Community as Canvas: The Power of Culture in the Emergence of Intelligent Communities

Intelligent Communities are cities and regions that use information and communications technologies (ICT) to build prosperous economies, solve social problems and enrich their cultures in the 21st Century. Many people are familiar with the concept of the Smart City, which turns to technology for solutions to problems from traffic congestion to leakage from water mains, public safety to parking tickets. The Intelligent Community is the next evolutionary step. Intelligent Communities turn to technology not just to save money or make things work better: they create high quality employment, increase citizen participation and make themselves great places to live, work, start a business and prosper across generations.Each year, the Forum presents an awards program for Intelligent Communities. The program salutes their achievements in building those inclusive, prosperous economies on a foundation of ICT. In the process, it gathers data for ICF's research programs, which the Forum shares with other communities around the world.The Awards are divided into three phases,and the analysis becomes more detailed andrigorous at each successive stage

Leading schools in the digital age: A clash of cultures

A cultural gap is widening in English secondary schools: between a twentieth-century ethos of institutional provision and the twenty-first century expectations and digital lifestyles of school students. Perhaps disaffected by traditional teaching methods and the competitive target culture of schools, many students have turned to social networking through the cluster of computer-based applications known as Web 2.0. Here, they can communicate, share and learn informally using knowledge systems their elders can barely understand. Some of their contemporaries have turned away altogether, rejecting school and contributing to record levels of truancy and exclusion. This paper identifies a set of challenges for school leaders in relation to the growing digital/cultural gap. The government agenda for personalised learning is discussed, alongside strategies which schools might adopt to support this through the use of ICT, and both figure in scenario projections which envision how secondary education could change in the future. The paper concludes by recommending three priorities for school leaders

Celebrating 70: An Interview with Don Berry

Donald (Don) Arthur Berry, born May 26, 1940 in Southbridge, Massachusetts, earned his A.B. degree in mathematics from Dartmouth College and his M.A. and Ph.D. in statistics from Yale University. He served first on the faculty at the University of Minnesota and subsequently held endowed chair positions at Duke University and The University of Texas M.D. Anderson Center. At the time of the interview he served as Head of the Division of Quantitative Sciences, and Chairman and Professor of the Department of Biostatistics at UT M.D. Anderson Center.Comment: Published in at http://dx.doi.org/10.1214/11-STS366 the Statistical Science (http://www.imstat.org/sts/) by the Institute of Mathematical Statistics (http://www.imstat.org

Engineering at San Jose State University, Spring 2006

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Introducing TU100 ‘My Digital Life’: Ubiquitous computing in a distance learning environment

In this paper we describe the Open University’s progress towards delivering an introduction to ubiquitous computing within a distance-learning environment. Our work is strongly influenced by the philosophy of learning-through-play and we have taken technologies originally designed for children’s education and adapted them for adult learners, many of whom will have no formal experience of computer science or information technology. We will introduce two novel technologies; Sense, a drag-and-drop programming language based on Scratch; and the SenseBoard, an inexpensive hardware device that can be connected to the student’s computer, through which they can sense their environment and display outputs. This paper is not intended as a detailed discussion of individual technologies (they will follow in time), rather it should serve as an introduction to the Open University’s method of teaching and how we hope to continue to recruit new computer scientists and engineers using novel technologies