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Lamar University Business Contingency Continuity Scenario Planning Paper

Lamar University Business Contingency Continuity Scenario Planning Paper.

I’m working on a computer science question and need an explanation to help me understand better.

Contingency Planning
Contingency planning is a risk mitigation process for developing back up plans in anticipation of events (scenarios) that might disrupt ‘business as usual’. Business continuity planning is an expanded version of contingency planning that typically encompasses a more comprehensive and extended response plan for getting back to ‘business as usual’. In a well-formatted, highly-detailed research paper, address the need to contingency planning, ensuring to address the following items:
(1) Benefits of scenario events/planning.
(2) Questions to consider when implementing scenario planning.
(3) The common types of scenario planning.
Your paper should meet these requirements:

Be approximately four to six pages in length, not including the required cover page and reference page.
Follow APA 7 guidelines. Your paper should include an introduction, a body with fully developed content, and a conclusion.
Support your answers with the readings from the course and at least two scholarly journal articles to support your positions, claims, and observations, in addition to your textbook. 
Be clearly and well-written, concise, and logical, using excellent grammar and style techniques. You are being graded in part on the quality of your writing.

Lamar University Business Contingency Continuity Scenario Planning Paper

Disabled American Veterans (DAV) Services

Disabled American Veterans (DAV) Services. The Disabled American Veterans is an association sanctioned by the US Congress for military disabled veterans of the US Armed Forces that helps them and their families through different means. It as of now has more than 1.2 million individuals. Charity Navigator does not rate the DAV as it is a 501(c)(4) association. It does rate the Disabled American Veterans Service Charitable Trust. Debilitated veterans in the US in the result of World War I ended up truly impeded, with minimal legislative backing. A number of these veterans were deaf, blind, or rationally sick when they came back from the front lines. A surprising 204,000 Americans in uniform were injured amid the war. The thought to structure the Disabled American Veterans emerged at a Christmas party in 1920 facilitated by Robert Marx, a U.S. Armed force Captain who had been harmed in November 1918. Despite the fact that it had been utilitarian for a few months at that point, the Disabled American Veterans of the World War was authoritatively made on September 25, 1921, at its first National Caucus, in Ohio. While visiting over the U.S. as a major aspect of the election battle of James M. Cox, Judge Marx promoted the new association, which immediately extended. It held its first national tradition in Detroit, Michigan on June 27, 1921, at which time Marx was selected the first national administrator. In 1922, an auxiliary women’s organization was established. The DAVWW continued working through the Great Depression to secure the welfare of disabled veterans, despite the fact that their efforts were vexed by fundraising challenges and the desire of the public to put the World War behind them. In the midst of these agitated years, DAVWW was issued by Congress federal charter, on June 17, 1932. The demands of World War II required the pressing expansion of the organization, which officially transformed its name to Disabled American Veterans to recognize the impact of the new war. In 1941, DAV propelled a direct mail campaign, distributing miniature license plates which could be joined to a key ring with instructions that lost keys should be mailed to the DAVWW, who would return them to the owners. In 1944, the DAV started offering a National Service Training Officer Program at US University in Washington, the first venture of training that finished with a two-year mentorship program. In 1945, the DAV extended the program and accumulated the assembling house, inevitably buying complete responsibility for program in 1950. The program demonstrated dependable and very effective, both in acquiring donations and utilizing veterans in production. By 1952, 350 individuals were utilized in the endeavor, which acquired over $2 million a year in donations. In the mean time, the quantity of disabled veterans had been expanded by the as yet progressing Korean War. The DAV suffered a decrease in the later 1950s and into the 1960s, with lessening funds and leadership; however it energized around the veterans of the Vietnam War furthermore concentrated intensely on living up to expectations for detainees of war and lost in action. Vietnam veterans soon filled the decreased ranks of the National Officers Service. On Veterans Day, 1966, the DAV moved its central command to Cold Spring, Kentucky. The accompanying year, the IdentoTag program was ceased for giving location marks, with an appeal for gift, when changes in license plate rehearses made proceeding with the IdentoTag program impracticable. The DAV experienced generous change in 1993, when inner contentions concerning the administration of the association prompted a watershed election that turned over the organization to new hands and the National Program was redesigned. In 1998, DAV National Wilson Arthur joined with Lois Pope and for Secretary for Veterans Affairs Jesse Brown to push for congressional approval of the American Veterans Disabled for Life Memorial. When fundraising was finished in 2010, the DAV and its offshoots had raised more than $10 million for the memorial. Dedication of the memorial is situated for October 5, 2014. This mission of DAV association is to give free proficient aid to veterans and their families in getting advantages and administration earned through military administration by the Department of Veterans Affairs (VA) and different organizations of government. It likewise gives effort concerning its program administrations to the US individuals by and large, and to disabled veterans and their families particularly. Broadening DAV’s central goal of trust into groups where these veterans and their families survive a system of state-level offices and neighborhood sections; and giving a structure through which disabled veterans can express their empathy for their kindred veterans exhaustive a variety of volunteer projects. The Disabled American Veterans Organization gives administration for nothing out of pocket through an across the country system of 88 DAV National Service Offices. The Disability Assistance Transition Program administration give free help to administration individuals at Intake Site areas at military establishments by Disabled American Veterans Transition Service Officers with treatment records, recording introductory cases for VA profits and meet with the U.S. Division of Defense, the U.S. Bureaus of Veterans Affairs and U.S. Division of Labor facilitators and different members in the move process from military life to regular citizen life. Numerous outreach programs like DAV’s Mobile Service Office, Veterans Information Seminars, Homeless Veterans Initiative and Disaster relief grants. The Mobile Service Office Program is designed to bring assistance for disabled veterans and their families living in geographic provincial areas on veterans’ benefits, documenting claims and services closer to home by taking out long trips for veterans to the National Service Offices. This outreach project is design to instruct veterans, their families and survivors who are unconscious of veteran’s legislature benefits and programs, counseling and claims recording assistance service by DAV’s National Service Officers (NSO) at communities all through the nation. The Disabled American Veterans Homeless Veterans Initiative is supported by the DAV’s Charitable Service Trust and the Columbia Trust, This activity promotes the advancement of supportive housing and necessary services to assist homeless veterans get to be gainful, self-sufficient members of society. DAV Disaster relief grants may be issued with the end goal of giving: nourishment, attire, and transitory shelter or to acquire relief from damage, illness, or personal loss resulting from regular or national disasters that are not secured by insurance or other disaster relief agencies. Since the DAV disaster relief grants program commencement in 1968, $8.7 million has been disbursed to veterans that suffered losses amid characteristic disasters. References: STEVE WILSON, Have a financial plan before transitioning, 2015 Wilborn, Thom ,“Architect of Modern DAV Retires”, May 2, 2013. Orkin, Lisa Emmanuel, “Disabled Veterans Memorial has DC Groundbreaking, 2010. Disabled American Veterans (DAV) Services

Act 4 Character Committee Presentation

essay writer Act 4 Character Committee Presentation.

create a presentation about your character in Act 4 based on the questions in the attached handout. You can use any format that will effectively communicate your information. Whatever your platform, please make it clear in a title page, caption, credit, what class you are in and who is in your group. HamletCharacter CommitteesAs you read Act 4,respond to the questions listed below on a separate sheet of paper/document. After Spring Break, you will “meet” with other students who studied the same character to prepare a ten-minute presentation on your character. This presentation should be informative and insightful. You may use any format that appeals to your group as long as your presentation includes the information asked for in the following questions. As usual, any conclusions you draw must be supported with textual references. Remember that the answers to the questions will provide you only with the raw data for your presentation. Your job is to assemble the data into an interesting and informative presentation.Character Questions:What new information did you learn about your character in Act 4?In each scene where your character appears, what is his or her motivation and objective? In other words, what does he or she really want? (Sometimes this will be difficult to determine)How does your character feel about the events in Act 4? About Hamlet?What do other characters say about your character and how do they react to him or her? How does your character feel about other characters?How does your character affect the events of each scene in which he or she appears? How is he or she affected by the events of each scene in which he or she appears?How is your character important to this act? In other words, do you learn something new about the plot through him or her? Is the plot furthered by his or her actions? Do you gain any insights about Hamlet by comparing/contrasting him to your character?What questions are raised by your character’s words and/or behavior in this act?What questions that you’ve probably had are answered by your character’s words and/or behavior in this act?You will be graded on the following criteria: Creativity/Originality & Presentation (15 points) and Content (20 points).
Act 4 Character Committee Presentation

California State University Interaction Variable for Education Field Program

California State University Interaction Variable for Education Field Program.

I’m working on a r multi-part question and need support to help me learn.

requirement: 1. need code and output pdf. 2. write down the answer under each question. Run the following regressions and report the specified coefficients1. Estimate a regression with Income as the dependent variable and education, age, age-squared, and female (variable = 1 if a person is female, = 0 if not) as explanatory variables. What is the coefficient on education?2. Estimate the same regression as (1), but add an interaction variable Education times Female as an explanatory variable. If you are testing the null hypothesis that education has the same effect on income for females and males, what is the t-statistic?3. Perform an F test to test the null hypothesis that the coefficients on age and age-squared in the regression from (2) is zero. Report the F-statistic4. Using the coefficients from the regression in Q2, determine what is the difference (in absolute value) in expected income between men and women with 12 years of education
California State University Interaction Variable for Education Field Program

IT 474 (Assignment 2)

IT 474 (Assignment 2).

1)Create a use case diagram that would illustrate the use cases for the following online university registration system: The system should enable the staff members of each academic department to examine the courses offered by their department, add and remove courses, and change the information about courses (e.g., the maximum number of students permitted). It should permit students to examine currently available courses, add and drop courses to and from their schedules, and examine the courses for which they are enrolled. Department staff should be able to print a variety of reports about the courses and the students enrolled in them. The system should ensure that no student takes too many courses and that students who have any unpaid fees are not permitted to register. (Assume that a fees data store is maintained by the university’s financial office, which the registration system accesses but does not change.)2)Write the HTML to display your name with the largest heading element.3)Think of a favorite quotation by someone you admire. Write the HTML code to display the person’s name in a heading and the quotation in a blockquote element.Note : Must be APA format.
IT 474 (Assignment 2)