|Colleen Mitchell, Evan Dahl with sunglasses, and one of UDDT contractor's staff in Axim, Ghana. They are examining the growing area behind one of the UDDTs, which has been fertilized for nearly three years by urine.|
Colleen Mitchell in 2013 just prior to building a new toilet. This was the sole toilet at the Catholic-Government JHS School, for about 200 students
Toilet at the Methodist-Gov't School for primary students in early 2015
|New UDDT toilet funded by Ghana Together at the Community Development Vocational Technical Institute and newly opened about two weeks ago. This is for 40-50 male students only, and therefore is smaller. The guys had no toilet at all prior to this one.|
Ready for the ultimate Derby experience? Here it is. You and a friend will be there as Atleti takes on Real Madrid, and you’ll get VIP access like no one else. Not only will you take pictures with the Atleti team after their practice on November 19th, but you’ll also snap legendary photos on the field before the big game. When it’s finally time for the Derby on November 20th, you’ll watch the showdown from the best seats in the house: the President Suite. Afterwards, you’ll hit up the exclusive players’ press conference, meet Antoine Griezmann and he’ll hand you a signed jersey while you collaborate with a solidarity initiative. Enter and participate!: http://bit.ly/DerbiMadridVIP
Guest post by Richard Caraballo from the Kamba Dyami Project in Angola
Paul wasn’t a typical child from Angola. He was quiet as well as shy, but he was always laughing. He had green eyes and black hair. He was very tall for his age. He was living in a poor neighborhood called Lixeira (Portuguese for “dustbin”).
It was a normal day when Paul arrived at school. Deep in his heart, he felt that something was about to happen, but he didn’t know what. When he enteredhis classroom, he saw that his peers were excited about something. So he asked his teacher: “Why is everyone so excited?” The teacher answered: “We have a new friend named Kamba Dyami and it is a computer.” Paul asked: “Kamba Dyami?” “Which means MY FRIEND in one of the African languages used in Angola. The language is called Kinbundu”,said the teacher. Paul sat in his place a little bit confused, though he liked the idea of having this new friend as he’d never had a computer in his hands before.
After ten minutes, the teacher entered with the “new friend” and gave one to each student. The teacher also got a new friend, but he didn’t know how it worked either.
Two of Paul´s friends, who were living near his house, asked him about this computer, but Paul couldn´t explain what it was because it was the first time he held one.
The class was very noisy when a stranger entered. At the moment when he entered everyone made silence. This strange man came to explain all about Kamba Dyami. Also, he came with a challenge for the class. Everyone had to make a video about their neighborhood using this new technology. After one week, he was to choose one to receive a prize.
The strange man gave them a few instructions. They had to interview a number of neighbors about garbage. “What do you think about trash in our neighborhood? Why do we have so much waste here? What do you propose we do to eliminate litter at Lixeira?”
Paul, who was born in Lixeira, had never asked himself these questions. On the other hand, he thought this was a real challenge. He was concerned thinking that he wouldn’t be able to complete the project because of the problems he had with his parents and siblings. They didn´t pay attention to him because they thought work was more important than studying. However, it was now mandatory for children to attend school in the country. When Paul´s parents and siblings were children, studying wasn´t obligatory.
The stranger in Paul’s classroom was a big, serious and strict man. He started to look around to pick a student to do the project. Paul hid behind his fellow students because he didn’t want to be chosen as he was nervous. The stranger was looking for an interesting student; he looked at Paul and chose him. Paul thought: “Oh no, what I am going to do? This job is impossible for me and I have only one week to complete it.”
But Paul learned to use Kamba Dyami faster than he thought. During the first and the second day, he wasn’t able to do any interviews because he had to work with his family. On the third day, his brothers took the computer and they didn’t want to give it back to him. Paul already knew a lot about the Kamba Dyami laptop because he had already explored all the activities it had. However, he wasn’t able to do any interviews until the fourth day.
The neighbors saw him walking around the neighborhood with the computer. They asked his parents what was going on, but Paul’s parents answered that what he was doing really didn´t matter. On the other hand, people saw Paul’s computer ability and they encouraged him to become a master of this technology and told him that nobody in the neighborhood could use a computer as well as him.
On the last day, he was able to complete many interviews around the neighborhood and accomplished his task. This was a big challenge for Paul.
Through this activity, Paul not only learned to use the computer, he also learned a lot about life. He learned about the people who were living in his neighborhood. He acquired new skills and learned that he can change his own future through education.
This year's Summit will be held Nov 4-6 at the San Francisco State University Library (LIB 121), 1600 Holloway Avenue at 19th Ave, San Francisco, CA 94132
Fundación Gente Unida (The Foundation for United People- the “Foundation”) is a non-governmental organization created to provide education, training, and protection of children and young people in vulnerable situations. The organization works to meet their basic and educational needs with available resources, in an effort to improve their quality of life.
He saw beyond the beauty of the mountains to the shantytowns surrounding the Valley of Aburra. He spent time with a group of young people and participated in conferences on human values, and he asked them: “Why are you indifferent to the poverty and violence in Medellin?” The group began a profound and painful experience as they visited families living in the impoverished Moravia neighborhood. The group discussed the needs of these families and they shared their hopes and dreams with the young group.
In 1993, Father Villalobos Ortega started an educational program involving 33 children from this community. The goal was not only to meet the children’s immediate needs but also to teach them so they could become the builders of their own futures.
The social work of the Foundation is the concrete expression of its commitment to solidarity that every human should have for one another. The Foundation is actively working to build a more just society based on love, as the Hindu proverb states: “It is better to light a candle than to curse the darkness.”
The Foundation provides protection and education to the most vulnerable people living in the Medellin metropolitan area. There are currently five educational centers located in the most disadvantaged areas of the city: Moravia, Santo Domingo (La Esperanza), Manrique (La Honda), Belen (Villa Café) and Robledo (Pajarito). The educational centers feed and educate 3,200 children, youth, and adults.
Educational programs include early childhood, preschool, primary, secondary and adult education courses. More than 170 children and youth live in the Mary Bohio Home, a shelter for children who have suffered from domestic violence, abuse, and/or neglect. The Foundation provides a home, care, and education for these children who range from 3 months of age through college age students.
In 2009, the Foundation launched the PERLAS project, a program focused on using a laptop for learning. More than 2,000 OLPC Laptops were incorporated into the classroom in an effort to make learning more fun and enriching for participating children. Children were given an opportunity to use a technological tool that would soon become their best companion in their academic training.
Children had the opportunity to participate in the world of technology, the world that was reserved only for those with sufficient financial resources, despite the pervasiveness of technology in our daily lives.
In 2010, additional 374 OLPC Laptops were acquired in order to include 1st through 5th graders in the educational program. Each OLPC Laptop given became an immediate ally of the child. Children now had a friendly team of support as they entered the world of technology, a world that seemed distant and unattainable before.
Thanks to the OLPC Laptop, homework became a more pleasant task and students had the opportunity to chat, share activities and play without having to be physically close to one another. This was certainly a surprise for the students!
The Foundation created a unique security system for the OLPC Laptop. When a machine is lost, the computer turns off and is unusable. The technical teams also created activation keys for the machines according to the school calendar. All coding was generated on the Foundation’s servers.
At present, there are 1399 OLPC Laptops in use in the Foundation’s educational centers, as follows:
Moravia Headquarters: 230 OLPC Laptops version 4.0
Sagrada Familia: 206 OLPC Laptops version 4.0
La Esperanza: 384 OLPC Laptops versions 1.75 and 4.0
Luz de Oriente: 579 OLPC Laptops version 4.0
The OLPC educational program and use of the OLPC Laptops are being supported by the Marina Orth Foundation during 2016. The Foundation is grateful for this collaboration!
|New JHS graduates Emmanuella and George, Sept 29, 2016|
Queen Mother Nana Adjow Sika II has taken special interest in all the Western Heritage Home scholars, and especially in Emmanuella.
She has supported Emmanuella emotionally, and has encouraged her at every step.
Nana is a founding member of the Western Heritage Board and continues to serve.
|Queen Mother Nana Adjow Sika II congratulating her protégé (Sept 2016)|
Emmanuella and George, both Western Heritage Home Scholars, and also age-mates and school-mates. George is showing her how to use the magnifier we brought from the US so she could work with an XO children's computer.
|George in 2007|
|Saturday chores at the Western Heritage Home|
|George the scholar and also a guy who loves sports!|
|Emmanuella and Maryanne Ward at the Cape Coast School for the Deaf and Blind|
|Emmanuella singing at the dedication of the Chief's donation of a television to the Community Center. Western Heritage Home's James Kainyiah is offering a little support! |
His motto is "Making leaders of the least!" and so he has.
|Emmnanuella managed in August to take her final exams by reading some of the test at very close range, especially the math, and also by having some of the test read to her and she could answer orally. She can read Braille.|
Read his thoughts about the impact of technology in his own life and in the world:
From a young age, I’ve been amazed by the way technology helps us in our daily lives. It was mind-boggling to me when I saw subtle things like turning on a TV with a remote happen. This led me to the realization that I wanted to build technology that made people’s lives easier. I’ve always liked to see something happen after writing a program. This started off with LEGO Mindstorms but has come all the way to building Android Apps that automatically take notes for you when taking a picture of a textbook.
I wanted to benefit as many people as I could with the knowledge I had so I decided to teach kids how to build Android apps. While doing this, I wanted to maximize the benefit of this work, and that’s when I remembered One Laptop Per Child. I’ve always taken for granted the resources I had to do things and I wanted as many people as possible to receive the resources and opportunities to do the same. I realized that by donating to OLPC, my work would help benefit a lot of people. I chose to do just that.
Working with the kids was great. We started off from them not knowing anything at all to them being able to build a whole calculator all by themselves. We did this over the course of nine weeks. I was happy that I was able to spread that feeling of amazement on many people’s faces when they saw that what they programmed. That kind of feeling is what I live for and I really felt it when I saw those kids experience just that. The feeling itself is indescribable but it’s just amazing.
Teaching these students and then being able to donate to OLPC was a very worthwhile experience for me and I would recommend if anyone else can, they should make a donation as well. OLPC does great things in developing countries and is a real reason why the world is accelerating faster and faster all the time. All reasons support helping the OLPC cause.
Originaly posted ON
In the heart of Nicaragua lies the largest lake in Central America, Lake Nicaragua. Millions of years ago, a volcanic eruption formed a curious island in this freshwater lake composed of two volcanoes — Concepcion and Maderas — the former of which is still active. Concepcion has an altitude of 1,610 meters, which makes Ometepe the world’s highest island on a lake. Volcanic ash has created an extremely fertile island and the volcanoes are visible everywhere on the island. Ometepe is truly a paradise, with its tropical, lush and magical air and soil.
In addition to the natural brilliance of the island and its volcanoes, Ometepe recently became the first digital island in the Americas. To put that in numbers, 100% of its 5,000 elementary school children and all teachers received a laptop connected to high-speed Internet, as part of the One Laptop Per Child educational initiative. Participating students and teachers receive OLPC laptops and the training and support needed to truly realize the potential of these machines
Continue reading HERE.
Far beyond the idea of giving computers to children with “an educational purpose”, like if education meant just providing content to be consumed, the origins of the learning philosophy of OLPC has been to provide kids with computers so that they can compute.
Seymour Papert believed, supported by decades of research, that by computing (coding, programming), the learner could be empowered to understand, create and think about their own learning, especially at early childhoold.
This panel from the Spring 2014 Member Event at the MIT Media Lab will explore more in detail the learning vision of Papert. Enjoy!
Panelists: Mitch Resnick, Marvin Minsky, Alan Kay, and Nicholas Negroponte.
Arizona State University’s Ira A. Fulton Schools of Engineering ran a feature story on SolarSPELL! What a great welcome-launch for SPELL at ASU. Looking forward to great things happening at ASU.
I am excited to write about the upcoming Moodle Moot NZX being hosted by HRDNZ and Northtec.
Join us for Moodle Moot NZX 5th-7th October in the ‘Winterless North”
It’s a special year, as HRDNZ celebrate 10 years of being a Moodle Partner (wow!) and we would love you to join us for the best Moodle Moot ever !
New Zealand Moodle Moots are regarded as one of the best in the world. They are always well organised with excellent speakers and workshops, but what sets them apart from other conferences is the friendly atmosphere and support, the feeling of belonging to a community, and high level of participation and sharing by attendees.
This year the Moodle Moot is a celebration of HRDNZ being a Moodle Partner for ten years. To recognise this milestone, everyone attending the event this year will also be entitled to 10% off any of the HRDNZ MoodleBites courses – yay!
This year the Moodle Moot is structured to begin with a community day, followed by two workshop days.
The first community conference day is a great opportunity to meet people and get yourself focused and energised ready for the workshops. Keynote speakers are Scott Hunley talking about The Internet of Things, Justin Hunt (creator of PoodLL) speaking on the Life of a Moodle Developer, and Hazel Owen on Creating meaningful assessment in Moodle. Stuart Mealor will reflect on Moodle over the last ten years, and we’ll also hear from some other great voices across New Zealand.
There will be four workshop streams: teaching, administration, management and developers. This is ensuring there is “something for everyone”. I am contributing a couple of workshops this year so hope to see and hear some of you there. You can switch between streams, and you’ll find me in the teacher and management streams.
So a big thank you in advance to NorthTec for hosting venue and all that goes along with that role, and thanks to the HRDNZ team. Do take the opportunity to say a big thank you to our hosts and make some new friends over the three days. I find Moodle friends become friends for life!
$ sudo yum install system-storage-managerand then
$ sudo ssm listwhich revealed the following:
Device Free Used Total Pool Mount point
/dev/sda 465.76 GB PARTITIONED
/dev/sda1 500.00 MB /boot
/dev/sda2 0.00 KB 465.27 GB 465.27 GB centos
Pool Type Devices Free Used Total
centos lvm 1 0.00 KB 465.27 GB 465.27 GB
Volume Pool Vol size FS FS size Free Type Mount point
/dev/centos/swap centos 1.00 GB linear
/dev/centos/root centos 30.00 GB xfs 29.99 GB 26.73 GB linear /
/dev/centos/home centos 60.00 GB ext4 60.00 GB 55.88 GB linear /home
/dev/centos/var centos 374.27 GB ext4 374.27 GB 349.02 GB linear /var
/dev/sda1 500.00 MB xfs 493.73 MB 293.59 MB part /boot
|Axim Girls Sr High||Ernestina||tuition, textbooks, math tutorial (Term One)||769||$197|
|Manye Academy||Ben, Gladys, Johnson||Tuition, boarding, fees, notebooks, textbooks, uniforms, sandals…||2942||$754|
|Various vendors||6 WHH Scholars||Personal supplies: health/hygiene, snacks, pocket money, etc.||1560||$400|
|CDVTI||Kingsley||Tuition, room, board||380||$97|
|CDVTI||10 women, 2 men||Tuition, room, board||2860||$733|
|Nsein SHS||Peter||Extra Classes, student council, sci club, debate/drama, practicals||970||$249|
|Midwifery/Nursing School||Dorothy||Nursing-midwifery tuition, room, board, texts, etc. (one semester)||2175||$558|
|Christ the King Academy||50 primary students||tuition, 1st term||5850||$1,500|
|WHH Staff||Arloo, and 2 watchmen||salaries July-Sept (three month)||1500||$385|
|Azim Girls SHS||Computer lab support||Cellphone subscription for internet-in-a-box support||400||$103|
The camp started on a Saturday which consisted of learners and teachers joined and showed a lot of interest towards the camp and did group work learning on the projects they intend to deal with for finding a long term solution in different fields and out of it they set up plans in different categories as shown below.
o -HIV/AIDs programs
Kids went for Mapping in Households infested with Jiggers
They set up activities that which they did in campaign for jigger free.
They came up with specific objectives on the case study and arranged questionnaires they will for the entire period of the project.
SPECIFIC OBJECTIVES ABOUT THE CASE STUDY WERE AS FOLLOWS.
-Environmental management in control of Jiggers
-Child involvement in Jigger control.
Children free from Jigger infestation and attend classes by August 2016.
To educate the household members infested with jiggers using testimonies from children who were infested and now free from the jiggers.
Activities for the case study;
During weekends, pupils to reach out jigger infested families to give health education as child empowerment on hygiene and good environmental management.
Evaluation for the progress last Saturday of every month.
Organizing health action days together with health workers and community members to talk about the problem as a sign of togetherness and child involvement.
During mapping when kids saw their fellow children infested with jiggers they showed concern by asking questions such as;
What causes jiggers?
What does it feed from human body?
How does it procreate and its lifecycle?
Who is at risk to jiggers and
How does it spread from one person to the other?
The above questions were in children themselves after mapping activities. During mapping it was found that mostly children from poor families who stay under unconducive environment such poor housing, beddings, hygiene and ignorance/illiteracy contributes to jigger infestation.
Most of kids infested by jiggers are of age group 3 -13 years in areas identified.
Very few in age group of between 14 -18 years and between age group of between 50 – 65 are infested just because the lack information about precaution concerning general hygiene.
Out of this observations, learners came up with the above proposal for the coming six months implementation.
Lack of enough cloves
Pull and push between children to see how the infested person looks like.
High exceptions of free drugs by community members.
Fear of jigger infested clients to be inspected and given a child driven first aid.
Learners were able to understand the effects of jiggers to human health.
Learners were able to identify areas with high jigger problem
They used the camp to give priority to problems according to the situation.
A theme setup for discussion was (who had ever had somebody staying positively (people living with HIV/AIDs)
Kids/ Learners to come up with experience stories about HIV clients.
-Learners to know that we have people living positively.
-For them to identify what problems that can make them be at risk to HIV/AIDs.
-Get possible ways of HIV/prevention
-Through poetry- poems were recited by camp participants with a theme how shall be save from it as a young generation.
-Written story- learners wrote stories on XO laptops expressing what they understand about HIV compared to 20th century.
-Using internet to research- by use of BRCK and Safaricom routers to access information about HIV which included most affected countries, which co-horts in terms of age.
-Visiting CCCs in our Kenyan health facilities to discuss the case with service providers and HIV clients
Once in a month by visiting a nearby health facility to find out the infection rate.
To ensure that kids/ Learners understand that we have people staying positively on village level and need their support and encouragement of stigma free environment.
Have a reduced stigma and proper HIV advocacy within local villages.
Pupils were much interested to use internet in finding information about the case study.
It was noted some children are affected with HIV at their homes.
-Background of endangered species
Centre of discussion was about elephant, rhino, and lion.
Major issues were how those animals feed, move and stay.
-How important are they to the country economy
They discussed how it earns foreign exchange to the country and nature.
-What makes them endangered?
Key issues were why are they mostly hunted by poachers, what for, what facts are behind the killings and how are they marketed and for what reason.
-Who targets them and for what reasons.
Which countries mostly demands their products and on what purposes.
-To inform the world on the reasons why we should conserve our wildlife.
-Creating room for the children of the world to have a say and educate others about wildlife in the county.
-To have reduced myths and misconception over endangered species e.g. Rhinoceros species
-To promote online learning with an aim of minimizing wildlife slaughter worldwide.
-Create a room for research and information sharing.
Learners use write sugar lab to write stories about what they feel should be done to endangered species in the safety.
Paint sugar lab to draw pictures of endangered wildlife species
They used scratch sugar to make conversational projects concerning the feeling of the wildlife endangered species.
It was noted that most of students have information about the happenings to our wildlife but they had been never be given a chance to express their feelings.
Camp participants showed a lot interest in wildlife safety discussions.
Trash was among our intended camp activity but due to time limitation it was left out.
Facilitation to be increased for more days of any planned science camp in future.
Camps to be facilitated quarterly.
Smallsolutionsbigideas to look for a way of funding jigger project to enable participants to have enough logistics.
Need of Internet services provision to enhance online learning.
SSBI to facilitate health service providers and teacher workshop with an aim of reducing jiggers’ cases.
|Good friends and classmates Philomena (left) and Charlotte at their Nsein Senior High School in March 2016, ready to start their last term before graduation|
|Charlotte Armah, 2007|
Philomena Mensah, 2007
|Photo from last week, as they launch their business in the market in Axim. One of the wonderful things for girls who are no longer students is that they now can grow and style their hair! Fun!!|
|Barbara Davis, their "senior sister". Thank you, Barbara!!|
The US Peace Corps in the Federated States of Micronesia (FSM) hosted the SolarSPELL team for a second year as the team carried out a workshop with this year’s incoming class of Peace Corps volunteers. The training took place in Madolenihmw, Pohnpei in July, 2016.
Laura Hosman and Bruce Baikie led the training, which included an overview of the SPELL library’s hardware, website/educational content, and the tablet that the team included for each Peace Corps volunteer to be able to access the library’s content once in the field.
The training also benefited from a (surprise!) special guest talk by one of last year’s cohort of volunteers, Dana, who spoke to this year’s cohort about some of the potential and unexpected challenges they might face in using the SPELL libraries at their schools, when the workshop transitioned to the discussion of teaching strategies, potential in-field challenges, and how to address them. Thank you, Dana, for sharing your insights and contributing to the training!
The SPELL team is especially grateful to the Peace Corps staff in FSM, particularly including to Rodney Salas, who was an early champion of the SPELL project and its implementation with the Peace Corps volunteers FSM. Not only was FSM the first country to receive SolarSPELLs, it is also the first to renew the partnership and invite the SPELL team back for a second year. We’re very grateful for the opportunity and continued cooperation!
The Peace Corps volunteers in FSM, and indeed across the Pacific Islands, commit to two years of volunteer service, and are stationed at schools. Most of these schools will not have reliable electricity/power or Internet connectivity, so these libraries are designed to provide relevant educational content in these challenging environmental conditions. The Peace Corps volunteers’ responsibilities include teaching English, using technology where possible, and working together with the community and the school to help improve the education available at the schools where they are serving.
The Solar SPELL library was designed to help meet the needs of the Peace Corps volunteers, vis-à-vis enabling and improving education, in the field. It includes open access content, much of which is localized for the Federated States of Micronesia and for the Pacific Islands. The offline library’s content can also be found in on-line version here: http://pacificschoolserver.org
The library’s hardware is designed to be as simple to use as possible, with no moving parts in order to avoid overheating. The solar panel and plastic case are waterproof, providing an extra level of protection against the salt air and humidity that is ever-present in the Islands.
Thank you, Peace Corps FSM for a second year of collaboration and cooperation with SPELL!
It is hot season in Rwanda, and international schools are on summer holidays. Governmental schools will soon be on summer break as well.
Many parents are happy but also worried about what their kids will do at home all day. They do not want their children to forget what they have been learning during the school year.
The OLPC corner, located in the kid zone at the in Kigali Public Library, hosts children from 8:30 AM to 5:00 PM. Every child is welcome and it is free of charge.
Children have the opportunity to read, write stories, and play educational games, including typing Turtle, memorize, and maze. Children can also work with simple programming languages like scratch. All of those activities are available in XO Laptop.
Instead of staying at home alone, children can come to the Kigali Library to take advantage of the computer. Any kid is welcome to come.
Thanks to the guidance of Celestine NGARAMBE, OLPC facilitator, they learn, they create, they share, and they explore.
Kids are having fun through learning. We believe that holidays are not meant to be spent sleeping and watching movies; rather, holidays here mean to change the situation you’ve been living in to experience another opportunity.
Wildlife Protection : One Planet Education Network brings Bungoma Kenya SSBI Hands of Charity partners with Haiti, and US students together.
Click to support this work: Support These Kenya Kids
SKYPE with Haiti and US students started well whereby our learners were very happy about having a distance learning event in their schools. We started with Namwesi primary school on Friday where teachers went to prepare learners on what the skype will be about. and prepare distance learning event whereby as Bungoma team were to talk about wildlife especially Rhino and Elephants with learners from different schools of NYC, Haiti, North Carolina and representave from AWF and Marinelife representative talking about hawksbill turtles.
Bungoma team was so proud to talk to George and others including Dr. Ronelus who they said his a black American teacher of Haitian origin.
On Monday 6th June 2016, was a great day for Namwesi primary pupils to participate in the distance learning event to prepare notes on wildlife so that they can do their presentations perfectly Those to participate were, Brighton, Shamillah, Obadiah, Evans and Faith.
It was 2.00 pm when Hands of Charity staff arrived Namwesi school compound to facilitated a long waited event. Students were much eager to see and hear from American students. “Tunaenda kuongea na wanafunzi wazungu”, we are going to talk to white students. You could find them making fun of talking like Americans. When time came, 3.30 pm our hp device donated to us by Small Solutions and BRCK router were set ready to perform.
When the heard an incoming Skype call from George Newman they smiled in a secret manner not showing up there curiosity towards what was going to happen the next minute.The call was answered by video and they heard and saw Mr. Newman first then followed by different participants. Thereafter, all the eyes was on the screen to see what will happen next. Our students were surrised to see Dr. Ronelus with his students and his bass voice. They were also much interested with how their colleagues classrooms well equipped compared to Bungoma classrooms.
COMMON KILLED ANIMALS
The common killed animals among the BIG 5 include;
Lion Elephant Rhino
LION: Reason why poached Is poached and killed mainly because of it’s skin and heart according to our local understanding.Its skin is used for making leather shoes and bags. Its heart is used by the army soldiers as food. Locals belief that, the hearts make them to be as brave as the Lion ( a myth)
ELEPHANTS Are huge animals. They are mainly hunted because of their tusks.
RHINO They are mainly hunted for their horns.2.The horns cure cancer3.Other communities believes that the horns acts as a right of passage from childhood to adulthood.4The horns are used in making ornaments in some countries e.g. Kenya and Switzerlandwhich include, braceletes, bangles, earrings,. Cancer cure
SKIN The skins are removed from their bodies and sold in manufacturing industriesThe skin is used in making leather shoes, bags and clothes according to local understanding.
Suggestions to the government as a way of improving wildlife security.
1. We would like the government of Kenya to employ more game wardens.
2. Do capacity building to the entire community and who the government suspect as the poachers on the importance of wildlife and,
3. Employ the poachers who freely surrender themselves to the government as a way of stopping poaching.
4. Those people with big farms to be allowed the government to build sanctuaries as a way of bringing security near the citizen.
IMPORTANCE OF WILDLIFE TO THE ECONOMY OF KENYA
Earns Kenya foreign exchange after the tourist had visited Kenya. It is a pride of our country. The forests acts as water cachment areas and bring rain fal. l Help other tourists to have trips in Kenya to see animals that do not exist in the other countries.
RHINO: A Rhino is one of the big animals in Kenya. It is strong wide and big animal that feeds on grass. It issaid that it normally feed on grass at night. It stays in the forest
ELEPHANT:An elephant is a huge animal found in the forest. It lives for about 80 years. Its young one is called a calf. It normally feeds on grass during the day. They have two tusks on their noses and a strong trunk that runs from the forehead. They are mainly hunted for their tusks/ivory.
Used paint activity to choose colors. . They drew a green vegetation as a simple of a place having enough rainfall and a good place for crop farming. Kids indicated rivers passing through that vegetation area and colored it with blue as a symbol of water and big trees showing the importance of forests. The purpose was to tell others on the importance of afforestation and effects of afforestation. The idea of afforestation is coming up to due increased number of cutting trees in the area they come from. 51 students attended the sessions as 26 laptops were used per session.
From the “I should have posted this months ago” vault…
When I led technology development at One Laptop per Child Australia, I maintained two golden rules:
In large part, I believe that we were successful.
Once the more obvious challenges have been identified and cleared, some more fundamental problems become evident. Our goal was to improve educational opportunities for children as young as possible, but proficiently using computers to input information can require a degree of literacy.
Sugar Labs have done stellar work in questioning the relevance of the desktop metaphor for education, and in coming up with a more suitable alternative. This proved to be a remarkable platform for developing a touch-screen laptop, in the form of the XO-4 Touch: the icons-based user interface meant that we could add touch capabilities with relatively few user-visible tweaks. The screen can be swivelled and closed over the keyboard as with previous models, meaning that this new version can be easily converted into a pure tablet at will.
Still, a fundamental assumption has long gone unchallenged on all computers: the default typeface and keyboard. It doesn’t at all represent how young children learn the English alphabet or literacy. Moreover, at OLPC Australia we were often dealing with children who were behind on learning outcomes, and who were attending school with almost no exposure to English (since they speak other languages at home). How are they supposed to learn the curriculum when they can barely communicate in the classroom?
Looking at a standard PC keyboard, you’ll see that the keys are printed with upper-case letters. And yet, that is not how letters are taught in Australian schools. Imagine that you’re a child who still hasn’t grasped his/her ABCs. You see a keyboard full of unfamiliar symbols. You press one, and on the screen pops up a completely different looking letter! The keyboard may be in upper-case, but by default you’ll get the lower-case variants on the screen.
Unfortunately, the most prevalent touch-screen keyboard on the marke isn’t any better. Given the large education market for its parent company, I’m astounded that this has not been a priority.
Better alternatives exist on other platforms, but I still was not satisfied.
The solution required an examination of how children learn, and the challenges that they often face when doing so. The end result is simple, yet effective.
This image contrasts the standard OLPC mechanical keyboard with the OLPC Australia Literacy keyboard that we developed. Getting there required several considerations:
One interesting user story with the old keyboard that I came across was in a remote Australian school, where Aboriginal children were trying to play the Maze activity by pressing the opposite arrows that they were supposed to. Apparently they thought that the arrows represented birds’ feet! You’ll see that we changed the arrow heads on the literacy keyboard as a result.
We explicitly chose not to change the QWERTY layout. That’s a different debate for another time.
After much research and discussions with educators, I was unimpressed with the other literacy-oriented fonts available online. Characters like ‘a’ and ‘9’ (just to mention a couple) are not rendered in the way that children are taught to write them. Young children are also susceptible to confusion over letters that look similar, including mirror-images of letters. We worked to differentiate, for instance, the lower-case L from the upper-case i, and the lower-case p from the lower-case q.
Typography is a wonderfully complex intersection of art and science, and it would have been foolhardy for us to have started from scratch. We used as our base the high-quality DejaVu Sans typeface. This gave us a foundation that worked well on screen and in print. Importantly for us, it maintained legibility at small point sizes on the 200dpi XO display.
abc123 is a suitable substitute for DejaVu Sans. I have been using it as the default user interface font in Ubuntu for over a year.
It looks great in Sugar as well. The letters are crisp and easy to differentiate, even at small point sizes. We made abc123 the default font for both the user interface and in activities (applications).
Likewise, the touch-screen keyboard is clear and simple to use.
The end result is a more consistent literacy experience across the whole device. What you press on the hardware or touch-screen keyboard will be reproduced exactly on the screen. What you see on the user interface is also what you see on the keyboards.
The SolarSPELL team held the second of two trainings with Peace Corps volunteers in Samoa in mid-June, 2016, on Upolu Island.
The SPELL team was appreciative of the opportunity to get to know the volunteers here before the training started; another welcoming and informative group! They had already heard about the SPELL from their fellow volunteers on Savai’i Island the week before, and were extremely positive and enthusiastic about the solar digital libraries and being able to use them at their schools around the island.
This group had a lot of great questions and ideas for us, in moving forward. We loved the tough questions they had and the insightful thoughts shared during the discussion. And we’re particularly look forward to hearing from them with suggestions for improvements for the SPELL!
In fact, we’ve already heard from a few of them over Facebook, with tremendous posts and news—please keep that fantastic communication coming! Below is a picture sent by one of the volunteers (Meagen) who introduced the SPELL to the teachers at her school, and she reported that the teachers ended up staying late because they lost track of time looking at everything on the SPELL. They wouldn’t even respond to her questions, they were so involved in it!
After the training finished that afternoon, Bruce launched one of the SPELL libraries in the pool, just to demonstrate how waterproof it is…and that it floats!
The SolarSPELL team held the first of two trainings with Peace Corps volunteers in Samoa in early June, 2016, on Savai’i island.
This training was particularly exciting for a few reasons: first, because all of the PC Volunteers in Samoa are English-language teachers, and/or librarians at their local schools. Thus, the SolarSPELL digital library is truly addressing a need within an existing initiative (or, as I prefer to say, hitting a synergistic sweet spot).
The training was also fantastic because the SPELL team had the opportunity to hang out with and get to know the volunteers on this island before the training started. The group was incredibly welcoming and inclusive! Their enthusiasm during the training was incredible and quite contagious. It was really tremendous to hear how relevant they found the information on the libraries, and to see how excited they were to start using these digital libraries at their schools.
The team also had the opportunity to visit a few of the schools where volunteers are stationed, and to see the libraries they were in the process of setting up there.
It was particularly exciting when we visited the second school: classes were finished for the day, but the teachers were still there. When we showed them the SolarSPELL it was pretty incredible, as every teacher there had a smartphone with her. We showed each of them how to connect to the library with the WiFi on their phones, and within minutes (seconds?) they were all surfing the SolarSPELL website.
In fact, one of them had never used the WiFi or Web Browser features on her phone before, because Internet connectivity is neither common nor affordable here. She was so excited to learn that she already had these capabilities on her very own phone, and could now surf the library’s “Internet” for free!
Organization for Economic Cooperation and Development, which found no positive evidence of impact of educational technology on student performance.Assistant Professor from the Michigan State University, recently posted an article asking if there is a need to abandon attempts to integrate technology in schools due to a recent international study published by the
According to the article, Professor Warschauer and Assistant Professor Zheng, have conducted their…
…own extensive observations. We conducted a synthesis of the results of 96 published global studies on these programs in K-12 schools during 2001-2015. Among them, 10 rigorously designed studies, mostly from the U.S., were included, to examine the relationship between these programs and academic achievement. We found significant benefits.We found students’ test scores in science, writing, math and English language arts improved significantly.
And the benefits were not limited to test scores.
To find out about their conclusions and read the full article, please click here.
Mark Warschauer has received funding for his research from the National Science Foundation, the Institute of Education Sciences, the Carnegie Corporation, the Smithsonian Center for Learning and Digital Access, the Spencer Foundation, the John Randolph Haynes and Dora Haynes Foundation, and Google Research.
Binbin Zheng does not work for, consult, own shares in or receive funding from any company or organization that would benefit from this article, and has disclosed no relevant affiliations beyond the academic appointment above
Technology plays a momentous role in shaping the future of our societies and ensuring that the next generation is prepared to cope with the burdens – and embrace the opportunities – to come. So, how exactly are we enabling our youth to contribute in this digital era?
Read this article by Stephanie Spurr posted at International Innovation where
Mariana Ludmila Cortés, VP of Business Development at OLPC, explains how the non-profit organisation is enabling children in developing countries to access educational devices for self-empowered learning.
On Friday May 6, 2016, students at Cal Poly built 75 new SolarSPELL libraries! What’s more, this feat—which included drilling, wire-stripping, soldering, gluing, taping, Velcro-ing, and much more, was accomplished in just a few hours.
The group did, in fact, get a jump-start on the build on Wednesday, May 4, having had the opportunity to set up all of the equipment, describe and train on what needed to be done in terms of assembly and building, and identify any potential bottlenecks for the assembly-line manufacture that would take place on Friday.
These SPELL libraries are destined for schools in Samoa, Tonga, and the Federated States of Micronesia (FSM). In all three locations, we are working in partnership with the US Peace Corps, to provide their Volunteers with this educational technology to assist them in being able to carry out their mission of being teachers in remote, rural schools.
On the same evening of the build, the University hosted a gala evening for alumni, called the Evening of Green and Gold. SolarSPELL was invited to set up a display and speak to alumni about the project’s accomplishments.
Even though the build was exciting and fostered a sense of accomplishment, there remains quite a bit more to be done besides building the hardware of the library. After the build, the students transitioned to working on gathering additional content for the library (especially content curated for our new partners Samoa and Tonga), testing out the new website, building a new-and-improved how-to-use guide.
We look forward to deploying the first batch of the new SPELLs in Samoa in June!
|Regional Director Mercy Ackah meeting with staff|
Christ the King
|The Mobile Library is here! TERRIFICALLY EXCITING!!!|
|Ebby Mienza and his daughter re-packing books into standard-sized boxes for the shipping container. They have processed thousands of books in this manner. Ebby grew up in Axim.|
|Two very good guys. Ishmael Baidoe (left) lived for years in Finland, George Hayford in Atlanta. They are back "home" in Ghana and help by collecting books from the port at Tema and delivering to Axim. No easy task! |
|Most recent shipment, delivered to the Axim Library and still being unpacked as we write. 19 boxes!|
|Students with their library books in their classroom. With these books, they can actually use their reading skills. Without these books, they basically have only the teacher's writing on the blackboard, and their own copying of the teacher's writing in their exercise books.|
|Kind of chaotic, but he's READING his book no matter what!|
|When parents are late or can't pay school fees, students are not allowed to attend school. So, they come on their own initiative to the library to read on their own.|
|Madame Bernice Ankrah, Days for Girls International--Ghana Country Director|
|Pinning charts to the blackboard|
|Simple charts but effective.This is Ghana---can't trust electricity for PowerPoint slides or keeping a laptop charged. She used the tools she had wonderfully.|
|Director Safiatu Seidu gleefully showing off her "prize"!|
|Hey, Bernice, the kit fits!!|
|CDVTI sewing machines. Remember, with sporadic electricity, hand-driven machines can keep going no matter what!|
|Girls intently watching the sewing demonstration|
|Director Seidu and student handing out the kits|
|Teacher Flora captured the entire session on her tablet---for future instructional use, she said|
|Every CDVTI female student has a DFG menstrual kit and new knowledge about their lives as women|
$ sudo yum install postgis postgresql-server postgresql-contrib
$ sudo postgresql-setup initdb
$ sudo -i -u postgres
postgres=# \password postgres
Enter new password:
Enter it again:
$ sudo vi /var/lib/pgsql/data/pg_hba.conf
host all all 127.0.0.1/32 ident
host all all 0.0.0.0/0 md5
$ sudo vi /var/lib/pgsql/data/postgresql.conf
#listen_addresses = 'localhost'
listen_addresses = '*'
$ sudo su - postgres
$ createuser --superuser [user]
$ psql -c "ALTER ROLE [user] PASSWORD '[password]'"
$ createdb webster
$ psql -d webster -c 'CREATE EXTENSION postgis'
Webster.dbdirectory containing the file geodatabase, I ran:
$ ogr2ogr -f "PostgreSQL" PG:"dbname=webster user=[user] password=[password]" Webster.gdb
$ yum check-update
$ sudo yum update package_name
$ sudo yum update [to update all packages]
$ sudo yum group update group_name
$ yum list installed
$ yum list installed "global expression"
$ yum list available "global expression"
$ yum search term...
$ yum info package_name
$ sudo yum install package_name
$ sudo yum remove package_name
$ yum repolist
$ yum repolist -v
With more than 10 million users, the Scratch online community is the largest online community where kids learn to program. Since it was created, a central goal of the community has been to promote “remixing” — the reworking and recombination of existing creative artifacts. As the video above shows, remixing programming projects in the current web-based version of Scratch is as easy is as clicking on the “see inside” button in a project web-page, and then clicking on the “remix” button in the web-based code editor. Today, close to 30% of projects on Scratch are remixes.
Remixing plays such a central role in Scratch because its designers believed that remixing can play an important role in learning. After all, Scratch was designed first and foremost as a learning community with its roots in the Constructionist framework developed at MIT by Seymour Papert and his colleagues. The design of the Scratch online community was inspired by Papert’s vision of a learning community similar to Brazilian Samba schools (Henry Jenkins writes about his experience of Samba schools in the context of Papert’s vision here), and a comment Marvin Minsky made in 1984:
Adults worry a lot these days. Especially, they worry about how to make other people learn more about computers. They want to make us all “computer-literate.” Literacy means both reading and writing, but most books and courses about computers only tell you about writing programs. Worse, they only tell about commands and instructions and programming-language grammar rules. They hardly ever give examples. But real languages are more than words and grammar rules. There’s also literature – what people use the language for. No one ever learns a language from being told its grammar rules. We always start with stories about things that interest us.
In a new paper — titled “Remixing as a pathway to Computational Thinking” — that was recently published at the ACM Conference on Computer Supported Collaborative Work and Social Computing (CSCW) conference, we used a series of quantitative measures of online behavior to try to uncover evidence that might support the theory that remixing in Scratch is positively associated with learning.
Of course, because Scratch is an informal environment with no set path for users, no lesson plan, and no quizzes, measuring learning is an open problem. In our study, we built on two different approaches to measure learning in Scratch. The first approach considers the number of distinct types of programming blocks available in Scratch that a user has used over her lifetime in Scratch (there are 120 in total) — something that can be thought of as a block repertoire or vocabulary. This measure has been used to model informal learning in Scratch in an earlier study. Using this approach, we hypothesized that users who remix more will have a faster rate of growth for their code vocabulary.
Controlling for a number of factors (e.g. age of user, the general level of activity) we found evidence of a small, but positive relationship between the number of remixes a user has shared and her block vocabulary as measured by the unique blocks she used in her non-remix projects. Intriguingly, we also found a strong association between the number of downloads by a user and her vocabulary growth. One interpretation is that this learning might also be associated with less active forms of appropriation, like the process of reading source code described by Minksy.
The second approach we used considered specific concepts in programming, such as loops, or event-handling. To measure this, we utilized a mapping of Scratch blocks to key programming concepts found in this paper by Karen Brennan and Mitchel Resnick. For example, in the image below are all the Scratch blocks mapped to the concept of “loop”.
We looked at six concepts in total (conditionals, data, events, loops, operators, and parallelism). In each case, we hypothesized that if someone has had never used a given concept before, they would be more likely to use that concept after encountering it while remixing an existing project.
Using this second approach, we found that users who had never used a concept were more likely to do so if they had been exposed to the concept through remixing. Although some concepts were more widely used than others, we found a positive relationship between concept use and exposure through remixing for each of the six concepts. We found that this relationship was true even if we ignored obvious examples of cutting and pasting of blocks of code. In all of these models, we found what we believe is evidence of learning through remixing.
Of course, there are many limitations in this work. What we found are all positive correlations — we do not know if these relationships are causal. Moreover, our measures do not really tell us whether someone has “understood” the usage of a given block or programming concept.However, even with these limitations, we are excited by the results of our work, and we plan to build on what we have. Our next steps include developing and utilizing better measures of learning, as well as looking at other methods of appropriation like viewing the source code of a project.
The Voice of America featured the SolarSPELL digital library in a recent news article on its website.
Vanuatu Peace Corps volunteer Alexis Cullen, Peace Corps ICT4D Program Officer Gabriel Krieshok, and Prof. Laura Hosman were interviewed for the article. The article also features links to videos on the SolarSPELL website.
# yum install firewalldWith the router configured, it is time to setup Server1 and Server2:
enp3s0: mtu 1500 qdisc pfifo_fast state UP qlen 1000
link/ether 00:15:17:20:b6:e6 brd ff:ff:ff:ff:ff:ff
GATEWAY="x.x.x.x" (place your gateway adress here)
However, taxi drivers in Clark County must get a permit from the Nevada Taxicab Authority.RV, boat and trailer owners need a Class A or B license to drive vehicles 26,000 pounds or heavier. An Endorsement J is needed to tow a vehicle over 10,000 GVWR. If the combination of the towing vehicle and the towed vehicle(s) exceed 26,000 pounds, a Class A license is required. Firefighters, farmers and military members who drive non-commercial heavy equipment. This endorsement is a limited exemption from commercial licensing requirements.Must wear corrective eye lenses (glasses or contacts). See Testing.DMV Home Page | About us | Driver License | Registration | License Plates | Business | Forms |
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Offices | State of Nevada Home PageHonorably-discharged veterans may have a Veteran designation placed on their license. Present evidence of honorable discharge at any DMV office. Fight Fraud NVSingle vehicles with a weight (GVWR) of 26,001 or more pounds;Cars, vans, pickups, mopeds, and other vehicles with a weight (GVWR) ofCombination vehicles, such as tractor-trailers, with a Gross Combination Weight Rating (GCWR) of 26,001 pounds or more, provided the vehicle being towed has a Gross Vehicle Weight Rating (GVWR) of 10,001 pounds or more.
If you are obtaining the designation only, the fee is $9.25 for a non-commercial license or ID card or $13.25 for a commercial license. There is no additional fee if you are renewing your license or completing another license transaction. If you are mailing a license renewal, you may mail a copy of the document. Visit archives.gov to obtain a copy of your DD-214 or other evidence of honorable discharge.RV & Trailers
26,000 pounds or less; allows towing of a vehicle with a GVWR of 10,000 pounds or less. Class C license holders may tow a combination of vehicles not to exceed seventy feet in length. If the GVWR of the towed vehicles exceeds 10,000 pounds, an Endorsement J is required.
Nevada license classes, common endorsements and common restrictions are listed below. Nevada does not issue any type of Chauffeur or other special license.Living WIll LockboxMotorcycles. If you impulsive a motorcycle and a Class A, B, or C vehicle, your certify exit attest both classes, provided you render met all otc requirements. See Motorcycles, Mopeds & Bicycles, Motorcycle Skills Test and the Motorcycle Handbook.
See the Commercial Driver Handbook.
My WordPress instance seems to be attracting hackers. Please refer to my posts in the Sugar Labs wiki (https://wiki.sugarlabs.org/go/Archive/Current_Events) wile I sort things out.
Last week, the Media Lab organized a memorial event for Marvin Minsky. The main event space had large life-size images of Marvin’s living room on all sides; I had been lucky enough to visit Marvin and Gloria a few times over the last three years (courtesy Brian Silverman and Cynthia Solomon), and I’m glad that the living room was an integral part of celebrating Marvin’s life and legacy. Each table in the post-event reception had a large pile of fortune cookies in the middle, and each of these fortune cookies had a “Marvinism” inside. Here’s an example (Hiroshi Ishii tweeted a list of all the Marvinisms in the cookies):
For those who can read Bangla, I also wrote a short piece on Marvin for the “Bigyan” (বিজ্ঞান) e-zine; you can read it here.
$ echo 'set bell-style none' >> ~/.inputrcwhich appends 'set bell-style none' to the .inputrc file in my home directory. .inputrc didn't exist in my home directory (I checked before running the command), so running this command created it.
Our own Sameer Verma has been elected for a two-year term on the Sugar Labs Oversight Board! He joins the board of 7 members governing the future of Sugar Labs.
Elections for the Sugar Labs Oversight Board were held in January. All seven seats were up for election, the top 4 winners were elected for two-year terms and the following 3 were elected for one-year terms. In this way approximately half the board is up for election each year, going forward.
Board meetings are held on the first Friday of every month over IRC. You can find the meeting minutes on the Sugar Labs wiki.
Congratulations to Sameer and the other board members. OLPC-SF is excited and is looking forward to what 2016 brings for Sugar Labs and the OLPC Community.
Topics discussed on March 12, 2016 Meeting:
Spread the word on Sugarizer with “hackathons” and introducing Sugarizer in Hour of Code at schools.
Get OLPC-SF more involved in the process.
Alt School - charter school
Focus - use technology to document the learning experience of each child and figure out the needs of each child.
Adding more technology into the school experience.
Working this new system - kids like to learn and given the right opportunity they will take in and grow further on what they find interesting.
Tanzania – RACHEL
Goals: Get the server to function, and introduce teachers to the software
Engage the teachers to prove the laptops are not simply a toy, rather there is an actual use to the computers
However, the server was not connecting once 5-6 laptops were in use.
Sameer Verma, Aaron Borden, and Andi Gros
Open Learning Exchange
Actively looking to grow out to new devices.
India/Bhagmalpur data - There is data to see what the kids are using.
Hard to assess whether or not the kids are using the OLPC laptops unless we see the data.
|Leif Pederson (the guy with the cap) and Axim workers figuring out how to get the water from the Axim water system up into the polytank back in 2009...|
|First they had to hook up the pipes|
But that polytank just plain wore out, so our first priority project for 2016 was replace it, and provide ongoing clean water for the nearly 30 residents from Manye Academy Senior High School and their House Supervisors.
|And you climb up there to hook everything up, and hope against hope...|
Mustang News, the award-winning on-campus source for media about California Polytechnic State University, has released two videos about the SolarSPELL project.
The first video (above) gives an overview of the library and the project (up to now).
The second video covers the Appropriate Technology Workshop and Build Day that was held in October 2015, when Cal Poly students from across the campus came together and built 30 SolarSPELL libraries in one afternoon.
$ ed fruits.txtdid not create the file for me, instead returning a "No such file or directory" error. So I did the following, which worked:
$ touch fruits.txtAfter that, I ran $ cat fruits.txt, and saw that everything was as I wanted it:
$ ed fruits.txt
applesNow if I want an alphabetical listing of the fruits in my list, I can run:
$ grep berries fruits.txt | sortand see this:
blackberriesRegexOne is a nice, interactive tutorial for learning basic regular expressions. I wanted to do all the exercises using grep on the command-line as well, and in the process setup a new github repo for resources related to our RHCSA study, here.
"Know your enemies and know yourself, you will not be imperiled in a hundred battles."So I'll count learning ArcGIS as knowing my enemy, and time permitting, I will do each lab assignment in QGIS in parallel.
$ sudo apt-key adv --keyserver keyserver.ubuntu.com --recv-key 3FF5FFCAD71472C4This is a much easier process than installing ArcGIS. QGIS also runs much faster than ArcGIS, and on the operating system I choose, not the one chosen for me.
$ sudo aptitude update
$ sudo aptitude install qgis
Hands of Charity and Kenya Friends of Small Solutions
We could do this… join the movement, create fashion from ‘trash’!
View on Youtube: https://www.youtube.com/watch?v=Z61Qi_0aIJc
by Loren Malaguzzi
The child is made of one hundred |The child has a hundred languages | a hundred hands | a hundred thoughts | a hundred ways of thinking, of playing, of speaking. | A hundred always a hundred | ways of listening | a marveling of loving | a hundred joys | for singing and understanding | a hundred worlds | to discover | a hundred worlds | to invent | a hundred worlds | to dream.
The child has a hundred languages | but the steal ninety nine. | The school and the culture separate the head from the body. | They tell the child: to think without hands | to do without heart | to listen and not to speak | to understand without joy | to love and to marvel only at Easter and at Christmas, | they tell the child: to discover the world already there | of a the hundred, they steal ninety-nine. They tell the child: that work and play reality and fantasy | science and imagination | sky and earth | reason and dream | are things | that do not belong together. | And they tell the child that the hundred is not there | The child says | NO way, The hundred is there.
OLPC San Francisco is eight years old! We will be hosting our monthly meeting Saturday, January 9th, from 10AM - 1PM at the downtown SFSU campus, 835 Market Street, 5th floor, Room 597 (the fishbowl).
Our meetings are held on the second Saturday of every month. Everyone is welcome to join us for our monthly meeting! We'll be discussing the latest in OLPC events and give updates on our local (and global) projects. There will be plenty of XO laptops with the latest builds to play around with, too.