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She scored 108 10 (70th percentile) on mathematics and 111 10 (77th percentile) on reading Her flexibility in being able to shift to solve a variety of tasks added to her ability to reason, thereby facilitating her performance Her K-FAST scores were not significantly different than one another, which supports the idea that her academic abilities are well rounded Her scores on the K-FAST were also commensurate with the overall scores Aim e earned on the WAIS-III A relative strength closely related to acquired knowledge was Aim e s ability to hold information in long-term memory This strong ability was evident during a subtest requiring Aim e to define vocabulary words (999th percentile), as well as during a subtest requiring her to solve mental arithmetic problems (91st percentile).

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Enterprise business strategies: Business plans, requirements, drivers, constraints, enterprise policy Properties: Confidentiality, integrity, availability, accountability Violations: Deception, disruption, unauthorized disclosure, usurpation Security support services: Authorization, system security policy, security planning, registration, operational maintenance, concept of operations, 8 continuity of operations, ... Management support mechanisms: Information system security policies, training, configuration management, disaster recovery, connection service agreements, ... Automated mechanisms: Risk management: 6 Approaches: 6 6 Security strategy and policy

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This skill was further exemplified in her performance on a subtest that required Aim e to remember many different common events, objects, places, and people (91st percentile) Finally, Aim e s strong long-term memory was supported by how detailed and specifically she recalled information about her background history and presenting problem A final relative strength of Aim e was her learning ability This strength was evident in high scores on subtests that required her to learn before performing the tasks This was particularly demonstrated in her ability work on a novel task of nonverbal problem solving She was also able to learn this task s demands that required her to learn the pattern and figure out where various shapes belong (91st percentile) She was very flexible and remained focused on the directions and what the task required.

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She seemed very willing to learn new subtests, and was able to excel at tasks that were novel and required learning In summary, when Aim e utilized her verbal strengths to articulate the process she used to solve problems, her score was positively affected On the WAIS-III, this was most evident when she excelled on a task requiring her to define various vocabulary words (999th percentile) She was extremely thorough when defining the words, and seemed to have the ability to easily think through the meanings and verbalize them very quickly She was very specific on many of the words, and this contributed to her high score Aim e was further able to utilize her strong verbal ability to help in her performance on nonverbal tasks This skill was evident on a task requiring her to put together a group of cards in order of logical progression (63rd percentile).

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Asset valuation, vulnerability assessment, threat assessment, risk assessment, risk mitigation Security services:

Figure S12-1

She made many comments throughout the process of figuring out the arrangement, which allowed her to increase her understanding as well as her score Overall, Aim e s verbal expression was very strong In contrast to Aim e s relative strengths in her subtest profile, was one relative weakness This weakness was in a very specific skill: rote recall of auditorally presented information, and was evident on a subtest requiring Aim e to repeat a series of numbers either forward or backward (50th percentile) She appeared to be unable to utilize her verbal strength with this subtest to help her performance, and, thus, difficulty was exhibited The stimuli for this task are not meaningful strings of numbers or words, and, although Aim e was focused during the task, she admitted afterward that it bored her.

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Her relative weakness is also corroborated by her reported difficulty in her graduate course that requires much rote memorization of information This weakness is very specific to rote recall, as overall her short-term memory skills are intact and in the High Average range (evidenced by her Working Memory Index of 115; 84th percentile)..

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