Building Resilient Economy, Zagreb, Croatia 241 SOCIAL INCLUSION AS INNOVATION Alessandra Morgado Ramiro de Lima Federal University of Rio de janeiro, Business Administration, Brazil
alessandramrlima@hotmail. com Gabriella Morgado Ramiro de Lima Federal University of State of therio de Janeiro, Public Administration, Brazil gabi. ramiro@hotmail
. com Angelo Maia Cister Federal University of Rio de janeiro, Business Administration, Brazil cister@facc. ufrj. br ABSTRACT The construction of this paper part of some reflections on the role
"Dimensões e Espaços da Inovação Social, written by the Portuguese professors from Lisbon University-Isabel André and Alexandre Abreu in 2006 and"The Process of Social Innovation",by Geoff
as facilitators of balance between cooperation/competition, allowing the optimization of resources and continuous learning with the reduction of information exchange costs.
Locating the concept in theory and practice Robert Grimma*,Christopher Foxa, Susan Bainesb and Kevin Albertsonc adepartment of Sociology, Manchester Metropolitan University, Manchester, UK;
bthe Centre of Entrprise, Manchester Metropolitan University, Manchester, UK; cdepartment of Accounting, Finance and Economics, Manchester Metropolitan University, Manchester, UK (Received 10 april 2013;
final version received 28 august 2013) Social innovation discourses see in social challenges opportunities to make societies more sustainable and cohesive through inclusive practices, coproduction and proactive grassroots initiatives.
There has been a shift, especially in the so-called European school, from seeing entrepreneurship in terms of individuals'attitudes and behavior towards processes of discovering
and Student Protests in London 2011), to new user/public service provider interactions (Fix My Street, for instance;
and lifelong learning to adapt to changing skill requirements. Conversely labor market sectors which require lower skill sets have seen employee's terms
Examples for innovation in education are the Open university and more recently free online courses from the MIT, the University of Berkeley and Harvard (https://www. edx. org),
Key growth sectors for many European economies in the coming years will be health education and social care (Mulgan et al. 2007.
For EU 2020 targets such as fighting poverty and exclusion, reducing carbon emissions, increasing activity rates and raising educational achievements, this suggests a multi-method approach
%increase the level of tertiary education, reduce the risk of people falling into poverty and cut carbon emissions to 80%of 1990 levels.
%increase the level of tertiary education, reduce the risk of people falling into poverty and cut carbon emissions to 80%of 1990 levels (http://ec. europa. eu/europe2020/targets/eu-targets).
Harvard Business school Press. Cliffton, J. 2011. The Coming Jobs War. New york: Gallup Press. Communication from the Commission to the European parliament, the Council, the European Economic and Social Committee and the Committee of the Regions. 2009.
University of Minnesota Press. Goos, M, . and A. Manning. 2007. Lousy and Lovely Jobs: The Rising Polarization of Work in Britain.
IMA/ZLW & Ifu RWTH Aachen University. IMF. 2012. World Economic Outlook October 2012; Coping with High Debt and Sluggish Growth. www. imf. org.
Said Business school. Mumford, M d. 2002. Social Innovation: Ten Cases from Benjamin Franklin. Creativity Research Journal 14 (2): 253 266. doi:
University Press of Kansas. Stone, C. N. 2001. The Atlanta Experience Reexamined: The Link Between Agenda and Regime Change.
The dimension of skills transfer includes finding liaison between research institutions/universities/individuals and industries, locating R&d resource, performing skill search, recruitment,
) and is an environment of learning and innovation on real and virtual level and is a center of knowledge, information management, technology,
occupation, education information, college teaching, highest education level, privacy level, etc. for the user management entities are captured during this registration process.
Introduction to Social network Methods, University of California, Riverside. Hiltz, H r, . & Wellman, B. 1997) Asynchronous Learning Networks As A Virtual Classroom, Communications of the ACM, September, 40,9, 44-49.
Hogg, T, . & Adamic, L. 2004). Enhancing Reputation Mechanisms via Online Social networks, Proceedings of the 5th ACM conference on Electronic commerce, EC'04 may 17 20, New york, New york, USA, ACM Press, 236-237.20
Understanding Digital Cities, Department of Social Informatics, Kyoto University, in T. Ishida and K. Isbister (Eds..
The Origins and Characteristics of Innovation in Highly Innovative Areas, Innovation, Networks and Learning Regions, London:
‘Insite Where Parallels Intersect',June, Murdoch University, Perth, Australia. Wellman, B. 1997. An electronic group is virtually a social network, in Kiesler, S. Ed.)Culture of the internet.
He received his Ph d. in Management Information systems from the Claremont Graduate University. He holds a Bachelor's degree in Computer engineering from King Mongkut's University of Technology Thonburi, Thailand, A m. S in Management Information systems,
and A m. S. in Computer science from Fairleigh Dickinson University. He has published various articles in academic book chapters, journals,
and conference proceedings. His current research interests focus upon Internet behaviors in the workplace, mobile commerce,
Tim Klaus is an Assistant professor of Management Information systems at Texas A&m University Corpus christi. He earned his Phd (Management Information systems) from University of South Florida and his MBA (Finance) and MS (Computer science) from Illinois State university.
or Kit of Life which contains oral re-hydration solutions, zinc soap and educational materials inside Coke crates.
p. 6 Boosting e-skills in European higher education requires political will at national level...p. 7 EU attempts to bridge e-skills gap between north and south...
The pledges also come from universities, academies and local governments as well as national coalitions which have been launched in Latvia, Lithuania, Romania and Poland.
For example, it shows that the Department of computer science at the University of Sheffield is to establish a Computer science Ambassador Scheme for 45 secondary school pupils
which will deliver short‘hands on'courses in core computer science for pupils aged 14-15,
and students to engage with computer science in a fun way. Schaart said that the Commission has promoted rightly digitalisation and its adoption by society as one of the most important sources for growth and employment.
The Commission wants to scale up current student placement programmes to give students the skills they need to fill the vacancies in the ICT sector.
Less than 10%of app developers are female and only 20%of computing graduates each year are women.
000 students and contributed to the creation of more than 100 start-ups. In March, The European commission created a new forum dedicated to enhancing digital entrepreneurship in Europe,
and the council and define a playground where innovation can emerge. Successful entrepreneurs have written the Startup Europe manifesto of 22 recommendations to encourage innovative new business.
Continued on Page 7 Euractiv ESKILLS FOR GROWTH SPECIAL REPORT 5-9 may 2014 7 Boosting e-skills in European higher education requires political will at national level With 25%of adults in the European union
Age disparities were detected also with high school pupils having sometimes better skills than higher education graduates. From the lack of access to digital equipment in schools and higher education institutions to the lack of access to open education resources and effective e-skills, the European commission has identified a number of priorities for the coming years through its‘Opening up Education'strategy.
Digital divide A study by the Commission on ICT in education also showed dramatic results in EU countries:
between 50%and 80%of students never use digital textbooks or exercise softwares while 70%of teachers are asking for training to improve their digital skills.
And while more than 90%of pupils are likely to have internet access at school, the number drops to 45%in Croatia and Greece.
and money in training students and teachers but also the use of free to use education resources,
E-skills in higher education will have to become a priority if Europe is to fight against unemployment and remain competitive at a global level,
As researchers from the Belgian university KUL stressed in a study recently, high-tech education is increasingly becoming key in every single aspect of society,
which also means that lifelong learning will become indispensable. Retraining will have to happen several times in the course of a career
Opening up Education is about opening minds to new learning methods so that our people are more employable, creative, innovative and entrepreneurial.
the Commission who is tabling on a significant rise of studnets in higher education in the next decade,
the need for online learning possibilities such as the‘Massive open online courses'(MOOCS) is seen as a priority, to allow individuals to access education anywhere, anytime and through any device.
But many universities are not ready for this change, Commissioner Vassiliou's statement read. For the Commissioner, skills are as important as equal access to educational content, Abbott added.
learning and equipping education institutions, students and teachers, such as Erasmus+,Horizon 2020 and the European structural funds.
All educational materials supported by Erasmus+will be freely available to the public under open licences, the rules state.
Higher education is a super-competitive area worldwide it's about attracting the best students, the best teachers,
the spokesman said. Member states will have to apply for the money available from all of these sources,
Commenting on the fact that the Commission will not be able to do much more on advancing the state of digitalisation of higher education than this, let alone any kind of harmonisation,
The project was launched earlier in April in the capital Ljubljana with the aim of create-ing an open educational system in parallel to the formal one,
and to exploit all aspects of open education. For example, it will encourage rigorous, transparent and replicable testing of open learning environments, open education theories, new business models, open education computational tools,
and new and emerging technologies in the educational technologies marketplace, the Commission said at the launch of the event.
The platform involves all Slovenian universities and other educational institutions. In other words the project is exactly what the Commission want to see in other member states in terms of priorities.
when we say that the digital literacy is on the top of our agenda, said Greece's minister for Development, Competitiveness, Infrastructure, Transport and Networks, Kostis Chatzidakis.
whereas more than 50%of students do not make any use of digital textbooks and other digital educational resources, the minister continued.
Arvanitopoulos underlined though that the Greek education system is getting prepared for the new digital era.
We are developing a common education platform and digital content in the primary and secondary education
by using interactive means in the classrooms and ensuring high-speed internet in all schools, he said.
Regarding higher education, he stressed, students will benefit from the creation of e-courses and e-textbooks in an effort to make them familiar with new tech trends.
Need is the mother of innovation Chatzidakis noted that the revenues from big data are expected to amount to €16 billion on a global level,
E-skills are an issue that concerns everybody, research centres, universities, private companies, and citizens...
Present and Future in the Mirror of the Past by Paul A. David Stanford university & All Souls College, Oxford First draft:
Professor Paul A. David, All Souls College, Oxford OX1 4al, UK Tel.:44+(0) 1865+279313 (direct;+
"The precipitating event in the formation of this"problematic"view of the digital information technology was an offhand (yet nonetheless pithy) remark made in the summer of 1987 by Robert Solow, Institute Professor at MIT and Economics Nobel laureate:"
and equipment involving heavy fixed costs and commensurately expanded scales of production, induced a high rate of capital accumulation.
and individuals in learning to utilize a new technology be treated for national income accounting purposes? The factor payment side of the official National income and Product Accounts (NIPA) include the expenditures that this may entail--for labor time and the use of facilities,
which they presume reflects the presence of large accumulations of intangible assets. 13 relationship between marketed output
and non-market investments in learning remains more or less unchanged. But that has not been the case.
is likely to induce more than the usual relative level of incremental learning activity; and the advent of digital information processing technologies in particular, having stimulated the creation of new software assets within the learning organizations,
has been marked by a relative rise in the production of intangible assets that have gone unrecorded in the national income and product accounts.
even if the user adopts the new technology, the learning time in mastering new software, the greater number of choices that may need to be made to navigate a growing array of options
while others are part of the learning investments being made by firms in formal and informal on the job knowledge acquisition about information technology. 14 performance of microprocessor components and for many applications,
Most organizations believe that learning to solve these problems will eventually create a greater range of organizational and individual capabilities that will improve profitability.
however, is that the costs of adjustment, learning, and sheer"futzing around"with the new systems on the part of less skilled users will continue to severely constrain their contributions to productivity. 5. Dark Journey Towards the Brighter Future?
1997.18 learning and technology diffusion process indicate that the resources absorbed in the increasing roundaboutness of the transition phase may result in the slowed growth of productivity
David, Paul A.,Invention and Accumulation in America's Economic growth: A Nineteenth Century Parable, in International organization, National Policies and Economic Development, a supplement to the Journal of Monetary Economics,(K. Brunner and A. H. Meltzer, eds.
Historical Reflections on the Future of the ICT Revolution, University of Oxford Discussion Paper No. 31, September 1999.
University of New south wales, School of economics Discussion Paper No. 27,1997. Federal reserve bank of Dallas, The Right Stuff: America's Move to Mass Customization, 1998 Annual Report, December 1998.
Harvard Business school Press, 1993. Roach, Stephen S.,"America's Technology Dilemma: A Profile of the Information Economy,"Special Economic Study:
Quantitative Methods Inquires 105 SURVEY REGARDING RESISTANCE TO CHANGE IN ROMANIAN INNOVATIVE SMES FROM IT SECTOR1 Eduard Gabriel CEPTUREANU Phd, Assistant professor, Bucharest University of Economic Studies
Prusak L. and Matson E. Knowledge management and Organisational Learning, Oxford university Press, Oxford, 2007 15. Raducanu, A m.,Feraru, V.,Herteliu, C. and Anghelescu, R. Assessment of The Prevalence of Dental Fear and its Causes Among Children and Adolescents Attending a Department of Paediatric Dentistry in Bucharest
The Challenges to Sustaining Momentum in Learning Organizations, Crown Business, 1999 1 Acknowledgements This work was cofinanced from the European Social Fund through Sectoral Operational Programme Human resources Development 2007-2013,
the Danish Technological Institute, The Young Foundation, The Centre for Social Investment at Heidelberg University, Atlantis Consulting, the Catholic University of Portugal,
exchange and social currency networks, free universities) since 2008 simply to survive. 1 These solutions are coming from ordinary people in their own localities responding creatively
networks and other vehicles to spread methods, learning and skills; coordinated leadership; and enabling cultures.
More recently, there is an emerging literature focused on learning from frugal or‘jugaad'10 approaches to innovation,
The former is integral to the work of a number of academic institutions working in the overlapping fields of social innovation, sustainability and socio-technical systems,
there has been a considerable increase in the body of scholarship on social innovation, with many researchers and academics contributing their own definitions. 16 We discuss here a number of emerging themes amongst these definitions in order to highlight some of the tensions,
I LLS FOR INNOVAT ION University programmes for social entrepreneurs Subs idised secondments Mobility schemes NONFINANCIAL RESOURCES Safe spaces for R&d Incubat o r
opportunities/events Information and brokerage support Knowledge transfer programmes Learning forums and insight legal advice, marketing services, fis cal and accounting services, HR advice
like the Professor Why initiative in Poland where pupils and students design and take their own chemistry courses.
the Danish Technological Institute, The Young Foundation, The Centre for Social Investment at Heidelberg University, Atlantis Consulting, the Catholic University of Portugal,
Edward Elgar Publishing Limited. 5. Westley F. 2008), The Social Innovation Dynamic, Social Innovation Generation, University of Waterloo, 2008.
European commission, DG Research. 8. Ibid. 9. Chesbrough H, Open Innovation, Boston, Harvard Business school Press, 2003 10.
The Social Innovation Dynamic, Social Innovation Generation, University of Waterloo, 2008, viewed on 14 may 2012, http://sig. uwaterloo. ca/research-publications 31. www. wilcoproject
The Social Innovation Dynamic, Social Innovation Generation, University of Waterloo, viewed on 14 may 2012, http://sig. uwaterloo. ca/research-publications 95.
and was spun out of Oxford university by IP Group, a university research commercialisation company. Oxford Nanopore has raised just another £40m of funds for further growth.
University commercialisation companies such as IP Group, Fusion IP and Imperial Innovations are helping to spin out new companies from university R&d in biotech
which this can be done ranging from university spin out companies growing under the umbrella of commercialisation companies to the development of a well-stocked biotech pipeline using a combination of early
the respondents state that knowledge-sharing and collaboration opportunities with universities and public research organisations, quality and quantity of R&d personnel in the labour market, proximity to other company sites,
and Universities still tend to put more emphasis on developing capacities and skills than the corresponding knowledge transfer strategies.
quality of R&d personnel and knowledge-sharing opportunities with universities and public organisations are stated most frequently among the top three.
Universities. The survey reports what each responding company states as its particular financial commitment to R&d.
Above average attractiveness was stated for knowledge-sharing and collaboration opportunities with universities and public research organisations, quality and quantity of R&d personnel in the labour market, proximity to other company sites,
and Universities still tend to put more emphasis on developing capacities and skills than the corresponding knowledge transfer strategies. 27 Quality and quantity of R&d personnel in the labour market rated clearly before labour costs.
http://www. knowledge-transfer-study. eu/home/1 2 3 4 5 with universities & public organisations with other firms quality quantity labour costs of R&d personnel other company sites technology poles
European commission JRC-IPTS (2013) Quality of R&d personnel and knowledge-sharing opportunities with universities and public organisations are stated most frequently among the top three factors for attractiveness in these countries (11
) average rating most attractive second most attractive third most attractive least attractive Finland (8) 3, 35 quality of R&d personnel knowledge-sharing opportunities with universities
with universities & public organisations proximity to other company sites public R&d support via fiscal incentives France (25) 3
knowledge-sharing opportunities with universities & public organisations quality of R&d personnel proximity to other company sites innovation demand via product market regulation Sweden (12
) 3, 14 quality of R&d personnel proximity to technology poles & incubators knowledge-sharing opportunities with universities & public organisations public R&d support via fiscal incentives
Austria (6) 3, 14 knowledge-sharing opportunities with universities & public organisations quality of R&d personnel proximity to technology poles & incubators innovation demand via market
(8) 3, 09 quality of R&d personnel proximity to technology poles & incubators knowledge-sharing opportunities with universities & public organisations innovation demand via market size
Belgium (7) 3, 06 quality of R&d personnel IPR enforcement conditions knowledge-sharing opportunities with universities & public organisations innovation demand via public procurement
Italy (12) 3, 00 quality of R&d personnel quantity of R&d personnel knowledge-sharing opportunities with universities & public organisations financing other (non-R&d) investments
European commission JRC-IPTS (2013) 12345 with universities & public organisations with other firms quality quantity labour costs of R&d personnel technology poles
and US. 1 2 3 4 5 other company sites technology poles & incubators suppliers with universities & public organisations with other firms quality quantity
& incubators quality quantity labour costs of R&d personnel with universities & public organisations with other firms market size market growth via product market regulation via public procurement enforcement conditions costs time to obtain protection grants
and knowledge sharing (with Universities and other public institutions and also with other firms). That is particularly the case for low R&d intensity firms,
and guarantees fiscal incentives grants and direct funding with other firms with universities & public research organisations Innovation demand via IPR Proximity to R&d personal Public R&d support
d1) with other firms (d2) with universities and public research organisations (e) Public financial support for R&d via:(
b1) Inside the European union (b2) In non-EU countries (c) R&d outsourced to higher education institutions or public research organisations:(
quality of R&d personnel and knowledge-sharing opportunities with universities and public organisations are stated most frequently among the top three.
and universities worldwide, have underscored its importance. Major documents, such as the European union's Green Book on Innovation, published in 1995 and national strategies,
The state tries to coordinate and foster interactions between the government, universities, and the private sector.
the report lists cultural literacy (the ability to recognise and exploit social, cultural, lifestyle, and ethnic distinctions) and a reflexive approach to knowledge and practices among the core competencies that are crucial in creating A Culture of Innovation.
According to the Dutch Professor Hans Opschoor innovation essentially implies that creative people who lead economic and social development,
it is of capital importance to increase access to education. The international community committed itself to increase access to education on the 2000 World Education Forum with the adoption of the so-called Dakar goals.
UNESCO, as the coordinator of Education for All (EFA), has made the promotion of education as a fundamental right, the improvement of the quality of education and the stimulation of innovation and the sharing of knowledge and best practices one of its priorities.
It has now become clear that the creation of A Culture of Innovation does not allow for a standard procedure to be followed at all times and in every situation.
Only a unique mix of actions and measures together with a serious effort to continue the learning process can ensure a positive and truly innovative outcome.
such as the Nigerian Virtual Library for Universities and Institutions of Higher Learning and the development of a multidisciplinary UNESCO portal with several sub-portals.**
and Jan van Leeuwen Editorial Board David Hutchison Lancaster University, UK Takeo Kanade Carnegie mellon University, Pittsburgh, PA, USA Josef Kittler University
of Surrey, Guildford, UK Jon M. Kleinberg Cornell University, Ithaca, NY, USA Alfred Kobsa University of California, Irvine, CA, USA Friedemann Mattern
ETH Zurich, Switzerland John C. Mitchell Stanford university, CA, USA Moni Naor Weizmann Institute of Science, Rehovot, Israel Oscar Nierstrasz University of Bern
, Switzerland C. Pandu Rangan Indian Institute of technology, Madras, India Bernhard Steffen TU Dortmund University, Germany Madhu Sudan Microsoft Research, Cambridge, MA
, USA Demetri Terzopoulos University of California, Los angeles, CA, USA Doug Tygar University of California, Berkeley, CA, USA Gerhardweikum Max Planck Institute for Informatics, Saarbruecken, Germany John Domingue Alex
Galis Anastasius Gavras Theodore Zahariadis Dave Lambert Frances Cleary Petros Daras Srdjan Krco Henning Müller Man-Sze Li Hans Schaffers
of Editors John Domingue Knowledge Media Institute, The Open university, STI International, Milton Keynes, UK and STI International, Vienna, Austria j. b. domingue@open
, Germany gavras@eurescom. eu Theodore Zahariadis Synelixis/TEI of Chalkida, Greece zahariad@synelixis. com Dave Lambert Knowledge Media Institute, The Open university
Information systems, University of Applied sciences Western Switzerland, Sierre, Switzerland henning. mueller@hevs. ch VI List of Editors Man-Sze Li IC Focus, London
, UK msli@icfocus. co. uk Hans Schaffers ESOCE Net, Dialogic, Aalto University School of economics (CKIR), Aalto, Finland hschaffers@esoce. net Volkmar
Spain fag@gatv. ssr. upm. es Burkhard Stiller University of Zürich, Switzerland stiller@ifi. uzh. ch Stamatis Karnouskos SAP Research, Karlsruhe
Michael Nilsson Centre for Distance-Spanning Technology, Luleå University of Technology, Sweden michael. nilsson@cdt. ltu. se Foreword The Internet will be a catalyst for much of our innovation and prosperity in the future.
and Technology Hellas/ITI, Greece daras@iti. gr 6. Athens University of Economics and Business,
{a. galis, s. clayman}@ ee. ucl. ac. uk 2 INRIA, France, laurent. lefevre@ens-lyon. fr 3 University of Passau, Germany {andreas
and Sándor Imre Budapest University of Technology and Economics department of Telecommunications Mobile Communication and Computing Laboratory Mobile Innovation Centre Magyar Tudosok krt. 2, H-1117
and the power of machinebased learning and reasoning can be exploited more fully. Autonomic control loops and its formalisms 29 30, such as FOCALE 25 and Autoi 21 23 translate data from a device-specific form to a device
and Oscar Corcho8 1 University of Surrey, UK 2 National University of Galway, Ireland 3 Ericsson, Serbia 4 FZI, Germany 5 NEC, Germany
6 Aalborg University, Denmark 7 SAP, Switzerland 8 Universidad Politécnica de Madrid, Spain Abstract. Numerous projects in the area of Real-world Internet (RWI
and Dino Giuli Electronics and Telecommunications Department, University of Florence, Via Santa marta, 3 50139 Florence, Italy {mariachiara. pettenati, lucia. ciofi, franco. pirri, dino
and Vincenzo Suraci2 1 University of Rome La Sapienza, Computer and System Sciences Department Via Ariosto 25,00185 Rome, Italy {castrucci, dellipriscoli, pietrabissa}@ dis
The Internet Today, The Singularity University (2009), http://www. datacenterknowledge. com/archives/2009/10/12/vint-cerf-on-the-future-of-the-internet/4. National Science Foundation:
and Pedro Frosi Rosa3 1 University of Sao paulo, Brazil joaohs@usp. br, flavio@pad. lsi. usp. br, kofuji@pad. lsi. usp. br
2 Algar Telecom, Brazil edmo@algartelecom. com. br 3 Federal University of Uberlandia, Brazil pedro@facom. ufu. br Abstract.
and hierarchical scalability formed by elements of local communication, masters and slaves, similar to DNS (Domain name System).
where the application entity with title Master-USP-1 sends its needs to the Service Layer.
and Burkhard Stiller5 1 Athens University of Economics and Business, Athens, Greece 2 AGH University of Science and Technology, Krakow, Poland 3julius-Maximilian Universität Würzburg
, Würzburg, Germany 4technische Universität Darmstadt, Germany 5 University of Zürich, Zürich, Switzerland Abstract. Overlay applications generate huge amounts of traffic in the Internet,
and Henna Warma3 1 BT Innovate & Design, UK philip. eardley@bt. com 2 Athens University of Economics and Business, Greece {kanakakis, alexkosto}@ aueb. gr
3 Aalto University, School of Electrical engineering, Finland.{ {tapio. leva, henna. warma@aalto. fi} 4 Roke Manor Research, UK ken. richardson@roke. co. uk Abstract.
and Burkhard Stiller4 1 Athens University of Economics and Business, Greece ckalog@aueb. gr, courcou@aueb. gr, gstamoul@aueb. gr 2 University of Southampton
IT Innovation, United kingdom mjb@it-innovation. soton. ac. uk 3 Oxford Internet Institute, University of Oxford, United kingdom eric. meyer@oii. ox. ac. uk
4 University of Zürich, Switzerland waldburger@ifi. uzh. ch, stiller@ifi. uzh. ch 5 Atos Origin, Spain daniel. field@atosresearch. eu Abstract.
technology literacy and expectations, openness to risk and innovation. Furthermore, it should be studied whether and how these attributes,
and Sasu Tarkoma2 1 Helsinki Institute for Information technology HIIT/Aalto University School of Science and Technology, Espoo, Finland {Kari.
Lagutin}@ hiit. fi 2 Department of computer science, University of Helsinki, Helsinki, Finland Sasu. Tarkoma@cs. helsinki. fi Abstract.
Helsinki University of Technology, Tech. Rep (2008), http://www. tcs. hut. fi/Software/PLA/new/doc/PLA HW FINAL REPORT. pdf 25.
Doctoral dissertation, Department of computer science and Engineering, Aalto University, School of Science and Technology (2010) Engineering Secure Future Internet Services Wouter Joosen1, Javier Lopez2, Fabio Martinelli3,
and Fabio Massacci4 1 Katholieke Universiteit Leuven wouter. joosen@cs. kuleuven. be 2 University of Malaga jlm@lcc. uma. es 3 National Research
Martinelli@iit. cnr. it 4 University of Trento massacci@dit. unitn. it Abstract. In this paper we analyze the need
and Matthias Schunter2 1 Maastricht University, The netherlands glott. ruediger@gmail. com 2 IBM Research Z urich, R uschlikon, Switzerland huselmar@de
and also a playground for future discoveries and innovations, combining research with experimentation. The heterogeneous and modular field of Future Internet Research and Experimentation with its national and international stakeholder groups requires community and cohesion building
and Spyros Denazis Electrical and Computer engineering department, University of Patras, Rio, Patras 26500, Greece tranoris@ece. upatras. gr, yrz@anche. no, sdena@upatras. gr
and Carsten Schmoll1 1 FOKUS-Fraunhofer Institute for Open Communication systems, Berlin, Germany tanja. zseby carsten. schmoll@fokus. fraunhofer. de, 2 University of Wuerzburg
, Institute of Computer science, Wuerzburg, Germany, thomas. zinner christian. schwartz phuoc. trangia@informatik. uni-wuerzburg. de 3 University of Vienna,
Professur Future Communication (endowed by Telekom Austria), Austria kurt. tutschku albert. rafetseder@univie. ac. at 4 Tel aviv University, School of Electrical engineering, Tel aviv, Israel shavitt
@eng. tau. ac. il 5 Technical University Berlin, Chair for Next Generation Networks, Berlin, Germany c. henke@tu-berlin. de Abstract.
and Jussi Makinen3 1 University of Athens Athens, Greece scan. di. uoa. gr {akousar, katsikas, nancy}@ di. uoa. gr 2 VTT Technical
National and Kapodistrian University of Athens, Dept. of Informatics and Communications, 15784, Panepistimiopolis, Ilissia, Athens, Greece nancy@di. uoa. gr Abstract.
as well as learning capabilities that improve elements behaviour. An essential target of the Project effort is to develop innovative cross-layer design optimization approaches that alleviate the shortcomings
and Panagiotis Demestichas University of Piraeus, Department of Digital Systems, 80, Karaoli and Dimitriou Street, 18534 Piraeus, Greece {andgeorg, ktsagk, veras, pdemest}@ unipi. gr
Rep.,Helsinki University of Technology, Networking Laboratory (2007), http://www. netlab. tkk. fi/tutkimus/dtn/theone/16.
5 Nextworks 6 Athens Information technology 7 SAP Research 8 Poznan Supercomputing and Networking Center 9 INRIA 10 University of Essex 11 Universiteit van
and Sergio Takeo Kofuji2 1 Federal University of Uberl andia, Brazil eduardo@mestrado. ufu. br, fabfernandes@comp. ufu. br, lclaudio@feelt. ufu
. br, pedro@facom. ufu. br 2 University of S ao Paulo, Brazil joaohs@usp. br, kofuji@pad. lsi. usp. br Abstract.
Ph d. thesis, University of S ao Paulo-USP (2009) 18 Vissers, C a.,Logrippo, L.:The Importance of the Service Concept in the Design of Data communications Protocols.
and Reto Krummenacher3 1 Knowledge Media Institute, The Open university, Walton Hall, Milton Keynes, MK6 7aa UK {j. b. domingue, c. pedrinaci, m
. maleshkova}@ open. ac. uk 2 Karlsruhe Institute of technology, Karlsruhe, Germany barry. norton@aifb. uni-karlsruhe. de 3 Semantic Technology Institute, University
Phd Thesis, University of California (2000) 8. Mcilraith, S. A.,Son, T. C.,Zeng, H.:
The authors introduce their ideas on how to enable systems to automatically construct semantic context by learning from the available content.
and C. Timmerer4 1 CNRS Labri laboratory, University of Bordeaux, France koumaras@ieee. org, daniel. negru@labri. fr 2 Telecommunication Dept.,University
. gr 4 Multimedia Communication, Klagenfurt University, Austria christian. timmerer@itec. uni-klu. ac. at 5 PCN, Greece vkoumaras@pcngreece. com,
Engineering and Computer science, Queen Mary University of London, Mile end, London E1 4ns, United kingdom {Naeem.
Engineering and Computer science Queen Mary University of London, UK {qianni. zhang, ebroul. izquierdo}@ elec. qmul. ac. uk Abstract.
We introduce our ideas on how to enable automatic construction of semantic context by learning from the content.
representation schemes for its semantic context can be constructed by learning from data. In the target representation scheme, metadata is divided into three levels:
In this chapter we introduce our ideas on how to enable systems to automatically construct a semantic context representation by learning from the content.
the focus will be on the context learning and automatic inference for high-level features. The mid-level features are assumed to be available
Section 4 presents the proposed technique Semantic Context Inference in Multimedia Search 393 for semantic context learning and inference for mid-level to high-level matching;
and Retrieval The proposed semantic context learning and inference approach analyses the inter-relationships between the high-level queried concepts
the learning process and the inference process. In the learning process which is carried usually out off-line.
First, several mid-level features are extracted using any specifically designed classifiers. A subset of the database randomly selected for training purpose is annotated then manually on the high-level query concept.
The learning process concerns learning of both the network structure and probability tables of nodes.
Fig. 1. Semantic inference work flow One important feature in this module is that the Bayesian network model is constructed automatically using a learning approach based on K2 algorithm 8,
and the abstractness and sparse distribution of the query terms throughout the dataset. 6 Conclusions In this chapter an approach for semantic context learning and inference has been presented.
Tech. rep.,Institute for Image Data Research, University of Northumbria at Newcastle (1999), http://www. jisc. ac. uk/uploaded documents/jtap-039. doc 8
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easier and enriched life across many domains including home life, education and learning, working, and assisted living.
Harvard Business school Press (2003) 418 D. Angelucci, M. Missikoff, and F. Taglino 4. Luftmann, J. N.,Papp, R.,Brier, T.:
and Ward Van Heddeghem7 1 Ecole de Technologie Superieure, University of Quebec, Canada kim. nguyen@synchromedia. ca, Mohamed.
@esoce. net 2 Urenio, Aristotle University of Thessaloniki komninos@urenio. org 3 INRIA Sophia Antipolis, marc. pallot@inria. fr, brigitte. trousse
@inria. fr 4 CDT Luleå University of Technology michael. nilsson@cdt. ltu. se 5alfamicro Lda alvaro. oliveira@alfamicro. pt Abstract.
exploratory and participative playground combining Future Internet push and urban policy pull in demand-driven cycles of experimentation and innovation.
which create territorial innovation systems combining knowledge-intensive activities, institutions for cooperation and learning, and web-based applications of collective intelligence 8, 9. Box:
Intelligent cities, from the new intelligence of cities, collective intelligence of citizens, distributed intelligence, crowdsourcing, online collaboration, broadband for innovation, social capital of cities, collaborative learning
while accelerating the learning curve for operating smart cities. The second task consists of initiating large-scale participatory innovation processes for the creation of applications that will run
to investigate experiential learning of the Iot in an open and environmental data context, and to facilitate the co-creation of Smart Cities
4) the Smart Museum and Park where natural and cultural heritage feed learning; and (5) the Smart City hall where mobile e-government services are delivered.
VU University Amsterdam, Faculty of economics, Business Administration and Econometrics (2009) 3. Eurocities: Strategic Policy Paper on Broadband in Cities (2010) 4. Eurocities:
Harvard Business school Press, Boston (2003) 17. O'reilly, T.,Battelle, J.:Web Squared: Web 2. 0 Five Years On.
and Jan Pettersson5 1 Telefonica I+D, Madrid, Spain {jmhm, bernat}@ tid. es 2 University of Cantabria, Santander, Spain {luis, jgalache}@ tlmat. unican
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