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new ones. The same will apply to any information technology (IT) systems that are major assets of the enterprise. For the IT systems, the enterprise may need to adopt an existing security architecture or specify a new target architecture. To determine the most appropriate security to select and implement, the enterprise must establish its validated security needs. How can realistic enterprise security needs be explicitly identified The resolution of this problem is strongly intertwined with the environment of the enterprise, which consists of the following forces:

Figure S13-1 Tensile strength averages from the hardwood concentration experiment in relation to a normal distribution with standard deviation 16.51 6 1.04. 1MSE n

13-1

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4 months, walked at 13 months, and was completely toilet-trained by around age 3 Jeff s parents reported that, in his early language development, his language was very indistinct Thus, he received language therapy from ages 3 to 5 His parents stated that the language difficulty was remediated through this treatment Jeff s educational history began when he entered preschool at age 3 He attended preschool until he was 5 years old, and his parents reported that he enjoyed it In first grade Jeff participated in a special language program to help him with vocabulary and comprehension His parents stated that they thought this program helped him because he tested too high at the end of the year on a test to qualify to continue in the program Jeff has attended his current high school since ninth grade He will be beginning the twelfth grade in less than one month.

13-2

The enterprise needs to comply with laws and regulations, such as privacy laws It needs to handle sensitive information in a way that protects confidentiality It must comply with its own existing policy, especially any security policies It needs to provide sufficient protection for mission-critical business assets It must ensure that the security employed has minimum potential impact on business efficiency and efficacy that is, it does not protect more than is necessary It must know when undesired events occur It must be able to recover from undesired events Overall costs need to be minimized

According to his report card, his overall grade-point average is equivalent to a B Jeff reported that he does not like math and science, but he does like history The lowest grades he has obtained in high school have been in Spanish, English, Biology, and Chemistry He is an active participant in extracurricular sports such as soccer and basketball Jeff and his parents both report that they hope he may be able to receive an athletic scholarship for college Mr and Mrs M stated that sports take up much of Jeff s time after school To complete all of his homework, his parents indicated that they must help motivate him or push him to do it They stated that he seems to do better when he has an example in front of him from which to work Appearance and Behavioral Characteristics Jeff is an athletic-looking 17-year-old.

indicate that treatment 4 (20% hardwood) produces paper with higher mean tensile strength than do the other treatments, and treatment 1 (5% hardwood) results in lower mean tensile strength than do the other treatments. The means of treatments 2 and 3 (10 and 15% hardwood, respectively) do not differ. This simple procedure is a rough but very effective multiple comparison technique. We now brie y describe two other procedures: orthogonal contrasts and Tukey s method. Orthogonal Contrasts Many multiple comparison procedures use the idea of a contrast. Consider the hardwood concentration experiment presented in Example 13-1. Since the hypothesis H0: 1 2 3 0 was rejected, we know that some hardwood concentrations produce different tensile 4 strengths than others, but which ones actually cause this difference At the outset of the experiment, we might suspect that hardwood concentrations 3 and 4 produce the same tensile strength. This implies that we would like to test the hypothesis H0: H1:

He is a tall young man, with short blonde hair He dressed comfortably and appropriately for each of the evaluation sessions, wearing shorts, a T-shirt, and tennis shoes Jeff was responsible for making appointments and getting himself to each of his evaluation sessions He demonstrated his responsibility by his prompt arrival at the clinic after driving himself to each of his appointments On initially meeting the examiner, Jeff did not seem nervous or anxious, but was somewhat apprehensive about the testing process He was quiet at first, but always responded to questions asked by the examiner As rapport developed through initial conversation with the examiner, he began to engage in conversation more spontaneously, and even shared with the examiner what some of his concerns were about his ability.

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