854 resultados para Cyberspace Situational Knowledge, Capability, Cybersecurity, Cyberdefence, Organization
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Com a crescente dependncia do ciberespao, considerado o quinto domnio, necessrio que, para garantir a segurana dos sistemas de informao, as organizaes civis como o Centro Nacional de Cibersegurana ou o Gabinete Nacional de Segurana e as organizaes militares como o Estado-Maior General das Foras Armadas ou o Centro de Ciberdefesa, detenham um slido conhecimento situacional do mesmo. Para alcanar este objetivo fundamental que estas mesmas organizaes colaborem de modo a desenvolver uma capacidade de prevenir e recuperar de ataques que possam ocorrer nesse domnio atravs de uma observao contnua do mesmo contribuindo, assim, para a sua proteo, preveno, mitigao, resposta e para a sua recuperao. Deste modo, uma vez que os sistemas de informao so mais vulnerveis por estarem ligados em rede, apresentam potenciais riscos para as organizaes pondo em causa a sua segurana. Por conseguinte, antecipar os eventuais problemas que podero ocorrer nesses sistemas contribui para o desenvolvimento e implementao de medidas para proteger a informao. Sendo assim, e conforme outras organizaes, tambm a Marinha est ligado em rede, pelo que est sujeita a este tipo de ameaa. Com o presente trabalho, pretende-se abordar o tema do Conhecimento Situacional do Ciberespao e mostrar a sua importncia para o tema atravs da compreenso do modo como pode influenciar a conduo das misses atribudas s UN bem como as unidades em terra. Pretende-se identificar se existe uma organizao a bordo das UN que, em articulao com comandos em terra, possa garantir que, num determinado teatro de operaes, o que se passa no ciberespao de interesse para a misso, tanto a nvel ttico como a nvel operacional, acionvel. Pretende-se, ainda, em alinhamento com o conceito de capacidade caracterizar o que que a Marinha tem desenvolvido neste contexto relativamente a doutrina, organizao, estrutura, formao assim como treino.
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En un mundo hiperconectado, dinmico y cargado de incertidumbre como el actual, los mtodos y modelos analticos convencionales estn mostrando sus limitaciones. Las organizaciones requieren, por tanto, herramientas tiles que empleen tecnologa de informacin y modelos de simulacin computacional como mecanismos para la toma de decisiones y la resolucin de problemas. Una de las ms recientes, potentes y prometedoras es el modelamiento y la simulacin basados en agentes (MSBA). Muchas organizaciones, incluidas empresas consultoras, emplean esta tcnica para comprender fenmenos, hacer evaluacin de estrategias y resolver problemas de diversa ndole. Pese a ello, no existe (hasta donde conocemos) un estado situacional acerca del MSBA y su aplicacin a la investigacin organizacional. Cabe anotar, adems, que por su novedad no es un tema suficientemente difundido y trabajado en Latinoamrica. En consecuencia, este proyecto pretende elaborar un estado situacional sobre el MSBA y su impacto sobre la investigacin organizacional.
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The aim of this research is to provide a unified modelling-based method to help with the evaluation of organization design and change decisions. Relevant literature regarding model-driven organization design and change is described. This helps identify the requirements for a new modelling methodology. Such a methodology is developed and described. The three phases of the developed method include the following. First, the use of CIMOSA-based multi-perspective enterprise modelling to understand and capture the most enduring characteristics of process-oriented organizations and externalize various types of requirement knowledge about any target organization. Second, the use of causal loop diagrams to identify dynamic causal impacts and effects related to the issues and constraints on the organization under study. Third, the use of simulation modelling to quantify the effects of each issue in terms of organizational performance. The design and case study application of a unified modelling method based on CIMOSA (computer integrated manufacturing open systems architecture) enterprise modelling, causal loop diagrams, and simulation modelling, is explored to illustrate its potential to support systematic organization design and change. Further application of the proposed methodology in various company and industry sectors, especially in manufacturing sectors, would be helpful to illustrate complementary uses and relative benefits and drawbacks of the methodology in different types of organization. The proposed unified modelling-based method provides a systematic way of enabling key aspects of organization design and change. The case company, its relevant data, and developed models help to explore and validate the proposed method. The application of CIMOSA-based unified modelling method and integrated application of these three modelling techniques within a single solution space constitutes an advance on previous best practice. Also, the purpose and application domain of the proposed method offers an addition to knowledge. IMechE 2009.
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With the increasing ubiquity and growing pervasiveness of Information Systems (IS) in todays organisations, one of the capabilities of essential value to an organisation is its IS/IT (henceforth IS) capability. However, despite this increasing importance of the IS capability, research has barely focused on providing a measure for assessing the IT capability of an organization. In overview, IS capability has contributed significantly in understanding how information technology remains a valuable component of any modern day firm (Bharadwaj 2000, Santhanam and Hartono 2003). While these prior research focus in itself is of value in establishing the importance of IS capability, this current study posits that this research area is attaining maturity and it is about time we extend this stream to provide a measure for assessing and evaluating the IS capability that defines an organization. To borrow a quote from Peter Drucker - if it can be measured; it can be improved.
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This paper reports the results of the most recent in a series of EHSRE workshops designed to synthesize the current state of the field in Andrology and provide recommendations for future work (ESHRE 1998; 1996). Its focus is on methods for detecting sperm DNA damage and potential application of new knowledge about sperm chromatin organization, vulnerability and repair to improve the diagnosis and treatment of clinical infertility associated with that damage. Equally important is the use and reliability of these tests to identify the extent to which environmental contaminants or pharmaceutical agents may contribute to the incidence of sperm DNA damage and male fertility problems. A working group# under the auspices of ESHRE met in May 2009 to assess the current knowledgebase and suggest future basic and clinical research directions. This document presents a synthesis of the working groups understanding of the recent literature and collective discussions on the current state of knowledge of sperm chromatin structure and function during fertilization. It highlights the biological, assay and clinical uncertainties that require further research and ends with a series of recommendations.
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Ce rapport de recherche porte sur une tude sintressant au transfert des connaissances tacites chez les gestionnaires, cest--dire le partage de ces connaissances et leur utilisation informelle, durant une situation de coordination dans un service municipal. La thse est articule autour des questions suivantes : Quelles sont les situations de coordination vcues par les gestionnaires municipaux? Quelles sont les sources de connaissances tacites partages et utilises? Quelles sont les relations de connaissances mobilises de faon informelle lors du transfert des connaissances tacites? Quels sont les facteurs encourageant ou inhibant le transfert informel des connaissances tacites? partir dun modle bas sur une approche situationnelle (Taylor, 1989 et 1991), nous avons revu la documentation touchant nos questions de recherche. Nous avons dfini notamment la rcursivit des connaissances et le rseau de connaissances, de mme que prsent le modle de la conversion des connaissances (Nonaka, 1994) et celui de lactualisation de soi (St-Arnaud, 1996). Nous avons questionn 22 rpondants laide dinstruments de mesure qui combinent les techniques de lincident critique, de lentrevue cognitive et rflexive, le questionnement sur les rseaux organisationnels et lobservation participante. Tels des filets, ces instruments ont permis de traquer et dobtenir des donnes dune grande richesse sur les connaissances tacites et les comportements informels durant le transfert de connaissances en situation de coordination. Ces donnes ont t analyses selon une approche mthodologique essentiellement qualitative combinant lanalyse de contenu, la schmatisation heuristique et lanalyse des rseaux sociaux. Nos rsultats montrent que la complexit dune situation de coordination conditionne le choix des mcanismes de coordination. De plus, les sources de connaissances sont, du point de vue individuel, le gestionnaire et ses artefacts, de mme que son rseau personnel avec ses propres artefacts. Du point de vue collectif, ces sources sont rifies dans le rseau de connaissances. Les connaissances cls dune situation de coordination sont celles sur le rseau organisationnel, le contexte, les expriences en gestion et en situation complexe de coordination, la capacit de communiquer, de ngocier, dinnover et celle dattirer lattention. Individuellement, les gestionnaires privilgient lactualisation de soi, lautoformation et la formation contextualise et, collectivement, la coprsence dans laction, le rseautage et laccompagnement. Cette tude fournit un modle valide du transfert contextualis des connaissances qui est un cas de coordination complexe dactivits en gestion des connaissances. Ce transfert est concomitant dautres situations de coordination. La nature tacite des connaissances prvaut, de mme que le mode informel, les mdias personnels et les mcanismes dajustement mutuel. Les connaissances tacites sont principalement transfres au dbut des processus de gestion de projet et continuellement durant la rtroaction et le suivi des rsultats. Quant aux connaissances explicites, les gestionnaires les utilisent principalement comme un symbole la fin des processus de gestion de projet. Parmi les personnes et les groupes de personnes dune situation de transfert contextualis des connaissances, 10 % jouent des rles cls, soit ceux dexperts et dintermdiaires de personnes et dartefacts. Les personnes en priphrie possdent un potentiel de structuration, cest--dire de connexit, pour assurer la continuit du rseau de connaissances organisationnel. Notre tude a largi le modle gnral de la complexit dune situation (Bystrom, 1999; Choo, 2006; Taylor, 1986 et 1991), la thorie de la coordination (Malone et Crowston, 1994), le modle de la conversion des connaissances (Nonaka, 1994), celui de lactualisation de soi (St-Arnaud, 1996) et la thorie des rseaux de connaissances (Monge et Contractor, 2003). Notre modle raffirme la concomitance de ces modles gnraux selon une approche constructiviste (Giddens, 1987) o la dualit du structurel et la comptence des acteurs sont confirmes et enrichies.
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Coordenao de Aperfeioamento de Pessoal de Nvel Superior (CAPES)
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The complete nucleotide sequence, 5178 bp, of the totivirus Helminthosporium vicotoriae 190S virus (Hv190SV) double-stranded RNA, was determined. Computer-assisted sequence analysis revealed the presence of two large overlapping ORFs; the 5'-proximal large ORF (ORF1) codes for the coat protein (CP) with a predicted molecular mass of 81 kDa, and the 3'-proximal ORF (ORF2), which is in the -1 frame relative to ORF1, codes for an RNA-dependent RNA polymerase (RDRP). Unlike many other totiviruses, the overlap region between ORF1 and ORF2 lacks known structural information required for translational frameshifting. Using an antiserum to a C-terminal fragment of the RDRP, the product of ORF2 was identified as a minor virion-associated polypeptide of estimated molecular mass of 92 kDa. No CP-RDRP fusion protein with calculated molecular mass of 165 kDa was detected. The predicted start codon of the RDRP ORF (2605-AUG-2607) overlaps with the stop codon (2606-UGA-2608) of the CP ORF, suggesting RDRP is expressed by an internal initiation mechanism. Hv190SV is associated with a debilitating disease of its phytopathogenic fungal host. Knowledge of its genome organization and expression will be valuable for understanding its role in pathogenesis and for potential exploitation in the development of biocontrol measures.
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Purpose - To consider the role of technology in knowledge management in organizations, both actual and desired. Design/methodology/approach - Facilitated, computer-supported group workshops were conducted with 78 people from ten different organizations. The objective of each workshop was to review the current state of knowledge management in that organization and develop an action plan for the future. Findings - Only three organizations had adopted a strongly technology-based "solution" to knowledge management problems, and these followed three substantially different routes. There was a clear emphasis on the use of general information technology tools to support knowledge management activities, rather than the use of tools specific to knowledge management. Research limitations/implications - Further research is needed to help organizations make best use of generally available software such as intranets and e-mail for knowledge management. Many issues, especially human, relate to the implementation of any technology. Participation was restricted to organizations that wished to produce an action plan for knowledge management. The findings may therefore represent only "average" organizations, not the very best practice. Practical implications - Each organization must resolve four tensions: Between the quantity and quality of information/knowledge, between centralized and decentralized organization, between head office and organizational knowledge, and between "push" and "pull" processes. Originality/value - Although it is the group rather than an individual that determines what counts as knowledge, hardly any previous studies of knowledge management have collected data in a group context.
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The relationship between design process and business systems has been of interest to both practitioners and researchers exploring the numerous opportunities and challenges of this unlikely relationship. Often the relationship is presented as building design thinking capability within an organization, which can be broadly described as the union of design and strategy. Brown (2008) notes that design thinking is a discipline that uses the designers sensibility and methods to match peoples needs with what is technically feasible and what business strategy can convert into customer value and market opportunities (p. 1). The value that design thinking brings to an organization is a different way of framing situations and possibilities, doing things, and tackling problems: essentially a cultural transformation of the way it undertakes its business. The work of Martin (2009) has clearly shown the generalized differences between design thinking and business thinking, highlighting many instances in which these differences have been overcome, but also noting the many obstacles of trying to unify both approaches within an organization. Liedtka (2010) encourages firms to try and persist in overcoming these barriers, as she has noted that business strategy desperately needs design ... because design is all about action and business strategy too often turns out to be only about talk ... fewer than 10 percent of new strategies are ever fully executed (p. 9).
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Twenty first century learners operate in organic, immersive environments. A pedagogy of student-centred learning is not a recipe for rooms. A contemporary learning environment is like a landscape that grows, morphs, and responds to the pressures of the context and micro-culture. There is no single adaptable solution, nor a suite of off-the-shelf answers; propositions must be customisable and infinitely variable. They must be indeterminate and changeable; based on the creation of learning places, not restrictive or constraining spaces. A sustainable solution will be un-fixed, responsive to the life cycle of the components and materials, able to be manipulated by the users; it will create and construct its own history. Learning occurs as formal education with situational knowledge structures, but also as informal learning, active learning, blended learning social learning, incidental learning, and unintended learning. These are not spatial concepts but socio-cultural patterns of discovery. Individual learning requirements must run free and need to be accommodated as the learner sees fit. The spatial solution must accommodate and enable a full array of learning situations. It is a system not an object. Three major components: 1. The determinate landscape: in-situ concrete 'plate' that is permanent. It predates the other components of the system and remains as a remnant/imprint/fossil after the other components of the system have been relocated. It is a functional learning landscape in its own right; enabling a variety of experiences and activities. 2. The indeterminate landscape: a kit of pre-fabricated 2-D panels assembled in a unique manner at each site to suit the client and context. Manufactured to the principles of design-for-disassembly. A symbiotic barnacle like system that attaches itself to the existing infrastructure through the determinate landscape which acts as a fast growth rhizome. A carapace of protective panels, infinitely variable to create enclosed, semi-enclosed, and open learning places. 3. The stations: pre-fabricated packages of highly-serviced space connected through the determinate landscape. Four main types of stations; wet-room learning centres, dry-room learning centres, ablutions, and low-impact building services. Entirely customised at the factory and delivered to site. The stations can be retro-fitted to suit a new context during relocation. Principles of design for disassembly: material principles use recycled and recyclable materials minimise the number of types of materials no toxic materials use lightweight materials avoid secondary finishes provide identification of material types component principles minimise/standardise the number of types of components use mechanical not chemical connections design for use of common tools and equipment provide easy access to all components make component size to suite means of handling provide built in means of handling design to realistic tolerances use a minimum number of connectors and a minimum number of types system principles design for durability and repeated use use prefabrication and mass production provide spare components on site sustain all assembly and material information
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This chapter explores a cultural perspective on the development of strategic communication. It identifies cultural influences on organizational knowledge structures and the work of cultural schema on organizational processes of environmental interpretation. It describes the implications of the structures and processes for strategic communication. The chapter documents that strategic communication may reflect outcomes of cultural selection acting in the knowledge system of an organization as much as it reflects empirical imperatives of the external social environment.
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One of the most common ways to share project knowledge is to capture the positive and negative aspects of projects in the form of lessons learned (LL). If effectively used, this process can assist project managers in reusing project knowledge and preventing future projects from repeating mistakes. Nevertheless, the process of capturing, storing, reviewing and reusing LL often remains suboptimal. Despite the potential for rich knowledge capture, lessons are often documented as simple, line-item statements devoid of context. Findings from an empirical investigation across four cases revealed a range of reasons related to the perceived quality, process and visibility of LL that lead to their limited use and application. Drawn from the cross-case analysis, this paper investigates an integrated approach to LL involving the use of a collaborative Web-based tool, which is easily accessible, intelligible and user-friendly, allowing more effective sharing of project knowledge and overcoming existing problems with LL.
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Knowledge-sharing in a teamwork The study examines the link between knowledge-sharing that takes place in a team and the dimensions and objectives of the team s activities. The question the study poses is: How does knowledge-sharing in a team relate to the team s activities? The exchange of knowledge is examined using knowledge-sharing networks and the conversion model, which describes the process of knowledge formation. The answer to the question is sought through four empirical articles describing the activities of a team from the viewpoint of quality, fairness, power related to knowledge management, and performance. One of the articles used in the study describes the role of networks in work life more generally. It attempts to shed light on the manner in which team-related networks operate as part of a more extensive structure of organizational networks. Finland is one of the most eager users of teamwork, if numbers are used as a yardstick. About half of all Finnish wage earners worked in teams in 2009, and comparisons show that the use of teams in Finland is above the EU average. This study focuses on so-called semi-autonomous teams, which carry out permanent work tasks. In such teams, tasks are interdependent, and teams are jointly responsible for ensuring that the work is done. Team members may also, at least to some extent, agree between themselves on how the tasks are carried out and are able to take part in the decision-making process. Such teamwork makes knowledge-sharing an important element for the team s activities. Knowledge and knowledge-sharing have become a major resource, allowing organizations to operate and even compete in today s increasingly competitive markets. A single team or a single organization cannot, however, possess all the knowledge required for carrying out the tasks assigned to it. Although it is difficult to copy the knowledge generated in an organization, it is important to share the knowledge within and between organizations. External links supply teams and organizations with important knowledge that allows them to keep their operations up-to-date and their structures well-functioning. In fact, knowledge provides teams and organizations with an intangible resource that improves their capacity to interact with their environment and to adjust to it. For this reason, it is important to examine both the internal and external knowledge-sharing taking place in a team. The findings of the study show that in terms of quality, fairness, performance and the knowledge management issues concerning a team, its social network structure is both internally and externally connected with its activities. A team structure that is internally coherent and at the same time open to external contacts, is, with certain restrictions, connected with the quality, fairness, and performance of the team. The restrictions concern differences between procedural and interactional justice, public and private sectors, and the team leaders and ordinary team members. The role of the team leader is closely connected with the management of networks that are considered valuable. The results of the study indicate that teamwork is supervisor-dominated. Thus, teamwork does not substantially strengthen the influence of individual employees as players in knowledge-transfer networks. However, ordinary team members possess important peer contacts inside the organization. Teamwork clearly allows employees to interact in a democratic manner, and here the transfer of tacit knowledge plays an important role. Keywords: teamwork, knowledge-sharing, social networks, organization
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[ES] El gran reto de la empresa de servicios en la actualidad es orientarse con mayor precisin a sus clientes y conseguir su satisfaccin y lealtad. Si bien el impulso de la innovacin, el uso de tecnologas de informacin, y concretamente la creacin de valor son factores decisivos, el gran factor a dirigir con una mejor proyeccin es el factor humano. Sin un enfoque consistente orientado a la persona, no ser posible desarrollar la capacidad de servir al cliente en la organizacin.
