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Search Results - coursera
- Topic: ai
- s group- leading members have practice ai at world class labs or challenges to human sustainability AI IS THE NEW ELECTRICITY Andrew Ng, cofounder of massive open online courses – coursera ; what Andrew means: just as few people would willingly choose to live without access to electricity grids, so too lets design ai for all To explore ai we propose the first annual story book of leadership cases of ai for sustainability generation In structuring this survey we seek every lives matter viewpoint especially those whom technology/infrastructure historically divided; we will aim to maximise openness in classification of ai as a way of touring maximum diversity of societies on mother earth. We also prpose a dictionar in which ai is a noun and any professional skiil is and adjective – finance ai = financial service , nintech, efinance and all technologies and community inputs to what the secretary general of un cals the 75th birthday wish- the peoples money WHAT GRAVITIES DO SUSTAINABILITY GOALS COMPOSE SUSTAINABILITY IS ONE OF THOSE ENGLISH WORDS WITH MULTIPLE MEANINGS It questions whether humans are cooperating or competing with mothe natures system rules Mathematically therefore it must be audited in exponential form not separated short term numbers; it demans internalization not externalization at borders Since 2015 urgency has been proposed in gravitatinf 17 www sustianabity development goals>This can bring whole truth to mediating the purpose of uniting nations- however 17 directions are not something human behaviors in real time can work with – so its logical to ask whether humanizing ai in 2020s =AIforSDGs. Lets just do it. AS the bard would say to be or not to be - that is now the core question connecting worldwide youth and elders of the 2020s – everyone’s role as lifelong student and mentor Sustainability is also conflict reolution with past legal practices- perfect laws when thehorse was the fastest communications power may be worst imaginable when apps mobilise life saving knowhow to 7.5 billion simultanesous. We have seen something terribly wrong where academic publishing is stuck in paer based journals. By march 202, 30 thousand separate avademib papers on covid had been written- ai easily provide a communal guide to all this knowhow but only after all copyrights had been waived for this application AI WHOSE TERMINOLOGY IS THIS TERM WAS FOUNDED AT START OF MOON RACE DECADE 1960S BY John McCarthu who set up twin labs on america’s Atlantic coat at mit boston and pacific coat at Stanford in the gay area south of san Francisco,. MIT -world leading r&d college founded by a railways entrepreneur; Stanford founded when 5th governor’s teen died of an infection while on a tour of Europe; mr & mrs Stanford declared every child of California to be part of their family founding the university to advance that promise WARS & TECHOLOGY -how openly do older generation value/trust children The fitst 18 decades of humans and machines started by two members of glasgow u in 1760s (first engineer hames watt, first mapaker of local and transnational trade adam smith had not ended well. World war 2 brought humans to the verge of extinction. Constitutionally the united nations was formed to change that broken system; the mathematician john von neumann at john von neumann at america’s epicentre of new technologies both of nuclear science and computer programming worked tirelessly for 12 years so his legacy connected humans sustainable exponential not the opposite exponential of species distinction. AI can be explored as his legacy of hope, trust and love of human intel. Indeed it seemed that jfk understood this like no national leade before od since in declaring no human mission impossible if moon landing’s goal was achieved in the 1960d Mapping as a bottom-up and open architecture – opposite from top down a mastery of administrative professions?…
- Added by chris macrae at 3:08am on December 10, 2020
- Blog Post: MOOCBRAC
- Added by chris macrae at 10:20am on June 17, 2013
- Comment on: Topic 'lessons from the largest classes ever held'
- answer please add at bottom of wikiBANKING CREDITS: Q3.1 Can you see when elasticity is desirable and when control (discipline) is? Emerging A: elasticity is needed for trade, control/discipline to control inflation? not permitting unlimited issuing of notes (a process that devalues and do destroys peoples savings) ? Q3.2 How do federal reserve help introduce elasticity into the system? Emerging A: by using 12 central banks that depend of a Federal Reserve Board. The centralized responsibility makes certain that in normal times a credit elasticity situation. A tax is imposed upon the amount of deficiency to insure reserves will be restored asap 4.DEAR & CHEAP MONEY: Q4.1 What price of money is the policy instrument? A) Cheap money is when interest rate is low, dear when it is high. The price of money means the rate of interest asked for the loan of it.Q4.2 What is the objective? A: Protect gold reserves from depletion. and what? Here are some possibly related bookclubs : The Soros LecturesCurriculum is first to be hosted by alumni of Soros http://www.ineteconomics.org - promises to fit with total rethink of economics from ground-up. Specific announcement http://ineteconomics.org/blog/institute/free-course-economics-money... Host of this curriculum Perry Mehrling is author of The New Lombard Street - a title that refers to Lombard Street by Walter Bagehot - in many insiders view the greatest economist ever to edit The Economist. Of course, greatest is a system value design judgement. Back In 1843 the purpose and values of The Economist were defined as mediating leading decision-makers of The Industrial revolution with the goals of ending hunger and ending capital abuse of youth. Pro=youth economics curriculum linked to 170 years of knowledge sharing at The Economist are at http://normanmacrae.ning.com/forum/topics/can-you-help-with-the-boo... revolution Start of Mehrling speech at George Soros hosted event on the crisis There is a widespread sense that the crisis of the last 2 years marks the end of one era and the beginning of another even though there remains debate about what exactly has ended and even more about what will replace it. George Soros with his super bubble hypopthesis has perhaps the most expansive sense of what has ended but his analysis is of but a piece As a historian of monetary and financial economics, I recognise this entire line of commentary as continuous with the great tradition of British central banking thought going back at least to Watler Bagehot's Lombard Street. In this regard, I would note Ralph Hawtry's emphasis on the inherent instability of credit - a phrase he used to emphasise the weakness of self-regulatory forces in the money market and the consequent need for active central bank management . Today's new twist is the suggestion that central banks have become part fo the problem by helping inflate bubbles: by keeping interest rates too low and then by preventing the subsequent collapse from claaring out the bad credit so that each subsequent bubble gets built on shakier financial foundations than the previous one. In this talk I would like to observe mistaken monetary theory- the problem I suggest is that central bankers have been listening too much to academics rather than their own rather different intellectual tradition.. I will refer to this indigenous practitioners intellectual tradition as The Money View to distinguish it for the academic economics view and the academic finance view both of which determinedly abstract from the monetary plumbing behind the wall in order to focus on other matters ,,, more at http://www.youtube.com/watch?v=kYkGUBgxDOM ================================== Space for longer replies to questions 3.1,3.2, 4.1, 4.2 So far Mehrling has described system as is. One of the greatest crises among expert economists is in a borderless world, is government monopoly of issuing currency sustainable. This is a question that eg American Democracy has no way for citizens and communities to engage in . In spite of this comment by The Economist in 1980s on reviewing first 100 papers in The Hobart Series: …
- Added by chris macrae at 8:54am on September 11, 2013
- Blog Post: Do you have an urgent collaboration 13-14 change plan to share with us
- What's Your Change Plan for 13-14As a…
- Added by chris macrae at 7:34am on July 9, 2013
- Comment on: Topic 'Updating Entrepreneurial Revolution linkins around chris macrae'
- dy of the economy), unless you believe that it was bad advice of economists which bring the current crisis (which as we speak is starting to wind down in the developed world, though there are signs of bad times ahead for emerging markets). If you believe it was economists who bring the crisis, you should make the chain of causality you have in mind more clear. my long reply is:--------------------- Would anyone like to introduce themselves as a person - just trying to make sense of such tribal battles as Krugmanites versus non-Krugmanites for our children's children https://class.coursera.org/money-001/forum/thread?thread_id=139 I am a maths guy interested in systems and networks mapped as systems of open systems; I am not a trained economist. However I have been interested over 40 years in how we design the change that needs to model globalisation from communities micro-up if human systems are to be as sustainable as nature's. (You may need to know that Einstein - a great model of go micro - rated humanity's chance of surviving globally pervasive technology about one in 4 but he did write then at a time when Hitler had a communications monopoly over the world- he was the first to have access to audio taping as well as radio) I have noticed since the late 1980s (when I spent 15 years working in global consultancies and professional firms) some huge maths mistakes made by professions - if that is we are to value trust, transparency, above zero-sum knowledge flows and exponential sustainability; and not just short-term extraction by whomever has the most power.. If you want one book on this read Unseen Wealth Brookings 2000 which listed compound risks that would spin without any leadership responsibility until or unless goodwill is valued differently from the way that the monopoly that emerged as the Big 5 accountants audit stuff In an amateur way I have tried to debate with various people what economists claim they uniquely do . The view that I am forming is at least 3 rather different things - not all economists recognise all three! 1 They rule over huge transactional system that have become ever more detailed over history- embedded in these systems are conflict resolution fixes which were expected by those who did them due to a huge crisis (eg a world war) to be short-term but which in open system terms have never been repaired 2 According to Keynes, no-one has as much responsibility for what futures we the peoples get as economists. The profession needs to value a Hippocratic oath about being responsible to future generations evolution at least that is if our species is to remain compatible with nature's way of designing systems. ( Personally I am concerned that there are few pro-youth economists left when eg you listen to the nightly tv news economists seemed to have hired themselves out to politicians or others interested in transactional power over peoples) 3 Economists could try and offer some non-political, trans-cultural principles about exponential consequences that most people (even teenagers) need to make sense of questioning if concepts like democracy have any whole truth meaning. For example Martin Wolf said this in 2009 - banks are a diabolical sector unlike any other with pervasive societal impacts- over the last 30 decades there has been at least one major national banking collapse; in every occasion that nation has borrowed from its next generation and impaired that generation's freedom to develop. Some of these collapses have spread across whole regions of nations and lost generations Let's suppose these 3 views of what economists practice are roughly true- I am sure they could be more eloquently expressed. Its my interpretation/feeling so far that this course is about an example of 1 I am interested in whether this course's apparent goal to make the money view more integral than any one expert has had time to map will then invite discourse at 2/3. And whether it does or doesn't who are the world's most trusted economists in 2 and 3. I am hoping if anyone knows the answer to this question and has the money to sponsor a debate all societies can gain from it is George Soros He is founder of 3 networks that triangularise stuff I passionately care about : ineteconomics.org, open society movements, a Central European University in Budapest. The latter is the capital of enlightenment at start of 20th century whose most famous son is John Von Neumann. He who was both the modern father of open computing and did some very interesting work on would man have the system-designing ability to transform from zero sum mindsets to multi-win models? This was a question my father Norman Macrae http://normanmacrae.ning.com created the genre of Entrepreneurial Revolution to debate back in 1972 after getting involved with student experiments with early digital networks -which he projected as the greatest innovation the human race would ever need to redesign systems around. Over the decade 1976-1985 Entrepreneurial Revolution was pivotal to future debates across Europe and Asia hosted by eg Romano Prodi and George Soros- I wonder if its values are still mapped by any segment of economists. chris.macrae@yahoo.co.uk …
- Added by chris macrae at 6:27am on September 8, 2013
- Comment on: Topic 'how can dc students change the world'
- at you want to seethe student Q&A on - nlease tell me and I will try and dig it out #2030 jim kim transcripts Perhaps the problem is the market? KPMG: In 20 years, the number of megacities will increase from 20 to 37 Is Malala real hero? Coursera MOOC Input to the WORLD BANK How is "digital money" different from food stamps? jobs How do you find a 'job' that allows you to 'Change the World'? anyone interested in helping form an association of food security microfranchisers Gaps between job creating knowledge and young people social movement Social Entrepreneurs Launching a ‘collaborative hub’ to actualize ‘How to Change the World’ Is Social Security a commons beeing depleted? anyone interested in helping form an association of food security microfranchisers jim kim transcripts Oceans Garbage Patch: can the plastic pollution problem be solved? …
- Added by chris macrae at 12:40pm on March 6, 2014
- Topic: For better or worse, the crisis of partnership chartering determines where trillion dollar markets are leading
- ustainable or speculative investment) We assume these are knowns among partnership charters concerned with whether the market futures of humanity are spinning sustainability or extinction Just over 200 years ago all people were poor and lived in the dirt except kings and their insiders ( priests, professionals, warmongers). Then some places started to massively develop the human lot of most of their peoples. This depended on what purposes were actionably being chained/embedded around markets value exchanges. .For worldwide peoples to be free of poverty (and other most valuable human goals), partnership mapping becomes a massive transparency challenge. Partnerships can change very fast and they occur at organisational and personal passion levels. Unless world citizens have uptodate access to a each trillion dollar's map of partners in a way that they can openly correspond around, the chance of any trillion dollar market spinning pro-youth purpose gets less than less. We will aim to demonstrate this challenge first with arguably the market which between 2013-2015 will most determine all other markets purposes as well as its own EDUCATION.. MAIN ORBIT LINKS - EDU PARTNER MAP VERSION Aug 2013 KHAN .. BANGLA .. SAFRICA FREE .. BUDACEUOPENECOSOC .. MIT .. STANDFORD .. COURSERA .. MACHINA BUT FIRST HERE ARE SOME MORE GIVENS FROM THE FUTURE HISTORY OF DEVELOPING THE HUMAN RACE AS RETRACKED SINCE 1972 By alumni of The Economist's Entrepreuruial Revolution of The Coming Net Generation Just over 40 years ago it was clear that the responsibility of what we used to call entrepreneurial economists but now call pro-youth economists was to encourage massive peoples debate ahead of time of the biggest change force ever to hit the human race all over the world - the greatest ever revolution in communications - what we see around us today as a world where people's networking connectivity is becoming irreversibly borderless, mobilized. Actually mathematicians as early as Einstein had forecast: one generation would be faced with such a massive technological transformation in Einstein's case he rated odds against peoples surviving this transformation - both because of knowing how difficult it was to explain to scientists (and their rulers_ that they always need to map more micro to innovate beyond their their current blindness (witness how rulers over the science of energy have consistently blocked going zero-carbon because going micro did not fit the ownership structures of the world's biggest players in dirty od energies) and because of his personal diary of Gandhi's crisis in transforming beyond colonial empires Just over 30 years ago (we find it useful to take the datestamp 1984 though you could choose a year or tow either side) both computing and communications started to go: LOCAL - eg personal and networked both in its hardware and software & GLOBAL. The world's biggest organisations made the first design choices. CRISIS of GLOBAL VERSUS LOCAL BIG OLD MEDIA DUMBS DOWN INTERNET- SOCIAL AND DIVERSITY COLLABORATION IS STLL BORN The most life critical knowledge is never locally empowered bottom-up because by the time that people get to practice with personal mobile networks the designs have always been chosen - eg the internet has been taken off by advertising age's most anti-youth mindsets instead of being designed as the greatest freedom to open know multiplying value wherever it is truly used STORIES OF MAPPING CAN HELP- Deisgning a map can take a lopt of maths and detail but it is only as valuable as how safely it connects people to locally go to and fro. Believe it or not, soon after Columbus sialed the blue, countries started printing false maps as a deliberate policy. BIGGER ISNT BETTER FOR THE WORLDS PEOPLES Going Global means trillion dollar markets purposes get taken over by the biggest and shortest-term extractive organisations Before 1984 even the world's largest organsiations had to make actual decisions nationally because with paper faxes being the fastest way to pass around numbers real-time agility depended on multi-national structures …
- Added by chris macrae at 4:36am on August 23, 2013
- Topic: comments on what is the mooc class of2013
- obs nearly as is , and youth wanting to free themselves from student loans and access actionable knowledge never prevuiously shared I=with millions of youth - eg on how to celebrate replication of microfranchsies and 3 billion job co-creation What is a Massive Open Online Course Anyway? MN+R Attempts a Definition Posted by Juliana Marques on Jun 7, 2013 in Featured, Resources Share on facebookShare on twitterShare on emailShare on pinterest_shareMore Sharing Services25 Co-written by Juliana Marques and Robert McGuire If you are reading this, you are probably curious about Massive Open Online Courses, also known as MOOCs, a form of distance learning that some say is changing education as we know it. If you search Google for massive open online courses, you will get a massive number of results: more than two billion articles among Wikipedia, blogs, newspapers, discussion forums, databases . . . . All this content can be overwhelming, especially if you just want to have an overview of how MOOCs function. Even if you are already familiar with MOOCs, we hope this article will help you to better understand the main concepts behind the trend of open courses. There have been some excellent “What is a MOOC” articles already, including the now-classic video by Dave Cormier, who, along with Bryan Alexander, is credited with originally coining and defining the term. But, as Cormier points out himself, the video was created 18 months before the existence of Courseraand Udacity, which have grown to millions of users and hundreds of classes, not to mention that dozens of other platforms and independent classes have also been launched. So, in the fast-changing field of online education, a useful explanation of MOOCs for a newcomer needs some updating. As editor of this site, Robert has been working with writers, teachers and students from around the world, and Juliana has been writing her thesis for a degree in New Media and Digital Culture at the University of Amsterdam. One thing we’ve both learned along the way is that the definition of the term is changing constantly. But before we get to a definition, let’s spend some time on the history and theory of MOOCs. History of massive open online courses As Juliana previously discussed in an article on the History of Distance Learning, the idea to provide free academic knowledge online is not recent. It’s been now almost 15 years, for example, since the American university The Massachusetts Institute of Technology began its OpenCourseWare project, giving more people access to university lectures and other tools to enhance e-learning. Computers connected to the Internet started to multiply in offices, libraries, schools and, most importantly, in homes in many parts of the world. Nowadays, mobile devices such as smartphones or tablets have a growing role in learning within networks, and you’re likely to start hearing a lot more about mobile learning or mobile MOOCs in the news soon. The theory behind the first MOOCs The idea that there is knowledge to be taken advantage of within networks inspired Canadian educator George Siemens to develop a theory called connectivism that could explain changes in education after the popularization of technology inside and outside classrooms. Using this theory, Siemens partnered with Stephen Downes to develop a new format of online course that is open for anyone interested. That class, called Connectivism and Connective Learning/2008 (CCK/08), put into practice the main characteristics of connectivism by allowing a large number of students to collaborate between themselves, create new content and start new discussions and debates. They did this using many different platforms such as forums, blogs and social networks. The aim was to allow students to create their own personal learning environments (PLEs) independently and at the same time support an interconnected knowledge. Other predecessors to today’s MOOCs Meanwhile, another individual started to attract attention in North America with online education resources. Using basic tools on his home computer, Salman Khan began making short math tutoring videos, first for his younger cousins and then for anyone following his YouTube account and eventually for millions of students around the world. That has grown into Khan Academy, a non-profit provider of video lectures and exercises on a variety of subjects and now, although Khan isn’t a formally trained educator, he is one of the best-known teachers in the world. Another antecedent to the MOOC is iTunes U, launched by Apple in 2007 to offer education materials for download. Many colleges and universities joined the site, creating courses especially designed for the format or simply posting podcasts, video lectures or textbooks for free download by anyone in the world. Those initiatives influenced most MOOCs offered nowadays. If you browse courses on any MOOC provider, you will see that many have characteristics of iTunes U’s classes, of Khan’s videos and also of Connectivism and Connective Learning/2008 and of later versions of that class. Over the next few years, many individual teachers around the world were experimenting with bringing together these different ideas into online classes that they made freely available. Nor should we forget what, funnily enough, are now sometimes called “traditional” online classes. For many years now, most colleges and universities have offered at least a few of their classes in online formats for tuition-paying students and for credit. You can even earn an entire online degree this way from a growing number of programs. While these are not massive and not free, they demonstrate that online learning is possible, and much of the technology behind those classes are part of how MOOCs function now. Then, in 2012, the MOOC initiatives many of us are familiar with burst onto the scene. Educators, social entrepreneurs, charitable foundations, universities and venture capitalists began forming initiatives to unite the best online tools with the best — or, at least, the most prestigious — teaching available. This was how Udacity, Coursera and edX (the only non-profit among those major MOOC platforms) were founded. The response they got was enormous, with tens of thousands students signing up for each class. Defining a MOOC Let’s at last discuss a possible definition of a massive open online course and try to understand how it differs from other forms of distance learning. We think the best way to understand a MOOC is to work backward through the abbreviation. In what way is a MOOC a course? A MOOC is a course in two important senses. First of all, it has assignments and evaluations built in the way that a college class has assignments and exams. Most MOOCs have quizzes along the way and exams at the end, but more subjective assignments, such as written essays or creative projects, are also possible. (The Berklee School of Music Songwriting MOOC, for example, required . . . . writing a song.) The evaluation may be done by the teacher, by software or by peers. Having assignments and evaluations distinguishes a MOOC from university initiatives like Open Yale that offer free lectures but don’t have any way of assessing a visitor to the site. Second, MOOCs are courses in the sense of having a completion point. Khan Academy has exercises along the way, but if you jump in to start learning, for example, elementary school arithmetic, you’ll never reach a last day of school. Somehow, Sal always has recorded one more advanced mathematics lesson for you or a lesson in a related topic. MOOC courses are designed to come to a conclusion, usually after 4 – 12 weeks. In what way is a MOOC online? It’s pretty obvious what online means, but one thing to keep in mind is that some forms of distance learning are hybrid, where students do part of their work online and meet with the teacher at school part of the time. Increasingly, hybrid classes use materials from a MOOC to support the class, but the class itself isn’t what most people would call a MOOC. One example of this hybrid format is the on-campus version of Professor Mohamed Noor’s Introduction to Genetics and Evolution class at Duke University. He teaches it in MOOC form and he uses the MOOC materials in a hybrid or flipped class for his on-campus students. In what way is a MOOC open? Tristram Biggs via Flickr This is the part of the definition that is most in dispute. Lately, most people refer to something as a MOOC when it is free for anyone to participate in without a fee and without any admissions process. It’s open in the sense of being no-cost, and it’s open in the sense of having no application requirements. All you need is a username and password. But the original designers of MOOCs meant for them to be open in two other important senses. MOOCs were originally open (and many still are) in the sense of open-access, much like creative works under a Creative Commons license can be open. These instructors use materials in the public domain that don’t have copyright restrictions, and they intend for their work to be freely available for others to reuse and adapt. That’s not how today’s major MOOC providers work, though. On sites like Coursera and edX, anyone may enter, but the materials a visitor will find there are under copyright and can’t be removed or modified. Also, after those classes are completed, the materials are often closed from public view until the next time they are offered, whereas on many independent MOOCs outside those major platforms, even after they are inactive, the materials remain available for anyone to access. Second, the original MOOC concept was open in the connectivist sense. The boundaries between teacher and student and between each student are much more open than in a traditional classroom, and the creation of knowledge happens through connections that are unexpected and unplanned. Some critics of the most popular MOOC platforms say they establish traditional flows of information from the teacher to the student. The class is less open to interaction among its participants and to letting them introduce their own knowledge brought in with them from the outside. To distinguish between these different styles of MOOCs, many people use two different terms, which are explained very well in The Ultimate Student Guide to xMOOCs and cMOOOCs by Debbie Morrison. People who promote open education resources (OER) are disappointed that the term MOOC is being applied to classes without open access. However, we believe a word is defined by its usage, and, for better or worse, right now the term is mostly used in a way that includes classes that don’t have an open-access or connectivist approach. On this site, if anyone in the world is free to enter the class without paying and without any admissions criteria, we consider it a MOOC. In what way is a MOOC massive? The massiveness of a MOOC is a natural result of being an online course open for anyone to enter. What counts as massive varies quite a bit. Some MOOCs have a few hundred students and a few have had more than 100,000 students. But one way to look at it is to consider a course massive when it has more students than the teachers and assistants can themselves interact with. When machine grading, peer assessment and other peer support become not only desirable but necessary, that counts as massive from the teacher’s perspective, and a few thousand more or less doesn’t make much difference. So, on this site, we define a MOOC the way we understand most people to be using the term — an educational resource resembling a class, that has assessment mechanisms and an endpoint, that is all online, that is free to use without admissions criteria and that involves hundreds of students or more. So, on this site, we define a MOOC the way we understand most people to be using the term — an educational resource resembling a class, that has assessment mechanisms and an endpoint, that is all online, that is free to use without admissions criteria and that involves hundreds of students or more. But, like we said at the beginning, this is a fast-moving (not to mention vigorously contested) field. Let us know in the comments section if you have another take. What can I learn in a MOOC? Most MOOCs are offered by college professors on subjects that are usually covered in college classrooms and with a workload and schedule resembling a college semester. So MOOCs are about getting a college education, right? Actually, MOOCs have a much broader application than that. A growing number of MOOCs cover material for earlier grades. The A.P. exam prep MOOCs from the University of Miami Global Academy are one example. And many massive open online courses aren’t offered by colleges or universities at all but by cultural organizations and philanthropies. These can be short classes for a few weeks and on topics related to the special expertise of that organization. Staffing agencies and workforce development nonprofits are exploring how MOOCs can be used to support workplace readiness. And businesses are testing out ways to use MOOCs to engage their customers and build professional skills within their industries. Some are as large as the software giant SAP, and others are as small as the two-man startup Instreamia. After all, if Sal Khan can become a massively popular teacher online, why can’t you or I? What is it like to study in a MOOC? Of course, MOOC formats may differ from one platform to another, but on the major platforms you can expect to find more than video lectures. They usually offer discussion forums, quizzes, peer grading exercises, exams and readings to guide you through the content. Additionally, students are inspired to create study groups and networks online (on Facebook, for example), or even offline through the MeetUp website. Most courses provide a syllabus with a schedule and detailed explanations about the content. You might notice that most classes offered at the moment by universities are introductory, taken from undergraduate disciplines. However, it is also possible to find subjects in other levels or MOOCs specializing in a particular field of knowledge. The flexibility of courses also may differ. On Udacity, for example, you can start a class anytime you like and complete every task or exam at your own pace. This reduces the massiveness and the opportunity to interact with other students. On Coursera, classes have a start and an end date. Although it’s possible to watch lectures at any time you want (and to pause, start again, rewind and make your comments), most assignments and exams have a deadline. Self-paced, synchronous and asynchronous The terms self-paced, synchronous and asynchronous are applied to these different models in inconsistent ways. A self-paced class at Udacity is usually called asynchronous, since you don’t have to take it during a specific period. You may be taking the class a year after the teacher produced and published it. From that perspective, the classes at Coursera and edX are often called synchronous. Everyone is moving through the material at approximately the same pace established by a schedule and deadlines. However, some “traditional” online education models have all the students in a class — say 20 or fewer — gathering at the same time for live video conferences. This is often called synchronous online education. From that perspective, most MOOCs, including Coursera and edX, which don’t require students to meet at the same time, are often called asynchronous. As the conversations about MOOCs and other online education overlap, this can get confusing. We’d love it if you can suggest a good vocabulary for distinguishing between these different concepts of pacing and timing. Leave your ideas in the comments section, please. “Anyone can join”: The challenges of reaching massive audiences When you enroll in a massive open online course and check the forum, you’ll see that the flexibility of MOOCs attracts a huge variety of students of different ages, nationalities, backgrounds, abilities, interests and English-language literacy. Very few of them are people who might actually be going to the particular college offering the MOOC or to any college at all. There are many reasons colleges and universities provide free online classes in the form of a MOOC to audiences beyond their own students. One important reason is that they are hoping to reach new audiences. In some cases, they want to reach people who can’t have access to a full degree or any other university course, either because of distance, cost or a lack of time. In other cases, they hope to influence students who may enroll in their institution. An example of that is the MathMOOC at the University of Wisconsin – La Crosse, which attracted students from around the world and every state in the U.S. but most especially from “feeder schools” around Wisconsin whose students may end up at La Crosse. A third reason for offering MOOCs is “brand building.” Some university presidents have pointed out that by raising the profile of their school through a MOOC they are increasing the value of the degree to past and future graduates. We can offer an anecdote in support of that theory. One active MOOCer from Greece told Robert she was unsure about signing up for the MOOCs offered by Wesleyan University, because she had never heard of it. Robert thought that was funny since Wesleyan has an excellent reputation in the U.S. But as a smaller liberal arts school that emphasizes teaching, it doesn’t show up on the lists of “top” research universities an educator in Europe might see. This student has taken a couple classes from Wesleyan now, and suffice it to say the school has a new brand ambassador in Thessaloniki. It is important to highlight that MOOCs are still experimental for everyone involved in producing and delivering them, which means that students are included in the experiment as well. It is important to highlight that MOOCs are still experimental for everyone involved in producing and delivering them, which means that students are included in the experiment as well. It might be easy to enroll in a MOOC (no prerequisites, no tuition, no taxes, all content is for free!), but to complete it successfully can be challenging. It’s utopian to expect a “one size fits all” format for online education, especially when MOOCs are so massive. In addition, the use of many different media might cause information overload, especially for such a large and diverse audience. Where will all this end and how can I get started? Only one year after the biggest MOOC platforms were founded, it is already possible to see how fast they are changing higher education. As you can see, MOOCs are a great source of free high quality information about a topic, and they may also be a source of opportunities for career advancement or educational credentials. Some free courses are now being accepted for credit at some colleges, and some Coursera MOOCs received credit recommendations from the American Council on Education. In addition, students may choose to pay for a verified certificate and share their results with potential employers, which could lead to fewer students seeking degrees. Meanwhile, the major American providers we’ve used as to illustrate the different kinds of MOOCs are only the beginning of the story. When you start searching for massive open online courses, you will also discover that many new platforms are being developed from all over the world and in many different languages. Some universities are also trying to reach the stream independently. The University of Amsterdam, for example, where Juliana is studying, built its own MOOC website. It is normal to get confused in such a high tide, but never fear. The most comprehensive roundup of all the sources of MOOCs is on this site in our MOOC Around the World series. And when you do embark on a MOOC, you can have a good learning experience by considering some of the tips and strategies other students and teachers have shared here. Read more: http://moocnewsandreviews.com/what-is-a-massive-open-online-course-anyway-attempting-definition/#ixzz2VeYtd1cr Follow us: @MOOCNewsReviews on Twitter .. Cormier video is must see -helps explain how MOOC connects everyone who loves web as free edu medium ..note to self -used to chat to bryan alexander a lot in late 1990s as fellow Rheingold associate - need to search his mooc history.. . .. . ignores uk experience in computer assisted learning - a national development project that started same time as open university and which stimulated entrepreneurial revolution dialogues in The Economist from 1972. . . .. .. . . . . . . . . . . . . . . . . consequently missed some of biggest possibilities- eg mooc's value could be job creating sessions that universities have never offered or edgy practices of open technology which aren't the forte of reference based acadmics , , , , , , calling www.khanacademy.org a predecessor to mooc makes it sound as if khan isn't causing as much a revolution as mooc can - this would be a false interpretation -khan is ahead in causing pro-youth educational freedoms, and neither khan or mooc compete - they are win-wins for youth and anytime accessible affordable learning (see how concerned major text book publishers like pearson are) . . . . . . . .there's agreement about how hugely innovative -massive scaling open online are as dynamics but many who we chat to about revolutionary aspects of MOOC say why is c only for Course- Collaboration, Curriculum can take you to different spaces- all three c-words are worth linking in . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . …
- Added by chris macrae at 1:10pm on June 8, 2013
- Topic: mooc -vote for massive open online course top 10 job creating ideas of 2010s
- ../the-big-three-mooc-providers.html You +1'd this publicly. Undo Nov 2, 2012 – Coursera, Udacity and edX are defining the form, and themselves. help identify missing curricula -eg financial literacy from 3rd grade aflatoun up 10thousandgirl; youth as a journalist not an object of being over-examind - thelearningweb.net example of a complete coursera course - while many courses need to be signed up for live some are also on permanent preview - isn't the style cool? note video instruction with occasional questions pausing video until you answer Machine Learning Andrew Ng, Associate Professor Learn about the most effective machine learning techniques, and gain practice implementing them and getting them to work for yourself. Video Lectures I. Introduction (Week 1) (expanded, click to collapse) Welcome (7 min) What is Machine Learning? (7 min) Supervised Learning (12 min) Unsupervised Learning (14 min) II. Linear Regression with One Variable (Week 1) (expanded, click to collapse) Model Representation (8 min) Cost Function (8 min) Cost Function - Intuition I (11 min) Cost Function - Intuition II (9 min) Gradient Descent (11 min) Gradient Descent Intuition (12 min) Gradient Descent For Linear Regression (10 min) What's Next (6 min) III. Linear Algebra Review (Week 1, Optional) (expanded, click to collapse) Matrices and Vectors (9 min) Addition and Scalar Multiplication (7 min) Matrix Vector Multiplication (14 min) Matrix Matrix Multiplication (11 min) Matrix Multiplication Properties (9 min) Inverse and Transpose (11 min) IV. Linear Regression with Multiple Variables (Week 2) (expanded, click to collapse) Multiple Features (8 min) Gradient Descent for Multiple Variables (5 min) Gradient Descent in Practice I - Feature Scaling (9 min) Gradient Descent in Practice II - Learning Rate (9 min) Features and Polynomial Regression (8 min) Normal Equation (16 min) Normal Equation Noninvertibility (Optional) (6 min) V. Octave Tutorial (Week 2) (expanded, click to collapse) Basic Operations (14 min) Moving Data Around (16 min) Computing on Data (13 min) Plotting Data (10 min) Control Statements: for, while, if statements (13 min) Vectorization (14 min) Working on and Submitting Programming Exercises (4 min) VI. Logistic Regression (Week 3) (expanded, click to collapse) Classification (8 min) Hypothesis Representation (7 min) Decision Boundary (15 min) Cost Function (11 min) Simplified Cost Function and Gradient Descent (10 min) Advanced Optimization (14 min) Multiclass Classification: One-vs-all (6 min) VII. Regularization (Week 3) (expanded, click to collapse) The Problem of Overfitting (10 min) Cost Function (10 min) Regularized Linear Regression (11 min) Regularized Logistic Regression (9 min) VIII. Neural Networks: Representation (Week 4) (expanded, click to collapse) Non-linear Hypotheses (10 min) Neurons and the Brain (8 min) Model Representation I (12 min) Model Representation II (12 min) Examples and Intuitions I (7 min) Examples and Intuitions II (10 min) Multiclass Classification (4 min) IX. Neural Networks: Learning (Week 5) (expanded, click to collapse) Cost Function (7 min) Backpropagation Algorithm (12 min) Backpropagation Intuition (13 min) Implementation Note: Unrolling Parameters (8 min) Gradient Checking (12 min) Random Initialization (7 min) Putting It Together (14 min) Autonomous Driving (7 min) X. Advice for Applying Machine Learning (Week 6) (expanded, click to collapse) Deciding What to Try Next (6 min) Evaluating a Hypothesis (8 min) Model Selection and Train/Validation/Test Sets (12 min) Diagnosing Bias vs. Variance (8 min) Regularization and Bias/Variance (11 min) Learning Curves (12 min) Deciding What to Do Next Revisited (7 min) XI. Machine Learning System Design (Week 6) (expanded, click to collapse) Prioritizing What to Work On (10 min) Error Analysis (13 min) Error Metrics for Skewed Classes (12 min) Trading Off Precision and Recall (14 min) Data For Machine Learning (11 min) XII. Support Vector Machines (Week 7) (expanded, click to collapse) Optimization Objective (15 min) Large Margin Intuition (11 min) Mathematics Behind Large Margin Classification (Optional) (20 min) Kernels I (16 min) Kernels II (16 min) Using An SVM (21 min) XIII. Clustering (Week 8) (expanded, click to collapse) Unsupervised Learning: Introduction (3 min) K-Means Algorithm (13 min) Optimization Objective (7 min) Random Initialization (8 min) Choosing the Number of Clusters (8 min) XIV. Dimensionality Reduction (Week 8) (expanded, click to collapse) Motivation I: Data Compression (10 min) Motivation II: Visualization (6 min) Principal Component Analysis Problem Formulation (9 min) Principal Component Analysis Algorithm (15 min) Choosing the Number of Principal Components (11 min) Reconstruction from Compressed Representation (4 min) Advice for Applying PCA (13 min) XV. Anomaly Detection (Week 9) (expanded, click to collapse) Problem Motivation (8 min) Gaussian Distribution (10 min) Algorithm (12 min) Developing and Evaluating an Anomaly Detection System (13 min) Anomaly Detection vs. Supervised Learning (8 min) Choosing What Features to Use (12 min) Multivariate Gaussian Distribution (Optional) (14 min) Anomaly Detection using the Multivariate Gaussian Distribution (Optional) (14 min) XVI. Recommender Systems (Week 9) (expanded, click to collapse) Problem Formulation (8 min) Content Based Recommendations (15 min) Collaborative Filtering (10 min) Collaborative Filtering Algorithm (9 min) Vectorization: Low Rank Matrix Factorization (8 min) Implementational Detail: Mean Normalization (9 min) XVII. Large Scale Machine Learning (Week 10) (expanded, click to collapse) Learning With Large Datasets (6 min) Stochastic Gradient Descent (13 min) Mini-Batch Gradient Descent (6 min) Stochastic Gradient Descent Convergence (12 min) Online Learning (13 min) Map Reduce and Data Parallelism (14 min) XVIII. Application Example: Photo OCR (expanded, click to collapse) Problem Description and Pipeline (7 min) Sliding Windows (15 min) Getting Lots of Data and Artificial Data (16 min) Ceiling Analysis: What Part of the Pipeline to Work on Next (14 min) XIX. Conclusion (expanded, click to collapse) Summary and Thank You (5 min) …
- Added by chris macrae at 2:14pm on November 30, 2012
- Comment on: Topic 'Nursing - who would you most like to present 10 minute training curriculum to m…'
- our doctors know how to get in touch with leaders of Hopkins to see if there is a way we could connect ABCD A what hopkins already wants to celebrate as free healthcare curriculum B what women4empowerment wants C what yunus wants D what other community healthcare partners want frustratingly yunus and the head of hopkins keytnoted this month at vidar's world congress in DC; if you feel you have enough influence with him then go for it but I know if I do the big youth linking opportunity will be trodden on unless I have something signed by yunus first MOOCyunus i chatted to head of usaid, okada, astronaut garon, marchant but not faber of danone about free university at yunus congress gold medal - if you have contacts to any of them please reignite them meanwhile I lobbed this post into the discussion group of the 100000 online students currently taking hopkins online community health course Community Change in Public Health Free course starts Apr 22nd, to Jun 3rd Coming from Britain (where the system may not be efficient but eg many nurses live a life of care/service as joyfully celebrated in the spectacle that penned London Olympics) the culture shock of USA healthcare is quite frighteningI realise this collaboration suggestion is an over-simplification but let's suppose you live in a part of America where you want to rebuild communityI would start with a virally designed survey: which health experts around here are in to serve health not specifically to make as much money as possible?Find every way your community can celebrate, as well as get youth to action learn from these people who love to serve health, and map all associated knowhow such as massive open online curriculum of nutrition - (eg collaboration in preventing obesity ought to be a curriculum at 8th grade both online and in every real school in your community)PLANTING 1000 SEEDS There are small examples of this happening, and they tend to be in usa regions where a hospital system still exists designed around purposeful goal like making sure nobody dies of a curable disease. I believe it is true that John Hopkins is such a network. Perhaps only in neighbourhoods of a hi-trust hospital like John Hopkins could you see in USA an event like that which I enjoyed yesterday. Dozens of doctors has taken over a medical services building for the day to offer thousands of families free health screening involving about 20 kinds of tests including diabetes, cholesterol, anemia, thyroid, blood pressure, cancer screening, stroke risk, dental, vision, hearing, asthma, depression -the community group that connected this was www.women4empowerment.org ( For sake of transparency I should say I first met one of the leaders of this movement when she was in Bangladesh helping Congress Gold Medal Winner Muhammad Yunus with all sorts of community technology and mobile experiments that support his Nobel Prize dream of building free nursing colleges)FREEING MARKET OF COMMUNITY HELTHCARE & JOB-CREATING EDUCATION It could be that there is some kind of magic set of links to be made between coursera type platform, the knowhow of a hospital system like Hopkins, the demand to make community wellness festivals popular from age 12 up, what mobile technology and community broadband can linkin for the first time, and extreme community entrepreneurs working in villages with historically the greatest healthcare challenges in the world.ECONOMICS OF GLOBAL VILLAGE SERVICE Forty years ago some friends and I first saw some students experimenting with early digital networks. It has become a lifetime hobby of mine to explore how faith in empowering local service is a borderless challenge. I am sure that Bangladesh would happily admit that it can't solve its economics of healthcare challenges without learning from USA but conversely right now it may be as important that social networks of Americans also admit they cant solve their economics of healthcare challenges without learning from Bangladesh.…
- Added by chris macrae at 7:48am on April 28, 2013
About
ENTREPRENEURIAL REVOLUTION NETWORK BENCHMARKS 2025now : Remembering Norman Macrae
AsiaAI.docx where & how 2/3 human brains are celebrating AI livelihoods
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lelated US AI reports:
chris.macrae@yahoo.co.uk :help celebrate library of INTELLIGENCE multipliers: -system map
- Action Apps
- Millions of AI Agents 1 2 3
- Software sovereign infrastructure
- Chips1 & Supercomputers
- Energy: Genesis
- Fusion SCSP-FI -F2
- Quantum
- Critical Minerals: Pax
- Space
- Edu-media rev li>Nature
- workforce 1
cvchrismacrae.docx - Data Science
- Geonomics 1
views on whether AGI exists
- how close are google aws or huawei to nvidia
2025REPORT-ER: Entrepreneurial Revolution est 1976; Neumann Intelligence Unit at The Economist since 1951. Norman Macrae's & friends 75 year mediation of engineers of computing & autonomous machines has reached overtime: Big Brother vs Little Sister !?
Overtime help ed weekly quizzes on Gemini of Musk & Top 10 AI brains until us election nov 2028
unaiwho.docx version 6/6/22 hunt for 100 helping guterres most with UN2.0
RSVP chris.macrae@yahoo.co.uk
Prep for UNSUMMITFUTURE.com
JOIN SEARCH FOR UNDER 30s MOST MASSIVE COLLABS FOR HUMAN SUSTAINABILITY
1 Jensen Huang 2 Demis Hassabis 3 Dei-Fei Li 4 King Charles
5 Bezos Earth (10 bn) 6 Bloomberg JohnsHopkins cbestAI.docx 7 Banga
8 Maurice Chang 9 Mr & Mrs Jerry Yang 10 Mr & Mrs Joseph Tsai 11 Musk
12 Fazle Abed 13 Ms & Mr Steve Jobs 14 Melinda Gates 15 BJ King 16 Benioff
17 Naomi Osaka 18 Jap Emperor Family 19 Akio Morita 20 Mayor Koike
The Economist 1982 why not Silicon AI Valley Everywhere 21 Founder Sequoia 22 Mr/Mrs Anne Doerr 23 Condi Rice
23 MS & Mr Filo 24 Horvitz 25 Michael Littman NSF 26 Romano Prodi 27 Andrew Ng 29 Lila Ibrahim 28 Daphne Koller
30 Mayo Son 31 Li Ka Shing 32 Lee Kuan Yew 33 Lisa Su 34 ARM 36 Priscilla Chan
38 Agnelli Family 35 Ms Tan & Mr Joe White
37 Yann Lecun 39 Dutch Royal family 40 Romano Prodi
41 Kramer 42 Tirole 43 Rachel Glennerster 44 Tata 45 Manmohan Singh 46 Nilekani 47 James Grant 48 JimKim, 49 Guterres
50 attenborough 51 Gandhi 52 Freud 53 St Theresa 54 Montessori 55 Sunita Gandhu,56 paulo freire 57 Marshall Mcluhan58 Andrew Sreer 59 Lauren Sanchez, 60 David Zapolski
61 Harris 62 Chips Act Raimundo 63 oiv Newsom. 64 Arati Prab hakarm,65 Jennifer Doudna CrispR, 66 Oren Etsioni,67 Robert Reisch,68 Jim Srreyer 69 Sheika Moza
- 3/21/22 HAPPY 50th Birthday TO WORLD'S MOST SUSTAINABLE ECONOMY- ASIAN WOMEN SUPERVILLAGE
Since gaining my MA statistics Cambridge DAMTP 1973 (Corpus Christi College) my special sibject has been community building networks- these are the 6 most exciting collaboration opportunities my life has been privileged to map - the first two evolved as grassroots person to person networks before 1996 in tropical Asian places where village women had no access to electricity grids nor phones- then came mobile and solar entrepreneurial revolutions!!
COLLAB platforms of livesmatter communities to mediate public and private -poorest village mothers empowering end of poverty 5.1 5.2 5.3 5.4 5.5 5.6
4 livelihood edu for all
3 last mile health services 3.1 3,2 3.3 3.4 3.5 3.6
last mile nutrition 2.1 2.2 2.3 2.4 2.5 2,6
banking for all workers 1.1 1.2 1.3 1.4 1.5 1.6
NEWS FROM LIBRARY NORMAN MACRAE -latest publication 2021 translation into japanese biography of von neumann:
Below: neat German catalogue (about half of dad's signed works) but expensive -interesting to see how Germans selected the parts they like over time: eg omitted 1962 Consider Japan The Economist
feel free to ask if free versions are available
0 The coming entrepreneurial revolution : a survey - In: The economist 261 (1976), pp. 41-65 cited 105
7 Future U.S. growth and leadershipMacrae, Norman - In: FutureQuest : new views of economic growth, (pp. 49-60). 1977 Check Google Scholar |
13Oh, Brazil : a survey Macrae, Norman - The Economist 272 (1979), pp. 1-22
Macrae, Norman -In: European community (1978), pp. 3-6
16 Whatever happened to British planning? Macrae, Norman - CapitalismToday, (pp. 140-148). 1971 Check Google Scholar |
18 How the EEC makes decisions MacRae, Norman - In: Readings in international business, (pp. 193-200). 1972 Check Google Scholar |
. we scots are less than 4/1000 of the worlds and 3/4 are Diaspora - immigrants in others countries. Since 2008 I have been celebrating Bangladesh Women Empowerment solutions wth NY graduates. Now I want to host love each others events in new york starting this week with hong kong-contact me if we can celebrate anoither countries winm-wins with new yorkers
mapping OTHER ECONOMIES:
50 SMALLEST ISLAND NATIONS
TWO Macroeconomies FROM SIXTH OF PEOPLE WHO ARE WHITE & war-prone
ADemocratic
Russian
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From 60%+ people =Asian Supercity (60TH YEAR OF ECONOMIST REPORTING - SEE CONSIDER JAPAN1962)
Far South - eg African, Latin Am, Australasia
Earth's other economies : Arctic, Antarctic, Dessert, Rainforest
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In addition to how the 5 primary sdgs1-5 are gravitated we see 6 transformation factors as most critical to sustainability of 2020-2025-2030
Xfactors to 2030 Xclimate XAI Xinfra Xyouth Wwomen Xpoor chris.macrae@yahoo.co.uk (scot currently in washington DC)- in 1984 i co-authored 2025 report with dad norman.
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Asia Rising Surveys
Entrepreneurial Revolution -would endgame of one 40-year generations of applying Industrial Revolution 3,4 lead to sustainability of extinction 1972's Next 40 Years ;1976's Coming Entrepreneurial Revolution; 12 week leaders debate 1982's We're All Intrapreneurial Now
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The Economist had been founded in 1843" marking one of 6 exponential timeframes "Future Histores"
IN ASSOCIATION WITH ADAMSMITH.app :
we offer worldwide mapping view points from
and these viewpoints:
40 years ago -early 1980s when we first framed 2025 report;
from 1960s when 100 times more tech per decade was due to compound industrial revolutions 3,4
1945 birth of UN
1843 when the economist was founded
1760s - adam smithian 2 views : last of pre-engineering era; first 16 years of engineering ra including america's declaration of independence- in essence this meant that to 1914 continental scaling of engineeriing would be separate new world <.old world
IF we 8 billion earthlings of the 2020s are to celebrate collaboration escapes from extinction, the knowhow of the billion asian poorest women networks will be invaluable -
in mathematically connected ways so will the stories of diaspora scots and the greatest mathematicians ever home schooled -central european jewish teens who emigrated eg Neumann , Einstein ... to USA 2nd quarter of the 20th century; it is on such diversity that entrepreneurial revolution diaries have been shaped
EconomistPOOR.com : Dad was born in the USSR in 1923 - his dad served in British Embassies. Dad's curiosity enjoyed the opposite of a standard examined education. From 11+ Norman observed results of domination of humans by mad white men - Stalin from being in British Embassy in Moscow to 1936; Hitler in Embassy of last Adriatic port used by Jews to escape Hitler. Then dad spent his last days as a teen in allied bomber command navigating airplanes stationed at modernday Myanmar. Surviving thanks to the Americas dad was in Keynes last class where he was taught that only a handful of system designers control what futures are possible. EconomistScotland.com AbedMooc.com
To help mediate such, question every world eventwith optimistic rationalism, my father's 2000 articles at The Economist interpret all sorts of future spins. After his 15th year he was permitted one signed survey a year. In the mid 1950s he had met John Von Neumann whom he become biographer to , and was the only journalist at Messina's's birth of EU. == If you only have time for one download this one page tour of COLLABorations composed by Fazle Abed and networked by billion poorest village women offers clues to sustainability from the ground up like no white ruler has ever felt or morally audited. by London Scot James Wilson. Could Queen Victoria change empire fro slavemaking to commonwealth? Some say Victoria liked the challenge James set her, others that she gave him a poison pill assignment. Thus James arrived in Calcutta 1860 with the Queens permission to charter a bank by and for Indian people. Within 9 months he died of diarrhea. 75 years later Calcutta was where the Young Fazle Abed grew up - his family accounted for some of the biggest traders. Only to be partitioned back at age 11 to his family's home region in the far north east of what had been British Raj India but was now to be ruled by Pakistan for 25 years. Age 18 Abed made the trek to Glasgow University to study naval engineering.
- 7 Middle East & Stans
- 8 Med Sea
- 9 Africa
- 10 Latin Am /Carib
- 11 Arctic Circle
- 12 UN
1943 marked centenary autobio of The Economist and my teenage dad Norman prepping to be navigator allied bomber command Burma Campaign -thanks to US dad survived, finished in last class of Keynes. before starting 5 decades at The Economist; after 15 years he was allowed to sign one survey a year starting in 1962 with the scoop that Japan (Korea S, Taiwan soon hk singapore) had found development mp0de;s for all Asian to rise. Rural Keynes could end village poverty & starvation; supercity win-win trades could celebrate Neumanns gift of 100 times more tech per decade (see macrae bio of von neumann)
Since 1960 the legacy of von neumann means ever decade multiplies 100 times more micro-technology- an unprecedented time for better or worse of all earthdwellers; 2025 timelined and mapped innovation exponentials - education, health, go green etc - (opportunities threats) to celebrating sustainability generation by 2025; dad parted from earth 2010; since then 2 journals by adam smith scholars out of Glasgow where engines began in 1760- Social Business; New Economics have invited academic worlds and young graduates to question where the human race is going - after 30 business trips to wealthier parts of Asia, through 2010s I have mainly sherpa's young journalist to Bangladesh - we are filing 50 years of cases on women empowerment at these web sites AbedMOOC.com FazleAbed.com EconomistPoor.com EconomistUN.com WorldRecordjobs.com Economistwomen.com Economistyouth.com EconomistDiary.com UNsummitfuture.com - in my view how a billion asian women linked together to end extreme poverty across continental asia is the greatest and happiest miracle anyone can take notes on - please note the rest of this column does not reflect my current maps of how or where the younger half of the world need to linkin to be the first sdg generation......its more like an old scrap book
how do humans design futures?-in the 2020s decade of the sdgs – this question has never had more urgency. to be or not to be/ – ref to lessons of deming or keynes, or glasgow university alumni smith and 200 years of hi-trust economics mapmaking later fazle abed - 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 most active scholars climate adaptability where cop26 november will be a great chance to renuite with 260 years of adam smith and james watts purposes t end poverty-specifically we interpret sdg 1 as meaning next 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\ - 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:
Girls world maps begin at B01 good news reporting with fazleabed.com valuetrue.com and womenuni.com
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online library of norman macrae--
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Ma 2 Ali Financial
- 1972's Next 40 Years ;
- 1976's Coming Entrepreneurial Revolution; 12 week leaders debate
- 1982's We're All Intrapreneurial Now
- What will human race produce in 20th C Q4? - Jan 1975
- (1984 book on net generation 3 billion job creation) ...
- 1991 Survey looking forward to The End of Politicians
- 1975 Asian Pacific Century 1975-2075
- 1977 survey China
- first of 4 hemisphere remembrance parties- The Economist Boardroom
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
Past events EconomistDiary.com
include 15th annual spring collaboration cafe new york - 2022 was withsister city hong kong designers of metaverse for beeings.app
© 2026 Created by chris macrae.
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