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Some would try, as I myself have in the past, to stretch the notion of a digital divide to encompass this broad array of factors and resources. In this sense, a digital divide is marked not only by physical access to computers and connectivity, but also by access to the additional resources that allow people to use technology well. However, the original sense of the digital divide term - which attached overriding importance to the physical availability of computers and connectivity, rather than to issues of content, language, education, literacy, or community and social resources - is difficult to overcome in people's minds.

A second problem with the digital divide concept is its implication of a bipolar societal split. As Cisler (2000) argues, there is not a binary division between information "haves and "have-nots", but rather a gradation based on different degrees of access to information technology. Compare, for example, a professor at UCLA with a high-speed connection in her office, a student in Seoul who occasionally uses a cyber-cafè, and a rural activist in Indonesia who has no computer or phone line but whose colleagues in her women's group download and print out information for her. This example illustrates just three degrees of possible access a person can have to online material.

The notion of a binary divide between the haves and the have-nots is thus inaccurate and can even be patronizing as it fails to value the social resources that diverse groups bring to the table. For example, in the United States, African-Americans are often portrayed as being on the wrong end of a digital divide (e.g., Walton, 1999), when in fact Internet access among Blacks and other minorities varies tremendously by income group - with divisions between Blacks and Whites decreasing as income increases (National Telecommunications and Information Administration, 2000). Some argue that the stereotype of disconnected minority groups could even serve to further social stratification, by discouraging employers or content providers from reaching out to those groups. As Henry Jenkins, director of comparative media studies at the Massachusetts Institute of Technology, argues, "The rhetoric of the digital divide holds open this division between civilized tool-users and uncivilized nonusers. As well meaning as it is as a policy initiative, it can be marginalizing and patronizing in its own terms" [ 7 ].

In addition, the notion of a digital divide - even in its broadest sense - implies a chain of causality, i.e., that lack of access (however defined) to computers and the Internet harms life chances. While this point is undoubtedly true, the reverse is equally true; those who are already marginalized will have fewer opportunities to access and use computers and the Internet. In fact, technology and society are intertwined and co-constitutive, and this complex interrelationship makes any assumption of causality problematic.

Finally, the digital divide framework provides a poor roadmap for using technology to promote social development since it overemphasizes the importance of the physical presence of computers and connectivity to the exclusion of other factors that allow people to use ICT for meaningful ends. Rob Kling, director of the Center for Social Informatics at Indiana University, explains well this shortcoming [ 8 ]:

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The reigning Prince is the head of state and represents Liechtenstein in its international relations (although Switzerland has taken responsibility for much of Liechtenstein's diplomatic relations). The Prince may veto laws adopted by parliament. The Prince can call referenda , propose new legislation, and dissolve parliament, although dissolution of parliament may be subject to a referendum. [24]

Executive authority is vested in a collegiate government comprising the head of government (prime minister) and four government councilors (ministers). The head of government and the other ministers are appointed by the Prince upon the proposal and concurrence of parliament, thus reflecting the partisan balance of parliament. The constitution stipulates that at least two members of the government be chosen from each of the two regions. [25] The members of the government are collectively and individually responsible to parliament; parliament may ask the Prince to remove an individual minister or the entire government.

Legislative authority is vested in the unicameral Landtag made up of 25 members elected for maximum four-year terms according to a proportional representation formula. Fifteen members are elected from the "Oberland" (Upper Country or region) and ten members are elected from the "Unterland" (Lower Country or region). ASTRO GLITT Trainers grey Shop For Cheapest Comfortable D0d2UQfS
Parties must receive at least 8% of the national vote to win seats in parliament, i.e. enough for 2 seats in the 25-seat legislature. Parliament proposes and approves a government, which is formally appointed by the Prince. Parliament may also pass votes of no confidence in the entire government or individual members.

Parliament elects from among its members a "Landesausschuss" (National Committee) made up of the president of the parliament and four additional members. The National Committee is charged with performing parliamentary oversight functions. Parliament can call for referenda on proposed legislation. Parliament shares the authority to propose new legislation with the Prince and with the number of citizens required for an initiative referendum. [27]

Judicial authority is vested in the Regional Court at Vaduz, the Princely High Court of Appeal at Vaduz, the Princely Supreme Court, the Administrative Court, and the State Court. The State Court rules on the conformity of laws with the constitution and has five members elected by parliament.

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, in which only men were allowed to participate, passed with 51.3% in favour. [28]

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Thomas Tillmann

ABC Tillmann - Consulting in Education, Germany

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Developing innovative learning strategies for leading international companies / organizations, e.g.:

Tom Wambeke

International Training Centre of the International Labour Organisation (ITC-ILO), Italy

Tom Wambeke has Master’s degrees in educational science and in cultural management. Before joining the Centre, he was an assistant professor at the University of Leuven, Belgium, and a specialist in distance learning innovation in higher education. He has also worked as a project manager, trainer and consultant in Europe and Africa.

He is now a Programme Officer within the DELTA unit, specializing in innovative educational technology, instructional design, lifelong e-learning, social media and knowledge management.

Tom advises and assists colleagues, outside customers and partners on learning and knowledge sharing methods and technology, with a focus on information and communication technology for e-learning, blended learning and workplace learning.

He has helped run projects and training-of-trainer workshops on networked e-learning, knowledge-sharing and innovation in the following countries or territories: Tanzania, Kenya, Pakistan, Thailand, Jamaica, Peru, Iran, Brazil, Colombia, Senegal, Zambia and the Gaza Strip.

He monitors and contributes actively to international conferences and engages with international professional communities through blogs, podcasts, wikis and forums. There are regular updates on the Centre’s learning and technology blog.

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Guenter Podlacha

GIZ - Academy for International Cooperation,

My name is Guenter Podlacha, and I am headingthe divison at (AIZ) ofGIZ GmbH - German Development Cooperation.

17 years ago - then in stoneage of theWeb - I started withonline information systems, virtual communication networking, e-learning, and e-coaching.

My special interests are , and the interface , where I am often mediating between users and ICT systems, and especially the Internet.

In my first life I was exploring the nature, working as ranger and scientist in natural resource management - that's still more than a hobby.

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Philipp Busch

GIZ - Academy for International Cooperation, Germany

My name is Philipp Busch and I am a Project Manager working at GIZ's divisonat(AIZ) - German Development Cooperation in Bonn. My work comprises different areas, mainly in the field of E-Learning and Gamification, in which i am writing my phD in Germany. My Master Thesis dealt with the subject of E-Learning and Change Management.

Apart from work i love traveling and sailing..

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Anja C. Wagner

FrolleinFlow - Institute for creative flaneurs, Germany

Dr. Anja C. Wagner deals with global transformation in the digital age.

In the last two decades, she managed numerous digital education projects for (big) companies, universities, NGOs and independent initiatives. There are also ten years of teaching and research in universities. She is considered a creative trendsetter and describes herself as an educational transformer. Her purpose is, to empower individuals, institutions and regions to connect to modern, networked learning environments.

As an expert at the interface between globally linked work and digital education, she focusses on the topics of user experience, education policy, workflow management and our future in a networked society. To this end, she likes to rely on her growing (online) network to develop new formats, online courses, e-books and community networks as well as practicing Citizen Science.

Today, she offers studies, lectures, consulting and various online projects under the umbrella of FrolleinFlow GbR. FLOWCAMPUS is one of those online projects. It's an innovative network of creative people, bringing together the needs of small and medium companies with the networking skills of the creative class.

Further informations: http://acwagner.info and https://frolleinflow.com/english/

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Learning is changing rapidly, and workplace learning and training are as well. How can we come to terms with this change practically and concretely? Can we use agile methodologies to create better results, faster - in support of new workplace learning? What are useful strategies in order to avoid making wrong investments? What is the future of methods such as gamification? What is the impact of new forms of working?

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