Research and explain the meaning of the five objectives outlined in the Preamble of the United States Constitution, then write a persuasive argument presenting which objective you believe is the most important and why.

Research and explain the meaning of the five objectives outlined in the Preamble of the United States Constitution, then write a persuasive argument presenting which objective you believe is the most important and why. Objectives:establish justiceinsure domestic tranquilityprovide for the common defensepromote the general welfare, andsecure the blessings of liberty to ourselves and our posterityProject Format :standard APA format see link below for guidance https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.htmlmargins: 1-inch on all sidesorientation: portraitfont: times new roman, regular, 12 points (no HTML formatting) alignment: left (no justification)page numbering: on all pages, centered at the bottomline spacing: single-space within paragraphs (not 1.15), double-space between paragraphs, indentation: nonespelling: no errors (i.e., use spelling checker, and also review manually for wrong words)grammar: do not be horrible (i.e., use grammar checker set to strictest/most formal level)Submission Requirements: All submissions must be electronic, uploaded to eCampus, saved in a format that MS Word or WordPerfect can read directly. If you save it as a google doc, please make sure that there are no permissions required to access the file. File names must be your name (last then first) followed by course and section numbers ( e.g., If your name is Bobby Smith, then the file name is: Smith Bobby GOVT 2305-XXXXX) NO EMAIL SUBMISSIONS WILL BE ACCEPTED!

Discuss two strategies that are the most dangerous and two strategies that are the least dangerous. Justify your response with TWO or THREE reasons.

Q 9:1· Review “Dangerous Stratagems” in Chapter 11. Discuss two strategies that are the most dangerous and two strategies that are the least dangerous. Justify your response with TWO or THREE reasons.Q 9:2· Assume the GAO is expecting a 25-percent increase of citizens needing services. Unfortunately, the governor has reduced your overall budget for the current year by 30 percent. Discuss one or two creative ways the agency can raise money to offset the budget cuts. Justify your response with one or two examples.DANGEROUS STRATAGEMSIn three-fourths of the states, the treasurer or chief financial officer (CFO) is elected by citizens in statewide elections. In some states, such as New York and Texas, the comptroller is elected and performs many of the functions of the CFO. About two-thirds of local governments have an official with the title “financial officer,” “financial director,” or a similar title implying broad duties. Financial wizardry is not a CFO’s primary calling; but when governors or mayors find their budgets unbalanced, they turn to the CFO for possible stratagems. For the past few years, politicians in far too many cities and states—not to speak of Washington, DC—have tended to rely on nine dangerous stratagems:1.Delay maintenance and replacement of assets—and rely on hope. On August 1, 2007, the I-35W bridge across the Mississippi River in Minneapolis collapsed suddenly, killing 13 people. Seven months later, a federal commission said that just to maintain and upgrade surface transportation in the United States world cost $225 billion a year for the next 50 years. Ensuring safe and dependable roads, bridges and transportation systems, as well as water systems, sewage treatment plants, dams and even schools also requirers long-term planning. Unfortunately, most politicians prefer quick fixes.2.Sell assets. In economic hard times, it is popular to sell land, buildings, or surplus assets. California’s real estate is one of its greatest assets and selling off state property, according to the governor’s office, would raise over $1 billion. Specifically, Governor Schwarzenegger proposed the sale of seven state-owned properties to help get his budget in balance including: San Quentin State Prison, the Cow Palace, Del March Fairgrounds, Orange County Fairgrounds, Ventura County Fairgrounds, and the Los Angeles Coliseum. Schwarzenegger’s proposal was rather straightforward compared to that of Governor Eliot Spitzer in New York, who wanted to securitize, or sell off, part of future state lottery proceeds.3.Lease rather than buy equipment. Say the U.S. Air Force needs 100 Boeing 767 aircrafts to use as aerial refueling tankers. Buying them outright would cost about $20 billion and add appreciably to this year’s deficit. Therefore, for political reasons, Congress and the president might prefer to lease them over a 12-year period. The budget would take far less of a hit each year, even though total cost would be higher than if the Air Force had bought the planes.4.Rob Peter to pay Paul. Most budgets are made up of multiple accounts. The account that gets the most attention is called the general fund. When that general fund gets in trouble, politicians start considering off budget funds as resources to be tapped. New York helped balance its budget in 1992 by transferring the cost of running the Erie Canal from the general fund (“on budget”) to the Thruway Authority (“off budget”). Similarly, in 2003, Massachusetts transferred management of a convention center and a parking garage (both “on budget”) to the state pension fund (“off budget”) to show a savings of $175 million.5.Nickel and dime employees. The response to budget problems is often symbolic. David Osborne and Peter Hutchinson write: “Leaders order coffee pots unplugged, travel budgets slashed, and consultants banned. To save energy, they force workers to endure hotter offices in summer and colder offices in winter. Some even outlaw potted plants. In Missouri last year, the governor ordered that every other light bulb in government buildings be unscrewed.”6.Make across-the-board cuts rather than targeted cuts. In 2008, Governor Schwarzenegger proposed cutting California’s budget across the board by 10 percent, meaning that every state agency from police to health to the arts would receive a 10 percent reduction in its annual budget. Less drastically, that same year, Iowa Governor Chet Culver announced a 1.5 percent across-the-board cut and said education and Medicare “won’t escape unscathed.” The popularity of broad-brush, across-the-board cost-cutting is easy to understand: It is a way to avoid making difficult, uncomfortable political choices.7.Fudge the numbers. A budget is really just a forecast, a necessary statement of expected revenues and expenses. But every budget is based on assumptions, and CFOs can make it look better or worse simply by changing those assumptions. If they expect 1000 new students to enroll in their schools but assume (for budget purposes) only 900, they have reduced the basis for their estimate of new expenses by 10 percent. Ronald Reagan’s approach in 1982 was a classic example of making the budget “work” by fudging the numbers. To justify large tax cuts, his budget director, David Stockman, forecast 5 percent growth for 1982. Theoretically, this would help create a $28 billion surplus by 1986. As it turned out, the gross national product fell by 2 percent that year—and the largest deficits since World War II soon followed. The Obama White House presented its own rosy scenario with the fiscal year 2010 budget. It expected economic growth in 2009 to decline by only 1.2 percent, whereas the nonpartisan Congressional Budget Office assumed a 3 percent decline. Quite a difference.8.Borrow. Even when the general fund is legally prohibited from being in debt, governments find ways to borrow. The chief way states and local governments borrow is by issuing bonds. California has proven that the politics of borrowing works for both Republicans and Democrats. In 2003, the legislature finally passed a $99 billion budget with $10.7 billion of borrowing—which was probably unconstitutional. After voter removed (recall) Democratic Governor Gray Davis from office, the new Republican governor, Schwarzenegger, immediately endorsed borrowing $15 billion more as part of his “budget balancing” plan. Meanwhile, on the East Coast, New Jersey faced a $3.5 billion shortfall and had accumulated a $32 billion debt. Governor John Corzine therefore proposed increasing fees on toll roads and issuing up to $38 billion in bonds against future toll revenues.Although issuing bonds is the chief way for a state to borrow, Schwarzenegger would later try another way, namely, invoking a law that lets the state demand loans of 8 percent of property tax revenue from cities, counties, and special districts. Under this law, the state must repay the municipalities with interest within three years. So, he requested $2 billion, displeasing local officials up and down the state and in effect, kicking the can down the road three years.9.Use accounting gimmicks. Accounting offers many temptations to politicians who might have made a read-my-lips pledge of “no new taxes.” Since we cannot consider all the gimmicks, we note here just four: manipulating the timing of expenditures and receipts, requesting funds after budget approval, making false assumptions, and making dubious promises.Our first example involves pretending or even requiring that money you expect to receive next year will actually come in this year or pretending that expenses planned for this year will be made, technically, next year. For example, states tell school districts that are expecting a school-aid payment in May (this fiscal year) that they will get it in July (next fiscal year), thus making this year’s expenses look smaller. At the same time, they tell retailers who normally submit their June sales tax receipts in July (next fiscal year) to do so in June, thus making this year’s revenue look larger. In Massachusetts, Governor Deval Patrick proposed counting about $900 million in proceeds from license fees of new casinos that the legislature had not even authorized.Prudent presidents and governors recognize that natural disasters happen and allow for them in their budgets. Others simply assume none will occur, lower their spending request to the legislature accordingly, and then blithely ask the legislature for supplemental funding two months later, when the flooding or whatever occurs. This works well for wars, too.Another accounting gimmick used to make deficit projection look smaller involves the alternative minimum tax (AMT) enacted in 1969 to prevent the wealthy from using tax shelters to avoid paying any income tax. Although it was intended to hit the wealthy taxpayer, it was not indexed for inflation. That fact has meant that it could affect millions of middle-class taxpayers. If they pay it, the government would get billions of dollars more in tax revenues, which is what past budgets have falsely assumed. But it would also probably mean a taxpayer revolt. So each year the White House and Congress agree to patch the alternative tax for inflation and the extra revenues never materialize.Finally, we come to a relatively new gimmick: PAYGO (pay-as-you-go). Here’s how it works: The president promises that “Congress can only spend a dollar if it saves a dollar elsewhere.” Thus, PAYGO, provides politicians with convenient talking points and taxpayers with a false sense of security on budget reform. From 1991 through 2002, PAYGO existed as a statute and was brought back in 2007. But it never worked because Congress severely limited the amount of the budget to which it applied and, in those cases when it did apply, conveniently voted waivers.

If you could change any U.S. domestic policy today, what would it be?

Introduction: If you could change any U.S. domestic policy today, what would it be? For this activity, choose a policy you would like to change, submit a brief explanation of the policy you would like to change, and identify three references to support this policy change. This is the same policy you will use to write your Final Reflection assignment (due next week).Step 1: Choose a domestic public policy (examples listed below). Approval for your policy is required and will be provided in the grading rubric.Note: If your policy and/or references are not approved you will need to read the instructor feedback and provide an updated policy and/or references to be approved before submitting your final assignment.Energy.The environment.Health care.Social welfare.Civil rights.Death penalty.Gun control.Taxation.Assisted suicide.Affirmative action.Minimum wage.Drug legalization.Immigration.Hate crimes.Capital punishment.Step 2: Identify three references to support the policy change.Use reputable sources that support your views, illustrate the severity or urgency of the need for change, discuss current events that make you think about the seriousness of the issue, etc. Remember to review the news sources provided earlier in the course and ensure any references selected outside of that list are reliable.Step 3: Submit a Word document with your policy choice and one paragraph explaining why that is a policy you’d like to change and citations for your three references.Part2 of assignment Final ReflectionIntroduction: This assignment builds off the Policy You Would Change activity you completed in Week 9.Part 1: What is one domestic policy that you would change? Why?Be sure to use your approved policy and sources identified in the Policy You Would Change activity you completed in Week 9.Part 2: From the list of branches below, choose 2 and explain the procedures for changing or making a new policy for each of those two.the legislative processpresidential executive actionadministrative agency’s regulationslegal system of the courtsPart 3: In what way can the public influence this proposed policy change?Use evidence to support your argument including statistics and/or relevant facts from your sources

Write a summary of the policy that includes what problem or problems are being addressed with this policy

Choose any public policy:1. Write a summary of the policy that includes what problem or problems are being addressed with this policy2. Identify at least one of the official and unofficial actors involved in your policy issue, and which major interest group or groups has had the most influence. Then describe the role and power of each of these players.4. In your opinion, how much did partisan politics (Democrats versus Republicans) played in the final law or laws that came about on this issue.5. What suggestions would you have for addressing this issue differently than how it is currently being addressed?Include at least four (4) references from sources.

Identify and give examples of two of the manager’s competencies and how they correspond with Minztberg’s managerial roles.

Module1 Assignment: ManagementIntroductionThis assignment is divided into three parts. In Part A, you will consider the skills and competencies of manager. In Part B, you will consider ethics and corporate social responsibility. In Part C, you will write a profile of your views of management.Parts A and B will count for 10 per cent of your final course grade with marks distributed as follows:PartMarksPart A: A Manager With Whom I am Familiar60Part B: Ethical and Social Responsibility40Total100Part C: Self-Profile contributes to your major project and will count for 4 per cent of your major project mark.InstructionsCASE STUDY (MINZTBERG) REFERENCE FOR PART A: QUESTION 1 OR MORE http://web.ebscohost.com.ezproxy.tru.ca/ehost/pdfviewer/pdfviewer?sid=94c987cb-7262-43d3-b48d-42262e7ccf7c%40sessionmgr15&vid=3&hid=28 Part A: A Manager With Whom I Am Familiar (60 Marks)Think of a manager with whom you are familiar. Look at the skills and competencies of this manager. Do not be constrained by the working title of manager in a business.Identify and give examples of two of the manager’s competencies and how they correspond with Minztberg’s managerial roles. (10 marks)Describe how the manager’s tasks fall into planning, organizing, leading, and controlling activities. (20 marks)Consider whether the manager acts efficiently and/or effectively in terms of adding value. Provide two examples (other than delegating and/or empowering employees) to support your decision. (10 marks).Comment on two ways that the manager could be a more efficient and/or effective manager. (10 marks)Analyze whether the manager effectively delegates and/or empowers his or her employees. (10 marks)NoteYou may have to interview the manager to obtain the information you require.Part B: Ethical and Social Responsibility (40 Marks)Ethics and Social responsibility have been becoming a more and more important topic in the business world in recent years. Please answer the following three questions concerning social responsibility (Questions 1–3 are on page 22 in the textbook):Contrast the classical and socio-economic views of corporate social responsibility. (10 marks)Discuss the role that stakeholders play in the four approaches to corporate social responsibility. (10 marks)What does corporate social responsibility mean to you personally? Do you think business organizations should be socially responsible? Explain. (20 marks)Part C: Self-Profile (Major Project) (4% of your major project grade)Look back at the answers you gave for “Module 1 Quiz 1” in Topic 1 of this module. Write a profile on your current view of management. Your discussions should be approximately one and a half pages (approximately 400 words). At the end of the course, as part of your major project, you will compare your thoughts on management to the self-profile you are doing now, to see if there have been any changes.

Evaluate the role of public opinion, interest groups, and political parties in Texas.

For all Assessments, the following general requirements hold:(1) Assignments should be 2-3 double-spaced pages, with reasonable (12 pt.) font and reasonable (1 inch) margins.(2) Citations to the material and in-text citations are required(MLA style).Assignment One:Why not you? Why not now? For this project, you will hypothetically be running for office. Choose whether you would like to run for the Texas House of Representatives OR the Texas State Senate. We will be doing the project in chunks, as we cover the material in class, so tasks may be assigned out of sequence.Preparing to run: SLO #1 Know your district. Go to: http://www.fyi.legis.state.tx.us/Home.aspx, and discover the district number, and who represents you in the Texas house or state senate. Which political party is your state house/state senate representative affiliated with? (if you choose to run as a House or Senate representative, check the district that you want to run for.)answer is Texas State RepresentativeTexas State House District 115–Representative Matt RinaldiCapitol Office: EXT E2.508Capitol Phone: (512) 463-0468Capitol Address: P.O. Box 2910Austin, TX 78768District Address: 12300 Ford Rd., Suite B348Dallas TX 75234Phone: (972) 247-8973 Go to your current representative’s page, and look at the district analysis documents. What does your district look like (in terms of population, age, education, employment, election results)?What issues arise based on the district’s demographics (this will help you think about your platform)Is your district gerrymandered? http://www.fyi.legis.state.tx.us/Info.aspx?rpts=mapsYour Platform, and Party Politics: (you have to take both surveys!)Know yourself. Take these surveys to identify your political leanings: http://www.people-press.org/quiz/political-party-quiz/ (Political party quiz)http://www.people-press.org/quiz/political-typology/ (Ideology quiz)Submit screenshots of your results (both surveys). Explain your results. What do they say about you?Given your results, and your previous district analysis research, what is your platform? Choose at least 3 issue stands to develop.Compare your issue stands with the official party platforms of your party: Texas Democratic Party platform:http://www.txdemocrats.org/our-party/texas-democratic-party-platform/ Texas Republican Party platform: https://www.texasgop.org/wp-content/uploads/2016/01/PERM-PLATFORM.pdfWhere do your ideas align with the party?Where do your ideas diverge from the party?_________________________________________________________________________________________________________________________________________Program-Level Outcome 1: Communication Skills – to include effective development, interpretation and expression of ideas through written, oral and visual communication1. Written: Process and produce effective written communication adapted to the audience, purpose, and time constraints.4. Listening: Comprehend, and analyze oral information.Program-Level Outcome 2: Critical Thinking Skills – to include creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of informationProgram-Level Outcome 5: Personal Responsibility – to include the ability to connect choices, actions, and consequences to ethical decision-makingProgram-Level Outcome 6: Social Responsibility – to include intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communitiesCourse-Level Objectives met with this assignment:3. Describe separation of powers and checks and balances in both theory and practice in4. Demonstrate knowledge of the legislative, executive, and judicial branches of Texas government5. Evaluate the role of public opinion, interest groups, and political parties in Texas.7. Identify the rights and responsibilities of citizens.8. Analyze issues, policies and political culture of Texas.

Write an essay analyzing one of the following key Supreme Court rulings:

Supreme Court Ruling AnalysisThe Supreme Court is made up of nine justices who are responsible for deciding whether or not laws are in line with the U.S. Constitution. These individuals serve life-long appointments once they are nominated by the President and confirmed by the United States Senate. Below is a list of some of the most controversial decisions in the last few decades by the Supreme Court. These cases are often mentioned by politicians during campaigns because the issues are still debated, even after the Supreme Court’s ruling.Write an essay analyzing one of the following key Supreme Court rulings:· National Federation of Independent Businesses v. Sebelius· District of Columbia v. Heller· Roe v. Wade (abortion rights)· Citizens United v. Federal Election Commission· Obergefell v. HodgesYour essay must be at least 500 words long.Answer these questions to complete your analysis of your selected Supreme Court ruling.· Tell the reader which of the five key Supreme Court ruling you selected to analyze.· What was the law being challenged in the case?· Tell me any of the states or government entities that were part of the case.· Who was the Petitioner in the Case?· What was the Petitioner’s argument?· Who was Respondent?· What was the Respondent’s argument?· What part or parts of the Constitution were discussed in the case?· Why were those parts of the Constitution discussed in the case?· What was the final Supreme Court rulingo What was the final score of the case was (for example 5 to 4 or 7 to 2 or some other combo that, in most cases, adds up to 9)o What was the date that the case was decided?o Which side won, was it the petitioner or the respondent?o What did it mean that this particular side won?· This is the most important part of the assignment: how does this case currently impact your life and the lives of Americans? Explore the political and electoral consequences of the ruling. Don’t just say, for example in the case of Roe v. Wade, women can now have abortions because only a small percent of the population is of childbearing potential – how did the case impact everyone else more generally? Think about how even this current or most recent presidential election was impacted by the ruling you have analyzed.· Provide a reference list.Please note: APA formatting and citations rules apply to this and all essays in this course.As with all weekly written assignments, submit your work as an attached file. Double-space your paper and use 12 point Times New Roman as your font.View your assignment rubric.

An armed terrorist from Syria is captured during a firefight with Marines in Afghanistan. Is the terrorist entitled to all the protections that are afforded to any American citizen who is being detained in a prison under control of the United States? Why or why not?

**ANSWER THIS QUESTION 250 WORDS MIN*** Discussion Questions: An armed terrorist from Syria is captured during a firefight with Marines in Afghanistan. Is the terrorist entitled to all the protections that are afforded to any American citizen who is being detained in a prison under control of the United States? Why or why not? **REPLY TO EACH POST 100 WORDS MIN EACH**1. The 9/11 attacks and the United States’ response have tested the U.S. Administration and its stance on humanitarian law. When it comes to issues pertaining to those captured in Afghanistan and how they should be classified and treated, the issue remains unresolved. While President Bush characterized the 9/11 attacks as acts of war, he promptly commenced a war on terror in self-defense (Sanders, n.d., p. 28). His administration later conferred prisoner of war status on the Taliban fighters and continued to classify the al Qaeda prisoners-captured fighting alongside the Taliban. Later, they were held with them in Guantanamo Bay-as “unlawful combatants.” Since then, there has been special attention given to the Geneva Conventions and the enforcement regime that grew alongside these legal instruments Sanders, n.d., p. 28). The treatment of prisoners of war under the Geneva Conventions after that created a controversy as the U.S. decided that Taliban and Al Qaeda fighters were unlawful combatants and thus not subject to the Geneva Convention’s prisoner of war (P. O. W) protections Sanders, n.d., p. 28). The U.S. also claimed that the U.S. President had the right to determine prisoners’ status and that prisoners had limited, if any, rights to challenge that classification Sanders, n.d., p. 29). The U.S. determined that any alleged terrorists would be tried before U.S. military tribunals. In response to international outcry the U.S. adjusted its position by saying that prisoners would receive almost all of the P. O. W. protections but would still be subjected to controversial forms of detention and interrogation. Therefore, the armed terrorist captured in Afghanistan would not b entitled to protections from the United States.2. “Historically, citizenship has been thought of as the relationship of an individual to a sovereign government, encompassing the obligations of each to the other. The citizen enjoyed the protection of the government and its laws in return for his allegiance and obedience to the laws. The relationship between the state and aliens, on the other hand, was defined more in terms of obligations between the state and the alien’s home state.” (Elsea, 2014) The laws and safeguards granted to American citizens amount to a social contract between the citizens and the government. Extending this contract to individuals from other countries in times of war, does not automatically afford the individuals captured to the same protections. Terrorists operating in foreign countries that are captured by the U.S. are not treated as citizens of the U.S., they are considered “enemy combatants”. (Americanbar.org, 2020) In this scenario, the terrorist that was captured was not from Afghanistan, and so they would not be placed into the custody of the Afghan government. As the terrorists is considered an enemy combatant, they can be detained without due process afforded to U.S. citizens. This leaves our Geneva Convention, and Human Rights obligations as the primary source of our treatment of enemy combatants which do not state that enemy combatants be given the same protections afforded to American citizens. Our obligations to foreign nationals engaged in active warfare with us overseas are outlined in international rather than domestic laws. America is obligated to “the protection against arbitrary deprivation of life” (OUNHCHR, 2008), but that does not grant any of the other freedoms and protections given to Americans. We cannot kill someone who was captured, but at the same time, we do not have to give them the full due process afforded to our own citizens.

Develop crisis management plans for leading organizations in crisis preparation and response through the application of best practices of crisis management

Overview This project is the creation of a crisis management plan (CMP).A CMP is a living document that is updated regularly as society, technology, culture, and organizations change. For example, in 1990, K–12 schools and universities would not have listed “school shootings” at the top of the list of possible threats to their organizations, if they considered school shootings at all. In 1999, Columbine High School experienced the worst high school shooting in U.S. history, and everything changed. Today, any educational institution that does not have a CMP that includes training for prevention, preparation, response, recovery, and mitigation of school shootings would be considered negligent in their responsibilities to their internal and external stakeholders.To address crises, emergencies, and other threatening incidents, a CMP should be developed. This plan is created and updated by the crisis management team. The CMP typically lists the possible threats to an organization, the procedures to be implemented in the event of a crisis, and the internal and external stakeholders who are key to successful crisis management.If you are pursuing a career in crisis leadership, crisis management, crisis communication, emergency preparedness, or related fields, the development of a CMP is a necessary and vital skill. Therefore, for this project, you will develop a CMP for a chosen real-world organization that does not currently have one in place. Your CMP will include an analysis of the threat(s) to the organization, recommendations of appropriate strategies to respond to the threat(s), and a plan for the organization to resume operations after the potential crisis. In addition, your CMP will include an explanation of how the plan will be evaluated, should the potential crisis occur.In this assignment, you will demonstrate your mastery of the following course outcomes:Develop crisis management plans for leading organizations in crisis preparation and response through the application of best practices of crisis managementAssess the roles and functions of crisis management teams for their importance in the development and implementation of crisis management plansDetermine appropriate strategies and tactics that can be used to prepare for, prevent, or mitigate crises by analyzing possible threats to organizationsEvaluate the communication needs of internal and external stakeholders by applying crisis communication principles to engage stakeholders before, during, and after crisisSynthesize theory and research in emergency preparedness and crisis management, leadership, and communication for developing, maintaining, and evaluating crisis management plansPromptThe crisis management plan should answer the following prompt: Imagine that you are a member of a crisis management team charged with developing a crisis management plan for a potential crisis.You must select an organization that does not currently have a CMP in place and determine the potential threat(s) to the organization and appropriate strategies to respond to the threat(s). Then, you will develop a plan for the organization to respond to the potential crisis and to resume operations after the crisis. In addition, you will describe how the CMP will be evaluated, should the potential crisis occur.Specifically, the following critical elements must be addressed:Introduction: Explain why the CMP is important for the organization. What potential crisis is this plan in response to?Schedule: Describe the planned schedule for practicing the CMP. Your schedule should be based on current best practices in crisis management.Crisis Control Center: Describe the location of the crisis control center In other words, where will the crisis management team rehearse for crises and gather when a crisis hits? Ensure that the location you select is equipped with the communications technology necessary to communicate with all stakeholders during a crisis.Crisis Management TeamMembers: Identify the crisis management team members. What role(s) and function(s) will each team member fulfill?Development: Assess the importance of the crisis management team in the development of the CMP.Implementation: Assess the importance of the crisis management team in the implementation of the CMP.Risk AssessmentThreat: Analyze the threat to the organization. What is the probability of the threat occurring? What impact will the threat have if it does occur? Support your analysis with academic and professional references.Preparation and Prevention: What strategies and tactics could the organization employ to prepare for or prevent a potential crisis that arises from the threats?Mitigation: What strategies and tactics could the organization employ to mitigate a crisis that arises from the threat after it has occurred?IncidentProcedures: Develop a plan to be implemented during a crisis, if a critical incident was to occur. In other words, what procedures should be put in place during a crisis that happens as a result of the threat to the organization? Be sure to support your plan with best practices in crisis management.Contingencies: Using current research in emergency preparedness and crisis management to inform your response, describe the contingencies that might occur as a result of the crisis. How can your crisis management plan account for these? Crisis CommunicationSpokesperson: Identify the key spokesperson who will communicate with all stakeholders in the event of a crisis. Why was this person chosen? Use crisis communication principles to support your explanation of why the key spokesperson was chosen.Stakeholders: Identify the primary stakeholders who are not part of the crisis management team. How will the crisis management team communicate with these stakeholders before, during, and after the crisis? Which crisis communication principles support your explanation?Procedures: How are the communication needs of internal and external stakeholders different in the crisis? How will you engage both groups? Describe the procedures you will use to communicate with both groups.Business Resumption: Outline the steps you recommend to help the organization resume normal operations after the crisis. Your recommendations should be based on current best practices in crisis management.EvaluationMaintenance: How will you maintain the crisis management plan before it is implemented? What processes can you put in place to ensure that the plan remains current? Support your response with academic and professional references.Implementation: How will you evaluate the crisis management plan if it needs to be implemented in a crisis? What criteria will you use to determine its effectiveness? Support your response with academic and professional references.Guidelines for Submission: The crisis management plan should adhere to the following formatting requirements: 12–17 pages, double-spaced, using 12-point Times New Roman font and one-inch margins. Use current APA-style guidelines for your citations and reference list. The crisis management plan should include a cover page and a reference list, and you could also consider including an acknowledgements page and a proprietary information page. See the sample crisis management plans in the course resources and use those as examples for formatting.

What specifics can you offer regarding the defense-in-depth (DiD) approach and the impact it has upon the various detection systems that might be employed?

What specifics can you offer regarding the defense-in-depth (DiD) approach and the impact it has upon the various detection systems that might be employed? In regards to detection systems and the importance of testing them, what methods can be utilized to ensure the system perform to appropriate needs, expectations, and specifications?The post should be at least 350 words. Please use the link below as well as the attachments as sources. APA format.https://securitytoday.com/articles/2012/02/01/principles-for-intrusion-detection.aspxChapter 6 of:https://web-b-ebscohost-com.ezproxy1.apus.edu/ehost/ebookviewer/ebook?sid=d6eb2b21-ea75-43a3-b5f2-7671c74174ca%40pdc-v-sessmgr01&ppid=pp_129&vid=0&format=EB

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