INFA questions Assignment Example | Topics and Well Written Essays - 500 words

INFA questions - Assignment Example It does not dictate how many or which tool to use in improving the security of system. Rather, the choice on what number of layers and technologies to use depends upon the risk analysis done by the organization (Cisco). Concerned with the way authority is assigned and organized (Northcutt). Entails formulating security policies, guidelines and planning in order to reduce loss (Stallings & Brown). Basically involves setting what employees may do, must always do, or cannot do. Examples include changing of policies, installing motion detectors, security awareness training among others. Involves enforcing the implementation of security policies, standards and also maintaining consistency in operations together with executing corrective measures in case of deficiencies (Stallings & Brown). The procedures are effected on both hardware and software. Examples include recovery actions like system reboot, data backup and access control to data (Slideshare). It involves utilizing the security capabilities of the hardware and software. The security once set up is managed entirely by the computer system. Examples include setting up firewalls and access tokens, password encryptions. 2. Most security models categorize controls into three types: management, operational, and technical. Describe each of these categories, and provide two examples of controls that would fall within each category. (1/2 page) A characteristic of a technology that someone can take advantage of to orchestrate a security incident (Stallings & Brown). Example is when a program unintentionally allows ordinary users to execute commands that can only be executed by privileged users. A potential for violation of a security policy that comes into play when there is an event or circumstance that could trigger breaching of security and therefore cause harm. It can be explained as a possible danger that could result in someone taking advantage of a

Sustainable tourism Essay Example | Topics and Well Written Essays - 500 words

Sustainable tourism - Essay Example Positive impacts According to Honey (1999), tourism is a source of employment for many people who serve in the tourist hotels, tourist travel agencies or serve as tour guides and local traders. This is very important in a country with low agricultural viability and is not a major producer of any valuable mineral or oil. It is also a direct market for locally produced commodities for example artefacts, clothing and foodstuff while tourist hotels form a good market for locally produced agricultural products. Some of the Tourists are potential investors and this increases the chances of a country getting more foreign investment. Tourism stimulates decentralised development because governments will have to ensure that major tourist destinations within the country are developed. These include infrastructure development and rural electrification. Whenever tourists start visiting a country, the people start to realise the importance and economic potentialities of their available resources f or example wildlife, water bodies, coastal regions and culture. This motivates them to preserve these resources and hence a protection of an environment which could have been exploitative by man in various ways. This results to biodiversity preservation and preservation of the environment’s natural beauty (Prem1995).

Video games made me burn my house down Essay Example for Free

Video games made me burn my house down Essay It’s finally the Thursday night. You’ve seen the advertisements on television and have been waiting for this night for months. You have heard all of your friends talking about it. Tonight, your favorite video game is being released at midnight. You’re getting fidgety just thinking about it. You started counting down the clock as it ticks its way to midnight. Though the clock just past eight, you can’t stand the anticipation. You get in your car, start the engine, and head to the nearest GameStop. Knowing that you are staying up all night for this great, once in a lifetime event, you make a pit stop at Starbucks to get the highest caffeine on the menu. When you arrive at the store, you see a line of people already snaking outside of the store. The sight of the endless line is daunting, but that cup of coffee you got earlier keeps your spirit high. After you fing a parking space, you move toward the end of the line. While waiting, you make new friends, talking excitedly about the game; things like: rewards, tricks, strategy, and glitches. While talking and having fun, time flies, and it’s almost midnight. This is it. The moment you’ve been waiting for, finally within your grasp. Everyone is restless at the door; but something is not right. The door is not opening. With racing thoughts, you notice the crease of those around you. What is happening? Why isn’t the door opening? You’ve been waiting so long for the door to happiness to be opened. After an hour of nothing happening, you get in your car and head home. The next morning, you wake up to the sound of the television. Disappointed that it isn’t the game that you’re supposed to be playing, you move to turn the TV off. Just as you’re about to press the button, the news comes on. The news reporter reports a new law has been passed that video games rated M have been banned for sales. Apparently, statistics have shown that M rated video games leads to violence in teenagers. While we know this is fictional, video games haven’t been banned in real life†¦ yet. In today’s society, video games are overwhelming popular, especially in teenagers. With signs of violence frequent in society, video games are an easy victim to blame for. If we don’t acknowledge fictional facts about video games, they might really be gone forever. Video games don’t cause violence in children, and in fact improve cognitive and social skills. First of all, video games don’t cause violence. It always has been a myth. The idea that video games cause violence has not been supported by any research. ProCon. org quoted Lawrence Kutner, PhD, and Cheryl K. Olson, ScD, co-founders of the Harvard Medical School Center for Mental Health and Media, in their book there has always been a â€Å"big fear† that video games are a causation for violence in today’s society. They continue to point out that with millions of children and adults playing these games, the world has not been reduced to chaos and anarchy (n.pag. ). With more and more video games being produced, the number of gamers increases. Still we see no correlation in both subjects. ProCon. org quotes another researcher Henry Jenkins, Ph. D. at University of Southern California, â€Å"According to federal crime statistics, the rate of juvenile violent crime in the United States is at a 30-year low. † He continues to say that even though America has 90 percent of its boys and 40 percent of its girls playing these video games, the majority of kids who play do not commit anti-social acts. Jenkin also quotes a 2001 U. S. Surgeon General’s report, â€Å"The strongest risk factors for school shooting centered on mental stability and the quality of home life, not media exposure† (n. pag. ). Even though violence is around every day in our lives, video games should not be the blame of the problem. If anything, video games are helping children. The first benefit of playing video games is that it teaches children work with one another better. There is no ‘I’ in team, which video games will teach to the children. ABC news reported series of experiments published in the Journal of Personality and Social Psychology, â€Å"Researchers found that participants who had just played a ‘pro-social’ game which require characters to work together are more likely to engage in helpful behavior in real life than those who play ‘neutral’ games like Tetris. † â€Å"Upsides of social games can even extend to the physical world,† also reported by ABC news, â€Å"Players of the popular social game on Facebook met a challenge from its creators and planted 25,000 trees in the game world in 25 days, leading the game’s developer to plant 25,000 trees in real life† (n.pag. ). With games today that all promotes the co-op play, children learn the idea of teamwork is needed to achieve a common objective. Thus, this activity leads to co-op play in the physical world. The second benefit of playing video games is that they teach children cognitively. Hope Gillette quotes Dr. Pamela Rutledge, Director of the Media Psychology Research Center, in her article, â€Å"Video games and your children: Pros and cons,† that video games create a multi-sensory experience for players. She also said that players could often feel as if they were transported to another world, just like when we say, â€Å"I was lost in a good book. † Players’ brains create a simulation of life for the experience, and by making progress through the game; they learn how to get around easier over time (n. pag. ). ABC news also reported a recent study from the Education Development Center and the U. S. Congress-supported Ready To Learn (RTL) Initiative found that a curriculum that involved digital media such as video games could improve early literacy skills when coupled with strong parental and teacher involvement. Interestingly, the study focused on young children, and 4- and 5-year-olds that participated showed increases in letter recognition, sound association with letters, and understanding basic concepts about stories and print. ABC recognizes college students as well saying, â€Å"Students who undergo a 3D virtual simulation at Loyalist College in Ontario reported that the number of successful test scores increased from 56 percent to 95 percent (n. pag. ). The educational benefits of video games are way overlooked by society, but once in plain sight, it’s easy to see. Video games are not as dangerous as society portrays them to be. Not only do video games promote educational growth, they also help an individual to work with others. Correlation shows that as video games become increasingly popular and violence never seems to cease, but correlation does not imply causation. So implying video games cause violence in society is like saying that Pac-Man affected us as kids, and we’re all doomed to be running around in dark rooms, munching pills and listening to repetitive electronic music.

Rate Of Convergence In Numerical Analysis

Rate Of Convergence In Numerical Analysis In numerical analysis, the speed at which a convergent sequence approaches its limit is called the rate of convergence. Strictly speaking, a limit does not give information about any finite first part of the sequence; this concept is of practical importance if we deal with a sequence of successive approximations for a iterative method, as typically fewer iterations are needed to output a useful approximation if the rate of convergence is higher. This may even make the difference between needing ten or a million iterations. Similar concepts are used for discretization methods. The solution of the discretized problem converges to the solution of the continuous problem as the grid size goes to zero, and the speed of convergence is one of the factors of the efficiency of the method. However, the terminology in this case is different from the terminology for iterative methods. Convergence speed for iterative methods Basic definition Suppose that the sequence {xk} converges to the number L. We say that this sequence converges linearly to L, if there exists a number ÃŽÂ ¼ à ¢Ã‹â€ Ã‹â€  (0, 1) such that The number ÃŽÂ ¼ is called the rate of convergence. If the above holds with ÃŽÂ ¼ = 0, then the sequence is said to converge superlinearly. One says that the sequence converges sublinearly if it converges, but ÃŽÂ ¼=1. The next definition is used to distinguish superlinear rates of convergence. We say that the sequence converges with order q for q > 1 to L if In particular, convergence with order 2 is called quadratic convergence, and convergence with order 3 is called cubic convergence. This is sometimes called Q-linear convergence, Q-quadratic convergence, etc., to distinguish it from the definition below. The Q stands for quotient, because the definition uses the quotient between two successive terms. Extended definition The drawback of the above definitions is that these do not catch some sequences which still converge reasonably fast, but whose speed is variable, such as the sequence {bk} below. Therefore, the definition of rate of convergence is sometimes extended as follows. Under the new definition, the sequence {xk} converges with at least order q if there exists a sequence {ÃŽÂ µk} such that and the sequence {ÃŽÂ µk} converges to zero with order q according to the above simple definition. To distinguish it from that definition, this is sometimes called R-linear convergence, R-quadratic convergence, etc. Examples Consider the following sequences: The sequence {ak} converges linearly to 0 with rate 1/2. More generally, the sequence CÃŽÂ ¼k converges linearly with rate ÃŽÂ ¼ if |ÃŽÂ ¼| CONVERGENCE SPEED FOR DISCRETIZATION METHODS A similar situation exists for discretization methods. Here, the important parameter is not the iteration number k but the number of grid points, here denoted n. In the simplest situation (a uniform one-dimensional grid), the number of grid points is inversely proportional to the grid spacing. In this case, a sequence xn is said to converge to L with order p if there exists a constant C such that | xn à ¢Ã‹â€ Ã¢â‚¬â„¢ L | This is written as |xn L| = O(n-p) using the big O notation. This is the relevant definition when discussing methods for numerical quadrature or the solution of ordinary differential equations. Examples The sequence {dk} with dk = 1 / (k+1) was introduced above. This sequence converges with order 1 according to the convention for discretization methods. The sequence {ak} with ak = 2-k, which was also introduced above, converges with order p for every number p. It is said to converge exponentially using the convention for discretization methods. However, it only converges linearly (that is, with order 1) using the convention for iterative methods. RATE OF CONVERGENCE OF BISECTION METHOD If f is a continuous function on the interval [a, b] and f(a)f(b) The bisection method gives only a range where the root exists, rather than a single estimate for the roots location. Without using any other information, the best estimate for the location of the root is the midpoint of the smallest bracket found. In that case, the absolute error after n steps is at most If either endpoint of the interval is used, then the maximum absolute error is the entire length of the interval. These formulas can be used to determine in advance the number of iterations that the bisection method would need to converge to a root to within a certain tolerance. For, using the second formula for the error, the number of iterations n has to satisfy to ensure that the error is smaller than the tolerance ÃŽÂ µ. If f has several simple roots in the interval [a,b], then the bisection method will find one of them. RATE OF CONVERGENCE OF FALSE-POSITION METHOD If the initial end-points a0 and b0 are chosen such that f(a0) and f(b0) are of the opposite signs, then one of the end-points will converge to a root of f. The other end-point will remain fixed for all subsequent iterations while the converging endpoint becomes updated. Unlike the bisection method, the width of the bracket does not tend to zero. As a consequence, the linear approximation to f(x), which is used to pick the false position, does not improve in its quality. One example of this phenomenon is the function, f(x) = 23 à ¢Ã‹â€ Ã¢â‚¬â„¢ 42 + 3x on the initial bracket [à ¢Ã‹â€ Ã¢â‚¬â„¢1,1]. The left end, à ¢Ã‹â€ Ã¢â‚¬â„¢1, is never replaced and thus the width of the bracket never falls below 1. Hence, the right endpoint approaches 0 at a linear rate. While it is false to think that the method of false position is a good method, it is equally a mistake to think that it is unsalvageable. The failure mode is easy to detect and easily remedied by next picking a modified false position, such as or down-weighting one of the endpoint values to force the next ck to occur on that side of the function. There are other ways to pick the rescaling which give even better convergence rates. RATE OF CONVERGENCE OF SECANT METHOD The iterates xn of the secant method converge to a root of f, if the initial values x0 and x1 are sufficiently close to the root. The order of convergence is ÃŽÂ ±, where is the golden ratio. In particular, the convergence is superlinear. This result only holds under some technical conditions, namely that f be twice continuously differentiable and the root in question be simple (i.e., with multiplicity 1). If the initial values are not close to the root, then there is no guarantee that the secant method converges. The right-most quantity above may be expressed as since . Then, from a Taylor expansion of about one finds for some . Similarly Placing these quantities into Equation 4.9 will result in some cancellation, or The approximation expressed in Equation 4.11 can be explicitly quantified by recognizing that for some . Hence This completes the analysis of the final term in Equation 4.8. The first term in Equation 4.8 can be analyzed similarly, to obtain Hence, the error given in the secant method is roughly given as A more careful investigation and analysis produces the exact expression for some . To generate a complete convergence analysis, assume that f(x) is bounded and in some neighborhood of . These assumptions imply that sufficiently close to . Further, assume that the initial values and are chosen sufficiently close to to satisfy for some K The exponents on K form the Fibonacci sequence, . The Fibonacci sequence is defined inductively, as The general error term is then given to be The Fibonacci number have an explicit formula, namely with . Note that , and since K At this point, we have While somewhat complex-looking, the equation above actually produces the convergence rate that we seek. RATE OF CONVERGENCE OF NEWTON RAPHSON METHOD Suppose that the function Æ’ has a zero at ÃŽÂ ±, i.e., Æ’(ÃŽÂ ±) = 0. If f is continuously differentiable and its derivative is nonzero at ÃŽÂ ±, then there exists a neighbourhood of ÃŽÂ ± such that for all starting values x0 in that neighbourhood, the sequence {xn} will converge to ÃŽÂ ±. If the function is continuously differentiable and its derivative is not 0 at ÃŽÂ ± and it has a second derivative at ÃŽÂ ± then the convergence is quadratic or faster. If the second derivative is not 0 at ÃŽÂ ± then the convergence is merely quadratic. If the third derivative exists and is bounded in a neighbourhood of ÃŽÂ ±, then: where If the derivative is 0 at ÃŽÂ ±, then the convergence is usually only linear. Specifically, if Æ’ is twice continuously differentiable, Æ’ (ÃŽÂ ±) = 0 and Æ’ (ÃŽÂ ±) à ¢Ã¢â‚¬ °Ã‚   0, then there exists a neighbourhood of ÃŽÂ ± such that for all starting values x0 in that neighbourhood, the sequence of iterates converges linearly, with rate log10 2 (Sà ¼li Mayers, Exercise 1.6). Alternatively if Æ’ (ÃŽÂ ±) = 0 and Æ’ (x) à ¢Ã¢â‚¬ °Ã‚   0 for x à ¢Ã¢â‚¬ °Ã‚   0, x in a neighbHYPERLINK http://en.wikipedia.org/wiki/Topological_neighborhoodourhood U of ÃŽÂ ±, ÃŽÂ ± being a zero of multiplicity r, and if Æ’ à ¢Ã‹â€ Ã‹â€  Cr(U) then there exists a neighbourhood of ÃŽÂ ± such that for all starting values x0 in that neighbourhood, the sequence of iterates converges linearly. However, even linear convergence is not guaranteed in pathological situations. In practice these results are local and the neighbourhood of convergence are not known a priori, but there are also some results on global convergence, for instance, given a right neighbourhood U+ of ÃŽÂ ±, if f is twice differentiable in U+ and if , in U+, then, for each x0 in U+ the sequence xk is monotonically decreasing to ÃŽÂ ±. Proof of quadratic convergence for Newtons iterative method According to TaylorHYPERLINK http://en.wikipedia.org/wiki/Taylors_theoremHYPERLINK http://en.wikipedia.org/wiki/Taylors_theorems theorem, any function f(x) which has a continuous second derivative can be represented by an expansion about a point that is close to a root of f(x).

Never To Late Essay -- essays research papers

Many older students are making their way back to school The number of older, more â€Å"nontraditional† college students are growing. These students say that maturity and life experience give them a clear advantage in the college classroom, and many advisors agree. No matter how old or young one is; it is never too late to start working toward an educational goal in becoming a college graduate! Remember the dream within us sits waiting to spread forth and become a reality. It is only the lack of belief in ourselves that stops us from achieving those things with the heart, and it is only through our own understanding, ability and perseverance that we see them become realities. Until then, they are little more than visions in a crystal ball, with no chance of development. Some would-be students believe it is too difficult to pursue a college degree, believing they are not smart enough or personally powerful enough to see a degree through. And, no doubt, it is no walk in the park, but is and will be the most personally fulfilling and rewarding experience and personal achievement that life will bring, second only to a beautiful, long lasting marriage or having children to share ones life with. The first step in achieving ones college goal, is believing in yourself and making a commitment to yourself and education that no matter what the next few years bring in personal circumstance or situation that ones priority is achieving their college dream, and nothing will stand in ones way in achieving them. It is only the student with this most positive and certain attitude that will succeed. Otherwise, difficult circumstances and situations are sure to arise, and without this attitude, students are sure to follow a voice within them that says, â€Å"It’s too difficult, why not just quit!† And that will be the end of that. But with a positive and certain goal the voice within will remind the student of the dream, the band playing pomp and circumstance and the diploma in hand. And the struggle will seem well worth it. According to the National Center for Education Statistics (NCES), by 2010, 16 million people will be enrolled in American colleges and universities – over half of them adults. Not Your Average College Freshman Why return to school? Some people want to finish a degree begun earlier in life but interrupted by career decisions or family responsibilities. Others d... ...illing to speak up if problems arise. 5. Are willing and able to commit 4 to 15 hours per week per course. 6. Can meet the minimum requirements for the program, whether traditional or online. 7. Can accept critical thinking and decision-making as part of the learning process. 8. Have access to a computer and modem. 9. Are able to think ideas through before responding. 10. Believe that high quality learning can take place without going to traditional classrooms. Myths and Realities about Going to College as an Adult Myth: College is for young people. Adults don’t fit in. Reality: Today, College is for everyone. Almost 6 million people are 25 years of age or older which is forty percent of all American college students. Further, the U.S. Department of Education estimates that 90 million individuals participate in some form of adult education each year, including training and basic education offered outside traditional higher education. Myth: Going to school part-time, you’ll never complete a degree. Reality: One of the ways that institutions have accommodated adult learners is by devising alternate schedules that allow students to complete more classes in the same amount of time.

Macbeth Was Responsible For His Own Downfall Essay -- essays research

Macbeth is the driving force behind Macbeth’s downfall Lady Macbeth? The driving force behind Macbeth’s downfall? Certainly not. Macbeth was completely and solely responsible for all the acts of great evil which were to lead to his downfall, and to even suggest the blame can be shifted on his wife is ludicrous. From his very first meeting with the witches, Macbeth’s mind became instantly plagued with thoughts of murder and treachery. The guilty start that Banquo noticed: "Good sir, why do you start, and seem to fear Things that do sound so fair?†¦" showed us that the thought of murder was already at the back of his mind. This showed us that Macbeth could not have been as honourable and trustworthy as people believed him to be, given that if he had had but a shred of integrity, murder would have been the last thing on his mind. The witches cannot corrupt the virtuous (like Banquo), they can work only on the evil that they already find in their victim’s mind. At this point, Macbeth (and everyone else), was not aware of this evil inside of him, which is why he was so horrified by the hideous imaginings that spring to mind. He was afraid of speaking of his "black and deep desires" openly, even to himself. For this reason, he sends a letter to his wife, explaining the situation, hoping that the thought of murder would cross her mind, and he won’t have to be the one to bring it up. On receiving the letter, Lady Macbeth’s first thought (as Macbeth had hoped it would be) was one of murder. She was just as ambitious, if not more so, than her husband, so much so that she would do anything, even conspire to commit murder, to get what she wanted in the end. However, she was not an evil woman, which is why she felt the need to call on the powers of darkness to aid her in what she was about to do: "†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Come, you spirits That tend on mortal thoughts, unsex me here, And fill me from the crown to the toe top-full Of direst cruelty; make thick my blood &q... ...ad. Earlier, she had dismissed the matter of Duncan’s murder, but now she admits to herself what she knew all along, that "All the perfumes of Arabia will not sweeten this little hand" In the end, she can no longer cope with the guilt, and in the words of Malcolm in the last scene of the play. "Who, as ‘tis thought, by self and violent hands Took of her life-†¦" It seems now that Lady Macbeth must have been less strong, and not as evil as Macbeth. When she took part in the planning of the murder of Duncan, she felt so guilty in the long run that she felt she had to take her own life. However, Macbeth has performed crimes that are a lot worse than the crime his wife committed, but he has not decided to do anything as drastic as taking his own life. It is in Act 5 scene 5 that Macbeth shows us the true extent of his insanity. He has lost the capacity to feel fear (for his inevitable death), and grief (for his dead wife). It is in Act 5 Scene 7 that Macbeth’s life comes to an abrupt end, and no one grieves him. He died a tyrant and a murderer, all through his own fault.

Organizational Leadership Essay -- Career Employment Business

Organizational Leadership As a valued and seasoned employee, one is presented with the rare opportunity of determining the type of leadership position that best suits him or her. To some extent this opportunity would be a dream come true. As an experienced employee, one should be familiar with the vision and mission of the organization. One should also be familiar and acclimated to the day to day operations and processes of the company. Identifying ones attributes will better help one define his or her role which will most benefit the success of the organization. When identifying ones strengths and weaknesses, a personal leadership style will assist one in the defining processes for which position will be a perfect fit. Therefore, presented this opportunity sounds awesome, but choosing a career is a tricky business. Where does one start? Is there just one career that would be the perfect match or are there dozens out there waiting to be discovered? â€Å"More often than not, if one chooses a career that doesn’t suit his or her personality one becomes confused, unhappy and burned out† (Lorenz, 2004). No one wants a job he or she dislikes. People want to enjoy going to work because in most cases it takes up a quarter of the day. Settling down with the right career can be as central to your happiness as choosing the right person in a relationship. But with any relationship, there is no right or wrong answers. So instead of choosing a career based on what one thinks he or she should do, self assessments can help one find a career that fits his... ... skills that are needed to lead this new virtual set of team members, I am definitely going to have an immense challenge in my perfect position. References Gratton, L. (2007, June 16). Working Together...When Apart. Retrieved March 13, 2009, from http://online.wsj.com/article/SB118165895540732559-search.html Hefferman, M. (2007, December 19). What You See Is What You Get -- or Is It? Retrieved March 14, 2009, from http://www.fastcompany.com/node/74036/print Lorenz, K. (2004, December 20). Six moves to make more money. Retrieved March 12, 2009, from http://www.cnn.com/2004/US/Careers/08/03/job.burnout/ Shrader, R. W. (2007, Fall). Leadership in a Liquid World. Leadership and Organizational Studies, 49, 96. Retrieved March 14, 2009, from http://sloanreview.mit.edu/smr/issue/2007/fall/17/