!!!C4. Capacity building\n11. Everyone should have the necessary skills to benefit fully from the Information Society. Therefore capacity building and ICT literacy are essential. ICTs can contribute to achieving universal education worldwide, through delivery of education and training of teachers, and offering improved conditions for lifelong learning, encompassing people that are outside the formal education process, and improving professional skills.\n## Develop domestic policies to ensure that ICTs are fully integrated in education and training at all levels, including in curriculum development, teacher training, institutional administration and management, and in support of the concept of lifelong learning.\n## Develop and promote programmes to eradicate illiteracy using ICTs at national, regional and international levels.\n## Promote e-literacy skills for all, for example by designing and offering courses for public administration, taking advantage of existing facilities such as libraries, multipurpose community centres, public access points and by establishing local ICT training centres with the cooperation of all stakeholders. Special attention should be paid to disadvantaged and vulnerable groups.\n## In the context of national educational policies, and taking into account the need to eradicate adult illiteracy, ensure that young people are equipped with knowledge and skills to use ICTs, including the capacity to analyse and treat information in creative and innovative ways, share their expertise and participate fully in the Information Society.\n## Governments, in cooperation with other stakeholders, should create programmes for capacity building with an emphasis on creating a critical mass of qualified and skilled ICT professionals and experts.\n## Develop pilot projects to demonstrate the impact of ICT-based alternative educational delivery systems, notably for achieving Education for All targets, including basic literacy targets.\n## Work on removing the gender barriers to ICT education and training and promoting equal training opportunities in ICT-related fields for women and girls. Early intervention programmes in science and technology should target young girls with the aim of increasing the number of women in ICT careers. Promote the exchange of best practices on the integration of gender perspectives in ICT education.\n## Empower local communities, especially those in rural and underserved areas, in ICT use and promote the production of useful and socially meaningful content for the benefit of all.\n## Launch education and training programmes, where possible using information networks of traditional nomadic and indigenous peoples, which provide opportunities to fully participate in the Information Society.\n## Design and implement regional and international cooperation activities to enhance the capacity, notably, of leaders and operational staff in developing countries and LDCs, to apply ICTs effectively in the whole range of educational activities. This should include delivery of education outside the educational structure, such as the workplace and at home.\n## Design specific training programmes in the use of ICTs in order to meet the educational needs of information professionals, such as archivists, librarians, museum professionals, scientists, teachers, journalists, postal workers and other relevant professional groups. Training of information professionals should focus not only on new methods and techniques for the development and provision of information and communication services, but also on relevant management skills to ensure the best use of technologies. Training of teachers should focus on the technical aspects of ICTs, on development of content, and on the potential possibilities and challenges of ICTs.\n## Develop distance learning, training and other forms of education and training as part of capacity building programmes. Give special attention to developing countries and especially LDCs in different levels of human resources development.\n## Promote international and regional cooperation in the field of capacity building, including country programmes developed by the United Nations and its Specialized Agencies\n## Launch pilot projects to design new forms of ICT-based networking, linking education, training and research institutions between and among developed and developing countries and countries with economies in transition.\n## Volunteering, if conducted in harmony with national policies and local cultures, can be a valuable asset for raising human capacity to make productive use of ICT tools and build a more inclusive Information Society. Activate volunteer programmes to provide capacity building on ICT for development, particularly in developing countries.\n## Design programmes to train users to develop self-learning and self-development capacities.

From the [[Plan of Implementation of the World Summit on Sustainable Development|http://www.un-documents.net/jburgpln.htm]] \n\n116. Education is critical for promoting sustainable development. It is therefore essential to mobilize necessary resources, including financial resources at all levels, by bilateral and multilateral donors, including the World Bank and the regional development banks, by civil society and by foundations, to complement the efforts by national governments to pursue the following goals and actions:\n## Meet the [[Millennium development goal|Millennium Development Goals]] of achieving universal primary education, ensuring that, by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling;\n## Provide all children, particularly those living in rural areas and those living in poverty, especially girls, with the access and opportunity to complete a full course of primary education. \n117. Provide financial assistance and support to education, research, public awareness programmes and developmental institutions in developing countries and countries with economies in transition in order to:\n## Sustain their educational infrastructures and programmes, including those related to environment and public health education;\n## Consider means of avoiding the frequent, serious financial constraints faced by many institutions of higher learning, including universities around the world, particularly in developing countries and countries in transition. \n118. Address the impact of HIV/AIDS on the educational system in those countries seriously affected by the pandemic.\n\n119. Allocate national and international resources for basic education as proposed by the [[Dakar Framework for Action on Education for All|http://www.un-documents.net/dakarfa.htm]] and for improved integration of sustainable development into education and in bilateral and multilateral development programmes, and improve integration between publicly funded research and development and development programmes.\n\n120. Eliminate gender disparity in primary and secondary education by 2005, as provided in the Dakar Framework for Action on Education for All, and at all levels of education no later than 2015, to meet the development goals contained in the [[Millennium Declaration|http://www.un-documents.net/a55r2.htm]], with action to ensure, inter alia, equal access to all levels and forms of education, training and capacity-building by gender mainstreaming, and by creating a gender-sensitive educational system.\n\n121. Integrate sustainable development into education systems at all levels of education in order to promote education as a key agent for change.\n\n122. Develop, implement, monitor and review education action plans and programmes at the national, subnational and local levels, as appropriate, that reflect the Dakar Framework for Action on Education for All and that are relevant to local conditions and needs leading to the achievement of community development and make education for sustainable development a part of those plans.\n\n123. Provide all community members with a wide range of formal and non-formal continuing educational opportunities, including volunteer community service programmes, in order to end illiteracy and emphasize the importance of lifelong learning and promote sustainable development.\n\n124. Support the use of education to promote sustainable development, including through urgent actions at all levels to:\n## Integrate information and communications technology in school curriculum development to ensure its access by both rural and urban communities and provide assistance, particularly to developing countries, inter alia, for the establishment of an appropriate enabling environment required for such technology;\n## Promote, as appropriate, affordable and increased access to programmes for students, researchers and engineers from developing countries in the universities and research institutions of developed countries in order to promote the exchange of experience and capacity that will benefit all partners;\n## Continue to implement the work programme of the Commission on Sustainable Development on education for sustainable development;\n## Recommend to the United Nations General Assembly that it consider adopting a ''decade of education for sustainable development'', starting in 2005.

''General Assembly Resolution A/RES/57/254''. //20 December 2002//\n\n''United Nations Decade of Education for Sustainable Development''\n\n//The General Assembly//,\n\n//Recalling// [[chapter 36 of Agenda 21|http://www.un-documents.net/a21-36.htm]], on promoting education, public awareness and training, adopted at the United Nations Conference on Environment and Development, held in Rio de Janeiro, Brazil, in 1992,\n\n//Reaffirming// the internationally agreed development goal of achieving universal primary education, in particular that, by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling,\n\n//Appreciating// the contribution made by the Commission on Sustainable Development to the issue of education for sustainable development since the United Nations Conference on Environment and Development,\n\n//Welcoming// the fact that the [[Plan of Implementation of the World Summit on Sustainable Development|http://www.un-documents.net/jburgpln.htm]] ("Johannesburg Plan of Implementation") confirmed the importance of education for sustainable development and recommended that the General Assembly consider adopting a decade of education for sustainable development starting in 2005,\n\n//Emphasizing// that education is an indispensable element for achieving sustainable development,\n\n1. //Decides// to proclaim the ten-year period beginning on 1 January 2005 the United Nations Decade of Education for Sustainable Development;\n\n2. //Designates// the United Nations Educational, Scientific and Cultural Organization as the lead agency for the promotion of the Decade, and requests it to develop a draft international implementation scheme, clarifying its relationship with the existing educational processes, in particular the [[Dakar Framework for Action|http://www.un-documents.net/dakarfa.htm]] adopted at the World Education Forum/3 and the [[United Nations Literacy Decade|http://www.unesco.org/education/litdecade/]], in consultation with the United Nations and other relevant international organizations, Governments, non-governmental organizations and other stakeholders, with a view to providing recommendations for Governments on how to promote and improve the integration of education for sustainable development in their respective educational strategies and action plans at the appropriate level;\n\n3. //Invites// Governments to consider the inclusion of measures to implement the Decade in their respective educational strategies and action plans by 2005, taking into account the international implementation scheme to be prepared by the United Nations Educational, Scientific and Cultural Organization;\n\n4. //Decides// to include in the provisional agenda of its fifty-eighth session an item entitled "United Nations Decade of Education for Sustainable Development".

''General Assembly Resolution A/RES/58/219''. //23 December 2003//\n''United Nations Decade of Education for Sustainable Development''\n\n//The General Assembly//,\n\n//Recalling// [[chapter 36 of Agenda 21|http://www.un-documents.net/a21-36,htm]], on promoting education, public awareness and training, adopted at the United Nations Conference on Environment and Development, held in Rio de Janeiro, Brazil, from 3 to 14 June 1992,\n\n//Recalling also// the relevant provisions of the [[Plan of Implementation of the World Summit on Sustainable Development|http://www.un-documents.net/jburgpln.htm]] ("Johannesburg Plan of Implementation") on education, in particular its provision 124 (//d//) on the United Nations Decade of Education for Sustainable Development,\n\n//Recalling further// its [[resolution 57/254|57/254. United Nations Decade of Education for Sustainable Development]] of 20 December 2002,\n\n//Reaffirming// the internationally agreed development goal of achieving universal primary education, in particular that by 2015 children everywhere, boys and girls alike, will be able to complete a full course of primary schooling,\n\n//Taking note// of the report of the Director-General of the United Nations Educational, Scientific and Cultural Organization on the United Nations Decade of Education for Sustainable Development,\n\n//Welcoming// the fact that the Commission on Sustainable Development, at its eleventh session, identified education as one of the cross-cutting issues of its multi-year programme of work,\n\n//Emphasizing// that education is an indispensable element for achieving sustainable development,\n\n1. //Takes note// of the Framework for a Draft International Implementation Scheme prepared by the United Nations Educational, Scientific and Cultural Organization, requests the United Nations Educational, Scientific and Cultural Organization, as the designated lead agency, to promote the United Nations Decade of Education for Sustainable Development, in coordination with other relevant United Nations agencies and programmes, and further requests it to finalize the international implementation scheme, while clarifying its relationship with the existing educational processes, in particular the [[Dakar Framework for Action|http://www.un-documents.net/dakarfa.htm]] adopted at the World Education Forum and the [[United Nations Literacy Decade|http://www.unesco.org/education/litdecade/]], in consultation with Governments, the United Nations and other relevant international organizations, non-governmental organizations and other stakeholders;\n\n2. //Reaffirms// that education for sustainable development is critical for promoting sustainable development, and in this regard encourages Governments to consider the inclusion of measures to implement the United Nations Decade of Education for Sustainable Development in their respective educational strategies and national development plans by 2005;\n\n3. //Invites// Governments to promote public awareness of and wider participation in the United Nations Decade of Education for Sustainable Development, including through cooperation and initiatives engaging civil society and other relevant stakeholders;\n\n4. //Decides// to include in the provisional agenda of its fifty-ninth session, under the item entitled "Environment and sustainable development", a sub-item entitled "United Nations Decade of Education for Sustainable Development".

''General Assembly Resolution 59/237''. //22 December 2004//\n''United Nations Decade of Education for Sustainable Development''\n\n//The General Assembly//,\n\n//Recalling// [[chapter 36 of Agenda 21|http://www.un-documents.net/a21-36.htm]], on promoting education, public awareness and training, adopted at the United Nations Conference on Environment and Development, held in Rio de Janeiro, Brazil, from 3 to 14 June 1992,\n\n//Recalling also// the work programme on education, public awareness and training initiated by the Commission on Sustainable Development at its fourth session in 1996 and elaborated upon at its sixth session in 1998,\n\n//Recalling further// the relevant provisions of the [[Plan of Implementation of the World Summit on Sustainable Development|http://www.un-documents.net/jburgpln.htm]] ("Johannesburg Plan of Implementation") on education to promote sustainable development, in particular its provision 124,\n\n//Recalling// its resolutions [[57/254|57/254. United Nations Decade of Education for Sustainable Development]] of 20 December 2002 and [[58/219|58/219. United Nations Decade of Education for Sustainable Development]] of 23 December 2003,\n\n//Underlining// in this regard the fact that the United Nations Decade of Education for Sustainable Development shall begin on 1 January 2005,\n\n//Welcoming// the fact that the Commission on Sustainable Development, at its eleventh session, identified education as one of the cross-cutting issues of its multiyear programme of work,\n\n//Reaffirming// the internationally agreed development goal of achieving universal primary education, in particular that by 2015 children everywhere, boys and girls alike, will be able to complete a full course of primary schooling and that boys and girls will have equal access to all levels of education,\n\n//Taking note// of the oral report presented on 18 October 2004 at the fifty-ninth session of the General Assembly by the Assistant Director-General for Education of the United Nations Educational, Scientific and Cultural Organization regarding its preparations for the Decade,\n\n//Taking note also// of the report of the Secretary-General on the implementation of the International Strategy for Disaster Reduction,in particular the reference to the issue "Learning to live with risk", as regards the need to focus on education and awareness, linked with the Decade, to be considered at the World Conference on Disaster Reduction, to be held in Kobe, Japan, from 18 to 22 January 2005,\n\n//Emphasizing// that education is an indispensable element for achieving sustainable development,\n\n1. //Reaffirms// that education for sustainable development is critical for promoting sustainable development;\n\n2. //Requests// the United Nations Educational, Scientific and Cultural Organization, as the designated lead agency, to promote the United Nations Decade of Education for Sustainable Development, in coordination with other relevant United Nations organizations and programmes, while taking into account the special needs of developing countries;\n\n3. //Requests// the Secretary-General to call upon the United Nations Educational, Scientific and Cultural Organization to finalize the draft international implementation scheme for the Decade as soon as possible, preferably by the beginning of the Decade, in consultation with Governments, the United Nations and relevant international organizations, non-governmental organizations and other stakeholders, while clarifying its relationship with the existing educational processes, in particular the [[Dakar Framework for Action|http://www.un-documents.net/dakarfa.htm]] adopted at the World Education Forum and the [[United Nations Literacy Decade|http://www.unesco.org/education/litdecade/]];\n\n4. //Also requests// the Secretary-General to call upon the Director-General of the United Nations Educational, Scientific and Cultural Organization to submit the draft international implementation scheme to the governing bodies of the United Nations Educational, Scientific and Cultural Organization for their final consideration and adoption;\n\n5. //Encourages// Governments to consider the inclusion, especially upon completion and adoption of the international implementation scheme, of measures to implement the Decade in their respective educational systems and strategies and, where appropriate, national development plans;\n\n6. //Invites// Governments to promote public awareness of and wider participation in the Decade, inter alia, through cooperation with and initiatives engaging civil society and other relevant stakeholders, especially at the beginning of the Decade;\n\n7. //Requests// the Secretary-General to invite the Director-General of the United Nations Educational, Scientific and Cultural Organization to prepare a midterm review of the implementation of the Decade, for submission to the General Assembly at its sixty-fifth session under the sub-item entitled "United Nations Decade of Education for Sustainable Development".

The ''60th Annual DPI/NGO Conference'' Ro be held at ''United Nations Headquarters'' from September 5-7, 2007.

* This Summary sets out the key policy-relevant findings of the Fourth Assessment of Working Group II of the Intergovernmental Panel on Climate Change (IPCC).\n* The Assessment is of current scientific understanding of impacts of climate change on natural, managed and human systems, the capacity of these systems to adapt and their vulnerability^^1^^. It builds upon past IPCC assessments and incorporates new knowledge gained since the Third Assessment.\n* Statements in this Summary are based on chapters in the Assessment and principal sources are given at the end of each paragraph^^2^^.

The Intergovernmental Panel on Climate Change (IPCC) was jointly established in 1988, by the World Meteorological Organization (WMO) and the United Nations Environment Programme (UNEP). Its present terms of reference are to:\n* Assess available information on the science, the impacts, and the economics of -- and the options for mitigating and/ or adapting to -- climate change.\n* Provide, on request, scientific/technical/socio-economic advice to the Conference of the Parties (COP) to the United Nations Framework Convention on Climate Change (UNFCCC).\nSince its establishment, the IPCC has produced a series of Assessment Reports (1990, 1995, and 2001), Special Reports, Technical Papers, and methodologies, such as the Guidelines for National Greenhouse Gas Inventories, which have become standard works of reference, widely used by policymakers, scientists, and other experts and students.\n\nThis Synthesis Report completes the four-volume Third Assessment Report (TAR). It addresses specifically the issues of concern to the policymaker, in the context of Article 2 of the UNFCCC -- issues such as the extent to which human activities have influenced and will in the future influence the global climate, the impacts of a changed climate on ecological and socio-economic systems, and existing and projected technical and policy capacity to address anthropogenic climate change. It explores briefly the linked nature of a number of multilateral environmental conventions. It draws on the work of hundreds of experts from all regions of the world who have in the past and at present participated in the IPCC process. As is customary in the IPCC, success in producing this report has depended first and foremost on the dedication, enthusiasm, and cooperation of these experts in many different but related disciplines.\n\nWe take this opportunity to express our heart-felt gratitude to the authors and reviewers of all the IPCC reports and Technical Papers, particularly the TAR. We thank likewise the IPCC Bureau; Dr. Sundararaman, Secretary of IPCC, and his Secretariat staff; and those staffing the Technical Support Units of the three Working Groups. We acknowledge with gratitude the governments and organizations that contribute to the IPCC Trust Fund, and provide support to the experts and in other ways. The IPCC has been especially successful in engaging in its work a large number of experts from the developing countries and countries with their economies in transition; the Trust Fund enables extending financial assistance for their travel to IPCC meetings.\n\nWe thank the Chairman of the IPCC, Dr. Robert T. Watson, for guiding the effort in completing the TAR.\n\n''G.O.P. Obasi''\nSecretary General\nWorld Meteorological Organization\n\n''K. Töpfer''\nExecutive Director\nUnited Nations Environment Programme\nand Director-General\nUnited Nations Office in Nairobi

* [[Question 1]]\n** What can scientific, technical, and socio-economic analyses contribute to the determination of what constitutes dangerous anthropogenic interference with the climate system as referred to in Article 2 of the Framework Convention on Climate Change?\n* [[Question 2]]\n** What is the evidence for, causes of, and consequences of changes in the Earth's climate since the pre-industrial era?\n* [[Question 3]]\n** What is known about the regional and global climatic, environmental, and socio-economic consequences in the next 25, 50, and 100 years associated with a range of greenhouse gas emissions arising from scenarios used in the TAR (projections which involve no climate policy intervention)?\n* [[Question 4]]\n** What is known about the influence of the increasing atmospheric concentrations of greenhouse gases and aerosols, and the projected human-induced change in climate regionally and globally ... [[more|Question 4]]\n* [[Question 5]]\n** What is known about the inertia and time scales associated with the changes in the climate system, ecological systems, and socio-economic sectors and their interactions?\n* [[Question 6]]\n** How does the extent and timing of the introduction of a range of emissions reduction actions determine and affect the rate, magnitude, and impacts of climate change, and affect the global and regional economy, taking into account the historical and current emissions?\n** What is known from sensitivity studies about regional and global climatic, environmental, and socio-economic consequences of stabilizing the atmospheric concentrations of greenhouse gases (in carbon dioxide equivalents), at a range of levels from today's to double that level or more, taking into account to the extent possible the effects of aerosols?\n* [[Question 7]]\n** What is known about the potential for, and costs and benefits of, and time frame for reducing greenhouse gas emissions?\n* [[Question 8]] \n** What is known about the interactions between projected human-induced changes in climate and other environmental issues (e.g., urban air pollution, regional acid deposition, loss of biological diversity, stratospheric ozone depletion, and desertification and land degradation)?\n** What is known about environmental, social, and economic costs and benefits and implications of these interactions for integrating climate change response strategies in an equitable manner into broad sustainable development strategies at the local, regional, and global scales?\n* [[Question 9]]\n** What are the most robust findings and key uncertainties regarding attribution of climate change and regarding model projections?\n\n\n

This Synthesis Report with its Summary for Policymakers is the fourth and final part of the Third Assessment Report (TAR) of the Intergovernmental Panel on Climate Change (IPCC). It draws together and integrates for the benefit of policy makers, and others, and in response to questions identified by governments and subsequently agreed by the IPCC, information that has been approved and/ or accepted by the IPCC.1 It is intended to assist governments, individually and collectively, in formulating appropriate adaptation and mitigation responses to the threat of human-induced climate change.\n\nThe Synthesis Report is based mainly on the contributions of the three IPCC Working Groups to the TAR, but also uses information from earlier IPCC assessments, Special Reports, and Technical Papers. It follows the question and answer format, and is in two parts: a Summary for Policymakers and a longer document that contains expanded responses to each of the questions posed by governments. The Summary for Policymakers references the appropriate paragraphs in the longer report, while the longer report contains references to the source of the material on which the response is based -- that is, the Summaries for Policymakers and chapters from previously approved and accepted Working Group contributions to the TAR and earlier IPCC reports and Technical Papers (see the accompanying box for cross-referencing nomenclature).\n\nThe procedures for approving the Summary for Policymakers and adopting the balance of the Synthesis Report were formalized by the IPCC at its Fifteenth Session (San Jose, Costa Rica, 15-18 April 1999). A draft of the Synthesis Report and its Summary for Policymakers was prepared by a team of lead authors, who were involved in preparation of the TAR, and submitted for simultaneous government/ technical and expert review. The revised drafts were circulated to governments in a final distribution before approval/ adoption at the IPCC's Eighteenth Session (Wembley, United Kingdom, 24- 29 September 2001).\n\nThe Synthesis Report consists of nine policy-relevant questions:\n* [[Question 1]] addresses the ultimate objective of the United Nations Framework Convention on Climate Change, which is found in Article 2 (i. e., what constitutes "dangerous anthropogenic interference in the climate system") and provides a framework for placing the issue of climate change in the context of sustainable development.\n* [[Question 2]] assesses and, where possible, attributes observed changes in climate and ecological systems since the pre-industrial era.\n* [[Questions 3|Question 3]] and [[4|Question 4]] assess the impact of future emissions of greenhouse gases and sulfate aerosol precursors (without specific policies to mitigate climate change) on climate, including changes in variability and extreme events and in ecological and socio-economic systems.\n* [[Question 5]] discusses inertia in the climate, ecological systems, and socio-economic sectors, and implications for mitigation and adaptation.\n* [[Question 6]] assesses the near-and long-term implications of stabilizing atmospheric concentrations of greenhouse gases on climate, ecological systems, and socio-economic sectors.\n* [[Question 7]] assesses the technologies, policies, and costs of near-and long-term actions to mitigate greenhouse gas emissions.\n* [[Question 8]] identifies the interactions between climate change, other environmental issues, and development.\n* [[Question 9]] summarizes the most robust findings and key uncertainties.\n!!! [[Thanks|AR3-Synthesis: Thanks]]\n!!! [[Publication of the Synthesis Report|AR3-Synthesis: Publication]]\nR. T. Watson\nIPCC Chair\n\nN. Sundararaman\nIPCC Secretary

The Synthesis Report with its Summary for Policymakers was originally published in a single volume together with the Summaries for Policymakers and Technical Summaries of the Working Group contributions to the TAR, as well as a comprehensive, consolidated glossary. The Synthesis Report is also available in Arabic, Chinese, French, Russian, and Spanish -- the other official languages of the IPCC. The Synthesis Report is also available as a stand-alone publication, as are discrete brochures consisting of the Summaries for Policymakers, Technical Summaries, and glossaries of the respective Working Group reports. The full English text of all four volumes comprising the Third Assessment Report has been published in both print and digital form, with searchable versions available on cd-rom and at http://www.ipcc.ch.

We take this opportunity to thank:\n* The Core Writing Team who drafted this report and, with their meticulous and painstaking attention to detail, finalized it\n* Other members of the IPCC Bureau who acted as Review Editors\n* The members of the Working Groups' teams of Coordinating Lead Authors and Lead Authors who helped with the initial drafting\n* The Heads and the staff of the Technical Support Units of the three Working Groups, particularly David Dokken, Maria Noguer, and Paul van der Linden for logistical and editorial support\n* The Head and the staff of the GRID office at Arendal, Norway -- Philippe Rekacewicz in particular -- for working with the author team on the graphics contained in the Synthesis Report\n* The staff of the IPCC Secretariat for innumerable administrative tasks performed.

This web site is based on a TiddlyWiki platform - a unique and brilliant design for a self-contained, [[Creative Commons]] "Wiki". Wiki is a Hawaiian word meaning //swift// or //swiftly//, and TiddlyWiki is the wikiest wiki to date., Unlike most web sites that consist of multiple, linked web pages, all of the content in a TiddlyWiki is contained in a single web page, that contains numerous sub-pages, known as "tiddlers".\n\nA TiddlyWiki page uses simple formatting codes for its tiddlers - similar, but not identical to the codes used in <<wikipedia Wikipedia>> and each tiddler can have one or more "tags" or "key words" that are displayed adjacent to the tiddler. This makes TiddlyWiki the easiest and quickest platform for creating and maintaining a web site.\n\nFrom a design standpoint, what makes TiddlyWiki unique is that not only can tiddlers contain and siplay text, images, links, etc, but the appearance and format of a TiddlyWiki is defined by "style sheets and "styles" that are themselves contained in tiddlers. In addition, a tiddler can include Javascript - the language that powers TiddlyWiki - that can add very useful features over and above those in the standard TiddlyWiki.\n\n

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> [[1. Preamble|http://www.un-documents.net/a21-01.htm]]\n!!! I. Social and Economic Dimensions\n> [[2. International Cooperation to Accelerate Sustainable Development in Developing Countries and Related Domestic Policies|http://www.un-documents.net/a21-02.htm]]\n> [[3. Combating Poverty|http://www.un-documents.net/a21-03.htm]]\n> [[4. Changing Consumption Patterns|http://www.un-documents.net/a21-04.htm]]\n> [[5. Demographic Dynamics and Sustainability|http://www.un-documents.net/a21-05.htm]]\n> [[6. Protecting and Promoting Human Health|http://www.un-documents.net/a21-06.htm]]\n> [[7. Promoting Sustainable Human Settlement Development|http://www.un-documents.net/a21-07.htm]]\n> [[8. Integrating Environment and Development in Decision-Making|http://www.un-documents.net/a21-08.htm]]\n!!! II. Conservation and Management of Resources for Development\n> [[9. Protection of the Atmosphere|http://www.un-documents.net/a21-09.htm]]\n> [[10. Integrated Approach to the Planning and Management of Land Resources|http://www.un-documents.net/a21-10.htm]]\n> [[11. Combating Deforestation|http://www.un-documents.net/a21-11.htm]]\n> [[12. Managing Fragile Ecosystems: Combating Desertification and Drought|http://www.un-documents.net/a21-12.htm]]\n> [[13. Managing Fragile Ecosystems: Sustainable Mountain Development|http://www.un-documents.net/a21-13.htm]]\n> [[14. Promoting Sustainable Agriculture and Rural Development|http://www.un-documents.net/a21-14.htm]]\n> [[15. Conservation of Biological Diversity|http://www.un-documents.net/a21-15.htm]]\n> [[16. Environmentally Sound Management of Biotechnology|http://www.un-documents.net/a21-16.htm]]\n> [[17. Protection of the Oceans, All Kinds of Seas, including Enclosed and Semi-enclosed Seas, and Coastal Areas and the Protection, Rational Use and Development of their Living Resources|http://www.un-documents.net/a21-17.htm]]\n> [[18. Protection of the Quality and Supply of Freshwater Resources: Application of Integrated Approaches to the Development, Management and Use of Water Resources|http://www.un-documents.net/a21-18.htm]]\n> [[19. Environmentally Sound Management of Toxic Chemicals, Including Prevention of Illegal International Traffic in Toxic and Dangerous Products|http://www.un-documents.net/a21-19.htm]]\n> [[20. Environmentally Sound Management of Hazardous Wastes, Including Prevention of Illegal International Traffic in Hazardous Wastes|http://www.un-documents.net/a21-20.htm]]\n> [[21. Environmentally Sound Management of Solid Wastes and Sewage-related Issues|http://www.un-documents.net/a21-21.htm]]\n> [[22. Safe and Environmentally Sound Management of Radioactive Wastes|http://www.un-documents.net/a21-22.htm]]\n!!! III. Strengthening the Role of Major Groups\n> [[23. Preamble|http://www.un-documents.net/a21-23.htm]]\n> [[24. Global Action for Women Towards Sustainable and Equitable Development|http://www.un-documents.net/a21-24.htm]]\n> [[25. Children and Youth in Sustainable Development|http://www.un-documents.net/a21-25.htm]]\n> [[26. Recognizing and Strengthening the Role of Indigenous People and their Communities|http://www.un-documents.net/a21-26.htm]]\n> [[27. Strengthening the Role of Non-governmental Organizations: Partners for Sustainable Development|http://www.un-documents.net/a21-27.htm]]\n> [[28. Local Authorities' Initiatives in Support of Agenda 21|http://www.un-documents.net/a21-28.htm]]\n> [[29. Strengthening the Role of Workers and their Trade Unions|http://www.un-documents.net/a21-29.htm]]\n> [[30. Strengthening the Role of Business and Industry|http://www.un-documents.net/a21-30.htm]]\n> [[31. Scientific and Technological Community|http://www.un-documents.net/a21-31.htm]]\n> [[32. Strengthening the Role of Farmers|http://www.un-documents.net/a21-32.htm]]\n!!! IV. Means of Implementation\n> [[33. Financial Resources and Mechanisms|http://www.un-documents.net/a21-33.htm]]\n> [[34. Transfer of Environmentally Sound Technology, Cooperation and Capacity-building|http://www.un-documents.net/a21-34.htm]]\n> [[35. Science for Sustainable Development|http://www.un-documents.net/a21-35.htm]]\n> [[36. Promoting Education, Public Awareness and Training|http://www.un-documents.net/a21-36.htm]]\n> [[37. National Mechanisms and International Cooperation for Capacity-building in Developing Countries|http://www.un-documents.net/a21-37.htm]]\n> [[38. International Institutional Arrangements|http://www.un-documents.net/a21-38.htm]]\n> [[39. International Legal Instruments and Mechanisms|http://www.un-documents.net/a21-39.htm]]\n> [[40. Information for Decision-making|http://www.un-documents.net/a21-40.htm]]\n

<<list all>>

''Armenian Assembly of America'' works through research, education and advocacy to strengthen U.S./Armenia and U.S./Nagorno Karabakh relations, promotes Armenia's and Karabakh's democratic development and economic prosperity and seeks universal affirmation of the Armenian Genocide.\n\nWith a nation-wide network of volunteer activists, lay leaders, and staff in Washington, Los Angeles, New York, Boston, Yerevan, Stepanakert and Gyumri, the Assembly works with the Administration, Congress, and other policy makers in Washington, D.C., and state legislatures to advance issues of concern to Armenian-Americans. \n\nFor more information, visit http://www.aaainc.org

The //Avoiding Dangerous Climate Change// book, commissioned by ''Defra'' - the British Department of Environment, Food and Rural Affairs - consolidates the scientific findings of a major conference held in Exeter, and gives an account of the most recent developments on critical thresholds and key vulnerabilities of the climate system, impacts on human and natural systems, emission pathways and technological options of meeting different stabilisation levels of greenhouse gases in the atmosphere.\n!!!The book focuses on three crucial questions:\n# ''For different levels of climate change what are the key impacts, for different regions and sectors, and for the world as a whole?''\n# ''What would such levels of climate change imply in terms of greenhouse gas stabilisation concentrations and emission pathways required to achieve such levels?''\n#'' What technological options are there for achieving stabilisation of greenhouse gases at different stabilisation concentrations in the atmosphere, taking into account costs and uncertainties?''\n!!! Read more:\n* [[Avoiding Dangerous Climate Change - executive summary|http://www.defra.gov.uk/environment/climatechange/research/dangerous-cc/pdf/avoid-dangercc-execsumm.pdf]], pdf (168 KB)\n* [[Avoiding Dangerous Climate Change - full text of book|http://www.defra.gov.uk/environment/climatechange/research/dangerous-cc/pdf/avoid-dangercc.pdf]], pdf (16.3 MB - note very large file size)\n* [[News release|http://www.defra.gov.uk/news/2006/060130c.htm]] - 30 January 2006\n* The book can be ordered online via the [[Cambridge University Press website|http://www.cambridge.org/0521864712]].\n\n* More on [[Climate Change @ Defra|http://www.defra.gov.uk/environment/climatechange]]

* A full consideration of observed climate change is provided in the IPCC Working Group I Fourth Assessment. This part of the Summary concerns the relationship between observed climate change and recent observed changes in the natural and human environment.\n* The statements presented here are based largely on data sets that cover the period since 1970. The number of studies of observed trends in the physical and biological environment and their relationship to regional climate changes has increased greatly since the Third Assessment in 2001. The quality of the data sets has also improved. There is, however, a notable lack of geographic balance in data and literature on observed changes, with marked scarcity in developing countries.\n* These studies have allowed a broader and more confident assessment of the relationship between observed warming and impacts than was made in the Third Assessment. That Assessment concluded that "there is high confidence^^3^^ that recent regional changes in temperature have had discernible impacts on many physical and biological systems".\n* From the current Assessment we conclude the following.\n** [[Observational evidence from all continents and most oceans shows that many natural systems are being affected by regional climate changes, particularly temperature increases|B.1. Observational evidence from all continents and most oceans shows that many natural systems are being affected by regional climate changes, particularly temperature increases]] +++\n\n\n<<tiddler "B.1. Observational evidence from all continents and most oceans shows that many natural systems are being affected by regional climate changes, particularly temperature increases">>\n===\n\n** [[A global assessment of data since 1970 has shown it is likely that anthropogenic warming has had a discernible influence on many physical and biological systems|B.2. A global assessment of data since 1970 has shown it is likely that anthropogenic warming has had a discernible influence on many physical and biological systems]] +++\n\n\n<<tiddler "B.2. A global assessment of data since 1970 has shown it is likely that anthropogenic warming has had a discernible influence on many physical and biological systems">>\n===\n\n** [[Other effects of regional climate changes on natural and human environments are emerging, although many are difficult to discern due to adaptation and non-climatic drivers|B.3. Other effects of regional climate changes on natural and human environments are emerging, although many are difficult to discern due to adaptation and non-climatic drivers]] +++\n\n\n<<tiddler "B.3. Other effects of regional climate changes on natural and human environments are emerging, although many are difficult to discern due to adaptation and non-climatic drivers">>\n===\n\n> ''Figure SPM-1: Temperature Change, 1970-2004''\n> <<tiddler "Working Group II. Figure SPM-1: Temperature Change, 1970-2004">>

* With regard to changes in snow, ice and frozen ground (including permafrost)4^^^^, there is high confidence that natural systems are affected. Examples are:\n** enlargement and increased numbers of glacial lakes [1.3];\n** increasing ground instability in permafrost regions, and rock avalanches in mountain regions [1.3];\n** changes in some Arctic and Antarctic ecosystems, including those in sea-ice biomes, and also predators high in the food chain [1.3, 4.4, 15.4].\n* Based on growing evidence, there is high confidence that the following types of hydrological systems are being affected around the world:\n** increased run-off and earlier spring peak discharge in many glacier- and snow-fed rivers [1.3];\n** warming of lakes and rivers in many regions, with effects on thermal structure and water quality [1.3].\n*There is very high confidence, based on more evidence from a wider range of species, that recent warming is strongly affecting terrestrial biological systems, including such changes as:\n** earlier timing of spring events, such as leaf-unfolding, bird migration and egg-laying [1.3];\n** poleward and upward shifts in ranges in plant and animal species [1.3, 8.2, 14.2].\n*Based on satellite observations since the early 1980s, there is high confidence that there has been a trend in many regions towards earlier 'greening'^^5^^ of vegetation in the spring linked to longer thermal growing seasons due to recent warming. [1.3, 14.2]\n* There is high confidence, based on substantial new evidence, that observed changes in marine and freshwater biological systems are associated with rising water temperatures, as well as related changes in ice cover, salinity, oxygen levels and circulation [1.3]. These include:\n** shifts in ranges and changes in algal, plankton and fish abundance in high-latitude oceans [1.3];\n** increases in algal and zooplankton abundance in high-latitude and high-altitude lakes [1.3];\n** range changes and earlier migrations of fish in rivers [1.3].\n* The uptake of anthropogenic carbon since 1750 has led to the ocean becoming more acidic with an average decrease in pH of 0.1 units [IPCC Working Group I Fourth Assessment]. However, the effects of observed ocean acidification on the marine biosphere are as yet undocumented. [1.3]

* Much more evidence has accumulated over the past five years to indicate that changes in many physical and biological systems are linked to anthropogenic warming. There are four sets of evidence which, taken together, support this conclusion:\n<<<\n# The Working Group I Fourth Assessment concluded that most of the observed increase in the globally averaged temperature since the mid-20th century is very likely due to the observed increase in anthropogenic greenhouse gas concentrations.\n# Of the more than 29,000 observational data series^^7^^, from 75 studies, that show significant change in many physical and biological systems, more than 89% are consistent with the direction of change expected as a response to warming. (Figure SPM-1) [1.4]\n# A global synthesis of studies in this Assessment strongly demonstrates that the spatial agreement between regions of significant warming across the globe and the locations of significant observed changes in many systems consistent with warming is very unlikely to be due solely to natural variability of temperatures or natural variability of the systems.(see Figure SPM-1) [1.4]\n# Finally, there have been several modelling studies that have linked responses in some physical and biological systems to anthropogenic warming by comparing observed responses in these systems with modelled responses in which the natural forcings (solar activity and volcanoes) and anthropogenic forcings (greenhouse gases and aerosols) are explicitly separated. Models with combined natural and anthropogenic forcings simulate observed responses significantly better than models with natural forcing only. [1.4]\n<<<\n* Limitations and gaps prevent more complete attribution of the causes of observed system responses to anthropogenic warming. First, the available analyses are limited in the number of systems and locations considered. Second, natural temperature variability is larger at the regional than the global scale, thus affecting identification of changes due to external forcing. Finally, at the regional scale other factors (such as land-use change, pollution, and invasive species) are influential. [1.4]\n* Nevertheless, the consistency between observed and modelled changes in several studies and the spatial agreement between significant regional warming and consistent impacts at the global scale is sufficient to conclude with high confidence that anthropogenic warming over the last three decades has had a discernible influence on many physical and biological systems. [1.4]

* Effects of temperature increases have been documented in the following systems (medium confidence):\n** effects on agricultural and forestry management at Northern Hemisphere higher latitudes, such as earlier spring planting of crops, and alterations in disturbance regimes of forests due to fires and pests [1.3];\n** some aspects of human health, such as heat-related mortality in Europe, infectious disease vectors in some areas, and allergenic pollen in Northern Hemisphere high and mid-latitudes [1.3, 8.2, 8.ES];\n** some human activities in the Arctic (e.g., hunting and travel over snow and ice) and in lower-elevation alpine areas (such as mountain sports). [1.3]\n* Recent climate changes and climate variations are beginning to have effects on many other natural and human systems. However, based on the published literature, the impacts have not yet become established trends. Examples include:\n** Settlements in mountain regions are at enhanced risk to glacier lake outburst floods caused by melting glaciers. Governmental institutions in some places have begun to respond by building dams and drainage works. [1.3]\n** In the Sahelian region of Africa, warmer and drier conditions have led to a reduced length of growing season with detrimental effects on crops. In southern Africa, longer dry seasons and more uncertain rainfall are prompting adaptation measures. [1.3]\n** Sea-level rise and human development are together contributing to losses of coastal wetlands and mangroves and increasing damage from coastal flooding in many areas. [1.3]\n* ''Changes in physical and biological systems and surface temperature 1970-2004''\n> [img[Changes in physical and biological systems and surface temperature 1970-2004|http://www.climate-change-two.net/wg2-fig-spm-1-600x305.png]]\n<<<\n''Figure SPM-1.''\nLocations of significant changes in observations of physical systems (snow, ice and frozen ground; hydrology; and coastal processes) and biological systems (terrestrial, marine, and freshwater biological systems), are shown together with surface air temperature changes over the period 1970-2004.\n\nA subset of about 29,000 data series was selected from about 80,000 data series from 577 studies. These met the following criteria: (1) Ending in 1990 or later; (2) spanning a period of at least 20 years; and (3) showing a significant change in either direction, as assessed in individual studies. \n\nThese data series are from about 75 studies (of which ~70 are new since the Third Assessment) and contain about 29,000 data series, of which about 28,000 are from European studies. \n\nWhite areas do not contain sufficient observational climate data to estimate a temperature trend. \n\nThe 2 x 2 boxes show the total number of data series with significant changes (top row) and the percentage of those consistent with warming (bottom row) for\n> (i) continental regions: North America (NAM), Latin America (LA), Europe (EUR), Africa (AFR), Asia (AS), Australia and New Zealand (ANZ), and Polar Regions (PR) and<br>\n> (ii) global-scale: Terrestrial (TER), Marine and Freshwater (MFW), and Global (GLO).\n\nThe numbers of studies from the seven regional boxes (NAM, …, PR) do not add up to the global (GLO) totals because numbers from regions except Polar do not include the numbers related to Marine and Freshwater (MFR) systems. [F1.8, F1.9; Working Group I Fourth Assessment F3.9b]\n<<<

A central goal of the historic 1992 [[Earth Summit]], at which the [[Framework Convention on Climate Change]] was adopted, was the transition to a new, sustainable development path, based to a significant extent on the broad-based participation of all major groups in society. ''Climate Change 2.0'' - is an initiative of [[Information Habitat: Where Information Lives]] in support of the [[NGO Committee on Education]]'s commitment to the [[UN Decade of Education for Sustainable Development]] (2005-2014). ''Information Habitat'' was founded in May 1990, in the early stages of preparation for the Summit, on the recognition of the critical role that the emerging information and communications revolution could play in that transition. The phenomenal advances in ICT, and their impact on almost all areas of human activity over the seventeen years since its founding have continued to confirm the validity of the initial premise of Information Habitat.\n\nHowever, while there is growing recognition of the significance of ICT as a driver in economic and social development, along with almost universal reliance on the Internet and electronic mail as the principal medium for access to and dissemination of information relating to sustainable development, there still remains very limited appreciation of the profound significance of ICT for sustainable development or of the nature of a development path based in a medium in which the marginal cost of production and economic exchange - in both financial and material terms - is virtually zero.

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!!!Beijing Declaration\n\n1. We, the Governments participating in the Fourth World Conference on Women,\n\n2. Gathered here in Beijing in September 1995, the year of the fiftieth anniversary of the founding of the United Nations,\n\n3. Determined to advance the goals of equality, development and peace for all women everywhere in the interest of all humanity,\n\n4. Acknowledging the voices of all women everywhere and taking note of the diversity of women and their roles and circumstances, honouring the women who paved the way and inspired by the hope present in the world's youth,\n\n5. Recognize that the status of women has advanced in some important respects in the past decade but that progress has been uneven, inequalities between women and men have persisted and major obstacles remain, with serious consequences for the well-being of all people,\n\n6. Also recognize that this situation is exacerbated by the increasing poverty that is affecting the lives of the majority of the world's people, in particular women and children, with origins in both the national and international domains,\n\n7. Dedicate ourselves unreservedly to addressing these constraints and obstacles and thus enhancing further the advancement and empowerment of women all over the world, and agree that this requires urgent action in the spirit of determination, hope, cooperation and solidarity, now and to carry us forward into the next century.\n\n''We reaffirm our commitment to:''\n\n8. The equal rights and inherent human dignity of women and men and other purposes and principles enshrined in the Charter of the United Nations, to the Universal Declaration of Human Rights and other international human rights instruments, in particular the Convention on the Elimination of All Forms of Discrimination against Women and the Convention on the Rights of the Child, as well as the Declaration on the Elimination of Violence against Women and the Declaration on the Right to Development;\n\n9. Ensure the full implementation of the human rights of women and of the girl child as an inalienable, integral and indivisible part of all human rights and fundamental freedoms;\n\n10. Build on consensus and progress made at previous United Nations conferences and summits - on women in Nairobi in 1985, on children in New York in 1990, on environment and development in Rio de Janeiro in 1992, on human rights in Vienna in 1993, on population and development in Cairo in 1994 and on social development in Copenhagen in 1995 with the objective of achieving equality, development and peace;\n\n11. Achieve the full and effective implementation of the Nairobi Forward-looking Strategies for the Advancement of Women;\n\n12. The empowerment and advancement of women, including the right to freedom of thought, conscience, religion and belief, thus contributing to the moral, ethical, spiritual and intellectual needs of women and men, individually or in community with others and thereby guaranteeing them the possibility of realizing their full potential in society and shaping their lives in accordance with their own aspirations.\n\n''We are convinced that''\n\n13. Women's empowerment and their full participation on the basis of equality in all spheres of society, including participation in the decision-making process and access to power, are fundamental for the achievement of equality, development and peace;\n\n14. Women's rights are human rights;\n\n15. Equal rights, opportunities and access to resources, equal sharing of responsibilities for the family by men and women, and a harmonious partnership between them are critical to their well-being and that of their families as well as to the consolidation of democracy;\n\n16. Eradication of poverty based on sustained economic growth, social development, environmental protection and social justice requires the involvement of women in economic and social development, equal opportunities and the full and equal participation of women and men as agents and beneficiaries of people-centred sustainable development;\n\n17. The explicit recognition and reaffirmation of the right of all women to control all aspects of their health, in particular their own fertility, is basic to their empowerment;\n\n18. Local, national, regional and global peace is attainable and is inextricably linked with the advancement of women, who are a fundamental force for leadership, conflict resolution and the promotion of lasting peace at all levels;\n\n19. It is essential to design, implement and monitor, with the full participation of women, effective, efficient and mutually reinforcing gender-sensitive policies and programmes, including development policies and programmes, at all levels that will foster the empowerment and advancement of women;\n\n20. The participation and contribution of all actors of civil society, particularly women's groups and networks and other non-governmental organizations and community-based organizations, with full respect for their autonomy, in cooperation with Governments, are important to the effective implementation and follow-up of the Platform for Action;\n\n21. The implementation of the Platform for Action requires commitment from Governments and the international community. By making national and international commitments for action, including those made at the Conference, Governments and the international community recognize the need to take priority action for the empowerment and advancement of women.\n\n''We are determined to'':\n\n22. Intensify efforts and actions to achieve the goals of the Nairobi Forward-looking Strategies for the Advancement of Women by the end of this century;\n\n23. Ensure the full enjoyment by women and the girl child of all human rights and fundamental freedoms and take effective action against violations of these rights and freedoms;\n\n24. Take all necessary measures to eliminate all forms of discrimination against women and the girl child and remove all obstacles to gender equality and the advancement and empowerment of women;\n\n25. Encourage men to participate fully in all actions towards equality;\n\n26. Promote women's economic independence, including employment, and eradicate the persistent and increasing burden of poverty on women by addressing the structural causes of poverty through changes in economic structures, ensuring equal access for all women, including those in rural areas, as vital development agents, to productive resources, opportunities and public services;\n\n27. Promote people-centred sustainable development, including sustained economic growth, through the provision of basic education, life-long education, literacy and training, and primary health care for girls and women;\n\n28. Take positive steps to ensure peace for the advancement of women and, recognizing the leading role that women have played in the peace movement, work actively towards general and complete disarmament under strict and effective international control, and support negotiations on the conclusion, without delay, of a universal and multilaterally and effectively verifiable comprehensive nuclear-test-ban treaty which contributes to nuclear disarmament and the prevention of the proliferation of nuclear weapons in all its aspects;\n\n29. Prevent and eliminate all forms of violence against women and girls;\n\n30. Ensure equal access to and equal treatment of women and men in education and health care and enhance women's sexual and reproductive health as well as education;\n\n31. Promote and protect all human rights of women and girls;\n\n32. Intensify efforts to ensure equal enjoyment of all human rights and fundamental freedoms for all women and girls who face multiple barriers to their empowerment and advancement because of such factors as their race, age, language, ethnicity, culture, religion, or disability, or because they are indigenous people;\n\n33. Ensure respect for international law, including humanitarian law, in order to protect women and girls in particular;\n\n34. Develop the fullest potential of girls and women of all ages, ensure their full and equal participation in building a better world for all and enhance their role in the development process.\n\n''We are determined to'':\n\n35. Ensure women's equal access to economic resources, including land, credit, science and technology, vocational training, information, communication and markets, as a means to further the advancement and empowerment of women and girls, including through the enhancement of their capacities to enjoy the benefits of equal access to these resources, inter alia, by means of international cooperation;\n\n36. Ensure the success of the Platform for Action, which will require a strong commitment on the part of Governments, international organizations and institutions at all levels. We are deeply convinced that economic development, social development and environmental protection are interdependent and mutually reinforcing components of sustainable development, which is the framework for our efforts to achieve a higher quality of life for all people. Equitable social development that recognizes empowering the poor, particularly women living in poverty, to utilize environmental resources sustainably is a necessary foundation for sustainable development. We also recognize that broad-based and sustained economic growth in the context of sustainable development is necessary to sustain social development and social justice. The success of the Platform for Action will also require adequate mobilization of resources at the national and international levels as well as new and additional resources to the developing countries from all available funding mechanisms, including multilateral, bilateral and private sources for the advancement of women; financial resources to strengthen the capacity of national, subregional, regional and international institutions; a commitment to equal rights, equal responsibilities and equal opportunities and to the equal participation of women and men in all national, regional and international bodies and policy-making processes; and the establishment or strengthening of mechanisms at all levels for accountability to the world's women;\n\n37. Ensure also the success of the Platform for Action in countries with economies in transition, which will require continued international cooperation and assistance;\n\n38. We hereby adopt and commit ourselves as Governments to implement the following Platform for Action, ensuring that a gender perspective is reflected in all our policies and programmes. We urge the United Nations system, regional and international financial institutions, other relevant regional and international institutions and all women and men, as well as non-governmental organizations, with full respect for their autonomy, and all sectors of civil society, in cooperation with Governments, to fully commit themselves and contribute to the implementation of this Platform for Action.

/***\n|Name|''timeline''|h\n|Author|[[Saq Imtiaz]]|\n|Version|0.5 bet|\n|Description|A replacement for the core timeline macro that offers more features|\n|Source|http://lewcid.googlepages.com/lewcid.html#BetterTimelineMacro|\n|TW Version|2.x|\n***/\n/***\n!!!Features:\n*list tiddlers with only specific tag\n*exclude tiddlers with a particular tag\n*limit entries to any number of days, for example one week\n*specify a start date for the timeline, only tiddlers after that date will be listed.\n\n!!!Installation:\nCopy the contents of this tiddler to your TW, tag with systemConfig, save and reload your TW.\n\n!!!Syntax:\n{{{<<timeline better:true>>}}}\n''the param better:true enables the advanced features, without it you will get the old timeline behaviour.''\n\nadditonal params:\n(use only the ones you want)\n{{{<<timeline better:true onlyTag:Tag1 excludeTag:Tag2 sortBy:modified/created firstDay:YYYYMMDD maxDays:7 maxEntries:30>>}}}\n\n''explanation of syntax:''\nonlyTag: only tiddlers with this tag will be listed. Default is to list all tiddlers.\nexcludeTag: tiddlers with this tag will not be listed.\nsortBy: sort tiddlers by date modified or date created. Possible values are modified or created.\nfirstDay: useful for starting timeline from a specific date. Example: 20060701 for 1st of July, 2006\nmaxDays: limits timeline to include only tiddlers from the specified number of days. If you use a value of 7 for example, only tiddlers from the last 7 days will be listed.\nmaxEntries: limit the total number of entries in the timeline.\n\n\n!!!History:\n*28-07-06: ver 0.5 beta, first release\n\n!!!Code\n***/\n//{{{\n// Return the tiddlers as a sorted array\nTiddlyWiki.prototype.getTiddlers = function(field,excludeTag,includeTag)\n{\n var results = [];\n this.forEachTiddler(function(title,tiddler)\n {\n if(excludeTag == undefined || tiddler.tags.find(excludeTag) == null)\n if(includeTag == undefined || tiddler.tags.find(includeTag)!=null)\n results.push(tiddler);\n });\n if(field)\n results.sort(function (a,b) {if(a[field] == b[field]) return(0); else return (a[field] < b[field]) ? -1 : +1; });\n return results;\n}\n\n\n\n//this function by Udo\nfunction getParam(params, name, defaultValue)\n{\n if (!params)\n return defaultValue;\n var p = params[0][name];\n return p ? p[0] : defaultValue;\n}\n\nwindow.old_timeline_handler= config.macros.timeline.handler;\nconfig.macros.timeline.handler = function(place,macroName,params,wikifier,paramString,tiddler)\n{\n var args = paramString.parseParams("list",null,true);\n var betterMode = getParam(args, "better", "false");\n if (betterMode == 'true')\n {\n var sortBy = getParam(args,"sortBy","modified");\n var excludeTag = getParam(args,"excludeTag",undefined);\n var includeTag = getParam(args,"onlyTag",undefined);\n var tiddlers = store.getTiddlers(sortBy,excludeTag,includeTag);\n var firstDayParam = getParam(args,"firstDay",undefined);\n var firstDay = (firstDayParam!=undefined)? firstDayParam: "00010101";\n var lastDay = "";\n var field= sortBy;\n var maxDaysParam = getParam(args,"maxDays",undefined);\n var maxDays = (maxDaysParam!=undefined)? maxDaysParam*24*60*60*1000: (new Date()).getTime() ;\n var maxEntries = getParam(args,"maxEntries",undefined);\n var last = (maxEntries!=undefined) ? tiddlers.length-Math.min(tiddlers.length,parseInt(maxEntries)) : 0;\n for(var t=tiddlers.length-1; t>=last; t--)\n {\n var tiddler = tiddlers[t];\n var theDay = tiddler[field].convertToLocalYYYYMMDDHHMM().substr(0,8);\n if ((theDay>=firstDay)&& (tiddler[field].getTime()> (new Date()).getTime() - maxDays))\n {\n if(theDay != lastDay)\n {\n var theDateList = document.createElement("ul");\n place.appendChild(theDateList);\n createTiddlyElement(theDateList,"li",null,"listTitle",tiddler[field].formatString(this.dateFormat));\n lastDay = theDay;\n }\n var theDateListItem = createTiddlyElement(theDateList,"li",null,"listLink",null);\n theDateListItem.appendChild(createTiddlyLink(place,tiddler.title,true));\n }\n }\n }\n\n else\n {\n window.old_timeline_handler.apply(this,arguments);\n }\n}\n//}}}

@@font-size:120%;font-weight:bold;text-align:center;[[NGO Committee on Education]] (A [[CONGO|Conference Of NGOs]] Committee)@@\n!!By-Laws\n!!!Purpose\nThe NGO Committee on Education will:\n# Focus attention on and promote the various programs of formal and non-formal education of the UN intergovernmental agencies, of international institutions, and of NGOs.\n# Promote and facilitate the exchange of knowledge and dissemination of information on formal and non-formal education issues to various governments, civil society organizations, including academia, foundations, etc.\n# Address the issue of literacy for all children and adults, and other aspects of education in order to further enhance the goal of world education for all.\n# Work closely with the other NGO Committees related to the United Nations system and with the various relevant UN Commissions and Conferences.\n!!!Membership\n# Regular Membership: Membership in the Committee is open to Non-Governmental Organizations in consultative status with ECOSOC. These members shall be eligible to vote and hold office.\n# Associate Membership: Any NGO having a formal relationship with the United Nations may become an Associate Member. Such members will not be entitled to hold office or vote on matters of policy.\n# An organization may become a member by submitting and application to the Chairperson or Secretary.\n!!!Officers\n# The officers of the NGO Committee on Education shall be one Chairperson, one Vice-Chairperson, Secretary and Treasurer. Such officers shall be elected for a term of two years, and no person shall be elected to the same office for more than two consecutive terms. Officers must be from NGOs in consultative status.\n# No member may hold more than one office. For purposes of this paragraph the term "office" includes members-at-large of the Executive Committee.\n!!!Duties of Officers\n# The Chairperson shall convene and preside over meetings, promote the general effectiveness of the Committee, and maintain communications with other NGO Committees and with representatives of the UN system. The Chairperson or Vice-Chairperson shall represent the Committee when required.\n# The Secretary shall keep minutes of the meetings of the Committee, a record of the membership, and a record of attendance at meetings. The Secretary shall arrange for distribution of the minutes in advance of the meeting at which they will be approved.\n# The Treasurer shall receive and disburse funds as determined by the Executive Committee and shall be responsible for the maintenance of accounts and shall report regularly to the Committee's membership.\n!!!Executive Committee\n# The responsibility of the Executive Committee shall be to carry on the business of the Committee between meetings. The members of the Committee shall be kept informed of the activities of the Executive Committee through a report from the Chairperson or Vice-Chairperson at regular meetings of the Committee when relevant.\n# The officers with up to four elected members-at-large shall serve as the Executive Committee. Members-at-large shall serve for a term of two years. No person shall be elected for more than two consecutive terms.\n# Members-at-large may be Regular or Associate Members of the Committee, however, voting rules as described in the membership section apply.\n!!!Subcommittees\n# The NGO Committee on Education may establish Subcommittees or Working Groups as needed. The Chairperson of a Subcommittee will be a member //ex officio// of the Executive Committee. Members of such Subcommittees or Working Groups shall elect their own chairs, subject to approval of the Executive Committee.\n!!!Finances\n# Payment of dues of $25.00 to the Treasurer shall entitle members to receive the minutes and other materials determined by the NGO Committee and allow them to vote.\n# The fiscal year shall be from 1 October to 30 September.\n!!Elections\n# A Nominating Committee shall be appointed by the Chairperson, on consultation with other offices, not less than two months prior to the election at the Annual Meetings. The report of the Nominating Committee shall be circulated in writing to all Regular members of the Committee at least three weeks prior to the meeting at which the election is to take place. The Nominating Committee shall not nominate representatives represented by members of the Nominating Committee.\n# The election of officers and members of the Executive Committee shall take place at an Annual Meeting. Elected officers shall take office immediately.\n# Election of officers and procedural matters shall be decided by the majority of member organizations present and voting.\n# A ballot by mail may be taken in the event that a meeting of the Committee is not possible.\n!!!Meetings\n# The Committee shall meet periodically, at least four times a year. The Committee shall hold an Annual Meeting during the month of May or June.\n# A quorum shall consist of a representatives of one-third of the regular member organizations.\n# Recommendations of statements of positions to be submitted to ECOSOC or any of its subsidiary bodies may not be made in the name of the Committee. Joint statements of member organizations may be submitted over the names of those organizations who wish to become signatories to the statement.\n!!!Amendments\n: Proposed amendments to these By-laws shall be submitted to the Chairperson in time for consideration by the Executive Committee and for written circulation to each member organizations not less than two days prior to the date of the proposed adoption. An amendment shall be adopted only after discussion in a plenary meeting of the Committee and upon affirmative vote of two-thirds of these representatives of member organizations present and voting.\n\n//Adopted, November 4, 2000//

The following is a selection of the key findings regarding projected impacts, as well as some findings on vulnerability and adaptation, in each system, sector and region for the range of (unmitigated) climate changes projected by the IPCC over this century^^8^^ judged to be relevant for people and the environment^^9^^. The impacts frequently reflect projected changes in precipitation and other climate variables in addition to temperature, sea level and concentrations of atmospheric carbon dioxide. The magnitude and timing of impacts will vary with the amount and timing of climate change and, in some cases, the capacity to adapt. These issues are discussed further in later sections of the Summary.\n* ''More specific information is now available across a wide range of systems and sectors concerning the nature of future impacts, including for some fields not covered in previous assessments.''\n<<<\n* [[Fresh water resources and their management|C.1 Fresh water resources and their management]] +++\n<<tiddler "C.1 Fresh water resources and their management">>\n===\n\n* [[Ecosystems|C.2 Ecosystems]] +++\n> <<tiddler "C.2 Ecosystems">>\n===\n\n* [[Food, fibre and forest products|C.3 Food, fibre and forest products]] +++\n> <<tiddler "C.3 Food, fibre and forest products">>\n===\n\n* [[Coastal systems and low-lying areas|C.4 Coastal systems and low-lying areas]] +++\n> <<tiddler "C.4 Coastal systems and low-lying areas">>\n===\n\n* [[Industry, Settlement and Society|C.5 Industry, Settlement and Society]] +++\n> <<tiddler "C.5 Industry, Settlement and Society">>\n===\n\n* [[Health|C.6 Health]] +++\n> <<tiddler "C.6 Health">>\n===\n\n<<<\n* ''More specific information is now available across the regions of the world concerning the nature of future impacts, including for some places not covered in previous assessments.''\n<<<\n* [[Africa|C.7 Africa]] +++\n> <<tiddler "C.7 Africa">>\n===\n\n* [[Asia|C.8 Asia]] +++\n> <<tiddler "C.8 Asia">>\n===\n\n* [[Australia and New Zealand|C.9 Australia and New Zealand]] +++\n> <<tiddler "C.9 Australia and New Zealand">>\n===\n\n* [[Europe|C.10 Europe]] +++\n> <<tiddler "C.10 Europe">>\n===\n\n* [[Latin America|C.11 Latin America]] +++\n> <<tiddler "C.11 Latin America">>\n===\n\n* [[North America|C.12 North America]] +++\n> <<tiddler "C.12 North America">>\n===\n\n* [[Polar Regions|C.13 Polar Regions]] +++\n> <<tiddler "C.13 Polar Regions">>\n===\n\n* [[Small Islands|C.14 Small Islands]] +++\n> <<tiddler "C.14 Small Islands">>\n===\n\n<<<\n* ''Magnitudes of impact can now be estimated more systematically for a range of possible increases in global average temperature.'' +++\n> <<tiddler "Magnitudes of impact can now be estimated more systematically for a range of possible increases in global average temperature.">>\n===\n

* By mid-century, annual average river runoff and water availability are projected to increase by 10-40% at high latitudes and in some wet tropical areas, and decrease by 10-30% over some dry regions at mid-latitudes and in the dry tropics, some of which are presently water stressed areas. In some places and in particular seasons, changes differ from these annual figures. ''** D''^^10^^ [3.4]\n* Drought-affected areas will likely increase in extent. Heavy precipitation events, which are very likely to increase in frequency, will augment flood risk. ''** N'' [Working Group I Fourth Assessment, 3.4]\n* Adaptation procedures and risk management practices for the water sector are being developed in some countries and regions that have recognised projected hydrological changes with related uncertainties. ''*** N'' [3.6]\n* In the course of the century, water supplies stored in glaciers and snow cover are projected to decline, reducing water availability in regions supplied by meltwater from major mountain ranges, where more than one-sixth of the world population currently lives. ''** N'' [3.4]

* For the first time, wide ranging impacts of changes in current climate have been documented: retreating glaciers, longer growing seasons, shift of species ranges, and health impacts due to a heat wave of unprecedented magnitude. The observed changes described above are consistent with those projected for future climate change. ''*** N'' [12.2, 12.4, 12.6]\n* Nearly all European regions are anticipated to be negatively affected by some future impacts of climate change and these will pose challenges to many economic sectors. Climate change is expected to magnify regional differences in Europe's natural resources and assets. Negative impacts will include increased risk of inland flash floods, and more frequent coastal flooding and increased erosion (due to storminess and sea-level rise). The great majority of organisms and ecosystems will have difficulties adapting to climate change. Mountainous areas will face glacier retreat, reduced snow cover and winter tourism, and extensive species losses (in some areas up to 60% under high emission scenarios by 2080). ''*** D'' [12.4]\n* In Southern Europe, climate change is projected to worsen conditions (high temperatures and drought) in a region already vulnerable to climate variability, and to reduce water availability, hydropower potential, summer tourism, and in general, crop productivity. It is also projected to increase health risks due to heat waves and the frequency of wildfires. ''** D'' [12.2, 12.4, 12.7]\n* In Central and Eastern Europe, summer precipitation is projected to decrease, causing higher water stress. Health risks due to heat waves are projected to increase. Forest productivity is expected to decline and the frequency of peatland fires to increase. ''** D'' [12.4]\n* In Northern Europe, climate change is initially projected to bring mixed effects, including some benefits such as reduced demand for heating, increased crop yields and increased forest growth. However, as climate change continues, its negative impacts (including more frequent winter floods, endangered ecosystems and increasing ground instability) are likely to outweigh its benefits. ''** D'' [12.4]\n* Adaptation to climate change is likely to benefit from experience gained in reaction to extreme climate events, by specifically implementing proactive climate change risk management adaptation plans. ''*** N'' [12.5]

* By mid-century, increases in temperature and associated decreases in soil water are projected to lead to gradual replacement of tropical forest by savanna in eastern Amazonia. Semi-arid vegetation will tend to be replaced by arid-land vegetation. There is a risk of significant biodiversity loss through species extinction in many areas of tropical Latin America. ''** D'' [13.4]\n* In drier areas, climate change is expected to lead to salinisation and desertification of agricultural land. Productivity of some important crops are projected to decrease and livestock productivity to decline, with adverse consequences for food security. In temperate zones soybean yields are projected to increase. ''** N'' [13.4, 13.7]\n* Sea-level rise is projected to cause increased risk of flooding in low-lying areas. ''** N'' [13.4, 13.7]\n* Increases in sea surface temperature due to climate change are projected to have adverse effects on Mesoamerican coral reefs, and cause shifts in the location of south-east Pacific fish stocks. ''** N'' [13.4]\n* Changes in precipitation patterns and the disappearance of glaciers are projected to significantly affect water availability for human consumption, agriculture and energy generation. ''** D'' [13.4]\n* Some countries have made efforts to adapt, particularly through conservation of key ecosystems, early warning systems, risk management in agriculture, strategies for flood drought and coastal management, and disease surveillance systems. However, the effectiveness of these efforts is outweighed by: lack of basic information, observation and monitoring systems; lack of capacity building and appropriate political, institutional and technological frameworks; low income; and settlements in vulnerable areas, among others. ''** D'' [13.2]

* Moderate climate change in the early decades of the century is projected to increase aggregate yields of rain-fed agriculture by 5-20%, but with important variability among regions. Major challenges are projected for crops that are near the warm end of their suitable range or depend on highly utilised water resources. ''** D'' [14.4]\n* Warming in western mountains is projected to cause decreased snowpack, more winter flooding, and reduced summer flows, exacerbating competition for over-allocated water resources. ''*** D'' [14.4, B14.2]\n* Disturbances from pests, diseases, and fire are projected to have increasing impacts on forests, with an extended period of high fire risk and large increases in area burned. ''*** N'' [14.4, B14.1]\n* Cities that currently experience heat waves are expected to be further challenged by an increased number, intensity and duration of heat waves during the course of the century, with potential for adverse health impacts. The growing number of the elderly population is most at risk. ''*** D'' [14.4]\n* Coastal communities and habitats will be increasingly stressed by climate change impacts interacting with development and pollution. Population growth and the rising value of infrastructure in coastal areas increase vulnerability to climate variability and future climate change, with losses projected to increase if the intensity of tropical storms increases. Current adaptation is uneven and readiness for increased exposure is low. ''*** N'' [14.4]

* In the Polar Regions, the main projected biophysical effects are reductions in thickness and extent of glaciers and ice sheets, and changes in natural ecosystems with detrimental effects on many organisms including migratory birds, mammals and higher predators. In the Arctic, additional impacts include reductions in the extent of sea ice and permafrost, increased coastal erosion, and an increase in the depth of permafrost seasonal thawing. ''** D'' [15.3, 15.4, 15.2]\n* For Arctic human communities, impacts, particularly resulting from changing snow and ice conditions, are projected to be mixed. Detrimental impacts would include those on infrastructure and traditional indigenous ways of life. ''** D'' [15.4]\n* Beneficial impacts would include reduced heating costs and more navigable northern sea routes. ''* D'' [15.4]\n* In both polar regions, specific ecosystems and habitats are projected to be vulnerable, as climatic barriers to species' invasions are lowered. ''** D'' [15.6, 15.4]\n* Already Arctic human communities are adapting to climate change, but both external and internal stressors challenge their adaptive capacities. Despite the resilience shown historically by Arctic indigenous communities, some traditional ways of life are being threatened and substantial investments are needed to adapt or re-locate physical structures and communities. ''** D'' [15.ES]

* Small islands, whether located in the Tropics or higher latitudes, have characteristics which make them especially vulnerable to the effects of climate change, sea level rise and extreme events. ''***'' [16.1, 16.5]\n* Deterioration in coastal conditions, for example through erosion of beaches and coral bleaching, is expected to affect local resources, e.g., fisheries, and reduce the value of these destinations for tourism. ''** D'' [16.4]\n* Sea-level rise is expected to exacerbate inundation, storm surge, erosion and other coastal hazards, thus threatening vital infrastructure, settlements and facilities that support the livelihood of island communities. ''*** D'' [16.4]\n* Climate change is projected by the mid-century to reduce water resources in many small islands, e.g., in the Caribbean and Pacific, to the point where they become insufficient to meet demand during low rainfall periods. ''*** D'' [16.4]\n* With higher temperatures, increased invasion by non-native species is expected to occur, particularly on middle and high-latitude islands. ''** N'' [16.4]

* The resilience of many ecosystems is likely to be exceeded this century by an unprecedented combination of climate change, associated disturbances (e.g., flooding, drought, wildfire, insects, ocean acidification), and other global change drivers (e.g., land use change, pollution, over-exploitation of resources). ''** N'' [4.1 to 4.6]\n* Over the course of this century net carbon uptake by terrestrial ecosystems is likely to peak before mid-century and then weaken or even reverse^^11^^, thus amplifying climate change. ''** [4.ES]\n* Approximately 20-30% of plant and animal species assessed so far are likely to be at increased risk of extinction if increases in global average temperature exceed 1.5-2.5°C. ''* N'' [4.4, T4.1]\n* For increases in global average temperature exceeding 1.5-2.5°C and in concomitant atmospheric carbon dioxide concentrations, there are projected to be major changes in ecosystem structure and function, species' ecological interactions, and species' geographic ranges, with predominantly negative consequences for biodiversity, and ecosystem goods and services e.g., water and food supply. ''** N'' [4.4]\n* The progressive acidification of oceans due to increasing atmospheric carbon dioxide is expected to have negative impacts on marine shell forming organisms (e.g., corals) and their dependent species. ''* N'' [B4.4, 6.4]

* Crop productivity is projected to increase slightly at mid to high latitudes for local mean temperature increases of up to 1-3°C depending on the crop, and then decrease beyond that in some regions. ''* D'' [5.4]\n* At lower latitudes, especially seasonally dry and tropical regions, crop productivity is projected to decrease for even small local temperature increases (1-2°C), which would increase risk of hunger. ''* D'' [5.4]\n* Globally, the potential for food production is projected to increase with increases in local average temperature over a range of 1-3°C, but above this it is projected to decrease. ''* D'' [5.4, 5.ES]\n* Adaptations such as altered cultivars and planting times allow low and mid- to high latitude cereal yields to be maintained at or above baseline yields for modest warming. ''* N'' [5.5]\n* Increases in the frequency of droughts and floods are projected to affect local production negatively, especially in subsistence sectors at low latitudes. ''** D'' [5.4, 5.ES]\n* Globally, commercial timber productivity rises modestly with climate change in the short- to medium-term, with large regional variability around the global trend. ''* D'' [5.4]\n* Regional changes in the distribution and production of particular fish species are expected due to continued warming, with adverse effects projected for aquaculture and fisheries. ''** D[5.4.6]

* Coasts are projected to be exposed to increasing risks, including coastal erosion, due to climate change and sea-level rise and the effect will be exacerbated by increasing human-induced pressures on coastal areas. ''*** D'' [6.3, 6.4]\n* Corals are vulnerable to thermal stress and have low adaptive capacity. Increases in sea surface temperature of about 1 to 3°C are projected to result in more frequent coral bleaching events and widespread mortality, unless there is thermal adaptation or acclimatisation by corals. ''*** D'' [B6.1, 6.4]\n* Coastal wetlands including salt marshes and mangroves are projected to be negatively affected by sea-level rise especially where they are constrained on their landward side, or starved of sediment. ''*** D'' [6.4]\n* Many millions more people are projected to be flooded every year due to sea-level rise by the 2080s. Those densely-populated and low-lying areas where adaptive capacity is relatively low, and which already face other challenges such as tropical storms or local coastal subsidence, are especially at risk. The numbers affected will be largest in the mega-deltas of Asia and Africa while small islands are especially vulnerable. ''*** D'' [6.4]\n* Adaptation for coastal regions will be more challenging in developing countries than developed countries due to constraints on adaptive capacity. ''** D'' [6.4, 6.5, T6.11]

* Costs and benefits of climate change for industry, settlement, and society will vary widely by location and scale. In the aggregate, however, net effects will tend to be more negative the larger the change in climate. ''** N'' [7.4, 7.6]\n* The most vulnerable industries, settlements and societies are generally those in coastal and river flood plains, those whose economies are closely linked with climate-sensitive resources, and those in areas prone to extreme weather events, especially where rapid urbanisation is occurring. ''** D'' [7.1, 7.3, 7.4, 7.5]\n* Poor communities can be especially vulnerable, in particular those concentrated in high-risk areas. They tend to have more limited adaptive capacities, and are more dependent on climate-sensitive resources such as local water and food supplies. ''** N'' [7.2, 7.4, 5.4]\n* Where extreme weather events become more intense and/or more frequent, the economic and social costs of those events will increase, and these increases will be substantial in the areas most directly affected. Climate change impacts spread from directly impacted areas and sectors to other areas and sectors through extensive and complex linkages. ''** N'' [7.4, 7.5]

* Projected climate change-related exposures are likely to affect the health status of millions of people, particularly those with low adaptive capacity, through:\n** increases in malnutrition and consequent disorders, with implications for child growth and development;\n** increased deaths, disease and injury due to heat waves, floods, storms, fires and droughts;\n** the increased burden of diarrhoeal disease;\n** the increased frequency of cardio-respiratory diseases due to higher concentrations of ground level ozone related to climate change; and,\n** the altered spatial distribution of some infectious disease vectors. ''** D'' [8.4, 8.ES, 8.2]\n* Climate change is expected to have some mixed effects, such as the decrease or increase of the range and transmission potential of malaria in Africa. ''** D'' [8.4]\n* Studies in temperate areas^^12^^ have shown that climate change is projected to bring some benefits, such as fewer deaths from cold exposure. Overall it is expected that these benefits will be outweighed by the negative health effects of rising temperatures world-wide, especially in developing countries. ''** D'' [8.4]\n* The balance of positive and negative health impacts will vary from one location to another, and will alter over time as temperatures continue to rise. Critically important will be factors that directly shape the health of populations such as education, health care, public health prevention and infrastructure and economic development. ''*** N'' [8.3]

* By 2020, between 75 and 250 million people are projected to be exposed to an increase of water stress due to climate change. If coupled with increased demand, this will adversely affect livelihoods and exacerbate water-related problems. ''** D'' [9.4, 3.4, 8.2, 8.4]\n* Agricultural production, including access to food, in many African countries and regions is projected to be severely compromised by climate variability and change. The area suitable for agriculture, the length of growing seasons and yield potential, particularly along the margins of semi-arid and arid areas, are expected to decrease. This would further adversely affect food security and exacerbate malnutrition in the continent. In some countries, yields from rain-fed agriculture could be reduced by up to 50% by 2020. ''** D'' [9.2, 9.4, F9.4, 9.6, 8.4]\n* Local food supplies are projected to be negatively affected by decreasing fisheries resources in large lakes due to rising water temperatures, which may be exacerbated by continued over-fishing. ''** N'' [9.4, 5.4, 8.4]\n* Towards the end of the 21st century, projected sea-level rise will affect low-lying coastal areas with large populations. The cost of adaptation could amount to at least 5-10% of GDP. Mangroves and coral reefs are projected to be further degraded, with additional consequences for fisheries and tourism. ''** D'' [9.4]\n* New studies confirm that Africa is one of the most vulnerable continents to climate variability and change because of multiple stresses and low adaptive capacity. Some adaptation to current climate variability is taking place, however, this may be insufficient for future changes in climate. ''** N'' [9.5]

* Glacier melt in the Himalayas is projected to increase flooding, rock avalanches from destabilised slopes, and affect water resources within the next two to three decades. This will be followed by decreased river flows as the glaciers recede. ''* N'' [10.2, 10.4]\n* Freshwater availability in Central, South, East and Southeast Asia particularly in large river basins is projected to decrease due to climate change which, along with population growth and increasing demand arising from higher standards of living, could adversely affect more than a billion people by the 2050s. ''** N'' [10.4.2]\n* Coastal areas, especially heavily-populated mega-delta regions in South, East and Southeast Asia, will be at greatest risk due to increased flooding from the sea and in some mega-deltas flooding from the rivers. ''** D'' [10.4]\n* Climate change is projected to impinge on sustainable development of most developing countries of Asia as it compounds the pressures on natural resources and the environment associated with rapid urbanisation, industrialisation, and economic development. ''** D'' [10.5]\n* It is projected that crop yields could increase up to 20% in East and Southeast Asia while it could decrease up to 30% in Central and South Asia by the mid-21st century. Taken together and considering the influence of rapid population growth and urbanization, the risk of hunger is projected to remain very high in several developing countries. ''* N'' [10.4.1]\n* Endemic morbidity and mortality due to diarrhoeal disease primarily associated with floods and droughts are expected to rise in East, South and Southeast Asia due to projected changes in hydrological cycle associated with global warming. Increases in coastal water temperature would exacerbate the abundance and/or toxicity of cholera in South Asia. ''** N'' [10.4.5]

* As a result of reduced precipitation and increased evaporation, water security problems are projected to intensify by 2030 in southern and eastern Australia and, in New Zealand, in Northland and some eastern regions. ''** D'' [11.4]\n* Significant loss of biodiversity is projected to occur by 2020 in some ecologically-rich sites including the Great Barrier Reef and Queensland Wet Tropics. Other sites at risk include Kakadu wetlands, south-west Australia, sub-Antarctic islands and the alpine areas of both countries. ''*** D'' [11.4]\n* Ongoing coastal development and population growth in areas such as Cairns and Southeast Queensland (Australia) and Northland to Bay of Plenty (New Zealand), are projected to exacerbate risks from sea-level rise and increases in the severity and frequency of storms and coastal flooding by 2050. ''*** D'' [11.4, 11.6]\n* Production from agriculture and forestry by 2030 is projected to decline over much of southern and eastern Australia, and over parts of eastern New Zealand, due to increased drought and fire. However, in New Zealand, initial benefits to agriculture and forestry are projected in western and southern areas and close to major rivers due to a longer growing season, less frost and increased rainfall. ''** N'' [11.4]\n* The region has substantial adaptive capacity due to well-developed economies and scientific and technical capabilities, but there are considerable constraints to implementation and major challenges from changes in extreme events. Natural systems have limited adaptive capacity. ''** N'' [11.2, 11.5]

!!!Resolution on Information and Communications\nadopted by the\n''20th General Assembly''\nof the\n''Conference Of Non-Governmental Organizations in Consultative Status with ECOSOC (CONGO)''\nGeneva, Switzerland, 3-5 November, 1997\n!!!Information and Communications\n<<<\nThe //20th General Assembly of the Conference of NGOs//, meeting in Geneva from 3 to 5 November, 1997,\n\n//Recognizing// the continuing dramatic advances in information and communications technology, and the ways in which these advances are:\n* transforming access to, and participation in, the United Nations system;\n* creating a forum for non-governmental organizations that transcends national boundaries; and\n* enabling structural changes in the relationships between non-governmental organizations and national and local governments; \n//Recognizing also// that there exist very substantial disparities between countries, and within countries, in the extent to which there is effective access to the global information infrastructure;\n\n//Resolves// to consider how the Conference of NGOs and its member organizations can make use of modern information and communications technology to increase their effectiveness and to strengthen the participation of non-governmental organizations in the work of the United Nations system in order to promote the goals of the United Nations. \n<<<\n\n----\n\nResolution proposed by:\n: [[Information Habitat: Where Information Lives]]\n: International Council of Jewish Women

The ''Catholic International Education Office'' is a non-governmental organization representing world-wide Catholic education as a NGO. Founded in 1952 in Lucerne (Switzerland). It groups the national secretariats of Catholic education from each member country. Organised in five world regions : Africa, America, Europe, Asia and Oceania, Middle and Near-East. General Secretariat established in Brussels (Belgium). Formal relationship with international agencies and institutions working in the field of education:\n* ''UNESCO'': consultative status, category B, since 1958. With a status of formal consultation relationship since 1997.\n* ''ECOSOC'': registered with the Social and Economic Council of the United Nations since 1958. Since 1998, special consultative status.\n* ''UNICEF'': consultative status since 1963.\n* ''Council of Europe'': consultative status since 1965.\n* Collaboration relationship with: ''FAO'' (United Nations Food and Agriculture Organisation), ''ILO'' (International Labour Office), ''OAU'' (Organisation of African Unity), ''OAS'' (Organisation of American States). \n\n\n\nhttp://www.infoiec.org

![[Overview]]\n!![[Climate Change Crisis]]\n* [[Nature of the Climate Change]]\n* [[Timelines of Climate Change]]\n* [[Overview: Historic & Projected Trends]]\n!![[CO2 Emissions]]\n* [[Escalating Energy Consumption]]\n* [[Greenhouse Effect]]\n!![[Global Warming]]\n* [[Melting Ice]]\n** [[Vanishing Icecaps]]\n** [[Thermal Currents]]\n** [[Vanishing Glaciers]]\n** [[Meltdown Dynamics]]\n** [[Freshwater Shortages]]\n* [[Sea level rise]]\n** [[Lowlands Loss & Flooding]]\n** [[Small Islands]]\n* [[Extreme Weather]]\n** [[Extreme Storms]]\n** [[Prolongued Droughts]]\n!![[Economics of Climate Change]]\n* [[The Stern Review]] - Macroeconomics\n* [[Grassroots Enterprises]] - Microeconomics\n!![[Vital Responses]]\n* [[Guiding Principles]]\n* [[Wetlands Restoration]]\n* [[Native Tree Planting]]\n* [[Soil Conservation]]\n* [[Composting]]\n* [[Biogas]]\n* [[Permaculture principles]]\n* [[Avoiding dangerous climate change]]\n!![[Open Source Intelligence]]

<<<\n"No problem can be solved from the same level of consciousness that created it."\n//Albert Einstein// (1879 - 1955) Physicist & Nobel Laureate \n<<<\n''Climate Change 2.0'' is being developed from a vision of a collaborative application of [[Web 2.0]] methodologies to the global [[climate change crisis|Climate change crisis]] and incorporating a transition to an [[Open Source]], [[Creative Commons]] climate. ''Climate Change 2.0'' is based on the recognition of the vital contribution that the combination of the [[economics of information|Economics of information]] and information and communications technologies (ICT) can contribute - and already are contributing - to addressing what is increasingly recognized as the greatest challenges to a sustainable common future, both through the power of the technologies and through the progressive discovery and realization of the fundamental properties and nature of a digital knowledge-based universe and the accompanying profound freedoms and transformation of human consciousness and the emergence of digitally-connected global civil society that has been growing rapidly since the early stages of preparations for the 1992 Earth Summit - of which the [[United Nations Framework Convention for Climate Change]] was a key component.\n\n\nWhile Climate Change 2.0 \n<<<\n"''The Interlocking Crises''\nUntil recently, the planet was a large world in which human activities and their effects were neatly compartmentalized within nations, within sectors (energy, agriculture, trade), and within broad areas of concern (environment, economics, social). These compartments have begun to dissolve. This applies in particular to the various global 'crises' that have seized public concern, particularly over the past decade. These are not separate crises: an environmental crisis, a development crisis, an energy crisis. They are all one."\n//[[Our Common Future, From One Earth to One World|http://www.un-documents.net/ocf-ov.htm]]//\n<<<\n''Climate Change 2.0'' is being jointly launched by the [[NGO Networking Commitee]]\n\nDespite the fact that ICT has made indispensable contributions to the understanding of climate change. the lack of recognition of the current and potential role of ICT - and of the [[economics of information|Economics of information]], in addressing the climate change crisis is striking. Among the many contributions of ICT are the:\n* collection and analysis of the evidence demonstrating the nature and dynamics of climate change would not be possible;\n* use of earth observation satellite imagery\n* extensive and timely collaboration among thousands of research scientists, advocates and activists concerned with climate change;\n* use of the Internet as a key medium in the publication and dissemination of information and publications relating to climate change trends\nHowever, while there is a massive amount of information freely available online in relation to climate change,\n* there is no systematic strategy to optimize the organization of climate change information for a digital environment\n* almost all of the major documents are published as pdf files - a format optimized for printing - and that offers fairly primitive and cumbersome navigational features compared to the combination of HTML, scripting languages and database-driven methodologies\n* the pdf files are generally created without even the incorporation of internal pdf navigational tools, i.e. bookmarks, or with systematic inclusion of hyperlinks to references\nIn addition. although there are some excellent examples of the value of process-oriented ICT, little attention is given to the actual and potential use of ICT in such areas as:\n* monitoring and analyzing industrial energy & resource use, often within the conceptual framework of ''industrial ecology'' - see <<wikipedia "Industrial ecology">> at <<wikipedia Wikipedia>>.\n* monitoring and management of residential & office energy use\n* monitoring and management of traffic congestion & traffic flows\n* energy-saving through substituting the movement of information for the movement of people\n!!![[Background / Context]]\n!!![[Draft Plan of Action]]\n!!![[Current Status]]\n!!![[Related Initiatives]]

To date a number of elements of Climate 2.0 have been under development, with a short-term focus on the development of an online platform for the September 2007 ''60th Annual DPI/NGO Conference'' - on the theme of Climate Change in , and in the broader context of the [[NGO Committee on Education]]'s focus on the [[United Nations Decade of Education for Sustainable Development]], 2005-2014, and related international decades.\n\nThe DPI/NGO Climate Change Conference offers a unique opportunity for a demonstration project of [[Climate Change 2.0]] as it will be the last to be held at the United Nations Headquarters before major renovations begin, and there is strong interest in developing a prototype interactive online framework that would provide for real-time participation in the Conference, for this Conference, and as a model to be used for future Annual DPI/NGO Conferences.\n\nAmong the elements that are under development are the following:\n* [[Climate Change 2.0 - The Manhattan Connection]]<br>[[www.climate-change-two.net/|http://www.climate-change-two.net/]]\n** [[Rescuing a Planet Under Stress and a Civilization in Trouble: Plan B 3.0 (beta)]]<br>[[www.climate-change-two.net/rescuing/|http://www.climate-change-two.net/rescuing/]]\n** [[The Wealth of Networks: How Social Production Transforms Markets and Freedom]]<br>[[www.climate-change-two.net/wealth-of-networks/|http://www.climate-change-two.net/wealth-of-networks/]]\n** [[Economics of Climate Change: The Stern Review]]<br>[[www.climate-change-two.net/stern-review/|http://www.climate-change-two.net/stern-review/]]\n** [[Education, Youth & Technology for Sustainable Development]]<br>[[www.ngo-education.net/workshop/|http://www.ngo-education.net/workshop/]]\n** [[UN Documents Cooperation Circles: Gathering a Body of Global Agreements]]<br>[[www.un-documents.net/|http://www.un-documents.net/]]\n** [[TiddlyPerfect: An emerging hybrid information species]]<br>[[www.tiddlyperfect.net/|http://www.tiddlyperfect.net/]]

The ''Information Ecology of Climate Change'' is intended to harness the power of the Internet, and particularly of ''Web 2.0'' tools to the challenge of climate change, with a focus on the use of Free and Open Source software and through a focused and systematic expansion of the global [[Creative Commons]].\n\nThere is a vast amount of information and documents on the many aspects of climate change freely available online, and while it is relatively easy to find information and specific documents using search engines, it is also very easy to be overwhelmed by the sheer volume - a Google search for "climate change" currently generate approximately 85,000,000 hits, for "global warming" and "sustainable development", the numbers are 70,000,000 and 60,000,000 respectively.\n\nMost of the major documents on climate change are published - and freely available - as pdf files; however, pdf is optimized for printing, not for online accessibility; page breaks make reading a pdf document online a discontinuous process, and the use of hyperlinks in pdf files - when they are included - makes for a very cumbersome navigation process. One of the key initial tasks for ''Climate Change 2.0'' is the translation of these pdf documents into a format optimized for a web-based environment.\n\nWhen HTML versions of climate change reports are also published, e.g. with copies of the [[Third Assessment Review|IPCC Third Assessment Review]] of the [[Intergovernmental Panel on Climate Change]], the HTML pages are frequently in a fragmented form. The adoption of simple, no-cost, measures such as the creation of dedicated sub-domains for the publication of each report could provide significant benefits by enabling site-specific searches.\n\nFrequently, lengthy reports, e.g. the 659 page [[Stern Review on the Economics of Climate Change|Economics of Climate Change: The Stern Review]], are published without the inclusion of any bookmarks. Incidentally, the Stern Review, in addressing the economics of climate change gave very scant attention to the role of information technology, and offered no analysis of the economics of information.\n\nMany climate change-related research papers are only available through subscription to professional journals; while individual copies can generally be purchased, typically at the price of $9.00 per article (compared to a zero marginal cost), the number of articles that a serious lay investigator might have a legitimate interest in reading makes for a prohibitive cost for most people; a cooperative initiative among professional societies to waive the charge for papers on climate change, \n\nYochai Benkler's acclaimed book, [[The Wealth of Networks: How Social Production Transforms Markets and Freedom]] offers exceptional insight and examples as to the profound transformation that are taking place, through "peer production" and new forms of collaboration in the accelerating transition to a "networked information economy"; it seems clear that a systematic effort to harness these powerful processes in a broad-based mobilization of creative intelligence to address the global climate change crisis would pay handsome dividends.\n\nThe Wealth of Networks also highlights the opportunities for significant contributions to bodies of knowledge that can be made by individuals, often without formal credentials, who are able to develop online centers of excellence through a systematic process of gathering and organizing information from multiple online sources. Given the increasingly narrow specialization in scientific research, the free availability of scientific research on climate change could provide an excellent opportunity for a generalist, with a holistic perspective and a broad general understanding of different scientific fields to make a major contribution to the body of knowledge on climate change.\n\nThe example of ''Oscar'' - an open source design for an environmentally-sound automobile - offers another example of how the adoption of open source, creative commons approaches to technology offer the possibility of making significant contributions to addressing climate change. In a different vein, the combination of WalMart's recent commitment to address climate change and its extensive use of RFID technology could serve as a demonstration model for the establishment of full-cost accounting in the traditional economic sphere by making visible, and accountable, previously undocumented external costs, including environmental impacts, of economic activity. The Stern Review correctly recognizes the failure of conventional markets to acknowledge external costs as a fundamental market failure that has been a major economic driver in supporting unsustainable energy use and the corresponding increases in the emission of greenhouse gases.\n\nThere would be great value in developing and implementing a comprehensive initiative to gather and organize the available information on climate change - and on a broad range of sustainable development issues, and while the cost would not be trivial, the effort could pay great dividends in the challenge of addressing climate change. There is a clear need for the development and utilizations of a climate change taxonomy, and corresponding enhancements to search engine methodology, that could play a valuable role in targeted search for relevant information.\n\nA web-based campaign to make use of social bookmarking sites - e.g. [[del.icio.us|http://del.icio.us]] and [[Blue Dot|http://bluedot.us]] - as platforms for collaborative gathering and sharing of key online information and resources, together with the progressive development of a structured framework for climate change-related tags offers significant opportunities for rapid and effective dissemination of critical information.\n\nLikewise, the development of a collaborative wiki site, provided it incorporates an accountability and clear commitment to, and monitoring of, guidelines for participation that are unfortunately missing from <<wikipedia Wikipedia>>, could offer an invaluable participatory forum within which a rigorous, comprehensive body of climate change information could be assembled..\n\nTiddlyPerfect offers a very promising platform for managing, organizing and sharing climate change information. TiddlyPerfect is an emerging hybrid information species combining the power of two exceptional software platforms - TiddlyWiki - [[www.tiddlywiki.com|http://www.tiddlywiki.com]] - a brilliant and rapidly-evolving self-contained wiki that serves as a prime example of the "peer production" model described by Yochai Benkler - and DataPerfect, lesser-known companion of the classic WordPerfect for DOS and arguably the most brilliant relational database yet to see the light of day, whose genius was largely obscured by the transition to a Windows platform, but has remained alive, supported by a brilliant and dedicated group of developers - see [[www.dataperfect.nl|http://www.dataperfect.nl]] - and has now been adapted to an online environment where it is now able to function as a web server.\n\nIn a broader context, the radical change in an in increasingly networked information economy - touched on but not fully developed in Yochai Benkler's [[The Wealth of Networks|The Wealth of Networks: How Social Production Transforms Markets and Freedom]] is the largely unappreciated reality that in a networked knowledge-based universe, a universe in which knowledge is the central basis for wealth and in which the zero-based properties of information become increasingly self-evident and appreciated - i.e. that information has zero mass, zero physical size and takes virtually zero time and cost to travel - accessibility to wealth is no longer constrained the laws of conservation of mass and energy.

Hand-in-hand with the online dimensions of ''Climate Change 2.0'' is a focus on the simple, yet vital task of ''Renewing the Earth'' through composting -

<<<\n"No problem can be solved from the same level of consciousness that created it."\n//Albert Einstein// (1879 - 1955) Physicist & Nobel Laureate \n<<<\n''Climate Change 2.0 - The Manhattan Connection'', scheduled for release on ''Earth Day'' - ''Sunday, April 22, 2007'' - has been conceived as a vehicle to harness the power and intelligence of Web 2.0 and to mobilize the resources, genius, creativity, power and diversity of Manhattan, and surrounding areas, to address the truths and consequences of dangerous global climate change, and the addiction to oil with which the dangers are directly linked. \n!! Why Climate Change 2.0?\n!!! Phase 2: Truth & Consequences; The Need for Timely, Intelligent Responses\nWith the initial release of the [[Fourth Assessment Report]] of the [[Intergovernmental Panel on Climate Change]], following on the heels of [[An Inconvenient Truth]], and in the light of increasing reports of rapidly melting ice - sea ice, ice sheets, ice caps, snow caps and glaciers - in the polar and mountain regions of the Earth - and the growing disruption of human communities, wildlife, flora and fauna in those regions.\n!! Why The Manhattan Connection?\nWhile dangerous climate change \n!!! Magnitude of the Challenge\nNothing less than a commitment on a scale, and urgency as great or greater than that of the original Manhattan Project is needed for a timely, intelligent responses to the truth and consequences of global warming\nWe need to recognize that the magnitude and immediacy of the rising trend of both temperatures and of greenhouse gases - especially CO~~2~~ - Carbon Dioxide - combined with the cumulative impact of historical emissions and the time scale momentum of \n!!! Manhattan's Power and Influence\nAs both financial and communications capital of the world, \n\n* [[Climate Change 2.0 - Elements]]\n* [[Climate Change 2.0 - The Vision]]\n* [[Climate Change 2.0 - Renewing the Earth]]\n

Climate Change 2.0 incorporates a vision of

!! A. Introduction\n<<tiddler "A. Introduction">>\n!! B. Current knowledge about observed impacts of climate change on the natural and human environment\n<<tiddler "B. Current knowledge about observed impacts of climate change on the natural and human environment">>\n!! C. Current knowledge about future impacts\n<<tiddler "C. Current knowledge about future impacts">>\n!! D. Current knowledge about responding to climate change\n<<tiddler "D. Current knowledge about responding to climate change">>

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In addition to this main web site, the [[Information and Communications Sub-Committee]] has been developing a number of web sites for the [[NGO Committee on Education]]:\n* ''UN Documents Cooperation Circles: Gathering a Body of Global Agreements'' - a unique hyperlinked collection of more than five hundred key United Nations documents relating to sustainable development, education, human rights, peace, etc., including the agreements from most of the major global conferences organized by the United Nations and a significant number of important conventions / treaties. http://www.un-documents.net [[Read more details|UN Documents Cooperation Circles: Gathering a Body of Global Agreements]] \n* ''The Wealth of Networks: How Social Production Transforms Markets and Freedom'' - an HTML adaptation of the highly acclaimed book, released under a [[Creative Commons]] licence, on the nature and dynamics of a 'networked information economy' by ''Yochai Benkler''. Professor of Law at Yale University and New York University. http://www.ngo-education.net/wealth-of-networks/ [[Read more details|The Wealth of Networks: How Social Production Transforms Markets and Freedom]]

In many respects, composting is at the heart of Climate Change 2.0. Compostin - saving your coffee grounds and eggshells, banana and orange peel,

''CONGO'' - the ''C''onference ''O''f ''N''on-''G''overnmental ''O''rganizations in Consultative Relationship with the United Nations - is an independent, international, not-for-profit membership association of nongovernmental organizations that facilitates the participation of NGOs in United Nations debates and decisions. CONGO is most active in the major UN centers of New York, Geneva, and Vienna, but extends its work to all regions of the world. In 2000. CONGO became an NGO in General Consultative Status with the United Nations Economic and Social Council.\n* http://www.ngocongo.org

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/***\n|Name|HoverMenuPlugin|\n|Created by|[[Saq Imtiaz]]|\n|Location|http://tw.lewcid.org/#HoverMenuPlugin|\n|Version|1.11|\n|Requires|~TW2.x|\n|Description: |Provides a hovering menu on the edge of the screen for commonly used commands, that scrolls with the page. |\n|Demo: |Observe the hovering menu on the right edge of the screen. |\n|Installation: |Copy the contents of this tiddler to your TW, tag with systemConfig, save and reload your TW. |\nTo customize your HoverMenu, edit the HoverMenu shadow tiddler.\n\nTo customize whether the menu sticks to the right or left edge of the screen, and its start position, edit the HoverMenu configuration settings part of the code below. It's well documented, so don't be scared!\n\nThe menu has an id of hoverMenu, in case you want to style the buttons in it using css.\n\n!Notes:\nSince the default HoverMenu contains buttons for toggling the side bar and jumping to the top of the screen and to open tiddlers, the ToggleSideBarMacro, JumpMacro and the JumpToTopMacro are included in this tiddler, so you dont need to install them separately. Having them installed separately as well could lead to complications.\n\nIf you dont intend to use these three macros at all, feel free to remove those sections of code in this tiddler.\n\n!To Do:\n* rework code to allow multiple hovering menus in different positions, horizontal etc.\n* incorporate code for keyboard shortcuts that correspond to the buttons in the hovermenu\n\n!History:\n*03-08-06, ver 1.1.2: compatibility fix with SelectThemePlugin\n*03-08-06, ver 1.11: fixed error with button tooltips\n*27-07-06, ver 1.1 : added JumpMacro to hoverMenu\n*23-07-06\n\n!Code\n***/\n\n/***\nstart HoverMenu plugin code\n***/\n//{{{\nconfig.hoverMenu={};\n//}}}\n\n/***\nHoverMenu configuration settings\n***/\n//{{{\nconfig.hoverMenu.settings={\n align: 'right', //align menu to right or left side of screen, possible values are 'right' and 'left' \n x: 18, // horizontal distance of menu from side of screen, increase to your liking.\n y: 200 //vertical distance of menu from top of screen at start, increase or decrease to your liking\n };\n//}}}\n\n//{{{\n//continue HoverMenu plugin code\nconfig.hoverMenu.handler=function()\n{ \n if (!document.getElementById("hoverMenu"))\n {\n var theMenu = createTiddlyElement(document.getElementById("contentWrapper"), "div","hoverMenu");\n theMenu.setAttribute("refresh","content");\n theMenu.setAttribute("tiddler","HoverMenu");\n var menuContent = store.getTiddlerText("HoverMenu");\n wikify(menuContent,theMenu);\n }\n\n var Xloc = this.settings.x;\n Yloc =this.settings.y;\n var ns = (navigator.appName.indexOf("Netscape") != -1);\n function SetMenu(id)\n {\n var GetElements=document.getElementById?document.getElementById(id):document.all?document.all[id]:document.layers[id];\n if(document.layers)GetElements.style=GetElements;\n GetElements.sP=function(x,y){this.style[config.hoverMenu.settings.align]=x +"px";this.style.top=y +"px";};\n GetElements.x = Xloc;\n GetElements.y = findScrollY();\n GetElements.y += Yloc;\n return GetElements;\n }\n window.LoCate_XY=function()\n {\n var pY = findScrollY();\n ftlObj.y += (pY + Yloc - ftlObj.y)/15;\n ftlObj.sP(ftlObj.x, ftlObj.y);\n setTimeout("LoCate_XY()", 10);\n }\n ftlObj = SetMenu("hoverMenu");\n LoCate_XY();\n};\n\nwindow.old_lewcid_hovermenu_restart = restart;\nrestart = function()\n{\n window.old_lewcid_hovermenu_restart();\n config.hoverMenu.handler();\n};\n\nsetStylesheet(\n"#hoverMenu .imgLink, #hoverMenu .imgLink:hover {border:none; padding:0px; float:right; margin-bottom:2px; margin-top:0px;}\sn"+\n"#hoverMenu .button, #hoverMenu .tiddlyLink {border:none; font-weight:bold; background:#18f; color:#FFF; padding:0 5px; float:right; margin-bottom:4px;}\sn"+\n"#hoverMenu .button:hover, #hoverMenu .tiddlyLink:hover {font-weight:bold; border:none; color:#fff; background:#000; padding:0 5px; float:right; margin-bottom:4px;}\sn"+\n"#hoverMenu .button {width:100%; text-align:center}"+\n"#hoverMenu { position:absolute; width:7px;}\sn"+\n"\sn","hoverMenuStyles");\n\n\nconfig.macros.renameButton={};\nconfig.macros.renameButton.handler = function(place,macroName,params,wikifier,paramString,tiddler)\n{\n\n if (place.lastChild.tagName!="BR")\n {\n place.lastChild.firstChild.data = params[0];\n if (params[1]) {place.lastChild.title = params[1];}\n }\n};\n\nconfig.shadowTiddlers["HoverMenu"]="<<top>>\sn<<toggleSideBar>><<renameButton '>' >>\sn<<jump j '' top>>\sn<<saveChanges>><<renameButton s 'Save TiddlyWiki'>>\sn<<newTiddler>><<renameButton n>>\sn";\n//}}}\n//end HoverMenu plugin code\n\n//Start ToggleSideBarMacro code\n//{{{\nconfig.macros.toggleSideBar={};\n\nconfig.macros.toggleSideBar.settings={\n styleHide : "#sidebar { display: none;}\sn"+"#contentWrapper #displayArea { margin-right: 1em;}\sn"+"",\n styleShow : " ",\n arrow1: "«",\n arrow2: "»"\n};\n\nconfig.macros.toggleSideBar.handler=function (place,macroName,params,wikifier,paramString,tiddler)\n{\n var tooltip= params[1]||'toggle sidebar';\n var mode = (params[2] && params[2]=="hide")? "hide":"show";\n var arrow = (mode == "hide")? this.settings.arrow1:this.settings.arrow2;\n var label= (params[0]&&params[0]!='.')?params[0]+" "+arrow:arrow;\n var theBtn = createTiddlyButton(place,label,tooltip,this.onToggleSideBar,"button HideSideBarButton");\n if (mode == "hide")\n { \n (document.getElementById("sidebar")).setAttribute("toggle","hide");\n setStylesheet(this.settings.styleHide,"ToggleSideBarStyles");\n }\n};\n\nconfig.macros.toggleSideBar.onToggleSideBar = function(){\n var sidebar = document.getElementById("sidebar");\n var settings = config.macros.toggleSideBar.settings;\n if (sidebar.getAttribute("toggle")=='hide')\n {\n setStylesheet(settings.styleShow,"ToggleSideBarStyles");\n sidebar.setAttribute("toggle","show");\n this.firstChild.data= (this.firstChild.data).replace(settings.arrow1,settings.arrow2);\n }\n else\n { \n setStylesheet(settings.styleHide,"ToggleSideBarStyles");\n sidebar.setAttribute("toggle","hide");\n this.firstChild.data= (this.firstChild.data).replace(settings.arrow2,settings.arrow1);\n }\n\n return false;\n}\n\nsetStylesheet(".HideSideBarButton .button {font-weight:bold; padding: 0 5px;}\sn","ToggleSideBarButtonStyles");\n//}}}\n//end ToggleSideBarMacro code\n\n//start JumpToTopMacro code\n//{{{\nconfig.macros.top={};\nconfig.macros.top.handler=function(place,macroName)\n{\n createTiddlyButton(place,"^","jump to top",this.onclick);\n}\nconfig.macros.top.onclick=function()\n{\n window.scrollTo(0,0);\n};\n\nconfig.commands.top =\n{\n text:" ^ ",\n tooltip:"jump to top"\n};\n\nconfig.commands.top.handler = function(event,src,title)\n{\n window.scrollTo(0,0);\n}\n//}}}\n//end JumpToStartMacro code\n\n//start JumpMacro code\n//{{{\nconfig.macros.jump= {};\nconfig.macros.jump.handler = function (place,macroName,params,wikifier,paramString,tiddler)\n{\n var label = (params[0] && params[0]!=".")? params[0]: 'jump';\n var tooltip = (params[1] && params[1]!=".")? params[1]: 'jump to an open tiddler';\n var top = (params[2] && params[2]=='top') ? true: false; \n\n var btn =createTiddlyButton(place,label,tooltip,this.onclick);\n if (top==true)\n btn.setAttribute("top","true")\n}\n\nconfig.macros.jump.onclick = function(e)\n{\n if (!e) var e = window.event;\n var theTarget = resolveTarget(e);\n var top = theTarget.getAttribute("top");\n var popup = Popup.create(this);\n if(popup)\n {\n if(top=="true")\n {createTiddlyButton(createTiddlyElement(popup,"li"),'Top ↑','Top of TW',config.macros.jump.top);\n createTiddlyElement(popup,"hr");}\n \n story.forEachTiddler(function(title,element) {\n createTiddlyLink(createTiddlyElement(popup,"li"),title,true);\n });\n }\n Popup.show(popup,false);\n e.cancelBubble = true;\n if (e.stopPropagation) e.stopPropagation();\n return false;\n}\n\nconfig.macros.jump.top = function()\n{\n window.scrollTo(0,0);\n}\n//}}}\n//end JumpMacro code\n\n//utility functions\n//{{{\nPopup.show = function(unused,slowly)\n{\n var curr = Popup.stack[Popup.stack.length-1];\n var rootLeft = findPosX(curr.root);\n var rootTop = findPosY(curr.root);\n var rootHeight = curr.root.offsetHeight;\n var popupLeft = rootLeft;\n var popupTop = rootTop + rootHeight;\n var popupWidth = curr.popup.offsetWidth;\n var winWidth = findWindowWidth();\n if (isChild(curr.root,'hoverMenu'))\n var x = config.hoverMenu.settings.x;\n else\n var x = 0;\n if(popupLeft + popupWidth+x > winWidth)\n popupLeft = winWidth - popupWidth -x;\n if (isChild(curr.root,'hoverMenu'))\n {curr.popup.style.right = x + "px";}\n else\n curr.popup.style.left = popupLeft + "px";\n curr.popup.style.top = popupTop + "px";\n curr.popup.style.display = "block";\n addClass(curr.root,"highlight");\n if(config.options.chkAnimate)\n anim.startAnimating(new Scroller(curr.popup,slowly));\n else\n window.scrollTo(0,ensureVisible(curr.popup));\n}\n\nwindow.isChild = function(e,parentId) {\n while (e != null) {\n var parent = document.getElementById(parentId);\n if (parent == e) return true;\n e = e.parentNode;\n }\n return false;\n};\n//}}}\n\n\n

* ''Some adaptation is occurring now, to observed and projected future climate change, but on a limited basis.'' +++\n* There is growing evidence since the IPCC Third Assessment of human activity to adapt to observed and anticipated climate change. For example, climate change is considered in the design of infrastructure projects such as coastal defence in the Maldives and The Netherlands, and the Confederation Bridge in Canada. Other examples include prevention of glacial lake outburst flooding in Nepal, and policies and strategies such as water management in Australia and government responses to heat waves in, for example, some European countries. [7.6, 8.2, 8.6, 17.ES, 17.2, 16.5, 11.5]\n===\n\n* ''Adaptation will be necessary to address impacts resulting from the warming which is already unavoidable due to past emissions.'' +++\n* Past emissions are estimated to involve some unavoidable warming (about a further 0.6°C by the end of the century) even if atmospheric greenhouse gas concentrations remain at 2000 levels (see Working Group I Fourth Assessment). There are some impacts for which adaptation is the only available and appropriate response. An indication of these impacts can be seen in Table SPM-1.\n===\n\n* ''A wide array of adaptation options is available, but more extensive adaptation than is currently occurring is required to reduce vulnerability to future climate change. There are barriers, limits and costs, but these are not fully understood.'' +++\n* Impacts are expected to increase with increases in global average temperature, as indicated in Table SPM-1. Although many early impacts of climate change can be effectively addressed through adaptation, the options for successful adaptation diminish and the associated costs increase with increasing climate change. At present we do not have a clear picture of the limits to adaptation, or the cost, partly because effective adaptation measures are highly dependent on specific, geographical and climate risk factors as well as institutional, political and financial constraints. [7.6, 17.2, 17.4]\n* The array of potential adaptive responses available to human societies is very large, ranging from purely technological (e.g., sea defences), through behavioural (e.g., altered food and recreational choices) to managerial (e.g., altered farm practices), to policy (e.g., planning regulations). While most technologies and strategies are known and developed in some countries, the assessed literature does not indicate how effective various options14 are to fully reduce risks, particularly at higher levels of warming and related impacts, and for vulnerable groups. In addition, there are formidable environmental, economic, informational, social, attitudinal and behavioural barriers to implementation of adaptation. For developing countries, availability of resources and building adaptive capacity are particularly important. [See Sections 5 and 6 in Chapters 316; also 17.2, 17.4].\n* However, adaptation alone is not expected to cope with all the projected effects of climate change, and especially not over the long run as most impacts increase in magnitude [Table SPM-1].\n===\n\n* ''Vulnerability to climate change can be exacerbated by the presence of other stresses.'' +++\n* Non-climate stresses can increase vulnerability to climate change by reducing resilience and can also reduce adaptive capacity because of resource deployment to competing needs. For example, current stresses on some coral reefs include marine pollution and chemical runoff from agriculture as well as increases in water temperature and ocean acidification. Vulnerable regions face multiple stresses that affect their exposure and sensitivity as well as their capacity to adapt. These stresses arise from, for example, current climate hazards, poverty and unequal access to resources, food insecurity, trends in economic globalisation, conflict, and incidence of disease such as HIV/AIDS. [7.4, 8.3, 17.3, 20.3] Adaptation measures are seldom undertaken in response to climate change alone but can be integrated within, for example, water resource management, coastal defence, and disaster planning [17.2, 17.5].\n===\n\n* ''Future vulnerability depends not only on climate change but also on development pathway.'' +++\n* An important advance since the IPCC Third Assessment has been the completion of impacts studies for a range of different development pathways taking into account not only projected climate change but also projected social and economic changes. Most have been based on characterisations of population and income level drawn from the IPCC Special Report on Emission Scenarios (SRES). [2.4]\n* These studies show that the projected impacts of climate change can vary greatly due to the development pathway assumed. For example, there may be large differences in regional population, income and technological development under alternative scenarios, which are often a strong determinant of the level of vulnerability to climate change. [2.4]\n* To illustrate, in a number of recent studies of global impacts of climate change on food supply, risk of coastal flooding and water scarcity, the projected number of people affected is considerably greater under the A2-type scenario of development (characterised by relatively low per capita income and large population growth) than under other SRES futures. [T20.6] This difference is largely explained, not by differences in changes of climate, but by differences in vulnerability. [T6.6] This difference is largely explained, not by differences in changes of climate, but by differences in vulnerability. [T6.6]\n===\n\n* ''Sustainable development^^15^^ can reduce vulnerability to climate change, and climate change could impede nations' abilities to achieve sustainable development pathways.'' +++\n* Sustainable development can reduce vulnerability to climate change by enhancing adaptive capacity and increasing resilience. At present, however, few plans for promoting sustainability have explicitly included either adapting to climate change impacts, or promoting adaptive capacity. [20.3]\n* On the other hand, it is very likely that climate change can slow the pace of progress toward sustainable development either directly through increased exposure to adverse impact or indirectly through erosion of the capacity to adapt. This point is clearly demonstrated in the sections of the sectoral and regional chapters of this report that discuss implications for sustainable development. [See Section 7 in Chapters 3-8, 20.3, 20.7]\n* The [[Millennium Development Goals]] (MDGs) are one measure of progress towards sustainable development. Over the next half-century, climate change could impede achievement of the MDGs. [20.7]\n===\n\n* ''Many impacts can be avoided, reduced or delayed by mitigation.'' +++\n* A small number of impact assessments have now been completed for scenarios in which future atmospheric concentrations of greenhouse gases are stabilised. Although these studies do not take full account of uncertainties in projected climate under stabilisation, they nevertheless provide indications of damages avoided or vulnerabilities and risks reduced for different amounts of emissions reduction. [2.4, T20.6]\n===\n\n* ''A portfolio of adaptation and mitigation measures can diminish the risks associated with climate change.'' +++\n* Even the most stringent mitigation efforts cannot avoid further impacts of climate change in the next few decades, which makes adaptation essential, particularly in addressing near-term impacts. Unmitigated climate change would, in the long term, be likely to exceed the capacity of natural, managed and human systems to adapt. [20.7]\n* This suggests the value of a portfolio or mix of strategies that includes mitigation, adaptation, technological development (to enhance both adaptation and mitigation) and research (on climate science, impacts, adaptation and mitigation). Such portfolios could combine policies with incentive-based approaches, and actions at all levels from the individual citizen through to national governments and international organizations. [18.1, 18.5]\n* One way of increasing adaptive capacity is by introducing consideration of climate change impacts in development planning [18.7], for example, by:\n** including adaptation measures in land-use planning and infrastructure design [17.2];\n** including measures to reduce vulnerability in existing disaster risk reduction strategies [17.2, 20.8].\n===\n\n* ''Impacts of climate change will vary regionally but, aggregated and discounted to the present, they are very likely to impose net annual costs which will increase over time as global temperatures increase.'' +++\n* This Assessment makes it clear that the impacts of future climate change will be mixed across regions. For increases in global mean temperature of less than 1 to 3°C above 1990 levels, some impacts are projected to produce benefits in some places and some sectors, and produce costs in other places and other sectors . It is, however, projected that some low latitude and polar regions will experience net costs even for small increases in temperature. It is very likely that all regions will experience either declines in net benefits or increases in net costs for increases in temperature greater than about 2 to 3°C [9.ES, 9.5, 10.6, T109, 15.3, 15.ES]. These observations re-confirm evidence reported in the Third Assessment that, while developing countries are expected to experience larger percentage losses, global mean losses could be 1-5% Gross Domestic Product (GDP) for 4°C of warming. [F20.3]\n* Many estimates of aggregate net economic costs of damages from climate change across the globe (i.e., the social cost of carbon (SCC), expressed in terms of future net benefits and costs that are discounted to the present) are now available. Peer-reviewed estimates of the social cost of carbon for 2005 have an average value of US$43 per tonne of carbon (tC) (i.e., US$12 per tonne of carbon dioxide) but the range around this mean is large. For example, in a survey of 100 estimates, the values ran from US$-10 per tonne of carbon (US$-3 per tonne of carbon dioxide) up to US$350/tC (US$130 per tonne of carbon dioxide) [20.6].\n* The large ranges of SCC are due in the large part to differences in assumptions regarding climate sensitivity, response lags, the treatment of risk and equity, economic and non-economic impacts, the inclusion of potentially catastrophic losses and discount rates. It is very likely that globally aggregated figures underestimate the damage costs because they cannot include many non-quantifiable impacts. Taken as a whole, the range of published evidence indicates that the net damage costs of climate change are likely to be significant and to increase over time. [T20.3, 20.6, F20.4].\n* It is virtually certain that aggregate estimates of costs mask significant differences in impacts across sectors, regions, countries, and populations. In some locations and amongst some groups of people with high exposure, high sensitivity, and/or low adaptive capacity, net costs will be significantly larger than the global aggregate. [20.6, 20.ES, 7.4]\n===

The DPI/NGO Conference Planning Committee:\n\n

The [[NGO Committee on Education]] was a co-sponsor and organizer - with [[Rotary International]], [[UNESCO|http://www.unesco.org]], [[Information Habitat: Where Information Lives]], [[Earthwatch Institute]] and the [[Armenian Assembly of America]] - of ''Education, Youth & Technology for Sustainable Development'', a workshop at the ''59th Annual DPI/NGO Conference'' in September 2005 that focused on the [[United Nations Decade of Education for Sustainable Development]]. For additional information on the workshop, please visit [[www.ngo-education.net/workshop|http://www.ngo-education.net/workshop]] - a site that was the Information and Communications Sub-Committee's first experiment with the TiddlyWiki software platform. \n\nNote that an earlier web site has been created for the workshop, using the open source educational software platform ''Moodle''- an acronym for Modular Object-Oriented Dynamic Learning Environment - see [[www.moodle.org|http://www.moodle.org]]. However. while Moodle offers some exceptional features, it is a much more complex platform, and unlike TiddlyWiki, which is a self-contained web site requiring only a browser to create, edit and/or view a pages, Moodle requires the installation of server-side software - and a web hosting service that permits the installation of the necessary software. You may be able to access the Moodle site for the Workshop - currently hosted sporadically on a home computer running Windows XP - at http://24.215.188.100/index.php\n\n

!!Education For All: Meeting Our Collective Commitments\n# Meeting in Dakar, Senegal, in April 2000, we, the participants in the World Education Forum, commit ourselves to the achievement of education for all (EFA) goals and targets for every citizen and for every society.\n# The Dakar Framework is a collective commitment to action. Governments have an obligation to ensure that EFA goals and targets are reached and sustained. This is a responsibility that will be met most effectively through broad-based partnerships within countries, supported by cooperation with regional and international agencies and institutions.\n# We re-affirm the vision of the [[World Declaration on Education for All|http://www.un-documents.net/jomtien.htm]] (Jomtien 1990), supported by the [[Universal Declaration of Human Rights|http://www.un-documents.net/a3r217a.htm]] and the [[Convention on the Rights of the Child|http://www.un-documents.net/crc.htm]], that all children, young people and adults have the human right to benefit from an education that will meet their basic learning needs in the best and fullest sense of the term, an education that includes learning to know, to do, to live together and to be. It is an education geared to tapping each individual's talents and potential, and developing learners' personalities, so that they can improve their lives and transform their societies.\n# We welcome the commitments made by the international community to basic education throughout the 1990s, notably at the [[World Summit for Children|http://www.un-documents.net/wsc-dec.htm]] (1990), the [[Conference on Environment and Development|http://www.un-documents.net/a21-36.htm]] (1992), the [[World Conference on Human Rights|http://www.un-documents.net/ac157-23.htm]] (1993), the World Conference on Special Needs Education: Access and Quality (1994), the [[International Conference on Population and Development|http://www.un-documents.net/ac171-13.htm]] (1994), the [[World Summit for Social Development|http://www.un-documents.net/cope-dec.htm]] (1995), the [[Fourth World Conference on Women|http://www.un-documents.net/ac177-20.htm]] (1995), the [[Mid-Term Meeting of the International Consultative Forum on Education for All|The Amman Affirmation: Education for all: Achieving the goal]] (1996), the Fifth International Conference on Adult Education (1997), and the International Conference on Child Labour (1997). The challenge now is to deliver on these commitments.\n# The EFA 2000 Assessment demonstrates that there has been significant progress in many countries. But it is unacceptable in the year 2000 that more than 113 million children have no access to primary education, 880 million adults are illiterate, gender discrimination continues to permeate education systems, and the quality of learning and the acquisition of human values and skills fall far short of the aspirations and needs of individuals and societies. Youth and adults are denied access to the skills and knowledge necessary for gainful employment and full participation in their societies. Without accelerated progress towards education for all, national and internationally agreed targets for poverty reduction will be missed, and inequalities between countries and within societies will widen.\n# Education is a fundamental human right. It is the key to sustainable development and peace and stability within and among countries, and thus an indispensable means for effective participation in the societies and economies of the twenty-first century, which are affected by rapid globalization. Achieving EFA goals should be postponed no longer. The basic learning needs of all can and must be met as a matter of urgency.\n# We hereby collectively commit ourselves to the attainment of the following goals:\n## expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children;\n## ensuring that by 2015 all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities, have access to and complete free and compulsory primary education of good quality;\n## ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life skills programmes;\n## achieving a 50 per cent improvement in levels of adult literacy by 2015, especially for women, and equitable access to basic and continuing education for all adults;\n## eliminating gender disparities in primary and secondary education by 2005, and achieving gender equality in education by 2015, with a focus on ensuring girls' full and equal access to and achievement in basic education of good quality;\n## improving all aspects of the quality of education and ensuring excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills.\n# To achieve these goals, we the governments, organizations, agencies, groups and associations represented at the World Education Forum pledge ourselves to:\n## mobilize strong national and international political commitment for education for all, develop national action plans and enhance significantly investment in basic education;\n## promote EFA policies within a sustainable and well-integrated sector framework clearly linked to poverty elimination and development strategies;\n## ensure the engagement and participation of civil society in the formulation, implementation and monitoring of strategies for educational development;\n## develop responsive, participatory and accountable systems of educational governance and management;\n## meet the needs of education systems affected by conflict, national calamities and instability and conduct educational programmes in ways that promote mutual understanding, peace and tolerance, and help to prevent violence and conflict;\n## implement integrated strategies for gender equality in education which recognize the need for changes in attitudes, values and practices;\n## implement as a matter of urgency education programmes and actions to combat the HIV/AIDS pandemic;\n## create safe, healthy, inclusive and equitably resourced educational environments conducive to excellence in learning with clearly defined levels of achievement for all;\n## enhance the status, morale and professionalism of teachers;\n## harness new information and communication technologies to help achieve EFA goals;\n## systematically monitor progress towards EFA goals and strategies at the national, regional and international levels; and\n## build on existing mechanisms to accelerate progress towards education for all.\n# Drawing on the evidence accumulated during the national and regional EFA assessments, and building on existing national sector strategies, all States will be requested to develop or strengthen existing national plans of action by 2002 at the latest. These plans should be integrated into a wider poverty reduction and development framework, and should be developed through more transparent and democratic processes, involving stakeholders, especially peoples' representatives, community leaders, parents, learners, non-governmental organizations (NGOs) and civil society. The plans will address problems associated with the chronic under-financing of basic education by establishing budget priorities that reflect a commitment to achieving EFA goals and targets at the earliest possible date, and no later than 2015. They will also set out clear strategies for overcoming the special problems facing those currently excluded from educational opportunities, with a clear commitment to girls' education and gender equity. The plans will give substance and form to the goals and strategies set out in this Framework, and to the commitments made during a succession of international conferences in the 1990s. Regional activities to support national strategies will be based on strengthened regional and subregional organizations, networks and initiatives.\n# Political will and stronger national leadership are needed for the effective and successful implementation of national plans in each of the countries concerned. However, political will must be underpinned by resources. The international community acknowledges that many countries currently lack the resources to achieve education for all within an acceptable time-frame. New financial resources, preferably in the form of grants and concessional assistance, must therefore be mobilized by bilateral and multilateral funding agencies, including the World Bank and regional development banks, and the private sector. We affirm that no countries seriously committed to education for all will be thwarted in their achievement of this goal by a lack of resources.\n# The international community will deliver on this collective commitment by launching with immediate effect a global initiative aimed at developing the strategies and mobilizing the resources needed to provide effective support to national efforts. Options to be considered under this initiative will include:\n## increasing external finance for education, in particular basic education;\n## ensuring greater predictability in the flow of external assistance;\n## facilitating more effective donor coordination;\n## strengthening sector-wide approaches;\n## providing earlier, more extensive and broader debt relief and/or debt cancellation for poverty reduction, with a strong commitment to basic education; and\n## undertaking more effective and regular monitoring of progress towards EFA goals and targets, including periodic assessments.\n# There is already evidence from many countries of what can be achieved through strong national strategies supported by effective development cooperation. Progress under these strategies could - and must - be accelerated through increased international support. At the same time, countries with less developed strategies - including countries in transition, countries affected by conflict, and post-crisis countries - must be given the support they need to achieve more rapid progress towards education for all.\n# We will strengthen accountable international and regional mechanisms to give clear expression to these commitments and to ensure that the Dakar Framework for Action is on the agenda of every international and regional organization, every national legislature and every local decision-making forum.\n# The EFA 2000 Assessment highlights that the challenge of education for all is greatest in sub-Saharan Africa, in South Asia, and in the least developed countries. Accordingly, while no country in need should be denied international assistance, priority should be given to these regions and countries. Countries in conflict or undergoing reconstruction should also be given special attention in building up their education systems to meet the needs of all learners.\n# Implementation of the preceding goals and strategies will require national, regional and international mechanisms to be galvanized immediately. To be most effective these mechanisms will be participatory and, wherever possible, build on what already exists. They will include representatives of all stakeholders and partners and they will operate in transparent and accountable ways. They will respond comprehensively to the word and spirit of the Jomtien Declaration and this Dakar Framework for Action. The functions of these mechanisms will include, to varying degrees, advocacy, resource mobilization, monitoring, and EFA knowledge generation and sharing.\n# The heart of EFA activity lies at the country level. National EFA Forums will be strengthened or established to support the achievement of EFA. All relevant ministries and national civil society organizations will be systematically represented in these Forums. They should be transparent and democratic and should constitute a framework for implementation at subnational levels. Countries will prepare comprehensive National EFA Plans by 2002 at the latest. For those countries with significant challenges, such as complex crises or natural disasters, special technical support will be provided by the international community. Each National EFA Plan will:\n## be developed by government leadership in direct and systematic consultation with national civil society;\n## attract co-ordinated support of all development partners;\n## specify reforms addressing the six EFA goals;\n## establish a sustainable financial framework;\n## be time-bound and action-oriented;\n## include mid-term performance indicators; and\n## achieve a synergy of all human development efforts, through its inclusion within the national development planning framework and process.\n# Where these processes and a credible plan are in place, partner members of the international community undertake to work in a consistent, co-ordinated and coherent manner. Each partner will contribute according to its comparative advantage in support of the National EFA Plans to ensure that resource gaps are filled.\n# Regional activities to support national efforts will be based on existing regional and subregional organizations, networks and initiatives, augmented where necessary. Regions and subregions will decide on a lead EFA network that will become the Regional or Subregional Forum with an explicit EFA mandate. Systematic involvement of, and co-ordination with, all relevant civil society and other regional and subregional organizations are essential. These Regional and Subregional EFA Forums will be linked organically with, and be accountable to, National EFA Forums. Their functions will be: co-ordination with all relevant networks; setting and monitoring regional/subregional targets; advocacy; policy dialogue; the promotion of partnerships and technical cooperation; the sharing of best practices and lessons learned; monitoring and reporting for accountability; and promoting resource mobilization. Regional and international support will be available to strengthen Regional and Subregional Forums and relevant EFA capacities, especially within Africa and South Asia.\n# UNESCO will continue its mandated role in co-ordinating EFA partners and maintaining their collaborative momentum. In line with this, UNESCO's Director-General will convene annually a high-level, small and flexible group. It will serve as a lever for political commitment and technical and financial resource mobilization. Informed by a monitoring report from the UNESCO International Institute for Educational Planning (IIEP), the UNESCO International Bureau of Education (IBE), the UNESCO Institute for Education (UIE) and, in particular, the UNESCO Institute of Statistics, and inputs from Regional and Subregional EFA Forums, it will also be an opportunity to hold the global community to account for commitments made in Dakar. It will be composed of highest-level leaders from governments and civil society of developing and developed countries, and from development agencies.\n# UNESCO will serve as the Secretariat. It will refocus its education programme in order to place the outcomes and priorities of Dakar at the heart of its work. This will involve working groups on each of the six goals adopted at Dakar. This Secretariat will work closely with other organizations and may include staff seconded from them.\n# Achieving Education for All will require additional financial support by countries and increased development assistance and debt relief for education by bilateral and multilateral donors, estimated to cost in the order of $8 billion a year. It is therefore essential that new, concrete financial commitments be made by national governments and also by bilateral and multilateral donors including the World Bank and the regional development banks, by civil society and by foundations.\n//28 April 2000 Dakar, Senegal//\n!!![[Expanded Commentary on the Dakar Framework for Action|http://www.un-documents.net/dakar-ec.htm]]\n

Daphne Cohen received han Ed.D. from Yeshiva University in New York in Administration and Supervision in 2006 , having conducted doctoral research on children’s views on basic concepts in morality. Building upon the work of Piaget, Kohlberg, Vygotsky, and Gilligan, Daphne was awarded a Schupf Foundation Fellowship that funded her doctoral research - undertaken with students at the United Nations International School.\n\nIn addition to pursuing her post-graduate education, Daphne is a Professor at the Graduate School of General and Special Education at Touro College. Professor Cohen teaches a variety of methods courses at Touro integrating technology into various disciplines such as math and science for elementary and middle school teachers. Dr. Cohen also teaches courses for CITE (Center for Integrated Teacher Education) and has taught educational technology and library programs in a variety of day schools. In addition, Professor Cohen has taught online courses for Axia College of the University of Phoenix and Touro College. Daphne is facilitating online courses in the areas of Educational methods integrating technology, math and science for elementary school teachers and critical thinking.\n\nA strong proponent of ongoing professional development with an overriding belief in the importance of utilizing the latest educational resources and technology to meet students’ needs and maintain a challenging, stimulating academic environment, Daphne spearheaded the development of a broad range of educational technology training workshops for school’s, serving as an invaluable resource to assist educators in integrating leading-edge technologies into the core curriculum. She created a comprehensive resource manual encapsulating educational software for early childhood through high school students.\n\nSince 1996, Daphne has developed educational programming and curriculum, established library media centers for educational organizations, and published educational materials. A key highlight in Daphne’s career was the publication of her coauthored work In Search of the Seven Wonders of Noah, a children’s book exploring moral and character education, and a companion educator’s resource guide. Daphne has developed and continues to deliver both teacher and student workshops delving into these publications.\n\nAn enthusiastic and dedicated educator committed to developing responsible, caring, and productive contributors to society, Daphne has a long track record of developing educational curriculum that sparks students’ curiosity, creativity, and critical thinking skills and encourages a life-long love of learning.\n\nPrior to pursuing her doctoral studies, Daphne obtained a Master of Science in Education from Yeshiva University and a Bachelor of Science\nin Elementary Education from Touro College in New York. She holds an Elementary and Early Childhood Education Certification through the\nState of New York as well as a Principal and Teacher’s License from the National Board of License for Teachers and Principals of Private\nSchools in North America. Finally, Dr. Cohen spent a year studying at Jerusalem College in Israel.\n\nDr. Cohen serves as treasurer of the NGO Committee on Education. Dr. Cohen is also a member of the Ethical Union, CEP {Character Education Partnership), AME {Association for Moral Education}, and the APA {American Psychological Association}.

\nTitle: \n\n\nAuthor:\n\n\n----\nDate:\n\n\n----\nTags:\n\n\n----

The contents of this TiddlyWiki web page were generated from a ''~DataPerfect'' database. ~DataPerfect is a little-known, brilliant relational database compantion of the legendary ''~WordPerfect for DOS'', which was used to prepare the text from the pdf files of The Stern Review for input into the ~DataPerfect database. The design of ~DataPerfect makes it an exceptional vehicle for generating content for TiddlyWiki web pages. \n\n~DataPerfect was written, and is still maintained by, ''Lew Bastian'' - older brother of ~WordPerfect's author; before joinging the ''~WordPerfect Corporation'', Lew had worked for ''IBM'', where he had written some of the early disk-caching patents. The development of ~DataPerfect was discontinued by the ''~WordPerfect Corporation'' after the introduction of Windows, and subsequently, Novell made the program freely available; an active ''~DataPerfect Users Group'' - [[www.dataperfect.nl|http://www.dataperfect.nl]] - of which Lew Bastian is a leading member - provides exceptional support.

<<<\nAdopted at the ''World Conference of the International Women's Year'' Mexico City, Mexico. 19 June-2 July 1975\n<<<\n//The World Conference of the International Women's Year//,\n\n//Recognizing// that women of the entire world, whatever differences exist between them, share the painful experience of receiving or having received unequal treatment, and that as their awareness of this phenomenon increases they will become natural allies in the struggle against any form of oppression, such as is practiced under colonialism, neo-colonialism, zionism, racial discrimination and apartheid, thereby constituting an enormous revolutionary potential for economic and social change in the world today,\n\n//Recognizing// also the urgency of improving the status of women and finding more effective methods and strategies which will enable them to have the same opportunities as men to participate actively in the development of their countries and to contribute to the attainment of world peace,\n\n//Convinced// that women must play an important role in the promotion, achievement and maintenance of international peace, and that it is necessary to encourage their efforts towards peace, through their full participation in the national and international organizations that exist for this purpose,\n\nWomen have a vital role to play in the promotion of peace in all spheres of life: in the family, the community, the nations and the world. As such, women must participate equally with men in the decision-making processes which help to promote peace at all levels.\n\nWomen as well as men should promote real, general and complete disarmament under effective international control, starting with nuclear disarmament. Until genuine disarmament is achieved, women and men throughout the world must maintain their vigilance and do their utmost to achieve and maintain international peace.\n!!!Plans of Action\nThe primary objective of development being to bring about sustained improvement in the well-being of the individual and of society and to bestow benefits on all, development should be seen not only as a desirable goal in itself but also as the most important means for furthering equality of the sexes and the maintenance of peace. \n* An essential condition for the maintenance and strengthening of international co-operation and peace is the promotion and protection of human rights for all in conditions of equity among and within nations. In order to involve more women in the promotion of international co-operation, the development of friendly relations among nations, the strengthening of international peace and disarmamentæthe peace efforts of women as individuals and in groups, and in national and international organizations should be recognized and encouraged.\n* Women should have equal opportunity with men to represent their countries in all international forums where the above questions are discussed, and in particular at meetings of the organization of the United Nations system, including the Security Council and all conferences on disarmament and international peace, and other regional bodies.

The ''Intergovernmental Conference on Environmental Education'', organized by Unesco in co-operation with UNEP, convened in the City of Tbilisi reflecting the harmony and consensus achieved there, solemnly adopts the following Declaration.\n<<<\nIn the last few decades, man has, through his power to transform his environment, wrought accelerated changes in the balance of nature. The result is frequent exposure of living species to dangers which may prove irreversible.\n\nThe [[Declaration of the United Nations Conference on the Human Environment]] organized in Stockholm in 1972 proclaimed: "to defend and improve the environment for present and future generations has become an imperative goal for mankind". This undertaking urgently calls for new strategies, incorporated into development, which particularly in the developing countries is a prerequisite for any such improvement. Solidarity and equity in the relations between nations should constitute the basis of a new international order, and bring together, as soon as possible, all available resources. Education utilizing the findings of science and technology should play a leading role in creating an awareness and a better understanding of environmental problems. It must foster positive patterns of conduct towards the environment and the nations' use of their resources.\n\nEnvironmental education should be provided for all ages, at all levels and in both formal and non-formal education. The mass media have a great responsibility to make their immense resources available for this educational mission. Environmental specialists as well as those whose actions and decisions can have a marked effect on the environment, should be provided in the course of their training with the necessary knowledge and skills and be given a full sense of their responsibilities in this respect.\n\nEnvironmental education, properly understood, should constitute a comprehensive lifelong education, one responsive to changes in a rapidly changing world. It should prepare the individual for life through an understanding of the major problems of the contemporary world, and the provision of skills and attributes needed to play a productive role towards improving life and protecting the environment with due regard given to ethical values. By adopting a holistic approach, rooted in a broad interdisciplinary base, it recreates an overall perspective which acknowledges the fact that natural environment and man-made environment are profoundly interdependent. It helps reveal the enduring continuity which links the acts of today to the consequences for tomorrow. It demonstrates the interdependencies among national communities and the need for solidarity among all mankind.\n\nEnvironmental education must look outward to the community. It should involve the individual in an active problem-solving process within the context of specific realities, and it should encourage initiative, a sense of responsibility and commitment to build a better tomorrow. By its very nature, environmental education can make a powerful contribution to the renovation of the educational process.\n\nIn order to achieve these goals, environmental education requires a number of specific actions to fill the gaps that, despite outstanding endeavours, continue to exist in our present education systems.\n<<<\n//Accordingly//, the Tbilisi Conference:\n<<<\n//Appeals// to Member States to include in their educational policies measures designed to introduce environmental concerns, activities and contents into their education systems, on the basis of the above objectives and characteristics;\n\n//Invites// educational authorities to promote and intensify thinking, research and innovation in regard to environmental education;\n\n//Urges// Member States to collaborate in this field, in particular by exchanging experiences, research findings, documentation and materials and by making their training facilities widely available to teachers and specialists from other countries; and\n\n//Appeals//, lastly, to the international community to give generously of its aid in order to strengthen this collaboration in a field which symbolizes the need for solidarity of all peoples and may be regarded as particularly conducive to the promotion of international understanding and to the cause of peace.\n<<<\n----\n\n[[Recommendations of the Tbilisi Intergovernmental Conference on Environmental Education]]

\n\nThe United Nations Conference on the Human Environment, having met at Stockholm from 5 to 16 June 1972, having considered the need for a common outlook and for common principles to inspire and guide the peoples of the world in the preservation and enhancement of the human environment,\n\nProclaims that:\n\n1. Man is both creature and moulder of his environment, which gives him physical sustenance and affords him the opportunity for intellectual, moral, social and spiritual growth. In the long and tortuous evolution of the human race on this planet a stage has been reached when, through the rapid acceleration of science and technology, man has acquired the power to transform his environment in countless ways and on an unprecedented scale. Both aspects of man's environment, the natural and the man-made, are essential to his well-being and to the enjoyment of basic human rights the right to life itself.\n\n2. The protection and improvement of the human environment is a major issue which affects the well-being of peoples and economic development throughout the world; it is the urgent desire of the peoples of the whole world and the duty of all Governments.\n\n3. Man has constantly to sum up experience and go on discovering, inventing, creating and advancing. In our time, man's capability to transform his surroundings, if used wisely, can bring to all peoples the benefits of development and the opportunity to enhance the quality of life. Wrongly or heedlessly applied, the same power can do incalculable harm to human beings and the human environment. We see around us growing evidence of man-made harm in many regions of the earth: dangerous levels of pollution in water, air, earth and living beings; major and undesirable disturbances to the ecological balance of the biosphere; destruction and depletion of irreplaceable resources; and gross deficiencies, harmful to the physical, mental and social health of man, in the man-made environment, particularly in the living and working environment.\n\n4. In the developing countries most of the environmental problems are caused by under-development. Millions continue to live far below the minimum levels required for a decent human existence, deprived of adequate food and clothing, shelter and education, health and sanitation. Therefore, the developing countries must direct their efforts to development, bearing in mind their priorities and the need to safeguard and improve the environment. For the same purpose, the industrialized countries should make efforts to reduce the gap themselves and the developing countries. In the industrialized countries, environmental problems are generally related to industrialization and technological development.\n\n5. The natural growth of population continuously presents problems for the preservation of the environment, and adequate policies and measures should be adopted, as appropriate, to face these problems. Of all things in the world, people are the most precious. It is the people that propel social progress, create social wealth, develop science and technology and, through their hard work, continuously transform the human environment. Along with social progress and the advance of production, science and technology, the capability of man to improve the environment increases with each passing day.\n\n6. A point has been reached in history when we must shape our actions throughout the world with a more prudent care for their environmental consequences. Through ignorance or indifference we can do massive and irreversible harm to the earthly environment on which our life and well being depend. Conversely, through fuller knowledge and wiser action, we can achieve for ourselves and our posterity a better life in an environment more in keeping with human needs and hopes. There are broad vistas for the enhancement of environmental quality and the creation of a good life. What is needed is an enthusiastic but calm state of mind and intense but orderly work. For the purpose of attaining freedom in the world of nature, man must use knowledge to build, in collaboration with nature, a better environment. To defend and improve the human environment for present and future generations has become an imperative goal for mankind-a goal to be pursued together with, and in harmony with, the established and fundamental goals of peace and of worldwide economic and social development.\n\n7. To achieve this environmental goal will demand the acceptance of responsibility by citizens and communities and by enterprises and institutions at every level, all sharing equitably in common efforts. Individuals in all walks of life as well as organizations in many fields, by their values and the sum of their actions, will shape the world environment of the future.\n\nLocal and national governments will bear the greatest burden for large-scale environmental policy and action within their jurisdictions. International cooperation is also needed in order to raise resources to support the developing countries in carrying out their responsibilities in this field. A growing class of environmental problems, because they are regional or global in extent or because they affect the common international realm, will require extensive cooperation among nations and action by international organizations in the common interest.\n\nThe Conference calls upon Governments and peoples to exert common efforts for the preservation and improvement of the human environment, for the benefit of all the people and for their posterity.\n\n''Principles''\n\nStates the common conviction that:\n\n''Principle 1''\n\nMan has the fundamental right to freedom, equality and adequate conditions of life, in an environment of a quality that permits a life of dignity and well-being, and he bears a solemn responsibility to protect and improve the environment for present and future generations. In this respect, policies promoting or perpetuating apartheid, racial segregation, discrimination, colonial and other forms of oppression and foreign domination stand condemned and must be eliminated.\n\n''Principle 2''\n\nThe natural resources of the earth, including the air, water, land, flora and fauna and especially representative samples of natural ecosystems, must be safeguarded for the benefit of present and future generations through careful planning or management, as appropriate.\n\n''Principle 3''\n\nThe capacity of the earth to produce vital renewable resources must be maintained and, wherever practicable, restored or improved.\n\n''Principle 4''\n\nMan has a special responsibility to safeguard and wisely manage the heritage of wildlife and its habitat, which are now gravely imperilled by a combination of adverse factors. Nature conservation, including wildlife, must therefore receive importance in planning for economic development.\n\n''Principle 5''\n\nThe non-renewable resources of the earth must be employed in such a way as to guard against the danger of their future exhaustion and to ensure that benefits from such employment are shared by all mankind.\n\n''Principle 6''\n\nThe discharge of toxic substances or of other substances and the release of heat, in such quantities or concentrations as to exceed the capacity of the environment to render them harmless, must be halted in order to ensure that serious or irreversible damage is not inflicted upon ecosystems. The just struggle of the peoples of ill countries against pollution should be supported.\n\n''Principle 7''\n\nStates shall take all possible steps to prevent pollution of the seas by substances that are liable to create hazards to human health, to harm living resources and marine life, to damage amenities or to interfere with other legitimate uses of the sea.\n\n''Principle 8''\n\nEconomic and social development is essential for ensuring a favorable living and working environment for man and for creating conditions on earth that are necessary for the improvement of the quality of life.\n\n''Principle 9''\n\nEnvironmental deficiencies generated by the conditions of under-development and natural disasters pose grave problems and can best be remedied by accelerated development through the transfer of substantial quantities of financial and technological assistance as a supplement to the domestic effort of the developing countries and such timely assistance as may be required.\n\n''Principle 10''\n\nFor the developing countries, stability of prices and adequate earnings for primary commodities and raw materials are essential to environmental management, since economic factors as well as ecological processes must be taken into account.\n\n''Principle 11''\n\nThe environmental policies of all States should enhance and not adversely affect the present or future development potential of developing countries, nor should they hamper the attainment\n\nof better living conditions for all, and appropriate steps should be taken by States and international organizations with a view to reaching agreement on meeting the possible national and international economic consequences resulting from the application of environmental measures.\n\n''Principle 12''\n\nResources should be made available to preserve and improve the environment, taking into account the circumstances and particular requirements of developing countries and any costs which may emanate- from their incorporating environmental safeguards into their development planning and the need for making available to them, upon their request, additional international technical and financial assistance for this purpose.\n\n''Principle 13''\n\nIn order to achieve a more rational management of resources and thus to improve the environment, States should adopt an integrated and coordinated approach to their development planning so as to ensure that development is compatible with the need to protect and improve environment for the benefit of their population.\n\n''Principle 14''\n\nRational planning constitutes an essential tool for reconciling any conflict between the needs of development and the need to protect and improve the environment.\n\n''Principle 15''\n\nPlanning must be applied to human settlements and urbanization with a view to avoiding adverse effects on the environment and obtaining maximum social, economic and environmental benefits for all. In this respect projects which arc designed for colonialist and racist domination must be abandoned.\n\n''Principle 16''\n\nDemographic policies which are without prejudice to basic human rights and which are deemed appropriate by Governments concerned should be applied in those regions where the rate of population growth or excessive population concentrations are likely to have adverse effects on the environment of the human environment and impede development.\n\n''Principle 17''\n\nAppropriate national institutions must be entrusted with the task of planning, managing or controlling the 9 environmental resources of States with a view to enhancing environmental quality.\n\n''Principle 18''\n\nScience and technology, as part of their contribution to economic and social development, must be applied to the identification, avoidance and control of environmental risks and the solution of environmental problems and for the common good of mankind.\n\n''Principle 19''\n\nEducation in environmental matters, for the younger generation as well as adults, giving due consideration to the underprivileged, is essential in order to broaden the basis for an enlightened opinion and responsible conduct by individuals, enterprises and communities in protecting and improving the environment in its full human dimension. It is also essential that mass media of communications avoid contributing to the deterioration of the environment, but, on the contrary, disseminates information of an educational nature on the need to project and improve the environment in order to enable mal to develop in every respect.\n\n''Principle 20''\n\nScientific research and development in the context of environmental problems, both national and multinational, must be promoted in all countries, especially the developing countries. In this connection, the free flow of up-to-date scientific information and transfer of experience must be supported and assisted, to facilitate the solution of environmental problems; environmental technologies should be made available to developing countries on terms which would encourage their wide dissemination without constituting an economic burden on the developing countries.\n\n''Principle 21''\n\nStates have, in accordance with the Charter of the United Nations and the principles of international law, the sovereign right to exploit their own resources pursuant to their own environmental policies, and the responsibility to ensure that activities within their jurisdiction or control do not cause damage to the environment of other States or of areas beyond the limits of national jurisdiction.\n\n''Principle 22''\n\nStates shall cooperate to develop further the international law regarding liability and compensation for the victims of pollution and other environmental damage caused by activities within the jurisdiction or control of such States to areas beyond their jurisdiction.\n\n''Principle 23''\n\nWithout prejudice to such criteria as may be agreed upon by the international community, or to standards which will have to be determined nationally, it will be essential in all cases to consider the systems of values prevailing in each country, and the extent of the applicability of standards which are valid for the most advanced countries but which may be inappropriate and of unwarranted social cost for the developing countries.\n\n''Principle 24''\n\nInternational matters concerning the protection and improvement of the environment should be handled in a cooperative spirit by all countries, big and small, on an equal footing. Cooperation through multilateral or bilateral arrangements or other appropriate means is essential to effectively control, prevent, reduce and eliminate adverse environmental effects resulting from activities conducted in all spheres, in such a way that due account is taken of the sovereignty and interests of all States.\n\n''Principle 25''\n\nStates shall ensure that international organizations play a coordinated, efficient and dynamic role for the protection and improvement of the environment.\n\n''Principle 26''\n\nMan and his environment must be spared the effects of nuclear weapons and all other means of mass destruction. States must strive to reach prompt agreement, in the relevant international organs, on the elimination and complete destruction of such weapons.

[[Welcome]]\n[[Climate Change 2007: Climate Change Impacts, Adaptation and Vulnerability. Summary for Policy Makers]]\n[[Climate Change 2.0 - Elements]]

Diane Paravazian has had more than twenty years of experience in language and cross-cultural education and training both in academic and business settings. She has worked for the Port Authority of New York and New Jersey and Pace University as the Director of the World Trade Institute Language Center. As Director of the Language Center, she has created innovative and customized language and culture programs for major corporations. As Director and Adjunct Professor of French at Pace University, with Pace University's Department of Modern Languages, she designed a new undergraduate major, and a related bridge program at Murry Bergtraum High School. Currently Ms. Paravazian is a Professor of French at St. John's University, is working on her Doctoral Dissertation in at New York University and serves on a number of boards, including the Business Advisory Board of Murry Bergtraum High School, and the American Association of Teachers of French, Metropolitan Chapter. She is Treasurer of the Société des Professeurs Français et Francophones d'Amérique, a foundation which offers grants to students studying French. Ms. Paravazian has received a number of academic fellowships and awards, including the French Government's "Chevalier des Palmes Académiques."\n\nAt the United Nations, Ms. Paravazian serves as UN Representative for the [[World Association of Girl Guides and Girl Scouts]]; she had previously represented the [[Armenian Assembly of America]] since 2000. During this time she has been a member of the DPI/NGO Planning Committee, Media Co-Chair for the Conference, member of the NGO Committees on Sustainable Development and Human Rights, Secretary of the NGO Committee on Education . She is currently active as member at large on the NGO Committee on the Status of Women and Acting Co-Chair of the [[NGO Committee on Education]].

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Title: Title\nAuthor: Author\nDate: Date

* Although science to provide policymakers with information about climate change impacts and adaptation potential has improved since the Third Assessment, it still leaves many important questions to be answered.\n* The chapters of the Working Group II report include a number of judgements about priorities for further observation and research, and this advice should be considered seriously (a list of these recommendations is given in the Technical Summary Section TS-6).

The ''Earthwatch Institute'' - http://www.earthwatch.org

''Economics of Climate Change: The Stern Review'' is a major publication, published in October 2006, that was commissioned by the Treasury Department of the British Government with the mandate of reviewing the issue of the economic dimensions of climate change - a key area that has not previously gained sufficient attention. \n\nThe web-based version of the ''Stern Review'' has been "translated" by the [[NGO Committee on Education]] into the "language" of a TiddlyPerfect platform, with the contents housed in a DataPerfect database from which the tiddlers and tags were generated, and is designed to optimize the accessibility and navigability of the contents of the report for reading in a digital environment, and to begin to raise the vital issue of the economics of information as it relates to climate change. The original, official version of the report was published in a pdf version. - a format that is optimized for print rather than for on-screen reading, and that is relatively cumbersome to navigate through the contents; to improve the online value of the pdf files of the Stern Review, an extensive set of bookmarks have been added to the pdf files - none having been included in the official pdf files - to make it easier for those who prefer to read the online version to find their way around the lengthy review..\n\nThe TiddlyPerfect version of the Stern Review also includes a shortened Executive Summary - the original being more than thirty pages long, and highlights the key concepts\n\nhttp://www.climate-change-two.net/stern-review/

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From [[Education Today Newsletter, February - May 2006|http://portal.unesco.org/education/en/ev.php-URL_ID=46275&URL_DO=DO_TOPIC&URL_SECTION=201.html]]\n<<<\nEducation for sustainable development is a) teaching basic reading, writing and arithmetic skills to all, b) convincing people why they should not pollute, c) developing knowledge, skills and programmes that will end poverty for good, d) learning how to make decisions for the good of the whole community? Answer: all of the above.\n<<<\nType “sustainable development” into an internet search engine and you’ll get more than 60 million hits. Search under “education for sustainable development” and you’ll find close to 600,000 entries.\n\nClearly, sustainable development means a great many things to a great many people. There is no easy definition, nor is there one central issue or regional perspective around which world opinion has easily coalesced. Rather, we have a constantly evolving laundry list of issues – climate change, water resource management, gender inequality, biodiversity, urban decay, sustainable consumption, poverty reduction and genetically-modified food – to name a few.\n\nDeveloping and middle-income countries are struggling with different issues and challenges than developed countries. And while many would agree that the present course of action is unsustainable, there is lack of clear consensus on what to do next.\n\nAnd this makes the task of educating for sustainable development all the more complicated. “It forces us to struggle with values and our value systems,” sums up Mary Joy Pigozzi, Director for the Promotion of Quality Education at UNESCO, which is the lead agency for the UN Decade of Education for Sustainable Development (DESD).\n!!A complex progress of change\n“Sustainable development must be more than just a slogan,” insists UNESCO Director-General Koïchiro Matsuura. “It must be a concrete reality for all of us – individuals, organizations, governments – in all of our daily decisions and actions.”\n\nLaunched internationally on 1 March 2005, the DESD takes the broadest possible approach to conceptualizing sustainable development as a complex process of change heavily reliant upon local contexts, needs and priorities. It builds upon a concept first articulated in the 1987 UN report, [[Our Common Future|http://www.un-documents.net/wecd-ocf.htm]]: “Sustainable development is meeting the needs of the present without compromising the ability of future generations to meet their own needs.”\n\nEducation for Sustainable Development (ESD) therefore is viewed as more than just simply environmental education, encompassing learning about human rights and conflict resolution, good governance, economics, the arts and culture as well. It is a multi-disciplinary and dynamic approach to educational reform, one that offers people at all stages of life and in all learning contexts – both formal and non-formal – the opportunity to learn the lifestyles and values necessary to create a sustainable future.\n\n“ESD must go beyond the frontiers generally set by current educational and learning practices,” says Aline Bory-Adams of UNESCO Paris. She adds, “one of the central challenges of the Decade is how to translate this complex vision into textbooks, curricula, teaching and learning methods and national education policies.”\n!!Towards a new kind of learning\n“The problem is you are dealing with different assumptions, in different disciplines,” says Natarajan Ishwaran, Director of Ecological and Earth Sciences at UNESCO. “People differ in their understandings of sustainable development, knowledge and education.” Ishwaran is responsible for the Man and the Biosphere (MAB) programme, which has been trying to encourage people from different disciplines to collaborate, under the hypothesis that such interdisciplinary co-operation is essential to attain DESD goals.\n\nIn the future, Ishwaran hopes the UNESCO Biosphere Reserves, under the MAB programme will become “learning laboratories” for the Decade, putting special emphasis on converting reality-based learning into educational tools and converting context specific case studies into curriculum resources.\nMoreover, he thinks experiential learning is key to the success of ESD. “You can’t just talk only about principals and concepts. You have to talk from real life experience and practice.”\n!!Action plans and strategies\nAs partnerships are formed between educators, NGOs, community activists and policy-makers and as a growing body of knowledge develops to give real-world form to the abstract notion of ESD, the greatest promise of the Decade is that a new paradigm of education for sustainable development will take hold.\n\n“The Decade invites us to celebrate our achievements to date,” adds Wynn Calder, Associate Director of the USA-based University Leaders for a Sustainable Future. “And it calls us on to look forward ten years, to envision what we hope to achieve, and to create a strategy for getting there.”\n\nNow celebrating its first anniversary, the DESD has been so far about deliberations at the international, regional and national level to formulate action plans and strategies.\n\nThe final version of the [[International Implementation Scheme|International Implementation Scheme - UNESCO]], approved by UNESCO’s Executive Board last September, sets out a broad framework for all partners to contribute to the Decade. It provides overall guidance and shows why, how, when and where the enormous range of partners can develop their contributions.\n\nMeanwhile, the equally challenging work of fostering links with the Decade’s activities and other UN initiatives like the Millennium Development Goals, Literacy Decade and Education for All, as well as with UN agencies, is also getting off the ground. Examples of concrete activities include a joint UNEP-UNESCO project spearheaded by UNESCO’s Nairobi office to expand environmental research and training at African universities and by the UNEP-Tongji office to expand post-graduate degrees and scholarships in Chinese universities.\n!!Localizing the approach\nThe broad and varied response to the DESD is most evident at the regional and national level in nearly all regions and the 40 countries that have formally launched the Decade.\n\nThe Europe and North America region was the first to officially adopt its strategy shortly after the UN launch in March 2005. Now the region is focused on developing indicators to measure the effectiveness of the implementation of its strategy by the end of 2006. This is, in fact, seen as a critical component in the overall success of the DESD and it is hoped that this attempt, along with the efforts of other regions to formulate their own measures of success, will form the basis of the next generation of thinking about ESD.\n\nThe Asia and the Pacific region, has also contributed significantly to the start of the Decade by conducting an in-depth analysis of the ESD efforts of every country and sub-region in its constituency. UNESCO Bangkok’s Situational Analysis gives an excellent glimpse into both the challenges and opportunities facing many countries in this part of the world.\n\nOne trend clearly emerges. While all of the countries in the region have incorporated Environmental Education (EE) into their curriculum to some extent, there is very little implementation or even basic understanding of the emerging concept of ESD. In the Pacific, South Asia, and Central Asia, the survey notes that many practitioners, especially those who are not in the environmental field, mistakenly think that EE and ESD hold the same meaning and use the terms interchangeably. Southeast Asian countries, such as Viet Nam, understand ESD as the pre-eminent challenge of the 21st century and are beginning to think creatively about how to incorporate these practices into their formal and non-formal education systems.\n!!Institutionalizing commitment\nThis underscores the necessity for understanding and leadership amongst national governments and officials from a variety of ministries – not just environmental departments.\n\nAccording to Derek Elias, who coordinates UNESCO’s ESD activities in the Asia Pacific region, Iran, Japan, New Zealand and Viet Nam are amongst the countries taking the lead at developing ESD at the national level. For example, Iran developed a charter on the Sustainable Development of the Earthquake Stricken City of Bam. “These countries are really helping us in our task of raising awareness,” he says.\n\nAwareness also helps with fundraising. Calder, who recently wrote an in-depth status report on global DESD efforts, says it is clear that the Decade is helping to direct more funding toward ESD. “That’s part of its power,” he says. This is especially important since the UN offers very little funding for DESD-related activities.\n\nGermany, notes Calder, has perhaps gone the furthest in establishing and funding a National Committee for the Decade to bring together a cross-section of experts and institutions including the Education, Development and Environment Ministries, parliamentarians and the States, NGOs, the media and private enterprise. “There is enough interest in Germany amongst people who can actually make things happen. There is buy-in at the highest level,” he says. Much more common is the approach taken by such countries as Japan and the United States that rely on private, voluntary networking organizations to promote DESD.\n!!Re-orienting existing programmes\nMore countries are taking the route that China has chosen by expanding current environmental education programmes and experimenting with ESD pilot projects. China’s “Education for Environment, Population and Sustainable Development” programme was initially launched in 1998 and aimed at providing interdisciplinary and moral education to teenagers. Now reaching 3,000 schools and over one million students, it is being expanded to incorporate primary school students as well. Organizers note the success of the pilot project is changing national educators’ minds about ESD and say it could serve as the basis for a national curriculum initiative.\n\nThe “Sandwatch Initiative” is another interesting example of how environmental education programmes are being re-formatted and re-energized to adapt to the new priorities. This programme was initially started in the Caribbean with the aim of incorporating information about the problems facing surrounding coastal environments and fragile marine habitats into traditional classes such as biology, woodworking, literature, mathematics, information technology and drama. This successful programme is now being adapted for use in other island nations in the Pacific and Indian Oceans.\n!!Teaching values\nPerhaps most importantly, the Decade has also inspired local action. One of many examples is in South Africa where the first Youth Environmental Symposium for the City of Cape Town brought together students of different backgrounds from twenty-one schools to discuss sustainable living.\n\nThis project, as well as the many other community-based projects inspired by the principles of ESD, is serving as a building block for the future of the movement. “This is about establishing ownership of ESD as broadly as possible. It is about reinforcing each other’s positive contributions,” says Derek Elias who takes every opportunity he can to remind activists in his region that, “you are part of a larger groundswell, you are not standing alone.”\n\nThe bottom line is that for the Decade to be successful, people must make sense of it in their own terms. “Educating for Sustainable Development is not another lofty, unattainable notion,” comments Pigozzi. “It’s a necessity”, she says.\n\nOr as one schoolgirl from New Zealand put it simply when asked to help create a play celebrating the launch of the Decade in her country: “It’s about making the good things last longer.”

Type the text for 'Education for Sustainable Development'

<<tiddler "DPI/NGO Workshop">> [[edit contents|DPI/NGO Workshop]]

The Executive Committee of the [[NGO Committee on Education]] consists of the Officers, Members-at-Large, and Sub-Committee Chairs (//ex officio//):\n!!! Co-Chairs\n* [[Diane Paravazian]], [[World Association of Girl Guides and Girl Scouts]]\n* [[Faye C. Feller]], [[Information Habitat: Where Information Lives]]\n!!! Secretary\n* ''Catherine Waters'', [[Catholic International Education Office]]\n!!! Treasurer\n* [[Daphne Cohen]], [[International Humanist and Ethical Union]]\n!!!Members-at-Large\n* ''Catherine Moore''. [[International Federation of University Women]]\n* ''Doris Sargeant'', [[Rotary International]]\n* ''Cora Weiss'', [[The Hague Appeal for Peace]]\n!!!Sub-Committee Chairs\n* ''Information & Communications Sub-Committee''\n** [[Robert Pollard]], [[Information Habitat: Where Information Lives]]

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Faye C. Feller has had a lifelong involvement with multi-cultural arts and education programs for children and youth. She is currently Executive Director of the National Association of Women for the Arts, and serves as ~Co-Chair of the [[NGO Committee on Education]] at the United Nations and as a U.N. Representative for [[Information Habitat: Where Information Lives]], an NGO in Special Consultative Status with ECOSOC that has focused on the transformative opportunities of the Internet revolution.\n\nFaye’s work with the NGO Committee on Education is focused on a major initiative in support of the UN Decade of Education for Sustainable Development, the International Decade for a Culture of Peace and ~Non-Violence for the Children of the World, the Decade of Action: Water for Life and the Second Decade of the World’s Indigenous People.\n\nFaye developed a prototype Science Seekers program as an after-school program for Middle School students at the Rotary Learning Lab in East Harlem; she has worked with student-led initiatives Peace in Public Places and Pumped up for Peace, which is featured on the U.N.'s Cyberschoolbus web site. Faye has served on the New York City Task Force for the ~Gandhi-King Season of Nonviolence.

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The ''Fourth Assessment Report: Climate Change 2007'' of the [[Intergovernmental Panel on Climate Change]], is ...

'Gandhi-King Season for Nonviolence'\n\n[[www.gandhi-king-season.net/|http://www.gandhi-king-season.net/|

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[img[http://habitat.igc.org/la-perla-garden/gr-200x157-2006.05.08.jpg]]

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* [[Summary for Policy Makers|http://www.grida.no/climate/ipcc/spmpdf/sres-e.pdf]] - pdf\n* [[Full Report|http://www.grida.no/climate/ipcc/emission/]] - html

''Third Assessment Review'' of the [[Intergovernmental Panel on Climate Change]] - [[www.grida.no/climate/ipcc_tar/|http://www.grida.no/climate/ipcc_tar/]]\n* Climate Change 2001: The Scientific Basis - [[www.grida.no/climate/ipcc_tar/wg1/|http://www.grida.no/climate/ipcc_tar/wg1/]]\n* Climate Change 2001: Impacts, Adaptation and Vulnerability -[[www.grida.no/climate/ipcc_tar/wg2/|http://www.grida.no/climate/ipcc_tar/wg2/]]\n* Climate Change 2001: Mitigation - [[www.grida.no/climate/ipcc_tar/wg3/|http://www.grida.no/climate/ipcc_tar/wg3/]]\n* Climate Change 2001: Synthesis Report -[[www.grida.no/climate/ipcc_tar/vol4/english/|http://www.grida.no/climate/ipcc_tar/vol4/english/]]

{{{\n[img[title|filename]]\n[img[filename]]\n[img[title|filename][link]]\n[img[filename][link]]\n}}}\nImages can be included by their filename or full URL. It's good practice to include a title for the image to be shown as a tooltip, and when the image isn't available. An image can also link to another tiddler or or a URL, e.g.\n[img[Twin Light & Colour Cube|http://www.climate-change-two.net/light-cube-0-075.png][Twin Light & Colour Cubes]]\n{{{\n[img[Twin Light & Colour Cube|http://www.climate-change-two.net/light-cube-0-075.png][Twin Light & Colour Cubes]]\n}}}\n\nYou can also float images to the right or left: use {{{[<img[}}} for left-floating images and {{{[>img[}}} for right-floated images; you can use CSS to clear the floats.\n[<img[Twin Light & Colour Cube - floating left|http://www.climate-change-two.net/light-cube-1-075.png][http://www.digital-bridges.net/]] [>img[Twin Light & Colour Cube - floating right|http://www.climate-change-two.net/light-cube-0-075.png][http://www.digital-bridges.net/]]\n@@clear(left):clear(right):display(block):@@\n{{{\n[<img[Twin Light & Colour Cube - floated left|http://www.climate-change-two.net/light-cube-1-075.png][http://www.digital-bridges.net/]]\n[>img[Twin Light & Colour Cube - floated right|http://www.climate-change-two.net/light-cube-0-075.png][http://www.digital-bridges.net/]]\n@@clear(left):clear(right):display(block):@@\n}}}

The ''Import Tiddlers'' tiddler uses the ''<html>&lt;&lt;importTiddlers&gt;&gt;</html>'' built-in macro that allows you to import tiddlers from other TiddlyWiki pages.\n\n<<importTiddlers inline>>

/***\n|''Name:''|ImportTiddlersPlugin|\n|''Source:''|http://www.TiddlyTools.com/#ImportTiddlersPlugin|\n|''Author:''|Eric Shulman - ELS Design Studios|\n|''License:''|[[Creative Commons Attribution-ShareAlike 2.5 License|http://creativecommons.org/licenses/by-sa/2.5/]]|\n|''~CoreVersion:''|2.0.10|\n\nWhen many people share and edit copies of the same TiddlyWiki document, the ability to quickly collect all these changes back into a single, updated document that can then be redistributed to the entire group is very important. It can also be very extremely helpful when moving your own tiddlers from document to document (e.g., when upgrading to the latest version of TiddlyWiki, or 'pre-loading' your favorite stylesheets into a new 'empty' TiddlyWiki document.)\n\nThis plugin lets you selectively combine tiddlers from any two TiddlyWiki documents. An interactive control panel lets you pick a document to import from, and then select which tiddlers to import, with prompting for skip, rename, merge or replace actions when importing tiddlers that match existing titles. Automatically add tags to imported tiddlers so they are easy to find later on. Generates a detailed report of import 'history' in ImportedTiddlers.\n!!!!!Interactive interface\n<<<\n{{{<<importTiddlers>>}}}\ncreates "import tiddlers" link. click to show/hide import control panel\n\n{{{<<importTiddlers inline>>}}}\ncreates import control panel directly in tiddler content\n\n<<importTiddlers inline>>\n\nPress ''[browse]'' to select a TiddlyWiki document file to import. You can also type in the path/filename or a remote document URL (starting with http://)and press ''[open]''. //Note: There may be some delay to permit the browser time to access and load the document before updating the listbox with the titles of all tiddlers that are available to be imported.//\n\nSelect one or more titles from the listbox (hold CTRL or SHIFT while clicking to add/remove the highlight from individual list items). You can press ''[select all]'' to quickly highlight all tiddler titles in the list. Use the ''[-]'', ''[+]'', or ''[=]'' links to adjust the listbox size so you can view more (or less) tiddler titles at one time. When you have chosen the tiddlers you want to import and entered any extra tags, press ''[import]'' to begin copying them to the current TiddlyWiki document.\n\n''select: all, new, changes, or differences''\n\nYou can click on ''all'', ''new'', ''changes'', or ''differences'' to automatically select a subset of tiddlers from the list. This makes it very quick and easy to find and import just the updated tiddlers you are interested in:\n>''"all"'' selects ALL tiddlers from the import source document, even if they have not been changed.\n>''"new"'' selects only tiddlers that are found in the import source document, but do not yet exist in the destination document\n>''"changes"'' selects only tiddlers that exist in both documents but that are newer in the source document\n>''"differences"'' selects all new and existing tiddlers that are different from the destination document (even if destination tiddler is newer)\n\n''Import Tagging:''\n\nTiddlers that have been imported can be automatically tagged, so they will be easier to find later on, after they have been added to your document. New tags are entered into the "add tags" input field, and then //added// to the existing tags for each tiddler as it is imported.\n\n''Skip, Rename, Merge, or Replace:''\n\nWhen importing a tiddler whose title is identical to one that already exists, the import process pauses and the tiddler title is displayed in an input field, along with four push buttons: ''[skip]'', ''[rename]'', ''[merge]'' and ''[replace]''.\n\nTo bypass importing this tiddler, press ''[skip]''. To import the tiddler with a different name (so that both the tiddlers will exist when the import is done), enter a new title in the input field and then press ''[rename]''. Press ''[merge]'' to combine the content from both tiddlers into a single tiddler. Press ''[replace]'' to overwrite the existing tiddler with the imported one, discarding the previous tiddler content.\n\n//Note: if both the title ''and'' modification date/////time match, the imported tiddler is assumed to be identical to the existing one, and will be automatically skipped (i.e., not imported) without asking.//\n\n''Import Report History''\n\nWhen tiddlers are imported, a report is generated into ImportedTiddlers, indicating when the latest import was performed, the number of tiddlers successfully imported, from what location, and by whom. It also includes a list with the title, date and author of each tiddler that was imported.\n\nWhen the import process is completed, the ImportedTiddlers report is automatically displayed for your review. If more tiddlers are subsequently imported, a new report is //added// to ImportedTiddlers, above the previous report (i.e., at the top of the tiddler), so that a reverse-chronological history of imports is maintained.\n\nIf a cumulative record is not desired, the ImportedTiddlers report may be deleted at any time. A new ImportedTiddlers report will be created the next time tiddlers are imported.\n\nNote: You can prevent the ImportedTiddlers report from being generated for any given import activity by clearing the "create a report" checkbox before beginning the import processing.\n\n<<<\n!!!!!non-interactive 'load tiddlers' macro\n<<<\nUseful for automated installation/update of plugins and other tiddler content.\n\n{{{<<loadTiddlers "label:load tiddlers from %0" http://www.tiddlytools.com/example.html confirm>>}}}\n<<loadTiddlers "label:load tiddlers from %0" http://www.tiddlytools.com/example.html confirm>>\n\nSyntax:\n{{{<<loadTiddlers label:text prompt:text filter source quiet confirm>>}}}\n\n''label:text'' and ''prompt:text''\n>defines link text and tooltip (prompt) that can be clicked to trigger the load tiddler processing. If a label is NOT provided, then no link is created and loadTiddlers() is executed whenever the containing tiddler is rendered.\n''filter'' (optional) determines which tiddlers will be automatically selected for importing. Use one of the following keywords:\n>''"all"'' retrieves ALL tiddlers from the import source document, even if they have not been changed.\n>''"new"'' retrieves only tiddlers that are found in the import source document, but do not yet exist in the destination document\n>''"changes"'' retrieves only tiddlers that exist in both documents for which the import source tiddler is newer than the existing tiddler\n>''"updates"'' retrieves both ''new'' and ''changed'' tiddlers (this is the default action when none is specified)\n>''"tiddler:~TiddlerName"'' retrieves only the specific tiddler named in the parameter.\n>''"tag:text"'' retrieves only the tiddlers tagged with the indicated text.\n''source'' (required) is the location of the imported document. It can be either a local document path/filename in whatever format your system requires, or a remote web location (starting with "http://" or "https://")\n>use the keyword ''ask'' to prompt for a source location whenever the macro is invoked\n''"quiet"'' (optional)\n>supresses all status message during the import processing (e.g., "opening local file...", "found NN tiddlers..." etc). Note that if ANY tiddlers are actualy imported, a final information message will still be displayed (along with the ImportedTiddlers report), even when 'quiet' is specified. This ensures that changes to your document cannot occur without any visible indication at all.\n''"confirm"'' (optional)\n>adds interactive confirmation. A browser message box (OK/Cancel) is displayed for each tiddler that will be imported, so that you can manually bypass any tiddlers that you do not want to import.\n<<<\n!!!!!Installation\n<<<\ncopy/paste the following tiddlers into your document:\n''ImportTiddlersPlugin'' (tagged with <<tag systemConfig>>)\n\ncreate/edit ''SideBarOptions'': (sidebar menu items) \n^^Add "< < ImportTiddlers > >" macro^^\n\n''Quick Installation Tip #1:''\nIf you are using an unmodified version of TiddlyWiki (core release version <<version>>), you can get a new, empty TiddlyWiki with the Import Tiddlers plugin pre-installed (''[[download from here|TW+ImportExport.html]]''), and then simply import all your content from your old document into this new, empty document.\n<<<\n!!!!!Revision History\n<<<\n''2006.10.12 [3.0.8]'' in readTiddlersFromHTML(), fallback to find end of store area by matching "/body" when POST-BODY-START is not present (backward compatibility for older documents)\n''2006.09.10 [3.0.7]'' in readTiddlersFromHTML(), find end of store area by matching "POST-BODY-START" instead of "/body" \n''2006.08.16 [3.0.6]'' Use higher-level store.saveTiddler() instead of store.addTiddler() to avoid conflicts with ZW and other adaptations that hijack low-level tiddler handling. Also, in CreateImportPanel(), no longer register notify to "refresh listbox after every tiddler change" (left over from old 'auto-filtered' list handling). Thanks to Bob McElrath for report/solution.\n''2006.07.29 [3.0.5]'' added noChangeMsg to loadTiddlers processing. if not 'quiet' mode, reports skipped tiddlers.\n''2006.04.18 [3.0.4]'' in loadTiddlers.handler, fixed parsing of "prompt:" param. Also, corrected parameters mismatch in loadTiddlers() callback function definition (order of params was wrong, resulting in filters NOT being applied)\n''2006.04.12 [3.0.3]'' moved many display messages to macro properties for easier L10N translations via 'lingo' definitions.\n''2006.04.12 [3.0.2]'' additional refactoring of 'core candidate' code. Proposed API now defines "loadRemoteFile()" for XMLHttpRequest processing with built in fallback for handling local filesystem access, and readTiddlersFromHTML() to process the resulting source HTML content.\n''2006.04.04 [3.0.1]'' in refreshImportList(), when using [by tags], tiddlers without tags are now included in a new "untagged" psuedo-tag list section\n''2006.04.04 [3.0.0]'' Separate non-interactive {{{<<importTiddlers...>>}}} macro functionality for incorporation into TW2.1 core and renamed as {{{<<loadTiddlers>>}}} macro. New parameters for loadTiddlers: ''label:text'' and ''prompt:text'' for link creation, ''ask'' for filename/URL, ''tag:text'' for filtering, "confirm" for accept/reject of individual inbound tiddlers. Also, ImportedTiddlers report generator output has been simplified and "importReplace/importPublic" tags and associated "force" param (which were rarely, if ever, used) has been dropped.\n''2006.03.30 [2.9.1]'' when extracting store area from remote URL, look for "</body>" instead of "</body>\sn</html>" so it will match even if the "\sn" is absent from the source.\n''2006.03.30 [2.9.0]'' added optional 'force' macro param. When present, autoImportTiddlers() bypasses the checks for importPublic and importReplace. Based on a request from Tom Otvos.\n''2006.03.28 [2.8.1]'' in loadImportFile(), added checks to see if 'netscape' and 'x.overrideMimeType()' are defined (IE does *not* define these values, so we bypass this code)\nAlso, when extracting store area from remote URL, explicitly look for "</body>\sn</html>" to exclude any extra content that may have been added to the end of the file by hosting environments such as GeoCities. Thanks to Tom Otvos for finding these bugs and suggesting some fixes.\n''2006.02.21 [2.8.0]'' added support for "tiddler:TiddlerName" filtering parameter in auto-import processing\n''2006.02.21 [2.7.1]'' Clean up layout problems with IE. (Use tables for alignment instead of SPANs styled with float:left and float:right)\n''2006.02.21 [2.7.0]'' Added "local file" and "web server" radio buttons for selecting dynamic import source controls in ImportPanel. Default file control is replaced with URL text input field when "web server" is selected. Default remote document URL is defined in SiteURL tiddler. Also, added option for prepending SiteProxy URL as prefix to remote URL to mask cross-domain document access (requires compatible server-side script)\n''2006.02.17 [2.6.0]'' Removed "differences only" listbox display mode, replaced with selection filter 'presets': all/new/changes/differences. Also fixed initialization handling for "add new tags" so that checkbox state is correctly tracked when panel is first displayed.\n''2006.02.16 [2.5.4]'' added checkbox options to control "import remote tags" and "keep existing tags" behavior, in addition to existing "add new tags" functionality.\n''2006.02.14 [2.5.3]'' FF1501 corrected unintended global 't' (loop index) in importReport() and autoImportTiddlers()\n''2006.02.10 [2.5.2]'' corrected unintended global variable in importReport().\n''2006.02.05 [2.5.1]'' moved globals from window.* to config.macros.importTiddlers.* to avoid FireFox 1.5.0.1 crash bug when referencing globals\n''2006.01.18 [2.5.0]'' added checkbox for "create a report". Default is to create/update the ImportedTiddlers report. Clear the checkbox to skip this step.\n''2006.01.15 [2.4.1]'' added "importPublic" tag and inverted default so that auto sharing is NOT done unless tagged with importPublic\n''2006.01.15 [2.4.0]'' Added support for tagging individual tiddlers with importSkip, importReplace, and/or importPrivate to control which tiddlers can be overwritten or shared with others when using auto-import macro syntax. Defaults are to SKIP overwriting existing tiddlers with imported tiddlers, and ALLOW your tiddlers to be auto-imported by others.\n''2006.01.15 [2.3.2]'' Added "ask" parameter to confirm each tiddler before importing (for use with auto-importing)\n''2006.01.15 [2.3.1]'' Strip TW core scripts from import source content and load just the storeArea into the hidden IFRAME. Makes loading more efficient by reducing the document size and by preventing the import document from executing its TW initialization (including plugins). Seems to resolve the "Found 0 tiddlers" problem. Also, when importing local documents, use convertUTF8ToUnicode() to convert the file contents so support international characters sets.\n''2006.01.12 [2.3.0]'' Reorganized code to use callback function for loading import files to support event-driven I/O via an ASYNCHRONOUS XMLHttpRequest. Let's processing continue while waiting for remote hosts to respond to URL requests. Added non-interactive 'batch' macro mode, using parameters to specify which tiddlers to import, and from what document source. Improved error messages and diagnostics, plus an optional 'quiet' switch for batch mode to eliminate //most// feedback.\n''2006.01.11 [2.2.0]'' Added "[by tags]" to list of tiddlers, based on code submitted by BradleyMeck\n''2006.01.09 [2.1.1]'' When a URL is typed in, and then the "open" button is pressed, it generates both an onChange event for the file input and a click event for open button. This results in multiple XMLHttpRequest()'s which seem to jam things up quite a bit. I removed the onChange handling for file input field. To open a file (local or URL), you must now explicitly press the "open" button in the control panel.\n''2006.01.08 [2.1.0]'' IMPORT FROM ANYWHERE!!! re-write getImportedTiddlers() logic to either read a local file (using local I/O), OR... read a remote file, using a combination of XML and an iframe to permit cross-domain reading of DOM elements. Adapted from example code and techniques courtesy of Jonny LeRoy.\n''2006.01.06 [2.0.2]'' When refreshing list contents, fixed check for tiddlerExists() when "show differences only" is selected, so that imported tiddlers that don't exist in the current file will be recognized as differences and included in the list.\n''2006.01.04 [2.0.1]'' When "show differences only" is NOT checked, import all tiddlers that have been selected even when they have a matching title and date.\n''2005.12.27 [2.0.0]'' Update for TW2.0\nDefer initial panel creation and only register a notification function when panel first is created\n''2005.12.22 [1.3.1]'' tweak formatting in importReport() and add 'discard report' link to output\n''2005.12.03 [1.3.0]'' Dynamically create/remove importPanel as needed to ensure only one instance of interface elements exists, even if there are multiple instances of macro embedding. Also, dynamically create/recreate importFrame each time an external TW document is loaded for importation (reduces DOM overhead and ensures a 'fresh' frame for each document)\n''2005.11.29 [1.2.1]'' fixed formatting of 'detail info' in importReport()\n''2005.11.11 [1.2.0]'' added 'inline' param to embed controls in a tiddler\n''2005.11.09 [1.1.0]'' only load HTML and CSS the first time the macro handler is called. Allows for redundant placement of the macro without creating multiple instances of controls with the same ID's.\n''2005.10.25 [1.0.5]'' fixed typo in importReport() that prevented reports from being generated\n''2005.10.09 [1.0.4]'' combined documentation with plugin code instead of using separate tiddlers\n''2005.08.05 [1.0.3]'' moved CSS and HTML definitions into plugin code instead of using separate tiddlers\n''2005.07.27 [1.0.2]'' core update 1.2.29: custom overlayStyleSheet() replaced with new core setStylesheet()\n''2005.07.23 [1.0.1]'' added parameter checks and corrected addNotification() usage\n''2005.07.20 [1.0.0]'' Initial Release\n<<<\n!!!!!Credits\n<<<\nThis feature was developed by EricShulman from [[ELS Design Studios|http:/www.elsdesign.com]]\n<<<\n!!!!!Code\n***/\n// // ''MACRO DEFINITION''\n//{{{\n// Version\nversion.extensions.importTiddlers = {major: 3, minor: 0, revision: 8, date: new Date(2006,10,12)};\n\n// IE needs explicit global scoping for functions/vars called from browser events\nwindow.onClickImportButton=onClickImportButton;\nwindow.refreshImportList=refreshImportList;\n\n// default cookie/option values\nif (!config.options.chkImportReport) config.options.chkImportReport=true;\n\nconfig.macros.importTiddlers = { };\nconfig.macros.importTiddlers = {\n label: "import tiddlers",\n prompt: "Copy tiddlers from another document",\n foundMsg: "Found %0 tiddlers in %1",\n countMsg: "%0 tiddlers selected for import",\n importedMsg: "Imported %0 of %1 tiddlers from %2",\n src: "", // path/filename or URL of document to import (retrieved from SiteUrl tiddler)\n proxy: "", // URL for remote proxy script (retrieved from SiteProxy tiddler)\n useProxy: false, // use specific proxy script in front of remote URL\n inbound: null, // hash-indexed array of tiddlers from other document\n newTags: "", // text of tags added to imported tiddlers\n addTags: true, // add new tags to imported tiddlers\n listsize: 8, // # of lines to show in imported tiddler list\n importTags: true, // include tags from remote source document when importing a tiddler\n keepTags: true, // retain existing tags when replacing a tiddler\n index: 0, // current processing index in import list\n sort: "" // sort order for imported tiddler listbox\n};\n\nconfig.macros.importTiddlers.handler = function(place,macroName,params) {\n if (!config.macros.loadTiddlers.handler)\n { alert("importTiddlers error: this plugin requires LoadTiddlersPlugin or TiddlyWiki 2.1+"); return; }\n if (!params[0]) // LINK TO FLOATING PANEL\n createTiddlyButton(place,this.label,this.prompt,onClickImportMenu);\n else if (params[0]=="inline") {// // INLINE TIDDLER CONTENT\n createImportPanel(place);\n document.getElementById("importPanel").style.position="static";\n document.getElementById("importPanel").style.display="block";\n }\n else config.macros.loadTiddlers.handler(place,macroName,params); // FALLBACK: PASS TO LOADTIDDLERS\n}\n//}}}\n\n// // ''INTERFACE DEFINITION''\n\n// // Handle link click to create/show/hide control panel\n//{{{\nfunction onClickImportMenu(e)\n{\n if (!e) var e = window.event;\n var parent=resolveTarget(e).parentNode;\n var panel = document.getElementById("importPanel");\n if (panel==undefined || panel.parentNode!=parent)\n panel=createImportPanel(parent);\n var isOpen = panel.style.display=="block";\n if(config.options.chkAnimate)\n anim.startAnimating(new Slider(panel,!isOpen,e.shiftKey || e.altKey,"none"));\n else\n panel.style.display = isOpen ? "none" : "block" ;\n e.cancelBubble = true;\n if (e.stopPropagation) e.stopPropagation();\n return(false);\n}\n//}}}\n\n// // Create control panel: HTML, CSS\n//{{{\nfunction createImportPanel(place) {\n var panel=document.getElementById("importPanel");\n if (panel) { panel.parentNode.removeChild(panel); }\n setStylesheet(config.macros.importTiddlers.css,"importTiddlers");\n panel=createTiddlyElement(place,"span","importPanel",null,null)\n panel.innerHTML=config.macros.importTiddlers.html;\n refreshImportList();\n var siteURL=store.getTiddlerText("SiteUrl"); if (!siteURL) siteURL="";\n document.getElementById("importSourceURL").value=siteURL;\n config.macros.importTiddlers.src=siteURL;\n var siteProxy=store.getTiddlerText("SiteProxy"); if (!siteProxy) siteProxy="SiteProxy";\n document.getElementById("importSiteProxy").value=siteProxy;\n config.macros.importTiddlers.proxy=siteProxy;\n return panel;\n}\n//}}}\n\n// // CSS\n//{{{\nconfig.macros.importTiddlers.css = '\s\n#importPanel {\s\n display: none; position:absolute; z-index:11; width:35em; right:105%; top:3em;\s\n background-color: #eee; color:#000; font-size: 8pt; line-height:110%;\s\n border:1px solid black; border-bottom-width: 3px; border-right-width: 3px;\s\n padding: 0.5em; margin:0em; -moz-border-radius:1em;\s\n}\s\n#importPanel a, #importPanel td a { color:#009; display:inline; margin:0px; padding:1px; }\s\n#importPanel table { width:100%; border:0px; padding:0px; margin:0px; font-size:8pt; line-height:110%; background:transparent; }\s\n#importPanel tr { border:0px;padding:0px;margin:0px; background:transparent; }\s\n#importPanel td { color:#000; border:0px;padding:0px;margin:0px; background:transparent; }\s\n#importPanel select { width:98%;margin:0px;font-size:8pt;line-height:110%;}\s\n#importPanel input { width:98%;padding:0px;margin:0px;font-size:8pt;line-height:110%}\s\n#importPanel .box { border:1px solid black; padding:3px; margin-bottom:5px; background:#f8f8f8; -moz-border-radius:5px;}\s\n#importPanel .topline { border-top:2px solid black; padding-top:3px; margin-bottom:5px; }\s\n#importPanel .rad { width:auto; }\s\n#importPanel .chk { width:auto; margin:1px;border:0; }\s\n#importPanel .btn { width:auto; }\s\n#importPanel .btn1 { width:98%; }\s\n#importPanel .btn2 { width:48%; }\s\n#importPanel .btn3 { width:32%; }\s\n#importPanel .btn4 { width:24%; }\s\n#importPanel .btn5 { width:19%; }\s\n#importPanel .importButton { padding: 0em; margin: 0px; font-size:8pt; }\s\n#importPanel .importListButton { padding:0em 0.25em 0em 0.25em; color: #000000; display:inline }\s\n#importCollisionPanel { display:none; margin:0.5em 0em 0em 0em; }\s\n';\n//}}}\n\n// // HTML \n//{{{\nconfig.macros.importTiddlers.html = '\s\n<!-- source and report -->\s\n<table><tr><td align=left>\s\n import from\s\n <input type="radio" class="rad" name="importFrom" value="file" CHECKED\s\n onClick="document.getElementById(\s'importLocalPanel\s').style.display=this.checked?\s'block\s':\s'none\s';\s\n document.getElementById(\s'importHTTPPanel\s').style.display=!this.checked?\s'block\s':\s'none\s'"> local file\s\n <input type="radio" class="rad" name="importFrom" value="http"\s\n onClick="document.getElementById(\s'importLocalPanel\s').style.display=!this.checked?\s'block\s':\s'none\s';\s\n document.getElementById(\s'importHTTPPanel\s').style.display=this.checked?\s'block\s':\s'none\s'"> web server\s\n</td><td align=right>\s\n <input type=checkbox class="chk" id="chkImportReport" checked\s\n onClick="config.options[\s'chkImportReport\s']=this.checked;"> create a report\s\n</td></tr></table>\s\n<!-- import from local file -->\s\n<div id="importLocalPanel" style="display:block;margin-bottom:5px;margin-top:5px;padding-top:3px;border-top:1px solid #999">\s\nlocal document path/filename:<br>\s\n<input type="file" id="fileImportSource" size=57 style="width:100%"\s\n onKeyUp="config.macros.importTiddlers.src=this.value"\s\n onChange="config.macros.importTiddlers.src=this.value;">\s\n</div><!--panel-->\s\n\s\n<!-- import from http server -->\s\n<div id="importHTTPPanel" style="display:none;margin-bottom:5px;margin-top:5px;padding-top:3px;border-top:1px solid #999">\s\n<table><tr><td align=left>\s\n remote document URL:<br>\s\n</td><td align=right>\s\n <input type="checkbox" class="chk" id="importUseProxy"\s\n onClick="config.macros.importTiddlers.useProxy=this.checked;\s\n document.getElementById(\s'importSiteProxy\s').style.display=this.checked?\s'block\s':\s'none\s'"> use a proxy script\s\n</td></tr></table>\s\n<input type="text" id="importSiteProxy" style="display:none;margin-bottom:1px" onfocus="this.select()" value="SiteProxy"\s\n onKeyUp="config.macros.importTiddlers.proxy=this.value"\s\n onChange="config.macros.importTiddlers.proxy=this.value;">\s\n<input type="text" id="importSourceURL" onfocus="this.select()" value="SiteUrl"\s\n onKeyUp="config.macros.importTiddlers.src=this.value"\s\n onChange="config.macros.importTiddlers.src=this.value;">\s\n</div><!--panel-->\s\n\s\n<table><tr><td align=left>\s\n select:\s\n <a href="JavaScript:;" id="importSelectAll"\s\n onclick="onClickImportButton(this)" title="select all tiddlers">\s\n &nbsp;all&nbsp;</a>\s\n <a href="JavaScript:;" id="importSelectNew"\s\n onclick="onClickImportButton(this)" title="select tiddlers not already in destination document">\s\n &nbsp;added&nbsp;</a> \s\n <a href="JavaScript:;" id="importSelectChanges"\s\n onclick="onClickImportButton(this)" title="select tiddlers that have been updated in source document">\s\n &nbsp;changes&nbsp;</a> \s\n <a href="JavaScript:;" id="importSelectDifferences"\s\n onclick="onClickImportButton(this)" title="select tiddlers that have been added or are different from existing tiddlers">\s\n &nbsp;differences&nbsp;</a> \s\n <a href="JavaScript:;" id="importToggleFilter"\s\n onclick="onClickImportButton(this)" title="show/hide selection filter">\s\n &nbsp;filter&nbsp;</a> \s\n</td><td align=right>\s\n <a href="JavaScript:;" id="importListSmaller"\s\n onclick="onClickImportButton(this)" title="reduce list size">\s\n &nbsp;&#150;&nbsp;</a>\s\n <a href="JavaScript:;" id="importListLarger"\s\n onclick="onClickImportButton(this)" title="increase list size">\s\n &nbsp;+&nbsp;</a>\s\n <a href="JavaScript:;" id="importListMaximize"\s\n onclick="onClickImportButton(this)" title="maximize/restore list size">\s\n &nbsp;=&nbsp;</a>\s\n</td></tr></table>\s\n<select id="importList" size=8 multiple\s\n onchange="setTimeout(\s'refreshImportList(\s'+this.selectedIndex+\s')\s',1)">\s\n <!-- NOTE: delay refresh so list is updated AFTER onchange event is handled -->\s\n</select>\s\n<input type=checkbox class="chk" id="chkAddTags" checked\s\n onClick="config.macros.importTiddlers.addTags=this.checked;">add new tags &nbsp;\s\n<input type=checkbox class="chk" id="chkImportTags" checked\s\n onClick="config.macros.importTiddlers.importTags=this.checked;">import source tags &nbsp;\s\n<input type=checkbox class="chk" id="chkKeepTags" checked\s\n onClick="config.macros.importTiddlers.keepTags=this.checked;">keep existing tags<br>\s\n<input type=text id="txtNewTags" size=15 onKeyUp="config.macros.importTiddlers.newTags=this.value" autocomplete=off>\s\n<div align=center>\s\n <input type=button id="importOpen" class="importButton" style="width:32%" value="open"\s\n onclick="onClickImportButton(this)">\s\n <input type=button id="importStart" class="importButton" style="width:32%" value="import"\s\n onclick="onClickImportButton(this)">\s\n <input type=button id="importClose" class="importButton" style="width:32%" value="close"\s\n onclick="onClickImportButton(this)">\s\n</div>\s\n<div id="importCollisionPanel">\s\n tiddler already exists:\s\n <input type=text id="importNewTitle" size=15 autocomplete=off">\s\n <div align=center>\s\n <input type=button id="importSkip" class="importButton" style="width:23%" value="skip"\s\n onclick="onClickImportButton(this)">\s\n <input type=button id="importRename" class="importButton" style="width:23%" value="rename"\s\n onclick="onClickImportButton(this)">\s\n <input type=button id="importMerge" class="importButton" style="width:23%" value="merge"\s\n onclick="onClickImportButton(this)">\s\n <input type=button id="importReplace" class="importButton" style="width:23%" value="replace"\s\n onclick="onClickImportButton(this)">\s\n </div>\s\n</div>\s\n';\n//}}}\n\n// // Control interactions\n//{{{\nfunction onClickImportButton(which)\n{\n // DEBUG alert(which.id);\n var theList = document.getElementById('importList');\n if (!theList) return;\n var thePanel = document.getElementById('importPanel');\n var theCollisionPanel = document.getElementById('importCollisionPanel');\n var theNewTitle = document.getElementById('importNewTitle');\n var count=0;\n switch (which.id)\n {\n case 'fileImportSource':\n case 'importOpen': // load import source into hidden frame\n importReport(); // if an import was in progress, generate a report\n config.macros.importTiddlers.inbound=null; // clear the imported tiddler buffer\n refreshImportList(); // reset/resize the listbox\n if (config.macros.importTiddlers.src=="") break;\n // Load document into hidden iframe so we can read it's DOM and fill the list\n loadRemoteFile(config.macros.importTiddlers.src, function(src,txt) {\n var tiddlers = readTiddlersFromHTML(txt);\n var count=tiddlers?tiddlers.length:0;\n displayMessage(config.macros.importTiddlers.foundMsg.format([count,src]));\n config.macros.importTiddlers.inbound=tiddlers;\n window.refreshImportList(0);\n });\n break;\n case 'importSelectAll': // select all tiddler list items (i.e., not headings)\n importReport(); // if an import was in progress, generate a report\n for (var t=0,count=0; t < theList.options.length; t++) {\n if (theList.options[t].value=="") continue;\n theList.options[t].selected=true;\n count++;\n }\n clearMessage(); displayMessage(config.macros.importTiddlers.countMsg.format([count]));\n break;\n case 'importSelectNew': // select tiddlers not in current document\n importReport(); // if an import was in progress, generate a report\n for (var t=0,count=0; t < theList.options.length; t++) {\n theList.options[t].selected=false;\n if (theList.options[t].value=="") continue;\n theList.options[t].selected=!store.tiddlerExists(theList.options[t].value);\n count+=theList.options[t].selected?1:0;\n }\n clearMessage(); displayMessage(config.macros.importTiddlers.countMsg.format([count]));\n break;\n case 'importSelectChanges': // select tiddlers that are updated from existing tiddlers\n importReport(); // if an import was in progress, generate a report\n for (var t=0,count=0; t < theList.options.length; t++) {\n theList.options[t].selected=false;\n if (theList.options[t].value==""||!store.tiddlerExists(theList.options[t].value)) continue;\n for (var i=0; i<config.macros.importTiddlers.inbound.length; i++) // find matching inbound tiddler\n { var inbound=config.macros.importTiddlers.inbound[i]; if (inbound.title==theList.options[t].value) break; }\n theList.options[t].selected=(inbound.modified-store.getTiddler(theList.options[t].value).modified>0); // updated tiddler\n count+=theList.options[t].selected?1:0;\n }\n clearMessage(); displayMessage(config.macros.importTiddlers.countMsg.format([count]));\n break;\n case 'importSelectDifferences': // select tiddlers that are new or different from existing tiddlers\n importReport(); // if an import was in progress, generate a report\n for (var t=0,count=0; t < theList.options.length; t++