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As we work up from the hardware through the operating system and middleware to the application layer, the controls become progressively more complex and less reliable. Most actual computer frauds involve staff accidentally discovering features of the application code that they can exploit in an opportunistic way, or just abusing features of the application that they were trusted not to. But in this chapter, we will focus on the fundamentals: access control at the hardware and operating system level. (Applicationlevel controls aren t different in principle, but I leave detailed discussion to Part 2 of this book.) As with the other building blocks discussed so far, access control makes sense only in the context of a protection goal, typically expressed as a security policy. This puts us at a slight disadvantage when discussing PCs running single-user operating systems such as DOS and Win95/98, which have no overt security policy: any process can modify any data. People do have implicit protection goals, though; you don t expect a 52

Priority ranking: 1 = high urgent, high important; 2 = high important, low urgent; 3 = high urgent, low important; 4 = low urgent, low important

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The hammer in Figure 12-11 shows several bending options. The left hammer shows a bend value of 75 degrees around the Z-axis, the middle hammer also has a Direction value of 60, and the right hammer has an Upper Limit of 8.

A failure to think through the sort of rules that organizations should make, and enforce, to support the password mechanisms they have implemented has led to some really spectacular cases One important case in Britain in the late 1980s was R v Gold and Schifreen The defendants saw a phone number for the development system for Prestel (an early public email service run by British Telecom) in a note stuck on a terminal at an exhibition They dialed in later, and found that the welcome screen had an allpowerful maintenance password displayed on it They tried this on the live system, too, and it worked! They proceeded to take over the Duke of Edinburgh s electronic mail account, and sent mail from him to someone they didn t like, announcing the award of a knighthood.

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This crime so shocked the establishment that when prosecutors failed to convict the defendants under the laws then in force, Parliament passed Britain s first computer crime law Placing an administrator password in an envelope taped to the side of a workstation in an office that is always attended or locked may in some circumstances be reasonable practice The people who can get at it are those who can physically access the machine anyway But if you operate a policy like this, then you have to see to it that people understand the reasoning behind it, and don t think that the password can as easily be left on a logon screen For someone to use the same administrator password for the live system as in the development environment is much less excusable.

The operating system of coaching begins by asking great questions. Sir John Whitmore, one of the founding fathers of the current coaching movement, began his work in the sports world as a tennis instructor. Frustrated with repeatedly urging his students to keep their eye on the ball with little effect, he developed a set of questions like, Which way is the ball spinning as it comes toward you and How high is the ball as it crosses the net (Whitmore, 2002, page 45) To answer these questions a player must have his eye on the ball, but much more than that. These questions force a player to think more completely about the situation and to embrace the game of tennis at a more fundamental level. In the end you have a better player and better results. Effective, purposeful questions in the arena of life and leadership achieve the same results. They awaken our awareness and create an environment of self-directed learning. They force us to think for ourselves and take responsibility for our actions. This is the central skill of coaching and its rst, fundamental objective: to facilitate self-discovery. The skill of the coach, states Execution: The Discipline of Getting Things Done, is the art of questioning. Asking incisive questions forces people to think, to discover, to search for themselves. (Bossidy and Charan, 2002, page 74)