Web Technologies Enterprises - Free Essay Example

Sample details Pages: 6 Words: 1940 Downloads: 1 Date added: 2017/06/26 Category Information Systems Essay Type Narrative essay Did you like this example? Executive Summary This paper is divided into two parts. The first part is summarized the content of seminar 2 about â€Å"Web 2.0 and the Enterprise†. The speaker: Mr. Don’t waste time! Our writers will create an original "Web Technologies Enterprises" essay for you Create order Lionel Louie is director of Fusion Middleware solutions for Oracle Greater China. The seminar is structured in a way that helps participants to understand the view of collaborative Web 2.0 technologies can enable enterprises to foster employees critical thinking and creativity while providing a platform to capitalize on their innovations for product and process improvement. The second part, findings and case analysis provides information to better understand threats of Web 2.0 and mitigate its impact to business. The threats of Web 2.0 are investigated and two cases are related to Web 2.0 are analyzed. The impacts to business are assessed to identify areas of security management requires great concern. Finally, measures are introduced to improve security management 1. Introduction Nowadays, dynamic and global business environment, enterprises face ever-increasing pressure to stay competitive and achieve sustainable growth through agility and innovation. The seminar is struct ured in a way that helps participants to focus on understand the view of collaborative Web 2.0 technologies can enable enterprises to foster employees critical thinking and creativity while providing a platform to capitalize on their innovations for product and process improvement. 2. Seminar Summary 2.1 The changing of business environment As rapid technological and social changes affecting an enterprises environment, it leads the enterprise to consider how the information will support the business. Nowadays, the rapid progresses in the capabilities of the internet, its infrastructure are enabling the enterprises to create business value in new business model. For instance, Supply chain robust networks of suppliers, retailer and customer to obtain updated information. Online retailers offer seemingly infinite inventory. These â€Å"countless niches† are market opportunities for those who cast a wide net and de-emphasize the search for blockbusters. 2.2 Web Evolution In the 1990s, the web 1.0 began as repository of information of content for personal or organizations. After a couple years, a lot amount of content was dynamic, returning results to users). Nowadays, Web 2.0 makes web-based applications feel like and run as smoothly as local application. 2.3 Main difference between web 1.0 and Web 2.0 The Web 1.0 is a Read-or-Write Web. For instance, authors write a webpage to share for readers. Once they published it online. The readers can watch a webpage and subjectively comprehend the meanings. But authors want to release their contact information in their web page; the link between authors and readers is generally disconnected on web 1.0. It seems that web 1.0 does not facilitate direct communication between web readers and authors when authors have not to disclose their private identities such as emails, phone numbers, or mailing addresses. The Web 2.0 is a Read Write Web. At Web 2.0, authors and readers can bo th read and write to a same web space. It allows establishing friendly social communication among web users without obligated disclosure of private identities. Therefore, it is very important to increase the participating interest of web users. Normal web readers then have a handy way of telling their viewpoints without the need of disclosing who they are. The link between web readers and authors becomes generally connected, though many of the specific connections are still anonymous. Those users can contribute their knowledge for sharing. 2.4 The best Web 2.0 Sites The different organizations/enterprises have a use of Web 2.0 which include in social networking, start pages, social book marking, peer production news, social media sharing and online storage. The following sites can show that how Web 2.0 to motivate users to contribute their knowledge. Flickr (https://www.flickr.com) Flickr combines a social network with the user generated content. Users can work together to collaborate on photo projects. Flickr also has an API for web services to integrate photo collections with blogs. Wikipedia (https://en.wikipedia.org) Wikipedia is a free, multilingual, open content encyclopedia project operated by the non-profit Wikimedia Foundation. Also, Wikipedias articles have been written collaboratively by volunteers around the world. Blogger (https://www.blogger.com/start) Blogger provide commentary or news on a particular subject; others function as more personal online diaries. A typical blog combines text, images, and links to other blogs, web pages, and other media related to its topic. Chicagocrime (https://www.chicagocrime.org) Chicagocrime.org was one of the original map mashups, combining crime data from the Chicago Police Department with Google Maps via api or web service. It offered a page and sent to user by RSS. 2.5 The Benefit of Web 2.0 for Enterprise Above the mentioned functions of Web 2.0 are useful for development of interactive web site that can enable enterprise to create the collaboration with across departments or its branches. Also, other main benefits are as below: More effective enterprise application Foster efficient knowledge worker collaboration and overall employee satisfaction. Improve the navigation of internal and external information consumption and reuse. Web 2.0 communities for immediate feedback, shortening the product development time and targeting valuable marketing resources. Fuels business innovation 2.6 Driver of Web 2.0 in the Enterprise In order to achieve competitive advantage, enterprises face problems in how to make business innovation. Oracle believes that Web 2.0 in enterprise can transform the way companies share information and work together. Furthermore, this next generation innovation of business is tap into the passion of every individual, pockets of knowledge in minds of key employees and harness collective intelligence across entire business ecosystem. 2.7 Setting a Web 2.0 strategy for the Enterprise Web 2.0 needs to be a part of overall IT strategy for technology focused. Moreover, IT Manager uses it with IS strategy to deploy Web 2.0 through a comprehensive, integrated, open standards-based platform. Consequently, users can take a new approach to interaction. 3. Findings and analysis 3.1 Trend of Web 2.0 Mr. Lionel said that ‘the trend of Web 2.0 are increasing base on enterprises want to achieve competitive advantage. Moreover, accordi ng to Forrester Research, ‘there will be strong demand for Web 2.0 tools in the enterprise in 2008. Even though 42% of enterprises say adding Web 2.0 tools is not on their agenda, according to a Q3 2007 survey, Forrester expects that half of those will change their mind and embrace Web 2.0 tools by year end. In the report Top Enterprise Web 2.0 Predictions For 2008, analyst Oliver Young gives three reasons why he thinks 2008 is the year that IT departments will take their heads out of the sand and embrace Web 2.0 technologies. (Josh Catone 2008) 3.2 Web 2.0 applications raise security issues Mr. Lionel also said that ‘Web 2.0 involved AJAX, content tagging and web service technology. However, this new technology brings new vulnerabilities. According to Robert Hansen, ‘president of California-based security consultancy SecTheory, the use of programming languages such as Java and Ajax, as well as the JSON data interchange format, in Web 2.0-style apps has c reated another door from which nefarious elements can enter a companys back end and do irreparable damage. (Greg Enright 2007) Moreover, According to web security firm Finjans report that ‘sophisticated new threats that target Web 2.0 platforms and technologies and centers on the use of Web 2.0 and AJAX technologies for malicious activities. (Richard MacManus 2006) 3.3 Recent Incident Case 1: MySpace superworm creator sentenced to probation, community service (Published: 1 Feb 2007) Affected: Within 20 hours, the worm had spread to nearly 1 million MySpace accounts and slowed down the performance of network. Threat type: Web 2.0 worm Description: ‘Samy Kamkar, using a programming technique known as Asynchronous JavaScript and XML(AJAX) that permitted browsers to execute malicious code, was able to circumvent MySpaces strong JavaScript filters. The infection spread like wildfire, adding one million friends to Kamkars profile within several hours, i n addition to placing the string but most of all, Samy is my hero on each of his victims profiles. Status: News Corp. was eventually forced to shutter MySpace in order to fix the problem. Case 2: MySpace spreads worms and spyware (Published on 20 July 2006) Affected: Users who have not yet installed this patch had spyware from the PurityScan/ClickSpring family installed on their computers, which bombards the user with pop-up ads and tracks their web usage. Threat type: Web 2.0 worm Description : ‘MySpace appears to be developing into a virus pool, which infects visitors just by calling up profiles and member pages without any assistance from the user. According to Michael La Pilla, a malware analyst with the security business iDefense, over the last few weeks an online banner advertisement has attempted to infect visitors to MySpace.com with spyware. The attackers are clearly exploiting the vulnerability discovered early this year in the way Windows processes W MF images. Status: A patch from Microsoft has been available to fix this vulnerability. 3.4 Impact to business Web 2.0 enables anyone to upload content in enterprises; these sites are easily susceptible to hackers wishing to upload malicious content. Once the malicious content has been uploaded in Web 2.0 sites, innocent visitors to these sites can also be infected, and the site owners could be potentially responsible for damages incurred. Moreover, enterprises face a significant security risk from slow-down networks performance and disclosure of intellectual property or business-critical information. 4. Dealing with Web 2.0 threats 4.1 Detection Web 2.0 user-contributed content means that the content on countless URLs is constantly changing. Static web filtering solutions that rely on periodically updated URL databases and automatic to identify threats are simply not in a position to keep up with the dynamic content that characterizes Web 2.0 sites. In order to ke ep pace with the dynamic nature of Web 2.0 sites, it is imperative for a web security solution to scan and profile URLs in real-time each time a URL is requested. In addition, keep updated anti-virus signatures and patch to protect web servers. Moreover, web servers will be fully scanned periodically. 4.2 Incident Response Virus-scanning software at all critical entry points such as client desktop and web server. Moreover, ensure that vendor patches are promptly applied to interrelated applications, and the underlying operating system. 4.3 Management Policy Controls Establish policies for acceptable use of Web 2.0 and ensure that all users are aware of those policies and clearly understand the potential risks. 5. Conclusion The evolution of the internet has had a profound effect on the way businesses and individuals work and communicate. While Web 2.0 and AJAX have greatly enhanced the user experience and added important business functionality, they also introd uce opportunities for hackers to invisibly inject and propagate malicious code. In the two cases, the characteristic of Web 2.0 can make the infection spread like wildfire. Also, signature based solutions were not designed to detect these types of dynamic malicious web scenarios; thus, they are not enough to provide protection against the modern hacking methods. Therefore, signature based solution (anti-virus) or URL filtering lab can put its hands on each and every piece of malicious code and create a signature is no longer valid in todays web scenario. On the contrary, management policy control is very important to protect the threat of Web 2.0 in enterprises. Reference 1. Greg Enright (2007), Web 2.0 applications raise security issues, [Online] available at: https://www.computerworld.com.au/index.php/id;1304740632;fp;16;fpid;1 [accessed 15 Feb 2008] 2. Heise Security (2006), MySpace spreads worms and spyware, [Online] available at: https://www.heise-online.co.uk/secu rity/MySpace-spreads-worms-and-spyware/news/75722 [accessed: 16 Feb 2008] 3. Josh Catone (2008), The Year Web 2.0 Hits the Enterprise, Says Forrester, [Online] available at: https://www.readwriteweb.com/archives/2008_web20_enterprise _forrester.php [accessed: 16 Feb 2008] 4. Michael E. Whitman and Herbert J. Mattord (2004) Management of Information Security, Boston, Mass.; London: Thomson/Course Technology 5. Richard MacManus(2006), Web 2.0 Security Scares, [Online] available at: https://blogs.zdnet.com/web2explorer/?p=285 [accessed 14 Feb 2008] 6. SC Magazine (2007) MySpace superworm creator sentenced to probation, community service, [Online] available at: https://www.scmagazineus.com/MySpace -superworm-creator-sentenced-to-probation-community-service/article/34514/ [accessed 16 Feb 2008] 7. Tim OReilly (2005), What Is Web 2.0, [Online] available at: https://www.oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html [accessed 17 Feb 2008]

A Personal Interaction With The Criminal Justice System

Introduction Throughout this essay, a personal interaction with the criminal justice system will be the focus of discussion. Miria Bastock, a citizen of Queensland and victim of attempted murder, illustrated a personal interaction with the criminal justice system through her experience in 1989. Other matters that will be discussed in this essay are victim precipitation and the personal consequences of her victimization. Summaries and Evidence Presented Various articles will support the focus of this paper. The Meaning and Measurement of Victim Precipitation written by Carolyn Rebecca Block will elaborate on victim precipitation. The two articles, Chapter four of Social and Psychological Consequences of Violent Victimisation written by R. Barry Ruback and Martie P. Thompson and Why Do Victims Fail to Report? The Psychology of Criminal Victimisation written by Robert F. Kidd and Ellen F. Chayett, will focus on Interactions with the criminal justice system. Chapter five of Social and Psychological Consequences of Violent Victimisation by R. Barry Ruback and Martie P. Thompson and A Qualitative Exploration of The Effects of Crime Victimization for Victims of Personal Crime written by Elizabeth Quinn DeValve will further elaborate personal consequences of Miria Bastock’s victimisation. Victim Precipitation Carolyn Rebecca Block applies victim precipitation â€Å"to those criminal homicides in which the victim is a direct, positive precipitator in the crime,† (1993). Research by BlockShow MoreRelatedThe Impact Of New Technology On Criminal Justice System1458 Words   |  6 PagesTechnologies on Criminal Justice and Corrections Our criminal justice system is very important to society. The reason for having laws is to defend society from harm, and to ensure that each person is kept safe, as well as to receive fair treatment. The criminal justice system works to defend the innocent and to punish the guilty without risking denial of an individual’s basic human rights. The past, present and future trends involved in the interface between components of the criminal justice systemRead MoreEthics And The Criminal Justice System961 Words   |  4 Pagescompass, our ethics. Personal ethics are applied to every aspect of life from daily interactions with others, to the work force, in every profession. This paper will define the use of ethics in the criminal justice system. As well as the difference between ethics in life and law, why the need for equal treatment of all people in the criminal justice system, and what safeguards are provided by the criminal procedure to ensure there are ethics in the criminal justice system. The term ethics hasRead MoreThe Basic Elements Of Communication1163 Words   |  5 Pageselements of communication must be meet to have success. Great communication is the key in creating a more connected system for the administration managements. Karl Weick defines the organizational process as, â€Å"A method to resolve ambiguities’ through the collective processing of information† (94). Any agency, firm, police, court or correction must use this method to define their system of communication. Management has the duties of setting boundaries and rules for communication. This will allow themRead MoreRacial Profiling And The United States1160 Words   |  5 Pagesfocuses on the formal stages of criminal justice system such as sentencing and parole. The informal stages of criminal justice is one increasingly important area of examination if we are to understand the more subtle mechanism that plays a role in who gets introduced in the criminal justice system. However , the historical tendency is to focus on the formal stages when informal process such as racial profiling is highly influential in shaping the criminal justice system (Glover 15). Furthermore, TheRead MoreThe Criminal Justice Process From The Point Of View975 Words   |  4 Pages1. What are the significant steps in the criminal justice process from the point of view of both prosecution and the defendant? In the criminal justice process, the first step, the Investigation, is significant as it provides the information of the case as well as the crime supposedly committed by the defendant to both parties; both the prosecutor and defendant must use the information for their benefit such as cross-examination of the evidence. Following the investigation, after studying the informationRead MoreMy Own Interpretation Of Relational Modernity904 Words   |  4 Pagesdefines relational modernity as being, â€Å"offered to describe expectations for modern-day relationships† (11). From his description, I then formulated my own interpretation of relational modernity. In the criminal justice system, a lot of studies have shown significant relationships between criminal behavior and the way in which one was raised during childhood. In terms of general morals, a lot of who a person turns out to be in adulthood, is due to their childhood and the way in which they were raisedRead MoreThe Classic al School And The Positivist School881 Words   |  4 Pages however did not fully bloom until the 1800s when criminal laws were being made and enforced (Altrichter, 2015). With this in mind, the first school to be developed through criminology was the classical school. The classical school was founded upon the thoughts and ideas of Cesare Beccaria and Jeremy Bentham (Altrichter, 2015). Cesare Beccaria implicated the idea that a crime is to be punished depending on its severity and rather not the criminal (Altrichter, 2015). Jeremy Bentham contributed toRead MoreChanges Within The Criminal Justice System821 Words   |  4 PagesThe Criminal Justice System has undergone numerous, yet significant, changes within the last century. In fact, current research reflects the progressive movement from one of rehabilitation to that of punishment and retribution. Such transition reflects issues pertaining to the management and supervision and treatment of offenders. This study will, therefor e, consider and evaluate dilemmas within the Criminal Justice System, as well as, issues that have transpired while trying to reduce crime throughRead MoreCriminal Justice Organization. Among The Criminal Justice880 Words   |  4 PagesCriminal Justice Organization Among the criminal justice organizations, there are numerous criminal justice professional associations that assist law enforcement with policies, standards, analysis, and training and education. The Department of Homeland Security has a mission to secure the nation from any threat it may face (â€Å"Homeland Security†, n.d.). The Department of Homeland Security duties are wide-ranging and their goal is to keep America safe. The Structure of the Department of Homeland SecurityRead MoreA Comparative Study of the Field Criminal Justice and Criminology1314 Words   |  6 PagesFields Criminal Justice and Criminology Javier Landa-Miranda Ivy Tech Community College CRIM 101 What is Criminal Justice and what is Criminology? They are the same? Those are the questions that people ask their selves when they talk about those fields. There might be many controversies about the differences and similarities about Criminal Justice and Criminology. People must think that these two fields are totally different or just the same thing. The reality is that Criminal Justice and Criminology

Cognitive Training Treatment Of Dementia †Myassignmenthelp.Com

Question: Discuss About The Cognitive Training Treatment Of Dementia? Answer: Introducation Cognitive training (CT) is a guided practice in which a patient is guided on a set of standardised activities aimed at reflecting given cognitive functions that include memory, attention and problem-solving. The definition of cognitive training is a structured practice of complex mental activity aimed at enhancing cognitive function (Takeda, Tanaka, Okochi, Kazui, 2012). To delineate cognitive training from other interventions, an operational definition is adopted. As per the operational definition, cognitive training involves repeated activities on identified problematic areas, with the use of tests that are standardises, and also targeting specific cognitive domains (Gates, Sachdev, Fiatarone, Valenzuela, 2011). The tasks are tailored based on the patients individual performance capacity and adaptive training. The tasks taken under cognitive training involve analogues of activities of daily living and their availability is evolving and they are now available through computerised packages is now possible alongside the traditional paper-and-pencil (Bahar-Fuchs, Clare, Woods, 2013). The primary assumption that underlies the practice is that practice has the potential of improving or maintaining an individuals functioning in a particular domain. One more postulation is that any accrued effect from the practice translates generally past just the context of the training. The last assumption has however been debated and argued otherwise (Owen, Hampshire, Grahn, Stenton, Dajani, 2010), but this contradiction of failure of transferability is as a result of problems in task design (Jaeggi, Studer-Luethi, Buschkuehl, Su, Jonides, 2010). Evidence from the last decades has shown cognitive training to be quite an effective therapy for dementia. Cognitive training has shown to produce modest substantial benefits in the treatment of dementia to produce primary positive cognitive outcomes (Kallio, hman, Kautiainen, Hietanen, Pitkl, 2017). This paper is a critical analysis of cognitive training as a treatment modality for dementia. It reviews literature for- and against- it with an aim of justifying its application. Evidence of positive intervention in cognitive training with dementia Cognitive training is often promoted as an effective modality for the treatment of dementia. It is often considered as an effective alternative intervention for a number of reasons, notably, it has minimal risk and contradiction compared to other strategies do, and it is also preferred by the elderly (Rodakowski, Saghafi, Butters, Skidmore, 2015). The impacts of the intervention in dementia patients have been studied for the last several decades, with a majority indicating it having a desirable cognitive rehabilitation and enhancement training and constructive effect on patients presenting with dementia and other forms of cognitive diseases. Study findings have further demonstrated that some elements of cognitive training in seniors is associated with the improvement in neuropsychological and neurophysiological dimensions (Mowszowski, et al., 2014). Likewise, there is evidence of the therapy having positive effects on well-being, mood and stress, in persons presenting with the condi tion and also those without any cognitive condition but take specialised cognitive exercises. Regardless of the minimal evidence on the efficacy of the intervention in delaying problems in an individuals daily functioning, some studies such as a randomised trial by ACTIVE established that advanced cognitive training produces positive effects, with minimal decline in instrumental activities of daily living (IADL), alongside preventing and reducing the risk of the development of decline in functioning among dementia patients during their old age (Rebok, et al., 2014). Drawing on evidence from a number of studies, the effectiveness of cognitive training can be established. For the purposes of this paper, reference is drawn to two research studies. One is a 2013 review by Bahar-Fuchs and fellows and another study from 2016. The aim of the 2013 review was to appraise the existing evidence on the efficacy of the therapy on persons with Alzheimers disease (Bahar-Fuchs, Clare, Woods, 2013). The researchers identified eleven studies which met the inclusion criteria. The meta-analysis did not detect any adverse effects of the modality. This finding counteracts earlier proposals from other commentators such as Small, et al., (1997) who claim that there is a likelihood of the process to have negative impacts such as on mood. The review identified both short and long term positive benefits of cognitive training which include improved memory capacity, satisfaction in the attainment of personal goals, and the general quality of life (Bahar-Fuchs, Clare, Wood s, 2013). The aim of the 2016 study by Giuli, Papa, Lattanzio, and Postacchin was to examine the impacts of CT as a nonpharmacological intervention among elderly persons who exhibit one of 3 unlike cognitive statuses. The results of the analysis showed that the participants accrued positive immediate outcomes compared to the controls who had been recruited for the study. The results from the study supported the statement that cognitive training could be used as an operative intervention in the treatment of dementia in the elderly with/without cognitive decline, as reported in other studies which include Huckans, et al., (2013) and Choi Twamley, (2013). However, some others claim that there is a lack of theoretical rehabilitation model to serve as a guide in assessing cognitive training, as a result, it is recommended to take into consideration various aspects when managing patients with cognitive deficits, precisely those with dementia (Huckans, et al., 2013). As a result, it is always indica ted to use comprehensive multi-modal cognitive training which also incorporates compensatory and restorative approaches to the elements of psychological support for the disorders and advice for lifestyle intervention (Buschert, et al., 2011). The primary scope of the study (Giuli, Papa, Lattanzio, Postacchin, 2016) was to demonstrate that comprehensive cognitive training had the potential of producing positive effect among elderly people presenting with various cognitive statuses. To eliminate any biases, Giuli and fellows adopted a multidisciplinary approach whose main strength is to facilitate the analysis of the role played by various actors that come into play in the management of rehabilitation and enhancing the cognitive functions in elderly persons. Another notable set of results from the study were evidenced in the dimensions of memory, metamemory, self-efficacy, and "confidence of own memory". The subject's level of complaints on difficulties on carrying out activities of daily living was diminished, owing to improved performance in the perception of mnemonics (Giuli, Papa, Lattanzio, Postacchin, 2016). Findings from various studies coupled with the most recent by Giuli and fellows have demonstrated improvements in the patients' cognitive performance and psychological status, which are often observed in the immediate of the training. Likewise, patients without any form of cognitive deficit who have also undergone cognitive intervention have also shown to improved performance especially in memory and learning processes. This conclusion is not only made by Giuli and others (2016) but by another very recent study by Rahe, Petrelli, Kaesberg, Fink, Kessler and Kalbe, (2015) who concluded that cognitive training or cognitive training combined with protective factors such as physical activity (CPT) produces stronger long-term effects on attention. The findings of these two papers, however, contradict with the findings of a study conducted in 2013 whose aim was to analyze the effectiveness of CT in patients who had Alzheimer's disease and also to provide an also estimate its feasibility (Alves, et al., 2013). The findings of the review showed the effect of the intervention on the subjects was only in global cognitive functions (which were assessed using a Mini-Mental State Examination (MMSE)), and not in other cognitive functions. However, it was observed that the subjects recorded a reduced level of perceived psychological stress. This is a confirmation of an observation made by various authors who have made conclusions in their studies that cognitive training has a beneficial impact on the psychological status of those receiving it (Reijnders, van Heugten, van Boxtel, 2013). Most of the studies often obtain results which illustrate improvements in different memory and learning cognitive tests, alongside selective attentive processes and verbal fluency, which is not in the case in those not treated with the intervention. These conclusions are strong indicators that cognitive training can produce positive impacts on cognitive performance in patients with a mild cognitive decline, or early dementia before conversion to full-blown dementia (Valenzuela Sachdev, 2009). An additional observation made by Valenzuela and Sachdev is that cognitive training confers a protective effect on longitudinal neuropsychological performance in patients with any form of dementia. Supported by evidence from Giuli, Papa, Lattanzio, and Postacchin, (2016), subjects subjected to cognitive training improve in cognitive functions (memory, attention) and also in the degree of dementia. These patients also show a better mood status compared to those not treated with the intervention. The effect of cognitive training is also supported by findings in other studies, which have shown an evidenced improvement in mood status in dementia patients treated with the intervention (Rodakowski, Saghafi, Butters, Skidmore, 2015). It is also advisable to discuss how the intervention generally impacts a dementia patient in his or her daily living. This can be assessed using the Instrumental Activities of Daily Living Scale (IADL). Study findings have also shown that a large intervention effect in subjects with Alzheimer's disease and also an intermediate effect in persons with mild cognitive impairment (MCI) (Giuli, Papa, Lattanzio, Postacchin, 2016). This effect could be related to numerous variables which undoubtedly cause a complex relationship. Regardless, it is possible to point out some possible explanations, which according to Rebok, et al., (2014) includes the possibility that cognitive training produces changes in both behavior and social interactions, and this supports a patient's engagement in functional activities. Further, there is also the likelihood that the patient's improvement in his/her psychological characteristics, awareness and confidence in their abilities confers a positive effect on th eir capacity to plan and master activities of daily living. One of the hypotheses made with regard to an individual's sense of control (even in the diseased status ) in aspects of daily living activities and setbacks plays a role in the delay of the onset of functional disabilities (Cooper, Huisman, Kuh, Deeg, 2011). In summary, cognitive training has shown positive effects of some outcomes immediately following the intervention. The intervention enables patients to learn new strategies in the use of memory and cognitive functions, and this presents a benefit to the patient, evidently in the dimensions of improving personal self-esteem and reducing psychological diseases. This generally improves the patient's wellbeing and quality of life and may enable him or her life independently for a long period of time. The positive impact of cognitive training as a preventive and intervention for dementia permits its usage as a non-pharmacological intervention in reducing costs associated with the treatment of dementia especially in elderly persons, alongside the costs incurred in caregivers, and this has a positive impact on health systems of any country. Multidimensional cognitive training also serves as an important instrument in the secondary prevention of dementia-related symptoms, alongside improving the quality of life of those affected. Based on a review of literature in 2017 by Kallioa, Ohman, Kautiainen, Hietanenb, and Pitkala, cognitive training has evidenced positive effect on the following dimensions of dementia patients. The best performance is in the domain of memory in which 5 of the studies reviewed by the authors showed significant improvement in episodic, semantic and episodic autobiographical memory. In the domain of executive functioning, three studies reported that cognitive training had a positive impact on executive function and abstract. With regard to the domain of attention, only one study had reported a significant improvement in processing speed. In language, four studies have shown that the intervention improves both verbal functions, episodic memory, and working memory. On the contrary, in the performance in the domain of visual perception, there is only one study that has documented a positive result (Kallioa, Ohman, Kautiainen, Hietanenb, Pitkala, 20 17). Generally, cognitive training is a viable intervention. Cognitive Training in the Prevention of Dementia Specific types and doses of cognitive training have the ability to delay the onset of dementia. This claim was provided by a randomised controlled trial known as The Advanced Cognitive Training in Vital Elderly study (ACTIVE) conducted between 1998 and 2004. ACTIVE is the largest study carried so far that has demonstrated that cognitive training improves cognitive functioning in elderly adults (Willis, et al., 2017). The authors demonstrated that cognitive training could confer the effects over a period of five years with evidence that improved cognitive function significantly improves daily functioning. Notable findings from the ACTIVE study with regard to the prevention of dementia, the study established that in elderly persons, the risk of dementia is reduced by forty-eight percent within a decade when the subjects undertook a total of ten or more sessions of cognitive training (Willis, et al., 2017). According to Willis and fellows, the risk of dementia is reduced by eight percen t for each session of cognitive training. This evidence especially reinforces modern cognitive training which is basically computerised, diverting from the earlier form of pencil-and-paper. There is no other drug or device with the ability to change the incidence of dementia. Mental activity, on the other hand, provides a greater "brain reserve" which reduces the risk of dementia by forty-six percent (Valenzuela Sachdev, 2009). Continued participation in mentally stimulating activities can delay the development of cognitive and functional decline, especially in elderly persons. Overall, cognitive training programs have generated evidence to indicate that they boost both memory, speed of processing, problem-solving and reasoning. At the moment when it is fiendishly complicated to do randomized controlled trials on more than one intervention at a time (Begley, 2017), the multifaceted approach in preventing dementia is not feasible, hence leaving cognitive training as the online option. Summary The literature review above investigates on the significance of cognitive training as a treatment modality for dementia. It is evident that cognitive training can improve cognitive functions of persons with or without dementia. Some of the domains that cognitive training has shown to improve include immediate and delayed memory, executive functioning, attention, cognition, processing speed, neuropsychological status and visuospatial construction. Thus, the ability of the modality to improve cognitive function can be regarded as a useful, affordable and easily accessible tool that can be used in the management of dementia, and also as a preventive tool to prevent age-associated cognitive decline in ageing individuals. Cognitive training can also be improved by combining with other modalities such as physical training and pharmacological approaches. As recommended by some authors, cognitive training alone or combined with other intervention methods (pharmacological or non-pharmacological) can improve some aspects of cognition in patients presenting with dementia. This paper offers evidence supporting the efficacy of the intervention. Based on the reported studies and reviews, there is evidence of gains resulting from cognitive training. This, however, does not completely ignore the doubts raised in the scientific community for the lack of a large-scale randomised controlled trial which can test the efficacy of cognitive training alongside other interventions. This is owed to the neurobiology of dementia which calls for a multifaceted approach in the dimension of prevention References Alves, J., Magalhes, R., Thomas, R., Gonalves, O., Petrosyan, A., Sampaio, A. (2013). Is there evidence for cognitive intervention in Alzheimer disease? A systematic review of efficacy, feasibility, and cost-effectiveness. Alzheimer Dis Assoc Disor, 195-203. Bahar-Fuchs, A., Clare, L., Woods, B. (2013). Cognitive training and cognitive rehabilitation for mild to moderate Alzheimers disease and vascular dementia (Review). The Cochrane Library, 1-73. Begley, S. (2017, June 22). Preventing Dementia: New Report Says Not Much Is Proved to Work. Retrieved from Scientific America: https://www.scientificamerican.com/article/preventing-dementia-new-report-says-not-much-is-proved-to-work/ Buschert, V., Friese, U., Teipel, S., Schneider, P., Merensky, W., Rujescu, D., . . . Buerger, K. (2011). Effects of a newly developed cognitive intervention in amnestic mild cognitive impairment and mild Alzheimer's disease: a pilot study. J Alzheimers Dis., 679-94. Choi, J., Twamley, E. (2013). Cognitive rehabilitation therapies for Alzheimer's disease: a review of methods to improve treatment engagement and self-efficacy. Neuropsychol Rev., 48-62. Cooper, R., Huisman, M., Kuh, D., Deeg, D. (2011). Do positive psychological characteristics modify the associations of physical performance with functional decline and institutionalization? Findings from the longitudinal aging study Amsterdam. J Gerontol B Psychol Sci Soc Sci., 468-77. Gates, N., Sachdev, P., Fiatarone, S. M., Valenzuela, M. (2011). Cognitive and memory training in adults at risk of dementia: a systematic review. BMC Geriatr., 55-69. Giuli, C., Papa, R., Lattanzio, F., Postacchin, D. (2016). The Effects of Cognitive Training for Elderly: Results from My Mind Project. Rejuvenation Res, 485-494. Huckans, M., Hutson, L., Twamley, E., Jak, A., Kaye, J., Storzbach, D. (2013). Efficacy of cognitive rehabilitation therapies for mild cognitive impairment (MCI) in older adults: working toward a theoretical model and evidence-based interventions. Neuropsychol Rev, 63-80. Jaeggi, S., Studer-Luethi, B., Buschkuehl, M., Su, Y., Jonides. (2010). The relationship between n-back performanceand matrix reasoning-implications for training and transfer. Intelligence, 62535. Kallio, E., hman, H., Kautiainen, H., Hietanen, M., Pitkl, K. (2017). Cognitive Training Interventions for Patients with Alzheimer's Disease: A Systematic Review. J Alzheimers Dis, 1349-1372. Kallioa, E.-L., Ohman, H., Kautiainen, H., Hietanenb, M., Pitkala, K. (2017). Cognitive Training Interventions for Patients with Alzheimers Disease: A Systematic Review. Journal of Alzheimers Disease, 1349-1372. Mowszowski, L., Hermens, F., K, D., Norrie, L., Cockayne, N., Ward, P., . . . Naismith, S. (2014). Cognitive training enhances pre-attentive neurophysiological responses in older adults 'at risk' of dementia. J Alzheimers Dis., 1095-108. Owen, A., Hampshire, A., Grahn, J., Stenton, R., Dajani, S. (2010). Putting brain training to the test. Nature, 775-8. Rahe, J., Petrelli, A., Kaesberg, S., Fink, G., Kessler, J., Kalbe, E. (2015). Effects of cognitive training with additional physical activity compared to pure cognitive training in healthy older adults. Clin Interv Aging, 297-310. Rebok, G., Ball, K., Guey, L. J., Kim, H., King, J., Marsiske, M., . . . Willis, S. (2014). Ten-year effects of the advanced cognitive training for independent and vital elderly cognitive training trial on cognition and everyday functioning in older adults. J Am Geriatr Soc., 16-24. Reijnders, J., van Heugten, C., van Boxtel, M. (2013). Cognitive interventions in healthy older adults and people with mild cognitive impairment: a systematic review. Ageing Res Rev, 263-75. Rodakowski, J., Saghafi, E., Butters, M., Skidmore, E. (2015). Non-pharmacological interventions for adults with mild cognitive impairment and early stage dementia: An updated scoping review. Mol Aspects Med., 38-53. Small, G., Rabins, P., Barry, P., Buckholtz, N., DeKosky, S., Ferris, S., . . . Khachaturian, Z. (1997). Diagnosis and treatment of Alzheimer disease and related disorders: consensus statement of the American Association for Geriatric Psychiatry, the Alzheimer's Association and the American Geriatric Society. JAMA, 13631371. Takeda, M., Tanaka, T., Okochi, M., Kazui, H. (2012). Non-pharmacological intervention for dementia patients. Psychiatry and Clinical Neurosciences, 1-7. Valenzuela, M., Sachdev, P. (2009). Can cognitive exercise prevent the onset of dementia? Systematic review of randomized clinical trials with longitudinal follow-up. Am J Geriatr Psychiatry., 179-87. Willis, S., Tennstedt, S., MArsiske, M., Ball, K., Elias, J., Koepke, K. M., . . . Wright, E. (2017). Long-term Effects of Cognitive Training on Everyday Functional Outcomes in Older Adults. JAMA, 2805-2815.