Vol. II: Shaping Information and Communication ... - IMA,ZLW & IfU

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120 from India and from Europe, integrating regional enterprises into the global network of knowledge exchange; and now opening a portal for exchanging information and developing co-operatively new concepts of science-teaching. Thus, the project has taken up the challenge and it has been constantly answering it, playing an important role in supporting human-centred thinking - be it in engineering or social regard. References Apel, K.-O. (1997): Diskurs und Verantwortung (Discourse and Responsibility). Frankfurt am Main 1997, pp.38 Bundestag (2002): Interim Report of the German Bundestag. Enquete-Commission on Globalisation and World Trade, Bonn 2002 Srivastava, P.K. (2000): Delhi University Science Teaching - The Philosophy of the Common Module. Delhi 2000. VDI (2002):Fundamentals of Engineering Ethics. The Association of Engineers VDI, Duesseldorf 2001.
121 Part Three: Information Technologies in India: Implementations and Developments The North often sees Asia and Africa as a ‘perfect case scenario’ for the application of Information and Communication Technologies ICTs to development, given the fact that this region is home to the most LDCs in the world. But in our point of view, when basic facilities such as fresh and clean drinking water, primary health and education, food security, housing etc., are still lacking in many pockets here, the efficacy of such a strong focus on ICTs is debatable. It is thus that it has come about that we have attempted to identify some of the factors in developing appropriate strategies to use ICTs for development in India, through the medium of the Case Studies featured in this Part of Volume II. In our selection of 21 Case Reports, we have approached individual projects and initiatives that have been mounted in India using Information and Communication Technologies (ICTs) from this point of view, and have looked at them analytically. Yardsticks for determining the inclusion of case studies were more or less only loosely formulated ones, but which took into account the perceived need for such a project within a beneficiary population, adequate spread, sustainability of the project after its tenure, replicability of the project, etc.. Instances where community participation was encouraged were given special focus. As a special reflection on these issues, the chapter From Digital Divide to Digital Provide: The Subaltern ICT Stream in India by Ashok Jain opens the discussion of these case experiences on the following pages, and puts the subsequent 21 Case Reports into the wide and fundamental context of utilising ICT for deep societal changes in India. Suchindran Chakravarthi and Ashok Jain
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Preface The EU-INDIA Cross-Cultural
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1 Part One: Human-Centred Informati
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3 1. Introduction: Information and
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5 Virtual Enterprise will be the no
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7 in these regions. These territori
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9 Beyond such business data, enterp
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11 of our reality and the world of
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13 The first view: Information Tech
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15 continuous learning processes me
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17 Following this proposal, society
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19 These steps of running such glob
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21 21.6.2000, is taken up. This Con
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23 To strongly increase internation
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25 To develop further technology th
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27 To include ethics into the educa
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29 Jaspers, K. (1953). Introduction
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31 1. Introduction: The EU-INDIA Cr
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33 project their own regional and c
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35 − − − − − the need for
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37 stakeholders in rural developmen
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39 − − − built upon the valor
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41 − − − Creating an enterpri
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43 Agricultural Universities in the
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45 Farmer Exchange between Punjab a
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47 and Punjab and Gujarat regions o
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49 institutional focus, networking
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51 Patterns of Partner Collaboratio
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53 A network model of postgraduate
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55 Some experiences in interactions
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57 Some interdisciplinary linkages,
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59 Part Two: Developing Education i
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61 1. Introduction: Technological a
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63 being designed to produce so-cal
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65 and those conducted elsewhere. S
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67 has changed now because applicat
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Page 75 and 76: 73 3.2 Introducing ICT based servic
Page 77 and 78: 75 E-Commerce E-commerce refers to
Page 79 and 80: 77 In India about 70% of the popula
Page 81 and 82: 79 It is important not only for the
Page 83 and 84: 81 1. Introduction: Extending the C
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Page 87 and 88: 85 3.2 The UK context The Figure ab
Page 89 and 90: 87 diminishing the importance of cu
Page 91 and 92: 89 of stress on respect for teacher
Page 93 and 94: 91 India does not seem to have a sy
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Page 97 and 98: 95 which have prevented successful
Page 99 and 100: 97 7. Conclusions: Utilizing EU Vis
Page 101 and 102: 99 CHAPTER FIVE The Concept of Univ
Page 103 and 104: 101 science and research, in univer
Page 105 and 106: 103 We can still regard Kant’s co
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Page 109 and 110: 107 In the following paragraph, I a
Page 111 and 112: 109 Therefore engineers - and every
Page 113 and 114: 111 and ethics are involved in the
Page 115 and 116: 113 New Delhi University Education
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Page 125 and 126: 123 1. Introduction: The ICT Trajec
Page 127 and 128: 125 The important point, however, i
Page 129 and 130: 127 presentations on laptop have be
Page 131 and 132: 129 paper, so farmers know when it
Page 133 and 134: 131 Coded Knowledge Tacit Knowledge
Page 135 and 136: 133 CHAPTER SEVEN Informatics, Comm
Page 137 and 138: 135 core IT rather than on social a
Page 139 and 140: 137 First, the National Registratio
Page 141 and 142: 139 2.2 CASE STUDY # 2: The ‘GYAN
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Page 145 and 146: 143 spread over 5 districts, ICT ki
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Page 149 and 150: 147 income is generated to support
Page 151 and 152: 149 driven. A village committee and
Page 153 and 154: 151 telecom infrastructure. An earl
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Page 157 and 158: 155 While the C2C services of the n
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Page 161 and 162: 159 approximately 1400 includes a c
Page 163 and 164: 161 The Baatchit Centre houses the
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Page 169 and 170: 167 Related Development In the area
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171 Additional considerations for e
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173 Referred to by some as the “I
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175 The Simputer Trust is working w
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177 Veterinary and Animal Sciences,
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179 As part of the e-Chaupal initia
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181 2.13 CASE STUDY # 13: ICT for W
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183 institutions, like Panchayats,
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185 On the 26 th of January 1999, t
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187 children, building as they do o
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189 Ten specialists [two each from
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191 These innovative approaches not
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193 − − − − − − − The
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195 Young Linux enthusiasts and vol
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197 A video linkage facility has co
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199 ITU: International Telecommunic
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201 CHAPTER EIGHT Collaborations in
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203 L1: Need for partners to own th
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205 L5: Need to be aware of the for
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207 One of the key challenges of th
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209 doctoral researchers. The tasks
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211 bringing the benefits of new te
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213 between the university and soci
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215 52056 Aachen, Germany e-mail: i
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217 Formerly: Dep of Computer Scien
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Vol. II: Shaping Information and Communication ... - IMA,ZLW & IfU

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