RE: [DDN] Terminology & its discontents (Re: Third World)

[Dr. Steve Eskow]

Since I know that "Third World" was chosen by the partisans of those
countries themselves, and many continue to favor it, I've been using "Third
World" regularly. I think, however, that Don Osborn is right, and that  the
term has grown into negativity.

Here is a point of view from Meadows, Meadows, and Randers in their  BEYOND
THE LIMITS:

"Like everyone, we have trouble with the choice of words to designate
different regions of the world. We object to the words "developed" and
"developing" for reasons that will become evident...The terms 'First,'
'Second,' and 'Third Worlds...[are] rapidly waning in relevance. 'North' and
'South' are geographically inaccurate but value-free designations often used
in United Nations documents...

"But the distinction we think is most accurate for our purposes is between
cultures that are 'industrialized' and 'less-industrialized.'...

For general use, I think I will try to use " North" and "South.," following
UN usage.

Steve Eskow

[EMAIL PROTECTED]

-Original Message-
From: [EMAIL PROTECTED]
[mailto:[EMAIL PROTECTED] Behalf Of Donald Z. Osborn
Sent: Sunday, November 06, 2005 10:32 PM
To: The Digital Divide Network discussion group
Subject: [DDN] Terminology & its discontents (Re: Third World)

I wasn't going to get into this one, but will offer that I've stopped using
"Third World" for some time. It's a legacy term, if you will, and it's not
surprising that it is still in circulation (and it's better than some other
legacy terms in the field, like "underdeveloped"). I understand its
origins -
at least in part - were half a century ago in the so-called non-aligned
movement of countries professing allegience to neither the West or the
Eastern
bloc. Since "third" can also define a ranking, and the countries in the
"third
world" were generally among those with lower living standards, it was easy
to
make the association. Hence in the 70s the emergence of the term "fourth
world"
and so on.

As for "developing," I'm not so comfortable with that either. Although the
intent is clear, there is also a real sense in which we all are
"developing,"
though obviously some are materially richer or poorer, and some countries
have
more elaborate and productive infrastructures than others, etc.

All terms seem to have their strong and weak points, but the lesson I get
from
this is that maybe it is a good thing not to rely on such labels too much.
Choose words and terms to fit the context, choose well and make the
definitions
clear. What that means in terms of inconvenience of not having a ready
category
to put whole countries under, perhaps more than compensates in obliging us
to
keep analysis appropriate, sharp, and adaptable.

Don Osborn
Bisharat.net



Quoting Linda Ullah <[EMAIL PROTECTED]>:

> David,
>
> I don't see disagreement as much as the desire to find the best
> semantic fit.  I like  the word developing better than most of the
> other terms.  It implies progress and positive energy.
>
> In terms of your advise to Beth.. I absolutely agree that it is
> critical to focus on development and sustainability of resources,  She
> might look to local foundations.  We have reasonably successful with
> this approach.
>
> Linda Ullah
> Teacher in Residence
> Foothill College Krause Center for Innovation
> [EMAIL PROTECTED]
> [EMAIL PROTECTED]
> http://www.foothill.edu/kci
>
>
> On Nov 5, 2005, at 10:48 AM, Dave A. Chakrabarti wrote:
>
> >
> > Hi Vasu, Linda, Beth,
> >
> > I'm not sure I agree with you here. Why does "Third World" imply such
> > negative connotations? It may just be a difference in how we
> > understand the semantics, but I've also used "Third World" the way a
> > geographer or economist uses it, i.e. to mean "developing".
> > Personally, I've often found greater beauty and more humanity in the
> > third world than in more developed nations. I would certainly never
> > use it in a negative sense...my emphasis in meaning has always been
> > "developing, perhaps in alternative ways" rather than "underdeveloped"
> > or "backwards".
> >
> > Beth:
> >
> > In terms of best practices for running a community technology center,
> > I'd say you should focus on development and sustainability of
> > resources, which in your case will be mostly funding. Don't forget to
> > line up sustainable sources of in-kind donations, such as
> > laptop-repair and consulting, or donated space to work in, etc.
> >
> > I would suggest creating a system where the graduates of your program
> > contribute back to the program, either monetarily or by donating their
> > skills to teach the next generation of students. Similarly, being able
> > to expand so you can retain a percentage of your graduates as
> > instructors / administrative staff would also be a good goal to keep
> > in mind.
> >
> > I'm also strongly in favor of teaching open sourced technologies and
> > philosophies...i.e. Open Office instead of MS Office, etc. I'm of the
> > opinion that the cost of running and maintaining a lab i

[DDN] Online learning for the remote villages of Nicaragua

[Jack ODonnell]

La Familia de Padre Fabretto is a NGO which serves the needs of 4200
children in six locations in Nicaragua.  The organization delivers meals,
after school programs, computer education, music programs, sports, job
training and university scholarships to children of some of the poorest
communities in NW Nicaragua.  Thru different partnerships Fabretto has
established robust internet connections and well equipped computer labs in
each of their sites.  Very few schools exist in the region that Fabretto
serves that provide education beyond the 5th grade.  With the resources that
Fabretto has in place it hopes to offer its children education thru the 12th
grade via online learning.  We are just at the beginning stages of this
endeavor

 

Can anyone point us to organizations in Central America that have similar
goals?

 

Jack ODonnell

Friends of Fabretto

http://www.fabretto.org  

 

 

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[DDN] You might want to off Windows update if it's set to automatic...

[Dave A. Chakrabarti]

Just a note to say that you guys might want to turn off automatic 
updates in Windows. There's a new critical patch out that causes major 
problems on installation, but leaves you open to worm invasion if you 
leave it out. In true MS style, they note that the patch will secure you 
from worm action, though side effects may include deleting your network 
connections folder, preventing you from logging in to windows, etc. Oh, 
and your applications might not work, either.


I'd recommend turning off automatic updates, and then applying the patch 
to one machine on your network to see what it does. If it looks ok, then 
 proceeding with the update on identical machines is probably doable.


I'm not sure what I'm going to do with my home machine, though. First 
time I've hesitated to patch since SP 2 came out, though thankfully that 
wasn't as painful. At this point, my home machine's crucial so I can't 
afford to have it wormed, but I can't afford to let the solution kill my 
machine, either.


Time to stop being lazy and make the switch to a 'nix, I suspect.

Take care,

  Dave.


---

Dave A. Chakrabarti
Project Coordinator
CTCNet Chicago
[EMAIL PROTECTED]

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[DDN] Nonprofit Blog Exchange - Round 2

[[EMAIL PROTECTED]]

The next Nonprofit Blog Exchange virtual event will be held during the month of 
December. (all month) 
 
In order to participate in the exchange your blog must have content about 
nonprofits or nonprofit technology. It must also have at least 5 blog entries 
and it must be in English.
 
 
There will be two ways to participate in the 2nd round. 
 
1) Exchange blogs with another blog/blogger and blog about the blog
2) List your blog in the exchange, but you do not have to blog about another 
blog. Another blogger will be given your blog to blog about.
 
If you would like to participate in the Nonprofit Blog Exchange virtual event, 
e-mail me the following information by November 30th with the subject Nonprofit 
Blog Exchange. Once you send me the information, I will be sending you 
additional questions to fill out for the virtual event.
 
If you would like to list your blog in the Nonprofit Exchange Blog, but not 
participate in the virtual event, you can submit the following information at 
anytime.
 
Your name:
Your e-mail address:
Geographic Location:
Name of blog:
Description of blog:
Web address of blog:
Do you want to participate in the virtual event?
 

For more information about the Nonprofit Blog Exchange check out 
http://nonprofitblogexchange.blogspot.com.
 
 
Emily Weinberg
Volunteer-Coordinator-in-Chief of The Nonprofit Blog Exchange
United States



-
 Yahoo! FareChase - Search multiple travel sites in one click.  
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[DDN] Student Teams - Lemelson-MIT InvenTeams Program

[Champ-Blackwell, Siobhan]

Student Teams Invited to Participate in Lemelson-MIT
InvenTeams Program

 Deadline: May 6, 2006

 The Lemelson-MIT Program ( http://web.mit.edu/invent/  )  works to
inspire young people to pursue creative lives  and careers and, in
particular, to engage in invention  and pursue sustainable new solutions
to real-world  problems.

 As part of this effort, the Lemelson-MIT InvenTeams  program supports a
non-competitive, team-based approach  to invention and innovation among
high school students. 
 To that end, the program annually awards grants to teams  based on the
inventiveness, ingenuity, and feasibility  of their project proposals.

 InvenTeams projects have spanned many fields, from assis-  tive devices
to environmental technologies and consumer  goods. Applicants are
encouraged to consider the problems  or needs of the world's poorest
people (those earning
 $2/day) in brainstorming project ideas.

 Up to eighteen grants of up to $10,000 each are available.
 Grant funding is intended for research, materials, and  learning
experiences related to developing the team's  invention; it may not be
expended on capital equipment or  professional services. In recognition
of their dedication,  teachers who facilitate extracurricular invention
projects  can designate up to $2,000 of their grant toward a  teacher's
stipend.

 High school science, mathematics, and technology teachers
 -- or teams of teachers -- at public, private, and  vocational schools
are eligible to apply. Intra- and  inter-school collaborations are also
welcome to apply. 
 Team diversity and inclusiveness with school activities  and  classes
is encouraged. Teams may range in size from  a small extracurricular
club of five members to entire  classes of thirty or more students.

 Complete program information, application procedures, and  descriptions
of previous InvenTeams projects are available  at the program's Web
site.
 
 RFP Link: 
 http://fconline.fdncenter.org/pnd/5001626/mit/lemelson 

Siobhan Champ-Blackwell, MSLIS
Community Outreach Liaison
National Network of Libraries of Medicine,  MidContinental Region
Creighton University Health Sciences Library
2500 California Plaza
Omaha, NE 68178
402-280-4156/800-338-7657
[EMAIL PROTECTED]
http://nnlm.gov/mcr/ (NN/LM MCR Web Site)
http://medstat.med.utah.edu/blogs/BHIC/ (Web Log)
http://www.digitaldivide.net/profile/siobhanchamp-blackwell (Digital
Divide Network Profile)
 


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[DDN] Fwd: [AFRICA_NET] gapminder

[Donald Z. Osborn]

FYI, this effort to make statistics on development more accessible may be of
interest. (URL in text below; site is mainly in English.)  DZO


- Forwarded message from rakotonoera denis <[EMAIL PROTECTED]> -
Date: Sun, 6 Nov 2005 23:46:23 +0100 (CET)
From: rakotonoera denis <[EMAIL PROTECTED]>
Reply-To: rakotonoera denis <[EMAIL PROTECTED]>
 Subject: [AFRICA_NET] gapminder
  To: [EMAIL PROTECTED]

Bonjour,

http://www.gapminder.org/ 
Je vous invite à voir sur ce site, le "film" complet
des niveaux de développement dans le monde, graphiques
fort bien faits, que l'on peut stopper bien sûr pour
un examen plus complet car cela va vite. Toute la
présentation peut être téléchargée. C'est du beau
travail de programmation sous Flash.

cordialement,


Denis Rakotonoera
Association e-développement (www.aedev.org)
En utilisant notre service Kingatel 0 892 404 404  ( 0,34 euro la minute) pour
vos appels internationaux, vous nous aiderez à réaliser  nos projets.

--
- Archives : http://lists.reseauafricanet.org/index.html/arc/africa_net
- Pour s'abonner : écrire à [EMAIL PROTECTED] et dans le corps du
message, écrire : SUBscribe africa_net
- Pour se désabonner : écrire à [EMAIL PROTECTED] et dans le corps du
message, écrire : SIGnoff africa_net  


- End forwarded message -


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[DDN] Nonprofit Software Survey - We need your help

[Katrin Verclas]

Aspiration is conducting the first-ever 'Nonprofit Software Survey.'

We want to learn how nonprofit/NGO staff and their technology supports
around the world:

* search for appropriate software for their work,
* evaluate software options, and
* decide which tools to use.

We need your help:

1. Please fill it out!
Fill out the Nonprofit Software Survey at
http://www.surveymonkey.com/s.asp?u=806691298474. It'll take about 10-15
minutes to complete the survey.

2. Please pass it on!
Pass on the Nonprofit Software Survey
http://www.surveymonkey.com/s.asp?u=806691298474 to nonprofit and NGO
staff and decision makers in your networks.

We are especially interested in hearing from program and management
staff of nonprofits and NGOs.  We will make results widely
available once the survey is completed.

Thank you very much! (and apologies for cross-posting).

Best,

Katrin

Katrin Verclas
Aspiration: Better Tools for a Better World
www.aspirationtech.org
[EMAIL PROTECTED]


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[DDN] .DECLARATION OF AGREEMENT IN SUPPORT OF GIRLS AND WOMEN IN INFORMATION AND COMMUNICATION TECHNOLOGY

[BBracey]

 .DECLARATION OF AGREEMENT
IN SUPPORT OF GIRLS AND WOMEN IN
INFORMATION AND COMMUNICATION TECHNOLOGY

Can your organization sign on to this document?

Recognizing that there are many business, civil society, government, and 
non-government organizations working both collaboratively and independently to 
conduct research, build awareness, and promote programs to remove the barriers 
that currently restrict girls' and women's access to and use of information and 
communication technologies (ICTs), impede their technology literacy, and 
discourage their full participation in the ownership, development, control, and 
management of ICTs,

Recalling the Beijing Declaration and Platform for Action and the outcome 
document adopted at the 23rd special session of the General Assembly entitled “
Gender equality, development and peace in the twenty-first century,” on the 
potential of ICTs to contribute to the advancement and empowerment of women,


 The declaration is now on-line at http://www.umbc.edu/cwit/tunis.html. 
 Please let me know by Thursday if your organization can endorse it so that we 
can 
add you.  Please provide both the organization name and url.


  Forwarded by Bonnie Bracey Sutton

bbracey at aol com
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Re: [DDN] Educating the World's Children: Patterns of Growth and Inequality

[Donald Z. Osborn]

Bonnie, Thanks for this info. I'll comment on the AED report and girls'
education below...

Re the AED report, I was surprised in my scanning (and word searches) of the
document not to find a single mention of language(s) of instruction. This would
be a big omission in a report of this importance, as it is an issue getting
increased attention with efforts to expand basic education in poorer countries.
In Africa, at least, it is unavoidable. For instance, a recent international
conference and upcoming meeting:
* Conference on Bilingual Education and the Use of Local Languages (3-5 August
2005, Windhoek, Namibia)
http://www.adeanet.org/meetings/docs/conf%20Nam05/Eng/CompleteMTBLEReport_engl.pdf
* Languages and Education in Africa (LEA 2006; 19-22 June 2006, Oslo, Norway)
http://www.pfi.uio.no/konferanse/LEA2006/

There are a lot of examples from within individual African countries of how the
issues of language of instruction and  bilingual/multilingual curricula are
important, for instance:
* Significant public discussion about languages and education in South Africa, a
country that has 11 official languages
* A request by a teachers' union in Zambia that science and math be taught in
first languages (they noted that their students were not learning these
subjects well in the English-only curriculum - this is no surprise, since
people of any age anywhere learn most effectively in their strongest language,
and English there is a second/additional language)
* Translation of educational materials from French into national languages in
Senegal such as Wolof and Pulaar (though the point has been made that it would
be more sensible to *design* certain materials, especially for reading, in
these languages) for expanding elementary ed.
* Successful community schools program in Mali, using Bambara and other first
languages in "transitional bilingual education" approach (though "transitional"
is only one approach to bilingual ed.)
* Decision by Morocco in 2003 to use the Tifinagh script in Amazight (Berber)
language instruction in primary schools (this was also an impetus for the
recent completion of encoding of Tifinagh in Unicode, BTW)
* And diverse efforts of longer or more recent standing elsewhere on the
continent

Clearly, language of instruction is a vitally important issue for expansion of
education and improvement of its quality in Africa, and presumably no less so
in other regions (though it may be a less contested issue in other areas). It
certainly would seem an important variable in evaluating the impact and success
of elementary education. It is also a key consideration in allocating resources
for materials production, teacher training etc.
 
Re girls' education, this is also a key area for improvement and although many
agencies and governments acknowledge it, it is good to remind folks of it.

At the risk of seeming tedious on the point, I would offer that language of
instruction is also a consideration in girls' ed. It has been noted that girls
and women in Africa tend on the average to speak fewer languages than men, and
have less command of the official languages (English, French, Portuguese) which
double as the main or only languages of schooling (Clinton Robinson's 1996 book
on language and development in Africa has some observations and references).
This doesn't make girls' need for first language/bilingual education more than
that of boys, of course, but it does mean that when primary schooling takes
place uniquely in a language other than that of the home and community, mothers
may be more left out of the process than men. Among other things, this amounts
to a mother-daughter divide, and in places where families are reluctant to send
their daughters to school, one is tempted to see this as one of the reasons
why.

First-language/bilingual education makes sense, then, for pedagogical reasons
and family (and community) reasons. As such, the question of language(s) of
instruction seems an essential topic to at least take note of in any discussion
of educating the world's children.

When you bring in the issue of ICT in education, and the importance for girls in
it, there are also tie-ins with efforts to localize software and internet
content in first languages - something that is getting more attention globally
(including in Africa). But that's a topic to bring up again another day...

Don Osborn
Bisharat.net


Quoting [EMAIL PROTECTED]:
> 
> 
> "Many developing countries have made dramatic progress over the past several
> 
> decades to enroll their children in school. Still, too many children—
> especially girls and those in rural areas—are out of school or leave school
> before 
> graduating from the primary level and have little opportunity to attend
> secondary  
> school." This excerpt is from the recently released report Educating the 
> World's Children: Patterns of Growth and Inequality, authored by the
> Education 
> Policy and Data Center at the Academy for Educational Development (AE

[DDN] Terminology & its discontents (Re: Third World)

[Donald Z. Osborn]

I wasn't going to get into this one, but will offer that I've stopped using
"Third World" for some time. It's a legacy term, if you will, and it's not
surprising that it is still in circulation (and it's better than some other
legacy terms in the field, like "underdeveloped"). I understand its origins -
at least in part - were half a century ago in the so-called non-aligned
movement of countries professing allegience to neither the West or the Eastern
bloc. Since "third" can also define a ranking, and the countries in the "third
world" were generally among those with lower living standards, it was easy to
make the association. Hence in the 70s the emergence of the term "fourth world"
and so on.

As for "developing," I'm not so comfortable with that either. Although the
intent is clear, there is also a real sense in which we all are "developing,"
though obviously some are materially richer or poorer, and some countries have
more elaborate and productive infrastructures than others, etc.

All terms seem to have their strong and weak points, but the lesson I get from
this is that maybe it is a good thing not to rely on such labels too much.
Choose words and terms to fit the context, choose well and make the definitions
clear. What that means in terms of inconvenience of not having a ready category
to put whole countries under, perhaps more than compensates in obliging us to
keep analysis appropriate, sharp, and adaptable.

Don Osborn
Bisharat.net



Quoting Linda Ullah <[EMAIL PROTECTED]>:

> David,
> 
> I don't see disagreement as much as the desire to find the best 
> semantic fit.  I like  the word developing better than most of the 
> other terms.  It implies progress and positive energy.
> 
> In terms of your advise to Beth.. I absolutely agree that it is 
> critical to focus on development and sustainability of resources,  She 
> might look to local foundations.  We have reasonably successful with 
> this approach.
> 
> Linda Ullah
> Teacher in Residence
> Foothill College Krause Center for Innovation
> [EMAIL PROTECTED]
> [EMAIL PROTECTED]
> http://www.foothill.edu/kci
> 
> 
> On Nov 5, 2005, at 10:48 AM, Dave A. Chakrabarti wrote:
> 
> >
> > Hi Vasu, Linda, Beth,
> >
> > I'm not sure I agree with you here. Why does "Third World" imply such 
> > negative connotations? It may just be a difference in how we 
> > understand the semantics, but I've also used "Third World" the way a 
> > geographer or economist uses it, i.e. to mean "developing". 
> > Personally, I've often found greater beauty and more humanity in the 
> > third world than in more developed nations. I would certainly never 
> > use it in a negative sense...my emphasis in meaning has always been 
> > "developing, perhaps in alternative ways" rather than "underdeveloped" 
> > or "backwards".
> >
> > Beth:
> >
> > In terms of best practices for running a community technology center, 
> > I'd say you should focus on development and sustainability of 
> > resources, which in your case will be mostly funding. Don't forget to 
> > line up sustainable sources of in-kind donations, such as 
> > laptop-repair and consulting, or donated space to work in, etc.
> >
> > I would suggest creating a system where the graduates of your program 
> > contribute back to the program, either monetarily or by donating their 
> > skills to teach the next generation of students. Similarly, being able 
> > to expand so you can retain a percentage of your graduates as 
> > instructors / administrative staff would also be a good goal to keep 
> > in mind.
> >
> > I'm also strongly in favor of teaching open sourced technologies and 
> > philosophies...i.e. Open Office instead of MS Office, etc. I'm of the 
> > opinion that the cost of running and maintaining a lab is often much 
> > lower using open source tools, even in areas where software is not 
> > always paid for anyway...simply because open source architecture can 
> > sometimes be more robust, more scalable, and more user-supported.
> >
> >  D.
> >
> > -- 
> >
> > Dave A. Chakrabarti
> > Project Coordinator
> > CTCNet Chicago
> > [EMAIL PROTECTED]
> >
> >
> >
> > Linda Ullah wrote:
> >
> >> Vasu,
> >>
> >> I absolutely agree with you. Third World really does imply that there 
> >> are multiple levels of people/countries.  There are so many ways that 
> >> we can use Internet technology to help the children of the world 
> >> learn to understand and appreciate each other 's cultures. I'm 
> >> looking for help connecting teachers and students in meaningful ways 
> >> to help build tolerance and mutual respect for the future generations 
> >> (as you've so well stated the need).  There are many organizations 
> >> and schools trying to promote projects that do foster tolerance and 
> >> global understanding  Here is what I've tried to do:
> >>
> >> 1.  Global Project-based Learning Web Resource List: 
> >> http://my-ecoach.com/online/rldevelop.php?rlid=6499&action=edit  (I'd 
> >> really appreciate any resources t

[DDN] Refugees: The Liberians of Buduburam

[Andy Carvin]

Hi everyone,

This weekend I finally finished editing a nine-minute documentary short 
about my visit to the Liberian refugee camp in Buduburam, Ghana. In the 
video I visit a telecentre offering computer training to young 
Liberians, as well as a women's adult literacy support group. I've 
posted two versions of the video to my blog. The high-res version is 50 
megabytes, while the low-res version is 20 megabytes. Both versions 
include text captions.


http://www.andycarvin.com/archives/2005/11/refugees_the_li_1.html

To view the high-res version, simply click on the picture or the link 
"video documentary." For the low res version, you'll have to cut and 
paste the URL included in the text. I could only link to one of the two 
versions; otherwise it would cause problems for users who subscribe to 
my videos via my RSS feed.


Production notes:

The video was shot on location in Buduburam, Ghana in July 2005. Video 
was captured using an eight megapixel Konica Minolta Dimage a-200 
digital camera; audio was captured on an Olympus WS-200S handheld 
digital audio recorder. The captured files were uploaded to my G4 Mac 
laptop and edited with Final Cut Pro. Soundtrack includes music of 
Ghanaian drummer Obo Addy, used with permission of Alula Records. Video 
compressed to Quicktime using Final Cut Pro and the 3ivx codec. Total 
time: approximately 30 hours over three months.



Contact information for both projects profiled in the video can be found 
at the end of the video.


--
---
Andy Carvin
Program Director
EDC Center for Media & Community
acarvin @ edc . org
http://www.digitaldivide.net
http://katrina05.blogspot.com
Blog: http://www.andycarvin.com
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