 differentials the APRN should consider?
    • What is the calculation for pediatric volume replacement?
    • What type of anticipatory guidance should the APRN give Clara’s father?

    Case Scenario 3: Mark is a 5-year-old male who was brought into the clinic today for a
    well-child exam. His mother reports that she is concerned that Mark wets his bed at
    night 3 to 4 times per week. She is at her wit’s end and does not know what to do.

    • What does the APRN need to know about Mark’s condition?
    • What are some of the possible causes for Mark’s condition?
    • What strategies should the APRN share with Mark’s mother to help him stay dry at

    night?

    Case Scenario 4: Lindsey is an 8-year-old female brought into the clinic today for an
    evaluation of a “bad cough” for 2 weeks. She was diagnosed with a URI a week ago. Her
    vital signs are the following: Temperature 98.6° F, HR: 80, RR: 24, BP 110/50, Pulse Ox:
    95%. She is alert and does not appear to be in distress. On exam, you note that she has
    inspiratory and expiratory wheezes and mild tracheal retractions.

    • What more does the APRN need to know about this child?
    • What treatment(s) should the APRN provide in clinic today and why?
    • What diagnostic tests should the APRN order today and why?

    • What education should the APRN provide Lindsey and her family?

    Case Scenario 5: Wendy is a 13-year-old female who comes into your clinic with a
    complain of a sore throat, pain with swallowing, fevers of 102 F, headache, and body
    aches x 3 days. She weighs 110 pounds and has NKA. On exam you note erythema on
    the tonsils and pharynx, tender cervical lymphadenopathy, and no exudates.

    • What is the standardized Brodsky tonsils grading scale?
    • What is the Centor Criteria?
    • What diagnostic studies should the APRN consider?
    • How should the APRN manage her symptoms? Be specific about treatment and

    rationale. If prescribing, include dosages, precautions, and follow-up
    • How would you manage Wendy’s treatment plan if she were allergic to penicillin? If

    prescribing, include dosages, precautions, and follow-up.
    • When can Wendy return to school?

    Case Scenario 6: Luis is a 12-year-old male who lives in a dilapidated, older apartment
    complex. He has had a chronic cough since moving into that apartment building 8 weeks
    ago. His asthma has worsened despite using his albuterol inhaler more than usual (3
    times a day or more) and steroid inhaler, complains of shortness of breath, wheezing, and
    chest tightness, and a dry cough at night and early morning hours (waking him up 2-3
    times a week). Luis has had to miss school and is too tired to play with his friends.

    • What diagnostic tests might you perform and why?
    • What is the gold standard for diagnosing asthma?
    • How would you manage his asthma symptoms?
    • What type of education should you give parents and Luis?
    • What is the proper way to use a metered dose inhaler?

    **## week4DS.pdf**

    Case Scenario 1: Keisha has come in for her annual well-child visit. Keisha enjoys
    preschool, she has been a healthy child, and she is at the 50% for height and weight. On
    exam, you note a Grade III/VI, mid-systolic murmur, heard best in the left sternal border.

    • What additional information should the APRN know about Keisha?
    • What tests should the APRN order?
    • What should the APRN specifically include in the cardiac physical examination?
    • How should the APRN approach referrals?

    Case Scenario 2: Mr. Jones has brought in his 3-year-old daughter Clara to be seen for
    vomiting and diarrhea for 2 days. He states that last night she vomited 3 times. She
    weighs 15kg. This morning she vomited her breakfast of pancakes and sausage.

    • What more does the APRN need to know about Clara’s symptoms?
    • What should the APRN look for in the physical examination?
    • What are the signs and symptoms of dehydration?
    • What are 3 differentials the APRN should consider?
    • What is the calculation for pediatric volume replacement?
    • What type of anticipatory guidance should the APRN give Clara’s father?

    Case Scenario 3: Mark is a 5-year-old male who was brought into the clinic today for a
    well-child exam. His mother reports that she is concerned that Mark wets his bed at
    night 3 to 4 times per week. She is at her wit’s end and does not know what to do.

    • What does the APRN need to know about Mark’s condition?
    • What are some of the possible causes for Mark’s condition?
    • What strategies should the APRN share with Mark’s mother to help him stay dry at

    night?

    Case Scenario 4: Lindsey is an 8-year-old female brought into the clinic today for an
    evaluation of a “bad cough” for 2 weeks. She was diagnosed with a URI a week ago. Her
    vital signs are the following: Temperature 98.6° F, HR: 80, RR: 24, BP 110/50, Pulse Ox:
    95%. She is alert and does not appear to be in distress. On exam, you note that she has
    inspiratory and expiratory wheezes and mild tracheal retractions.

    • What more does the APRN need to know about this child?
    • What treatment(s) should the APRN provide in clinic today and why?
    • What diagnostic tests should the APRN order today and why?

    • What education should the APRN provide Lindsey and her family?

    Case Scenario 5: Wendy is a 13-year-old female who comes into your clinic with a
    complain of a sore throat, pain with swallowing, fevers of 102 F, headache, and body
    aches x 3 days. She weighs 110 pounds and has NKA. On exam you note erythema on
    the tonsils and pharynx, tender cervical lymphadenopathy, and no exudates.

    • What is the standardized Brodsky tonsils grading scale?
    • What is the Centor Criteria?
    • What diagnostic studies should the APRN consider?
    • How should the APRN manage her symptoms? Be specific about treatment and

    rationale. If prescribing, include dosages, precautions, and follow-up
    • How would you manage Wendy’s treatment plan if she were allergic to penicillin? If

    prescribing, include dosages, precautions, and follow-up.
    • When can Wendy return to school?

    Case Scenario 6: Luis is a 12-year-old male who lives in a dilapidated, older apartment
    complex. He has had a chronic cough since moving into that apartment building 8 weeks
    ago. His asthma has worsened despite using his albuterol inhaler more than usual (3
    times a day or more) and steroid inhaler, complains of shortness of breath, wheezing, and
    chest tightness, and a dry cough at night and early morning hours (waking him up 2-3
    times a week). Luis has had to miss school and is too tired to play with his friends.

    • What diagnostic tests might you perform and why?
    • What is the gold standard for diagnosing asthma?
    • How would you manage his asthma symptoms?
    • What type of education should you give parents and Luis?
    • What is the proper way to use a metered dose inhaler?

    **## Week4DiscussionPartI.pdf**

    Week 4 Discussion Part I

    Table 1
    Innocent versus Pathologic Murmur

    Table 2
    Pediatric Cardiac Conditions

    Auscultatory Findings- Innocent versus Pathologic Murmur

    Innocent Murmur – list 4 and describe the
    auscultatory findings

    Pathologic Murmur – list 4 and describe
    the auscultatory findings

    Complete the table.

    Cardiac Condition Description Clinical Findings Treatment/
    Management

    Atrial Septal Defect

    Ventricular Septal
    Defect

    Tetralogy of Fallot

    Coarctation of the Aorta

    Transposition of the
    Great Arteries

    Table 3
    Differential Diagnoses for vomiting

    Table 4
    Do Not Miss GI Conditions

    Fill in the table with 5 common differential diagnoses for a chief complaint of vomiting.

    Differential Description Clinical Findings/
    Presentation

    Management

    1.

    2.

    3.

    4.

    Fill in the following

    Condition Description Clinical Features/
    Presentation

    Management

    Foreign Body Ingestion

    Appendicitis

    Intussusception

    Hirschsprung Disease

    Pyloric Stenosis

    Table 5
    Enuresis

    Table 6

    GU Anomalies

    List 4 differential diagnoses for enuresis.

    Differentials Description Clinical Findings/
    Presentation

    Management

    1.

    2.

    3.

    4.

    Complete the requested information related to Common Genitourinary Anomalies

    Brief
    Pathyphysiolog
    y

    Description Clinical
    Features

    Management

    Hypospadias

    Epispadias

    Hydrocele

    Cryptorchidis
    m
    Testicular
    Torsion

    Table 7
    Respiratory Conditions in Children

    Table 8

    Differential Diagnoses for Pediatric Cough

    Complete the information.

    Condition Causative Agents Clinical Findings Treatment/
    Management

    URI "common cold"

    Allergic rhinitis

    Rhinosinusitis

    Bronchiolitis

    RSV

    Pneumonia

    Asthma

    List the top 3 differential diagnoses for cc: “cough” in pediatric patients

    Differentials Description Clinical Findings Treatment/
    Management

    1.

    2.

    3.

    Table 9
    National Asthma Education and Prevention Program Expert Panel Report (EPR3)

    Complete the information below.

    Asthma Classification
    and Step Before
    Treatment

    Symptoms Nighttime
    Symptoms

    Lung Function

    Step 1: Intermittent

    Step 2: Mild Persistent

    Step 3: Moderate
    Persistent
    Step 4: Severe
    Persistent

    **## week4DS.pdf**

    Case Scenario 1: Keisha has come in for her annual well-child visit. Keisha enjoys
    preschool, she has been a healthy child, and she is at the 50% for height and weight. On
    exam, you note a Grade III/VI, mid-systolic murmur, heard best in the left sternal border.

    • What additional information should the APRN know about Keisha?
    • What tests should the APRN order?
    • What should the APRN specifically include in the cardiac physical examination?
    • How should the APRN approach referrals?

    Case Scenario 2: Mr. Jones has brought in his 3-year-old daughter Clara to be seen for
    vomiting and diarrhea for 2 days. He states that last night she vomited 3 times. She
    weighs 15kg. This morning she vomited her breakfast of pancakes and sausage.

    • What more does the APRN need to know about Clara’s symptoms?
    • What should the APRN look for in the physical examination?
    • What are the signs and symptoms of dehydration?
    • What are 3 differentials the APRN should consider?
    • What is the calculation for pediatric volume replacement?
    • What type of anticipatory guidance should the APRN give Clara’s father?

    Case Scenario 3: Mark is a 5-year-old male who was brought into the clinic today for a
    well-child exam. His mother reports that she is concerned that Mark wets his bed at
    night 3 to 4 times per week. She is at her wit’s end and does not know what to do.

    • What does the APRN need to know about Mark’s condition?
    • What are some of the possible causes for Mark’s condition?
    • What strategies should the APRN share with Mark’s mother to help him stay dry at

    night?

    Case Scenario 4: Lindsey is an 8-year-old female brought into the clinic today for an
    evaluation of a “bad cough” for 2 weeks. She was diagnosed with a URI a week ago. Her
    vital signs are the following: Temperature 98.6° F, HR: 80, RR: 24, BP 110/50, Pulse Ox:
    95%. She is alert and does not appear to be in distress. On exam, you note that she has
    inspiratory and expiratory wheezes and mild tracheal retractions.

    • What more does the APRN need to know about this child?
    • What treatment(s) should the APRN provide in clinic today and why?
    • What diagnostic tests should the APRN order today and why?

    • What education should the APRN provide Lindsey and her family?

    Case Scenario 5: Wendy is a 13-year-old female who comes into your clinic with a
    complain of a sore throat, pain with swallowing, fevers of 102 F, headache, and body
    aches x 3 days. She weighs 110 pounds and has NKA. On exam you note erythema on
    the tonsils and pharynx, tender cervical lymphadenopathy, and no exudates.

    • What is the standardized Brodsky tonsils grading scale?
    • What is the Centor Criteria?
    • What diagnostic studies should the APRN consider?
    • How should the APRN manage her symptoms? Be specific about treatment and

    rationale. If prescribing, include dosages, precautions, and follow-up
    • How would you manage Wendy’s treatment plan if she were allergic to penicillin? If

    prescribing, include dosages, precautions, and follow-up.
    • When can Wendy return to school?

    Case Scenario 6: Luis is a 12-year-old male who lives in a dilapidated, older apartment
    complex. He has had a chronic cough since moving into that apartment building 8 weeks
    ago. His asthma has worsened despite using his albuterol inhaler more than usual (3
    times a day or more) and steroid inhaler, complains of shortness of breath, wheezing, and
    chest tightness, and a dry cough at night and early morning hours (waking him up 2-3
    times a week). Luis has had to miss school and is too tired to play with his friends.

    • What diagnostic tests might you perform and why?
    • What is the gold standard for diagnosing asthma?
    • How would you manage his asthma symptoms?
    • What type of education should you give parents and Luis?
    • What is the proper way to use a metered dose inhaler?

    **## Week4DiscussionPartI.pdf**

    Week 4 Discussion Part I

    Table 1
    Innocent versus Pathologic Murmur

    Table 2
    Pediatric Cardiac Conditions

    Auscultatory Findings- Innocent versus Pathologic Murmur

    Innocent Murmur – list 4 and describe the
    auscultatory findings

    Pathologic Murmur – list 4 and describe
    the auscultatory findings

    Complete the table.

    Cardiac Condition Description Clinical Findings Treatment/
    Management

    Atrial Septal Defect

    Ventricular Septal
    Defect

    Tetralogy of Fallot

    Coarctation of the Aorta

    Transposition of the
    Great Arteries

    Table 3
    Differential Diagnoses for vomiting

    Table 4
    Do Not Miss GI Conditions

    Fill in the table with 5 common differential diagnoses for a chief complaint of vomiting.

    Differential Description Clinical Findings/
    Presentation

    Management

    1.

    2.

    3.

    4.

    Fill in the following

    Condition Description Clinical Features/
    Presentation

    Management

    Foreign Body Ingestion

    Appendicitis

    Intussusception

    Hirschsprung Disease

    Pyloric Stenosis

    Table 5
    Enuresis

    Table 6

    GU Anomalies

    List 4 differential diagnoses for enuresis.

    Differentials Description Clinical Findings/
    Presentation

    Management

    1.

    2.

    3.

    4.

    Complete the requested information related to Common Genitourinary Anomalies

    Brief
    Pathyphysiolog
    y

    Description Clinical
    Features

    Management

    Hypospadias

    Epispadias

    Hydrocele

    Cryptorchidis
    m
    Testicular
    Torsion

    Table 7
    Respiratory Conditions in Children

    Table 8

    Differential Diagnoses for Pediatric Cough

    Complete the information.

    Condition Causative Agents Clinical Findings Treatment/
    Management

    URI "common cold"

    Allergic rhinitis

    Rhinosinusitis

    Bronchiolitis

    RSV

    Pneumonia

    Asthma

    List the top 3 differential diagnoses for cc: “cough” in pediatric patients

    Differentials Description Clinical Findings Treatment/
    Management

    1.

    2.

    3.

    Table 9
    National Asthma Education and Prevention Program Expert Panel Report (EPR3)

    Complete the information below.

    Asthma Classification
    and Step Before
    Treatment

    Symptoms Nighttime
    Symptoms

    Lung Function

    Step 1: Intermittent

    Step 2: Mild Persistent

    Step 3: Moderate
    Persistent
    Step 4: Severe
    Persistent

    **## week4DS.pdf**

    Case Scenario 1: Keisha has come in for her annual well-child visit. Keisha enjoys
    preschool, she has been a healthy child, and she is at the 50% for height and weight. On
    exam, you note a Grade III/VI, mid-systolic murmur, heard best in the left sternal border.

    • What additional information should the APRN know about Keisha?
    • What tests should the APRN order?
    • What should the APRN specifically include in the cardiac physical examination?
    • How should the APRN approach referrals?

    Case Scenario 2: Mr. Jones has brought in his 3-year-old daughter Clara to be seen for
    vomiting and diarrhea for 2 days. He states that last night she vomited 3 times. She
    weighs 15kg. This morning she vomited her breakfast of pancakes and sausage.

    • What more does the APRN need to know about Clara’s symptoms?
    • What should the APRN look for in the physical examination?
    • What are the signs and symptoms of dehydration?
    • What are 3 differentials the APRN should consider?
    • What is the calculation for pediatric volume replacement?
    • What type of anticipatory guidance should the APRN give Clara’s father?

    Case Scenario 3: Mark is a 5-year-old male who was brought into the clinic today for a
    well-child exam. His mother reports that she is concerned that Mark wets his bed at
    night 3 to 4 times per week. She is at her wit’s end and does not know what to do.

    • What does the APRN need to know about Mark’s condition?
    • What are some of the possible causes for Mark’s condition?
    • What strategies should the APRN share with Mark’s mother to help him stay dry at

    night?

    Case Scenario 4: Lindsey is an 8-year-old female brought into the clinic today for an
    evaluation of a “bad cough” for 2 weeks. She was diagnosed with a URI a week ago. Her
    vital signs are the following: Temperature 98.6° F, HR: 80, RR: 24, BP 110/50, Pulse Ox:
    95%. She is alert and does not appear to be in distress. On exam, you note that she has
    inspiratory and expiratory wheezes and mild tracheal retractions.

    • What more does the APRN need to know about this child?
    • What treatment(s) should the APRN provide in clinic today and why?
    • What diagnostic tests should the APRN order today and why?

    • What education should the APRN provide Lindsey and her family?

    Case Scenario 5: Wendy is a 13-year-old female who comes into your clinic with a
    complain of a sore throat, pain with swallowing, fevers of 102 F, headache, and body
    aches x 3 days. She weighs 110 pounds and has NKA. On exam you note erythema on
    the tonsils and pharynx, tender cervical lymphadenopathy, and no exudates.

    • What is the standardized Brodsky tonsils grading scale?
    • What is the Centor Criteria?
    • What diagnostic studies should the APRN consider?
    • How should the APRN manage her symptoms? Be specific about treatment and

    rationale. If prescribing, include dosages, precautions, and follow-up
    • How would you manage Wendy’s treatment plan if she were allergic to penicillin? If

    prescribing, include dosages, precautions, and follow-up.
    • When can Wendy return to school?

    Case Scenario 6: Luis is a 12-year-old male who lives in a dilapidated, older apartment
    complex. He has had a chronic cough since moving into that apartment building 8 weeks
    ago. His asthma has worsened despite using his albuterol inhaler more than usual (3
    times a day or more) and steroid inhaler, complains of shortness of breath, wheezing, and
    chest tightness, and a dry cough at night and early morning hours (waking him up 2-3
    times a week). Luis has had to miss school and is too tired to play with his friends.

    • What diagnostic tests might you perform and why?
    • What is the gold standard for diagnosing asthma?
    • How would you manage his asthma symptoms?
    • What type of education should you give parents and Luis?
    • What is the proper way to use a metered dose inhaler?

  • [Solved] 62333333

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **files (1)** – ## 623333333.docx **## 623333333.docx** You can also review the recommended resources for this week. For your final paper, you have been asked to provide your insights, in a hypothetical scenario, as a consultant to the United States Department of Homeland Security. There are specifi…

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    **files (1)**

    – ## 623333333.docx

    **## 623333333.docx**

    You can also review the recommended resources for this week.

    For your final paper, you have been asked to provide your insights, in a hypothetical scenario, as a consultant to the United States Department of Homeland Security. There are specific points in the request that you have received for your work as a hypothetical consultant, and the first involves your assessment of policies.

    **Policies.** Your evaluation of policies in homeland security will need to address both homeland security interests and society interests. You will need to focus on contexts for natural disasters, threats, and hazards.

    **Agencies and Organizations.** It will also be necessary to bring your analysis of agencies and organizations regarding their responsibilities and functions in homeland security. Your analysis will need to consider these factors in natural disasters, threats, and hazards.

    **Technology, Intelligence, and Skills.** As a consultant, you are also being asked to bring your examination of technology in homeland security and of how intelligence is utilized in homeland security. You will also need to examine skills in homeland security actions.

    **Response Systems.** It will also be important for you to bring your insights on response systems in homeland security and to focus on their effectiveness.

    **Social Justice.** You have also been asked to consult on issues in diversity and equity for policy and on issues in social justice, ethics, and law for homeland security actions.

    In your paper, please address each of the following prompts:

    · Evaluate policy issues for homeland security and society, one for each of the following: natural disasters, threats, hazards, and a critical infrastructure sector.

    · Analyze responsibilities and functions of agencies and/or organizations for federal, state, tribal, and local jurisdictions for natural disasters, threats, and hazards.

    · Examine technology, intelligence, and skills for practical homeland security actions for natural disasters, threats, hazards, and protection of critical infrastructure sectors.

    · Explain at least two methods in homeland security response systems and their effectiveness for a natural disaster.

    · Assess a policy issue in the DHS Equity Action Plan, a DHS diversity policy issue, and social justice, ethical, and legal issues for actions in homeland security.

    The Homeland Security Issues, Response and Policies for Disasters, Threats, and Hazards final paper

    · must be eight to ten double-spaced pages in length (not including title and references pages)

    must utilize academic voice.

    must include an introduction and conclusion paragraph.

    · Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.

    **## 623333333.docx**

    You can also review the recommended resources for this week.

    For your final paper, you have been asked to provide your insights, in a hypothetical scenario, as a consultant to the United States Department of Homeland Security. There are specific points in the request that you have received for your work as a hypothetical consultant, and the first involves your assessment of policies.

    **Policies.** Your evaluation of policies in homeland security will need to address both homeland security interests and society interests. You will need to focus on contexts for natural disasters, threats, and hazards.

    **Agencies and Organizations.** It will also be necessary to bring your analysis of agencies and organizations regarding their responsibilities and functions in homeland security. Your analysis will need to consider these factors in natural disasters, threats, and hazards.

    **Technology, Intelligence, and Skills.** As a consultant, you are also being asked to bring your examination of technology in homeland security and of how intelligence is utilized in homeland security. You will also need to examine skills in homeland security actions.

    **Response Systems.** It will also be important for you to bring your insights on response systems in homeland security and to focus on their effectiveness.

    **Social Justice.** You have also been asked to consult on issues in diversity and equity for policy and on issues in social justice, ethics, and law for homeland security actions.

    In your paper, please address each of the following prompts:

    · Evaluate policy issues for homeland security and society, one for each of the following: natural disasters, threats, hazards, and a critical infrastructure sector.

    · Analyze responsibilities and functions of agencies and/or organizations for federal, state, tribal, and local jurisdictions for natural disasters, threats, and hazards.

    · Examine technology, intelligence, and skills for practical homeland security actions for natural disasters, threats, hazards, and protection of critical infrastructure sectors.

    · Explain at least two methods in homeland security response systems and their effectiveness for a natural disaster.

    · Assess a policy issue in the DHS Equity Action Plan, a DHS diversity policy issue, and social justice, ethical, and legal issues for actions in homeland security.

    The Homeland Security Issues, Response and Policies for Disasters, Threats, and Hazards final paper

    · must be eight to ten double-spaced pages in length (not including title and references pages)

    must utilize academic voice.

    must include an introduction and conclusion paragraph.

    · Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.

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

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **files (1)** – ## WritingAssignmentWeek4anisley.docx **## WritingAssignmentWeek4anisley.docx** Writing Assignment Week 4: Telehealth Access and Remote Monitoring in Your Community **Telehealth Access and Remote Monitoring in Your Community** _(Examine how healthcare services in_ _**your specific ZI…

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    Assignment Prompt & Instructions

    **files (1)**

    – ## WritingAssignmentWeek4anisley.docx

    **## WritingAssignmentWeek4anisley.docx**

    Writing Assignment Week 4: Telehealth Access and Remote Monitoring in Your Community

    **Telehealth Access and Remote Monitoring in Your Community** _(Examine how healthcare services in_
    _**your specific ZIP code** are providing telehealth and remote monitoring options and whether these services benefit the patient population.) 33030 Homestead_

    **Assignment Overview**

    **In this essay, you will evaluate the extent to which healthcare services in your specific geographic area (use your ZIP code for specificity- NAME YOUR actual CITY where you live) are offering telehealth and remote monitoring options. You will analyze the impact of these services on patient care and outcomes. Your submission must include at least three examples that you uncovered through research in your neighborhood.**

    **Requirements**

    **Essay Format and Length:**

    · The assignment must be written as a formal essay.

    · It must include an introduction, graduate-level discussion questions and responses, and a conclusion that synthesizes your key points.

    ·
    **The paper should be a minimum of 3 pages in length, excluding the cover page and reference list.**

    **Content Specifics:**

    ·
    **Introduction:**

    · Introduce the topic with background information on telehealth and remote monitoring.

    · Clearly state the purpose of your essay.

    · Provide your ZIP code to contextualize the geographic focus of your study.

    ·
    **Graduate-Level Questions & Analysis:**

    · Develop and answer at least two or three in-depth, graduate-level questions related to:

    · How telehealth and remote monitoring options are integrated into local healthcare services.

    · The benefits (or perceived benefits) these options offer to the patient population.

    · Potential challenges or limitations associated with these technological advances.

    · Make sure to substantiate your analysis with evidence-based practice (EBP). This should include referencing scholarly articles, government or institutional reports, and credible online sources.

    · Include at least three concrete examples from your research in your local neighborhood that illustrate how these services are implemented. Explain how each example supports your discussion.

    ·
    **Conclusion:**

    · Summarize your findings.

    · Synthesize the key points discussed in your paper.

    · Reflect on the overall impact of telehealth and remote monitoring services on patient care in your area.

    **APA Format:**

    · Your essay must strictly adhere to APA 7th Edition guidelines.

    · Ensure correct use of APA formatting for the title page, headings/levels, in-text citations, and the reference list.

    · Double-check that all references are accurately cited within your text and that your reference list is complete.

    **Evidence-Based Practice (EBP):**

    · Develop your answers and support your analysis with evidence-based research.

    · Incorporate data, statistics, and findings from peer-reviewed literature and reputable sources to lend credibility to your discussion.

    · 4 current sources must be used and are peer-review journal articles or scholarly books. Sources include both general background sources and specialized sources.  All REFERENCES must have DOI Numbers for me to look them up

    **Rubric Review:**

    · Before submission, review the assignment rubric provided by your instructor. Make sure your essay addresses all the required components and meets the expected quality criteria.

    **Submission Guidelines**

    ·
    **File Format:** Submit your assignment as a Word document or PDF via the designated course submission portal.

    ·
    **Cover Page and References:** A cover page and a separate references page are required. These pages are not included in the minimum page count.

    ·
    **Deadline:** Submit the final version of your essay by the due date specified in your course calendar.

    ·
    **Proofreading:** Check for clarity, coherence, grammar, and APA formatting before submission. A well-organized and carefully proofread paper will reflect your understanding and attention to detail.

    By following these instructions, you will create a comprehensive, well-structured, and evidence-based analysis of how telehealth and remote monitoring options are utilized within your local healthcare services. This assignment not only highlights your ability to connect academic research with real-world healthcare practices but also demonstrates your capacity for critical thinking and graduate-level writing.

    Feel free to reach out if you have any questions or need further clarification. Good luck with your research and writing!

    Remember, your analysis should be both reflective and analytical, providing a robust discussion on how telehealth solutions are impacting patient care in your own neighborhood. Use your findings to contribute meaningful insights into the ongoing evolution of healthcare services.

    **REFERENCES Must have DOI Numbers for me to look them up- If I am unable to verify the references points will be deducted.**

    **Great resource to assist you:** [Reference List: Author/Authors – Purdue OWL® – Purdue University](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_author_authors.html)

    **Submission**

    Text Editor

    _Word count: 0_

    **Details & Information**

    **## WritingAssignmentWeek4anisley.docx**

    Writing Assignment Week 4: Telehealth Access and Remote Monitoring in Your Community

    **Telehealth Access and Remote Monitoring in Your Community** _(Examine how healthcare services in_
    _**your specific ZIP code** are providing telehealth and remote monitoring options and whether these services benefit the patient population.) 33030 Homestead_

    **Assignment Overview**

    **In this essay, you will evaluate the extent to which healthcare services in your specific geographic area (use your ZIP code for specificity- NAME YOUR actual CITY where you live) are offering telehealth and remote monitoring options. You will analyze the impact of these services on patient care and outcomes. Your submission must include at least three examples that you uncovered through research in your neighborhood.**

    **Requirements**

    **Essay Format and Length:**

    · The assignment must be written as a formal essay.

    · It must include an introduction, graduate-level discussion questions and responses, and a conclusion that synthesizes your key points.

    ·
    **The paper should be a minimum of 3 pages in length, excluding the cover page and reference list.**

    **Content Specifics:**

    ·
    **Introduction:**

    · Introduce the topic with background information on telehealth and remote monitoring.

    · Clearly state the purpose of your essay.

    · Provide your ZIP code to contextualize the geographic focus of your study.

    ·
    **Graduate-Level Questions & Analysis:**

    · Develop and answer at least two or three in-depth, graduate-level questions related to:

    · How telehealth and remote monitoring options are integrated into local healthcare services.

    · The benefits (or perceived benefits) these options offer to the patient population.

    · Potential challenges or limitations associated with these technological advances.

    · Make sure to substantiate your analysis with evidence-based practice (EBP). This should include referencing scholarly articles, government or institutional reports, and credible online sources.

    · Include at least three concrete examples from your research in your local neighborhood that illustrate how these services are implemented. Explain how each example supports your discussion.

    ·
    **Conclusion:**

    · Summarize your findings.

    · Synthesize the key points discussed in your paper.

    · Reflect on the overall impact of telehealth and remote monitoring services on patient care in your area.

    **APA Format:**

    · Your essay must strictly adhere to APA 7th Edition guidelines.

    · Ensure correct use of APA formatting for the title page, headings/levels, in-text citations, and the reference list.

    · Double-check that all references are accurately cited within your text and that your reference list is complete.

    **Evidence-Based Practice (EBP):**

    · Develop your answers and support your analysis with evidence-based research.

    · Incorporate data, statistics, and findings from peer-reviewed literature and reputable sources to lend credibility to your discussion.

    · 4 current sources must be used and are peer-review journal articles or scholarly books. Sources include both general background sources and specialized sources.  All REFERENCES must have DOI Numbers for me to look them up

    **Rubric Review:**

    · Before submission, review the assignment rubric provided by your instructor. Make sure your essay addresses all the required components and meets the expected quality criteria.

    **Submission Guidelines**

    ·
    **File Format:** Submit your assignment as a Word document or PDF via the designated course submission portal.

    ·
    **Cover Page and References:** A cover page and a separate references page are required. These pages are not included in the minimum page count.

    ·
    **Deadline:** Submit the final version of your essay by the due date specified in your course calendar.

    ·
    **Proofreading:** Check for clarity, coherence, grammar, and APA formatting before submission. A well-organized and carefully proofread paper will reflect your understanding and attention to detail.

    By following these instructions, you will create a comprehensive, well-structured, and evidence-based analysis of how telehealth and remote monitoring options are utilized within your local healthcare services. This assignment not only highlights your ability to connect academic research with real-world healthcare practices but also demonstrates your capacity for critical thinking and graduate-level writing.

    Feel free to reach out if you have any questions or need further clarification. Good luck with your research and writing!

    Remember, your analysis should be both reflective and analytical, providing a robust discussion on how telehealth solutions are impacting patient care in your own neighborhood. Use your findings to contribute meaningful insights into the ongoing evolution of healthcare services.

    **REFERENCES Must have DOI Numbers for me to look them up- If I am unable to verify the references points will be deducted.**

    **Great resource to assist you:** [Reference List: Author/Authors – Purdue OWL® – Purdue University](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_author_authors.html)

    **Submission**

    Text Editor

    _Word count: 0_

    **Details & Information**

  • [Solved] 566 week 6 Collaboration

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Follow these guidelines when completing each component of the Collaboration Café. Contact your course faculty if you have questions. **Include the following sections:** **Step 1**: Identify your assigned client from the Week 6 Explore lesson. Your assignment is based on the first letter of your last…

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    Assignment Prompt & Instructions

    Follow these guidelines when completing each component of the Collaboration Café. Contact your course faculty if you have questions.

    **Include the following sections:**

    **Step 1**: Identify your assigned client from the Week 6 Explore lesson. Your assignment is based on the first letter of your last name in the chart below. Review your assigned clinical application activity from the lesson. The client case link will take you to the page in the lesson where the respective case is located.  Scroll to the bottom of the page to locate the client case.

    [Nia Omari](https://chamberlain.instructure.com/courses/195312/pages/week-6-drugs-used-to-manage-anxiety-disorders "Week 6: Drugs Used to Manage Anxiety Disorders")

    **Step 2**: Assess the client’s case and the prescription writing activity for that client within the lesson.

    **Step 3**: Answer the discussion prompts below with explanation and detail, providing complete references for all citations. Refer to the lesson for client information.

    1. **Application of Course Knowledge:**Answer all questions/criteria with explanations and detail.

    1. Describe your assigned client’s situation. Why are they presenting to the clinic? What medications are they currently taking?
    2. Discuss your personal professional assessment of the client’s situation provided in the scenario. What pharmacological treatment is necessary and why?
    3. Reflect on additional questions you have about your assigned client that may influence treatment. What else do you want to know? What follow-up assessments, labs, or conversations are required to ensure optimal health outcomes?

    please provide AI and Similarity report

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    \
    NiaOmari.docx](https://www.sweetstudy.com/files/niaomari-docx "NiaOmari.docx")

  • [Solved] I

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    Executive Solution Overview

    see attached. **files (2)** – ## I.docx – ## UnitI.pdf **## I.docx** You work for a political research think tank. The job pays well, and you believe you were correct with your decision to take the job. Your organization has just received a large multimillion-dollar fee to conduct political research…

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    Assignment Prompt & Instructions

    see attached.

    **files (2)**

    – ## I.docx

    – ## UnitI.pdf

    **## I.docx**

    You work for a political research think tank. The job pays well, and you believe you were correct with your decision to take the job. Your organization has just received a large multimillion-dollar fee to conduct political research on a well-known public figure. You have been told to gather forensic evidence in the form of dirt from several digital resources that belonged to this well-known individual. The client is paying for the research for the sole purpose of destroying the individual's political career and reputation. Your instructions specify that you are not to vet or validate any of the evidence, just gather as much dirt as you can from what you have been given. You know that your findings will have far-reaching implications, regardless if the data is true or false. What are your thoughts on having to perform this type of forensic work? Would you do it? Why, or why not?

    **## UnitI.pdf**

    FRN 4302, Digital Forensics Applications 1

    Course Learning Outcomes for Unit I

    Upon completion of this unit, students should be able to:

    1. Assemble an investigation process plan related to digital data.
    1.1 Explain the skills, training, and education required to become a computer forensics

    investigator.

    3. Investigate digital forensics within virtual machines.
    3.1 Explain the importance of computer forensics.
    3.2 Describe the reasons for the increasing demand in computer forensic examiners.
    3.3 Present statistics related to the growth of cybercrime.

    Required Unit Resources

    Chapter 1: The Scope of Digital Forensics

    Unit Lesson

    Types of Internet Crimes

    In this lesson, you will learn about the various types of internet crimes. This unit is designed to create a robust
    foundation of skills and knowledge around computer crimes and forensic investigations. You will learn about
    crimes on the internet that require the skills of network forensic investigators. You will also learn more about
    different types of network evidence that would be helpful in a digital forensic investigation. Let’s begin by
    discussing internet crime. Internet crime is any illegal activity that utilizes the internet for its perpetration
    (Techopedia, n.d.). There are five different types of internet crime we will explore in this lesson:

    • phishing,
    • hacking,
    • virus dissemination,
    • logic bombs, and
    • denial-of-service attack.

    Phishing

    Phishing is a method used by offenders to extract confidential information (e.g., username-password
    combinations and credit card numbers) of an internet user through masquerading as a legitimate enterprise.
    In most cases, this internet crime is conducted using email spoofing. The user receives an email with links to
    existing legitimate companies that appear on websites. Also, malware could install itself on a computer device
    and confiscate personal information. In most cases, internet criminal offenders primarily utilize social
    engineering to trick some internet users in downloading malware from the internet or in other ways, and users
    fill in private information under false pretenses (Fruhlinger, 2019). Users should look for spelling mistakes
    given that internet criminal offenders are not known for their spelling and grammar. Users should examine any
    graphics, logos, and names differences from well-known, legitimate sites.

    Hacking

    Hacking is the result of someone attempting to gain unauthorized access to a network or a computer on the
    network. One type of network evidence that signifies hacking and would be helpful in the digital forensic

    UNIT I STUDY GUIDE
    Introduction to Computer Forensics

    FRN 4302, Digital Forensics Applications 2

    UNIT x STUDY GUIDE
    Title

    investigation is structured query language (SQL) injection. The digital forensic investigators assess the SQL
    code entered into the site from the entry field (Digit, n.d.).

    The theft of file transfer protocol (FTP) passwords, another common technique to tamper with a website, is
    also investigated by forensic investigators. FTP password theft preys on passwords saved or stored on
    systems that are not well-protected (Digit, n.d.). Forensic investigators’ skills are also applied to detect cross-
    site scripting activities. Cross-site scripting is also known as XSS and is another way of circumventing a
    secure system (Digit, n.d.).

    Virus Dissemination

    Internet criminal offenders also use viruses to attack their victims. A virus is a computer program designed to
    have an adverse effect on a computer system or some internal aspect of that system. If an infected computer
    is on a network, then the virus will use that network to spread to other computers (Maras, 2016). Viruses are
    used in internet crimes to disrupt operations, alter data, or delete files, among other things (Maras, 2016).

    Worms

    Worms are different from viruses in that they do not require a host. Worms repeatedly replicate themselves
    until they have used up all available memory (Fraud Fighting, n.d.). Viruses spread through a network,
    including the internet, or using removable media devices.

    Internet Logic Bomb Threats

    Logic bombs, or slag codes, are malicious codes that are intentionally placed in a computer program or
    software with the intention of executing malicious activity (Fisher, 2019). The trigger for a logic bomb is a
    specific event or action and, in this way, it is like a virus (Fisher, 2019). Triggers can include specific times,
    input thresholds, or a host of other routine actions.

    Denial-of-Service Attacks (DoS)

    A DoS is an attempt to deny the use of specific services to users. DoS attacks involve flooding the attacked
    system with requests that exceed the system’s ability to cope (Digit, n.d.). In such attacks, servers can slow
    down or crash, thus denying users access to the service. Another method of inflicting a DoS attack is by
    directing more traffic to the site than it can cope with (Cloudflare, n.d.). In this case, a website will become
    unresponsive and time out, again, denying users the service.

    An adaptation of the DoS is the distributed denial-of-service (DDoS) attack. Here, attacks are spread across
    multiple geographical locations and have the same purpose as a DoS (Cloudflare, n.d.). DDoS attacks have
    been targeted against multinational companies, such as banks, online payment gateways, news corporations,
    and internet giants like Amazon and eBay.

    Digital/Network Evidence for Digital Forensic Investigations

    Digital forensics follows the same first principles as actual forensics: transfer of objects to surfaces through
    contact. In digital crimes, evidence can be left behind just as in physical crimes. Digital evidence includes a
    digital footprint, information of time, date, and duration of a user’s activity. This can lead to certain
    assumptions being made as to the identity of a user (United Nations Office of Drugs and Crime [UNODC],
    n.d.).

    A digital footprint can be active or passive. An active footprint is information provided by a user that could
    reveal personal details, online comments, or social media activity that was intentionally left by the user.
    Passive footprints are made of information that was not intended to be left (UNODC, n.d.). Both active and
    passive digital footprints can be submitted as evidence of a crime.

    Digital evidence can be submitted as either direct evidence or circumstantial evidence. Before it is submitted
    to the court, it must be authenticated by a forensic investigator who will prove the evidence to be what is
    claimed of it or not (UNODC, n.d.). Digital evidence falls into three categories:

    FRN 4302, Digital Forensics Applications 3

    UNIT x STUDY GUIDE
    Title

    • content generated by the user (e.g., emails, text messages, electronic documents);
    • content generated by a device (e.g., data logs); or
    • content generated by the user and device (e.g., a spreadsheet that contains a formula) (UNODC,

    n.d.).

    Data or information may be gathered and used by digital forensic investigators to obtain intelligence, which
    can be introduced in a court of law as digital/network evidence (UNODC, n.d.).

    Summary

    In this lesson, you learned about internet crimes. Some of the well-known types of internet crimes include
    hacking, phishing, logic bomb attacks, virus dissemination, denial-of-service (DoS) attacks, and spoofing,
    among others. These are some types of crimes conducted on the internet that would require the skills of a
    network forensic investigator. In this lesson, you also gathered details about types of network evidence that
    may be helpful in a digital forensics investigation. Digital evidence, either direct or circumstantial, is
    categorized into three groups: user-generated content, digital devices’ generated content, and content
    created by both computer devices and users.

    Computer and internet crimes are increasing all over the world. As the U.S. government works to fight and
    combat these internet crimes, most nations are experiencing increased cybercriminal activity. It is crucial for
    anyone working in the IT field to understand the concept of internet crime. Security professionals, such as
    forensic investigators, work to combat these crimes using different preventative technologies that will be
    covered in this course.

    References

    CloudFlare. (n.d.). What is a DDoS attack? https://www.cloudflare.com/learning/ddos/what-is-a-ddos-attack/

    Digit. (n.d.). The 12 types of cyber crime. https://www.digit.in/technology-guides/fasttrack-to-cyber-crime/the-

    12-types-of-cyber-crime.html

    Fisher, T. (2020). What is a logic bomb? Lifewire. https://www.lifewire.com/what-is-a-logic-bomb-153072

    Fraud Fighting. (n.d.). Virus dissemination. https://fraudfighting.org/wp-content/uploads/2017/12/Virus-

    Dissemination.pdf

    Fruhlinger, J. (2020). What is phishing? How this cyber attack works and how to prevent it. CSO.

    https://www.csoonline.com/article/2117843/what-is-phishing-how-this-cyber-attack-works-and-how-to-
    prevent-it.html

    Maras, M. (2016). Cybercriminology. Oxford University Press.

    Techopedia. (n.d.). Internet crime. https://www.techopedia.com/definition/26587/Internet-crime

    United Nations Office of Drugs and Crime. (n.d.). Digital evidence.

    https://www.unodc.org/e4j/en/cybercrime/module-4/key-issues/digital-evidence.html

    – Course Learning Outcomes for Unit I
    – Required Unit Resources
    – Unit Lesson
    – Types of Internet Crimes

    – Phishing
    – Hacking
    – Virus Dissemination
    – Worms
    – Internet Logic Bomb Threats
    – Denial-of-Service Attacks (DoS)

    – Digital/Network Evidence for Digital Forensic Investigations
    – Summary
    – References

    **## UnitI.pdf**

    FRN 4302, Digital Forensics Applications 1

    Course Learning Outcomes for Unit I

    Upon completion of this unit, students should be able to:

    1. Assemble an investigation process plan related to digital data.
    1.1 Explain the skills, training, and education required to become a computer forensics

    investigator.

    3. Investigate digital forensics within virtual machines.
    3.1 Explain the importance of computer forensics.
    3.2 Describe the reasons for the increasing demand in computer forensic examiners.
    3.3 Present statistics related to the growth of cybercrime.

    Required Unit Resources

    Chapter 1: The Scope of Digital Forensics

    Unit Lesson

    Types of Internet Crimes

    In this lesson, you will learn about the various types of internet crimes. This unit is designed to create a robust
    foundation of skills and knowledge around computer crimes and forensic investigations. You will learn about
    crimes on the internet that require the skills of network forensic investigators. You will also learn more about
    different types of network evidence that would be helpful in a digital forensic investigation. Let’s begin by
    discussing internet crime. Internet crime is any illegal activity that utilizes the internet for its perpetration
    (Techopedia, n.d.). There are five different types of internet crime we will explore in this lesson:

    • phishing,
    • hacking,
    • virus dissemination,
    • logic bombs, and
    • denial-of-service attack.

    Phishing

    Phishing is a method used by offenders to extract confidential information (e.g., username-password
    combinations and credit card numbers) of an internet user through masquerading as a legitimate enterprise.
    In most cases, this internet crime is conducted using email spoofing. The user receives an email with links to
    existing legitimate companies that appear on websites. Also, malware could install itself on a computer device
    and confiscate personal information. In most cases, internet criminal offenders primarily utilize social
    engineering to trick some internet users in downloading malware from the internet or in other ways, and users
    fill in private information under false pretenses (Fruhlinger, 2019). Users should look for spelling mistakes
    given that internet criminal offenders are not known for their spelling and grammar. Users should examine any
    graphics, logos, and names differences from well-known, legitimate sites.

    Hacking

    Hacking is the result of someone attempting to gain unauthorized access to a network or a computer on the
    network. One type of network evidence that signifies hacking and would be helpful in the digital forensic

    UNIT I STUDY GUIDE
    Introduction to Computer Forensics

    FRN 4302, Digital Forensics Applications 2

    UNIT x STUDY GUIDE
    Title

    investigation is structured query language (SQL) injection. The digital forensic investigators assess the SQL
    code entered into the site from the entry field (Digit, n.d.).

    The theft of file transfer protocol (FTP) passwords, another common technique to tamper with a website, is
    also investigated by forensic investigators. FTP password theft preys on passwords saved or stored on
    systems that are not well-protected (Digit, n.d.). Forensic investigators’ skills are also applied to detect cross-
    site scripting activities. Cross-site scripting is also known as XSS and is another way of circumventing a
    secure system (Digit, n.d.).

    Virus Dissemination

    Internet criminal offenders also use viruses to attack their victims. A virus is a computer program designed to
    have an adverse effect on a computer system or some internal aspect of that system. If an infected computer
    is on a network, then the virus will use that network to spread to other computers (Maras, 2016). Viruses are
    used in internet crimes to disrupt operations, alter data, or delete files, among other things (Maras, 2016).

    Worms

    Worms are different from viruses in that they do not require a host. Worms repeatedly replicate themselves
    until they have used up all available memory (Fraud Fighting, n.d.). Viruses spread through a network,
    including the internet, or using removable media devices.

    Internet Logic Bomb Threats

    Logic bombs, or slag codes, are malicious codes that are intentionally placed in a computer program or
    software with the intention of executing malicious activity (Fisher, 2019). The trigger for a logic bomb is a
    specific event or action and, in this way, it is like a virus (Fisher, 2019). Triggers can include specific times,
    input thresholds, or a host of other routine actions.

    Denial-of-Service Attacks (DoS)

    A DoS is an attempt to deny the use of specific services to users. DoS attacks involve flooding the attacked
    system with requests that exceed the system’s ability to cope (Digit, n.d.). In such attacks, servers can slow
    down or crash, thus denying users access to the service. Another method of inflicting a DoS attack is by
    directing more traffic to the site than it can cope with (Cloudflare, n.d.). In this case, a website will become
    unresponsive and time out, again, denying users the service.

    An adaptation of the DoS is the distributed denial-of-service (DDoS) attack. Here, attacks are spread across
    multiple geographical locations and have the same purpose as a DoS (Cloudflare, n.d.). DDoS attacks have
    been targeted against multinational companies, such as banks, online payment gateways, news corporations,
    and internet giants like Amazon and eBay.

    Digital/Network Evidence for Digital Forensic Investigations

    Digital forensics follows the same first principles as actual forensics: transfer of objects to surfaces through
    contact. In digital crimes, evidence can be left behind just as in physical crimes. Digital evidence includes a
    digital footprint, information of time, date, and duration of a user’s activity. This can lead to certain
    assumptions being made as to the identity of a user (United Nations Office of Drugs and Crime [UNODC],
    n.d.).

    A digital footprint can be active or passive. An active footprint is information provided by a user that could
    reveal personal details, online comments, or social media activity that was intentionally left by the user.
    Passive footprints are made of information that was not intended to be left (UNODC, n.d.). Both active and
    passive digital footprints can be submitted as evidence of a crime.

    Digital evidence can be submitted as either direct evidence or circumstantial evidence. Before it is submitted
    to the court, it must be authenticated by a forensic investigator who will prove the evidence to be what is
    claimed of it or not (UNODC, n.d.). Digital evidence falls into three categories:

    FRN 4302, Digital Forensics Applications 3

    UNIT x STUDY GUIDE
    Title

    • content generated by the user (e.g., emails, text messages, electronic documents);
    • content generated by a device (e.g., data logs); or
    • content generated by the user and device (e.g., a spreadsheet that contains a formula) (UNODC,

    n.d.).

    Data or information may be gathered and used by digital forensic investigators to obtain intelligence, which
    can be introduced in a court of law as digital/network evidence (UNODC, n.d.).

    Summary

    In this lesson, you learned about internet crimes. Some of the well-known types of internet crimes include
    hacking, phishing, logic bomb attacks, virus dissemination, denial-of-service (DoS) attacks, and spoofing,
    among others. These are some types of crimes conducted on the internet that would require the skills of a
    network forensic investigator. In this lesson, you also gathered details about types of network evidence that
    may be helpful in a digital forensics investigation. Digital evidence, either direct or circumstantial, is
    categorized into three groups: user-generated content, digital devices’ generated content, and content
    created by both computer devices and users.

    Computer and internet crimes are increasing all over the world. As the U.S. government works to fight and
    combat these internet crimes, most nations are experiencing increased cybercriminal activity. It is crucial for
    anyone working in the IT field to understand the concept of internet crime. Security professionals, such as
    forensic investigators, work to combat these crimes using different preventative technologies that will be
    covered in this course.

    References

    CloudFlare. (n.d.). What is a DDoS attack? https://www.cloudflare.com/learning/ddos/what-is-a-ddos-attack/

    Digit. (n.d.). The 12 types of cyber crime. https://www.digit.in/technology-guides/fasttrack-to-cyber-crime/the-

    12-types-of-cyber-crime.html

    Fisher, T. (2020). What is a logic bomb? Lifewire. https://www.lifewire.com/what-is-a-logic-bomb-153072

    Fraud Fighting. (n.d.). Virus dissemination. https://fraudfighting.org/wp-content/uploads/2017/12/Virus-

    Dissemination.pdf

    Fruhlinger, J. (2020). What is phishing? How this cyber attack works and how to prevent it. CSO.

    https://www.csoonline.com/article/2117843/what-is-phishing-how-this-cyber-attack-works-and-how-to-
    prevent-it.html

    Maras, M. (2016). Cybercriminology. Oxford University Press.

    Techopedia. (n.d.). Internet crime. https://www.techopedia.com/definition/26587/Internet-crime

    United Nations Office of Drugs and Crime. (n.d.). Digital evidence.

    https://www.unodc.org/e4j/en/cybercrime/module-4/key-issues/digital-evidence.html

    – Course Learning Outcomes for Unit I
    – Required Unit Resources
    – Unit Lesson
    – Types of Internet Crimes

    – Phishing
    – Hacking
    – Virus Dissemination
    – Worms
    – Internet Logic Bomb Threats
    – Denial-of-Service Attacks (DoS)

    – Digital/Network Evidence for Digital Forensic Investigations
    – Summary
    – References

    **## I.docx**

    You work for a political research think tank. The job pays well, and you believe you were correct with your decision to take the job. Your organization has just received a large multimillion-dollar fee to conduct political research on a well-known public figure. You have been told to gather forensic evidence in the form of dirt from several digital resources that belonged to this well-known individual. The client is paying for the research for the sole purpose of destroying the individual's political career and reputation. Your instructions specify that you are not to vet or validate any of the evidence, just gather as much dirt as you can from what you have been given. You know that your findings will have far-reaching implications, regardless if the data is true or false. What are your thoughts on having to perform this type of forensic work? Would you do it? Why, or why not?

    **## UnitI.pdf**

    FRN 4302, Digital Forensics Applications 1

    Course Learning Outcomes for Unit I

    Upon completion of this unit, students should be able to:

    1. Assemble an investigation process plan related to digital data.
    1.1 Explain the skills, training, and education required to become a computer forensics

    investigator.

    3. Investigate digital forensics within virtual machines.
    3.1 Explain the importance of computer forensics.
    3.2 Describe the reasons for the increasing demand in computer forensic examiners.
    3.3 Present statistics related to the growth of cybercrime.

    Required Unit Resources

    Chapter 1: The Scope of Digital Forensics

    Unit Lesson

    Types of Internet Crimes

    In this lesson, you will learn about the various types of internet crimes. This unit is designed to create a robust
    foundation of skills and knowledge around computer crimes and forensic investigations. You will learn about
    crimes on the internet that require the skills of network forensic investigators. You will also learn more about
    different types of network evidence that would be helpful in a digital forensic investigation. Let’s begin by
    discussing internet crime. Internet crime is any illegal activity that utilizes the internet for its perpetration
    (Techopedia, n.d.). There are five different types of internet crime we will explore in this lesson:

    • phishing,
    • hacking,
    • virus dissemination,
    • logic bombs, and
    • denial-of-service attack.

    Phishing

    Phishing is a method used by offenders to extract confidential information (e.g., username-password
    combinations and credit card numbers) of an internet user through masquerading as a legitimate enterprise.
    In most cases, this internet crime is conducted using email spoofing. The user receives an email with links to
    existing legitimate companies that appear on websites. Also, malware could install itself on a computer device
    and confiscate personal information. In most cases, internet criminal offenders primarily utilize social
    engineering to trick some internet users in downloading malware from the internet or in other ways, and users
    fill in private information under false pretenses (Fruhlinger, 2019). Users should look for spelling mistakes
    given that internet criminal offenders are not known for their spelling and grammar. Users should examine any
    graphics, logos, and names differences from well-known, legitimate sites.

    Hacking

    Hacking is the result of someone attempting to gain unauthorized access to a network or a computer on the
    network. One type of network evidence that signifies hacking and would be helpful in the digital forensic

    UNIT I STUDY GUIDE
    Introduction to Computer Forensics

    FRN 4302, Digital Forensics Applications 2

    UNIT x STUDY GUIDE
    Title

    investigation is structured query language (SQL) injection. The digital forensic investigators assess the SQL
    code entered into the site from the entry field (Digit, n.d.).

    The theft of file transfer protocol (FTP) passwords, another common technique to tamper with a website, is
    also investigated by forensic investigators. FTP password theft preys on passwords saved or stored on
    systems that are not well-protected (Digit, n.d.). Forensic investigators’ skills are also applied to detect cross-
    site scripting activities. Cross-site scripting is also known as XSS and is another way of circumventing a
    secure system (Digit, n.d.).

    Virus Dissemination

    Internet criminal offenders also use viruses to attack their victims. A virus is a computer program designed to
    have an adverse effect on a computer system or some internal aspect of that system. If an infected computer
    is on a network, then the virus will use that network to spread to other computers (Maras, 2016). Viruses are
    used in internet crimes to disrupt operations, alter data, or delete files, among other things (Maras, 2016).

    Worms

    Worms are different from viruses in that they do not require a host. Worms repeatedly replicate themselves
    until they have used up all available memory (Fraud Fighting, n.d.). Viruses spread through a network,
    including the internet, or using removable media devices.

    Internet Logic Bomb Threats

    Logic bombs, or slag codes, are malicious codes that are intentionally placed in a computer program or
    software with the intention of executing malicious activity (Fisher, 2019). The trigger for a logic bomb is a
    specific event or action and, in this way, it is like a virus (Fisher, 2019). Triggers can include specific times,
    input thresholds, or a host of other routine actions.

    Denial-of-Service Attacks (DoS)

    A DoS is an attempt to deny the use of specific services to users. DoS attacks involve flooding the attacked
    system with requests that exceed the system’s ability to cope (Digit, n.d.). In such attacks, servers can slow
    down or crash, thus denying users access to the service. Another method of inflicting a DoS attack is by
    directing more traffic to the site than it can cope with (Cloudflare, n.d.). In this case, a website will become
    unresponsive and time out, again, denying users the service.

    An adaptation of the DoS is the distributed denial-of-service (DDoS) attack. Here, attacks are spread across
    multiple geographical locations and have the same purpose as a DoS (Cloudflare, n.d.). DDoS attacks have
    been targeted against multinational companies, such as banks, online payment gateways, news corporations,
    and internet giants like Amazon and eBay.

    Digital/Network Evidence for Digital Forensic Investigations

    Digital forensics follows the same first principles as actual forensics: transfer of objects to surfaces through
    contact. In digital crimes, evidence can be left behind just as in physical crimes. Digital evidence includes a
    digital footprint, information of time, date, and duration of a user’s activity. This can lead to certain
    assumptions being made as to the identity of a user (United Nations Office of Drugs and Crime [UNODC],
    n.d.).

    A digital footprint can be active or passive. An active footprint is information provided by a user that could
    reveal personal details, online comments, or social media activity that was intentionally left by the user.
    Passive footprints are made of information that was not intended to be left (UNODC, n.d.). Both active and
    passive digital footprints can be submitted as evidence of a crime.

    Digital evidence can be submitted as either direct evidence or circumstantial evidence. Before it is submitted
    to the court, it must be authenticated by a forensic investigator who will prove the evidence to be what is
    claimed of it or not (UNODC, n.d.). Digital evidence falls into three categories:

    FRN 4302, Digital Forensics Applications 3

    UNIT x STUDY GUIDE
    Title

    • content generated by the user (e.g., emails, text messages, electronic documents);
    • content generated by a device (e.g., data logs); or
    • content generated by the user and device (e.g., a spreadsheet that contains a formula) (UNODC,

    n.d.).

    Data or information may be gathered and used by digital forensic investigators to obtain intelligence, which
    can be introduced in a court of law as digital/network evidence (UNODC, n.d.).

    Summary

    In this lesson, you learned about internet crimes. Some of the well-known types of internet crimes include
    hacking, phishing, logic bomb attacks, virus dissemination, denial-of-service (DoS) attacks, and spoofing,
    among others. These are some types of crimes conducted on the internet that would require the skills of a
    network forensic investigator. In this lesson, you also gathered details about types of network evidence that
    may be helpful in a digital forensics investigation. Digital evidence, either direct or circumstantial, is
    categorized into three groups: user-generated content, digital devices’ generated content, and content
    created by both computer devices and users.

    Computer and internet crimes are increasing all over the world. As the U.S. government works to fight and
    combat these internet crimes, most nations are experiencing increased cybercriminal activity. It is crucial for
    anyone working in the IT field to understand the concept of internet crime. Security professionals, such as
    forensic investigators, work to combat these crimes using different preventative technologies that will be
    covered in this course.

    References

    CloudFlare. (n.d.). What is a DDoS attack? https://www.cloudflare.com/learning/ddos/what-is-a-ddos-attack/

    Digit. (n.d.). The 12 types of cyber crime. https://www.digit.in/technology-guides/fasttrack-to-cyber-crime/the-

    12-types-of-cyber-crime.html

    Fisher, T. (2020). What is a logic bomb? Lifewire. https://www.lifewire.com/what-is-a-logic-bomb-153072

    Fraud Fighting. (n.d.). Virus dissemination. https://fraudfighting.org/wp-content/uploads/2017/12/Virus-

    Dissemination.pdf

    Fruhlinger, J. (2020). What is phishing? How this cyber attack works and how to prevent it. CSO.

    https://www.csoonline.com/article/2117843/what-is-phishing-how-this-cyber-attack-works-and-how-to-
    prevent-it.html

    Maras, M. (2016). Cybercriminology. Oxford University Press.

    Techopedia. (n.d.). Internet crime. https://www.techopedia.com/definition/26587/Internet-crime

    United Nations Office of Drugs and Crime. (n.d.). Digital evidence.

    https://www.unodc.org/e4j/en/cybercrime/module-4/key-issues/digital-evidence.html

    – Course Learning Outcomes for Unit I
    – Required Unit Resources
    – Unit Lesson
    – Types of Internet Crimes

    – Phishing
    – Hacking
    – Virus Dissemination
    – Worms
    – Internet Logic Bomb Threats
    – Denial-of-Service Attacks (DoS)

    – Digital/Network Evidence for Digital Forensic Investigations
    – Summary
    – References

    **## I.docx**

    You work for a political research think tank. The job pays well, and you believe you were correct with your decision to take the job. Your organization has just received a large multimillion-dollar fee to conduct political research on a well-known public figure. You have been told to gather forensic evidence in the form of dirt from several digital resources that belonged to this well-known individual. The client is paying for the research for the sole purpose of destroying the individual's political career and reputation. Your instructions specify that you are not to vet or validate any of the evidence, just gather as much dirt as you can from what you have been given. You know that your findings will have far-reaching implications, regardless if the data is true or false. What are your thoughts on having to perform this type of forensic work? Would you do it? Why, or why not?

    **## UnitI.pdf**

    FRN 4302, Digital Forensics Applications 1

    Course Learning Outcomes for Unit I

    Upon completion of this unit, students should be able to:

    1. Assemble an investigation process plan related to digital data.
    1.1 Explain the skills, training, and education required to become a computer forensics

    investigator.

    3. Investigate digital forensics within virtual machines.
    3.1 Explain the importance of computer forensics.
    3.2 Describe the reasons for the increasing demand in computer forensic examiners.
    3.3 Present statistics related to the growth of cybercrime.

    Required Unit Resources

    Chapter 1: The Scope of Digital Forensics

    Unit Lesson

    Types of Internet Crimes

    In this lesson, you will learn about the various types of internet crimes. This unit is designed to create a robust
    foundation of skills and knowledge around computer crimes and forensic investigations. You will learn about
    crimes on the internet that require the skills of network forensic investigators. You will also learn more about
    different types of network evidence that would be helpful in a digital forensic investigation. Let’s begin by
    discussing internet crime. Internet crime is any illegal activity that utilizes the internet for its perpetration
    (Techopedia, n.d.). There are five different types of internet crime we will explore in this lesson:

    • phishing,
    • hacking,
    • virus dissemination,
    • logic bombs, and
    • denial-of-service attack.

    Phishing

    Phishing is a method used by offenders to extract confidential information (e.g., username-password
    combinations and credit card numbers) of an internet user through masquerading as a legitimate enterprise.
    In most cases, this internet crime is conducted using email spoofing. The user receives an email with links to
    existing legitimate companies that appear on websites. Also, malware could install itself on a computer device
    and confiscate personal information. In most cases, internet criminal offenders primarily utilize social
    engineering to trick some internet users in downloading malware from the internet or in other ways, and users
    fill in private information under false pretenses (Fruhlinger, 2019). Users should look for spelling mistakes
    given that internet criminal offenders are not known for their spelling and grammar. Users should examine any
    graphics, logos, and names differences from well-known, legitimate sites.

    Hacking

    Hacking is the result of someone attempting to gain unauthorized access to a network or a computer on the
    network. One type of network evidence that signifies hacking and would be helpful in the digital forensic

    UNIT I STUDY GUIDE
    Introduction to Computer Forensics

    FRN 4302, Digital Forensics Applications 2

    UNIT x STUDY GUIDE
    Title

    investigation is structured query language (SQL) injection. The digital forensic investigators assess the SQL
    code entered into the site from the entry field (Digit, n.d.).

    The theft of file transfer protocol (FTP) passwords, another common technique to tamper with a website, is
    also investigated by forensic investigators. FTP password theft preys on passwords saved or stored on
    systems that are not well-protected (Digit, n.d.). Forensic investigators’ skills are also applied to detect cross-
    site scripting activities. Cross-site scripting is also known as XSS and is another way of circumventing a
    secure system (Digit, n.d.).

    Virus Dissemination

    Internet criminal offenders also use viruses to attack their victims. A virus is a computer program designed to
    have an adverse effect on a computer system or some internal aspect of that system. If an infected computer
    is on a network, then the virus will use that network to spread to other computers (Maras, 2016). Viruses are
    used in internet crimes to disrupt operations, alter data, or delete files, among other things (Maras, 2016).

    Worms

    Worms are different from viruses in that they do not require a host. Worms repeatedly replicate themselves
    until they have used up all available memory (Fraud Fighting, n.d.). Viruses spread through a network,
    including the internet, or using removable media devices.

    Internet Logic Bomb Threats

    Logic bombs, or slag codes, are malicious codes that are intentionally placed in a computer program or
    software with the intention of executing malicious activity (Fisher, 2019). The trigger for a logic bomb is a
    specific event or action and, in this way, it is like a virus (Fisher, 2019). Triggers can include specific times,
    input thresholds, or a host of other routine actions.

    Denial-of-Service Attacks (DoS)

    A DoS is an attempt to deny the use of specific services to users. DoS attacks involve flooding the attacked
    system with requests that exceed the system’s ability to cope (Digit, n.d.). In such attacks, servers can slow
    down or crash, thus denying users access to the service. Another method of inflicting a DoS attack is by
    directing more traffic to the site than it can cope with (Cloudflare, n.d.). In this case, a website will become
    unresponsive and time out, again, denying users the service.

    An adaptation of the DoS is the distributed denial-of-service (DDoS) attack. Here, attacks are spread across
    multiple geographical locations and have the same purpose as a DoS (Cloudflare, n.d.). DDoS attacks have
    been targeted against multinational companies, such as banks, online payment gateways, news corporations,
    and internet giants like Amazon and eBay.

    Digital/Network Evidence for Digital Forensic Investigations

    Digital forensics follows the same first principles as actual forensics: transfer of objects to surfaces through
    contact. In digital crimes, evidence can be left behind just as in physical crimes. Digital evidence includes a
    digital footprint, information of time, date, and duration of a user’s activity. This can lead to certain
    assumptions being made as to the identity of a user (United Nations Office of Drugs and Crime [UNODC],
    n.d.).

    A digital footprint can be active or passive. An active footprint is information provided by a user that could
    reveal personal details, online comments, or social media activity that was intentionally left by the user.
    Passive footprints are made of information that was not intended to be left (UNODC, n.d.). Both active and
    passive digital footprints can be submitted as evidence of a crime.

    Digital evidence can be submitted as either direct evidence or circumstantial evidence. Before it is submitted
    to the court, it must be authenticated by a forensic investigator who will prove the evidence to be what is
    claimed of it or not (UNODC, n.d.). Digital evidence falls into three categories:

    FRN 4302, Digital Forensics Applications 3

    UNIT x STUDY GUIDE
    Title

    • content generated by the user (e.g., emails, text messages, electronic documents);
    • content generated by a device (e.g., data logs); or
    • content generated by the user and device (e.g., a spreadsheet that contains a formula) (UNODC,

    n.d.).

    Data or information may be gathered and used by digital forensic investigators to obtain intelligence, which
    can be introduced in a court of law as digital/network evidence (UNODC, n.d.).

    Summary

    In this lesson, you learned about internet crimes. Some of the well-known types of internet crimes include
    hacking, phishing, logic bomb attacks, virus dissemination, denial-of-service (DoS) attacks, and spoofing,
    among others. These are some types of crimes conducted on the internet that would require the skills of a
    network forensic investigator. In this lesson, you also gathered details about types of network evidence that
    may be helpful in a digital forensics investigation. Digital evidence, either direct or circumstantial, is
    categorized into three groups: user-generated content, digital devices’ generated content, and content
    created by both computer devices and users.

    Computer and internet crimes are increasing all over the world. As the U.S. government works to fight and
    combat these internet crimes, most nations are experiencing increased cybercriminal activity. It is crucial for
    anyone working in the IT field to understand the concept of internet crime. Security professionals, such as
    forensic investigators, work to combat these crimes using different preventative technologies that will be
    covered in this course.

    References

    CloudFlare. (n.d.). What is a DDoS attack? https://www.cloudflare.com/learning/ddos/what-is-a-ddos-attack/

    Digit. (n.d.). The 12 types of cyber crime. https://www.digit.in/technology-guides/fasttrack-to-cyber-crime/the-

    12-types-of-cyber-crime.html

    Fisher, T. (2020). What is a logic bomb? Lifewire. https://www.lifewire.com/what-is-a-logic-bomb-153072

    Fraud Fighting. (n.d.). Virus dissemination. https://fraudfighting.org/wp-content/uploads/2017/12/Virus-

    Dissemination.pdf

    Fruhlinger, J. (2020). What is phishing? How this cyber attack works and how to prevent it. CSO.

    https://www.csoonline.com/article/2117843/what-is-phishing-how-this-cyber-attack-works-and-how-to-
    prevent-it.html

    Maras, M. (2016). Cybercriminology. Oxford University Press.

    Techopedia. (n.d.). Internet crime. https://www.techopedia.com/definition/26587/Internet-crime

    United Nations Office of Drugs and Crime. (n.d.). Digital evidence.

    https://www.unodc.org/e4j/en/cybercrime/module-4/key-issues/digital-evidence.html

    – Course Learning Outcomes for Unit I
    – Required Unit Resources
    – Unit Lesson
    – Types of Internet Crimes

    – Phishing
    – Hacking
    – Virus Dissemination
    – Worms
    – Internet Logic Bomb Threats
    – Denial-of-Service Attacks (DoS)

    – Digital/Network Evidence for Digital Forensic Investigations
    – Summary
    – References