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(THINKING) FOR THE DIGITAL ERA Volume 6, Number 8 March 2000 Warren Groff |
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The mind-numbing metrics that score the Web's explosive growth are well-known: 196 million individuals and 250 million businesses online; 7.2 million sites featuring 800 million Web pages, with 1.5 million more added every day: 3250 terabytes of data per month. Online retailing is expected to reach revenues of $36 billion in 1999, a 145 percent increase over 1998. Paradoxically that very growth, which underlies the stratospheric valuation of the dot-coms populating the NASDAQ, could become the worst nightmare. Alexis J. Gerald. |
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CIOs emerged in the private sector primarily for a role of accessing information, analyzing it, and redistributing it to other managers throughout the enterprise who act on it. A first function or task is knowing how to browse, both a cognitive competency of reviewing information to mine high quality knowledge and skills in using browser technology. A CIO applies criteria in this initial review to decide the information that could be discarded from the knowledge that should be of value to users throughout the enterprise. Knowledge Management (KM) consists of higher order cognitive functions of analysis for evaluation and redistribution for use to meet goals or standards in manufacturing or services. Librarian are front line KMs in early childhood education. PK-6 children are in the early years of being introduced to computers, the outcomes focus on basics such as keyboarding, and may have limited technology in classrooms or libraries. Educators often have good communications software skills. Middle school service providers often begin to specialize in math, science, and technology education. Academic standards reflect competencies and skills that extend beyond basics. Students may have access to computers in homes or at public libraries and could have their own computer. Thus, a middle school can have a critical mass of fledgling KMs for clubs. How could a district or middle school CIO-KM assist club members in biometric, card, voice, and wireless technology exploration for the career paths in a family of IT roles? A continuum of growth from exploration to specialization and concentrations are desirable in the secondary school years. Carefully chosen youth could be CIO-KM providers of services to early and middle school children, special needs learners, and adults. Youth could assist family businesses not only to survive the EC-EB transition, but prosper in the new era. What databases and networks are needed to support a CIO-KM? An Entrepreneurial Development Institute was co-created that helped hundreds of minorities become subcontractors in a paper- and site-based model. Attached is a display for a digital era E-COMMERCE FOR INTERNATIONAL TRADE model. The first introductory unit would be on cultural diversity. Another unit could be on data analysis of area exports. The units are in STRATEGIC PLANNING, Jan. and Feb. issues. Youth prepared well in school could help convert medium and small family businesses to digital era e-commerce processes. How can we create "full online services" for entrepreneurs? What are essential instruction, research, and service goals? How can biometric, card, voice, wireless, and graphic arts technologies worldwide be accessed and distributed to those could could use It an a business plan or in curriculum? |
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Entrepreneurial Development Institute |
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LANGUAGE
Spoken language
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POLITICS
Nationalism
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VALUES and ATTITUDES
Toward time
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LAW
Common law
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| EDUCATION
Formal education
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RELIGION
Sacred objects
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| TECHNOLOGY and MATERIAL CULTURE
Transportation
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SOCIAL
ORGANIZATION
Kinship
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All cultures and economies have categories for classifying "establishments." The ten categories of establishments in the U.S. produce goods (agriculture; mining; contract construction; and manufacturing) and/or provide services (transportation & public utilities; wholesale trade: retail trade: finance, insurance and real estate; and services). Services include health, legal, educational, social. etc. Data about these above mentioned categories are collected every five years, years ending in a "2" and a "7" http://www.census.gov/ A great deal of information is available about EC-EB by sector of the economy. A national conference of retailers yielded many insights. Emerging markets now make up 44% of the world's market. The Internet has boosted access to and demand for products from all over the world. But. U.S. retailers are far behind their international counterparts. Because of a generally strong domestic economy, U.S retailers have not seen a need to go international. However, what will the future be like as 2.5 million global e-merchants deliver electronic catalogs to homes worldwide? |
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A major problem for education is to meet techforce needs. What role could education play in awareness of applications in biometric, card, voice, and wireless technologies to EB? How are graphic arts, printing, and publishing evolving? How will advances in the above-mentioned critical areas be integrated into proactive EC-EB wholesale and retail plans? What opportunities exist in medium and small businesses? How can COMMERCE, DIPLOMACY, RETURN ON INVESTMENT (ROI) and other content for regions of the world become an integral learning experience for adults and children and youth? What instruction, research and service function goals could a university set to be a nationalversity or a globalversity? How can visions of globally competitive communities be created for all business. education and services functions? How will regions of the world evolve through the early technical era, integrating the above-mentioned technologies? How can Electronic Newsletters (ENs) be used in curriculum in online and traditional formats? How can individuals be prepared for business and roles in services to be effective and efficient CIOs in this era of Infoglut? How could learners from Asia Pacific become CIOs, assist their country and region and collaborate on improved Quality Of Life (QOL) in specializations such as in Health Informatics (HI)? A broad range of Information Technology (IT) related roles are emerging as EC-EB. CIOs. and KMs. How can these new roles be introduced in elementary education. then nurtured? |
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PERSONAL GROWTH OR ENTERPRISE PLANNING All individuals need a BUSINESS PLAN even if it is only to (x) become more aware of - , (y) synchronize curriculum to meet techforce needs, or (z) graduate from a degree program. Establishments need a BUSINESS PLAN to analyze domestic and international potential for goods and services, to critique competition, and develop strategic goals and action plans. Your new role as CHIEF INFORMATION OFFICER
(CIO) is analysis of opportunities for INTERNATIONAL COMMERCE. China
is one of the Big Emerging Markets (BEMs). Analysis to prepare the
business plan shall include direct entry into China markets.
Analysis shall also include entry to China's markets through Hong Kong and
Taiwan as well as other countries like Korea. Analysis shall include
Global Crossing and the implications. Analysis shall also include
the Korean International Trade Association (KITA) with particular
attention to Inchon. Now, imagine an E-Commerce Center of
Excellence developed jointly by the Commonwealth of Pennsylvania,
Microsoft, and Penn State Harrisburg Eastgate Center providing that type
of service to business establishments. Equally important is a
commitment to provide e-commerce courses via the School of Sciences and
Technology (IST) and to prepare an estimated 20.000 high school students
and 1,000 business education teachers for the challenges of the 21st
century digital era. Access again http://www.blackboard.com/cources/webcom
to mine STRATEGIC PLANNING newsletters. Then, click on "External
Links" and "The Friendly Forum: Class Discussion" Scroll down and
click on "Taiwan" and then "Asia Society." |
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National Workforce Convocation, Information
Technology Assn. DISA's E-Business and Internet
Conference
Apr 25-28 The e-business, e-commerce, e-security
e-vent May
1-4 7th Annual Project Leadership
Conference
June 26-28 |
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Electronic Newsletters (ENs) have grown in
quality/quanity. |