Note: “Briefly explain” means a sentence or two. 1) Economics Assignment Help

Assessment Instructions

Assessment Overview

As the producer and correspondent of a television or radio news magazine (like 60 Minutes, VICE News, or All Things Considered), you have been assigned to deliver an informative 12-minute segment on one of the contemporary issues you and your classmates have been discussing during the past three weeks. Corporate policy requires that you consider insights from two or more academic disciplines for example: nursing and social work, or philosophical ethics, psychology, and biology. (Note: These are only examples; you are free to choose your own disciplines!) It also requires that you interview credible representatives of at least two distinct positions on the issue. You need not remain neutral on the issue; in fact, you are expected to state and defend your own position with clear reasoning in your own words.

You will choose which of the complex social issues to present here. The intended audience for your segment is an intelligent but perhaps uninformed public, so this is your opportunity to engage them in an issue that matters to you.

Assessment Instructions

The final script for your production should, of course, include APA-style citations and references. You will submit a copy of this script to Turnitin in the usual manner.

You may submit the assessment itself in either of two formats:

1. Option One: Produce the video segment. You should appear as the correspondent, but you may enlist family and friends to play other parts. You might even take on distinct roles yourself, in a video “selfie” where you consider the alternatives accurately. Kaltura and Adobe Connect are available in the courseroom, but may use any device or software of your choice, so long as you are able to submit the work to your instructor for assessment.
2. Option Two: Produce the audio segment as you would for broadcast as a radio program or as a podcast. Once again, you will be the correspondent, but you are welcome to invite others to participate or record yourself in different roles. As with the video option, you may record the audio in any way that suits you, making sure to submit the audio file or a link to it as the submission for assessment.

Include the following concepts in this assessment:

1. Explain the selected issue you selected, with reference to practical instances.
2. Describe relevant contributions to the issue from at least two different academic disciplines.
3. Explain at least two distinct positions on the issue, considering each fairly.
4. Defend your own position on the issue clearly.

Submit this assessment to your ePortfolio.

Your instructor may provide video feedback on your work, as well as completing the official scoring guide for the assessment.

Assignment Requirements

• Communication: Create a video or audio presentation that reports on a contemporary social issue from multiple perspectives.
• Media presentation: Ensure your video or audio recording is a minimum of 12 minutes in length, with notes or a transcript to ensure accessibility to everyone. Upload the presentation.
• Resources: Use your judgment to ensure your topic is thoroughly researched. There is no minimum number of resources required, however.
• APA guidelines: Format resources and citations according to current APA style guidelines. When appropriate, use APA-formatted headings.
• Font and font size: Use a font of appropriate size and weight for presentation, generally 24–28 points for headings and no smaller than 18 points for bullet-point text.

Suggested Resources

The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.

Ethics

• Cohen, A. I., & Wellman, C. H. (2014). Contemporary debates in applied ethics (2nd ed.). Hoboken, NJ: John Wiley & Sons.
• Hopkins, R. (2013). The power of just doing stuff: How local action can change the world. Cambridge, UK: Green Books.
• Gerbaudo, P. (2012). Tweets and the streets: Social media and contemporary activism. London, UK: Pluto Press.
• Motilal, S. (Ed.). (2010). Applied ethics and human rights: Conceptual analysis and contextual applications. New York, NY: Anthem Press.
• Singer, P. (2016). Famine, affluence, and morality. New York, NY: Oxford University Press.
• Dittmer, J. (n.d.). Applied ethics. Internet Encyclopedia of Philosophy. Retrieved from http://www.iep.utm.edu/ap-ethic/
  • Pages 1–28.
• Martin, B., Anderson, G. L. (Ed.), & Herr, K. G. (Ed.) (2007). Activism, social and political. In Encyclopedia of Activism and Social Justice (pp. 19–27). Retrieved from http://www.bmartin.cc/pubs/07Anderson.html

SHOW LESS

Social Responsiblity

• Skillsoft. (n.d.). Leveraging emotional intelligence [Tutorial].
  • Broad social issues often depend upon the extent of our empathy for those who are disadvantaged by a policy or practice. Use this Skillsoft tutorial to sharpen your own sense of how to deploy this fellow-feeling.
  • 28:00.
• Skillsoft. (n.d.). Workplace management: Corporate social responsibility [Tutorial].
  • Social responsibility, one of the Essential Undergraduate Learning Outcomes, can be observed at an organizational level as well as a personal one. This Skillsoft tutorial draws attention to this possibility.
  • 1:26:00.
• Skillsoft. (n.d.). Establishing self-confidence for life [Tutorial].
  • Taking action in support of our ethical convictions is not easy, but this Skillsoft tutorial has some valuable guidance for approaching the task confidently.
  • 23:00.
• Riverbend City: Conflict Management.
  • Use this activity to get a better understanding of the complexity of a significant local social issue and help you to think constructively about the issue you have chosen to address.
• NBC Learn. (n.d.). Black men in Ferguson say lives marked by fear and perception [Video].
  • ?In this video, you will see an example of community reaction to an ethical issue.
  • Running time: 03:44.
• NBC Learn. (n.d.). Investigation finds some public charter schools exclude minorities [Video].
  • In this video, you will see an example of a significant social issue.
  • Running time: 04:16.
• NBC Learn. (n.d.). Amal Clooney takes ISIS to trial over human trafficking, genocide [Video].
  • In this video, you will see an example of taking effective action on a social issue.
  • Running time: 04:36.

Students should be divided into groups prior to the residency session. Each group will submit a reserach paper and a presentation through iLearn (using SafeAssign). These should be submitted before students depart from the residency session.

Papers are typically 10 pages (content) length and presentation times vary on class (typically 10 – 15 minutes). Each group member should participate in both portions of the assignment. I expect an additional 2-3 pages for figures, tables, and references. Thus total is 12-13 pages APA format.

Be sure to review with students that APA format is REQUIRED.

Research Topics:

1. Cryptographic Applications for City Government

2. Cryptography in Internet of Things

3. Using Crytpographic in Everyday Use for Persoanl Device

4. Need for Establishing National Agency for Cryptography in [Select Country This is Not Present – Central European Country]

5. Cryptography Needs to Personal Use

6. Need for Crypgraphy in [Selected Country]

You will cite the following items in your paper submission.

Dawson, M. (2018). Applying a holistic cybersecurity framework for global IT organizations. Business Information Review, 35(2), 60-67.

Abstract

Examined are the three core themes: the role of education in cybersecurity, the role of technology in cybersecurity, and the role of policy in cybersecurity. These topics are essential for organizations seeking to establish environments that allow them to be successful irregardless of location while examining external and internal conditions. This study examined the research gaps within cybersecurity as it relates to core themes in an effort to develop stronger policies, education programs, and hardened technologies for cybersecurity use. This work illustrates how cybersecurity can be broken into these three core areas and used together to address issues such as developing training environments for teaching real cybersecurity events. It will further show the correlations between technologies and policies for system Certification and Accreditation. Finally, it will offer insights on how cybersecurity can be used to maintain wirelessly security for international and national security for global organizations.

Available at: http://works.bepress.com/maurice_dawson/65/

Dawson, Maurice. Hyper-Connectivity: Intricacies of National and International Cyber Securities, London Metropolitan University (United Kingdom), Ann Arbor, 2017. ProQuest, http://eznvcc.vccs.edu:2048/login?url=https://search.proquest.com/docview/2013953161?accountid=12902.

Abstract

This thesis examined the three core themes: the role of education in cyber security, the role of technology in cyber security, and the role of policy in cyber security in which the papers are published. The associated works are published in referred journals, peer reviewed book chapters, and conference proceedings. Research can be found in the following outlets; 1. Security Solutions for Hyperconnectivity and the Internet of Things, 2. Developing Next-Generation Countermeasures for Homeland Security Threat Prevention, 3. New Threats and Countermeasures in Digital Crime and Cyber Terrorism, 4. International Journal of Business Continuity and Risk Management, 5. Handbook of Research on 3-D Virtual Environments and Hypermedia for Ubiquitous Learning, 6. Information Security in Diverse Computing Environments, 7. Technology, Innovation, and Enterprise Transformation, 8. Journal of Information Systems Technology and Planning, 9. Encyclopedia of Information Science and Technology. The short comings and gaps in cyber security research is the research focus on hypeconnectivity of people, and technology to include the policies that provide the standards for security hardened systems. Prior research on cyber and homeland security reviewed the three core themes separately rather than jointly. This study examined the research gaps within cyber security as it relates to core themes in an effort to develop stronger policies, education programs, and hardened technologies for cyber security use. This work illustrates how cyber security can broken into these three core areas and used together to address issues such as developing training environments for teaching real cyber security events. It will further show the correlations between technologies and policies for system Certification & Accreditation (C&A). Finally, it will offer insights on how cyber security can be used to maintain security for international and national security. The overall results of my study provide guidance how on to create an ubiquitous learning (u-learning) environment to teach cyber security concepts, craft polices that affect secure computing, effects on national, and international security. The overall research has been improving the role of cyber security in education, technology, and policy.

same topic for ppt

Research Assignment/Presentation

Students should be divided into groups prior to the residency session. Each group will submit a reserach paper and a presentation through iLearn (using SafeAssign). These should be submitted before students depart from the residency session.

Papers are typically 10 pages (content) length and presentation times vary on class (typically 10 – 15 minutes). Each group member should participate in both portions of the assignment. I expect an additional 2-3 pages for figures, tables, and references. Thus total is 12-13 pages APA format.

Be sure to review with students that APA format is REQUIRED.

Research Topics:

5. Cryptography Needs to Personal Use

Abstract

Examined are the three core themes: the role of education in cybersecurity, the role of technology in cybersecurity, and the role of policy in cybersecurity. These topics are essential for organizations seeking to establish environments that allow them to be successful irregardless of location while examining external and internal conditions. This study examined the research gaps within cybersecurity as it relates to core themes in an effort to develop stronger policies, education programs, and hardened technologies for cybersecurity use. This work illustrates how cybersecurity can be broken into these three core areas and used together to address issues such as developing training environments for teaching real cybersecurity events. It will further show the correlations between technologies and policies for system Certification and Accreditation. Finally, it will offer insights on how cybersecurity can be used to maintain wirelessly security for international and national security for global organizations.

Available at: http://works.bepress.com/maurice_dawson/65/

Abstract

Examined are the three core themes: the role of education in cybersecurity, the role of technology in cybersecurity, and the role of policy in cybersecurity. These topics are essential for organizations seeking to establish environments that allow them to be successful irregardless of location while examining external and internal conditions. This study examined the research gaps within cybersecurity as it relates to core themes in an effort to develop stronger policies, education programs, and hardened technologies for cybersecurity use. This work illustrates how cybersecurity can be broken into these three core areas and used together to address issues such as developing training environments for teaching real cybersecurity events. It will further show the correlations between technologies and policies for system Certification and Accreditation. Finally, it will offer insights on how cybersecurity can be used to maintain wirelessly security for international and national security for global organizations

you can refer this link http://eznvcc.vccs.edu:2048/login?url=https://search.proquest.com/docview/2013953161?accountid=12902.

APA Format

Times New Roman -12

single space

with references links

Homer’s Iliad:

Background to the Trojan War

The War resulted from the Judgment of Paris–a myth involving Achilles’ parents, the goddesses Hera, Athena, and Aphrodite (called Juno, Minerva, and Venus in our text), and the mortal Trojan, Paris. Essentially, the goddess Thetis, who would become Achilles’ mother, married a mortal named Peleus; all the gods and goddesses of Olympus and the other Greek gods and goddesses were invited. Except Eris, goddess of discord, because she caused trouble.

Being insulted, Eris had her revenge–she created a golden apple inscribed with a Greek word meaning ‘To the Fairest of All’ and rolled it into the wedding. Hera, Athena, and Aphrodite all claimed the apple, and appealed to Zeus to settle the dispute. As Hera was his wife and sister, Athena his daughter, and Aphrodite, his … cousin I guess you would call her–she was born from the ocean after Cronos castrated his father Uranus and threw the genitals into the sea–Zeus wanted no part of this dispute. Paris was chosen because he was seen as an honorable mortal because he fairly dealt with the god Apollo in a different dispute.

All three of the goddesses offered bribes; Hera, queen of the gods, offered power–the crown of Europe and Asia; Athena, goddess of wisdom and warfare, offered skill and wisdom in battle; Aphrodite offered beauty and love: Helen, the most beautiful woman in the world. Paris chose Aphrodite and claimed Helen as his wife.

Problem was, Helen was already married to Menelaus, king of Sparta. After Paris stole Helen and brought her to Troy, Menelaus and his brother Agamemnon declare war on Troy and unite the city-states of Greece to their cause. They recruit Odysseus, Achilles, and other great Greek heroes to fight Troy. The Trojan War would last 10 years, only ending (after the events of The Iliad) when Odysseus creates the Trojan Horse, which allows the Greeks to get inside the great Troy gates.

It took another 10 years for Odysseus to get home to Ithaka–detailed in The Odyssey.

Peter Paul Reubens depicted the Judgment of Paris in his painting seen here (Links to an external site.)Links to an external site..

The goddesses are lined up: Athena, next to her discarded armor; Aphrodite, attended by her son Eros (also known as Cupid); and Hera wearing a golden crown. Paris holds up the golden apple.

The War has been used in countless works of art, poems, plays, films, sculpture, music, etc. In the 20th Century, the Irish poet W.B. Yeats imagined the moment of Zeus raping Leda in his poem ‘Leda and the Swan (Links to an external site.)Links to an external site.‘ to focus on the horror of that moment as well as the devastation of the War (be forewarned, it’s a graphic and disturbing poem that is not required reading for this course, but does offer a modern view/context to Homer’s work). And the American poet H.D. (Hilda Doolittle) also re-imagined that scene in her poem ‘Leda (Links to an external site.)Links to an external site.‘ (less graphic perhaps but no less disturbing).

Why do you think this moment remains so powerful for artists?

Features/Forms in Homer’s Poetry

While our version of the poem is rendered in a modern prose style, the original Homeric Poetry has the following features:

1. Invocation of the Muse—asking for help from the gods to sing and write well in line 2–Calliope was the goddes of epic poetry and the poet is asking for her help in making a great work.We see this in the first lines, ‘Sing, O goddess, the anger of Achilles son of Peleus,that brought countless ills upon the Achaeans.’
2. The use of titles and epithets like ‘Grey-eyed Goddess,’ ‘White-Armed Goddess,’ ‘Clever Odysseus.’ This was done to give the person reciting the poem a neumonic device to remember lines.
3. The “Homeric Catalog”: Lists of names, weapons, Achilles’ shield as described in Book XVII etc.
4. Scenes of horror juxtaposed with touching, tender scenes. See for example the scene when Hector greets his son and scares the boy to death before taking off his helmet and the boy becomes happy. See also the scene when Achilles receives Paris after killing Hector. Both men lost someone they loved. Both are grieving and share a tender moment in their grief.

Themes:

1. Homecoming–key theme throughout Greek literature–also a theme The Odyssey. The idea of getting home to wife and children as well as the idea of defending home. Seen in one of Achilles’ fates: returning home, but without his battle won glory–but he can live a long life.
2. Glory, won especially on the battlefield–Fame, notoriety, and going down in history all key for the this theme. Seen in Achilles’ other fate: he can live a short life, dying on the battlefield, but he will earn great fame and glory. He chooses this fate, going down in history as a great warrior. Paris, who kills Achilles, gets no glory for this because he doesn’t face Achilles face to face but instead shoots him from behind. (there’s a whole forum on this point)
3. Honor and Respect–due especially to one’s betters or superiors, to the gods, and to those who win glory on the battlefield. (there’s a whole forum on this point)
4. Rage/Fury/Wrath–a key theme that opens the open–Achilles is full of wrath and rage because of his sense of dishonor because of Agamemnon’s actions. The Gods too are wrathful–Poseidon keeps Odysseus from reaching home for 10 years after Troy, Apollo rains plague and death down on the Greeks at Troy, Athena tricks Hector into facing Achilles and certain death, etc. See for example Athena’s rage, Hector’s rage against Patroclus, and Achilles’ rage upon Hector.
5. Fate–Once a fate is set, no chance of change in Greek culture–the fates are settled and that’s it–even the other Gods do not/cannot change the Fates. Achilles must choose between two fates and two fates only: Going home without honor, or honor and legendary glory, but dying young on the battlefield.

Respect vs. Honor/Glory

How do these idea differ both in The Iliad and in your mind?

A key for the Greeks is that glory is won, honor is displayed and received. Honor is shown to guests, to superiors, to the gods, etc. Achilles, e.g., shows respect and proper honor to Priam despite being enemies in the War.

But Achilles did not honor Hector and in fact loses his honor because he dishonors Hector’s body Hector did not honor Patroclus.

Picking Sides in the Trojan War

I’d say both sides have heroes, their reasons for going to war, and are both wrong in going to war–so typical of wars in general.

Homer, like most great writers and poets, gives no easy answers. Can we apply images and lessons from the Iliad to our current wars?

The Trojan War, like the recent and on-going wars in Afghanistan and Iraq, lasted ten years. Does it compare to Vietnam, the Great War (World War 1) or WW2 in your mind? How so? How not?

The Gods joing the fray on both sides–we are told in Book XX that, “Juno, Pallas Minerva, earth-encircling Neptune, Mercury bringer of good luck and excellent in all cunning—all these joined the host that came from the ships; with them also came Vulcan in all his glory, limping, but yet with his thin legs plying lustily under him. Mars of gleaming helmet joined the Trojans, and with him Apollo of locks unshorn, and the archer goddess Diana, Leto, Xanthus, and laughter-loving Venus.” It becomes, aside from Jupiter/Jove/Zeus, a family affair and civil war.

What do you think of these gods and how they enter this human affair–especially Zeus’ role as literal progenitar of the conflict who refuses to take a side in this horror he creates through this lust and rape?

Achilles vs. Hector

The conflict in the story builds to its climax in the fight between to the two greatest heroes on each side, Achilles and Hector, in Book XX. The narration we have in this version is pretty graphic–this version of the poem spares little detail of the damage that swords, spears, and shields can do to human bodies–what do you think of these depictions? Is this entertaining? Or perhaps meant to show that war is not so entertaining and fun as stories (especially in modern Hollywood) would have us believe, but utterly destructive and dehumanizing.

Achilles’ rage comes from the killing of his friend and most beloved comrade, Patroclus, by Hector in a section of the story we’re not looking at.

In his dying breaths, Hector asks Achilles to accept the ransom for his body and treat it with respect–as a fallen equal, but Achilles, to his shame in the eyes of the gods and certainly it is suggested to us the reader, will have none of.

Achilles drags Hector’s body like a dog many times around Patroclus’ tomb and around the Gates of Troy. He attempts to defile Hector’s corpse (Apollo, Troy’s protector, keeps the body from being destroyed). Does this make Achilles less heroic? Does it matter?

Achilles is then killed by Paris in a way that, to the Greeks at least, was cowardly–Paris doesn’t face Achilles as an equal with sword and spear, but he hides behind Achilles and shoots him in the leg with an arrow.

Paris receives no honor or glory for the kill, Achilles is buried with honor and glory for killing Hector and so many other Trojans.

Themes in The Iliad

It is a story of how men and gods fight for glory and fame–often to know or even despite their fates–and try to either defend of get home. It’s like much of war itself in all ages and times–the soldiers often, as I understand it, often develop a cynical sense that one’s fate is already sealed–you’ll either get home or you won’t and there’s nothing you can do about it.

But getting home is the chief desire–we see this in Achilles and the other warriors, I think, in The Iliad. Glory and honor then come far down the list of possible achievements–more so in the Greek literature than in real life, I imagine. Every United States’ Medal of Honor winner I’ve heard speak (and I met several at their annual convention one year during grad school) all say that they deserved their medals far less than others they knew, and accepted the Medal of Honor only on behalf of those who didn’t come home.

So what can we say about such themes in Homer’s poem? How does the poem handle issues like predestination and fate? How does it handle the issue of the nature of war as a good thing in a general sense, but an absolute horror in the particulars?

Other thoughts on broad themes or specific scenes/characters in the work?

Sun Tzu’s The Art of War

In the introduction to the work in our anthology, our editors write, “In Confucian thinking, everyone has an assigned place in society, with strict expectations for behavior that could potentially limit creative/unusual responses. Sun Tzu’s approach to warfare is Daoist in nature, rather than Confucian ‘by adapting oneself to one’s situation, rather than rigidly holding fast to how one thinks things should be, one is able to recognize the fluidity of conditions and act upon them decisively’ (Mark).”

Early on, Sun Tzu writes,

“The art of war, then, is governed by five constant factors, to be taken into account in one’s deliberations, when seeking to determine the conditions obtaining in the field. 4. These are: (1) The Moral Law; (2) Heaven; (3) Earth; (4) The Commander; (5) Method and Discipline. 5, 6. The MORAL LAW causes the people to be in complete accord with their ruler, so that they will follow him regardless of their lives, undismayed by any danger. 7. HEAVEN signifies night and day, cold and heat, times and seasons. 8. EARTH comprises distances, great and small; danger and security; open ground and narrow passes; the chances of life and death. 9. The COMMANDER stands for the virtues of wisdom, sincerity, benevolence, courage, and strictness. 10. By METHOD AND DISCIPLINE are to be understood the marshaling of the army in its proper subdivisions, the graduations of rank among the officers, the maintenance of roads by which supplies may reach the army, and the control of military expenditure.”

What do you think of this as organizing principles for a society? What is the role of justice?

How does this view of war and society compare and contrast to that which we see in the six books of The Iliad we’ve read this week?

What other points of Sun Tzu’s treatise seem useful to us–in what contexts? Why do you think that business schools, law schools, and modern military academies like West Point and Annapolis teach this work?

No words limit. This PDF is free and Open-Source:

https://ung.edu/university-press/books/compa0ct-an…