thks 260 years adam smith, 60 fazle abed & soros, 20 fei-fei li -Economist pro-youth economist -bravo sir fazle abed & jack ma

how to design education to destroy the net generation or

41 years research of online learning begun at The Economist shows these main ways offline education becomes anti-youth and non job-creating- which does your place suffer from?

1 Over-examined curricula that lead to being trapped in debt not sustainable jobs

2 Missing curricula

3 Missing knowhow that doesn't fit large curricula specialism

4 Monopoly of Over-professionalism - you have to pass everything before you can contribute

5 Assumption that education happens while you are young not through life

6 Lack of apprenticeships for teenagers who may have practical instead of theoretical skills

7 Unwillingness to benchmark what free online education can liberate

8 Lack of understanding of changes net generation youth needed to rehearse to be sustainable

9 Lack of adaptability to individuals' situations and community's contexts

10 Lack of practicing collaboration in age of million times more collaboration technology

11 Structural misunderstanding of what literacies children need to develop before adolescence and what explorations they need to be empowered from adolescence. This can lead for example to parents and communities being excluded from "teaching" and school being funded as the only space for education which is a practically disastrous assumption for any community to make. To see what can be possible when freed from this depressing ideology look at

12 failure of public mass media to debate local and cross-cultural gamechangers of borderless world ahead of time

... Sugata Mitra: Build a School in the Cloud from India's Hole in The Wall Education Revolution..

Help us Draft The Economist's Entrepreneurial Revolution newsletter year 41


The genre of Entrepreneurial Revolution was launched by my father Norman Macrae in the Economist in 1972 after witnessing the greatest change ever (way beyond the start ups generated by the invention of the steam engine that took more than a century to roll out Industrial Revolution in some parts of the planet )

...can you help khan academy edit the curriculum of economicsthat most helps youth design the future....

 What we saw in 1972 was youth experimenting with an early digital network-part of the UK's National Development Project in Computer Assisted learning. As Einstein and Von Neumann had already predicted systemic collaboration (death of distance connectivity of digital networking) changes of this immediacy and wholeplanet scale can only spin one of two opposite things onto our children's children.

  • - raise the productivity and sustainability of the whole human race by an order of magnitude or
  • cause worldwide chaos (lose integrity with nature and masses of youth's hope so microterrorism takes over faster than positive collaboration networks) of the sort that will decimate our species compatibility with nature

which education pathway do you wish to map? Do it now -as not to choose is the most destructive path of all. Be prepared to question everything. As readers of The Economist have known since 1972: none of the big organisational typologies of 20th century can sustain productive 21st c knowledge co-workers. The education sector needed to be the leader in going beyond the zero-sum modeling siloised when government, charity and corporate are the only financial models parents and communities have to invest inter-generational savings in.

how to design education to destroy the net generation -the tale of 4 wicked monopolies in one chaining all our children- what to research, what to teach, what to examine, what to acredit

Back in 1972 it seemed unlikely to me but quite probable to my father in spite of being media's optimistic rationalist (1) that we would design education to destroy job creation of worldwide youth in 2010s nut that is where we are still heading unless we help youth celebrate such freedoms as Khan and MoocYunus celebrated as the denoument to the 10th Skoll WorldChampionships at Oxbridge , we welcome opportunities to give away such webs as the following if you can demonstrate how to free education with them

.com : mandelauni clintouni obamauni yunusuni grameeneducation grameenuniversity,,


Death of a great optimist - Matt Ridley - Rational Optimist

Jun 15, 2010 – Norman Macrae 1923-2010. ... Matt Ridley is the author of provocative books on evolution, genetics and society. ... Death of a great optimist ...
Norman Macrae Foundation for pro-youth economics and education - welcomes the opportunity to co-host Norman macrae Remembrance Parties
Glasgow Interdependence Weekend with Yunus 4 July 2012 planted unstoppable momentum of free nursing college and journals of pro-youth economics
The Economist BoardRoom party -renuited cleanest energy and mas media celebration networks
South Africa's Joy of Job Creating education with Taddy Blecher
Updates on Bangladesh's pan-asia job creating education networks hosted by Japan Ambassador in Dhaka
and will you be next to linkin ?

hemisphere's best value training epicentres
dhaka is already asia's most economic place to become a nurse , a clean energy expert or a crop science expert (as far as relevant to types of rural agriculture Bangladesh is capable of sustaining around small producers) -china and japan have a lot to gain from such

johanessburg is the other great epicentre for most economical and practical training and I will try and make a complete list of its application areas

mit links in more socially minded tech wizards than any lab or media on earth whereas currently san francisco is the epicentre of usable open education platforms and -

I welcome any opportunity to exchange news of how to linkin such tours- 40 years ago dad and I first saw youth experimenting with early digital networks- the rest as far as The Economist's future is concerned will depend on where in the 2010s flows converge either to propagate the greatest lost generation or the most productive net generation..

ps the links between nutrition, nursing, organic food security, crop sciences so local value chains can earn a living seem to be the most popular missing practice curricula wherever students inspired by yunus meet with grameen's 2 moore's law acceleration projects of clean energy (eg million solar units installed- doubling ever 2.5 years) being part of the same solution future -if udc has a contact person on these subjects' connections it would be useful to know as probably half the people I meet in yunus related conversations are concerned with these topics- they also remain the one area that usaid has taken a completely different view on over last 5 years, and will hopefully clarify in the first ever global education conference hosted by usaid aug 2013; thematically it would also be a pity to miss any and every opportunity to approach whole foods as a main sponsor

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,Launched as part of dr yunus 70th birthday wish celebration - Glasgow Interdependence Weekend and Norman Macrae Remembrance Celebration Glasgow 4 July 2010- currently journal of pro-

youth economics is revising its back cover - who are top 100 supporters of moocyunus - 2013 is also 170th birthday of The Economist being founded to mediate end hunger and end of capitak abuse of youth at times of entrepreneurial revolution (industrial then, post-industrial now); norman macrae online archives are here,,

nominate top 100 freeing youth education - investors skoll, yunus, soros; leaders at MIT Edward Roberts, Joi Ito; platforms Khan, Koller, Doerr, ; education revolutionaries Abed, taddy blecher Gordon Dryden Gandhi family; curriculum content leaders : energy (sarah butler sloss ashden), financial literacy Billimoria (founder aflatoun curriculum and orphanage); nearly free nursing college (Grameen Parfitt); Mass Media for peace (Monica Yunus; tech wizards Jack Ma

corsera's worth watching - free nutrition  Jamie Pope-

Jamie Pope van der bilt and courseraNutrition, Health, and Lifestyl...COURSE SYLLABUS/DESCRIPTION


This course is designed to explore current nutrition concepts and controversies to assist the student in building a foundation of knowledge that may be used to evaluate nutrition information from varied sources and apply that knowledge to personal lifestyle and dietary choices. Students will have the opportunity to apply nutrition fundamentals to health promotion and disease prevention for themselves and others. This course will introduce students to the evaluation of nutrition research, interventions, and recommendations through use of an evidence based medicine approach. Current research and topics of interest to be addressed will include nutrition concepts as related to health promotion and disease prevention; food labeling; dietary supplements and herbs functional foods; plant based and vegetarian diets; and nutrition and fitness. The course will also include an overview of nutrition fundamentals as they relate to human health.

The course consists of lecture videos, which are between 5 and 20 minutes in length.  Each video includes several questions that are not graded, but offered to foster personal insight and learning.   In addition to the videos, there are weekly assignments that allow students to further explore topics and concepts.  Each week also includes a weekly 10-15 question quiz that covers information from the video lectures that can be completed any time during the week it is offered or before the course concludes.   Students have up to 3 attempts to master the quiz and each question provides an explanation for the correct answer.   The course includes a discussion forum for students to communicate with one another about course content, to alert us about any technical or platform issues, and to share feedback from assignments.   

You can choose your level of course involvement, whether it is watching the videos or choosing to complete some or all of the assignments and weekly quizzes.   Once enrolled, you have full access to all course content and can join us and participate whenever your schedule allows.   I do hope that you can take part on a weekly basis through the course offering.   You do have the option of earning signed statements of accomplishment at the end of the course dependent upon your level of course participation and submission of some or all of the weekly assignments and quizzes (see below).  


By the conclusion of the course, the student will be able to: 

1. Identify foods and dietary patterns that meet current dietary recommendations and are associated with reduced risk of chronic disease. 

2. Analyze controversies surrounding one or more contemporary nutrition issues and/or dietary supplements. 

3. Evaluate nutrition research and theories based upon an evidence based medicine (EBM) approach. 

4. Better understand and evaluate nutrition information, advertising, and news in the mass media.

5. Apply nutrition knowledge to personal food choice and dietary patterns.


Learning Experience and Resources:
Video lectures, assignments, quizzes and surveys, discussion forum, medical and nutrition journal articles and abstracts, nutrition related websites: government agencies and resources, professional health organizations, food industry, National Institutes of Health PubMed

Each week the video lectures and posted slides will include links to credible websites referenced in the course and available to students for additional information.   The textbook associated with the course, but not required - the video lectures are designed to provide core content for this course - is Nutrition Now, 7th ed, by Judith Brown


Week One: Just What is a Healthy Diet? A Balancing Act 

Week Two: Nutrition Labeling: Facts, Claims, and Challenges 

Week Three: Dietary Supplements: Evaluating the Evidence 

Week Four: Functional and “Super” Foods: Their Role in Optimal Nutrition 

Week Five: Plant-based Nutrition: Controversies and Considerations 

Week Six: Nutrition and Fitness: Facts, Food, and Fuel 

(Week Seven: Food Allergies and Intolerance: Separating Fact from Fiction TBA)

Vanderbilt University

Vanderbilt University, located in Nashville, Tenn., is a private research university and medical center offering a full-range of undergraduate, graduate and professional degrees.

Student Thinking at the Core

Jan 27th 2014

Nutrition, Health, and Lifestyle: Issues and Insights

May 6th 2013

Online Games: Literature, New Media, and Narrative

July 2013

Student Thinking at the Core

Jan 27th 2014

Pattern-Oriented Software Architectures for Concurrent and Net…

Mar 10th 2014

Data Management for Clinical Research

Date to be announced.

Leading Strategic Innovation in Organizations

Date to be announced.

x source free cousera course

Welcome to Generating the Wealth of Nations

This course is about the global history of economic development during the past 300 years.
Undoubtedly the main feature of the history of this period is how the transformation of economic activity created an unprecedented opportunity for improvements in living standards. In this course, we'll examine how rapid and on-going advances in technology made this opportunity, and how some parts of the world have benefited while others have not. As well as dealing with 'what happened', we will emphasise what is known about 'why' – and what lessons historical experience can therefore provide.
I hope you find studying Generating the Wealth of Nations a valuable and enjoyable learning experience.
Profile picture of Jeff Borland Professor Jeff Borland University of Melbourne

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how do humans design futures?-in the 2020s decade of the sdgs – this question has never had moore urgency. to be or not t be/ – ref to lessons of deming or keynes, or glasgow university alumni smith and 200 years of hi-trust economics mapmaking later fazle aded - we now know how-a man made system is defined by one goal uniting generations- a system multiplies connected peoples work and demands either accelerating progress to its goal or collapsing - sir fazle abed died dec 2020 - so who are his modt active scholars networks empowering youth with his knohow n- soros with jim kim paul farmer leon botstein and with particular contexts- girls village development and with ba-ki moon global climate adaptability where cop26 november will be a great chance to renuite with 260 years of adam smith and james watts purposes there is no point in connecting with system mentors unless you want to end poverty-specifically we interpret sdg 1 as meaning mext girl or boy born has fair chance at free happy an productive life as we seek to make any community a child is born into a thriving space to grow up between discover of new worlds in 1500 and 1945 systems got worse and worse on the goal eg processes like slavery emerged- and ultimately the world was designed around a handful of big empires and often only the most powerful men in those empires. 4 amazing human-tech systems were invented to start massive use by 1960 borlaug agriculture and related solutions every poorest village (2/3people still had no access to electricity) could action learn person to person- deming engineering whose goal was zero defects by helping workers humanize machines- this could even allowed thousands of small suppliers to be best at one part in machines assembled from all those parts) – although americans invented these solution asia most needed them and joyfully became world class at them- up to 2 billion people were helped to end poverty through sharing this knowhow- unlike consuming up things actionable knowhow multiplies value in use when it links through every community that needs it the other two technologies space and media and satellite telecoms, and digital analytic power looked promising- by 1965 alumni of moore promised to multiply 100 fold efficiency of these core tech each decade to 2030- that would be a trillion tmes moore than was needed to land on the moon in 1960s. you might think this tech could improve race to end poverty- and initially it did but by 1990 it was designed around the long term goal of making 10 men richer than 40% poorest- these men also got involved in complex vested interests so that the vast majority of politicians in brussels and dc backed the big get bigger - often they used fake media to hide what they were doing to climate and other stuff that a world trebling in population size d\from 1945 to 2030 also needed to map. so the good and bad news is we the people need to reapply all techs where they are only serving rich men and politicians od every party who have taken us to the brink of ending our species- these are the most exciting times to be alive - we the 3 generations children parents grandparents have until 2030 to design new system orbits gravitated around goal 1 and navigating the un's other 17 goals do you want to help/ 8 cities we spend most time helping students exchange sustainability solutions 2018-2019 BR0 Beijing Hangzhou: BR6 Geneva, Luxembourg, BR2 Dhaka, Delhi, BR1 Tokyo, Seoul

Map with Belt Road Imagineers :where do you want to partner in sustaining world

Our search for top 50 World Record Jobs Creators begins with E1 Xi Jinping - World's Number 1 Job Creator - Peoples Global2.0 

Girls world maps begin at B01 Bangladesh economical miracle of 15 million poorest village mothers grasssroots networking -good news reporting with and and


online library of norman macrae--


correspondence welcomed on 50 year curriculum of Entrepreneurial Revolution and net generation as most productive time to be alive -

MA1 AliBaba TaoBao

Ma 2 Ali Financial

Ma10.1 DT and ODPS

health catalogue; energy catalogue

Keynes: 2025now - jobs Creating Gen


how poorest women in world build

A01 BRAC health system,

A02 BRAC education system,

A03 BRAC banking system

K01 Twin Health System - Haiti& Boston

K02 Twin YouthWorldBanking: Haiti& Bkash (BRAC)

K03 Twin Open Society : Budapest-Rome - Economists and Peace Champions

A04 Africa & Asia's 5 Billion Peoples eleraning satellite Yazmi

A05 Triplet Open Apps Media Labs of Ethiopia and MIT and Ma-Lee (worldwide China)

Job creation case Y01 Foundation of Grameen Bank- good news in association with
Ma 10,2 grameen inteldt

Ma 10.3 IHUB/Usha Kenya DT

Ma 10.4 Kenya nanocredit

Ma 10.5 MIT top ten mobile app labs of open tech

Ma 10.6 berners lee www

KMAS1 Kimchoices KMAS1.1 Ki-Moon KMAS1.2 Sun F Yang Lan

W4E1 telecentres for girls jobs

W4E2 womens nanocredit










MEDIALABNegropronte > Yazmi


AFM00 Samara and AfricaStar and Yazmi
AFM10 IHUB/Ushahidi
AFM11 MIT Media Lab Africa
AFM12 MIT D-lab and Abdul Latif with Toyota
AFM121 Polak last mile multinationals africa –eg green energy and clean water distrib
AFM13 Ibrahim Foundation
AFM14 Africa24tv
TB1 Free University and Jobs Schools
TB11 Open Learning Campus Africa
AFM15 Young Africa Society –world bank ypa milennials’ goals 2.1
AFM2 Jamii Bora –end slums youth banking and partner labs
TB20 Primary financial literacy curriculum – eg Afaatoun out of Orphanages
AFM21 Bridges primary schools
TB21 Love of self- empowerment curriculum – eg Maharishi (TB1)
TB22 Coding curricula from primary up
AFM31 Kiva Africa
AFM32 Acumen
AFM33 BRAC African Girl Jobs-creating banking
AFM34 Eagri-Africa
AFM35 African health millennials www –and PIH Rwanda, Free Nursing College Africa
AFM36 Mara Foundation
AFM5 Nanocredit
AFM6 USADBC - diaspora association benchmarking african food security value chains
AFM61 –diaspora multi-country celebrations eg AfricaTip (AgeTip)
AFM612 Makerfaireafrica
BOM1 berners lee
BOM2 mit every students an entrepreneur
BOM21 MIT100k
BOM3 mit media lab -open source wizard entrepreneurs and new commons
BOM30 Negroponte $100 Laptop
BOM31 Joi Ito
BOM32 reclaim our learning
BOM4 MIT open education movement
BOM5 Legatum
BO51 Legatum millennials and fans
BOM52 networks of cashless banking technolgists
BOM53 innovations journal
BOM6 partners in health/brigham womens hospital
BOM61 value chain networks club inspired by pih and world bank millenials
BOM62 ypchronic
BOM64 Haiti training hospital - connector of neraly free nursing college
BOSF1 Kiva and puddle
BOSF2 Khan Academy
BOSF3 Coursera segment interested in Open Learning Campus

communications and community banking links series 1 and 2

Out of The Economist since 1972 Macrae's viewpoint Entrepreneurial Revolution argues that the net generation can make tremendous human progress if and only if educators, economists and all who make the biggest resource integrate youth job creating into the way their worldwide purpose and impact is valued join in ... 43rd Entrepreneurial Revolution Youth Networks Celebration..

job creation survey

discuss valuation video

Norman Macrae Foundation


Wash DC tel 1 301 881 1655




For how many of The Economist's first 175 years was it the most effective mediator of sustainability exponentials of humanity all over the planet


best million-youth moocs hosted by economists


discuss valuation video

hottest youth-spring question of our life and times-can online education end youth unemployment for ever ? yes but only if you help map how!

moocyunus launches youtube competition -what would purpose of youth's favorite free online university be?

join blog of moocyunus


 The Economist- when first seeing youth experiment with digital networks in 1972,

Season's most urgent collaboration debates:

next 100 million jobs nursing

42nd year of 7 wonders if thinkpad of The Economist's genre of Entrepreneurial Revoution

40 years of notes from archives of entrepreneurial revolution 1-7 a...


help catalogue top 100 microfranchises


help catalogue 100 short videos on right old muddle of anti-youth economists..

Dad (Norman Macrae) created the genre Entrepreneurial Revolution  to debate how to make the net generation the most productive and collaborative . We had first participated in computer assisted learning experiments in 1972. Welcome to more than 40 years of linking pro-youth economics networks- debating can the internet be the smartest media our species has ever collaborated around?

Foundation Norman Macrae- The Economist's Pro-Youth Economist

5801 Nicholson Lane Suite 404 Rockville MD 20852   tel 301 881 1655 email

Main Project webs including as lead open education partner of mandela elders and branson

2013 = 170th Year of The Economist being Founded to End Hunger

2010s = Worldwide Youth's most productive and collaborative decade

 1972: Norman Macrae starts up Entrepreneurial Revolution debates in The Economist. Will we the peoples be in time to change 20th C largest system designs and make 2010s worldwide youth's most productive time? or will we go global in a way that ends sustainability of ever more villages/communities? Drayton was inspired by this genre to coin social entrepreneur in 1978 ,,continue the futures debate here

world favorite moocs-40th annual top 10 league table

  • 1) e-ME
  • 2) 8 week tour of grameen curriculum and uniting human race to poverty museums
  • 3) 8 week tour of brac curriculum and mapping microeducation summit for post 2015 milennium goals

send votes to , Macrae Foundation

  • 4) 8 week tour of africa's free university and entrepreneurial slums
  • 5 what to do now for green energy to save the world in time
  • 6 nurses as 21st world's favorite information grassroots networkers and most economical cheerleaders more



  • 7 how food security as a mising curricululum of middle schools can co-create more jobs than any nation can dream of
  • 8 pro-youth economics and public servants
  • 9 celebrating china as number 1 creditor nation
  • 10 questions worldwide youth are asking about what was true last decade but false this decade because that's what living in the most innovative era means

archives at The Economist


Number 1 in Economics for Youth

The unacknowledged giantcelebrate unacknowledged giant

dannyboyle chrispatten butler-sloss marianowak tomhunter MYunusgeorgesoros bernerslee michael palin

Timeless ER from The Economist's Unacknowledged Giant (aka dad Norman Macrae) A  b  c ;;1997 a;;; 1983 a ;;;1976 a b;;; 1972 a ;;; 1962 a 1956 a - correspndence with optimistic rationalists always welcome -


from please help in 2 ways -nomination of collaboration 100; testify to world's largest public broadcasters such as BBCthat this survey needs their mediation now

Intercapital searches for replicable youth eonomic franchise



10 9 8 7 6 5 4 3 2 1 0

Brussels Poland
London-Glasgow Nordica: S D N
Spain .Kenya
Brazil Joburg



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