An Analysis of Mobile Governance and Its Impact on the Economy in the Asian Context

Since Government-to-Citizen (G2C) services are becoming increasingly mature in Asia in terms of electronic delivery, as they become more mature, the demand for multi-channel delivery of Government-to-Citizen (G2C) services is increasing at an increasing pace as the maturity of electronic delivery of G2C services in Asia increases. There is a growing trend of teledensity and mobile penetration in many countries, which means that a growing number of mobile services can be provided via mobile devices as a result of the increasing teledensity in the country. In Asian cities outside of metropolises that are not located within metropolises, a wide range of services are being offered through mobile devices that can be accessed via a mobile device. Mobile government is becoming increasingly accepted for use in government, however, it is important to determine which sectors, like education, infrastructure, etc., will be using it. It is likely that the government will be able to benefit from the application of this technology as a way of providing services to the public once it gains acceptance in the government. It should be pointed out that in order to identify which sectors are likely to be able to benefit from mobile government services, it is necessary to examine the factors that determine which sectors are likely to be prioritized by the government in the future. This study aims to provide a qualitative analysis based on the purpose of providing a qualitative analysis based on the purpose of identifying the top priority sectors for mobile government applications in Asia, as well as how those sectors will impact the economy, and how these sectors will be prioritized in the future in light of different factors

Queensland University of Technology: Handbook 1999

The Queensland University of Technology handbook gives an outline of the faculties and subject offerings available that were offered by QUT

Metaphor in Education

Without metaphor there would be no legs on the table, no hands on the clock. These are dead metaphors. Even that expression is a metaphor, for how can something be dead that has never literally been born. It is an expression which cannot be taken literally. In its first use it was 'alive' in the sense of being new or witty or apt and memorable. Without metaphor we are reduced to the bare bones of language, to a kind of Orwellian Newspeak. One can hardly avoid using metaphors to explain them. Even scientists and mathematicians use metaphors but they usually refer to them as models. Metaphor is a function of language which enables us to be creative. Not only the person who coins, invents, or thinks of the new metaphor but also the listener or reader who constructs a personal meaning for him or her self. We speak of creativity in education, as a human capacity to be encouraged and developed. How creative can humans be? Do they ever really 'create' anything new apart from reproductions of themselves? Any creative activity such as painting, building or gardening is really re-organising elements already created. So humans enjoy 'creating' their own order, forms, or patterns which we call art. Language is capable of endless patterns. The basic patterns, usually known as grammar, appear to be innate and in speech and writing we use these 'inbuilt' structures to create new sentences of our own. At its highest level we call this literature. It has taken us some time to realise that a word in itself has no meaning as it is a symbol only. For those aspects of experience which are difficult to explain we turn to metaphor. Thus religions often use myths and symbols. Anthropology describes many human activities as metaphoric, for example myths or totemism. Practically every sphere of human activity is imbued with this magical quality of metaphor, for it extends our understanding of the world by giving us a kind of 'elastic' way of describing our experiences. It is not the prerogative of writers or poets but a power we all possess and one which has been derided and abused at times in our history. Only now is it increasingly being recognized as a human capacity worthy of study. In this work I delve into some aspects of the use of metaphor to show how we need to be aware of its potent, pervasive power, especially those of us involved in teaching for whom I will attempt to demonstrate that teaching is itself a metaphoric activity