Evaluating security technologies and methodology in the United States Air Force

¶ … Security Technologies and Methodology in the United States Air Force

The objective of this study is to evaluate the effectiveness of security technologies and methodology in the U.S. Air Force. This work will first determine uncertainties and calculate the risk for each threat. This work will additionally identify any needed controls including technical, administrative and managerial controls. Finally, this work will describe the network security methodology and technology used in the Air Force and the access control technology utilized by the Air Force.

Cyberspace is reported as "pervasive in military operations across all domains" and reported as well is that it is "vital to how the United States conducts those operations." (Wimmer, 2012) Cyberspace was identified by Secretary of the Air Force, Michael Wynne and Air Force Chief of Staff, general T. Michael Moseley to be "a domain equal with Land, Sea, Air and Space." ( )

The Risk

It is reported that in May 2007, "Secretary Wynne issued another Letter to Airmen in which he stated 'our adversaries are attempting to access American servers that contain sensitive data. In response to these threats, Airmen are actively 'flying and fighting' in cyberspace. Our cyber Airmen's work is a prerequisite to all military operations: ensuring freedom of action across the electromagnetic spectrum, which in turn contributes to freedom from attack and freedom to attack in all other domains: land, sea, air and space As the advantages gained through cyberspace were increasing, so were the threats from adversaries." (Wimmer, 2012) Cyberspace training that is received by all enlisted members includes: (1) Cyberspace and the Air Force training at Basic Military Training (BMT); and (2) Advanced Distributed Learning System (ADLS) annual training. (Wimmer, 2012)

IV. Core Curriculum

The core curriculum is reported as a "mandatory set of courses all cadets must complete regardless of their academic major. Additionally, cyberspace training is included in various military training events such as the Basic Cadet Training. Finally, USAFA offers upper-class cadets the opportunity to spend one of their summer sessions in Cyber 256, Basic Cyber Operations. The course is intended to spark cadets' interest in pursuing more in-depth work in computer science." (Wimmer, 2012) A USAFA news release is reported to have stated that everything about the Basic Cyber course focuses on "practical application." (Wimmer, 2012) Stated as the second source of commissioning is the ROTC which includes four regional headquarters, 144 detachments, and more than 1,200 cross-town universities." (Wimmer, 2012) There were a reported 1,796 second lieutenants commissioned by ROTC in 2011 with ROTC cadets being on the receiving end of two hours of instruction delivered through lecture and guided instruction on cyberspace occurring during the fourth year of training with a design to prepare the recruits for the Air Force. The lesson plan is reported to be such that list the cognitive lesson objectives identified as "Know basic facts and significant vulnerabilities associated with cyberspace operations and the Air Force role in the cyberspace domain." (Wimmer, 2012) The Air Force role in the cyberspace domain includes identification of cognitive behavior examples such as the following:

(1) Define cyberspace and cyber superiority;

(2) Identify specific threats and vulnerabilities associated with cyberspace operations

(3) Define the unique relationship of the cyberspace domain to other air and space domains according to the Airman's perspective of cyberspace; and (4) State the roles and responsibilities of all Cyber Wingmen. (Wimmer, 2012)

The Instructional Development (ISD) model has been used by the Air Force since 1965 and is a process used to guide training development. ISD is described as a "systematic, flexible, proven process for determining whether instruction is necessary in a given situation, for defining what instruction is needed, and for ensuring development of effective, cost-efficient instruction," (Department of the Air Force, 2002)

The following illustration shows the conception of the ISD model:

Figure 1 -- ISD Model

Source: (Wimmer, 2012)

There is reported to be lacking, the feedback between users and curriculum developers and this is an issue that the Air Force must address to ensure future effectiveness in cyberspace security training.

Summary and Conclusion

Cyberspace is just as important in terms of security as are land, sea, air and space Air Force military operations. It is important that all Air Force personnel are properly trained in this area to ensure they are diligent in their role in cyberspace security measures. Toward this end, training is provided by the United States Air Force to all service members of the Air Force as well as to contractors and others whose operations are intertwined with Air Force operations and security regardless of their specific Air Force specialty. This training is in the form of Information Assurance Awareness modules of training. The Instructional Development (ISD) model is identified as the model used in the Air Force and the model that has been historically used over the past several decades that guides training development. This model is described as proven, systematic and flexible in making the determination of effectiveness of instruction and need of further instruction toward development of instruction that is cost-effective in nature.

Discussion

This study has informed the writer of the importance of cyberspace security and how this security is just as important as land, sea, air, and space security in the United States Air Force. The important is highlighted in the fact that if perpetrators were able to hack into the information technology system of the Air Force they could wreak great damage on the battlefield and for other Air Force operations and initiatives.