Open source intelligence (OSINT) has always been strongly tied to the information and communication technology (ICT) of the day. This paper is an examination of the current state of OSINT as it relates to ICTs by looking at overarching problems that exist across multiple types of collection methods, as well as looking at specific cases where there are issues, such as China and the Middle East, and ending with some minor recommendations on how to fix or minimize the issues highlighted. / text

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Η άποψη ότι κατά τη διάρκεια των τελευταίων χρόνων είμαστε μάρτυρες θεαματικών εξελίξεων στις τεχνολογίες πληροφοριών και επικοινωνιών είναι πλέον κοινός τόπος. Οι εξελίξεις, όμως αυτές, επηρεάζουν άμεσα τη παραγωγικότητα της εργασίας με συνέπεια τη μετάλλαξη και του ίδιου του εργασιακού περιβάλλοντος τόσο ποιοτικά όσο και ποσοτικά. Οι έννοιες της πληροφορίας και της γνώσης αποκτούν ιδιαίτερη σημασία στο νέο τεχνο-οικονομικό παράδειγμα που ουσιαστικά βασίζεται σε αυτές, αναπτύσσοντας καινοτομικές δραστηριότητες στη παραγωγική διαδικασία, στις δεξιότητες των εργαζομένων και στη λειτουργία των επιχειρήσεων γενικότερα. Η ολοένα και πιο έντονη, όμως, εισροή των τεχνολογιών πληροφορικής και επικοινωνιών, ενώ δημιουργεί νέες αγορές και νέα προϊόντα και άρα αυξάνει τις θέσεις εργασίας, παράλληλα εκτοπίζει εργατικό δυναμικό αφού πλέον η μηχανή αντικαθιστά τον άνθρωπο. Αποτέλεσμα αυτού, οι αλλαγές στις εργασιακές σχέσεις και νέες προκλήσεις τόσο στην εκπαίδευση όσο και στον εργαζόμενο και την επιχείρηση. Η παρούσα διπλωματική εργασία αναλύει τις αλλαγές που επιφέρει στην απασχόληση η τεχνολογία πληροφοριών και επικοινωνιών και παρουσιάζει τα στοιχεία που συνθέτουν τη νέα οικονομία στην οποία είμαστε ήδη εισηγμένοι. Παράλληλα, προσδιορίζει τις επιδράσεις της νέας τεχνολογίας και τις προκλήσεις που δημιουργούνται μέσα από αυτή. / The fact that last years we are witnesses of spectacular developments in the technologies of information and communications is worldwide accepted. However, these developments influence directly the productivity of work and the result of this is the mutation of the labour environment in quantity and quality. The significances of information and knowledge acquire particular importance in the new [techno]- economic example which substantially is based on them, developing innovative activities in the productive process, in the skills of employees and in the operation of business generally. However the continuously surge of technologies of information and communications, while it creates new markets and new products and increases the employment and at the same time displaces workforce with machines. As a result of this, are the changes in the labour relations and new challenges in the education and business. The present diplomatic thesis analyzes the changes that effect in the employment because of the technology of information and communications and presents the elements that compose the new economy in which we have been already in. At the same time, it determines the effects of new technology and the challenges that are created through this.

Pastaraisiais metais informacinės komunikacinės technologijos (IKT) tapo bene svarbiausiu diskusijų objektu. Šios diskusijos vyksta įvairiais lygmenimis – moksliniu, techniniu, politiniu, vadybiniu ir pan. Neabejotina, kad šiandieninės technologijų galimybės yra didžiulės. Labai problematiška sritis – technologijų „perkėlimas“ į švietimo sistemą. Kaip tai padaryti? Kaip efektyviai panaudoti mokymo(si) tikslais? Kaip sumažinti galimai neigiamą poveikį sveikatai? Pasaulis kinta labai sparčiai, techninės galimybės didėja kasdien. Skaitmeninė revoliucija daro žmonių gyvenimą lengvesnį, keičia ir jų darbą, ir laisvalaikį. Ar galime teigti, kad šiuolaikinės IKT padeda organizuoti ugdymo procesą? Šis klausimas nėra vienareikšmis. Akivaizdu, kad tobulėdamos IKT vis labiau skverbiasi į įvairias mūsų gyvenimo sritis (Lamanauskas, 2006). IKT panaudojimas ugdymo įstaigose – tai dar ne taip seniai į ugdymo procesą integruota ugdymo(si) priemonė. Ji negali būti įvertinta vienareikšmiškai dėl jos naujumo ir nuolatinės kaitos. Prieš keletą metų pagrindinis uždavinys buvo mokyklų aprūpinimas nauja kompiuterine technika, šiandien aktualia problema tapo kaip veiksmingai IKT integruoti į ugdymo procesą. Dažniausiai galvojama, kokią naudą duos IKT teikiamos galimybės ugdymo(si) procesui, bet pamirštama, kad IKT ugdytinius veikia ir neigiamai. Šio darbo tikslas ir yra nustatyti, kokie veiksniai ugdytiniams dirbant su IKT neigiamai veikia juos pačius ir ugdymo(si) procesą. / Recently, the issues of Information and Communication Technologies have been exhaustively discussed. The questions are debated at scientific, technical, political, managerial etc level. Certainly, the present technologies have many possibilities. However, ‚transferring‘ them to the educational system seems to be the most difficult problem. What are the solutions to be reached in order to effectively apply the technologies for teaching/learning purposes, to decrease a possible negatyve impact on health etc. A question if we can support an idea that modern ITC helps with the educational process is not explicit?(Lamanauskas, 2006). Usage of the ICT in educational establishments (institutions) is device of education, integrated in learning process for not so long time ago. It can not be evaluated unambiguous, because of its (newness) originality and permanent shifting (alternation). Few years ago main task was to provide (supply) new computers for schools, today’s point (relevant) problem becomes how to integrate the ICT for effective using in learning process. Usually it is contemplated in what possibilities in learning process will give the use of ICT, but everyone forgets that there is a negative influence for the pupils. Main aim of this work is to estimate what kind of subjects gives the negative influence for the pupils and the learning process in working with ICT.

In the epoch of the modern global changes, a new form of society is being formed. The individual knowledge of a person is becoming a still more important basis of the quality of economic and social life. The reform of education in Lithuania is taking place for more than a decade, and within this period many essential changes occurred. Lithuania is oriented towards the aims of the European Union, it seeks to become the competitive member of the European Union, is open to various novelties and aims to strengthen its education system, so that it would educate the full-fledged members of modern society. The present-day changes also conditioned the emergence of social problems, which had a strong effect on the whole social life, including school life. The necessity came forth to take all necessary measures for the improvement of social situation. Social pedagogues, whose position has been introduced in the educational establishments from 2001, may help to solve these problems. One of the priority trends in the development of modern society is the rapid implementation of communication technologies in all the fields of activities. In implementing information and communication technologies at school it is also necessary to integrate in this process the functions performed by a social pedagogue. The objective of this work is to study the opportunities of a social pedagogue, to use information and communication technologies in his activities. A social pedagogue, when performing the... [to full text]

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The value and scope of telecom services have increased substantially in the decade from the mid 1990s. The telecom companies have offered not only telephone services but also data exchanges for example streaming services. Therefore, they now offer telecom services as packaging into which layered services are integrated. The number of actors involved in the market has increased due to the expansion of business areas, while rapidly changing technological trends have altered R&D methods. The thesis shows that the adoption of the marketing concept and the development of complex inter-firm technology based relationships underpin the creation and management of new telecom services. The relationships have originated from an exchange of technological knowledge and specialized skills. This research uses the NTT-centred collaboration system in Japan, which features relational exchanges and high mutual dependence. This case shows that inter-firm relationships greatly contributed in the development of technological resources in two ways; collecting advantageous technologies from others and mediating in the introduction of new technologies. In addition, developments in technology resulted in an expanded domain of applicability. Consequently, not only the market structure was changed but also the relationship between marketing and R&D changed. With increasing integration of the market, the number of related firms increased as firms concentrated on specific technologies, with additional firms having superior competitive advantages in each layered business area. The case in the thesis also shows mechanisms of changing inter-firm relationships under dynamic business circumstances; indirect exchanges occurred when inter-firm relationships changed. Inter-firm relationships are changed, keeping existing but adding new relationships. The study also indicates a new direction to study service marketing. As the new trend of service development in ICT industry develops so the integration abilities and the management of inter-firm relationships in supply-sides become more focused. The thesis points to the importance of these upstream activities (coordinating inter-firm relationships in a service-oriented approach) and advocates the presence of a facilitator who can bridge both upstream and downstream activities. The results should contribute to both marketing and technology management in academia as well as business practices in R&D management.

Politicians and educators are concerned about the level of literacy and numeric skills of learners in South-African schools. Educators are experiencing increased pressure to teach reading-, writing- and mathematical skills effectively (the so called 3 R's, namely reading, writing and arithmetic). It is imperative that the effective teaching of numeric and literacy should commence in the foundation phase, where the basis for more advanced skills should be established. The purpose of this study was to establish whether the development and implementation of multimedia learning and teaching support material (LTSM) by means of a digital book disc programmer (DBD) would contribute to effective facilitation of reading-, spelling- and mathematical skills. A positivist research paradigm served as the foundation for this study. A literature study was undertaken to establish how multimedia can be used as LTSM to improve reading, spelling and mathematical skills of foundation phase learners. Quantitative research was done wherein the variables were controlled and standardised procedures and measuring instruments were used to collect data. Statistical techniques were also used to analyse the collected data and draw conclusions, 'n Quasi-experimental pre-test post-test control group-design was used over a four month period, in which learners were exposed respectively to traditional teaching on the one hand (control group) and intervention by means of exposure to the DBD-multimedia programmer (experimental group) on the other hand, in order to test the effect of the DBD. The results of this study indicated that the integration of the DBD programmer, as a form of multimedia LTSM, effectively supports the facilitation of reading-, spelling- and writing skills. The proposed model indicates clear guidelines for the development and integration of a multimedia teaching and learning support programmer to enhance the effective facilitation of reading-, spelling- and mathematical skills in the foundation phase. / Thesis (Ph.D. (Leer en Onderrig)--North-West University, Potchefstroom Campus, 2008.

Politicians and educators are concerned about the level of literacy and numeric skills of learners in South-African schools. Educators are experiencing increased pressure to teach reading-, writing- and mathematical skills effectively (the so called 3 R's, namely reading, writing and arithmetic). It is imperative that the effective teaching of numeric and literacy should commence in the foundation phase, where the basis for more advanced skills should be established. The purpose of this study was to establish whether the development and implementation of multimedia learning and teaching support material (LTSM) by means of a digital book disc programmer (DBD) would contribute to effective facilitation of reading-, spelling- and mathematical skills. A positivist research paradigm served as the foundation for this study. A literature study was undertaken to establish how multimedia can be used as LTSM to improve reading, spelling and mathematical skills of foundation phase learners. Quantitative research was done wherein the variables were controlled and standardised procedures and measuring instruments were used to collect data. Statistical techniques were also used to analyse the collected data and draw conclusions, 'n Quasi-experimental pre-test post-test control group-design was used over a four month period, in which learners were exposed respectively to traditional teaching on the one hand (control group) and intervention by means of exposure to the DBD-multimedia programmer (experimental group) on the other hand, in order to test the effect of the DBD. The results of this study indicated that the integration of the DBD programmer, as a form of multimedia LTSM, effectively supports the facilitation of reading-, spelling- and writing skills. The proposed model indicates clear guidelines for the development and integration of a multimedia teaching and learning support programmer to enhance the effective facilitation of reading-, spelling- and mathematical skills in the foundation phase. / Thesis (Ph.D. (Leer en Onderrig)--North-West University, Potchefstroom Campus, 2008.

This two-year longitudinal study sought to describe and evaluate a newly developed information and communication technology (ICT) environment and the associated schoolbased ICT professional development (PD) project within a State Government primary school. The overall aim of the research study was to investigate the most effective requirements to support teachers to be skilled, knowledgeable and confident in the use of ICT in their teaching roles. The teachers were the focus of the Research Study and not the students. The ICT environment and the professional development project's effectiveness was evaluated using data collected from participating teachers and the literature regarding components of effective ICT professional development. The Research Study used qualitative and interpretive methods to illuminate and expand on what it means to provide effective ICT PD within the primary school context. The components of the ICT-enhanced environment were studied in detail to provide feedback and findings that may also be useful in other educational settings with modification. The study provided evidence that, apart from providing and developing individual ICT PD components, a collection of inter-related components was necessary at the same time for successful ICT PD to be achieved. The components of the PD project have been discussed individually and collectively in terms of their effect on the research subjects, the teachers themselves. Four global factors were identified for effective ICT PD and they were used as a framework for the study. These were teacher characteristics, authenticity, support and the ICT-enhanced environment.