Security Architecture and design

 

Successful security architecture needs upper management to support for effective security standards and protocols. However, there are possible disadvantages to upper management involvement. List and describe the tradeoffs in business between rigorous security and delivering products to customers. Go beyond merely the automated solutions, or the technical checks that can be done without much human support.

Examine how capturing, standardizing, applying patterns, and standard solutions help to increase efficiency and maintain delivery teams’ velocity. Provide at least 3 real-world examples which describe and examine how they provide the velocity. Do not simply provide a list of things teams can do but for each idea, define the idea and explain its relevance.

Schoenfield lists several components of a successful security architecture practice, such as broad support across the organization, recruitment and training of security architects with the right kind of aptitude and interest, effective security requirements that enhance but do not slow down the innovation process, and finally, indicators that the security architecture team is being well utilized and adding value to project development. Describe what each of these components are and explain how each is relevant to security development. Include detail and examples.

Sample Solution

they:

  • Have a significantly greater difficulty in learning than the majority of children of the same age
  • Have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the LEA. Special Educational Needs and Disability Act (2001)

SEN, disabled or both?

One of the major issues for school will be the overlap of students who will be identified as having SEN needs but who will also be defined as disabled by the Equality Act. The Learning Trust’s Approach to SEN (2009) indicates those students with SEN needs will come under the Education Acts and SEN Code of Practice, where their needs will be identified and appropriate measures adopted. Those students within schools who are identified as disabled will be covered by the EA (2010) ensuring that they will not be discriminated against. These schools will also have responsibility for promoting equality between disabled and non-disabled students.

For educational institutions the effect of the EA this means that there has to be adequate transition practices in place with liaison between all service providers to ensure that students’ needs are and will be met.

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