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Author Archives: Academic Wizard

August 4, 2025
August 4, 2025

Race Ethnicity and Identity

Select one of the following prompts to guide your initial post.

Discuss the difference between race and ethnicity with examples. Further, explain why the distinction made by scholars between race and ethnicity matters when considering efforts to promote inclusivity. Between race or ethnicity, which do you feel impacts your sense of self more? Explain why.

Race, Ethnicity, and Identity

Race Ethnicity and Identity

Discuss the importance of including questions on government documents that require citizens to self-report their identified race. Since most scholars consider race a mere social construction, explain why the government requires that we disclose the race with which we identify.

(USLO 4.2)

Prompt #3

What role do accents and dialects play in shaping perceptions of race and ethnicity? How do accents and dialects influence cultural identity and belonging for individuals from different racial and ethnic backgrounds? In what ways can accents and dialects impact a person’s opportunities and social standing? And share your thoughts on how discrimination based on accents can be addressed.

Race, Ethnicity, and Identity

  1. What is the difference between race and ethnicity?,

  2. Why does the scholarly distinction between race and ethnicity matter for inclusivity?,

  3. Which impacts your sense of self more: race or ethnicity?,

  4. Why does the government require citizens to report race if race is a social construct?,

  5. How do accents and dialects shape perceptions of race and ethnicity?


Comprehensive Answer:

Difference Between Race and Ethnicity

Race refers to socially constructed categories based on perceived physical differences, such as skin color, facial features, or hair texture. It is often used in broader societal contexts to classify individuals into groups like “Black,” “White,” “Asian,” or “Latino.” Ethnicity, on the other hand, is tied to cultural factors such as nationality, language, religion, and shared heritage. For example, a person may be racially categorized as Asian but ethnically identify as Vietnamese or Korean, reflecting specific cultural practices, traditions, and ancestral lineage.

Importance of the Distinction for Inclusivity

Scholars emphasize distinguishing between race and ethnicity because conflating the two oversimplifies human diversity and perpetuates stereotypes. Understanding this distinction is essential in promoting inclusivity because it acknowledges that individuals are shaped not just by how they are socially categorized (race) but also by their unique cultural experiences (ethnicity). For example, initiatives aiming to support “Asian communities” must recognize the vast ethnic diversity within that racial label, including differences in language, religion, immigration history, and cultural practices. Recognizing ethnicity allows for more precise, culturally sensitive policies and fosters genuine inclusivity beyond surface-level racial groupings.

Race vs. Ethnicity: Personal Sense of Self

For many individuals, ethnicity may have a greater impact on their sense of self than race. While race is often externally imposed and can dictate social experiences, ethnicity reflects personal identity through family traditions, language, cuisine, and cultural values. For example, someone of Mexican heritage in the United States might feel more connected to their ethnic identity through celebrations like Día de los Muertos or by speaking Spanish at home, even if society categorizes them racially as Latino or Hispanic. Ethnicity allows for a deeper personal connection and pride in one’s heritage, whereas race may often be associated with societal perceptions and stereotypes.

Government Requirement to Self-Report Race

Despite race being recognized as a social construct, governments require individuals to disclose their racial identity on official documents for several reasons. These include monitoring discrimination, enforcing civil rights laws, and tracking demographic changes that affect public policy. Collecting racial data helps identify disparities in areas like education, healthcare, employment, and criminal justice, enabling targeted interventions to address systemic inequalities. While flawed, this classification system remains a practical tool for measuring and combating social inequities rooted in historical and ongoing racial discrimination.

Accents, Dialects, and Social Perceptions

Accents and dialects are powerful markers of cultural identity and belonging. They influence how individuals are perceived regarding their racial and ethnic backgrounds. For example, a person with a Southern American accent may be stereotyped differently than someone with a New York accent, even within the same racial group. Similarly, accents can either reinforce or challenge assumptions about a person’s ethnicity. In multicultural societies, accents often signal group membership and cultural affiliation, fostering community bonds but also exposing individuals to bias.

Accents and dialects can significantly impact a person’s social standing and opportunities. Linguistic prejudice—where individuals are judged based on how they speak—can lead to discrimination in employment, education, and social interactions. For instance, job applicants with “non-standard” accents may be unfairly perceived as less competent, affecting hiring decisions.

August 4, 2025
August 4, 2025

Impact of Culture and Environment

For this milestone, you will explore human biological variation through two different lenses: disease and race. The first critical element of this assignment (Impact of Culture and Environment) will explore the relationship between disease, environment, and culture in modern humans. Because you are going to be talking about evolution in the context of your disease, it is key that the disease you choose meets the following criteria:

· It needs to have a genetic component.

Impact of Culture and Environment

· It needs to be more common in certain populations than others

· The environment needs to have some sort of an impact on selection for or against the disease.

If you are struggling to come up with ideas for disease to choose from, Chapter 14 of your textbook has quite a few!

The second critical element of this assignment (Deconstructing Race) will examine another facet of biological variation, discussing the ways in which we group human populations and the lack of biological validity to the concept of race.

Specifically, the following critical elements must be addressed:

Impact of Culture and Environment

III. Impact of Culture and Environment

A. Explain the  biological aspects of a particular disease with respect to how it is connected to diversity in human genetics.,

B. Analyze why certain populations or  cultures have higher rates of your chosen disease than others substantiating your explanation with research.,

C. Analyze how  environment (local climate temperature average rainfall common infectious diseases) has impacted the diversity in human genetics related to the specific disease, substantiating your explanation with research. ,In other words why might rates of your chosen disease be higher in populations that have adapted to certain conditions?,

D. Explain the  ethical implications that may arise if the museum uses the specific disease in the exhibit, and how cultural relativism can be used to mitigate these implications.

IV. Deconstructing Race

A. Explain what anthropologists mean when they say that race is a  social construct

B. Identify  modern-day  examples the museum could use in their display to illustrate how race is socially and culturally constructed.

C. Describe the difference between race and ethnicity. Why do  biological anthropologists use ethnicity to describe groups of people but not race?

D. Identify examples from human  genetics and biological anthropology that the museum could incorporate that will help reinforce the idea that race is a social construct rather than a biological reality.

E. Explain the relationship between biological anthropological views of race and  cultural relativism. Why is it important that a biological anthropologist employ a cultural relativist perspective when studying the concept of race in different cultures?

Impact of Culture and Environment

Your assignment must be submitted as a 4- to 6-page Word document with double spacing, 12-point Times New Roman font, oneinch margins, and at least three sources cited in the most recent APA format.

August 1, 2025
August 1, 2025

Height vs. Hair Correlation

Respond to the following in a minimum of 175 words:

Imagine you are a teacher for a class on statistics and you want to teach your students about correlation using the class data on hair length and height in inches.

Answer these questions for yourself before you run any data:

  • Do you think these two characteristics—height and hair length—are connected in any way?
  • How will you know if they are related to each other?
  • Do you expect them to be correlated? Why or why not? If yes, would you expect this correlation to be positive or negative? Strong or weak?
  • If you think there is a correlation, do you think it is based on causation? Why or why not? If yes, is this causation direct or indirect?

Use the data in the chart below to figure the Pearson Correlation Coefficient for this data set.

Height vs. Hair Correlation

Height in Inches

Length of Hair

Height vs. Hair Correlation

    1. Are height and hair length connected?,

    2. How can you determine if they are related?,

    3. Do you expect a correlation? If so what type?,

    4. Is any observed correlation due to causation?,

    5. What is the Pearson Correlation Coefficient for the dataset?

Height vs. Hair Correlation


Comprehensive General Answer:

Before running any calculations, we must assess whether height and hair length are likely related. Intuitively, these two characteristics don’t have a direct biological connection—height is genetically and nutritionally influenced, while hair length is primarily a matter of personal choice or cultural norms. However, there could still be a statistical correlation due to demographic or behavioral factors. For instance, in many populations, women may have longer hair on average and may also be shorter in height than men. This could produce a negative correlation, where as height increases, hair length decreases.

To determine whether a correlation exists, we would calculate the Pearson Correlation Coefficient (r), which measures the strength and direction of a linear relationship between two variables. A coefficient near +1 indicates a strong positive correlation, near -1 indicates a strong negative correlation, and around 0 suggests no correlation.

Even if we find a correlation, it does not imply causation. There is no biological mechanism where hair length affects height or vice versa. Any correlation would likely be indirect, resulting from other variables such as gender or age group distribution within the sample.

To conclude, while a weak negative correlation is possible due to sociocultural patterns, it’s not based on causation. Computing the Pearson r using actual values would confirm the presence and strength of any relationship.

Height vs. Hair Correlation

August 1, 2025
August 1, 2025

Christian Origins and Beliefs

Be sure you answer Part One, Part Two, Part Three, and the Reference section of this assignment before submitting.

Part One: Christian Beliefs
Respond thoroughly to the prompts in this part, using total of 250-350 words combined. Use the Bible and at least one academic source (textbook, topic overview, or peer-reviewed article). Cite all of the resources used with in-text citations. Include all the sources you cite on a reference section at the end of this document.

1. Summarize Christian beliefs about the origins of the universe:

<Answer>

Christian Origins and Beliefs
2. Summarize Genesis 1-2:

<Answer>

3. Summarize general revelation and special revelation:

<Answer>

4. Summarize the three major Creationism approaches to Genesis 1-2:

<Answer>

Christian Origins and Beliefs
Part Two: Current Understanding
Respond thoroughly to the prompts in this part, using total of 250-350 words combined. Use the Bible and at least one academic source (textbook, topic overview, or peer-reviewed article). Cite all of the resources used with in-text citations. Include all the sources you cite on a reference section at the end of this document.

1. My current beliefs about the origin of the universe:

<Answer>

2. My current beliefs about evolution:

<Answer>

3. My current beliefs about the age of the earth:

<Answer>

4. My current beliefs about if the Bible and science can be reconciled:

<Answer>

Part Three: Impact of Current Understanding
Respond thoroughly to the prompts in this part, using total of 250-350 words combined. Use the Bible and at least one academic source (textbook, topic overview, or peer-reviewed article). Cite all of the resources used with in-text citations. Include all the sources you cite on a reference section at the end of this document.

1. Therefore, this is what I believe about the nature of God:

<Answer>

2. Therefore, this is what I believe about the nature of Humanity:

<Answer>

3. Therefore, this is what I believe about the care for the Earth:

<Answer>

References:
Author, A. A., & Author, B. B. (Year). Title of article. Journal Title, Volume (Issue), Page numbers. Url/permalink

Christian Origins and Beliefs

© 2022. Grand Canyon University. All Rights Reserved.

  • What are Christian beliefs about the origins of the universe?,

  • What do Genesis 1–2 describe?,

  • What is the difference between general and special revelation?,

  • What are the three major Creationism approaches?,

  • Can science and the Bible be reconciled?

August 1, 2025
August 1, 2025

Human Nature and the Fall

1) The Christian worldview provides an explanation for human nature and the story of the creation and fall (Gen. 1-3). A great deal of the suffering that people experience and much of man’s inhumanity to man are explained by this description of the fall of human nature. Is this characterization of human nature accurate? Why or why not? If not, what is an alternative explanation?

2) How does the fall relate to tragedies like 9/11, disasters such as the Tsunami of 2004 (an earthquake caused a tsunami that killed over 225,000 people), and the COVID-19 pandemic in 2020? Based on the topic Resources, how would you explain how a good, loving, and all-powerful God allows suffering and evil in his creation? Explain how your reaction to evil events has caused you to reassess your worldview.

3) According to the Bible and the Christian worldview, Jesus was fully God and fully human. Interacting with the readings, especially Philippians 2:5-11 and Hebrews 1:1-3, explain why this teaching of Jesus’s full divinity and full humanity is important to Christianity.

Human Nature and the Fall

4) Read the parable of the Prodigal Son (Luke 15:11-32) and answer the following questions:

Human Nature and the Fall

What do you believe is the main theme Jesus is communicating?

Explain the three principal characters. Who do you identify with the most, and why?

  • Is the Christian characterization of human nature accurate?,

  • How does the Fall relate to tragedies like 9/11 tsunamis, and COVID-19?,

  • Why is Jesus being fully God and fully human essential to Christianity?,

  • What is the main theme of the Prodigal Son parable?,

  • Which Prodigal Son character do you identify with most and why?

  • The Christian worldview holds that humanity was created good but fell into sin through the disobedience of Adam and Eve (Genesis 1–3). This view explains much of the brokenness in human experience—suffering, injustice, and moral failure—by attributing it to the Fall. According to Romans 5:12, sin entered the world through one man, and death followed as a consequence.
  • Human Nature and the Fall
August 1, 2025
August 1, 2025

Christian Origins Assignment

Be sure you answer Part One, Part Two, Part Three, and the Reference section of this assignment before submitting.

Part One: Christian Beliefs

Respond thoroughly to the prompts in this part, using total of 250-350 words combined. Use the Bible and at least one academic source (textbook, topic overview, or peer-reviewed article). Cite all of the resources used with in-text citations. Include all the sources you cite on a reference section at the end of this document.

1. Summarize Christian beliefs about the origins of the universe:

<Answer>

 

2. Summarize Genesis 1-2:

<Answer>

 

3. Summarize general revelation and special revelation:

<Answer>

 

4. Summarize the three major Creationism approaches to Genesis 1-2:

<Answer>

Christian Origins Assignment

Part Two: Current Understanding

Respond thoroughly to the prompts in this part, using total of 250-350 words combined. Use the Bible and at least one academic source (textbook, topic overview, or peer-reviewed article). Cite all of the resources used with in-text citations. Include all the sources you cite on a reference section at the end of this document.

1. My current beliefs about the origin of the universe:

<Answer>

Christian Origins Assignment

2. My current beliefs about evolution:

<Answer>

 

3. My current beliefs about the age of the earth:

<Answer>

 

4. My current beliefs about if the Bible and science can be reconciled:

<Answer>

 

Part Three: Impact of Current Understanding

Respond thoroughly to the prompts in this part, using total of 250-350 words combined. Use the Bible and at least one academic source (textbook, topic overview, or peer-reviewed article). Cite all of the resources used with in-text citations. Include all the sources you cite on a reference section at the end of this document.

1. Therefore, this is what I believe about the nature of God:

<Answer>

Christian Origins Assignment

2. Therefore, this is what I believe about the nature of Humanity:

<Answer>

 

3. Therefore, this is what I believe about the care for the Earth:

<Answer>

 

References:

Author, A. A., & Author, B. B. (Year). Title of article. Journal TitleVolume (Issue), Page numbers. Url/permalink

 

 

© 2022. Grand Canyon University. All Rights Reserved.

 

  1. What are Christian beliefs about the origin of the universe?,

  2. What is the summary of Genesis chapters 1–2?,

  3. How do general and special revelation differ?,

  4. What are the three main Creationist approaches to Genesis 1–2?,

  5. How do your beliefs about origins affect your understanding of God humanity and the earth?

August 1, 2025
August 1, 2025

Maternal Health Causal Pathway

A causal pathway is the first step in organizing an intervention to address a public health issue. Think of a public health issue you want to address through a behavioral intervention. Throughout this course, we will work to address the public health issue within a specific population. Take a look back at Week 2 and review your discussion feedback as well as the “assignment preparation” module. The public health issue you select will be the same topic you address throughout the assignments this term.

A causal pathway is the outline to identifying the determinants of health of your selected public health issue. Use what you have learned from your studies material to “map” a path FROM the Structural Determinants of Health (SDOH) to a health outcome THROUGH the intermediary determinants of health for the public health issue you have selected.

Maternal Health Causal Pathway

Instructions

The SDOH Framework is outlined on page 25 of your textbook. Construct a “flowchart” (an example is provided below) and a narrative describing the pathway of your flowchart. It is highly encouraged to use PowerPoint to construct your map and use the “Notes” portion below to write the narrative describing the pathway. Please be aware that your ‘notes’ will not be visible in the ‘preview’ of the assignment during the submission process. The instructor will download the PPT file and view the notes on the download.

Maternal Health Causal Pathway

Your pathway should include at least one complete path from a structural determinant to the health outcome (i.e., there should not be any “gaps” in the connections between the mediating constructs in your illustration or narrative) and the points marked on your map for potential interventions.

Mark the “points of potential public health interventions” on your pathway with a star. You should have at least two points of intervention (one will be used as potential interventions to develop on later assignments). Provide a narrative (in the notes section under the slide) identifying and discussing each of the constructs in your model along with potential interventions that could be utilized to change the points you identified.

Points will be deducted for lack of correspondence between the structural determinants, the intermediary determinants and the health behavior and outcome, and for unprofessional presentation of your exercise (i.e., poor organization in your writing, misspelling, etc.). You do not need to cite literature or provide references in this exercise.

It may be helpful to review the Causal Pathway Example [PPTX] before beginning work on your assignment.

Your submission will be assessed on the following criteria:

  • Create a pathway from the structural determinants to the selected health outcome.
    • Make sure the pathway clearly flows through the structural and intermediary determinants. Please note the structural determinants begin with a policy, governance, etc. as outlined in the SDOH Framework in your book on page 25.
  • Identify two points of intervention on the causal pathway.
    • Why are the points of intervention you identified relevant?
    • How do these points of intervention have the potential to have positive impacts?
  • Describe the connection between the constructs of the causal pathway and the health outcome(s).
    • Are the connections clear and easy to follow for someone else?
    • Are the constructs clearly explained?
  • Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.

Please note the following when submitting your assignment:

The file must be a PPT or PPTX file of your presentation. You cannot upload slides from google slides or any other cloud-based service. You must upload as a PowerPoint file for the notes to be visible to the instructor when downloaded.

The Public Health Masters Program Library GuideLinks to an external site. and Writing CenterLinks to an external site. may also be helpful resources.

Topic pregnant women in low-income communities as a vulnerable healthcare population

Maternal Health Causal Pathway

  1. What is the selected public health issue and population?,

  2. How do structural determinants influence maternal health outcomes?,

  3. What intermediary determinants connect the structure to the health outcome?,

  4. What are two potential points of intervention in the pathway?,

  5. How do the components of the pathway clearly connect to the health outcome?

August 1, 2025
August 1, 2025

Data Analytics Career Plan

: Differentiates the Variety of Careers and Roles

The learner differentiates the variety of careers and roles related to the broad field of data analytics.

: Identifies Potential Career Goals

The learner identifies potential career goals based on foundational knowledge of self and career pathways.

INTRODUCTION

In this task, you will create a career plan differentiating three different roles or careers in data analytics. You will compare data analytics disciplines and address your academic skills and needs for the careers you are considering.

You will use the CliftonStrengths tool to assess your career strengths, describing and reflecting upon your personalized results.

Data Analytics Career Plan

REQUIREMENTS

Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the WGU similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation. See Understanding Similarity Reports for more information.

Preparation Task Overview Submissions Evaluation Report

https://tasks.wgu.edu/student/012610805/course/33080017/task/4406/overview 6/12/25, 04:21 Page 1 of 6

Data Analytics Career Plan

 

Grammarly Note:  Professional Communication will be automatically assessed through Grammarly for Education in most performance assessments before a student submits work for evaluation. Students are strongly encouraged to review the Grammarly for Education feedback prior to submitting work for evaluation, as the overall submission will not pass without this aspect passing. See Use Grammarly for Education Effectively for more information.

Microsoft Files Note:  Write your paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is specified in the task directions. Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc.  All supporting documentation, such as screenshots and proof of experience, should be collected in a pdf file and submitted separately from the main file. For more information, please see Computer System and Technology Requirements.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

You must do the following:

A.   Create a career plan. 1.   Describe three different roles or careers in data analytics.

a.   Discuss the differences between the roles or careers from part A1. 2.   Describe how each role from part A1 supports the data analytics life cycle.

B.   Compare three different data analytics disciplines as described by ProjectPro. 1.   Identify three types of careers from the Bureau of Labor and Statistics government data

in your career plan. 2.   Identify your academic skills and needs for the careers considered in part B1.

C.   Identify a potential career goal in your career plan based on your strengths and academic/MSDA track interests. 1.   Reflect on your career strengths as identified in your personalized CliftonStrengths

assessment results.

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

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Data Analytics Career Plan

 

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

File Restrictions

File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( ) File size limit: 200 MB File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

RUBRIC

A:CAREER PLAN

A1:ROLES OR CAREERS IN DATA ANALYTICS

A1A:DIFFERENCES BETWEEN ROLES OR CAREERS

NOT EVIDENT

The submission does not

provide a career plan.

APPROACHING COMPE- TENCE

The submission provides an

incomplete career plan.

COMPETENT

The submission provides a

clear, complete career plan.

NOT EVIDENT

A discussion of roles or ca-

reers in data analytics is not

provided.

APPROACHING COMPE- TENCE

The description addresses 1

or 2 different roles or ca-

reers in data analytics.

COMPETENT

The description addresses 3

different roles or careers in

data analytics.

NOT EVIDENT

A discussion of differences

between roles or careers is

not provided.

APPROACHING COMPE- TENCE

The discussion of differ-

ences between the roles or

careers described is not ac-

COMPETENT

The discussion of the differ-

ences between the roles or

careers from part A1 is accu-

rate.

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A2:HOW ROLES SUPPORT THE DATA ANALYTICS LIFE CYCLE

B:COMPARISON OF DATA ANALYTICS DISCIPLINES

B1:CAREER TYPES

B2:ACADEMIC SKILL AND NEEDS

curate, or the roles or ca-

reers described differ from

part A1.

NOT EVIDENT

A description of how any

role supports the data ana-

lytics life cycle is not provid-

ed.

APPROACHING COMPE- TENCE

The description addresses

how 1 or 2 roles from part

A1 support the data analyt-

ics life cycle.

COMPETENT

The description addresses

how each role from part A1

supports the data analytics

life cycle.

NOT EVIDENT

A description of data analyt-

ics disciplines is not provid-

ed.

APPROACHING COMPE- TENCE

The comparison includes 1

or 2 data analytics disci-

plines as described by

Project Pro.

COMPETENT

The comparison includes 3

different data analytics disci-

plines as described by

Project Pro.

NOT EVIDENT

The submission does not

identify types of careers.

APPROACHING COMPE- TENCE

The submission identifies 1

or 2 types of careers in the

career path.

COMPETENT

The submission identifies 3

types of careers in the career

path.

NOT EVIDENT

The submission does not

APPROACHING COMPE- TENCE

The identified academic

COMPETENT

The identified academic skills

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C:CAREER GOAL

C1:CLIFTONSTRENGTHS REFLECTION

D:SOURCES

identify any academic skills

and needs.

skills and needs for the ca-

reers considered in part B1

are incomplete or do not

accurately align with the

careers considered in part

B1.

and needs for the careers

considered in part B1 are

complete and accurately

align with the careers consid-

ered in part B1.

NOT EVIDENT

The submission does not

identify a potential career

goal.

APPROACHING COMPE- TENCE

The potential career goal is

not based on the candidate’s

strengths and academ-

ic/MSDA track interests, or

it is unclear or inappropri-

ate.

COMPETENT

The potential career goal is

clear and is based on the can-

didate’s strengths and acade-

mic/MSDA track interests.

NOT EVIDENT

A reflection on the candi-

date’s career strengths is

not provided.

APPROACHING COMPE- TENCE

The reflection on the candi-

date’s career strengths is

incomplete or not aligned

with the personalized

CliftonStrengths assess-

ment results.

COMPETENT

The reflection on the candi-

date’s career strengths is

complete and aligned with

the personalized Clifton-

Strengths assessment re-

sults.

NOT EVIDENT

The submission does not

include both in-text cita-

tions and a reference list for

sources that are quoted,

APPROACHING COMPE- TENCE

The submission includes in-

text citations for sources

that are quoted, para-

COMPETENT

The submission includes in-

text citations for sources

that are properly quoted,

paraphrased, or summarized

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E:PROFESSIONAL COMMUNICATION

WEB LINKS

CliftonStrengths

paraphrased, or summa-

rized.

phrased, or summarized and

a reference list; however,

the citations or reference

list is incomplete or inaccu-

rate.

and a reference list that ac-

curately identifies the au-

thor, date, title, and source

location as available.

NOT EVIDENT

This submission includes

pervasive errors in profes-

sional communication relat-

ed to grammar, sentence

fluency, contextual spelling,

or punctuation, negatively

impacting the professional

quality and clarity of the

writing. Specific errors have

been identified by Gram-

marly for Education under

the Correctness category.

APPROACHING COMPE- TENCE

This submission includes

substantial errors in profes-

sional communication relat-

ed to grammar, sentence

fluency, contextual spelling,

or punctuation. Specific er-

rors have been identified by

Grammarly for Education

under the Correctness cate-

gory.

COMPETENT

This submission includes sat-

isfactory use of grammar,

sentence fluency, contextual

spelling, and punctuation,

which promote accurate in-

terpretation and under-

standing.

https://tasks.wgu.edu/student/012610805/cours

  1. What are three different roles or careers in data analytics?,

  2. How do these roles differ from one another?,

  3. How does each role support the data analytics life cycle?,

  4. What academic skills and needs are required for these roles?,

  5. What is your potential career goal based on your strengths and academic interests?

August 1, 2025
August 1, 2025

Remote Access Security Essentials

Complete the following activity after reading Chapter 13, the Unit VI Lesson, and participating in the Unit VI Live Lecture.

You will develop a PowerPoint from the information below:

Summarize the content for the Unit VI Lesson in 2 to 3 slides. Next, create a slide for each numbered task below.

1. Identify and describe three key business drivers influencing remote access solutions and infrastructure. Why are these drivers critical to the development of a secure remote access strategy?

2. Explain two roles or functionalities of devices within a remote access infrastructure that you found particularly significant. Why did you choose these specific roles or functionalities?

Remote Access Security Essentials

Remote Access Security Essentials

3. What is one unresolved issue or question you have related to applying security best practices to protect the Remote Access Domain from threats?

Please use the speaker notes function to provide an explanation or justification for your answers on the slides. The presentation must have a title slide and a references slide. Your presentation must be at least five slides, not counting the title slide and references slide. APA Style must be used for citations and references

  1. What is the core content of the Unit VI lesson?,

  2. What are three key business drivers for remote access infrastructure?,

  3. Why are these drivers critical to a secure remote access strategy?,

  4. What are two significant roles or functions of devices in remote access?,

  5. What is one unresolved issue you have about securing the Remote Access Domain?


Comprehensive General Answer (PowerPoint Outline with Speaker Notes)

Below is a complete outline for your presentation, including titles, content, and speaker notes. You can build your PowerPoint using this structure.


Slide 1: Title Slide

  • Title: Securing the Remote Access Domain

  • Name

  • Course

  • Date


Slide 2: Unit VI Lesson Summary (Slide 1)

Content:

  • Remote Access Domain supports external network connectivity.

  • Core concepts: VPNs, firewalls, RADIUS servers, endpoint security.

  • Secure remote access ensures compliance and risk mitigation.

Speaker Notes:

The Unit VI lesson highlights the importance of securing the Remote Access Domain as organizations increasingly support hybrid and remote work environments. Topics covered include virtual private networks (VPNs), authentication servers like RADIUS, and policies for endpoint security.

Remote Access Security Essentials


Slide 3: Unit VI Lesson Summary (Slide 2)

Content:

  • Threats: unsecured endpoints, data leakage, and session hijacking.

  • Countermeasures: encryption, MFA, continuous monitoring.

  • Emphasis on policy enforcement and zero trust architecture.

Speaker Notes:

The lesson discusses security threats and stresses the need for strict controls. Solutions include encryption protocols, multi-factor authentication (MFA), and continuous monitoring. Zero Trust models are emphasized for all remote access users.


Slide 4: Business Drivers for Remote Access

Three Key Business Drivers:

  1. Workforce Mobility – Remote and hybrid work models demand access from anywhere.

  2. Cost Optimization – Reduces physical infrastructure costs.

  3. Business Continuity – Ensures operations during disasters or disruptions.

Speaker Notes:

These drivers are critical because they shape the demand for scalable and secure remote access solutions. For example, after the COVID-19 pandemic, workforce mobility became non-negotiable. Business continuity, especially in disaster recovery planning, is essential to maintaining customer trust and operations.


Slide 5: Key Remote Access Device Roles

Two Important Roles/Functionalities:

  1. VPN Gateways – Encrypt and tunnel traffic between remote users and internal networks.

  2. RADIUS Servers – Provide centralized authentication and accounting.

Speaker Notes:

I selected VPN gateways and RADIUS servers because they are foundational to secure remote access. VPNs ensure encrypted communication, while RADIUS servers centralize user verification. Together, they minimize unauthorized access and enforce access policies effectively.


Slide 6: Unresolved Question

Unresolved Issue:

  • How can organizations balance security with user experience in remote access—especially when implementing zero trust without overburdening users?

Speaker Notes:

Zero Trust improves security but can frustrate users with repeated authentication prompts. I’m still uncertain how to maintain high security standards without compromising user productivity or creating friction in daily operations.


Slide 7: References

APA-Style References:

August 1, 2025
August 1, 2025

Architecting the IT Governance Plan

As a consultant to, or manager of, an IT unit within your selected organization, you must be keenly aware of challenges facing your selected organization. This assignment asks you to identify, intellectually discuss, and broadly report on at least two of the most important (in your view) strategic issues faced by your selected organization. In particular, note how these issues have influenced the organization you are considering. Why has the consideration of them positively affected that organization? Conversely, what have been the negative effects on the organization because of not considering them? Make sure you relate the issues and concerns you discuss to IT Governance. Additionally, if failure to properly consider an IT Governance issue has caused the organization problems, how would you alter the IT Strategy? Alternately, if the Governance Issues have aided the organization, what more might you recommend doing? Please provide some detail/examples as you write this paper.

Your paper’s title might be: Considering the Strategic Issues: Their Impact on IT Governance.

Cybersecurity Integration Presentation

SLP Assignment Expectations

Upload your 4- to 5-page paper to the SLP 2 Dropbox once it is completed.

Follow the number of pages required in the assignment excluding cover page and references. Each page should have about 300 words.

Your assignment will be graded according to the  MSITM SLP Grading Rubric.

 

Module 2 – Resources

Architecting the IT Governance Plan

Required Reading

Use  How to find resources in Skillsoft  to access material in Skillsoft.

Required Reading

IT Governance Plan

ITIL® 4 Foundation: Introduction. Available in the Trident Online Library in Skillsoft.

Modern Data Management: Data Governance. Available in the Trident Online Library in Skillsoft.

ITIL

Architecting the IT Governance Plan

TestPrep ITIL 4 Foundation. Available in the Trident Online Library in Skillsoft.

Go to Library Access in Additional Library Resources, select Skillsoft Books. In the search box enter TestPrep ITIL 4 Foundation, select the Courses tab, then select TestPrep ITIL 4 Foundation.

Securing the Enterprise

Securing Against Threats, Securing for Enterprise, and Jailbreaking Devices. Available in the Trident Online Library in Skillsoft.

Business Continuity and Disaster Recovery

CISSP 2021: Business Continuity Planning. Available in the Trident Online Library in Skillsoft.

Backup & Recovery: Business Continuity & Disaster Recovery. Available in the Trident Online Library in Skillsoft.

Data Governance

Modern Data Management: Data Quality Management. Available in the Trident Online Library in Skillsoft.

Data Access & Governance Policies: Data Classification, Encryption, and Monitoring. Available in the Trident Online Library in Skillsoft.

Cybersecurity

Mitigating Security Risks: Cyber Security Risks. Available in the Trident Online Library in Skillsoft.

An Executive’s Guide to Security: Understanding Security Threats. Available in the Trident Online Library in Skillsoft.

Mitigating Security Risks: Maintaining a Secure Workplace. Available in the Trident Online Library in Skillsoft.

Optional Reading

Mitre. (n.d.).  IT governance . https://www.mitre.org/publications/systems-engineering-guide/enterprise-engineering/enterprise-planning-and-management/it-governance

Chapters 1-12, in:

Axelos. (2020). ITIL 4: Digital and IT Strategy. TSO. Available in the Trident Online Library (Skillsoft Books).

Chapters 1-10, in:

Smallwood, R. F. (2020). Information governance: Concepts, strategies and best practices. Wiley & Sons. Available in the Trident Online Library (Skillsoft Books).

Please note that this link will open in a new window and may require activation of a LinkedIn account on the first attempt. Trident students may use their student email address to access this free subscription to LinkedIn Learning as a part of this course.

Getting Started with Network Administration  – LinkedIn Learning

Architecting the IT Governance Plan

  • What are two major strategic issues your selected organization faces?,

  • How have these issues positively influenced the organization when addressed?,

  • What negative effects resulted from not addressing these issues?,

  • How do these issues relate specifically to IT governance?,

  • What IT strategy changes or enhancements would you recommend in response?