Investigation of Efficient Unified Threat Management in Enterprise Security

This thesis explores the problems that exist today with perimeter security in data communications specifically the disparate architecture that exists to mitigate risk. Currently there are many different components to the enterprise security perimeter that are not cohesive and do not collaborate well to form an efficient, scalable, operationally supportable gateway design. The thesis breaks down this problem by illustrating the shortcomings of current technologies. These illustrations are used in conjunction with published research and authored research to provide solid footing for the idea of a unified threat management or UTM model. In this model, threat prevention techniques are consolidated into a single logical operating environment that leverages advances in next generation firewalls, intrusion prevention systems, content filtering and antivirus technologies. The results of this investigation are provided in a matrix that shows strengths and weaknesses with a consolidated unified model

The game jam movement:disruption, performance and artwork

This paper explores the current conventions and intentions of the game jam - contemporary events that encourage the rapid, collaborative creation of game design prototypes. Game jams are often renowned for their capacity to encourage creativity and the development of alternative, innovative game designs. However, there is a growing necessity for game jams to continue to challenge traditional development practices through evolving new formats and perspectives to maintain the game jam as a disruptive, refreshing aspect of game development culture. As in other creative jam style events, a game jam is not only a process but also, an outcome. Through a discussion of the literature this paper establishes a theoretical basis with which to analyse game jams as disruptive, performative processes that result in original creative artefacts. In support of this, case study analysis of Development Cultures: a series of workshops that centred on innovation and new forms of practice through play, chance, and experimentation, is presented. The findings indicate that game jams can be considered as processes that inspire creativity within a community and that the resulting performances can be considered as a form of creative artefact, thus parallels can be drawn between game jams and performative and interactive art

An Investigative Study of How Cooperative Learning Can Benefit High-Achieving Students

This paper was written to represent the findings of the benefits of cooperative learning for high achieving students. During the 1990\u27s there was a major push for supplementing the curriculum with different learning styles. Cooperative learning is one popular example that has been researched a lot to find effectiveness of lesson delivery and benefits for students. Slavin and Johnson and Johnson are among the many advocated for believing that cooperative learning is beneficial in many ways for student development, including high achieving students. The researcher found over and over that what the advocates wrote was substantiated in detail in the research site, by teacher and student responses. Teachers felt that there was a substantial benefit socially and academically when cooperative groups were set up and used correctly and consistently. Students that were surveyed preferred working in cooperative groups to doing independent work. They liked working with peers and helping each other learn. Cooperative learning helps high achieving students to build these life long skills that are essential to survive as a productive member of society

Community Forests Canada: A New National Network

http://pubs.cif-ifc.org/doi/10.5558/tfc2013-02

Autobiographical Memory Retrieval and Hippocampal Activation as a Function of Repetition and the Passage of Time

Multiple trace theory (MTT) predicts that hippocampal memory traces expand and strengthen as a function of repeated memory retrievals. We tested this hypothesis utilizing fMRI, comparing the effect of memory retrieval versus the mere passage of time on hippocampal activation. While undergoing fMRI scanning, participants retrieved remote autobiographical memories that had been previously retrieved either one month earlier, two days earlier, or multiple times during the preceding month. Behavioral analyses revealed that the number and consistency of memory details retrieved increased with multiple retrievals but not with the passage of time. While all three retrieval conditions activated a similar set of brain regions normally associated with autobiographical memory retrieval including medial temporal lobe structures, hippocampal activation did not change as a function of either multiple retrievals or the passage of time. However, activation in other brain regions, including the precuneus, lateral prefrontal cortex, parietal cortex, lateral temporal lobe, and perirhinal cortex increased after multiple retrievals, but was not influenced by the passage of time. These results have important implications for existing theories of long-term memory consolidation

Working Self Concepts: the Impact of Work Based Learning On Self Identity Amongst Senior HRM/HRD Practitioners

This paper explores the experiences of senior HRM/D managers and strategic line managers who have engaged with a Work Based Learning (WBL) programme, and builds on earlier work by Nichol and Williams (2012) who explored the professional identity of HR/HRD practitioners. The paper seeks to understand the personal impact of this combination of work place yet externally derived learning process on self-identity since this will have lessons for the learners, for the organisation, and for providers of such programmes. The basis of this qualitative, interpretive, paper is a series of one-to-one semi-structured interviews with senior practitioners from across the public, private and not-for-profit spectrum. Analysis and interpretation are guided equally by themes arising from the data and by a priori knowledge of existing theoretical frameworks. The concepts of self-identity operate at multiple levels, which Lord and Brown (2004) refer to as the Individual, Interpersonal and Collective levels of our ‘Working Self Concept (WSC)’. Their model demonstrated how successful leadership processes occur indirectly through follower self-identities, and this current research adapts that model to argue that the WBL process similarly needs to align with participants’ self-identity in order to ensure success. There is evidence of positive impacts on self-views at all levels with affective and behavioural changes that enhanced performance as a result of engagement in WBL. Increased confidence in their own value to their respective organisations, and improved belief in the legitimacy of their accumulated knowledge skills and experience enabled them to further contribute to organisational goals