E-Strategies for Resource Management Systems: Planning and Implementation

E-Strategies for Resource Management Systems: Planning and Implementation

Eshaa Alkhalifa (University of Bahrain, Bahrain)
Release Date: July, 2010|Copyright: © 2011 |Pages: 470
DOI: 10.4018/978-1-61692-016-6
ISBN13: 9781616920166|ISBN10: 1616920165|EISBN13: 9781616920173
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Description & Coverage
Description:

The Internet has revolutionized business practices by enabling the rapid exchange of electronic documents and information. Eventually, nearly all information that flows or is exchanged within an organization will be electronic.

E-Strategies for Resource Management Systems: Planning and Implementation offers insight into current research practices and trends in information resource management strategies that can implemented electronically. This reference describes new tools and technologies that have the potential to optimize business practices and presents descriptions of issues that arise when implementing a paperless office.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

  • Adoption and implementation of electronic commerce
  • Business Activity Monitoring
  • Business process execution language
  • Collaborative geospatial Web services
  • Cooperation in inter-organizational systems
  • Decisions in IS/IT outsourcing
  • E-Collaboration
  • E-services access
  • RFID integration
  • User-Generated Content
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Editor/Author Biographies
Dr. Eshaa Alkhalifa obtained her PhD in Cognitive Science from the University of Edinburgh, her MSc from George Washington University. She was awarded two science day awards and gave numerous talks internationally. One of her main research goals is to break the ground to allow researchers to cross the divide between the purely theoretical findings of Cognitive Science and the practical applications of computerized systems, by introducing Cognitively Informed Systems. More specifically, she has a research goal to study the implications of human errors caused by cognitive limitations either to memory or reasoning onto their learning.
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