bravo khanachealth 1 2 3 -related links to will youth's freedom be destroyed by national health service 1
vote for healthwebs worth your knowledge sharing time
patientslikeme.com (help us research is there a triple win- patients, mit, investors), wholekidsfoundation,
most urgent 9-minute skillset menus ever MOOC.
Open society economists forecast over 100 million vacancies for nursing worldwide. (1984 The Economist)
Join open education leaders: Old education and media are stull increasing that gap. Use every opportunity of MOOC to empower low cost nursing colleges ... final Brief for Sir Fazle Abed on MOOC.pdf,
help us write up
9 minute script on how net generation depends on liberating 100 million nursing jobs
g suggestion - tell us and what link to you to personalize if we use your editing suggestion -firstname.lastname@example.org
THE LAST HUMAN RACE MAY DEPEND ON
WHICH 10 MINUTE TRAININGS GET FIRST PLAY BY MILLION YOUTH MOOCS
Hi-Trust Entrepreneurial History , as well as studies of war and peace, shows that :
Exponentially different impacts are caused by the opposite ways that purpose is mapped by those who would power over others versus those who would empower others
That the way huge systems spin generations into sustainability of the loss of it depends on whose values accesses the most micro molecule that even the world's biggest systems are designed round
That if youth are ever to enjoy the interactive productivity and free trade of a borderless world than Hayek's 1930s warning : if we learn one thing from the 2 world wars it is dismantle economic planning at the national level. Nothing can cause more below zero-sum consequences than that.
This worldwide viewpoint discusses the probability (tracked since 1972 in the genre The Economist called Entrepreneurial Revolution after seeing youth test early digital networks) that the future of everything 21st generation does will depend on what 10 minute training modules millions of youth first interact.
6 of the key value are explored through the mnemonic MOOC
where m is for massive
o is for open
o is for online
and c is for course or curriculum or collaboration
The acronym MOOC was coined by alumni of Berners Lee who wanted to get back to the internet by empowering the internet as youth smartest education and lifelong freedom media - the opposite of those who want the internet to become an appendage of how the tv advertising age ultimately became controlled by those who would power other people. see footnote on media isnt just the message but is giving away the commons and quality of community youth need most to grow up
However by 2013, 2 MOOC platforms were scaling to reach millions of youth- at least one of which looks destined to be simple to keep free from politicians if we can linkin empowerment practitioners first
What's common to these platforms is the 10 minute training module as the molecule around which everything is connected, and the geographical home of these platforms -coursera and khan academy that part of california closest to silicon valley and san francisco.
However there is more freedom in the khan academy model because anywhere can become a lab of 10 million youth connections through adapting its model based on 300$ software and the clarity of 10 minute audio with virtual blackboard for the simplest maps or keywords,
Microeducation summit could be convened around such 10 million youth connectors of youth .
Asia's future of youth depends on such 10 million youth labs
out of Bangladesh's BRAC
out of wherever in Tokyo still respects emperor hirohito's daring proclamation of his nation trasnsforming to empowering trade and free knowledge circulation around the region after losing world war 2 through the erroneous paradigm of trying to dominate neighbours
South Africa's free university inspired by Gandhi and Mandela, and resourced by likes of branson's Mandela elders, google africa and the steadfast hands of Taddy Blecher an ex Monitor accountant of how value chains are blueprinted. Kenya first to experiment with computer recorded microcredit (jamii bora) and cashless banking MPESA whose alumni are now focused on bkash through dhaka and MIT
While San Francisco has done first financing of every web-linked paradigm , MIT has maintained the us open education view point as home to berners lee, the media lap started by $100 laptop but now empowering wizard tech youth to experiment with every type of life saving app with bangladesh (quadirs) and japanese (ito) expatriates cheerleading
France in spite of coining entrepreneur to mean those prepared to renew society by guillotining the 0,1% who would monopolise all productive assets seems to have lost its twin role with scotland in questioning bottom up economics but its other twin roles as major capital of enlightenment can be argued to be regeneration out of Von Neumann's Budapest especially when such extraordinary movers and shakers as Soros, Abed and Farmer linkin annual retreats out of Budapest
Von Neumann's biography by Norman Macrae shows him to be not only father of computing but the most practical connector of the system design challenges that Einsteins and Keynes clarified in the 1930s- only economist exponentially design or destroy the futures youth need most. Whether Adam Smith know that was what he was starting depends on your interpretation of 2 things: his book on moral sentiments, and whether he wanted to end big nations destroying the freedom of smaller ones through banking scams- which had become Scotland's future history at start of the 1700s., and which in 2013 The Economist is in its 170th year of mediating (with eg Pearson's CEO Marjorie Scardino interested in aligning the future of textbooks with Sir Fazle Abed's views of affordable learning)
Could it be that Bangladesh's greatest revolution of all time was to find a way to serve the short-term goals set by international aid projects while maximising how that process built educational capacity of local youth. If so tens of millions of youth need to be sure they have access to that Bangladeshi practice curricula first.
Footnote on Media Crisis: A not-so peculiar accident of world war 2's impact of media, Hitler had the seemingly tiny advantage over the allies of endless replay of his radio broadcasts, whereas eg Churchill had to repeat every speech live. Politicians who would power over people have tried their damnedest to make sure they control all new media ever since. With one brave exception, Emperor Hirohito declared that Japan would hence forth celebrate empowerment in its world trade rather than powering over, and only politicians who respected that would serve while he breathed. The consequence became Asian Pacific worldwide youth century which Bangladesh took up the deepest global village solutions for soon after Independence. The Japan-Bangladesh-China axis remains critical today if Bangladesh is to stay an open democracy and if China is to join in MOOC in spite of every current US industrial-military complex provocation to the contrary that Obama has not been able to turn-round given what momentum 9/11 bush and wall street banks gave to 2000s being as depressing a start to 21st C as the 1900s were to Europe's coming decades of world wars
The Growth of Distance Learning
University Learning Resources
Distance Learning Resources
Mobile Learning Resources
How You Can Help
In this series on ed tech in the third world, we’ve explored the growth of online and mobile access for third world students, as well as great educational technology tools that connect students to learning. These are excellent advancements for education in developing countries, but there’s another important part of third world ed tech that we haven’t explored yet: distance learning resources.
Distance learning resources, including massive open online courses (MOOCs), open textbooks, and mobile learning tools, bring first-world education to the third world at a very accessible price: free. With available connections and the tools necessary to use them, distance learning can bring quality education within the reach of every student in the world.
The Growth of Distance Learning
Distance learning is experiencing new excitement and possibilities with the growth of online learning, but many developing communities have been using distance learning for a long time. Students in rural China are likely to be familiar with the China Agricultural Radio and TV School, developed over 20 years to become the world’s largest distance learning resource for rural areas using radio, TV, satellite, and audio visual materials. And India launched an educational satellite in 2004 with the exclusive purpose of sharing educational resources with rural students in developing communities. But with the development of thousands of free learning resources, often at the university level, there’s so much available now that goes beyond what developing communities are able to provide on their own.
University Learning Resources
Students who may not have access to great schools in their local area can still reach world-class education. Free distance learning courses, including open courseware (OCW) and MOOCs allow students in the far reaches of the world to study materials created by the likes of MIT, Harvard, and Yale. Some even offer certificates for work completed, making these distance education resources excellent career boosters for third-world students.
OCW unlocks knowledge from some of the world’s best universities. These schools open their course materials, from lectures to reading materials, online for learners to access for free. The Massachusetts Institute of Technology is the largest and most widely regarded open course project, with more than 2,000 individual courses available. Johns Hopkins School of Public Health‘s open courseware is particularly useful in the third world, with public health courses in topics that are of special interest to developing communities, including malariology, infant mortality, and water sanitation. Students can use the information they’ve learned from these open education resources to solve problems in their communities, and even better understand course materials they’re taught in local schools.
Similar to OCW, MOOCs are the next generation of online learning. These resources take open courses a step further, allowing students to follow along in an organized group and discuss and interact with professors and other students. Providers including EdX, Udacity, and Coursera work with the world’s best universities to publish and administer courses, which typically take place over the course of several weeks. Once students have completed the course, they’ll typically receive a certificate of their work.
Students in the developing world have already caught on to the great value in these educational resources, including young female learners in Pakistan. Khadija Niazi of Pakistan uses Udacity to explore her potential as a physicist. The 12-year-old Niazi’s MOOC studies have enabled her to propel her life and influence to new heights, as one of the youngest speakers at the recent World Economic Forum in Davos. Niazi, as well as her twin brother have earned certificates for their online studies and plan to continue pursuing free online education.
OCW and MOOC providers have already established themselves as excellent learning resources that can serve the entire world, but they’re working diligently to expand their reach even further. There’s a bright future ahead for open courses, and many providers have set their sights on better reaching learners in the developing world. MIT has a goal to reach a billion minds by 2021, bridging the gap between potential and opportunity for learners around the world. They’re working to make OCW more flexible for use in developing communities with tools like mobile phones, and customizing OCW to meet the needs of a variety of cultures and backgrounds. MOOC provider Coursera is currently working to expand into more worldwide languages, especially French, which will allow 96 million French speaking learners in Europe, China, and Africa to take their courses.
Distance Learning Resources
In addition to university course projects, there are a variety of distance learning resources that are working to reach the third world. Websites that offer free lectures or learning videos, share learning resources, and publish open textbooks make education available to everyone in the world.
The Khan Academy boasts over 4,000 different videos covering topics from elementary math to science, history, and the humanities. This project was created by Salman Khan, who started the academy with a mission to create a free virtual school for the world. "I see a world where literally anyone with access to a computer and the internet will be able to go to the Khan Academy," Khan says. He expects that within the next decade, technology and bandwidth will be cheap and advanced enough to educate third world countries for free with Khan Academy learning materials. For students who struggle with online connections, KA Lite offline desktop software is available.
In addition to online schools like Khan Academy, educational lecture collections offer third world students access to the world’s greatest thinkers. YouTube EDU shares educational videos, from academic lectures to inspiring speeches. Learners can find primary and secondary school resources, as well as university level learning. And through TED, students can watch speeches from some of the greatest speakers in the world, exploring talks that inform and stir curiosity.
But it’s not just video learning that’s available to third world students online. There are a variety of textbook projects open to developing communities as well. Textbooks are often out of reach for students in the third world, but free online texts make them available. The University of Georgia’s Global Text Project publishes electronic texts for the exclusive use of the developing world, partnering with authors to provide an electronic version of books. Many of them are translated into different languages, including Chinese and Spanish. Other projects that make textbooks available online for free include Wikibooks, The Open Textbook Challenge, and the Community College Consortium for Open Educational Resources.
Mobile Learning Resources
Mobile learning makes educational resources more accessible, delivering OCW, MOOCs, distance learning, and open textbooks to the hands of learners in the developing world. Online educational resources and open textbooks are useful to third world students, but only if they can reach them. Only 20% of homes in the developing world have a computer with Internet access, but 90% of the world has access to a cellular connection of 2G or greater speeds. Four out of every five worldwide mobile connections are in poor countries, making it possible for students around the world to engage in mobile learning opportunities.
Previously discussed Worldreader, an organization with a push to share e-readers with the developing world, has also collaborated on software that can display ebooks on nearly any cell phone in the world. Partnering with app developer biNu, Worldreader’s library of thousands of books has currently reached 4.5 million phones. The organization hopes to reach 10 million by the end of 2013. The books featured in Worldreader Mobile’s library include texts of local interest, like Nigerian short stories and life-saving information on malaria and HIV/AIDS.
The Taliban has prevented many Afghan women from attending school, banning schooling for girls during their rule that ended in 2001. So many women missed out on education during this period that Afghanistan’s literacy rate among women is only 12.5%. But a mobile learning program, Ustad Mobile (Mobile Teacher) is working to bring literacy to Afghanistan’s women. In addition to national curriculum language courses, Ustad Mobile provides learners with lessons in math. Lessons are delivered to Ustad Mobile phones, offering audio-video learning resources to women who were unable to go to school under Taliban rule.
Mobile video startup Vuclip is in a unique position to share educational videos with the developing world. More than 25 million video views are served to consumers worldwide each day by Vuclip, and they’ve recently added educational videos to the mix as well. These videos are specifically optimized for the mobile experience, and will automatically adjust to the resolution and features available on the user’s network and device. This makes it easier for learners on low-end devices with poor connections to utilize the videos. Featuring videos from Khan Academy and MIT Open Courseware, Vuclip’s EDU video offerings are very useful for third world learners.
How You Can Help
Distance learning content for the third world takes many forms, and in this developing segment, there are many ways to contribute. Schools can provide distance learning resources, authors can share their works, individuals can donate time and talent, and anyone can provide financial support.
Consider offering a MOOC or OCW. Professors and universities can share educational resources and discussion opportunities with students in the third world by creating a MOOC. Often, these courses are created from existing lectures and course materials in partnership with MOOC providers including EdX, Coursera, and Udacity.
Create educational content online. If you have a teaching background, or are knowledgeable in a particular subject, add your expertise to existing educational content projects. Contribute to YouTube EDU, and you can share what you know with the world.
Volunteer for translation projects. Most of the educational content available online is in English, but many worldwide learners do not understand the language. Contribute to the TED Open Translation Project or Khan Academy to create translated subtitles or dubbed videos, so that learners worldwide can interact with these learning materials. Global Text Project is also in need of translators, and is currently seeking crowdsourced Spanish translation for their books.
Give your services in other ways. Khan Academy Lite needs help in many ways, from development to testing, and even seeding torrents for download. Wikibooks needs book contributors of all levels, as well as editors. Published authors can share their works with Worldreader.
Offer your financial support. Find a few extra dollars to give from your paycheck, or give in more creative ways. Find out if your company offers donation matching, offer your services for fundraising, host a bake sale for Worldreader, encourage your company to sponsor OCW, or shop with educational organizations. MIT OCW has an Amazon.com store, as well as one on Zazzle. You can pick up Khan Academy gear in their shop as well.
Distance education has the power to change lives in the third world. It holds the potential to spread life-changing, and life-saving, information to learners around the world, even in developing communities. In an interview with MIT professor and passionate open educator Walter Lewin, he shared his vision for distance learning in the developing world:
"My goal is to educate the world. My dream is to reach out to one billion people on a time scale of about 10 years, and that all of the good universities in the United States, in Europe, in Japan, in India, that all of them will reach out to the world and give people an opportunity to, effectively, a free education. That will have a huge impact on the world. You’re not talking about teaching a million people, you’re not talking about teaching 100 million people, you’re talking about a billion. In principle, we can educate a billion people."
With the world’s knowledge at their hands, learners in the third world can create better lives for their families, and contribute to their communities. This is what distance learning does, and it’s spreading.
n MOOCs- it not informed by work dad and I started in 1972 when we first played with computer assiisted learning so dont expect to understand that mooc is last great chance to change world over to pro-youth economics withput all of your help as 6 Bangladeshi's who have grounded view of job creating education and oen technolgy
in march: the whole abed family will host a day's debriefing on what bottom-up moocs have found so far -as well as what lifetime education questions sir fazle still wants mapped - and it would be great if japan ambassador could also host such an event within a few days of the abeds
-get those 2 dates fixed then see who (sarah wants to come or send their deputees)
the story of why bangladesh at 42 is better at starting up bottom up mooc content is: that yunus and begum created demand for job creating education among 8 million vilage mothers and sir fazle did the most to supply this - now that all youth's future employment depends on their freedom to choose moocs -we'd better get curricula led out of dhaka on such sustainability critical topics as
4 microenergy and microwaste
3 nurses as most life critical knowledge network of any sustainable vilage
2 finacial literacy - alfatoun's program in 90 countries started in anorphanage in india - and its leaders in netwierlands have told me they want to update it with cashless banking
1 bottom up crop science and water flows
0 open source and telecentre everything
the way things seem to be converging
february is mit month where i get to see results of 33 student projects i helped judge a fortnight ago -fortunately both the student ceos of mit100k retire at end of february - ie go out to the job market so its time to leverage their networks whith who needs to linking dhaka month of moocs
and we can try to connect more links around visits naila and i started 18 months ago when there was still the hope that yunus gold congress medal and open tech summit in dc could happen during obama 1 something the french embassy under sarkozy was excited to do - if i can promise mit students march's mooc diary in dhaka then they will work out who needs to travel and who needs to skype ... naila also knows eg emmanuel faber who co-started the unmba curriculum so sometime this spring it is last chance to debrief all the french who started global sb partebrships wuth yunus after hec lunch in 2005 why they have fabulous moc cases to contribute in any global market sector whose pursose they want to value sustainably
january on 18 in yunus student competition in alabama - the last 2012-2013US opportunity to gossip month of moocs--also annouce a special prize in future youth competitions where students propose moocs as social busiensses- also between now and 18 january i will see if anyone wants to advance the agenda of the orhpanage as a job creating hub -several of us know founders of orphanages who are interested in such peer to peer possibilitues - africa's grearest microcredit model merged around orphans families; its free university around mandela partners was similarly motivated; the alfatoun fin literacy curriculum in 90 cou8ntries started in an indian orphanage
the agenda of orphanges as rural job creating hubs as well as education telecentres is a way to enable DC youth and everyone to bypass top-down usaid and work out which embassies want help with job creating orphanges - this bypassing is essential step in a 3 -part program to de-siloise development knowledge in dc with youth taking the lead-its also a way to take back the hub model that has seriously abused al youth understanding of yunus almsot as mkuch as hans reitz has
naila and I are working on step 2 in spril
and step 3 comes whenever yunus testifies to congress on his gold medal prize
it is my understanding that abed has told zasheem that if month of moocs goes well in dhaka he will help launch stuff in scotland and we can then replicate that paradigm in oter countries once we have queen sofia of spain and greece calling for moocs as the core program of microeducationsummit
could you reply with
1 any additions to this diary that you can linkin
2 with a comment on anything that you either disagree with most in above or want to add because its not yet in view- the diary only works if it flows with all 7 o0f our priorities -also hopefully moocs can blindside the worst of top=-down politicians out of dhaka because moocs are as naturally open and universal as the web itself
if the 7 of us understand this program we then need to mentor people including
sam daley harris most connecetd conference person of microcreditsummit
michael knaute - most connected conference person of convergences2015.org
people monica needs to linin such as vivienne westwood who is also great and turning eu in brussels upside down
we also need to hunt out pro-youth economic champions like queen sofia and tom hunter
I have a desperate priority to linkin more japanese and chinese - and above all open tech; who else do we need to win-win-win with MOOC first?
chris macrae 1 301 881 1655
neration need to be exponentially sustainable -refer last 3 pages of Keynes General Theory
Survey of ER 1976 The Economist, 25 December - the 20th c largest organisation typologies are not capable of sustaining net generation youth - the hunt is on for transforming organisational systems to be pro-youth economic
1984 book on net generation - at least 30000 microfranchise solutions will need innovation and collaboration to replicate across all communities in similar need , and need of job creation
MOOC -there's agreement that Massive, Open , Online are 3 of the unique valuation multipliers of the net generation when it comes to C -all of Course, Curriculum, Collaboration, Connectivity are worth mapping
WWW reality tv show youthworldbanking
(Entrepreneur "french between-take") coined c. 1800 by French alumni of Scot Adam Smith to mediate debate: having cut off heads of less than 1 per cent monopilising all the people's productive asset, will we do a better job of designing how society is number 1 future investor in all our children if our place is to grow sustainably/exponentially from generation to generation (and not to crash exponentially). It was this definition of Entrepreneur that James Wilson founded The Economist round in 1843 so as to mediate pro-youth futures and end hunger being spun by English Empire at the then epicentre of Industrial Revolution
online archives of Entrepreneurial Revolution at The Economist a n open curriculum project of Norman Macrae Youth Foundation -
The Economist's 1984 System Tranformation Declaration of Entrepereneurial Revoltion
Global village sustainability -and collaboration health and wealth of net generation depends on mapping 30000 open microfranchises - what is a microfranchise?
Future Hostiry System SWOT - all man made system future either
O exponentially compound Opportunities to grow (virtuous spiral)
T exponentially compound Threats to collapse
most of an economics future vakue exchnage capactity including epoential up or down is already invested in the reltauonship history of the syste,
S strengths what leaders would be openly proud of celebrating about systems health
W weakness what leaders need to ensure organisation works hardest on because they signal system weaknesses including its cancerous capacity to multiply conflicts
CEO Disease (Goleman) is an organisation design where messengers are shot if they pass news of weakness or emergung threat up the system- in such organsiations the top becomes the most paralysed part of the organisition to deal with change- it often reacts by trying to build defensive barriers , monoplies- when an organisitions invests profit from customers in preventing them from enjoying its future innovation purpose, it quickly loses its unique value multipliers in serving- where brand is properly valued its future worth is zero unless decisive transfoirnation action is taken by keadership and with all of the organisation's producers (extending through its partners value chains )…
hsian economists into maximum 9 minute transcripts suitable for MOOC? Urgently now that Scotland's main universities and the open university and British Museum are sharing same MOOC platform FutureLearn.
It would help a lot if I can spread gossip at the World Bank that they do before my trip to Scotland. Attached is an example script - of course it needs a competition to edit it down in youth's words
Almost every word is taken from Keynes essay on the future in 1935 where he comments on economics -and society in revolution - lessons he sees from HG Wells. What applied to change world systems then is 10 times more urgent now I would suggest
So the intent of the picture in attached is to show that Keynes then is the same train of thought as:
My father's and Muhammad Yunus' in 1976
James Wilson founder of The Economist in 1843
As James was an alumn of Adam Smith, I expect it is there in Smith writings in 1758 but I don't know these as well as Glaswegians can
As well as paper form in attached - there is a wiki version at https://docs.google.com/document/d/1xIQCSdIUk-eMoZ2wAgVJtkIAOE9cSOIAYQlM8AlJY9M/edit
You may need a gmail account to access this…
BRI.school ENTREPRENEURIAL REVOLUTION NETWORK BENCHMARKS 2025now : Remembering Norman Macrae
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
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 404RockvilleMD20852 tel 301 881 1655 email email@example.com
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