New Kids on the Net. Deutschsprachige Philosophie elektronisch\ud

Mailing lists tend to be shaped by core groups of dedicated participants, developing their interests and opinions in front of a predominantly receptive audience of subscribers. A new kind of communicative praxis is established on top of some guidelines on how computers should exchange data: participation in quasi-instantaneous, globally distributed, non-hierarchical discursive interchange. Computer networks, as is well known, are not confined by any historical or geographical borders. As a consequence, the cultural impact of the technical devices seems to affect arbitrary collections of users availing themselves of the necessary equipment and know-how. One of the most dazzling experiences of communication on the net, it has correctly been pointed\ud out, is its global egalitarianism. While it is true that large parts of the planet are still excluded and the predominance of the English language imposes important\ud constraints on the participants, it is difficult to avoid an initial euphoria, a cosmopolitan state of mind, as one becomes familiar with a machinery that can support spatially unlimited cooperation between equals with a minimum of\ud administrative overhead

MPICH-G2: A Grid-Enabled Implementation of the Message Passing Interface

Application development for distributed computing "Grids" can benefit from tools that variously hide or enable application-level management of critical aspects of the heterogeneous environment. As part of an investigation of these issues, we have developed MPICH-G2, a Grid-enabled implementation of the Message Passing Interface (MPI) that allows a user to run MPI programs across multiple computers, at the same or different sites, using the same commands that would be used on a parallel computer. This library extends the Argonne MPICH implementation of MPI to use services provided by the Globus Toolkit for authentication, authorization, resource allocation, executable staging, and I/O, as well as for process creation, monitoring, and control. Various performance-critical operations, including startup and collective operations, are configured to exploit network topology information. The library also exploits MPI constructs for performance management; for example, the MPI communicator construct is used for application-level discovery of, and adaptation to, both network topology and network quality-of-service mechanisms. We describe the MPICH-G2 design and implementation, present performance results, and review application experiences, including record-setting distributed simulations.Comment: 20 pages, 8 figure

Smart Nanostructures and Synthetic Quantum Systems

So far proposed quantum computers use fragile and environmentally sensitive natural quantum systems. Here we explore the notion that synthetic quantum systems suitable for quantum computation may be fabricated from smart nanostructures using topological excitations of a neural-type network that can mimic natural quantum systems. These developments are a technological application of process physics which is a semantic information theory of reality in which space and quantum phenomena are emergent.Comment: LaTex,14 pages 1 eps file. To be published in BioMEMS and Smart Nanostructures, Proceedings of SPIE Conference #4590, ed. L. B. Kis

The net generation and digital natives: implications for higher education

Executive Summary "Our students have changed radically. Today�s students are no longer the people our educational system was designed to teach." (Prensky 2001 p1) 1. There is no evidence that there is a single new generation of young students entering Higher Education and the terms Net Generation and Digital Native do not capture the processes of change that are taking place. 2. The complex changes that are taking place in the student body have an age related component that is most obvious with the newest waves of technology. Prominent amongst these are the uses made of social networking sites (e.g. Facebook), uploading and manipulation of multimedia (e.g. YouTube) and the use of handheld devices to access the mobile Internet. 3. Demographic factors interact with age to pattern students� responses to new technologies. The most important of these are gender, mode of study (distance or place-based) and the international or home status of the student. 4. The gap between students and their teachers is not fixed, nor is the gulf so large that it cannot be bridged. In many ways the relationship is determined by the requirements teachers place upon their students to make use of new technologies and the way teachers integrate new technologies in their courses. There is little evidence that students enter university with demands for new technologies that teachers and universities cannot meet. 5. Students persistently report that they prefer moderate use of Information and Communication Technologies (ICT) in their courses. Care should be taken with this finding because the interpretation of what is �moderate� use of ICT may be changing as a range of new technologies take off and become embedded in social life and universities. 6. Universities should be confident in the provision of what might seem to be basic services. Students appreciate and make use of the foundational infrastructure for learning, even where this is often criticised as being an out of date and unimaginative use of new technology. Virtual Learning Environments (Learning or Course Management Systems) are used widely and seem to be well regarded. The provision by university libraries of online services, including the provision of online e-journals and e-books, are also positively received. 7. Students do not naturally make extensive use of many of the most discussed new technologies such as Blogs, Wikis and 3D Virtual Worlds. The use of 3D Virtual Worlds is notably low amongst students. The use of Wikis and Blogs is relatively low overall, but use does vary between different contexts, including national and regional contexts. Students who are required to use these technologies in their courses are unlikely to reject them and low use does not imply that they are inappropriate for educational use. The key point being made is that there is not a natural demand amongst students that teaching staff and universities should feel obliged to satisfy. 8. There is no obvious or consistent demand from students for changes to pedagogy at university (e.g. demands for team and group working). There may be good reasons why teachers and universities wish to revise their approaches to teaching and learning, or may wish to introduce new ways of working. Students will respond positively to changes in teaching and learning strategies that are well conceived, well explained and properly embedded in courses and degree programmes. However there is no evidence of a pent-up demand amongst students for changes in pedagogy or of a demand for greater collaboration. 9. There is no evidence of a consistent demand from students for the provision of highly individualised or personal university services. The development of university infrastructures, such as new kinds of learning environments (for example Personal Learning Environments) should be choices about the kinds of provision that the university wishes to make and not a response to general statements about what a new generation of students are demanding. 10. Advice derived from generational arguments should not be used by government and government agencies to promote changes in university structure designed to accommodate a Net Generation of Digital Natives. The evidence indicates that young students do not form a generational cohort and they do not express consistent or generationally organised demands. A key finding of this review is that political choices should be made explicit and not disguised by arguments about generational change

Landscape Study in Wireless and Mobile Learning in the post-16 sector

In the post-16 sector (further and higher education, and adult and community learning) there is a need to understand how wireless and mobile technologies can contribute to improving the student experience of learning, and help institutions fulfil their missions in an age of incomparably fast technological change. In the context of this interest and growing need, a Landscape Study project was commissioned by JISC through the Innovation strand of the JISC e-Learning Programme in 2004-5. Our project aims were to take a birds-eye view of developments and practice in the UK and internationally, and to communicate our findings to a broad and varied audience. The Summary report is accompanied by 3 associated reports on 'Current Uses', 'Potential Uses' and 'Strategic Aspects'. (The four reports are available in one single document here.

The impact of agricultural activities on water quality: a case for collaborative catchment-scale management using integrated wireless sensor networks

The challenge of improving water quality is a growing global concern, typified by the European Commission Water Framework Directive and the United States Clean Water Act. The main drivers of poor water quality are economics, poor water management, agricultural practices and urban development. This paper reviews the extensive role of non-point sources, in particular the outdated agricultural practices, with respect to nutrient and contaminant contributions. Water quality monitoring (WQM) is currently undertaken through a number of data acquisition methods from grab sampling to satellite based remote sensing of water bodies. Based on the surveyed sampling methods and their numerous limitations, it is proposed that wireless sensor networks (WSNs), despite their own limitations, are still very attractive and effective for real-time spatio-temporal data collection for WQM applications. WSNs have been employed for WQM of surface and ground water and catchments, and have been fundamental in advancing the knowledge of contaminants trends through their high resolution observations. However, these applications have yet to explore the implementation and impact of this technology for management and control decisions, to minimize and prevent individual stakeholder’s contributions, in an autonomous and dynamic manner. Here, the potential of WSN-controlled agricultural activities and different environmental compartments for integrated water quality management is presented and limitations of WSN in agriculture and WQM are identified. Finally, a case for collaborative networks at catchment scale is proposed for enabling cooperation among individually networked activities/stakeholders (farming activities, water bodies) for integrated water quality monitoring, control and management

System upgrade: realising the vision for UK education

A report summarising the findings of the TEL programme in the wider context of technology-enhanced learning and offering recommendations for future strategy in the area was launched on 13th June at the House of Lords to a group of policymakers, technologists and practitioners chaired by Lord Knight. The report – a major outcome of the programme – is written by TEL director Professor Richard Noss and a team of experts in various fields of technology-enhanced learning. The report features the programme’s 12 recommendations for using technology-enhanced learning to upgrade UK education

Becta Review 2005. Evidence on the progress of ICT in education.

Drawing on Becta national surveys of ICT use and implementation within the education system, the Becta Review identified the ways in which ICT could be used to support the DfES 5 year strategy, to introduce greater efficiencies in educational provision and more choice/personalisation of content and delivery