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Define the role of the author and illustrator in presenting the ideas or information in a text.

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KINDERGARTEN:

READING STANDARDS FOR LITERATURE

Key Ideas and Evidence

RL.K.1 Ask and answer questions about key details in a text.

RL.K.2 Retell familiar stories, including key details.

RL.K.3 Identify characters, settings, and major events in a story.

Craft and Structure

RL.K.4 Ask and answer questions about words in a text that suggest feelings or appeal senses.

RL.K.5 Recognize common types of texts.

RL.K.6 Define the role of the author and illustrator in telling the story.

Integration of Ideas and Analysis

RL.K.7 Describe how the words and illustrations work together to tell a story.

RL.K.8 Not applicable to literature.

RL.K.9 Compare and contrast the adventures and experiences of characters in familiar stories.

Range of Reading and Level of Complexity

RL.K.10 Actively engage in group reading activities and discussion with the purpose of  understanding.

READING STANDARDS FOR INFORMATIONAL TEXT

Key Ideas and Evidence

RI.K.1 Ask and answer questions about key details in a text.

RI.K.2 Identify the main idea and retell key details of a text.

RI.K.3 Describe connection between two people, events,ideas, or pieces of information in a text.

Craft and Structure

RI.K.4 Ask and answer questions about words in a text.

RI.K.5 Identify the front cover, back cover, and title page of a book.

RI.K.6 Define the role of the author and illustrator in presenting the ideas or information in a text.

Integration of Ideas and Analysis

RI.K.7 Describe how the words and illustrations work together to provide information.

RI.K.8 Begins in grade 1.

RI.K.9 Identify basic similarities in and differences between two texts on the same topic.

Range of Reading and Level of Complexity

RI.K.10 Actively engage in group reading activities with purpose and understanding.

 

READING STANDARDS FOR FOUNDATIONAL SKILLS

Print Concepts

RF.K.1. Demonstrate understanding of organization and basic features of print.

  1. Follow words from left to right, top to bottom, and page by page.
  2. Recognize that spoken words are represented in written language by specific

sequences of letters.

 

  1. Understand that words are separated by spaces in print.
  2. Recognize and name all upper- and lowercase letters of the alphabet.

Handwriting

RF.K.2 Print upper- and lowercase letters.

Phonological Awareness

RF.K.3 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

  1. Recognize and produce rhyming words.
  2. Count, pronounce, blend, and segment syllables in spoken words.
  3. Blend, break up and rhyme single-syllable spoken words.
  4. Separate and pronounce the beginning, middle vowel, and end sounds in CVC (consonant-vowel-consonant, ex: /c/ /a/ /t/).
  5. Add and/or substitute individual sounds in simple, one-syllable words to make new words (ex: In “mop” remove the “m” and add “t”)

Phonics and Word Recognition

RF.K.4 Know and apply grade-level phonics and word analysis skills in decoding words.

  1. Demonstrate basic knowledge of one-to-one letter-sound correspondences

by producing the primary sound or many of the most frequent sounds for each consonant.

  1. Connect the long and short vowel sounds with common spellings (graphemes) for the five vowels (a, e, i, o and u).
  2. Read common high-frequency words by sight.
  3. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. (cat, bat, mat, rat. All have -at ending, but beginning letter and sound are different)

Fluency

RF.K.5 Read emergent-reader texts with purpose and understanding.

 

WRITING STANDARDS

Text Types, Purposes, and Publishing

W.K.1 Use a combination of drawing, read aloud, and writing to compose opinion pieces to tell a reader the topic or the name of the book they are writing about and give opinion about the topic or book.

  1. Respond to questions and suggestions from adults and/or peers and add details to strengthen writing as needed.

W.K.2 Use a combination of drawing, read aloud, and writing to compose informative(give information) /explanatory (explains a process) texts in which they name what they are writing about and supply some information about the topic.

  1. Respond to questions and suggestions from adults and/or peers and add details to strengthen writing as needed.

W.K.3 Use a combination of drawing, read aloud, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and with guidance and support, provide a reaction to what happened.

  1. Respond to questions and suggestions from adults and/or peers and add details to strengthen writing as needed.

W.K.4 Explore a variety of digital tools and resources to produce and publish writing, either in participation with peers or in a whole group setting.

Research

W.K.5 Participate in shared investigation of grade appropriate topics and writing projects.

W.K.6 Recall information from experiences or gather information from sources to answer a question.

 

SPEAKING AND LISTENING STANDARDS

Collaboration and Communication

SL.K.1 Participate conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

  1. Follow agreed-upon rules for discussions.
  2. Continue a conversation through multiple exchanges.

SL.K.2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

SL.K.3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Presentation of Knowledge and Ideas

SL.K.4. Speak audibly and express thoughts, feelings, and ideas clearly.

SL.K.5. Add drawings or other visual displays to descriptions as desired to provide additional detail.

 

LANGUAGE STANDARDS

Conventions of Standard English

L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a: Print many upper- and lowercase letters.

b: Use frequently occurring nouns and verbs.

c: Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).

d: Understand and use question words (e.g., who, what, where, when, why, how).

e: Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

f: Produce and expand complete sentences in shared language activities.

L.K.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a: Capitalize the first word in a sentence and the pronoun.

b: Recognize and name end punctuation.

c: Write a letter or letters for most consonant and short-vowel sounds.

d: Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

 

Knowledge of Language

L.K.3 (Begins in grade 2)

Vocabulary Acquisition and Use

L.K.4 Determine and/or clarify the meaning of unknown words and phrases based on kindergarten reading and content: context clues, word parts, and word relationships.

L.K.5 Explore variations in word meanings.

  1. Sort common objects into categories to gain a sense of the concepts the categories represent.
  2. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
  3. Distinguish variations of meaning among verbs describing the same general action by acting out the meanings.

L.K.6 Use words and phrases learned through conversations, reading and being read to, and responding to texts.

 

FIRST GRADE:

READING STANDARDS FOR LITERATURE

Key Ideas and Evidence

RL.1.1 Ask and answer questions about key details in a text.

RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.

RL.1.3 Describe characters, settings, and major events in a story, using key details.

Craft and Structure

RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

RL.1.5 Explain major differences between books that tell stories and books that give information.

RL.1.6 Identify who is telling the story at different points in a text.

Integration of Ideas and Analysis

RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.

RL.1.8 Not applicable to literature.

RL.1.9 Compare and contrast the adventures and experiences of characters in stories.

Range of Reading and Level of Text Complexity

RL.1.10 With prompting and support, read and understand literature of appropriate complexity for grade 1 for sustained periods of time.

READING STANDARDS FOR INFORMATIONAL TEXT

 

Key Ideas and Evidence

RI.1.1 Ask and answer questions about key details in a text.

RI.1.2 Identify the main idea and retell key details of a text.

RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of

information in a text.

 

Craft and Structure

RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

RI.1.5 Know and use different text features to locate key facts or information in a text.

RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Integration of Ideas and Analysis

RI.1.7 Use the illustrations and details in a text to describe its key ideas.

RI.1.8 With guidance and support, identify the reasons an author gives to support ideas in a text.

RI.1.9 Identify basic similarities in and differences between two texts on the same topic.

Range of Reading and Level of Complexity

RI.1.10 With prompting and support, read and understand informational texts appropriately complex for grade 1 for sustained periods of time.

 

READING STANDARDS FOR FOUNDATIONAL SKILLS

Print Concepts

RF.1.1 Demonstrate understanding of the organization and basic features of print.

  1. Recognize and use capitalization and ending punctuation.

Handwriting

RF.1.2 Print all upper- and lowercase letters legibly.

Phonological Awareness

RF.1.3 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

  1. Distinguish long from short vowel sounds in spoken single-syllable words.
  2. Orally produce single-syllable words by blending sounds (phonemes) including

consonant blends.

  1. Isolate and pronounce beginning, medial vowel, and end sounds (phonemes) in spoken single-syllable words.
  2. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Phonics and Word Recognition

RF.1.4 Know and apply grade-level phonics and word analysis skills in decoding words.

  1. Know the spelling-sound correspondences for common consonant digraphs.
  2. Decode regularly spelled one-syllable words.
  3. Know final -e and common vowel team conventions for representing long vowel sounds.
  4. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
  5. Decode two-syllable words following basic patterns by breaking the word into syllables.
  6. Read words with inflectional endings.
  7. Recognize and read grade-appropriate irregularly spelled words.

Fluency

RF.1.5 Read with sufficient accuracy and fluency to support comprehension.

  1. Read on-level text with purpose and understanding.
  2. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
  3. Use context to confirm or self-correct word recognition and understanding rereading as necessary.

WRITING STANDARDS

Text Types, Purposes, and Publishing

W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide closure.

  1. With guidance and support from adults, organize information and ideas around a topic to plan and prepare to write.
  2. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide closure.

  1. With guidance and support from adults, organize information and ideas around a topic to plan and prepare to write.
  2. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal transition words to signal event order, and provide some sense of closure.

  1. With guidance and support from adults, organize information and ideas around a topic to plan and prepare to write.
  2. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

W.1.4 With guidance and support from adults, use a variety of digital tools and resources to produce and publish writing, including in collaboration with peers.

Research

W.1.5 Participate in shared research and writing projects.

W.1.6 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

 

SPEAKING AND LISTENING STANDARDS

Collaboration and Communication

SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

  1. Follow agreed-upon rules for discussions.
  2. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
  3. Ask questions to clear up any confusion about the topics and texts under discussion.

SL.1.2 Ask and answer questions about key details in a text read aloud or information      presented orally or through other media.

SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Presentation of Knowledge and Ideas

SL.1.4 Produce complete sentences to describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

LANGUAGE STANDARDS

Conventions of Standard English

L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the K-1 grammar continuum.

a: Print all upper- and lowercase letters.

b: Use common, proper, and possessive nouns.

c: Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

d: Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).

e: Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

f: Use frequently occurring adjectives.

g: Use frequently occurring conjunctions (e.g., and, but, or, so, because).

h: Use determiners (e.g., articles, demonstratives).

i: Use frequently occurring prepositions (e.g., during, beyond, toward).

j: Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

L.1.2 Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing; demonstrate proficiency within the K-1

conventions continuum.

a: Capitalize dates and names of people.

b: Use end punctuation for sentences.

c: Use commas in dates and to separate single words in a series.

d: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

e: Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Knowledge of Language

L.1.3 (Begins in grade 2)

Vocabulary Acquisition and Use

L.1.4 Determine and/or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies: context clues, word parts and word relationships.

L.1.5 With guidance and support from adults, demonstrate understanding of nuances in

word meanings.

  1. Sort words into categories to gain a sense of the concepts the categories represent.
  2. Define words by category and by one or more key attributes.
  3. Distinguish shades of meaning among verbs differing in manner and adjectives

differing in intensity by defining or choosing them or by acting out the meanings.

L.1.6 Use words and phrases learned through conversations, reading, and being read to,

including common conjunctions.

SECOND GRADE:

READING STANDARDS FOR LITERATURE

Key Ideas and Evidence

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to

demonstrate understanding of key details in a text.

RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

RL.2.3 Describe how characters in a story respond to major events and challenges.

Craft and Structure

RL.2.4 Describe how words and phrases supply rhythm and meaning in a story, poem, or song.

RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story, the events unfold in the middle, and the ending concludes the action.

RL.2.6 Distinguish differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Integration of Ideas and Analysis

RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

RL.2.8 Not applicable to literature.

RL.2.9 Compare and contrast two or more versions of the same story by different authors or from different cultures.

Range of Reading and Level of Complexity

RL.2.10 By the end of grade 2, read and understand literature within the 2-3 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.

READING STANDARDS FOR INFORMATIONAL TEXT

Key Ideas and Evidence

RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to

demonstrate understanding of key details in a text.

RI.2.2 Identify the main idea of a multi-paragraph text as well as the focus of specific

paragraphs within the text.

RI.2.3 Describe the connection between a series of historical events, scientific ideas or

concepts, or steps in technical procedures in a text.

Craft and Structure

RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

RI.2.5 Know and use various text features to locate key facts or information in a text efficiently.

RI.2.6 Identify the author’s main purpose of a text, including what the author wants to answer, explain, or describe.

Integration of Ideas and Analysis

RI.2.7 Explain how specific images contribute to and clarify a text.

RI.2.8 Identify the reasons an author gives to support ideas in a text.

RI.2.9 Compare and contrast the most important points presented by two texts on the same topic.

Range of Reading and Level of Complexity

RI.2.10 By the end of grade 2, read and understand informational texts within the 2-3 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.

READING STANDARDS FOR FOUNDATIONAL SKILLS

Handwriting

RF.2.2 Print all upper- and lowercase letters legibly and proportionally.

Phonics and Word Recognition

RF.2.4 Know and apply grade-level phonics and word analysis skills in decoding words.

  1. Distinguish long and short vowels when reading regularly spelled one-syllable words.
  2. Know spelling-sound correspondences for additional common vowel teams.
  3. Decode regularly spelled two-syllable words with long vowels.
  4. Decode words with common prefixes and suffixes.
  5. Identify words with inconsistent but common spelling-sound correspondences.
  6. Recognize and read grade-appropriate irregularly spelled words.

Fluency

RF.2.5 Read with sufficient accuracy and fluency to support comprehension.

  1. Read on-level text with purpose and understanding.
  2. Read on-level text orally with accuracy, appropriate rate, and expression on

successive readings.

  1. Use context to confirm or self-correct word recognition and understanding,

rereading as necessary.

WRITING STANDARDS

Text Types, Purposes, and Publishing

W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about,state an opinion, supply reasons that support the opinion, use linking words to connect opinion and reasons, and provide a concluding statement or section.

  1. With guidance and support from adults, organize information and ideas around a topic to plan and prepare to write.
  2. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

 

W.2.2 Write informative /explanatory texts in which they introduce a topic, use facts and

definitions to develop points, and provide a concluding statement or section.

  1. With guidance and support from adults, organize information and ideas around a topic to plan and prepare to write.
  2. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

W.2.3 Write narratives in which they recount a well-elaborated event or short sequence

of events, include details to describe actions, thoughts, and feelings, use temporal

transition words to signal event order, and provide a sense of closure.

  1. With guidance and support from adults, organize information and ideas around a topic to plan and prepare to write.
  2. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

W.2.4 With guidance and support from adults, use a variety of digital tools and resources to produce and publish writing, including in collaboration with peers.

Research

W.2.5 Participate in shared research and writing projects.

W.2.6 Recall information from experiences or gather information from provided sources to answer a question.

SPEAKING AND LISTENING STANDARDS

Collaboration and Communication

SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

  1. Follow agreed-upon rules for discussions.
  2. Build on others’ talk in conversations by linking their comments to the remarks of others.
  3. Ask for clarification and further explanation as needed about the topics and texts under discussion.

SL.2.2 Recount or describe key ideas or details from a text read aloud or information

presented orally or through other media.

SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

 

 

Presentation of Knowledge and Ideas

SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent and complete sentences.

SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

LANGUAGE STANDARDS

Conventions of Standard English

L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the 2-3 grammar continuum.

a: Use collective nouns (e.g., group).

b: Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

c: Use reflexive pronouns (e.g., myself, ourselves).

d: Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

e: Use adjectives and adverbs, and choose between them depending on what is to be modified.

f: Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).

L.2.2 Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing; demonstrate proficiency within the 2-3

conventions continuum.

a: Capitalize holidays, product names, and geographic names.

b: Use commas in greetings and closings of letters.

c: Use an apostrophe to form contractions and frequently occurring possessives. d: Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

e: Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Knowledge of Language

L.2.3 Use knowledge of language and its conventions when writing, speaking, reading,

or listening.

  1. Compare formal and informal uses of English.

Vocabulary Acquisition and Use

L.2.4 Determine and/or clarify the meaning of unknown and multiple-meaning words and

phrases based on grade 2 reading and content, choosing flexibly from an array of

strategies: context clues, word parts, word relationships, and reference materials.

L.2.5 Demonstrate understanding of nuances in word meanings.

  1. Distinguish shades of meaning among closely related verbs and closely

related adjectives.

L.2.6 Use words and phrases learned through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.

Write a three- to five- page research-based report in which you summarize your research and discuss the similarities and differences between the two IT security policy documents.

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Project 5: Compare / Contrast Two State Government IT Security Policies.

For this research-based report, you will perform a comparative analysis that examines the strengths and weaknesses of two existing IT Security Policies published by state governments (agencies and offices of the executive branch under the leadership of the state governors). You may choose any two states’ IT Security Policies from the list published by the Multi-State Information Sharing and Analysis Center (MSISAC). (See item #1 under Research.)

Your analysis must include consideration of best practices and other recommendations for improving cybersecurity for state government information technology operations (state agencies and offices). Your paper should also address the question: why should every state in the nation have a comprehensive IT security policy for state agencies and offices?

Research:

  1. Select two state government IT Security Policies. Use the list at https://www.cisecurity.org/partners-state-government/ (The list items are not clickable. Cut/paste your choices into the browser search field to find your selection.)
  2. Download and review your selected state governments’ IT Security Policy documents.
  3. Develop five or more points that are common across the two documents. (Similarities)
  4. Identify and review at least three unique items in each document. (Differences)
  5. Research best practices for IT Security and/or IT Security Policies for state governments. Here are several sources which you may find helpful:
    1. https://www.nist.gov/cyberframework/perspectives/state-local-tribal-and-territorial-perspectives
    2. https://www2.deloitte.com/insights/us/en/industry/public-sector/nascio-survey-government-cybersecurity-strategies.html
    3. https://www2.deloitte.com/content/dam/insights/us/articles/4751_2018-Deloitte-NASCIO-Cybersecurity-Study/DI_2018-Deloitte-NASCIO-Cybersecurity-Study.pdf
  6. Using your research and your comparison of the two policy documents, develop an answer to the question: Why should every state government have an IT security policy for state agencies and offices under the state’s executive branch?

Write:

Write a three- to five- page research-based report in which you summarize your research and discuss the similarities and differences between the two IT security policy documents. You should focus upon clarity and conciseness more than length when determining what content to include in your paper. At a minimum, your report must include the following:

  1. An introduction or overview of IT Security Policies for the executive branch of state governments (covering state agencies and offices in the executive branch including the governor’s office). Explain the purpose of an IT security policy and how states use security policies. Answer the question: why should every state in the nation have a comprehensive IT security policy for state agencies and offices? (Make sure that you address the importance of such strategies to small, resource-poor states as well as to large or wealthy states.)
  2. A separate section in which you discuss and provide five or more specific examples of the common principles and policy sections/statements (similarities) found in both IT security policy documents.
  3. A separate section in which you discuss the unique aspects of the first state’s IT security policy document. Provide five or more the policy document. e specific principles or guidelines or other content that is unique to the policy document.
  4. A separate section in which you discuss the unique aspects of the second state’s IT security policy document. Provide five or more the policy document. e specific principles or guidelines or other content that is unique to the policy document.
  5. A section in which you discuss your evaluation of which state government has the better of the two IT security policy documents. You should also present five or more best practice recommendations for improvements for both IT security policy documents. (Note: you may have different recommendations for the individual policies depending upon the characteristics of each document.) Answer the question: why should every state in the nation have a comprehensive IT security policy for state agencies and offices?
  6. A separate section in which you summarize your research and recommendations.

Submit for Grading

Submit your work in MS Word format (.docx or .doc file) using the Project 5 Assignment in your assignment folder. (Attach the file.)

Additional Information

  1. Consult the grading rubric for specific content and formatting requirements for this assignment.
  2. Your 3-5-page research-based report should be professional in appearance with consistent use of fonts, font sizes, margins, etc. You should use headings and page breaks to organize your paper.
  3. Your paper should use standard terms and definitions for cybersecurity. See Course Resources > Cybersecurity Concepts Review for recommended resources.
  4. The CSIA program recommends that you follow standard APA formatting since this will give you a document that meets the “professional appearance” requirements. APA formatting guidelines and examples are found under Course Resources > APA Resources. An APA template file (MS Word format) has also been provided for your use CSIA_Basic_Paper_Template(APA_6ed,DEC2018).docx.
  5. You must include a cover page with the assignment title, your name, and the due date. Your reference list must be on a separate page at the end of your file. These pages do not count towards the assignment’s page count.
  6. You should write grammatically correct English in every assignment that you submit for grading. Do not turn in any work without (a) using spell check, (b) using grammar check, (c) verifying that your punctuation is correct and (d) reviewing your work for correct word usage and correctly structured sentences and paragraphs.
  7. You must credit your sources using in-text citations and reference list entries. Both your citations and your reference list entries must follow a consistent citation style (APA, MLA, etc.).

Analyze laws governing employment and how organizations can ensure ethical practices.

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Imagine that you are an office manager and you have been tasked with the job of coordinating and heading the dismissal meeting for an employee layoff.

Write a six to eight (6-8) page paper in which you:
Propose three (3) ways that a manager can cope with any negative emotions that may accompany an employee layoff.
Describe a step-by-step process of conducting the dismissal meeting.
Determine the compensation that the fictitious company may provide to the separated employee.
Using Microsoft Word or an equivalent such as OpenOffice, create a chart that depicts the timeline of the disbursement of the compensation.
Predict three (3) ways that this layoff may affect the company.
Use at least three (3) quality academic resources in this assignment. Note: Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Formulate HRM strategies and policies to recruit, select, place, and retain the most efficient and effective workforce.
Develop effective talent management strategies to recruit and select employees.
Design processes to manage employee performance, retention, and separation.
Analyze laws governing employment and how organizations can ensure ethical practices.
Use technology and information resources to research issues in strategic human resource development.
Write clearly and concisely about strategic human resource development using proper writing mechanics.

How P&G decided which brands to include in its multi-brand Super Bowl 2020 ad. what the risks are of combining brands in a single ad.

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According to Ad Age contributor, Jack Neff, this year’s Super Bowl should have been called the Co-Op Bowl.[1]  The networks[2] airing the Super Bowl have traditionally not welcomed overt multi-brand ads; however, Super Bowl 2020 included a number of multi-brand ads, many featuring brands from competing parent companies, such as Kraft Heinz’ Planters and P&G’s Mr. Clean.

Your task:

  1. Research: Using reliable sources (more than one), find out.
    1. how P&G decided which brands to include in its multi-brand Super Bowl 2020 ad.
    2. what the risks are of combining brands in a single ad.
  1. Get Creative: Not using any of the brands featured in Super Bowl 2020 multi-brand ads:
    1. propose three brands from a single parent company (P&G, Kellogg, Mars, Unilever, Coca Cola, Mondelèz, just to name a few) to feature in a multi-brand ad.
    2. outline which of the three brands will be the featured brand.
    3. describe the creative situation, scenario, story or incident that will be dramatized by these brands.
    4. explain how you will protect the brand equity of each of the brands.
  1. Write: in an informal memo report, using graphic highlighting and headings:
    1. In the first part of the report, outline what you discovered via your research (P&G’s process; risks)
    2. In the second part of the report, walk me through your creative process, including all the requested information (Get Creative a, b, c, and d)
  1. Address the Informal Memo Report to me, and give me a title; give yourself a title as well
  2. Use headings, graphic highlighting, short, clear paragraphs, and white space to make your information easy to access.
  3. Include both a short introduction and conclusion.
  4. Cite all research used. Cite this research within the report, using either parenthetical citations (in either MLA or APA format) or foot/endnote citations (I’ve used footnotes here.), and include a full citation of each source in a Works Cited (MLA) OR a Bibliography (APA) OR in foot/endnotes (as done here).

FAIR WARNING: 

  • If you don’t cite within the report, you’ll lose 10 points for each missing citation.
  • If you don’t include a full citation for each source used within the report (in a Works Cited or Bibliography at the end of the report OR in foot/endnotes), you’ll lose 10 points for each missing source. If you include only a URL, you will lose 25 points for each URL.
  • If you include no research at all, you’ll lose 50 points.

The point is, do your research and document it fully!

 

GRADING RUBRIC:

You have followed the instructions and provided all the information asked of you: /15

Report is well written, well edited, properly formatted, and easy to understand:  /50

All sources have been included and are formatted in a clear, consistent APA or MLA documentation style:  /35

/100 à /10

[1] Neff, Jack. “The Super Bowl Became the Co-Op Bowl with a Blitz of Brand Mashups”. AdAge.com. 3 Feb 2020. Web. 3 Feb 2020.

[2] 2020 – Fox; 2019 – CBS; 2018 – NBC

How will you effectively collect data on the identified variables (from the SIPOC analysis) and how will you evaluate the data?

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Prompt: First, review the attachment (Define Phase) submission wherein it was summarized the desired resolution to the conflict in the case study based on your knowledge of the organization’s business goals, customer needs, and the process that needs to improve. Next, refer to the table chart (attached) in the MEASURE Supplementary Document as well as to your posts and response posts in the discussion (attached) and small group discussion (attached).
II. Measuring Performance: What process will you use to gather data on the current situation?
• How will you effectively collect data on the identified variables (from the SIPOC analysis) and how will you evaluate the data?
• Include a draft of an Ishikawa diagram (fishbone diagram) of the variables that contribute to the conflict by highlighting the critical variables that require further analysis.
• What role will these critical variables play in developing corrective changes to address the conflict in the problem statement?
III. Analysis: Focusing on the proposed solution, describe what the future state will look like.
• Based on the variables you identified and the information provided in the case study, what are the root causes of the conflict?
• If this were a live situation, what are some questions you would ask of the stakeholders (voice of customer) to pressure test your initial assessment of the probable root causes?
• Using the “Five Whys” process, include some additional questions you anticipate needing to ask as stakeholders answer your initial question.
Should be 2 to 3 pages in length (excluding title and reference pages) with double spacing, 12-point Times New Roman font, one-inch margins, and citations in APA style. Cite your sources within the text of your paper and on the reference page.

Compare and contrast the motivational concepts and systems set forth by Freud, Jung, and Adler in their respective theories of personality.  

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Instructions:  Here are the essay questions you will need to answer for our class on Wednesday, February 26.

Your answers need to be created outside of class and printed on paper.  Be prepared to engage in a class discussion that will contribute to a whole class exercise in answering the questions. Your paper will be submitted and reviewed individually for point value determination.

  1. Compare and contrast the motivational concepts and systems set forth by Freud, Jung, and Adler in their respective theories of personality.  What “driving forces” did each theorist rely upon that propels or moves us through life.  You may also want to discuss what may happen if those forces are thwarted or prevented from being expressed or experienced.
  2. Discuss how each of the three theorists address what is needed to take steps to develop a healthy personality.

Make sure you use appropriate vocabulary and terms used by each theorist to illustrate the points you are making (e.g., Adler—style of life and creative power)

Be sure to cite information from our text or other reference material you are utilizing to support your answers.

Provide a summary and synthesis of your assessment to include but not limited to: How you felt doing the assessment, any significance in scores on areas to address. Did these scores/areas surprise you?

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Assignment Guidelines: Utilizing Dossey and Keegan (2016) chapter 29 & 30 (provided), all content learned in the course, and any additional supportive sources, the student will engage in self-assessment, personal reflection, and identification of integrative health self-care practices to demonstrate value of a certain modality to any aspect of self-care. A personal self-assessment must be included and one holistic/integrative modality must be highlighted.

  1. Read chapter 29 (provided in Module 5)
  2. Read chapter 30 and complete the Integrative Health and Wellness Assessment (5 pages). You are completing this for yourself. You are not turning this assessment in. Ch30 Dossey and Keegan.pdf
  3. Provide a summary and synthesis of your assessment to include but not limited to: How you felt doing the assessment, any significance in scores on areas to address. Did these scores/areas surprise you? When you self-reflect on these areas is there meaning in these scores? What are the 3 changes that you have identified for implementation over the 3 months?
  4. Pick one of the 3 changes that you have identified and determine an integrative health modality that would be of benefit to your health.
  5. Describe the integrative modality and provide evidence as to why you would pick this modality for this area of need. (This is where you would need references to support the modality that you have chosen). For instance, I might find a study done on nursing student stress that uses meditation, if meditation is what I have chosen etc.
  6. Conclude your paper by using self-reflection to reflect on this experience as a whole and on the modality that you chose and the impact that it may have on your life. (You may also want to begin implementing the strategy over the time that it takes you to write the paper so that you can incorporate that perspective in your conclusion).

 

Students, will submit a 2-3 page reflective paper double spaced with APA title page using the above assignment guidelines with APA format with references.

 

Describe training guides, self-directed learning strategies, and the use of smart technology.

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Instructions:
The Essay for developmental approaches to training, explain the learner-guided approach to training and its effectiveness in meeting organizational training needs. Within the essay, please address the points below.
 Describe training guides, self-directed learning strategies, and the use of smart technology.

 Describe two to three methods for organizations to harness the use of self-directed training. Why is this important?

 Explain how technology can be used to enhance the learner-guided approach to training.

 Select a field of study that interests you, and provide an example of technology being used to enhance the learner-guided approach in that field.

 The essay must be at least two pages in length, not counting the title and reference pages. It’s required to use at least two outside sources to support your explanation.

 All sources used, including (see attached) required unit resources, must be cited and referenced according to APA standards.

What do you feel constitutes a “reasonable expectation of privacy” when it applies to electronic communication on the Internet? Explain.

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What do you feel constitutes a “reasonable expectation of privacy” when it applies to electronic communication on the Internet? Explain.
Consider the differences between e-mail, posting a comment to a news story or a blog, or posting on social networking Web sites.
Should communications in these various types of media differ with regard to their privacy? Why or why not?
Consider the First and Fourth Amendments to the Constitution.
What protections are provided in this new electronic domain? Explain.
What protections should be provided in this new electronic domain?
Should anonymity be expected or allowed? Why or why not?

Are there limits to what the SIGINT should collect, and report on? Who sets the standards? Should SIGINT be used to support domestic law enforcement? Etc.

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Signals Intelligence collection has had a profound impact in the modern era where concerns on the protection of civil rights and privacy are of significant concern. The use of mass surveillance systems coupled with the modern threat environment leaves many questioning on whether to clamor for more security or more protections against the invasion of privacy. Assess and describe the ideal framework of Signals Intelligence in terms of what should be collected, retained, and reported on given the modern-day threat environment.

Question 2: Ethically, are there limits to what the SIGINT should collect, and report on? Who sets the standards? Should SIGINT be used to support domestic law enforcement? Etc.

**Please use the sources provided**