literature review

Literaturereviewpaper.docx

This is a Literature review paper
Chapter 3 discusses conducting a literature review. You are to select five (5) peer reviewed journal articles specific to your topic/research question and develop a two-page paper. Please remember that a literature review is different from an annotated bibliography. I suggest that you select a journal article (feel free to use the article you included in Module 1) and review its literature review section to provide you with a guide. 
Additionally, the literature review may help you focus or refine your research questions. Therefore, as you conduct the literature review for your selected topic, you may realize that you need to refine, revise or even change your initial topic. 
Here is my research topic: “Enhancing Organ and Tissue Donation: Strategies to Improve Awareness and Increase Participation”
Assignment
1. Make sure to include your research topic on the title page. You should also tie in your research question or the purpose of study into the literature review. 
2. Select at least five peer reviewed journal articles related to your research topic/question  (make sure that your articles are credible, peer reviewed and no older than 10 years).
3. Develop a two-page literature review utilizing the five articles (the two pages  DOES NOT include the title and reference pages).
4. Make sure that you use APA formatting.  (Resources on APA formatting can be found in Module 1 under the research guide).
5. Make sure to post the link to the articles you used in your reference page.
Absolutely NO Artificial Intelligence (AI) software is to be used……this includes Grammarly, and other software used to paraphrase, word smith etc. ****If AI is detected you will receive a grade of 0. Completing assignments generated by AI shows in your presentations where you are not fully engaged, fully understand or are able to answer questions about your research projects.

History US

History
Part A
Compose a Reflection on Learning statement responding to one of the primary sources listed below. This is an exercise in “metacognition,” or recognizing how and what you are learning. Write 300 words about:
· What you find interesting or surprising about the source you selected? 
· Why was that information interesting or new to you? 
· What insight does it give you into American history?
After posting your discussion post, respond to another student, preferably one who wrote responded to a different primary source with a 100-150 word post. In your peer responses, work to add new information and ideas to the conversation. Posts that simply say “I agree” or “good job” will not receive credit for the peer response portion of the assignment.
As with all of our other assignments, references and citations in  APA style  are required.
Because writing, analytical, and critical thinking skills are part of the learning outcomes of this course, all assignments should be the individual work of the student. Developing strong competencies in these areas will prepare you for a competitive workplace. For the purposes of this class, the use of generative AI platforms (ChatGPT, Gemini, Copilot, etc.) for analysis, writing, and editing work constitutes academic misconduct.
Source 1: Observations on the Loss of Woollen Spinning, 1794. https://sourcebooks.fordham.edu/mod/1794woolens.asp
Source 2: Women Miners in the English Coal Pits, Great Britain, Parliamentary Papers, 1842, Vol XVI, pp. 24, 196. https://sourcebooks.fordham.edu/mod/1842womenminers.asp
Source 3: Tristan, F. (1983). The worker’s union (B. Livingston, Trans.). University of Illinois Press. https://files.libcom.org/files/2023-02/Tristan,%20Flora%20-%20Workers’%20Union.pdf
Part B
What are some of the reasons that Britain was the first nation to industrialize? What were some of the main benefits of industrialization? What were some of the major problems that came with industrialization?
Directions: Using the textbook chapters and at least two of the primary sources listed in this module, write a 300-word post responding to the prompt provided as a reply in the discussion thread. Be as specific as possible in your response, basing your response on evidence rather than opinion (this may be challenging). Your response should conform to the normal requirements of formal written English, and must include in-line citations and references for all information used in APA format. After writing your post, respond to at classmate with a 150-word post that adds new information or ideas based on evidence to the discussion. Simply agreeing, saying ‘good job,” or responding with unsupported opinions is not sufficient.
Because writing, analytical, and critical thinking skills are part of the learning outcomes of this course, all assignments should be the individual work of the student. Developing strong competencies in these areas will prepare you for a competitive workplace. For the purposes of this class, the use of generative AI platforms (ChatGPT, Gemini, Copilot, etc.) for analysis, writing, and editing work constitutes academic misconduct.
Resources below
Primary Sources for Discussion 3
· David Henry, The complete English farmer, or, A practical system of husbandry, 1771. https://babel.hathitrust.org/cgi/ssd?id=mdp.39015031938395;seq=119
· Abraham Cowley (1618-1667):  Of Agriculture, 1650
· Accounts of the “Potato Revolution” 1695 – 1845 
· Arnold Toynbee (1852-1883):  Lectures on the Industrial Revolution in England
· Thomas Newcomen:  The Newcomen Engine
· James Watt (1736-1819):  The Steam Engine, c. 1769 
· Thomas H. Marshall:  James Watt, 1925
· Richard Guest:  Compendious History of the Cotton Manufacture, 1823
· William Radcliffe:  Origin of…Power Loom Weaving, 1828
· David Ricardo,  “The Iron Law of Wages,” excerpts from  On Wages (1817)
· Richard Guest,  “On the Steam Loom” “On the Steam Loom”(1823)
· William Radcliffe,  “On Power Looms” (1828)
· Fredrich Engels,  “Industrial Manchester” (1844)

Health Care Financial Management

 Imagine that you are the financial manager for a medical practice. Your company wants to invest in a new computer system, which would require a significant financial output. The company has been experiencing challenges with cash flow. As the financial manager, you are asked to advise the owner of the practice on ways the organization can raise the cash. You are taking the position that factoring should not be an option. How would you dissuade the owner from considering factoring as the solution? What alternatives would you suggest? 
***THIS IS A DICUSSION POST***

Capstone week 1

CapstoneDiscussionPostweek1.docx

Discussion Post- Submit your PICOT question. What is the healthcare problem you propose to change? What impact does it have on the patient, community, cost of care, quality of life, readmissions? Discuss your setting

Week 1 Decision making replies

Patricia Martin Giraldino
Florida National University
Decision Making
10/29/2024
Consider how clinical judgment, critical thinking, and decision-making are similar and different, and describe these in your own words.
Clinical reasoning, thinking, and decision-making are closely intertwined processes but are not completely synonymous in function and usage. Clinical judgment refers to the nurse’s ability to assess a patient’s condition, identify potential problems, and make decisions based on that assessment (Høegh-Larsen et al., 2023). It involves integrating medical knowledge, experience, and other specific information relating to the patient. Therefore, critical thinking is all about the application of rationality in analyzing information with the view of making a good decision. It is more general and relates not only to patient management but also to the management of different kinds of situations.
On the other hand, decision-making represents the last action in which the decision between different possibilities has to be made employing clinical reasoning. Clinical judgment focuses on decision-making in solving patient care problems. It can be distinguished from critical thinking, a broad concept of a thinking skill performed in any field, and decision-making, which is implementing a selected decision.
How do these processes differ from bedside nursing when compared to that of an advanced practice nurse? To illustrate this point, here is an example of how the bedside nurse uses decision-making and that of an advanced practice nurse.
In bedside nursing, clinical judgment, critical thinking, and decision-making processes are oriented toward acute patient care interventions or patient change states, such as taking temperatures, giving medication, or treating a patient’s change in location. Decisions are normally limited to the short term and, most of the time, depend on particular tasks. For example, a bedside nurse may perceive a patient’s heart rate to be rising and, understanding that the patient is clinically stable, proceed to call the physician.
For advanced practice nurses (APNs), these processes are even more elaborate and include higher orders of assessment and long-term planning. APNs equally decide on the diagnosis, therapy mechanisms, and control of demanding continual diseases (Bales et al., 2023). For instance, an APN, while attending to a diabetic patient, would independently evaluate the rise or fall of the blood sugar level, solve a problem of whether to increase/decrease insulin doses or change the entire regimen for the patient by making a decision based on the critical thought process and considering elements such as diet, activity, and side effects of the medicine.
After reading the information on emotional intelligence, how would you describe this to someone who has never heard of the term?
Emotional intelligence (EI) is the effectiveness of identifying feelings and moods, personally and in a given society, and then exerting control of such feelings. ASR means observing or monitoring the extent to which such feelings dictate your conduct and choices in social relations and using this information to control and navigate these relations (Coronado-Maldonado & Benítez-Márquez, 2023). For instance, a high level of emotional intelligence enables a qualified nurse to be cool-headed with a distressed patient and deal with the situation emotionally and logically.
Can you apply emotional intelligence to a situation in care as an advanced practice nurse in a clinic or hospital?
Yes, emotional intelligence is important to APNs in both clinics and hospitals throughout their point of enhanced practice. For instance, if an APN is working with a patient who has been recently diagnosed with cancer, the APN has to realize that apart from the medical side of things, there is the issue of having cancer and how this disease affects the patient and their family. The involvement of the APN would allow the use of individual and social-emotional intelligence to show the patient care and concern, address their concerns, and design appropriate care. Emotional intelligence enables the APN to gain the patient’s trust, enhance communication, and, finally, the quality of care to be offered.
References
Bales, G., Hasemann, W., Kressig, R. W., & Mayer, H. (2023). Impact, scope of practice and competencies of Advanced Practice Nurses within APN-led models of care for young and middle-aged adult patients with multimorbidity and/or complex chronic conditions in hospital settings: a scoping review protocol. BMJ Open, 13(10), e077335–e077335. https://pmc.ncbi.nlm.nih.gov/articles/PMC10619075/
Coronado-Maldonado, I., & Benítez-Márquez, M. (2023). Emotional intelligence, leadership, and work teams: A hybrid literature review. Heliyon, 9(10), e20356. https://pmc.ncbi.nlm.nih.gov/articles/PMC10543214/
Høegh-Larsen, A. M., Gonzalez, M. T., Reierson, I. Å., Sissel, Dag Hofoss, & Ravik, M. (2023). Nursing students’ clinical judgment skills in simulation and clinical placement: a comparison of student self-assessment and evaluator assessment. BMC Nursing, 22(1). https://bmcnurs.biomedcentral.com/articles/10.1186/s12912-023-01220-0

ds

DS.docx

I. Application of Course Knowledge:
· Describe county-level demographics:
· Visit the  United States Census Bureau websiteLinks to an external site..
· Use the Geography filter in the left menu. Select California and San Diego. Click the SEARCH button.
· View the profile for San Diego. The link may be found under the county map.
· Identify San Diego California. Briefly describe demographic data for San Diego, including total population, median income, percentage of residents with health insurance, poverty percentage, and one additional demographic. Compare the data to California averages and discuss your findings.
· Evaluate life expectancy data:
· Access the  NCHS Data Visualization Gallery siteLinks to an external site..
· Select your California and San Diego from the dropdown menus on the interactive map.
· Find the census tract with the highest life expectancy and the tract with the lowest life expectancy within San Diego. Compare these rates with the state and national averages.
· Identify and describe demographic factors in the selected county that may play a role in life expectancy.
· Explain the implications of this data for your future practice as a nurse practitioner. Communicate with minimal errors in English grammar, spelling, syntax, and punctuation. Use current 7th edition APA format to format citations and references and is free of errors.

law chart

Civil Rights Act of 1964

Enacted on July 2, 1964 is a landmark  civil rights and  labor law in the United States that outlaws  discrimination based on  race,  color, religion, sex, [a] and national origin. [4] It prohibits unequal application of voter registration requirements,  racial segregation in schools and  public accommodations, and employment discrimination. 

Brown v. Board of Education (1954)
Heart of Atlanta Motel, Incorporated v. United States, et al. (1964)

The law banned racial discrimination in public places, particularly in public accommodations, largely based on Congress’ control of interstate commerce.

Removed employment discrimination based on one’s race, religion, sex, national origin and color became illegal. This law protects employees of a company as well as job applicants. All companies with 15 or more employees are required to adhere to the rules set forth by Title VII of the Civil Rights Act of 1964. The law also established the Equal Employment Opportunity Commission (EEOC) which continues to enforce this and other laws that protect us against employment discrimination.

COMM: Critical Reflection 2

ETHICS
Why Ethical People Make Unethical Choices by Ron Carucci
December 16, 2016
Most companies have ethics and compliance policies that get reviewed and signed
annually by all employees. “Employees are charged with conducting their business
affairs in accordance with the highest ethical standards,” reads one such example.
“Moral as well as legal obligations will be fulfilled in a manner which will reflect

YOU AND YOUR TEAM SERIES
Creating an Ethical Workplace
Why It’s So Hard to Train Someone to Make an Ethical Decision
by Eugene Soltes
Keep a List of Unethical Things You’ll Never Do
by Mark Chussil
Don’t Try to Be the “Fun Boss” — and Other
pride on the Company’s name.” Of course, that policy comes directly from Enron.
Clearly it takes more than a compliance policy or Values Statement to sustain a
truly ethical workplace.
Corporate ethical failures have become painfully common, and they aren’t cheap.
In the last decade, billions of dollars have been paid in fines by companies charged
with ethical breaches. The most recent National Business Ethics Survey indicates
progress as leaders make concerted efforts to pay holistic attention to their
organization’s systems. But despite progress, 41% of workers reported seeing
ethical misconduct in the previous 12 months, and 10% felt organizational pressure
to compromise ethical standards. Wells Fargo’s recent debacle cost them $185
million in fines because 5300 employees opened up more than a million fraudulent
accounts. When all is said and done, we’ll likely learn that the choices of those
employees resulted from deeply systemic issues.
Despite good intentions, organizations
set themselves up for ethical catastrophes
by creating environments in which
people feel forced to make choices they
could never have imagined. Former
Federal Prosecutor Serina Vash says,
“When I first began prosecuting
corruption, I expected to walk into rooms
and find the vilest people. I was shocked
to find ordinarily good people I could
well have had coffee with that morning.
And they were still good people who’d
made terrible choices.”

Lessons in Ethical Leadership
by Kimberly Nei and Darin Nei Here are five ways organizations
needlessly provoke good people to make
unethical choices.
It is psychologically unsafe to speak up. Despite saying things like, “I have an
open door policy,” some leadership actions may inhibit the courage needed to raise
ethical concerns. Creating a culture in which people freely speak up is vital to
ensuring people don’t collude with, or incite, misconduct. Elizabeth Morrison of
New York University, in Encouraging a Speak Up Culture, says “You have to
confront the two fundamental challenges preventing employees from speaking up.
The first is the natural feeling of futility — feeling like speaking up isn’t worth the
effort or that on one wants to hear it. The second is the natural fear that speaking
up will lead to retribution or harsh reactions.” A manager’s reactions to an
employee’s concerns sets the tone for whether or not people will raise future
issues. If a leader reacts with even the slightest bit of annoyance, they are signaling
they don’t really want to hear concerns.
There is excessive pressure to reach unrealistic performance targets. Significant research from Harvard Business School suggests unfettered goal setting
can encourage people to make compromising choices in order to reach targets,
especially if those targets seem unrealistic. Leaders may be inviting people to cheat
in two ways. They will cut corners on the way they reach a goal, or they will lie
when reporting how much of the goal they actually achieved. Says Lisa Ordonez,
Vice Dean and professor at the University of Arizona, “Goals have a strong effect of
causing tunnel vision, narrowly focusing people at the expense of seeing much else
around them, including the potential consequences of compromised choices made
to reach goals.” Once people sense the risk of failure, they go into “loss
prevention” mode, fearing the loss of job, status, or at-risk incentives. The
Veterans Administration learned this lesson the hard way when trying to address

the 115-day wait time in their Phoenix hospital. They set a new goal of reducing the
wait to 14 days, which resulted in an alleged 24-day wait. But employees said they
felt compelled to manipulate performance records to give the appearance of
meeting these goals. As many as 40 veterans died waiting for care at the Phoenix
center, some more than a year. Organizations must ensure people have the
resources, timelines, skill and support they need to achieve targets they are given,
especially ambitious stretch goals.
Conflicting goals provoke a sense of unfairness. And once a sense of injustice is
provoked, the stage is set for compromise. Maureen Ambrose, Mark Seabright,
and Marshall Schminke’s research on organizational injustice clearly shows a direct
correlation between employees’ sense of fairness and their conscious choice to
sabotage the organization. Consider one organization I worked with whose pursuit
of growth created conflicting goals. The head of Supply Chain was given a $3.5
million capital investment to overhaul a plant to triple its production. Some of that
funding came from the 25% budget cut in marketing in the same division. At the
same time, Sales divided its quota territories to raise topline performance. The
intensity of resentment in the salesforce at having to drive revenues with smaller
territories was compounded by having fewer marketing dollars to sell more
product. The conflicting goals created excess product capacity that was
bottlenecked getting to market. Two years later, the organization was indicted for
channel stuffing.
Too many leaders assume that talking about ethics is something you do when
there’s been a scandal, or as part of an organization’s compliance program.
Everyone gets their annual “ethics flu shot” in the mandatory review of the
compliance policy, and all is well for another year. Nick Eply, professor at the
University of Chicago, in Four Myths about Morality and Business, says, “It’s a myth
to think ‘Everyone is different and everything is relative.’ You actually have to

teach people the relative value of principles relative to choices.” Leaders have to
infuse everyday activities with ethical considerations and design policies and
norms that keep ethics top of mind. Jonathan Haidt, Professor of Business Ethics
at NYU and founder of says, “It’s important to talk about the positive examples of
ethical behavior, not just the bad ones. Focusing on the positive reasons you are in
business, and reinforcing the good things people do strengthens ethical choices as
‘the norm’ of the organization.”
A positive example isn’t being set. Leaders must accept they are held to higher
standards than others. They must be extra vigilant about not just their intentions,
but how it is others might interpret their behavior. While they can’t control every
possible misinterpretation, leaders who know their people well make careful
choices in how they react to stressful situations, confront poor performance, how
politic they are in the face of controversy, and how receptive they are to bad news.
Above all, even in what might be considered the smallest “white lie,” ethical leaders
are careful not to signal that hypocrisy is ok. As an example, a leader may casually
review an employee’s presentation and provide feedback like, “I think we need to
take these two slides out — that data is inflammatory and we don’t want to derail
the ultimate outcome which is to convince the budget committee to give us the
resources we want.” While the leader might presume he has acted in the best
interest of the group — going to bat for resources they need- the person building
the presentation has just been told, “We can’t tell the entire truth because it could
prevent us from getting what we want.” Leaders must put themselves in the shoes
of those they lead to see what unintended messages they may be sending.
Organizations who don’t want to find themselves on a front-page scandal must
scrutinize their actions to far greater degrees than they may have realized. In an
age of corporate mistrust, creating ethical workplaces takes more than compliance

programs. It requires ongoing intensified effort to make the highest ethical
standards the norm, and ruthless intolerance of anything less.
Ron Carucci is co-founder and managing partner at Navalent, working with CEOs
and executives pursuing transformational change for their organizations, leaders, and
industries. He is the best-selling author of eight books, including the recent Amazon
#1 Rising to Power. Connect with him on Twitter at @RonCarucci; download his free e-
book on Leading Transformation.
Related Topics: Risk Management | Leadership
This article is about ETHICS
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14 COMMENTS
Yan Johnson 2 years ago
Yan Johnson I truly believe that creating a speak up culture is EXTREMELY important. Sometime people don’t speak up because their afraid of what the outcome will be. Having a culture of like minded people will ease

 Reply 2  0 
the fear of standing alone, doing the right thing can be costly and lonely but the true reward is when YOU look in the mirror and Respect and love what you see. The motto of stand for nothing and fall for anything is REAL.
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PADM 710 Information Management in Public Sector Organizations W2

PADM710ResearchChallengesandBiblicalPrinciplesinManagingInformationAssignmentInstructions.docx

PADM 710
Research Paper: Challenges and Biblical Principles in Managing Information Assignment Instructions
Module 2: Week 2—Challenges and Biblical Principles in Management Information
Good Monday morning to all. I trust your learning this past week was of value to you. This week’s topics are critical to your wise, ethical, and secure use of technology and information. 
Suggestion—please review the Assignment resources listed below and include in those in your paper in some way.  But I would focus more on timely news reports on uses and misuses of IT. I have provided some of those below….feel free to use those and add others. 
Learning Outcomes
Upon successful completion of this module, you will be able to:
· Identify the major legal and ethical challenges and risks related to the use and abuse of corporate, personal, or private information.
· Describe the technology-related, cybersecurity risks and how those can be reduced. 
· Articulate Biblical principles that inform how we should use information.
Please review the Module assignment instructions, resources, and scoring rubric carefully.
Here are some coaching suggestions to help shape your learning and paper. 
Module 2: Week 2—Challenges and Biblical Principles In Managing Information
This is a very important topic—so much so that we positioned it early in the course. IT and IM must be grounded in Biblical principles to guide us in ethical and wise uses. As mentioned above, technologies and information have equal potential for evil uses as benevolent ones. Wise public administrators need to know those risks—which are constantly changing and escalating—and constantly be vigilant to prevent misuse of information by themselves, organizations, or external forces. We also know that information is a major source of power in organizations and can be used for good (or not for good). 
Cybersecurity and several other IT challenges and risks have increased significantly due to work-from-home, go-to-school from home, and other uses and locations. I encourage you to search recent news reports–and include in your paper—the changes and challenges of the cyber world—cyber warfare, bullying, trafficking, cyber terror…..
For example, I have worked with many K-12 and Higher Education CIOs. They describe how virtual learning has required major changes in both device security and network security—from ‘clicks in bricks’ (accessing the school’s secure network from within the school on school-approved devices) to ‘clicks outside bricks’ (accessing unsecured or ‘secured, private networks’ from any device and location). 
Watch the news on ways cybersecurity threats and now even cyberwarfare are impacting all our lives.  We are seeing cyberwarfare every day: Russia-Ukraine, what China has done and is doing to Taiwan, etc. And recent news reports are highlighting benevolent and malevolent uses of Artificial Intelligence—so much to that national political and technologies are demanding actions to prevent abuses. Do you think they can keep up with the development and growth of AI??
In this module, you will learn:
1. Major cybersecurity and ethical challenges as well as the ever present risks of how personal or private information can be misused and abused.
2. Biblical principles that inform how we should use information.
Learn:
· Read:
· Valacich: Chapter 10 Securing Information Systems
· In addition, please review the Ethics in IS discussion in Valacich starting in Chapter 1, page 31. 
· We need to understand the cybersecurity, cyberterrorism, cyberwar, etc. 
· And how to minimize those—personally as well as at work. 
· And ethical and unethical uses of IT and IM.
· Watch:
Technology and the Biblical Story
Some persons have had difficulties access the Technology and Biblical Story video. My apologies. Here is another link to access it. 
https://canvas.liberty.edu/courses/201093/pages/watch-technology-and-the-biblical-story?module_item_id=25235249
The Module 2 deliverable is a research paper utilizing 8-10 resources, inclusive of the 2 Reads and 1 Watch assigned resources above.
These additional resources and any others in the current news will be helpful in your work and family life—be certain to review them:
· Here is an article on the Cyber threats predicted for 2023—look for newer sources to see what has changed.
https://www.foxnews.com/us/top-five-cybercrimes-watch-out-for-2023Links to an external site.
· Look up the ransomware attack on the Colonial oil pipeline and its far-reaching impact on millions of lives. Done by Russia. There have been several other threats and attacks on our utility (SCADA) infrastructures. What do you think?
· Here is another ransomware attack on higher education.
https://www.zdnet.com/article/university-of-california-sf-pays-ransomware-hackers-1-14-million-to-salvage-research/ (Links to an external site.)
· Anatomy of Cyber Attack—two ways to access it. 
https://www.youtube.com/watch?v=668mc-_kJBM&ab_channel=JimStackhouse(Links to an external site.)
https://www.youtube.com/watch?v=yVZ8uga_1uU&ab_channel=NetworkSolutions%2CInc.NetworkSolutions%2CInc (Links to an external site.)
· Ransomware explained
https://www.youtube.com/watch?v=Vkjekr6jacg&ab_channel=Kaspersky(Links to an external site.)
· Schools hacked
https://www.freep.com/story/news/education/2020/10/12/hackers-targeting-local-school-districts-walled-lake/5965647002/ (Links to an external site.)
· Social Engineering data breaches
https://www.idtheftcenter.org/how-identity-thieves-use-social-engineering/ (Links to an external site.)
· DDOS is another threat
https://www.csoonline.com/article/3222095/ddos-explained-how-denial-of-service-attacks-are-evolving.html (Links to an external site.)
· And so is Spear Phishing.  You and your children are vulnerable to this as well. 
https://www.trendmicro.com/vinfo/us/security/definition/spear-phishing (Links to an external site.)
· Employee engagement is, in my opinion, critical to ethical actions. Please check out the latest Gallup survey on employee engagement. Do you think actively disengaged employees pose an additional risk to uses of IT and IM? Research social loafing. 
https://www.gallup.com/workplace/352949/employee-engagement-holds-steady-first-half-2021.aspx (Links to an external site.)
· Here are some additional news reports that provide some context on cyber warfare and risks to our SCADA systems. Be thinking about the implications for our lives. You will need to copy and paste into your browser. If blocked because you don’t subscribe to these newspapers do a search on the topic for other sources.

https://www.nytimes.com/2021/11/27/world/middleeast/iran-israel-cyber-hack.html
https://www.latimes.com/world-nation/story/2021-12-23/iran-israel-hacking-heightens-fears-cyberwar
Overview
Technology brings significant risks and challenges along with its benefits. Wise public administrators need to know about those risks and constantly be vigilant to prevent misuse of information by themselves, their organizations, or external forces.
Instructions
This paper focuses on the stakeholders in public sector information management—who are they, what are their roles and impacts, and why is each important to me as a public servant or citizen?
It consists of 3 parts (below) plus an introduction and references sections. To make it easier for readers to follow your thinking, please discuss the topics in the order presented below, with appropriate heading.
· 8 – 10 pages of content, double-spaced
· Current APA format
· Must include citations from all readings, videos, and presentations for the assigned Module: Week plus additional, relevant scholarly articles (published within the last five years) you select—for a total of 12 – 15 sources.
Research Paper: Challenges and Biblical Principles in Managing Information
Apply: Research Paper: Challenges and Biblical Principles in Managing Information
Please organize your content around and use these headings.
Introduction: briefly engage readers and tell them what the paper is about. FYI, no need to do both an abstract and an introduction. A brief introduction telling readers what is in the paper will work well. 
Part 1: Ethical/Legal Issues and Challenges: 
· From your perspective what are the major ethical and legal challenges and risks for abuse that we must keep top of mind in the collection, management, and use of information and technologies overall—and in the public arena specifically? 
· Suggest guidelines to help prevent unethical uses of data in general and especially in the public sector.
Part 2: Technology-related Threats and Challenges, e.g., Cybersecurity: 
· Briefly describe the major technology-related threats, risks, and challenges to protecting data. What are the major threats and risks? Several are listed above. The “dark web” is big business—it is actually a business. Learn as much as you can about it.
· The “dark web” is big business. 
· What is the “dark web”? 
· What threats does it pose to your personal/family use and/or your organization’s use of technology and information? 
· How do we minimize the risks you discussed above? E.g., what are some best/next cybersecurity practices for protecting information and technology assets? If you recommend more training do you think ‘sit and git’ training works? How should training be developed and delivered so genuine learning and application will occur? How are you helping your family and colleagues minimize risks and threats?
Part 3: Biblical Principles: 
· Which Biblical principles can help inform and shape your collection, management, and ethical use of information and technologies?
· Make this knowledge personal and actionable–how will you and how will you help those around you: 
· Prevent the misuse or abuse of information and
· Wisely use information and technology for the benefits of all? 
Summary: what are the key takeaways of importance or value to you?
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
Page 1 of 2

PADM 700 Public Administration Ethics, Statesmanship, & Governance W7

PADM 700
Research Paper: Literature Assessment Assignment Instructions
Overview
Before a scholar can contribute to the academic literature, it is first necessary for that scholar to assess the existing literature. Ultimately, this assessment will be in the form of a thorough Literature Review, which may easily include several dozen sources.
When you write your dissertation, one full chapter will be devoted to an extensive Literature Review. At this point in your studies, you will be asked to complete a much briefer Literature Assessment. This assignment will be less comprehensive and less detailed than a full Literature Review, but it will help you begin to think a bit more broadly about a body of scholarly literature.
If you choose your literature thoughtfully, this assignment can be an important first step toward identifying and assessing literature that will be relevant to your dissertation —or doctoral Capstone Project. 
Instructions
In this assignment you will assess ten or more scholarly sources relevant to a topic that you may research for your dissertation. These ten sources may include – but are not required to include – the sources you used in your Annotated Bibliography assignment. Your Literature Assessment should:
· Explore common themes, assumptions, or approaches in the sources you cover;
· Assess common weaknesses or limitations in the sources you cover;
· Identify implications of your Literature Assessment for your future research.
· Are there common sources you see cited across this literature that seem to be highly influential and worth your attention?
· Are there common conclusions in this literature about future research that might be warranted?
· Are there common errors or oversights that may need to be corrected?
Deliverable
This assignment essentially asks you to learn from all 10 sources and then  up-level your analyses of individual article findings to themes, outcomes, methods, and limitations common to most or all 10.
· Part 1: Cite each article and  briefly summarize its methods and findings. Do you believe the findings of that article are valid and can help inform your dissertation or capstone project? 
· Part 2: Identify 3 or more common themes, assumptions, or approaches in the sources you summarized in Part 1.
· Part 3: Assess and report 3 or more common weaknesses or limitations in the sources.
· Part 4: Identify 3 or more potential implications of this Literature Assessment for your future research. In essence, what can you learn from these sources that will help shape your dissertation or capstone project? 
· Are there common sources you see cited across this literature that seem to be highly influential, valid, and worth your attention?
· Are there common conclusions in this literature about future research that might be warranted? 
· Are there common errors or oversights that may need to be corrected? 
Your Literature Assessment assignment should be presented in current APA format. It should be at least eight pages of content in length, not including your cover page.
Major Evaluation Criteria
· Identification of common elements in literature assessed. Includes clear and convincing account of three or more common elements or themes in literature assessed, along with an evaluation of the significance of these common elements.
· Identification of gaps or weaknesses in literature assessed. Includes clear and convincing account of three or more gaps or weaknesses in literature assessed, along with an evaluation of the significance of these common elements.
· Evaluation of implications for future research. Identifies three or more significant implications for the student’s future research, including (but not limited to) key texts, theories, methodological approaches, or research trends in this public administration area.
Your Literature Assessment Assignment should be presented in current APA format. It should be at least eight pages of content in length, not including your cover page.
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.