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The array of possibilities and challenges presented throughout this text points to the diversity in use, resources, and insights with respect to understanding and applying technologies in formal and informal learning contexts. The various authors have presented a vision of what can be achieved, what has been achieved, and what promotes or detracts from our ability to understand and employ technologies effectively. One obvious issue that needs to be considered in any of these discussions is the impact of the digital divide.

would allow the aircraft to recover to main base in order to have corrective maintenance action carried out. A number of low speed commercial aircraft employ a method of de-icing based on a exible rubber leading edge boot that is in ated by air pressure to dislodge ice built up on the surface. The system is operated manually or in response to an ice detector input. The British Aerospace Advanced Turbo Prop (ATP) wing, tailplane and n leading edges are protected by pneumatic rubber boots actuated by low-pressure engine compressor air. A cycling system is used to reduce the amount of air required. The ice is removed by successive in ation and de ation cycles of the boots. The crew is able to select light or heavy ice removal modes.

The term digital divide is likely a very familiar one to all of us. Within the research literature, however, consensus in precisely defining what constitutes the divide, as well as how to define its structure, continues to be debated (e.g., Jung, Qiu, & Kim, 2001; Rodino-Colocino, 2006). When the construct of a digital divide was initially introduced, it provided a means to identify those who had access to digital technologies from those who did not (Rodino-Colocino). The term access typically coincided with a quantification of the number of computers available, or number of connections (for the Internet). Hence, there is much available evidence to quantify who has a computer and is connected and who doesn t or isn t. Contrasts have been made at numerous levels ranging from individuals to groups (gender, race) to societies, in order to reveal the gap between the haves and the have nots. Initially, the importance of identifying a divide was measured primarily in economic terms, with those who had access being the ones who had the potential to reap economic gains (e.g., job opportunities, greater skills, higher incomes, etc.). Those without the technology were perceived to be at a disadvantage or at risk economically (Crews & Feinberg, 2002).

The availability of high pressure air throughout the bleed air system lends itself readily to the provision of motive power to crank the engine during the engine start cycle. As can be seen from earlier gures, a start valve is incorporated which can be activated to supply bleed air to the engine starter. On the ground the engines may be started in a number of ways: By use of a ground air supply cart By using air from the APU probably the preferred means By using air from another engine which is already running

Eileen Wood and Teena Willoughby Over time, the impact of the divide expanded to include disadvantages or risks related to social, cultural, and educational issues in addition to traditional economic impacts The continuous advancements of computer technology and, most notably, the introduction of the Internet, have changed the nature of children s communication and social interaction (Wilson, Wallin, & Reiser, 2003) The second wave of research (RodinoColocino, 2006) examining the digital divide is charged with exploring its specific opportunities and challenges in the broader social, educational, and cultural contexts (eg, Ching, Basham, & Jang, 2005; Dutta-Bergman, 2005) The digital divide can be described in terms of three structures which form a chasm or gap: the width, slope, and depth (eg, Riel, Schwarz, & Hitt, 2002) In this model, the width refers to the traditional notion of access.

That is, what does one individual, group, or society have that another individual, group, or society does not have access to The greater the difference in access, the wider the gap, or digital divide The slope of the divide refers to the culture or beliefs surrounding the use of technology For example, among educators, there are those who see technology as an integrated part of the curriculum, important for allowing students to experience events and initiate contacts with people that would otherwise be unavailable to them On the other hand, there are educators who see little value in using technology at all and see it as a limiting agent because it might prevent students from experiencing other more relevant life or educational events Similarly, some educators feel that there is limited support for their efforts to use technology in the classroom.

The supply of air activates a pneumatic starter motor located on the engine accessory gearbox. The engine start cycle selection enables a supply of fuel to the engine and provision of electrical power to the ignition circuits. The pneumatic starter cranks the engine to 15 20% of full speed by which time engine ignition is established and the engine will pick up and stabilise at the ground-idle rpm.