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This chapter describes a Percolator model as a framework within which ICT solutions may be contemplated for communities under threat of digital exclusion. The model partitions the problem into manageable domains, within which realistic and appropriate ICT solutions may be progressively distilled. It gives an account of the generic attributes of information and communications and the manner in which these attributes map onto technical parameters of ICT. The model places a great deal of emphasis on contextualization, drawing on the Sustainable Livelihood Approach for intervention in economically poor communities. Its domains variously take account of the national or provincial developmental objectives in particular politico-cultural contexts as well as the social character of communities and their physical nature. Ultimately, contextualized technical parameters are used as the basis on which solutions are selected from among the available range of information and communications technologies. The general framework of the Percolator model is not limited to ICT. It may be applied to intervention based on a variety of technologies. 115 C H A P T E R 61 The authors acknowledge, with gratitude, the contribution of Akash Pooransingh in the acquisition of supporting resources for this work.

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This paper investigates the feasibility of running a quartz force sensor with an optical drive.The general theory behind optical (strictly speaking, photothermal) driving of a resonant structure is presented and this is used in conjunction with empirical results obtained from an existing system to clarify problem areas and to suggest improvements. A straightforward method for optical reading is briefly described.

The Department of Electrical and Computer Engineering at The University of the West Indies' (UWI') St Augustine Trinidad and Tobago Campus conducted a review and revision of its BSc mathematics programming in 2009. The review was framed to take account of strategic as well as operational imperatives of an accredited degree in the context of a number of resource and other constraints typical of small island developing states. Intake, content and delivery were examined and the findings were used to guide the revision exercise. Associated interventions were assessed five years later. This paper provides an account of the considerations and process for the review and revision exercises. It discusses student performance and other indicators before and after the interventions; and examines the new curriculum against fit for purpose criteria alongside programming in best in class institutions and UK-based accreditation reference points. The paper closes with recommendations for ongoing review and revision cycles applicable to the Department at the UWI and other similarly situated institutions.