Climate Change 2.0
Networked Intelligence in Response to the Dangers & Opportunities of a Global Climate Change Crisis
in an Evolving Creative Commons, Open Source TiddlyWiki & TiddlyPerfect Climate


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Welcome to a universe where knowledge is wealth

and in which abundance is not constrained by the laws of conservation of mass and energy.

Networking Sub-Committee
Planning Committee
60th Annual DPI/NGO Conference

September 5-7, 2007
Climate Change - logo for the 60th Annual DPI/NGO Conference

Information and Communications Sub-Committee
NGO Committee on Education
Conference Of Non-Governmental Organizations

in Consultative Relations with the United Nations
logo of the Conference Of Non-Governmental Organizations

Information Habitat: Where Information Lives
practicing the profession of information ecology, holistic life science for a knowledge-based universe
Climate Change 2.0 - Drawing on the intelligence of a knowledge-based universe to address the climate change crisis
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/***
StyleSheet for use when a translation requires any css style changes.
This StyleSheet can be used directly by languages such as Chinese, Japanese and Korean which use a logographic writing system and need larger font sizes.
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<!--{{{-->
<div class='header' macro='gradient vert [[ColorPalette::PrimaryLight]] [[ColorPalette::PrimaryMid]]'>
<div class='headerShadow'>
<span class='siteTitle' refresh='content' tiddler='SiteTitle'></span>&nbsp;
<span class='siteSubtitle' refresh='content' tiddler='SiteSubtitle'></span>
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<div class='headerForeground'>
<span class='siteTitle' refresh='content' tiddler='SiteTitle'></span>&nbsp;
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</div>
<div id='mainMenu' refresh='content' tiddler='MainMenu'></div>
<div id='sidebar'>
<div id='sidebarOptions' refresh='content' tiddler='SideBarOptions'></div>
<div id='sidebarTabs' refresh='content' force='true' tiddler='SideBarTabs'></div>
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<div id='displayArea'>
<div id='messageArea'></div>
<div id='tiddlerDisplay'></div>
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<div class='toolbar' macro='toolbar closeTiddler closeOthers +editTiddler > fields syncing permalink references jump'></div>
<div class='title' macro='view title'></div>
<div class='subtitle'><span macro='view modifier link'></span>, <span macro='view modified date'></span> (<span macro='message views.wikified.createdPrompt'></span> <span macro='view created date'></span>)</div>
<div class='tagging' macro='tagging'></div>
<div class='tagged' macro='tags'></div>
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To get started with this blank TiddlyWiki, you'll need to modify the following tiddlers:
* SiteTitle & SiteSubtitle: The title and subtitle of the site, as shown above (after saving, they will also appear in the browser title bar)
* MainMenu: The menu (usually on the left)
* DefaultTiddlers: Contains the names of the tiddlers that you want to appear when the TiddlyWiki is opened
You'll also need to enter your username for signing your edits: <<option txtUserName>>
These InterfaceOptions for customising TiddlyWiki are saved in your browser

Your username for signing your edits. Write it as a WikiWord (eg JoeBloggs)

<<option txtUserName>>
<<option chkSaveBackups>> SaveBackups
<<option chkAutoSave>> AutoSave
<<option chkRegExpSearch>> RegExpSearch
<<option chkCaseSensitiveSearch>> CaseSensitiveSearch
<<option chkAnimate>> EnableAnimations

----
Also see AdvancedOptions
!!!C4. Capacity building
11. 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.
## 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.
## Develop and promote programmes to eradicate illiteracy using ICTs at national, regional and international levels.
## 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.
## 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.
## 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.
## 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.
## 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.
## 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.
## 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.
## 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.
## 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.
## 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.
## Promote international and regional cooperation in the field of capacity building, including country programmes developed by the United Nations and its Specialized Agencies
## 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.
## 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.
## 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]] 

116. 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:
## 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;
## 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. 
117. 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:
## Sustain their educational infrastructures and programmes, including those related to environment and public health education;
## 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. 
118. Address the impact of HIV/AIDS on the educational system in those countries seriously affected by the pandemic.

119. 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.

120. 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.

121. Integrate sustainable development into education systems at all levels of education in order to promote education as a key agent for change.

122. 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.

123. 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.

124. Support the use of education to promote sustainable development, including through urgent actions at all levels to:
## 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;
## 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;
## Continue to implement the work programme of the Commission on Sustainable Development on education for sustainable development;
## 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//

''United Nations Decade of Education for Sustainable Development''

//The General Assembly//,

//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,

//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,

//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,

//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,

//Emphasizing// that education is an indispensable element for achieving sustainable development,

1. //Decides// to proclaim the ten-year period beginning on 1 January 2005 the United Nations Decade of Education for Sustainable Development;

2. //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;

3. //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;

4. //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//
''United Nations Decade of Education for Sustainable Development''

//The General Assembly//,

//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,

//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,

//Recalling further// its [[resolution 57/254|57/254. United Nations Decade of Education for Sustainable Development]] of 20 December 2002,

//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,

//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,

//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,

//Emphasizing// that education is an indispensable element for achieving sustainable development,

1. //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;

2. //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;

3. //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;

4. //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//
''United Nations Decade of Education for Sustainable Development''

//The General Assembly//,

//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,

//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,

//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,

//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,

//Underlining// in this regard the fact that the United Nations Decade of Education for Sustainable Development shall begin on 1 January 2005,

//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,

//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,

//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,

//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,

//Emphasizing// that education is an indispensable element for achieving sustainable development,

1. //Reaffirms// that education for sustainable development is critical for promoting sustainable development;

2. //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;

3. //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/]];

4. //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;

5. //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;

6. //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;

7. //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 ''60dpingo'' tag is for tiddlers relating to the [[60th Annual DPI/NGO Conference]].

|<<siteMap "un dpi">> |<<siteMap  ngo-dpi>> |

The ''60th Annual DPI/NGO Conference'', organized by an NGO '''Planning Committee''' in partnership with the United Nations Department of Public Information, will be held from September 5-7, 2007 at UN Headquarters in New York on the theme: ''Climate Change: How It Impacts Us All''.  http://www.undpingoconference.org

The ''60th Annual DPI/NGO Conference'' will be the last to be held at UN Headquarters for several years, and this site is being developed with the vision of building a prototype of an online framework  that would facilitate broad-based NGO participation in future Annual DPI/NGO Conferences.
!! Conference participants
Approximately 2,000 representatives of ~NGOs from around the world are expected to participate in the Conference.
!! Conference Agenda
!!!  Plenary & Roundtable Sessions
<<<
!!!! Opening Session
!!!! Climate Change: The Scientific Evidence
!!!! Climate Change: Indigenous Peoples, Culture & Traditional Knowledge
!!!! Water Security & Climate Change
!!!! [[Coping With Climate Change: Best Land Use Practices]]
!!!! The Economics & Politics of Climate Change
!!!! Climate Change: Streamlining the System
!!!! Sustainable Development & the Responsibility to Protect
!!!! Closing Session
<<<
!!!  ~Mid-Day Workshops
In addition to the roundtable sessions, 33 workshops addressing issues relating to the roundtable themes and organized by ~NGOs, will be held between 1:15 and 2:45 pm each day of the conference.
!! See also
* [[Draft DPI/NGO 2007 Declaration on Climate Change]]
* [[NGO Framework for Action on Climate Change]]
* [[Climate Change Summer]]
[img[http://www.climate-change-two.net/climate.png]]
> //United Nations Headquarters, New York, NY. Friday 6 September, 2007//
!! Climate Change Threats - An NGO Framework for Action^^/1^^
We, over 1726 participants representing over 500 ~Non-Governmental Organisations from more than 62 countries,
* recognising that we share one planet and its environment, as well as a responsibility to protect future generations,
* recognising the special vulnerabilities of the indigenous, poor, coastal and rural populations,
* having met at the [[60th Annual DPI/NGO Conference]] at UN Headquarters from 5-7 September, 2007, with representatives of Member States, UN agencies and programs, the scientific community, the private sector, media and civil society, and
* having reviewed the latest scientific evidence from a wide variety of experts as well as hearing about the experiences of indigenous peoples to better understand climate change, its threats and how ~NGOs can broaden the base for knowledge and action to reduce those threats; make the following declaration:
# We affirm that climate change is mainly anthropogenic and is one of the most serious threats humanity and our environment have ever faced which if not addressed will cause:
## catastrophic effects to Earth's ecosystems, biodiversity and infrastructure;
## significantly reduced availability of food, water, energy and transport;
## massive migration of populations and the possible destruction of entire cultures and small island nations,
## significant damage to our economic, political, cultural, social and spiritual structures,
## increased local, national and international violence,
## significant psychological and emotional distress to individuals and communities
## irreversible harm to the lifestyles of indigenous peoples,
## increased spread of vector-borne diseases such as malaria and dengue fever, and
## negative impacts on human health and life expectancy.
# We commit ourselves over the next 12 months to a Framework for Action that will propose NGO solutions to these threats before they become irreversible:
## unify behind a common vision of collaboration - even if we disagree on tactics - to develop and implement plans for adaptation and mitigation1 taking into account the full range of consequences;
## act as vocal, active partners for change with the UN, governments at all levels, ~NGOs and other members of our global community;
## develop, implement and publicize individual and collaborative action plans for personal, economic and political change.
# We commend ~Secretary-General Ban Ki-moon's leadership in highlighting climate change as a major priority. We urge government, industry, and UN leaders, in partnership with the NGO community to emphasise proactive climate change priorities for the greater good in preparation for the [[UN Climate Change Conference in Bali]], December, 2007, and subsequent negotiations.
# We strongly recommend, for the sake of future generations, that government and industry leaders, the UN, other international organizations and the whole of civil society partner behind and implement concrete solutions, taking into account recommendations that emerge from the Framework for Action.
# We also strongly recommend that:
## all governments and civil society foster an ethical, moral foundation for ongoing sustainable development in our interdependent world making the well-being of all of humankind our priority.
## all educational institutions and media organizations more effectively educate about the issue of climate change with special emphasis on youth,
## governmental authorities consider penalties for excessive consumption and pollution as a method of financing climate change improvements, as well as financial incentives to foster climate-friendly technologies so that fossil fuel and nuclear based technologies can be phased out.
## governments recognize that war is damaging to the climate.
## all governments ratify UN conventions on climate change, the Kyoto protocol and other relevant climate conventions
# Finally, in order to implement the Framework for Action - recognizing that our views on challenges and opportunities will evolve as this process continues - we request that:
## the [[NGO/DPI Executive Committee]] and the [[Conference of NGOs in Consultative Relationship with the United Nations|Conference Of NGOs]] (CONGO) foster a plan as soon as possible to implement the Framework as a tool for the NGO community to participate in an open, practical and transparent collaborative approach based on networking;
## the Framework discussion culminate in an internet-based progress report to be submitted to the ~Secretary-General in one year and that a long-term dialogue for future action be fostered thereafter;
## the Framework process should network ~NGOs that might not otherwise typically collaborate by bridging the spectrum of NGO concerns interconnected by climate change, such as sustainable development, agriculture, forestry, issues affecting indigenous peoples, biodiversity, livestock and animal welfare, nuclear proliferation, the end of war, justice, ethnic groups, multigenerational issues, youth, gender equality, education, poverty, food and water security, culture of peace, interfaith cooperation, national global security and economic justice, as well as mental, spiritual and physical health.

1/ Adaptation implies making lifestyle adjustments. Mitigation implies alleviating the problem.

[[Declaration Process|60th Annual DPI/NGO Conference Declaration: Process]]
!! Climate Change Threats - An NGO Framework for Action
The Preparatory Committee of the [[60th Annual DPI/NGO Conference]] (September 5-7, 2007) invites all participants to concur by consensus on September 7th with the Declaration on the reverse of this sheet.

Substantive suggestions for improvement are also invited; but they must be received by 6pm on September 6th and should foster a consensus. Recommendation forms should be placed into the boxes in Conference Rooms 1 and 4, or given to the Drafting Committee members, Mr. Larry Roeder, Dr. William Gellermann and Ms. Moki Kokoris, who will often be in the UN Cafeteria near the windows overlooking the East River. Recommended suggestions MUST BE 25 words or less.

The Drafting Committee's work is supervised by a Senior Review Committee made up of Sister Joan Kirby (outgoing Chairperson of the NGO/DPI Executive Committee), Jeffery Huffines (incoming Chair of the NGO/DPI Executive Committee), and Richard Jordan (Chair of the 60th NGO/DPI Conference)

Members of the NGO/DPI and ECOSOC NGO communities deal with a spectrum of issues that might not normally involve collaboration; but networking will be crucial to dealing with Climate Change, especially as it challenges all of us. The purpose of the Declaration is to provide a framework for action and collaborative networking, a tool to enable us to work together on the threats of climate change, which is essential to serving all of our particular mandates.

The Declaration envisages that over the next 12 months, we will collaborate and report our efforts to the ~Secretary-General, while continuing our collaboration in coping with the threats. The process by which this is to be done will be facilitated by the NGO/DPI Executive Committee. The recommendations that come out of the process do not need to have full consensus support across the entire NGO community; but they do need to be developed in the spirit of collaboration with and among all ~NGOs.
Made by Faith Community Participants during the United Nations Climate Change Conference (~COP11 and COP/~MOP1), St. Joseph ’s Oratory, Montreal December 4, 2005
* We hear the call of the Earth.
* We believe that caring for life on Earth is a spiritual commitment.
* People and other species have the right to life unthreatened by human greed and destructiveness.
* Pollution, particularly from the energy-intensive wealthy industrialised countries, is warming the atmosphere. A warmer atmosphere is leading to major climate changes. The poor and vulnerable in the world and future generations will suffer the most.
* We commit ourselves to help reduce the threat of climate change through actions in our own lives, pressure on governments and industries and standing in solidarity with those most affected by climate change.
* We pray for spiritual support in responding to the call of the Earth.
> From [[Protecting Creation: People of faith acting together for climate justice|http://protectingcreation.org/ccdeclaration.htm]]
<html>
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!! A. Introduction
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).

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.

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:
* Assess available information on the science, the impacts, and the economics of -- and the options for mitigating and/ or adapting to -- climate change.
* 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).
Since 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.

This 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.

We 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.

We thank the Chairman of the IPCC, Dr. Robert T. Watson, for guiding the effort in completing the TAR.

''G.O.P. Obasi''
Secretary General
World Meteorological Organization

''K. Töpfer''
Executive Director
United Nations Environment Programme
and ~Director-General
United Nations Office in Nairobi
* [[Question 1|IPCC AR3: Question 1]]
** 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?
* [[Question 2|IPCC AR3: Question 2]]
** What is the evidence for, causes of, and consequences of changes in the Earth's climate since the pre-industrial era?
* [[Question 3|IPCC AR3: Question 3]]
** 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)?
* [[Question 4|IPCC AR3: Question 4]]
** 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|IPCC AR3: Question 4]]
* [[Question 5|IPCC AR3: Question 5]]
** 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?
* [[Question 6|IPCC AR3: Question 6]]
**  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?
** 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?
* [[Question 7|IPCC AR3: Question 7]]
** What is known about the potential for, and costs and benefits of, and time frame for reducing greenhouse gas emissions?
* [[Question 8|IPCC AR3: Question 8]] 
** 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)?
** 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?
* [[Question 9|IPCC AR3: Question 9]]
** What are the most robust findings and key uncertainties regarding attribution of climate change and regarding model projections?


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.

The 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).

The 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).

The Synthesis Report consists of nine policy-relevant questions:
* [[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.
* [[Question 2]] assesses and, where possible, attributes observed changes in climate and ecological systems since the pre-industrial era.
* [[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.
* [[Question 5]] discusses inertia in the climate, ecological systems, and socio-economic sectors, and implications for mitigation and adaptation.
* [[Question 6]] assesses the near-and long-term implications of stabilizing atmospheric concentrations of greenhouse gases on climate, ecological systems, and socio-economic sectors.
* [[Question 7]] assesses the technologies, policies, and costs of near-and long-term actions to mitigate greenhouse gas emissions.
* [[Question 8]] identifies the interactions between climate change, other environmental issues, and development.
* [[Question 9]] summarizes the most robust findings and key uncertainties.
!!! [[Thanks|AR3-Synthesis: Thanks]]
!!! [[Publication of the Synthesis Report|AR3-Synthesis: Publication]]
R. T. Watson
IPCC Chair

N. Sundararaman
IPCC 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:
* The Core Writing Team who drafted this report and, with their meticulous and painstaking attention to detail, finalized it
* Other members of the IPCC Bureau who acted as Review Editors
* The members of the Working Groups' teams of Coordinating Lead Authors and Lead Authors who helped with the initial drafting
* 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
* 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
* 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".

A 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.

From 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.

[[Climate Change 2.0]] is an evolving open public/private network of organizations and individuals committed to harnessing the powers of information and communications technology in addressing convened by [[Information Habitat: Where Information Lives]], an NGO in Special Consultative Status with the UN Economic and Social Council. ''Climate Change 2.0'' is powered by a ''networked information economy'' - described brilliantly by [[Yochai Benkler]] in [[The Wealth of Networks: How Social Production Transforms Markets and Freedom]] and draws on an extensive set of freely available resources, networks and information relating to sustainable development, climate change, software and the digital commons,

!!The Team
* [[Information Habitat: Where Information Lives]]
** [[Robert Pollard]], Founder & Professor of Information Ecology, and Convenor of Climate Change 2.0
** Kathleen Quain, NGO Representative; President, Foundation for Health and the Environment
** [[Faye C. Feller]], Alternate NGO Representative; Executive Director, National Association of Women for the Arts
** Isobel Lowther, Alternate NGO Representative; Co-Founder, Kaleidoscope Experience
** Kathleen Kelly, Alternate NGO Representative
** Judith Lantigua, Alternate NGO Representative
** Charles Vasquez, Intern
* [[Metro City Media]]
** Dolly Nielsen, Executive Producer

!! Honorary members

* ''Yochai Benkler'', Joseph M. Field '55 Professor of Law, Yale University +++
Yochai Benkler is Professor of Law at Yale Law School since 2003. His expertise is in information law and policy in the digital environment, communications law, and intellectual property. Before starting to teach, he clerked for the Honorable Stephen Breyer, U.S. Supreme Court. His books include [[The Wealth of Networks: How Social Production Transforms Markets and Freedom]] (Yale University Press 2006). Selected articles include Coase's Penguins, or Linux and the Nature of the Firm, 112 Yale Law Journal 369 (2002) and Freedom in the Commons, Towards a Political Economy of Information, 52 Duke L.J. 1245 (2003). Professor Benkler has an LL.B. from Tel-Aviv University and a J.D. from Harvard University.
===

* ''Barbara Ann O'Leary'', Founder, Authenticity
!!Software 
Climate Change 2.0 has only been possible thanks to a set of powerful software tools that serve a wide variety of aspects of the task of gathering, organizing and disseminating information and documents relating to climate change, sustainable development and information and communications technology; the following is a partial list:
!! Database
* [[DataPerfect]] - Brilliant relational database software (companion of WordPerfect for DOS) that has served as the principal database engine - ''Free''
!!Word processing
* ''~WordPerfect 5.1+'' - Still unsurpassed as a word processor in its power and elegance
** ''WP Program Editor 3.1'' - versatile DOS editor for text and for ~WordPerfect macros - ''Free''
** ''Corel ~WordPerfect'' - 
** ''Corel ~WordPerfect X3'' - Converts pdf files to ~WordPerfect format - Free 30 day evaluation
* ''Notepad'' - versatile program for simple text editing
!! Wiki software & sites
* ''TiddlyWiki'' -
** ~TiddlyWiki plugins
* ''Wikipedia''
* ''The Wealth of Networks Wiki notes''
!! Web browsers
* ''~FireFox'' - Recommended web browser - ''Open Source''
** ''~FireFox extensions''
!! Search tools
* ''Google''
** Personalized search
** Cooperative Search Engine
** ''Google News''
** ''Google Groups''
** ''Google Video''
** ''GMail''
** ''~YouTube''
!! PDF Tools
* ''Adobe Acrobat Reader'' - Free reader for pdf files
** ''Adobe Acrobat Professional'' - Free 30 day evaluation
** PrimoPDF'' - Free printer driver for creating pdf files
* ''pdf995 Suite'' - pdf printer driver 
** ''ABBYY Fine Reader'' - Optical Character Recognition with support for pdf files - Free 30 day evaluation
** ''ABBYY PDF Transformer'' - Converts pdf files to Rich Text Format, HTML, etc.
* ''WS_FTP Limited Edition''
!! Graphics software
* ''Graphics Workstation Professional''
** ''Camera Screen Capture''
* ''Adobe Photoshop''
!! Social Bookmarking
* ''Blue Dot''
** ''del.icio.us''
!! Utility software
* ''Total Commander''
* ''Norton Utilities''
* ''System Mechanic''
* ''~SpyBot''
This web site has been made possible thanks to a set of powerful software tools and languages that serve a wide variety of aspects of the task of gathering, organizing and disseminating information and documents relating to climate change, sustainable development and information and communications technology.

The software that has contributed to site can be separated into several categories the following is a partial list:
!! TiddlyWikiPerfect
* TiddlyWiki
* [[Cascading Style Sheets]]
* [[Plugin Macros]]
* [[HyperText Markup Language]]
!! Database
* [[DataPerfect]] - Brilliant relational database software (companion of the legendary ~WordPerfect for DOS) that has served as the principal database engine - ''Free''. Use
!!Word processing
* ''~WordPerfect 5.1+'' - Still unsurpassed as a word processor in its power and elegance
** ''WP Program Editor 3.1'' - versatile DOS editor for text and for ~WordPerfect macros - ''Free''
** ''Corel ~WordPerfect'' - 
** ''Corel ~WordPerfect X3'' - Converts pdf files to ~WordPerfect format - Free 30 day evaluation
* ''Notepad'' - versatile program, mostly used as a bridge between DOS and Windows documents and for simple text editing
!! Wiki software & sites
* ''TiddlyWiki'' -
** ~TiddlyWiki plugins
* ''Wikipedia''
* ''The Wealth of Networks Wiki notes''
!! Web browsers
* ''~FireFox'' - Recommended web browser - ''Open Source''
** ''~FireFox extensions''
!! Search tools
* ''Google''
** Personalized search
** Cooperative Search Engine
** ''Google News''
** ''Google Groups''
** ''Google Video''
** ''GMail''
** ''~YouTube''
!! PDF Tools
* ''Adobe Acrobat Reader'' - Free reader for pdf files
** ''Adobe Acrobat Professional'' - Free 30 day evaluation
** PrimoPDF'' - Free printer driver for creating pdf files
* ''pdf995 Suite'' - pdf printer driver 
** ''ABBYY Fine Reader'' - Optical Character Recognition with support for pdf files - Free 30 day evaluation
** ''ABBYY PDF Transformer'' - Converts pdf files to Rich Text Format, HTML, etc.
* ''WS_FTP Limited Edition''
!! Graphics software
* ''Graphics Workstation Professional''
** ''Camera Screen Capture''
* ''Adobe Photoshop''
!! Social Bookmarking
* ''Blue Dot''
** ''del.icio.us''
!! Utility software
* ''Total Commander''
* ''Norton Utilities''
* ''System Mechanic''
* ''~SpyBot''
|[[Site Maps]]|
|@@[[About this web site]]@@ +++ [[TiddlyWikiPerfect]] -<br>[[TiddlyWikiPerfect Sites]] -<br>TiddlyWiki -<br>DataPerfect -<br>[[Tiddlers]] - ===||
|[[User Options]] +++ [[Search Options]] -<br><<fontSize "font-size:">> -<br>[[Editing Options]] - ===|
|<<search>>|
|<<jump>><<renameButton 'jump to an open tiddler'>>|
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|<<permaview>>|
|<<newTiddler "New Tiddler" >>|
|<<saveChanges>>|
| <<option txtUserName>>|
|[[Tiddler Administration]] +++ [[Main Menu|MainMenu]] -<br>[[Setup Menu]] -<br>[[Tiddler templates]] -<br>[[Basic Tiddler Lists]] -<br>[[Formatting Tiddlers]] +++ [[Formatting Text]] -<br>[[iframe template]] -<br>[[Headers & Outlines]] -<br>[[Tiddly Links]] - <br>[[Tables]] -<br>[[Images]] - === <br>[[Tiddler Lists]] +++ [[Basic Tiddler Lists]] -<br>[[Alphabetical Tiddlers]] -<br>[[Recent Tiddlers]] -<br>[[Tiddler Timelines]] +++ [[Tiddler Timeline]] -<br>[[Reverse Timeline]] -<br>[[Event Timeline]] - === <br>[[Shadow Tiddlers]] -<br>[[Missing Tiddlers]] -<br>[[Imported Tiddlers]] -<br>[[Included TiddlyWikis]] - === <br>[[Menus]] +++ [[Main Menu|MainMenu]] -<br>[[Administrative Menu]] -<br>[[Hover Menu|HoverMenu]] -<br>[[Setup Menu]] -<br>[[DataPerfect Menus]] -<br>[[Browser Menus]] -<br>[[Building Menus]] -<br>[[Desktop Menus]] - === <br>[[Default Tiddlers|DefaultTiddlers]] -<br>[[Import Tiddlers]] -<br> [[Tagging]] +++ [[Tiddler Tags]] -<br>[[IntelliTagger]] -<br>[[Toggle Tags]] -<br>[[Site Maps]] -<br>[[Tag Adder]] -<br>[[TagglyTagging]] -<br>[[Monkey Tagger]] - === -<br>[[Plugin Macros]] -<br> [[Templates & Stylesheets]] +++ PageTemplate -<br>ViewTemplate -<br>EditTemplate -<br>StyleSheetLayout -<br>StyleSheetColors -<br>[[MainMenuStyles]] -<br>[[TagglyTaggingStyles]] -<br>[[View ColorPalette]] - <br>[[iframe template]] - ===  ===|
|<html><a href="http://bluedot.us/Authoring.aspx" onclick="{var w=window;w.l=w.location;w.SdP='';w.bU=(w.l.protocol=='https:'?'https://'+w.SdP:'http://')+'bluedot.us';w.eUC=encodeURIComponent;function fBkF(){w.l.href=w.bU+'/Authoring.aspx?u='+w.eUC(w.l.href)+'&amp;t='+w.eUC(document.title);}w.gT=w.setTimeout(fBkF,6999);w.d=w.document;w.sT=w.d.body;w.o=w.d.createElement('scri'+'pt');if(typeof w.o!='object')fBkF();w.o.setAttribute('src',w.bU+'/js/Authoring.js');w.o.setAttribute('type','text/javascript');void(w.sT.appendChild(w.o));if(w.event){w.event.returnValue=false;}return false;}" id="BlueDotPartner"><img src="http://bluedot.us/images/partner_79x16_blue.gif" style="border:none"/></a> - <a href="http://del.icio.us/post" onclick="window.open('http://del.icio.us/post?v=4&noui&jump=close&url='+encodeURIComponent(location.href)+'&title='+encodeURIComponent(document.title), 'delicious','toolbar=no,width=700,height=400'); return false;"><img src="http://images.del.icio.us/static/img/delicious.small.gif"> del.icio.us</a></html>|
|[img[http://www.climate-change-two.net/cc2-151x43.jpg]]|
|@@font-size:90%;TiddlyWiki version <<version>>@@|
|@@ont-size:90%;&copy; [[Copy rights notice]]@@|
|@@color:#ffffff;mmmmmmmmmmmmmmmmm@@|
[[Administrative Menu]] - attached to base of the [[Main Menu|MainMenu]]
<<tiddler "Administrative Menu">>
<<option chkGenerateAnRssFeed>> GenerateAnRssFeed
<<option chkOpenInNewWindow>> OpenLinksInNewWindow
<<option chkSaveEmptyTemplate>> SaveEmptyTemplate
<<option chkToggleLinks>> Clicking on links to tiddlers that are already open causes them to close
^^(override with Control or other modifier key)^^
<<option chkHttpReadOnly>> HideEditingFeatures when viewed over HTTP
<<option chkForceMinorUpdate>> Treat edits as MinorChanges by preserving date and time
^^(override with Shift key when clicking 'done' or by pressing Ctrl-Shift-Enter^^
<<option chkConfirmDelete>> ConfirmBeforeDeleting
Maximum number of lines in a tiddler edit box: <<option txtMaxEditRows>>
Folder name for backup files: <<option txtBackupFolder>>
<<option chkInsertTabs>> Use tab key to insert tab characters instead of jumping to next field
<<option chkUseInclude>> Include ~TiddlyWikis (IncludeList | IncludeState | [[help|http://tiddlywiki.abego-software.de/#%5B%5BIncludePlugin%20Documentation%5D%5D]])
^^(Reload this ~TiddlyWiki to make changes become effective)^^
<<option chkSearchTitles>> Search in tiddler titles
<<option chkSearchText>> Search in tiddler text
<<option chkSearchTags>> Search in tiddler tags
<<option chkSearchTitlesFirst>> Search results show title matches first
<<option chkSearchList>> Search results show list of matching tiddlers
<<option chkSearchIncremental>> Incremental searching
<<option chkSearchTitles>> Search in tiddler titles
<<option chkSearchText>> Search in tiddler text
<<option chkSearchTags>> Search in tiddler tags
<<option chkSearchTitlesFirst>> Search results show title matches first
<<option chkSearchList>> Search results show list of matching tiddlers
<<option chkSearchIncremental>> Incremental searching
''Private Settings: ''<<option chkUsePrivateSettings>> Use private settings.  <<option chkMakeSettingPrivateWhenChanged>> Make setting private when changed.&#160;&#160;&#160;[[Show Settings]].
^^(Private settings are stored in this ~TiddlyWiki, shared settings are stored as cookies. For more information see the [[Settings documentation|SettingsPlugin Documentation]].)^^
<<option chkUseYourSearch>> Use 'Your Search' //([[more options|YourSearch Options]])//
''Agenda 21'' was adopted as the principal agreement of the 1992 [[Earth Summit]], held in Rio de Janeiro, Brazil, with the intention of charting a transition to a sustainable development path for the 21st century, based on principles incorporated in the [[Rio Declaration on Environment and Development]]. Agenda 21 broke new ground in the realm of international agreements in highlighting the interrelationship between economic development, social development and the environment, and with the inclusion of a section on "Strengthening the Role of Major Groups" that recognizes the necessity of broad-based participation of all sectors of society in the transition to sustainable development.

''1. Preamble'' +++
<<tiddler "Agenda 21: Preamble">>
===

!!! I. Social and Economic Dimensions +++
> [[2. International Cooperation to Accelerate Sustainable Development in Developing Countries and Related Domestic Policies|http://www.un-documents.net/a21-02.htm]]
> [[3. Combating Poverty|http://www.un-documents.net/a21-03.htm]]
> [[4. Changing Consumption Patterns|http://www.un-documents.net/a21-04.htm]]
> [[5. Demographic Dynamics and Sustainability|http://www.un-documents.net/a21-05.htm]]
> [[6. Protecting and Promoting Human Health|http://www.un-documents.net/a21-06.htm]]
> [[7. Promoting Sustainable Human Settlement Development|http://www.un-documents.net/a21-07.htm]]
> [[8. Integrating Environment and Development in Decision-Making|http://www.un-documents.net/a21-08.htm]]
===

!!! II. Conservation and Management of Resources for Development +++
> [[9. Protection of the Atmosphere|http://www.un-documents.net/a21-09.htm]]
> [[10. Integrated Approach to the Planning and Management of Land Resources|http://www.un-documents.net/a21-10.htm]]
> [[11. Combating Deforestation|http://www.un-documents.net/a21-11.htm]]
> [[12. Managing Fragile Ecosystems:  Combating Desertification and Drought|http://www.un-documents.net/a21-12.htm]]
> [[13. Managing Fragile Ecosystems:  Sustainable Mountain Development|http://www.un-documents.net/a21-13.htm]]
> [[14. Promoting Sustainable Agriculture and Rural Development|http://www.un-documents.net/a21-14.htm]]
> [[15. Conservation of Biological Diversity|http://www.un-documents.net/a21-15.htm]]
> [[16. Environmentally Sound Management of Biotechnology|http://www.un-documents.net/a21-16.htm]]
> [[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]]
> [[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]]
> [[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]]
> [[20. Environmentally Sound Management of Hazardous Wastes, Including Prevention of Illegal International Traffic in Hazardous Wastes|http://www.un-documents.net/a21-20.htm]]
> [[21. Environmentally Sound Management of Solid Wastes and Sewage-related Issues|http://www.un-documents.net/a21-21.htm]]
> [[22. Safe and Environmentally Sound Management of Radioactive Wastes|http://www.un-documents.net/a21-22.htm]]
===

!!! III. Strengthening the Role of Major Groups +++
> [[23. Preamble|http://www.un-documents.net/a21-23.htm]]
> [[24. Global Action for Women Towards Sustainable and Equitable Development|http://www.un-documents.net/a21-24.htm]]
> [[25. Children and Youth in Sustainable Development|http://www.un-documents.net/a21-25.htm]]
> [[26. Recognizing and Strengthening the Role of Indigenous People and their Communities|http://www.un-documents.net/a21-26.htm]]
> [[27. Strengthening the Role of Non-governmental Organizations: Partners for Sustainable Development|http://www.un-documents.net/a21-27.htm]]
> [[28. Local Authorities' Initiatives in Support of Agenda 21|http://www.un-documents.net/a21-28.htm]]
> [[29. Strengthening the Role of Workers and their Trade Unions|http://www.un-documents.net/a21-29.htm]]
> [[30. Strengthening the Role of Business and Industry|http://www.un-documents.net/a21-30.htm]]
> [[31. Scientific and Technological Community|http://www.un-documents.net/a21-31.htm]]
> [[32. Strengthening the Role of Farmers|http://www.un-documents.net/a21-32.htm]]
===

!!! IV. Means of Implementation +++
> [[33. Financial Resources and Mechanisms|http://www.un-documents.net/a21-33.htm]]
> [[34. Transfer of Environmentally Sound Technology, Cooperation and Capacity-building|http://www.un-documents.net/a21-34.htm]]
> [[35. Science for Sustainable Development|http://www.un-documents.net/a21-35.htm]]
> [[36. Promoting Education, Public Awareness and Training|http://www.un-documents.net/a21-36.htm]]
> [[37. National Mechanisms and International Cooperation for Capacity-building in Developing Countries|http://www.un-documents.net/a21-37.htm]]
> [[38. International Institutional Arrangements|http://www.un-documents.net/a21-38.htm]]
> [[39. International Legal Instruments and Mechanisms|http://www.un-documents.net/a21-39.htm]]
> [[40. Information for Decision-making|http://www.un-documents.net/a21-40.htm]]
===
# Humanity stands at a defining moment in history. We are confronted with a perpetuation of disparities between and within nations, a worsening of poverty, hunger, ill health and illiteracy, and the continuing deterioration of the ecosystems on which we depend for our well-being. However, integration of environment and development concerns and greater attention to them will lead to the fulfilment of basic needs, improved living standards for all, better protected and managed ecosystems and a safer, more prosperous future. No nation can achieve this on its own; but together we can - in a global partnership for sustainable development.
# This global partnership must build on the premises of General Assembly [[resolution 44/228|http://www.un-documents.net/a44r228.htm]] of 22 December 1989, which was adopted when the nations of the world called for the United Nations Conference on Environment and Development, and on the acceptance of the need to take a balanced and integrated approach to environnment and development questions.
# Agenda 21 addresses the pressing problems of today and also aims at preparing the world for the challenges of the next century. It reflects a global consensus and political commitment at the highest level on development and environment cooperation. Its successful implementation is first and foremost the responsibility of Governments. National strategies, plans, policies and processes are crucial in achieving this. International cooperation should support and supplement such national efforts. In this context, the United Nations system has a key role to play. Other international, regional and subregional organizations are also called upon to contribute to this effort. The broadest public participation and the active involvement of the non-governmental organizations and other groups should also be encouraged.
# The developmental and environmental objectives of Agenda 21 will require a substantial flow of new and additional financial resources to developing countries, in order to cover the incremental costs for the actions they have to undertake to deal with global environmental problems and to accelerate sustainable development. Financial resources are also required for strengthening the capacity of international institutions for the implementation of Agenda 21. An indicative order-of-magnitude assessment of costs is included in each of the programme areas. This assessment will need to be examined and refined by the relevant implementing agencies and organizations.
# In the implementation of the relevant programme areas identified in Agenda 21, special attention should be given to the particular circumstances facing the economies in transition. It must also be recognized that these countries are facing unprecedented challenges in transforming their economies, in some cases in the midst of considerable social and political tension.
# The programme areas that constitute Agenda 21 are described in terms of the basis for action, objectives, activities and means of implementation. Agenda 21 is a dynamic programme. It will be carried out by the various actors according to the different situations, capacities and priorities of countries and regions in full respect of all the principles contained in the [[Rio Declaration on Environment and Development]]. It could evolve over time in the light of changing needs and circumstances. This process marks the beginning of a new global partnership for sustainable development.
<<list all>>
<html><center><b>March 26, 2007</b><br>
<b>1 hour, 36 minutes</b><br>
<embed src="http://video.google.com/googleplayer.swf?docid=-6669123891673213585&hl=en" style="width:325px; height:265px;" type="application/x-shockwave-flash" id="VideoPlayback"> </embed></center></html>
''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.

With 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. 

For 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.
!!!The book focuses on three crucial questions:
# ''For different levels of climate change what are the key impacts, for different regions and sectors, and for the world as a whole?''
# ''What would such levels of climate change imply in terms of greenhouse gas stabilisation concentrations and emission pathways required to achieve such levels?''
#'' What technological options are there for achieving stabilisation of greenhouse gases at different stabilisation concentrations in the atmosphere, taking into account costs and uncertainties?''
!!! Read more:
* [[Avoiding Dangerous Climate Change - executive summary|http://www.defra.gov.uk/environment/climatechange/research/dangerous-cc/pdf/avoid-dangercc-execsumm.pdf]], pdf  (168 KB)
* [[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)
* [[News release|http://www.defra.gov.uk/news/2006/060130c.htm]] - 30 January 2006
* The book can be ordered online  via the [[Cambridge University Press website|http://www.cambridge.org/0521864712]].

* More on [[Climate Change @ Defra|http://www.defra.gov.uk/environment/climatechange]]
!! B. Current knowledge about observed impacts of climate change on the natural and human environment
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.

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.

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".

From the current Assessment we conclude the following.
* [[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 (ar4-wg2-spm)]] +++


<<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 (ar4-wg2-spm)">>
===

* [[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 (ar4-wg2-spm)]] +++


<<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 (ar4-wg2-spm)">>
===

* [[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 (ar4-wg2-spm)]] +++


<<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 (ar4-wg2-spm)">>
* With regard to changes in snow, ice and frozen ground (including permafrost)4^^^^, there is high confidence that natural systems are affected. Examples are:
**  enlargement and increased numbers of glacial lakes [1.3];
**  increasing ground instability in permafrost regions, and rock avalanches in mountain regions [1.3];
**  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].
* Based on growing evidence, there is high confidence that the following types of hydrological systems are being affected around the world:
**  increased run-off and earlier spring peak discharge in many glacier- and snow-fed rivers [1.3];
**  warming of lakes and rivers in many regions, with effects on thermal structure and water quality [1.3].
*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:
**  earlier timing of spring events, such as leaf-unfolding, bird migration and egg-laying [1.3];
**  poleward and upward shifts in ranges in plant and animal species [1.3, 8.2, 14.2].
*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]
* 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:
**  shifts in ranges and changes in algal, plankton and fish abundance in high-latitude oceans [1.3];
**  increases in algal and zooplankton abundance in high-latitude and high-altitude lakes [1.3];
**  range changes and earlier migrations of fish in rivers [1.3].
* 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:
<<<
# 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.
# 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]
# 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]
# 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]
<<<
* 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]
* 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):
*  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];
*  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];
*  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]
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:
*  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]
*  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]
*  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]
''Changes in physical and biological systems and surface temperature 1970-2004''

Figure SPM-1. Locations 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. A 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. These 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. White areas do not contain sufficient observational climate data to estimate a temperature trend. The 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 (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 (ii) global-scale: Terrestrial (TER), Marine and Freshwater (MFW), and Global (GLO). The 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]
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 [[United Nations 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.

However, 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. 
<<tabs txtMainTab Timeline Timeline TabTimeline Alphabetical 'All tiddlers' TabAll Tags 'All tags' TabTags  Missing 'Missing tiddlers' TabMoreMissing Orphans 'Orphaned tiddlers' TabMoreOrphans Shadowed 'Shadowed tiddlers' TabMoreShadowed>>
!!!Beijing Declaration

1. We, the Governments participating in the Fourth World Conference on Women,

2. Gathered here in Beijing in September 1995, the year of the fiftieth anniversary of the founding of the United Nations,

3. Determined to advance the goals of equality, development and peace for all women everywhere in the interest of all humanity,

4. 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,

5. 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,

6. 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,

7. 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.

''We reaffirm our commitment to:''

8. 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;

9. 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;

10. 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;

11. Achieve the full and effective implementation of the Nairobi Forward-looking Strategies for the Advancement of Women;

12. 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.

''We are convinced that''

13. 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;

14. Women's rights are human rights;

15. 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;

16. 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;

17. 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;

18. 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;

19. 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;

20. 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;

21. 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.

''We are determined to'':

22. 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;

23. 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;

24. 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;

25. Encourage men to participate fully in all actions towards equality;

26. 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;

27. 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;

28. 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;

29. Prevent and eliminate all forms of violence against women and girls;

30. 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;

31. Promote and protect all human rights of women and girls;

32. 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;

33. Ensure respect for international law, including humanitarian law, in order to protect women and girls in particular;

34. 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.

''We are determined to'':

35. 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;

36. 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;

37. Ensure also the success of the Platform for Action in countries with economies in transition, which will require continued international cooperation and assistance;

38. 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. 
/***
|Name|''timeline''|h
|Author|[[Saq Imtiaz]]|
|Version|0.5 bet|
|Description|A replacement for the core timeline macro that offers more features|
|Source|http://lewcid.googlepages.com/lewcid.html#BetterTimelineMacro|
|TW Version|2.x|
***/
/***
!!!Features:
*list tiddlers with only specific tag
*exclude tiddlers with a particular tag
*limit entries to any number of days, for example one week
*specify a start date for the timeline, only tiddlers after that date will be listed.

!!!Installation:
Copy the contents of this tiddler to your TW, tag with systemConfig, save and reload your TW.

!!!Syntax:
{{{<<timeline better:true>>}}}
''the param better:true enables the advanced features, without it you will get the old timeline behaviour.''

additonal params:
(use only the ones you want)
{{{<<timeline better:true  onlyTag:Tag1 excludeTag:Tag2 sortBy:modified/created firstDay:YYYYMMDD maxDays:7 maxEntries:30>>}}}

''explanation of syntax:''
onlyTag: only tiddlers with this tag will be listed. Default is to list all tiddlers.
excludeTag: tiddlers with this tag will not be listed.
sortBy: sort tiddlers by date modified or date created. Possible values are modified or created.
firstDay: useful for starting timeline from a specific date. Example: 20060701 for 1st of July, 2006
maxDays: 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.
maxEntries: limit the total number of entries in the timeline.


!!!History:
*28-07-06: ver 0.5 beta, first release

!!!Code
***/
//{{{
// Return the tiddlers as a sorted array
TiddlyWiki.prototype.getTiddlers = function(field,excludeTag,includeTag)
{
          var results = [];
          this.forEachTiddler(function(title,tiddler)
          {
          if(excludeTag == undefined || tiddler.tags.find(excludeTag) == null)
                        if(includeTag == undefined || tiddler.tags.find(includeTag)!=null)
                                      results.push(tiddler);
          });
          if(field)
                   results.sort(function (a,b) {if(a[field] == b[field]) return(0); else return (a[field] < b[field]) ? -1 : +1; });
          return results;
}



//this function by Udo
function getParam(params, name, defaultValue)
{
          if (!params)
          return defaultValue;
          var p = params[0][name];
          return p ? p[0] : defaultValue;
}

window.old_timeline_handler= config.macros.timeline.handler;
config.macros.timeline.handler = function(place,macroName,params,wikifier,paramString,tiddler)
{
          var args = paramString.parseParams("list",null,true);
          var betterMode = getParam(args, "better", "false");
          if (betterMode == 'true')
          {
          var sortBy = getParam(args,"sortBy","modified");
          var excludeTag = getParam(args,"excludeTag",undefined);
          var includeTag = getParam(args,"onlyTag",undefined);
          var tiddlers = store.getTiddlers(sortBy,excludeTag,includeTag);
          var firstDayParam = getParam(args,"firstDay",undefined);
          var firstDay = (firstDayParam!=undefined)? firstDayParam: "00010101";
          var lastDay = "";
          var field= sortBy;
          var maxDaysParam = getParam(args,"maxDays",undefined);
          var maxDays = (maxDaysParam!=undefined)? maxDaysParam*24*60*60*1000: (new Date()).getTime() ;
          var maxEntries = getParam(args,"maxEntries",undefined);
          var last = (maxEntries!=undefined) ? tiddlers.length-Math.min(tiddlers.length,parseInt(maxEntries)) : 0;
          for(var t=tiddlers.length-1; t>=last; t--)
                  {
                  var tiddler = tiddlers[t];
                  var theDay = tiddler[field].convertToLocalYYYYMMDDHHMM().substr(0,8);
                  if ((theDay>=firstDay)&& (tiddler[field].getTime()> (new Date()).getTime() - maxDays))
                     {
                     if(theDay != lastDay)
                               {
                               var theDateList = document.createElement("ul");
                               place.appendChild(theDateList);
                               createTiddlyElement(theDateList,"li",null,"listTitle",tiddler[field].formatString(this.dateFormat));
                               lastDay = theDay;
                               }
                  var theDateListItem = createTiddlyElement(theDateList,"li",null,"listLink",null);
                  theDateListItem.appendChild(createTiddlyLink(place,tiddler.title,true));
                  }
                  }
          }

          else
              {
              window.old_timeline_handler.apply(this,arguments);
              }
}
//}}}
<html>
<iframe style="background-color:#ffffff; border-color:#ffffff; border:none;" width="100%" height="800" frameborder="0" scrolling="yes" src="http://www.cantab.org/index.php?option=com_content&task=view&id=451&Itemid=" title="Biodiversity and Poverty: The Challenge for Conservation: Bill Adams">
</iframe> </html>
@@font-size:120%;font-weight:bold;text-align:center;[[NGO Committee on Education]] (A [[CONGO|Conference Of NGOs]] Committee)@@
!!By-Laws
!!!Purpose
The NGO Committee on Education will:
# 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.
# 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.
# 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.
# Work closely with the other NGO Committees related to the United Nations system and with the various relevant UN Commissions and Conferences.
!!!Membership
# 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.
# 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.
# An organization may become a member by submitting and application to the Chairperson or Secretary.
!!!Officers
# 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.
# No member may hold more than one office. For purposes of this paragraph the term "office" includes members-at-large of the Executive Committee.
!!!Duties of Officers
# 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.
# 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.
# 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.
!!!Executive Committee
# 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.
# 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.
# Members-at-large may be Regular or Associate Members of the Committee, however, voting rules as described in the membership section apply.
!!!Subcommittees
# 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.
!!!Finances
# 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.
# The fiscal year shall be from 1 October to 30 September.
!!Elections
# 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.
# The election of officers and members of the Executive Committee shall take place at an Annual Meeting. Elected officers shall take office immediately.
# Election of officers and procedural matters shall be decided by the majority of member organizations present and voting.
# A ballot by mail may be taken in the event that a meeting of the Committee is not possible.
!!!Meetings
# 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.
# A quorum shall consist of a representatives of one-third of the regular member organizations.
# 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.
!!!Amendments
: 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.

//Adopted, November 4, 2000//
!! C. Current knowledge about future impacts
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.

''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.''
<<<
[[Fresh water resources and their management|C.1 Fresh water resources and their management (ar4-wg2-spm)]] +++
<<tiddler "C.1 Fresh water resources and their management (ar4-wg2-spm)">>
===


[[Ecosystems|C.2 Ecosystems (ar4-wg2-spm)]] +++
<<tiddler "C.2 Ecosystems (ar4-wg2-spm)">>
===


[[Food, fibre and forest products|C.3 Food, fibre and forest products (ar4-wg2-spm)]] +++
<<tiddler "C.3 Food, fibre and forest products (ar4-wg2-spm)">>
===


[[Coastal systems and low-lying areas|C.4 Coastal systems and low-lying areas (ar4-wg2-spm)]] +++
<<tiddler "C.4 Coastal systems and low-lying areas (ar4-wg2-spm)">>
===


[[Industry, Settlement and Society|C.5 Industry, Settlement and Society (ar4-wg2-spm)]] +++
<<tiddler "C.5 Industry, Settlement and Society (ar4-wg2-spm)">>
===


[[Health|C.6 Health (ar4-wg2-spm}]] +++
<<tiddler "C.6 Health (ar4-wg2-spm}">>
===

<<<
''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.''
<<<
[[Africa|C.7 Africa (ar4-wg2-spm)]] +++
<<tiddler "C.7 Africa (ar4-wg2-spm)">>
===


[[Asia|C.8 Asia (ar4-wg2-spm)]] +++
<<tiddler "C.8 Asia (ar4-wg2-spm)">>
===


[[Australia and New Zealand|C.9 Australia and New Zealand (ar4-wg2-spm)]] +++
<<tiddler "C.9 Australia and New Zealand (ar4-wg2-spm)">>
===


[[Europe|C.10 Europe (ar4-wg2-spm)]] +++
<<tiddler "C.10 Europe (ar4-wg2-spm)">>
===


[[Latin America|C.11 Latin America (ar4-wg2-spm)]] +++
<<tiddler "C.11 Latin America (ar4-wg2-spm)">>
===


[[North America|C.12 North America (ar4-wg2-spm)]] +++
<<tiddler "C.12 North America (ar4-wg2-spm)">>
===


[[Polar Regions|C.13 Polar Regions (ar4-wg2-spm)]] +++
<<tiddler "C.13 Polar Regions (ar4-wg2-spm)">>
===


[[Small Islands|C.14 Small Islands (ar4-wg2-spm)]] +++
<<tiddler "C.14 Small Islands (ar4-wg2-spm)">>
===

<<<
''Magnitudes of impact can now be estimated more systematically for a range of possible increases in global average temperature.'' +++
<<tiddler "Magnitudes of impact can now be estimated more systematically for a range of possible increases in global average temperature.">>
===
* 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. ** D10 [3.4]
* 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]
* 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]
* 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]
* 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]
* 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]
* 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]
* 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]
* 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]
* 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]
* Sea-level rise is projected to cause increased risk of flooding in low-lying areas.''** N'' [13.4, 13.7]
* 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]
* 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]
* 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]
* 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]
* 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]
* 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]
* 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]
* 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]
* Beneficial impacts would include reduced heating costs and more navigable northern sea routes.''* D'' [15.4]
* 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]
* 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]
* 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]
* 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]
* 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]
* 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]
* 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]
* 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]
* 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]
* 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]
* 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]
* 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]
* 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]
* 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]
* 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]
* 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]
* 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]
* 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]
* 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]
* 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]
* 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]
* 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]
* 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:
**  increases in malnutrition and consequent disorders, with implications for child growth and development;
**  increased deaths, disease and injury due to heat waves, floods, storms, fires and droughts;
**  the increased burden of diarrhoeal disease;
**  the increased frequency of cardio-respiratory diseases due to higher concentrations of ground level ozone related to climate change; and,
**  the altered spatial distribution of some infectious disease vectors. ** D [8.4, 8.ES, 8.2]
* 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]
* 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]
* 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]
* 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]
* 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]
* 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]
* 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]
* 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]
* 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]
* 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]
* 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]
* 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]
* 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]
* 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]
* 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]
* 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
adopted by the
''20th General Assembly''
of the
''Conference Of Non-Governmental Organizations in Consultative Status with ECOSOC (CONGO)''
Geneva, Switzerland, 3-5 November, 1997
!!!Information and Communications
<<<
The //20th General Assembly of the Conference of NGOs//, meeting in Geneva from 3 to 5 November, 1997,

//Recognizing// the continuing dramatic advances in information and communications technology, and the ways in which these advances are:
* transforming access to, and participation in, the United Nations system;
* creating a forum for non-governmental organizations that transcends national boundaries; and
* enabling structural changes in the relationships between non-governmental organizations and national and local governments; 
//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;

//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. 
<<<

----

Resolution proposed by:
: [[Information Habitat: Where Information Lives]]
: International Council of Jewish Women 
[img[Cambridge in America Day 2006, Saturday, December 2, 2006, CUNY Graduate Center, New York City|http://www.climate-change-two.net/blue-banner.gif]]

More than 250 Cantabs from around the country, alumni of every Cambridge College, gathered in New York City on Saturday, December 2, for “''Cambridge in America Day 2006: What Future for Life on Earth?''”. The afternoon forum at the CUNY Graduate Center featured two of Cambridge’s illustrious alumni and two leading Cambridge academics – both holders of newly established chairs -- whose talks focused on biodiversity loss and issues of sustainability, cost, science, evidence, and the balance and competition between conservation and development in third-world countries. Attendees got a close-up look at the role Cambridge University -- in its current teaching and research and in the activities of its alumni -- is playing in the fields of biodiversity, conservation, and sustainability.

Guests were welcomed by Cambridge in America Board Member Marc Feigen, who extended greetings from the Vice-Chancellor and Colleges, and enjoyed noting that the pen everyone received was made from recyclable materials. King’s graduate Dr. James Deutsch served as the program’s host and moderator.
!![[Biodiversity and Poverty: The Challenge for Conservation: Bill Adams]]
> [[Professor Bill Adams]], Moran Professor of Conservation and Development and Fellow of Downing College, began the program with a discussion of biodiversity and rural poverty.
!![[Future Directions in Conservation Sciences: William Sutherland]]
> [[Professor William Sutherland]], Miriam Rothschild Professor in Conservation Biology, gave a lively talk on evidenced-based medicine and the application of evidence-based science in conservation as well as population distribution and the use of scientific innovations to help alleviate stress on the environment. 
!![[A View from Water Level: Jill Fredston]]
> [[Jill Fredston]] (Darwin, MPhil), Co-Director of the Alaska Mountain Safety Center, concluded the trio of presentations with her talk entitled “A View from Water Level” which discussed what makes a place wild as well as the shifting baselines of wilderness; she also touched on her most recent work studying polar bears’ shrinking habitats and how species adapt. Her talk was accompanied by a great photographic presentation – a must-see for armchair travelers and a vivid reminder of what is at stake.
!![[What Future for Life on Earth? Panel Discussion]]
> A panel discussion, moderated by [[Dr. James Deutsch]] (King’s MPhil, PhD), Director of the Africa Program of the Wildlife Conservation Society, then provided the opportunity for audience members to ask questions of the speakers and offer some insights and opinions of their own. The day concluded with a drinks reception where alumni gathered to meet the speakers and reunite with fellow Cantabrigians.
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:
*  ''UNESCO'': consultative status, category B, since 1958. With a status of formal consultation relationship since 1997.
* ''ECOSOC'': registered with the Social and Economic Council of the United Nations since 1958. Since 1998, special consultative status.
* ''UNICEF'': consultative status since 1963.
* ''Council of Europe'': consultative status since 1965.
* Collaboration relationship with: ''FAO'' (United Nations Food and Agriculture Organisation), ''ILO'' (International Labour Office), ''OAU'' (Organisation of African Unity), ''OAS'' (Organisation of American States). 



http://www.infoiec.org
![[Overview]]
!![[Climate Change Crisis]]
* [[Nature of the Climate Change]]
* [[Timelines of Climate Change]]
* [[Overview: Historic & Projected Trends]]
!![[CO2 Emissions]]
* [[Escalating Energy Consumption]]
* [[Greenhouse Effect]]
!![[Global Warming]]
* [[Melting Ice]]
** [[Vanishing Icecaps]]
** [[Thermal Currents]]
** [[Vanishing Glaciers]]
** [[Meltdown Dynamics]]
** [[Freshwater Shortages]]
* [[Sea level rise]]
** [[Lowlands Loss & Flooding]]
** [[Small Islands]]
* [[Extreme Weather]]
** [[Extreme Storms]]
** [[Prolongued Droughts]]
!![[Economics of Climate Change]]
* [[The Stern Review]] - Macroeconomics
* [[Grassroots Enterprises]] - Microeconomics
!![[Vital Responses]]
* [[Guiding Principles]]
* [[Wetlands Restoration]]
* [[Native Tree Planting]]
* [[Soil Conservation]]
* [[Composting]]
* [[Biogas]]
* [[Permaculture principles]]
* [[Avoiding dangerous climate change]]
!![[Open Source Intelligence]]
<<<
"No problem can be solved from the same level of consciousness that created it."
//Albert Einstein// (1879 - 1955) Physicist & Nobel Laureate 
<<<
''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 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 on Climate Change]] was a key component.
<<<
"''The Interlocking Crises''
Until 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."
//[[Our Common Future, From One Earth to One World|http://www.un-documents.net/ocf-ov.htm]]//
<<<
!! See also:
* [[Climate Change 2.0 - Elements]]
<<<
"''The Interlocking Crises''

Until 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."
>> //From [[Our Common Future, From One Earth to One World|http://www.un-documents.net/ocf-ov.htm]]//
<<<
[[Climate Change 2.0]] 
The adoption of holistic approaches, combined with the role of information & communication technologies (ICT) in enabling holistic perspectives, has played a key role in the conception and development of [[Climate Change 2.0]]. 

ICT has played a central role in almost all aspects of understanding and action relating to climte change: observing, analyzing, modeling, understanding and responding to climate change: the publication and dissemination of climate change information; organizing local, national and international responses to climate change; monitoring and managing energy use - e.g. smart buildings, intelligent transportation systems, industrial ecology, ... - and the design, development and management of low-carbon energy technologies.

Despite this vital role, very little attention has been given either to the role of information technology - either in the reports of the [[IPCC|Intergovernmental Panel on Climate Change]] or in other climate change-related sites, and there appear to be no other initiatives that have adopted a holistic approach to the potential contribution of information technology in addressing the challenge of climate change, or to an analysis and approach that seeks to optimize the overall ''climate change information ecosystem''.

In its initial phase, Climate Change 2.0 has focused on this information ecosystem, and on the development of methodologies designed to optimize the organization, presentation and dissemination of the available information on climate change, and on strategies for mitigation and adaptation. Some key approaches:

''Climate Change Information Ecosystem''

''~TiddlyWiki'': The brilliant TiddlyWiki open source software has been adopted as the principal platfrom on which Climate Change 2.0 framework based on TiddlyWiki,
''Beyond PDF'': Almost all official publications on climate change are published, often exclusively, as pdf files - a format that is print / paper-oriented, and not optimized for a digital environment.
** The pdf files rarely contain bookmarks - that can be added with very little effort through Adobe Acrobat Professional
rolw of information technology in organizing the available information in a manner that is optimized 



Addressing Climate Change in a ~Knowledge-Based Universe:
An invitation to participate 

"Until 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."
 Our Common Future, Report of the World Commission on Environment & Development, 1987

Climate Change 2.0 is an open demonstration process that draws on the power of information and communication technologies and the nature of a knowledge-based universe to address the global climate change crisis from a holistic perspective of the climate change information ecosystem.

When the UN Framework Convention on Climate Change was signed on the eve of the 1992 Earth Summit, the World Wide Web had not yet celebrated its first anniversary. In the fifteen years since then, the nature and scope of the climate change information ecosystem has been transformed beyond recognition, and information and communications technologies have played a central role in almost all aspects of understanding of, and response to, the changing climate, including:
* observing, analyzing and modeling climate change;
* collaboration among climate change researchers;
* publication and dissemination of climate change information;
* organizing local, national and international responses to climate change;
* monitoring and managing energy use, e.g. smart buildings, intelligent transportation systems, industrial ecology; and
* design, development and management of low-carbon energy technologies.

In the larger context, the accelerating developments in information and communications technology have been the major drivers in economic development, and have led to profound changes in an extensive range of economic and social transactions, and in the ability to observe and monitor the natural environment. These changes are taking place in the emergence of a networked information economy, brilliantly described by Yochai Benkler in The Wealth of Networks: How Social Production Transforms Markets and Freedom, in what can perhaps best be described as a global transition towards a profound new þNash equilibriumþ centred on a knowledge-based economy.

Yet, despite this vital role, scant attention has been given to the significance of information technology in addressing climate change, nor has any systematic initiative been launched to mobiliize and  contribution of and  phenomenal advances in the

The Earth Summit agreements - the Rio Declaration on Environment & Development, and Agenda 21 - incorporated two major breakthroughs in global agreements:
* recognition of the inter-relatedness of economic development, social development and the environment; and
* the need for participation of all sectors in society in the transition to sustainable development.

Despite this vital role, very little attention has been given either to the role of information technology - either in the reports of the IPCC or in other climate change-related sites, and there appear to be no other initiatives that have adopted a holistic approach to the potential contribution of information technology in addressing the challenge of climate change, or to an analysis and approach that seeks to optimize the overall climate change information ecosystem.

In its initial phase, Climate Change 2.0 has focused on climate change-related documents, and on initiatives to the organization, presentation and dissemination of these documents ...

Climate Change 2.0 is being developed under the auspices of the NGO Committee on Education of CONGO, the Conference Of Non-Governmental Organizations in Consultative Relationship with the United Nations, with a short-term focus on preparations for, participation in and follow-up to the 60th Annual DPI/NGO Conference, on Climate Change: How It Impacts Us All, to be held September 5-7 2007 at UN Headquarters, and with the goal of preparing a report for the September 24 Summit on Climate Change recently announced by UN Secretary-General Ban Ki-moon.

Climate Change 2.0 has been initiated by Information Habitat: Where Information Lives, a Non-Governmental Organization (NGO) in Special Consultative Status with the UN Economic and Social Council. Since its inception in May 1990, Information Habitat has pioneered and facilitated the use of information and communications technology in support of broad-based participation and access to and exchange of information by NGOs in the work of the United Nations and of the transition to a knowledge-based society and economy, and played a leadership trole in the online publication of key United Nations documents relating to sustainable development.

"No problem can be solved from the same level of consciousness that created it."
Albert Einstein (1879 - 1955) Physicist & Nobel Laureate
A number of  elements have been developed under the auspices of [[Climate Change 2.0]], with an initial focus on the development of an online platform for the September 2007 [[60th Annual DPI/NGO Conference]] to be held at UN Headquarters on the theme "Climate Change: How It Impacts Us All", and in the broader context of  the [[United Nations Decade of Education for Sustainable Development]], 2005-2014, and related international decades.

The 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.

Among the elements that are under development are the following:
!! ~TiddlyWiki sites
* [[Climate Change 2.0]]<br>[[www.climate-change-two.net/|http://www.climate-change-two.net/]]
** [[Climate Change Impacts, Adaptation and Vulnerability]]<br>[[www.climate-change-two.net/ar4-wg2-spm|http://www.climate-change-two.net/ar4-wg2-spm]]
** [[Peace Caucus: The Wild Cards in Climate Change]]<br>[[www.peacecaucus.net|htt[://www.peacecaucus.net]]
* [[NGO Committee on Education]]<br>[[www.ngo-education.net/|http://www.ngo-education.net/]]
** [[Education, Youth & Technology for Sustainable Development]]<br>[[www.ngo-education.net/workshop/|http://www.ngo-education.net/workshop/]]
!!! ~TiddlyWikiPerfect sites
* [[TiddlyWikiPerfect: An emerging hybrid information species]]<br>[[www.tiddlywikiperfect.net/|http://www.tiddlywikiperfect.net/]]
** [[Rescuing a Planet Under Stress and a Civilization in Trouble: Plan B 2.1 (beta)]]<br>[[www.climate-change-two.net/plan-b/|http://www.climate-change-two.net/plan-b/]]
** [[Economics of Climate Change: The Stern Review]]<br>[[www.climate-change-two.net/stern-review/|http://www.climate-change-two.net/stern-review/]]
** ~TiddlyWikiPerfect sites under development
** Confronting Climate Change
*** Silken Valleys - Digital relief post-Kashmir earthquake
*** ~DataPerfect Manual
*** Information Habitat 2.0
!! "Normal" - HTML - web sites
* [[UN Documents Cooperation Circles: Gathering a Body of Global Agreements]]<br>[[www.un-documents.net/|http://www.un-documents.net/]]
** [[Our Common Future]]<br>[[www.un-documents.net/wced-ocf.htm|http://www.un-documents.net/wced-ocf.htm]]
* [[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/]]
!! Related Email Groups
* [[Climate Change 2.0 Google Group|Subscribe to the Climate Change 2.0 Google Group]]
* [[Networking Sub-Committee, Planning Committee|Subscribe to the Networking Sub-Committee Google Group]]
* [[NGO Committee on Education|Subscribe to the NGO Committee on Education Google Group]]
* [[Information Ecology Yahoo! Group|Subscribe to the Information Ecology Yahoo! Group]]
* [[The Peace Caucus Yahoo! Group|Subscribe to the the Peace Caucus Yahoo! Group]]
* [[TiddlyWiki Google Group|Subscribe to the TiddlyWiki Google Group]]
** [[TiddlyWiki Developer Google Group|Subscribe to the TiddlyWikiDev Google Group]]
!! Other sites
* [[The Wealth of Networks wiki notes]]<br>[[www.benkler.org/wealth_of_networks|http://www.benkler.org/wealth_of_networks/]]
* [[Information Ecologist @ Blue Dot]]<br>[[bluedot.us/users/Information-Ecologist|http://bluedot.us/users/Information-Ecologist]] - social bookmarking
* ~H2O Playlist
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]].

There 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.

Most 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.

When 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.

Frequently, 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.

Many 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, 

Yochai 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.

The 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.

The 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.

There 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.

A 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.

Likewise, 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..

TiddlyWikiPerfect offers a very promising platform for managing, organizing and sharing climate change information. TiddlyWikiPerfect 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.

In 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.
Type the text for 'New Tiddler'
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 - 
!! Transition to knowledge-based economies, societies and environments
* Nature and properties of a knowledge-based universe and networked information economy +++

* Zero-based properties of information
* Zero marginal cost
* Equilibrium in a knowledge-based economy
===

* ''Transformation of information ecosystems'' +++
* [[Information ecosystems]]
* Evolution of collaborative information tools
** Online meeting software
** Electronic mailing lists
** Wikis
** Blogs
** Social bookmarking sites
* Emergence of Open Source software & digital commons
** Open source communities
** Digital commons communities
===

* ''Transformation of markets'' +++
* Evolution of "perfect markets"
* [[The Wealth of Networks: How Social Production Transforms Markets and Freedom]]
===

* ''Transformation of news media'' +++
* Revival of freedom of the press
===

* ''Thinking differently'' +++
* Holistic approaches
* Collective intelligence
===

!! Climate Change information ecosystems
* ''Role of information technology'' +++
* observing, analyzing and modeling climate change;
* collaboration among climate change researchers;
* publication and dissemination of climate change information;
* organizing local, national and international responses to climate change;
* monitoring and managing energy use, e.g. smart buildings, intelligent transportation systems, industrial ecology; and
* design, development and management of low-carbon energy technologies.
===

* ''Climate change reports & analyses'' +++
* Complexity of climate change information
* Predominance of pdf (print/paper oriented) publication +++
* Absence of pdf bookmarks
===

* Absence of common climate change taxonomy search framework
* Barriers to search optimization
* Opportunities for optimization of digital access
===

* ''Climate change, environmental & sustainable development agreements'' +++
* Lack of integrative framework for agreements
* Lack of integrative monitoring frameworks
===

* ''Climate change networks'' +++
* Science & research communities
* Governments & intergovernmental organizations
* Civil society networks & organizations
* Indigenous peoples
* Faith-based networks
* Industry networks
* Education community
* Energy producers - states & corporations
===

* ''Climate change in the media'' +++
* Consolidation of mainstream media & relationship with energy industry
* Proliferation of Independent media - blogs, video, audio, wikis, et al
===

!! Participating organizations
<<<
"No problem can be solved from the same level of consciousness that created it."
//Albert Einstein// (1879 - 1955) Physicist & Nobel Laureate 
<<<
''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. 
!! Why Climate Change 2.0?
!!! Phase 2: Truth & Consequences; The Need for Timely, Intelligent Responses
With 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.
!! Why The Manhattan Connection?
While dangerous climate change 
!!! Magnitude of the Challenge
Nothing 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
We 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 
!!! Manhattan's Power and Influence
As both financial and communications capital of the world, 

* [[Climate Change 2.0 - Elements]]
* [[Climate Change 2.0 - The Vision]]
* [[Climate Change 2.0 - Renewing the Earth]]
Despite 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:
* collection and analysis of the evidence demonstrating the nature and dynamics of climate change would not be possible;
* use of earth observation satellite imagery
* extensive and timely collaboration among thousands of research scientists, advocates and activists concerned with climate change;
* use of the Internet as a key medium in the publication and dissemination of information and publications relating to climate change trends
However, while there is a massive amount of information freely available online in relation to climate change,
* there is no systematic strategy to optimize the organization of climate change information for a digital environment
* 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
* 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
In 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:
* monitoring and analyzing industrial energy & resource use, often within the conceptual framework of ''industrial ecology'' - see <<wikipedia "Industrial ecology">> at <<wikipedia Wikipedia>>.
* monitoring and management of residential & office energy use
* monitoring and management of traffic congestion & traffic flows
* energy-saving through substituting the movement of information for the movement of people
!!![[Background / Context]]
!!![[Draft Plan of Action]]
!!![[Current Status]]
!!![[Related Initiatives]]
Climate Change 2.0 incorporates a vision of a whole earth community in which information and knowledge - and the tools to gather, organize and present information and knowledge - are free goods, 
<<tiddler "A. Introduction (ar4-wg2-spm)">>

<<tiddler "B. Current knowledge about observed impacts of climate change on the natural and human environment (ar4-wg2-spm)">>
<<tiddler "C. Current knowledge about future impacts (ar4-wg2-spm)">>
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The final Report of ''Climate Change 2007: IPCC Fourth Assessment Report'' will be adopted at the 27th meeting of ''IPCC''.

<<siteMap ipcc-ar4>>
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''Observed changes in climate and its effects'' (WG 1, 2)
* Past climate change including palaeoclimate aspects
* Effects of past climate change on natural systems and society
''Causes of change'' (WG 1, 2, 3)
* Natural and human-related factors
* Feedbacks, via the carbon cycle and otherwise
''Climate change and its impacts in the near and long term under different scenarios'' (WG 1, 2, 3)
* Future climate change
* Vulnerabilities
* Hazards, risks and opportunities
* Water, agriculture, ecosystems, human well-being and development
* Regional implications
* Implications of timescales, inertia, and lags
* Risks of abrupt or irreversible changes
''Adaptation and mitigation options and responses, and the inter-relationship with sustainable development, at global and regional levels'' (WG 2, 3)
* Adaptation - past experience and options and policies (including costs/benefits, co-benefits, and spillover effects), extent, limits, effectiveness and enhancement, sectoral and regional considerations, current, medium-, and long-term
* Mitigation - past experience and options and policies (including costs/benefits, co-benefits, and spillover effects), extent, limits, effectiveness and enhancement, sectoral and regional considerations, current, medium-, and long-term
* Relationship between adaptation and mitigation options
* Technology: timing, development, transfer, environment and integration issues
* International cooperation
''The long term perspective'': scientific and socio-economic aspects relevant to adaptation and mitigation, consistent with the objectives and provisions of the Convention, and in the context of sustainable development
* Costs, benefits and avoided damage and risks at global and regional levels and under different scenarios
* Timing of mitigation and equity implications
* Relationship between adaptation and mitigation
* Technology flows and development
* Broader environment and integration issues
''Robust findings, key uncertainties''
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* ''How has the science of climate change advanced since the IPCC began?'' +++
* [[Chapter 1. Historical Overview of Climate Change Science|http://ipcc-wg1.ucar.edu/wg1/Report/AR4WG1_Pub_Ch01.pdf]] (36 p, 7.4 MB)
===

* ''What is known about the natural and anthropogenic agents that contribute to climate change, and the underlying processes that are involved?'' +++
* [[Chapter 2.  Changes in Atmospheric Constituents and in Radiative Forcing|http://ipcc-wg1.ucar.edu/wg1/Report/AR4WG1_Pub_Ch02.pdf]] (106 p, 8.6 MB)
* [[Chapter 6. Palaeoclimate|http://ipcc-wg1.ucar.edu/wg1/Report/AR4WG1_Pub_Ch06.pdf]] (66 p, 7.9 MB)
* [[Chapter 7. Couplings Between Changes in the Climate System and Biogeochemistry|http://ipcc-wg1.ucar.edu/wg1/Report/AR4WG1_Pub_Ch07-v2.pdf]] (90 p, 8.5 MB)
===

* ''How has climate been observed to change during the period of instrumental measurements?'' +++
* [[Chapter 3. Observations: Surface and Atmospheric Climate Change|http://ipcc-wg1.ucar.edu/wg1/Report/AR4WG1_Pub_Ch03.pdf]] (102 p,  22.9 MB)
* [[Chapter 4. Observations: Changes in Snow, Ice and Frozen Ground|http://ipcc-wg1.ucar.edu/wg1/Report/AR4WG1_Pub_Ch04.pdf]] (52 p, 6.5 MB)
* [[Chapter 5. Observations: Oceanic Climate Change and Sea Level|http://ipcc-wg1.ucar.edu/wg1/Report/AR4WG1_Pub_Ch05.pdf]] (48 p, 12.9 MB)
===

* ''What is known of palaeoclimatic changes, before the instrumental era, over time scales of hundreds to millions of years, and the processes that caused them?'' +++
* [[Chapter 6. Palaeoclimate|http://ipcc-wg1.ucar.edu/wg1/Report/AR4WG1_Pub_Ch06.pdf]] (66 p, 7.9 MB)
* [[Chapter 9. Understanding and Attributing Climate Change|http://ipcc-wg1.ucar.edu/wg1/Report/AR4WG1_Pub_Ch09.pdf]] (74 p, 5.6 MB)
===

* ''How well do we understand human and natural contributions to recent climate change, and how well can we simulate changes in climate using models?'' +++
* [[Chapter 8. Climate Models and their Evaluation|http://ipcc-wg1.ucar.edu/wg1/Report/AR4WG1_Pub_Ch08.pdf]] (74 p, 5.6 MB)
===

* ''How is climate projected to change in the future, globally and regionally?'' +++
* [[Chapter 10. Global Climate Projections|http://ipcc-wg1.ucar.edu/wg1/Report/AR4WG1_Pub_Ch10.pdf]] (100 p, 18.3 MB)
* [[Chapter 11. Regional Climate Projections|http://ipcc-wg1.ucar.edu/wg1/Report/AR4WG1_Pub_Ch11.pdf]] (94 p, 11.5 MB)
===

* ''What is known about past and projected changes in sea level, including the role of changes in glaciers and ice sheets?'' +++
* [[Chapter 4. Observations: Changes in Snow, Ice and Frozen Ground|http://ipcc-wg1.ucar.edu/wg1/Report/AR4WG1_Pub_Ch04.pdf]] (48 p, 6.5 MB)
* [[Chapter 5. Observations: Oceanic Climate Change and Sea Level|http://ipcc-wg1.ucar.edu/wg1/Report/AR4WG1_Pub_Ch05.pdf]] (48 p, 12.9 MB)
* [[Chapter 6. Palaeoclimate|http://ipcc-wg1.ucar.edu/wg1/Report/AR4WG1_Pub_Ch06.pdf]] (66 p, 7.9 MB)
* [[Chapter 10. Global Climate Projections|http://ipcc-wg1.ucar.edu/wg1/Report/AR4WG1_Pub_Ch10.pdf]] (100 p, 18.3 MB)
===

* ''Are extremes such as heavy precipitation, droughts, and heat waves changing and why, and how are they expected to change in the future?'' +++
* [[Chapter 3. Observations: Surface and Atmospheric Climate Change|http://ipcc-wg1.ucar.edu/wg1/Report/AR4WG1_Pub_Ch03.pdf]] (102 p,  22.9 MB)
* [[Chapter 5. Observations: Oceanic Climate Change and Sea Level|http://ipcc-wg1.ucar.edu/wg1/Report/AR4WG1_Pub_Ch05.pdf]] (48 p, 12.9 MB)
* [[Chapter 9. Understanding and Attributing Climate Change|http://ipcc-wg1.ucar.edu/wg1/Report/AR4WG1_Pub_Ch09.pdf]] (74 p, 5.6 MB)
* [[Chapter 10. Global Climate Projections|http://ipcc-wg1.ucar.edu/wg1/Report/AR4WG1_Pub_Ch10.pdf]] (100 p, 18.3 MB)
* [[Chapter 11. Regional Climate Projections|http://ipcc-wg1.ucar.edu/wg1/Report/AR4WG1_Pub_Ch11.pdf]] (94 p, 11.5 MB)
===
The Summary for Policy Makers of Working Group II of the [[Intergovernmental Panel on Climate Change]] addresses ''Climate Change Impacts, Adaptation and Vulnerability'' was released on April 6, 2007 and provides an overview of the current knowledge about observed impacts of climate change on the natural and human environment, across a wide range of systems and sectors concerning the nature of future impacts, including for some fields not covered in previous assessments, and by regions. The contents of the summary have been reorganized in TiddlyWiki format with the goal of making it easier to read and understand at [[www.climate-change-two.net/ar4-wg2-spm|http://www.climate-change-two.net/ar4-wg2-spm]].
* The official version of the 23-page summary can be downloaded in pdf format at [[www.ipcc.ch/SPM13apr07.pdf|http://www.ipcc.ch/SPM13apr07.pdf]]
* Access the full report: [[Climate Change 2007: Climate Change Impacts, Adaptation and Vulnerability]]
''Welcome'', and ''thank you'' for participatimg in [[Climate Change Summer|http://www.climate-change-summer.net]], a free-form, open, //pro bono publico//, network of partnerships committed to an open season of independent and collaborative learning, teaching, dialog on climate change. the actual and likely impacts, and of action that we can each take to reduce our impact and to facilitate adaptation to the likely changes.
!! Summer has begun
At 18:06 UTC - 2:06 pm, Eastern Standard Time on June 21, 2007 in New York, the Summer Solstice marked the beginning of a Summer in the northern hemisphere that will continue to September 23.
!! The heat is on; the ice & snow is melting ...
When it gets hot this summer, let it be a reminder to us to deepen our commitment to responding effectively in reducing our own  The imminence of the dangers - highlighted in a [[major article|Climate change and trace gases. Hansen, J. et al]] in the ''Philosophical Transactions of The Royal Society A'' by leading climate change scientists in confirmed what many observers had already concluded, that the rate of global warming is significantly faster than has been predicted. ''The Independent online'''s lead story on June 19 - [[The Earth today stands in imminent peril|The Earth today stands in imminent peril. The Independent online]] - was based on this article.
!! How to participate
As a participant, you are invited to spend the summer season, to the extent you are willing and re able, during the summer months discovering new ways of learning, teaching, sharing and taking action in the free and open climate of a knowledge-based universe. in:
* learning and teaching about climate change;
* answering and researching any questions you may have;
* learning about the actual and prospective impacts of global warming
* learning about and publicizing ways that may be effective in responding to the threat of these impacts;
* gathering valuable information and sharing it with others who share your concerns;
* participating in one or more networks or organization that are taking effective action in the face of climate change;
* discovering, exploring and using the free and inexpensive tools for gathering, organizing, collaborating and freely publishing information and news on climate change
!! No time to waste; the time is now
Time is of the essence in responding the climate change, faced with growing evidence as to the accelerating rates of melting of ice sheets, ice caps, glaciers and permafrost, with severe implications for freshwater availability, sea-level rise, and acceleration of warming through the release of methane released from thawing permafrost.
!! Tune in,  zero in
* check back here for evolving news and updates.
* subscribe to [[climate-change-summer@googlegroups.com]]
* track [[Information Ecologist @ BlueDot]]
* consider your hottest issues  for you 
Photographs can provide an easy way to share experiences, stories and information. [[Picasa web albums]] are one of the free and easy to use resources for sharing your photos. Most of the albums 
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This article, by leading climate scientists, including James Hansen, of NASA, published in the ''Philosophical Transactions of The Royal Society A'' provides compelling evidence that the impact of human-induced climate change is much greater than presented in the recently-issued ''Fourth Assessment Report'' of the IPCC..

A report on the publication of this article was featured as the lead story on ''The Independent online'' on June 19, 2007. For more information, read the article, [[The Earth today stands in imminent peril|The Earth today stands in imminent peril. The Independent online]].

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|Error |#f77 |@@color(#ff7777):Error@@ |@@bgcolor(#ff7777): &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; @@|
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]]:
* ''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]] 
* ''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 2002. CONGO became accredited in its own right as an NGO in General Consultative Status with the United Nations Economic and Social Council.
* [[www.ngocongo.org/|http://www.ngocongo.org]]
The imminence and severity of the problems posed by the accelerating changes in the global climate are becoming increasingly evident. Heat waves are becoming more severe, droughts and downpours are becoming more intense, the Greenland Ice Sheet is shrinking and sea level is rising, and the increasing acidification of the oceans is threatening calcifying organisms. The environment and the world’s societies are facing increasing stress.

There is growing recognition of the complex scientific and technical issues related to climate change and sustainable development. The [[Johannesburg Plan of Implementation|http://www.un-documents.net/jburgpln.htm]], adopted in 2002 at the World Summit on Sustainable Development, requested that the United Nations Commission on Sustainable Development (CSD) "[g]ive greater consideration to the scientific contributions to sustainable development through, for example, drawing on the scientific community."

The ''United Nations Department of Economic and Social Affairs'' (DESA), in its role as Secretariat to the CSD, seeks to facilitate contributions by the scientific community to the work of the Commission. Accordingly, DESA invited ''Sigma Xi'', the Scientific Research Society, to convene an international panel of scientific experts to prepare a report outlining the best measures for mitigating and adapting to global warming for submission to the CSD.

To carry out this task, the Scientific Expert Group on Climate Change and Sustainable Development (SEG) was formed and is comprised of 18 distinguished international scientists. The panel was asked to consider innovative approaches for mitigating and/or adapting to projected climate changes, and to anticipate the relationship of response measures to sustainable development.

''Highlights of the resulting report include'':
* To avoid a entering a regime of sharply rising danger of intolerable impacts on humans, policy makers should limit temperature increases from global warming to 2-2.5°C above the 1750 pre-industrial level. It is still possible to avoid unmanageable changes in the future, but the time for action is now. +++
** Temperatures have already risen about 0.8°C[1] above pre-industrial levels and are projected to rise of approximately 3-5°C over pre-industrial levels by 2100.
** Avoiding temperature increases greater than 2-2.5°C would require very rapid success in reducing emissions of methane and black soot worldwide, and global carbon dioxide emissions must level off by 2015 or 2020 at not much above their current amount, before beginning a decline to no more than a third of that level by 2100.
===

* The technology exists to seize significant opportunities around the globe to reduce emissions and provide other economic, environmental and social benefits, including meeting the United Nations’ [[Millennium Development Goals]]. To do so, policy makers must immediately act to reduce emissions by: +++
** Improving efficiency in the transportation sector through measures such as vehicle efficiency standards, fuel taxes, and registration fees/rebates that favor purchase of efficient and alternative fuel vehicles.
** Improving design and efficiency of commercial and residential buildings through building codes, standards for equipment and appliances, incentives for property developers and landlords to build and manage properties efficiently, and financing for energy-efficiency investments.
** Expanding the use of biofuels through energy portfolio standards and incentives to growers and consumers.
** Beginning immediately, designing and deploying only coal-fired power plants that will be capable of cost-effective and environmentally-sound retrofits for capture and sequestration of their carbon emissions.
===

* Some level of climate change and impacts from it is already unavoidable. Societies must do more to adapt to ongoing and unavoidable changes in the Earth’s climate system by: +++
** Improving preparedness/response strategies and management of natural resources to cope with future climatic conditions that will be. fundamentally different than those experienced for the last 100 years.
** Addressing the adaptation needs of the poorest and most vulnerable nations, which will bear the brunt of climate change impacts.
** Planning and building climate resilient cities.
** Strengthening international, national, and regional institutions to cope with weather-related disasters and an increasing number of climate change refugees.
===

* The international community, through the UN and related multilateral institutions, can play a crucial role in advancing action to manage the unavoidable and avoid the unmanageable by: +++
** Helping developing countries and countries with economies in transition to finance and deploy energy efficient and new energy technologies.
** Accelerating negotiations to develop a successor international framework for addressing climate change and sustainable development.
** Educating all about the opportunities to adopt mitigation and adaptation measures.
===


''Download Confronting Climate Cnange'':
* [[Executive Summary|http://www.unfoundation.org/files/pdf/2007/SEG_ExecSumm.pdf]] (pdf, 3 Mb)
* [[Full Report|http://www.unfoundation.org/files/pdf/2007/SEG_Report.pdf]] (pdf, 8Mb)
* [[Corrected page 15|http://www.unfoundation.org/files/pdf/2007/SEG_errata_map.pdf]] (pdf, 4Mb)
Visit [[official web site for Confronting Climate Change|http://www.unfoundation.org/SEG/]]
<html><hide linebreaks>
Please use this form to send any messages, comments or questions about this site, or send an email to <a href="mailto:webster@climate-change-two.net">webster@climate-change-two.net</a>:
<p>
<form method=post target=email action="http://cgi.eytv4sfc.net/gdform.cgi" style="display:inline">
<input type=hidden name=to value="seasons-of-peace@earthlink.net.net">
<input type=hidden name=subject value="Climate Change 2.0 feedback">
<input type=hidden name=prefix value="The Economics of Climate Change">
<input type=hidden name=url value="javascript:window.close();">
<input type=text name=from style="width:49%" value="your name" onfocus="this.select()">
<input type=text name=reply style="width:49%" value="your email address" onfocus="this.select()"><br>
<input type=text name=organization style="width:99%" value="your organization (optional)" onfocus="this.select()"><br>
<font size=-2>Your message:</font><br>
<textarea rows=7 cols=50 name=text style="width:98%" onfocus="this.select()"></textarea><br>
<font size=-2>Enter your information, comments or questions, then press </font><input type=submit value="send"></form>
<p>
Please note that your message will probably remain here are you have sent it, and that doesn't mean the message hasn't been sent!
</html>
@@font-size:90%;''Note'': [[Click here to view this page in a separate browser tab or window|http://www.un-documents.net/cat.htm]]@@
<html>
<iframe
	style="
		background-color:#ffffff; 
		border-color:#ffffff;
		border:none;"
	width = "100%"
	height = "1000"
	frameborder = "0"
	scrolling = "yes"
	src = "http://www.un-documents.net/cat.htm"
	title = "Convention against Torture and Other Cruel, Inhuman or Degrading Treatment or Punishment">
</iframe> </html>
@@font-size:90%;''Note'': This is a "framed" page from the ''UN Documents Cooperation Circles"' web site. You can view this page in a separate browser tab or window at http://www.un-documents.net/cbd.htm@@
<html>
<iframe
	style="
		background-color:#ffffff; 
		border-color:#ffffff;
		border:none;"
	width = "100%"
	height = "1000"
	frameborder = "0"
	scrolling = "yes"
	src = "http://www.un-documents.net/cbd.htm"
	title = "Convention on Biological Diversity">
</iframe> </html>
@@font-size:90%;''Note'':  This is a "framed" page from the ''UN Documents Cooperation Circles "' web site. You can view this page in a separate browser tab or window at http://www.un-documents.net/enmod.htm@@
<html>
<iframe
	style="
		background-color:#ffffff; 
		border-color:#ffffff;
		border:none;"
	width = "100%"
	height = "1000"
	frameborder = "0"
	scrolling = "yes"
	src = "http://www.un-documents.net/enmod.htm"
	title = "Convention on the Prohibition of Military or Any Other Hostile Use of Environmental Modification Techniques"'>
</iframe> </html>
/***
|Name|HoverMenuPlugin|
|Created by|[[Saq Imtiaz]]|
|Location|http://tw.lewcid.org/#HoverMenuPlugin|
|Version|1.11|
|Requires|~TW2.x|
|Description: |Provides a hovering menu on the edge of the screen for commonly used commands, that scrolls with the page. |
|Demo: |Observe the hovering menu on the right edge of the screen. |
|Installation: |Copy the contents of this tiddler to your TW, tag with systemConfig, save and reload your TW. |
To customize your HoverMenu, edit the HoverMenu shadow tiddler.

To 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!

The menu has an id of hoverMenu, in case you want to style the buttons in it using css.

!Notes:
Since 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.

If you dont intend to use these three macros at all, feel free to remove those sections of code in this tiddler.

!To Do:
* rework code to allow multiple hovering menus in different positions, horizontal etc.
* incorporate code for keyboard shortcuts that correspond to the buttons in the hovermenu

!History:
*03-08-06, ver 1.1.2: compatibility fix with SelectThemePlugin
*03-08-06,  ver 1.11: fixed error with button tooltips
*27-07-06, ver 1.1 : added JumpMacro to hoverMenu
*23-07-06

!Code
***/

/***
start HoverMenu plugin code
***/
//{{{
config.hoverMenu={};
//}}}

/***
HoverMenu configuration settings
***/
//{{{
config.hoverMenu.settings={
               align: 'right',    //align menu to right or left side of screen, possible values are 'right' and 'left'               
               x: 18,              // horizontal distance of menu from side of screen, increase to your liking.
               y: 200            //vertical distance of menu from top of screen at start, increase or decrease to your liking
               };
//}}}

//{{{
//continue HoverMenu plugin code
config.hoverMenu.handler=function()
{              
               if (!document.getElementById("hoverMenu"))
               {
               var theMenu = createTiddlyElement(document.getElementById("contentWrapper"), "div","hoverMenu");
               theMenu.setAttribute("refresh","content");
               theMenu.setAttribute("tiddler","HoverMenu");
               var menuContent = store.getTiddlerText("HoverMenu");
               wikify(menuContent,theMenu);
              }

	       var Xloc = this.settings.x;
	       Yloc =this.settings.y;
	       var ns = (navigator.appName.indexOf("Netscape") != -1);
	       function SetMenu(id)
                        {
		        var GetElements=document.getElementById?document.getElementById(id):document.all?document.all[id]:document.layers[id];
		        if(document.layers)GetElements.style=GetElements;
		        GetElements.sP=function(x,y){this.style[config.hoverMenu.settings.align]=x +"px";this.style.top=y +"px";};
		        GetElements.x = Xloc;
		        GetElements.y = findScrollY();
		        GetElements.y += Yloc;
		        return GetElements;
	                }
               window.LoCate_XY=function()
                        {
		        var pY =  findScrollY();
                        ftlObj.y += (pY + Yloc - ftlObj.y)/15;
		        ftlObj.sP(ftlObj.x, ftlObj.y);
		        setTimeout("LoCate_XY()", 10);
	                }
               ftlObj = SetMenu("hoverMenu");
	       LoCate_XY();
};

window.old_lewcid_hovermenu_restart = restart;
restart = function()
{
               window.old_lewcid_hovermenu_restart();
               config.hoverMenu.handler();
};

setStylesheet(
"#hoverMenu .imgLink, #hoverMenu .imgLink:hover {border:none; padding:0px; float:right; margin-bottom:2px; margin-top:0px;}\n"+
"#hoverMenu  .button, #hoverMenu  .tiddlyLink {border:none; font-weight:bold; background:#18f; color:#FFF; padding:0 5px; float:right; margin-bottom:4px;}\n"+
"#hoverMenu .button:hover, #hoverMenu .tiddlyLink:hover {font-weight:bold; border:none; color:#fff; background:#000; padding:0 5px; float:right; margin-bottom:4px;}\n"+
"#hoverMenu .button {width:100%; text-align:center}"+
"#hoverMenu { position:absolute; width:7px;}\n"+
"\n","hoverMenuStyles");


config.macros.renameButton={};
config.macros.renameButton.handler = function(place,macroName,params,wikifier,paramString,tiddler)
{

               if (place.lastChild.tagName!="BR")
                     {
                      place.lastChild.firstChild.data = params[0];
                      if (params[1]) {place.lastChild.title = params[1];}
                     }
};

config.shadowTiddlers["HoverMenu"]="<<top>>\n<<toggleSideBar>><<renameButton '>' >>\n<<jump j '' top>>\n<<saveChanges>><<renameButton s 'Save TiddlyWiki'>>\n<<newTiddler>><<renameButton n>>\n";
//}}}
//end HoverMenu plugin code

//Start ToggleSideBarMacro code
//{{{
config.macros.toggleSideBar={};

config.macros.toggleSideBar.settings={
         styleHide :  "#sidebar { display: none;}\n"+"#contentWrapper #displayArea { margin-right: 1em;}\n"+"",
         styleShow : " ",
         arrow1: "«",
         arrow2: "»"
};

config.macros.toggleSideBar.handler=function (place,macroName,params,wikifier,paramString,tiddler)
{
          var tooltip= params[1]||'toggle sidebar';
          var mode = (params[2] && params[2]=="hide")? "hide":"show";
          var arrow = (mode == "hide")? this.settings.arrow1:this.settings.arrow2;
          var label= (params[0]&&params[0]!='.')?params[0]+" "+arrow:arrow;
          var theBtn = createTiddlyButton(place,label,tooltip,this.onToggleSideBar,"button HideSideBarButton");
          if (mode == "hide")
             { 
             (document.getElementById("sidebar")).setAttribute("toggle","hide");
              setStylesheet(this.settings.styleHide,"ToggleSideBarStyles");
             }
};

config.macros.toggleSideBar.onToggleSideBar = function(){
          var sidebar = document.getElementById("sidebar");
          var settings = config.macros.toggleSideBar.settings;
          if (sidebar.getAttribute("toggle")=='hide')
             {
              setStylesheet(settings.styleShow,"ToggleSideBarStyles");
              sidebar.setAttribute("toggle","show");
              this.firstChild.data= (this.firstChild.data).replace(settings.arrow1,settings.arrow2);
              }
          else
              {    
               setStylesheet(settings.styleHide,"ToggleSideBarStyles");
               sidebar.setAttribute("toggle","hide");
               this.firstChild.data= (this.firstChild.data).replace(settings.arrow2,settings.arrow1);
              }

     return false;
}

setStylesheet(".HideSideBarButton .button {font-weight:bold; padding: 0 5px;}\n","ToggleSideBarButtonStyles");
//}}}
//end ToggleSideBarMacro code

//start JumpToTopMacro code
//{{{
config.macros.top={};
config.macros.top.handler=function(place,macroName)
{
               createTiddlyButton(place,"^","jump to top",this.onclick);
}
config.macros.top.onclick=function()
{
               window.scrollTo(0,0);
};

config.commands.top =
{
               text:" ^ ",
               tooltip:"jump to top"
};

config.commands.top.handler = function(event,src,title)
{
               window.scrollTo(0,0);
}
//}}}
//end JumpToStartMacro code

//start JumpMacro code
//{{{
config.macros.jump= {};
config.macros.jump.handler = function (place,macroName,params,wikifier,paramString,tiddler)
{
        var label = (params[0] && params[0]!=".")? params[0]: 'jump';
        var tooltip = (params[1] && params[1]!=".")? params[1]: 'jump to an open tiddler';
        var top = (params[2] && params[2]=='top') ? true: false;        

        var btn =createTiddlyButton(place,label,tooltip,this.onclick);
        if (top==true)
              btn.setAttribute("top","true")
}

config.macros.jump.onclick = function(e)
{
        if (!e) var e = window.event;
        var theTarget = resolveTarget(e);
        var top = theTarget.getAttribute("top");
	var popup = Popup.create(this);
	if(popup)
		{
                 if(top=="true")
                                {createTiddlyButton(createTiddlyElement(popup,"li"),'Top ↑','Top of TW',config.macros.jump.top);
                                 createTiddlyElement(popup,"hr");}
		
		story.forEachTiddler(function(title,element) {
			createTiddlyLink(createTiddlyElement(popup,"li"),title,true);
			});
                }
	Popup.show(popup,false);
	e.cancelBubble = true;
	if (e.stopPropagation) e.stopPropagation();
	return false;
}

config.macros.jump.top = function()
{
       window.scrollTo(0,0);
}
//}}}
//end JumpMacro code

//utility functions
//{{{
Popup.show = function(unused,slowly)
{
	var curr = Popup.stack[Popup.stack.length-1];
	var rootLeft = findPosX(curr.root);
	var rootTop = findPosY(curr.root);
	var rootHeight = curr.root.offsetHeight;
	var popupLeft = rootLeft;
	var popupTop = rootTop + rootHeight;
	var popupWidth = curr.popup.offsetWidth;
	var winWidth = findWindowWidth();
        if (isChild(curr.root,'hoverMenu'))
              var x = config.hoverMenu.settings.x;
        else
              var x = 0;
	if(popupLeft + popupWidth+x > winWidth)
		popupLeft = winWidth - popupWidth -x;
        if (isChild(curr.root,'hoverMenu'))
  	        {curr.popup.style.right = x + "px";}
        else
                curr.popup.style.left = popupLeft + "px";
	curr.popup.style.top = popupTop + "px";
	curr.popup.style.display = "block";
	addClass(curr.root,"highlight");
	if(config.options.chkAnimate)
		anim.startAnimating(new Scroller(curr.popup,slowly));
	else
		window.scrollTo(0,ensureVisible(curr.popup));
}

window.isChild = function(e,parentId) {
        while (e != null) {
                var parent = document.getElementById(parentId);
                if (parent == e) return true;
                e = e.parentNode;
                }
        return false;
};
//}}}


The ''DPI/NGO Conference Planning Committee'' has the responsibility of planning the Annual DPI/NGO Conference. The Planning Committee for the 60th Conference is chaired by ''Richard Jordan'' and meets on a weekly basis - with occasional exceptions - each Thursday at United Nations Headquarters in New York. To be added to the list for receiving meeting announcements, minutes, etc, please send an email to ''section5 (at) un (dot) org''.

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.  

Note 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

!!Education For All: Meeting Our Collective Commitments
# 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.
# 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.
# 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.
# 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.
# 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.
# 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.
# We hereby collectively commit ourselves to the attainment of the following goals:
## expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children;
## 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;
## ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life skills programmes;
## 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;
## 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;
## 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.
# To achieve these goals, we the governments, organizations, agencies, groups and associations represented at the World Education Forum pledge ourselves to:
## mobilize strong national and international political commitment for education for all, develop national action plans and enhance significantly investment in basic education;
## promote EFA policies within a sustainable and well-integrated sector framework clearly linked to poverty elimination and development strategies;
## ensure the engagement and participation of civil society in the formulation, implementation and monitoring of strategies for educational development;
## develop responsive, participatory and accountable systems of educational governance and management;
## 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;
## implement integrated strategies for gender equality in education which recognize the need for changes in attitudes, values and practices;
## implement as a matter of urgency education programmes and actions to combat the HIV/AIDS pandemic;
## create safe, healthy, inclusive and equitably resourced educational environments conducive to excellence in learning with clearly defined levels of achievement for all;
## enhance the status, morale and professionalism of teachers;
## harness new information and communication technologies to help achieve EFA goals;
## systematically monitor progress towards EFA goals and strategies at the national, regional and international levels; and
## build on existing mechanisms to accelerate progress towards education for all.
# 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.
# 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.
# 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:
## increasing external finance for education, in particular basic education;
## ensuring greater predictability in the flow of external assistance;
## facilitating more effective donor coordination;
## strengthening sector-wide approaches;
## providing earlier, more extensive and broader debt relief and/or debt cancellation for poverty reduction, with a strong commitment to basic education; and
## undertaking more effective and regular monitoring of progress towards EFA goals and targets, including periodic assessments.
# 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.
# 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.
# 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.
# 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.
# 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:
## be developed by government leadership in direct and systematic consultation with national civil society;
## attract co-ordinated support of all development partners;
## specify reforms addressing the six EFA goals;
## establish a sustainable financial framework;
## be time-bound and action-oriented;
## include mid-term performance indicators; and
## achieve a synergy of all human development efforts, through its inclusion within the national development planning framework and process.
# 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.
# 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.
# 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.
# 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.
# 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.
//28 April 2000 Dakar, Senegal//
!!![[Expanded Commentary on the Dakar Framework for Action|http://www.un-documents.net/dakar-ec.htm]]
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.

In 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.

A 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.

Since 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.

An 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.

Prior to pursuing her doctoral studies, Daphne obtained a Master of Science in Education from Yeshiva University and a Bachelor of Science
in Elementary Education from Touro College in New York. She holds an Elementary and Early Childhood Education Certification through the
State of New York as well as a Principal and Teacher’s License from the National Board of License for Teachers and Principals of Private
Schools in North America. Finally, Dr. Cohen spent a year studying at Jerusalem College in Israel.

Dr. 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}.
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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. 

~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.
<<<
Adopted at the ''World Conference of the International Women's Year'' Mexico City, Mexico. 19 June-2 July 1975
<<<
//The World Conference of the International Women's Year//,

//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,

//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,

//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,

Women 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.

Women 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.
!!!Plans of Action
The 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. 
* 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.
* 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.
<<<
In 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.

The [[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.

Environmental 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.

Environmental 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.

Environmental 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.

In 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.

Accordingly, the Tbilisi Conference:

//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;

//Invites// educational authorities to promote and intensify thinking, research and innovation in regard to environmental education;

//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

//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.
<<<
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[[Recommendations of the Tbilisi Intergovernmental Conference on Environmental Education]]
The 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,

Proclaims that:

1. 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.

2. 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.

3. 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.

4. 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.

5. 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.

6. 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.

7. 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.

Local 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.

The 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.

''Principles''

States the common conviction that:

''Principle 1''

Man 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.

''Principle 2''

The 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.

''Principle 3''

The capacity of the earth to produce vital renewable resources must be maintained and, wherever practicable, restored or improved.

''Principle 4''

Man 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.

''Principle 5''

The 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.

''Principle 6''

The 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.

''Principle 7''

States 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.

''Principle 8''

Economic 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.

''Principle 9''

Environmental 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.

''Principle 10''

For 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.

''Principle 11''

The 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

of 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.

''Principle 12''

Resources 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.

''Principle 13''

In 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.

''Principle 14''

Rational planning constitutes an essential tool for reconciling any conflict between the needs of development and the need to protect and improve the environment.

''Principle 15''

Planning 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.

''Principle 16''

Demographic 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.

''Principle 17''

Appropriate 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.

''Principle 18''

Science 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.

''Principle 19''

Education 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.

''Principle 20''

Scientific 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.

''Principle 21''

States 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.

''Principle 22''

States 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.

''Principle 23''

Without 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.

''Principle 24''

International 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.

''Principle 25''

States shall ensure that international organizations play a coordinated, efficient and dynamic role for the protection and improvement of the environment.

''Principle 26''

Man 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.
<<<
Women's Environment and Development Organization (WEDO)
Council of Women World Leaders (CWWL)
Heinrich B&ouml;ll Foundation
> //The following recommendations in the area of climate change and gender equality were developed on the occasion of the UN Secretary General's [[High-Level Climate Change Event|High-Level Event on Climate Change, September 24, 2007]] and the ~High-Level Roundtable "How a Changing Climate Impacts Women" organized by the partners above.^^/1^^//
>> //September 2007//
<<<
* The UN ~Secretary-General and governments should send a strong message to this year's UNFCCC COP-13 in Bali that gender equality is to be integrated as a crosscutting issue in the negotiations and debates and that women's equal participation must be ensured. Governments should draw on the innumerable global agreements that relate directly or indirectly to gender equality and climate change^^/2^^, as well as gender expertise within the UN system and at the national level.
* Given that women's knowledge and participation has been critical to the survival of entire communities in disaster situations, governments should take advantage of women's specialized skills in various aspects of their livelihood and natural resource management strategies that lend themselves to mitigation and adaptation.
* Since climate change disproportionately affects poor women, governments should analyze and identify gender-specific impacts and protection measures related to floods, droughts, heat waves, diseases, and other environmental changes and disasters. The global community should prioritize reducing the high levels of female mortality rates resulting from climate-induced disasters and livelihood changes.
* Given the vulnerability of the poor, and particularly women, to climate change, adequate funds must be allocated by Annex I countries to help these groups adapt to the impacts.
* Practical tools should be developed that allow governments and institutions to incorporate gender equality in climate change initiatives.
* Governments at national and local levels should develop strategies to enhance women's access to and control over natural resources, in order to reduce poverty, protect environmental resources, and ensure that women and poor communities can better cope with climate change.
* Governments and institutions should enhance opportunities for education and training in climate change mitigation and adaptation. Capacity building and technology transfer measures should draw on priorities put forward by women and poor communities.
* Women's participation in climate change related debates and planning must be enhanced by tools and procedures that augment their capacity and sensitize decision- makers to the advantages of equal participation.
* The UNFCCC should develop a gender strategy, invest in gender-specific climate change research, and establish a system for the use of gender-sensitive indicators and criteria for governments to use in national reporting to the UNFCCC Secretariat, adaptation planning, or projects under the Clean Development Mechanism (CDM).
* Market-based approaches to curbing climate change, such as the Clean Development Mechanism, should be made accessible to both women and men and ensure equitable benefits, considering that women and men do not have equal access to natural resources such as water and energy, land titles, credit, or information. In particular, the CDM should fund projects that make renewable energy technologies more available to women and meet their household needs.
* The gendered impacts of biofuels and nuclear energy as a solution to reducing greenhouse gas emissions should be assessed, in cooperation with gender experts and women's organizations.
* Since the UNFCCC emerged from UNCED, which outlines nine major groups that are essential to sustainable development, women and all major groups should be included as official focal points in the UNFCCC.

1/ These recommendations also draw on policy recommendations developed by the UNFCCC women's caucus and the CSD Women's Major Group.

2/ [[Chapter 24 of Agenda 21|Agenda 21, Chapter 24]] (UNCED 1992); [[Johannesburg Plan of Action|Johannesburg Plan of Implementation]] (WSSD 2002); Paragraph K of the [[Beijing Platform for Action]] (4th World Conference on Women 1995); World Conference on Human Rights (1993); International Conference on Population and Development (1994); World Summit for Social Development (1995); [[Millennium Declaration]] (2000); Convention on the Elimination of All Forms of Discrimination Against Women (1979); [[Convention on Biodiversity|Convention on Biological Diversity]] (1992); Convention to Combat Desertification (1994); Ministerial Declaration of the 3rd World Water Forum (2003); Children's World Summit (1990); [[Second United Nations Conference on Human Settlements|Habitat II]] (1996); World Summit on Food (1996); [[Hyogo Framework for Action]] (UN World Conference on Disaster Reduction 2005)

For more information, contact: Rebecca Pearl, WEDO  -  rebecca@wedo.org or 212-973-0325 More information: www.wedo.org ([[sustainable development section|http://www.wedo.org/programs.aspx?mode=development]])
[[Climate Change 2.0 - Talking Points]]
[[Climate Change 2.0 - Elements]]
[[Recent Tiddlers]]
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."

At 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]].
/***
|''Name:''|DisableWikiLinksPlugin|
|''Source:''|http://www.TiddlyTools.com/#DisableWikiLinksPlugin|
|''Author:''|Eric Shulman - ELS Design Studios|
|''License:''|[[Creative Commons Attribution-ShareAlike 2.5 License|http://creativecommons.org/licenses/by-sa/2.5/]]|
|''~CoreVersion:''|2.0.10|

This plugin allows you to disable TiddlyWiki's automatic WikiWord linking behavior, so that WikiWords embedded in tiddler content will be rendered as regular text, instead of being automatically converted to tiddler links.  To create a tiddler link when automatic linking is disabled, you must enclose the link text within {{{[[...]]}}}.

You can also block automatic WikiWord linking behavior only for non-existing tiddler titles, while still automatically linking WikiWords that correspond to existing tiddlers titles or shadow tiddler titles.

You can also block specific selected WikiWords from being automatically linked by listing them in [[DisableWikiLinksList]], separated by whitespace.  This tiddler is optional and, when present, causes the listed words to always be excluded, even if automatic linking of other WikiWords is being permitted.  

Note: WikiWords contained in default ''shadow'' tiddlers will be automatically linked unless you select an additional checkbox option lets you disable these automatic links as well, though this is not recommended, since it can make it more difficult to access some TiddlyWiki standard default content (such as AdvancedOptions or SideBarTabs)

!!!!!Configuration
<<<
Self-contained control panel:
<<option chkDisableNonExistingWikiLinks>> Disable automatic WikiWord links for non-existing tiddlers
<<option chkDisableWikiLinks>> Disable ALL automatic WikiWord tiddler links
<<option chkAllowLinksFromShadowTiddlers>> ... except for WikiWords contained in shadow tiddlers
<<<
!!!!!Installation
<<<
import (or copy/paste) the following tiddlers into your document:
''DisableWikiLinksPlugin'' (tagged with <<tag systemConfig>>)
<<<
!!!!!Revision History
<<<
''2006.12.31 [1.4.0]'' in formatter, test for chkDisableNonExistingWikiLinks
''2006.12.09 [1.3.0]'' in formatter, test for excluded wiki words specified in DisableWikiLinksList
''2006.12.09 [1.2.2]'' fix logic in autoLinkWikiWords() (was allowing links TO shadow tiddlers, even when chkDisableWikiLinks is TRUE).  
''2006.12.09 [1.2.1]'' revised logic for handling links in shadow content
''2006.12.08 [1.2.0]'' added hijack of Tiddler.prototype.autoLinkWikiWords so regular (non-bracketed) WikiWords won't be added to the missing list
''2006.05.24 [1.1.0]'' added option to NOT bypass automatic wikiword links when displaying default shadow content (default is to auto-link shadow content)
''2006.02.05 [1.0.1]'' wrapped wikifier hijack in init function to eliminate globals and avoid FireFox 1.5.0.1 crash bug when referencing globals
''2005.12.09 [1.0.0]'' initial release
<<<
!!!!!Credits
<<<
This feature was developed by EricShulman from [[ELS Design Studios|http:/www.elsdesign.com]]
<<<
!!!!!Code
***/
//{{{
version.extensions.disableWikiLinks= {major: 1, minor: 4, revision: 0, date: new Date(2006,12,31)};

if (config.options.chkDisableNonExistingWikiLinks==undefined) config.options.chkDisableNonExistingWikiLinks= false;
if (config.options.chkDisableWikiLinks==undefined) config.options.chkDisableWikiLinks= false;
if (config.options.chkAllowLinksFromShadowTiddlers==undefined) config.options.chkAllowLinksFromShadowTiddlers=true;

// find the formatter for wikiLink and replace handler with 'pass-thru' rendering
initDisableWikiLinksFormatter();
function initDisableWikiLinksFormatter() {
	for (var i=0; i<config.formatters.length && config.formatters[i].name!="wikiLink"; i++);
	config.formatters[i].coreHandler=config.formatters[i].handler;
	config.formatters[i].handler=function(w) {
		// supress any leading "~" (if present)
		var skip=(w.matchText.substr(0,1)==config.textPrimitives.unWikiLink)?1:0;
		var title=w.matchText.substr(skip);
		var exists=store.tiddlerExists(title);
		var inShadow=w.tiddler && store.isShadowTiddler(w.tiddler.title);

		// check for specific excluded wiki words
		var t=store.getTiddlerText("DisableWikiLinksList")
		if (t && t.length && t.indexOf(w.matchText)!=-1)
			{ w.outputText(w.output,w.matchStart+skip,w.nextMatch); return; }

		// if not disabling links from shadows (default setting)
		if (config.options.chkAllowLinksFromShadowTiddlers && inShadow)
			return this.coreHandler(w);

		// check for non-existing non-shadow tiddler
		if (config.options.chkDisableNonExistingWikiLinks && !exists)
			{ w.outputText(w.output,w.matchStart+skip,w.nextMatch); return; }

		// if not enabled, just do standard WikiWord link formatting
		if (!config.options.chkDisableWikiLinks)
			return this.coreHandler(w);

		// just return text without linking
		w.outputText(w.output,w.matchStart+skip,w.nextMatch)
	}
}

Tiddler.prototype.coreAutoLinkWikiWords = Tiddler.prototype.autoLinkWikiWords;
Tiddler.prototype.autoLinkWikiWords = function()
{
	// DEBUG alert("processing: "+this.title);
	// if all automatic links are not disabled, just return results from core function
	if (!config.options.chkDisableWikiLinks)
		return this.coreAutoLinkWikiWords.apply(this,arguments);
	return false;
}
//}}}
Title:  Title
Author: Author
Date: Date
You are welcome to download this TiddlyWiki web site and to customize it for your own purposes. All you need to do is ''save this page'' - as a //Web page, HTML only// onto your local hard drive, or to a USB memory card. 

Once you have downloaded the page, and opened the local copy of the web site, you will be able to explore the wonderful world of TiddlyWiki in far greater depth than is possible if you only navigate the page on a web site. Go to the [[Setup Menu]] that shows you how to take the simple steps to customize this web site and make it into an information habitat that you can then add on to, rebuild, re-organize - and share and exchange with others what we have collected and learned about the scope and dimensions of the climate change crisis - and how we are called to respond.

This site is part of an evolving network of sites and initiatives of [[Climate Change 2.0]] that is  based on appreciation of the transformative characteristics of a knowledge-based universe and the remarkable evolution of software and related resources - from email and email groups/lists, web browsing and Google searches to blogs, wikis & tiddlywikis, streaming media and ~YouTube, increasingly inexpensive devices - from cell phones to Ipods, video cameras, often in a wireless environment - is transforming our ability to gather and organize information, to exchange it freely with friends and colleagues and to collaborate on anything from writing enhanced software to developing and facilitating a global framework for action to come to terms with the [[climate change crisis|Climate change crisis]]

/%Wikis - wiki is a Hawaiian word the means swift or swiftly - have been playing a vital role in the evoling global commons, both by the 
within which there is a progressive emergence of free and open source software that serves as a vital foundation for an Earth community that recognizes knowledge as being at the heart of wealth, and in a networked information economy in which software, free software, playing a role in the digital economy that streeel mills did in the industrial revolution.%/
The ''ENMOD Convention'' - formally the [[Convention on the Prohibition of Military or Any Other Hostile Use of Environmental Modification Techniques]] - was opened for signature at Geneva on 18 May 1977.
Welcome to [[Climate Change 2.0]], and to the opportunity to listen & see a remarkable presentation, [[A View from Water Level|A View from Water Level: Jill Fredston]], by Jill Fredston, Co-Director of the Alaskan Mountain Safety Center, made at CUNY Graduate Center in New York in December at [[Cambridge in America Day 2006|Cambridge in America Day 2006: What Future for Life on Earth?]].  Please also explore a host of other resources on this site - developed on the brilliant TiddlyWiki platform, a self-contained, single-file Open Source platform for wiki web sites.
''Governmental agreements''
* [[Rio Declaration on Environment and Development]]
* [[Agenda 21]] 
* [[United Nations Framework Convention on Climate Change]]
* [[Convention on Biological Diversity]]
* [[Forest Principles|Non-legally binding authoritative statement of principles for a global consensus on the management, conservation and sustainable development of all types of forests]]
''NGO agreements''
* [[NGO Alternative Treaties]]
''See also''
* [[Our Common Future]]
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. 

The web-based version of the ''Stern Review'' has been "translated" by the [[NGO Committee on Education]] into the "language" of a TiddlyWikiPerfect 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..

The TiddlyWikiPerfect version of the Stern Review also includes a shortened Executive Summary - the original being more than thirty pages long, and highlights the key concepts

http://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]]
<<<
Education 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.
<<<
Type “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.

Clearly, 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.

Developing 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.

And 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).
!!A complex progress of change
“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.”

Launched 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.”

Education 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.

“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.”
!!Towards a new kind of learning
“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.

In 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.
Moreover, 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.”
!!Action plans and strategies
As 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.

“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.”

Now 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.

The 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.

Meanwhile, 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.
!!Localizing the approach
The 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.

The 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.

The 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.

One 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.
!!Institutionalizing commitment
This underscores the necessity for understanding and leadership amongst national governments and officials from a variety of ministries – not just environmental departments.

According 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.

Awareness 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.

Germany, 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.
!!Re-orienting existing programmes
More 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.

The “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.
!!Teaching values
Perhaps 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.

This 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.”

The 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.

Or 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//):
!!! Co-Chairs
* [[Diane Paravazian]], [[World Association of Girl Guides and Girl Scouts]]
* [[Faye C. Feller]], [[Information Habitat: Where Information Lives]]
!!! Secretary
* ''Catherine Waters'', [[Catholic International Education Office]]
!!! Treasurer
* [[Daphne Cohen]], [[International Humanist and Ethical Union]]
!!!Members-at-Large
* ''Catherine Moore''. [[International Federation of University Women]]
* ''Doris Sargeant'', [[Rotary International]]
* ''Cora Weiss'', [[The Hague Appeal for Peace]]
!!!Sub-Committee Chairs
* ''Information & Communications Sub-Committee''
** [[Robert Pollard]], [[Information Habitat: Where Information Lives]]
//{{{
//  WebSnapr - Preview Bubble Javascript
//  Written by Juan Xavier Larrea
//  Adapted for TW by Saq Imtiaz
// requires [[this image|bg.png]]

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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.

Faye’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.

Faye 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.
''~FeedBlitz'' - [[www.feedblitz.com/|http://www.feedblitz.com/]] - is a powerful two-way broadcasting tool that you can use in conjunction with [[RSS feeds]] to publish a set of newsletters to which readers are able to subscribe,  either - or both - of two ways: via an email subscription - [img[http://www.feedblitz.com/images/email.gif]], or through an [[RSS feed|RSS feeds]] - [img[http://www.feedblitz.com/images/rss.gif]]. ''~FeedBlitz'' offers free publishing services, in which advertisements are included, as well as ad-free premium services.
[[img|wg2-fig-spm-1-600x305.png]]
Locations 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. A 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. These 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. White areas do not contain sufficient observational climate data to estimate a temperature trend. The 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 (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 (ii) global-scale: Terrestrial (TER), Marine and Freshwater (MFW), and Global (GLO). The 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]
TiddyWiki offers a simple, powerful & versatile markup language for formatting the contents of a site. Here are some of the basic features:

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|Underlined Text|__Underline__|{{{__Underline__}}}|
|Italic Text|//Italic//|{{{//Italic//}}}|
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|Hidden Text|/%hidden comments%/|{{{/%hidden comments%/}}}|
|Highlighted Text|@@highlight@@|{{{@@highlight@@}}}|
|Styled Text|@@font-family:Bookman Old Style;Bookman Old Style@@|{{{@@font-family:Bookman Old Style;Bookman Old Style@@}}}|
|~|@@font-size:120%;font-weight:bold;larger font, in bold@@|{{{@@font-size:120%;font-weight:bold;larger font, in bold@@}}}|
|~|@@color(#ffffff):bgcolor(#ff0000):white text, red background@@|{{{@@color(#ffffff):bgcolor(#ff0000):white text, red background@@}}}}|

See [[Formatting Tiddlers]] for additional formatting features.

In addition, the overall appearance of a TiddlyWiki site - layout, colours, fonts, font sizes, etc. -  can be edited by way of a set of [[Templates & Stylesheets]]
''Double-click'' on this tiddler to see more detail, or follow the links to the specific formatting types.

|!Effect|!To get|!Type this|h
|>|>|[[Formatting Text]]|h
|Bold Text|''Bold''|{{{''Bold''}}}|
|Underlined Text|__Underline__|{{{__Underline__}}}|
|Italic Text|//Italic//|{{{//Italic//}}}|
|Superscript|e^^2πi^^ = 1|{{{e^^2πi^^ = 1}}}|
|Subscript|a~~ij~~ = - a~~ji~~|{{{a~~ij~~ = - a~~ji~~}}}|
|Strikethrough|--Strikethrough--|{{{--Strikethrough--}}}|
|Hidden Text|/%hidden comments%/|{{{/%hidden comments%/}}}|
|Highlighted Text|@@highlight@@|{{{@@highlight@@}}}|
|Styled Text|@@font-family:Bookman Old Style;Bookman Old Style@@|{{{@@font-family:Bookman Old Style;Bookman Old Style@@}}}|
|~|@@font-size:120%;font-weight:bold;larger font, in bold@@|{{{@@font-size:120%;font-weight:bold;larger font, in bold@@}}}|
|~|@@color(#ffffff):bgcolor(#ff0000):white text, red background@@|{{{@@color(#ffffff):bgcolor(#ff0000):white text, red background@@}}}}|
|>|>|[[Plugin Formatting]]|h
|JavaScript code ||<html>//{{{</html> ... <html>//}}}</html> |
|[[HTML templates]] ||<html>&lt;!--{{{--&gt;</html> .... <html>&lt;!--{{{--&gt;</html> |
|[[Cascading Style Sheets]] ||<html>/*{{{*/</html> ... <html>/*}}}*/</html> |
|>|>|''Links''|h
|~CamelCase|CamelCase links|{{{CamelCase links}}}|
|Tiddly Links|[[Simple links]]|{{{[[Simple links]]}}}|
|Alias Tiddly Links|[[Alias to Tiddly links|Tiddly links]]|{{{[[Alias to Tiddly links|Tiddly links]]}}}|
|External Links|http://www.tiddlywiki.com|{{{http://www.tiddlywiki.com}}}|
|Alias External Links|[[Tiddly Wiki|http://www.tiddywiki.com]]|{{{[[Tiddly Wiki|http://www.tiddlywiki.com]]}}}|
|Redirect Links|<<redirect TW TiddlyWiki>>|{{{<<redirect TW TiddlyWiki>>}}} redirects [[TW]] to TiddlyWiki|
|>|>|''Headings & Outlines''|h
|Sub Headings||{{{! !! !!!}}} etc. at beginning of line|
|[[Bullets]]||{{{* ** ***}}} etc. at beginning of line|
|Numbered Bullets||{{{# ## ###}}} etc. at beginning of line|
|Block Quotes||{{{<<< ... <<< }}}|
|[[Multilevel Blockquote]]||{{{> >> >>>}}} etc. at beginning of line|
|>|>|''Tables''|h
|[[Tables]]||{{{|}}} .... {{{|}}} separates cells|
|[[Cell Alignment|left|{{{|left|}}}|
|| center |{{{| center |}}}|
|| right|{{{| right|}}}|
|[[Header Rows||{{{|h}}} at end of row|h
|InlineHTML|<html><p align="right">right-aligned text</p></html>|{{{<html><p align="right">right-aligned text</p></html>}}}|
|InvokeMacro|''importTiddlers'' macro|{{{<<importTiddlers>>}}}|

''Note'' this needs some additional editing / revision - and addressing the question of consistent / clear naming of the specific formatting types (in left column) and ideally a consistent format for each formatting type
<html>
<iframe style="background-color:#ffffff; border-color:#ffffff; border:none;" width="100%" height="800" frameborder="0" scrolling="yes" src="http://www.cantab.org/index.php?option=com_content&task=view&id=452&Itemid=" title="UN Documents search">
</iframe> </html>
'Gandhi-King Season for Nonviolence'

[[www.gandhi-king-season.net/|http://www.gandhi-king-season.net/|
To get started with this blank TiddlyWiki, you'll need to modify the following tiddlers:
* SiteTitle & SiteSubtitle: The title and subtitle of the site, as shown above (after saving, they will also appear in the browser title bar)
* MainMenu: The menu (usually on the left)
* DefaultTiddlers: Contains the names of the tiddlers that you want to appear when the TiddlyWiki is opened
You'll also need to enter your username for signing your edits: <<option txtUserName>>

In addition, if you wil be posting this TiddlyWiki on the Web, you will want to edit the following tiddlers:
* SiteUrl - to identify the web address of the page
* MarkupPreHead - to include HTML tags to be read by search engines
@@font-size:90%;''Note'': This is a "framed" page from the [[United Nations Environment Programme]] web site.
You can view this page in a separate browser tab or window at http://www.unep.org/geo/geo%5Fice/@@
<html><iframe
	src = "http://www.unep.org/geo/geo%5Fice/"
	title = "Global Outlook for Ice and Snow"
	style="
		background-color:#ffffff; 
		border-color:#ffffff;
		border:none;"
	width = "100%"
	height = "1000"
	frameborder = "0"
	scrolling = "yes">
</iframe></html>
@@font-size:90%;''Note'': [[Click here to view this page in a separate browser tab or window|http://www.google.com/search?q=%22climate+change%22&button=google+search&domains=http%3A%2F%2Fwww.un-documents.net&sitesearch=http%3A%2F%2Fwww.un-documents.net&ie=iso-8859-1&oe=iso-8859-1]]@@
<html>
<iframe style="background-color:#ffffff; border-color:#ffffff; border:none;" width="100%" height="1000" frameborder="0" scrolling="yes" src="http://www.google.com/search?q=%22climate+change%22&button=google+search&domains=http%3A%2F%2Fwww.un-documents.net&sitesearch=http%3A%2F%2Fwww.un-documents.net&ie=iso-8859-1&oe=iso-8859-1
@" title='Google "climate change" @ www.un-documents.net'>
</iframe> </html>
''Google Group'' are free resources that can be used by groups, organizations, networks, etc. for the exchange of information, news and commentary. //via// email, the web,and through [[RSS feeds]].

For more information, visit [[groups.google.com|http://www.groups.google.com]]
@@font-size:90%;''Note'': [[Click here to view this page in a separate browser tab or window|http://www.un-documents.net/search.htm]]@@
<html>
<iframe 
	style="
		background-color:#ffffff; 
		border-color:#ffffff;
		border:none;"
	width = "100%"
	height = "1000"
	frameborder = "0"
	scrolling = "yes"
	src = "http://www.un-documents.net/search.htm"s"
	src = " *url* "
	title = "Google site search of www.un-documents.net">
</iframe>
</html>
[img[http://habitat.igc.org/la-perla-garden/gr-200x157-2006.05.08.jpg]]
Here are some examples of one person's [[FeedBlitz]] subscriptions. You can see the feed in this frame by clicking on the link, or in a separate tab or window by right-clicking on the link. You can subscribe either - or both - of two ways: via an email subscription - [img[http://www.feedblitz.com/images/email.gif]], or through an [[RSS feed]] - [img[http://www.feedblitz.com/images/rss.gif]]. 

<html><iframe width=100% height=800 frameborder=0 src="http://www.feedblitz.com/blogroll.asp?bb377e3567fa6ceef680a3466195a54a727679/html">
</iframe></html>
This set of tiddlers allows you to edit and manage the title and sub-title of the page, and key information about the page;  Others are easily read by browsers in particular, information that it is valuable to make available to Internet search engines. The first of these two are visible to the viewer - in the browser window, and in the banner at the top of the page.the others are read by search engines and browsers, but are only visible to the reader if she or he looks at the source code af a web page
* [[Site Title|SiteTitle]] - appears at the head of the page banner, and the 
* [[Site Subtitle|SiteSubtitle]] - included in the browser bar and search results and at the bottom right of the site banner
* [[MarkupPreHead]] - this contents of this shadowed tiddler contains the concatenation of information - each of them representing a "meta tag". Ideally, this tiddler would use the syntax- using the syntax {{{<<tiddler "Site Keywords">>}}}, etc.
** [[Site Keywords]] - a list of comma-separated keywords, also a first read for search engines
** [[Site Description]] - a concise description of the site, stored in the HEAD of the HTML page, and is generally one of the first items to be read by intelligent search engines. As a rule, it should not be more that 256 characters, or about 40 words.
>>>Each of these tiddlers contains what is known as a "meta tag", e,.g.
<<<
>> {{{<meta name="description" content="Climate Change 2.0: A convenient TiddlyPerfect response to Truth in a rapidly-changing Creative Commons, Open Source Climate">}}} 
<<<
** [[Site Owner]] - this tiddler records the ownership of the page itself: not to be confused with the various copyrights associated with the page, included in the tiddler that follows
** [[Site Copyrights]] - this tiddler provides attribution to the rights holders 
** [[Site Url|SiteUrl]] - this tiddler conytains the Url of the site, e.g. http:///climate-change-two.net
** [[Site Splash Screen]] - this page contains the HTML tags for the Splash Screen that appears when the page is opened,
>> //Technical note//: In a TiddlyPerfect site, this tiddler would be automatically generated by the DataPerfect engine from its sub-tiddlers - using the syntax:
>>> {{{<<tiddler "Site Keywords">>}}},
>>> {{{<<tiddler "Site Decription">>}}}, etc.
>> under TiddlyWiki, this does not work, as the contents of the tiddler would not be readable by the browser, not having been translated - wikified - until the relevant javascript in TiddlyWiki had been loaded.
There are a number of simple ways you can create headings & sub-headings, create bulleted lists, numbered outlines or block quotes

|Feature |Type this|h
|[[Headings]] |{{{! !! !!!}}} etc. at beginning of line|
|[[Bullets]] |{{{* ** ***}}} etc. at beginning of line|
|[[Numbered Outline]] |{{{# ## ###}}} etc. at beginning of line|
|[[Block Quotes]] |{{{<<< ... <<< }}}|
|[[Multi-level Block Quote]] |{{{> >> >>>}}} etc. at beginning of line|

See also [[Formatting Tiddlers]]
/***
| Name:|HideWhenPlugin|
| Description:|Allows conditional inclusion/exclusion in templates|
| Version:|6.1.2|
| Date:|20-Oct-2006|
| Source:|http://mptw.tiddlyspot.com/#HideWhenPlugin|
| Author:|Simon Baird <simon.baird@gmail.com>|
For use in ViewTemplate and EditTemplate. Eg
{{{<div macro="showWhenTagged Task">[[TaskToolbar]]</div>}}}
{{{<div macro="showWhen tiddler.modifier == 'BartSimpson'"><img src="bart.gif"/></div>}}}
***/
//{{{

window.removeElementWhen = function(test,place) {
	if (test) {
		removeChildren(place);
		place.parentNode.removeChild(place);
	}
};

merge(config.macros,{

	hideWhen: { handler: function(place,macroName,params,wikifier,paramString,tiddler) {
		removeElementWhen( eval(paramString), place);
	}},

	showWhen: { handler: function(place,macroName,params,wikifier,paramString,tiddler) {
		removeElementWhen( !eval(paramString), place);
	}},

	hideWhenTagged: { handler: function (place,macroName,params,wikifier,paramString,tiddler) {
		removeElementWhen( tiddler.tags.containsAll(params), place);
	}},

	showWhenTagged: { handler: function (place,macroName,params,wikifier,paramString,tiddler) {
		removeElementWhen( !tiddler.tags.containsAll(params), place);
	}},

	hideWhenTaggedAny: { handler: function (place,macroName,params,wikifier,paramString,tiddler) {
		removeElementWhen( tiddler.tags.containsAny(params), place);
	}},

	showWhenTaggedAny: { handler: function (place,macroName,params,wikifier,paramString,tiddler) {
		removeElementWhen( !tiddler.tags.containsAny(params), place);
	}},

	hideWhenExists: { handler: function(place,macroName,params,wikifier,paramString,tiddler) {
		removeElementWhen( store.tiddlerExists(params[0]) || store.isShadowTiddler(params[0]), place);
	}},

	showWhenExists: { handler: function(place,macroName,params,wikifier,paramString,tiddler) {
		removeElementWhen( !(store.tiddlerExists(params[0]) || store.isShadowTiddler(params[0])), place);
	}}

});

//}}}

!! The Future in our Hands: Addressing the Leadership Challenge of Climate Change
''September 24, 2007''
http://www.un.org/climatechange/2007highlevel/
!! The Future in our Hands: Addressing the Leadership Challenge of Climate Change
''September 24, 2007''
http://www.un.org/climatechange/2007highlevel/
The ''Hover Menu'' - that hovers on the right of the screen is defined in the [[HoverMenu]] tiddler  and provides a number of useful options for navigating and viewing the site:
<<<
<<top>> - takes you to the top of the page
<<jump j '' top>> - jump to an open tiddler
<<fullscreen>> - toggle full screen display

<<fontSize>> - adjust the font size
<<<
The bottom two items on the ''Hover Menu'' are only of use if you are browsing a copy of the site stored on a local disk drive:
<<<
<<newTiddler ">><<renameButton n>> - create a new tiddler
<<saveChanges>><<renameButton s 'Save TiddlyWiki'>> - save a copy of the web site
<<<
<<top>>
<<jump j '' top>>
<<fullscreen>>

<<fontSize>>



<<newTiddler ">><<renameButton n>>
<<saveChanges>><<renameButton s 'Save TiddlyWiki'>>
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?
<<<
''Framework Convention on Climate Change, Article 2''
>"The ultimate objective of this Convention and any related legal instruments that the Conference of the Parties may adopt is to achieve, in accordance with the relevant provisions of the Convention, stabilization of greenhouse gas concentrations in the atmosphere at a level that would prevent dangerous anthropogenic interference with the climate system. Such a level should be achieved within a time-frame sufficient to allow ecosystems to adapt naturally to climate change, to ensure that food production is not threatened and to enable economic development to proceed in a sustainable manner."
<<<
What is the evidence for, causes of, and consequences of changes in the Earth's climate since the pre-industrial era?
* Has the Earth's climate changed since the pre-industrial era at the regional and/or global scale? If so, what part, if any, of the observed changes can be attributed to human influence and what part, if any, can be attributed to natural phenomena? What is the basis for that attribution?
* What is known about the environmental, social, and economic consequences of climate changes since the pre-industrial era with an emphasis on the last 50 years?
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)?

To the extent possible evaluate the:
* Projected changes in atmospheric concentrations, climate, and sea level
* Impacts and economic costs and benefits of changes in climate and atmospheric composition on human health, diversity and productivity of tecological systems, and socio-economic sectors (particularly agriculture and water)
* The range of options for adaptation, including the costs, benefits, and challenges
* Development, sustainability, and equity issues associated with impacts and adaptation at a regional and global level
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 on:
* The frequency and magnitude of climate fluctuations, including daily, seasonal, inter-annual, and decadal variability, such as the El Niño Southern Oscillation cycles and others?
* The duration, location, frequency, and intensity of extreme events such as heat waves, droughts, floods, heavy precipitation, avalanches, storms, tornadoes, and tropical cyclones?
* The risk of abrupt/non-linear changes in, among others, the sources and sinks of greenhouse gases, ocean circulation, and the extent of polar ice and permafrost? If so, can the risk be quantified?
* The risk of abrupt or non-linear changes in ecological systems?
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?
#  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?
# 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? For each stabilization scenario, including different pathways to stabilization, evaluate the range of costs and benefits, relative to the range of scenarios considered in Question 3, in terms of:
** Projected changes in atmospheric concentrations, climate, and sea level, including changes beyond 100 years
** Impacts and economic costs and benefits of changes in climate and atmospheric composition on human health, diversity and productivity of ecological systems, and socio-economic sectors (particularly agriculture and water)
** The range of options for adaptation, including the costs, benefits, and challenges
** The range of technologies, policies, and practices that could be used to achieve each of the stabilization levels, with an evaluation of the national and global costs and benefits, and an assessment of how these costs and benefits would compare, either qualitatively or quantitatively, to the avoided environmental harm that would be achieved by the emissions reductions
** Development, sustainability, and equity issues associated with impacts, adaptation, and mitigation at a regional and global level.
What is known about the potential for, and costs and benefits of, and time frame for reducing greenhouse gas emissions?
* What would be the economic and social costs and benefits and equity implications of options for policies and measures, and the mechanisms of the Kyoto Protocol, that might be considered to address climate change regionally and globally?
* What portfolios of options of research and development, investments, and other policies might be considered that would be most effective to enhance the development and deployment of technologies that address climate change?
* What kind of economic and other policy options might be considered to remove existing and potential barriers and to stimulate private- and public sector technology transfer and deployment among countries, and what effect might these have on projected emissions?
* How does the timing of the options contained in the above affect associated economic costs and benefits, and the atmospheric concentrations of greenhouse gases over the next century and beyond?
* 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)?
* 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?
What are the most robust findings and key uncertainties regarding attribution of climate change and regarding model projections of:
* Future emissions of greenhouse gases and aerosols?
* Future concentrations of greenhouse gases and aerosols?
* Future changes in regional and global climate?
* Regional and global impacts of climate change?
* Costs and benefits of mitigation and adaptation options?
The ''Third Assessment Review'' of the [[Intergovernmental Panel on Climate Change]] was completed in 2001, ans was organized around [[nine policy-relevant questions|AR3-Synthesis: Nine policy-relevant questions]] +++
> <<tiddler "AR3-Synthesis: Nine policy-relevant questions">>
===


The full text of the Third Assessment Review is available as ''pdf'' files from [[www.grida.no/climate/ipcc_tar/|http://www.grida.no/climate/ipcc_tar/]]
* Climate Change 2001: The Scientific Basis - [[www.grida.no/climate/ipcc_tar/wg1/|http://www.grida.no/climate/ipcc_tar/wg1/]]
* Climate Change 2001: Impacts, Adaptation and Vulnerability -[[www.grida.no/climate/ipcc_tar/wg2/|http://www.grida.no/climate/ipcc_tar/wg2/]]
* Climate Change 2001: Mitigation - [[www.grida.no/climate/ipcc_tar/wg3/|http://www.grida.no/climate/ipcc_tar/wg3/]]
* Climate Change 2001: Synthesis Report -[[www.grida.no/climate/ipcc_tar/vol4/english/|http://www.grida.no/climate/ipcc_tar/vol4/english/]]
{{{
[img[title|filename]]
[img[filename]]
[img[title|filename][link]]
[img[filename][link]]
}}}
Images 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.
[img[Twin Light & Colour Cube|http://www.climate-change-two.net/light-cube-0-075.png][Twin Light & Colour Cubes]]
{{{
[img[Twin Light & Colour Cube|http://www.climate-change-two.net/light-cube-0-075.png][Twin Light & Colour Cubes]]
}}}

You 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.
[<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/]]
@@clear(left):clear(right):display(block):@@
{{{
[<img[Twin Light & Colour Cube - floated left|http://www.climate-change-two.net/light-cube-1-075.png][http://www.digital-bridges.net/]]
[>img[Twin Light & Colour Cube - floated right|http://www.climate-change-two.net/light-cube-0-075.png][http://www.digital-bridges.net/]]
@@clear(left):clear(right):display(block):@@
}}}
The ''Import Tiddlers'' tiddler uses the [[ImportTiddlers|ImportTiddlersPlugin]] plugin macro that allows you to import tiddlers from other TiddlyWiki pages, with the syntax {{{<<importTiddlers inline>>}}}.

<<importTiddlers inline>>
/***
|Name|ImportTiddlersPlugin|
|Source|http://www.TiddlyTools.com/#ImportTiddlersPlugin|
|Version|3.5.5|
|Date|2007.06.25|
|Author|Eric Shulman - ELS Design Studios|
|License|http://www.TiddlyTools.com/#LegalStatements <<br>>and [[Creative Commons Attribution-ShareAlike 2.5 License|http://creativecommons.org/licenses/by-sa/2.5/]]|
|~CoreVersion|2.1|
|Type|plugin|
|Requires||
|Overrides|config.macros.importTiddlers.handler|
|Description|interactive controls for import/export with filtering.|

When 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.)

This 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.
!!!!!Usage
<<<
{{{<<importTiddlers>>}}} or {{{<<importTiddlers core>>}}}
invokes the built-in importTiddlers macro (TW2.1.x+).  If installed in documents using TW2.0.x or earlier, fallback is to use 'link' display (see below)

{{{<<importTiddlers link label tooltip>>}}}
The ''link'' keyword creates an "import tiddlers" link that when clicked to show/hide import control panel.  ''label'' and ''tooltip'' are optional text parameters (enclosed in quotes or {{{[[...]]}}}, and allow you to override the default display text for the link and the mouseover help text, respectively.

{{{<<importTiddlers inline>>}}}
creates import control panel directly in tiddler content

<<importTiddlers inline>>

Press ''[browse]'' to select a TiddlyWiki document file to import, and then press ''[open]''.  Alternatively, you can type in the path/filename or a remote document URL (starting with http://).  When you have entered the desired source location, press ''[load]'' to retrieve the tiddlers from the remote source.  //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.//

Select 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.

''select: all, new, changes, or differences''

You 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:
>''"all"'' selects ALL tiddlers from the import source document, even if they have not been changed.
>''"new"'' selects only tiddlers that are found in the import source document, but do not yet exist in the destination document
>''"changes"'' selects only tiddlers that exist in both documents but that are newer in the source document
>''"differences"'' selects all new and existing tiddlers that are different from the destination document (even if destination tiddler is newer)

''Import Tagging:''

Tiddlers 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.

''Skip, Rename, Merge, or Replace:''

When 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]''.

To 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.

//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.//

''Import Report History''

When 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.

When 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.

If 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.

Note: 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.

<<<
!!!!!Installation
<<<
copy/paste the following tiddlers into your document:
''ImportTiddlersPlugin'' 
''ImportTiddlersPluginPatch2.1.x'' (only for installation in TW2.1.x or earlier)
(both tagged with <<tag systemConfig>>)
>Important Notes:
>* As of 6/27/2007, "patch" functions that provide backward-compatibility with TW2.1.x and earlier have been split into a separate [[ImportTiddlersPluginPatch2.1.x]] tiddler to reduce installation overhead for //this// plugin.  You only need to install this additional plugin tiddler when using ImportTiddlersPlugin in documents using TW2.1.x or earlier.
>* As of 3/21/2007, the interactive {{{<<importTiddlers>>}}} and non-interactive {{{<<loadTiddlers>>}}} macro definitions and related code have been split into separate [[ImportTiddlersPlugin]] and [[LoadTiddlersPlugin]] to permit selective installation of either the interactive and/or non-interactive macro functions
''Quick Installation Tip #1:''
If 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.
<<<
!!!!!Revision History
<<<
''2007.06.27 [3.5.5]'' added missing 'fields' params to saveTiddler() calls.  Fixes problem where importing tiddlers would lose the custom fields.  Also, moved functions for backward-compatibility with TW2.1.x to separate [[ImportTiddlersPluginPatch2.1.x]] tiddler, reducing the size of //this// plugin tiddler by a significant amount.
''2007.06.25 [3.5.4]'' added calls to store.suspendNotifications() and store.resumeNotifications().  Eliminates redisplay processing overhead DURING import activities
|please see [[ImportTiddlersPluginHistory]] for additional revision details|
''2005.07.20 [1.0.0]'' Initial Release
<<<
!!!!!Credits
<<<
This feature was developed by EricShulman from [[ELS Design Studios|http:/www.elsdesign.com]]
<<<
!!!!!Code
***/
// // ''MACRO DEFINITION''
//{{{
// Version
version.extensions.importTiddlers = {major: 3, minor: 5, revision: 5, date: new Date(2007,6,27)};

// IE needs explicit global scoping for functions/vars called from browser events
window.onClickImportButton=onClickImportButton;
window.refreshImportList=refreshImportList;

// default cookie/option values
if (!config.options.chkImportReport) config.options.chkImportReport=true;

merge(config.macros.importTiddlers,{
	label: "import tiddlers",
	prompt: "Copy tiddlers from another document",
	openMsg: "Opening %0",
	openErrMsg: "Could not open %0 - error=%1",
	readMsg: "Read %0 bytes from %1",
	foundMsg: "Found %0 tiddlers in %1",
	countMsg: "%0 tiddlers selected for import",
	importedMsg: "Imported %0 of %1 tiddlers from %2",
	loadText: "please load a document...",
	closeText: "close",	// text for close button when remote file is loaded
	doneText: "done",	// text for close button when remote file is not loaded
	src: "",		// path/filename or URL of document to import (retrieved from SiteUrl tiddler)
	proxy: "",		// URL for remote proxy script (retrieved from SiteProxy tiddler)
	useProxy: false,	// use specific proxy script in front of remote URL
	inbound: null,		// hash-indexed array of tiddlers from other document
	newTags: "",		// text of tags added to imported tiddlers
	addTags: true,		// add new tags to imported tiddlers
	listsize: 8,		// # of lines to show in imported tiddler list
	importTags: true,	// include tags from remote source document when importing a tiddler
	keepTags: true,		// retain existing tags when replacing a tiddler
	index: 0,		// current processing index in import list
	sort: ""		// sort order for imported tiddler listbox
});

if (config.macros.importTiddlers.coreHandler==undefined)
	config.macros.importTiddlers.coreHandler=config.macros.importTiddlers.handler; // save built-in handler

config.macros.importTiddlers.handler = function(place,macroName,params,wikifier,paramString,tiddler) {
	if (!params[0] || params[0].toLowerCase()=='core') { // default to built in
		if (config.macros.importTiddlers.coreHandler)
			config.macros.importTiddlers.coreHandler.apply(this,arguments);
		else 
			createTiddlyButton(place,this.label,this.prompt,onClickImportMenu);
	}
	else if (params[0]=='link') { // show link to floating panel
		var label=params[1]?params[1]:this.label;
		var prompt=params[2]?params[2]:this.prompt;
		createTiddlyButton(place,label,prompt,onClickImportMenu);
	}
	else if (params[0]=='inline') {// show panel as INLINE tiddler content
		createImportPanel(place);
		document.getElementById("importPanel").style.position="static";
		document.getElementById("importPanel").style.display="block";
	}
	else if (config.macros.loadTiddlers)
		config.macros.loadTiddlers.handler(place,macroName,params); // any other params: loadtiddlers
}
//}}}

// // ''INTERFACE DEFINITION''
// // Handle link click to create/show/hide control panel
//{{{
function onClickImportMenu(e)
{
	if (!e) var e = window.event;
	var parent=resolveTarget(e).parentNode;
	var panel = document.getElementById("importPanel");
	if (panel==undefined || panel.parentNode!=parent)
		panel=createImportPanel(parent);
	var isOpen = panel.style.display=="block";
	if(config.options.chkAnimate)
		anim.startAnimating(new Slider(panel,!isOpen,e.shiftKey || e.altKey,"none"));
	else
		panel.style.display = isOpen ? "none" : "block" ;
	e.cancelBubble = true;
	if (e.stopPropagation) e.stopPropagation();
	return(false);
}
//}}}

// // Create control panel: HTML, CSS
//{{{
function createImportPanel(place) {
	var panel=document.getElementById("importPanel");
	if (panel) { panel.parentNode.removeChild(panel); }
	setStylesheet(config.macros.importTiddlers.css,"importTiddlers");
	panel=createTiddlyElement(place,"span","importPanel",null,null)
	panel.innerHTML=config.macros.importTiddlers.html;
	refreshImportList();
	var siteURL=store.getTiddlerText("SiteUrl"); if (!siteURL) siteURL="";
	document.getElementById("importSourceURL").value=siteURL;
	config.macros.importTiddlers.src=siteURL;
	var siteProxy=store.getTiddlerText("SiteProxy"); if (!siteProxy) siteProxy="SiteProxy";
	document.getElementById("importSiteProxy").value=siteProxy;
	config.macros.importTiddlers.proxy=siteProxy;
	return panel;
}
//}}}

// // CSS
//{{{
config.macros.importTiddlers.css = '\
#importPanel {\
	display: none; position:absolute; z-index:11; width:35em; right:105%; top:3em;\
	background-color: #eee; color:#000; font-size: 8pt; line-height:110%;\
	border:1px solid black; border-bottom-width: 3px; border-right-width: 3px;\
	padding: 0.5em; margin:0em; -moz-border-radius:1em;\
}\
#importPanel a, #importPanel td a { color:#009; display:inline; margin:0px; padding:1px; }\
#importPanel table { width:100%; border:0px; padding:0px; margin:0px; font-size:8pt; line-height:110%; background:transparent; }\
#importPanel tr { border:0px;padding:0px;margin:0px; background:transparent; }\
#importPanel td { color:#000; border:0px;padding:0px;margin:0px; background:transparent; }\
#importPanel select { width:98%;margin:0px;font-size:8pt;line-height:110%;}\
#importPanel input  { width:98%;padding:0px;margin:0px;font-size:8pt;line-height:110%}\
#importPanel .box { border:1px solid black; padding:3px; margin-bottom:5px; background:#f8f8f8; -moz-border-radius:5px;}\
#importPanel .topline { border-top:2px solid black; padding-top:3px; margin-bottom:5px; }\
#importPanel .rad { width:auto; }\
#importPanel .chk { width:auto; margin:1px;border:0; }\
#importPanel .btn { width:auto; }\
#importPanel .btn1 { width:98%; }\
#importPanel .btn2 { width:48%; }\
#importPanel .btn3 { width:32%; }\
#importPanel .btn4 { width:24%; }\
#importPanel .btn5 { width:19%; }\
#importPanel .importButton { padding: 0em; margin: 0px; font-size:8pt; }\
#importPanel .importListButton { padding:0em 0.25em 0em 0.25em; color: #000000; display:inline }\
#importCollisionPanel { display:none; margin:0.5em 0em 0em 0em; }\
';
//}}}

// // HTML 
//{{{
config.macros.importTiddlers.html = '\
<!-- source and report -->\
<table><tr><td align=left>\
	import from\
	<input type="radio" class="rad" name="importFrom" id="importFromFile" value="file" CHECKED\
		onClick="document.getElementById(\'importLocalPanel\').style.display=this.checked?\'block\':\'none\';\
			document.getElementById(\'importHTTPPanel\').style.display=!this.checked?\'block\':\'none\'"> local file\
	<input type="radio" class="rad" name="importFrom" id="importFromWeb"  value="http"\
		onClick="document.getElementById(\'importLocalPanel\').style.display=!this.checked?\'block\':\'none\';\
			document.getElementById(\'importHTTPPanel\').style.display=this.checked?\'block\':\'none\'"> web server\
</td><td align=right>\
	<input type=checkbox class="chk" id="chkImportReport" checked\
		onClick="config.options[\'chkImportReport\']=this.checked;"> create a report\
</td></tr></table>\
<!-- import from local file  -->\
<div id="importLocalPanel" style="display:block;margin-bottom:5px;margin-top:5px;padding-top:3px;border-top:1px solid #999">\
local document path/filename:<br>\
<input type="file" id="fileImportSource" size=57 style="width:100%"\
	onKeyUp="config.macros.importTiddlers.src=this.value"\
	onChange="config.macros.importTiddlers.src=this.value;">\
</div><!--panel-->\
\
<!-- import from http server -->\
<div id="importHTTPPanel" style="display:none;margin-bottom:5px;margin-top:5px;padding-top:3px;border-top:1px solid #999">\
<table><tr><td align=left>\
	remote document URL:<br>\
</td><td align=right>\
	<input type="checkbox" class="chk" id="importUseProxy"\
		onClick="config.macros.importTiddlers.useProxy=this.checked;\
			document.getElementById(\'importSiteProxy\').style.display=this.checked?\'block\':\'none\'"> use a proxy script\
</td></tr></table>\
<input type="text" id="importSiteProxy" style="display:none;margin-bottom:1px" onfocus="this.select()" value="SiteProxy"\
	onKeyUp="config.macros.importTiddlers.proxy=this.value"\
	onChange="config.macros.importTiddlers.proxy=this.value;">\
<input type="text" id="importSourceURL" onfocus="this.select()" value="SiteUrl"\
	onKeyUp="config.macros.importTiddlers.src=this.value"\
	onChange="config.macros.importTiddlers.src=this.value;">\
</div><!--panel-->\
\
<table><tr><td align=left>\
	select:\
	<a href="JavaScript:;" id="importSelectAll"\
		onclick="onClickImportButton(this)" title="select all tiddlers">\
		&nbsp;all&nbsp;</a>\
	<a href="JavaScript:;" id="importSelectNew"\
		onclick="onClickImportButton(this)" title="select tiddlers not already in destination document">\
		&nbsp;added&nbsp;</a> \
	<a href="JavaScript:;" id="importSelectChanges"\
		onclick="onClickImportButton(this)" title="select tiddlers that have been updated in source document">\
		&nbsp;changes&nbsp;</a> \
	<a href="JavaScript:;" id="importSelectDifferences"\
		onclick="onClickImportButton(this)" title="select tiddlers that have been added or are different from existing tiddlers">\
		&nbsp;differences&nbsp;</a> \
	<a href="JavaScript:;" id="importToggleFilter"\
		onclick="onClickImportButton(this)" title="show/hide selection filter">\
		&nbsp;filter&nbsp;</a> \
</td><td align=right>\
	<a href="JavaScript:;" id="importListSmaller"\
		onclick="onClickImportButton(this)" title="reduce list size">\
		&nbsp;&#150;&nbsp;</a>\
	<a href="JavaScript:;" id="importListLarger"\
		onclick="onClickImportButton(this)" title="increase list size">\
		&nbsp;+&nbsp;</a>\
	<a href="JavaScript:;" id="importListMaximize"\
		onclick="onClickImportButton(this)" title="maximize/restore list size">\
		&nbsp;=&nbsp;</a>\
</td></tr></table>\
<select id="importList" size=8 multiple\
	onchange="setTimeout(\'refreshImportList(\'+this.selectedIndex+\')\',1)">\
	<!-- NOTE: delay refresh so list is updated AFTER onchange event is handled -->\
</select>\
<input type=checkbox class="chk" id="chkAddTags" checked\
	onClick="config.macros.importTiddlers.addTags=this.checked;">add new tags &nbsp;\
<input type=checkbox class="chk" id="chkImportTags" checked\
	onClick="config.macros.importTiddlers.importTags=this.checked;">import source tags &nbsp;\
<input type=checkbox class="chk" id="chkKeepTags" checked\
	onClick="config.macros.importTiddlers.keepTags=this.checked;">keep existing tags<br>\
<input type=text id="txtNewTags" size=15 onKeyUp="config.macros.importTiddlers.newTags=this.value" autocomplete=off>\
<div align=center>\
	<input type=button id="importLoad" class="importButton" style="width:32%" value="load"\
		title="load listbox with tiddlers from source document"\
		onclick="onClickImportButton(this)">\
	<input type=button id="importStart"	 class="importButton" style="width:32%" value="import"\
		title="add selected source tiddlers to the current document"\
		onclick="onClickImportButton(this)">\
	<input type=button id="importClose"	 class="importButton" style="width:32%" value="close"\
		title="clear listbox or hide control panel"\
		onclick="onClickImportButton(this)">\
</div>\
<div id="importCollisionPanel">\
	tiddler already exists:\
	<input type=text id="importNewTitle" size=15 autocomplete=off">\
	<div align=center>\
	<input type=button id="importSkip"	class="importButton" style="width:23%" value="skip"\
		title="do not import this tiddler"\
		onclick="onClickImportButton(this)">\
	<input type=button id="importRename"  class="importButton" style="width:23%" value="rename"\
		title="rename the incoming tiddler"\
		onclick="onClickImportButton(this)">\
	<input type=button id="importMerge"   class="importButton" style="width:23%" value="merge"\
		title="append the incoming tiddler to the existing tiddler"\
		onclick="onClickImportButton(this)">\
	<input type=button id="importReplace" class="importButton" style="width:23%" value="replace"\
		title="discard the existing tiddler"\
		onclick="onClickImportButton(this)">\
	</div>\
</div>\
';
//}}}

// // Control interactions
//{{{
function onClickImportButton(which)
{
	// DEBUG alert(which.id);
	var theList		  = document.getElementById('importList');
	if (!theList) return;
	var thePanel	= document.getElementById('importPanel');
	var theCollisionPanel   = document.getElementById('importCollisionPanel');
	var theNewTitle   = document.getElementById('importNewTitle');
	var count=0;
	switch (which.id)
		{
		case 'fileImportSource':
		case 'importLoad':		// load import source into hidden frame
			importReport();		// if an import was in progress, generate a report
			config.macros.importTiddlers.inbound=null;	// clear the imported tiddler buffer
			refreshImportList();	// reset/resize the listbox
			if (config.macros.importTiddlers.src=="") break;
			// Load document, read it's DOM and fill the list
			config.macros.importTiddlers.loadRemoteFile(config.macros.importTiddlers.src,
				function(success,params,txt,src,xhr) {
					var src=src.replace(/%20/g," ");
					if (!success) { displayMessage(config.macros.importTiddlers.openErrMsg.format([src,xhr.status])); return; }
					var tiddlers = config.macros.importTiddlers.readTiddlersFromHTML(txt);
					var count=tiddlers?tiddlers.length:0;
					var querypos=src.lastIndexOf("?"); if (querypos!=-1) src=src.substr(0,querypos);
					displayMessage(config.macros.importTiddlers.foundMsg.format([count,src]));
					config.macros.importTiddlers.inbound=tiddlers;
					window.refreshImportList(0);
				});
			break;
		case 'importSelectAll':		// select all tiddler list items (i.e., not headings)
			importReport();		// if an import was in progress, generate a report
			for (var t=0,count=0; t < theList.options.length; t++) {
				if (theList.options[t].value=="") continue;
				theList.options[t].selected=true;
				count++;
			}
			clearMessage(); displayMessage(config.macros.importTiddlers.countMsg.format([count]));
			break;
		case 'importSelectNew':		// select tiddlers not in current document
			importReport();		// if an import was in progress, generate a report
			for (var t=0,count=0; t < theList.options.length; t++) {
				theList.options[t].selected=false;
				if (theList.options[t].value=="") continue;
				theList.options[t].selected=!store.tiddlerExists(theList.options[t].value);
				count+=theList.options[t].selected?1:0;
			}
			clearMessage(); displayMessage(config.macros.importTiddlers.countMsg.format([count]));
			break;
		case 'importSelectChanges':		// select tiddlers that are updated from existing tiddlers
			importReport();		// if an import was in progress, generate a report
			for (var t=0,count=0; t < theList.options.length; t++) {
				theList.options[t].selected=false;
				if (theList.options[t].value==""||!store.tiddlerExists(theList.options[t].value)) continue;
				for (var i=0; i<config.macros.importTiddlers.inbound.length; i++) // find matching inbound tiddler
					{ var inbound=config.macros.importTiddlers.inbound[i]; if (inbound.title==theList.options[t].value) break; }
				theList.options[t].selected=(inbound.modified-store.getTiddler(theList.options[t].value).modified>0); // updated tiddler
				count+=theList.options[t].selected?1:0;
			}
			clearMessage(); displayMessage(config.macros.importTiddlers.countMsg.format([count]));
			break;
		case 'importSelectDifferences':		// select tiddlers that are new or different from existing tiddlers
			importReport();		// if an import was in progress, generate a report
			for (var t=0,count=0; t < theList.options.length; t++) {
				theList.options[t].selected=false;
				if (theList.options[t].value=="") continue;
				if (!store.tiddlerExists(theList.options[t].value)) { theList.options[t].selected=true; count++; continue; }
				for (var i=0; i<config.macros.importTiddlers.inbound.length; i++) // find matching inbound tiddler
					{ var inbound=config.macros.importTiddlers.inbound[i]; if (inbound.title==theList.options[t].value) break; }
				theList.options[t].selected=(inbound.modified-store.getTiddler(theList.options[t].value).modified!=0); // changed tiddler
				count+=theList.options[t].selected?1:0;
			}
			clearMessage(); displayMessage(config.macros.importTiddlers.countMsg.format([count]));
			break;
		case 'importToggleFilter': // show/hide filter
		case 'importFilter': // apply filter
			alert("coming soon!");
			break;
		case 'importStart':		// initiate the import processing
			importReport();		// if an import was in progress, generate a report
			config.macros.importTiddlers.index=0;
			config.macros.importTiddlers.index=importTiddlers(0);
			importStopped();
			break;
		case 'importClose':		// unload imported tiddlers or hide the import control panel
			// if imported tiddlers not loaded, close the import control panel
			if (!config.macros.importTiddlers.inbound) { thePanel.style.display='none'; break; }
			importReport();		// if an import was in progress, generate a report
			config.macros.importTiddlers.inbound=null;	// clear the imported tiddler buffer
			refreshImportList();	// reset/resize the listbox
			break;
		case 'importSkip':	// don't import the tiddler
			var theItem	= theList.options[config.macros.importTiddlers.index];
			for (var j=0;j<config.macros.importTiddlers.inbound.length;j++)
			if (config.macros.importTiddlers.inbound[j].title==theItem.value) break;
			var theImported = config.macros.importTiddlers.inbound[j];
			theImported.status='skipped after asking';			// mark item as skipped
			theCollisionPanel.style.display='none';
			config.macros.importTiddlers.index=importTiddlers(config.macros.importTiddlers.index+1);	// resume with NEXT item
			importStopped();
			break;
		case 'importRename':		// change name of imported tiddler
			var theItem		= theList.options[config.macros.importTiddlers.index];
			for (var j=0;j<config.macros.importTiddlers.inbound.length;j++)
			if (config.macros.importTiddlers.inbound[j].title==theItem.value) break;
			var theImported		= config.macros.importTiddlers.inbound[j];
			theImported.status	= 'renamed from '+theImported.title;	// mark item as renamed
			theImported.set(theNewTitle.value,null,null,null,null);		// change the tiddler title
			theItem.value		= theNewTitle.value;			// change the listbox item text
			theItem.text		= theNewTitle.value;			// change the listbox item text
			theCollisionPanel.style.display='none';
			config.macros.importTiddlers.index=importTiddlers(config.macros.importTiddlers.index);	// resume with THIS item
			importStopped();
			break;
		case 'importMerge':	// join existing and imported tiddler content
			var theItem	= theList.options[config.macros.importTiddlers.index];
			for (var j=0;j<config.macros.importTiddlers.inbound.length;j++)
			if (config.macros.importTiddlers.inbound[j].title==theItem.value) break;
			var theImported	= config.macros.importTiddlers.inbound[j];
			var theExisting	= store.getTiddler(theItem.value);
			var theText	= theExisting.text+'\n----\n^^merged from: ';
			theText		+='[['+config.macros.importTiddlers.src+'#'+theItem.value+'|'+config.macros.importTiddlers.src+'#'+theItem.value+']]^^\n';
			theText		+='^^'+theImported.modified.toLocaleString()+' by '+theImported.modifier+'^^\n'+theImported.text;
			var theDate	= new Date();
			var theTags	= theExisting.getTags()+' '+theImported.getTags();
			theImported.set(null,theText,null,theDate,theTags);
			theImported.status   = 'merged with '+theExisting.title;	// mark item as merged
			theImported.status  += ' - '+theExisting.modified.formatString("MM/DD/YYYY 0hh:0mm:0ss");
			theImported.status  += ' by '+theExisting.modifier;
			theCollisionPanel.style.display='none';
			config.macros.importTiddlers.index=importTiddlers(config.macros.importTiddlers.index);	// resume with this item
			importStopped();
			break;
		case 'importReplace':		// substitute imported tiddler for existing tiddler
			var theItem		  = theList.options[config.macros.importTiddlers.index];
			for (var j=0;j<config.macros.importTiddlers.inbound.length;j++)
			if (config.macros.importTiddlers.inbound[j].title==theItem.value) break;
			var theImported     = config.macros.importTiddlers.inbound[j];
			var theExisting	  = store.getTiddler(theItem.value);
			theImported.status  = 'replaces '+theExisting.title;		// mark item for replace
			theImported.status += ' - '+theExisting.modified.formatString("MM/DD/YYYY 0hh:0mm:0ss");
			theImported.status += ' by '+theExisting.modifier;
			theCollisionPanel.style.display='none';
			config.macros.importTiddlers.index=importTiddlers(config.macros.importTiddlers.index);	// resume with THIS item
			importStopped();
			break;
		case 'importListSmaller':		// decrease current listbox size, minimum=5
			if (theList.options.length==1) break;
			theList.size-=(theList.size>5)?1:0;
			config.macros.importTiddlers.listsize=theList.size;
			break;
		case 'importListLarger':		// increase current listbox size, maximum=number of items in list
			if (theList.options.length==1) break;
			theList.size+=(theList.size<theList.options.length)?1:0;
			config.macros.importTiddlers.listsize=theList.size;
			break;
		case 'importListMaximize':	// toggle listbox size between current and maximum
			if (theList.options.length==1) break;
			theList.size=(theList.size==theList.options.length)?config.macros.importTiddlers.listsize:theList.options.length;
			break;
		}
}
//}}}

// // refresh listbox
//{{{
function refreshImportList(selectedIndex)
{
	var theList  = document.getElementById("importList");
	if (!theList) return;
	// if nothing to show, reset list content and size
	if (!config.macros.importTiddlers.inbound) 
	{
		while (theList.length > 0) { theList.options[0] = null; }
		theList.options[0]=new Option(config.macros.importTiddlers.loadText,"",false,false);
		theList.size=config.macros.importTiddlers.listsize;
		document.getElementById('importLoad').disabled=false;
		document.getElementById('fileImportSource').disabled=false;
		document.getElementById('importFromFile').disabled=false;
		document.getElementById('importFromWeb').disabled=false;
		document.getElementById('importClose').value=config.macros.importTiddlers.closeText;
		return;
	}

	// get the sort order
	if (!selectedIndex)   selectedIndex=0;
	if (selectedIndex==0) config.macros.importTiddlers.sort='title';		// heading
	if (selectedIndex==1) config.macros.importTiddlers.sort='title';
	if (selectedIndex==2) config.macros.importTiddlers.sort='modified';
	if (selectedIndex==3) config.macros.importTiddlers.sort='tags';
	if (selectedIndex>3) {
		// display selected tiddler count
		for (var t=0,count=0; t < theList.options.length; t++) {
			if (!theList.options[t].selected) continue;
			if (theList.options[t].value!="")
				count+=1;
			else { // if heading is selected, deselect it, and then select and count all in section
				theList.options[t].selected=false;
				for ( t++; t<theList.options.length && theList.options[t].value!=""; t++) {
					theList.options[t].selected=true;
					count++;
				}
			}
		}
		clearMessage(); displayMessage(config.macros.importTiddlers.countMsg.format([count]));
		return; // no refresh needed
	}

	// there are inbound tiddlers loaded... disable inapplicable controls...
	document.getElementById('importLoad').disabled=true;
	document.getElementById('fileImportSource').disabled=true;
	document.getElementById('importFromFile').disabled=true;
	document.getElementById('importFromWeb').disabled=true;
	document.getElementById('importClose').value=config.macros.importTiddlers.doneText;

	// get the alphasorted list of tiddlers (optionally, filter out unchanged tiddlers)
	var tiddlers=config.macros.importTiddlers.inbound;
	tiddlers.sort(function (a,b) {if(a['title'] == b['title']) return(0); else return (a['title'] < b['title']) ? -1 : +1; });
	// clear current list contents
	while (theList.length > 0) { theList.options[0] = null; }
	// add heading and control items to list
	var i=0;
	var indent=String.fromCharCode(160)+String.fromCharCode(160);
	theList.options[i++]=new Option(tiddlers.length+' tiddler'+((tiddlers.length!=1)?'s are':' is')+' in the document',"",false,false);
	theList.options[i++]=new Option(((config.macros.importTiddlers.sort=="title"   )?">":indent)+' [by title]',"",false,false);
	theList.options[i++]=new Option(((config.macros.importTiddlers.sort=="modified")?">":indent)+' [by date]',"",false,false);
	theList.options[i++]=new Option(((config.macros.importTiddlers.sort=="tags")?">":indent)+' [by tags]',"",false,false);
	// output the tiddler list
	switch(config.macros.importTiddlers.sort)
		{
		case "title":
			for(var t = 0; t < tiddlers.length; t++)
				theList.options[i++] = new Option(tiddlers[t].title,tiddlers[t].title,false,false);
			break;
		case "modified":
			// sort descending for newest date first
			tiddlers.sort(function (a,b) {if(a['modified'] == b['modified']) return(0); else return (a['modified'] > b['modified']) ? -1 : +1; });
			var lastSection = "";
			for(var t = 0; t < tiddlers.length; t++) {
				var tiddler = tiddlers[t];
				var theSection = tiddler.modified.toLocaleDateString();
				if (theSection != lastSection) {
					theList.options[i++] = new Option(theSection,"",false,false);
					lastSection = theSection;
				}
				theList.options[i++] = new Option(indent+indent+tiddler.title,tiddler.title,false,false);
			}
			break;
		case "tags":
			var theTitles = {}; // all tiddler titles, hash indexed by tag value
			var theTags = new Array();
			for(var t=0; t<tiddlers.length; t++) {
				var title=tiddlers[t].title;
				var tags=tiddlers[t].tags;
				if (!tags || !tags.length) {
					if (theTitles["untagged"]==undefined) { theTags.push("untagged"); theTitles["untagged"]=new Array(); }
					theTitles["untagged"].push(title);
				}
				else for(var s=0; s<tags.length; s++) {
					if (theTitles[tags[s]]==undefined) { theTags.push(tags[s]); theTitles[tags[s]]=new Array(); }
					theTitles[tags[s]].push(title);
				}
			}
			theTags.sort();
			for(var tagindex=0; tagindex<theTags.length; tagindex++) {
				var theTag=theTags[tagindex];
				theList.options[i++]=new Option(theTag,"",false,false);
				for(var t=0; t<theTitles[theTag].length; t++)
					theList.options[i++]=new Option(indent+indent+theTitles[theTag][t],theTitles[theTag][t],false,false);
			}
			break;
		}
	theList.selectedIndex=selectedIndex;		  // select current control item
	if (theList.size<config.macros.importTiddlers.listsize) theList.size=config.macros.importTiddlers.listsize;
	if (theList.size>theList.options.length) theList.size=theList.options.length;
}
//}}}

// // re-entrant processing for handling import with interactive collision prompting
//{{{
function importTiddlers(startIndex)
{
	if (!config.macros.importTiddlers.inbound) return -1;

	var theList = document.getElementById('importList');
	if (!theList) return;
	var t;
	// if starting new import, reset import status flags
	if (startIndex==0)
		for (var t=0;t<config.macros.importTiddlers.inbound.length;t++)
			config.macros.importTiddlers.inbound[t].status="";
	for (var i=startIndex; i<theList.options.length; i++)
		{
		// if list item is not selected or is a heading (i.e., has no value), skip it
		if ((!theList.options[i].selected) || ((t=theList.options[i].value)==""))
			continue;
		for (var j=0;j<config.macros.importTiddlers.inbound.length;j++)
			if (config.macros.importTiddlers.inbound[j].title==t) break;
		var inbound = config.macros.importTiddlers.inbound[j];
		var theExisting = store.getTiddler(inbound.title);
		// avoid redundant import for tiddlers that are listed multiple times (when 'by tags')
		if (inbound.status=="added")
			continue;
		// don't import the "ImportedTiddlers" history from the other document...
		if (inbound.title=='ImportedTiddlers')
			continue;
		// if tiddler exists and import not marked for replace or merge, stop importing
		if (theExisting && (inbound.status.substr(0,7)!="replace") && (inbound.status.substr(0,5)!="merge"))
			return i;
		// assemble tags (remote + existing + added)
		var newTags = "";
		if (config.macros.importTiddlers.importTags)
			newTags+=inbound.getTags()	// import remote tags
		if (config.macros.importTiddlers.keepTags && theExisting)
			newTags+=" "+theExisting.getTags(); // keep existing tags
		if (config.macros.importTiddlers.addTags && config.macros.importTiddlers.newTags.trim().length)
			newTags+=" "+config.macros.importTiddlers.newTags; // add new tags
		inbound.set(null,null,null,null,newTags.trim());
		// set the status to 'added' (if not already set by the 'ask the user' UI)
		inbound.status=(inbound.status=="")?'added':inbound.status;
		// do the import!
		store.suspendNotifications();
		store.saveTiddler(inbound.title, inbound.title, inbound.text, inbound.modifier, inbound.modified, inbound.tags, inbound.fields, true, inbound.created);
                store.fetchTiddler(inbound.title).created = inbound.created; // force creation date to imported value (needed for TW2.1.x and earlier)
		store.resumeNotifications();
		}
	return(-1);	// signals that we really finished the entire list
}
//}}}

//{{{
function importStopped()
{
	var theList     = document.getElementById('importList');
	var theNewTitle = document.getElementById('importNewTitle');
	if (!theList) return;
	if (config.macros.importTiddlers.index==-1)
		importReport();		// import finished... generate the report
	else
		{
		// import collision... show the collision panel and set the title edit field
		document.getElementById('importCollisionPanel').style.display='block';
		theNewTitle.value=theList.options[config.macros.importTiddlers.index].value;
		}
}
//}}}

// // ''REPORT GENERATOR''
//{{{
function importReport(quiet)
{
	if (!config.macros.importTiddlers.inbound) return;
	// DEBUG alert('importReport: start');

	// if import was not completed, the collision panel will still be open... close it now.
	var panel=document.getElementById('importCollisionPanel'); if (panel) panel.style.display='none';

	// get the alphasorted list of tiddlers
	var tiddlers = config.macros.importTiddlers.inbound;
	// gather the statistics
	var count=0;
	for (var t=0; t<tiddlers.length; t++)
		if (tiddlers[t].status && tiddlers[t].status.trim().length && tiddlers[t].status.substr(0,7)!="skipped") count++;

	// generate a report
	if (count && config.options.chkImportReport) {
		// get/create the report tiddler
		var theReport = store.getTiddler('ImportedTiddlers');
		if (!theReport) { theReport= new Tiddler(); theReport.title = 'ImportedTiddlers'; theReport.text  = ""; }
		// format the report content
		var now = new Date();
		var newText = "On "+now.toLocaleString()+", "+config.options.txtUserName
		newText +=" imported "+count+" tiddler"+(count==1?"":"s")+" from\n[["+config.macros.importTiddlers.src+"|"+config.macros.importTiddlers.src+"]]:\n";
		if (config.macros.importTiddlers.addTags && config.macros.importTiddlers.newTags.trim().length)
			newText += "imported tiddlers were tagged with: \""+config.macros.importTiddlers.newTags+"\"\n";
		newText += "<<<\n";
		for (var t=0; t<tiddlers.length; t++) if (tiddlers[t].status) newText += "#[["+tiddlers[t].title+"]] - "+tiddlers[t].status+"\n";
		newText += "<<<\n";
		// update the ImportedTiddlers content and show the tiddler
		theReport.text	 = newText+((theReport.text!="")?'\n----\n':"")+theReport.text;
		theReport.modifier = config.options.txtUserName;
		theReport.modified = new Date();
                store.saveTiddler(theReport.title, theReport.title, theReport.text, theReport.modifier, theReport.modified, theReport.tags, theReport.fields);
		if (!quiet) { story.displayTiddler(null,theReport.title,1,null,null,false); story.refreshTiddler(theReport.title,1,true); }
	}

	// reset status flags
	for (var t=0; t<config.macros.importTiddlers.inbound.length; t++) config.macros.importTiddlers.inbound[t].status="";

	// mark document as dirty and let display update as needed
	if (count) { store.setDirty(true); store.notifyAll(); }

	// always show final message when tiddlers were actually loaded
	if (count) displayMessage(config.macros.importTiddlers.importedMsg.format([count,tiddlers.length,config.macros.importTiddlers.src.replace(/%20/g," ")]));
}
//}}}

// // File and XMLHttpRequest I/O
//{{{
config.macros.importTiddlers.fileExists=function(theFile) {
	var found=false;
	// DEBUG: alert('testing fileExists('+theFile+')...');
	if(window.Components) {
		try { netscape.security.PrivilegeManager.enablePrivilege("UniversalXPConnect"); }
		catch(e) { return false; } // security access denied
		var file = Components.classes["@mozilla.org/file/local;1"].createInstance(Components.interfaces.nsILocalFile);
		try { file.initWithPath(theFile); }
		catch(e) { return false; } // invalid directory
		found = file.exists();
	}
	else { // use ActiveX FSO object for MSIE 
		var fso = new ActiveXObject("Scripting.FileSystemObject");
		found = fso.FileExists(theFile)
	}
	// DEBUG: alert(theFile+" "+(found?"exists":"not found"));
	return found;
}

config.macros.importTiddlers.loadRemoteFile = function(src,callback,quiet) {
	if (src==undefined || !src.length) return null; // filename is required
	if (!quiet) clearMessage();
	if (!quiet) displayMessage(this.openMsg.format([src.replace(/%20/g," ")]));
	if (src.substr(0,5)!="http:" && src.substr(0,5)!="file:") { // if src is relative (i.e., not a URL)
		if (!this.fileExists(src)) { // if file cannot be found, might be relative path.. try fixup
			var pathPrefix=document.location.href;  // get current document path and trim off filename
			var slashpos=pathPrefix.lastIndexOf("/"); if (slashpos==-1) slashpos=pathPrefix.lastIndexOf("\\"); 
			if (slashpos!=-1 && slashpos!=pathPrefix.length-1) pathPrefix=pathPrefix.substr(0,slashpos+1);
			src=pathPrefix+src;
			if (pathPrefix.substr(0,5)!="http:") src=getLocalPath(src);
		}
	}
	if (src.substr(0,5)!="http:" && src.substr(0,5)!="file:") { // if not a URL, read from local filesystem
		var txt=loadFile(src);
		if ((txt==null)||(txt==false)) // file didn't load
			{ if (!quiet) displayMessage(config.macros.importTiddlers.openErrMsg.format([src.replace(/%20/g," "),"(filesystem error)"])); }
		else {
			if (!quiet) displayMessage(config.macros.importTiddlers.readMsg.format([txt.length,src.replace(/%20/g," ")]));
			if (callback) callback(true,quiet,convertUTF8ToUnicode(txt),src,null);
		}
	}
	else {
		var xhr=loadRemoteFile(src,callback,quiet);
		if (!quiet && !xhr) displayMessage(config.macros.importTiddlers.openErrMsg.format([src,"(XMLHTTPRequest error)"]));
	}
}

config.macros.importTiddlers.readTiddlersFromHTML=function(html)
{
	var remoteStore=new TiddlyWiki();
	remoteStore.importTiddlyWiki(html);
	return remoteStore.getTiddlers("title");	
}
//}}}
This tiddler incorporates the ImportedTiddlers tiddler that is automatically created by the ImportTiddlersPlugin macro, and that provides a cumulativee log of tiddlers imported from other TiddyWiki pages.

<<tiddler ImportedTiddlers>>'
On 2007.09.21 - Friday, September 21 11:58:10 AM, Webster imported 13 tiddlers from
[[T:\peacecaucus.net\index.20070919.2113110086.html|T:\peacecaucus.net\index.20070919.2113110086.html]]:
<<<
#[[AR3-Synthesis: Nine policy-relevant questions]] - replaces AR3-Synthesis: Nine policy-relevant questions - 3/19/2007 22:35:00 by YourName
#[[IPCC AR3: Question 9]] - added
#[[IPCC AR3: Question 8]] - added
#[[IPCC AR3: Question 7]] - added
#[[IPCC AR3: Question 6]] - added
#[[IPCC AR3: Question 5]] - added
#[[IPCC AR3: Question 4]] - added
#[[IPCC AR3: Question 3]] - added
#[[IPCC AR3: Question 2]] - added
#[[IPCC AR3: Question 1]] - added
#[[ar3-synthesis-q]] - added
#[[ar3-synthesis]] - added
#[[AR3-Synthesis: Foreword]] - replaces AR3-Synthesis: Foreword - 3/19/2007 22:14:00 by YourName
<<<

----
On 2007.09.19 - Wednesday, September 19 6:54:43 PM, Webster imported 50 tiddlers from
[[T:\peacecaucus.net\index.htm|T:\peacecaucus.net\index.htm]]:
<<<
#[[Intergovernmental Panel on Climate Change]] - replaces Intergovernmental Panel on Climate Change - 4/10/2007 15:18:00 by Webster
#[[Climate Change 2007: Climate Change Impacts, Adaptation and Vulnerability: Report of Working Group II]] - added
#[[ipcc-ar4]] - added
#[[Climate Change 2007: IPCC Fourth Assessment Report]] - added
#[[ipcc-ar4-wg3]] - added
#[[ipcc-ar4-wg2]] - added
#[[ipcc-ar4-wg1]] - added
#[[Climate Change 2007: The Physical Science Basis of Climate Change]] - added
#[[tag]] - added
#[[Climate Change Impacts, Adaptation and Vulnerability]] - replaces Climate Change Impacts, Adaptation and Vulnerability - 4/18/2007 01:58:00 by Webster
#[[Climate Change 2007: Synthesis. Outline of Topics]] - added
#[[Climate Change 2007: Mitigation of Climate Change. Report of Working Group III]] - added
#[[iframe template]] - replaces iframe template - 9/14/2007 17:04:00 by Webster
#[[Networking Sub-Committee's Google Group]] - added
#[[Networking Sub-Committee]] - replaces Networking Sub-Committee - 8/2/2007 10:10:00 by Peace Caucus
#[[Subscribe to the TiddlyWiki Google Group]] - replaces Subscribe to the TiddlyWiki Google Group - 9/18/2007 19:47:52 by Webster
#[[Subscribe to the NGO Committee on Education Google Group]] - replaces Subscribe to the NGO Committee on Education Google Group - 9/18/2007 22:09:58 by Webster
#[[Google Groups]] - added
#[[Climate Change 2.0 - Elements]] - replaces Climate Change 2.0 - Elements - 9/18/2007 22:42:42 by Webster
#[[arctic]] - added
#[[melting ice]] - added
#[[Economics of Climate Change: The Stern Review]] - replaces Economics of Climate Change: The Stern Review - 3/29/2007 14:22:00 by Webster
#[[Rescuing a Planet Under Stress and a Civilization in Trouble: Plan B 2.1 (beta)]] - replaces Rescuing a Planet Under Stress and a Civilization in Trouble: Plan B 2.1 (beta) - 6/22/2007 19:08:00 by wbster
#[[tiddlywikiperfect]] - added
#[[TiddlyWikiPerfect: An emerging hybrid information species]] - added
#[[Subscribe to the Information Ecology Yahoo! Group]] - replaces Subscribe to the Information Ecology Yahoo! Group - 9/17/2007 16:27:00 by Peace Caucus
#[[60th Annual DPI/NGO Conference]] - replaces 60th Annual DPI/NGO Conference - 8/31/2007 11:45:00 by Webster
#[[dpingo60]] - added
#[[IPCC Third Assessment Review]] - replaces IPCC Third Assessment Review - 3/15/2007 10:16:00 by Information Habitat
#[[ViewTemplate]] - replaces ViewTemplate - 3/8/2007 01:10:00 by Information Habitat
#[[Refresh macro]] - added
#[[Climate Change Summer Picasa web albums]] - added
#[[ipcc-ar3]] - added
#[[dacc]] - added
#[[Climate Change 2.0 - The Vision]] - replaces Climate Change 2.0 - The Vision - 9/17/2007 14:27:00 by Peace Caucus
#[[convention]] - added
#[[html tag]] - added
#[[iframe]] - added
#[[convention of war]] - added
#[[Climate Change 2.0 - The Manhattan Connection]] - replaces Climate Change 2.0 - The Manhattan Connection - 9/17/2007 14:26:00 by Peace Caucus
#[[60th Annual DPI/NGO Conference Declaration:  Climate Change Threats - An NGO Framework for Action]] - replaces 60th Annual DPI/NGO Conference Declaration:  Climate Change Threats - An NGO Framework for Action - 9/14/2007 17:57:00 by Webster
#[[Site Map example]] - added
#[[Climate Change 2.0]] - replaces Climate Change 2.0 - 9/17/2007 14:24:00 by Peace Caucus
#[[siteMap plugin macro]] - replaces siteMap plugin macro - 5/2/2006 16:04:00 by Simon Baird
#[[Hover Menu]] - added
#[[HoverMenu]] - replaces HoverMenu - 6/16/2007 13:07:00 by wbster
#[[User Options]] - replaces User Options - 2/23/2007 18:22:00 by NGO Committee on Education
#[[Administrative Menu]] - replaces Administrative Menu - 9/18/2007 22:46:00 by Webster
#[[Download this web site]] - added
#[[Setup Menu]] - replaces Setup Menu - 7/8/2007 17:48:00 by webster
<<<

----
On 2007.09.19 - Wednesday, September 19 1:01:56 AM, Webster imported 4 tiddlers from
[[T:\peacecaucus.net\index.htm|T:\peacecaucus.net\index.htm]]:
<<<
#[[Administrative Menu]] - replaces Administrative Menu - 6/21/2007 11:42:00 by wbster
#[[FeedBlitz]] - added
#[[RSS feeds]] - added
#[[Grandpa Ruh's FeedBlitz subscriptions]] - added
<<<

----
On 2007.09.18 - Tuesday, September 18 9:16:09 AM, Webster imported 16 tiddlers from
[[T:\peacecaucus.net\index.htm|T:\peacecaucus.net\index.htm]]:
<<<
#[[Subscribe to the NGO Committee on Education Google Group]] - added
#[[Subscribe to the Peace Caucus Yahoo! Group]] - added
#[[Subscribe to Climate Change News Feeds]] - added
#[[Subscribe to the TiddlyWiki Google Group]] - added
#[[Subscribe to the Information Ecology Yahoo! Group]] - added
#[[Subscribe to the Climate Change 2.0 Google Group]] - added
#[[ENMOD Convention]] - added
#[[Convention on the Prohibition of Military or Any Other Hostile Use of Environmental Modification Techniques]] - added
#[[MainMenu]] - skipped after asking
#[[Climate Change 2.0 - The Vision]] - replaces Climate Change 2.0 - The Vision - 4/5/2007 19:59:00 by Webster
#[[Climate Change 2.0 - Talking Points]] - replaces Climate Change 2.0 - Talking Points - 6/14/2007 19:12:00 by wbster
#[[Climate Change 2.0 - The Manhattan Connection]] - replaces Climate Change 2.0 - The Manhattan Connection - 4/5/2007 14:18:00 by Webster
#[[Climate Change 2.0 - Elements]] - replaces Climate Change 2.0 - Elements - 9/12/2007 14:20:00 by Webster
#[[Climate Change 2.0]] - replaces Climate Change 2.0 - 9/13/2007 12:36:00 by Webster
#[[Climate Change 2.0 - Information Ecology of Climate Change]] - replaces Climate Change 2.0 - Information Ecology of Climate Change - 4/3/2007 00:18:00 by Webster
#[[Climate Change 2.0 - A Holistic Approach]] - replaces Climate Change 2.0 - A Holistic Approach - 6/7/2007 13:08:00 by wbster
#[[A Spiritual Declaration on Climate Change]] - added
<<<

----
On 2007.09.14 - Friday, September 14 6:03:42 PM, Webster imported 4 tiddlers from
[[T:\peacecaucus.net\INDEX.HTM|T:\peacecaucus.net\INDEX.HTM]]:
<<<
#[[Declaration on Climate Change and Gender Equality]] - added
#[[Sydney APEC Leaders' Declaration on Climate Change, Energy Security and Clean Development]] - replaces Sydney APEC Leaders' Declaration on Climate Change, Energy Security and Clean Development - 9/14/2007 14:13:00 by Webster
#[[60th Annual DPI/NGO Conference Declaration:  Climate Change Threats - An NGO Framework for Action]] - replaces 60th Annual DPI/NGO Conference Declaration:  Climate Change Threats - An NGO Framework for Action - 9/14/2007 15:32:00 by Webster
#[[High-Level Event on Climate Change, September 24, 2007]] - added
<<<

----
On 2007.09.14 - Friday, September 14 5:17:40 PM, Webster imported 1 tiddler from
[[T:\peacecaucus.net\INDEX.HTM|T:\peacecaucus.net\INDEX.HTM]]:
<<<
#[[Our Common Future]] - added
#[[Our Common Future - Google site search @ www.UN-documents.net]] - skipped after asking
#[[Our Common Future: Bibliographic Information: UNBISnet]] - skipped after asking
#[[Our Common Future: Bibliographic information]] - skipped after asking
#[[Our Common Future: Table of Contents]] - skipped after asking
#[[Our Common Future: United Nations Information]] - skipped after asking
#[[Oxford University Press on Our Common Future]] - skipped after asking
<<<

----
On 2007.09.14 - Friday, September 14 5:15:32 PM, Webster imported 3 tiddlers from
[[T:\peacecaucus.net\INDEX.HTM|T:\peacecaucus.net\INDEX.HTM]]:
<<<
#[[UN Framework Convention on Climate Change: Article 2: Objective]] - added
#[[UN Framework Convention on Climate Change: Article 3: Principles]] - added
#[[United Nations Framework Convention on Climate Change]] - added
<<<

----
On 2007.09.14 - Friday, September 14 5:12:21 PM, Webster imported 31 tiddlers from
[[T:\peacecaucus.net\INDEX.HTM|T:\peacecaucus.net\INDEX.HTM]]:
<<<
#[[iframe template]] - replaces iframe template - 6/16/2007 14:46:00 by wbster
#[[Sustainable Development]] - replaces Sustainable Development - 6/16/2007 16:10:00 by wbster
#[[Convention on Biological Diversity]] - added
#[[Information and Communications Sub-Committee]] - replaces Information and Communications Sub-Committee - 3/19/2007 13:17:00 by Information Habitat
#[[Conference Of NGOs]] - replaces Conference Of NGOs - 4/23/2007 16:50:00 by Webster
#[[View ColorPalette]] - replaces View ColorPalette - 6/20/2007 15:39:00 by wbster
#[[Templates for Light & Colour Cubes]] - replaces Templates for Light & Colour Cubes - 4/7/2007 13:28:00 by Webster
#[[NGO Committee on Education]] - replaces NGO Committee on Education - 6/11/2007 13:53:00 by wbster
#[[UN Climate Change Conference in Bali]] - added
#[[NGO/DPI Executive Committee]] - added
#[[60th Annual DPI/NGO Conference Declaration:  Climate Change Threats - An NGO Framework for Action]] - added
#[[60th Annual DPI/NGO Conference Declaration: Process]] - added
#[[Formatting Tiddlers]] - replaces Formatting Tiddlers - 4/7/2007 13:46:00 by Webster
#[[Sydney APEC Leaders' Declaration on Climate Change, Energy Security and Clean Development]] - added
#[[Sydney APEC Leaders' Declaration on Climate Change, Energy Security and Clean Development: Annex]] - added
#[[High-Level Event of Climate Change, September 24, 2007]] - added
#[[Climate Change 2.0]] - replaces Climate Change 2.0 - 4/18/2007 02:11:00 by Webster
#[[Climate Change 2.0 - Elements]] - replaces Climate Change 2.0 - Elements - 7/8/2007 17:02:00 by webster
#[[United Nation Climate Change Portal]] - added
#[[New York City: Animation of sea-level rise]] - added
#[[Recent Tiddlers]] - replaces Recent Tiddlers - 6/22/2007 19:15:00 by wbster
#[[UN Documents Cooperation Circles: Gathering a Body of Global Agreements]] - replaces UN Documents Cooperation Circles: Gathering a Body of Global Agreements - 3/14/2007 13:02:00 by Information Habitat
#[[The Habitat Agenda]] - added
#[[Istanbul Declaration on Human Settlements]] - added
#[[Key Documents on Education for Sustainable Development]] - replaces Key Documents on Education for Sustainable Development - 4/18/2007 23:46:00 by Webster
#[[Earth Summit Agreements]] - added
#[[United Nations Forum on Forests]] - added
#[[Non-legally binding authoritative statement of principles for a global consensus on the management, conservation and sustainable development of all types of forests]] - added
#[[60th Annual DPI/NGO Conference]] - replaces 60th Annual DPI/NGO Conference - 4/23/2007 16:50:00 by Webster
#[[Convention against Torture and Other Cruel, Inhuman or Degrading Treatment or Punishment]] - added
#[[Acknowledgment: Software contributions]] - added
<<<

----
On 2007.04.25 - Wednesday, April 25 9:24:42 AM, Webster imported 1 tiddler from
[[T:\tiddlytools.com\index.htm|T:\tiddlytools.com\index.htm]]:
<<<
#[[TagCloudPlugin]] - added
<<<

----
On 2007.04.18 - Wednesday, April 18 11:55:44 PM, Webster imported 2 tiddlers from
[[T:\climate-change-two.net\ar4-wg2-spm\index.htm|T:\climate-change-two.net\ar4-wg2-spm\index.htm]]:
<<<
#[[60th Annual DPI/NGO Conference]] - added
#[[DPI/NGO Conference Planning Committee]] - added
<<<

----
On 2007.04.18 - Wednesday, April 18 2:14:01 AM, Webster imported 1 tiddler from
[[T:\climate-change-two.net\ar4-wg2-spm\index.htm|T:\climate-change-two.net\ar4-wg2-spm\index.htm]]:
<<<
#[[Networking Sub-Committee]] - added
<<<

----
On 2007.04.18 - Wednesday, April 18 2:06:11 AM, Webster imported 1 tiddler from
[[T:\climate-change-two.net\ar4-wg2-spm\index.htm|T:\climate-change-two.net\ar4-wg2-spm\index.htm]]:
<<<
#[[Welcome]] - added
<<<

----
On 2007.04.18 - Wednesday, April 18 1:57:25 AM, Webster imported 1 tiddler from
[[T:\climate-change-two.net\ar4-wg2-spm\index.htm|T:\climate-change-two.net\ar4-wg2-spm\index.htm]]:
<<<
#[[Intergovernmental Panel on Climate Change]] - added
<<<

----
On 2007.04.18 - Wednesday, April 18 1:23:18 AM, Webster imported 1 tiddler from
[[T:\climate-change-two.net\ar4-wg2-spm\index.htm|T:\climate-change-two.net\ar4-wg2-spm\index.htm]]:
<<<
#[[Climate Change 2.0 - Elements]] - replaces Climate Change 2.0 - Elements - 4/5/2007 14:17:00 by Webster
<<<

----
On 2007.04.18 - Wednesday, April 18 1:22:25 AM, Webster imported 1 tiddler from
[[T:\climate-change-two.net\ar4-wg2-spm\index.htm|T:\climate-change-two.net\ar4-wg2-spm\index.htm]]:
<<<
#[[Setup Menu]] - replaces Setup Menu - 4/5/2007 12:47:00 by Webster
<<<

----
On 2007.03.17 - Saturday, March 17 5:33:38 PM, Information Habitat imported 5 tiddlers from
[[T:\tw.lewcid.org\sandbox\index.htm|T:\tw.lewcid.org\sandbox\index.htm]]:
<<<
#[[ExternalLinkPreviewPlugin]] - added
#[[InlineSlidersPlugin]] - added
#[[MultiRssPlugin]] - added
#[[TiddlerPreviewsPlugin]] - added
#[[contentFooter]] - added
<<<

----
On 2007.03.11 - Sunday, March 11 8:26:15 PM, Information Habitat imported 3 tiddlers from
[[T:\ngo-education.net\climate-change\index.htm|T:\ngo-education.net\climate-change\index.htm]]:
<<<
#[[Climate Change]] - added
#[[Included TiddlyWikis]] - added
#[[SideBarTabs]] - added
<<<

----
On 2007.03.11 - Sunday, March 11 8:07:16 PM, Information Habitat imported 2 tiddlers from
[[T:\ngo-education.net\climate-change\index.htm|T:\ngo-education.net\climate-change\index.htm]]:
<<<
#[[DataPerfect]] - skipped after asking
#[[IncludeList]] - added
#[[include]] - added
<<<

----
On 2007.03.08 - Thursday, March 08 7:08:32 AM, Information Habitat imported 2 tiddlers from
[[T:\ngo-education.net\workshop\index.htm|T:\ngo-education.net\workshop\index.htm]]:
<<<
#[[Armenian Assembly of America]] - added
#[[Earthwatch Institute]] - added
<<<

----
On 2007.03.08 - Thursday, March 08 2:48:41 AM, Information Habitat imported 12 tiddlers from
[[T:\ngo-education.net\challenge\index.htm|T:\ngo-education.net\challenge\index.htm]]:
<<<
#[[Educating for tomorrow’s world]] - added
#[[Formatting Text]] - added
#[[Formatting Tiddlers]] - added
#[[Headings & Outlines]] - added
#[[Imported Tiddlers]] - added
#[[International Implementation Scheme - UNESCO]] - added
#[[Plugin Macros]] - added
#[[Software Contributions]] - added
#[[Templates & Stylesheets]] - added
#[[Tiddlers]] - added
#[[TiddlyPerfect]] - added
#[[Vision & Definition of ESD]] - skipped after asking
#[[Youth Challenge]] - added
<<<

----
On 2007.03.07 - Wednesday, March 07 11:04:21 PM, Information Habitat imported 1 tiddler from
[[T:\ngo-education.net\climate-change\index.htm|T:\ngo-education.net\climate-change\index.htm]]:
<<<
#[[StyleSheetColors]] - replaces StyleSheetColors - 1/20/2007 18:45:00 by Robert Pollard
<<<

----
On 2007.03.07 - Wednesday, March 07 6:27:55 AM, Information Habitat imported 14 tiddlers from
[[T:\ngo-education.net\challenge\index.htm|T:\ngo-education.net\challenge\index.htm]]:
<<<
#[[57/254. United Nations Decade of Education for Sustainable Development]] - added
#[[58/219. United Nations Decade of Education for Sustainable Development]] - added
#[[59/237. United Nations Decade of Education for Sustainable Development]] - added
#[[Declaration of the Tbilisi Intergovernmental Conference on Environmental Education]] - added
#[[Declaration of the United Nations Conference on the Human Environment]] - added
#[[Key Documents on Education for Sustainable Development]] - added
#[[Millennium Development Goals]] - added
#[[StyleSheetColors]] - replaces StyleSheetColors - 2/25/2007 15:26:00 by Information Habitat
#[[StyleSheetLayout]] - replaces StyleSheetLayout - 12/26/2006 14:38:00 by Grandpa Ruh
#[[Sustainable Development]] - added
#[[The Talloires Declaration]] - added
#[[UN Decade of Education for Sustainable Development]] - replaces UN Decade of Education for Sustainable Development - 11/6/2006 10:22:00 by GrandpaRuh
#[[User Options]] - replaces User Options - 12/26/2006 11:26:00 by Grandpa Ruh
#[[Vision & Definition of ESD]] - added
<<<
/***
|''Name:''|abego.IncludePlugin|
|''Version:''|1.0.0 (2007-02-08)|
|''Type:''|plugin|
|''Source:''|http://tiddlywiki.abego-software.de/#IncludePlugin|
|''Author:''|Udo Borkowski (ub [at] abego-software [dot] de)|
|''Documentation:''|[[IncludePlugin Documentation|http://tiddlywiki.abego-software.de/#%5B%5BIncludePlugin%20Documentation%5D%5D]]|
|''Community:''|([[del.icio.us|http://del.icio.us/post?url=http://tiddlywiki.abego-software.de/index.html%23IncludePlugin]]) ([[Support|http://groups.google.com/group/TiddlyWiki]])|
|''Copyright:''|&copy; 2007 [[abego Software|http://www.abego-software.de]]|
|''Licence:''|[[BSD open source license (abego Software)|http://www.abego-software.de/legal/apl-v10.html]]|
|''~CoreVersion:''|2.1.3|
|''Browser:''|Firefox 1.5.0.9 or better; Internet Explorer 6.0|
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/***
This plugin's source code is compressed (and hidden). Use this [[link|http://tiddlywiki.abego-software.de/archive/IncludePlugin/Plugin-Include-src.1.0.0.js]] to get the readable source code.
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//%/
Though the use of the {{{<<include>>}}} macro from the IncludePlugin, tiddlers from the following sites are directly accessible from within this TiddlyWiki page.

<<include "workshop/index.htm">>
<<include "stern-review/index.htm">>
<<include "challenge/index.htm">>
<<include "plan-b/index.htm">>
<<include "http://www.un-documents.net/un-docs.htm">>
<<includeState>>
@@font-size:90%;''Note'': [[Click here to view this page in a separate browser tab or window|http://bluedot.us/users/Information-Ecologist]]@@
<html>
<iframe
	style="
		background-color:#ffffff; 
		border-color:#ffffff;
		border:none;"
	width = "800"
	height = "1000"
	frameborder = "0"
	scrolling = "yes"
	src = "http://bluedot.us/users/Information-Ecologist"
	title = "Information Ecologist @ BlueDot"'>
</iframe> </html>
''Information ecology'' is a holistic life science for a knowledge-based universe - based on the concept of information and information systems as evolving life forms whose behaviour can best be understood by considering the nature and dynamics of information ecosystems in conjunction with an appreciation of the fundamental nature and properties of information and of a knowledge-based universe and the premise of the existence of 'one light in all of creation'.
!!Properties of information
Information has:
* has zero mass
* has zero physical size 
* takes virtually zero time to travel
* enables common access to properties of the whole
!!Principles of information
* value is enhanced by intelligent organization
* flow is enhanced by intelligent networks
* management is enhanced by intelligent protocols
* understanding is enhanced by intelligent practice 
From the perspective of economics, the virtually zero marginal cost of information has profound significance, and, in conjunction with the progressive evolution of information and communications technology has given rise to the accelerating development and adoption of open source software, the emergence of a rapidly-growing information commons in the broader context of a cascading global transition to a knowledge-based universe. 

This transition represents no less than an inexorable and progressive transition to a profound new, stable ''Nash equilibrium'' for economic behaviour in which the intelligent adoption of information systems and strategies is the critical factor, accompanied by the emergence of a radically new form of ''free market economics'' for information in which the free exchange of information is free of monetary constraints.

The concept of "information ecology" has been gaining increasing recognition and usage - e.g. see <<wikipedia "Information ecology">> in Wikipedia. The framework for information ecology that underlies TiddlyPerfect has been progressively developed by [[Information Habitat: Where Information Lives]], an Non-Governmental Organization in Special Consultative Status with the UN Economic and Social Council, in the course of Information Habitat's support and promotion of broad-based participation and access to and exchnage of information in the series of UN global conferences beginning with preparations for the 1992 Earth Summit, held in Rio de Janeiro, Brazil. through the 1996 Habitat II conference in Istanbul and in the follow-up to these and related conferences.
> From [[Towards Earth Summit II: Recommendations for Actions and Commitments at Earth Summit II|http://habitat.igc.org/csdngo/1997/es2ngo1.html]], June 1997
!!!Information Ecology
''We call for'': A major commitment to analyze and explore the opportunities and implications of the rapidly evolving "information and communication ecosystem" and to identify critical information ecology issues relating to sustainability. We call for the design and establishment of, and support for participatory enabling environments - from community and interlocal networks to national and global frameworks - within which information and communications technologies, systems and processes - including traditional and non-electronic forms - can facilitate a transition to more open, equitable and sustainable communities and society.

''Implementation'': The Commission on Sustainable Development - CSD - should convene an Ad Hoc, Open-Ended Working Group on Information Ecology - with participation of non-governmental organizations as well as of member states and from within United Nations agencies, programmes and centres. The mandate of the Working Group should include the following:
* to conduct a systematic review of the opportunities and implications for sustainability and equity of an ecologically sound approach to information flow;
* to identify and address critical sustainability issues from a whole systems, full life-cycle costs, perspective regarding the transition from a predominantly material to an increasingly digital economy - including resource and capital cost implications.
* to examine the development of effective mechanisms to support access to and transfer of ecologically and socially sound technologies;
* to identify and address actual and prospective, direct and indirect economic, cultural, social and environmental impacts of the introduction of information technology;
* to consider how information and communication technology can be used to strengthen effective community-based, participatory planning, decision-making and implementation processes relating to sustainability and equitable development, focussing on the use of information exchange mechanisms that are accessible at a grassroots level;
* to examine the destabilizing potentials of modern information, communication and automation technologies, and to develop provisions to prevent the undermining of traditional and sustainable cultures and practices, or the jeopardizing of human, economic, social cultural and political rights;
* to undertake an examination of the evolving information ecosystem in terms of equitable access to information in the North and the South, addressing intellectual property rights, trends towards concentration of ownership and control in information and communication technology and electronic media, access to information and communication infrastructure, and democratic, participatory processes, rights and freedoms;
* to review, in the light of the rapidly increasing proportion of capital formation that is in the realm of intellectual property, and the need for development strategies that enable access to information and communication infrastructure as a critical means of enabling access to resources;
* to set in process the design of a comprehensive sustainability information and communication environment. This should be designed to facilitate partnership-based integrative coordination of monitoring and implementation of the agreements of the "Rio cluster" series of global conferences;
''Rationale'': The evolution of information and communication technology - the progressive emergence of an "information age" - has been dramatic in the five years since the first Earth Summit. The integrative power of information technology is increasingly clear, as is its progressively growing capacity to model and map the properties of whole systems, however, the pursuit of a specific trend in technology can become unsustainable. Meanwhile, the increasing scale and role of information and communication technology in the global economy and the increasing impact of automation, the rapid growth in both access and inequities in access confirm that the implications of information technology extend far beyond the role envisioned in [[Chapter 40 of Agenda 21 |http://www.un-documents.net/a21-40.htm]] as a support system for decision-makers and require comprehensive re-assessment by the CSD.
''Information Habitat: Where Information Lives'' - an ''NGO in Consultative Status with the United Nations Economic and Social Council'' - was founded in May 1990 in the context of preparations for the 1992 Earth Summit, held in Rio de Janeiro, Brazil. Information Habitat has focused on the transformative opportunties of information and communications technology (ICT) in support of broad-based participation of ~NGOs in the work of the United Nations, and the critical role of ICT in offering a path towards sustainable development.

For more information on Information Habitat, visit http://www.information-habitat.net
The principal focus of the ''Information and Communications ~Sub-Committee'' of the [[NGO Committee on Education]] has been the development and implementation of a [[Creative Commons]], [[Free and Open Source]] collaborative learning framework designed to mobilize the powers and freedoms of an evolving knowledge-based universe
!! Membership
''Chair''
* [[Robert Pollard]], [[Information Habitat: Where Information Lives]]
''Members''
* [[Daphne Cohen]], [[International Humanist and Ethical Union]]
* [[Joe Friendly]], [[Truth for a Change]]
* [[Avy Gonzales]], [[Tutor.com]]
* [[Judith Lantigua]], [[Information Habitat: Where Information Lives]]
* [[Kathleen Quain]], [[Foundation for Health and the Environment]]
* [[Charles Vasquez]], [[Pace University]]
''Ex-officio Members''
* [[Faye Feller|Faye C. Feller]], [[National Association of Women for the Arts]]
* [[Diane Paravazian]], [[World Association of Girl Guides & Girl Scouts]]
''Strategic Partners''
* [[Dolly Nielsen]], [[Metro City Media ]]
* [[Marc Wishengrad]], [[Healing World Foundation]]
''Senior Advisors''
* [[Barbara Ann O'Leary]], [[Authenticity]]
* [[Anthony Judge]], [[Union of International Associations]] (retired)
!! Web sites
* [[NGO Committee on Education]] - [[www.ngo-education.net/|http://www.ngo-education.net/]]
** [[Education, Youth & Technology for Sustainable Development]] - [[www.ngo-education.net/workshop/|http://www.ngo-education.net/workshop/]]
* [[UN Documents Cooperation Circles: Gathering a Body of Global Agreements]] - [[www.un-documents.net/|http://www.un-documents.net/]]
** [[Our Common Future]] - [[www.un-documents.net/wced-ocf.htm|http://www.un-documents.net/wced-ocf.htm]]
* [[Climate Change 2.0]] - [[www.climate-change-two.net/|http://www.climate-change-two.net/]]
** [[The Wealth of Networks: How Social Production Transforms Markets and Freedom]] - [[www.climate-change-two.net/wealth-of-networks/|http://www.climate-change-two.net/wealth-of-networks/]]
** [[Economics of Climate Change: The Stern Review]] - [[www.climate-change-two.net/stern-review/|http://www.climate-changetwo.net/stern-review/]]
** [[Rescuing a Planet Under Stress and a Civilization in Trouble: Plan B 2.1 (beta)]] - [[www.climate-change-two.net/plan-b/|http://www.climate-change-two.net/plan-b/]]
** [[Climate Change Summer]] - [[www.climate-change-summer.net/|http://www.climate-change-summer.net/]]
** [[Peace Caucus: The Wild Cards in Climate Change]] - [[www.peacecaucus.net/|http://www.peacecaucus.net/]]
* [[TiddlyWikiPerfect: An emerging hybrid information species]] - [[www.tiddlywikiperfect.net/|http://www.tiddlywikiperfect.net/]]
* [[Gandhi-King Season for Nonviolence]] - [[www.gandhi-king-season.net/|http://www.gandhi-king-season.net/]]
* [[Seasons of Peace Cooperation Circles]] - [[www.seasons-of-peace.net/|http://www.seasons-of-peace.net/]]
* [[Twin Light & Colour Cubes]] - [[www.peace-cubes.net/|http://www.peace-cubes.net/]]
!! ''E-mail lists''
** [[ngo-education@googlegroups.com]]
** [[climate-chsnge-two@googlegroups.com]]
** [[ngo-networking@googlegroups.com]]
** [[information-ecology@yahoogroups.com]]
A central concept in [[Climate Change 2.0]] is a focus on climate change //information ecosystems// - a focus that has grown out of the evolving holistic discipline of [[information ecology|Information ecology]] as developed and practiced by [[Information Habitat: Where Information Lives]] in the course of participation of [[NGOs|Non-governmental organizations]] in the work of the United Nations, beginning with the early stages of preparation for the 1992 Earth Summit and based on an appreciation of the.

Information ecology has been conceived as a holistic, ecological life science based on observation of the nature and properties of an information- and knowledge-based universe that is perceived and understood as a multi-level "nested" and networked ecosystem.

In the science of ecology, the key components of ecosystems are specimens, species and habitats, within which food and food chain, territory, behaviour, intelligence, adaptability, evolution,  and relationships are key elements and processes. In an information ecosystem, the corresponding components are [[information specimens|Information specimens]], [[information species|Information species]] and [[information habitats|Information habitats]]; information - specimens, species and habitats - forms the basis of food and food chains and the same key elements and processes in ecology are also relevant.

A vital distinction between information ecosystems and "real world" ecosystems derives from key "zero-based' properties of information. Specifically:
* Information has zero mass;
* Information has zero physical size.
Historically the behaviour of information specimens had been constrained by the material properties of information habitats - e.g. libraries, books, etc. - however, through progressive advances in information and communications technology,
* Information can travel in virtually zero time.
By virtue of its zero mass and zero physical size, and the unfolding powers of information technology. the behaviour of information is essentially free from the constraints of the laws of conservation of mass and energy, and the marginal cost of reproducing information is virtually zero. The economic implications of the //zero marginal cost// of information are profound.

Any entity, process, structure or phenomenon that exists can be represented as an information specimen and a member of one or more information species. A preliminary framework is under development of a [[taxonomy of information species]], in a framework modeled on the Linnaean taxonomy.

In an information ecosystem:
* An information specimen is also an information habitat
** As an information habitat, it contains one or information specimens - including the specimen's relationships with other information specimens and information habitats. //Examples// +++
* ''Business card'': Your business cards - and those you collect from colleagues, associates, clients, etc. - are information specimens, each of which serves as a habitat for a set of information specimens such as: name, role, affiliation, a logo, address, phone & fax numbers, email address and URL. The business card as a habitat also contains a relationship with memories of  the "human information specimen" - person who is rep[resented by the business card.
* ''Climate Change 2007: Fourth Assessment Report'': This example of a far more complex nested information specimen - the consideration, analysis, treatment and morphology of which play a key role in [[Climate Change 2.0]] - contains the reports of each of the three IPCC Working Groups and a Synthesis Report, with each Report contains a cover page. authors, editors, bibliographic information, "front matter", chapters, annexes, etc; each chapter in turn contains multiple sections, that in turn contain paragraphs, sentences, figures - photos, charts, maps, etc - tables, boxes, footnotes, references, each of which in turn contains information specimens - consider, for example the authors, maps, charts or references - and on and on. The relationships of the Fourth Assessment Report include an extensive set of prior relationships with the previous three assessment reports from the IPCC, that in turn embody relationships with a myriad of observations and measurements of geophysical, biological, economic and social phenomena  observations and measurements of climate change, observations and measurements that in turn  See [[Anatomy of Climate Change 2007]] for more details.
* ''A smile'': An easier example?
===

* Each information specimen "lives" within one or more [[information habitats]]
* The smallest information specimen is the empty, or null specimen - that can also be described as the ''singular information specimen''.
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> From [[Towards Earth Summit II: Recommendations for Actions and Commitments at Earth Summit II|http://habitat.igc.org/csdngo/1997/es2ngo1.html]], June 1997
!!!Integrated Monitoring Frameworks
''We call for'': The establishment through DPCSD (now the Department of Economic and Social Affairs) of an integrated comprehensive framework - making effective use of modern information and communications technology - for systematic monitoring of the implementation of all the Rio agreements as well as the agreements of the other recent global conferences.
* Information that the UN has available at web-sites and other new information technologies should be made accessible to the public on a no-cost basis
* The development of indicators and criteria shall in no way undermine obligations incurred under treaties, covenants conventions or commitments made in conference action plans.
''Implementation'':
* Develop a comprehensive framework - to be accessible online - to enable the systematic monitoring and implementation of the agreements of the "Rio cluster" of United Nations conferences and proceedings;
* develop an integrated, fully searchable database that incorporates the text of all these agreements, that documents initiatives - including best practices - taken by intergovernmental agencies, governments and major groups, and that incorporates data and indicators that can help show current status and trends towards sustainability;
* the use of geographic information systems as a tool to assist in organizing and integrating information on measures; and
* measures to support capacity-building in the use of information and communications technology - including the strengthening of information and communications infrastructure in developing countries
''Rationale'': There is currently no systematic framework in place by which it is possible to assess and monitor the extent and specifics of implementation of the Rio agreements. Modern information and communications technology offers a range of powerful tools to organize and integrate a broad base of diverse information, and to make it widely accessible. There are many areas of overlap between the Rio agreements and the other "Rio cluster" agreements - all of which, in one way or another relate to the attainment of a sustainable common future - so there is a need for an integrated process of monitoring implementation of the whole set of agreements. 
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Recognizing the problem of potential global climate change, the [[World Meteorological Organization|http"//www.wmo.org]] (WMO) and the [[United Nations Environment Programme|http://www.unep.org]] (UNEP) established the ''Intergovernmental Panel on Climate Change'' (IPCC) in 1988. It is open to all members of the UN and WMO.

The role of the IPCC is to assess on a comprehensive, objective, open and transparent basis the scientific, technical and socio-economic information relevant to understanding the scientific basis of risk of human-induced climate change, its potential impacts and options for adaptation and mitigation. The IPCC does not carry out research nor does it monitor climate related data or other relevant parameters. It bases its assessment mainly on peer reviewed and published scientific/technical literature. Its role, organisation, participation and general procedures are laid down in the "Principles Governing IPCC Work".

''Climate Change 2007'' is the [[Fourth Assessment Report|Climate Change 2007: IPCC Fourth Assessment Report]] published by IPCC, and following the [[Third Assessment Report: Climate Change 2001]] - organized around a set of [[nine policy-relevant questions|AR3-Synthesis: Nine policy-relevant questions]] - and a number of [[IPCC Special Reports]].

Read more about IPCC on the [[IPCC web site|http://www.ipcc.ch/about/about.htm]]
The ''International Day of Biodiversity, 2007''
The ''International Federation of University Women'' (IFUW) is an international, non-profit organization of women graduates working to promote lifelong education, to improve the status of women and girls and to enable women to effect positive change for a peaceful world. IFUW was founded in 1919 after World War I by women graduates who believed in the importance of working together for peace, international understanding and friendship and has 79 national affiliates and has members in more than 120 countries. The International Federation of University Women is an NGO in Special Consultative Status with the Economic and Social Council since 1947.

For more information, visit http://www.ifuw.org
Founded in Amsterdam in 1952, the ''International Humanist and Ethical Union'' (IHEU) is the sole world umbrella organisation embracing Humanist, atheist, rationalist, secular, skeptic, Ethical Culture, freethought and similar organisations world-wide. The IHEU represents the views of over three million Humanists organized in over 100 national organizations in 40 countries. The International Humanist and Ethical Union is an NGO in Special Consultative Status with the Economic and Social Council.

For more information, visit http://www.iheu.org
!!International Implementation Scheme (IIS)
In December 2002, the United Nations General Assembly (UNGA) adopted [[resolution 57/254|57/254. United Nations Decade of Education for Sustainable Development]] to put in place a United Nations Decade of Education for Sustainable Development (DESD), spanning from 2005 to 2014. UNESCO was requested to lead the Decade and develop a draft International Implementation Scheme (IIS) for the Decade. This document fulfils the request for an IIS and is the result of extensive consultations with United Nations agencies, national governments, civil society organizations and NGOs, experts and specialists.

Starting with an initial consultation with United Nations partners in September 2003, UNESCO shared a framework for the IIS worldwide. More than two thousand contributions were received, many of these representing the consolidation of opinions of hundreds. The draft Scheme was widely circulated and eventually reviewed by leading academics and experts in the field, before it was submitted, in July 2004, to the High-Level Panel on the Decade, which advises the Director-General of UNESCO on this topic. It was presented at the 59th session of the United Nations General Assembly (New York, 18-19 October 2004), and then at the 171st and 172nd sessions of the UNESCO Executive Board (Paris, April and September 2005).

The IIS sets out a broad framework for all partners to contribute to the Decade. It is a strategic document that focuses primarily on what nations have committed to achieve through the DESD and under UNESCO’s leadership. It summarizes the goals and objectives of the Decade, and its relationship to other key education movements. It emphasizes the importance of partnership in the eventual success of the Decade and outlines how these might contribute at all levels – community, national, regional, and international. It outlines UNESCO’s leadership tasks. The IIS also lists key milestones for the DESD. It then lays out seven strategies for moving forward with ESD and describes how this wide range of partners can develop contributions based on their particular contexts.

The IIS should foster collective ownership of the DESD. The IIS describes pathways forward in the hope that it will stimulate imagination, creativity, and energy to make the DESD a success. It is envisaged that regions and nations will create plans, strategic approaches, and timetables on the basis of the framework provided by this International Implementation Scheme.

The concept of sustainable development continues to evolve. In pursuing education for sustainable development, therefore, there must be some clarity in what sustainable development means and what it is aiming at. This plan presents three key areas of sustainable development – society, environment and economy with culture as an underlying dimension.
* Society: an understanding of social institutions and their role in change and development, as well as the democratic and participatory systems which give opportunity for the expression of opinion, the selection of governments, the forging of consensus and the resolution of differences.
* Environment: an awareness of the resources and fragility of the physical environment and the affects on it of human activity and decisions, with a commitment to factoring environmental concerns into social and economic policy development.
* Economy: a sensitivity to the limits and potential of economic growth and their impact on society and on the environment, with a commitment to assess personal and societal levels of consumption out of concern for the environment and for social justice.
ESD is fundamentally about values, with respect at the centre: respect for others, including those of present and future generations, for difference and diversity, for the environment, for the resources of the planet we inhabit. Education enables us to understand ourselves and others and our links with the wider natural and social environment, and this understanding serves as a durable basis for building respect. Along with a sense of justice, responsibility, exploration and dialogue, ESD aims to move us to adopting behaviours and practices which enable all to live a full life without being deprived of basics.

ESD mirrors the concern for education of high quality, demonstrating characteristics: such as:
* Interdisciplinary and holistic: learning for sustainable development embedded in the whole curriculum, not as a separate subject;
* Values-driven: sharing the values and principles underpinning sustainable development;
* Critical thinking and problem solving: leading to confidence in addressing the dilemmas and challenges of sustainable development;
* Multi-method: word, art, drama, debate, experience, … different pedagogies which model the processes;
* Participatory decision-making: learners participate in decisions on how they are to learn;
* Locally relevant: addressing local as well as global issues, and using the language(s) which learners most commonly use.
ESD will be shaped by a range of perspectives from all fields of human development and including all the acute challenges, which the world faces. ESD cannot afford to ignore their implications for a more just and more sustainable process of change. The plan notes the important perspectives provided by: human rights, peace and human security, gender equality, cultural diversity and intercultural understanding, health, HIV/AIDS, governance, natural resources, climate change, rural development, sustainable urbanisation, disaster prevention and mitigation, poverty reduction, corporate responsibility and accountability, market economy.

ESD is for everyone, at whatever stage of life they find themselves. It takes place therefore within a perspective of lifelong learning, engaging all possible spaces of learning, formal, non-formal and informal, from early childhood to adult life. ESD calls for a re-orientation of educational approaches – curriculum and content, pedagogy and examinations. Spaces for learning include non-formal learning, community-based organisations and local civil society, the workplace, formal education, technical and vocational training, teacher training, higher education educational inspectorates, policy-making bodies, …and beyond.

It is true to say that everyone is a stakeholder in education for sustainable development. All of us will feel the impact of its relative success or failure, and all of us affect the impact of ESD by our behaviour which may be supportive or undermining. Complementary roles and responsibilities devolve to a number of bodies and groups at different levels: local (sub-national), national, regional and international. At each level, stakeholders may be part of government (or intergovernmental at regional and international levels), civil society and non-governmental organisations, or in the private sector. The media and advertising agencies will support broad public awareness. In addition, indigenous peoples have a particular role, having an intimate knowledge of the sustained use of their environments, and being particularly vulnerable to unsustainable development.

Seven interlinked strategies are proposed for the Decade: advocacy and vision building; consultation and ownership; partnership and networks; capacity building and training; research and innovation; information and communication technologies; monitoring and evaluation. Together they form a coherent approach to the incremental increase over the Decade of the promotion and implementation of ESD. They will ensure that change in public attitudes and educational approaches keep pace with the evolving challenges of sustainable development.

DESD implementation will depend on the strength of stakeholder commitment and cooperation at local (sub-national), national, regional and international levels. Networks and alliances will be the crucial element, forging a common agenda in relevant forums. The outcomes of the DESD will be seen in the lives of thousands of communities and millions of individuals as new attitudes and values inspire decisions and actions making sustainable development a more attainable ideal.

In assessing the need for resources, full account must be taken of existing programmes and available personnel. The need for additional resources should be driven by the need to facilitate action and interaction around specific ESD challenges and issues.

[[Draft International implementation scheme for the United Nations Decade of Education for Sustainable Development|http://unesdoc.unesco.org/images/0014/001403/140372e.pdf]] (pdf)
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!!!From our origins to the future
1. We, the representatives of the peoples of the world, assembled at the World Summit on Sustainable Development in Johannesburg, South Africa, from 2 to 4 September 2002, reaffirm our commitment to sustainable development.

2. We commit ourselves to building a humane, equitable and caring global society, cognizant of the need for human dignity for all.

3. At the beginning of this Summit, the children of the world spoke to us in a simple yet clear voice that the future belongs to them, and accordingly challenged all of us to ensure that through our actions they will inherit a world free of the indignity and indecency occasioned by poverty, environmental degradation and patterns of unsustainable development.

4. As part of our response to these children, who represent our collective future, all of us, coming from every corner of the world, informed by different life experiences, are united and moved by a deeply felt sense that we urgently need to create a new and brighter world of hope.

5. Accordingly, we assume a collective responsibility to advance and strengthen the interdependent and mutually reinforcing pillars of sustainable development - economic development, social development and environmental protection - at the local, national, regional and global levels.

6. From this continent, the cradle of humanity, we declare, through the [[Plan of Implementation of the World Summit on Sustainable Development|http://www.un-documents.net/jburgpln.htm]] and the present Declaration, our responsibility to one another, to the greater community of life and to our children.

7. Recognizing that humankind is at a crossroads, we have united in a common resolve to make a determined effort to respond positively to the need to produce a practical and visible plan to bring about poverty eradication and human development.
!!!From Stockholm to Rio de Janeiro to Johannesburg
8. Thirty years ago, in Stockholm, we agreed on the urgent need to respond to the problem of environmental deterioration.^^[[1|Declaration of the United Nations Conference on the Human Environment]]^^ Ten years ago, at the United Nations Conference on Environment and Development, held in Rio de Janeiro, we agreed that the protection of the environment and social and economic development are fundamental to sustainable development, based on the Rio Principles. To achieve such development, we adopted the global programme entitled [[Agenda 21]] and the [[Rio Declaration on Environment and Development]], to which we reaffirm our commitment. The Rio Conference was a significant milestone that set a new agenda for sustainable development.

9. Between Rio and Johannesburg, the world's nations have met in several major conferences under the auspices of the United Nations, including the International Conference on Financing for Development, as well as the Doha Ministerial Conference. These conferences defined for the world a comprehensive vision for the future of humanity.

10. At the Johannesburg Summit, we have achieved much in bringing together a rich tapestry of peoples and views in a constructive search for a common path towards a world that respects and implements the vision of sustainable development. The Johannesburg Summit has also confirmed that significant progress has been made towards achieving a global consensus and partnership among all the people of our planet.
!!!The challenges we face
11. We recognize that poverty eradication, changing consumption and production patterns and protecting and managing the natural resource base for economic and social development are overarching objectives of and essential requirements for sustainable development.

12. The deep fault line that divides human society between the rich and the poor and the ever-increasing gap between the developed and developing worlds pose a major threat to global prosperity, security and stability.

13. The global environment continues to suffer. Loss of biodiversity continues, fish stocks continue to be depleted, desertification claims more and more fertile land, the adverse effects of climate change are already evident, natural disasters are more frequent and more devastating, and developing countries more vulnerable, and air, water and marine pollution continue to rob millions of a decent life.

14. Globalization has added a new dimension to these challenges. The rapid integration of markets, mobility of capital and significant increases in investment flows around the world have opened new challenges and opportunities for the pursuit of sustainable development. But the benefits and costs of globalization are unevenly distributed, with developing countries facing special difficulties in meeting this challenge.

15. We risk the entrenchment of these global disparities and unless we act in a manner that fundamentally changes their lives the poor of the world may lose confidence in their representatives and the democratic systems to which we remain committed, seeing their representatives as nothing more than sounding brass or tinkling cymbals.
!!!Our commitment to sustainable development
16. We are determined to ensure that our rich diversity, which is our collective strength, will be used for constructive partnership for change and for the achievement of the common goal of sustainable development.

17. Recognizing the importance of building human solidarity, we urge the promotion of dialogue and cooperation among the world's civilizations and peoples, irrespective of race, disabilities, religion, language, culture or tradition.

18. We welcome the focus of the Johannesburg Summit on the indivisibility of human dignity and are resolved, through decisions on targets, timetables and partnerships, to speedily increase access to such basic requirements as clean water, sanitation, adequate shelter, energy, health care, food security and the protection of biodiversity. At the same time, we will work together to help one another gain access to financial resources, benefit from the opening of markets, ensure capacity- building, use modern technology to bring about development and make sure that there is technology transfer, human resource development, education and training to banish underdevelopment forever.

19. We reaffirm our pledge to place particular focus on, and give priority attention to, the fight against the worldwide conditions that pose severe threats to the sustainable development of our people, which include: chronic hunger; malnutrition; foreign occupation; armed conflict; illicit drug problems; organized crime; corruption; natural disasters; illicit arms trafficking; trafficking in persons; terrorism; intolerance and incitement to racial, ethnic, religious and other hatreds; xenophobia; and endemic, communicable and chronic diseases, in particular HIV/AIDS, malaria and tuberculosis.

20. We are committed to ensuring that women's empowerment, emancipation and gender equality are integrated in all the activities encompassed within [[Agenda 21]], the [[Millennium Development Goals]] and the [[Plan of Implementation of the Summit|http://www.un-documents.net/jburgpln.htm]].

21. We recognize the reality that global society has the means and is endowed with the resources to address the challenges of poverty eradication and sustainable development confronting all humanity. Together, we will take extra steps to ensure that these available resources are used to the benefit of humanity.

22. In this regard, to contribute to the achievement of our development goals and targets, we urge developed countries that have not done so to make concrete efforts reach the internationally agreed levels of official development assistance.

23. We welcome and support the emergence of stronger regional groupings and alliances, such as the [[New Partnership for Africa's Development|http://www.un-documents.net/nepad.htm]], to promote regional cooperation, improved international cooperation and sustainable development.

24. We shall continue to pay special attention to the developmental needs of small island developing States and the least developed countries.

25. We reaffirm the vital role of the indigenous peoples in sustainable development.

26. We recognize that sustainable development requires a long-term perspective and broad-based participation in policy formulation, decision-making and implementation at all levels. As social partners, we will continue to work for stable partnerships with all major groups, respecting the independent, important roles of each of them.

27. We agree that in pursuit of its legitimate activities the private sector, including both large and small companies, has a duty to contribute to the evolution of equitable and sustainable communities and societies.

28. We also agree to provide assistance to increase income-generating employment opportunities, taking into account the [[Declaration on Fundamental Principles and Rights at Work|http://www.un-documents.net/dfprw.htm]] of the International Labour Organization.

29. We agree that there is a need for private sector corporations to enforce corporate accountability, which should take place within a transparent and stable regulatory environment.

30. We undertake to strengthen and improve governance at all levels for the effective implementation of [[Agenda 21]], the [[Millennium Development Goals]] and the [[Plan of Implementation of the Summit|http://www.un-documents.net/jburgpln.htm]].
!!!Multilateralism is the future
31. To achieve our goals of sustainable development, we need more effective, democratic and accountable international and multilateral institutions.

32. We reaffirm our commitment to the [[principles and purposes of the Charter of the United Nations|Purposes and Principles of the United Nations]] and international law, as well as to the strengthening of multilateralism. We support the leadership role of the United Nations as the most universal and representative organization in the world, which is best placed to promote sustainable development.

33. We further commit ourselves to monitor progress at regular intervals towards the achievement of our sustainable development goals and objectives.
!!!Making it happen!
34. We are in agreement that this must be an inclusive process, involving all the major groups and Governments that participated in the historic Johannesburg Summit.

35. We commit ourselves to act together, united by a common determination to save our planet, promote human development and achieve universal prosperity and peace.

36. We commit ourselves to the [[Plan of Implementation of the World Summit on Sustainable Development|http://www.un-documents.net/jburgpln.htm]] and to expediting the achievement of the time-bound, socio-economic and environmental targets contained therein.

37. From the African continent, the cradle of humankind, we solemnly pledge to the peoples of the world and the generations that will surely inherit this Earth that we are determined to ensure that our collective hope for sustainable development is realized.
://From the [[World Declaration on Education For All: Meeting Basic Learning Needs]] adopted at the [[World Conference on Education for All]] in [[Jomtien, Thailand]]//
!!![[Preamble|Jomtien Declaration: Preamble]]
!!![[Education For All: The Purpose|Jomtien Declaration: Education For All: The Purpose]]
!!![[Education For All: An Expanded Vision and a Renewed Commitment|Jomtien Declaration: Education For All: An Expanded Vision and a Renewed Commitment]]
!!![[Education For All: The Requirements|Jomtein Declaration: Education For All: The Requirements]]
!!Adoption of the Declaration
//''We, the participants in the World Conference on Education for All, reaffirm the right of all people to education.'' This is the foundation of our determination, singly and together, to ensure education for all.

We commit ourselves to act cooperatively through our own spheres of responsibility, taking all necessary steps to achieve the goals of education for all. Together we call on governments, concerned organizations and individuals to join in this urgent undertaking.

The basic learning needs of all can and must be met. There can be no more meaningful way to begin the [[International Literacy Year|http://www.un-documents.net/a42r104.htm]], to move forward the goals of the [[United Nations Decade of Disabled Persons|http://www.un-documents.net/a37r53.htm]] (1983-92), the [[World Decade for Cultural Development|http://www.un-documents.net/a41r187.htm]] (1988-97), the Fourth United Nations Development Decade (1991-2000), of the [[Convention on the Elimination of Discrimination against Women|http://www.un-documents.net/cedaw.htm]] and the [[Forward Looking Strategies for the Advancement of Women|http://www.un-documents.net/nflsaw.htm]], and of the [[Convention on the Rights of the Child|http://www.un-documents.net/crc.htm]]. There has never been a more propitious time to commit ourselves to providing basic learning opportunities for all the people of the world.

We adopt, therefore, this ''//World Declaration on Education for All: Meeting Basic Learning Needs//'' and agree on the ''[[Framework for Action to Meet Basic Learning Needs|http://www.un-documents.net/jomtienf.htm]]'', to achieve the goals set forth in this ''//Declaration//''.
://From the [[World Declaration on Education For All: Meeting Basic Learning Needs]] adopted at the [[World Conference on Education for All]] in [[Jomtien, Thailand]] in March, 1990.//
!![[Preamble|Jomtien Declaration: Preamble]]
!![[Education For All: The Purpose|Jomtien Declaration: Education For All: The Purpose]]
!!Education For All: An Expanded Vision and a Renewed Commitment
!!!Article II - Shaping The Vision
<<<
''To serve the basic learning needs of all requires more than a recommitment to basic education as it now exists. What is needed is an "expanded vision" that surpasses present resource levels, institutional structures, curricula, and conventional delivery systems while building on the best in current practices.'' New possibilities exist today which result from the convergence of the increase in information and the unprecedented capacity to communicate. We must seize them with creativity and a determination for increased effectiveness.

As elaborated in Articles III-VII, the expanded vision encompasses:
* Universalizing access and promoting equity;
* Focussing on learning;
* Broadening the means and scope of basic education;
* Enhancing the environment for learning;
* Strengthening partnerships.
The realization of an enormous potential for human progress and empowerment is contingent upon whether people can be enabled to acquire the education and the start needed to tap into the ever-expanding pool of relevant knowledge and the new means for sharing this knowledge.
<<<
!!!Article III - Universalizing Access and Promoting Equity
# ''Basic education should be provided to all children, youth and adults.'' To this end, basic education services of quality should be expanded and consistent measures must be taken to reduce disparities.
# For basic education to be equitable, all children, youth and adults must be given the opportunity to achieve and maintain an acceptable level of learning.
# The most urgent priority is to ensure access to, and improve the quality of, education for girls and women, and to remove every obstacle that hampers their active participation. All gender stereotyping in education should be eliminated.
# An active commitment must be made to removing educational disparities. Underserved groups: the poor; street and working children; rural and remote populations; nomads and migrant workers; indigenous peoples; ethnic, racial, and linguistic minorities; refugees; those displaced by war; and people under occupation, should not suffer any discrimination in access to learning opportunities.
# The learning needs of the disabled demand special attention. Steps need to be taken to provide equal access to education to every category of disabled persons as an integral part of the education system.
!!!Article IV - Focussing on Learning
:''Whether or not expanded educational opportunities will translate into meaningful development - for an individual or for society - depends ultimately on whether people actually learn as a result of those opportunities, i.e., whether they incorporate useful knowledge, reasoning ability, skills, and values.'' The focus of basic education must, therefore, be on actual learning acquisition and outcome, rather than exclusively upon enrolment, continued participation in organized programmes and completion of certification requirements. Active and participatory approaches are particularly valuable in assuring learning acquisition and allowing learners to reach their fullest potential. It is, therefore, necessary to define acceptable levels of learning acquisition for educational programmes and to improve and apply systems of assessing learning achievement.
!!!Article V - Broadening the Means and Scope of Basic Education
<<<
!!![[Adoption of the Declaration]|Jomtein Declaration: Adoption of the Declaration]]
The diversity, complexity, and changing nature of basic learning needs of children, youth and adults necessitates broadening and constantly redefining the scope of basic education to include the following components:
* ''//Learning begins at birth.//'' This calls for early childhood care and initial education . These can be provided through arrangements involving families, communities, or institutional programmes, as appropriate.
* ''//The main delivery system for the basic education of children outside the family is primary schooling.//'' Primary education must be universal, ensure that the basic learning needs of all children are satisfied, and take into account the culture, needs, and opportunities of the community. Supplementary alternative programmes can help meet the basic learning needs of children with limited or no access to formal schooling, provided that they share the same standards of learning applied to schools, and are adequately supported.
* ''//The basic learning needs of youth and adults are diverse and should be met through a variety of delivery systems.//'' Literacy programmes are indispensable because literacy is a necessary skill in itself and the foundation of other life skills. Literacy in the mother-tongue strengthens cultural identity and heritage. Other needs can be served by: skills training, apprenticeships, and formal and non-formal education programmes in health, nutrition, population, agricultural techniques, the environment, science, technology, family life, including fertility awareness, and other societal issues.
* ''//All available instruments and channels of information, communications, and social action could be used to help convey essential knowledge and inform and educate people on social issues.//'' In addition to the traditional means, libraries, television, radio and other media can be mobilized to realize their potential towards meeting basic education needs of all.
These components should constitute an integrated system - complementary, mutually reinforcing, and of comparable standards, and they should contribute to creating and developing possibilities for lifelong learning.
<<<
!!!Article VI - Enhancing the Environment for Learning
:''Learning does not take place in isolation. Societies, therefore, must ensure that all learners receive the nutrition, health care, and general physical and emotional support they need in order to participate actively in and benefit from their education.'' Knowledge and skills that will enhance the learning environment of children should be integrated into community learning programmes for adults. The education of children and their parents or other caretakers is mutually supportive and this interaction should be used to create, for all, a learning environment of vibrancy and warmth.
!!!Article VII - Strengthening Partnerships
:''National, regional, and local educational authorities have a unique obligation to provide basic education for all, but they cannot be expected to supply every human, financial or organizational requirement for this task. New and revitalized partnerships at all levels will be necessary: ''partnerships among all sub-sectors and forms of education, recognizing the special role of teachers and that of administrators and other educational personnel; partnerships between education and other government departments, including planning, finance, labour, communications, and other social sectors; partnerships between government and non-governmental organizations, the private sector, local communities, religious groups, and families. The recognition of the vital role of both families and teachers is particularly important. In this context, the terms and conditions of service of teachers and their status, which constitute a determining factor in the implementation of education for all, must be urgently improved in all countries in line with the joint ILO/ UNESCO Recommendation Concerning the Status of Teachers (1966). Genuine partnerships contribute to the planning, implementing, managing and evaluating of basic education programmes. When we speak of "an expanded vision and a renewed commitment", partnerships are at the heart of it.
://From the [[World Declaration on Education For All: Meeting Basic Learning Needs]] adopted at the [[World Conference on Education for All]] in [[Jomtien, Thailand]]//
!![[Preamble|Jomtien Declaration: Preamble]]
!!Education For All: The Purpose
!!!Article I - Meeting Basic Learning Needs
# ''Every person - child, youth and adult - shall be able to benefit from educational opportunities designed to meet their basic learning needs.'' These needs comprise both essential learning tools (such as literacy, oral expression, numeracy, and problem solving) and the basic learning content (such as knowledge, skills, values, and attitudes) required by human beings to be able to survive, to develop their full capacities, to live and work in dignity, to participate fully in development, to improve the quality of their lives, to make informed decisions, and to continue learning. The scope of basic learning needs and how they should be met varies with individual countries and cultures, and inevitably, changes with the passage of time.
#  The satisfaction of these needs empowers individuals in any society and confers upon them a responsibility to respect and build upon their collective cultural, linguistic and spiritual heritage, to promote the education of others, to further the cause of social justice, to achieve environmental protection, to be tolerant towards social, political and religious systems which differ from their own, ensuring that commonly accepted humanistic values and human rights are upheld, and to work for international peace and solidarity in an interdependent world.
# Another and no less fundamental aim of educational development is the transmission and enrichment of common cultural and moral values. It is in these values that the individual and society find their identity and worth.
# Basic education is more than an end in itself. It is the foundation for lifelong learning and human development on which countries may build, systematically, further levels and types of education and training.
!![[Education For All: An Expanded Vision and a Renewed Commitment|Jomtien Declaration: Education For All: An Expanded Vision and a Renewed Commitment]]
!![[Education For All: The Requirements|Jomtien Declaration: Education For All: The Requirements]]
://From the [[World Declaration on Education For All: Meeting Basic Learning Needs]] adopted at the [[World Conference on Education for All]] in [[Jomtien, Thailand]]//
!!![[Preamble|Jomtien Declaration: Preamble]]
!!![[Education For All: The Purpose|Jomtien Declaration: Education For All: The Purpose]]
!!![[Education For All: An Expanded Vision and a Renewed Commitment|Jomtien Declaration: Education For All: An Expanded Vision and a Renewed Commitment]]
!!Education For All: The Requirements
!!!Article VIII - Developing a Supportive Policy Context
# ''Supportive policies in the social, cultural, and economic sectors are required in order to realize the full provision and utitlization of basic education for individual and societal improvement. ''The provision of basic education for all depends on political commitment and political will backed by appropriate fiscal measures and reinforced by educational policy reforms and institutional strengthening. Suitable economic, trade, labour, employment and health policies will enhance learners' incentives and contributions to societal development.
# Societies should also insure a strong intellectual and scientific environment for basic education. This implies improving higher education and developing scientific research. Close contact with contemporary technological and scientific knowledge should be possible at every level of education.
!!!Article IX - Mobilizing Resources
# ''If the basic learning needs of all are to be met through a much broader scope of action than in the past, it will be essential to mobilize existing and new financial and human resources, public, private and voluntary.'' All of society has a contribution to make, recognizing that time, energy and funding directed to basic education are perhaps the most profound investment in people and in the future of a country which can be made.
# Enlarged public-sector support means drawing on the resources of all the government agencies responsible for human development, through increased absolute and proportional allocations to basic education services with the clear recognition of competing claims on national resources of which education is an important one, but not the only one. Serious attention to improving the efficiency of existing educational resources and programmes will not only produce more, it can also be expected to attract new resources. The urgent task of meeting basic learning needs may require a reallocation between sectors, as, for example, a transfer from military to educational expenditure. Above all, special protection for basic education will be required in countries undergoing structural adjustment and facing severe external debt burdens. Today, more than ever, education must be seen as a fundamental dimension of any social, cultural, and economic design.
!!!Article X - Strengthening International Solidarity
# ''Meeting basic learning needs constitutes a common and universal human responsibility. It requires international solidarity and equitable and fair economic relations in order to redress existing economic disparities. ''All nations have valuable knowledge and experiences to share for designing effective educational policies and programmes.
# Substantial and long-term increases in resources for basic education will be needed. The world community, including intergovernmental agencies and institutions, has an urgent responsibility to alleviate the constraints that prevent some countries from achieving the goal of education for all. It will mean the adoption of measures that augment the national budgets of the poorest countries or serve to relieve heavy debt burdens. Creditors and debtors must seek innovative and equitable formulae to resolve these burdens, since the capacity of many developing countries to respond effectively to education and other basic needs will be greatly helped by finding solutions to the debt problem.
# Basic learning needs of adults and children must be addressed wherever they exist. Least developed and low-income countries have special needs which require priority in international support for basic education in the 1990s.
# All nations must also work together to resolve conflicts and strife, to end military occupations, and to settle displaced populations, or to facilitate their return to their countries of origin, and ensure that their basic learning needs are met. Only a stable and peaceful environment can create the conditions in which every human being, child and adult alike, may benefit from the goals of this Declaration.
!!![[Adoption of the Declaration|Jomtein Declaration: Adoption of the Declaration]]
://From the [[World Declaration on Education For All: Meeting Basic Learning Needs]] adopted at the [[World Conference on Education for All]] in [[Jomtien, Thailand]]//
!!Preamble
More than 40 years ago, the nations of the world, speaking through the [[Universal Declaration of Human Rights|http://www.un-documents.net/a3r217a.htm]], asserted that "everyone has a right to education". Despite notable efforts by countries around the globe to ensure the right to education for all, the following realities persist:
* More than 100 million children, including at least 60 million girls, have no access to primary schooling;
* More than 960 million adults, two-thirds of whom are women, are illiterate, and functional illiteracy is a significant problem in all countries, industrialized and developing;
* More than one-third of the world's adults have no access to the printed knowledge, new skills and technologies that could improve the quality of their lives and help them shape, and adapt to, social and cultural change; and
* More than 100 million children and countless adults fail to complete basic education programmes; millions more satisfy the attendance requirements but do not acquire essential knowledge and skills.
At the same time, the world faces daunting problems: notably mounting debt burdens, the threat of economic stagnation and decline, rapid population growth, widening economic disparities among and within nations, war, occupation, civil strife, violent crime, the preventable deaths of millions of children and widespread environmental degradation. These problems constrain efforts to meet basic learning needs, while the lack of basic education among a significant proportion of the population prevents societies from addressing such problems with strength and purpose.

These problems have led to major setbacks in basic education in the 1980s in many of the least developed countries. In some other countries, economic growth has been available to finance education expansion, but even so, many millions remain in poverty and unschooled or illiterate. In certain industrialized countries too, cutbacks in government expenditure over the 1980s have led to the deterioration of education.

Yet the world is also at the threshold of a new century, with all its promise and possibilities. Today, there is genuine progress toward peaceful //détente// and greater cooperation among nations. Today, the essential rights and capacities of women are being realized. Today, there are many useful scientific and cultural developments. Today, the sheer quantity of information available in the world - much of it relevant to survival and basic well-being - is exponentially greater than that available only a few years ago, and the rate of its growth is accelerating. This includes information about obtaining more life-enhancing knowledge - or learning how to learn. A synergistic effect occurs when important information is coupled with another modern advance - our new capacity to communicate.

These new forces, when combined with the cumulative experience of reform, innovation, research and the remarkable educational progress of many countries, make the goal of basic education for all - for the first time in history - an attainable goal.

Therefore, we participants in the World Conference on Education for All, assembled in Jomtien, Thailand, from 5 to 9 March, 1990:
<<<
''//Recalling//'' that education is a fundamental right for all people, women and men, of all ages, throughout our world;

''//Understanding//'' that education can help ensure a safer, healthier, more prosperous and environmentally sound world, while simultaneously contributing to social, economic, and cultural progress, tolerance, and international cooperation;

''//Knowing //''that education is an indispensable key to, though not a sufficient condition for, personal and social improvement;

''//Recognizing//'' that traditional knowledge and indigenous cultural heritage have a value and validity in their own right and a capacity to both define and promote development;

''//Acknowledging//'' that, overall, the current provision of education is seriously deficient and that it must be made more relevant and qualitatively improved, and made universally available;

''//Recognizing//'' that sound basic education is fundamental to the strengthening of higher levels of education and of scientific and technological literacy and capacity and thus to self-reliant development; and

''//Recognizing//'' the necessity to give to present and coming generations an expanded vision of, and a renewed commitment to, basic education to address the scale and complexity of the challenge;

''//Proclaim//'' the following [[World Declaration on Education For All: Meeting Basic Learning Needs]]
<<<
!!![[Education For All: The Purpose|Jomtien Declaration: Education For All: The Purpose]]
!!![[Education For All: An Expanded Vision and a Renewed Commitment|Jomtien Declaration: Education For All: An Expanded Vision and a Renewed Commitment]]
!!![[Education For All: The Requirements|Jomtien Declaration: Education For All: The Requirements]]
!!![[Adoption of the Declaration|Jomtein Declaration: Adoption of the Declaration]]
* ''United Nations Conference on the Human Environment'' - Stockholm, Sweden, June 1972
** [[Declaration of the United Nations Conference on the Human Environment]]
** [[Action Plan for the Human Environment|http://www.un-documents.net/unche.htm]]
* ''Intergovernmental Conference on Environmental Education'' - Tbilisi, Georgia, October, 1977
** [[Declaration of the Tbilisi Intergovernmental Conference on Environmental Education]]
** [[Recommendations of the Tbilisi Intergovernmental Conference on Environmental Education]]
* ''World Commission on Environment & Development''
** [[Our Common Future]] - Geneva, Switzerland, June 1987
* ''World Conference on Education for All''. Jomtien, Thailand, March, 1990
** [[World Declaration on Education For All: Meeting Basic Learning Needs]]
* ''United Nations Conference on Environment & Development'' - Rio de Janeiro, Brazil, June 1992
** [[Rio Declaration on Environment and Development]]
** [[Agenda 21]]
*** [[Agenda 21, Chapter 36|http://www.un-documents.net/a21-36.htm]]: Promoting Education, Public Awareness And Training
*** [[References to Education in Agenda 21|http://habitat.igc.org/agenda21/eea.htm]]
* ''Habitat II: Second United Nations Conference on Human Settlements'', Istanbul, Turkey, June 1996
** [[Istanbul Declaration on Human Settlements]]
** [[The Habitat Agenda]]
* ''~Mid-Term Meeting of the International Consultative Forum on Education for All'', Amman, Jordan, June 1996
** [[The Amman Affirmation: Education for All: Achieving the goal]]
* ''World Education Forum'' - Dakar, Senegal, April, 2000
** [[Dakar Framework for Education For All]]
* ''World Summit on Sustainable Development'' - Johannesburg, South Africa, September 2002
** [[Johannesburg Declaration on Sustainable Development]]
** [["Education" in the Johannesburg Plan of Implementation]]
** [[Plan of Implementation of the World Summit on Sustainable Development|http://www.un-documents.net/jburgpln.htm]] 
* ''United Nations General Assembly'' - New York, NY, December 2002
** [[Resolution 57/254. United Nations Decade of Education for Sustainable Development|57/254. United Nations Decade of Education for Sustainable Development]]
* ''World Summit on the Information Society'' - Geneva, Switzerland, December 2003
** [[Planetary Sustainability in the Age of the Information and Knowledge Society|http://www.un-documents.net/psaiks.pdf]] - UNESCO contribution
** [["Capacity building" in the World Summit on the Information Society Plan of Action]]
While not yet in widespread use, the phrase '''knowledge-based universe''' is increasingly being used to describe the universe of knowledge that is rapidly becoming accessible in digital form via the Internet, and to incorporate the recognition of this universe as a realm of the natural world. 

Unlike the material universe, the knowledge-based universe is governed by the laws and properties of information and networks; in particular, abundance in this universe is not constrained by the laws of conservation of mass and energy.
Lester R. Brown is President of Earth Policy Institute - http://www.earth-policy.org - a nonprofit, interdisciplinary research organization based in Washington, D.C., which he founded in May 2001. The purpose of the Earth Policy Institute is to provide a vision of an environmentally sustainable economy and a roadmap of how to get from here to there.

Brown has been described as "one of the world's most influential thinkers" by the //Washington Post//. The //Telegraph// of Calcutta called him "the guru of the environmental movement." In 1986, the Library of Congress requested his papers for their archives.

Some 30 years ago, Brown helped pioneer the concept of environmentally sustainable development, a concept he uses in his design of an eco-economy. He was the Founder and President of the Worldwatch Institute during its first 26 years. During a career that started with tomato farming, Brown has authored or coauthored many books and been awarded over 20 honorary degrees. His books have appeared in more than 40 languages.

Brown is a MacArthur Fellow and the recipient of countless prizes and awards, including the 1987 United Nations Environment Prize, the 1989 World Wide Fund for Nature Gold Medal, and the 1994 Blue Planet Prize for his "exceptional contributions to solving global environmental problems." In 1995, Marquis //Who's Who//, on the occasion of its fiftieth edition, selected Lester Brown as one of 50 Great Americans. Most recently he was awarded the Presidential Medal of Italy and the Borgström Prize by the Royal Swedish Academy of Agriculture and Forestry, and he was appointed an honorary professor of the Chinese Academy of Sciences. He lives in Washington, D.C.
* Since the IPCC Third Assessment, many additional studies, particularly in regions that previously had been little researched, have enabled a more systematic understanding of how the timing and magnitude of impacts may be affected by changes in climate and sea level associated with differing amounts and rates of change in global average temperature.
* Examples of this new information are presented in Table SPM-1. Entries have been selected which are judged to be relevant for people and the environment and for which there is high confidence in the assessment13. All entries of impact are drawn from chapters of the Assessment, where more detailed information is available.
* Depending on circumstances, some of these impacts could be associated with 'key vulnerabilities', based on a number of criteria in the literature (magnitude, timing, persistence/reversibility, the potential for adaptation, distributional aspects, likelihood and "importance" of the impacts). Assessment of potential key vulnerabilities is intended to provide information on rates and levels of climate change to help decision-makers make appropriate responses to the risks of climate change. [19.ES]
* The 'reasons for concern' identified in the Third Assessment remain a viable framework for considering key vulnerabilities. Recent research has updated some of the findings from the Third Assessment. [19.3.7]
|[img[http://www.climate-change-two.net/polar-bear.jpg][Polar bears]]|
|@@[[Climate Change 2.0]]@@ ++++ <br>[[What Future for Life on Earth?|Cambridge in America Day 2006: What Future for Life on Earth?]] +++ [[A View from Water Level|A View from Water Level: Jill Fredston]] -<br>[[Biodiversity and Poverty|Biodiversity and Poverty: The Challenge for Conservation: Bill Adams]] -<br>[[Conservation Sciences|Future Directions in Conservation Sciences: William Sutherland]] -<br>[[Panel Discussion|What Future for Life on Earth? Panel Discussion]] - === <br>[[Climate Change 2.0 Elements|Climate Change 2.0 - Elements]] -<br>[[Economics of Climate Change|Economics of Climate Change: The Stern Review]] -<br>[[Confronting Climate Change]] -<br>[[Rescuing a Planet Under Stress|Rescuing a Planet Under Stress and a Civilization in Trouble: Plan B 2.1 (beta)]] -/% <br>[[Key Documents|Key Documents on Climate Change]] - %/|
|/%[[Creative Commons]] +++ [[Information Ecology]] -<br>[[The Wealth of Networks]] -<br>[[Open Source Software]] -<br>[[Web 2.0]] -<br>[[Economics of Information]] -<br>[[Software Contributions]] - ===%/|
|[[Sustainable Development]] +++ [[United Nations Decade|United Nations Decade of Education for Sustainable Development]] /%-<br>[[Vision & Definition of ESD]] %/-<br>[[Key Documents|Key Documents on Education for Sustainable Development]] -/% +++ [[Human Environment, 1972]] -++++ [[Stockholm Declaration|Declaration of the United Nations Conference on the Human Environment]] -<br>[[Action Plan|Action Plan for the Human Environment|United Nations Conference on the Human Environment]] - === <br>[[Environmental Education, 1977|Tbilisi Intergovernmental Conference on Environmental Education]] ++++ [[Tbilisi Declaration|Declaration of the Tbilisi Intergovernmental Conference on Environmental Education]] -<br>[[Tbilisi Recommendations|Recommendations of the Tbilisi Intergovernmental Conference on Environmental Education]] - === <br>[[Earth Summit, 1992]] ++++ [[Rio Declaration|Rio Declaration on Environment and Development]] -<br>[[Agenda 21]] +++ -[[Chapter 36]] -<br>[[Education References|Education References in Agenda 21]] -<br>[[Information and Communication|Information and Communication in Agenda 21]] -<br>[[Access and Participation|Access and Participation in Agenda 21]] - === === <br>[[Sustainable Development, 2002|World Summit on Sustainable Development]] ++++ [[Johannesburg Declaration|Johannesburg Declaration on Sustainable Development]] -<br>[[Education|"Education" in the Johannesburg Plan of Implementation]] === <br>[[Women]] +++ [[Declaration of Mexico]] -<br>[[Forward Looking Strategies|Forward Looking Strategies, Nairobi, 1985]] -<br>[[Peace, Development and Security|Fifth World Conference on Women]] - +++ [[Beijing Declaration]] - === ===  <br>[[Education For All, 1990]] ++++ [[Jomtein Declaration|World Declaration on Education For All: Meeting Basic Learning Needs]] - === <br>[[Amman Affirmation|The Amman Affirmation: Education for All: Achieving the goal]] -<br>[[Dakar Framework for Action|Dakar Framework for Education For All]] - ===%/ ===|
|@@[[60th Annual DPI/NGO Conference]]@@ +++ [[Planning Committee|DPI/NGO Conference Planning Committee]] -<br>[[Networking Sub-Committee]] -<br>[[Youth & Technology Challenge]] - ===|
|[[The Conference Of NGOs|Conference Of NGOs]]|
|[[NGO Committee on Education]] +++ [[Meetings]] -<br>[[Executive Committee]] -<br>[[Information and Communications|Information and Communications Sub-Committee]] -<br>[[By-laws]] -<br>[[DPI/NGO Workshop]] - ===|
|@@[[Subscribe to Climate Change 2.0]]@@|
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<h1>Welcome to a universe where knowledge is wealth</h1>
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The ''NGO Committee on Education'' has been invited to join the ''NGO Committee on Human Rights'' on Thursday, March 15 from 11:30 am to 3:30 pm for the meeting described below. This will take the place of the normal meeting of the ''NGO Committee on Education''.

----
!!!The Future of our Global Agenda - Human Rights,
!!!Social and Economic Justice for Development,
!!!The United Nations and the Responsibilities of Civil Society 
!!!!The NY NGO Committee on Human Rights
Invites
!!!!the New York NGO Community
To introduce the newly-appointed
''Director of the New York Office of the High Commissioner of Human Rights''
!!!!Mr. Ngonlardje Mbaidjol
and to present a report from
''Mr. Peter Prove'', Chair of the Geneva NGO Committee on Human Rights.

|Date:  |''Thursday, March 15th''|
|Place:  |7th floor conference room. ''Church Center'', 44th and 1st Ave, New York, NY|
|11:30am-12:45pm  |Formal presentation and discussion  |
|12:45pm-1:15pm |Lunch will be served |
|1:15pm–3:30pm |Strategy meeting on institutionalization of coordination and cooperation between the NY and  the Geneva Human Rights NGO committees |

This is an important opportunity to join in coordinating and optimizing our work in promoting all aspects of social and economic justice concerns as human rights issues, both with the OHCHR and the NGO community.

The report from Mr. Prove will brief us on the NGO experience in Geneva with the Human Rights Council, civil society, the OHCHR and governments. Together we will develop an Action Plan to further expand and extend our presence and influence on related global policies presenting the holistic vision of human rights as a focus of United Nations discourse 

All our activities as NGOs relate to our shared vision of human rights

Let us join forces to achieve the realization of human rights as a societal reality. 

Please make all the arrangements to join us for the full duration of the meeting.

It is an opportunity we should not miss
The ''NGO Committee on Education'' normally holds its meetings on the third Thursday of each month between September and June.  Please contact the Co-Chairs at [[co-chairs@ngo-education.net|mailto:co-chairs@ngo-education.net]] for information on upcoming meetings, or to be added to the email list for the Committee.
* ''March 15 2007'': we will be joining with the ''NGO Committee on Human Rights'' from 11:30 am to 3:30 pm, at the Church Center for the United Nations, 44th Street & First Avenue, New York, NY.  For details, see [[Meeting: March 15, 2007]]
* ''April 19 2007'': ''Sarbuland Khan'', Executive Coordinator of the Global Alliance for ICT - http://www.un-gaid.org - will be the quest speaker. Location: To be arranged.

''Menus'' - and the versatility of menus - - if understood and used creatively and systematically - play a key role in TiddlyPerfect site - and open up a plethora of opportunities to organize, present, and find the wealth of information that can live in the structured tiddlers of a TiddlyPerfect world. In a digital knowledge-based universe, the use of digital tools that offer you  clear and simple hierarchical user-defined menus can play an invaluable role in easing one's journey in a digital world.

The [[NestedSlidersPlugin]], written by [[Udo Borkowski]] plays a vital role in [[TiddlyPerfect Menus]] - allowing the easy expansion or collapsing of  multi-level menus.

* [[Main Menu|MainMenu]] 
* [[Administrative Menus]]
** [[Head Menu]]
** [[Hover Menu|HoverMenu]] 
** [[Nesting Menus]]
* [[Changing Menus]]
* [[DataPerfect Menus]] 
* [[Browser Menus]] 
* [[Designing Menus]]
* [[Building Menus]]
* [[Desktop Menus]] 
* [[Digital Navigation]]
* [[Learning Menus]]
[[TiddlyWiki|http://www.tiddlywiki.com]] says:
<<<
"MicroContent being a fashionable word for self-contained fragments of content that are typically smaller than entire pages. Often MicroContent is presented via some kind of aggregation that reduces the perceptual shock and resource cost of context switching (eg Blogs aggregating several entries onto a page or Flickr presenting photos in an album). This TiddlyWiki aggregates MicroContent items that I call 'tiddlers' into pages that are loaded in one gulp and progressively displayed as the user clicks hypertext links to read them."
<<<
By the year 2015, all 191 UN Member States have pledged to meet these goals.
# ''Eradicate extreme poverty and hunger''
** Reduce by half the proportion of people living on less than a dollar a day.
** Reduce by half the proportion of people who suffer from hunger
# ''Achieve universal primary education''
** Ensure that all boys and girls complete a full course of primary schooling
# ''Promote gender equality and empower women''
** Eliminate gender disparity in primary and secondary education preferably by 2005, and at all levels by 2015
# ''Reduce child mortality''
** Reduce by two thirds the mortality rate among children under five
# ''Improve maternal health''
** Reduce by three quarters the maternal mortality ratio
# ''Combat HIV/AIDS, malaria and other diseases''
** Halt and begin to reverse the spread of HIV/AIDS
** Halt and begin to reverse the incidence of malaria and other major diseases
# ''Ensure environmental sustainability''
** Integrate the principles of sustainable development into country policies and programmes; reverse loss of environmental resources
** Reduce by half the proportion of people without sustainable access to safe drinking water
** Achieve significant improvement in lives of at least 100 million slum dwellers, by 2020
# ''Develop a global partnership for development''
** Develop further an open trading and financial system that is rule-based, predictable and non-discriminatory. Includes a commitment to good governance, development and poverty reduction-nationally and internationally
** Address the least developed countries' special needs. This includes tariff- and quota-free access for their exports; enhanced debt relief for heavily indebted poor countries; cancellation of official bilateral debt; and more generous official development assistance for countries committed to poverty reduction
** Address the special needs of landlocked and small island developing States
** Deal comprehensively with developing countries' debt problems through national and international measures to make debt sustainable in the long term
** In cooperation with the developing countries, develop decent and productive work for youth
** In cooperation with pharmaceutical companies, provide access to affordable essential drugs in developing countries
** In cooperation with the private sector, make available the benefits of new technologies - especially information and communications technologies
<<list missing>>
/***
| Name:|''monkeyTagger''|
| Created by:|SaqImtiaz|
| Location:|http://lewcid.googlepages.com/lewcid.html|
| Version:|0.9 (08-Apr-2006)|
| Requires:|~TW2.07|

!About:
*an adaptation of TagAdderMacro for monkeyGTD and tagglytagging user, but could be useful to just about anyone!
*{{{<<monkeyTagger Project>>}}} gives a drop down list of all tags, tagged with Project.
*The list allows toggling of tags on the current tiddler.
*logging options for task management.

!Demo:
<<monkeyTagger Status>>

!Installation:
*Copy this tiddler to your TW with the systemConfig tag
*either copy the following to your ViewTemplate:
{{{<div class='tagged' macro='monkeyTagger tagToTrack'></div>}}}
or
*better yet, define your own toolbar class and add as many as you need to create a nice toolbar.
Eg:
{{{<div class='toolbar' >
<span style="padding-right:0.15em;" macro='monkeyTagger Project'></span>
<span style="padding-right:0.15em;" macro='monkeyTagger Status'></span>
<span macro='toolbar -closeTiddler closeOthers +editTiddler permalink references jump'></span>
</div>}}}
 (adjust padding to taste)

!Usage:

''Syntax:''
|>|{{{<<monkeyTagger source:"sourcetag" label:"customlabel" logging:"true/false" anchor:"anchortext"  arrow:"true/false">>}}}|
|label:|quoted text to use as a customlabel|
|arrow:|add arrow to custom label, values are "true" or "false"|
|anchor:|quoted text to specify where to add logging text|
|logging:|enable logging of tags added (for task management), values are "true" or "false"|

the only parameter you ''have'' to pass is the source. When passing only one parameter, you can write either something like:
{{{<<monkeyTagger "Project">>}}} or {{{<<monkeyTagger source:"Project">>}}} for <<monkeyTagger Project>>
All other parameters are optional, and can be written in any order.

''Defaults:''
|label:|default label if not specified = source tag + arrow|
|arrow:|true |
|logging:|false |
|anchor:|none used by default, logging text added to end of tiddler |

''Examples:''
|custom label| {{{<<monkeyTagger source:"Project" label:"customlabel">>}}} |<<monkeyTagger source:"Project" label:"customlabel">>|
|custom label without arrow| {{{<<monkeyTagger source:"Project" label:"customlabel" arrow:"false">>}}} |<<monkeyTagger source:"Project" label:"customlabel" arrow:"false">>|
|logging enabled| {{{<<monkeyTagger source:"Project" logging:"true"}}} |<<monkeyTagger source:"Project" logging:"true">>|
|logging enabled with anchor text|{{{<<monkeyTagger source:"Project" logging:"true" anchor:"anchortext"}}} |<<monkeyTagger source:"Project" logging:"true" anchor:"anchortext">>|

''Tips:''
*Make sure your anchor text doesn't occur more than once in every tiddler, as the first instance will be used.
*I recommend using something like {{{/%StatusLog%/}}} as an invisible anchor.
*Use a tag based template, and add monkeyTagger macro's with logging enabled to the toolbar in just your taskmanagement templates.

!To Do:
*add sorting options if requested.
*''add exclude tag feature''!

!History
*Version 0.9: 
**changed to named parameters to make it more user friendly
**added option to disable/enable dropdown arrow in custom labels
**added logging option with anchor text.

!CODE
***/
//{{{

config.macros.monkeyTagger= {};
//config.macros.monkeyTagger.dropdownchar = (document.all?"▼":"▾"); // the fat one is the only one that works in IE
config.macros.monkeyTagger.dropdownchar = "▼"; // uncomment previous line and comment this for smaller version in FF
config.macros.monkeyTagger.handler = function(place,macroName,params,wikifier,paramString,tiddler)
{
 var nAV = paramString.parseParams('test', null, true);

 if ((nAV[0].arrow)&&(nAV[0].arrow[0])=='false')
    var arrow=': ';
 else
     var arrow=': '+ config.macros.monkeyTagger.dropdownchar;

 if((nAV[0].source)&&(nAV[0].source[0])!='.')
        {var tagToTrack = nAV[0].source[0]}
 else if(params[0]&&(params[0]!='.'))
      {var tagToTrack = params[0]}
 else
       {return false;};
 var monkeylabel = ((nAV[0].label)&&(nAV[0].label[0])!='.')?nAV[0].label[0]+arrow: tagToTrack+arrow;
 var logmode = ((nAV[0].logging)&&(nAV[0].logging[0])!='.')?nAV[0].logging[0]: "false";
 if ((nAV[0].anchor)&&(nAV[0].anchor[0])!='.')
    var anchor = nAV[0].anchor[0];
 var monkeytooltip=tagToTrack + ' :';


     if(tiddler instanceof Tiddler)
                {var title = tiddler.title;
                
                var addcomment = function(tiddler,newTag){
                    var now = new Date();
                    var timeFormat= 'DD/0MM/YY 0hh:0mm';
                    var formattednow= now.formatString(timeFormat);
                    var txt="\n*''"+tagToTrack+"'' set as ''"+newTag+"'' on "+formattednow;
                    if (anchor && anchor!='.')
                       {var pos=tiddler.text.indexOf(anchor);
                       if (pos!=-1) {pos=pos + anchor.length}
                       else if (pos==-1) {pos=tiddler.text.length}}
                    else if (!anchor){var pos = tiddler.text.length;};

                    tiddler.set(null,tiddler.text.substr(0,pos)+txt+tiddler.text.substr(pos));
                    story.refreshTiddler(tiddler.title,null,true);
                    return false;
}

                var ontagclick = function(e) {
                    if (!e) var e = window.event;
                    var tag = this.getAttribute("tag");
                    var t=store.getTiddler(title);
                    if (!t || !t.tags) return;
                    if (t.tags.find(tag)==null)
                       {t.tags.push(tag)
                         if (logmode=="true"){addcomment(t,tag);}}
                    else
                        {t.tags.splice(t.tags.find(tag),1)};
                    story.saveTiddler(title);
                    story.refreshTiddler(title,null,true);
                    return false;
                    };
                var onclick = function(e) {
                    if (!e) var e = window.event;
                    var popup = Popup.create(this);
                    var thistiddler=store.getTiddler(title);

                    var taggedarray = new Array();
                    var tagslabel = new Array();

                    var taggedtiddlers = store.getTaggedTiddlers(tagToTrack);
                    for (var t=0; t<taggedtiddlers.length; t++){
                        var taggedtitle= ((taggedtiddlers[t]).title);
                        taggedarray.push(taggedtitle);}

                    for (var t=0; t<taggedarray.length; t++){
                        var temptag = taggedarray[t];
                        if (thistiddler.tags.find(temptag)==null)
                           {var temptag='[ ] '+ temptag;
                           tagslabel.push(temptag);}
                        else
                            {var temptag ='[x] '+ temptag;
                            tagslabel.push(temptag);}
                            }

                   if(tagslabel.length == 0)
                          createTiddlyText(createTiddlyElement(popup,"li"),('no '+tagToTrack));
                          for (var t=0; t<tagslabel.length; t++)
                          {
                          var theTag = createTiddlyButton(createTiddlyElement(popup,"li"),tagslabel[t],("toggle '"+ ([taggedarray[t]]))+"'",ontagclick);
                          theTag.setAttribute("tag",taggedarray[t]);
                          }
       Popup.show(popup,false);
       e.cancelBubble = true;
       if (e.stopPropagation) e.stopPropagation();
       return(false);
};
 //createTiddlyButton(place,monkeylabel,monkeylabel,onclick);

var createdropperButton = function(place){
var sp = createTiddlyElement(place,"span",null,"monkeytaggerbutton");
var theDropDownBtn = createTiddlyButton(sp,monkeylabel,monkeytooltip,onclick);
};

createdropperButton(place);
 }
};
setStylesheet(
 ".toolbar .monkeytaggerbutton {margin-right:0em; border:0px solid #fff; padding:0px; padding-right:0px; padding-left:0px;}\n"+
 ".monkeytaggerbutton a.button {padding:2px; padding-left:2px; padding-right:2px;}\n"+
// ".monkeytaggerbutton {font-size:130%;}\n"+
//".monkeytaggerbutton .button {color:#703;}\n"+
 "",
"MonkeyTaggerStyles");

//}}}
//{{{
config.macros.saveRss = {};
config.macros.saveRss.handler = function(place)
{
	if(!readOnly)
		createTiddlyButton(place,'save rss','save rss',function(e){saveMultiRss();return false;});
}

window.getRssMarkers = function()
{
    var s = [];
    myregexp=/\|(?:.*?)\|(?:.*?)\|(.*?)\|(?:.*?)\|(.*?)\|/g;
    while((m = myregexp.exec(store.getTiddlerText("MultiRssConfig"))) != null)
         s.push("<link rel='alternate' type='application/rss+xml' title='%0' href='%1'>".format([m[1].trim(),m[2].trim()]));
    return s.splice(1,s.length).join("\n");
}

updateMarkupBlock_old_multirss = window.updateMarkupBlock;
window.updateMarkupBlock = function (s,blockName,tiddlerName)
{
    s = updateMarkupBlock_old_multirss.apply(this,arguments);
    if (blockName == "PRE-HEAD")
        s = lewcidRSSAddToMarkupBlock(s);
    return s;
}

window.lewcidRSSAddToMarkupBlock = function (s)
{
    var pos = s.indexOf("<!--PRE-HEAD-END-->");
    return ( s.substring(0,pos).replace("<link rel='alternate' type='application/rss+xml' title='RSS' href='index.xml'>","") + "\n" + getRssMarkers() + "\n" + s.substring(pos) );
}

TiddlyWiki.prototype.rssgetTiddlers = function(field,includeTag,excludeTag)
{
          var results = [];
          this.forEachTiddler(function(title,tiddler)
          {
          if(excludeTag == undefined || excludeTag == '' || tiddler.tags.find(excludeTag) == null)
                        if(includeTag == undefined || includeTag == '' || tiddler.tags.find(includeTag)!=null)
                                      results.push(tiddler);
          });
          if(field)
                   results.sort(function (a,b) {if(a[field] == b[field]) return(0); else return (a[field] < b[field]) ? -1 : +1; });
          return results;
}

window.generateRss = function (tiddlers,title,subtitle)
{
	var s = [];
	var d = new Date();
	var u = store.getTiddlerText("SiteUrl");
	s.push("<" + "?xml version=\"1.0\"?" + ">");
	s.push("<rss version=\"2.0\">");
	s.push("<channel>");
	s.push("<title" + ">" + ((title && title != '') ? wikifyPlain("SiteTitle").htmlEncode()+ " | "+ title: wikifyPlain("SiteTitle").htmlEncode()) + "</title" + ">");
	if(u)
		s.push("<link>" + u.htmlEncode() + "</link>");
	s.push("<description>" + ((subtitle && subtitle != '')? subtitle : wikifyPlain("SiteSubtitle").htmlEncode()) + "</description>");
	s.push("<language>en-us</language>");
	s.push("<copyright>Copyright " + d.getFullYear() + " " + config.options.txtUserName.htmlEncode() + "</copyright>");
	s.push("<pubDate>" + d.toGMTString() + "</pubDate>");
	s.push("<lastBuildDate>" + d.toGMTString() + "</lastBuildDate>");
	s.push("<docs>http://blogs.law.harvard.edu/tech/rss</docs>");
	s.push("<generator>TiddlyWiki " + version.major + "." + version.minor + "." + version.revision + "</generator>");
	if (!tiddlers)
        var tiddlers = store.getTiddlers("modified","excludeLists");
	var n = config.numRssItems > tiddlers.length ? 0 : tiddlers.length-config.numRssItems;
	for (var t=tiddlers.length-1; t>=n; t--)
		s.push(tiddlers[t].saveToRss(u));
	s.push("</channel>");
	s.push("</rss>");
	return s.join("\n");
}


old_multiRss_saveChanges = window.saveChanges;
window.saveChanges = function(onlyIfDirty)
{
    var rssStatus = config.options.chkGenerateAnRssFeed;
    config.options.chkGenerateAnRssFeed = false;
    old_multiRss_saveChanges.apply(this,arguments);
    config.options.chkGenerateAnRssFeed = rssStatus;
    if(config.options.chkGenerateAnRssFeed)
        saveMultiRss();
}

window.saveMultiRss = function()
{
      var rssIndex = store.getTiddlerText("MultiRssConfig").split("\n");
      rssIndex = rssIndex.splice(1,rssIndex.length);
      for (var i=0; i<rssIndex.length; i++)
          {
          var rss = rssIndex[i].split("|");
          var localPath = getLocalPath(document.location.toString());
          var rssPath = getRssPath(localPath)+ (rss[5].trim());
          var rssSave = saveFile(rssPath,convertUnicodeToUTF8(generateRss(store.rssgetTiddlers("modified",rss[1].trim(),rss[2].trim()),rss[3].trim(),rss[4].trim())));
          if(rssSave)
              displayMessage(config.messages.rssSaved,"file://" + rssPath);
          else
              alert(config.messages.rssFailed);
          }
}

window.getRssPath = function(str) {
    var slash = (str.indexOf('/')!=-1)? '/':'\\';
    return str.substring(0,str.lastIndexOf(slash) + 1);
}

config.shadowTiddlers.MultiRssConfig = "| !includeTag | !excludeTag | !title | !description | !filename |\n| rss | |rss only| this feed has rss tiddlers only | rss-feed.xml |\n| lewcidExtension| |plugins| yiddlywiki plugins only |plugins.xml|\n| | systemConfig| Main RSS feed | everything but plugins | rss.xml|";
//}}}
The ''NGO Committee on Education'' is a New York-based Substantive Committee of [[CONGO|Conference Of NGOs]] - the ''C''onference ''O''f ''N''on-''G''overnmental ''O''rganizations in Consultative Relationship with the United Nations - and was founded in November 2000.

The Committee normally holds its meetings on the third Thursday of each month between September and June.  Please contact the Co-Chairs at [[co-chairs@ngo-education.net|mailto:co-chairs@ngo-education.net]], or use the [[contact form|Contact form]] if you would like to receive information on upcoming meetings, and/or to be added to the email list for the Committee.

The ''NGO Committee on Education'' has made a priority commitment to the [[United Nations Decade of Education for Sustainable Development]] (2005-2014) throughout the Decade. This commitment was launched with our co-sponsorship of a workshop on ''Education, Youth & Technology for Sustainable Development'' at the ''59th Annual DPI/NGO Conference'' on September 9, 2007. For more details on the workshop, please visit http://www.ngo-education.net/workshop
* [[Meetings]]
* [[By-laws]]
* [[Executive Committee]]
* [[Information and Communications Sub-Committee]]
** [[Web sites|Committee web sites]]
*** [[Education, Youth & Technology for Sustainable Development]] - [[www.ngo-education.net/workshop/|http://www.ngo-education.net/workshop/]]
*** [[UN Documents Cooperation Circles: Gathering a Body of Global Agreements]] - [[www.un-documents.net|http://www.un-documents.net/]]
*** [[Climate Change 2.0]] - [[www.climate-change-two.net/|http://www.climate-change-two.net/]]
*** [[The Wealth of Networks: How Social Production Transforms Markets and Freedom]] - [[www.climate-change-two.net/wealth-of-networks|http://www.climate-change-two.net/wealth-of-networks/]]
*** [[Economics of Climate Change: The Stern Review]] - [[www.climate-change-two.net/stern-review/|http://www.climate-changetwo.net/stern-review/]]
*** [[Rescuing a Planet Under Stress and a Civilization in Trouble: Plan B 3.0 (beta)]] - [[www.climate-change-two.net/plan-b/|http://www.climate-change-two.net/plan-b/]]
*** [[TiddlyWikiPerfect: An emerging hybrid information species]] - [[www.tiddlywikiperfect.net/|http://www.tiddlywikiperfect.net/]]
** ''E-mail lists''
*** [[ngo-education@googlegroups.com]]
http://www.ngodpiexecom.org/
/***
|''Name:''|NestedSlidersPlugin|
|''Source:''|http://www.TiddlyTools.com/#NestedSlidersPlugin|
|''Author:''|Eric Shulman - ELS Design Studios|
|''License:''|[[Creative Commons Attribution-ShareAlike 2.5 License|http://creativecommons.org/licenses/by-sa/2.5/]]|
|''~CoreVersion:''|2.0.10|

Quickly make any tiddler content into an expandable 'slider' panel, without needing to create a separate tiddler to contain the slider content.  Optional syntax allows ''default to open'', ''custom button label/tooltip'' and ''automatic blockquote formatting.''

You can also 'nest' these sliders as deep as you like (see complex nesting example below), so that expandable 'tree-like' hierarchical displays can be created.  This is most useful when converting existing in-line text content to create in-line annotations, footnotes, context-sensitive help, or other subordinate information displays.

For more details, please click on a section headline below:
++++!!!!![Configuration]>
Debugging messages for 'lazy sliders' deferred rendering:
<<option chkDebugLazySliderDefer>> show debugging alert when deferring slider rendering
<<option chkDebugLazySliderRender>> show debugging alert when deferred slider is actually rendered
===
++++!!!!![Usage and Options]>
When installed, this plugin adds new wiki syntax for embedding 'slider' panels directly into tiddler content.  Use {{{+++}}} and {{{===}}} to delimit the slider content.  Additional optional syntax elements let you specify
*default to open
** closed  {{{+++}}} and  {{{===}}}
** open {{{++++}}} and {{{===}}}
>> mark the start and end of the slider definition, respectively.  When the extra {{{+}}} is used, the slider will be open when initially displayed.
*cookiename: {{{(cookiename)}}} - saves the slider opened/closed state, and restores this state whenever the slider is re-rendered.
*heading level
*floater: (with optional CSS width value)
*mouse auto rollover: {{{*}}} ^^ automatically opens/closes slider on "rollover" as well as when clicked^^
*custom class/label/tooltip/accesskey: {{{{{class{[label=key|tooltip]}}}}}} ^^uses custom label/tooltip/accesskey.  {{{{{class{...}}}}}}, {{{=key}}} and {{{|tooltip}}} are optional.  'class' is any valid CSS class name, used to style the slider label text.  'key' must be a ''single letter only''.  Default labels/tootips are: ">" (more) and "<" (less), with no default access key assignment.^^
*automatic blockquote:  {{{">"}}} //(without the quotes)// ^^automatically adds blockquote formatting to slider content^^
*deferred rendering
The complete syntax, using all options, is:
//{{{
++++(cookiename)!!!!!^width^*{{class{[label=key|tooltip]}}}>...
content goes here
===
//}}}

* {{{!}}} through {{{!!!!!}}}^^
displays the slider label using a formatted headline (Hn) style instead of a button/link style^^
* {{{^width^}}} (or just {{{^}}})^^
makes the slider 'float' on top of other content rather than shifting that content downward.  'width' must be a valid CSS value (e.g., "30em", "180px", "50%", etc.).  If omitted, the default width is "auto" (i.e., fit to content)^^

* 
*
* {{{"..."}}} //(without the quotes)//^^
defers rendering of closed sliders until the first time they are opened.  //Note: deferred rendering may produce unexpected results in some cases.  Use with care.//^^

//Note: to make slider definitions easier to read and recognize when editing a tiddler, newlines immediately following the {{{+++}}} 'start slider' or preceding the {{{===}}} 'end slider' sequence are automatically suppressed so that excess whitespace is eliminated from the output.//
===
++++!!!!![Examples]>
simple in-line slider: 
{{{
+++
   content
===
}}}
+++
   content
===
----
use a custom label and tooltip: 
{{{
+++[label|tooltip]
   content
===
}}}
+++[label|tooltip]
   content
===
----
content automatically blockquoted: 
{{{
+++>
   content
===
}}}
+++>
   content
===
----
all options combined //(default open, cookie, heading, sized floater, rollover, class, label/tooltip/key, blockquoted, deferred)//
{{{
++++(testcookie)!!!^30em^*{{big{[label=Z|click or press Alt-Z to open]}}}>...
   content
===
}}}
++++(testcookie)!!!^30em^*{{big{[label=Z|click or press Alt-Z to open]}}}>...
   content
===
----
complex nesting example:
{{{
+++^[get info...=I|click for information or press Alt-I]
   put some general information here, plus a floating slider with more specific info:
   +++^10em^[view details...|click for details]
      put some detail here, which could include a rollover with a +++^25em^*[glossary definition]explaining technical terms===
   ===
===
}}}
+++^[get info...=I|click for information or press Alt-I]
   put some general information here, plus a floating slider with more specific info:
   +++^10em^[view details...|click for details]
      put some detail here, which could include a rollover with a +++^25em^*[glossary definition]explaining technical terms===
   ===
===
===
!!!!!Installation
<<<
import (or copy/paste) the following tiddlers into your document:
''NestedSlidersPlugin'' (tagged with <<tag systemConfig>>)
<<<
!!!!!Revision History
<<<
''2006.07.28 - 2.0.0'' added custom class syntax around label/tip/key syntax: {{{{{classname{[label=key|tip]}}}}}}
''2006.07.25 - 1.9.3'' when parsing slider, save default open/closed state in button element, then in onClickNestedSlider(), if slider state matches saved default, instead of saving cookie, delete it.  Significantly reduces the 'cookie overhead' when default slider states are used.
''2006.06.29 - 1.9.2'' in onClickNestedSlider(), when setting focus to first control, skip over type="hidden"
''2006.06.22 - 1.9.1'' added panel.defaultPanelWidth to save requested panel width, even after resizing has changed the style value
''2006.05.11 - 1.9.0'' added optional '^width^' syntax for floating sliders and '=key' syntax for setting an access key on a slider label
''2006.05.09 - 1.8.0'' in onClickNestedSlider(), when showing panel, set focus to first child input/textarea/select element
''2006.04.24 - 1.7.8'' in adjustSliderPos(), if floating panel is contained inside another floating panel, subtract offset of containing panel to find correct position
''2006.02.16 - 1.7.7'' corrected deferred rendering to account for use-case where show/hide state is tracked in a cookie
''2006.02.15 - 1.7.6'' in adjustSliderPos(), ensure that floating panel is positioned completely within the browser window (i.e., does not go beyond the right edge of the browser window)
''2006.02.04 - 1.7.5'' add 'var' to unintended global variable declarations to avoid FireFox 1.5.0.1 crash bug when assigning to globals
''2006.01.18 - 1.7.4'' only define adjustSliderPos() function if it has not already been provided by another plugin.  This lets other plugins 'hijack' the function even when they are loaded first.
''2006.01.16 - 1.7.3'' added adjustSliderPos(place,btn,panel,panelClass) function to permit specialized logic for placement of floating panels.  While it provides improved placement for many uses of floating panels, it exhibits a relative offset positioning error when used within *nested* floating panels.  Short-term workaround is to only adjust the position for 'top-level' floaters.
''2006.01.16 - 1.7.2'' added button property to slider panel elements so that slider panel can tell which button it belongs to.  Also, re-activated and corrected animation handling so that nested sliders aren't clipped by hijacking Slider.prototype.stop so that "overflow:hidden" can be reset to "overflow:visible" after animation ends
''2006.01.14 - 1.7.1'' added optional "^" syntax for floating panels.  Defines new CSS class, ".floatingPanel", as an alternative for standard in-line ".sliderPanel" styles.
''2006.01.14 - 1.7.0'' added optional "*" syntax for rollover handling to show/hide slider without requiring a click (Based on a suggestion by tw4efl)
''2006.01.03 - 1.6.2'' When using optional "!" heading style, instead of creating a clickable "Hn" element, create an "A" element inside the "Hn" element.  (allows click-through in SlideShowPlugin, which captures nearly all click events, except for hyperlinks)
''2005.12.15 - 1.6.1'' added optional "..." syntax to invoke deferred ('lazy') rendering for initially hidden sliders
removed checkbox option for 'global' application of lazy sliders
''2005.11.25 - 1.6.0'' added optional handling for 'lazy sliders' (deferred rendering for initially hidden sliders)
''2005.11.21 - 1.5.1'' revised regular expressions: if present, a single newline //preceding// and/or //following// a slider definition will be suppressed so start/end syntax can be place on separate lines in the tiddler 'source' for improved readability.  Similarly, any whitespace (newlines, tabs, spaces, etc.) trailing the 'start slider' syntax or preceding the 'end slider' syntax is also suppressed.
''2005.11.20 - 1.5.0'' added (cookiename) syntax for optional tracking and restoring of slider open/close state
''2005.11.11 - 1.4.0'' added !!!!! syntax to render slider label as a header (Hn) style instead of a button/link style
''2005.11.07 - 1.3.0'' removed alternative syntax {{{(((}}} and {{{)))}}} (so they can be used by other
formatting extensions) and simplified/improved regular expressions to trim multiple excess newlines
''2005.11.05 - 1.2.1'' changed name to NestedSlidersPlugin
more documentation
''2005.11.04 - 1.2.0'' added alternative character-mode syntax {{{(((}}} and {{{)))}}}
tweaked "eat newlines" logic for line-mode {{{+++}}} and {{{===}}} syntax
''2005.11.03 - 1.1.1'' fixed toggling of default tooltips ("more..." and "less...") when a non-default button label is used
code cleanup, added documentation
''2005.11.03 - 1.1.0'' changed delimiter syntax from {{{(((}}} and {{{)))}}} to {{{+++}}} and {{{===}}}
changed name to EasySlidersPlugin
''2005.11.03 - 1.0.0'' initial public release
<<<
!!!!!Credits
<<<
This feature was implemented by EricShulman from [[ELS Design Studios|http:/www.elsdesign.com]] with initial research and suggestions from RodneyGomes, GeoffSlocock, and PaulPetterson.
<<<
!!!!!Code
***/
//{{{
version.extensions.nestedSliders = {major: 2, minor: 0, revision: 0, date: new Date(2006,7,28)};
//}}}

//{{{
// options for deferred rendering of sliders that are not initially displayed
if (config.options.chkDebugLazySliderDefer==undefined) config.options.chkDebugLazySliderDefer=false;
if (config.options.chkDebugLazySliderRender==undefined) config.options.chkDebugLazySliderRender=false;

// default styles for 'floating' class
setStylesheet(".floatingPanel { position:absolute; z-index:10; padding:0.5em; margin:0em; \
	background-color:#eee; color:#000; border:1px solid #000; text-align:left; }","floatingPanelStylesheet");
//}}}

//{{{
config.formatters.push( {
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			// class=lookaheadMatch[6]
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			// blockquote=lookaheadMatch[8]
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}

// hijack animation handler 'stop' handler so overflow is visible after animation has completed
Slider.prototype.coreStop = Slider.prototype.stop;
Slider.prototype.stop = function() { this.coreStop(); this.element.style.overflow = "visible"; }

// adjust panel position based on button position
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}

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	if(window.innerWidth!=undefined)
		return window.innerWidth; // IE - general
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//}}}
The goal of the ''Networking ~Sub-Committee'' of the [[DPI/NGO Conference Planning Committee]] for the [[60th Annual DPI/NGO Conference]] is to explore, discover and promote networking by and among ~NGOs in support of the preparation for, participation in and follow-up to the Conference, and the broad-based mobilization of civil society in addressing the dangers of climate change and the opportunities for viable, creative, remedial and mitigating responses.
!! ~Co-Chairs
* William Gellermann, ''Communications Coordination Committee for the United Nations''
* Moses Williams, ''Olof Palme Peace Foundation''
!! Members
* Pauline Cantwell, ''Peace Action''
* Loretta Dumas, ''NJ Haiti Partners of the Americas''
* Barbara Horne, ''Training At My Desk''
* Richard Jordan, ''Concerned Citizens Speak''
* Ani Kalayjian, ''Armenian International Women's Association''
* Moki Kokoris, ''World Federation of Ukrainian Women's Organizations''
* Pamela Kraft, ''Tribal Link Foundation''
* Judy Lerner, ''Peace Action''
* Kathy ~Liepe-Levinson, ''Institute of General Semantics''
* Isobel Lowther, ''Kaleidoscope Experience''
* Linda ~Misek-Falkoff, ''National Disability Party, Chronic Pain Caucus''
* Gwen Moten, ''City of Newark, Cultural Affairs''
* Jim Nelson, ''Unitarian Universalist Association''
* Robert Pollard, ''Information Habitat: Where Information Lives''
* Joann Robinson, ''Peace Action''
* Larry Roeder, ''World Society for the Protection of Animals''
* Joan Russow, ''Global Compliance Research Project''
* George Weinstein, ''Jewish War Veterans''
* Anne Zanes, ''Peace Links''
If you would like to participate in the vision and work of the ''Networking ~Sub-Committee'', please join the [[Networking Sub-Committee's Google Group]],  visit ][[groups.google.com/group/ngo-networking|http://groups.google.com/group/ngo-networking]].
The principle online vehicle to date for the [[Networking Sub-Committee]]  of the [[Planning Committee]] for the [[60th Annual DPI/NGO Conference]], has been its [[Google Group]] - one of the many freely-available valuable services provided by Google.
<html>
<table border=0 style="background-color: #fff; padding: 5px;" cellspacing=0>
<tr valign="top">
<td><b>Description</b>
</td>
<td> A forum for the Networking Sub-Committee of the 60th Annual DPI/NGO Conference Planning Committee to foster & cultivate networking among NGOs to address the challenges of climate change before, during & after the Conference, & to explore & share creative, respectful networking processes
<tr><td>
    <img src="http://groups.google.com/groups/img/3/groups_bar.gif"
         height=26 width=132 alt="Google Groups">
  </td></tr>
  <tr><td style="padding-left: 5px">
    <b>Subscribe to NGO Networking</b>
  </td></tr>
  <form action="http://groups.google.com/group/ngo-networking/boxsubscribe">
  <tr><td style="padding-left: 5px;">
    Email: <input type=text name=email>
           <input type=submit name="sub" value="Subscribe">
  </td></tr>
</form>
<tr><td align=right>
  <a href="http://groups.google.com/group/ngo-networking">Visit this group</a>
</td></tr>
</table>
</html>
http://www.net.org/warming/animations/NYC.mov
> Commonly referred to as the ''Forest Principles'', the  'Non-legally binding authoritative statement of principles for a global consensus on the management, conservation and sustainable development of all types of forests' was one of the five elements of the [[Earth Summit Agreements]] that were agredd to at the 1992 [[Earth Summit]], held in Rio de Janeiro in June 1992.

@@font-size:90%;''Note'': This is a "framed" page from the ''UN Documents Cooperation Circles'' web site. You can view this page in a separate browser tab or window at http://www.un-documents.net/for-prin.htm@@
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<iframe
	style="
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	width = "100%"
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	frameborder = "0"
	scrolling = "yes"
	src = "http://www.un-documents.net/for-prin.htm"
	title = "Non-legally binding authoritative statement of principles for a global consensus on the management, conservation and sustainable development of all types of forests">
</iframe> </html>
''Our Common Future'', the Report of the World Commission on Environment and Development, also known as the ''Brundtland Report'' after ''Gro Harlem Brundtland'', Chair of the Commission. placed sustainable development at the center of the UN agenda when it was published in 1987 and laid the groundwork for the 1992 Earth Summit and its key outcomes: the [[Rio Declaration on Environment and Development]], [[Agenda 21]], the [[Convention on Biological Diversity]] and the [[United Nations Framework Convention on Climate Change]].

''See also'':
* [[Our Common Future: Table of Contents]]

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<html>
<iframe style="background-color:#ffffff; border-color:#ffffff; border:none;" width="660" height="1000" frameborder="0" scrolling="yes" src="http://www.google.com/search?q=%22Our+Common+Future%22&button=google+search&domains=http%3A%2F%2Fwww.un-documents.net&sitesearch=http%3A%2F%2Fwww.un-documents.net&ie=iso-8859-1&oe=iso-8859-1]]
" title="Our Common Future - Google site search @ www.UN-documents.net">
</iframe> </html>
|UN Document Symbol: |A/42/427 |
|Issuing Body / Session: |A/ 42 (General Assembly. 43rd Session) |
|Title: |Report of the World Commission on Environment and Development : note / by the Secretary-General. |
|Author / Contributors: |UN. Secretary-General<br>World Commission on Environment and Development |
|Other Title: |Report of the World Commission on Environment and Development (1987)<br>Report of the World Commission on Environment and Development : "Our common future"<br>Our Common Future.<br>Brundtland report. |
|Summary: |Transmits report of the World Commission on Environment and Development entitled "Our common future". |
|Notes: |Includes bibliographical references. |
|Imprint: |New York : UN, 4 Aug. 1987. |
|Description: |374 p. : tables |
|Subjects: |Environment<br>Population<br>Development<br>Human Resources<br>Food Security<br>Ecosystems<br>Energy Resources<br>Industrial Development<br>Urbanization<br>Environmental Protection<br>Institutional Machinery<br>Environmental Law<br>International Economic Relations<br>Environmental Management<br>Military Activity<br>Work Organization<br>World Commission on Environment and Development -- Work Organization.<br>Report of the World Commission on Environment and Development (1987) |
|Agenda Information: |A/42/251 82e - Environment. - Environment |
|Type of Material: |Reports/studies B16<br>Reports/letters (UN Secretary-General) B15 |
|Distribution: |General |
|Job Number: |N8718467 E |
|>|United Nations |h
|Document ID |A/42/427 Annex |
|Online publisher |Official Document System of the United Nations - http://ods.un.org |
|UN publication date |4 August 1987 |
|>|Bodleian Library, Oxford University |h
|Uniform Title |Our common future |
|Title |Our common future / World Commission on Environment and Development : Chairman, Gro Harlem Brundtland. |
|Publisher |Oxford : Oxford University Press, 1987. |
|Description |xv, 383 p. ; 21 cm. |
|Notes |"April 1987."  (Webster's note: this is a curious note, as the Report was not released until June 16, 1987, and was approved by the Governing Council of UNEP on 19 June 1987) |
|ISBN |019282080X (pbk.) |
|Subjects |Economic development -- Environmental aspects<br>Environmental policy<br>Human ecology<br>Nature -- Effect of human beings on |
|Other Names |Brundtland, Gro Harlem<br>World Commission on Environment and Development |
''Our Common Future'' - the ''Report of the World Commission on Environment and Development'' : 
Transmitted to the General Assembly as an Annex to document [[A/42/427 - Development and International Co-operation: Environment|http://www.un-documents.net/a47-427.htm]] 
!!Table of Contents
<<<
!!![[Chairman's Foreword|http://www.un-documents.net/ocf-cf.htm]]
!!![[From One Earth to One World|http://www.un-documents.net/ocf-ov.htm]]
<<<
!!Part I. Common Concerns
<<<
!!![[1. A Threatened Future|http://www.un-documents.net/ocf-01.htm]] +++
> [[Symptoms and Causes|http://www.un-documents.net/ocf-01.htm#I]]
> [[New Approaches to Environment and Development|http://www.un-documents.net/ocf-01.htm#II]]
===

!!![[2. Towards Sustainable Development|http://www.un-documents.net/ocf-02.htm]] +++
> [[The Concept of Sustainable Development|http://www.un-documents.net/ocf-02.htm#I]]
> [[Equity and the Common Interest|http://www.un-documents.net/ocf-02.htm#II]]
> [[Strategic Imperatives|http://www.un-documents.net/ocf-02.htm#III]]
> [[Conclusion|http://www.un-documents.net/ocf-02.htm#IV]]
===

!!![[3. The Role of the International Economy|http://www.un-documents.net/ocf-03.htm]] +++
> [[The International Economy, the Environment, and Development|http://www.un-documents.net/ocf-03.htm#I]]
> [[Decline in the 1980s|http://www.un-documents.net/ocf-03.htm#II]]
> [[Enabling Sustainable Development|http://www.un-documents.net/ocf-03.htm#III]]
> [[A Sustainable World Economy|http://www.un-documents.net/ocf-03.htm#IV]]
===

<<<
!!Part II. Common Challenges
<<<
!!![[4. Population and Human Resources|http://www.un-documents.net/ocf-04.htm]] +++
> [[The Links with Environment and Development|http://www.un-documents.net/ocf-04.htm#I]]
> [[The Population Perspective|http://www.un-documents.net/ocf-04.htm#II]] 
> [[A Policy Framework|http://www.un-documents.net/ocf-04.htm#III]]
===

!!![[5. Food Security: Sustaining the Potential|http://www.un-documents.net/ocf-05.htm]]  +++
> Achievements|http://www.un-documents.net/ocf-05.htm#I]]
> Signs of Crisis|http://www.un-documents.net/ocf-05.htm#II]]
> The Challenge|http://www.un-documents.net/ocf-05.htm#III]]
> Strategies for Sustainable Food Security|http://www.un-documents.net/ocf-05.htm#IV]]
> Food for the Future|http://www.un-documents.net/ocf-05.htm#V]]
===

!!![[6. Species and Ecosystems: Resources for Development|http://www.un-documents.net/ocf-06.htm]] +++
> [[The Problem: Character and Extent|http://www.un-documents.net/ocf-06.htm#I]]
> [[Extinction Patterns and Trends|http://www.un-documents.net/ocf-06.htm#II]]
> [[Some Causes of Extinction|http://www.un-documents.net/ocf-06.htm#III]]
> [[Economic Values at Stake|http://www.un-documents.net/ocf-06.htm#IV]]
> [[New Approach: Anticipate and Prevent|http://www.un-documents.net/ocf-06.htm#V]]
> [[International Action for National Species|http://www.un-documents.net/ocf-06.htm#VI]]
> [[Scope for National Action|http://www.un-documents.net/ocf-06.htm#VII]]
> [[The Need for Action|http://www.un-documents.net/ocf-06.htm#VIII]]
===

!!![[7. Energy: Choices for Environment and Development|http://www.un-documents.net/ocf-07.htm]] +++
> [[Energy, Economy, and Environment|http://www.un-documents.net/ocf-07.htm#I]]
> [[Fossil Fuels: The Continuing Dilemma|http://www.un-documents.net/ocf-07.htm#II]]
> [[Nuclear Energy: Unsolved Problems|http://www.un-documents.net/ocf-07.htm#III]]
> [[Wood Fuels: The Vanishing Resource|http://www.un-documents.net/ocf-07.htm#IV]]
> [[Renewable Energy: The Untapped Potential|http://www.un-documents.net/ocf-07.htm#V]]
> [[Energy Efficiency: Maintaining the Momentum|http://www.un-documents.net/ocf-07.htm#VI]]
> [[Energy Conservation Measures|http://www.un-documents.net/ocf-07.htm#VII]]
> [[Conclusion|http://www.un-documents.net/ocf-07.htm#VIII]]
===

!!![[8. Industry: Producing More With Less|http://www.un-documents.net/ocf-08.htm]] +++
> [[Industrial Growth and its Impact|http://www.un-documents.net/ocf-08.htm#I]]
> [[Sustainable Industrial Development in a Global Context|http://www.un-documents.net/ocf-08.htm#II]]
> [[Strategies for Sustainable Industrial Development|http://www.un-documents.net/ocf-08.htm#III]]
===

!!![[9. The Urban Challenge|http://www.un-documents.net/ocf-09.htm]] +++
> [[The Growth of Cities|http://www.un-documents.net/ocf-09.htm#I]]
> [[The Urban Challenge in Developing Countries|http://www.un-documents.net/ocf-09.htm#II]]
> [[International Cooperation|http://www.un-documents.net/ocf-09.htm#III]]
===

<<<
!!Part III. Common Endeavours
<<<
!!![[10. Managing The Commons|http://www.un-documents.net/ocf-10.htm]] +++
> [[Oceans: The Balance of Life|http://www.un-documents.net/ocf-10.htm#I]]
> [[Space: A Key to Planetary Management|http://www.un-documents.net/ocf-10.htm#II]]
> [[Antarctica: Towards Global Cooperation|http://www.un-documents.net/ocf-10.htm#III]]
===

!!![[11. Peace, Security, Development, and the Environment|http://www.un-documents.net/ocf-11.htm]] +++
> [[Environmental Stress as a Source of Conflict|http://www.un-documents.net/ocf-11.htm#I]]
> [[Conflict as a Cause of Unsustainable Development|http://www.un-documents.net/ocf-11.htm#II]]
> [[Towards Security and Sustainable Development|http://www.un-documents.net/ocf-11.htm#III]]
===

!!![[12. Towards Common Action: Proposals For Institutional and Legal Change|http://www.un-documents.net/ocf-12.htm]] +++
> [[The Challenge for Institutional and Legal Change|http://www.un-documents.net/ocf-12.htm#I]]
> [[Proposals for Institutional and Legal Change|http://www.un-documents.net/ocf-12.htm#II]]
> [[A Call for Action|http://www.un-documents.net/ocf-12.htm#III]]
===

<<<
!!Annexes 
<<<
!!![[Annexe 1: Summary of Proposed Legal Principles for Environmental Protection and Sustainable Development|http://www.un-documents.net/ocf-a1.htm]]
!!![[Annexe 2: The Commission and its Work|http://www.un-documents.net/ocf-a2.htm]]
!!![[Acronyms and Note on Terminology|http://www.un-documents.net/ocf-acr.htm]]
<<<
|>|United Nations |h
|Document ID |A/42/427 Annex |
|Published in |[[General Assembly document A/42/427|http://www.n-documents.net/a42-427]] |
|Unpublication date |4 August 1987 |
|Online publisher |Official Document System of the United Nations - http://ods.un.org |
<<<
Most of today's decision makers will be dead before the planet suffers the full consequences of acid rain, global warning, ozone depletion, widespread desertification, and species loss. Most of today's young voters, however, will be alive.

In this, perhaps the most important document of the decade on the future of the world, the urgency of changing certain policy decisions, some of which threaten the very survival of the human race, is made abundantly clear.

The World Commission on Environment and Development, headed by Gro Harlem Brundtland, Prime Minister of Norway, was set up as an independent body in 1983 by the United Nations. Its brief was to re-examine the critical environment, to develop proposals to solve them, and to ensure that human progress will be sustained through development without bankrupting the resources of future generations.

In Our Common Future , the Commission serves notice that the time has come for a marriage of economy and ecology, so that governments and their people can take responsibility not just for environmental damage, but for the policies that cause the damage. It is not too late to change these policies; but, it warns, we must act now.
> ''Publisher's description - Oxford University Press''
<<<
''References''
<<<
[[UN-documents.net - Our Common Future - Google site search[[|http://www.google.com/search?q=%22Our+Common+Future%22&button=google+search&domains=http%3A%2F%2Fwww.un-documents.net&sitesearch=http%3A%2F%2Fwww.un-documents.net&ie=iso-8859-1&oe=iso-8859-1]]
[[Our Common Future @ Oxford University Press|http://www.oup.com/uk/catalogue/?ci=9780192820808]] - Look and/or buy at the publisher's web site
[[Our Common Future @ Google Book Search|http://books.google.com/books?id=w_HKWEq1K68C&dq=%22Our+Common+Future%22]]
* [[Our Common Future @ Amazon.com|http://www.amazon.com/Common-Future-Oxford-Paperback-Reference/dp/019282080X]] - Buy new or used at Amazon.com
** [[Look Inside Our Common Future|http://www.amazon.com/gp/reader/019282080X/ref=sib_dp_pt/105-6913217-5433235#reader-link]] at Amazon/com
[[Sustainable Development @ ''UN-Documents.net''|http://www.un-documents.net/k-001303.htm]]
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<span class='siteTitle' refresh='content' tiddler='SiteTitle'></span>&nbsp;
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<span class='siteTitle' refresh='content' tiddler='SiteTitle'></span>&nbsp;
<span class='siteSubtitle' refresh='content' tiddler='SiteSubtitle'></span>
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<div id='mainMenu' refresh='content' tiddler='MainMenu'></div>
<div id='displayArea'>
<div id='messageArea'></div>
<div id='tiddlerDisplay'></div>
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<!--}}}-->
A central focus of the ''Peace Caucus'' is on the [[Wild Cards in Climate Change: Weather Warfare, Geoengineering and ENMOD]]
<<plugins>>
The ''Plugin Manager'' tiddler uses the ''<html>&lt;&lt;plugins&gt;&gt;</html>'' built-in macro that displays all the plugin macros - tiddlers marked with the ''systemConfig'' tag - with links to the plugins and an indication of their status.

<<plugins>>
''Polar bears''
!!United Nations Charter
!!Chapter I: Purposes and Principles
!!!Article 1
The Purposes of the United Nations are:
# To maintain international peace and security, and to that end: to take effective collective measures for the prevention and removal of threats to the peace, and for the suppression of acts of aggression or other breaches of the peace, and to bring about by peaceful means, and in conformity with the principles of justice and international law, adjustment or settlement of international disputes or situations which might lead to a breach of the peace;
# To develop friendly relations among nations based on respect for the principle of equal rights and self-determination of peoples, and to take other appropriate measures to strengthen universal peace;
# To achieve international co-operation in solving international problems of an economic, social, cultural, or humanitarian character, and in promoting and encouraging respect for human rights and for fundamental freedoms for all without distinction as to race, sex, language, or religion; and
# To be a centre for harmonizing the actions of nations in the attainment of these common ends.
!!!Article 2
The Organization and its Members, in pursuit of the Purposes stated in Article 1, shall act in accordance with the following Principles.
# The Organization is based on the principle of the sovereign equality of all its Members.
# All Members, in order to ensure to all of them the rights and benefits resulting from membership, shall fulfil in good faith the obligations assumed by them in accordance with the present Charter.
# All Members shall settle their international disputes by peaceful means in such a manner that international peace and security, and justice, are not endangered.
# All Members shall refrain in their international relations from the threat or use of force against the territorial integrity or political independence of any state, or in any other manner inconsistent with the Purposes of the United Nations.
# All Members shall give the United Nations every assistance in any action it takes in accordance with the present Charter, and shall refrain from giving assistance to any state against which the United Nations is taking preventive or enforcement action.
# The Organization shall ensure that states which are not Members of the United Nations act in accordance with these Principles so far as may be necessary for the maintenance of international peace and security.
# Nothing contained in the present Charter shall authorize the United Nations to intervene in matters which are essentially within the domestic jurisdiction of any state or shall require the Members to submit such matters to settlement under the present Charter; but this principle shall not prejudice the application of enforcement measures under [[Chapter VII|http://www.un-documents.net/ch-04.htm]].
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?
<<<
''Framework Convention on Climate Change, Article 2''
>"The ultimate objective of this Convention and any related legal instruments that the Conference of the Parties may adopt is to achieve, in accordance with the relevant provisions of the Convention, stabilization of greenhouse gas concentrations in the atmosphere at a level that would prevent dangerous anthropogenic interference with the climate system. Such a level should be achieved within a time-frame sufficient to allow ecosystems to adapt naturally to climate change, to ensure that food production is not threatened and to enable economic development to proceed in a sustainable manner."
<<<
What is the evidence for, causes of, and consequences of changes in the Earth's climate since the pre-industrial era?
* Has the Earth's climate changed since the pre-industrial era at the regional and/or global scale? If so, what part, if any, of the observed changes can be attributed to human influence and what part, if any, can be attributed to natural phenomena? What is the basis for that attribution?
* What is known about the environmental, social, and economic consequences of climate changes since the pre-industrial era with an emphasis on the last 50 years?
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)?

To the extent possible evaluate the:
* Projected changes in atmospheric concentrations, climate, and sea level
* Impacts and economic costs and benefits of changes in climate and atmospheric composition on human health, diversity and productivity of tecological systems, and socio-economic sectors (particularly agriculture and water)
* The range of options for adaptation, including the costs, benefits, and challenges
* Development, sustainability, and equity issues associated with impacts and adaptation at a regional and global level
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 on:
* The frequency and magnitude of climate fluctuations, including daily, seasonal, inter-annual, and decadal variability, such as the El Niño Southern Oscillation cycles and others?
* The duration, location, frequency, and intensity of extreme events such as heat waves, droughts, floods, heavy precipitation, avalanches, storms, tornadoes, and tropical cyclones?
* The risk of abrupt/non-linear changes in, among others, the sources and sinks of greenhouse gases, ocean circulation, and the extent of polar ice and permafrost? If so, can the risk be quantified?
* The risk of abrupt or non-linear changes in ecological systems?
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?
#  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?
# What is known from sensitivity studies about regional and globa 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? For each stabilization scenario, including different pathways to stabilization, evaluate the range of costs and benefits, relative to the range of scenarios considered in Question 3, in terms of:
** Projected changes in atmospheric concentrations, climate, and sea level, including changes beyond 100 years
** Impacts and economic costs and benefits of changes in climate and atmospheric composition on human health, diversity and productivity of ecological systems, and socio-economic sectors (particularly agriculture and water)
** The range of options for adaptation, including the costs, benefits, and challenges
** The range of technologies, policies, and practices that could be used to achieve each of the stabilization levels, with an evaluation of the national and global costs and benefits, and an assessment of how these costs and benefits would compare, either qualitatively or quantitatively, to the avoided environmental harm that would be achieved by the emissions reductions
** Development, sustainability, and equity issues associated with impacts, adaptation, and mitigation at a regional and global level.
What is known about the potential for, and costs and benefits of, and time frame for reducing greenhouse gas emissions?
* What would be the economic and social costs and benefits and equity implications of options for policies and measures, and the mechanisms of the Kyoto Protocol, that might be considered to address climate change regionally and globally?
* What portfolios of options of research and development, investments, and other policies might be considered that would be most effective to enhance the development and deployment of technologies that address climate change?
* What kind of economic and other policy options might be considered to remove existing and potential barriers and to stimulate private- and public sector technology transfer and deployment among countries, and what effect might these have on projected emissions?
* How does the timing of the options contained in the above affect associated economic costs and benefits, and the atmospheric concentrations of greenhouse gases over the next century and beyond?
* 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)?
* 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?
What are the most robust findings and key uncertainties regarding attribution of climate change and regarding model projections of:
* Future emissions of greenhouse gases and aerosols?
* Future concentrations of greenhouse gases and aerosols?
* Future changes in regional and global climate?
* Regional and global impacts of climate change?
* Costs and benefits of mitigation and adaptation options?
/***
| Name:|QuickOpenTagPlugin|
| Description:|Changes tag links to make it easier to open tags as tiddlers|
| Version:|6.1.1|
| Date:|01-Oct-2006|
| Source:|http://mptw.tiddlyspot.com/#QuickOpenTagPlugin|
| Author:|Simon Baird <simon.baird@gmail.com>|
| CoreVersion:|2.1.x|
***/
//{{{
config.quickOpenTag = {

	dropdownChar: (document.all ? "\u25bc" : "\u25be"), // the little one doesn't work in IE

	createTagButton: function(place,tag,excludeTiddler) {
		// little hack so we can to <<tag PrettyTagName|RealTagName>>
		var splitTag = tag.split("|");
		var pretty = tag;
		if (splitTag.length == 2) {
			tag = splitTag[1];
			pretty = splitTag[0];
		}
		
		var sp = createTiddlyElement(place,"span",null,"quickopentag");
		createTiddlyText(createTiddlyLink(sp,tag,false),pretty);
		
		var theTag = createTiddlyButton(sp,config.quickOpenTag.dropdownChar,
                        config.views.wikified.tag.tooltip.format([tag]),onClickTag);
		theTag.setAttribute("tag",tag);
		if (excludeTiddler)
			theTag.setAttribute("tiddler",excludeTiddler);
    		return(theTag);
	},

	miniTagHandler: function(place,macroName,params,wikifier,paramString,tiddler) {
		var tagged = store.getTaggedTiddlers(tiddler.title);
		if (tagged.length > 0) {
			var theTag = createTiddlyButton(place,config.quickOpenTag.dropdownChar,
                        	config.views.wikified.tag.tooltip.format([tiddler.title]),onClickTag);
			theTag.setAttribute("tag",tiddler.title);
			theTag.className = "miniTag";
		}
	},

	allTagsHandler: function(place,macroName,params) {
		var tags = store.getTags();
		var theDateList = createTiddlyElement(place,"ul");
		if(tags.length == 0)
			createTiddlyElement(theDateList,"li",null,"listTitle",this.noTags);
		for (var t=0; t<tags.length; t++) {
			var theListItem = createTiddlyElement(theDateList,"li");
			var theLink = createTiddlyLink(theListItem,tags[t][0],true);
			var theCount = " (" + tags[t][1] + ")";
			theLink.appendChild(document.createTextNode(theCount));
			var theDropDownBtn = createTiddlyButton(theListItem," " +
			config.quickOpenTag.dropdownChar,this.tooltip.format([tags[t][0]]),onClickTag);
			theDropDownBtn.setAttribute("tag",tags[t][0]);
		}
	},

	// todo fix these up a bit
	styles: 
"/*{{{*/\n"+
"/* created by QuickOpenTagPlugin */\n"+
".tagglyTagged .quickopentag, .tagged .quickopentag \n"+
"	{ margin-right:1.2em; border:1px solid #eee; padding:2px; padding-right:0px; padding-left:1px; }\n"+
".quickopentag .tiddlyLink { padding:2px; padding-left:3px; }\n"+
".quickopentag a.button { padding:1px; padding-left:2px; padding-right:2px;}\n"+
"/* extra specificity to make it work right */\n"+
"#displayArea .viewer .quickopentag a.button, \n"+
"#displayArea .viewer .quickopentag a.tiddyLink, \n"+
"#mainMenu .quickopentag a.tiddyLink, \n"+
"#mainMenu .quickopentag a.tiddyLink \n"+
"	{ border:0px solid black; }\n"+
"#displayArea .viewer .quickopentag a.button, \n"+
"#mainMenu .quickopentag a.button \n"+
"	{ margin-left:0px; padding-left:2px; }\n"+
"#displayArea .viewer .quickopentag a.tiddlyLink, \n"+
"#mainMenu .quickopentag a.tiddlyLink \n"+
"	{ margin-right:0px; padding-right:0px; padding-left:0px; margin-left:0px; }\n"+
"a.miniTag {font-size:150%;} \n"+
"#mainMenu .quickopentag a.button \n"+
"	/* looks better in right justified main menus */\n"+
"	{ margin-left:0px; padding-left:2px; margin-right:0px; padding-right:0px; }\n" + 
"#topMenu .quickopentag { padding:0px; margin:0px; border:0px; }\n" +
"#topMenu .quickopentag .tiddlyLink { padding-right:1px; margin-right:0px; }\n" +
"#topMenu .quickopentag .button { padding-left:1px; margin-left:0px; border:0px; }\n" +
"/*}}}*/\n"+
		"",

	init: function() {
		// we fully replace these builtins. can't hijack them easily
		window.createTagButton = this.createTagButton;
		config.macros.allTags.handler = this.allTagsHandler;
		config.macros.miniTag = { handler: this.miniTagHandler };
		config.shadowTiddlers["QuickOpenTagStyles"] = this.styles;
		if (store)
			store.addNotification("QuickOpenTagStyles",refreshStyles);
		else
			config.notifyTiddlers.push({name:"QuickOpenTagStyles", notify: refreshStyles});
	}

}

config.quickOpenTag.init();

//}}}
''RSS feeds'' - //Really Simple Syndication// - offer a wide variety of tools that automatically generate sets of news feeds - that can be selected for tags / key words - for your own online web sites, and from web sites, blogs, bookmark collections, etc. published by other people and organizations.

<<siteMap rss>>
The following recently created or updated tiddler uses the syntax {{{<<timeline better:true firstDay:20070815>>}}} to display tiddlers that have been edited since August 15, 2007 - using the [[Better timeline plugin macro]] - may give you a little insight both into some of the recently-added contents of the site, as well as into the "underworld" of shadowed tiddlers, cascading styles, menus, features, plugins, formatting, etc. that lie beneath the surface of TiddlyWiki and that contribute to the genius of TiddlyWiki, the software platform that serves as one of the foundations of this web site and of the companion sites of the [[Climate Change 2.0]] initiative. If you would like to look at a complete listing of tiddlers on this site, visit [[Basic Tiddler Lists]].

<<timeline better:true firstDay:20070815>>
!!![[Role, Objectives and Guiding Principles of Environmental Education|Tbilisi Recommendations: Role, Objectives and Guiding Principles of Environmental Education]]
!!![[Strategies for the Development of Environmental Education at the National Level|Tbilisi Recommendations: Strategies for the Development of Environmental Education at the National Level]]
* [[Organizational structure|Tbilisi Recommendations: Organizational structure]]
* [[Target populations for environmental education|Tbilisi Recommendations: Target populations for environmental education]]
* [[Environmental education for the general public|Tbilisi Recommendations: Environmental education for the general public]]
* [[Environmental education of professionals|Tbilisi Recommendations: Environmental education of professionals]]
* [[Content and methods|Tbilisi Recommendations: Content and methods]]
* [[Training of personnel|Tbilisi Recommendations: Training of personnel]]
* [[Teaching - learning materials|Tbilisi Recommendations: Teaching - learning materials]]
* [[Dissemination of information|Tbilisi Recommendations: Dissemination of information]]
* [[Research|Tbilisi Recommendations: Research]]
!!![[International and regional co-operation|Tbilisi Recommendations: International and regional co-operation]]
* [[General Recommendations|Tbilisi Recommendations: General Recommendations]]
* [[Recommendations on regional co-operation|Tbilisi Recommendations: Recommendations on regional co-operation]]
From the vast amount of information available on climate change, the foll9wing publications are recommended reading for [[Climate Change 2.0]] 

|[img[ocf-cover.png]] |[[Our Common Future]] |
|[img[plan-b.jpg]] |[[Plan B 2.0: Rescuing a Planet Under Stress and a Civilization in Trouble]] |
|[img[won-cover.jpg]] |[[The Wealth of Networks: How Social Production Transforms Markets and Freedom]] |
| |[[Many Voices, One World: Report of the Commission to Study Communications Problems]] |
|[img[http://www.journals.royalsoc.ac.uk/content/l3h462k7p4068780/mediaobjects/RSTA.jpg]] |[[Climate change and trace gases. Hansen, J. et al]] |
/***
|Macro|redirect (alias)|
|Author|[[Clint Checketts]] and Paul Petterson|
|Version|1.1 Jan 26, 2006|
|Location|http://checkettsweb.com/styles/themes.htm#RedirectMacro|
|Description|This macro tells TW to find all instances of a word and makes it point to a different link.  For example, whenever I put the word 'Clint' in a tiddler I want TiddlyWiki to turn it into a link that points to a tiddler titled 'Clint Checketts' Or the word 'TW' could point to a tiddler called 'TiddlyWiki' It even matches clint (which is lowercase) [[Clint]] leet lEEt LEET|
|Usage|{{{<<redirect TW TiddlyWiki>>}}}   |
|Example|<<redirect TW "TiddlyWiki">>  <<redirect Clint "Clint Checketts">> (Nothing should appear, its just setting it all up)<<redirectExact lEEt Elite>>|

!Revisions
1.1- Fixed tiddler refresh so a tiddler declaring a redirect will also render the redirect
1.0- Updated to work with TiddlyWiki 2.0 (thanks to Udo Borkowski)
0.9- Original release October 2005

!Code
***/
//{{{
version.extensions.redirectExact = {major: 1, minor: 2, revision: 0, date: new Date(2005,10,24)};
config.macros.redirectExact = {label: "Pickles Rock!"};
config.macros.redirectExact.handler = function(place,macroName,params,wikifier,paramString,tiddler){
	config.macros.redirect.handler(place,macroName,params,wikifier,paramString,tiddler);
}

version.extensions.redirect = {major: 1, minor: 2, revision: 0, date: new Date(2005,10,24)};
config.macros.redirect = {label: "Pickles Rock!"};

config.macros.redirect.handler = function(place,macroName,params,wikifier,paramString,tiddler){

var redirectExists = false
// Check to see if the wikifier exists
for (var i=0;i<config.formatters.length;i++)
	if (config.formatters[i].name == "redirect"+params[0])
		redirectExists = true;

//If it doesn't exist, add it!
if (!redirectExists){
	for( var i=0; i<config.formatters.length; i++ )
		if ( config.formatters[i].name=='wikiLink') break ;

	if ( i >= config.formatters.length ) {
		var e = "Can't find formatter for wikiLink!" ;
		displayMessage( e ) ;
		throw( e ) ;
	}

var pattern;
	if (macroName == 'redirect'){pattern=params[0].escapeRegExp().replace(/([A-Z])/img, function($1) {return("["+$1.toUpperCase()+$1.toLowerCase()+"]");});
	} else {
		pattern=params[0].escapeRegExp();
	}

	config.formatters.splice( i, 0, {
		name: "redirect"+params[0],
		match: "(?:\\b)(?:\\[\\[)?"+pattern+"(?:\\]\\])?(?:\\b)",
		subst: params[1],
		handler:  function(w) {
			var link = createTiddlyLink(w.output,this.subst,false);
			w.outputText(link,w.matchStart,w.nextMatch);
		}
	});
	formatter = new Formatter(config.formatters); //update the tiddler
	if(tiddler) story.refreshTiddler(tiddler.title,null,true); //refresh tiddler so the new rule is applied
} // End if
}
//}}}
/***
***/

//{{{

config.commands.refresh = {
 text: 'refresh',
 tooltip: 'Refresh this tiddler',
 handler: function(e,src,title) {
  clearMessage();
  story.refreshTiddler(title,false,true); // force=true
  return false;
 }
};

//}}}
''Rescuing a Planet Under Stress and a Civilization in Trouble: Plan B 2.1'' //(beta)//  is a TiddlyWikiPerfect "translation" of ''Plan B 2.0: Rescuing a Planet Under Stress and a Civilization in Trouble'' by [[Lester Brown]] of the [[Earth Policy Institute]], and is one of the key initial elements of [[Climate Change 2.0: Information Ecology of Climate Change]].

''Plan B 2.0'' is a brilliant and easy-to-read book that not offers an insightful, down-to-earth perspective on the planetary crisis but also provides an outline of a roadmap of what is needed to address and resolve the current crisis - a crisis whose significance is gaining much needed attention in the face of growing evidence of catastrophic climate change.

''Plan 2.1'' //(beta)// is designed to harness the powers of a free knowledge universe in support of the development of a new economy called for by Lester Brown, and to affirm the vital role of information & communications technology in that new economy It is also the intention of ''Plan B 2/1'' to make the contents of Lester Brown's brilliant book more readily available and its contents more readily searchable.  ''Plan B 2.1'' is still in a //beta // version; a more extensive elaboration of the role of information and communications in the addition of a structured set of key words / tags remains among the unfinished tasks.

http://www.climate-change-summer.net/plan-b/
The United Nations Conference on Environment and Development,

//Having met// at Rio de Janeiro from 3 to 14 June 1992,

//Reaffirming// the [[Declaration of the United Nations Conference on the Human Environment]], adopted at Stockholm on 16 June 1972, and seeking to build upon it,

//With the goal// of establishing a new and equitable global partnership through the creation of new levels of cooperation among States, key sectors of societies and people,

//Working towards// international agreements which respect the interests of all and protect the integrity of the global environmental and developmental system,

//Recognizing// the integral and interdependent nature of the Earth, our home,

//Proclaims// that:

''Principle 1''

Human beings are at the centre of concerns for sustainable development. They are entitled to a healthy and productive life in harmony with nature.

''Principle 2''

States 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 and developmental 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.

''Principle 3''

The right to development must be fulfilled so as to equitably meet developmental and environmental needs of present and future generations.

''Principle 4''

In order to achieve sustainable development, environmental protection shall constitute an integral part of the development process and cannot be considered in isolation from it.

''Principle 5''

All States and all people shall cooperate in the essential task of eradicating poverty as an indispensable requirement for sustainable development, in order to decrease the disparities in standards of living and better meet the needs of the majority of the people of the world.

''Principle 6''

The special situation and needs of developing countries, particularly the least developed and those most environmentally vulnerable, shall be given special priority. International actions in the field of environment and development should also address the interests and needs of all countries.

''Principle 7''

States shall cooperate in a spirit of global partnership to conserve, protect and restore the health and integrity of the Earth's ecosystem. In view of the different contributions to global environmental degradation, States have common but differentiated responsibilities. The developed countries acknowledge the responsibility that they bear in the international pursuit of sustainable development in view of the pressures their societies place on the global environment and of the technologies and financial resources they command.

''Principle 8''

To achieve sustainable development and a higher quality of life for all people, States should reduce and eliminate unsustainable patterns of production and consumption and promote appropriate demographic policies.

''Principle 9''

States should cooperate to strengthen endogenous capacity-building for sustainable development by improving scientific understanding through exchanges of scientific and technological knowledge, and by enhancing the development, adaptation, diffusion and transfer of technologies, including new and innovative technologies.

''Principle 10''

Environmental issues are best handled with the participation of all concerned citizens, at the relevant level. At the national level, each individual shall have appropriate access to information concerning the environment that is held by public authorities, including information on hazardous materials and activities in their communities, and the opportunity to participate in decision-making processes. States shall facilitate and encourage public awareness and participation by making information widely available. Effective access to judicial and administrative proceedings, including redress and remedy, shall be provided.

''Principle 11''

States shall enact effective environmental legislation. Environmental standards, management objectives and priorities should reflect the environmental and developmental context to which they apply. Standards applied by some countries may be inappropriate and of unwarranted economic and social cost to other countries, in particular developing countries.

''Principle 12''

States should cooperate to promote a supportive and open international economic system that would lead to economic growth and sustainable development in all countries, to better address the problems of environmental degradation. Trade policy measures for environmental purposes should not constitute a means of arbitrary or unjustifiable discrimination or a disguised restriction on international trade. Unilateral actions to deal with environmental challenges outside the jurisdiction of the importing country should be avoided. Environmental measures addressing transboundary or global environmental problems should, as far as possible, be based on an international consensus.

''Principle 13''

States shall develop national law regarding liability and compensation for the victims of pollution and other environmental damage. States shall also cooperate in an expeditious and more determined manner to develop further international law regarding liability and compensation for adverse effects of environmental damage caused by activities within their jurisdiction or control to areas beyond their jurisdiction.

''Principle 14''

States should effectively cooperate to discourage or prevent the relocation and transfer to other States of any activities and substances that cause severe environmental degradation or are found to be harmful to human health.

''Principle 15''

In order to protect the environment, the precautionary approach shall be widely applied by States according to their capabilities. Where there are threats of serious or irreversible damage, lack of full scientific certainty shall not be used as a reason for postponing cost-effective measures to prevent environmental degradation.

''Principle 16''

National authorities should endeavour to promote the internalization of environmental costs and the use of economic instruments, taking into account the approach that the polluter should, in principle, bear the cost of pollution, with due regard to the public interest and without distorting international trade and investment.

''Principle 17''

Environmental impact assessment, as a national instrument, shall be undertaken for proposed activities that are likely to have a significant adverse impact on the environment and are subject to a decision of a competent national authority.

''Principle 18''

States shall immediately notify other States of any natural disasters or other emergencies that are likely to produce sudden harmful effects on the environment of those States. Every effort shall be made by the international community to help States so afflicted.

''Principle 19''

States shall provide prior and timely notification and relevant information to potentially affected States on activities that may have a significant adverse transboundary environmental effect and shall consult with those States at an early stage and in good faith.

''Principle 20''

Women have a vital role in environmental management and development. Their full participation is therefore essential to achieve sustainable development.

''Principle 21''

The creativity, ideals and courage of the youth of the world should be mobilized to forge a global partnership in order to achieve sustainable development and ensure a better future for all.

''Principle 22''

Indigenous people and their communities and other local communities have a vital role in environmental management and development because of their knowledge and traditional practices. States should recognize and duly support their identity, culture and interests and enable their effective participation in the achievement of sustainable development.

''Principle 23''

The environment and natural resources of people under oppression, domination and occupation shall be protected.

''Principle 24''

Warfare is inherently destructive of sustainable development. States shall therefore respect international law providing protection for the environment in times of armed conflict and cooperate in its further development, as necessary.

''Principle 25''

Peace, development and environmental protection are interdependent and indivisible.

''Principle 26''

States shall resolve all their environmental disputes peacefully and by appropriate means in accordance with the Charter of the United Nations.

''Principle 27''

States and people shall cooperate in good faith and in a spirit of partnership in the fulfilment of the principles embodied in this Declaration and in the further development of international law in the field of sustainable development.
Robert Pollard, Chair of the Information and Communications Sub-Committee of the NGO Committee on Education, is Professor of Information Ecology at [[Information Habitat: Where Information Lives]], an organization he founded in 1990 shortly after becoming involved in the preparations for the 1992 ''Earth Summit'' / ''UN Conference on Environment and Development'' (UNCED), and that was granted Special Consultative Status with the Economic and Social Council in 1995.  Through Information Habitat - and through NGO Committees, Networks and Caucuses he has worked with - he was a pioneer in the adoption, promotion and support of systematic and innovative use of information and communication technologies (ICT) in support of broad-based, informed and collaborative participation of non-governmental organizations in the series of United Nations global conferences during the 1990s - culminating with Habitat II, for which he was the architect and developer of the information and communications strategy for the conference,  managing key email lists and databases and building the official Habitat II web site.

Since Habitat II, he has been actively involved in the NGO follow-up to the global conferences, while increasingly focusing on the development of information ecology as a holistic life science for the information age and on the critical contribution of ICT that he is convinced holds a key to a successful transition to a sustainable development path. Building on his earlier experience and inclinations as a librarian, he has devoted considerable attention to gathering and organizing extensive archives of documents relating to sustainable development and to the United Nations, and has generated a unique hyperlinked collection of more than five hundred such documents at [[www.un-documents.net|http://www.un-documents.net]].

Before becoming involved with the United Nations NGO community, he had been active with environmental, peace and community development organizations in Baltimore for more than twenty years, and in 1981 had been a co-founder of the ''Baltimore Information Cooperative'' that provided support to grassroots and progressive organizations in the use of microcomputers.  He served as Librarian at Baltimore City Jail for more than eight years and as Administrative Analyst for an additional five years, for much of that time using his microcomputer as an administrative tool. He was educated at Whitgift School and Cambridge University, where he read Mathematics and Political Economy, having received an Open Exhibition (scholarship) in Mathematics at Corpus Christi College and moved to the U.S. in 1996 for a Research Assistantship on a Quantitative Analysis of the French Revolution and to The Johns Hopkins University on a Graduate Fellowship in Social Relations, where he focused on methodology, research design, data analysis and mathematical sociology and on small group dynamics. He left academia in 1972 in the context of his involvement with the Vietnam Peace movement and his concern with the ties between academia and the military-industrial complex.

A passionate organic gardener, he had to give up his large - third of an acre - garden when he moved to New York in 1993; however he has recently discovered a nearby community garden where he has reconnected to the earth and where he manages the compost piles, fed with a steady stream of kitchen 'waste'.
''Rotary International'' promotes world peace and understanding through local and global service projects. Rotary is a worldwide organization of business and professional leaders that provides humanitarian service, encourages high ethical standards in all vocations, and helps build goodwill and peace in the world. Approximately 1.2 million Rotarians belong to more than 32,000 clubs in more than 200 countries and geographical areas. Rotary celebrated its 100th anniversary on February 23, 2005.

For more informationon Rotary International, visit http://www.rotary.org
TiddlyWiki offers a number of powerful features for searching within a TiddlyWiki site. The built-in search features in TiddlyPerfect are enhance with the installation of [[SearchOptions plugin]] and [[YourSearchPlugin macro]]. The options you select will be saved in a cookie, and will remain in effect when you re-visit this site.
!!!Search Options
<<option chkSearchTitles>> Search in tiddler titles
<<option chkSearchText>> Search in tiddler text
<<option chkSearchTags>> Search in tiddler tags
<<option chkSearchTitlesFirst>> Search results show title matches first
<<option chkSearchList>> Search results show list of matching tiddlers
<<option chkSearchIncremental>> Incremental searching
!!!~YourSearch Options
<<option chkUseYourSearch>> Use 'Your Search' 
<<option chkPreviewText>> Show Text Preview
<<option chkSearchAsYouType>> 'Search As You Type' Mode (No RETURN required to start search)
Default Search Filter: <<option chkSearchInTitle>>Titles ('!') <<option chkSearchInText>>Texts ('%') <<option chkSearchInTags>>Tags ('#') <html><br><font size="-2">The parts of a tiddlers that are searched when you don't explicitly specify a filter in the search text (using a '!', '%' or '#' prefix).</font></html>
Number of items on search result page: <<option txtItemsPerPage>>
Number of items on search result page with preview text: <<option txtItemsPerPageWithPreview>>
/***
|Name|''SearchOptions''|h
|Author|[[Eric Shulman]]|
|Version|2.2.1 (2006.02.03)|
|Description|Allows modification of search criteria.|
|Source|http://www.TiddlyTools.com/#SearchOptionsPlugin|
|Licence|[[Creative Commons Attribution ShareAlike 2.5 Licence]]|
***/
/***
The TiddlyWiki search function normally looks in both tiddler titles and tiddler body content ('text'). However, narrowing the search so that it examines only titles or only text, or expanding the search to include text contained in tiddler tags can be very helpful, especially when searching on common words or phrases.  In addition, it is often useful for the search results to show tiddlers with matching titles before tiddlers that contain matching text or tags.

!!!!!Usage
<<<
This plugin adds checkboxes (see below and in AdvancedOptions) to let you selectively configure the TiddlyWiki search function to just examine any combination of tiddler titles, text, or tags.  It also provides an option to switch the search results order between 'titles mixed in' (default) and 'titles shown first', as well as an option display the search results as a list of links (in an auto-generated "SearchResults" tiddler), rather than actually displaying all matching tiddlers.  You can also enable/disable the "incremental search" (key-by-key searching), so that a search is only initiated when you press the ENTER key or click on the "search:" prompt text.
<<<
!!!!!Configuration
<<<
In additional to the checkboxes in AdvancedOptions, a self-contained control panel is included here for your convenience:
<<option chkSearchTitles>> Search tiddler titles
<<option chkSearchText>> Search tiddler text
<<option chkSearchTags>> Search in tiddler tags
<<option chkSearchTitlesFirst>> Show title matches first
<<option chkSearchList>> Show list of matching tiddlers
<<option chkSearchIncremental>> Incremental searching
<<<
!!!!!Installation
<<<
import (or copy/paste) the following tiddlers into your document:
''SearchOptionsPlugin'' (tagged with <<tag systemConfig>>)
^^documentation and javascript for SearchOptionsPlugin handling^^

When installed, this plugin automatically adds checkboxes in the AdvancedOptions shadow tiddler so you can enable/disable the extended search behavior.  However, if you have customized your AdvancedOptions, you will need to manually add {{{<<option chkSearchTitles>>}}},  {{{<<option chkSearchText>>}}} and {{{<<option chkSearchTitlesFirst>>}}}  (with suitable prompt text) to your customized tiddler.
<<<
!!!!!Revision History
<<<
''2006.02.03 [2.2.1]''
rewrite timeout clearing code and blank search text handling to match 2.0.4 core release changes.  note that core no longer permits "blank=all" searches, so neither does this plugin.  To search for all, use "." with text patterns enabled.
''2006.02.02 [2.2.0]''
in search.handler(), KeyHandler() function clears 'left over' timeout when search input is < 3 chars.  Prevents searching on shorter text when shortened by rapid backspaces (<500msec)
''2006.02.01 [2.1.9]''
in Story.prototype.search(), correct inverted logic for using/not using regular expressions when searching
also, blank search text now presents "No search text.  Continue anyway?" confirm() message box, so search on blank can still be processed if desired by user.
''2006.02.01 [2.1.8]''
in doSearch(), added alert/return if search text is blank
''2006.01.20 [2.1.7]''
fixed setting of config.macros.search.reportTitle so that Tweaks can override it.
''2006.01.19 [2.1.6]''
improved SearchResults formatting, added a "search again" form to the report (based on a suggestion from MorrisGray)
define results report title using config.macros.search.reportTitle instead of hard-coding the tiddler title
''2006.01.18 [2.1.5]''
Created separate functions for reportSearchResults(text,matches) and discardSearchResults(), so that other developers can create alternative report generators.
''2006.01.17 [2.1.4]''
Use regExp.search() instead of regExp.test() to scan for matches.  Correctd the problem where only half the matching tiddlers (the odd-numbered ones) were being reported.
''2006.01.15 [2.1.3]''
Added information (date/time, username, search options used) to SearchResults output
''2006.01.10 [2.1.2]''
use displayTiddlers() to render matched tiddlers.  This lets you display multiple matching tiddlers, even if SinglePageModePlugin is enabled.
''2006.01.08 [2.1.1]''
corrected invalid variable reference, "txt.value" to "text" in story.search()
''2006.01.08 [2.1.0]''
re-write to match new store.search(), store.search.handler() and story.search() functions.
''2005.12.30 [2.0.0]''
Upgraded to TW2.0
when rendering SearchResults tiddler, closeTiddler() first to ensure display is refreshed.
''2005.12.26 [1.4.0]''
added option to search for matching text in tiddler tags
''2005.12.21 [1.3.7]''
use \\ to 'escape' single quotes in tiddler titles when generating "Open all matching tiddlers" link.  Also, added access key: "O", to trigger "open all" link.
Based on a suggestion by UdoBorkowski.
''2005.12.18 [1.3.6]''
call displayMessage() AFTER showing matching tiddlers so message is not cleared too soon
''2005.12.17 [1.3.5]''
if no matches found, just display message and delete any existing SearchResults tiddler.
''2005.12.17 [1.3.4]''
use """{{{"""  and """}}}""" to 'escape' display text in SearchResults tiddler to ensure that formatting contained in search string is not rendered 
Based on a suggestion by UdoBorkowski.
''2005.12.14 [1.3.3]''
tag SearchResults tiddler with 'excludeSearch' so it won't list itself in subsequent searches
Based on a suggestion by UdoBorkowski.
''2005.12.14 [1.3.2]''
added "open all matching tiddlers..." link to search results output.
Based on a suggestion by UdoBorkowski.
''2005.12.10 [1.3.1]''
added "discard search results" link to end of search list tiddler output for quick self-removal of 'SearchResults' tiddler.
''2005.12.01 [1.3.0]''
added chkSearchIncremental to enable/disable 'incremental' searching (i.e., search after each keystroke) (default is ENABLED).
added handling for Enter key so it can be used to start a search.
Based on a suggestion by LyallPearce
''2005.11.25 [1.2.1]''
renamed from SearchTitleOrTextPlugin to SearchOptionsPlugin
''2005.11.25 [1.2.0]''
added chkSearchList option
Based on a suggestion by RodneyGomes
''2005.10.19 [1.1.0]''
added chkSearchTitlesFirst option.
Based on a suggestion by ChristianHauck
''2005.10.18 [1.0.0]''
Initial Release
<<<
!!!!!Credits
<<<
This feature was developed by [[Eric Shulman]] from [[ELS Design Studios|http:/www.elsdesign.com]].
Based on a suggestion by Lyall Pearce.
<<<
!!!!!Code
***/
//{{{
version.extensions.SearchTitleOrText = {major: 2, minor: 2, revision: 1, date: new Date(2006,2,3)};
//}}}

//{{{
if (config.options.chkSearchTitles==undefined) config.options.chkSearchTitles=true;
if (config.options.chkSearchText==undefined) config.options.chkSearchText=true;
if (config.options.chkSearchTags==undefined) config.options.chkSearchTags=true;
if (config.options.chkSearchTitlesFirst==undefined) config.options.chkSearchTitlesFirst=false;
if (config.options.chkSearchList==undefined) config.options.chkSearchList=false;
if (config.options.chkSearchIncremental==undefined) config.options.chkSearchIncremental=true;

config.shadowTiddlers.AdvancedOptions += "\n<<option chkSearchTitles>> Search in tiddler titles";
config.shadowTiddlers.AdvancedOptions += "\n<<option chkSearchText>> Search in tiddler text";
config.shadowTiddlers.AdvancedOptions += "\n<<option chkSearchTags>> Search in tiddler tags";
config.shadowTiddlers.AdvancedOptions += "\n<<option chkSearchTitlesFirst>> Search results show title matches first";
config.shadowTiddlers.AdvancedOptions += "\n<<option chkSearchList>> Search results show list of matching tiddlers";
config.shadowTiddlers.AdvancedOptions += "\n<<option chkSearchIncremental>> Incremental searching";
//}}}

//{{{
if (config.macros.search.reportTitle==undefined)
config.macros.search.reportTitle="SearchResults";
//}}}

//{{{
config.macros.search.handler = function(place,macroName,params)
{
var lastSearchText = "";
var searchTimeout = null;
var doSearch = function(txt)
{
if (txt.value.length>0)
{
story.search(txt.value,config.options.chkCaseSensitiveSearch,config.options.chkRegExpSearch);
lastSearchText = txt.value;
}
};
var clickHandler = function(e)
{
doSearch(this.nextSibling);
return false;
};
var keyHandler = function(e)
{
if (!e) var e = window.event;
switch(e.keyCode)
{
case 13: // ELS: handle enter key
doSearch(this);
break;
case 27:
this.value = "";
clearMessage();
break;
}
if (config.options.chkSearchIncremental)
{
if(this.value.length > 2)
{
if(this.value != lastSearchText)
{
if(searchTimeout) clearTimeout(searchTimeout);
var txt = this;
searchTimeout = setTimeout(function() {doSearch(txt);},500);
}
}
else
if(searchTimeout) clearTimeout(searchTimeout);
}
};
var focusHandler = function(e)
{
this.select();
};
var btn = createTiddlyButton(place,this.label,this.prompt,clickHandler);
var txt = createTiddlyElement(place,"input",null,null,null);
if(params[0])
txt.value = params[0];
txt.onkeyup = keyHandler;
txt.onfocus = focusHandler;
txt.setAttribute("size",this.sizeTextbox);
txt.setAttribute("accessKey",this.accessKey);
txt.setAttribute("autocomplete","off");
if(config.browser.isSafari)
{
txt.setAttribute("type","search");
txt.setAttribute("results","5");
}
else
txt.setAttribute("type","text");
}
//}}}

//{{{
Story.prototype.search = function(text,useCaseSensitive,useRegExp)
{
highlightHack = new RegExp(useRegExp ? text : text.escapeRegExp(),useCaseSensitive ? "mg" : "img");
var matches = store.search(highlightHack,"title","excludeSearch");
var q = useRegExp ? "/" : "'";
clearMessage();
if (!matches.length) {
if (config.options.chkSearchList) discardSearchResults();
displayMessage(config.macros.search.failureMsg.format([q+text+q]));
} else {
if (config.options.chkSearchList) 
reportSearchResults(text,matches);
else {
var titles = []; for(var t=0; t<matches.length; t++) titles.push(matches[t].title);
this.closeAllTiddlers(); story.displayTiddlers(null,titles);
displayMessage(config.macros.search.successMsg.format([matches.length, q+text+q]));
}
}
highlightHack = null;
}
//}}}

//{{{
TiddlyWiki.prototype.search = function(searchRegExp,sortField,excludeTag)
{
var candidates = this.reverseLookup("tags",excludeTag,false,sortField);

// scan for matching titles
var title_results = [];
if (config.options.chkSearchTitles)
for(var t=0; t<candidates.length; t++)
if(candidates[t].title.search(searchRegExp)!=-1)
title_results.push(candidates[t]);

// scan for matching text
var text_results = [];
if (config.options.chkSearchText)
for(var t=0; t<candidates.length; t++)
if(candidates[t].text.search(searchRegExp)!=-1)
text_results.push(candidates[t]);

// scan for matching tags
var tag_results = [];
if (config.options.chkSearchTags)
for(var t=0; t<candidates.length; t++)
if(candidates[t].tags.join(" ").search(searchRegExp)!=-1)
tag_results.push(candidates[t]);

// merge the results, eliminating redundant matches
var results = [];
for(var t=0; t<title_results.length; t++) results.pushUnique(title_results[t]);
for(var t=0; t<text_results.length; t++) results.pushUnique(text_results[t]);
for(var t=0; t<tag_results.length; t++) results.pushUnique(tag_results[t]);

// if not 'titles first',  re-sort results to so titles, text and tag matches are mixed together
if(!sortField) sortField = "title";
var bySortField=function (a,b) {if(a[sortField] == b[sortField]) return(0); else return (a[sortField] < b[sortField]) ? -1 : +1; }
if (!config.options.chkSearchTitlesFirst) results.sort(bySortField);
return results;
}
//}}}

// // ''REPORT GENERATOR''
//{{{
if (!window.reportSearchResults) window.reportSearchResults=function(text,matches)
{
var title=config.macros.search.reportTitle
var q = config.options.chkRegExpSearch ? "/" : "'";
var body="";

// summary: nn tiddlers found matching '...', options used
body+="''"+config.macros.search.successMsg.format([matches.length,q+"{{{"+text+"}}}"+q])+"''\n";
body+="^^//searched in:// ";
body+=(config.options.chkSearchTitles?"''titles'' ":"");
body+=(config.options.chkSearchText?"''text'' ":"");
body+=(config.options.chkSearchTags?"''tags'' ":"");
if (config.options.chkCaseSensitiveSearch||config.options.chkRegExpSearch) {
body+=" //with options:// ";
body+=(config.options.chkCaseSensitiveSearch?"''case sensitive'' ":"");
body+=(config.options.chkRegExpSearch?"''text patterns'' ":"");
}
body+="^^";

// numbered list of links to matching tiddlers
body+="\n<<<";
for(var t=0;t<matches.length;t++) body+="\n# [["+matches[t].title+"]]";
body+="\n<<<\n";

// open all matches button
body+="<html><input type=\"button\" href=\"javascript:;\" ";
body+="onclick=\"story.displayTiddlers(null,["
for(var t=0;t<matches.length;t++)
body+="'"+matches[t].title.replace(/\'/mg,"\\'")+"'"+((t<matches.length-1)?", ":"");
body+="],1);\" ";
body+="accesskey=\"O\" ";
body+="value=\"open all matching tiddlers\"></html> ";

// discard search results button
body+="<html><input type=\"button\" href=\"javascript:;\" ";
body+="onclick=\"story.closeTiddler('"+title+"'); store.deleteTiddler('"+title+"');\" ";
body+="value=\"discard "+title+"\"></html>";

// search again
body+="\n\n----\n";
body+="<<search \""+text+"\">> ";
body+="<<option chkSearchTitles>>titles ";
body+="<<option chkSearchText>>text ";
body+="<<option chkSearchTags>>tags";
body+="<<option chkCaseSensitiveSearch>>case-sensitive ";
body+="<<option chkRegExpSearch>>text patterns";

// create/update the tiddler
var tiddler=store.getTiddler(title); if (!tiddler) tiddler=new Tiddler();
tiddler.set(title,body,config.options.txtUserName,(new Date()),"excludeLists excludeSearch");
store.addTiddler(tiddler); story.closeTiddler(title);

// use alternate "search again" label in <<search>> macro
var oldprompt=config.macros.search.label;
config.macros.search.label="search again";

// render tiddler
story.displayTiddler(null,title,1); // force refresh

// restore standard search label
config.macros.search.label=oldprompt;

}

if (!window.discardSearchResults) window.discardSearchResults=function()
{
// remove the tiddler
story.closeTiddler(config.macros.search.reportTitle);
store.deleteTiddler(config.macros.search.reportTitle);
}
//}}}


/***
|Name|''SettingsPlugin''|h
|Author|[[Udo Borkowski]]|
|Version|1.1.0 (2006.07.30)|
|Description||
|Source|http://tiddlywiki.abego-software.de/#SettingsPlugin|
|Licence|[[BSD open source licence]]|
|TW Version|2.0.7|
***/
/***
|''Documentation:''|[[SettingsPlugin Documentation]]|
|''~SourceCode:''|[[SettingsPlugin SourceCode]]|
|''Browser:''|Firefox 1.5.0.2 or better; Internet Explorer 6.0|
^^This tiddler contains compressed source code. [[Full Source Code|SettingsPlugin SourceCode]].^^
***/
// /%
if(!version.extensions.SettingsPlugin){if(version.major<2){(function(){var s="Use TiddlyWiki 2.0 or better to run the Settings Plugin.";alert(s);throw s;})();}version.extensions.SettingsPlugin={major:1,minor:1,revision:0,date:new Date(2006,6,30),type:"plugin",source:"http://tiddlywiki.abego-software.de/#SettingsPlugin",documentation:"[[SettingsPlugin Documentation]]",sourcecode:"[[SettingsPlugin SourceCode]]",author:"Udo Borkowski (ub [at] abego-software [dot] de)",licence:"[[BSD open source license (abego Software)]]",coreVersion:"2.0.7",browser:"Firefox 1.5.0.2 or better; Internet Explorer 6.0"};if(!window.abego){window.abego={};}if(!abego.setTiddlerText){abego.setTiddlerText=function(_2,_3,_4,_5,_6,_7){var _8=_2.getTiddler(_3);if(_8&&(_8.text==_4)){return;}var _9=config.options.chkForceMinorUpdate;var _a=!_8?_5:_8.tags;_2.suspendNotifications();try{_2.saveTiddler(_3,_3,_4,_9?undefined:config.options.txtUserName,_9?undefined:new Date(),_a);}finally{_2.resumeNotifications();}if(_7){_2.notify(_3,true);}if(!_6&&config.options.chkAutoSave){saveChanges();}};}(function(){var _b="PrivateSettings";var _c="chkUsePrivateSettings";var _d="chkMakeSettingPrivateWhenChanged";var _e=null;var _f=false;var _10=function(_11,s){var _13=s.split(";");var _14={};for(var c=0;c<_13.length;c++){var p=_13[c].indexOf("=");if(p!=-1){var _17=_13[c].substr(0,p).trim();var _18=_13[c].substr(p+1).trim();_11[_17]=unescape(_18);_14[_17]=true;}}return _14;};var _19=function(_1a){var s=store.getTiddlerText(_b);_e=s?_10(_1a,s):{};};var _1c=function(_1d){_10(_1d,document.cookie);};var _1e=function(){var _1f={};_1c(_1f);return _1f;};var _20=function(){var _21={};_19(_21);return _21;};var _22=function(_23,_24){document.cookie=_23+"="+escape(_24)+"; expires=Fri, 1 Jan 2038 12:00:00 UTC; path=/";};var _25=function(_26,s,_28){var _29=_20();if(s===null){if(!_e[_26]){return;}delete _29[_26];delete _e[_26];}else{var _2a=_29[_26];if(_2a!==undefined&&_2a==s){return;}_29[_26]=s;_e[_26]=true;}var t="";for(var i in _29){if(t){t+="; ";}t+=i+"="+escape(_29[i]);}abego.setTiddlerText(store,_b,t,["excludeLists","excludeSearch"],_28);if(!_28&&config.options.chkAutoSave){saveChanges();}};config.shadowTiddlers["BSD open source license (abego Software)"]="See [[Licence|http://tiddlywiki.abego-software.de/#%5B%5BBSD%20open%20source%20license%5D%5D]].";config.shadowTiddlers["SettingsPlugin Documentation"]="[[Documentation on abego Software website|http://tiddlywiki.abego-software.de/#%5B%5BSettingsPlugin%20Documentation%5D%5D]].\n\n^^You may copy the documentation tiddler from the website to your TiddlyWiki.\nThen you don't need to access the internet to read the documentation.^^";config.shadowTiddlers["SettingsPlugin SourceCode"]="Rightclick this [[link|http://tiddlywiki.abego-software.de/src/Plugin-Settings-src.js]] and choose 'Save target/link as...' to get the plugin source code from the abego Software website.";config.shadowTiddlers["Show Settings"]="<<showSettings>>";if(config.options[_c]===undefined){config.options[_c]=false;}if(config.options[_d]===undefined){config.options[_d]=false;}config.shadowTiddlers.AdvancedOptions+="\n''Private Settings: ''<<option "+_c+">> Use private settings.  <<option "+_d+">> Make setting private when changed.&#160;&#160;&#160;[[Show Settings]].\n^^(Private settings are stored in this ~TiddlyWiki, shared settings are stored as cookies. For more information see the [[Settings documentation|SettingsPlugin Documentation]].)^^";abego.usePrivateSettings=function(){return _f;};abego.setUsePrivateSettings=function(f){if(f!=abego.usePrivateSettings()){_f=f;loadOptionsCookie();}};abego.isUsePrivateSettingsOption=function(_2e){return _2e==_c;};abego.makeSettingPrivateWhenChanged=function(){return config.options[_d];};abego.setMakeSettingPrivateWhenChanged=function(f){config.options[_d]=f;};abego.getSettings=function(){var _30={};_1c(_30);_f=_30[_c]=="true";if(abego.usePrivateSettings()){_19(_30);}return _30;};abego.getSetting=function(_31){var s=abego.getSettings()[_31];return !s?"":s;};abego.saveSetting=function(_33,_34){if(abego.isUsePrivateSettingsOption(_33)){_22(_33,_34);abego.setUsePrivateSettings(_34=="true");loadOptionsCookie();window.alert("You changed the 'Use private settings' option.\nPlease reload your TiddlyWiki to update the settings.\n");return;}if(abego.usePrivateSettings()&&(abego.isSettingPrivate(_33)||abego.makeSettingPrivateWhenChanged())){_25(_33,_34);}else{_22(_33,_34);}};abego.isSettingPrivate=function(_35){if(abego.isUsePrivateSettingsOption(_35)){return false;}if(!_e){_20();}return !!_e[_35];};abego.isPasswordSetting=function(_36){return (_36.substr(0,3)=="pas")||(_36.substr(0,6)=="chkpas");};abego.makeSettingPrivate=function(_37,_38,_39){if(abego.isPasswordSetting(_37)){_25(_37,null,_39);return;}var _3a=_20();var _3b=_3a[_37]!==undefined;if(_38==_3b){return;}var _3c=_1e();if(_38){_25(_37,_3c[_37],_39);}else{if(_3c[_37]===undefined){_22(_37,_3a[_37]);}_25(_37,null,_39);}};abego.setAllSettingsPrivate=function(_3d,_3e){var _3f=abego.getSettings();for(var s in _3f){abego.makeSettingPrivate(s,_3d,true);}if(config.options.chkAutoSave){saveChanges();}if(_3e){story.refreshTiddler(_3e,1,true);}return false;};})();config.macros.showSettings={label:"showSettings",prompt:"Display the current TiddlyWiki settings"};config.macros.showSettings.handler=function(_41,_42,_43,_44,_45,_46){var _47=function(a){var s=a.substr(0,3);return s=="txt"||s=="chk";};var _4a=function(a,b){var s1=a.toLowerCase();var s2=b.toLowerCase();return (s1<s2)?-1:(s1==s2)?0:1;};var _4f=function(a,b){var _52=_47(a);var _53=_47(b);if(_52){if(!_53){return -1;}else{return _4a(a.substr(3),b.substr(3));}}else{if(_53){return 1;}else{return _4a(a,b);}}};var s="<html><table><tr align=\"left\"><th>Private</th><th>Name</th><th>Value</th></tr>";var c=abego.getSettings();var _56=[];for(var i in c){if(!abego.isPasswordSetting(i)){_56.push(i);}}_56.sort(_4f);for(i=0;i<_56.length;i++){var _58=_56[i];var _59=_47(_58)?_58.substr(3)+" ("+_58.substr(0,3)+"...)":_58;var _5a=abego.isUsePrivateSettingsOption(_58)?"":"<input name=\""+_58+"\" type=\"checkbox\" onclick=\"abego.onPrivateSettingClick(this)\""+(abego.isSettingPrivate(_58)?" checked":"")+"/>";s+="<tr><td align=\"right\">"+_5a+"</td><td>"+_59+"</td><td>"+c[_58]+"</td></tr>\n";}s+="</table>";s+="<a class=\"button\" title=\"Make all current settings private\" href=\"javascript:;\" onclick=\"abego.setAllSettingsPrivate(true,'"+_46.title+"',1);\">Make all private</a>";s+="<a class=\"button\" title=\"Make all current settings shared\" href=\"javascript:;\" onclick=\"abego.setAllSettingsPrivate(false,'"+_46.title+"',1);\">Make all shared</a>";s+="</html>";wikify(s,_41);};abego.onPrivateSettingClick=function(_5b){abego.makeSettingPrivate(_5b.name,_5b.checked);return false;};this.loadOptionsCookie=function(){if(safeMode){return;}var _5c=abego.getSettings();for(var _5d in _5c){var _5e=_5c[_5d];switch(_5d.substr(0,3)){case "txt":config.options[_5d]=unescape(_5e);break;case "chk":config.options[_5d]=_5e=="true";break;}}};this.saveOptionCookie=function(_5f){if(safeMode){return;}var v="";switch(_5f.substr(0,3)){case "txt":v=config.options[_5f].toString();break;case "chk":v=config.options[_5f]?"true":"false";break;}abego.saveSetting(_5f,v);};loadOptionsCookie();}
// %/

This set of shadowed tiddlers contain, and display key items for visitors, browsers and search engines. For convenience of reference, the current contents of some of these tiddlers is also displayed using the built in {{{<<tiddler>>}}} macro. Once you have [[downloaded Climate Change Summer|Download Climate Change Summer]], the ''Setup Menu'' serves as a control panel from which you can re-organize and customize and discover how it can work for you and members of your community - who can in turn download your organization's Climate Change Summer TiddlyWiki page ... 
* SiteTitle - the short title for the site; displayed by the browser and at the head of the page and included in the page's "title tag"
>> ''<<tiddler SiteTitle>>''
* SiteSubtitle - a subtitle for the site, also displayed by the browser and at the head of the page and included in the page's "title tag"
>> ''<<tiddler SiteSubtitle>>''
* SiteUrl - the Url where the page is hosted; be sure to define this correctly if you will be generating an XML page
>> <<tiddler SiteUrl>>
* DefaultTiddlers - list of tiddlers displayed when the page is opened
>> <<tiddler DefaultTiddlers>>
* MainMenu - the Main Menu, displayed here in the left sidebar, and a key to effective navigation - makes extensive use of sub-menus using the NestedSlidersPlugin
>> <<tiddler MainMenu>>
** [[Administrative Menu]] - a component of the Main Menu, it includes common site tools & a nested set of [[Tiddler Administration]] menus for modifying and reconfiguring the appearance and organization of the page 
>> <<tiddler "Administrative Menu">>
* MarkupPreHead - "meta tags" for browsers & search engines & to define the opening [[Splash Screen]], displayed below:
<<tiddler "Splash Screen">>
* [[Templates & Stylesheets]] - These tiddlers allow you to change the appearance, colors, font types and sizes of your own Climate Change Summer - or of any other TiddlyWiki pages you and your friends may develop and build
>> <<tiddler "Templayes & Stylesheets">>
* [[More Menus|Menus]]
This tiddler uses the syntax {{{<<list shadowed>>}}} to display a list of "shadow tiddlers"  - tiddlers that are automatically generated with default values by TiddlyWiki, or by installed [[Plugin Macros]], if the tiddler has not been edited. These shadow tiddlers can be edited, but remain classified as shadow tiddlers.

<<list shadowed>>
When your browser reads a [[TiddlyWiki Page]] a set of built-in ''Shadowed Tiddlers'' is automatically generated, with shadow default values if the [[Shadowed Tiddler]]. Note that a "Shadowed Tiddlers'' is not the same as a "[[Missing Tiddlers]]; the latter is an as-yet undefined Tiddler that has been referred to in another Tiddler.  For those who are familiar with WikiPedia, a Shadow Tiddler is the equivalent of red link.

There are several different [[Shadowed Tiddler Groups]], that you can  to address different aspects of your TiddlyWiki experiences,

!!Page Layour
* ColorPalette
* StyleSheetLayout

<<tiddler SideBarTabs>>
<<tabs txtMainTab Timeline Timeline TabTimeline All 'All tiddlers' TabAll Tags 'All tags' TabTags More 'More lists' TabMore>>
/*{{{*/
#sidebar {
position: absolute;
right: 3px;
width: 16em;
font-size: .9em;
}

#sidebarOptions {
padding-top: 0.3em;
}

#sidebarOptions a {
margin: 0em 0.2em;
padding: 0.2em 0.3em;
display: block;
}

#sidebarOptions input {
margin: 0.4em 0.5em;
}

#sidebarOptions .sliderPanel {
margin-left: 1em;
padding: 0.5em;
font-size: .85em;
}

#sidebarOptions .sliderPanel a {
font-weight: bold;
display: inline;
padding: 0;
}

#sidebarOptions .sliderPanel input {
margin: 0 0 .3em 0;
}

#sidebarTabs .tiddlyLinkExisting {
 font-weight: bold;
 font-style: normal;
}

#sidebarTabs .tabContents {
width: 15em;
overflow: hidden;
}
/*}}}*/
A vision of ''Silken Valleys: Where Silicon Valley Meets the Silk Road'' emerged in response to the 2005 earthquake in Pakistan based on an appreciation of the vital role in relief efforts of diverse online initiatives that were established to compile and make available information about the earthquake, its aftermath and the needs of the communities that had been impacted by the massive earthquake.
<meta name="copyright" content="TiddlyWiki, ©2005,, 2006, 2007, Osmosoft, Ltd.  BSD Open Source License">
<meta name="copyright" content="abego extensions: ©2006. 2007, abego Software,  BSD Open Source License">
<meta name="copyright" content="Lewcid TW Extensions: ©2006, Saq Imtiaz & Simon Baird">
<meta name="copyright" content="Plan B 2.0: 2006, Earthwatch Institute; Fair use">
<meta name="copyright" content="wikipedia plugin: ©2006, Frank Dellaert">
<meta name="copyright" content="IPCC Reviews: ©2001, 2007, United Nations Environmental Programme & World Meteorological ; Fair use">
<meta name="copyright" content="UN Documents: ©1945-2007, United Nations, Fair use">
<meta name="copyright" content="UNESCO Documents: ©1945-2007, United Nations Education, Scientific & Cultuiral Organization">
<meta name="keywords" content="climate change, climate, change, global warming, global, warming, melting cryosphere, ice, glacier, ice cap, ice sheet, polar bears, small islands, extreme weather, economics, energy, political economy, participation, truth, civilization, convenience, tiddlyperfect, tiddlywiki, dataperfect, ngo, non-governmental organizations, education, common future, youth, sustainability, sustainable development, tiddlywiki, tiddlyperfect, dataperfect">
(See also [[Slider Site Map example]])
This example uses the following syntax:
{{{|<<siteMap cc2.0>><<siteMap "wild cards">><<siteMap "un documents">|<<siteMap TagglyTagging>><<siteMap tiddlywiki>>|<<siteMap rss>>|}}}
|<<siteMap cc2.0>><<siteMap "wild cards">><<siteMap "un documents">>|<<siteMap geoengineering>><<siteMap tiddlywiki>>|<<siteMap rss>>|
|noBorder threeCol|k
''Site Maps'' - made possible through the [[siteMap plugin macro]] - combined with the use of [[networked tiddler tags|Networked tiddler tags]] - offer a powerful way of organizing and presenting the tiddlers in a TiddlyWiki web site.  Recent development of this site has focused on the development of site maps, and adding them by default to the tiddler for each of the [[Tiddler  tags]]. If a tag - displayed above the upper right corner of each tiddler - is in bold, clicking on it will bring up a brief description of the tag, often with a like to a relevant tiddler,, followed bt site maps for the tag and for the tags associated with that tag.

If the tag is displayed in italic, clicking on the tag will display a '[[shadow tiddler|Shadow tiddlers]] with a display of all the tiddlers with that tag.

The following example is based on the syntax {{{|<<siteMap cc2.0>> |<<siteMap tiddlywiki>> |}}}
<<<
|<<siteMap cc2.0>> |<<siteMap tiddlywiki>> |
<<<
<div id="SplashScreen" style="border: 3px solid #ccc; display: block; text-align: center; width: 600px; margin: 100px auto; padding: 50px; color:#000;  font-family:comic sans ms; background-color:#eee;">
<img src="light-cube-1.jpg">  <img src="light-cube-0.jpg">
<br>
<span style="font-size: 28px;"><b>Climate Change 2.0</b> </span>
<br>
A Convenient, TiddlyPerfect Response to Truth 
<br>
in an Evolving Creative Commons, Open Source Climate
<br>
<img src="light-cube-0.jpg">  <img src="light-cube-1.jpg">
<br>
is loading<blink> ...</blink>
<br>
<span style="font-size: 14px; color:red;">Requires Javascript.</span></div>
<br>
For ideal learning opportunities: patience, curiosity, and a discerning, open mind to the transformative opportunities of a new civilization in a free, and expanding knowledge-based universe.
<br>
<img src="congo.jpg">
<br>
Drawing on the intelligence of a knowledge-based universe to address the climate change crisis
Climate Change 2.0
http://www.climate-change-two.net/
While TiddlyWiki and Data Perfect are the primary software engines of TiddlyPerfect, the design and development of [[Youth Challenge]] has been made possible by contributions from numerous software languages, applications and platforms. among those that have played a vital role are:
!!!Languages
* [[World Wide Web]] - [[World Wide Web Consortium]]
** [[HTML]] - the //lingua franca// of the Web 
* [[Cascading Styles]] - the principal language of style and format - see <<wikipedia "Cascading Styles">>
* [[Javascript]]
!!!Platforms
* [[Wikimedia]] - the platform that powers [[Wikipedia]]
!!!Search Engines
* [[Google]] - the pre-eminent search engine http://google.com +++
** ''Advanced Search''
** ''Personalized Search'' - keep track of your search history
===

** ''Google Tools'' +++
** ''Google Maps '' - http://maps.gogle.com
** ''Google News'' - http://news.google.com
** ''Google Alerts'' - http://alerts,google.com
** ''Google Groups'' - http://groups.google.com
** ''Google Earth''
** ''Google Scholar'' - http://scholar.google.com 
** ''Cooperative Search Engine''
** ''Google Labs'' - discover new Google tools 
===

!!!Web browsers
* [[Netscape]] - 
* ''Firefox'' - recommended web browser - http://www.mozilla.com/en-US/firefox/
** ''Firefox Extensions'' - a multitude of add-on / extensions that provide a variety of valuable features - https://addons.mozilla.org/firefox/extensions/ +++ 
*** ''Googlebar'' - adds an array of Google search options to Firefox - https://addons.mozilla.org/firefox/33/
*** ''DownThemAll'' - https://addons.mozilla.org/firefox/201/
*** ''del.icio.us Bookmarks'' - tagging and organizing ''del.icio.us'' bookmarks - https://addons.mozilla.org/firefox/3615/
*** ''Blue Dot'' - tagging and organizing ''Blue Dot'' bookmarks - https://addons.mozilla.org/firefox/4226/
*** ''Firefox Showcase'' - displays thumbnails of open tabs - https://addons.mozilla.org/firefox/1810/
===

!!!Social bookmarking sites
Make your bookmarks available online; network and exchange bookmarks with others - http://del.icio.us
* [[del.icio.us]] - http://del.icio.us
* [[Blue Dot]] - http://bluedot.us
This is a talk that <<wikipedia "Eben Moglen">> gave at an October 2006 Conference in Plone, India on //Software and Community in the Early 21st Century//. Eben Moglen is the founder, Director-Counsel and Chairman of the ''Software Freedom Law Center'' - [[www.softwarefreedom.org|http://www.softwarefreedom.org]] - whose client list includes numerous pro bono clients, such as the ''Free Software Foundation'' - [[www.fsf.org|http://www.fsf.org]]. Moglen identifies software as the key driver of the modern economy, comparing it with the role of steel in the industrial economy, with an important difference that has profound consequences: software can be freely shared and reproduced.

 <html><center>
<object width="425" height="350"><param name="movie" value="http://www.youtube.com/v/NorfgQlEJv8"></param><param name="wmode" value="transparent"></param><embed src="http://www.youtube.com/v/NorfgQlEJv8" type="application/x-shockwave-flash" wmode="transparent" width="425" height="350"></embed></object>
</center></html>

 A transcript of Moglen's talk is available on [[Geof Glass|http://www.geof.net/about]]'s blog at [[www.geof.net/blog/2006/12/10/eben-moglen|http://www.geof.net/blog/2006/12/10/eben-moglen]] with a link to an annotated copy of the talk.
If your TiddlyWiki includes the SplashScreenPlugin, a ''Splash Screen'' will be displayed as your TiddlyWiki is loading. The SplashScreenPlugin stores the default Splash Screen, that you can then edit, in the MarkupPreHead tiddler.  Note that the Splash Screen has to be formatted with HTML, as the "wikification" that converts TiddlyWiki into HTML so that it can be read by any browser is not yet loaded.

The design and presentation of the Splash Screen can be important both in holding the attention of visitors when they open the site as well as being visible. You can think of it as the opportunity to make a 15 second introduction of the sight and of its central and essential nature

Conventionally, the Splash Screen is edited in the MarkupPreHead tiddler, however, doing so means that the appearance of the Splash Screen can only be seen when you open, or save and reload. the entire TiddlyWiki. By editing the Splash Screen contents here, and placing the HTML code between {{{<html>}}} and {{{</html>}}} tags, as you will see if you view or edit this tiddler..

<html>
<div id="SplashScreen" style="border: 0px; display: block; text-align: center; width: 95%; margin: 25px auto; padding: 15px; color:#000;  font-family:comic sans ms; background-color:#fff;">
<table width="100%" align="center" border="0" cellpadding="2">
<tr valign="top">
<td align="center" colspan="3">
<img src="http://www.climate-change-two.net/cc2t-400x102.png" alt="Climate Change 2.0">
<br>
Drawing on the intelligence of a knowledge-based universe to address the climate change crisis
<br>
in the evolving climate of a Creative Commons, Open Source universe - economy, society and environment.
<p>
<h1>Welcome to a universe where knowledge is wealth</h1>
and in which abundance is not constrained by the laws of conservation of mass and energy.
<br>
<h3><span style="color:#f0f;">Loading<blink> ...</blink>
<br>
Please be patient.</span>
<br>
<br>
Javascript: required;
<br>
Firefox: recommended;
<br>
Willingness to learn: priceless.</h2>
</td>
</tr>
<tr valign="top">
<td width="20%" align="right">
<img src="http://www.climate-change-summer.net/ngo-dpi-climate-change-200x75.jpg" alt="Combined logo of NGO/DPI Executive Committee and the Climate Change conference">
</td>
<td align="left" colspan="2">
<b>Networking Sub-Committee
<br>
Planning Committee
<br>
60th Annual DPI/NGO Conference</b>
<br>
September 5-7, 2007
</td>
</tr>
<tr valign="top">
<td align="right">
<img src="http://www.climate-change-summer.net/congo.jpg" alt="logo of the Conference Of Non-Governmental Organizations">
</td>
<td colspan="2" align="left">
<b>NGO Committee on Education
<br>
Conference Of Non-Governmental Organizations</b>
<br>
in Consultative Relations with the United Nations
</td>
</tr>
<tr valign="top">
<td><br></td>
<td align="left" colspan="2">
<span style="font-size:90%;>
Compiled by: <b>Information Habitat: Where Information Lives</b>
<br>
<i>practicing the profession of information ecology as a holistic life science for a knowledge-based universe</i>
<br>
with help from too many to list, and including:
<ul>
<b>La Perla Garden
<br>
Metro City Media
<br>
Foundation for Health and the Environment
<br>
The Healing World Foundation
<br>
Kaleidoscope Experience
<br>
Joe Friendly's Truth for a Change
<br>
The Wealth of Networks wiki notes
<br>
Pollard Builders</b>
</ul>
and countless developers of free, open source and affordable software and online resources and tools, also too many to list in full, and including:
<ul>
<b>DataPerfect
<ul>
DataPerfect Users Group
</ul>
WordPerfect 5.1+ & Corel WordPerfect
<br>
TiddlyWiki
<ul>
TiddlyWiki Developers
</ul>
<br>
MediaWiki
<br>
Firefox
<ul>
Firefox extensions
</ul>
Google
<ul>
Google Tools & Services
</ul></b>
and many, many more.
</ul>
</span>
</td>
</tr>
</table>
</div>
</html>
/***

''Inspired by [[TiddlyPom|http://www.warwick.ac.uk/~tuspam/tiddlypom.html]]''

|Name|SplashScreenPlugin|
|Created by|SaqImtiaz|
|Location|http://tw.lewcid.org/#SplashScreenPlugin|
|Version|0.21 |
|Requires|~TW2.08+|
!Description:
Provides a simple splash screen that is visible while the TW is loading.

!Installation
Copy the source text of this tiddler to your TW in a new tiddler, tag it with systemConfig and save and reload. The SplashScreen will now be installed and will be visible the next time you reload your TW.

!Customizing
Once the SplashScreen has been installed and you have reloaded your TW, the splash screen html will be present in the MarkupPreHead tiddler. You can edit it and customize to your needs.

!History
* 20-07-06 : version 0.21, modified to hide contentWrapper while SplashScreen is displayed.
* 26-06-06 : version 0.2, first release

!Code
***/
//{{{
var old_lewcid_splash_restart=restart;

restart = function()
{   if (document.getElementById("SplashScreen"))
        document.getElementById("SplashScreen").style.display = "none";
      if (document.getElementById("contentWrapper"))
        document.getElementById("contentWrapper").style.display = "block";
    
    old_lewcid_splash_restart();
   
    if (splashScreenInstall)
       {if(config.options.chkAutoSave)
			{saveChanges();}
        displayMessage("TW SplashScreen has been installed, please save and refresh your TW.");
        }
}


var oldText = store.getTiddlerText("MarkupPreHead");
if (oldText.indexOf("SplashScreen")==-1)
   {var siteTitle = store.getTiddlerText("SiteTitle");
   var splasher='\n\n<style type="text/css">#contentWrapper {display:none;}</style><div id="SplashScreen" style="border: 3px solid #ccc; display: block; text-align: center; width: 320px; margin: 100px auto; padding: 50px; color:#000; font-size: 28px; font-family:Tahoma; background-color:#eee;"><b>'+siteTitle +'</b> is loading<blink> ...</blink><br><br><span style="font-size: 14px; color:red;">Requires Javascript.</span></div>';
   if (! store.tiddlerExists("MarkupPreHead"))
       {var myTiddler = store.createTiddler("MarkupPreHead");}
   else
      {var myTiddler = store.getTiddler("MarkupPreHead");}
      myTiddler.set(myTiddler.title,oldText+splasher,config.options.txtUserName,null,null);
      store.setDirty(true);
      var splashScreenInstall = true;
}
//}}}
/*{{{*/
body {
	background: [[ColorPalette::Background]];
	color: [[ColorPalette::Foreground]];
}

a.externalLink {
 color: #007700;
}
a {
	color: [[ColorPalette::PrimaryMid]];
}

a:hover {
	background: [[ColorPalette::PrimaryMid]];
	color: [[ColorPalette::Background]];
}
a img {
	border: 0;
}

.cleartable table {
border: 1px solid #fff;
}
h1,h2,h3,h4,h5 {
	color: [[ColorPalette::PrimaryDark]];
}


.button {
	color: [[ColorPalette::PrimaryDark]];
	border: 1px solid [[ColorPalette::Background]];
}

.button:hover {
	color: [[ColorPalette::PrimaryDark]];
	background: [[ColorPalette::SecondaryLight]];
	border-color: [[ColorPalette::SecondaryMid]];
}

.button:active {
	color: [[ColorPalette::Background]];
	background: [[ColorPalette::SecondaryMid]];
	border: 1px solid [[ColorPalette::SecondaryDark]];
}

.header {
	background: [[ColorPalette::PrimaryMid]];
}

.headerShadow {
	color: [[ColorPalette::Foreground]];
}

.headerShadow a {
	font-weight: normal;
	color: [[ColorPalette::Foreground]];
}

.headerForeground {
	color: [[ColorPalette::Background]];
}

.headerForeground a {
	font-weight: normal;
	color: [[ColorPalette::PrimaryPale]];
}

.tabSelected{
	color: [[ColorPalette::PrimaryDark]];
	background: [[ColorPalette::TertiaryPale]];
	border-left: 1px solid [[ColorPalette::TertiaryLight]];
	border-top: 1px solid [[ColorPalette::TertiaryLight]];
	border-right: 1px solid [[ColorPalette::TertiaryLight]];
}

.tabUnselected {
	color: [[ColorPalette::Background]];
	background: [[ColorPalette::TertiaryMid]];
}

.tabContents {
	color: [[ColorPalette::PrimaryDark]];
	background: [[ColorPalette::TertiaryPale]];
	border: 1px solid [[ColorPalette::TertiaryLight]];
}

.tabContents .button {
	 border: 0;}

#sidebar {
}

#sidebarOptions input {
	border: 1px solid [[ColorPalette::PrimaryMid]];
}

#sidebarOptions .sliderPanel {
	background: [[ColorPalette::PrimaryPale]];
}

#sidebarOptions .sliderPanel a {
	border: none;
	color: [[ColorPalette::PrimaryMid]];
}

#sidebarOptions .sliderPanel a:hover {
	color: [[ColorPalette::Background]];
	background: [[ColorPalette::PrimaryMid]];
}

#sidebarOptions .sliderPanel a:active {
	color: [[ColorPalette::PrimaryMid]];
	background: [[ColorPalette::Background]];
}

.wizard {
	background: [[ColorPalette::SecondaryLight]];
	border-top: 1px solid [[ColorPalette::SecondaryMid]];
	border-left: 1px solid [[ColorPalette::SecondaryMid]];
}

.wizard h1 {
	color: [[ColorPalette::SecondaryDark]];
}

.wizard h2 {
	color: [[ColorPalette::Foreground]];
}

.wizardStep {
	background: [[ColorPalette::Background]];
	border-top: 1px solid [[ColorPalette::SecondaryMid]];
	border-bottom: 1px solid [[ColorPalette::SecondaryMid]];
	border-left: 1px solid [[ColorPalette::SecondaryMid]];
}

.wizard .button {
	color: [[ColorPalette::Background]];
	background: [[ColorPalette::PrimaryMid]];
	border-top: 1px solid [[ColorPalette::PrimaryLight]];
	border-right: 1px solid [[ColorPalette::PrimaryDark]];
	border-bottom: 1px solid [[ColorPalette::PrimaryDark]];
	border-left: 1px solid [[ColorPalette::PrimaryLight]];
}

.wizard .button:hover {
	color: [[ColorPalette::PrimaryLight]];
	background: [[ColorPalette::PrimaryDark]];
	border-color: [[ColorPalette::PrimaryLight]];
}

.wizard .button:active {
	color: [[ColorPalette::Background]];
	background: [[ColorPalette::PrimaryMid]];
	border-top: 1px solid [[ColorPalette::PrimaryLight]];
	border-right: 1px solid [[ColorPalette::PrimaryDark]];
	border-bottom: 1px solid [[ColorPalette::PrimaryDark]];
	border-left: 1px solid [[ColorPalette::PrimaryLight]];
}

#messageArea {
	border: 1px solid [[ColorPalette::SecondaryDark]];
	background: [[ColorPalette::SecondaryMid]];
	color: [[ColorPalette::PrimaryDark]];
}

#messageArea .button {
	padding: 0.2em 0.2em 0.2em 0.2em;
	color: [[ColorPalette::PrimaryDark]];
	background: [[ColorPalette::Background]];
}

.popup {
	background: [[ColorPalette::PrimaryLight]];
	border: 1px solid [[ColorPalette::PrimaryMid]];
}

.popup hr {
	color: [[ColorPalette::PrimaryDark]];
	background: [[ColorPalette::PrimaryDark]];
	border-bottom: 1px;
}

.listBreak div{
	border-bottom: 1px solid [[ColorPalette::PrimaryDark]];
}

.popup li.disabled {
	color: [[ColorPalette::PrimaryMid]];
}

.popup li a, .popup li a:visited {
	color: [[ColorPalette::TertiaryPale]];
	border: none;
}

.popup li a:hover {
	background: [[ColorPalette::PrimaryDark]];
	color: [[ColorPalette::Background]];
	border: none;
}

.tiddler .defaultCommand {
 font-weight: bold;
}

.shadow .title {
	color: [[ColorPalette::TertiaryDark]];
}

.title {
	color: [[ColorPalette::PrimaryDark]];
}

.subtitle {
	color: [[ColorPalette::TertiaryDark]];
}

.toolbar {
	color: [[ColorPalette::PrimaryMid]];
}

.tagging, .tagged {
	border: 1px solid [[ColorPalette::TertiaryPale]];
	background-color: [[ColorPalette::TertiaryPale]];
}

.selected .tagging, .selected .tagged {
	background-color: [[ColorPalette::TertiaryLight]];
	border: 1px solid [[ColorPalette::TertiaryMid]];
}

.tagging .listTitle, .tagged .listTitle {
	color: [[ColorPalette::PrimaryDark]];
}

.tagging .button, .tagged .button {
		border: none;
}

.footer {
	color: [[ColorPalette::TertiaryLight]];
}

.selected .footer {
	color: [[ColorPalette::TertiaryMid]];
}

.sparkline {
	background: [[ColorPalette::PrimaryPale]];
	border: 0;
}

.sparktick {
	background: [[ColorPalette::PrimaryDark]];
}

.error, .errorButton {
	color: [[ColorPalette::Foreground]];
	background: [[ColorPalette::Error]];
}

.warning {
	color: [[ColorPalette::Foreground]];
	background: [[ColorPalette::SecondaryPale]];
}

.cascade {
	background: [[ColorPalette::TertiaryPale]];
	color: [[ColorPalette::TertiaryMid]];
	border: 1px solid [[ColorPalette::TertiaryMid]];
}

.imageLink, #displayArea .imageLink {
	background: transparent;
}

.viewer .listTitle {list-style-type: none; margin-left: -2em;}

.viewer .button {
	border: 1px solid [[ColorPalette::SecondaryMid]];
}

.viewer blockquote {
	[[ColorPalette::Foeground]];
}

.viewer table {
	border: 2px solid [[ColorPalette::TertiaryDark]];
}

.viewer th, thead td {
	background: [[ColorPalette::PrimaryPale]];
	color: [[ColorPalette::PrimaryDark]];
}

.viewer td, .viewer tr {
	border: 1px solid [[ColorPalette::TertiaryDark]];
}

.viewer pre {
	border: 1px solid [[ColorPalette::SecondaryLight]];
	background: [[ColorPalette::SecondaryPale]];
}

.viewer code {
	color: [[ColorPalette::SecondaryDark]];
}

.viewer hr {
	border: 0;
	border-top: solid2px [[ColorPalette::TertiaryDark]];
	color: [[ColorPalette::TertiaryDark]];
}

.box {
	background: #ccecff;
	border; 1px;
}

#mainMenu .highlight, #mainMenu .marked {
	background: [[ColorPalette::PrimaryPale]];
}

.highlight, .marked {
	background: [[ColorPalette::SecondaryLight]];
}

.editor input {
	border: 1px solid [[ColorPalette::PrimaryMid]];
}

.editor textarea {
	border: 1px solid [[ColorPalette::PrimaryMid]];
	width: 100%;
}

.editorFooter {
	color: [[ColorPalette::TertiaryMid]];
}

/*}}}*/
/*{{{*/
* html .tiddler {
    height: 1%;
}

[[TagglyTaggingStyles]]
[[MainMenuStyles]]

body {
font-size: .75em;
font-family: bookman old style, garamond antigua, arial, helvetica;
margin: 0;
padding: 0;
}

#displayArea {
margin-left: 16em;
margin-right: 3em;
}

.cleartable table {
border: 0;
}

h1, h2, h3, h4, h5 {
font-weight: bold;
text-decoration: none;
}

h1 {font-size: 1.35em;}
h2 {font-size: 1.25em;}
h3 {font-size: 1.1em;}
h4 {font-size: 1em;}
h5 {font-size: .9em;}

hr {
height: 1px;
}

a {
text-decoration: none;
}

dt {font-weight: bold;}

ol { list-style-type: decimal }
ol ol { list-style-type: lower-alpha }
ol ol ol { list-style-type: lower-roman }
ol ol ol ol { list-style-type: decimal }
ol ol ol ol ol { list-style-type: lower-alpha }
ol ol ol ol ol ol { list-style-type: lower-roman }
ol ol ol ol ol ol ol { list-style-type: decimal }

.txtOptionInput {
width: 11em;
}

#contentWrapper .chkOptionInput {
border: 0;
}

.externalLink {
text-decoration: none;
font-weight: bold;
}

.indent {
margin-left: 0.5em;
padding-left: 1.5em;
}

.outdent {
margin-left:3em;
text-indent:-3em;
}

code.escaped {
white-space:nowrap;
}

.tiddlyLinkExisting {
font-weight: bold;
}

.tiddlyLinkNonExisting {
font-style: italic;
}

/* the 'a' is required for IE, otherwise it renders the whole tiddler a bold */
a.tiddlyLinkNonExisting.shadow {
font-weight: bold;
}

.header {
position: relative;
}

.header a:hover {
	background: transparent;
}

.headerShadow {
	position: relative;
	padding: 1.5em 0em 1em 1em;
	left: -1px;
	top: -1px;
}

.headerForeground {
position: absolute;
padding: 1.5em 0em 1em 1em;
left: 0px;
top: 0px;
}

.siteTitle {
font-size: 3em;
}

.siteSubtitle {
font-size: 1.2em;
}

.wizard {
padding: 0.1em 0em 0em 2em;
}

.wizard h1 {
font-size: 2em;
font-weight: bold;
background: none;
padding: 0em 0em 0em 0em;
margin: 0.4em 0em 0.2em 0em;
}

.wizard h2 {
font-size: 1.2em;
font-weight: bold;
background: none;
padding: 0em 0em 0em 0em;
margin: 0.2em 0em 0.2em 0em;
}

.wizardStep {
padding: 1em 1em 1em 1em;
}

.wizard .button {
margin: 0.5em 0em 0em 0em;
font-size: 1.2em;
}

#messageArea {
position:absolute; top:0; right:0; margin: 0.5em; padding: 0.5em;
}

*[id='messageArea'] {
position:fixed !important; z-index:99;}

.messageToolbar {
display: block;
text-align: right;
}

#messageArea a{
text-decoration: underline;
}

.popup {
font-size: .9em;
padding: 0.2em;
list-style: none;
margin: 0;
}

.popup hr {
display: block;
height: 1px;
width: auto;
padding: 0;
margin: 0.2em 0em;
}

.listBreak {
font-size: 1px;
line-height: 1px;
}

.listBreak div {
margin: 2px 0;
}

.popup li.disabled {
padding: 0.2em;
}

.popup li a{
display: block;
padding: 0.2em;
}

.tabset {
padding: 1em 0em 0em 0.5em;
}

.tab {
margin: 0em 0em 0em 0.25em;
padding: 2px;
}

.tabContents {
padding: 0.5em;
}

.tabContents ul, .tabContents ol {
margin: 0;
padding: 0;
}

.txtMainTab .tabContents li {
list-style: none;
}

.tabContents li.listLink {
 margin-left: .75em;
}

.toolbar {
text-align: right;
font-size: .9em;
visibility: hidden;
}

.selected .toolbar {
visibility: visible;
}

.tiddler {
padding: 1em 1em 0em 1em;
}

.missing .viewer,.missing .title {
font-style: italic;
}

.title {
font-size: 1.6em;
font-weight: bold;
padding-left: 1px;
}

.missing .subtitle {
display: none;
}

.subtitle {
font-size: 1.1em;
padding-left: 2px;
}

.tiddler .button {
padding: 0.2em 0.4em;
}

.tagging {
margin: 0.5em 0.5em 0.5em 0;
float: right;
display: none;
}

.isTag .tagging {
display: block;
}

.tagged {
margin: 0.5em;
}

.tagging, .tagged {
font-size: 0.9em;
padding: 0.25em;
}

.tagging ul, .tagged ul {
list-style: none;margin: 0.25em;
padding: 0;
}

.tagClear {
clear: both;
}

.footer {
font-size: .9em;
}

.footer li {
display: inline;
}

* html .viewer pre {
width: 99%;
padding: 0 0 1em 0;
}

.viewer {
line-height: 1.4em;
padding-left: 1em;
}

.viewer .button {
margin: 0em 0.25em;
padding: 0em 0.25em;
}

.viewer blockquote {
margin-left: 0.5em;
padding-left: 1.5em;
}

.viewer ul, .viewer ol{
margin-left: 0.5em;
padding-left: 1.5em;
}

.viewer li {
margin-top: 0.8em;
}

.viewer table {
border-collapse: collapse;
margin: 0.5em 0.5em;
}

.viewer th, .viewer td, .viewer tr,.viewer caption{
vertical-align: top;
padding: 1px;
}

.viewer table.listView {
font-size: 0.85em;
margin: 0.8em 1.0em;
}

.viewer table.listView th, .viewer table.listView td, .viewer table.listView tr {
padding: 0px 2px 0px 2px;
}

.viewer pre {
padding: 0.2em;
font-size: 0.9em;
line-height: 110%;
overflow: auto;
}

.viewer code {
font-size: 90%;
}

.editor {
font-size: 1.1em;
}

.editor input, .editor textarea {
display: block;
width: 100%;
font: inherit;
}

.editorFooter {
padding: 0.25em 0em;
font-size: .9em;
}

.editorFooter .button {
padding-top: 0px; padding-bottom: 0px;}

.fieldsetFix {border: 0;
padding: 0;
margin: 1px 0px 1px 0px;
}

.sparkline {
line-height: 1em;
}

.sparktick {
outline: 0;
}

.zoomer {
font-size: 1.1em;
position: absolute;
padding: 1em;
}

.cascade {
font-size: 1.1em;
position: absolute;
overflow: hidden;
}
/*}}}*/
If you are interested in participating in [[Climate Change 2.0]], please consider subscribing to the companion ''Google Group'' by following the link below:
<html>
<div class-"cleartable">
<table  style="background-color: #fff; padding: 5px; border: 1px solid #fff;" cellspacing=0>
  <tr><td>
    <img src="http://groups.google.com/groups/img/3/groups_bar.gif"
         height=26 width=132 alt="Google Groups">
  </td></tr>
  <tr><td style="padding-left: 5px">
    <b>Subscribe to Climate Change 2.0 Google Group</b>
  </td></tr>
 <tr><td style="padding-left: 5px;">
  <form action="http://groups.google.com/group/climate-change-two/boxsubscribe">
     Email: <input type=text name=email>
           <input type=submit name="sub" value="Subscribe">
</form>
  </td></tr>
</table>
</div>
</html>

If you would like to find out more about TiddlyWiki, the brilliant Open Source platform on which ''Climate Change 2.0'' is being built, you may also want to consider subscribing to, or visiting, the ''~TiddlyWiki Google Group'' or visiting [[www.tiddlywiki.com|http://:www.tiddlywiki.com]]

<html>
<div class-"cleartable">
<table border=0 style="background-color: #fff; padding: 5px;" cellspacing=0>
  <tr><td>
    <img src="http://groups.google.com/groups/img/3/groups_bar.gif"
         height=26 width=132 alt="Google Groups">
  </td></tr>
  <tr><td style="padding-left: 5px">
    <b>Subscribe to the TiddlyWiki Google Group</b>
  </td></tr>
 <tr><td style="padding-left: 5px;">
  <form action="http://groups.google.com/group/tiddlywiki/boxsubscribe">
     Email: <input type=text name=email>
           <input type=submit name="sub" value="Subscribe">
</form>
  </td></tr>
<tr><td align=right>
  <a target="_blank" href="http://groups.google.com/group/tiddlywiki">Visit the TiddlyWiki Google Group</a>
</td></tr>
</table>
</div>
</html>
There are a growing number of independent news feeds on climate change - as well as on a host of other topics. There are generally a variety of ways to subscribe, including delivery to your email address and through "RSS" (Really Simple Syndication) feeds that can be read with any of a number of RSS readers.
<<siteMap subscribe>>
If you are interested in participating in [[Climate Change 2.0]], please consider subscribing to the companion ''Google Group'' by following the link below:
<html>
<div class-"cleartable">
<table  style="background-color: #fff; padding: 5px; border: 1px solid #fff;" cellspacing=0>
  <tr><td>
    <img src="http://groups.google.com/groups/img/3/groups_bar.gif"
         height=26 width=132 alt="Google Groups">
  </td></tr>
  <tr><td style="padding-left: 5px">
    <b>Subscribe to Climate Change 2.0 Google Group</b>
  </td></tr>
 <tr><td style="padding-left: 5px;">
  <form action="http://groups.google.com/group/climate-change-two/boxsubscribe">
     Email: <input type=text name=email>
           <input type=submit name="sub" value="Subscribe">
</form>
  </td></tr>
</table>
</div>
</html>

[[Subscribe to TiddlyWiki Forum]]
If you are interested in keeping up with - or contributing - to occasional news and reports relating to information ecology, please join the ''[information-ecology]'' Yahoo! Group.

<html><form method="get" action="http://tech.groups.yahoo.com/subscribe/information-ecology">
<table cellspacing="0" cellpadding="2" border="0" bgcolor="#ffffcc">
 <tr>
 <td colspan="2" >
 <b>Subscribe to the [information-ecology] Yahoo! Group</b>
 </td>
 </tr>
 <tr>
 <td>
 <input type="text" name="user" value="enter email address" size="40">
<p>
<a class="externalLink" href="http://tech.groups.yahoo.com/group/information-ecology/">Visit the home page for the group</a>
<br>
Or
<br>
<a class="externalLink" href="http://rss.groups.yahoo.com/group/information-ecology/rss"> Subscribe to the group's RSS Feed <img src="http://upload.wikimedia.org/wikipedia/commons/thumb/4/43/Feed-icon.svg/16px-Feed-icon.svg.png"></a>
 </td>
 <td>
<input type="image" border="0" alt="Click here to join information-ecology" 
name="Click here to join information-ecology"
src="http://us.i1.yimg.com/us.yimg.com/i/yg/img/i/us/ui/join.gif">
</td>
</tr>
</table>
</form></html>
<html><table border=0 style="background-color: #fff; padding: 10px;" cellspacing=5>
  <tr><td>
    <img src="http://groups.google.com/groups/img/3nb/groups_bar.gif"
         height=26 width=132 alt="Google Groups">
  <p>
  <b>Subscribe to the NGO Committee on Education Google Group</b>
  <br>
<form action="http://groups.google.com/group/ngo-education/boxsubscribe">
Email: <input type=text name=email size=40>
<input type=submit name="sub" value="Subscribe">
</form>
<p>
<a target="_blank" href="http://groups.google.com/group/ngo-education">Visit this group</a>
<br>
<a target="_blank" href="http://groups.google.com/group/ngo-education/feed/rss_v2_0_msgs.xml"> Subscribe to the group's RSS Feed <img src="http://upload.wikimedia.org/wikipedia/commons/thumb/4/43/Feed-icon.svg/16px-Feed-icon.svg.png"></a>
</td></tr>
</table></html>

If you would like to keep up with - and contribute to - news and activities from the [[Peace Caucus]], please subscribe to our email list ''[peace-caucus-un]'' at Yahoo! Groups. You can subscribe by entering your email address in the space below.

<html><form method="get" action="http://groups.yahoo.com/subscribe/peace-caucus-un">
<table cellspacing="0" cellpadding="2" border="0" bgcolor="#ffffcc">
  <tr>
    <td colspan="2">
      <b>Subscribe to the [peace-caucus-un] Yahoo! Group</b>
    </td>
  </tr>
  <tr>
    <td>
      <input type="text" name="user" value="enter email address" size="40">
    </td>
    <td>
      <input type="image" border="0" alt="Click here to join peace-caucus-un" 
       name="Click here to join peace-caucus-un"
       src="http://us.i1.yimg.com/us.yimg.com/i/yg/img/i/us/ui/join.gif">
</td>
</tr>
<tr>
<td colspan="2">
<a class="externalLink"  href="http://groups.yahoo.com/group/peace-caucus-un/">Visit [peace-caucus-un] home page</a>
<br>
Or
<br>
<a class="externalLink" href="http://rss.groups.yahoo.com/group/peace-caucus-un/rss"> Subscribe to the group's RSS Feed <img src="http://upload.wikimedia.org/wikipedia/commons/thumb/4/43/Feed-icon.svg/16px-Feed-icon.svg.png"></a>
</td>
  </tr>
</table>
</form></html>
If you would like to find out more about TiddlyWiki, the brilliant Open Source platform on which ''Climate Change 2.0'' is being built, you may also want to consider subscribing to, or visiting, the ''~TiddlyWiki Google Group'' or visiting [[www.tiddlywiki.com|http://:www.tiddlywiki.com]].

The ''~TiddlyWiki Google Group'' is a lively and active group, and if you don't find an answer to your ~TiddlyWiki questions in the archives of the group, you are likely to receive prompt and helpful responses to any questions you have about how to use the software.

<html>
<div class="cleartable">
<table border=0 align=center style="background-color: #fff; padding: 5px;" cellspacing=0>
  <tr><td>
    <img src="http://groups.google.com/groups/img/3/groups_bar.gif"
         height=26 width=132 alt="Google Groups">
<p>
<b>Subscribe to the TiddlyWiki Google Group</b>
<br>
  <form action="http://groups.google.com/group/tiddlywiki/boxsubscribe">
     Email: <input type=text name=email size=40>
           <input type=submit name="sub" value="Subscribe">
</form>
<p>
<a target="_blank" href="http://groups.google.com/group/tiddlywiki">Visit the TiddlyWiki Google Group</a>
<br>
<a target="_blank" href="http://groups.google.com/group/TiddlyWiki/feed/rss_v2_0_msgs.xml"> Subscribe to the TiddlyWiki group's RSS Feed <img src="http://upload.wikimedia.org/wikipedia/commons/thumb/4/43/Feed-icon.svg/16px-Feed-icon.svg.png"></a>
</td></tr>
</table>
</div>
</html>
<<<
//"Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs. It contains within it two key concepts://
* //the concept of 'needs', in particular the essential needs of the world's poor, to which overriding priority should be given; and//
* //the idea of limitations imposed by the state of technology and social organization on the environment's ability to meet present and future needs."//
>> From [[Our Common Future: Chapter 2: Towards Sustainable Development|http://www.un-documents.net/ocf-02.htm]]
<<<

It was [[Our Common Future]] - formally known as the ''Report of the World Commission on Environment & Development'', and also known as the ''Brundtland Report'' after the Chair of the Commission, ''Gro Harlem Brundtland'' - that put the concept of sustainable development on the global agenda and called for a global transition to a sustainable path for economic and social development. ''Our Common Future'' broke new ground in several key areas:
* it brought into focus the extent of the interrelationships between economic development and the natural environment and the need to adopt a holistic perspective;
* it emphasized the critical importance of the participation of all major groups in society into deliberations on policies and the implementation of sustainable development;
* it articulated the critical need for a global transition to a new model of economic development and the transition to a sustainable development path.
<<<
"''The Interlocking Crises''
//Until 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."//
>> From [[Our Common Future, From One Earth to One World|http://www.un-documents.net/ocf-ov.htm]]
<<<
[[Our Common Future]] served as a key foundation for the 1992 ''United Nations Conference on Environment and Development'' - also known as the [[Earth Summit]] - that was held in Rio de Janeiro, Brazil in June 1992, and that led to the adoption of the [[Rio Declaration on Environment and Development]], [[Agenda 21]], the [[Convention on Biological Diversity]], the [[Statement of Forest Principles|Non-legally binding authoritative statement of principles for a global consensus on the management, conservation and sustainable development of all types of forests]] as well as the [[United Nations Framework Convention on Climate Change]]. Since the ''Earth Summit'', the concept and vision of sustainable development has come to play a central role in both international negotiations and in the development and implementation of national and local policies and practices relating to economic and social development and to the environment.
@@font-size:90%;''Note'': [[Click here to view this page in a separate browser tab or window|http://www.un-documents.net/k-001303.htm]]@@
<html>
<iframe style="background-color:#ffffff; border-color:#ffffff; border:none;" width="700" height="800" frameborder="0" scrolling="yes" src="http://www.un-documents.net/k-001303.htm" title="Sustainable Development @ UN Documents.net">
</iframe> </html>
//Sydney, Australia, 9 September 2007//
<<<
We, the APEC Economic Leaders, agree that economic growth, energy security and climate change are fundamental and interlinked challenges for the APEC region.

The dynamism of APEC, underpinned by open trade and investment, has reduced poverty, improved living standards and delivered economic and social development.

Our success has relied in part on secure supplies of energy, the use of which has also contributed to air quality problems and greenhouse gas emissions.

A great challenge for APEC, given the aspirations of 41 per cent of the world's population in our region, is to chart new pathways for clean and sustainable development.

We are committed, through wide-ranging and ambitious actions, to ensuring the energy needs of the economies of the region while addressing the issue of environmental quality and contributing to the reduction of greenhouse gas emissions.
<<<
!! Future international action
<<<
We reaffirm our commitment to the [[United Nations Framework Convention on Climate Change]] (UNFCCC). Based on [[UNFCCC principles|UN Framework Convention on Climate Change: Article 3: Principles]], we believe the following must underpin an equitable and effective post-2012 international climate change arrangement:
<<<
!!! Comprehensiveness
<<<
We need concerted international action with all economies contributing to shared global goals in ways that are equitable, and environmentally and economically effective.
<<<
!!! Respect for different domestic circumstances and capacities
<<<
The future international climate change arrangement needs to reflect differences in economic and social conditions among economies and be consistent with our common but differentiated responsibilities and respective capabilities.
<<<
!!! Flexibility
<<<
To ensure a comprehensive global effort, we support a flexible arrangement that recognises diverse approaches, and supports practical actions and international cooperation across a broad range of areas relevant to climate change. We support domestic actions which make measurable contributions to a shared global goal, and underline the importance of the effective operation of market mechanisms.
<<<
!!! The important role for low and zero emissions energy sources and technologies
<<<
Fossil fuels will continue to play a major role in our regional and global energy needs. Co-operation, including joint research, development, deployment and transfer of low and zero emission technologies for their cleaner use, particularly coal, will be essential. It is also important to enhance energy efficiency and diversify energy sources and supplies, including renewable energy. For those economies which choose to do so, the use of nuclear energy, in a manner ensuring nuclear safety, security and non-proliferation in particular its safeguards, can also contribute.
<<<
!!! The importance of forests and land use
<<<
Sustainable forest management and land use practices play a key role in the carbon cycle and need to be addressed in the post-2012 international climate change arrangement.
<<<
!!! Promoting open trade and investment
<<<
The pursuit of climate change and energy security policies must avoid introducing barriers to trade and investment. Open trade, investment and environmental policies are crucial to disseminating low emissions products, technologies and best practices.
<<<
!!! Support for effective adaptation strategies
<<<
Adapting to climate change impacts is a priority for domestic development strategies which should be supported by the international community, including through appropriate policy exchanges, financing, capacity building and technology transfer.
<<<
!!! Support for a post-2012 international climate change arrangement
<<<
We are committed to the global objective of stabilising greenhouse gas concentrations in the atmosphere at a level that would prevent dangerous human interference with the climate system. The world needs to slow, stop and then reverse the growth of global greenhouse gas emissions.

We, therefore, call for a post-2012 international climate change arrangement, building on the above, that strengthens, broadens and deepens the current arrangements and leads to reduced global emissions of greenhouse gases.

APEC economies that are Parties to the UNFCCC agree to work actively and constructively toward a comprehensive post-2012 arrangement at this year's UNFCCC Conference of the Parties. We pledge our strong support for Indonesia in its role as President of the Conference in Bali in December.

We agree to work to achieve a common understanding on a long-term aspirational global emissions reduction goal to pave the way for an effective post-2012 international arrangement. We appreciate the efforts of Japan and Canada in proposing a long-term global goal.

We welcome the initiative by the United States to convene a group of major economies to seek agreement on a detailed contribution to a post-2012 global arrangement under the UNFCCC.

We pledge our support for the initiative of the ~Secretary-General of the United Nations in convening a [[High-Level Event on Climate Change|High-Level Event on Climate Change, September 24, 2007]].

We agree to work through bilateral, regional and global partnerships to promote clean development, recognising that the UN climate process is the appropriate multilateral forum for international negotiations on climate change.
<<<
!! APEC Action Agenda
<<<
We announce a forward program of practical, co-operative actions and initiatives in APEC which complement those actions being undertaken by APEC economies in other fora. These initiatives are designed to support economic growth and development and to further contribute to the reduction of global greenhouse gas emissions in line with the objectives and principles of the UNFCCC. The [[Action Agenda|Sydney APEC Leaders' Declaration on Climate Change, Energy Security and Clean Development: Annex]] is attached. In summary, and without prejudice to commitments in other fora, we have decided to:
* highlight the importance of improving energy efficiency by working towards achieving an ~APEC-wide regional aspirational goal of a reduction in energy intensity of at least 25 per cent by 2030 (with 2005 as the base year);
* work to achieve an ~APEC-wide aspirational goal of increasing forest cover in the region by at least 20 million hectares of all types of forests by 2020  -  a goal which if achieved would store approximately 1.4 billion tonnes of carbon, equivalent to around 11 per cent of annual global emissions (in 2004);
* establish an ~Asia-Pacific Network for Energy Technology (~APNet) to strengthen collaboration on energy research in our region particularly in areas such as clean fossil energy and renewable energy sources;
* establish an ~Asia-Pacific Network for Sustainable Forest Management and Rehabilitation to enhance capacity building and strengthen information sharing in the forestry sector; and
* further measures in trade in environmental goods and services, aviation transport, alternative and low carbon energy uses, energy security, the protection of marine biological resources, policy analysis capabilities and a co-benefit approach.
<<<
!! Conclusion
<<<
The APEC region has a major stake in global responses to the challenges of climate change, energy security and clean development. Economic growth and technology development are indispensable elements of our future agreed approach. The scale of these challenges demands new and innovative forms of international co-operation.

We, the APEC Leaders, reaffirm our commitment to work with all members of the international community for an enduring global solution to climate change.
<<<
!! [[Annex: Action Agenda|Sydney APEC Leaders' Declaration on Climate Change, Energy Security and Clean Development: Annex]]
!! Action Agenda
<<<
The following co-operative APEC actions and initiatives on climate change, energy security and clean development represent a further contribution to the reduction of global greenhouse gas emissions in line with the objectives and principles of the UNFCCC. In implementing this Action Agenda, joint research, development, deployment and transfer of technologies will be important.
<<<
!!! Energy efficiency
<<<
Improving energy efficiency is a cost-effective way to enhance energy security and address greenhouse gas emissions while promoting economic growth and development. Without prejudice to commitments in other fora, we therefore:
* agree to work towards achieving an ~APEC-wide regional aspirational goal of a reduction in energy intensity of at least 25 per cent by 2030 (with 2005 as the base year).
* encourage all APEC economies to set individual goals and action plans for improving energy efficiency, taking into account this aspirational goal, and reflecting the individual circumstances of different economies.
* agree to facilitate and review progress through the voluntary APEC Energy Peer Review Mechanism, as established by APEC Energy Ministers in May 2007, with a report back to APEC Leaders in 2010.
<<<
!!! Forests
<<<
Forests can play a critical role in the carbon cycle. Ongoing action is required to encourage afforestation and reforestation and to reduce deforestation, forest degradation and forest fires, including by promoting sustainable forest management, combating illegal logging and addressing the underlying economic and social drivers. We therefore:
* agree to work to achieve a regional aspirational goal of increasing forest cover in the APEC region by at least 20 million hectares of all types of forests by 2020.
* welcome the Global Initiative on Forests and Climate launched in Sydney in July 2007.
* welcome the development of other instruments which may include continued work on a Legally Binding Instrument on Sustainable Forest Management for those economies interested in pursuing this option.
* agree to establish the ~Asia-Pacific Network for Sustainable Forest Management and Rehabilitation to enhance capacity building and strengthen information sharing in the forestry sector. Collaboration between all regional initiatives on forests, including the Asia Forest Partnership, will be important.
* co-ordinate with relevant international institutions to develop forest program partnerships, including the proposed World Bank forest carbon partnership facility.
<<<
!!! Low emissions technology and innovation
<<<
Joint research, development, deployment and transfer of low and zero emission technologies will be crucial in our shared efforts to address climate change. We therefore:
* agree to establish the ~Asia-Pacific Network for Energy Technology (~APNet) to strengthen collaboration on energy research in the region. Participation in the Network will be open to all research bodies in the APEC region. The aim of the Network will be to facilitate research linkages and co-operation in areas such as clean fossil energy and renewable energy. ~APNet will be inaugurated at a major energy research conference in 2008.
<<<
!!! Alternative and low carbon energy uses
<<<
Enhanced uptake of low carbon energy uses will require coherent policy and regulatory settings. We therefore:
* agree to promote policies that advance the deployment of low and zero emission energy uses, in particular in the field of clean coal use and carbon capture and storage, through co-operative work in the APEC Energy Working Group.
* support the development of criteria for performance-based biodiesel standards for the region through the work of the APEC Biofuels Task Force.
* welcome work underway in international partnerships involving a wide range of economies, including on methane, hydrogen, renewable energies and carbon sequestration, and the Asia Pacific Partnership on Clean Development and Climate, which are advancing key new clean technologies.
<<<
!!! Energy security
<<<
We underline the importance to the region of affordable and secure supplies of energy which are central to economic growth and sustainable development, and we are committed to continuing efforts within APEC to address long-term energy needs in the region.
<<<
!!! Trade in environmental goods and services
<<<
An open global trade and investment system is central to our clean development objectives and market opening in the World Trade Organisation (WTO) would advance our climate and energy security goals. We therefore:
* agree to review and discuss at the 2008 APEC Leaders' meeting the progress achieved in the WTO Doha Development Agenda negotiations on the liberalisation of trade in environmental goods and services.
<<<
!!! Civil aviation transport
<<<
We see scope for co-operative action to address the issue of aviation emissions. We therefore:
* agree that any future global action to address the climate-related impact of aviation emissions needs to reflect the interests of all economies, including the views of all APEC economies while noting the leading role of the International Civil Aviation Organisation (ICAO) in developing a balanced approach to aviation emissions based on mutual consent and relevant international legal instruments.
* endorse the public-private sector work in APEC, launched by APEC Transportation Ministers in March 2007, to promote practical co-operative measures that address greenhouse gas emissions from this sector.
* agree to convene a second public-private sector APEC Strategic Seminar on Measures to Address Aviation Emissions in early 2008 to advance work in key areas such as air traffic management systems, aircraft design and alternative fuels.
<<<
!!! Policy analysis capability
<<<
Improved dialogue and policy and technical co-operation is valuable in underpinning our efforts. We therefore:
* endorse the value of exchanging views on effective and coherent policy instruments for promoting energy efficiency and addressing greenhouse gas emissions.
* agree to enhance co-operation between regional economic modelling and related bodies to share views and expertise on approaches to assessing the economic implications of climate change policies, including measures aimed at adapting economies and societies to the impacts of climate change.
<<<
!!! Marine and coastal resources
<<<
Sustainable marine and coastal resources are an integral part of the carbon cycle. We therefore:
* welcome the Coral Triangle Initiative on Coral Reefs, Fisheries and Food Security which is aimed at enhancing the conservation of marine biological resources.
<<<
!!! Promoting a co-benefit approach
<<<
We support an approach to addressing global environmental challenges that simultaneously promotes sustainable development.
Sylvan M. Barnet, Jr. has had 60 years of experience in international communications in the fields of publishing, public relations, advertising and government. He is a graduate of Yale University and the U. S. Naval War College. In publishing, he was at the U.S. News & World Report and was Publisher of the International Herald Tribune in Paris and New York. In public relations, Mr. Barnet was Chairman of International Public Relations and Vice President of Public Relations for American Airlines. He was Director of the U.S. Travel Service, Department of Commerce and Executive Director of the International Advertising Association. 

Mr. Barnet had been the representative for Rotary International since 1988. At Rotary International he has served as Vice Chair, Rhode Island Committee for U. N. Delegation and Diplomatic Relations and a member of the Rhode Island Diplomatic Protocol Committee. His United Nations experience includes Past Chair of the ~Non-Governmental Organizations Executive Committee, DPI, of the NGO Committees on Sustainable Development and Population and Development. He is the founder of the NGO Committee on Education, Chair of the Advisory Council, United Nations Association, NY, and a member of the National Council, ~UNA-USA.
/***
|Name|''TabEdit''|h
|Author|[[Saq Imtiaz]]|
|Version|0.32|
|Description|Makes editing of tabs easier.|
|Source|http://lewcid.googlepages.com/lewcid.html#TabEditPlugin|
|TW Version|2.x|
***/
/***
!Usage
*Double click a tab to edit the source tiddler
*Double click outside the tabset to edit the containing tiddler. 

!Demo
TestTabs

!History
*28-04-06, v0.32 - fixed previous bug fix!
*27-04-06, v0.31 - fixed conflicts with tabs created using PartTiddler.
*26-04-06, v0.30 - first public release

***/

//{{{

//tab on double click event handler
Story.prototype.onTabDblClick = function(e){
        if (!e) var e = window.event;
        var theTarget = resolveTarget(e);
        var title= this.getAttribute("source");
        if ((version.extensions.PartTiddlerPlugin)&&(title.indexOf("/")!=-1))
                 {if (!oldFetchTiddler.call(this, [title]))
                              {return false;}}   
        story.displayTiddler(theTarget,title,2,false,null)
        e.cancelBubble = true;
        if (e.stopPropagation) e.stopPropagation();
        return false;
        }

config.macros.tabs.switchTab = function(tabset,tab)
{
var cookie = tabset.getAttribute("cookie");
var theTab = null
var nodes = tabset.childNodes;
for(var t=0; t<nodes.length; t++)
if(nodes[t].getAttribute && nodes[t].getAttribute("tab") == tab)
{
theTab = nodes[t];
theTab.className = "tab tabSelected";
}
else
nodes[t].className = "tab tabUnselected"
if(theTab)
{
if(tabset.nextSibling && tabset.nextSibling.className == "tabContents")
tabset.parentNode.removeChild(tabset.nextSibling);
var tabContent = createTiddlyElement(null,"div",null,"tabContents",null);
tabset.parentNode.insertBefore(tabContent,tabset.nextSibling);
var contentTitle = theTab.getAttribute("content");

                //set source attribute equal to title of tiddler displayed in tab
tabContent.setAttribute("source",contentTitle);
//add dbl click event
tabContent.ondblclick = story.onTabDblClick;

wikify(store.getTiddlerText(contentTitle),tabContent,null,store.getTiddler(contentTitle));
if(cookie)
{
config.options[cookie] = tab;
saveOptionCookie(cookie);
}
}
}

//}}}
<<tabs txtMoreTab Missing 'Missing tiddlers' TabMoreMissing Orphans 'Orphaned tiddlers' TabMoreOrphans Shadowed 'Shadowed tiddlers' TabMoreShadowed>>
<<list shadowed>>
/***
| Name:|''tagAdder''|
| Created by:|SaqImtiaz|
| Location:|http://lewcid.googlepages.com/lewcid.html|
| Version:|0.61 (07 Apr-2006)|
| Requires:|~TW2.07|
!About
*provides a drop down list for toggling tags 
*you can specify which tags to list, and have multiple drop downs with different tag lists.

!Demonstration
<<tagAdder>>
{{{<<tagAdder>>}}}

''I recommend using either tagAdder or monkeyTagger, with dropTags and dropTagging in the toolbar:''


!Installation:
*Copy this tiddler to your TW with the systemConfig tag
* copy the following to your ViewTemplate:
#either {{{
<div class='tagged' macro='tagAdder'></div>
}}} to add to next to the tags macro in the viewer area, or
#{{{<div class='toolbar' >
<span style="padding-right:1.75em;" macro='tagAdder'></span>
<span macro='toolbar -closeTiddler closeOthers +editTiddler permalink references jump'></span></div>}}} to add to the toolbar.
(adjust padding to taste)

!Usage:
*by default {{{<<tagAdder>>}}} will display drop down list of all tags, with tags present on the tiddler grouped together.
*to sort alphabetically (ignoring the [x]), use {{{<<tagAdder 'nogroup'>>}}}
*to specify what tags to list, use {{{<<tagAdder 'group/nogroup' 'tiddler'>>}}} where tiddler is a tiddler that is tagged with the tags you want to list. (use one of either group or no group, not both!)
Eg: TagDataBase is my tiddler that is tagged with the tags I want to list, so I will use {{{<<tagAdder 'group' 'TagDataBase'>>}}}
 for a list like this: <<tagAdder 'group' 'TagDataBase'>>
*you can specify a custom label by giving the macro an additional parameter.
Eg: {{{<<tagAdder 'group' 'TagDataBase' 'custom label'>>}}} gives <<tagAdder 'group' 'TagDataBase' 'custom label'>>

!Tips:
*On the tiddler you want to use as your TagsDataBase, add {{{<<tagAdder>>}}} for a drop down list of all tags, so you can easily toggle tags on it!
*You can have as many TagDataBases as you like.

!Notes:
*use css to style to taste
*tags to be removed are preceded by [x]

!To Do:
*Combine with features of normal tags drop down list.(drop tag macro)
*TagsDB manager
*''add exclude tag feature''

!History
*07 Apr-2006, version 0.61
**fixed IE bug with not returning false 

!CODE
***/
//{{{

config.macros.tagAdder= {};
//config.macros.tagAdder.dropdownchar = (document.all?"▼":"▾"); // the fat one is the only one that works in IE
config.macros.tagAdder.dropdownchar = "▼"; // uncomment previous line and comment this for smaller version in FF
config.macros.tagAdder.handler = function(place,macroName,params,wikifier,paramString,tiddler)
{
 var arrow=': '+ config.macros.tagAdder.dropdownchar;
 var tAsort = (params[0] && params[0] !='.') ? params[0]: 'group';
 if (params[1]){var tAsource=params[1]};
 if ((tAsource)&&(!store.getTiddler(tAsource)))
 return false;
 var tAlabel= (params[2] && params[2] !='.')? params[2]: 'toggle tags'+arrow;
 var tAtooltip= (params[2] && params[2] !='.')? params[2]: 'toggle tags on this tiddler';

 if(tiddler instanceof Tiddler)
 {
 var title = tiddler.title;
 var lingo = config.views.editor.tagChooser;
 
 var ontagclick = function(e) {
 if (!e) var e = window.event;
 var tag = this.getAttribute("tag");

 var t=store.getTiddler(title);
 if (!t || !t.tags) return;
 if (t.tags.find(tag)==null)
 {t.tags.push(tag)}
 else
 {t.tags.splice(t.tags.find(tag),1)};
 story.saveTiddler(title);
 story.refreshTiddler(title,null,true);
 return false;
 };

 var onclick = function(e) {
 if (!e) var e = window.event;
 var popup = Popup.create(this);
 var t=store.getTiddler(title);
 if (!t) return false;
 var tagsarray = store.getTags();
 var tagsvalue=new Array();

 for (var i=0; i<tagsarray.length; i++){
 var thetagonly= (tagsarray[i][0]);
 tagsvalue.push(thetagonly);}

 if (tAsource)
 {var sourcetiddler=store.getTiddler(tAsource);
 var tagsvalue=sourcetiddler.tags;
 }
 var tagslabel=new Array();
 var tagssorted=new Array();

 for (var i=0;i<tagsvalue.length;i++){
 var temptag=(tagsvalue[i]);
 if (t.tags.find(temptag)==null)
 {var temptagx = '[ ] '+temptag;
 tagslabel.push(temptagx);
 tagssorted.push(temptag);
 }
 else
 {var temptagx ='[x] '+temptag;
 if (tAsort=='group'){
 tagslabel.unshift(temptagx);
 tagssorted.unshift(temptag);}
 else if (tAsort=='nogroup'){
 tagslabel.push(temptagx);
 tagssorted.push(temptag);} }
 ;}


 if(tagsvalue.length == 0)
 createTiddlyText(createTiddlyElement(popup,"li"),lingo.popupNone);
 for (var t=0; t<tagsvalue.length; t++)
 {
 var theTag = createTiddlyButton(createTiddlyElement(popup,"li"),tagslabel[t],"toggle '"+([tagssorted[t]])+"'",ontagclick);
 theTag.setAttribute("tag",tagssorted[t]);
 }
 Popup.show(popup,false);
 e.cancelBubble = true;
 if (e.stopPropagation) e.stopPropagation();
 return(false);
 };
 //createTiddlyButton(place,tAlabel,tAtooltip,onclick);
var createdropperButton = function(place){
var sp = createTiddlyElement(place,"span",null,"tagadderbutton");
var theDropDownBtn = createTiddlyButton(sp,tAlabel,tAtooltip,onclick);
};

createdropperButton(place);
}
};
setStylesheet(
 ".toolbar .tagadderbutton { margin-right:0em; border:0px solid #eee; padding:0px; padding-right:0px; padding-left:0px; }\n"+
 ".tagadderbutton a.button { padding:2px; padding-left:2px; padding-right:2px;}\n"+
// ".tagadderbutton {font-size:150%;}\n"+
 "",
"TagAdderStyles");

//}}}

/***
|''Name:''|TagCloudPlugin|
|''Source:''|http://www.TiddlyTools.com/#TagCloudPlugin|
|''Author:''|Clint Checketts|
|''License:''|unknown|
|''~CoreVersion:''|2.0.10|

!Usage
<<tagCloud>>

!Code
***/
//{{{
version.extensions.tagCloud = {major: 1, minor: 0 , revision: 0, date: new Date(2006,2,04)};
//Created by Clint Checketts, contributions by Jonny Leroy and Eric Shulman

config.macros.tagCloud = {
 noTags: "No tag cloud created because there are no tags.",
 tooltip: "%1 tiddlers tagged with '%0'"
};

config.macros.tagCloud.handler = function(place,macroName,params) {
 
var tagCloudWrapper = createTiddlyElement(place,"div",null,"tagCloud",null);

var tags = store.getTags();
for (var t=0; t<tags.length; t++) {
  for (var p=0;p<params.length; p++) if (tags[t][0] == params[p]) tags[t][0] = "";
}

 if(tags.length == 0) 
   createTiddlyElement(tagCloudWrapper,"span",null,null,this.noTags);
 //Findout the maximum number of tags
 var mostTags = 0;
 for (var t=0; t<tags.length; t++) if (tags[t][0].length > 0){
  if (tags[t][1] > mostTags) mostTags = tags[t][1];
 }
 //divide the mostTags into 4 segments for the 4 different tagCloud sizes
 var tagSegment = mostTags / 4;

  for (var t=0; t<tags.length; t++) if (tags[t][0].length > 0){
 var tagCloudElement = createTiddlyElement(tagCloudWrapper,"span",null,null,null);
 tagCloudWrapper.appendChild(document.createTextNode(" "));
 var theTag = createTiddlyButton(tagCloudElement,tags[t][0],this.tooltip.format(tags[t]),onClickTag,"tagCloudtag tagCloud" + (Math.round(tags[t][1]/tagSegment)+1));
  theTag.setAttribute("tag",tags[t][0]);
 }

};

setStylesheet(".tagCloud span{height: 1.8em;margin: 3px;}.tagCloud1{font-size: 1.2em;}.tagCloud2{font-size: 1.4em;}.tagCloud3{font-size: 1.6em;}.tagCloud4{font-size: 1.8em;}.tagCloud5{font-size: 1.8em;font-weight: bold;}","tagCloudsStyles");
//}}}
/***
| Name:|TagglyTaggingPlugin|
| Description:|tagglyTagging macro is a replacement for the builtin tagging macro in your ViewTemplate|
| Version:|6.1.5|
| Date:|05-Oct-2006|
| Source:|http://mptw.tiddlyspot.com/#TagglyTaggingPlugin|
| Author:|Simon Baird <simon.baird@gmail.com>|
| CoreVersion:|2.1.x|
!!See also:
* [[1. What is TagglyTagging?]] 
* [[2. What's different about TagglyTagging?]] 
* [[3. Why use TagglyTagging?]] 
* [[4. How do I install it?]]
* [[5. Where did it come from?]] 
!!Notes
See http://mptw.tiddlyspot.com/#TagglyTagging
***/
//{{{
config.taggly = {

	// for translations
	lingo: {
		labels: {
			asc:      "\u2191", // down arrow
			desc:     "\u2193", // up arrow
			title:    "title",
			modified: "modified",
			created:  "created",
			show:     "+",
			hide:     "-",
			normal:   "normal",
			group:    "group",
			commas:   "commas",
			sitemap:  "sitemap",
			numCols:  "cols\u00b1", // plus minus sign
			label:    "Tagged as '%0':"
		},

		tooltips: {
			title:    "Click to sort by title",
			modified: "Click to sort by modified date",
			created:  "Click to sort by created date",
			show:     "Click to show tagging list",
			hide:     "Click to hide tagging list",
			normal:   "Click to show a normal ungrouped list",
			group:    "Click to show list grouped by tag",
			sitemap:  "Click to show a sitemap style list",
			commas:   "Click to show a comma separated list",
			numCols:  "Click to change number of columns"
		}
	},

	config: {
		showTaggingCounts: true,
		listOpts: {
			// the first one will be the default
			sortBy:     ["title","modified","created"],
			sortOrder:  ["asc","desc"],
			hideState:  ["show","hide"],
			listMode:   ["normal","group","sitemap","commas"],
			numCols:    ["1","2","3","4","5","6"]
		},
		valuePrefix: "taggly."
	},

	getTagglyOpt: function(title,opt) {
		var val = store.getValue(title,this.config.valuePrefix+opt);
		return val ? val : this.config.listOpts[opt][0];
	},

	setTagglyOpt: function(title,opt,value) {
		if (!store.tiddlerExists(title))
			// create it silently
			store.saveTiddler(title,title,config.views.editor.defaultText.format([title]),config.options.txtUserName,new Date(),null);
		// if value is default then remove it to save space
		return store.setValue(title,
			this.config.valuePrefix+opt,
			value == this.config.listOpts[opt][0] ? null : value);
	},

	getNextValue: function(title,opt) {
		var current = this.getTagglyOpt(title,opt);
		var pos = this.config.listOpts[opt].indexOf(current);
		// a little usability enhancement. actually it doesn't work right for grouped or sitemap
		var limit = (opt == "numCols" ? store.getTaggedTiddlers(title).length : this.config.listOpts[opt].length);
		var newPos = (pos + 1) % limit;
		return this.config.listOpts[opt][newPos];
	},

	toggleTagglyOpt: function(title,opt) {
		var newVal = this.getNextValue(title,opt);
		this.setTagglyOpt(title,opt,newVal);
	}, 

	createListControl: function(place,title,type) {
		var lingo = config.taggly.lingo;
		var label;
		var tooltip;
		var onclick;

		if ((type == "title" || type == "modified" || type == "created")) {
			// "special" controls. a little tricky. derived from sortOrder and sortBy
			label = lingo.labels[type];
			tooltip = lingo.tooltips[type];

			if (this.getTagglyOpt(title,"sortBy") == type) {
				label += lingo.labels[this.getTagglyOpt(title,"sortOrder")];
				onclick = function() {
					config.taggly.toggleTagglyOpt(title,"sortOrder");
					return false;
				}
			}
			else {
				onclick = function() {
					config.taggly.setTagglyOpt(title,"sortBy",type);
					config.taggly.setTagglyOpt(title,"sortOrder",config.taggly.config.listOpts.sortOrder[0]);
					return false;
				}
			}
		}
		else {
			// "regular" controls, nice and simple
			label = lingo.labels[type == "numCols" ? type : this.getNextValue(title,type)];
			tooltip = lingo.tooltips[type == "numCols" ? type : this.getNextValue(title,type)];
			onclick = function() {
				config.taggly.toggleTagglyOpt(title,type);
				return false;
			}
		}

		// hide button because commas don't have columns
		if (!(this.getTagglyOpt(title,"listMode") == "commas" && type == "numCols"))
			createTiddlyButton(place,label,tooltip,onclick,type == "hideState" ? "hidebutton" : "button");
	},

	makeColumns: function(orig,numCols) {
		var listSize = orig.length;
		var colSize = listSize/numCols;
		var remainder = listSize % numCols;

		var upperColsize = colSize;
		var lowerColsize = colSize;

		if (colSize != Math.floor(colSize)) {
			// it's not an exact fit so..
			upperColsize = Math.floor(colSize) + 1;
			lowerColsize = Math.floor(colSize);
		}

		var output = [];
		var c = 0;
		for (var j=0;j<numCols;j++) {
			var singleCol = [];
			var thisSize = j < remainder ? upperColsize : lowerColsize;
			for (var i=0;i<thisSize;i++) 
				singleCol.push(orig[c++]);
			output.push(singleCol);
		}

		return output;
	},

	drawTable: function(place,columns,theClass) {
		var newTable = createTiddlyElement(place,"table",null,theClass);
		var newTbody = createTiddlyElement(newTable,"tbody");
		var newTr = createTiddlyElement(newTbody,"tr");
		for (var j=0;j<columns.length;j++) {
			var colOutput = "";
			for (var i=0;i<columns[j].length;i++) 
				colOutput += columns[j][i];
			var newTd = createTiddlyElement(newTr,"td",null,"tagglyTagging"); // todo should not need this class
			wikify(colOutput,newTd);
		}
		return newTable;
	},

	createTagglyList: function(place,title) {
		switch(this.getTagglyOpt(title,"listMode")) {
			case "group":  return this.createTagglyListGrouped(place,title); break;
			case "normal": return this.createTagglyListNormal(place,title,false); break;
			case "commas": return this.createTagglyListNormal(place,title,true); break;
			case "sitemap":return this.createTagglyListSiteMap(place,title); break;
		}
	},

	getTaggingCount: function(title) {
		// thanks to Doug Edmunds
		if (this.config.showTaggingCounts) {
			var tagCount = store.getTaggedTiddlers(title).length;
			if (tagCount > 0)
				return " ("+tagCount+")";
		}
		return "";
	},

	// this is for normal and commas mode
	createTagglyListNormal: function(place,title,useCommas) {

		var list = store.getTaggedTiddlers(title,this.getTagglyOpt(title,"sortBy"));

		if (this.getTagglyOpt(title,"sortOrder") == "desc")
			list = list.reverse();

		var output = [];
		for (var i=0;i<list.length;i++) {
			var countString = this.getTaggingCount(list[i].title);
			if (useCommas)
				output.push((i > 0 ? ", " : "") + "[[" + list[i].title + "]]" + countString);
			else
				output.push("*[[" + list[i].title + "]]" + countString + "\n");
		}

		return this.drawTable(place,
			this.makeColumns(output,useCommas ? 1 : parseInt(this.getTagglyOpt(title,"numCols"))),
			useCommas ? "commas" : "normal");
	},

	// this is for the "grouped" mode
	createTagglyListGrouped: function(place,title) {
		var sortBy = this.getTagglyOpt(title,"sortBy");
		var sortOrder = this.getTagglyOpt(title,"sortOrder");

		var list = store.getTaggedTiddlers(title,sortBy);

		if (sortOrder == "desc")
			list = list.reverse();

		var leftOvers = []
		for (var i=0;i<list.length;i++)
			leftOvers.push(list[i].title);

		var allTagsHolder = {};
		for (var i=0;i<list.length;i++) {
			for (var j=0;j<list[i].tags.length;j++) {

				if (list[i].tags[j] != title) { // not this tiddler

					if (!allTagsHolder[list[i].tags[j]])
						allTagsHolder[list[i].tags[j]] = "";

					allTagsHolder[list[i].tags[j]] += "**[["+list[i].title+"]]"
									+ this.getTaggingCount(list[i].title) + "\n";
					leftOvers.setItem(list[i].title,-1); // remove from leftovers. at the end it will contain the leftovers
				}
			}
		}

		var allTags = [];
		for (var t in allTagsHolder)
			allTags.push(t);

		var sortHelper = function(a,b) {
			if (a == b) return 0;
			if (a < b) return -1;
			return 1;
		};

		allTags.sort(function(a,b) {
			var tidA = store.getTiddler(a);
			var tidB = store.getTiddler(b);
			if (sortBy == "title") return sortHelper(a,b);
			else if (!tidA && !tidB) return 0;
			else if (!tidA) return -1;
			else if (!tidB) return +1;
			else return sortHelper(tidA[sortBy],tidB[sortBy]);
		});

		var leftOverOutput = "";
		for (var i=0;i<leftOvers.length;i++)
			leftOverOutput += "*[["+leftOvers[i]+"]]" + this.getTaggingCount(leftOvers[i]) + "\n";

		var output = [];

		if (sortOrder == "desc")
			allTags.reverse();
		else if (leftOverOutput != "")
			// leftovers first...
			output.push(leftOverOutput);

		for (var i=0;i<allTags.length;i++)
			output.push("*[["+allTags[i]+"]]" + this.getTaggingCount(leftOvers[i]) + "\n" + allTagsHolder[allTags[i]]);

		if (sortOrder == "desc" && leftOverOutput != "")
			// leftovers last...
			output.push(leftOverOutput);

		return this.drawTable(place,
				this.makeColumns(output,parseInt(this.getTagglyOpt(title,"numCols"))),
				"grouped");

	},

	// used to build site map
	treeTraverse: function(title,depth,sortBy,sortOrder) {

		var list = store.getTaggedTiddlers(title,sortBy);
		if (sortOrder == "desc")
			list.reverse();

		var indent = "";
		for (var j=0;j<depth;j++)
			indent += "*"

		var childOutput = "";
		for (var i=0;i<list.length;i++)
			if (list[i].title != title)
				childOutput += this.treeTraverse(list[i].title,depth+1,sortBy,sortOrder);

		if (depth == 0)
			return childOutput;
		else
			return indent + "[["+title+"]]" + this.getTaggingCount(title) + "\n"+childOutput;
	},

	// this if for the site map mode
	createTagglyListSiteMap: function(place,title) {
		var output = this.treeTraverse(title,0,this.getTagglyOpt(title,"sortBy"),this.getTagglyOpt(title,"sortOrder"));
		return this.drawTable(place,
				this.makeColumns(output.split(/(?=^\*\[)/m),parseInt(this.getTagglyOpt(title,"numCols"))), // regexp magic
				"sitemap"
				);
	},

	macros: {
		tagglyTagging: {
			handler: function (place,macroName,params,wikifier,paramString,tiddler) {
				var refreshContainer = createTiddlyElement(place,"div");
				// do some refresh magic to make it keep the list fresh - thanks Saq
				refreshContainer.setAttribute("refresh","macro");
				refreshContainer.setAttribute("macroName",macroName);
        			refreshContainer.setAttribute("title",tiddler.title);
				this.refresh(refreshContainer);
			},

			refresh: function(place) {
				var title = place.getAttribute("title");
				removeChildren(place);
				if (store.getTaggedTiddlers(title).length > 0) {
					var lingo = config.taggly.lingo;
					config.taggly.createListControl(place,title,"hideState");
					if (config.taggly.getTagglyOpt(title,"hideState") == "show") {
						createTiddlyElement(place,"span",null,"tagglyLabel",lingo.labels.label.format([title]));
						config.taggly.createListControl(place,title,"title");
						config.taggly.createListControl(place,title,"modified");
						config.taggly.createListControl(place,title,"created");
						config.taggly.createListControl(place,title,"listMode");
						config.taggly.createListControl(place,title,"numCols");
						config.taggly.createTagglyList(place,title);
					}
				}
			}
		}
	},

	// todo fix these up a bit
	styles: 
"/*{{{*/\n"+
"/* created by TagglyTaggingPlugin */\n"+
".tagglyTagging { padding-top:0.5em; }\n"+
".tagglyTagging li.listTitle { display:none; }\n"+
".tagglyTagging ul {\n"+
"	margin-top:0px; padding-top:0.5em; padding-left:2em;\n"+
"	margin-bottom:0px; padding-bottom:0px;\n"+
"}\n"+
".tagglyTagging { vertical-align: top; margin:0px; padding:0px; }\n"+
".tagglyTagging table { margin:0px; padding:0px; }\n"+
".tagglyTagging .button { display:none; margin-left:3px; margin-right:3px; }\n"+
".tagglyTagging .button, .tagglyTagging .hidebutton {\n"+
"	color:[[ColorPalette::TertiaryLight]]; font-size:90%;\n"+
"	border:0px; padding-left:0.3em;padding-right:0.3em;\n"+
"}\n"+
".tagglyTagging .button:hover, .hidebutton:hover {\n"+
"	background:[[ColorPalette::TertiaryPale]]; color:[[ColorPalette::TertiaryDark]];\n"+
"}\n"+
".selected .tagglyTagging .button {\n"+
"	display:inline;\n"+
"}\n"+
".tagglyTagging .hidebutton { color:[[ColorPalette::Background]]; }\n"+
".selected .tagglyTagging .hidebutton { color:[[ColorPalette::TertiaryLight]] }\n"+
".tagglyLabel { color:[[ColorPalette::TertiaryMid]]; font-size:90%; }\n"+
".tagglyTagging ul {padding-top:0px; padding-bottom:0.5em; margin-left:1em; }\n"+
".tagglyTagging ul ul {list-style-type:disc; margin-left:-1em;}\n"+
".tagglyTagging ul ul li {margin-left:0.5em; }\n"+
".editLabel { font-size:90%; padding-top:0.5em; }\n"+
".tagglyTagging .commas { padding-left:1.8em; }\n"+
"/*}}}*/\n"+
		"",

	init: function() {
		merge(config.macros,this.macros);
		config.shadowTiddlers["TagglyTaggingStyles"] = this.styles;
		if (store)
			store.addNotification("TagglyTaggingStyles",refreshStyles);
		else
			config.notifyTiddlers.push({name:"TagglyTaggingStyles", notify: refreshStyles});
	}
};

config.taggly.init();

//}}}

/*{{{*/
/* created by TagglyTaggingPlugin */
.tagglyTagging { padding-top:0.5em; }
.tagglyTagging li.listTitle { display:none; }
.tagglyTagging ul {
	margin-top:0px; padding-top:0.5em; padding-left:2em;
	margin-bottom:0px; padding-bottom:0px;
}
.tagglyTagging { vertical-align: top; margin:0px; padding:0px; }
.tagglyTagging table { margin:0px; padding:0px; }
.tagglyTagging .button { display:none; margin-left:3px; margin-right:3px; }
.tagglyTagging .button, .tagglyTagging .hidebutton {
	color:[[ColorPalette::TertiaryLight]]; font-size:90%;
	border:0px; padding-left:0.3em;padding-right:0.3em;
}
.tagglyTagging .button:hover, .hidebutton:hover {
	background:[[ColorPalette::TertiaryPale]]; color:[[ColorPalette::TertiaryDark]];
}
.selected .tagglyTagging .button {
	display:inline;
}
.tagglyTagging .hidebutton { color:[[ColorPalette::Background]]; }
.selected .tagglyTagging .hidebutton { color:[[ColorPalette::TertiaryLight]] }
.tagglyLabel { color:[[ColorPalette::TertiaryMid]]; font-size:90%; }
.tagglyTagging ul {padding-top:0px; padding-bottom:0.5em; margin-left:1em; }
.tagglyTagging ul ul {list-style-type:disc; margin-left:-1em;}
.tagglyTagging ul ul li {margin-left:0.5em; }
.editLabel { font-size:90%; padding-top:0.5em; }
.tagglyTagging .commas { padding-left:1.8em; }
/* displays the list of a tiddler's tags horizontally. used in ViewTemplate */
.tagglyTagged {
text-align: right 
}
.tagglyTagged li.listTitle {
	display:none
}
.tagglyTagged li {
	display: inline; font-size:90%;
}
.tagglyTagged ul {
	margin:0px; padding:0px;
}
/*}}}*/
From [[Strategies for the Development of Environmental Education at the National Level|Tbilisi Recommendations: Strategies for the Development of Environmental Education at the National Level]] in the [[Recommendations of the Tbilisi Intergovernmental Conference on Environmental Education]]
!!!Content and methods
''Recommendation No. 12''

The Conference,

//Considering//:
* that the separate disciplines which may bear on environmental issues are often taught in isolation from each other and may tend to neglect or pay insufficient attention to environmental problems,
* that separate as well as interdisciplinary approaches both have important parts to play, depending on situations, learning groups and age levels,
* that teaching methods for either type of approach are still in the process of development,
* that the incorporation of environmental education into existing curricula or teaching programmes is often slow,
* that the criteria on which to base the content of environmental education programmes and curricula are also in need of further development,
* that socio-economic conditions determine different educational aspects,
* that historic and cultural landscapes and situations also demand special consideration,
* that particular sections of the community, such as farmers, rural inhabitants, managers, industrial workers and parents, need specially adapted environmental education programmes,
* that in most if not all programmes and curricula, the teaching of ecological concepts plays a fundamentally important role,
* that interdisciplinary approaches are essential for the enhancement of environmental education,
* that interdisciplinary approaches cannot be achieved without the active participation of teachers,
* that the interdisciplinary or integrated approaches cannot be effectively implemented without the simultaneous development of instructional materials,
* that environmental education should preferably be oriented towards the solution of problems (problem-solving approach) and be concerned with opportunities for action (action-oriented approach),
* that research relevant to these different approaches, aspects and methods is needed, to provide a sound basis for the development of environmental curricula and programmes,
* that institutions for such research variously require establishment, development or support,
//Recommends// to Member States:
* that the relevant authorities initiate, continue and strengthen - as circumstances may require -their efforts for incorporation of environmental issues in the various disciplines and subjects of the formal education system;
* that educational and training institutions should have the necessary flexibility to enable them to include appropriate aspects of environmental education within existing curricula and to create new environmental curricula that meet the requirements of an interdisciplinary approach and methodology;
* that relevant authorities work out criteria on which to base the environmental content of the curricula to be offered to pupils and students according to individual needs and taking into account local, social, occupational and other factors;
* that within the framework of individual systems, encouragement and support might be provided for subject disciplines to identify and give priority to their special contribution to environmental education; and for those responsible for the planning and carrying out of programmes of general and vocational education to encourage that through interdepartmental collaboration and co-ordination, environmental aims and objectives are adequately served;
* that they examine the potential of appropriate institutions to carry out research into the development of curricula and programmes in environmental education and encourage necessary initiatives, including institutional co-operation;
* that responsible authorities support curriculum development as it relates to particular situations such as exist in urban areas, rural areas and areas of social, historical and cultural importance, and to the needs of particular groups such as farmers, industrial workers and parents;
* that institutions engaged in the development of curricula, teaching programmes and materials for environmental education study the problems linked with single subject, multidisciplinary and interdisciplinary approaches respectively; consider the suitability of each approach to different situations and learning groups; and identify the potentially most effective contributions of, for example, the natural sciences, the social sciences and technology;
* that in all approaches full and adequate emphasis is given to the teaching of ecological concepts, to the systems of the atmosphere, lithosphere, hydrosphere and biosphere and to relevant socio-economic aspects;
* that relevant institutions be encouraged to concern themselves with programmes of initial and in-service training for teachers, in the production of materials and the dissemination of information;
* that research and development programmes should preferably be problem- and action-oriented;
* that in areas of special significance for the historical and cultural heritage, policies of environmental education should be accompanied by positive strategies for socio-economic development.
''Recommendation No. 13''

The Conference,

//Considering//:
* that universities - as centres for research, teaching and training of qualified personnel for the nation - must be increasingly available to undertake research concerning environmental education and to train experts in formal and non-formal education, and
* that environmental education in colleges and universities will become increasingly different from traditional education and will teach students essential basic knowledge for work in their future profession, which will benefit their environment,
//Recommends// to Member States:
* to review the present potential of the universities for conducting research, especially fundamental research, concerning environmental education;
* to encourage acceptance of the fact that, besides subject-oriented environmental education, interdisciplinary treatment of the basic problems of the interrelationships between people and their environment is necessary for students in all fields, not only natural and technical sciences but also social sciences and arts, because the relationships between nature, technology and society mark and determine the development of a society;
* to develop different teaching aids and textbooks on the theoretical bases of environmental protection for all special fields to be written by leading scientists as soon as possible;
* to develop close co-operation between different university institutions (departments, faculties, etc.) with the specific objective of training experts in environmental education;
* such co-operation might assume different forms in line with the structure of university education in each country, but should combine contributions from physics, chemistry, biology, ecology, geography, socio-economic studies, ethics, education sciences, and aesthetic education, etc.
''Recommendation No. 14''

The Conference,

//Recommends// to Member States:

That curricula for those undertaking vocational technical education should include information about the environmental changes which result from the sort of work they will do. Vocational education so modified should promote increased awareness of the relationship between people and their social, physical and cultural environment, and foster a desire to improve the environment through influencing decision-making processes;

That emphasis should be given in vocational technical education to:
* environmental implications for workers in each vocation;
* the collective effects of related vocations upon the environment. These objectives could be achieved:
* by incorporating environmental objectives into in-service training for those already at work; and
* by fully integrating environmental issues from the beginning of vocational technical education.
//Invites// Unesco:

To undertake, in co-operation with UNEP and other relevant United Nations bodies, appropriate measures to ensure that environmental education will receive adequate attention in the field of vocational training, particularly in the preparation of their programmes.

''Recommendation No. 15''

The Conference,

//Considering// that the work environment constitutes a local environment, influencing those affected by it physically as well as socially and psychologically,

//Regarding// the work environment as a natural learning situation for a major part of the adult population and consequently as an excellent starting point for adult environmental education,

//Considering// that the universal importance of the work environment makes it desirable to introduce this aspect of environmental education in primary and secondary schools as well as in further and adult education,

//Recalling// the work already done by the International Labour Organisation in this field,

//Recommends// that Member States adopt the following objectives as guidelines for their policies concerning education on the work environment:
* students in primary and secondary education should be provided with a general knowledge of the work environment and its problems;
* education for specific trades and professions should include education concerning the work environment of the particular trade or profession, including information about medical standards for permissible levels of environmental pollution, noise, vibration, radiation and other factors affecting people and also about the system of measures for monitoring their enforcement. Continuing education on this aspect should also be made available;
* decision-makers, consultants and other key persons influencing the working environment should be educated so as to become aware of the problems of the work environment, suggest solutions and ways to implement them. They, too, should be given the possibility of specialization and further education;
* education should be offered to workers, giving them the possibility of acquiring such knowledge about the work environment as is relevant to their job;
* persons assigned to teaching others about the problems of the work environment should be given an appropriate education.
''Recommendation No.  16''

The Conference,

//Considering// the great potential of consumers to influence indirectly through their individual and collective consumption behaviour the impact of consumption on the environment and on the use of the world's natural resources,

//Considering// further that those who produce and advertise goods are responsible for direct and indirect impact on the environment,

//Recognizing// the great influence of the mass media on consumer behaviour, especially through commercial programmes and advertisements,

//Considering//, lastly, the growing interest shown by consumers' organizations and the important role they can have in educating consumers about environmentally detrimental behaviour and wasteful use of consumer goods,

//Recommends// to Member States:
* that they encourage national consumer organizations and producers and consumers in general to give more attention to environmentally detrimental consumption behaviour and the possible harmful and wasteful use of consumer goods; in particular consumers should be made conscious of the mechanisms available for influencing the production of such goods;
* that they encourage the mass media to be conscious of their educational role in forming consumption behaviour, so as to avoid encouraging the consumption of goods which are detrimental to the environment;
* that the appropriate educational authorities encourage the inclusion of such aspects in the programmes of formal and non-formal education.
From [[Strategies for the Development of Environmental Education at the National Level|Tbilisi Recommendations: Strategies for the Development of Environmental Education at the National Level]] in the [[Recommendations of the Tbilisi Intergovernmental Conference on Environmental Education]]
!!!Dissemination of information
''Recommendation No. 20''

The Conference,

//Considering// it beyond doubt that the dissemination of specialized and general knowledge on the environment and the development of public awareness of the need for a correct approach to the complex problems of the environment are of tremendous and possibly crucial importance, both for further economic development and rational use of the earth's resources for the good of individual nations and of humanity as a whole,

//Recognizing// the important role of governments in many countries in the design, execution and development of environmental education programmes,

//Recognizing// the importance of the mass media for environmental education in both formal and non-formal education,

(a) ''Environmental information programmes and strategies''

//Recommends// to Member States that they envisage a public information campaign on nationally and regionally relevant environmental problems, such as fresh water, to promote the general education of the public, and to be conducted over the next few years by the various Member States acting as far as possible in a concerted fashion;

//Recommends// that governments support non-formal environmental education activities conducted by institutions and associations, including youth organizations;

//Recommends// that governments set up or encourage the setting up of formal and non-formal environmental education programmes, and in so doing use existing bodies and organizations if possible (both public and private); develop the exchange of relevant material and information between public bodies and private organizations concerned with environmental education in the formal and non-formal education sector;

//Recommends// that Member States implement and develop environmental education programmes for all sectors of the population, associating in them, as appropriate, the non-governmental organizations concerned;

//Recommends// to Unesco that it take initiative with other Specialized Agencies of the United Nations system involved in environmental education programmes to establish procedures for achieving greater co-ordination in this field;

//Recommends// to the Member States that they encourage and develop the organization of museums and exhibitions in order to increase public awareness of environmental issues and environmental education;

//Invites// the Director-General of Unesco to encourage more effective dissemination among Member States of information about environmental education activities, the results achieved and the possibilities for putting them into effect;

(b) ''Environmental information through mass media''

//Recommends// to Member States that they encourage the dissemination of knowledge about the protection and improvement of the environment by means of press, radio and television;

//Recommends// that Member States organize training courses for journalists, newspaper editors, radio and television producers and other appropriate mass media personnel, which will enable them to deal properly with environmental issues and education, and to exchange among countries, programmes and films dealing with environmental issues;

//Recommends// to Member States that the planning and co-ordination of environmental education programmes provide for suitable measures to ensure their reaching broad sectors of the urban and rural population not included in formal education, by means, for example, of the mass media and with the participation of social organizations;

//Recommends// to Unesco, in co-operation with UNEP, that it encourage //national, regional and international organizations// to establish a network for the exchange of information on mass media materials for environmental education for each region.
From [[Strategies for the Development of Environmental Education at the National Level|Tbilisi Recommendations: Strategies for the Development of Environmental Education at the National Level]] in the [[Recommendations of the Tbilisi Intergovernmental Conference on Environmental Education]]
!!!Environmental education for the general public
''Recommendation No. 9''

The Conference,

//Considering// the need for environmental education programmes which introduce awareness among the general public of its own environment and the dangers to which it may be exposed,

//Realizing// the importance of active participation of the general public in solving the environmental problems of contemporary society,

//Invites// the Director-General of Unesco to work out model programmes of environmental education for the general public with a view to providing citizens with adequate background of knowledge and information, enabling them to take part in decisions concerning their environment; and

//Recommends// to Member States that environmental education strategies in their countries include the preparation of programmes which provide information on present or planned activities with major potential impact on the environment. Such programmes should stress the importance of participation by the general public and non-governmental organizations in the relevant decision-making process. The programmes should present possible solutions to the problems in question and aim at developing a responsible attitude in participants.
From [[Strategies for the Development of Environmental Education at the National Level|Tbilisi Recommendations: Strategies for the Development of Environmental Education at the National Level]] in the [[Recommendations of the Tbilisi Intergovernmental Conference on Environmental Education]]
!!! Environmental education of professionals
''Recommendation No. 10''

The Conference //recommends// to Member States that the training of professionals, such as economists, business administrators, architects, planners, forest managers, engineers, technicians and others whose activities, while not specifically in the field of environmental planning and management, nevertheless directly or indirectly have a major impact on the environment, include a common core of interdisciplinary environmental studies dealing with both the natural and human environments and related to their professions. In addition, special attention should be given to the development of suitable methodologies and organizational arrangements.

''Recommendation No. 11''

The Conference,

//Considering// that the work of many professionals (such as engineers, architects, administrators and planners of all types) has a great effect on the environment,

//Recommends// to Member States that incentives should be provided for such professionals to undertake further environmental education which will need to be of at least two types:

1. In-depth supplementary and in-service training, or continuing education programmes, which enable them to relate more adequately to each other on an interdisciplinary basis (the methodology for which will need further elaboration as well as appropriate institutional arrangements);

2. Post-graduate programmes for people already specialized in some disciplines. It is considered that a problem-solving approach on an integrated multidisciplinary team basis is an effective method of training, since it develops professionals who, while retaining their original expertise, thus acquire an interdisciplinary training and ability to work as members of multidisciplinary teams. They may be appropriately described as environmental integrators or integrationists as distinct from generalists or specialists.
From the [[Recommendations of the Tbilisi Intergovernmental Conference on Environmental Education]] on [[International and regional co-operation|Tbilisi Recommendations: International and regional co-operation]]
!!!General Recommendations
''Recommendation No. 22''

The Conference,

//Considering// the need to increase the role and improve the quality of environmental education as a factor in national economic and social development,

//Considering// that environmental education can become one of the factors in improving mutual understanding and strengthening trust between nations, and can contribute to the development of friendly relations between States and to the maintenance of peace and international security,

//Considering// that there is a great need for international co-operation in environmental education for all countries, especially developing countries,

//Recommends//:
* that approval and support be given to the initiative of Unesco regarding the problems of environmental education, and invites the Director-General to continue in co-operation with UNEP the efforts with regard to the further extension of international co-operation in developing environmental education;
* that the results of research carried out under the Programme on Man and the Biosphere and other programmes relating to the problem of the environment be used in the planning and implementation of activities in the field of environmental education;
//Recommends// to Unesco:
* that it extend the framework of its activities in the field of environmental education and give greater attention to these questions in its future activities, linking them with the whole of its educational activity;
* that it adopt the necessary measures to study the role of international governmental and nongovernmental organizations in the solution of the problems discussed at the present Conference;
* that it study the possibility of organizing periodic conferences among Member States of responsible officials and specialists in the field of environmental education in the form of international and regional conferences and seminars;
* that, in co-operation with other international organizations, it take steps and work out organizational methods to contribute to the development of environmental education;
//Recommends// to the Director-General of Unesco:
* that he study the possibility of establishing a Unesco prize to reward outstanding work in environmental education;
* that he provide technical aid to those Member States which are as yet without national environmental education structures, with a view to the formulation and execution of a suitable programme concerning this problem;
* that he foster the gradual incorporation of the system thus created into the framework of regional and international co-operation;
* that, with the assistance of UNEP, he consider the possibilities of further development of the International Environmental Education Programme. The following measures, among others, might be taken in the framework of this Programme:
<<<
# the preparation of textbooks and other teaching aids, as well as popular scientific books on environmental problems on the basis of an international competition, in which leading world scientists and educators would be invited to participate, with a view to the preparation of textbooks for schools and higher educational institutions, and also of visual aids and popular scientific books relating to the environment, to be published subsequently in all languages, using a standardized terminology and concepts;
# the award of Unesco fellowships with the assistance of the Environment Fund in educational institutions in developing countries; the provision of textbooks and teaching aids free of charge; and the provision of assistance in the development of environmental education programmes and experimental projects. Extra-budgetary funds might be used for this purpose, for the pre- and in-service training of staff engaged in environmental education, and basic training with research centres at the same time designated to accept and train these specialists. The award of such fellowships on behalf of Unesco and UNEP at the expense of the host country would also be welcomed;
<<<
//Realizing// moreover, the specialized nature of environmental education and the limited number of educators in the field in the developing countries, //recommends// to the Director-General of Unesco that the General Conference provide, under one of its programmes, training fellowships in environmental education for those from developing countries;

//Recommends// to Unesco in co-operation with UNEP:
* that assistance be given, especially in developing countries, for the initiation and expansion of pilot programmes in environmental education, methodology and curriculum development;
* that suitable attention be given, in co-operation also with ILO and other appropriate United Nations agencies, to urban problems, including the exchange of experience between countries and the support of formal and non-formal initiatives in urban environmental education; and that pressing needs for environmental education of the world's rural populations receive equivalent attention;
* that consideration be given to the support of courses, seminars and workshops for curriculum development in environmental education;
* that Member States be helped to establish research programmes in environmental education in colleges and universities.
''Recommendation No. 23''

The Conference,

//Having in mind// the global impacts of the present, past and future evolution of all nations on our planet closely connected with a sound and healthy environment for all now as well as for the generations to come,

//Bearing in mind// the unprecedented economic growth and technological progress together with its inevitable changes, improvements, but also environmental hazards,

//Being aware// that only co-operation, understanding and mutual help, goodwill, and systematically prepared, planned and implemented actions are able to solve present and future environmental problems in the conditions of peace,

//Finds// that environmental education gives people throughout the world the necessary knowledge to use nature and natural resources, to control the quality of the environment so that it is not impaired, but wisely improved - and to have the knowledge, attitudes, motivation, commitment and skills to work individually and collectively toward a solution of current problems and prevention of new ones since at present humanity has the means as well as skills to do so;

//States// that the documents prepared for the Tbilisi Conference, together with the suggestions and experiences presented and forwarded to this Conference, give a global, practicable and useful framework for environmental education;

//Recommends// to Member States:
* to take all necessary action to implement in the broadest possible way and in accordance with the needs and possibilities of each nation concerned - the results of this Conference on environmental education, and in this respect to draw up action-oriented plans and timetables for the actions:
<<<
# to foster bilateral, regional and international co-operation within all branches of environmental education, based upon scientific research and a broad exchange of information and experience, co-operation on programmes, etc.;
# to facilitate comprehensive approaches to the solution of environmental problems within the jurisdiction of each country concerned by the safeguarding of the necessary prerequisites for environmental education - comprehensive or co-ordinated legislation, financial, organizational and other measures;
<<<
* to inform other Member States as well as the Secretariat of Unesco about the time schedules, results, methods, etc., concerning environmental education and to forward to the Secretariat of Unesco all materials in this respect which they would wish to be used on a large scale;
* to extend the necessary advice in environmental education to other Member States or their organizations;
* to include an environmental education component in all national educational projects receiving funding from international sources;
//Recommends// to the General Conference of Unesco:
* to take into account the ''Recommendations of the Tbilisi Conference'';
* to decide on the convening of a second conference on environmental education at an appropriate time;
* to recommend to Member States application of the results of the Tbilisi Conference on environmental education and close co-operation on a bilateral, regional and international basis as well;
//Recommends// to the Director-General of Unesco:
* to establish a regular information bulletin or service, aimed mainly at informing Member States about all actions on environmental education prepared for a given period by the Secretariat of Unesco, by the Member States or by organizations, and about new publications, research work, methods, experiences, etc., in close co-operation with the International Referral System (IRS) and other United Nations agencies;
* to request any contribution which may be necessary for this purpose from the Environment Fund;
* to facilitate a practical exchange of information in this respect;
* to foster international symposia, seminars, filmshows, etc. aimed at environmental education;
* to request the Executive Director of UNEP to support Unesco's actions in implementation of recommendations adopted by the Tbilisi Conference;
* to promote standing implementation of the Plan of Action adopted by the United Nations Stockholm Conference on Human Environment, with further emphasis on environmental education;
* to recommend to future regional conferences on human environment held in Europe and North America that the Final Act of the Helsinki Conference on Security and Co-operation in Europe, in particular the section on environment in Part II, Section 5, should be kept in view, and priority be given to environmental education as well.
''Recommendation No. 24''

The Conference,

//Acknowledging// that the ''Recommendations of the Tbilisi Conference'' show the importance of strengthening co-operation in environmental education and provide a sound basis for further developing environmental education at all levels,

//Considering// that environmental education is a relatively new and complex area which covers a wide range of disciplines, and that it must be adapted to the particular circumstances of different socio-cultural systems,

//Recognizing// that while environmental education is inseparable from educational systems it also constitutes an important feature of general activity relating to the environment,

//Further considering// that the Conference should assist the international community in introducing a new environmental dimension and drive into education,

//Recommends// that the Director-General and the General Conference of Unesco and the Executive Director and Governing Council of UNEP take the following considerations into account:
* In view of its special responsibility for education and science and its contacts with the educational authorities of its Member States, Unesco should in future play a major role in the preparation of environmental education programmes. The Conference invites Unesco to continue to promote and assist in the development of formal and non-formal programmes of environmental education, making use of the institutions and machinery existing at the regional and subregional levels.
* The Conference appeals for more use to be made of Unesco's Regional Offices for Education in order to assist Member States in preparing environmental education programmes. Within the general context of the decentralization of Unesco's activities, the Conference recommends that greater use be made of these Regional Offices for Education in connection with environmental education, and that they be allocated additional resources, including specialized staff. The Conference also appeals to Unesco to draw on the work of all its sectors, and in particular on work done under the Man and the Biosphere Programme, in the elaboration of materials for environmental education.
* The Conference considers that the greatest possible advantage should be taken of existing machinery and institutions for the implementation of recommendations concerning environmental education. It notes with satisfaction UNEP's statement that its programme activity centres for environmental education and training would be experimental in nature and play a catalysing role.
* Given its role in environmental matters and its contacts with the authorities of Member States responsible for them, UNEP should ensure co-ordination of the environmental activities of the whole United Nations system by establishing co-operation with the other agencies (particularly within the framework of the Environment Co-ordination Board and other organizations) in order to ensure consistent and harmonious planning. The Conference invites UNEP to continue to play its role of coordinator of environmental programmes.
* UNEP and Unesco should continue and extend their collaboration when carrying out the ''Recommendations of the Tbilisi Conference''. The Conference recommends that the General Conference and Executive Board of Unesco and the Governing Council of UNEP take all measures which they consider appropriate to ensure that practical and co-ordinated action is taken on the ''Recommendations of the Conference, with allowance made for the'' areas of competence of each of the United Nations agencies or bodies and their respective potential for providing support for environmental education.
* The Conference recommends that Unesco, in collaboration with UNEP, encourage and support the important work being done for environmental education by the relevant regional and subregional organizations.
* The Conference welcomes the important work being done in the sphere of environmental education by intergovernmental and non-governmental organizations such as FAO, ILO, WMO, IUCN, ICSU and WCOTP. The various bodies and Specialized Agencies of the United Nations system should continue and expand their efforts in the field of environmental education, and should be encouraged and supported by UNEP and Unesco through co-ordinated and harmonious planning of the activities included in the different programmes. Unesco and UNEP should encourage international nongovernmental organizations to intensify their action in the sphere of environmental education.
''Recommendation No. 25''

The Conference,

//Considering// that Unesco's Medium-Term Plan for 1977-1982 includes in Chapter VII "Man and his Environment', an objective relating particularly to the development and promotion of environmental education and training,

//Considering// that the Tbilisi Intergovernmental Conference on Environmental Education marks the end of the research and co-ordination phase and the beginning of the actual operational phase of Unesco's Medium-Term Plan,

//Recommends// to the Director-General that, as far as possible in the planning of future programme actions, starting with preparation of the budget for the next biennium (1979-1980), he ensure that the ''Recommendations adopted at the Intergovernmental Conference on Environmental Education'' are taken into account.

''Recommendation No. 26''

The Conference,

//Recognizing// that it is necessary to establish priorities for activities within the area of environmental education and that Unesco works in concert with national authorities and regional centres of learning,

//Recommends// to Unesco:

1. That it expand the functions of its Regional Offices to enable them, in co-operation with National Commissions, to help:
* develop or adapt instructional materials related to local environmental problems for use in the formal and non-formal education of primary and secondary school-age students;
* create regional source books for environmental education that will foster and facilitate development of locally appropriate instructional materials;
* encourage activities of youth groups and non-governmental organizations geared to improving and understanding of local ecosystems and environmental problems, taking into account urban as well as natural environments;
* identify new and promising approaches to environmental education; conduct and evaluate pilot projects. These aspects of projects which are applicable to other locations should be systematically disseminated to other potential users;
* provide educational opportunities to teachers and school administrators;
* supply environmental educational materials for use by the mass media;
* conduct an expanded programme of pilot research, documentation and evaluation in environmental education and give wide dissemination to the results of these projects and similar activities through Unesco's environmental education publication (//Connect//):
2. That it utilize existing institutions to receive, catalogue and disseminate materials useful in environmental education;

3. That, in co-operation with UNEP, it develop model training courses, seminars, etc., on environmental and developmental issues for use by United Nations organizations and others in the training of officials of the developing countries and those concerned with assistance to them. Existing international training institutes and programmes should expand their training curriculum to include subjects on basic ecological relationships, impact assessment and establishment of effective institutional and regulatory mechanisms;

4. That it place more emphasis on the sharing of environmental experience and remedial measures between developing countries. Unesco should work with UNDP to ensure that such an exchange can take place at the 1978 UNDP-sponsored Conference on Technical Co-operation among Developing Countries;

5. That it issue, on a regular basis, world-wide directories of environmental education organizations and personnel from existing information collected and compiled by Unesco. Those directories would describe the organizational structure, objectives, functions and procedures for requesting support services. It is further recommended that the format be co-ordinated with the UNEP-International Referral System and that the information regarding the directories be published in //Connect//;

6. That, in co-operation with UNEP, it proclaim a specific environmental topic to be treated on a world-wide scale at appropriate intervals, in consultation with relevant regional and international organizations.

''Recommendation No. 27''

The Conference,

//Taking into account// that the success of any action in the field of environmental education depends on organizing, providing and displaying information at all levels,

//Considering// therefore that there is a special need to improve the information infrastructure in the field of environmental education, thus making possible within an international information network the dissemination of information on important actions taken at the local, regional and national levels,

//Considering// that the effectiveness of any international information network is based on the effectiveness of existing national information centres, and on co-operation between them at subregional and regional levels, and with the appropriate international organizations,

//Assuming// utilization of the already existing international information services, such as the International Bureau of Education (IBE), UNEP's International Referral System (IRS), Unesco's UNISIST, etc., and with reference to UNESCO/ENVED/4, 231 "Education and the challenge of environmental problems" and UNESCO/ENVED/7, 72 "Regional meetings of experts on environmental education - a synthetic report",

//Recommends// to Member States:

7. To identify as a matter of high priority, in co-operation with National Commissions for Unesco, an institution with extensive competence in the field of environmental education and to nominate it as a national information centre for the dissemination of information and experience at the national as well as at the regional and international levels;

8. To collect and circulate, in co-operation with the appropriate governmental and non-governmental organizations, information relevant to environmental education, including information about rural and urban institutions and centres, and key staff within their territories with special knowledge or experience, and information about available teaching and reference material;

//Recommends// to the Director-General of Unesco to support the establishment and operation of such an international network by:
* maintaining, in liaison with National Commissions for Unesco, close and regular contacts with national centres;
* disseminating information and advice which may not otherwise be available to Member States and which will assist and support them in the implementation of programmes of environmental education;
* promoting exchanges of staff, sharing of experience and participation in meetings and conferences on a regional or subregional basis where desirable, in collaboration with intergovernmental or nongovernmental agencies;
* promoting the development and publication of common terminology to facilitate international communication on the subject of environmental education;
* requesting the Executive Director of UNEP to issue the annual reports on the state of the environment prepared by UNEP, so far as possible, in a form and in quantities which will enable them to be used as source material for environmental education;
//Recommends// to Member States to make maximum use of the annual reports of UNEP on the state of the environment for purposes of environmental education and to encourage the popularization of knowledge about the environment.

''Recommendation No. 28''

The Conference,

//Considering// the value of international co-operation in the field of educational research,

//Recommends// to Unesco that it stimulate international co-operation in order to promote research which might serve as a basis for the design, development, application and evaluation:
* of written or audio-visual documentation for use by the general public, teachers and students;
* of low-cost research material;
* of instruments of interdisciplinary methodology for the training of organizers and teachers.
To this end, priority emphasis should be laid on:
* determining the objectives of environmental education;
* determining the obstacles (epistemological, cultural or social) restricting access to educational messages and to their utilization;
* determining qualification requirements and ways in which they may be met.
This co-operation could be illustrated by a number of pilot projects taking into account experience already gained in this field.

''Recommendation No. 29''

The Conference,

//Being aware// of the determining influence of social, cultural and psychological factors on environmental awareness,

//Considering// that these factors may hamper or strengthen the intended results of environmental education,

//Recognizing// the need for an evaluation of these factors,

//Recommends//:
* that the Director-General of Unesco, with the assistance of the Executive Director of UNEP, work further on the definition of the framework of environmental education, the state of the environment and their interrelationship;
* that international organizations, responsible authorities and non-governmental organizations promote and develop relevant studies and research within their programmes, thus increasing the involvement of the social and human sciences in environmental education;
* that international organizations, responsible authorities and non-governmental organizations utilize the results of these studies with regard to the formulation of specific goals and the selection of appropriate means for environmental education programmes.
From the [[Recommendations of the Tbilisi Intergovernmental Conference on Environmental Education]]
* [[General Recommendations|Tbilisi Recommendations: General Recommendations]] - Recommendations 22-30
* [[Recommendations on regional co-operation|Tbilisi Recommendations: Recommendations on regional co-operation]] - Recommendations 31-40
From [[Strategies for the Development of Environmental Education at the National Level|Tbilisi Recommendations: Strategies for the Development of Environmental Education at the National Level]] in the [[Recommendations of the Tbilisi Intergovernmental Conference on Environmental Education]]
!!!Organizational structure
''Recommendation No. 6''

It is recommended to Member States that, as far as possible, each country strengthen or set up the appropriate organizational structures which among others should have the functions listed below. It would be up to each government to decide as to the membership of the structure which might include representatives of educational and environmental protection authorities, practising teachers at different levels, organizations concerned nationally with environmental education and the mass media. Among the functions would be:
* to facilitate relationships with Unesco, UNEP and other organizations involved in environmental education;
* to co-ordinate initiatives in environmental education;
* to serve as a consultative body in environmental education at the governmental level;
* to play a role as a clearing-house and information centre in environmental education and training;
* to develop in various social and occupational groups an awareness and knowledge about the issues associated with environmental education in the country;
* to promote collaborative relationships among environmental education associations, citizen groups, and the scientific, research and education communities;
* to provide more frequent opportunities for meetings of those with political and administrative responsibilities with such groups and associations;
* to provide frameworks and guidelines for the establishment of environmental education action committees within the country;
* to assess the need for research, development and evaluation in environmental education;
* to encourage and facilitate the contribution to environmental education programmes of nongovernmental organizations, including voluntary bodies.
The aim of the structure would be to adapt the recommendations of the Unesco Intergovernmental Conference on Environmental Education to national and local conditions, and to aid governments to implement the recommendations.

It is further recommended that Unesco, in co-operation with UNEP, give assistance, if necessary, in setting up such a structure to those countries which do not already have one.

''Recommendation No. 7''

1. Since environmental education may promote the preservation and improvement of the living environment, thus improving the quality of human life as well as preserving ecological systems, the Conference //recommends// to Member States that: environmental education should aim at creating awareness, behavioural attitudes and values directed towards preserving the biosphere, improving the quality of life everywhere as well as safeguarding ethical values and the cultural and natural heritage, including, holy places, historical landmarks, works of art, monuments and sites, human and natural environment, including fauna and flora and human settlements.

2. In order to achieve the above-mentioned objectives, the Conference recommends to Member States, the creation of a specialized unit, by the appropriate authorities, to serve environmental education with terms of reference including:
* training of leaders in the environmental fields;
* development of school curricula compatible with the needs of the environment at the local, regional and world levels;
* preparation of books and scientific reference works necessary for the improved curricula;
* determining educational methods and media, including the audio-visual aids needed for the purpose of explaining and popularizing environmental curricula and programmes.
3. The Conference //recommends// to Member States that they refrain from actions that would disfigure the environment or threaten man's life, health or economic conditions.

4. The Conference //recommends// that Member States be encouraged to create local societies which would promote protection of the environment and participate in environmental education programmes at the various social and professional levels as well as at the level of decision-making.

5. In recognition of the fact that a common language is needed to facilitate communication in dealing with matters concerning the environment, the Conference //recommends// that Unesco with the co-operation of UNEP and other organizations promote the standardization of environmental terminology through the compilation of a multilingual glossary to be published in the working languages of the United Nations and its Specialized Agencies.

6. Considering that it is necessary to conserve the human and cultural heritage as well as the distinguishing features of civilizations, the Conference //recommends// to Member States that every effort should be made to preserve these heritages, including the teaching of cultural heritage in environmental education.

7. The Conference //recommends// to Member States that the positive and enriching influence of ethical values should be taken into account in developing environmental education programmes.
From the [[Recommendations of the Tbilisi Intergovernmental Conference on Environmental Education]] on [[International and regional co-operation|Tbilisi Recommendations: International and regional co-operation]] 
!!!Recommendations on regional co-operation
''Recommendation No. 30''

The Conference,

In order to strengthen environmental education activities at the subregional and regional levels,

//Recommends//:
* that the Director-General of Unesco take the necessary measures to ensure that the Regional Offices of Unesco serve as co-ordinating agencies for development of environmental education programmes at the subregional and regional levels, as they are doing already in other intergovernmental programmes co-ordinated by Unesco, such as the Man and the Biosphere Programme (MAB) and population education programmes;
* that Unesco have an environmental education specialist at each Regional Office and make available more funds for training programmes at the regional and subregional levels.
''Recommendation No. 31''

The Conference,

//Considering// that great potential collective efforts can generate in the development of environmental education in Member States,

//Recommends// to Unesco, with the assistance of UNEP and in co-operation with other United Nations organizations:
* that groups of Member States consider the need to encourage a network approach in dealing with environmental education;
* that where a collective effort among countries in curriculum development in environmental education exists in a given region, as in the African Social Studies Programme (ASSP), the Science Education Programme for Africa (SEPA), the African Curriculum Organization (ACO), existing materials be enriched to incorporate such environmental education content areas as might be missing in such materials;
* that such regional centres serve as resource centres and clearing-houses for Member States in environmental education;
* that assistance be extended to such regional organizations, ASSP, ACO and SEPA, where the need arises for the exchange of specialists in environmental education to enable constituent Member States to benefit mutually;
* that environmental education documentation be provided to such regional organizations as ASSP, ACO and SEPA to enrich the resources on which Member States depend for environmental education activities;
* that research and training facilities be extended to such regional organizations through workshops, seminars, conferences, etc., at regional, subregional and national levels;
* that funds be sought by the Director-General from bilateral and multilateral sources for this purpose.
''Recommendation No. 32''

The Conference,

//Recognizing// the fact that there is a need for greater collaboration among the member countries of the Asia region,

//Recommends// to the Director-General of Unesco:
* that he study the possibility of establishing a consultative committee to co-ordinate the activities of environmental education in the Asia region;
* that in order to help the consultative committee it would be desirable to have committees at national level, which in turn may form links with other organizations involved with environmental education programmes.
''Recommendation No. 33''

The Conference,

//Taking note// of the Belgrade Workshop's recommendation for concerted effort in environmental education activity at national and regional levels,

//Taking further note// of the Brazzaville (African Region) Workshop's re-emphasis on the crucial importance of integrated programming in the Africa region,

//Recognizing// that at both national and regional levels in Africa, environmental education organizations and institutions act in isolation from each other and that most are faced with inadequacies of human and material resources and communication facilities;

//Cognizant// of the enormous benefits which could accrue at all levels of environmental education programming activities from the collective participation of all such organizations and institutions,

//Realizing// that the creation of machinery for regional co-operation in Africa would be likely to contribute to the development of environmental education,

//Recommends//:
* that each Member State consider setting up national centres of environmental education for the co-ordination of national environmental education activities;
* that Unesco, with the assistance of UNEP, set up as a matter of urgency a regional working party for the Africa region to organize the pooling together of energies and expertise to assist African governments in the implementation of the ''Tbilisi Recommendations;''
* that Unesco, with the assistance of UNEP and other United Nations agencies, ensure the development of co-operation in environmental education at regional and international levels in accordance with the suggestions contained in paragraphs 84, 85 and 86 of document UNESCO/ENVED/7.
''Recommendation No. 34''

The Conference,

//Realizing// that there is a great need in the Africa region to:
* strengthen existing projects on environmental education,
* organize environmental education training courses, workshops and seminars,
* assist in evaluation and research environmental education in the region,
* disseminate environmental education materials and information within the region according to local conditions,
* co-ordinate both formal and non-formal environmental education projects,
//Being aware// that there are individual countries which have environmental education programmes and materials which could be useful to other countries in the Africa region,

//Realizing// that there are already existing centres with programmes which have been involved to some extent in environmental education in the region, such as SEPA, ASSP and other African organizations responsible for curricula, and

//Being aware// that regional Member States are already contributing to these programmes,

//Recommends// to the Director-General of Unesco that he consider the setting up, with the support of UNEP and in collaboration with Member States, of an environmental education resource, material development and dissemination centre in the forthcoming 1978-1979 biennium or to make use of existing education programmes which are already involved in environmental education in Africa. This centre would carry out and implement the ''Tbilisi Recommendations'' at the regional level. It is further'' recommended that the Director-General seek funds from bilateral and multilateral sources for this purpose;

//Appreciating// the work already being carried out by UNEP,

//Recommends// that UNEP provide the necessary funding to Unesco to enable it to extend its environmental education programme to Member States in Africa, especially to those not already having a national co-ordinated programme.

''Recommendation No. 35''

The Conference,

//Considering// the nature of environmental problems in Africa which arise from low levels of literacy, lack of trained personnel and training facilities, the high cost of introducing curricula or revising existing ones and other media which would stimulate environmental awareness, motivation and commitment to the conservation and the enhancement of the environment,

//Bearing in mind// that environmental education programmes in Africa at all levels are in embryonic stages of development,

//Realizing// the significance of the conclusions of the Belgrade Workshop on Environmental Education and the subsequent Regional Conference on Environmental Education held in Brazzaville in 1976 for the Africa region,

//Taking into account// recognition by African delegates to the Tbilisi Conference of the importance of the Brazzaville report and the commitments of the recommendations contained therein,

//Being aware// of the role of Unesco and UNEP in assisting Member States as well as regions to initiate and to strengthen environmental education programmes,

//Recommends// to Unesco:
* that, in collaboration with UNEP and other organizations of the United Nations system, it assist African regional organizations already in existence as well as Unesco Regional Offices in implementation of the ''Recommendations of the Tbilisi Conference'';
* that, in collaboration with UNEP and the other organizations of the United Nations system, national, regional and international co-operation in environmental education be developed.
''Recommendation No. 36''

The Conference,

//Recommends// to Unesco, in collaboration with FAO, ILO and UNEP, and to Member States that co-operative efforts be undertaken to help increase and intensify efforts to train farmers in environmental issues so as to improve their quality of life through increased but ecologically sound agricultural production, and through social development; that information concerning these experiences be exchanged to ensure that new ideas are circulated, promoted and adapted to local conditions;

//Recommends// that Unesco with aid from UNEP provide assistance as soon as possible to establish regional training programmes in the ESCAP region, based on suitable existing national institutions, for the post-graduate training of environmental integrationists of the type that have been defined in the Report of the Asian Regional Conference on Environmental Education;

//Recommends// to Member States that they begin or continue to co-operate with each other in fields of training which will facilitate the formation of national pluridisciplinary teams of doctors, sanitation and hygiene engineers and technicians capable of taking a comprehensive approach to public health problems in connection with those of the environment.

''Recommendation No. 37''

The Conference,

//Recommends// that Unesco, with support from UNEP, and through responsible Regional Offices and national agencies, and non-governmental organizations, include in environmental education programmes:
* education on the cultural heritage, wherever it is relevant to the human environment;
* education dealing with the improvement of human settlements, particularly in developing countries, so that people in deprived human settlements can improve their surroundings;
//Recommends//:
* that Unesco, in collaboration with the International Labour Organisation and other bodies, particularly the relevant United Nations organizations, pay due attention to urban problems, encouraging countries to compare experience in this area and supporting any initiative, whether official or not, taken with regard to general education on the urban environment;
* that the Member States study in greater depth, in the light of their own experience, the place of urban problems in their national programmes and in general environmental education.
''Recommendation No. 38''

The Conference,

//Considering// that education and training are indispensable instruments for the achievement of general and specific objectives of environmental education,

//Convinced// of the fact that formulation of curricula and reorientation of educational systems are not sufficient, but that there must be an appeal to the feelings of individuals and to their ethical and cultural awareness so as to lead them to protect, improve and enrich their natural environment on an enduring basis,

//Convinced// of the importance of linking educational processes to the real problems of preserving the environment and of the need to make educators aware of such issues, both within the context of human development in general and in the economic, social and cultural development of each country,

//Conscious// of the considerable receptiveness of the school-age child, but equally conscious of the fact that to stimulate his or her responsiveness to the environment, he or she must be brought into direct contact with the natural elements, through systematic programmes which will have regard, in their implementation, for specific circumstances, such as location in urban, rural or coastal zones,

//Recommends// to Unesco that it submit to its General Conference a draft educational programme that, under the general title: "The child and the environment", will set out the main lines for the formulation and implementation of a systematic plan of action to bring the child into contact with, and give him or her awareness of, the elements that form his or her natural milieu, such as, more especially, the sea, woods, desert, mountains, forest, city, lakes, rivers and other ecosystems;

//Requests// the Director-General to study the advisability of setting up a working group to examine the various components of this programme;

//Agrees// that, should the project be adopted by Unesco, collaboration in its execution be requested from Unicef, UNEP and other international and regional organizations linked with environmental education and the specific aims of the project.

''Recommendation No. 39''

The Conference,

//Recognizing// the importance of utilizing film and television production as well as other audio-visual techniques for the purpose of environmental education,

//Taking note// of the report presented by the Czechoslovak governmental delegation on the international film festival, dedicated to environment, known as EKOFILM, which is being held regularly every year in Czechoslovakia, the first country in Europe to do so,

//Believing// that this international festival might serve as a world instrument for the exchange of experience among specialists in the education of youth and adults for the purpose of protection and improvement of the environment,

//Believing equally// that this festival might be a good stimulus for further film and television production in the field of environmental education and could thus contribute to its higher level and efficiency,

//Considering// it purposeful to provide this festival with a concrete platform for the exchange of experience among specialists by means of an interrogational symposium,

//Invites// the Director-General:
* to study the possibility of a Unesco sponsorship of the annual EKOFILM film festival in Czechoslovakia;
* to consider the possibility of granting assistance to this festival and of awarding a prize for the best film.
''Recommendation No. 40''

The Conference,

//Having learned// with interest of the activities and role of youth associations and non-governmental organizations in the field of environmental education,

//Noting// that many international gatherings of young people have made it possible to prepare specific programmes of co-operation in the field of environmental education,

//Mindful// of the fact that it is largely through young people that the non-formal education of young people should be undertaken,

//Conscious// that international youth meetings allow an exchange of constructive ideas and experience and strengthen solidarity between the countries of the world,

//Recommends// to Unesco, with the assistance of UNEP:
* that they continue to give their material and moral support to international youth gatherings;
* that they make provision in their future programmes for necessary resources for these types of meetings;
* that they ensure the presence of responsible officials from these youth associations and nongovernmental organizations at intergovernmental meetings and meetings of experts organized by Unesco or UNEP;
* that they ensure the proper distribution to all Member States of resolutions, recommendations and documents emanating from such meetings;
* that they provide assistance and administrative facilities for the efficient organization of such meetings;
//Recommends// to Member States:
* that they provide assistance for the organization of these meetings and facilitate the sending of youth delegations;
* that they attach due importance to the conclusions of such meetings.
''Recommendation No. 41''

The Conference,

//Considering// the important role of non-governmental organizations and voluntary bodies in the field of environmental education at the local, national, regional and international levels,

//Stressing// the desirability of enlarging the opportunities for democratic participation in the formulation and execution of programmes in the field of environmental education,

//Bearing in mind// that the efficacy of the work of all intergovernmental organizations is enhanced by the activities of non-governmental organizations and voluntary bodies,

//Recommends// to Member States that they encourage and support non-governmental organizations and voluntary bodies at the local, national, regional and subregional level to make best use of their capabilities and activities;

//Recommends// to national governments that they create and encourage environmental awareness among organizations, such as professional teachers' and other non-governmental organizations, which deal directly with children and youth, so as to get such organizations involved in the formulation and execution of national education strategies;

//Recommends// to non-governmental organizations that they incorporate environmental education activities into their existing programmes;

//Recommends// to Unesco that it co-operate closely with non-governmental organizations and support their relevant activities in the field of environmental education.
From [[Strategies for the Development of Environmental Education at the National Level|Tbilisi Recommendations: Strategies for the Development of Environmental Education at the National Level]] in the [[Recommendations of the Tbilisi Intergovernmental Conference on Environmental Education]]
!!!Research
''Recommendation No. 21''

The Conference,

//Considering// that the institutional and educational changes required for the incorporation of environmental education into national education systems should be based not only on experience but also on research and evaluation aimed at improving educational policy decisions,

//Recommends// to all Member States:
* that they develop national policies and strategies furthering environmental education research projects incorporating their findings into the general educational process through appropriate courses;
* that they carry out research concerning: (1) the goals and objectives of environmental education; (2) the epistemological and institutional structures that affect consideration of environment demands; and (3) the knowledge and attitudes of individuals, in order to identify more precisely the most effective educational conditions, types of action by teachers and processes of assimilation of knowledge by pupils, as well as obstacles to the modification of concepts, values and attitudes which are held by individuals and are involved in environmental behaviour;
* that they undertake research concerning the conditions which foster development of environmental education, directed more particularly towards: (1) identification of content, taking into consideration specific national and local features which might constitute an effective basis for educational programmes for those in and out of the formal education system as well as for specialists; (2) the establishment of methodologies for the effective acquisition of the relevant concepts, values and attitudes by the various population groups, young and adult, receiving formal and non-formal education; and (3) innovation in learning environments;
* that they undertake research in the development of educational methods and curricula for sensitizing the general public, particularly with regard to the use of mass media and the preparation of evaluation tools for assessing the impact of such curricula;
* that they include in courses for the pre- and in-service training of teachers, research methodologies for designing and developing methods and instruments which enable them to effectively fulfil the objectives of environmental education;
* that they undertake research, taking into account the audiences, with a view to the design and development of mechanisms, methods and materials enabling interdisciplinary environmental curricula to be developed. With this in mind, the possibility of using elements of the natural and social sciences and of the arts as a basis for integration, should be studied;
* that they undertake research in order to develop low-cost educational methods and materials for educators, to train or retrain themselves on their own;
* that they take steps to promote exchanges of information among national educational research bodies, broad dissemination of research findings and evaluation in the educational system;
* that they undertake systematic analysis of educational experience materials of other countries, in order to determine their educational relevance and to adapt them to local socio-economic, ecological and cultural conditions.
From the [[Recommendations of the Tbilisi Intergovernmental Conference on Environmental Education]]
!!!The Role, Objectives and Guiding Principles of Environmental Education
''Recommendation No. 1''

The Conference,

//Considering// the challenge that environmental problems present to contemporary society and having regard for the role that education can and must play in solving such problems,

//Recommends// the adoption of certain criteria which will help to guide efforts to develop environmental education at the national, regional and international levels.
# Whereas it is a fact that biological and physical features constitute the natural basis of the human environment, its ethical, social, cultural and economic dimensions also play their part in determining the lines of approach and the instruments whereby people may understand and make better use of natural resources in satisfying their needs.
# Environmental education is the result of the reorientation and dovetailing of different disciplines and educational experiences which facilitate an integrated perception of the problems of the environment, enabling more rational action, capable of meeting social needs, to be taken.
# A basic aim of environmental education is to succeed in making individuals and communities understand the complex nature of the natural and the built environments resulting from the interaction of their biological, physical, social, economic and cultural aspects, and acquire the knowledge, values, attitudes, and practical skills to participate in a responsible and effective way in anticipating and solving environmental problems, and the management of the quality of the environment.
# A further basic aim of environmental education is clearly to show the economic, political and ecological interdependence of the modern world, in which decisions and actions by the different countries can have international repercussions. Environment should, in this regard, help to develop a sense of responsibility and solidarity among countries and regions as the foundation for a new international order which will guarantee the conservation and improvement of the environment.
# Special attention should be paid to understanding the complex relations between socio-economic development and the improvement of the environment.
# For this purpose, environmental education should provide the necessary knowledge for interpretation of the complex phenomena that shape the environment, encourage those ethical, economic and aesthetic values which, constituting the basis of self-discipline, will further the development of conduct compatible with the preservation and improvement of the environment; it should also provide a wide range of practical skills required in the devising and application of effective solutions to environmental problems.
# To carry out these tasks, environmental education should bring about a closer link between educational processes and real life, building its activities around the environmental problems that are faced by particular communities and focusing analysis on these by means of an interdisciplinary, comprehensive approach which will permit a proper understanding of environmental problems.
# Environmental education should be regarded as a continuing process providing its recipients, through the constant renewal of its approach, content and methods, with knowledge that is always attuned to the changing conditions of the environment.
# Environmental education should cater to all ages and socio-professional groups in the population. It should be addressed to 
## the general non-specialist public of young people and adults whose daily conduct has a decisive influence on the preservation and improvements of the environment; 
## to particular social groups whose professional activities affect the quality of the environment; and 
## to scientists and technicians whose specialized research and work will lay the foundations of knowledge on which education, training and efficient management of the environment should be based.
# To achieve the effective development of environmental education, full advantage must be taken of all public and private facilities available to society for the education of the population; the formal education system, different forms of non-formal education, and the mass media.
# To make an effective contribution towards improving the environment, educational action must be linked with legislation, policies, measures of control and the decisions that governments may adopt in relation to the human environment.
''Recommendation No.  2''

The Conference,

//Recognizing// that environmental education should promote the strengthening of peace, the further relaxation of international tensions and mutual understanding among States and be a real instrument for international solidarity and for elimination of all forms of racial, political and economic discrimination,

//Noting// that the concept of "the environment" includes a complex of natural, built and social components in the life of humanity and that the social components constitute a set of cultural, moral, personal values and interrelations of people in the spheres of labour and leisure activities,

//Taking note// of document UNESCO/ENVED/4 "Education and the challenge of environmental problems", and in particular of the principles contained in Chapter II,

//Having furthermore// noted the Synthetic Report of the Regional Meeting of Experts on Environmental Education (ENVED/7, Chapter III, paragraphs 15-26),

//Pursuant// to the working document UNESCO/ENVED/4, paragraph 67, in which the Conference is invited to formulate goals, objectives and guiding principles which environmental education should have in order to fulfil its functions most effectively,

//Considering// that it should be a right of every citizen to receive environmental education,

//Endorses// the following goals, objectives and guiding principles for environmental education:
# The goals of environmental education are:
## to foster clear awareness of, and concern about, economic, social, political and ecological interdependence in urban and rural areas;
## to provide every person with opportunities to acquire the knowledge, values, attitudes, commitment and skills needed to protect and improve the environment;
## to create new patterns of behaviour of individuals, groups and society as a whole towards the environment;
# The categories of environmental education objectives:
** //Awareness//: to help social groups and individuals acquire an awareness of and sensitivity to the total environment and its allied problems.
** //Knowledge//: to help social groups and individuals gain a variety of experience in, and acquire a basic understanding of, the environment and its associate problems.
** //Attitudes//: to help social groups and individuals acquire a set of values and feelings of concern for the environment, and the motivation for actively participating in environmental improvement and protection.
** //Skills//: to help social groups and individuals acquire the skills for identifying and solving environmental problems.
** //Participation//: to provide social groups and individuals with an opportunity to be actively involved at all levels in working toward resolution of environmental problems.
# Some //guiding principles// for environmental education: Environmental education should:
** consider the environment in its totality - natural and built, technological and social (economic, political, technological, cultural-historical, moral, aesthetic);
** be a continuous lifelong process, beginning at the pre-school level and continuing through all formal and non-formal stages;
** be interdisciplinary in its approach, drawing on the specific content of each discipline in making possible a holistic and balanced perspective;
** examine major environmental issues from local, national, regional and international points of view so that students receive insights into environmental conditions in other geographical areas;
** focus on current and potential environmental situations, while taking into account the historical perspective;
** promote the value and necessity of local, national and international co-operation in the prevention and solution of environmental problems;
** explicitly consider environmental aspects in plans for development and growth;
** enable learners to have a role in planning their learning experiences and provide an opportunity for making decisions and accepting their consequences;
** relate environmental sensitivity, knowledge, problem-solving skills and values clarification to every age, but with special emphasis on environmental sensitivity to the learner's own community in early years;
** help learners discover the symptoms and real causes of environmental problems;
** emphasize the complexity of environmental problems and thus the need to develop critical thinking and problem-solving skills;
** utilize diverse learning environments and a broad array of educational approaches to teaching/ learning about and from the environment with due stress on practical activities and first-hand experience.
''Recommendation No. 3''

The Conference,

//Considering// that the broader conception of development to which all people now subscribe includes the environment as one of its basic components,

//Considering// that environmental questions would accordingly be best approached and dealt with in relation to the overall policies applied by governments in regard to national development and in regard to international relations in the attempt to establish a new international order,

//Considering// that the environment concerns all men and women in every country and that its preservation and improvement require the support and active participation of the population of those countries,

//Believing// that education at all levels is necessary to this end,

//Recommends// to Member States:

That they integrate environmental education into their general policy and, in accordance with their national structure, take appropriate measures in order, more especially to:
* sensitize public opinion to environmental problems and to major projects in course of execution or being planned;
* develop more detailed general information which will give an overview of major problems, the possibility of dealing with them and the respective urgency of the various measures taken or to be taken;
* encourage action within the family and in associations concerned with pre-primary education for the environmental education of young children, of pre-school age in particular;
* assign a central role to the school in the whole system of environmental education and organize, for this purpose, systematic action in primary and secondary education;
* expand environmental studies at the higher education level;
* establish the means and methods for an in-service training policy which will provide the additional and, more especially, practical training that may be required by those who, in different capacities, exercise responsibility in the public or private sectors in regard to the environment;
* seek, by means of environmental education, gradually to transform attitudes and behaviour so that all members of the community may be made aware of their responsibilities in the thinking through formulation and application of national or international environmental programmes;
* contribute thereby to the search for a new ethic based on respect for nature, for people and for their dignity, and for the future, and on the need for a quality of life to which all will have access and in which all will feel themselves involved.
//Recommends// to the Director-General of Unesco:
* That he should provide technical aid to those Member States which are as yet without national environmental education structures, with a view to the formulation and execution of a suitable programme concerning this problem;
*That he should foster the gradual incorporation of the system thus created into the framework of regional and international co-operation.
''Recommendation No. 4''

The Conference,

//Considering// the need to stress not only the socio-economic aspects suitably set forth in the Unesco document but also the ecological aspects of the natural and human environment, which are of the utmost importance for both theoretical and practical environmental education,

//Considering// that the environment constitutes a system,

//Considering// that the human environment, like any other ecosystem, has its own structure, operation and history,

//Considering// that the causes of the ecological crisis must be sought at a deeper level, in certain aspects of these same socio-economic factors, namely:
* in a mistaken ethical conception of the relationship between humanity and nature,
* in a diminution, due to an extreme positivism, of the unitary nature of the scientific vision of reality,
//Recommends// to the Member States that, in respect to formal and non-formal environmental education, they:
* promote deeper understanding of the natural aspects of the environment;
* develop a systems approach to the analysis and management of natural and human ecosystems;
* take into consideration the temporal (past, present and future) dimension of each environment.
''Recommendation No. 5''

The Conference,

//Recommends// that governments systematically evaluate the environmental impact of development activities, and //requests// that development assistance strategies and programmes provide opportunities for countries to establish environmental training programmes which include the evaluation of development from the standpoint of the human environment.
!!!Strategies for the Development of Environmental Education at the National Level
* [[Organizational structure|Tbilisi Recommendations: Organizational structure]] - Recomendations 6-7
* [[Target populations for environmental education|Tbilisi Recommendations: Target populations for environmental education]] - Recommendation 8
* [[Environmental education for the general public|Tbilisi Recommendations: Environmental education for the general public]] - Recommendation 9
* [[Environmental education of professionals|Tbilisi Recommendations: Environmental education of professionals]] - Recommendations 10-11
* [[Content and methods|Tbilisi Recommendations: Content and methods]] - Recommendations 12-16
* [[Training of personnel|Tbilisi Recommendations: Training of personnel]] - Recommendations 17-18
* [[Teaching - learning materials|Tbilisi Recommendations: Teaching - learning materials]] - Recommendation 19
* [[Dissemination of information|Tbilisi Recommendations: Dissemination of information]] - Recommendation 20
* [[Research|Tbilisi Recommendations: Research]] - Recommendation 21
From [[Strategies for the Development of Environmental Education at the National Level|Tbilisi Recommendations: Strategies for the Development of Environmental Education at the National Level]] in the [[Recommendations of the Tbilisi Intergovernmental Conference on Environmental Education]]
!!!Target populations for environmental education
''Recommendation No. 8''

The Conference,

//Recommends// to Member States that consideration should be given to:
* //Education of the general public//: this education should be provided at every age and at all levels of formal education, for pupils and teachers, and in the various non-formal education activities for young people and adults, including the handicapped. In this education, voluntary organizations may play an important role.
* //Education of specific occupational or social groups//: this education is focused on those whose activity and influence have an important bearing on the environment, for instance, engineers, architects, administrators and planners, industrialists, trade unionists, policy-makers and agriculturalists. Various levels in formal and non-formal education should contribute to this training.
* //Training of certain professionals and scientists//: this training is for those working on specific problems of the environment, such as biologists, ecologists, hydrologists, toxicologists, soil scientists, agronomists, foresters, landscape architects, oceanographers, limnologists, meteorologists and sanitary engineers. It is important that the training of scientists include an interdisciplinary component.
From [[Strategies for the Development of Environmental Education at the National Level|Tbilisi Recommendations: Strategies for the Development of Environmental Education at the National Level]]  in the [[Recommendations of the Tbilisi Intergovernmental Conference on Environmental Education]]
!!!Teaching - learning materials
''Recommendation No. 19''

The Conference,

//Considering// that environmental education becomes more effective when adequate teaching aids and materials are made available,

//Recommends// to Member States that:
* basic principles should be formulated for the preparation of model textbooks and reading materials for use at all levels within formal and non-formal education systems;
* in developing low-cost teaching aids and materials, the fullest use should be made of existing documentation, educational research findings should be drawn upon, the value of existing teaching materials should be assessed and new teaching aids for environmental education should be developed as necessary;
* teachers and learners should be involved in the preparation and adaptation of instructional materials for environmental education;
* teachers in training should be given an understanding of the widest possible range of educational materials and aids, with special reference to low-cost materials and to opportunities for adaptation and improvisation according to local circumstances.
From [[Strategies for the Development of Environmental Education at the National Level|Tbilisi Recommendations: Strategies for the Development of Environmental Education at the National Level]] in the [[Recommendations of the Tbilisi Intergovernmental Conference on Environmental Education]]
!!!Training of personnel
''Recommendation No.  17''

The Conference,

//Considering// the need for all teachers to understand the importance of environmental emphasis in their teaching,

//Recommends// to Member States:
* that environmental sciences and environmental education be included in curricula for pre-service teacher education;
* that the staffs of teacher education institutions be assisted in this respect; and
* that teachers should get appropriate environmental training relating to the area, either urban or rural, where they are going to work.
''Recommendation No.18''

The Conference,

//Considering// that the importance of in-service training is underlined by the fact that a great majority of present-day teachers were graduated from teacher-training colleges at a time when environmental education was largely neglected and thus did not receive sufficient education in environmental issues and the methodology of environmental education,

//Recommends// to Member States:
* that they take the necessary steps to make in-service training of teachers in environmental education available for all who need it;
* that the implementation and development of in-service training, including practical training, in environmental education be made in close co-operation with professional organizations of teachers, both at the international and national levels;
* that in-service training take account of the area, either urban or rural, where the teachers are working;
//Recommends// to Unesco:
* To promote the dissemination of ideas, programmes and instructional material relevant to the promotion of in-service training in environmental education.
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<<<
//Adopted at the ''Mid-Term Meeting of the International Consultative Forum on Education for All'' in Amman, Jordan, June 1996//
<<<
Education is empowerment. It is the key to establishing and reinforcing democracy, to development which is both sustainable and humane and to peace founded upon mutual respect and social justice. Indeed, in a world in which creativity and knowledge play an ever greater role, the right to education is nothing less that the right to participate in the life of the modern world.

Aware of the power and potential of education, the international community committed itself at the [[World Conference on Education for All]] held in Jomtien, Thailand, in March 1990, to meet the basic learning needs of every individual. In major conferences since Jomtien, the nations of the world have repeatedly endorsed the central importance of basic education in all aspects of the development process: preserving the environment, managing population growth, combating poverty, promoting social development and creating equality between the sexes. We have now met in Amman, Jordan, at the gracious invitation of His Majesty King Hussein Bin Talal, to review progress toward the goals set in Jomtien and, of even greater importance, to find ways of overcoming persistent problems and confronting new challenges in order to achieve education for all (EFA).
!!!Gains Achieved
In the six years since the adoption of the [[World Declaration on Education for All]], there has been significant progress in basic education, not in all countries nor as much as had been hoped, but progress that is nonetheless real. Primary school enrolment has increased, an estimated fifty million more children are enrolled today than in 1990. The number of out-of-school children, which had grown inexorably for decades, is also beginning to decline. There are today 20 million fewer out-of-school children of primary-school age than at the start of the decade. This progress is the result of concerted efforts by governments and peoples to extend educational opportunities. New partnerships have emerged, new resources have been tapped and new energies and ideas have been devoted to making education for all a reality.

Accompanying these quantitative gains has been a growing emphasis on the quality of education. Without educational content relevant to current needs, without preparation in the learning skills and new knowledge required for the future, and without efforts to improve learning achievement, access may neither serve the purposes intended nor provide the benefits expected. Fortunately, serious reflection, more rigorous planning and a spirit of innovation have prepared the ground in many countries for important educational advances in the years ahead.

We acknowledge the forces of progress at work in all parts of the world: the new dynamism with which Africa is struggling, in difficult circumstances, to reverse the negative trends of the last ten years; the valiant efforts of South Asia to bring basic education to hundreds of millions of people; the increasing political support being given to EFA in the Arab States, which is increasingly perceived as the best preparation for meeting the challenges and uncertainties of the future; and the measures taken in other regions of the world to protect, sustain and enhance the gains that have been made since the Jomtien Conference.
!!!Shortfalls
Yet, if the achievements of the last six years give reason for optimism, they provide no room for complacency. Continued progress requires even more forceful and concerted action, based on good information, sound research and careful analysis and aimed at achieving clearly specified results.

No point was more stressed in Jomtien than the urgent need to close the gender gap in education, both as a matter of simple equity and as the most effective means for responding to demographic pressures and promoting development. Yet, progress towards this goal has been excruciatingly slow; much more must be done.

The expanded vision of basic education espoused in Jomtien has often been reduced to a simple emphasis upon putting more children into school: an essential step, but only one of many measures needed to achieve EFA.

Early childhood care and development, with its enormous potential and distinctive role in promoting the active learning capacities and the overall well-being and development of children, while receiving greatly increased attention, nonetheless remains seriously under-developed and under-supported in many countries.

This lack of support applies as well to out-of-school literacy and education programmes for adolescents and adults. There are some 900 million adult illiterates in the world, nearly two- thirds of them women. In all societies, the best predictor of the learning achievement of children is the education and literacy level of their parents. Investments in adult education and literacy are, thus, investments in the education of entire families.

There has also been a tendency to focus on basic education without recognizing its essential links to secondary and higher education, as well as to teacher training and the development of technical and vocational skills. The [[World Declaration on Education for All]] was intended to empower, not to limit -- to propose minimums, but not to set ceilings.
!!!The Road Ahead
As we look to the end of the century and beyond, the leadership in each country must assume the responsibility for accelerating progress towards EFA, setting firm targets and timetables for achieving them.

International agencies and donors must also play their full role as partners in the EFA movement, matching national efforts with significantly increased international support, improved co- ordination and greater responsiveness to country priorities.

All EFA partners must learn how to mobilize new resources as well as how to use existing resources more effectively. In the quest for EFA, enhanced political will, greater financial and material resources and improved management are all essential.
!!!Emerging Challenges
In the light of the developments of the past six years, it has become essential to re-examine goals and add new areas and means of action to those set forth in the Jomtien vision:

Given the trend toward more open societies and global economies, we must emphasize the forms of learning and critical thinking that enable individuals to understand changing environments, create new knowledge and shape their own destinies. We must respond to new challenges by promoting learning in all aspects of life, through all the institutions of society, in effect, creating environments in which living is learning.

Given the growing recognition and reality of multicultural and diverse societies, we must respond by including local content as well as cross-cultural learning in basic education and by acknowledging the essential role of the mother tongue for initial instruction.

Given escalating violence caused by growing ethnic tensions and other sources of conflict, we must respond by ensuring that education reinforces mutual respect, social cohesion and democratic governance; We must learn how to use education to prevent conflict and, where crises do occur, ensure that education is among the first responses, thereby contributing to hope, stability and the healing of the wounds of conflict.

Given debt burdens, restrictions on social expenditures and continuing wasteful expenditure on weapons of war, we must respond with measures to reduce debt burdens, including the transformation of liabilities into assets through debt swaps, policies that promote investments in a nation's people and future, and reforms to the international economic system that give poor countries a chance to earn their way in the world.

Given rapidly growing numbers of youth at risk, often alienated from society and facing unemployment, we must seek ways to make education more responsive, both to the immediate realities facing these youth, as well as to the changing realities of a world in which basic learning skills are ever more important.
!!!Continuing Challenges
Even as we focus our attention on these new realities and challenges, we must persist in our efforts to meet the goals set forth in the World Declaration on Education for All:

The priority of priorities must continue to be the education of women and girls. Successful approaches and programmes must be identified in order that they may be replicated and expanded. There can be no enduring success in basic education until the gender gap is closed.

The training, status and motivation of teachers continues to be at the very core of educational concerns. While we must make better and wider use of technology and media, they can complement, but never replace the essential role of the teacher as the organizer of the instructional process and as a guide and example to the young.

The full vision of EFA, that of a learning society, recognizes the role of parents, families and communities as the child's first teachers. Both learning and teaching begin at birth and continue throughout life, as individuals work, live and communicate ideas and values by word and example.

EFA can only be achieved through a broad partnership united by a shared purpose. It is essential to sustain the spirit of partnership and to broaden it to include all elements of society: parliaments, religious bodies, voluntary and community groups, the business sector, the media and others. EFA was founded on a faith in partnerships and a belief that, in a shrinking world, we are destined to share fully in the successes as well as the setbacks of other peoples and countries. In the quest to achieve EFA, it is essential that we sustain and enhance this spirit of solidarity.

The efficient and effective use of resources continues to be essential to the progress of EFA. We must seek more efficient management of education systems, make more effective use of partnerships, draw more systematically upon research and experimentation, and develop reliable information and assessment systems.

The right to education has been powerfully reaffirmed by the near-universal ratification of the United Nations <a href="crc.htm">Convention on the Rights of the Child</a>. Yet, there are still over 100 million children without access to education. We must respond urgently with new approaches and strategies capable of bringing quality education within the reach of all, including the poor, the remote and those with special educational needs. This calls for a comprehensive effort tailored to the needs of specific populations and based upon the best available expertise and technology.
!!!Renewing the Pledge
Six years ago, at Jomtien, the international community agreed upon the necessity and the possibility of achieving Education for All. Today, we, the participants in the Mid-Decade Review of EFA, reflecting on the experience and knowledge gained during the intervening years, reaffirm that necessity and possibility and re-dedicate ourselves to the essential task of bring the benefits of education to all.
Read the scientific article, [[Climate change and trace gases. Hansen, J. et al]]. from the ''Philosophical Transactions of The Royal Society A''.

@@font-size:90%;''Note'': [[Click here to view this page in a separate browser tab or window|http://environment.independent.co.uk/climate_change/article2675747.ece]]@@
<html>
<iframe
	style="
		background-color:#ffffff; 
		border-color:#ffffff;
		border:none;"
	width = "100%"
	height = "1000"
	frameborder = "0"
	scrolling = "yes"
	src = "http://environment.independent.co.uk/climate_change/article2675747.ece"
	title = "The Earth today stands in imminent peril. The Independent online"'>
</iframe> </html>
@@font-size:90%;''Note'': This is a "framed" page from the [[UN Documents Cooperation Circles|UN Documents Cooperation Circles: Gathering a Body of Global Agreements]] web site. You can view this page in a separate browser tab or window at http://www.un-documents.net/hab-ag.htm@@
<html>
<iframe
	style="
		background-color:#ffffff; 
		border-color:#ffffff;
		border:none;"
	width = "100%"
	height = "1000"
	frameborder = "0"
	scrolling = "yes"
	src = "http://www.un-documents.net/hab-ag.htm"
	title = "The Habitat Agenda">
</iframe> </html>
The Hague Appeal for Peace is an international network of organizations and individuals dedicated to the abolition of war and making peace a human right. The Global Campaign for Peace Education was launched at the Hague Appeal for Peace conference in May 1999. After the conference, Hague Appeal for Peace took the responsibility of coordinating the Campaign.

For more information, visit http://www.haguepeace.org
@@font-size:90%;''Note'': This is a "framed" page from the '' '' web site.
You can view this page in a separate browser tab or window at http://www.cbd.int/programmes/outreach/awareness/biodiv-day-2007.shtml@@
<html><iframe
	src = "http://www.cbd.int/programmes/outreach/awareness/biodiv-day-2007.shtml"
	title = "The International Day for Biological Diversity: Biodiversity and Climate Change, 22 May 2007"
	style="
		background-color:#ffffff; 
		border-color:#ffffff;
		border:none;"
	width = "100%"
	height = "1000"
	frameborder = "0"
	scrolling = "yes">
</iframe></html>
The Talloires Declaration was developed in 1990 and has been signed by over 320 university presidents and chancellors around the world. The Association of University Leaders for a Sustainable Future (ULSF) serves as the secretariat for the declaration. ULSF is a leading international non-profit organization working to strengthen the capacity of colleges and universities to make sustainability and environmental literacy a major focus of teaching, research, service, and operations.

----
!!The Talloires Declaration
We, the presidents, rectors, and vice chancellors of universities from all regions of the world are deeply concerned about the unprecedented scale and speed of environmental pollution and degradation, and the depletion of natural resources.

Local, regional, and global air and water pollution; accumulation and distribution of toxic wastes; destruction and depletion of forests, soil, and water; depletion of the ozone layer and emission of "green house" gases threaten the survival of humans and thousands of other living species, the integrity of the earth and its biodiversity, the security of nations, and the heritage of future generations. These environmental changes are caused by inequitable and unsustainable production and consumption patterns that aggravate poverty in many regions of the world.

We believe that urgent actions are needed to address these fundamental problems and reverse the trends. Stabilization of human population, adoption of environmentally sound industrial and agricultural technologies, reforestation, and ecological restoration are crucial elements in creating an equitable and sustainable future for all humankind in harmony with nature.

Universities have a major role in the education, research, policy formation, and information exchange necessary to make these goals possible. Thus, university leaders must initiate and support mobilization of internal and external resources so that their institutions respond to this urgent challenge.

We, therefore, agree to take the following actions:
<<<
1. ''Increase Awareness of Environmentally Sustainable Development''
Use every opportunity to raise public, government, industry, foundation, and university awareness by openly addressing the urgent need to move toward an environmentally sustainable future.

2. ''Create an Institutional Culture of Sustainability''
Encourage all universities to engage in education, research, policy formation, and information exchange on population, environment, and development to move toward global sustainability.

3. ''Educate for Environmentally Responsible Citizenship''
Establish programs to produce expertise in environmental management, sustainable economic development, population, and related fields to ensure that all university graduates are environmentally literate and have the awareness and understanding to be ecologically responsible citizens.

4. ''Foster Environmental Literacy For All''
Create programs to develop the capability of university faculty to teach environmental literacy to all undergraduate, graduate, and professional students.

5. ''Practice Institutional Ecology''
Set an example of environmental responsibility by establishing institutional ecology policies and practices of resource conservation, recycling, waste reduction, and environmentally sound operations.

6. ''Involve All Stakeholders''
Encourage involvement of government, foundations, and industry in supporting interdisciplinary research, education, policy formation, and information exchange in environmentally sustainable development. Expand work with community and nongovernmental organizations to assist in finding solutions to environmental problems.

7. ''Collaborate for Interdisciplinary Approaches''
Convene university faculty and administrators with environmental practitioners to develop interdisciplinary approaches to curricula, research initiatives, operations, and outreach activities that support an environmentally sustainable future.

8. ''Enhance Capacity of Primary and Secondary Schools''
Establish partnerships with primary and secondary schools to help develop the capacity for interdisciplinary teaching about population, environment, and sustainable development.

9. ''Broaden Service and Outreach Nationally and Internationally''
Work with national and international organizations to promote a worldwide university effort toward a sustainable future.

10. ''Maintain the Movement''
Establish a Secretariat and a steering committee to continue this momentum, and to inform and support each other's efforts in carrying out this declaration.
<<<
----

To find out more about the Tailloires Declaration. visit the web site of the ''Association of University Leaders for a Sustainable Future'' at http://www.ulsf.org
''The Wealth of Networks: How Social Production Transforms Markets and Freedom'' is a highly-acclaimed book on the nature and dynamics of a 'networked information economy' by ''Yochai Benkler'', Professor of Law at Yale and New York University, and is recommended reading for anyone who would like to understand more about the profound economic transformation that is being made possible by developments in information and communications technologies (ICT). Published in May 2006, the book was also released under a [[Creative Commons]] licence and made freely available for non-commercial use on an experimental collaborative wiki site that Benkler set up at [[www.benkler.org/wealth_of_networks/|http://www.benkler.org/wealth_of_networks/]].

The opportunity to participate in "The Wealth of Networks Wiki " has played a valuable role in the development of plans for the use of ICT in support of the NGO Committee on Education's plans for the Decade on Education for Sustainable Development, and the Committee has published the primary HTML version of the book at [[www.climate-change-two.net/wealth-of-networks| http://www.climate-change-two.net/wealth-of-networks]]
These tiddlers are included for their usefulness in administering, managing and editing this TiddlyWiki web page, and may be of interest to visitors who want to explore some of the unique design features of TiddlyWiki web pages, and perhaps to being developing your own TiddyWiki pages.  A central key to the genius of the design of TiddlyWiki is the way that virtually all aspects of a TiddlyWiki web page - organization and classification of the content, layout, format, colours, fonts, functions and features can be managed through tiddlers that define templates, styles or macros and features written in Javascript.
* [[Tiddler Lists]] 
** [[Alphabetical Tiddlers]] 
** [[Tiddler Timeline]]
** [[Shadow Tiddlers]] 
** [[Missing Tiddlers]] 
** [[Imported Tiddlers]] 
** [[Tiddler Tags]] 
** [[Included TiddlyWikis]] 
* [[Main Menu|MainMenu]] 
** [[Default Tiddlers|DefaultTiddlers]] 
* [[Import Tiddlers]] 
* [[Plugin Macros]] 
* [[Templates & Stylesheets]] 
** PageTemplate 
** ViewTemplate 
** EditTemplate 
** StyleSheetLayout 
** StyleSheetColors 
** [[Colour Palette]] 
* [[Formatting Tiddlers]] 
** [[Formatting Text]] 
** [[Headers & Outlines]] 
** [[Tiddly Links]] 
** [[Tables]] 
** [[Images]] 
TiddlyWiki offers many ways by which you can create list of tiddlers
* [[Alphabetical Tiddlers]] - a list of tiddlers in alphabetical order
* [[Tiddler Timeline]] - a list of tiddlers by date they were created or edited
* [[Shadow Tiddlers]] - tiddlers for which a default value is generated - either by TiddlyWiki itself, or by a plugin macro
* [[Missing Tiddlers]] - tiddlers that have not been defined, but that have been referenced in one or more other tiddlers
* [[Site Maps]] - 
This tiddler uses the {{<<allTags>>}}} built-in macro to list the tags / key words, indicate the number of tiddlers with each tag, and create a link to each tag that displays all the tiddlers with the tag.

<<allTags>>
<<tiddler TabTimeline>>
//{{{
// based on Sweet Titles (c) Creative Commons 2005
// http://creativecommons.org/licenses/by-sa/2.5/
// Author: Dustin Diaz | http://www.dustindiaz.com
// Adapted to TW for tiddler previews by Saq Imtiaz
config.linkPreview ={
      tiddlyLinkPreview : true,
      externalLinkPreview : false,
      customTiddlerPreview : true
}

if (config.linkPreview.customTiddlerPreview)
    {
    Tiddler.prototype.getSubtitle = function()
        {
        return (this.text.length>0 ? this.text.substr(0,110) : "(no text)");
        }
    }

if (config.linkPreview.tiddlyLinkPreview)
    {
    old_tiddlerPreview_createTiddlyButton=createTiddlyButton;
    window.createTiddlyButton = function (theParent,theText,theTooltip,theAction,theClass,theId,theAccessKey)
        {
        var theButton =  old_tiddlerPreview_createTiddlyButton.apply(this,arguments);
        if (theButton.className.indexOf('tiddlyLink')!=-1)
            {
            theButton = setLinkPreview(theButton);
            }
        return theButton;
        }
    }

function setLinkPreview (theButton)
{
     theButton.setAttribute("tip",theButton.getAttribute("title"));
     addEvent(theButton,'mouseover',sweetTitles.tipOver);
     addEvent(theButton,'mouseout',sweetTitles.tipOut);
     theButton.setAttribute("title","");
     return theButton;
}

if (config.linkPreview.externalLinkPreview)
    {
    old_tiddlerPreview_createExternalLink=createExternalLink;
    window.createExternalLink =  function(place,url)
        {
	    var theLink = old_tiddlerPreview_createExternalLink(place,url);
        theLink = setLinkPreview(theLink);
	    return(theLink);
        }
    }

window.old_lewcid_pt_restart = restart;
restart = function()
{
 window.old_lewcid_pt_restart();
 sweetTitles.init();
};

window.refreshTiddlyLink = function(e,title)
{
	var i = getTiddlyLinkInfo(title,e.className);
	e.className = i.classes;
        if (!e.getAttribute('tip'))
	      e.title = i.subTitle;
}

setStylesheet("body div#toolTip { position:absolute;z-index:1000;width:220px;background:#000;border:2px double #fff;text-align:left;padding:5px;min-height:1em;-moz-border-radius:5px; }\n body div#toolTip p { margin:0;padding:2px;color:#fff;font:11px/12px  verdana,arial,sans-serif; font-weight:bold;  word-break:normal;display:block;overflow:hidden;}","linkPreviewStyles");

var sweetTitles = { 
	xCord : 0,								// @Number: x pixel value of current cursor position
	yCord : 0,								// @Number: y pixel value of current cursor position
	tipElements : ['a','abbr','acronym'],	// @Array: Allowable elements that can have the toolTip
	obj : Object,							// @Element: That of which you're hovering over
	tip : Object,							// @Element: The actual toolTip itself
	active : 0,								// @Number: 0: Not Active || 1: Active
	init : function() {
        this.tip = createTiddlyElement(document.getElementsByTagName('body')[0],"div","toolTip");
		this.tip.style.top = '0';
		this.tip.style.visibility = 'hidden';
	},
	updateXY : function(e) {
        var theTarget = resolveTarget(e);
	    sweetTitles.xCord = findPosX(theTarget);
	    sweetTitles.yCord = findPosY(theTarget);
	},
	tipOut: function() {
		if ( window.tID ) {
			clearTimeout(tID);
		}
		if ( window.opacityID ) {
			clearTimeout(opacityID);
		}
		sweetTitles.tip.style.visibility = 'hidden';
	},
	tipOver : function(e) {
		sweetTitles.obj = this;
		tID = window.setTimeout("sweetTitles.tipShow()",500);
		sweetTitles.updateXY(e);
	},
	tipShow : function() {		
		var scrX = Number(this.xCord);
		var scrY = Number(this.yCord);
		var tp = parseInt(scrY+15);
		var lt = parseInt(scrX+10);
		var anch = this.obj;
		this.tip.innerHTML = "<p>"+anch.getAttribute('tip')+"<em></em></p>";
        this.tip.style.left = ( parseInt(findWindowWidth()+findScrollX()) < parseInt(this.tip.offsetWidth+lt) )?  parseInt(lt-(this.tip.offsetWidth))+'px' : this.tip.style.left = lt+'px';
        this.tip.style.top =  ( parseInt(findWindowHeight()+findScrollY()) < parseInt(this.tip.offsetHeight+tp) ) ? parseInt(tp-(this.tip.offsetHeight+15))+'px': this.tip.style.top = tp+5+'px';
		this.tip.style.visibility = 'visible';
		this.tip.style.opacity = '.1';
		this.tipFade(10);
	},
	tipFade: function(opac) {
		var passed = parseInt(opac);
		var newOpac = parseInt(passed+10);
		if ( newOpac < 80 ) {
			this.tip.style.opacity = '.'+newOpac;
			this.tip.style.filter = "alpha(opacity:"+newOpac+")";
			opacityID = window.setTimeout("sweetTitles.tipFade('"+newOpac+"')",20);
		}
		else { 
			this.tip.style.opacity = '.80';
			this.tip.style.filter = "alpha(opacity:80)";
		}
	}
};
//}}}
A ''Tiddler'' is the basic unit of content in a TiddlyWiki, the equivalent of a page in a conventional Wiki site or web site. There are three basic types of Tiddlers: scripts or macros, styles, and text, although a Tiddler can contain elements of all three.

Each tiddler is of the form of a styled {{{<div> ... </div>}}} with attributes for the name of the Tiddler, the user name of the last person wh edited the Tiddler, a 12-digit date and time code for the date and time the Tiddler was modified and created, and a set of tags or key words, where the tag is either a single word, or two or more words enclosed by square brackets - e.g. {{{[[sustainable development]]}}}, and in the source code of a TiddlyWiki page each Tiddler is a single line of code, and looks something like the following
{{{<div tiddler'"Tiddlers" modifier="Editor" modified="200611111130" created="20061031830" tags="tag1 tag2 [[another tag]]  .... ">content of tiddler - optionally with TiddlerMarkup language.</div>}}}  In the source code, a new line is coded as {{{/n}}}.


The contents of a Tiddler can be formatted with simple but powerful formatting codes, described in more detail in TiddlerMarkup
TiddlyPerfect is the child of a marriage of convenience. and holds within it great promises of convenience. a marriage of the old and the new and through which the unparalelled genius of DataPerfect, the true centrepiece of the WordPerfect Corporation in its days the old. One parent - TiddlyWiki - the newest, wiki-est of wikis; the other is DataPerfect, the most brilliant software in WordPerfect Library / Office released more than twenty years ago in a world of  MS-DOS - TiddlyWiki, the complex and the simple. and a marriag between TiddlyWiki and DataPerfect - from wiki interactions between conversations among Javascripts, Cascading Styles, HTML, Wiki, //et al//
What distinguishes a "~TiddlyPerfect Menu" from a ~TiddlyWiki Menu is that the former has been generated by the DataPerfect engine, through generating tiddlers from menu titles based on the use of [[Cascading Links]], one of DataPerfect's many design features.

The menus for the [[Gandhi-King Season for Nonviolence]] - [[www.gandhi-king-season.net|http://www.gandhi-king-season.net]] - and the collection of [[Poems from Rumi]] - [[www.seasons-of-peace.net/rumi/|http://www.seasons-of-peace.net/rumi/]] - are examples of ~DataPerfect-generated menus written in HTML, and that could readily be translated in to the language of TiddylWiki
The following TiddlyPerfect & TiddlyWiki web sites are currently under development:

|>|Available online|h
|TiddlyPerfect|http://www.tiddlyperfect.net|
|[[Climate Change Impacts, Adaptation and Vulnerability]] |http://www.climate-change-two.net/ar4-wg2-spm|
|[[Economics of Climate Change: The Stern Review]]|http://www.climate-change-two.net/stern-review|
|[[Rescuing a Planet Under Stress and a Civilization in Trouble: Plan B 3.0 (beta)]]|http://www.climate-change-two.net/plan-b|
|[[Workshop on Education, Youth & Technology for Sustainable Development|DPI/NGO Workshop]]|http://www.ngo-education.net/workshop|
|[[UN Documents Cooperation Circles: Gathering a Body of Global Agreements]]|http://un-documents.net/un-docs.htm|
|[[Information Habitat 2.0|Information Habitat]]|http://www.information-habitat.net|
|[[DataPerfect Manual]]|http://www.dataperfect.info|
|>|Under development|h
|[[Silken Valleys: Where Silicon Valley Meets the Silk Road]]|/%http://www.ngo-education.net/silken-valleys%/|
|[[IPCC Fourth Assessment Review]]||
|[[Climate Change 2.0]]||
|[[Climate Change Bibliography]]||
|[[Program Editor 3.1]]||
nTiddlyPerfect is an emerging hybrid information species - based on TiddlyWiki and DataPerfect, two remarkable software platforms. TiddlyWiki is a brilliant new platform for a self-contained wiki site, powered by Javascript, in which contents is based on "tiddlers" that can contains, formatted text, images, etc, plugin macros written in Javascript that can be executed inside other tiddlers, and cascading styles sheets, and that offers exceptional versatility in organizing and presenting web-based information. DataPerfect, a largely unrecognized star of the legendary WordPerfect family of the MS-DOS era - obscured by the onset of Windows - is arguably the most brilliant relational database ever written and is an ideal engine from which tiddlers can be generated. In the full implementation of TiddlyPerfect, a DataPerfect engine will serve as a database engine for TiddyyWiki. In the meantime, DataPerfect has been used as the engine to generate the content for several TiddyWiki sites. 

The extensive archives of [[Information Habitat: Where Information Lives]], gathered over the past sixteen years in the course of Information Habitat's pioneer tole in promoting the adoption of information and communications technology by the United Nations NGO community, beginning with the preparations for the 1992 Earth Summit that are serving as the initial collection for [[Climate Change 2.0]] and for the [[NGO Committee on Education]]'s commitment in support of the [[United Nations Decade of Education for Sustainable Development]] have been largely maintained in a set of DataPerfect digital engines, that will be used to generate an evolving set of prototype TiddlyPerfect sites.
''~TiddlyWiki'' - [[www.tiddlywiki.com|http://www.tiddlywiki.com]] - is a brilliant, versatile completely self-contained personal wiki powered by ''HTML''. ''Javascript'' & ''Cascading Styles'' that allows one to add and modify 'microcontent' using a simple, yet powerful markup language. Each piece of microcontent, that can include text, images, Javascript macros and/or Cascading Styles, is saved in a separate "tiddler" that records the creator or modifier of the tiddler, the date and time the tiddler was created and last modified, and a set of tags / keywords  in addition to the content.

~TiddlyWiki was created by ''Jeremy Ruston'' and is published under an Open Source license that allows anyone to use and share it freely. The incorporation of an [[Import Tiddlers]] feature makes it easy to import tiddlers from other TiddlyWiki pages, and this site includes a number of "plugin macros" that have been imported from other pages. There is a very active, resourceful and enthusiastic community of thinkers, developers and users who help each other to get the best out of using ~TiddlyWiki.
!! TiddlyWiki sites

TiddlyWikiPerfect is an emerging hybrid information species - based on TiddlyWiki and DataPerfect, two remarkable software platforms. TiddlyWiki is a brilliant new platform for a self-contained wiki site, powered by Javascript, in which contents is based on "tiddlers" that can contains, formatted text, images, etc, plugin macros written in Javascript that can be executed inside other tiddlers, and cascading styles sheets, and that offers exceptional versatility in organizing and presenting web-based information. DataPerfect, a largely unrecognized star of the legendary WordPerfect family of the MS-DOS era - obscured by the onset of Windows - is arguably the most brilliant relational database ever written and is an ideal engine from which tiddlers can be generated. In the full implementation of TiddlyWikiPerfect, a DataPerfect engine will serve as a database engine for TiddlyWiki. In the meantime, DataPerfect has been used as the engine to generate the content for several TiddlyWiki sites. 

The extensive archives of [[Information Habitat: Where Information Lives]], gathered over the past sixteen years in the course of Information Habitat's pioneer tole in promoting the adoption of information and communications technology by the United Nations NGO community, beginning with the preparations for the 1992 Earth Summit that are serving as the initial collection for [[Climate Change 2.0]] and for the [[NGO Committee on Education]]'s commitment in support of the [[United Nations Decade of Education for Sustainable Development]] have been largely maintained in a set of DataPerfect digital engines, that will be used to generate an evolving set of prototype TiddlyWikiPerfect sites.
!! UN Chronicle > March, 1988
> To help our planet survive - United Nations report, '[[Environmental Perspective to the Year 2000 and Beyond]]'; includes highlights of the Brundtland Commission report
!! To help our planet survive
Fifteen years after the convening of the first world conference on the environment -- in Stockholm in 1972 -- the General Assembly has adopted a major document to guide Governments in helping to achieve environmentally-sound development.

The "Environmental Perspective to the Year 2000 and Beyond" is a 27-page, 120-paragraph blueprint for action on the local, regional and international levels.

It sets out 14 "shared perceptions" by Governments of the nature of environmental issues. It details issues, outlook, goals and specific recommended actions in six major sectors -- population, food and agriculture, energy, industry, health and human settlements and international economic relations.

It discusses other major environmental issues of global concern: pollution of oceans and seas, ensuring peaceful use of outer space, preserving biological diversity through saving species, and the relationship between security and environment.

Finally, it calls for ways to act to save the environment through assessment and collection of information, planning and establishing mechanisms and procedures to facilitate unified policies and direction for integrating environmental concerns, and environmental legislation to implement standards and regulate activities of enterprises and people in the light of environmental objectives.

The "Environmental Perspective" is the result of the four years' work of a special Intergovernmental Inter-sessional Preparatory Committee of the United Nations Environment Programme (UNEP).

The Governing Council of UNEP approved it on 19 June 1987; the General Assembly approved it without a vote on 11 December, agreeing, as the Perspective's introduction states, that action must be taken to combat unabated environmental degradation, which threatens "human well-being and, in some instances, the very survival of life on our planet".

The Assembly, in adopting the Perspective, welcomed the report of the World Commission on Environment and Development, headed by Gro Harlem Brundtland, now Prime Minister of Norway. The Commission is a high-powered independent group of world leaders and environmental experts from 21 nations which at the request of the General Assembly spent more than 900 days assembling basic information and formulating recommendations that became a prime input to the "Perspective".

In other action related to the environment, the Assembly proclaimed the 1990s as the International Decade for Natural Disaster Reduction.

Drought and desertification in Africa were dealt with in reports and resolutions. Aid was asked for affected countries. The progress of the 1977 Plan of Action to Combat Desertification was reviewed.

The deterioration of the ozone layer, an issue which UNEP has successfully pushed to the forefront of international awareness, was also discussed by the Assembly. States were urged to become parties to the 1985 Vienna Convention for the Protection of the Ozone Layer and the Montreal Protocol, adopted last September, which restricts the use of substances that damage the ozone layer.

A study will be prepared on the impact on developing countries of the illegal traffic in toxics and dangerous products.

&copy; Copyright 1988 United Nations Publications. Republished under Fair Use guidelines
!! References
* [[Declaration of the United Nations Conference on the Human Environment|http://www.un-documents.net/unchedec.htm]], Stockholm, June 1972
* [[A/RES/38/161. Process of preparation of the Environmental Perspective to the Year 2000 and Beyond|http://www.un-documents.net/a38r161.htm]] - General Assembly resolution 38/161, 19 December 1983
* [[Development and International Co-operation: Environment|http://www.un-documents.net/a42-427.htm]] - General Assembly document A/42/427, 4 August 1987
** [[Report of the World Commission on Environment and Development|http://www.un-documents.net/wced-ocf.htm]]
* [[A/RES/42/186. Environmental Perspective to the Year 2000 and Beyond|http://www.un-documents.net/a42r186x.htm]] - General Assembly resolution 42/186, 11 December 1987
** [[Environmental Perspective to the Year 2000 and Beyond|http://www.un-documents.net/a42r186x.htm]]
/***
| Name:|ToggleTagMacro|
| Description:|Makes a checkbox which toggles a tag in a tiddler|
| Version:|6.1.2|
| Date:|20-Oct-2006|
| Source:|http://tiddlyspot.com/mptw/#ToggleTagMacro|
| Author:|SimonBaird|
| License:|[[BSD open source license]]|
| CoreVersion:|2.1|
!Usage
{{{<<toggleTag }}}//{{{TagName TiddlerName LabelText}}}//{{{>>}}}
* TagName - the tag to be toggled, default value "checked"
* TiddlerName - the tiddler to toggle the tag in, default value the current tiddler
* LabelText - the text (gets wikified) to put next to the check box, default value is '{{{[[TagName]]}}}' or '{{{[[TagName]] [[TiddlerName]]}}}'
(If a parameter is '.' then the default will be used)

Examples:

|Code|Description|Example|h
|{{{<<toggleTag>>}}}|Toggles the default tag (checked) in this tiddler|<<toggleTag>>|
|{{{<<toggleTag TagName>>}}}|Toggles the TagName tag in this tiddler|<<toggleTag TagName>>|
|{{{<<toggleTag TagName TiddlerName>>}}}|Toggles the TagName tag in the TiddlerName tiddler|<<toggleTag TagName TiddlerName>>|
|{{{<<toggleTag TagName TiddlerName 'click me'>>}}}|Same but with custom label|<<toggleTag TagName TiddlerName 'click me'>>|
|{{{<<toggleTag . . 'click me'>>}}}|dot means use default value|<<toggleTag . . 'click me'>>|
(Note if TiddlerName doesn't exist it will be silently created)

!Known issues
* Doesn't smoothly handle the case where you toggle a tag in a tiddler that is current open for editing. Should it stick the tag in the edit box?

***/
//{{{

merge(config.macros,{

	toggleTag: {

		doRefreshAll: true,
		createIfRequired: true,
		shortLabel: "[[%0]]",
		longLabel: "[[%0]] [[%1]]",

		handler: function(place,macroName,params,wikifier,paramString,tiddler) {
			var tag = (params[0] && params[0] != '.') ? params[0] : "checked";
			var title = (params[1] && params[1] != '.') ? params[1] : tiddler.title;
			var defaultLabel = (title == tiddler.title ? this.shortLabel : this.longLabel);
			var label = (params[2] && params[2] != '.') ? params[2] : defaultLabel;
			var theTiddler =  title == tiddler.title ? tiddler : store.getTiddler(title);
			var cb = createTiddlyCheckbox(place, label.format([tag,title]), theTiddler && theTiddler.isTagged(tag), function(e) {
				if (!store.tiddlerExists(title)) {
					if (config.macros.toggleTag.createIfRequired) {
						var content = store.getTiddlerText(title); // just in case it's a shadow
						store.saveTiddler(title,title,content?content:"",config.options.txtUserName,new Date(),null);
					}
					else 
						return false;
				}
				//store.suspendNotifications(); 
				store.setTiddlerTag(title,this.checked,tag);
				//refreshDisplay(); 
				//store.resumeNotifications();
				return true;
			});
		}
	}
});

//}}}


 [<img[Twin Light & Colour Cube|http://www.climate-change-two.net/light-cube-1.png]] [>img[Twin Light & Colour Cube|http://www.climate-change-two.net/light-cube-0.png]]
@@clear(left):clear(right):display(block):@@
The ''Twin Light & Colour Cubes'' / ''Virtual Light & Colour Cubes'' are fascinating, profoundly symmetrical cubes with dimensions of ''@@color:#ff0000;red@@'', ''@@color:#00ff00;green@@'' & ''@@color:#0000ff;blue@@'' - the primary colours of light - in which the colour at any point is equal to the sum of the point's red, green and blue coordinates - represented in HTML as {{{#rrggbb}}} where {{{rr}}}, {{{gg}}} & {{{bb}}} are two-digit hexadecimal numbers describing the intensity of ''@@color:#ff0000;red@@'', ''@@color:#00ff00;green@@'' & ''@@color:#0000ff;blue@@''  respectively. Each cube - the mirror image and photographic negative of each other - contains all the colours that can be displayed in the "RGB" mode used by computer monitors, digital cameras, television, film, etc. 

The Light & Colour Cubes show how colours can be understood as existing in a three-dimensional space - in which the faces of the cubes are the surfaces and outer boundaries of colour space - and serve as the cornerstone of a simple three-dimensional mathematics and geometry of light & colour that allows - within the constraints of the cubes - addition and subtraction, calculation of "distances" between any two colours, and a geometrical representation of relationships between colours.

The Light & Colour Cubes - whose only "pure" existence is in a virtual or mathematical space -  allow a simple, yet profound shift in our perception and understanding of colour & light as we transition to a digital, light-based environment from a material, pigment-based world. We can discover that the ''blue'', ''red'' & ''yellow'' that had been taught as the primary colours, are actually, ''@@color:#00ffff;cyan@@'', ''@@color:#ff00ff;magenta@@'' & ''@@color:#ffff00;yellow@@'' - the colours that, with the addition of ''black'', are used by printers and known as ''CMYK''. ''@@color:#00ffff;Cyan@@'', ''@@color:#ff00ff;magenta@@'' & ''@@color:#ffff00;yellow@@'' are the photographic negatives of ''@@color:#ff0000;red@@'', ''@@color:#00ff00;green@@'' & ''@@color:#0000ff;blue@@'' , the primary colours of light. Both sets of primary colours - along with ''black'' and ''@@color:#ffffff;background:#000000;white@@'' - serve as the apexes of the Light & Colour Cubes. While a pure Light & Colour Cube only exists as a virtual entity, models of the cubes can be built with [[downloadable template|Templates for Light & Colour Cubes]]
http://www.peace-cubes.net

In the context of the transition to a sustainable development path, the dimensions of the cube ''@@color:#ff0000;red@@'', ''@@color:#00ff00;green@@'' & ''@@color:#0000ff;blue@@'' - can serve as a metaphor for the "three pillars of sustainable development" - ''@@color:#ff0000;economic@@'', ''@@color:#00ff00;environmental@@'' and ''@@color:#0000ff;social@@''. The Light & Colour Cubes were dedicated as ''Peace Cubes'' at the Peace Bell in an Earthday ceremony at UN Headquarters, and have been incorporated on many subsequent web sites developed by ''Information Habitat'' - several of which are devoted to sets of images derived from the Light & Colour Cubes.

 the Peace Bell o

Discovered by [[Information Habitat: Where Information Lives]] in November 1996, in the context of follow-up to the June 1996 [[Habitat II]] conference in Istanbul, the Light & Colour Cubes have served as icons for [[information ecology|Information ecology]] and for a sustainable transition to a digital  knowledge-based universe. 





http://unfccc.int/meetings/cop_13/items/4049.php
''UN Documents Cooperation Circles: Gathering a Body of Global Agreements'', developed by the [[Information and Communications Sub-Committee]] of the [[NGO Committee on Education]], is 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. A significant number of these documents have only previously been available as scanned images - where their contents were mostly generally inaccessible to Internet search engines and from which it was not possible to copy selected text - and have been converted using Optical Character Recognition software. 

The documents have been converted into a simple HTML format, imported into a DataPerfect database, and re-generated in a consistent common format. A simple, consistent system of file names for documents with UN document codes has been adopted, making it easy to reference the documents - e.g. the URL for General Assembly Resolution A/RES/60/1 - the ''2005 World Summit Outcome'' is [[www.un-documents.net/a60r1.htm|http://www.un-documents.net/a60r1.htm]].  For consistency and to simplify the recognition and understanding, a revised document code has been adopted for General Assembly resolutions for the first thirty Sessions of the General Assembly, for which Roman numerals have historically been used to identify the session; thus the GA resolution 2625 (XXV) on the.''Declaration on Principles of International Law concerning Friendly Relations and Co-operation among States in accordance with the Charter of the United Nations'' has been given the document code A/RES/25/2625 instead of A/RES/2625(XXV) and a corresponding URL of [[www.un-documents.net/a25r2625.htm|http://www.un-documents.net/a25r2625.htm]].

In the case of many of the longer documents in the collection, a Table of Contents, with links to the different sections has been added. In the case of conventions, "anchors" have been added to each article of the convention. This makes it possible to create links directly to relevant sections in a document. For the General Assembly documents. the number of the agenda item has been recorded, and the task of adding the description of the agenda items has been partially implemented. 

The documents in the collection have been classified with key words, to make it easier to find related documents; there remains considerable need for additional key words, and for elaboration of the organization and structure of the key words. The inclusion of hyperlinks to references cited in documents makes it possible to a} generate a table to links for each document, and b) to create a listing of documents that include a reference to the documents. The generation of web pages with the backward and forward reference tables remains as a future enhancement; a sample document, links for the ''2005 World Summit Outcome'' is available at [[www.un-documents.net/links/a60r1.htm|http://www.un-documents.net/links/a60r1.htm]]

The ''Official Records of the General Assembly'' corresponding to the resolutions have also been added to the collection and uploaded;the Official Records are a very valuable resource for anyone interested in the history of the United Nations; these records are only available as scanned pdf files; in most cases, many of the pages are skewed in the vopies on the ''Official Documents of the United Nations'' - [[documents.un.org|http://documents.un.org]] - some of the files of the official records have been de-skewed - with ''ReadIris Pro'', an excellent OCR package, and blank pages have been removed.

The UN Documents web site has been submitted to the major search engines, with the result that some of the documents are now fairly close to the top of Google search results for their title and a [[Google site search|Google UN documents]] offers a quick way to find relevant documents in the collection.
!! Article 2: Objective
The ultimate objective of this Convention and any related legal instruments that the Conference of the Parties may adopt is to achieve, in accordance with the relevant provisions of the Convention, stabilization of greenhouse gas concentrations in the atmosphere at a level that would prevent dangerous anthropogenic interference with the climate system. Such a level should be achieved within a time frame sufficient to allow ecosystems to adapt naturally to climate change, to ensure that food production is not threatened and to enable economic development to proceed in a sustainable manner. 
!! Article 3: Principles
In their actions to achieve the objective of the Convention and to implement its provisions, the Parties shall be guided, inter alia, by the following:
# The Parties should protect the climate system for the benefit of present and future generations of humankind, on the basis of equity and in accordance with their common but differentiated responsibilities and respective capabilities. Accordingly, the developed country Parties should take the lead in combating climate change and the adverse effects thereof.
# The specific needs and special circumstances of developing country Parties, especially those that are particularly vulnerable to the adverse effects of climate change, and of those Parties, especially developing country Parties, that would have to bear a disproportionate or abnormal burden under the Convention, should be given full consideration.
# The Parties should take precautionary measures to anticipate, prevent or minimize the causes of climate change and mitigate its adverse effects. Where there are threats of serious or irreversible damage, lack of full scientific certainty should not be used as a reason for postponing such measures, taking into account that policies and measures to deal with climate change should be cost-effective so as to ensure global benefits at the lowest possible cost. To achieve this, such policies and measures should take into account different socio-economic contexts, be comprehensive, cover all relevant sources, sinks and reservoirs of greenhouse gases and adaptation, and comprise all economic sectors. Efforts to address climate change may be carried out cooperatively by interested Parties.
# The Parties have a right to, and should, promote sustainable development. Policies and measures to protect the climate system against human-induced change should be appropriate for the specific conditions of each Party and should be integrated with national development programmes, taking into account that economic development is essential for adopting measures to address climate change.
# The Parties should cooperate to promote a supportive and open international economic system that would lead to sustainable economic growth and development in all Parties, particularly developing country Parties, thus enabling them better to address the problems of climate change. Measures taken to combat climate change, including unilateral ones, should not constitute a means of arbitrary or unjustifiable discrimination or a disguised restriction on international trade. 
Education for sustainable development is about learning to:
* respect, value and preserve the achievements of the past;
* appreciate the wonders and the peoples of the Earth;
* live in a world where all people have sufficient food for a healthy and productive life;
* assess, care for and restore the state of our Planet;
* create and enjoy a better, safer, more just world;
* be caring citizens who exercise their rights and responsibilities locally, nationally and globally.
In the framework of the United Nations Decade of Education for Sustainable Development (2005-2014), we would like to get your answers to the following questions:
* How do you say Sustainable Development in your country? Please send us the words ‘sustainable development’ in the different languages and dialects of your country.
* Define Sustainable Development in 25 words or less - please write and send us a sentence containing 25 words maximum which summarizes your perception of sustainable development.
* Is Education for Sustainable development (ESD) different from education for environment (EE)? If yes, what are the differences?
* Are you doing anything related to Education for Sustainable Development in your community, your school? If yes, please give some examples.
* To promote a sustainable world, what would you do?
** At a personal level
** At a community level
** At a national level
* Have you heard of the [[Earth Charter]]? If yes, what do you think of it?
Please send your contributions to [[Decade for Education for Sustainable Development|mailto:esddecade@unesco.org]] at UNESCO.

Thank you for your cooperation.
http://www.un.org/climatechange
The ''United Nations Decade of Education for Sustainable Development'' (2005-2014) was established by [[General Assembly Resolution 57/254|57/254. United Nations Decade of Education for Sustainable Development]] on 20 December 2002 in response to a recommendation in the [[section on education|"Education" in the Johannesburg Plan of Implementation]] in the [[Plan of Implementation of the World Summit on Sustainable Development|http://www.un-documents.net/jburgpln.htm]] ("Johannesburg Plan of Implementation"). and gave the lead responsibility for co-ordinating the response of the United Nations system to the ''United Nations Educational, Scientific and Cultural Organization'' (UNESCO) 

The Decade of Education for Sustainable Development (DESD) is one of a number of United Nations Decades that have been established by the General Assembly and many of these address areas of global concern that are closely connected with the issue of education and sustainable development, and hence of significant concern to the NGO Committee on Education. Among such Decades currently underway are the ''International Decade for a Culture of Peace and Non-Violence for the Children of the World'' (2000-2010), the ''United Nations Literacy Decade'' (2003-2012) , the ''Second International Decade of the World's Indigenous People'' (2005-2014), and the ''International Decade for Action, "Water for Life'' (2005-2015).

For more information on Decade of Education for Sustainable Development, visit UNESCO's web site at http://www.unesco.org/education/desd/ 
@@font-size:90%;''Note'': This is the "framed" home page of the ''United Nations Environment Programme'' web site.
You can view this page in a separate browser tab or window at http://www.unep.org/@@
<html><iframe
	src = "http://www.unep.org"
	title = "United Nations Environment Programme"
	style="
		background-color:#ffffff; 
		border-color:#ffffff;
		border:none;"
	width = "100%"
	height = "1000"
	frameborder = "0"
	scrolling = "yes">
</iframe></html>
> The ''United Nations Forum on Forests'' is a forum for following up on the [[Forest Principles|Non-legally binding authoritative statement of principles for a global consensus on the management, conservation and sustainable development of all types of forests]], on of the [[Earth Summit Agreements]] adopted in conjunction with the [[United Nations Framework Convention on Climate Change]] in Rio de Janeiro. 

@@font-size:90%;''Note'': This is a "framed" page from the ''United Nations Forum on Forests'' web site. You can view this page in a separate browser tab or window at http://www.un.org/esa/forests/@@
<html>
<iframe
	style="
		background-color:#ffffff; 
		border-color:#ffffff;
		border:none;"
	width = "100%"
	height = "1000"
	frameborder = "0"
	scrolling = "yes"
	src = "http://www.un.org/esa/forests/"
	title = "United Nations Forum on Forests">
</iframe> </html>
@@font-size:90%;''Note'': [[Click here to view this page in a separate browser tab or window|http://www.un-documents.net/unfccc.htm]]@@
<html>
<iframe
	style="
		background-color:#ffffff; 
		border-color:#ffffff;
		border:none;"
	width = "100%"
	height = "1000"
	frameborder = "0"
	scrolling = "yes"
	src = "http://www.un-documents.net/unfccc.htm"
	title = "United Nations Framework Convention on Climate Change"'>
</iframe> </html>
<<<
Adopted by the ''United Nations General Assembly'' in its resolution 217 A  (III), December 10, 1948
<<<
Whereas recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace in the world,

Whereas disregard and contempt for human rights have resulted in barbarous acts which have outraged the conscience of mankind, and the advent of a world in which human beings shall enjoy freedom of speech and belief and freedom from fear and want has been proclaimed as the highest aspiration of the common people,

Whereas it is essential, if man is not to be compelled to have recourse, as a last resort, to rebellion against tyranny and oppression, that human rights should be protected by the rule of law,

Whereas it is essential to promote the development of friendly relations between nations,

Whereas the peoples of the United Nations have in the Charter reaffirmed their faith in fundamental human rights, in the dignity and worth of the human person and in the equal rights of men and women and have determined to promote social progress and better standards of life in larger freedom,

Whereas Member States have pledged themselves to achieve, in co-operation with the United Nations, the promotion of universal respect for and observance of human rights and fundamental freedoms,

Whereas a common understanding of these rights and freedoms is of the greatest importance for the full realization of this pledge,

Now, therefore the General Assembly proclaims this Universal Declaration of Human Rights as a common standard of achievement for all peoples and all nations, to the end that every individual and every organ of society, keeping this Declaration constantly in mind, shall strive by teaching and education to promote respect for these rights and freedoms and by progressive measures, national and international, to secure their universal and effective recognition and observance, both among the peoples of Member States themselves and among the peoples of territories under their jurisdiction.
!!!Article 1.
All human beings are born free and equal in dignity and rights.They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood.
!!!Article 2.
Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. Furthermore, no distinction shall be made on the basis of the political, jurisdictional or international status of the country or territory to which a person belongs, whether it be independent, trust, non-self-governing or under any other limitation of sovereignty.
!!!Article 3.
Everyone has the right to life, liberty and security of person.
!!!Article 4.
No one shall be held in slavery or servitude; slavery and the slave trade shall be prohibited in all their forms.
!!!Article 5.
No one shall be subjected to torture or to cruel, inhuman or degrading treatment or punishment.
!!!Article 6.
Everyone has the right to recognition everywhere as a person before the law.
!!!Article 7.
All are equal before the law and are entitled without any discrimination to equal protection of the law. All are entitled to equal protection against any discrimination in violation of this Declaration and against any incitement to such discrimination.
!!!Article 8.
Everyone has the right to an effective remedy by the competent national tribunals for acts violating the fundamental rights granted him by the constitution or by law.
!!!Article 9.
No one shall be subjected to arbitrary arrest, detention or exile.
!!!Article 10.
Everyone is entitled in full equality to a fair and public hearing by an independent and impartial tribunal, in the determination of his rights and obligations and of any criminal charge against him.!
!!Article 11.
1. Everyone charged with a penal offence has the right to be presumed innocent until proved guilty according to law in a public trial at which he has had all the guarantees necessary for his defence.

2. No one shall be held guilty of any penal offence on account of any act or omission which did not constitute a penal offence, under national or international law, at the time when it was committed. Nor shall a heavier penalty be imposed than the one that was applicable at the time the penal offence was committed.
!!!Article 12.
No one shall be subjected to arbitrary interference with his privacy, family, home or correspondence, nor to attacks upon his honour and reputation. Everyone has the right to the protection of the law against such interference or attacks.
!!!Article 13.
1. Everyone has the right to freedom of movement and residence within the borders of each state.

2. Everyone has the right to leave any country, including his own, and to return to his country.
!!!Article 14.
1. Everyone has the right to seek and to enjoy in other countries asylum from persecution.

2. This right may not be invoked in the case of prosecutions genuinely arising from non-political crimes or from acts contrary to the purposes and principles of the United Nations.
!!!Article 15.
1. Everyone has the right to a nationality.

2. No one shall be arbitrarily deprived of his nationality nor denied the right to change his nationality.
!!!Article 16.
1. Men and women of full age, without any limitation due to race, nationality or religion, have the right to marry and to found a family. They are entitled to equal rights as to marriage, during marriage and at its dissolution.

2. Marriage shall be entered into only with the free and full consent of the intending spouses.

3. The family is the natural and fundamental group unit of society and is entitled to protection by society and the State.
!!!Article 17.
1. Everyone has the right to own property alone as well as in association with others.

2. No one shall be arbitrarily deprived of his property.
!!!Article 18.
Everyone has the right to freedom of thought, conscience and religion; this right includes freedom to change his religion or belief, and freedom, either alone or in community with others and in public or private, to manifest his religion or belief in teaching, practice, worship and observance.
!!!Article 19.
Everyone has the right to freedom of opinion and expression; this right includes freedom to hold opinions without interference and to seek, receive and impart information and ideas through any media and regardless of frontiers.
!!!Article 20.
1. Everyone has the right to freedom of peaceful assembly and association.

2. No one may be compelled to belong to an association.
!!!Article 21.
1. Everyone has the right to take part in the government of his country, directly or through freely chosen representatives.

2. Everyone has the right of equal access to public service in his country.

3. The will of the people shall be the basis of the authority of government; this will shall be expressed in periodic and genuine elections which shall be by universal and equal suffrage and shall be held by secret vote or by equivalent free voting procedures.
!!!Article 22.
Everyone, as a member of society, has the right to social security and is entitled to realization, through national effort and international co-operation and in accordance with the organization and resources of each State, of the economic, social and cultural rights indispensable for his dignity and the free development of his personality.!
!!Article 23.
1. Everyone has the right to work, to free choice of employment, to just and favourable conditions of work and to protection against unemployment.

2. Everyone, without any discrimination, has the right to equal pay for equal work.

3. Everyone who works has the right to just and favourable remuneration ensuring for himself and his family an existence worthy of human dignity, and supplemented, if necessary, by other means of social protection.

4. Everyone has the right to form and to join trade unions for the protection of his interests.
!!!Article 24.
Everyone has the right to rest and leisure, including reasonable limitation of working hours and periodic holidays with pay.
!!!Article 25.
1. Everyone has the right to a standard of living adequate for the health and well-being of himself and of his family, including food, clothing, housing and medical care and necessary social services, and the right to security in the event of unemployment, sickness, disability, widowhood, old age or other lack of livelihood in circumstances beyond his control.

2. Motherhood and childhood are entitled to special care and assistance. All children, whether born in or out of wedlock, shall enjoy the same social protection.
!!!Article 26.
1. Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.

2. Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.

3. Parents have a prior right to choose the kind of education that shall be given to their children.
!!!Article 27.
1. Everyone has the right freely to participate in the cultural life of the community, to enjoy the arts and to share in scientific advancement and its benefits.

2. Everyone has the right to the protection of the moral and material interests resulting from any scientific, literary or artistic production of which he is the author.
!!!Article 28.
Everyone is entitled to a social and international order in which the rights and freedoms set forth in this Declaration can be fully realized.
!!!Article 29.
1. Everyone has duties to the community in which alone the free and full development of his personality is possible.

2. In the exercise of his rights and freedoms, everyone shall be subject only to such limitations as are determined by law solely for the purpose of securing due recognition and respect for the rights and freedoms of others and of meeting the just requirements of morality, public order and the general welfare in a democratic society.

3. These rights and freedoms may in no case be exercised contrary to the purposes and principles of the United Nations.
!!!Article 30.
Nothing in this Declaration may be interpreted as implying for any State, group or person any right to engage in any activity or to perform any act aimed at the destruction of any of the rights and freedoms set forth herein.

//183rd plenary meeting
10 December 1948//
!!Basic Options
TiddlyWiki offers a number of "Interface Options" - using the {{{<<option>>}}} built-in macro - that allow you to customise some of the ways this web site behaves. The options you select are saved in your browser, and will remain in effect when you visit this site again.  Note that if you [[download this web site|Download this web site]], there are many more ways you can customize the site.
!!Display Options
<<<
''Font size'': You can increase the size of the font - of the tiddlers only, not the header of menu - by clicking on the ''+'', ''='' or ''-'' <<fontSize "font-size:">> displayed in the [[Hover Menu]] - on the right of the screen - or under ''User Options'' in the menu on the left.
''Full screen display'': You can switch back and forth between full screen display of tiddlers - i.e. without the menu being displayed - by clicking on the <<fullscreen>> in the [[Hover Menu]], or when you "mouse over" the space above the tags that are displayed here at the top right of each tiddler.
<<<
!!Search Options
This site incorporates a number of ''Search option'' - using the built-in search features of TiddlyWiki, supplemented with two plugin macros - [[SearchOptions plugin]] and [[YourSearchPlugin macro]]
<<<
<<option chkSearchTitles>> Search in tiddler titles
<<option chkSearchText>> Search in tiddler text
<<option chkSearchTags>> Search in tiddler tags
<<option chkSearchTitlesFirst>> Search results show title matches first
<<option chkSearchList>> Search results show list of matching tiddlers
<<option chkSearchIncremental>> Incremental searching
<<<
!!!~YourSearch Options
<<<
<<option chkUseYourSearch>> Use 'Your Search' 
<<option chkPreviewText>> Show Text Preview
<<option chkSearchAsYouType>> 'Search As You Type' Mode (No RETURN required to start search)
Default Search Filter: <<option chkSearchInTitle>>Titles ('!') <<option chkSearchInText>>Texts ('%') <<option chkSearchInTags>>Tags ('#') <html><br><font size="-2">The parts of a tiddlers that are searched when you don't explicitly specify a filter in the search text (using a '!', '%' or '#' prefix).</font></html>
Number of items on search result page: <<option txtItemsPerPage>>
Number of items on search result page with preview text: <<option txtItemsPerPageWithPreview>>
<<option chkRegExpSearch>> RegExpSearch
<<option chkCaseSensitiveSearch>> Case Sensitive Search
<<option chkAnimate>> Enable Animations
<<<
!!Navigation Options
<<<
<<option chkToggleLinks>> Clicking on links to tiddlers that are already open causes them to close
^^(override with Control or other modifier key)^^
<<option chkOpenInNewWindow>> Open Links In New Window
<<<
!Editing Options
The ''Editing Options'' will only apply if you have [[downloaded this web site|Download this web site]], and open it from a local drive
!!Username
> Enter your username, that is recorded in any tiddlers you edit or create: <<option txtUserName>>
> Conventionally, TiddlyWiki developers suggest this be written as a WikiWord (eg JoeBloggs), however TiddlyWikiPerfect recommends a user name with separate elements, eg Firstname Lastname, a Nickname or an organizational name. 
<<<
<<option chkHttpReadOnly>> HideEditingFeatures when viewed over HTTP
<<option chkForceMinorUpdate>> Treat edits as MinorChanges by preserving date and time
^^(override with Shift key when clicking 'done' or by pressing Ctrl-Shift-Enter^^
<<option chkConfirmDelete>> Confirm Before Deleting a tiddler
Maximum number of lines in a tiddler edit box: <<option txtMaxEditRows>>
<<option chkInsertTabs>> Use tab key to insert tab characters instead of jumping to next field
<<<
!!Save Options
<<<
<<option chkSaveBackups>> Save Backups
<<option chkAutoSave>> Auto Save
<<option chkGenerateAnRssFeed>> Generate an Rss Feed
<<option chkSaveEmptyTemplate>> Save Empty Template - i.e. just TiddlyWiki, without any of the tiddlers
Folder name for backup files: <<option txtBackupFolder>>
<<option chkAutoSave>> Auto Save: When selected, the page will be saved each time you save a tiddler; note that it will slow down your editing, while it protects you from losing your work if your browser crashes. 
<<<
!!Private Settings: 
<<<
<<option chkUsePrivateSettings>> Use private settings. 
<<option chkMakeSettingPrivateWhenChanged>> Make setting private when changed.&#160;&#160;&#160;[[Show Settings]].
^^(Private settings are stored in this ~TiddlyWiki, shared settings are stored as cookies. For more information see the [[Settings documentation|SettingsPlugin Documentation]].)^^
<<<
!!Plugins
<<<
See [[Plugin Macros]] for information on the 3rd party plugin macros used in the web site.
<<<

The ''View ~ColorPalette'' tiddler uses the combination of a "template" - [[TemplateShowColor]] with the built-in [[TiddlerSlice]] feature that allows it to extract information  and display the [[RGB]] values and the display colour of the various elements of the ColorPalette. This tiddler uses the expression:
{{{<<tiddler [[TemplateShowColor]] with:{{store.getTiddlerSlice('ColorPalette','Background')}} Background>>}}}
for each of the colors that are defined and editable in the [[ColorPalette]]

The ''~TemplateShowColor'' tiddler consists of the following expression:
{{{@@font-family:courier new, monospace; ''$1'' @@@@padding-bottom: 5em;width: 25em;background-color: $1;&nbsp;@@ [[$2|ColorPalette]]}}}
however, it is displayed as follows, using the syntax {{{> <<tiddler TemplateShowColor>>}}}: Note the preceding {{{>}}} indents the line that follows.  For more information on why it displays that way, and to find out more about how to format the content of tiddlers, visit [[Formatting Tiddlers]].

> <<tiddler TemplateShowColor>>
<<<
<<tiddler [[TemplateShowColor]] with:{{store.getTiddlerSlice('ColorPalette','Background')}} Background>> 
<<tiddler [[TemplateShowColor]] with:{{store.getTiddlerSlice('ColorPalette','Foreground')}} Foreground>>
<<tiddler [[TemplateShowColor]] with:{{store.getTiddlerSlice('ColorPalette','PrimaryPale')}} PrimaryPale>>
<<tiddler [[TemplateShowColor]] with:{{store.getTiddlerSlice('ColorPalette','PrimaryLight')}} PrimaryLight>>
<<tiddler [[TemplateShowColor]] with:{{store.getTiddlerSlice('ColorPalette','PrimaryMid')}} PrimaryMid>>
<<tiddler [[TemplateShowColor]] with:{{store.getTiddlerSlice('ColorPalette','PrimaryDark')}} PrimaryDark>>
<<tiddler [[TemplateShowColor]] with:{{store.getTiddlerSlice('ColorPalette','SecondaryPale')}} SecondaryPale>>
<<tiddler [[TemplateShowColor]] with:{{store.getTiddlerSlice('ColorPalette','SecondaryLight')}} SecondaryLight>>
<<tiddler [[TemplateShowColor]] with:{{store.getTiddlerSlice('ColorPalette','SecondaryMid')}} SecondaryMid>>
<<tiddler [[TemplateShowColor]] with:{{store.getTiddlerSlice('ColorPalette','SecondaryDark')}} SecondaryDark>>
<<tiddler [[TemplateShowColor]] with:{{store.getTiddlerSlice('ColorPalette','TertiaryPale')}} TertiaryPale>>
<<tiddler [[TemplateShowColor]] with:{{store.getTiddlerSlice('ColorPalette','TertiaryLight')}} TertiaryLight>>
<<tiddler [[TemplateShowColor]] with:{{store.getTiddlerSlice('ColorPalette','TertiaryMid')}} TertiaryMid>>
<<tiddler [[TemplateShowColor]] with:{{store.getTiddlerSlice('ColorPalette','TertiaryDark')}} TertiaryDark>>
<<tiddler [[TemplateShowColor]] with:{{store.getTiddlerSlice('ColorPalette','Error')}} Error>>
<<<
This tiddler displays the opening ''Splash Screen'' that is defined in MarkupPreHead 
<html>
<div id="SplashScreen" style="border: 3px solid #ccc; display: block; text-align: center; width: 750px; margin: 50px auto; padding: 25px; color:#000;  font-family:comic sans ms; background-color:#eee;">
<img src="cc2t-400x102.png" alt="Climate Change 2.0">
<br>
Networked Intelligence in Response to the Dangers & Opportunities of a Global Climate Change Crisis 
<br>
in an Evolving Creative Commons, Open Source TiddlyWiki & TiddlyPerfect Climate
<br>
is loading<blink> ...</blink>
<br>
<span style="font-size: 14px; color:red;">Requires Javascript.</span>
<br>
For ideal learning opportunities: patience, persistence and an open mind to the transformative opportunities for the foundations of local & global sustainability in a free, and expanding knowledge-based universe.
<br>
<b>Information and Communications Sub-Committee 
<br>
NGO Committee on Education
<br>
Conference Of Non-Governmental Organizations</b>
<br>
in Consultative Relations with the United Nations
<br>
and the
<br>
<b>Networking Sub-Committee
<br>
Planning Committee
<br>
60th Annual DPI/NGO Conference</b>
<br>
September 5-7, 2007
</div>
</html>
<!--{{{-->

<div class='toolbar'>
	<span macro="showWhenTagged systemConfig">
		<span macro="toggleTag systemConfigDisable . '[[disable|systemConfigDisable]]'"></span>
	</span>
	<span style="padding:1em;"></span>
	<span macro='toolbar closeTiddler closeOthers deleteTiddler refresh permalink fullscreen references newTiddler newJournal jump +editTiddler '></span>
</div>

<div class="tagglyTagged" macro="tags"></div>

<div class='titleContainer'>
	<span class='title' macro='view title'></span>
	<span macro="miniTag"></span>
</div>

<!-- <div class='subtitle'> 	<span macro='view modifier link'></span>, created <span macro='view created date [[YYYY.0MM.0DD]]'></span>, modified <span macro='view modified date [[YYYY.0MM.0DD]]'></span></div> -->

<div macro="showWhenExists ViewPanelTemplate">[[ViewPanelTemplate]]</div>

<div macro="hideWhen tiddler.tags.containsAny(['html','pre','systemConfig']) && !tiddler.text.match('{{'+'{')">
	<div class='viewer' macro='view text wikified'></div>
</div>
<div macro="showWhen tiddler.tags.containsAny(['html','pre','systemConfig']) && !tiddler.text.match('{{'+'{')">
	<div class='viewer'><pre macro='view text'></pre></div>
</div>

<div macro="showWhenExists ViewDashboardTemplate">[[ViewDashboardTemplate]]</div>

<div class="tagglyTagging" macro="tagglyTagging"></div>

<!--}}}-->
Welcome to [[Climate Change 2.0]] - an initiative under development in support of preparations for, broad=based participation in, and follow-up to  the ''60th Annual DPI/NGO Conference'' on the theme of ''Climate Change'', to be held ''September 5-7, 2007'' at ''United Nations Headquarters'' in New York and attended by approximately 2,000 representatives of non-governmental organizations from around the world.

''Climate Change 2.0'' is based on the premise that modern information and communications technology can make a major contribution to addressing the dangerous human-induced global warming, both through the systematic compilation, organization and exchange of, and access to information on climate change and global warming and on remedies that can mitigate or effectively adapt to, the causes and consequences of dangerous climate change.

''Climate Change 2.0'' is an open partnership, initially convened by the [[Networking Sub-Committee]] of the [[Planning Committee|DPI/NGO Conference Planning Committee]] for the [[60th Annual DPI/NGO Conference]] and the [[Information and Communications Sub-Committee]] of the [[NGO Committee on Education]] of [[CONGO|Conference Of NGOs]] - (the ''C''onference ''O''f ''N''on-''G''overnmental ''O''rganizations in Consultative Relationship with the United Nations) - in conjunction with the Education Committee's focus on the [[United Nations Decade of Education for Sustainable Development]]
<html>
<iframe style="background-color:#ffffff; border-color:#ffffff; border:none;" width="100%" height="800" frameborder="0" scrolling="yes" src="http://www.cantab.org/index.php?option=com_content&task=view&id=454&Itemid=" title="What Future for Life on Earth? Panel Discussion, Cambridge in America Day 2006">
</iframe>
</html>
The ''World Association of Girl Guides and Girl Scouts'' is a worldwide Movement in General Consultative Status with the Economic and Social Council providing non-formal education where girls and young women develop leadership and life skills through self-development, challenge and adventure. Girl Guides and Girl Scouts learn by doing. The World Association brings together Girl Guiding and Girl Scouting Associations in 144 countries across the globe. 

For more information, visit http://www.waggsworld.org
!!World Conference on Education for All
Jomtein, Thailand, March 1990
* [[Preamble|Jomtien Declaration: Preamble]]
[[World Declaration on Education for All]]
* [[Education For All: The Purpose|Jomtien Declaration: Education For All: The Purpose]]
** Article I - Meeting Basic Learning Needs
* [[Education For All: An Expanded Vision and a Renewed Commitment|Jomtien Declaration: Education For All: An Expanded Vision and a Renewed Commitment]]
** Article II - Shaping The Vision
** Article III - Universalizing Access and Promoting Equity
** Article IV - Focussing on Learning
** Article V - Broadening the Means and Scope of Basic Education
** Article VI - Enhancing the Environment for Learning
** Article VII - Strengthening Partnerships
* [[Education For All: The Requirements|Jomtien Declaration: Education For All: The Requirements]]
** Article VIII - Developing a Supportive Policy Context
** Article IX - Mobilizing Resources
** Article X - Strengthening International Solidarity
<<tiddler "World Declaration on Education For All: Meeting Basic Learning Needs">>
/***
|Name|''YourSearchPlugin''|h
|Author|[[Udo Borkowski]]|
|Version|2.02 (2006.02.13)|
|Description|Provide enhanced search options.|
|Source|http://tiddlywiki.abego-software.de/#YourSearchPlugin|
|Licence|[[BSD open source licence]]|
|TW Version|2.0|
***/
/***
|''Browser:''|Firefox 1.0.4+; Firefox 1.5; InternetExplorer 6.0|
<<tiddler [[YourSearch Introduction]]>>
For more information see [[Help|YourSearch Help]].

!Compatibility
This plugin requires TiddlyWiki 2.0. 
Use http://tiddlywiki.abego-software.de/#YourSearchPlugin-1.0.1 for older TiddlyWiki versions.

!Revision history
* v2.0.2 (2006-02-13)
** Bugfix for Firefox 1.5.0.1 related to the "Show prefix" checkbox. Thanks to Ted Pavlic for reporting and to BramChen for fixing. 
** Internal
*** Make "JSLint" conform
* v2.0.1 (2006-02-05)
** Support "Exact Word Match" (use '=' to prefix word)
** Support default filter settings (when no filter flags are given in search term)
** Rework on the "less than 3 chars search text" feature (thanks to EricShulman)
** Better support SinglePageMode when doing "Open all tiddlers" (thanks to EricShulman)
** Support Firefox 1.5.0.1
** Bug: Fixed a hilite bug in "classic search mode" (thanks to EricShulman)
* v2.0.0 (2006-01-16)
** Add User Interface
* v1.0.1 (2006-01-06)
** Support TiddlyWiki 2.0
* v1.0.0 (2005-12-28)
** initial version
!Code
The code is compressed. 

You can retrieve a readable source code version from http://tiddlywiki.abego-software.de/#YourSearchPlugin-src.
/%
***/
if(!version.extensions.YourSearchPlugin){version.extensions.YourSearchPlugin={major:2,minor:0,revision:2,date:new Date(2006,2,13),type:"plugin",source:"http://tiddlywiki.abego-software.de/#YourSearchPlugin"};var alertAndThrow=function(_1){alert(_1);throw _1;};if(!window.abego){window.abego={};}if(abego.YourSearch){alertAndThrow("abego.YourSearch already defined");}abego.YourSearch={};if(version.major<2){alertAndThrow("YourSearchPlugin requires TiddlyWiki 2.0 or newer.\n\nGet YourSearch 1.0.1 to use YourSearch with older versions of TiddlyWiki.\n\nhttp://tiddlywiki.abego-software.de/#YourSearchPlugin-1.0.1");}var STQ=function(_2,_3,_4,_5){this.queryText=_2;this.caseSensitive=_3;if(_5){this.regExp=new RegExp(_2,_3?"mg":"img");return;}this.terms=[];var re=/\s*(\-)?([#%!=]*)(?:(?:("(?:(?:\\")|[^"])*")|(\S+)))(?:\s+((?:[aA][nN][dD])|(?:[oO][rR]))(?!\S))?/mg;var _7=re.exec(_2);while(_7!=null&&_7.length==6){var _8="-"==_7[1];var _9=_7[2];var _a=_9.indexOf("!")>=0;var _b=_9.indexOf("%")>=0;var _c=_9.indexOf("#")>=0;var _d=_9.indexOf("=")>=0;if(!_a&&!_b&&!_c){_a=config.options.chkSearchInTitle;_b=config.options.chkSearchInText;_c=config.options.chkSearchInTags;if(!_a&&!_b&&!_c){_a=_b=_c=true;}}if(_4){_b=false;_c=false;}var _e;if(_7[3]){try{_e=eval(_7[3]);}catch(ex){}}else{_e=_7[4];}if(!_e){throw "Invalid search expression: %0".format([_2]);}var _f=_7[5]&&_7[5].charAt(0).toLowerCase()=="o";this.terms.push(new STQ.Term(_e,_a,_b,_c,_8,_f,_3,_d));_7=re.exec(_2);}};var me=STQ.prototype;me.getMatchingTiddlers=function(_10){var _11=[];for(var i in _10){var t=_10[i];if((t instanceof Tiddler)&&this.matchesTiddler(t)){_11.push(t);}}return _11;};me.matchesTiddler=function(_14){if(this.regExp){return this.regExp.test(_14.title)||this.regExp.test(_14.text);}var n=this.terms.length;if(n==0){return false;}var _16=this.terms[0].matchesTiddler(_14);for(var i=1;i<this.terms.length;i++){if(this.terms[i-1].orFollows){if(!_16){_16|=this.terms[i].matchesTiddler(_14);}}else{if(_16){_16&=this.terms[i].matchesTiddler(_14);}}}return _16;};me.getOnlyMatchTitleQuery=function(){if(!this.onlyMatchTitleQuery){this.onlyMatchTitleQuery=new STQ(this.queryText,this.caseSensitive,true,this.useRegExp);}return this.onlyMatchTitleQuery;};me.getMarkRegExp=function(){if(this.regExp){return "".search(this.regExp)>=0?null:this.regExp;}var _18={};var n=this.terms.length;for(var i=0;i<this.terms.length;i++){var _1b=this.terms[i];if(!_1b.negate){_18[_1b.text]=true;}}var _1c=[];for(var t in _18){_1c.push("("+t.escapeRegExp()+")");}if(_1c.length==0){return null;}var _1e=_1c.join("|");return new RegExp(_1e,this.caseSensitive?"mg":"img");};me.toString=function(){if(this.regExp){return this.regExp.toString();}var _1f="";for(var i=0;i<this.terms.length;i++){_1f+=this.terms[i].toString();}return _1f;};STQ.Term=function(_21,_22,_23,_24,_25,_26,_27,_28){this.text=_21;this.inTitle=_22;this.inText=_23;this.inTag=_24;this.negate=_25;this.orFollows=_26;this.caseSensitive=_27;this.wordMatch=_28;var _29=_21.escapeRegExp();if(this.wordMatch){_29="\\b"+_29+"\\b";}this.regExp=new RegExp(_29,"m"+(_27?"":"i"));};STQ.Term.prototype.toString=function(){return (this.negate?"-":"")+(this.inTitle?"!":"")+(this.inText?"%":"")+(this.inTag?"#":"")+(this.wordMatch?"=":"")+"\""+this.text+"\""+(this.orFollows?" 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createLimitedTextWithMarksAndContext=function(_ba,s,_bc){if(!lastQuery){return;}if(s.length<_bc){_bc=s.length;}var _bd=getTextAndMatchArray(s,lastQuery.getMarkRegExp());var _be=getMatchedTextWithContextRanges(_bd,s,_bc);fillUpRanges(s,_be,_bc);writeRanges(_ba,s,_bd,_be,_bc);};var createLimitedTextWithMarks=function(_bf,s,_c1){return createLimitedTextWithMarksAndContext(_bf,s,_c1);};var myStorySearch=function(_c2,_c3,_c4){highlightHack=new RegExp(_c4?_c2:_c2.escapeRegExp(),_c3?"mg":"img");var _c5=findMatches(store,_c2,_c3,_c4,"title","excludeSearch");firstIndexOnPage=0;showResult();highlightHack=null;};var myMacroSearchHandler=function(_c6,_c7,_c8){var _c9="";var _ca=null;var _cb=function(txt){if(config.options.chkUseYourSearch){myStorySearch(txt.value,config.options.chkCaseSensitiveSearch,config.options.chkRegExpSearch);}else{story.search(txt.value,config.options.chkCaseSensitiveSearch,config.options.chkRegExpSearch);}_c9=txt.value;};var _cd=function(e){_cb(searchInputField);return false;};var _cf=function(e){if(!e){var e=window.event;}switch(e.keyCode){case 13:_cb(this);break;case 27:if(isResultOpen()){closeResult();}else{this.value="";clearMessage();}break;}if(String.fromCharCode(e.keyCode)==this.accessKey||e.altKey){reopenResultIfApplicable();}if(this.value.length<3&&_ca){clearTimeout(_ca);}if((this.value.length>2)&&(this.value!=_c9)){if(!config.options.chkUseYourSearch||config.options.chkSearchAsYouType){if(_ca){clearTimeout(_ca);}var txt=this;_ca=setTimeout(function(){_cb(txt);},500);}}if(this.value.length==0){closeResult();}};var _d3=function(e){this.select();reopenResultIfApplicable();};var btn=createTiddlyButton(_c6,this.label,this.prompt,_cd);var txt=createTiddlyElement(_c6,"input",null,null,null);if(_c8[0]){txt.value=_c8[0];}txt.onkeyup=_cf;txt.onfocus=_d3;txt.setAttribute("size",this.sizeTextbox);txt.setAttribute("accessKey",this.accessKey);txt.setAttribute("autocomplete","off");if(config.browser.isSafari){txt.setAttribute("type","search");txt.setAttribute("results","5");}else{txt.setAttribute("type","text");}searchInputField=txt;searchButton=btn;};var isResultOpen=function(){return resultElement!=null&&resultElement.parentNode==document.body;};var closeResult=function(){if(isResultOpen()){document.body.removeChild(resultElement);}};var openAllFoundTiddlers=function(){closeResult();if(lastResults){var _d7=[];for(var i=0;i<lastResults.length;i++){_d7.push(lastResults[i].title);}story.displayTiddlers(null,_d7);}};var refreshResult=function(){if(!resultElement||!searchInputField){return;}var _d9=store.getTiddlerText("YourSearchResultTemplate");if(!_d9){_d9="<b>Tiddler YourSearchResultTemplate not found</b>";}resultElement.innerHTML=_d9;firstIndexOnPage=Math.floor(firstIndexOnPage/getItemsPerPage())*getItemsPerPage();applyHtmlMacros(resultElement,null);refreshElements(resultElement,null);if(lastResults&&lastResults.length>0){var _da=store.getTiddlerText("YourSearchItemTemplate");if(!_da){alertAndThrow("YourSearchItemTemplate not found");}var _db=document.getElementById(yourSearchResultItemsID);if(!_db){_db=createTiddlyElement(resultElement,"div",yourSearchResultItemsID);}var _dc=Math.min(firstIndexOnPage+getItemsPerPage(),lastResults.length);indexInPage=-1;for(var i=firstIndexOnPage;i<_dc;i++){currentTiddler=lastResults[i];indexInPage++;indexInResult=i;var _de=createTiddlyElement(_db,"div",null,"yourSearchItem");_de.innerHTML=_da;applyHtmlMacros(_de,null);refreshElements(_de,null);}}currentTiddler=null;ensureResultIsDisplayedNicely();};var ensureResultIsDisplayedNicely=function(){adjustResultPositionAndSize();scrollVisible();};var scrollVisible=function(){if(resultElement){window.scrollTo(0,ensureVisible(resultElement));}if(searchInputField){window.scrollTo(0,ensureVisible(searchInputField));}};var adjustResultPositionAndSize=function(){if(!searchInputField){return;}var _df=searchInputField;var _e0=findPosX(_df);var _e1=findPosY(_df);var _e2=_df.offsetHeight;var _e3=_e0;var _e4=_e1+_e2;var _e5=findWindowWidth();if(_e5<resultElement.offsetWidth){resultElement.style.width=(_e5-100)+"px";_e5=findWindowWidth();}var _e6=resultElement.offsetWidth;if(_e3+_e6>_e5){_e3=_e5-_e6-30;}if(_e3<0){_e3=0;}resultElement.style.left=_e3+"px";resultElement.style.top=_e4+"px";resultElement.style.display="block";};var showResult=function(){if(!resultElement){resultElement=createTiddlyElement(document.body,"div",yourSearchResultID,"yourSearchResult");}else{if(resultElement.parentNode!=document.body){document.body.appendChild(resultElement);}}refreshResult();};var reopenResultIfApplicable=function(){if(searchInputField==null||!config.options.chkUseYourSearch){return;}if((searchInputField.value==lastSearchText)&&lastSearchText&&!isResultOpen()){if(resultElement&&(resultElement.parentNode!=document.body)){document.body.appendChild(resultElement);ensureResultIsDisplayedNicely();}else{showResult();}}};var setFirstIndexOnPage=function(_e7){if(!lastResults||lastResults.length==0){return;}firstIndexOnPage=Math.min(Math.max(0,_e7),lastResults.length-1);refreshResult();};var onDocumentClick=function(e){if(e.target==searchInputField){return;}if(e.target==searchButton){return;}if(resultElement&&isDescendantOrSelf(resultElement,e.target)){return;}closeResult();};var onDocumentKeyup=function(e){if(e.keyCode==27){closeResult();}};addEvent(document,"click",onDocumentClick);addEvent(document,"keyup",onDocumentKeyup);config.macros.yourSearch={label:"yourSearch",prompt:"Gives access to the current/last YourSearch result",funcs:{},tests:{"true":function(){return true;},"false":function(){return false;},"found":function(){return lastResults&&lastResults.length>0;},"previewText":function(){return config.options.chkPreviewText;}}};config.macros.yourSearch.handler=function(_ea,_eb,_ec,_ed,_ee,_ef){if(_ec.length==0){return;}var _f0=_ec[0];var _f1=config.macros.yourSearch.funcs[_f0];if(_f1){_f1(_ea,_eb,_ec,_ed,_ee,_ef);}};config.macros.yourSearch.funcs.itemRange=function(_f2){if(lastResults){var _f3=Math.min(firstIndexOnPage+getItemsPerPage(),lastResults.length);var s="%0 - %1".format([firstIndexOnPage+1,_f3]);createTiddlyText(_f2,s);}};config.macros.yourSearch.funcs.count=function(_f5){if(lastSearchText){createTiddlyText(_f5,lastResults.length.toString());}};config.macros.yourSearch.funcs.query=function(_f6){if(lastResults){createTiddlyText(_f6,lastSearchText);}};config.macros.yourSearch.funcs.version=function(_f7){var t="YourSearch %0.%1.%2".format([version.extensions.YourSearchPlugin.major,version.extensions.YourSearchPlugin.minor,version.extensions.YourSearchPlugin.revision]);var e=createTiddlyElement(_f7,"a");e.setAttribute("href","http://tiddlywiki.abego-software.de/#YourSearchPlugin");e.innerHTML="<font color=\"black\" face=\"Arial, Helvetica, sans-serif\">"+t+"<font>";};config.macros.yourSearch.funcs.copyright=function(_fa){var e=createTiddlyElement(_fa,"a");e.setAttribute("href","http://tiddlywiki.abego-software.de");e.innerHTML="<font color=\"black\" face=\"Arial, Helvetica, sans-serif\">&copy; 2005-2006 <b><font color=\"red\">abego</font></b> Software<font>";};config.macros.yourSearch.funcs.linkButton=function(_fc,_fd,_fe,_ff,_100,_101){if(_fe<2){return;}var _102=_fe[1];var text=_fe<3?_102:_fe[2];var _104=_fe<4?text:_fe[3];var _105=_fe<5?null:_fe[4];var btn=createTiddlyButton(_fc,text,_104,closeResultAndDisplayTiddler,null,null,_105);btn.setAttribute("tiddlyLink",_102);};config.macros.yourSearch.funcs.closeButton=function(_107,_108,_109,_10a,_10b,_10c){var _10d=createTiddlyButton(_107,"close","Close the Search Results (Shortcut: ESC)",closeResult);};config.macros.yourSearch.funcs.openAllButton=function(_10e,_10f,_110,_111,_112,_113){if(!lastResults){return;}var n=lastResults.length;if(n==0){return;}var _115=n==1?"open tiddler":"open all %0 tiddlers".format([n]);var _116=createTiddlyButton(_10e,_115,"Open all found tiddlers (Shortcut: Alt-O)",openAllFoundTiddlers);_116.setAttribute("accessKey","O");};var onNaviButtonClick=function(e){if(!e){var e=window.event;}var _119=getIntAttribute(this,"page");setFirstIndexOnPage(_119*getItemsPerPage(),0);};config.macros.yourSearch.funcs.naviBar=function(_11a,_11b,_11c,_11d,_11e,_11f){if(!lastResults||lastResults.length==0){return;}var _120;var _121=Math.floor(firstIndexOnPage/getItemsPerPage());var _122=Math.floor((lastResults.length-1)/getItemsPerPage());if(_121>0){_120=createTiddlyButton(_11a,"Previous","Go to previous page (Shortcut: Alt-'<')",onNaviButtonClick,"prev");_120.setAttribute("page",(_121-1).toString());_120.setAttribute("accessKey","<");}for(var i=-maxPagesInNaviBar;i<maxPagesInNaviBar;i++){var _124=_121+i;if(_124<0){continue;}if(_124>_122){break;}var _125=(i+_121+1).toString();var _126=_124==_121?"currentPage":"otherPage";_120=createTiddlyButton(_11a,_125,"Go to page %0".format([_125]),onNaviButtonClick,_126);_120.setAttribute("page",(_124).toString());}if(_121<_122){_120=createTiddlyButton(_11a,"Next","Go to next page (Shortcut: Alt-'>')",onNaviButtonClick,"next");_120.setAttribute("page",(_121+1).toString());_120.setAttribute("accessKey",">");}};config.macros.yourSearch.funcs["if"]=function(_127,_128,_129,_12a,_12b,_12c){if(_129.length<2){return;}var _12d=_129[1];var _12e=(_12d=="not");if(_12e){if(_129.length<3){return;}_12d=_129[2];}var test=config.macros.yourSearch.tests[_12d];var _130=false;try{if(test){_130=test(_127,_128,_129,_12a,_12b,_12c)!=_12e;}else{_130=(!eval(_12d))==_12e;}}catch(ex){}if(!_130){_127.style.display="none";}};var createOptionWithRefresh=function(_131,_132,_133,_134){invokeMacro(_131,"option",_132,_133,_134);var elem=_131.lastChild;var _136=elem.onclick;elem.onclick=function(e){var _138=_136.apply(this,arguments);refreshResult();return _138;};return elem;};config.macros.yourSearch.funcs.chkPreviewText=function(_139,_13a,_13b,_13c,_13d,_13e){var _13f=_13b.slice(1).join(" ");var elem=createOptionWithRefresh(_139,"chkPreviewText",_13c,_13e);elem.setAttribute("accessKey","P");elem.title="Show text preview of found tiddlers (Shortcut: Alt-P)";return elem;};config.macros.foundTiddler={label:"foundTiddler",prompt:"Provides information on the tiddler currently processed on the YourSearch result page",funcs:{}};config.macros.foundTiddler.handler=function(_141,_142,_143,_144,_145,_146){if(!currentTiddler){return;}var name=_143[0];var func=config.macros.foundTiddler.funcs[name];if(func){func(_141,_142,_143,_144,_145,_146);}};var closeResultAndDisplayTiddler=function(e){closeResult();var _14a=this.getAttribute("tiddlyLink");if(_14a){var _14b=this.getAttribute("withHilite");var _14c=highlightHack;if(_14b&&_14b=="true"&&lastQuery){highlightHack=lastQuery.getMarkRegExp();}story.displayTiddler(this,_14a);highlightHack=_14c;}return (false);};var getShortCutNumber=function(){if(!currentTiddler){return -1;}if(indexInPage>=0&&indexInPage<=9){return indexInPage<9?(indexInPage+1):0;}else{return -1;}};config.macros.foundTiddler.funcs.title=function(_14d,_14e,_14f,_150,_151,_152){if(!currentTiddler){return;}var _153=getShortCutNumber();var _154=_153>=0?"Open tiddler (Shortcut: Alt-%0)".format([_153.toString()]):"Open tiddler";var btn=createTiddlyButton(_14d,null,_154,closeResultAndDisplayTiddler,null);btn.setAttribute("tiddlyLink",currentTiddler.title);btn.setAttribute("withHilite","true");createLimitedTextWithMarks(btn,currentTiddler.title,maxCharsInTitle);if(_153>=0){btn.setAttribute("accessKey",_153.toString());}};config.macros.foundTiddler.funcs.tags=function(_156,_157,_158,_159,_15a,_15b){if(!currentTiddler){return;}createLimitedTextWithMarks(_156,currentTiddler.getTags(),maxCharsInTags);};config.macros.foundTiddler.funcs.text=function(_15c,_15d,_15e,_15f,_160,_161){if(!currentTiddler){return;}createLimitedTextWithMarks(_15c,removeTextDecoration(currentTiddler.text),maxCharsInText);};config.macros.foundTiddler.funcs.number=function(_162,_163,_164,_165,_166,_167){var _168=getShortCutNumber();if(_168>=0){var text="%0)".format([_168.toString()]);createTiddlyElement(_162,"span",null,"shortcutNumber",text);}};function scrollToAnchor(name){return false;}if(config.options.chkUseYourSearch==undefined){config.options.chkUseYourSearch=true;}if(config.options.chkPreviewText==undefined){config.options.chkPreviewText=true;}if(config.options.chkSearchAsYouType==undefined){config.options.chkSearchAsYouType=true;}if(config.options.chkSearchInTitle==undefined){config.options.chkSearchInTitle=true;}if(config.options.chkSearchInText==undefined){config.options.chkSearchInText=true;}if(config.options.chkSearchInTags==undefined){config.options.chkSearchInTags=true;}if(config.options.txtItemsPerPage==undefined){config.options.txtItemsPerPage=itemsPerPageDefault;}if(config.options.txtItemsPerPageWithPreview==undefined){config.options.txtItemsPerPageWithPreview=itemsPerPageWithPreviewDefault;}config.shadowTiddlers.AdvancedOptions+="\n<<option chkUseYourSearch>> Use 'Your Search' //([[more options|YourSearch Options]])//";config.shadowTiddlers["YourSearch Introduction"]="!About YourSearch\n"+"\n"+"YourSearch gives you a bunch of new features to simplify and speed up your daily searches in TiddlyWiki. It seamlessly integrates into the standard TiddlyWiki search: just start typing into the 'search' field and explore!\n"+"\n"+"''May the '~Alt-F' be with you.''\n"+"\n"+"\n"+"!Features\n"+"* YourSearch searches for tiddlers that match your query ''as you type'' into the 'search' field. It presents a list of the ''\"Top Ten\"'' tiddlers in a ''popup-like window'': the ''[[YourSearch Result]]''. The tiddlers currently displayed in your TiddlyWiki are not affected.\n"+"* Using ''~TiddlerRank technology'' the [[YourSearch Result]] lists the ''most interesting tiddlers first''.\n"+"* Through ''Filtered Search'' and ''Boolean Search'' you can easily refining your search, like excluding words or searching for multiple words. This way less tiddlers are displayed in the [[YourSearch Result]] and you can faster scan the result for the tiddler you are looking for.\n"+"* The [[YourSearch Result]] lists the found tiddlers ''page-wise'', e.g. 10 per page. Use the ''Result Page Navigation Bar'' to navigate between pages if the result does not fit on one page.\n"+"* The [[YourSearch Result]] states the ''total number of found tiddlers''. This way you can quickly decide if you want to browse the result list or if you want to refine your search first to shorten the result list.\n"+"* Beside the ''title of the found tiddlers'' the [[YourSearch Result]] also ''displays tags'' and ''tiddler text previews''. The ''tiddler text preview'' is an extract of the tiddler's content, showing the most interesting parts related to your query (e.g. the texts around the words you are looking for).\n"+"* The words you are looking for are hilited in the titles, tags and text previews of the [[YourSearch Result]].\n"+"* If you are not interested in the tiddler text previews but prefer to get longer lists of tiddlers on one result page you may ''switch of the text preview''.\n"+"* If the [[YourSearch Result]] contains the tiddler you are looking for you can just ''click its title to display'' it in your TiddlyWiki. Alternatively you may also ''open all found tiddlers'' at once. \n"+"* Use [[YourSearch Options]] to customize YourSearch to your needs. E.g. depending on the size of your screen you may change the number of tiddlers displayed in the [[YourSearch Result]]. In the [[YourSearch Options]] and the AdvancedOptions you may also switch off YourSearch in case you temporarily want to use the standard search.\n"+"* For the most frequently actions ''access keys'' are defined so you can perform your search without using the mouse.\n"+"\n";config.shadowTiddlers["YourSearch Help"]="<<tiddler [[YourSearch Introduction]]>>"+"\n"+"!Filtered Search<html><a name='Filtered'/></html>\n"+"Using the Filtered Search you can restrict your search to certain parts of a tiddler, e.g only search the tags or only the titles.\n"+"|!What you want|!What you type|!Example|\n"+"|Search ''titles only''|start word with ''!''|{{{!jonny}}}|\n"+"|Search ''contents only''|start word with ''%''|{{{%football}}}|\n"+"|Search ''tags only''|start word with ''#''|{{{#Plugin}}}|\n"+"\n"+"You may use more than one filter for a word. E.g. {{{!#Plugin}}} finds tiddlers containing \"Plugin\" either in the title or in the tags (but does not look for \"Plugin\" in the content).\n"+"\n"+"!Boolean Search<html><a name='Boolean'/></html>\n"+"The Boolean Search is useful when searching for multiple words.\n"+"|!What you want|!What you type|!Example|\n"+"|''All words'' must exist|List of words|{{{jonny jeremy}}}|\n"+"|''At least one word'' must exist|Separate words by ''or''|{{{jonny or jeremy}}}|\n"+"|A word ''must not exist''|Start word with ''-''|{{{-jonny}}}|\n"+"\n"+"''Note:'' When you specify two words, separated with a space, YourSearch finds all tiddlers that contain both words, but not necessarily next to each other. If you want to find a sequence of word, e.g. '{{{John Brown}}}', you need to put the words into quotes. I.e. you type: {{{\"john brown\"}}}.\n"+"\n"+"!'Exact Word' Search<html><a name='Exact'/></html>\n"+"By default a search result all matches that 'contain' the searched text. \n"+" E.g. if you search for 'Task' you will get all tiddlers containing 'Task', but also 'CompletedTask', 'TaskForce' etc.\n"+"\n"+"If you only want to get the tiddlers that contain 'exactly the word' you need to prefix it with a '='. E.g. typing '=Task' will the tiddlers that contain the word 'Task', ignoring words that just contain 'Task' as a substring.\n"+"\n"+"!Combined Search<html><a name='Combined'/></html>\n"+"You are free to combine the various search options.\n"+"\n"+"''Examples''\n"+"|!What you type|!Result|\n"+"|{{{!jonny !jeremy -%football}}}| all tiddlers with both {{{jonny}}} and {{{jeremy}}} in its titles, but no {{{football}}} in content.|\n"+"|{{{#=Task}}}|All tiddlers tagged with 'Task' (the exact word). Tags named 'CompletedTask', 'TaskForce' etc. are not considered.|\n"+"\n"+"!~CaseSensitiveSearch and ~RegExpSearch<html><a name='Case'/></html>\n"+"The standard search options ~CaseSensitiveSearch and ~RegExpSearch are fully supported by YourSearch. However when ''~RegExpSearch'' is on Filtered and Boolean Search are disabled.\n"+"\n"+"!Access Keys<html><a name='Access'/></html>\n"+"You are encouraged to use the access keys (also called \"shortcut\" keys) for the most frequently used operations. For quick reference these shortcuts are also mentioned in the tooltip for the various buttons etc.\n"+"\n"+"|!Key|!Operation|\n"+"|{{{Alt-F}}}|''The most important keystroke'': It moves the cursor to the search input field so you can directly start typing your query. Pressing {{{Alt-F}}} will also display the previous search result. This way you can quickly display multiple tiddlers using \"Press {{{Alt-F}}}. Select tiddler.\" sequences.|\n"+"|{{{ESC}}}|Closes the [[YourSearch Result]]. When the [[YourSearch Result]] is already closed and the cursor is in the search input field the field's content is cleared so you start a new query.|\n"+"|{{{Alt-1}}}, {{{Alt-2}}},... |Pressing these keys opens the first, second etc. tiddler from the result list.|\n"+"|{{{Alt-O}}}|Opens all found tiddlers.|\n"+"|{{{Alt-P}}}|Toggles the 'Preview Text' mode.|\n"+"|{{{Alt-'<'}}}, {{{Alt-'>'}}}|Displays the previous or next page in the [[YourSearch Result]].|\n"+"|{{{Return}}}|When you have turned off the 'as you type' search mode pressing the {{{Return}}} key actually starts the search (as does pressing the 'search' button).|\n"+"\n";config.shadowTiddlers["YourSearch Options"]="|>|!YourSearch Options|\n"+"|>|<<option chkUseYourSearch>> Use 'Your Search'|\n"+"|!|<<option chkPreviewText>> Show Text Preview|\n"+"|!|<<option chkSearchAsYouType>> 'Search As You Type' Mode (No RETURN required to start search)|\n"+"|!|Default Search Filter:<<option chkSearchInTitle>>Titles ('!') <<option chkSearchInText>>Texts ('%') <<option chkSearchInTags>>Tags ('#') <html><br><font size=\"-2\">The parts of a tiddlers that are searched when you don't explicitly specify a filter in the search text (using a '!', '%' or '#' prefix).</font></html>|\n"+"|!|Number of items on search result page: <<option txtItemsPerPage>>|\n"+"|!|Number of items on search result page with preview text: <<option txtItemsPerPageWithPreview>>|\n";config.shadowTiddlers["YourSearchStyleSheet"]="/***\n"+"!~YourSearchResult Stylesheet\n"+"***/\n"+"/*{{{*/\n"+".yourSearchResult {\n"+"\tposition: absolute;\n"+"\twidth: 800px;\n"+"\n"+"\tpadding: 0.2em;\n"+"\tlist-style: none;\n"+"\tmargin: 0;\n"+"\n"+"\tbackground: White;\n"+"\tborder: 1px solid DarkGray;\n"+"}\n"+"\n"+"/*}}}*/\n"+"/***\n"+"!!Summary Section\n"+"***/\n"+"/*{{{*/\n"+".yourSearchResult .summary {\n"+"\tborder-bottom-width: thin;\n"+"\tborder-bottom-style: solid;\n"+"\tborder-bottom-color: #999999;\n"+"\tpadding-bottom: 4px;\n"+"}\n"+"\n"+".yourSearchRange, .yourSearchCount, .yourSearchQuery {\n"+"\tfont-weight: bold;\n"+"}\n"+"\n"+".yourSearchResult .summary .button {\n"+"\tfont-size: 10px;\n"+"\n"+"\tpadding-left: 0.3em;\n"+"\tpadding-right: 0.3em;\n"+"}\n"+"\n"+".yourSearchResult .summary .chkBoxLabel {\n"+"\tfont-size: 10px;\n"+"\n"+"\tpadding-right: 0.3em;\n"+"}\n"+"\n"+"/*}}}*/\n"+"/***\n"+"!!Items Area\n"+"***/\n"+"/*{{{*/\n"+".yourSearchResult .marked {\n"+"\tbackground: none;\n"+"\tfont-weight: bold;\n"+"}\n"+"\n"+".yourSearchItem {\n"+"\tmargin-top: 2px;\n"+"}\n"+"\n"+".yourSearchNumber {\n"+"\tcolor: #808080;\n"+"}\n"+"\n"+"\n"+".yourSearchTags {\n"+"\tcolor: #008000;\n"+"}\n"+"\n"+".yourSearchText {\n"+"\tcolor: #808080;\n"+"\tmargin-bottom: 6px;\n"+"}\n"+"\n"+"/*}}}*/\n"+"/***\n"+"!!Footer\n"+"***/\n"+"/*{{{*/\n"+".yourSearchFooter {\n"+"\tmargin-top: 8px;\n"+"\tborder-top-width: thin;\n"+"\tborder-top-style: solid;\n"+"\tborder-top-color: #999999;\n"+"}\n"+"\n"+".yourSearchFooter a:hover{\n"+"\tbackground: none;\n"+"\tcolor: none;\n"+"}\n"+"/*}}}*/\n"+"/***\n"+"!!Navigation Bar\n"+"***/\n"+"/*{{{*/\n"+".yourSearchNaviBar a {\n"+"\tfont-size: 16px;\n"+"\tmargin-left: 4px;\n"+"\tmargin-right: 4px;\n"+"\tcolor: black;\n"+"\ttext-decoration: underline;\n"+"}\n"+"\n"+".yourSearchNaviBar a:hover {\n"+"\tbackground-color: none;\n"+"}\n"+"\n"+".yourSearchNaviBar .prev {\n"+"\tfont-weight: bold;\n"+"\tcolor: blue;\n"+"}\n"+"\n"+".yourSearchNaviBar .currentPage {\n"+"\tcolor: #FF0000;\n"+"\tfont-weight: bold;\n"+"\ttext-decoration: none;\n"+"}\n"+"\n"+".yourSearchNaviBar .next {\n"+"\tfont-weight: bold;\n"+"\tcolor: blue;\n"+"}\n"+"/*}}}*/\n";config.shadowTiddlers["YourSearchResultTemplate"]="<!--\n"+"{{{\n"+"-->\n"+"<span macro=\"yourSearch if found\">\n"+"<!-- The Summary Header ============================================ -->\n"+"<table class=\"summary\" border=\"0\" width=\"100%\" cellspacing=\"0\" cellpadding=\"0\"><tbody>\n"+" <tr>\n"+"\t<td align=\"left\">\n"+"\t\tYourSearch Result <span class=\"yourSearchRange\" macro=\"yourSearch itemRange\"></span>\n"+"\t\t&nbsp;of&nbsp;<span class=\"yourSearchCount\" macro=\"yourSearch count\"></span>\n"+"\t\tfor&nbsp;<span class=\"yourSearchQuery\" macro=\"yourSearch query\"></span>\n"+"\t</td>\n"+"\t<td class=\"yourSearchButtons\" align=\"right\">\n"+"\t\t<span macro=\"yourSearch chkPreviewText\"></span><span class=\"chkBoxLabel\">preview text</span>\n"+"\t\t<span macro=\"yourSearch openAllButton\"></span>\n"+"\t\t<span macro=\"yourSearch linkButton 'YourSearch Options' options 'Configure YourSearch'\"></span>\n"+"\t\t<span macro=\"yourSearch linkButton 'YourSearch Help' help 'Get help how to use YourSearch'\"></span>\n"+"\t\t<span macro=\"yourSearch closeButton\"></span>\n"+"\t</td>\n"+" </tr>\n"+"</tbody></table>\n"+"\n"+"<!-- The List of Found Tiddlers ============================================ -->\n"+"<div id=\"yourSearchResultItems\" itemsPerPage=\"25\" itemsPerPageWithPreview=\"10\"></div>\n"+"\n"+"<!-- The Footer (with the Navigation) ============================================ -->\n"+"<table class=\"yourSearchFooter\" border=\"0\" width=\"100%\" cellspacing=\"0\" cellpadding=\"0\"><tbody>\n"+" <tr>\n"+"\t<td align=\"left\">\n"+"\t\tResult page: <span class=\"yourSearchNaviBar\" macro=\"yourSearch naviBar\"></span>\n"+"\t</td>\n"+"\t<td align=\"right\"><span macro=\"yourSearch version\"></span>, <span macro=\"yourSearch copyright\"></span>\n"+"\t</td>\n"+" </tr>\n"+"</tbody></table>\n"+"<!-- end of the 'tiddlers found' case =========================================== -->\n"+"</span>\n"+"\n"+"\n"+"<!-- The \"No tiddlers found\" case =========================================== -->\n"+"<span macro=\"yourSearch if not found\">\n"+"<table class=\"summary\" border=\"0\" width=\"100%\" cellspacing=\"0\" cellpadding=\"0\"><tbody>\n"+" <tr>\n"+"\t<td align=\"left\">\n"+"\t\tYourSearch Result: No tiddlers found for <span class=\"yourSearchQuery\" macro=\"yourSearch query\"></span>.\n"+"\t</td>\n"+"\t<td class=\"yourSearchButtons\" align=\"right\">\n"+"\t\t<span macro=\"yourSearch linkButton 'YourSearch Options' options 'Configure YourSearch'\"></span>\n"+"\t\t<span macro=\"yourSearch linkButton 'YourSearch Help' help 'Get help how to use YourSearch'\"></span>\n"+"\t\t<span macro=\"yourSearch closeButton\"></span>\n"+"\t</td>\n"+" </tr>\n"+"</tbody></table>\n"+"</span>\n"+"\n"+"\n"+"<!--\n"+"}}}\n"+"-->\n";config.shadowTiddlers["YourSearchItemTemplate"]="<!--\n"+"{{{\n"+"-->\n"+"<span class='yourSearchNumber' macro='foundTiddler number'></span>\n"+"<span class='yourSearchTitle' macro='foundTiddler title'/></span>&nbsp;-&nbsp;\n"+"<span class='yourSearchTags' macro='foundTiddler tags'/></span>\n"+"<span macro=\"yourSearch if previewText\"><div class='yourSearchText' macro='foundTiddler text'/></div></span>\n"+"<!--\n"+"}}}\n"+"-->";config.shadowTiddlers["YourSearch"]="<<tiddler [[YourSearch Help]]>>";config.shadowTiddlers["YourSearch Result"]="The popup-like window displaying the result of a YourSearch query.";setStylesheet(store.getTiddlerText("YourSearchStyleSheet"),"yourSearch");var origMacros_search_handler=config.macros.search.handler;config.macros.search.handler=myMacroSearchHandler;var ownsOverwrittenFunctions=function(){var _16b=(config.macros.search.handler==myMacroSearchHandler);return _16b;};var checkForOtherHijacker=function(){if(!ownsOverwrittenFunctions()){alert("Message from YourSearchPlugin:\n\n\n"+"Another plugin has disabled the 'Your Search' features.\n\n\n"+"You may disable the other plugin or change the load order of \n"+"the plugins (by changing the names of the tiddlers)\n"+"to enable the 'Your Search' features.");}};setTimeout(checkForOtherHijacker,5000);abego.YourSearch.getStandardRankFunction=function(){return standardRankFunction;};abego.YourSearch.getRankFunction=function(){return abego.YourSearch.getStandardRankFunction();};abego.YourSearch.getCurrentTiddler=function(){return currentTiddler;};}
/***
%/
!Licence and Copyright
Copyright (c) abego Software ~GmbH, 2005-2006 ([[www.abego-software.de|http://www.abego-software.de]])

Redistribution and use in source and binary forms, with or without modification,
are permitted provided that the following conditions are met:

Redistributions of source code must retain the above copyright notice, this
list of conditions and the following disclaimer.

Redistributions in binary form must reproduce the above copyright notice, this
list of conditions and the following disclaimer in the documentation and/or other
materials provided with the distribution.

Neither the name of abego Software nor the names of its contributors may be
used to endorse or promote products derived from this software without specific
prior written permission.

THIS SOFTWARE IS PROVIDED BY THE COPYRIGHT HOLDERS AND CONTRIBUTORS "AS IS" AND ANY
EXPRESS OR IMPLIED WARRANTIES, INCLUDING, BUT NOT LIMITED TO, THE IMPLIED WARRANTIES
OF MERCHANTABILITY AND FITNESS FOR A PARTICULAR PURPOSE ARE DISCLAIMED. IN NO EVENT
SHALL THE COPYRIGHT OWNER OR CONTRIBUTORS BE LIABLE FOR ANY DIRECT, INDIRECT,
INCIDENTAL, SPECIAL, EXEMPLARY, OR CONSEQUENTIAL DAMAGES (INCLUDING, BUT NOT LIMITED
TO, PROCUREMENT OF SUBSTITUTE GOODS OR SERVICES; LOSS OF USE, DATA, OR PROFITS; OR
BUSINESS INTERRUPTION) HOWEVER CAUSED AND ON ANY THEORY OF LIABILITY, WHETHER IN
CONTRACT, STRICT LIABILITY, OR TORT (INCLUDING NEGLIGENCE OR OTHERWISE) ARISING IN
ANY WAY OUT OF THE USE OF THIS SOFTWARE, EVEN IF ADVISED OF THE POSSIBILITY OF SUCH
DAMAGE.
***/
<<<
//Draft proposal. Comments and suggestions are welcome. Please use the [[Contact form]].//
<<<
Following up on the [[Workshop on Education, Youth & Technology for Sustainable Development|http://www.ngo-education.net/workshop]] at the 59th Annual DPI/NGO Conference, the [[NGO Committee on Education]] is in the process of developing plans for a ''Youth & Technology Challenge'' on sustainable development, with the overall theme of ''Learning to Build a Sustainable Common Future: A Challenge for Youth & Technology''.

The challenge would be for small groups of young people / students to develop and undertake a project relating to sustainable development - with particular attention to making effective and creative use of information and communications technology available to them - and to produce a web-based report of the project. In addition to being a challenge to young, Youth & Technology Challenge is also being posed as a challenge to the technology sector, whose members will be invited to explore how the wonders of modern information & communications technology can be harnessed to address the critical challenges of global climate change and the task of building the foundations of a sustainable common future.

The ''Youth & Technology Challenge'' would be formally launched at the ''60th Annual DPI/NGO Conference'' at which the theme will be ''Climate Change'', and with a proposed first-year substantive focus on ''climate change'' & ''energy''. While the formal launch would be in September, outreach to prospective participants and the opportunity to register could begin as soon as consensus is reached on the parameters of the contest and the registration process, respectively, so that it would be possible to announce an initial list of participants at the time of the launch.

The design for the ''Youth & Technology Challenge'' is based on an appreciation - clearly recognized at the DPI/NGO workshop - that //hands-on experience in a real world situation is a prerequisite for learning about sustainable development//. This was also clearly recognized in [[Our Common Future]], the landmark 1987 ''Report of the World Commission on Environment and Development'' and in [[Agenda 21]], with its emphasis on the active participation of all sectors of society as a key to sustainable development.

Recognizing that the concept and scope of sustainable development is unfamiliar to many young people, the [[NGO Committee on Education]] will be compiling a collection of [[key documents|Key Documents on Education for Sustainable Development]] and web sites relating to sustainable development for participants in the ''Youth & Technology Challenge''. We will also be compiling and publishing an ''ICT Tool Box'' with suggestions and recommendations for free and inexpensive software tools.

The ''Youth & Technology Challenge'' would be judged on a web-based report on an actual, real-world project, initiated and implemented by the team, and would include
* description of the project,
* goals and objectives
* process of planning and implementing / initiating the  project
* outcome / impact / success of the project
* visual component, e.g.
** photography
** art work
** video clips
** map information
* lessons learned on:
** the substantive issue
** the process of implementing
* reference /
The groups / teams would consist of five or more students, with a faculty / adult adviser - following the successful model used by [[ThinkQuest|http://www.thinkquest.com]], a global student web site contest - with one (or more) students taking the lead on each of the following aspects of the project
* environmental dimension
* economic dimension
* social dimension
* visual aspect of the report / documentation the project
* technical aspects - e.g. html. database, etc
The ''Youth & Technology Challenge'' would have divisions for several age groups, with appropriate adjustments in the level of expectation / criteria for the project report
* elementary school
* middle school
* high school
* college / university
* community group
Reports entered for the "Youth & Technology Challenge" would be accepted under the terms of a [[Creative Commons Attribution, Non-Commercial Licence]] - i.e. any information, ideas, etc. could be reproduced and disseminated and/or adapted.

''Competition criteria:'' - //to be expanded upon//
* creativity
* cooperation
* effective use of information & communications technology 
* networking
* ...
The role of the NGO Committee would have the following components:
* Gathering and systematically organizing the extensive body of information, documents & resources pertaining to sustainable development & education for sustainable development;
* Outreach & invitation to participate  - including in the identification and gathering of curriculum, guidelines, enabling legislation, relating to sustainable development - for the many organizations of educators that are represented on the committee and among NGOs affiliated with the UN
* Outreach  & invitation to participate to the many networks of civic and community-based organizations in the committee and the NGO Community
* Outreach to the other committees of [[CONGO|Conference Of NGOs]] - the agendas for almost all of which are related to issues of sustainable development 
In follow-up to the [[DPI/NGO Workshop]] on ''Education, Youth & Technology for Sustainable Development'', the NGO Committee on Education  is in the process of developing plans for a ''Youth Challenge'' contest as a learning experience to mobilize attention and actions by young people on critical issues of sustainable development

.As currently envisioned, contestants would consist of groups / teams of five or more students, who would submit a web-based report on a real-world project  they initiated that addressies an issue in sustainable development. The report would describe the project, its goals and objectives, the process of carrying out the project, and the lessons the students had learned - both about the substantive issues the project was designed to address, and about the process of organizing and implementing the project.

Buiding on the model used by Thinkquest - [[www.thinkquest.corg|http://www.thinkquest.org]], a global student web site contest -we would recommend that one member of the group take the lead  take the lead in each of the following areas: environmental, economic and social dimensions of the issue being addressed, one on the visual dimension of the presentation, and one on the mechanics  - html, etc. of the presentation. Groups would be envcouraged to used a multimedia approach, including g blogs. photographs, video, audio and map-based components

The contes would be organized for several different age groups, including elementary schools, middle schools, high schools, colleges/universities & community-based groups.  There would also be a framework for participation by teachers through the sharing and development of curriculum modules at each of these levels.

The NGO Committee on Education 
      •  Gathering and systematically organizing the extensive body of information, documents & resources pertaining to sustainable development & education for sustainable development;

      •  Outreach & invitation to participate  - including in the identification and gathering of curriculum, guidelines, enabling legislation, relating to sustainable development - for the many organizations of educators that are represented on the committee and among NGOs affiliated with the UN

      •  Outreach to & invitation to participate to the many networks of civic and community-based organizations in the committee and the NGO Community

      •  Outreach to the other committees of CONGO - the agendas for almost all of which are related to issues of sustainable development 

The NGO Committee on Education initiaitve in support of the 
Following-up on a September 2006 workshop on that was at the 59th Annual DPI/NGO Conference, the NGO COmmittee 

[[Worskhop on Education, Youth & Technology for Sustainable Development|http://www.ngo-education.net/workshop]]
/***
|Name|''allTagsExcept''|h
|Author|[[Clint Checketts]]|
|Version|1.0 (2005.09.08)|
|Description|Lists all tags except for those specified.|
|Source|http://tiddlystyles.com/#AllTagsExceptMacro|
***/
/***
|Usage:|{{{<< allTagsExcept systemConfig excludeLists systemTiddlers >>}}} This will show all tags but those listed (e.g. systemConfig and systemTiddlers|

<<allTagsExcept systemConfig excludeLists systemTiddlers >>
***/
//{{{
version.extensions.allTagsExcept = {major: 0, minor: 1, revision: 0, date: new Date(2005,8,15)};
config.macros.allTagsExcept = {tooltip: "Show tiddlers tagged with '%0'",noTags: "There are no tags to display"};

config.macros.allTagsExcept.handler = function(place,macroName,params)
{
 var tags = store.getTags();
 var theTagList = createTiddlyElement(place,"ul",null,null,null);
 if(tags.length == 0)
 createTiddlyElement(theTagList,"li",null,"listTitle",this.noTags);
 for (var t=0; t<tags.length; t++) {
 var includeTag = true;
 for (var p=0;p<params.length; p++) if (tags[t][0] == params[p]) includeTag = false;
 if (includeTag){
 var theListItem =createTiddlyElement(theTagList,"li",null,null,null);
 var theTag = createTiddlyButton(theListItem,tags[t][0] + " (" + tags[t][1] + ")",this.tooltip.format([tags[t][0]]),onClickTag);
 theTag.setAttribute("tag",tags[t][0]);
 }
 }
}
//}}}
''ar3-synthesis''

<<siteMap ipcc-ar3>>
''ar3-synthesis-q''
The ''ar4-wg2-spm'' tag is for tiddlers relating to [[Climate Change 2007: Climate Change Impacts, Adaptation and Vulnerability. Summary for Policy Makers]] of the Report of ''Working Group II'' for [[Climate Change 2007: IPCC Fourth Assessment Report]]

|<<siteMap >> |<<siteMap ipcc-ar4-wg2>> |


The ''arctic'' tag is used for tiddlers relating to the ''Arctic'' - a region that is experiencing grave and accelerating threats to the indigenous communities and wildlife living in the region.



 
The ''biodiversity'' tag is for tiddlers and tags relating to biological diversity / the diversity of life.

|<<siteMap >> |<<siteMap life>> |<<siteMap diversity>> |
The ''cascading styles'' tag is for tiddlers that contain, or are about [[Cascading Styles]] that define the appearance and characteristics of elements of the web page.

|<<siteMap >> |<<siteMap css>> |

The ''cbd'' tag is for tiddlers and tags relating to the [[Convention on Biological Diversity]]

|<<siteMap >> |<<siteMap biodiversity>> |<<siteMap "environmental convention">> |

The ''cc2.0'' tag is for tiddlers and tags relating to [[Climate Change 2.0]]

<<siteMap >> 

The '' '' tag is for tiddlers and tags relating to

|<<siteMap >> |

You can keep informed and exchange information by joining the ''[climate-change-summer]'' google group.

<html>
<table style="background-color: #fff; padding: 5px;" border: 0;cellspacing=0>
  <tr><td>
    <img src="http://groups.google.com/groups/img/3/groups_bar.gif"
         height=26 width=132 alt="Google Groups">
  </td></tr>
  <tr><td style="padding-left: 5px">
    <b>Subscribe to Climate Change Summer</b>
  </td></tr>
  <tr><td style="padding-left: 5px;">
  <form action="http://groups.google.com/group/climate-change-summer/boxsubscribe">
    Email: <input type=text name=email>
           <input type=submit name="sub" value="Subscribe">
  </td></tr>
</form>
<tr><td align=right>
  <a href="http://groups.google.com/group/climate-change-summer">Visit this group</a>
</td></tr>
</table>
</html>

The ''convention'' tag is used for tiddlers relating to international conventions - also commonly known as treaties.
The 'convention of war' tag is used for tiddlers relating to war crimes and the conduct of war.
The ''css'' tag is used for tiddlers or tags that contain or are about [[Cascading Style Sheets]] that define for layout and appearance of the web page and its elements.

|<<siteMap >> |<<siteMap tiddlywiki>> |<<siteMap languages>> |


The ''css colours'' tag is used for tiddlers and tags that relate to - or define - the use of colour in [[Cascading Style Sheets]].

|<<siteMap >> |<<siteMap css>> |<<siteMap colour>> |

The ''css template'' tag is used for tiddlers - or tags - that are, or that relate to [[Cascading Style Sheet Templates]]  that define the overall layout of the web site or sections of the web site.

|<<siteMap >> |<<siteMap css>> |<<siteMap template>> |


The ''dacc'' tag stands for ''dangerous anthropogenic climate change'', the prevention of which is the principal purpose of the [[United Nations Framework on Climate Change]].

The ''dataperfect'' tag is for tiddlers about DataPerfect, TiddlyWiki's partner in [[TiddlyWikiPerfect|TiddlyWikiPerfect: An emerging hybrid information species]]

|<<siteMap >> |<<siteMap toolbox>> |

The ''declaration'' tag is for tiddlers and tags relating to global declarations,

|<<siteMap >> |
The ''dpingo60'' tag is used for tiddlers directly relating to the [[60th Annual DPI/NGO Conference]].

The ''environment'' tag is for tiddlers and tags relating to the environment, generally conceived of as the [[Natural environment]]

<<siteMap >>
The ''environmental convention'' tag is for tiddlers and tags relating to [[Environmental Conventions]].

|<<siteMap >> |<<siteMap environment>> |<<siteMap convention>> |

The ''environmental education'' tag is for tiddlers and tags relating to [[Environmental education]]

|<<siteMap >> |<<siteMap environment>> |<<siteMap education>> |<<siteMap "sustainable development">> |
/***
|Name|''fontSize''|h
|Author|[[Saq Imtiaz]]|
|Version|1.0|
|Description|Resize tiddler text on the fly. The text size is remembered between sessions by use of a cookie.|
|Source|http://lewcid.googlepages.com/lewcid.html#FontSizePlugin|
|TW Version|2.x|
***/
/***
You can customize the maximum and minimum allowed sizes. (only affects tiddler content text, not any other text)|

Also, you can load a TW file with a font-size specified in the url.
Eg: http://lewcid.googlepages.com/lewcid.html#font:110

!Demo:
Try using the font-size buttons in the sidebar, or in the MainMenu above.

!Installation:
Copy the contents of this tiddler to your TW, tag with systemConfig, save and reload your TW.
Then put {{{<<fontSize "font-size:">>}}} in your SideBarOptions tiddler, or anywhere else that you might like.

!Usage
{{{<<fontSize>>}}} results in <<fontSize>>
{{{<<fontSize font-size: >>}}} results in <<fontSize font-size:>>

!Customizing:
The buttons and prefix text are wrapped in a span with class fontResizer, for easy css styling.
To change the default font-size, and the maximum and minimum font-size allowed, edit the config.fontSize.settings section of the code below.

!Notes:
This plugin assumes that the initial font-size is 100% and then increases or decreases the size by 10%. This stepsize of 10% can also be customized.

!History:
*27-07-06, version 1.0 : prevented double clicks from triggering editing of containing tiddler.
*25-07-06,  version 0.9

!Code
***/

//{{{
config.fontSize={};

//configuration settings
config.fontSize.settings =
{
            defaultSize : 100,  // all sizes in %
            maxSize : 200,
            minSize : 40,
            stepSize : 10
};

//startup code
var fontSettings = config.fontSize.settings;

if (!config.options.txtFontSize)
            {config.options.txtFontSize = fontSettings.defaultSize;
            saveOptionCookie("txtFontSize");}
setStylesheet(".tiddler .viewer {font-size:"+config.options.txtFontSize+"%;}\n","fontResizerStyles");
setStylesheet("#contentWrapper .fontResizer .button {display:inline;font-size:105%; font-weight:bold; margin:0 1px; padding: 0 3px; text-align:center !important;}\n .fontResizer {margin:0 0.5em;}","fontResizerButtonStyles");

//macro
config.macros.fontSize={};
config.macros.fontSize.handler = function (place,macroName,params,wikifier,paramString,tiddler)
{

               var sp = createTiddlyElement(place,"span",null,"fontResizer");
               sp.ondblclick=this.onDblClick;
               if (params[0])
                           createTiddlyText(sp,params[0]);
               createTiddlyButton(sp,"+","increase font-size",this.incFont);
               createTiddlyButton(sp,"=","reset font-size",this.resetFont);
               createTiddlyButton(sp,"–","decrease font-size",this.decFont);
}

config.macros.fontSize.onDblClick = function (e)
{
             if (!e) var e = window.event;
             e.cancelBubble = true;
             if (e.stopPropagation) e.stopPropagation();
             return false;
}

config.macros.fontSize.setFont = function ()
{
               saveOptionCookie("txtFontSize");
               setStylesheet(".tiddler .viewer {font-size:"+config.options.txtFontSize+"%;}\n","fontResizerStyles");
}

config.macros.fontSize.incFont=function()
{
               if (config.options.txtFontSize < fontSettings.maxSize)
                  config.options.txtFontSize = (config.options.txtFontSize*1)+fontSettings.stepSize;
               config.macros.fontSize.setFont();
}

config.macros.fontSize.decFont=function()
{

               if (config.options.txtFontSize > fontSettings.minSize)
                  config.options.txtFontSize = (config.options.txtFontSize*1) - fontSettings.stepSize;
               config.macros.fontSize.setFont();
}

config.macros.fontSize.resetFont=function()
{

               config.options.txtFontSize=fontSettings.defaultSize;
               config.macros.fontSize.setFont();
}

config.paramifiers.font =
{
               onstart: function(v)
                  {
                   config.options.txtFontSize = v;
                   config.macros.fontSize.setFont();
                  }
};
//}}}
/***
|Name|''fullscreen''|h
|Author|[[Saq Imtiaz]]|
|Version|1.1|
|Description|Toggle between viewing tiddlers fullscreen and normally. Very handy for when you need more viewing space.|
|Source|http://lewcid.googlepages.com/lewcid.html#FullScreenPlugin|
|TW Version|2.x|
***/
/***
!Demo:
Click the ↕ button in the toolbar for this tiddler. Click it again to turn off fullscreen.

!Installation:
Copy the contents of this tiddler to your TW, tag with systemConfig, save and reload your TW.
Edit the ViewTemplate to add the fullscreen command to the toolbar.

!History:
*25-07-06: ver 1.1
*20-07-06: ver 1.0

!Code
***/
//{{{
var lewcidFullScreen = false;

config.commands.fullscreen =
{
            text:" ↕ ",
            tooltip:"Fullscreen mode"
};

config.commands.fullscreen.handler = function (event,src,title)
{
            if (lewcidFullScreen == false)
               {
                lewcidFullScreen = true;
                setStylesheet('#sidebar, .header, #mainMenu{display:none;} #displayArea{margin:0em 0 0 0 !important;}',"lewcidFullScreenStyle");
               }
            else
               {
                lewcidFullScreen = false;
                setStylesheet(' ',"lewcidFullScreenStyle");
               }
}

config.macros.fullscreen={};
config.macros.fullscreen.handler =  function(place,macroName,params,wikifier,paramString,tiddler)
{
        var label = params[0]||" ↕ ";
        var tooltip = params[1]||"Fullscreen mode";
        createTiddlyButton(place,label,tooltip,config.commands.fullscreen.handler);
}

var lewcid_fullscreen_closeTiddler = Story.prototype.closeTiddler;
Story.prototype.closeTiddler =function(title,animate,slowly)
{
           lewcid_fullscreen_closeTiddler.apply(this,arguments);
           if (story.isEmpty() && lewcidFullScreen == true)
              config.commands.fullscreen.handler();
}


Slider.prototype.lewcidStop = Slider.prototype.stop;
Slider.prototype.stop = function()
{
           this.lewcidStop();
           if (story.isEmpty() && lewcidFullScreen == true)
              config.commands.fullscreen.handler();
}
//}}}
The ''google groups'' tag is for tiddlers about or relating to [[Google Groups]]

|<<siteMap >> |<<siteMap "google tools">>|<<siteMap "email groups">> |

The ''google search'' tag is for tiddlers about [[Google search]] and those that incorporate use of the tool.

|<<siteMap >> |<<siteMap "google tools">> |

Type the ''google site search'' tag is for tiddler about [[Google site search]], or those that make use of this tool.

|<<siteMap >> |<<siteMap "google search">> |

Type the ''google tools'' tag is for tools and resources that make use of [[Google Tools]].

|<<siteMap >> |<<siteMap toolbox>> |

The ''html tag'' is used for tiddlers that involve the use of HTML formatting tags. Tiddlers tagged with ''html tag'' are displayed below.
The ''ice'' tag is for tiddlers or tags relating to 'ice.

|<<siteMap >> |<<siteMap cryosphere>> |<<siteMap water>> |


The ''iframe'' tag is used for tiddlers that use the HTML tag &lt;iframe&lt; to display a page or site from another web site inside this site. Tiddlers tagged with ''iframe'' are displayed below. Note: not all relevant tiddlers with have been so tagged.
To create an {{{<iframe>}}} tiddler that displays the contents of an external web page, copy the highlighted area into a new tiddler, and then insert the corresponding *url* - in two places - and *title*. If you wish, you can change the width or height of the tiddler, the background colour, border, etc around the displayed site.
{{{
@@font-size:90%;''Note'': This is a "framed" page from the   web site.
You can view this page in a separate browser tab or window at @@
<html><iframe
	src = ""
	title = ""
	style="
		background-color:#ffffff; 
		border-color:#ffffff;
		border:none;"
	width = "100%"
	height = "1000"
	frameborder = "0"
	scrolling = "yes">
</iframe></html>

}}}
The ''ipcc-ar3'' tag is used for tiddlers relating to the [[Third Assessment Report|IPCC Third Assessment Review]] of the [[Intergovernmental Panel on Climate Change]]

The ''ipcc-ar4'' tag is used for tiddlers - and tags - relating to [[Climate Change 2007: IPCC Fourth Assessment Review]]
The ''ipcc-ar4-wg1'' tag is used for tiddlers related to the Report of ''Working Group I'' of the [[Intergovernmental Panel on Climate Change]], with a focus on the ''Physical Science Basis of Climate Change''.


The ''ipcc-ar4-wg2'' tag is for tiddlers relating to [[Climate Change 2007: Climate Change Impacts, Adaptation and Vulnerability]] - the Report of ''Working Group II'' of [[Climate Change 2007: Fourth Assessment Report]] of the [[Intergovernmental Panel on Climate Change]].

The ''ipcc-ar4-wg3'' tag is for tiddlers related to [[Climate Change 2007: Mitigation of Climate Change. Report of Working Group III]]

The  ''melting ice'' tag is used for tiddlers relating to the critical issue of melting ice, snow and glaciers - widely perceived as the critical "tipping point" in relation to climate change.

The 'menu' tag is used to identify tiddlers containing, or about the muse of [[TiddlyWiki menus]]

|<<siteMap menu>> |<<siteMap tiddlywiki>> |
/***
|Name|''monkeyTagger''|h
|Author|[[Saq Imtiaz]]|
|Version|0.9 (2006.04.08)|
|Description|An adaptation of [[tagAdder plugin macro]] for monkeyGTD and tagglytagging user, but could be useful to just about anyone!|
|Source|http://lewcid.googlepages.com/lewcid.html#MonkeyTaggerMacro|
|TW Version|2.07|
***/
/***
*{{{<<monkeyTagger Project>>}}} gives a drop down list of all tags, tagged with Project.
*The list allows toggling of tags on the current tiddler.
*logging options for task management.

!Demo:
<<monkeyTagger Status>>

!Installation:
*Copy this tiddler to your TW with the systemConfig tag
*either copy the following to your ViewTemplate:
{{{<div class='tagged' macro='monkeyTagger tagToTrack'></div>}}}
or
*better yet, define your own toolbar class and add as many as you need to create a nice toolbar.
Eg:
{{{<div class='toolbar' >
<span style="padding-right:0.15em;" macro='monkeyTagger Project'></span>
<span style="padding-right:0.15em;" macro='monkeyTagger Status'></span>
<span macro='toolbar -closeTiddler closeOthers +editTiddler permalink references jump'></span>
</div>}}}
 (adjust padding to taste)

!Usage:

''Syntax:''
|>|{{{<<monkeyTagger source:"sourcetag" label:"customlabel" logging:"true/false" anchor:"anchortext"  arrow:"true/false">>}}}|
|label:|quoted text to use as a customlabel|
|arrow:|add arrow to custom label, values are "true" or "false"|
|anchor:|quoted text to specify where to add logging text|
|logging:|enable logging of tags added (for task management), values are "true" or "false"|

the only parameter you ''have'' to pass is the source. When passing only one parameter, you can write either something like:
{{{<<monkeyTagger "Project">>}}} or {{{<<monkeyTagger source:"Project">>}}} for <<monkeyTagger Project>>
All other parameters are optional, and can be written in any order.

''Defaults:''
|label:|default label if not specified = source tag + arrow|
|arrow:|true |
|logging:|false |
|anchor:|none used by default, logging text added to end of tiddler |

''Examples:''
|custom label| {{{<<monkeyTagger source:"Project" label:"customlabel">>}}} |<<monkeyTagger source:"Project" label:"customlabel">>|
|custom label without arrow| {{{<<monkeyTagger source:"Project" label:"customlabel" arrow:"false">>}}} |<<monkeyTagger source:"Project" label:"customlabel" arrow:"false">>|
|logging enabled| {{{<<monkeyTagger source:"Project" logging:"true"}}} |<<monkeyTagger source:"Project" logging:"true">>|
|logging enabled with anchor text|{{{<<monkeyTagger source:"Project" logging:"true" anchor:"anchortext"}}} |<<monkeyTagger source:"Project" logging:"true" anchor:"anchortext">>|

''Tips:''
*Make sure your anchor text doesn't occur more than once in every tiddler, as the first instance will be used.
*I recommend using something like {{{/%StatusLog%/}}} as an invisible anchor.
*Use a tag based template, and add monkeyTagger macro's with logging enabled to the toolbar in just your taskmanagement templates.

!To Do:
*add sorting options if requested.
*''add exclude tag feature''!

!History
*Version 0.9: 
**changed to named parameters to make it more user friendly
**added option to disable/enable dropdown arrow in custom labels
**added logging option with anchor text.

!CODE
***/
//{{{

config.macros.monkeyTagger= {};
//config.macros.monkeyTagger.dropdownchar = (document.all?"▼":"▾"); // the fat one is the only one that works in IE
config.macros.monkeyTagger.dropdownchar = "▼"; // uncomment previous line and comment this for smaller version in FF
config.macros.monkeyTagger.handler = function(place,macroName,params,wikifier,paramString,tiddler)
{
 var nAV = paramString.parseParams('test', null, true);

 if ((nAV[0].arrow)&&(nAV[0].arrow[0])=='false')
    var arrow=': ';
 else
     var arrow=': '+ config.macros.monkeyTagger.dropdownchar;

 if((nAV[0].source)&&(nAV[0].source[0])!='.')
        {var tagToTrack = nAV[0].source[0]}
 else if(params[0]&&(params[0]!='.'))
      {var tagToTrack = params[0]}
 else
       {return false;};
 var monkeylabel = ((nAV[0].label)&&(nAV[0].label[0])!='.')?nAV[0].label[0]+arrow: tagToTrack+arrow;
 var logmode = ((nAV[0].logging)&&(nAV[0].logging[0])!='.')?nAV[0].logging[0]: "false";
 if ((nAV[0].anchor)&&(nAV[0].anchor[0])!='.')
    var anchor = nAV[0].anchor[0];
 var monkeytooltip=tagToTrack + ' :';


     if(tiddler instanceof Tiddler)
                {var title = tiddler.title;
                
                var addcomment = function(tiddler,newTag){
                    var now = new Date();
                    var timeFormat= 'DD/0MM/YY 0hh:0mm';
                    var formattednow= now.formatString(timeFormat);
                    var txt="\n*''"+tagToTrack+"'' set as ''"+newTag+"'' on "+formattednow;
                    if (anchor && anchor!='.')
                       {var pos=tiddler.text.indexOf(anchor);
                       if (pos!=-1) {pos=pos + anchor.length}
                       else if (pos==-1) {pos=tiddler.text.length}}
                    else if (!anchor){var pos = tiddler.text.length;};

                    tiddler.set(null,tiddler.text.substr(0,pos)+txt+tiddler.text.substr(pos));
                    story.refreshTiddler(tiddler.title,null,true);
                    return false;
}

                var ontagclick = function(e) {
                    if (!e) var e = window.event;
                    var tag = this.getAttribute("tag");
                    var t=store.getTiddler(title);
                    if (!t || !t.tags) return;
                    if (t.tags.find(tag)==null)
                       {t.tags.push(tag)
                         if (logmode=="true"){addcomment(t,tag);}}
                    else
                        {t.tags.splice(t.tags.find(tag),1)};
                    story.saveTiddler(title);
                    story.refreshTiddler(title,null,true);
                    return false;
                    };
                var onclick = function(e) {
                    if (!e) var e = window.event;
                    var popup = Popup.create(this);
                    var thistiddler=store.getTiddler(title);

                    var taggedarray = new Array();
                    var tagslabel = new Array();

                    var taggedtiddlers = store.getTaggedTiddlers(tagToTrack);
                    for (var t=0; t<taggedtiddlers.length; t++){
                        var taggedtitle= ((taggedtiddlers[t]).title);
                        taggedarray.push(taggedtitle);}

                    for (var t=0; t<taggedarray.length; t++){
                        var temptag = taggedarray[t];
                        if (thistiddler.tags.find(temptag)==null)
                           {var temptag='[ ] '+ temptag;
                           tagslabel.push(temptag);}
                        else
                            {var temptag ='[x] '+ temptag;
                            tagslabel.push(temptag);}
                            }

                   if(tagslabel.length == 0)
                          createTiddlyText(createTiddlyElement(popup,"li"),('no '+tagToTrack));
                          for (var t=0; t<tagslabel.length; t++)
                          {
                          var theTag = createTiddlyButton(createTiddlyElement(popup,"li"),tagslabel[t],("toggle '"+ ([taggedarray[t]]))+"'",ontagclick);
                          theTag.setAttribute("tag",taggedarray[t]);
                          }
       Popup.show(popup,false);
       e.cancelBubble = true;
       if (e.stopPropagation) e.stopPropagation();
       return(false);
};
 //createTiddlyButton(place,monkeylabel,monkeylabel,onclick);

var createdropperButton = function(place){
var sp = createTiddlyElement(place,"span",null,"monkeytaggerbutton");
var theDropDownBtn = createTiddlyButton(sp,monkeylabel,monkeytooltip,onclick);
};

createdropperButton(place);
 }
};
setStylesheet(
 ".toolbar .monkeytaggerbutton {margin-right:0em; border:0px solid #fff; padding:0px; padding-right:0px; padding-left:0px;}\n"+
 ".monkeytaggerbutton a.button {padding:2px; padding-left:2px; padding-right:2px;}\n"+
// ".monkeytaggerbutton {font-size:130%;}\n"+
//".monkeytaggerbutton .button {color:#703;}\n"+
 "",
"MonkeyTaggerStyles");

//}}}
The ''site map'' tag is used to identify tiddlers about [[Site Maps]] or that contain a site map.

|<<siteMap "site map">> |<<siteMap tiddlywiki>> |

/***
|Name|''siteMap''|h
|Author|[[Simon Baird]]|
|Version|1.0.3 (2006.03.15)|
|Description|Displays a Site Map|
|Syntax|{{{<<siteMap tiddlertitle>>}}}|
|Source|http://mptw2.tiddlyspot.com/#SiteMapMacro|
***/
/***
!!Examples
See SiteMap and SliderSiteMap for example usage.

!!Parameters
* Name of tiddler to start at
* Max depth (a number) 
* Format (eg, nested, see formats below)
* Don't show root flag (anything other than null turns it on)
* Tags - a string containing a bracketed list of tags that we are interested in

!!History
* 1.0.3 (15-Mar-06)
** adde