scholarly journals 5G Business Models & Trends in Rural Communication

2021 ◽  
Author(s):  
Knud Erik Skouby
Keyword(s):  
Developing Countries ◽  
Rural Communities ◽  
Social Development ◽  
Digital Divide ◽  
Business Models ◽  
Internet Access ◽  
Substantial Risk ◽  
Development Goals ◽  
Alternative Solutions ◽  
Viable Business

The 5G suite of technologies currently rolled out globally represent the potential to establish internet access and connect rural communities to the already connected modern, global community, i.e. closing the digital divide. Further 5G can provide substantial support to UNs 17 Social Development Goals (SDGs). There is also no doubt that there is a substantial risk that the promising potentials are not realized, mainly due to the lack of viable business models leading to that the private sector will not provide all the investments necessary to establish 5G technology in developing countries. This uncertainty makes it relevant – even necessary – to consider the alternative solutions to rural internet access.

Ambient Learning Conceptual Framework for Bridging Digital Divide in Higher Education

2015 ◽  
pp. 417-446
Author(s):  
Simon Nyaga Mwendia ◽  
Peter Waiganjo Wagacha ◽  
Robert Oboko
Keyword(s):  
Developing Countries ◽  
Conceptual Framework ◽  
Digital Divide ◽  
International Development ◽  
Developed Countries ◽  
Learning Context ◽  
Development Goals ◽  
Ict Development ◽  
The Difference ◽  
Digital Gap

According to ITU (2012), digital divide is the difference between countries in terms of levels of ICT development. This difference remains significant. In 2011, the ICT Development Index (IDI) value of developed countries (6.52) was twice as high as that of developing countries (3.24). The need to link the digital divide for universal broadband Internet access is within the key international development goals, which include World Summit on the Information Society (WSIS) goals and Millennium Development Goals (MDGs). Ambient learning is the next generation of M-learning (Bick, Kummer, Pawlowski, & Veith, 2007), which allows flexible content access by considering learner's current situation and learning context (Kofod-Petersen, et al., 2008). However, ambient learning has not yet attained a state of common understanding (Winker, Scharf, Hahn, & Herczeg, 2011) and is not widely used or adopted (Bick, et al., 2007). This chapter presents a theoretical conceptual framework to foster creativity for innovative ambient learning applications, which can be used to bridge the digital gap between universities in developed and developing countries.

scholarly journals Returns on social development initiatives of MNEs: issues and perspectives

2017 ◽  
Vol 20 (2) ◽  
pp. 126-146 ◽  
Author(s):  
Suraksha Gupta
Keyword(s):  
Developing Countries ◽  
Social Development ◽  
Multinational Enterprises ◽  
Poverty Reduction ◽  
Business Models ◽  
Business Practices ◽  
Content Type ◽  
Social Agenda ◽  
Global Partnership ◽  
Developing Markets

Purpose This paper aims to reflect on different issues and perspectives on returns on investments made by MNEs towards social development. Need for an inclusive society drives accountable and effective cooperation between different actors in a market. Although multinational enterprises (MNEs) that operate in developing markets invest in social development, their managers find it very challenging to incorporate social development agenda into their business practices. Therefore, academics should develop business models which can guide thoughts and actions of managers of MNEs towards social development while allowing them to hold on to the business objectives and targets. Design/methodology/approach A review of current literature with available anecdotes about business practices helped the author to form a viewpoint and make recommendations. Findings The objective of the eighth millennium development goal is to promote global partnership between MNEs and domestic firms with or without intervention of a subsidiary. Addressing the particular needs of developing countries, such as capability enhancement or poverty reduction by managers of MNEs in a global setting, becomes a very complex issue. Investments by MNEs in developing countries towards these objectives are driven by different factors such as operational transparency, technological efficiency, investment types, innovation capability, branding strategy, quality assurance, public–private partnership, market-based pricing, reciprocity, distribution for penetration, etc., apart from linkages they create for developing resource-based competencies required for survival in a competitive market. Research limitations/implications Empirical investigation of the viewpoint presented here will be required to convert recommendations into models applicable by managers of MNEs. Practical implications This study will help to enable managers of MNEs to perform need-based socially responsible actions. Social implications This study will facilitate participation of MNEs in social development through their contributions towards poverty reduction and capability enhancement. Originality/value This paper pushes managers and academic scholars to think about the strategies required to incorporate social agenda into business models of MNEs benefiting from developing markets.

scholarly journals A Study on Impact of Digitalization Rural Development in Khambhat Taluka

2019 ◽  
pp. 220-224
Author(s):  
Sahima N.Vohra
Keyword(s):  
Developing Countries ◽  
Rural Communities ◽  
Rural Areas ◽  
Policy Making ◽  
Internet Access ◽  
The United States ◽  
Individual Factors ◽  
The Internet ◽  
Urban Rural ◽  
Digital Gap

In recent years, information and communication technology (ICT) has rapidly spread across the globe, along with increased market penetration and easy availability of economical smartphones and cell phones with both wired and nonwired connections to access the Internet; this leapfrogging in the Internet access is true even in the rural areas of the world's developing countries. This study explored the interplay between contextual and individual factors related to Internet adoption in isolated rural communities. By investigating 10 remote villages throughout Chile that received Internet access infrastructure in 2010–2011, we identified 3 areas in which contextual and individual factors are intertwined.1.Geogeaphical isolation,2. the communities' aging population also represented a strong challenge because they lack young people, a relevant technology socialization agent.3.Jon and economic. When the Internet has reached the vast majority of the population, isolated communities confront specific challenges that we need to consider in policy?making decisions. As Internet access spreads and the level of penetration reaches high percentages in both developed and developing countries, the urban–rural digital gap remains strong (e.g., LaRose, Strover, Gregg, &Straubhaar, 2011; Rivera, Lima & Castillo 2014). Thus, many policy?making efforts have promoted online connection in rural areas. For example, in the United States, the Department of Agriculture has promoted broadband access programs such as the Sustainable Broadband Adoption Program (LaRose et al., 2012).

scholarly journals Rural and Non-Rural Digital Divide Persists in Older Adults: Internet Access, Usage, and Perception

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 412-413
Author(s):  
Hee Yun Lee ◽  
Eun Young Choi ◽  
Youngsun Kim ◽  
Jessica Neese ◽  
Yan Luo
Keyword(s):  
Older Adults ◽  
Rural Communities ◽  
Digital Divide ◽  
Rural Areas ◽  
Technology Use ◽  
Urban Areas ◽  
Internet Access ◽  
Cross Sectional ◽  
Older Americans ◽  
Comprehensive Plans

Abstract Despite the overall increase in Internet use among older adults, the digital divide within older Americans remains substantial. This trend is particularly true for older adults living in rural areas. Informed by the Social Determinants of Health Framework, our study aims to examine how one’s residential area relates to (1) Internet Access, (2) subtypes of usage patterns, and (3) perceptions on technology use. Cross-sectional data were drawn from the 2012 Health and Retirement Study (HRS). The sample consisted of 18,196 older adults aged 50 and above (47.6% rural residents). A series of linear and logistic regression analyses were performed. Our models controlled for demographic characteristics, socioeconomic status, and health conditions. Compared to older adults living in urban areas, those residing in rural areas had 29% lower odds of internet access. Living in rural areas predicted lower levels of all sub-types of technology use (communication, financial, health, and media technology). In addition, non-users in rural areas showed more unfavorable perceptions of technology than urban residents. They were more likely to conceive technology as “too complicated”, “too hard to learn”, and “too difficult to keep up with all changes.” Our findings suggest that substantial segments of older adults in rural areas are still behind in accessing and adopting digital technology. Targeted intervention efforts are urgently needed to reduce technology inequality including comprehensive plans to expand broadband access and building mobile technology infrastructure for rural communities.

scholarly journals Ambient Learning Conceptual Framework for Bridging Digital Divide in Higher Education

2015 ◽  
pp. 235-264 ◽  
Author(s):  
Simon Nyaga Mwendia ◽  
Peter Waiganjo Wagacha ◽  
Robert Oboko
Keyword(s):  
Developing Countries ◽  
Conceptual Framework ◽  
Digital Divide ◽  
International Development ◽  
Developed Countries ◽  
Learning Context ◽  
Development Goals ◽  
Ict Development ◽  
The Difference ◽  
Digital Gap

According to ITU (2012), digital divide is the difference between countries in terms of levels of ICT development. This difference remains significant. In 2011, the ICT Development Index (IDI) value of developed countries (6.52) was twice as high as that of developing countries (3.24). The need to link the digital divide for universal broadband Internet access is within the key international development goals, which include World Summit on the Information Society (WSIS) goals and Millennium Development Goals (MDGs). Ambient learning is the next generation of M-learning (Bick, Kummer, Pawlowski, & Veith, 2007), which allows flexible content access by considering learner's current situation and learning context (Kofod-Petersen, et al., 2008). However, ambient learning has not yet attained a state of common understanding (Winker, Scharf, Hahn, & Herczeg, 2011) and is not widely used or adopted (Bick, et al., 2007). This chapter presents a theoretical conceptual framework to foster creativity for innovative ambient learning applications, which can be used to bridge the digital gap between universities in developed and developing countries.

scholarly journals Ambient Learning Conceptual Framework for Bridging Digital Divide in Higher Education

2016 ◽  
pp. 179-208
Author(s):  
Simon Nyaga Mwendia ◽  
Peter Waiganjo Wagacha ◽  
Robert Oboko
Keyword(s):  
Developing Countries ◽  
Conceptual Framework ◽  
Digital Divide ◽  
International Development ◽  
Developed Countries ◽  
Learning Context ◽  
Development Goals ◽  
Ict Development ◽  
The Difference ◽  
Digital Gap

According to ITU (2012), digital divide is the difference between countries in terms of levels of ICT development. This difference remains significant. In 2011, the ICT Development Index (IDI) value of developed countries (6.52) was twice as high as that of developing countries (3.24). The need to link the digital divide for universal broadband Internet access is within the key international development goals, which include World Summit on the Information Society (WSIS) goals and Millennium Development Goals (MDGs). Ambient learning is the next generation of M-learning (Bick, Kummer, Pawlowski, & Veith, 2007), which allows flexible content access by considering learner's current situation and learning context (Kofod-Petersen, et al., 2008). However, ambient learning has not yet attained a state of common understanding (Winker, Scharf, Hahn, & Herczeg, 2011) and is not widely used or adopted (Bick, et al., 2007). This chapter presents a theoretical conceptual framework to foster creativity for innovative ambient learning applications, which can be used to bridge the digital gap between universities in developed and developing countries.

History, Heritage and Sustainable Development: A Position Statement on the Scottish Highlands

2018 ◽  
Vol 9 (1) ◽  
pp. 1-16
Author(s):  
S. Karly Kehoe ◽  
Chris Dalglish
Keyword(s):  
Sustainable Development ◽  
Rural Communities ◽  
Position Statement ◽  
The Sustainable Development ◽  
Scottish Highlands ◽  
The Past ◽  
Taking Charge ◽  
Rural World ◽  
Development Goals ◽  
Crucial Part

Evidence of how history and culture have been or should be harnessed to promote sustainability in remote and rural communities is mounting. To be sustainable, development must come from within, it must serve future generations as well as those in the present and it must attend to the vitality of culture, society, the economy and the environment. Historical research has an important contribution to make to sustainability, especially if undertaken collaboratively, by challenging and transcending the boundaries between disciplines and between the professional researchers, communities and organisations which serve and work with them. The Sustainable Development Goals’ motto is ‘leaving no one behind’, and for the 17 Goals to be met, there must be a dramatic reshaping of the ways in which we interact with each other and with the environment. Enquiry into the past is a crucial part of enabling communities, in all their shapes and sizes, to develop in sustainable ways. This article considers the rural world and posits that historical enquiry has the potential to deliver insights into the world in which we live in ways that allow us to overcome the negative legacies of the past and to inform the planning of more positive and progressive futures. It draws upon the work undertaken with the Landscapes and Lifescapes project, a large partnership exploring the historic links between the Scottish Highlands and the Caribbean, to demonstrate how better understandings of the character and consequences of previous development might inform future development in ways that seek to tackle injustices and change unsustainable ways of living. What we show is how taking charge of and reinterpreting the past is intrinsic to allowing the truth (or truths) of the present situation to be brought to the surface and understood, and of providing a more solid platform for overcoming persistent injustices.

The Digital Divide and K-12 Student Computer Use

10.28945/2926 ◽  
2005 ◽  
Author(s):  
James N. Morgan ◽  
Craig A. VanLengen
Keyword(s):  
Digital Divide ◽  
Computer Use ◽  
Census Data ◽  
Internet Access ◽  
Demographic Characteristics ◽  
The Internet ◽  
Substantial Impact ◽  
Limited Basis ◽  
K 12 ◽  
The Impact

The divide between those who have computer and Internet access and those who do not appears to be narrowing, however overall statistics may be misleading. Measures of computer availability in schools often include cases where computers are only available for administration or are available only on a very limited basis (Gootman, 2004). Access to a computer and the Internet outside of school helps to reinforce student learning and emphasize the importance of using technology. Recent U.S. statistics indicate that ethnic background and other demographic characteristics still have substantial impact on the availability and use of computers by students outside of the classroom. This paper examines recent census data to determine the impact of the household on student computer use outside of the classroom. Encouragingly, the findings of this study suggest that use of a computer at school substantially increases the chance that a student will use a computer outside of class. Additionally, this study suggests that computer use outside of the classroom is positively and significantly impacted by being in a household with adults who either use a computer at work or work in an industry where computers are extensively used.

Repositioning Drugs for Rare Immune Diseases: Hopes and Challenges for a Precision Medicine

2018 ◽  
Vol 25 (24) ◽  
pp. 2764-2782 ◽  
Author(s):  
Erica Valencic ◽  
Alenka Smid ◽  
Ziga Jakopin ◽  
Alberto Tommasini ◽  
Irena Mlinaric-Rascan
Keyword(s):  
Precision Medicine ◽  
Rare Diseases ◽  
Business Models ◽  
Drug Repositioning ◽  
Drug Action ◽  
Primary Immunodeficiency Diseases ◽  
Computational Sciences ◽  
Approved Drugs ◽  
Molecular Mode ◽  
Viable Business

Human primary immunodeficiency diseases (PIDs) are a large group of rare diseases and are characterized by a great genetic and phenotypic heterogeneity. A large subset of PIDs is genetically defined, which has a crucial impact for the understanding of the molecular basis of disease and the development of precision medicine. <p> Discovery and development of new therapies for rare diseases has long been de-privileged due to the length and cost of the processes involved. Interest has increased due to stimulatory regulatory and supportive reimbursement environments enabling viable business models. <p> Advancements in biomedical and computational sciences enable the development of rational, designed approaches for identification of novel indications of already approved drugs allowing faster delivery of new medicines. Drug repositioning is based either on clinical analogies of diseases or on understanding of the molecular mode of drug action and mechanisms of the disease. All of these are the basis for the development of precision medicine.

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