League for Innovation paper: Using the acronymic CARA (commitment, accountability, responsibility, action) of the United Nations to combat & dissolve FEAR, "false evidence appearing real."
This document discusses the CARA program conceived by the United Nations to achieve progress in education, economics, and human rights by 2030. CARA stands for Commitment, Accountability, Responsibility, and Action. The document examines how embracing CARA principles can help overcome unfounded fears, specifically the fear of change. It provides details on each element of CARA and examples of how educational institutions around the world are implementing CARA initiatives to enrich perspectives for both educators and learners.
Today’s youth lead online lifestyles. They interact in online communities, build relationships, express themselves, stay informed, and find answers to life’s questions all online. Notebook PCs, smartphones, and wireless networks provide access to social networks anywhere, anytime. This generation, the iGeneration, is accustomed to on-demand, individualized service, and is becoming increasingly intolerant of traditional teaching methods where lectures and textbooks assume that “one size fits all” and that learning takes place through individual effort in a classroom. As teachers struggle to satisfy tech-savvy students, we also face pressure to serve increasing numbers of students with fewer resources. Some schools are finding success in dealing with these issues through innovative uses of technologies. Moving curricula online, adopting online pedagogies that emphasize exploration and collaboration, designing engaging activities such as “serious games,” and implementing online learning communities are key to connecting with the iGeneration. This presentation looks at current research in innovative online education technologies, along with the presenter’s own work in the area.
Massive Sustainable Learning SDGs for 2016 Global Education Conference richar...Chrysalis Campaign, Inc.
Massive, Self-Sustainable Collaborative Learning. The unabridged version of UN HQ session on Education and Sustainable Development Goals SDGs presented 2/2016.
Full Session Description (as long as you would like):
This is an expanded version of the SDG and Education session presented at Sustainable Development Goals SDGs in the UN HQ. The unabridged version includes many of the issues, and heated complaints, brought in discussions after the session. Many of the issues focused around the sanitization of culture out of curriculum when culture is a driving force to learn and build communities.
The session provides a series of cases on how massive global collaborative learning events impact the work both in global reach (breadth) and (depth) in transformation perception and technology.
The session also covers massive cultural learning transformations in relation to poverty and self-perception. The US is used as a case of a poor colonial nation and becuase of learning events evoluted into a massive inventive force. In addition how massive learning events such as the Novel and Microsoft certification programs people entrenched markets, such as IBM’s computer monopoly.
These global learning events, such as Microsoft Cloud cell phone banking, create grounds for massive shifts in both how and what we learn.
This is relevant for a global educators to grasp because key student motivators are latent within the classroom on massive shifts.
UN SDGs is also a great framework for a student on becoming global social citizens.
Websites / URLs Associated with Your Session:
https://sustainabledevelopment.un.org/?menu=1300
www.richardclose.com
Learning and Education in the Networked SocietyEricsson Slides
This document discusses how learning and education are being transformed as society moves towards a networked world. Key points discussed include:
- Students and teachers empowered by technology are disrupting traditional classroom models through practices like lifelong learning, knowledge sharing, and peer-to-peer learning.
- The rise of connected devices, online content, and digital skills are breaking down barriers between formal education and informal learning.
- New skills like critical thinking and understanding multimedia will be important as students have access to unlimited online information.
- Schools, universities, teachers, and governments will need to adapt education models to compete in this new ecosystem and focus on personalized, flexible, and skills-based learning.
The Global Learning Framework is a learning strategy that focuses on collaboration and sharing knowledge to meet global needs. It uses "Micro Learning Paths" that involve discovering information by searching, adopting useful knowledge, and collaborating with others. This helps knowledge be defined by its relationships and context rather than as isolated facts. The framework aims to make education accessible worldwide by treating knowledge as a shared global resource.
The discord between social and professional digital connectednessSue Beckingham
Within the last decade we have seen how technology has changed the way we communicate. Mobile phones are now ubiquitous and for many access to the internet. Connecting and communicating in social spaces has provided many, the opportunity to extend their social networks, overcoming temporal, spatial and geographical boundaries. Globally dispersed connections have been reunited. Multimedia sharing and user generated content flies through the air and adds a richness to the dialogues that ensue.
However, despite the advice on responsible use of social media that is readily available, for some there seems to be a naivety or unawareness of the impact of their digital identity as they transcend the 'digital airwaves'. There is a blurring of social and professional that is open for all to see. Monitoring and surveillance is something anyone can undertake. My talk will highlight some of the dangers of open digital connectedness and will also look at how taking ownership of your online presence can not only enhance the way others perceive you, but also help you highlight your professional you.
This presentation discusses the views of Horace Mann on various aspects of public education. It prompts the viewer to answer survey questions on topics like the purpose of education, who should finance it, and whether education is a natural right. Mann believed that education should be universal, funded publicly, and aimed at creating a common American identity and preventing social issues. The presentation outlines both Mann's perspectives and opposing views on these subjects.
This document provides an overview of learning in the 21st century. It discusses how learning often happens spontaneously and unconsciously as people adapt to new environments. Collective learning allows groups to have huge impacts on their environments, as seen with the development of Wikipedia. It also discusses the interdisciplinary field of learning sciences and how digital spaces like online games can be studied from various perspectives to understand learning. The document focuses on a positive perspective of new technologies and their potential, rather than just exploring dystopian views.
This document discusses the CARA program conceived by the United Nations to achieve progress in education, economics, and human rights by 2030. CARA stands for Commitment, Accountability, Responsibility, and Action. The document examines how embracing CARA principles can help overcome unfounded fears, specifically the fear of change. It provides details on each element of CARA and examples of how educational institutions around the world are implementing CARA initiatives to enrich perspectives for both educators and learners.
Today’s youth lead online lifestyles. They interact in online communities, build relationships, express themselves, stay informed, and find answers to life’s questions all online. Notebook PCs, smartphones, and wireless networks provide access to social networks anywhere, anytime. This generation, the iGeneration, is accustomed to on-demand, individualized service, and is becoming increasingly intolerant of traditional teaching methods where lectures and textbooks assume that “one size fits all” and that learning takes place through individual effort in a classroom. As teachers struggle to satisfy tech-savvy students, we also face pressure to serve increasing numbers of students with fewer resources. Some schools are finding success in dealing with these issues through innovative uses of technologies. Moving curricula online, adopting online pedagogies that emphasize exploration and collaboration, designing engaging activities such as “serious games,” and implementing online learning communities are key to connecting with the iGeneration. This presentation looks at current research in innovative online education technologies, along with the presenter’s own work in the area.
Massive Sustainable Learning SDGs for 2016 Global Education Conference richar...Chrysalis Campaign, Inc.
Massive, Self-Sustainable Collaborative Learning. The unabridged version of UN HQ session on Education and Sustainable Development Goals SDGs presented 2/2016.
Full Session Description (as long as you would like):
This is an expanded version of the SDG and Education session presented at Sustainable Development Goals SDGs in the UN HQ. The unabridged version includes many of the issues, and heated complaints, brought in discussions after the session. Many of the issues focused around the sanitization of culture out of curriculum when culture is a driving force to learn and build communities.
The session provides a series of cases on how massive global collaborative learning events impact the work both in global reach (breadth) and (depth) in transformation perception and technology.
The session also covers massive cultural learning transformations in relation to poverty and self-perception. The US is used as a case of a poor colonial nation and becuase of learning events evoluted into a massive inventive force. In addition how massive learning events such as the Novel and Microsoft certification programs people entrenched markets, such as IBM’s computer monopoly.
These global learning events, such as Microsoft Cloud cell phone banking, create grounds for massive shifts in both how and what we learn.
This is relevant for a global educators to grasp because key student motivators are latent within the classroom on massive shifts.
UN SDGs is also a great framework for a student on becoming global social citizens.
Websites / URLs Associated with Your Session:
https://sustainabledevelopment.un.org/?menu=1300
www.richardclose.com
Learning and Education in the Networked SocietyEricsson Slides
This document discusses how learning and education are being transformed as society moves towards a networked world. Key points discussed include:
- Students and teachers empowered by technology are disrupting traditional classroom models through practices like lifelong learning, knowledge sharing, and peer-to-peer learning.
- The rise of connected devices, online content, and digital skills are breaking down barriers between formal education and informal learning.
- New skills like critical thinking and understanding multimedia will be important as students have access to unlimited online information.
- Schools, universities, teachers, and governments will need to adapt education models to compete in this new ecosystem and focus on personalized, flexible, and skills-based learning.
The Global Learning Framework is a learning strategy that focuses on collaboration and sharing knowledge to meet global needs. It uses "Micro Learning Paths" that involve discovering information by searching, adopting useful knowledge, and collaborating with others. This helps knowledge be defined by its relationships and context rather than as isolated facts. The framework aims to make education accessible worldwide by treating knowledge as a shared global resource.
The discord between social and professional digital connectednessSue Beckingham
Within the last decade we have seen how technology has changed the way we communicate. Mobile phones are now ubiquitous and for many access to the internet. Connecting and communicating in social spaces has provided many, the opportunity to extend their social networks, overcoming temporal, spatial and geographical boundaries. Globally dispersed connections have been reunited. Multimedia sharing and user generated content flies through the air and adds a richness to the dialogues that ensue.
However, despite the advice on responsible use of social media that is readily available, for some there seems to be a naivety or unawareness of the impact of their digital identity as they transcend the 'digital airwaves'. There is a blurring of social and professional that is open for all to see. Monitoring and surveillance is something anyone can undertake. My talk will highlight some of the dangers of open digital connectedness and will also look at how taking ownership of your online presence can not only enhance the way others perceive you, but also help you highlight your professional you.
This presentation discusses the views of Horace Mann on various aspects of public education. It prompts the viewer to answer survey questions on topics like the purpose of education, who should finance it, and whether education is a natural right. Mann believed that education should be universal, funded publicly, and aimed at creating a common American identity and preventing social issues. The presentation outlines both Mann's perspectives and opposing views on these subjects.
This document provides an overview of learning in the 21st century. It discusses how learning often happens spontaneously and unconsciously as people adapt to new environments. Collective learning allows groups to have huge impacts on their environments, as seen with the development of Wikipedia. It also discusses the interdisciplinary field of learning sciences and how digital spaces like online games can be studied from various perspectives to understand learning. The document focuses on a positive perspective of new technologies and their potential, rather than just exploring dystopian views.
Learning Futures: lessons from the Beyond Current Horizons Programmekerileef
The document discusses findings from the Beyond Current Horizons project in the UK, which aimed to develop long-term future scenarios for education through 2025. It outlines probable futures such as an aging population, increased human-machine collaboration, and greater access to information. Preferable futures emphasized quality learning experiences, tackling inequality, and preparing individuals. Key issues for education include developing curriculum around human-machine relations, lifelong learning, and ensuring fairness in a complex learning landscape.
This document summarizes a UNESCO panel discussion on peace held on November 19th in Paris. Representatives from various fields discussed topics like cultural dialogue, sustainable development, the role of youth, education, and building a culture of peace. They emphasized addressing issues like lack of access to education and employment opportunities, promoting understanding between groups, and preventing the manipulation of identities or religions to divide societies. The panelists advocated for international exchange programs and empowering local communities and young people to build peace in a globalized world.
Collaboration Web 2.0 and Web 3.0 Have Left the LMS in the Dark Agesstricoff
1. The document introduces the Global Learning Framework (GLF) as a new approach to education that is collaborative, fluid, and focuses on sharing knowledge globally rather than keeping it contained within institutions.
2. The GLF emphasizes that knowledge is defined by how it relates to other knowledge and the human experience, not by being locked within databases or courses. It is shared through "Micro Learning Paths" that involve discovering, adopting, and collaborating on knowledge.
3. The framework aims to make knowledge a responsibility of all people by recognizing that personal and global knowledge are inseparable in the modern world. It argues that current education and training systems are outdated and must evolve to embrace collaborative global learning.
Collaboration and teamwork are becoming increasingly important skills. New technologies now allow individuals around the world to work together. Examples discussed include Innocentive, which connects over 120,000 scientists and engineers to solve problems, and Wikipedia, where thousands collaborate on documents. The "Flat Classroom Project" uses tools like email, Skype and social networks to connect classrooms globally and foster understanding between students. Scientists in Antarctica also use blogs and online exchanges to share their work and educate the public through projects like "Ice Stories".
EDUCATION REVOLUTION AND THE COLLAPSE OF SCHOOLS, COLLEGES AND UNIVERSITIES Dr. Raju M. Mathew
The Education Systems evolved through centuries have now become incompatible to the requirements of the Twenty First Century. Angry and Violent Students, Youth and Women demand Quality , Relevant and Affordable Education in vain. Though Schools, Colleges and Universities have emerged as an Empire, their sudden collapse or demise is not a remote possibility; it may happen at any time. Hence, Destruction and Extinction of Schools, Colleges and Universities are inevitable for their failure in delivering what the society wants. Education delivered through Schools and Universities is very crude and unscientific. Society is paying a very high price for the failure of Education from Kindergarten to University level. Their underlying philosophy is based on ' the chosen people' and therefore against the common people and against making knowledge accessible to the humanity. The angry Youth and Women are turning against Schools, Colleges and Universities. Education is on the Death Bed. Alternatives must be introduced using Science, Technology and Management Techniques with regard to Knowledge Accessibility and Use or Application. Knowmatics offers new possibilities to revive or save Education from total Destruction.
The Future of Distance Education: Mind the Gaps Mark Brown
The document is a presentation by Professor Mark Brown on the future of distance education. It discusses various gaps that exist between the rhetoric and reality of distance education, as well as gaps between the present state and future potential. It outlines three parts for the presentation: far futures looking more than 20 years out, near futures focusing on the next 2-5 years, and better futures aiming to navigate competing narratives to envision the type of education futures desired with new technologies. The presentation provides examples and considerations for each part to envision how distance education may evolve and how gaps can be addressed.
(GAPMIL) FRAMEWORK AND PLAN OF ACTION FOR THE GLOBAL ALLIANCE FOR PARTNERSHIP...eraser Juan José Calderón
FRAMEWORK AND PLAN OF ACTION FOR THE GLOBAL ALLIANCE FOR PARTNERSHIPS ON MEDIA AND INFORMATION LITERACY (GAPMIL)
Promoting Media and Information Literacy (MIL) as a Means to Open and Inclusive Development
This document discusses constructivism and digital storytelling methods. It provides background on constructivist learning theories including Dewey's view that learning is student-centered and experience-based. It also discusses the neuroscience view that attention, generation, emotion and spacing are key to embedding new ideas. Project-based learning is described as integrating knowledge and skills to solve authentic problems. The document then presents examples of applying constructivist methods including a K-5 art lesson, an UNESCO digital storytelling case, and a college sociology human rights lesson. Resources and frameworks for constructivist instructional design are also referenced.
UN CSocD54 "Massive Sustainability Collaborative Learning by Richard C. CloseChrysalis Campaign, Inc.
Panelist Richard C. Close CEO Chrysalis Campaign, Inc.
UN 54th Session of the Commission for Social Development Feb 11 2016 at 1:15pm in Conference Room E. Session: Education for the Sustainable Inclusion of Displaced Populations: innovative civil society and multi- stakeholder solutions across continents
KNOWLEDGE BANK GLOBAL - AFRICAN, AMERICAN, ARAB, CHINESE AND INDIAN KNOWLED...Dr. Raju M. Mathew
To make Knowledge accessible to all, a Global Knowledge Bank can be established as a conglomeration of Arab, African, American, Chinese and Indian Knowledge Banks. Knowmatics offers the basic key for setting up the Global Knowledge Bank. Details are specified.
IMF and World Bank failed miserably just for their money power without Wisdom and Knowledge. Their Data and Data based Analysis, Interpretations, Projections can only aggravate the Crisis of Humanity. None of them could dream of the the present global economic crisis, in stead they projected unlimited growth and boom. The Age of Information is dead and we are entering the Era of Knowledge.
The document discusses how the world of learning is changing as the internet allows for easy, anytime, anywhere access to information and connections between individuals. It argues that schools need to shift to being more mobile, networked, personalized, and learner-driven to meet the needs of 21st century students. The author provides eight shifts that educators and schools should make, such as being open to learning from strangers online, helping students curate an online portfolio, and empowering students to follow their passions.
This document provides a historical overview of theories of learning from the 20th century. It discusses early theories that viewed learning as an individual cognitive process (behaviorism, constructivism). It then outlines how later theorists emphasized the social context of learning, including social learning theory, Vygotsky's work on the zone of proximal development, and situated learning theory which views learning as participation within a community. The document traces how views have evolved from seeing learning as an internal individual process to recognizing the importance of social and cultural influences.
Scary Monsters and Super Creeps: Collaborating with the EnemyMark Brown
The document summarizes a lecture by Professor Mark Brown on collaborating with competitors in digital learning. It discusses the challenges posed by new technologies ("scary monsters") and competing agendas in the field. It outlines two major perspectives - viewing education as preparing students for the job market or for lifelong learning. The lecture argues these forces must be reconciled by reimagining education's role in creating a just, sustainable society. Digital tools offer opportunities if guided by core values of social justice and inclusion.
Walking through the Valley of the Shadow of the MOOCMark Brown
This document discusses two major worldviews regarding education and technology: one that views education as a commodity and driver of economic competitiveness, and one that focuses on education as promoting social cohesion and a just society. It also examines perspectives on open learning, online learning, unbundling education into micro-credentials, and new learning pathways enabled by technology. While technology provides opportunities to open access to education, concerns are raised about growing inequality and the need to ensure technology supports education for change rather than change for its own sake.
This document summarizes Abby Smith Rumsey's views on the impact of innovations in information technology throughout history. It discusses how ancient Greeks developed libraries and techniques of memorization that expanded human memory. Thomas Jefferson believed curiosity was natural and new technologies should advance knowledge. The document questions whether modern digital technologies truly advance these goals. It examines different views on how the internet and screens may be affecting children's cognitive development and information processing. It debates whether digital media provide nutritious "quiche" or empty "mud pies" and questions if computers will make people smarter or erode important forms of thought.
The document summarizes key chapters from a book about the development and evolution of the American school system and education. It traces education from apprenticeships through the rise of universal schooling and discusses more recent developments like online learning, homeschooling, and technology-based education. It explores both potential benefits like more engaging and customized learning, as well as potential drawbacks such as a decline in liberal arts or equitable access. Overall, it examines how education is being transformed by new technologies and lifelong learning and calls for a rethinking of education systems and models in this new technological world.
The document discusses the benefits of meditation for reducing stress and anxiety. Regular meditation practice can help calm the mind and body by lowering heart rate and blood pressure. Studies have shown that meditating for just 10-20 minutes per day can have significant positive impacts on both mental and physical health over time.
Learning Futures: lessons from the Beyond Current Horizons Programmekerileef
The document discusses findings from the Beyond Current Horizons project in the UK, which aimed to develop long-term future scenarios for education through 2025. It outlines probable futures such as an aging population, increased human-machine collaboration, and greater access to information. Preferable futures emphasized quality learning experiences, tackling inequality, and preparing individuals. Key issues for education include developing curriculum around human-machine relations, lifelong learning, and ensuring fairness in a complex learning landscape.
This document summarizes a UNESCO panel discussion on peace held on November 19th in Paris. Representatives from various fields discussed topics like cultural dialogue, sustainable development, the role of youth, education, and building a culture of peace. They emphasized addressing issues like lack of access to education and employment opportunities, promoting understanding between groups, and preventing the manipulation of identities or religions to divide societies. The panelists advocated for international exchange programs and empowering local communities and young people to build peace in a globalized world.
Collaboration Web 2.0 and Web 3.0 Have Left the LMS in the Dark Agesstricoff
1. The document introduces the Global Learning Framework (GLF) as a new approach to education that is collaborative, fluid, and focuses on sharing knowledge globally rather than keeping it contained within institutions.
2. The GLF emphasizes that knowledge is defined by how it relates to other knowledge and the human experience, not by being locked within databases or courses. It is shared through "Micro Learning Paths" that involve discovering, adopting, and collaborating on knowledge.
3. The framework aims to make knowledge a responsibility of all people by recognizing that personal and global knowledge are inseparable in the modern world. It argues that current education and training systems are outdated and must evolve to embrace collaborative global learning.
Collaboration and teamwork are becoming increasingly important skills. New technologies now allow individuals around the world to work together. Examples discussed include Innocentive, which connects over 120,000 scientists and engineers to solve problems, and Wikipedia, where thousands collaborate on documents. The "Flat Classroom Project" uses tools like email, Skype and social networks to connect classrooms globally and foster understanding between students. Scientists in Antarctica also use blogs and online exchanges to share their work and educate the public through projects like "Ice Stories".
EDUCATION REVOLUTION AND THE COLLAPSE OF SCHOOLS, COLLEGES AND UNIVERSITIES Dr. Raju M. Mathew
The Education Systems evolved through centuries have now become incompatible to the requirements of the Twenty First Century. Angry and Violent Students, Youth and Women demand Quality , Relevant and Affordable Education in vain. Though Schools, Colleges and Universities have emerged as an Empire, their sudden collapse or demise is not a remote possibility; it may happen at any time. Hence, Destruction and Extinction of Schools, Colleges and Universities are inevitable for their failure in delivering what the society wants. Education delivered through Schools and Universities is very crude and unscientific. Society is paying a very high price for the failure of Education from Kindergarten to University level. Their underlying philosophy is based on ' the chosen people' and therefore against the common people and against making knowledge accessible to the humanity. The angry Youth and Women are turning against Schools, Colleges and Universities. Education is on the Death Bed. Alternatives must be introduced using Science, Technology and Management Techniques with regard to Knowledge Accessibility and Use or Application. Knowmatics offers new possibilities to revive or save Education from total Destruction.
The Future of Distance Education: Mind the Gaps Mark Brown
The document is a presentation by Professor Mark Brown on the future of distance education. It discusses various gaps that exist between the rhetoric and reality of distance education, as well as gaps between the present state and future potential. It outlines three parts for the presentation: far futures looking more than 20 years out, near futures focusing on the next 2-5 years, and better futures aiming to navigate competing narratives to envision the type of education futures desired with new technologies. The presentation provides examples and considerations for each part to envision how distance education may evolve and how gaps can be addressed.
(GAPMIL) FRAMEWORK AND PLAN OF ACTION FOR THE GLOBAL ALLIANCE FOR PARTNERSHIP...eraser Juan José Calderón
FRAMEWORK AND PLAN OF ACTION FOR THE GLOBAL ALLIANCE FOR PARTNERSHIPS ON MEDIA AND INFORMATION LITERACY (GAPMIL)
Promoting Media and Information Literacy (MIL) as a Means to Open and Inclusive Development
This document discusses constructivism and digital storytelling methods. It provides background on constructivist learning theories including Dewey's view that learning is student-centered and experience-based. It also discusses the neuroscience view that attention, generation, emotion and spacing are key to embedding new ideas. Project-based learning is described as integrating knowledge and skills to solve authentic problems. The document then presents examples of applying constructivist methods including a K-5 art lesson, an UNESCO digital storytelling case, and a college sociology human rights lesson. Resources and frameworks for constructivist instructional design are also referenced.
UN CSocD54 "Massive Sustainability Collaborative Learning by Richard C. CloseChrysalis Campaign, Inc.
Panelist Richard C. Close CEO Chrysalis Campaign, Inc.
UN 54th Session of the Commission for Social Development Feb 11 2016 at 1:15pm in Conference Room E. Session: Education for the Sustainable Inclusion of Displaced Populations: innovative civil society and multi- stakeholder solutions across continents
KNOWLEDGE BANK GLOBAL - AFRICAN, AMERICAN, ARAB, CHINESE AND INDIAN KNOWLED...Dr. Raju M. Mathew
To make Knowledge accessible to all, a Global Knowledge Bank can be established as a conglomeration of Arab, African, American, Chinese and Indian Knowledge Banks. Knowmatics offers the basic key for setting up the Global Knowledge Bank. Details are specified.
IMF and World Bank failed miserably just for their money power without Wisdom and Knowledge. Their Data and Data based Analysis, Interpretations, Projections can only aggravate the Crisis of Humanity. None of them could dream of the the present global economic crisis, in stead they projected unlimited growth and boom. The Age of Information is dead and we are entering the Era of Knowledge.
The document discusses how the world of learning is changing as the internet allows for easy, anytime, anywhere access to information and connections between individuals. It argues that schools need to shift to being more mobile, networked, personalized, and learner-driven to meet the needs of 21st century students. The author provides eight shifts that educators and schools should make, such as being open to learning from strangers online, helping students curate an online portfolio, and empowering students to follow their passions.
This document provides a historical overview of theories of learning from the 20th century. It discusses early theories that viewed learning as an individual cognitive process (behaviorism, constructivism). It then outlines how later theorists emphasized the social context of learning, including social learning theory, Vygotsky's work on the zone of proximal development, and situated learning theory which views learning as participation within a community. The document traces how views have evolved from seeing learning as an internal individual process to recognizing the importance of social and cultural influences.
Scary Monsters and Super Creeps: Collaborating with the EnemyMark Brown
The document summarizes a lecture by Professor Mark Brown on collaborating with competitors in digital learning. It discusses the challenges posed by new technologies ("scary monsters") and competing agendas in the field. It outlines two major perspectives - viewing education as preparing students for the job market or for lifelong learning. The lecture argues these forces must be reconciled by reimagining education's role in creating a just, sustainable society. Digital tools offer opportunities if guided by core values of social justice and inclusion.
Walking through the Valley of the Shadow of the MOOCMark Brown
This document discusses two major worldviews regarding education and technology: one that views education as a commodity and driver of economic competitiveness, and one that focuses on education as promoting social cohesion and a just society. It also examines perspectives on open learning, online learning, unbundling education into micro-credentials, and new learning pathways enabled by technology. While technology provides opportunities to open access to education, concerns are raised about growing inequality and the need to ensure technology supports education for change rather than change for its own sake.
This document summarizes Abby Smith Rumsey's views on the impact of innovations in information technology throughout history. It discusses how ancient Greeks developed libraries and techniques of memorization that expanded human memory. Thomas Jefferson believed curiosity was natural and new technologies should advance knowledge. The document questions whether modern digital technologies truly advance these goals. It examines different views on how the internet and screens may be affecting children's cognitive development and information processing. It debates whether digital media provide nutritious "quiche" or empty "mud pies" and questions if computers will make people smarter or erode important forms of thought.
The document summarizes key chapters from a book about the development and evolution of the American school system and education. It traces education from apprenticeships through the rise of universal schooling and discusses more recent developments like online learning, homeschooling, and technology-based education. It explores both potential benefits like more engaging and customized learning, as well as potential drawbacks such as a decline in liberal arts or equitable access. Overall, it examines how education is being transformed by new technologies and lifelong learning and calls for a rethinking of education systems and models in this new technological world.
The document discusses the benefits of meditation for reducing stress and anxiety. Regular meditation practice can help calm the mind and body by lowering heart rate and blood pressure. Studies have shown that meditating for just 10-20 minutes per day can have significant positive impacts on both mental and physical health over time.
The document provides guidance on creating an Independent Research Project (IRP) in three parts: a project plan, project diary, and final product. It discusses picking a focused topic related to course content and ensuring accessibility of resources. Various primary and secondary research methods are described, including surveys, interviews, questionnaires, case studies, observations, and literature reviews. The importance of organization, ethics, methodology, and keeping a diary are emphasized. Students are advised to develop a research proposal and timeline, and consider issues like validity and bias. The document offers examples and guidance on conducting different research techniques.
Comments on Draft Capital Goods Policy by Cdr KS JassalMarinerz
This document provides a summary and feedback on a policy document from Kamaljit Singh Jassal, a retired naval commander and former joint director at the Ministry of Defence. He has extensive experience in capital acquisitions and industrial policy formulation. The summary identifies several areas for improvement, including expanding definitions, adding timelines and roadmaps to objectives, clarifying assumptions, and considering alternative structures to proposed organizations to avoid potential issues. Overall, Jassal believes the policy is a good starting point but recommends completing the process through rationalization, structure creation, procedure standardization, and public advocacy.
This short document promotes creating presentations using Haiku Deck, a tool for making slideshows. It encourages the reader to get started making their own Haiku Deck presentation and sharing it on SlideShare. In just one sentence, it pitches the idea of using Haiku Deck to easily create engaging slideshow presentations.
This short document promotes the creation of Haiku Deck presentations on SlideShare by stating it provides inspiration and allows users to get started making their own presentations. It encourages the reader to create presentations on the Haiku Deck platform hosted on SlideShare.
This technical report describes research into solving a two layer linear diffusion equation on a GPU. It first discusses GPU hardware and software models. It then explains how to solve a one layer diffusion equation using LU factorization, and how to parallelize this on a GPU using recursive doubling. Finally, it describes how to model diffusion across the interface between two layers, and presents results implementing and comparing CPU and GPU solutions.
Football Coalition Entrepreneurship Anglian Lajong TiECON Chennai 2015Sandeep "Sunny" Narang
The document discusses several organizations and initiatives related to building ecology and enterprises in Indian football, including Anglian Football, FC Vestsjaelland, Shillong Lajong Football Club, KhelNow.com, and the Awadh Mutineers Football Club. It provides information on partnerships between these groups, their work in areas like grassroots development, youth academies, and creating a platform for sports in India. The document also gives statistics on Indian football's national team rankings and details on the governing body for football in India.
1) The document describes a new rapid microwave-assisted method for esterifying poly-3-hydroxybutyrate (PHB) into methyl 3-hydroxybutyrate (Me-3HB) for analysis by gas chromatography.
2) Using microwave heating at 10% power for 4 minutes, PHB can be completely esterified into Me-3HB, which is at least 50 times faster than conventional heating methods.
3) The new microwave method was applied to analyze PHB content in the biomass of Alcaligenes latus bacteria and produced similar results to conventional heating methods, demonstrating it is an effective timesaving alternative.
Presentacion pp calafate y glaciar perito morenosilviaoswald
El documento resume la historia y atracciones de Calafate, Argentina. Fue fundada en 1927 y está situada cerca del glaciar Perito Moreno. Alberga pueblos originarios como los Aonikenk y Tehuelches. Ofrece atracciones turísticas como museos, un anfiteatro, casinos e información turística. También cuenta con estancias cercanas, lagos y abundante flora y fauna nativas.
smart sensor control for energy saving in DC grid led lighting systemNgoan Dinh
This document summarizes a research article that proposes using a smart personal sensor network to control a DC grid powered LED lighting system for energy savings. The key points are:
1) A smart personal sensor network would be distributed throughout a building to monitor indoor conditions, control interactions between lighting and occupants, and optimize energy usage of building lights.
2) Unlike fluorescent lights that require AC power, LED lights are DC and using a DC grid would avoid conversion losses from powering them with AC.
3) Experimental results showed the proposed smart LED lighting system achieved around 44% energy savings compared to the original AC fluorescent system, while maintaining similar lighting performance.
International Commission on Education for Twenty First CenturyHONEY BABU
The International Commission on Education for the 21st Century, headed by Jacques Delors, published the report "Learning: The Treasure Within" in 1996 which recommended education should focus on four pillars: learning to know, learning to do, learning to live together, and learning to be. The report emphasized that education has a fundamental role in fostering human development and reducing issues like poverty, inequality, and conflict between groups. It also stressed the importance of lifelong learning and international cooperation to address tensions arising from issues of globalization, tradition versus modernity, and balancing long and short-term goals.
The Delors Report titled "Learning: The Treasure Within" submitted recommendations to UNESCO on education reform needs for the 21st century. The report was created by an international commission chaired by Jacques Delors that included members from different countries. The commission acknowledged tensions between globalization and localization, tradition and modernity, and other challenges. It defined education's role as fostering harmony and reducing issues like poverty. The report recommended expanding basic education and emphasizing four pillars of learning: learning to know, learning to do, learning to live together, and learning to be. It also stressed lifelong learning and international cooperation in education.
The document is a 2015 honors thesis proposal by Zachary Kopkin that examines the role of education in development discourse and its impact on children's lives in Uganda. It discusses how development constructs identities that portray people in developing nations as lacking. While education is seen as key to improving lives, it also risks reinforcing oppression by shaping identities according to dominant ideologies. The proposal aims to critically analyze the historical construction of educational strategies and development discourse in Uganda, and explore how education both empowers and limits opportunities for Ugandan children.
The Overall Goal of Safe Social Media is:
Reduce exposure to violence for children and adolescents through Social Media.
In order to solve some of these problems we have created Safe Social Media an educational project “to navigate without drowning”.
Our efforts will be oriented to create an online network of youth organizations, educational institutions, parents associations, media companies and other stakeholders, in order to establish a multidirectional and intergenerational dialogue on these issues.
1HARNESSING THE UN SYSTEM INTO A COMMON APPROACH ON .docxjoyjonna282
This document discusses different perspectives on communication for development within the UN system and proposes strategies to promote a more unified approach. It notes that while UN agencies share the goal of development, they sometimes pursue conflicting strategies due to differing theoretical assumptions. A top-down "diffusion" model that emphasizes message dissemination is compared to a bottom-up "participatory" approach that stresses local involvement. The document recommends cultural sensitivity, participation at all levels, and cooperation between agencies to harmonize communication efforts and fast-track progress on the UN's Millennium Development Goals.
This document discusses challenges facing higher education institutions in relation to global development problems. It touches on key concepts like knowledge, globalization, development and internationalization in the context of higher education. Some important trends highlighted include an increasing dependency on knowledge worldwide and the role of "knowledge hubs". The document also discusses the potential for innovation in developing countries and challenges around knowledge circulation and ensuring knowledge is applied to benefit societies and address global problems.
This chapter provides an introduction and overview to the study of educating children in conflict zones. It discusses the growth in interest in this topic due to high-profile conflicts over the past decade. The chapter was developed as a tribute to an influential scholar in the field. It then discusses the scope of the problem, noting that while progress has been made in education globally, children in conflict-affected countries face greater challenges. The chapter examines debates around defining which countries should be considered conflict-affected and discusses the impacts of contemporary conflicts on children. It provides context for the subsequent chapters in the volume.
We offer the reader issue number
zero of Global Commons Review,
a new magazine published by the
Paulo Freire Institute-UCLA and
produced by the UNESCO-UCLA
Chair in Global Learning and
Global Citizenship Education. We
want to stress the importance of
global citizenship education and
feature what we believe to be its
manifold implications and
applications for formal , informal
and non-formal education. We
believe this will help policy makers,
government officials, academics,
communities and institutions
navigate its ever-shifting tides
and currents.
PLSI 120/.DS_Store
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PLSI 120/articles/Annan In Larger Freedom FA 2005.pdf
"In Larger Freedom": Decision Time at the UN
Author(s): Kofi Annan
Reviewed work(s):
Source: Foreign Affairs, Vol. 84, No. 3 (May - Jun., 2005), pp. 63-74
Published by: Council on Foreign Relations
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n Larger Freec omn
Decision Time at the UN
Kofi Annan
OUR SHARED VULNERABILITY
As K A New York investment banker who walks past Ground Zero
every day on her way to work what today's biggest threat is. Then ask
an illiterate 12-year-old orphan in Malawi who lost his parents to
AIDS. You Will get two very different answers. Invite an Indonesian
fisherman mourning the loss of his entire family and the destruction
of his village from the recent, devastating tsunami to tell you what he
fears most. Then ask a villager in Darfiur, stalked by murderous militias
and fearftil of bombing raids. Their answers, too, are likely to diverge.
Different perceptions of what is a threat are often the biggest
obstacles to international cooperation. But I believe that in the twenty
first century they should not be allowed to lead the world's governments
to pursue very different priorities or to work at cross-purposes. Today's
threats are deeply interconnected, and they feed off of one another. The
misery of people caught in unresolved civil conflicts or of populations
mired in extreme poverty, for example, may increase their attraction
to terrorism. The mass rape of women that occurs too often in today's
conflicts makes the spread of HIV and AIDS all the more likely.
In fact, all of us are vulnerable to what we think of as dangers that
threaten only other people. Millions more of sub-Saharan Africa's
inhabitants would plunge below the poverty line if a nuclear terrorist
attack against a financial center in the United States caused a massive
downturn in the global economy. By the same token, millions ofAmer
icans could quickly become infected if, naturally or through malicious
KOFI ANNAN is Secretary-General of the United Nations.
[63]
Kofi Ann.
Promoting literacy for a world in transition - Building the foundation for a ...Christina Parmionova
The document provides background information on International Literacy Day 2023. It discusses how literacy promotes sustainable development and peaceful societies by empowering individuals. However, progress on education goals is off track. The event will focus on the reciprocal relationship between literacy and areas like health, economy, environment, and peace. It will explore solutions to promote lifelong literacy at all levels through inclusive approaches and partnerships. The keynote speech will address literacy's role in building sustainable and peaceful societies. Panel discussions will focus on governance, financing, youth voices, and multilateral cooperation to enhance literacy for development.
democr acy & education, vol 21, no- 1 feature article 1
Education as a Human
Right in the 21st Century
Sharon E. Lee
Abstract
According to the United Nations, education is a right to which all human beings are entitled. Since
2000, the UN has been promoting the Millennium Development Goal to achieve free universal pri-
mary education for all, regardless of gender, by 2015. If the UN is correct to suggest that education is
both a human right in itself and an indispensable means of realizing other human rights, then there is
an important need to question the role that governments should play to support the institutional
reforms necessary to achieve basic primary education for all. Moreover, there is an important need to
question the role all individuals should play to ensure that the institutional structure dedicated to the
provision of basic primary education is set up not only to provide children with access to a vague
notion of education but to a notion of basic education that can provide children with the freedom to
do something with that education once they have obtained it.
Read a response to this article
Tarc, P. (2013). Mobilizations of “Education as a Human Right in the 21st Century”: What Larger
Conditions and Logic Are in Play? Democracy & Education, 21(1). Article 9. Available online at
http://democracyeducationjournal.org/home/vol21/iss1/9.
Submit your own response to this article
Submit online at democracyeducationjournal.org/home
Human rights advo cates claim that every child has a right to education. This claim is based primarily on two premises. First, rights advocates
endorse the right to education because they believe that if children
receive basic primary education, they will likely be literate and
numerate and will have the basic social and life skills necessary to
secure a job, to be an active member of a peaceful community, and
to have a fulfilling life. Second, rights advocates recognize that,
despite this recognition of education as a right by the Universal
Declaration of Human Rights (UDHR), for example, many
children fail to benefit from even basic primary education. This gap
between the positive recognition of the right to education and the
negative reality facing many children has led rights advocates to
conclude that education must be considered a human rights issue
on par with the right to food or the right to freedom. And as such,
the Millennium Development Goal (MDG) to achieve universal
primary education by 2015 was established to fight for the right for
all children everywhere, regardless of gender, to a complete course
of basic primary schooling. This is a goal that the 2010 Education
for All report clearly indicates has achieved some progress
(Watkins, 2010). According to this report, the number of children
out of school has dropped by 33 million worldwide since 1999, the
gender gap is narrowing in many countries, and the adult literacy
rate has increased (UNESCO Ins.
1. The speaker discusses the Commonwealth of Learning, an organization founded to promote open and distance learning across Commonwealth countries in order to increase access to education.
2. He argues that while technology can enhance education, it does not replace human teachers. Educational goals should focus on developing individuals and creating a more compassionate society, not just economic outcomes.
3. The speaker advocates for open learning approaches and technology to increase educational access and opportunities across the Commonwealth, especially for those in developing countries, but cautions that approaches must be tailored to different contexts and build partnerships rather than take a paternalistic approach.
The place of education in building disaster resilience paperNeil Dufty
Disaster education is becoming increasingly popular as a means of ensuring public safety, knowing that governments and infrastructure cannot protect all individuals and their communities in all emergencies. With the commitment by governments over the past decade to building disaster resilience, there is also a growing desire for community education to support this relatively new goal. This paper examines what is required to refine existing disaster education plans and programs to effectively help build community disaster resilience.
Impact of Social Media on Youth Activism and Nation Building in Prevasive Soc...MangaiK4
Abstract- Youth is the major assets of a nation, we need to channel their energy accordingly and dissipate it appropriately for the benefits of a nation and humanity as a whole. Social media has how become indispensable in our societies. Most of the major social media are predominated by the youth, exploiting it for one purpose or the other. In this paper we analyzed how youth could constructively, the role of social media and it's how it build a nation and achieve a promising future not only for themselves but equality for the upcoming generations using Neutrosophic cognitive maps. This paper has four sections. In section one, we give an introduction about Pervasive social Media. Section two we recall the definition of Neutrosophic Cognitive Maps (NCMS) Section three is deals with the methods of finding the hidden pattern in NCMs and analysis of Features or Characters of Youth and Youth Activism. In final section we give the conclusion based on our study.
This document discusses media and information literacy initiatives by the United Nations Alliance of Civilizations (UNAOC). It provides information on six main initiatives: 1) An online clearinghouse of MIL resources. 2) Supporting grassroots MIL projects around the world. 3) Publications and research on MIL. 4) A UNESCO-UNAOC Chair on MIL and intercultural dialogue. 5) A youth media program called PLURAL+. 6) Promoting creative apps and video games about MIL. The overall goal is to promote critical thinking skills to evaluate information sources and combat misinformation.
This document summarizes a study examining people's experiential relationships with social media through qualitative accounts from 231 Facebook users. The study finds that relationships are characterized by ambivalence rather than utopian hopes or dystopian fears. Ambivalence stems from the desire for technology to meaningfully augment life while fearing it may replace real experiences. The document reviews utopian views that technology enhances life and dystopian views that it controls and isolates people, but argues experiential accounts show a more nuanced ambivalence.
Young people and international development engagement and learningDr Lendy Spires
This document summarizes existing research on young people's engagement with international development issues in the UK. It finds that common assumptions portray young people as motivated by concern for poverty and engaging through campaigns and fundraising. However, evidence suggests the picture is more complex. Young people may learn about development through various contexts beyond campaigns, like schools, media, and personal connections. Their motivations are diverse and not always concern-driven. More open research is needed to better understand young people's varied experiences with international development issues.
Brenda Gourley, Vice Chancellor of the University of Natal, welcomed attendees to the 11th General Conference of the International Astronomical Union in Durban, South Africa. In her speech, she discussed how globalization is both economically and culturally integrating the world while also marginalizing some. She noted Professor Manuel Castells' warning about the potential dangers of globalization in simultaneously including and excluding people. However, she expressed that universities can help address these challenges through education and knowledge sharing across borders. The conference aims to facilitate international cooperation among educators to help universities adapt to changing responsibilities and contribute to a shared global future.
Social Media in Crisis Management: ISCRAM Summer School 2011Connie White
This is a lecture for PhD students at a summer school hosted by Information Systems for Crisis Response and Management, ISCRAM www.iscram.org. This lecture covers social media and the information systems concepts that show how social media can support emergency management.
The document discusses compositionism, which proposes dissolving the dichotomy between STEM and humanities fields. It describes compositionism as having four stages: 1) Identifying core values, such as mathematics proficiency in STEM fields and free inquiry in humanities; 2) Framing values through definitions and perspectives; 3) Placing values before the public through various media; 4) Generating and rebuilding ideas iteratively through public engagement. The four stages can bridge gaps between fields and generations by recognizing diverse values and allowing public discussion of different frames of thinking.
The document discusses the concept of "compositionism" and its application across different academic disciplines and generations. It proposes that compositionism has four main tenets: identifying core values, framing those values, placing the values in the public sphere, and generating/building upon them. The document then examines how these tenets can be applied specifically within STEM fields, the humanities, different academic institutions, and across generations like Baby Boomers and Millennials. Finally, it contemplates how compositionism might occur and what lessons can be learned from the approach.
Compositionism proposes dissolving the dichotomy between STEM and humanities by having them interact and inform each other. It involves four steps: 1) Identifying core values in each domain, such as a focus on mathematics and problem-solving in STEM fields. 2) Framing these values in effective narratives using evidence. 3) Publicly sharing the values and frames through media. 4) Iteratively generating and rebuilding knowledge by embedding public engagement, especially digitally. Compositionism provides a framework for constructive interaction between different fields and generations.
Power Point presentation/slide collection to accompany paper concerning Commitment, Accountability, Responsibility, and Action as applied to learning when False Evidence Appears Real.
Why and how can terms such as "commitment", "engagement", "motivation", and "success" be better defined, clarified, and genuinely measured in an objective, usable way? Why do these terms persist without such measurement? Let's discuss it!
Transdisciplinarity, the notion of simultaneous examination/consideration of a question from numerous alternative (academic) perspectives, depends upon & profits from 7 "habits of mind" characterizing the "Big History"/"Big Ideas" notion of including diachrony in our all-too-commonly superficial synchrony. Read and comment, please.
The document discusses cultural intelligence (CQ) and is divided into sections about the four measurable features of CQ: drive, knowledge, strategy, and action. It explores how these features can be defined, developed, measured, and applied in business and education contexts. The document also addresses related topics like global forces, international communicability, and using social media to enhance intercultural awareness and understanding.
The document discusses gauging and evaluating four "fuzzy" terms - commitment, engagement, motivation, and success - from different perspectives within hard and soft sciences. It proposes gauging these terms through a "learning paradigm" lens that shifts away from a traditional instructional model towards a more transdisciplinary approach guided by "learning" rather than "instruction". The document considers whether this proposed learning paradigm is a better approach than solely relying on facts to form reasoning in students.
This document discusses ways to objectively measure four concepts in education - commitment, engagement, motivation, and success - which are often considered "fuzzy" and subjective. It analyzes how each concept is defined and measured in different academic fields and countries. The document proposes adapting Barr and Tagg's Learning Paradigm as a framework to help make these concepts more clear and measurable in an objective way.
"Semiotics" may seem to be an effete area of interest, and yet it is touching us all ever more, as we use the "signs" and symbols of social networks. How are these signs affecting our communication?
This document discusses concepts of transdisciplinarity and xenophilia in thinking globally. It addresses how globalism can be understood both technologically and geographically. Four key features of globalism are identified: access, openness, timelessness, and customizability. These features are examined in terms of what they mean technologically and geographically, considering questions around issues like training, hardware, software, economics, society, language, culture and more. The document concludes by linking globalism and transdisciplinarity in education and the 21st century, and calls for awareness, cooperation, policies and ethics to effectively marry technological and transnational aspects of global thinking.
"Global" means across-the-board, technologically speaking, and it means "transnational", geographically speaking. In education, four features of both things "global" are necessary. This PPT slide set accompanies a paper presented at "Innovations 2014"
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
South African Journal of Science: Writing with integrity workshop (2024)
Lg15fall car aacara21octf
1. 1 | P a g e
CARA à cara: Overcoming unfounded fear four ways online
Katherine Watson, Coastline Community College, Bizarrissime@gmail.com
Rainmaker Digital online “Copyblogger” Brian Clark (2010) is one of numerous twenty-first
century writers to have suggested that common concepts can be non-threateningly understood
best, and their “real” meanings most effectively addressed, if those concepts are said to be not
much more than easily pronounceable, simple acronyms, ensembles of letters that each stand
for something that is part of a sensible whole. Further, and in like manner, self-help journalist
and teacher Dan Clark (2007) points out exemplarily that the notion of all-too-common fear can
be rendered into an acronym, so that it may more easily be faced, understood, and then
overcome.
FEAR, according to both Clarks, comprises False Evidence Appearing Real, what B. Clark
states to be “performance-sapping unfounded worries….forty per cent of (which) never happen,
and…a mere eight per cent (of which) are real.” And D. Clark reminds his audiences that such
fearsome worries—and worries about worries—are best overcome through examination of their
components and their bases, through objective analysis--preferably across cultures--,and
through contextualization—preferably worldwide.
Internationally, the Office of the (United Nations) High Commissioner for Human Rights
(ohchr.org) has conceived its own acronym for addressing that which underlies fear. That is, its
CARA program has grown out of an “inter-governmental and unlimited” pledge to achieve
dynamic inclusion among the world’s peoples in education for the activation of human rights;
education is seen as the key to the dissipation of “imaginary thinking”, fear, and want. And, in
the twenty-first century, much of this education can cross physical borders most easily online.
The OCHCR has noted that “fear and want”, in particular, comprise not only “legitimate
concerns” but demands for action, both on the ground and through cyberspace. The UN’s
Human Rights and Post-2015 Global Development Agenda’s CARA is composed of four
elements: Commitment, Accountability, Responsibility, and Action.
It is demonstrably evident that the FEAR immobilizing countries, cultures, and even our own
community colleges can be addressed and overcome through the application of CARA, in
person, face-to-face, with walls of brick and mortar, and across boundaries, through
cyberspace, online.
FEARS unfounded, progress grounded
Online “Copyblogger” Brian Clark has achieved success in social and popular psychology for
having called FEAR an acronym for False Evidence Appearing Real. Clark begins his argument
by reminding his audience that the animal kingdom has made good use of genuine fear; fear of
predators or of natural disasters has kept life going. This kind of fear has a foundation. It is
patently useful to survival. But then, Clark continues, there is another sort of fear, the sort that is
unfounded, that has no basis in fact, no evidence to sustain itself. This is, unfortunately and all
too often, the fear that immobilizes.
As professional speaker Dan Clark has put it, immobilizing fear lacks credible “story lines”; it has
no fact-based examples, illustrative tales, or support. As those who follow the Scientific Method
might say, this type of fear cannot be replicated reliably. It has no basis, and yet it survives.
2. 2 | P a g e
In institutions large and small, efforts to simplify, to regularize, and to streamline are often
accompanied by moves to make the complex and the irregular into an ever-surviving, fearsome
enemy. But in a twenty-first century dotted by irregularities and decorated by the complex, these
moves don’t just frustrate; they immobilize. Besides squelching creativity, they lead to a cycle of
increasing fear: Fear of non-acceptance for suggesting the irregular or the complex, followed by
fear of reprisal for trying the irregular or complex, followed by fear of bad performance reviews,
followed by fear of job loss and fear for economic, as well as social, survival. Fear of trying out
the different comprises fear of change, and this often leads to lack of genuine progress (Peine,
2007).
CARA against FEAR
The United Nations has since its inception called for the world’s countries to join together for
mutual progress. A 1951 “convention”, described as a “post-Second World War instrument”,
cited “well-founded fears” among the refugees from battle and stress, and it aimed to “lay down
basic minimum standards…includ(ing) access to the courts, to primary education, to work, and
the provision for documentation”, all of which were to be “accounted for” as they were put into
action. And in the twenty-first century, United Nations Secretary General Ban Ki Moon has been
promoting an acronymic program to ensure that UN conventions made internationally during
more than six decades can be retained without fear. This program is CARA: Commitment,
Accountability, Responsibility, Action. The four elements of CARA can each be described and
placed in context for higher education, and they dovetail demonstrably to the sort of fearless
innovative agenda that community colleges, in particular, tend to initiate, particularly online.
Commitment
The United Nations’ CARA program began with a clarion call for commitment, made by Ban Ki-
moon in the early years of our present decade. UN Secretary General Moon feels that effective
action, the final element of CARA, will not occur unless and until prospective actors have signed
on to an agreement, have made a promise in writing, have taken a jointly agreed-upon “inter-
governmental and unlimited” pledge to achieve active inclusion among the world’s peoples in
educational programs, which will, in Moon’s belief, automatically activate human rights. Indeed,
as has been stated, it is education, according to the UN plan, that will best dissolve “imaginary
thinking”, fear, and want.
CARA commitment encompasses engagement, as United Nations and European Union writers
commonly translate the term from English. Commitment embraces persistence, an insistence to
resolve, or, as D. Clark (2010) would have it, “an unshakable retention of purpose.” In the mind
of European Commission Budget Director Kristalina Georgieva, commitment entails co-
participation among various sectors of society to delineate and specify common goals that all
can collaborate to achieve. It is a promise, a pact, conceived by many, agreed upon by all, to be
executed in concert, to be written down and signed. Indeed, the simple action of putting such a
pact out in the open will demonstrate evidence of real purpose; it will constitute a step toward
the dissolution of fear.
CARA comprises a modern iteration of the United Nations’ Dakar Initiative made in Senegal,
Africa, in 2000, when an “Education for All” framework first proposed in 1990 was crystallized
into a mandate holding that “every citizen in every society” must have access to learning
materials and be educated in how to use them. The Dakar Framework proposed six “collective
3. 3 | P a g e
commitments” or “joint goals” whose achievement would be measured for attainment by 2015.
These “commitments” included:
Goal 1: Expand early childhood care and education
Goal 2: Provide free and compulsory primary education for all
Goal 3: Promote learning and life skills for young people and adults
Goal 4: Increase adult literacy by 50 percent
Goal 5: Achieve gender parity by 2005, gender equality by 2015
Goal 6: Improve the quality of education
A “development index” was agreed upon among the 1100 participants at the Dakar meeting that
would assign objective, numerical values for the attainment of each goal, such as the obvious
and easily comprehensible one associated with Goal 1: If 100% of children below the age of 5
were receiving care and education in 2015, then the country in which that percentage held
would be cited as having attained the goal perfectly. Naturally, many countries would be hoping
between 2000 and 2015 to arrive at a much lower 12%, it was understood.
Now that the Dakar Initiative’s end year of 2015 is here, the UN Secretary General’s Global
Initiative on Education has set another, more qualitative goal, this time aiming for a 2030
completion date, “to ensure all children in youth have a quality, relevant, and transformative
education” (2015). To this end, the UN is calling for partnerships among governments, non-
governmental organizations (NGOs), and international businesses “to provide inclusive and
relevant education opportunities and support retention.” Mobile learning centers, staff training,
and community engagement are three of the several features of the plan. The United Nations-
sponsored international intergovernmental EDU (not an acronym) has disseminated video,
audio, and print materials openly online, with the hope that leaders at educational institutions in
multiple countries and at multiple levels, from elementary through secondary and beyond, might
collaborate with the aforementioned governments, businesses, and NGOs to conceive concrete,
achievable goals, particularly in education. As EDU documents state, education constitutes a
need that follows only those of safe food and shelter as vital to sustain humankind.
In the world of post-secondary education in the second decade of our current millennium,
CARA’s four elements are being realized through a new United Nations Academic Impact
(UNAI) “global initiative that aligns institutions of higher education with the United Nations in
furthering the realization of the purposes and mandate of the Organization through activities and
research in a shared culture of intellectual social responsibility” (unacademicimpact, 2015).
Universities and community colleges from the Black Sea Universities Network (bsun.org) to
Vadodara, India to Connecticut to California, as well as the American Association of Community
Colleges, have become “partners” in the enterprise, signing on to interact globally online to
“ensure development”, for example, promising—committing themselves--to submit “activity
reports” generated by students, faculty, staff, and administrators. Indeed, admission to, and
participation in, the UNAI depends upon signed and received “commitments” that must be made
by actors from the administration on down through the ranks.
An exemplary member of the UNAI, New York’s Adelphi University, has since the early 2000’s
been working with the United Nations both as an NGO and as an academic institution, as UN
Department of Information documents state. Adelphi’s Levermore Global Scholars program has
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made “a commitment to promoting global awareness and bringing salient information about
international issues and the United Nations to the University community and the public.” This
commitment includes “providing a mechanism”, as Adelphi claims, by which students can
“commit themselves to the realization of…United Nations goals,” offering entrées into NGO
international affairs briefings at United Nations headquarters in New York City, for instance.
For its part, Connecticut’s Norwalk Community College, an initial signatory to the UNAI, has
made “a commitment to cultivating a keen sense of global citizenship,” as its Recognition
documents (2010) state. To that end, the school’s Student World Assembly has hosted
symposia on human rights as they are defined and pursued around the world, and it has held
colloquia on the particular crises in Darfur and Congo. Students have entertained presentations
on climate change and, as a result of what they have learned during those presentations, have
campaigned among themselves for “green” design to be pursued when new buildings are to be
put up.
As United Nations CARA documents state, commitments to any/all UN programs entail an
agreement to advance at least one of the Organization’s global initiatives, an inclusion of “time-
bound targets that can be measured for success”, and “an arrangement” to disclose openly and
in public all progress or lack of it. CARA calls upon participants to form partnerships, believing
that strength united is stronger, and promises made by one to another are easier to maintain
than are vows made alone. A real impact will be most effective when co-consultations transpire,
when each participant helps the other ones to “drive impact” for change, and when each can
measure easily and objectively its own and others’ progress. This last comprises evident mutual
accountability, which every promise of commitment demands.
Accountability
As United Nations High Commission on Human Rights’ Pillay (2013) has written, and as has
just been implied, the ultimate element of CARA—action--cannot transpire until all parties to that
action have agreed mutually to take responsibility for what they do, to be “held to account.” This
resultant accountability, Pillay continues, “is often undermined by a lack of clarity about who
should be responsible—who should be held to account--for what” (2013:viii), and when
participants in an endeavor lack clarity about who is accountable and in what way, “inaccurate
assumptions may be made” that commonly and almost naturally lead to fear, as Hope (2010)
points out. In fact, Pillay writes, every human organization must include interdependent “duty
bearers”, to decide such a division of labor, even as they recognize that they have “an obligation
to take responsibility for their actions, to answer for them by explaining and justifying them to
those affected, and to be subject to some sort of enforceable sanction if their conduct or
explanation is found wanting.” When such obligations are put into writings and specified, given
measurable “analytics”, they define accountability, CARA maintains. Pillay summarizes by
stating that definitions of accountability in the social sciences and in the world of economic
development typically comprise “three constituent elements: responsibility, answerability, and
enforceability.” Pillay suggests that a “circle of accountability” should cover “all stages of a policy
cycle”, from initial planning, to budgeting, to implementation, monitoring, and evaluation, with
the last benefiting from clear, “real”, statistical analyses, most easily rendered conveniently
transparent online. Furthermore, “adequate means of redress” must be made straightforwardly
available, Pillay goes on, and a well-defined system for incorporating recommendations must be
understood.
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Pillay holds that two principal problems exist in making any organization, institution, or individual
“accountable”: For one, there is often a lack of clarity about who is to take responsibility, and
second, there is “an absence or underuse of mechanisms for reviewing and ensuring” that
responsibility has been taken and subsequent action pursued.
The aforementioned United Nations Academic Initiative invites participant colleges and
universities to go beyond an initial, rather idealistic theoretical commitment to UN goals;
institutions are called to account for themselves, too. For example, an annual “World Post Day”
appeals for specific, accountable, interactions among UNAI actors and the countries where they
are based to recognize and reinforce the power of each country’s postal sector in people’s and
businesses’ everyday lives, as well as the sector’s power locally and worldwide to influence
social and economic development. The UNAI activities take place on the ground and through
cyberspace, recognizing that “posting” things in modern times means distributing them
electronically as well as through traditional postal services. Another UNAI activity, “The Global
Diplomacy Lab”, summons participants to offer concrete, accountable, plans for international
communication, education, and development to be carried out during the next 70 years, once
again on the ground and through cyberspace.
UNAI participant University of Nairobi, Kenya, has proposed an accountable plan for
“humanity’s interdependence,” starting with what student essay-writing winner Chwala Wallace
has called a co-developed “moral ladder, set of guiding principles” to be conceived among the
world’s peoples as a joint project; when people participate in something, the idea goes, they are
more likely to attend to its progress and product. UNAI offers a healthy forum for such
participation.
UNAI institutions can most easily share accountability, as the April 2013, UNAI monthly
newsletter (2013) has stated, through active publication of institutional work and through
interactive communication done online. “Joint action…leading and coordinating” through
Webcasts, synchronous, and asynchronous connections among international members of the
UNAI provide Classroom Conversations, for example, “an ongoing interactive discussion forum”
rich in teachable moments.
As Pillay has pointed out, all UNAI endeavors must specify objective, replicable methods of
accountability and name the names of those responsible for conception and execution, as well.
Responsibility
Responsibility means answerability, the capacity to explain, to inform, to educate. While
accountability requires data collection, usually in the form of statistical analyses, responsibility
demands clear answers to questions. Indeed, as Hope (2010) has stated, “when nobody is clear
about who is responsible for what, and therefore who is going to take what action… fear of
having to take on responsibilities (often arises).”
Thus, after making commitments to perform some sort of action, and after setting up
mechanisms to make people, organizations, and institutions accountable to take on those
commitments, CARAwould have all participants in its program be trained in multiple ways, at
least in the basics, with a table of organization defining actions and actors. The table must be
made openly available, citing experts and their expertises that may be called upon as necessary
to respond to popular, “end-user” needs. UN Secretary General Ban Ki-moon has stated that
“deepening synergies and partnerships” can broaden both the platform of response and the
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circle of respondents; that is, decision-making must be open, and all participants in an
enterprise must each take part. Responsibility cannot be sloughed off because of
“communication obstacles” or “institutional difficulties”; it must be both respected and reinforced.
The United Nations Academic Impact (UNAI) program cites a “shared culture of intellectual
social responsibility” as a mandate. Professor Pedro Basualdo (2010), of UNAI participating
institution The University of Buenos Aires, defines CARA responsibility as “an attitude, a sense
of duty”, a “feeling (of) an intense ethical and moral obligation to take action”. Basualdo reminds
educators that responsibility does well to result from research, particularly demographic, and
from “beta-testing.” He cites the example of making people aware of how the combat against
AIDS around the world must be waged in a context of “culturally responsible awareness”: “To be
effective, antiretroviral compliance therapy should be administered several doses per day, at
certain times. In many African countries, however, the people have not the concept of time we
have in our western culture: many of them have not seen a clock in their lives…and it is the
world’s poorest communities—many of them in Africa—that actually bear the brunt of the fight
against HIV/AIDS” (2010:02). Western medical staff must themselves be educated in alternative
world views, Basualdo points out, if they are to educate others in how to shake off affliction. As
Basualdo suggests, interacting with people of varying worldviews requires continuous
questioning-answering, or responsibility, in its literal sense.
United Kingdom mental health expert and UNAI activist Hope (2010) writes that responsibility
operates on a two-way street; those who have the responsibility to deliver something must
indeed deliver it, and those who receive that something must indicate both that they have
received it and that they know what to do with it. “Practitioners take responsibility,” Hope states,
“…and “those in receipt of advice are responsible for what they do with it.” Hope asserts that
responsibility-taking is choice-making; responsibility should not be taken lightly, without full
awareness. Indeed, as UNAI Senegalese information sciences professor Alex Corenthin
emphasizes, in the twenty-first century environment of “free information for all”, it is the People
with a capital P who must remain ever diligent in the matter of responsibility, demanding that
those who claim ownership of information or its routes of transmission not shut users out.
As employes at institutions of higher education know, generating a sense of responsibility on
campus requires that faculty, staff, and students all walk both ways on Hope’s two-way street.
School personnel must do more than simply transmit information, course materials, and the like;
they must ensure that what is transmitted is understood. And for their part, students must
interact with institutional personnel, asking questions, submitting reports, reporting confusion
and “de-confusion.”
UNAI participant Independence Community College, in Kansas, has signed on to the Initiative to
pursue commitments and to take responsibility “as part of a whole…as problem solvers”,
according to Communication Studies associate professor Konye Ori. The school’s activities in
“addressing issues of poverty” and “promoting inter-cultural dialogue” take place on campus, in
the community, and online, with responsibility having the sense of one-to-one-to-many
communication.
Palmer (2015) holds that the UNAI has proven to be a crucible for CARA, and that responsibility
has come ever more often to be generated from within: “students indicate a strong interest to
learn more about concepts such as social entrepreneurship, environmental sustainability, and
corporate social responsibility.” Too, Palmer continues, “global social responsibility” is cited by
7. 7 | P a g e
nearly two thirds of students whose campuses participate in UNAI as their number one “feeling”
that they would like to exploit and explore through the UNAI. UNAI students at Canada’s
Polytechnique Montréal have reported taking charge of entrepreneurship and responsibility with
their fellows and have been asked by local businesses in Canada, as well as by other UNAI
participants outside the country, to share their experience: “By examining user flows and
consumption projections related to on-campus escalator use”, the Montréalais UNAI participants
found ways to “promote energy savings and sustainability…in a relatively straightforward way.”
By taking responsibility for their learning and executing a study locally that could be exploited
internationally, they have been able to produce a plan of simple replicable action.
Action
Neither purpose nor desire nor economics can trump action. Beyond the promises that define
commitment, the statistical analyses comprising theoretical accountability, and the naming of
names to establish responsibility, CARA’s ultimate goal is action. As a United Nations program,
CARA would have action be truly global in at least two senses: Global, in the worldwide
international sense, on the one hand, and global in the complete, across-the-board,
transdisciplinary sense, on the other hand.
For the European Union, an initial CARA action has included the institution of a single, pan-
European “marketplace and platform” for everything digital. Having noted that only 2 in 3
European households have regular access to the Internet, and that only 1 in 5 are able to use
the Internet at least once a day for 15 minutes, the online journal Toute l’Europe has indicated
that many Europeans have been suffering not just from frustration born from failing connectivity
but more importantly from the “anti-competitive” practices of large corporations, often American
ones, each demanding that its subscribers deploy systems that are incompatible with those of
the next and each bulking up its data flow with unwieldy advertising. France’s Minister of
Economy, Industry, and Digital Relations has proposed that Europe “take action” to make itself
“a propitious provider of the pragmatic”, offering places and spaces, typically in old buildings
whose façades recall centuries past but whose interiors gleam with the bright blue eyes of WiFi.
An “investment program of risk-capital, adapted to the needs of small and medium-sized
enterprises with strong potential for return on investment”, has been launched, integrated into
the European Union’s Juncker Plan. Harmony with the Americans is proposed, and mutual
respect called for.
France, in particular, has set forth a plan of action to attain five Internet-related goals; the idea is
that the modern era of rapid change—the continuous movement and mutation of people, things,
and ideas-- demands fast, effective information technology. The five goals include: development
of pan-European 5G, the Internet of objects (things), cloud computing, big data, and
cybersecurity.
The first line of action defined in all United Nations programs entails “ratification and
implementation” of program agendas. France has called for “European champions” to unite to
pursue its five goals actively in an area “whose domestic market is at least the size of that of the
United States.”
Noting that connectivity, interactivity, intellectual, economic, and social problems and progress
are all “interconnected”, the UNAI points out that “progress on all fronts” must take place
simultaneously. Each institutional member of the UNAI “(is) expected to show support of one of
ten United Nations principles by undertaking one activity per year which tangibly supports and
8. 8 | P a g e
furthers the realization of the principles.” For example, South Carolina’s UNAI member Benedict
College has joined the United Nations Youth Assembly to promote and provide opportunities for
students to travel abroad, learn in foreign institutions, and return to South Carolina to integrate
their learned experiences into their home curriculum. Environmental engineering and computer
sciences majors traveled to Africa, for example, to see how their chosen fields of study can be
put into genuine action in places of need. Connecticut’s Norwalk Community College
administration has responded to its UNAI student group suggestions “to add ‘green’ elements to
new building designs”: Ncc’s new Center for Science, Health and Wellness, built by
Mitchell/Giurgola Architects and Dirtworks, has been LEED Gold certified, made in “the
vernacular of this area of Connecticut.” And Newark, New Jersey’s Essex County College has
responded to the Sierra Leone expatriates who make up the largest community outside their
own African nation to push for improved development, education, and communication,
beginning with a New Jersey-Sierra Leone joint publishing venture of the online version of
Cocorioko, a forty-two year old populist newspaper venture to educate Africans everywhere by
starting with headlines. “Social mobilization will bring victory (over the Ebola virus) within reach,”
states a recent article in Cocorioko, reminding readers that “adhering to the health protocols and
medical regulations” of the United Nations and of Doctors without Borders entails continued,
attentive action, taken without fear.
And like Cocorioko, other transnationally oriented but non-United Nations-sponsored
organizations have been sponsoring CARA-style action as well. The international ONE Campus
has recruited students and faculty in a free-access, non-governmental, online-based set of
activities germinating from the grassroots and aiming up through societies and their
governments and out into the world. For instance, ONE’s “Poverty is Sexist” and “Electrify
Africa” campaigns have, in the first case, attracted international medical worker interest to
reduce infant death while improving women’s health and, in the second case, caught the
attention of the United States Congress to “plug in” the many countries making up the all-too-
Dark Continent. Yet another ONE campaign, Uganda’s Dwelling Places, has found thousands of
homes for those rendered homeless through poverty and strife, while also giving education and
life skills.
CARA actions seem to have triggered a fortunate chain reaction, spurring (inter)action across
boundaries.
FEARless care: CARA everywhere
CARA, like FEAR, is a pronounceable word; it can mean “dear” as an adjective, or it can mean
“a caress”, in both cases a tender expression guaranteed to eliminate fear.
The United Nations’ CARA program incorporates educational endeavors cited by Unesco and
the UNAI that have become most accessible, exploitable, and productive online. For instance, a
free Unesco-originated “Global Civics Academy”, hosted by the Brookings Institution’s Hakan
Altinay and uniting seminar presenters from around the world who have posted lectures
asynchronously and always accessible online, exemplifies the “global” perspective that the
UNAI fosters: Global Trade, Global Finance, Global Public Health, Global Public Goods, and the
Values in/for an International World comprise some of the topics covered. And the France-
based UNAI International Association of Universities (IAU) provides an “open portal” inviting
institutions to post online programs in sustainable development for free access: A “Professional
training programme on education for sustainable development” (developed in Zurich,
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Switzerland), a “World Education Forum” (hosted in Korea), and “Carbon Footprint Calculator”
(initiated in Italy) are just three IAU ongoing projects. The IAU wishes to “offer an opportunity to
gain knowledge, share work with others, and talk to others from around the world,” aiming to
make all participants into student learners. Education, as the IAU states, plays a crucial role in
enlightening areas where suspicion and ignorance have squelched the human spirit into fear
and silence.
As Sierra Leone’s Cocorioko newspaper has written, “when the patience of students (runs) out
for the archaic and non-performing, …(awareness), knowledge, and news must give birth to a
new spirit.” And as UNAI Classroom Conversations state, “silence, invisibility, and fear will not
go away unless we talk…and provide students with knowledge and tools.” From the
aforementioned IAU consortium to Norway’s University of Bergen, where an online-enriched
international program has been launched to “Save Aramaic Languages” that are falling into
disuse as relics of liturgy and ancient texts but that remain alive in the Turoyo tongue of the
Middle East and Europe, to a technologically advanced technique to save Holy Land cultural
heritage through QR technology-enhanced tourist guides created by Bethlehem’s Birzeit
University, UNAI participant schools are supplanting False Evidence with real, well-
communicated, transparently available data. And in these ways, what appears real is clearly
becoming real..
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