Software-defined networking (SDN) and intent-based networking (IBN) offer an ability to revolutionize the
modern network architecture. Both of these concepts are relatively new, and your chief technology officer
(CTO) has only heard them in passing. In fact, she pawned them off as the new “marketing fad” dressed up as
a new concept. Since you have researched both technologies, you understand this is not a fad. When used in
combination with virtualization and cloud computing, you know SDN and IBN could revolutionize how the
organization operates, providing for reduced costs, efficiency, better management of the network assets, and
However, you need to develop a white paper for the Caduceus CTO to highlight these benefits. Given the CTO
has only heard the term in passing, you must describe in this white paper, the SDN and IBN concepts, their
benefits, and what it would take for the organization to implement.
After you introduce yourself to your team and brainstorm ideas for this assignment, refer to the SDN and IBN
Assignment Resources for more details about Caduceus and download the assignment template.
In your white paper, use additional sources of information but also describe the concept in layman’s terms. Use
visuals where appropriate. Describe how an SDN/IBN architecture would look different than network
architectures we have traditionally deployed. Compare and contrast the network architectures and discuss the
pros and cons of each.
The paper should include the following sections:
introduction to software-defined networking (SDN) (discussed in Week 3)
introduction to intent-based networking (IBN) (discussed in Week 4)
discussion on how virtualizing the desktop and now back-end infrastructure are complementary and related
discussion of how SDN and IBN are related
nesses, and eating disorders’. Equality and Diversity UAS (2014) also indicates that disabilities covered by the Act can also include; Conditions such, as Asperger Syndrome and other Autism Spectrum Disorders. According to Equality and Diversity UAS (2014) specific learning difficulties will also now be included under the EA. These will include Dyslexia, Dyspraxia, and Attention Deficit Hyperactivity Disorder (ADHD). The EA will require schools to assess these students and make the necessary provision under SEN. Therefore the EA will have had an impact upon the students who will be assessed as disabled and need SEN adjustments within schools. Equality and Diversity UAS (2014) then further defines what can be classed as a disability under the EA. A long-term is defined as a disability where effects last at least 12 months Temporary conditions which are likely to last less than 12 months will not be covered by the EA. These could include temporary infection or a broken limb. However, some adjustments may be made within school to accommodate such conditions. Normal day-to-day activity includes activities which are carried out by most people on a fairly regular and frequent basis, for example using the stairs. How does the EA define Disability and Special educational Needs (SEN)? One important aspect of the EA (2010) is that not all children who are defined as disabled will have Special Educational Needs. For example, those with asthma arthritis or diabetes may not have SEN but may have rights under the EA. The EA (2010) definition for schools for disabled students comes from the EA and the definition for SEN students comes from the Education Act 1996. The impact on schools will be that there will be a significant overlap between the two groups of children. A child may fall within one or more of the definitions. The Department of Education defines children with SEN as children have a learning difficulty if they:>GET ANSWER