130 research outputs found
Reasoning About a Service-oriented Programming Paradigm
This paper is about a new way for programming distributed applications: the
service-oriented one. It is a concept paper based upon our experience in
developing a theory and a language for programming services. Both the
theoretical formalization and the language interpreter showed us the evidence
that a new programming paradigm exists. In this paper we illustrate the basic
features it is characterized by
A Threat Assessment and Security Analysis of the Three Sports Facilities of Indiana University-Purdue University, Indianapolis NCAA Softball Fields, Carroll Stadium, and the IU Natatorium
This research report provides a security assessment of the Softball Fields, Carroll Stadium, and the Natatorium Complex at Indiana University-Purdue University Indianapolis (IUPUI). The purpose of this report is to prevent and mitigate harm to visitors and these facilities which resulting from human-made or natural disasters. Research is guided by the hypothesis that these facilities- due to their respective importance, locations, and attendance patterns are in harmâs way; and that certain strategies of prevention, protection, and mitigation coupled with effective preparedness, response, and recovery can lessen risk, improve security and provide
A THREAT ASSESSMENT AND SECURITY ANALYSIS 5
added resilience. Further, âharmâs wayâ is considered to be either a natural disaster or a human-made disaster, accident, active provocation, or act of terrorism. Methods of analysis include applied research; predominantly utilizing qualitative data with some quantitative investigation.
Results of this assessment illustrate that these venues possess numerous vulnerabilities to both natural and human-made threats that if exposed, could result in serious consequences. The two most likely natural hazards identified include straight-line winds and tornadoes. Further, the most likely human threats to these facilities arise from a potential terrorist vehicle attack (TVA) and an active shooter. This project also identifies a specific need for additional planning to prevent an IED or VBIED attack on the Natatorium.
Common themes from the attached three case studies reveal that given theses vulnerabilities, the following safety and security adjustments are recommended:
Surveillance equipment
Metal detectors
Security bollards or other temporary barriers
Evacuation routes and shelter in place plans
Special event security procedures
Weather related technology and protocols
Staff training for emergency situation
"Don't try to teach me, I got nothing to learn": Management students' perceptions of business ethics teaching
[EN] Interest is growing towards including business ethics in university curricula, aiming at improving ethical behaviour of future managers. Extant literature has investigated the impact of ethics education on different ethics-related students' cognitive and/or behavioural outcomes, considering variables related to training programmes and students' demographic aspects. Accordingly, we aim at assessing students' understanding of business ethics issues, by focusing on the differences in students' perceptions depending on gender, age, work experience, and ethics courses taken. Testing our hypotheses on a sample of 307 management students at a Polish university, and controlling for social desirability bias, we obtained mixed and partially surprising results. We found significant differences in students' understanding of business ethics depending on their gender and age (female and older students showed more ethical inclinations), but not depending on having taken ethics courses-actually perceptions of such courses worsened after taking them. Besides, work experience was not a significant variable. Moreover, course exposure intensiveness (i.e., number of ethics courses completed), and time passed since completion of the latest course, did not confirm hypothesized effects on most of the dependent (sub)variables. These findings stimulate further questions and challenges for future research (e.g., around course design and methodology, and social/cultural/contextual issues).Tormo-CarbĂł, G.; Oltra, V.; Klimkiewicz, K.; SeguĂ-Mas, E. (2019). "Don't try to teach me, I got nothing to learn": Management students' perceptions of business ethics teaching. Business Ethics: A European Review. 28(4):506-528. https://doi.org/10.1111/beer.12236S506528284Adkins, N., & Radtke, R. R. (2004). Studentsâ and Faculty Membersâ Perceptions of the Importance of Business Ethics and Accounting Ethics Education: Is There an Expectations Gap? Journal of Business Ethics, 51(3), 279-300. doi:10.1023/b:busi.0000032700.07607.02Allen, W. R., Bacdayan, P., Berube Kowalski, K., & Roy, M. H. (2005). Examining the impact of ethics training on business student values. Education + Training, 47(3), 170-182. doi:10.1108/00400910510592220Auger, P., & Devinney, T. M. (2007). Do What Consumers Say Matter? The Misalignment of Preferences with Unconstrained Ethical Intentions. Journal of Business Ethics, 76(4), 361-383. doi:10.1007/s10551-006-9287-yBampton, R., & Cowton, C. J. (2012). Taking Stock of Accounting Ethics Scholarship: A Review of the Journal Literature. Journal of Business Ethics, 114(3), 549-563. doi:10.1007/s10551-012-1341-3Bampton, R., & Maclagan, P. (2005). Why teach ethics to accounting students? A response to the sceptics. Business Ethics: A European Review, 14(3), 290-300. doi:10.1111/j.1467-8608.2005.00410.xBates, A., & GodoĹ, R. (2016). Tackling knowledge âlike a businessâ? Rethinking the modernisation of higher education in Poland. Compare: A Journal of Comparative and International Education, 47(4), 454-467. doi:10.1080/03057925.2016.1234931Beggs, J. M., & Dean, K. L. (2006). Legislated Ethics or Ethics Education?: Faculty Views in the Post-Enron Era. Journal of Business Ethics, 71(1), 15-37. doi:10.1007/s10551-006-9123-4Bernardi, R. A., & Bean, D. F. (2010). Ranking North American accounting scholars publishing ethics research: 1986 through 2008. Research on Professional Responsibility and Ethics in Accounting, 139-174. doi:10.1108/s1574-0765(2010)0000014010Blanthorne, C., Kovar, S. E., & Fisher, D. G. (2007). Accounting Educatorsâ Opinions about Ethics in the Curriculum: An Extensive View. 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(2000). Journal of Business Ethics, 23(4), 401-409. doi:10.1023/a:1006150718834Lau, C. L. L. (2009). A Step Forward: Ethics Education Matters! Journal of Business Ethics, 92(4), 565-584. doi:10.1007/s10551-009-0173-2Lehnert, K., Park, Y., & Singh, N. (2014). Research Note and Review of the Empirical Ethical Decision-Making Literature: Boundary Conditions and Extensions. Journal of Business Ethics, 129(1), 195-219. doi:10.1007/s10551-014-2147-2LewickaâStrzalecka, A. (2006). Opportunities and limitations of CSR in the postcommunist countries: Polish case. Corporate Governance: The international journal of business in society, 6(4), 440-448. doi:10.1108/14720700610689559Loe, T. W., Ferrell, L., & Mansfield, P. (2000). Journal of Business Ethics, 25(3), 185-204. doi:10.1023/a:1006083612239Low, M., Davey, H., & Hooper, K. (2008). Accounting scandals, ethical dilemmas and educational challenges. Critical Perspectives on Accounting, 19(2), 222-254. doi:10.1016/j.cpa.2006.05.010Luthar, H. 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