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  • Principles of Leadership and Management (M/618/5501) Principles Of Leadership And Management Assignment Brief Qualification OTHM Level 6 Diploma in Health and Social Care Management (603/6820/2) Unit

    Principles of Leadership and Management (M/618/5501) Principles Of Leadership And Management Assignment Brief Qualification OTHM Level 6 Diploma in Health and Social Care Management (603/6820/2) Unit Reference Number M/618/5501 Unit Title Principles of Leadership and Management Unit Level 6 Number of Credits 20 Total Qualification Time (TQT) 200 Hours Guided Learning Hours (GLH) 80 Hours Mandatory / Optional Mandatory Sector Subject Area (SSA) 1.3 Health and Social Care Unit Grading Structure Pass / Fail Unit Aims The aim of this unit is to develop learners’ leadership and management knowledge and skills, underpinning their practice as effective health care professionals. The unit introduces the management of teams and approaches to dealing with complex situations, providing quality service outcomes through effective practice and policy implementation.

    Learning Outcomes And Assessment Criteria Learning Outcomes – the learner will: Assessment Criteria – the learner can:

    1. Understand theories of leadership and management relevant to the health and social care sector. 1.1 Analyse key leadership and management theories. 1.2 Evaluate the challenges of leadership and management in the health and social care sector.
    2. Understand the challenges that impact employee performance in the health and social care sector. 2.1 Examine the influencing factors on staff performance 2.2 Explore key factors which contribute to job satisfaction

    2.3 Analyse the role of performance management in the success of healthcare organisations.

    1. Understand the development and effectiveness of teams in the health and social care sector. 3.1 Analyse the different models of team leadership and its application to the health and social care sector. 3.2 Evaluate the roles of teams and benefits of having teams in the health and social care sector.
    2. Understand the development and implementation of health and social care organisational policy. 4.1 Examine roles and responsibilities, accountabilities and duties in a health and social care setting. 4.2 Evaluate the contribution of one key role in the development and implementation of health and social care organisational policy.

    Assessment To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the standards specified by all assessment criteria.

    Learning Outcomes to be met Assessment criteria to be covered Type of assessment Word count (approx. length) All 1 to 4 All ACs under LO1 to LO4 Portfolio of evidence 3000 words

  • Unit 601 Developing Personal Effectiveness and Impact Unit 601 Developing Personal Effectiveness And Impact Assignment Brief ILM unit number: 8360-601 Unit Title Developing personal effectiveness and impact Unit Level: 6 Guided

    Unit 601 Developing Personal Effectiveness and Impact Unit 601 Developing Personal Effectiveness And Impact Assignment Brief ILM unit number: 8360-601 Unit Title Developing personal effectiveness and impact Unit Level: 6 Guided Learning Hours (GLH): 14 Credits 6 Assessment Method: Assignment Guidance on word count: Suggested minimum word count: 2,750. Being able to communicate in a succinct manner is important, so the guidance for maximum word count is +20%, therefore 3,300 words. With 11 assessment criteria, this equates to approx. 250 words per assessment criteria. Please note this is anomal word count, so you will not be marked down for reasonable variance from this guidance. Aim In relation to your current management role and duties you will utilise meta skills and apply your understanding of crisis management, agility and resilience to develop personal effectiveness and impact. This will be in the context of your organisation, or one with which you are familiar.

    All Assessment Criteria and Assessment Requirements must be met and utilised to structure your assignment, supported by work-product evidence.

    It is recommended that before you start this assignment you discuss with your tutor how you intend to put your learning into practice as evidence of skills applied in real-work situations is required.

    Assignment Task LO1 The Learner Will Be Able To Apply The Meta Skills Required For An Effective Manager. Assessment Criteria The learner can…. Guidance

    Assessment Requirements (Sufficiency)

    AC1.1

    Common sources to draw from:- Appraise own communication skills and their use within the management  role

    –                  Distributed Leadership –                  DISC personality preferences

    –                  Presentation skills

    –                  360° feedback report

    The learner must appraise a minimum of two personal communication skills detailing why these are needed at management level. AC1.2

    Common sources to draw from:- –  Article: ‘The hidden traps in decision making’

    Assess own skills in critical thinking and its relevance to problem solving at management level

    –                       Article: ‘Learning the art of critical thinking’ –                       Shifting limiting to empowering beliefs

    –                       Challenging assumptions / biases

    –                       Problem-definition tools – CATWOE; 6 bums on a rugby post; fishbone analysis;

    Socratic questioning method

    The learner must assess a minimum of two personal critical thinking skills detailing their relevance to problem solving at management level. AC1.3   Common sources to draw from:- –                6 thinking hats

    –                Problem-definition tools – CATWOE;

    Compare and contrast creative thinking tools/techniques or models applicable at management level.

     

    6 bums on a rugby post; fishbone analysis; Socratic questioning method

    Suggested wider reading sources:-

    –       SCAMPER technique

    –       Mind mapping technique

    The learner must compare and contrast at least two creative tools/techniques or models applicable at management level. AC1.4

    Produce an action plan to enhance own 4 meta skills

     

     

    Following your analysis of AC1.1, 1.2 (critical thinking and problem solving), then 1.3, write your action plan

    The learner must produce a Specific Measurable Achievable Realistic Time (SMART) action plan that enhances all four personal meta skills including: ·        communication

    ·        critical thinking

    ·        problem solving

    ·        creative thinking

    LO2 The Learner Will Understand Leader Behaviours Within An Organisation Assessment Criteria The learner can…. Guidance

    Assessment Requirements (Sufficiency)

    AC2.1 Common sources to draw from:- – Bloom’s hierarchy of learning – Peoplewise Development triad

    Evaluate models of continuous development and their importance – Kolb’s Reflective learning model

    Guidance: focus on how the model has been useful to you and your development as a leader.

    The learner must evaluate a minimum of two models of learning and their importance. AC2.2 Common sources to draw from:- – You’ve had feedback from a range of

    Analyse the characteristics of a selfaware leader and how they apply to own behaviours sources (PsyCap, 360, feedback on programme, module observations,

    coaching) – identify 3 characteristics where you have raised your self-awareness, making reference to your impact on others.

    The learner must analyse a minimum of three characteristics of a self-aware leader and their application to own behaviours, making reference to impact on others. AC2.3

    Common sources to draw from:- – DISC personality preferences – intentional shifts in self-image to work

    mask

    Evaluate models/theories of behaviours which support impression management

    –                       7 seismic shifts – intentional shifts in leadership approach –                       Distributed leadership – intentionally drawing in other’s capabilities

    –                       PsyCap potential or 360 – any examples of increasing or reducing certain

    behaviours to support impression

    management

    The learner must evaluate a minimum of two models/theories of behaviours which support impression management. LO3 The Learner Will Be Able To Apply Their Understanding Of Crisis Management, Agility And Resilience To Improve Their Personal Impact Assessment Criteria The learner can…. Guidance

    Assessment Requirements (Sufficiency)

    AC3.1   Determine the importance of crisis

    management

    Common sources to draw from:-

    – ‘Leading change’ module

    Guidance: ensure you make reference to all four stages of crisis management (precrisis, crisis, response, recovery)

    The learner must determine the importance of crisis management for an organisation making reference to each of the four stages. AC3.2   Critique organisational agility and resilience

    Common sources to draw from:- –                  PsyCap capabilities

    –                  Kotter’s 8-step change model

    The learner must critique own organisation’s agility and resilience in relation to crisis management. AC3.3  Assess own personal effectiveness and preparedness in relation to crisis management, agility and resilience

     

     

    Common sources to draw from:- –                       Your PsyCap potential assessment, and development efforts on these since receiving the report

    –                       Personal assessment against Kotter’s 8step change model

    The learner must assess their personal effectiveness and preparedness in relation to AC 3.1 and AC3.2, including: ·        crisis management

    ·        agility

    ·        resilience

    AC 3.4

    Produce an action plan to develop personal effectiveness and preparedness in relation to crisis management, agility and resilience

     

    Guidance: ensure this plan answers the SMART (Specific, Measurable, Realistic,

    Timely) criteria across all 3 elements of crisis management, agility, and resilience

    The learner must produce a SMART action plan to address areas of personal effectiveness and preparedness in AC3.3  including: ·       crisis management

    ·        agility

    ·        resilience

  • The Masters Research Project (MRP) is an opportunity for students to research challenges which appeal to curious heads, practical hands, and courageous hearts, and which contribute to communities growing together, whether

    MRPROJHF Masters Research Project Handbook 2026 | Hrper Adams Universit

    MRPROJHF HARPER ADAMS UNIVERSITY

    Module Descriptor

    Module Title Masters Research Project
    Academic Department Educational Development and Quality Enhancement
    Module Code MRPROJHF
    Credit Value 60 credits
    Level Level 7
    Pre-requisite Achievement Experimental Design and Analysis, Advanced Research Methods or similar training in appropriate research methods (for those courses that do not include either of those modules within their Programme Specifications)
    Co-requisites None
    Module Approval Date 18th July 2025
    Academic Year Module First Runs 2025-26
    Duration of Approval September 2025 – August 2031
    Courses for which Module Validated All Level 7 Programmes

    Overview of Module and Indicative Content: 

    The Masters Research Project (MRP) is an opportunity for students to research challenges which appeal to curious heads, practical hands, and courageous hearts, and which contribute to communities growing together, whether that is a scientific community, the university community or, perhaps a professional community to which you belong.

    The Masters Research Project enables you to develop skills in research and the communication of ideas, while deepening your knowledge in a specialist area relevant to your programme of study. You will go through a journey of research, while developing your skills to support that process.

    This project module recognises that research takes many forms including traditional experimental design, investigating business problems and solutions, to product development. The module is intended to apply to any situation where rigorous research is undertaken using established methods.

    All students will follow some key steps in planning, undertaking a research project, but each project will be individual. No matter what your topic of research is, or how you choose to present it, everyone on this module will follow a path to: 

    • Generate ideas for the focus of the study.
    • Use literature and discussion to develop a plan for the project (please note plans must be formally approved for both ethics and feasibility).
    • Critically review literature to inform the project design and to help make sense of findings.
    • Develop research questions that will guide the project and consider how your project may align to Sustainable Development Goals (SDGs).
    • Conduct an ethically approved research programme using recognised research methodologies e.g. experimental design, narrative inquiry, action research, case study, mixed methods, survey research, or systematic review.
    • Analyse results in an appropriate way to generate conclusions which are useful for specific audiences or stakeholders.
    • Present the project in an effective and impactful way.

    The topic of the dissertation, the methods used to undertake the research, and the way in which projects are presented will be agreed with your supervisor. As you consider the development of a topic, consider a range of factors: personal interests, pressing challenges that exist around you or in wider society, consider engaging with ideas (theories, methods and published works) from different parts of the globe, and consider how drawing upon different areas of theory or even borrowing ideas from different disciplines may help you to address your research challenge.

    Looking Plagiarism Free Answers For MRPROJHF Masters Research Project Before Deadline?

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    Learning and Teaching Activities: 

    Supervision meetings on a one-to-one or tutorial group basis will be used to guide the following stages:

    • Ideas generation.
    • Literature review and (where applicable) the professional or industry context for the research project topic.
    • Formulation and refinement of the research question.
    • Selection of the appropriate research methodology.
    • Development of an ethical framework for the research work that upholds academic integrity and has appropriate approval gained.
    • Planning and completion of the research work.
    • Interpretation and analysis of the findings.
    • Consideration of how to communicate this work.
    • Presentation of the findings.
    • Reflection of the impact of the findings, and the extent it addressed the original challenge/ research question/ hypothesis.
    • Reflection on personal development.
      Independent study is expected throughout which may involve reading, desk research, discussion, writing, and engagement with peers. The supervisor will guide progress, signpost resources (e.g. articles, theories, examples), and will provide feedback e.g. though discussion to support progress.

    Approaches to Digital Learning:

    Through supervision you will be signposted to different tools, as well as different learning opportunities to support your individual project work.

    Graduate Attributes and the UN Sustainability Goals:

    Details of the relevant graduate attributes and UN Sustainability Goals that will be reflected in assessments are detailed overleaf in the Assessment table. These will be reflected in the following ways through learning and teaching activities.

    Graduate Attributes:

    • Applied (Attribute A) All research will have a practice element in deploying research methods to investigate complex phenomena.
    • Digital (Attribute B) Technology will support the individual research journey for example using statistical or analytical tools, Boolean web searches, the use of artificial intelligence in research or using specialist technologies.
    • Inspire (Attribute C) As you review the literature and develop your own project you will need to look at the strengths and limitations of existing research, you may choose to follow previous approaches or choose to take a different approach.
    • Inspire (Attribute D) At various stages of your project, you will need to make choices about how to use and evaluate research tools in practice.
    • Care (Attribute E) The selection of a project must take account of the wider context; research should contribute to the challenges of our time.
    • Care (Attribute F) Through your research you will engage with diverse stakeholders, and you will encounter diverse ideas. Students are encouraged to actively seek diverse literature, from different international settings as well as different disciplines to inform their research.
    • Growth (Attribute G) Throughout your project, you will reflect on your personal and professional development and pursue independent learning and activities that enable you to carry out projects that the address problems or questions of an ever-changing world.
    • Global (Attribute H) You will be encouraged to review international studies and compare approaches across regions or cultures and consider how your findings relate to global challenges and policies (e.g. UN Sustainable Development Goals).

    UN Sustainability Goals: This will depend upon your choice of topic. All projects will map to SDG 4 “Quality Education” through knowledge development. Consideration should be made at the planning stage of whether individual projects map to other SDGs.

    Preparation for Assessment and Feedback:

    The details of formal assessment are provided in the table below alongside the module learning outcomes. The marks from each of these will contribute to the overall mark for the module. A grade of 40% is needed to pass the module. Students are prepared for assessment by discussing with their supervisor ahead of time. Feedback is usually provided through the Virtual Learning Environment after the project has been submitted.

    Reading lists will be set by course teams.

    Module Learning Outcomes:

    1.Critically evaluate existing sources to identify a researchable complex problem, question or hypothesis.
    2.Design ethically sound, rigorous research approaches maintaining academic integrity and using recognised approaches which are suitable for the problem and context of research.
    3.Undertake data collection to address the research problem, question or hypothesis, showing high ethical regard and effective use of specific research approaches.
    4.Communicate the project in a manner which is appropriate to the discipline and intended audience.
    5.Reflect on lessons from the project work in a way that can inform future research, work, and personal development.

    Assessment: Achievement will be assessed on one the following assessments, which will test the learning outcomes and graduate attributes below.  The assessment type must be set at the project approval stage. [Currently only assessment types Research Dissertation and Journal Article are available]

    Assessment type and scale

    Reassessment type and scale if applicable

    % Weighting of Assessment to overall mark

    Mark Scheme

    Module Learning Outcome number (see list above)

    Relevant Graduate Attributes (see key below)

    Relevant SDGs

    A

    B

    C

    D

    E

    F

    G

    H

    Research dissertation (10,000 -15,000 words). Wordcount is set by the course team within this range depending on discipline needs.

     Resubmission

    100%

    Numeric, 40% pass mark

    1, 2, 3, 4, 5

    x

    x

    x

    x

    x

    x

    x

    x

    Dependent on topic

    Journal article (6,000-8,000 words depending on the specific journal requirements) accompanied by a suitable narrative such as a literature review (3,000 words)

    Resubmission

    100%

    Numeric, 40% pass mark

    1, 2, 3, 4, 5

    x

    x

    x

    x

    x

    x

    x

    x

    Dependent on topic

    Podcast series (totalling 90 minutes – 60 minutes must be of your original input with up to 30 minutes for guests and other inputs) with an accompanying narrative of up to 3,000 words.

    Resubmission

    100%

    Numeric, 40% pass mark

    1, 2, 3, 4, 5

    x

    x

    x

    x

    x

    x

    x

    x

    Dependent on topic

    Workplace exhibition sharing your research amongst peers (captured via a portfolio of evidence with a narrative of up to 5,000 words)

    Resubmission

    100%

    Numeric, 40% pass mark

    1, 2, 3, 4, 5

    x

    x

    x

    x

    x

    x

    x

    x

    Dependent on topic

    A recorded lecture on your original research – pre-recorded for use with a virtual audience or given at a community event which is recorded for the purpose of marking (50 minutes) Note slides and audio are assessed, with a supplementary narrative of 2,000 words.

    Resubmission

    100%

    Numeric, 40% pass mark

    1, 2, 3, 4, 5

    x

    x

    x

    x

    x

    x

    x

    x

    Dependent on topic

    An immersive game or animation which demonstrates the learning from your research in a way that has impact with a narrative of 5,000 words.

    Resubmission

    100%

    Numeric, 40% pass mark

    1, 2, 3, 4, 5

    x

    x

    x

    x

    x

    x

    x

    x

    Dependent on topic

    A business or organisational consultancy report containing key recommendations. (8,000 words plus up to three infographic summaries)

    Resubmission

    100%

    Numeric, 40% pass mark

    1, 2, 3, 4, 5

    x

    x

    x

    x

    x

    x

    x

    x

    Dependent on topic

    Graduate Attributes Key

    A

    Applied

    Systematically and creatively address unpredictable and complex problems through the effective application of critically selected techniques.

    B

    Digital

    Select and use technology to advance personal learning, enable effective communication and to enable practice at the forefront of the profession or discipline.

    C

    Inspire

    Evaluate how established techniques of research are used to create and interpret knowledge in the discipline or profession.

    D

    Inspire

    Plan and undertake relevant research with a high degree of self-direction and communicate this effectively with a range of specialist and non-specialist audiences.

    E

    Care

    Resolve problems and engage with opportunities to help address the social, environmental, political and economic challenges of our time in a way that shows critical engagement with evidence and argument, and which demonstrates ethical awareness.

    F

    Care

    Recognise the importance of diverse people and ideas to personal growth, professional practice, and the nature of knowledge in the discipline.

    G

    Growth

    Demonstrate independent learning abilities and a commitment to continued personal and professional development and reflection in the context of an ever-changing world.

    H

    Global

    Seek global perspectives in scholarship and practice for a more holistic understanding of the discipline or profession.

    Assessment strategy

    The dissertation will be assessed against standard assessment criteria by an internal marker.  

    The marking criteria will be based on the learning outcomes and will transcend the different types of submission available. Submissions will be marked on 

    1.The extent to which the critical use of source material (of all types) informs the project development.
    2.The design an ethically sound, rigorous research approaches that maintain academic integrity using recognised approaches which are suitable for the problem and context of research.
    3.The extent to which data collection addresses the research problem, question or hypothesis, showing effective use of specific research approaches.
    4.The quality of communication of the project in a manner which is appropriate to the discipline and intended audience.
    5.The reflection on lessons from the project work in a way that can inform future research, work, and personal development.

  • 44-710481-AF International Marketing Strategy Task Two – Dissertation Article 2026 | SHU

    44-710481-AF Task Two – Dissertation Article:

    Module Leaders: Dr Ellen Bennett, Dr Tony Lynn and Dr Emily Moorlock

    Level: 7

    Module Name: Dissertation

    Module Code:

    44-710481-AF

    Assessment Type (e.g. portfolio/presentation etc.): Portfolio

    Module Credits: 60

    Individual/Group: Individual

    Weighting: 80%

    Wordcount or equivalent:

    6,500 (+/- 10%)

    Final submission date and time: please see the assessment schedule on the module Blackboard site

    Online submission: Yes

    Format: Microsoft Word

    Assessed Module Learning Outcomes

    1. Develop clear and appropriate research objectives that address a contemporary disciplinary issue.

    2. Review and critically appraise relevant disciplinary literature in relation to the dissertation topic.

    3. Develop, justify and apply an appropriate research approach and design for the project,considering both its limitations and compliance with the required research ethics process.

    The dissertation article submission has two components:

    1. Dissertation article:

    You must prepare your dissertation article for submission using the structure below. Please do not deviate from this format. Your final article for submission should be 6,500 words (+10/-10%) – your supervisor will stop reading if you exceed this and the remainder will not be marked.

    2.Supporting appendices and associated anonymised data:

    You should be guided by your supervisor as to what to include here but, if would be usual for this to include:

    • the final (signed) version of your SHUREC (ethics form) – including any associated documents (participant information sheet, final consent form template [unfilled/ blank], recruitment materials) and any data collection tools (such as questionnaires), the final (signed) version of your risk assessment (if applicable)
    • associated anonymised data as agreed by your supervisor (e.g. transcripts or anonymised SPSS raw data codebooks; copies of anonymised analysis/outputs (e.g. SPSS tests/outputs, thematic analyses or similar); DO NOT include any data that are not anonymised.
      oYour supervisor will also verify your raw data, such as the audio-recording of interviews, if this data is not verified you will receive a mark of zero for this task.

    Dissertation article structure

    The first page should include:

    1.Title of paper*
    2.Author Name, Student Number and Supervisor’s Name*
    3.Abstract (maximum 150 words). This should include areas such as background, method, findings and conclusion*
    4.Keywords (3 to 5 keywords)*
    * These sections are not included in the word count.

    1.Title*

    Aim for no more than 12 words in the title. The title should be short and relevant to the main objectives of your study. Ensure the title is specific and reflects the scope of your study.

    2.Author Name and Supervisor’s Name*

    On the same page as the title page make sure you include your full name, student number, course name using the following format:

    Student Name: ……….
    Student Number: ……….
    Course: ……….
    Supervisor: ……….

    3.Abstract

    This should be 100-150 words that provide a top-line overview of your dissertation article, including areas such as the background, method, key findings and conclusion.

    4.Introduction

    Introduce the research focus/problem you are seeking to address, including the aim and objectives, providing relevant context to your research. Aim for around 500 words.

    5.Literature review

    Building on from the literature review in task one and the associated feedback, as a starting point, you should produce around 2000 words of academic background to your work.  Start by presenting the broad context, working towards an increasingly narrow focus specifically to address your research focus.  You should write in the style of a literature review, incorporating clear critical evaluation, and use meaningful subheadings.

    6.Methodology

    Build on the method from task one and the associated feedback, as a starting point to produce 1000-1500 words summarising your method with a clear rationale (i.e. underpinning) as to why this is the best approach for you to have taken. You should carefully structure this work using subheadings.  The method should be described with enough clarity and specificity that readers can understand how the study was conducted and how the analytical approach was applied to the data, in a way that is appropriate to the study’s philosophical and methodological orientation.

    7.Findings and Discussion

    We recommend blending these sections unless your discipline is better suited to a separate findings and discussion section. Depending on your research approach, your raw data should be transformed (e.g. into graphs or tables, or presented in a meaningfully summative way). Where appropriate you should apply appropriate qualitative or quantitative data analysis techniques and appropriately report these outputs. You results should be described in free-text, structured to aid meaning. You shouldn’t duplicate the content presented in tables/ graphs in free-text but your writing should aid the interpretation of the data summaries that have been included.

    Considerable time and effort should be put into interpreting what your findings mean in the context of the associated academic field/ literature base. A discussion section should present a clear ‘so what?’ – i.e. why- does what you have found matter? You should compare and contrast your findings with those that have been published by other authors/ research groups.
    You should draw this section to a close by considering:

    • the limitations of your work and the effects these might have had on your findings;
    • recommendations for future research based on where gaps remain in the literature.

    Together this should be around 2000-2500 words.

    8.Conclusion

    This is not a summary – it should be interpretive and explain how your findings add to or change current thinking in your discipline area or if not, why that might be the case and what we should do next. You might consider how the findings conform to/verify existing theory? If they differ, explain why and the implications of this (practical and/or theoretical). Aim for around 500 words.

    9.Acknowledgements* 

    This section is optional and an opportunity to thank those who supported you through the dissertation process. This typically would be 1-2 sentences.

    10.References*

    These should follow APA7 format. Please note: the final references list does not count towards the word count, but in text citations, tables/figures/schematics etc. do.

    11.Use of AI (AI Transparency Scale)*

    You must include a statement of how you have used AI, including all prompts used. You are able to use AI on this task to support you with an outline structure and to prompt thinking. For your dissertation AI tools should not be used for concept development. This is a core part of the learning on the module, and the use of AI in this manner will undermine your development and the integrity of your work. You cannot take any content directly from AI to include in the dissertation article – it must be refined and reviewed by you. If any of your raw data is inputted into AI this will result in an automatic failure of the module as this goes against the University’s ethics policy. Do not use AI to generate entire sections, draft arguments, analyse data or create literature reviews. Submitting AI-generated text as your own is considered academic misconduct.

    Statement examples: 

    3.I confirm that no AI tools were used in the preparation or completion of this assessment. This submission aligns with AITS 1 of the Artificial Intelligence Transparency Scale (AITS).   or
    4.I used AI at AITS 2 (AI for Shaping) of the Artificial Intelligence Transparency Scale (AITS). I acknowledge the use of AI to….

    Formatting

    You must use the following formatting and font/font sizes:

    Fonts: Calibri, Times New Roman or Arial.
    Font size non-headings: 12 point font
    Font size headings: 14 point font in bold
    Font size sub-headings: 12 point font, italics
    Line Spacing: Double spaced

    All figures and tables must be numbered, have a title and be referred to in the main body of your dissertation article.

    44-710481 Assessment Criteria – Task Two

    Assessment CriteriaDistinction (96-74)Merit (69-52)Pass (58-52)Fail (45-0)

    Introduction (LO1) Clearly identify and justify the research focus within your field/discipline Excellent and insightful articulation of the research focus. The focus is exceptionally well justified, tightly aligned with research aim, objectives and/or research questions and context. A clear and well-articulated research focus. The focus is well justified and aligned with the research aim, objectives and/or research questions and context. A research focus is identified and generally relevant to the topic area, though broad or underdeveloped. No or limited clarity on project focus, no clear aim/objectives/research questions. Focus is overly broad, contradictory, inappropriate, or work is not submitted.
    Literature Review (LO2) Demonstration of rigorous and critical understanding of relevant theory and literature Exceptional breadth and depth of engagement with literature, critical appraisal and strong synthesis of relevant literature. Good appraisal and evaluation of relevant literature with wider reading and appropriate critical evaluation. Satisfactory appraisal and evaluation of literature with reasonable engagement with wider reading. Limited critical evaluation. Little evidence of reading and engagement with relevant literature. Lack of wider reading.
    Methodology (LO3) Ability to select, justify and apply an appropriate research methodology Research approach is highly appropriate, critically justified and demonstrates advanced methodological understanding. Design and analytical strategy are rigorous and tightly integrated with research focus. Research approach is clearly articulated, well aligned with aims and logically explained. Methodological choices reflect good understanding and limitations are appropriately discussed. Research approach is appropriate and broadly aligned with research focus. Some justification provided, though limitations discussion is generic. Research approach absent, inappropriate or poorly articulated. Methodology lacks coherence, justification and alignment with research focus.
    Findings and Discussion Demonstrate rigorous analysis and interpretation of findings Rigorous, systematic and critical analysis. Exceptional integration of theoretical frameworks. Excellent identification of limitations and future research directions. Rigorous and systematic analysis with good integration of theoretical frameworks and clear future research recommendations. Basic but adequate analysis. Some attempt to integrate theoretical frameworks in interpreting findings. Inadequate analysis with no meaningful interpretation linked to research objectives.
    Conclusion(s) Recognition of significance of findings Outstanding conclusions that effectively pull together implications of findings. Strong conclusions that bring together key implications of findings. Basic conclusions that build on findings and discussion. Conclusions absent or not clearly linked to findings and discussion.
    Structure and Presentation Appropriate dissertation structure, academic writing, referencing Dissertation follows structure exceptionally well. Academic writing demonstrates outstanding clarity, coherence and rigour. Referencing is comprehensive and accurate throughout. Dissertation follows appropriate structure. Good clarity, coherence and rigour. Referencing is accurate and consistently applied. Appropriate structure with reasonable clarity and coherence. Some academic weaknesses and referencing errors. Structure not followed. Poor clarity, coherence and academic rigour. Inaccurate or inconsistent referencing.
    Engagement Constructive engagement with supervisor throughout project Highly proactive, consistent and professional engagement. Feedback actively sought and applied. Demonstrates exceptional project knowledge. Regular and constructive engagement. Feedback thoughtfully considered and applied. Good project knowledge demonstrated. Basic engagement with supervisor. Feedback acknowledged and partially acted upon. Minimal or absent engagement. Feedback ignored. Lack of project knowledge. Failing this element means the task cannot receive a pass mark.
    Supporting Appendices Complete and organised appendices evidencing originality and ethical procedures Comprehensive evidence showing adherence to health, safety and ethical requirements. Strong evidence of originality and rigour. Logically presented evidence demonstrating ethical compliance and originality of research. Adequate evidence showing ethical compliance and originality of work. Poorly organised, inadequate or missing appendices. Insufficient evidence of originality or research process.
    Ethics Approval Research conducted ethically and in line with approval Pass – Ethics approval received and adhered to. Pass – Ethics approval received and adhered to. Pass – Ethics approval received and adhered to. Fail – Ethics approval not received and/or not adhered to. Assessment cannot receive a pass mark.
    Data Verification Supervisor has seen original/raw data
  • Description Assignment Details Since the 1970s, war on crime has been fought by increasing severity of sanctions against offenders, including the following: Increased correctional budgets Increased probation populations Increased prison and jail

    Description Assignment Details Since the 1970s, war on crime has been fought by increasing severity of sanctions against offenders, including the following: Increased correctional budgets Increased probation populations Increased prison and jail populations Increased parole populations Crime has decreased during this time frame. Some observers the credit get-tough policies for the decline. On the other hand, some critics argue that such policies have little effect on crime rates but do much more damage to families and communities. Research your state’s current Department of Corrections (DoC) budget. Analyze where funds are currently allocated. Scenario Your state is suffering from a terrible budgetary crisis. The state legislature is cutting your state correctional budget from $5 billion to $2 billion. There are many ways that the correctional budget can be cut. For this assignment, address the following: Recommend programs you will either cut or eliminate to reduce expenditures. Determine whether your focus will be on staff reduction or inmate reduction. Will you close facilities? Will you change the various services and accommodations you provide to inmates? Determine whether sentencing strategies need to change to assist your state during this time of economic struggle. Support your reasoning by referencing your state’s DOC budget breakdown. What would your recommendations to lawmakers be about sentencing strategies and how they are connected to correctional budgets?

  • Write the “Review of Other Work” section by summarizing three new works on your topic that supported the actual development of this project.

    Complete the attached “IT Capstone Report Template” by completing the following:

    A.  Write the “Summary” section by doing the following:

    •   Describe the problem from Task 2.

    •   Describe the process followed in executing the project.

    •   Describe the outcomes of the project.

     

    B.  Write the “Review of Other Work” section by summarizing three new works on your topic that supported the actual development of this project. The works summarized must be different than the works summarized in Task 2.

    1.  Explain how each of the works reviewed in part B supported the implementation of the project.

     

    Note: The works may include interviews, white papers, research studies, or other types of work by industry professionals.

     

    C.  Write the “Changes to Project Environment” section by describing the changes made to the organizational culture, environment, or strategy after the completion of your project.

     

    D.  Write the “Methodology” section by explaining how you executed each phase of the standard methodology that was used for the implementation of your project.

     

    E.  Write the “Project Goals and Objectives” section by explaining how at least one of your goals and its respective objectives were accomplished or not accomplished.

     

    F.  Write the “Project Timeline” section by explaining why you did or did not meet the timeframes set for your project, including any differences between the projected dates and the actual completion dates. The project timeline dates must be in the past.

     

    Note: The dates in the timeline must be in the past.

     

    G.  Write the “Unanticipated Scope Creep” section by describing a problem that occurred within the project and how it was or was not resolved.

     

    H.  Write the “Conclusion” section by discussing the actual results and potential effects of the completed project.

    1.  Explain why the project was successful or unsuccessful using the evaluation framework from part H in Task 2.

     

    I.   Complete the “Appendices” sections by including copies of three artifacts and describe how each artifact is related to the project.

     

    Note: Possible artifacts may include the following:

    •   code samples or screen shots

    •   flowcharts, UML, or other process diagrams

    •   charts, tables, and graphs

    •   network diagrams (before and after)

    •   training materials

    •   technical IT product itself

     

    J.  Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

     

    K.  Demonstrate professional communication in the content and presentation of your submission.

  • The organization is currently facing significant inefficiencies due to fragmented and outdated systems. Many of the operational functions, such as project management, communication, resource allocation, and reporting

    Create a visual format to express the following:  IT and Systems Management Proposal

    IT and Systems Management Proposal

    Prompt: The organization is currently facing significant inefficiencies due to fragmented and outdated systems. Many of the operational functions, such as project management, communication, resource allocation, and reporting, are relying on a mix of manual processes and disconnected software tools. This is leading to inconsistent workflows, duplication of effort, and difficulty in tracking key performance metrics across teams. As Deputy Director of People and Operations, you are tasked with selecting and implementing a more integrated and efficient system to address these issues.

    What steps would you take to evaluate, select, and implement a new system or suite of systems to streamline these operational processes? Consider the following:

    How would you assess the existing systems to identify inefficiencies and gaps? What criteria would you use to evaluate potential systems (e.g., scalability, integration, user experience)? How would you ensure that the selected systems align with both short-term operational needs and long-term strategic goals? How would you handle the transition from the old systems to the new ones and ensure minimal disruption to ongoing operations? Key points to consider in the response:

    Evaluation of current systems (audit, feedback from staff, pain points). Criteria for selecting new systems (integration capabilities, scalability, ease of use, vendor reputation, cost). Mapping operational workflows to identify key system requirements. Change management strategies for system implementation (training, phased rollout, communication). Addressing potential resistance to change and ensuring buy-in from stakeholders. Monitoring and optimizing systems post-implementation (feedback loops, system upgrades). Creating people-centered, culturally reflective processes and systems that support a liberatory workplace, respect the sanctity of Black labor and leadership, and supports the wellness of both the organization and its people. Please prepare a visual presentation of your work (e.g. a slideshow, a prezi, an info-graphic, flow-chart, mind-map, timeline, or slide deck) and consider audience engagement, learning styles, and accessibility. You may make assumptions about any information not included in these documents in order to support.

    As Deputy Director of People and Operations, I’d approach this as a people change just as much as a systems change. The technology matters, but the real success is whether staff feel their work is easier, clearer, and more sustainable after we implement it.

    My guiding priorities would be:

    • Make people’s day-to-day work simpler, not heavier.
    • Increase clarity, transparency, and trust.
    • Build something that can grow with us, not something we’ll outgrow in a year or two.

    I’d structure the work in four main phases: understand, decide, implement, and improve.

    1. Understand: Assess the existing systems and pain points

    I’d start by listening before prescribing any solution.

    1. Map what we’re actually using

    – Create an inventory of all tools and processes used for:

    – Project and task management

    – Communication (internal and external)

    – Resource allocation (staffing, budgeting, scheduling)

    – Reporting and dashboards

    – Include both “official” systems and the workarounds people rely on (spreadsheets, group chats, personal docs).

    1. Listen to staff at all levels

    – Hold listening sessions and short interviews with a diverse cross-section of staff: program, operations, leadership, and especially those doing high-volume, detail-heavy work.

    – Ask simple, concrete questions:

    – Where do things fall through the cracks?

    – Where are you copying and pasting the same information into multiple places?

    – What tools do you wish you could stop using tomorrow?

    – What’s one thing that would make your job feel easier or less stressful?

    – Offer anonymous feedback options so people can be honest without worrying about hierarchy.

    1. Observe the workflow, not just the tools

    – Map a few representative workflows end to end (for example: “new project from idea to completion” or “monthly reporting cycle”).

    – Identify:

    – Manual handoffs

    – Duplicate data entry

    – Dependencies on one or two “hero” staff who hold all the knowledge in their heads

    – Bottlenecks that consistently slow work down

    1. Use data, but keep it humane

    – Where possible, look at:

    – Time spent on manual reporting

    – Number of tools used to accomplish a single task

    – Delays or rework in key processes

    – Combine the numbers with people’s lived experience so we don’t reduce staff to metrics.

    The outcome of this phase would be a clear, shared picture of:

    • Our biggest pain points
    • The most critical gaps and inefficiencies
    • A prioritized list of problems we are actually trying to solve
    1. Decide what we need: Define requirements and evaluation criteria

    Before looking at vendors, I’d co-create a set of requirements with staff so we’re not chasing shiny features.

    1. Clarify must-haves vs. nice-to-haves

    – Must-haves might include:

    – Centralized project tracking with clear ownership and deadlines

    – Integrated communication or at least strong integrations with current communication tools

    – Resource allocation visibility (who is working on what, and at what capacity)

    – Robust but usable reporting and dashboards

    – Nice-to-haves might include:

    – Built-in time tracking

    – Advanced automation

    – Additional collaboration features

    1. People-centered criteria

    I’d prioritize:

    – Ease of use: Intuitive interface, low learning curve for non-technical staff

    – Accessibility: Compliance with accessibility standards; usable with screen readers, good contrast, keyboard navigation

    – Language & inclusivity: Support for different language needs and a design that works for different working styles and roles

    – Minimizing cognitive load: A system that reduces context-switching and the number of places staff have to check each day

    1. Technical and organizational criteria

    – Scalability: Can the system grow with us in users, data, and complexity?

    – Integration: Ability to connect with core tools (email, calendar, file storage, HR/finance where appropriate). Open APIs or standard integrations are a big plus.

    – Configurability vs. customization: We want to configure without needing heavy custom development that locks us in.

    – Security and privacy: Role-based permissions, data protection, compliance with relevant regulations.

    – Total cost of ownership: Licensing, implementation, training, ongoing admin time—not just the sticker price.

    – Vendor support and stability: Quality of onboarding, documentation, and support; likelihood they’ll be around and evolving.

    I’d translate this into a simple scoring rubric so we can compare options transparently and fairly.

    1. Evaluate and select: Involve the people who will use it
    2. Create a short list

    – Based on requirements, identify 3–4 systems (or suites of systems) that:

    – Cover most of our core needs

    – Are known to be strong in collaboration/project management, resource visibility, and reporting

    1. Run demos and hands-on trials

    – Arrange short, focused demos tailored to our real workflows, not generic sales pitches.

    – Provide sandbox access for a small cross-functional working group to test:

    – Typical day-to-day tasks

    – Reporting needs

    – Ease of onboarding for new staff

    1. Center staff voices in the decision

    – Form a selection committee with representation from different teams, roles, and identities.

    – Use the scoring rubric plus qualitative feedback:

    – How did it feel to use this?

    – What would be easier with this system?

    – What trade-offs are we willing to accept?

    1. Make a clear, documented choice

    – Recommend a primary system (or tightly integrated suite) with:

    – Rationale tied back to our original problems

    – Risks and mitigation plans

    – High-level implementation timeline and resource needs

    1. Implement with care: Change management and roll-out

    This is where many good tools fail—so I’d be very intentional here.

    Tell the story of the change

    – Communicate early and often:

    – Why we’re changing (rooted in what staff told us)

    – What will be better for people’s daily work

    – What will stay the same

    – How staff will be supported through the transition

    – Use multiple channels: live meetings, written updates, FAQs, and space for questions.

    Pilot before full rollout

    – Start with 1–2 teams as a pilot:

    – Configure the system to their workflows

    – Test data migration and integrations

    – Gather real feedback and refine setup

    – Adjust training, configuration, and documentation based on what we learn.

    Invest in training and support

    – Offer:

    – Role-based training sessions (managers, project leads, general staff)

    – Short “how-to” guides and video snippets for common tasks

    – Drop-in office hours or “system clinics”

    – Identify and support a network of “power users” or champions in each team to help peers and provide feedback.

    1. Manage data migration carefully

    – Clean and standardize data before moving it.

    – Run tests with a subset of data to avoid surprises.

    – Where needed, run old and new systems in parallel for a short, defined period to reduce risk

    1. Measure, learn, and iterate

    Finally, I’d treat this as an ongoing practice, not a one-time project.

    Define what success looks like

    – Examples:

    – Reduction in duplicate data entry

    – Faster time to generate key reports

    – Increased on-time project completion

    – Improved staff satisfaction with tools and workflows

    Check in regularly

    – 30/60/90-day check-ins with teams and leadership.

    – Quick pulse surveys to understand how the system is landing.

    – A simple feedback channel for staff to suggest improvements or flag issues.

    1. Establish light governance

    – Clarify ownership:

    – Who administers the system?

    – How are changes requested and approved?

    – How do we onboard and offboard users?

    – Keep configuration changes aligned with our original goals: simplicity, transparency, and ease of use

  • Cultural Identity Presentation General Instructions Cultural Self-Analysis – Create a PowerPoint (or similar project using a web-based platform) describing your cultural identity and its impact

    Cultural Identity Presentation

    General Instructions

    Cultural Self-Analysis – Create a PowerPoint (or similar project using a web-based platform) describing your cultural identity and its impact on your life and interactions with others in terms of the following questions. Please be sure to explicitly address all of the questions in each section. The PowerPoint/Project should flow as a narrative story rather than a question and answer format.

    • Race, Ethnicity, Geography, and National Origin

    What do you identify as your national background, racial group, and ethnic identity? In what geographic region were you reared?  Are you the product of a rural or urban environment? What values are typical of that region? Where did your ancestors come from? Why and how did you or your ancestors come to the United States? In what ways did you/they adjust to this new home? What aspects of your/their culture of origin were retained? What impact does this way of entering the United States and the subsequent adjustment have on your culture?  On your identity?

    • Religion and Spirituality

    What was your religious affiliation (if any) during your childhood?  How did this come to be in your family?  How are conflicts due to religious values resolved? What do you think this religious preference reflects about your heritage/culture? What is your religious/spiritual affiliation now (if any)?  If it has changed, how did that transformation happen?

    • Gender and Sexuality

    What are your gender and sexual orientation? How are gender and orientation differences handled in your family of origin?  How is sexism in your culture addressed? What behaviors, characteristics, beliefs, and values are defined by gender in your culture? How are gender roles divided? How is conflict between gender roles handled? What are some specific rules for marriage and childrearing in your culture?

    • Age and Accessibility

    What is your age?  Consider your interactions with your peers. Consider interactions with those in your age group. Give two examples of how you treat those the same age as your children or younger; your parents; your grandparents or older. How does your age affect your experience in your family of origin? How has your degree of ability and accessibility shaped you as a person?

    • Class and Geography

                What is the socioeconomic history of your family? What role or meaning does  socioeconomics have for people with backgrounds like yours? If your socioeconomic history is different now, how did that transformation happen? What were music, art, and clothing preferences like in your family of origin? What were the political preferences of your family of origin?  How did this come to be in your family?  What do you think this political preference reflects about your heritage/culture? What is your political preference now?  If it has changed, how did that transformation happen?

    • Personal Relationships

    Think of significant people in your life when you were a child/adolescent (i.e. parents/guardians, close relatives, teachers, clergy, siblings, etc.). What do you remember about their attitudes and feelings toward multicultural and diverse populations?  How were racism, heterosexism, genderism, ageism, classism, etc. addressed? What did you overhear them saying about multicultural and diverse groups?

    Who determined the “social norms” and “rules” of your family? How were they enforced? How were they passed to younger members of the family/group? What events can you remember that involved personal contact with diverse groups? What were/are your thoughts, feelings, and reactions? How many of your close, long-time friends were members of multicultural and diverse groups? In what ways, if any, were these friendships different from other friendships you have with friends who reflect your own cultural groups? What significant events have affected your family and those closest to you?

    • Group Membership

    When did you first become aware that you were a member of each of the groups that have shaped your identity, whether you chose to embrace or reject those aspects? Please add any other information you think is pertinent to your cultural identity.

     Each presentation should look like this:

    Introduction

    Introductory text for the entire PowerPoint/Project goes here. Race, Ethnicity, Geography, and National Origin Witty and insightful text goes here.

    Religion and Spirituality

    Witty and insightful text goes here.

    Gender and Sexuality

    Witty and insightful text goes here.

    Age and Accessibility

    Witty and insightful text goes here.

    Class and Geography

    Witty and insightful text goes here.

    Personal Relationships

    Witty and insightful text goes here.

    Group Membership

    Witty and insightful text goes here.

    Conclusion

    Concluding text for the entire PowerPoint/Project goes here.

    Please refer to the APA 6 manual for details and examples for citing references.  Since this is primarily a personal narrative, I do not expect a reference page or citations unless you are drawing facts and opinions from other sources.

    CACREP Standards Addressed: 2F.2.b, 2F.2.e and 2F.2.g

    Scoring Guidelines

    Points available: 100.

    Components

    Unacceptable       

    Revisions Required 

    Target            

    Introduction          

    Establishes historical background and defensible

    thesis that supports a logical

    line of reasoning (CACREP 

    2F.2.b, 2F.2.e,  2F.2.g)

    Underdeveloped

    introduction; reason for culture selection is

    unclear or missing;

    historical background is

    inaccurate or missing (0

    points)

    Coherent introduction that includes a reason for culture selection;

    historical background is

    accurate but limited (5

    points)

    Engaging, well developed introduction

    that includes a detailed reason for culture

    selection; historical

    background is accurate and thorough (10 points)

    Content

     Each component of the cultural identity is

    thoroughly addressed and

    answers to all questions are

    provided (CACREP  2F.2.b,

    2F.2.e,  2F.2.g)

    Responses are missing for one or more

    components; confusion about or

    misunderstanding of topic; no sense of purpose (0 points)

    Responses to each component are included, but are simplistic and

    unfocused; limited sense of purpose (10 points)

    Developed responses to each component; represents sound

    understanding of the

    assigned topic; focused

    (20 points)

    Ideas, Support &

    Development         

    Supports ideas and reflections using specific

    and relevant examples of evidence/experiences

    (CACREP  2F.2.b, 2F.2.e,  2F.2.g)

    No or limited evidence/experiences

    are provided to support ideas and reflections;

    evidence is incomplete,

    incorrect, oversimplified,

    or disconnected from the context (0 points) 

    Provides necessary evidence/experiences to support ideas and reflections; the

    importance/relevance of all pieces of

    evidence/experiences is unclear or under

    developed but does

    support the ideas and reflections presented

    Relies on compelling and detailed

    evidence/experiences to support ideas and reflections; the

    importance/relevance of all pieces of

    evidence/experiences is

    clearly stated; considers alternate interpretations of evidence/experiences

    Components

    Unacceptable       

    Revisions Required 

    Target            

    and is placed properly

    within the context (10

    points)

    to enhance  demonstration of cultural intelligence (20 points)

    Conclusion          

    Establishes clear conclusion based upon

    evidence/experiences

    (CACREP  2F.2.d, 2F.2.g)

     Missing or no connection of evidence and analysis to the reflections; fails to summarize the argument coherently (0 points)

    Limited connection between evidence and analysis to reflections;

    summarizes some ideas

    and thoughts but repeats ideas to support reflections (5 points)

    Engaging, strongly connects evidence and analysis to reflections; summarizes the main

    topics without repeating previous ideas (10 points)

    Structure &

    Organization         

    Presentation has unity and coherence to accomplish the focused purpose

    No structure or series of  isolated ideas (0 points)

    Organization is confusing or disjointed;

    transitions are missing or inappropriate (5 points)

    Clear organizational structure; easily followed; includes transitions;

    structured format (10

    points)

    Sentence Structure

    Demonstrates varied sentence structures to enhance meaning

    Contains multiple and serious errors of

    sentence structure: i.e.

    fragments, run-ons;

    unable to write simple sentences (0 points)

    Formulaic sentence patterns or overuse of

    simple sentences; errors

    in sentence structure (5

    points)

    Effective and varied sentences; errors (if

    present) due to lack of

    careful proofreading (10

    points)

    Mechanics           

    The text has few grammatical, spelling and punctuation errors.

                 Frequent errors in agreement, verb tense, spelling, and

    capitalization; intrusive and/or inaccurate punctuation;

    communication is hindered (0 points)

    Contains several errors in agreement, verb tense, spelling,

    capitalization, and

    punctuation (up to 6); errors interfere with meaning (5 points)

    Virtually free of errors in agreement, verb tense, spelling, capitalization, and punctuation  (no

    more than 3); errors do not interfere with meaning (10 points)

    Vocabulary & Word

    Usage               

    Uses extended and appropriate vocabulary

    Vocabulary is unsophisticated; or subject specific

    vocabulary or

    sophisticated vocabulary used incorrectly (0 points)

    Proper, but simple vocabulary used; subject specific vocabulary used infrequently (5 points)

    Vocabulary is varied, specific and appropriate; uses subject specific

    vocabulary correctly (10

    points)

  • As a group, nurses must strive to reduce the barriers to professionalism, the first step in this is to develop an awareness of those barriers and perhaps your own barrier

    As a group, nurses must strive to reduce the barriers to professionalism, the first step in this is to develop an awareness of those barriers and perhaps your own barriers to professionalism. (300 words)

    Discuss the different barriers to Professionalism in Nursing and also identify any barriers that you may have.

    https://www.nursing.upenn.edu/nhhc/american-nursing-an-introduction-to-the-past/

  • After you have fully designed your network, you will need to provide three data flow diagrams explaining how your designed network handles three different transactions:

    Introduction In this three-part assignment, you will apply the various concepts you have learned throughout this course to the design of the single most secure network possible, capable of supporting three IT services: e-mail, file transfer (centralized), and VPN.

    After you have fully designed your network, you will need to provide three data flow diagrams explaining how your designed network handles three different transactions:

    The first datapath diagram should show an internal user sending an e-mail with their corporate e-mail address to a user on the Yahoo domain with an arbitrary address of user534@yahoo.com. The second datapath diagram should show a user initiating an FTP session from inside your network to the arbitrary site of ftp.netneering.com. The third datapath diagram should show an externally located employee initiating a VPN session to corporate, in order to access files on the Windows desktop computer DT-Corp534-HellenS at work. The specific course learning outcome associated with this assignment is:

    Recommend solutions, products, and technologies to meet business objectives. Instructions Part 1 Use Microsoft Visio or an open-source alternative to:

    Create a diagram showing the overall network you have designed, from the user or endpoint device to the Internet cloud; following the access, core, and distribution layer model; depicting at least four-fifths of the necessary network components; and citing specific, credible sources that support the design. Include the following, at a minimum: Authentication server (Microsoft Active Directory). Routers. Switches and/or hubs. Local users. Remote users. Workstations. File share (CIFS). Mail server. Web servers (both internal and external). Firewalls. Internet cloud. Web proxy. E-mail proxy. FTP server (for internal-to-external transport). Part 2 Use Microsoft Visio or an open-source alternative to:

    Create a datapath diagram for the following e-mail transaction: A local (corporate) user, with the e-mail address jonny.hill@Corp534.com, sends an e-mail to a Yahoo recipient at user534@yahoo.com. Document and label the diagram showing the protocols and path of the data flow as data traverses through your network from source to destination. Show user authentication when necessary. Cite specific, credible sources that support the diagram. Create a datapath diagram for the following file transfer transaction: A local user, Jonny Hill, transfers a file, using FTP, through the Internet to another company’s site (ftp.netneering.com). He has to access the secure shell, using his active directory credentials, to authenticate the FTP server (Linux running Redhat) on the DMZ. He needs to transfer files from his desktop across the Internet to ftp.netneering.com. Document and label the diagram showing the protocols and path of the data flow as data traverses through your network from source to destination. Show user authentication when necessary. Cite specific, credible sources that support the diagram. Create a datapath diagram for the following VPN transaction: A remote user, Hellen Stover, connects, via VPN, from home through the Internet to her corporate desktop, DT-Corp534-HellenS. Hellen uses a browser to initiate her VPN connection. By going to https://VPNaccess.corp534.com, she arrives at a login page where she needs to authenticate using her Active Directory credentials before the VPN tunnel is built. Document and label the diagram showing the protocols and path of the data flow as data traverses through your network from source to destination. Show user authentication when necessary. Cite specific, credible sources that support the diagram. Part 3 Write a 6-10 page paper in which you:

    Explain the function and configuration of at least four-fifths of all required network devices, citing specific, credible sources. Authentication server (Microsoft Active Directory). Routers, switches, and/or hubs. Local and remote users. Workstations. File share (CIFS). Mail server. Web servers (both internal and external). Firewalls. Internet cloud. Web proxy. E-mail proxy. FTP server (for internal-to-external transport). Explain how the overall network design protects the organization from both inside and outside attacks, addressing all required network design features and considerations and citing specific, credible sources that support your assertions and conclusions. Address: Physical and virtual access. Logging requirements. Security policy. Firewalls. Proxy servers. The VPN tunnel. DMZ isolation. User authentication. Distribution of layer routers and switches. Explain how your layered design compensates for possible device failures or breaches in network security, addressing all key design features and considerations and citing specific, credible sources that support your assertions and conclusions. Include: Load balancing. Swappable devices. Standby backup devices. QoS prioritization. Vendor support for core and services. Explain how to make the file transfer process more secure, fully addressing FTP security risks and how specific FTP replacement devices add protection, clearly delineating the features of each device, and citing specific, credible sources that support one’s assertions and conclusions. Support your main points, assertions, arguments, or conclusions with at least four specific and credible academic sources synthesized into a coherent analysis of the evidence. Cite each source listed on your source page at least one time within your assignment. For help with research, writing, and citation, access the library or review library guides. T

    Submission Requirements All diagrams and charts you create for the assignment should be included in the paper.