[EnglishSTF-10382] Webinar on Educational Technologies in Schools

[Gurumurthy K]

Dear all,

The advent of modern day ICT in education makes it necessary to build a
critical awareness and better understanding of the possibilities, benefits
and challenges of EdTech and evaluate its role in enhancing different
aspects of the education system. With the objective of facilitating this, a
webinar has been planned with Prof. Rajaram Sharma, Former Joint Director,
CIET, NCERT and author of the ‘Landscape Report on Educational Technology
in Schools’. In order to ensure that the discussions in the webinar are
relevant and of value to educators and other stakeholders in the education
sector, we are inviting questions and topic suggestions to be taken up for
discussion during the event. Following are some suggestive areas based on
the report that can be explored during the webinar. We request you take a
look at the report and submit specific questions/topics related to these
areas or any other concerning Education technologies in the Google
form(link below) before 2nd November 2022.

Suggestive areas:
1. Evolution of EdTech over the years: Perspectives on historical
trends, their impacts, implications for current day EdTech
2. Digital technologies in schooling processes - uses, challenges in
the Indian context. EdTech for teaching-learning, assessments, teacher
preparedness, administration and communication
3. Requirements for effective integration of digital technologies –
State preparedness, infrastructure, teachers capacity building, enabling
students
4. Current trends in EdTech: Emerging EdTech products and services,
their educational value and implications
5. Recommendations for State interventions: Investments needed,
prioritization, principles to be adhered to
6. Evaluating EdTech: Parameters to be considered when assessing EdTech
products and services

Link to Google form: https://forms.gle/nYtroRoEbZxxLHC67

Link to Report:
https://educationemergency.net/2022/10/landscape-report-on-educational-technology-in-schools/


From,
IT for Change, Bengaluru
www.ITforChange.net

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1.ವಿಷಯ ಶಿಕ್ಷಕರ ವೇದಿಕೆಗೆ  ಶಿಕ್ಷಕರನ್ನು ಸೇರಿಸಲು ಈ  ಅರ್ಜಿಯನ್ನು ತುಂಬಿರಿ.
 - 
https://docs.google.com/forms/d/e/1FAIpQLSevqRdFngjbDtOF8YxgeXeL8xF62rdXuLpGJIhK6qzMaJ_Dcw/viewform
2. ಇಮೇಲ್ ಕಳುಹಿಸುವಾಗ ಗಮನಿಸಬೇಕಾದ ಕೆಲವು ಮಾರ್ಗಸೂಚಿಗಳನ್ನು ಇಲ್ಲಿ ನೋಡಿ.
-http://karnatakaeducation.org.in/KOER/index.php/ವಿಷಯಶಿಕ್ಷಕರವೇದಿಕೆ_ಸದಸ್ಯರ_ಇಮೇಲ್_ಮಾರ್ಗಸೂಚಿ
3. ಐ.ಸಿ.ಟಿ ಸಾಕ್ಷರತೆ ಬಗೆಗೆ ಯಾವುದೇ ರೀತಿಯ ಪ್ರಶ್ನೆಗಳಿದ್ದಲ್ಲಿ ಈ ಪುಟಕ್ಕೆ ಭೇಟಿ ನೀಡಿ -
http://karnatakaeducation.org.in/KOER/en/index.php/Portal:ICT_Literacy
4.ನೀವು ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶ ಬಳಸುತ್ತಿದ್ದೀರಾ ? ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶದ ಬಗ್ಗೆ ತಿಳಿಯಲು 
-http://karnatakaeducation.org.in/KOER/en/index.php/Public_Software
---
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[EnglishSTF-9993] Why English medium will worsen the situation of children from marginalized communities

[Gurumurthy K]

*Simply written and well argued... Why English medium in Government schools
will only worsen the situation of the children  Please read and share
widely ... including with your networks in the state governments
(Karnataka, AP ).  *This also violates the recommendation of the
National Education Policy (2019) that elementary education for each
learner, should be in the language spoken at home.

Guru, IT for Change


*The false allure of English-medium schooling, by  Anjali Mody*
Updated: November 18, 2019 01:15 IST

Source -
https://www.thehindu.com/opinion/op-ed/the-false-allure-of-english-medium-schooling/article3571.ece


*Andhra Pradesh’s push to make English the medium of instruction in
state-run schools will prove counterproductive*
The Y.S. Jaganmohan Reddy government in Andhra Pradesh is set to make all
government elementary schools ‘English-medium’ from the next academic year.
There has been the expected party-political denouncement of the decision,
despite the fact that it is really just the scaling up of a policy proposal
made during N. Chandrababu Naidu’s tenure, when English was introduced as
the medium of instruction in a select number of schools as a pilot project.

The push for English as the medium of instruction in government schools in
Andhra Pradesh, as in other States including Karnataka and Tamil Nadu, is
due to two related factors. First, there is a belief that English-medium
schooling can guarantee good jobs. Second, economically constrained
families are shifting their children from free government schools to
private English-medium schools. It is to try and reverse this trend (which
also poses a threat to government teaching jobs) that many State
governments have made at least some of their schools English-medium or
started English-medium sections.

*Research, from India and across the world, shows that children who get
educated in their mother tongue learn better than those who start school in
a new language. A new language in the early school years, especially one
that is not used outside school, can become a barrier to learning. This is
also plain common sense: if a child speaks or understands the classroom
language, engaging with new concepts, ideas and information is easier, as
is learning to read and write. Even researchers who advocate privatisation
of schools as a quality improvement measure accept that English-medium
schools are not the solution. A study of learning outcomes in government
and private elementary schools in Andhra Pradesh has found that children
perform best in Telugu-*
*medium schools.*

*Ignoring the evidence*
Governments, while making policy changes favouring English-medium schools,
have ignored the evidence. For politicians, it is a win-win situation —
they are able to give a mass of voters what they appear to want, at no
significant additional cost. For the influential middle class, it is
comforting to believe that poor children are getting a leg-up through
English-medium government schools. Even some Dalit intellectuals who claim
to speak for the most vulnerable hold that it is English-medium schools
that will emancipate them, and that those who disagree are hell-bent on
retaining the status quo.

Even ignoring all the evidence about language and learning, what sort of
English-medium schools does the government promise? At the very minimum,
such schools will need teachers who, apart from being knowledgeable in the
subjects they teach, are also fluent in the medium of instruction. No State
government can claim that a majority of teachers, especially in elementary
schools, are English-fluent, not even the ones who teach English. The vast
majority of them have had their entire education in their mother tongue or
the State language, and have spent their working lives teaching in that
language. With rare exceptions, any English they have is bookish.
‘Retraining’ them, through short-term language courses, would not transform
them into teachers for English-medium schools. On the contrary, it will
handicap them, making the best of them resentful, and the disinterested
even more so.

*In-egalitarian system*




*The problem lies not in the medium of instruction, but in an
in-egalitarian education system that is completely skewed in favour of the
intergenerationally privileged. This is a system whose design — from the
annual school calendar to the syllabus and textbooks to teacher engagement
to the high-stakes board exams — ignores the vastly different socioeconomic
realities of a majority of children. The focus on English medium pulls a
veil over these knottier problems.Politicians and the middle class (whose
powerful voices make or influence policy) have for too long promoted the
canard that if you give everyone the “same thing” — in this case
English-medium schools — it makes everything equitable. Making
Telugu-educated school teachers instruct children, with no English, in
English will not transform Andhra Pradesh government schools into
institution

[EnglishSTF-9937] Instagram leads man to daughter's suicide note | Deccan Herald

[Gurumurthy K]

Digital literacy is an essential part of life skills... which schools must
transact


https://www.deccanherald.com/city/life-in-bengaluru/instagram-leads-man-to-daughters-suicide-note-742230.html

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1.ವಿಷಯ ಶಿಕ್ಷಕರ ವೇದಿಕೆಗೆ  ಶಿಕ್ಷಕರನ್ನು ಸೇರಿಸಲು ಈ  ಅರ್ಜಿಯನ್ನು ತುಂಬಿರಿ.
 - 
https://docs.google.com/forms/d/e/1FAIpQLSevqRdFngjbDtOF8YxgeXeL8xF62rdXuLpGJIhK6qzMaJ_Dcw/viewform
2. ಇಮೇಲ್ ಕಳುಹಿಸುವಾಗ ಗಮನಿಸಬೇಕಾದ ಕೆಲವು ಮಾರ್ಗಸೂಚಿಗಳನ್ನು ಇಲ್ಲಿ ನೋಡಿ.
-http://karnatakaeducation.org.in/KOER/index.php/ವಿಷಯಶಿಕ್ಷಕರವೇದಿಕೆ_ಸದಸ್ಯರ_ಇಮೇಲ್_ಮಾರ್ಗಸೂಚಿ
3. ಐ.ಸಿ.ಟಿ ಸಾಕ್ಷರತೆ ಬಗೆಗೆ ಯಾವುದೇ ರೀತಿಯ ಪ್ರಶ್ನೆಗಳಿದ್ದಲ್ಲಿ ಈ ಪುಟಕ್ಕೆ ಭೇಟಿ ನೀಡಿ -
http://karnatakaeducation.org.in/KOER/en/index.php/Portal:ICT_Literacy
4.ನೀವು ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶ ಬಳಸುತ್ತಿದ್ದೀರಾ ? ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶದ ಬಗ್ಗೆ ತಿಳಿಯಲು 
-http://karnatakaeducation.org.in/KOER/en/index.php/Public_Software
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[EnglishSTF-9896] Environment damage behind a quarter of premature deaths, diseases: UN report - The Hindu

[Gurumurthy K]

https://www.thehindu.com/sci-tech/energy-and-environment/environment-damage-behind-a-quarter-of-premature-deaths-diseases-un-report/article26524718.ece

Must read...

In many cities, students are boycotting schools to participate in street
protests. Not in India though...

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1.ವಿಷಯ ಶಿಕ್ಷಕರ ವೇದಿಕೆಗೆ  ಶಿಕ್ಷಕರನ್ನು ಸೇರಿಸಲು ಈ  ಅರ್ಜಿಯನ್ನು ತುಂಬಿರಿ.
 - 
https://docs.google.com/forms/d/e/1FAIpQLSevqRdFngjbDtOF8YxgeXeL8xF62rdXuLpGJIhK6qzMaJ_Dcw/viewform
2. ಇಮೇಲ್ ಕಳುಹಿಸುವಾಗ ಗಮನಿಸಬೇಕಾದ ಕೆಲವು ಮಾರ್ಗಸೂಚಿಗಳನ್ನು ಇಲ್ಲಿ ನೋಡಿ.
-http://karnatakaeducation.org.in/KOER/index.php/ವಿಷಯಶಿಕ್ಷಕರವೇದಿಕೆ_ಸದಸ್ಯರ_ಇಮೇಲ್_ಮಾರ್ಗಸೂಚಿ
3. ಐ.ಸಿ.ಟಿ ಸಾಕ್ಷರತೆ ಬಗೆಗೆ ಯಾವುದೇ ರೀತಿಯ ಪ್ರಶ್ನೆಗಳಿದ್ದಲ್ಲಿ ಈ ಪುಟಕ್ಕೆ ಭೇಟಿ ನೀಡಿ -
http://karnatakaeducation.org.in/KOER/en/index.php/Portal:ICT_Literacy
4.ನೀವು ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶ ಬಳಸುತ್ತಿದ್ದೀರಾ ? ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶದ ಬಗ್ಗೆ ತಿಳಿಯಲು 
-http://karnatakaeducation.org.in/KOER/en/index.php/Public_Software
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[EnglishSTF-9883] State to launch water conservation scheme today - The Hindu

[Gurumurthy K]

https://www.thehindu.com/news/national/karnataka/state-to-launch-water-conservation-scheme-today/article26390935.ece



A program that will be most useful for farmers and all communities. Can
schools and teachers popularise Jalamrutham through student projects. In
science and social science.


Regards
Guru

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1.ವಿಷಯ ಶಿಕ್ಷಕರ ವೇದಿಕೆಗೆ  ಶಿಕ್ಷಕರನ್ನು ಸೇರಿಸಲು ಈ  ಅರ್ಜಿಯನ್ನು ತುಂಬಿರಿ.
 - 
https://docs.google.com/forms/d/e/1FAIpQLSevqRdFngjbDtOF8YxgeXeL8xF62rdXuLpGJIhK6qzMaJ_Dcw/viewform
2. ಇಮೇಲ್ ಕಳುಹಿಸುವಾಗ ಗಮನಿಸಬೇಕಾದ ಕೆಲವು ಮಾರ್ಗಸೂಚಿಗಳನ್ನು ಇಲ್ಲಿ ನೋಡಿ.
-http://karnatakaeducation.org.in/KOER/index.php/ವಿಷಯಶಿಕ್ಷಕರವೇದಿಕೆ_ಸದಸ್ಯರ_ಇಮೇಲ್_ಮಾರ್ಗಸೂಚಿ
3. ಐ.ಸಿ.ಟಿ ಸಾಕ್ಷರತೆ ಬಗೆಗೆ ಯಾವುದೇ ರೀತಿಯ ಪ್ರಶ್ನೆಗಳಿದ್ದಲ್ಲಿ ಈ ಪುಟಕ್ಕೆ ಭೇಟಿ ನೀಡಿ -
http://karnatakaeducation.org.in/KOER/en/index.php/Portal:ICT_Literacy
4.ನೀವು ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶ ಬಳಸುತ್ತಿದ್ದೀರಾ ? ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶದ ಬಗ್ಗೆ ತಿಳಿಯಲು 
-http://karnatakaeducation.org.in/KOER/en/index.php/Public_Software
---
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[EnglishSTF-9868] Stories in your mother tongue - The Hindu

[Gurumurthy K]

https://www.thehindu.com/news/cities/bangalore/stories-in-your-mother-tongue/article26323685.ece

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1.ವಿಷಯ ಶಿಕ್ಷಕರ ವೇದಿಕೆಗೆ  ಶಿಕ್ಷಕರನ್ನು ಸೇರಿಸಲು ಈ  ಅರ್ಜಿಯನ್ನು ತುಂಬಿರಿ.
 - 
https://docs.google.com/forms/d/e/1FAIpQLSevqRdFngjbDtOF8YxgeXeL8xF62rdXuLpGJIhK6qzMaJ_Dcw/viewform
2. ಇಮೇಲ್ ಕಳುಹಿಸುವಾಗ ಗಮನಿಸಬೇಕಾದ ಕೆಲವು ಮಾರ್ಗಸೂಚಿಗಳನ್ನು ಇಲ್ಲಿ ನೋಡಿ.
-http://karnatakaeducation.org.in/KOER/index.php/ವಿಷಯಶಿಕ್ಷಕರವೇದಿಕೆ_ಸದಸ್ಯರ_ಇಮೇಲ್_ಮಾರ್ಗಸೂಚಿ
3. ಐ.ಸಿ.ಟಿ ಸಾಕ್ಷರತೆ ಬಗೆಗೆ ಯಾವುದೇ ರೀತಿಯ ಪ್ರಶ್ನೆಗಳಿದ್ದಲ್ಲಿ ಈ ಪುಟಕ್ಕೆ ಭೇಟಿ ನೀಡಿ -
http://karnatakaeducation.org.in/KOER/en/index.php/Portal:ICT_Literacy
4.ನೀವು ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶ ಬಳಸುತ್ತಿದ್ದೀರಾ ? ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶದ ಬಗ್ಗೆ ತಿಳಿಯಲು 
-http://karnatakaeducation.org.in/KOER/en/index.php/Public_Software
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[EnglishSTF-9823] Gandhi and the audacity of hope

[Gurumurthy K]

Gandhi and the audacity of hope:
https://www.thehindu.com/opinion/lead/gandhi-and-the-audacity-of-hope/article25854181.ece

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1.ವಿಷಯ ಶಿಕ್ಷಕರ ವೇದಿಕೆಗೆ  ಶಿಕ್ಷಕರನ್ನು ಸೇರಿಸಲು ಈ  ಅರ್ಜಿಯನ್ನು ತುಂಬಿರಿ.
 - 
https://docs.google.com/forms/d/e/1FAIpQLSevqRdFngjbDtOF8YxgeXeL8xF62rdXuLpGJIhK6qzMaJ_Dcw/viewform
2. ಇಮೇಲ್ ಕಳುಹಿಸುವಾಗ ಗಮನಿಸಬೇಕಾದ ಕೆಲವು ಮಾರ್ಗಸೂಚಿಗಳನ್ನು ಇಲ್ಲಿ ನೋಡಿ.
-http://karnatakaeducation.org.in/KOER/index.php/ವಿಷಯಶಿಕ್ಷಕರವೇದಿಕೆ_ಸದಸ್ಯರ_ಇಮೇಲ್_ಮಾರ್ಗಸೂಚಿ
3. ಐ.ಸಿ.ಟಿ ಸಾಕ್ಷರತೆ ಬಗೆಗೆ ಯಾವುದೇ ರೀತಿಯ ಪ್ರಶ್ನೆಗಳಿದ್ದಲ್ಲಿ ಈ ಪುಟಕ್ಕೆ ಭೇಟಿ ನೀಡಿ -
http://karnatakaeducation.org.in/KOER/en/index.php/Portal:ICT_Literacy
4.ನೀವು ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶ ಬಳಸುತ್ತಿದ್ದೀರಾ ? ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶದ ಬಗ್ಗೆ ತಿಳಿಯಲು 
-http://karnatakaeducation.org.in/KOER/en/index.php/Public_Software
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[EnglishSTF-9814] How one man sets on a path to cut his carbon footprint

[Gurumurthy K]

How one man sets on a path to cut his carbon footprint:
https://www.thehindu.com/sci-tech/energy-and-environment/how-one-man-sets-on-a-path-to-shrink-his-carbon-footprint/article25719962.ece


May his tribe increase

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1.ವಿಷಯ ಶಿಕ್ಷಕರ ವೇದಿಕೆಗೆ  ಶಿಕ್ಷಕರನ್ನು ಸೇರಿಸಲು ಈ  ಅರ್ಜಿಯನ್ನು ತುಂಬಿರಿ.
 - 
https://docs.google.com/forms/d/e/1FAIpQLSevqRdFngjbDtOF8YxgeXeL8xF62rdXuLpGJIhK6qzMaJ_Dcw/viewform
2. ಇಮೇಲ್ ಕಳುಹಿಸುವಾಗ ಗಮನಿಸಬೇಕಾದ ಕೆಲವು ಮಾರ್ಗಸೂಚಿಗಳನ್ನು ಇಲ್ಲಿ ನೋಡಿ.
-http://karnatakaeducation.org.in/KOER/index.php/ವಿಷಯಶಿಕ್ಷಕರವೇದಿಕೆ_ಸದಸ್ಯರ_ಇಮೇಲ್_ಮಾರ್ಗಸೂಚಿ
3. ಐ.ಸಿ.ಟಿ ಸಾಕ್ಷರತೆ ಬಗೆಗೆ ಯಾವುದೇ ರೀತಿಯ ಪ್ರಶ್ನೆಗಳಿದ್ದಲ್ಲಿ ಈ ಪುಟಕ್ಕೆ ಭೇಟಿ ನೀಡಿ -
http://karnatakaeducation.org.in/KOER/en/index.php/Portal:ICT_Literacy
4.ನೀವು ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶ ಬಳಸುತ್ತಿದ್ದೀರಾ ? ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶದ ಬಗ್ಗೆ ತಿಳಿಯಲು 
-http://karnatakaeducation.org.in/KOER/en/index.php/Public_Software
---
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[EnglishSTF-9811] Too much screen time affects brains - The Hindu

[Gurumurthy K]

https://www.thehindu.com/sci-tech/health/too-much-screen-time-affects-brains/article25712513.ece

-- 
---
1.ವಿಷಯ ಶಿಕ್ಷಕರ ವೇದಿಕೆಗೆ  ಶಿಕ್ಷಕರನ್ನು ಸೇರಿಸಲು ಈ  ಅರ್ಜಿಯನ್ನು ತುಂಬಿರಿ.
 - 
https://docs.google.com/forms/d/e/1FAIpQLSevqRdFngjbDtOF8YxgeXeL8xF62rdXuLpGJIhK6qzMaJ_Dcw/viewform
2. ಇಮೇಲ್ ಕಳುಹಿಸುವಾಗ ಗಮನಿಸಬೇಕಾದ ಕೆಲವು ಮಾರ್ಗಸೂಚಿಗಳನ್ನು ಇಲ್ಲಿ ನೋಡಿ.
-http://karnatakaeducation.org.in/KOER/index.php/ವಿಷಯಶಿಕ್ಷಕರವೇದಿಕೆ_ಸದಸ್ಯರ_ಇಮೇಲ್_ಮಾರ್ಗಸೂಚಿ
3. ಐ.ಸಿ.ಟಿ ಸಾಕ್ಷರತೆ ಬಗೆಗೆ ಯಾವುದೇ ರೀತಿಯ ಪ್ರಶ್ನೆಗಳಿದ್ದಲ್ಲಿ ಈ ಪುಟಕ್ಕೆ ಭೇಟಿ ನೀಡಿ -
http://karnatakaeducation.org.in/KOER/en/index.php/Portal:ICT_Literacy
4.ನೀವು ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶ ಬಳಸುತ್ತಿದ್ದೀರಾ ? ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶದ ಬಗ್ಗೆ ತಿಳಿಯಲು 
-http://karnatakaeducation.org.in/KOER/en/index.php/Public_Software
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[EnglishSTF-9806] The fate of plastics in our cities

[Gurumurthy K]

The fate of plastics in our cities:
https://www.thehindu.com/sci-tech/energy-and-environment/the-fate-of-plastics-in-our-cities/article25643791.ece


Plastic will destroy life 😞

Recycle, reuse, repair

Refuse consumption ☺

-- 
---
1.ವಿಷಯ ಶಿಕ್ಷಕರ ವೇದಿಕೆಗೆ  ಶಿಕ್ಷಕರನ್ನು ಸೇರಿಸಲು ಈ  ಅರ್ಜಿಯನ್ನು ತುಂಬಿರಿ.
 - 
https://docs.google.com/forms/d/e/1FAIpQLSevqRdFngjbDtOF8YxgeXeL8xF62rdXuLpGJIhK6qzMaJ_Dcw/viewform
2. ಇಮೇಲ್ ಕಳುಹಿಸುವಾಗ ಗಮನಿಸಬೇಕಾದ ಕೆಲವು ಮಾರ್ಗಸೂಚಿಗಳನ್ನು ಇಲ್ಲಿ ನೋಡಿ.
-http://karnatakaeducation.org.in/KOER/index.php/ವಿಷಯಶಿಕ್ಷಕರವೇದಿಕೆ_ಸದಸ್ಯರ_ಇಮೇಲ್_ಮಾರ್ಗಸೂಚಿ
3. ಐ.ಸಿ.ಟಿ ಸಾಕ್ಷರತೆ ಬಗೆಗೆ ಯಾವುದೇ ರೀತಿಯ ಪ್ರಶ್ನೆಗಳಿದ್ದಲ್ಲಿ ಈ ಪುಟಕ್ಕೆ ಭೇಟಿ ನೀಡಿ -
http://karnatakaeducation.org.in/KOER/en/index.php/Portal:ICT_Literacy
4.ನೀವು ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶ ಬಳಸುತ್ತಿದ್ದೀರಾ ? ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶದ ಬಗ್ಗೆ ತಿಳಿಯಲು 
-http://karnatakaeducation.org.in/KOER/en/index.php/Public_Software
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[EnglishSTF-9792] Pepsico and Coca-Cola are focusing on sustainable packaging and recycling to tackle the waste proble

[Gurumurthy K]

Reuse, recycle,  repair are the 3 mantras to reduce environmental pollution
and damage.
Plastic will kill the World.


We should add a fourth and fifth मंत्र

Refuse. Refuse to purchase
And reduce your consumption

Something ALL teachers must include in our teaching ☺

Gurumurthy

https://scroll.in/magazine/893900/to-tackle-indias-growing-waste-problem-some-companies-are-changing-the-way-they-package-products

-- 
---
1.ವಿಷಯ ಶಿಕ್ಷಕರ ವೇದಿಕೆಗೆ  ಶಿಕ್ಷಕರನ್ನು ಸೇರಿಸಲು ಈ  ಅರ್ಜಿಯನ್ನು ತುಂಬಿರಿ.
 - 
https://docs.google.com/forms/d/e/1FAIpQLSevqRdFngjbDtOF8YxgeXeL8xF62rdXuLpGJIhK6qzMaJ_Dcw/viewform
2. ಇಮೇಲ್ ಕಳುಹಿಸುವಾಗ ಗಮನಿಸಬೇಕಾದ ಕೆಲವು ಮಾರ್ಗಸೂಚಿಗಳನ್ನು ಇಲ್ಲಿ ನೋಡಿ.
-http://karnatakaeducation.org.in/KOER/index.php/ವಿಷಯಶಿಕ್ಷಕರವೇದಿಕೆ_ಸದಸ್ಯರ_ಇಮೇಲ್_ಮಾರ್ಗಸೂಚಿ
3. ಐ.ಸಿ.ಟಿ ಸಾಕ್ಷರತೆ ಬಗೆಗೆ ಯಾವುದೇ ರೀತಿಯ ಪ್ರಶ್ನೆಗಳಿದ್ದಲ್ಲಿ ಈ ಪುಟಕ್ಕೆ ಭೇಟಿ ನೀಡಿ -
http://karnatakaeducation.org.in/KOER/en/index.php/Portal:ICT_Literacy
4.ನೀವು ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶ ಬಳಸುತ್ತಿದ್ದೀರಾ ? ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶದ ಬಗ್ಗೆ ತಿಳಿಯಲು 
-http://karnatakaeducation.org.in/KOER/en/index.php/Public_Software
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[EnglishSTF-9789] Taking matters into their own hands

[Gurumurthy K]

Happy children's day!

Taking matters into their own hands:
https://www.thehindu.com/news/national/karnataka/taking-matters-into-their-own-hands/article25489010.ece

Students at Government Higher Primary School, Baiyappanahalli, Sidlaghatta,
in Chickballapur district, take pride in their clean campus and functional
classrooms. But this wasn’t always the case. Last year, they had to deal
with dogs, cows and sheep straying into their classrooms. The premises that
does not have a compound wall was littered with tobacco packets and arrack
bottles discarded by passers-by.

Madhu B.S., a Standard VII student of the school, raised the issue at last
year’s Makkala Gram Sabha. Two months ago, with the help of the Dibburhalli
Gram Panchayat, students shifted to a temporary building as Students at
Government Higher Primary School, Baiyappanahalli, Sidlaghatta, in
Chickballapur district, take pride in their clean campus and functional
classrooms. But this wasn’t always the case. Last year, they had to deal
with dogs, cows and sheep straying into their classrooms. The premises that
does not have a compound wall was littered with tobacco packets and arrack
bottles discarded by passers-by.
Madhu B.S., a Standard VII student of the school, raised the issue at last
year’s *Makkala Gram Sabha. *Two months ago, with the help of the
Dibburhalli Gram Panchayat, students shifted to a temporary building as
work on the compound wall began.

Read rest of the article on the link shared

ITfC team

-- 
---
1.ವಿಷಯ ಶಿಕ್ಷಕರ ವೇದಿಕೆಗೆ  ಶಿಕ್ಷಕರನ್ನು ಸೇರಿಸಲು ಈ  ಅರ್ಜಿಯನ್ನು ತುಂಬಿರಿ.
 - 
https://docs.google.com/forms/d/e/1FAIpQLSevqRdFngjbDtOF8YxgeXeL8xF62rdXuLpGJIhK6qzMaJ_Dcw/viewform
2. ಇಮೇಲ್ ಕಳುಹಿಸುವಾಗ ಗಮನಿಸಬೇಕಾದ ಕೆಲವು ಮಾರ್ಗಸೂಚಿಗಳನ್ನು ಇಲ್ಲಿ ನೋಡಿ.
-http://karnatakaeducation.org.in/KOER/index.php/ವಿಷಯಶಿಕ್ಷಕರವೇದಿಕೆ_ಸದಸ್ಯರ_ಇಮೇಲ್_ಮಾರ್ಗಸೂಚಿ
3. ಐ.ಸಿ.ಟಿ ಸಾಕ್ಷರತೆ ಬಗೆಗೆ ಯಾವುದೇ ರೀತಿಯ ಪ್ರಶ್ನೆಗಳಿದ್ದಲ್ಲಿ ಈ ಪುಟಕ್ಕೆ ಭೇಟಿ ನೀಡಿ -
http://karnatakaeducation.org.in/KOER/en/index.php/Portal:ICT_Literacy
4.ನೀವು ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶ ಬಳಸುತ್ತಿದ್ದೀರಾ ? ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶದ ಬಗ್ಗೆ ತಿಳಿಯಲು 
-http://karnatakaeducation.org.in/KOER/en/index.php/Public_Software
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[EnglishSTF-9786] Microsoft has regularly shared India bank customers’ data with US intelligence agencies, says report

[Gurumurthy K]

https://scroll.in/latest/900224/microsoft-regularly-shared-data-of-india-bank-customers-with-us-intelligence-agencies-dna



Indian institutions including academic institutions should check the
dangers from using proprietary cloud services from Microsoft and other
companies

Guru

-- 
---
1.ವಿಷಯ ಶಿಕ್ಷಕರ ವೇದಿಕೆಗೆ  ಶಿಕ್ಷಕರನ್ನು ಸೇರಿಸಲು ಈ  ಅರ್ಜಿಯನ್ನು ತುಂಬಿರಿ.
 - 
https://docs.google.com/forms/d/e/1FAIpQLSevqRdFngjbDtOF8YxgeXeL8xF62rdXuLpGJIhK6qzMaJ_Dcw/viewform
2. ಇಮೇಲ್ ಕಳುಹಿಸುವಾಗ ಗಮನಿಸಬೇಕಾದ ಕೆಲವು ಮಾರ್ಗಸೂಚಿಗಳನ್ನು ಇಲ್ಲಿ ನೋಡಿ.
-http://karnatakaeducation.org.in/KOER/index.php/ವಿಷಯಶಿಕ್ಷಕರವೇದಿಕೆ_ಸದಸ್ಯರ_ಇಮೇಲ್_ಮಾರ್ಗಸೂಚಿ
3. ಐ.ಸಿ.ಟಿ ಸಾಕ್ಷರತೆ ಬಗೆಗೆ ಯಾವುದೇ ರೀತಿಯ ಪ್ರಶ್ನೆಗಳಿದ್ದಲ್ಲಿ ಈ ಪುಟಕ್ಕೆ ಭೇಟಿ ನೀಡಿ -
http://karnatakaeducation.org.in/KOER/en/index.php/Portal:ICT_Literacy
4.ನೀವು ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶ ಬಳಸುತ್ತಿದ್ದೀರಾ ? ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶದ ಬಗ್ಗೆ ತಿಳಿಯಲು 
-http://karnatakaeducation.org.in/KOER/en/index.php/Public_Software
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[EnglishSTF-9783] World hunger has risen for three straight years – and climate change is a key reason

[Gurumurthy K]

Climate change is anticipated to force more than 100 million people
 into
extreme poverty by 2030.
Source
Https://scroll.in/article/899336/world-hunger-has-risen-for-three-straight-years-and-climate-change-is-a-key-reason

-- 
---
1.ವಿಷಯ ಶಿಕ್ಷಕರ ವೇದಿಕೆಗೆ  ಶಿಕ್ಷಕರನ್ನು ಸೇರಿಸಲು ಈ  ಅರ್ಜಿಯನ್ನು ತುಂಬಿರಿ.
 - 
https://docs.google.com/forms/d/e/1FAIpQLSevqRdFngjbDtOF8YxgeXeL8xF62rdXuLpGJIhK6qzMaJ_Dcw/viewform
2. ಇಮೇಲ್ ಕಳುಹಿಸುವಾಗ ಗಮನಿಸಬೇಕಾದ ಕೆಲವು ಮಾರ್ಗಸೂಚಿಗಳನ್ನು ಇಲ್ಲಿ ನೋಡಿ.
-http://karnatakaeducation.org.in/KOER/index.php/ವಿಷಯಶಿಕ್ಷಕರವೇದಿಕೆ_ಸದಸ್ಯರ_ಇಮೇಲ್_ಮಾರ್ಗಸೂಚಿ
3. ಐ.ಸಿ.ಟಿ ಸಾಕ್ಷರತೆ ಬಗೆಗೆ ಯಾವುದೇ ರೀತಿಯ ಪ್ರಶ್ನೆಗಳಿದ್ದಲ್ಲಿ ಈ ಪುಟಕ್ಕೆ ಭೇಟಿ ನೀಡಿ -
http://karnatakaeducation.org.in/KOER/en/index.php/Portal:ICT_Literacy
4.ನೀವು ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶ ಬಳಸುತ್ತಿದ್ದೀರಾ ? ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶದ ಬಗ್ಗೆ ತಿಳಿಯಲು 
-http://karnatakaeducation.org.in/KOER/en/index.php/Public_Software
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[EnglishSTF-9781] Brahmaputra: Amid talk of mega dams and China, speculation rules the river

[Gurumurthy K]

https://scroll.in/article/894189/a-speculative-river-why-communities-along-brahmaputra-need-much-more-research-backed-information

Rivers and environment education

Guru
IT for Change

-- 
---
1.ವಿಷಯ ಶಿಕ್ಷಕರ ವೇದಿಕೆಗೆ  ಶಿಕ್ಷಕರನ್ನು ಸೇರಿಸಲು ಈ  ಅರ್ಜಿಯನ್ನು ತುಂಬಿರಿ.
 - 
https://docs.google.com/forms/d/e/1FAIpQLSevqRdFngjbDtOF8YxgeXeL8xF62rdXuLpGJIhK6qzMaJ_Dcw/viewform
2. ಇಮೇಲ್ ಕಳುಹಿಸುವಾಗ ಗಮನಿಸಬೇಕಾದ ಕೆಲವು ಮಾರ್ಗಸೂಚಿಗಳನ್ನು ಇಲ್ಲಿ ನೋಡಿ.
-http://karnatakaeducation.org.in/KOER/index.php/ವಿಷಯಶಿಕ್ಷಕರವೇದಿಕೆ_ಸದಸ್ಯರ_ಇಮೇಲ್_ಮಾರ್ಗಸೂಚಿ
3. ಐ.ಸಿ.ಟಿ ಸಾಕ್ಷರತೆ ಬಗೆಗೆ ಯಾವುದೇ ರೀತಿಯ ಪ್ರಶ್ನೆಗಳಿದ್ದಲ್ಲಿ ಈ ಪುಟಕ್ಕೆ ಭೇಟಿ ನೀಡಿ -
http://karnatakaeducation.org.in/KOER/en/index.php/Portal:ICT_Literacy
4.ನೀವು ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶ ಬಳಸುತ್ತಿದ್ದೀರಾ ? ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶದ ಬಗ್ಗೆ ತಿಳಿಯಲು 
-http://karnatakaeducation.org.in/KOER/en/index.php/Public_Software
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[EnglishSTF-9763] garbage disposal will be the biggest challenge that will kill our cities ......

[Gurumurthy K]

the article has some food for thought for saving our cities which are in
much worse shape

San Francisco's Dream of 'Zero Waste' Lands in the Dumpster

In 2003, San Francisco set the lofty objective of getting to zero waste by
2020. By that timeline, the city should soon be performing a ceremonial
burial for the last pair of broken headphones
 and closing
down its moldering landfills
.
But with the deadline approaching, the city has sent that goal itself to
the garbage heap.

Earlier this month, as part of the Global Climate Action Summit
,
Mayor London Breed released a statement announcing new trash targets for
2030. The fresh plan concedes that “zero waste” isn’t happening by 2020.
“That is a date-specific goal, and it is unlikely that we will reach that
goal,” says Charles Sheehan, chief policy and public affairs officer for
the San Francisco Department of the Environment. “But there’s a lot going
on to continue moving towards zero waste.”

San Francisco has made massive strides towards its objectives, despite
falling short in the end. By 2012, San Francisco had managed to recycle,
compost ,
or reuse 80 percent of its waste—the highest rate of any US city; the
countrywide average around that time was 34 percent
. To get that
far, the city relied on high-tech sorting and composting facilities. Now
the San Francisco Department of the Environment says
 that if every resident sorted
their waste
 into the
right bins, the city could keep about 90 percent of its waste out of
landfills.

But getting rid of the final bits of trash has proven challenging for San
Francisco and the other cities trying to clean up their environmental
footprints
.
San Francisco didn’t fail to meet its goal because it wasn’t following the
most current and efficient methods of waste control, says Joan Marc Simon
, the executive director of Zero
Waste Europe. “It’s because they can’t recycle what is not recyclable.”

A lot of plastic still poses a problem. The recent uproar over plastic
straws

in the US—and subsequent legislation banning them in many places—helped
highlight a small percentage of the plastics that we use only once, then throw
away
.
These plastics are usually recyclable, but they became a more pressing
issue after China stopped accepting the world’s contaminated recycling

in November 2017. Researchers anticipate
 that this problem
will add 111 million metric tons of plastic to the ocean by 2030.

Then there are the items that can’t be recycled at all, at least not
easily. For example, some electronics and furniture contain flame
retardants that are toxic if inhaled
. That means they’re not
accepted by some recycling centers, to protect their workers from exposure.

San Francisco’s new ambition is to reduce the amount of waste generated per
person by at least 15 percent by 2030, and to get the amount of trash being
burned or thrown in a landfill down by half. Jack Macy, senior commercial
zero waste coordinator for San Francisco, refers to the first goal as
“refuse and reduce.” During the plastic straw-pocalypse, consumers began to
request paper or metal substitutes instead of disposables. In Europe, some
coffee shops offer reusable mugs that consumers can borrow for a deposit

.

But “refuse and reduce” isn’t always easy in practice, a fact illustrated
by the tiny town of Kamikatsu, Japan,
 which is
famous for its trash reduction measures. If its citizens have garbage that
can’t be composted, they bring it themselves to the Hibigatani Waste and
Resource Station and sort it into 45 separate channels. Nearby, there is a
reuse shop where people can leave their unwanted—but still functional—items
like clothing and tableware. If a product needs some love before it can be
reused, there’s a craft store where about 20 experts (mostly local
retirees) will rehabilitate it. Although the town, like San Fra

[EnglishSTF-9697] Rebuilding Kerala.... With a peoples campaign

[Gurumurthy K]

https://www.thehindu.com/opinion/op-ed/a-peoples-campaign-to-rebuild-kerala/article24812519.ece

-- 
---
1.ವಿಷಯ ಶಿಕ್ಷಕರ ವೇದಿಕೆಗೆ  ಶಿಕ್ಷಕರನ್ನು ಸೇರಿಸಲು ಈ  ಅರ್ಜಿಯನ್ನು ತುಂಬಿರಿ.
 - 
https://docs.google.com/forms/d/e/1FAIpQLSevqRdFngjbDtOF8YxgeXeL8xF62rdXuLpGJIhK6qzMaJ_Dcw/viewform
2. ಇಮೇಲ್ ಕಳುಹಿಸುವಾಗ ಗಮನಿಸಬೇಕಾದ ಕೆಲವು ಮಾರ್ಗಸೂಚಿಗಳನ್ನು ಇಲ್ಲಿ ನೋಡಿ.
-http://karnatakaeducation.org.in/KOER/index.php/ವಿಷಯಶಿಕ್ಷಕರವೇದಿಕೆ_ಸದಸ್ಯರ_ಇಮೇಲ್_ಮಾರ್ಗಸೂಚಿ
3. ಐ.ಸಿ.ಟಿ ಸಾಕ್ಷರತೆ ಬಗೆಗೆ ಯಾವುದೇ ರೀತಿಯ ಪ್ರಶ್ನೆಗಳಿದ್ದಲ್ಲಿ ಈ ಪುಟಕ್ಕೆ ಭೇಟಿ ನೀಡಿ -
http://karnatakaeducation.org.in/KOER/en/index.php/Portal:ICT_Literacy
4.ನೀವು ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶ ಬಳಸುತ್ತಿದ್ದೀರಾ ? ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶದ ಬಗ್ಗೆ ತಿಳಿಯಲು 
-http://karnatakaeducation.org.in/KOER/en/index.php/Public_Software
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[EnglishSTF-9691] Why history matters so much

[Gurumurthy K]

Why history matters so much:
https://www.thehindu.com/opinion/lead/why-history-matters-so-much/article24763484.ece

-- 
---
1.ವಿಷಯ ಶಿಕ್ಷಕರ ವೇದಿಕೆಗೆ  ಶಿಕ್ಷಕರನ್ನು ಸೇರಿಸಲು ಈ  ಅರ್ಜಿಯನ್ನು ತುಂಬಿರಿ.
 - 
https://docs.google.com/forms/d/e/1FAIpQLSevqRdFngjbDtOF8YxgeXeL8xF62rdXuLpGJIhK6qzMaJ_Dcw/viewform
2. ಇಮೇಲ್ ಕಳುಹಿಸುವಾಗ ಗಮನಿಸಬೇಕಾದ ಕೆಲವು ಮಾರ್ಗಸೂಚಿಗಳನ್ನು ಇಲ್ಲಿ ನೋಡಿ.
-http://karnatakaeducation.org.in/KOER/index.php/ವಿಷಯಶಿಕ್ಷಕರವೇದಿಕೆ_ಸದಸ್ಯರ_ಇಮೇಲ್_ಮಾರ್ಗಸೂಚಿ
3. ಐ.ಸಿ.ಟಿ ಸಾಕ್ಷರತೆ ಬಗೆಗೆ ಯಾವುದೇ ರೀತಿಯ ಪ್ರಶ್ನೆಗಳಿದ್ದಲ್ಲಿ ಈ ಪುಟಕ್ಕೆ ಭೇಟಿ ನೀಡಿ -
http://karnatakaeducation.org.in/KOER/en/index.php/Portal:ICT_Literacy
4.ನೀವು ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶ ಬಳಸುತ್ತಿದ್ದೀರಾ ? ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶದ ಬಗ್ಗೆ ತಿಳಿಯಲು 
-http://karnatakaeducation.org.in/KOER/en/index.php/Public_Software
---
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[EnglishSTF-9568] 50% decrease in project burden for school students (Telangana)

[Gurumurthy K]

Dear teachers

will this be relevant to Karnataka also?

regards
Guru


HYDERABAD: In a huge relief to students, the Telangana school education
department

has decided to slash the project burden by 50%. The rule, to come into
force beginning the 2018-19 academic year, will be implemented under the
continuous and comprehensive evaluation ( CCE
) system that was introduced
in 2012.

The decision follows the department’s observation about the main objective
of CCE — which was to “improve learning, based on teacher’s continuous
feedback” — being lost in the existing system with students often copying
from “guides and textbooks in order to complete projects, experiments and
written reports.”

“At present the projects given in schools are mostly downloaded from the
internet and are cut and paste type from other sources,” the department’s
draft report proposing changes to the CCE system (a copy of which is with
the TOI), read. Stressing how these projects should “include observation,
collecting information and analysis” it added that these should not be
submitted merely for assessment.

Apart from halving the project time — to two projects per subject per year
as against the earlier four — the department has also cut down on the time
students spend on subject-related activities/experiments. From four per
subject per year, it has now been revised to two exercises per subject
every year.

These measures, the report stated, will lessen the pressure on students as
many of them, at present, are unable to finish the work on time.

Welcoming the move, teachers said that the reduction in project load would
have far-reaching benefits. “Right now, they spend long hours in finishing
this work (projects and exercises). If reduced, they will find more time to
concentrate on honing other skills,” said Shabbir Sheikh, president of the
Telangana Private Teachers Forum. Further, with the lack of basic literary
skills such as reading, writing and comprehension emerging as major
challenges for effective implementation of the CCE, the department has
decided to enhance the focus on these areas and “prioritise” the
development of these skills.

In order to emphasise on reading, it has also agreed to cut down on the
number of exercises that are found listed at the end of every lesson in the
state government-published textbooks. This is particularly true of subjects
such as science, social studies and EVS. “Appropriate guidelines will be
issued in this regard. This reduces the burden among children and their
time with written works and focus will be shifted towards reading the
textbooks after school hours,” read the draft report. Reiterating that
CCE’s primary aim is to improve learning among children, the department’s
report stated that the revisions suggested, are in line with that ideology
and are expected to fill the gaps in implementation that existing CCE
norms. The school education department has sought suggestions from the
teachers on the draft policy by May 15, 2018.
source -
https://timesofindia.indiatimes.com/city/hyderabad/education-goes-easy-50-decrease-in-project-burden-for-school-students/articleshow/64117147.cms

IT for Change, Bengaluru
www.ITforChange.net

-- 
---
1.ವಿಷಯ ಶಿಕ್ಷಕರ ವೇದಿಕೆಗೆ  ಶಿಕ್ಷಕರನ್ನು ಸೇರಿಸಲು ಈ  ಅರ್ಜಿಯನ್ನು ತುಂಬಿರಿ.
 - 
https://docs.google.com/forms/d/e/1FAIpQLSevqRdFngjbDtOF8YxgeXeL8xF62rdXuLpGJIhK6qzMaJ_Dcw/viewform
2. ಇಮೇಲ್ ಕಳುಹಿಸುವಾಗ ಗಮನಿಸಬೇಕಾದ ಕೆಲವು ಮಾರ್ಗಸೂಚಿಗಳನ್ನು ಇಲ್ಲಿ ನೋಡಿ.
-http://karnatakaeducation.org.in/KOER/index.php/ವಿಷಯಶಿಕ್ಷಕರವೇದಿಕೆ_ಸದಸ್ಯರ_ಇಮೇಲ್_ಮಾರ್ಗಸೂಚಿ
3. ಐ.ಸಿ.ಟಿ ಸಾಕ್ಷರತೆ ಬಗೆಗೆ ಯಾವುದೇ ರೀತಿಯ ಪ್ರಶ್ನೆಗಳಿದ್ದಲ್ಲಿ ಈ ಪುಟಕ್ಕೆ ಭೇಟಿ ನೀಡಿ -
http://karnatakaeducation.org.in/KOER/en/index.php/Portal:ICT_Literacy
4.ನೀವು ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶ ಬಳಸುತ್ತಿದ್ದೀರಾ ? ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶದ ಬಗ್ಗೆ ತಿಳಿಯಲು 
-http://karnatakaeducation.org.in/KOER/en/index.php/Public_Software
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[EnglishSTF-9558] Karl Marx in five core ideas

[Gurumurthy K]

Karl Marx in five core ideas:
http://www.thehindu.com/news/international/karl-marx-in-five-core-ideas/article23774957.ece

Remembering Marx on his 200 birth anniversary today Marx was perhaps
the most influential economist in the world... And his thoughts are more
relevant as societies all over the world have become more and more
unequal..

Regards
ಗುರು

-- 
---
1.ವಿಷಯ ಶಿಕ್ಷಕರ ವೇದಿಕೆಗೆ  ಶಿಕ್ಷಕರನ್ನು ಸೇರಿಸಲು ಈ  ಅರ್ಜಿಯನ್ನು ತುಂಬಿರಿ.
 - 
https://docs.google.com/forms/d/e/1FAIpQLSevqRdFngjbDtOF8YxgeXeL8xF62rdXuLpGJIhK6qzMaJ_Dcw/viewform
2. ಇಮೇಲ್ ಕಳುಹಿಸುವಾಗ ಗಮನಿಸಬೇಕಾದ ಕೆಲವು ಮಾರ್ಗಸೂಚಿಗಳನ್ನು ಇಲ್ಲಿ ನೋಡಿ.
-http://karnatakaeducation.org.in/KOER/index.php/ವಿಷಯಶಿಕ್ಷಕರವೇದಿಕೆ_ಸದಸ್ಯರ_ಇಮೇಲ್_ಮಾರ್ಗಸೂಚಿ
3. ಐ.ಸಿ.ಟಿ ಸಾಕ್ಷರತೆ ಬಗೆಗೆ ಯಾವುದೇ ರೀತಿಯ ಪ್ರಶ್ನೆಗಳಿದ್ದಲ್ಲಿ ಈ ಪುಟಕ್ಕೆ ಭೇಟಿ ನೀಡಿ -
http://karnatakaeducation.org.in/KOER/en/index.php/Portal:ICT_Literacy
4.ನೀವು ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶ ಬಳಸುತ್ತಿದ್ದೀರಾ ? ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶದ ಬಗ್ಗೆ ತಿಳಿಯಲು 
-http://karnatakaeducation.org.in/KOER/en/index.php/Public_Software
---
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[EnglishSTF-9513] From KOER this week ..... readings for the long weekend

[Gurumurthy K]

Dear Teachers,

To take your mind of the examination pressures, from KOER this week, we
have three readings . for the long weekend, on developing a critical
perspective on ICT

We have been reading about Facebook and Cambridge Analytica misusing our
personal information to manipulate our behaviour!!! this is a great danger
to democracy ... these articles discuss the cause and effects of this
phenomenon ...

Critical understanding of ICT
-- 

on

http://karnatakaeducation.org.in/KOER/en/index.php/Digital_literacy

Like any new technology, ICT too can be hyped up, and we may see it as a
panacea or silver bullet that can solve all our problems in education.
However, such hype/ perspective can be quite harmful and dangerous. The
more powerful a tool, the more harmful it could be as well. Hence
developing a critical understanding of ICT is essential, especially for
teachers, who need to foster the same in students. A few readings that can
support such critical understanding:

   1. Five Things We Need to Know About Technological Change
   
   (Neil Postman)
   2. Filter bubble , how the
   search engine may be damaging us and our society. (Eli Pariser
   )
   3. Internet and capitalism
   

   (John Bellamy Foster
    and Robert W.
   McChesney )


enjoy reading and share your comments

regards
Guru

IT for Change, Bengaluru
www.ITforChange.net

-- 
---
1.ವಿಷಯ ಶಿಕ್ಷಕರ ವೇದಿಕೆಗೆ  ಶಿಕ್ಷಕರನ್ನು ಸೇರಿಸಲು ಈ  ಅರ್ಜಿಯನ್ನು ತುಂಬಿರಿ.
 - 
https://docs.google.com/forms/d/e/1FAIpQLSevqRdFngjbDtOF8YxgeXeL8xF62rdXuLpGJIhK6qzMaJ_Dcw/viewform
2. ಇಮೇಲ್ ಕಳುಹಿಸುವಾಗ ಗಮನಿಸಬೇಕಾದ ಕೆಲವು ಮಾರ್ಗಸೂಚಿಗಳನ್ನು ಇಲ್ಲಿ ನೋಡಿ.
-http://karnatakaeducation.org.in/KOER/index.php/ವಿಷಯಶಿಕ್ಷಕರವೇದಿಕೆ_ಸದಸ್ಯರ_ಇಮೇಲ್_ಮಾರ್ಗಸೂಚಿ
3. ಐ.ಸಿ.ಟಿ ಸಾಕ್ಷರತೆ ಬಗೆಗೆ ಯಾವುದೇ ರೀತಿಯ ಪ್ರಶ್ನೆಗಳಿದ್ದಲ್ಲಿ ಈ ಪುಟಕ್ಕೆ ಭೇಟಿ ನೀಡಿ -
http://karnatakaeducation.org.in/KOER/en/index.php/Portal:ICT_Literacy
4.ನೀವು ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶ ಬಳಸುತ್ತಿದ್ದೀರಾ ? ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶದ ಬಗ್ಗೆ ತಿಳಿಯಲು 
-http://karnatakaeducation.org.in/KOER/en/index.php/Public_Software
---
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[EnglishSTF-9485] A school where students are made

[Gurumurthy K]

A school where students are made:
http://www.thehindu.com/news/national/kerala/a-school-where-students-are-made/article23228457.ece

Regards
Guru

-- 
---
1.ವಿಷಯ ಶಿಕ್ಷಕರ ವೇದಿಕೆಗೆ  ಶಿಕ್ಷಕರನ್ನು ಸೇರಿಸಲು ಈ  ಅರ್ಜಿಯನ್ನು ತುಂಬಿರಿ.
 - 
https://docs.google.com/forms/d/e/1FAIpQLSevqRdFngjbDtOF8YxgeXeL8xF62rdXuLpGJIhK6qzMaJ_Dcw/viewform
2. ಇಮೇಲ್ ಕಳುಹಿಸುವಾಗ ಗಮನಿಸಬೇಕಾದ ಕೆಲವು ಮಾರ್ಗಸೂಚಿಗಳನ್ನು ಇಲ್ಲಿ ನೋಡಿ.
-http://karnatakaeducation.org.in/KOER/index.php/ವಿಷಯಶಿಕ್ಷಕರವೇದಿಕೆ_ಸದಸ್ಯರ_ಇಮೇಲ್_ಮಾರ್ಗಸೂಚಿ
3. ಐ.ಸಿ.ಟಿ ಸಾಕ್ಷರತೆ ಬಗೆಗೆ ಯಾವುದೇ ರೀತಿಯ ಪ್ರಶ್ನೆಗಳಿದ್ದಲ್ಲಿ ಈ ಪುಟಕ್ಕೆ ಭೇಟಿ ನೀಡಿ -
http://karnatakaeducation.org.in/KOER/en/index.php/Portal:ICT_Literacy
4.ನೀವು ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶ ಬಳಸುತ್ತಿದ್ದೀರಾ ? ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶದ ಬಗ್ಗೆ ತಿಳಿಯಲು 
-http://karnatakaeducation.org.in/KOER/en/index.php/Public_Software
---
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[EnglishSTF-9468] From KOER this week, Study resources for Class X Science, prepared by Shashikumar B.S. sir

[Gurumurthy K]

Dear Science teachers

Shashikumar B.S. sir, GHS Yelekyathanahalli Nelamangala has prepared study
materials for Class X Science, you could use / adapt these in  your own
revision program with your students there are two resource books, one
in Kannada and second in English.

Please download it from
*http://karnatakaeducation.org.in/KOER/en/index.php/Science:_Question_Papers#Study_Resources
*
(Teachers who don't teach science could also read these resources ...
Science is for all of us :-)  to enjoy)

regards,
Guru

-- 

IT for Change, Bengaluru
www.ITforChange.net

-- 
---
1.ವಿಷಯ ಶಿಕ್ಷಕರ ವೇದಿಕೆಗೆ  ಶಿಕ್ಷಕರನ್ನು ಸೇರಿಸಲು ಈ  ಅರ್ಜಿಯನ್ನು ತುಂಬಿರಿ.
 - 
https://docs.google.com/forms/d/e/1FAIpQLSevqRdFngjbDtOF8YxgeXeL8xF62rdXuLpGJIhK6qzMaJ_Dcw/viewform
2. ಇಮೇಲ್ ಕಳುಹಿಸುವಾಗ ಗಮನಿಸಬೇಕಾದ ಕೆಲವು ಮಾರ್ಗಸೂಚಿಗಳನ್ನು ಇಲ್ಲಿ ನೋಡಿ.
-http://karnatakaeducation.org.in/KOER/index.php/ವಿಷಯಶಿಕ್ಷಕರವೇದಿಕೆ_ಸದಸ್ಯರ_ಇಮೇಲ್_ಮಾರ್ಗಸೂಚಿ
3. ಐ.ಸಿ.ಟಿ ಸಾಕ್ಷರತೆ ಬಗೆಗೆ ಯಾವುದೇ ರೀತಿಯ ಪ್ರಶ್ನೆಗಳಿದ್ದಲ್ಲಿ ಈ ಪುಟಕ್ಕೆ ಭೇಟಿ ನೀಡಿ -
http://karnatakaeducation.org.in/KOER/en/index.php/Portal:ICT_Literacy
4.ನೀವು ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶ ಬಳಸುತ್ತಿದ್ದೀರಾ ? ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶದ ಬಗ್ಗೆ ತಿಳಿಯಲು 
-http://karnatakaeducation.org.in/KOER/en/index.php/Public_Software
---
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[EnglishSTF-9429] This lecturer does not just preach

[Gurumurthy K]

This lecturer does not just preach:
http://www.thehindu.com/news/national/karnataka/this-lecturer-does-not-just-preach/article22926069.ece


This needs to be a part of our school curriculum in all subjects, classes
and years ☺

Guru

-- 
---
1.ವಿಷಯ ಶಿಕ್ಷಕರ ವೇದಿಕೆಗೆ  ಶಿಕ್ಷಕರನ್ನು ಸೇರಿಸಲು ಈ  ಅರ್ಜಿಯನ್ನು ತುಂಬಿರಿ.
 - 
https://docs.google.com/forms/d/e/1FAIpQLSevqRdFngjbDtOF8YxgeXeL8xF62rdXuLpGJIhK6qzMaJ_Dcw/viewform
2. ಇಮೇಲ್ ಕಳುಹಿಸುವಾಗ ಗಮನಿಸಬೇಕಾದ ಕೆಲವು ಮಾರ್ಗಸೂಚಿಗಳನ್ನು ಇಲ್ಲಿ ನೋಡಿ.
-http://karnatakaeducation.org.in/KOER/index.php/ವಿಷಯಶಿಕ್ಷಕರವೇದಿಕೆ_ಸದಸ್ಯರ_ಇಮೇಲ್_ಮಾರ್ಗಸೂಚಿ
3. ಐ.ಸಿ.ಟಿ ಸಾಕ್ಷರತೆ ಬಗೆಗೆ ಯಾವುದೇ ರೀತಿಯ ಪ್ರಶ್ನೆಗಳಿದ್ದಲ್ಲಿ ಈ ಪುಟಕ್ಕೆ ಭೇಟಿ ನೀಡಿ -
http://karnatakaeducation.org.in/KOER/en/index.php/Portal:ICT_Literacy
4.ನೀವು ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶ ಬಳಸುತ್ತಿದ್ದೀರಾ ? ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶದ ಬಗ್ಗೆ ತಿಳಿಯಲು 
-http://karnatakaeducation.org.in/KOER/en/index.php/Public_Software
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[EnglishSTF-9352] resources from KOER this week ....

[Gurumurthy K]

Dear teachers

Continuous learning and teacher professional development has many more
possibilities today, specially with e-learning courses. We bring to  you
three courses which are available for enrolling today, two for any subject
teacher, and a third one for English teachers. Please refer to
http://karnatakaeducation.org.in/KOER/en/index.php/Courses
From - Future learn

This is a MOOC platform with many interesting courses, offered by British
Council.

Becoming a better teacher
 , a 6 week
course (3 hours per week expected in self study) is worth enrolling
From RIESE

Diploma in English Communication  - 1 year
diploma, which would be useful for all teachers who teach in English medium

Post Graduate Diploma in English Language Teaching
 - - 1 year diploma useful for language
teachers

For Mathematics teachers, question papers from Yakub Sir - model papers and
district papers, visit

http://karnatakaeducation.org.in/KOER/index.php/%E0%B2%97%E0%B2%A3%E0%B2%BF%E0%B2%A4:_%E0%B2%AA%E0%B3%8D%E0%B2%B0%E0%B2%B6%E0%B3%8D%E0%B2%A8%E0%B3%86_%E0%B2%AA%E0%B2%A4%E0%B3%8D%E0%B2%B0%E0%B2%BF%E0%B2%95%E0%B3%86%E0%B2%97%E0%B2%B3%E0%B3%81#.E0.B2.A6.E0.B2.95.E0.B3.8D.E0.B2.B7.E0.B2.BF.E0.B2.A3_.E0.B2.95.E0.B2.A8.E0.B3.8D.E0.B2.A8.E0.B2.A1


As you provide examples for practice by students, do use Geogebra wherever
possible to deepen conceptual understanding as well.


All the best

regards,
Guru
IT for Change, Bengaluru
www.ITforChange.net

-- 
---
1.ವಿಷಯ ಶಿಕ್ಷಕರ ವೇದಿಕೆಗೆ  ಶಿಕ್ಷಕರನ್ನು ಸೇರಿಸಲು ಈ  ಅರ್ಜಿಯನ್ನು ತುಂಬಿರಿ.
 - 
https://docs.google.com/forms/d/e/1FAIpQLSevqRdFngjbDtOF8YxgeXeL8xF62rdXuLpGJIhK6qzMaJ_Dcw/viewform
2. ಇಮೇಲ್ ಕಳುಹಿಸುವಾಗ ಗಮನಿಸಬೇಕಾದ ಕೆಲವು ಮಾರ್ಗಸೂಚಿಗಳನ್ನು ಇಲ್ಲಿ ನೋಡಿ.
-http://karnatakaeducation.org.in/KOER/index.php/ವಿಷಯಶಿಕ್ಷಕರವೇದಿಕೆ_ಸದಸ್ಯರ_ಇಮೇಲ್_ಮಾರ್ಗಸೂಚಿ
3. ಐ.ಸಿ.ಟಿ ಸಾಕ್ಷರತೆ ಬಗೆಗೆ ಯಾವುದೇ ರೀತಿಯ ಪ್ರಶ್ನೆಗಳಿದ್ದಲ್ಲಿ ಈ ಪುಟಕ್ಕೆ ಭೇಟಿ ನೀಡಿ -
http://karnatakaeducation.org.in/KOER/en/index.php/Portal:ICT_Literacy
4.ನೀವು ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶ ಬಳಸುತ್ತಿದ್ದೀರಾ ? ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶದ ಬಗ್ಗೆ ತಿಳಿಯಲು 
-http://karnatakaeducation.org.in/KOER/en/index.php/Public_Software
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[EnglishSTF-9335] Cape Town’s water crisis highlights city’s rich-poor divide

[Gurumurthy K]

Something many  of us may face in the near future 😞

Water conservation must be an important part of our education...

Regards
Guru

Cape Town’s water crisis highlights city’s rich-poor divide:
http://www.thehindu.com/news/international/cape-towns-water-crisis-highlights-citys-rich-poor-divide/article22644180.ece

-- 
---
1.ವಿಷಯ ಶಿಕ್ಷಕರ ವೇದಿಕೆಗೆ  ಶಿಕ್ಷಕರನ್ನು ಸೇರಿಸಲು ಈ  ಅರ್ಜಿಯನ್ನು ತುಂಬಿರಿ.
 - 
https://docs.google.com/forms/d/e/1FAIpQLSevqRdFngjbDtOF8YxgeXeL8xF62rdXuLpGJIhK6qzMaJ_Dcw/viewform
2. ಇಮೇಲ್ ಕಳುಹಿಸುವಾಗ ಗಮನಿಸಬೇಕಾದ ಕೆಲವು ಮಾರ್ಗಸೂಚಿಗಳನ್ನು ಇಲ್ಲಿ ನೋಡಿ.
-http://karnatakaeducation.org.in/KOER/index.php/ವಿಷಯಶಿಕ್ಷಕರವೇದಿಕೆ_ಸದಸ್ಯರ_ಇಮೇಲ್_ಮಾರ್ಗಸೂಚಿ
3. ಐ.ಸಿ.ಟಿ ಸಾಕ್ಷರತೆ ಬಗೆಗೆ ಯಾವುದೇ ರೀತಿಯ ಪ್ರಶ್ನೆಗಳಿದ್ದಲ್ಲಿ ಈ ಪುಟಕ್ಕೆ ಭೇಟಿ ನೀಡಿ -
http://karnatakaeducation.org.in/KOER/en/index.php/Portal:ICT_Literacy
4.ನೀವು ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶ ಬಳಸುತ್ತಿದ್ದೀರಾ ? ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶದ ಬಗ್ಗೆ ತಿಳಿಯಲು 
-http://karnatakaeducation.org.in/KOER/en/index.php/Public_Software
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[EnglishSTF-9303] Total Lunar eclipse (31.01.2018) recording (using Stellarium + Kazam) on https://www.youtube.com/watch?v=5YUjcsOXc5k

[Gurumurthy K]

Dear teachers,

I am sharing a video of the Total Lunar eclipse (31.01.2018) recording seen
on the Stellarium Free Software application.

The video is around 4 minutes.

1. You can see it to help you if are watching the eclipse now, to identify
the moon in the sky

2. In case you have not been able to see the eclipse, you can see its
simulation in this video.

3. You can also use Stellarium in your class (if you do not know how to use
Stellarium, its very easy, you can learn to, from the video) to demonstrate
the eclipse for  your students in your class.

The video is available on https://www.youtube.com/watch?v=5YUjcsOXc5k

Look forward to your suggestions and feedback for improvement.

regards,
Guru
IT for Change, Bengaluru
www.ITforChange.net

-- 
---
1.ವಿಷಯ ಶಿಕ್ಷಕರ ವೇದಿಕೆಗೆ  ಶಿಕ್ಷಕರನ್ನು ಸೇರಿಸಲು ಈ  ಅರ್ಜಿಯನ್ನು ತುಂಬಿರಿ.
 - 
https://docs.google.com/forms/d/e/1FAIpQLSevqRdFngjbDtOF8YxgeXeL8xF62rdXuLpGJIhK6qzMaJ_Dcw/viewform
2. ಇಮೇಲ್ ಕಳುಹಿಸುವಾಗ ಗಮನಿಸಬೇಕಾದ ಕೆಲವು ಮಾರ್ಗಸೂಚಿಗಳನ್ನು ಇಲ್ಲಿ ನೋಡಿ.
-http://karnatakaeducation.org.in/KOER/index.php/ವಿಷಯಶಿಕ್ಷಕರವೇದಿಕೆ_ಸದಸ್ಯರ_ಇಮೇಲ್_ಮಾರ್ಗಸೂಚಿ
3. ಐ.ಸಿ.ಟಿ ಸಾಕ್ಷರತೆ ಬಗೆಗೆ ಯಾವುದೇ ರೀತಿಯ ಪ್ರಶ್ನೆಗಳಿದ್ದಲ್ಲಿ ಈ ಪುಟಕ್ಕೆ ಭೇಟಿ ನೀಡಿ -
http://karnatakaeducation.org.in/KOER/en/index.php/Portal:ICT_Literacy
4.ನೀವು ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶ ಬಳಸುತ್ತಿದ್ದೀರಾ ? ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶದ ಬಗ್ಗೆ ತಿಳಿಯಲು 
-http://karnatakaeducation.org.in/KOER/en/index.php/Public_Software
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[EnglishSTF-9269] India ranks 177 out of 180 in Environmental Performance Index

[Gurumurthy K]

India ranks 177 out of 180 in Environmental Performance Index:
http://www.thehindu.com/sci-tech/energy-and-environment/india-ranks-177-out-of-180-in-environmental-performance-index/article22513016.ece

-- 
---
1.ವಿಷಯ ಶಿಕ್ಷಕರ ವೇದಿಕೆಗೆ  ಶಿಕ್ಷಕರನ್ನು ಸೇರಿಸಲು ಈ  ಅರ್ಜಿಯನ್ನು ತುಂಬಿರಿ.
 - 
https://docs.google.com/forms/d/e/1FAIpQLSevqRdFngjbDtOF8YxgeXeL8xF62rdXuLpGJIhK6qzMaJ_Dcw/viewform
2. ಇಮೇಲ್ ಕಳುಹಿಸುವಾಗ ಗಮನಿಸಬೇಕಾದ ಕೆಲವು ಮಾರ್ಗಸೂಚಿಗಳನ್ನು ಇಲ್ಲಿ ನೋಡಿ.
-http://karnatakaeducation.org.in/KOER/index.php/ವಿಷಯಶಿಕ್ಷಕರವೇದಿಕೆ_ಸದಸ್ಯರ_ಇಮೇಲ್_ಮಾರ್ಗಸೂಚಿ
3. ಐ.ಸಿ.ಟಿ ಸಾಕ್ಷರತೆ ಬಗೆಗೆ ಯಾವುದೇ ರೀತಿಯ ಪ್ರಶ್ನೆಗಳಿದ್ದಲ್ಲಿ ಈ ಪುಟಕ್ಕೆ ಭೇಟಿ ನೀಡಿ -
http://karnatakaeducation.org.in/KOER/en/index.php/Portal:ICT_Literacy
4.ನೀವು ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶ ಬಳಸುತ್ತಿದ್ದೀರಾ ? ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶದ ಬಗ್ಗೆ ತಿಳಿಯಲು 
-http://karnatakaeducation.org.in/KOER/en/index.php/Public_Software
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[EnglishSTF-9203] Reuse, repair, recycle...... U.K. may impose tax on disposable cups

[Gurumurthy K]

Going back to our native wisdom and protecting our environment

U.K. may impose tax on disposable cups:
http://www.thehindu.com/news/international/uk-may-impose-tax-on-disposable-cups/article22378627.ece

Hope such measures will be taken up here as well

GGuru

-- 
---
1.ವಿಷಯ ಶಿಕ್ಷಕರ ವೇದಿಕೆಗೆ  ಶಿಕ್ಷಕರನ್ನು ಸೇರಿಸಲು ಈ  ಅರ್ಜಿಯನ್ನು ತುಂಬಿರಿ.
 - 
https://docs.google.com/forms/d/e/1FAIpQLSevqRdFngjbDtOF8YxgeXeL8xF62rdXuLpGJIhK6qzMaJ_Dcw/viewform
2. ಇಮೇಲ್ ಕಳುಹಿಸುವಾಗ ಗಮನಿಸಬೇಕಾದ ಕೆಲವು ಮಾರ್ಗಸೂಚಿಗಳನ್ನು ಇಲ್ಲಿ ನೋಡಿ.
-http://karnatakaeducation.org.in/KOER/index.php/ವಿಷಯಶಿಕ್ಷಕರವೇದಿಕೆ_ಸದಸ್ಯರ_ಇಮೇಲ್_ಮಾರ್ಗಸೂಚಿ
3. ಐ.ಸಿ.ಟಿ ಸಾಕ್ಷರತೆ ಬಗೆಗೆ ಯಾವುದೇ ರೀತಿಯ ಪ್ರಶ್ನೆಗಳಿದ್ದಲ್ಲಿ ಈ ಪುಟಕ್ಕೆ ಭೇಟಿ ನೀಡಿ -
http://karnatakaeducation.org.in/KOER/en/index.php/Portal:ICT_Literacy
4.ನೀವು ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶ ಬಳಸುತ್ತಿದ್ದೀರಾ ? ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶದ ಬಗ್ಗೆ ತಿಳಿಯಲು 
-http://karnatakaeducation.org.in/KOER/en/index.php/Public_Software
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[EnglishSTF-9197] A natural stream is back from the dead in Kerala

[Gurumurthy K]

Happy Sankranti...

Let's protect nature. And stop 'exploiting'  it.
Read the happy article from link below

Guru
IT for Change

A natural stream is back from the dead in Kerala:
http://www.thehindu.com/news/national/kerala/a-natural-stream-is-back-from-the-dead-in-kerala/article22437525.ece

-- 
---
1.ವಿಷಯ ಶಿಕ್ಷಕರ ವೇದಿಕೆಗೆ  ಶಿಕ್ಷಕರನ್ನು ಸೇರಿಸಲು ಈ  ಅರ್ಜಿಯನ್ನು ತುಂಬಿರಿ.
 - 
https://docs.google.com/forms/d/e/1FAIpQLSevqRdFngjbDtOF8YxgeXeL8xF62rdXuLpGJIhK6qzMaJ_Dcw/viewform
2. ಇಮೇಲ್ ಕಳುಹಿಸುವಾಗ ಗಮನಿಸಬೇಕಾದ ಕೆಲವು ಮಾರ್ಗಸೂಚಿಗಳನ್ನು ಇಲ್ಲಿ ನೋಡಿ.
-http://karnatakaeducation.org.in/KOER/index.php/ವಿಷಯಶಿಕ್ಷಕರವೇದಿಕೆ_ಸದಸ್ಯರ_ಇಮೇಲ್_ಮಾರ್ಗಸೂಚಿ
3. ಐ.ಸಿ.ಟಿ ಸಾಕ್ಷರತೆ ಬಗೆಗೆ ಯಾವುದೇ ರೀತಿಯ ಪ್ರಶ್ನೆಗಳಿದ್ದಲ್ಲಿ ಈ ಪುಟಕ್ಕೆ ಭೇಟಿ ನೀಡಿ -
http://karnatakaeducation.org.in/KOER/en/index.php/Portal:ICT_Literacy
4.ನೀವು ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶ ಬಳಸುತ್ತಿದ್ದೀರಾ ? ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶದ ಬಗ್ಗೆ ತಿಳಿಯಲು 
-http://karnatakaeducation.org.in/KOER/en/index.php/Public_Software
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[EnglishSTF-9143] Life without limits: The delusions of technological fundamentalism - NationofChange

[Gurumurthy K]

Dear Teachers

How can we alert our students about the greatest danger to our existence
... the destruction of our environment based on our blind faith in ruthless
exploitation of nature, and in technocratic solutions to problems .
this is something every subject teacher should plan to include in every
lesson 

read the article below

regards,
Guru
IT for Change
source -
https://www.nationofchange.org/2018/01/02/life-without-limits-delusions-technological-fundamentalism/



In a routinely delusional world, what is the most dangerous delusion?

Living in the United States, I’m tempted to focus on the delusion that the
United States is the greatest nation in the history of the world – a claim
repeated robotically by politicians of both parties.

In a mass-consumption capitalist society, there’s the delusion that if we
only buy more, newer, better products we all will be happier – a claim
repeated endlessly in commercial propaganda (commonly known as *advertising*
and *marketing*).

I’m also white, and so it’s understandable to worry about the delusion that
white people are superior to non-white people. And as a man, I reflect on
the delusion that institutionalized male dominance is our fate, whether
asserted to be divinely commanded or evolutionarily inevitable.

But all these delusions that rationalize hierarchies within the human
family, and the resulting injustices that flow from those hierarchies, are
less frightening to me than modern humans’ delusion that we are not bound
by the laws of physics and chemistry, that humans can live beyond the
biophysical limits of the ecosphere.
2018 Peace Calendars are here!

GET YOURS 

This delusion is not limited to one country, one group, or one political
party, but rather is the unstated assumption of everyday life in the
high-energy/high-technology industrial world. This is the delusion that we
are – to borrow from the title of a particularly delusional recent book –
the *god species
*
.

This ideology of human supremacy leads us to believe that our species’
cleverness allows us to ignore the limits placed on all life forms by the
larger living world, of which we are but one component. What we once
quaintly called “environmentalism” – which too often focused on technical
solutions to discrete problems rather than challenging human arrogance and
the quest for endless affluence – is no longer adequate to deal with the
multiple, cascading ecological crises that define our era: climate
destabilization, species extinction, soil erosion, groundwater depletion,
toxic waste accumulation, and on and on.

Playing god got us into this trouble, and more of the same won’t get us out.

This inability to accept the limits that come with being part of “nature” –
a strange term when used to contrast with “human,” as if humans were
somehow not part of the natural world – was on my mind as I read two new
books about controversial topics that typically are thought of as social,
not ecological, issues: *Transgender Children and Young People: Born in
Your Own Body
*,
edited by Heather Brunskell-Evans and Michele Moore, and *Surrogacy: A
Human Rights Violation
*, by Renate Klein.

Both books offer a feminist critique of the ideology and practices of these
movements that herald medical/technological “solutions” to struggles with
gender norms and infertility.

Brunskell-Evans’ and Moore’s book brings together researchers, activists,
mental health practitioners and parents who question such practices as
puberty suppression to block the development of secondary sex
characteristics as treatment for gender dysphoria. Are such disruptions of
a child’s development with powerful drugs warranted, given the lack of
testing and absence of a clear understanding of the etiology of
transgenderism? The authors challenge what has rapidly become the liberal
dogma of embracing medicalized approaches to the very real problem of
patriarchal gender norms (the demand that boys must act one way and girls
another) that constrain our lives.

Klein marshals research and the testimony of surrogates to point out that
another liberal dogma – affluent individuals have a right to “rent a womb”
so they may have a child genetically related to them – involves
considerable risks for the surrogate mother (sometimes referred to as the
“gestational carrier”). The author’s assessment is blunt, but well
supported: modern surrogacy is a form of exploitation of women and
trafficking in babies.

Both books demonstrate the enduring relevance of the radical branch of
feminism that highlights men’s attempts to control and exploit women’s
reproductive power and sexuality as a key feature of men’s dominance in
patriarchal societies. And both are

[EnglishSTF-9111] Kerala Prepares to Take Public Schools to New Heights

[Gurumurthy K]

Dear teachers,

A happy and inspiring article about steps being taken to make public
education (government schools) stronger and bring students back to
government schools... this should be the priority for every education
department/system in our country, to support government schools and
government school teachers. This is happening and should be further
strengthened.

Please read and share your comments.

thanks and regards,
Guru

Kerala Prepares to Take Public Schools to New Heights

The Education Rejuvenation Mission seeks to modernise public schools by
setting up “high-tech” classrooms, biodiversity parks and upgraded
facilities.

Newsclick Report
29 Nov 2017

The Kerala government has announced more steps to strengthen infrastructure
and improve teaching in public schools in the State.

Detailed project documents for infrastructure development in 138 schools
have been submitted to the Kerala Infrastructure Investment Fund Board
(KIIFB), the State government's Special Purpose Vehicle for mobilising and
channelling funds to various infrastructure projects.

KIIFB has given permission to go ahead with the projects in 113 schools,
and permission for the rest is expected to be granted soon. Project details
for another 117 schools would be submitted to KIIFB by December.

The planned infrastructure development in public schools is scheduled to be
completed by January 2019.

Administrative sanction has been given for setting up biodiversity parks in
1200 public schools, and 761 schools have been given initial grants for the
purpose.

An evaluation meeting presided over by Chief Minister Pinarayi Vijayan has
decided to ensure at least 200 teaching days and 1000 teaching hours per
year in the public schools in the State.

A baseline survey to assess the standards of education has been done under
the aegis of the Sarva Shiksha Abhiyan and the State Council of Educational
Research and Training (SCERT). Separate programmes to improve standards in
reading, mathematics, science and languages have been formulated.

Each school is to prepare an academic masterplan, which has to be ready by
30 January 2018.

45,000 “high tech” classrooms would be set up in 4775 schools. Orders have
been placed for 60,250 laptops and 4,375 projectors for the purpose.

The plans to strengthen public education are part of the Education
Rejuvenation Mission which is a key constituent of the CPI(M)-led Left
Democratic Front (LDF) government's Nava Keralam Karma Paddhathi (New
Kerala Mission).

The Education Rejuvenation Mission is intended to extend the advances made
by the state, from universalisation of education to modernisation of
education, with smart classrooms, digital libraries, IT enabled learning
and contemporary syllabus. The mission aims to solve the existing problems
and inadequacies in public education today.

The Mission aims to raise 1000 schools to "international standards".
According to the order issued in November 2016 outlining the mission, five
schools in each district are supposed to achieve this within two years of
the start of the mission.

All classrooms at the high school and higher secondary levels are to be
turned into "high-tech" class rooms. This is to be completed within two
years after the start of the mission.

Public schools would be upgraded with the cooperation of the
Parent-Teachers' Associations and alumni associations. School libraries and
laboratories are to be modernised, and school campuses which are free of
plastics, pesticides and intoxicants are to be created.

The very month that the Education Rejuvenation Mission began, the LDF
government took over a government-aided school in Malaparamba in Kozhikode
district, which its owner had tried to close down claiming that it was
"uneconomical". The move became symbolic of the efforts to protect and
strengthen public education in the State. The previous Congress-led United
Democratic Front (UDF) government had decided to close down the Malaparamba
school on the basis of the request from its manager, who claimed that it is
"unviable" for him to run the school.

The Education Rejuvenation Mission has outlined learning objectives which
seek to ensure that students acquire the knowledge and skills commensurate
with the classes they are in.

Apart from knowledge of the subjects, the mission also aims to improve the
students’ social consciousness, knowledge of the environment, and
extra-curricular skills. Knowledge and skills to communicate in at least
three languages is to be ensured. Counselling facilities are to be created
for school children.

The mission seeks to reduce dropout rates. Students belonging to backward
and marginalised sections would be given special attention and benefits to
bring them up to the mainstream.

The mission also states that there have to be democratic bodies to monitor
the functioning of public schools. The involvement of local government
bodies would be crucial in this.

While Kerala's achievements in the field of education 

[EnglishSTF-9099] Have we lost our way.... Thought provoking article

[Gurumurthy K]

http://www.thehindu.com/opinion/columns/have-we-lost-our-way/article20930124.ece

-- 
---
1.ವಿಷಯ ಶಿಕ್ಷಕರ ವೇದಿಕೆಗೆ  ಶಿಕ್ಷಕರನ್ನು ಸೇರಿಸಲು ಈ  ಅರ್ಜಿಯನ್ನು ತುಂಬಿರಿ.
 - 
https://docs.google.com/forms/d/e/1FAIpQLSevqRdFngjbDtOF8YxgeXeL8xF62rdXuLpGJIhK6qzMaJ_Dcw/viewform
2. ಇಮೇಲ್ ಕಳುಹಿಸುವಾಗ ಗಮನಿಸಬೇಕಾದ ಕೆಲವು ಮಾರ್ಗಸೂಚಿಗಳನ್ನು ಇಲ್ಲಿ ನೋಡಿ.
-http://karnatakaeducation.org.in/KOER/index.php/ವಿಷಯಶಿಕ್ಷಕರವೇದಿಕೆ_ಸದಸ್ಯರ_ಇಮೇಲ್_ಮಾರ್ಗಸೂಚಿ
3. ಐ.ಸಿ.ಟಿ ಸಾಕ್ಷರತೆ ಬಗೆಗೆ ಯಾವುದೇ ರೀತಿಯ ಪ್ರಶ್ನೆಗಳಿದ್ದಲ್ಲಿ ಈ ಪುಟಕ್ಕೆ ಭೇಟಿ ನೀಡಿ -
http://karnatakaeducation.org.in/KOER/en/index.php/Portal:ICT_Literacy
4.ನೀವು ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶ ಬಳಸುತ್ತಿದ್ದೀರಾ ? ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶದ ಬಗ್ಗೆ ತಿಳಿಯಲು 
-http://karnatakaeducation.org.in/KOER/en/index.php/Public_Software
---
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[EnglishSTF-9096] 120 Indians also signatory to scientists’ warning to humanity

[Gurumurthy K]

120 Indians also signatory to scientists’ warning to humanity:
http://www.thehindu.com/news/120-indians-also-signatory-to-scientists-warning-to-humanity/article20492536.ece

Environment needs to be an important part of all subjects...

Gurumurthy, IT for Change

-- 
---
1.ವಿಷಯ ಶಿಕ್ಷಕರ ವೇದಿಕೆಗೆ  ಶಿಕ್ಷಕರನ್ನು ಸೇರಿಸಲು ಈ  ಅರ್ಜಿಯನ್ನು ತುಂಬಿರಿ.
 - 
https://docs.google.com/forms/d/e/1FAIpQLSevqRdFngjbDtOF8YxgeXeL8xF62rdXuLpGJIhK6qzMaJ_Dcw/viewform
2. ಇಮೇಲ್ ಕಳುಹಿಸುವಾಗ ಗಮನಿಸಬೇಕಾದ ಕೆಲವು ಮಾರ್ಗಸೂಚಿಗಳನ್ನು ಇಲ್ಲಿ ನೋಡಿ.
-http://karnatakaeducation.org.in/KOER/index.php/ವಿಷಯಶಿಕ್ಷಕರವೇದಿಕೆ_ಸದಸ್ಯರ_ಇಮೇಲ್_ಮಾರ್ಗಸೂಚಿ
3. ಐ.ಸಿ.ಟಿ ಸಾಕ್ಷರತೆ ಬಗೆಗೆ ಯಾವುದೇ ರೀತಿಯ ಪ್ರಶ್ನೆಗಳಿದ್ದಲ್ಲಿ ಈ ಪುಟಕ್ಕೆ ಭೇಟಿ ನೀಡಿ -
http://karnatakaeducation.org.in/KOER/en/index.php/Portal:ICT_Literacy
4.ನೀವು ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶ ಬಳಸುತ್ತಿದ್ದೀರಾ ? ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶದ ಬಗ್ಗೆ ತಿಳಿಯಲು 
-http://karnatakaeducation.org.in/KOER/en/index.php/Public_Software
---
--- 
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[EnglishSTF-9038] Supporting adolescents to become resilient

[Gurumurthy K]

dear teachers

many times, when we discuss our students as being adolescents we associate
this with risks/dangers/problems/challenges. The article below (from
today's Hindu) discusses how we can help adolescents become resilient and
become capable young adults. While the article mentions that special
programs have been successful in Indian schools to build adolescent's
resilience, this could mostly be done through the regular school/classroom
processes as well, to build autonomy, self-reliance, sense of
fairness/justice, collaborative spirit, willingness and abilities to learn,
harmonious co-existence with peers/adults etc.

Comments welcome.

regards,
Guru

Adolescents and the ‘R’ word
Gracy Andrew 05 November 2017 00:02 IST

Adolescents are gradually getting the attention they deserve in public
discourse. The focus on young people is increasing as adolescents and youth
are being viewed as drivers of social change, rather than as mere
beneficiaries of the many national, State and community-based programmes
being implemented in India.

The World Health Organization (WHO) defines youth (10 to 19 years) as
adolescents. Yet, adolescents are a dynamic group and their social make-up
varies according to their culture, socio-economic status, and location. For
example, in rural India, a 15-year old girl could be married and become a
mother; a 15-year old boy could be his family’s sole breadwinner, and in
still other settings, a 15-year old may be completing high school or
vocational schooling.

Varied challenges

Adolescent youth face many challenges: hormonal changes, increased
complexity in emotions, important decisions related to their career paths,
and, possibly, their first sexual relationships. People often associate the
period of adolescence with extreme emotions and behaviours which may
include impulsive ones such as rash driving, experimentation with drugs and
alcohol, assertion of independence or rejection of the very adults sought
out at every junction during childhood. Friends often become the ‘go-to’
for everything, from information to support and advice. More recently,
significant influences such as social media and the Internet have surfaced,
which can lead to a vulnerability to cyber-bullying and further distancing
from families.

There is, however, a great opportunity amid these challenges: building
‘personal resilience’. If adolescents can be equipped with the knowledge,
attitudes, values and skills needed to deal with the many difficult
situations that come their way, they can learn to ‘bounce back’ from
adversity and emerge from this phase as thriving young adults.

Over the last few decades, global policy makers and organisations have
developed numerous programmes to support adolescents. Many of these
interventions have emphasised a ‘deficit-based’ model. Such interventions
typically focus on what is ‘wrong’ with adolescents and how to ‘fix the
problem’. Counselling, for example, may have value for those who are truly
depressed or, for instance, are heavily engaged in substance abuse. Yet,
exclusive reliance on counselling can run the risk of failing to
acknowledge and leverage the strengths and resources that adolescents
already have. In addition, such an approach may simply not be feasible in a
resource-constrained environment.

Looking within






*On the other hand, ‘strength-based’ approaches, applied proactively, can
be highly effective in promoting well-being while also mitigating the
effects of adversity. Such approaches build on the premise that adolescents
possess within themselves the resources they need, which when properly
nurtured, can equip them to make constructive choices and engage in
positive behaviours. Strength-based approaches focussed on improving
‘personal resilience’ hold particular promise. While it is common to think
of resilience as being innate or inborn, resilience is actually the result
of skills that can be purposefully taught and cultivated. A growing body of
evidence is successfully demonstrating how improvement in resilience
influences positive mental and physical health, as well as positive
educational outcomes for youth facing significant risks.Resilience is built
by helping adolescents develop qualities such as self-awareness, coping
skills, and communication and decision-making skills. Building character
strengths such as open-mindedness, persistence, and love of learning
enhance well-being and grit. Improving self-esteem can have several
positive consequences such as increased connectedness within families and
in schools, an enhanced ability to tackle barriers to success, and, the
skills to set goals and plan for the future. Previous experience shows that
certain, targeted programmes (in India) have shown very promising results,
with positive changes in attitudes and behaviours among adolescent students
reported in many schools and villages. Girls, in particular have
demonstrated an increased capability to negotiate and plan their futures,
while confide

[EnglishSTF-8979] The deadliest mass shooting in modern American history

[Gurumurthy K]

Dear teachers,

A provocative article on race, religion with reference to the killings at
Las Vegas yesterday...

In my view, mad men like Paddock do not really belong to any race or
religion ... No religion advocates killing of innocent people...

Please read, think / reflect about it and share your thoughts ...

regards,
Guru

Last night, the United States experienced the deadliest mass shooting in
modern American history. At least 58 people are dead and over 500 more
wounded. No, that’s not a typo: More than 500 were injured in one, single
incident.

As tens of thousands enjoyed a music festival on the streets of Las Vegas,
64-year-old Stephen Paddock, of Mesquite, Nevada, was perched 32 floors
above them in his Mandalay Bay hotel room. Paddock had 19 rifles and
hundreds of rounds of ammo — supplies that are plentiful in a nation that
has more guns than people. A few minutes after 10 p.m., Paddock opened fire
on the unsuspecting crowd. They were sitting ducks.

No expensive wall along the Mexican border would’ve prevented this. No
Muslim ban stopping immigrants and refugees from a few randomly selected
countries from reaching our shores would’ve slowed this down.

Paddock, like the majority of mass shooters in this country, was a white
American. And that simple fact changes absolutely everything about the way
this horrible moment gets discussed in the media and the national
discourse: Whiteness, somehow, protects men from being labeled terrorists.

The privilege here is that the ultimate conclusion about shootings
committed by people from commonly nonwhite groups often leads to
determinations about the corrosive or destructive nature of the group
itself. When an individual claiming to be a Muslim commits a horrible act,
many on the right will tell us Islam itself is the problem. For centuries,
when an act of violence has been committed by an African-American, racist
tropes follow — and eventually, the criminalization and dehumanization of
an entire ethnic group.


Privilege always stands in contrast to how others are treated, and it’s
true in this case, too: White men who resort to mass violence are
consistently characterized primarily as isolated “lone wolves” — in no way
connected to one another — while the most problematic aspects of being
white in America are given a pass that nobody else receives.

Stephen Paddock’s whiteness has already afforded him many outrageous
protections in the media.

While the blood was still congealing on the streets of Las Vegas, USA Today
declared in a headline
 that Paddock was a
“lone wolf.” And yet an investigation into his motivations and background
had only just started. Police were only beginning to move to search his
home and computers. His travel history had not yet been evaluated. No one
had yet thoroughly scrutinized his family, friends, and social networks.

Stephen Paddock was declared a “lone wolf” before analysts even started
their day, not because an exhaustive investigation produced such a
conclusion, but because it is the only available conclusion for a white man
in America who commits a mass shooting.

“Lone wolf” is how Americans designate many white suspects in mass
shootings. James Holmes was called a “lone wolf” when he shot and killed 12
people at a movie theater in Aurora, Colorado. And Dylann Roof, the white
supremacist who walked into a church in Charleston, South Carolina, and
shot and killed the pastor and eight other parishioners, was quickly
declared a “lone wolf.”

For people of color, and especially for Muslims, the treatment is often
different. Muslims often get labeled as “terrorists” before all the facts
have come out.

Just consider President Donald Trump. This morning, Trump tweeted
, “My
warmest condolences and sympathies to the victims and families of the
terrible Las Vegas shooting. God bless you!” That’s fine, but Trump doesn’t
even seem angry. It’s peculiar that he didn’t call the shooter a “son of a
bitch,” like he did the NFL players who took a knee during the anthem. He
didn’t create an insulting nickname for Paddock, or make an immediate push
for a policy proposal.

Compare that to how Trump treats incidents where he believes the assailants
are Muslims. After a bomb exploded in the London subway, Trump tweeted that
the attackers were “loser terrorists” — before British authorities had even
named a suspect. He went on to immediately use the attack to push his
Muslim ban.

We must ask ourselves: Why do certain acts of violence absolutely incense
Trump and his base while others only elicit warm thoughts and prayers? This
is the deadliest mass shooting in American history! Where is the outrage?
Where are the policy proposals?

What we are witnessing is the blatant fact that white privilege protects
even Stephen Paddock, an alleged mass murderer, not just fro

[EnglishSTF-8977] NCERT Journal - Voices of Teachers and Teacher Educators (Publication of August 17 Volume V Issue II)

[Gurumurthy K]

Dear teachers

Voices of Teachers and Teacher Educators (Publication of August 17 Volume V
Issue II) has been recently released, it can be downloaded from
http://ncert.nic.in/publication/journals/vtte.html ( Issue-II - Vol-V,
August, 2017 )



It has many interesting articles. Dr Rajaram Sharma, Joint Director NCERT
(retd) has written about how ICT can pose a danger of further dumbing down
teaching and reducing the role of a teacher to 'show and tell'. He suggests
'professional learning communities' of teachers as a powerful use of ICT to
support teachers ..(our STF is an example!). And of using different free
applications to create and mix resources to supplement / complement text
books. And accessing web for resources for the same as well

Dr Kirti Kapur has discussed the challenges of teaching English and what
language teachers can/should do.
Pooja Keshavan discusses how story telling can be a tool for Maths teachers
to help students connect better to the subject and gives useful examples
for this which we could use.

Dr Disha Nawani's article is about how a text book should be used and not
be used...  There are a couple of articles in Hindi discussing experiences
from Jharkand and Chatisgarh.

There is an article on digital storytelling (DST) in some of our high
schools, by Ranjani and me and how teachers and students have used DST for
making teaching-learning enjoyable and meaningful for themselves, and
created digital resources for use elsewhere. These stories are available on
KOER

.

*VTTE has invited contributions from teachers to the next issue - please
read the 'call' section in this journal issue. Hope many of you will
contribute and share your experiences and learnings with all*

regards,
Guru

IT for Change, Bengaluru
www.ITforChange.net

-- 
---
1.ವಿಷಯ ಶಿಕ್ಷಕರ ವೇದಿಕೆಗೆ  ಶಿಕ್ಷಕರನ್ನು ಸೇರಿಸಲು ಈ  ಅರ್ಜಿಯನ್ನು ತುಂಬಿರಿ.
 - 
https://docs.google.com/forms/d/e/1FAIpQLSevqRdFngjbDtOF8YxgeXeL8xF62rdXuLpGJIhK6qzMaJ_Dcw/viewform
2. ಇಮೇಲ್ ಕಳುಹಿಸುವಾಗ ಗಮನಿಸಬೇಕಾದ ಕೆಲವು ಮಾರ್ಗಸೂಚಿಗಳನ್ನು ಇಲ್ಲಿ ನೋಡಿ.
-http://karnatakaeducation.org.in/KOER/index.php/ವಿಷಯಶಿಕ್ಷಕರವೇದಿಕೆ_ಸದಸ್ಯರ_ಇಮೇಲ್_ಮಾರ್ಗಸೂಚಿ
3. ಐ.ಸಿ.ಟಿ ಸಾಕ್ಷರತೆ ಬಗೆಗೆ ಯಾವುದೇ ರೀತಿಯ ಪ್ರಶ್ನೆಗಳಿದ್ದಲ್ಲಿ ಈ ಪುಟಕ್ಕೆ ಭೇಟಿ ನೀಡಿ -
http://karnatakaeducation.org.in/KOER/en/index.php/Portal:ICT_Literacy
4.ನೀವು ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶ ಬಳಸುತ್ತಿದ್ದೀರಾ ? ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶದ ಬಗ್ಗೆ ತಿಳಿಯಲು 
-http://karnatakaeducation.org.in/KOER/en/index.php/Public_Software
---
--- 
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[EnglishSTF-8976] Global food crops also face Earth’s sixth great mass extinction

[Gurumurthy K]

over reliance on few crops is a danger to our existence  pl share your
comments on the article below. this needs to be a part of our geography and
economics teaching ...

regards,
Guru

Source -
https://www.nationofchange.org/2017/09/27/global-food-crops-also-face-earths-sixth-great-mass-extinction/


Global food crops also face Earth’s sixth great mass extinction
We need to get away from a focus on ‘feeding the world’ and move toward
‘nourishing the world.’
By
Lorraine Chow -
September 27, 2017 | News Report

Human civilization utterly depends on our precious food supplies, but the
planet’s sixth mass extinction of plants and animals currently underway is
also threatening the world’s food crops, according to a new report from
Bioversity International.

“Huge proportions of the plant and animal species that form the foundation
of our food supply are just as endangered [as wildlife] and are getting
almost no attention,” Ann Tutwiler, director general of Bioversity
International, wrote in an article for the Guardian.

“If there is one thing we cannot allow to become extinct, it is the species
that provide the food that sustains each and every one of the seven billion
people on our planet,” she said.

According to the report, 940 cultivated species are already threatened.
Tutwiler emphasized the impact on popular foods and commodities:

“Take some consumer favorites: chips, chocolate and coffee. Up to 22% of
wild potato species are predicted to become extinct by 2055 due to climate
change. In Ghana and Ivory Coast, where the raw ingredient for 70% of our
chocolate is grown, cacao trees will not be able to survive as temperatures
rise by two degrees over the next 40 years. Coffee yields in Tanzania have
dropped 50% since 1960.”
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Additionally, of the estimated 5,538 plant species counted as food, just
three – rice, wheat and maize – provide more than 50 percent of the world’s
plant-derived calories.

“Relying so heavily on such a narrow resource base is a risky strategy for
the planet, for individual livelihoods and for nutritious diets,” the
report states.

As the Guardian pointed out, a disease or pest can sweep through large
areas of monocultures, like during the Irish potato famine when a million
people starved to death.

Tutwiler noted that the world’s incredible diversity of wild or rarely
cultivated species – such the beta carotene-rich gac fruit from Vietnam or
the vitamin A-filled Asupina banana – “can be a source of affordable,
nutritious food – provided we don’t let it disappear.”

“This ‘agrobiodiversity’ is a precious resource that we are losing, and yet
it can also help solve or mitigate many challenges the world is facing,”
she said. “It has a critical yet overlooked role in helping us improve
global nutrition, reduce our impact on the environment and adapt to climate
change.”

In an interview with FoodTank, Tutwiler commented on how agribusiness and
the Western diet has also contributed to the world’s loss of biological
diversity of food:

“From the production side, a focus on ‘feeding the world’ rather than
‘nourishing the world’ has led to a focus on a handful of starchy staples
that has contributed to an increase in land planted with maize, wheat, and
rice from 66 percent to 79 percent of all cereal area between 1961 and 2013.

On the consumption side, there is a growing global tendency towards Western
diets and processed convenience foods. Diets are based more and more on
major cereals, plus sugar and oil. So these now dominate our agricultural
production. Of the 30,000-ish plant species that can be used as food, today
only three – rice, wheat, and maize – provide half the world’s
plant-derived calories and intakes of pulses, fruits, and vegetables are
low.

At the same time, the same pressures that are driving the sixth mass
extinction of wild biodiversity are also affecting agricultural
biodiversity – habitat transformation, deforestation, invasive species, and
climate change. They also lead to disruption in pollinators and natural
pest control. Loss of wild biodiversity can lead to erosion of genetic
diversity (like the wild relatives of crops, which are a valuable source of
traits for breeding), which reduces options for breeding new plant
varieties better adapted to climate change.”

Bioversity International’s new 200-page report, “Mainstreaming
Agrobiodiversity in Sustainable Food Systems,” highlights how governments
and companies should protect and encourage agrobiodiversity to tackle wider
global problems such as poverty, malnutrition, environmental

[EnglishSTF-8945] Soon, computers will correct your English - Deccan Herald

[Gurumurthy K]

http://m.deccanherald.com/articles.php?name=http%3A%2F%2Fwww.deccanherald.com%2Fcontent%2F634140%2Fsoon-computers-correct-your-english.html

-- 
---
1.ವಿಷಯ ಶಿಕ್ಷಕರ ವೇದಿಕೆಗೆ  ಶಿಕ್ಷಕರನ್ನು ಸೇರಿಸಲು ಈ  ಅರ್ಜಿಯನ್ನು ತುಂಬಿರಿ.
 - 
https://docs.google.com/forms/d/e/1FAIpQLSevqRdFngjbDtOF8YxgeXeL8xF62rdXuLpGJIhK6qzMaJ_Dcw/viewform
2. ಇಮೇಲ್ ಕಳುಹಿಸುವಾಗ ಗಮನಿಸಬೇಕಾದ ಕೆಲವು ಮಾರ್ಗಸೂಚಿಗಳನ್ನು ಇಲ್ಲಿ ನೋಡಿ.
-http://karnatakaeducation.org.in/KOER/index.php/ವಿಷಯಶಿಕ್ಷಕರವೇದಿಕೆ_ಸದಸ್ಯರ_ಇಮೇಲ್_ಮಾರ್ಗಸೂಚಿ
3. ಐ.ಸಿ.ಟಿ ಸಾಕ್ಷರತೆ ಬಗೆಗೆ ಯಾವುದೇ ರೀತಿಯ ಪ್ರಶ್ನೆಗಳಿದ್ದಲ್ಲಿ ಈ ಪುಟಕ್ಕೆ ಭೇಟಿ ನೀಡಿ -
http://karnatakaeducation.org.in/KOER/en/index.php/Portal:ICT_Literacy
4.ನೀವು ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶ ಬಳಸುತ್ತಿದ್ದೀರಾ ? ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶದ ಬಗ್ಗೆ ತಿಳಿಯಲು 
-http://karnatakaeducation.org.in/KOER/en/index.php/Public_Software
---
--- 
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[EnglishSTF-8875] Re: Blended course on Technology integrated learning”, for student teachers and teacher educators (B.Ed.) at Vijaya Teachers College.

[Gurumurthy K]

Dear teachers,

Vijaya Teachers College (http://vijayateacherscollege.org) and Centre for
Education and Technology, IT for Change (http://itforchange.net/education)
are launching a certificate course on “*Integrating ICT in teacher
education”* for
*B.Ed / CTE college faculty. *
The course will commence on 22nd September, 2017. Interested teacher
educators, from colleges in Bengaluru which offer the B.Ed program, can
send a mail to teachereduca...@itforchange.net to apply for or get more
information about the course. Request you to share this information with
interested teacher educators.

*About the course*

ICT syllabi in school and teacher education have often focused on the
learning of popular proprietary software applications, with little impact
on learning processes or outcomes. The National ICT Curriculum 2013, issued
by NCERT, has pioneered a new approach to ICT learning and ICT based
learning, with its six pedagogical themes of “Connecting with the World”,
“Connecting with Each Other”, “Creating with ICT”, “Interacting with ICT”,
“ICT and teaching-learning” and “Reaching Out and Bridging Divides”.

The course, developed by IT for Change on a blended learning model, is
perhaps the first pre-service teacher-education course for teacher
educators, based on the National ICT Curriculum.

The curriculum broadly attempts to equip teachers with ICT competencies to
strengthen their own professional capacities and to effectively use ICT
tools and devices in their teaching- learning. It enables students to
acquire digital literacy skills as well as improve their subject learning
and digital vocational skills. More details are available on the course
platform https://karnatakaeducation.org.in/lms

The course will be for a minimum of 25 and maximum of 30 teacher educators.
A nominal fee will be charged for the course participation to part cover
course expenses.

regards,
Guru
--


IT for Change, Bengaluru
www.ITforChange.net

On Mon, Jul 3, 2017 at 10:46 PM, Gurumurthy K 
wrote:

> Dear teachers,
>
> I am happy to share with you about the blended course on “*Technology
> integrated learning*”, which was launched by IT for Change & Vijaya
> Teachers College today. This is perhaps the  first B.Ed. program course,
> based on National ICT Curriculum of CIET, NCERT.
>
> *About the course*
>
> ICT syllabi in school education and teacher education have in the past
> often focused on the learning of few popular proprietary software
> applications. This has had little impact on learning processes or outcomes.
>
> The National ICT Curriculum, 2013, pioneers a new approach to ICT learning
> and ICT based learning, with the six themes of *“Connecting with the
> World”, “Connecting with Each Other”, “Creating with ICT”, “Interacting
> with ICT”, “ICT and teaching-learning” *and *“Reaching Out and Bridging
> Divides”*. The curriculum broadly attempts to build ICT competencies in
> teachers, to strengthen their professional capacities and to use ICT tools
> in their teaching. It enables students to acquire digital literacy and
> vocational skills and improve their subject learning.
>
> The Centre for Education and Technology, IT for Change has developed the
> syllabus and  content for the *Technology integrated learning*” course,
> for the students of the B.Ed program being offered by the Vijaya Teachers
> College for the 2017-19 batch. *The course for teacher educators will
> also be open to the faculty of other teacher’s colleges in Bengaluru and
> interested teacher educators can contact i...@itforchange.net
>  for more information.*
>
> Prof. Rajaram Sharma, former Joint Director of CIET delivered the keynote
> address during the inauguration. Prof. Sharma said, “The course has the
> potential to use technology to enable teacher educators re-look at their
> teaching approaches and enable them to develop as competent teachers, as
> well as collaborative learners.’
> The course summary information can be accessed from KOER -
> http://karnatakaeducation.org.in/KOER/en/index.php/Technology_integrated_
> learning_-_Course_for_B.Ed_student_teachers_and_teacher_educators
>
> The course itself is available on Moodle on https://karnatakaeducation.
> org.in/lms and you can browse the contents using the Guest login.
>
> Please do visit the course and share your comments and suggestions.
>
> regards,
> Guru
> IT for Change, Bengaluru
> www.ITforChange.net
>

-- 
---
1.ವಿಷಯ ಶಿಕ್ಷಕರ ವೇದಿಕೆಗೆ  ಶಿಕ್ಷಕರನ್ನು ಸೇರಿಸಲು ಈ  ಅರ್ಜಿಯನ್ನು ತುಂಬಿರಿ.
 - 
https://docs.google.com/forms/d/e/1FAIpQLSevqRdFngjbDtOF8YxgeXeL8xF62rdXuLpGJIhK6qzMaJ_Dcw/viewform
2. ಇಮೇಲ್ ಕಳುಹಿಸುವಾಗ ಗಮನಿಸಬೇಕಾದ ಕೆಲವು ಮಾರ್ಗಸೂಚಿಗಳನ್ನು ಇಲ್ಲಿ ನೋಡಿ.
-http://karnatakaeducation.org.in/KOER/index.php/ವಿಷಯಶಿಕ್ಷಕರವೇದಿಕೆ_ಸದಸ್ಯರ_ಇಮೇಲ್_ಮಾರ್ಗಸೂಚಿ
3. ಐ.ಸಿ.ಟಿ ಸಾಕ್ಷರತೆ ಬಗೆಗೆ ಯಾವುದೇ ರೀತಿಯ ಪ್ರಶ್ನೆಗಳಿದ್ದಲ್ಲಿ ಈ ಪುಟಕ್ಕೆ ಭೇಟಿ ನೀಡಿ -
htt

[EnglishSTF-8842] Engaging young minds meaningfully

[Gurumurthy K]

Nice thought provoking article ... please read and share your thoughts

regards
Guru


HANDS-ON, MINDS-ON LEARNING Indira Vijaysimha explains how teachers can
impart knowledge without becoming overly controlling and authoritarian

One of the most frustrating experiences that teachers face in the classroom
is not being able to get children to pay attention to what they are saying.
Many teachers resort to threat and punishment routines in order to
establish their dominance over their children and proceed to teach their
lesson to a silent class. This seems to be an effective way to teach and
traditionally, trainee teachers have been encouraged to establish control
over the children so that they can proceed with their teaching without
interruptions. School inspectors, too, have typically appreciated
classrooms where the children are sitting quietly in orderly rows and the
teacher proceeds with the lesson. The effectiveness of this tradition of
teaching has been under question for several decades now, although it is
still followed.

Let us take a quick look at the reasons why silencing children by threats
and punishment may not be a good teaching strategy. To begin with, it
should be rather obvious that just because children are silent in class
while the teacher is teaching it doesn’t mean that they are focused on what
the teacher is saying. If children are not allowed to speak in class and
are supposed to respond only to the questions asked by the teacher, then
the teacher has little opportunity to evaluate whether they have actually
understood what is being taught. Years of schooling where pupils have to
sit silently in class is likely to result in a population of adults who
unquestioningly accept authority.

Although such an ‘obedient’ population may seem desirable to some, it has
other consequences that should have us deeply worried. Blind obedience to
authority is not the preferred end of education.

Education is meant to develop creativity and critical thinking in order to
make progress and human flourishing possible. We also see that when some
children are coerced into submitting to teachers’ authority they become
rebellious and angry. In many cases, such children effectively dropping out
of learning by tuning out the teacher, being disruptive in class, playing
truant, or by actually dropping out of school itself. In addition to this
set of undesirable consequences, research studies indicate that getting
children to ‘shut up and listen’ is not an effective way to develop
conceptual understanding.

Pointing out to some of the undesirable consequences of classes that
require children to sit quietly and listen does not of course, solve the
teacher’s problem of having to manage children’s attention. Recent
conversations with teachers indicate that the problem of attention may have
become worse due to children’s exposure to mobile phones and tablets. The
process of getting students’ attention without getting frustrated, shouting
or issuing threats is challenging. In fact, a 2014 study reveals that 40%
of teachers leave before completing one year of work. One of the top
reasons cited for quitting is difficulties in “coping with and responding
to student behavioural issues.” What can teachers do to find reasonably
satisfying ways to hold children’s attention? How can they get important
messages and instruction across without becoming overly controlling and
authoritarian?

Build rapport

In order to manage children’s attention, it is helpful to think of the
classroom from the child’s view point. A friendly approach will help
teachers build a rapport with students and this in turn can enable the
teacher to discuss some basic rules about classroom behaviour. Soft
conversation between students should be tolerated and there is no need for
a teacher to put an end to all forms of student talk in the classroom.
However, if on entering a class a teacher finds children talking loudly and
being boisterous it is not advisable to try and talk louder than the
students. Some other way of drawing the students’ attention can be tried —
things like writing or drawing on the blackboard, starting a clapping
rhythm, or simply standing quietly and waiting for children to notice them
are some ways that teachers have successfully tried.

Have a plan

It is important to have a plan about how to proceed once children’s
attention has been gained. After getting the children’s attention, the next
step would be to have an engaging activity, game task or story related to
the lesson that is to be taught. Sometimes an object or experiment can be
used to spark children’s curiosity and they can be encouraged to voice
their thoughts and questions. With a little patience, children can be
helped to understand that it is preferable to take turns while talking and
that it is important to listen to each other.

Social learning theories in psychology indicate that teachers need to model
the behaviour that they expect from children. For example, by list

[EnglishSTF-8747] (the dangerous) world of Chhota Bheem - The Hindu, Meenakshi A.

[Gurumurthy K]

Dear teachers,

the world of animation/multi-media is a powerful one for students/learners
... but it is only a medium of learning ... and can be as harmful as useful
 read article below from Hindu, today.

Can we make simple animation films which bring life and life's lessons to
our learners? and make these with our students  I think this can be an
important method of learning in the age of ICT. And something that is
perhaps doable, see
http://troer.telangana.gov.in/OER/index.php/Category:Communication_with_graphics
for some ideas/lessons

regards,
Guru

source thehindu.com



Chhota Bheem’ narrates the story of the valorous nine-year-old Bheem, a
persona loosely based on the eponymous character in Hindu mythology known
for strength. Little Bheem lives in the fictional city-state of Dholakpur,
and in each television episode, when faced with various perils, he proceeds
to tackle them with the help of his friends Chutki, Raju and Jaggu Bandar,
the monkey.

Despite the lifeless animation and dim plotlines, the show currently has at
least 40 million viewers, and Chhota Bheem merchandise from toothpaste to
toys flood Indian stores. Though the producers of the show have had
extraordinary success, hardly anyone has ventured beyond the ‘fun’ and
‘excitement’ it offers children to analyse the sexist, racial, linguistic
and other discrimination deeply embedded in the show.

Gender bias

The gender bias is explicit: Chutki has the fairest skin of all the
characters and has two pink spots on her cheeks. She “loves playing with
the boys but also is very feminine and keeps herself busy with all sorts of
arts and household chores”, describes the official website of the show. She
never participates when physically strenuous fighting or other kinds of
movements are involved. The sheer violence displayed by Bheem, masquerading
as “teaching the villains a lesson”, is unnerving and he is an epitome of
the macho male (or as much of a macho male that a nine-year-old can be).

Bheem has a rival in his village, Kalia. It may not come as a surprise that
not only him but most other villains in the show are dark-skinned. In an
episode emulating *Jack and the Beanstalk*, the giant is dark-skinned and
wears tiger skin.

Racial prejudice

There is reason to believe this racial prejudice historically comes from
the antagonism between the expansionist invaders of the ancient times who
lived in agricultural city-states and the dark-skinned tribes, who were
forest-dwellers. Due to this, the *rakshasa*, or the demon, in the
literature of the “civilised” and settled agricultural communities, is
identified with the tribal forest-dweller; and the giant in the story, a
*rakshasa*.

Curiously, even as Bheem saves an elephant from a cruel hunter and is
proclaimed a hero, in other episodes he beats up hyenas, fights tigers and
attaches fireworks to a lion’s tail, simply because the last three were
‘threats’ to his friends. This imposition of values of who is ‘good’ and
who is ‘bad’ on to the animal world no doubt makes the little viewers
internalise certain erroneous notions.

On linguistic lines

An episode of particular interest to me was one where Bheem and his friends
visited Kerala on an adventure. It was interesting to note how linguistic
‘othering’ was an important way of constructing the identity of Malayalis.
In the Hindi version of the episode, the Malayalis spoke Hindi (the
language Bheem and his friends speak) with an accent that sounded odd, and
many of them were caricatures that exclaimed *aiyo* from time to time,
meant to evoke mirth. Kalia wants to learn Kathakali, a performance art
form native to Kerala, and he is ridiculed.

In another episode, *Dancing with the Tribes*, the image of the ‘tribal’
cannot be more stereotypical, and their language is gibberish. Bheem and
his friends make fun of them by attempting to imitate them. Bheem also goes
to meet the Incas, aliens and many other groups in various episodes. But
every visit is necessarily based on some sort of conflict or antagonism,
the message being, ‘what is different is to be fought’.

Way to enmity

>From all this it seems to me that while superficially trying to make other
‘cultures’ familiar to viewers, all it does is essentialise them and
inculcate an intuitive aggression or enmity towards them. Behind the guise
of educational tales about multiple cultures lurks a blatantly sexist,
racist and essentialist show. It claims to teach children values and
morals, but in truth cultivates biases and perpetrates stereotypes. Is this
what we want our children watching, especially in times such as those we
are in today?

meenakshiajayku...@gmail.com


IT for Change, Bengaluru
www.ITforChange.net

-- 
---
1.ವಿಷಯ ಶಿಕ್ಷಕರ ವೇದಿಕೆಗೆ  ಶಿಕ್ಷಕರನ್ನು ಸೇರಿಸಲು ಈ  ಅರ್ಜಿಯನ್ನು ತುಂಬಿರಿ.
 - 
https://docs.google.com/forms/d/e/1FAIpQLSevqRdFngjbDtOF8YxgeXeL8xF62rdXuLpGJIhK6qzMaJ_Dcw/viewform
2.

[EnglishSTF-8746] Living lessons from the Narmada, Sumitra M. Gautama

[Gurumurthy K]

dear teachers

our Economics text books promote one view of development  focus on
growth through industry, massive infrastructure projects without
discussing the costs on environment, on marginalized sections of society
  this view is becoming more and more untenable and we need to explore
new models ... including Gandhian thoughts on
production/consumption/exchange ...

the height of the Narmada dam is being increased leading to more
displacement of villages where poor tribals live. How do we easily decide
on benefits and costs?? pl read article below written by a teacher in the
Hindu toda

regards
Guru


Source - thehindu.com

"I don't need a cloak to become invisible."

― J.K. Rowling, *Harry Potter and the Sorcerer’s Stone*

The Narmada issue and the project affected people present in one forum the
developmental dilemmas that beset our country today. In the news again over
the past few weeks, it has been in and out of national consciousness – and
conscience – for over two decades now. Over these years, Medha Patkar, and
countless dam-affected people, concerned individuals and committed NGOs
such as Manthan and the South Asia Network on Dams, Rivers and People
(SANDRP) have helped articulate fundamental perspectives on social and
environmental accountability related to large dams: Whose land? Whose
forest? Whose water? Who loses? Who gains? Why? They have presented damning
statistics on the environmental sustainability and cultural and
displacement costs of the Sardar Sarovar Project.

Are there some things we are missing today as citizens when we bear witness
to this extraordinary conflict, where people deprived of homes and
livelihoods refuse to become faceless and formless, where people whose
ancestral wealth and way of life have been irrevocably submerged refuse to
accept defeat despite 40 years of struggle? What can be learnt from their
spirit, that refuses to die? Is there a vital link to a larger India, a
dynamic India that we have lost in the process of getting better all the
short-term time? What does the Narmada struggle say about other similar
struggles across the country? What choices does this whole paradigm of
development place before us, as individuals? For our young?

In 1996, a film director friend brought Anand Patwardhan to the school I
was then associated with. He had then just produced his poignant and
telling indictment of the Sardar Sarovar project, *Narmada Diary*.

A few senior students, 16-17 years old, desired to see for themselves
whether what he was showing them about the challenges presented by
mega-dams, and the intrepid struggle of the people risking displacement,
facilitated by the Narmada Bachao Andolan, was indeed the truth. A
colleague and I accompanied 13 students to the Narmada valley in November
1996. It was a ten-day trip, and included the government tour of the Sardar
Sarovar Project. Ahead of the trip we interacted with the options to the
Sardar Sarovar Project (SSP) presented by S.J. Joy and Suhas Paranjape,
invited P. Sainath, heard Dr.Nirmal Sengupta (Madras Institute of
Development Studies) and grew aware of the pros and cons of large dams
across the world.

The trip allowed for crucial discussions on almost every aspect of life,
and the choices we make in living the way we do. Students who came back
spoke poignantly of what they had learnt. For five years after that trip,
we took batches of Class 11 students to the Narmada, as guests of the NBA,
unaligned and free to question and to dialogue, allowed into panchayat
discussions and important meetings with adivasi representatives, but also
interviewing willing government officials to gain clarity. At school, this
was framed in the Class XI programme as understanding equity in a socialist
democracy, building ecological sensitivity and evolving awareness of social
accountability through observing and learning from a non-violent grassroots
struggle. As J. Krishnamurti said, ‘You are the world, and the world is
you.’

One group of students connected the Narmada issue of displacement to urban
resettlement, and visited rehabilitation sites around Chennai as well. This
batch had many perceptions and many things to say, and tried to capture it
in an hour-long film titled *Damming all Futures. *

I share a few excerpts here from journals that remain with me, as a loosely
knit write-up on history-in-the-making that we attempted to capture more
than a decade ago around young people’s experiences of the Narmada
struggle.

*The dam was built for several major purposes which don’t seem so important
after one sees what it has done to the entire area and the entire mass of
people living along the river." — Student Journal entry, 1998*

*"The next morning, we got to go to Manibeli. For a part of the distance
our boat was moving over villages. I can’t explain the feeling that it
evokes in you. Your stomach feels holl

[EnglishSTF-8701] Article on facts and learning. On anniversary of atomic bombing of Japan

[Gurumurthy K]

http://www.thehindu.com/opinion/columns/the-shape-of-a-mushroom-cloud/article19482103.ece



Why acquiring factual knowledge should not be confused with learning

-- 
---
1.ವಿಷಯ ಶಿಕ್ಷಕರ ವೇದಿಕೆಗೆ  ಶಿಕ್ಷಕರನ್ನು ಸೇರಿಸಲು ಈ  ಅರ್ಜಿಯನ್ನು ತುಂಬಿರಿ.
 - 
https://docs.google.com/forms/d/e/1FAIpQLSevqRdFngjbDtOF8YxgeXeL8xF62rdXuLpGJIhK6qzMaJ_Dcw/viewform
2. ಇಮೇಲ್ ಕಳುಹಿಸುವಾಗ ಗಮನಿಸಬೇಕಾದ ಕೆಲವು ಮಾರ್ಗಸೂಚಿಗಳನ್ನು ಇಲ್ಲಿ ನೋಡಿ.
-http://karnatakaeducation.org.in/KOER/index.php/ವಿಷಯಶಿಕ್ಷಕರವೇದಿಕೆ_ಸದಸ್ಯರ_ಇಮೇಲ್_ಮಾರ್ಗಸೂಚಿ
3. ಐ.ಸಿ.ಟಿ ಸಾಕ್ಷರತೆ ಬಗೆಗೆ ಯಾವುದೇ ರೀತಿಯ ಪ್ರಶ್ನೆಗಳಿದ್ದಲ್ಲಿ ಈ ಪುಟಕ್ಕೆ ಭೇಟಿ ನೀಡಿ -
http://karnatakaeducation.org.in/KOER/en/index.php/Portal:ICT_Literacy
4.ನೀವು ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶ ಬಳಸುತ್ತಿದ್ದೀರಾ ? ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶದ ಬಗ್ಗೆ ತಿಳಿಯಲು 
-http://karnatakaeducation.org.in/KOER/en/index.php/Public_Software
---
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[EnglishSTF-8668] English fails to capture cultural essence of regional work in translation: Gulzar - The Hindu

[Gurumurthy K]

https://www.google.co.in/amp/www.thehindu.com/news/national/karnataka/english-fails-to-capture-cultural-essence-of-regional-work-in-translation-gulzar/article19441052.ece/amp/


Translation as a powerful method  to expand our cultural resources...

-- 
---
1.ವಿಷಯ ಶಿಕ್ಷಕರ ವೇದಿಕೆಗೆ  ಶಿಕ್ಷಕರನ್ನು ಸೇರಿಸಲು ಈ  ಅರ್ಜಿಯನ್ನು ತುಂಬಿರಿ.
 - 
https://docs.google.com/forms/d/e/1FAIpQLSevqRdFngjbDtOF8YxgeXeL8xF62rdXuLpGJIhK6qzMaJ_Dcw/viewform
2. ಇಮೇಲ್ ಕಳುಹಿಸುವಾಗ ಗಮನಿಸಬೇಕಾದ ಕೆಲವು ಮಾರ್ಗಸೂಚಿಗಳನ್ನು ಇಲ್ಲಿ ನೋಡಿ.
-http://karnatakaeducation.org.in/KOER/index.php/ವಿಷಯಶಿಕ್ಷಕರವೇದಿಕೆ_ಸದಸ್ಯರ_ಇಮೇಲ್_ಮಾರ್ಗಸೂಚಿ
3. ಐ.ಸಿ.ಟಿ ಸಾಕ್ಷರತೆ ಬಗೆಗೆ ಯಾವುದೇ ರೀತಿಯ ಪ್ರಶ್ನೆಗಳಿದ್ದಲ್ಲಿ ಈ ಪುಟಕ್ಕೆ ಭೇಟಿ ನೀಡಿ -
http://karnatakaeducation.org.in/KOER/en/index.php/Portal:ICT_Literacy
4.ನೀವು ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶ ಬಳಸುತ್ತಿದ್ದೀರಾ ? ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶದ ಬಗ್ಗೆ ತಿಳಿಯಲು 
-http://karnatakaeducation.org.in/KOER/en/index.php/Public_Software
---
--- 
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[EnglishSTF-8654] ICT Student Text Book and Teacher Hand Book based on National ICT Curriculum

[Gurumurthy K]

Dear Teachers,

The Telangana Department of School Education, has developed, in
collaboration with IT for Change, the student text book and teacher hand
book for ICT integration in school education.  This is perhaps the first
ICT text book based on National ICT Curriculum


It is released as OER, so it can be freely shared by all of us. Read more
about this here


These books can be accessed from the Telangana Repository of OER (TROER
), which has been developed by the
department in collaboration with IT for Change. The TROER
 uses the MediaWiki platform like KOER
.


   - ICT student textbook
   
   - ICT teacher handbook
   
   - Explore an application
   


We look forward to your comments and feedback on the text book and hand
book.

regards,
Guru
IT for Change

-- 
---
1.ವಿಷಯ ಶಿಕ್ಷಕರ ವೇದಿಕೆಗೆ  ಶಿಕ್ಷಕರನ್ನು ಸೇರಿಸಲು ಈ  ಅರ್ಜಿಯನ್ನು ತುಂಬಿರಿ.
 - 
https://docs.google.com/forms/d/e/1FAIpQLSevqRdFngjbDtOF8YxgeXeL8xF62rdXuLpGJIhK6qzMaJ_Dcw/viewform
2. ಇಮೇಲ್ ಕಳುಹಿಸುವಾಗ ಗಮನಿಸಬೇಕಾದ ಕೆಲವು ಮಾರ್ಗಸೂಚಿಗಳನ್ನು ಇಲ್ಲಿ ನೋಡಿ.
-http://karnatakaeducation.org.in/KOER/index.php/ವಿಷಯಶಿಕ್ಷಕರವೇದಿಕೆ_ಸದಸ್ಯರ_ಇಮೇಲ್_ಮಾರ್ಗಸೂಚಿ
3. ಐ.ಸಿ.ಟಿ ಸಾಕ್ಷರತೆ ಬಗೆಗೆ ಯಾವುದೇ ರೀತಿಯ ಪ್ರಶ್ನೆಗಳಿದ್ದಲ್ಲಿ ಈ ಪುಟಕ್ಕೆ ಭೇಟಿ ನೀಡಿ -
http://karnatakaeducation.org.in/KOER/en/index.php/Portal:ICT_Literacy
4.ನೀವು ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶ ಬಳಸುತ್ತಿದ್ದೀರಾ ? ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶದ ಬಗ್ಗೆ ತಿಳಿಯಲು 
-http://karnatakaeducation.org.in/KOER/en/index.php/Public_Software
---
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[EnglishSTF-8634] Protecting our environment

[Gurumurthy K]

We need such measures in all countries!! In the meantime, strengthen public
transport systems and make them popular...

regards
Guru


http://www.thehindu.com/business/uk-to-ban-diesel-petrol-cars/article19365771.ece

U.K. to ban diesel, petrol cars

Britain will join other European nations in plans to ban diesel and
petrol-fuelled cars in the coming decades, in a move designed to force a
shake up within the auto industry as governments seek to deal with high
levels of air pollution and climate change.

New diesel and petrol cars will be banned by 2040, as part of a package of
measures designed to improve air quality in Britain, and meet tough EU
rules on emissions, particularly around nitrogen dioxide emissions.

‘No alternative’

“There is no alternative…we cannot carry on with diesel and petrol - we
would accelerate climate change and do damage to our planet and the next
generation,” Britain’s environment secretary Michael Gove told BBC Radio
ahead of the announcement.

The plan also includes a £255 million package for local governments to
bring in innovative solutions that would result in shorter-term changes
too. While the government hopes to avoid charges in the short term, it
remains a possibility in high emission areas. The announcement puts flesh
on previous government ambitions. “We want almost every car and van to be
zero emission by 2050,” read the Conservative Party’s 2017 election
manifesto.

Last year, Norway announced plans to phase out new petrol and diesel
vehicles by 2025, via a green tax system, while France will end the sales
of these vehicles by 2040, according to plans unveiled by Emmanuel Macron’s
government earlier this month. Other countries are considering moves too:
Germany’s Bundesrat called for petrol vehicles to be phased out by 2030.

Britain’s high levels of air pollution, estimated to cause 40,000 deaths a
year, has come under close scrutiny in recent years, with London breaching
its annual air pollution limits under EU rules just 117 hours into 2017.

The government says 4% of Britain’s major roads are in breach of air
pollution limits.

Much concern has focused on diesel cars, embraced by Britain alongside the
rest of Europe, thanks to an incentive programme and the belief that it was
more efficient and less polluting — a perspective that has been rapidly
dispelled, particularly in the wake of the Volkswagen emissions scandal.

“Moving people to cleaner vehicles by 2040 is welcome, but illegal
pollution should be tackled as soon as possible,” tweeted ClientEarth, a
campaign group that had taken the government to court demanding that it
publish its plans to tackle air pollution, arguing that its current
proposals did not meet legal requirements. The government is set to publish
its wider Clean Air Strategy in 2018.



IT for Change, Bengaluru
www.ITforChange.net

-- 
---
1.ವಿಷಯ ಶಿಕ್ಷಕರ ವೇದಿಕೆಗೆ  ಶಿಕ್ಷಕರನ್ನು ಸೇರಿಸಲು ಈ  ಅರ್ಜಿಯನ್ನು ತುಂಬಿರಿ.
 - 
https://docs.google.com/forms/d/e/1FAIpQLSevqRdFngjbDtOF8YxgeXeL8xF62rdXuLpGJIhK6qzMaJ_Dcw/viewform
2. ಇಮೇಲ್ ಕಳುಹಿಸುವಾಗ ಗಮನಿಸಬೇಕಾದ ಕೆಲವು ಮಾರ್ಗಸೂಚಿಗಳನ್ನು ಇಲ್ಲಿ ನೋಡಿ.
-http://karnatakaeducation.org.in/KOER/index.php/ವಿಷಯಶಿಕ್ಷಕರವೇದಿಕೆ_ಸದಸ್ಯರ_ಇಮೇಲ್_ಮಾರ್ಗಸೂಚಿ
3. ಐ.ಸಿ.ಟಿ ಸಾಕ್ಷರತೆ ಬಗೆಗೆ ಯಾವುದೇ ರೀತಿಯ ಪ್ರಶ್ನೆಗಳಿದ್ದಲ್ಲಿ ಈ ಪುಟಕ್ಕೆ ಭೇಟಿ ನೀಡಿ -
http://karnatakaeducation.org.in/KOER/en/index.php/Portal:ICT_Literacy
4.ನೀವು ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶ ಬಳಸುತ್ತಿದ್ದೀರಾ ? ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶದ ಬಗ್ಗೆ ತಿಳಿಯಲು 
-http://karnatakaeducation.org.in/KOER/en/index.php/Public_Software
---
--- 
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[EnglishSTF-8632] Re: Let us avoid using plastic water bottles, specially the use and throw bottles (like bisleri, aqua fina etc etc) ....

[Gurumurthy K]

Plastic is a killer. lets avoid it
(avoid goods packaged in lot of plastic)

regards
Guru


91% of plastic isn’t recycled, new study finds
By  Alexandra Jacobo -
July 24, 2017 | News Report

A team of scientists set out to conduct the first study of how much plastic
has been produced, discarded, burned or put in landfills, and the results
are horrifying.

Mass production of plastics has resulted in 8.3 billion metric tons of
plastic, most of it ending up in the trash and, due to it taking 400 years
to degrade, the environment. Half of that amount has been made since 2004.

The study, published Wednesday in Science Advances, began two years ago,
around the time that scientists began to predict that by 2050 there will be
more plastic in the oceans than fish. It is the first global analysis of
all plastics ever made.

Some quick facts that the study discovered:

Of the 8.3 billion metric tons that have been released, 6.3 billion
metric ons has become plastic water.
Only 9% of the 6.3 billion metric tons of plastic waste has been
recycled.
79% of plastic waste is accumulating in landfills or is in the
environment as litter.
If current trends continue, by 2050, 12 billion metric tons of plastic
will be in landfills. The is equivalent to 35,000 times heavier than the
Empire State Building.
China alone accounts for 28% of global resin and 68% of polyester
polyamide and acrylic fibers.
*The rate of plastic manufacturing has double roughly every 15 years.*
Half of all plastic manufactured becomes trash in less than a year.
Much of the growth in plastic production is due to plastic packaging,
which accounts for more than 40% of non-fiber plastic.
Recycling in the U.S. hovers around 9%, well below Europe (30%) and
China (25%).
As the study’s lead author, Roland Geyer, states, “You can’t manage
what you don’t measure. It’s not just that we make a lot, it’s that we also
make more, year after year.”

Geyer says in order to gain control of plastic waste, “We as a society need
to consider whether it’s worth trading off some convenience for a clean,
healthy environment. For some products that are very problematic in the
environment, maybe we think about using different materials. Or phasing
them out.”

source -
http://nationofchange.us8.list-manage.com/track/click?u=d8c536d78fef3dd6b12305a66&id=59b141e1b6&e=2cb78eb108


IT for Change, Bengaluru
www.ITforChange.net

On Fri, Nov 18, 2016 at 12:01 PM, Gurumurthy K 
wrote:

> Bottled water is one of the biggest threat to our environment. Let us stop
> using bottled water and let us educate our students also to avoid it
> always. We can carry our own water bottles and fill from water sources.
> read article below, it is for the National Parks in USA but equally
> applicable to us also ... In USA, the bottled water manufacturers are
> lobbying the government to stop any law banning bottled water!!
>
> regards
> Guru
>
> *Why Ban Plastic Water Bottles in National Parks?*
>
> The United States' national parks are popular. So popular, in fact, that
> the National Park Service is having significant challenges dealing with the
> waste generated by the hundreds of millions of people that make their way
> through 85 million acres of national park land every year.
>
> In 2015, more than 305 million people visited
> <https://www.nps.gov/aboutus/news/release.htm?id=1775> national parks,
> easily eclipsing the all-time visitation record that the National Park
> Service recorded in 2014. Around 365 of 409 parks recorded record
> visitation numbers, and park officials see no reason to believe this trend
> will not continue.
>
> Three hundred million people produce a lot of waste: over 100 million
> pounds per year
> <https://www.npca.org/articles/1292-study-reveals-lack-of-awareness-of-waste-challenges-facing-us-national>,
> much of which consists of single-use plastic water bottles. To the
> companies that bottle and sell water, often at over 2,000 times the cost
> of tap water
> <http://www.businessinsider.com/bottled-water-costs-2000x-more-than-tap-2013-7>,
> those three hundred million people represent hundreds of millions of
> opportunities to sell their product and, at an average of $1.50 per bottle,
> billions of dollars in revenue.
>
> In the first half of this decade, national parks started to take proactive
> steps to address the challenges that come along with more visitors, more
> waste and more impact to the landscape and wildlife. Park service officials
> were finding that one of the largest sources of trash in the parks was
> single-use plastic water bottles.
> <http://www.peer.org/news/news-releases/park-plastic-bottle-bans-work-but-remain-few-and-far-between.html>
>
> For a decade, Gina Macllwraith lived and worked in many of this country's
> national parks, in

[EnglishSTF-8591] Re: Let us avoid using plastic water bottles, specially the use and throw bottles (like bisleri, aqua fina etc etc) ....

[Gurumurthy K]

aches will look like once plastic dominates the world
even more. Remote islands with little to no beach clean-ups have shown
evidence of extreme pollution along their coast and upwards of 18 tons on
their beaches, revealing what the future of even the nicest beaches will
be. *Consider purchasing a reusable water bottle today and making a huge
difference for the environment.*




IT for Change, Bengaluru
www.ITforChange.net

On Fri, Nov 18, 2016 at 12:01 PM, Gurumurthy K 
wrote:

> Bottled water is one of the biggest threat to our environment. Let us stop
> using bottled water and let us educate our students also to avoid it
> always. We can carry our own water bottles and fill from water sources.
> read article below, it is for the National Parks in USA but equally
> applicable to us also ... In USA, the bottled water manufacturers are
> lobbying the government to stop any law banning bottled water!!
>
> regards
> Guru
>
> *Why Ban Plastic Water Bottles in National Parks?*
>
> The United States' national parks are popular. So popular, in fact, that
> the National Park Service is having significant challenges dealing with the
> waste generated by the hundreds of millions of people that make their way
> through 85 million acres of national park land every year.
>
> In 2015, more than 305 million people visited
> <https://www.nps.gov/aboutus/news/release.htm?id=1775> national parks,
> easily eclipsing the all-time visitation record that the National Park
> Service recorded in 2014. Around 365 of 409 parks recorded record
> visitation numbers, and park officials see no reason to believe this trend
> will not continue.
>
> Three hundred million people produce a lot of waste: over 100 million
> pounds per year
> <https://www.npca.org/articles/1292-study-reveals-lack-of-awareness-of-waste-challenges-facing-us-national>,
> much of which consists of single-use plastic water bottles. To the
> companies that bottle and sell water, often at over 2,000 times the cost
> of tap water
> <http://www.businessinsider.com/bottled-water-costs-2000x-more-than-tap-2013-7>,
> those three hundred million people represent hundreds of millions of
> opportunities to sell their product and, at an average of $1.50 per bottle,
> billions of dollars in revenue.
>
> In the first half of this decade, national parks started to take proactive
> steps to address the challenges that come along with more visitors, more
> waste and more impact to the landscape and wildlife. Park service officials
> were finding that one of the largest sources of trash in the parks was
> single-use plastic water bottles.
> <http://www.peer.org/news/news-releases/park-plastic-bottle-bans-work-but-remain-few-and-far-between.html>
>
> For a decade, Gina Macllwraith lived and worked in many of this country's
> national parks, including Grand Canyon National Park in Arizona and Grand
> Teton National Park in Wyoming. Her job was to make the parks more
> sustainable for the companies that provide food and lodging and other
> services to park visitors.
>
> a huge part of the waste stream," Macllwraith said. "There are so many
> bottles it's ridiculous. It is a major challenge and it makes me mad that
> [IBWA is] trying to prevent parks from dealing with it."
>
> In the parks where Macllwraith worked, they eliminated single-use plastic
> water bottles and instead provided water stations and extremely affordable
> reusable bottles for visitors.
>
> "We made sure we had a wide variety of price points so it wasn't
> prohibitive to people to buy a reusable container. We made it to be as
> cheap as buying a disposable bottle of water," she said.
>
> Zion National Park in Utah was the first to ban single-use plastic water
> bottles
> <https://www.nps.gov/sustainability/parks/downloads/GPP%20Success_ZION_bottles_4_17_12.pdf>,
> followed shortly by Grand Canyon National Park. Twenty others soon
> followed. And, according to National Park Service data, the bans worked.
> <http://www.peer.org/news/news-releases/park-plastic-bottle-bans-work-but-remain-few-and-far-between.html>
>
> In Arches and Canyonlands National Park in Utah officials saw a 15 percent
> reduction in their total waste stream and a 25 percent reduction in the
> amount of material they had to haul to be recycled. In Grand Canyon
> National Park in Arizona they saw a 20 percent reduction in their waste
> stream and a 30 percent reduction in their recycling load and in Saguaro
> National Park they had a 15 percent total waste reduction and a 40 percent
> reduction in their recycling load.
>
> A recent study
> <https://www.npca.org/articles/1292-study-reveals-lack-of-awareness-of-waste-challenges-facing-us-nat

[EnglishSTF-8562] Course on Inclusive Education

[Gurumurthy K]

Dear teachers

A* Certificate Course on Inclusive Education* is being offered by RVEC,
Seva-in-Action and NIAS, using their experiences and the diverse range of
field-tested materials and resources developed by them.The course content
and materials draws from the unique synergy among psychologists, subject
pedagogues, special educators, artists and educational researchers with
considerable experience in both the pre-service and in-service teacher
education. The content also takes into consideration the practices and
research on inclusive education and most importantly understanding the
needs of students and teachers in responding to diversity.
*Objectives of the course:*

To enable participants to:

   1. Recognise diversity in the classroom as a resource
   2. Design inclusive, learner friendly classrooms
   3. Prepare diverse resources for the teaching-learning and assessment of
   all subjects
   4. Appreciate the need for inclusion from a social justice perspective.

For more information on the course, and how to enrol, visit
http://karnatakaeducation.org.in/KOER/en/index.php/Certificate_Course_on_Inclusive_Education_for_teachers,_RVEC_SIA_NIAS_2017

regards,
Guru
IT for Change, Bengaluru
www.ITforChange.net

-- 
---
1.ವಿಷಯ ಶಿಕ್ಷಕರ ವೇದಿಕೆಗೆ  ಶಿಕ್ಷಕರನ್ನು ಸೇರಿಸಲು ಈ  ಅರ್ಜಿಯನ್ನು ತುಂಬಿರಿ.
 - 
https://docs.google.com/forms/d/e/1FAIpQLSevqRdFngjbDtOF8YxgeXeL8xF62rdXuLpGJIhK6qzMaJ_Dcw/viewform
2. ಇಮೇಲ್ ಕಳುಹಿಸುವಾಗ ಗಮನಿಸಬೇಕಾದ ಕೆಲವು ಮಾರ್ಗಸೂಚಿಗಳನ್ನು ಇಲ್ಲಿ ನೋಡಿ.
-http://karnatakaeducation.org.in/KOER/index.php/ವಿಷಯಶಿಕ್ಷಕರವೇದಿಕೆ_ಸದಸ್ಯರ_ಇಮೇಲ್_ಮಾರ್ಗಸೂಚಿ
3. ಐ.ಸಿ.ಟಿ ಸಾಕ್ಷರತೆ ಬಗೆಗೆ ಯಾವುದೇ ರೀತಿಯ ಪ್ರಶ್ನೆಗಳಿದ್ದಲ್ಲಿ ಈ ಪುಟಕ್ಕೆ ಭೇಟಿ ನೀಡಿ -
http://karnatakaeducation.org.in/KOER/en/index.php/Portal:ICT_Literacy
4.ನೀವು ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶ ಬಳಸುತ್ತಿದ್ದೀರಾ ? ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶದ ಬಗ್ಗೆ ತಿಳಿಯಲು 
-http://karnatakaeducation.org.in/KOER/en/index.php/Public_Software
---
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[EnglishSTF-8505] Another Ransomware virus hits Microsoft Windows computers across the globe

[Gurumurthy K]

Dear teachers,

Petrwrap/Petya/NotPetya is the latest powerful ransomware hitting Microsoft
Windows computers across the globe -
http://www.thehindu.com/news/international/hackers-strike-across-europe/article19156266.ece

In India, operations at India's biggest container port in Mumbai was hit by
this ransomware attack -
http://www.thehindu.com/news/national/operations-at-jawaharlal-nehru-port-in-mumbai-hit-by-ransomware/article19159064.ece

Like Wannacry, this ransomware also doesn't affect the GNU/Linux based
operating systems like Ubuntu and is spreading with the help of same
Windows vulnerability used by WannaCry ransomware -
https://thehackernews.com/2017/06/petya-ransomware-attack.html

regards,
IT for Change, Bengaluru
www.ITforChange.net

-- 
---
1.ವಿಷಯ ಶಿಕ್ಷಕರ ವೇದಿಕೆಗೆ  ಶಿಕ್ಷಕರನ್ನು ಸೇರಿಸಲು ಈ  ಅರ್ಜಿಯನ್ನು ತುಂಬಿರಿ.
 - 
https://docs.google.com/forms/d/e/1FAIpQLSevqRdFngjbDtOF8YxgeXeL8xF62rdXuLpGJIhK6qzMaJ_Dcw/viewform
2. ಇಮೇಲ್ ಕಳುಹಿಸುವಾಗ ಗಮನಿಸಬೇಕಾದ ಕೆಲವು ಮಾರ್ಗಸೂಚಿಗಳನ್ನು ಇಲ್ಲಿ ನೋಡಿ.
-http://karnatakaeducation.org.in/KOER/index.php/ವಿಷಯಶಿಕ್ಷಕರವೇದಿಕೆ_ಸದಸ್ಯರ_ಇಮೇಲ್_ಮಾರ್ಗಸೂಚಿ
3. ಐ.ಸಿ.ಟಿ ಸಾಕ್ಷರತೆ ಬಗೆಗೆ ಯಾವುದೇ ರೀತಿಯ ಪ್ರಶ್ನೆಗಳಿದ್ದಲ್ಲಿ ಈ ಪುಟಕ್ಕೆ ಭೇಟಿ ನೀಡಿ -
http://karnatakaeducation.org.in/KOER/en/index.php/Portal:ICT_Literacy
4.ನೀವು ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶ ಬಳಸುತ್ತಿದ್ದೀರಾ ? ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶದ ಬಗ್ಗೆ ತಿಳಿಯಲು 
-http://karnatakaeducation.org.in/KOER/en/index.php/Public_Software
---
--- 
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[EnglishSTF-8500] Re: [HindiSTF-'4239'] Re: The Real Threat of Artificial Intelligence

[Gurumurthy K]

Dear Aravind sir,

Yes, I agree that AI cannot replace human intelligence in a broad manner.
But there will be specific areas where it will be much superior (as you
know the Google AI computer recently defeated the world champion in the GO
game (http://www.bbc.com/news/technology-40042581). "It is considered to be
one of the world's most complex games, and is much more challenging for
computers than chess."

AI will be introduced in all fields ... including in education... In
education, companies will use AI to try and reduce the role of teachers.
The challenge as I mentioned is that education is to enable learners to
decide what their future/life will be ... and this cannot be (practically)
and should not be (normatively) determined by past data/incidents/events
which is the process of AI... So teachers, teacher educators and
educationists should be very critical of and resist AI in education 

warm regards,
Guru

(ITfC also misses you and all the teachers/workshops and fun we had in the
STF-KOER programs!!). Inshallah we will have opportunities some day to
continue the interactions in physical meetings, till which time, we can
keep sharing/learning/interacting virtually on these forums!




IT for Change, Bengaluru
www.ITforChange.net

On Mon, Jun 26, 2017 at 2:27 PM, aravind navalli 
wrote:

> As far as I am concerned AI will not overtake the human intelligence for
> many more years to come, Whatever they think cyborgs skynets  or anything
> to come in future will never ever overtake human intelligence. it maybe a
> game which a computer can win but not the humanity. technology trying its
> best to come nearer to Human technology. it can come nearer to human
> technology but will never equal it. it may have sensors but can never have
> a extra sense ability like humans. lastly AI can predict humans bersonality
> but will never ever be perfect because human technology is far far better
> than AI.
>
> with regards,
>
> (Missing ITFC team very much)
>
>
> On Monday, 26 June 2017 11:55:12 UTC+5:30, itfc.stfkoer wrote:
>>
>> Dear teachers,
>>
>> Greetings on Eid-Ul-Fitr.
>>
>> Though the article below is mostly about economics, education will also
>> be impacted greatly.
>>
>> In the area of education, AI / Big data will come through 'personal
>> analytics' in which student assessment data on large scale will be analysed
>> to 'predict' individual student learning methods/outcomes and based on
>> that, the 'teacher' will be 'advised' on content and pedagogy.  Like in
>> many other professions, this will result in de-skiling teaching.
>>
>> This will need to be challenged by questioning if individual learning
>> possibilities can ever be predicted... since it hits at the root of learner
>> agency. If developing abilities for creating new life possibilities is one
>> of the important aims of education, then relying on the past alone will
>> restrict this aim
>>
>> But this is clearly an issue which educationists need to start thinking
>> about and creating responses/positions, before the school managements /
>> education systems eagerly welcome such possibilities, that the Google's of
>> the world will offer  of control of teaching-learning. Overall, a
>> political response will be required to regulate/direct these technological
>> trends.
>>
>> Comments, feedback welcome.
>>
>> regards,
>> Guru
>>
>>
>> Source - https://www.nytimes.com/2017/06/24/opinion/sunday/artificial
>> -intelligence-economic-inequality.html?action=click&
>> pgtype=Homepage&version=Moth-Visible&moduleDetail=inside-
>> nyt-region-1&module=inside-nyt-region®ion=inside-nyt-r
>> egion&WT.nav=inside-nyt-region
>>
>> By KAI-FU LEEJUNE 24, 2017
>>
>> BEIJING — What worries you about the coming world of artificial
>> intelligence?
>>
>> Too often the answer to this question resembles the plot of a sci-fi
>> thriller. People worry that developments in A.I. will bring about the
>> “singularity” — that point in history when A.I. surpasses human
>> intelligence, leading to an unimaginable revolution in human affairs. Or
>> they wonder whether instead of our controlling artificial intelligence, it
>> will control us, turning us, in effect, into cyborgs.
>>
>> These are interesting issues to contemplate, but they are not pressing.
>> They concern situations that may not arise for hundreds of years, if ever.
>> At the moment, there is no known path from our best A.I. tools (like the
>> Google computer program that recently beat the world’s best player of the
>> game of Go) to “general” A.I. — self-aware computer programs that can
>> engage in common-sense reasoning, attain knowledge in multiple domains,
>> feel, express and understand emotions and so on.
>>
>> This doesn’t mean we have nothing to worry about. On the contrary, the
>> A.I. products that now exist are improving faster than most people realize
>> and promise to radically transform our world, not always for the better.
>> They are only tools, not a competing form of intelligence

[EnglishSTF-8495] The Real Threat of Artificial Intelligence

[Gurumurthy K]

 Dear teachers,

Greetings on Eid-Ul-Fitr.

Though the article below is mostly about economics, education will also be
impacted greatly.

In the area of education, AI / Big data will come through 'personal
analytics' in which student assessment data on large scale will be analysed
to 'predict' individual student learning methods/outcomes and based on
that, the 'teacher' will be 'advised' on content and pedagogy.  Like in
many other professions, this will result in de-skiling teaching.

This will need to be challenged by questioning if individual learning
possibilities can ever be predicted... since it hits at the root of learner
agency. If developing abilities for creating new life possibilities is one
of the important aims of education, then relying on the past alone will
restrict this aim

But this is clearly an issue which educationists need to start thinking
about and creating responses/positions, before the school managements /
education systems eagerly welcome such possibilities, that the Google's of
the world will offer  of control of teaching-learning. Overall, a
political response will be required to regulate/direct these technological
trends.

Comments, feedback welcome.

regards,
Guru


Source -
https://www.nytimes.com/2017/06/24/opinion/sunday/artificial-intelligence-economic-inequality.html?action=click&pgtype=Homepage&version=Moth-Visible&moduleDetail=inside-nyt-region-1&module=inside-nyt-region®ion=inside-nyt-region&WT.nav=inside-nyt-region

By KAI-FU LEEJUNE 24, 2017

BEIJING — What worries you about the coming world of artificial
intelligence?

Too often the answer to this question resembles the plot of a sci-fi
thriller. People worry that developments in A.I. will bring about the
“singularity” — that point in history when A.I. surpasses human
intelligence, leading to an unimaginable revolution in human affairs. Or
they wonder whether instead of our controlling artificial intelligence, it
will control us, turning us, in effect, into cyborgs.

These are interesting issues to contemplate, but they are not pressing.
They concern situations that may not arise for hundreds of years, if ever.
At the moment, there is no known path from our best A.I. tools (like the
Google computer program that recently beat the world’s best player of the
game of Go) to “general” A.I. — self-aware computer programs that can
engage in common-sense reasoning, attain knowledge in multiple domains,
feel, express and understand emotions and so on.

This doesn’t mean we have nothing to worry about. On the contrary, the A.I.
products that now exist are improving faster than most people realize and
promise to radically transform our world, not always for the better. They
are only tools, not a competing form of intelligence. But they will reshape
what work means and how wealth is created, leading to unprecedented
economic inequalities and even altering the global balance of power.

It is imperative that we turn our attention to these imminent challenges.

What is artificial intelligence today? Roughly speaking, it’s technology
that takes in huge amounts of information from a specific domain (say, loan
repayment histories) and uses it to make a decision in a specific case
(whether to give an individual a loan) in the service of a specified goal
(maximizing profits for the lender). Think of a spreadsheet on steroids,
trained on big data. These tools can outperform human beings at a given
task.

This kind of A.I. is spreading to thousands of domains (not just loans),
and as it does, it will eliminate many jobs. Bank tellers, customer service
representatives, telemarketers, stock and bond traders, even paralegals and
radiologists will gradually be replaced by such software. Over time this
technology will come to control semiautonomous and autonomous hardware like
self-driving cars and robots, displacing factory workers, construction
workers, drivers, delivery workers and many others.

Unlike the Industrial Revolution and the computer revolution, the A.I.
revolution is not taking certain jobs (artisans, personal assistants who
use paper and typewriters) and replacing them with other jobs
(assembly-line workers, personal assistants conversant with computers).
Instead, it is poised to bring about a wide-scale decimation of jobs —
mostly lower-paying jobs, but some higher-paying ones, too.

This transformation will result in enormous profits for the companies that
develop A.I., as well as for the companies that adopt it. Imagine how much
money a company like Uber would make if it used only robot drivers. Imagine
the profits if Apple could manufacture its products without human labor.
Imagine the gains to a loan company that could issue 30 million loans a
year with virtually no human involvement. (As it happens, my venture
capital firm has invested in just such a loan company.)

We are thus facing two developments that do not sit easily together:
enormous wealth concentrated in relatively few hands and enormous numbers
of p

[EnglishSTF-8489] Economics ... the need for new models ...

[Gurumurthy K]

dear Economics teachers,

Current processes of globalisation and liberalisation are associated with
very high levels of income and wealth inequalities in India and most
countries  how can we think of new economic models where production and
consumption could serve larger social aims, than simply to increase
inequalities and deprivation

For one, the allocation of public funds to education needs to be increased
a lot ... to provide infrastructure, adequate teachers and resources to all
schools  While Kothari commission, 1966 recommended that 6% of GDP
should be invested in education, it is a shame that we have never done this
... and the price for this is paid by the poor and their children!

pl read the interview below of Noam Chomsky, a global intellectual, on
globalisation, its effects, alternatives ... and share your thoughts..


" . The society to which we should aspire, I think, would respect the
concept "jedem nach seinen Bedürfnissen": to each according to their needs.
Among the primary needs for most people is a life of dignity and
fulfilment. That translates in particular as work undertaken under their
own control, typically in solidarity and interaction with others, creative
and of value to the society at large. Such work can take many forms:
building a beautiful and needed bridge, the challenging task of
teaching-and-learning with young children, solving an outstanding problem
in number theory, or myriad other options. Providing for such needs is
surely within the realm of possibility."

Read the article on
http://www.truth-out.org/opinion/item/41037-myths-of-globalization-noam-chomsky-and-ha-joon-chang-in-conversation

regards
Guru

IT for Change, Bengaluru
www.ITforChange.net

-- 
---
1.ವಿಷಯ ಶಿಕ್ಷಕರ ವೇದಿಕೆಗೆ  ಶಿಕ್ಷಕರನ್ನು ಸೇರಿಸಲು ಈ  ಅರ್ಜಿಯನ್ನು ತುಂಬಿರಿ.
 - 
https://docs.google.com/forms/d/e/1FAIpQLSevqRdFngjbDtOF8YxgeXeL8xF62rdXuLpGJIhK6qzMaJ_Dcw/viewform
2. ಇಮೇಲ್ ಕಳುಹಿಸುವಾಗ ಗಮನಿಸಬೇಕಾದ ಕೆಲವು ಮಾರ್ಗಸೂಚಿಗಳನ್ನು ಇಲ್ಲಿ ನೋಡಿ.
-http://karnatakaeducation.org.in/KOER/index.php/ವಿಷಯಶಿಕ್ಷಕರವೇದಿಕೆ_ಸದಸ್ಯರ_ಇಮೇಲ್_ಮಾರ್ಗಸೂಚಿ
3. ಐ.ಸಿ.ಟಿ ಸಾಕ್ಷರತೆ ಬಗೆಗೆ ಯಾವುದೇ ರೀತಿಯ ಪ್ರಶ್ನೆಗಳಿದ್ದಲ್ಲಿ ಈ ಪುಟಕ್ಕೆ ಭೇಟಿ ನೀಡಿ -
http://karnatakaeducation.org.in/KOER/en/index.php/Portal:ICT_Literacy
4.ನೀವು ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶ ಬಳಸುತ್ತಿದ್ದೀರಾ ? ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶದ ಬಗ್ಗೆ ತಿಳಿಯಲು 
-http://karnatakaeducation.org.in/KOER/en/index.php/Public_Software
---
--- 
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[EnglishSTF-8338] World Environment day ... two very happy news!!

[Gurumurthy K]

Dear teachers

You would have celebrated June 5th as World Environment day in your schools
... hopefully with sapling(s) being planted... or a water conservation
program etc ...
Usually these days, we hear news about environment destruction and sharing
positive news/stories can give us good role models

I am sharing two happy news from our neighbouring state Kerala.Request if
you could share positive stories from your schools/communities as well 

regards,
Guru

source -
http://www.deccanherald.com/content/615554/kerala-plants-one-crore-saplings.html

*Kerala joined the nation in observing World Environment Day today with the
government taking lead by distributing one crore saplings for planting
across the state. *

Chief Minister Pinarayi Vijayan in his Environment Day message sought the
support and cooperation of all sections of the society in the government's
efforts of tree plantation. Known Malayalam actor Mohanlal participated in
the sapling of plants programme at a college here. Governor P Sathasivam
planted a sapling at the Raja Bhavan compound as part of day's
celebrations. Schools, local self-government bodies and voluntary
associations took part in the plant sapling programmes of the government
under 'Green Kerala Mission'.

Importance of this year's tree plantation is that government has done away
with acacia and eucalyptus that draw a lot of groundwater and distributed
only fruit bearing and environment friendly trees. A campaign titled
'Connecting People to Nature' was also launched besides starting a
programme to cut down trees that were harmful to the environment.
Meanwhile, BJP as part of its green campaign 'Jalswaraj’, distributed more
than 10 lakh saplings across the state for planting.

2
*Kerala govt implements 'green protocol' for weddings*

source -
http://www.deccanherald.com/content/615767/kerala-govt-implements-green-protocol.html

Wedding ceremonies in Kerala are all set to become 'green', with the state
government coming out with a green-protocol to make the auspicious
occasions more nature-friendly.
With the implementation of the protocol, plastic and other non-degradable
articles including disposable glasses and plates and thermocol decorations
will be kept at bay from marriage functions. Instead of this, people would
be persuaded to use tumblers, plates and other utensils made of glass and
environment-friendly metals, officials sources here said. Inspections will
be held at marriage halls, convention centres and hotels and other venues
of the wedding ceremony in this regard and action would be taken if the
protocol is violated, they said.

'Suchitwa Mission', the state nodal agency for sanitation, has already
launched the initiative in Kannur, Ernakulam, Kollam and Alappuzha on a
pilot basis. C V Joy, Director (Operations), Suchitwa Mission, said the
green-protocol was launched as part as part of the government's
anti-plastic drive and Green-Kerala Mission. "The core objective of the
initiative is to reduce the use of plastic in daily life. Plastic articles
including glasses and plates are used in large numbers during functions,
especially marriage ceremonies in the state," he told PTI.

With the effective implementation of green protocol, the amount of plastic
could be reduced in the long run. "We can reuse, recycle and reduce
plastic. But, even if we reuse such non-degradable articles, there will not
be much decline in its presence. So, reducing its use is the more effective
way to achieve our plastic-free society goal," he said. The Mission has
joined hands with district administration, panchayat authorities and
socio-cultural and religious outfit for the green-protocol initiative.

The cooperation of the owners of marriage halls and convention centres has
also been sought, he said."We are planning the protocol as a sort of
awareness drive. Though we have legal backing, we are trying to implement
it with the support of the marriage parties and the owners of wedding
halls. Mutual understanding is essential for its success," he said. Special
squads, comprising officials of Suchitwa Mission and revenue department,
have been formed to carry out inspections in wedding halls and videograph
the ceremony. Action would be taken based on the nature of utensils and
articles used there.

"It is being effectively implemented in Kannur. In Ernakulam, the district
administration is issuing green marriage certificate for those weddings
which abide by the protocol completely," he said. The protocol would be
implemented in the rest of the districts soon, the official added.
IT for Change, Bengaluru
www.ITforChange.net

-- 
---
1.ವಿಷಯ ಶಿಕ್ಷಕರ ವೇದಿಕೆಗೆ  ಶಿಕ್ಷಕರನ್ನು ಸೇರಿಸಲು ಈ  ಅರ್ಜಿಯನ್ನು ತುಂಬಿರಿ.
 - 
https://docs.google.com/forms/d/e/1FAIpQLSevqRdFngjbDtOF8YxgeXeL8xF62rdXuLpGJIhK6qzMaJ_Dcw/viewform
2. ಇಮೇಲ್ ಕಳುಹಿಸುವಾಗ ಗಮನಿಸಬೇಕಾದ ಕೆಲವು ಮಾರ್ಗಸೂಚಿಗಳನ್ನು ಇಲ್ಲಿ ನೋಡಿ.
-http://karnatakaeducation.org.in/KOER/index.php/ವಿಷಯಶಿಕ್ಷಕರವೇದಿಕೆ_ಸದಸ್ಯರ_ಇಮೇಲ್_ಮಾರ್ಗಸೂಚಿ
3. ಐ.ಸಿ.ಟಿ ಸಾಕ್ಷರತೆ ಬಗೆಗೆ ಯ

[EnglishSTF-8317] Re: [apscienceteachers-252] Inclusive education - 2 articles

[Gurumurthy K]

I just shared an article about the US Supreme court decision to disallow
printer manufacture Lexmark from preventing others from refilling its print
cartridges.

This issue is very pertinent to Wannacry ransom virus.

By preventing anyone from 'repairing' their software, Microsoft creates a
situation where we suffer from a virus like Wannacry. Wannacry affected
older Windows systems most like Windows XP, which Microsoft has long
stopped support for, but at the same time prevents anyone else from being
able to 'repair' XP systems, by keeping the software proprietary.  Many
panchayats in Orissa were reported to have stopped using their computers
(Windows XP) affected by Wannacry...

Proprietary software, on same grounds as the Lexmark printer judgement
should be made illegal, since it has the same restriction on others
repairing it, as this case had.


regards
Guru



IT for Change, Bengaluru
www.ITforChange.net

On Fri, Jun 2, 2017 at 11:14 AM, Gurumurthy K 
wrote:

> Dear Ebenezer sir
>
> 1. Ubuntu GNU/Linux is more secure than Windows. A Windows user can access
> the programme files, while a Linux user cant. Only a Linux administrator
> has to login to access the program files directly. This allows a virus also
> to affect the programme files in Windows while on GNU/Linux, the virus
> cannot access the programme files.
> Secondly, being free and open source software, the source code of
> GNU/Linux is publicly available and many more people can identify and fix
> bugs/vulnerabilities. In case of proprietary software like Windows, only
> the vendor can. In fact that is what allows wannacry to extract ransom for
> us, since we are dependant on only Microsoft to solve the problem. No other
> individual or entity can solve it.
>
> 2. Wannacry affects only Windows computers and not GNU/Linux systetms
>
> 3. Advantages of using Ubuntu (better to generically see benefits of Free
> and Open Source Software) - please read http://karnatakaeducation.org.
> in/KOER/en/index.php/Public_Software and http://karnatakaeducation.org.
> in/KOER/en/index.php/Why_public_software
>
> regards
> Guru
>
>
>
>
>
> IT for Change, Bengaluru
> www.ITforChange.net
>
> On Thu, Jun 1, 2017 at 9:20 AM, PHYSICS LESSONS Mixi 
> wrote:
>
>> Sir I have already asked u
>> 1. Why UBUNTU not affected by virus?
>> 2. Wanna cry, Ramson
>> ... Affected UBUNTU systems?
>> 3. Advantages by using UBUNTU...
>> PLZ reply...
>> Ebenezer Kadapa AP
>>
>> On May 28, 2017 10:31 PM, "PHYSICS LESSONS Mixi" 
>> wrote:
>>
>>> Guru ji
>>> plz tell me why our UBUNTU can not be effected by VIRUS..
>>> are there any UBUNTU system effected by Wanna cry or Ramson
>>> plz reply above three questions
>>> than q sir
>>>
>>>
>>> On Thu, May 25, 2017 at 9:54 AM, Gurumurthy K 
>>> wrote:
>>>
>>>> Dear teachers and teacher educators,
>>>>
>>>> India has modified its copyright law to allow free translation of
>>>> copyright texts, without needing any permissions, to cater to learners with
>>>> disabilities.
>>>>
>>>> With the free and open source digital tools available today, teachers
>>>> can collaborate to design and produce audio books, picture stories, videos
>>>> to support inclusive education  SCERTs could take up such programs, and
>>>> publish the digital outputs on platforms as OER.
>>>>
>>>> Second article is on SCERT Kerala producing learning resources for
>>>> differently abled learners
>>>>
>>>> Pls read articles below and share your views.
>>>>
>>>> regards,
>>>> Guru
>>>>
>>>> SOURCE - http://www.thehindu.com/todays-paper/tp-opinion/for-inclusiv
>>>> e-publishing/article18573884.ece
>>>>
>>>>
>>>> For inclusive publishing - OPINION - The Hindu
>>>>
>>>> The challenge of accessibility in the arena of education is formidable.
>>>> Expansion of inclusive publishing is a way of overcoming it. The current
>>>> predominant practice of conversion from print and other digital formats is
>>>> cumbersome. This strong advocacy on behalf of the adoption of the EPUB3
>>>> guidelines marked the proceedings of the third annual meeting of the
>>>> Accessible Books Consortium (ABC) in Geneva, on May 16-17.
>>>>
>>>> “Born accessible” books was the crux of the argument by the president
>>>> of the DAISY Forum of India (DFI), Dipendra Manocha, at the World
>>>>

[EnglishSTF-8316] How companies try to take away our rights as consumers and citizens .... and recent Supreme court judgement.

[Gurumurthy K]

Dear teachers

normally when we pay money to 'buy' something, we should get all the rights
to use it the way we want to. However companies try to restrict our rights
to make more profits. For e.g. though refilling printer cartridges is much
much cheaper than buying new cartridges, printer manufacturers try to
prevent us from doing so, so that they can make more and more profits.
However this is bad for both consumers and the environment.

Of course proprietary software vendors do the same thing for software, by
preventing sharing and re-use, only to maximise their profits

As teachers we should promote a culture of re-use, modification,
customisation by all of us, to make our consumption less harmful to
nature/environment and the economy as well. Public software for the Public
education system!!!

See below an important judgement on this issue (the article is written
quite humorously!), comments welcome.

regards
Guru



How a Supreme Court Ruling on Printer Ink Bolsters Your Digital Rights |
WIRED

There’s a reason everyone hates printers. They break, jam, and always run
out of cyan ink—which, inexplicably, also breaks them. Even when they work,
toner costs so much you have to give up avocado toast for a month to buy
more. As Matthew Inman, one of the great poets of his time, famously said:
“Either printer ink is made from unicorn blood or we’re all getting
screwed.”
WIRED OPINION

About

Kyle Wiens (@kylewiens) is the co-founder and CEO of iFixit, an online
repair community and parts retailer.

Impression Products wanted to make toner a bit cheaper by refilling Lexmark
printer cartridges. Lexmark of course hated that and sued. The fight
dragged on for years, and made it all the way to the US Supreme Court. This
week, the highest court in the land ruled against Lexmark. You may consider
this an insignificant tussle over printer toner, but this important ruling
clears the way for small businesses to fix your stuff—even without the
manufacturer’s permission.

As an added bonus, it should also help bring printer cartridge costs down.
Good news for those of you who still print out Supreme Court decisions.
Impression v. Lexmark

Lexmark sells two kinds of cartridges: an expensive, reusable model; and a
less expensive, single-use one. The only mechanical difference? The cheap
cartridge features a chip that disables the damn thing once you refill it.
Lexmark also made consumers sign a “post-sale restriction” contract
stipulating that only Lexmark could collect, refill, and resell them.

Of course, people found a way around those constraints. Third-party
companies collected cartridges and disabled the chip. Impression Products,
a small, family-run office supply company in West Virginia, started selling
refilled cartridges for less than Lexmark charged. Lexmark sued for patent
infringement in 2013. Impressions CEO Eric Smith was baffled by the letters
he received from Lexmark’s attorneys. The way he saw it, his company was
simply selling refurbished printer cartridges, and Lexmark had no right to
control cartridges after selling them.

“I’m just a little guy who felt I was being bullied in the schoolyard,”
Smith told Ars Technica. “I decided to fight. Someone had to do it.”
Raise the Stakes

Impression Products vs. Lexmark International hinged on two points: Did
Impression infringe upon Lexmark’s patents by (1) reselling cartridges in
the United States when Lexmark explicitly prohibited reuse and resale, and
(2) importing without authorization cartridges Lexmark sold abroad. Various
courts split on these questions, and everyone from the AARP and Huawei to
Costco and the Auto Care Association weighed in when the case finally
reached the Supreme Court.

Why all the fuss? Because this wasn’t really about printer toner. It was
about your ownership rights, and whether a patent holder can dictate how
you repair, modify, or reuse something you’ve purchased. “This case raises
important questions about the reach of American patent law and how much
control a manufacturer can exert after its products have been lawfully
sold,” the editorial board of The New York Times wrote in 2015. “Taken to
their logical conclusion, Lexmark’s arguments would mean that producers
could use patent law to dictate how things like computers, printers, and
other patented goods are used, changed, or resold and place restrictions on
international trade.”

Consider this: Countless people hack their Keurig machines to brew
“unauthorized” coffee brands. Can Keurig sue them? Could Apple or Samsung
stipulate that you can’t resell their products on Craigslist or eBay? Could
John Deere claim that a repair tech is infringing upon its patent rights by
repairing a broken combine without permission? Consumer rights advocates at
the EFF and Public Knowledge worried that a ruling in Lexmark’s favor would
“jeopardize independent product refurbishers and repair services”.
This Time, It’s Personal

The Supreme Court heard arguments in March and considered the princ

[EnglishSTF-8281] Inclusive education - 2 articles

[Gurumurthy K]

Dear teachers and teacher educators,

India has modified its copyright law to allow free translation of copyright
texts, without needing any permissions, to cater to learners with
disabilities.

With the free and open source digital tools available today, teachers can
collaborate to design and produce audio books, picture stories, videos to
support inclusive education  SCERTs could take up such programs, and
publish the digital outputs on platforms as OER.

Second article is on SCERT Kerala producing learning resources for
differently abled learners

Pls read articles below and share your views.

regards,
Guru

SOURCE -
http://www.thehindu.com/todays-paper/tp-opinion/for-inclusive-publishing/article18573884.ece


For inclusive publishing - OPINION - The Hindu

The challenge of accessibility in the arena of education is formidable.
Expansion of inclusive publishing is a way of overcoming it. The current
predominant practice of conversion from print and other digital formats is
cumbersome. This strong advocacy on behalf of the adoption of the EPUB3
guidelines marked the proceedings of the third annual meeting of the
Accessible Books Consortium (ABC) in Geneva, on May 16-17.

“Born accessible” books was the crux of the argument by the president of
the DAISY Forum of India (DFI), Dipendra Manocha, at the World Intellectual
Property Organisation (WIPO). His audience comprised representatives from
authors’ associations, the publishing industry, entities empowered to give
effect to copyright exemptions, end-user groups and the Marrakesh Treaty
monitoring team at the WIPO. Mr. Manocha’s decades-long hands-on experience
with the nitty-gritty of conversion of printed text to Braille, audiobooks,
large print and various digitally-accessible formats places him in a unique
position among stakeholders. India has under its belt a robust 2013 global
law on copyright limitations and exemptions, besides an equally pioneering
amendment to domestic legislation, enacted a year earlier. But going by the
speaker’s account, the government and the publishing industry were under
obligation to do a great deal more to simplify the process of conversion of
print into appropriate alternative formats.

Need for support

*Following amendments to India’s copyright law, texts may now be freely
transcribed without prior clearances, solely to cater to the interests of
targeted groups. Children with vision impairments, of varying degrees of
severity, in economically backward regions are beneficiaries, enjoying, at
least in theory, unprecedented access to curriculum material.* But reaping
the range of benefits under the law depends on training and technical
support for the conversion of print, and deploying high quality
text-to-speech engines.

Correspondingly, the competencies of students to consult relevant
literature are contingent upon building the requisite capacity among them
to learn the use of dedicated hardware such as daisy players and
smartphones. As it turns out, these onerous tasks are the responsibility of
an umbrella organisation such as the DFI, constrained by financial
capacity, technological know-how and constantly rising demand. An
ABC-backed project enables the production of EPUB3-compatible books in
Madhya Pradesh, Rajasthan, Bihar, Uttar Pradesh and Punjab. A most notable
2016 initiative is Sugamya Pustakalaya.

But, says Mr. Manocha, these advances could transform the accessibility
landscape more rapidly provided the original publications were made
available in accessible formats. The Ministry of Social Justice and
Empowerment, besides the National Council of Educational Research and
Training, has issued an advisory, urging State governments to mandate
textbook boards to produce accessible EPUB3 formats using unicode-based
fonts. A formal order from the Union Ministry of Human Resource Development
could hasten the process.


-

Source -
http://www.thehindu.com/news/cities/kozhikode/scert-prepares-innovative-textbooks-for-special-children/article18564968.ece


SCERT prepares innovative textbooks for special children - The Hindu

‘Veedum Koodum’, ‘Pom Pom Vandi’, ‘Kakkem Poochem’, ‘Virunnunnam’,
‘Aghoshangal’ ‘Thenthully’, ‘Manchady’ and ‘Kalicheppu’.

They are not titles for literary works written for children, but textbooks
for differently-abled children prepared by the State Council of Educational
Research and Training (SCERT) for the coming academic year.

J. Prasad, Director, SCERT, told The Hindu on Wednesday that these books
had been designed keeping in mind the mental and physical growth of
differently-abled children. “The suggestions of doctors, psychologists, and
experts in the field of children’s education were sought while preparing
these textbooks. Such an exercise is being taken up for the first time in
the country,” he said. The departments of Social Welfare and Health too
were involved in the preparation.

The eight textbooks would focus on eig

[EnglishSTF-8280] Making learning mother tongue (state language) compulsory

[Gurumurthy K]

Dear teachers

Kerala asssembly has passed a bill making learning Malayalam compulsory in
all schools in Kerala (government schools, aided, unaided schools including
state, cbse, icse boards)

Malayalam will need to be learnt as a language (medium of instruction can
be other languages)

Is this a good move? Should Karnataka also do the same? Note RTE mandates
mother tongue for the initial years of schooling while this act requires
Malayalam to be eventually taught from classes 1 - 10.

If such a bill is passed, how can we help students with other home
languages (mother tongues) learn Kannada? What about students who may join
a school in a higher class  (say in class 7) or mid way during a year, from
another state? How will they be able to learn from basics in short time?
What about adequate learning materials/resources required at different
levels?

Please share your thoughts and opinions...

regards,
Guru
IT for Change, Bengaluru
www.ITforChange.net



*source -
http://www.thehindu.com/news/national/kerala/malayalam-language-bill-passed-by-house/article18572786.ece
*
Malayalam language Bill passed by House - The Hindu

Paving the way for compulsory learning of Malayalam in schools in the
State, the Assembly on Wednesday passed the Malayalam Language (Learning)
Bill, 2017.

Among other things, the Bill provides for compulsory learning of Malayalam
from Class I. From the next academic year, Malayalam will become compulsory
for Class I. The year after that for Class II and so on till standard X.

Education Minister C. Ravindranath told the Assembly that there was no
question of imposing Malayalam on anyone. He was replying to concerns
raised by some MLAs about the impact of the Bill on schools for linguistic
minorities. The medium of instruction in schools for linguistic minorities
would continue to be what it is today. Only thing, such students would also
have to learn Malayalam. A special textbook would be crafted for the use of
such students. Similarly, a special textbook shall be crafted by the SCERT
for use in CBSE and ICSE schools for standards IX to X.

Any deficiency in these schools in the teaching of Malayalam would be made
good. For instance, if there aren’t enough teachers in oriental schools and
schools for linguistic minorities to teach Malayalam, posts would be
created to fill the lacunae. For students in Kerala’s schools, the learning
of Malayalam is not just the learning of another language. It is also
learning about the culture and a doorway to immense possibilities.

MLAs cutting across party lines had criticised the title of the Bill which
originally read Malayalam Language (Compulsory Language) Bill. This, the
members argued could be seen as thrusting Malayalam on students in the
State.

-- 
---
1.ವಿಷಯ ಶಿಕ್ಷಕರ ವೇದಿಕೆಗೆ  ಶಿಕ್ಷಕರನ್ನು ಸೇರಿಸಲು ಈ  ಅರ್ಜಿಯನ್ನು ತುಂಬಿರಿ.
 - 
https://docs.google.com/forms/d/e/1FAIpQLSevqRdFngjbDtOF8YxgeXeL8xF62rdXuLpGJIhK6qzMaJ_Dcw/viewform
2. ಇಮೇಲ್ ಕಳುಹಿಸುವಾಗ ಗಮನಿಸಬೇಕಾದ ಕೆಲವು ಮಾರ್ಗಸೂಚಿಗಳನ್ನು ಇಲ್ಲಿ ನೋಡಿ.
-http://karnatakaeducation.org.in/KOER/index.php/ವಿಷಯಶಿಕ್ಷಕರವೇದಿಕೆ_ಸದಸ್ಯರ_ಇಮೇಲ್_ಮಾರ್ಗಸೂಚಿ
3. ಐ.ಸಿ.ಟಿ ಸಾಕ್ಷರತೆ ಬಗೆಗೆ ಯಾವುದೇ ರೀತಿಯ ಪ್ರಶ್ನೆಗಳಿದ್ದಲ್ಲಿ ಈ ಪುಟಕ್ಕೆ ಭೇಟಿ ನೀಡಿ -
http://karnatakaeducation.org.in/KOER/en/index.php/Portal:ICT_Literacy
4.ನೀವು ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶ ಬಳಸುತ್ತಿದ್ದೀರಾ ? ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶದ ಬಗ್ಗೆ ತಿಳಿಯಲು 
-http://karnatakaeducation.org.in/KOER/en/index.php/Public_Software
---
--- 
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[EnglishSTF-8265] Re: computers attacked and 'locked down' for ransom ... millions of computers in 99 countries affected ....

[Gurumurthy K]

Although it doesn't affect gnu/linux machines, in any case, if you are
using wine(windows emulator) on ubuntu please don't use it to open mails or
browse the web without updating it to latest version.

If you are using Windows for any purpose, make sure you have applied
MS17-010 patch released from Microsoft
-https://technet.microsoft.com/en-us/library/security/ms17-010.aspx



IT for Change, Bengaluru
www.ITforChange.net

On Sat, May 13, 2017 at 1:45 PM, Gurumurthy K 
wrote:

> Dear teachers,
>
> Please keep updating the security updates on your computer. See article
> below.
> On Ubuntu, upgrade to the latest version can also be done freely without
> any license fees  Pls do
> (see http://karnatakaeducation.org.in/KOER/en/index.php/Kalpavriksha for
> information)
>
> regards,
> Guru
>
> source - http://money.cnn.com/2017/05/12/technology/ransomware-
> attack-nsa-microsoft/
>
> Massive ransomware attack hits 99 countries - May. 12, 2017
> --
> Hospitals, major companies and government offices have been hit by a
> massive wave of cyberattacks across the globe that seize control of
> computers until the victims pay a ransom.
>
> Cybersecurity firm Avast said it tracked
> <https://slack-redir.net/link?url=https%3A%2F%2Fblog.avast.com%2Fransomware-that-infected-telefonica-and-nhs-hospitals-is-spreading-aggressively-with-over-5-attacks-so-far-today>
> more than 75,000 ransomware attacks in 99 countries on Friday.
>
> It said the majority of the attacks targeted Russia, Ukraine and Taiwan.
> But hospitals in the U.K., and global firms like Fedex (FDX
> <http://money.cnn.com/quote/quote.html?symb=FDX&source=story_quote_link>)
> also reported they had come under assault.
>
> *What is it?*
>
> *The ransomware locks down all the files on an infected computer and asks
> the computer's administrator to pay in order to regain control of them. *
>
> *The ransomware, called "WannaCry," is spread by taking advantage of a
> Windows vulnerability* that Microsoft (MSFT
> <http://money.cnn.com/quote/quote.html?symb=MSFT&source=story_quote_link>,
> Tech30 <http://money.cnn.com/technology/tech30/index.html?iid=EL>)
> released a security patch
> <http://money.cnn.com/2017/04/15/technology/microsoft-patch-shadow-brokers/index.html?iid=EL>
> for in March. But computers and networks that haven't updated their systems
> are at risk. The exploit was leaked last month as part of a trove of NSA
> spy tools
> <http://money.cnn.com/2017/04/14/technology/windows-exploits-shadow-brokers/index.html?iid=EL>.
>
>
> "Affected machines have six hours to pay up and every few hours the ransom
> goes up," said Kurt Baumgartner, the principal security researcher at
> security firm Kaspersky Lab. "Most folks that have paid up appear to have
> paid the initial $300 in the first few hours."
>
> Related: Microsoft quickly fixes 'crazy bad' Windows bug
> <http://money.cnn.com/2017/05/09/technology/microsoft-bug-remote-windows-patch/index.html?iid=EL>
>
> Sixteen National Health Service (NHS) organizations in the UK have been
> hit
> <http://www.cnn.com/2017/05/12/health/uk-nhs-cyber-attack/index.html?iid=EL>,
> and some of thosehospitals have canceled outpatient appointments and told
> people to avoid emergency departments if possible. Spanish telecom company
> Telefónica (TEF
> <http://money.cnn.com/quote/quote.html?symb=TEF&source=story_quote_link>)
> was also hit with the ransomware.
>
> Spanish authorities confirmed
> <https://www.ccn-cert.cni.es/seguridad-al-dia/comunicados-ccn-cert/4464-ataque-masivo-de-ransomware-que-afecta-a-un-elevado-numero-de-organizaciones-espanolas.html>
> the ransomware is spreading through the vulnerability, called
> "EternalBlue," and advised people to patch.
>
> "It is going to spread far and wide within the internal systems of
> organizations -- this is turning into the biggest cybersecurity incident
> I've ever seen," UK-based security architect Kevin Beaumont said.
>
> Fedex said it was "experiencing interference with some of our
> Windows-based systems caused by malware" and was trying to fix the problems
> as quickly as possible.
>
> Russia's Interior Ministry released a statement acknowledging a ransomware
> attack on its computers, adding that less than 1% of computers were
> affected, and that the virus is now "localized." The statement said
> antivirus systems are working to destroy it.
>
> Related: NSA's powerful Windows hacking tools leaked online
> <http://money.cnn.com/2017/04/14/technology/windows-exploits-shadow-brokers/index.html?ii

[EnglishSTF-8259] computers attacked and 'locked down' for ransom ... millions of computers in 99 countries affected ....

[Gurumurthy K]

Dear teachers,

Please keep updating the security updates on your computer. See article
below.
On Ubuntu, upgrade to the latest version can also be done freely without
any license fees  Pls do
(see http://karnatakaeducation.org.in/KOER/en/index.php/Kalpavriksha for
information)

regards,
Guru

source -
http://money.cnn.com/2017/05/12/technology/ransomware-attack-nsa-microsoft/

Massive ransomware attack hits 99 countries - May. 12, 2017
--
Hospitals, major companies and government offices have been hit by a
massive wave of cyberattacks across the globe that seize control of
computers until the victims pay a ransom.

Cybersecurity firm Avast said it tracked

more than 75,000 ransomware attacks in 99 countries on Friday.

It said the majority of the attacks targeted Russia, Ukraine and Taiwan.
But hospitals in the U.K., and global firms like Fedex (FDX
)
also reported they had come under assault.

*What is it?*

*The ransomware locks down all the files on an infected computer and asks
the computer's administrator to pay in order to regain control of them. *

*The ransomware, called "WannaCry," is spread by taking advantage of a
Windows vulnerability* that Microsoft (MSFT
,
Tech30 ) released
a security patch

for in March. But computers and networks that haven't updated their systems
are at risk. The exploit was leaked last month as part of a trove of NSA
spy tools
.


"Affected machines have six hours to pay up and every few hours the ransom
goes up," said Kurt Baumgartner, the principal security researcher at
security firm Kaspersky Lab. "Most folks that have paid up appear to have
paid the initial $300 in the first few hours."

Related: Microsoft quickly fixes 'crazy bad' Windows bug


Sixteen National Health Service (NHS) organizations in the UK have been hit
,
and some of thosehospitals have canceled outpatient appointments and told
people to avoid emergency departments if possible. Spanish telecom company
Telefónica (TEF
)
was also hit with the ransomware.

Spanish authorities confirmed

the ransomware is spreading through the vulnerability, called
"EternalBlue," and advised people to patch.

"It is going to spread far and wide within the internal systems of
organizations -- this is turning into the biggest cybersecurity incident
I've ever seen," UK-based security architect Kevin Beaumont said.

Fedex said it was "experiencing interference with some of our Windows-based
systems caused by malware" and was trying to fix the problems as quickly as
possible.

Russia's Interior Ministry released a statement acknowledging a ransomware
attack on its computers, adding that less than 1% of computers were
affected, and that the virus is now "localized." The statement said
antivirus systems are working to destroy it.

Related: NSA's powerful Windows hacking tools leaked online


Megafon, a Russian telecommunications company, was also hit by the attack.
Spokesman Petr Lidov told CNN that it affected call centers but not the
company's networks. He said the situation is now under control.

The U.S. Department of Homeland Security, in a statement

late Friday, encouraged people to update their operating systems. "We are
actively sharing information related to this event and stand ready to lend
technical support and assistance as needed to our partners, both in the
United States and internationally," the department said.

Kaspersky Lab says although the WannaCry ransomware can infect computers
even without the vulnerability, EternalBlue is "the most significant
factor" in the global outbreak.

*How to prevent it*

Beaumont examined a sample of the ransomware used to target NHS and
confirmed it was the same used to target Telefónica. He said companies can
apply the patch released in March to all systems to prevent WannaCry
infections. Although it won't do an

[EnglishSTF-8256] ₹2,100 fine on women using mobile phones in public in U.P. village

[Gurumurthy K]

The ruling was issued on Tuesday in Madora, mainly a Muslim hamlet.

A village in Mathura in Uttar Pradesh has banned women from using mobile
phones in public. Any woman found to be talking on a mobile phone in public
will have to pay a fine of ₹2100.  The all-male panchayat of Mandora
village says the decision will prevent girls from eloping with boys.

Only at home
“Every week, there is a story about young boys running away with girls. In
some cases, the elopement leads to violence. So an informal meeting of
villagers decided that girls should use mobile phones only within the
boundaries of their homes,” Mohammad Ghaffar, former head of the village,
told The Hindu. “I want to make it clear that we have not banned mobile
phones for women. All we are saying is that please do not use it outside
your house.”

source -
http://www.thehindu.com/news/national/2100-rupees-fine-on-women-using-mobile-phones-in-public-in-up-village/article18377318.ece

Dear teachers,

The above article indicates the power, both good and bad, from mobile
phones.

But banning use, is no substitute for teaching young people safe use of
mobile phones. And that is a job that teachers will need to do, since in
many cases, parents may themselves not be aware of the dangers.

What do you feel?

regards
Guru
-- 
IT for Change, Bengaluru
www.ITforChange.net

-- 
---
1.ವಿಷಯ ಶಿಕ್ಷಕರ ವೇದಿಕೆಗೆ  ಶಿಕ್ಷಕರನ್ನು ಸೇರಿಸಲು ಈ  ಅರ್ಜಿಯನ್ನು ತುಂಬಿರಿ.
 - 
https://docs.google.com/forms/d/e/1FAIpQLSevqRdFngjbDtOF8YxgeXeL8xF62rdXuLpGJIhK6qzMaJ_Dcw/viewform
2. ಇಮೇಲ್ ಕಳುಹಿಸುವಾಗ ಗಮನಿಸಬೇಕಾದ ಕೆಲವು ಮಾರ್ಗಸೂಚಿಗಳನ್ನು ಇಲ್ಲಿ ನೋಡಿ.
-http://karnatakaeducation.org.in/KOER/index.php/ವಿಷಯಶಿಕ್ಷಕರವೇದಿಕೆ_ಸದಸ್ಯರ_ಇಮೇಲ್_ಮಾರ್ಗಸೂಚಿ
3. ಐ.ಸಿ.ಟಿ ಸಾಕ್ಷರತೆ ಬಗೆಗೆ ಯಾವುದೇ ರೀತಿಯ ಪ್ರಶ್ನೆಗಳಿದ್ದಲ್ಲಿ ಈ ಪುಟಕ್ಕೆ ಭೇಟಿ ನೀಡಿ -
http://karnatakaeducation.org.in/KOER/en/index.php/Portal:ICT_Literacy
4.ನೀವು ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶ ಬಳಸುತ್ತಿದ್ದೀರಾ ? ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶದ ಬಗ್ಗೆ ತಿಳಿಯಲು 
-http://karnatakaeducation.org.in/KOER/en/index.php/Public_Software
---
--- 
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[EnglishSTF-8254] India’s Silicon Valley Is Dying of Thirst. Your City May Be Next

[Gurumurthy K]

Dear teachers,

Perhaps the most important, certainly one of the most important steps young
citizens need to learn is to conserve water and water sources ... at a
micro level this means rain water harvesting, de-silting and protecting
water bodies, reducing consumption to the essential minimum  at a macro
level this requires policy/structural changes regarding the use of water
and the treatment of rivers, lakes and other water bodies in our country.
Treating nature and natural resources as something to conserve and protect,
instead of 'exploiting' these for 'progress' may need to become a lesson
worth repeating in our education 

Please read the article below on the severe water crisis in Bengaluru and
how it may result in the city becoming un-livable. and to think that the
fate of Bengaluru is better than many other towns and villages of our
country ...


The Hindu newspaper today is carrying  a 7 series write-up on the severe
drought situation in India.. available on
http://www.thehindu.com/specials/dry-days/article18264354.ece ...

These articles are quite thought provoking and chilling  please do read
... and comment on how we can bring in these ideas into our classrooms
.


regards
Guru



source -
https://www.wired.com/2017/05/why-bangalores-water-crisis-is-everyones-crisis/

India’s Silicon Valley Is Dying of Thirst. Your City May Be Next


On the outskirts of Bangalore one morning last summer, a sullen young man
named Manjunath stood high atop a cocoa-colored 1,850-gallon tanker truck,
waiting for its belly to fill with water. The source of the liquid was a
bore well, a cylindrical metal shaft puncturing hundreds of feet down into
the earth. An electric pump pulled the water up from the depths and into a
concrete cistern; from there, a hose snaked across the mud and weeds and
plugged into Manjunath’s truck. As the water gushed into the tanker, a
muffled sound emerged, like rain on a tin-sheet roof.

Once the tank was full, Manjunath disconnected the hose, climbed down, and
settled into the truck’s cab. Then he drove out through a web of newly
tarred back streets in the suburb of Whitefield. He passed rows of
half-finished buildings, still gray from raw cement, and he honked often so
that motorcycles and pedestrians could scurry out of the way. Whitefield’s
roadways are almost always coagulated with traffic. Over the past two
decades, the area has become home to major outposts of Oracle, Dell, IBM,
and GE, as well as countless IT parks—proud, gleaming edifices that Uber
drivers here recognize as major landmarks. When people describe Bangalore
as India’s Silicon Valley, they’re really talking about White­field. From
the altitude of the truck’s cab, though, Whitefield looked somewhat less
impressive—smaller and flimsier, even more starved for space than it
already was.

After a quarter of an hour, Manjunath turned through a back gate of the
campus belonging to Huawei, the Chinese telecommunications firm known for
its sleek, inexpensive smartphones. He made his way to a corner of the
parking lot. By the wall, under some plants, he found a metal water pipe
that poked up out of the soil. A length of rubber tubing had been affixed
shoddily to the pipe’s inlet valve, and Manju­nath spent a few minutes
using a handy rock to hammer the tubing tight over the valve’s mouth. Then
he fastened the other end of the tube over his tanker’s outlet, turned on
the spigot, and sat down near his truck to pick his teeth as his cargo
unloaded.

Water tankers await their turn at a filling station near the Bangalore
suburb of Whitefield.
Water tankers await their turn at a filling station near the Bangalore
suburb of Whitefield.Mahesh Shantaram

Bangalore has a problem: It is running out of water, fast. Cities all over
the world, from those in the American West to nearly every major Indian
metropolis, have been struggling with drought and water deficits in recent
years. But Banga­lore is an extreme case. Last summer, a professor from the
Indian Institute of Science declared that the city will be unlivable by
2020. He later backed off his prediction of the exact time of death—but
even so, says P. N. Ravindra, an official at the Bangalore Water Supply and
Sewerage Board, “the projections are relatively correct. Our groundwater
levels are approaching zero.”

Bangalore, once famous for its hundreds of lakes, now has only 81. The rest
have been filled and paved over.

Every year since 2012, Bangalore has been hit by drought; last year
Karnataka, of which Bangalore is the capital, received its lowest rainfall
level in four decades. But the changing climate is not exclusively to blame
for Bangalore’s water problems. The city’s growth, hustled along by its
tech sector, made it ripe for crisis. Echoing urban patterns around the
world, Bangalore’s population nearly doubled from 5.7 million in 2001 to
10.5 million today. By 2020 more than 2 million IT professionals are
expected to live here.

Through the 2000s, Bangalor

[EnglishSTF-8251] 56,000 teachers High school teachers to be trained in IT

[Gurumurthy K]

Source -
http://www.thehindu.com/news/national/kerala/high-school-teachers-to-be-trained-in-it/article18314872.ece

High school teachers to be trained in IT
Staff Reporter
MALAPPURAM April 29, 2017 23:37 IST

IT@School is spearheading the training programme for 56,000 teachers during
summer vacation

The government will give subject-specific training in information
technology (IT) to all high school teachers in the State as part of
rejuvenating the general education scene.

The IT@School is spearheading the training programme for 56,000 teachers
during the summer vacation. As many as 38,000 upper primary teachers have
already been given training. “For the first time, we are giving
subject-specific training in ICT (information and communication
technology). We have identified 14 categories, including arts and sports,”
said K. Anvar Sadath, executive director of IT@School.

For the first time, teachers will get hands-on training with special focus
on classroom transactions. During the three-day training, the teachers will
learn preparation of multimedia presentations and collection and use of
various digital contents. Subject experts and ICT experts will join hands
in the training. “We have included all subjects, including languages,” Mr.
Sadath said.

1,100 trainers
The training will begin on May 8. The training for State resource groups
(SRGs) and district resource groups (DRGs) will be over by May 6. More than
1,100 trainers and 550 centres would be involved in the programme.* “The
entire training programme will be based on free software platform,” Mr.
Sadath said.  *

*“The training will have specific sessions on audio and video recording and
editing, presentation software, worksheet preparation, subject-wise
educational software, internet usage and so on.” *Teachers can register
themselves at www.itschool.gov.in. The State government’s General Education
Rejuvenation Mission is planning to convert 45,000 high school and higher
secondary classrooms into high-tech ones.

regards,
Guru
IT for Change, Bengaluru
www.ITforChange.net

-- 
---
1.ವಿಷಯ ಶಿಕ್ಷಕರ ವೇದಿಕೆಗೆ  ಶಿಕ್ಷಕರನ್ನು ಸೇರಿಸಲು ಈ  ಅರ್ಜಿಯನ್ನು ತುಂಬಿರಿ.
 - 
https://docs.google.com/forms/d/e/1FAIpQLSevqRdFngjbDtOF8YxgeXeL8xF62rdXuLpGJIhK6qzMaJ_Dcw/viewform
2. ಇಮೇಲ್ ಕಳುಹಿಸುವಾಗ ಗಮನಿಸಬೇಕಾದ ಕೆಲವು ಮಾರ್ಗಸೂಚಿಗಳನ್ನು ಇಲ್ಲಿ ನೋಡಿ.
-http://karnatakaeducation.org.in/KOER/index.php/ವಿಷಯಶಿಕ್ಷಕರವೇದಿಕೆ_ಸದಸ್ಯರ_ಇಮೇಲ್_ಮಾರ್ಗಸೂಚಿ
3. ಐ.ಸಿ.ಟಿ ಸಾಕ್ಷರತೆ ಬಗೆಗೆ ಯಾವುದೇ ರೀತಿಯ ಪ್ರಶ್ನೆಗಳಿದ್ದಲ್ಲಿ ಈ ಪುಟಕ್ಕೆ ಭೇಟಿ ನೀಡಿ -
http://karnatakaeducation.org.in/KOER/en/index.php/Portal:ICT_Literacy
4.ನೀವು ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶ ಬಳಸುತ್ತಿದ್ದೀರಾ ? ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶದ ಬಗ್ಗೆ ತಿಳಿಯಲು 
-http://karnatakaeducation.org.in/KOER/en/index.php/Public_Software
---
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[EnglishSTF-8236] reducing consumption is essential to combat climate change ....

[Gurumurthy K]

Dear teachers,

making/keeping our lifestyle simple by avoiding/reducing consumption is a
necessary individual action, to combat the danger of global warming ...
here as teachers we can work with students through teaching and through
personal example to lead a life of 'simple living, high thinking'

Read the article below, source
http://www.truth-out.org/news/item/40237-mitigating-climate-disaster-will-require-both-systemic-and-lifestyle-changes

This also fits in very well with our Indian spiritual / cultural /
philosophical legacy, for focusing on 'need' instead of 'greed'.  However
it sharply opposes the economics that we teach in our schools and colleges,
where 'growth based on increasing demand/consumption' is seen as the main
or only goal of state and society... Growth that is equitable and
sustainable should be our focus, not growth for sake of GDP... Our
economics text books must change to reflect this  We need to bring in
'Gandhian economics' which removes this foundation of 'increasing
demand/consumption' as the aim of economics.

Comments welcome.

regards

Guru

During the negotiations over the Paris Agreement

on
climate change in December 2015, Sunita Narain
, an environmental
activist from India, argued for a focus on the ties between global
inequality and consumption by the relatively wealthy. "An inconvenient
truth is that we do not want to talk about consumption or lifestyle," she
asserted

.

It may be difficult to recall following Donald Trump's inauguration, but it
was little more than a year ago when delegates representing the world's
governments approved the United Nations accord. They pledged to prevent a
temperature increase "well below" two degrees Celsius, and to strive to
limit it to 1.5 degrees, over the average global temperature before the
Industrial Revolution.

If there was hope that the United States would take the steps needed to
meet its commitments through decisive action by the federal government, it
is now diluted markedly.

It's not that the Obama administration was leading the United States on a
sufficiently low-carbon path. But at least it accepted the scientific
consensus that fossil fuel consumption is warming the planet and
destabilizing the climate; and the need for far-reaching reductions in
greenhouse gas emissions.

Nonetheless, Obama's White House embodied climate denialism of a different
sort than those who characterize climate change as a "hoax." It embraced an
"all-of-the-above
"
energy policy allowing for fracking and offshore oil drilling, as well as
corporate capitalism and endless growth. It also oversaw an obscenely
bloated US military -- the world's biggest

institutional
consumer of fossil fuels. The administration thus helped perpetuate
reliance on carbon energy, high consumption levels, and, hence, an
unsustainable level of greenhouse gas emissions.

This exemplifies a "soft denialism
"
shared by many associated with the broad left and the climate movement in
the United States and the West: a failure to scrutinize lifestyle and
everyday consumption. In this sense, one of the most striking things about
the administration's climate policy was that it asked nothing of
individuals or households regarding how we live. It made it seem like our
salvation lies solely in large-scale transformations achieved by new
technologies and "clean energy."

Many downplay the need for personal changes, characterizing them as empty,
self-satisfying symbolism or a diversion from big-picture transformations
-- ranging from new government regulations to, for the more radical, a
dismantling of capitalism. Writer Dave Roberts, for example, in defending
actor and climate activist Leonardo DiCaprio from charges of hypocrisy due
to his lavish lifestyle

, argues
 that
"no single human can directly generate enough emissions to make a dent"
given the enormity of global emissions. Policy change, Roberts says, needs
to be the focus. And author Tim Wise, responding to those who think that
individuals should forego flying because of its large carbon footprint
,
insists that, unless a boycott "were going to reasonably include millions,"
it would be "less than meaningless" and "self-righteous, self-

[EnglishSTF-8200] Paper shortage delays textbook printing

[Gurumurthy K]

Dear teachers,

If the text book supply to the schools gets delayed next year, as the
article below suggests, what options do we have to still plan our classroom
teaching in an effective manner? Any suggestions or comments?

Is collecting text books from current batch students and giving them to
next year's students for a class a useful possibility? Even if the revised
text books are (little or lot) different?

Also wishing all of you and all your students 'All the best' for the 2017
SSLC examinations  (Just a reminder, please do not share copies of the
board question papers in the STF groups or any mobile phone groups, I think
this is prohibited by the department) 

regards,
Guru

Source -
http://www.deccanherald.com/content/603689/paper-shortage-delays-textbook-printing.html

Paper shortage delays textbook printing
Meghana Choukkar Bengaluru, March 29, 2017, DHNS


Students of state board schools in Karnataka may have to wait for at least
two months for their textbooks this year. Printers have run into a shortage
of paper, and complain the government took too long to give them work
orders. In all, 511 titles have to be printed, adding up to nearly six
crore books. Anil Hosakoppa, one of those chosen by the government, has to
print 1.37 crore books. He has managed to print only about 30% of it so far.

“I need 3,300 tonnes of paper to complete the order. I have used up the 400
tonnes I had already procured. For 40 days, work has remained stalled for
want of paper,” he said. The tender document lays down that printers must
use A grade, 60 GSM paper, but water-starved mills in Tamil Nadu and Andhra
Pradesh are in no position to meet the demand. Every year, Hosakoppa says,
paper prices go up by at least Rs 10,000 in the printing season, and touch
Rs 50,000 a tonne. “This year, even if we pay Rs 70,000 to Rs 80,000, we
are not sure we will get supplies,” he said. He has placed orders at
multiple mills and hopes to get enough supplies in two months, after which
he expects to take 100 to 120 days to print the textbooks. The government
took longer than usual to call for tenders and issue work orders, another
printer said.

“Every year, the tender notification is given in October and by December,
the work orders are issued. But this year, the department called for
tenders several times saying the rates quoted were too high. This delayed
the process by 45 to 60 days, and paper prices went up further,” he
explained.

By his reckoning, the exercise did not save the government any money. The
second printer has to deliver 1.3 crore books. “If the work order had been
issued in December, the textbooks would have been ready in time,” he said.

‘A bit of an issue’
Ajay Seth, Principal Secretary, Primary and Secondary Education, said,
“Paper supply is a bit of an issue and we are trying to help the printers
obtain supply. The Department of Printing, Stationery and Publications has
spoken to a mill in Tamil Nadu and they have agreed to supply 5,000 tonnes
of paper.”

He said the government had given orders for most of the 86 packages by
February. “Only seven or eight were given in March. Retendering was done
three times because printers were quoting prices 30 to 35% more than last
year,” he told DH.

No water to produce paper
A source at Tamil Nadu Newsprint and Papers Ltd, a major supplier of paper
to mills in Karnataka, confirmed the mill had shut down one of its three
machines. “To produce one tonne of paper, we need between 1.3 to 1.4 lakh
litres of water. Because of severe shortage, the water is being diverted
for drinking,” the source said. Though units such as the West Coast Paper
Mills in Dandeli (Karnataka) are not so water-starved, their production
capacity isn’t enough to make up for the Tamil Nadu shortfall, the source
explained.


IT for Change, Bengaluru
www.ITforChange.net

-- 
---
1.ವಿಷಯ ಶಿಕ್ಷಕರ ವೇದಿಕೆಗೆ  ಶಿಕ್ಷಕರನ್ನು ಸೇರಿಸಲು ಈ  ಅರ್ಜಿಯನ್ನು ತುಂಬಿರಿ.
 - 
https://docs.google.com/forms/d/e/1FAIpQLSevqRdFngjbDtOF8YxgeXeL8xF62rdXuLpGJIhK6qzMaJ_Dcw/viewform
2. ಇಮೇಲ್ ಕಳುಹಿಸುವಾಗ ಗಮನಿಸಬೇಕಾದ ಕೆಲವು ಮಾರ್ಗಸೂಚಿಗಳನ್ನು ಇಲ್ಲಿ ನೋಡಿ.
-http://karnatakaeducation.org.in/KOER/index.php/ವಿಷಯಶಿಕ್ಷಕರವೇದಿಕೆ_ಸದಸ್ಯರ_ಇಮೇಲ್_ಮಾರ್ಗಸೂಚಿ
3. ಐ.ಸಿ.ಟಿ ಸಾಕ್ಷರತೆ ಬಗೆಗೆ ಯಾವುದೇ ರೀತಿಯ ಪ್ರಶ್ನೆಗಳಿದ್ದಲ್ಲಿ ಈ ಪುಟಕ್ಕೆ ಭೇಟಿ ನೀಡಿ -
http://karnatakaeducation.org.in/KOER/en/index.php/Portal:ICT_Literacy
4.ನೀವು ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶ ಬಳಸುತ್ತಿದ್ದೀರಾ ? ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶದ ಬಗ್ಗೆ ತಿಳಿಯಲು 
-http://karnatakaeducation.org.in/KOER/en/index.php/Public_Software
---
--- 
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[EnglishSTF-8191] World Water Day - water conservation structures have been constructed in over a hundred schools in Dakshina Kannada

[Gurumurthy K]

Dear teachers,

Yesterday was World Water Day. World is facing a serious water crisis...
Schools and teachers can do a lot for water conservation... read an article
on DK schools efforts... this can be done by most schools...

regards,
Guru

Source -
http://www.deccanherald.com/content/602336/saving-water-drop-drop.html

Saving water, drop by drop
Shree Padre March 21, 2017
BLUE IS THE COLOUR Various water conservation structures have been
constructed in over a hundred schools in Dakshina Kannada.

BLUE IS THE COLOUR Various water conservation structures have been
constructed in over a hundred schools in Dakshina Kannada.
All the roof water of our school is now used to recharge the open well. As
a result, the well has sufficient water to meet the needs of not only the
school, but also neighbouring houses. Water problem is so acute in our area
that many households depend on tankers for water. Next year, we will visit
all these houses and guide them to recharge their wells,” says
Santhoshkumar T N, headmaster of Montepadavu Government High School, who is
now a rainwater harvesting (RWH) campaigner too. What started as an
awareness activity for students, rainwater harvesting has now been extended
outside the school too.

So far, he has addressed 12 awareness meetings on the issue, reaching over
3,500 people.Similarly, Ramesh Bayaru, headmaster of Government High
School, Kallangala – Kepu, has addressed hundreds of teachers and has held
10 sessions for the public on RWH last year.

Rainwater harvesting
These are some instances that indicate how schools in Dakshina Kannada have
become centres of water awareness programmes, reaching students, teachers
and even parents. Over 200 schools in the district have now become
water-conscious if not water-literate. Students and teachers are leaving no
stone unturned to encourage people to take up simple and low-cost methods
of rainwater harvesting.

Dakshina Kannada is one of the districts that get good rainfall (3500 mm)
in the State. Despite this, it has been facing severe water scarcity in the
last few years. Unfortunately, awareness about rainwater harvesting is very
low here due to the lack of interest in people and the administration.

The situation remained so until K Sudhakar, district adult education
officer, realised that catching rain was the only way to address the water
woes that the district was facing. Jana Shikshana Trust, a local
non-governmental organisation, responded positively to his ideas. In 2016,
efforts were started to create awareness in one gram panchayat. This was
later extended to the entire district. They concentrated on schools as they
felt that the messages turn into action effectively when students
understand their significance. The team works with government and
government-aided high schools.

Initially, awareness meetings were held in schools. The main objective was
to introduce the concept of catching rain to young minds. At a later stage,
programmes were conducted for teachers. The seriousness with which teachers
have pursued the work is heartening. “Oxygen, water and food are the basic
necessities. Proper education about these essentials has to be accorded top
priority,” opines Padmashri Rao, science teacher at Government High School,
Malali.

Padmashri has hung a chart on the walls of all the classrooms. Once a
student reports completion of a rain pit at his or her house, it is
included in this chart. To give practical exposure to students, check dams
have been constructed in the school premises. In the beginning, Padmashri
demonstrated different stages of sandbag check dam construction, and
involved students in different batches. Subsequently, five small check dams
were constructed in a year. “No doubt, their attitude towards water has
changed. They are also given the responsibility of raising plants,” she
says.

Headmaster of Sathya Sai Lokaseva High School Alike, T Y Raghu, has given
high priority to proper water management in daily life. He has replaced
most of the normal taps in the institution with push-cock taps. “As much as
60% of water was being wasted earlier. Now there is a visible change. Once
they have realised the value of water, they are voluntarily shifting to
water-saving mode, even at home,” he says. Construction of a sandbag check
dam in the school premises has improved the water availability in the well.
Hundreds of rain pits dug by students in the adjoining hill have helped not
only the school, but also neighbouring households.

Savithri, a teacher from Urva, Mangaluru, has grown many plants in her
compound. She has also ensured that rainwater doesn’t escape from her
homestead. Water from the terrace is used for recharging the well. Water
shortage in their respective houses has led many teachers to practice what
they are advocating in schools.

Ismail, president of Naringana gram panchayat, is convinced about RWH after
the panchayat’s efforts of diverting the run-off to a nearby quarry
improved the water level in

Re: [EnglishSTF-8164] Re: Kerala Becomes 1st Indian State To Declare Internet As Basic Right For Every Citizen; 20 Lakh Citizens To Get Free Internet

[Gurumurthy K]

Dear teachers

Internet connectivity can be seen as similar to supply of water/electricity
... or the closer land line phones ... the basic pipes have to be laid out
as social infrastructure without requiring a short term return on
investment ... but this will trigger off benefits, over time, far
disproportionate to the investment Waiting for the market do it will
lead to failure  as is seen from the decision of Google (even if it is
the behemoth, whose revenues are larger than most governments of the world)
to give up laying fibre...

In the continuing era of believing that the market will cater to anything
of a digital nature ... this article reinforces common sense beliefs...

If Internet has to be a basic right (like education or health), then public
infrastructure is essential

regards
Guru


​source - https://backchannel.com/google-fiber-was-doomed-from-
the-start-a5cdfacdd7f2#.yjwybeadb

​Google Fiber Was Doomed From the Start
The internet access answer won’t come from private markets, but rather from
policies that make for competitive networks.

Just a handful of newsflashes have come home to me in such a way that I
never forgot where I was when I heard them. Most were disasters, like the
Challenger explosion or the attacks of September 11. In February 2010, I
was sitting in my office in Ann Arbor when another event made the list —
but this one surprised and delighted me. I cheered. Google had announced
its fiber experiment, a plan to wire at least 50,000 homes with fast,
bountiful connections. Finally, someone was going to try to unstick the
monopolistic, stagnant, second-rate market for high-capacity internet
access in the US.

Last month, there was a shakeup at Alphabet’s Access division (the new name
for what was originally called Google Fiber). It named a new CEO, Greg
McCray, and news outlets reported that hundreds of Access employees were
being shifted to other parts of the Google empire. The former CEO, Craig
Barratt, had already announced last year that Access would “pause” plans to
launch fiber networks in several cities. Taken together, these news reports
all seem to signal that Google is dumping the idea of fiber and moving
decisively into wireless access solutions.

The bumpersticker from defenders of the status quo is that this means the
Google Fiber experiment was a disaster. That’s simply not the case.

What this set of events does usefully and colorfully signal is that we need
an entirely different approach to the country’s desperate need for
world-class data transmission.

We do need fiber, everywhere. But we’re talking about basic infrastructure
when we talk about fiber. And it is not in any private company’s short-term
interest to make that basic fiber infrastructure — which amounts to a
substantial upgrade to the last-century copper and cable lines with which
Americans are now stuck — available to everyone at a reasonable price.

Google’s retreat is all about the bottom line. It wanted an unrealistic
rate of return on basic infrastructure. It wanted to see rapid cost
declines per subscriber, like the Moore’s Law changes in productivity that
have taken place when digital technologists squeeze costs from other legacy
businesses.

But although the cost of fiber — the glass itself — has fallen through the
floor, and the gear needed to deliver signals over fiber has gotten cheaper
over time, 80 percent or more of the cost of installing fiber is labor. The
high upfront cost of getting all that labor to rip up the streets and hang
wires on poles can’t be paid back in just a few years. The cost of that
labor isn’t going down right now.

Basic physical infrastructure is like that. It requires long-term vision
and patient capital — think horizons of 10 years or more, rather than two
or three. In return, investments in basic infrastructure will pay steady,
reliable returns until the sun explodes. And the spillovers from those
investments in terms of economic growth and social justice for everyone in
a community are routinely extraordinary. Think subway systems, railways,
and telephone networks: Fiber optic internet access for everyone, and for
every other form of infrastructure, is the most important recent addition
to that list of physical networks.

As Google’s comfort with longterm returns waxed and waned, it labeled its
fiber project an “experiment” (2010), then a “business” (2012), and finally
a “bet” or “moonshot” (2015). Now it’s hoping to avoid many of those labor
costs by experimenting with what can be done using its Webpass wireless
access unit, rather than solely installing cables itself.

Don’t be distracted by talk about wireless. Saying Americans can rely on
wireless alone is like saying, “Who needs airports? We have airplanes!” All
those wireless connections will require fiber deep into neighborhoods,
homes, and businesses; only fiber will be capable of carrying the tsunami
of data we’d like to be producing over our devices. So far, no one has
cracked the nut of

[EnglishSTF-8149] Kerala Becomes 1st Indian State To Declare Internet As Basic Right For Every Citizen; 20 Lakh Citizens To Get Free Internet

[Gurumurthy K]

As more and more parts of our information world get digitized, ensuring
digital access to all citizens becomes important... Kerala is taking an
initiative in this regard

Guru

source-
http://trak.in/tags/business/2017/03/06/kerala-internet-basic-right-free-internet-citizens/?utm_campaign=shareaholic&utm_medium=whatsapp&utm_source=mobile

Kerala, the most literate state in India, has made a very sensible, and
practical decision regarding access of Internet; something which can be
described as a watershed moment for India’s digital policy.

Kerala has just declared access of Internet as a basic right for every
citizen, just like water, food
and
education. Such basic human rights should not be confused with Fundamental
Rights , which
Indian constitution provides for all Indians. However, as per UN, Internet
is counted as a basic human right
,
and they have suggested that every country should include it as a
fundamental human right as well.

Most probably, Kerala has just taken the first step in that direction.

Kerala has understood that if digitisation and e-Governance needs to be
spread, then access to Internet is the most crucial element, because unless
people have access to basic Internet, how will they use the fruits of
technology?

Kerala Finance Minister T.M. Thomas Isaac said
,
“It is estimated that by 2017-18, almost all government transactions will
become IT-based. Thus the *right to basic Internet facility* will become a
prerequisite for providing civic services universally through the
electronic medium,”

And, it is not just talks here – some concrete action has been planned as
well, which will ensure that the basic right of all Keralites is met.

Govt. has announced plans to provide free basic Internet facility to 20
lakh citizens across the state, and plans to extend broadband connectivity
to every household in the state.

The project, named as K-Fon, has been announced, which will establish
optical fiber cables across the state and would be laid parallel to Kerala
State Electricity Board towers, all across the state.

M Sivasankar, secretary, department of electronics and information
technology said
,
“The government’s idea will be to deliver internet connectivity with a
limited bandwidth to individual households through an optic fibre network
to be established parallel to the distribution network of the KSEB..”

K-Fon has been planned in a manner which will enable free access to
Internet via WiFi hotspots at ‘Akshaya centres, Janasevana Kendras,
government offices, libraries, and public places’. A sum of Rs 1000 crore
has been allocated for the same, and the project is expected to be
completed in 18 months.

*Some other major announcements from the Kerala Govt. include:*

   - 12 hardware manufacturing parks would be established in the state, to
   make Kerala a hub of IT and ITeS niches
   - Japanese-Korean industrial cluster would be established at Mavoor
   - Rs 549 crore allocated for the creation of IT parks, Technoparks,
   SEZs, Infoparks, Cyberparks and Techno-Lodges
   - Kerala State Govt. will provide financial help and mentorship to 1500
   startups from the state

This year, Kerala Govt. created a new benchmark for other states, when
they saved
Rs
300 crore by using Free & Open Source Software (FOSS) in all schools in the
state.

Guru
IT for Change, Bengaluru
www.ITforChange.net

-- 
---
1.ವಿಷಯ ಶಿಕ್ಷಕರ ವೇದಿಕೆಗೆ  ಶಿಕ್ಷಕರನ್ನು ಸೇರಿಸಲು ಈ  ಅರ್ಜಿಯನ್ನು ತುಂಬಿರಿ.
 - 
https://docs.google.com/forms/d/e/1FAIpQLSevqRdFngjbDtOF8YxgeXeL8xF62rdXuLpGJIhK6qzMaJ_Dcw/viewform
2. ಇಮೇಲ್ ಕಳುಹಿಸುವಾಗ ಗಮನಿಸಬೇಕಾದ ಕೆಲವು ಮಾರ್ಗಸೂಚಿಗಳನ್ನು ಇಲ್ಲಿ ನೋಡಿ.
-http://karnatakaeducation.org.in/KOER/index.php/ವಿಷಯಶಿಕ್ಷಕರವೇದಿಕೆ_ಸದಸ್ಯರ_ಇಮೇಲ್_ಮಾರ್ಗಸೂಚಿ
3. ಐ.ಸಿ.ಟಿ ಸಾಕ್ಷರತೆ ಬಗೆಗೆ ಯಾವುದೇ ರೀತಿಯ ಪ್ರಶ್ನೆಗಳಿದ್ದಲ್ಲಿ ಈ ಪುಟಕ್ಕೆ ಭೇಟಿ ನೀಡಿ -
http://karnatakaeducation.org.in/KOER/en/index.php/Portal:ICT_Literacy
4.ನೀವು ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶ ಬಳಸುತ್ತಿದ್ದೀರಾ ? ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶದ ಬಗ್ಗೆ ತಿಳಿಯಲು 
-http://karnatakaeducation.org.in/KOER/en/index.php/Public_Software
---
--- 
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[EnglishSTF-8139] Please use your cell phone as long as possible .... to reduce environment damage

[Gurumurthy K]

Dear teachers,

it seems on an average we will buy 29 cell phones during our life time 
which is a huge threat to our environment, in multiple ways ... please read
article below... lets use our current phones as long as possible ... and
try to replace non working parts, dead batteries etc 

This is also a general principle I think - moving from the 'use and throw'
culture to 're-use and conserve' culture India has been in many ways
the 're-use and conserve' culture, but now rapidly moving to the use and
throw culture

regards,
Guru

What 10 Years of Smartphone Use Mean for the Planet
Tuesday, March 07, 2017 By Elizabeth Jardim, Greenpeace | Op-Ed

Smartphones have undeniably changed our lives -- and the world -- in a very
short amount of time. Just ten years ago, we took pictures with cameras,
used maps to plan routes, and kept in touch with friends and family using
T9 text messages.

If you're among the more than 2 billion people in the world that now uses a
smartphone, chances are pretty good you remember your first smartphone. You
remember how your life changed when your phone suddenly became connected to
the internet and became a tool to find your way around almost anywhere
instantaneously, send emails on the go, stay in touch with loved ones 24/7,
and answer all your random curiosities.

But do you remember when you got your second smartphone? Or your third? Do
you remember how many smartphones you've had since 2007?

We wanted to find out how many smartphones had been made since Apple's
first iPhone came on to the market in 2007, and the answer surprised us --
more than 7 billion. That means that if every smartphone ever made was
still operational, there would be roughly enough for every person on the
planet.

Of course, this is not the case. The average phone in the United States is
used for just over 2 years, despite the fact it can function for longer.
Phone users are often lured into prematurely replacing their phones --
either because they are up for a new contract and the new phone appears to
be "free" or because of a single failing part, such as the screen or
battery, that's too complicated or expensive for the average person to
repair.

At this rate, we're all on track to use at least 29 phones in our lifetimes.

This rapid turnover of devices is what leads to record profits for
smartphone manufacturers year after year. It also leads to many damaging
impacts on people and our planet.

Miners in remote landscapes extract tons of metal ore and precious metals
for these devices. From there, these materials pass through a complex
refining, processing, and manufacturing supply chain. Workers in
electronics factories are often unknowingly exposed to hazardous chemicals
that damage their health. These facilities our powered by an energy mix
that is dominated by fossil fuels, which furthers the impacts of climate
change.

In our new report "From Smart to Senseless: The Global Impact of Ten Years
of Smartphones" we unpack the problems with the current smartphone
production model.

Here is some of what we found:











*  7.1 billion smartphones have been produced ​since 2007.More than 60
different elements are commonly used in the manufacturing of smartphones.
While the amount of each element in a single device may seem small, the
combined impacts of mining and processing these precious materials for 7
billion devices is significant.In 2014 alone, e-waste from small IT
products like smartphones was estimated to be 3 million metric tons. Less
than an estimated 16 percent of global e-waste is recycled.Only two
(Fairphone and LG G5) of 13 models reviewed had easily replaceable
batteries. This means consumers are forced to replace their whole devices
when the battery life starts to dwindle.Since 2007, roughly 968 terawatt
hours (TWh) has been used to manufacture smartphones, which is nearly the
same as one year's power supply for India (973 TWh in 2014).At end-of-life,
current design makes disassembly difficult, including the use of
proprietary screws and glued in batteries; therefore, smartphones are often
shredded and sent for smelting when "recycled." Given the small amounts of
a wide diversity of materials and substances in small devices, smelting is
inefficient, or ineffective, at recovering many of the materials.*

The recent recall of Samsung's overheating and explosive Galaxy Note 7
phones is a prime example of the problems with the current production model
-- rushed design and production cycles can lead to costly mistakes. After
investigating, the company attributed the battery flaws in part to
accelerated production efforts to outpace competitors. Recalling the phones
was the right choice. But now Samsung needs to decide what to do with the
4.3 million handsets.

Since November 2016, we've been calling on the company to reuse and recycle
phones. To date, Samsung has not revealed its plan. Join us in calling on
Samsung to recycle these phones and commit to making phones in the

[EnglishSTF-8126] ALL FEMALE TEACHERS SHOULD READ. ALL MALE TEACHERS MUST READ

[Gurumurthy K]

Sharing some articles for our reflection today ... celebrated as Women's
day...
Please discuss with your students as well .
regards,
Guru, IT for Change, Bengaluru www.ITforChange.net

Who tucks children into bed? This International Women’s Day, let’s talk
about men and how much care work they (don’t) do

http://blogs.timesofindia.indiatimes.com/toi-edit-page/who-tucks-children-into-bed-this-international-womens-day-lets-talk-about-men-and-how-much-care-work-they-dont-do/

Why are there few women in Parliament?
http://www.thehindu.com/todays-paper/tp-in-school/why-are-there-few-women-in-parliament/article17424942.ece

What’s in a name?
http://www.thehindu.com/todays-paper/tp-in-school/whats-in-a-name/article17424971.ece

No economy for women
http://www.thehindu.com/opinion/lead/no-economy-for-women/article17424207.ece

Steps to curb moral policing
http://www.thehindu.com/todays-paper/steps-to-curb-moral-policing/article17425646.eceLimits
of cultural diplomacy

http://www.tribuneindia.com/news/comment/limits-of-cultural-diplomacy/374163.html
United by Hard Work and Low Pay but Women in UP Have No Voice in Election
https://thewire.in/114919/women-up-elections/

Nirbhaya Fund Remains Unspent. Happy Women's Day
http://www.ndtv.com/opinion/nirbhaya-fund-remains-unspent-happy-womens-day-1666932?pfrom=home-opinion

-- 
---
1.ವಿಷಯ ಶಿಕ್ಷಕರ ವೇದಿಕೆಗೆ  ಶಿಕ್ಷಕರನ್ನು ಸೇರಿಸಲು ಈ  ಅರ್ಜಿಯನ್ನು ತುಂಬಿರಿ.
 - 
https://docs.google.com/formsd1Iv5fotalJsERorsuN5v5yHGuKrmpFXStxBwQSYXNbzI/viewform
2. ಇಮೇಲ್ ಕಳುಹಿಸುವಾಗ ಗಮನಿಸಬೇಕಾದ ಕೆಲವು ಮಾರ್ಗಸೂಚಿಗಳನ್ನು ಇಲ್ಲಿ ನೋಡಿ.
-http://karnatakaeducation.org.in/KOER/index.php/ವಿಷಯಶಿಕ್ಷಕರವೇದಿಕೆ_ಸದಸ್ಯರ_ಇಮೇಲ್_ಮಾರ್ಗಸೂಚಿ
3. ಐ.ಸಿ.ಟಿ ಸಾಕ್ಷರತೆ ಬಗೆಗೆ ಯಾವುದೇ ರೀತಿಯ ಪ್ರಶ್ನೆಗಳಿದ್ದಲ್ಲಿ ಈ ಪುಟಕ್ಕೆ ಭೇಟಿ ನೀಡಿ -
http://karnatakaeducation.org.in/KOER/en/index.php/Portal:ICT_Literacy
4.ನೀವು ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶ ಬಳಸುತ್ತಿದ್ದೀರಾ ? ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶದ ಬಗ್ಗೆ ತಿಳಿಯಲು 
-http://karnatakaeducation.org.in/KOER/en/index.php/Public_Software
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[EnglishSTF-8115] adolescent education in Rajasthan ....

[Gurumurthy K]

In Rajasthan, a social project employs audio stories accessed by mobile
phones to talk about child marriage and puberty.

http://www.aljazeera.com/indepth/features/2017/01/digital-tool-teaches-indian-boys-gender-equality-170131120007840.html
this is relevant to Karnataka too, where some districts report a child
marriage rate much higher than national average


-- 
Guru
IT for Change, Bengaluru
www.ITforChange.net

-- 
---
1.ವಿಷಯ ಶಿಕ್ಷಕರ ವೇದಿಕೆಗೆ  ಶಿಕ್ಷಕರನ್ನು ಸೇರಿಸಲು ಈ  ಅರ್ಜಿಯನ್ನು ತುಂಬಿರಿ.
 - 
https://docs.google.com/formsd1Iv5fotalJsERorsuN5v5yHGuKrmpFXStxBwQSYXNbzI/viewform
2. ಇಮೇಲ್ ಕಳುಹಿಸುವಾಗ ಗಮನಿಸಬೇಕಾದ ಕೆಲವು ಮಾರ್ಗಸೂಚಿಗಳನ್ನು ಇಲ್ಲಿ ನೋಡಿ.
-http://karnatakaeducation.org.in/KOER/index.php/ವಿಷಯಶಿಕ್ಷಕರವೇದಿಕೆ_ಸದಸ್ಯರ_ಇಮೇಲ್_ಮಾರ್ಗಸೂಚಿ
3. ಐ.ಸಿ.ಟಿ ಸಾಕ್ಷರತೆ ಬಗೆಗೆ ಯಾವುದೇ ರೀತಿಯ ಪ್ರಶ್ನೆಗಳಿದ್ದಲ್ಲಿ ಈ ಪುಟಕ್ಕೆ ಭೇಟಿ ನೀಡಿ -
http://karnatakaeducation.org.in/KOER/en/index.php/Portal:ICT_Literacy
4.ನೀವು ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶ ಬಳಸುತ್ತಿದ್ದೀರಾ ? ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶದ ಬಗ್ಗೆ ತಿಳಿಯಲು 
-http://karnatakaeducation.org.in/KOER/en/index.php/Public_Software
---
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[EnglishSTF-8089] Intolerance and violence .....

[Gurumurthy K]

Dear Social Science teachers,

It is said that one of the important roles of history teaching-learning is
to examine data/evidence from past events/stories and make judgements of
the past , for the present and the future .

In my opinion, we are seeing quite a bit of intolerance to dissenting /
differing views and that is dangerous for democracy. The recent cold
blooded murder of Srinivas in Kansas by a person who believed Srinivas to
be an illegal immigrant is an example. Many believe this murder was
associated with the larger climate of hate and intolerance being built in
the election campaign in the US.

I can see parallels of this crime with what is happening in India, with
Akhlaq lynched by a mob, his crime being that he had meat in his fridge. I
am not wanting to argue if the meat was beef and if it was a crime to have
it in his fridge. My argument is what right did a group of people have to
take justice in their hands and kill him. Even the state delivers a death
sentence only after lot of due processes. Neither the white man in Kansas,
nor the mob in UP had this right.

I was distressed to read in today's paper the kind of foul language used
against a Delhi University student (Martyr's daughter faces 'rape threat'
on Facebook
).
As the revolutionary Voltaire said "I disapprove of what you say, but I
will defend to the death your right to say it...: In my view, history
teachers have a very very very important role in teaching tolerance and
acceptance (even celebration) of diversity of beliefs, faiths and cultures.
We cannot silence voices through violence but only reason through
arguments...

As sociology teachers, see the challenges of today's environment and
incidents that affect peace and harmony. As teachers of sociology and
political science , bring in examples of diverse views and the
contestations/disagreements and negotiations between diverse ideas and
cultures will help students get a feel of the complexities of contemporary
social and political realities. And of course as young minds what they can
think of and do to make democracy more meaningful to them and to their
fraternity

I shared my views, disturbed by the news from Delhi. Comments, feedback,
thoughts welcome

Sharing below an article from DH yesterday about how Aurangzeb was perhaps
not a bigot as is widely believed and taught 

regards,
Guru

Source -
http://www.deccanherald.com/content/598595/view-aurangzeb-bigot-has-colonial.html

New Delhi, Feb 27, 2017, PTI:
'Aurangzeb: The Man and The Myth', published by Penguin Random House, takes
a fresh look at the controversial Mughal emperor. According to Truschke,
Hindu and Jain temples dotting the landscape of Aurangzeb's kingdom were
entitled to Mughal state protection, and he generally endeavoured to ensure
their well-being. Screengrab

*Historian Audrey Truschke refuses to buy the argument that Aurangzeb razed
temples because he hated Hindus saying it has roots in colonial-era
scholarship, where positing timeless Hindu-Muslim animosity embodied the
British strategy of divide and conquer.*

In her new book, she also says that had Aurangzeb’s reign been 20 years
shorter, he would have been judged differently by modern historians.
Truschke, an assistant professor of South Asian history at Rutgers
University in Newark and an avid follower of Mughal history, New Jersey,
has now come up with a new biography on Aurangzeb.

"Aurangzeb: The Man and The Myth", published by Penguin Random House, takes
a fresh look at the controversial Mughal emperor. According to Truschke,
Hindu and Jain temples dotting the landscape of Aurangzeb's kingdom were
entitled to Mughal state protection, and he generally endeavoured to ensure
their well-being.

"By the same token, from a Mughal perspective, that goodwill could be
revoked when specific temples or their associates acted against imperial
interests. Accordingly, Emperor Aurangzeb authorised targeted temple
destructions and desecrations throughout his rule," she claims.

"Many modern people view Aurangzeb's orders to harm specific temples as
symptomatic of a larger vendetta against Hindus. Such views have roots in
colonial-era scholarship, where positing timeless Hindu-Muslim animosity
embodied the British strategy of divide and conquer," she writes.

She says there are, however, numerous gaping holes in the proposition that
Aurangzeb razed temples because he hated Hindus.

"Most glaringly, Aurangzeb counted thousands of Hindu temples within his
domains and yet destroyed, at most, a few dozen. This incongruity makes
little sense if we cling to a vision of Aurangzeb as a cartoon bigot driven
by a single-minded agenda of ridding India of Hindu places of worship.

"A historically legitimate view of Aurangzeb must explain why he protected
Hindu temples more often than he demolished them." Truschke argues that
Aurangzeb followed Islamic law in granting protecti

[EnglishSTF-8086] Poison in the air, struggle on the road

[Gurumurthy K]

Air pollution is a serious health threat in most cities in India. Drastic
measures to reduce traffic is needed. This requires a strong public
transport system.
Read
Poison in the air, struggle on the road:
http://www.thehindu.com/news/international/poison-in-the-air-struggle-on-the-road/article17368518.ece

But governments are reluctant to subsidise public transport 😟. Read
todays-paper
Absence of cabs highlights need for better bus network:
http://www.thehindu.com/news/cities/bangalore/Absence-of-cabs-highlights-need-for-better-bus-network/article17367731.ece

Comments welcome

-- 
---
1.ವಿಷಯ ಶಿಕ್ಷಕರ ವೇದಿಕೆಗೆ  ಶಿಕ್ಷಕರನ್ನು ಸೇರಿಸಲು ಈ  ಅರ್ಜಿಯನ್ನು ತುಂಬಿರಿ.
 - 
https://docs.google.com/formsd1Iv5fotalJsERorsuN5v5yHGuKrmpFXStxBwQSYXNbzI/viewform
2. ಇಮೇಲ್ ಕಳುಹಿಸುವಾಗ ಗಮನಿಸಬೇಕಾದ ಕೆಲವು ಮಾರ್ಗಸೂಚಿಗಳನ್ನು ಇಲ್ಲಿ ನೋಡಿ.
-http://karnatakaeducation.org.in/KOER/index.php/ವಿಷಯಶಿಕ್ಷಕರವೇದಿಕೆ_ಸದಸ್ಯರ_ಇಮೇಲ್_ಮಾರ್ಗಸೂಚಿ
3. ಐ.ಸಿ.ಟಿ ಸಾಕ್ಷರತೆ ಬಗೆಗೆ ಯಾವುದೇ ರೀತಿಯ ಪ್ರಶ್ನೆಗಳಿದ್ದಲ್ಲಿ ಈ ಪುಟಕ್ಕೆ ಭೇಟಿ ನೀಡಿ -
http://karnatakaeducation.org.in/KOER/en/index.php/Portal:ICT_Literacy
4.ನೀವು ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶ ಬಳಸುತ್ತಿದ್ದೀರಾ ? ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶದ ಬಗ್ಗೆ ತಿಳಿಯಲು 
-http://karnatakaeducation.org.in/KOER/en/index.php/Public_Software
---
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[EnglishSTF-8082] Vacant teacher posts affect school syllabus deadlines

[Gurumurthy K]

Dear teachers,

I think vacancies in NEK are much higher than in rest of the state. This is
quite unfortunate since we need to invest much more in NEK given the
socio-economic and educational situation there see article below.

Apart from speeding up recruitment and posting, can any other steps be
taken by the government to improve the situation?  I suppose now
recruitment is by district, so we may not have a severe issue of teachers
getting posted to NEK seeking transfer to other districts?.  I also read an
article few years back that NEK districts also have a very high number of
unemployed DEd and BEd graduates ...

Another step (though perhaps a minor one) would be redeployment of teachers
based on the TPR and TCR?

Comments welcome...

regards
Guru


Vacant teacher posts affect school syllabus deadlines
Praveen B. Para
February 23, 2017 00:00 IST
A 10th class without a teacher at the Government High School in Munnalli
village in Aland taluk of Kalaburagi district.ARUN KULKARNI

This may halt Kalaburagi’s performance in SSLC exams this year

Lack of teachers in government high schools in Kalaburagi district has
affected syllabus deadlines. The huge number of vacancies has directly
affected teaching in a number of schools. Though the district improved its
ranking to 17 from 32 during the last SSLC examinations, the lack of
teachers and the incomplete syllabus may halt the district’s performance
this year.

Out of the 2,035 sanctioned posts in 293 high schools across the district,
1,776 have been filled, leaving 259 vacant from the last academic year.

The worst-affected subjects in high schools is Mathematics. Under
Mathematics, out of 353 sanctioned posts, 74 posts are vacant. Under Social
and Science, 48 posts are vacant against the sanctioned 317 and 447 posts,
respectively. Under English, out of the 313 posts, 44 are vacant followed
by 23 under Kannada and 22 vacant posts under Hindi.

Teachers unwilling

The highest number of vacancy is in Chincholli taluk with 61 unfilled posts
of the sanctioned 209 posts. This is followed by 46 in Chittapur, 43 in
Aland, 34 in Jewargi and 33 in Sedam taluks. The number of vacant posts in
Afzalpur taluk are 26 and in Kalaburagi taluk 16. The data shows
unwillingness of the teachers to serve in remote areas.

While in Urdu medium, out of the 142 approved posts, 136 are filled, only
six are vacant.

In Marathi medium, 15 posts have been filled against the 17 sanctioned
posts. In Telugu medium, only two posts were vacant out of the six
sanctioned posts.

During a random visit to 12 government high schools in Aland and
Chincholli, it was found that many teachers were either on leave or were
assigned with non-teaching activities.

In the government high school at Kodal Hangaraga village in Aland taluk,
out of the 10 staff members, four were on leave. Head Master of the school
Arjun Sonkamble said that the high school teachers were teaching eighth
class students attached to the primary school in the same compound.

It is ironic that despite the acute shortage of teachers in high schools,
instead of making recruitments, the government has appointed guest teachers
on daily wages to fill the gaps. Even guest teachers, in some schools, have
stopped taking classes due to the non-payment of remuneration in the last
three months, Mr. Sonkamble added.

Similarly, three posts were lying vacant in Kottan Hipparaga and Halli
Salgar high schools, and two posts were vacant in Gunj Babalad and Belamagi
high schools.

While many of the schools were suffering due to lack of teachers, the high
school at Sangolgi (B) had got additional teachers; there are 10 teachers
for three classes and many of them were working in the same school for
several years.

In Munnalli High School, only three teachers for Social, Kannada and Hindi
were working against the 11 sanctioned posts. Eight posts have been vacant
for the last three years. Head Master Neelappa Gajre said that guest
teachers appointed for Science and Mathematics for SSLC students have
completed 60 % of the syllabus and discontinued classes demanding payment.
Though the department had appointed guest teachers in November 2016, he
said that they were taking classes for the past six months and had not
received payment.

‘Complete syllabus early’

B.R. Shanta Gowda, Deputy Director of Public Instructions, told The Hindu
on Wednesday said that instructions have been issued to conduct special
classes to complete the SSLC syllabus by the end of February. Asked about
the teachers going on leave, Mr. Shanta Gowda said that most of teachers
take leave during December to avoid leaves lapsing.

No appointments have been made since 2010. Though the government approved
appointment of 145 guest teachers for high schools in the district in
November last, around 30 posts, mainly in Jewargi and Chincholli taluks,
are still lying vacant, he added.
Praveen B. Para

Source -
http://www.thehindu.com/todays-paper/tp-national/tp-karnataka/vacant-teacher-pos

[EnglishSTF-8075] History as a good teacher ....

[Gurumurthy K]

I am sharing an article written by a veteran journalist and public interest
activist Roberto Savio.
I think it is useful reading as a historical narrative, for us to
understand the global social, political and economic movements over the
last couple of centuries.

(I am not intending to endorse or criticise any politician or leader
through this sharing, but only to stimulate our thinking about the events
and what the world portends)

Comments, welcome.  As teachers (whether of history or other subjects), we
need to reflect on these events and what our role as educators of young
minds ought to be.

My own comment - These political developments are unfortunate since they
will come in the way of a serious effort by world leaders and citizens and
communities to address the biggest threat facing our world today - Climate
change/ global warming, arising out of excessive and indiscriminate
consumption of natural resources. Addressing climate change will require
very drastic changes to our live styles (simpler living, less consumption,
better distribution of resources across different sections of society,
water, air and bio conservation) but the strong global leadership /
collective leadership that this requires will not be possible in a context
of increasing nationalist feelings 

regards,
Guru


Trump Marks the End of a Cycle



Analysis by Roberto Savio*



 Let us stop debating what newly-elected US President Trump is doing or
might do and look at him in terms of historical importance. Put simply,
Trump marks the end of an American cycle!



Like it or not, for the last two centuries the entire planet has been
living in an Anglophone-dominated world. First there was Pax Britannica
(from the beginning of the 19th century when Britain started building its
colonial empire until the end of the Second World War, followed by the
United States and Pax Americana with the building of the so-called West).



The United States emerged from the Second World War as the main winner and
founder of what became the major international institutions – from the
United Nations to the World Bank and the International Monetary Fund (IMF)
– with Europe reduced to the role of follower. In fact, under the Marshall
Plan, the United States became the force behind the post-war reconstruction
of Europe.



As winner, the main interest of the United States was to establish a ‘world
order’ based on its values and acting as guarantor of the ‘order’.



Thus the United Nations was created with a Security Council in which it
could veto any resolution, and the World Bank was created with the US
dollar as the world’s currency, not with a real world currency as British
economist and delegate John Maynard Keynes had proposed. The creation of
the North Atlantic Treaty Organisation (NATO) – as a response to any threat
from the Soviet Union – was an entirely American idea.



The lexicon of international relations was largely based on Anglo-Saxon
words, and often difficult to translate into other languages – terms such
as accountability, gender mainstreaming, sustainable development, and so
on. French and German disappeared as international languages, and lifestyle
became the ubiquitous American export – from music to food, films and
clothes. All this helped to reinforce American myths.



The United States thrust itself forward as the “model for democracy”
throughout the world, based on the implied assertion that what was good for
the United States was certainly good for all other countries. The United
States saw itself as having an exceptional destiny based on its history,
its success and its special relationship with God. Only US presidents could
speak on behalf of the interests of humankind and invoke God.



The economic success of the United States was merely confirmation of its
exceptional destiny – but the much touted American dream that anyone could
become rich was unknown elsewhere.



The first phase of US policy after the Second World War was based on
multilateralism, international cooperation and respect for international
law and free trade – a system which assured the centrality and supremacy of
the United States, reinforced by its military might,



The United Nations, which grew from its original 51 countries in 1945 to
nearly 150 in just a few decades, was the forum for establishing
international cooperation based on the values of universal democracy,
social justice and equal participation.



In 1974, the UN General Assembly unanimously adopted the Charter of
Economic Rights and Duties of States – the first (and only) plan for global
governance – which called for a plan of action to reduce world inequalities
and redistribute wealth and economic production. But this quickly became to
be seen by the United States as a straitjacket.



The arrival of Ronald Reagan at the White House in in1981 marked an abrupt
change in this phase of American policy based on multilateralism and shared
international cooperation. A few months b

[EnglishSTF-8064] Reluctant mothers.

[Gurumurthy K]

Reluctant mothers:
http://www.thehindu.com/news/national/karnataka/Reluctant-mothers/article17284876.ece

It's a shame that even today we have child marriages in our country. Can
schools and teachers do something to prevent it?

Do we already have any program for this?

Gurumurthy, IT for Change.

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[EnglishSTF-8062] two cities just committed to 100% renewable energy

[Gurumurthy K]

Dear teachers,

Global warming / climate change is going to have very serious (fatal)
impact on all life, and the end of all life / human life is a possibility
over the next few decades(?).

One important cause of global warming is the use of fossil fuels (coal,
petroleum) for energy that powers our homes, vehicles, industries  and
the consumption of fossil fuels is continuing to increase. The release of
carbon dioxide, carbon monoxide, methane and other gases due to combustion
is causing air pollution and increasing temperatures, melting the arctic
and antarctic ice continents  Large coastal areas are expected to
submerge as seas rise due to this. Changing weather/climate patterns
including rainfall will cause chaos and ruin (imagine erratic or no
rainfall in catchment areas and the fights for water between various
groups, within a state and across states !!!).

Hence reducing our use of fossil fuels and moving towards renewable sources
of energy is an important response to this crisis. In this context, it is
heartening to read that many cities in USA are committing to move fully to
renewable energy sources. Read
http://www.nationofchange.org/2017/02/16/victory-two-cities-just-committed-100-renewable-energy


"Pueblo, Colorado and Moab, Utah, this week became the 22nd and 23rd cities
in the U.S. to commit to transition to 100 percent clean, renewable energy.
The Pueblo City Council approved Monday a measure committing to power the
community entirely with renewable sources of energy like wind and solar by
2035. The vote was immediately followed on Tuesday by the Moab City Council
approving a resolution committing Moab to 100 percent renewable energy by
2032.

“No matter who is in the White House, cities and towns across the country
will continue leading the transition to 100 percent clean, renewable
energy,” Sierra Club Executive Director Michael Brune said. “Pueblo and
Moab join a growing movement of communities which are charting a course
away from dirty fuels.”

Cities like Pueblo and Moab have long suffered the consequences of dirty
energy and utility reliance on fossil fuels. Pueblo, for example, has a
sizable low-income population that has been suffering from the high cost of
electricity due to the local utilities’ decision to build new gas
infrastructure and saddle the cost with ratepayers. More than 7,000 people
in Pueblo have had their electricity shut off due to the high cost of
electricity.

In Utah, Canyonlands National Park has been marred by haze pollution from
two neighboring coal plants, which threatens the local Moab tourism
industry – the economic lifeblood of the community. With this week’s
announcements, both communities are poised to confront these threats by
transitioning away from fossil fuels to clean, renewable energy.

“The climate crisis is a global challenge, but many of our strongest
leaders are at the local level,” Ken Berlin, CEO of The Climate Reality
Project, said. “We have a lot of hard work ahead, but it is encouraging to
see more and more communities, businesses and universities understand that
renewable energy is not only the right moral choice, but also the right
economic choice.”
--

Can we discuss these issues with our students (science/social
science/language/mathematicsany subject teacher), you can show them a 3
minute video from
http://video.nationalgeographic.com/video/101-videos/global-warming-101

Can we work together and create a pressure from teachers and students,  to
reduce fossil fuel usage in our state/country  suggestions, comments
welcome.

regards,
Guru
IT for Change, Bengaluru
www.ITforChange.net

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[EnglishSTF-8016] FACTS

[Gurumurthy K]

INTERESTING FACTS

No words in the English language rhyme
with “month”, “orange”, “silver” or “purple”.

“Hungry” and “Angry” are the only words in the English language that end in
“-gry.
The number 4 is the only number that has the same number of letters in it
- FOUR
Did you know the word 'Underground' is the only word that begins and ends
with the letters 'und'.
The word 'Uncopyrightable' is the is the only 15 letter word that can be
spelled without repeating any letter.
The word 'Typewriter' is the longest word that can be typed using only the
top row of a keyboard.
Did you know the sentence "The quick brown fox jumps over the lazy dog"
uses every letter in the English alphabet.
The word 'Rhythm' is the longest word without a vowel.
"Dreamt" is the only word that ends in mt.
Did you know there are only 3 sets of letters on a keyboard which are in
alphabetical order - 'F G H', 'J K L', 'O P'

"queue"
The word "queue" is the only word in the English Language that is still
pronounced the same way when the last four letters are removed.
"Dammit I'm mad" is the same spelt backwards
"Set" of all the words in the English Language, the word "set" has the most
definitions.
"Bookkeeper" & "Bookkeeping" are only words in English language with three
consecutive double letters.
The least used letter in the alphabet is Q.
The most commonly used word in English conversation is 'I'
The dot on top of the letter 'i' is called a tittle.
There are only 4 words in the English language which end in 'dous' (they
are: hazardous, horrendous, stupendous and tremendous)
The oldest word in the English language is 'town'.
The word 'Strengths' is the longest word in the English language with just
one vowel.
The past tense for the English word 'dare' is 'durst'.
The first English dictionary was written in 1755.

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[EnglishSTF-8015] Social stratification in schools ... Bridge gap in school enrolment share (Dr HBC)

[Gurumurthy K]

Dear teachers,

Our colleague, Dr HB Chandrashekar has raised very important issue of
inclusion in schools in his article in DH today.  (article below)

The current school system is seeing a very high level of social
stratification, with the marginalized groups going mostly to Government
schools. Such stratification is not good for the schools and for the
education processes as well...  one way out is the Neighbourhood school
system or common school system, but that will take much more political will
than we have seen.

A second more workable option is to make Government schools strong ... so
that all prefer to send their children to Government schools... this will
require lot of work from all of us, and also much much more investment of
the central and state governments in primary and secondary education.

The Kothari Commission called for at least 6% of GDP to be invested in
education by the Government, but this has never been achieved, which is
quite disappointing... The funding should be doubled from current levels,
to enable filling all vacancies, providing required infrastructure in all
schools, support staff (to reduce administration load on teachers), much
more investment in DIETs-BRCs-CRCs  to enable them to provide required
support to teachers and schools While it may be true that spending
efficiencies need to improve, there is a dire need to increase the
allocation to education in central and state budgets...

regards,
Guru
IT for Change.

Bridge gap in school enrolment share
By H B Chandrashekar, Jan 28, 2017

Enrolment share of Muslim children in govt, aided schools is less when
compared to their counterparts.
School is a perfect place for inclusion where children from different socio
cultural backgrounds get educated under one roof. We acknowledge school as
a means of social inclusion where all categories of children study and
interact. School is also considered as a miniature of society for the
reason that it provides ample opportunities for children to socialise and
grow.

The social development of children will be optimum and healthy if children
from diverse socio-cultural backgrounds are together learning under one
roof. But, if we analyse the patterns of enrolment of children in the
schools functioning under different managements in the state, a contrasting
picture is emerging.

There is no doubt that te enrolment share in government schools is high in
spite of stiff competition posed by private schools. The total enrolment of
children who are studying from 1st Standard to 10th Standard in all
managements in the state during 2015-16 was 101.14 lakh. Out of this, 48.86
lakh (48%) children are in government schools, 15.14 lakh (15%) in aided
schools and 36.15 Lakh (37%) are in un-aided schools.

Since aided schools are funded and supported by the government, the total
enrolment of children in government and aided schools together constitutes
63% (64 lakh children) of total enrolment. But, it is matter of concern to
see the decline in the enrolment share of children in government schools.
This has been established if we see the enrolment of children during
2006-07.

There was a decrease of 15.59 lakh children in government schools in a span
of 10 years and un-aided schools have increased their enrolment to the tune
of 13.97 lakh children. In aided schools, the loss of enrolment of children
was about 0.77 lakh.

It is interesting to analyse the enrolment share of children from SC, ST
and Muslim community. As per the Census 2011 figures, the population share
of SC, ST and Muslim Community at the national level is 16.2%, 8.2% and
12.2%, respectively, where as the population of share of SC, ST and Muslim
Community at Karnataka is 16.2%, 6.6% and 12.2%, respectively.

In comparison with the population figures at both national and state level,
the enrolment share of children studying in 1st to 10th Standard from SC,
ST and Muslim community during 2015-16 was 19% (19.25 lakh children), 7.7%
(7.80 lakh) and 14,57% (7.80 lakh), respectively. The enrolment of children
in these categories is higher when compared to their population share in
the state.

The interesting phenomenon noticed is the enrolment share of children from
SC, ST and Muslim communities are alarmingly high in government and aided
schools when compared with unaided schools. The enrolment of children from
SC community is 64% (12.25 lakh) in government schools and 16% (3.06 lakh)
in aided schools which together amounts to 80% when compared to 20% (3.84
lakh) in un-aided schools.

SC and ST communities

The proportion of children belonging to ST community is more in government
and aided institutions than SC children.

The enrolment share of children from ST community in government and aided
institutions constitutes to 82%; 69% (5.38 lakh) in government schools and
13% (1.02 lakh) in aided schools. Surprisingly, the enrolment share of
children from Muslim community in government and aided schools is less when
compared to their co

[EnglishSTF-8010] the Internet (the digital world) ... brief past, present and future ... will it be a space of enslavement or empowerment???

[Gurumurthy K]

Dear teachers,

Happy Republic day ... As we celebrates the  68th Republic Day, we should
think to what extent the goals of 'justice,liberty, equality and
fraternity' that the preamble to the constitution  (
http://www.constitution.org/cons/india/preamble.html) spoke of, are being
promoted or compromised by the advance of the Internet 

The recent focus on digitalization, smart cities, cashless economies etc
should be explored in this light ...

As the mail says in the end, *"Let’s not assume history has any inevitable
direction.  If you want things to move in a particular way, you have to do
things to make it happen.  History is made by people – that’s us."*

Let us all think, discuss and deliberate in what direction we would like
our country to move towards  Some of the digital advances may make our
lives more comfortable and efficient, but, as the mail suggests, some
advances clearly dilute our liberty and increase the inequities and
injustice in our society... Gandhi's ideal of 'antyodaya' meant that our
decisions should be guided by the impact on the most marginalized sections
of our society and our digital society should also be a just and equitable
one

Comments welcome...

regards,
Guru
Guru, IT for Change, Bengaluru
www.ITforChange.net


From: InternetPolicy [mailto:internetpolicy-boun...@elists.isoc.org] On
Behalf Of Brandt Dainow
Sent: Friday, January 20, 2017 14:15
To: 'David Sarokin'; 'Kave Salamatian'
Cc: 'ISOC Internet Policy'
Subject: Re: [Internet Policy] WEBCAST Jan 24: Will The Internet Always Be
American?

History shows us that there is nothing inevitable about things getting
either better or worse.  Sometimes people unite to create a better world,
and sometimes powerful elites make things truly horrible for ordinary
people.  And either can continue for centuries.  Historically most of the
human race has been living under the domination of elites who enforced
their power with ideology and physical violence.  Think the Middle Ages in
Europe (1,000 years), monarchical China (2,000 years), the Roman Empire
(1,000 years), etc etc.  Generally, improving things for ordinary people
takes many decades of tough work.

The internet started as both a military system and as an academic
information exchange network.  Trends for both liberation and connection
between people co-existed with trends towards domination and walled
gardens.  IBM’s business model in the 1960’s – 1980’s was based on
innovation which locked customers in and prevented interoperability with
alternative suppliers.  Microsoft, Lotus and others followed this model.  I
was a technical manager in Microsoft in the 1980’s and we were formally
taught this model as the key to success.  We all knew the internet was
coming, and we all thought it would be totally owned by whoever created the
best tech.  I was alerted to the rise of the web in 1992 when Bill Gates
made a speech announcing the web was the next big thing and that “Microsoft
was going to own it.”  The idea of an open platform was heresy.  Tim
Berners-Lee cites this in his autobiography as a key reason why he did not
patent or sell HTML, but gave it to everyone.  In the 1990’s I watched the
same attempts to own the web via control of HTML standards, especially
implementation of new features by people like Netscape and Microsoft before
these features were standardised, on the basis that if everyone used them,
that company would “own” the standard (look at the history of HTML 4.0).

Companies like Google then demonstrated the economic value of owning search
as the gateway to the web, and user-analytics driven advertising.  Facebook
copied this model – own the environment, prevent interoperability, surveil
the user, sell that data.  Both rely for their domination on the fact you
cannot go to a competitor and interoperate with their users.  If these
systems were open, or at least had open API-based interoperability, we
would be seeing an entire competitive market of social networks, search
systems etc.  Those who believe free markets are best for innovation or
economic development should therefore see lack of interoperability and
walled gardens as anti-capitalist.  This lack of choice, when combined with
hidden data analytics, meets the Marxist criteria of coercion and economic
exploitation.  Marxists should therefore see this same situation as
anti-liberatory.  It doesn’t matter what your perspective, as I see it,
there is no justification for domination of entire categories of online
activity by monopolies like this.

There is no historical evidence this situation will improve of its own
accord.  It could get better, or it could get worse.  Perhaps one day not
having a Facebook account will be grounds for police investigation.  Could
someone argue the best way to kill fake news is to ban all search engines
except Google?  In the 1980’s the US government changed the world of email
systems by laying down minimum security standards any supplier had to meet
in order to te

[EnglishSTF-7976] Serious problem in Economics ....

[Gurumurthy K]

dear Social Science teachers

there is something seriously wrong with our Economic theory and practice
today. In our text books we describe functioning of the economy ... with
the aim of economic development and social justice/equity

However in the last 2 1/2 decades (in India after the 1991 liberalisation,
and globally after the Reagan/Thatcher ), we are seeing very increasing
levels of inequality which is now reached very disturbing proportions 

see the following news links - the first says that 8 people earn more than
the bottom billion people in the world ... clearly the current economic
models are not working for most of humanity and certainly not for nature
(climate change due to environment destruction).

Gandhian economics (
https://en.wikipedia.org/wiki/Mahatma_Gandhi#Gandhian_economics) is an
important alternative to the current model of economics...  we should bring
this into our Economics text books of classes 8-10.

regards,
Guru

https://www.theguardian.com/commentisfree/2017/jan/16/eight-
people-earn-more-billion-economics-broken

http://timesofindia.indiatimes.com/business/india-business/
indias-rising-income-inequality-richest-1-own-58-of-total-
wealth/articleshow/56586277.cms

http://www.hindustantimes.com/india-news/india-s-richest-1-o
wn-58-of-its-total-wealth-oxfam/story-CUT04Z1zCOdqWSFxbzV3FN.html

http://www.thehindu.com/business/Economy/Richest-1-own-58-
of-total-wealth-in-India-Oxfam/article17044486.ece

http://economictimes.indiatimes.com/news/economy/indicators/
richest-1-own-58-of-total-wealth-in-india-oxfam/articleshow/56585720.cms

http://www.business-standard.com/article/economy-policy/time
-to-end-tax-havens-richest-1-own-58-of-india-s-total-
wealth-117011600158_1.html

http://www.livemint.com/Politics/E3n5ANHQL1ywMOdNxm6igK/
Indias-1-superrich-own-58-of-the-countrys-total-wealth.html

https://www.theguardian.com/global-development/2017/jan/16/
worlds-eight-richest-people-have-same-wealth-as-poorest-50

http://www.nytimes.com/aponline/2017/01/16/world/europe/ap-
eu-davos-inequality.html?_r=0


IT for Change, Bengaluru
www.ITforChange.net

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[EnglishSTF-7953] ‘Hi School Kuttikoottam’ to promote ICT among students, Kerala IT@Schools next steps....

[Gurumurthy K]

Kerala has begun the next phase of its IT@Schools program... after ensuring
ICT use in all high schools they are moving to structured work with and by
students using ICT 

regards
Guru
source -
http://www.thehindu.com/news/national/kerala/%E2%80%98Hi-School-Kuttikoottam%E2%80%99-to-promote-ICT-among-students/article16979313.ece

As information and communication technology-enabled learning (ICT) becomes
more widespread, IT@School has come up with ‘Hi School Kuttikoottam’, a
collective of students to ensure their participation and promote interest
in ICT activities.

Modelled as a permanent set-up on the lines of Student Police Cadets, it
aims at bringing one lakh students into the network this year, making it
the largest in the country, IT@School in a statement said.

Education Minister C. Ravindranath said the collective would be
strengthened as part of the General Education Protection Mission, besides
ensuring students’ participation in various activities.

Among its aims is creating an environment to facilitate in-depth learning
of ICT, providing students with the experience of group and collaborative
learning, improving ICT-enabled learning at schools, ensuring students’
participation in resolving technical issues at schools, making students
aware of safe Internet use and ills such as cybercrime, and equipping them
to lead campaigns, a statement from IT@School Executive Director K. Anvar
Sadath said.

Students will also be given an opportunity to undertake various language
computing programmes.

Hi School Kuttikoottam envisions offering training to students from IT
clubs in each school in five areas – animation and multimedia, hardware,
electronics, language computing, and Internet and cybersecurity. The
training will be constantly monitored by the IT@School project.

At schools, a committee with the parent-teacher association (PTA) president
as chairman and headmaster as convener will coordinate the programmes of
the collective. School IT coordinators will lead the daily activities,
which will be taken up without affecting class timings.

IT@School will make arrangements for the students to create awareness and
provide training to fellow students and guardians in ICT, Mr. Anvar Sadath
said.

It aims at increasing the membership to two lakh students next academic
year.

Organisations such as Google, Start-up Mission (Electronics), and
Swathanthra Malayalam Computing have promised their support to the
programme.

IT@School will submit projects for expanding the programme, making use of
the corporate social responsibility funds of various companies, and
availing funds available under the Centre’s Digital India programme to make
hardware available to students.

At least 20 students should be part of the network from each school. The
maximum is 12 per cent of the high school section strength. The first phase
of training will be over before March 31.


IT for Change, Bengaluru
www.ITforChange.net

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[EnglishSTF-7952] Even presence of smartphone may distract you from work!

[Gurumurthy K]

dear Teachers

more reason why we should ensure smart phones are not used in
classrooms/schools

regards
Guru

Even presence of smartphone may distract you from work!
Tokyo, Jan 8, 2017 (PTI)
As a part of their research, Associate Professor Jun-ichiro Kawahara of
Hokkaido University and Motohiro Ito of Chukyo University in Japan measured
the effect of smartphones on the ability to pay attention of 40
undergraduate students. The participants were split into two groups: a
mobile-phone conditions group and a control conditions group. File photo
The mere presence of a smartphone can adversely affect your ability to
focus on a given task, particularly if you are not a frequent internet
user, a new study has found. While it was well known that the use of
smartphones could cause oversights and delays in judgement, how the
presence of such devices affects cognitive functioning was not well studied.

As a part of their research, Associate Professor Jun-ichiro Kawahara of
Hokkaido University and Motohiro Ito of Chukyo University in Japan measured
the effect of smartphones on the ability to pay attention of 40
undergraduate students. The participants were split into two groups: a
"mobile-phone conditions" group and a "control conditions" group.

For the former, the researchers placed a mobile phone (that did not belong
to the participant being tested) next to a computer monitor, asked the
participant to search for a target character among other characters that
appeared on the monitor screen, and then measured the time it took to
search for the target character. For the latter group, a memo pad of the
same size as the phone was placed by the monitor, and the same experiment
was conducted.

Thereafter, participants were asked about how frequently they use and how
attached they are to the internet. According to the experiment's results,
"mobile-phone conditions" participants took longer to find the target
character than the control group, indicating that participants were
automatically distracted by the presence of the phone, impairing cognitive
performance.

This effect was more pronounced in people who infrequently use the
internet. On the other hand, it was found that heavy users were not
distracted by the phone and rather more efficient to notice the target when
it appeared on the side of the monitor where the mobile phone was placed.

The results suggest that the influence of a mobile phone on the examinee's
cognitive performance differed depending on the degree of their internet
usage. Researchers hypothesise that people are automatically drawn to the
presence of a mobile phone, and there are individual differences in how one
attempts to ignore it.

"The mere presence of a mobile phone was a distraction among infrequent
internet users," said Kawahara. "However, among frequent internet users,
the device might have served as a spatial cue from which their visual
system starts searching the target," he said.

source -
http://www.deccanherald.com/content/590471/even-presence-smartphone-may-distract.html

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[EnglishSTF-7941] How "Open Source" Seed Producers From the US to India Are Changing Global Food Production

[Gurumurthy K]

The spirit of free and open source software (of making knowledge freely
available for all..) is spreading across fields 

"... The Open Source Seed Initiative , inspired by
"the free and open source software movement that has provided alternatives
to proprietary software," was created to ensure that some plant varieties
and genes will remain free from intellectual property rights and available
for plant breeders in perpetuity. "

pl read the article on

http://www.truth-out.org/news/item/38915-how-open-source-seed-producers-from-the-us-to-india-are-changing-global-food-production

As teachers let us all support and promote free and open environment for
sharing of knowledge. in all areas of society


regards
Guru

IT for Change, Bengaluru
www.ITforChange.net

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[EnglishSTF-7923] समय की .. इस अनवरत बहती धारा में .. अपने चंद सालों का .. हिसाब क्या रखें .. !! ..... फिर भी नया साल मुबारक हो !!

[Gurumurthy K]

In this relentless stream of time .. ..
.. why to keep track of your few years .. !! ...

(translation of first two lines of Hindi poem below ...poetry itself is a
sufficient reason to learn as many languages as possible!!)
-

Dear teachers,

still wish you all a happy, healthy, harmonious and scholarly 2017😀
Lets all continue our sharing and learning with more energy and more
consideration 

regards,
Guru

-
समय की .. इस अनवरत बहती धारा में ..
अपने चंद सालों का .. हिसाब क्या रखें .. !!

जिंदगी ने .. दिया है जब इतना .. बेशुमार यहाँ ..
तो फिर .. जो नहीं मिला उसका हिसाब क्या रखें .. !!

दोस्तों ने .. दिया है .. इतना प्यार यहाँ ..
तो दुश्मनी .. की बातों का .. हिसाब क्या रखें .. !!

दिन हैं .. उजालों से .. इतने भरपूर यहाँ ..
तो रात के अँधेरों का .. हिसाब क्या रखे .. !!

खुशी के दो पल .. काफी हैं .. खिलने के लिये ..
तो फिर .. उदासियों का .. हिसाब क्या रखें .. !!

हसीन यादों के मंजर .. इतने हैं जिंदगानी में ..
तो चंद दुख की बातों का .. हिसाब क्या रखें .. !!

मिले हैं फूल यहाँ .. इतने किन्हीं अपनों से ..
फिर काँटों की .. चुभन का हिसाब क्या रखें .. !!

चाँद की चाँदनी .. जब इतनी दिलकश है ..
तो उसमें भी दाग है .. ये हिसाब क्या रखें .. !!

जब खयालों से .. ही पुलक .. भर जाती हो दिल में ..
तो फिर मिलने .. ना मिलने का .. हिसाब क्या रखें .. !!

कुछ तो जरूर .. बहुत अच्छा है .. सभी में यारों ..
फिर जरा सी .. बुराइयों का .. हिसाब क्या रखें .. !!!

(Poem shared on Hindi Sahitya Whatsapp group by Veeru Charantimath sir)


regards
Guru
IT for Change, Bengaluru
www.ITforChange.net

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[EnglishSTF-7911] "We live in a world of radical ignorance" – Robert Proctor... Must read article ...

[Gurumurthy K]

Dear teachers,

this article is very thought provoking... for me it highlighted an
important role for teachers ... not to 'give our knowledge' to students to
counter ignorance... but rather to help students develop skills to
discriminate, judge, consult, be slow to judge... so that they can reduce
the risks of falling prey to ignorance all their lives... As the internet
creates the 'information society' , ignorance is even more rampant and
dangerous

(This story is featured in BBC Future’s “Best of 2016” collection, do
read...)...

regards,
Guru, IT for Change.

source --
http://www.bbc.com/future/story/20160105-the-man-who-studies-the-spread-of-ignorance

The man who studies the spread of ignorance

How do people or companies with vested interests spread ignorance and
obfuscate knowledge? Georgina Kenyon finds there is a term which defines
this phenomenon.
By Georgina Kenyon . 6 January 2016


In 1979, a secret memo from the tobacco industry was revealed to the
public. Called the Smoking and Health Proposal, and written a decade
earlier by the Brown & Williamson tobacco company, it revealed many of the
tactics employed by big tobacco to counter “anti-cigarette forces”.

In one of the paper’s most revealing sections, it looks at how to market
cigarettes to the mass public: “Doubt is our product since it is the best
means of competing with the ‘body of fact’ that exists in the mind of the
general public. It is also the means of establishing a controversy.”  This
revelation piqued the interest of Robert Proctor, a science historian from
Stanford University, who started delving into the practices of tobacco
firms and how they had spread confusion about whether smoking caused
cancer. Proctor had found that the cigarette industry did not want
consumers to know the harms of its product, and it spent billions obscuring
the facts of the health effects of smoking. This search led him to create a
word for the study of deliberate propagation of ignorance: agnotology.

Agnotology is the study of wilful acts to spread confusion and deceit,
usually to sell a product or win favour.  It comes from agnosis, the
neoclassical Greek word for ignorance or ‘not knowing’, and ontology, the
branch of metaphysics which deals with the nature of being. Agnotology is
the study of wilful acts to spread confusion and deceit, usually to sell a
product or win favour.

“I was exploring how powerful industries could promote ignorance to sell
their wares. Ignorance is power… and agnotology is about the deliberate
creation of ignorance. “In looking into agnotology, I discovered the secret
world of classified science, and thought historians should be giving this
more attention.”

The 1969 memo and the tactics used by the tobacco industry became the
perfect example of agnotology, Proctor says. “Ignorance is not just the
not-yet-known, it’s also a political ploy, a deliberate creation by
powerful agents who want you ‘not to know’.” To help him in his search,
Proctor enlisted the help of UC Berkeley linguist Iain Boal, and together
they came up with the term – the neologism was coined in 1995, although
much of Proctor’s analysis of the phenomenon had occurred in the previous
decades.

Balancing act

Agnotology is as important today as it was back when Proctor studied the
tobacco industry’s obfuscation of facts about cancer and smoking. For
example, politically motivated doubt was sown over US President Barack
Obama’s nationality for many months by opponents until he revealed his
birth certificate in 2011. In another case, some political commentators in
Australia attempted to stoke panic by likening the country’s credit rating
to that of Greece, despite readily available public information from
ratings agencies showing the two economies are very different. The spread
of ignorance is as relevant today as it was when Proctor coined his term

Proctor explains that ignorance can often be propagated under the guise of
balanced debate. For example, the common idea that there will always be two
opposing views does not always result in a rational conclusion. This was
behind how tobacco firms used science to make their products look harmless,
and is used today by climate change deniers to argue against the scientific
evidence. “This ‘balance routine’ has allowed the cigarette men, or climate
deniers today, to claim that there are two sides to every story, that
‘experts disagree’ – creating a false picture of the truth, hence
ignorance.”

We live in a world of radical ignorance – Robert Proctor

For example, says Proctor, many of the studies linking carcinogens in
tobacco were conducted in mice initially, and the tobacco industry
responded by saying that studies into mice did not mean that people were at
risk, despite adverse health outcomes in many smokers.

A new era of ignorance

“We live in a world of radical ignorance, and the marvel is that any kind
of truth cuts through the noise,” says Proctor. Even though knowledge is
‘accessible’, it does

[EnglishSTF-7897] Hindi Literature Whatsapp Group - RULES FOR POSTING

[Gurumurthy K]

Dear teachers,

Most of you will also be members of many whatsapp groups. Sometimes, we
find that the members post irrelevant and meaningless messages which waste
reader's time. Sometimes the messages are offensive and create unnecessary
quarrels in the group.

To avoid such problems, the Hindi Literature Whatsapp Group has prepared its*
- RULES FOR POSTING*

I found them quite useful and I suggest all of you can refer to these and
see if some of these rules you can adopt for your whatsapp groups also. (Of
course it is not necessary that you will agree with all rules, you can take
what makes sense to you).

And yes, I have translated the Hindi rules into English (feedback on the
translation welcome)

See - http://karnatakaeducation.org.in/KOER/en/index.php/Whatsapp_rules

regards,
Guru

IT for Change, Bengaluru
www.ITforChange.net

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[EnglishSTF-7896] Re: 'population explosion' as a cause of poverty in India

[Gurumurthy K]

The plea to reduce consumerism is  on the same lines of what Jesus Christ
said "... I tell you the truth, it is hard for a rich man to enter the
kingdom of heaven. Again I tell you, it is easier for a camel to go through
the eye of a needle than for a rich man to enter the kingdom of God."

Merry Christmas to all 

regards,
Guru


IT for Change, Bengaluru
www.ITforChange.net

On Sun, Dec 25, 2016 at 1:18 PM, Gurumurthy K 
wrote:

> Dear teachers
>
> I learnt in my school that India's biggest (or one of India's biggest
> problems) was 'population explosion'.  During the emergency, mass
> sterilisation (often forced) was done to 'control population'. Even today,
> we have sterilisation camps (mostly for women), to reduce the population.
> Even now it is popular thinking that our poverty, malnutrition, illiteracy
> are all due to 'population explosion'
>
> However, it is more and more clear to many that an important cause of
> poverty is the rampant consumerism in a minority of the world's population
> .. As Gandhi said..'there is enough for everyone's (and everyone's) need
> but not for everyones greed...' ... we can take care of all the people in
> the world and provide them food, clothing, shelter and meaningful
> work/life but the earth cannot afford current rates of exploitation and
> mindless consumerism / greed ...
>
> " Pope Francis reached the same conclusion; he points out that blaming
> “population growth instead of extreme and selective consumerism on the part
> of some, is one way of refusing to face the issues.” To blame population
> growth is, he goes on to say, “an attempt to legitimize the present model
> of distribution [of wealth and resources], where a minority believes that
> it has the right to consume in a way which can never be universalized,
> since the planet could not even contain the waste products of such
> consumption.”
>
> read more at http://www.nationofchange.org/2016/12/21/rapacious-
> consumerism-climate-change
>
> Consumerism is the biggest cause of climate change/environmental
> degradation ... and since it is inherent in the current model of
> capitalism, it is important that we re-look at our 'Economics' and reform
> it ... including what we teach in schools
>
> Comments welcome..
>
> regards
> Guru
> IT for Change, Bengaluru
> www.ITforChange.net
>

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[EnglishSTF-7895] 'population explosion' as a cause of poverty in India

[Gurumurthy K]

Dear teachers

I learnt in my school that India's biggest (or one of India's biggest
problems) was 'population explosion'.  During the emergency, mass
sterilisation (often forced) was done to 'control population'. Even today,
we have sterilisation camps (mostly for women), to reduce the population.
Even now it is popular thinking that our poverty, malnutrition, illiteracy
are all due to 'population explosion'

However, it is more and more clear to many that an important cause of
poverty is the rampant consumerism in a minority of the world's population
.. As Gandhi said..'there is enough for everyone's (and everyone's) need
but not for everyones greed...' ... we can take care of all the people in
the world and provide them food, clothing, shelter and meaningful
work/life but the earth cannot afford current rates of exploitation and
mindless consumerism / greed ...

" Pope Francis reached the same conclusion; he points out that blaming
“population growth instead of extreme and selective consumerism on the part
of some, is one way of refusing to face the issues.” To blame population
growth is, he goes on to say, “an attempt to legitimize the present model
of distribution [of wealth and resources], where a minority believes that
it has the right to consume in a way which can never be universalized,
since the planet could not even contain the waste products of such
consumption.”

read more at
http://www.nationofchange.org/2016/12/21/rapacious-consumerism-climate-change

Consumerism is the biggest cause of climate change/environmental
degradation ... and since it is inherent in the current model of
capitalism, it is important that we re-look at our 'Economics' and reform
it ... including what we teach in schools

Comments welcome..

regards
Guru
IT for Change, Bengaluru
www.ITforChange.net

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[EnglishSTF-7863] the crisis in teaching ....

[Gurumurthy K]

 Indeed, the reasons why teachers are leaving -- or not going into
teaching in the first place -- are not difficult to discern :
Micromanagement of teachers; disorganized school administration; a lack of
voice in matters affecting school functioning; too few chances to teach
collaboratively; excessive attention to test prep; chronic underfunding;
and a perceived lack of respect from parents and the overall community lead
to demoralization and push educators into less emotionally exhausting, and
often better paying, occupations.. We're way behind countries like
Finland and Singapore where teacher salaries are equal to the salaries paid
to engineers, accountants and people in other highly-respected professions."

read rest of the article on
http://www.truth-out.org/news/item/38665-teacher-shortages-are-looming-but-it-doesn-t-need-to-be-this-way

though it is written in the American context, many of the issues are
relevant here as well.

regards
Guru

IT for Change, Bengaluru
www.ITforChange.net

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[EnglishSTF-7858] public health

[Gurumurthy K]

In my previous post,I had shared Prof Krishna Kumar's article on Education
and democracy ... and the dangers of privatised education ...

read
http://www.truth-out.org/opinion/item/38659-why-the-us-should-have-universal-healthcare
for an article on why health too needs to be a public space - universal
health coverage. In India, health has fared worse than education, with less
than 1% of GDP being spent on public health... and focus now on privatised
insurance schemes that are expensive and wont provide universal health care


excerpt

Healthcare shouldn't be a messy political fight to begin with: it's an
issue of basic human rights. And what all too often gets lost in these
scuffles are the people most in need.

Our police forces, fire departments, libraries, and even our military are
all socialist institutions. Few people would argue for the idea of a
private fire department that refuses to rescue people from their home
because the fire itself is a "pre-existing condition." So why would we ever
frame the issue of healthcare differently, when it's exactly the same thing?

I've watched patients die from preventable conditions because they couldn't
afford treatment. In nursing homes, sick people are warehoused into
less-than-adequate conditions, with families forced to pay yearly costs of
$90,000 a year to put their loved one in a shared room where they and the
30+ other patients on their unit will be taken care of by only two aides.
Because of money issues, people lose limbs that they shouldn't need to
lose. Patients decline when they shouldn't have to. An increasing number of
people don't go to the doctor, even when they develop terrifying symptoms
such as mysterious lumps in their throat, because they just can't afford it.

Something has to change. Looking at other countries, the practical solution
is universal healthcare -- preferably a single-payer system.

Though some politicians might argue differently, universal healthcare isn't
a radical idea. The majority of Americans

actually
support the concept. In the rest of the developed world it isn't even an
argument, it's a given. Of the 25 wealthiest nations in the world, the
United States is the only one

that
doesn't have it. The majority of these countries use single-payer. Even
countries like the Netherlands -- with its "managed chaos" form of
healthcare -- are still universal.

The United States has the highest health expenditure per capita
of
any country. With all that money being spent, you'd figure that we're all
super-healthy -- but not really.

In the latest survey by the Organization for Economic Cooperation and
Development
,
which assessed 13 developed nations including Norway, Australia, and the
U.K., the USA had the lowest life expectancy, the highest rate of infant
mortality, and scarily high rates of heart disease and amputation as a
result of diabetes. Of all the developed countries in the world, the United
States possesses the dubious distinction of having both the most expensive
healthcare system in the world -- and the least effective.

Guru


IT for Change, Bengaluru
www.ITforChange.net

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[EnglishSTF-7823] Dangers from digital technologies

[Gurumurthy K]

Dangers from digital technologies. We must alert our students about the
dangers and risks of using digital camera, Facebook indiscriminately.
Guru

Read todays-paper
http://m.deccanherald.com/articles.php?name=http%3A%2F%2Fwww.deccanherald.com%2Fcontent%2F584899%2Fdrug-addicts-blackmail-girl-intimate.html

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[EnglishSTF-7805] global warming will make barren our gangetic plains .....

[Gurumurthy K]

Dear teachers

for many years, it has been clear that the glaciers on top of the Himalayas
are melting at faster rates, and the cycle of ice-water-ice that has
sustained the water supply to most of North India is under strain. we are
likely to see heavier rainfall, more water during rainy season and drought
during the dry season. This will be a huge danger to life, agriculture in
North India / gangetic plains... unless we act adequately to reverse the
global warming   by reducing our consumption patterns, sharply reducing
fossil fuel use, private transport, bottled water . also raise public
awareness on contentious issues like large dams, deforestation, land/soil
degradation, waste recycling and segregation etc.

Protecting our environment is an important learning that we need to take to
our students now.

This crisis is already happening in Bolivia, which depends on the glaciers
on the Andez mountain ranges 

regards
Guru
IT for Change.

Landlocked Bolivia, located in the Andean mountain heights of central South
America, is heavily reliant upon glaciers for its drinking water. Water
from glaciers also supports agriculture, generates power and nurtures the
country's natural ecosystems. However, those glaciers are now in danger.

Anthropogenic climate disruption (ACD) has shrunk many of Bolivia's
glaciers to record-low coverage, forcing the country's government to
recently declare a state of emergency as it struggles to cope with the
worst drought it has seen in more than a quarter of a century
.

*To see more stories like this, visit "Planet or Profit?"
*

President Evo Morales has called on local governments around the country to
steer funds and workers immediately toward drilling water wells and
transporting available water into cities. He also ordered Bolivia's armed
forces to help in these efforts.

*Bolivia's Melting Glaciers*

Recently published research showed that from 1986 to 2014, a time span of
merely one human generation, Bolivia's glaciers shrank by nearly 50 percent
. For many of the country's
residents, that shrinking is a threat to survival. Approximately 2.3
million residents in the cities of La Paz and El Alto rely on glacial
runoff and lakes to feed reservoirs for a significant percentage of their
drinking water, particularly during the dry season.

The aforementioned study stated that nearly all of Bolivia's glaciers will
be either gone or severely diminished by the end of this century.

A recent study by the Stockholm Environment Institute

(SEI) revealed that temperatures in Bolivia have risen by 0.5 C between the
years 1976 and 2006. In recent years, the residents of La Paz and El Alto
have been staring directly at evidence of ACD's impact, in the form of the
rapidly shrinking snowpack in the mountains that rise above their cities.

A glacier on Chacaltaya Mountain, which used to host the world's highest
ski resort above the city of El Alto, has already completely vanished.

The SEI report said that if regional ACD models that predict a 2C
temperature increase by 2050 are correct, many of the small glaciers that
provide the cities with their drinking water will completely disappear.
Those that remain will shrink dramatically.

*"Prepare for the Worst"*

All of these problems are compounded by the fact that, like what is
happening across most of the rest of the world, the populations of major
cities are exploding due to economics.

El Alto, which is now home to more than a million people, grew by one third
between 2001 and 2012. Coinciding with that, the city's area expanded by
more than 140 percent  in
just the last 10 years, due to urban sprawl. By 2050, only 34 years from
now, the population of the city is expected to double
.

When the national state of emergency was declared, more than half of
Bolivia's municipalities had already declared their own states of emergency
due to the drought. The drought had already fomented protests
 across
Bolivia's major cities, as well as conflicts between miners and farmers
over the use of aquifers.

*The three primary lakes that supply the two major cities with water, which
are fed by glacial runoff, are now nearly completely dry, and water
rationing affecting more than 100,000 families has been on-going in La Paz
and El Alto. *President Evo Morales sacked the head of his country's water
company for not warning him earlier of the dangerous situation. At a press
conference earlier this week, Morales stated
, "We have
to 

[EnglishSTF-7772]

[Gurumurthy K]

 See a sentence that can be made to have eight different meanings by
placing ONE WORD in all possible positions in the sentence:

"I hit him in the eye yesterday."
The word is "ONLY".

The Message:

1. ONLY I hit him in the eye yesterday. (No one else did.)

2. I ONLY hit him in the eye yesterday. (Did not slap him.)

3. I hit ONLY him in the eye yesterday. (I did not hit others.)

4. I hit him ONLY in the eye yesterday (I did not hit outside the eye).

5. I hit him in ONLY the eye yesterday (Not other organs).

6. I hit him in the ONLY eye yesterday (He doesn't have another eye).

7. I hit him in the eye ONLY yesterday (Not today).

8. I hit him in the eye yesterday ONLY (Did not wait for today).

Will this work for Kannada or Hindi or Urdu or other languages?

(forwarded from a whatsapp post)

IT for Change, Bengaluru
www.ITforChange.net

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[EnglishSTF-7769] "Internet of things" - Internet can be very dangerous to society ... we need to be aware and take steps

[Gurumurthy K]

As the Internet becomes more and more part of our lives, we also face
serious dangers and risks. Now software and sensors are being embedded in
all appliances and equipment we are using  to create 'Intelligent
appliances' that are part of the Internet of things. This already includes
cars, tractors, refrigerators etc. Here the software can have instructions
that we do not know and which could be manipulated to harm us.

As a society we need to discuss and decide the manner of implementation of
Internet of things, not leave it to companies alone. read the article
below. Teachers must become familiar with this new development in ICT. The
Internet of Things goes along with the new developments of 'big data' and
'artificial intelligence' which can manipulate all of us in very harmful
ways.

Guru, IT for Change.


Bruce Schneier: 'The internet era of fun and games is over'
by  Austin Powell  Nov 16 at 4:31PM | Last updated Nov 16 at 4:31PM

Internet pioneer Bruce Schneier issued a dire proclamation in front of the
House of Representatives' Energy & Commerce Committee Wednesday:
"It might be that the internet era of fun and games is over, because the
internet is now dangerous."

The meeting, which focused on the security vulnerabilities created by smart
devices, came in the wake of the Oct. 21 cyberattack on Dyn that knocked
Amazon, Netflix, Spotify, and other major web services offline.

Schneier's opening statement provided one of the clearest distillations of
the dangers posed by connected devices I've seen. It should be required
viewing. He starts around the 1:10:30 mark in the livestream below, but
we've also transcribed most of his remarks.

Here's how he framed the Internet of Things, or what he later called the
"world of dangerous things":

As the chairman pointed out, there are now computers in everything.

But I want to suggest another way of thinking about it in that  everything
is now a computer: This is not a phone. It's a computer  that makes phone
calls. A refrigerator is a computer that keeps  things cold. ATM machine is
a computer with money inside. Your car is  not a mechanical device with a
computer. It's a computer with four  wheels and an engine... And this is
the Internet of Things, and this  is what caused the DDoS attack we're
talking about. He then outlined  four truths he's learned from the world of
computer security, which  he said is "now everything security."

1) 'Attack is easier than defense'

 Complexity is the worst enemy of security. Complex systems are hard  to
secure for an hours' worth of reasons, and this is especially true  for
computers and the internet. The internet is the most complex  machine man
has ever built by a lot, and it's hard to secure.
 Attackers have the advantage.

2) 'There are new vulnerabilities in the interconnections'

 The more we connect things to each other, the more vulnerabilities in  one
thing affect other things. We're talking about vulnerabilities  in digital
video recorders and webcams that allowed hackers to take  websites. • There
was one story of a vulnerability in an Amazon  account [that] allowed
hackers to get to an Apple account, which  allowed them to get to a Gmail
account, which allowed them to get to  a Twitter account. Target
corporation, remember that attack? That was  a vulnerability in their HVAC
contractor that allowed the attackers  to get into Target. And
vulnerabilities like this are hard to fix. No  one system might be at
fault. There might be two secure systems that  come together to create
insecurity.

3) 'The internet empowers attackers'

 Attacks scale. The internet is a massive tool for making things  more
efficient. That's also true for attacking. The internet allows  attacks to
scale to a degree that's impossible otherwise. We're  talking about
millions of devices harnessed to attack Dyn, and that  code, which somebody
smart wrote, has been made public. Now anybody  can use it. It's in a
couple dozen botnets right now. Any of you can  rent time on one dark web
to attack somebody else. (I don't recommend  it, but it can be done.)

 And this is more dangerous as our systems get more critical. The  Dyn
attack was benign. A couple of websites went down. The Internet  of Things
affects the world in a direct and physical manner: cars,  appliances,
thermostats, airplanes. There's real risk to life and  property. There's
real catastrophic risk.

4) 'The economics don't trickle down'

 Our computers are secure for a bunch of reasons. The engineers at  Google,
Apple, Microsoft spent a lot of time on this. But that  doesn't happen for
these cheaper devices. • These devices are a  lower price margin, they're
offshore, there's no teams. And a lot of  them cannot be patched. Those
DVRs are going to be vulnerable until  someone throws them away. And that
takes a while. We get security  [for phones] because I get a new one every
18 months. Your DVR lasts  for five years, your car for 10, your
refrigerator for 25. I'm going  to replac

[EnglishSTF-7753] Let us avoid using plastic water bottles, specially the use and throw bottles (like bisleri, aqua fina etc etc) ....

[Gurumurthy K]

Bottled water is one of the biggest threat to our environment. Let us stop
using bottled water and let us educate our students also to avoid it
always. We can carry our own water bottles and fill from water sources.
read article below, it is for the National Parks in USA but equally
applicable to us also ... In USA, the bottled water manufacturers are
lobbying the government to stop any law banning bottled water!!

regards
Guru

*Why Ban Plastic Water Bottles in National Parks?*

The United States' national parks are popular. So popular, in fact, that
the National Park Service is having significant challenges dealing with the
waste generated by the hundreds of millions of people that make their way
through 85 million acres of national park land every year.

In 2015, more than 305 million people visited
 national parks,
easily eclipsing the all-time visitation record that the National Park
Service recorded in 2014. Around 365 of 409 parks recorded record
visitation numbers, and park officials see no reason to believe this trend
will not continue.

Three hundred million people produce a lot of waste: over 100 million
pounds per year
,
much of which consists of single-use plastic water bottles. To the
companies that bottle and sell water, often at over 2,000 times the cost of
tap water
,
those three hundred million people represent hundreds of millions of
opportunities to sell their product and, at an average of $1.50 per bottle,
billions of dollars in revenue.

In the first half of this decade, national parks started to take proactive
steps to address the challenges that come along with more visitors, more
waste and more impact to the landscape and wildlife. Park service officials
were finding that one of the largest sources of trash in the parks was
single-use plastic water bottles.


For a decade, Gina Macllwraith lived and worked in many of this country's
national parks, including Grand Canyon National Park in Arizona and Grand
Teton National Park in Wyoming. Her job was to make the parks more
sustainable for the companies that provide food and lodging and other
services to park visitors.

a huge part of the waste stream," Macllwraith said. "There are so many
bottles it's ridiculous. It is a major challenge and it makes me mad that
[IBWA is] trying to prevent parks from dealing with it."

In the parks where Macllwraith worked, they eliminated single-use plastic
water bottles and instead provided water stations and extremely affordable
reusable bottles for visitors.

"We made sure we had a wide variety of price points so it wasn't
prohibitive to people to buy a reusable container. We made it to be as
cheap as buying a disposable bottle of water," she said.

Zion National Park in Utah was the first to ban single-use plastic water
bottles
,
followed shortly by Grand Canyon National Park. Twenty others soon
followed. And, according to National Park Service data, the bans worked.


In Arches and Canyonlands National Park in Utah officials saw a 15 percent
reduction in their total waste stream and a 25 percent reduction in the
amount of material they had to haul to be recycled. In Grand Canyon
National Park in Arizona they saw a 20 percent reduction in their waste
stream and a 30 percent reduction in their recycling load and in Saguaro
National Park they had a 15 percent total waste reduction and a 40 percent
reduction in their recycling load.

A recent study

by the National Parks Conservation Association (NPCA), found that more than
35 percent of park visitors drink from disposable water bottles. And nearly
almost 80 percent of visitors would support the removal of single-use water
bottles in national parks if it would significantly help reduce waste.

rest of the article is available on
http://www.truth-out.org/news/item/38402-nestle-and-coca-cola-attempt-to-block-national-parks-from-banning-bottled-water-sales




IT for Change, Bengaluru
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[EnglishSTF-7737] California becomes first U.S. state to ban plastic bags

[Gurumurthy K]

Karnataka Government has banned plastic use in Bengaluru. But not yet fully
enforced :-(
we need to completely stop use of most varieties of plastic items ... must
to save our environment...

Guru
IT for Change


In July of 2015, Hawaii made headlines when it completely banned the use of
plastic bags

at a county level. Now, California in the news because it has accomplished
similar, but at a state level.

The California Plastic Bag Veto Referendum (Proposition 67) was signed into
law by Governor Jerry Brown in 2014, but was put on hold until it was
approved by voters. Though the out-of-state plastic bag industry invested
$6 to campaign against Proposition 67, it narrowly passed with a margin of
51.97% to 48.03% on November 8th. Now, California is the first state in the
union to completely ban the sale of plastic bags

.

It’s worth noting that while the plastic bag ban passed, Proposition 65,
which proposed an environmental fund created with the proceeds from a
10-cent fee on the sale of cloth or other alternative bags
,
was defeated.

read rest of article on
http://www.nationofchange.org/2016/11/13/official-california-becomes-first-u-s-state-ban-plastic-bags/

IT for Change, Bengaluru
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[EnglishSTF-7709] MP scraps no-detention policy .....

[Gurumurthy K]

there is a huge pressure to bring back exams/detention ... this is not
going to solve the problem :-(
Guru

source -
http://timesofindia.indiatimes.com/city/bhopal/MP-scraps-no-detention-policy-to-restore-quality-education/articleshow/55106340.cms

MP scraps no-detention policy to restore quality education
Sumaiya Yousuf | TNN | Updated: Oct 28, 2016, 08:02 IST

BHOPAL: The Madhya Pradesh government on Thursday revoked the no-detention
policy, a mandatory provision in Right to Education (RTE) Act for automatic
promotion of students till Class 8. This may, however, become effective in
the next academic session in the state.


The move comes after Central Advisory Board of Education (CABE) meet on
October 25 proposed that no child shall be failed till Class 5 while giving
a free hand to states to decide whether they want to hold back students
beyond Class 5. The high-level meeting was held in Delhi in which education
ministers of 21 states, including Madhya Pradesh school education minister
Vijay Shah took part. The majority view was that not detaining students
till class 8 was adversely affecting learning and teaching levels. A final
decision on scrapping the policy was taken on Thursday after a
recommendation from a panel of state education officials headed by Vijay
Shah. Confirming the move, minister of state for school education Deepak
Joshi said the government convened a meeting and concluded the policy
should be revoked to restore quality education .


"We reviewed the policy and found it was adversely affecting both students
and teachers. We found teachers were taking their job for granted as they
knew students would be anyway promoted to the next class," he said.


He said barring schools which follow CBSE pattern, the policy applies to
all government and private schools in the state. According to 2009 RTE Act,
primary and middle class students cannot be failed, irrespective of their
performance in exams.


Earlier, surveys by the government and NGOs revealed that the detention
system raised the dropout rate among students, particularly from
economically and socially weaker sections. To overcome this, the
no-detention policy was introduced to provide schoolchildren with an
environment free from fear, anxiety and stress .But this did not have the
desired impact in Madhya Pradesh. Sources in education department said the
policy failed because most schools were not complying with guidelines.

Guru
IT for Change, Bengaluru
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[EnglishSTF-7695] School wiki page as school and community knowledge repository

[Gurumurthy K]

http://googleweblight.com/?lite_url=http://english.manoramaonline.com/news/kerala/school-wiki-kerala-wikipedia-education-it-at-school-nov-1.html&ei=udyglbtd&lc=en-IN&s=1&m=804&host=www.google.co.in&ts=1477890409&sig=AF9Nedn7I7OWyV33kINbhoMVw1f_La80Aw

We have a similar school wiki page on koer

http://karnatakaeducation.org.in/KOER/en/index.php/Portal:School which
schools can use to create their wiki pages.

The Kerala project is ambitious and aims to create local content and
knowledge as a part of the school page, in local language

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