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Chosen Topic = Ransomware 

The final paper will be a 1,250- to 1,500-word research paper discussing your chosen topic. It is expected that all sources be credible, with a minimum of five peer-reviewed articles. The final paper must include the following:

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  1. Abstract: Provide an overview of what the final paper is about. The abstract should be approximately 120 words in length; in-text citations should be excluded in this section.
  1. The final paper should include the information required in Section 1: Topic Selection, Problem Statement, and Metrics; Section 2: Analysis; and Section 3: Possible Feasible Solution, with evidence of improvement based on feedback from the instructor.
  1. In addition to the solution and the process to get there, explain what is needed to implement the solution. In particular, what resources will be needed, including materials, technology, and people (who is needed on the team to implement and what roles will they play). Explain clearly how they will work together. 

NOTE: Please use the attachment to complete the work and make sure each question is a heading

Rubic_Print_Format

Course CodeClass CodeAssignment TitleTotal Points
STG-390STG-390-O500Benchmark – Contemporary Issues in Science and Technology Section 4: Final Paper150.0
CriteriaPercentageUnsatisfactory (0.00%)Less than Satisfactory (65.00%)Satisfactory (75.00%)Good (85.00%)Excellent (100.00%)CommentsPoints Earned
Content70.0%
Abstract: An Overview of the Final Paper (Minimum of 120 words; in-text citations should be excluded from this section)3.0%The student does not include an abstract.The student includes an abstract; however, the information provided is overly generalized and may contain errors or missing components.Student includes an abstract, but the information is given at a surface level.Student includes all the required components of the abstract. The details are direct, competent, and appropriate.Student includes the abstract and the details are comprehensive. The information is provided in an insightful way.
Problem Statement (C3.2/4.2/5.2):6.0%The student does not provide a problem statement.The student provides a problem statement, but the statement is overly generalized and may contain errors or missing components.The student identifies a problem facing the world today and creates a clear, but surface-level problem statement.The student identifies a problem facing the world today and creates a clear problem statement.The student identifies a problem facing the world today and creates a clear, concise, and objective problem statement. The problem scope and affected population are inherent to the problem statement.
Rationale (C3.1/4.1/5.1)4.0%The student does not provide a rationale.The student provides a rationale, but it is overly generalized and it may contain errors or missing components.The student provides a rationale, but offers only a surface-level analysis and explanation.The student provides a one-paragraph explanation based on his or her analysis of why the topic is important, both personally and professionally.The student provides a one-paragraph, detailed explanation based on his or her analysis of why the topic is important, both personally and professionally, along with any ethical implications.
Vision Statement2.0%The student does not provide a vision statement.The student provides a vision statement, but the statement is overly generalized and may contain errors or missing components.The student provides a vision statement, but the information is a surface-level explanation.The student clearly provides a vision statement. Analysis is direct, competent, and appropriate.The student thoughtfully provides a vision statement, and does so in a comprehensive and insightful way.
Metrics6.0%The student does not provide measurements that describe the problem’s severity and let you know if the problem is solved.The student provides measurements that describe the problem’s severity and let you know if the problem is solved, but the information provided is overly generalized and may contain errors or missing components.The student provides measurements that describe the problem’s severity and let you know if the problem is solved, but the information is a surface-level explanation.The student clearly provides measurements that describe the problem’s severity and let you know if the problem is solved. Analysis is direct, competent, and appropriate.The student thoughtfully provides measurements that describe the problem’s severity and let you know if the problem is solved, and does so in a comprehensive and insightful way.
Factors2.0%The student does not define the factors that affect the problem.The student defines the factors that affect the problem, but the information provided is overly generalized and may contain errors or missing components.The student defines the factors that affect the problem, but the information is a surface-level explanation.The student clearly defines the factors that affect the problem. Analysis is direct, competent, and appropriate.The student defines the factors that affect the problem, and does so in a comprehensive and insightful way.
Data Acquisition Plan2.0%The student does not create a data acquisition plan, including keywords and an explanation of how he or she is going to find data on the problem statement.The student creates a data acquisition plan, including keywords and an explanation of how he or she is going to find data on the problem statement, but the information provided is overly generalized and may contain errors or missing components.The student creates a data acquisition plan, including keywords and an explanation of how he or she is going to find data on the problem statement, but the information is a surface-level explanation.The student clearly creates a data acquisition plan, including keywords and an explanation of how he or she is going to find data on the problem statement. Analysis is direct, competent, and appropriate.The student creates a data acquisition plan, including keywords and an explanation of how he or she is going to find data on the problem statement, and does so in a comprehensive and insightful way.
Research Questions6.0%The student does not provide a minimum of two research questions that will help them to analyze the problem.The student provides a minimum of two research questions that will help to analyze the problem, but the information provided is overly generalized and may contain errors or missing components.The student provides a minimum of two research questions that will help to analyze the problem, but the information is a surface-level explanation.The student provides a minimum of two research questions that will help to analyze the problem, and the analysis is direct, competent, and appropriate.The student provides a minimum of two research questions that will help to analyze the problem, and does so in a comprehensive and insightful way.
Current Hypothesis2.0%The student does not provide a current hypothesis about how he or she thinks the system currently operates.The student provides a current hypothesis about how he or she thinks the system currently operates, but the hypothesis is overly generalized and may contain errors or missing components.The student provides a current hypothesis about how he or she thinks the system currently operates, but the hypothesis is a surface-level explanation.The student clearly provides a current hypothesis about how he or she thinks the system currently operates. Analysis is direct, competent, and appropriate.The student thoughtfully provides a current hypothesis about how he or she thinks the system currently operates, and does so in a comprehensive and insightful way.
Excel Sheet attached with the Raw Data From Data Acquisition Plan4.0%The student does not include an Excel sheet providing the raw data from the data acquisition plan.The student includes an Excel sheet providing the raw data from the data acquisition plan, but the information provided is overly generalized and may contain errors or missing components.The student includes an Excel sheet providing the raw data from the data acquisition plan, but the information is a surface-level explanation.The student includes an Excel sheet providing the raw data from the data acquisition plan. The data is direct, competent, and appropriate.The student includes an Excel sheet providing the raw data from the data acquisition plan, and does so in a comprehensive and insightful way.
Analyzed Data, Including Two Visual Forms of The Data included in the report4.0%The student does not provide analyzed data, including two visual forms of the data.The student provides analyzed data, including two visual forms of the data, but the information may contain errors or is missing components.The student provides analyzed data, including two visual forms of the data, but the visual forms of data provide only a surface-level analysis.The student clearly provides analyzed data, including two visual forms of the data. Analysis is direct, competent, and appropriate.The student provides analyzed data, including two visual forms of the data, and does so in a comprehensive and insightful way.
Visual Model of System/Process Included in the Report4.0%The student does not create a comprehensive visual model of the system/process that he or she is researching.The student creates a comprehensive visual model of your system/process that he or she is researching, but the information provided is overly generalized and may contain errors or missing components.The student creates a comprehensive visual model of your system/process that he or she is researching, but the information is a surface-level explanation.The student clearly creates a comprehensive visual model of your system/process that he or she is researching. Analysis is direct, competent, and appropriate.The student creates a comprehensive visual model of your system/process that he or she is researching, and does so in a comprehensive and insightful way.
Outline of Possible/Feasible Solutions10.0%The student does not provide an outline of the possible solutions or any justification of the chosen solution.The outline of possible solutions is either not included or very limited. The student does not adequately justify the solution. The student describes very little of the ethical, social, or economic considerations in choosing the solution.The student outlines possible solutions and justifies the chosen solution, also describing some of the ethical, social, or economic considerations in choosing the solution.The student outlines possible solutions and justifies the chosen solution, and also addresses the process used to choose the solution. The student describes some of the ethical, social, and economic considerations in choosing the solution.The student outlines possible solutions and justifies the chosen solution, also describing the process used to choose the solution. The student describes what ethical, social, and economic considerations were made in choosing the solution.
Teamwork (C3.3/4.3/5.3)10.0%No discussion on who is needed to implement the solution and how they will work together to make the solution a success.A cursory discussion on the team needed and how they will work together to implement the solution is present.The student clearly articulates who is needed on the team and how they will work together to implement the solution successfully, but several details are missing or vague.The student clearly articulates who is needed on the team and how they will work together to implement the solution successfully, but some details are missing or vague.The student clearly articulates who is needed on the team and how they will work together to implement the solution successfully in an insightful manner.
Conclusion5.0%The student does not draw clear conclusions, document findings, or deliver a professional statement about the analysis.The student draws clear conclusions, documents findings, and delivers a professional statement about the analysis, but the information provided is overly generalized and may contain errors or missing components.The student draws clear conclusions, documents findings, and delivers a professional statement about the analysis, but the information is a surface-level explanation.The student clearly draws clear conclusions, documents findings, and delivers a professional statement about the analysis. Analysis is direct, competent, and appropriate.The student draws clear conclusions, documents findings, and delivers a professional statement about the analysis, and does so in a comprehensive and insightful way.
Organization and Effectiveness15.0%
Mechanics of Writing (includes spelling, punctuation, grammar, language use)5.0%Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language or word choice are present. Sentence structure is correct but not varied.Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.Writer is clearly in command of standard, written, academic English.
Revisions Based on Instructor Feedback10.0%There is no evidence of improvement based on instructor feedback.The student includes little evidence of improvement based on instructor feedback.The student includes some evidence of improvement based on instructor feedback.The student includes evidence of improvement based on instructor feedback.The student shows obvious evidence of improvement based on instructor feedback.
Format15.0%
Paper Format (use of appropriate style for the major and assignment)10.0%No title page. Template is not used appropriately, or documentation format is rarely followed correctly.The paper contains a title page. Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent.The paper contains a title page. Appropriate template is used. Formatting is correct, although some minor errors may be present.The paper contains a title page. Appropriate template is used. There are virtually no errors in formatting style.The paper contains a title page. Appropriate template is used. All format elements are correct.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)5.0%Sources are not documented.Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.Sources are documented, as appropriate to assignment and style, and format is mostly correct.Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Weightage100%

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