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We are searching for networks interested in designing curriculum of next half billion jobs of healthcare 30 years ago The Economist published 2 maps on how to do open education millennials world can do this. The time is now for linking in: why design 3 times more expensive healthcare when smart open medical could design 3 times less costly and more accessible healthcare which will be the first mobile leapfrogging transformations of millennials and womens health services

Please wiki with us- vote who inspires you on this journey

World Record top 10 Job Creators ( 1 ...) Connections with Paul Farmer and Partners in Health, ypchronic millennials. the young health society brand of the young africa society inside the world bank, the choices on health content made by the WB Open Learning campus, GHDonline

BRAC of Sir [Fazle Abed :] . In our open mapmakers searches such as friends at {womenuni.com], BRAC is the only more collaborative grassroots social network than PIH because of the 8 million women who empower its open learning circles : 1972-1995 manually; from 1996 with mobile leapfrogging platfrorms) -. Help { W4E] Search convergence of dozens of womens health networks from ground uo integrate into flagshipcurricula- [ The James P Grant Public Health School}

Scottish and commonwealth low cost high quality training systems for future of nursing ; continuing olympics opening ceremony into serious bbc program on health as primary literacy

Competitions for peer to peer trainers in healthcare organised by Khan Academy

Health alumni networks of such institutes as MIT, Lucknow, Sino Millennial Collaboration networks

Connections between womens banking, microchealth centres, mobile and nanocredit apps of woen4empowermemt

Content chose to celebrate health on te elearning saetlites of yazmi founded so that a whole continent (africa and asia) could unite in preventing plagues and celebrating youth and womens wellbeing 


Connectivity is the defining trend of anyone in the generation alive to read this. Prior to digital networking's "death of distance" mankind gave professions to rule over separate systems. This was never how nature designed her open systems but while compound risks caused civilsations to fail it wasn't the whole world of humanity at the same time. By 1984 our book written from 10 years of dialogues with readers of The Economist on the coming if the net generation reconfirmed what Einstein and Von Neumann had predicted: nonce we are all hyperconnected we -all 7 billion human beings - cannot afford systems that are too big to fail.

Through humanity's future history - connectivity has exponentially compounded opportunity and risk. What staggers me is that in the 30 years that we have raced to go global - professional mapping of exponential opportunity and risk has become mathematically less and less accurate.

There seem to be 2 big problems feeding badwill (or at lest blindness) into each other. Those including MBAs who manage by spreadsheets which only reward profit-taking have exactly the opposite navigation metrics needed to prevent compounding risk onto future generations - this has been seen with the banking meltdowns, the electronic utility meltdowns like enron and worldcom, the dotcom meltdowns. Moreover professional advise their clients to separate, externalise risk - even that risk their industry knows most about

Mathematically it is quite simple to construct the missing audit but only one of mans 10000 largest organisations appears to have leaders who value doing this. For more see [] or correspond

Jim KIm: bold bank and smart risk

Transcripts from videos in world bank "open learning campus" MOOC on manage risk




Climate by world record job creator (the 2030 now world bank president) Jim Kim : 1

Coursera Partner World Bank Open Learning Campus version of Warmer World --and forum - copy of version original

Overview This overview presents the main topics this course will cover, and provides a summary of the key impacts and challenges of a 4°C warmer world.

Week 1: Observed Climate Changes and Impacts: Hundreds of Thousands of Years to Now This module outlines the historical observed changes in the climate system leading up to the present day and the impacts that can now be attributed to human-induced climate change. It examines the rise of greenhouse gas emissions since preindustrial times, while explaining the link between CO2 concentrations and the rising global mean temperature, ocean heat storage and sea-level rise, as well as uncertainties in the scientific evidence. It also describes the trends of increasing loss of ice in Greenland and Antarctica, increasing loss of Arctic sea ice, melting mountain glaciers, increased heat waves and extreme temperatures, and drought and aridity trends.

Week 2: Possible 21st Century Climates This module provides an overview of the projected changes in climate leading up to the end of the 21st century. It describes the likelihood of a 4°C warmer world by 2100 AD and enables a deeper understanding of various climate models with different projections and key areas of uncertainty. It also reviews possible responses from natural systems, explaining how the projected climatic changes from 2°C to 4°C warming could result in sea-level rise, heat waves and extreme temperatures, and ocean acidification.

Week 3: Life in a 4°C Warmer World This module presents an overview of current and projected climate impacts across key human support systems, such as agriculture and food production, water resources, ecosystems and biodiversity, and human health. Each of these human support systems will be negatively impacted by climate change under a 4°C warming scenario, resulting in adverse consequences for development, such as: diminishing crop yields, which threaten food production and human health; loss of biodiversity; the spread of vector-borne diseases; and water scarcity. The module also highlights the risks of nonlinear and cascading impacts and the risk of crossing critical thresholds for nonlinear tipping elements of the Earth system, which could dramatically increase vulnerability to climate change and impose multiple stresses on development.

Week 4: What Can We Do About It? The Choice Is in Your Hands (Discussion) After having outlined the scientific evidence in previous modules, this final module goes beyond the Turn Down the Heat report and provides a discussion on what mitigation and adaptation action is needed to help avoid a 4°C world, while also decreasing vulnerability to climate change impacts and building climate resilience. As no single policy solution exists, this module shares different perspectives on what can be done at the global, national, and subnational levels, as well as at the individual level, to help transition towards a low-emissions, climate-resilient development path. By discussing the rationale for acting now, acting together and acting differently, the module presents examples and the expected benefits of mitigation and adaptation policies, considering both contributions to global emission reductions and local development opportunities.

other shared wikis with coursera - include  those corresponding to The Economist's 1984's curriculum of major chalenges of sustsainability of net generation

 future education  millennialenergy millennialbank


Futureeducation  version september 2014

relationship of open education to 1970s entrepreneurial revolution curricula for futurising sustainability of net generation

elearning network experiments were first observed by a group of pro-youth economists at The Economist in 1972 - here are some highlights on future of open education from 42nd annual newsletter

4 monopolies are destroying job creating education from viewpoint of students whats taught whats researched whats examined whats certified

dismal consequences (in usa and other so-called developed countries) are increased student debt and ever further divergence of qualification from getting a job;

possible ways of reforming this in usa help students to swarm round the commitment by Obama to publish open ratings of universities by value khan academy - in particular choose subject areas related to next half billion jobs (nursing and community health content)

identify segment of partners in coursera who do not see certificate as endgame - rather value what students viralise that creates jobs -eg partners of world bank open learning campus can be one such segment

see new zealand and chinese partnerships in revolutionary modes of education at

understand the 16 year experiment so far out pf south africa- step 1 graduating 5000 entrepreneurs around free university partnerships; taking missing curriculum (eg literacies of finance, entrepreneurship, coding, empowerment of self) to 14 million school children

connect with the continental elearning satellite

connect with the annual laureate project of WISE summit where related to job-creating education-

call for end poverty movements post 2015 to change focus from microcreditsummit to microeducationsummit understand that bangladesh microcredit movements (1973 to 1996) where originally founded in bangladesh were primarily jobs training method-poorest village mothers took out a loan so that they would be linked into an income generating microfranchise - where the market for their service provided it was consistently delivered was the responsibility of the ban

since 1996 mobile partnerships in the village have connected some of the most amazing leapfrog advances both of village infrastructure and jobs of the mothers' next generation - we can track some women empowerment outcomes of this at with those who are closest to this convergence of 20 years of partnership experience by 2015

in addition BRAC in bangladesh has become the world's leading network for building on knowhow of village montessori schooling and changing the mindset of teachers to facilitating action learning and in ways Freire innovated; in parallel has annually connected 50000 children in progressing gandhi/montessori in an urban and world citizen context



Millennialbank  version september 2014

Who do millennials trust to bank so that millennials can collaborate around millennials' goals and earn good livelihoods and sustain every community that they have any local connection with or care for

investors and partners with the open technolgy youth can most amplify connected with the world record book of job creators the next stage is to how to unite all such netowrks in a common borderless currency - one that will grow at the same pace as the millennial generation does if sustainability of every global village is achieved through the collaboration of 2030now - a huge opportunity is to linkin each emerging regional nation as eg it spluts off from systems too big to sustain a places people of which the Euroepan Union has demontrated itself a prime case - greece, ukraine, portugal, scotland, (catalonia) ?

leading cashless bank examples eg mpesa and bkash

brac - and any true village womens empowerment and youth investment banks - part 1 benchmark systems: bangladesh 1972-1996;

post 1996 part 2 benchmark post-digital bangladesh grassroots womens networks and wherever digital experiments grounded in womens vilage networks or slum youth eg jamii bora

banks with values

microfrachise investments grounded by mobile media owners or universities valuation trustmarked by women4empowerment orfashion4development -such trust connection become absolutely critical wherever the investors are involved in leapfrog innovation or one that will make or break an emerging small country's independence - cf the scottish challenge

founding leaders of microeducationsummit (real microcredit was always more to do with education - ie it wasnt a loan pushed by a financial institution as such, it was a way of being to be trained in a http://microfanchise job where the market was guaranteed to support you provided you served the community diligently and in line with microfrachise job description and support systems)


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