Complete and submit Part 2 of the Final Project using Microsoft® PowerPoint®.

Part 2 of the Final Project, due at the end of this unit, requires you to identify and describe internal controls in the business process that you documented for Part 1 of the Final Project.

1. Start with the document turned in for Part 1. Review each stage of the process and identify where an internal control SHOULD exist. Then, determine if a control actually DOES exist. Extend your document by creating a new section at the end that explains the nature of the internal controls currently working and that identifies controls that should be put in place. As this exercise involves a single business process, include only manual (i.e., human) and application-level IT (i.e., system) controls. Use the guidelines below for your documentation and make sure to reference your system flowchart.
2. Documentation Guidelines of Existing Controls:

• Identify the risk the control mitigates.
• Detail if the control is manual or an application-level.
• If manual, identify the person(s) involved and explain what they do.
• If an application control, classify the control as an input, processing, or output control and explain how the control works or should work.

1. Documentation Guidelines of Missing Controls:

• Identify the risk not covered by existing controls.
• Propose an internal control that would mitigate the risk. Make sure to include the same information from the guidelines for existing controls documentation.

1. Documentation Guidelines of Existing General IT Controls: Identify and document five general IT controls important to (or should be important to) the organization:

• Identify the risk the control mitigates.
• Classify the control as one of the five types listed within your textbook: 1) personnel policies, 2) file security controls, 3) business continuity planning, 4) computer facility controls, or 5) access to computer file.
• Explain how the control works or should work.

Add Part 2 of the Final Project to Part 1. The Final Project (Parts 1 and 2) should be 10–15 PowerPoint slides with APA reference list of 5-10 references and will be evaluated for content and professionalism. Please remember to add brief notes to the slides. Flowcharts and other figures may be included at the end of the PowerPoint. Do not write a paper. Submit your PowerPoint file via the course Dropbox by the final day of the unit (i.e., Tuesday midnight).

Review the Unit 6 Final Project rubric for full details.

Directions for Submitting your Final Project

Compose your Final Project in a Microsoft PowerPoint file and save it as Username AC550 Final Project: Part 2 Unit 6.doc (Example: TAllen AC550 Final Project: Part 2 Unit 6.doc). Submit your file by selecting the Unit 6: Final Project Dropbox by the end of Unit 6.

• Please go to wuwm.com using the internet.
• Please click on “Lake Effect” and then “Contributors.”
• Using the “Advisory Board” tab please answer the following:
• Using the “On Air” tab answer the following:
• Please search the site to complete the following:

Who taught high school science?

Who grew up in West Bend, WI?

How many people are on the advisory board?

Who retired from UWM in 2012?

Who hosts a music program? (May have more than one answer)

Who is Tom Luljak? What is his position?

Read the following article, Former Milwaukee Inmates: ‘I Am More Than My Record’ June 18^th, 2014

Summarize the story using your own words

Please use APA to cite the source

Background:

During the course of the semester, we have read and discussed a representation of literary genres: a graphic novel, play, novella, and a poem. The authors who wrote the stories of Nasser Ali Khan, Firdaus, Gallimard, and the “best minds of [a] generation” have provided us with non-linear narratives and non-traditional literary styles as a metaphor to deliver insight into how society acts as a character in the formation of these characters’ identities.

Texts:

Literary Theories lecture and websites

Chicken With Plums by Marjane Satrapi

Woman at Point Zero by Nawal El-Saadawi

M. Butterfly by David Henry Hwang

Howl by Allen Ginsberg

Task:

Select three of the four literary texts from the course and determine a common thread among those texts. In a 5-7 page essay, compare and contrast those texts to prove your chosen point/topic. Your essay must also include at least three of the literary theories in its analysis.

Guidelines:

• Analyze 3 of the 4 texts in your essay. As usual, you need quotations from these texts in order to create a valid analysis.
• Use at least 3 theories alongside the analysis in your essay– make sure the names of the theories are written in bold print in your paper.
• Compose at least 5 pages and at most 7 pages.
• Use MLA format for your essay and its quotations.
  • Your essay should use Times New Roman size 12 font, be double spaced, and have 1 inch margins. If you need familiarity with MLA format, reference the following website: http://owl.english.purdue.edu/owl/resource/747/01/ (Links to an external site.)Links to an external site.
• Include a works cited page.

Suggestions:

• Trace the significant similarities, differences, and trends in the themes, issues, and narrative styles of the texts.
• Determine how the literary theories will help you prove and analyze your texts cohesively.
• Review class lectures, forums, and previous essays.
• Formulate a guiding idea that threads the analysis together. In other words, what do you want to prove with your essay?
• You may use parts of your previous essays for this essay, but remember that this essay has a different focus, and anything you reuse from previous essays must flow in this essay.
  • Any of your own writing that you are using from your previous essays must be quoted and cited (which means you will be citing yourself). If you do not quote and cite yourself, turnitin will mark your writing as plagiarized.

Preschoolers (Ages 3-5) is the chosen age group for this assignment. when answering the questions please put them in the attached file.

• Influence of Theory (2 points): Explain how theory can influence the choices families make when promoting their child’s cognitive development abilities for your chosen age group. Use specific examples from one theory of cognitive development that has been discussed thus far in the course.
  • Piagetian Theory/ Social Constructivist Theory
• Home Environment (1.5 points): Explain how the environment that families create at home helps promote optimal cognitive development for your chosen age group. Provide at least two strategies that you would encourage families to use to foster this type of environment.
• Families and Executive Functions (2 points): Discuss the role that family plays in developing executive functions for your chosen age group. Provide at least two strategies that you suggest families use to help foster the development of executive functions.
• Families and Memory Development (2 points): Examine the role that family plays in memory development for your chosen age group. Provide at least two strategies families can use to support memory development.
• Families and Conceptual Development (2 points): Examine the role that family plays in conceptual development for your chosen age group. Use ideas from your response to the Week Three Discussion 1 forum to provide at least two strategies families can use to support development in this area.
• Community Resources (1 point): Explain at least two community resources that you would suggest families use to support the cognitive development of their children for your chosen age group.
• Supporting Families (2 points): Analyze the role that you would play in helping to support families within your community to promote optimal cognitive development for your chosen age group.

please use these references for this assignment only

-Farrar, M. J. & Montgomery, D. (2015). Cognitive development of children: Research and application [Electronic version]. Retrieved from https://content.ashford.edu

https://ashford.instructure.com/courses/26367/exte…

-Lugo-Gil, J., & Tamis-LeMonda, C. S. (2008). Family resources and parenting quality: Links to children’s cognitive development across the first 3 Years. Child Development, 79(4), 1065-1085. doi:10.1111/j.1467-8624.2008.01176.x

-Center on the Developing Child. (n.d.). Enhancing and practicing executive function skills with children from infancy to adolescence (Links to an external site.)Links to an external site.. Retrieved from http://developingchild.harvard.edu/resources/tools…

http://developingchild.harvard.edu/resources/tools…