Revisiting Wireless Internet Connectivity: 5G vs Wi-Fi 6

In recent years, significant attention has been directed toward the fifth generation of wireless broadband connectivity known as ‘5G’, currently being deployed by Mobile Network Operators. Surprisingly, there has been considerably less attention paid to ‘Wi-Fi 6’, the new IEEE 802.1ax standard in the family of Wireless Local Area Network technologies with features targeting private, edge-networks. This paper revisits the suitability of cellular and Wi-Fi in delivering high-speed wireless Internet connectivity. Both technologies aspire to deliver significantly enhanced performance, enabling each to deliver much faster wireless broadband connectivity, and provide further support for the Internet of Things and Machine-to-Machine communications, positioning the two technologies as technical substitutes in many usage scenarios. We conclude that both are likely to play important roles in the future, and simultaneously serve as competitors and complements. We anticipate that 5G will remain the preferred technology for wide-area coverage, while Wi-Fi 6 will remain the preferred technology for indoor use, thanks to its much lower deployment costs. However, the traditional boundaries that differentiated earlier generations of cellular and Wi-Fi are blurring. Proponents of one technology may argue for the benefits of their chosen technology displacing the other, requesting regulatory policies that would serve to tilt the marketplace in their favour. We believe such efforts need to be resisted, and that both technologies have important roles to play in the marketplace, based on the needs of heterogeneous use cases. Both technologies should contribute to achieving the goal of providing affordable, reliable, and ubiquitously available high-capacity wireless broadband connectivity.     

Progression in Technology Education in New Zealand: Components of Practice as a Way Forward

Understanding and undertaking technological practice is fundamental to student learning in technology education in New Zealand, and the enhancement of student technological literacy. The implementation of technology into New Zealand’s core curriculum has reached the stage where it has become critical that learning programmes are based on student progression to allow for a seamless education in technology from early primary to senior secondary. For this to occur, teachers and students need to focus learning on key features of technology education. This paper is based on research initiated in 2001 which explored the nature of progression of student learning in technology. It draws on findings from research undertaken in New Zealand classrooms in 1999–2000 that resulted in the development of the technology assessment framework (TAF), (as reported in detail Compton & Harwood 2003). The 1999–2001 research was funded by the New Zealand Ministry of Education. Findings from the 2001 research allowed for the identification of key features of technology education that are relevant across all age groups, contexts and technological areas. These key features were collectively termed components of practice. The three components of practice established to date are brief development, planning for practice, and outcome development and evaluation. This paper discusses the development of progression matrices for each of these and provides illustrative examples of student work levelled against the matrix indicators of progression for brief development.     

Some Implications of the Philosophy of Technology for Science, Technology and Society (STS) Studies

Technology is frequently considered in terms of its impact on entities outside its essential nature: as the impact of technology on the environment and society, but also the impact of human values and needs on technology. By taking particular social implications of technology into account, the Science–Technology relationship can be extended to the field of Science, Technology and Society (STS) studies. STS studies are grounded in socio-technological understanding, that is, systematic knowledge of the mutual relationship between technical objects, the natural environment and social practice. Because technology is a key element of STS, it is expected that the philosophy of technology will have implications for STS studies. The dynamic nature of technology as such leaves its own philosophy in a tentative or flexible state. However, the implications of the philosophy of technology, being in a development phase at the moment with changes in emphasis occuring, for STS studies ought to be determined continuously. The aim of the article is to identify and discuss possible implications of the the philosophy of technology for STS. In order to deduce these implications, the relevant theoretical framework underpinning the article will be discussed in broad outlines. Seeing that the philosophy of technology is such a wide field a delineation of the field needs to be done. Mitcham’s proposed preliminary framework is taken as point of departure for the article. Technology as knowledge (epistemology/theory of knowledge) and technology as activity (design methodology) will be discussed as two key aspects of the modern philosophy of technology which could provide implications for STS. A theory of knowledge usually includes methodology, but seeing that Mitcham classified methodology as one of the modes in which technology is manifested, it is dealt with separately. The epistemology and methodology of technology will each be discussed from a philosophical, historical and practice-based methodological perspective. Some implications of the philosophy for STS are identified and discussed.     

Salespeople as information gatherers: Associated success factors

Salespeople are in a vantage position to have intimate knowledge of the customers. How to motivate them to be effective information retrievers becomes a challenge to sales managers in today's knowledge economy. This paper presents the results of a study into managerial factors that are associated with more effective information retrieval by sales forces for use in their CRM systems. Sales executives (n = 150) responded to a mailed survey describing the importance of a set of activities to their recruiting/selecting, training, supervisory processes and the climate in the organization generated by upper level management. Results show that supervision and upper management support associate significantly with the effective information retrieval of salespeople; while training those more technically savvy sales recruits results in more effective information retrieval.     

生态产业科技创新及服务供需主体均衡问题研究

目前,生态产业科技创新供需及服务主体失衡,已经成为制约我国生态产业发展和农民增收的结构性瓶颈.造成生态产业科技创新及服务供需主体失衡的原因,主要来自由传统的“城市——政府”单一中心治理模式引发的3个“短板效应”:短板效应Ⅰ——生态产业科技创新及服务供给主体科研考核标准机械化;短板效应Ⅱ——生态产业科技创新及服务需求主体分散化;短板效应Ⅲ——生态产业科技创新及服务供需主体耦合机制低效化.要从根本上解决生态产业科技创新及服务供需失衡的问题,应该在生态文明社会内涵的主导下,在制度层面上完备生态产业科技创新及服务供给主体激励机制、优化生态产业科技创新及服务需求主体结构和健全生态产业科技创新及服务供需主体耦合机制,进而建构生态产业科技创新及服务多中心治理体制.     

Teacher Perceptions of Design and Technology: A Study of Disjunction between Policy and Practice

This study examines the curriculum directions being charted by a sample of county secondary school design and technology teachers in England and Wales. The purposes of design and technology are analysed, and the syllabuses and examinations used reviewed, together with how design folios are incorporated into teaching. In addition, teacher reports on student-teacher classroom performance, and student-teacher evaluations of their teaching practice experiences are analysed. It was found that teacher perceptions are highly pragmatic and technical, with the pupils‘ intended learning outcomes largely being defined instrumentally in terms of product output rather than in design process terms. A disjunction is found between the statutory Order on Design and Technology and its implementation, with many teachers ’constructing‘ their design and technology education programmes within a ’craft paradigm‘. The discussion offers possible explanations for this and concludes that it has as much to do with the perceived status of Design and Technology as a school subject as with a ’product – process‘ debate. This revised version was published online in August 2006 with corrections to the Cover Date.     

Sales force technology usage—reasons, barriers, and support: An exploratory investigation

Increasingly, salespeople are being asked to adopt and use a variety of technologies to increase their selling productivity and efficiency, including sales force automation and customer relationship management technologies. However, little research has investigated what happens once sales force automation (SFA) technology is adopted. This paper explores the reasons why salespeople use SFA technologies, the perceived barriers to SFA usage and how management can increase the usage of SFA technology. First, a qualitative study was performed to gain insight about salespeople's automation technology usage and the reasons why some salespeople fully use or do not utilize technology. After the initial study, 130 salespeople were surveyed. More productivity/efficiency was the main reason why salespeople use technology, the lack of management and technical support proved to be the main barrier to usage, and training proved most effective in increasing usage of SFA technology. Sales managers are provided with implications of the findings.     

沙漠公路的施工技术与质量管理

沙漠公路的建设始于1991年，但迄今为止，现有的施工规范和验收标准均没有关于沙漠公路施工和验收的内容。根据我公司施工沙漠公路近十年的经验，对沙漠公路的沙基和路基垫层的施工作了阐述。     

Two Cultures of Technical Courses and Discourses: The Case of Computer Aided Design

Researchers in science and technology studies (STS) are in the process of dismantling the conventional human-machine and nature-society-technology boundaries solidified by C. P. Snow and generations of designers, engineers, researchers, scientists and teachers. Using the case of computer aided design (CAD), I argue that by combining the sociopolitical knowledge of STS with technical knowledge we can finally and forcefully bring an end to technical education. To make this argument, I draw on my experiences in teaching CAD in post-secondary institutions in design, engineering, and teacher education. Theories and practices are described to assist design and technology educators with the dilemma of addressing sociopolitical knowledge.     

Enhancing Technological Practice: An Assessment Framework for Technology Education in New Zealand

The stated aim of technology education in New Zealand is to develop students' level of technological literacy. This paper introduces the Technology Assessment Framework (TAF) as an organisational tool for the development and delivery of technology programmes that focus on increasing students' technological literacy through the enhancement of their technological practice across technological areas and contexts. The TAF was developed and refined in 1999 and 2000 as part of a two year New Zealand Ministry of Education funded research project, and integrated within a national professional development programme in 2000 designed for preservice and inservice teacher educators in New Zealand.This paper backgrounds the sociocultural theoretical position of the TAF and explains how it reflects and furthers the aim of technology education in New Zealand. The TAF is then presented and explained with the aid of illustrative examples from classroom practice.     

Collaboration and technology linkages: a strategic supplier typology

This study uses frameworks from the strategic management and operations strategy literatures to explore the relationships among collaboration, technology, and innovation in small and medium‐sized manufacturers. Statistical analysis of the responses of 200 New Hampshire manufacturing companies in four SIC code industries (fabricated metals, industrial equipment, electrical and electronic equipment, and instruments) leads to the development of a strategic supplier typology which is useful in explaining the differences in the composition and performance of various types of suppliers. Copyright © 2000 John Wiley & Sons, Ltd.     

A Synergy Between the Technological Process and a Methodology for Web Design: Implications for Technological Problem Solving and Design

Traditional instructional methodology in the Information System Design (ISD) environment lacks explicit strategies for promoting the cognitive skills of prospective system designers. This contributes to the fragmented knowledge and low motivational and creative involvement of learners in system design tasks. In addition, present ISD methodologies, including web design methodologies, do not focus sufficiently on technological problem solving and design. Engagement in system design tasks demands critical thinking [Shelly, Cashman & Rosenblatt, 2001, Systems Analysis and Design, 4th edn. Course Technology, Boston] and abstraction skills [Harris, 1999, Systems Analysis and Design for the Small Enterprise, The Dryden Press, Harcourt Brace College Publishers, Fort Worth]. The aim of this paper is to explain a synergy between the technological process and web design methodology and its influence on the development of the cognitive skills of learners in the ISD context. In this research, the Team Structure Software Process (TSSP) methodology was integrated with the stages of the technological process. An interface approach between Information Systems and Technology Education was adopted during the implementation of an Instructional Web Design Program (IWDP), which served as a framework for building a software product. This research was based on a qualitative, action-research approach where individual interviews, focus group interviews, observation and document sources were used to gather data. Seventeen students at an institution of higher education were observed and their experiences were investigated through a focus group interview, journals and an essay. In addition, an interview with the teacher was conducted to investigate her thoughts and feelings during the implementation of the IWDP. During the implementation of the IWDP, multi-method learning was promoted, enlarging learners' insight into the design process and a climate for enhancing intellectual processes and skills created [Jakovljevic, 2002, An Instructional Model for Teaching Complex Thinking through Web Page Design, DEd thesis, Rand Afrikaan University, Johannesburg] This revised version was published online in July 2006 with corrections to the Cover Date.     

The Grounding of a Discipline: Cognition and Instruction in Technology Education

Technology education has long struggled to establish itself as an equal partner in general education and often struggled to gain recognition for the value of its instruction. Frequently technology educators tout the effectiveness of their programs based on anecdotal evidence gathered from their classroom experiences on how their instructional methods empower students to learn. Although technology education originated without any meaningful input from cognitive science research, it appears that technology education instruction methods are remarkably consonant with findings from cognitive science that define good instruction. Specifically, there is considerable accord between how instruction in technology education and cognitively based instructional models such as collaborative learning, socially distributed expertise, design/engineering, and project-based instruction can be connected. The role of the cognitive research findings on instruction could inform a long over-due theoretical grounding of instruction in technology education. The absence of research on learning and instruction in technology education could be attributed to a lack of theoretical grounding in this relatively new field. This paper examines four cognitively based models of instruction and reviews the relationships between research in the cognitive sciences on learning and instruction in technology education. The consonance between the research recommendations from the cognitive sciences and practice in technology education instruction could serve to stimulate debate on the theoretical grounding of an emerging field of study.     

Technology‐push,market‐demand and the missing safety‐pull: a case study of American Airlines Flight 587

Through a critical case study of the crash of American Airlines Flight 587, this paper draws upon ‘the Social Shaping of Technology’ (SST) approach to offer a reconceptualisation of the technology‐push and market‐demand model for High‐Reliably Organisations (HROs), providing support for a third factor, called here a ‘safety‐pull’. A safety‐pull is defined as organisationally supported reflexivity in which technology innovators and frontline operators collaborate to consider the potential implications of adopting new technologies in HROs and the complex ways this change may impact human operators' work performance, often in risky and unanticipated ways. In contrast to accidents occurring solely as the result of individual operator error, analysing the safety‐pull provides a way to tease out the wide range of factors that can contribute to HRO failures and offers a new SST perspective through which to examine high‐risk operations.     

Developing customised CRM projects: The role of industry norms,organisational context and customer expectations on CRM implementation

This research paper investigates the influence of industry, organisational, and customer context on customer relationship management (CRM) projects. Organisations go through four phases in their CRM projects (assessment, design, implementation, and evaluation), yet the impact of industry norms, organisational contexts, and customer expectations on each phase are rarely examined. A longitudinal case study approach with six cases was used to investigate the potential impact of contextual factors on CRM projects. The cases covered a range of industries, organisational structures, and customer types. We found that current industry conditions and customer expectations influence the reasons for undertaking CRM and the assessment stage of the project. The organisational context has a noticeable impact on the design and implementation project stages. At the evaluation level, customer responses combined with organisational expectations affect the perceived success of the projects. By understanding the impact of context, customised CRM projects can be developed.     

IT competency and firm performance: is organizational learning a missing link?

Many companies have developed strategies that include investing heavily in information technology (IT) in order to enhance their performance. Yet, this investment pays off for some companies but not others. This study proposes that organization learning plays a significant role in determining the outcomes of IT. Drawing from resource theory and IT literature, the authors develop the concept of IT competency. Using structural equations modeling with data collected from managers in 271 manufacturing firms, they show that organizational learning plays a significant role in mediating the effects of IT competency on firm performance. Copyright © 2003 John Wiley & Sons, Ltd.     

Information technology change,work complexity and service jobs: a contingent perspective

We examine the contingent impact of implementing an enterprise‐wide information technology system (Enterprise Resource Planning) on perceptions of work complexity in clerical, technical and managerial service sector jobs. Using matched and control samples of employee survey data, we compare pre‐ and post‐intervention perceptions of work complexity and importance of analytical skills across three hierarchical job levels: clerical, technical and managerial. We find that employees in clerical jobs, at the lowest level in the hierarchy, experience a significant increase in work complexity and need for analytical skills, whereas those in technical and managerial service jobs do not. Implications for theory, management of technology and employment policy are discussed.     

Internet of things and the economics of 5G-based local industrial networks

Fifth generation (5G) networks raise governance and management challenges that did not exist in 3G and 4G wireless technologies. Advanced wireless functionality enables new applications and services based on smart, physical, network infrastructures, many of them expected to be localized. As a general-purpose technology, 5G can be configured in numerous ways to support innovative applications across many sectors. Smart network applications and services must integrate physical and virtual components in innovative ways. In addition, general capabilities of 5G must be combined with complementary technologies, such as big data analytics and edge cloud services, to create services for specific use cases. Varying throughput and latency requirements of distinct use cases require differentiated technical solutions. Appropriate frequencies must be aligned efficiently with other features within the footprint of particular, local industrial networks. National policy makers, suppliers, and users are responding differently to these governance and management challenges. These approaches balance differently the trade-offs between experimentation, differentiation, and harmonization. Comparative analysis can inform gradual improvements of the governance of 5G-based, local industrial networks.     

基于CCTWF的灰色评估模型及其应用研究——以水利工程管理现代化综合评价为例

为解决灰色聚类评估分析中基于三角白化权函数的灰色聚类评估方法所确定的灰类区间长度偏大,导致聚类系数计算复杂,评估结果缺乏稳定性的问题,对已有的端点三角白化权函数和中心点三角白化权函数进行改进,构建紧中心点三角白化权函数,通过对三类白化权函数的灰类交叉特性、聚类系数、灰类区间的划分、端点选取和聚类效果等方面进行比较分析研究,说明新方法的优越性,并以水利工程管理现代化综合评价为例进行对比分析,进一步验证基于紧中心点三角白化权函数的灰色聚类评价方法的可行性和有效性。结果表明:紧中心点三角白化权函数优于端点白化权函数和中心点三角白化权函数。