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Knowledge is an essential source of competitive advantage in modern society and is particularly important in the current on-line environment due to increased business interactions throughout the world. Knowledge sharing initiatives taken by organisations to improve technicalities to tackle cyber threat have been extensively investigated. A particular focus of this study was on the security professionals sharing their learning experience in order to help address and mitigate identity theft. Multiple case studies were employed to interpret the triangulated data collected. ShoppingCo, PaymentCo, TeleCo, and NetworkingCo participated in this investigation. Semi structured interviews were scheduled and conducted in conjunction to company reports, personal communication, presentation slides and related materials was gathered to ensure trustworthiness and authenticity. Pattern matching analysis was employed to draw conclusions by evaluating 30 transcripts and 11 internal documents. The major theoretical contribution of this study was the proposal of a conceptual framework that adapts for private sector organisations knowledge sharing elements in the security profession. Lack of knowledge of the manager’s role is addressed. Current knowledge sharing and corporate communication practices are synthesised. Formal and informal communication, social forums and networking events are evaluated. Thus, improving the current understanding of identity theft. This empirical study contributes to an improved understanding of inter-organisational knowledge sharing practice within three retailers and an official networking forum. Because of this evaluation, an extended framework is proposed and components synthesised into a new framework. Recommendations are drawn based on an evaluation of what is working and what does not seem to be providing benefits with regard to knowledge that address and mitigate identity theft. The framework suggested that the key to improved knowledge sharing was to persuade a range of security officials working for different private sector organisations to share their knowledge of identity theft prevention.

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Thesis (M.S.)--Texas A & M University, 2003. / "Major Subject: Food Science & Technology." Title from author supplied metadata (automated record created on Apr. 30, 2004.). Vita. Abstract. Includes bibliographical references.

Thesis (M.S.)--Texas A & M University, 2003. / "Major Subject: Food Science and Technology." Title from author supplied metadata (automated record created on Apr. 30, 2004.). Vita. Abstract. Includes bibliographical references.

The objective in this paper is to review the technology stations program at Tshwane University of Technology. The technology stations are a product of the Department of Science and Technology (DST) policy objectives. The DST’s policy is aimed at strengthening and expanding mutually beneficial links between universities of technology and small, medium-sized and micro enterprises (SMMEs). The analysis disclosed the contribution of the technology stations to technology transfer in the SMME economy of the electronics and chemicals sub-sectors.

<p>Temporal Dominance of Sensations (TDS) is a sensory analysis method that measures the order and time that few key attributes are dominant throughout consumption of a product. Dominant attributes are those that catch the attention at a given moment, and are not necessarily related to intensity. A panel of 15 judges was trained first in Generic Descriptive Analysis (GDA) and then in TDS. This panel assessed 8 Guittard chocolates varying in amounts of cocoa solids, sugar, and fat. Both methods produced similar results. Samples were predominantly separated as milk chocolates and non-milk chocolates. Non-milk chocolates were sorted by attributes associated with cocoa and sugar content. The TDS data complemented the GDA data by providing additional information on how key attributes changed over time. A group of 98 untrained consumers then performed the same TDS procedure with the same chocolate samples. Both groups produced similar results for sample separation and sorting, but panelist data was superior. Panelists were better able to capture sensory changes over time and had more accurate and consistent understanding of certain attributes.

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The doctrine of affinity deserves to be recognised by historians of chemistry as the foundational basis of the discipline of chemistry as it was practiced in Britain during the 18th century. It attained this status through its crucial structural role in the pedagogy of the discipline. The importance of pedagogy and training in the practice of science is currently being reassessed by a number of historians, and my research contributes to this historiographical endeavour. My analysis of the variety of theories sheltered under the umbrella term ‘affinity theory’ has emphasised the role of pedagogy in influencing both the structure and the content of knowledge. I have shown that there were wide ranging discrepancies between many of the components of individual affinity theories. Nevertheless, the scope of divergence was limited. This underlying organisation resulted from the unifying hub of affinity theory, the logical common ground. This was the essence of the doctrine of affinity, encompassing the law of affinity and the conceptualisation of the table that brought together the relations described in the law. The doctrine of affinity thus provided a disciplinary common ground between chemists, providing a mediating level of understanding and communication for all those who subscribed to the doctrine of affinity, in spite of their detailed differences.