CYBwee2 DQ.docx CYB/225: Linux Fundamentals Week One DQ Wk 2 Discussion - Linux Permissions From the perspective of a security professional, discuss how you would use these commands in environments where multipl
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CYBwee2 DQ.docx CYB/225: Linux Fundamentals Week One DQ Wk 2 Discussion - Linux Permissions From the perspective of a security professional, discuss how you would use these commands in environments where multiple users can access the same files. The chmod is used to allow or disallow file permissions to users or groups on a specific file or directory. Permissions include the ability to read, write or execute which determine the level of access, if any access, is available to a user or group. From a security perspective, chmod can be a utility to regulate the activity on a file. Based on user need, if a user only requires read access to a particular file, while the author wishes to maintain permission to edit the file (write), then this may be distinguished through the functionality of the chmod command. This can be effectively accomplished through the chown command. This command assigns a new user or group ownership to a file. These commands are essential to security professionals as it provides for the proper appropriation of access levels to given resources. In addition to restricting access, granting/denying permissions enforces nonrepudiation, as resource access is limited to defined users and groups that can be targeted for investigation in the event of an incident. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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