IT Security Essay Example for Free

IT Security Essay With the advent of the new technological age, businesses and individuals find it more and more difficult to cope with the growing amount of information. The more technological businesses become, the more information they are compelled to process and store, thus creating a whole set of challenges and controversies in the IT field. The problem is that managing business information is impossible without developing and implementing effective data storage systems. Very often, backing up business data to a remote location becomes the only possible means to guarantee effectiveness of all information processes within organization. In this context, online backup services could potentially resolve the most complicated IT issues in business. Really, in business, organizations gather large amounts of information about their products, market reputation, customers, and competitors. They work to determine the major weaknesses and strengths of their sales strategies and use this information in the process of achieving strategic organizational objectives. Information improves organizations’ competitive positions, and â€Å"the company losing information may have its competitive edge dulled. Losing a competitive edge can be a significant cost to any business, but even losing competitive edge is not as dangerous as losing and revealing information about possible business vulnerabilities and gaps to potential and current competitors† (Halibozek, Jones Kovacich, 2007). The fact is that the loss of data may take different forms and patterns; the reasons of losing information are also many and numerous. Regardless of whether the loss of data is caused by a virus or an external attack, customer files, emails, financial and accounting information – all these may become a serious threat to the stability of businesses. Statistical research suggests that one half of businesses that lose critical information file for bankruptcy (Jacobi, 2005); as such, online backup mechanisms seem to be a viable solution to the discussed problems. The problem of losing information is well-known to businesses, but here it is more than important to investigate the relevance of online backup services. The problem of losing information in business is significant from the IT security perspective for numerous reasons: these include the risks of losing competitiveness, the risks of bankruptcy, and the risks of competitive vulnerability, as discussed in the previous paragraph. Investigating the relevance of online backup services is needed to evaluate its effectiveness, cost-effectiveness, and the principles of use. Losing information seems a difficult and hardly resolvable problem, but with the current speed of technological advancement, even the most controversial and difficult technological issues can be successfully resolved. The issue of losing data is not an exception, and TechSoup meta-site provides brief but comprehensible information with regard to using online backup services. Upon visiting the website, the first impression is that information is well-structured, is divided into several subcategories, and is written in an easy understandable language – the features that even inexperienced IT users can use to grasp the meaning of online backup services. Furthermore, it is objectivity of provided data and the lack of clear or hidden advertising that makes the website fully informative and not imposing. That the authors discuss both pros and cons of using online backup services makes it possible for the reader to make a relevant and justified choice; and where online backup services display serious technological limitations, the meta-site provides a set of recommendations for overcoming these limitations in practice (Lasa, 2006). For example, when it comes to using online backup services, â€Å"speed and amount of data backup is limited by the speed of your Internet connection. Online backup over dial-up connection will be slow and is generally only suitable for small amounts of data† (Lasa, 2006). Here, it also means that the speed of data management and its effectiveness largely depends on the particular choice of Internet providers. Bearing in mind the variety and number of Internet companies in the market, choosing the right one with the best and the most appropriate speed of connection will help companies resolve these issues at hand. Also, the meta-site suggests that companies that limit their choice of data storage mechanisms to online backup services actually trust all important information to a single person (and provider), and in case the data is lost, the given provider will hardly be able to restore it. To mitigate these risks, the authors also recommend using CDs or DVDs to archive backed-up data (Lasa, 2006). These are the most feasible solutions to the issues, with which online backup services can be associated. In general, the website provides detailed and unbiased information about online backup services. Unfortunately, the information regarding the seriousness of data storage issues is absent. As such, IT users may not understand the seriousness of the issue and may not be willing to seek immediate and effective solutions. Even when the need to investigate the problem arises, IT professionals will need to search the net for possible statistical or descriptive information with regard to the issue of losing information and its impact on businesses. Nevertheless, the provided information is structured in a way that makes it easier to understand HOW to cope with the growing information management tensions. The website does not simply describe how online backup services work, but evaluates their benefits and drawbacks, and provides a set of recommendations for choosing a provider. The structure of information is extremely convenient and is designed to cover broad audiences. Conclusion Certainly, the mere fact that IT users can access information about backup services does not mean that the issue of data management and storage is no longer relevant. On the contrary, the more meta-sites devote time and effort to describing such services, the more concerned they become about possible implications of losing information in business. Objectively, technology works to provide IT users and professionals with a whole set of effective instruments for storing and managing data; and it is obvious that online backup services can significantly reduce the risks of losing important and sensible data. Simultaneously, even when using online backup services, there is still much room for technological improvement, and whether businesses and individuals are offered relevant technological solutions depends on the speed and the quality of the current technological progress.

Essay --

Introduction 　　　　Here is an interesting forecast: half of recent marriages will end in divorce. (Mahl, 2001) If this forecast proves to be true, then the questions related to divorce will be studied more in depth than ever before. An important consideration many couples make before deciding to separate has to be the negative impacts their divorce may have on their children. The general myth around is that divorce brings negative effects to the children. However, according to recent research conducted on the topic, there appears to be no conclusive evidence indicating that divorce will lead to negative impacts on the children involved. In fact, research suggests the impact of parental divorce on children is solely depended upon the situation. (Cartwright, 2006) Since each situation is different, the impact of parental divorce varies as well. This essay will examine recent sociological articles on the issue of parental divorce and its impact on the children involved. We will be investigating the impact of parental divorce on the children’s view towards their own life, the children’s relationship with their divorced parents as well as the children’s attitude when it comes to their own relationships. Impact on their individual lives A parental divorce will likely cast certain effects on the lives of the next generation involved. An important qualitative issue that requires examination is how parental divorce changes children’s view towards themselves. In a research conducted by Claire Cartwright, a large number of participants claimed that their parents’ divorce had caused them to lose trust in others, become too emotional, and develop self-esteem and communication issues. (Cartwright, 2006) These appear to be the immediate negative... ...t among young adults: The effects of parental divorce and residential stability.  Journal of Divorce & Remarriage,  54, 95-111. Miles, N., & Servaty-Seib, H. (2010). Parental marital status and young adult offspring's attitudes about marriage and divorce.  Journal of Divorce & Remarriage,  51, 209-220. Cartwright, C. (2006). You want to know how it affected me? young adults' perceptions of the impact of parental divorce.  Journal of Divorce & Remarriage,  44, 125-143. Darlington, Y. (2001). "when all is said and done":the impact of parental divorce and contested custody in childhood on young adults' relationships with their parents and their attitudes to relationships and marriage.  Journal of Divorce & Remarriage,  35, 23-42. Mahl, D. (2001). The influence of parental divorce on the romantic relationship beliefs of young adults.  Journal of Divorce & Remarriage,  34, 89-118.

IT †Foundations of Computing and Communication Essay

There is no doubt that with the increased availability of Communications and Information Technology, students often consider themselves as they know every information that their universities are providing with. Even parents are misguided by their children when they come to know that their children are capable of operating computers and gaining Internet access. However, the situation is just opposite of what is percept by the parents. Students operate computers thereby gaining access to Internet, not to learn new concepts and technological advancements to keep updated, but to be a part of entertainment provided by the Internet such as complex online games, chatting on workgroups, etc. Such widespread availability of Technology does not make any individual, literate enough to consider his class room studies outdated. In this context it would not be wrong to say that technology and communications (Example multimedia software and Internet access) brings a vast array of image-based information into the classroom. Before becoming available via the computer, this kind of information was found in the universities library and, on occasions, through the use of 16mm film, filmstrips and, later, videotape and then cassette. (Abbott, 2000, p. 6) Recent UK government policy on ICT is supported by five research reports from the British Educational Communications and Technology Agency (BECTA). The most recent report was an analysis and investigation of the associations between ‘high level’ and ‘low level’ usage of IT (networked technologies) and the educational attainment of pupils at university stages. This was due to the reason students became over confident however there was a positive and satisfactory probability for acquiring ‘high’ ICT and pupil attainment in most of the associations (various subjects at different key stages) but in most cases this association was not statistically significant (7 out of 12 associations) and those associations that were statistically significant typically observed only very small effects. The most amazing aspect of the report was that the critical analysis negates the methods and data presented in the reports that does not consistently support the conclusions drawn by the government policy documents. Indeed, some of the data can be interpreted as showing that ICT is ineffective for students who misuse them. According to Andrews, â€Å"In addition, the evidence presented in the report was based on observational data and it is not by any means possible to establish and sustain a causal relationship between the level of ICT use and the educational attainment of the pupils because the observed effects could have been due to other known or unknown variables†. (Andrews, 2004, p. 34) The role of the learner should not by any means conflict with that of the teacher, as every teacher has his/her own teaching style. Therefore in situations where students consider IT learning available on every doorstep, it would not be right for a student to consider technological learning useless or underestimate the teacher’s lecture. Every teacher has its own mode and style of teaching IT which universities understand. Even most educational systems do not respond quickly to technological advances. Educational institutions act as a domain where universities are, by their very nature, conservators of prior knowledge, accepted understandings and proven methodologies. According to Mellon (1999) â€Å"Technology cannot guarantee learning as we cannot force students to learn; every student has a unique learning style followed by his teachers and teachers has their own importance in the eyes of the student even more important than the most sophisticated educational tools† (Mellon, 1999, p. 34). Mellon is right to the extent until students are keen to learn technological advancements, but obviously it is not the responsibility of a teacher who spends hours of hard work in preparing computing lectures. This is evident from the case study in which I interviewed Dr. Jack Thomas, a professor of Information systems at Glasgow University. Being a computer lecturer, Mr. Thomas still updates his knowledge every week, and in order to conduct a session he needs to prepare his lectures according to the student’s learning skills. He often conducts hands on experience session in which he wants his students’ to be technically acquainted with the changing IT trends. However in a course study of . NET framework class, in the very beginning of a lecture he found majority of the class was not serious about learning and in the last lecture he acknowledged that the remaining half of the students who actively participated in . NET session were not able to resolve simple . NET programming questions. According to Mcghee (2003) the new system which emerged in 2002 and highlighted various issues regarding information that universities would have or should have anyway and which is in any event assumed to be information normally produced by the HEI for its own internal QA procedures, has failed to identify the major cause of lacking skills among IT students. The QAA and HEFCE distinguish between information which should be available in all universities at a high level to enable academic quality and standards to be monitored, such as summaries of external examiners’ reports. (Mcghee, 2003, p. 44) An understanding of the importance of organisational culture in universities is important in designing quality assurance processes to apply to the use of ICT in teaching and learning, in making sure they are appropriate, and in being confident that they will gain acceptance. Effective management of universities is improved when the values of professional groups with strong shared cultures align with the organisational culture of the University. The design of quality assurance processes in teaching needs concerns about the values and roles of such groups, and to build on them from the top down and the bottom up, to maximise the effectiveness of such quality assurance processes. As far as quality is concerned, every year universities in UK traditionally work through coordination of collective decision-making processes, and this provides an important basis upon which issues relating to quality are played out. (Bhanot & Fallows, 2005, p. 23) It is therefore crucial to ensuring a student-centred approach to teaching and learning that quality assurance guidelines and measurable standards and performance indicators were established top down to adhere to standards, and bottom up to integrate with teachers’ judgements on the appropriateness of the educational applications of the technology. The real power of digital technology can be achieved only when we take advantage of the shift from the one-to-many character of broadcast media, to the many-to-many ability of digital networks. To this end, the most productive early applications of digital technology in higher education involved using computer conferencing, electronic mail, listservs (threaded discussions), and other computer-based collaboration technology to link together both students and faculty in highly interactive learning communities, unconstrained by geographical location or time. Students already make extensive use of digital technology for informal learning, typically without the involvement or even the awareness of the faculty. They build study groups, in some cases spanning several academic institutions, working together to seek information, answer questions, and develop learning skills. In a very real sense, such study groups based on computer networks are providing students with greater control over their educational experiences. They also represent a trend in which students construct their own consortia of learning resources and academic institutions just as the faculty build their own research consortia. Of course, these network-based student groups represent an important step toward active student learning. (In fact, when students are asked how they could best spend time on their college academic programs, they invariably rank student study groups at the very top, far above individual study or class attendance. ) On the other hand, today’s concept of a teacher is not what was in the past that a teacher is one who develops and presents knowledge to passive students. Today, faculty members who have become experts in certain subfields are expected to identify the key knowledge content for a course based in front of their students with an aim to inspire or impress their students. Only in this manner the students’ accept their tutors they should look forward to gain knowledge. Frequently, others, including graduate teaching assistants and professional staff, are assigned the role of working directly with students, helping them to learn, and providing them with guidance and counselling. In a future increasingly dominated by sophisticated educational commodities and hyper learning experiences, the role of the faculty member will shift. In the new paradigms where the demand of IT is increasing in our social and economic gatherings, the role of the faculty member has become that of nurturing and guiding active learning, not identifying and presenting content that is, they will be expected to inspire, motivate, manage, and coach students. (Atkins et al, 2002, p. 65) The widespread use of Information Technology does not mean that in a world driven by knowledge, students’ starts considering IT learning useless, enough or off-again experience. There is a need for people to realise that the only solution is to engage in continuous learning so that they can keep themselves and their skills updated. This need suggests that the relationship between a student, professor and the university may change just as we know that a student if gains technical skills of technology subjects can be ahead of his professor. Computer literacy courses were initially encounter between technical education in learning centres and theoretical education in universities, they emerged as a culture that regards microcomputer technology as a revolutionary social force, and faculty who regard the computer instrumentally as a tool or machine. Computer experts call IT knowledge that enables them to get command over mastery over the computer ‘problem solving’, which includes heuristics (‘powerful ideas’), attitudes about control (‘giving commands’), and social relations (‘consulting’) that transform the relationship between human and machine. (Shields, 1995, p. 24) Progressive reformers could not carry out their mastery program in IT earlier in the 20th century due to the reason that they did not have the means to deliver such individualised instruction. The advent of computer changed the Progressive movement thinking towards importance of students controlling their own learning; it had no way to create an environment that would allow such self-management to occur. (Schank, 1995, p. 67) Computer technology has made today’s students to acquire individualised attention and real possibility and possess the ability to present students with tasks they are interested in doing. The technical skills emerged from the IT has offerred students the possibility of becoming inquisitive, the possibility of exploration, and the possibility of recovery from failure that is free from embarrassment. Computer systems can free education centres and universities to follow the course prescribed by the processes of natural learning. In the same manner as understanding the place of technology and technological innovation requires an understanding of the culture in which the technology is embedded, in order to grasp the technological concepts a student has to understand and grasp the changes to IT. Computers where on one hand offer students to explore technology from the ground root level, on the other hand computers affects the ways students live and work in the context of existing individual and group social patterns. The Littlefield students did not believe that their increased access to computers distinguished them from other freshmen in significant ways, and our observations support this belief. Instead of isolating individuals, as computers are sometimes thought to do, the Littlefield network reinforced community life; the computers and the network presented a set of shared problems, the solutions to which were discovered through a set of shared resources. In this way, students’ interaction with the computers and with each other were typical of their behaviour in other domains. (Shields, 1995, p. 142)

Essay Technology in a Brave New World

It wouldn’t be an exaggeration to say that time goes progressively faster and faster. Humankind has been living in pretty much unchanging conditions for thousands of years, then changes started to happen in the course of mere hundreds of years, then decades†¦ and now the technological progress happens so fast that we are no longer surprised to find our world completely different from what it was just a couple of years back. The last twenty years brought more changes than the entire century before; and this situation isn’t going to change – the world is moving forward ever faster. Some resent it, saying that we are losing our traditions and our connections with the past; the others are fascinated with the change and can’t wait to see what comes next. Whatever your point of view may be, you cannot deny one thing: we surely live in interesting times. Brave New World is Getting Braver Every Day What belonged to a sci-fi movie twenty years ago is a part of mundane reality today. Here are just a few things that became part of our life in that period of time: Mobile devices – not only phones, but full-fledged mini-computers that are able to do all sorts of things and fit inside a pocket. Computers – yes, they existed for much longer, but only during the last two decades they managed to become an immanent part of most households. The same goes for the Internet – it is no longer a way of quickly communicating with each other, but a powerful network pervading all spheres of our life and making them so much easier. And these are examples from just one sphere of human activity, namely, information technologies. In other spheres there are other discoveries and inventions that are no less fascinating and important, although their impact on our lives may be somewhat less immediate. Whichever way you look, there are more changes happening every day than one can readily believe. In such conditions it is virtually impossible to make any projections of what is going to happen even in the nearest future – world of ten years from now is as inconceivable for us today as today was inconceivable ten years ago. Is It a Good Thing? Doubters and naysayers are very fond of stating that relying on technology so much humankind loses†¦ something. It is, actually, pretty hard to understand what exactly and in what respect lives of people, say, two hundred years ago, were better than they are now. It isn’t an exaggeration to say that today an average citizen of a developed country lives much better than a European monarch of 18th century. Healthcare, entertainment, immediate and easy access to information – just name it. It is quite certain that technological advances will pervade our lives in other, as of yet inconceivable ways. And by judging how average conditions of life have improved when compared to the past, it is a thing to look forward to, not to be afraid of. This was an example of the Brave New World essay, written by the writers of our custom writing service. To buy an essay on the necessary topic, please, fill in the Free Inquiry form in the top right corner of this page.