A diplomatic fall-out from Saturday’s Eurovision contest has embroiled heads of State and Foreign Ministers: apparently some points assigned to the Russian entry by Azeri televoters have gone missing.
'Azerbaijanis better start watching their online language. Any unkind word thrown into cyber space may soon result in a legal action if plans to censor publicly accessible virtual conversations go through.' So reports Giorgi Lomsadze on eurasianet.org.
Could we get another Talleyrand or Metternich through an online course? Diplomatic protocol, negotiations and other practical topics in diplomatic training – is it a “learning by doing” exercise or can you teach these efficiently in an online learning environment?
Last Wednesday (17 April 2013) we discussed the key dilemmas of online learning. This lively event involved more than 70 people and 3 panels with 2 panellists debating the following questions:
I enjoyed Pete's post: Social Media and online learning - is it such an obvious marriage? as much as I enjoyed the original debate, Social media can enrich online learning as part of Dip
It seems a no-brainer: learning is social, online media are social, ergo social media and learning are made for each other. It's not quite so easy, I believe.
In October 2005, Hans Blix, the former UN weapons inspector, said that the US administration misled itself and the world. He went on to qualify: “I've never maintained that the administration deliberately misled" the public, ''I think they misled themselves, that we can see.
Language is riddled with gaps. Some are yawning gulfs, such as the abyss between what you meant to say and what you actually said when it came out all wrong, or between what you thought you’d said and what the other party understood.
For two thousand years, we have read the Greek classics. We have done so in a peculiar fashion. Their gods were central to their worldview. We discarded their gods, which we despised as mere idols. In doing so, we’ve lost much of the deeper meaning that attached to the gods.