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During the digital and BigData era, the purchase department begins a new mutation because of the extraordinary evolution of information systems we've witnessed these last years.The purchase departments who learned to adapt are the ones who transformed into real "business partners" and became a driving force of innovation, a vector of growth for the company and strayed away from the common notion that their sole purpose is to be a cost reduction catalyst. In order to tackle this challenge, they integrated collaborative solutions.The Purchase/Supply information systems are no longer seen as mere tools but as a necessary force in order to levy operational performance allowing the increase in conformity with contracts and consumer policies, increase gain and performance visibility, anticipate risks and offer bettercapacities to innovate.The key to success in order to connect these processes lies on a shared understanding of spending. This can be done by implementing an e-procurement solution.Only once the digital foundation is set can you tackle the restructuring of the purchase department in order to make it more productive and generate increased gains. ; À l'ère du Digital et du BigData, la fonction Achats entame une nouvelle mutation grâce à l'extraordinaire évolution de l'offre en systèmes d'informations de ces dernières années. Les organisations Achats qui ont su devenir de véritables « Business Partners », force d'innovation, vecteur de croissance pour l'entreprise et non plus uniquement catalyseur de la réduction des coûts, se sont toutes dotées de solutions informatiques collaboratives et intégrées pour relever ce challenge. Les systèmes d'informations Achats/Approvisionnement ne sont plus vus comme des outils mais comme de véritables leviers de la performance opérationnelle, permettant d'augmenter la conformité aux contrats et politiques de consommation, d'améliorer la visibilité sur les gains, d'anticiper les risques et d'offrir de nouvelles capacités pour innover. La clé de succès pour connecter les processus repose sur une compréhension partagée de la dépense. Cela peut être réalisé en implémentant une solution de type e-procurement. C'est une fois que la base digitale est fixée que l'organisation des Achats peut alors être redessinée, structurée de façon plus efficace et plus productive et générer plus de gains pour le métier.

This article explains how Citizens' civil liberties can be preserved by banning Internet of Things (IoT ) mandatory backdoors while at the same time effectively catching and prosecuting suspects (such as alleged "terrorists"). IoT devices are becoming pervasive in all aspects of life including personal, corporate, government, and social. Adopting IoT mandatory backdoors ultimately means that security agencies of each country surveil and control IoT in their own country and perhaps swap surveillance information with other countries. Burr-Feinstein have proposed that it must be possible for security agencies to be able to secretly access and take control of any individual IoT device. However adopting their proposal would make it very difficult to prevent security agencies from accessing and controlling large numbers of devices and abusing their surveillance and control capabilities. Also, adopting IoT mandatory backdoors would be corrosive to civil liberties because any IoT device could be secretly accessed and controlled without any awareness by those using the device. A critical security issue is that after a backdoor has been exercised to take control of a citizen's IoT device without their awareness, the device thereby becomes somewhat less secure because of potential vulnerabilities in the new virtualized system used to take control of the device. Distributed Encrypted Public Recording (DEPR) is system in which distributed public and private organizations keep encrypted electronic records of all activity that takes place in outside the homestead including tracking automobiles, cell phones locations, humans (using facial recognition), and all financial transactions. The records can be decrypted only by court warrant using both a key kept by the recording establishment and a key provided by the court. If not court ordered within a time set at recording, the recordings cannot read by anyone (enforced by cryptography using a trans-national distributed Internet time authority). In addition to ensuring that ...

Invited Key-note speaker Conference ; International audience ; We call values that which founds a judgment (good or bad, important or not, right or wrong, true or false, beautiful or ugly, expensive or cheap, .). After giving some definitions, this paper analyzes the values that are identifiable inside science, and then inside science education. The value of science comes from its economical and political importance, but science seeks the truth by observing important values: a scientist must be honest, modest, always critical, rejecting any dogmatism and any fraud, but also creative, imaginative and able to work collectively. Nevertheless, a scientist is a human being with emotions and ideologies often interfering with his/her work and results. Some examples are discussed. Science must be separated from religion but the values of science and those of ethics overlap (bio-ethics, citizen values). UNESCO promotes Education for All, even if there are still important inequalities among countries. The values of science education are analyzed, and developed furtheron the example of ESD (Education for a Sustainable Development). They are then analyzed in some images of science textbooks, showing implicit ideologies linked to the scientific messages. They are also identified through different pedagogical styles. The analysis of teachers' conceptions, through an international survey covering more than 8 000 teachers, reveals deep differences among countries, as well as opposite systems of values, in interaction with social practices and actual or out-dated scientific knowledge, illustrating the KVP model as is also the case throughout this paper.

Invited Key-note speaker Conference ; International audience ; We call values that which founds a judgment (good or bad, important or not, right or wrong, true or false, beautiful or ugly, expensive or cheap, .). After giving some definitions, this paper analyzes the values that are identifiable inside science, and then inside science education. The value of science comes from its economical and political importance, but science seeks the truth by observing important values: a scientist must be honest, modest, always critical, rejecting any dogmatism and any fraud, but also creative, imaginative and able to work collectively. Nevertheless, a scientist is a human being with emotions and ideologies often interfering with his/her work and results. Some examples are discussed. Science must be separated from religion but the values of science and those of ethics overlap (bio-ethics, citizen values). UNESCO promotes Education for All, even if there are still important inequalities among countries. The values of science education are analyzed, and developed furtheron the example of ESD (Education for a Sustainable Development). They are then analyzed in some images of science textbooks, showing implicit ideologies linked to the scientific messages. They are also identified through different pedagogical styles. The analysis of teachers' conceptions, through an international survey covering more than 8 000 teachers, reveals deep differences among countries, as well as opposite systems of values, in interaction with social practices and actual or out-dated scientific knowledge, illustrating the KVP model as is also the case throughout this paper.

International audience ; In this review, we conduct an exploratory study to assess Egypt Science and Technology System by the utilization of the Delphi survey combined with "Electronic Town Meeting" protocol following a preliminary evaluation of research and innovation performance at the national level. The application of this protocol was directed toward a realization of national science and technology SWOT analysis. Within this analytical framework, we examined different components of Egypt Science and Technology System in addition to competencies, bottlenecks and opportunities with the aim of providing a concrete assessment view and draw useful directions that could be rapidly utilized in different settings. We recommend using this combined protocol in the different strategic planning settings and actions.

International audience ; Virtual Asset Service Providers (VASPs) have recently been faced with increased compliance costs as both national and international bodies bring their due diligence compliance requirements inline with those of traditional financial entities. The 'travel rule', as defined by the Financial Action Task Force (FATF) is prominent amongst these and has created a need for efficient compliance solutions for VASPs. In this paper we improve upon current travel rule compliance solutions by utilising a mixed centralised and decentralised approach to provide trust and reduce the compliance burden on VASPs. Moreover, we provide a generic system capable of ensuring compliance with FATF recommendations as well other sanctions and embargoes that impact VASP trading relationships.

I am pleased to have the opportunity to respond to Oren, Ozminkowski, and Strake's
comments on my recent article on myths about the physical sciences. All of them in my
judgment either misperceive parts of my original argument or raise concerns that allow me to
extend that argument. To the degree that others share their views, this essay may address
widespread differences of opinion or misperceptions about these matters.

"The answers to scientific questions depend on who's asking, because the questions asked and the answers sought reflect the cultural values and orientations of the questioner. These values and orientations are most often those of Western science. In Who's Asking?, Douglas Medin and Megan Bang argue that despite the widely held view that science is objective, value-neutral, and acultural, scientists do not shed their cultures at the laboratory or classroom door; their practices reflect their values, belief systems, and worldviews. Medin and Bang argue further that scientist diversity -- the participation of researchers and educators with different cultural orientations -- provides new perspectives and leads to more effective science and better science education. Medin and Bang compare Native American and European American orientations toward the natural world and apply these findings to science education. The European American model, they find, sees humans as separated from nature; the Native American model sees humans as part of a natural ecosystem. Medin and Bang then report on the development of ecologically oriented and community-based science education programs on the Menominee reservation in Wisconsin and at the American Indian Center of Chicago. Medin and Bang's novel argument for scientist diversity also has important implications for questions of minority underrepresentation in science."

I want to dissent initially from the rather constricting frame of reference that Schubert has established in his paper. He has every right in the world to set rhetorical snares, but I have no intention of walking into them. If I may summarize, Schubert asserts that he is a spokesman for a radical new direction in the study of public law, claiming that the old ways are moribund. He further urges that we should look with envy at the creative function of the social psychologists who supplied the Supreme Court with the banners it carried in Brown v. Board of Education while we were bumbling around with historical and philosophical trivia. He concludes that instead of wasting our time with talmudic disputations on whether the Supreme Court reached the "right" or the "wrong" decisions in specific cases, we should settle down to build a firm "scientific" foundation for our discipline.Not the least amusing aspect of this indictment is that I find myself billed as the defender of the ancien régime, as the de Maistre of public law. Therefore, for the benetfit of the young and impressionistic, let me break loose from Schubert's rhetorical trap: I too think that much of the research done in public law—and, for that matter, in political science generally—has been trivial.

The idea for this text stemmed from the fruitful experience gathered during the training course of 9 Nigerian university students organized in Naples from 3 to 18 September 2008 by the team of Fondazione IDIS-Città della Scienza under the project Science Centre Owerri. The training course turned out to be not only an educational opportunity to acquire knowledge and skills for these students, but also a real and practical tool that later led to the realization of the first Science Festival of Owerri in Nigeria in May 2009. This in turn sparked the idea of creating a highly practical handbook for those who want to face the challenge of developing new projects for the dissemination and socialization of science in developing countries. In these countries, the role of scientific education and training in schools is not sufficient to arouse scientific curiosity among young people and make the population aware of the importance of scientific knowledge in everyday life. Moreover science and technology are indispensable tools for people's empowerment and should be supported with actions that encourage curiosity about science and the intelligent use of technology to bridge the divide with developed countries. It is therefore necessary to set up activities that are carefully targeted to promote and communicate science. The text has been designed as a practical guide to be used in a variety of contexts: scientific events or more structured science festivals, training, the creation of scientific cultural associations, and the development of new science centres. Besides being an excellent tool for training and supporting the design and planning phases, the manual can also be used as a reference work for institutions and local cultural services which have to select projects of this type.