Global Education Magazine: International Human Solidarity Day


international human solidarity day, malala yousafzai, nobel peace prize 2014


HUMANISFESTO: The Biomimetic Symbiosis Between Ecological Sustainability and Human Rights

HUMANIFESTO: La Simbiosis Biomimética entre la Sustentabilidad Ecológica y los Derechos Humanos

Javier Collado Ruano, Director of Edition




Statement of the UNESCO Director-General After the Attack Against a School in Pakistan

Second UNESCO Forum on Global Citizenship Education (GCED) Building Peaceful and Sustainable Societies: Preparing for Post-2015


Por la primera vez una red colombiana de defensa de los derechos de las mujeres recibe la más alta distinción sobre refugiados en el mundo, Francesca Fontani


Carta a las y los jóvenes de México, Boaventura de Sousa Santos


Women at COP 20 Blast Failure for Real Action in Lima

La solidarité est la valeur essentielle pour grandir ensemble / Solidarity Is the Key Value of Growing Together, Sonia Colasse

Interview with Shabnam Assadollahi: The Deterioration of Human Rights in Iran continues, by Kaveh Taheri

Other Place on the Globe. Education of Children in Montenegro, Interview with Jasmina Kalezic a Montenegrin Teacher and Children Rights Activist, byKaveh Taheri



1st) Millennium Development Goals of the United Nations Section:

Sexual Violence in Mogadishu’: A Review and Analysis of Current Trends and Literature, Ifrah Ahmed, Mugo Mugo and Ahmed Ismail

National Economic Planning in the Capitalist System, Fernando Alcoforado

La noche en que México ardió en llamas, Gabriel Torreblanca Flores

Cambodia at a Crossroads: New Laws Would Limit Freedoms, Michael Switow


2nd) Global Citizenship Education Section:

Solidarity: Out of Guilt or Desire for Change? Travis Green

Construyendo paz desde las aulas. Estrategias de Educación para la Paz en Montes de María, Colombia. Lina Margarita Perea Mojica

Solidarity – The Need for Survival and Existence,Rashmi Chandran

The Value of Friendship, Tolerance and Respect within Education of Economics and Business, Saskia Troy


3rd) Transversal Studies Section:

Astronomy in the Frame of the Transdisciplinary Education, Magda Stavinschi and Mirela Muresan

La solidaridad: una visión social e histórica, Alejandro Sánchez Ródenas y Adrián Matea Zoroa

Monitoring the Greek Case during the Financial Crisis, Athanasia Zagorianou

Israel vs Palestina. Un proceso de paz necesario, Marco Cola


In addition, we also have other interesting letters with useful information:

A Need for a Convention on International Solidarity


The Maryland School for the Blind and the University of Delaware. Team up for “Go Kids Go!” Workshop

Morocco: An Inspiring Model of Development, ESCA: Ecolé de Management

International Human Solidarity Day, PEACE WELCOME CLUB


Yasuni-Amazona: “The Rain Forest Project”

Global Education Magazine, World Water Day, UNESCO, ACNUR, UNHCR,

Global Education Magazine

22nd March 2015

World Water Day

Read the publication rules and share your ideas and experiences with all the world!

Submission DEADLINE February 15

This edition was published on December 20, 2014, for the International Human Solidarity Day, in Global Education Magazine.

  • Gulere

    Say to yourself, “I am human: Whose image am I?” Let us know who we are.

  • Magdi Ahmed

    I’m now writing my paper as an NGO activist, but I don’t know how to post or send my paper to you

    I’m working in an NGO in Sudan , Khartoum, would you please help me

  • Joseph Griffin

    Apply Now!

    YOUR APPLICATION: Yasuni – Amazon “The Rain Forest Project”

    We are called to safeguard the future abundance of life in Yasuni

    (Please see green highlight HERE at bottom for the application required to submit)

    Our Non-Profit Educational Project in close collaboration with the Napo Wildlife Reserve, offers an ALL EXPENSE PAID TRIP, ROUND TRIP AIRFARE FROM YOUR HOME TOWN TO THE AMAZON, FULL ROOM & BOARD
    for all qualified Global Scholars interested in Studying a topic of
    their academic passion in the Yasuni, State Park in Ecuador for 4, 8 and
    12 week terms. ALL Expenses (Approximately $4,600) are covered by Yasuni-Amazona, “The Rain Forest Project”!

    Partnership with the Napo Wildlife Center and the Kichwa Community

    A Proposal for Those Who Wish to Live and Study in the Ecuadorian
    Yasuni State Park During the late Spring of 2015 – 2017 selected dates.
    This is the application (form-application link below) for students interested in an all expense paid Independent Study Project in the Anangu Community – Yasuni State Park, Napo, Amazonas.

    Qualified students will be flown to Ecuador and escorted to the
    indigenous Yasuni community where they will live in comfortable
    surroundings and involve themselves in a study project of their choosing
    tied to their present college disciplines.

    All will be assisted by a host family as requested for the full period of their stay as well as by the personnel of the Yasuni-Amazona
    “Rain Forest Project”, leaders of the Kichwa Community and Associates
    of the Napo Wildlife Center. At the end of the period of research and
    study, they will be flown back to their country of Origin.

    Applicants Essay – Proposal:

    Please write a one page essay in response to the question and proposal below!

    -Describe the project you wish to pursue.

    -What do you see as the biggest challenges in carrying out your project?

    The project will be partially funded by the Reginald A Fesseden
    Educational Fund, a 501(c)3 non-profit educational foundation recognized
    by the Internal Revenue Service and the State of California, with EIN #
    23-71550 51.

    The application fee is $25 and is payable to: Reginald A Fesseden Educational Fund via Paypal


    The Yasuni-Amazona The Rain Forest Project — Yasuni means sacred land
    and symbolizes the abundance of life on earth for the Kichwa culture,
    one of the cultures with a spoken language in the Amazons — This program
    consists of an academic exchange and a departmental search for
    qualified leading global academic students, in exchange with recent
    graduates from the Anangu Community.

    This exchange will create a synergy that benefits both the College student and members of the Anangu community.

    The Global College Student will be exposed to the reality of life in
    the Amazon jungle. He or she will live — simply but comfortably — in
    with a small community of Spanish and Kichwa speaking peoples.

    These families are experienced hosts, and are seeking those who are
    curious enough to not merely visit but work in this self-sustaining
    community with its Indigenous Kichwas who are striving to protect their
    community from any group or organization who may not yet be sensitive
    enough to the needs to protect this outstanding pristine environment in
    the Yasuni State park in the Amazons rain forest.

    The Anangu student, in turn, will be learning to communicate in
    English, German, French, Japanese, (and other languages needed for
    Eco-Tourism Communication) learn how to work as a guide, and will
    specialize in multiple explorations. These highly qualified
    energetically taught caretaker will set new standards in the Amazon,
    which, in turn, will form a new model for sustainability in this
    pristine state park.

    We strongly believe that this balanced academic exchange will have a
    positive, sustainable and long-lasting effect — rewarding Amazon
    communities and the curious and open-minded Global College student.


    Applicants are to choose an independent research project for 4, 8 or
    12 weeks in their field of study at their University or College that may
    be related to the Anangu Community.

    The indigenous Kichwas of the Anangu are no longer completely
    dependent on hunting or fishing. The have outlawed hunting and fishing
    on their lands. They have transformed themselves into land-managers —
    with a successful Eco-Tour Lodge. They are also dedicated caretakers and
    guides to 22,000 hectares of Amazon Forest Land in the Yasuni State
    Park in Ecuador.


    Applicants must submit three letters of recommendation from
    professors, a bio and an essay that clearly explains why they should be
    chosen to conduct an independent study program in the Anangu community.
    Questions to consider:

    (1) How will you and the Anangu – Community gain from your project?

    (2) What mutual benefits will occur?

    (3) What do you expect to contribute to help perpetuate knowledge gleaned in the project?


    Must hold a valid passport for travel to Ecuador

    Must speak passable Spanish, and be willing to learn basic Kichwa vocabulary.

    Must be willing to work independently in the Anangu-Kichwa Community.

    Must be willing to teach English and share your field expertise in the schools and homes of the Anangu Community.

    Must have a realistic and original topic of interest to pursue as independent study.

    Must be open, caring and respective of the environment, rules and regulations established by the Anangu community.


    The Yasuni-Amazona, Rain Forest Project relies on complete
    illustrative, audio and visual findings from each of our fine
    independent scholars. Students’ findings will be published on the
    Yasuni-Amazona “The Rain Forest Project” website.




    We encourage all applicants from all academic fields to develop their
    own original independent study topics, methods of research and
    presentation of findings at the end of study to the project’s Website: Yasuni-Amazona.Org. The purpose of our link will be to perpetuate the Yasuni-Amazona
    “the rain forest of knowledge” goals, create academic synergies for the
    Ananagu Community, support sustainable Eco-Tourism Models, safeguard
    future Independent Study opportunities for students into the far future.

    Below, please find suggested Topics Related to Aranagu Community in Amazons – Ecuador. These are only ideas and some suggestions. We welcome your individual ideas based on your most pasionate field of study.


    — Art: Study and learn pottery techniques based on such
    artworks as the “Venus” of Valdivia from southern Ecuador or Sucumbios
    art or Macanas and figure painting. Introduce modern art studies
    (Picasso, Modrian, Matisse) to encourage incorporation of their
    techniques into local drawing and cast figures.

    — Psychology: Study the traditional and
    interpretation of community tradition of elders interpreting dreams in
    early morning community huayasa, ritual. Compare symbols with those used
    in Freudian or Jungian analysis.

    — Women’s Studies: Study the evolution of changing
    gender roles in modern Kichwa society, and view these changes in line
    with the principles elucidated by Simone de Beauvoir, Betty Friedan,
    Jane Goodall, or Germaine Greer

    — Sociology & Anthropology: Study the
    transformation of women’s roles in Kichwa Culture as they would have
    compared to the models of Hilary Rose and Napoleon Chagnon, or,
    alternatively, as they would have been seen by Margaret Mead. Thus you
    could compare the nurturing of girls in Mead’s Ta’u to that of the
    Kichwa, to determine if there is a stable, monocultural society, with
    solid role models, as defined by Mead.

    — Mathematics: Develop logarithm and probability
    models based on environmental balances in the Amazon Basin in general,
    and more specifically in the Ananagu Community.

    — Political Science: Study local leadership roles,
    elections, community political structure, and offer comparisons to the
    political models of Ecuador, South and Central America in general, or
    other systems in specific.

    — Language: Study Kichwa, and attempt to study local
    or district variations in vocabulary or language structure between this
    community and nearby communities. Examine relative use of Spanish and
    Kichwa in relating to other specific ideas or ideals, along with
    integration of new vocabularies of — for instance — new technologies
    (computer, mechanical, agricultural or ecological).

    — Chemistry: Analyze water and chemical components
    of water from Rio Napo, nearby streams, springs, lagoons, rain water.
    Help develop simple technologies to analyze dangerous or benign
    impurities in local water, wells, rivers, and precipitation.

    — Geology: Study Rio Napo erosion and possible
    solutions to leeching of valuable soil through erosion. Develop methods
    to compare various types of soils in the area, and determine which can
    more contribute to the quality of life of the local inhabitants.

    — Music: Study traditional Kichwa music and
    instrumentation, and suggest how popular Ecuadorian culture has nurtured
    or displaced the traditional forms of musical instruments and song.

    — Journalism/English: Present the story of
    eco-tourism, as seen through the eyes of nature guides and caretakers,
    and develop ideas to determine if the culture of the Kichwa has been
    changed for the better (more economic determinism) or the worse
    (degrading of cultural standards) by eco-tourism.

    — History: Help develop an oral history project by
    interviewing some of the older members of the peoples of this area, to
    capture a feel for what life was like along the Napo River in post-WWII
    Ecuador. Who were the leaders, what was the status of men, what was the
    status of women, was it a matriarchal or patriarchal society, what was
    the role of children, who was considered poor, who was considered rich?

    — Education: Develop sustainable eco-tourism guide
    models to assist in improving outdoor education features for new
    visitors to the Yasuni State Park.

    — Environment – Global Studies: Develop a global-realistic model for present and future management of resources to be found in the Amazon Basin in Ecuador.

    — Economics: Help design efficient, sustainable, long-term business models for the Yasuni Kichwa eco-tourism sector.

    — Peace Studies: What is the stance of the locals on
    questions of peace, property and violence? How do those who live in
    this area deal with the interaction of civil and property rights in a
    non-violent way?

    — International Studies: Study the interactions,
    development, and effects of business development models and its impact
    on Kichwa Environment and Society.

    — Physics/Astronomy: Study alternative energy options and applications, energy use and transportation at home and on the Napo River.

    — Environmental Studies: Study oil exploration, compare transportation
    issues, use of private roads for access vs. conservation or sustainable
    oil exploration with water access and proposed limited private
    footprints for oil exploration.

    — Biology Pre-Med: Study invasive species such as
    Achatina fulicathe — the African land snail — that is decimating local
    crops. Study possible counter-species to slow this invasive species.

    — Human Development and Social Relations: Study
    family systems to compare with the family studies devised by Milton
    Erickson, Salvador Minuchin, Abraham Maslow and other family therapists.
    Find examples of local versions of “stuck,” “successful,”
    “non-functioning” and “evolving” family roles and outcomes.

    Are your ready to take this Academic, Social and Global Walk into the Yasuni-Amazona “the rain forest project”?

    If this sounds like something you want to do, please click HERE to submit your online application.


    [email protected]

    Email: [email protected]

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