Abstract
Unified Communications (UC) have the potential to dramatically simplify and improve enterprise communications, reducing costs and improving revenue opportunities. However, these benefits do not come without risks. The introduction of an IP-based UC solution brings an array of new vulnerabilities into the enterprise, exploited by a growing number of malicious programs. This paper presents the most common of risks faced by the major dominant technologies used in unified communications solutions and an approach to mitigate them.

Abstract
Learning environments where all participants can present their ideas, where all contribute to discuss and assess those ideas are in our opinion essential to improve the learning process. Grading peers is also important to the development of motivation and sense of responsibility. The Moodle's Workshop module seems to address this issues. However, this module is rarely used and, is planned to be removed from the next release. We run a set of tests and inquiries that led us to conclude that its usability is very low, its interface is generically pour-understandable and the final grades for the activity are usually surprising. In this work we present a reformulation of the workshop in which concerns the configuration interface, the administration module, and the final grades page. The preliminary results indicate an improvement of more than 300% of the usability. Future development plans include full integration of the code in the Moodle LMS and testing the new module for improvement and measuring of real usefulness. ©2009 IEEE.

Abstract
Purpose - The main purpose of the paper is to provide an example of a bottom-up approach to entrepreneurial policy and its mismatch with the top-down approach SMEs policy. Design/methodology/approach - The paper analyses a case study of an entrepreneurial support organisation that addresses local development in rural areas. Findings - The paper highlights the important role of innovation in rural areas and the need to close the gap between entrepreneurial policy and SMEs policy. Research limitations/implications - The main limitation stems from the fact that it is the outcome of a single case study. One practical implication is that the incubation of business ideas poses a challenge when there is a mismatch between entrepreneurial policy and SMEs policy.

Abstract
Real-world distribution problems raise some practical considerations that usually are not considered in a realistic way in more theoretical studies. One of these considerations is related to the vehicle capacity, not only in terms of cubic meters or weight capacity but also in terms of the cargo physical arrangements. In a distribution scene, two combinatorial optimization problems, the vehicle routing problem with time windows and the container loading problem, are inherently related to each other. This work presents a framework to integrate these two problems using two different resolution methods. The first one treats the problem in a sequential approach, while the second uses a hierarchical approach. To test the quality and efficiency of the proposed approaches, some test problems were created based on the well-known Solomon, Bischoff and Ratcliff test problems. The results of the integrated approaches are presented and compared with results of the vehicle routing problem with time windows and the container loading problem applied separately.

Abstract
This paper describes the participation of FEUP, from the University of Porto, in the TREC 2009 Blog Track. FEUP participated in the faceted blog distillation task with work focused on the use of temporal features available in the new TREC Blogs08 collection. The approach presented in this paper uses the temporal information available in most individual posts to amplify (or reduce) each post's score. Blog scores, and subsequent ranks, are obtained by combining individual posts' scores. While preparing the runs, no endeavors were made to identify a priori any temporal differences between the three distinct facets.

Abstract
Self and peer-evaluation allow the development of learning environments which provide students with the means to consider upon their own (and of their colleagues) current learning skills. However, if each student in a class performs an evaluation of two of his(her) peers, which in turn will have to be assessed by the teacher/educator, then the additional work will certainly double. Hence, when considering large classes, this methodology is clearly infeasible due to the overload of work. In this article we describe a solution to provide educators with better conditions to implement self and peer-evaluation by using a web-based tool that can be coupled with general open-source learning management systems. Our tool, based on the Moodle Workshop module, features an automatic online distribution of the students' submitted assignments for peer-evaluation, and an automatic assessment of the evaluations. The criteria for evaluating student submissions can be set to meet the teacher/educator objectives as it comprises a several templates ranging from open questions graded over a topic-match table, to multiple choice questions, calculated questions, and even full text graded over sets of error-banded answer statements. The system, throughout comparison of every criteria item in the student's submitted assessment with the teacher's assessment, or with the considered best assessment by the system (depending on configuration), automatically computes a grade which reflects the quality of the student's assessment. It is also flexible enough to allow configuration of evaluation parameters as: number of criteria and topics to use as the evaluation table; weights assigned to criteria; scales used in each evaluation topic; degree of rigidness for assessment (from very lax to very strict), and the number of peers to evaluate. The configuration interface allows overlapping of activity phases (evaluation of examples from the teacher, own work submissions, peer-review, review assessment and display of results) - it is possible to have students reviewing their peers, even if not all the students in the class have already submitted their work. To present the final grades, including information from the peer-review and correspondent assessments, we created a dynamic page with sliding panes which follow a minimum information display principle: specific (student) information is accessible from the general (class) information pane with a single click. We also implemented a system of graphical 'alerts' to the teacher/evaluator for problematic situations in which manual intervention is recommended.