In addition, between approximately 2015 and 2018, SAP, through certain of its agents, engaged in a scheme to bribe Indonesian officials to obtain improper business advantages for SAP in connection with various contracts between and among SAP and Indonesian departments, agencies, and instrumentalities, including the Kementerian Kelautan dan Perikanan (the Indonesian Ministry of Maritime Affairs and Fisheries) and Balai Penyedia dan Pengelola Pembiayaan Telekomunikasi dan Informatika (an Indonesian state-owned and state-controlled Telecommunications and Information Accessibility Agency).

Greenwashing or real commitment? Introducing our climate pledge rating

The overall result is that it has become much more difficult for people to commit to anyparticular choice, and much easier for them to get distracted and abandon whatever they are busywith. The combination of distractability, lack of commitment, and procrastination (J. Heath &Anderson, 2010) results in poorly focused, inefficient, unreliable, and stressful work. Theseindividual effects are magnified at the social level: when several people suffering from such lack ofdedication collaborate on a common project, the result can only be poorly coordination, since noone knows exactly what to expect from the others. Thus, we come to the conclusion that while ICTundoubtedly has increased the mechanical productivity of work, it may well have decreased ourpsychological and social productivity, together with our overall level of involvement, satisfactionand well-being.

Using data from theInternational Computer and Information Literacy Study (ICILS) on seven countries, and the

Guarantee access to internet and availability of computers, laptops, or tablets:access to the internet at a decent speed and to proper ICT tools are basicprerequisites for any online teaching and learning strategy.

More important drivers for a digital divide in corona-times are the ICT skills students have

assess the impact of the use of modern technologies on the quality of the education process

Information and Communication Technology (ICT)

ICT

An Evaluation of Problem-based Learning Supported by Information and Communication Technology: A Pilot Study

For most of the twentieth century, Census Bureau administrators resisted private-sector intrusion into data capture and processing operations, but beginning in the mid-1990s, the Census Bureau increasingly turned to outside vendors from the private sector for data captureand processing. Thisprivatization led to rapidly escalating costs, reduced productivity, near catastrophic failures of the 2000 and 2010 censuses, and high risks for the 2020 census.

The “silver surfer” discourse reinforces the notion that older adults stand to benefit from ICTs in various ways, and that the ability to make use of new technology is a ready means through which to “bridge the generation gap”

The project reported here aimed to highlight the advantages and weaknesses of web‐based learning for adults with learning disability, and to suggest improvements.

Factors influencing teachers’ adoption and integration of information and communication technology into teaching: A review of the literature

Factors Influencing Teachers' Integration of ICT in Teaching and Learning

ities globally have common objectives regarding the safety, healthcare, and education of their communities, as well as the delivery of services in the form of utilities and transportation networks. The growth of ICT is enabling cities to better meet these objectives, allowing for smart solutions that aim at developing the urban ecosystem while managing assets and resources efficiently. “There is no clear definition for what constitutes a smart city, but typically we think of it as a city that “gets you” and addresses needs and challenges in an intelligent way,” says Diender. “For example, it’s a platform that links initiatives by government, giving insight to officials who need to anticipate challenges and take action, while driving things forward in an accessible way.” An example of this might be street lights with built-in motion sensors that allow the lights to turn off and save power until movement of a vehicle or pedestrian is detected. “These motion sensors might take the form of a camera, which could also act as an additional eye for the police,” adds Diender. “If you add advanced image recognition to those cameras, they could even detect flooding in the streets and identify water leaks. In this instance, you’ll have one smart device talking to three industries – security, lighting, and water.”

Main focus areas of the cluster are:1. ICT in different actions and processes of the cities2. ICT and other technologies in developing healthcare and social welfare in an efficient and cost effective way3. Energy saving in building and maintaining different buildings

The activities of the cluster are being co-financed from 2015-2018 by the European Regional Development Fund (ERDF) via the Enterprise Estonia cluster development programme. The project will last from 1 December 2015 to 30 November 2018 at a total cost of €1,200,000, 50% of which comprises support from the ERDF.

Kingdom Holding Company (KHC) has signed the smart city consulting agreement to design ICT infrastructure and smart services for Jeddah Tower & Jeddah Economic City Project on behalf of the JEC partners (which includes Kingdom Holding Company) with Orange Business Services of France.

At present, information and communication technologies con-tinue to reshape temporal experience and collective time consciousness (Nowotny, 1989b)

evices. Similarly, Phoebe Sengers (2011) reflects on the way slower attitudes could be promoted by ‘‘making fewer choices, accessing less information, making productivity less central, keeping our lives less under formal control’’; she further considers how this attitude could be reflected in the design of communication technologies. Instead of reinforcing dichotomies, Fullerton (2010) and Sengers (2011) draw attention to practices that emphasise alternative expressions

lleged techn o - educational innovation is generally little more than a manifestation of the divergent interests of the stakeholders involved, with any convergence rarely linked to teaching or learning

why, despite all the material and human resources invested by major academic institutions, do these widespread IT systems do not bring generally speaking any great educational value, and fall even shorter from bringing the much expected innovation to learning?

“ Whatever happened to Instructional Technology? ”. With this publication , he highlighted a nd attempted to explain the persistent failure of ICT to penetrate the world of higher education, despite several decades of effort and massive inve stment (Geoghegan, 1994)

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