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15th National Sahodaya Conference 10th – 12th December 2008

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1 15th National Sahodaya Conference 10th – 12th December 2008


3 Empowering Each Learner Learning Framework : Strategies
Learning System CONTEXT PERFORMANCE/OUTCOME LEARNER ACTION Institutions Schools Community Teachers/Parents Learning Communities

4 Strategies :Context Global Challenges
Emerging Technologies and Challenges Information Highways Changing Learner Profile Changing Work Force Changing Employability Skills Shifting Social Dynamics Inclusion

5 Strategies :Context Global Challenges
From delivering content to building capacity. From stand alone institutions to value-added networks. From setting and delivering curriculum to co-creating curriculum. From standard operating procedures to creative adaptations.

6 Global Challenges Virtual Classrooms Online Teachers
Multipolar learning Distance/online Learning Smart Schools Inclusive Practices Holistic Health Life Skills Programme e-learning Multiple Intelligences Environmental Concerns Values Integration of Technology Lifelong Learning

PhoneChannel Interactive textbooks Tablet PCs Computerised tutor

8 Changing Learner Profile
Family Structure Changed work Environment Tech Savvy Adolescent Nuclear Concerns Families Accessing Information Knowledge Exponential Growth



11 21st Century Workforce High School Students Economically Disadvantaged
Women Single Parents International Students Veterans Immigrants Historically Underrepresented Adult Learners College Students Senior Citizens Returning Professionals

12 Changing Employability Skills
Unorganized Sector – 97% Languages – Strength Entrepreneurship Shifting Work places - SOHO

13 Changing Employability Skills
Lifelong Learning – Necessity Life Skills Dealing with 21st Century shifts Violence and Terror Changing skill sets.

14 Jobs in this new millennium require a student to be an effective :
Collaborator Synthesizer Adapted from Tom Friedman’s book: The World Is Flat (2006) Leverager Model builder Adapter Localizer/Personalizer Collaborator (working with one or more other people to achieve something) Leverager (power to get things done) Adapter (someone who is able to adjust to change or to suit different conditions) Explainer (to give an account of something with enough clarity and detail to be understood by somebody else) Synthesizer (somebody who combines different ideas, influences, or objects into a new whole) Model builder (someone who generates new ideas for solving complex problems) Localizer/Personalizer (someone who can empathize with others and understand the subtleties of human interaction in order to solve a problem) Explainer 14

15 Strategies : Action Teachers Parents Educators Peers WHO ? –
ACTORS WHEN ? – WOMB – TO TOMB ! Lifelong Learning WHERE ? – Changing School  Buildings  Virtual Classrooms  Blogging WHAT ? – Curriculum  National ?!!! HOW ? - Transaction Strategies - Experiential Learning - Reflective Model - Effective Technology Enhanced - Learning Environment

16 Facilitators Managers Researchers Co-creators Lifelong Learners
WHO WHO??? WHO??? SCHOOLS Policy / Vision Include all stakeholders (Sts.Trs/Parents PE + LS Curriculum + Beyond • CCE • Comp. School Health STAKEHOLDERS! ALL Nuclear Aggressive Working Educators / Leaders Ambitious Time Who ? Leaders Information Leadership A whole school information / philosophy approach / vision Understand the core issues of student learning Interpret educational & administration needs into technological solutions Multiple intelligences integrated Life-Skills Values Enhanced Framework Major Influence Quality Maximum time spent Positive Peer Pressure Parents Negative Peer Pressure Peers + Friends Principal Learners Decision Making Teachers as Refusal Skills Adolescent Issues Collaborators Facilitators Managers Identity Crisis Role Models Self Esteem Co-creators Researchers Educators Lifelong Learners

17 dissolving boundaries
WHEN AND WHERE??? WOMB TO TOMB Life long Learning Elders Electronic TV Movies Internet Non-formal institutions Home Nuclear Media Print Newspaper Journals Magazine Parental time Schools formal dissolving boundaries Monitoring Friends Homes Siblings Annual/ Sports Day Labs Corridors Playground Canteens Seniors School play Travel Classrooms Virtual Peer Learning Social Network sites Interaction Both formal and non-formal institutions

18 Active Learning Beyond The Classroom
When ? Active Learning Beyond The Classroom How students spend their time… Class  hours (or less) Work  hours (or more - 30%) TV  hours (33%) Leisure Reading  hours (38%) Organized student activity  3-10 hours (47%) Informal conversation with other students hours (31%)

19 Active Learning Beyond The Classroom
When ? Active Learning Beyond The Classroom Active Learning Strategies: Study groups Journals and diaries Experiential learning Student research

20 WHAT..??? Curriculum Beyond The Curriculum

21 CBSE AS A PACE SETTER Languages – Communicative Language Teaching
○ English ○ Japanese – VIII – ○ Sanskrit ○ German – VI – ○ French ○ Bahasa Maleyu – X – Mathematics Science Social Science I.T. Enrichment activities Examination Reforms

22 Disaster Management Class - VIII Class - IX Class - X

23 Information Technology based Subjects
Upper Primary Level (VI-VIII) - Computer basics as part of work experience. Secondary Level ( IX & X) - I I T - Additional Subject Senior Secondary Level (XI & XII) - 3 Electives Computer Science Informatics Practices Multimedia & Web Technology

24 New Electives at Senior Secondary Level
Academics Creative Writing and Translation Studies: 2007– 08. Reader – Class XI Reader – Class XII FIRST BOARD EXAM - 2009 Contd…

25 New Electives at Senior Secondary Level
Heritage Crafts XI XII Graphic Design Readers NCERT Readers NCERT

26 New Electives at Senior Secondary Level

27 New Electives at Senior Secondary Level
(Contd…) 03 Vocational + 01 Language + 01 Elective (+ 01 Additional Elective) . Joint Certification by CBSE and NSE

28 Health Care Sciences Class XI 2009 – 2010 First Board Examination 2011
Joint certification with FICCI

29 Promoting Innovation and Creativity in School System
What ?? Promoting Innovation and Creativity in School System Strengthening school cluster system through ‘Sahodayas’. Student support activities through participation in Olympiads, Science exhibition, quizzes, etc. Nurturing creativity in indigenous and modern knowledge in collaboration with National Innovation Foundation.

30 Policy – (School Management)
School Health & Wellness Programme Policy – (School Management) Health & Wellness Clubs Health Education Life Skills AEP Class IX & XI Revised Manuals (in process) Curriculum Plus Classes VI – VIII Revised Teachers’ Manual for Class VI ( ) Classes 1 – 12 Vol I Vol II Vol IIII Vol IV Integrated Components (Eco – Clubs – Peace & Value Education)  Teachers’ Manual - I – VIII Teachers’ Manual IX


32 Personal And Environmental Hygiene
Themes Knowing your body Behaviour And Life Skills Food and Nutrition Being Safe And Responsible To be effective, coordinated school health programs must be directed toward the needs of students, responsive to the needs of families, and reflective of the values of the local community. All eight components must be linked to each other and supportive of each other. Often, schools with effective coordinated school health programs develop a committee of representatives from each component area. The committee meets to develop school health priorities and programs to address student needs. Many school districts employ a coordinator who works to optimize the connections between the eight separate component areas to prevent duplication and to seek additional resources. Personal And Environmental Hygiene Physical Fitness

33 Health Manuals- An Overview
Comprehensive School Health Manuals (C.S.H.M): Holistic health ( physical, mental, emotional and psychological health). Formal and informal approaches in curriculum pedagogy for health promotion. Emphasis on providing a safe school environment.

34 Detailing Manuals…. Four Manuals: Volume 1 – all stakeholders
Volume 2 - Primary Level (Classes I-V)

35 Detailing Manuals…. Volume 3 - Upper Primary Level (Classes VI-VIII)
Volume 4 - Secondary and Senior Secondary Level (Classes IX-XII).

36 Themes Covered… Six different themes : Knowing your Body
Food and Nutrition Personal and Environmental Hygiene

37 Themes Covered… Physical Fitness Being Responsible Safe
Behaviour and Life Skills.

38 WHY Life Skills? What ? Beyond Work with others Learn from others
Ask questions Be open to other points of view Learn to defend your point of view Don’t automatically accept fact unless you know it to be true Challenge assumptions

39 CBSE - AEP Students Feedback AEP 2007 What ?
Information on Adolescent Education is very useful to understand the adolescent issues. Mr. Nupur Jha ( DAV Public School, Sikkam) Adolescent Education is very useful and we don’t have previous knowledge on these issues, and we would like to attend this type of programme in future. Mr. Pankaj Kr Giri ( DAV Public School, Sikkam)

40 Teachers Feedback On AEP
What ? Teachers Feedback On AEP Adolescence Education Programme is important as it helps students in understanding in a better way Mrs. Alpana Sharma Ms. Ruchi Bhargava (Nodel Teachers) Jaipuria Vidyalaya, Jawahar Lal Marg, Jaipur During psychological and physical changes, the child’s energy should be properly channelised Mrs. Meenakshi Sharma Effective communication and working towards one’s goal help to cope up with stress and emotions. Mr. Suresh Chand

41 Principals Feedback On AEP
What ? Principals Feedback On AEP We are satisfied with this seminar and it is better to give knowledge on AEP Issues. Ms. Suchita (Principal) Such type of programme are really useful. These may help in overall development and help to cope up problemsof life. Such type of programme should be conductedregularly.

42 Parents Feedback On AEP
What ? Parents Feedback On AEP This programme should not be implemented through schools rather teacher should trained the parent and parents will trained their adolescence. Mrs. Jaya Srivastava (Varanasi) In my opinion information parents should be given full information from schools, so, that parents can guide at home properly. Mr. Ram Chand Narayan Pandey(Varanasi) Sex education is not necessary in our culture and tradition, parent should teach adolescence. Dr. O. P. Chaudhary (Varanasi ) This programme is beneficial for parents if parents gets proper knowledge, they can guide their children at home. Dr. D. N. Ojha (Varanasi)

43 Status of AEP - 2008 Programmes held under AEP in Sep-Nov 2008
NTT Programme 15 Advocacy Programme

44 Science Exhibition -Jawahar Lal Nehru Children Science Exhibition
Innovativeness Creativity Last 5 years Regional Level National Springdales School, Delhi Best 20 exhibits -Jawahar Lal Nehru Children Science Exhibition

45 Enrichment Activities
Heritage India Quiz National Informatics Olympiad Group Mathematics Olympiad National Innovation Programme (with IIM, Ahmedabad)

46 Sahodaya - Concept School Clusters Spirit of ‘Caring and Sharing’
Information and resources Encourages Community of Practices 250 Sahodayas networking 4500 schools

47 Losing an edge, Japanese envy Indian Schools
JAPAN – Growing Craze for Indian Education think of India as world’s ascendant education superpower Bookstores are filled with titles like “Extreme Indian Arithmetic Drills” and “The Unknown Secrets of the Indians.” Newspapers carry reports of Indian children memorizing multiplication tables far beyond nine times nine, the standard for young elementary students in Japan.

48 The New York Times…. Japanese praise Indian Education. Envy Indian Learners: learning more at an earlier age. an emphasis on memorization. focus on the basics, particularly in math and science.

49 Training And Empowerment
How ? Training And Empowerment In-service Teacher Training programme through Sahodayas. Empowerment of Heads of Institutions in collaboration with top business schools and also with NUEPA. Theme based regional and national level Sahodaya conferences.

50 Dimensions of effective technology enhanced learning environments:
How ? Dimensions of effective technology enhanced learning environments: Task-Oriented Challenging Collaborative Constructionist Conversational Responsive Reflective Formative

51 Task-Oriented How? Academic Authentic
The tasks faculty set for students define the essence of the learning environment. If appropriate, tasks should be authentic rather than academic.

52 Collaborative How? Unsupported Integral
Web-based tools for group work and collaboration can prepare students for team work in 21st Century work environments. Art, dance, and music students are collaborating to produce online shows with digital versions of their works and performances for critique by international experts.

53 Constructivist How? Replication Origination
Faculty should engage students in creating original knowledge representations that can be shared, critiqued, and revised. Students in fields ranging from Creative Writing to Heritage Craft are producing portfolios.

54 Conversational How? One-way Multi-faceted
Students must have ample time and secure spaces for in-depth discussions, debates, arguments, and other forms of conversation. New knowledge and insight are being constructed in conversation spaces such as GDs and e-learning forums.

55 Reflective How? Shallow Deep
Both faculty and learners must engage in deep reflection and metacognition. These are not instinctive activities, but they can be learned. Teacher preparation : Teachers are keeping electronic journals to reflect upon the children they teach, and their roles as advocates for children.

56 Organise Ideas for the future
How ? Reflection Continuous process of reconstruction of experience Anticipate Act Observe Organise Ideas for the future Reflection Looking Ahead  (Interplay) Looking Back

57 How ? Learning To Learn How can you calculate the return on your education investment in schooling What will you be doing five years after you leave school RECOMMENDATIONS: Learn to learn and learn to like it. Study whatever subject you like, but recognize that you can broaden your skill base considerable by choosing elective courses wisely. Develop life skills that will enable you to provide value to a variety of organizations.

58 Experiential learning Culture of learning institution and society
How ? 1. Personal awareness Self-concept, identity, realistic self-esteem, self-direction, autonomy 3. Task awareness Understanding, using, constructing, communication skills in context Experience 2. Process awareness: learning Monitoring, reflection, cooperation, critical self-assessment Experiential learning Apply Reflect Conceptualize Teacher’s professional awareness Professional autonomy, communicative action, commitment to learning Culture of learning institution and society Quality of learning environment, culture of learning community, collaboration between participants

59 How ? Action Learning~ Dr. Reg Revans (Cambridge)
There can be no learning without action. Effort, practice and implementation needed Promote local action and learning Organizational implications Supports creative integration of thinking & doing, theory & practice, academic & practitioner. Knowledge is transferable Action learning empowers the learner 59

60 Action Learning Strengths Characteristics • Relevance to students
` Strengths • Relevance to students • Teaches complex problem solving • Develop skilled leaders and develop teams • Produces tangible outcomes: empowering • Promotes “best practice” Action Learning Characteristics • Emphasis on learning by doing • Conducted in teams • Addresses social/organizational issues • Participants placed into problem-solving roles • Team decisions are required • Formalized into presentations reflect on personal empowerment strategies that worked/did not work

61 The Action Learning Formula: Learning (L) occurs through Programmed Knowledge (P) or traditional instruction, and Insightful Questioning (Q)

62 How ? Learning To Learn Is teaching more than the conveying knowledge?
Can teachers teach anybody anything? What is the difference between knowledge and knowing? Recommendations Learning is not passive. Learn what the problems are. Recognize that learning is your problem (opportunity).

63 Learning To Learn (Article by Smith)
How ? Learning To Learn (Article by Smith) Is it okay to make mistakes? Is competence really being able to solve problems w/o hesitation? What reactions do you expect if you tell a teacher (a friend) that you do not understand something? Recommendations: Learn to ask questions. If you have a question, you can be certain that many others have the same question. True competence does not mean not making errors. It means well thought out judgment and decisions based on available information and experience.

64 Lyrics of a Popular Film Song
sanaata sunaee nahin deta aur hawaein dikhayee nahin deteen socha hai… kya kabhi… hota hai ye kyon? Aasman hai neela kyon? paani geela geela kyon? gol kyon hai zameen? silk mein hai narmi kyon? aag mein garmi kyon? do aur do paanch kyun nahin? ped ho gaye kam kyon? teen hai ye mausam kyon? chaand do kyon nahin? duniya mein hai jung kyon? behta laal rang kyon? sarhadein hai kyon har kahin? paani geela geela kyon? gol kyon hai zameen? silk mein hai narmi kyon? aag mein garmi kyon? do aur do paanch kyun nahin? ped ho gaye kam kyon? teen hai ye mausam kyon? chaand do kyon nahin? duniya mein hai jung kyon? behta laal rang kyon? sarhadein hai kyon har kahin? socha hai… ye tumne kya kabhi? socha hai… ki hai ye kya sabhi? socha hai… socha nahin toh socho abhi behti kyon hai har nadee? hoti kya hai roshni? barf girti hai kyon? dost kyon hai rooth te? taare kyon hai toot te? badalon mein bijli hai kyon ?

65 At the Upper Primary Level Paradigm shift in Science Teaching
Focus on Inquiry Skills Power of Demonstration ‘Learning by Doing’ - Class VI ‘Science is Doing’ - Class VII (available on CBSE website : )

66 Performance / Outcome – Ref.
Formative Fixed Assessment Developmental Learning environments can be designed to allow students to develop prototype solutions over time rather than to find one right answer that someone else has defined.

67 Formative Example Performance / Outcome
Faculty should engage their students in ongoing efforts to evaluate and refine their work related to authentic tasks to encourage lifelong learning.

68 Violences Classes I & II Classes XI & XII Tools Oral questions
Techniques Observation Oral Tools Observation schedule Oral questions Diagnostic test Classes III,IV & V Classes XI & XII Techniques Oral Written Tools Oral questions Question paper Assignment project Diagnostic test Tools Question paper Assignment Project Practical (activity / experiment) Oral questions Portfolio FEATURES Covers all aspects Continuous – Continual Comprehensive Personal Scholastic Curricular + Co-scholastic Social LS Classes I - V Classes VI – XII 7-point grading A* 90 and above A to 89 B* 70 to 79 B 60 to 69 C 45 to 59 D 33 to 44 E Below 33 percent CCE 5-point grading A* Outstanding A Excellent B Very Good C Good D Scope for improvement Below 35 Techniques Written Practical Viva voce NPE – 1986, POA – 1992 NCF PURPOSE Improve teaching learning Develop learning abilities through activities rather then exams Classes VI to VIII Classes IX & X Techniques Written Practical Viva voce Tools Question paper Assignment Project Practical (activity / experiment) Oral questions Tools Oral questions Question paper Assignment Project Diagnostic test Activity/experiment Techniques Oral Written Practical

69 Social Science X History 22 Geography 22 2 – Maps 4 – Maps
Eco P.Sc 4 – Maps 18 18 T h e o r y - 80 Science X Theory 60 VSA 1 x 9 09 Internal Evaluation SA-I 2 x 9 18 Assignments X-4 diff. assignments 1 assignment – D.M. SA-II 3 x 6 18 LA 5 x 3 15 School Based 20 XII VSA 1 x Mode - 5 points Rating A-5 B-4 C-3 D-2 E-1 SAQ 4 x Avg. out of 4 IX not carried over Formative & Summative 10 LAQ 6 x Mathematics LA x SA-II 3 x Assignment CW & HW 04 SA-I 2 x Project W-6 1 project – DM 9-15 pages Hand written CIR – 18/2006 20/2008 VSA 1 x 02 - VIVA X Project work 06 03 - Record Work MCQ 1 x 10 Formative and summative Class – IX Final scores reduce 10% Class – X Average UTs any 2-10% 15 - Skills MCQ ½ x 10 Assessment of PW ▪Content – 2 ▪Presentation – 1 ▪Process – 1 ▪Viva - 2 20 20 Practical - 40 DM Project Q MAP Assignments 6 Items Circulars Nos 2-History 4-Geography Total 29 Qs.



72 Concessions – Visually Challenged
Support Services Support material SQP’s (Print website) Marking Schemes Performance Analysis Tele-counseling Examination Reforms Based on NCF 2005 Restructured Qs Papers Moving Content – Application Higher Order Thinking Questions Integrated School based Internal Assessment X - •Math •Science •Social Science Concessions – Visually Challenged Seating Arrangement Amanuensis Enlarged print in Math & Sc. & Tech Can offer Music, Home Sc. even if not available in school De-stressing No school bag No Home Work (upto class II) Focus on Soft Skills - Art, Music, Dance & Craft Alternative of HW ( I-V) Amendment after GB, June Persons with Disabilities – New nomenclature Use of computer/typewriter (outside Delhi also ) Fee to amanuensis PD – visit to centre allow a week in advance Helper/scribe from host school for practical Sports attendance for CBSE/SGFI – 60% instead of 75% 15 min. Reading time 9 point scale Spot Evaluation 0.1% merit CCE Addition time 3hrs-60mins 2 ½ hrs -50mins 2hrs -40mins 1 ½ -30mins Concessions – ‘Differently Abled’ Studying 3rd lang. upto class–VIII–exemption Can use an amanuensis Ground floor seating Alternative as visuals

73 Future Initiatives Empowerment Programmes
Training Programme for Principals will be conducted by IIM, Bangalore at its campus. Programme 1 : Dec Dec Programme 2 : Jan Jan Programme 3 : Jan Jan. 31 – 2009 Programme 4 : Feb Feb On-line Registration Form – NUEPA : Jan Jan Contd…

74 Explore CBSE Website

75 Explore CBSE Website Interaction with CM SQP Support Material
Olympiads Subject Pages Higher Order Thinking Skills

76 Status of ‘Interact with Chairman’
Total questions received so far (last two weeks)

77 Future Projection Frequently Asked Questions (FAQs) related to:
Social Studies(DM,Projects) Secondary Maths Academic Sr. Secondary Economics(text book) Biology Bio-technology Secondary Examination Sr. Secondary Status Affiliation Online Mode

78 -Vision- Strengthening Position of CBSE in Overseas.
Developing Curricula Internationally Competitive. Bring Global Dynamics in School Education. Provide leadership in School Education for other Countries. Offer affordable Cost effective International Curriculum worldwide.

79 New Initiatives Formulation of Policy for optimum Enrollment of Students in Affiliated Schools. Policy for restricting enrollment in Schools Violating rules. Outsourcing work of Affiliation Branch. Creation of a Committee for further International Presence of CBSE

80 Academics– Pilot Project with Australian Counsel for Educational Research (ACER) for Data analysis alongwith Training Workshops for Evaluators. Class XII , English & Economics Pilot Project on School Mapping locating CBSE Affiliated School on Public Mapping System development of an in-house GSM Gateway Solution to provide alert based on-line facility to all stakeholders. In-house Training Centre at Academic Unit for Capacity Building and dissemination of knowledge.

81 Launch of National Urban Eco-Sanitation and Green School Initiatives – 30th Jan, 2009
100% sanitation during 11th Five Year Plan Awareness – Behavioural change Green School – Reduce, Reuse, Recycle – Rain water harvesting Pilot Project – 100 Schools (25 KVs + 25 Govt. sch + 50 PVT Sch)

82 Proposed Grading System for Classes IX and X
Rational & Efficacy of Proposed system Absolute Grade System and applicable for all Subjects Easy to Understand as the broad cut-off marks are pre-determined Based on historic concept of Class and Division Comparability between Schools and Boards Comparability among different kinds of Schools Easily Implementable in large as well as small population Graphical Representation in major Subjects is nearer to Bell Shape (Normal Curve) In line with the Grading System adopted by the Board in Classes upto V and VI-VIII 12/4/2008 82

83 Proposed Grading System For Classes IX and X
Candidates are divided into 4 major Groups Group % Marks Class Distribution of Candidates Grade A 75and Above Distinction 3 Grades in the ratio 3:2:1 Grade B 60 – 74 I Division 1 Grade for all candidates Grade C 33-59 II/III Division 3 Grades in the ratio 1:2:3 Grade F 32 and Below Failure 2 Grades in 0-19 and range of marks 12/4/2008 83

84 Based on 5 Years average (2004-2008) – Grades and % of Marks
Grade Value Qualitative Value Languages Other than Languages % Marks % of Cand A1 9 Outstanding 90 – 100 4.70 94 – 100 5.04 A2 8 Excellent 82 – 89 9.39 86 – 93 10.08 A3 7 Exceptional 75 – 81 14.09 75 – 85 15.12 B4 6 Very Good 60 – 74 26.54 21.27 C5 5 Good 47 – 59 19.39 46 – 59 19.79 C6 4 Marginal 36 – 46 12.93 36 – 45 13.19 C7 3 Average 33 – 35 6.46 6.60 F1 2 Poor 20 – 32 3.95 4.85 F2 1 Unsatisfactory 00 – 19 2.54 4.08 84

85 Ideas for the Future Nandan Nilekani ‘Imagining India’
‘Schooling in India has been a struggle, both before and since Independence But what has now changed is the growing awareness about education and a demand for it that cuts across income groups’. Nandan Nilekani ‘Imagining India’

86 Ideas for the Future India’s involvement with good education practices will move ‘conclusively than any other reform, determine India’s economic future’ … Our response will made all the difference between the world’s largest … Illiterates .. or … a country with a large pool of talented human capital that can fire up the country to new levels of growth. Our opportunity to choose between the two is her, now and, transient. Nandan Nilekani ‘Imagining India’

87 Ideas for the Future Solar electric system powered Computer lab
Internet connected satellite disk in South Africa Thomas L. Friedman HOT, FLAT and CROWDED

88 Ideas for the Future Localization and Globalization  balance
Humanization One natural resource we still have human ingenuity


90 We have exactly enough time – starting now.
Dana Meadows (Environmentalist)

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