Evaluate the extent to which corporate governance reforms such as the UK Corporate Governance code 2018 influence corporate governance failure.
The Cadbury Code was introduced in the UK in 1992. Its subsequent evolution into the UK Corporate Governance Code has seen numerous changes encompassing aspects such as board and committee roles, executive remuneration, board diversity, and risk. Despite these changes, the UK has seen several high-profile corporate governance failures such as Carrillion, British Steel, and Patisserie Valerie. Failures such as these prompt debate about the nature of the corporate governance framework in the UK and the effectiveness of the Code.
Required: Evaluate the extent to which corporate governance reforms such as the UK Corporate Governance code 2018 influence corporate governance failure. You should make reference to the paper by Elsayed et al (2022).
Evaluate the role of family ownership in corporate governance failure
Corporate governance failure is an existential business risk. Recent decades have witnessed a number of high-profile corporate failures worldwide, such examples include Enron, Worldcom, Royal Bank of Scotland, Satyam. Causes of corporate governance failure are varied, yet the consequences have a far-reaching impact. In this assessment, you should reflect on the relationship between the aspects of corporate governance we have considered in this course, and their role in corporate governance failure. You are required to discuss and evaluate ALL of the following topics relating to corporate governance failure. In your answer you should make reference to academic journal articles and relevant case studies.
Question 1
A large proportion of privately held companies have family involvement, in terms of both ownership and management. Some literature finds that family ownership helps to enhance monitoring mechanisms and consequently improves firm performance. Family firms are not motivated to pursue short-term objectives and tend to prioritize succession planning, thus implying that there is a positive relationship between family ownership and business ethical awareness (Arregle et al. 2007). However, despite the benefits of family ownership, problems may still exist. Family firms are characterized by trust among family members, and such trust can always be exploited by dishonest family members. Furthermore, trust may enable family firms to have less strict controls in place. In addition, as firms grow, there may be a need to bring in outside investors, this may result in conflicts of interest between family members and non-family shareholders. Similarly, conflicts may also arise between family members, for example, as a result of generational differences. Factors such as these, may contribute towards corporate governance failure (Sacristan-Navarro & Cabeza-Garcia, 2020)
Required: Evaluate the role of family ownership in corporate governance failure, you should make reference to Sacristan-Navarro & Cabeza-Garcia (2020) and the case of El Corte Ingles.
How do social definitions of behavior such as deviant and “sinful” affect the choice of policy to address those behaviors?
PADM 7213
Final Project
Note: this can be used as an artifact for NASPAA Competency 3: Analyze, synthesize, think creatively, solve problems, and make decisions.
This assignment is designed to demonstrate your ability to:
Analyze scholarly research aimed at informing public policy
Correctly interpret and synthesize results of complex statistical analysis
Think creatively about how changes to research design could impact findings
Discuss how research findings inform decision making and problem-solving
Please read the following article:
Houston, D. J., & Richardson Jr, L. E. (2004). Drinking-and-driving in America: A test of behavioral assumptions underlying public policy. Political research quarterly, 57(1), 53-64.
Analyze the Framework
What is the main question that the article is attempting to answer? USE YOUR OWN WORDS (1 paragraph please).
How do social definitions of behavior such as deviant and “sinful” affect the choice of policy to address those behaviors? USE YOUR OWN WORDS (1 paragraph).
pick ONE of the following films and write an analysis essay based on the film.
pick ONE of the following films and write an analysis essay based on the film.
- The Shawshank Redemption (1994) 2. The Green Mile (1999) 3. Slumdog Millionaire (2008) 4. The Intern (2015)
Here is a helpful link on how to write the film analysis: How to Write a Film Analysis Essay
This essay will be 2 – 3 pages, double-spaced, with MLA formatting. This is the only TW for this course. It will be timed at 3 hours and it is recommended that students write this essay in a Word document and cut and paste into the TW box. Keep a back-up copy for yourself in case there is a technical glitch.
Write A 3-6 page long paper about the foundations and practice of rehabilitation counseling.
The Foundations and Practice of Rehabilitation Counseling Paper
A 3-6 page long paper about the foundations and practice of rehabilitation counseling. Paper should be between 3-6 pages long and include references, citations, and an abstract. APA format
What are some examples of irony in this story?
“The Lottery” (1948)
by Shirley Jackson
The morning of June 27th was clear and sunny, with the fresh warmth of a full-summer day; the flowers were blossoming profusely and the grass was richly green. The people of the village began to gather in the square, between the post office and the bank, around ten o’clock; in some towns there were so many people that the lottery took two days and had to be started on June 2th. but in this village, where there were only about three hundred people, the whole lottery took less than two hours, so it could begin at ten o’clock in the morning and still be through in time to allow the villagers to get home for noon dinner.
The children assembled first, of course. School was recently over for the summer, and the feeling of liberty sat uneasily on most of them; they tended to gather together quietly for a while before they broke into boisterous play. and their talk was still of the classroom and the teacher, of books and reprimands. Bobby Martin had already stuffed his pockets full of stones, and the other boys soon followed his example, selecting the smoothest and roundest stones; Bobby and Harry Jones and Dickie Delacroix– the villagers pronounced this name “Dellacroy”–eventually made a great pile of stones in one corner of the square and guarded it against the raids of the other boys. The girls stood aside, talking among themselves, looking over their shoulders at rolled in the dust or clung to the hands of their older brothers or sisters.
Soon the men began to gather. surveying their own children, speaking of planting and rain, tractors and taxes. They stood together, away from the pile of stones in the corner, and their jokes were quiet and they smiled rather than laughed. The women, wearing faded house dresses and sweaters, came shortly after their menfolk. They greeted one another and exchanged bits of gossip as they went to join their husbands. Soon the women, standing by their husbands, began to call to their children, and the children came reluctantly, having to be called four or five times. Bobby Martin ducked under his mother’s grasping hand and ran, laughing, back to the pile of stones. His father spoke up sharply, and Bobby came quickly and took his place between his father and his oldest brother.
The lottery was conducted–as were the square dances, the teen club, the Halloween program–by Mr. Summers. who had time and energy to devote to civic activities. He was a round-faced, jovial man and he ran the coal business, and people were sorry for him. because he had no children and his wife was a scold. When he arrived in the square, carrying the black wooden box, there was a murmur of conversation among the villagers, and he waved and called. “Little late today, folks.” The postmaster, Mr. Graves, followed him, carrying a three- legged stool, and the stool was put in the center of the square and Mr. Summers set the black box down on it. The villagers kept their distance, leaving a space between themselves and the stool. and when Mr. Summers said, “Some of you fellows want to give me a hand?” there was a hesitation before two men. Mr. Martin and his oldest son, Baxter. came forward to hold the box steady on the stool while Mr. Summers stirred up the papers inside it.
The original paraphernalia for the lottery had been lost long ago, and the black box now resting on the stool had been put into use even before Old Man Warner, the oldest man in town, was born. Mr.
Summers spoke frequently to the villagers about making a new box, but no one liked to upset even as much tradition as was represented by the black box. There was a story that the present box had been made with some pieces of the box that had preceded it, the one that had been constructed when the first people settled down to make a village here. Every year, after the lottery, Mr. Summers began talking again about a new box, but every year the subject was allowed to fade off without anything’s being done.
The black box grew shabbier each year: by now it was no longer completely black but splintered badly along one side to show the original wood color, and in some places faded or stained.
Mr. Martin and his oldest son, Baxter, held the black box securely on the stool until Mr. Summers had stirred the papers thoroughly with his hand. Because so much of the ritual had been forgotten or discarded, Mr. Summers had been successful in having slips of paper substituted for the chips of wood that had been used for generations. Chips of wood, Mr. Summers had argued. had been all very well when the village was tiny, but now that the population was more than three hundred and likely to keep on growing, it was necessary to use something that would fit more easily into he black box. The night before the lottery, Mr. Summers and Mr. Graves made up the slips of paper and put them in the box, and it was then taken to the safe of Mr. Summers’ coal company and locked up until Mr. Summers was ready to take it to the square next morning. The rest of the year, the box was put way, sometimes one place, sometimes another; it had spent one year in Mr. Graves’s barn and another year underfoot in the post office. and sometimes it was set on a shelf in the Martin grocery and left there.
There was a great deal of fussing to be done before Mr. Summers declared the lottery open. There were the lists to make up–of heads of families. heads of households in each family. members of each household in each family. There was the proper swearing-in of Mr. Summers by the postmaster, as the official of the lottery; at one time, some people remembered, there had been a recital of some sort, performed by the official of the lottery, a perfunctory. tuneless chant that had been rattled off duly each year; some people believed that the official of the lottery used to stand just so when he said or sang it, others believed that he was supposed to walk among the people, but years and years ago this p3rt of the ritual had been allowed to lapse. There had been, also, a ritual salute, which the official of the lottery had had to use in addressing each person who came up to draw from the box, but this also had changed with time, until now it was felt necessary only for the official to speak to each person approaching. Mr.
Summers was very good at all this; in his clean white shirt and blue jeans. with one hand resting carelessly on the black box. he seemed very proper and important as he talked interminably to Mr. Graves and the Martins.
Just as Mr. Summers finally left off talking and turned to the assembled villagers, Mrs. Hutchinson came hurriedly along the path to the square, her sweater thrown over her shoulders, and slid into place in the back of the crowd. “Clean forgot what day it was,” she said to Mrs. Delacroix, who stood next to her, and they both laughed softly. “Thought my old man was out back stacking wood,” Mrs. Hutchinson went on. “and then I looked out the window and the kids was gone, and then I remembered it was the twenty- seventh and came a-running.” She dried her hands on her apron, and Mrs. Delacroix said, “You’re in time, though. They’re still talking away up there.”
Mrs. Hutchinson craned her neck to see through the crowd and found her husband and children standing near the front. She tapped Mrs. Delacroix on the arm as a farewell and began to make her way through the crowd. The people separated good-humoredly to let her through: two or three people said. in voices just loud enough to be heard across the crowd, “Here comes your, Missus, Hutchinson,” and “Bill, she made it after all.” Mrs. Hutchinson reached her husband, and Mr. Summers, who had been waiting, said cheerfully. “Thought we were going to have to get on without you, Tessie.” Mrs. Hutchinson said. grinning, “Wouldn’t have me leave m’dishes in the sink, now, would you. Joe?,” and soft laughter ran through the crowd as the people stirred back into position after Mrs. Hutchinson’s arrival.
“Well, now.” Mr. Summers said soberly, “guess we better get started, get this over with, so’s we can go back to work. Anybody ain’t here?”
“Dunbar.” several people said. “Dunbar. Dunbar.”
Mr. Summers consulted his list. “Clyde Dunbar.” he said. “That’s right. He’s broke his leg, hasn’t he? Who’s drawing for him?”
“Me. I guess,” a woman said. and Mr. Summers turned to look at her. “Wife draws for her husband.” Mr. Summers said. “Don’t you have a grown boy to do it for you, Janey?” Although Mr. Summers and everyone else in the village knew the answer perfectly well, it was the business of the official of the lottery to ask such questions formally. Mr. Summers waited with an expression of polite interest while Mrs. Dunbar answered.
“Horace’s not but sixteen vet.” Mrs. Dunbar said regretfully. “Guess I gotta fill in for the old man this year.”
“Right.” Sr. Summers said. He made a note on the list he was holding. Then he asked, “Watson boy drawing this year?”
A tall boy in the crowd raised his hand. “Here,” he said. “I’m drawing for my mother and me.” He blinked his eyes nervously and ducked his head as several voices in the crowd said thin#s like “Good fellow, lack.” and “Glad to see your mother’s got a man to do it.”
“Well,” Mr. Summers said, “guess that’s everyone. Old Man Warner make it?” “Here,” a voice said. and Mr. Summers nodded.
A sudden hush fell on the crowd as Mr. Summers cleared his throat and looked at the list. “All ready?” he called. “Now, I’ll read the names–heads of families first–and the men come up and take a paper out of the box. Keep the paper folded in your hand without looking at it until everyone has had a turn.
Everything clear?”
The people had done it so many times that they only half listened to the directions: most of them were quiet. wetting their lips. not looking around. Then Mr. Summers raised one hand high and said, “Adams.” A man disengaged himself from the crowd and came forward. “Hi. Steve.” Mr. Summers said. and Mr.
Adams said. “Hi. Joe.” They grinned at one another humorlessly and nervously. Then Mr. Adams reached into the black box and took out a folded paper. He held it firmly by one corner as he turned and went hastily back to his place in the crowd. where he stood a little apart from his family. not looking down at his hand.
“Allen.” Mr. Summers said. “Anderson…. Bentham.”
“Seems like there’s no time at all between lotteries any more.” Mrs. Delacroix said to Mrs. Graves in the back row.
“Seems like we got through with the last one only last week.” “Time sure goes fast.– Mrs. Graves said.
“Clark…. Delacroix”
“There goes my old man.” Mrs. Delacroix said. She held her breath while her husband went forward.
“Dunbar,” Mr. Summers said, and Mrs. Dunbar went steadily to the box while one of the women said. “Go on. Janey,” and another said, “There she goes.”
“We’re next.” Mrs. Graves said. She watched while Mr. Graves came around from the side of the box, greeted Mr. Summers gravely and selected a slip of paper from the box. By now, all through the crowd there were men holding the small folded papers in their large hand. turning them over and over nervously Mrs. Dunbar and her two sons stood together, Mrs. Dunbar holding the slip of paper.
“Harburt…. Hutchinson.”
“Get up there, Bill,” Mrs. Hutchinson said. and the people near her laughed. “Jones.”
“They do say,” Mr. Adams said to Old Man Warner, who stood next to him, “that over in the north village they’re talking of giving up the lottery.”
Old Man Warner snorted. “Pack of crazy fools,” he said. “Listening to the young folks, nothing’s good enough for them. Next thing you know, they’ll be wanting to go back to living in caves, nobody work any more, live hat way for a while. Used to be a saying about ‘Lottery in June, corn be heavy soon.’ First thing you know, we’d all be eating stewed chickweed and acorns. There’s always been a lottery,” he added petulantly. “Bad enough to see young Joe Summers up there joking with everybody.”
“Some places have already quit lotteries.” Mrs. Adams said.
“Nothing but trouble in that,” Old Man Warner said stoutly. “Pack of young fools.” “Martin.” And Bobby Martin watched his father go forward. “Overdyke…. Percy.” “I wish they’d hurry,” Mrs. Dunbar said to her older son. “I wish they’d hurry.” “They’re almost through,” her son said.
“You get ready to run tell Dad,” Mrs. Dunbar said.
Mr. Summers called his own name and then stepped forward precisely and selected a slip from the box. Then he called, “Warner.”
“Seventy-seventh year I been in the lottery,” Old Man Warner said as he went through the crowd. “Seventy-seventh time.”
“Watson” The tall boy came awkwardly through the crowd. Someone said, “Don’t be nervous, Jack,” and Mr. Summers said, “Take your time, son.”
“Zanini.”
After that, there was a long pause, a breathless pause, until Mr. Summers. holding his slip of paper in the air, said, “All right, fellows.” For a minute, no one moved, and then all the slips of paper were opened.
Suddenly, all the women began to speak at once, saving. “Who is it?,” “Who’s got it?,” “Is it the Dunbars?,” “Is it the Watsons?” Then the voices began to say, “It’s Hutchinson. It’s Bill,” “Bill Hutchinson’s got it.”
“Go tell your father,” Mrs. Dunbar said to her older son.
People began to look around to see the Hutchinsons. Bill Hutchinson was standing quiet, staring down at the paper in his hand. Suddenly. Tessie Hutchinson shouted to Mr. Summers. “You didn’t give him time enough to take any paper he wanted. I saw you. It wasn’t fair!”
“Be a good sport, Tessie.” Mrs. Delacroix called, and Mrs. Graves said, “All of us took the same chance.” “Shut up, Tessie,” Bill Hutchinson said.
“Well, everyone,” Mr. Summers said, “that was done pretty fast, and now we’ve got to be hurrying a little more to get done in time.” He consulted his next list. “Bill,” he said, “you draw for the Hutchinson family. You got any other households in the Hutchinsons?”
“There’s Don and Eva,” Mrs. Hutchinson yelled. “Make them take their chance!”
“Daughters draw with their husbands’ families, Tessie,” Mr. Summers said gently. “You know that as well as anyone else.”
“It wasn’t fair,” Tessie said.
“I guess not, Joe.” Bill Hutchinson said regretfully. “My daughter draws with her husband’s family; that’s only fair. And I’ve got no other family except the kids.”
“Then, as far as drawing for families is concerned, it’s you,” Mr. Summers said in explanation, “and as far as drawing for households is concerned, that’s you, too. Right?”
“Right,” Bill Hutchinson said.
“How many kids, Bill?” Mr. Summers asked formally. “Three,” Bill Hutchinson said.
“There’s Bill, Jr., and Nancy, and little Dave. And Tessie and me.”
“All right, then,” Mr. Summers said. “Harry, you got their tickets back?”
Mr. Graves nodded and held up the slips of paper. “Put them in the box, then,” Mr. Summers directed. “Take Bill’s and put it in.”
“I think we ought to start over,” Mrs. Hutchinson said, as quietly as she could. “I tell you it wasn’t fair. You didn’t give him time enough to choose. Everybody saw that.”
Mr. Graves had selected the five slips and put them in the box. and he dropped all the papers but those onto the ground. where the breeze caught them and lifted them off.
“Listen, everybody,” Mrs. Hutchinson was saying to the people around her.
“Ready, Bill?” Mr. Summers asked. and Bill Hutchinson, with one quick glance around at his wife and children. nodded.
“Remember,” Mr. Summers said. “take the slips and keep them folded until each person has taken one. Harry, you help little Dave.” Mr. Graves took the hand of the little boy, who came willingly with him up to the box. “Take a paper out of the box, Davy.” Mr. Summers said. Davy put his hand into the box and laughed. “Take just one paper.” Mr. Summers said. “Harry, you hold it for him.” Mr. Graves took the child’s hand and removed the folded paper from the tight fist and held it while little Dave stood next to him and looked up at him wonderingly.
“Nancy next,” Mr. Summers said. Nancy was twelve, and her school friends breathed heavily as she went forward switching her skirt, and took a slip daintily from the box “Bill, Jr.,” Mr. Summers said, and Billy, his face red and his feet overlarge, near knocked the box over as he got a paper out. “Tessie,” Mr.
Summers said. She hesitated for a minute, looking around defiantly. and then set her lips and went up to the box. She snatched a paper out and held it behind her.
“Bill,” Mr. Summers said, and Bill Hutchinson reached into the box and felt around, bringing his hand out at last with the slip of paper in it.
The crowd was quiet. A girl whispered, “I hope it’s not Nancy,” and the sound of the whisper reached the edges of the crowd.
“It’s not the way it used to be.” Old Man Warner said clearly. “People ain’t the way they used to be.” “All right,” Mr. Summers said. “Open the papers. Harry, you open little Dave’s.”
Mr. Graves opened the slip of paper and there was a general sigh through the crowd as he held it up and everyone could see that it was blank. Nancy and Bill. Jr.. opened theirs at the same time. and both beamed and laughed. turning around to the crowd and holding their slips of paper above their heads.
“Tessie,” Mr. Summers said. There was a pause, and then Mr. Summers looked at Bill Hutchinson, and Bill unfolded his paper and showed it. It was blank.
“It’s Tessie,” Mr. Summers said, and his voice was hushed. “Show us her paper. Bill.”
Bill Hutchinson went over to his wife and forced the slip of paper out of her hand. It had a black spot on it, the black spot Mr. Summers had made the night before with the heavy pencil in the coal company office. Bill Hutchinson held it up, and there was a stir in the crowd.
“All right, folks.” Mr. Summers said. “Let’s finish quickly.”
Although the villagers had forgotten the ritual and lost the original black box, they still remembered to use stones. The pile of stones the boys had made earlier was ready; there were stones on the ground with the blowing scraps of paper that had come out of the box Delacroix selected a stone so large she had to pick it up with both hands and turned to Mrs. Dunbar. “Come on,” she said. “Hurry up.”
Mr. Dunbar had small stones in both hands, and she said. gasping for breath. “I can’t run at all. You’ll have to go ahead and I’ll catch up with you.”
The children had stones already. And someone gave little Davy Hutchinson few pebbles.
Tessie Hutchinson was in the center of a cleared space by now, and she held her hands out desperately as the villagers moved in on her. “It isn’t fair,” she said. A stone hit her on the side of the head. Old Man Warner was saying, “Come on, come on, everyone.” Steve Adams was in the front of the crowd of villagers, with Mrs. Graves beside him.
“It isn’t fair, it isn’t right,” Mrs. Hutchinson screamed, and then they were upon her.
•••••••••••••••••••••••••••••••••
Discussion Questions:
Were you surprised by the ending of the story? If not, at what point did you know what was going to happen? How does Jackson start to foreshadow the ending in paragraphs 2 and 3? Conversely, how does Jackson lull us into thinking that this is just an ordinary story with an ordinary town?
Where does the story take place? In what way does the setting affect the story? Does it make you more or less likely to anticipate the ending?
In what ways are the characters differentiated from one another? Looking back at the story, can you see why Tessie Hutchinson is singled out as the “winner”?
What are some examples of irony in this story? For example, why might the title, “The Lottery,” or the opening description in paragraph one, be considered ironic?
Jackson gives interesting names to a number of her characters. Explain the possible allusions, irony or symbolism of some of these:
Delacroix
Graves
Summers
Bentham
Hutchinson
Warner
Martin
Take a close look at Jackson’s description of the black wooden box (paragraph 5) and of the black spot on the fatal slip of paper (paragraph 72). What do these objects suggest to you? Why is the black box described as “battered”? Are there any other symbols in the story?
What do you understand to be the writer’s own attitude toward the lottery and the stoning? Exactly what in the story makes her attitude clear to us?
This story satirizes a number of social issues, including the reluctance of people to reject outdated traditions, ideas, rules, laws, and practices. What kinds of traditions, practices, laws, etc. might “The Lottery” represent?
This story was published in 1948, just after World War II. What other cultural or historical events, attitudes, institutions, or rituals might Jackson be satirizing in this story?
Does an organization that uses a SIEM system still need a human analyst?
Need 150-word limit response for both below discussion post1 and post2
Please make sure quality work and No Plagiarism.
Follow APA guidelines.
Post1:
Security information and event management (SIEM or SIME) is an information security technology that allows security information to be shared between different security tools. SIEM combines log management, intrusion detection, threat monitoring, vulnerability assessment, and other tools to provide information about an organization’s security. By combining the reporting of different system logs, SIEM provides greater transparency into the security of a system, both inside and outside the organization(El Hajji et al., 2019). The normalization process is a set of changes to the SIEM framework to make it usable and scalable. The normalization process will improve the SIEM framework efficiency and provide the ability to handle any data and number of entities. For example, they may need to normalize the SIEM system in such a way that they want to count all the high records from a particular entity in all the SIEM instances in the organization. A SIEM is configured to detect and process the events, enabling them to extract valuable intelligence to enhance situational awareness as a SIEM is the most cost-effective and efficient data processing method(Chapple, 2021).
The security information and event management analysis are used to determine if a vulnerability exists. It determines if any exploits are being used against a network and what devices have been compromised. An event has been recorded in the past and correlates with a threat. It is done by analysing a high-security information and event management (SIEM) environment. In many circumstances, it is essential to have an analyst or human review every potential compromise. In today’s world, a breach may be perpetrated by a malicious insider, an automated hacker, or potentially an attacker through a remote network. An analyst needs to understand all the components involved in a compromise and all the technical methods used to carry out the attack(Chapple, 2021).
An analyst will need to understand the technical capabilities of a SIEM system. It includes: identifying which components have been compromised and their state; reviewing the traffic at the time of compromise and after reviewing all the data, network logs, and system logs that were captured during a compromise; and finally, understanding all of the technical methodologies used to carry out a breach. These are tools used by a subset of the security operations function managed by a central IT organization that also houses the information technology group responsible for managing information technology infrastructure and security technology. Using enterprise solutions comes with the additional requirement that the IT organization can help with data collection, analysis, and validation(El Hajji et al., 2019).
References
Chapple, M. (2021). Access control, authentication, and public key infrastructure. Jones & Bartlett Publishers.
El Hajji, S., Moukafih, N., &Orhanou, G. (2019, April). Analysis of neural network training and cost functions impact on the accuracy of IDS and SIEM systems. In International Conference on Codes, Cryptology, and Information Security (pp. 433-451). Springer, Cham.
Post2:
SIEM stands for Security Information Event Management. It is software used to collect logs and other information from different sources to identify threats and vulnerabilities. According to the author (Pratt, 2017), this software is a decade old mainly used to analyze usage patterns and log management. Unlike traditional applications that collect just the log data, SIEM uses different sources of information, accumulates data, and analyzes data as a whole. Such additional capabilities add more value to the organization to protect itself from threats and vulnerabilities.
Would a SIEM system be valuable if it did not normalize data? Why or why not?
Since SIEM collects data from various sources like Network logs, cloud, and on-prem devices, servers, instances, access points, etc., as raw format. Digging through just the application and usage logs itself is so tedious for analysts. The addition of information from all the sources mentioned above makes it tiresome even for senior analysts. Hence, normalization is a crucial feature for organizations dealing with massive data and usage. With normalization, SIEM makes it easy to read for both the humans as well as the systems. Without normalization, SIEM is just like any other log management tool. I think normalization makes SIEM software stronger than traditional log filtering and visualizing tools available in the market.
Does an organization that uses a SIEM system still need a human analyst? Why or why not?
The author of the article (Monge, 2019) stated that SIEM data conversion makes it easy for analysts to read and understand. The above statement implicitly explains that the application can improve the readability but not remove the necessity of having an analyst. Many vendors implemented Machine Learning capabilities (Monge, 2019) to the SIEM software making it more robust. But, an organization cannot rely solely on the SIEM software output. If I own an organization, I would never rely on SIEM software solely. Since analysts can think from different views and contexts, unlike software that uses just the predictions or a set of rules, analysts are still needed to understand the data. But SIEM can reduce the efforts of analysts to a certain degree with its advanced capabilities.
References
Monge, M. (2019, March 27). Siem event normalization makes raw data relevant to both humans and machines. Security Intelligence. https://securityintelligence.com/siem-event-normalization-makes-raw-data-relevant-to-both-humans-and-machines/.
Pratt, M. K. (2017, November 28). What is siem software? How it works and how to choose the right tool. CSO Online. https://www.csoonline.com/article/2124604/what-is-siem-software-how-it-works-and-how-to-choose-the-right-tool.html.
Identify and explain one applicable federal or state LTC regulation for the situation.
Ethics Research Paper
Objectives for Assignment:
Apply management theory, concepts, and models to examine ethical best practices in long-term care administration and to foster performance excellence.
Develop and refine students’ ethical problem solving and analytical skills when confronted with complex challenges, decision making, and strategic planning in long-term care administration.
INSTRUCTION
APA 7th Edition Style: Research Paper, Cover Page, and Reference Page
Length: 5 pages
Sources: 4 APA Scholarly References from the Last Five Years with Correlating In-Text Citations
Scenarios for Assignment
Scenario 1: Resident-to-Staff Aggression in a Skilled Nursing Home
Scenario 1 Summary: An elderly dementia SNF resident has been verbally and physically aggressive with staff. This resident has been placed in the SNF’s secured dementia unit as they require skilled care and needs a locked unit for their own safety. The staff has employed all their skills and procedures to assist the resident with a positive living experience, but the resident continues to be physically and verbally abusive. Some of these events have occurred in the common areas such as the dining room and have negatively impacted the other dementia residents. One dementia resident tried to help the staff member and the combative resident, resulting in the other resident falling down, but thankfully, neither resident was not injured during this event. Despite all efforts, interventions, and steps by the staff, medical providers, and SNF leadership, this aggressive behavior continues. Concerns regarding this resident’s safety exist, concerns regarding other residents’ safety, and concerns of staff safety exist.
The Research Paper Must Contain the Following Sections for Your Selected Scenario:
Aspect A: Introduction and State Residence:
Provide a summary of the selected scenario.
State to apply the scenario – Maryland
You will use the state to address the applicable aspects of the paper.
Present a clearly defined thesis statement to assert your position on the paper.
Aspect B: Evaluation of the Ethical Principles and LTC Ombudsman Program:
Identify and explain of at least three ethical principles to the situation.
Include the following items in your evaluation:
(a.) relevant ethical considerations.
(b.) responsibilities of the healthcare provider, LTC organization, and one additional stakeholder.
(c.) importance of upholding these ethical principles.
(d.) the resident’s rights, the resident’s safety, and their quality of care impacted by this situation.
(e.) potential consequences, if the situation is not resolved by upholding these ethical principles
Apply your state-specific LTC Ombudsman program to the scenario.
Evaluate the role of the LTC Ombudsman in this situation, including the following items:
(a.) strengths of the program in your state residence.
(b.) barriers to the program or situation.
(c.) potential resources that the LTC Ombudsman could provide.
Aspect C: Analysis of One LTC Regulation and an Assessment of the Situation from an Administrator’s Lens:
Identify and explain one applicable federal or state LTC regulation for the situation.
Include the following items in your analysis:
(a.) significance of regulatory compliance for your selected regulation.
(b.) administrator’s role associated with the regulation.
(c.) one potential resource that the administrator could provide to help the staff comply with the regulation in the future and how this resource could support the staff should a similar situation occur in the future.
Aspect D: Conclusion
Provide a conclusion that summarizes the main points of your research on the selected scenario.
Present your final thoughts regarding the larger implications of your research.
Include comments that support your initial thesis statement to the final message that you want to convey in your writing.
Details
-5 pages of write up
- 4 References in APA 7th ed style within the last 5 years
What do you think is the most important element that turns the light on for people with regard to change?
1.2 Discussion. Introduction Video and Response
Instructions
Here are ideas for you to consider as you prepare to create your video self-introduction. In addition to telling who you are, consider sharing the following:
What do you think is the most important element that turns the light on for people with regard to change? What makes people want to change?
How do you feel about change and innovation (e.g., excited, anxious, etc.)?
On a scale of 1 to 10, what is your relationship to change and innovation? (A “1” means you dislike change, a “10” means if change is not present, you are pushing for change, and a 5 is in the middle).
Conclude by sharing an example of a change you experienced. What did you learn about the change process?
Create a visual storyboard expressing what happens to a couple stranded on a road trip.
Purpose:
To create a visual storyboard for a narrative involving a couple stranded on a road trip. The following skills and knowledge are essential to success in your professional life beyond this course:
Skills:
⦁ Selecting and arranging images that express the plot, theme and characters in the story.
Knowledge:
⦁ Selecting images that communicate emotions.
⦁ Selecting images that express action.
⦁ Selecting images that express the passage of time.
⦁ Selecting images that express intangibles, such as hunger.
Task:
Create a visual storyboard expressing what happens to a couple stranded on a road trip. Select and arrange images that complete the story from the point where the opening narration leaves off. Do not storyboard the opening narration. All steps are highly unique to your specific project, therefore problem-solving and critical thinking skills are necessary.
⦁ Please view ⦁ LinkedIn Learning: “Learning Graphic Novel Storyboarding” with Ben Bishop and “The Storyboard Artist’s Life” with Darin McGowan, Links to an external site. “⦁ Psycho Shower Scene Storyboard
⦁ Actions
⦁ ” and “⦁ Comics—Not Just for Laughs Links to an external site.,” before starting this project.
⦁ Read the paragraph below. It sets the stage for you to complete the story using a visual storyboard—a sequence of still images deliberately arranged to represent the events of a story to be filmed, in the order they will be finally edited and screened; for example, as in Saul Bass’s Psycho Shower Scene Storyboard.
⦁
⦁ Memorial Day—the unofficial start of summer. John and Linda had been anticipating the time off from work. John is a teacher and Linda is a bank teller. They live in Miami. They had made plans to visit Linda’s mom in Orlando and maybe go to Disney World or Universal Studios during the three-day weekend. On Thursday night, they had packed their bags for a three-day excursion, and as soon as they got off from work on Friday afternoon, they were on the road. It was a trip they had made many times before, but this time it would be different. Sawgrass fires forced I-95 and the Turnpike to shut down for long stretches. They had to get off the main highway and seek alternative routes. With heavier than usual traffic on a holiday weekend, what was normally a four-hour trip extended late into the night. Then the car’s left front tire blew out, and they had to pull over in an unfamiliar town. Both John and Linda’s cell phones were not working…
⦁ Write an outline expressing what will happen to John and Linda From the point where the narration leaves off – this opening narration will not be storyboarded. Also, do not invent a different opening situation (please continue the story of the stranded couple).
⦁ The goal of the story is to create an emotional experience for the audience by identifying with the main characters by creating empathy. Be sure to include emotions and experiences that might be familiar to the audience—mostly young adults in college, like yourself.
⦁ Conflict occurs when the main characters encounter, and must overcome, obstacles. The story winds down after all the conflicts are resolved. In the movies, the guy and girl live happily ever after—The End. Make your story resolve the conflicts in the plot—or not, the couple might be unable to reach their destination due to unforeseen circumstances. Don’t end the story abruptly after the required number of slides (24), but let the audience understand what happens to them.
⦁ Think about how you can reveal time, wind, or hunger—things that cannot be naturally shown in visual form.
⦁ Search Unsplash.com, Pexels.com, Google Images, flickr.com, iStockPhoto.com, or other online sources of photographs for images to complete the story. Alternatively, your storyboard may be hand-drawn (as was Saul Bass’s storyboard for Psycho), then digitized. As another alternative, you may stage some of the scenes of the story with your friends, then photograph with a digital or mobile phone camera (at medium or 1024×768 resolution—Not higher). In any case, import the images to PowerPoint, where they are to be arranged in sequence to express the details of the story.
⦁ The story must make sense visually, without the use of verbal messages.
⦁ You must show a sequence of events—for example, a sunset to symbolize day turning into night, or people walking to signify that they are going somewhere. Show all the steps; don’t abbreviate anything. For example, don’t just show the couple walking through the woods, and then suddenly they’re in their hotel room. Instead, take time to flesh out all the steps, showing a hotel exterior, then an interior of the hotel lobby, the couple talking to a desk clerk, and the bellhop taking them to their room. This is only an example. Your story might not even involve the couple making it to a hotel room. The point is to not skip any steps.
⦁ Select and arrange images that express the subtle nuances of your story’s events literally and unambiguously. Symbolic images, such as clip art, logos, or icons (like a lightbulb expressing a bright idea) are not allowed!!! Don’t use smiley faces, the “no” symbol (a red circle with a diagonal red bar through it, used in “no smoking” and in road signs), or other symbolic images. Don’t use cartoons.
⦁ The first slide must contain the following information:
Student’s Name
VIC3400—Visual Design for Globalized Media
Project Assignment 6—Visual Storyboard Narrative
Module 11, Assigned Week of _ (start of Module 11)
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⦁ The second slide must contain the opening narration from the bullet point immediately after step 2 (see above). Do not storyboard the opening narration. Your visual storyboard must begin where it leaves off. Do not invent a different situation (one not involving the stranded couple) Please use that one specifically.
⦁ Use at least 24 frames to complete the remainder of your story outline. Arrange them in sequential order in a PowerPoint presentation.
⦁ Use only one image per slide.
⦁ Upload files in the following formats only: Microsoft PowerPoint documents (.ppt or .pptx), Apple Keynote (.key), Adobe Reader files (.pdf), or a series of numerically-named JPEG image files (.jpg). If the file takes too long to post to the discussions or assignment drop box, please upload it to your Google Drive, click Share (Anyone with the Link), and post the Sharing Link in the discussions and assignment drop box.
⦁ Post your first-draft storyboard in the Module 11 Discussion Forum for reciprocal, constructive feedback from classmates and instructor.
⦁ Incorporate any changes suggested by your classmates if you feel it will improve your work, and post a revised draft storyboard in the Module 12 Discussion Forum, for more reciprocal, constructive feedback.
⦁ Incorporate any last-minute changes before uploading your final storyboard to the Assignment 6 submission button (click “Submit Assignment” above).
Criteria:
⦁ Solution is a visual storyboard, completing the opening narrative of the stranded couple without storyboarding the opening narration, and without inventing a new situation (you MUST use the storyline involving the stranded couple).
⦁ Storyboard consists of at least 24 slides (found images, original drawings, or staged photos with friends) to complete the story of the stranded couple.
⦁ Storyboard must display only one image per slide, and continuing the storyline involving the stranded couple.
⦁ Images must express the action, events, and emotions literally, not symbolically (clip art, cartoons, logos or icons are not allowed), and slides contain no verbal messages, and continuing the storyline involving the stranded couple.
⦁ Sequential narrative must not abbreviate any steps, but rather show all steps that take place in an event; for example, entering a hotel and renting a room—not a jump-cut from walking in the woods straight to a hotel room, and continuing the storyline involving the stranded couple.
⦁ Sequential narrative must convey empathy (emotional connection to the human characters), conflict (problems that need solving) and resolution (whether good or bad).
⦁ Sequential narrative “wraps up” after the conflict is resolved. The storyboard does not continue long after the conflicts have been resolved.
⦁ Student posts first- and revised-drafts in the Module 11 and 12 Discussions, respectively, and participates in a critique.
