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Many organizations creating security-critical code, especially those in the electronic commerce arena, have reputations to protect. Banks, for example, are reluctant to talk about security problems for good reason-bank customers expect their bank to have excellent security. No one wants to play Russian Roulette with his or her money (unless, of course, he or she is in Las Vegas). The same can be said of any organization that has essential information assets to protect. Strong security assurance practices can help. The main objective behind software assurance is making sure that software does what it is supposed to do. Software assurance encompasses more than just security. The same core idea-making software behave-is deeply entwined with software reliability and software safety as well.

One of the penalties for refusing to participate in politics is that you end up being governed by your inferiors. Plato

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When discussions about implementing high availability get past the technical, they almost invariably turn to the political. Administrators tell us, Yes, we all know it s important to implement this stuff, but I can t convince my management to take it seriously. Although most technical decisions come down to money, and we discussed the direct financial benefits of implementing availability in 3, The Value of Availability, in this chapter, we take a look at some of the other ways you can get the people who control the purse strings to take the whole concept of availability more seriously. The process begins as you start to collect information to help you build the case that will persuade them to see the value of your ideas.

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It is probably easiest to understand the notion of a computer network protocol by first considering some human analogies, since we humans execute protocols all of the time Consider what you do when you want to ask someone for the time of day A typical exchange is shown in Figure 12-1 Human protocol (or good manners, at least) dictates that one first offers a greeting (the first "Hi" in Figure 12-1) to initiate communication with someone else The typical response to a "Hi" message (at least outside of New York City) is a returned "Hi" message Implicitly, one then takes a cordial "Hi" response as an indication that one can proceed ahead and ask for the time of day A different response to the initial "Hi" (such as "Don't bother me!", or "I don't speak English," or an unprintable reply that one might receive in New York City) might indicate an unwillingness or inability to communicate In this case, the human protocol would be to not ask for the time of day Sometimes one gets no reponse at all to a question, in which case one typically gives up asking that person for the time Note that in our human protocol, there are specific messages we send, and specific actions we take in response to the received reply messages or other events (such as no reply within some given amount of time) Clearly, transmitted and received messages, and actions taken when these message are sent or received or other events occur, play a central role in a human protocol If people run different protocols (eg, if one person has manners but the other does not, or if one understands the concept of time and the other does not) the protocols do not interoperate and no useful work can be accomplished The same is true in networking -- it takes two (or more) communicating entities running the same protocol in order to accomplish a task Let's consider a second human analogy Suppose you're in a college class (a computer networking class, for example!) The teacher is droning on about protocols and you're confused The teacher stops to ask, "Are there any questions " (a message that is transmitted to, and received by, all students who are not sleeping) You raise your hand (transmitting an implicit message to the teacher) Your teacher acknowledges you with a smile, saying "Yes " (a transmitted message encouraging you to ask your question - teachers love to be asked questions) and you then ask your question (ie, transmit your message to your teacher) Your teacher hears your question (receives your question message) and answers (transmits a reply to you) Once again, we see that the transmission and receipt of messages, and a set of conventional actions taken when these mesages are sent and received, are at the heart of this question-and-answer protocol.

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