Chapter 6 9. Can a system ever be completely “decoupled”? That is, can the degr

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Chapter 6
9. Can a system ever be completely “decoupled”? That is, can the degree of coupling be reduced so much that there is no coupling between components? Why or why not? 
10. Are there some systems that cannot be made completely functionally cohesive? Why or why not? 
11. For each of the quality attributes in the quality models of Chapter 1, explain how the characteristics of good design contribute to the product quality. For example, how do coupling, cohesion, and molecularity affect reliability and tractability?
12.A recursive component is one that calls itself or in some way refers to itself. Given the design guidelines presented in this chapter, is a recursive component a good or a bad idea? Why? 
13. For a complex module that you have already developed for another project, specify the module at varying degrees of abstraction (according to the descriptions in Sidebar 6.3). How might each abstraction be distinctly useful? 
16. Consider a module that takes two arrays of integers, and creates and returns a new array of integers whose elements are the sums of the respective elements of the input arrays. How might this module fail? If this module were responsible for recovering from these failures, how might it do so? 

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9. Can a system ever be completely “decoupled”? That is, can the degr appeared first on graduate paper help.

 

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  After reading the U.S. Department of Homeland Security’s Strategic Plan: Disc

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After reading the U.S. Department of Homeland Security’s Strategic Plan: Discuss the focus and direction of the strategic plan providing three ups (good things about it) and three downs (three things that could be improved) in the plan.
 
The nation’s Homeland Security organizations are constantly faced with an evolving and changing threat landscape. From terrorism, criminal activity, pandemics and diseases, to the threats of an ever-changing environment causing more intense and frequent natural disasters, homeland security organizations must stay abreast of threats and hazards and adjust strategy appropriately to serve the needs of their communities. Strategic planning is the process by which agencies, organizations, and broader homeland security systems examine the threat landscape and develop a multiyear strategy to address and mitigate those threats and hazards.
Strategic planning focuses on the broad goals, objectives, and strategies organizations use to ultimately achieve their mission. Strategic planning does not direct the tactical response to an incident; rather, it helps to acquire resources, align priorities, and focus actions within the parameters set by budgets and the current threat or hazards. Strategic planning is the broadest planning level in the overarching planning continuum depicted below.
Strategic, Operational, and Tactical Planning Levels
Source: Comprehensive Preparedness Guide 101, 2010
Starting at the broad level, Strategic Planning focuses on broad policy objectives aimed at achieving a stated mission. Strategic plans aim to implement senior leadership’s planning priorities and create a blueprint for the organization (Federal Emergency Management Agency (FEMA), 2010). Throughout the course, students will review a number of strategic plans such as the DHS 2014-2018 Strategic Plan, which will be discussed later.
Operations-based plans translate broad strategies into action. These plans describe what organizations need to do during an operation such as the response to a natural disaster or attack. These plans assess threats and assign specific tasks to agencies within a community that must be completed during an operation. Development of operational plans requires close coordination with a community’s public, private, and non-profit partners (FEMA, 2010). Examples of operational plans include Emergency Operations Plans (EOPs) and functional specific plans, such as a public health and medical preparedness plans.
At the most granular level are tactical plans. Tactical plans direct resources and operations during a defined operational period (e.g., 12/24 hours) in an effort to accomplish a defined measurable outcome during a Homeland Security incident or disaster. During tactical planning, agencies examine the specific resources, equipment, and organizations needed to accomplish a given mission (FEMA, 2010). These are typically documented through an operational period’s Incident Action Plan (IAP). Understanding the key nuances between these three levels of planning is critical in understanding the role that Strategic Planning plays in Homeland Security organizations.
References: DHS (Department of Homeland Security). (2014). Fiscal years 2014–2018 strategic plan.
FEMA (Federal Emergency Management Agency). (2010, November). Developing and maintaining emergency operations plans: Comprehensive preparedness guide (CPG) 101, version 2.0.  
Instructions:
Your post should be at least 250 words long, thought provoking and spell/grammar checked.

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  Strategic Plan Project Task: Students will select an organization that has a

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Strategic Plan Project
Task: Students will select an organization that has a homeland security mission. Remember this is an organization not a subject/topic or mission.
This assignment consists of conducting detailed research and analysis on a specific organization that has a homeland security mission and writing a strategic plan for that organization; taking it from where it is today to where it needs to be in three to five years from now. Remember, this is not an Emergency Operations Plan, nor an Emergency Response Plan, nor an Incident Action Plan. It is a strategic planning document designed to frame a long-range planning effort for the organization’s success. You basically want to plan on how to take the organization from where it is today to where it should be 3-5 years from now.
The Strategic Plan Project for this course requires students to apply the knowledge and concepts learned to a real-world work environment to develop a strategic plan for a homeland security organization.
During this course, students will learn how strategic planning enables homeland security organizations to establish strategy, make decisions, allocate resources, and manage programs safely, effectively, and efficiently. Students will examine the basic strategic planning requirements that all homeland security organizations must complete: prepare to plan; establish mission, vision, and core values; assess the situation; develop goals, strategies, initiatives, work plans, and objectives; and complete the written plan.
There are three graded components to the project. Students will be provided with a sample Strategic Plan and must use that sample plan EXACTLY as a template when submitting their assignments. Failure to use the provided Sample Strategic Plan as a template will result in that assignment being returned without being graded. The late policy will apply after that. Students must submit the following project items for grading:
Chapter 1: Introduction 
The Introduction must contain the following items:
Cover Page
Working Table of Contents
Body of Chapter (5 pages of narrative) comprising:
the background
the statement of the problem
operational definitions
the significance of the study
Chapter Summary
References Page
The body of this chapter requires five full (5) pages of narrative, which does not include photographs, bulleted lists, or other inserts.
Research must be conducted for this introduction (see Research below under “All Chapters Information”). The research must be cited using APA format, with accompanying References listed on a References page at the end.

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Strategic Plan Project
Task: Students will select an organization that has a appeared first on graduate paper help.

 

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Create a 12- to 14-slide comprehensive presentation of your equal rights propos

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Create a 12- to 14-slide comprehensive presentation of your equal rights proposition using the presentation software approved in Week 3.Include the following:The issues, challenges, and opportunities experienced by this group in the labor forceHow society has constructed this group’s identityThe legal framework relating to this issueA summary of existing or proposed solutions of differing groups. Consider the U.S. Equal Employment Opportunity Commission, corporate human resource departments, state or federal laws and regulations, political strategies, government agencies, religious groups, and grass roots organizationsWhether or not this issue exists in other countries and if so, how it is handled by differing groups.Your team’s compromise or alternative to existing solutionsPresent your proposal in the software approved in Week 3.For Local Campus students, these are 10- to 15-minute oral presentations.For Online and Directed Study students, these are presentations with notes.Include at least five academic references in your research.Format your presentation speaker notes according to appropriate course-level APA guidelines.

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Completely and concisely answer each question below, numbering your responses.

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Completely and concisely answer each question below, numbering your responses. Make sure you justify your answers with facts from the case, not opinions. I would also encourage you to double check your submission for clarity and readability prior to submission (please see full instructions within the Syllabus and Assignment module).
PG. 101
Please use 12 pt, Times New Roman and single spacing. You should aim for your write 
up to be approximately 1-2 pages in length (not to exceed 2-pages). 
1)  Evaluate LEGO in terms of LEGO’s current operations. Consider the company’s various business operations (e.g., licensed building sets, stores and merchandise, etc.) 
2)  Describe the current competitive landscape for LEGO. Evaluate LEGO’s current position in relation to its two biggest competitors (MEGA Brands and Hasbro) 
3)  What do the changes in the marketplace mean for the future of the toy industry? 
4)  Where do future opportunities exist, both for LEGO and for its competitors in the toy industry? 
5)  How would you suggest that LEGO move forward? 

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  A patient is in a coma that appears irreversible. His mother, who is his surr

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A patient is in a coma that appears irreversible. His mother, who is his surrogate, firmly believes that he will recover and that God will work a miracle if everyone will just wait long enough. She wants everything done for the patient, including resuscitation if he arrests. She insists that he stay in the hospital, and is very upset that he has been transferred out of the ICU and his care moved to comfort measures, rather than aggressive treatment. The mother does not speak English but seems strong in her religious beliefs. The physicians for the patient are very upset and concerned about continuing to provide care that they believe is futile. The patient is developing a serious pneumonia, and the mother wants it treated aggressively. The physicians are reluctant. Analyze this case from the ethical principles of justice, benevolence, nonmalfeasance, and autonomy.

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Instructions As with Presentation Analysis #1 (Module 1), students will select

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Instructions
As with Presentation Analysis #1 (Module 1), students will select two presentations from TED.com, comparing both an informative and persuasive speech.  Write a 2-3 page paper comparing and contrasting the two presentations and speakers.
Be sure to include the TED speech titles and speakers’ names in your paper.
STEP 1: Compare and contrast the presentation skills of both speakers:
What presentation skills did the presenters have? What skills could they use work on?
Which speaker was more effective? Why?
STEP 2: For the informative presentation, answer the following:
What was the speech topic?
How was the presentation structured, i.e. Topical, Chronological, Spatial, etc.?
What did you learn about the topic that you did not know before the speech? Is that knowledge useful to you? Why?
What do you feel was the presenter’s biggest strength?  What was the presenter’s biggest weakness?
STEP 3: For the persuasive presentation, answer the following:
What is the thesis or main idea of the speech?
Does the speaker persuade you to agree with their point of view and/or to take the action they desire? How?
What do you feel was the presenter’s biggest strength?  What was the presenter’s biggest weakness?
STEP 4: How well did you listen, answer the following: 
How well did you listen for content?  
Did the speech hold your attention? Why or why not?
Identify one specific technique from this week’s readings, which you could cultivate to improve your listening skills.   
Your paper should be in APA format, with both in-text citations and references. 
Your assignment should be approximately 500 words in length (typically, two double-spaced pages.
Your assignment should include a title page and a reference list page, and be completed in Times New Roman 12-point font, double-spaced, with appropriate header, page numbers, one-inch margins, and meet all other requirements of APA Stylebook.

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As with Presentation Analysis #1 (Module 1), students will select appeared first on graduate paper help.

 

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Equal Protection and Public Education Essay

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Equal Protection and Public Education Essay

Rubic_Print_Format
Course Code Class Code
POS-500 POS-500-O502 Equal Protection and Public Education Essay 120.0
Criteria Percentage Unsatisfactory (0.00%) Less Than Satisfactory (74.00%) Satisfactory (79.00%) Good (87.00%) Excellent (100.00%) Comments Points Earned
Content 70.0%
Select one of the groups from the assignment description and summarize the factual background on how these students are classified 20.0% No group is selected or is unclear. No summary present of how these students are classified. Group selected is not listed in the assignment description. No summary provided on how these students are classified. Appropriate group is selected from assignment description. Summary is overly simplistic, and few details are given. Appropriate group is selected from assignment description. Summary adequately covers the classification process of these students. Appropriate group is selected from assignment description. Summary expertly outlines how these students are classified with detail and supporting resources.
Identify the legal issues presented by these classifications 30.0% No legal issues are identified. Legal issues presented have little or nothing to do with the topic selected. Legal issues are presented for selected group, but are vague and lacking in detail. Legal issues are adequately presented for selected group with examples. Legal issues for selected group are thoroughly explained with specific examples and supporting resources.
Describe what equal protection requires. 20.0% No description of what equal protection requires is present. Description of what equal protection requires is inaccurate. Description of what equal protection requires is adequate, although vague and lacking in some detail. Description of what equal protection requires is appropriate and uses supporting details and resources. Description of what equal protection requires is comprehensive and uses supporting resources to expertly explain the point.
Organization and Effectiveness 20.0%
Organization and 500-750-word count 15.0% Essay lacks any discernible overall purpose or organizing claim. Minimum word count is not met. Essay purpose is not clear and conclusion does not support the claims made. Minimum word count is not met. Essay purpose statement is clear. Minimum word count is met. Essay purpose is clear. There is a smooth progression of claims from introduction to conclusion. Minimum word count is met. Essay purpose and related conclusion are clear and convincing. Information is well organized and logical. Minimum word count is met.
Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Writer is clearly in command of standard, written, academic English.
Format 10.0%
Essay Format and Documentation of Sources (APA Style) 10.0% Essay is not in APA style. No sources are documented. Essay is in APA style, but some elements are missing or mistaken. A lack of control with formatting is apparent. Documentation of sources is inconsistent or incorrect, with numerous formatting errors. Essay is in correct APA style. Formatting is correct, although some minor errors may be present. Sources are documented appropriately, and format is mostly correct. Essay is in correct APA style. There are virtually no errors in formatting style. Sources are documented correctly. Essay is in correct APA style. All format elements are correct. Sources are completely and correctly documented.
Total Weightage 100%

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Identify the legal issues presented by these classifications-Course Materials

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Identify the legal issues presented by these classifications-Course Materials

Rubic_Print_Format
Course Code Class Code
POS-500 POS-500-O502 Equal Protection and Public Education Essay 120.0
Criteria Percentage Unsatisfactory (0.00%) Less Than Satisfactory (74.00%) Satisfactory (79.00%) Good (87.00%) Excellent (100.00%) Comments Points Earned
Content 70.0%
Select one of the groups from the assignment description and summarize the factual background on how these students are classified 20.0% No group is selected or is unclear. No summary present of how these students are classified. Group selected is not listed in the assignment description. No summary provided on how these students are classified. Appropriate group is selected from assignment description. Summary is overly simplistic, and few details are given. Appropriate group is selected from assignment description. Summary adequately covers the classification process of these students. Appropriate group is selected from assignment description. Summary expertly outlines how these students are classified with detail and supporting resources.
Identify the legal issues presented by these classifications 30.0% No legal issues are identified. Legal issues presented have little or nothing to do with the topic selected. Legal issues are presented for selected group, but are vague and lacking in detail. Legal issues are adequately presented for selected group with examples. Legal issues for selected group are thoroughly explained with specific examples and supporting resources.
Describe what equal protection requires. 20.0% No description of what equal protection requires is present. Description of what equal protection requires is inaccurate. Description of what equal protection requires is adequate, although vague and lacking in some detail. Description of what equal protection requires is appropriate and uses supporting details and resources. Description of what equal protection requires is comprehensive and uses supporting resources to expertly explain the point.
Organization and Effectiveness 20.0%
Organization and 500-750-word count 15.0% Essay lacks any discernible overall purpose or organizing claim. Minimum word count is not met. Essay purpose is not clear and conclusion does not support the claims made. Minimum word count is not met. Essay purpose statement is clear. Minimum word count is met. Essay purpose is clear. There is a smooth progression of claims from introduction to conclusion. Minimum word count is met. Essay purpose and related conclusion are clear and convincing. Information is well organized and logical. Minimum word count is met.
Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Writer is clearly in command of standard, written, academic English.
Format 10.0%
Essay Format and Documentation of Sources (APA Style) 10.0% Essay is not in APA style. No sources are documented. Essay is in APA style, but some elements are missing or mistaken. A lack of control with formatting is apparent. Documentation of sources is inconsistent or incorrect, with numerous formatting errors. Essay is in correct APA style. Formatting is correct, although some minor errors may be present. Sources are documented appropriately, and format is mostly correct. Essay is in correct APA style. There are virtually no errors in formatting style. Sources are documented correctly. Essay is in correct APA style. All format elements are correct. Sources are completely and correctly documented.
Total Weightage 100%

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