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To address the complexity of today's global challenges requires new ways of thinking. The idea that technology is always the best, maybe only, approach worth taking needs to be reconsidered. Sustainable approaches must also draw from non technological areas. To that end, this book introduces the idea of just technology by rephrasing the idea of just war in order to include concepts of sustainability in future engineering design. The book begins by defining justice and relating these definitions to technology. This is followed by illustrating several notions of sustainability and the awareness that needs to be focused on societal challenges due to the finite resources available in the natural world. Four questions are enumerated to be addressed in order to qualify as a just use of technology: (1) Is the harm being inflicted by the problem on the community, the environment, or humanity, in general lasting, serious, and certain? (2) Have all alternative solutions been investigated first, including non-technology-based solutions? Technology is the last choice, not the first! (3) Do we have confidence in the successful implementation of this technological solution? and (4) Is the potential harm from the technological solution potentially worse than the issue being addressed? Have all unintended consequences been considered that could arise from the technological solution? The book ends with a description for implementing these questions into the traditional engineering design process. Examples are included for reflection and help to understand how the design process proceeds.
I am commander, Bob Sutton, Sue Costco is my first officer, and Lieut. Joseph Franks is the third member of our team of astronauts that make up our crew. We have just departed earth on our first manned mission to Mars. To date is 2025 and it's our second day out, I have just laid down for a short nap when, "Hay guys" Sue says abruptly, "according to this read out the ship has increased its speed from 15,000 to 20,000 mph in the last few minutes. "That's a possible," I exclaimed, jumping up to double check her figures. "Since we left Earth orbit our engines have been shut down, if anything we should be going slower, not faster." But after checking the ship's instruments, we concluded that she was right. "What the hell is going on? I replied, as I started to recheck the instruments again. About 15 to 20 minutes had gone by; Sue was busy as a bee trying to calculate our speed again, as I frantically looked over at her figures, suddenly! Her eyes widened, "holy mother of God," she screamed, "our speed is now increased to 41,000 mph and is still climbing." Joe yelled, "I have just picked up a large mass of something, a couple of thousand miles ahead, on an intercept course. I don't know what it is, but every minute it's growing larger, I believe it's pulling us toward it. "We will have to do an emergency burn," I commanded, sliding into my seat and fastening my seat belt. "Are you guys strapped in?" I yelled. Not waiting for an answer, I fired our right steering rockets, as I felt the seatbelt harness start to cut into my shoulder, I knew that we were into our turn. After I had turned the ship about 45° I shut the engines down, but within a few seconds the ship seemed too turned back to its original course. I then fired our left steering rockets, but the ship didn't turn at all, as we all stared helplessly at the ship's Main monitor, we realized that straight in front of us was a large mass. Minute by minute the mass grew clearer until we were able to see this large gaping black hole. "Oh no," Sue screamed, covering her eyes with her hands. Within a second or two we felt ourselves being sucked into it as we passed the holes outer edge, the ship seemed too changed directives immediately heading down into the hole. I felt my seat belt drastically cutting into my shoulder, and I was on the verge of blacking out, "I'll see you both in our next lifetime," I remember saying, and then everything went black.
This book argues that smart schools, students and teachers learn to be discerning and strategic users of technologies. Smart schools are neither digitally obsessed nor technologically possessed. They have learned to say no to distractions, silly toys and untested innovations that might reduce their focus on education's bottom line.
The field of knowledge for development now occupies a top position on the agenda of all Asian governments as well as large development organizations. This book reflects this mega-trend of development towards KBEs (Knowledge Based Economies). For this 2nd edition all chapters have been thoroughly edited and data, tables and graphs have been updated to reflect the latest available statistics. Trends have been re-evaluated and adjusted to reflect recent developments in the fast-moving scene of knowledge governance and knowledge management.
Why an organization's response to digital disruption should focus on people and processes and not necessarily on technology. Digital technologies are disrupting organizations of every size and shape, leaving managers scrambling to find a technology fix that will help their organizations compete. This book offers managers and business leaders a guide for surviving digital disruptions—but it is not a book about technology. It is about the organizational changes required to harness the power of technology. The authors argue that digital disruption is primarily about people and that effective digital transformation involves changes to organizational dynamics and how work gets done. A focus only on selecting and implementing the right digital technologies is not likely to lead to success. The best way to respond to digital disruption is by changing the company culture to be more agile, risk tolerant, and experimental. The authors draw on four years of research, conducted in partnership with MIT Sloan Management Review and Deloitte, surveying more than 16,000 people and conducting interviews with managers at such companies as Walmart, Google, and Salesforce. They introduce the concept of digital maturity—the ability to take advantage of opportunities offered by the new technology—and address the specifics of digital transformation, including cultivating a digital environment, enabling intentional collaboration, and fostering an experimental mindset. Every organization needs to understand its “digital DNA” in order to stop “doing digital” and start “being digital.” Digital disruption won't end anytime soon; the average worker will probably experience numerous waves of disruption during the course of a career. The insights offered by The Technology Fallacy will hold true through them all. A book in the Management on the Cutting Edge series, published in cooperation with MIT Sloan Management Review.
The proliferation of mobile media in recent years is an international phenomenon, with billions of devices sold annually. Mobile communications are now moving beyond individualized voice to mass media content--text, voice, sound, images, and even video. This will create new types of content that allow media companies and users to interact in new ways. There is a strong interest from the media and telecom industries in what manner of applications and content can be distributed in that fashion, and at what cost. To answer these questions, the book provides 18 chapters from internationally renowned authors. They identify likely types of content such as news, entertainment, peer-to-peer, and location-specific information; evaluate the economics, business models, and payment mechanisms necessary to support these media; and cover policy dimensions such as copyright, competitiveness, and access rights for content providers. This volume takes the reader through the various elements that need to be considered in the development of third generation (3G) content, and explains pitfalls and barriers. The result is a volume of interest to business professionals, academics, and policy makers. The book is international in focus and a glossary of terms is provided. There are few publications available which give an overview of this rapidly changing field.