本論文所定義之「網路群體犯罪」，不同於組織犯罪般有結構的犯罪團體，亦非為了追求共同利益而合作的共犯夥伴，而是網路使用者自發性互動行為下逐漸浮現的群體近似犯罪行為，並且普遍存在於當今各式各樣的網際網路社群，以各種不同的樣貌與形式展現。本研究以Sutherland（1978）提出之差別接觸理論與Bandura（1977）提出之社會學習理論為基礎，運用理論相關的元素與概念作為食材與食譜，以BDI代理人模式為方法來設計網路群體犯罪之模擬模式，透過動態模擬群體犯罪在不同條件下展現不同之面貌。更運用Watts（2003）主張的網路科學概念與分析方法，來分析犯罪關係網絡之特性，本研究藉由控制網路社群之使用者人數（Size）與初始犯罪率（ICR）來觀察不同組合之下所演化的網路結構差異，並從四個衡量指標：犯罪技能平均數、群聚係數、前10%使用者平均連結度、連結度小於10之比率，標示演化之網路結構的特徵。研究結果發現：1. 犯罪技能擴散的速度受到ICR高低的影響，當ICR越高的時候犯罪技能擴散的速度越快，反之，當ICR較低的時候犯罪技能擴散速度隨之減緩。2. 當ICR超越某一特定臨界值之後，使用者擁有的犯罪技能平均數與所屬社群人數成正向關係。3. ICR的高低對於群聚係數的高低有反向關係，當ICR越高則群聚係數越低，反之，當ICR越低時群聚係數越高。4. 社群使用者人數越多的情況下，群聚係數越低。5. 前10%使用者的平均連結度有隨著演化次數逐漸增加的趨勢。6. 初始犯罪率的高低與前10% 使用者的平均連結度成反比關係。7. 不論演化次數、社群人數多寡與初始犯罪率值之高低，均僅有少數犯罪者擁有高度的連結，絕大多數的使用者或犯罪者其連結度數均不高（符合power law分佈）。 / Collective crime is an emerging phenomenon along with collective intelligence in recent years. It is defined as a form of universally distributed crime originated from spontaneous interaction among community users in this paper. The issues that collective crime addresses focus on deviant or criminal behavior existing in common groups or crowds rather than traditional topics at computer crime or cybercrime. The theories, “differential association” proposed by criminologist Sutherland(1978) and “social learning” proposed by sociologist Bandura(1977), underpin the explanation of collective crime phenomena and the model design of agent-based simulation. The detection function of collective crime consists of the evolving network function based on the micro-simulation and an analysis of the function along with four indicators: average amount of crime skills, average cluster coefficient, average degree of top 10% users, and rate of users with degrees smaller than 10. The research findings are: 1. A community with higher initial crime rate (ICR) results in faster spreading of crime skills. 2. A negative relationship between the community size and the average amounts of crime skills exists, as ICR exceeds a threshold. 3. As ICR gets increasing, the average cluster coefficient gets decreasing, and vice versa. 4. The average cluster coefficient gets decreasing along with increasing community size. 5. The average degree of top 10% users gets increasing along time. 6. A negative relationship exists between ICR and the average degree of the top 10% users. 7. The distribution of the degrees of community users follows the scale-free power law distribution – whatever the network evolution times, community size and ICR are, most of the community users have fewer degrees and only few criminals have pretty high degrees relatively.

Made available in DSpace on 2016-03-15T19:25:31Z (GMT). No. of bitstreams: 1 Elza Hirota.pdf: 4270701 bytes, checksum: 7045e0c4782108059351f6db1a0c4671 (MD5) Previous issue date: 2011-01-27 / Fundo Mackenzie de Pesquisa / This research paper investigates organizational learning, from the following perspective: how do the individual and collective learning processes function in a small organization? The overall objective is to understand the learning process in small organizations on the individual and collective levels and the formal and informal mechanisms involved. To attain this overall objective, two specific objectives were defined. The first specific objective is to identify and describe how the owners and employees of two stores in a woman s apparel retail chain learned to work in this area, looking at both their formal and informal learning processes. The second specific objective is to analyze and compare the formal and informal learning processes of the owners, the managers and the employees at these stores and to evaluate if there is a difference in the pattern of learning due to a difference in the locations of the stores (one being located on the street and one being located in a shopping center). The theories and concepts which form the foundation of this research are: experiential learning, the theory of social learning as well as formal and informal learning. This paper, which is of an exploratory nature, has adopted a qualitative perspective and has been developed based on the premises of a basic or generic qualitative study . This choice is justified based on the emphasis placed on discovering and interpreting the lessons learned by the participants themselves in terms of their lives and their experiences. The main strategy for data collection was the conduction of interviews at the workplace. An analysis of these interviews led to the creation of hierarchically organized analytic codes to facilitate the interpretation and extraction of significant data. One of the main results of this research is that the interviewees learned through different forms of informal learning: exchanging experiences, self-taught learning, and external interactions in the workplace. We also can affirm that learning occurs much more on the individual level than at the collective level, a fact which is related to the characteristics of the organizational environments investigated,which place management in the central role. The managers are those who command, train and follow the day to day work of the employees, and they serve as models to be emulated and are responsible for the store s earnings. No significant differences were observed in the forms of learning used by the owners, the managers and the employees. As far as the location of the stores is concerned, there was a general consensus that there is no difference between the forms of learning utilized in a store located on the street as opposed to one located within a shopping center, and that the learning process is essentially the same for any type of retail sales organization, differing only in terms of the product that is being sold. / Esta pesquisa investigou a aprendizagem organizacional, a partir da seguinte questão orientadora: como se dá o processo de aprendizagem individual e coletivo em organizações de pequeno porte? O objetivo geral foi compreender o processo de aprendizagem em organizações de pequeno porte, considerando o nível individual, o nível coletivo e os mecanismos formais e informais. Para o alcance do objetivo geral, foram definidos dois objetivos específicos. Primeiro objetivo específico: identificação e descrição de como as proprietárias de duas lojas de rede varejista de acessórios femininos e suas funcionárias aprenderam a trabalhar nesse ramo, considerando tanto os processos formais, quanto os processos informais de aprendizagem. Segundo objetivo específico: análise e comparação dos processos de aprendizagem formais e/ou informais entre as proprietárias, entre as gerentes e entre os níveis funcionais das duas organizações, para avaliar se havia diferenças de aprendizagem considerando a localização das lojas (na rua e no shopping). As teorias e conceitos que embasaram a pesquisa foram: a aprendizagem experiencial, a teoria da aprendizagem social e também a aprendizagem formal e informal. A pesquisa, de caráter exploratório, adotou uma perspectiva qualitativa e desenvolveu-se segundo as premissas do estudo qualitativo básico ou genérico . Esta opção justifica-se pela ênfase em descobrir e interpretar os significados atribuídos a vida e experiências pelos próprios participantes. A estratégia fundamental de coleta de dados se deu por meio da realização de entrevistas, nos locais de trabalho. A análise gerou a criação de códigos analíticos organizados hierarquicamente, para facilitar a interpretação e extração de significados. Como principais resultados, a pesquisa revelou que as entrevistadas aprenderam por diferentes formas de aprendizagem informal: troca de experiências, aprendizagem autodirigida e interações externas no cotidiano de trabalho. Também foi possível afirmar que a aprendizagem se dá muito mais no nível individual do que no coletivo, fato este relacionado às próprias características dos ambientes organizacionais investigados que têm a gerência como papel essencial. É a gerência quem comanda, orienta, acompanha o dia a dia das funcionárias, serve de modelo a ser seguido e responde pelo faturamento da loja. Não se observaram diferenças significativas nas formas de aprendizagem entre as proprietárias, entre as gerentes e entre os outros níveis funcionais. Quanto à localização das lojas, houve consenso de que não existem diferenças de aprendizagem entre a loja da rua e a loja do shopping; observou-se, ainda, a ideia de que a aprendizagem para se trabalhar em vendas no varejo é comum para qualquer tipo de organização, diferindo apenas a relação com o produto comercializado.