According to the text, fear appeals are generally effective except when they scare people without providing constructive advice for avoiding the feared consequences. Four theories have been used to explain the occasional failure of fear appeals.
 

The first theory is Witte’s extended parallel process model (EPPM; 1992). According to EPPM, fear appeal messages provoke two different responses from an audience. One possible response is the tendency to control the danger. This response occurs when a person perceives the danger but at the same time feels capable of acting against it. Accordingly, the person is persuaded by the fear appeal and takes the recommended steps to reduce his or her risk.
 

The other possible response is the tendency to control the fear. This response occurs when the person perceives the danger but does not see a clear way to avoid the risk in the message. As a result, the person tries to control the fear elicited by the message by not thinking about it or by denying its importance. Accordingly, the person is not persuaded by the fear appeal and takes no steps to reduce risk.
 

The second theory is Lerner’s just world hypothesis (1965). Believing that the world is fair leads people to assume that everyone gets what they deserve. Such a belief allows an individual to disengage from the message in a fear appeal. In essence, the person believes that bad things are just not going to happen because he or she hadn’t done anything bad. So, the message delivered by a fear appeal is likely to be ignored when a person believes in a just world.
 

The third theory is protection motivation theory (Rogers, 1975). The theory states that when an individual comes across a fear appeal, he or she assesses the severity of the situation, the probability of something bad happening, the likelihood that the recommended actions of the message will help, and his or her ability to follow the message’s advice. When the threat is high and when the recommended actions are clear and doable, it’s likely that the fear appeal will work. When any of those conditions do not exist, the appeal will fail to convince.
 

The fourth theory is terror management theory (Shehryar & Hunt, 2005). According to this perspective, the fact that human beings have strong survival instincts coupled with their sense of their own vulnerability produces feelings of terror whenever they are reminded of their mortality. This terror is managed by means of an anxiety buffer that is made up of a cultural worldview defined by a set of values and the belief that one is living up to those self-imposed standards. It follows that when fear appeals remind people of impending death, people who are highly committed to their worldview are more likely to feel high anxiety and defend their worldview by rejecting the message.
 

Apply each one of the theories to explain why a smoker may reject a message that features another cigarette smoker who is dying of lung cancer.

please see discussion below and respond with 150 words or more.

Hello class!

Today ill choose the main two sorting algorithms in the background materials to answer the first question.

Lets discuss how Selection and Quicksort work!

Selection Sort:

In its simplest form, a selection sort algorithm sorts the data by  searching through a list for the smallest element then placing this in  the first index position. Once this is complete, it then repeats itself  moving up in elements until the whole list has been sorted. As others  have noted, the time complexity for this algorithm is O(n2).  Having a time complexity of O(n2) makes it a potentially very slow algorithm, especially if the data set is large (James, 2015).

Quicksort time!

Quicksort will sort an array by dividing it into two parts, it uses a  pivot element to compare and divide the array into higher/lower indexes  of the pivot value. Quicksort is implemented in a recursive manner  until the whole array is sorted. Typically in ascending order. The worst  case performance scenario O(n2), the same as selection sort, but on average will perform at O(n log n) (James,2015).

Graphs!

Graphs are nonlinear data structures that consist of a set number of nodes(vertices) and a set of edges that connect the nodes.

In graphs, a pair (x,y) is called an edge. an edge tells us that the x node connects to the y node.

When viewing a graph, the dots are the vertecies/nodes and the lines are the edges.

When it comes to questions that graphs can solve.

Anything with connected nodes is by definition a part of the graph  theory domain. Any tree or network and more. Social networks, semantic  networks, dependency trees, etc.

These can be used to map out chains of events, and connections. This  can be used to also find the shortest possible route between nodes as  well as determine root causes of issues within  routes/chains/relationships.

– Damion 

Project Part 4: Business Impact Analysis (BIA) and Business Continuity Plan (BCP)

Senior management at Health Network has decided they want a business impact analysis (BIA) that examines the company’s data center and a business continuity plan (BCP). Because of the importance of risk management to the organization, management has allocated all funds for both efforts. Your team has their full support, as well as permission to contact any of them directly for participation or inclusion in the BIA or BCP.

Winter storms on the East Coast have affected the ability of Health Network employees to reach the Arlington offices in a safe and timely manner. However, no BCP plan currently exists to address corporate operations. The Arlington office is the primary location for business units, such as Finance, Legal, and Customer Support. Some of the corporate systems, such as the payroll and accounting applications, are located only in the corporate offices. Each corporate location is able to access the other two, and remote virtual private network (VPN) exist between each production data center and the corporate locations.

The corporate systems are not currently being backed up and should be addressed in the new plan. The BCP should also include some details regarding how the BCP will be tested.

For this part of the project:

1. Research BIAs and BCPs.
2. Develop a draft BIA plan for the Health Network that focuses on the data center. The BIA should identify:
   1. Critical business functions
   2. Critical resources
   3. Maximum acceptable outage (MAO) and impact
   4. Recovery point objective (RPO) and recovery time objective (RTO)
3. Develop a draft BCP that could recover business operations while efforts are ongoing to restart previous operations. You may use or repurpose a BCP template you find online. Include a description of how you would test the plan.

Submission Requirements

• Format: Microsoft Word (or compatible)
• Font: Arial, size 12, double-space
• Citation style: Your school’s preferred style guide

Estimated length: 6–10 pages

Python Anaconda Navigator

Which of these anagrams is the odd one out?

2. How do you represent the number 50 in base 5?

3. What common seven-letter word contains the letters LH next to each other?

4. What is the next term in this sequence?

5. There are 1000 meters in a kilometer. If I travel 40 meters in 6 seconds, what is my speed in km/h?

6. Find the missing number. 7-10-3 6-12-2 9-7- 

7. What is the next letter in this series? D N O S A J

8. What five-letter name completes this analogy?

9. What common ten-letter word contains the letters IZM next to each other?

10. What number goes in the blank?

11. If the sum is correct, what digits do A and M represent?

12. Find the missing letter. C-C-C E-C-A D-B- 

13. What 7-letter word becomes longer when the third letter is removed?

14. If yesterday had been Wednesday’s tomorrow and tomorrow is Sunday’s yesterday,
what day would today be?

15. What is the minimum number of identical square tiles needed to tile a rectangular

floor measuring 24 x 30?

16. I can only live when there is light, although I die if the light shines on me. What am I?

17. A car odometer reads 279972, which is a palindrome. What is the next palindrome
that will appear on this odometer?

18. What is the final letter in this sequence?

19. What insect becomes a snake when you cut off its head?

20. Sam is 4 years younger than Paula. In 8 years, Paula will be 35.

 Hi,

First Assignment
Mock Dissertation Chapter Three Methodology
Overview: In week 1, you selected a topic and developed a research question for that topic. Then, you developed a data gathering instrument to measure the question either quantitatively or qualitatively. Now that you have had the opportunity to read how scholarly methodologies are written, you will write a condensed 3-4 page methodology section for your research question using the required headings from the University of the Cumberlands Dissertation Handbook.  Like we discuss in class, each university has unique parameters for what they expect in chapter 3, so you may see papers from other universities that look slightly different. The importance here is to focus on the content, not necessarily the organization. This assignment will help determine your readiness to write a full-length chapter three.
Directions:
1. Review your notes from class on the different methodologies and instruments used to measure. Also, review the examples:
 Exceeds Expectations.docx
Finally, review the rubric:  Rubric for Methodology.docx
2. Develop a 3-4 page (more is fine) methodology section that includes the following:
Introduction
Research Paradigm (qualitative or quantitative) Notes: Choose Qualitative or Quantitative based on what methodology you plan to use for your actual dissertation. You may not choose to do both qualitative and quantitative (mixed-methods)  
Research- or project- Design
Sampling Procedures and
Data Collection Sources
Statistical Tests Summary (quantitative) OR Data Organization Plan (Qualitative). Notes:  If you chose a quantitative research paradigm, you must choose a quantitative statistical test summary option in this section. If you chose a qualitative research paradigm, you must choose the qualitative organization plan option in this section.  
3. Upload your methodology section to this assignment box. 

Second Assignment

Article review. Attached instructions for article review

CREATING A SPREADSHEET FOR DECISION SUPPORT

In this assignment, you produce a spreadsheet that models the problem. Then, in Assignment 2, you will use the spreadsheet to gather data and write a memorandum that explains your findings. In Assignment 3, you may be asked to prepare an oral presentation of your analysis.

A spreadsheet has been started and is available for you to use; it will save you time. If you want to use the spreadsheet skeleton, locate Case 10 in your data files and then select TeachersPensionFund.xlsx. Your worksheet should contain the following sections:

• Constants
• Inputs
• Summary of Key Results
• Calculations
• Fund Balance Statement
• Fund Liability

A discussion of each section follows.

Constants Section

Your spreadsheet should include the constants shown in Figure 10-1. An explanation of the line items follows the figure.

• Retiree Years of Service—On average, teachers work for 25 years before retiring.
• Average Increase in Teacher Salary—Teacher salaries are expected to increase by an average of 1 percent each year for the next 30 years.
• Retiree Rate—On average, 4 percent of teachers are expected to retire each year in the next 30 years.
• Mortality Rate—On average, a pensioner receives payouts for 20 years. On average, 5 percent of pensioners are expected to die each year.
• Expected Average Final Salary—The average final salary for teachers retiring in 2016 was $82,000. The average final salary is expected to increase somewhat each year, as shown.
• Expected Administrative Expense—The pension fund has employees, rents office space, consults with experts in securities markets about investments, and has other expenses. The plan’s administrative cost is expected to be $25 million in 2017 and to increase each year, as shown.

Inputs Section

Your spreadsheet should include the inputs shown in Figure 10-2. Possible values are shown in the figure.

Each of the inputs applies to each of the 30 years modeled. An explanation of the line items follows the figure.

• Cost of Living Adjustment—By union contract, this adjustment is 3 percent. Ideally, plan administrators would like to negotiate this percentage lower.
• Long Term Rate of Return—A 7.5 percent return on investments is assumed. Plan administrators want to see the effects of changing this variable.
• Productivity Factor—The total number of teachers has been declining by 0.5 percent each year in recent years. State officials hope for greater productivity in the future.
• Employee Contribution Rate—Working teachers contribute 9.5 percent of their salary to the pension fund. Some state officials think this rate must increase in the future.
• Final Salary Give Back—State officials want a reduction in the final salary for pension purposes. The reduction would be called the “give-back.”
• State Contribution Factor—By contract, the state contributes 2.5 times what the teachers contribute. This factor may need to be increased to ensure there is enough money to pay pensions.

Summary of Key Results Section

Your worksheet should include the key results shown in Figure 10-3. An explanation of the line items follows the figure.

• NPV of Unfunded Liability—The NPV of the pension fund’s unfunded obligation is computed elsewhere in the spreadsheet and can be echoed here.
• Ratio of Assets to Liability NPV—The ratio of the value of fund assets to fund liabilities is computed elsewhere in the spreadsheet and can be echoed here.

Calculations Section

The Calculations section is shown in Figure 10-4. Some 2016 values are provided. Values for 2017 through 2046 are calculated by formula. Use cell addresses when referring to constants in formulas unless otherwise directed. Use absolute addressing properly. An explanation of the line items follows the figure.

• Average Teacher Salary—The average in a year is a function of the prior year’s value and the expected rate of increase in the year. The latter value is from the Constants section.
• Number of Active Teachers—This amount is a function of the prior year’s value and the expected “productivity factor.” The latter value is from the Inputs section.
• Number of New Retirees—This amount is a function of the number of active teachers in the prior year (from the previous row) and the retiree rate for the year (from the Constants section).
• Number of Retirees—The number of retirees in a year is the number of retirees in the prior year plus the number of new retirees in the year, minus the number of retirees who die in the year. The number of retirees who die is a function of the number of retirees in the prior year and the year’s mortality rate. The latter value is from the Constants section.
• Total Teacher Compensation—This amount is a function of the average teacher salary in the year and the number of active teachers. Both values are from the Calculations section.
• Employee Contribution to Fund—This value is a function of total teacher compensation (from the previous row) and the contribution rate (from the Inputs section).
• State Contribution to Fund—This value is a function of the employee contribution (from the previous row) and the state contribution factor (from the Inputs section).
• Average Retiree Benefit—The average retiree payout in a year is a function of the expected final salary in the year (from the Constants section), the .022 payout rate (a factor you can hardcode), and the expected years of service (from the Constants section). This amount should be increased by the expected cost of living factor and then reduced by any give-back amount; both values are from the Inputs section.
• Expected Benefits Payout—The total benefits to be paid in a year is a function of the average retiree benefit and the number of retirees in a year. Both values are from the Calculations section.

Fund Balance Statement Section

This section shows a calculation of the pension fund balance at the end of each year, as illustrated in Figure 10-5. The pension fund’s balance is increased by employee contributions, state contributions, and earnings on fund assets. The pension fund’s balance is decreased by benefits paid and administrative expenses. An explanation of the line items follows the figure.

• Beginning Balance—The balance at the beginning of a year equals the balance at the end of the prior year.
• Add: Employee Contribution—This amount has been calculated elsewhere in the spreadsheet and can be echoed here.
• Add: State Contribution—This amount has been calculated elsewhere and can be echoed here.
• Add: Income on Investments—This amount equals the fund balance at the beginning of the year multiplied by the expected earnings rate. The latter value is from the Inputs section.
• Less: Benefits Payout—This amount has been calculated elsewhere and can be echoed here.
• Less: Administrative Expenses—This amount is taken from the Constants section and can be echoed here.
• Ending Balance—This amount equals the beginning balance plus the employee contribution, the state contribution, and income on investments, minus the benefits paid and administrative expenses.

Fund Liability Section

This section shows a calculation of the NPV of the pension fund’s unfunded liability and the ratio of fund assets to this NPV, as illustrated in Figure 10-6. An explanation of the line items follows the figure.

• Expected Benefits Payout—The fund’s payout in each year has been calculated elsewhere in the spreadsheet and can be echoed here. The series of values will be used in the NPV calculation.
• Net Present Value of Payouts—The NPV of a series of values is calculated using a discount rate applied to those values. Apply the NPV function to the series of expected benefit payouts using .075 as the discount rate. You can hard-code the discount rate.
• NPV of Unfunded Liability—This value is the NPV of payouts minus the fund balance at the end of 2017.
• Ratio of Assets to Liability NPV—This value is the ratio of the fund balance at the end of 2017 to the NPV of payouts.

Using the Spreadsheet to Gather Data

You have built the spreadsheet to create “what-if” scenarios for the model’s input values. The inputs represent the logic of a question and the outputs provide information needed to answer the question. The budget director’s questions are discussed next.

Question 1 (Base Case)

The budget director asks, “What are the net present value of the unfunded liability and the ratio of assets to the net present value of the unfunded liability, given the current situation? This is the ‘base case.’ How bad are things right now?” The inputs for the base case are shown in Figure 10-7.

Enter the inputs and then observe the outputs in the Summary of Key Results section. Next, manually record the results in a summary area. You could use a second worksheet for this purpose, as shown in Figure 10-8 (values shown are for illustration only).

Question 2 (Worst Case)

The budget director says, “In the worst case, we cannot do anything about the cost of living adjustment, the stock market tanks, and we earn very little—say 3 percent. Productivity goes to zero and other factors remain the same. That is the ‘worst case.’ How bad would that be?” The inputs for the worst case are shown in Figure 10-9.

Enter the inputs and then observe the outputs in the Summary of Key Results section. Next, manually record the results in the summary area.

Question 3 (Aggressive Case)

The budget director says, “In my dreams, I take an aggressive line with the union and I win the battles. The cost of living adjustment is reduced to 1 percent. The productivity factor doubles to 1 percent. The employee contribution rate is increased to 10 percent. The salary give-back is $4,000, and the stock market comes back, so we earn 10 percent on our money. That is the ‘aggressive case.’ How good would things be? Surely the ratio gets to 80 percent then!” The inputs for the aggressive case are shown in Figure 10-10.

Enter the inputs and then observe the outputs in the Summary of Key Results section. Next, manually record the results in the summary area.

Question 4 (Rescue Case)

The budget director says, “I know the governor is going to ask what the state would have to do to bail out the current system. So, assume the conditions of the base case, except for the state contribution factor.” Run a “what-if” scenario with that factor until you reach a ratio of 80 percent. How big a factor is needed? Call this question the “rescue case.” How much extra money would the state have to contribute versus the base case contribution by the state? The inputs for the rescue case are shown in Figure 10-11.

Enter the inputs and then observe the outputs in the Summary of Key Results section. The extra dollar amount that the state would contribute can be calculated by comparing state contribution amounts in the Calculations section in the two scenarios. Next, manually record the results in the summary area.

When you finish gathering data for the four questions, print the model’s worksheet with any set of inputs. Print the summary sheet data as well, and then save the spreadsheet for the final time.

Documenting your Findings and Recommendation in a Memo

Document your findings in a memo that answers the budget director’s four questions. The memo should also state your more general assessment of the fund’s financial position: How bad or good is the situation? Use the following guidelines to prepare your memo in Microsoft Word:

• Your memo should have proper and standard headings, such as Date, To, From, and Subject. You can address the memo to the administrators of the state pension fund. Set up your memo as described in Tutorial E.
• Briefly outline the situation. However, you need not provide much background—you can assume that readers are familiar with the situation.
• Answer the four questions in the body of the memo.
• Include tables and charts to support your claims, as your instructor specifies. Tutorial E explains how to create a table in Microsoft Word. Tutorial F explains how to create charts in Excel.

GIVING AN ORAL PRESENTATION

Assume that the budget director asks you to be ready to present your analysis and results in an oral presentation to some key legislators. “These guys are always looking for the silver bullet—you know, trying to fix the problem by changing only one thing. So, they want to see sensitivity data and they want it in chart format,” she tells you. “For example, someone will want to know how much the asset-to-liability ratio would change if there was a change in the market rate of return. So get those kinds of charts ready.”

Prepare to talk to the group for 10 minutes or less. Tutorial F explains how to prepare and give an oral presentation.

Your instructor will tell you what sensitivity analyses to prepare or may tell you to choose these analyses yourself. The example chart to which the budget director referred should look like the one shown in Figure 10-12.

need help with a question, upon communication.

see attached file for question

 Instructions

For this project, you will apply the CompTIA 6-Step Troubleshooting Process to explain how you would tackle Hudson Fisher Associates Help Desk Tickets. There are three groups of tickets, Level 1, Level 2, and Level 3. You will pick two tickets from each group.

As you prepare to analyze and hopefully solve these typical IT help desk tickets, keep in mind that for this course, it is more about the process and less about finding the “correct” answer. You may not always find an exact answer from the information given. The problems are structured to approximate what you will find in the workplace. Use a logical and repeatable process (e.g., the CompTIA 6-Step Troubleshooting Process) and eliminate the improbable as you work your way through each scenario.

CompTIA 6-Step Troubleshooting Process:

1. Identify the problem.
2. Establish a theory of probable cause.
3. Evaluate the theory to determine the actual cause.
4. Establish a plan of action to resolve the problem and implement the solution.
5. Verify full system functionality and if applicable implement preventative measures.
6. Document findings, actions, and outcomes.

How Will My Work Be Evaluated?

As you progress in your information technology and cybersecurity career, you may find yourself making presentations to customers, client audiences, and management. For this assignment, you should articulate your findings from the six support cases.

But the challenge you face is in expressing a technical solution to a nontechnical audience. Avoid jargon and acronyms. Find a way to relay your solution (and challenges) in language that your audience will find easily relatable.

Communicating in this manner will not always be easy. You may struggle to find the right analogy or metaphor. But if you can master the skill of summarizing your results and recommendations to management in an effective presentation, you will demonstrate how you use your technical knowledge to convey your ideas to others in a professional setting. You will also earn the respect and trust of your peers, your supervisor, and upper management as an effective communicator. You will be viewed as an employee ready for advancement.

The following evaluation criteria aligned to the competencies will be used to grade your assignment:

• 1.1.1: Articulate the main idea and purpose of a communication.
• 1.1.3: Present ideas in a clear, logical order appropriate to the task.
• 1.3.3: Integrate appropriate credible sources to illustrate and validate ideas.
• 2.1.1: Identify the issue or problem under consideration.
• 2.3.1: State conclusions or solutions clearly and precisely.
• 12.7.2: Explain the process of analyzing IT incidents.
• 13.1.1: Create documentation appropriate to the stakeholder.

Your deliverable for the project is an annotated PowerPoint Presentation covering the following:

• List of the six tickets you selected (two each from Level 1, Level 2, and Level 3)
• One to two slides for each ticket, in which you:
  • State the problem.
  • Describe the steps taken to troubleshoot/analyze the problem.
  • Propose a brief resolution.
• One summary slide: What did you find challenging or interesting about one or two of the support cases (opinion-based)?
• One reference slide (two to six IEEE references). Include references for materials you consulted in TestOut or on the internet.

If you haven’t already done it last week, download the Support Queue Case Study Presentation Template to get started.

Delete the instructional text from the template before you submit.