Project Topic: Top ten recommendations for securing virtual servers

Take any industry and relate your recommendations to that particular industry. 

Your Research Project must consist of:

1. Five source annotated bibliography

2. Slide presentation with 12 or more slides

3. Summary or Abstract containing at least 750 words.

The topic must be appropriate for graduate level. Find a topic that we covered in the course and dig deeper or find something that will help you in your work or in a subject area of interest related to the course topic. Use the  Research Databases available from the Danforth Library not Google.

you may use the following references.

References

Carr, D. F. (2006). Primer virtual servers; what is a virtual server? Baseline, 1(54), 1. Retrieved from http://nec.gmilcs.org/login?url=https://www-proquest-com.nec.gmilcs.org/docview/213422891

Dubie, D. (2007). Hypervisor security a growing concern. Network World, 24(46), 1-1,18. Retrieved from http://nec.gmilcs.org/login?url=https://www-proquest-com.nec.gmilcs.org/docview/215982137

Antonopoulos, A. (2007). Virtual servers: More or less secure? Network World, 24(28), 16. Retrieved from http://nec.gmilcs.org/login?url=https://www-proquest-com.nec.gmilcs.org/docview/215980025

Mitchell, R. L. (2010). THE scary SIDE OF VIRTUALIZATION. Computerworld, 44(21), 19-20,24,26. Retrieved from http://nec.gmilcs.org/login?url=https://www-proquest-com.nec.gmilcs.org/docview/816471301

CCL Are your virtual servers vulnerable and exposed?; are they intrusion protected and firewall secure?; are they open to external attack through unsecured VPN access? (2009). M2 Presswire Retrieved from http://nec.gmilcs.org/login?url=https://www-proquest-com.nec.gmilcs.org/docview/444121791

It should be your own work and should pass a plagiarism check.

Instruction: The final submission can either be in Excel or in this MS Word file or with both; your answers should be based analyzing the MS Excel file for 2021 Survey on Individual social media use under Exam 4; MS Excel file is organized with multiple datasheet for you in the the excel file. In this exam, you can treat ordinal variables as interval variables. 

1.  Please use any one variable to perform a one-sample t test with a population assumption would be close to the middle of the scale (for example, u=3.5 on a 7-likert scale). (Hint: Chapter 10 Hypothesis Testing and Confidence Interval – One sample)

(a)  Please write down a research question for one-sample t test that you want to examine and then state the null and alternate hypotheses (5 points)?

(b)  Please organize the dataset with only the one variable that you want to examine and select a level of significance (5points)?

(c)  Decide on the test statistic and perform the test using hand or excel (hint: write the equation and calculate the statistic) (5 points)?

(d)  What’s your decision regarding the hypothesis and interpret the result using test-score rejection region rule or p value rule (5 points). 

2.  Please use any variables to examine whether there are differences between male and female respondents.

(a)  Please write down a research question for the test that you want to examine and then state the null and alternate hypotheses (5 points)? 

(b)  Please organize the dataset with only the one variable that you want to examine and select a level of significance (5points)?

(c)  Decide on the test statistic and perform the test using hand or excel (hint: write the equation and calculate the statistic) (5 points)?

(d)  What’s your decision regarding the hypothesis and interpret the result using test-score rejection region rule or p value rule (5 points). 

Hint: You should have two columns of data, with one column is gender (you could delete the responses that the gender answers are not female or male).

3.  Please Perform ANOVA One-Factor Analysis by doing the following (Hint: Chapter 12, ANOVA):

(a)  Please write down a research question for the test that you want to examine and then state the null and alternate hypotheses (5 points)? 

(b)  Please organize the dataset with only the one variable that you want to examine and select a level of significance (5points)?

(c)  Decide on the test statistic and perform the test using hand or excel (hint: write the equation and calculate the statistic) (5 points)?

(d)  What’s your decision regarding the hypothesis and interpret the result using test-score rejection region rule or p value rule (5 points). 

Note: 

 i.  in Excel, you may use Sort function to select the data under different categories from the dataset, and then use the organized dataset with several column to perform the analysis.

 ii.  For one-way/factor ANOVA test, please watch the Excel and general video (s) under Chapter 12)

 iii.  You should have two columns of data, with one column is categorical variable (you could delete the responses that the gender answers are not female or male).

4.  Please Perform one Chi-square Test by doing the following (Hint: Chapter 15/17, Nonparametric Methods: Chi-Square):

(a)  Please write down a research question for the test that you want to examine and then state the null and alternate hypotheses (5 points)? 

(b)  Please organize the dataset with only the one variable that you want to examine and select a level of significance (5points)?

(c)  Decide on the test statistic and perform the test using hand or excel (hint: write the equation and calculate the statistic) (5 points)?

(d)  What’s your decision regarding the hypothesis and interpret the result using test-score rejection region rule or p value rule (5 points). 

Note: 

 i.  in Excel, you may use PivotTable function to build your contingency table from the dataset, and then use the table to perform the analysis. See Video under Chapter 1: How to build a PivotTable in Excel (optional): http://www.youtube.com/watch?v=7zHLnUCtfUk

 ii.  For Chi-square test, please watch the video under Chapter 15/17:: Chi-Square Test  (Test of Contingency Table or Test for Independence) In Excel using data analysis) 

5.  Please Perform regression analysis by doing the following (Hint: Chapter 13 on simple regression and 14 on multiple regression):

a. Write down potential questions that you could answer using regression analysis for the socialmedia_2021.xls dataset (5 points);

b. Perform one simple regression using any two reasonable variables from the socialmedia_2021.xls dataset (two quantitative variables) and interpret the analysis results (5 points); 

c. Add one or more quantitative variable to the analysis in #b, perform one multiple regression analysis (5 points)

d. Interpret your findings from the multiple regression analysis (5 points). 

Note: 

 i.  In Excel, you may copy the columns of the variables you want to analyze from the socialmedia_2021.xls dataset and paste them next to each other in a new datasheet. 

 ii.  Be sure to be clear about which is your dependent variable and and which is (are) independent variable (s)

 iii.  For simple regression analysis, please watch the video under Chapter 13: simple regression basics (Excel): and its interpretation explanation  of simple regression. 

 iv.  For multiple regression analysis, please watch the video under Chapter 14: Multiple regression analysis using Excel and Multiple regression analysis interpretation). 

Assignment: Completing a Psychosocial Assessment

Cooper and Lesser (2015) state, “From a human rights perspective, assessments of individuals and families should include an awareness of their basic human rights … Assessments should be expanded past the presenting problem into the realm of shelter, information, food, employment, legal, community, medical, cultural, and political realities in their lives” (p. 45).

You may be skilled at conducting assessments that lead to a Diagnostic and Statistical Manual of Mental Disorders (DSM) diagnosis. Are you also acquainted with the practice of incorporating psychosocial issues into a client’s assessment? A psychosocial assessment differs from a DSMdiagnosis in a number of ways, but especially with regard to the collection of considerably more personal history and detailed information about psychosocial issues. Treatment planning, especially for social workers, requires a lot of attention to psychosocial issues.

For this week’s Application Assignment, you apply your skills in assessment, as well as this week’s Learning Resources on psychosocial issues, to complete a psychosocial assessment of Dan, the subject of the case example, “The Case of Dan: An Example of the Stages of Change the Beginning,” located in the Cooper and Lesser (2015) course text as noted in this week’s Learning Resources.

The Assignment (3–4 pages):

• Using the case, “The Case of Dan: An Example of the Stages of Change the Beginning,” and “A Psychosocial Model Outline” located in the Cooper and Lesser (2015) course text as noted in the Learning Resources, construct a psychosocial assessment of Dan.

Please note: It is not necessary to include any psychosocial assessment components described in the model that are unfamiliar to you.

Be sure to support your Assignment with specific references to the Learning Resources, citing all references in APA format.

 

Prepare

Prior to beginning work on this discussion forum, read the article, From Error Correction to Meaning Making: Reconstructing Student Perceptions of Revision (Links to an external site.). Then, review the Writing Center’s Applying Feedback  (Links to an external site.)resource and take some time to review the feedback you have received throughout this course. In this class some of the ways that you have received feedback on your writing include peer replies to your posts on the discussion forums, instructor responses and rubric evaluation of your discussion posts, Waypoint rubric feedback on written assignments, and any responses to interactions with the Writing Center (including Grammarly, 24/7 Writing Tutoring, and Paper Review).

 

Reflect

Learning how to incorporate feedback is an important part of the writing process. In this assignment, you will reflect on the feedback you have received throughout the course, assess your strengths and challenges, and develop a strategy for revision and continued improvement.

Feedback can come from several sources. But to continue improving as writers, we need to be open to the feedback we receive—and we also need to understand and act on what we are being told!

 

Write

In 250 to 300 words, address the following points:

• Consider at least two specific comments you have received as feedback.
  • What are the underlying concerns of the suggested edits?
• Explain how you interpret feedback to prioritize your work on future writing projects.
  • What are the biggest issues you hope to address to have the greatest impact on your future writing?
  • What are some smaller issues that can wait until the final stages of writing projects to be changed, and why?
  • Where are your areas of strength in addition to your areas of growth as a writer?
• Describe your revision strategy to take action on your prioritized issues.
• What will you do to make both large and small changes in your writing overall?

Please note, you are not required to share the individual feedback you have received in this course, only your reactions to it, as well as your strategies for addressing it.

I need a community capacity building plan or a non-profit organization that offers the following services: 

Program Name Program Summary  

1. Community-Based  Child Abuse  Prevention (CBCAP,  Mini Grants), CFSA A small nonprofit organization is funded with pass-through funds from CFSA to implement the HIPPY (Home Instruction for  Parents of Preschool Youngsters) program. The program teaches parents to help their children build their skills and  confidence before starting school. CSC provides technical assistance to build the grantee’s capacity and expand and  strengthen the community partnerships and resources among providers, residents, and the Collaboratives in the District.  The target population reflects children and families that are particularly vulnerable and in need of increased supports to assure family stability, child safety, and overall well-being. 

2. Community-Based  Child Well-Being  Services, CFSA  This program provides community-based child welfare services that are based on an ongoing need to provide various  supports to keep children and families together. CSC supports the family in achieving their goals of safety, permanency,  and well-being. CSC provides a network of support that is accessible to families before a crisis. occurs.  

3. Family Rehousing  Stabilization Program  (FRSP) Rapid  Rehousing, TCP Families in the Family Rehousing and Stabilization Program (FRSP) must be assigned by The Community Partnership for the  Prevention of Homelessness. FRSP provides a security deposit and rental subsidy for up to 12 months to re-house families  who are homeless but can demonstrate that they will be able to live independent of FRSP assistance within twelve months.  CSC provides case management, teach and encourage housing maintenance skills (e.g. timely rental and utility payments,  appropriate landlord-tenant communications, etc.), and needed referrals to help stabilize the families. 

4. Parenting Education &  Support Program  (PESP), CFSA CSC provides parent education in group settings as well as on an individual basis (in homes) if requested by parents.  Referrals are made to other CSC programs as needed, i.e. case management, FGC, Truancy, and WFD. The program also  offers community network opportunities and workshops for the general public. 

5. Progressive  Employment Program  (PEP), UPO Participants benefit from a three-week (15 sessions) Progressive Employment Program (PEP), family-oriented strengthbased case management, job placement, and follow-up support to facilitate job retention, and other pertinent services  through referrals that, along with the services provided by CSC, will comprise a comprehensive array of services. 

6. Rapid Rehousing  Homeless Youth, DHS This program serves youth, ages 18 to 24 to facilitate stability by assisting with housing acquisition, and providing support – case management, housing retention skills, and referrals – to the participating young people to ensure established  independent living. 

7. Safe Home, Safe  Families The Safe Home, Safe Families, Housing Assistance Program serves homeless and precariously housed individuals and  families in the District of Columbia (DC) and Prince George’s County. DC residents include homeless and precariously housed  returning citizens and individuals/head of households who are homeless and precariously housed because of gang violence.  Participants from Prince George’s County include women/families who are victims of domestic violence and in need of  emergency short-term housing assistance. 

8. Soccer Youth  Diversion Program,  MOLA The Soccer Program is intended to keep young males off the streets. Using the High School Health Curriculum (HSHC) and  other teaching materials, CSC provides educational sessions about an array of life skills. The sessions are held twice per  week. Participants also engage in soccer practice twice per week and compete in soccer tournaments. Program staff tracks  school attendance and grades to ensure support is offered where needed. Soccer practice is offered virtually while the  social distancing order is in place. 

9. Success in Reentry  (SIR), OVSJG The targeted population includes women who are incarcerated, children of the incarcerated women, and the caregivers of  the children. Services include Healing Circles and Family Group Conferences (FGCs) to aid with their transition back into the  community and small group mentoring for the children. Additional transitional and support services include  support/educational sessions, case management, advocacy, and referrals. Up to 25 women are to be served this fiscal year. 

10. Truancy / SUSO,  OVSJG Students with five or more unexcused absences receive wraparound services that assist them and their families in addressing  the family, school, and student factors that prevent them for attending school regularly. Activities include  awareness/outreach; identification/referral/intake; and enrollment; and intervention. Additionally, families are offered multi tiered, individualized services that are designed to accommodate their availability and level of commitment to address  issues that impede school attendance. This includes home visitation, case management, and other services, to include  parenting workshops/training/family strengthening events; music education and physical fitness for the middle schoolers.  CSC works with 11 schools – 9 elementary and 2 middle schools. 

11. Violence Intervention  Services, ONSE Provides violence intervention services in Wards 1 thru 5. Program activities/services include community outreach,  community engagement, violence interception and interruption, case management, Critical Incident Protocols, partner  engagement, peacemaking retreats, and school-based educational and enrichment services. Critical Incident Meetings are  held within 24 hours of a homicide or serious incident in Wards 1 to 5. Community-based “Cool Down” activities are held  to help communities heal from violence and build collective efficacy.  

12. Youth Gang  Intervention, OJJDP Provides violence intervention services in Wards 1 thru 5. Focus is to decrease incidences of gang violence, the escalation of violence, and retaliatory violence by intercepting and interrupting potential violence. Program activities/services include  but are not limited to community outreach and engagement, case management, Critical Incident Protocols, peacemaking  retreats and mediations, school-based educational and enrichment services, and soccer as a means of diversion from gang  involvement. Coordinates a multi-agency gang intervention and prevention workgroup composed of law enforcement,  community organizations, the private sector, and city agencies to address gang violence. 

13. Youth Gang  Suppression, OJJDP Provides violence diversion/prevention services in Wards 1 thru 5. Program activities/services include community outreach,  community engagement, violence interception and interruption, case management, Critical Incident Protocols, partner  engagement, peacemaking retreats, and school-based educational and enrichment services. Critical Incident Meetings are  held within 24 hours of a homicide or serious incident in Wards 1 to 5. Community-based “Cool Down” activities are held  to help communities heal from violence and build collective efficacy. Coordinates a multi-agency gang intervention and  prevention Steering Committee composed of law enforcement, community organizations, the private sector, and city  agencies to address gang violence