Introduction

The growth and explosion of the internet has led to a global market place. Companies can sell products all over the world and never have to leave the bounds of their physically secure location. With this move to a global economy we see an increase in security threats to organizations, individuals and agencies. All these models must have an information system to process, store, and retrieve information for their internal stakeholders, customers, and external users. Information systems have inherent risks and vulnerabilities to attacks from internal users, external customers, hackers and criminals. Organizations must have a robust security program in place to meet these attacks and be proactive in their security stance.

Your group has the responsibility of creating a robust security policy that covers all the needs of the organization. The security policy identifies administrative, physical, and technical controls that must be in place to identify security risks and develop mitigation strategies to minimize the effects of these risks. You will evaluate the IT infrastructure of Solomon Enterprises and its global business model.

Organizational structure

Solomon Enterprises employees 500 people in five different locations throughout the domestic United States. Solomon Enterprises generates $200 million in annual revenue through its business model so they would be a huge target for hackers or criminals. Their business products can be purchased through an online web site. They have one central database/data center located in West Virginia and regional offices in Florida, Texas, Arizona, Montana, and Missouri. Customers, clients, and users have access via the Internet throughout the world. The company has a disaster recovery site located in Billings, Montana. Solomon Enterprises users can work remotely or within one of the regional offices. They have a VPN connection that ensures that their connection is encrypted. The central data center has a firewall and each regional office has a firewall to monitor traffic and keep unauthorized access from the facility. They have company issues devices located within the office and laptops that can be taken for remote access. All these devices are running Windows XP and their server is running Windows 2003.

Objective

The goal of your group is to develop a plan that evaluates the current security posture of the organization of the company and what controls need to be put into place to safeguard their information. You only have the brief synopsis for guidance so if something is not identified either it is not being done or they do not have enough information to provide you. Use your text as the key source when determining what security controls need to be in place for your company. Ensure that you cover each component that we have discussed within our class room videos in order to increase the security posture of your organization.

Deliverables

15-page written paper. Ten scholarly sources in addition to your text. The entire paper must be properly APA formatted with an APA running header, all references properly formatted, and cited within your writing. The entire paper will be double spaced in Times New Roman.

Minimum components that must be covered

1. Legislation/Regulations or industry standards

How do legislation and regulations affect and govern your company. Identify one federal legislative component and one regulation/industry standard that could impact your company. These should focus on IT security, Cyber security, etc. Graham Leach Billey Act.

2. Network Security Tools

What tools are instrumental in monitoring, detecting, and alerting your company when an someone is trying to gain unauthorized access to your organizations network. Wireshark, Nessus, Snort, etc. are good examples of tools

3. Conclusion

Power point presentation

1. Starts promptly at 8am on Sunday. Presentations will be submitted for grading Saturday

2. Presentation will be put on thumb drives

3. All students will take part of presenting

4. 15-minute max on presentation

5. Groups will randomly present

6. Must be APA formatted

7. Bullets must be limited with information, i.e., do not put long paragraphs

8. Practice presenting, have a timer

9. 1 minute per slide

10. Putting the presentation on overhead to determine if it can be seen.

11. When you are presenting please do not talk to other team members and take away from group presentation.

12. Limit walking in front of presenting groups

Notes –

There is no break on Friday. You must be present and on time for check-in and checkout.

During the presentation when you finish you are still required to stay and watch other groups, if you choose to leave and not come back this will impact your time at residency and grade.

Turn off phones

Write a 350- to 750-word paper describing your reaction to the video with respect to the Bhutanese views on happiness.

Include the following:

• Explain the Bhutanese views on happiness.
• Provide specific examples from the video that you found interesting or meaningful. Why?
• Contrast the “good life” as reflected in Bhutanese and American culture.

Note:  -Please double space the body of the text on all assignments.

-The following is a suggested protocol for saving assignments:

First Initial, Last Name, Assignment Name

Format your paper consistent with APA guideline

Homework Post 5: Reality Acceptance

Skill Practice Reflection: Reflect on a time this week where you practiced using reality acceptance outside of class this past week. Include a response to the following prompts for a total of about 1 page double spaced.

· Describe how you practiced using reality acceptance this week. Were you able to effectively use the skill? How did it change how you felt about the situation? Did it change the outcome at all?

· Complete a WOOP you have to use more reality acceptance skills using the following four prompts. Remember to include all four parts of the WOOP, putting particular focus on naming an internal obstacle and an if/then statement for your plan.

· WISH: What is something you wish to change in your future in terms of your ability to use reality acceptance skills? This change can be longer term, but make sure to then also identify something for within the next 4 weeks.

· OUTCOME: What would a specific outcome be if you were to live out the above wish?

· OBSTACLE: What is an obstacle that has kept/will keep you from using reality acceptance? Name at least one internal barrier and one external barrier.

· PLAN: What are your plans for overcoming these obstacles and barriers to use the reality acceptance skills? Make sure to include an if/then statement (i.e. If you face “obstacle x”, then you will do …) and then expand on how you will ensure you stick with that plan. Include specific steps!

Class Activity Reflection: Reflect on the practice you did in class of having to make the opposite arguments for a topic you’re really passionate about. Your response for this section should be about 1 page double spaced and should answer the following questions.

· What thoughts or reactions did you notice initially having to this activity? What did you do to counteraction those thoughts and reactions so you could do the activity effectively?

· During the activity, did you notice urges to revert to making the argument you would typically make? If so, what did you do to be able to continue going with the practice effectively when you had those urges?

· Where in your life would it be helpful to apply this same practice?

·

Gratitude Practice: Write a half a page about an experience in your life you’re proud of or grateful for.

Lecture + Reading Reflection: Reflect on the previous lecture and the assigned readings for next week and the associated videos. Respond to the following prompts in a half page.

· What is one thing that resonated with you class on Wednesday, particularly from the lecture material? What do you still have questions about (if anything)?

· Identify one way you can see the content in the readings helping you going forward.

GRADING STANDARDS

Your post is worth a possible 10 points. To receive the full 10 points for this post, you must respond to all four sections of reflection and address all prompts fully, totaling around 3-4 double-spaced pages. Be honest; part of the goal of these posts is to have an opportunity to receive feedback and support from the TAs, who have experience with using these skills and coaching on the use of them. Your grade is NOT based on how “well” you used the skills, but rather on how much we can see you reflected on the skills/content and have thought about how it applies to your life. Incomplete or late responses will be docked points.

ACTION ASSIGNMENT INSTRUCTIONS:

STEP 1: Before beginning this assignment, read the list located on the right side of page 563-564 in Women’s Lives: Multicultural Perspectives. Use this list to get ideas for your Action Assignment.

STEP 2: Individually or in groups, you will design, take part in, and perform a positive, pro-woman or pro-girl act that you would not have done before taking this course. Write a 2-pg. typed paper in which you describe the act & its after-effects. Also explain how the act is empowering to women and/or girls. Your action must be legal & non-violent.

Critical Thinking Questions to Accompany Equity

Discussion

Instructions: Preview these questions prior to viewing the documentary. After watching the film formulate your responses to each of the following critical thinking questions. Compose and type your responses in complete sentences. Each question has been given an alphanumerical code (example “CT-1”).  Answer each of the 8 questions by placing the question’s alphanumerical code at the beginning of your answer/response. Your responses to the critical thinking questions are to be submitted on eCampus. Follow the instructions on how to do this below. You do not have to retype or copy the questions. Single space your responses and use Tahoma or Times New Roman 12 type font. Answer each question in the order and format below. Edit your paper for typing and grammar errors before submitting.

Example:
Question CT1. When Jane Elliott gathered and debriefed her third graders at the end of the original two day exercise, what comments did the children make concerning what they had learned from the exercise? Comment on specific words the children used and interpret the feelings behind the body language they demonstrated as third graders.

Response CT1. After the two day exercise during the debriefing session when the children were in a circle surrounding Jane Elliott, the children made comments such as….

Here Are The Questions: 

Question CT1. When Jane Elliott gathered and debriefed her third graders at the end of the original two-day exercise, what comments did the children make concerning what they had learned from the exercise? Comment on specific words the children used and interpret the feelings behind the body language they demonstrated as third graders.

Question ER/CT2. Notice how quickly the children fell into their assigned roles. According to Elliott, in the span of how many minutes did it take for the children to take on these roles? What does this say about how easy it is to learn to become prejudice?  Make a personal statement reflecting on how prejudice is learned.

Question CT/SR3. As adults who attended the reunion, what specific comments were made to Jane Elliott about the value of the exercise when asked was “the learning was worth the agony? How would you interpret their responses?

Question EQS4. The Stanford University Psychology Department evaluated the children’s academic level of work during the two-day exercise from their spelling tests, reading tests scores after the two-day exercise was complete. Write a complete sentence describing each of the following the types and directions of correlations found as a result of the children’s experiences.  Review pp. 17-19 in the Sanderson textbook on correlational research. Explain the type and the direction demonstrated for each of the following the correlational relationships (positive or negative):
(a) between self-esteem (X) and discrimination (Y)?
(b) between discrimination (X) and academic performance (Y)?

(c) between self-esteem (X) and academic performance (Y)?

(d) What are the implications of these findings?

Question PR/TR5. Which particular child (Raymond, Susan, Brian, Russell, John, Roy, Lorrie, Greg, Sandy, Sheila, Verle) attracted your attention in the video? How did you relate to the feelings of that child? What makes you say that?

Question CT/ER6. Identify the specific prejudicial statements and the behavioral techniques used by Jane Elliott to set up the exercise. Draw parallels between Elliott’s words and methods with those used by individuals and /or by society to foster prejudice, discrimination and inequity.

Question SD/PR7. Have you ever personally experienced (been a victim of) prejudicial attitudes or discriminatory behavior? If so, what were the circumstances? How did you cope with the stress? If not, what will you do in the future when you see or experience discrimination in action?

Question C/TR8. Discuss your overall reaction to “A Class Divided.”
Respond to this prompt by including this thinking routine:
Before viewing “A Class Divided” I used to think…

After viewing “A Class Divided” I now think…

Instructions on how to submit your responses on eCampus.
Log into our course on eCampus.
On the left side find the course menu and the button which says: “Equity Assessment: A Class Divided” and click on it.
To write your responses you may either type your responses in a word document and attach it through “Browse My Computer” or you may click on the “Write Submission” box and write your responses in the text box provided. A text box will appear immediately below. Place your cursor in that box and click. Then start typing your responses to the guided critical thinking questions according to the directions you have been provided.

When you are finished writing your paper scroll all the way down to the bottom of the page and click on “Submit.”

You are finished!