The Primary Goal of the Military Essay Example | Topics and Well Written Essays - 2000 words

The Primary Goal of the Military - Essay Example This has been necessitated by the tendency of terror organizations and individuals with ill intent to sabotage security systems internally. As such, it has become crucial for the military to authenticate the identity of every individual accessing its premises and systems (National Science and Technology Council Subcommittee on Biometrics, 2006). Whereas this has been happening through security tools such as access cards, passwords, and tokens, these systems have proven to be ineffective as they can be forgotten, duplicated, shared, or stolen (Weicheng Shen, 1999). There is, therefore, need for a system that cannot be easily compromised. The use of human features, biometrics comes in handy in the identification of individuals while keeping their privacy intact. These features may be physical or biological and may include characteristics such as skin color, height, eye color and weight. These features are unique to individuals and readily available; hence, making them ideal for the dev elopment of dependable authentication systems. If used together with traditional systems, such as password protection and fingerprint technology, the result is a security system that is complex, and yet very efficient and hard to manipulate. Role Based Access Control DoD could develop access control systems based on the roles individuals play. This control algorithm allows users access to premises and equipment that are relevant to their activities in the military. The system, therefore, limits the accessibility of information and critical equipment to people who are authorized to interact with them (Ferraiolo, Kuhn, & Chandramouli, 2007). DoD could decide to develop a system, costs notwithstanding. A lot of resources would be deployed in the project, as long as it guarantees that the role-based access control will be possible. Since it would be hard to develop systems that cater for individual staff, DoD can come up with an authentication system based on the roles people play. Staf f can be categorized into groups, depending on their ranks and responsibilities in the military and offered access rights relative to their statuses (Murrell, 2001). This would provide officers within the same ranks similar access rights while still providing exceptions for exceptional cases. Enterprise RBAC (ERBAC) DoD spends public funds as it endeavors to provide security to the county. Just like any other public institution, it is necessary for the department to account for its expenses. It is, therefore, necessary for DoD to make sure all its activities make business sense. Enterprise Role Based Access Control seeks to ensure that as DoD invests in role-based access control measures, the results of using the system are not only financially measurable but also provide an acceptable return on investment. Depending on the severity of the case at hand, DoD is at liberty to choose the role-based access control methodology it wants to deploy. Insensitive matters of national or intern ational security, DoD could develop authentication systems without considering costs and returns on investment (Ballad, Ballad, & Banks, 2010). However, this ought to be done with caution as it is important for DoD to appear to use public resources appropriately and in the best interest of the citizens of the United Kingdom. Alternative solutions i. Discretionary Access Control This access control mechanism restricts access based on subject identity.  

Analysis of internal and external efficiencies of the education system Research Paper

Analysis of internal and external efficiencies of the education system in DRC - Research Paper Example Research problem Being an African, born and schooled there in most of my elementary level, I therefore have an adequate understanding of the educational model used in the region and can therefore explain the discord between the increasing literacy level and the rising rates of unemployment. The African model of education is more theoretical and historical. This enlightens the students on previous facts most of which are of no relevance to the life in the modern day society. Anyone trying to make sense of policy research in education is likely to be struck by the numerous contractions and paradoxes that perplex the field. Even a brief consideration of these problems raises a number of important questions: What contributes to the frequency of contradictions and paradoxes in educational policy? To what extent researches might resolve these matters? Where research cannot provide clear answers, what should be our response to these problems? With ten years teaching experience, I have the audacity to criticize the educational model in Congo, a low income country in Africa. A lot of theories make students fantasize and do not therefore relate the information they obtain in school to solving the daily life challenges. The theoretical aspect of the African model of education begins in the types of examples that teachers give their students during lessons most of which are not drawn from the society. When teachers are not certain of the knowledge they pass to their students, the students handle the knowledge as a school affair which is completely irrelevant once out of school. Literature review Africa is a highly ethicized continent, through historical studies, schools become the first institutions to enlighten the population on the historical injustices thereby breeding or perpetuating the possible ethical tensions in the countries (McCloskey 12). Besides the historical aspect of the education system in the low income countr ies of Africa, the theoretical model of education results in fantasies. Furthermore, Congo is an unstable country with constant civil wars. Coupled with the weak economy, the education sector receives insufficient funds to sustain a constant curriculum upgrade and improvement of the educational model. The Japanese model of education fits the country. In addition, it will help the country produce relevant human resource to fast track the development process of the country. However, the lack of infrastructure and funds and the different level of development compel the implementation of the model to be in bits in the order of relevance (McCloskey 44). Methodology The research will be a qualitative comparison of the education system in the two countries; Japan is a developed country and it is not surprising to note the different educational model between the two countries. The country has an effective government, which invests heavily in the education sector. This implies that the Japan ese academic curriculum is reviewed constantly to keep it abreast with the changing technologies of the time. Constant curriculum review ensures that the knowledge is of relevance to the changes in the society. This is important feature lacks in the Congolese model of