Evaluate the history of the Data Encryption Standard (DES) and then how it has transformed cryptography with the advancement of triple DES.
Evaluate means
250 to 300 words
1 (Camera Models- 20 points) Prove that the vector from the viewpoint of a pinhole camera to the vanishing point (in the image plane) of a set of 3D parallel lines is parallel to the direction of the parallel lines. Please show the steps of your proof.
Hint: You can either use geometric reasoning or algebraic calculation.
If you choose to use geometric reasoning, you can use the fact that the projection of a 3D line in space is the intersection of its “interpretation plane” with the image plane. Here the interpretation plane (IP) of a 3D line is a plane passing through the 3D line and the center of projection (viewpoint) of the camera. Also, the interpretation planes of two parallel lines intersect in a line passing through the viewpoint, and the intersection line is parallel to the parallel lines.
If you select to use algebraic calculation, you may use the parametric representation of a 3D line: P = P0 +tV, where P= (X,Y,Z)T is any point on the line (here T denote for transpose), P0 = (X0,Y0,Z0)T is a given fixed point on the line, vector V = (a,b,c)T represents the direction of the line, and t is the scalar parameter that controls the distance (with sign) between P and P0.
If you want to use the determinant formed by three 3D points, you will need to explain details of both the meaning of the determinant, and the steps to arrive your conclusion. Finding a solution somewhere online and copy it in your submission doesn’t work for you.
2. (Camera Models- 20 points) Show that relation between any image point (xim, yim)T of a plane (in the form of (x1,x2,x3)T in projective space ) and its corresponding point (Xw, Yw, Zw)T on the plane in 3D space can be represented by a 3×3 matrix. You should start from the general form of the camera model (x1,x2,x3)T = MintMext(Xw, Yw, Zw, 1)T, where M = MintMext is a 3×4 matrix, with the image center (ox, oy), the focal length f, the scaling factors( sx and sy), the rotation matrix R and the translation vector T all unknown. Note that in the course slides and the lecture notes, I used a simplified model of the perspective project by assuming ox and oy are known and sx = sy =1, and only discussed the special cases of planes.. So you cannot directly copy those equations I used. Nor can you simply derive the 3×4 matrix M. Instead you should use the general form of the projective matrix (5 points), and the general form of a plane nx Xw + ny Yw + nz Zw = d (5 points), work on an integration (5 points), to form a 3×3 matrix between a 3D point on the plane and its 2D image projection (5 points).
3. (Calibration- 20 points ) Prove the Orthocenter Theorem by geometric arguments: Let T be the triangle on the image plane defined by the three vanishing points of three mutually orthogonal sets of parallel lines in space. Then the image center is the orthocenter of the triangle T (i.e., the common intersection of the three altitudes.
(1) Basic proof: use the result of Question 1, assuming the aspect ratio of the camera is 1. Note that you are asked to prove the Orthcenter Theorem, not just the orthcenter of a triangle (7 points)
(2) If you do not know the focal length of the camera, can you still find the image center using the Orthocenter Theorem? Explain why or why not (3 points). Can you also estimate the focal length after you find the image center? If yes, how, and if not, why (5 points)
(3) If you do not know the aspect ratio and the focal length of the camera, can you still find the image center using the Orthocenter Theorem? Explain why or why not. (5 points)
4. Calibration Programming Exercises (40 points): Implement the direct parameter calibration method in order to (1) learn how to use SVD to solve systems of linear equations; (2) understand the physical constraints of the camera parameters; and (3) understand important issues related to calibration, such as calibration pattern design, point localization accuracy and robustness of the algorithms. Since calibrating a real camera involves lots of work in calibration pattern design, image processing and error controls as well as solving the equations, we will use simulated data to understand the algorithms. As a by-product we will also learn how to generate 2D images from 3D models using a “virtual” pinhole camera.
C(i). Use the accurately simulated data (both 3D world coordinates and 2D image coordinates) to the algorithms, and compare the results with the “ground truth” data (which are given in step (a) and step (b)). Remember you are practicing a camera calibration, so you should pretend you know nothing about the camera parameters (i.e. you cannot use the ground truth data in your calibration process). However, in the direct calibration method, you could use the knowledge of the image center (in the homogeneous system to find extrinsic parameters) and the aspect ratio (in the Orthocenter theorem method to find image center). (15 points)
C(ii). Study whether the unknown aspect ratio matters in estimating the image center (5 points), and how the initial estimation of image center affects the estimating of the remaining parameters (5 points), by experimental results. Give a solution to solve the problems if any (5 points).
C(iii). Accuracy Issues. Add in some random noises to the simulated data and run the calibration algorithms again. See how the “design tolerance” of the calibration target and the localization errors of 2D image points affect the calibration accuracy. For example, you can add 0.1 mm (or more) random error to 3D points and 0.5 pixel (or more) random error to 2D points. Also analyze how sensitive of the Orthocenter method is to the extrinsic parameters in imaging the three sets of the orthogonal parallel lines. (* extra points:10)
In all of the steps, you should give you results using either tables or graphs, or both of them.
This week we will discuss what is required to really make visualizations work. Berinato (2016) notes that the nature and purpose of your visualizations must be considered in order to start thinking visually. Berinato combines the nature and purpose into a 2×2 matrix that defines the following four types of visual communication: idea illustration, idea generation, visual discovery, and everyday dataviz. Select and discuss one of the four types of visual communication: idea illustration, idea generation, visual discovery, and everyday dataviz from Berinato’s 2016 article.
Reference: Berinato, S. (2016, June). Visualizations that really work. Harvard Business Review. Retrieved from https://hbr.org/2016/06/visualizations-that-really-work
– apa
– 2 pages
– no plagiarism
Risk management frameworks have a common set of core components. They are:
For each component, discuss:
Perform the following tasks:
Submit correctly formatted annotated bibliography.
GO19_AC_CH03_GRADER_3F_HW – Degrees and Students 1.0
In this project, you will use a database to track degrees and grade point averages for honor students in the health professions program in preparation for graduation. You will create reports, modify a report in Layout view and Design view, group data in a report, and keep grouped data together for a printed report.
Start Access. Open the file Students_Access_3F_Degrees.accdb downloaded with this project, and then enable the content. View the relationship between the 3F Degrees table and the 3F Students table. One type of degree can be awarded to many students. Close the Relationships window.
Use the Report tool to create a report based on the 3F Summa Cum Laude Graduates Query object.
With the report displayed in Layout view, apply the Facet theme to only the report. Delete the Student ID field from the report. Change the width of the Last Name, First Name, and Degree text box controls to 1.25 inches.
With the report displayed in Layout view, sort the records in ascending order by the Last Name field. Change the width of the Program text box controls to 2.5 inches.
At the bottom of the report and in Layout view, change the height of the calculated control that displays 8 to 0.25 inch. For the page number control, set the Left property to 5 inches.
With the report displayed in Layout view, select the title of the report and change the font size to 14. In the title, change the word Query to Report. In the body of the report, for the GPA field name, set the Left property to 0.25 inch (the GPA text box controls move to the right, and all of the other fields also move to the right). Save the report as 3F Summa Cum Laude Graduates Report, close the Property Sheet, and then close the report.
Use the Report Wizard to create a report based on the 3F GPAs by Degree Program Query object. Add the following fields (in this order) to the report: Program, GPA, Last Name, and First Name. View the data by 3F Degrees, and do not add any other grouping to the report.
Sort the records first in descending order by the GPA field and then in ascending order by the Last Name field. Summarize the report by averaging the GPA field.
Be sure the layout is Stepped and the orientation is Portrait. Name the report 3F GPAs by Program Report, and then finish the wizard.
Display the 3F GPAs by Program Report in Layout view. Apply the Wisp theme to this report only. Select the title of the report, change the font size to 16, and then apply bold.
With the 3F GPAs by Program Report displayed in Layout view, delete the controls that begin with Summary for ‘Program’. Change the width of the Program text box controls to 2.75 inches.
With the 3F GPAs by Program Report displayed in Layout view, change the text in the label control that displays Avg to Average GPA by Program. At the top of the report, apply bold formatting to the four label controls that display the field names.
With the 3F GPAs by Program Report displayed in Layout view, select the GPA label control, the GPA text box controls, and the calculated controls for the average GPA. Change the width of the selected controls to 1 inch, and set the Left property to 3 inches. Close the Property Sheet.
Display the 3F GPAs by Program Report in Design view. Select the following two controls: the Program text box control (in the Program Header section) and the Average GPA by Program label control (in the Program Footer section). Align the right edges of the two selected controls. Save the report.
Display the 3F GPAs by Program Report in Print Preview as two pages, and notice how the groupings break across the pages. Display the report in Layout view, and then open the Group, Sort, and Total pane. Set the grouping option so that each group of program records is kept together on one page when the report is printed, and then close the Group, Sort, and Total pane. Display the report in Print Preview, and notice that the groupings are not split between pages. Save the report, and then close the report.
If necessary, close all database objects and open the Navigation Pane. Save and close the database, and then submit for grading.
One of the most interesting verses in the Bible’s Old Testament that concerns preparation is found in Proverbs 24:6, where we read, “In their hearts humans plan their course, but the Lord establishes their steps” (NIV). The verse seems to indicate that nothing we do is really of our own design, but rather that the Lord has a plan for us. However, we also see the need to plan emphasized when we compare that verse to Proverbs 13:6, “A wise man thinks ahead; a fool does not, and even brags about it” (NIV).
Discussion – 200 words
APA
please use the template attached
Recommendations
Note: Make sure to refer to your Risk Management Plan and work on the areas that you are able to work on. This is a good week to address the Risk Mitigation and Avoidance section of your final Risk Management Plan.
Submit your completed assignments by following the directions linked below. Please check the Course Calendar for specific due dates.
Save your assignment as a Microsoft Word document. (Mac users, please remember to append the “.docx” extension to the filename.) The name of the file should be your first initial and last name, followed by an underscore and the name of the assignment, and an underscore and the date. An example is shown below:
Jstudent_exampleproblem_101504
This week’s journal articles focus on empowering leadership and effective collaboration in geographically dispersed teams, please answer the following questions:
How do geographically dispersed teams collaborate effectively?
Please find at least three tools on the market that teams can use to collaborate on a geographically dispersed team. Please note the pros and cons of each tool.
Based on the research above, note which tool you would select if you were managing the geographically dispersed team and why.
Be sure to use the UC Library for scholarly research. Google Scholar is also a great source for research. Please be sure that journal articles are peer-reviewed and are published within the last five years.
The paper should meet the following requirements:
3-5 pages in length (not including title page or references)
APA guidelines must be followed. The paper must include a cover page, an introduction, a body with fully developed content, and a conclusion.
A minimum of five peer-reviewed journal articles.
The writing should be clear and concise. Headings should be used to transition thoughts. Don’t forget that the grade also includes the quality of writing.
Note: This written assignment is a REQUIRED ASSIGNMENT it is worth one-hundred (100) points. You are required to answer the questions as stated in the assignment question in order to obtain credit for the assignment by the due date. If you do not complete the assignment by the due date, you will receive a zero (0) for this assignment. There is a grading criterion associated with this assignment. Your work will be compared to other’s work, using SafeAssign for plagiarism, so please note that copying other people’s responses will not be tolerated.
Chapter 3 & 4 Journal articles
