Intelligence collection is essential in combating cybercrime.
HSE 410 (APA Format)
Intelligence
Intelligence collection is essential in combating cybercrime.
In our class discussion this week, answer the following questions:
· Explain factors associated with intelligence and investigations that can be applied to cybercrime investigations, such as search and seizure and the laws that govern search and seizure in cybercrime.
· Discuss the federal statutes that impact electronic surveillance and explain how digital evidence is introduced in criminal cases involving cybercrime. Assess some of the most significant Supreme Court cases that involve cybercrime.
Reading preparation:
· Chapter 9: Anarchy and Hate of the World Wide Web
· Chapter 10: Digital Laws and Legislation
· Taylor, R. W., Fritsch, E. J., Liederbach, J., Saylor, M. R., & Tafoya, W. L. (2019). Cyber Crime and Cyber Terrorism. Pearson.
Resources:
https://www.fbi.gov/investigate/cyber/major-cases
https://www.justice.gov/jm/jm-9-7000-electronic-surveillance
5 points
Engagement / Interaction
engaged in a meaningful and relevant dialog with two or more peers
Participation
participated on two or more days
Content / Topic Relevance
Civil Discourse forum contributions always addressed the main topic
Timeliness
responded to main topic the day of the first post due date
Content / Topic Knowledge
displays an excellent understanding of the material
HSE 490 (APA Format)
Discuss what constitutes a state of emergency and a disaster declaration in emergency management. Explain the role of community, state, and federal agencies in emergency responses.
Reading preparation: Chapter 7 Radvanovsky, R. S. & McDougall, A. (2018). Critical infrastructure: Homeland security and emergency preparedness (4th ed.). CRC Press.
Resources: is111_unit 4 (attached)
5 points
Engagement / Interaction
engaged in a meaningful and relevant dialog with two or more peers
Participation
participated on two or more days
Content / Topic Relevance
Civil Discourse forum contributions always addressed the main topic
Timeliness
responded to main topic the day of the first post due date
Content / Topic Knowledge
displays an excellent understanding of the material
LDR 201 (MLA FORMAT)
Post 1: Using what you have read this week, reflect on and answer the following questions in 150 words. You will use the provided links in Week 1 and your research from the institution databases (no Google, Bing, etc searches ) to define leadership. You will include this research at the bottom of your initial post, in MLA format, to avoid plagiarism.
This week, you learned about analytical skills and how it impacts your leadership style. You also continued to explore Authentic Servant Leadership.
This week, you will read and consider a real-life situation. You are to discuss the scenario based on the leadership theories/styles/characteristics, including Authentic Servant Leadership, Critical Thinking, and Metacognition.
Scenario:
Dr. Miles teaches French. She has been teaching for 25 years, was named the Professor of Foreign Language for the state of Georgia, and has always received excellent student evaluations. Students enroll in her class because of her reputation and because she makes learning a foreign language fun. Dr. Miles loves teaching, which is noted through her enthusiasm and subject expertise. She grew up in Belgium, travels extensively, and shares many stories, artifacts, and photographs with her learners.
This term, there are 25 students in her 8:00 AM class! Dr. Miles starts on time since she has a lot of material to share with her class. Dr. Miles’ syllabus notes that class is to start and end on time and if a student is late to be respectful of others when entering class. Since it is an earlier class, it is not unusual for a few students to arrive a few minutes late, which Dr. Miles understands due to early morning traffic and other family responsibilities (like dropping off children at school). Students have always been quiet and polite if they arrive late, so this has never been an issue. Dr. Miles utilizes PowerPoint presentations and videos because she has a lot of visuals to share.
At the start of the second week, Shannon arrives 30 minutes late. To get to her seat, she walks in front of the screen and sits down. Immediately, she begins to chat with her friends about the weekend. While she is not exceedingly loud, she is not silent either. Dr. Miles stops talking, makes eye contact, and waits for Shannon to stop talking. When the professor continues to teach, Shannon starts to talk again as well. This occurs several times. Finally, the professor asks Shannon to stop talking, but this doesn’t happen. At this point, Dr. Miles walks toward Shannon and asks her to leave the class. Shannon responds that she will not be leaving since she paid for the class. The professor replies that “Your actions are disruptive to me and everyone else. You do not have the right to keep others from learning. I want you to leave this classroom.” Shannon still refuses to leave.
If you were the professor, what would you do next? What would you say to Shannon and to the whole class? If you were a student in the class, what would you do or say?
Put your writing into your own words, do not copy directly from the source. Make sure to include a source with all initial posts to earn full credit (like the required resources).
Resources:
https://peoplemanagingpeople.com/personal-development/leadership-management/emotional-intelligence-leadership/
https://www.forbes.com/sites/bernhardschroeder/2019/12/05/to-be-a-great-leader-learn-how-to-be-a-great-follower-the-four-rules-of-following/?sh=1391044b7325
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