CRiBAC: Community-centric role interaction based access control model

As one of the most efficient solutions to complex and large-scale problems, multi-agent cooperation has been in the limelight for the past few decades. Recently, many research projects have focused on context-aware cooperation to dynamically provide complex services. As cooperation in the multi-agent systems (MASs) becomes more common, guaranteeing the security of such cooperation takes on even greater importance. However, existing security models do not reflect the agents' unique features, including cooperation and context-awareness. In this paper, we propose a Community-based Role interaction-based Access Control model (CRiBAC) to allow secure cooperation in MASs. To do this, we refine and extend our preliminary RiBAC model, which was proposed earlier to support secure interactions among agents, by introducing a new concept of interaction permission, and then extend it to CRiBAC to support community-based cooperation among agents. We analyze potential problems related to interaction permissions and propose two approaches to address them. We also propose an administration model to facilitate administration of CRiBAC policies. Finally, we present the implementation of a prototype system based on a sample scenario to assess the proposed work and show its feasibility. © 2012 Elsevier Ltd. All rights reserved

Governance and the transformation of political representation

About the book: There has been an explosion of new forms of governance as societies adapt to economic, social and political change. This book highlights the dynamics of the social, cultural and institutional practices involved in 'remaking' governance. It is structured around three key themes: the remaking of peoples, publics and politics

Is undergraduate programme accreditation influenced by educational public policy quality indicators? An exploratory study of the Chilean Higher Education quality assurance system

In Chile, as well as in most of Latin America, public policies for higher education have recently adopted a focus on quality assurance and accreditation systems. Uncertainty, however, still exists in terms of the quality assurance consistency in the current Chilean accreditation system, especially in terms of the relation between public policy quality indicators for higher education and their relation to accreditation outcomes. Therefore, the aim of this study was to make a first explorative attempt to investigate the relationships between these indicators and the results of undergraduate programme accreditation. We hypothesised that the public policy quality indicators of first-year drop-out rate, employment at graduation and ratio of actual to expected time to graduation would be strongly correlated to undergraduate programme accreditation as well as largely explaining its accreditation-year variance. By means of correlation and multiple regression analyses, we found small-sized associations, being first-year drop-out the only significant predictor of programme accreditation, explaining a 9.4% of its variance. These results raise questions regarding the consistency between the aims of public policy for higher education and the current accreditation system. This study should be of value to policy makers, managers and curriculum developers in terms of this initial analysis of the consistency between quality indicators and the accreditation system. Further research is necessary to make a systematic and in-depth assessment of the impact of quality assurance mechanisms to provide better rationale for making important decisions such as when defining the characteristics of the accrediting institutions as well as for establishing effective ways to achieve the proposed public policy objectives

Organizing otherwise: translating anarchism in a voluntary sector organization

Although foundational texts in Critical Management Studies (CMS) pointed to the empirical significance of anarchism as an inspiration for alternative ways of organizing (Burrell, 1992), relatively little work of substance has been undertaken within CMS to explore how anarchists organize or how anarchist principles of organization might fare in other contexts. This paper addresses this gap by reporting on the experiences of a UK Voluntary Sector Organization (VSO) seeking to adopt non-hierarchical working practices inspired by anarchism. The paper analyses this process of organizational change by examining how ideas and practices are translated and transformed as they travel from one context (direct action anarchism) to another (the voluntary sector). Whilst the onset of austerity and funding cuts created the conditions of possibility for this change, it was the discursive translation of 'anarchism' into 'non-hierarchical organizing' that enabled these ideas to take hold. The concept of 'non-hierarchical' organization constituted an open space that was defined by negation and therefore capable of containing a multiplicity of meanings. Rather than having to explicitly embrace anarchism, members were able to find common ground on what they did not want (hierarchy) and create a discursive space for democratically determining what might replace it

"New" and distributed leadership in quality and safety in healthcare, or "old" and hierarchical? : An interview study with strategic stakeholders

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The Role of Government Attorneys in Regulatory Agency Rulemaking

The many roles that agency lawyers can play in the internal processes of developing proposed rules and responding to public comments on those rules are discussed

The Challenges of Developing Distributed Leadership in Scottish Primary Schools:a 'Catch 22’

This article analyses the experiences and perceptions of headteachers taking forward a distributed perspective on school leadership. It reports on research conducted in Scottish primary schools through three case studies. It draws on findings from a sequence of headteacher interviews, staff questionnaire and sociometric analysis data. The article analyses the headteacher's role within a distributed perspective. It presents and discusses key findings which suggest that headteachers are caught in a ‘catch 22’, having both an enabling and constraining effect. Implications are drawn for educational leadership at both school and system levels