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Transcript: ExistingPatents Cost of Development Cost of Selling Cost-benefit analysis Budgetary planning Reactions in Market Market & Environment Existing Players $ 16.5 Million Globally In Size 44% of them are acquired By Major Players Like Juniper, Cisco, Symantec, Mc Afee, Trend Micro, IBM & CA Share for top 5 vendors Dropped from 60% since 2006 The information security market is in a continuous state of consolidation Fast Movers : Kaspersky labs, AVG, Checkpoint Market Growth factor : Quality of Product, Better Detection Rates, Better Support Enter market or Not Technological Product Overview Existing supply chain for available Product Convincing skills for new products selling Who are these ?? Software Sellers?? Network and infrastructure provider small & medium business Threat Networks Compititor Entry Model Nikhil Firke 10030241180 Their Simialr products Problem Mapping New Entrtants Bargaining Power of customers Strategies Targets Customers Businessing Web Application Security Framework Competitive Advantage Porter's Model Mapping Similar Products from Cisco, Kaspersky, Checkpoint Stregth : Software + hardware, faster analysis, still unique in nature Weakness : Maturity and knowledge base with respect to competitors, Opportunities : Scope for product in market Exapnasion with a efficient and effective hardware Cloud Computing : Expected to reach $241b By 2020; Currently $41b Mobile Connectivity & Mobile Broadband : $4.1b by 2015 Technological Trends in new Softwares and Products Market Penetration & Product Management Live Analytics Operational Market Channels Honeypot System Entry Barriers Bargaining Power of supplier Alternatives R & D Budgets Competitive Rivalry In Industry Price Wars Alternatives & options Web Request Analyzer Finantial Selection of Entry & Revenue Based model Security as a business Growth and global slowdowns of economies Increased Support from Govt initiatives New legal amendments in laws Economies of scale Problems that can appear Proposed Solution Giving Support to customer Managing resources for development, updations, support, expansions Capability to serve the customers with respect to locations Logistical handling for distributions Managing regular updates to customers and product Technological Trends Sunk Costs Customers : B2B Product Cost Limitations International trade Restrictions Legal options Alternatives & Options Out of Business Collabrations Rollling out Operations & Supporting Level Work Security software Market growth Project to $4 billion by 2015 Increasing Security Demand from cyber threats & changing technologies Increased level of organized threats for Enterprises The ever-consolidating security Market Never consolidated Increased level of fragmentation in Industry Legal Political & Economical Simultaneous Quality Management (cc) image by nuonsolarteam on Flickr Involvement of technical risks Technical support for implementation & deployment Product's technical testing with flaws removal before launch Substitute Products Spark Solutions Available Strategic & Management New players with similar products Existing Majors with ongoing innvations Their channel strategies and their effectiveness Product cost as a competitor New Threat Complete Testing Various Perspectives Two stage Analyser Entering Market Problem Limit pricing Development : Virtul Teams, cross geographic operations Operations : Channel partners, Vendors, etc Phase 1: Local Level Sites and servers [B2B] Phase 2 : National Level Scaling Phase 3 : Sequential Rollout for operations and management Compitition Law Monopoly & Dominance M&A Public Sector regulations IPR Increasing market Reach Clear goals specification Processes for Daily operations Long term goals Firm's strategic alignment Product Management strategies Adaptive Neural Network Factors That Favours


Transcript: Evidence from research believes about entrepreneurship I if I was using the articles I used when I first started teaching, they would all be dot-com articles, the students will be looking at me rolling their eyes thinking I was an idiot. Field of expertice if you take my syllabus now and you took my syllabi as a doctoral student, there would still be like some overlaps in terms of things like goals and objectives. So I guess a lot of it is traditional. (Engineers) have strong quantitative skills so they do not have problem to understand a spreadsheet. But to think about markets, for some of them it is a totally new sphere. I believe that even if you don’t go out and do entrepreneurship practice, having taken the technology entrepreneurship class will make you a better engineer because you are thinking about the capability of whatever R & D you are working on. Previous teaching experience we provide experience through projects, cases, speakers, interships Entrepreneurial experience Speakers entrepreneurial experience (transformational learning) But I do try to think about where the students are and what they're supposed to be getting out of this. historically, strategy teachers teaches using cases and projects intership is the only way without experience you are naive Learning by doing (projects) previous teaching experience / training I'm aware of some professors really work on things like opportunity recognition or creativity, those sorts of things, trying to make people more innovative or more aware or skillful at spotting opportunities in the environment. I don’t really do that. I think I would if I had more time. beliefs about field of expertice So I really bring in a lot of strategic management concepts. Some marketing concepts about how you segment markets and how you think about growth and expansion from a marketing point of view. But for new ventures a lot of basic strategy 101: what is your distinctive competence or your distinctive capability? How are you going to take that and create a competitive advantage? How are you going to differentiate yourself some meaningful way from your competition? undergraduate do not have experience what I'm trying to do is just sort of supplement people's natural motivation Mary's Selection of GCM my students needs the skills "we need more practice, experience" the audience Science and engineering students tend to be enamored with technologies I'm always talking about my own experience. I meet entrepreneurs all the time so I always can have stories that you can tell and that's going out there into the community and sort of engaging with practice. we have academic freedom like any other… But yeah, I'm trying to give them tools that they can use. I'm very experiential. I want them to do hands-on type of thing to actually work with these concepts. But on the other hand, I'm trying to explain to them why they're doing these things. some people are better at it than others Yeah, I'm a big believer in participant-centered learning. That comes from my strategy background where I use the sort of Harvard case discussion method pretty extensively. strategy implementation requires experience beliefs about learning beliefs about eship Audience (gen Y women are so perfectionnist) Institution Field of expertise Beliefs about entrepreneurship Teaching perspective Donna's Selecction of GCM Daniel's Selecction of GCM cases Internship


Transcript: An investigation into the accuracy of eyewitness testimony and attentional bias to violence and the weapon focus effect. Study will require p to view a scenario of a crime involving the use of a weapon. Will also be asked to undergo the dot probe task which will include threat related stimuli. However all p will be asked to sign a consent form before participating in the experiment which will outline the method utilised. P will be given the right to withdraw from the study at any point & will be fully briefed after completion Procedure 1) Issued the consent form to read and sign. 2) Watch the first video clip and then asked to complete the video accuracy questionnaire. 3) Watch the second video clip and asked to complete another video accuracy questionnaire. 4) They will then be seated at a flat surface with the correct distance from the laptop screen. 5) The dot probe programme will be activated and on-screen standardised instructions will appear before four practice trials of the experiment. ThThe participant will be presented with a word pair/image for a designated amount of time, one neutral and one threat related word/image per pair. 7) When the words/images disappear, a small dot will appear in the location of one of the words. The participant will then be required to press one of two clearly labelled keys on the laptop ('up' for the top location and 'down' for the bottom location). The dot will remain onscreen until the participant has responded. 8) Participants will then be thoroughly debriefed on the experiment. Design *Employs an experimental research design *Framework allows the effects on accuracy to be established *Provides quantitative data which can be analysed using inferential statistical tests. *Questionnaire format Loftus (1974) emphasises the importance of eyewitness testimony for juries. This is established further by Roesch et al. (2010) who described eyewitness testimony as an integral element in our criminal justice system, sometimes mediating the important decision between an acquittal and a conviction. Wells (1978) describes estimator variables as those which the criminal justice system do not have control over, such as the presence of a weapon. Greene et al. (2007) explains how estimator variables help in the understanding of situational problems that may arise in the perception and memory of any eyewitness. > Literature Review - Eyewitness testimony - Weapon focus effect - Attentional bias - Dot probe paradigm > Objectives & Hypotheses > Methodology - Design - Participants - Materials - Procedure > Ethical Issues > Analysis & Proposed Results > References > Questions By Sara Patel Dot Probe Paradigm Materials 2 video clips involving criminal incidents with and without the presence of a weapon Laptop Consent form Debriefing form 2 12-item video accuracy questionnaires (similar unambiguous closed-ended questions providing dichotomous data) Dot probe programme consisting of threat related stimuli and neutral stimuli Weapon Focus Effect Questions? Attentional Bias Literature Review Both word-based dot probe and pictorial dot probe tasks have been applied in investigations relating to fear and anxiety (Koster et al. 2006). In regards to methodology, Schmuckle (2005) contends that the dot probe cannot be considered reliable for non-clinical samples due to retest unreliability and contrasting research conclusions. However in contrast to this, prior research has justified the dot probe's suitability. The dot probe, despite previous criticism, remains a valid method with which to investigate attentional bias. Eyewitness Testimony Objectives & Hypotheses Individuals tend to have 'difficulty disengaging from threat related material' (Amir et al. 2003 p.1326). Attentional bias has been argued to be an adaptive process; the ability to attend to and recognise threatening stimuli aids an organism's chance of survivial (Amir et al. 2003; Fox et al. 2002). Individuals are perhaps therefore primed toward the recognition of negative stimuli. Attentional bias, according to Fox et al. (2002) may result from fear, with individuals attempting to identify threatening stimuli in the vicinity (Morris et al. 1996). References Participants Opportunity sampling Recruited from various settings Approx 100 participants plus 10 for pilot study Restrictions = No knowledge of the study and no issues of colour-blindness To observe whether there will be a difference in accuracy of recall between the two scenarios. To investigate whether there is a relationship between those with greater attentional bias to threat related stimuli and accuracy of recall in the scenario with the presence of a weapon. One tailed hypotheses will be proposed once the literature review is developed further. Methodology Analysis & Proposed Results Amir, N., Elias, J., Klumpp, H. & Przeworski, A. (2003). Attentional bias to threat in social phobia: Facilitated processing of threat or difficulty disengaging attention from threat? Behaviour

Oral Dissertation Template - Miguel Rincón

Transcript: Implications and transformations arise during the development of a course (level I) to teach English under the parameters of Communicative Language Teaching within a Moodle platform . Research Context From grammar in isolation towards the integration of language skills. Conclusions and Pedagogical Implications GRAMMAR Students did not have any chance to communicate and interact among themselves Teaching grammar withing CLT Viewing English language as mean of expression rather than linguistic code. Miguel Alberto Rincón Pinzón Advisor: Emilena Hernández Leal. Universidad Santo Tomás Bachelor in English as a Foreign Language Evidence Category 5 The students pointed that the interactivity in the virtual room allowed collaborative work among them; they also manifested their comfort since they were using the new resources and can integrate technology with English making it more functional and communicative. Category 1 The data was analyzed from a qualitative perspective by drawing categories and sub-categories from the data (Seliger & Shohamy, 1989) Sub Category 2.3 Evaluating the data Research Questions Categorizing information as coding the data or indexing the data Action Research Steps RESEARCH DESIGN Steps proposed by Taylor & Renner (2003): The lessons were mainly about grammar structures and translation Sub Question 2 Category 3: Students’ use of English is meaning based DATA COLLECTION INSTRUMENTS Information Communications Technology (ICT) in grammar teaching MOODLE Step 5 Category 4 Evidence Sub Category 2.4 Evidence MAIN RESEARCH QUESTION: What are the implications of designing and implementing a communicative course to teach English in level I under the parameters of Communicative Language Teaching within a moodle platform? Sub Category 2.1 Sub Category 1.1 Instructional Design Its relevance deal with the incorporation of new views, actions and strategies in the functional and communicative approaches: Communicative Language Teaching in the EFL classroom. Students find interesting interacting in a virtual environment. Sub Category 2.2 Evidence Its contribution deals with the fact that this research project was thought and designed to engage students in a new, funny and meaningful way to learn English. Criteria to analyze the data: Evidence My name is Emanuel and this is my family tree. I begin with the father´s father, his name was Numa and I unknown about his liven Venezuela with my uncles, aunts, cousins Etc…. My father is Shepherd and is an excellent person. I and my brother are fruit of that love. My brother is studying in the college and I am Studying in the university. I´m musician and my brother too… All are Christian less my three grandfathers because the mother´s father was Christian; this is my family. DATA ANALYSIS Subcategory 5.1 Adjusting the syllabus and the teaching process to the principles of communicative language teaching. FINDINGS What are the learning implications and transformations when implementing a course under the parameters of CLT within a moodle platform? From mechanical practice of English towards meaningful, contextualized and communicative tasks . The students give themselves the opportunity to talk in English providing real contexts, where they can feel more comfortable, and they considered that the use of the moodle platform helped them in the English learning. Subcategory 3.1: Students used language in context. (Students integrate personal and cultural knowledge) They perceive the course offers opportunities to learn and apply what they learn The view of language changes from a very a structural view towards a more communicative and functional view of language. Identifying patterns and connections within and between categories My role as a teacher was no longer a model or controller of classroom, but also as a guide and academic partner and material designer. Step 1 CLT: Students are encouraged to consider language not only in terms grammar and vocabulary, but also in terms of the communicative function. Subcategory 4.1: Students attempt to express their ideas through different strategies (use of L1, illustrating, asking for help, using models of language use, using nonverbal language) Explaining the findings From structure-focused goals towards communicative goals Changing the view of language has an implication in the planning and design of teaching activities and materials within the communicative language teaching From valuing students’ learning based of the product towards assessing the whole process A communicative syllabus (Miranda, Calle & Saez;2006) Understanding the data (observing through artifacts) Subquestions: Documentary evidence or artifacts Non-structured Interview (Brown, 2007) Step 3 During the pedagogical implementation, I used formative assessment, which it is used through instruments and procedures to follow, and monitor students’ learning process COMMUNICATIVE APPROACH Learning in a MOODLE platform “Mi nombre es Andrea Carolina Martínez… antes


Transcript: Quotes Titles Conclusion Dissertation the human ethnographer is the tool used to gather th data, but is not an unbiased perfect tool itself (find who said this -ish_) Research Proposal Themes Research Proposal Although there is no rigid format for the dissertation proposal – we are looking for creativity here, not just an ability to follow instructions – you should include some or all of the following: 1. Research questions: A broad set of questions or problematics to be explored by the dissertation. What is it that you want to find out from the research you are undertaking? (Often this will change as the research progresses – it’s perfectly appropriate to change the focus of your dissertation in response to what your research discovers…). The final dissertation will need to include an argument or a set of arguments that runs through the work. You may not know what that will be at that stage, but it’s good to pinpoint the themes you want to explore. 1. Placing the research theoretically and thematically: Give an indication of where your study sits within the broader literature on the topic. For example, is it medical anthropology? A contribution to the ethnography of Southern Africa? Or might it be related to a particular body of thematic literature – such as the anthropology of the body, or wider studies of a particular group in the diaspora? You might also want to indicate where the study is coming from theoretically: are there any theorists who have influenced your choice of topic? The aim here is to show an awareness of what’s already out there on the topic you’ve chosen, and to show how your work might fit into it. What, for example, is unique about it in relation to the other work (you might, say, be exploring a question that’s been asked before, but in relation to a different group of people). c) Your research site(s): Tell us something about the (proposed) research site or sites: where will you do the research (eg in a particular village in Mozambique or a gym in North London?)? Who will be your main informants (children? women? a particular sub-group?) d) Research methods: this shouldn’t be a dry, academic account of different methodological approaches, or the finer points of grounded theory versus some other approach, with lots of references from the methodological literature. Reflect on how you will actually carry out the research, thinking, for example, about whether you want to include interviews and questionnaires (and, if so, what kind of interviews and questionnaires, and why), or whether you will rely primarily on participant observation. e) One hard copy of your proposal should be submitted with a submission form to the Social Sciences essay box by 3 pm on Friday 14 October 2011. (You are advised to keep a copy for your records.)

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