<<December 16, 2005>>
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Ms Hassmik Tortian <h.tortian@unesco.org>
Stan Loh <sloh@MI-2.biz>
Kaisa
Kautto-Koivula, Lic.Techn., Ph.D. <kaisa.kautto-koivula@kolumbus.fi>
Georges Haddad <g.haddad@unesco.org>
Marco Antonio
Rodrigues Dias, T.C.D. (Third Cycle Diploma) <mardias@wanadoo.fr>
Jandhyala B. G. Tilak <jtilak@vsnl.com>
Mr John Everett <jbe@intelearn.co.uk>
Margaret E Ngwira <mengwira@kcn.unima.mw>
Dear E-Colleagues:
(1) This is
the follow-up to my last list distribution of;
(12/07/05)
Report on my attendance to the WSIS in Tunis, Tunisia (Par 1)
(12/10/05) Report on my attendance to the WSIS in Tunis, Tunisia (Par 2)
http://makeashorterlink.com/?U2562594C
This
distribution is about the UNESCO forums at the World Summit on Information
Society (WSIS-II), November 16 and 18, 2005, Tunis, Tunisia;
Dear
Ms. Tortian:
I thank you again for your arrangement for my attendance to them. I
enjoyed both sessions very much.
(2) One of materials UNESCO distributed says as;
Knowledge
is recognized as a main driving force for socio-economic development.
Education — and higher education in particular — play an
important role in the generation, dissemination and application of knowledge,
and for building the technical and professional capacity of nations.
Higher educations instrumental role in the construction of knowledge
societies has been confirmed by UNESCO, the World Bank, UNDP and numerous other
international and regional organizations.
UNESCO is one of the organizations that give high priority to the construction
of information and knowledge societies, and to bridging the knowledge and
digital gap that exists between developed and developing countries. Mr.
Koichiro Matsuura, Director-General of UNESCO, has said if the world
communitys special concern is to overcome the digital divide in order to build
knowledge societies, then this is precisely what UNESCO is all about. He
further added that one of our core missions is to promote the free exchange of
ideas and knowledge; to maintain, increase and disseminate knowledge through
our work in education, the sciences, culture and communication.
This indicates that we can expect the leading role of UNESCO for the
construction of Knowledge Society in the 21st century.
(3) At the session of 11/17th, Mr. Matsuuras remarks were excellent.
I strongly suggest that you obtain the following excellent booklet from UNESCO;
Towards
Knowledge Societies
http://publishing.unesco.org/details.aspx?Code_Livre=4400#
Although we received it as free of charge at the session, you can order it for
25,00 Euro at the web site.
(4) Prof. Negroponte of M.I.T. described his much hyped USD100 laptop —
see ATTACHMENT I below.
Dear
Stan:
Many thanks
for your msg (ATTACHMENT II).
I am taking the liberty of distributing the PowerPoint slides about your USD250
laptop.
(Download Stan Lohs PowerPoint slides
<Ink-PCAug2005.ppt> attached to this list distribution at the URL
<http://makeashorterlink.com/?Q1A5226EA>)
Your laptop seems to have more power than Negropontes. He said that, as
being a non-profit organization, his system does not need to add marketing
costs, thus, he can reduce the price by 50% to make it USD100. This, in
turn, means that your price of USD250 is about right.
Wishing you a very good luck to your venture!!
(5) I have been using email system at Columbia University over two decades.
Whenever I have any trouble, I call up their tech-support by their
graduate students. They provide me with superb service almost
immediately.
I am also using Apple computer for almost two decades. I can get their
tech-support by phone call, which is at the top rated by industrial market
survey every year. Apples prices are usually higher than comparable
WINTEL machines, but worth with their excellent tech services.
For successful global e-learning and e-healthcare/telemedicine, establishment
of such tech- and learner-support system is the vital necessity, which often be
forgotten or neglected.
Our GUS approach is to set up this system first, as starting to form a
consortium of higher educational and healthcare institutions in various
developing countries, since they can also produce high capacity graduates for
the tech support, which is the keen shortage in most of developing countries.
(6) One of panelists from Egypt said during the 11/17th session that the
current difficulties are that NEW ideas are now being attempted to OLD systems,
implying to a word in Bible saying New wine to new bag, and old wine to old
bag.
Chinese proverb says Onko Chishin (Japanese way of pronouncing Chinese
characters), which means that Cherish old and learn new.
At the transition time from the industrial age to knowledge age, this is
difficult as Kaisa Kautto-Koivula says at the end of her following paper, as The
biggest barrier for new development of Human-Centric Knowledge Society is our
Industrial Age mindset!;
Kaisa
Kautto-Koivula and Marita Huhtaniemi, Nokia Ventures Organization
"Evolution Towards Human-Centric Knowledge Society. Can Societies Learn
from Global Corporations?"
http://makeashorterlink.com/?Z17D56259
BTW, this is in our following book;
Global Peace Through The Global University System
Tapio Varis -
Takeshi Utsumi - William Klemm (Eds.)
University of Tampere, Finland 2003
ISBN 951-44-5695-5
The entire contents of this book can be retrieved at;
http://makeashorterlink.com/?M2D252E09
In the bottom line of this page, you can find the
following;
Interview with Takeshi Utsumi by Parker Rossman
In a sense, we are now at the very exciting and challenging time of creating a
new world of Knowledge Society — as I mentioned elsewhere often, higher
educational institutions, particularly in developing countries, are ought to be
the leader of this movement — see attached slide <http://makeashorterlink.com/?P2B62335C>;
The
word University has a connotation of universe. Hence, the university
in remote/rural areas of developing countries ought to act as the knowledge
center of their community for the eradication of poverty and isolation through
the use of advanced Information and Communication Technologies (ICTs).
The university has to provide not only e-learning and e-healthcare services to
their community, but also to lead their community development.
It also ought to be the gateway for globally collaborative research and
development as fostering the Global Creative Economy in the borderless
Knowledge Society of the 21st century.
(7) The session on 12/18th was also very interesting and inspiring, which was
superbly led by Dr. Haddad (UNESCO/UNITWIN/Agenda
<UNESCO_UNITWIN_Agenda.jpeg> <http://makeashorterlink.com/?X2D62535C>).
Dear Dr. Haddad:
I read your following excellent write-up with great interest;
Guidelines
for Quality Provision in Cross-border Higher Education, Paris, 2005
http://www.unesco.org/education/guidelines_E.indd.pdf
Dear E-Colleagues:
I strongly suggest that you should read it, too.
I wholeheartedly agree with your contention that an international accreditation
organization is to be established, especially for global e-learning.
For
example, when I had a teaching job at the University of Tokyo, the most
prestigious one in Japan, I was required to get a Japanese doctorate — my
American Ph.D. was worthless. On the other hand, a junior graduate (an
Indian) who got a doctorate from Tokyo Institute of Technology (my alma mater,
and the most well known engineering school) could not receive his tenure-ship
at an American university — his Japanese doctorate was inferior to
Americans Ph.D..
Current accreditation organizations are fighting (or looking down) each other
which does not align with the ultimate goal of education, i.e., attaining
global peace — more than mere enhancing jog skills.
Hence, I very much agree with your following words;
The Guidelines are based on the principle of mutual trust and respect among
countries and on the recognition of the importance of international
collaboration in higher education.
As mentioned many months ago in this list, my idea is to follow the model of
International Baccalaureate Program, which is mainly for children of diplomats
who often have to change their high schools from one place to other as carrying
over their course credits, due to their parents assignment changes. We
just need a similar one, but for college degrees.
(8) Our GUS is to let learners take one course from schools in various
countries, say, one from China, one from Japan, others from US and Canada,
etc., etc., and when they obtain enough credits, they can receive a degree from
our GUS. Previous model is the National Technological University
(NTU) in Fort Collins, CO, which students can take one course, say, from
Carnegie Mellon, Stanford, Univ. of Mass, etc., etc., to earn their master
degree from the NTU. Thus, we call our system as the 21st century version
of Fulbright exchange program, -- without confining students into one
university nor one country.
President
Lionel Baldwin of NTU once told me that the most popular instructor on
operation research course did not come from the so-called big name universities,
but from the University of Alaska in Fairbanks — with the use of ten
meter dish antenna which was aimed at almost zero angle to reach a
geosynchronous satellite. Analogy to this can be extended to developing
countries, i.e., instructor of our GUS can possibly be from them. As I
said before in this list, economically underdeveloped is not necessary
synonymous to intellectually underdeveloped. For example, India now
earns almost USD15 billion as exporting software and services, and aims to USD
50 billion by 2010. Japan recently sent a mission team to India to learn
the secret of their success, since Japan failed on promoting software
engineering and industry so far. On the other hand, export of educational
services is now becoming a big trade issue — see below.
The NTU system was once emulated in Europe, but in vain due to multiple
languages and lack of industries support. On the other hand, its
emulation in Japan made a great success with Satellite Collaboration System
(SCS) with 130 or so member universities, which has Ku-band satellite
transponder for instructors uplinking, and C-band for students questioning.
The system cost almost USD 100 million. The success of this system
was thanks to one language and one time zone. However this system is
becoming a dinosaur with advent of H323 protocol videoconferencing system
through broadband Internet mostly at free of charge — as we experienced
with the megaconference of Ohio State University just a few weeks ago.
From my viewpoint, only contribution made by this SCS to Japan was that
the consortium of those universities opened the possibilities of course
exchange and credit transfer where the tradition of Japanese educational system
had been very much closed with strong rivalries among each other. We hope
to have similar successes among the GUS consortium member universities in
developing countries.
(9) We are now encouraging our colleagues in developing countries to form their
consortiums of their higher educational and healthcare institutions. They
are to be interlinked with Private Virtual Network of broadband Internet.
They are then to become GUS/UNESCO/UNITWIN Networking Chair Program
members under the guidance of Prof. Tapio Varis at the University of Tampere,
Finland, who now holds the Chair in Global e-Learning with applications to
multiple domains. Incidentally, the UNITWIN Networking Chair Program was
created by Marco while he was the Director of Division of Higher Education,
your predecessor, and who is now the Vice President for Administration of our
GUS.
Dear Marco:
(10) I was very sorry you could not attend this session — I heard from
Tapio that you had an operation last spring. I hope you are now well
recovered. Pls take care of yourself well.
I re-read your following paper;
Marco
Antonio R. Dias, Former Director of Higher Education at UNESCO
"Objectives and Institutionalization of the Global University System"
http://makeashorterlink.com/?A10D61C49
This is in our book mentioned in Item (6) above.
(11) I also thank you for your sending me the following papers (ATTACHMENT
III);
(a)
Jandhyala B. G. Tilak
Higher Education: A Public Good or a Commodity for Trade?: Commitment to Higher Education or Commitment of Higher Education to Trade
December 2, 2005 <Barcelona II Nobel Meeting -- Higher Education as a Public
Good.pdf>
<http://makeashorterlink.com/?H5172135C>
(b)
Professor Marco
Antonio Rodrigues Dias,
Special Advisor of UNU
President
Social Commitment
of the Universities against the Commercialization Attempts
September 16, 2005
(Download Marcos MS/WORD files in English <Nobel
Prizes Meeting- Barcelona 2005 - ingls copy.doc> and in Portuguese
<GUNI_Nobel_20051[1] copy.doc> along this list distribution at the URL
<http://makeashorterlink.com/?Q1A5226EA>)
I read both papers with great interest, and found that they go along well with
your paper of Item (10) above.
Dear
E-Collegues:
I strongly
suggest that you read through those papers.
However, I think that this is a very difficult issue. When the
international accreditation organization is well established with the
guidelines Dr. Hadddad proposes as mentioned above, there is possibility of
exporting educational services from developing countries — as similar to
Indians earning huge dollars by exporting software mentioned above.
Incidentally, Cuba is now forging ahead to do it after succeeding the
export of pharmaceutical drug with the bioengineering knowledge accumulated for
increasing productivity of sugar cane.
(12) As I mentioned at the 11/18th session, the following factors need to be
seriously considered on the construction of Knowledge Society;
(a)
On Creativity:
Accumulation of knowledge alone is not sufficient. The main thrust of the
Knowledge Society is to promote the creativity (hopefully collaboratively)
among youngsters around the world — see my following paper;
Takeshi Utsumi, GLOSAS/USA
Global University System with Globally Collaborative Innovation Network
(GCIN)
http://makeashorterlink.com/?W2F412E1B
Dear John:
Many thanks
for your msg of 12/14th. This GCIN is an extension of the following
project;
Takeshi Utsumi, GLOSAS/USA
"Globally Collaborative Environmental Peace Gaming (GCEPG)"
http://makeashorterlink.com/?E1D121E09
We are now working to hold a planning workshop for this project with Millennium
Institute <http://www.millenniuminstitute.net/>
and others. I will announce this event as soon as we confirm a fund.
You may then attend it, should you be interested in participating this
project.
(b) On Wisdom:
Knowledge has to become wisdom with interaction — again hopefully with
global collaboration.
Dr. Hallan Cleveland, former president of the University of Hawaii and former
US Ambassador to NATO, once wrote that 8 bits become one byte, 5 bytes become
one word or data, which becomes information. Information selected with
intelligence becomes knowledge.
We then expanded its hierarchy as shown in the attached slide (*) -- each item
is controlled by the one above. However, Justice and
Forgiveness/tolerance has to be two-way interaction.
(*) Hierarchy of Information and Ethics <Bangladesh
(011404).pdf> <http://makeashorterlink.com/?D2B72135C>
(c) No Economic Theories for Creativity and Wisdom:
One of subjects I studied at my college was Time-and-Motion study invented by
Frederic W. Taylor (ATTACHMENT IV). Someone said that this and the assembly
line production method were the two major factors which proliferated the
industrial age economy.
On the other hand, Soutaro Honda, the founder of Honda
Automobile Company, once denounced this study, saying that it made human as
machine — more than slavery.
Most of raw materials of industrial age were tangible, and the raw materials of
knowledge/creative society is IN-tangible, i.e., brain-power instead of
man-power.
Implicit of creativeness is destruction, as Joseph Schumpeters famous word
Creative Destruction.
For example,
(i) Personal computers initiated by Steve Jobs of Apple and Bill Gates of
Microsoft killed large mainframe computer of IBM, CDC, Univac, etc.
(ii) Email started by someone and pushed by me (see below) killed telex and
fax, and
(iii) Internet telephony (or Voice over IP [VoIP]), which was invented by Mr.
Kelvin, then a graduate student of the University of Illinois almost a dozen
years ago, is now killing the conventional phone industry — see the
special issue on How the internet killed the phone business in The Economist,
September 17, 2005.
Therefore, we are now facing with very exciting and challenging tasks for the
construction of a new world of Knowledge Society. Our tasks would be not
only to foster creativity among youngsters, but also to protect their status
while confronting with old system which often resist to the emerging new system
— particularly among bureaucrats as Machiavelli once said in his book
Prince almost a half millennium ago, and to award the effort of those
youngsters.
Dear Margaret:
(13) Many thanks for your recent msg asking me what "Foolish man moves the
mountain" means, in response to my previous list distribution of;
(12/05/05)
Project of producing documentary films on Cybernetics, GUS and Peace Gaming
(Part 2)
http://makeashorterlink.com/?B2923225C
This is same as Figure 3 of the following paper;
Takeshi
Utsumi, GLOSAS/USA
"Globally Collaborative Environmental Peace Gaming"
See my story in it how I changed the world to have now
more than one billion email users around the world. Obviously, any
engineering work requires efforts of many people, but, at least, I triggered
its movement against the will of the Japanese Ministry of Posts and
Telecommunication (MPT) -- with Mr. Yoshio Utsumi, (DG of International
Telecommunication Union), as the Section Manager of Data Communications at that
time there. Confucian tradition of Japanese culture prohibited any
protest or change of government authorities, compared with the spirit of
protestantism as the origin of its name stands for — See also Chapter 1
of my book draft (with some Japanese newspaper articles);
Electronic Global University System and Services
http://makeashorterlink.com/?E62612919
This proverb is Chinese origin, and essentially same as;
Never
doubt that a small group of dedicated individuals can change the world.
In fact, it is the only thing that ever has.
American anthropologist, Margaret
Mead (1901-1978)
When we change the world fundamentally from industrial age (with obedience as
its basic moral) to knowledge age (with creativity as its basic tenet), we have
to have tenacious pursuit.
Takamori Saigo, one of the founding fathers of Meiji Restoration Government of
Japan, said almost 150 years ago as;
The
strongest man is the one who does not care for monetary rewards, nor social
esteem, but only pursue the realization of his belief and dream.
Keep in touch.
Have a wonderful holiday season.
Best, Tak
ATTACHMENT
I
The $100
laptop -- is it a wind-up?
By Sylvia Smith for
CNN.com
Thursday, December 1,
2005; Posted: 4:00 a.m. EST (09:00 GMT)
The World Summit on
the Information Society held in Tunisia was the latest forum where a green
"laptop"-- weighing one kilogram and not reliant on electricity --
was the center of attention with its inventor claiming that the $100 machine
will help eradicate poverty.
At the launch of the computer in a packed conference room at the Kram Center in
Tunisia, the U.N. Secretary-General Kofi Annan called for the information
technology gap between the developed world and African nations to be bridged.
But as he attempted to turn the machine's crank handle, to demonstrate its
durability and easy functioning, it came off in his hand. The signal, perhaps,
for the more cynical to question whether the green machine is merely a wind up.
Flagged up as a low-cost computer for the masses, this cheap computer is the
brain child of Nicholas Negroponte, co-founder of the Media Lab at the
Massachusetts Institute of Technology.
The immediate beneficiaries are to be children and Negroponte's non-profit
group called One Laptop Per Child, will sell the machines directly to
governments in the developing world. They will distribute the computers to
children in remote rural communities. The laptop would then belong to the
child.
With a minimum order of one million, countries have been chosen on the basis of
large populations without access to digital technology.
Negroponte, who sits on the board of Motorola, calls the $100 computer a
"stripped down" laptop and says that profit is not the motive for
this scheme.
He quotes the success of a similar pilot project in schools in Massachusetts as
the basis for believing that this machine can bridge the digital divide.
Negroponte says that a basic computer can be produced cheaply if complicated
technology is stripped away.
Negroponte's plan envisages children using the green laptop in areas where
there is sporadic or no electricity -- hence the crank which if turned for 10
minutes would create enough power to run the laptop for half an hour.
But while some critics have suggested that a machine based on the mobile phone
model would be more useful, Africans themselves question the entire project.
Marthe Dansokho from Cameroon says that this cheap computer is the result of an
insular American-user mind set.
"African women who do most of the work in the countryside don't have time
to sit with their children and research what crops they should be
planting," she pointed out.
'Wisdom is passed down'
"We know our land and wisdom is passed down through the generations. What
is needed is clean water and real schools."
And Marthe was not alone in voicing doubts. Mohammed Diop from Mali, dressed in
flowing traditional robes, said that the West, obsessed with cyber crime, junk
mail, and viruses, is also sold on the idea of bringing the computers to the
really poor.
"It is a very clever marketing tool, " he said. "Under the guise
of non-profitability hundreds of millions of these laptops will be flogged off
to our governments.
"That's the only way of achieving the necessary economies of scale to get
the price low. They've finally found a way of selling to a huge number of poor
people."
He also pointed out that some kind of connectivity will be necessary, and that
this in turn will require buying satellite dishes or some other means to allow
these machines to connect the Internet.
"We haven't yet seen a working model," he pointed out. "But on
the dummy there are controls for games. What possible use do poor children have
for computer games? I am very skeptical."
Those doubts were voiced by other Africans at the Tunisia Summit. They
complained that as the West becomes obsessed with gadgets, they can only think
of new marketing ploys to get Africa to take out loans in order to buy what
they don't need.
"If you live in a mud hut," one participant asked, "what use is
that computer for your children who don't have a doctor within walking
distance?"
Whiff of optimism
But the green prototype did bring a whiff of optimism to the summit in Tunis.
Such is the advance publicity for The One Laptop Per Child that the stand was
mobbed by people from the developing world asking if they could buy one for
their children.
Some had saved up for over a year to come up with the $100 price -- less than a
tenth of the cost of a commercial computer.
Already disadvantaged in many ways, no-one wanted to be left out.
Some of the crowd were from regions in west Africa where barely three of every
100 people are on the net. They believed it could have a dramatic effect on education,
medicine and farming.
The last word goes to Gisele Yitamben from Cameroon who pointed out the problem
of recycling the hundreds of millions of computers MIT's Media Lab intends to
distribute to Africa.
Just as the EU is introducing stringent new rules to encourage the recycling of
computers, foisting these green machines on the unsuspecting African continent
could simply compound already existing environmental problems.
"Do they think these machines will last forever, "she questioned.
"What will happen when they break down?"
ATTACHMENT
II
From:
Stan Loh
<sloh@advancedinteractive.com>
Date: Tue, 9
Aug 2005 16:16:50 -0700
To: Takeshi
Utsumi <utsumi@columbia.edu>
Cc: Chris
Coldwell <chris@mcomi.com>, Gerry Morgan <gmorgan@mcomi.com>
Subject: Hello
from Stan Loh
Hello Takeshi-san,
Hope you are having a
good summer.
I wish to tell you of an
exciting project I've been working on besides Advanced Interactive in the past
6 months. I have taken up a position with Mercurial Innovations International
(MI-2) in Victoria, British Columbia to develop a ROM-based Computer called
Ink-PC. Prototypes of this exciting PC is being built as we speak and should be
ready in the October/November timeline. The PC will be using Open Source and
will be robust, fast and inexpensive. We are targetting this at about the
US$250.00 price range...and this includes the monitor.
We strongly believe that
this tool will have tremendous social benefit in the areas where the GUS
efforts are working.
I am attaching a
powerpoint for your review.
By the way, MI-2 is a
subsidiary of Mercurial Communications. This company wrote the source code for
Netscape 8.0 browser for AOL/Time Warner.
Warm regards,
Stan Loh
Managing Director, Asia
Mercurial Innovations International, Inc.
1-604-637-8719
sloh@MI-2.biz
ATTACHMENT
III
From:
M Dias
<marcoantoniodias@yahoo.com>
Date: Mon, 12
Dec 2005 05:47:59 -0800 (PST)
To: <utsumi@columbia.edu>
Cc: <tapio.varisw@uta.fi>
Subject: Nobel
Prizes
Dear friends,
as you know GUNI network met recently in Barcelona. At the same time, a meeting
of Nobel Prizers was organized. Two documents were presented at this time, one
from J. Tilak, a former World Bank staff and the second prepared by myself. The
advantage is the text exist in Portuguese but also in English. I hope this can
be useful to you.
My best wishes
Marco Antonio
Note: forwarded message attached.
ATTACHMENT
IV
The Economist,
October 15, 2005
Managing "knowledge workers"
Brain teasing
Thinking for a Living: How to Get Better Performance and Results from Knowledge
Workers. By Thomas H. Davenport. Harvard Business School Press; 240 pages;
$27.50
In the early industrial age, men in white coats would walk around factories
with watches and clipboards measuring the time it took workers to perform
specific tasks. These "time‑and‑motion" experts set out
to measure labour productivity, and thence to improve it. The sort of jobs they
were measuring, however, no longer enjoy such a premium in the places where
they measured them: less than 10% of today's jobs in America are in
manufacturing, and less than 15% of those in Britain.
Workers
of the western world are now employed largely in service industries, where they
are paid for their brain rather than their brawn. Many of them can be called
"knowledge workers"‑between a quarter and a half, estimates
Thomas Davenport, who is a long‑time observer of the species.
Knowledge
workers, he says, are those whose "primary tasks involve the manipulation
of knowledge and information." These people are the creators of wealth in
western economies today, yet scarcely anybody is measuring their output and
seeking ways to improve it. Somebody should, Mr Davenport argues. Finding ways
to improve the productivity of knowledge workers, he says, is "one of the
most important economic issues of our time". He is not the first to say
this. Peter Drucker, who invented the term "knowledge worker" more
than 35 years ago, said then that "management's new role" is to
"make knowledge more productive".
Little
has happened in the intervening time, partly because this is not an easy task.
There are no time‑and‑motion studies that can measure how many
thoughts go through knowledge workers' heads or the value of their creative
output. Does that therefore mean that companies must (as most of them have
until now) leave these valuable assets entirely to their own devices, to work
as each of them sees fit while they, their employers, merely stand and wait?
Mr.
Davenport shows that the answer to this question does not have to be yes. Some
companies have tried to make their knowledge workers more productive.
Hewlett-Packard, for instance, was one of the first to create a sort of
electronic "yellow pages" directory of experts inside the company,
together with their expertise. Research has found that the computer programmers
with the biggest offices are the most productive, and that e‑mail is a
better medium for complex negotiations than instant messaging.
By
looking at the ways in which different workers use knowledge, Mr Davenport
begins to build a framework within which companies can start thinking about how
to make the process more productive. It is not yet‑and may never be‑a
very tidy framework, and it ranges from the best technologies that gather and
disseminate information which knowledge workers need, to the sort of workspace
best suited to people who are very mobile and who, by definition, need to
concentrate a lot. But it is a bold attempt to address a pressing issue. What a
pity that the author felt the need to conform with formulaic management books
and end each chapter with a "summary" and a number of blobbed
"recommendations". Knowledge workers don't like being patronised; Mr
Davenport should know that.
List
of Distribution
Ms Hassmik
Tortian
Programme Specialist
For Arab States, Asia and the Pacific
Central and East Europe
Section for International Cooperation in Higher Education
Division of Higher Education
Tel: (33-1) 45 68 09 37
Fax: (33-1) 45 68 56 26 / 7/ 8
E-Mail:h.tortian@unesco.org
Stan Loh
Managing Director, Asia
Mercurial Innovations International, Inc.
#312-8988 Fraserton Court
Burnaby, BC V5J 5H8
Canada
1-604-637-8719
Cel: 604-721-7100
Fax: 604-685-4002
sloh@MI-2.biz
sloh@advancedinteractive.com
http://www.advancedinteractive.com
Kaisa
Kautto-Koivula, Lic.Techn., Ph.D.
Docent, New Learning Environments
Tampere University
Finland
Mobile: +358 400 403 632
kaisa.kautto-koivula@kolumbus.fi
Georges Haddad
Director, Division of Higher Education
UNESCO
7, Place de Fontenoy
75352, Paris 07SP
FRANCE
g.haddad@unesco.org
Marco Antonio
Rodrigues Dias, T.C.D. (Third Cycle Diploma)
Vice President, Global University System
Consultant of United Nations University
Former Director, Division of Higher Education of UNESCO
36, Rue Ernest Renan
92.190 Meudon
FRANCE
Tel: +33-1-45 34 3509
+33-1-45-68-3009 (UNU office in Paris)
Fax: +33-1-45 34 3509
mardias@wanadoo.fr
marcoantoniodias@yahoo.com
Jandhyala B. G. Tilak
National Institute of Educational Planning and Administration
17 B Sri Aurobindo Marg
New Delhi 110016
India
jtilak@vsnl.com
Mr John Everett
Project Director
VirRAD Project
Los Margaritas
Els Falcons - RK97
Poligono 33
03640 Monovar
Alicante
Spain
Tel. +34.965.696.273
Mobil: +34.678.49.33.98
Cell phone +44.7850.642.669
Email john.everett@cancer.org.uk
Email jbe@intelearn.co.uk
Margaret E Ngwira
College Librarian and Secretary, MALICO
Kamuzu College of Nursing
University of Malawi
Private Bag 1, LILONGWE
Malawi
Tel: +265 (0)1 757 456
Cel: 09-955-856
Fax +265 (0)1 756 090
mengwira@kcn.unima.mw
tnmngwira@globemw.net
mgtngwira@hotmail.com
http://www.kcn.unima.mw
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* Takeshi Utsumi, Ph.D., P.E., Chairman, GLOSAS/USA
*
* (GLObal Systems Analysis and Simulation Association in the U.S.A.) *
* Laureate of Lord Perry Award for Excellence in Distance Education *
* Founder and V.P. for Technology and Coordination of
*
* Global University System (GUS)
*
* 43-23 Colden Street, Flushing, NY 11355-5913, U.S.A.
*
* Tel: 718-939-0928; Email: utsumi@columbia.edu
*
* http://www.friends-partners.org/GLOSAS/
*
* Tax Exempt ID: 11-2999676
*
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