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Chapter 10 discusses situational awareness. Much of the security efforts of the past have been centered around prevention and protection. The increasing sophistication of cyber attacks have shown that no controls are 100% effective, and some compromises do occur. There is a rising realization that in addition to considering prevention and protection, controls that address detection and response are necessary to improve security posture. Please describe how situational awareness is a driver for detection and response controls. To complete this assignment, you must do the following: A) Create a new thread. As indicated above, describe how situational awareness is a driver for detection and response controls. B) Select AT LEAST 3 other students' threads and post substantive comments on those threads. Your comments should extend the conversation started with the thread. .

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Essay Questions Answer all questions below in a single document, preferably below the corresponding topic. Responses should be no longer than half a page. One 1. A security program should address issues from a strategic, tactical, and operational view. The security program should be integrated at every level of the enterprise’s architecture. List a security program in each level and provide a list of security activities or controls applied in these levels. Support your list with real-world application data. 2. The objectives of security are to provide availability, integrity, and confidentiality protection to data and resources. List examples of these security states where an asset could lose these security states when attacked, compromised, or became vulnerable. Your examples could include fictitious assets that have undergone some changes. 3. Risk assessment can be completed in a qualitative or quantitative manner. Explain each risk assessment methodology and provide an example of each. Two 1. Access controls are security features that are usually considered the first line of defense in asset protection. They are used to dictate how subjects access objects, and their main goal is to protect the objects from unauthorized access. These controls can be administrative, physical, or technical in nature and should be applied in a layered approach, ensuring that an intruder would have to compromise more than one countermeasure to access critical assets. Explain each of these controls of administrative, physical, and technical with examples of real-world applications. 2. Access control defines how users should be identified, authenticated, and authorized. These issues are carried out differently in different access control models and technologies, and it is up to the organization to determine which best fits its business and security needs. Explain each of these access control models with examples of real-world applications. 3. The architecture of a computer system is very important and comprises many topics. The system has to ensure that memory is properly segregated and protected, ensure that only authorized subjects access objects, ensure that untrusted processes cannot perform activities that would put other processes at risk, control the flow of information, and define a domain of resources for each subject. It also must ensure that if the computer experiences any type of disruption, it will not result in an insecure state. Many of these issues are dealt with in the system’s security policy, and the security model is built to support the requirements of this policy. Given these definitions, provide an example where you could better design computer architecture to secure the computer system with real-world applications. You may use fictitious examples to support your argument. Three 1. Our distributed environments have put much more responsibility on the individual user, facility management, and administrative procedures and controls than in th.

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4 A Prevention System Overview: Defining the Overall Security Objective CHAPTER OUTLINE 102 C H A P T E R Revisiting Risk Risk Management Options The Security Objective The Overall Security Objective: A Seam- less, Integrated Security Design Conclusion Review Questions Discussion Questions CHAPTER HIGHLIGHTS Prevention system: Overview: 1. Physical security 2. Personnel security 3. Information security 4. Liability 5. Interdepartmental dependencies Risk management: Options outlined: 1. Eliminate the risk. 2. Mitigate the risk. 3. Transfer the risk. 4. Spread the risk. 5. Accept the risk. KEY WORDS Assuming risk Eliminating risk Mitigating risk Overall security objective Personnel security Physical security Risk management Seamless, integrated security design Security objective Spreading risk Transferring risk Identifying and Exploring Security Essentials, by Mary Clifford. Published by Prentice-Hall. Copyright © 2004 by Pearson Education, Inc. IS B N : 0 -5 3 6 -9 1 2 7 1 -8 A PREVENTION SYSTEM OVERVIEW 103 To begin the process of making an environment secure, one must establish a theoretical ideal of what it means to have security within a given target environment. Without a doubt, this security ideal will vary, depending on who is creating it and what their objectives are for the system. Once the theoretical realities have been considered, it is important to shift the focus to the various practical realities that exist within the target environment. The process of making a system secure, then, can be discussed as a process involving ongoing ex- changes between the identified theoretical ideals and the practical realities within a target environment. Both the theoretical ideal and the practical implementation realities within the target environment must be fully considered to determine whether or not the security plan is as effective as it can be. Consideration of these essential el- ements is ongoing and constantly interactive. It might help to think of the field of security in two parts, almost as two separate things. Consider Figure 4–1. On the one hand you learn about various security-related issues that, in theory, might be appropriate for addressing your security-related concerns. On the other hand, you must identify the practical realities within your target environment that will impact the ability to implement the established security priorities. Say, for example, as a retail store owner you read in a security magazine about a loss prevention system that is identified as the most effective means for reducing shoplifting losses. You know that your unexplained losses are increasing, and you decide to make this a priority for your target environment (your retail shop). After you establish Ideal Security Objectives Target Environment Implementation Realities Es tab lishe d Security Priorities Revised Security Prior ities Additional Practical Expertise Additional Practical Expertise FIGURE 4–1 Th.

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Question 1: Learning About Cookies as Spyware. Research what kind of information cookies store. You might find the following websites helpful: · www.allaboutcookies.org/ · www.howstuffworks.com/cookie1.htm Using WORD, write an ORIGINAL brief essay of 300 words or more describing cookies and the way they can invade privacy. Safe Assign is software that verifies the originality of your work against on-line sources and other students. Note your Safe Assign score. Continue submitting until your Safe Assign score is less than 25. For your first written assignment, you have unlimited times to retry your assignment. Attach your WORD doc and then hit SUBMT. Question 2 Using the Web or other resources, find out what your state's laws are regarding cyber stalking. Write a brief essay describing those laws and what they mean. Question 3: Learn About Defending Against DDoS Using WORD, write an ORIGINAL brief essay of 300 words or more: · Find a DoS attack that has occurred in the last six months · You might find some resources at www.f-secure.com. · Note how that attack was conducted. · Write a brief explanation of how you might have defended against that specific attack. Question 4: Use a search engine to find the names of five different cyber viruses. Using WORD, write a short paragraph on each. Question 5: Use the Web to search for examples of hacks that made the news. Write a brief description of the attack indicating what type of hack was involved. Question 6: Consider this hypothetical situation: David Doe is a network administrator for the ABC Company. David is passed over for promotion three times. He is quite vocal in his dissatisfaction with this situation. In fact, he begins to express negative opinions about the organization in general. Eventually, David quits and begins his own consulting business. Six months after David’s departure, it is discovered that a good deal of the ABC Company’s research has suddenly been duplicated by a competitor. Executives at ABC suspect that David Doe has done some consulting work for this competitor and may have passed on sensitive data. However, in the interim since David left, his computer has been formatted and reassigned to another person. ABC has no evidence that David Doe did anything wrong. What steps might have been taken to detect David’s alleged industrial espionage? What steps might have been taken to prevent his perpetrating such an offense? Question 7: 1). Using the Web or other resources, write a brief paper about RSA, its history, its methodology, and where it is used. 2). Send a brief message (ten words minimum) using the Caesar Cypher. Question 8: Using the Web or other resources, do a bit of research on the methodologies that Microsoft Windows firewall uses. Consider the strengths and weaknesses of that approach. Question 9: Using the guidelines provided in this week's chapter (and other resources as needed), create a step-by-step IT security policy for handling user accounts/rights ...

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A false sense of security is the best cure for your conscious yet less effective against a real attack. Security is about risks and how you manage it, if you like to build good security you need to perform risk management and periodically measure risk against your security template. Attacks shift and so does your budget assignment. Simple questions can reveal more needs and address security in those areas of importance.

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Discussion: Shared Practice: The Triple Bottom Line “Is the organization making a profit?” That is what most stakeholders think about when they look at the bottom line. Yet, an organization might be making a profit while dumping toxic waste into the environment, treating employees poorly, or failing to conserve resources. Nonfinancial performance measures such as these can be challenging to measure. The Triple Bottom Line (TBL) is a framework that incorporates nonfinancial factors in measuring the performance of an organization. In addition to assessing profitability, the TBL approach also assesses an organization’s social and ecological impact. Today’s socially conscious executive thoroughly grasps the significance of the TBL in terms of organizational and cultural success. TBL, which is sometimes referred to as part of the broader term corporate social responsibility (CSR), is a measure of an organization’s financial health, environmental sustainability, and its furtherance of social justice. One question that can be used to assess if an organization is meeting TBL objectives is whether or not the human experience of all stakeholders is elevated due to its work. To prepare for this Discussion, “Shared Practice: The Triple Bottom Line,” review the Learning Resources for this week and consider how the Triple Bottom Line is related to and affected by an organization’s performance. Reflect on the meaning of corporate social responsibility and how this might impact your role in promoting social change. Post by Day 3, the following: •Predict how the implementation of the Triple Bottom Line would affect your current or former organization’s performance. Be sure to include at least two short term consequences and at least two long term consequences of using the TBL measurement system. •Provide an explanation of how you view the relationship between corporate profits and social responsibility. •Describe how you (as an executive) plan to use some of the skills learned in this course to promote social change in your organization now and in the future. Session 12: Final Exam Print Due December 19 at 12:00 AM Starts Dec 12, 2016 12:00 AM INFA 620 - NETWORK AND INTERNET SECURITY Final Exam This is an open-book individual exam. You may use any resources in addition to the textbook, but you should do it individually without collaborating with others. Questions should be answered in your own words. Use quotation marks if not using your own words, and do not forget to cite full reference. Other Guidelines: · You should submit your exam to your assignment folder in WT as an HTML, MS-Word or plain text. When using HTML or plain text, you can either use the window available to paste your work, or attach your file. · Repeat the text of the question you have selected. · Be the clearest and objective you can in all questions and be sure you are answering what is asked. · Put your name in the exam. The exam is due on Monday (12/19) 12:00 am. PROBLE.

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Answer each question in one to two paragraphs. Question 1: Layered Network Defense Network security has become a complicated topic due to the many types of threats to network information and systems. To defend against these threats, a layered network defense strategy must be utilized. What are the major components of a layered network defense model and what role does each of the layers play in the overall defense of the network against security threats? Question 2: Risk Analysis Properly securing a network is like building security around your home. You can invest a lot of money is security systems that defend against threats that do not exist in your neighborhood. The first step in developing good security is to understand what threats exist. What are the major security threats that exist for a typical company and how might they determine which threats present the most risk for them and their situation? Question 3: Security Policy Securing a network consists of much more than just installing the appropriate hardware and software. A company must have a good set of policies in place to help make the decisions necessary to properly implement their network security. Discuss the major components of a good security policy. Question 4: Goals of Network Security One size does not fit all with regards to network security. A company or organization must understand what they are trying to accomplish with their network security. These goals will help drive the decisions necessary to implement a good security system. List some examples of goals a company or organization might set for their security system and discuss what types of security they might use to achieve these goals. Question 5: Intrusion Detection Networks often contain valuable information and are the target of threats to acquire the information or damage the information. Intruders pose a significant threat to networks and the first step in thwarting intrusion is to understand when and how it is occurring. What are some of the ways intruders can be detected in a network and what can be done to reduce this network threat? Question 6: Digital Signatures One of the most difficult aspects of network security is identification. If all people and devices connected to the network could be identified during every network transmission, security would be greatly improved. Unfortunately, this is not an easy task. Digital signatures help in identification of network transmissions. Discuss how digital signatures work and what aspects of network security they enhance. Question 7: Access Control Lists A common method of gaining improved network security is to create a list of authorized users for all network resources. These lists are called Access Control Lists or ACLs. ACLs are like airline reservations. You arrive at the gate and if you have a boarding pass, you can get on the plane. Without a boarding pass, you are left at the gate and the plane is off limits. Dis.

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CHAPTER 3 Understanding Regulations, Accreditation Criteria, and Other Standards ofPractice NAEYC Administrator Competencies Addressed in This Chapter: Management Knowledge and Skills 2. Legal and Fiscal Management · Knowledge and application of the advantages and disadvantages of different legal structures · Knowledge of different codes and regulations as they relate to the delivery of early childhood program services · Knowledge of child custody, child abuse, special education, confidentiality, anti-discrimination, insurance liability, contract, and laborlaws pertaining to program management 5. Program Operations and Facilities Management · Knowledge and application of policies and procedures that meet state/local regulations and professional standards pertaining to thehealth and safety of young children 7. Marketing and public relations · Skill in developing a business plan and effective promotional literature, handbooks, newsletters, and press releases Early Childhood Knowledge and Skills 5. Children with Special Needs · Knowledge of licensing standards, state and federal laws (e.g., ADA, IDEA) as they relate to services and accommodations for childrenwith special needs 10. Professionalism · Knowledge of laws, regulations, and policies that impact professional conduct with children and families · Knowledge of center accreditation criteria Learning Outcomes After studying this chapter, you will be able to: 1. Describe the purpose of regulations that apply to programs of early care and education and list several topics they address. 2. Identify several ways accreditation standards are different from child care regulations. 3. State the purpose of Quality Rating and Improvement Systems (QRIS). 4. List some ways qualifications for administrators and teachers are different for licensure, for accreditation, and in QRIS systems. 5. Identify laws that apply to the childcare workplace, such as those that govern the program’s financial management and employees’well-being. Marie’s Experience Marie has been successful over the years in keeping her center in compliance with all licensing regulations. She is proud of her teachers andconfident that the center consistently goes above and beyond licensing provisions designed simply to keep children healthy and safe. She knowsthat the center provides high-quality care to the children it serves, but has never pursued accreditation or participated in her state’s optionalQuality Rating and Improvement System (QRIS) because of the time and effort it would require. Her families have confidence in her program anddo not seem to need this additional assurance that it provides high-quality services day in and day out. Large numbers of families rely on out-of-home care for their infants, toddlers, preschoolers, and school-age children during the workday. In2011, there were 312,254 licensed child care facilities with a capacity to serve almost 10.2 million children. About 34% of these facilitieswere child care center.

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Chapter 3 Human Rights INTERNATIONAL HUMAN RIGHTS–BASED ORGANIZATIONS LIKE THE UN COMMISSION ON HUMAN RIGHTS HAVE MADE MONITORING HUMAN RIGHTS A GLOBAL ISSUE. The United Nations is headquartered in New York City. Learning Objectives 1. 3.1Review the expansion of and the commitment to the human rights agenda 2. 3.2Evaluate the milestones that led to the current concerns around human rights 3. 3.3Evaluate some of the philosophical controversies over human rights 4. 3.4Recognize global, regional, national, and local institutions and rules designed to protect human rights across the globe 5. 3.5Report the efforts made globally in bringing violators of human rights to justice 6. 3.6Relate the need for stricter laws to protect women’s human rights across the globe. 7. 3.7Recognize the need to protect the human rights of the disabled 8. 3.8Distinguish between the Western and the Islamic beliefs on individual and community rights 9. 3.9Review the balancing act that needs to be played while fighting terrorism and protecting human rights 10. 3.10Report the controversy around issuing death penalty as punishment When Muammar Qaddafi used military force to suppress people demonstrating in Libya for a transition to democracy, there was a general consensus that there was a global responsibility to protect civilians. However, when Bashar Assad used fighter jets, tanks, barrel bombs, chemical weapons, and a wide range of brutal methods, including torture, to crush the popular uprising against his rule in Syria, the world did not respond forcefully to protect civilians. The basic reason given for allowing Syria to descend into brutality and chaos was that it was difficult to separate Syrians favoring human rights from those who embraced terrorism. Although cultural values differ significantly from one society to another, our common humanity has equipped us with many shared ideas about how human beings should treat each other. Aspects of globalization, especially communications and migration, reinforce perceptions of a common humanity. In general, there is global agreement that human beings, simply because we exist, are entitled to at least three types of rights. First is civil rights, which include personal liberties such as freedom of speech, religion, and thought; the right to own property; and the right to equal treatment under the law. Second is political rights, including the right to vote, to voice political opinions, and to participate in the political process. Third is social rights, including the right to be secure from violence and other physical danger, the right to a decent standard of living, and the right to health care and education. Societies differ in terms of which rights they emphasize. Four types of human rights claims that dominate global politics are 1. The abuse of individual rights by governments 2. Demands for autonomy or independence by various groups 3. Demands for equality and privacy by groups with unconventional lifestyles 4. Cla.

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CHAPTER 13 Contributing to the Profession NAEYC Administrator Competencies Addressed in This Chapter: Management Knowledge and Skills 1. Personal and Professional Self-Awareness · The ability to evaluate ethical and moral dilemmas based on a professional code of ethics 8. Leadership and Advocacy · Knowledge of the legislative process, social issues, and public policy affecting young children and their families · The ability to advocate on behalf of young children, their families and the profession Early Childhood Knowledge and Skills 1. Historical and Philosophical Foundations · Knowledge of research methodologies 10. Professionalism · Knowledge of different professional organizations, resources, and issues impacting the welfare of early childhood practitioners · Ability to make professional judgments based on the NAEYC “Code of Ethical Conduct and Statement of Commitment” · Ability to work as part of a professional team and supervise support staff or volunteers Learning Outcomes After studying this chapter, you will be able to: 1. Describe how the field of early childhood education has made progress achieving two of the eight criteria of professional status. 2. Identify the advocacy tools that early childhood advocates should have at their disposal. 3. Discuss opportunities that program administrators have to contribute to the field’s future. Grace’s Experience Grace had found that working with children came naturally, and she considered herself to be a gifted teacher after only a short time in theclassroom. She thought she would spend her entire career working directly with children. She is now somewhat surprised how much she isenjoying the new responsibilities that come with being a program director. She is gaining confidence that she can work effectively with allfamilies, even when faced with difficult conversations; and her skills as a supervisor, coach, and mentor are increasing as well. She is nowcomfortable as a leader in her own center and is considering volunteering to fill a leadership role in the local early childhood professionalorganization. That would give her opportunities to refine her leadership skills while contributing to the quality of care provided for childrenthroughout her community. Early childhood administrators are leaders. They contribute to the profession by making the public aware of the field’s emergingprofessionalism, including its reliance on a code of ethics; engaging in informed advocacy; becoming involved in research to increase whatwe know about how children learn, grow, and develop; and coaching and mentoring novices, experienced practitioners, and emergingleaders. 13.1 PROMOTING PROFESSIONALIZATION1 Lilian Katz, one of the most influential voices in the field of early care and education, began discussions about the professionalism of thefield in the mid-1980s. Her work extended a foundation that had been laid by sociologists, philosophers, and other scholars and continuesto influence how early childhoo.

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Chapter 4 Legal Construction of the Employment Environment ©vinnstock/123RF Learning Objectives After completing this chapter, you should be able to: 1. LO1 2. LO2 3. LO3 4. LO4 5. LO5 6. LO6 7. LO7 page 146 Opening Scenarios SCENARIO 1 Ione is asked to fill two new positions at her company. The first requires complicated accounting knowledge; the second has no prerequisites but there is no opportunity for advancement without a college degree, preferably in advertising or English. Ione wants to hire younger workers so they will be more likely to have a long tenure at the firm. She places an advertisement in the local public university’s alumni magazine, requesting résumés from “recent college graduates,” Business or English degrees preferred. Ione’s co-worker suggested that she place the advertisement in their mutual alma matter’s magazine, since many of the current employees graduated from there and employees from that university have proven knowledgeable and hard working. Ione decides not to place advertisements at this time in the alumni magazines of the two local private universities, a Jesuit in-state and a historically black college that is very close to her offices, and which has a well-regarded business program. She figures she will get around to it if her first search is unsuccessful. Is Ione’s firm subject to any liability based on this advertisement? SCENARIO 2 Wole Okri is the owner of a large apple orchard and hires about 50 young employees each season to work for him on a part-time basis to pick apples in his outdoor operation. During the past few weeks he has noticed a suspicious smell lingering around his orchard, which is recognizes as smoke from marijuana. Because the apple pickers are required to climb high ladders and drive trucks with wagons full of apples, the orchard has a zero tolerance policy for drugs and alcohol. The use of such substances could lead to serious injury. Wole has no idea where to begin a search for suspects but the smell is stronger during and just after break times and in the area where his workers gather to rest during breaks and between shifts. Can Wole simply notify each of his employees that they will all be required to submit to a drug test to determine who has been smoking the marijuana, or should he figure out some way to narrow down the number of “suspects” and then use the drug test only as a means of confirmation of suspicion? How could he narrow down the number? In addition, Wole has not yet purchased computerized checkout scanners for his large retail outlet where he sells apples and other local products to the public. Therefore all of the product prices must be input by hand to the store registers. Wole has found in the past that certain employees are able to perform this task at a much more rapid pace than others. To maintain store efficiency, he decides to test all applicants relating to their ability to input prices into the register. After administering an on-site timed test, he .

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Chapter 2 The Law of Education Introduction This chapter describes the various agencies and types of law that affect education. It also discusses the organization and functions of the various judicial bodies that have an impact on education. School leadership candidates are introduced to standards of review, significant federal civil rights laws, the contents of legal decisions, and a sample legal brief. Focus Questions 1. How are federal courts organized, and what kind of decisions do they make? 2. What is law? How is law different from policy? 3. From what source does the authority of local boards of education emanate? 4. How can campus and district leaders remain current with changes in law and policy at the national and state level? Key Terms 1. 2. 3. 4. En banc 5. 6. 7. 8. 9. 10. 11. Stare decisis 12. 13. 14. 15. Case Study Confused Yet? As far as Elise Daniels was concerned, the monthly meeting of the 20 River County middle school principals was the most informative and relaxing activity in her school year. Twice per year, the principals invited a guest to speak to the group. Elise was particularly interested in the fall special guest speaker, the attorney for the state school boards association. Elise had heard him speak several times, so she was aware of his deep knowledge of school law and emerging issues. As the attorney, spoke Elise found herself becoming more anxious. It was as if the attorney was speaking a foreign language. Tinker rules, due process, Title IX, Office of Civil Rights, and the state bullying law. Elise found herself thinking, “The Americans with Disabilities Act has been amended? How am I supposed to keep up with all of this?” Leadership Perspectives Middle School Principal Elise Daniels in the case study “Confused Yet?” is correct. School law can be confusing. Educators work in a highly regulated environment directly and indirectly impacted by a wide variety of local, state, and federal authorities. When P–12 educators refer to “the law,” they are often referring to state and/or federal statutes enacted by legislatures (). This understanding is correct. The U.S. Congress and 50 state legislatures are active in the law-making business. To make matters more difficult, the law is constantly changing and evolving as new situations arise. For example, 10 years ago few if any states had passed antibullying laws. By 2008, however, almost every state had some form of antibullying legislation on the books. Soon after, the phenomenon of cyberbullying emerged, and state legislators rushed to add cyberbullying and/or electronic bullying to their state education laws. One can only guess at what new real or perceived problem affecting public P–12 schools will be next. P–12 educators also refer to school board policy as “law.” However, law and policy are not necessarily identical. , p. 4) defines policy as “one way through which a political system handles a public problem. It includes a government’s expressed inten.

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CHAPTER 1 Legal Heritage and the Digital Age Statue of Liberty, New York Harbor The Statue of Liberty stands majestically in New York Harbor. During the American Revolution, France gave the colonial patriots substantial support in the form of money for equipment and supplies, officers and soldiers who fought in the war, and ships and sailors who fought on the seas. Without the assistance of France, it is unlikely that the American colonists would have won their independence from Britain. In 1886, the people of France gave the Statue of Liberty to the people of the United States in recognition of friendship that was established during the American Revolution. Since then, the Statue of Liberty has become a symbol of liberty and democracy throughout the world. Learning Objectives After studying this chapter, you should be able to: 1. Define law. 2. Describe the functions of law. 3. Explain the development of the U.S. legal system. 4. List and describe the sources of law in the United States. 5. Discuss the importance of the U.S. Supreme Court’s decision in Brown v. Board of Education. Chapter Outline 1. Introduction to Legal Heritage and the Digital Age 2. What Is Law? 1. Landmark U.S. Supreme Court Case • Brown v. Board of Education 3. Schools of Jurisprudential Thought 1. CASE 1.1 • U.S. Supreme Court Case • POM Wonderful LLC v. Coca-Cola Company 2. Global Law • Command School of Jurisprudence of Cuba 4. History of American Law 1. Landmark Law • Adoption of English Common Law in the United States 2. Global Law • Civil Law System of France and Germany 5. Sources of Law in the United States 1. Contemporary Environment • How a Bill Becomes Law 2. Digital Law • Law of the Digital Age 6. Critical Legal Thinking 1. CASE 1.2 • U.S. Supreme Court Case • Shelby County, Texas v. Holder “ Where there is no law, there is no freedom.” —John Locke Second Treatise of Government, Sec. 57 Introduction to Legal Heritage and the Digital Age In the words of Judge Learned Hand, “Without law we cannot live; only with it can we insure the future which by right is ours. The best of men’s hopes are enmeshed in its success.”1 Every society makes and enforces laws that govern the conduct of the individuals, businesses, and other organizations that function within it. Although the law of the United States is based primarily on English common law, other legal systems, such as Spanish and French civil law, also influence it. The sources of law in this country are the U.S. Constitution, state constitutions, federal and state statutes, ordinances, administrative agency rules and regulations, executive orders, and judicial decisions by federal and state courts. Human beings do not ever make laws; it is the accidents and catastrophes of all kinds happening in every conceivable way that make law for us. Plato Laws IV, 709 Businesses that are organized in the United States are subject to its laws. They are also subject to the laws of other countries in which they operate. Busin.

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CHAPTER 20 Employment Law and Worker Protection Washington DC Federal and state laws provide workers’ compensation and occupational safety laws to protect workers in the United States. Learning Objectives After studying this chapter, you should be able to: 1. Explain how state workers’ compensation programs work and describe the benefits available. 2. Describe employers’ duty to provide safe working conditions under the Occupational Safety and Health Act. 3. Describe the minimum wage and overtime pay rules of the Fair Labor Standards Act. 4. Describe the protections afforded by the Family and Medical Leave Act. 5. Describe unemployment insurance and Social Security. Chapter Outline 1. Introduction to Employment Law and Worker Protection 2. Workers’ Compensation 1. Case 20.1 • Kelley v. Coca-Cola Enterprises, Inc. 3. Occupational Safety 1. Case 20.2 • R. Williams Construction Company v. Occupational Safety and Health Review Commission 4. Fair Labor Standards Act 1. Case 20.3 U.S. SUPREME COURT Case • IBP, Inc. v. Alvarez 5. Family and Medical Leave Act 6. Consolidated Omnibus Budget Reconciliation Act and Employee Retirement Income Security Act 7. Government Programs “ It is difficult to imagine any grounds, other than our own personal economic predilections, for saying that the contract of employment is any the less an appropriate subject of legislation than are scores of others, in dealing with which this Court has held that legislatures may curtail individual freedom in the public interest.” —Stone, Justice Dissenting opinion, Morehead v. New York (1936) Introduction to Employment Law and Worker Protection Generally, the employer–employee relationship is subject to the common law of contracts and agency law. This relationship is also highly regulated by federal and state governments that have enacted myriad laws that protect workers from unsafe working conditions, require employers to provide workers’ compensation to employers injured on the job, prohibit child labor, require minimum wages and overtime pay to be paid to workers, require employers to provide time off to employees with certain family and medical emergencies, and provide other employee protections and rights. Poorly paid labor is inefficient labor, the world over. Henry George This chapter discusses employment law, workers’ compensation, occupational safety, pay and hour rules, and other laws affecting employment. Workers’ Compensation Many types of employment are dangerous, and many workers are injured on the job each year. Under common law, employees who were injured on the job could sue their employers for negligence. This time-consuming process placed the employee at odds with his or her employer. In addition, there was no guarantee that the employee would win the case. Ultimately, many injured workers—or the heirs of deceased workers—were left uncompensated. Workers’ compensation acts were enacted by states in response to the unfairness of that result. These acts crea.

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Chapter 1 Global Issues: Challenges of Globalization A GROWING WORLDWIDE CONNECTEDNESS IN THE AGE OF GLOBALIZATION HAS GIVEN CITIZENS MORE OF A VOICE TO EXPRESS THEIR DISSATISFACTION. In Brazil, Protestors calling for a wide range of reforms marched toward the soccer stadium where a match would be played between Brazil and Uruguay. Learning Objectives 1. 1.1Identify important terms in international relations 2. 1.2Report the need to adopt an interdisciplinary approach in understanding the impact of new world events 3. 1.3Examine the formation of the modern states with respect to the thirty years’ war in 1618 4. 1.4Recall the challenges to the four types of sovereignty 5. 1.5Report that the European Union was created by redefining the sovereignty of its nations for lasting peace and security 6. 1.6Recall the influence exerted by the Catholic church, transnational companies, and other NGOs in dictating world events 7. 1.7Examine how globalization has brought about greater interdependence between states 8. 1.8Record the major causes of globalization 9. 1.9Review the most important forms of globalization 10. 1.10Recount the five waves of globalization 11. 1.11Recognize reasons as to why France and the US resist globalization 12. 1.12Examine the three dominant views of the extent to which globalization exists Revolutions in technology, finance, transportation, and communications and different ways of thinking that characterize interdependence and globalization have eroded the power and significance of nation-states and profoundly altered international relations. Countries share power with nonstate actors that have proliferated as states have failed to deal effectively with major global problems. Many governments have subcontracted several traditional responsibilities to private companies and have created public-private partnerships in some areas. This is exemplified by the hundreds of special economic zones in China, Dubai, and elsewhere. Contracting out traditional functions of government, combined with the centralization of massive amounts of data, facilitated Edward Snowden’s ability to leak what seems to be an almost unlimited amount of information on America’s spying activities. The connections between states and citizens, a cornerstone of international relations, have been weakened partly by global communications and migration. Social media enable people around the world to challenge governments and to participate in global governance. The prevalence of mass protests globally demonstrates growing frustration with governments’ inability to meet the demands of the people, especially the global middle class. The growth of multiple national identities, citizenships, and passports challenges traditional international relations. States that played dominant roles in international affairs must now deal with their declining power as global power is more diffused with the rise of China, India, Brazil, and other emerging market countries. States are i.

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CHAPTER 23 Consumer Protection Restaurant Federal and state governments have enacted many statutes to protect consumers from unsafe food items. Learning Objectives After studying this chapter, you should be able to: 1. Describe government regulation of food and food additives. 2. Describe government regulation of drugs, cosmetics, and medicinal devices. 3. Identify and describe unfair and deceptive business practices. 4. Describe the United Nations Biosafety Protocol concerning genetically altered foods. 5. List and describe consumer financial protection laws. Chapter Outline 1. Introduction to Consumer Protection 2. Food Safety 1. Case 23.1 • United States of America v. LaGrou Distribution Systems, Incorporated 3. Food, Drugs, and Cosmetics Safety 1. LANDMARK LAW • Food, Drug, and Cosmetic Act 2. ETHICS • Restaurants Required to Disclose Calories of Food Items 3. GLOBAL LAW • United Nations Biosafety Protocol for Genetically Altered Foods 4. Product and Automobile Safety 5. Medical and Health Care Protection 1. LANDMARK LAW • Health Care Reform Act of 2010 6. Unfair and Deceptive Practices 1. CONTEMPORARY ENVIRONMENT • Do-Not-Call Registry 7. Consumer Financial Protection 1. CONTEMPORARY ENVIRONMENT • Consumer Financial Protection Bureau 2. ETHICS • Credit CARD Act 3. BUSINESS ENVIRONMENT • Dodd-Frank Wall Street Reform and Consumer Protection Act “ I should regret to find that the law was powerless to enforce the most elementary principles of commercial morality.” —Lord Herschell Reddaway v. Banham (1896) Introduction to Consumer Protection and Product Safety Originally, sales transactions in this country were guided by the principle of caveat emptor(“let the buyer beware”). This led to abusive practices by businesses that sold adulterated food products and other unsafe products. In response, federal and state governments have enacted a variety of statutes that regulate the safety of food, drugs, cosmetics, toys, vehicles, and other products. In addition, governments have enacted consumer financial protection laws that protect consumer-debtors in credit transactions. These laws are collectively referred to as consumer protection laws . consumer protection laws Federal and state statutes and regulations that promote product safety and prohibit abusive, unfair, and deceptive business practices. This chapter covers consumer protection and product safety laws. Food Safety The safety of food is an important concern in the United States and worldwide. In the United States, the U.S. Department of Agriculture (USDA) is the federal administrative agency that is responsible primarily for regulating meat, poultry, and other food products. The USDA conducts inspections of food-processing and storage facilities. The USDA can initiate legal proceedings against violators. U.S. Department of Agriculture (USDA) A federal administrative agency that is responsible for regulating the safety of meat, poultry, and other food products. The following case involve.

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Chapter 18 : When looking further into the EU’s Energy Security and ICT sustainable urban development, and government policy efforts: Q2 – What are the five ICT enablers of energy efficiency identified by European strategic research Road map to ICT enabled Energy-Efficiency in Buildings and constructions, (REEB, 2010)? identify and name those five ICT enablers , provide a brief narrative for each enabler, note: Need 400 words. Need references Please find the attached .

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CHAPTER 17 Investor Protection and E-Securities Transactions New York Stock Exchange This is the home of the New York Stock Exchange (NYSE) in New York City. The NYSE, nicknamed the Big Board, is the premier stock exchange in the world. It lists the stocks and securities of approximately 3,000 of the world’s largest companies for trading. The origin of the NYSE dates to 1792, when several stockbrokers met under a buttonwood tree on Wall Street. The NYSE is located at 11 Wall Street, which has been designated a National Historic Landmark. The NYSE is now operated by NYSE Euronext, which was formed when the NYSE merged with the fully electronic stock exchange Euronext. Learning Objectives After studying this chapter, you should be able to: 1. Describe the procedure for going public and how securities are registered with the Securities and Exchange Commission (SEC). 2. Describe e-securities transactions and public offerings. 3. Describe the requirements for qualifying for private placement, intrastate, and small offering exemptions from registration. 4. Describe insider trading that violates Section 10(b) of the Securities Exchange Act of 1934. 5. Describe the changes made to securities law by the Jumpstart Our Business Startups (JOBS) Act and its effect on raising capital by small businesses. Chapter Outline 1. Introduction to Investor Protection and E-Securities Transactions 2. Securities Law 1. LANDMARK LAW • Federal Securities Laws 3. Definition of Security 4. Initial Public Offering: Securities Act of 1933 1. BUSINESS ENVIRONMENT • Facebook’s Initial Public Offering 2. CONTEMPORARY ENVIRONMENT • Jumpstart Our Business Startups (JOBS) Act: Emerging Growth Company 5. E-Securities Transactions 1. DIGITAL LAW • Crowdfunding and Funding Portals 6. Exempt Securities 7. Exempt Transactions 8. Trading in Securities: Securities Exchange Act of 1934 9. Insider Trading 1. Case 17.1 • United States v. Bhagat 2. Case 17.2 • United States v. Kluger 3. ETHICS • Stop Trading on Congressional Knowledge Act 10. Short-Swing Profits 11. State “Blue-Sky” Laws “The insiders here were not trading on an equal footing with the outside investors.” —Judge Waterman Securities and Exchange Commission v. Texas Gulf Sulphur Company 401 F.2d 833, 1968 U.S. App. Lexis 5796 (1968) Introduction to Investor Protection and E-Securities Transactions Prior to the 1920s and 1930s, the securities markets in this country were not regulated by the federal government. Securities were issued and sold to investors with little, if any, disclosure. Fraud in these transactions was common. To respond to this lack of regulation, in the early 1930s Congress enacted federal securities statutes to regulate the securities markets, including the Securities Act of 1933 and the Securities Exchange Act of 1934. The federal securities statutes were designed to require disclosure of information to investors, provide for the regulation of securities issues and trading, and prevent fraud. Today, many .

CHAPTER 17 Investor Protection and E-Securities TransactionsNe.docx

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Chapter 13 Law, Ethics, and Educational Leadership: Making the Connection Introduction This chapter presents examples from the ISLLC standards of the relationship between law and ethics. The chapter also provides examples of how knowledge of law and the application of ethical principles to decision making helps guide school leaders through the sometimes treacherous waters of educational leadership. Focus Questions 1. How may ethical considerations and legal knowledge guide school leader decision making? 2. Why is it important to consider a balance between these two sometimes competing concepts? Case Study So Many Detentions, So Little Time Jefferson Middle School (JMS) was the most racially and culturally diverse of the three middle schools in Riverboat School District, a relatively affluent bedroom community within commuter distance of Capital City. Unfortunately, the culture of Jefferson Middle School was not going well. Over the past 5 years, assistant superintendent Sharon Grey had seen JMS become a school divided by an underlying animosity along racial and socioeconomic lines. This animosity was characterized by numerous clashes between student groups, between teachers and students, between campus administrators and teachers, and between teachers and parents. Sharon finally concluded that JMS was a “mess.” After much thought and a few sleepless nights, Sharon as part of her job description made the recommendation to the Riverboat school board to not reemploy Jeremy Smith as principal of JMS. Immediately after the board decision, Sharon organized a search committee of teachers, parents, and campus administrators and began the process of finding the right principal for JMS. The committee finally agreed on Charleston Jones. Charleston was a relatively inexperienced campus administrator but had impressed the committee with his instructional leadership knowledge, intelligence, and youthful energy. However, the job of stabilizing JMS was proving to be more of a challenge than anyone had anticipated. Charleston had instituted a schoolwide discipline plan and had insisted that teachers and school administrators not deviate from the plan. However, he could sense that things were still not right. Animosity among student and parent groups remained just below the surface, ready to erupt at the slightest provocation. Clashes between teachers and students were still relatively frequent. Teachers still blamed one another, school administrators, and the school resource officer for a lack of order in the school. Change was not coming quickly to RMS, and Charleston understood that although school management had improved, several aspects of school culture were less than desirable. Student suspension rates remained high, and parental support was waning. As one of the assistant principals remarked after the umpteenth student referral, “So many detentions, so little time!” Charleston felt the need to talk. He reached for the phone and made an appointment with.

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Chapter 12 presented strategic planning and performance with Intuit. Define Key Performance Indicators (KPI) and Key Risk Indicators (KRI)? How does an organization come up with these key indicators? Do you know of any top-down indicators? Do you know of any bottom-up indicators? Give some examples of both. In what way does identifying these indicators help an organization? Are there any other key indicators that would help an organization? Requirements: Initial posting by Wednesday Reply to at least 2 other classmates by Sunday (Post a response on different days throughout the week) Provide a minimum of 2 references on the initial post and one reference any response posts. Proper APA Format (References & Citations)/No plagiarism .

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ChapterTool KitChapter 710/27/15Corporate Valuation and Stock Valuation7-4 Valuing Common Stocks—Introducing the Free Cash Flow (FCF) Valuation ModelData for B&B Corporation (Millions)Constant free cash flow (FCF) =$10Weighted average cost of capital (WACC) =10%Short-term investments =$2Debt =$28Preferred stock =$4Number of shares of common stock =5The first step is to estimate the value of operations, which is the present value of all expected free cash flows. Because the FCF's are expected to be constant, this is a perpetuity. The present value of a perpetuity is the cash flow divided by the cost of capital:Value of operations (Vop) =FCF/WACCValue of operations (Vop) =$100.00millionB&B's total value is the sum of value of operations and the short-term investments: Value of operations$100+ ST investments$2Estimated total intrinsic value$102The next step is to estimate the intrinsic value of equity, which is the remaining total value after accounting for the claims of debtholders and preferred stockholders: Value of operations$100+ ST investments$2Estimated total intrinsic value$102− All debt$28− Preferred stock$4Estimated intrinsic value of equity$70The final step is to estimate the intrinsic common stock price per share, which is the estimated intrinsic value of equity divided by the number of shares of common stock: Value of operations$100+ ST investments$2Estimated total intrinsic value$102− All debt$28− Preferred stock$4Estimated intrinsic value of equity$70÷ Number of shares5Estimated intrinsic stock price =$14.00The figure below shows a summary of the previous calculations.Figure 7-2B&B Corporation's Sources of Value and Claims on Value (Millions of Dollars except Per Share Data)Inputs:Valuation AnalysisConstant free cash flow (FCF) =$10Value of operations$100Weighted average cost of capital (WACC) =10%+ ST investments$2Short-term investments =$2Estimated total intrinsic value$102Debt =$28− All debt$28Preferred stock =$4− Preferred stock$4Number of shares of common stock =5Estimated intrinsic value of equity$70÷ Number of shares5Estimated intrinsic stock price$14.00Data for Pie ChartsShort-term investments =$2Value of operations =$100Total =$102Debt =$28Preferred stock =$4Estimated equity value =$70Total =$1027-5 The Constant Growth Model: Valuation when Expected Free Cash Flow Grows at a Constant RateCase 1: The expected free cash flow at t=1 and the expected constant growth rate after t=1 are known.First expected free cash flow (FCF1) =$105Weighted average cost of capital (WACC) =9%Constant growth rate (gL) =5%When free cash flows are expected to grow at a constant rate, the value of operations is:Value of operations (Vop) =FCF1 / [WACC-gL]Value of operations (Vop) =$2,625Case 2: Constant growth is expected to begin immediately.Most recent free cash flow (FCF0) =$200Weighted average cost of capital (WACC) =12%Constant growth rate (gL) =7%When free cash flows are expected to grow at a constant rate, the value of operations is:.

ChapterTool KitChapter 7102715Corporate Valuation and Stock Valu.docx

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CHAPTER 12 Working with Families and Communities NAEYC Administrator Competencies Addressed in This Chapter: Management Knowledge and Skills 6. Family Support · Knowledge and application of family systems and different parenting styles · The ability to implement program practices that support families of diverse cultural, ethnic, linguistic, and socio-economic backgrounds · The ability to support families as valued partners in the educational process 3. Staff Management and Human Relations · The ability to relate to staff and board members of diverse racial, cultural, and ethnic backgrounds 7. Marketing and Public Relations · The ability to promote linkages with local schools 9. Oral and Written Communication · Knowledge of oral communication techniques, including establishing rapport, preparing the environment, active listening, and voicecontrol · The ability to communicate ideas effectively in a formal presentation Early Childhood Knowledge and Skills 6. Family and Community Relationships · Knowledge of the diversity of family systems, traditional, non-traditional and alternative family structures, family life styles, and thedynamics of family life on the development of young children · Knowledge of socio-cultural factors influencing contemporary families including the impact of language, religion, poverty, race,technology, and the media · Knowledge of different community resources, assistance, and support available to children and families · Knowledge of different strategies to promote reciprocal partnerships between home and center · Ability to communicate effectively with parents through written and oral communication · Ability to demonstrate awareness and appreciation of different cultural and familial practices and customs · Knowledge of child rearing patterns in other countries 10. Professionalism · Ability to make professional judgments based on the NAEYC “Code of Ethical Conduct and Statement of Commitment” Learning Outcomes After studying this chapter, you will be able to: 1. Explain three approaches that programs of early care and education might take to working with families. 2. Identify some of the benefits enjoyed by children, families, and programs when families are engaged with the programs serving theiryoung children. 3. Describe some effective strategies for building trusting relationships with all families. 4. Identify the stakeholder groups and the kinds of expertise that should be represented on programs’ advisory committees and boardsof directors. Grace’s Experience The program that Grace directs has been an important part of the neighborhood for more than 20 years. She knows she is benefiting from thegoodwill it has earned over the years. It is respected because of its tradition of high-quality outreach projects, such as the sing-along the childrenpresent at the senior center in the spring. The program’s tradition of community involvement has meant that local businesses have always beenwilling to help out when asked fo.

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Chapter 10. Political Socialization: The Making of a Citizen Learning Objectives · 1Describe the model citizen in democratic theory and explain the concept. · 2Define socialization and explain the relevance of this concept in the study of politics. · 3Explain how a disparate population of individuals and groups (families, clans, and tribes) can be forged into a cohesive society. · 4Demonstrate how socialization affects political behavior and analyze what happens when socialization fails. · 5Characterize the role of television and the Internet in influencing people’s political beliefs and behavior, and evaluate their impact on the quality of citizenship in contemporary society. The year is 1932. The Soviet Union is suffering a severe shortage of food, and millions go hungry. Joseph Stalin, leader of the Communist Party and head of the Soviet government, has undertaken a vast reordering of Soviet agriculture that eliminates a whole class of landholders (the kulaks) and collectivizes all farmland. Henceforth, every farm and all farm products belong to the state. To deter theft of what is now considered state property, the Soviet government enacts a law prohibiting individual farmers from appropriating any grain for their own private use. Acting under this law, a young boy reports his father to the authorities for concealing grain. The father is shot for stealing state property. Soon after, the boy is killed by a group of peasants, led by his uncle, who are outraged that he would betray his own father. The government, taking a radically different view of the affair, extols the boy as a patriotic martyr. Stalin considered the little boy in this story a model citizen, a hero. How citizenship is defined says a lot about a government and the philosophy or ideology that underpins it. The Good Citizen Stalin’s celebration of a child’s act of betrayal as heroic points to a distinction Aristotle originally made: The good citizen is defined by laws, regimes, and rulers, but the moral fiber (and universal characteristics) of a good person is fixed, and it transcends the expectations of any particular political regime.* Good citizenship includes behaving in accordance with the rules, norms, and expectations of our own state and society. Thus, the actual requirements vary widely. A good citizen in Soviet Russia of the 1930s was a person whose first loyalty was to the Communist Party. The test of good citizenship in a totalitarian state is this: Are you willing to subordinate all personal convictions and even family loyalties to the dictates of political authority, and to follow the dictator’s whims no matter where they may lead? In marked contrast are the standards of citizenship in constitutional democracies, which prize and protect freedom of conscience and speech. Where the requirements of the abstract good citizen—always defined by the state—come into conflict with the moral compass of actual citizens, and where the state seeks to obscure or obliterate t.

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Chapters one and two Answer the questions in complete paragraphs (at least 3), APA style (citations/references) and make sure to separate/number the answers 1. Explain the differences between Classic Autism and Asperger Disorder according to the DSM-V (Diagnostic Statistical Manual of the American Psychiatric Association). 2. How is ASD identified and diagnosed? Name and describe some of the measurement tools. 3. Describe the characteristics of ASD under each criterion: a) language deficits, b) social differences, c) behavior, and d) motor deficits. 4. List and describe the evidence-base practices for educating ASD children discussed in chapter 2. 5. Describe the differences between a focused intervention and comprehensive treatment models. 6. What are the components of effective instruction for students with ASD? .

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ChapterTool KitChapter 1212/9/12Corporate Valuation and Financial Planning12-2 Financial Planning at MicroDrive, Inc.The process used by MicroDrive to forecast the free cash flows from its operating plan is described in the sections below.Setting Up the Model to Forecast OperationsWe begin with MicroDrive's most recent financial statements and selected additional data.Figure 12-1 MicroDrive’s Most Recent Financial Statements (Millions, Except for Per Share Data)INCOME STATEMENTSBALANCE SHEETS20122013Assets20122013Net sales$ 4,760$ 5,000Cash$ 60$ 50COGS (excl. depr.)3,5603,800ST Investments40-Depreciation170200Accounts receivable380500Other operating expenses480500Inventories8201,000EBIT$ 550$ 500Total CA$ 1,300$ 1,550Interest expense100120Net PP&E1,7002,000Pre-tax earnings$ 450$ 380Total assets$ 3,000$ 3,550Taxes (40%)180152NI before pref. div.$ 270$ 228Liabilities and equityPreferred div.88Accounts payable$ 190$ 200Net income$ 262$ 220Accruals280300Notes payable130280Other DataTotal CL$ 600$ 780Common dividends$48$50Long-term bonds1,0001,200Addition to RE$214$170Total liabilities$ 1,600$ 1,980Tax rate40%40%Preferred stock100100Shares of common stock5050Common stock500500Earnings per share$5.24$4.40Retained earnings800970Dividends per share$0.96$1.00Total common equity$ 1,300$ 1,470Price per share$40.00$27.00Total liabs. & equity$ 3,000$ 3,550The figure below shows all the inputs required to project the financial statements for the scenario that has been selected with the Scenario Manager: Data, What-If Analysis, Scenario Manager. There are two scenarios. The first is named Status Quo because all operating ratios except the sales growth rate are assumed to remain unchanged. The initial sales growth rate was chosen by MicroDrive's managers based on the existing product lines. The growth rate declines over time until it eventually levels off at a sustainable rate. The other scenario is named Final because it is the set of inputs chosen by MicroDrive's management team.Section 1 shows the inputs required to estimate the items in an operating plan. For each of these inputs, Section 1 shows the industry averages, the actual values for the past two years for MicroDrive, and the forecasted values for the next five years. The managers assumed the inputs for future years (except the sales growth rate) would be equal to the inputs in the first projected year.MicroDrive's managers assume that sales will eventually level off at a sustaniable constant rate.Sections 2 and 3 show the data required to estimate the weighted average cost of capital. Section 4 shows the forecasted growth rate in dividends.Note: These inputs are linked throughout the model. If you want to change an input, do it here and not other places in the model.Figure 12-2MicroDrive's Forecast: Inputs for the Selected ScenarioStatus QuoIndustryMicroDriveMicroDriveInputsActualActualForecast1. Operating Ratios2013201220132014201520162017201.

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Chapters 4-6: Preparing Written Messages Preparing Written Messages Lesson Outline Seven Steps to Preparing Written Messages Effective Sentences and Coherent Paragraphs Revise to Grab Your Audience’s Attention Improve Readability Proofread and Revise Seven Steps to Preparing Written Messages Seven Preparation Steps Step 1: Consider Contextual Forces Step 2: Determine Purpose, Channel, and Medium Step 3: Envision Audience Step 4: Adapt Message to Audience Needs and Concerns Step 5: Organize the Message Step 6: Prepare First Draft Step 7: Revise, Edit, and Proofread Effective Sentences and Coherent Paragraphs Step 6: Prepare the First Draft Proceed Deductively or Inductively Know Logical Sequence of Minor Points Write rapidly with Intent to Rewrite Use Active More Than Passive Voice Craft Powerful Sentences Rely on Active Voice—Subject Doer of Action (Passive—Subject Receiver of Action Sentence Is Less Emphatic) Passive Voice Uses Conceal the Doer/Avoid Finger Pointing Doer Is Unknown Place More Emphasis on What Was Done (Receiver of Action) 5 Emphasize Important Ideas Techniques Sentence Structure—place important ideas in simple sentences/place in independent clauses (emphasis) Repetition—repeat a word in a sentence Labeling Words—use words that signal important Position—position it first or last in a clause, sentence, paragraph, or presentation Space and Format—use extraordinary amount of space for important items or use headings Develop Coherent Paragraphs Develop Deductive/Inductive Paragraphs Consistently Link Ideas to Achieve Coherence Keep Paragraphs Unified Vary Sentence and Paragraph Length Position Topic Sentences and Link Ideas Deductive—topic sentence precedes details Inductive—topic sentence follows details Link Ideas to Achieve Coherence (Cohesion) Repeat Word from Preceding Sentence Use a Pronoun for a Noun in Preceding Sentence Use Connecting Words (e.g., Conjunctive Adverbs) Link Paragraphs by Using Transition Words Use Transition Sentences before Headings, But Not Subheadings Paragraph Unity Keep Paragraphs Unified—support must be focused on topic sentences Ensure Paragraphs Cover Topic Sentence, But Do Not Write Extraneous Materials Arrange Paragraphs in a Logical and Systematic Sequence Vary Sentence and Paragraph Length Vary Sentence Length (Average—Short) Vary Sentence Structure (Sentence Variety) Vary Paragraph Length (Average—Short 8-10 Lines) Changes in Tense, Voice, and Person in Paragraphs Are Discouraged Revise to Grab Reader’s Attention Cultivate a Frame of Mind (Mind-set) for Revising and Proofreading Have Your Revising/Editing Space/Room View from Audience Perspective (You Attitude) Revise until No More Changes Would Improve the Document Be Willing to Allow Others to Make Suggestions (Writer’s Pride of Ownership?) Ensure Error-Free Messages Use Visual Enhancements for More Readability Add Only When They Aid Comprehension Create an A.

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