What motivation concepts and theories help you to analyze the case?

CASE STUDY 7: A Funeral in the Public Service CenterHal G. RaineyFor many years, the Social Security Administration (SSA) followed a very bureaucratized process for handling claims. A “claim” is a request for services, such as a retiree’s application for SSA to begin paying his or her social security benefits (that is, to start sending monthly checks to him or her). Claims handling also involves many different functions, such as updating records, adding and deleting dependents and relatives from records, handling changes in the requests, and other matters.For years, the claims would be handled like this: a client (a citizen making a claim) would apply at a local Social Security Administration office, or by mail. The local office would forward the claim to one of eight public service centers (PSCs) in eight different regions of the country. At the PSC, a different unit would handle each different phase of handling the claim. One unit would receive the claim and route it to the others. Another unit had specialists, called claims authorizers, who would rule on the legality of the claim—did the person have a legitimate claim? Then a claim would be shipped, with a large batch of other claims, to a next unit that contained benefits authorizers, or specialists who would calculate how much the client should receive in social security payments. Then the claim would move to another unit for disbursement or payment of claims, and to another for filing and retention. This process was like a big assembly line, with the claim moving from one phase of the work to another.Congress added many programs and specifications to social security and related programs. At the same time, the nation’s population grew and became more complex. The claims-handling process got much more complicated, and this assembly-line system began to have problems, such as many delays in handling claims and many lost claims. As an example of the problems with the system, when a benefits authorizer would find that a claims authorizer had not provided all the information about a claim that the benefits authorizer needed, the claim had to be delivered back to the claims authorization unit that had previously handled it. Often, the returned claim went back to a different person from the one who worked on it to begin with. This resulted in slow processing and frequent mistakes.SSA went through a long period of trying to figure out how to resolve the problems, and finally decided to adopt a modular design in the PSCs. They put together in units, called modules, all the different specialists needed to process a claim—claims authorizers, benefits authorizers, typists, file clerks, and others. These groups worked together like teams. They would take a client’s claim and work it through to completion, so that they actually had the person as the client of their module—they could identify the clients as theirs. They could also communicate more readily with each other about any problems that came up. There were some tough problems in implementing this new system, but it worked out very well, and has become the standard design in the PSCs.Time passes and brings changes that require adjustments by all people and organizations. Advances in information technology—computers and communications technology—brought changes for the SSA. The processing of claims became more computerized. Local offices handle many claims by entering the data directly into the main SSA computers in Baltimore, and getting answers back directly. This reduced the load of claims coming to the PSCs. In addition, the work in the PSCs became more computerized and automated through higher technologies. Claims authorizers and benefits authorizers handled more correspondence by simply hitting a key on the computer terminal that caused the needed correspondence to print out. This reduced the need for typists. More information was going directly into the computer, and requiring less paperwork, and this reduced the need for file clerks to file the papers. The modules needed fewer and fewer typists and file clerks. This created problems, because if a module needed only a couple of file clerks, and was only assigned two, the module became more dependent upon their work habits. If both file clerks were absent, the module managers had to do the filing to keep the module’s work going.Social Relations Among Specialists. In the old system, a social and educational hierarchy existed among the specialists. Benefits authorizers were the most highly paid and highly trained, followed by claims authorizers, and then by typists and filing clerks. The filing clerks were often single mothers with low incomes and low educational levels. They often struggled with serious personal challenges in their lives outside of work. They would sometimes miss work or arrive late because of child care problems. When SSA moved to the modules, the move helped to break down social distance between these groups. The file clerks would work directly with the others, usually as friends and coworkers. Also, SSA tried to move file clerks up the ranks through training and development processes.In one of the PSCs in the midwestern United States, the assistant director (A.D.) of the PSC had an idea for responding to the problem of the declining need for file clerks. He started a new organizational design, in which file clerks were assigned to special units, from which they would be farmed out, as needed, to the modules. The design was something like the old idea of a typing pool or secretarial pool. The problem was that the file clerks felt isolated and demoted by being taken out of their modules.The A.D. learned of the file clerks’ unhappiness in a fairly dramatic way. In his office one day, he received a request from the members of the file clerks’ unit to come down to their office area. When he arrived, he found the office draped with black crepe and black balloons. A large black casket lay on a desk in the middle of the room. The file clerks, dressed in funeral clothing, began singing funeral hymns. A spokesperson for the group came forward to tell him that they were there to hold a funeral for the file clerks unit, to mourn the death of the file clerks.The A.D. was stunned. He had heard that the file clerks were unhappy with the change he had made, but had not expected such a development. He was not sure how to proceed. He was not really sure what the “funeral” was supposed to mean or to communicate, except that the file clerks were unhappy. Questions were running through his mind. What should he do right now, as he faced the file clerks and their funeral? What should he do in the longer term? Should he discipline them? He knew that people in other units would be very aware of how he treated these file clerks and some would complain if he “let them get away” with such disruption and insubordination. Because of the problems mentioned earlier, that file clerks often had with late arrival or absences, the discipline and work habits of the file clerks were sensitive issues in the PSC.Source:This case was written by Hal G. Rainey, Alumni Foundation Distinguished Professor, Department of Public Administration and Policy, University of GeorgiaDiscussion QuestionsAnalyze the incident in relation to questions of values.1a. What values was the A.D. promoting with the change?1b. What values were the file clerks emphasizing through their behavior?What motivation concepts and theories help you to analyze the case?What leadership concepts and theories help you to analyze the case?On the basis of your answers to the preceding questions, make suggestions to the A.D. about actions he should take.4a. What should he say and do, as he stands before the file clerks at their “funeral?”4b. Once he leaves the room and returns to his office, what should he plan to do in the longer term?4c. In advising him on actions to take, try to express the relations between your advice and important issues about values, motivation, and leadership.

Design an application that accepts 10 numbers and displays them in descending order.

Chapter 8Exercise1. Design an application that accepts 10 numbers and displays them in descending order.4. The village of Ringwood conducted a census and created records that contain household data, including income. Ringwood has exactly 75 households. Write a program into which a village statistician can enter each of the 75 household income values, and determine the mean and median house-hold income.13. Your student disk contains fi les named DEBUG08- 01. txt, DEBUG08- 02. txt, and DEBUG08- 03. txt. Each fi le starts with some comments that describe the problem. Comments are lines that begin with two slashes (//). Following the comments, each fi le contains pseudocode that has one or more bugs you must fi nd and correct.08-01// This application reads 10 numbers// and sorts them, and displays the three highest numbersstart Declarations num SIZE = 10 num number num numbers[SIZE] num count getReady() while count < SIZE detailLoop() endwhile finish()stopgetReady() output “Enter a number “ input numberreturndetailLoop() numbers[SIZE] = number count = count + 1 output “Enter a number “ input numberreturnfinish() sort() output “The highest three are “, numbers[0], numbers[0], numbers[0]returnsort() num x = 0 num y = 0 num COMPS = count – 1 while y < COMPS x = 0 while x < COMPS if numbers[x] < numbers[x + 1] then swap() endif x = x + 1 endwhile y = y + 1 endwhilereturnswap() num temp temp = numbers[x + 1] numbers[x + 1] = numbers[x] numbers[x] = tempreturn08-02// This application reads student typing test data// including number of errors on the test, and the number// of words typed per minute. Grades are assigned based// on the following table:// Errors// Speed 0 1 2 or more// 0–30 C D F// 31–50 C C F // 51–80 B C D// 81–100 A B C// 101 and up A A Bstart Declarations num MAX_ERRORS = 2 num errors num wordsPerMinute num grades[5][3] = {“C”, “D”, “F”}, {“C”, “C”, “F”}, {“B”, “C”, “D”}, {“A”, “B”, “C”}, {“A”, “A”, “B”} num LIMITS = 5 num speedLimits[LIMITS] = 0, 31, 51, 81, 101 num row output “Enter number of errors on the test “ input errors if errors = MAX_ERRORS then errors > MAX_ERRORS endif output “Enter the speed in words per minute “ input wordsPerMinute while row < LIMITS AND wordsPerMinute >= speedLimits[row] row = row + 1 endwhile row = row – 1 output “Your grade is “, grades[errors][row]stop08-03This application reads sales data for an automobile dealership.// Up to 100 sale amounts can be entered. The entered sale amounts// are sorted so the median sale can be displayed.start Declarations num SIZE = 100 num QUIT = 99999 num saleAmount num sales[SIZE] num count = 0 num middlePosition num x num y num temp num comps getReady() while saleAmount count < SIZE detailLoop() endwhile finish()stopgetReady() output “Enter sale amount “ input saleAmountreturndetailLoop() sales[x] = saleAmount count = count + 10 output “Enter sale amount “ input saleAmountreturnfinish() sort() middlePosition = count * 2 output “The median sale amount is “, sales[middlePosition]returnsort() comps = count – 1 while y < comps x = 0 while x < y if sales[x] > sales[x + 1] then swap() endif x = x + 1 endwhile y = y + 1 endwhilereturnvoid swap() temp = sales[x] sales[x + 1] = sales[x] sales[x] = tempreturnComplete Chapter 10: Exercise 1, 2, 3, 6, 11Exercises 1,2,3,61. Identify three objects that might belong to each of the following classes: a. Automobile b. Novel Author c. College Course2. Identify three different classes that might contain each of these objects: a. Wolfgang Amadeus Mozart b. My pet cat named Socks c. Apartment 14 at 101 Main Street3. Design a class named Customer Record that holds a customer number, name, and address. Include methods to set the values for each data field and display the values for each data field. Create the class diagram and write the pseudocode that defines the class.6. Complete the following tasks: a. Design a class named Book that holds a stock number, author, title, price, and number of pages for a book. Include methods to set and get the values for each data fi eld. Create the class diagram and write the pseudocode that defi nes the class. b. Design an application that declares two Book objects and sets and displays their values. c. Design an application that declares an array of 10 Books. Prompt the user for data for each of the Books, then display all the values.Chapter 9Exercises 2, 5, 62. Create the logic for a program that continuously prompts the user for a number of dollars until the user enters 0. Pass each entered amount to a conversion method that displays a breakdown of the passed amount into the fewest bills; in other words, the method calculates the number of 20s, 10s, 5s, and 1s needed.5. a. Create the logic for a program that performs arithmetic functions. Design the program to contain two numeric variables, and prompt the user for values for the variables. Pass both variables to methods named sum() and difference(). Create the logic for the methods sum() and difference(); they compute the sum of and diff erence between the values of two arguments, respectively. Each method should perform the appropriate computation and display the results. b. Add a method named product() to the program in Exercise 5a. Th e product() method should compute the result when multiplying two numbers, but not display the answer. Instead, it should return the answer to the calling program, which displays the answer.6. Create the logic for a program that continuously prompts a user for a numeric value until the user enters 0. Th e application passes the value in turn to a method that squares the number and to a method that cubes the number. The program displays the results before reprompting the user. Create the two methods that square and cube a number passed to them, and then return the calculated value.Exercise 8, 12,8. Create the logic for a program that continuously prompts the user for two numeric values that represent the sides of a rectangle. Include two overloaded methods that compute a rectangle’s area. One method takes two numeric parameters and calculates the area by multiplying the parameters. Th e other takes a single numeric parameter, which is squared to • If both numbers entered are greater than 0, call the method version that accepts two parameters and pass it both values. • If one of the values entered is 0 but the other is not, call the version of the method that accepts just one parameter and pass it the nonzero value. • If both the entered values are 0, display an error message. • If both numbers entered are greater than 0, call the method version that accepts two parameters and pass it both values. • If one of the values entered is 0 but the other is not, call the version of the method that accepts just one parameter and pass it the nonzero value. • If both the entered values are 0, display an error message.12. Create the logic for a program that prompts a user for three numbers and stores them in an array. Pass the array to a method that reverses the order of the numbers. Display the reversed numbers in the main program.Exercise 6,6. Complete the following tasks: a. Design a class named Book that holds a stock number, author, title, price, and number of pages for a book. Include methods to set and get the values for each data field. Also include a displayInfo() method that displays each of the Book’s data fields with explanations. b. Design a class named Text Book that is a child class of Book. Include a new data field for the grade level of the book. Override the Book class displayInfo() method so that you accommodate the new grade- level fi eld. c. Design an application that instantiates an object of each type and demonstrates all the methods.Ch 11 Exercise 1, 2a, b Exercise 6, 171. Complete the following tasks: a. Design a class named Circle with fields named radius, area, and diameter. Include a constructor that sets the radius to 1. Include get methods for each field, but include a set method only for the radius. When the radius is set, do not allow it to be zero or a negative number. When the radius is set, calculate the diameter ( twice the radius) and the area ( the radius squared times pi, which is approximately 3.14). Create the class diagram and write the pseudocode that defines the class.2. 2. Complete the following tasks: a. Design a class named Square with fields that hold the length of a side, the length of the perimeter, and the area. Include a constructor that sets the length of a side to 1. Include get methods for each field, but include a set method only for the length of a side, and do not allow a side to be zero or negative. When the side is set, calculate the perimeter length ( four times the side length) and the area ( a side squared). Create the class diagram and write the pseudocode that defines the class.b. Design an application that declares two Squares. Set the side length of one manually, but allow the other to use the default value supplied by the constructor. Then, display each Square’s values.6. Complete the following tasks: a. Design a class named Book that holds a stock number, author, title, price, and number of pages for a book. Include methods to set and get the values for each data field. Also include a displayInfo() method that displays each of the Book’s data fields with explanations.b. Design a class named TextBook that is a child class of Book. Include a new data field for the grade level of the book. Override the Book class displayInfo() method so that you accommodate the new grade- level field.c. Design an application that instantiates an object of each type and demonstrates all the methodsCh 12 Exercises 1, 2, 4, 101. Take a critical look at three GUI applications with which you are familiar— for example, a spreadsheet, a word- processing program, and a game. Describe how well each conforms to the GUI design guidelines listed in this chapter.2.Select one element of poor GUI design in a program with which you are familiar. Describe how you would improve the design.4. Design the storyboards, interactivity diagram, object dictionary, and any necessary scripts for an interactive program for customers of Sunflower Floral Designs. Allow customers the option of choosing a fl oral arrangement ($ 25 base price), cut fl owners ($ 15 base price), or a corsage ($ 10 base price). Let the customer choose roses, daisies, chry-santhemums, or irises as the dominant flower. If the customer chooses roses, add $5 to the base price. After the customer clicks an Order Now button, display the price of the order.

Was it an internal or external project?

Find an article describing a national project in detail. On the basis of the article and on your understanding of the project, answer the questions below. State any assumptions that you feel are necessary to provide answers.Who were the stakeholders?Was it an internal or external project?What were the most important resources used in the project? Explain.What were the needs and expectations of each stakeholder?What are the alternative approaches for this project?Was the approach selected for the project the best, in your opinion? Explain.What were the risks in the project?Rank the risks according to severity.What was done or could have been done to mitigate those risks?Was the project a success? Why?Was there enough outsourcing in the project? Explain.What lessons can be learned from this project?The assignment is to answer the question provided above in essay form. This is to be in narrative form and should be as thorough as possible. Bullet points should not to be used.The paper should be at least 1.5 – 2 pages in length, Times New Roman 12-pt font, double-spaced, 1 inch margins and utilizing at least one outside scholarly or professional source related to project management. The textbook should also be utilized. Do not insert excess line spacing. APA formatting and citation should be used.

Analyze the areas that were in need of reform in American Society during the period between 1890 and 1920.

Due today•Analyze the areas that were in need of reform in American Society during the period between 1890 and 1920. Choose one specific issue to focus on.•Describe how progressives tried to resolve this issue. Were they successful? Explain why or why not.•Examine the approaches progressives took regarding American foreign policy, including the policy of Imperialism. Explain these approaches.Explain why the progressive approach to reform at home was or was not consistent with the practice of imperialism overseas.At least 250 words in length. Your post should make reference to the required materials with in-text citations. Your references and citations must be formatted according to APA style

What is the critical Chi-square value?

Randomly selected nonfatal occupational injuries and illnesses are categorized according to the day of the week that they first occurred, and the results are listed below (based on data from the Bureau of Labor Statistics). Use a .05 significance level to test the claim that such injuries and illnesses occur with equal frequency on the different days of the week. Day | Monday Tuesday Wednesday Thursday Friday _________________________________________________________ No. | 23 23 21 21 19 A) What is the critical Chi-square value? B) Calculate the test statistic. C) What is your decision/interpretation?

Should the system be built in-house, created by a contractor, purchased off-the-shelf and customized, or leased as a service? Explain your rationale.

Congratulations. Your project has been staffed and you are about to meet with the team for the first time. Initial impressions are important and you’ll need visuals for your presentation. Create a slide show (in PowerPoint or similar software) in which you address the following, in this order:1. Goals: What the project hopes to accomplish.2. Critical Success Factors: Identify at least 4 different stakeholders; for each, list at least 2 things that the stakeholder requires in order to deem the project successful.3. Acquisition strategy: Should the system be built in-house, created by a contractor, purchased off-the-shelf and customized, or leased as a service? Explain your rationale.4. Resources: For in-house development, what people/skills are required and what development lifecycle do you recommend? Otherwise, identify 3 candidate organizations that can deliver the system.5. System functions: In a table format, summarize the types of users for the system; the business reason(s) each would use the system; the ways that the system supports each of these needs; and how this support differs from the current system.6. Connectivity: Provide a diagram that shows how the system will connect to the other information systems and what data flows among them.7. Security: List the most serious cybersecurity threats and vulnerabilities of the new system. Suggest strategies to address them.8. Mobility: Identify the system’s capabilities for mobile use.Include a title and summary slide. Use one slide for each of the 8 points above. Include speaker notes or audio narration that explains each slide more fully.

Why does Miner use this writing strategy to describe the Nacirema?

Miner1. Who are the Nacirema?2. Why does Miner use this writing strategy to describe the Nacirema?Lovely Hula Hands (Trask)After defining the terms norm, value, and belief provide an example of a Hawaiian norm, value and belief from the reading.How is the commercialization of Hawaiian culture analogous to prostitution, according to Trask?What is your reaction to Trask’s article? How do you think your own statuses (e.g. nationality, race, class, etc….) influence your reaction?McDonald’s in Hong Kong: Consumerism, Dietary Change and the Rise of a Children’s Culture (Watson)What are some of the factors that allowed for the success of McDonald’s in Hong Kong?Give at least four examples of how McDonald’s culture has been localized in Hong Kong.In the beginning of the article, Watson poses the question, “Does the roaring success of McDonald’s and its rivals in the fast food industry mean that Hong Kong’s local culture is under siege (p. 152). And, “Are food chains helping to create a homogeneous, ‘global’ culture…” (p.152)? How does he ultimately answer these questions? Do you agree with his response? Why/why not?NOTE:Remember, there will be ten discussion opportunities during the quarter. You must participate in at least FIVE. You decide which five. I will drop your five lowest scores. Each post is worth 20 points. Extra posts do not equal extra credit. Strong posts will demonstrate understanding and connection to course materials and include citations/references (see grading rubric for details).You also must respond to two peers’ responses to the prompt for the discussions in which you choose to participate. Responses are due by midnight on Wednesday. Responses should be at least 150 words each (put the word count in all responses). Replies should take the conversation further by adding questions or your own ideas in your replies. In addition, you can point out both strengths and areas of improvement on your peers’ submission. Strong posts will demonstrate understanding and connection to course materials. Each reply is worth 5 points, for a total of 10.You have the opportunity to earn extra credit points by responding to your peers’ replies to your own thread (100 minimum word count, worth up to 2 points each). These are due on the same day as your other replies to peers. In order to ‘entice’ others to respond to you, and thus be able to take advantage of this extra credit opportunity, you will have to craft a strong original post that is engaging enough to others that they are interested in replying to it. Posting early in the discussion also helps

Create a detailed systems thinking diagram that maps the stock, inflows, outflows, and feedback loops of your organization.

Our intention throughout the master’s program is to tie in the activities and assignments to your professional career in order to encourage you to build capital with your employer. Your master’s degree and the skills you learn while earning it should support and strengthen your current and future positions in the health care industry. To do this effectively, you will need to work with your employer and communicate your ambition to apply your knowledge and skill sets to increase positive outcomes at your organization.Watch the video “Approaching Your Employer to Talk About Your Capstone.”paper should be a 500- to 700-word summary report detailing how you believe the MHA program, and what you expect to gain from it, benefits your current position and future growth within your organization.Identify the structural, behavioral, and intersectional (relationship) attributes of your current or most recent employer’s organization.Create a detailed systems thinking diagram that maps the stock, inflows, outflows, and feedback loops of your organization.Explain your diagram within your summary.Cite 3 reputable references to support the contents of your letter (e.g., trade or industry publications, government or agency websites, scholarly works, or other sources of similar quality).

Comment on which side you choose to support and explain why.

250 wordsReadingsUse your Applied Human Behavior in the Social Environment text to read the following:Chapter 19, “Poverty and Class Influences on Human Behavior.” This chapter discusses factors that contribute to poverty; defines situational and generational poverty; lists some anti-poverty programs that have been successful; and discusses the link between poverty and mental illness under two theories—social drift theory and social causation theory.Use the Internet to viewthe following:Amoeba Films. (Producer). (2014).Habitat 2014: Dr. Ruby K. Payne[Video]| Transcript.Retrieved from https://www.youtube.com/watch?v=Efgq8w_upUQ Dr. Payne is a national speaker who has developed an understanding of poverty and how it impacts generations. She shares her ideas of how communities can help people out of poverty through education and relationships.After completing the unit readings and watching the Habitat 2014: Dr. Ruby K. Paynevideo, list three areas where the text agrees with Dr. Payne, and three areas where the text differs. Comment on which side you choose to support and explain why. Substantiate your position with at least one journal article; use the Capella libraryto search for relevant articles.Your post should convey your analysis of the text versus Dr. Payne’s perspective, the position you support, and explanation as to why, and include references to literature to substantiate your position.

Analyze the impact and severity     of the cyber-attack by applying a business impact analysis (BIA) to the     organization including mission performance, regulatory requirements, and     compliance.

Incident Response Plan PresentationConsider this scenario: A cyber-attack occurred in a healthcare organization resulting in significant data loss. You have been called as an information security management consultant to create recommend an incident response plan for this incident and will need to present it to the executive board of the healthcare organization. Develop a 10- to 12-slide multimedia-rich presentation of your recommended incident response plan to mitigate or reduce impact to the organization. Define incident response plan goal and scope for this cyber attack.Analyze the impact and severity of the cyber-attack by applying a business impact analysis (BIA) to the organization including mission performance, regulatory requirements, and compliance.Identify the communication requirements including criteria for escalation and relation to organization reporting and regulatory requirements.Explain the process for responding to this incident.Describe the relationship with other organization processes and methods, such as disaster recovery planning and business continuity planning (BIA).Recommend prioritization, resource requirements, and any opportunity created by the event.Use appropriate images and charts where applicable. Include a slide with APA-formatted referencesFollow below suggestions for success in this assignment:Submit a presentation that shares your recommended incident response plan for a cyber-attack that occurred at a healthcare organization. The audience of the presentation is the healthcare organization’s executive board. The goal of the incident response plan is to mitigate or reduce the impact of the cyber-attack to the organization.In your PowerPoint, ensure you address the assignment requirements and rubric. This will be accomplished with a mix of content on the slides and in the speaker Notes sections of PowerPoint. Remember: the slides are what the audience will see and read; the Notes section shows what you’d be saying while they look at the slides. Slides and notes should go together, but not be strictly repetitive (i.e. you would not want to read slides to your audience).Rubric requirement 7 states that the presentation must “creatively incorporate appropriate images and charts to support the plan.” So, as you’re putting together your presentation and addressing all of the other content requirements, be sure there are appropriate and effective images, charts, SmartArt, or figures that illustrate the content requirements and help show the content that you are explaining.Start the presentation with a title slide that includes words of introduction in the Notes section. Then, the presentation should address the following sections in the body of the presentation:Goal and ScopeThe rubric requires that the presentation “clearly defines the goal and scope of the incident response plan.” To do this, ensure you have a stated goal for the incident response plan, and then identify and describe the scope of that plan. This will set a sort of overview of the plan for the rest of the presentation.Impact and SeverityThe rubric requires that the presentation “fully analyzes the impact and severity of the cyber-attack with a business impact analysis (BIA).” To do this, include:Provide a Business Impact Analysis (BIA)Describe the impact of the cyber-attack on the organizationExplain how sever the cyber-attack was for the organizationCommunication RequirementsThe rubric requires that the presentation “accurately identifies the communication requirements including criteria for escalation and organization reporting and regulatory requirements.” To do this, ensure that you:Identify who the organization must communicate withExplain how the organization must communicate with themShow and explain the criteria for how the information about the cyber-attack must be escalated within the organization and outside the organizationIdentify and explain what the organization’s requirements are for reporting to authoritiesIdentify and explain what the organization’s requirements are for complying with regulatory requirementsResponse ProcessThe rubric requires that the presentation “thoroughly explains the process for responding to this incident.” This means you need to illustrate and explain the process steps that the organization needs to follow to respond to the cyber-attack. Show the process and explain all the steps of the process.Relationship with Other Organization ProcessesThe rubric requires that the presentation “thoroughly describes the relationship with other organization processes.” To accomplish this, you need to:Identify other organizational processes that are related to and/or intersect with the cyber-attack response processDescribe how those other processes intersect or have a relationship with the cyber-attack processRecommendationsThe rubric requires that the presentation “provides insightful recommendations for prioritization, resource requirements, and opportunities created by the incident.” To accomplish this, you must:List and explain your recommendations about what the organization must prioritize in their response to the cyber-attackList and explain your recommendations for what resources will be required for the organization to respond to the cyber-attackList and explain your recommendations for what opportunities the cyber-attack creates for the organizationConclusionHave a slide that sums up the key points and asks the audience for questions.ReferencesHave a slide that lists the reference entries for any sources that you quoted, paraphrased, and cited in the presentation.

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