PLEASE Read and be careful:

1.       MY ASSIGMNET SHOULD BE A FRESH WORK (FRESH FRESH)

2.       TURNITIN REPORT WILL BE USED TO MAKE SURE THE WORK DOSNT MATCH WITH ANY SCHOOL OR UNIVERSITY in U.S OR OTHERS.

3.       I WILL DENY YOUR WORK IF MATCH AND I WILL ASK FOR MY REFUND IMMEDIATELY RETURN IT NO JOKE.

4.       NO PLAGIARISM.

5.       NO COPY PASTE OR USED FROM ANY OTHER.

6.       PERFECT WORK DON’T WASTE MY TIME AND YOUR TIME.

THANK YOU,

Turnitin report that will be used (fresh work) NO PLAGIARISM

1q)

 Describe the best practice to employ to mitigate malware effects on a machine.
 

It should be 250 words with APA format and wothout plagrism

2Q)

I Need 150 words response of this below post

Malware:

Malware defined as a software program which is specifically designed to damage the system and to do unwanted actions by the unwanted persons referred to as the malware. In short, it referred to as malicious software.  Hackers can gain access to the system and spread malware into your systems. It can be spread through online also, i.e., through downloads from the internet. Malware can also be spread through the USBs also. Malware is of different types namely virus, worms, Trojan horse, spyware are some of the common malware. Ransomware is a kind of malware which was designed to infect the system, and also it encrypts the user data. Malware can perform many activities such as it encodes or it can delete the sensible data from the computer alters and monitors the user activity on the system without their permission. 

The virus is known to be as the most usual malware and it executes itself and infects the other programs on the system. Trojan horse is also one of the most known virus once it is installed into the system it slowly slows the system internally. Here are some of the best practices to top attacking from the malware they are:

•    Most of the attacks have shifted to the browser and the plugins as it makes the browser more comfortable and it is difficult for the attackers to use adobe reader and other applications related to the adobe such as adobe flash player, Internet Explorer, etc., So, the chance of getting the malware into the system is rare. 

•    The other way to be safe from the malware attacks is to educate the users on malware attacks and how to prevent the attacks. The users must be instructed on the social engineering attacks too. Phishing is the most common attack the users must be trained to overcome the attacks.

•    Users must protect their machines from the attacks which were hidden in the PDF files by making them more secure. Use the more enhanced versions of the PDF files.

•    P2P is the simplest method for the distribution of the malware which usually hidden inside the data, which shared on the peer-peer networks. Users must create and enforce a non-P2P policy so that it includes the usage of the home of the organization machine. Users must accomplish the system at the desktop, i.e., by blocking the critical executable files of unwanted applications.  

Guidelines

The word limit is 2400 words. If the assignment exceeds the word limit by 100 words or less, there will be no penalty. If the assignment exceeds the word limit by more than 100 words, there will be a penalty of half a mark deducted for each extra 50 words or part thereof. Footnotes will not comprise part of the word count nor will a bibliography. If the assignment word count is well below 2400 words (2100 words or less) there will be penalty.

Refer to the Rules concerning all assignments for the circumstances when these penalties may be waived. Remember that the extension to the submission deadline is exception rather than the rule and it can be granted only in exceptional circumstances.

The assignment may cover all unit objectives, though content will vary with the topic selected. In addition to matters developed in more detail below the marker will examine whether you have:

1. identified and clearly stated the relevant issues;

2. applied relevant legal principles to the resolution of these issues;

3. critically analysed deficiencies in the law and recommended appropriate changes to the law;

4. integrated and evaluated relevant knowledge from both the material covered in this unit and your own independent research;

5. developed and sustained a concise and convincing legal argument through to a logical conclusion;

6. correctly referenced and acknowledged sources;

7. fluent, clear, concise writing, not containing poor expression, grammar or spelling; and

8. answered the specific question asked.

It is most important that your assignment address the issues raised in your chosen topic. Think about the topic and make sure you understand what the topic is about before you proceed. Marks cannot be awarded for irrelevant material, no matter how good that material is. The assignment should contain:

1. an introduction, clearly setting out the broad direction of the assignment, its objectives, any parameters of the assignment, and perhaps a summary of the arguments;

2. presentation of argument, review of literature and compilation of evidence relevant to the topic;

3. conclusion, clearly summarising the arguments or findings;

4. a reference list, setting out all the books, articles and other sources you have referred to in the course of writing the assignment. You need not have necessarily read each reference from start to finish, but you should have at least looked up each reference;

5. accurate citation of your sources of information. Your written material must be presented in accordance with the most recent Australian Guide to Legal Citation (AGLC) adopted by this School (you can download a copy of the AGLC from <http://mulr.law.unimelb.edu.au/files/aglcdl.pdf>).

Students should note the following:

 Many people are not familiar with the requirements of assignments. Basically they are like any other piece of good writing. They must have a beginning, a middle and an end. They must be organised so that one point leads to another in a logical sequence. Headings and subheadings are usually of assistance to the reader, who should be easily able to ascertain the logic of your arguments. You should look at the articles you read in the course of your research as a model for style and organisation.

 Statements of fact must be supported by referencing in the proper form. Also arguments and ideas you are adopting or disagree with must be properly referenced. This is one of the most important aspects of your assignment, and severe penalties will be imposed if you do not reference. Be aware of the University’s and Law School’s rules on plagiarism. You should avoid overreliance on only a small number of sources. You are expected to have read widely on the chosen topic.

 You are expected to employ your critical and analytical skills in this assignment. Avoid mere description or regurgitation and do not quote excessively. Generally speaking, no more than 10% of the assignment should be direct quotes or substantive copying of other people’s work. Both your observations and your use of other people’s writing should reflect this critical/analytical dimension. In sum, your intellectual input should be clearly discernible in the assignment.

 You are not marked for your political or social views or opinions, but rather for your ability to present coherent, rational and logical arguments, properly supported by authority.

 You are also marked for your ability to express yourself clearly, logically and succinctly. Poor expression, grammar and spelling will detract from your overall mark. 

One afternoon at work, Natalie received a phone call from her daughter’s teacher. It seemed that Brandi had got into trouble, and Natalie would need to meet with Brandi’s teacher and the school principal. Natalie could not imagine what the trouble could be. Brandi was a straight-A student, played soccer, and was part of the school band. She also helped out with chores at home. On the way to the school, Natalie decided she would not jump to conclusions but would hear Brandi’s side of the story. Then, she would let Brandi have a piece of her mind! At school, Natalie met the school principal; Brandi’s teacher; and a crying, red-eyed Brandi. Brandi and two other girls had stolen a pack of cigarettes from a teacher’s purse and were caught smoking in the woods behind the school. Worse, one of the other girls had stolen the teacher’s prescription medication, though Brandi said she did not know anything about that. The principal and teacher said that this was a serious breach of trust and was against school policy. They knew Brandi and were “shocked” that she was involved in this activity. In private consultation with Natalie, they said that Brandi was involved with the wrong crowd, but there was still time to intervene before she developed a pattern of bad behavior. Natalie left the meeting angry with Brandi, but also feeling guilty and responsible. She had been working extra hours and was often busy with her schoolwork. Perhaps she had neglected Brandi or missed important warning signs. She would ground Brandi, but more importantly, she would pay much closer attention to whom she befriended and where she went. Natalie decided she would establish a schedule where she would help the girls’ do their homework. Natalie felt tired. After all the years of guidance and parenting, how could “two stupid tweens” undo all her hard work? She felt she had worked hard teaching Brandi and Jenny how to make good decisions and to know right from wrong. She worried what the next ten years would bring. She pondered the possibilities of other peer influences, alcohol, drugs, and boys.

Research differential association theory and social learning theory as applied to criminal behavior and crime using the textbook, the University online library resources, and the Internet. Select two scholarly, peer-reviewed articles for use in this assignment.

Based on the scenario, your readings and research, respond to the following:

• How could Brandi’s behavior be explained using differential association theory?
• How could Brandi’s behavior be explained using social learning theory?
• What are the strengths and limitations of these two theories as applied to this example?

Be sure to support your responses using the selected resources.

Write your initial response in 4–6 paragraphs. Apply APA standards to citation of sources.

I need at least 50 word response.

Organizational Design Model of the Boston Police Department

Robby Colbert

Saint Leo University

July 14, 2014

Abstract

This paper will be a brief examination of the organizational design model used by the Boston Police Department, the Line and Staff Structure.  This is a popular organizational design model in use by many of the mid to larger police departments in the United States and is second to the line structure whose popularity is guided by the fact that the 49% of the police departments within our country employ 10 officers or less.  

   Boston, Massachusetts is the 21^st largest city in the United States and is served by the Boston Police Department which is the 15th largest municipal/local police department in the United States by the number of sworn officers. (Reaves, 2011)  The Boston Police Department’s 2,181 officers serve a diverse population that is estimated to be at 636,479 people. (Pearson Education, Inc., 2013)

The Boston Police Department can trace its roots back to 1822 when the city hired six police officers who fell under the control of the City Marshall.  Prior to, and during this formative time, the city used a system of watchmen to patrol and combat crime.  In 1854 the city did away with the watchmen system and formed the first Boston Police Department with 250 police officers. (Boston Police Department, 2014)

The organizational model used by the Boston Police Department is on known as the line and staff structure.  This is similar to the line organizational structure used by the majority of smaller law enforcement agencies throughout the country.  “The line structure is the oldest, simplest and clearest form of organizational design.” (Swanson, Territo, and Taylor, 2012, p. 232)  This design is based off of the military system of command and control.  In the military it is referred to it as the Chain of Command.

The main difference between the line structure and the line and staff structure is that the line and staff structure uses support functions to assist the line officers, the ones who are doing the policing and dealing with the public on a daily basis.  These support units bring expertise and judgment that might not normally be available to the line officers due to inexperience and a limited view of the “big picture” involved in decision making and the employment of police services.

The Boston Police Department offers a wide variety of law enforcement services to its citizens.  Uniform patrol officers are assigned to one of 13 districts which fall under the Bureau of Field Services.  Each district is commanded by a police captain who oversees the police activities within the district.  Each district also has a number of services in addition to the uniform patrol officers.  These include:  a drug control unit; precinct detectives who investigate property crimes and misdemeanors; auto investigations for stolen cars; property clerks who are responsible for storing and accounting for evidence and recovered property; youth services office for juvenile crimes and investigations; Anti-Crime which investigates street level crimes involving drugs, gangs, and other rapidly developing situations; a dedicated domestic violence unit; and a Community Service Unit.

There are numerous special assignments within the Boston Police Department.  The Special Operations Division includes the SWAT Team, negotiators, and the Mobile Operations Patrol.  The Environmental Safety  Group consists of the Harbor Patrol Unit which is responsible for conducting patrols by boat in the Boston Harbor; the Hazardous Materials Response Unit;  the Explosive Ordnance Unit which is also known as the Bomb Squad; the Canine Unit utilizing highly trained dogs for explosive and narcotics detection, search and rescue, crowd control, and building searches; and the Commercial Vehicle Unit which investigates and enforces traffic laws on overweight and over-sized commercial vehicles transiting in and through the city.  These specialized divisions and their units also fall under the Field Services Bureau.

In addition the Bureau of Investigative Services is responsible for the Major Investigations Unit which is tasked with investigating homicides, armed robberies, and sexual assault cases.  The Drug Control Division which oversees long term drug investigations targeting major dealers as opposed to the precinct level units which target street dealers and users. 

Demonstrating their commitment to providing the best police services to the citizens the Boston Police Department has three units assigned to the Office of Internal Investigations.  The Office of Internal Affairs reports directly to the Chief of Police.  The units are the Internal Affairs Unit which is tasked with investigating alleged incidents of police malfeasance; the Auditing and Review Unit to ensure that the police department is making the best use of the citizen’s tax dollars and grants used by the police; and the Anti-Corruption Unit to investigate and prevent allegations of corruption within the police department.

 There are numerous other units assigned to the department within Administrative Services and some which fall under the Chief of Staff. 

     The most prevalent and easily recognizable organizational theories at play within the Boston Police Department are the Resource Dependency Theory (RDT) and the political institutional framework (PIF) of the Neo-institutional Theory.  An example of how the RDT plays in can be seen in the elimination of the Boston Police Department’s Mounted Patrol (Horse Patrol).  In July of 2009 the Boston Police Department disbanded their mounted patrol, at that time the oldest police mounted patrol unit in the country, due to ever increasing costs and budgetary constraints arising out of the recession.  The Mounted Patrol’s horses were donated to other police departments or retired to lie out their lives on farms. (Brown, 2009)

The political institution framework of the Neo-institutional Theory comes when you take into considerations all of the political organizations, both internal and external, that the police department has to deal with.  The officers, as in most of the northeastern cities, have a police union which can enter into collective bargaining with the city to obtain the best benefits and salary for the officers.  The Boston Police Department in and of itself is a potent and powerful political organization.  As detailed in the textbook organizations such as the Boston Police Department not only are acted upon by political pressures, they exert a certain amount of pressure themselves.  “Politics are done both to and by organizations.” (Swanson, et al, 2012, p. 204)

Conclusion

            The Boston Police Department is a proud organization that has withstood the test of time.  It has done this by adapting to and thriving within ever changing organizational models and theories.  As most police departments it began with a simple line structure.  As times changed the department adopted a line and staff structure to better accommodate the needs of both the police department and the citizens of Boston.  The department continues to improve and grow and will be a political and social force into the future.

References

 Brown, S. (2009). The end of an era for the Boston police mounted unit. WBUR Boston’s NPR News Station. Retrieved on July 17, 2014 from http://www.wbur.org

Boston Police Department (2014). BPDnews.com The official website of the Boston Police Department. Retrieved on July 17, 2014 from http://bpdnews.com

Pearson Education, Inc. (2013). Top 50 cities in the U.S. by population and rank. Information Please Database. Retrieved on July 17, 2014 from http://www.infoplease.com

Reaves, B. (2011). Census of state and local law enforcement agencies, 2008.  Bureau of Justice Statistics. Retrieved on July 17, 2014 from http://www.bjs.gov

Swanson, C. R., Territo, L., and Taylor, R. W. (2012). Police administration: structures, processes and behaviors (8^th ed.). Upper Saddle River, NJ: Pearson