Narrow Results

Software vulnerability is a key determiner of confidence in computer systems and networks. Usually, software requirements are listed at the beginning of software design, whereas vulnerabilities appear only after development is complete and sometimes only after the system is operational. Therefore, the security requirements during the design stage should address software vulnerabilities. This paper presents a method of representing software vulnerabilities as atomic vulnerabilities (AVs): an AV is an undividable cause-unit of vulnerability, and a set of AVs and the relationships among them represent software vulnerabilities. The AV concept originates from system theory and modeling methodology. AVs and the relationships among them can be used to construct a behavioral model of systems and networks with a focus on vulnerability. The logical relationships among AVs are named vulnerability expressions (VXs). With all the accumulated VXs of the systems and networks, we can set security requirements that resolve or circumvent vulnerabilities effectively and reinforce confidence in system and network robustness. The contribution of this paper is to use the concepts of AV and VX to derive the security requirements considering software vulnerabilities for secure systems and networks. The requirement derived can be used to complement the vulnerable situation caused by software that is developed without cognizance of security consideration.

Partisans of the constructivist approach to mathematics education, such as Brousseau or Chevallard, developed an accurate theoretical framework in which didactical systems are viewed in a systemic perspective. What they somewhat fail to draw, however, is a sharp distinction between role variables – concerning the roles played in the didactical interaction by the individual elements of the system (Student-Teacher-Knowledge) – and contextual variables – concerning the action on the learning process of the system as a whole.

Our research in progress on 2nd graders' word problem solving strategies applies the previous dichotomy to class management strategies adopted by teachers. Partial evidence collected so far points to the tentative conclusion according to which, contextual variables being equal, differences in teaching styles and methods may deeply reshape the role component of didactical systems. If we take into careful account this distinction, we can shed additional light into some hitherto unexplained phenomena observed in the literature.

Neurocybernetics in management theory is a new concept of learning decision systems based on the episteme of unity of knowledge. Such an episteme must be unique and universal so as to be appealing to the global community. Neo-liberalism, which is the core of present perspectives in management theory, cannot offer such a new epistemic future. That is because of the inherently competitive nature of methodological individualism that grounds received management and decision-making theory. On the contrary, the episteme of unity of knowledge on which a new and universal perspective of management and decision-making theory can be established remains foreign to the liberal paradigm. Neurocybernetic theory of management is thus a theory of learning and unifying types of decision-making systems. It is studied here with reference to the case of community-business unitary relations and the family. The social neurocybernetic implications are examined for these two cases in the light of neo-liberalism and Islam according to their contrasting perspectives of the nature of the world of self and other. Out of these specific studies, the chapter derives a generalized theory of neurocybernetic of social management encompassing the wider field of endogenous morality, ethics, and values within the unified process-oriented methodology of a new episteme of science and society.

Today, business information systems (BIS) has become an umbrella term that indispensably indicates more than just a main business infrastructure. Information systems have to enhance the capacity of knowledge workers to enable business organizations to operate successfully in complex and highly competitive environments. Despite the rapid advancements in technology and IT solutions, the success rate of BIS implementation is still low, according to practitioners and, academics. The effects of IT system failures and delays can be disastrous for many companies, possibly leading to bankruptcy, lost clients and market share, and diminished competitive advantage and company brand, among other things.

The study of system science gained impetus after World War II, suggesting a new way of studying complex organisms and their behavior. Investigating parts of the whole is not enough if one is to understand the complex functions and relationships of a system. Business organizations are often examined through a number of their elements and sub-systems-leadership and government, marketing and sales systems, operating systems, IT systems, financial and accounting systems, and many other sub-systems. However, behind every sub-system stands human beings — the employees who personalize every business processes in order to express their unique approach to deliver value. This intrinsic element of business organization — its human capital — is often underestimated when “hard” issues like information systems are introduced.

Systematization proposes an approach to the study of BIS within its complex environment, considering it as an integral element for organizational survival. Planning BIS is a substantial part of a company's strategy to succeed further while capturing, analyzing and reacting to information acquired from the environment, combining it with knowledge of internal processes and exploiting it to give customers better value.