Up and coming Fashion

Fashion is really just starting to interact with the world of information technology (IT). Today there are already ‘cool’ gadgets and wearables, but in future, we will see whole new domains where fashion can play a key role. The biggest of these is the duality of appearance - where we may appear one way in the physical world, and have a whole range of digital appearances in the augmented reality and virtual environment worlds. This will lead to many people designing for themselves.

Along the way, electronics will continue to shrink in size to a point where it no longer significantly need affect the form of the object that carries it. Form and function will be separated at least as far IT is concerned.

Fashion is often at the forefront of technology usage. Many new materials and technologies are used in textiles and accessories when they are still too expensive or primitive for other uses. Technology development is accelerating quickly and shows no sign of slowing down in the foreseeable future, so fashion designers will have a lot of fun over the coming years. The next decades will see the gradual convergence of nanotechnology, biotechnology, information technology and cognitive technologies. Typical results will be materials with different tensile, thermal and optical properties, integration of IT into fabrics, and linkage of our bodies to the network for medical and communication purposes, via clothing or skin-wearables.

Thin, flexible displays are becoming available already, and we will undoubtedly see them built into clothing with increasing frequency. This will be both for body adornment and functional uses.

A wide range of electronic devices can already be built into clothes and this will increase. New fabrics are already being developed to provide power generation - using solar power, electromagnetic, thermal and mechanical means.

Storage technology is improving extremely quickly and we may expect massive amounts of storage to be available in very small volumes, so that people can take all their files, music and videos with them - integrated invisibly into small devices or clothes.

Haptics technology (the technology of enabling the remote sensation of touch) will also become available as part of clothes. A variety of electro-responsive materials exists already, albeit sometimes in primitive forms (for example, muscles wires, polymer muscles, shape memory alloys, etc), and these will progress quickly into routine fabric technologies.

Clothes will be part of the ambient intelligent environment we will inhabit in a few years’ time. There will be myriads of chips all around us - in building infrastructure, furniture, gadgets, clothes, foods, packaging, even on our skin and inside some peoples’ bodies (for medical and security purposes).

Chips in the environment or on our person will offer processing, storage, sensing identity and communications. The resulting smart environment will know who we are, what we are doing, where we are, to the nearest few millimeters, and all about us, subject only to our own preferences and privacy or security laws.

Chips will be physically very small, so have it in their power to be hidden anywhere, and any functionality that won’t physically fit into a device can be accessed via the smart environment. This means that fashion designers can add a wide range of functions to something without needing to change its design.

Various sensors on and about our person will monitor our behaviors and physical characteristics, and respond accordingly. One of the areas that computers may want to go in with other people’s digital bubbles is that of personality characteristics. An ego badge would alert us to other people that are likely to be of interest to us so that our social and sex lives would improve. A related device is the active contact lens, which uses tiny lasers and micro-mirrors built into a contact lens with circuitry and power supply, to raster scan a high resolution image onto our retinas. This is called direct retinal projection.

Any computer generated images could be superimposed on what we see in the real world. We would be able to modify how we see other people so when you meet people you could change how they look. Come hell or high water, beauty will quite literally inhere in the eye of the beholder.

We will not be limited by the properties of physical materials, or have to have the same appearance for everyone looking at us, nor even have the same appearance all day. Our appearance can be different to each viewer and different each time they look at us. So fashion designers will need to design virtual fashions, and these will need to be dynamic and context sensitive. Through and through, dual appearance dictates dual fashion.

One of the accessories that we might need in such a world is the digital ‘aura generator’. This will act as a sort of wireless web server that radiates our digital appearance into the nearby space. It is almost like the hologram generators that science fiction fans will recognize from Red Dwarf. The main difference is that it will make us look different to different people.

With increasing assistance expected from AI in all walks of life, we should expect that people would often want to design their own clothes - making most of the artistic decisions and letting the computer sort out the technical stuff.

As local production becomes more widespread, self-design may become very popular indeed. How much this affects the market for professional fashion designers will thus depend on how much relative skill and creativity they really have, as well as on how much effort people can be bothered to invest in designing themselves.

These developments bring us to the heart of how fashion will change. Such future is near at hand when we will have to worry about both our digital appearance as well as our physical looks. And on that account indeed our digital appearances can be infinitely diverse. Asif J. Mir, Organizational Transformation

Seeking new Pastures in Education

The state of education in Pakistan is depressing. Today we cannot compete even with third-rate countries in standard indicators of academic achievement. Weak curricula and discipline have guaranteed educational failure for tens of millions of our children. The nation should therefore look to itself and conclude that something must be done.

We are perhaps after increasing the number of educational institutions and ignoring the future of education, which is about the demise of the classroom-based teacher, and an information technology lead revolution in schools, colleges and universities.

For meeting our future economic needs, we must not lose sight of the fact that education is a process, not a commodity. It benefits the individual, and society as a whole, in all sorts of ways that are not necessarily quantifiable in terms of our national balance sheet.

Developed societies use teachers not as objects, but engines of education reform. Contrarily, our policymakers use them not as engines but tail cabins. Thus teachers are not involved in policy process for education. We need to see teachers as custodians of intellectual and cultural tradition, not servants of a government mission.

The report of the Pakistan Task Force on Improvement of Higher Education estimates that 18 million people are in the age between 17 to 23 years, eligible for tertiary education. Out of them, only 475,000 (or about 2.6%) are actually enrolled in higher education institutions. This proportion is among the lowest in the world: India (in 1990) had a tertiary enrolment ratio of 6.2%, while Iran (in 1994) had 12.7%. This is pathetic. It asks for direction and relevancy of higher education research.

Higher education in Turkey is worth talking about. The average annual growth rate of students in higher education in Turkey during the period 1980-85 was one of the highest in the world: 14.1% as compared to 7.8%in Canada, 5.0% in the UK, 1.4% in Italy, 0.2% in the US, -0.2% in Hungary, and -5.3% in Poland. The number of students enrolled in engineering is high: 18.33 %of the total enrollment as compared to 8.20 %in Italy, 7.90 %in Austria, and 3.29 %in France. In the area of higher education, can we seek some route from Turkey’s experience?

People need more education than ever before, and distance learning—connecting cable and classroom—offers a way to meet that need. Internet delivers course material to homes or offices. Discussions, assignments and exams are being done online. Some of these are courses offered by traditional universities, of which the University of Phoenix is the largest, some by accredited virtual universities with no on-campus instruction and some by unaccredited institutions. For many students, however, especially those with full-time jobs or those far from campuses, the savings in commuting and the flexibility to make their own schedules make the total cost less than that of alternatives.

The concept of virtual university is not a bad idea, which Pakistan must adopt at a large scale. It can distribute cheap Internet access and classroom content to modular learning kiosks in several thousand villages. Distributing several thousand simple, mass-produced kiosks might be less expensive than creating even one old-style university campus.

Pakistan has recently allocated resources greater than ever before. Nonetheless, it didn’t fully utilize even what paltry had been allocated earlier. Owing to intricate bureaucratic labyrinth drawing money is like pulling teeth. Consequently, the trend of spending in Pakistan is far less than the allocated money in all eight plans. There are around twenty-two steps to draw the allocated money. For survival in the new world, Pakistan has got to adopt new ways of governance.

South Korea offers an interesting paradigm in modern history. Most observers agree that it's spectacular progress in modernization and economic growth since the Korean War is largely attributed to the willingness of individuals to invest a large amount of resources in education.

Korea's liberation from Japan marked a turning point in the history of education. As the country underwent a transition from totalitarian rule to democracy, a primary concern was to provide everybody with equal educational opportunities. The period from 1945 to 1970 witnessed a dramatic expansion of education. In spite of the widespread destruction and economic suffering brought about by the Korean War (1950-1953), Korea succeeded in virtually eliminating illiteracy. Such a rapid expansion was naturally accompanied by problems, the most serious being deterioration in the quality of education. As the 1960s drew to a close, Korea's educators turned their attention to these problems and several projects were launched to improve the curricula and the methods of instruction

Although only primary school was compulsory in Korea, proportion of age-groups of children and young people enrolled in primary, secondary, and tertiary level schools were equivalent to those found in industrialized countries, including Japan. The percentage of students going on to optional middle school the same year was more than 99 percent. Approximately 34 percent, one of the world's highest rates of secondary-school graduates attended institutions of higher education in 1987, a rate similar to Japan's (about 30 percent) and exceeding Britain's (20 percent). The number of students in higher education had risen from 100,000 in 1960 to 1.3 million in 1987, and the proportion of college-age students in higher education institutions was second only to the United States.

Can Pakistan learn from the South Korean experience that explains the important role of education in its evolution from one of the world's poorest countries 50 years ago eating dogs to fuel the stomach, into a major economic success today?

A serious look at the state of the world raises a question regarding the thought process of Pakistan’s decision makers. Years of traditional education are no guarantee of a mature intellect. Entrenched mentalities need to change or institutions will continue to play the same old games and repeat the same old tunes. Schools of the future have an opportunity and responsibility to change the tune. Asif J. Mir Organizational Transformation

Nothing for it but . . .

Ever since independence technology has sneaked in tardily. Paradoxically, these years have produced equally strident laments concerning the state to which Pakistan’s education has sunk. The educational foundations of our society are presently being eroded by a rising tide of mediocrity that threatens our very future as a nation and a people.

When information technology was approaching in the sixties the US changed the school curricula for preparing students for the future. Contrarily we continue to turn our eye from the need to adopt new technologies and consequently our students are not being prepared (IT students included) to live in a competitive world.

We have managed to survive without adoption of IT for forty years. It will be impossible to continue to exist even for a day if we failed to adopt the approaching technologies. For instance Nanotechnology—examining the world at a millionth of meter and utilizing the ability to manipulate our universe at a molecular or atomic perspective—has united scientists across developed world in the belief that the worlds of medicine, computers, biotechnologies and eventually all manufacturing will never be approached in the same way again. We can’t afford to respond as laggards and follow the same doom which ancient civilizations faced. They perished for resistance to new technologies.

In ancient Greece then, all of the energy sources in use today, with the exception of nuclear power and hydroelectric power (both used exclusively to produce electricity) were known, available, and in limited use. Why then did it take so many centuries for energy sources and technology to come together to produce the Industrial Revolution?

From ancient Greece into the early Renaissance technological development was not only frowned upon, it was downright discouraged. People with money did not invest in it. It was socially unacceptable for the elite to involve themselves in what they considered a degrading activity.

The Greek philosophers, for all of their delving into how the world was made up and how things worked, had a strong aversion to the development of technology. They called it banausikon, meaning, fit for mechanics. It was considered a filthy business beneath the dignity of any intelligent, thinking person. Aristotle held that industries that earned wages degraded the mind and were unworthy of the free man. He would not stoop so low as to attempt to verify by measured observation his reasoning concerning physics or dynamics. As a result, some bad science went unchallenged for almost 2,000 years.

The Museum and Library at Alexandria, established in 290 BC by the rulers of Egypt, was a research facility that attracted scientists from around the known world. Researchers would use valves, expanding gases, solar thermal power, cams, screws, pulleys, levers, springs, siphons, and cogs—the basics for an industrial revolution. They developed double-action pumps and a compressed air cannon. It was there that Hero demonstrated a steam reaction turbine in 60 AD. The Library at Alexandria could have been an ancient model for Silicon Valley, but the research did not lead to improved manufacturing processes, better machines for industry or agriculture, or even for increasing wealth. Rather it was used to amuse royalty or to amaze worshipers in temples.

A valid argument can be made that metallurgy, manufacturing processes, and transportation facilities were too primitive to allow for exploitation of energy and technology at that time. But, absent the social barrier to technological development that existed, it is likely that the great minds, the available wealth, and the power concentrated in the likes of Alexander the Great, and the Roman Emperors could have laid the groundwork for a much earlier development and diffusion of technology.

We are accustomed to resist technological change with full force. We not only refuse to recognize it; we close our eyes to evade it. The attitude that we demonstrate confirms our nasty characterization as a nation of laggards.

Embracing technology is a laudable objective for which our society must aspire. It should provide a classic demonstration of the principles of the Technology Adoption Lifecycle and attempt to explain the pros and cons of investing in new technology. It must transform itself as innovators, early adopters, and not as laggards on a technology adoption timeline.

We should inculcate education of technology at every level of learning. If we claim to know more about how people learn, if we have better tools for facilitating learning, why do so many studies of technology in education show no significant difference from traditional methods? Why are we producing graduates less able to cope with the issues facing them?

Making matters worse, the criteria for success have changed. Our institutions were designed not for an industrial society. Now we've entered the Information Age. Increasingly, even blue-collar jobs require critical thinking, rather than monotonous task performance. To meet these demands, our graduates need different competencies than we typically provide. Intuitively, one would expect technology to be a powerful tool for meeting these new requirements.

We are entering a world in which jobs are requiring technological competency--a world in which they must continue to update their occupational and technological skills in order to be successful. We must enable them to become technologically competent. We must take advantage of the capacity of technology to enhance our traditional classroom presentations and to engage our students in active learning.

Pakistan’s decision-makers must focus on new challenges and issues instead of waiting for emergencies to react. They need to focus more on policy than management issues. They need to be knowledgeable about what rest of the world is doing to achieve change. They should know that change and implementing technology often go hand in hand. The key to success in both is a thorough, inclusive planning process. The disregard of new technologies by ancient civilizations offers us a choice: to embrace new technologies or perish.(www.asifjmir.com)