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    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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    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

  • [Solved] Innovation

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    In today’s connected world, companies usually develop and maintain a digital presence to provide information that customers are looking for and to maintain and attract new customers. Not having a website or a social media presence can affect sales and the brand’s image. This assignment gives you the…

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    In today’s connected world, companies usually develop and maintain a digital presence to provide information that customers are looking for and to maintain and attract new customers. Not having a website or a social media presence can affect sales and the brand’s image. This assignment gives you the opportunity to understand why a social media presence is necessary for businesses and to understand techniques that are used in digital marketing across platforms.

    Imagine you are a member of the marketing team for a company that offers healthy cooking lessons to clients. The head of the company has been advertising on billboards and in the local newspaper. The classes have not been filling, and the business is struggling. The marketing team has been asked to present new ideas to get new clients. You have decided to create a presentation to pitch that the company advertises on social media.

    **Create** a 10- to 12-slide PowerPoint Presentation in which you do the following:

    – Explain how digital marketing has impacted how people learn.
    – Explain why a social media presence is necessary for the business.
    – Describe at least 2 social media platforms that the company could use to reach its target audience.
    – Discuss at least 3 digital marketing strategies the company can implement.

    Additionally, **include** an introduction, conclusion, and reference slide.

    **Review** the following resources for assistance with creating your presentation:

    – “ [How to Make a Presentation](https://player.vimeo.com/video/356244211)” from University of Phoenix ( [Video with Transcript](https://multimedia.phoenix.edu/video/?v=356244211))
    – “ [Record a Presentation](https://support.microsoft.com/en-us/office/record-a-presentation-2570dff5-f81c-40bc-b404-e04e95ffab33)” from Microsoft

    **Cite** at least 3 sources to support your assignment.

    **Format** the sources according to APA guidelines.

  • [Solved] Annotated

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  • [Solved] Help with English

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Help with English

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    In-depth study guidance and analytical solution covering Help with English.

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Law – Criminal assignment 1

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) Use of force during the last few years has garnered a tremendous amount of attention from the public, the media, and the courts. Force is used as necessary inside correctional institutions. When authorized, staff must use only…

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

    Use of force during the last few years has garnered a tremendous amount of attention from the public, the media, and the courts. Force is used as necessary inside correctional institutions. When authorized, staff must use only that amount of force necessary to gain control of the inmate; to protect and ensure the safety of inmates, staff, and others; to prevent serious property damage; and to ensure institution security and good order. There are times, however, when excessive force has been used. Other times, while not used excessively, it is used too often when other means such as verbal de-escalation skills could have been used.

    In this assignment, you will take on the role of the Warden of a maximum custody state correctional facility. Your unit’s use of force incidents has dramatically increased over the last year to include a number of inappropriate uses of force. The Director of Corrections has tasked you with developing a one-year strategic plan aimed at reducing the number of uses of force.

    Using assigned readings from Week 1 and 2 you are to fully cover the following points. Be sure to review the rubric to see how to earn maximum points.

    – Provide a brief overview of the significance of reducing the use of force
    – Define clear and specific strategic objectives for reducing the use of force within the next year. Ensure that these objectives are in line with the facilities’ mission.
    – Include methods for staff training, communication, inmate engagement and policy revisions.
    – Summarize the key points you used to support your analysis and proposals.

    This is not a real unit or agency. You are to create those. What is important is your critical thinking skills and supporting your writing with academic references.

    Format Requirements

    – Paper must be double spaced, 11 or 12 pt font and 1” margins all around.
    – All APA 7th edition format requirements must be followed (cover page, in text citations, reference page). Refer to the APA information found in Content -> Course Overview -> Course Resources.
    – You must have resources to support your thoughts/opinions/information.   Your paper should not contain direct quotes, sourced material must be paraphrased.

  • [Solved] DB 1 Physics

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    See attached **files (1)** – ## DB1Reply.docx **## DB1Reply.docx** DB 1 Reply: **Ethan Johnson** Top of Form Hello Classmates, My name is Ethan Johnson I am 35 years old, and am from North St. Paul, MN. I work as a full time Assistant Chief-Fire Inspector with the North St. Paul Fire Department, and…

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    See attached

    **files (1)**

    – ## DB1Reply.docx

    **## DB1Reply.docx**

    DB 1 Reply:
    **Ethan Johnson**

    Top of Form

    Hello Classmates,

    My name is Ethan Johnson I am 35 years old, and am from North St. Paul, MN. I work as a full time Assistant Chief-Fire Inspector with the North St. Paul Fire Department, and have been with with the department 10 years. I also conduct origin and cause fire investigations with designation from the Minnesota State Fire Marshal's Office and IAAI.

    Over the last three or so years my path in the fire service has changed from engine company officer to prevention and investigations. This change has opened up a whole new world for me and re-ignited my passion for the fire service as a whole. Furthermore, I am part of a county wide fire investigation team. I have responded to and investigated a number of interesting fires, most notably two separate cases that got charged with first degree arson, which in Minnesota is rare because suspects usually plead out on the arson charges.

    I hold just about every certification our MN Fire Certification Board offers, so I found myself asking "what's next?" This is my 2nd class in my B.S. Fire Administration, and am enjoying the challenge so far! I have quite a ways to go to achieve my degree, 55 credits, but am really in no hurry, just trying to pick away at the credits slow and steady. I have not been in a physics class at all in a post secondary setting. My last experience with physics was at a high school science level. So, I hope to gain knowledge related to physics and challenge myself throughout this course.

    I am married and a father to twin three year old girls, they are crazy. The youngest of my twins was diagnosed with Leukemia In September. She is so resilient, and doing well now. I figured if she can fight through that, I can reach this goal and complete this course work.

    Someday when I complete this degree I hope to move up to a fire chief position either with my current department or others in the area.

    I am looking forward to completing class with you all.

    Reply 2:
    **Brandon Pilger**

    Top of Form

    Hello everyone, my name is Brandon. I live in Williamsburg, Virginia, where I grew up. I moved back to the area last July with my wife after getting out of the military. Upon getting out of the Navy, I decided to take a year and finish my degree, so currently I am just a full-time student and a senior here at CSU. I am on track to graduate in September with my B.S. in Occupational Safety and Health, and I aim to begin my career as a safety professional in my area. During my time in the military, I was fortunate to gain lots of knowledge and experience in the maritime and shipbuilding industry; however, I am more than willing to take my career in a different direction, into another industry.

    I have been married for almost two years (our anniversary is later this month) and have a yellow lab that is 2.5 years old that takes up a vast majority of our time. We fortunately live in a very historical area with lots of things to do in the outdoors, so there are many protected parks near my house that we take the dog to for long walks every weekend.

    Currently, I have zero travel aspirations. I spent 5 years living in Guam and traveled to several countries, including Japan and Australia, courtesy of the US Navy. So for now, I am enjoying the stationary “normal” life back on the East Coast. My wife is from California, so the 9 months we have lived here have been a welcome experience for her, and she has really enjoyed it.

    I am looking forward to getting to learn a bit about everyone here.

    Bottom of Form

    Bottom of Form

    **## DB1Reply.docx**

    DB 1 Reply:
    **Ethan Johnson**

    Top of Form

    Hello Classmates,

    My name is Ethan Johnson I am 35 years old, and am from North St. Paul, MN. I work as a full time Assistant Chief-Fire Inspector with the North St. Paul Fire Department, and have been with with the department 10 years. I also conduct origin and cause fire investigations with designation from the Minnesota State Fire Marshal's Office and IAAI.

    Over the last three or so years my path in the fire service has changed from engine company officer to prevention and investigations. This change has opened up a whole new world for me and re-ignited my passion for the fire service as a whole. Furthermore, I am part of a county wide fire investigation team. I have responded to and investigated a number of interesting fires, most notably two separate cases that got charged with first degree arson, which in Minnesota is rare because suspects usually plead out on the arson charges.

    I hold just about every certification our MN Fire Certification Board offers, so I found myself asking "what's next?" This is my 2nd class in my B.S. Fire Administration, and am enjoying the challenge so far! I have quite a ways to go to achieve my degree, 55 credits, but am really in no hurry, just trying to pick away at the credits slow and steady. I have not been in a physics class at all in a post secondary setting. My last experience with physics was at a high school science level. So, I hope to gain knowledge related to physics and challenge myself throughout this course.

    I am married and a father to twin three year old girls, they are crazy. The youngest of my twins was diagnosed with Leukemia In September. She is so resilient, and doing well now. I figured if she can fight through that, I can reach this goal and complete this course work.

    Someday when I complete this degree I hope to move up to a fire chief position either with my current department or others in the area.

    I am looking forward to completing class with you all.

    Reply 2:
    **Brandon Pilger**

    Top of Form

    Hello everyone, my name is Brandon. I live in Williamsburg, Virginia, where I grew up. I moved back to the area last July with my wife after getting out of the military. Upon getting out of the Navy, I decided to take a year and finish my degree, so currently I am just a full-time student and a senior here at CSU. I am on track to graduate in September with my B.S. in Occupational Safety and Health, and I aim to begin my career as a safety professional in my area. During my time in the military, I was fortunate to gain lots of knowledge and experience in the maritime and shipbuilding industry; however, I am more than willing to take my career in a different direction, into another industry.

    I have been married for almost two years (our anniversary is later this month) and have a yellow lab that is 2.5 years old that takes up a vast majority of our time. We fortunately live in a very historical area with lots of things to do in the outdoors, so there are many protected parks near my house that we take the dog to for long walks every weekend.

    Currently, I have zero travel aspirations. I spent 5 years living in Guam and traveled to several countries, including Japan and Australia, courtesy of the US Navy. So for now, I am enjoying the stationary “normal” life back on the East Coast. My wife is from California, so the 9 months we have lived here have been a welcome experience for her, and she has really enjoyed it.

    I am looking forward to getting to learn a bit about everyone here.

    Bottom of Form

    Bottom of Form

  • [Solved] neva ka 5&6

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    please see attachment **files (1)** – ## KA563.pdf **## KA563.pdf** KA #5 and #6: The World Wars + The Cold War Submission Information: Due Date: Monday, March 30th, 2026 at 11:59pm EST Submission Guidelines: Point Values: ❑ KA #5 = 90 Points – Organization, spelling, and complete sentences will be…

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    please see attachment

    **files (1)**

    – ## KA563.pdf

    **## KA563.pdf**

    KA #5 and #6:

    The World Wars + The Cold War

    Submission Information:

    Due Date: Monday, March 30th, 2026 at 11:59pm EST

    Submission Guidelines:

    Point Values:
    ❑ KA #5 = 90 Points

    – Organization, spelling, and complete
    sentences will be factored into your
    grade.

    ❑ KA #6 = 90 Points
    – Organization, spelling, and complete

    sentences will be factored into your
    grade.

    ❑ Each KA will be submitted into KA 5 & KA

    6 portals but will be graded separately.

    Readings (Find them in the module):
    KA #5

    1.) The First World War (50 mins)
    • https://www.youtube.com/watch?v=3

    ypFeoDIsns

    2.) How WWI Caused WWII (50 mins)
    https://www.youtube.com/watch?v=oqY4QXwZ3
    9s

    3.) “Nazi town, USA” (53 mins)
    https://youtu.be/g9HmV_-EE8g?si=De-
    YGt4z9u1fVzGW

    3.) Denied, Disrespected, Forgotten: The
    Shocking Truth About the GI Bill & Black
    Veterans (10 mins)
    https://youtu.be/kmZl7ha0I8w?si=vOA1xLE_8ms
    y55zt

    • Read: Born of Controversy: The GI Bill of
    Rights:
    https://www.nber.org/system/files/wor
    king_papers/w9044/w9044.pdf

    KA #6: The Cold War & Civil Rights Film Reviews
    4.) “How the Cold War Superpowers
    militarized the Science Industries.” [50+mins]
    https://youtu.be/UaDfTHfkPYo?si=23D_0FZH
    1D3abPLj

    [https://www.youtube.com/watch?v=3ypFeoDIsns](https://www.youtube.com/watch?v=3ypFeoDIsns)

    [https://www.youtube.com/watch?v=3ypFeoDIsns](https://www.youtube.com/watch?v=3ypFeoDIsns)

    [https://www.youtube.com/watch?v=oqY4QXwZ39s](https://www.youtube.com/watch?v=oqY4QXwZ39s)

    [https://www.youtube.com/watch?v=oqY4QXwZ39s](https://www.youtube.com/watch?v=oqY4QXwZ39s)

    [https://youtu.be/g9HmV_-EE8g?si=De-YGt4z9u1fVzGW](https://youtu.be/g9HmV_-EE8g?si=De-YGt4z9u1fVzGW)

    [https://youtu.be/g9HmV_-EE8g?si=De-YGt4z9u1fVzGW](https://youtu.be/g9HmV_-EE8g?si=De-YGt4z9u1fVzGW)

    [https://youtu.be/kmZl7ha0I8w?si=vOA1xLE_8msy55zt](https://youtu.be/kmZl7ha0I8w?si=vOA1xLE_8msy55zt)

    [https://youtu.be/kmZl7ha0I8w?si=vOA1xLE_8msy55zt](https://youtu.be/kmZl7ha0I8w?si=vOA1xLE_8msy55zt)

    [https://www.nber.org/system/files/working_papers/w9044/w9044.pdf](https://www.nber.org/system/files/working_papers/w9044/w9044.pdf)

    [https://www.nber.org/system/files/working_papers/w9044/w9044.pdf](https://www.nber.org/system/files/working_papers/w9044/w9044.pdf)

    [https://youtu.be/UaDfTHfkPYo?si=23D_0FZH1D3abPLj](https://youtu.be/UaDfTHfkPYo?si=23D_0FZH1D3abPLj)

    [https://youtu.be/UaDfTHfkPYo?si=23D_0FZH1D3abPLj](https://youtu.be/UaDfTHfkPYo?si=23D_0FZH1D3abPLj)

    5.) “Housing Segregation & Redlining in
    America.” [7mins]

    https://youtu.be/O5FBJyqfoLM?si=K12Xd7UK
    JDyu2jP5

    6.) “Landmark Civil Rights and Supreme Court
    Cases.” [20 mins]
    https://youtu.be/aulXvWq3jwM?si=k48fN9Sa
    MY4zDlgf

    • Read: MLK Letter from Birmingham
    Jail:
    https://archives.cdn.sos.ca.gov/pdf/M
    LK_Letter.pdf

    • Read: Report on Residential
    Segregation and Housing
    Discrimination in the US.
    https://www.prrac.org/pdf/FinalCERDHo
    usingDiscriminationReport.pdf

    • Read: The Long Civil Rights Movement
    and the Political Uses of the Past:
    https://nationalhumanitiescenter.org/
    ows/seminars/tcentury/movinglr/lon
    gcivilrights.pdf

    KA # 5: A Film Review of the World Wars

    Directions:

    See the box above for the videos and video links. Two paragraphs [minimum] per film. See

    extra requirements for the GI Bill review. For each video in this section, examine:

    → For Each Video Listed:

    o Who; What; When; Where; Why; How; Cause; Effects

    o 1 critique of the information shown in the video [analyze the cinematography of the

    film, alongside the sources used to tell the story.]

    → GI Bill Rights Readings:

    o As you write your piece on the video. Include at least 3 data points and examples from

    this study.

    o Answer the following questions:

    ▪ What was the GI Bill created to provide for Veterans?

    ▪ How did the Morrill Act and the GI Bill impact education for Black Americans?

    ▪ Examine and list 4 interesting data points you found.

    ▪ How was the educational attainment provided by the GI Bill impacted by

    discrimination and Jim Crow?

    [https://youtu.be/O5FBJyqfoLM?si=K12Xd7UKJDyu2jP5](https://youtu.be/O5FBJyqfoLM?si=K12Xd7UKJDyu2jP5)

    [https://youtu.be/O5FBJyqfoLM?si=K12Xd7UKJDyu2jP5](https://youtu.be/O5FBJyqfoLM?si=K12Xd7UKJDyu2jP5)

    [https://youtu.be/aulXvWq3jwM?si=k48fN9SaMY4zDlgf](https://youtu.be/aulXvWq3jwM?si=k48fN9SaMY4zDlgf)

    [https://youtu.be/aulXvWq3jwM?si=k48fN9SaMY4zDlgf](https://youtu.be/aulXvWq3jwM?si=k48fN9SaMY4zDlgf)

    [https://archives.cdn.sos.ca.gov/pdf/MLK_Letter.pdf](https://archives.cdn.sos.ca.gov/pdf/MLK_Letter.pdf)

    [https://archives.cdn.sos.ca.gov/pdf/MLK_Letter.pdf](https://archives.cdn.sos.ca.gov/pdf/MLK_Letter.pdf)

    [https://www.prrac.org/pdf/FinalCERDHousingDiscriminationReport.pdf](https://www.prrac.org/pdf/FinalCERDHousingDiscriminationReport.pdf)

    [https://www.prrac.org/pdf/FinalCERDHousingDiscriminationReport.pdf](https://www.prrac.org/pdf/FinalCERDHousingDiscriminationReport.pdf)

    [https://nationalhumanitiescenter.org/ows/seminars/tcentury/movinglr/longcivilrights.pdf](https://nationalhumanitiescenter.org/ows/seminars/tcentury/movinglr/longcivilrights.pdf)

    [https://nationalhumanitiescenter.org/ows/seminars/tcentury/movinglr/longcivilrights.pdf](https://nationalhumanitiescenter.org/ows/seminars/tcentury/movinglr/longcivilrights.pdf)

    [https://nationalhumanitiescenter.org/ows/seminars/tcentury/movinglr/longcivilrights.pdf](https://nationalhumanitiescenter.org/ows/seminars/tcentury/movinglr/longcivilrights.pdf)

    KA #6: The Cold War and Civil Rights: Film Reviews

    Directions:

    See the box above for the videos and video links. For each video in this section, examine:

    → For each video listed:

    o Who; What; When; Where; Why; How; Cause; Effects

    o 1 critique of the information shown in the video [analyze the cinematography of the

    film, alongside the sources used to tell the story.]

    → When you Watch: “Landmark Civil Rights and Supreme Court Cases:

    o Choose three cases/laws and complete the 5 w’s, the cause and effect for each of the

    three.

    → Read : MLK Letter from Birmingham Jail:

    o Select 4 data points that showcase either MLK’s discussion of problems, goals,

    and/or strategies:

    ▪ Analyze each of their meanings within the overall context of the Civil

    Rights Movement.

    → Read : Report on Residential Segregation and Housing Discrimination in the US

    o Select 3 data points that showcase the way housing in the US was sanctioned

    and encouraged by laws and/or practices.

    ▪ Analyze each of their meanings within the overall context of the Civil

    Rights Movement.

    → Read: “The Long Civil Rights Movement and the Political Uses of the Past” by

    Historian Jacqueline Dowd Hall, PhD. See each section I have listed and answer the

    following:

    o [p.1235] The Political Uses of Racial Narratives:

    ▪ Capture her overall argument.

    • Include specifically in your answer: How did Mass Media in the

    US and across the world cover the Civil Rights Movement?

    Positives? Negatives?

    o [p.1239] The Long Backlash: Highlight the following

    ▪ Capture her overall argument.

    • Include specifically in your answer above:

    o Rural vs Urban Problems and strategies

    o GI Bill

    o New Deal and Racial Barriers

    o See the Southern Strategies section.

    o [p.1245] The Long Civil Rights Movement

    ▪ Capture her overall argument.

    • Include specifically in your answer above:

    o How does Dowd Hall reshape the timeline of the

    movement?

    o Coalitions that built and sustained the movement.

    o Congress & Political acts and court cases she discusses.

    o Communism/Black Communism and the effects of the

    Cold War on the Civil Rights Movement [See also the next

    section on the Chill of the Cold War to help you answer.]

    o [p.1251] The Classical Phase of the Movement

    ▪ Capture her overall argument.

    • Include specifically in your answer above:

    ▪ Examine Hall’s overall analysis of Civil Rights strategies.

    ▪ Decline of the movement. [See also the last section on Beyond

    Declension]

    **## KA563.pdf**

    KA #5 and #6:

    The World Wars + The Cold War

    Submission Information:

    Due Date: Monday, March 30th, 2026 at 11:59pm EST

    Submission Guidelines:

    Point Values:
    ❑ KA #5 = 90 Points

    – Organization, spelling, and complete
    sentences will be factored into your
    grade.

    ❑ KA #6 = 90 Points
    – Organization, spelling, and complete

    sentences will be factored into your
    grade.

    ❑ Each KA will be submitted into KA 5 & KA

    6 portals but will be graded separately.

    Readings (Find them in the module):
    KA #5

    1.) The First World War (50 mins)
    • https://www.youtube.com/watch?v=3

    ypFeoDIsns

    2.) How WWI Caused WWII (50 mins)
    https://www.youtube.com/watch?v=oqY4QXwZ3
    9s

    3.) “Nazi town, USA” (53 mins)
    https://youtu.be/g9HmV_-EE8g?si=De-
    YGt4z9u1fVzGW

    3.) Denied, Disrespected, Forgotten: The
    Shocking Truth About the GI Bill & Black
    Veterans (10 mins)
    https://youtu.be/kmZl7ha0I8w?si=vOA1xLE_8ms
    y55zt

    • Read: Born of Controversy: The GI Bill of
    Rights:
    https://www.nber.org/system/files/wor
    king_papers/w9044/w9044.pdf

    KA #6: The Cold War & Civil Rights Film Reviews
    4.) “How the Cold War Superpowers
    militarized the Science Industries.” [50+mins]
    https://youtu.be/UaDfTHfkPYo?si=23D_0FZH
    1D3abPLj

    [https://www.youtube.com/watch?v=3ypFeoDIsns](https://www.youtube.com/watch?v=3ypFeoDIsns)

    [https://www.youtube.com/watch?v=3ypFeoDIsns](https://www.youtube.com/watch?v=3ypFeoDIsns)

    [https://www.youtube.com/watch?v=oqY4QXwZ39s](https://www.youtube.com/watch?v=oqY4QXwZ39s)

    [https://www.youtube.com/watch?v=oqY4QXwZ39s](https://www.youtube.com/watch?v=oqY4QXwZ39s)

    [https://youtu.be/g9HmV_-EE8g?si=De-YGt4z9u1fVzGW](https://youtu.be/g9HmV_-EE8g?si=De-YGt4z9u1fVzGW)

    [https://youtu.be/g9HmV_-EE8g?si=De-YGt4z9u1fVzGW](https://youtu.be/g9HmV_-EE8g?si=De-YGt4z9u1fVzGW)

    [https://youtu.be/kmZl7ha0I8w?si=vOA1xLE_8msy55zt](https://youtu.be/kmZl7ha0I8w?si=vOA1xLE_8msy55zt)

    [https://youtu.be/kmZl7ha0I8w?si=vOA1xLE_8msy55zt](https://youtu.be/kmZl7ha0I8w?si=vOA1xLE_8msy55zt)

    [https://www.nber.org/system/files/working_papers/w9044/w9044.pdf](https://www.nber.org/system/files/working_papers/w9044/w9044.pdf)

    [https://www.nber.org/system/files/working_papers/w9044/w9044.pdf](https://www.nber.org/system/files/working_papers/w9044/w9044.pdf)

    [https://youtu.be/UaDfTHfkPYo?si=23D_0FZH1D3abPLj](https://youtu.be/UaDfTHfkPYo?si=23D_0FZH1D3abPLj)

    [https://youtu.be/UaDfTHfkPYo?si=23D_0FZH1D3abPLj](https://youtu.be/UaDfTHfkPYo?si=23D_0FZH1D3abPLj)

    5.) “Housing Segregation & Redlining in
    America.” [7mins]

    https://youtu.be/O5FBJyqfoLM?si=K12Xd7UK
    JDyu2jP5

    6.) “Landmark Civil Rights and Supreme Court
    Cases.” [20 mins]
    https://youtu.be/aulXvWq3jwM?si=k48fN9Sa
    MY4zDlgf

    • Read: MLK Letter from Birmingham
    Jail:
    https://archives.cdn.sos.ca.gov/pdf/M
    LK_Letter.pdf

    • Read: Report on Residential
    Segregation and Housing
    Discrimination in the US.
    https://www.prrac.org/pdf/FinalCERDHo
    usingDiscriminationReport.pdf

    • Read: The Long Civil Rights Movement
    and the Political Uses of the Past:
    https://nationalhumanitiescenter.org/
    ows/seminars/tcentury/movinglr/lon
    gcivilrights.pdf

    KA # 5: A Film Review of the World Wars

    Directions:

    See the box above for the videos and video links. Two paragraphs [minimum] per film. See

    extra requirements for the GI Bill review. For each video in this section, examine:

    → For Each Video Listed:

    o Who; What; When; Where; Why; How; Cause; Effects

    o 1 critique of the information shown in the video [analyze the cinematography of the

    film, alongside the sources used to tell the story.]

    → GI Bill Rights Readings:

    o As you write your piece on the video. Include at least 3 data points and examples from

    this study.

    o Answer the following questions:

    ▪ What was the GI Bill created to provide for Veterans?

    ▪ How did the Morrill Act and the GI Bill impact education for Black Americans?

    ▪ Examine and list 4 interesting data points you found.

    ▪ How was the educational attainment provided by the GI Bill impacted by

    discrimination and Jim Crow?

    [https://youtu.be/O5FBJyqfoLM?si=K12Xd7UKJDyu2jP5](https://youtu.be/O5FBJyqfoLM?si=K12Xd7UKJDyu2jP5)

    [https://youtu.be/O5FBJyqfoLM?si=K12Xd7UKJDyu2jP5](https://youtu.be/O5FBJyqfoLM?si=K12Xd7UKJDyu2jP5)

    [https://youtu.be/aulXvWq3jwM?si=k48fN9SaMY4zDlgf](https://youtu.be/aulXvWq3jwM?si=k48fN9SaMY4zDlgf)

    [https://youtu.be/aulXvWq3jwM?si=k48fN9SaMY4zDlgf](https://youtu.be/aulXvWq3jwM?si=k48fN9SaMY4zDlgf)

    [https://archives.cdn.sos.ca.gov/pdf/MLK_Letter.pdf](https://archives.cdn.sos.ca.gov/pdf/MLK_Letter.pdf)

    [https://archives.cdn.sos.ca.gov/pdf/MLK_Letter.pdf](https://archives.cdn.sos.ca.gov/pdf/MLK_Letter.pdf)

    [https://www.prrac.org/pdf/FinalCERDHousingDiscriminationReport.pdf](https://www.prrac.org/pdf/FinalCERDHousingDiscriminationReport.pdf)

    [https://www.prrac.org/pdf/FinalCERDHousingDiscriminationReport.pdf](https://www.prrac.org/pdf/FinalCERDHousingDiscriminationReport.pdf)

    [https://nationalhumanitiescenter.org/ows/seminars/tcentury/movinglr/longcivilrights.pdf](https://nationalhumanitiescenter.org/ows/seminars/tcentury/movinglr/longcivilrights.pdf)

    [https://nationalhumanitiescenter.org/ows/seminars/tcentury/movinglr/longcivilrights.pdf](https://nationalhumanitiescenter.org/ows/seminars/tcentury/movinglr/longcivilrights.pdf)

    [https://nationalhumanitiescenter.org/ows/seminars/tcentury/movinglr/longcivilrights.pdf](https://nationalhumanitiescenter.org/ows/seminars/tcentury/movinglr/longcivilrights.pdf)

    KA #6: The Cold War and Civil Rights: Film Reviews

    Directions:

    See the box above for the videos and video links. For each video in this section, examine:

    → For each video listed:

    o Who; What; When; Where; Why; How; Cause; Effects

    o 1 critique of the information shown in the video [analyze the cinematography of the

    film, alongside the sources used to tell the story.]

    → When you Watch: “Landmark Civil Rights and Supreme Court Cases:

    o Choose three cases/laws and complete the 5 w’s, the cause and effect for each of the

    three.

    → Read : MLK Letter from Birmingham Jail:

    o Select 4 data points that showcase either MLK’s discussion of problems, goals,

    and/or strategies:

    ▪ Analyze each of their meanings within the overall context of the Civil

    Rights Movement.

    → Read : Report on Residential Segregation and Housing Discrimination in the US

    o Select 3 data points that showcase the way housing in the US was sanctioned

    and encouraged by laws and/or practices.

    ▪ Analyze each of their meanings within the overall context of the Civil

    Rights Movement.

    → Read: “The Long Civil Rights Movement and the Political Uses of the Past” by

    Historian Jacqueline Dowd Hall, PhD. See each section I have listed and answer the

    following:

    o [p.1235] The Political Uses of Racial Narratives:

    ▪ Capture her overall argument.

    • Include specifically in your answer: How did Mass Media in the

    US and across the world cover the Civil Rights Movement?

    Positives? Negatives?

    o [p.1239] The Long Backlash: Highlight the following

    ▪ Capture her overall argument.

    • Include specifically in your answer above:

    o Rural vs Urban Problems and strategies

    o GI Bill

    o New Deal and Racial Barriers

    o See the Southern Strategies section.

    o [p.1245] The Long Civil Rights Movement

    ▪ Capture her overall argument.

    • Include specifically in your answer above:

    o How does Dowd Hall reshape the timeline of the

    movement?

    o Coalitions that built and sustained the movement.

    o Congress & Political acts and court cases she discusses.

    o Communism/Black Communism and the effects of the

    Cold War on the Civil Rights Movement [See also the next

    section on the Chill of the Cold War to help you answer.]

    o [p.1251] The Classical Phase of the Movement

    ▪ Capture her overall argument.

    • Include specifically in your answer above:

    ▪ Examine Hall’s overall analysis of Civil Rights strategies.

    ▪ Decline of the movement. [See also the last section on Beyond

    Declension]

  • [Solved] DB 1 OSHA 2

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    See attached **files (2)** – ## DB1.docx – ## UnitIStudyGuide.pdf **## DB1.docx** DB1 Part II: The Occupational Safety and Health Administration (OSHA) standards promulgation process is quite elaborate and provides a great deal of deliberation between OSHA and various stakeholder groups. Describe wa…

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    Assignment Prompt & Instructions

    See attached

    **files (2)**

    – ## DB1.docx

    – ## UnitIStudyGuide.pdf

    **## DB1.docx**

    DB1

    Part II: The Occupational Safety and Health Administration (OSHA) standards promulgation process is quite elaborate and provides a great deal of deliberation between OSHA and various stakeholder groups. Describe ways this might be helpful with respect to ensuring the final rule coming out of the process is the best it can be, and/or describe ways this deliberative process can have a negative impact.

    Reply 1:
    **Hudson Haas**

    Top of Form

    Good afternoon team and Professor Warner,

    My name is Hudson Haas and I am from Seguin, Texas. I am currently employed as an EHS Specialist in a chemical manufacturing plant. I am married to my lovely wife and have a 21 month old daughter. Some of my future goals include earning my bachelor's degree, completing my CSP and CHMM certifications and continuing to serve as a beacon of reason.I look at OSHA a lot like I look at the federal government: there is representation from all across the land, there are varying opinions and getting anything done in a timely manner is the easiest over bet you can make. However, at the end of the day they are the standard that is set for most of America. As I have journeyed in my career, it seems that more companies are pushing above OSHA regulations where they can to set the precedence that they are
    truly committed to safety. As long as OSHA is around to keep pushing the culture forward, we will continue to see less incidents.

    Bottom of Form

    Reply 2:
    **Shawn Hunt** Top of Form

    My name is Shawn, and I’m from Walterboro, SC. I currently work as a journeyman lineman, and I’ve been working in the electrical field for 26 years. Right now, I’m continuing my education in occupational safety and health. My goal is to move into a safety role, possibly with the current company I’m with now, where I can use both my field experience and what I’m learning in school to help keep workers safe on the job.

    I feel the OSHA standards process can be helpful because it allows input from different groups like workers, employers, and safety experts. This helps make sure the rules are realistic and actually work in the real world. For example, workers can speak on what hazards they deal with every day, while employers can explain what is possible from a cost and operations side. This kind of back and forth can lead to better, more balanced rules that protect people without shutting down business operations.

    On the other hand, the process can also be slow. Since there are so many steps and opinions involved, it can take a long time for new rules to be put in place. This can be a problem when workers are exposed to hazards that need to be addressed quickly. In some cases, delays in the process could mean people are not protected as soon as they should be.

    This  process is important because it helps create strong and fair safety standards, but the time it takes can sometimes be a downsideBottom of Form

    **## UnitIStudyGuide.pdf**

    OSH 2302, Introduction to Regulatory Compliance 1

    Course Learning Outcomes for Unit I

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

    3. Describe the regulation promulgation process.
    3.1 Recognize how the regulations of the Occupational Safety and Health Administration (OSHA)

    are promulgated.

    4. Differentiate between laws and regulations.
    4.1 Identify distinguishing aspects of laws and regulations.
    4.2 Differentiate between the Occupational Safety and Health (OSH) Act and OSHA standards.

    Required Unit Resources

    In order to access the following resources, click the links below.

    Corcoran, D. (2020). The OSH Act of 1970. Manuscript in preparation.

    Occupational Safety and Health Administration. (2001). OSHA standards development. United States

    Department of Labor. https://www.osha.gov/OCIS/stand_dev.html

    Occupational Safety and Health Administration. (n.d.). The OSHA rulemaking process [Flow chart]. United

    States Department of Labor. https://www.osha.gov/OSHA_FlowChart.pdf

    How laws are made and how to research them. (n.d.). USA.gov. https://www.usa.gov/how-laws-are-made

    Unit Lesson

    Welcome! This course is essentially an introductory course to assist students in understanding how
    environmental and occupational safety and health (OSH) laws and regulations are made and the roles and
    responsibilities of various regulatory agencies at the state and federal level. This course covers both the
    environmental and OSH regulatory environment because many individuals working in OSH, particularly in
    small- to medium-sized organizations, are asked to wear the environmental hat as well. Thus, it is good to
    understand the similarities and differences in the two regulatory systems.

    UNIT I STUDY GUIDE
    Occupational Safety and Health
    Regulation Promulgation Process

    [https://online.columbiasouthern.edu/bbcswebdav/xid-122402865_1](https://online.columbiasouthern.edu/bbcswebdav/xid-122402865_1)

    [https://www.osha.gov/OCIS/stand_dev.html](https://www.osha.gov/OCIS/stand_dev.html)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-160966164_1](https://online.columbiasouthern.edu/bbcswebdav/xid-160966164_1)

    [https://www.usa.gov/how-laws-are-made](https://www.usa.gov/how-laws-are-made)

    OSH 2302, Introduction to Regulatory Compliance 2

    UNIT x STUDY GUIDE
    Title

    The OSH Act

    In the United States, laws enacted at the
    federal level go through a process (see
    Figure 1). The president can take other
    actions, of course, such as vetoing the
    bill or ignoring the bill, in which case one
    of two things can happen: One, if
    Congress is in session for 10 days
    following receipt of the bill by the
    president and he or she does not sign it,
    the bill becomes a law. Alternatively, if
    Congress is not in session, the bill does
    not become a law. This is called a
    pocket veto.

    Each state government has a similar
    process, but these processes vary
    somewhat from state to state. The
    governor of each state, however, is the
    top executive officer of the state who
    signs state-level bills into law.

    The primary federal law covering

    occupational safety and health in the United States is the Occupational Safety and Health Act of 1970. This
    act was signed into law by then-President Richard Nixon. The law has been updated several times over the
    years. As indicated in your readings, the OSH Act was a pivotal document with respect to creating an
    infrastructure for regulating occupational safety and health in the United States. Some of the more important
    effects of the act include the following:

    • enabled the creation of the Occupational Safety and Health Administration (OSHA),
    • provided a means for OSHA to create a set of regulations based on existing consensus standards,
    • provided a process for promulgation of future standards,
    • required employers to keep their worksites free from recognized hazards,
    • outlined how OSHA would be administered and how regulations would be enforced,
    • enabled the creation of the Occupational Safety and Health Review Commission,
    • enabled the creation of the National Institute for Occupational Safety and Health (NIOSH),
    • provided states with a process and funding for running their own state-run OSH enforcement

    agencies, and
    • provided states with a process and funding for free, on-site consultation programs for small

    employers.

    Standards and Standards Promulgation

    This list is not all-inclusive, but it does provide a good overview of the key tenets of the act. The first three
    items on the list deal with the creation of OSHA and the dissemination of OSH regulations. In order to
    establish the first set of enforceable regulations, the act allowed the Secretary of Labor to adopt standards
    that already existed that had been published by various nonprofit organizations. As a result, much of the first
    set of standards came from organizations like the National Fire Protection Association (NFPA), the American
    National Standards Institute (ANSI), and the American Conference of Governmental Industrial Hygienists
    (ACGIH). Many of those (40+-year-old) standards are still on the books today, and some have only recently
    been updated.

    Of course, the standards put in place 2 years after the passage of the act only served as a starting point.
    Since that point in time, a number of occupational safety and health standards have been added to the books.
    Some of the most well-known standards that have been added to the Code of Federal Regulations include the
    Hazard Communication, Confined Space, and Lockout/Tagout standards. These standards were added
    through a fairly convoluted process that involves participation from the public and industry (OSHA, 2001).

    Figure 1: The legislative process
    (How Laws Are Made, n.d.)

    OSH 2302, Introduction to Regulatory Compliance 3

    UNIT x STUDY GUIDE
    Title

    Essentially, the process starts with a perceived need of some sort typically associated with a specific hazard
    or set of hazards that need to be addressed. When OSHA recognizes such a need, it typically starts by asking
    for input from the public, industry, and/or subject matter experts. Inquiries may be made to different groups as
    well, such as industry leaders and associations.

    This input may be obtained through the process of forming advisory committees and/or by publishing an
    Advanced Notice of Proposed Rulemaking (ANPRM) in the Federal Register in which they typically outline the
    problem, present available information, and may provide a rough outline of what they expect the proposed
    standard might look like.

    One of the main purposes behind the ANPRM is to solicit input and comments from the public and impacted
    industries. They typically also consult established stakeholders such as the Office of Management and
    Budget, small business groups, the National Advisory Committee on Occupational Safety and Health
    (NACOSH), and the Advisory Committee on Construction Safety and Health. Expert groups are also
    consulted, such as the NIOSH (OSHA, n.d.).

    Information gathered from these stakeholder groups and from the public can then be reviewed by OSHA and
    used to assist the agency by serving as a foundation for the publication of a Notice of Proposed Rule Making
    (NPRM) in the Federal Register. Obviously at this point, OSHA tends to have more information and input from
    industries on which to base a tentative regulation known as a proposed rule. The proposed rule provides a
    detailed outline of what OSHA thinks the new regulation should look like based on their information, along
    with a preamble to the proposed rule that includes input and comments from various individuals and groups
    that have made a contribution along the way (OSHA, n.d.).

    After all this, you would think that OSHA would be ready to promulgate their final rule but not so. Once the
    proposed rule is published, the agency asks for additional input and typically holds hearings for impacted
    stakeholders to provide input and present arguments and supporting evidence. Once again, this information is
    gathered, entered into the docket, and considered. From these deliberations, OSHA drafts its final rule to
    publish in the Federal Register.

    The final rule is essentially the standard that is published as an OSHA standard or regulation in the Code of
    Federal Regulations (OSHA, n.d.). There is typically an implementation period written to new standards that
    allows the industry to phase in all of the new requirements over a period of months or even years. As you
    should have ascertained at this point, the OSHA standard-setting process is quite elaborate and allows for a
    great deal of public input and opportunities for deliberation. This is important in order to get employers within
    a given industry to be willing to comply with standards. First, gaining input from the public and stakeholders
    helps OSHA to identify what is feasible and what is not with respect to protecting employees. Indeed, OSHA
    has been accused of going a bit overboard with some of its standards from time to time and getting input from
    industry is helpful in keeping expectations realistic.

    Federal Register and the Code of Federal Regulations (CFR)

    Thus far, we have discussed the Federal Register and the Code of Federal Regulations without much
    clarification on what those two publications are about. Basically, the Federal Register is a daily publication
    that includes the written documents and activities of the federal government to keep the public informed. It
    includes everything from notices of hearings, requests for information, notices of proposed rules, and final
    rules issued by federal agencies.

    The Code of Federal Regulations is a collection of final rules published by different agencies and the final
    rules are published under a system that codes the various regulations according to the agency of jurisdiction
    and the specific regulation codification system used by each governmental agency. OSHA is an agency that
    falls under the U.S. Department of Labor. Its regulations can be found under Title 29 where labor standards
    are found. OSHA standards are then broken down by numerical code indicating industry sector. All standards
    falling under general industry are coded 1910. All standards falling under construction are coded 1926. After
    that, standard numbers tend to focus on specific standard content. For instance, 29 CFR 1910.146 is the
    general industry confined space standard.

    Individual requirements in the standards are then separated with an outline-based numbering system starting
    with a lowercase letter in parentheses, then a number, then small Roman numerals. For instance, 29 CFR

    OSH 2302, Introduction to Regulatory Compliance 4

    UNIT x STUDY GUIDE
    Title

    1910.1200(e)(1)(i) is a specific requirement in OSHA’s Hazard Communication standard that requires a list of
    hazardous chemicals used in the facility.

    As you can see, there were a lot of moving parts related to occupational safety and health that were put into
    effect in the early 1970s as a result of the promulgation of the OSH Act. Several governmental bodies were
    formed including OSHA and NIOSH along with a process for accepting the first set of safety and health
    regulations and a process for promulgating new ones. Also, since the 1970s, there has been a marked
    decrease in the number of workplace-related fatalities. We have seen other significant improvements to
    workplace safety and health suggesting that the changes that were put into effect at the national level at that
    time have resulted in some significant changes in helping to make the American workplace safe.

    References

    How laws are made and how to research them. (n.d.). USA.gov. https://www.usa.gov/how-laws-are-made

    Occupational Safety and Health Administration. (n.d.). The OSHA rulemaking process [Flow chart].

    https://www.osha.gov/OSHA_FlowChart.pdf

    Occupational Safety and Health Administration. (2001). OSHA standards development. United States

    Department of Labor. https://www.osha.gov/OCIS/stand_dev.html

    – Course Learning Outcomes for Unit I
    – Required Unit Resources
    – Unit Lesson
    – The OSH Act
    – Standards and Standards Promulgation
    – Federal Register and the Code of Federal Regulations (CFR)
    – References

    **## UnitIStudyGuide.pdf**

    OSH 2302, Introduction to Regulatory Compliance 1

    Course Learning Outcomes for Unit I

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

    3. Describe the regulation promulgation process.
    3.1 Recognize how the regulations of the Occupational Safety and Health Administration (OSHA)

    are promulgated.

    4. Differentiate between laws and regulations.
    4.1 Identify distinguishing aspects of laws and regulations.
    4.2 Differentiate between the Occupational Safety and Health (OSH) Act and OSHA standards.

    Required Unit Resources

    In order to access the following resources, click the links below.

    Corcoran, D. (2020). The OSH Act of 1970. Manuscript in preparation.

    Occupational Safety and Health Administration. (2001). OSHA standards development. United States

    Department of Labor. https://www.osha.gov/OCIS/stand_dev.html

    Occupational Safety and Health Administration. (n.d.). The OSHA rulemaking process [Flow chart]. United

    States Department of Labor. https://www.osha.gov/OSHA_FlowChart.pdf

    How laws are made and how to research them. (n.d.). USA.gov. https://www.usa.gov/how-laws-are-made

    Unit Lesson

    Welcome! This course is essentially an introductory course to assist students in understanding how
    environmental and occupational safety and health (OSH) laws and regulations are made and the roles and
    responsibilities of various regulatory agencies at the state and federal level. This course covers both the
    environmental and OSH regulatory environment because many individuals working in OSH, particularly in
    small- to medium-sized organizations, are asked to wear the environmental hat as well. Thus, it is good to
    understand the similarities and differences in the two regulatory systems.

    UNIT I STUDY GUIDE
    Occupational Safety and Health
    Regulation Promulgation Process

    [https://online.columbiasouthern.edu/bbcswebdav/xid-122402865_1](https://online.columbiasouthern.edu/bbcswebdav/xid-122402865_1)

    [https://www.osha.gov/OCIS/stand_dev.html](https://www.osha.gov/OCIS/stand_dev.html)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-160966164_1](https://online.columbiasouthern.edu/bbcswebdav/xid-160966164_1)

    [https://www.usa.gov/how-laws-are-made](https://www.usa.gov/how-laws-are-made)

    OSH 2302, Introduction to Regulatory Compliance 2

    UNIT x STUDY GUIDE
    Title

    The OSH Act

    In the United States, laws enacted at the
    federal level go through a process (see
    Figure 1). The president can take other
    actions, of course, such as vetoing the
    bill or ignoring the bill, in which case one
    of two things can happen: One, if
    Congress is in session for 10 days
    following receipt of the bill by the
    president and he or she does not sign it,
    the bill becomes a law. Alternatively, if
    Congress is not in session, the bill does
    not become a law. This is called a
    pocket veto.

    Each state government has a similar
    process, but these processes vary
    somewhat from state to state. The
    governor of each state, however, is the
    top executive officer of the state who
    signs state-level bills into law.

    The primary federal law covering

    occupational safety and health in the United States is the Occupational Safety and Health Act of 1970. This
    act was signed into law by then-President Richard Nixon. The law has been updated several times over the
    years. As indicated in your readings, the OSH Act was a pivotal document with respect to creating an
    infrastructure for regulating occupational safety and health in the United States. Some of the more important
    effects of the act include the following:

    • enabled the creation of the Occupational Safety and Health Administration (OSHA),
    • provided a means for OSHA to create a set of regulations based on existing consensus standards,
    • provided a process for promulgation of future standards,
    • required employers to keep their worksites free from recognized hazards,
    • outlined how OSHA would be administered and how regulations would be enforced,
    • enabled the creation of the Occupational Safety and Health Review Commission,
    • enabled the creation of the National Institute for Occupational Safety and Health (NIOSH),
    • provided states with a process and funding for running their own state-run OSH enforcement

    agencies, and
    • provided states with a process and funding for free, on-site consultation programs for small

    employers.

    Standards and Standards Promulgation

    This list is not all-inclusive, but it does provide a good overview of the key tenets of the act. The first three
    items on the list deal with the creation of OSHA and the dissemination of OSH regulations. In order to
    establish the first set of enforceable regulations, the act allowed the Secretary of Labor to adopt standards
    that already existed that had been published by various nonprofit organizations. As a result, much of the first
    set of standards came from organizations like the National Fire Protection Association (NFPA), the American
    National Standards Institute (ANSI), and the American Conference of Governmental Industrial Hygienists
    (ACGIH). Many of those (40+-year-old) standards are still on the books today, and some have only recently
    been updated.

    Of course, the standards put in place 2 years after the passage of the act only served as a starting point.
    Since that point in time, a number of occupational safety and health standards have been added to the books.
    Some of the most well-known standards that have been added to the Code of Federal Regulations include the
    Hazard Communication, Confined Space, and Lockout/Tagout standards. These standards were added
    through a fairly convoluted process that involves participation from the public and industry (OSHA, 2001).

    Figure 1: The legislative process
    (How Laws Are Made, n.d.)

    OSH 2302, Introduction to Regulatory Compliance 3

    UNIT x STUDY GUIDE
    Title

    Essentially, the process starts with a perceived need of some sort typically associated with a specific hazard
    or set of hazards that need to be addressed. When OSHA recognizes such a need, it typically starts by asking
    for input from the public, industry, and/or subject matter experts. Inquiries may be made to different groups as
    well, such as industry leaders and associations.

    This input may be obtained through the process of forming advisory committees and/or by publishing an
    Advanced Notice of Proposed Rulemaking (ANPRM) in the Federal Register in which they typically outline the
    problem, present available information, and may provide a rough outline of what they expect the proposed
    standard might look like.

    One of the main purposes behind the ANPRM is to solicit input and comments from the public and impacted
    industries. They typically also consult established stakeholders such as the Office of Management and
    Budget, small business groups, the National Advisory Committee on Occupational Safety and Health
    (NACOSH), and the Advisory Committee on Construction Safety and Health. Expert groups are also
    consulted, such as the NIOSH (OSHA, n.d.).

    Information gathered from these stakeholder groups and from the public can then be reviewed by OSHA and
    used to assist the agency by serving as a foundation for the publication of a Notice of Proposed Rule Making
    (NPRM) in the Federal Register. Obviously at this point, OSHA tends to have more information and input from
    industries on which to base a tentative regulation known as a proposed rule. The proposed rule provides a
    detailed outline of what OSHA thinks the new regulation should look like based on their information, along
    with a preamble to the proposed rule that includes input and comments from various individuals and groups
    that have made a contribution along the way (OSHA, n.d.).

    After all this, you would think that OSHA would be ready to promulgate their final rule but not so. Once the
    proposed rule is published, the agency asks for additional input and typically holds hearings for impacted
    stakeholders to provide input and present arguments and supporting evidence. Once again, this information is
    gathered, entered into the docket, and considered. From these deliberations, OSHA drafts its final rule to
    publish in the Federal Register.

    The final rule is essentially the standard that is published as an OSHA standard or regulation in the Code of
    Federal Regulations (OSHA, n.d.). There is typically an implementation period written to new standards that
    allows the industry to phase in all of the new requirements over a period of months or even years. As you
    should have ascertained at this point, the OSHA standard-setting process is quite elaborate and allows for a
    great deal of public input and opportunities for deliberation. This is important in order to get employers within
    a given industry to be willing to comply with standards. First, gaining input from the public and stakeholders
    helps OSHA to identify what is feasible and what is not with respect to protecting employees. Indeed, OSHA
    has been accused of going a bit overboard with some of its standards from time to time and getting input from
    industry is helpful in keeping expectations realistic.

    Federal Register and the Code of Federal Regulations (CFR)

    Thus far, we have discussed the Federal Register and the Code of Federal Regulations without much
    clarification on what those two publications are about. Basically, the Federal Register is a daily publication
    that includes the written documents and activities of the federal government to keep the public informed. It
    includes everything from notices of hearings, requests for information, notices of proposed rules, and final
    rules issued by federal agencies.

    The Code of Federal Regulations is a collection of final rules published by different agencies and the final
    rules are published under a system that codes the various regulations according to the agency of jurisdiction
    and the specific regulation codification system used by each governmental agency. OSHA is an agency that
    falls under the U.S. Department of Labor. Its regulations can be found under Title 29 where labor standards
    are found. OSHA standards are then broken down by numerical code indicating industry sector. All standards
    falling under general industry are coded 1910. All standards falling under construction are coded 1926. After
    that, standard numbers tend to focus on specific standard content. For instance, 29 CFR 1910.146 is the
    general industry confined space standard.

    Individual requirements in the standards are then separated with an outline-based numbering system starting
    with a lowercase letter in parentheses, then a number, then small Roman numerals. For instance, 29 CFR

    OSH 2302, Introduction to Regulatory Compliance 4

    UNIT x STUDY GUIDE
    Title

    1910.1200(e)(1)(i) is a specific requirement in OSHA’s Hazard Communication standard that requires a list of
    hazardous chemicals used in the facility.

    As you can see, there were a lot of moving parts related to occupational safety and health that were put into
    effect in the early 1970s as a result of the promulgation of the OSH Act. Several governmental bodies were
    formed including OSHA and NIOSH along with a process for accepting the first set of safety and health
    regulations and a process for promulgating new ones. Also, since the 1970s, there has been a marked
    decrease in the number of workplace-related fatalities. We have seen other significant improvements to
    workplace safety and health suggesting that the changes that were put into effect at the national level at that
    time have resulted in some significant changes in helping to make the American workplace safe.

    References

    How laws are made and how to research them. (n.d.). USA.gov. https://www.usa.gov/how-laws-are-made

    Occupational Safety and Health Administration. (n.d.). The OSHA rulemaking process [Flow chart].

    https://www.osha.gov/OSHA_FlowChart.pdf

    Occupational Safety and Health Administration. (2001). OSHA standards development. United States

    Department of Labor. https://www.osha.gov/OCIS/stand_dev.html

    – Course Learning Outcomes for Unit I
    – Required Unit Resources
    – Unit Lesson
    – The OSH Act
    – Standards and Standards Promulgation
    – Federal Register and the Code of Federal Regulations (CFR)
    – References

    **## DB1.docx**

    DB1

    Part II: The Occupational Safety and Health Administration (OSHA) standards promulgation process is quite elaborate and provides a great deal of deliberation between OSHA and various stakeholder groups. Describe ways this might be helpful with respect to ensuring the final rule coming out of the process is the best it can be, and/or describe ways this deliberative process can have a negative impact.

    Reply 1:
    **Hudson Haas**

    Top of Form

    Good afternoon team and Professor Warner,

    My name is Hudson Haas and I am from Seguin, Texas. I am currently employed as an EHS Specialist in a chemical manufacturing plant. I am married to my lovely wife and have a 21 month old daughter. Some of my future goals include earning my bachelor's degree, completing my CSP and CHMM certifications and continuing to serve as a beacon of reason.I look at OSHA a lot like I look at the federal government: there is representation from all across the land, there are varying opinions and getting anything done in a timely manner is the easiest over bet you can make. However, at the end of the day they are the standard that is set for most of America. As I have journeyed in my career, it seems that more companies are pushing above OSHA regulations where they can to set the precedence that they are
    truly committed to safety. As long as OSHA is around to keep pushing the culture forward, we will continue to see less incidents.

    Bottom of Form

    Reply 2:
    **Shawn Hunt** Top of Form

    My name is Shawn, and I’m from Walterboro, SC. I currently work as a journeyman lineman, and I’ve been working in the electrical field for 26 years. Right now, I’m continuing my education in occupational safety and health. My goal is to move into a safety role, possibly with the current company I’m with now, where I can use both my field experience and what I’m learning in school to help keep workers safe on the job.

    I feel the OSHA standards process can be helpful because it allows input from different groups like workers, employers, and safety experts. This helps make sure the rules are realistic and actually work in the real world. For example, workers can speak on what hazards they deal with every day, while employers can explain what is possible from a cost and operations side. This kind of back and forth can lead to better, more balanced rules that protect people without shutting down business operations.

    On the other hand, the process can also be slow. Since there are so many steps and opinions involved, it can take a long time for new rules to be put in place. This can be a problem when workers are exposed to hazards that need to be addressed quickly. In some cases, delays in the process could mean people are not protected as soon as they should be.

    This  process is important because it helps create strong and fair safety standards, but the time it takes can sometimes be a downsideBottom of Form

    **## UnitIStudyGuide.pdf**

    OSH 2302, Introduction to Regulatory Compliance 1

    Course Learning Outcomes for Unit I

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

    3. Describe the regulation promulgation process.
    3.1 Recognize how the regulations of the Occupational Safety and Health Administration (OSHA)

    are promulgated.

    4. Differentiate between laws and regulations.
    4.1 Identify distinguishing aspects of laws and regulations.
    4.2 Differentiate between the Occupational Safety and Health (OSH) Act and OSHA standards.

    Required Unit Resources

    In order to access the following resources, click the links below.

    Corcoran, D. (2020). The OSH Act of 1970. Manuscript in preparation.

    Occupational Safety and Health Administration. (2001). OSHA standards development. United States

    Department of Labor. https://www.osha.gov/OCIS/stand_dev.html

    Occupational Safety and Health Administration. (n.d.). The OSHA rulemaking process [Flow chart]. United

    States Department of Labor. https://www.osha.gov/OSHA_FlowChart.pdf

    How laws are made and how to research them. (n.d.). USA.gov. https://www.usa.gov/how-laws-are-made

    Unit Lesson

    Welcome! This course is essentially an introductory course to assist students in understanding how
    environmental and occupational safety and health (OSH) laws and regulations are made and the roles and
    responsibilities of various regulatory agencies at the state and federal level. This course covers both the
    environmental and OSH regulatory environment because many individuals working in OSH, particularly in
    small- to medium-sized organizations, are asked to wear the environmental hat as well. Thus, it is good to
    understand the similarities and differences in the two regulatory systems.

    UNIT I STUDY GUIDE
    Occupational Safety and Health
    Regulation Promulgation Process

    [https://online.columbiasouthern.edu/bbcswebdav/xid-122402865_1](https://online.columbiasouthern.edu/bbcswebdav/xid-122402865_1)

    [https://www.osha.gov/OCIS/stand_dev.html](https://www.osha.gov/OCIS/stand_dev.html)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-160966164_1](https://online.columbiasouthern.edu/bbcswebdav/xid-160966164_1)

    [https://www.usa.gov/how-laws-are-made](https://www.usa.gov/how-laws-are-made)

    OSH 2302, Introduction to Regulatory Compliance 2

    UNIT x STUDY GUIDE
    Title

    The OSH Act

    In the United States, laws enacted at the
    federal level go through a process (see
    Figure 1). The president can take other
    actions, of course, such as vetoing the
    bill or ignoring the bill, in which case one
    of two things can happen: One, if
    Congress is in session for 10 days
    following receipt of the bill by the
    president and he or she does not sign it,
    the bill becomes a law. Alternatively, if
    Congress is not in session, the bill does
    not become a law. This is called a
    pocket veto.

    Each state government has a similar
    process, but these processes vary
    somewhat from state to state. The
    governor of each state, however, is the
    top executive officer of the state who
    signs state-level bills into law.

    The primary federal law covering

    occupational safety and health in the United States is the Occupational Safety and Health Act of 1970. This
    act was signed into law by then-President Richard Nixon. The law has been updated several times over the
    years. As indicated in your readings, the OSH Act was a pivotal document with respect to creating an
    infrastructure for regulating occupational safety and health in the United States. Some of the more important
    effects of the act include the following:

    • enabled the creation of the Occupational Safety and Health Administration (OSHA),
    • provided a means for OSHA to create a set of regulations based on existing consensus standards,
    • provided a process for promulgation of future standards,
    • required employers to keep their worksites free from recognized hazards,
    • outlined how OSHA would be administered and how regulations would be enforced,
    • enabled the creation of the Occupational Safety and Health Review Commission,
    • enabled the creation of the National Institute for Occupational Safety and Health (NIOSH),
    • provided states with a process and funding for running their own state-run OSH enforcement

    agencies, and
    • provided states with a process and funding for free, on-site consultation programs for small

    employers.

    Standards and Standards Promulgation

    This list is not all-inclusive, but it does provide a good overview of the key tenets of the act. The first three
    items on the list deal with the creation of OSHA and the dissemination of OSH regulations. In order to
    establish the first set of enforceable regulations, the act allowed the Secretary of Labor to adopt standards
    that already existed that had been published by various nonprofit organizations. As a result, much of the first
    set of standards came from organizations like the National Fire Protection Association (NFPA), the American
    National Standards Institute (ANSI), and the American Conference of Governmental Industrial Hygienists
    (ACGIH). Many of those (40+-year-old) standards are still on the books today, and some have only recently
    been updated.

    Of course, the standards put in place 2 years after the passage of the act only served as a starting point.
    Since that point in time, a number of occupational safety and health standards have been added to the books.
    Some of the most well-known standards that have been added to the Code of Federal Regulations include the
    Hazard Communication, Confined Space, and Lockout/Tagout standards. These standards were added
    through a fairly convoluted process that involves participation from the public and industry (OSHA, 2001).

    Figure 1: The legislative process
    (How Laws Are Made, n.d.)

    OSH 2302, Introduction to Regulatory Compliance 3

    UNIT x STUDY GUIDE
    Title

    Essentially, the process starts with a perceived need of some sort typically associated with a specific hazard
    or set of hazards that need to be addressed. When OSHA recognizes such a need, it typically starts by asking
    for input from the public, industry, and/or subject matter experts. Inquiries may be made to different groups as
    well, such as industry leaders and associations.

    This input may be obtained through the process of forming advisory committees and/or by publishing an
    Advanced Notice of Proposed Rulemaking (ANPRM) in the Federal Register in which they typically outline the
    problem, present available information, and may provide a rough outline of what they expect the proposed
    standard might look like.

    One of the main purposes behind the ANPRM is to solicit input and comments from the public and impacted
    industries. They typically also consult established stakeholders such as the Office of Management and
    Budget, small business groups, the National Advisory Committee on Occupational Safety and Health
    (NACOSH), and the Advisory Committee on Construction Safety and Health. Expert groups are also
    consulted, such as the NIOSH (OSHA, n.d.).

    Information gathered from these stakeholder groups and from the public can then be reviewed by OSHA and
    used to assist the agency by serving as a foundation for the publication of a Notice of Proposed Rule Making
    (NPRM) in the Federal Register. Obviously at this point, OSHA tends to have more information and input from
    industries on which to base a tentative regulation known as a proposed rule. The proposed rule provides a
    detailed outline of what OSHA thinks the new regulation should look like based on their information, along
    with a preamble to the proposed rule that includes input and comments from various individuals and groups
    that have made a contribution along the way (OSHA, n.d.).

    After all this, you would think that OSHA would be ready to promulgate their final rule but not so. Once the
    proposed rule is published, the agency asks for additional input and typically holds hearings for impacted
    stakeholders to provide input and present arguments and supporting evidence. Once again, this information is
    gathered, entered into the docket, and considered. From these deliberations, OSHA drafts its final rule to
    publish in the Federal Register.

    The final rule is essentially the standard that is published as an OSHA standard or regulation in the Code of
    Federal Regulations (OSHA, n.d.). There is typically an implementation period written to new standards that
    allows the industry to phase in all of the new requirements over a period of months or even years. As you
    should have ascertained at this point, the OSHA standard-setting process is quite elaborate and allows for a
    great deal of public input and opportunities for deliberation. This is important in order to get employers within
    a given industry to be willing to comply with standards. First, gaining input from the public and stakeholders
    helps OSHA to identify what is feasible and what is not with respect to protecting employees. Indeed, OSHA
    has been accused of going a bit overboard with some of its standards from time to time and getting input from
    industry is helpful in keeping expectations realistic.

    Federal Register and the Code of Federal Regulations (CFR)

    Thus far, we have discussed the Federal Register and the Code of Federal Regulations without much
    clarification on what those two publications are about. Basically, the Federal Register is a daily publication
    that includes the written documents and activities of the federal government to keep the public informed. It
    includes everything from notices of hearings, requests for information, notices of proposed rules, and final
    rules issued by federal agencies.

    The Code of Federal Regulations is a collection of final rules published by different agencies and the final
    rules are published under a system that codes the various regulations according to the agency of jurisdiction
    and the specific regulation codification system used by each governmental agency. OSHA is an agency that
    falls under the U.S. Department of Labor. Its regulations can be found under Title 29 where labor standards
    are found. OSHA standards are then broken down by numerical code indicating industry sector. All standards
    falling under general industry are coded 1910. All standards falling under construction are coded 1926. After
    that, standard numbers tend to focus on specific standard content. For instance, 29 CFR 1910.146 is the
    general industry confined space standard.

    Individual requirements in the standards are then separated with an outline-based numbering system starting
    with a lowercase letter in parentheses, then a number, then small Roman numerals. For instance, 29 CFR

    OSH 2302, Introduction to Regulatory Compliance 4

    UNIT x STUDY GUIDE
    Title

    1910.1200(e)(1)(i) is a specific requirement in OSHA’s Hazard Communication standard that requires a list of
    hazardous chemicals used in the facility.

    As you can see, there were a lot of moving parts related to occupational safety and health that were put into
    effect in the early 1970s as a result of the promulgation of the OSH Act. Several governmental bodies were
    formed including OSHA and NIOSH along with a process for accepting the first set of safety and health
    regulations and a process for promulgating new ones. Also, since the 1970s, there has been a marked
    decrease in the number of workplace-related fatalities. We have seen other significant improvements to
    workplace safety and health suggesting that the changes that were put into effect at the national level at that
    time have resulted in some significant changes in helping to make the American workplace safe.

    References

    How laws are made and how to research them. (n.d.). USA.gov. https://www.usa.gov/how-laws-are-made

    Occupational Safety and Health Administration. (n.d.). The OSHA rulemaking process [Flow chart].

    https://www.osha.gov/OSHA_FlowChart.pdf

    Occupational Safety and Health Administration. (2001). OSHA standards development. United States

    Department of Labor. https://www.osha.gov/OCIS/stand_dev.html

    – Course Learning Outcomes for Unit I
    – Required Unit Resources
    – Unit Lesson
    – The OSH Act
    – Standards and Standards Promulgation
    – Federal Register and the Code of Federal Regulations (CFR)
    – References

    **## DB1.docx**

    DB1

    Part II: The Occupational Safety and Health Administration (OSHA) standards promulgation process is quite elaborate and provides a great deal of deliberation between OSHA and various stakeholder groups. Describe ways this might be helpful with respect to ensuring the final rule coming out of the process is the best it can be, and/or describe ways this deliberative process can have a negative impact.

    Reply 1:
    **Hudson Haas**

    Top of Form

    Good afternoon team and Professor Warner,

    My name is Hudson Haas and I am from Seguin, Texas. I am currently employed as an EHS Specialist in a chemical manufacturing plant. I am married to my lovely wife and have a 21 month old daughter. Some of my future goals include earning my bachelor's degree, completing my CSP and CHMM certifications and continuing to serve as a beacon of reason.I look at OSHA a lot like I look at the federal government: there is representation from all across the land, there are varying opinions and getting anything done in a timely manner is the easiest over bet you can make. However, at the end of the day they are the standard that is set for most of America. As I have journeyed in my career, it seems that more companies are pushing above OSHA regulations where they can to set the precedence that they are
    truly committed to safety. As long as OSHA is around to keep pushing the culture forward, we will continue to see less incidents.

    Bottom of Form

    Reply 2:
    **Shawn Hunt** Top of Form

    My name is Shawn, and I’m from Walterboro, SC. I currently work as a journeyman lineman, and I’ve been working in the electrical field for 26 years. Right now, I’m continuing my education in occupational safety and health. My goal is to move into a safety role, possibly with the current company I’m with now, where I can use both my field experience and what I’m learning in school to help keep workers safe on the job.

    I feel the OSHA standards process can be helpful because it allows input from different groups like workers, employers, and safety experts. This helps make sure the rules are realistic and actually work in the real world. For example, workers can speak on what hazards they deal with every day, while employers can explain what is possible from a cost and operations side. This kind of back and forth can lead to better, more balanced rules that protect people without shutting down business operations.

    On the other hand, the process can also be slow. Since there are so many steps and opinions involved, it can take a long time for new rules to be put in place. This can be a problem when workers are exposed to hazards that need to be addressed quickly. In some cases, delays in the process could mean people are not protected as soon as they should be.

    This  process is important because it helps create strong and fair safety standards, but the time it takes can sometimes be a downsideBottom of Form

    **## UnitIStudyGuide.pdf**

    OSH 2302, Introduction to Regulatory Compliance 1

    Course Learning Outcomes for Unit I

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

    3. Describe the regulation promulgation process.
    3.1 Recognize how the regulations of the Occupational Safety and Health Administration (OSHA)

    are promulgated.

    4. Differentiate between laws and regulations.
    4.1 Identify distinguishing aspects of laws and regulations.
    4.2 Differentiate between the Occupational Safety and Health (OSH) Act and OSHA standards.

    Required Unit Resources

    In order to access the following resources, click the links below.

    Corcoran, D. (2020). The OSH Act of 1970. Manuscript in preparation.

    Occupational Safety and Health Administration. (2001). OSHA standards development. United States

    Department of Labor. https://www.osha.gov/OCIS/stand_dev.html

    Occupational Safety and Health Administration. (n.d.). The OSHA rulemaking process [Flow chart]. United

    States Department of Labor. https://www.osha.gov/OSHA_FlowChart.pdf

    How laws are made and how to research them. (n.d.). USA.gov. https://www.usa.gov/how-laws-are-made

    Unit Lesson

    Welcome! This course is essentially an introductory course to assist students in understanding how
    environmental and occupational safety and health (OSH) laws and regulations are made and the roles and
    responsibilities of various regulatory agencies at the state and federal level. This course covers both the
    environmental and OSH regulatory environment because many individuals working in OSH, particularly in
    small- to medium-sized organizations, are asked to wear the environmental hat as well. Thus, it is good to
    understand the similarities and differences in the two regulatory systems.

    UNIT I STUDY GUIDE
    Occupational Safety and Health
    Regulation Promulgation Process

    [https://online.columbiasouthern.edu/bbcswebdav/xid-122402865_1](https://online.columbiasouthern.edu/bbcswebdav/xid-122402865_1)

    [https://www.osha.gov/OCIS/stand_dev.html](https://www.osha.gov/OCIS/stand_dev.html)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-160966164_1](https://online.columbiasouthern.edu/bbcswebdav/xid-160966164_1)

    [https://www.usa.gov/how-laws-are-made](https://www.usa.gov/how-laws-are-made)

    OSH 2302, Introduction to Regulatory Compliance 2

    UNIT x STUDY GUIDE
    Title

    The OSH Act

    In the United States, laws enacted at the
    federal level go through a process (see
    Figure 1). The president can take other
    actions, of course, such as vetoing the
    bill or ignoring the bill, in which case one
    of two things can happen: One, if
    Congress is in session for 10 days
    following receipt of the bill by the
    president and he or she does not sign it,
    the bill becomes a law. Alternatively, if
    Congress is not in session, the bill does
    not become a law. This is called a
    pocket veto.

    Each state government has a similar
    process, but these processes vary
    somewhat from state to state. The
    governor of each state, however, is the
    top executive officer of the state who
    signs state-level bills into law.

    The primary federal law covering

    occupational safety and health in the United States is the Occupational Safety and Health Act of 1970. This
    act was signed into law by then-President Richard Nixon. The law has been updated several times over the
    years. As indicated in your readings, the OSH Act was a pivotal document with respect to creating an
    infrastructure for regulating occupational safety and health in the United States. Some of the more important
    effects of the act include the following:

    • enabled the creation of the Occupational Safety and Health Administration (OSHA),
    • provided a means for OSHA to create a set of regulations based on existing consensus standards,
    • provided a process for promulgation of future standards,
    • required employers to keep their worksites free from recognized hazards,
    • outlined how OSHA would be administered and how regulations would be enforced,
    • enabled the creation of the Occupational Safety and Health Review Commission,
    • enabled the creation of the National Institute for Occupational Safety and Health (NIOSH),
    • provided states with a process and funding for running their own state-run OSH enforcement

    agencies, and
    • provided states with a process and funding for free, on-site consultation programs for small

    employers.

    Standards and Standards Promulgation

    This list is not all-inclusive, but it does provide a good overview of the key tenets of the act. The first three
    items on the list deal with the creation of OSHA and the dissemination of OSH regulations. In order to
    establish the first set of enforceable regulations, the act allowed the Secretary of Labor to adopt standards
    that already existed that had been published by various nonprofit organizations. As a result, much of the first
    set of standards came from organizations like the National Fire Protection Association (NFPA), the American
    National Standards Institute (ANSI), and the American Conference of Governmental Industrial Hygienists
    (ACGIH). Many of those (40+-year-old) standards are still on the books today, and some have only recently
    been updated.

    Of course, the standards put in place 2 years after the passage of the act only served as a starting point.
    Since that point in time, a number of occupational safety and health standards have been added to the books.
    Some of the most well-known standards that have been added to the Code of Federal Regulations include the
    Hazard Communication, Confined Space, and Lockout/Tagout standards. These standards were added
    through a fairly convoluted process that involves participation from the public and industry (OSHA, 2001).

    Figure 1: The legislative process
    (How Laws Are Made, n.d.)

    OSH 2302, Introduction to Regulatory Compliance 3

    UNIT x STUDY GUIDE
    Title

    Essentially, the process starts with a perceived need of some sort typically associated with a specific hazard
    or set of hazards that need to be addressed. When OSHA recognizes such a need, it typically starts by asking
    for input from the public, industry, and/or subject matter experts. Inquiries may be made to different groups as
    well, such as industry leaders and associations.

    This input may be obtained through the process of forming advisory committees and/or by publishing an
    Advanced Notice of Proposed Rulemaking (ANPRM) in the Federal Register in which they typically outline the
    problem, present available information, and may provide a rough outline of what they expect the proposed
    standard might look like.

    One of the main purposes behind the ANPRM is to solicit input and comments from the public and impacted
    industries. They typically also consult established stakeholders such as the Office of Management and
    Budget, small business groups, the National Advisory Committee on Occupational Safety and Health
    (NACOSH), and the Advisory Committee on Construction Safety and Health. Expert groups are also
    consulted, such as the NIOSH (OSHA, n.d.).

    Information gathered from these stakeholder groups and from the public can then be reviewed by OSHA and
    used to assist the agency by serving as a foundation for the publication of a Notice of Proposed Rule Making
    (NPRM) in the Federal Register. Obviously at this point, OSHA tends to have more information and input from
    industries on which to base a tentative regulation known as a proposed rule. The proposed rule provides a
    detailed outline of what OSHA thinks the new regulation should look like based on their information, along
    with a preamble to the proposed rule that includes input and comments from various individuals and groups
    that have made a contribution along the way (OSHA, n.d.).

    After all this, you would think that OSHA would be ready to promulgate their final rule but not so. Once the
    proposed rule is published, the agency asks for additional input and typically holds hearings for impacted
    stakeholders to provide input and present arguments and supporting evidence. Once again, this information is
    gathered, entered into the docket, and considered. From these deliberations, OSHA drafts its final rule to
    publish in the Federal Register.

    The final rule is essentially the standard that is published as an OSHA standard or regulation in the Code of
    Federal Regulations (OSHA, n.d.). There is typically an implementation period written to new standards that
    allows the industry to phase in all of the new requirements over a period of months or even years. As you
    should have ascertained at this point, the OSHA standard-setting process is quite elaborate and allows for a
    great deal of public input and opportunities for deliberation. This is important in order to get employers within
    a given industry to be willing to comply with standards. First, gaining input from the public and stakeholders
    helps OSHA to identify what is feasible and what is not with respect to protecting employees. Indeed, OSHA
    has been accused of going a bit overboard with some of its standards from time to time and getting input from
    industry is helpful in keeping expectations realistic.

    Federal Register and the Code of Federal Regulations (CFR)

    Thus far, we have discussed the Federal Register and the Code of Federal Regulations without much
    clarification on what those two publications are about. Basically, the Federal Register is a daily publication
    that includes the written documents and activities of the federal government to keep the public informed. It
    includes everything from notices of hearings, requests for information, notices of proposed rules, and final
    rules issued by federal agencies.

    The Code of Federal Regulations is a collection of final rules published by different agencies and the final
    rules are published under a system that codes the various regulations according to the agency of jurisdiction
    and the specific regulation codification system used by each governmental agency. OSHA is an agency that
    falls under the U.S. Department of Labor. Its regulations can be found under Title 29 where labor standards
    are found. OSHA standards are then broken down by numerical code indicating industry sector. All standards
    falling under general industry are coded 1910. All standards falling under construction are coded 1926. After
    that, standard numbers tend to focus on specific standard content. For instance, 29 CFR 1910.146 is the
    general industry confined space standard.

    Individual requirements in the standards are then separated with an outline-based numbering system starting
    with a lowercase letter in parentheses, then a number, then small Roman numerals. For instance, 29 CFR

    OSH 2302, Introduction to Regulatory Compliance 4

    UNIT x STUDY GUIDE
    Title

    1910.1200(e)(1)(i) is a specific requirement in OSHA’s Hazard Communication standard that requires a list of
    hazardous chemicals used in the facility.

    As you can see, there were a lot of moving parts related to occupational safety and health that were put into
    effect in the early 1970s as a result of the promulgation of the OSH Act. Several governmental bodies were
    formed including OSHA and NIOSH along with a process for accepting the first set of safety and health
    regulations and a process for promulgating new ones. Also, since the 1970s, there has been a marked
    decrease in the number of workplace-related fatalities. We have seen other significant improvements to
    workplace safety and health suggesting that the changes that were put into effect at the national level at that
    time have resulted in some significant changes in helping to make the American workplace safe.

    References

    How laws are made and how to research them. (n.d.). USA.gov. https://www.usa.gov/how-laws-are-made

    Occupational Safety and Health Administration. (n.d.). The OSHA rulemaking process [Flow chart].

    https://www.osha.gov/OSHA_FlowChart.pdf

    Occupational Safety and Health Administration. (2001). OSHA standards development. United States

    Department of Labor. https://www.osha.gov/OCIS/stand_dev.html

    – Course Learning Outcomes for Unit I
    – Required Unit Resources
    – Unit Lesson
    – The OSH Act
    – Standards and Standards Promulgation
    – Federal Register and the Code of Federal Regulations (CFR)
    – References

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