Capabilities For Catching-up: Economic Development and Competitiveness in Uganda: Implications for Human Resource Development

The study summarizes desk research for a GTZ report on the human resource dimension of Uganda's economic development

Putting a Price Tag on the Common Core: How Much Will Smart Implementation Cost?

The Common Core State Standards (CCSS) for English language arts and mathematics represent a sea change in standards-based reform and their implementation is the movement's next -- and greatest -- challenge. Yet, while most states have now set forth implementation plans, these tomes seldom address the crucial matter of cost. Putting a Price Tag on the Common Core: How Much Will Smart Implementation Cost? estimates the implementation cost for each of the forty-five states (and the District of Columbia) that have adopted the Common Core State Standards and shows that costs naturally depend on how states approach implementation. Authors Patrick J. Murphy of the University of San Francisco and Elliot Regenstein of EducationCounsel LLC illustrate this with three models

Trace Substances, Science and Law: Perspectives from the Social Sciences

Using advances in analytical technology as a point of departure, Dr. Short reviews what social science research reveals about perceptions, decision making processes and behaviors of organizations and individuals who try to cope with risk and uncertainty

Smart mobility: opportunity or threat to innovate places and cities

The concept of the “smart mobility” has become something of a buzz phrase in the planning and transport fields in the last decade. After a fervent first phase in which information technology and digital data were considered the answer for making mobility more efficient, more attractive and for increasing the quality of travel, some disappointing has grown around this concept: the distance between the visionarypotentialthatsmartness is providingis too far from the reality of urban mobility in cities. We argue in particular that two main aspects of smart mobility should be eluded: the first refers to the merely application to technology on mobility system, what we called the techo-centric aspect; the second feature is the consumer-centric aspect of smart mobility, that consider transport users only as potential consumers of a service. Starting from this, the study critics the smart mobility approach and applications and argues on a“smarter mobility” approach, in which technologies are only oneaspects of a more complex system. With a view on the urgency of looking beyond technology and beyond consumer-oriented solutions, the study arguments the need for a cross-disciplinary and a more collaborative approach that could supports transition towards a“smarter mobility” for enhancing the quality of life and the development ofvibrant cities. The article does not intend to produce a radical critique of the smart mobility concept,denying a priori its utility. Our perspectiveisthat the smart mobility is sometimes used as an evocativeslogan lacking some fundamental connection with other central aspect of mobility planning and governance. Main research questions are: what is missing in the technology-oriented or in the consumers-oriented smart mobility approach? What are the main risks behind these approaches? To answer this questions the paper provides in Section 2 the rationale behind the paper;Section 3 provides a literature review that explores the evolution on smart mobility paradigm in the last decades analysing in details the “techno-centric”and the “consumer-centric” aspects. Section 4proposes an integrated innovative approach for smart mobility, providing examples and some innovative best practices in Belgium. Some conclusions are finally drawnin Section 5, based on the role of smart mobility to create not only virtual platforms but high quality urban places

Augmenting the field experience: a student-led comparison of techniques and technologies

In this study we report on our experiences of creating and running a student fieldtrip exercise which allowed students to compare a range of approaches to the design of technologies for augmenting landscape scenes. The main study site is around Keswick in the English Lake District, Cumbria, UK, an attractive upland environment popular with tourists and walkers. The aim of the exercise for the students was to assess the effectiveness of various forms of geographic information in augmenting real landscape scenes, as mediated through a range of techniques and technologies. These techniques were: computer-generated acetate overlays showing annotated wireframe views from certain key points; a custom-designed application running on a PDA; a mediascape running on the mScape software on a GPS-enabled mobile phone; Google Earth on a tablet PC; and a head-mounted in-field Virtual Reality system. Each group of students had all five techniques available to them, and were tasked with comparing them in the context of creating a visitor guide to the area centred on the field centre. Here we summarise their findings and reflect upon some of the broader research questions emerging from the project

SOME COMMENTS ON EDUCATION FOR ENTREPRENEURSHIP

Author stresses the increasing role of education for entrepreneurship within the formal system of education, as well as the importance of individual’s socialization. In formal education technical, economical and legal disciplines are more important, while other forms of socialization should develop courage, innovative attitude, risk acceptance and creativity. Several dimensions of entrepreneurships, defined in theory, are discussed: economic, managerial, innovative and ethical. For each dimensions there are specific forms of education. While some authors suggest that ethical dimension turns into specific form of social entrepreneurship, there is a need for further education in this field too.dimensions of entrepreneurship, formal education, socialization, social entrepreneurship

Research and advisory centre for international education : an approach for sending countries

For developing countries, industrialisation may be held be back by the shortage of managerial and technological knowledge which can only be acquired through a long process of education and training. In order to meet the demand, many developing countries - including many of the twenty countries bordering on the Mediterranean - have invested in international education by sending their students abroad to improve their technological capability by acquiring technological knowledge and technological expertise from already established institutions in industrialised countries. Major essays are written on the subject of international education in which recommendations are put forward to improve the practices of education in host institutions. However, few recommendations have been directed at the sending countries for appropriate actions to be taken. This paper seeks to address ways in which developing countries can participate in international education activity. It proposes a research and advisory centre for international education to be established in sending countries in order to benefit from their investment.peer-reviewe