Management of Information Security (MindTap Course List)
5th Edition
ISBN: 9781305501256
Author: Michael E. Whitman, Herbert J. Mattord
Publisher: Cengage Learning
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Chapter 8, Problem 2E
Program Plan Intro
ISO/IEC 27001:
- ISO/IEC 27001 is a specification for an
information security management system (ISMS) which is established in 2005 for creating the security practices better and more efficient. - An information security management system is a framework of rules and events that contains all technical, legal and physical controls involved in company’s information risk management processes.
NIST:
- NIST refers “The National Security Telecommunications and
Information system Security Committee” document. This document offers a complete model for information security. - It mentions the documentation of performance measurements in a regular format to guarantee the repeatability of the measurement collection, development, customization and reporting activities.
Explanation of Solution
Strengths of NIST programs compared to the ISO:
- One of the main strengths of NIST is that there is excess of presence of documentation which can be used to make a forceful information security environment.
- This framework helps in prioritizing the high risks that the organization faces.
- This framework helps an organization to emphasis on actual risks first and concern about not so critical risks later.
- This framework emphases on a risk based method by employing the best practices from already recognized frameworks like COBIT, ISO and many such...
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Need help with coding in this in python!
In the diagram, there is a green arrow pointing from Input C (complete data) to Transformer Encoder S_B, which I don’t understand. The teacher model is trained on full data, but S_B should instead receive missing data—this arrow should not point there. Please verify and recreate the diagram to fix this issue. Additionally, the newly created diagram should meet the same clarity standards as the second diagram (Proposed MSCATN). Finally provide the output image of the diagram in image format .
Please provide me with the output image of both of them . below are the diagrams code
make sure to update the code and mentionned clearly each section also the digram should be clearly describe like in the attached image. please do not provide the same answer like in other question . I repost this question because it does not satisfy the requirment I need in terms of clarifty the output of both code are not very well details
I have two diagram :
first diagram code
graph LR subgraph Teacher Model (Pretrained) Input_Teacher[Input C (Complete Data)] --> Teacher_Encoder[Transformer Encoder T] Teacher_Encoder --> Teacher_Prediction[Teacher Prediction y_T] Teacher_Encoder --> Teacher_Features[Internal Features F_T] end subgraph Student_A_Model[Student Model A (Handles Missing Values)] Input_Student_A[Input M (Data with Missing Values)] --> Student_A_Encoder[Transformer Encoder E_A] Student_A_Encoder --> Student_A_Prediction[Student A Prediction y_A] Student_A_Encoder…
Chapter 8 Solutions
Management of Information Security (MindTap Course List)
Ch. 8 - Prob. 1RQCh. 8 - Prob. 2RQCh. 8 - Prob. 3RQCh. 8 - Prob. 4RQCh. 8 - Prob. 11RQCh. 8 - Prob. 12RQCh. 8 - Prob. 13RQCh. 8 - Prob. 14RQCh. 8 - Prob. 15RQCh. 8 - Prob. 16RQ
Ch. 8 - Prob. 17RQCh. 8 - Prob. 18RQCh. 8 - Prob. 19RQCh. 8 - Prob. 20RQCh. 8 - Prob. 5RQCh. 8 - Prob. 7RQCh. 8 - Prob. 6RQCh. 8 - Prob. 8RQCh. 8 - Prob. 9RQCh. 8 - Prob. 10RQCh. 8 - Prob. 1ECh. 8 - Prob. 2ECh. 8 - Prob. 3ECh. 8 - Prob. 4ECh. 8 - Prob. 5ECh. 8 - Prob. 1DQCh. 8 - Prob. 2DQCh. 8 - Prob. 3DQCh. 8 - Prob. 4DQCh. 8 - Prob. 1EDM
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- Why I need ?arrow_forwardHere are two diagrams. Make them very explicit, similar to Example Diagram 3 (the Architecture of MSCTNN). graph LR subgraph Teacher_Model_B [Teacher Model (Pretrained)] Input_Teacher_B[Input C (Complete Data)] --> Teacher_Encoder_B[Transformer Encoder T] Teacher_Encoder_B --> Teacher_Prediction_B[Teacher Prediction y_T] Teacher_Encoder_B --> Teacher_Features_B[Internal Features F_T] end subgraph Student_B_Model [Student Model B (Handles Missing Labels)] Input_Student_B[Input C (Complete Data)] --> Student_B_Encoder[Transformer Encoder E_B] Student_B_Encoder --> Student_B_Prediction[Student B Prediction y_B] end subgraph Knowledge_Distillation_B [Knowledge Distillation (Student B)] Teacher_Prediction_B -- Logits Distillation Loss (L_logits_B) --> Total_Loss_B Teacher_Features_B -- Feature Alignment Loss (L_feature_B) --> Total_Loss_B Partial_Labels_B[Partial Labels y_p] -- Prediction Loss (L_pred_B) --> Total_Loss_B Total_Loss_B -- Backpropagation -->…arrow_forwardPlease provide me with the output image of both of them . below are the diagrams code I have two diagram : first diagram code graph LR subgraph Teacher Model (Pretrained) Input_Teacher[Input C (Complete Data)] --> Teacher_Encoder[Transformer Encoder T] Teacher_Encoder --> Teacher_Prediction[Teacher Prediction y_T] Teacher_Encoder --> Teacher_Features[Internal Features F_T] end subgraph Student_A_Model[Student Model A (Handles Missing Values)] Input_Student_A[Input M (Data with Missing Values)] --> Student_A_Encoder[Transformer Encoder E_A] Student_A_Encoder --> Student_A_Prediction[Student A Prediction y_A] Student_A_Encoder --> Student_A_Features[Student A Features F_A] end subgraph Knowledge_Distillation_A [Knowledge Distillation (Student A)] Teacher_Prediction -- Logits Distillation Loss (L_logits_A) --> Total_Loss_A Teacher_Features -- Feature Alignment Loss (L_feature_A) --> Total_Loss_A Ground_Truth_A[Ground Truth y_gt] -- Prediction Loss (L_pred_A)…arrow_forward
- I'm reposting my question again please make sure to avoid any copy paste from the previous answer because those answer did not satisfy or responded to the need that's why I'm asking again The knowledge distillation part is not very clear in the diagram. Please create two new diagrams by separating the two student models: First Diagram (Student A - Missing Values): Clearly illustrate the student training process. Show how knowledge distillation happens between the teacher and Student A. Explain what the teacher teaches Student A (e.g., handling missing values) and how this teaching occurs (e.g., through logits, features, or attention). Second Diagram (Student B - Missing Labels): Similarly, detail the training process for Student B. Clarify how knowledge distillation works between the teacher and Student B. Specify what the teacher teaches Student B (e.g., dealing with missing labels) and how the knowledge is transferred. Since these are two distinct challenges…arrow_forwardThe knowledge distillation part is not very clear in the diagram. Please create two new diagrams by separating the two student models: First Diagram (Student A - Missing Values): Clearly illustrate the student training process. Show how knowledge distillation happens between the teacher and Student A. Explain what the teacher teaches Student A (e.g., handling missing values) and how this teaching occurs (e.g., through logits, features, or attention). Second Diagram (Student B - Missing Labels): Similarly, detail the training process for Student B. Clarify how knowledge distillation works between the teacher and Student B. Specify what the teacher teaches Student B (e.g., dealing with missing labels) and how the knowledge is transferred. Since these are two distinct challenges (missing values vs. missing labels), they should not be combined in the same diagram. Instead, create two separate diagrams for clarity. For reference, I will attach a second image…arrow_forwardNote : please avoid using AI answer the question by carefully reading it and provide a clear and concise solutionHere is a clear background and explanation of the full method, including what each part is doing and why. Background & Motivation Missing values: Some input features (sensor channels) are missing for some samples due to sensor failure or corruption. Missing labels: Not all samples have a ground-truth RUL value. For example, data collected during normal operation is often unlabeled. Most traditional deep learning models require complete data and full labels. But in our case, both are incomplete. If we try to train a model directly, it will either fail to learn properly or discard valuable data. What We Are Doing: Overview We solve this using a Teacher–Student knowledge distillation framework: We train a Teacher model on a clean and complete dataset where both inputs and labels are available. We then use that Teacher to teach two separate Student models: Student A learns…arrow_forward
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