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    Describe how research through nurse health studies contributes to evidence-based practice.

    -Contribute to the initial post using a minimum of 450 words. You must include at least two scholarly sources, format, and cite according to current APA guidelines.

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    Please see attachment for instructions – 2 years ago **files (4)** – ## WK2AssignmentInstructions.docx – ## Information_Security_Design_Implementation_Measure…_—-_Chapter_3._Developing_an_Information_Security_Evaluation_ISE_Proces….pdf – Information_Security_Design_Implementat…

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    – 2 years ago

    **files (4)**

    – ## WK2AssignmentInstructions.docx

    – ## Information_Security_Design_Implementation_Measure…_—-_Chapter_3._Developing_an_Information_Security_Evaluation_ISE_Proces….pdf

    – Information_Security_Design_Implementation_Measure…_—-_Chapter_4._A_Security_Baseline.pdf
    – Information_Security_Fundamentals_—-_Chapter_3_Cryptology.pdf

    **## WK2AssignmentInstructions.docx**

    provide a one-page response to the following topic below utilizing supporting documentation obtained from your textbooks and the Internet.  Be sure to include an APA Reference Page

    **Topic**: Assess the various Access Control methods.

    **## Information_Security_Design_Implementation_Measure…_—-_Chapter_3._Developing_an_Information_Security_Evaluation_ISE_Proces….pdf**

    49

    3

    Developing an
    Information Security
    Evaluation (ISE™) Process

    The information security evaluation (ISE™) process is a marriage between the
    ISRAM™ (Information Security Risk Assessment Model) and the GISAM™ (Glo-
    bal Information Security Assessment Methodology) into a cohesive business process
    delivering an accurate and reliable assessment of an organization’s information
    security program.

    The rationale for developing a formal business process is to ensure that a
    repeatable process is delivered for each GISAM assessment, ensuring accuracy and
    reliability of risk management information. In a large organization this can have
    tremendous impact on the success of the assessment process. By having a formal
    and documented process, the business has an opportunity to train information secu-
    rity professionals as well as the business stakeholders who will be reviewing the
    GISAM reports. These concepts hold true whether the assessments are delivered
    internally or a professional services or consulting company offers this type of
    assessment as a service.

    Supporting documentation and systems can be developed to help business man-
    agers interpret information security findings and analysis because this type of infor-
    mation can be complex and overwhelming to non-information security or non-risk
    management professionals. I have personally developed several helper documents
    targeting various groups in an effort to help the target audience understand and apply
    the information and report data more effectively. As you begin developing your own
    material and assessments, the development of these types of documents will naturally
    unfold.

    THE CULMINATION OF ISRAM AND GISAM

    The ISRAM and GISAM are only one part of the equation when developing and
    implementing formal information security risk assessments. The model provides the
    context for a suitable assessment methodology to be designed and developed. The
    assessment method must accurately reflect all of the organizational requirements
    and still adhere to the principles of the model. The system or environment being
    assessed is the key driver for the type and scope of information security risk assess-
    ment method. The assessment method should adhere to the model but still factor in
    specific organizational requests and requirements.

    AU7087_C003.fm Page 49 Thursday, April 27, 2006 3:31 PM

    Layton, Timothy P.. Information Security : Design, Implementation, Measurement, and Compliance, Auerbach Publishers,
    Incorporated, 2006. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/apus/detail.action?docID=267956.
    Created from apus on 2025-04-18 02:44:42.

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    50

    Information Security

    One of the best ways to accomplish this is to ensure that there is an executive
    sponsor on board and that all of the necessary resources and business elements are
    involved in the scope statement. Representatives from human resources, legal, com-
    pliance, internal audit, risk management, and business heads are all logical choices
    for involvement.

    BUSINESS PROCESS

    Independent of business process mechanics and technology, a professional still must
    deliver the GISAM, and he or she will be communicating and interacting with a
    wide array of people within the organization. By having a well-documented assess-
    ment delivery process, management can be assured of the assessment scope and
    expected output results.

    S

    TEP

    1: D

    OCUMENTATION

    Documentation describing the scope and intent of the pending information security
    risk assessment should be developed and presented to target representatives well in
    advance of the assessment date. This should be included in an introduction type
    document and capable of standing on its own. Special care should be taken to write
    the document in straightforward business language and explain at a reasonable level
    of detail what is involved in the assessment process.

    I am not sure anyone is happy and anxious to have their organization evaluated
    by an outsider, much less by internal audit. This is a key thought to keep in mind
    when setting up meetings for the assessment. Typically executive management has
    secured a firm to conduct the assessment, or it could be a function of internal audit
    in larger organizations. Whether you call it a review, an assessment, or the nasty

    audit

    word, people in general have their guards up and would rather go to the dentist
    than talk with you. One method that usually helps calm everyone’s nerves is to have
    a well-documented process and provide the target audience with a concise and
    streamlined account of the upcoming process, activities, and expectations.

    A sample meeting agenda should be developed and provided to the main point
    of contact within the target group. The sample agenda should be fully documented
    with times, meeting topics, and resource names. They should be instructed to replace
    the fictitious names with the actual names of company representatives who will be
    attending the assessment. The GISAM is logically broken up into 11 topical areas
    because of the security clauses in the ISO/IEC 17799:2005 (27002). Most U.S.
    organizations do not have a working knowledge of the security clause domains
    within the standard and the terms will likely sound very foreign to them. Special
    care should be taken to develop an overview of the 11 domains and give them some
    working examples to help them apply these terms and phrases to their organization.
    The meeting agenda should track with the flow of the GISAM. One easy way to
    accomplish this is to simply follow the flow of the 11 ISO/IEC 17799:2005 (27002)
    main security clauses.

    The information security assessment professional will have a much easier time
    on site conducting the assessment and interviews if everyone has a predisclosed

    AU7087_C003.fm Page 50 Thursday, April 27, 2006 3:31 PM

    Layton, Timothy P.. Information Security : Design, Implementation, Measurement, and Compliance, Auerbach Publishers,
    Incorporated, 2006. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/apus/detail.action?docID=267956.
    Created from apus on 2025-04-18 02:44:42.

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    Developing an Information Security Evaluation (ISE™) Process

    51

    understanding of the topics, time requirements, and level of resources required to
    attend the personal interviews.

    A separate document could be developed providing an overview of the 11 main
    security clauses and the type of resources normally responsible for these areas.
    Whether the information security assessment is internal or external, nothing is more
    damaging than having the wrong people available during the assessment process. A
    good approach to help minimize this type of error is to have the target group assign
    responsible parties for each of the 11 main security clauses in addition to having
    them assign resources to the areas within the meeting agenda. The responsible party
    could be potentially different from the people who will be interviewed during the
    assessment process.

    A short questionnaire should be developed and delivered to the target group
    along with the rest of the assessment documents. A few select key questions in the
    11 main security clause areas can go a long way toward helping the information
    security professional understand where the organization stands before being sur-
    prised once the assessment process begins. You can refer to Chapters 7 through 17
    and use some of the questions presented for each of the 133 controls in your
    questionnaire. Also, you may want to align your questions around the KRI or security
    baseline controls to help give you a perspective on the target organization’s infor-
    mation security program. It is not advisable that you list these controls as the security
    baseline or KRI controls until the time of the review. It is possible that an organization
    could use this knowledge to skew the outcome of the assessment.

    S

    TEP

    2: D

    OCUMENTATION

    R

    EVIEW

    Once the target resources have completed the initial documentation, they should be
    asked to send it back to a point of contact on the risk assessment team. From there
    the information security assessment professional should receive and ultimately
    review all of the returned documentation to ensure the validity of the information
    provided and verify that enough information was provided to ensure a successful
    on-site assessment. If the documentation does not meet the information security
    professional’s expectation, action should be taken to help close this gap as quickly
    as possible. A careful review should be performed on the meeting agenda to ensure
    that all of the correct resources will be available for the upcoming meetings.

    S

    TEP

    3: N

    EGOTIATE

    M

    EETING

    A

    GENDA

    The meeting agenda is one of the most critical documents in the entire assessment
    process. It has the potential to make the assessment painless and straightforward as
    well as the potential to derail the process to the point of creating gaps or even failure.
    Special care should be taken to ensure that all vested parties have the appropriate
    expectations about the upcoming meetings and that the correct resources will be
    available during the assessment.

    AU7087_C003.fm Page 51 Thursday, April 27, 2006 3:31 PM

    Layton, Timothy P.. Information Security : Design, Implementation, Measurement, and Compliance, Auerbach Publishers,
    Incorporated, 2006. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/apus/detail.action?docID=267956.
    Created from apus on 2025-04-18 02:44:42.

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    52

    Information Security

    S

    TEP

    4: P

    ERFORM

    GISAM

    The assessment actually beings when the information security assessment profes-
    sional shows up on site and begins the meeting process with the target resources.
    Typically it is a good idea to hold a kickoff meeting to make introductions and set
    expectations for the upcoming interviews and activities. After the initial meeting it
    is important to only meet with the responsible parties for each of the 11 main security
    clauses and keep the number of people in the meetings to a minimum. It can be
    very distracting and produce inaccurate results if multiple people are attempting to
    answer the same question.

    The GISAM is broken down into five main activities: introduction, network
    architecture review, tour of data center and facilities, controls review, and control
    validation.

    The introduction was described in the above paragraph. The other thing to note
    is that this is a critical time of the assessment because first impressions are critical
    and perceptions will likely be difficult to change after this time. It is always a good
    idea to make the target group feel comfortable and at ease.

    Next, the network architecture review should be conducted with the appropriate
    network resources. In Chapter 2 in the “Network Security Architecture Evaluation”
    section, the scope of this portion of the assessment was reviewed and discussed.
    This is a critical part of the review because every organization is concerned about
    how confidential data is stored, processed, and transported. The local and wide area
    network is the vehicle most often used for these activities. If the assessing organi-
    zation has control standards or security policies to be enforced around data protec-
    tion, this section of the assessment becomes even more important and potentially
    critical. The time required to perform the network architecture review varies based
    on the complexity of the network and the amount of confidential data being trans-
    ported, processed, or stored in the network.

    Taking a tour of the facilities and data center is a key component to understanding
    the state of the physical and environmental controls that will be assessed in the
    upcoming controls review. During this walkthrough, the information security pro-
    fessional should be taking written and mental notes to discuss later in the assessment
    as appropriate. This portion of the assessment can take as little as 30 minutes or,
    depending on the size of the facilities and data center, it can take substantially longer.

    Next, the individual interviews should occur for each of the 11 main security
    clauses as agreed on in the meeting agenda. For most organizations, reviewing the
    133 controls can be accomplished in about one day, or possibly a little longer
    depending on a number of variables. At this point, a total of one and a half days
    have expired and the remaining on-site activities involve the validation of controls.

    The process of validation is up to the assessing organization, but it is highly
    recommended for a select number of controls. A good foundation for validation is
    the 35 KRI controls. It is important that KRI controls are validated to the level of
    effectiveness that they were rated during the assessment. The KRI controls have the
    ability to impact the overall risk rating for the assessment, and it is logical to assume
    that executive management would want confirmation on the state of these critical
    controls. This is something that will have to be decided on in the scope of each

    AU7087_C003.fm Page 52 Thursday, April 27, 2006 3:31 PM

    Layton, Timothy P.. Information Security : Design, Implementation, Measurement, and Compliance, Auerbach Publishers,
    Incorporated, 2006. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/apus/detail.action?docID=267956.
    Created from apus on 2025-04-18 02:44:42.

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    Developing an Information Security Evaluation (ISE™) Process

    53

    assessment. Typically, the enterprise compliance or corporate information security
    function will have strong feelings about this one way or the other. Be sure to include
    all appropriate people and roles within the organization before making any decisions
    on this.

    S

    TEP

    5: A

    NALYSIS

    AND

    F

    INDINGS

    After the on-site portion of the assessment is complete, the information security
    professional must analyze all of his or her notes and assessment data before assigning
    the overall risk rating. Each control is reviewed very closely with special attention
    on the KRI controls and the network architecture portions of the review. Special
    care should be taken for any control that is rated as a level 3 or below because
    management must be able to understand the identified risks and create an action
    plan to eliminate or reduce the gap to an acceptable level. This part of the assessment
    can take several days to complete depending on the complexity of the data and the
    amount of controls that received a low rating. The information security assessment
    professional must keep in mind that business leaders were not present during the
    assessment and the only information they receive on the cited risks is the information
    provided in the final report. The analysis, findings, and recommendations should be
    written in a business type format and targeted at non-security professionals.

    S

    TEP

    6: P

    EER

    R

    EVIEW

    The last recommended step before providing the final report to the target group, or
    to the management of the target group, is to have a peer review the findings and
    analysis. Having a peer review the assessment adds one more layer of assurance that
    the information and analysis included in the report are accurate, understandable, and
    credible. It is highly advisable for organizations to include a peer review process
    for these types of assessments.

    S

    TEP

    7: S

    UBMIT

    GISAM F

    INAL

    R

    EPORT

    The GISAM final report is the culmination of everyone’s effort and the only portion
    of the product that executive management and key stakeholders will see. In the
    second chapter in the “Reporting” section, a listing of suggested report elements
    was described and provided for consideration. Whatever the final report sections
    turn out to be, it is important that the reports are consistent and delivered in the
    same way to ensure consistency. The information included in the GISAM final report
    is highly sensitive and considered confidential by most. Therefore, it is critical that
    the reports are provided to only the appropriate parties and that any copies of them
    are protected by appropriate controls. Information and data in these reports could
    lead to devastating events for the organization if the noted vulnerabilities were
    exploited.

    It is a good idea to hold a postreview meeting with all of the appropriate
    stakeholders and the information security assessment professional to discuss the key
    points and findings of the assessment. The information security assessment profes-
    sional is closest to the review and has the most comprehensive knowledge about the

    AU7087_C003.fm Page 53 Thursday, April 27, 2006 3:31 PM

    Layton, Timothy P.. Information Security : Design, Implementation, Measurement, and Compliance, Auerbach Publishers,
    Incorporated, 2006. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/apus/detail.action?docID=267956.
    Created from apus on 2025-04-18 02:44:42.

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    54

    Information Security

    identified risks. It is highly likely that management may want or need more infor-
    mation to help prioritize risk management activities. Readers of the GISAM report
    should have read through the report and taken notes on key topics requiring more
    information before the group meeting is scheduled and held.

    S

    TEP

    8: R

    EMEDIATION

    At this point, the appropriate management personnel and key stakeholders should
    have a current copy of the GISAM report and have read through the entire report.
    After the postreview meeting, it is up to executive management and key stakeholders
    to address the findings and analysis of the GISAM report according to their risk
    management strategy. For obvious reasons, the information security assessment
    professional should not be included in the remediation or risk management process.

    AU7087_C003.fm Page 54 Thursday, April 27, 2006 3:31 PM

    Layton, Timothy P.. Information Security : Design, Implementation, Measurement, and Compliance, Auerbach Publishers,
    Incorporated, 2006. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/apus/detail.action?docID=267956.
    Created from apus on 2025-04-18 02:44:42.

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    **Information_Security_Design_Implementation_Measure…_—-_Chapter_4._A_Security_Baseline.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/information-security-design-implementation-measure-chapter-4-a-security-baseline-pdf-10266221)

    **Information_Security_Fundamentals_—-_Chapter_3_Cryptology.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/information-security-fundamentals-chapter-3-cryptology-pdf-10266223)

    **Information_Security_Fundamentals_—-_Chapter_3_Cryptology.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/information-security-fundamentals-chapter-3-cryptology-pdf-10266223)

    **## WK2AssignmentInstructions.docx**

    provide a one-page response to the following topic below utilizing supporting documentation obtained from your textbooks and the Internet.  Be sure to include an APA Reference Page

    **Topic**: Assess the various Access Control methods.

    **## Information_Security_Design_Implementation_Measure…_—-_Chapter_3._Developing_an_Information_Security_Evaluation_ISE_Proces….pdf**

    49

    3

    Developing an
    Information Security
    Evaluation (ISE™) Process

    The information security evaluation (ISE™) process is a marriage between the
    ISRAM™ (Information Security Risk Assessment Model) and the GISAM™ (Glo-
    bal Information Security Assessment Methodology) into a cohesive business process
    delivering an accurate and reliable assessment of an organization’s information
    security program.

    The rationale for developing a formal business process is to ensure that a
    repeatable process is delivered for each GISAM assessment, ensuring accuracy and
    reliability of risk management information. In a large organization this can have
    tremendous impact on the success of the assessment process. By having a formal
    and documented process, the business has an opportunity to train information secu-
    rity professionals as well as the business stakeholders who will be reviewing the
    GISAM reports. These concepts hold true whether the assessments are delivered
    internally or a professional services or consulting company offers this type of
    assessment as a service.

    Supporting documentation and systems can be developed to help business man-
    agers interpret information security findings and analysis because this type of infor-
    mation can be complex and overwhelming to non-information security or non-risk
    management professionals. I have personally developed several helper documents
    targeting various groups in an effort to help the target audience understand and apply
    the information and report data more effectively. As you begin developing your own
    material and assessments, the development of these types of documents will naturally
    unfold.

    THE CULMINATION OF ISRAM AND GISAM

    The ISRAM and GISAM are only one part of the equation when developing and
    implementing formal information security risk assessments. The model provides the
    context for a suitable assessment methodology to be designed and developed. The
    assessment method must accurately reflect all of the organizational requirements
    and still adhere to the principles of the model. The system or environment being
    assessed is the key driver for the type and scope of information security risk assess-
    ment method. The assessment method should adhere to the model but still factor in
    specific organizational requests and requirements.

    AU7087_C003.fm Page 49 Thursday, April 27, 2006 3:31 PM

    Layton, Timothy P.. Information Security : Design, Implementation, Measurement, and Compliance, Auerbach Publishers,
    Incorporated, 2006. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/apus/detail.action?docID=267956.
    Created from apus on 2025-04-18 02:44:42.

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    50

    Information Security

    One of the best ways to accomplish this is to ensure that there is an executive
    sponsor on board and that all of the necessary resources and business elements are
    involved in the scope statement. Representatives from human resources, legal, com-
    pliance, internal audit, risk management, and business heads are all logical choices
    for involvement.

    BUSINESS PROCESS

    Independent of business process mechanics and technology, a professional still must
    deliver the GISAM, and he or she will be communicating and interacting with a
    wide array of people within the organization. By having a well-documented assess-
    ment delivery process, management can be assured of the assessment scope and
    expected output results.

    S

    TEP

    1: D

    OCUMENTATION

    Documentation describing the scope and intent of the pending information security
    risk assessment should be developed and presented to target representatives well in
    advance of the assessment date. This should be included in an introduction type
    document and capable of standing on its own. Special care should be taken to write
    the document in straightforward business language and explain at a reasonable level
    of detail what is involved in the assessment process.

    I am not sure anyone is happy and anxious to have their organization evaluated
    by an outsider, much less by internal audit. This is a key thought to keep in mind
    when setting up meetings for the assessment. Typically executive management has
    secured a firm to conduct the assessment, or it could be a function of internal audit
    in larger organizations. Whether you call it a review, an assessment, or the nasty

    audit

    word, people in general have their guards up and would rather go to the dentist
    than talk with you. One method that usually helps calm everyone’s nerves is to have
    a well-documented process and provide the target audience with a concise and
    streamlined account of the upcoming process, activities, and expectations.

    A sample meeting agenda should be developed and provided to the main point
    of contact within the target group. The sample agenda should be fully documented
    with times, meeting topics, and resource names. They should be instructed to replace
    the fictitious names with the actual names of company representatives who will be
    attending the assessment. The GISAM is logically broken up into 11 topical areas
    because of the security clauses in the ISO/IEC 17799:2005 (27002). Most U.S.
    organizations do not have a working knowledge of the security clause domains
    within the standard and the terms will likely sound very foreign to them. Special
    care should be taken to develop an overview of the 11 domains and give them some
    working examples to help them apply these terms and phrases to their organization.
    The meeting agenda should track with the flow of the GISAM. One easy way to
    accomplish this is to simply follow the flow of the 11 ISO/IEC 17799:2005 (27002)
    main security clauses.

    The information security assessment professional will have a much easier time
    on site conducting the assessment and interviews if everyone has a predisclosed

    AU7087_C003.fm Page 50 Thursday, April 27, 2006 3:31 PM

    Layton, Timothy P.. Information Security : Design, Implementation, Measurement, and Compliance, Auerbach Publishers,
    Incorporated, 2006. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/apus/detail.action?docID=267956.
    Created from apus on 2025-04-18 02:44:42.

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    Developing an Information Security Evaluation (ISE™) Process

    51

    understanding of the topics, time requirements, and level of resources required to
    attend the personal interviews.

    A separate document could be developed providing an overview of the 11 main
    security clauses and the type of resources normally responsible for these areas.
    Whether the information security assessment is internal or external, nothing is more
    damaging than having the wrong people available during the assessment process. A
    good approach to help minimize this type of error is to have the target group assign
    responsible parties for each of the 11 main security clauses in addition to having
    them assign resources to the areas within the meeting agenda. The responsible party
    could be potentially different from the people who will be interviewed during the
    assessment process.

    A short questionnaire should be developed and delivered to the target group
    along with the rest of the assessment documents. A few select key questions in the
    11 main security clause areas can go a long way toward helping the information
    security professional understand where the organization stands before being sur-
    prised once the assessment process begins. You can refer to Chapters 7 through 17
    and use some of the questions presented for each of the 133 controls in your
    questionnaire. Also, you may want to align your questions around the KRI or security
    baseline controls to help give you a perspective on the target organization’s infor-
    mation security program. It is not advisable that you list these controls as the security
    baseline or KRI controls until the time of the review. It is possible that an organization
    could use this knowledge to skew the outcome of the assessment.

    S

    TEP

    2: D

    OCUMENTATION

    R

    EVIEW

    Once the target resources have completed the initial documentation, they should be
    asked to send it back to a point of contact on the risk assessment team. From there
    the information security assessment professional should receive and ultimately
    review all of the returned documentation to ensure the validity of the information
    provided and verify that enough information was provided to ensure a successful
    on-site assessment. If the documentation does not meet the information security
    professional’s expectation, action should be taken to help close this gap as quickly
    as possible. A careful review should be performed on the meeting agenda to ensure
    that all of the correct resources will be available for the upcoming meetings.

    S

    TEP

    3: N

    EGOTIATE

    M

    EETING

    A

    GENDA

    The meeting agenda is one of the most critical documents in the entire assessment
    process. It has the potential to make the assessment painless and straightforward as
    well as the potential to derail the process to the point of creating gaps or even failure.
    Special care should be taken to ensure that all vested parties have the appropriate
    expectations about the upcoming meetings and that the correct resources will be
    available during the assessment.

    AU7087_C003.fm Page 51 Thursday, April 27, 2006 3:31 PM

    Layton, Timothy P.. Information Security : Design, Implementation, Measurement, and Compliance, Auerbach Publishers,
    Incorporated, 2006. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/apus/detail.action?docID=267956.
    Created from apus on 2025-04-18 02:44:42.

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    Information Security

    S

    TEP

    4: P

    ERFORM

    GISAM

    The assessment actually beings when the information security assessment profes-
    sional shows up on site and begins the meeting process with the target resources.
    Typically it is a good idea to hold a kickoff meeting to make introductions and set
    expectations for the upcoming interviews and activities. After the initial meeting it
    is important to only meet with the responsible parties for each of the 11 main security
    clauses and keep the number of people in the meetings to a minimum. It can be
    very distracting and produce inaccurate results if multiple people are attempting to
    answer the same question.

    The GISAM is broken down into five main activities: introduction, network
    architecture review, tour of data center and facilities, controls review, and control
    validation.

    The introduction was described in the above paragraph. The other thing to note
    is that this is a critical time of the assessment because first impressions are critical
    and perceptions will likely be difficult to change after this time. It is always a good
    idea to make the target group feel comfortable and at ease.

    Next, the network architecture review should be conducted with the appropriate
    network resources. In Chapter 2 in the “Network Security Architecture Evaluation”
    section, the scope of this portion of the assessment was reviewed and discussed.
    This is a critical part of the review because every organization is concerned about
    how confidential data is stored, processed, and transported. The local and wide area
    network is the vehicle most often used for these activities. If the assessing organi-
    zation has control standards or security policies to be enforced around data protec-
    tion, this section of the assessment becomes even more important and potentially
    critical. The time required to perform the network architecture review varies based
    on the complexity of the network and the amount of confidential data being trans-
    ported, processed, or stored in the network.

    Taking a tour of the facilities and data center is a key component to understanding
    the state of the physical and environmental controls that will be assessed in the
    upcoming controls review. During this walkthrough, the information security pro-
    fessional should be taking written and mental notes to discuss later in the assessment
    as appropriate. This portion of the assessment can take as little as 30 minutes or,
    depending on the size of the facilities and data center, it can take substantially longer.

    Next, the individual interviews should occur for each of the 11 main security
    clauses as agreed on in the meeting agenda. For most organizations, reviewing the
    133 controls can be accomplished in about one day, or possibly a little longer
    depending on a number of variables. At this point, a total of one and a half days
    have expired and the remaining on-site activities involve the validation of controls.

    The process of validation is up to the assessing organization, but it is highly
    recommended for a select number of controls. A good foundation for validation is
    the 35 KRI controls. It is important that KRI controls are validated to the level of
    effectiveness that they were rated during the assessment. The KRI controls have the
    ability to impact the overall risk rating for the assessment, and it is logical to assume
    that executive management would want confirmation on the state of these critical
    controls. This is something that will have to be decided on in the scope of each

    AU7087_C003.fm Page 52 Thursday, April 27, 2006 3:31 PM

    Layton, Timothy P.. Information Security : Design, Implementation, Measurement, and Compliance, Auerbach Publishers,
    Incorporated, 2006. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/apus/detail.action?docID=267956.
    Created from apus on 2025-04-18 02:44:42.

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    Developing an Information Security Evaluation (ISE™) Process

    53

    assessment. Typically, the enterprise compliance or corporate information security
    function will have strong feelings about this one way or the other. Be sure to include
    all appropriate people and roles within the organization before making any decisions
    on this.

    S

    TEP

    5: A

    NALYSIS

    AND

    F

    INDINGS

    After the on-site portion of the assessment is complete, the information security
    professional must analyze all of his or her notes and assessment data before assigning
    the overall risk rating. Each control is reviewed very closely with special attention
    on the KRI controls and the network architecture portions of the review. Special
    care should be taken for any control that is rated as a level 3 or below because
    management must be able to understand the identified risks and create an action
    plan to eliminate or reduce the gap to an acceptable level. This part of the assessment
    can take several days to complete depending on the complexity of the data and the
    amount of controls that received a low rating. The information security assessment
    professional must keep in mind that business leaders were not present during the
    assessment and the only information they receive on the cited risks is the information
    provided in the final report. The analysis, findings, and recommendations should be
    written in a business type format and targeted at non-security professionals.

    S

    TEP

    6: P

    EER

    R

    EVIEW

    The last recommended step before providing the final report to the target group, or
    to the management of the target group, is to have a peer review the findings and
    analysis. Having a peer review the assessment adds one more layer of assurance that
    the information and analysis included in the report are accurate, understandable, and
    credible. It is highly advisable for organizations to include a peer review process
    for these types of assessments.

    S

    TEP

    7: S

    UBMIT

    GISAM F

    INAL

    R

    EPORT

    The GISAM final report is the culmination of everyone’s effort and the only portion
    of the product that executive management and key stakeholders will see. In the
    second chapter in the “Reporting” section, a listing of suggested report elements
    was described and provided for consideration. Whatever the final report sections
    turn out to be, it is important that the reports are consistent and delivered in the
    same way to ensure consistency. The information included in the GISAM final report
    is highly sensitive and considered confidential by most. Therefore, it is critical that
    the reports are provided to only the appropriate parties and that any copies of them
    are protected by appropriate controls. Information and data in these reports could
    lead to devastating events for the organization if the noted vulnerabilities were
    exploited.

    It is a good idea to hold a postreview meeting with all of the appropriate
    stakeholders and the information security assessment professional to discuss the key
    points and findings of the assessment. The information security assessment profes-
    sional is closest to the review and has the most comprehensive knowledge about the

    AU7087_C003.fm Page 53 Thursday, April 27, 2006 3:31 PM

    Layton, Timothy P.. Information Security : Design, Implementation, Measurement, and Compliance, Auerbach Publishers,
    Incorporated, 2006. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/apus/detail.action?docID=267956.
    Created from apus on 2025-04-18 02:44:42.

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    54

    Information Security

    identified risks. It is highly likely that management may want or need more infor-
    mation to help prioritize risk management activities. Readers of the GISAM report
    should have read through the report and taken notes on key topics requiring more
    information before the group meeting is scheduled and held.

    S

    TEP

    8: R

    EMEDIATION

    At this point, the appropriate management personnel and key stakeholders should
    have a current copy of the GISAM report and have read through the entire report.
    After the postreview meeting, it is up to executive management and key stakeholders
    to address the findings and analysis of the GISAM report according to their risk
    management strategy. For obvious reasons, the information security assessment
    professional should not be included in the remediation or risk management process.

    AU7087_C003.fm Page 54 Thursday, April 27, 2006 3:31 PM

    Layton, Timothy P.. Information Security : Design, Implementation, Measurement, and Compliance, Auerbach Publishers,
    Incorporated, 2006. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/apus/detail.action?docID=267956.
    Created from apus on 2025-04-18 02:44:42.

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    **Information_Security_Design_Implementation_Measure…_—-_Chapter_4._A_Security_Baseline.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/information-security-design-implementation-measure-chapter-4-a-security-baseline-pdf-10266221)

    **Information_Security_Fundamentals_—-_Chapter_3_Cryptology.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/information-security-fundamentals-chapter-3-cryptology-pdf-10266223)

    **## WK2AssignmentInstructions.docx**

    provide a one-page response to the following topic below utilizing supporting documentation obtained from your textbooks and the Internet.  Be sure to include an APA Reference Page

    **Topic**: Assess the various Access Control methods.

    **## Information_Security_Design_Implementation_Measure…_—-_Chapter_3._Developing_an_Information_Security_Evaluation_ISE_Proces….pdf**

    49

    3

    Developing an
    Information Security
    Evaluation (ISE™) Process

    The information security evaluation (ISE™) process is a marriage between the
    ISRAM™ (Information Security Risk Assessment Model) and the GISAM™ (Glo-
    bal Information Security Assessment Methodology) into a cohesive business process
    delivering an accurate and reliable assessment of an organization’s information
    security program.

    The rationale for developing a formal business process is to ensure that a
    repeatable process is delivered for each GISAM assessment, ensuring accuracy and
    reliability of risk management information. In a large organization this can have
    tremendous impact on the success of the assessment process. By having a formal
    and documented process, the business has an opportunity to train information secu-
    rity professionals as well as the business stakeholders who will be reviewing the
    GISAM reports. These concepts hold true whether the assessments are delivered
    internally or a professional services or consulting company offers this type of
    assessment as a service.

    Supporting documentation and systems can be developed to help business man-
    agers interpret information security findings and analysis because this type of infor-
    mation can be complex and overwhelming to non-information security or non-risk
    management professionals. I have personally developed several helper documents
    targeting various groups in an effort to help the target audience understand and apply
    the information and report data more effectively. As you begin developing your own
    material and assessments, the development of these types of documents will naturally
    unfold.

    THE CULMINATION OF ISRAM AND GISAM

    The ISRAM and GISAM are only one part of the equation when developing and
    implementing formal information security risk assessments. The model provides the
    context for a suitable assessment methodology to be designed and developed. The
    assessment method must accurately reflect all of the organizational requirements
    and still adhere to the principles of the model. The system or environment being
    assessed is the key driver for the type and scope of information security risk assess-
    ment method. The assessment method should adhere to the model but still factor in
    specific organizational requests and requirements.

    AU7087_C003.fm Page 49 Thursday, April 27, 2006 3:31 PM

    Layton, Timothy P.. Information Security : Design, Implementation, Measurement, and Compliance, Auerbach Publishers,
    Incorporated, 2006. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/apus/detail.action?docID=267956.
    Created from apus on 2025-04-18 02:44:42.

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    50

    Information Security

    One of the best ways to accomplish this is to ensure that there is an executive
    sponsor on board and that all of the necessary resources and business elements are
    involved in the scope statement. Representatives from human resources, legal, com-
    pliance, internal audit, risk management, and business heads are all logical choices
    for involvement.

    BUSINESS PROCESS

    Independent of business process mechanics and technology, a professional still must
    deliver the GISAM, and he or she will be communicating and interacting with a
    wide array of people within the organization. By having a well-documented assess-
    ment delivery process, management can be assured of the assessment scope and
    expected output results.

    S

    TEP

    1: D

    OCUMENTATION

    Documentation describing the scope and intent of the pending information security
    risk assessment should be developed and presented to target representatives well in
    advance of the assessment date. This should be included in an introduction type
    document and capable of standing on its own. Special care should be taken to write
    the document in straightforward business language and explain at a reasonable level
    of detail what is involved in the assessment process.

    I am not sure anyone is happy and anxious to have their organization evaluated
    by an outsider, much less by internal audit. This is a key thought to keep in mind
    when setting up meetings for the assessment. Typically executive management has
    secured a firm to conduct the assessment, or it could be a function of internal audit
    in larger organizations. Whether you call it a review, an assessment, or the nasty

    audit

    word, people in general have their guards up and would rather go to the dentist
    than talk with you. One method that usually helps calm everyone’s nerves is to have
    a well-documented process and provide the target audience with a concise and
    streamlined account of the upcoming process, activities, and expectations.

    A sample meeting agenda should be developed and provided to the main point
    of contact within the target group. The sample agenda should be fully documented
    with times, meeting topics, and resource names. They should be instructed to replace
    the fictitious names with the actual names of company representatives who will be
    attending the assessment. The GISAM is logically broken up into 11 topical areas
    because of the security clauses in the ISO/IEC 17799:2005 (27002). Most U.S.
    organizations do not have a working knowledge of the security clause domains
    within the standard and the terms will likely sound very foreign to them. Special
    care should be taken to develop an overview of the 11 domains and give them some
    working examples to help them apply these terms and phrases to their organization.
    The meeting agenda should track with the flow of the GISAM. One easy way to
    accomplish this is to simply follow the flow of the 11 ISO/IEC 17799:2005 (27002)
    main security clauses.

    The information security assessment professional will have a much easier time
    on site conducting the assessment and interviews if everyone has a predisclosed

    AU7087_C003.fm Page 50 Thursday, April 27, 2006 3:31 PM

    Layton, Timothy P.. Information Security : Design, Implementation, Measurement, and Compliance, Auerbach Publishers,
    Incorporated, 2006. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/apus/detail.action?docID=267956.
    Created from apus on 2025-04-18 02:44:42.

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    Developing an Information Security Evaluation (ISE™) Process

    51

    understanding of the topics, time requirements, and level of resources required to
    attend the personal interviews.

    A separate document could be developed providing an overview of the 11 main
    security clauses and the type of resources normally responsible for these areas.
    Whether the information security assessment is internal or external, nothing is more
    damaging than having the wrong people available during the assessment process. A
    good approach to help minimize this type of error is to have the target group assign
    responsible parties for each of the 11 main security clauses in addition to having
    them assign resources to the areas within the meeting agenda. The responsible party
    could be potentially different from the people who will be interviewed during the
    assessment process.

    A short questionnaire should be developed and delivered to the target group
    along with the rest of the assessment documents. A few select key questions in the
    11 main security clause areas can go a long way toward helping the information
    security professional understand where the organization stands before being sur-
    prised once the assessment process begins. You can refer to Chapters 7 through 17
    and use some of the questions presented for each of the 133 controls in your
    questionnaire. Also, you may want to align your questions around the KRI or security
    baseline controls to help give you a perspective on the target organization’s infor-
    mation security program. It is not advisable that you list these controls as the security
    baseline or KRI controls until the time of the review. It is possible that an organization
    could use this knowledge to skew the outcome of the assessment.

    S

    TEP

    2: D

    OCUMENTATION

    R

    EVIEW

    Once the target resources have completed the initial documentation, they should be
    asked to send it back to a point of contact on the risk assessment team. From there
    the information security assessment professional should receive and ultimately
    review all of the returned documentation to ensure the validity of the information
    provided and verify that enough information was provided to ensure a successful
    on-site assessment. If the documentation does not meet the information security
    professional’s expectation, action should be taken to help close this gap as quickly
    as possible. A careful review should be performed on the meeting agenda to ensure
    that all of the correct resources will be available for the upcoming meetings.

    S

    TEP

    3: N

    EGOTIATE

    M

    EETING

    A

    GENDA

    The meeting agenda is one of the most critical documents in the entire assessment
    process. It has the potential to make the assessment painless and straightforward as
    well as the potential to derail the process to the point of creating gaps or even failure.
    Special care should be taken to ensure that all vested parties have the appropriate
    expectations about the upcoming meetings and that the correct resources will be
    available during the assessment.

    AU7087_C003.fm Page 51 Thursday, April 27, 2006 3:31 PM

    Layton, Timothy P.. Information Security : Design, Implementation, Measurement, and Compliance, Auerbach Publishers,
    Incorporated, 2006. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/apus/detail.action?docID=267956.
    Created from apus on 2025-04-18 02:44:42.

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    52

    Information Security

    S

    TEP

    4: P

    ERFORM

    GISAM

    The assessment actually beings when the information security assessment profes-
    sional shows up on site and begins the meeting process with the target resources.
    Typically it is a good idea to hold a kickoff meeting to make introductions and set
    expectations for the upcoming interviews and activities. After the initial meeting it
    is important to only meet with the responsible parties for each of the 11 main security
    clauses and keep the number of people in the meetings to a minimum. It can be
    very distracting and produce inaccurate results if multiple people are attempting to
    answer the same question.

    The GISAM is broken down into five main activities: introduction, network
    architecture review, tour of data center and facilities, controls review, and control
    validation.

    The introduction was described in the above paragraph. The other thing to note
    is that this is a critical time of the assessment because first impressions are critical
    and perceptions will likely be difficult to change after this time. It is always a good
    idea to make the target group feel comfortable and at ease.

    Next, the network architecture review should be conducted with the appropriate
    network resources. In Chapter 2 in the “Network Security Architecture Evaluation”
    section, the scope of this portion of the assessment was reviewed and discussed.
    This is a critical part of the review because every organization is concerned about
    how confidential data is stored, processed, and transported. The local and wide area
    network is the vehicle most often used for these activities. If the assessing organi-
    zation has control standards or security policies to be enforced around data protec-
    tion, this section of the assessment becomes even more important and potentially
    critical. The time required to perform the network architecture review varies based
    on the complexity of the network and the amount of confidential data being trans-
    ported, processed, or stored in the network.

    Taking a tour of the facilities and data center is a key component to understanding
    the state of the physical and environmental controls that will be assessed in the
    upcoming controls review. During this walkthrough, the information security pro-
    fessional should be taking written and mental notes to discuss later in the assessment
    as appropriate. This portion of the assessment can take as little as 30 minutes or,
    depending on the size of the facilities and data center, it can take substantially longer.

    Next, the individual interviews should occur for each of the 11 main security
    clauses as agreed on in the meeting agenda. For most organizations, reviewing the
    133 controls can be accomplished in about one day, or possibly a little longer
    depending on a number of variables. At this point, a total of one and a half days
    have expired and the remaining on-site activities involve the validation of controls.

    The process of validation is up to the assessing organization, but it is highly
    recommended for a select number of controls. A good foundation for validation is
    the 35 KRI controls. It is important that KRI controls are validated to the level of
    effectiveness that they were rated during the assessment. The KRI controls have the
    ability to impact the overall risk rating for the assessment, and it is logical to assume
    that executive management would want confirmation on the state of these critical
    controls. This is something that will have to be decided on in the scope of each

    AU7087_C003.fm Page 52 Thursday, April 27, 2006 3:31 PM

    Layton, Timothy P.. Information Security : Design, Implementation, Measurement, and Compliance, Auerbach Publishers,
    Incorporated, 2006. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/apus/detail.action?docID=267956.
    Created from apus on 2025-04-18 02:44:42.

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    Developing an Information Security Evaluation (ISE™) Process

    53

    assessment. Typically, the enterprise compliance or corporate information security
    function will have strong feelings about this one way or the other. Be sure to include
    all appropriate people and roles within the organization before making any decisions
    on this.

    S

    TEP

    5: A

    NALYSIS

    AND

    F

    INDINGS

    After the on-site portion of the assessment is complete, the information security
    professional must analyze all of his or her notes and assessment data before assigning
    the overall risk rating. Each control is reviewed very closely with special attention
    on the KRI controls and the network architecture portions of the review. Special
    care should be taken for any control that is rated as a level 3 or below because
    management must be able to understand the identified risks and create an action
    plan to eliminate or reduce the gap to an acceptable level. This part of the assessment
    can take several days to complete depending on the complexity of the data and the
    amount of controls that received a low rating. The information security assessment
    professional must keep in mind that business leaders were not present during the
    assessment and the only information they receive on the cited risks is the information
    provided in the final report. The analysis, findings, and recommendations should be
    written in a business type format and targeted at non-security professionals.

    S

    TEP

    6: P

    EER

    R

    EVIEW

    The last recommended step before providing the final report to the target group, or
    to the management of the target group, is to have a peer review the findings and
    analysis. Having a peer review the assessment adds one more layer of assurance that
    the information and analysis included in the report are accurate, understandable, and
    credible. It is highly advisable for organizations to include a peer review process
    for these types of assessments.

    S

    TEP

    7: S

    UBMIT

    GISAM F

    INAL

    R

    EPORT

    The GISAM final report is the culmination of everyone’s effort and the only portion
    of the product that executive management and key stakeholders will see. In the
    second chapter in the “Reporting” section, a listing of suggested report elements
    was described and provided for consideration. Whatever the final report sections
    turn out to be, it is important that the reports are consistent and delivered in the
    same way to ensure consistency. The information included in the GISAM final report
    is highly sensitive and considered confidential by most. Therefore, it is critical that
    the reports are provided to only the appropriate parties and that any copies of them
    are protected by appropriate controls. Information and data in these reports could
    lead to devastating events for the organization if the noted vulnerabilities were
    exploited.

    It is a good idea to hold a postreview meeting with all of the appropriate
    stakeholders and the information security assessment professional to discuss the key
    points and findings of the assessment. The information security assessment profes-
    sional is closest to the review and has the most comprehensive knowledge about the

    AU7087_C003.fm Page 53 Thursday, April 27, 2006 3:31 PM

    Layton, Timothy P.. Information Security : Design, Implementation, Measurement, and Compliance, Auerbach Publishers,
    Incorporated, 2006. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/apus/detail.action?docID=267956.
    Created from apus on 2025-04-18 02:44:42.

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    54

    Information Security

    identified risks. It is highly likely that management may want or need more infor-
    mation to help prioritize risk management activities. Readers of the GISAM report
    should have read through the report and taken notes on key topics requiring more
    information before the group meeting is scheduled and held.

    S

    TEP

    8: R

    EMEDIATION

    At this point, the appropriate management personnel and key stakeholders should
    have a current copy of the GISAM report and have read through the entire report.
    After the postreview meeting, it is up to executive management and key stakeholders
    to address the findings and analysis of the GISAM report according to their risk
    management strategy. For obvious reasons, the information security assessment
    professional should not be included in the remediation or risk management process.

    AU7087_C003.fm Page 54 Thursday, April 27, 2006 3:31 PM

    Layton, Timothy P.. Information Security : Design, Implementation, Measurement, and Compliance, Auerbach Publishers,
    Incorporated, 2006. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/apus/detail.action?docID=267956.
    Created from apus on 2025-04-18 02:44:42.

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    **Information_Security_Design_Implementation_Measure…_—-_Chapter_4._A_Security_Baseline.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/information-security-design-implementation-measure-chapter-4-a-security-baseline-pdf-10266221)

    **Information_Security_Fundamentals_—-_Chapter_3_Cryptology.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/information-security-fundamentals-chapter-3-cryptology-pdf-10266223)

  • [Solved] Assigment .Apa seven . All instructions attached.

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (3)** – ## Template11.docx – ## ConceptAnalysis.docx – ## ConceptAnalysisEvaluationRubric.docx **## Template11.docx** ![](https://www.sweetstudy.com/questions/assigment-apa-seven-all-instructions-attached-20900549) by: Student Name (Student ID) Theoretical Foundations of Advanc…

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    – 2 years ago

    **files (3)**

    – ## Template11.docx

    – ## ConceptAnalysis.docx

    – ## ConceptAnalysisEvaluationRubric.docx

    **## Template11.docx**

    ![](https://www.sweetstudy.com/questions/assigment-apa-seven-all-instructions-attached-20900549)

    by:

    Student Name

    (Student ID)

    Theoretical Foundations of Advanced Practice Nursing

    (NRSE 500)

    (Date)

    ## image1.png

    **## ConceptAnalysis.docx**

    _Concept Analysis_

    **Concept Analysis Assignment Instructions**

    **5 pages and 4 references**

    **Objective:**
    Each group will conduct a concept analysis following the detailed instructions provided in the lecture (Module 6). The purpose of this assignment is to deepen your understanding of key nursing concepts by examining their
    _definitions, attributes, antecedents, consequences, and applications in practice._

    **Instructions:**

    1.
    **Group Work:** This is a group assignment. Each group will be assigned a specific concept for analysis (see below).

    2.
    **Follow the Concept Analysis Framework:** Use the structured approach discussed in the lecture (Module 6) to analyze your assigned concept. Your analysis should include the following components:

    ·
    **Definition:** Provide a clear definition of the concept from various sources, including literature and professional guidelines.

    ·
    **Attributes:** Identify the essential characteristics that define the concept.

    ·
    **Antecedents:** Discuss the conditions or factors that must be present for the concept to occur.

    ·
    **Consequences:** Explain the outcomes or effects that result from the concept.

    ·
    **Empirical Referents:** Identify how the concept can be measured or observed in practice.

    ·
    **Model Case:** Present a real or hypothetical case that exemplifies the concept.

    3.
    **Use the Provided Example:** A concept analysis of
    _Primary Care_ is provided as an example to guide your work. Use it as a reference for structuring your analysis. (See the supplemental resource in "Reading & Multimedia" tab)

    4.
    **Format:**

    · APA format style in-text content and references

    5.
    **Submission:**

    · Submit
    **one final document per group**  by the due date.

    · Ensure all group members’ names are listed on the submission.

    · Remember to use the Template previously provided to present the project.

    **Concepts Assigned:**

    **Team 1** –
    _Nursing Empowerment_

    **Team 2** –
    _Interprofessional Collaboration_

    **Team 3** –
    _Nursing Advocacy_

    **Submission Instructions:**

    · Submit your assignment by 11:59 PM Eastern on
    **Sunday, April 27, 2025**.

    · Review the rubric to determine how your assignment will be graded.

    **## ConceptAnalysisEvaluationRubric.docx**

    **Concept Analysis Rubric**

    | | | | | |
    | — | — | — | — | — |
    | Criteria | Excellent <br>(4) | Good <br>(3) | Satisfactory (2) | Needs Improvement (1) |
    | Definition & Literature Review <br>\_\_\__ | Clear, comprehensive definition with strong literature support from multiple scholarly sources. | Mostly clear definition with adequate literature support. | Basic definition with limited literature support. | Unclear or missing definition, weak or no literature support. |
    | Attributes <br>\_\_\__ | Clearly identifies and explains key attributes with strong supporting examples. | Identifies key attributes with some explanation and examples. | Lists attributes but lacks depth in explanation or examples. | Missing or weak identification of attributes. |
    | Antecedents & Consequences <br>\_\_\__ | Thorough discussion of both antecedents and consequences with clear logical connections. | Adequate discussion of antecedents and consequences, some minor gaps. | Basic discussion with minimal connection to the concept. | Lacks clarity or incomplete discussion of antecedents and consequences. |
    | Empirical Referents <br>\_\_\__ | Clearly identifies and explains how the concept is measured or observed in practice. | Identifies referents but with some gaps in explanation. | Basic identification with limited explanation or examples. | Missing or weak discussion of empirical referents. |
    | Model Case <br>\_\_\__ | Well-developed and relevant case that strongly illustrates the concept. | Mostly relevant case with minor gaps in clarity or application. | Basic case provided but lacks depth or strong connection to the concept. | Missing or poorly developed model case. |
    | Clarity & Organization <br>\_\_\__ | Well-structured, logical flow, and easy to follow. | Mostly clear organization with minor structural issues. | Somewhat unclear or inconsistent organization. | Poorly structured, difficult to follow. |
    | Use of Scholarly Sources & APA Formatting <br>\_\_\__ | Properly cited scholarly sources, excellent adherence to APA style. | Mostly correct APA formatting, minor citation errors. | Some formatting and citation mistakes lacks sufficient scholarly sources. | Major formatting errors, little to no scholarly sources. |

    **Total _____ / 28 pts**

    **Comments**

    | |
    | — |
    | |
    | |
    | |

    **Student: _____________________________ Professor: __________________________**

    **Date: ___________________**

    **©2025-Prof. Emily Diaz Acevedo**

    **AGMU – Nursing Department**

    **## ConceptAnalysisEvaluationRubric.docx**

    **Concept Analysis Rubric**

    | | | | | |
    | — | — | — | — | — |
    | Criteria | Excellent <br>(4) | Good <br>(3) | Satisfactory (2) | Needs Improvement (1) |
    | Definition & Literature Review <br>\_\_\__ | Clear, comprehensive definition with strong literature support from multiple scholarly sources. | Mostly clear definition with adequate literature support. | Basic definition with limited literature support. | Unclear or missing definition, weak or no literature support. |
    | Attributes <br>\_\_\__ | Clearly identifies and explains key attributes with strong supporting examples. | Identifies key attributes with some explanation and examples. | Lists attributes but lacks depth in explanation or examples. | Missing or weak identification of attributes. |
    | Antecedents & Consequences <br>\_\_\__ | Thorough discussion of both antecedents and consequences with clear logical connections. | Adequate discussion of antecedents and consequences, some minor gaps. | Basic discussion with minimal connection to the concept. | Lacks clarity or incomplete discussion of antecedents and consequences. |
    | Empirical Referents <br>\_\_\__ | Clearly identifies and explains how the concept is measured or observed in practice. | Identifies referents but with some gaps in explanation. | Basic identification with limited explanation or examples. | Missing or weak discussion of empirical referents. |
    | Model Case <br>\_\_\__ | Well-developed and relevant case that strongly illustrates the concept. | Mostly relevant case with minor gaps in clarity or application. | Basic case provided but lacks depth or strong connection to the concept. | Missing or poorly developed model case. |
    | Clarity & Organization <br>\_\_\__ | Well-structured, logical flow, and easy to follow. | Mostly clear organization with minor structural issues. | Somewhat unclear or inconsistent organization. | Poorly structured, difficult to follow. |
    | Use of Scholarly Sources & APA Formatting <br>\_\_\__ | Properly cited scholarly sources, excellent adherence to APA style. | Mostly correct APA formatting, minor citation errors. | Some formatting and citation mistakes lacks sufficient scholarly sources. | Major formatting errors, little to no scholarly sources. |

    **Total _____ / 28 pts**

    **Comments**

    | |
    | — |
    | |
    | |
    | |

    **Student: _____________________________ Professor: __________________________**

    **Date: ___________________**

    **©2025-Prof. Emily Diaz Acevedo**

    **AGMU – Nursing Department**

    **## Template11.docx**

    ![](https://www.sweetstudy.com/questions/assigment-apa-seven-all-instructions-attached-20900549)

    by:

    Student Name

    (Student ID)

    Theoretical Foundations of Advanced Practice Nursing

    (NRSE 500)

    (Date)

    ## image1.png

    **## ConceptAnalysis.docx**

    _Concept Analysis_

    **Concept Analysis Assignment Instructions**

    **5 pages and 4 references**

    **Objective:**
    Each group will conduct a concept analysis following the detailed instructions provided in the lecture (Module 6). The purpose of this assignment is to deepen your understanding of key nursing concepts by examining their
    _definitions, attributes, antecedents, consequences, and applications in practice._

    **Instructions:**

    1.
    **Group Work:** This is a group assignment. Each group will be assigned a specific concept for analysis (see below).

    2.
    **Follow the Concept Analysis Framework:** Use the structured approach discussed in the lecture (Module 6) to analyze your assigned concept. Your analysis should include the following components:

    ·
    **Definition:** Provide a clear definition of the concept from various sources, including literature and professional guidelines.

    ·
    **Attributes:** Identify the essential characteristics that define the concept.

    ·
    **Antecedents:** Discuss the conditions or factors that must be present for the concept to occur.

    ·
    **Consequences:** Explain the outcomes or effects that result from the concept.

    ·
    **Empirical Referents:** Identify how the concept can be measured or observed in practice.

    ·
    **Model Case:** Present a real or hypothetical case that exemplifies the concept.

    3.
    **Use the Provided Example:** A concept analysis of
    _Primary Care_ is provided as an example to guide your work. Use it as a reference for structuring your analysis. (See the supplemental resource in "Reading & Multimedia" tab)

    4.
    **Format:**

    · APA format style in-text content and references

    5.
    **Submission:**

    · Submit
    **one final document per group**  by the due date.

    · Ensure all group members’ names are listed on the submission.

    · Remember to use the Template previously provided to present the project.

    **Concepts Assigned:**

    **Team 1** –
    _Nursing Empowerment_

    **Team 2** –
    _Interprofessional Collaboration_

    **Team 3** –
    _Nursing Advocacy_

    **Submission Instructions:**

    · Submit your assignment by 11:59 PM Eastern on
    **Sunday, April 27, 2025**.

    · Review the rubric to determine how your assignment will be graded.

    **## ConceptAnalysisEvaluationRubric.docx**

    **Concept Analysis Rubric**

    | | | | | |
    | — | — | — | — | — |
    | Criteria | Excellent <br>(4) | Good <br>(3) | Satisfactory (2) | Needs Improvement (1) |
    | Definition & Literature Review <br>\_\_\__ | Clear, comprehensive definition with strong literature support from multiple scholarly sources. | Mostly clear definition with adequate literature support. | Basic definition with limited literature support. | Unclear or missing definition, weak or no literature support. |
    | Attributes <br>\_\_\__ | Clearly identifies and explains key attributes with strong supporting examples. | Identifies key attributes with some explanation and examples. | Lists attributes but lacks depth in explanation or examples. | Missing or weak identification of attributes. |
    | Antecedents & Consequences <br>\_\_\__ | Thorough discussion of both antecedents and consequences with clear logical connections. | Adequate discussion of antecedents and consequences, some minor gaps. | Basic discussion with minimal connection to the concept. | Lacks clarity or incomplete discussion of antecedents and consequences. |
    | Empirical Referents <br>\_\_\__ | Clearly identifies and explains how the concept is measured or observed in practice. | Identifies referents but with some gaps in explanation. | Basic identification with limited explanation or examples. | Missing or weak discussion of empirical referents. |
    | Model Case <br>\_\_\__ | Well-developed and relevant case that strongly illustrates the concept. | Mostly relevant case with minor gaps in clarity or application. | Basic case provided but lacks depth or strong connection to the concept. | Missing or poorly developed model case. |
    | Clarity & Organization <br>\_\_\__ | Well-structured, logical flow, and easy to follow. | Mostly clear organization with minor structural issues. | Somewhat unclear or inconsistent organization. | Poorly structured, difficult to follow. |
    | Use of Scholarly Sources & APA Formatting <br>\_\_\__ | Properly cited scholarly sources, excellent adherence to APA style. | Mostly correct APA formatting, minor citation errors. | Some formatting and citation mistakes lacks sufficient scholarly sources. | Major formatting errors, little to no scholarly sources. |

    **Total _____ / 28 pts**

    **Comments**

    | |
    | — |
    | |
    | |
    | |

    **Student: _____________________________ Professor: __________________________**

    **Date: ___________________**

    **©2025-Prof. Emily Diaz Acevedo**

    **AGMU – Nursing Department**

    **## Template11.docx**

    ![](https://www.sweetstudy.com/questions/assigment-apa-seven-all-instructions-attached-20900549)

    by:

    Student Name

    (Student ID)

    Theoretical Foundations of Advanced Practice Nursing

    (NRSE 500)

    (Date)

    ## image1.png

    **## ConceptAnalysis.docx**

    _Concept Analysis_

    **Concept Analysis Assignment Instructions**

    **5 pages and 4 references**

    **Objective:**
    Each group will conduct a concept analysis following the detailed instructions provided in the lecture (Module 6). The purpose of this assignment is to deepen your understanding of key nursing concepts by examining their
    _definitions, attributes, antecedents, consequences, and applications in practice._

    **Instructions:**

    1.
    **Group Work:** This is a group assignment. Each group will be assigned a specific concept for analysis (see below).

    2.
    **Follow the Concept Analysis Framework:** Use the structured approach discussed in the lecture (Module 6) to analyze your assigned concept. Your analysis should include the following components:

    ·
    **Definition:** Provide a clear definition of the concept from various sources, including literature and professional guidelines.

    ·
    **Attributes:** Identify the essential characteristics that define the concept.

    ·
    **Antecedents:** Discuss the conditions or factors that must be present for the concept to occur.

    ·
    **Consequences:** Explain the outcomes or effects that result from the concept.

    ·
    **Empirical Referents:** Identify how the concept can be measured or observed in practice.

    ·
    **Model Case:** Present a real or hypothetical case that exemplifies the concept.

    3.
    **Use the Provided Example:** A concept analysis of
    _Primary Care_ is provided as an example to guide your work. Use it as a reference for structuring your analysis. (See the supplemental resource in "Reading & Multimedia" tab)

    4.
    **Format:**

    · APA format style in-text content and references

    5.
    **Submission:**

    · Submit
    **one final document per group**  by the due date.

    · Ensure all group members’ names are listed on the submission.

    · Remember to use the Template previously provided to present the project.

    **Concepts Assigned:**

    **Team 1** –
    _Nursing Empowerment_

    **Team 2** –
    _Interprofessional Collaboration_

    **Team 3** –
    _Nursing Advocacy_

    **Submission Instructions:**

    · Submit your assignment by 11:59 PM Eastern on
    **Sunday, April 27, 2025**.

    · Review the rubric to determine how your assignment will be graded.

    **## ConceptAnalysisEvaluationRubric.docx**

    **Concept Analysis Rubric**

    | | | | | |
    | — | — | — | — | — |
    | Criteria | Excellent <br>(4) | Good <br>(3) | Satisfactory (2) | Needs Improvement (1) |
    | Definition & Literature Review <br>\_\_\__ | Clear, comprehensive definition with strong literature support from multiple scholarly sources. | Mostly clear definition with adequate literature support. | Basic definition with limited literature support. | Unclear or missing definition, weak or no literature support. |
    | Attributes <br>\_\_\__ | Clearly identifies and explains key attributes with strong supporting examples. | Identifies key attributes with some explanation and examples. | Lists attributes but lacks depth in explanation or examples. | Missing or weak identification of attributes. |
    | Antecedents & Consequences <br>\_\_\__ | Thorough discussion of both antecedents and consequences with clear logical connections. | Adequate discussion of antecedents and consequences, some minor gaps. | Basic discussion with minimal connection to the concept. | Lacks clarity or incomplete discussion of antecedents and consequences. |
    | Empirical Referents <br>\_\_\__ | Clearly identifies and explains how the concept is measured or observed in practice. | Identifies referents but with some gaps in explanation. | Basic identification with limited explanation or examples. | Missing or weak discussion of empirical referents. |
    | Model Case <br>\_\_\__ | Well-developed and relevant case that strongly illustrates the concept. | Mostly relevant case with minor gaps in clarity or application. | Basic case provided but lacks depth or strong connection to the concept. | Missing or poorly developed model case. |
    | Clarity & Organization <br>\_\_\__ | Well-structured, logical flow, and easy to follow. | Mostly clear organization with minor structural issues. | Somewhat unclear or inconsistent organization. | Poorly structured, difficult to follow. |
    | Use of Scholarly Sources & APA Formatting <br>\_\_\__ | Properly cited scholarly sources, excellent adherence to APA style. | Mostly correct APA formatting, minor citation errors. | Some formatting and citation mistakes lacks sufficient scholarly sources. | Major formatting errors, little to no scholarly sources. |

    **Total _____ / 28 pts**

    **Comments**

    | |
    | — |
    | |
    | |
    | |

    **Student: _____________________________ Professor: __________________________**

    **Date: ___________________**

    **©2025-Prof. Emily Diaz Acevedo**

    **AGMU – Nursing Department**

  • [Solved] cccccc

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – [\ \ emptyfile.docx](https://www.sweetstudy.com/files/emptyfile-docx-10266755 "emptyfile.docx") – 2 years ago

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    \
    emptyfile.docx](https://www.sweetstudy.com/files/emptyfile-docx-10266755 "emptyfile.docx")

    – 2 years ago

  • [Solved] Business & Finance Data analytical assignment week 5 assignment 2

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    please review the assignment instructions attached, will need to download JASP to complete the assignment due 5pm 4/21 – [\ \ Week5analyticalassignment2.docx](https://www.sweetstudy.com/files/week5analyticalassignment2-docx "Week5analyticalassignment2.docx") – [\ \ EXCELWEEK5Assignment2data.csv]…

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    Assignment Prompt & Instructions

    please review the assignment instructions attached, will need to download JASP to complete the assignment due 5pm 4/21

    – [\
    \
    Week5analyticalassignment2.docx](https://www.sweetstudy.com/files/week5analyticalassignment2-docx "Week5analyticalassignment2.docx")
    – [\
    \
    EXCELWEEK5Assignment2data.csv](https://www.sweetstudy.com/files/excelweek5assignment2data-csv-10269335 "EXCELWEEK5Assignment2data.csv")
    – [\
    \
    Week5analyticalassignment2.docx](https://www.sweetstudy.com/files/week5analyticalassignment2-docx-10269361 "Week5analyticalassignment2.docx")

    – 2 years ago

  • [Solved] ICL 7503: Final

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    Grade: 8th Math Text(s): Brahier, D. (2016). Teaching Secondary and Middle School Mathematics. New York: Routledge. ISBN: 9781138922785 – [\ \ ICL7503FinalProjectS251.pdf](https://www.sweetstudy.com/files/icl7503finalprojects251-pdf "ICL7503FinalProjectS251.pdf") – 2 years ago

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    Assignment Prompt & Instructions

    Grade: 8th Math

    Text(s): Brahier, D. (2016). Teaching Secondary and Middle School Mathematics. New York: Routledge. ISBN:

    9781138922785

    – [\
    \
    ICL7503FinalProjectS251.pdf](https://www.sweetstudy.com/files/icl7503finalprojects251-pdf "ICL7503FinalProjectS251.pdf")

    – 2 years ago

  • [Solved] I need help brainstorm

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    – 2 years ago **files (3)** – ## BrainstormPostTemplate1.docx – ## Part1_ChooseaDevelopmentalContext1.pdf – ## Untitleddocument81.pdf **## BrainstormPostTemplate1.docx** **(PASTE THIS AS A** [**DISCUSSION POST**](https://canvas.pdx.edu/courses/91139/discussion_topics/944312) **)** Developmental Con…

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    – 2 years ago

    **files (3)**

    – ## BrainstormPostTemplate1.docx

    – ## Part1_ChooseaDevelopmentalContext1.pdf

    – ## Untitleddocument81.pdf

    **## BrainstormPostTemplate1.docx**

    **(PASTE THIS AS A** [**DISCUSSION POST**](https://canvas.pdx.edu/courses/91139/discussion_topics/944312) **)**

    Developmental Context

    *This is basically copying and pasting Step 1. However, if you received any points of feedback/ comments, INCORPORATE that. Otherwise, points will be taken off*

    Problems

    The first problem that is already present in this context is __.

    The second problem that is already present in this context is __.

    The third problem that is already present in this context is __.

    Solutions

    One idea/ A solution to improve the first problem is __.

    One idea/ A solution to improve the second problem is __.

    One idea/ A potential solution to improve the third problem is __.

    Class Concepts

    A class concept that can inform this context and help generate solutions is __ because __.

    Another class concept that can inform this context and help generate solutions is __ because __.

    The last class concept that can inform this context and help generate solutions is __ because __.

    **## Part1_ChooseaDevelopmentalContext1.pdf**

    1

    Mason Packer

    04/10/2025

    This project assesses adolescents aged 15–18 from low-income homes who attend public

    high schools. The demographic encounters development-specific difficulties because economic

    difficulties prevent them from accessing required academic and therapeutic support networks.

    Mental health stands as the central area of development I intend to support because anxiety and

    depression rates have grown significantly among teens (Cornett, 2024). Students struggle with

    emotional development because they lack regular access to mental health services while

    undergoing adverse social reactions when they try to seek help.

    I aim to enhance the mental health resources available in public high schools as part of

    my developmental improvement initiative. The educational environment has dual significance

    since it creates daily support access points for teens while many schools suffer from insufficient

    funding or unqualified personnel. My professional objective is to work as a school counselor or

    program coordinator who develops and implements school-based mental health systems.

    Students who experience emotional support within my envisioned environment will achieve

    improved academic achievement and personal development because they will feel secure and

    validated (Young et al., 2024). The analysis of surrounding factors serves as my foundation to

    improve adult adaptation among disadvantaged teenagers.

    2

    References

    Cornett, K. (2024). Physical activity behaviors and negative safety and violence experiences

    among high school students—Youth Risk Behavior Survey, United States, 2023. MMWR

    supplements, 73. https://www.cdc.gov/mmwr/volumes/73/su/su7304a11.htm

    Young, E., Szucs, L. E., Suarez, N. A., Wilkins, N. J., Hertz, M., & Ivey-Stephenson, A. (2024).

    Disparities and Trends in Middle School Students' Suicidal Thoughts and Behaviors:

    Results From the Youth Risk Behavior Survey, 2015–2019. Journal of Adolescent

    Health, 74(4), 720-728. https://doi.org/10.1016/j.jadohealth.2023.11.008

    [https://www.cdc.gov/mmwr/volumes/73/su/su7304a11.htm](https://www.cdc.gov/mmwr/volumes/73/su/su7304a11.htm)

    [https://doi.org/10.1016/j.jadohealth.2023.11.008](https://doi.org/10.1016/j.jadohealth.2023.11.008)

    **## Untitleddocument81.pdf**

    Part 2a: Brainstorm Posts and Responses – 11. High School /// College Students

    PLEASE USE THE ATTACHED TEMPLATE TO FORMAT
    YOUR POST
    Step 2. Brainstorm Problems & Potential Solutions

    ● Brainstorming Notes Discussion Post due by the end of Week 4; worth 40 pts.
    ● Respond to at least three classmates' posts due by the end of Week 7; worth 30 pts.

    Create a discussion post, listing some important problems in your context as well as your thinking about
    possible solutions:

    1. Refine the selection of your developmental context (target population, aspect of
    development, and setting) from Step 1 based on feedback received.

    2. What are some problems in this developmental context? What ideas for improvements
    come to mind?

    ● Understanding problems. Identify problems or issues that are already present in the context
    you are wanting to reimagine (not problems that might occur in the implementation of your
    changes). Include at least 3 problems. Consider these questions: What are some of this
    context’s problems, limitations, and shortcomings? In what ways is the context not serving its
    intended developing people? What features of this context get in the way of optimal
    development?

    ● Identify class concepts. Name three concepts from class that can help you understand your
    problems and generate solutions (see table at bottom of page four for ideas). Now explain a
    bit about how these concepts can help you understand problems or generate solutions.
    Include at least one sentence per concept.

    ● Generating solutions. Brainstorm potential solutions. These solutions are concrete changes
    you would make in your context that would address the problems you identify. Include at least
    3 improvements that solve these problems or address these issues. Consider these
    questions: How could this context be improved in a better world? How would this new and
    improved context better support development?

    Getting Credit
    Post your Brainstorming Notes in the Discussion Board Forum on Canvas by
    the end of Week 4.

    40
    pts

    3. How can you help your classmates think through the problems and solutions for the

    issues they care about?

    Respond to at least three classmates' posts with helpful feedback.

    ● Comment on problems. Let your classmates know what you think about the problems they
    identified. Are they important problems? If you can think of any, add your ideas about
    additional problems or issues for them to consider. Ask at least one constructive question.

    ● Comment on solutions. Think about the changes and solutions your classmates are
    considering. Do you think they would work well? Solve the problems? If you can come up
    with any, offer more solutions or improvements for them to consider. Ask at least one
    constructive question.

    [https://canvas.pdx.edu/courses/100707/files/13654310](https://canvas.pdx.edu/courses/100707/files/13654310)

    Getting Credit
    Respond to 3 posts (10 pts each) in the Discussion Board by the end of Week 6. 30

    pts

    Hints for learning more about your population, aspects of development, and developmental
    context.

    ● If we haven't discussed your target developing people or context in class yet (e.g., you are
    interested in the elderly), skip ahead in the book and read the relevant chapters as soon as
    you can.

    ● If you find resources from outside of class (e.g., blogs, podcasts, TED talks, articles, or
    reports), share them with your classmates!

    ● Feel free to incorporate good ideas from your classmates' brainstorming. You are
    encouraged to share ideas and insights!

    Brainstorm Post Template (1).docx

    [https://canvas.pdx.edu/files/13654290/download?download_frd=1&verifier=SK2uknVcD7l896Hkg0quq32eZtYZWEm3vKSztgfx](https://canvas.pdx.edu/files/13654290/download?download_frd=1&verifier=SK2uknVcD7l896Hkg0quq32eZtYZWEm3vKSztgfx)

    **## Untitleddocument81.pdf**

    Part 2a: Brainstorm Posts and Responses – 11. High School /// College Students

    PLEASE USE THE ATTACHED TEMPLATE TO FORMAT
    YOUR POST
    Step 2. Brainstorm Problems & Potential Solutions

    ● Brainstorming Notes Discussion Post due by the end of Week 4; worth 40 pts.
    ● Respond to at least three classmates' posts due by the end of Week 7; worth 30 pts.

    Create a discussion post, listing some important problems in your context as well as your thinking about
    possible solutions:

    1. Refine the selection of your developmental context (target population, aspect of
    development, and setting) from Step 1 based on feedback received.

    2. What are some problems in this developmental context? What ideas for improvements
    come to mind?

    ● Understanding problems. Identify problems or issues that are already present in the context
    you are wanting to reimagine (not problems that might occur in the implementation of your
    changes). Include at least 3 problems. Consider these questions: What are some of this
    context’s problems, limitations, and shortcomings? In what ways is the context not serving its
    intended developing people? What features of this context get in the way of optimal
    development?

    ● Identify class concepts. Name three concepts from class that can help you understand your
    problems and generate solutions (see table at bottom of page four for ideas). Now explain a
    bit about how these concepts can help you understand problems or generate solutions.
    Include at least one sentence per concept.

    ● Generating solutions. Brainstorm potential solutions. These solutions are concrete changes
    you would make in your context that would address the problems you identify. Include at least
    3 improvements that solve these problems or address these issues. Consider these
    questions: How could this context be improved in a better world? How would this new and
    improved context better support development?

    Getting Credit
    Post your Brainstorming Notes in the Discussion Board Forum on Canvas by
    the end of Week 4.

    40
    pts

    3. How can you help your classmates think through the problems and solutions for the

    issues they care about?

    Respond to at least three classmates' posts with helpful feedback.

    ● Comment on problems. Let your classmates know what you think about the problems they
    identified. Are they important problems? If you can think of any, add your ideas about
    additional problems or issues for them to consider. Ask at least one constructive question.

    ● Comment on solutions. Think about the changes and solutions your classmates are
    considering. Do you think they would work well? Solve the problems? If you can come up
    with any, offer more solutions or improvements for them to consider. Ask at least one
    constructive question.

    [https://canvas.pdx.edu/courses/100707/files/13654310](https://canvas.pdx.edu/courses/100707/files/13654310)

    Getting Credit
    Respond to 3 posts (10 pts each) in the Discussion Board by the end of Week 6. 30

    pts

    Hints for learning more about your population, aspects of development, and developmental
    context.

    ● If we haven't discussed your target developing people or context in class yet (e.g., you are
    interested in the elderly), skip ahead in the book and read the relevant chapters as soon as
    you can.

    ● If you find resources from outside of class (e.g., blogs, podcasts, TED talks, articles, or
    reports), share them with your classmates!

    ● Feel free to incorporate good ideas from your classmates' brainstorming. You are
    encouraged to share ideas and insights!

    Brainstorm Post Template (1).docx

    [https://canvas.pdx.edu/files/13654290/download?download_frd=1&verifier=SK2uknVcD7l896Hkg0quq32eZtYZWEm3vKSztgfx](https://canvas.pdx.edu/files/13654290/download?download_frd=1&verifier=SK2uknVcD7l896Hkg0quq32eZtYZWEm3vKSztgfx)

    **## BrainstormPostTemplate1.docx**

    **(PASTE THIS AS A** [**DISCUSSION POST**](https://canvas.pdx.edu/courses/91139/discussion_topics/944312) **)**

    Developmental Context

    *This is basically copying and pasting Step 1. However, if you received any points of feedback/ comments, INCORPORATE that. Otherwise, points will be taken off*

    Problems

    The first problem that is already present in this context is __.

    The second problem that is already present in this context is __.

    The third problem that is already present in this context is __.

    Solutions

    One idea/ A solution to improve the first problem is __.

    One idea/ A solution to improve the second problem is __.

    One idea/ A potential solution to improve the third problem is __.

    Class Concepts

    A class concept that can inform this context and help generate solutions is __ because __.

    Another class concept that can inform this context and help generate solutions is __ because __.

    The last class concept that can inform this context and help generate solutions is __ because __.

    **## Part1_ChooseaDevelopmentalContext1.pdf**

    1

    Mason Packer

    04/10/2025

    This project assesses adolescents aged 15–18 from low-income homes who attend public

    high schools. The demographic encounters development-specific difficulties because economic

    difficulties prevent them from accessing required academic and therapeutic support networks.

    Mental health stands as the central area of development I intend to support because anxiety and

    depression rates have grown significantly among teens (Cornett, 2024). Students struggle with

    emotional development because they lack regular access to mental health services while

    undergoing adverse social reactions when they try to seek help.

    I aim to enhance the mental health resources available in public high schools as part of

    my developmental improvement initiative. The educational environment has dual significance

    since it creates daily support access points for teens while many schools suffer from insufficient

    funding or unqualified personnel. My professional objective is to work as a school counselor or

    program coordinator who develops and implements school-based mental health systems.

    Students who experience emotional support within my envisioned environment will achieve

    improved academic achievement and personal development because they will feel secure and

    validated (Young et al., 2024). The analysis of surrounding factors serves as my foundation to

    improve adult adaptation among disadvantaged teenagers.

    2

    References

    Cornett, K. (2024). Physical activity behaviors and negative safety and violence experiences

    among high school students—Youth Risk Behavior Survey, United States, 2023. MMWR

    supplements, 73. https://www.cdc.gov/mmwr/volumes/73/su/su7304a11.htm

    Young, E., Szucs, L. E., Suarez, N. A., Wilkins, N. J., Hertz, M., & Ivey-Stephenson, A. (2024).

    Disparities and Trends in Middle School Students' Suicidal Thoughts and Behaviors:

    Results From the Youth Risk Behavior Survey, 2015–2019. Journal of Adolescent

    Health, 74(4), 720-728. https://doi.org/10.1016/j.jadohealth.2023.11.008

    [https://www.cdc.gov/mmwr/volumes/73/su/su7304a11.htm](https://www.cdc.gov/mmwr/volumes/73/su/su7304a11.htm)

    [https://doi.org/10.1016/j.jadohealth.2023.11.008](https://doi.org/10.1016/j.jadohealth.2023.11.008)

    **## Untitleddocument81.pdf**

    Part 2a: Brainstorm Posts and Responses – 11. High School /// College Students

    PLEASE USE THE ATTACHED TEMPLATE TO FORMAT
    YOUR POST
    Step 2. Brainstorm Problems & Potential Solutions

    ● Brainstorming Notes Discussion Post due by the end of Week 4; worth 40 pts.
    ● Respond to at least three classmates' posts due by the end of Week 7; worth 30 pts.

    Create a discussion post, listing some important problems in your context as well as your thinking about
    possible solutions:

    1. Refine the selection of your developmental context (target population, aspect of
    development, and setting) from Step 1 based on feedback received.

    2. What are some problems in this developmental context? What ideas for improvements
    come to mind?

    ● Understanding problems. Identify problems or issues that are already present in the context
    you are wanting to reimagine (not problems that might occur in the implementation of your
    changes). Include at least 3 problems. Consider these questions: What are some of this
    context’s problems, limitations, and shortcomings? In what ways is the context not serving its
    intended developing people? What features of this context get in the way of optimal
    development?

    ● Identify class concepts. Name three concepts from class that can help you understand your
    problems and generate solutions (see table at bottom of page four for ideas). Now explain a
    bit about how these concepts can help you understand problems or generate solutions.
    Include at least one sentence per concept.

    ● Generating solutions. Brainstorm potential solutions. These solutions are concrete changes
    you would make in your context that would address the problems you identify. Include at least
    3 improvements that solve these problems or address these issues. Consider these
    questions: How could this context be improved in a better world? How would this new and
    improved context better support development?

    Getting Credit
    Post your Brainstorming Notes in the Discussion Board Forum on Canvas by
    the end of Week 4.

    40
    pts

    3. How can you help your classmates think through the problems and solutions for the

    issues they care about?

    Respond to at least three classmates' posts with helpful feedback.

    ● Comment on problems. Let your classmates know what you think about the problems they
    identified. Are they important problems? If you can think of any, add your ideas about
    additional problems or issues for them to consider. Ask at least one constructive question.

    ● Comment on solutions. Think about the changes and solutions your classmates are
    considering. Do you think they would work well? Solve the problems? If you can come up
    with any, offer more solutions or improvements for them to consider. Ask at least one
    constructive question.

    [https://canvas.pdx.edu/courses/100707/files/13654310](https://canvas.pdx.edu/courses/100707/files/13654310)

    Getting Credit
    Respond to 3 posts (10 pts each) in the Discussion Board by the end of Week 6. 30

    pts

    Hints for learning more about your population, aspects of development, and developmental
    context.

    ● If we haven't discussed your target developing people or context in class yet (e.g., you are
    interested in the elderly), skip ahead in the book and read the relevant chapters as soon as
    you can.

    ● If you find resources from outside of class (e.g., blogs, podcasts, TED talks, articles, or
    reports), share them with your classmates!

    ● Feel free to incorporate good ideas from your classmates' brainstorming. You are
    encouraged to share ideas and insights!

    Brainstorm Post Template (1).docx

    [https://canvas.pdx.edu/files/13654290/download?download_frd=1&verifier=SK2uknVcD7l896Hkg0quq32eZtYZWEm3vKSztgfx](https://canvas.pdx.edu/files/13654290/download?download_frd=1&verifier=SK2uknVcD7l896Hkg0quq32eZtYZWEm3vKSztgfx)

    **## BrainstormPostTemplate1.docx**

    **(PASTE THIS AS A** [**DISCUSSION POST**](https://canvas.pdx.edu/courses/91139/discussion_topics/944312) **)**

    Developmental Context

    *This is basically copying and pasting Step 1. However, if you received any points of feedback/ comments, INCORPORATE that. Otherwise, points will be taken off*

    Problems

    The first problem that is already present in this context is __.

    The second problem that is already present in this context is __.

    The third problem that is already present in this context is __.

    Solutions

    One idea/ A solution to improve the first problem is __.

    One idea/ A solution to improve the second problem is __.

    One idea/ A potential solution to improve the third problem is __.

    Class Concepts

    A class concept that can inform this context and help generate solutions is __ because __.

    Another class concept that can inform this context and help generate solutions is __ because __.

    The last class concept that can inform this context and help generate solutions is __ because __.

    **## Part1_ChooseaDevelopmentalContext1.pdf**

    1

    Mason Packer

    04/10/2025

    This project assesses adolescents aged 15–18 from low-income homes who attend public

    high schools. The demographic encounters development-specific difficulties because economic

    difficulties prevent them from accessing required academic and therapeutic support networks.

    Mental health stands as the central area of development I intend to support because anxiety and

    depression rates have grown significantly among teens (Cornett, 2024). Students struggle with

    emotional development because they lack regular access to mental health services while

    undergoing adverse social reactions when they try to seek help.

    I aim to enhance the mental health resources available in public high schools as part of

    my developmental improvement initiative. The educational environment has dual significance

    since it creates daily support access points for teens while many schools suffer from insufficient

    funding or unqualified personnel. My professional objective is to work as a school counselor or

    program coordinator who develops and implements school-based mental health systems.

    Students who experience emotional support within my envisioned environment will achieve

    improved academic achievement and personal development because they will feel secure and

    validated (Young et al., 2024). The analysis of surrounding factors serves as my foundation to

    improve adult adaptation among disadvantaged teenagers.

    2

    References

    Cornett, K. (2024). Physical activity behaviors and negative safety and violence experiences

    among high school students—Youth Risk Behavior Survey, United States, 2023. MMWR

    supplements, 73. https://www.cdc.gov/mmwr/volumes/73/su/su7304a11.htm

    Young, E., Szucs, L. E., Suarez, N. A., Wilkins, N. J., Hertz, M., & Ivey-Stephenson, A. (2024).

    Disparities and Trends in Middle School Students' Suicidal Thoughts and Behaviors:

    Results From the Youth Risk Behavior Survey, 2015–2019. Journal of Adolescent

    Health, 74(4), 720-728. https://doi.org/10.1016/j.jadohealth.2023.11.008

    [https://www.cdc.gov/mmwr/volumes/73/su/su7304a11.htm](https://www.cdc.gov/mmwr/volumes/73/su/su7304a11.htm)

    [https://doi.org/10.1016/j.jadohealth.2023.11.008](https://doi.org/10.1016/j.jadohealth.2023.11.008)

    **## Untitleddocument81.pdf**

    Part 2a: Brainstorm Posts and Responses – 11. High School /// College Students

    PLEASE USE THE ATTACHED TEMPLATE TO FORMAT
    YOUR POST
    Step 2. Brainstorm Problems & Potential Solutions

    ● Brainstorming Notes Discussion Post due by the end of Week 4; worth 40 pts.
    ● Respond to at least three classmates' posts due by the end of Week 7; worth 30 pts.

    Create a discussion post, listing some important problems in your context as well as your thinking about
    possible solutions:

    1. Refine the selection of your developmental context (target population, aspect of
    development, and setting) from Step 1 based on feedback received.

    2. What are some problems in this developmental context? What ideas for improvements
    come to mind?

    ● Understanding problems. Identify problems or issues that are already present in the context
    you are wanting to reimagine (not problems that might occur in the implementation of your
    changes). Include at least 3 problems. Consider these questions: What are some of this
    context’s problems, limitations, and shortcomings? In what ways is the context not serving its
    intended developing people? What features of this context get in the way of optimal
    development?

    ● Identify class concepts. Name three concepts from class that can help you understand your
    problems and generate solutions (see table at bottom of page four for ideas). Now explain a
    bit about how these concepts can help you understand problems or generate solutions.
    Include at least one sentence per concept.

    ● Generating solutions. Brainstorm potential solutions. These solutions are concrete changes
    you would make in your context that would address the problems you identify. Include at least
    3 improvements that solve these problems or address these issues. Consider these
    questions: How could this context be improved in a better world? How would this new and
    improved context better support development?

    Getting Credit
    Post your Brainstorming Notes in the Discussion Board Forum on Canvas by
    the end of Week 4.

    40
    pts

    3. How can you help your classmates think through the problems and solutions for the

    issues they care about?

    Respond to at least three classmates' posts with helpful feedback.

    ● Comment on problems. Let your classmates know what you think about the problems they
    identified. Are they important problems? If you can think of any, add your ideas about
    additional problems or issues for them to consider. Ask at least one constructive question.

    ● Comment on solutions. Think about the changes and solutions your classmates are
    considering. Do you think they would work well? Solve the problems? If you can come up
    with any, offer more solutions or improvements for them to consider. Ask at least one
    constructive question.

    [https://canvas.pdx.edu/courses/100707/files/13654310](https://canvas.pdx.edu/courses/100707/files/13654310)

    Getting Credit
    Respond to 3 posts (10 pts each) in the Discussion Board by the end of Week 6. 30

    pts

    Hints for learning more about your population, aspects of development, and developmental
    context.

    ● If we haven't discussed your target developing people or context in class yet (e.g., you are
    interested in the elderly), skip ahead in the book and read the relevant chapters as soon as
    you can.

    ● If you find resources from outside of class (e.g., blogs, podcasts, TED talks, articles, or
    reports), share them with your classmates!

    ● Feel free to incorporate good ideas from your classmates' brainstorming. You are
    encouraged to share ideas and insights!

    Brainstorm Post Template (1).docx

    [https://canvas.pdx.edu/files/13654290/download?download_frd=1&verifier=SK2uknVcD7l896Hkg0quq32eZtYZWEm3vKSztgfx](https://canvas.pdx.edu/files/13654290/download?download_frd=1&verifier=SK2uknVcD7l896Hkg0quq32eZtYZWEm3vKSztgfx)