Factors impacting on tacit knowledge transfer within Scrum software development teams

Over time, there has been a high failure rate of information systems development (ISD) projects, although Agile development has brought recent improvements. Knowledge management is also known to be one of the critical factors to Agile and project success; however, there are some knowledge transfer studies in Agile development. Therefore, the purpose of this research is to present a theoretical model examining what makes individuals successful at transferring knowledge in teams using Scrum, Agile’s most popular methodology. Twelve semi-structured interviews were conducted at two Scrum companies in Cape Town. Participants interviewed ranged from project managers and Scrum masters to software developers, business analyst and testers. The interviews were all transcribed, then analysed using thematic analysis. The findings produced new relationships between characteristics already well known to impact knowledge transfer as well as newly defined characteristics impacting knowledge transfer in Scrum teams: empathy and articulation skills of the source. The results have shown that the recipient should perceive the person wanting to transfer knowledge as having these characteristics to enable successful knowledge transfer: empathy, motivation, capability, credibility, articulate and ability to communicate enough. The contribution of this study to practice is a list of attributes for HR managers to help improve the knowledge transfer of Scrum team members. The contribution to Scrum research is a new theoretical model that suggests which characteristics a person needs to transfer knowledge successfully in Scrum teams, adapted from Joshi, Sarker and Sarker’s (2007) knowledge transfer model. This model can also be extended in the future by looking more deeply into the new relationships between constructs, such as how motivation together with capability of the source affect knowledge transfer in Scrum teams

An Integrated Intelligent Approach to Enhance the Security Control of IT Systems. A Proactive Approach to Security Control Using Artificial Fuzzy Logic to Strengthen the Authentication Process and Reduce the Risk of Phishing

Hacking information systems is continuously on the increase. Social engineering attacks is performed by manipulating the weakest link in the security chain; people. Consequently, this type of attack has gained a higher rate of success than a technical attack. Based in Expert Systems, this study proposes a proactive and integrated Intelligent Social Engineering Security Model to mitigate the human risk and reduce the impact of social engineering attacks. Many computer users do not have enough security knowledge to be able to select a strong password for their authentication. The author has attempted to implement a novel quantitative approach to achieve strong passwords. A new fuzzy logic tool is being developed to evaluate password strength and measures the password strength based on dictionary attack, time crack and shoulder surfing attack (social engineering). A comparative study of existing tools used by major companies such as Microsoft, Google, CertainKey, Yahoo and Facebook are used to validate the proposed model and tool. A comprehensive literature survey and analytical study performed on phishing emails representing social engineering attacks that are directly related to financial fraud are presented and compared with other security threats. This research proposes a novel approach that successfully addresses social engineering attacks. Another intelligent tool is developed to discover phishing messages and provide educational feedback to the user focusing on the visible part of the incoming emails, considering the email’s source code and providing an in-line awareness security feedback

Dynamic Assessment of Early French Immersion Literacy Learning Competencies

French Immersion programming in Canada is not always an inclusive environment for all learners. Students with language disabilities or delays are often placed into English-only programming when difficulties arise in French immersion programming. This study aimed to establish a method of identification of reading difficulties, in either language, early in the reading process. Such an assessment would allow educators to intervene and assist these students, and all students, with reading and vocabulary development in their second language of French before these language issues can negatively affect learning. Essential to language learning in immersion programs is the development of speech perception and lexical specificity, defined as the knowledge of how words should sound in a language. Dynamic assessments in both French and English were used as they focus on how well a student can learn a concept. This project examined second language (L2) French learning in a dynamic way to predict literacy learning in children who are not yet proficient readers in English, their first language (L1). The particular skills of phonological awareness and vocabulary development in both L1 and L2 were examined. A one-year longitudinal study was conducted to investigate the language abilities of children in French immersion in grade 2. In L1, dynamic assessments were better predictors of vocabulary than static assessments. In L2, static assessments were better predictors of vocabulary than dynamic assessments. In L1, lexical specificity, word reading, phonological awareness (elision), and rapid naming predicted word reading. In L2, phonological awareness (elision) in both French and English, and French word reading predicted word reading

Natural language interfaces to relational databases

Máster Universitario en Lógica, Computación e Inteligencia Artificia

Automated Validation of State-Based Client-Centric Isolation with TLA ⁺

Clear consistency guarantees on data are paramount for the design and implementation of distributed systems. When implementing distributed applications, developers require approaches to verify the data consistency guarantees of an implementation choice. Crooks et al. define a state-based and client-centric model of database isolation. This paper formalizes this state-based model in, reproduces their examples and shows how to model check runtime traces and algorithms with this formalization. The formalized model in enables semi-automatic model checking for different implementation alternatives for transactional operations and allows checking of conformance to isolation levels. We reproduce examples of the original paper and confirm the isolation guarantees of the combination of the well-known 2-phase locking and 2-phase commit algorithms. Using model checking this formalization can also help finding bugs in incorrect specifications. This improves feasibility of automated checking of isolation guarantees in synthesized synchronization implementations and it provides an environment for experimenting with new designs.</p

Advances in Robotics, Automation and Control

The book presents an excellent overview of the recent developments in the different areas of Robotics, Automation and Control. Through its 24 chapters, this book presents topics related to control and robot design; it also introduces new mathematical tools and techniques devoted to improve the system modeling and control. An important point is the use of rational agents and heuristic techniques to cope with the computational complexity required for controlling complex systems. Through this book, we also find navigation and vision algorithms, automatic handwritten comprehension and speech recognition systems that will be included in the next generation of productive systems developed by man

Towards a Research Agenda on Computer-Based Assessment - Challenges and Needs for European Educational Measurement

In 2006 the European Parliament and the Council of Europe have passed recommendations on key competences for lifelong learning and the use of a common reference tool to observe and promote progress in terms of the achievement of goals formulated in ¿Lisbon strategy¿ in March 2000 (revised in 2006, see http://ec.europa.eu/growthandjobs/) and its follow-up declarations. For those areas which are not already covered by existing measurements (foreign languages and learning-to-learn skills), indicators for the identification of such skills are now needed, as well as effective instruments for carrying out large-scale assessments in Europe. In this context it is hoped that electronic testing could improve the effectiveness of the needed assessments, i.e. to improve identification of skills, by reducing costs of the whole operation (financial efforts, human resources etc.). The European Commission is asked to assist Member States to define the organisational and resource implications for them of the construction and administration of tests, including looking into the possibility of adopting e-testing as the means to administer the tests. In addition to traditional testing approaches carried out in a paper-pencil mode, there are a variety of aspects needed to be taken into account when computer-based testing is deployed, such as software quality, secure delivery, if Internet-based: reliable network capacities, support, maintenance, software costs for development and test delivery, including licences. Future European surveys are going to introduce new ways of assessing student achievements. Tests can be calibrated to the specific competence level of each student and become more stimulating, going much further than it can be achieved with traditional multiple choice questions. Simulations provide better means of contextualising skills to real life situations and providing a more complete picture of the actual competence to be assessed. However, a variety of challenges require more research into the barriers posed by the use of technologies, e.g. in terms of computer, performance and security. The ¿Quality of Scientific Information¿ Action (QSI) and the Centre for Research on Lifelong Learning (CRELL) are carrying out a research project on quality criteria of Open Source skills assessment tools. 2 workshops were carried out in previous years bringing together European key experts from assessment research and practice in order to identify and discuss quality criteria relevant for carrying out large-scale assessments at a European level. This report reflects the contributions made on experiences and key challenges for European skills assessment.JRC.G.9-Econometrics and statistical support to antifrau

Cognitive and affective processes associated with moral reasoning, and their relationship with behaviour in typical development

Objective: Moral reasoning (MR) reflects rationalisation in the moral domain, which matures across development and is underpinned by cognitive and affective processes. Although MR is associated with offending behaviours the mechanisms for this association are unknown. Examining the role of cognitive and affective processes in MR, and their influence on behaviour, may enhance existing psychological interventions that aim to reduce offending behaviours, and facilitate the development of novel targeted interventions. The current study investigated the hypothesis that MR would mediate the relationship between executive functions (EFs) and behaviour, and between empathy and behaviour. Method: In a cross-sectional design, typically developing adolescents (n = 72) individually completed an assessment battery, including the sociomoral reflection measure-short form, neuropsychological measures of working memory and cognitive flexibility/inhibition, and self-report questionnaires of empathy and behaviour. The battery also contained an assessment of intellectual functioning, and obtained data on socioeconomic status and age as confounding variables. Results: MR was not associated with self-report behaviour and, therefore, did not mediate the relationship between EFs/empathy and self-reported behaviour. A novel relationship was demonstrated between working memory and MR, and cognitive flexibility/inhibition was associated with MR. Self-report empathy was not associated with MR. Exploratory analyses suggested that intelligence and EFs were significant unique predictors of MR, and that truth and law moral values were associated with self-reported behavioural difficulties. Conclusions: Findings suggest that global MR is not associated with self-reported behaviour in typically developing adolescents, however, there may be an association between some moral values and self-reported behaviour. Findings also suggested that empathy is not associated with MR in this population, which warrants further investigation. These findings have implications for theoretical models of MR, and psychological intervention programmes. Recommendations for future research are presented