Operation Management Eassy Essay Example | Topics and Well Written Essays - 2000 words

Operation Management Eassy - Essay Example (Chase, 2001, 5) Buffa discussed that 'OM had progressed from an entirely explanatory foundation through the Management Science/Operations Research (MS/OR) phase, and is currently in the course of finding itself as a practical field of organisation. Amoako-Gyampah, K., Meredith, J., 2004, 251), Many authors, since the beginning, advocated that OM should be an area of knowledge with a 'sense of purpose’, in terms of providing insight into problems of the real word, the ones engineers and managers face in their work. As Chase (2001) observed, when analysing the four journals that historically, at that time, had published most extensively with OM subjects - namely, AIIE Transactions, Decision Sciences, Management Sciences and the International Journal of Production Research - that the orientation (people or equipment) and emphases (from micro to macro) were heavily focused on equipment and micro analyses as, for instance, inventory control and scheduling. This picture was changed , as we will see in this literature review. 2.2 Areas of Operation Management As presented by Buffa, the first call for papers sketched out a list of topics that defined the Operation Management subjects. Since then, relevant studies as Miller and Graham, Voss, Amoako-Gyampah and Meredith, Pannirselvam et al. and Gupta, Verma and Victorino, among others, using different approaches, were carried out looking to identify the content, new topics and trends in the field, and also to establish new research agendas. Nowadays, the scope of the journals focused on OM is considerably broader. (Miller, J., and Graham, M., 2004, 548) Operation Management borrows theories from other areas and that 'this field has changed from its narrow occupation with strategic, disjointed topics toward more premeditated, incorporated and large-scale subjects. For instance, as an alternative of studies in the tactical, stand alone areas of 'Inventory' and 'Process Design’; researchers are now looking at the complete 'Supply Chain' and organisation-wide 'Flexibility', correspondingly (Anderson, 2008, 58). Decision Areas within Operation Management includes Design of products and services Quality Management Development and capacity plan Location strategy Layout strategy Human resources & employment design Supply chain management Inventory, material requirements, progression and JIT (Just-in-time) Intermediate and short-range scheduling Maintenance Description of Layout Strategy of Operation Management The arrangement of equipments, departments and work centers with special concentration on movement of work (consumers or materials) all over the system is called Layout of organization. Selecting an appropriate layout of an organisation requires significant investments of funds and hard work, which involves serious commitment. Appropriate layout of an organisation leaves considerable effect on cost and competence of various operations within the organisation. There are several types of layout, which are as follows. Fixed Position layout In Fixed Position layout manufactured goods and whole project remains motionless. However, employees, materials, and machinery move from their position according

Circumstances Contributing To the Departure to a School with Essay

Circumstances Contributing To the Departure to a School with Specialized Technical Training Including the Plans Contributing To the Future Academic Success - Essay Example The researcher tells that she has been studying at South Hampstead High School in Camden, a girl’s only school which was established several years ago. The school has about 1000 students with an age bracket of 4-18 years who commute every day from their homes since the school has no boarding facilities. The researcher has chosen to transfer to another school that accommodates both boys and girls. The researcher’s parents suggested she move to a better school where both girls and boys interact and learn which improves the confidence of a student towards the opposite sex. The researcher has a strong Islamic background which South Hampstead High school does not emphasis; this situation has prompted the need for the author to transfer to another school which upholds Islamism. The researcher’s parents got transferred from their working stations which led to the whole family relocating; it has been strenuous for the author to commute every day more than ten miles becau se she gets to school when is exhausted. Getting out of the house very early in the morning and arriving home very late in the evening is not secure; there has been an increase of reported rape cases recently. The researcher’s parents have not been comfortable because of the security concerns. Her academic performance as well has been affected because he is always worried about her safety to and from school. The tuition has been increased making it difficult for the author’s parents to raise since this is a tough economic time. Going to a boarding school is what the author has always wanted because she can have more time to study as opposed to the current situation where she spends most of her time commuting. The researcher’s current school does not expose students to specialized technical training which has been her passion to be an engineer. The researcher’s parents have always wanted her to acquire important technical skills in this field as considered one of the best in the job market. The author’s parents believe in nurturing the skill in at an early age. Besides, the author could not afford the tuition of pure girl’s school since her father, who was the sole provider and the family breadwinner, passed away in 1998.

The individuals with dsabilities education Act Essay Example for Free

The individuals with dsabilities education Act Essay Laws and Practices The Individuals with Disabilities Education Act (IDEA 1975), was originally called The Education of Handicapped Children Act. The act is a work in progress. It has been amended several times, including a major revision in 1997. This Federal law attempts to insure access to effective public education for people with a variety of disabilities. School personnel must become well versed with the Act, knowing what actions to take at each specific stage of a student’s development. Legal guidelines also apply to student’s referrals to special services. As times change, research surfaces, and issues arise, the act has been amended. Ensuring adequate funding for compliance with the act is always a challenge. It is often the focus of changes to the law. The law now extends to the time prior to the students enrollment in special education. Pre-Referral Interventions In the 1997 IDEA bill, parents were conferred the right to refuse an evaluation of their child for possible eligibility for special services. Mediation is provided in case of such an event. If the student opts for this evaluation a specific set of requirements apply. A multi-disciplinary team should be assembled early in the student’s educational process. The team may include administrators, guidance counselors, and special and general education teachers. Also members of the community who work with the student and experts in the particular disability may be included. This team may choose one of several decision making models to arrive at a strategy. Environmental and individual personality factors are assessed and attempts may be made to modify the students learning environment. The underlying assumption is that the student, whenever possible, should remain on a general education track. If the process results in a referral, a team familiar with the student will already be in place. Once that referral is made, the IDEA legislation provides the means to ensure that the rights of the individual are upheld. Six Key Components First, the IDEA legislation proposes that access to free appropriate public education (FAPE) is a right for individuals with disabilities. The method of education is unique to the needs of each individual learner. This is the theoretical underpinning for all the IDEA laws. If a child receives a pre-referral intervention or is referred to special education, the parents will not be subject to any additional fees in excess of those for other students. â€Å"Public† means that the public schools are required to educate all students, and adhere to federal requirements regarding education. Secondly, the act requires that all disabled students are evaluated effectively. Information about the student should be gathered from a number of sources then used in the development of the student’s learning plan. This information will also be used to determine which services the student is eligible for. During this stage, a diverse, knowledgeable team of professionals is developed to help the student’s progress. Thirdly, IDEA provides for the development of the Individualized Education Program (IEP). This is a written document that provides a road map for the student’s educational progress. A detailed Individualized Education Program (IEP) must be developed for each student. This should occur in short order after the student is referred and evaluated. The act stipulates what information is used in writing the IEP, who writes it, and what the school is obligated to do for the student. The IEP must be consulted, and may be amended, during the placement process. Fourth, IDEA states the principle of the Least Restrictive Environment (LRE). Placement in classrooms must be in the best interest of the student. If this means that classrooms need to be modified in some way, it must be done unless it is to the detriment of the other students. The disabled student, as much as possible, must be included in the general education classroom. Providing assistance in order to do this is preferable to assigning the student to a special education classroom. If this is not feasible, there still should be a range of options available to foster as much inclusion as possible. Fifth, IDEA states the importance of parental involvement in decision making. The parent has the right to participate in any meetings concerning the student’s education. IDEA proposes that the process of educating the student is a partnership between that student, his or her parents, and the public schools. Parents are always an equal partner and are critical to the ultimate success of the student. This team will help determine placement for the student through a number of means, including norm referenced and criterion referenced tests. Since the student’s capabilities and potential eligibility for services are being assessed, these tests must be carefully chosen and peer reviewed. The presence of a parent or guardian should never be seen as a hindrance. This presence can only help the process for all involved. Finally, the sixth provision of the IDEA legislation imposes procedural safeguards to ensure the rights of all involved. Full disclosure of the factors leading to any school decision regarding the disabled student must be made to his or her parents. A mediation process is provided to resolve any disagreements that may arise. The six principles of IDEA are designed to ensure educational access from the time of first assessment until well after the special education program is exited. As times change, the IDEA law has been modified in a number of ways. Related Laws PL 99-457 (1986) – These amendments to IDEA provided for the creation of an individualized family service plan (IFSP) for each family served. It extended provisions of PL 94-142 (Free Appropriate Public Education) to preschool aged children. PL 101-476 – The Individuals with Disabilities Education Act of 1990 mandated that the least restrictive environment (LRE) be provided to physically challenged vocational students. This act changed the term â€Å"handicapped† to â€Å"disabled† (U.S. Dept of Education, 2003). More people were covered as a result. The FAPE principle is stated again in this act, along with the requirements for an IEP and associated services. Assisted technology is now included as one of the associated services. Laws applying to inclusion and providing the least restrictive placement for the learner were reinforced. Much needed additional funding for early intervention services was provided. Finally, the act requires that each learner’s IEP must have a plan for transition to employment included by the age of 16. PL 105-17 (1997) – This law was a major revision to the original IDEA legislation. Disciplining special education students can be a thorny issue. In the past, many forms of classroom discipline risked violating IDEA laws. This issue was addressed in greater detain in this amendment. An amendment that would have eliminated the requirement to provide certain services to students who have been suspended was not included in the final bill. In addition to the IEP, the student’s educational team must also conduct functional behavioral assessments. A behavioral intervention plan must be developed, reviewed, and amended as necessary. The IEP itself must be more specifically tied in to general education requirements than in the past. Special education is to be de-emphasized and modified mainstreaming will be emphasized. For students with disciplinary problems that affect the learning of others, The IEP team must devise a strategy for behavioral management. For students who commit particularly dangerous acts, the team may impose a longer suspension or removal to an alternative setting. However, the team is also required to make a ruling, using accepted procedures, whether the behavior of the student was a function of his or her disability. (U. S. Dept. of Education, 2003). The behavioral management plan is then reevaluated from that perspective. HR 1350 IDEA Reauthorization (2004) – This reauthorization addresses financial issues as well as making several revisions to previously instituted policies. A risk pool was established to help offset state costs for students whose educational costs are particularly expensive. Full funding is not guaranteed by this act, but a gradual process leading to that goal was instituted. This bill sets additional standards for teacher certification. Overall performance goals are outlined and certification goals are established. Mandatory performance data will be gathered. A particular focus of this bill is to use this information to determine if there is a disproportionate enrollment of minority students in special education. The bill also makes further requirements for the IEP. Goal statements must include functional as well as academic goals. Provisions for IEP transfer between states are made. For students exiting special education, the bill requires the development of an educational summary along with recommendations for further education or entry to a career (Apling, 2002). IDEA in Practice Under the 1997 revision, general education teachers will become more involved in the education of those with disabilities. They will help in developing the student’s IEP, in addition to helping create the least restrictive environment (LRE) for the student to participate with regular classes. The IDEA legislation is recognition that the cookie cutter approach to education is often not effective. This is particularly true for those who have disabilities. At the same time, it proposes a great many regulations that educators must adhere to. However, these regulations should be seen as a helpful tool for guiding the disabled student toward the best possible educational experience. IDEA recognizes that not only do these students have the same right to a public education as anyone else, but that it is also in the best interest of society to provide that education.Sources Apling, Richard Jones, Nancy Lee. (2002). â€Å"The Individuals with Disabilities Education Act (IDEA): Overview of Major Provisions†. Washington D. C. : The Congressional Research Service. Francis, Leslie P. Silvers, Anita. (2000). Americans with Disabilities: exploring implications of the law for individuals and institutions. New York: Routledge. U. S. Dept. of Education. (2003). â€Å"An overview of the bill to provide a broad understanding of some of the changes in IDEA ‘97†. Accessed 12/17/2006. Available from: http://www. ed. gov/offices/OSERS/Policy/IDEA/overview. htm.

The concept of child abuse

The concept of child abuse The concept of child abuse is historically, socially and culturally bound. Critically discuss this statement with reference to the subject material and literature. Introduction This paper will look at child abuse, what that is in Australia today. Through reviewing literature on child abuse and child protection this paper aims to show that the concept of child abuse is dependent on social and cultural values. In order to discuss child abuse and its relationship to history and social and cultural values it is important to define the term child abuse in the child protection field in Australia today. Zuchowski (2009: 30) cites Fernandez as recognizing that the importance of agreed and unambiguous definitions is central to identifying maltreatment and appropriate interventions and that child abuse is a socially constructed concept defined by social, cultural and economic conditions. In Australian child protection work child abuse is defined in terms of physical, sexual and emotional abuse and in the more contentious area, child neglect. Physical and emotional abuses are defined as acts of commission or omission that cause harm or worse to children. Sexual abuse is defined as the child being used for the sexual gratification of the adult and involves the abuse of trust and power inherent in relationships between adults and children. Neglect is defined as a situation in which the parents/carers fail to provide for the basic essential needs that children require (Tilbury, Osmond, Wilson Clark 2007:5; Tomison, 2001:48). The term neglect is contentious and implies judgement; Feminism and Post-Modernist theories challenge workers to be critically reflective on the ways in which language contributes to the construction of social values (Healy, 2005:194). Applied to child protection work Feminist, Structuralist and Critical social work theories focus on social and economic resources and recognize the impact that structural disadvantages have on families capacities to provide for children (Tilbury et al, 2007:29). Neglect of children was not recognized prior to the industrial revolution and children as young as five were treated as slave labour in orphanages, workhouses and factories, where they were starved, beaten and often kept in leg irons (Tomison, 2001:48). These conditions are illegal in Australia today and would be considered as child abuse by current social values. History of Child Protection In the 19th century children were essentially seen as economic units, large families were an investment and childrens input was considered essential to family survival (Sanson Wise, 2001:5).By the turn of the 20th century changes in attitudes to child labour in Australia were reflected in laws such as the Factory Act of New South Wales and Victoria of 1896, compulsory education for all children in all Australian states by 1900 and the establishment of voluntary child rescue groups such as The Victorian Society for the Prevention of Cruelty to Children in 1894 which was concerned with child abuse and the effects of poverty and disadvantage on their living conditions (Sanson Wise, 2001:5; Tomison, 2001:50). However, widespread public concern regarding the maltreatment of children only emerged when child abuse was rediscovered by Dr H Kempe and his colleagues in the United States in the 1960s. They coined the term battered baby syndrome and their work created interest in child maltreatment around the world. (Tomison , 2001:50; Parton, 2002:5). At the time child abuse was seen as a socio-medical problem, a disease which could be cured and prevented whereas today child abuse is currently framed as a socio-legal problem with the emphasis on gathering and assessing forensic evidence (Parton, 2002:11; Tomison, 2001:52). The professionalization of child protection services during the 1970s and 1980s saw the development of risk-assessment tools ; aids to assist workers in making the right decision and to help ensure accountability. These developments saw the worker as the expert; whereas current theories used in social work in Australia such as strengths- based approaches and narrative therapie s emphasize a collaborative effort between families and child protection services (Kreuger, 2007:237; Tilbury et al, 2007:16). The influence of the child rescue movement in the late 19th century on child protection in Australia has been profound, particularly influencing the history of social intervention and removal of Indigenous children from their families (Sanson Wise, 2001:8.).Child protection in Australia was first provided by predominantly Christian church groups in the non-government sector and targeted abandoned, neglected children and those with families considered socially inadequate. Initially rescued children were boarded with approved families until later years when orphanages were established. In the early days of settlement the deprivation that children suffered in institutions was recognized, leading to foster care or boarding out being the preferred placement for neglected children (Tomison, 2001:49). Indigenous Child Protection From the first white settlement of Australia colonial values and approaches saw the land being regarded as Terra Nullius, Indigenous people being treated as free labour at best and subsequent laws, policies and practices that forcibly removed Indigenous children from their families (HREOC, 1997:2). The Colonial response to the atrocities perpetrated on the Aboriginal people was to establish a protectorate system which would segregate and therefore supposedly protect Indigenous people. By 1911 most Australian states and territories had reserved land and assigned responsibility and therefore control of Aboriginal peoples lives to a Chief Protector or Protection Board. This power was used to remove Indigenous children from their families with a view to converting them to Christianity (HREOC, 1997). This policy approach would be considered racist by current social standards. Australia has been slow to recognize and respect the cultural values of the Indigenous people of Australia in ever y way, including child care and protection. As the population of mixed descent people grew government officials responded by removing children and housing them away from their families with the aim of absorbing and merging them into the non-Indigenous population. The forcible removal of Indigenous children continued in many guises up until the 1960s; those people affected by this practice are now known as The Stolen Generation. In New South Wales after 1940, Indigenous and non-Indigenous children came under general child welfare legislation. The inherent racism in policy and practice and lack of recognition of cultural differences ensured that Indigenous families were more readily found to be neglectful. Poverty was equated with neglect and Indigenous families, ineligible for unrestricted welfare support until after 1966, were judged as failing to provide adequately by non-Indigenous standards (HREOC, 1997). Attachment theory is based on the joint work of John Bowlby and Mary Ainsworth. Attachment theory recognizes the importance of the early relationship between parent and child and its influence on childrens future ability to form healthy relationships. Bowlbys work on maternal deprivation, based on the premise that attachment to a caregiver is essential for survival, was not applied to Indigenous families in the 1950s and 60s in Australia (Bretherton, 1995:759; Osmond Darlington, 2002:1). This failure can be attributed to the same racist attitudes to Indigenous Australians that saw Australia declared an empty continent by the first settlers (HREOC, 1997). Looking through the lens of attachment theory at Australias history of forcible removal of Indigenous children, it is easy to see the legacy of intergenerational suffering and its ongoing impact on the wellbeing of Indigenous communities today (Sanson Wise, 2001:39). From todays perspective historic child protection practices impos ed on Indigenous Australians are seen as child abuse and maltreatment. Prime Minister Rudds apology, in February 2008, for the damage done to Indigenous Australians through past policies of removal, evidences the change in Australian social values which are reflected in policy. In the Bringing them Home Report (HREOC, 1997:19), Sir William Deane acknowledges the extent to which present disadvantage flows from past injustices and oppression. The report recognizes the permanent wounding caused to the Stolen Generation by forcible removal and institutional abuse. All states and territories in Australia have accepted the Indigenous Placement Principle as law or policy (SNAIC, 2002:66.)This policy recognizes the importance of retaining Indigenous Australian childrens connections to their community and culture(Ban, 2005:388). The Indigenous Placement Principle embeds Indigenous cultural values in social policy by seeking to place children within extended families and their communities. This principle is critical to addressing issues such as Indigenous children being six times more likely to be removed than any other Australian children and twenty times more likely to be in the juvenile justice system. This high rate of removal can be attributed to structural issues such as poverty, lack of adequate housing and the intergenerational effects of policies that forcibly and deliberately removed Indigenous children from culture and family (Zuchowski, 2009:76). In fifty years, approaches to indigenous child protection in Australia have radically changed; they now reflect recognition of past injustices, respect for cultural differences and values and a commitment to partnership and collaboration between governments, services and Indigenous Australians to build capacities and resilience in communities to keep families and children safe (Calma, 2007). Economic Impacts Thomson (2003) suggests that there is an institutional blindness to the role that poverty plays in putting children at risk of harm. The rise of economic rationalism as the dominant philosophy through the 1990s in Australian social policy has been twofold: under- resourcing of welfare services such as child protection and a user -pays approach which sees the poor and needy further disadvantaged. Economic rationalism is a potentially value laden approach where those who are socially and economically disadvantaged held responsible for their circumstances. As Tomison (2001:52) acknowledges the focus of economic rationalism on efficiency, effectiveness and accountability potentially conflicts with the ethical commitments made by social workers such as a commitment to achieving social justice (Tilbury et al 2007:10; AASW, 1999). Economic issues impact the reconciliation process with the Indigenous community as healing and reconciliation relies on redress of past wrongs (HREOC, 1997). Thor pe (2007) also notes that a disproportionate amount of resources in child protection are spent on investigation rather than care. Current Social Policy Approaches: Prevention and early intervention The current discourse on child protection, influenced by strength based and evidence based approaches, has shifted from talking about abuse to talking about harm (Zuchowski, 2009:33). Feminism and Post-modernism recognize language as a site which contributes to defining social value; these discourses have also contributed to the shift from talking about abuse to focussing on the harm done to children. Harm is defined in The Child Protection Act (1999) as any detrimental effect of a significant natureon the childs wellbeing. This term allows for family and child to contribute to the assessment of what is considered detrimental and significant (Tilbury et al, 2007:4). The focus since the mid 1990s in Australia has been on early intervention and prevention (Tomison, 2001:54-55). Resilience has been recognized as a key protective factor in children surviving maltreatment and high risk situations and achieving healthy and adaptive outcomes. The growing recognition that enhancing protective factors to prevent maltreatment of children is cost effective, and provides both social and economic benefits, has seen an increasing focus on the delivery of early intervention and prevention services in Australia. These services are mostly delivered through non-government agencies such as Family Centres in New South Wales. Government policies now focus on health and wellbeing through enhancing community, family and individual strengths. These current strengths-based family support approaches are a contrast to historic approaches that sought to place responsibility and blame solely with the parent. Childrens health and wellbeing is now seen as a community responsibility; the impact of the socio-economic environment in which the family lives is now taken into account (Tomiso n, 2002:7; 2001:55). Conclusion According to Tilbury et al the label child abuse changes according to social context and reflects public opinion and values as well as expert opinion and reflects the degree to which society supports families to care for their children(2007:6). Furthermore understandings of child abuse and neglect differ according to socio-economic status, culture and ethnic background (Bowes Watson, 2004), as cited in Tilbury et al. (2007:6). What constitutes child abuse is dependent on social and cultural values; this is clearly evidenced in the changes to the treatment and care of children throughout even the short history of Australia since white settlement. The increase in notification and substantiation of children at risk in the last decade is the outcome of a widening definition of what comprises child abuse (Scott, 2006, as cited in Thorpe, 2007:1). Australias history of forcible removal of Indigenous children, the disconnection of British migrant children from family, the abuse of children in institutional care and the ongoing social and mental damage that these practices caused is now well known (Thorpe, 2007:1). These historic practices are unacceptable and considered abuse and maltreatment in Australia today. When compared with Australias current collaborative and culturally sensitive approach to child protection it is clear that child abuse, and community perception and response to it, reflect the dominant cu ltural and social values of the day. 1 Catriona Robertson, Student No. 0718540740, Assignment 1, WS3027: Child and Family Welfare, 10th January 2010.

Analysis of Attack Tree Process

Analysis of Attack Tree Process When analyzing the security threats to a system the system analyst is forced to rely on an Ad hoc brainstorming process (Schneier, 2004, p. 318) to try and conceptualize what purposes an attacker could have in targeting a system and the methods they could use to carry out their attack. The limitation to the ad hoc approach is that the analyst could miss an area of potential vulnerability or even focus available resources on an attack that is extremely unlikely leaving the door wide open for more likely attacks to occur. The Attack Tree process developed by Bruce Schneier seeks to replace existing ad hoc processes with one that provides a process for evaluating the threats of an attack against a system and what procedures can be put in place to prevent them (p. 318). The process seeks to first identify an attackers goal and then analyzes the methods they could use to accomplish their goal so resources are assigned appropriately. In an Attack Trees, attacks against a system are represented by a tree structure with the goal as the root node and different ways of achieving that goal as leaf nodes (p. 318). The Importance of Using an Attack Tree Process An Attack Tree process is a useful tool to try and analyze the different ways an attacker could achieve their goal. There are several benefits / advantages that can be attributed to a well developed process in the case of Attack Trees you could: Create an multi input iterative process: An Attack Tree enables a system analyst to implement a process where people with different backgrounds / skill sets can add their input to help analyze possible threats and what can be done to negate these threats. Since the process is also iterative you can ensure that it is continually improved upon, this is important because it is unlikely that the attackers are not continually improving their methods. Capture and reuse the process for future projects: In capturing the information created from a process you could ensure that the next time a system is being developed you will have a repository to look to for reference on potential security threats and methods of dealing with them. Since the system analyst is not working from scratch there is a saving of time and money. In creating and reusing a process you also help ensure consistency and reliability. Compute the risk of a type of attack: Different attacks have different probabilities of occurring as well as have different costs associated with them. If an attack is low gain but has a high cost of prevention it wont be worth it to prevent against it (Buldas, Laud, Priisalu, Saarepera and Willemson, 2006) Can be broken down in to multiple pieces: By creating a scalable process you dont have to have someone who is an expert in every single area instead you could have subject matter experts look at the system and offer their input. The Latest Developments in Attack Tree Processes Since Schneier introduced the concept of Attack Trees (1999) several other researchers have worked to fine tune the process. Buldas et al. have offered a more accurate estimate of the probability of an attack and how it in turn influences the cost of preventing against such an attack (2006). By exploring what sort of profit an attacker could gain from conducting the attack (e.g. stealing a competitors designs) and weighing the profit against the cost of the attack (e.g. going to jail) the system analyst will be able to see if reward is proportional to the risk the attacker takes. If an attacker feels that the reward is not proportional to the risk involved, then the probability of an attack occurring is reduced and in turn the resources required to protect the system from such an attack could be reduced as well. Practical examples of industries that could benefit from using an Attack Tree methodology have also been outlined. Sommestad, Ekstedt and NordstrÃÆ'Â ¶m (2009) have written a framework for the practical application of using Attack Trees along with other processes to manage the security of power communication systems. Since power generation is a cornerstone of societys critical infrastructure (Sommestad et al., 2009, p. 1) the protection of the Wide Area Networks that support them is a top priority. However security for such a system is complicated by factors such as; systems of varying age, different levels of criticality and geographical positioning of such systems. Attack Trees in Relation to My Personally Experience When I took a course in Project Management I read an article Secrets to Creating the Exclusive Accurate Estimate. The author mentioned that a project manager should know that a project without risk analysis is useless (Gray, 2001). Before we set up countermeasures to mitigate the risks, we need to know what the threats are. The fundamental concept of an Attack Tree process is to analyze the relation between cause and consequence of malicious attraction. Analyzing the cause and effect of an action is a skill I frequently use to make effective decisions. I list all possible options, analyze the outcome of each option, and estimate the cost I will pay for choosing a particular option. For instance, I would like to eliminate the mice in my apartment. I can use mouse poison, a glue trap, or hire a professional. There are various brands of mouse poisons and glue traps available on the shelves. I might need do some research to analyze their effectiveness and the environmental impact once I used them. Also, if I dont want to see or dispose of the body of the mouse, the glue trap might not be a good choice. Hiring a professional could be an efficient option, but it might cost me a lot. Based on my budget and other relative factors, I can build up an Attack Tree for my Mouse War and use it to assist me to make the best decision. However, the true value of an Attack Tree lies in its ability to assist people in analyzing factors of vulnerability and estimating the feasibility of practices with more complex circumstances such as the incorporation of a networking system. Moreover since Attack Trees provide a systematic methodology which is traceable and reusable it means that not only will the analyst who developed the Attack Tree process be able to utilize it, but they could also hand down the process to others (Network Security Technologies, I., 2005). Once a basic template has been completed such as an Attack Tree for a virus attack, this Attack Tree could be reused as a branch in a more complex model. The analyst doesnt have to rebuild it iteratively. The Potential of Attack Trees to Impact Business The IT industry, today, is expanding at an immense rate. Meanwhile, the tricks used by attackers improve at a pace beyond which we can imagine. Not only do businesses that are heavily invested in IT have to evolve to fight these malicious threats, but also all business are supposed to equip themselves with the ability to deal with emerging threats. Intuition and experience can help a security analyst anticipate a vicious attack and reduce the damage from it (Ingoldsby, T. R., 2009). However, the modes of attack are innovating quickly and both intuition and experience are hard to pass to others. So, business needs a process-based tool such as an Attack Tree to analyze threats. Moreover, Attack Trees could be a bridge to connect an experienced analyst with others (Ingoldsby, T. R., 2009). An analyst created Attack Tree could explain the rationale behind their process and people could learn and extract intelligence from the Attack Trees. As a result of adopting an Attack Tree process, security analysts could build a more efficient communication mechanism. In addition, one of the features of Attack Trees is reusability, while performing risk-analysis, it is not necessary to re-build a new Attack Tree process. A security analyst just needs to retrieve a comparative already designed Attack Trees process and trim it to fit the new mission. For a business this procedure not only saves time and money, but also helps improves the process. Since we are creating an Attack Tree based on old one, it is a way to accumulate experience to make the new Attack Tree more comprehensive. Companies no matter if they are IT related or not, are concerned about internet security issues. Some of them will look to an IT consulting firm for advice. Therefore, some IT consulting firms introduce Attack Tree to their clients. You can easily surf their website and acquire the explicit knowledge of Attack Tree, for instance, the website of Amenaza (http://www.amenaza.com/methodology_2.php). Moreover, some companies have developed a unique Threat Risk Analysis (TRA) methodology based on the Attack Tree process (Amenaza Technologies Limited, 2009). Although this could be perceived as an extension of Attack Trees, these consulting firms possess exclusive knowledge of Attack Tree processes which will help them build up their reputation. Conclusion Malicious internet attacks happen every day. The best approach to protect yourself is to forecast an attackers behavior before the disaster happens. There could be thousands of types of feasibility threats, such as; virus infections, a hacking attack, an internal attack, etc so we need a methodology to manage the TRA. An Attack Tree could be a powerful tool if it is properly implemented. References Schneier, B. (2004). Secrets and lies: digital security in a networked world. Wiley. Buldas, A, Laud, P, Priisalu, J, Saarepera , M, Willemson, J. (2006). Rational Choice of Security Measures via Multi-Parameter Attack Trees. Critical Information Infrastructures Security, 4347. Sommestad, T, Ekstedt, M, NordstrÃÆ'Â ¶m, L. (2009). modeling security of power communication systems using defense graphs and influence diagrams. IEEE Transactions on Power Delivery, 24(4), Schneier, B. (1999). Attack trees. Dr. Dobbs journal , 24(12), Gray, N. S. (2001, August). Secrets to Creating the Exclusive Accurate Estimate. PM Network, 4. Network Security Technologies, I. (2005). Attack Tree/Threat Modeling Methodology. from http://www.netsectech.com/services/attack_tree_methodology.pdf Ingoldsby, T. R. (2009, Jan., 16). Attack Tree Analysis. Red Team, from http://redteamjournal.com/2009/01/attack-tree-analysis/ Amenaza Technologies Limited. (2009). Amenaza SecurlTree. from http://www.amenaza.com/downloads/docs/SCMagazine20-Nov2009-Amenaza.pdf

Parent and Sibling Relationships in To Kill A Mockingbird :: Kill Mockingbird essays

Parent and Sibling Relationships in To Kill A Mockingbird Inside the wondrous book, To Kill a Mockingbird, you can find many different examples of the theme I chose for this particular essay. The theme I seemed most fascinated with was parent and sibling relationships. The reason why I chose this theme was for the reason that I knew this book was all about the lessons that we learn in life, and how we gain knowledge from our parents and other family members also. As I looked through the book I found dozens of examples of parent and sibling relationships. Parent and sibling relationships to me means how strong of a relationship people have, or what they have done to come closer as a family. In chapter three I found a nice quote to analyze. First of all Atticus said, " If you can learn a simple trick, Scout, you'll get along with all kinds of folks. You never really understand a person until you see things from his point of view." (Lee 30). This quote helps me to understand Atticus' point of view on how he wants his children to judge people. He is teaching Scout a very good lesson right now. He is teaching her that you can't really talk about a person unless you have been in his or her position. I think that it is a very good lesson to teach Scout because she is still a young girl and at he school she has to put up with all kinds of judgmental people, she doesn't need to add to the mix. I think that this has made Atticus' and Scout's friendship come a little closer because now she knows something that she didn't before so s he can develop to be a nice and even better young lady in life. Another quote that related to my theme is the one in chapter 23. "Jem, see if you can stand in Bob Ewell's shoes for a minute, I destroyed his last shred of credibility at the trial, if he had any to begin with. The man had to have some kind of comeback, he always does. So if spittin' on my face and threatening me saved Mayella one extra beating, that's

Roswell :: essays research papers

For fifty years the unexplained air craft wreckage found outside Roswell, New Mexico, has been in the center of on-going speculation about alien life forms and US Government and Military cover-ups. It is my personal belief that extraterrestrial bodies are present in this Universe and have landed on earth. There is more evidence pointing to the fact that there are aliens present in the universe as proved in this essay. Retired military officials will admit to there being extraterrestrials being present on earth. An excellent example of this is what happened in Roswell, New Mexico, in 1947. When the US Government and Military first found the wreckage of an unidentified aircraft they issued a press release stating that they had come into possession of an Unidentified Flying Object. The present US Government have passed the Roswell incident off as a closed case - their investigations declared the incident to be nothing more than a crashed weather balloon from the top secret Project Mogul and the alien bodies merely to be crash test dummies. This essay will argue the point that there is other life in the Universe and that the crash landing at Roswell in 1947, was an alien space craft and not a weather balloon. Leading up to the 'Roswell Incident' UFOs were spotted all over New Mexico and the mid-western coast line. On July 1 of 1947, an Unidentified Flying Object appeared on the radar screens of surrounding airforce bases. People also saw these objects in the skies that night and the next. On July 4 - Independence Day - radar screens showed an object pulsate then explode. Some archaeologists in the area were watching the sky and saw the aerial display as did a large number of the people living in the town. The archaeologists set out the next morning to look for the wreckage they saw fall to ground after the explosion. They reached the crash site about 10am and found wreckage scattered over a site three quarters of a mile long and two to three hundred feet wide. The archaeology team alerted authorities then peered into the rubble to find the bodies of five aliens (the number of aliens is debatable), four of them already dead but one still alive with a severe wound to the thigh. The witnesses are sure they saw aliens in the space ship, not crash dummies, and the wreckage was too advanced to be human technology. A number of witnesses who saw the crash site before the US Government intervened were interviewed and all gave comprehensive descriptions of the aliens and their flying craft.