Can an Intrusion Detection System and Intrusion Prevention system can be alternatives to each other? Please explain.
Describe the role of distributed systems in the detection of attacks.
Describe the role of honeypots in the discovery of attacks.
Sample Solution
No, an Intrusion Detection System (IDS) and an Intrusion Prevention System (IPS) cannot be considered alternatives to one another. An IDS is designed to detect malicious activity on a system while the IPS actively works to deny malicious activity before it can cause damage. Because of this, they serve different purposes, although they can work in tandem with one another. For example, the IDS would monitor for suspicious behavior and alert administrators when something is detected while the IPS would then take action by blocking or disabling any identified threats. In addition, because of their different functionalities, each system has its own set of strengths and weaknesses depending on the type of organization that implements it.
Sample Solution
No, an Intrusion Detection System (IDS) and an Intrusion Prevention System (IPS) cannot be considered alternatives to one another. An IDS is designed to detect malicious activity on a system while the IPS actively works to deny malicious activity before it can cause damage. Because of this, they serve different purposes, although they can work in tandem with one another. For example, the IDS would monitor for suspicious behavior and alert administrators when something is detected while the IPS would then take action by blocking or disabling any identified threats. In addition, because of their different functionalities, each system has its own set of strengths and weaknesses depending on the type of organization that implements it.
Vocabulary knowledge is often viewed as a critical tool for second language learners because a limited vocabulary in a second language impedes successful communication. Underscoring the importance of vocabulary acquisition, Schmitt (2000) emphasizes that “lexical knowledge is central to communicative competence and to the acquisition of a second language” p. 55) Nation (2001) further describes the relationship between vocabulary knowledge and language use as complementary: knowledge of vocabulary enables language use and, conversely, language use leads to an increase in vocabulary knowledge. The importance of vocabulary is demonstrated daily in and out the school. In classroom, the achieving students possess the most sufficient vocabulary. Researchers such as Laufer and Nation (1999), Maximo (2000), Read (2000), Gu (2003), Marion and others have realized that the acquisition of vocabulary is essential for successful second language use and plays an important role in the formation of complete spoken and written texts. In English as a second language (ESL) and English as a foreign language (EFL) learning vocabulary items plays a vital role in all language skills (i.e. listening, speaking, reading, and writing (Nation, 2011). Rivers and Nunan (1991), furthermore, argue that the acquisition of an adequate vocabulary is essential for successful second language use because without an extensive vocabulary, we will be unable to use the structures and functions we may have learned for comprehensible communication. Research has shown that second language readers rely heavily on vocabulary knowledge and the lack of that knowledge is the main and the largest obstacle for L2 readers to overcome (Huckin, 1995). In production, when we have a meaning or concept that we wish to express, we need to have a store of words from which we can select to express this meaning or concept. ‘‘When students travel, they don’t carry grammar books, they carry dictionaries’’ (Krashen, as cited in Lewis, 1993, p25). Many researchers argue that vocabulary is one of the most important-if not the most important- components in learning a foreign language, and foreign language curricula must reflect this. Wilkins (1972) states that: ‘‘There is not much value in being able to produce grammatical sentences if one has not got the vocabulary that is needed to convey what one wishes to say … While without grammar very little can be conveyed, without vocabulary nothing can be conveyed’’ p97). Other scholars such as Richards (1980) and Krashen (1989), as cited in Maximo (2000) state many reasons for devoting attention to vocabulary. “First, a large vocabulary is of course essential for mastery of a language. Second language acquirers know this; they carry dictionaries with them, not grammar books, and regularly report that the lack of vocabulary is a major problem’’.
