Paper Writing Services using information, classifying information, and managing / using / implementing data loss prevention technologies. After you have completed your chart, write a

Abstract
Your matrix should specifically address executives (C-level), managers, supervisors, employees. The tasks that you should address are: generating information, using information, classifying information, and managing / using / implementing data loss prevention technologies. After you have completed your chart, write a brief discussion of responsibilities for each role listed in the rows of your chart. Each role should

Before you begin: review the information provided in ts resource: It takes a team of individuals throughout an organization who work together to safeguard the integrity and confidentiality of data resources. But, how does an organization know that it has enough people in the right roles performing the right tasks to ensure that digital assets will be protected from loss or harm? The RACI matrix is a tool that can be used to outline the various roles and responsibilities required to provide ts protection. For ts discussion, you will prepare a RACI matrix that outlines roles of key players in the organization who have data protection responsibilities (i.e. asset security and data protection). Your matrix should specifically address executives (C-level), managers, supervisors, employees. The tasks that you should address are: generating information, using information, classifying information, and managing / using / implementing data loss prevention technologies. After you have completed your chart, write a brief discussion of responsibilities for each role listed in the rows of your chart. Each role should be addressed in a separate paragraph. Provide in-text citations and references for 3 or more authoritative sources. Put the reference list at the end of your posting. Use a consistent and professional style for your citations and reference list entries. (Hanging indent is NOT required.)

Sample references
  • (‘Melnyk, B.M.; Fineout-Overholt, E.; Feinstein, N.F.; Sadler, L.S.; Green-Hernandez, C. Nurse practitioner educators’ perceivedknowledge, beliefs, and … (44 characters truncated) … d practice: Implications for accelerating the integration ofevidence-based practice into graduate programs. J. Prof. Nurs. 2008, 24, 7–13. [CrossRef]’,)
  • (‘CCSP. 2008b. The Effects of Climate Change on Agriculture, Land Resources, Water Resources, and Biodiversity in the United States. Synthesis and Asse … (451 characters truncated) … f, S. Running, L. Hansen, D. Inouye, B. P. Kelly, L. Meyerson, B. Peterson, and R. Shaw, eds. Washington, DC: U.S. Department of Agriculture, 362 pp.’,)
  • (‘Forster, P., V. Ramaswamy, P. Artaxo, T. Berntsen, R. Betts, D. W. Fahey, J. Haywood, J. Lean, D. C. Lowe, G. Myhre, J. Nganga, R. Prinn, G. Raga, M. … (451 characters truncated) … R. Weiss, and T. Whorf. 2007. Changes in Atmospheric Constituents and in Radiative Forcing. Cambridge, U.K. and New York: Cambridge University Press.’,)
  • (‘Etheridge, D. M., L. P. Steele, R. L. Langenfelds, R. J. Francey, J.-M. Barnola, and V. I. Morgan. 1996. Natural and anthropogenic changes in atmospheric CO2 over the last 1000 years from air in Antarctic ice and firn. Journal of Geophysical Research 101:4115-4128.’,)

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