Business rule models are widely applied, standalone and embedded in smart objects. They have become segregated from information technology and they are now a valuable asset in their own right. As more business rule models are becoming assets, business models to monetize these assets are designed. The goal of this work is to present a step towards business model classification for organizations for which its value position is characterized by business rule models. Based on a survey we propose a business model categorization that is aligned to different types of assets and business model archetypes. The results show five main categories of business models: The value adding business rule model, the ‘create me a business rule model’ business model, the KAAS business model, the bait and hook business model and the market place business model.
Forensic and behavioural science are often seen as two different disciplines. However, there is a growing realization that the two disciplines should be more strongly integrated. Incorporating psychological theories on human behaviour in forensic science could help solving investigative problems, especially at the crime scene. At the crime scene it is not just about applying scientific methods to analyse traces; these traces must first be perceived and categorized as relevant. At the crime scene, the behavioural perspective of an investigative psychologist could play an important role. In this study, we examine to what extent (1) investigative psychologists detect deviant behavioural cues compared to forensic examiners when investigating a crime scene, (2) forensic examiners can find the relevant traces that can be associated with this behaviour and (3) the availability of a psychological report highlighting these behavioural cues helps forensic examiners in finding more relevant traces. To this end, a total of 14 investigative psychologists and 40 forensic examiners investigated a virtual 3D mock crime scene. The results of this study show that investigative psychologists see significantly more deviant behavioural cues than forensic examiners, and that forensic examiners who receive a psychological report on these cues recognize and collect significantly more traces that can be linked to deviant behaviour and have a high evidential value than examiners who did not receive this information. However, the study also demonstrates that behavioural information is likely to be ignored when it contradicts existing beliefs.
In the following paper I investigate the use of Facebook and the purpose of its use by first year students, in the Department of Media, Communication and Information at the Amsterdam University of Applied Sciences, with a limited enrolment of 960 students (2011-2012). Differences in whether or not students use self-created Facebook-groups will be measured against the differences in utilization of various activities on Facebook. According to a previous study, these activities are categorized by the motives for using Facebook; 1) for information sharing, 2) for educational purposes, 3) for social purposes and 4) for leisure. Furthermore, this study is part of a broader (PhD) research where I investigate the influence of media literacy and its possible effect on students’ success. The aspects of media literacy I focus on are better known as information problem solving skills (IPS-skills). These IPS-skills are also measured against the different activities conducted on Facebook. All variables are measured using digital surveys and analysed with the help of statistical tests. This will ultimately provide a valuable insight into how and if there is a relation between the differences of the students’ use of Facebook and their IPS-skills.
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