Best Writer

1. Introduction:
Select
a terrorist organization likely to conduct a major and imminent attack
within the United States and complete an in-depth profile on the group
you selected. This is the first portion of a three part series
of research papers that are employed over the course of this class with
papers due in weeks 3, 6 and 8. This same terrorist group and the
hypothetical attack you describe in this Midterm paper will also be used
for your following Progress and Final papers. In the next paper
(progress assignment due in week 6) you will describe how to collect and
analyze on this terrorist group. In the final paper due in week 8 you
will describe how to stop the attack by making recommendations on how
the Homeland Security Enterprise can be better supported with domestic
intelligence.
2. Terrorist Group Profile (Organizational Assessment):
For
this midterm, write a 5-7 page research paper that provides a
description of the organization’s ideology, goals & objectives,
leadership, funding, and terrorist capabilities. Describe the
groups’ known or suspected weapons/lethal agents and delivery methods,
and the tactics, techniques and procedures that they may use here in the
homeland.
Make sure you pick either an international terrorist group from the Department of State list of foreign terrorist organizations,
or if you pick a domestic group make sure it is really a terrorist
organization (not just radicals). The Counter Extremist Project also has
good details on Extremists Groups
(but make sure to pick a terrorist organization). For example, the KKK
is not a terrorist group (or even illegal in fact), they are a domestic
hate group which has had members conduct violent acts and murder. For
more on that, see the FBI’s definition for international terrorism and domestic terrorism (while either a domestic or international group can work for these papers, overseas terrorist groups are the best ones to facilitate your following research papers).
This first Red Cell paper is only to set you up to be able to research
and write on how to conduct intelligence operations to protect the
Homeland (the following papers). So, a domestic terrorist group may make
your progress and final papers harder to write if the group is not
sending terrorists from overseas.
3. Hypothetical Terrorist Attack:
In
your paper describe in detail at least one major hypothetical terrorist
attack on the U.S. Homeland by this group — an event that could happen
in the immediate future (an imminent attack). You do not need
advance permission from the instructor on which group you choose, but if
you are considering a group unlikely to attack the U.S, Homeland, then
pick a different group that could potentially do so.
You
can describe the full spectrum of capabilities the group has to conduct
attacks on our Homeland in your paper from a specific single site attack
(an iconic building), to complex synchronized or multi-city attacks, or
even the use of WMDs. Describe only the terrorist capabilities and
weapons that are relevant to an attack on our homeland (for example it
does not matter that ISIS had battle tanks and other major weapons for
this paper, only what they have that could be brought here to attack the
US, or acquired here). You need to explain what the impending terrorist
attack on the U.S. homeland would look like and how they would do it —
such as attacking a specific sporting event or a certain target you
select for the organization. When it comes to picking a target(s) in one
or multiple cities for your hypothetical attack(s), you can use your
imagination and try to think like a terrorist (big impact, well covered
by media, and fear spreading), or you can also considered the list of 31 DHS designated “High-Risk Jurisdictions” to select from (page B-2).
Also,
it needs to be a planned attack by a group or at least a cell from the
group, it can NOT be a lone wolf, nor can the attack be by a radicalized
individual or citizens. While these homegrown attacks are much more
likely, these lone wolf or radicalized individuals attacking within the
U.S do not allow you to develop your future research papers on how to
collect, analyze and then disrupt these attacks (the topics of your
progress and final papers).
In
sum, you must describe a specific physical attack (not just a cyber
attack) on a target or targets that you assess the organization capable
of conducting, and it must be an attack within the U.S. Homeland and be
conducted by a trained group or a cell of terrorists (not homegrown or
cyber only attack). In other words, if you pick al Qaeda or ISIS/ISIL
then the attack cell needs to come from overseas like
happened on 9/11 or with the 2009 underwear bomber on coming into
Detroit or the NY City subway bombing plot, also in 2009 (a traditional
terrorist cell that was trained overseas). Tell us how it was planned,
surveyed, how they got in the U.S., how many there are in the attack
cell, etc. If you are stumped on what they could target specifically,
then I suggest this article Soft Targets are Easy Terror Targets.
Conducting
a successful major terrorist attack is complicated operation involving a
lot of planning, resourcing, reconnaissance, and rehearsals. Most
groups use the terrorist attack cycle and include separate teams or
cells for each of the following functions: support and logistics,
weapons and bomb-making, reconnaissance and scout teams, as well as the
attack cell itself. In your paper consider how your selected
organization will use the terrorist attack cycle (see the below STRATFOR
video for more) and make sure to specify exactly how many terrorists
are in this attack cell. Also specify how they will do the scouting and
reconnaissance, how will logistical and other support be secured, in
what manner will practice runs and rehearsals take place, and exactly
how will the attack unfold – so you need to specify how exactly they
will attack and what exact location or target will they attack in one
specific city (or multiple simultaneous attacks within one or more
cities).
So,
for your Red Cell papers, have your selected terrorist group use a cell
of at least 3 personnel in the attack cell and use an attack model. Some
example terrorist attack models include Tokyo sarin gas attack 1995, or
the London subway/bus bombings of 2005. You could also describe a
complex attack using multiple teams like happened in Mumbai India in
2008, the West Gate Mall Kenya in 2013, the Paris attack in 2015 (to
name a few). But an attack by a single individual is NOT what we are
looking for since a lone actor (an inspired/radicalized individual) is
not an attack by a terrorist cell (so no homegrown only attacks). Make
sure to explain exactly how many terrorists are in the attack cells; who
did the scouting/reconnaissance; who is providing logistical and other
support, how they infiltrated into the US, etc.
You may find this 3 minute STRATFOR Video on the terrorist attack cycle useful.
For more details see this 6 page appendix A on the Terrorist Planning Cycle in the Military Guide to Terrorism in the Twenty First Century (page 121).
Technical Requirements:
Your paper must be at a minimum of 5-7 pages (the Title and Reference pages do not count towards the minimum limit).
Scholarly and credible references should be used. A good rule of thumb is at least 2 scholarly sources per page of content.
Type in Times New Roman, 12 point and double space.
Students
will follow the current APA Style as the sole citation and reference
style used in written work submitted as part of coursework.
Points
will be deducted for the use of Wikipedia or encyclopedic type sources.
It is highly advised to utilize books, peer-reviewed journals,
articles, archived documents, etc.
All submissions will be graded using the attached rubric.

This week, we discussed changes within an organization. In this assignment, you will have a chance to describe a recent change you experienced with your employer.

For this activity:

1. Download the Formative Activity 2 – Experience With Change Template and save it to your computer.
2. Follow the outline in the template to complete the activity.
3. Describe the change you experienced; include the questions prior to each answer using the template.
4. Apply Kotter’s 8-step change model as you answer the questions in the template.
a. Describe the change.
b. Explain what initiated the change.
c. Describe how the change was communicated.
d. Explain if you were receptive to the change. Why or Why not?
e. Explain if the change improved the process.
5. Explain what you learned from the experience. Is there anything you would have done differently?
a. Justify your response with resources from the course or other resources that are credible, relevant, and appropriate.
6. Save your document as FirstInitial_LastName_JGR300_FA2.
7. Submit your activity using the Week 5 activity link in Blackboard.
Course Connections
While completing this activity, be sure to connect your responses to the course content you have learned so far. You should use specific phrases, ideas, and quotes from the Strayer Story videos, Coach’s Huddle, weekly readings, and/or discussion questions to explain and support your thoughts.

Activity Requirements

Formatting
The length of the paper should be 1–3 pages.

This course requires the use of Strayer Writing Standards (SWS). Check with your professor for any additional instructions.

Resources
Use a minimum of one source to support your writing. Choose sources that are credible, relevant, and appropriate. Cite each source listed on your source page at least one time within your activity. For help with research, writing, and citation, access the library or review library guides

*HIPAA/Privacy Violation selected scenario *.
For the scenario you selected, write a five- to seven-page recommendation for leadership that describes the safety threat, the importance of addressing the threat, and your recommendations for resolving it. Be sure to include all of these headings in your paper and to address all of the bullets underneath each heading:
Potential threat to patient safety:
Identify the issue you selected from the simulation activity as the potential safety threat.
Describe the issue that occurred with sufficient detail so that leadership has a clear understanding of what happened.
Implications of not addressing threat:
Evaluate the risk to the organization if this issue is not addressed. In your evaluation, be sure to address all of the following:
What does the health care safety imperative say about the issue?
How does the health care safety imperative apply in this case?
Which regulatory agency(ies) have oversight about the issue?
What specifically do the regulation(s) state about the issue? For example, you might consider the Joint Commission’s national patient safety goals.
What impact do regulatory agencies have on organizations’ patient safety programs?
How do health care organizations incorporate regulatory agencies’ guidance when establishing reporting and investigation best practices?
If the hospital fails to correct the threat, what are the potential consequences to patients, employees, and to the organization?
Patient safety officer’s role in effective implementation of patient safety plans:
Explain the role patient safety officers assume in implementing patient safety plans in health care organizations.
Clarify your responsibility and role as the patient safety officer in this specific instance.
Provide one example from the literature to illustrate your points.
Recommendations to reduce patient safety threat:
Describe your five-point plan to reduce or eliminate this patient safety threat.
What best practice tools or techniques does your plan include to reduce or eliminate these types of errors? Consider processes for responding, rounding, detecting, incident reporting, operational considerations, et cetera.
In a health care professional setting, recommendations to leadership would typically not be in APA format. As a result, your paper does not need to conform to APA format and style guidelines. It does, however, need to be clear, persuasive, organized, and well written without spelling, grammar, and/or punctuation errors. In addition, recommendations you write in a professional setting would be single-spaced. For the purpose of this assessment, however, please use double-spacing.
Also, health care is an evidence-based field. Your senior leaders will want to know the sources of your information, so be sure to include at least two peer-reviewed sources. You may use the suggested resources for this assessment. Your citations and references do need to conform to APA guidelines.
Additional Requirements
Length: Your recommendation will be 5–7 double-spaced pages, not including title and reference pages.
Font: Times New Roman, 12-point.
APA Format: Your title and reference pages need to conform to APA format and style guidelines. The body of your paper does not need to conform to APA guidelines. Do make sure that it is clear, persuasive, organized, and well written, without grammatical, punctuation, or spelling errors. You also must cite your sources according to APA guidelines.
Scoring Guide: Please review this assessment’s scoring guide to ensure you understand how your faculty member will evaluate your work.

Assignment 1 Content Analysis
Analyze what makes a great content or instructional activity. Citing the literature, describe an outstanding content from beginning to end. Be sure to describe assessments that should take place. Connect each part of the content to the readings on pedagogy from this week. Write, format, cite, and reference in APA 7th edition style. Assignment should be approximately 2-3 pages, double spaced in length. Please follow the rubric below and GRADE YOURSELF USING THE RUBRIC. Your instructor will grade you as well.
Due by 11:59 pm ET, Sunday.
Assignment 1 Content Analysis Grading Rubric
Criterion Point Value
Assignment demonstrates accurate analysis of pedagogy, including at least 4 in-text citations to the body of literature on pedagogy 50 pts
Assignment includes assessment and discussion of content or activity details with elaboration, examples, and explanations. 25 pts
Assignment follows APA 7th edition style; adheres to scholarly writing conventions; and is approximately 2-3 pages in length. 15 pts
Assignment is submitted on time and includes self-assessment using this rubric. 10 pts
TOTAL 100 pts

Please see instruction attached below. it is really important that they are followed closely
choose one of the following
Nash, Leah. 2018. “Black Women Face More Trauma During Childbirth (Links to an external site.).” Huffington Post. Also available as a PDF here Download here.
Cottom, Tressie McMillan. 2019. “I Was Pregnant and in Crisis: All the Doctors and Nurses Saw Was an Incompetent Black Woman (Links to an external site.).” Time Magazine. Also available as a PDF here Download her
Watch an episode of Alaska PD on A&E TV (S1 E4 “Arctic Survival”, 42 min)

Connect it to at least 3 of these
this week’s reading
1. https://www.medicalnewstoday.com/articles/weathering-what-are-the-health-effects-of-stress-and-discrimination
2. Smith, Imari Z., Keisha L. Bentley-Edwards, Salimah El-Amin, and William Darity Jr. 2018. “Fighting at Birth: Eradicating the Black-White Infant Mortality Gap
Download Fighting at Birth: Eradicating the Black-White Infant Mortality Gap.” (PDF ATTACHED)
3. https://www.theroot.com/it-s-becoming-more-evident-the-stress-of-racism-is-kil-1833602319

reading from week 3:
4. Yearby, Ruqaiijah, Crystal N. Lewis, Keon L. Gilbert, and Kira Banks. 2020. “Racism is a Public Health Crisis. Download Racism is a Public Health Crisis.” The Justice Collaborative Institute. (PDF ATTACHED)
5. https://youtu.be/GNhcY6fTyBM

Sources provided-must use the ones provided.

How did the former Western allies, the United States in particular, conceptualize and carry out the wartime plans for providing post-war prosperity? How did these plans align address with the ideals discussed in documents such as FDR’s “Second Bill of Rights” and the UN Charter? Explain.

Sources:
https://sourcebooks.fordham.edu/mod/1947marshallplan1.asp

https://sourcebooks.fordham.edu/mod/1942beveridge.asp

https://sourcebooks.fordham.edu/mod/1964johnson-warpoverty.asp

Part 1:
Research and report on virus hoaxes and ransomware scams.
For this activity, you will perform a general Internet search for sites containing information on virus hoaxes and ransomware scams. Select at least five sites and produce a PowerPoint slide show of eight to twelve slides OR a multipage website describing and discussing them, including links to additional resource

Part 2:
Develop competence in a virtual environment and explore ethical issues pertaining to virtual reality.
This activity builds familiarity and confidence in the use of virtual environments such as those found in contemporary online games, as well as a growing number of practical simulation applications in business, industry, and other organizations. The Unit 6 project also provides an opportunity to examine and explore ethical issues relating to virtual reality.
You may complete this activity using any of the many free online virtual worlds available such as Minecraft, Job Simulator, The Sims, Big Farm, and The Sims Social.
Extensive listings of online virtual worlds can be found on the following websites:
Virtual Worlds Land https://www.virtualworldsland.com/
Lifewire https://www.lifewire.com/best-pc-games-4147292
The 8 Best PC Games of 2022 – Lifewire
The best PC games take advantage of the computer’s power and versatility. We researched top picks, from first-person shooters to open-world epics.
www.lifewire.com

Virtual Reality Society vrs.org.uk/virtual-reality-games/top-10-virtual-worlds-for-adults.html
Begin by addressing the following questions:
How is entry to and participation in the virtual environment achieved (e.g., software, account registration)?
What are the basic controls for movement and visualization?
What are the tools, methods, and conventions of communication?
What are the techniques and capabilities for avatar modification?
What opportunities exist for advanced participation (e.g., commerce, competitive interaction, design, and building)?
What are the ethical issues relating to each of the following?
Age representation/verification and the control of access to age-inappropriate material – Are existing controls adequate?
Intellectual property/copyright – Are intellectual properties (e.g., music, copyrights, images, characters) being improperly used?
Online commerce – Some online games or environments have in-game currency that can be purchased and exchanged for real money. Should economic activity in virtual worlds be taxed?
Other
Complete this activity by producing a PowerPoint presentation with a title slide plus additional slides in four sections as outlined below. Include the name of the online virtual world you selected.
A visual “travelogue” of your explorations (five to eight slides)
Results of your personal research into cases involving intellectual property, copyright, or any other legal challenges or issues relating to the virtual world (five to eight slides)
Other potentially harmful effects or social or ethical issues of virtual worlds (two to four slides)
Ethical standards for virtual reality users and creators (two to four slides)

Class, as we begin Week 6, please read and review the assigned chapter materials for this discussion.
Chapter 4, “Food,” in your textbook illustrates that there is enough food produced and available to feed the entire world every day. However, for various reasons, millions still go hungry, making food security—having consistent access to adequate nutritional food—a persistent global social problem in both developing and developed countries.
REQUIRED WEEK 6 CHECKLIST
Task A) Respond to the following statements using the Hite chapter readings, other course material and external credible resources. It is imperative to provide complete and fully reference sources for this discussion. Class, it is always a good idea to review the Weekly Discussion Guide (see Course Info) to check “The Rules” of discussion postings–every point counts.

Where do most of the world’s hungry live? Be specific.
Using your Week 6 assignment developing countries (at least one), or a newly selected developing country from the World Bank 2020 List (Course Info) **
***Afghanistan – THIS IS THE COUNTRY CHOSEN**
, discuss specific food insecurity issues for your selected developing country. For example, what types of food security problems are experienced by people in this country? Are there real food shortages or simply a lack of access to food? Who is more likely to suffer from food insecurity problems in this country? Why?
Discuss (in detail) some potential consequences and benefits of using biotechnologies in developing countries

1. Community experiences involve a variety of activities and environments. In the employment, career, and job domains, activities may involve job shadowing for a few days. Conversely, the purpose of community experience may be to explore occupations in more depth or to provide community job experience or cooperative education. Name and describe four community experiences that may impact the social and personal skills of the ESE student positively.

2. The Individuals with Disabilities Education Act of 2004 established data and reporting requirements through State Performance Plans that must address 20 different indicators. Indicator 13 [20 U.S.C. § 1416(a)(3)(B)] lists eight transition services requirements. States also must collect and report post school follow-up data for each student on an IEP using Indicator 14 (U.S. Department of Education, 2008). Much of the implementation of appropriate IEPs is left to the IEP teams, and IEP teams are expected to adhere to these requirements. Elaborate on how two of the items below meet the student’s IEP competencies: 1. Annual IEP update 2. Includes transition services 3. Course of study that enables the student to meet postsecondary goals 4. Annual IEP goals related to student’s transition services needs

3. Transition coordination can be distinguished from transition planning by its focus on systems-level as well as individual-level interventions. Transition systems include a staggeringly complex adult services system with eligibility requirements, intake procedures, and service definitions (DeStefano & Snauwaert, 1989). Elaborate on how and why the coordination between these entities are critical to transitional success for the ESE student.

4. An increasing number of community and technical colleges are creating high schools on their campuses that support and accelerate the transition to college through a blend of secondary and postsecondary coursework. Many of these “middle colleges” focus on helping at-risk students, including those with disabilities, make successful transitions to postsecondary education (Kazis & Liebowitz, 2003). Discuss and elaborate on why this is needed for the ESE student.

5. From the text and the teacher’s perspective, how does the italicized passage that follows, impact the social and personal skills and transition to postsecondary education for a disabled student…Most parents of young adults with a disability see employment as an important consideration as they look to the future. However, for many parents, particularly those of students with moderate to severe disabilities, a job is a secondary consideration. Knowing their son or daughter are confronted with the question, “Who will look out for them when I am gone?”

Case Conceptualization and Treatment Plan Assessment
For this assessment, you will create a case conceptualization for client that is struggling with a mental health diagnosis at three different ages. You will develop three separate treatment plans to help your client cope with their diagnosis at each age (i.e.,a client diagnosed with Gender Dysphoria at ages 4, 10 and 17). For whichever diagnosis you choose, your client will present with similar symptoms, but these symptoms will look different based on their age and their level of support at home, at school and in the community. Your client will also have different needs and challenges depending on their age. You may model the fictitious client from a tv/movie/book character or create your own character. The case conceptualization and treatment plan must include the following:
Section A: Background Information and Case Conceptualization (only report this section for one age selected); 1. include relevant information about your client and their environment, including level of functioning, relationships with family and friends, level of support related to the home, school and neighborhood environment, cultural considerations and socioeconomic status, 2. DSM-5 diagnosis and specific symptoms related to this; must support the diagnosis and specific symptoms), 3. Family members and how they have been impacted by the client’s diagnosis, their level of understanding of this diagnosis, their ability to cope with it,and their ability to help the client cope.
Section B: Treatment Goals and Objectives (Report 3 times; one for each age) 2-3 main goals and 2-3 objectives for each goal; a treatment plan should be complete with effective treatment strategies (goals, objectives) and what the family and school can do to help.
Section C: Create a SOAP note from a past or recent session with client; and
Section D: Summary of treatment assignment. (*Please follow the Case Conceptualization and Treatment plan exemplar below:
Section A: Background Information and Case Conceptualization (only report this section for one
age selected)
Section B: Treatment Goals and Objectives (Report 3 times; one for each age) 2-3 main goals
and 2-3 objectives for each goal; and
Section C: Summary of treatment assignment.
*Please follow outline below as your guide for this assignment.
Example: Client diagnosed with Gender Dysphoria
Section A: Background Information and Case Conceptualization (only report this section
one age)
1. Background Information: Report identifying background information, presenting
problem(s) and context, relevant developmental and social history, cultural dynamics etc.
2. Case Conceptualization: Based on the information included in background, consider the
elements for case conceptualization.
a. Determine how the identified problems are causing current distress to the client.
b. Identify any events that precipitated the onset of the problems
c. Identify the client’s current strengths and resources
d. Diagnostic Formulation: provide a Clinical Diagnosis based on DSM-5 criteria
e. Articulate an overall impression on client’s problem.
Section B Treatment Goals and Objectives (Report 3 times; one for each age)
Your treatment plan must include 2-3 main goals and 2-3 objectives for each goal at each age.
Age 4
2-3 main goals:
1.
2.
3.
2-3 objectives for each goal:
1.
2.
3.
Age 10
2-3 main goals:
1.
2.
3.
2-3 objectives for each goal:
1.
2.
3.
Age 17
2-3 main goals:
1.
2.
3.
2-3 objectives for each goal:
1.
2.
3.
Section C: Summary
Summarize the treatment plan development assignment for you as a practitioner