SlideShare una empresa de Scribd logo
1 de 45
Descargar para leer sin conexión
The Need for a Course on
   International Development
     in Community Colleges
  AFACCT - 22nd Annual Conference
          January 6, 2012
 Presenter: S. Sengamalay, MPA (Harvard), CPA.
          Adjunct Prof. of Accounting
        Montgomery College, Rockville
Session 6.8 (11:40 a.m. to 12:50 p.m.)
  e-mail: sengaksg02@yahoo.com

                      Senga                      1
Topics for Presentation
 Why Teach International Development in
  Community Colleges?
 What is International Development?
 Origins of International Development as a
  “Body of Ideas”
 Key Players in the International
  Development Arena
 Millennium Development Goals
 Steps needed for inclusion in curriculum
Q&A
                       Senga                  2
Why Teach International
    Development in Community
      Colleges? – Background


Theme of this year’s AFACCT Conference
states, “Engaging the New Community
College Student Demographic” is our
challenge


                  Senga                  3
Why Teach International Development in
 Community Colleges? – Background (Contd.)


"In times of change, it is the learners who
 will inherit the earth, while the learned will
 find themselves beautifully equipped for a
 world that no longer exists"

 (Source: AACC Mission Statement includes this quotation
 from Eric Hoffer, famous American social writer)

                          Senga                            4
Why Teach International
   Development in Community
  Colleges? – Background (Contd.)

“The flexibility of community colleges will be
tested in the future as never before. Time will tell
whether the pressures upon community colleges
transform them in fundamental ways or elicit
minor adjustments. Community colleges' history of
ingenuity and resiliency makes them strong
contenders for the 21st century.”
(Source: National Profile of Community Colleges;
Trends and Statistics, Phillippe & Patton, 2000)
                       Senga                      5
Why Teach International
   Development in Community
  Colleges? – Background (Contd.)
“Community colleges have made a significant
contribution to expanding educational
opportunities. Attendance at one of these
institutions is associated with higher wages, even
if a degree is not completed. Evidence suggests
that each year of credit at a community college is
worth almost as much in terms of increased
earnings potential, as a year at a four-year
college.”
(Mr. Ben Bernanke, Chairman of the Federal
Reserve quoted in AACC website)
                       Senga                     6
Findings of an AACU Survey of
        Employers in January 2010
Over 65% of the employers said that two and four
 year colleges should place more emphasis on:
  (i) Understanding global context of situations,

  (ii) Global issues’ implications for future,

  (iii) Understanding the role of U.S. in the world, and

  (iv) Knowledge of cultural diversity in the U.S./world

                              Senga                        7
Rationale for Teaching
             International Development
              1. Gap in Existing Courses
Existing Courses:
      Economics
      Accounting
      Business Finance
      International Business
      International Studies
      International Relations
      Introduction to Political Science, and
      Politics of the 3rd World
Gap - If at all, these courses barely scratch the
 surface on International Development
                               Senga                 8
Rationale for Teaching
           International Development
        2. Complement Current Program
 MC 2011-12 Faculty Handbook:
“The International Education Program has been developed to
  bring greater awareness of the world cultures to the College
  and wider communities, and to encourage a global
  perspective through the internationalization of the College
  curriculum.”
 Course will:
 Enhance cultural awareness of our students and the wider
  community, and

 Bring about a greater appreciation for the inter-dependent
  global environment in which we live and work and the crucial
  connectivity in the global economy
                              Senga                          9
Rationale for Teaching
           International Development
       3. Diversity of Student Population
 MC 2011-12 Faculty Handbook:
 “the largest credit-enrollment of any community college
  in Maryland and the second largest undergraduate
  enrollment among all colleges and universities in
  Maryland.”
 “the College also has great international appeal as
  approximately 175 countries are represented in its
  extremely diverse student body.”

 Study in international development, with the wealth of
  knowledge in the field of global development
  assistance, would further enrich the student knowledge
  and skill set.             Senga                       10
Rationale for Teaching
           International Development
  4. Pioneering Initiative in Community Colleges
MC 2011–12 Faculty Handbook:
 “Montgomery College is one of the oldest in
 Maryland and one of the largest and most diverse
 in the nation. In 2007, it earned national acclaim
 when the New York Times named the institution
 one of the top 11 community colleges in the
 country”
An introductory course in international
 development would be a pioneering endeavor and
 a huge plus in preparing our students to enter 4
 year colleges
                        Senga                      11
Rationale for Teaching International
                Development
 5. Engaging the New Student Demographic
Maryland has one of the most diverse native and
 immigrant populations, partly due to its proximity
 to Washington D.C., the nation’s capital.
As the theme of this Conference reveals, it is a
 major challenge to engage constructively such a
 student population and community.
A course in international development would be a
 key element in facing this challenge successfully by
 the Faculty and enhancing the competitiveness of
 our work force.
                         Senga                     12
Rationale for Teaching International
                 Development
 6. Agility/Relevance in Facing Dynamic World
 Vision Statement – Montgomery College:
 “With a sense of urgency for the future, Montgomery
  College will be a national model of educational
  excellence, opportunity, and student success. Our
  organization will be characterized by agility and relevance
  as it meets the dynamic challenges facing our students and
  community.”

 Hard to identify a course more relevant than international
  development for inclusion in the curriculum of a leading
  institution of higher learning.
                               Senga                       13
Rationale for Teaching
         International Development
7. Developing Country Students’ Contribution


Students from developing countries are generally
 expected to have been exposed to at least some of the
 development projects in their home countries funded
 by global donor agencies.

Sharing of experiences from such projects by these
 students with their other developing and developed
 country counterparts in the class room would enrich
 the learning process enormously.
                          Senga                   14
Rationale for Teaching
              International Development
8. Collaboration and Increased Career Opportunities
        in Global Institutions for our Students
The presence of several global development
 institutions, such as the IMF, World
 Bank, USAID, IADB, Millennium Challenge
 Corporation (MCC) and others in Washington, D.C.
New career opportunities, such as internship will
 open up for our students who possess international
 development as an additional knowledge base and
 skill set.
                         Senga                    15
What is International
            Development ?
 Provision of Development Assistance from rich
developed countries to less developed ones based
on the belief of inter-dependency among nations
and that such assistance would be beneficial to
people in all countries.
 It primarily involves grassroots development in
key sectors in the economy - agriculture, rural and
urban
development, education, population, health, nutriti
on and poverty alleviation, infrastructure, energy
and environment , etc. Senga                   16
What constitutes Development
            Assistance ?
Assistance in the Form of:
 Financial Transfers
 Economic
 Technical
 Humanitarian
 Other Mutually agreed help of any type
    between countries and donor organizations

                     Senga                  17
Appeals for Development Assistance
 “Development assistance isn’t just good
 for people in poor countries; it’s good for
 all of us” (Bill Gates from an Op-Ed piece in the
  Washington Post on 11/2/11)

 “If the Korean miracle could be replicated
 (i.e. transformation of a country from aid-
 dependent to aid donor), in a generation, we
 can end global aid” (Tony Blair in an op-ed piece
  in Washington Post on 11/27/11)
                         Senga                       18
International Development as a
       Separate Body of Ideas
Humanitarian, Emergency and Military
 assistance among nations have been there
 for hundreds of years
Theory and practice of International
 Development formally began to take shape
 during and soon after WW II
Now it is a multi-Billion Dollar endeavor
 encompassing the entire globe and affecting
 millions of people
                     Senga                 19
Atlantic Charter
            of August 9-12, 1941
 “Statement of War and Peace” signed secretly
 on board a ship in the North Atlantic between
 President Roosevelt and Prime Minister
 Churchill included following two principles:
      Freedom from want and fear, and
      Improved economic and social conditions for all
The Charter became the Precursor to the Bretton
 Woods Agreement of July 1944 and Guiding Manifesto
 of the United Nations in 1945
                          Senga                     20
“Bretton Woods Conference” of
             July 1944
 United Nations Monetary and Financial
   Conference
 44 Allied Nations gathered in Mount
  Washington Hotel in Bretton Woods Village,
   New Hampshire and signed agreement
 System of monetary management and
  established the rules for commercial and
  financial relations among countries

                     Senga                     21
Bretton Woods Conference (Contd.)

Mount Washington Hotel,
New Hampshire



John Maynard Keynes
(right) represented the
U.K. and Harry Dexter
White the U.S.


                          Senga        22
Main Movers – U.S. and U.K
 Victors in WW II (in July 1944) presided over
  the Bretton Woods Conference
 Shaped the rules and regulations governing
  monetary and economic polices of countries
 US delegation over-ruled many of the
  proposals from the UK
 UK and others finally agreed on a mutually
  beneficial system

                      Senga                   23
The Bretton Woods Institutions
 International Monetary Fund (IMF)

 International Bank for Reconstruction
  and Development (IBRD) – commonly
  called The World Bank Group

 Both became operational in 1945

                  Senga               24
Keynes on the Success of the Bretton
        Woods Conference

“If the institutions stayed true to their
  founding principles, the brotherhood of
  man will have become more than a
  phrase.”

  (John Maynard Keynes who led the UK
   delegation)

                    Senga                   25
IMF and World Bank
International Monetary           The World Bank Group
Fund (IMF)




                         Senga                          26
The Marshall Plan
 (The European Recovery Program)
“It is logical that the United States should
 do whatever it is able to do to assist in
 the return of normal economic health to
 the world, without which there can be no
 political stability and no assured peace.”

 (George Marshall, then U.S. Secretary of State, in a
   major speech to the graduating class of Harvard
   University on June 5, 1947)
                         Senga                          27
What did the Marshall Plan do?

 “Beginning in 1948, the Marshall Plan
 provided Europe with about $850 billion to
 recover from WW II. The Marshall Plan built
 confidence.”

 (Robert Samuelson in an OP-Ed piece in the
 Washington Post on 11/04/11)

                     Senga                 28
Final Impetus for
         International Development
     “We must embark on a bold new program for
    making the benefits of our scientific advances and
    industrial progress available for the improvement
    and growth of under-developed areas. The old
    imperialism - exploitation for foreign profit - has
    no place in our plans. What we envisage is a
    program of development based on the concept of
    democratic fair dealing.”
(President Harry Truman reaffirmed his country’s commitment
   to International Development in his inaugural address on
   January 20, 1949)
                            Senga                         29
Key Players in International
            Development (IMF)
 IMF - an inter-governmental organization that:

    oversees global financial system, and
    guides macro-economic policies of its members, in
     particular those with an impact on exchange rate and
     the balance of payments
 IMF’s objectives are:
    stabilize international exchange rates and
    facilitate development through neo-liberal
       economic policies.
                         (Source: Bob Davis,2010-05-03 -WSJ.com)


                              Senga                                30
Key Players in
   International Development (Contd.)
 The World Bank Group (Objective - reducing poverty and
  facilitating economic growth in developing countries.
    The International Development Association (IDA)

    The International Finance Corporation (IFC)

    The Multilateral Investment Guarantee Agency (MIGA) and

    The International Centre for the Settlement of Investment
     Disputes (ICSID)



                               Senga                             31
The International Development
             Association (IDA)
 IDA is the “concessional arm” of the World Bank that helps
  the world’s poorest countries.

 Established in 1960, IDA aims to reduce poverty by
  providing interest-free credits and grants for programs that
  boost economic growth, reduce inequalities and improve
  people’s living conditions.

 IDA complements IBRD, World Bank’s other lending arm
  which serves middle-income countries.

 IBRD and IDA share the same staff and headquarters and
  evaluate projects with the same rigorous standards.

                             Senga                         32
The International Finance Corporation
                (IFC)
IFC promotes sustainable private sector
 investment in developing countries.
IFC is a member of the World Bank Group and
 is headquartered in Washington, DC.
Established in 1956, IFC is the largest
 multilateral source of loan and equity
 financing for private sector projects in the
 developing world.

                     Senga                  33
United States Agency for
International Development (USAID)




               Senga                34
IFC and USAID
International Finance           Harry S. Truman Building
                                HQ - U.S. State Department
Corporation (IFC)




                                                             35
                        Senga
Leading
     Regional Development Banks

African Development Bank (AfDB) - Tunis
Asian Development Bank (ADB), Manila
European Bank for Reconstruction and
 Development (EBRD) - London
Inter-American Development Bank (IADB)
 – Washington, DC
                   Senga               36
Other Major Actors in
    Global Development Assistance
United Nations Development Program (UNDP)
Other UN Specialized Agencies (e.g.
 FAO, WHO, IFAD, UNESCO)
Other Multi-Lateral Financial Institutions (e.g.
 EIB, IFAD, IDB)
Bi-Lateral Aid Agencies (e.g. USAID, GTZ, CIDA)
Private Charitable Foundations (e.g. Gates, Ford)



                        Senga                    37
Comparison of Official Development
           Assistance by G -7 Countries
        Country    2008     2009     2010    2010 ( %)   % of GNI
                                                          2010

USA               26,437   28,831   30,154     34%        0.20%

United Kingdom    11,500   11,283   13,763     16%        0.57%
France            10,908   12,600   12,916     14%        0.50%
Germany           13,981   12,079   12,723     14%        0.38%
Japan             9,601     9,457   11,045     12%        0.20%
Canada             4,795   4,000     5,132      6%        0.36%
Italy              4,861   3,297     3,111      4%        0.17%
                                                          Target
G-7 Total         82,081   81,548   88,844    100%        0.7%
Norway             4,006    4,086    4,582                1.10%
                                                            38
Top Five
       Private Charitable Foundations
Rank        Organization            Country       Headquarters   Endowment

        Bill & Melinda Gates                     Seattle,
 1                              United States                    $36.7 billion
        Foundation                               Washington


        Stichting INGKA                          Leiden,
 2                              Netherlands                       $36 billion
        Foundation                               Netherlands


 3      Wellcome Trust          United Kingdom   London          $22.90 billion


        Howard Hughes Medical                    Chevy Chase,
 4                              United States                    $14.8 billion
        Institute                                Maryland


 5      Ford Foundation         United States    New York City   $13.8 billion
                                      Senga                                39
Some Sad Global Matters of Fact
               (2010)
1.2 billion go hungry – 7 out of 10 of them are
 women and girls.

Millions of children start school but drop out
 without even basic literacy

536,000 women and girls die each year during
 pregnancy, childbirth or six weeks following
 delivery – 99% of them occur in developing
 countries
                       Senga                      40
Sad Global Matters of Fact (Contd.)

 2/3rd of those with HIV are in sub-Saharan
  Africa - Most of them are women
 1.2 billion people lack access to basic
   sanitation - Vast majority of them live in
   rural areas
 Aid to the poorest countries falls far short of
    the 2010 target
 Women hold 18 per cent of seats in
    parliament
                        Senga                   41
Millennium Development Goals
 (MDGs) – Set by UN in 2000
 Goal 1: Eradicate extreme poverty and hunger



 Goal 2: Achieve universal primary education



 Goal 3: Promote gender equality and empower women



 Goal 4: Reduce child mortality



 Goal 5: Improve maternal health



 Goal 6: Combat HIV/AIDS, malaria and other diseases



 Goal 7: Ensure environmental sustainability



 Goal 8: Develop a Global Partnership for Development




                                   Senga                42
What Development Assistance
           is all about




Ultimately, Development Assistance is all about putting a smile on a poor and needy child’s face
                                                                                                   43
                                            Senga
Steps Needed for Inclusion in
             Curriculum
1. Prepare paper on International Development
   and Rationale for teaching it (x)
2. Distribute among Faculty and Administrators
   and obtain feedback (x)
3. Present Proposal at the AFACCT Conference
   and solicit/obtain support (x)
4. Home for the Course ?
   (Business, Economics, History, International
   Studies, Political Science)
                      Senga                  44
Steps in the Process (Contd.)
5. Explore potential for collaboration with
    International Institutions
6. Explore possible acceptance by four-year
    colleges
7. Submit formally to College Curriculum
    Committee for review and approval
8. Submit to College Higher Management for
    approval
9. Formalize introduction of course in Montgomery
    College
                       Senga                    45

Más contenido relacionado

La actualidad más candente

UN CC:Learn Brochure
UN CC:Learn BrochureUN CC:Learn Brochure
UN CC:Learn BrochureUN CC:Learn
 
Global citizenship education final_english
Global citizenship education final_englishGlobal citizenship education final_english
Global citizenship education final_englishGlobal Citizen Network
 
Dialogues at the UN Economic and Social Council 2011
Dialogues at the UN Economic and Social Council 2011Dialogues at the UN Economic and Social Council 2011
Dialogues at the UN Economic and Social Council 2011+421 Foundation
 
Globalization and education
Globalization and educationGlobalization and education
Globalization and educationmumthazmaharoof
 
MaryLou Forward: Globally Networked Learning through Virtual Exchange
MaryLou Forward: Globally Networked Learning through Virtual ExchangeMaryLou Forward: Globally Networked Learning through Virtual Exchange
MaryLou Forward: Globally Networked Learning through Virtual ExchangeAlexandra M. Pickett
 
Goldie blumenstyk american higher education in crisis - what everyone needs...
Goldie blumenstyk   american higher education in crisis - what everyone needs...Goldie blumenstyk   american higher education in crisis - what everyone needs...
Goldie blumenstyk american higher education in crisis - what everyone needs...Arun Kumar
 
International cooperation and assistance
International cooperation and assistanceInternational cooperation and assistance
International cooperation and assistanceJobin Jacob
 
Oconomowoc High School Global Sustainabilty Class 2019-2020 Impact Report
Oconomowoc High School Global Sustainabilty Class 2019-2020 Impact Report Oconomowoc High School Global Sustainabilty Class 2019-2020 Impact Report
Oconomowoc High School Global Sustainabilty Class 2019-2020 Impact Report Lisa Geason-Bauer
 
Models-for-US-Study-Abroad-to-Indonesia-2012
Models-for-US-Study-Abroad-to-Indonesia-2012Models-for-US-Study-Abroad-to-Indonesia-2012
Models-for-US-Study-Abroad-to-Indonesia-2012Rachmat Sriwijaya
 
Beyond the boundaries the future of borderless higher education
Beyond the boundaries   the future of borderless higher educationBeyond the boundaries   the future of borderless higher education
Beyond the boundaries the future of borderless higher educationDon Olcott
 
Eridux Profile Linked-in
Eridux Profile Linked-inEridux Profile Linked-in
Eridux Profile Linked-inEridux
 
Internationalizing Curriculum in Universities (Module 13)
Internationalizing Curriculum in Universities (Module 13)Internationalizing Curriculum in Universities (Module 13)
Internationalizing Curriculum in Universities (Module 13)Erinne Losinio
 
Internationalizing Curriculum in Universities (Module 13)
Internationalizing Curriculum in Universities (Module 13)Internationalizing Curriculum in Universities (Module 13)
Internationalizing Curriculum in Universities (Module 13)Erinne Losinio
 

La actualidad más candente (19)

UN CC:Learn Brochure
UN CC:Learn BrochureUN CC:Learn Brochure
UN CC:Learn Brochure
 
Global citizenship education final_english
Global citizenship education final_englishGlobal citizenship education final_english
Global citizenship education final_english
 
Concept Note Session 4, LAC-DAC Dialogue 2019
Concept Note Session 4, LAC-DAC Dialogue 2019Concept Note Session 4, LAC-DAC Dialogue 2019
Concept Note Session 4, LAC-DAC Dialogue 2019
 
DAC News June 2013
DAC News June 2013DAC News June 2013
DAC News June 2013
 
Dialogues at the UN Economic and Social Council 2011
Dialogues at the UN Economic and Social Council 2011Dialogues at the UN Economic and Social Council 2011
Dialogues at the UN Economic and Social Council 2011
 
Globalization and education
Globalization and educationGlobalization and education
Globalization and education
 
MaryLou Forward: Globally Networked Learning through Virtual Exchange
MaryLou Forward: Globally Networked Learning through Virtual ExchangeMaryLou Forward: Globally Networked Learning through Virtual Exchange
MaryLou Forward: Globally Networked Learning through Virtual Exchange
 
Louaize bc conference summary w
Louaize bc conference summary wLouaize bc conference summary w
Louaize bc conference summary w
 
Louaize pres eva egron polak-w
Louaize pres eva egron polak-wLouaize pres eva egron polak-w
Louaize pres eva egron polak-w
 
Goldie blumenstyk american higher education in crisis - what everyone needs...
Goldie blumenstyk   american higher education in crisis - what everyone needs...Goldie blumenstyk   american higher education in crisis - what everyone needs...
Goldie blumenstyk american higher education in crisis - what everyone needs...
 
International cooperation and assistance
International cooperation and assistanceInternational cooperation and assistance
International cooperation and assistance
 
IELeaders
IELeadersIELeaders
IELeaders
 
Oconomowoc High School Global Sustainabilty Class 2019-2020 Impact Report
Oconomowoc High School Global Sustainabilty Class 2019-2020 Impact Report Oconomowoc High School Global Sustainabilty Class 2019-2020 Impact Report
Oconomowoc High School Global Sustainabilty Class 2019-2020 Impact Report
 
Models-for-US-Study-Abroad-to-Indonesia-2012
Models-for-US-Study-Abroad-to-Indonesia-2012Models-for-US-Study-Abroad-to-Indonesia-2012
Models-for-US-Study-Abroad-to-Indonesia-2012
 
Beyond the boundaries the future of borderless higher education
Beyond the boundaries   the future of borderless higher educationBeyond the boundaries   the future of borderless higher education
Beyond the boundaries the future of borderless higher education
 
Louaize bc conference summary
Louaize bc conference summaryLouaize bc conference summary
Louaize bc conference summary
 
Eridux Profile Linked-in
Eridux Profile Linked-inEridux Profile Linked-in
Eridux Profile Linked-in
 
Internationalizing Curriculum in Universities (Module 13)
Internationalizing Curriculum in Universities (Module 13)Internationalizing Curriculum in Universities (Module 13)
Internationalizing Curriculum in Universities (Module 13)
 
Internationalizing Curriculum in Universities (Module 13)
Internationalizing Curriculum in Universities (Module 13)Internationalizing Curriculum in Universities (Module 13)
Internationalizing Curriculum in Universities (Module 13)
 

Destacado

AFACCT2010:session3.8-Wilson
AFACCT2010:session3.8-WilsonAFACCT2010:session3.8-Wilson
AFACCT2010:session3.8-Wilsonafacct
 
7.3.heinhorst keyes
7.3.heinhorst keyes7.3.heinhorst keyes
7.3.heinhorst keyesafacct
 
5.12.evans,marfani
5.12.evans,marfani5.12.evans,marfani
5.12.evans,marfaniafacct
 
4.9.johnson johnson
4.9.johnson johnson4.9.johnson johnson
4.9.johnson johnsonafacct
 
5.4.sengamalay
5.4.sengamalay5.4.sengamalay
5.4.sengamalayafacct
 
3.7.dodson
3.7.dodson3.7.dodson
3.7.dodsonafacct
 
Dialogue mwacc
Dialogue mwaccDialogue mwacc
Dialogue mwaccafacct
 
2.9.link
2.9.link2.9.link
2.9.linkafacct
 
Session2.c anriany
Session2.c anrianySession2.c anriany
Session2.c anrianyafacct
 
Session6.2 Cone
Session6.2 ConeSession6.2 Cone
Session6.2 Coneafacct
 
6.4.calder
6.4.calder6.4.calder
6.4.calderafacct
 
4.2.cross
4.2.cross4.2.cross
4.2.crossafacct
 
2.3.tarek
2.3.tarek2.3.tarek
2.3.tarekafacct
 
2840rboc sp14
2840rboc sp142840rboc sp14
2840rboc sp14afacct
 
411weil
411weil411weil
411weilafacct
 
6 7 ellis16
6 7 ellis166 7 ellis16
6 7 ellis16afacct
 
3 1 parmelee16
3 1 parmelee163 1 parmelee16
3 1 parmelee16afacct
 
2 6miller,rose
2 6miller,rose2 6miller,rose
2 6miller,roseafacct
 
3 2 lauber16
3 2 lauber163 2 lauber16
3 2 lauber16afacct
 

Destacado (19)

AFACCT2010:session3.8-Wilson
AFACCT2010:session3.8-WilsonAFACCT2010:session3.8-Wilson
AFACCT2010:session3.8-Wilson
 
7.3.heinhorst keyes
7.3.heinhorst keyes7.3.heinhorst keyes
7.3.heinhorst keyes
 
5.12.evans,marfani
5.12.evans,marfani5.12.evans,marfani
5.12.evans,marfani
 
4.9.johnson johnson
4.9.johnson johnson4.9.johnson johnson
4.9.johnson johnson
 
5.4.sengamalay
5.4.sengamalay5.4.sengamalay
5.4.sengamalay
 
3.7.dodson
3.7.dodson3.7.dodson
3.7.dodson
 
Dialogue mwacc
Dialogue mwaccDialogue mwacc
Dialogue mwacc
 
2.9.link
2.9.link2.9.link
2.9.link
 
Session2.c anriany
Session2.c anrianySession2.c anriany
Session2.c anriany
 
Session6.2 Cone
Session6.2 ConeSession6.2 Cone
Session6.2 Cone
 
6.4.calder
6.4.calder6.4.calder
6.4.calder
 
4.2.cross
4.2.cross4.2.cross
4.2.cross
 
2.3.tarek
2.3.tarek2.3.tarek
2.3.tarek
 
2840rboc sp14
2840rboc sp142840rboc sp14
2840rboc sp14
 
411weil
411weil411weil
411weil
 
6 7 ellis16
6 7 ellis166 7 ellis16
6 7 ellis16
 
3 1 parmelee16
3 1 parmelee163 1 parmelee16
3 1 parmelee16
 
2 6miller,rose
2 6miller,rose2 6miller,rose
2 6miller,rose
 
3 2 lauber16
3 2 lauber163 2 lauber16
3 2 lauber16
 

Similar a 6.8.sengamalay

Migration and Contemporary Education
Migration and Contemporary EducationMigration and Contemporary Education
Migration and Contemporary EducationShe Sandoy
 
Higher education for a sustainable future
Higher education for a sustainable futureHigher education for a sustainable future
Higher education for a sustainable futureSt. John's University
 
Dr. Helen Wright, Global Thought Leadership Ltd.: Developing the next generat...
Dr. Helen Wright, Global Thought Leadership Ltd.: Developing the next generat...Dr. Helen Wright, Global Thought Leadership Ltd.: Developing the next generat...
Dr. Helen Wright, Global Thought Leadership Ltd.: Developing the next generat...Association for Project Management
 
EDDE 205 Tuscano_Report on Module 1
EDDE 205 Tuscano_Report on Module 1EDDE 205 Tuscano_Report on Module 1
EDDE 205 Tuscano_Report on Module 1Xavier School
 
International Leadership Summit
International Leadership SummitInternational Leadership Summit
International Leadership SummitDonna Harris
 
Finace for development final project: artifact
Finace for development final project: artifactFinace for development final project: artifact
Finace for development final project: artifactRashidul Sadi
 
Program design proposal for developing globally competent graduates
Program design proposal for developing globally competent graduates Program design proposal for developing globally competent graduates
Program design proposal for developing globally competent graduates Michelle Mazzeo
 
Proposed New Statewide Conference hosted by UNC-We’re All in This Together
Proposed New Statewide Conference hosted by UNC-We’re All in This TogetherProposed New Statewide Conference hosted by UNC-We’re All in This Together
Proposed New Statewide Conference hosted by UNC-We’re All in This TogetherMichael Weddington
 
Breakout 2B: Building Global Competency through After-School and Expanded Lea...
Breakout 2B: Building Global Competency through After-School and Expanded Lea...Breakout 2B: Building Global Competency through After-School and Expanded Lea...
Breakout 2B: Building Global Competency through After-School and Expanded Lea...One To World's Global Classroom
 
Global connections - Bordlerless HE and Continuing Education
Global connections - Bordlerless HE and Continuing EducationGlobal connections - Bordlerless HE and Continuing Education
Global connections - Bordlerless HE and Continuing EducationDon Olcott
 
Gec presentation gec-nyc
Gec presentation gec-nycGec presentation gec-nyc
Gec presentation gec-nycdmidness
 
Process of Learning in Global Perspective.docx
Process of Learning in Global Perspective.docxProcess of Learning in Global Perspective.docx
Process of Learning in Global Perspective.docxSobiaAlvi
 
Global+service+learning+project[1]
Global+service+learning+project[1]Global+service+learning+project[1]
Global+service+learning+project[1]Jsmith28
 

Similar a 6.8.sengamalay (20)

Albright Global Beyond World Languages
Albright Global Beyond World LanguagesAlbright Global Beyond World Languages
Albright Global Beyond World Languages
 
Migration and Contemporary Education
Migration and Contemporary EducationMigration and Contemporary Education
Migration and Contemporary Education
 
Sp ws2 charles hopkins
Sp ws2 charles hopkinsSp ws2 charles hopkins
Sp ws2 charles hopkins
 
Higher education for a sustainable future
Higher education for a sustainable futureHigher education for a sustainable future
Higher education for a sustainable future
 
Dr. Helen Wright, Global Thought Leadership Ltd.: Developing the next generat...
Dr. Helen Wright, Global Thought Leadership Ltd.: Developing the next generat...Dr. Helen Wright, Global Thought Leadership Ltd.: Developing the next generat...
Dr. Helen Wright, Global Thought Leadership Ltd.: Developing the next generat...
 
Plenary I - P. Henriquez Guajardo
Plenary I - P. Henriquez GuajardoPlenary I - P. Henriquez Guajardo
Plenary I - P. Henriquez Guajardo
 
EDDE 205 Tuscano_Report on Module 1
EDDE 205 Tuscano_Report on Module 1EDDE 205 Tuscano_Report on Module 1
EDDE 205 Tuscano_Report on Module 1
 
UNIT1.pdf
UNIT1.pdfUNIT1.pdf
UNIT1.pdf
 
International Leadership Summit
International Leadership SummitInternational Leadership Summit
International Leadership Summit
 
Finace for development final project: artifact
Finace for development final project: artifactFinace for development final project: artifact
Finace for development final project: artifact
 
Program design proposal for developing globally competent graduates
Program design proposal for developing globally competent graduates Program design proposal for developing globally competent graduates
Program design proposal for developing globally competent graduates
 
Proposed New Statewide Conference hosted by UNC-We’re All in This Together
Proposed New Statewide Conference hosted by UNC-We’re All in This TogetherProposed New Statewide Conference hosted by UNC-We’re All in This Together
Proposed New Statewide Conference hosted by UNC-We’re All in This Together
 
Breakout 2B: Building Global Competency through After-School and Expanded Lea...
Breakout 2B: Building Global Competency through After-School and Expanded Lea...Breakout 2B: Building Global Competency through After-School and Expanded Lea...
Breakout 2B: Building Global Competency through After-School and Expanded Lea...
 
Global connections - Bordlerless HE and Continuing Education
Global connections - Bordlerless HE and Continuing EducationGlobal connections - Bordlerless HE and Continuing Education
Global connections - Bordlerless HE and Continuing Education
 
The role of co-operation in higher education for development
The role of co-operation in higher education for developmentThe role of co-operation in higher education for development
The role of co-operation in higher education for development
 
Gec presentation gec-nyc
Gec presentation gec-nycGec presentation gec-nyc
Gec presentation gec-nyc
 
Process of Learning in Global Perspective.docx
Process of Learning in Global Perspective.docxProcess of Learning in Global Perspective.docx
Process of Learning in Global Perspective.docx
 
Global+service+learning+project[1]
Global+service+learning+project[1]Global+service+learning+project[1]
Global+service+learning+project[1]
 
An educator in a global society
An educator in a global societyAn educator in a global society
An educator in a global society
 
Youth Exchanges
Youth ExchangesYouth Exchanges
Youth Exchanges
 

Más de afacct

Rejuvenation through building classroom community
Rejuvenation through building classroom communityRejuvenation through building classroom community
Rejuvenation through building classroom communityafacct
 
Implementation of a revised student success tool
Implementation of a revised student success toolImplementation of a revised student success tool
Implementation of a revised student success toolafacct
 
Updating Teaching Techonologies - Real World Impact!
Updating Teaching Techonologies - Real World Impact!Updating Teaching Techonologies - Real World Impact!
Updating Teaching Techonologies - Real World Impact!afacct
 
Lessons Learned in Higher Education from the COVID-19 Crisis
Lessons Learned in Higher Education from the COVID-19 CrisisLessons Learned in Higher Education from the COVID-19 Crisis
Lessons Learned in Higher Education from the COVID-19 Crisisafacct
 
Increasing the success of dual enrollment and dual credit high school students
Increasing the success of dual enrollment and dual credit high school studentsIncreasing the success of dual enrollment and dual credit high school students
Increasing the success of dual enrollment and dual credit high school studentsafacct
 
Mental health first aid long with alternative text
Mental health first aid long with alternative textMental health first aid long with alternative text
Mental health first aid long with alternative textafacct
 
Let go of stress by finding your flow
Let go of stress by finding your flowLet go of stress by finding your flow
Let go of stress by finding your flowafacct
 
Teaching health literacy galvan and gelmann
Teaching health literacy   galvan and gelmannTeaching health literacy   galvan and gelmann
Teaching health literacy galvan and gelmannafacct
 
Accessibility for Online Course Content
Accessibility for Online Course ContentAccessibility for Online Course Content
Accessibility for Online Course Contentafacct
 
Matchless: Service Learning that Saves Lives
Matchless: Service Learning that Saves LivesMatchless: Service Learning that Saves Lives
Matchless: Service Learning that Saves Livesafacct
 
Transitioning Critical Thinking Skills from the Academic Setting to the Globa...
Transitioning Critical Thinking Skills from the Academic Setting to the Globa...Transitioning Critical Thinking Skills from the Academic Setting to the Globa...
Transitioning Critical Thinking Skills from the Academic Setting to the Globa...afacct
 
How to encourage students to unplug
How to encourage students to unplugHow to encourage students to unplug
How to encourage students to unplugafacct
 
Learning for Life and Critical Thinking in the Web 3.0 Era Keynote Address
Learning for Life and Critical Thinking in the Web 3.0 Era Keynote AddressLearning for Life and Critical Thinking in the Web 3.0 Era Keynote Address
Learning for Life and Critical Thinking in the Web 3.0 Era Keynote Addressafacct
 
Computing Student Success at Montgomery College in the Web 3.0 Era
Computing Student Success at Montgomery College  in the Web 3.0 EraComputing Student Success at Montgomery College  in the Web 3.0 Era
Computing Student Success at Montgomery College in the Web 3.0 Eraafacct
 
Streamlining Your Engaging, Interactive, and Collaborative Course into the On...
Streamlining Your Engaging, Interactive, and Collaborative Course into the On...Streamlining Your Engaging, Interactive, and Collaborative Course into the On...
Streamlining Your Engaging, Interactive, and Collaborative Course into the On...afacct
 
Streamlining Your Engaging, Interactive, and Collaborative Course into the On...
Streamlining Your Engaging, Interactive, and Collaborative Course into the On...Streamlining Your Engaging, Interactive, and Collaborative Course into the On...
Streamlining Your Engaging, Interactive, and Collaborative Course into the On...afacct
 
Learning Communities: A High Impact Practice Transcending the Traditional Cla...
Learning Communities: A High Impact Practice Transcending the Traditional Cla...Learning Communities: A High Impact Practice Transcending the Traditional Cla...
Learning Communities: A High Impact Practice Transcending the Traditional Cla...afacct
 
An Experiment in Every Student's "Favorite" Assignment: Forming Groups for a ...
An Experiment in Every Student's "Favorite" Assignment: Forming Groups for a ...An Experiment in Every Student's "Favorite" Assignment: Forming Groups for a ...
An Experiment in Every Student's "Favorite" Assignment: Forming Groups for a ...afacct
 
Active Learning Using Kahoot, a Free Polling Software
Active Learning Using Kahoot, a Free Polling SoftwareActive Learning Using Kahoot, a Free Polling Software
Active Learning Using Kahoot, a Free Polling Softwareafacct
 
Maryland Mathematical Association of Two-Year Colleges (MMATYC) winter meetin...
Maryland Mathematical Association of Two-Year Colleges (MMATYC) winter meetin...Maryland Mathematical Association of Two-Year Colleges (MMATYC) winter meetin...
Maryland Mathematical Association of Two-Year Colleges (MMATYC) winter meetin...afacct
 

Más de afacct (20)

Rejuvenation through building classroom community
Rejuvenation through building classroom communityRejuvenation through building classroom community
Rejuvenation through building classroom community
 
Implementation of a revised student success tool
Implementation of a revised student success toolImplementation of a revised student success tool
Implementation of a revised student success tool
 
Updating Teaching Techonologies - Real World Impact!
Updating Teaching Techonologies - Real World Impact!Updating Teaching Techonologies - Real World Impact!
Updating Teaching Techonologies - Real World Impact!
 
Lessons Learned in Higher Education from the COVID-19 Crisis
Lessons Learned in Higher Education from the COVID-19 CrisisLessons Learned in Higher Education from the COVID-19 Crisis
Lessons Learned in Higher Education from the COVID-19 Crisis
 
Increasing the success of dual enrollment and dual credit high school students
Increasing the success of dual enrollment and dual credit high school studentsIncreasing the success of dual enrollment and dual credit high school students
Increasing the success of dual enrollment and dual credit high school students
 
Mental health first aid long with alternative text
Mental health first aid long with alternative textMental health first aid long with alternative text
Mental health first aid long with alternative text
 
Let go of stress by finding your flow
Let go of stress by finding your flowLet go of stress by finding your flow
Let go of stress by finding your flow
 
Teaching health literacy galvan and gelmann
Teaching health literacy   galvan and gelmannTeaching health literacy   galvan and gelmann
Teaching health literacy galvan and gelmann
 
Accessibility for Online Course Content
Accessibility for Online Course ContentAccessibility for Online Course Content
Accessibility for Online Course Content
 
Matchless: Service Learning that Saves Lives
Matchless: Service Learning that Saves LivesMatchless: Service Learning that Saves Lives
Matchless: Service Learning that Saves Lives
 
Transitioning Critical Thinking Skills from the Academic Setting to the Globa...
Transitioning Critical Thinking Skills from the Academic Setting to the Globa...Transitioning Critical Thinking Skills from the Academic Setting to the Globa...
Transitioning Critical Thinking Skills from the Academic Setting to the Globa...
 
How to encourage students to unplug
How to encourage students to unplugHow to encourage students to unplug
How to encourage students to unplug
 
Learning for Life and Critical Thinking in the Web 3.0 Era Keynote Address
Learning for Life and Critical Thinking in the Web 3.0 Era Keynote AddressLearning for Life and Critical Thinking in the Web 3.0 Era Keynote Address
Learning for Life and Critical Thinking in the Web 3.0 Era Keynote Address
 
Computing Student Success at Montgomery College in the Web 3.0 Era
Computing Student Success at Montgomery College  in the Web 3.0 EraComputing Student Success at Montgomery College  in the Web 3.0 Era
Computing Student Success at Montgomery College in the Web 3.0 Era
 
Streamlining Your Engaging, Interactive, and Collaborative Course into the On...
Streamlining Your Engaging, Interactive, and Collaborative Course into the On...Streamlining Your Engaging, Interactive, and Collaborative Course into the On...
Streamlining Your Engaging, Interactive, and Collaborative Course into the On...
 
Streamlining Your Engaging, Interactive, and Collaborative Course into the On...
Streamlining Your Engaging, Interactive, and Collaborative Course into the On...Streamlining Your Engaging, Interactive, and Collaborative Course into the On...
Streamlining Your Engaging, Interactive, and Collaborative Course into the On...
 
Learning Communities: A High Impact Practice Transcending the Traditional Cla...
Learning Communities: A High Impact Practice Transcending the Traditional Cla...Learning Communities: A High Impact Practice Transcending the Traditional Cla...
Learning Communities: A High Impact Practice Transcending the Traditional Cla...
 
An Experiment in Every Student's "Favorite" Assignment: Forming Groups for a ...
An Experiment in Every Student's "Favorite" Assignment: Forming Groups for a ...An Experiment in Every Student's "Favorite" Assignment: Forming Groups for a ...
An Experiment in Every Student's "Favorite" Assignment: Forming Groups for a ...
 
Active Learning Using Kahoot, a Free Polling Software
Active Learning Using Kahoot, a Free Polling SoftwareActive Learning Using Kahoot, a Free Polling Software
Active Learning Using Kahoot, a Free Polling Software
 
Maryland Mathematical Association of Two-Year Colleges (MMATYC) winter meetin...
Maryland Mathematical Association of Two-Year Colleges (MMATYC) winter meetin...Maryland Mathematical Association of Two-Year Colleges (MMATYC) winter meetin...
Maryland Mathematical Association of Two-Year Colleges (MMATYC) winter meetin...
 

Último

Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptxClinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptxraviapr7
 
CapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapitolTechU
 
What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?TechSoup
 
The Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsThe Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsEugene Lysak
 
M-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptxM-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptxDr. Santhosh Kumar. N
 
How to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesHow to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesCeline George
 
Education and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptxEducation and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptxraviapr7
 
Prescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxraviapr7
 
How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17Celine George
 
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdfMaximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdfTechSoup
 
Philosophy of Education and Educational Philosophy
Philosophy of Education  and Educational PhilosophyPhilosophy of Education  and Educational Philosophy
Philosophy of Education and Educational PhilosophyShuvankar Madhu
 
Practical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxPractical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxKatherine Villaluna
 
The basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptxThe basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptxheathfieldcps1
 
CAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptxCAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptxSaurabhParmar42
 
Quality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICEQuality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICESayali Powar
 
Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...raviapr7
 
How to Solve Singleton Error in the Odoo 17
How to Solve Singleton Error in the  Odoo 17How to Solve Singleton Error in the  Odoo 17
How to Solve Singleton Error in the Odoo 17Celine George
 
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfP4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfYu Kanazawa / Osaka University
 
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxAUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxiammrhaywood
 

Último (20)

Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptxClinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
 
CapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptx
 
What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?
 
The Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsThe Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George Wells
 
Prelims of Kant get Marx 2.0: a general politics quiz
Prelims of Kant get Marx 2.0: a general politics quizPrelims of Kant get Marx 2.0: a general politics quiz
Prelims of Kant get Marx 2.0: a general politics quiz
 
M-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptxM-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptx
 
How to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesHow to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 Sales
 
Education and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptxEducation and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptx
 
Prescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptx
 
How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17
 
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdfMaximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
 
Philosophy of Education and Educational Philosophy
Philosophy of Education  and Educational PhilosophyPhilosophy of Education  and Educational Philosophy
Philosophy of Education and Educational Philosophy
 
Practical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxPractical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptx
 
The basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptxThe basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptx
 
CAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptxCAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptx
 
Quality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICEQuality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICE
 
Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...
 
How to Solve Singleton Error in the Odoo 17
How to Solve Singleton Error in the  Odoo 17How to Solve Singleton Error in the  Odoo 17
How to Solve Singleton Error in the Odoo 17
 
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfP4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
 
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxAUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
 

6.8.sengamalay

  • 1. The Need for a Course on International Development in Community Colleges AFACCT - 22nd Annual Conference January 6, 2012 Presenter: S. Sengamalay, MPA (Harvard), CPA. Adjunct Prof. of Accounting Montgomery College, Rockville Session 6.8 (11:40 a.m. to 12:50 p.m.) e-mail: sengaksg02@yahoo.com Senga 1
  • 2. Topics for Presentation  Why Teach International Development in Community Colleges?  What is International Development?  Origins of International Development as a “Body of Ideas”  Key Players in the International Development Arena  Millennium Development Goals  Steps needed for inclusion in curriculum Q&A Senga 2
  • 3. Why Teach International Development in Community Colleges? – Background Theme of this year’s AFACCT Conference states, “Engaging the New Community College Student Demographic” is our challenge Senga 3
  • 4. Why Teach International Development in Community Colleges? – Background (Contd.) "In times of change, it is the learners who will inherit the earth, while the learned will find themselves beautifully equipped for a world that no longer exists" (Source: AACC Mission Statement includes this quotation from Eric Hoffer, famous American social writer) Senga 4
  • 5. Why Teach International Development in Community Colleges? – Background (Contd.) “The flexibility of community colleges will be tested in the future as never before. Time will tell whether the pressures upon community colleges transform them in fundamental ways or elicit minor adjustments. Community colleges' history of ingenuity and resiliency makes them strong contenders for the 21st century.” (Source: National Profile of Community Colleges; Trends and Statistics, Phillippe & Patton, 2000) Senga 5
  • 6. Why Teach International Development in Community Colleges? – Background (Contd.) “Community colleges have made a significant contribution to expanding educational opportunities. Attendance at one of these institutions is associated with higher wages, even if a degree is not completed. Evidence suggests that each year of credit at a community college is worth almost as much in terms of increased earnings potential, as a year at a four-year college.” (Mr. Ben Bernanke, Chairman of the Federal Reserve quoted in AACC website) Senga 6
  • 7. Findings of an AACU Survey of Employers in January 2010 Over 65% of the employers said that two and four year colleges should place more emphasis on: (i) Understanding global context of situations, (ii) Global issues’ implications for future, (iii) Understanding the role of U.S. in the world, and (iv) Knowledge of cultural diversity in the U.S./world Senga 7
  • 8. Rationale for Teaching International Development 1. Gap in Existing Courses Existing Courses:  Economics  Accounting  Business Finance  International Business  International Studies  International Relations  Introduction to Political Science, and  Politics of the 3rd World Gap - If at all, these courses barely scratch the surface on International Development Senga 8
  • 9. Rationale for Teaching International Development 2. Complement Current Program  MC 2011-12 Faculty Handbook: “The International Education Program has been developed to bring greater awareness of the world cultures to the College and wider communities, and to encourage a global perspective through the internationalization of the College curriculum.”  Course will:  Enhance cultural awareness of our students and the wider community, and  Bring about a greater appreciation for the inter-dependent global environment in which we live and work and the crucial connectivity in the global economy Senga 9
  • 10. Rationale for Teaching International Development 3. Diversity of Student Population  MC 2011-12 Faculty Handbook:  “the largest credit-enrollment of any community college in Maryland and the second largest undergraduate enrollment among all colleges and universities in Maryland.”  “the College also has great international appeal as approximately 175 countries are represented in its extremely diverse student body.”  Study in international development, with the wealth of knowledge in the field of global development assistance, would further enrich the student knowledge and skill set. Senga 10
  • 11. Rationale for Teaching International Development 4. Pioneering Initiative in Community Colleges MC 2011–12 Faculty Handbook: “Montgomery College is one of the oldest in Maryland and one of the largest and most diverse in the nation. In 2007, it earned national acclaim when the New York Times named the institution one of the top 11 community colleges in the country” An introductory course in international development would be a pioneering endeavor and a huge plus in preparing our students to enter 4 year colleges Senga 11
  • 12. Rationale for Teaching International Development 5. Engaging the New Student Demographic Maryland has one of the most diverse native and immigrant populations, partly due to its proximity to Washington D.C., the nation’s capital. As the theme of this Conference reveals, it is a major challenge to engage constructively such a student population and community. A course in international development would be a key element in facing this challenge successfully by the Faculty and enhancing the competitiveness of our work force. Senga 12
  • 13. Rationale for Teaching International Development 6. Agility/Relevance in Facing Dynamic World  Vision Statement – Montgomery College: “With a sense of urgency for the future, Montgomery College will be a national model of educational excellence, opportunity, and student success. Our organization will be characterized by agility and relevance as it meets the dynamic challenges facing our students and community.”  Hard to identify a course more relevant than international development for inclusion in the curriculum of a leading institution of higher learning. Senga 13
  • 14. Rationale for Teaching International Development 7. Developing Country Students’ Contribution Students from developing countries are generally expected to have been exposed to at least some of the development projects in their home countries funded by global donor agencies. Sharing of experiences from such projects by these students with their other developing and developed country counterparts in the class room would enrich the learning process enormously. Senga 14
  • 15. Rationale for Teaching International Development 8. Collaboration and Increased Career Opportunities in Global Institutions for our Students The presence of several global development institutions, such as the IMF, World Bank, USAID, IADB, Millennium Challenge Corporation (MCC) and others in Washington, D.C. New career opportunities, such as internship will open up for our students who possess international development as an additional knowledge base and skill set. Senga 15
  • 16. What is International Development ?  Provision of Development Assistance from rich developed countries to less developed ones based on the belief of inter-dependency among nations and that such assistance would be beneficial to people in all countries.  It primarily involves grassroots development in key sectors in the economy - agriculture, rural and urban development, education, population, health, nutriti on and poverty alleviation, infrastructure, energy and environment , etc. Senga 16
  • 17. What constitutes Development Assistance ? Assistance in the Form of:  Financial Transfers  Economic  Technical  Humanitarian  Other Mutually agreed help of any type between countries and donor organizations Senga 17
  • 18. Appeals for Development Assistance  “Development assistance isn’t just good for people in poor countries; it’s good for all of us” (Bill Gates from an Op-Ed piece in the Washington Post on 11/2/11)  “If the Korean miracle could be replicated (i.e. transformation of a country from aid- dependent to aid donor), in a generation, we can end global aid” (Tony Blair in an op-ed piece in Washington Post on 11/27/11) Senga 18
  • 19. International Development as a Separate Body of Ideas Humanitarian, Emergency and Military assistance among nations have been there for hundreds of years Theory and practice of International Development formally began to take shape during and soon after WW II Now it is a multi-Billion Dollar endeavor encompassing the entire globe and affecting millions of people Senga 19
  • 20. Atlantic Charter of August 9-12, 1941  “Statement of War and Peace” signed secretly on board a ship in the North Atlantic between President Roosevelt and Prime Minister Churchill included following two principles:  Freedom from want and fear, and  Improved economic and social conditions for all The Charter became the Precursor to the Bretton Woods Agreement of July 1944 and Guiding Manifesto of the United Nations in 1945 Senga 20
  • 21. “Bretton Woods Conference” of July 1944  United Nations Monetary and Financial Conference  44 Allied Nations gathered in Mount Washington Hotel in Bretton Woods Village, New Hampshire and signed agreement  System of monetary management and established the rules for commercial and financial relations among countries Senga 21
  • 22. Bretton Woods Conference (Contd.) Mount Washington Hotel, New Hampshire John Maynard Keynes (right) represented the U.K. and Harry Dexter White the U.S. Senga 22
  • 23. Main Movers – U.S. and U.K  Victors in WW II (in July 1944) presided over the Bretton Woods Conference  Shaped the rules and regulations governing monetary and economic polices of countries  US delegation over-ruled many of the proposals from the UK  UK and others finally agreed on a mutually beneficial system Senga 23
  • 24. The Bretton Woods Institutions  International Monetary Fund (IMF)  International Bank for Reconstruction and Development (IBRD) – commonly called The World Bank Group  Both became operational in 1945 Senga 24
  • 25. Keynes on the Success of the Bretton Woods Conference “If the institutions stayed true to their founding principles, the brotherhood of man will have become more than a phrase.” (John Maynard Keynes who led the UK delegation) Senga 25
  • 26. IMF and World Bank International Monetary The World Bank Group Fund (IMF) Senga 26
  • 27. The Marshall Plan (The European Recovery Program) “It is logical that the United States should do whatever it is able to do to assist in the return of normal economic health to the world, without which there can be no political stability and no assured peace.” (George Marshall, then U.S. Secretary of State, in a major speech to the graduating class of Harvard University on June 5, 1947) Senga 27
  • 28. What did the Marshall Plan do?  “Beginning in 1948, the Marshall Plan provided Europe with about $850 billion to recover from WW II. The Marshall Plan built confidence.” (Robert Samuelson in an OP-Ed piece in the Washington Post on 11/04/11) Senga 28
  • 29. Final Impetus for International Development  “We must embark on a bold new program for making the benefits of our scientific advances and industrial progress available for the improvement and growth of under-developed areas. The old imperialism - exploitation for foreign profit - has no place in our plans. What we envisage is a program of development based on the concept of democratic fair dealing.” (President Harry Truman reaffirmed his country’s commitment to International Development in his inaugural address on January 20, 1949) Senga 29
  • 30. Key Players in International Development (IMF)  IMF - an inter-governmental organization that:  oversees global financial system, and  guides macro-economic policies of its members, in particular those with an impact on exchange rate and the balance of payments  IMF’s objectives are:  stabilize international exchange rates and  facilitate development through neo-liberal economic policies. (Source: Bob Davis,2010-05-03 -WSJ.com) Senga 30
  • 31. Key Players in International Development (Contd.)  The World Bank Group (Objective - reducing poverty and facilitating economic growth in developing countries.  The International Development Association (IDA)  The International Finance Corporation (IFC)  The Multilateral Investment Guarantee Agency (MIGA) and  The International Centre for the Settlement of Investment Disputes (ICSID) Senga 31
  • 32. The International Development Association (IDA)  IDA is the “concessional arm” of the World Bank that helps the world’s poorest countries.  Established in 1960, IDA aims to reduce poverty by providing interest-free credits and grants for programs that boost economic growth, reduce inequalities and improve people’s living conditions.  IDA complements IBRD, World Bank’s other lending arm which serves middle-income countries.  IBRD and IDA share the same staff and headquarters and evaluate projects with the same rigorous standards. Senga 32
  • 33. The International Finance Corporation (IFC) IFC promotes sustainable private sector investment in developing countries. IFC is a member of the World Bank Group and is headquartered in Washington, DC. Established in 1956, IFC is the largest multilateral source of loan and equity financing for private sector projects in the developing world. Senga 33
  • 34. United States Agency for International Development (USAID) Senga 34
  • 35. IFC and USAID International Finance Harry S. Truman Building HQ - U.S. State Department Corporation (IFC) 35 Senga
  • 36. Leading Regional Development Banks African Development Bank (AfDB) - Tunis Asian Development Bank (ADB), Manila European Bank for Reconstruction and Development (EBRD) - London Inter-American Development Bank (IADB) – Washington, DC Senga 36
  • 37. Other Major Actors in Global Development Assistance United Nations Development Program (UNDP) Other UN Specialized Agencies (e.g. FAO, WHO, IFAD, UNESCO) Other Multi-Lateral Financial Institutions (e.g. EIB, IFAD, IDB) Bi-Lateral Aid Agencies (e.g. USAID, GTZ, CIDA) Private Charitable Foundations (e.g. Gates, Ford) Senga 37
  • 38. Comparison of Official Development Assistance by G -7 Countries Country 2008 2009 2010 2010 ( %) % of GNI 2010 USA 26,437 28,831 30,154 34% 0.20% United Kingdom 11,500 11,283 13,763 16% 0.57% France 10,908 12,600 12,916 14% 0.50% Germany 13,981 12,079 12,723 14% 0.38% Japan 9,601 9,457 11,045 12% 0.20% Canada 4,795 4,000 5,132 6% 0.36% Italy 4,861 3,297 3,111 4% 0.17% Target G-7 Total 82,081 81,548 88,844 100% 0.7% Norway 4,006 4,086 4,582 1.10% 38
  • 39. Top Five Private Charitable Foundations Rank Organization Country Headquarters Endowment Bill & Melinda Gates Seattle, 1 United States $36.7 billion Foundation Washington Stichting INGKA Leiden, 2 Netherlands $36 billion Foundation Netherlands 3 Wellcome Trust United Kingdom London $22.90 billion Howard Hughes Medical Chevy Chase, 4 United States $14.8 billion Institute Maryland 5 Ford Foundation United States New York City $13.8 billion Senga 39
  • 40. Some Sad Global Matters of Fact (2010) 1.2 billion go hungry – 7 out of 10 of them are women and girls. Millions of children start school but drop out without even basic literacy 536,000 women and girls die each year during pregnancy, childbirth or six weeks following delivery – 99% of them occur in developing countries Senga 40
  • 41. Sad Global Matters of Fact (Contd.)  2/3rd of those with HIV are in sub-Saharan Africa - Most of them are women  1.2 billion people lack access to basic sanitation - Vast majority of them live in rural areas  Aid to the poorest countries falls far short of the 2010 target  Women hold 18 per cent of seats in parliament Senga 41
  • 42. Millennium Development Goals (MDGs) – Set by UN in 2000 Goal 1: Eradicate extreme poverty and hunger Goal 2: Achieve universal primary education Goal 3: Promote gender equality and empower women Goal 4: Reduce child mortality Goal 5: Improve maternal health Goal 6: Combat HIV/AIDS, malaria and other diseases Goal 7: Ensure environmental sustainability Goal 8: Develop a Global Partnership for Development Senga 42
  • 43. What Development Assistance is all about Ultimately, Development Assistance is all about putting a smile on a poor and needy child’s face 43 Senga
  • 44. Steps Needed for Inclusion in Curriculum 1. Prepare paper on International Development and Rationale for teaching it (x) 2. Distribute among Faculty and Administrators and obtain feedback (x) 3. Present Proposal at the AFACCT Conference and solicit/obtain support (x) 4. Home for the Course ? (Business, Economics, History, International Studies, Political Science) Senga 44
  • 45. Steps in the Process (Contd.) 5. Explore potential for collaboration with International Institutions 6. Explore possible acceptance by four-year colleges 7. Submit formally to College Curriculum Committee for review and approval 8. Submit to College Higher Management for approval 9. Formalize introduction of course in Montgomery College Senga 45