Tag Archives: globalization

Universal Language Hopes To Bring Cultures Closer Together In New Year

International migration continues to grow on a scale never seen before, bringing with it social and cultural diversity, and inequalities in living standards. At the same time, the world has seen a sharp rise in terrorism, threats of war, populist politics and significant lack of confidence in leadership. But can the arts build on its foundation of “universal language” and actually bring cultures closer together?

Survey after survey in recent years have pointed to the significant connections between strong academic achievement and arts learning.

Professor Ada Aharoni, who lives in Israel and is the founding President of the International Forum for the Literature and Culture of Peace (IFLAC), believes that education has a critical role to play in the peace process. Intercultural communication, peace literature and a peace media can substantially help in healing the urgent ailments of our global village. However, Aharoni notes, “Peace and tolerance education should be given to the teachers and the parents too. If a child goes back home after class to parents that are intolerant and violent, the child, despite his peace and tolerance education at school, will be forcefully influenced by the values, customs and traditions of his parents.” Today’s youth are living in a globalized world, and a true global citizen according to Aharoni is, “a human guardian of all the people in our global village, and not only of the country she or he lives in.”

Professor Ada Aharoni received the President Shimon Peres Award for Peace in 2012 for her peace research, her books and her work with IFLAC. She was nominated for the Nobel Peace Prize 2014.

Ada, in your opinion, what does it mean to be a true ‘global citizen’?

A true global citizen, in my view, is a human guardian of all the people in our global village, and not only of the country she or he lives in.

image- CMRubin

Many claim that without conflict and competition there is no advancement. If the world were completely at peace, could we develop or would the world be at a complete stand-still when it comes to new discoveries/ revolutions?

When the world one day will be completely at peace, after having thrown out of our lives, of our planet and of our dictionaries, the destructive concept and practice of war – we would develop our creativity and all our abilities at a fruitful rate the world has never seen before.

You grew up learning about other cultures. In today’s age, classrooms are becoming more diverse than ever yet people are afraid of certain cultures and religions. Do you believe that peace begins in a classroom? How important is the role of education in nurturing tolerance?

Education is the most important element in developing, nurturing and propagating peacemaking, conflict resolution, tolerance and harmony. However, Peace and Tolerance education should be given to the teachers and the parents too. If a child goes back home after class to parents that are intolerant and violent, the child, despite his peace and tolerance education at school, will be forcefully influenced by the values, customs and traditions of his parents.

Professor Ada Aharoni

International cooperation can develop, strengthen and empower people to be both loyal global citizens and loyal patriots at the same time.” — Ada Aharoni

Are ‘patriot’ and ‘global citizen’ mutually exclusive terms? Can someone love and want the best for their country while also advocating for international cooperation?

A “global citizen” can, and should, also be a loyal patriot to his own country. International cooperation can develop, strengthen and empower people to be both loyal global citizens and loyal patriots at the same time.

Your movie talks about government accountability and the falsifying of history, especially when it comes to the origins of Jews in Israel. In what way do you see younger generations demanding accountability and transparency from their world leaders? Do you think politics are becoming more or less accessible to people?

I am glad you watched my movie: The Pomegranate of Reconciliation and Honor, and understood it so well. However, it is not the falsifying of history, but ignoring the history and the uprooting of more than half the citizens of Israel – the Sephardi citizens who were thrown out or escaped from the Arab countries, after the establishment of the State of Israel in 1948.

This history is so important as it can promote the Reconciliation between the Palestinians and Israelis. When the Palestinians realize that they are not the only victims of the Arab-Israeli Conflict, it gives them back their “honor” and they become open to a reconciliation.

The Ministry of Education in Israel should teach in schools – both in Jewish and Arab schools – the History and the Uprooting of the Jews from Arab countries, and its importance as a major element to Peace Making and Reconciliation. This history, of half the citizens in Israel, should be learned and practiced also by all the leaders on both the Israeli and Palestinian sides.

In today’s volatile, uncertain world, can literature and the arts truly bring about change? What has your experience with your own work taught you?

Yes, I believe that words, communication, literature and the arts can promote peace, tolerance and harmony, and bring about a change. Our work at IFLAC has shown us this again and again. For instance, I received many enthusiastic letters and messages from Palestinians who watched my film, The Pomegranate of Reconciliation and Honor, on YouTube, and wrote that the movie had instilled hope of peace in them and had given them back their honor as Palestinians.

For the Silo, David Wine/CMRubinWorld. Featured image via news.ucsb.edu. 

United Nations Sustainable Development Goals Are Shared Vision Of Humanity

A few years ago, in September 2015, 193 countries signed up to support the UN’s 17 sustainable development goals for our planet and the people that live on it. The all-encompassing plan included promises to end poverty, feed everyone, create stability and peace, provide quality education and protect the future of our world. Every man, woman and child on the planet were invited to play their part to turn 17 goals into action and the promises into reality.

Goal 4 promised to achieve inclusive and equitable quality education for all. “OECD countries have generally been successful in guaranteeing adequate infrastructure and near-universal access to basic education,” says Andreas Schleicher, Director for Education and Skills at the OECD. But he notes that participation in education is not enough “to ensure the knowledge, competence, skills and attitudes that are necessary to increase individuals’ well-being and the prosperity of modern societies.” He adds that the OECD’s programs have a key role to play “in the achievement of – and measuring progress towards – SDG 4 and its targets, as well as other education-related SDG targets.”

Richard Branson Save Our Oceans

“Just because poverty or pollution or climate change happen in another country far away, that does not mean that we are not part of the cause of these problems and their necessary solution.” — Thomas Gass
Since September 2015, education leaders and other influencers around the world have encouraged schools to promote all the goals. We’ve talked to teachers that acknowledge there’s nothing like real world challenges and case studies which allow students to apply the knowledge skills and dispositions they will need to succeed in an interconnected world.

How are we all doing so far? What have leaders learned from the implementation journey, and as a new school year begins, how can we build on those lessons to improve our efforts to achieve our planet’s plan moving forward?

Thomas Gass was appointed by the UN Secretary-General as Assistant Secretary-General for Policy Coordination and Inter-Agency Affairs in UN DESA and he took office on 3 September 2013. The Global Search for Education welcomes Thomas Gass.

Educators Have Sustainability Role

“Educators have an essential role in making sure the SDGs become a real social contract with the people.” — Thomas Gass

Thomas, please share one or two of the most important lessons you have personally learned spearheading the SDG’s implementation process thus far? It’s simple: The SDG’s are not a run-off-the-mill development strategy for big international organisations to fix the problems in the South… The SDGs are a shared vision of humanity – they are the missing (vision) piece of our globalization puzzle! This means that they can only be implemented if everyone is involved: Governments of course, but also municipalities, private companies, schools and universities, local organisations and individuals – everyone. Now, that can only happen if the people know about them… So mobilization and advocacy are crucial. The SDGs must become a new social contract between leaders and the people.

Leaders agreed that we must change the way we deal with the weakest among us, i.e. that we take the greatest care of those who are weak. What more would you ask of the leaders of rich and poor countries in terms of being good role models for this important part of the vision?

The promise to leave no one behind is the most difficult commitment of this new social contract. It requires that we all seek to understand who the most vulnerable people are and what risks they face, and then systematically empower these people and build their resilience. Political as well as economic leaders need to understand that sustainability has been redefined: If a significant economic or social group is left behind, our development is not sustainable. By the same token, we are fooling ourselves if we think that any single country or private company can be “sustainable” by itself. The SDGs demand that we are honest with ourselves about our ecological and social footprint! Just because poverty or pollution or climate change happen in another country far away, that does not mean that we are not part of the cause of these problems and their necessary solution.

United Nations Global Goals

“Know your #SDGs/#GlobalGoals and hold adults and leaders accountable for them, push back if they try to make you believe that your country, language, tribe or family is greater or more deserving than the others, and look for opportunities to make a difference yourselves.” — Thomas Gass

What more would you ask of educators in the work that lies ahead?

Educators have an essential role in making sure the SDGs become a real social contract with the people. I have the highest esteem for those committed educators who are bringing the SDGs into the classrooms, and educating younger generations to become global citizens. I firmly believe that this can be done as part of any teaching subject or class. I encourage all educators to join movements and co-create resources such as teachsdgs.org, GCEDclearinghouse.org, etc., and to encourage OECD/PISA to align their Global Competency criteria to the SDGs by 2018.

And finally, perhaps most important – what is your message to youth for the school year ahead on their part in the planet’s plan?

C.M. RubinHere is my message: This world is your world to share and enjoy. As Mahatma Gandhi said: “The world has enough for everyone’s need, but not enough for everyone’s greed.” Know your #SDGs/#GlobalGoals and hold adults and leaders accountable for them, push back if they try to make you believe that your country, language, tribe or family is greater or more deserving than the others, and look for opportunities to make a difference yourselves. Thank you Thomas.  For the Silo, C. M. Rubin.

Supplemental- Is Canada following United Nations Global Sustainable Development Goals?  

Global Search for Education

Dance Healing Immigrant Victims Of War Prejudice And Sexual Exploitation

Study after study has shown that arts education nurtures students’ creativity and problem-solving skills, competencies that are critical for success in a 21st Century world, but how does dance and movement facilitate healing and transform at-risk youth?

14 year old DTC dancing participants Richard Rutherford Danny Guerrero
14 year old DTC dancing participants Richard Rutherford Danny Guerrero

New York’s Battery Dance launched its Dancing to Connect programs in 2006. Since that time, the program has spread to 6 continents, 50 countries, 100 cities, and 1,000 schools. A powerful new documentary by Wilderness Films follows six dancers from the dance company from India to Eastern Europe to the Korean Peninsula to the Middle East as they support vulnerable youth helping them to express themselves through movement. The film focuses on the struggles, frustrations, resilience and ultimate transformation of the students and their dance teachers.

Producer Cornelia Ravenal says that as a trauma survivor she understood the power of art to “heal and transform.” Ravenal along with husband partner Mikael Södersten collaborated with Battery Dance Founder Jonathan Hollander to create the documentary because she believed this was a story that had to be told. As global populations continue to grow, migration and increasing social and cultural diversity are reshaping classrooms worldwide. Solutions for integrating and uniting peoples from diverse cultural backgrounds are now sought by schools and communities all over the globe. Hollander believes that “no divide has been too great for the art of dance, the primacy of movement, the common humanity, and expression, to span.”

Read the Full Article

Battery Dance performs on the world’s stages, teaches, presents, and advocates for the field of dance. The Company is dedicated to the pursuit of artistic excellence and the availability of the Arts to everyone. Battery Dance has produced over 100 original dance works choreographed by its founder and artistic director Jonathan Hollander, in collaboration with a diverse array of composers and designers, and its cast of outstanding dancers.

CMRubinWorld launched in 2010 to explore what kind of education would prepare students to succeed in a rapidly changing globalized world. Its award-winning series, The Global Search for Education, is a celebrated trailblazer in the renaissance of the 21st century, and occupies a special place in the pulse of key issues facing every nation and the collective future of all children. It connects today’s top thought leaders with a diverse global audience of parents, students and educators. Its highly readable platform allows for discourse concerning our highest ideals and the sustainable solutions we must engineer to achieve them. C. M. Rubin has produced over 700 interviews and articles discussing an expansive array of topics under a singular vision: when it comes to the world of children, there is always more work to be done. For the Silo, David Wine. 

New App Demystifies Coding For Kids

NEW YORK, NY (PRWEB)- According to the White House, by 2018, 51 percent of STEM jobs will be in computer science-related fields. However, the number of tech employees has not increased along with the number of jobs available. Why? The answer is simple: lack of relevant education. The White House maintains that just one quarter of K-12 schools offer high-quality computer science with programming and coding. In addition, in 2016, the PEW Research Center reported that only 17% of adults believed they were “digitally ready.” Technology is changing the way that we live and work, and it’s happening fast. So how do we ensure that individuals (especially girls and women) are digitally literate?

In my new interview below with C.M. Rubin (founder of CMRubinWorld), Derek Lo says he started Py because he wanted to demystify “coding”. His app does this by making coding fun. The program also avoids using any programming jargon until the learner is ready. Lo states that “gamification isn’t a hindrance to learning—-it accelerates it.” He further notes that coding “instills a greater aptitude for systematic thinking and logical decision making.” Lo recently partnered with the not for profit Girls Who Code to further reduce the gender gap and “change people’s image of who a coder is.”

Coding in language children understand

“We specifically write our content using language that even young children can understand.” — Derek Lo

Why were 600,000 high-paying tech jobs unfilled in 2015 in the United States alone, or is the better question: Is technology developing faster than humans can learn to handle it?

When we look at diversity, things only get worse. In 2015, 22 percent of students taking the AP Computer Science exam were girls while 13 percent were African-American or Latino. These statistics are not U.S. specific; in 2015, Australia reported that only 28 percent of ICT jobs were held by women.

Coding has always been regarded as a mysterious field, something Derek Lo, co-founder of the new application “Py”, wants to change. Launched in 2016, the application offers interactive courses on everything from Python to iOS development. The “unique value proposition,” as Lo puts it, has been a revolutionary success. The fun-oriented application has so far resulted in over 100,000 downloads on both iTunes and Google Play.

Most parents frown when kids use their phones at the dinner table, but what if the kids were learning to code over Sunday roast? “Ok, so maybe not the Sunday roast, but seriously, could a more accessible and fun coding application make all the difference?”

The Global Search for Education is excited to welcome one of Py’s founders, Derek Lo, to discuss how Py’s revolutionary approach is literally making coding cool.

Coding creates websites but also stimulates thought

“Coding can provide people with the awesome ability of being able to create tangible things like websites and apps. It also instills less tangible things like a greater aptitude for systematic thinking and logical decision making.” — Derek Lo

People say education today is often treated as a business and that individual students’ needs have not been prioritized enough. As the number of qualified applicants increases, can individualized learning tools, such as Py, help today’s generations remain competent in our globalized world, even with “broken” education systems?

Yes. As college acceptance rates decline, more people will need alternatives for learning career-essential skills, and we believe Py will be a big part of that. Using machine learning algorithms, we’re able to adapt the user experience based on prior skill and behavior within the app, creating a tailored curriculum. Having a personal tutor in your pocket that knows how you learn and what you should be learning is powerful and why we are investing in personalization.

Py App On Google Play

Py provides its users with a simple and easy platform while many other coding applications (e.g. Solo Learn) have opted for more traditional and serious lesson plans. Does making learning applications appear more serious fuel the conception that coding is a hard and scary thing to learn? Are we over-complicating the field of coding and making it seem inaccessible for people or should students really be this wary of programming?

One of the reasons that my co-founder and I started Py is to demystify “coding”. We make it easy by making it fun. When you’re dragging pretty blocks around and pressing colorful buttons, it doesn’t feel like work. Yet users are still soaking up all the same knowledge they would be by slogging through a boring textbook. We also intentionally avoid programming jargon until the learner is ready. A good example is when we teach users about loops—-we use words like “repeat” instead of “iterate”. Almost all of Py’s courses are focused on teaching the fundamental concepts using simple language and in an interactive fashion.

Also, many people are scared away from learning how to code because they hear from friends that computer science is such a difficult major in school. An important thing to realize is that there’s a big difference between theoretical computer science and making a simple website. An art major might not need to understand Dijkstra’s algorithm, but would greatly benefit from knowing a bit of HTML and CSS.

Getting Young Adults Interested In Coding

“We’re extremely excited about helping to change people’s image (and self-image) of who a coder is and actively encourage more girls to get into coding.” — Derek Lo

What would you say to skeptics who question whether a game-like application like Py can truly help people learn how to code properly?

Gamification isn’t a hindrance to learning—-it accelerates it. By keeping you excited and engaged, Py teaches you better than if you got bored or zoned out. When you’re having fun, you actually learn faster and better.

Another way to phrase this question might be, “Even if Py is fun, do you walk away having learned something from it?” The answer is yes, definitely. We’re very data-driven, constantly improving our courses by analyzing our users’ progress. We can see (and track) real progress in our users’ ability to understand everything from basic semantics to high-level algorithms and design principles.

Do you think Py’s game-like surface allows younger generations to become more involved with coding?

Yes. We specifically write our content using language that even young children can understand. In fact, a parent emailed us just the other day telling us he was using Py to teach his 10-year old son Python! Currently our target demographic is definitely a bit older than that though. We think of Py as the learn-to-code solution for the SnapChat generation.

What general skills does coding teach kids/ young adults?

Coding can provide people with the awesome ability of being able to create tangible things like websites and apps. It also instills less tangible things like a greater aptitude for systematic thinking and logical decision making.

Understand Algorithm Before Typing It

“Once you understand how an algorithm works, typing it out should be an afterthought. The important thing is to understand it—once you do, it’s yours forever.” — Derek Lo

Py has recently partnered with Girls Who Code. Why do you think coding has been branded throughout history as a ‘male’ profession and how do you hope to eliminate this gender gap?

Historically some of the most important computer scientists are women. Ada Lovelace and Grace Hopper are considered pioneers of programming. Stereotypes aside, men and women are obviously equally capable of becoming great software engineers. We’re extremely excited about helping to change people’s image (and self-image) of who a coder is and actively encourage more girls to get into coding. We’re huge fans of Girls Who Code and we’re so excited to provide them free premium subscriptions for some of their students.

When we think of coding, we mostly envision computer screens, yet we tend to use our phones more often than we do our computers. How does Py bridge the gap between using a computer screen as opposed to learning how to code on smaller devices? Is the coding world shifting to using smartphones or is coding still a generally ‘computer’ based field?

People actually don’t need to type lots of code to learn the concepts necessary to become great programmers. We’ve built interaction types like “fill-in-the-blank” that let users quickly edit code on the fly without any typing. Recently we’ve also created a custom keyboard that allows users to type real code on their phones in a friction-less way. This is great for short programs and practicing the fundamentals, and it’s how we’re making the transition from computer to phone and vice versa easier. Applying this knowledge to create a website or app does still primarily take place on computers. But the world is seeing a wave of new mobile learning applications, and I think we’re at the forefront of that trend.

How do you envision the world of coding changing in the next 15-20 years? How will Py keep up with these changes in the field?

Coding will become less about rote memorization of basic syntax and more about high-level understanding of what’s really going on. At a minimum, programming languages have morphed from low-level (shifting bits and allocating memory) to high-level (abstract data structures and functional programming), from obtuse (assembly, machine code) to human friendly (Python, Swift).

That’s why Py focuses on high-level concepts. Once you understand how an algorithm works, typing it out should be an afterthought. The important thing is to understand it—once you do, it’s yours forever.

CM Rubin and Derek Lo
(l) C. M. Rubin & (r) Derek Lo

 

(All photos are courtesy of CMRubinWorld except featured image by J. Barker)

For the Silo, David Wine /CMRubinWorld with contributions by Zita Petrahai.

Significant Gasoline Price Hikes At Ontario Pumps

January 1st kicked off 2017 with significant gasoline price hikes at the pumps courtesy the Ontario Liberal government’s cap and trade legislation. I obviously voted against that bill.

Ontario’s cap and trade, Canada’s price on carbon

Another reality is that Canada is putting a price on carbon, the nature of which is still being negotiated with the provinces. With national carbon pricing being the new reality, Opposition Leader Patrick Brown has written an open letter to Justin Trudeau indicating that Kathleen Wynne’s cap and trade law “does not have Ontario’s best interests at heart,” and requesting that Ontario cap-and-trade be removed from the Trudeau carbon pricing system. I’m not holding my breath on that one.

The problem with the provincial cap and trade tax and the federal price on carbon is that going electric is neither technologically nor economically feasible for most, thanks to the Ontario Liberal’s Green Energy Act. I also voted against that bill.  The cap and trade tax system serves as a stick to try and modify behavior without offering a viable alternative and without a carrot to reward changes made, other than using the revenue for more subsidies for things like electric cars and Toronto transit.

As Ontario’s Official Opposition we have committed to dismantle the cap and trade system ever bearing in mind the federal government is mandating all provinces put a price on carbon.

On January 1, the province capped greenhouse emissions and will sell allowances to companies who have to exceed the cap. The province will lower the cap over time. Companies exceeding their cap can also buy additional allowances, or if they come in below their annual limit, can sell their emission allowances to other companies within a market comprised of Ontario, Quebec and California.

It is estimated Ontario businesses will be paying $300 million a year to California.

We maintain the government is so desperate to hike taxes, they have rejected a revenue-neutral plan – cap-and-trade money will disappear into general revenues.

Cap and trade has clearly not been designed to return money to those paying – it is a blatant $2 billion-a-year tax grab under the guise of environmentalism. It will seriously impact everyone’s pocket book. Oil refineries for example will pass their recovery costs of cap and trade to their customers at the pumps. It subtracts money from people, not only for gasoline, diesel, propane, natural gas, heating oil and aviation fuel but also for groceries, clothing and other consumer goods produced and delivered by carbon-fueled plant, equipment and transportation.

Ontario drivers are being treated like clowns.
Ontario drivers are being treated like clowns.

Ontario’s Auditor General reports the cap and trade tax will cost families an extra $156 this year for gasoline and natural gas, rising to $210 by 2019. Added transportation costs for goods and services will be another $75 per household by 2019.

We are committed to dismantling the cap and trade scheme and the Green Energy Act. This is the best way to ensure people’s hard-earned money stays exactly where it should stay…in their pockets.

In conclusion, I ask you the reader – where do we go from here? There probably won’t be an election until June 2018 and this is the time to consult on policy.

Click me!
Click me!

Provincially, the Ontario PC Party has committed to dismantle the Wynne cap and trade law, as well as the Green Energy Act. However, carbon pricing is now the reality in Canada and Ontario will be bound by the Trudeau price on carbon.  For the Silo, Haldimand-Norfolk MPP Toby Barrett.

Economic Aspects Of Globalization In The Past Material World

Questions and deliberations concerning globalization are more than a hot topic of extended cross-disciplinary focus in academia; they are also central to the long-simmering debates regarding policies and their implications that today often enter the public arena. For example, a quick perusal of broadly accessible media outlets from late 2013 and early 2014 reflects a suite of still unresolved but vibrant civic pondering: “When did globalization start” (The Economist 2013), “The dark side of globalization: why Seattle’s 1999 protesters were right” (Smith 2014), and  “Have we reached the end of globalization?: (CNN 2014).

Yet can such issues really be evaluated judiciously without defining the critical elements of globalization, and then dissecting and assessing its historical scope? Given the broad temporal and spatial elements implied by the concept of “globalization”, it is not most likely that the outcomes and effects of this multifaceted process would be highly variable across time and space?

But through a diachromic and comparative examination of human connections over time, might we see some commonalities and learn relevant lessons?

Continue reading this essay by Gary Feinman by clicking here.

*Banner image of Ronald McDonald -McDonalds China courtesy of image.minyanville.com