Step 8: Compare and Contrast the Current and Previous Administration’s Cybersecurity Policies

Now that you have documented tenets from both the current and previous administration’s cybersecurity policies, you will analyze them using a compare and contrast methodology. Using your completed Administration Policy Matrix, prepare a one-page chart that compares and contrasts the cybersecurity administration policies of the previous and current administration.

Submit both the Administration Policy Matrix and your Administration Compare and Contrast Chart for feedback.

Attached files have the requirements.

please answer this question

The heart of this course is a project, in which you will design, implement, and evaluate a user interface. User interface design is an iterative process, so you will build your UI not just once, but three times, as successively higher-fidelity and more complete prototypes. 

This project is the first step in the user interface design process.  By the end of Project 2 you will have completed the user research, created user personas, developed wireframes. In Project 3, you will develop a working prototype. In Project 4, you will revisit heuristic analysis and usability testing on the user interface and experience you designed.

Focus for this project is on user research and wireframes – understanding who the users are, what are they trying to accomplish, how can your interface design support and delight them. We review several approaches to structuring, performing, and documenting user research, including a special focus on personas of different types and on use cases. This project provides a walk-through planning and analysis stages for UX/UI projects: why the planning matters and methods that can be used.

You may choose to design a user interface for any industry. The type of user interface you create is also your choice (i.e. SmartTV, AR, VR, smartphone, app, website). If you need some ideas to get you started, browse these concepts:

Write an IT Governance and Risk Control Plan for a company and create the business continuity contract and service level agreements (SLA) for your company’s plan.

Your assignment should meet the following requirements:

• 6-8 pages, not including the cover page and reference page.
• Conform to APA Style.
• Support your answers with at least two current scholarly journal articles (not more than five years old). The Rasmussen Library is a great place to find resources.
• Clearly and well-written, concise, and logical, using excellent grammar and style techniques. You are being graded in part on the quality of your writing. If you need assistance with your writing style and APA format, start with the Writing and APA guides at the Rasmussen Library.

Using a Microsoft Word document, please define:

1. Constitutions

2. Statutes

3. Case Law

4. Administrative Regulations

5. Stare Decisis

6. Precedent

PROJECT STEPS

1. Takara Hiyashi is on the board of the Green Lake Sports Camp, a recreational summer camp in Syracuse, New York. She is using an Excel workbook to analyze the camp’s financials and asks for your help in correcting errors and solving problems with the data.
Go to the Teams worksheet. Takara asks you to correct the errors in the worksheet. Correct the first error as follows:

a. Use the Trace Precedents arrows to find the source of the #VALUE! error in cell C8.

b. Use the Trace Dependents arrows to determine whether the formula in cell C8 causes other errors in the worksheet.

c. Correct the formula in cell C8, which should add the baseball registration fee per person (cell C4) and the equipment fee (cell C7), and then multiply the result by the minimum number of campers (cell C6).

d. Remove the trace arrows.

2. Correct the Name error in cell C22 as follows:

a. Use any error-checking method to determine the source of the error in cell C22, which should calculate the average revenue per week.

b. Correct the error by editing the formula in cell C22.

3. Correct the divide by zero errors as follows:

a. Evaluate the formula in cell C18 to determine which cell is causing the divide by zero error.

b. Correct the formula in cell C18, which should divide the revenue per session (cell C16) by the minimum number of campers (cell C6).

c. Fill the range D18:G18 with the formula in cell C18. 

4. Takara suspects that the remaining divide by zero errors and the two negative values in the range E16:E18 are related to the zero value in cell E6. She wants to make sure that anyone entering the minimum number of campers enters a number greater than zero.
Add data validation to the range C6:G6 as follows:

a. Set a data validation rule for the range C6:G6 that allows only whole number values greater than 0.

b. Add an Input Message using Number of Campers as the Input Message Title and the following text as the Input message:
Enter the minimum number of campers for this session. 

c. Add an Error Alert using the Stop style, Campers Error as the Error Alert Title, and the following text as the Error message:
The minimum number of campers must be greater than 0. 

5. Identify the invalid data in the worksheet and correct the entry as follows:

a. Circle the invalid data in the worksheet.

b. Type 10 as the minimum number of campers for the lacrosse sessions (cell E6).

c. Verify that this change corrected the remaining divide by zero errors and resulted in positive values in the range E16:E18.

6. Go to the Private Lessons worksheet. This worksheet analyzes financial data for private and semi-private lessons, which the camp runs throughout the day. Takara has already created a scenario named Current Campers that calculates profit based on the current number of campers enrolled for each session. She also wants to calculate profit based on the maximum number of campers.
Add a new scenario to compare the profit with maximum enrollments as follows:

a. Use Max Campers as the scenario name.

b. Use the enrolled campers per day data (range C9:G9) as the changing cells.

c. Enter cell values for the Max Campers scenario as shown in bold in Table 1, which are the same values as in the range C8:G8.

Table 1: Cell Values for the Max Campers Scenario

Cell

Value

Baseball_Campers (cell C9)

10

Basketball_Campers (cell D9)

12

Lacrosse_Campers (cell E9)

10

Soccer_Campers (cell F9)

12

Volleyball_Campers (cell G9)

15

7. Takara also wants to calculate profit based on the minimum number of campers.
Add another new scenario to compare the profit with low session enrollment as follows: 

a. Add a scenario to the worksheet using Min Campers as the scenario name.

b. Use the enrolled campers per day data (range C9:G9) as the changing cells.

c. Enter cell values for the Min Campers scenario as shown in bold in Table 2.

Table 2: Cell Values for the Min Campers Scenario

Cell

Value

Baseball_Campers (cell C9)

8

Basketball_Campers (cell D9)

8

Lacrosse_Campers (cell E9)

7

Soccer_Campers (cell F9)

8

Volleyball_Campers (cell G9)

7

8. Show the Min Campers scenario values in the Private Lessons worksheet.

9. Go to the Revised Fees worksheet. Takara is considering whether to change the coaching fees for the private lessons. She has created three scenarios on the Revised Fees worksheet showing the profit with a $5 or $10 increase or a $5 decrease to the coaching fees.
Compare the average profit per session based on the scenarios as follows:

a. Create a Scenario Summary report using the average profit per session (range C11:G11) as the result cells to show how the average profit changes depending on the coaching fee changes. 

b. Use Revised Fees Scenario Report as the name of the worksheet containing the report.

10. Takara also wants to focus on one or two types of private lessons at a time when comparing the average profit per session. Return to the Revised Fees worksheet and create another type of report as follows:

a. Create a Scenario PivotTable report using the average profit per session (range C11:G11) as the result cells to compare the average profit depending on the fee changes in a PivotTable.

b. Use Revised Fees PivotTable as the name of the worksheet containing the PivotTable.

c. Format cells B4:F6 in the Revised Fees PivotTable worksheet using the Accounting number format with 0 decimal places and $ as the symbol.

11. Go to the Games worksheet. Takara wants to determine the number of games the camp can hold on Fridays and Saturdays to make the highest weekly profit without interfering with practices, which are also scheduled for Fridays and Saturdays and use the same resources.
Use Solver to find this information as follows:

a. Use the total weekly profit (cell H17, named Total_Weekly_Profit) as the objective cell in the Solver model, with the goal of determining the maximum value for that cell.

b. Use the number of Friday and Saturday games for the five sports (range C5:G6) as the changing variable cells.

c. Determine and enter the constraints based on the information provided in Table 3.

d. Use Simplex LP as the solving method to find a global optimal solution.

e. Save the Solver model in cell B27.

f. Solve the model, keeping the Solver solution.

Table 3: Solver Constraints

Constraint

Cell or Range

Each game is scheduled at least once on   Friday and once on Saturday

C5:G6

Each Friday and Saturday game value is   an integer

C5:G6

Each sport is scheduled for a game 1   time per week or more

C7:G7

Each sport is scheduled for a game 3   times per week or less

C7:G7

The total number of Friday games is 10   or less

Total_Friday_Games (H5)

The total number of Saturday games is   15 or less

Total_Saturday_Games (H6)

The total number of games per week is   13

Total_Weekly_Games (H7)

The total number of Friday practices is   2 or less 

Friday_Practices (E21)

The total number of Saturday practices   is 2 or less

Saturday_Practices (E22)

The total number of practices per week   is 5 or less

Total_Practices (E23)

12. Takara wants to document the answer Solver found, including the constraints and a list of the values Solver changed to solve the problem. Produce an Answer report for the Solver model as follows:

a. Solve the model again, this time choosing to produce an Answer report.

b. Use Games Answer Report as the name of the worksheet containing the Answer report.

Your workbook should look like the Final Figures on the following pages. Save your changes, close the workbook, and then 

Please read the the files I have attached this work is for 60$ but œil pay you on friday , but I need the work tomorrow 

I want someone to finish my final questions and get full points.

Introduction

In this final project you will implement a cache simulator. Your simulator will be configurable and will be able to handle caches with varying capacities, block sizes, levels of associativity, replacement policies, and write policies. The simulator will operate on trace files that indicate memory access properties. All input files to your simulator will follow a specific structure so that you can parse the contents and use the information to set the properties of your simulator.

After execution is finished, your simulator will generate an output file containing information on the number of cache misses, hits, and miss evictions (i.e. the number of block replacements). In addition, the file will also record the total number of (simulated) clock cycles used during the situation. Lastly, the file will indicate how many read and write operations were requested by the CPU.

It is important to note that your simulator is required to make several significant assumptions for the sake of simplicity.

1. You do not have to simulate the actual data contents. We simply pretend that we copied data from main memory and keep track of the hypothetical time that would have elapsed.
2. Accessing a sub-portion of a cache block takes the exact same time as it would require to access the entire block. Imagine that you are working with a cache that uses a 32 byte block size and has an access time of 15 clock cycles. Reading a 32 byte block from this cache will require 15 clock cycles. However, the same amount of time is required to read 1 byte from the cache.
3. In this project assume that main memory RAM is always accessed in units of 8 bytes (i.e. 64 bits at a time).
   When accessing main memory, it’s expensive to access the first unit. However, DDR memory typically includes buffering which means that the RAM can provide access to the successive memory (in 8 byte chunks) with minimal overhead. In this project we assume an overhead of 1 additional clock cycle per contiguous unit.
   For example, suppose that it costs 255 clock cycles to access the first unit from main memory. Based on our assumption, it would only cost 257 clock cycles to access 24 bytes of memory.
4. Assume that all caches utilize a “fetch-on-write” scheme if a miss occurs on a Store operation. This means that you must always fetch a block (i.e. load it) before you can store to that location (if that block is not already in the cache).

L2/L3 Cache Implementation (required for CS/ECE 572 students)

Implement your cache simulator so that it can support up to 3 layers of cache. You can imagine that these caches are connected in a sequence. The CPU will first request information from the L1 cache. If the data is not available, the request will be forwarded to the L2 cache. If the L2 cache cannot fulfill the request, it will be passed to the L3 cache. If the L3 cache cannot fulfill the request, it will be fulfilled by main memory.

It is important that the properties of each cache are read from the provided configuration file. As an example, it is possible to have a direct-mapped L1 cache that operates in cohort with an associative L2 cache. All of these details will be read from the configuration file. As with any programming project, you should be sure to test your code across a wide variety of scenarios to minimize the probability of an undiscovered bug.

Graduate Students (CS/ECE 572)

Part 1: Summarize your work in a well-written report. The report should be formatted in a professional format. Use images, charts, diagrams or other visual techniques to help convey your information to the reader.

Explain how you implemented your cache simulator. You should provide enough information that a knowledgeable programmer would be able to draw a reasonably accurate block diagram of your program.

• What data structures did you use to implement your multi-level cache simulator?
• What were the primary challenges that you encountered while working on the project?
• Is there anything you would implement differently if you were to re-implement this project?
• How do you track the number of clock cycles needed to execute memory access instructions?

Part 2: Using trace files provided by the instructor (see the sample trace files section), how does the miss rate and average memory access time (in cycles) vary when you simulate a machine with various levels of cache? Note that you can compute the average memory access time by considering the total number of read and write operations (requested by the CPU), along with the total number of simulated cycles that it took to fulfill the requests.

Research a real-life CPU (it must contain at least an L2 cache) and simulate the performance with L1, L2, (and L3 caches if present). You can choose the specific model of CPU (be sure to describe your selection in your project documentation). This could be an Intel CPU, an AMD processor, or some other modern product. What is the difference in performance when you remove all caches except the L1 cache?  Be sure to run this comparison with each of the three instructor-provided trace files. Provide written analysis to explain any differences in performance. Also be sure to provide graphs or charts to visually compare the difference in performance.

Part 3: If you chose to implement any extra credit tasks, be sure to include a thorough description of this work in the report.

Submission Guidelines

You will submit both your source code and a PDF file containing the typed report.
Any chart or graphs in your written report must have labels for both the vertical and horizontal axis!

For the source code, you must organize your source code/header files into a logical folder structure and create a tar file that contains the directory structure. Your code must be able to compile on flip.engr.oregonstate.edu. If your code does not compile on the engineering servers you should expect to receive a 0 grade for all implementation portions of the grade.

Your submission must include a Makefile that can be used to compile your project from source code. It is acceptable to adapt the example Makfile from the starter code. If you need a refresher, please see this helpful page (Links to an external site.). If the Makefile is written correctly, the grader should be able to download your TAR file, extract it, and run the “make” command to compile your program. The resulting executable file should be named: “cache_sim”.

ECE/CS 572 Extra Credit Opportunities

10 points – Implement and document write-back cache support for a system that contains only an L1 cache.
10 points (additional) – Extend your implementation so that it works with multiple layers of write-back caches. E.g. if a dirty L1 block is evicted, it should be written to the L2 cache and the corresponding L2 block should be marked as dirty. Assuming that the L2 cache has sufficient space, the main memory would not be updated (yet).

I have attached file for instruction