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The European Commission's Digital Agenda for Europe sets the targets for broadband development by 2020, yet current broadband market outcomes vary widely amongst the EU Member States and the objectives seem challenging for many. In this book, a group of in-country experts follows a framework of qualitative and quantitative analysis to capture patterns, commonalities and differences between twelve different European countries, in terms of infrastructure endowments, institutional arrangements, time of joining the EU, behavior of market actors, personal interventions of regulators, the role of municipalities, and the role perception of governments. By exploring how the past explains present broadband market outcomes, these longitudinal country case studies look to how improvements can be made for the future. As the first in-depth study of broadband developments in Europe, this book will be invaluable to policy-makers, regulators, academic researchers, advisors, and consultants working in the fields of telecommunications, broadband development, technology and innovation.

Wolter Lemstra is Senior Research Fellow in the Department of Technology, Policy and Management at Delft University of Technology, The Netherlands, and Visiting Senior Research Fellow at the Centre for Communication, Media and Information Technologies at Aalborg University, Denmark. He has 25 years of experience in the telecom sector and has occupied senior management positions in various telecoms technology firms.

His current research is focussed on telecommunication sector governance, industry structure developments, firm strategic behaviour and innovation trajectories. Melody is Guest Professor at the Center for Communication, Media and Information Technology (CMI), Aalborg University Copenhagen, Denmark. He is Emeritus Professor, Economics of Infrastructures at the Department of Technology, Policy and Management, Delft University of Technology, and Emeritus Director, Learning Initiatives on Reforms for Network Economies (LIRNE.NET). He has participated in telecom and ICT research and policy development in all regions of the world.

Barante, Prosper de. Etudes litteraires et historiques. Ludovico di Breme e il programmu dei romantici italiani. Torino: Centro. Journal de Eugene Delacroix. Veltro 9: 23-32.

Students will: 1. Understand Howard Gardner's theory of multiple intelligences; 2. Compare the theory of multiple intelligences with traditional theories of intelligence; and 3. Explore the implications of the theory of multiple intelligences for schools and society. The class will need the following: • Computer with Internet access (optional but very helpful) • Copies of Classroom Activity Sheet: Howard Gardner's Theory of Multiple Intelligences • Copies of Classroom Activity: Short Biographies of Eminent People • Copies of Take-Home Activity Sheet: A Personal Look at Multiple Intelligences 1. Begin the lesson by giving about 5 minutes to write about the traditional definitions of intelligence.

You may prompt them with the following questions: • What does it mean to be intelligent in our society? • What abilities do schools value and promote? • How do we measure a person's intelligence?

Hold a class discussion about students' ideas. These ideas may come up: • Intelligence is a single, general capacity that everyone possesses to some extent. It's what you are born with and there's little you can do to change it.

• Schools value having a good vocabulary, the abilities of analyzing reading material and solving complex math problems, strong memories that retain much information, and the ability to find solutions to problems quickly. • Tests can measure intelligence, such as the IQ Test and the Scholastic Aptitude Test (SAT). Introduce Howard Gardner's theory using the Classroom Activity Sheet: Howard Gardner's Theory of Multiple Intelligences. With the students, read the descriptions of different intelligences. Discuss which of these intelligences students think are most valued by schools and society. Is it possible for an individual to have more than one intelligence?

Students will probably suggest that schools value linguistic and logical-mathematical intelligences the most, as evidenced by the emphasis placed on the core subjects of English, social studies, math, and science. Further evidence is the type of assessments, both teacher-generated and standardized, usually given to students. Students will likely agree that most people possess all of the intelligences to various degrees and that it is possible for an individual to excel in more than one area. Pass out copies of the Classroom Activity Sheet: Short Biographies of Eminent People. Have students read through the biographies and determine the types of intelligences manifested by each person.

If students have trouble, ask them to consider what value the intelligences of these people have in society. They might also consider how these intelligences match traditional ideas about intelligence.