Security Informatics Essay Example | Topics and Well Written Essays - 750 words

Security Informatics - Essay Example Sine examples of well known companies that have suffered huge losses due to cyber attackers corrupting or manipulating their data resources are Yahoo, AOL, E-bay, Citibank and Egghead.com. This effectively brings us to the first reason why firms share information regarding their security state. To strengthen one’s information security numerous organizations recognized a key factor being the gathering, analysis and sharing of information related to the actual, as well as all unsuccessful attempts at, computer security beaches. This very notion lead to the formation of the industry- based Information Sharing and Analysis Centers (ISACs) which aimed at enhancing protection of the cyber infrastructure of various firms. By this mutual collaboration, despite the fact that various companies reveal information that could be considered embarrassing regarding their security state, they benefit greatly in other ways. These being on receiving end of various security practices and solution s which would result in the production of much more secure products and an increase in the overall market demand for security enhancing software and hardware. True there are several benefits if the firm chooses not to disclose information about their security state in terms of financial costs incurred post disclosure, the negative publicity that might result in loss of market shares and an increase in the likelihood of leakages by increasing the number of holder’s of the information regarding sensitive security flaws. However the firms after a cost-benefit analysis chose to share security information due to two key advantages. The first is the private firm specific benefit which aims at preventing further security breaches and future fraud losses. By spending on identifying and repairing existing vulnerabilities the firm cuts costs in terms a prevention of future security threats. Furthermore the increased amount of sales due to an acquisition of a better security reputation and goodwill as a result of these measures more than covers up the initial financial cost invested. By reporting a security breach to central monitoring the firm effectively sends a strong message to the customer that portrays them as responsible, committed to developing rigorous security procedures designed to protect and take care of the customer and a company more reliable as well as secure. This positive image does wonders for the company in terms of profitability and market share. The industry benefits are the other reason for information sharing by companies. As there is an increase in the overall customers’ trust in transacting with a particular firm it directly affects the overall market size within the industry. This increase in the customer base simply by addressing their fears of privacy and information security related issues leads to more cross selling and upsellling by companies. B2C e-commerce is also positively impacted for the very same reason. Look at the wo nders Amazon’s efforts in terms of protecting the integrity of customers’ data and increasing confidence in online purchases has paved way for numerous online businesses to initiate operations and be acceptable to consumers. There are three dimensions of uncertainty that exist in vulnerabilities. Firstly there is representativeness, which is mainly applied in order to assess the probability that an object or an event A belongs another process B. Availability of

Information system development life cycle models Essay Example for Free

Information system development life cycle models Essay Health information managers must understand the components of information systems and how information systems affect the organization, individuals within the organization, and interested publics outside the organization. Information systems provide opportunities to improve internal operations, create competitive advantage in the marketplace, improve patient-care delivery, enhance research, and provide better service. Information system risk occurs when the systems are not well integrated, are poorly managed, or do not support the goals of the organization. In order to exploit information system opportunities and minimize threats and risks, a thorough understanding of information system components and how these relate to the organization is necessary. An information system is composed of a group of components (people, work processes, data, and information technologies) that interact through defined relationships to accomplish a goal. Information systems must be able to adapt to environmental change. A good example of a health-related information system is an order entry system. The goal of the system is to process physician orders. The system is composed of a group of components including people (nurses, physicians, unit secretaries, laboratory personnel), data, work processes, and information technologies. Each of these components interacts through defined relationships. fails to accommodate the environment or if the interactions among its component parts fail, the system becomes nonfunctional and disintegrates. Thus, a system must be composed of a group of components that: ï‚ · Interact through defined relationships ï‚ · Work toward accomplishing a goal ï‚ · Self-adapt and respond to environmental changes Figure 2-1 provides an example of the relationship of these characteristics. An information system is composed of a group of components (people, work processes, data, and information technologies) that interact through defined relationships to accomplish a goal. Information systems must be able to adapt to environmental change. A good example of a health-related information system is an order entry system. The goal of the system is to  process physician orders. The system is composed of a group of components including people (nurses, physicians, unit secretaries, laboratory personnel), data, work processes, and information technologies. Each of these components interacts through defined relationships The peoples enter orders in a predefined way through a data entry terminal (hardware) and through interaction with software. Through the predefined interactions between the hardware and software, the order is processed. The order entry system is self-adapting and able to accommodate environmental changes such as order volume. The example depicted in Figure 2-2 demonstrates the characteristics of a system as applied to an information system: component parts working in predefined relationships that can self-adapt to environmental changes to accomplish a common goal. As the bidirectional arrows depict in Figure 2-2, at any given time there is a potential three-way interaction between all system components. People interact or are affected by work practices, data, and information technologies. Work practices affect people and may be impacted by data availability and information technologies. Information technologies may affect work practices, people, and the input, processing, or dissemination of data. Thus, we see that information components are highly interrelated. Recognizing these interrelationships is very important, since a problem with one component will likely adversely impact all other components within an information system. When information system problems arise, it is crucial that all information system components and their relationships be examined System Elements Systems have three principal elements: inputs, processing mechanisms, and outputs. Figure 2-3 depicts their simple relationship. In the order entry example given previously, inputs include physician orders such as laboratory, radiology, or pharmacy orders that are entered in a computer terminal on the patient-care unit. The orders are subjected to several processing mechanisms that check their consistency and completeness before they are routed to the appropriate department. The output of the system is a requisition for a specific type of test, procedure, or pharmaceutical. In addition to inputs, processes, and outputs, most systems also have a  feedback loop. Feedback provided by the system influences future inputs. In the order entry example, feedback regarding nonavailability of an ordered drug in the pharmacy department inventory might be provided to the physician. In this case, the system might suggest what alternatives or substitutes are available Information System Components All definitions of an information system must embody the essence of the four system characteristics that were previously presented. Thus, an information system is a group of interrelated and self-adapting components working through defined relationships to collect, process, and disseminate data and information for accomplishment of specific organizational goals. The components of an information system should be broadly interpreted. For example, information system components should be viewed to include people, work procedures, data, and information technologies (Alter, 1992). Although organizational goals may not be specifically included in the components of an information system, they must be viewed as the driving force for the development, design, implementation, and evaluation of information systems. Each information system must be evaluated in terms of its contribution to meeting the goals of the organization Information System Types In Chapter 2, six types of information systems are discussed: transaction processing systems (TPS), management information systems (MIS), decision support systems (DSS), executive information systems (EIS), expert systems (ES), and office automation systems (OAS). Early systems in health care were principally transaction processing systems. These systems automated operational functions such as accounting, payroll, inventory, and admission/discharge systems. Later, other transaction systems, such as order entry, were added to the capabilities. Management information systems emerged in the late 1970s and gradually became more sophisticated during the 1980s. One factor influencing the growth of MIS during this period was the introduction of the national prospective payment (diagnostic-related groups or DRGs) system for Medicare patients. Because of DRG implementation, hospitals needed information systems that provided better filtered and formatted data for making managerial and strategic decisions. The  implementation of DRGs also revealed the weaknesses of current information systems in linking and integrating data. Weaknesses associated with the proliferation of stand-alone systems and the historical emphasis on financial systems became magnified during the 1980s coiera When the same kind of decision is made on a regular basis, it will require access to the same kind of data and may use the same knowledge. In these circumstances, one can develop a regular process or information system to accomplish the task. An information system could thus be anything from the routine way in which a clinician records patient details in a pocket notebook, the way a triage nurse assesses patients on arrival in an emergency department, through to a complex computer-based system that regulates payments for healthcare services. An information system is distinguished from other systems by its components, which include data and models. Recall from the last chapter that there are several different kinds of information model, including databases and knowledge bases. These different information components can be put together to create an information system. For example, consider a calculator that can store data and equations in its memory. The data store is the calculator’s database, and the equation store is its knowledge base. The input to the calculator becomes the equation to be solved, as well as the values of data to plug into the equation. The database communicates with the knowledge base using a simple communication channel within the device, and the output of the system is the value for the solved equation (Figure 3.6). There are many potential internal components that could be included within an information system, including a database, a knowledge base, an ontology, and decision procedures or rules of inference. The different components of an information system are connected together with input/output channels, which allow data to be shifted between the components as needed. A patient record system is a more complex example of an information system. Its purpose is to record data about particular patients in some formalized fashion to assist in the control Wager2009  An information system (IS) is an arrangement of information (data), processes, people, and information technology that interact to collect, process, store, and provide as output the information needed to support the organization (Whitten Bentley, 2005). Note that information technology is a component of every information system. Information technology is a contemporary term that describes the combination of computer technology (hardware and software) with data and telecommunications technology (data, image, and voice networks). Often in current management literature the terms information system and information technology are used interchangeably. 6.1.1 What Is a System?shortliffe Until now, we have referred informally to health information systems and computer systems. What do we mean when we refer to a system? In the most general sense, a system is an organized set of procedures for accomplishing a task. It is described in terms of (1) the problem to be solved; (2) the data and knowledge required to address the problem; and (3) the internal process for transforming the available input into the desired output (Figure 6.1). When we talk about systems in this book, we usually mean computer-based (or just computer) systems. A computer system combines both manual and automated processes; people and machines work in concert to manage and use information. A computer system has these components: ââ€"  Hardware: The physical equipment, including processing units (e.g., the central processing unit (CPU)), data-storage devices, comunication equipment, terminals, and printers ââ€"  Software: The computer programs that direct the hardware to carry out the automated processes—i.e., to respond to user requests and schedules, to process input data, to store some data for long periods, and to communicate informative results to the users; at times the software will prompt the users to perform manual processes System Design and Engineering in Health Care 235 ââ€"  Customers: The users who interact with the software and hardware of the system, issue requests, and use the results or forward them to others; there will be other users who are concerned with providing input, system operations, backup, and maintenance The role of a computer is, broadly speaking, the conversion of data into information. Every piece of data must be supplied by a person, by another computer system, or by data collection  equipment, as seen in patient monitoring (see Chapter 17). Information that is output is delivered to health care professionals or becomes input to another computer system. In other words, a medical computer system is a module within the overall health care delivery system. The overall health care system not only determines the need for the computer system (e.g., which data must be processed and which reports must be generated) but also the requirements for the system’s operation (e.g., the degree of reliability and responsiveness to requests for information). Acquisition and operation of a computer system has implications for the organization of an institution. Who controls the information? Who is responsible for the accuracy of the data? How will the system be financed? The installation of a computer system has sociological consequences as well. The introduction of a new system alters the work routines of health care workers. Furthermore, it may affect the traditional roles of health care workers and the existing relationships among groups of individuals—e.g., between physicians and nurses, between nurses and patients, and between physicians and patients. Important ethical and legal questions that arise include the confidentiality of patient information, the appropriate role of computers in patient care (especially in medical decision making), and the responsibility of developers and users for ensuring the correct operation of the system (see Chapter 10). Although the technical challenges in system development must be met, organizational factors are crucial determinants of the success of a computer system within the institution. These factors can differ greatly among institutions and can make the transfer of a well-functioning system to another site difficult. 6.1.2 Functions of a Computer System Computers have been used in every aspect of health care delivery, from the simple processing of business data, to the collection and interpretation of physiological data, to the education of physicians and nurses. Each chapter in Unit II of this book describes an important area for the application of computers in biomedicine. The unique characteristics of each problem area create special requirements for system builders to address. The motivation  for investing in these applications, however, is the computer’s ability to help health professionals in some aspect of information management. We identify eight topics that define the range of basic functions that may be provided by medical computer systems: 1. Data acquisition and presentation 2. Record keeping and access 3. Communication and integration of information 4. Surveillance 5. Information storage and retrieval 6. Data analysis 7. Decision support 8. Education .

The Chicano Movement: Struggles, Goals, and Accomplishments Essay examp

In American history, civil rights movements have played a major role for many ethnics in the United States and have shape American society to what it is today. The impact of civil rights movements is tremendous and to an extent, they accomplish the objectives that the groups of people set out to achieve. The Mexican-American Civil Rights Movement, more commonly known as the Chicano Movement or El Movimiento, was one of the many movements in the United States that set out to obtain equality for Mexican-Americans (Herrera). At first, the movement had a weak start but eventually the movement gained momentum around the 1960’s (Herrera). Mexican-Americans, also known as Chicanos, began to organize in order to eliminate the social barriers that prevented them from progressing in American society (Bloom 47). Throughout the years of the Chicano Movement, Mexican-Americans had a â€Å"desire to integrate into the mainstream culture while preserving their own identity† (Bloom 47) . The Chicano Civil Rights Movement was a progressive era when Mexican-Americans had goals that they wanted to accomplish and sought reform in order to be accepted as a part of the United States. The Chicano Movement, like many other civil rights movements, gained motivation from the everyday struggles that the people had to endure in the United States due to society. Mexican-Americans, like many other ethnicities, were viewed as an inferior group compared to white Americans. Mexican-Americans sought to make a change with the Chicano Movement and â€Å"the energy generated by the movement focused national attention on the needs of Mexican-Americans† (Bloom 65). The Mexican-American Movement had four main issues that it aimed to resolve and they ranged from â€Å"restoration of la... ...tory: Postwar United States, 1946 to 1968, Revised Edition (Volume IX). New York: Facts On File, Inc., 2010. American History Online. Facts On File, Inc. Web. 12 February 2012. Tejada-Flores, Rick. "Fight in the Fields - CESAR CHAVEZ | PBS." PBS: Public Broadcasting Service. Web. 12 February 2012. Tenes, Angel. "SYLVIA MENDEZ GETS HIGHEST U.S. AWARD & HONOR."MENDEZ V. WESTMINSTER. 25 February 2011. Web. 10 March 2012. United States and Mexico. "Treaty of Guadalupe Hidalgo." From Treaties and Other Agreements of the United States of America, 1776-1949. Compiled by Charles I. Bevans. Washington, D.C.: Government Printing Office, 1968-76. American History Online. Facts On File, Inc. Web. 10 March 2012. Woo-Sam, Anne. "Mexican Americans and the Chicano Movement." Encyclopedia of American Social Movements. Sharpe Online Reference. 2012. n. pag. Web. 12 February 2012.

Culture of peace among students Essay

It was in 1989, during the International Congress on Peace in the Minds of Men, in Yamoussoukro, Cà ´te d’Ivoire, that the notion of a â€Å"Culture of Peace† was first mentioned. Over the past ten years, the idea has come a long way. In 1994, Federico Mayor, Director-General of the United Nations Educational, Scientific and Cultural Organization (UNESCO), launched an international appeal on the establishment of a right to peace; in February 1994, UNESCO launched its Towards a Culture of Peace programme; in 1997, the United Nations General Assembly proclaimed the year 2000 as the â€Å"International Year for the Culture of Peace†; and in 1998, the same Assembly declared the period 2001-2010 the â€Å"International Decade for a Culture of Peace and Non-Violence for the Children of the World†. This is how the notion of a Culture of Peace conquered the world. What Does â€Å"Culture of Peace† Mean? Although the expression â€Å"Culture of Peace† took shape in 1989, such a culture already existed before the word was created. UNESCO’s creation is a testimonial to the existence of such a culture as early as 1945. Even though UNESCO has several mandates, it has but one mission, namely that of constructing peace. The purpose of the Organization is to contribute to peace and security by promoting collaboration among the nations through education, science and culture in order to further universal respect for justice, for the rule of law and for the human rights and fundamental freedoms which are affirmed for the peoples of the world† (Article I of the Constitutive Act of UNESCO). The culture of peace is peace in action. Introducing such a culture is a long-term process requiring both a transformation of institutional practices and individual modes of behavior. Finally, in order to survive and become entrenched in our values, a culture of peace requires non-violence, tolerance and solidarity. The idea of consensus, or peace, is sometimes mistaken for an absence of conflict or for society’s homogenization process. However, in order to achieve mutual understanding, there must first be differences with regard to sex, race, language, religion, or culture. The quest for mutual understanding begins with the recognition of these differences and of a will to overcome them to reach a common objective. Achieving mutual understanding protects a society from self-destruction by letting it build foundations so as to design a new way to live together. Indeed, mutual understanding fosters certain values vital for peace, including non-violence, respect of others, tolerance, solidarity and openness to others. Mutual understanding does not mean homogenization of society. On the contrary, a culture of peace is enhanced by the variety of traditions. The fact that a common vision emerges from a multi-cultural society proves that living together is possible and that this society lives according to the pulse of a culture of peace. A culture of peace is thus a comprehensive union of existing movements, hence UNESCO’s desire to create a worldwide movement for a culture of peace and non-violence. The International Year for the Culture of Peace will be one of the key moments for the creation of such a movement. This global movement should help change the culture of war into a culture of peace by uniting all groups, agencies, associations, governments and, especially, individuals within a comprehensive network that works towards the emergence of a culture of peace. Body Peace in our communities and in the world requires a connection to respect for our multiple differences, and for the right of all people to justice, freedom, and dignity. This leads to trust, community, and co-existence. We understand we are all in this together, that all people have the same basic needs and desires, and so we act for the common good rather than for the benefit of a few. Peace is more than the absence of war, violence, or conflict, but we connect to the power of love that transcends fear, anger, sorrow, and aggression, and leads us to compassion and a desire to end the suffering of all. Education is the principle means of promoting a culture of peace. This includes not only formal education in schools, but also informal and non-formal education in the full range of social institutions, including the family and the media. The very concept of power needs to be transformed – from the logic of force and fear to the force of reason and love. Education should be expanded so that basic literacy is joined by the ‘second literacy’ of ‘learning to live together’. A global effort of education and training, supported by the United Nations, should empower people at all levels with the peace-making skills of dialogue, mediation, conflict transformation, consensus-building, cooperation and non-violent social change. This campaign should be based upon universal principles of human rights, democratic principles and social justice, and at the same time, build upon the unique peace-making traditions and experiences of each society. Content of theory-based peace education Could include: the role of values systems in religious and secular world views, the history and present day struggles for justice and equality in race and gender, the ethics of science and technology, understanding of the causes of violence and war and other local, national and international disputes, the theory of conflict resolution, visions of the future, political and social change, the economics of war and oppression, human rights and citizenship, violence, war and peacemaking in the media, nonviolence in literature and the arts. Content of practical expressions of peace-making for use in peace education Models of peace-making, peace history – local, national and international, the role of the United Nations and Non-governmental Organizations, how community groups affect peaceful change, vocations for social change, the role of personal and community health and nutrition in a healthy society, understanding other cultures through language, custom and stories, parenting and child care, bullying and anti-bullying methods, peer mediation and conflict resolution skills for children in the classroom. A useful description for positive peace has been adopted by the U.N. General Assembly. Recognizing the long term nature of the work, the U.N. General Assembly (Resolution 52/15) declared the year 2000 as the International Year for the Culture of Peace. Broadly, cultures of peace include seven core elements that vary in form across cultures, yet are universals of positive peace. These elements may be envisioned as spokes of a wheel, a weakness in any one of which may produce systemic weakness or collapse. The elements are: †¢Social justice: institutionalized equity in distribution and access to material, social, and political resources; truth-telling, reparations, and penalties for infractions; full participation and power sharing by different groups; gender justice and full participation by women; †¢Human rights: rule of law and adherence to human rights standards; †¢Nonviolence: institutionalized arrangements for nonviolent conflict resolution and reconciliation; values and attitudes of civility; norms and processes that promote human security, cooperation, interdependence, and harmonious relationships at all levels;4 †¢Inclusiveness: respect for difference; participation by different groups; meeting identity needs; cultural sensitivity; †¢Civil society: strength and diversity of civic groups in sectors such as health, business, religion, and education; community action, support, and hope through these venues; full citizen participation in government; †¢Peace education: formal and informal, experiential education for peace at all levels; socialization of values, attitudes, and behaviors conducive to peace and social justice. †¢Sustainability: preservation of global resources; meeting the needs of the current generation without compromising the ability to meet the needs of future generations. Psychologists may contribute to the construction of cultures of peace through work at many levels. Therapists who help to reduce family violence and to build equitable, nonviolent relationships in families contribute to cultures of peace. Educators who teach skills of nonviolent conflict resolution or work for social justice at the community level also contribute to the construction of cultures of peace. Concluding insights Peace is very important in our lives; it is basic requirement for our existence. In today’s world peace is also important because if we look around us, we see a number of nations who are at war with each other. We need a better world for our next generations. We can enjoy the benefits of the latest technological and scientific advancements only in times of peace. I realized that Peace is an ideal. It is both intangible and concrete depend upon the person’s situation; complex and simple by the way a person looks at it ; exciting and calming by how a person feels about it. Peace is personal and political depend who that person is; it is spiritual and practical how a person understands it; local and global how deep a person recognized it. It is truly a process and an outcome, and, above all, a way of being.

Is college worth it? Essay

In the article, â€Å"Are Colleges Worth the Price of Admission? † by Andrew Hacker and Claudia Dreifus, the authors did research on several colleges around the country to see whether our investment on higher education is really worth the money that we pay for it. The authors believe that universities are the ones responsible for the doubling of tuition costs compared to what they used to be , and not fulfilling the most important objective to student’s which is: â€Å"to challenge the minds of young people† (180). In the article, Hacker and Dreifus outline some things they think would help improve  some of the problems in the college system and a few universities that they like, and tell us why these schools have won their favor. Being an incoming freshman at Grambling State University, I’ve been able to see some of the issues universities can have from budget cuts, to problems with the G- men football team. The main problem I’ve had here were with professors who’ve gotten ahead or above themselves because of their level and tenure. I do agree, however, with Hacker and Dreifus when they said some professors â€Å"have no reasons to improve their teaching† (181). Some of my professors at  Grambling State University are wonderful, were some aren’t as wonderful. Some professors come to class when they get ready, look in their book and write some on the board and talk the whole class time without really teaching us anything. I believe all teachers, no matter what their tenure level is have to remember their main role as a teacher. I agree that it is frustrating if you’re attending a college that expects you to pay a tuition that the college isn’t worth. Hacker and Dreifus reinforce that college is suppose to be a fun journey were you live, get new ideas, and information. In the article â€Å"The New Liberal Arts†, Sanford J. Ungar thinks that a liberal education is what Americans should try to get, not deny. Ungar made 7 points addressing the 7 misconceptions made in his article. The first misconception â€Å"A liberal arts degree is a luxury that most families can no longer afford. â€Å"Career education â€Å"is what we now must focus on† (190). Ungar argues with that misconception by saying jobs are actually looking for people who are educated in liberal arts instead of on specific subject because it produces better broader thinking. The second misconception says  students are having a hard time finding a job because â€Å"who wants to hire somebody with an irrelevant major like Philosophy or French? (191). Ungar quickly argues that not only are liberal art students are having a hard time finding jobs, but everyone else is also because of the failing economy. The third misconception says liberal arts are irrelevant for low-income and first-generation college students. Ungar says,† Its ignorant to think just because a student is first generation don’t mean they can’t receive the same education. † The fourth misconception says that a student should focus on the stem fields because â€Å"that’s where all  the action is† (192). Ungar argues this by saying that sometime the liberal arts take part in the broadcast parts of sciences and mathematics. The fifth misconception says it’s the liberal democrats, who got this country into trouble in recent years. Ungar argues that liberal education really doesn’t have anything to do with politics. The sixth misconception says America is the only country in the world that clings on to old form of post secondary education. Ungar argues this misconception by saying people from other countries are coming to the United States to admire our education like China. Finally the seventh misconception  says that the â€Å"cost of American higher education is spiraling out of control, and liberal-arts colleges are becoming irrelevant because they are unable to register gains in productivity†. Ungar argues this by saying if you choose a small liberal arts school you’ll get more one on one with professors which will lead to more thinking from students. So why does any of this matter? We as college students are putting a lot of money, time, and effort into our education. We should get our money’s worth, and enjoy the experience of it all while we can whether we chose liberal arts major or an S. T. E. M major program. Were not all individuals attending these colleges, but a 1 / 2 generation who all want to make it and be successful in life so it matters! Work Cited: Dreifus, Claudia and Hacker, Andrew. â€Å"Are Colleges worth the Price of Admission? † They Say/I Say: The Moves that Matter in Academic Writing. 2nd ed. Ed. Gerald Graff, Cathy Birkenstein, and Russel Durst. New York. W. W. Northon, 2012 179-188. Print Sanford J. Ungar. â€Å"The New Liberal Arts† They Say/I Say: The Moves that Matter in Academic Writing. 2nd ed. Ed. Gerald Graff, Cathy Birkenstein, and Russel Durst. New York. W. W. Northon, 2012 190-196. Print POWERED BY TCPDF (WWW. TCPDF. ORG).