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There's enough antecedent to comprehend that a wider understanding and exploiting of information, knowledge and innovation have become strategic sources of social, technological and economical development for our society. The OECD has announced that their parametric/standardized evaluation test (PISA) will include a whole new section to evaluate the cognitive competencies related with the use of technologies. The inclusion of this e-skills assessment section proves the awareness and new measures that international organization are taking in relation with this topic. To have or not have those new skills defines a clear landmark to distinguish between those societies that belong to this new economy and what we can call 'the rest of the world', creating significant challenges to decrease the 'digital divide' but mainly the 'knowledge divide'. This paper ends with an analysis focused on the following issues: possible strategies that should be adopted in schools; possible actions to support the development of new e-literacies among students and teachers; recommendations that should be considered at the level of public policies to reduce the gap between the current educative paradigm and the one that the knowledge society is demanding.
The Knowledge Economy Index (KEI), elaborated by the World Bank, represents the overall level of development of a country or region towards the knowledge economy. The KEI calculates the performance scores of a country based on four pillars: economic incentive and institutional regime, education and human resources, the innovation system and ICT. Interestingly, this instrument illustrates how the combination of technology, innovation and education play a significant role in the current economy (World Bank Institute, 2008). To have or not have the skills to the strategic use of new technologies, knowledge and information defines a clear landmark to distinguish between people, organizations, countries and regions.
Two relevant research about the 21st century's literacies have been published in the last months. The first study, elaborated by Macarthur Foundation (Jenkins, et. al, 2009), analyzed how teenagers create media-content applying traditional literacy, research skills, technical and critical-analysis skills. At the same time, scholars of the University College of London (Rowlands, et. al, 2008) concluded that much of the ICT skills of the young people have been overestimated. Both studies highlight that the postindustrial/knowledge-based societies require an e-competent1 workforce.
The main ideas identified in those studies stress the necessity to enhance new informational skills and digital literacies among the younger generations. The two works emphasize the use and exploiting of knowledge, information, new technologies and mass media as basic competencies for students in the context of the knowledge economy. Finally, these investigations point out how important it is to rethink the educational system in order to better train a high-qualified and adaptable new workforce.
Scoping the review
This paper offers an analysis of the educational system particularly in relation to the adoption of information and communication technologies (ICT), providing baseline information about significant trends that are likely to have an impact on the development of e-competencies in the coming years.
This work identifies criteria that could be considered in the designing of public policies and programmes that promote the acquisition of e-competencies for the 21st century workforce. The goals of this paper are to:
Structure of this paper:
In order to reach the goals previously described, this work is organized in the following sections: 1) Conceptualization of the term "e-competencies"; 2) The OECD agenda and other public policies oriented to develop an e-competent workforce; and 3) Discussion of findings and conclusions.
The first section purposes a revision of different sources that define the concepts related to ICT skills. After reviewing technical reports and studies in the field of ICT literacy, this paper proposes a definition of the term "e-competencies" and also describes the underlying dimensions embraced.
During the second section this work reports current trends of the European public policies related to the development of a knowledgeable workforce. Moreover, here are described some of the guidelines, principles and strategies that the OECD has recommended to promote the acquisition of the "digital competencies".
Finally, in the third section, this work analyses and discusses some of the main challenges that the public policies face in the field of education and training.
This works contains a review of more than 20 updated studies and technical reports, which analyzed the impact of ICT in the education and training. The review provided is brief and not exhaustive but focuses on evidence that suggest noteworthy guidelines in the e-competencies framework.
1. Conceptualization of the term "e-competencies":
One of the complexities of the ICT skills analysis is the difficulty in finding a definition that could be suitable for different contexts and necessities. As the OECD (2005a) remarks, the often unclear terminology combined with the existence of a multiplicity of definitions (new economy, e-economy, ICT sector, …) mean that these concepts change depending on the framework of use.
Regarding the diversity of terminologies and definitions, this study follows the guidelines set by the European Centre for the Development of Vocational Training (CEDEFOP). During 2004, CEDEFOP published a European multilingual glossary in order to identify key terms that are essential for a common understanding of current vocational education and training (VET) policy in Europe. In this publication skill is defined as "the knowledge and experience needed to perform a specific task or job". At the same time, the term competence is described as the "ability to apply knowledge, know-how and skills in a habitual or changing situation". Interestingly the performance in a changing situation is emphasized in the definition of the term competence, which also embraces the concept skill. Thus it is important to highlight not just the expression knowledge (tacit or explicit) in this definition but also the capability to apply this knowledge in other situations. In this perspective, the students or workers need to be able to use their abilities "in a new occupational or educational environment".
The classification of skill proposed by CEDEFOP (Tissot, 2004) identifies basic skills as: "skills and competences needed to function in contemporary society (e.g. listening, speaking, reading, writing and mathematics)" and new basic skills which "are information and communication technology (ICT) skills, foreign languages, technological culture, entrepreneurship and social skills".
Even though there is no unique, commonly adopted definition of ICT skills, it is important to remarks that efforts are made to characterise the various types of e-skills. In the following the definitions proposed by the OECD (2005a) and the European e-Skills Forum (2004) are analyzed.
The OECD (2005a, p.6) distinguishes three categories of ICT competencies:
Meanwhile the European e-Skills Forum (2004, p.5) proposes a definition of the term e-skills covering three main categories. This definition has been adopted and improved by the European Centre for the Development of Vocational Training (CEDEFOP, 2006, p.31) among other Europeans institutions:
The term users (non-expert) is mentioned in both definitions (OECD & European e-Skills Forum). Nevertheless, in each one of these descriptions the understanding of user (as "basic user" or "ICT user skills") seems to be particularly circumscribed to functional use of ICT.
Considering that the term user is characterized by the one who has the skills "needed for the information society" (OECD, 2005b) and who has the "digital literacy" (European e-Skills Forum, 2004), a more accurate description and understanding of the term "ICT user skills" seems to be necessary.
1.1 Defining the meta-competencies
Based on the glossary of CEDEFOP (2004) the term competence ("ability to apply knowledge, know-how and skills in an habitual or changing situation") in relation to the use of ICT and information, seems to offer a richer approach than the mere inclusion of skills ("experience needed to perform a specific task"). In connection with that, The Key Competences for Lifelong Learning – A European Framework (2007) mentions digital competence as one of the eight key competencies described in the Education and Training 2010 programme supported by the EU (European Commission, 2007; Education Council, 2006).
The review of different sources (elaborated by institutions like CEDEFOP, OECD, European e-Skills Forum, etc.) makes evident that there is a major interest in the proficient users of the ICTs (business, practitioner, advanced users, specialist, etc.) but the basic or non-expert ICT users have been oversimplified as evidenced by mentioning only capability to interact with generic ICT tools. However, the previously described definitions show that the profile of the current ICT user (non-expert) needs a more precise characterization. Without doubts this profile of ICT user will change over time, but for now it has to do with aspects such as people who combine the cognitive capabilities (e.g. critical thinking, creativity, innovativeness) and the practical skills (e.g. proficient use of ICT and other tools for the knowledge management) to create added value. Hence it is necessary to develop a new and operational definition suitable for the educational or professional frameworks.
For the purposes of this study, the term e-competent user has been adopted, according to the CEDEFOP guidelines, which refers to a person who is able to complement the use of some specific technologies with other proficiencies and knowledge. The e-competencies are a set of capabilities, skills and abilities to exploit tacit and explicit knowledge, enhanced by the utilization of digital technologies and the strategic use of information. E-competencies go beyond the use of any specific ICT, including the proficient use of information and the application of knowledge to work individually and collaboratively in changing contexts.
Due to the diversity of approaches related to the term e-competencies, a number of sources have been reviewed in order to propose a new conceptualization of this term. For example: Gilster, 1997; Peña, 2009; Ontario Ministry of Education and Training, 1989; CEDEFOP, 2004; Educational Testing Service, 2003; Pernia 2008; OECD, 2007a; Becta, 2009; UNESCO, 2008b; Boles, 2009; Jenkins, 2008; Media Literacy, 2009 and Hjørland, 2008. Thus five underlying concepts that constitute the expression e-competencies have been elaborated: e-awareness; technological literacy; informational literacy; digital literacy and media literacy, just as the following image summarized.
Figure N°1. E-competencies & the five underlying concepts.
1.2 Defining the underlying concepts of e-competencies
1.2.1 E-Awareness: This cognitive (thinking) skill is characterized by a user's awareness of ICTs and appreciation of the relevance of these ICTs in the information based society. It embraces familiarity with the technologies and understanding how these are actually, or can be potentially, beneficial or prejudicial for the society. Fundamentally it is an act of cognition influenced by the use of information and knowledge and the related technologies as tools to add more value and innovation to specific contexts. E-awareness is based on the understanding (comprehension & critic) of the information society's framework and its implication in the current days. From this perspective an e-competent user has the capability to understand and adopt the lifelong-learning paradigm and the use of ICTs as a medium to facilitate the individual or collective development of knowledge, skills and new capabilities in both social and professional life. On the other hand, this understanding of the human, cultural, and societal issues related to technology and their practice also include a legal and ethical behaviour (also called "digital citizenship").
1.2.2 Technological Literacy: The confident and critical use of electronic media for study, work, leisure and communication. It is represented by the ability to interact with hardware and software, as well as productivity applications, communication devices and management applications. This literacy includes the use of main computer resources such as word processing, spreadsheets, databases and tools for the storage and management of information. It embraces the understanding of the opportunities and potential risks of the Internet and communications via electronic media for activities as networking, sharing information, collaborating, etc. Ability to use Internet-based services (e.g. creating an account, composing an e-mail, attaching and downloading files, participating in an online discussion, using social networking sites, creating blogs, etc.). The technologies involved in this definition evolve according to the technological transformation (currently this includes tools such as: mobile phone; computers; Internet; cameras, among other digital devices). The ability to use these tools can be acquired in a formal environment like schools (e.g., ECDL or EPICT3) or informal ways like home, trial and error, friends, manuals (self-learning or mates), etc.
1.2.3 Informational Literacy: The ability to understand, assess and interpret information from all kinds of sources. The concept of informational literacy goes beyond simply being able to read; it means the ability to read with meaning, to understand critically and —importantly —to evaluate, connect and integrate different information, data, knowledge and other sources. Acquiring informational literacy involves mastering a set of core competencies. It requires the ability to make informed judgement about what is found on or offline, identifying the sources, authors and their diverse approaches. Being able to evaluate the reliability and quality of information is a key aspect to decide what and when the information is needed for a specific audience, context or task. In an environment where users are overloaded with information being able to analyse, judge, evaluate and interpret information and placing it in context becomes a crucial skill.
Two very important abilities related to the information literacy are evaluation (reflecting to make judgements about the quality, relevance, usefulness, efficiency, authority and timeliness of the information) and integration (interpreting, summarizing, drawing conclusions, comparing and contrasting information from multiple digital sources).
1.2.4 Digital Literacy: The proficiency to build new knowledge, based on the strategic employment of ICTs. The main aspects related to digital literacy are: how to get relevant information (instrumental dimension) and how to manage and produce new knowledge (strategic dimension). Being digital literate embraces using technology for information and knowledge in order to access, retrieve, store, organize, manage, synthesise, integrate, present, share, exchange and communicate in multiple formats, either textual or multimedia. Critical, creative and innovative thinking is combined and empowered with information management skills. Digital literacy also means to understand that the management and sharing of new products of information could be enriched through networks of collaboration, just as open software' communities do.
Some of the skills related to digital literacy are: definition (using ICT tools to search, find, identify and recognize the information need); access (knowing how to collect and/or retrieve information in digital environments, and the ability to develop a search strategy to locate information from one or more sources); management (organizing information into one or more classification schemes); creation (generating new information and knowledge by adapting, designing, editing, inventing, or representing information in ICT environments) and communication (conveying information and knowledge to various individuals and/or groups).
1.2.5 Media Literacy: This literacy has to do with the understanding of how the traditional mass media and the digital media are merging, combining and evolving towards a new media landscape. Some of the related skills and knowledge are based on the comprehension of how media work, how they are organized, how they are evolving to new formats, platforms and ways of communication and interaction and, finally, the understanding how and why they produce meaning (construct reality) as well as the social, legal, economic and political implications of that. This literacy is necessary to understand the phenomenon of the digital changeover.
This process of understanding and using the mass media in an assertive and non-passive way includes an informed and critical viewing or critical analysis of the media's nature. Also the skills related to media literacy include the capability to identify, judge and discriminate media content and services that may be unsolicited, offensive or harmful; as well as making effective use of media in the exercise of the democratic rights and civic responsibilities.
As it can be seen this concept includes different processes, knowledge, proficiencies and aptitudes. Rather than the specific names given to each one of the elements described in this section, what really matters is to understand the e-competencies as a meta-term, which includes capabilities beyond just learning how to manipulate computer technology.
2. The OECD agenda and other e-competent public policies
2.1 E-Competent public policies
Without major distinction of age, political tendency or social position most people agree that it's imperative to adjust the current education system to the rapidly changing world of work. The integration of different trends such as globalization, the information society4, the current economic crisis and the professional mobility made this necessity a collective concern.
The Organisation for Economic Cooperation and Development (OECD, 2006) remarks the current correlation between investment in human capital, labour productivity and the growth of nations. At the same time this international organization refers to the mismatch between the skills taught in schools and those demanded by companies today, adding that many countries are experiencing skill gaps which are affecting directly the employability of the current and coming labour force. In addition to a higher qualified workforce the UNESCO (2008a) highlights capital deepening5 and technological innovation as factors that lead to increased productivity and competitiveness in a knowledge-based economy.
For instance, in the European framework, the European Commission declares the transformation of the labour market, the importance of a knowledge-based growth and the necessity to training a highly skilled workforce:
"Building higher skills through better education and training systems is an essential part of Europe's strategy to meet future challenges such as the ageing of society and to deliver the high levels of sustainable, knowledge-based growth and jobs that are at the heart of the Lisbon strategy" (European Comission, 2008a, p.2).
"The next decade will see an increasing demand for a high-qualified and adaptable workforce and more skills-dependent jobs […] Up to 2020, in EU25 17.7 million additional jobs could be created in high-skilled non-manual occupations such as administrative, marketing, logistics and sales managers, IT systems administrators, teaching professionals and technicians" (European Comission, 2008b)
A significant trans-national programme that represents the European interest to develop a most competitive and dynamic knowledge-based economy is the Lisbon Summit. This initiative was designed to mark a turning point for EU enterprise and innovation policy, promoting the integration of social and economic policies with practical initiatives to strengthen the EU's research capacity, encouraging the development of a highly skilled workforce and facilitating take-up of information society technologies.
The Lisbon Summit has played a relevant role shaping the mid-term growth & employment agenda of the European Commission during the first decade of the 21st century. This programme embraces objectives to reach the aspired levels of employability in the European labour force. These initiatives include improving the quality and effectiveness of education and training systems, getting better investment in human capital, encouraging the development of key competencies, promoting the creation of new knowledge (R&D), innovation, creativity and entrepreneurial among other transversal competencies.
The eight key competencies included in the Lisbon Summit are: 1) Communication in the mother tongue; 2) Communication in foreign languages; 3) Mathematical competence and basic competencies in science and technology; 4) Digital competence; 5) Learning to learn; 6) Social and civic competencies; 7) Sense of initiative and entrepreneurship; 8) Cultural awareness and expressions (European Commission, 2007). In the context of education and employability it is interesting to see the importance that the notion of an ICT proficient ("digital competent") workforce has achieved in the European agenda.
2.2 The OECD perspective
In relation to the European agenda, the Organisation for Economic Cooperation and Development has also been emphasizing the importance of developing new competencies and skills in the coming generation.
A remarkable example is offered by Bernard Hugonnier (2008), OECD Deputy Director for Education, who analyzed the integration of ICT at school. The Deputy Director defines a useful framework to comprehend why policies to promote digital competencies are that important in the OECD agenda. (Workshop of ICT Indicators in Education, 2008)6. Concerning the use of ICT in the classroom (15-year-old students) Hugonnier summarized some of the main results of the research "Are Students Ready for a Technology-Rich World?" (OECD, 2005b):
The presented results point out valuable aspects in relation to the use of new technologies in the educational context. The mentioned elements are the ICT user profile and the types of use of ICT.
ICT user profile: The students are self-confident and have a positive evaluation of their competencies in relation to new technologies. Based on students engagement and confidence this aspect could be considered by educators as an influential opportunity to promote the development of new ICT skills. On the other hand, it is important to avoid that the student's overestimate their capabilities. This could become an obstacle to acquire new proficiencies related to the use of ICT (e.g. better understanding of the intellectual property, capabilities to assess the reliability of the information, legal and ethical online behaviour, among others).
Types of use of ICT: The digital technologies are ubiquitous tools not restricted to a specific context of use. In other words, it shouldn't be surprising that the students are using ICT more frequently at home than in the classroom. This data doesn't mean that those public policies focused on the integration of ICT in schools have failed; on the contrary, it can be interpreted as the use of new technologies are evolving to other contexts and places (see domestication of ICT7). From that perspective, there's a whole new approach to explore in relation to ICT as learning tools used in other (informal) environments.
Based on the report: "Are Students Ready for a Technology-Rich World?" (OECD, 2005b) Hugonnier suggests at least four interrelated indicators that influence the integration of ICT in education: the ICT environment; the ICT user readiness; the use of ICT and the effects of the use of ICT.
1. The ICT environment: The environment can be defined as the technical conditions that enable the development and use of ICT. Some of the most relevant aspects included in the ICT environment might be:
- ICT availability: This aspect has to do with identifying the degree of ICT availability to users.
- ICT access: An indicator merging data such as ratios of pupils per computer connected to the Internet.
2. The ICT user readiness: This is the propensity of users to produce/use ICT. This tendency is linked to the level of e-competencies showed by teachers and pupils. Measuring readiness is a difficult task since no available data on this propensity exist (such as the precise answer to the question how ready teachers/pupils are to use/produce digital learning resources). However, to start with it could be somewhat linked to the training or level or competence showed by different groups of users on the basis of already existing data, such as: – teachers: training hours on ICT related competences by teacher or surveys of ICT-related skills and attitudes; – pupils: surveys of ICT-related skills and attitudes (such as PISA data); – families: general population surveys of ICT-related skills and attitudes.
3. The use of ICT: This refers to the actual use of ICT in teaching and learning activities, both by teachers and pupils, as well as the types of ICT used and for what purposes.
4. The effects of the use of ICT: Any kind of measurable effect of the use of ICT either in the quality or in the output of the teaching and learning processes could be said to be the impact of using ICT. In addition, it could be reasonable to expect that an intensive use of ICT at large can result also in the learning of competences and skills not accounted for in traditional educational settings.
Based on the four interrelated key indicators mentioned by Hugonnier (2008) it is possible to identify an interesting perspective, which suggests a transformation in the aim of those policies that promote the integration of ICT in schools. The OECD Deputy Director for Education proposed a set of criteria and priorities. His suggestions show particularly the necessity to move from an ICT-access-and-availability approach to a new one focused on ICT-related skills, attitudes and impacts.
From this perspective, the attention is focused on the quality and proficiency of ICT use. Further than the acquisition of a particularly digital tool, what really seems to be relevant is the output and effects of ICT during the learning process. Hugonnier notes students' achievements as a key indicator of the effective ICT integration in education (e.g. promoting better outputs and developing ICT skills).
Simultaneously, the OECD has announced that their parametric-standardized evaluation Programme for International Student Assessment (PISA8) could include a whole new section to evaluate the cognitive competencies related to the use of technologies (e-competencies). Under the premise that "ICT forms an essential part of life in the modern world" this international organization is getting ready to apply a world-wide ICT skills test on 15-year-old schoolchildren.
Initially this internationally standardised assessment was implemented in 43 countries in the 1st assessment (2000), 41 countries participated in the 2nd assessment (2003), 57 countries in the 3rd assessment (2006) and 62 countries have signed up to participate in the 4th assessment in 2009.
In the previous standardised assessment the emphasis was on mathematical literacy and reading literacy. Nevertheless, in the coming assessments (2009 & 2012) the evaluation of the digital competence has been introduced as a key field to be analyzed.
In 2003, PISA applied a questionnaire to survey the extent to which students used computers and felt comfortable using them. For 2009 the assessment of reading electronic texts has been planned and for 2012 the goal is to implement supplementary computer evaluation in focus areas such as assessing the development of a new ICT literacy. The idea is to test the ability of students to respond to different sets of questions related to the use of ICTs. Even considering that this new assessment has not been implemented yet, official OECD documents (OECD, 2005c; OECD, 2005d; OECD, 2007a) evidence the awareness of this international organization with regard to the development of e-literacies.
It is expected that the PISA 2009-2012 initiatives could generate significant impacts in the political agenda of the OECD members. Maybe not in a short-term perspective, but if this world-wide ICT skills assessment is applied possibly it will detonate effects like: more attention in the development of e-competencies; a broader discussion related to the necessities of trans-national e-competencies standards; a continue re-definition of this concept and a critical discussion about ICT and education.
3. Discussion of findings and Conclusions
In the framework of the post-industrial society, the wide-spread use of ICTs brought a significant transformation in the labour market. The expansion of ICTs is shaping a much more complex phenomenon than the simple computerization of the tasks. Nowadays the workforce demands highly skilled and educated employees, proficient in the use of ICT and able to manage exponential amount of information and knowledge. Further than the declining demand in routine jobs, carried out by low-qualified employees there is a considerable increasing in the demand of those non-routine jobs. There are evidence-based studies that register a raise in the demand of highly-qualified employees with abilities to perform cognitive, analytic and interactive complex tasks (Autor, Levy & Murnane, 2003).
In our time, the acquisition of ICT competencies is increasingly becoming a key requirement for employability (Card & Dinardo, 2002; Torrent, 2008). The described trends have been particularly notorious in the last decades and without doubts they will continue influencing the education sector. The Lisbon Summit and the PISA assessment are two different trans-national initiatives designed to face this phenomenon.
Principal findings:
1) In order to propose a wider approach of ICT skills beyond the instrumental (and basic) use of technology, this study proposed the term e-competent user, which refers to a person who is able to complement the use of some specific technologies with other proficiencies and knowledge. The meta e-competencies are a set of capabilities, skills and abilities to exploit tacit and explicit knowledge, enhanced by the utilization of digital technologies and the strategic use of information. E-competencies go beyond the use of any specific ICT, including the proficient use of information and the application of knowledge to work individually and collaboratively in changing contexts. Also five underlying concepts that constitute the term e-competencies have been identified: e-awareness; technological literacy; informational literacy; digital literacy and media literacy.
2) A trans-national challenge to face is how to test and certify the informally acquired e-competencies. There are discussions and decisions to be made in relation to the criteria and methodologies of how to assess the formal and informal acquisition of ICT competencies. There is much research evidence pointing to the difficulty of evaluating the abilities and proficiencies of students, particularly in relation to those higher-level skills, which can generate more complex and unpredictable outcomes.
In that sense, it is expected that the OECD and its PISA initiative will contribute to generate the needed information, instruments and e-awareness required to bring a better understanding of the e-competencies and the strategic role that schools and educators play in their development.
Finally, even considering that this OECD-PISA initiative could contribute to promote an extensive understanding of the term e-competencies, it is mandatory that policy makers and educators comprehend that the main goal is to improve the quality of use of ICT an the achievements that users can do with these technologies. In that sense, as Hugonnier recommends the ICT environment; the ICT user readiness; the use of ICT and the effects of the use of ICT as strategic principles to include in the designing of public policies in the field of education and training.
After ten years of consistent effort to improve educational achievements by infusing massive amounts of capital into ICTs, current research constantly demonstrates that access to and the use of ICT there are no guarantees for increased achievement of students (Goolsbee and Guryan, 2005; Law, Pelgrum and Plomp, 2006; NEA 2008).
All these antecedents emphasize the necessity of a sharp shift in education. Considering this scenario, an increasing number of nations are trying to transform and update their educational system supported by the use of ICTs. Some of them are just bringing computers and connectivity to the classroom; meanwhile others are systematically trying to reduce the gap between the e-skilled and the non e-skilled students.
Finally, these results indicate the necessity to adopt a broad range of improvements in the educational system but also in terms of public policies, which should go far beyond the acquisition of ICT. The e-maturity (maturity in the use of ICT) will not arrive without major changes and improvements. In that sense, the lack of coordination between the adoption of ICT and the embracing of flexible and innovative teaching-learning strategies will demand collective effort between the policy makers, educators and employers of the 21st century.
1 E-competencies could be summarized as the skills, abilities and proficiencies required by those individuals who deal mainly with information and/or knowledge management in their work/leisure/learning environment.
2 "The Organisation provides a setting where governments compare policy experiences, seek answers to common problems, identify good practice and coordinate domestic and international policies." (www.oecd.org)
3 European Pedagogical ICT Licence. http://www.epict.org
4 "The information society is revolutionising many areas of everyday life, particularly access to training and knowledge (distance learning, e-learning related services), work organisation and mobilisation of skills (teleworking, virtual companies), practical life (e-health services) and leisure [...] In the light of these potential benefits and threats, the European Union has placed the information society at the heart of its strategy for the 21st century. Among other things it has launched a series of support and promotion actions (eEurope action plan) and adopted measures aimed at controlling and limiting the risks associated with the development of the information society such as an action plan aimed at promoting safe use of the Internet and combating unlawful and harmful messages. (European Union, 2004)."The 'information economy' consists of the economic activities of those industries that produce content, and of the ICT industries that move and display the content. These economic activities include the use of information and of ICT products by both people and business. The 'information society' includes the social impact of the information economy" (OECD, 2005c).
5 Capital Deepening: "Increases in the amount of real capital per unit of labour". (Atack, Bateman, Margo,2004)
6 International Telecommunication Union (2008) Workshop on Indicators of ICT in Education. ITU. http://www.itu.int/ITU-D/ict/conferences/dominicanrep08/index.html
7 As Silverstone (1999, p.252) remarks on the domestication of ICT: 'The more recent history of home computing indicates that individuals in the household construct and affirm their own identities through their appropriation of the machine via processes of acceptance, resistance, and negotiation. What individuals do, and how they do it, depends on both cultural and material resources".
8 PISA is a regular survey of the knowledge and skills of 15-year-olds. The aim of the study is to assess aspects of young people's preparedness for adult life. The first cycle of the survey was during 2000. The study is repeated every 3 years. In the 2003 PISA study, 41 countries participated, and 57 countries took part in the study in 2006 (Turmo, Lie, 2006).


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Private hire taxis in Cardiff will now be under obligation to have signs on their front doors stating they must be pre-booked, Cardiff Council has agreed.
The decision follows a meeting of the public protection committee this morning, in which representatives of private and public hire taxis gave their views.
The request for proper signage of the vehicles came from public taxi provider - the Hackney Carriage Association. Chairman Mathab Khan said:
"We have a problem with private hire cars picking up people without pre booking in Cardiff – which has been going on for many years and we want to clamp down on them."
But Gareth Owens, director of Dragon Taxis and representing Premier and Tiger taxis said their clients did not want signs on the cars – as they are hired for their discreet service.
He said:
"We are equally required to provide a certain standard of service by the council, but we are totally against any signs. Some people want a discreet vehicle to turn up for them, that's why they don't call a hackney carriage.
"There's a proportion of our drivers who have invested in expensive vehicles because they work for a high class customer. When you go to pick up Simon Cowell from Cardiff Airport, he doesn't want a sign on his door."
Private hire taxis are already required state that they are such on any advertising on the vehicle. Owen said his company receives 40,000 calls a week, 35,000 of which turn into completed taxi journeys.
The committee did not feel there was evidence to support the claim private hire cars were illegally picking up passengers who had not previously booked, but agreed some signage on display on the front of the cars would be useful to members of the public.
Operational manager for licensing Paul Shone said: "People wanting to go home at night will get into anything."
The cost of providing the signs will be £4,500, as each sign is £2.66. But it was agreed the sign would not read 'Not insured unless pre-booked by an operator' which would be misleading to the public. Discussions will now take place as to the exact wording of the sign – likely to read: "Advanced bookings only" or "Pre-booked only".
Do you think private hire vehicles should have a sign on the front door? Leave your comments below.

subset: commoncrawl


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(06-22) 10:48 PDT Farmingdale, N.Y. -- - Phil Mickelson sent a jolt of electricity through Bethpage Black on Monday. After a U.S. Open full of stops and starts, rain and more rain, Mickelson created some much-needed drama in the weather-delayed final round of America's national championship.
Lefty makes run, but Glover holds on
Current Status: Blessed (1)
Seeded on Mon Jun 22, 2009 11:30 AM
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Taiwan's government plans to blanket this island's cities with wireless networks that are integrated with cellular phone services by 2008 as part of an ambitious NT$37 billion (US$1.1 billion) project, called M-Taiwan.
Set to get underway next year, the M-Taiwan project has two principal goals: to dramatically expand wired and wireless broadband Internet access in Taiwan and to give local industry a leading position in the development of products and high-bandwidth services that integrate WLAN (wireless LAN) connectivity with support for GSM (Global System for Mobile Communications) mobile networks.
Taiwan's wireless Internet plans dwarf a similar, but more limited, project outlined last month by the U.S. city of Philadelphia to build a citywide wireless mesh network at a cost of up to US$10 million, in effect turning the city into one giant wireless hotspot.
While Philadelphia officials have billed their project as the world's largest WLAN network, Taiwan's government wants to not only cover urban areas like Taipei with wireless Internet access but it also wants to tie these networks together with cellular services as part of an M-Taiwan initiative called iB3G, or Internet Beyond 3G (third-generation mobile technology).
The first WLAN-GSM services will be rolled out by Taiwanese operators during the first quarter of 2005, said Shiaw-Shian Yu, managing director of the National Information and Communication Initiative's iB3G Office, in an e-mail. Those services will initially be available in three cities -- Taipei, Taichung and Kaoshiung -- and will be expanded to a further seven cities by 2008, he said.
By then, the government expects to see more than 4 million cellular subscribers in Taiwan using dual-mode handsets that support WLAN and GSM networks, Yu said.
"This project will give people a handy, low-cost broadband network access device. People will be able to use broadband services that they can now only access through a PC," Yu said.
Some of those services were on display earlier this week at a government-sponsored event in Taipei that was attended by several companies, including operators Chunghwa Telecom Co. Ltd. and Far EasTone Telecommunications Co. Ltd.
Among the offerings on display was a streaming TV service developed by Taiwan's Industrial Technology Research Institute (ITRI) in cooperation with two local television stations. The service lets users watch TV using a WLAN-enabled cell phone such as BenQ Corp.'s P50 handset, which is expected to ship sometime next year. A music download service and a WLAN-based push-to-talk service were also on display.
Using WLAN to offer these services offers the benefit of lower costs and higher bandwidth than using alternatives, such as 3G technology, said Teddy Yu, a spokesman for ITRI's Computer and Communications Research Laboratories.
The services that were put on display here this week are just the beginning of Taiwan's WLAN-GSM push. The government has set aside NT$7 billion of the NT$37 billion M-Taiwan budget to promote the development of WLAN-GSM services.
The government hopes that by pushing for the deployment of WLAN-GSM services, Taiwanese hardware makers will be able to take an industry-leading role in the development of WLAN-GSM products, iB3G's Yu said.
"Taiwan has been very successful being a quick follower but (local companies) don't know how to be a leader. This project actually has encouraged many companies to try to be leaders," he said.


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"Funding was found relatively easily," he says. Jean-Marie Messier, then boss of the media conglomerate Vivendi, had been in New York on September 11 and he was immediately prepared to become involved in financing the project. Then it was a matter of finding the film makers.
"I knew these people from their films," Brigand says. "I didn't know them personally." He contacted 25: 11 were ready to take on the task at short notice.
"They worked with total freedom," he says. "But they knew that if they wanted me, I would be there." Brigand visited the film makers on set. He recalls his shock at the devastation that greeted him when he went to see Danis Tanovic in Bosnia, and the light-hearted atmosphere that surrounded the movie being shot by Burkina Faso (West African) director Idrissa Ouedraogo.
There were, of course, some constraints, even with the promise of total freedom. Giuseppe Tornatore, for example, wanted his contribution to be a kind of memorial, using photographs of the victims and the music of Morricone, but the idea posed too many legal problems, and had to be abandoned.
Iran's Samira Makhmalbaf was the first to finish. Her film, showing young Afghan refugees in Iran being told by their teacher about 9/11 arrived in May. The most abstract work, Inarritu's film, incorporating the harrowing footage of people falling from the towers - was finished by the end of July.
Brigand chose film makers, rather than countries, he says, but adds that he felt he had to have an American film maker - Sean Penn, whose film stars Ernest Borgnine, as a New York widower mourning his wife, who scarcely notices what's happening around him on the morning of September 11.
So far, the film hasn't found a theatrical distributor in the US. Brigand is philosophical about this: "Perhaps it's not time yet," he says. "America might not be ready. They are still in mourning."
It's possible, too, that American distributors might not be ready for a while. A couple of films - the contributions of Loach and Youssef Chahine - have been regarded by some as likely to offend American sensibilities. Both canvass American foreign policy and its impact.
Loach, speaking from London, deplores much of the TV coverage of the destruction of the towers and its aftermath - "endless documentaries about firefighters, stories about mysterious fanatics from another country, with no attempt to understand why" - and he's also critical of what he regards as the media assumption that "some people's deaths are worth mourning and others aren't".
His contribution to 11.09.01 is a simple, eloquent film, revolving around a letter of condolence written by a Chilean friend, Vladimir Vega, which is addressed to the families of the victims of 9/11. It is a courteous, thoughtful letter, which draws attention to something they both share - the date. September 11, 1973 was the day on which the Allende Government was overthrown. Loach combines archival footage with Vega recounting his story. He was tortured and imprisoned, before being released on the condition that he leave the country.
"It's not a lecture," Loach says. "Vlad is very gentle and very sympathetic. He sees the difference between the government and the people."
The segment has been widely praised by reviewers, and won a critics' prize at the Venice Film Festival, but he has had his detractors, too.
"One of the London evening papers said I'd disgraced the nation," he says cheerfully. "That's a review worth keeping."
11.09.01 is screening at Cinema Europa, Jam Factory, and Cinema Nova.
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FOX & Friends pitched an on-air fit yesterday when they learned "influential progressives" from MSNBC were invited to the White House to meet with the president.
Lawrence O'Donnell, Rachel Maddow, Ed Schultz and Al Sharpton were the president's guests. Arianna Huffington of Huffington Post Media Group was also present. White House deputy press secretary Josh Earnest issued a statement saying, "The President met with influential progressives to talk about the importance of preventing a tax increase on middle class families, strengthening our economy and adopting a balanced approach to deficit reduction."
The trio at FOX & Friends didn't take the news well. Steve Doocy, Brian Kilmeade and Gretchen Carlson complained and reacted like teenage girls who found out they weren't invited to the prom.
In a high-pitched voice, Kilmeade exclaims, "Look who was invited to the White House for a briefing!" Doocy follows up with "Who is left to run MSNBC yesterday?" The words "Outrageous" "Incredible" were flying around. Doocy explained that it wasn't the White House who had released the guest list and he guessed it was a blogger from Huffington Post who made the announcement as he watched the guests arrive. Doocy mimicked the HuffPo blogger with his own interpretation and said, "Hey, there goes Al Sharpton, he's really small."
Gretchen Carlson unsuccessfully attempted to mask her disdain, as her two male co-hosts were in a frenzy. She stated that it might be outrageous but she wasn't surprised by it all and said, " That station is delivering the message of this administration, so it makes sense."
"But that channel—that's all they're going to do anyway," Doocy added.
FOX & Friends 'Outraged' Over White House Invitation To MSNBC Hosts (VIDEO) | Addicting Info
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Are electronic cigarettes more dangerous than regular ones?
Experts say electronic cigarettes could actually ne more damaging than regular smoking. E-cigarettes contain a heating element that turns nicotine-laced liquid in the cartridge into a vapour mist. This produces the sensation of smoking without the carcinogenic chemicals like tar, the Daily Mail reported. However, the chemical used to vaporise nicotine - the chemical propylene glycol could cause acute respiratory system irritation according to Dr Elisabeth Pott, director of the Federal Centre of Health Education in Cologne, Germany.
In 2009, USFDA analysed e-cigarettes and found they contained traces of carcinogen nitrosamine and other potentially harmful substances in products from several manufactures, in addition to ethanol and glycerine. E-cig firms maintain that the amounts are far lesser than regular cigarettes.
One issue is the lack of research carried out on e-cigarettes. Professor John Britton from the Royal College of Physicians' Tobacco Advisory Group, is calling for regulation of e-cigarettes that would ensure a 'guaranteed standard'. Britton said the devices should be regulated in the UK to a degree to make sure there are reasonable levels of nicotine in them. According to the report, e-cigarettes have been banned in Canada, Australia, and some American states.
What's in an e-cig?
The e-cigarette basically consists of three parts: Cartridge, Atomizer and Power supply The cartridge's a mouthpiece (like a cigarette's butt) that usually holds the liquid that is to be vaporized. The atomizer serves as a heating element and vaporizes the liquid and each of them contains a power supply like a chargeable plug, USB drive or batteries.
Are they really less harmful?
E-cigs are primary used as a smoking replacement or a smoking cessation device to help smokers quit though the lack of studies and its relative novelty make it hard to judge its health effects. According to United States Food and Drug Administration (FDA), known carcinogens were detected into the nicotine-cartridges and there were also concerns it could be marketed to younger people. However FDA methods have been derided in various journals for lack of evidence and which claimed that the nicotine content was a lot lower than actual cigarettes as were the health hazards.
The World Health Organization (WHO) also claimed that though they were usually marketed as devices for nicotine replacement therapy there were no studies to back up that claim and has refused to endorse the device.
Published: Monday, January 28, 2013


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Nas Monday night show at London's Brixton Academy has been stopped by gunfire
Rapper Nas Monday night show at London's Brixton Academy came to a mid-set halt after two shots were fired. Nobody was harmed by the shots, yet London's Evening Standard reported that several people were hurt in the panic to exit the hall.
The concert was soon stopped and police were called to the scene shortly before 10 p.m. local time. The case has been handed over to investigators with the Metropolitan Police's Operation Trident, which deals with gun crime in the black community.


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April 2000 - A very wet start
Please see the related articles for further information on weather events in April 2000
A Very Wet Start
After a dry March (when England and Wales received 52 per cent of its normal rainfall) the UK had a record-breaking wet April. Figure 01 - Dry March
Dry March - England and Wales received 52 per cent of its normal rainfall
Figure 01 - Dry March
Heavy rainfall during the first 12 days of Aprilproduced a reversal of the traditional pattern, with significantly more rain falling in the east than the west. Rainfall 01-Apr-00 to 12-Apr-00 (mm)
Heavy rainfall during the first 12 days of April
Rainfall 01-Apr-00 to 12-Apr-00 (mm)
Rainfall amounts over western Scotland, Northern Ireland and Wales were not too far from average. In contrast, eastern Scotland and much of England received two to three times the normal amount for the period. Figure 2
Rainfall Percent of Period Normal -1-Apr-00 to 12-Apr-00 [percent]
Figure 2
Large parts of England and some parts of Scotland received well over (in some areas 50% over) the average rainfall amount for the whole of April
Figure 3
Rainfall Percent of Monthly Normal 01-Apr-00 to 12-Apr-00 [percent]
At Heathrow, comparable quantities of rain in April have occurred on only four other occasions during the last 50 years, the most recent being in 1993.
Figure 3
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Late Medieval German Sculpture Late Medieval German Sculpture: Materials and Techniques Late Medieval German Sculpture: Polychromy and Monochromy
Central Europe (including Germany), 1400–1600 A.D.
"Medieval Sculpture at The Cloisters": The Metropolitan Museum of Art Bulletin, v. 46, no. 3 (Winter, 1988–1989) The Metropolitan Museum of Art. Vol. 3, Europe in the Middle Ages "Two Unpolychromed Riemenschneiders at The Cloisters": Metropolitan Museum Journal, v. 10 (1975)
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Experience the best of human creativity from every corner of the globe at The Met.
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LIFE IN THE TRINITY: A Catholic Vision of Communion and Deification
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A Catholic Vision of Communion and Deification viewing the Trinity as the Goal, Source, and Archetype of all things Christian and human. An exercise in Ressourcement theology, this book draws on the vision of Henri de Lubac, Hans Urs von Balthasar, and Pope Benedict XVI, as well as the personalism of Pope John Paul II. It focuses on the Divine Personhood of the Father, Son, and Holy Spirit as the Wellspring of Worship and the contemplative guide for human relationships. Human personhood in its fallen and divinized forms is explored in light of patristic teaching on the Trinitarian Communion.
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Mar 4, 2010A non-traditional approach to the depths of the Catholic Tradition. A refreshing, almost poetic alternative to the worn-out by-the-book approach of even "good Catholics" who believe the spiritual life consists of keeping the rules and "imitating Christ." Krill invites us into a deeper approach to the mystery of our Faith.
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Nursing LPN to BSN Application
Policy for Admission to the LPN-BSN Nursing Program
All completed forms and information needed for your application must be received before the Admissions, Progression, Graduation and Scholarship Committee considers you for entry into the program. The Nursing Division will admit students to the LPN to BSN nursing major twice a year. For the fall term, applications are due February 1, a decision will be made by the end of February. For the spring term, applications are due October 1, a decision will be made by the end of October. We will accept late applications which meet criteria depending on space available in the class. The application must be complete which includes the following:
• Accepted to Grand View University
• All transcripts from other colleges evaluated by GV for transfer credit
Application form completed for the nursing major
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The Nursing Admission, Progression and Graduation Committee will meet to review applications. Applicants for the summer and fall semesters will be notified of their status by the end of February. Applicants for the spring semester will be notified of their status by the end of October.
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Blomus Tarro Soap Dispenser, Frosted
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This Soap Dispenser from Blomus complements any bathroom. The combination of Brushed Stainless Steel and satinized glass creates a modern look that will enhance your sink area. The freestanding soap dispenser measures 2-2/5" (6cm) W x 3-1/2" (9cm) D x 7-3/5" (19.5cm) H and can hold up to 300 ml of soap.
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5 people are standing in a queue for plane tickets in Germany; each one has a name, an age, a favorite TV program, where they live, a hairstyle and a destination.
Names: Bob, Keeley, Rachael, Eilish and Amy
TV programs: The Simpsons, Coronation Street ("Corrie"), Eastenders, Desperate Housewives and Neighbours.
Destinations: France, Australia, England, Africa and Italy
Ages: 14, 21, 46, 52 and 81
Hairstyle: Afro, long, straight, curly and bald
Where they live: A town, a city, a village, a farm and a youth hostel
1. The person in the middle watches Desperate Housewives
2. Bob is the first in the queue
3. The person who watches the Simpsons is next to the person who lives in a youth hostel
4. The person going to Africa is behind Rachael
5. The person who lives in a village is 52
6. The person who is going to Australia has straight hair
7. The person travelling to Africa watches Desperate Housewives
8. The 14-year-old is at the end of the queue
9. Amy watches Eastenders
10. The person heading to Italy has long hair
11. Keeley lives in a village
12. The 46-year-old is bald
13. The fourth in the queue is going to England
14. The people who watch Desperate Housewives and Neighbours are standing next to each other
15. The person who watches Coronation Street stands next to the person with an afro
16. A person next to Rachael has an afro
17. The 21-year-old lives in a youth hostel
18. The person who watches Corrie has long hair
19. The 81-year-old lives on a farm
20. The person who is travelling to France lives in a town
21. Eilish is not next to the person with straight hair
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She has doubled both her number of dogs and the amount of care she takes climbing the stairs and now ACT Meteors opening bowler Rene Farrell is finally making her debut two months after first planned.
After missing most of the season due to a broken toe from tripping over her dog Bailey, Farrell is fired up to finally play for the Meteors. And the chance to force her way into the Southern Stars line-up for next year's Ashes has her ''feeling like my first game again''.
Farrell was meant to be a crucial element in the Meteors mounting a serious title charge, but the mishap on the stairs left her needing to ''learn to walk again''.
She will finally take the new ball for the ACT in a three-game series against the Queensland Fire at Freebody Oval, starting on Friday.
After the encounter with Bailey, the temptation would be to have no dogs, but instead she has added Baxter to the family and has been more careful not to trip over her pets.
There's more than just games in the Women's National Cricket League on the line - she wants to get her baggy green back.
Farrell has represented Australia 48 times, including two Tests - a tally she is desperate to add to in England in August.
The Sydney native took a year off from the game because she had lost the love for it. But the passion is back and she wants to return to the top level.
''If I perform well enough, I'll be putting my hand up for [national] selection, whether it's in a Twenty20 format or a Test match down the track in England,'' Farrell said. ''I'll definitely be working hard … because for me the Test match is the ultimate, so to be selected and play in my third Test would be awesome.''
Farrell will be sharing the new ball with New Zealand international Sian Ruck, who has just returned from playing against Australia for the Rose Bowl.
A 3-1 series win meant the Southern Stars retained the trophy, and Farrell was going to bide her time before letting her fellow quick know about it - they are meant to be teammates after all.
''Hopefully, I can be opening the bowling with her [Ruck] and, hopefully, we can rip into the opposition together rather than each other,'' Farrell said with a laugh.
''Maybe once we have a drink or two after three wins I might slip a little sledge in there about the Kiwis.''
It is an important series for the Meteors, who have to win all three games to keep their finals hopes alive in both the Twenty20 and one-day competitions.
ACT Meteors v Queensland Fire
At Freebody Oval. Friday: Twenty20 game from 3pm. Saturday: One-dayer from 10am. Sunday: Twenty20 from 10am.


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"A+ Great Stay Great Value! The feeling I got at the Inn was a kind of 'my house is your house' mood. First Inn you've got my stamp of approval, thanks for the nice visit!"
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"Great staff and very enjoyable place to stay. I am very likely to return to the First Inn of Pagosa. I would definitely recommend it to friends."
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The First Inn of Pagosa is located just off of Highway 84 and 160 in the San Juan River Valley, in downtown Pagosa Springs, Colorado. We offer quality Colorado lodging at an affordable price. We invite you to stay at our Pagosa Springs hotel while you enjoy your time in the area.
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Four band reunions worth getting excited about
Forget the lightweights on the ITV show: here are this year's cooler musical comebacks
Mon Apr 7 2014
© Jay Blakesberg
The OMFG! factor 4/10
Together for ever? Deal or no Kim Deal, the original big indie reunion isn't slowing down.
Pixies headline Field Day in Victoria Park on Jun 8.
The OMFG! factor 9/10
Together for ever? For ever, for ever ever, for ever ever? If they get through the summer, hell yes.
Outkast play at Wireless festival on Jul 6.
All Saints
The OMFG! factor 7/10
Together for ever? Never ever in a million years. This one looks like it's strictly for the cash.
All Saints play The O2 on Nov 19.
The OMFG! factor 9/10
Together for ever? Better put on some comfy shoes: there'll be plenty of gazing at them yet.
Slowdive play at Village Underground on May 19.
Popular gigs this week
Read more music features
Time Out readers' top songs of 2015
We love discovering new music that hits that special spot, so we asked some #takeovertimeout contributors: what's your top song of 2015 so far?
Arcade Fire on teashops, London and 'The Reflektor Tapes'
Time Out reader Joe Presley discovers five things you didn't know about Arcade Fire
Disclosure on Sam Smith's ring, toilet reading and 'Caracal'
Guy and Howard Lawrence tell Time Out reader Hannah Ashraf about their new album and becoming more than just a dance band
One to Watch: Wet
Time Out reader Sarah Taylor explains why this Brooklyn trio are ones to watch
Why I love Cadogan Hall
Time Out reader Jaime Tung explores the magic of an intimate concert hall in Chelsea


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Acoustic rock legend Melissa Etheridge collaborated with the Ovation/Adamas R&D team to design this extraordinary 6-stringed signature instrument. Representing the ultimate craftsmanship from Ovation's flagship workshop in New Hartford, Connecticut, the Melissa Etheridge Signature 6-string features a solid spruce top soundboard with X-bracing and a contoured composite body. Other features include an ebony fretboard and bridge, bass-side sound ports with white pearloid epaulets, and a custom "ME" mother-of-pearl symbol on the peg head face. The Melissa Etheridge Signature model comes with Ovation's original high-output pickup, and its OP-Pro Studio preamp connects to virtually any sound system, stage amp, or recording console.
Price: $1299.00
Shape: Countour Bowl
Bracing: Quarter sawn Scalloped "X"
Back: Lyrachord® Contour Bowl
Top Finish: Pearl White
Epaulet: Mother of Pearl Multi-sound holes: bass side only
Body Top: AA Solid Spruce
Body Binding: Mother of Pearl
Strings: Adamas® 1818E Light Acoustic (.012-.053 Gauges)
Fingerboard: Ebony
Fingerboard Radius: 10" (254 mm)
Neck: 5-piece Mahogany/Maple neck
Neck Finish: Satin
Frets: 20 fully accessible frets (24 frets for high E string)
Position Inlays: Melissa 12 Fret
Scale: 25 1/4 (641MM)
Nut Material: ABS, 1 11/16" (43mm)
Electronics: Ovation OP Pro preamp that features a chromatic tuner and a 3-band equalizer with "pre-shape" and "mid-shift" buttons
Pickup: Ovation OCP-1K Pickup
Bridge: Rosewood with Black stain
Tuners: Die-Cast Sealed Tuners
Machines: Ovation Tuners
Hardware Finish: Black
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Ovation primarily manufactures steel-string acoustic guitars (both 6 and 12-string versions) and nylon-string acoustic guitars, often with pickups for electric amplification.
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Graduate University of Advanced Technology
The great potentials in Kerman province, regarding such resources as industry, mining, agriculture, and service-sector, have all created favorable conditions to establish postgraduate education and research centers for further development of the area. Graduate University of Advanced Technology (GUAT) was thus founded in 2007 with the aim to partly fill this gap. With an area of 2000 hectares, the GUAT is located in Mahan, 28km southeast of Kerman.Currently, there are three faculties (i.e. Faculty of Science and Technology, Faculty of Electrical and Computer Engineering, and Faculty of Civil Engineering) providing educational and research services in 39 MSc and 15 PhD programs, together with the facilities prepared in the same campus for commercializing the knowledge-based achievements of the GUAT post-graduate students and researchers.
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MSHA News Release: [04/18/2008]
Contact: Amy Louviere Matthew Faraci
Phone: (202) 693-9423 (202) 693-9406
Release Number 08-519-ATL
Court of Appeals rules for MSHA against delinquent Kentucky coal mine operator
Judgment orders Little Ty Coal Co. to pay $146,000
ARLINGTON, Va. - - The U.S. Department of Labor's Mine Safety and Health Administration (MSHA) today announced it has won a judgment against a Kentucky coal mine operator the agency sued in May 2007 for failure to pay mine safety penalties. The U.S. Court of Appeals for the Sixth Circuit issued a judgment of enforcement on April 2, 2008, ordering Little Ty Coal Co. Inc. to pay $146,000 for civil penalties issued over a two-and-a-half-year period.
"When MSHA filed suit against Little Ty Coal Co. last year, we vowed to use all the tools available to us under the Mine Act to collect civil penalties," said Richard E. Stickler, acting assistant secretary of labor for mine safety and health. "Mine operators who consistently flout federal regulations will be held accountable."
MSHA issued 309 citations between September 2004 and March 2007 against the company's Mine #1, Mine #2 and Mine #3. None of these citations was contested by Little Ty and, subsequently, all 309 became final actions 30 days after they were issued.
According to the court's judgment, Little Ty must pay its penalties within 60 days. Little Ty's failure to comply with the judgment will result in MSHA taking additional enforcement action.
# # #


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The New York Giants continued their bargain hunting on Saturday, agreeing to terms with wide receiver Louis Murphy, formerly of the Carolina Panthers, on a one-year deal.
The deal, which was first reported by Pro Football Talk, may spell the end of Domenik Hixon's tenure with the team. However, with Murphy's lack of experience as a return man, he may just be seen as a replacement for Ramses Barden, who has already stated it is in his best interest to move on.
Originally a fourth-round pick of the Oakland Raiders in the 2009 NFL Draft, Murphy spent the 2012 season with Cam Newton and the Carolina Panthers. He hauled in 25 passes (60 targets) for 336 yards and a touchdowns. However, although he averaged 13.4 yards per reception, Pro Football Focus notes that he averaged only 0.86 yards per route run last year – third lowest of any wide receiver in the league.
In 57 career games, Murphy has hauled in 115 receptions for 1,707 yards and seven touchdowns. He's also been known to run the ball of a time or two, gaining 146 yards on 14 attempts (10.4 ypc).
And for those that will immediately go to Google and search, don't bother. While at FLorida, Murphy returned only three kicks for 41 yards (13.7 yards per return).
- Be sure to like Giants 101 on Facebook, follow Giants 101 on Twitter & +1 Giants 101 on Google+
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Best Kale Dishes in the US
Are These the 10 Best Kale Dishes in the US?
- 10 killer kale dishes across America — Zagat
- Is this the latest beer trend? — Delish
- Aaaand, now there's a Cronut-bourbon milkshake — Eater
- Andrew Zimmern: "I don't pass myself off as a real expert" — HuffPost Taste
- A Texas chef claims she invented Cronuts in February — Grub Street
- When is it worth switching to paper plates? — Big Girls Small Kitchen
- Secrets to homemade flag cake — America's Test Kitchen Feed


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Daisy – the little black girl peeking out from behind her black and white brother or sister. Just 4 weeks old now, she'll be joining our family in January. Ben had better make the most of his last few weeks of uninterrupted snoozing – I remember how he would pull Amy's fur and chew the end of her tail – but she loved him anyway.
What goes around, comes around Ben Dickson!


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L.A.M.B. 'Dominic' Striped Sandal
The perfect heel to make your ankles appear smaller. These are so different and fun! DETAILS: A chunky knot at the peep toe is mirrored at the ankle in a boldly striped, nautically inspired sandal supported by a fabric-wrapped heel and two-tone platform. Distinctive fabric detail forms a V just below the heel cup. Adjustable knot at the ankle; decorative knot at the toe. Approx. heel height: 5" with 1" platform. Fabric upper/leather lining and sole. By L.A.M.B.; imported. Salon Shoes.
Feathers and and a peep-toe create a uniquely couture look that exudes trendiness and sophistication.
I really like these. With leggings? In black. And they are on sale : )
love the curved look of the heel, love the reddish brown leather.
For hot days and even hotter nights at a seaside resort far far away.Tags: fashion, shoes, accessories, style, stylish, sandals, womens shoes, crystal, FootwearAdded 9 Years Ago from Free People


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Ever wonder why key federal agencies perennially face a shortage of Arabic speakers?
Here's one reason why that won't be changing any time soon. The Mansfield school district in Texas has canceled some Arabic classes after 200 parents showed up at a meeting on the new curriculum, with some angry that their children were going to be taught about Islam.
Texas schools nix Arabic classes over fears of Islam - Education - Salon.com
Current Status: Blessed (1)
Seeded on Wed Feb 9, 2011 7:55 PM
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6Toby Seers on December 2nd 2011
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If you truly want to influence people and establish yourself as an expert in your field, your social media presence needs to go beyond Twitter and Facebook. But maintaining multiple accounts across networks can be a time-consuming endeavor.
Content curation via a scheduling app is perhaps the most efficient way to extend your reach. You can not only post your own original material, but also share other people's relevant content with your fans and followers. Offering valuable information about your industry on a regular basis will help you to develop a reputation as a thought leader.
Various tools, such as HootSuite and Sprout Social, are available for social media scheduling. Buffer, which launched a business version of its app in December, is an attractive option for entrepreneurs, thanks to its exceedingly simple interface and seamless integration possibilities.
Getting Started With Buffer
Buffer for Business makes it quick and easy to curate content. After connecting the app to your social accounts, you can install a web extension in your browser bar for ready access. Buffer is compatible with Chrome, Safari, and Firefox and available as a mobile app for iOS and Android devices.
When you come across an article, video, infographic, or any other content you'd like to share, all you have to do is press the Buffer button and a pop-up window will appear that provides social sharing options based on the accounts you've connected. (Buffer currently works with Twitter, Facebook, Google+, LinkedIn, and App.net.) Next, select the network(s) where you'd like to post the item. You can customize the text, change images, and set a specific time for the content to be shared.
Buffer's basic features are similar to those offered by HootSuite and other competitors. But Buffer's super simple interface sets it apart. According to Len Wilson, creative and communication director at Peachtree Presbyterian in Atlanta, HootSuite has many unnecessary features that bog down its user interface.
"Buffer doesn't offer the ability to consolidate feeds from all of your social networks. Instead, it focuses on one thing: publishing," Wilson notes. "And it does it very well, with automatic URL shrinking, thumbnail and description posting for Facebook and LinkedIn, and an easy ability to select/deselect networks."
Creating a Sharing Schedule
Unlike competing apps, Buffer lets you set up a precise schedule for when you share content that varies per day and per network, right down to the minute. You just select and save your preferred posting times for each day of the week and then add content to your stream to fill those specific time slots. This way, you can be certain you're sharing content at the most opportune times, without having to recall what those times are on an ongoing basis.
You may schedule as many posts per day as you'd like, depending on the needs and expectations of your industry. Buffer's free plan lets you schedule up to 10 posts at a time. For an unlimited number of posts, upgrade to the "Awesome" plan for $10 per month. Its small-business plan provides 25 connected social accounts and up to five team members for $50 per month. Free trials are available.
Using Daily Content Suggestions
Buffer recently rolled out a content suggestions feature that makes curating content even easier. Buffer suggests five posts a day that it believes are in line with what you typically share and would be of interest to your target audience.
With one click, you can add these to your Buffer schedule and go on with your day. It's truly content curation made simple, which means you wind up with more time for managing other aspects of your small business.
Tracking Metrics
One final feature Buffer offers is a robust set of metrics. Its tool can be integrated with Google Analytics to give you a full sense of where you stand on the social front. Buffer gives you to view up-to-the-minute data about how many new followers you've gained, how many people have clicked on your shared links, how many mentions, favorites, and retweets you've received, and more.
HootSuite offers analytics, too, but they are tucked away in reports that must be created and exported before viewing.
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Female genital mutilation, bride burning, rape, mass rape, sexual abuse, spousal abuse, infanticide, forced marriage, child marriage, slavery, forced abortion, forced pregnancy. These are just some of the atrocities that are inflicted upon women around the world. Many of these atrocities easily rise to the level of torture as defined in the Torture Convention. These atrocities violate fundamental, nonderogable human rights. A woman s defiance of norms imposed upon her by the dominant social order in her country, moreover, may be a serious breach of the social and political order in her society, and can result in severe persecution.
The United States and other countries are finally acknowledging that these long-standing abuses of women s human rights are grounds for asylum.
Asylum Law Encompasses Persecution of Women
On May 26, 1995, the U.S. Immigration and Naturalization Service (INS) took the momentous step of issuing Gender Guidelines. Recognition of the plight of women was long overdue. The Guidelines recognize well-established human rights norms condemning persecution of women, as reflected in the Universal Declaration of Human Rights, the Convention on the Elimination of All Forms of Discrimination Against Women, the United Nations Declaration on the Elimination of Violence Against Women, and Guidelines and other international instruments.
Recognition of women s claims in no way expands the scope of asylum law. Although women face unique forms of persecution, their persecution provides no less legitimate grounds for asylum than the persecution men face. Asylum law protects more than the steryotypical male asylum applicant -- the educated male elite fleeing communism.
Women face persecution generally on account of political opinion or membership in a particular social group. Political opinion can include a woman s attitude about her government, or her opinion on the treatment of women in her country, culture or social, religious or ethnic group. Political opinion can include a woman s opposition to a law or custom that oppresses women in her country. Political opinion can be imputed to a woman based on the perception of members of the established socio-political structure that she holds inappropriate views because of her deviation from the prescribed roles.
Women often are prohibited from entering into formal political roles, such as those involving prominence in public affairs or in the military. Their political persecution is accomplished by different means, often through sexual violence. Rape or genital mutilation, for example, often are forms of political violence designed to subjugate women politically.
In many women s cases, the government is complicitious, unwilling to take any action and satisfied with a status quo that harms women. Such government inaction constitutes official persecution.
Often, no clear distinction exists between the personal and the political. Politics must be examined in a comparative context that emphasizes functionality and not formalism. The disciplines of comparative law and comparative politics -- disciplines firmly grounded in the curriculums of U.S. law schools and universities -- must be used to examine political persecutions. In many countries, the social order and cultural norms take the place of the political system, rule of law, and the judicial system. Binding norms are manifested socially and not politically or judicially. Governments cannot hide behind ignorance of these tenets to deny women s asylum claims.
Women s claims are relatively recent for various reasons. Women have suffered long-standing forms of persecution that are only now being acknowledged. Asylum cases have developed on the basis of male experiences. It is often extremely difficult for women to discuss, in the detail necessary to prove their case, some of the physical, mental, and emotional harms inflicted upon them, particularly when they must do so in a foreign country and in a foreign culture before male interpreters, male INS officers, male lawyers, and male family members, often in the cold setting of an administrative courtroom.
Debunking Cultural Imperialist Arguments
Grants of asylum to women do not implicate concerns about the imposition of Western values on other cultures.
Human rights are universal. They are to be enjoyed equally by the man in New York City and the woman in Lagos. Broadly accepted human rights instruments provide that culture cannot justify persecution of women. Much of the persecution of women is incredibly harmful and traumatic, physically, mentally, and emotionally. In the words of Alice Walker, torture is not culture. Arguments that the forcible cutting off of a girl s clitoris and removal of her labia minora by an intoxicated adult with a dirty razor should be a protected cultural practice is a particularly noxious argument. Such violence in any legal, political, cultural, or social system is wrong.
Applying asylum law consistently with international human rights obligations does not result in any imposition of our values on others. In the asylum context, the asylee has chosen to espouse values different from her own society and to flee persecution. Women asylees are not saying change conditions in my country. They are simply saying please do not send me back to be persecuted. Abstract theoretical concerns about imperialism should not have a privileged position over the pleas of women for protection. Responding to their pleas is the least the U.S. can do.
Whether or not gender-based claims were considered in the promulgation of the Refugee Convention or of domestic implementing law is irrelevant. The Refugee Convention was drafted at a time when the memories of the Holocaust were fresh in the minds of the international community, and the Cold War was in its early, more frightening stages. Circumstances change. Slavery, for example, was once upheld in the law of many U.S. states. The Thirteenth Amendment to the U.S. Constitution abolished slavery, and the Fourteenth Amendment granted equal protection to the former slaves and their descendants. Still, civil and political rights were a long time coming. The Fourteenth Amendment was ultimately applied to require equal protection of women. So too, human rights law has evolved to recognize that universal human rights encompass women s rights. It has been a long time coming, but asylum statutes are now being properly interpreted to recognize persecution that has always existed but which has been improperly ignored.
Those who assert cultural imperialism deny the validity of American values grounded in human dignity and freedom. Cultural relativist defenses to human rights abuses are typically articulated by oppressive nondemocratic regimes. Established tenets of Western Civilization mandate clear distinctions between right and wrong. The argument for gender-based asylum is based, at least in part, on the idea that there are wrongs that cannot be justified under the mantle of culture. This is a peculiarly American ideal. We have been the leaders in the human rights movement and in bringing morality, ethics, and openness to relations between nations. These American ideals should not be abandoned to avoid our international and domestic legal obligations towards persecuted women.
Refuting Floodgate Arguments
The argument that recognizing the persecution of women in the asylum law would cause a massive flight of women to the United States is unfounded.
Canada promulgated gender guidelines in March 1993. Since then, there has been no increase in the number of women s asylum claims in Canada, despite that Canada provides a more hospitable country for asylees than the United States. Similarly, since the promulgation of the INS Gender Guidelines, no real increase has occurred in the number of women asylum claims in the United States. Asylees on the whole probably comprise the smallest group of immigrants.
Asylum is an individualized remedy. The size of the group being persecuted is irrelevant. The number of males fleeing political oppression during the Cold War, for example, was very large. Grants of asylum came relatively easily to these men, despite the large numbers of male dissidents living under oppressive regimes. Great numbers of similarly situated persons corroborate an asylum claim, rather than detract from it.
The requirements of U.S. asylum law are stringent. Contrary to misperceptions about asylum, one cannot simply walk into the INS and say I want asylum. Asylees must prove, among other things, a well-founded fear of persecution, or severe past persecution, on account of membership in a particular social group, or on account of political opinion, race, nationality, or religion. The INS has reviewed women s cases rigorously.
The overwhelming majority of women around the world cannot flee their regions of persecution. Many women are unable or unwilling to depart from their country, while others may not feel that they have been persecuted. Those able to flee may seek lawful immigration through employment or family ties. When the stringent requirements for asylum are examined in the context of the extremely sensitive nature of a woman s claim, women will likely view asylum as a last resort and claim asylum only if they have a well-founded claim and are serious about it. This is particularly so when experienced counsel is involved.
Arguments that women may obtain asylum through fraud are demeaning and inappropriate. Why should a higher standard be applied to women? Why are women more dishonest than men? It is impossible to fake physical trauma such as a genital mutilation. The INS has stringent standards and procedures designed to discover fraud in any claim before it, regardless of whether it is for asylum or for a visa for a renowned scientist. These standards should be applied fairly to all applicants regardless of their status in life.
America is an immigrant nation. Recognizing the plight of immigrant women is just one chapter in our long history of promoting the freedom and dignity of the individual. There is nothing more American than this. I can think of no better way to celebrate our American values than to hear the pleas of women facing persecution.
© Copyright 1996 The Human Rights Brief
Return to Point/Counterpoint Introduction
Return to this issue's Table of Contents
Return to The Human Rights Brief Home Page


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W. Alton Jones Foundation
From Wikipedia, the free encyclopedia
|W. Alton Jones
|September 2001
The W. Alton Jones Foundation was a charitable foundation, and a sponsor of environmental causes.[1] It was originally involved in sponsoring the arts, particularly theatre.[2]
The foundation was started in 1944 by W. Alton "Pete" Jones, an oil executive and chairman of the board of Cities Service Company.[3] In 2001, the Charlottesville, Virginia-based 56-year-old W. Alton Jones Foundation suddenly dissolved.[4] The $400 million endowment was split into three separate Foundations, the Blue Moon Fund[5] run by Patricia Jones Edgerton (daughter of W. Alton Jones) and her daughter Diane Edgerton Miller, the Oak Hill Foundation run by son William Edgerton, and the Edgerton Foundation run by son Brad Edgerton.[6]
- ^ Jehl, Douglas (2001). "Charity is now force in environmental fight". New York Times (June 28). Retrieved 2013-10-16.
- ^ "Jones Foundation Aids New Stage Works". New York Times (May 16). 1991-05-16. Retrieved 2013-10-16.
- ^ "W. Alton Jones". Retrieved 2008-12-21.
- ^ Lost foundation: Whatever happened to W. Alton Jones? The Hook Mar 28 2002
- ^ Blue Moon Fund
- ^ Green offshoots: W. Alton Jones Foundation sprouts Oak Hill Fund The Hook Oct. 17 2002
|This article about a philanthropic or charitable organization is a stub. You can help Wikipedia by expanding it.


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VICTORIAVILLE, QUE. – The Cape Breton Cubs dropped to a 1-5 record and are out of playoff contention at the 2014 Canadian Senior Little League baseball championship.
The Cubs lost a 5-1 decision to Valleyfield Élites of Quebec on Monday to conclude round-robin play. The Élites (2-3) scored four runs in the sixth inning to break the game open.
Cape Breton was held to only three hits in the loss. Zach Sutherland, Michael MacGillivary and Kenzie MacDonald all hit a single each. MacGillivary took the loss, after entering the game in the fourth inning in relief of starter Michael-Brian Ivey.
"We hit the ball hard, it just didn't find any holes," said Cubs head coach Shameus MacDonald. "There should have been a lot more hits, but we hit it right at them.
"They pitched well, but it was just the timely hits didn't happen."
Monday's loss came on the heels of a 9-6 defeat to the Saskatchewan Kiwanis Nationals (4-1) on Sunday.
Liam MacDonald led the way with two singles in the setback, while Tyler Rose hit a two-run single. Robert Parsons was the losing pitcher after coming into the game in relief of starter Ryan Lawless in the fifth.
Saturday, the Cubs gave up a costly run in the bottom of the last inning to lose 2-1 to East Nepean of Ontario (2-2).
Trent Reardon had two singles for the Cubs. MacGillivary, Jacob Keagan and Parsons each had a single. Sutherland was charged with the loss after relieving starter Keagan in the sixth inning.
Cape Breton also suffered a narrow 8-7 setback to the host Victoriaville Bulls (1-3) on Friday. Lawless led the Cubs with three singles, while pitcher Parsons shouldered the loss after coming into the game in relief in the sixth.
The Cubs conclude play on Wednesday against a team to be determined. The best they could finish at the tournament is fifth.


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