Project #2: Incident Response Procedures Manual (Part 2)
Project #2: Incident Response Procedures Manual (Part 2).
In this assignment, you will assess and document tools to be used by the Sifers-Grayson Incident Response Team during the preparation, detection, containment, eradication, and recovery phases of the Incident Response Process (as defined in NIST SP 800-61r2). The deliverable for this assignment is a set of three customized procedures suitable for inclusion in the Sifers-Grayson Incident Response Procedures Manual. Each procedure must be written so that it can be added / updated / removed without impacting other procedures in the manual. In other words, the procedures must be self-contained and stand on their own.
Your deliverable must use the provided MS Word template file (contact your instructor for formatting guidance if you cannot use this file). The required procedures are described below.
Procedure 1: Using System Restore Points under Windows 10
1. Identify appropriate sources of information and instructions for using the Windows 10 Control Panel and System Restore tool. Using those sources, research the procedures required to perform the following tasks:
a. Create a system restore point for a Windows 10 system
b. Use a specific system restore point to roll-back changes made to a Windows 10 system
c. Delete system restore points from a Windows 10 system
2. Identify how the System Restore tool could be used during the incident response and recovery process (it may be useful in more than one phase). Typical uses include:
a. Prepare a known-good backup for operating system files and data structures (e.g. the system registry and the information stored within it)
b. Remove unauthorized configuration changes
c. Restore the system to full operating status after an attack or suspected attack
d. Remove failed software installations and/or unwanted changes to the operating system, applications software, and/or files.
3. Write a guidance document that identifies the tool, explains the capabilities it provides, and then lists and briefly describes the recommended uses identified under item #2. Add a list of resources that can be consulted for additional information. Next, summarize the procedures required to perform the tasks listed under item #1 (do not provide step-by-step instructions). Close your guidance document with a Notes / Warnings / Restrictions section that answers the question “Is there anything else the incident responder needs to be aware of when using this tool?”
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Fundamental R Programming Vertical Farming.
The thesis to be about Vertical Agriculture. More specific on how by the year 2050 the population will increase to 10 billion and food must increase 70% in order to feed the amount of people in the planet. As land and water are becoming a scarce resource, Vertical Farming is becoming one of the solutions to this problem
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Case 5 Blue Nile
Case 5 Blue Nile.
Case studies help you to apply your knowledge to analyze real life situations. Your team will be assigned one case to analyze. Each team will assume the role of consultants employed to present your analysis and recommendations to the assigned company’s senior management. Case report: A report is expected to include: • Industry Analysis: o How attractive is the industry? (using the Five forces analysis of the industry) o What are the critical success factors of the industry? • Competitor Analysis: o Who are the major competitors and what are their strengths and weaknesses? • Internal Analysis: o What are your client’s core competencies? o What are your client’s weaknesses? • Recommended strategy for improving the client’s competitive position in the future (The recommendation should be based on your industry, competitor, and internal analyses) Additional instructions: • All sources of information must be cited. • Formatting American Psychological Association (APA) academic formatting style for all assignments. • Unity in the paper. The paper should show unity; that is the content should build together to the conclusions. Content, analysis, and writing should be consistent throughout the paper. Major points will be lost if this is not done. • Submit final papers by the deadline via Blackboard • The report should be 10 pages: no cover page; double spaced, 1 inch margins; 12 point font; free of spelling errors or grammar errors.
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Case study of Autism spectrum condition
Case study of Autism spectrum condition.
Mr A, not his real name is 35 year old male British man who was admitted on acute psychiatric ward and he is well known by the mental health services. Mr A had been diagnosed as having autism spectrum disorder since he was 3 year old. He lived in a supported accommodation since age 13. Mr A talks to himself sometimes in a very loud, fast and threatening manner. Mr A could speaks clearly with correct grammar, however he rarely communicates verbally with other patients and frequently fails to respond when people speak to him. He could be very aggressive and violent when he is upset. Generally, Mr A had 2-4 incidents (incident related to assault and criminal damage to hospital property) Mr A had trouble with focus and attention, he is quite distractible.
Periodically, Mr A would act out violently when asked to do anything for some minutes. He was generally noncompliant, impatient, and characterized as lazy by other patients. Mr A sleep is very poor, he sleeps intermittently and often wakes up at night and tries to get out of the ward. If not constantly watched, he would continue to press the panic alarm and sometimes disturbs other patient by going into their bedrooms. Mr A is obsessive about food and had poor table manners and he would eat as much food as he could very fast. Mr A is currently on clozapine and other antidepressant medications
The case study above should follow the guidelines below while writing.
A case study of an individual with an autistic spectrum condition, giving details of their individual strengths and difficulties and their current environment. The student will use their knowledge of current theories in autism to analyse and explain their behaviour in a person centred and empowering way, which considers their mental and physical wellbeing. Information from current evidence and best practice recommendations will be appraised and applied to the individual and their circumstances, and developed into a support plan to address identified needs, support the individual to achieve their wishes, or improve their daily life experience.
Appraise and synthesise evidence from a wide variety of national and international resources to inform the use of therapeutic interventions and/or referral.
Evaluate and selectively apply theoretical concepts and appraise the current evidence base to support effective communication within and across a range of complex situations.
The case study should be critically synthesise and use psychological and communication intervention. Motivation and mindfulness and social motivation should be considered as part of interventions. Please don’t define Autism but follow the guideline stated above
References to support the case study.
Atwood, T. (2015) The Complete Guide to Asperger’s Syndrome. London: Jessica Kingsley
Chaplin, E., Hardy, S. And Underwood L. (2014) Autism Spectrum Conditions; A guide. Hove: Pavillion
Department of Health (2010) Fulfilling and Rewarding Lives:The strategy for adults with autism in England. London HMSO
Department of Health (2009) Autism Strategy: Improving services for people with autistic spectrum condition. London:HMSO
Matson, J.L. and Sturmey, P. eds., (2011) International handbook of autism and pervasive developmental disorders. New York: Springer Science & Business Media
National Institute of Health and Clinical Excellence (2012) Autism: Recognition, referral, diagnosis and management of adults on the autistic spectrum. London: National Institute of Health and Clinical Excellence.
Bertelli, M.O., Rossi, M., Keller, R. and Lassi, S., 2016. Update on psychopharmacology for autism spectrum disorders. Advances in Mental Health and Intellectual Disabilities, 10(1).
de Vaan, G., Vervloed, M., Peters-Scheffer, N. C., van Gent, T., Knoors, H., & Verhoeven, L. (2016). Behavioural assessment of autism spectrum disorders in people with multiple disabilities. Journal of Intellectual Disability Research, 60(2), 101-112.
Estes, A., Munson, J., Rogers, S.J., Greenson, J., Winter, J. and Dawson, G., 2015. Long-term outcomes of early intervention in 6-year-old children with autism spectrum disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 54(7), pp.580-587.
Findon, J., Cadman, T., Stewart, C.S., Woodhouse, E., Eklund, H., Hayward, H., De Le Harpe Golden, D., Chaplin, E., Glaser, K., Simonoff, E. and Murphy, D.,( 2016) Screening for co‐occurring conditions in adults with autism spectrum disorder using the strengths and difficulties questionnaire: A pilot study. Autism Research.
Huguet, G., Benabou, M. and Bourgeron, T., 2016. The Genetics of Autism Spectrum Disorders. In A Time for Metabolism and Hormones (pp. 101-129). New York: Springer International Publishing.
Minshawi, N.F., Hurwitz, S., Morriss, D. and McDougle, C.J., 2015. Multidisciplinary assessment and treatment of self-injurious behavior in autism spectrum disorder and intellectual disability: integration of psychological and biological theory and approach. Journal of autism and developmental disorders, 45(6), pp.1541-1568.
Russell, A.J., Murphy, C.M., Wilson, E., Gillan, N., Brown, C., Robertson, D.M., Craig, M.C., Deeley, Q., Zinkstok, J., Johnston, K. and McAlonan, G.M., 2015. The mental health of individuals referred for assessment of autism spectrum disorder in adulthood: A clinic report. Autism
Sawyer, A., Lake, J.K., Lunsky, Y., Liu, S.K. and Desarkar, P., 2014. Psychopharmacological treatment of challenging behaviours in adults with autism and intellectual disabilities: a systematic review. Research in Autism Spectrum Disorders, 8(7), pp.803-813.
Spain, D., O’Neill, L., Harwood, L. and Chaplin, E., 2016. Psychological interventions for adults with ASD: clinical approaches. Advances in Autism,2(1).
Wigham, S., Rodgers, J., South, M., McConachie, H. and Freeston, M., 2015. The interplay between sensory processing abnormalities, intolerance of uncertainty, anxiety and restricted and repetitive behaviours in autism spectrum disorder. Journal of autism and developmental disorders, 45(4), pp.943-952.
Williams, D.L., Minshew, N.J. and Goldstein, G., 2015. Further understanding of complex information processing in verbal adolescents and adults with autism spectrum disorders. Autism, p.1362361315586171
Young, R. L., & Rodi, M. L. (2014). Redefining autism spectrum disorder using DSM-5: The implications of the proposed DSM-5 criteria for autism spectrum disorders. Journal of Autism and Developmental Disorders, 44, 758-765
World Health Organisation. (2014) Draft WHO global disability action plan 2014–2021: Better health for all people with disabilities. Geneva: World Health Organisation.
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Health Literacy—Evaluation of Patient Forms / Educational Materials.
Health Literacy—Evaluation of Patient Forms / Educational Materials..
Health information literacy has become an important aspect of quality care that is also critical for patient safety and culturally competent care. In this Assignment, you are asked to evaluate a document in your agency to determine the appropriateness of the images and level of language used. The Centers for Disease Control and Prevention’s publication in this week’s Resources will guide you through the review of the document. For this Assignment: • Review the Resources for this week. • Assess the selected document using the “Checklist for Easy-to-Understand Print Materials” in this week’s Resources. • Review the checklist and determine how each area meets or does not meet the guidelines provided. • Evaluate the document in each of the six areas: message content, text appearance, visuals, layout and design, translation, and understandability. For each area, provide a summary of your assessment according to the criteria given. • Include a brief summary (250 to 350 words) of the selected patient materials, how they are used in the facility, why they have been selected, and what improvements were made. • Include a minimum of three resources from the professional nursing literature in the assigned course readings and other references in the Walden Library (Include the “Checklist for Easy to Understand Print Materials “as a reference). If relevant, you may use one or two professional web sites in addition to the literature references.
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Primary subculture or counterculture
Primary subculture or counterculture.
Essay Instructions: Select a Movie from the Movie List(attached). Answer EACH question completely. Staple your answer sheets to this cover sheet in the upper left hand corner. Edit your work carefully. This assignment must by typewritten. Your essay must be NO MORE than 5 pages typewritten, double-spaced. Write the question number(only) in the upper right hand corner of each answer sheet. (be sure to answer all parts of each question.) If you submit a rough draft(s) and I make remarks and notes on those drafts, BE SURE to include the last rough draft I have seen with this paper. Staple it to the back of your final draft. If it is also your final draft, simply staple it to this cover sheet.
1. Describe the plot of the film-describe the story as it unfolds. Specifically, what is the conflict, which presents itself in the film? Is the major character in the film in conflict with other or with him/herself or both? (20 pts- 1& ¼ page) 2. From Chp3, define (in your own words) the terms subculture and counterculture. Identify the primary subculture or counterculture presented in your movie, and describe how it can be distinguished from the dominant culture. What behaviors take place among group members that distinguish them from members of the dominant culture? (Use scenes from the movie to support your claim.) If it is a subculture, what scenes from the movie tell you that it is not a counterculture? If it is a counterculture, what scenes from the movie tell you that it is not a subculture? (20 pts—1 & ¼ pages) 3. Chp3 defines norms(folkways,mores, and taboos). In your own words, thoroughly and creatively define these terms. Further, describe the fokways, mores, and taboos that members of this subculture or counterculture share. Be sure to distinguish between fokways, mores, and taboos in your description. Use elements from the plot and scenes from your movie to provide examples for all three (folkways, mores, taboos.) (20 pts-1page) 4. In your own words, define and give examples of the terms ethnocentrism and cultural relativism from Chp3. Select one person who is ethnocentric and one is a cultural relativist from your movie. Use elements of the plot and specific scenes from your movie to prove that each individual fits the category, which you have given him/her. (20pts-3/4 page) 5. What social message does this film impart? What insights does this film offer about our social world? Discuss material in the text in your answer. (20 pts-3/4 page)
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