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Parking: May the Best Price Win
William J. Mitchell and the members of the MIT Smart Cities research group are creating innovative ways to change how we live in urban areas through, in part, the application of new technologies that enable urban energy efficiency and sustainability, and enhance opportunity, equity, and cultural creativity. Smart Cities research is particularly concerned with the emerging roles of networked intelligence in fabrication and construction, urban mobility, building design and intelligently responsive operation, and public space. The group explores the new forms and functions of cities in the digital electronic era, and suggests design and planning directions for the future.
Question: What is the solution to combating urban congestion?
Bill Mitchell: There is no magical solution because urban traffic congestion arises from the fact that a lot of people want to be in the same place at the same time often. Like a Red Sox game or something, it’s going to get congested around there. That’s just the way it goes. And so, there’s no magic in all of this. But there are a bunch of things that you can do.
Firstly, our cars are a much smaller footprint than traditional automobiles. Secondly, they occupy much less parking space. Thirdly, they are managed, and this is actually more important, they are managed in a more sophisticated way so you get high utilization rates. You make them available exactly where they need to be available and then get them out of the way.
And then the other thing is, if you think of traffic flow, the way you get throughput, the way you really move a lot of people quickly through a city is not through high speed. This is where having a car that goes 120 mph is useless in the city. What really matters is keeping a uniformed speed. If you can keep steady pace of movement, you can get an enormous throughput. The way you keep a steady pace of movement is by electronic coordination of traffic streams so there is not a lot of stop and start and acceleration and deceleration, but just smooth it all out. That’s really the key thing.
Question: How intelligent can cars become?
Bill Mitchell: A lot of our thinking has to do with creating a sort of market for the resources you need for urban mobility that are kind of transparent where there’s plenty of information in the market where you know what you’re doing and where price incentives enable the management of the system. One example of that is congestion pricing or streets. The typical way to do this that gets thought about these days is very crude. You put a congestion ring around Manhattan and charge people $10 or something if they cost the congestion ring. If you put more information technology into it you can begin to think of things like you monitor traffic congestion on a block by block level of granularity and then you adjust prices in real time, then the more congested the block, then the more it costs you to drive down. And then you can organize a GPS navigation system to do things like, take me the cheapest way to where I need to go subject to a time constraint, or take me the fastest way subject to a pass constraint. And this, I think in the end gives more rational allocation of resources, makes a more transparent system and all of these kinds of things.
Another example of this is, with parking. Right now parking is a terrible market. Parking costs a lot. Prices are fixed, typically. How do you connect buyers to sellers? You can drive around randomly looking for parking space. This is not great. But imagine a system where the automobile navigation system knows where the parking spaces are near where you want to park. They’re dynamically priced and you do an e-bay style auction, essentially. So, you say to your automobile, all right, I’m desperate, I’ve got a dentist appointment in 10 minutes, I can’t be late, just find me a parking space, I’ll pay pretty much anything, just bid high. And it can do that, or I’m a poor student right, and I don’t mind if I walk for 15 minutes. Just get me a bargain, so bid low. So, you can do that kind of thing. And then we’ve already talked about Mobility on Demand where getting access to vehicles, the pricing of that can vary essentially depending on demand. The higher the demand, the more you have to pay for that.
So I think we are going to see a great deal more of systems in which there’s a sort of much more sophisticated pricing and much more sophisticated understanding, both by the providers of mobility resources and by the consumers of mobility resources and what it’s costing and how you want to allocate your resources. Right now it’s very difficult to be irrational about moving around a city. That’s how we want to make it possible for people to be more rational.
Question: Which cities would be the best candidates for Mobility on Demand?
Bill Mitchell: Well I think it has a lot to do with political will and capacity to build desire to do something like this. So, some cities can do that, some can’t. I think there is a complementary to mass transit. One of the best uses of mobility on demand systems is to solve what I like to call the last kilometer problem, or the last mile problem. You know, the subway system for example is extremely efficient, getting from subway station to another subway station, but the subway station where you started is never where you really wanted to start your journey, and the subway station where you finish is never where you really want to end up. Mobility on Demand System can solved that last mile problem. It can get you to the subway station and then you can go very efficiently point to point using the subway system, and then at the other end, out in the suburbs, for example, you can pick up a city car and then the Mobility on Demand System go to where you want to go.
So I think there is an advantage in a highly evolved public transit system that you can develop a synergy with. I think this is important. And then some of it has to do with what kind of physical opportunities exist to build a system too. So, we’ve looked at a number of cities. We looked, for example, at Taipei in a lot of detail. We discovered that, this is obvious if you go to Taipei, it has the highest density of convenience stores in the world. There are 7-11’s everywhere in Taipei. So, an attractive strategy in Taipei is to say, put Mobility on Demand pick up and drop off points outside convenience stores where there’s space for it, the real estate is there. They’re almost automatically in the right locations and there’s a business synergy, and so on. So, that’s a particular opportunity that exists in Taipei.
Take another city we’ve looked at, Florence, which couldn’t be more different from Taipei and the historic and urban texture of Florence is built around the Piazzas that are related to the churches and the old parishes and that kind of thing. And so the strategy there that we pursued is a strategy of putting Mobility on Demand pick up and drop off points in the Piazzas, getting traditional automobile parking out of the Piazzas and giving the Piazzas back to the people as social centers and so on.
So I think there’s no, what I’m getting at is there is no general answer here. There are a lot of conditions that may make a city suitable or not suitable for Mobility on Demand Systems, there is no simple formula. I think it takes imagination and design skill and just looking at a particular city and saying, how would we do it in the particular city? What are the opportunities? What are the constraints? What’s the best way to do this?
The technological barriers are not great, so I think we could build the right kinds of automobiles within a couple of years. I don’t think that’s a long timeline. I think the regulatory issues and the political consensus building issues are potentially the long timeline and that could take many years. I think the cities that are likely to be competitive and are likely to win in doing these sorts of things, the ones who are able to cut through all of that kind of stuff and move quickly and effectively, hard to say which ones though, it could be a place like Singapore for example, which has a history of being able to do things like this.
Recorded on January 21, 2010
Imagine a world where you bid on parking spaces eBay-style.
Higher education faces challenges that are unlike any other industry. What path will ASU, and universities like ASU, take in a post-COVID world?
- Everywhere you turn, the idea that coronavirus has brought on a "new normal" is present and true. But for higher education, COVID-19 exposes a long list of pernicious old problems more than it presents new problems.
- It was widely known, yet ignored, that digital instruction must be embraced. When combined with traditional, in-person teaching, it can enhance student learning outcomes at scale.
- COVID-19 has forced institutions to understand that far too many higher education outcomes are determined by a student's family income, and in the context of COVID-19 this means that lower-income students, first-generation students and students of color will be disproportionately afflicted.
What conditions of the new normal were already appreciated widely?<p>First, we understand that higher education is unique among industries. Some industries are governed by markets. Others are run by governments. Most operate under the influence of both markets and governments. And then there's higher education. Higher education as an "industry" involves public, private, and for-profit universities operating at small, medium, large, and now massive scales. Some higher education industry actors are intense specialists; others are adept generalists. Some are fantastically wealthy; others are tragically poor. Some are embedded in large cities; others are carefully situated near farms and frontiers.</p> <p>These differences demonstrate just some of the complexities that shape higher education. Still, we understand that change in the industry is underway, and we must be active in directing it. Yet because of higher education's unique (and sometimes vexing) operational and structural conditions, many of the lessons from change management and the science of industrial transformation are only applicable in limited or highly modified ways. For evidence of this, one can look at various perspectives, including those that we have offered, on such topics as <a href="https://www.insidehighered.com/digital-learning/blogs/rethinking-higher-education/lessons-disruption" target="_blank">disruption</a>, <a href="https://www.nytimes.com/2020/02/20/education/learning/education-technology.html" target="_blank">technology management</a>, and so-called "<a href="https://www.insidehighered.com/sites/default/server_files/media/Excerpt_IHESpecialReport_Growing-Role-of-Mergers-in-Higher-Ed.pdf" target="_blank">mergers and acquisitions</a>" in higher education. In each of these spaces, the "market forces" and "market rules" for higher education are different than they are in business, or even in government. This has always been the case and it is made more obvious by COVID-19.</p> <p>Second, with so much excitement about innovation in higher education, we sometimes lose sight of the fact that students are—and should remain—the core cause for innovation. Higher education's capacity to absorb new ideas is strong. But the ideas that endure are those designed to benefit students, and therefore society. This is important to remember because not all innovations are designed with students in mind. The recent history of innovation in higher education includes several cautionary tales of what can happen when institutional interests—or worse, <a href="https://www.insidehighered.com/news/2016/02/09/apollos-new-owners-seek-fresh-start-beleaguered-company" target="_blank">shareholder</a> interests—are placed above student well-being.</p>
Photo: Getty Images<p>Third, it is abundantly apparent that universities must leverage technology to increase educational quality and access. The rapid shift to delivering an education that complies with social distancing guidelines speaks volumes about the adaptability of higher education institutions, but this transition has also posed unique difficulties for colleges and universities that had been slow to adopt digital education. The last decade has shown that online education, implemented effectively, can meet or even surpass the quality of in-person <a href="https://link-springer-com.ezproxy1.lib.asu.edu/article/10.1007/s10639-019-10027-z" target="_blank">instruction</a>.</p><p>Digital instruction, broadly defined, leverages online capabilities and integrates adaptive learning methodologies, predictive analytics, and innovations in instructional design to enable increased student engagement, personalized learning experiences, and improved learning outcomes. The ability of these technologies to transcend geographic barriers and to shrink the marginal cost of educating additional students makes them essential for delivering education at scale.</p><p>As a bonus, and it is no small thing given that they are the core cause for innovation, students embrace and enjoy digital instruction. It is their preference to learn in a format that leverages technology. This should not be a surprise; it is now how we live in all facets of life.</p><p>Still, we have only barely begun to conceive of the impact digital education will have. For example, emerging virtual and augmented reality technologies that facilitate interactive, hands-on learning will transform the way that learners acquire and apply new knowledge. Technology-enabled learning cannot replace the traditional college experience or ensure the survival of any specific college, but it can enhance student learning outcomes at scale. This has always been the case, and it is made more obvious by COVID-19.</p>
What conditions of the new normal were emerging suspicions?<p>Our collective thinking about the role of institutional or university-to-university collaboration and networking has benefitted from a new clarity in light of COVID-19. We now recognize more than ever that colleges and universities must work together to ensure that the American higher education system is resilient and sufficiently robust to meet the needs of students and their families.</p> <p>In recent weeks, various commentators have suggested that higher education will face a wave of institutional <a href="https://www.businessinsider.com/scott-galloway-predicts-colleges-will-close-due-to-pandemic-2020-5" target="_blank">closures</a> and consolidations and that large institutions with significant online instruction capacity will become dominant.</p> <p>While ASU is the largest public university in the United States by enrollment and among the most well-equipped in online education, we strongly oppose "let them fail" mindsets. The strength of American higher education relies on its institutional diversity, and on the ability of colleges and universities to meet the needs of their local communities and educate local students. The needs of learners are highly individualized, demanding a wide range of options to accommodate the aspirations and learning styles of every kind of student. Education will become less relevant and meaningful to students, and less responsive to local needs, if institutions of higher learning are allowed to fail. </p> <p>Preventing this outcome demands that colleges and universities work together to establish greater capacity for remote, distributed education. This will help institutions with fewer resources adapt to our new normal and continue to fulfill their mission of serving students, their families, and their communities. Many had suspected that collaboration and networking were preferable over letting vulnerable colleges fail. COVID-19's new normal seems to be confirming this.</p>
President Barack Obama delivers the commencement address during the Arizona State University graduation ceremony at Sun Devil Stadium May 13, 2009 in Tempe, Arizona. Over 65,000 people attended the graduation.
Photo by Joshua Lott/Getty Images<p>A second condition of the new normal that many had suspected to be true in recent years is the limited role that any one university or type of university can play as an exemplar to universities more broadly. For decades, the evolution of higher education has been shaped by the widespread imitation of a small number of elite universities. Most public research universities could benefit from replicating Berkeley or Michigan. Most small private colleges did well by replicating Williams or Swarthmore. And all universities paid close attention to Harvard, Princeton, MIT, Stanford, and Yale. It is not an exaggeration to say that the logic of replication has guided the evolution of higher education for centuries, both in the US and abroad.</p><p>Only recently have we been able to move beyond replication to new strategies of change, and COVID-19 has confirmed the legitimacy of doing so. For example, cases such as <a href="https://www.washingtonpost.com/education/2020/03/10/harvard-moves-classes-online-advises-students-stay-home-after-spring-break-response-covid-19/" target="_blank">Harvard's</a> eviction of students over the course of less than one week or <a href="https://www.nhregister.com/news/coronavirus/article/Mayor-New-Haven-asks-for-coronavirus-help-Yale-15162606.php" target="_blank">Yale's apparent reluctance</a> to work with the city of New Haven, highlight that even higher education's legacy gold standards have limits and weaknesses. We are hopeful that the new normal will include a more active and earnest recognition that we need many types of universities. We think the new normal invites us to rethink the very nature of "gold standards" for higher education.</p>
A graduate student protests MIT's rejection of some evacuation exemption requests.
Photo: Maddie Meyer/Getty Images<p>Finally, and perhaps most importantly, we had started to suspect and now understand that America's colleges and universities are among the many institutions of democracy and civil society that are, by their very design, incapable of being sufficiently responsive to the full spectrum of modern challenges and opportunities they face. Far too many higher education outcomes are determined by a student's family income, and in the context of COVID-19 this means that lower-income students, first-generation students and students of color will be disproportionately afflicted. And without new designs, we can expect postsecondary success for these same students to be as elusive in the new normal, as it was in the <a href="http://pellinstitute.org/indicators/reports_2019.shtml" target="_blank">old normal</a>. This is not just because some universities fail to sufficiently recognize and engage the promise of diversity, this is because few universities have been designed from the outset to effectively serve the unique needs of lower-income students, first-generation students and students of color.</p>
Where can the new normal take us?<p>As colleges and universities face the difficult realities of adapting to COVID-19, they also face an opportunity to rethink their operations and designs in order to respond to social needs with greater agility, adopt technology that enables education to be delivered at scale, and collaborate with each other in order to maintain the dynamism and resilience of the American higher education system.</p> <p>COVID-19 raises questions about the relevance, the quality, and the accessibility of higher education—and these are the same challenges higher education has been grappling with for years. </p> <p>ASU has been able to rapidly adapt to the present circumstances because we have spent nearly two decades not just anticipating but <em>driving</em> innovation in higher education. We have adopted a <a href="https://www.asu.edu/about/charter-mission-and-values" target="_blank">charter</a> that formalizes our definition of success in terms of "who we include and how they succeed" rather than "<a href="https://www.washingtonpost.com/opinions/2019/10/17/forget-varsity-blues-madness-lets-talk-about-students-who-cant-afford-college/" target="_blank">who we exclude</a>." We adopted an entrepreneurial <a href="https://president.asu.edu/read/higher-logic" target="_blank">operating model</a> that moves at the speed of technological and social change. We have launched initiatives such as <a href="https://www.instride.com/how-it-works/" target="_blank">InStride</a>, a platform for delivering continuing education to learners already in the workforce. We developed our own robust technological capabilities in ASU <a href="https://edplus.asu.edu/" target="_blank">EdPlus</a>, a hub for research and development in digital learning that, even before the current crisis, allowed us to serve more than 45,000 fully online students. We have also created partnerships with other forward-thinking institutions in order to mutually strengthen our capabilities for educational accessibility and quality; this includes our role in co-founding the <a href="https://theuia.org/" target="_blank">University Innovation Alliance</a>, a consortium of 11 public research universities that share data and resources to serve students at scale. </p> <p>For ASU, and universities like ASU, the "new normal" of a post-COVID world looks surprisingly like the world we already knew was necessary. Our record breaking summer 2020 <a href="https://asunow.asu.edu/20200519-sun-devil-life-summer-enrollment-sets-asu-record" target="_blank">enrollment</a> speaks to this. What COVID demonstrates is that we were already headed in the right direction and necessitates that we continue forward with new intensity and, we hope, with more partners. In fact, rather than "new normal" we might just say, it's "go time." </p>
The coronavirus pandemic has brought out the perception of selfishness among many.
- Selfish behavior has been analyzed by philosophers and psychologists for centuries.
- New research shows people may be wired for altruistic behavior and get more benefits from it.
- Crisis times tend to increase self-centered acts.
Paul Krugman on the Virtues of Selfishness<div class="rm-shortcode" data-media_id="7ZtAkm6C" data-player_id="FvQKszTI" data-rm-shortcode-id="828936bf6953080e9018307354c0c02b"> <div id="botr_7ZtAkm6C_FvQKszTI_div" class="jwplayer-media" data-jwplayer-video-src="https://content.jwplatform.com/players/7ZtAkm6C-FvQKszTI.js"> <img src="https://cdn.jwplayer.com/thumbs/7ZtAkm6C-1920.jpg" class="jwplayer-media-preview" /> </div> <script src="https://content.jwplatform.com/players/7ZtAkm6C-FvQKszTI.js"></script> </div> The Nobel Prize-winning economist on the virtues of selfishness.
Evolution Is Moving Us Away from Selfishness. But Where Is It Taking ...<div class="rm-shortcode" data-media_id="cyeqmYCb" data-player_id="FvQKszTI" data-rm-shortcode-id="6c5efecb56456e9acc25cf36935b1826"> <div id="botr_cyeqmYCb_FvQKszTI_div" class="jwplayer-media" data-jwplayer-video-src="https://content.jwplatform.com/players/cyeqmYCb-FvQKszTI.js"> <img src="https://cdn.jwplayer.com/thumbs/cyeqmYCb-1920.jpg" class="jwplayer-media-preview" /> </div> <script src="https://content.jwplatform.com/players/cyeqmYCb-FvQKszTI.js"></script> </div>
Exploring Morality and Selfishness in Modern Times<div class="rm-shortcode" data-media_id="02eX1Cag" data-player_id="FvQKszTI" data-rm-shortcode-id="45cc6180db791f32683988fb52faff26"> <div id="botr_02eX1Cag_FvQKszTI_div" class="jwplayer-media" data-jwplayer-video-src="https://content.jwplatform.com/players/02eX1Cag-FvQKszTI.js"> <img src="https://cdn.jwplayer.com/thumbs/02eX1Cag-1920.jpg" class="jwplayer-media-preview" /> </div> <script src="https://content.jwplatform.com/players/02eX1Cag-FvQKszTI.js"></script> </div> Philosopher Peter Singer discusses the state of global ethics.
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Hollywood has created an idea of aliens that doesn't match the science.
- Ask someone what they think aliens look like and you'll probably get a description heavily informed by films and pop culture. The existence of life beyond our planet has yet to be confirmed, but there are clues as to the biology of extraterrestrials in science.
- "Don't give them claws," says biologist E.O. Wilson. "Claws are for carnivores and you've got to be an omnivore to be an E.T. There just isn't enough energy available in the next trophic level down to maintain big populations and stable populations that can evolve civilization."
- In this compilation, Wilson, theoretical physicist Michio Kaku, Bill Nye, and evolutionary biologist Jonathan B. Losos explain why aliens don't look like us and why Hollywood depictions are mostly inaccurate.