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The given document is an editorial from the Annals of Emerging Technologies in Computing (AETiC) journal. It reflects on the Millennium Bug, also known as the Y2K bug, which was a computer flaw that caused concern in the late 1990s. The bug was tied to the transition from December 31, 1999, to January 1, 2000, and arose from the practice of programming dates with only two digits representing the year. The editorial emphasizes the global dependency on digital infrastructure and the extensive efforts made by governments, corporations, and organizations to prevent potential disasters. The author encourages researchers and system builders to learn from the Millennium Bug and strive to get things right the first time. [Extracted from the article]

To purchase or authenticate to the full-text of this article, please visit this link: http://dx.doi.org/10.1111/j.1467-9272.2007.00639.x Byline: Jonathan Corcoran (1), Gary Higgs (2), Chris Brunsdon (3), Andrew Ware (2) Keywords: comap; fire; GIS; KDE; risk surface; spatiotemporal analysis Abstract: This article reports on the results from a spatiotemporal analysis of disaggregate fire incident data. The innovative analysis presented here focuses on the exploration of spatial and temporal patterns for four principal fire incident categories: property, vehicle, secondary fires, and malicious false alarms. This research extends previous work on spatial exploration of spatiotemporal patterns by demonstrating the benefits of comaps and kernel density estimation in examining temporal and spatiotemporal dynamics in calls for services. Results indicate that fire incidents are not static in either time or space and that spatiotemporal variation is related to incident type. The application of these techniques has the potential to inform policy decisions both from a reactive, resource-allocation perspective and from a more proactive perspective, such as through spatial targeting of preventive measures. Author Affiliation: (1)University of Queensland (2)University of Glamorgan (3)University of Leicester Article History: Initial submission, July 2006; revised submissions, October 2006 and February 2007; final acceptance, April 2007.

The case study reported in this paper investigated the effect of project-based learning on students training to be mathematics teachers, pursuing their final projects. The final projects had the aim of designing attractive and interactive mathematics learning material. The case study used a qualitative method to assess the impact on the trainee teachers in terms of their creative design thinking. The research made use of the Hawgent dynamic mathematics software package. The study participants were all students at Guangxi Normal University, China. The students were divided into three groups, each with four or five members. The results presented show that selecting material and combining it with art using dynamic mathematics software can improve prospective teachers' communication skills, problem-solving ability, creative thinking, and self-confidence. Moreover, the future mathematics teachers needed motivation and support during their project's lifecycle, which, in turn, had a positive effect on self-confidence. [ABSTRACT FROM AUTHOR]