14,662 research outputs found

    "The global telecommunications infrastructure: European Community (Union) telecommunications developments"

    Get PDF
    [From the Introduction]. Information, electronics, and telecommunication technologies promise to create communications networks of greatly expanded capacity capable of moving messages across interconnected wired and wireless systems almost anywhere in the world. Such global systems will profoundly affect the economic and social life of all countries. For those countries and economic sectors with a history of significant involvement in electronics, computers, multimedia, and telecommunications, early and timely deployment of state-of-the-art infrastructure may be a matter of prime importance. Many individual countries have made or are making changes intended to accelerate movement toward an information society, in large part because they recognize that a strategic competitive edge in the world economy will likely depend increasingly upon the availability, use, and exploitation of information. A major participant in the information race is the European Union (EU), formerly the European Community. The Commission of the European Union (Commission) has launched a strong push to adopt a common strategy for the creation of a European information society driven by a European information infrastructure. This strategy is aimed at bridging individual initiatives being pursued by EU Member States. [1. Member States now in the Union include the following: Belgium, Denmark, France, Germany, Greece, Ireland, Italy, Luxembourg, the Netherlands, Portugal, Spain, and the United Kingdom, Austria, Finland and Sweden joined the Union on January 1, 1995.1

    Managing ubiquitous eco cities: the role of urban telecommunication infrastructure networks and convergence technologies

    Get PDF
    A successful urban management system for a Ubiquitous Eco City requires an integrated approach. This integration includes bringing together economic, socio-cultural and urban development with a well orchestrated, transparent and open decision making mechanism and necessary infrastructure and technologies. Rapidly developing information and telecommunication technologies and their platforms in the late 20th Century improves urban management and enhances the quality of life and place. Telecommunication technologies provide an important base for monitoring and managing activities over wired, wireless or fibre-optic networks. Particularly technology convergence creates new ways in which the information and telecommunication technologies are used. The 21st Century is an era where information has converged, in which people are able to access a variety of services, including internet and location based services, through multi-functional devices such as mobile phones and provides opportunities in the management of Ubiquitous Eco Cities. This paper discusses the recent developments in telecommunication networks and trends in convergence technologies and their implications on the management of Ubiquitous Eco Cities and how this technological shift is likely to be beneficial in improving the quality of life and place. The paper also introduces recent approaches on urban management systems, such as intelligent urban management systems, that are suitable for Ubiquitous Eco Cities

    A Survey of Factors Affecting Computer Implementation in Rural Northeast Tennessee K-12 Public Schools

    Get PDF
    The purpose of this study was to examine the variables that are apparently affecting the incorporation of computer technology in Northeast Tennessee rural K-12 public schools. Therefore, the present study investigated the relationship between the independent variables--gender, age, and prior experience, and the dependent variables--knowledge about, attitude toward, and use of computer technology among Northeast Tennessee teachers and principals. This study utilized a survey methodology seeking responses from teachers and administrators in Sullivan, Hawkins, Johnson, Washington, Carter, and Unicoi counties. The findings were based on the return of 208 completed surveys which represented a 52% return rate. Based on the findings of the study the following conclusions were reached: First, the overall level of access to computer hardware and software in individual schools is not adequate if computer technology is to become part of the students\u27 learning. Second, schools are providing little or no teacher training in using computer technology for lesson planning, delivery of instruction, research, or to promote hands-on student learning. Third, teachers and administrators believe that computer technology would be extremely helpful in their work now, and in the near future (5 years from now). Fourth, teachers and administrators believe that computer technology will be almost indispensable in the schools of the near future. Fifth, male and female educators report similar attitudes toward, knowledge about, and use of computer technology. Sixth, educators of different ages report similar attitudes toward and use of computer technology. Educators of different ages, however, do not report similar knowledge of computer technology. Seventh, teachers and principals with different levels of prior education experiences report similar attitudes toward, knowledge about, and use of computer technology. Eighth, in planning future training computer training programs, it is probably not necessary to differentiate groups according to personal attributes such as gender, age, and prior experience. Ninth, the potential for the instructional use of computer technology has not yet been realized. The following recommendations were suggested: (1) there should be enough computer technology for teachers and principals to have unrestricted access, (2) there should be sufficient and adequate computer technology training for teachers and principals offered at the local level, (3) there should be adequate support and time for teachers and principals to learn how to use technology and plan for its use in the school setting, (4) this study should be expanded and replicated to include a larger sample size of educators from all across the state of Tennessee, (5) the relationship between age and knowledge of computer technology should be further investigated, (6) teachers and principals who are proficient in computer technology should serve as role models and peer tutors for those who want to learn how to use computer technology, and (7) district and building administrators should provide computer technology training and planning during the school day

    A Racial Impact Analysis of HB 936: Accessibility of Electronic Textbooks

    Get PDF
    The economic and social consequences of the lack of access to technology for students in the Commonwealth of Virginia are real and significant. This report provides a legislative racial impact analysis of House Bill (HB) 936, a proposed bill in the Virginia General Assembly, prohibiting school boards from making electronic textbooks available for students, unless the school board adopts a plan to ensure that e-textbooks are available on or before July 1, 2017. The bill focuses solely on developing a plan for installing prior to implementing electronic textbooks in K-12 classrooms. Electronic textbooks are important as they offer updated content, ease of accessibility, multimedia features to enhance the learning experience, and the ability for educators to customize learning. Delegating this decision to each local school board in Virginia raises important potential racial implications, including the digital divide. Previous research suggests a correlation between the number of students receiving free and reduced lunch and the lack of availability of electronic textbooks. Districts with high rates of students on free and reduced lunch have a high population of minority students. This analysis provides maps that capture the trends on the probability of providing electronic textbooks for high minority areas across the state. The primary recommendation is to advance policy approaches that make electronic textbooks available to all K‐12 students in the Commonwealth of Virginia

    The Information Commons: a public policy report

    Full text link
    This report describes the history of the information commons, presents examples of online commons that provide new ways to store and deliver information, and concludes with policy recommendations. Available in PDF and HTML versions.BRENNAN CENTER FOR JUSTICE at NYU SCHOOL OF LAW Democracy Program, Free Expression Policy Project 161 Avenue of the Americas, 12th floor New York NY 10013 Phone: (212) 998-6730 Web site: www.brennancenter.org Free Expression Policy Project: www.fepproject.or

    The Information Commons: a public policy report

    Get PDF
    This report describes the history of the information commons, presents examples of online commons that provide new ways to store and deliver information, and concludes with policy recommendations. Available in PDF and HTML versions.BRENNAN CENTER FOR JUSTICE at NYU SCHOOL OF LAW Democracy Program, Free Expression Policy Project 161 Avenue of the Americas, 12th floor New York NY 10013 Phone: (212) 998-6730 Web site: www.brennancenter.org Free Expression Policy Project: www.fepproject.or

    The Telecommunication Act of 1996 and Its Impact on Catholic Education

    Get PDF
    Teachers and administrators worldwide are struggling to equip schools with the latest technology in an effort to enhance learning environments. This article discusses legislation concerning the funding of these efforts, with a strong focus on the specific funding challenges facing Catholic schools in the United States

    Developing a responsive and adaptable emergent media curriculum

    Get PDF
    The field of mass communication is constantly undergoing change and development, and the pace has accelerated with the advent of digital technologies. One challenge educators face is: how do we educate college students not just for today’s careers, but also for lifelong competencies with media? Against this backdrop, the Department of Media and Journalism at Bloomsburg University of Pennsylvania sought a new curriculum to capitalize on “emergent media,” that is, media that does not fit neatly into established mass communication disciplines such as journalism, telecommunications, public relations, and advertising. Our curriculum is centered around media literacy, skills development, and experiential learning. In this article, we discuss the theoretical backdrop for the curriculum, the structure of the curriculum, and the growth and future directions of our program. Now seven years into this curriculum, our experience can assist other educators in finding ways to make their curricula responsive and adaptable to a rapidly changing media environment
    corecore