NGO Committee on Education
United Nations Decade of Education for Sustainable Development (2005-2014)
in an Evolving Creative Commons, Open Source Climate

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Information and Communications Sub-Committee
NGO Committee on Education
Conference Of Non-Governmental Organizations
in Consultative Relations with the United Nations
    NGO Committee on Education -        United Nations Decade of Education for Sustainable Development         in a Creative Commons, Open Source Climate
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To get started with this blank [[TiddlyWiki]], you'll need to modify the following tiddlers:
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* [[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]]
<<importTiddlers>>
!!!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|Dakar Framework for Action, Education For All]] 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.
!! The Campaign
The Universal Declaration of Human Rights (UDHR) turns 60 on 10 December 2008. Today, on Human Rights Day 2007, the United Nations launches a year-long UN system-wide advocacy campaign to mark this important milestone. The campaign, an initiative of the United Nations Secretary-General, will be led by the High Commissioner for Human Rights, and supported by UN agencies, departments and funds, and other international and local partners, to celebrate the Declaration and the promise that has made this document so enduring: "Dignity and justice for all of us".

The year-long commemoration, culminating on Human Rights Day 2008, aims to continue to raise awareness of the Declaration and its relevance to people around the world. The campaign aims to engage the wide participation of individuals and institutions - from global organizations to grassroots advocacy groups - to make the Declaration a reality for all. The Declaration opened the door to much progress but there is no room for complacency, as the almost daily litany of human rights violations around the world demonstrates.
!! The logo
[>img[udhr60+100x87.png]]The anniversary campaign is symbolized by the UDHR60 logo, which depicts a human shape standing with arms wide open. The yellow and red symbol represents liberation and equality. The yellow is a sign of peace and warmth. The symbol is set on a solid block which represents the foundation of human rights. The earthy red colour of the block reinforces human rights as a foundation stone and as humankind's common heritage.

The UDHR60 logo - in full colour or as a single colour - is available with text in Arabic, Chinese, English, French, Russian and Spanish. It will be used during the anniversary period, from 10 December 2007 to 31 December 2008. It is under embargo until 10 December 2007.

The logo is available on the OHCHR website. Please contact us on 60anniversary@ohchr.org for guidelines on its usage.
!! The Theme
The UDHR60 logo comes with words that encapsulate the promise of the Declaration: "Dignity and justice for all of us". It reinforces the vision of the UDHR as the first international recognition that fundamental rights and freedoms are inalienable and inherent to all human beings, that every one of us is born free and equal. The phrase also serves as a rallying call, for the promise of dignity and justice is far from realized for everyone. The UDHR is a living document that matters not only in times of conflict and in societies suffering repression, but also in addressing social injustice and achieving human dignity in times of peace in established democracies. Non-discrimination, equality and fairness - key components of justice - form the foundation of the UDHR. And no matter where you live, how much money you have, what faith you practice or political views you hold, all the human rights in the Declaration apply to you, everywhere, always.
!! KnowYourRights2008
The United Nations Regional Information Centre (UNRIC) in Brussels has created a new website, www.KnowYourRights2008.org, as a repository of ideas to commemorate the year of human rights. The highly interactive website enables people all over the world to upload and download multimedia files and share their projects and initiatives on the Universal Declaration. www.KnowYourRights2008.org was launched on 10 December 2007.
!! The UDHR: the foremost statement of the rights and freedoms of all human beings
The Declaration adopted by the United Nations General Assembly in 1948, consists of a preamble and 30 articles, setting out a broad range of fundamental human rights and freedoms to which all men and women, everywhere in the world, are entitled, without any distinction.

The Declaration was drafted by representatives of all regions and legal traditions. It has over time been accepted as a contract between governments and their peoples. Virtually all states have accepted it. The Declaration has also served as the foundation for an expanding system of human rights protection that today focuses also on vulnerable groups such as disabled persons, indigenous peoples and migrant workers.
!! Human Rights Day
The UDHR was adopted on 10 December 1948. The date has since served to mark Human Rights Day worldwide. The High Commissioner for Human Rights, as the main UN rights official, and her Office play a major role in coordinating efforts for the yearly observance of Human Rights Day.
!! About OHCHR
The Office of the United Nations High Commissioner for Human Rights (OHCHR), a part of the United Nations Secretariat, is the global authority on human rights. It represents the world's commitment to universal ideals of human dignity and has been given a unique mandate to promote and protect all human rights. Headquartered in Geneva, the Office is also present in some 40 countries. Headed by the High Commissioner for Human Rights, a position established by the General Assembly in 1993 to spearhead the United Nations' human rights efforts, OHCHR offers leadership, works objectively, educates and takes action to empower individuals and assist States in upholding human rights. For more information please visit www.ohchr.org
!! The Universal Declaration of Human Rights: A Living Document
Many things can be said about the Universal Declaration of Human Rights (UDHR). It is the foundation of international human rights law, the first universal statement on the basic principles of inalienable human rights, and a common standard of achievement for all peoples and all nations. As the UDHR approaches its 60th birthday, it is timely to emphasize the living document's enduring relevance, its universality, and that it has everything to do with all of us. Today, the UDHR is more relevant than ever.
!! Universality
It was the UDHR, almost 60 years ago, that first recognized what have become nowadays universal values: human rights are inherent to all and the concern of the whole of the international community. Drafted by representatives of all regions and legal traditions, the UDHR has stood the test of time and resisted attacks based on "relativism". The Declaration and its core values, including non-discrimination, equality, fairness and universality, apply to everyone, everywhere and always. The UDHR belongs to all of us.

More than ever, in a world threatened by racial, economic and religious divides, we must defend and proclaim the universal principles - first enshrined in the UDHR - of justice, fairness and equality that people across all boundaries hold so deeply.
!! Enduring Relevance
Human rights are not only a common inheritance of universal values that transcend cultures and traditions, but are quintessentially local values and nationally-owned commitments grounded in international treaties and national constitutions and laws.

The Declaration represents a contract between governments and their peoples, who have a right to demand that this document be respected. Not all governments have become parties to all human rights treaties. All countries, however, have accepted the UDHR. The Declaration continues to affirm the inherent human dignity and worth of every person in the world, without distinction of any kind.
!! Ongoing struggle
The UDHR protects all of us, and it also enshrines the gamut of human rights. The drafters of the UDHR saw a future of freedom from fear, but also of freedom from want. They put all human rights on an equal footing and confirmed human rights are all essential to a life of dignity.

The UDHR drafters' vision has inspired many human rights defenders who have struggled over the last six decades to make that vision a reality. The contemporary international human rights edifice that originates in the UDHR is to be celebrated. But it has yet to benefit all of humanity equally.

The struggle is far from over. As the Declaration's custodians and beneficiaries, all of us must reclaim the UDHR, make it our own, and it has to do with both our rights and our responsibilities. While we are entitled to our human rights, we should also respect the human rights of others and help make universal human rights a reality for all of us. In our efforts lies the power of the UHDR: it is a living document that will continue to inspire generations to come.
!! Dignity and Justice for All of Us
"Dignity and justice for all of us" reinforces the vision of the Universal Declaration of Human Rights (UDHR) as a commitment to universal dignity and justice. It is not a luxury or a wish-list. The UDHR and its core values, inherent human dignity, non-discrimination, equality, fairness and universality, apply to everyone, everywhere and always. The Declaration is universal, enduring and vibrant, and thus, a living document that concerns us all.
!! Commitment
The drafting process of the UDHR involved representatives from all regions and drew inspiration from values, belief systems and political traditions from different cultures and societies across the globe. Initially adopted by countries worldwide as "a common standard of achievement for all peoples and nations", the Declaration has over time been widely accepted as the fundamental norms of human rights that all should respect. Today, all countries have accepted the UDHR and reaffirmed its commitment to fundamental rights enshrined therein time and again.

Over the years, this commitment has been translated into law through which human rights are defined and guaranteed. Indeed, the UDHR has inspired numerous international human rights treaties and declarations, regional conventions, as well as national Constitutions. This rich body of human rights law represents a contract between governments and their peoples.
!! Dignity
The UDHR demands meeting basic human needs and recognizes the indivisibility and interdependence of all human rights, whether they are civil and political rights, such as the right to life, and freedom of expression; or economic, social and cultural rights, such as the rights to work, social security and education. The improvement of one right contributes to the advancement of the others. Likewise, the deprivation of one right adversely affects the others. The entitlement to and fulfilment of all human rights are essential to a life of dignity.

The Declaration's enduring relevance is more compelling still when we listen to the voices of people at the grassroots level. When the World Bank conducted its "Voices of the Poor" surveys in the late 1990s, interviewing over 80,000 people in villages and local communities on their values, needs and strongest aspirations, the results read like the list of everyday rights in the UDHR.
!! Justice
The UDHR declares in its preamble that "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." It was the first, and remains the foremost, statement of the rights and freedoms of all of us as human beings, without distinction of any kind.

The core principles of human rights first set out in the UDHR, such as universality, interdependence and indivisibility, equality and non-discrimination are crucial in achieving justice. Non-discrimination, for example, has become one of the cross-cutting principles in human rights law. The principle is present in all the major human rights treaties and provides the central theme of some of them such as the International Convention on the Elimination of All Forms of Racial Discrimination, the Convention on the Elimination of All Forms of Discrimination against Women, and the Convention on the Rights of Persons with Disabilities. The UDHR has stimulated and inspired a rich body of international human rights treaties that seeks to strengthen and protect human rights.
!! All of Us
The UDHR belongs to all of us. No matter where you live, how much money you have, what faith you practise or political views you hold, all the human rights in the UDHR apply to you and have everything to do with you. It was the UDHR, almost 60 years ago, which first established what have become universal values: that human rights are inherent to all and the concern of the whole of the international community. Human rights are everyone's business.

The impressive international human rights edifice the UDHR has made possible is to be celebrated. But it has yet to benefit all of humanity equally. All of us, as rights-owners, must reclaim the UDHR, make it our own. While Governments bear the primary duty to promote and protect all human rights, non-state actors, other duty bearers and all of us also play an important role in making the universal enjoyment of human rights a reality. It is through concerted efforts of the United Nations system, its international and local partners, national ownership, and the participation of people from different corners of the world that we can truly envisage "dignity and justice for all of us".
!! The UDHR : The Foundation of International Human Rights Law
The Universal Declaration of Human Rights (UDHR) is generally agreed to be the foundation of international human rights law. Adopted almost 60 years ago, the UDHR has inspired a rich body of legally binding international human rights treaties and human rights development worldwide. It continues to be an inspiration to us all whether in addressing injustices in times of conflicts, in societies suffering repression, and in our efforts towards achieving universal enjoyment of human rights.

It represents the universal recognition that basic rights and fundamental freedoms are inherent to all human beings, inalienable and equally applicable to everyone, and that every one of us is born free and equal in dignity and rights. Whatever our nationality, place of residence, gender, national or ethnic origin, religion, language, or any other status, the international community on 10 December 1948 made a commitment to upholding dignity and justice for all of us.
!! Foundation for Our Common Future
Over the years, the commitment has been translated into law, whether in the forms of treaties, customary international law, general principles, regional agreements and domestic law, through which human rights are expressed and guaranteed. Indeed, the UDHR has inspired more than 80 international human rights treaties and declarations, a great number of regional human rights conventions, domestic human rights bills, and constitutional provisions, which together constitute a comprehensive legally binding system for the promotion and protection of human rights.

Building on the achievements of the UDHR, the International Covenant on Civil and Political Rights, and the International Covenant on Economic, Social and Cultural Rights entered into force in 1976. The two Covenants have developped most of the rights already enshrined in the UDHR, making them effectively binding on States that have ratified them. They set forth everyday rights such as the right to life, equality before the law, freedom of expression, the rights to work, social security and education. Together with the UDHR, the Covenants comprise the International Bill of Human Rights.

Over time, international human rights treaties have become more focused and specialized regarding both the issue addressed and the social groups identified as requiring protection. The body of international human rights law continues to grow, evolve, and further elaborate the fundamental rights and freedoms contained in the International Bill of Human Rights, addressing concerns such as racial discrimination, torture, enforced disappearances, disabilities, and the rights of women, children, migrants, minorities, and indigenous peoples.
!! Universal Values
The core principles of human rights first set out in the UDHR, such as universality, interdependence and indivisibility, equality and non-discrimination, and that human rights simultaneously entail both rights and obligations from duty bearers and rights owners, have been reiterated in numerous international human rights conventions, declarations, and resolutions. Today, all United Nations member States have ratified at least one of the nine core international human rights treaties, and 80 percent have ratified four or more, giving concrete expression to the universality of the UDHR and international human rights.
!! How Does International Law Protect Human Rights?
International human rights law lays down obligations which States are bound to respect. By becoming parties to international treaties, States assume obligations and duties under international law to respect, to protect and to fulfil human rights. The obligation to respect means that States must refrain from interfering with or curtailing the enjoyment of human rights. The obligation to protect requires States to protect individuals and groups against human rights abuses. The obligation to fulfil means that States must take positive action to facilitate the enjoyment of basic human rights.Through ratification of international human rights treaties, Governments undertake to put into place domestic measures and legislation compatible with their treaty obligations and duties. The domestic legal system, therefore, provides the principal legal protection of human rights guaranteed under international law. Where domestic legal proceedings fail to address human rights abuses, mechanisms and procedures for individual and group complaints are available at the regional and international levels to help ensure that international human rights standards are indeed respected, implemented, and enforced at the local level.
!! The Udhr: The first global statement of the inherent dignity and equality of all

Throughout history, conflict, in the form of wars or as popular uprisings, has often come in reaction to inhumane treatment and injustice. The English Bill of Rights in 1689, drafted after the English Civil Wars, sprang from the people's aspiration for democracy. Exactly a century later, the French Revolution gave rise to the Declaration of the Rights of Man and of the Citizen and its proclamation of equality for all. But the Cyrus Cylinder, issued in 539 B.C. by Cyrus the Great of the Achaemenid Persian Empire (ancient Iran) after his conquest of Babylon, is said by many to be the first human rights document, and the Pact of the Virtous (Hilf-al-Fudul), concluded by the Arab tribes around 590 AD, is considered one of the first human rights alliances.

After the Second World War and the creation of the United Nations, the international community vowed never again to allow atrocities like those of that conflict. World leaders decided to complement the UN Charter with a road map to guarantee the rights of every individual everywhere, always.

The document they considered, and which would later become the Universal Declaration of Human Rights, was taken up at the first session of the General Assembly in 1946. The Assembly reviewed this draft Declaration on Fundamental Human Rights and Freedoms and transmitted it to the Economic and Social Council "for reference to the Commission on Human Rights for consideration . . . in its preparation of an international bill of rights." The Commission, at its first session early in 1947, authorized its members to formulate what it termed "a preliminary draft International Bill of Human Rights". Later the work was taken over by a formal drafting committee, consisting of members of the Commission from eight States, selected with due regard for geographical distribution.
!! The People behind the vision: the UDHR Drafting Committee
The Commission on Human Rights was made up of 18 members from various political, cultural and religious backgrounds. Eleanor Roosevelt, widow of American President Franklin D. Roosevelt, chaired the UDHR drafting committee. With her were Ren‚ Cassin of France, who composed the first draft of the Declaration, the Committee Rapporteur Charles Malik of Lebanon, Vice-Chairman Peng Chung Chang of China, and John Humphrey of Canada, Director of the United Nations Human Rights Division, who prepared the Declaration's blueprint. But Mrs. Roosevelt was recognized as the driving force for the Declaration's adoption.

The Commission met for the first time in 1947. In her memoirs, Eleanor Roosevelt recalls: "Dr. Chang was a pluralist and held forth in charming fashion on the proposition that there is more than one kind of ultimate reality. The Declaration, he said, should reflect more than simply Werstern ideas and Dr. Humphrey would have to be eclectic in his approach. His remark, though addressed to Dr. Humprhey, was really directed at Dr. Malik, from whom it drew a prompt retort as he expounded at some length the philosophy of Thomas Aquinas. Dr. Humphrey joined enthusiastically in the discussion, and I remember that at one point Dr. Chang suggested that the Secretariat might well spend a few months studying the fundamentals of Confucianism!"

The final draft by Cassin was handed to the Commission on Human Rights, which was being held in Geneva. The draft declaration sent out to all UN member States for comments became known as the Geneva draft.

The first draft of the Declaration was proposed in September 1948 with over 50 Member States participating in the final drafting. By its resolution 217 A (III) of 10 December 1948, the General Assembly, meeting in Paris, adopted the Universal Declaration of Human Rights with eight nations abstaining from the vote but none dissenting. Hern n Santa Cruz of Chile, member of the drafting sub-Committee, wrote: "I perceived clearly that I was participating in a truly significant historic event in which a consensus had been reached as to the supreme value of the human person, a value that did not originate in the decision of a worldly power, but rather in the fact of existing-which gave rise to the inalienable right to live free from want and oppression and to fully develop one's personality. In the Great Hallþthere was an atmosphere of genuine solidarity and brotherhood among men and women from all latitudes, the like of which I have not seen again in any international setting."

The entire text of the UDHR was composed in less than two years. At a time when the world was divided into Eastern and Western blocks, finding a common ground on what should make the essence of the document proved to be a colossal task.
''UN Photo''

Three members of the UN Commission on Human Rights in conversation before a meeting on the Draft Covenant on Human Rights was continued. Left to right: Malik), Cassin, and Roosevelt.
!! Global Projects to Celebrate UDHR60
The year long commemoration of the 60th anniversary of the Universal Declaration of Human Rights (UDHR) is intended to be as inclusive as possible, highlighting the role of people everywhere as the custodians and beneficiaries of the UDHR. The commemoration will encompass the UN family, the public and private sectors, media, schools, artists and other representatives of civil society throughout the world. Below are samples of projects planned for 2008.

Internationally renowned directors film human rights. A series of 18 short films on human rights directed by award winning film-makers from different regions will be shown back to back as one medium-length feature in various locations throughout 2008, and will premier at the Rome Film Festival. The films will be distributed as Public Service Announcements (PSAs) in cinemas and television networks worldwide. This is collaboration between OHCHR, NGO Art for the World, Dorje Films, and the European Commission.

"Cartooning for Human Rights". The illustrations of the UDHR by 17 artists from Algeria, Belgium, Democratic Republic of the Congo, Denmark, France, Iran, Israel, Japan, Palestine, Russia and the United States will be exhibited in Rome on 10 December 2007. Following an original initiative by French satirical cartoonist Plantu and the UN Department of Public Information (DPI) New York, the UN Regional Information Centre (UNRIC) Brussels will lead this Human Rights Day special edition and spin-off of the Cartooning for Peace Project previously shown in Brussels, Geneva and Paris.

Human Rights training in Asia Pacific. A series of 5 human rights capacity building trainings are programmed in Asia-Pacific in 2008. These trainings are organised by the Diplomacy Training Programme, an affiliate to the Faculty of Law at the University of New South Wales in Sydney. The NGO was established in 1989 by Nobel Peace Prize laureate Jos‚ Ramos-Horta to develop the knowledge of human rights and the skills of human rights defenders in the region. More information on www.dtp.unsw.edu.au.

"Sketching Human Rights". A collection of thought-provoking cartoons from leading international cartoonists illustrating the UDHR at the United Nations headquarters in New York. The exhibition will open on 10 December 2007, Human Rights Day, and will travel to locations around the world throughout 2008. This is a presentation by the Cartoonists and Writers Syndicate (CWS).

The 61st annual NGO conference - Paris. Hosted for the first time out of New York at UNESCO headquarters from 3 to 5 September 2008, the conference will be held under the theme "A Celebration of the Universal Declaration of Human Rights". An initiative from the UN Department of Public Information (DPI).

Interactive dialogues on human rights - New York. A series of interactive dialogues on human rights are organised from October 2007 to December 2008. Speakers will discuss new challenges and approaches to human rights in the context of improving synergy between the United Nations in New York, the Human Rights Council in Geneva, Members States, UN agencies and civil society. These dialogues are organised by the Permanent Mission of Switzerland in New York in collaboration with OHCHR and the NGO Committee on Human Rights.

School screenings in Switzerland. A forty-minute educational documentary on human rights, "Droits et libert‚s tout court" (Rights and libertiesþ simply) will be shown in all Swiss schools on Human Rights Day to mark the beginning of the celebrations. This is an initiative of the Geneva-based World Association of Schools as an Instrument of Peace (EIP) which already screened the medium-length film at the Cin‚ma tout ‚cran festival in Geneva this year. Visit http://portail-eip.org for more information.

Peace Messengers Cities public discussions. A year-long campaign of public discourse of the Declaration in cities in the United States and other activities worldwide is being organised by the International Association of Peace Messenger Cities which regroups 88 cities from the four corners of the world.

NGO Platform initiative in the Netherlands. A series of activities will take place all over the country on 10 December, with a joint event organised at The Hague city hall by Justice and Peace Netherlands. The theme chosen this year for the celebrations is "The Four Freedoms". A website, www.60jaaruvrm.nl, is also up and running. Civil society organisations of the Netherlands Human Rights Platform (Breed Mensenrechten Overleg -BMO) will be the organisers of this event.

Vienna +15. In 1993, at the World Conference on Human Rights held in Vienna, 171 countries reaffirmed their commitment to human rights by requesting the creation of a United Nations High Commissioner for Human Rights mandate. The Austrian Government commemorates the 15th anniversary of the Vienna Declaration and Plan of Action next year.
For an updated calendar and more events please visit: www.ohchr.org
!! the world's most translated document
From the six UN official languages -Arabic, Chinese, English, French, Russian, and Spanish- spoken by billions of people, to Pipil, spoken by some 50 people in El Salvador and Honduras, the UDHR is the most translated document in the world.

During the World Decade for Human Rights Education (1995-2004) and on the occasion of the 50th Anniversary of the UDHR, a project to have the Declaration translated in as many languages and dialects as possible was developed by the Office of the High Commissioner for Human Rights (OHCHR), the UN Department of Public Information (DPI), the International Telecommunication Union (ITU), the United Nations Development Programme (UNDP), the United Nations Educational, Scientific and Cultural Organization (UNESCO), and various governments, academia and international, regional and grass-roots civil society organizations.

OHCHR received over 360 translations, including one by Ali K. Phiri of Malawi, a teacher with extensive experience in human rights education in prisons, schools and remote communities, who translated the UDHR and the Constitution of Malawi into Yao, the third most spoken language in the country. Phiri distributed 1,500 booklets containing the UDHR and 500 copies of the Bill of Rights in various villages. Discussions were held with villagers who also learnt about ways to secure their own rights.

Arcade Bacanamwo, a university teacher in Bujumbura, Burundi, translated the UDHR into Kirundi and distributed the document to women living in camps for displaced persons. Audiocassettes of the Declaration were also distributed. It sparked such interest that a series of human rights discussions were organized with 200 women participants. Some of the trained women found their calling and decided to become human rights focal points who would report periodically to camp directors on human rights abuses or protection needs.

Both the Yao and Kirundi translations can be found on the OHCHR website. OHCHR has the Guinness World Record for Most translated document in the world. Find all UDHR translations on
http://www.ohchr.org/english/issues/education/training/udhr.htm.
þ ACT project/OHCHR
Ali K. Phiri of Malawi distributing 1,500 booklets of the UDHR in Yao
!! Useful Tools and Contacts
The UDHR 60th anniversary logo is available to download on www.ohchr.org. Please contact us on 60anniversary@ohchr.org for guidelines on its usage.

The OHCHR webpage on general UDHR information:
http://www.ohchr.org/EN/Issues/Pages/UDHRIndex.aspx

The UDHR has been translated in over 300 different languages. This includes official translations into the six United Nations languages: Arabic, Chinese, English, French, Russian and Spanish.
http://www.unhchr.ch/udhr/

A plain language version of the UDHR in French was developed by a Research Group of the University of Geneva, and then translated into English.
http://www.ohchr.org/Documents/Publications/ABCannexesen.pdf

The United Nations Cyberschoolbus is the online education component of the Global Teaching and Learning Project, whose mission is to promote education about international issues and the United Nations. The Global Teaching and Learning Project produces high quality teaching materials and activities designed for educational use (at primary, intermediate and secondary school levels) and for teachers' training. The Cyberschoolbus includes an Interactive Declaration, where each UDHR article is introduced with a plain language version, an exploration of key issues, definitions, and suggestions for activities and discussions.
http://www0.un.org/cyberschoolbus/humanrights/index.asp

A photo gallery on the creation of UDHR is available on the OHCHR website.
!! Contacts

OHCHR Address

Office of the High Commissioner for Human Rights
Palais Wilson
52 rue des Pƒquis
CH-1201 Geneva, Switzerland

''Postal Address''
Office of the High Commissioner for Human Rights
Palais des Nations
CH-1211 Geneva 10, Switzerland

''General Inquiries''
Telephone: +41 22 917 90 00
E-mail: InfoDesk@ohchr.org
Website: www.ohchr.org

''Media Inquiries/Interview Requests''
Press-Info@ohchr.org
+41 22 917 9602
+41 22 917 9383

''National Institutions Inquiries''
National Institutions Unit
niu@ohchr.org
+41 22 928 9663

''Non-Governmental Organizations Inquiries''
NGO Liaison Officer
civilsocietyunit@ohchr.org
+41 22 917 9656

''Donor and External Relations Section''
Charles Radcliffe
Chief, Donor and External Relations Section
cradcliffe@ohchr.org
+41 22 917 94 38
!! Speakers
The United Nations Human Rights Council, as part of the General Assembly, can call upon an impressive roster of independent experts who report on a broad range of human rights issues or on specific country situations. They include:
* Mr. Miloon KOTHARI (India), Special Rapporteur on adequate housing as a component of the right to an adequate standard of living.
* Ms. Leila ZERROUGUI (Algeria), Working Group on Arbitrary Detention.
* Mr. Juan Miguel PETIT (Uruguay), Special Rapporteur on the sale of children, child prostitution and child pornography.
* Mr. Vernor MU¥OZ VILLALOBOS (Costa Rica), Special Rapporteur on the right to education.
* Mr. Santiago CORCUERA CABEZUT (Mexico), Working Group on Enforced or Involuntary Disappearances.
* Mr. Philip ALSTON (Australia), Special Rapporteur on extrajudicial, summary or arbitrary executions.
* Mr. Arjun SENGUPTA (India), Independent Expert on the question of human rights and extreme poverty.
* Mr. Jean ZIEGLER (Switzerland), Special Rapporteur on the right to food.
* Mr. Ambeyi LIGABO (Kenya), Special Rapporteur on the promotion and protection of the right to freedom of opinion and expression.
* Ms. Asma JAHANGIR (Pakistan), Special Rapporteur on freedom of religion or belief.
* Mr. Paul HUNT (New Zealand), Special Rapporteur on the right of everyone to the enjoyment of the highest attainable standard of physical and mental health.
* Ms. Hina JILANI (Pakistan), Special Representative of the Secretary-General on the situation of human rights defenders.
* Mr. Leandro DESPOUY (Argentina), Special Rapporteur on the independence of judges and lawyers.
* Mr. Rodolfo STAVENHAGEN (Mexico), Special Rapporteur on the situation of human rights and fundamental freedoms of indigenous people.
* Mr. Walter KALIN (Switzerland), Representative of the Secretary-General on the human rights of internally displaced persons.
* Mr. Jos‚ G&oacute;mez DEL PRADO (Spain), Working Group on the use of mercenaries as a means of impeding the exercise of the right of peoples to self-determination.
* Mr. Jorge A. BUSTAMANTE (Mexico), Special Rapporteur on the human rights of migrants.
* Ms. Gay MCDOUGALL (United States of America), Independent Expert on minority issues.
* Mr. Doudou DIþNE (Senegal), Special Rapporteur on contemporary forms of racism, racial discrimination, xenophobia and related intolerance.
* Mr. Martin SCHEININ (Finland), Special Rapporteur on the promotion and protection of human rights while countering terrorism.
* Mr. Manfred NOWAK (Austria), Special Rapporteur on torture and other cruel, inhuman or degrading treatment or punishment.
* Mr. Okechukwu IBEANU (Nigeria), Special Rapporteur on the adverse effects of the illicit movement and dumping of toxic and dangerous products and wastes on the enjoyment of human rights.
* Ms. Sigma HUDA (Bangladesh), Special Rapporteur on trafficking in persons, especially in women and children.
* Mr. John RUGGIE (United States of America), Special Representative of the SG on human rights and transnational corporations and other business enterprises.
* Ms. Yakin ERTšRK (Turkey), Special Rapporteur on violence against women, its causes and consequences.

The United Nations also hosts expert panels that monitor how countries are living up their commitments under different human rights treaties. The panels, listed below, comprise independent experts who will be available for comments.
* Committee against Torture
* Committee on Economic, Social and Cultural Rights (including such rights as the rights to housing, education)
* Committee on the Rights of the Child
* Committee on the Elimination of Racial Discrimination
* Human Rights Committee (civil and political rights, such as freedom of speech and freedom of association)
* Committee on the Elimination of Discrimination against Women
* Committee on the Migrant Workers
For further information or to contact an individual expert or a representative of a treaty body, please contact the Media Unit, OHCHR Communications Section, on:
Press-Info@ohchr.org
+41 22 917 9602
+41 22 917 9383
''General Assembly resolution 56/116. United Nations Literacy Decade: education for all''

//The General Assembly//,

//Recalling// that in the [[Universal Declaration of Human Rights|http://www.un-documents.net/a3r217a.htm]], the [[International Covenant on Economic, Social and Cultural Rights|http://www.un-documents.net/icescr.htm]] and the [[Convention on the Rights of the Child|http://www.un-documents.net/crc.htm]] the right of every individual to education is recognized as inalienable,

//Recalling also// its resolutions [[42/104|http://www.un-documents.net/a42r104.htm]] of 7 December 1987, by which it proclaimed 1990 as International Literacy Year, and [[54/122|http://www.un-documents.net/a54r122.htm]] of 17 December 1999, in which it requested the Secretary-General, in cooperation with the Director-General of the United Nations Educational, Scientific and Cultural Organization and Member States and with other relevant organizations and bodies, to submit to the General Assembly at its fifty-sixth session a proposal for a United Nations literacy decade, with a draft plan of action and possible time frame for such a decade, on the basis of the outcome of the World Education Forum and the special session of the General Assembly for the five-year review of the World Summit for Social Development,

//Reaffirming// its [[resolution 49/184|http://www.un-documents.net/a49r184.htm]] of 23 December 1994, by which it proclaimed the ten-year period beginning on 1 January 1995 the United Nations Decade for Human Rights Education and appealed to all Governments to intensify their efforts to eradicate illiteracy and to direct education towards the full development of the human personality and to the strengthening of respect for all human rights and fundamental freedoms,

//Taking note //of Commission on Human Rights [[resolution 2001/29|http://www.un-documents.net/ecn40129.htm]] of 20 April 2001 on the right to education,

//Recalling// the [[United Nations Millennium Declaration|http://www.un-documents.net/a55r2.htm]] of 8 September 2000 in which Member States resolved to ensure that, by the year 2015, children everywhere, boys and girls alike, would be able to complete a full course of primary schooling and that girls and boys would have equal access to all levels of education, which requires a renewed commitment to promote literacy for all,

//Recalling also// the [[Copenhagen Declaration on Social Development|http://www.un-documents.net/cope-dec.htm]] and the [[Programme of Action of the World Summit for Social Development|http://www.un-documents.net/poa-wssd.htm]] and the outcome document of the twenty-fourth special session of the General Assembly, entitled "World Summit for Social Development and beyond: achieving social development for all in a globalizing world",

//Convinced// that literacy is crucial to the acquisition, by every child, youth and adult, of essential life skills that enable them to address the challenges they can face in life, and represents an essential step in basic education, which is an indispensable means for effective participation in the societies and economies of the twenty-first century,

//Affirming// that the realization of the right to education, especially for girls, contributes to the eradication of poverty,

//Acknowledging// the activities undertaken at the national and regional levels for the Education for All 2000 assessment of progress towards achieving the goals of education for all, and stressing further the need to redouble efforts in order to meet the basic needs of people of all age groups, in particular girls and women,

//Recognizing// that, despite the significant progress in basic education, especially the increase in primary school enrolment coupled with a growing emphasis on the quality of education, major problems, both emerging and continuing, still persist, which require even more forceful and concerted action at the national and international levels so as to achieve the goal of education for all,

//Deeply concerned// about the persistence of the gender gap in education, which is reflected by the fact that nearly two thirds of the world's adult illiterates are women,

//Urging// Member States, in close partnership with international organizations, as well as non-governmental organizations, to promote the right to education for all and to create conditions for all for learning throughout life,

1. //Takes note// of the report of the Director-General of the United Nations Educational, Scientific and Cultural Organization entitled "Draft proposal and plan for a United Nations literacy decade";

2. //Proclaims// the ten-year period beginning on 1 January 2003 the United Nations Literacy Decade;

3. //Reaffirms// the [[Dakar Framework for Action|Dakar Framework for Action, Education For All]] adopted at the World Education Forum, in which commitments were made to achieve a 50 per cent improvement in levels of adult literacy by 2015 and to improve the quality of education;

4. //Appeals// to all Governments to redouble their efforts to achieve their own goals of education for all by developing national plans in accordance with the Dakar Framework for Action, setting firm targets and timetables, including gender-specific education targets and programmes, to eliminate gender disparities at all levels of education, to combat the illiteracy of women and girls and to ensure that girls and women have full and equal access to education, and by working in active partnership with communities, associations, the media and development agencies to reach those targets;

5. //Also appeals// to all Governments to reinforce political will and develop more inclusive policy-making environments and devise innovative strategies for reaching the poorest and most marginalized groups and for seeking alternative formal and non-formal approaches to learning with a view to achieving the goals of the Decade;

6. //Urges// all Governments to take the lead in the coordination of the Decade activities at the national level, bringing all relevant national actors together in sustained dialogue on policy formulation, implementation and evaluation of literacy efforts;

7. //Reaffirms// that literacy for all is at the heart of basic education for all and that creating literate environments and societies is essential for achieving the goals of eradicating poverty, reducing child mortality, curbing population growth, achieving gender equality and ensuring sustainable development, peace and democracy;

8. //Appeals// to all Governments and to economic and financial organizations and institutions, both national and international, to lend greater financial and material support to the efforts to increase literacy and achieve the goals of education for all and those of the Decade through, inter alia, the 20/20 initiative, as appropriate;

9. //Invites// Member States, the specialized agencies and other organizations of the United Nations system as well as relevant intergovernmental and non-governmental organizations to intensify further their efforts to implement effectively the [[World Declaration on Education for All]], the [[Dakar Framework for Action|Dakar Framework for Action, Education For All]] and the relevant commitments and recommendations to promote literacy made at recent major United Nations conferences and at their five-year reviews with a view to better coordinating their activities and increasing their contribution to development within the framework of the Decade in a manner that is complementary to and coordinated with the ongoing education for all process;

10. //Decides// that the United Nations Educational, Scientific and Cultural Organization should take a coordinating role in stimulating and catalysing the activities at the international level within the framework of the Decade;

11. //Requests// the Secretary-General, in cooperation with the Director-General of the United Nations Educational, Scientific and Cultural Organization, to seek and take into account comments and proposals from Governments and the relevant international organizations on the draft plan for the Decade in order to develop and finalize a well targeted and action-oriented plan of action to be submitted to the General Assembly at its fifty-seventh session;

12. //Decides// to include in the provisional agenda of its fifty-seventh session a question entitled "United Nations Literacy Decade".

@@text-align:right;88th plenary meeting
19 December 2001@@
''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 ''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]]
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.

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''
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[img[http://www.climatechange3.net/tiddlywiki-logo-100x51.jpg][TiddlyWiki]]
<<version>>
[img[http://i.creativecommons.org/l/by-nc-sa/3.0/us/88x31.png][Creative Commons Attribution Non-Commercial Share-Alike Licence]]
}}}
<<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]])//
> [[1. Preamble|http://www.un-documents.net/a21-01.htm]]
!!! 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]]
{{iframe{''Note'': This is a "framed" page from the  web site of [[Information Habitat: Where Information Lives]]. You can click on <<fullscreen>> to toggle full-screen mode, or you can view this page in a separate browser tab or window at http://www.un-documents.net/a21-36.htm}}}
<html><iframe
	src = "http://www.un-documents.net/a21-36.htm"
	title = "Agenda 21, Chapter 36: Promoting Education, Public Awareness And Training"
	style="
		background-color:#ffffff; 
		border-color:#ffffff;
		border:none;"
	width = "100%"
	height = "1000"
	frameborder = "0"
	scrolling = "yes">
</iframe></html>
<<list all>>
''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
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.

<<tiddler [[BSD open source license]]>>
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 [[UN 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>>
/***
|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);
              }
}
//}}}
/***
|Name|BreadcrumbsPlugin|
|Author|Eric Shulman|
|Source|http://www.TiddlyTools.com/#BreadcrumbsPlugin|
|Documentation|http://www.TiddlyTools.com/#BreadcrumbsPluginInfo|
|Version|2.1.0|
|License|[[Creative Commons Attribution-ShareAlike 2.5 License|http://creativecommons.org/licenses/by-sa/2.5/]]|
|~CoreVersion|2.1|
|Type|plugin|
|Requires||
|Overrides|Story.prototype.displayTiddler,TiddlyWiki.prototype.deleteTiddler|
|Options|##Configuration|
|Description|list/jump to tiddlers viewed during this session plus "back" button/macro|
This plugin provides a list of links to all tiddlers opened during the session, creating a "trail of breadcrumbs" from one tiddler to the next, allowing you to quickly navigate to any previously viewed tiddler, or select 'home' to reset the display to the initial set of tiddlers that were open at the start of the session (i.e., when the document was loaded into the browser).
!!!!!Documentation
<<<
see [[BreadcrumbsPluginInfo]]
<<<
!!!!!Configuration
<<<
<<option chkCreateDefaultBreadcrumbs>> automatically create breadcrumbs display (if needed)
<<option chkShowBreadcrumbs>> show/hide breadcrumbs display
<<option chkReorderBreadcrumbs>> re-order breadcrumbs when visiting a previously viewed tiddler
<<option chkBreadcrumbsHideHomeLink>> omit 'Home' link from breadcrumbs display
<<option chkBreadcrumbsSave>> prompt to save breadcrumbs when 'Home' link is pressed
<<option chkShowStartupBreadcrumbs>> show breadcrumbs for 'startup' tiddlers
<<option chkBreadcrumbsReverse>> show breadcrumbs in reverse order (most recent first)
<<option chkBreadcrumbsLimit>> limit breadcrumbs display to {{twochar{<<option txtBreadcrumbsLimit>>}}} items
<<option chkBreadcrumbsLimitOpenTiddlers>> limit open tiddlers to {{twochar{<<option txtBreadcrumbsLimitOpenTiddlers>>}}} items

<<<
!!!!!Revisions
<<<
2009.03.22 [2.1.0] added 'save breadcrumbs to tiddler' feature
| Please see [[BreadcrumbsPluginInfo]] for previous revision details |
2006.02.01 [1.0.0] initial release
<<<
!!!!!Code
***/
//{{{
version.extensions.BreadcrumbsPlugin= {major: 2, minor: 1, revision: 0, date: new Date("March 2, 2009")};

var co=config.options; // abbreviation

// show/hide display option (default is to SHOW breadcrumbs)
if (co.chkShowBreadcrumbs===undefined) co.chkShowBreadcrumbs=true;

// REORDER breadcrumbs when visiting previously viewed tiddler (default)
if (co.chkReorderBreadcrumbs===undefined) co.chkReorderBreadcrumbs=true;

// create default breadcrumbs display as needed (default is to CREATE)
if (co.chkCreateDefaultBreadcrumbs===undefined) co.chkCreateDefaultBreadcrumbs=true;

// show breadcrumbs for 'startup' tiddlers (default is FALSE = only show crumbs for tiddlers opened after startup)
if (co.chkShowStartupBreadcrumbs===undefined) co.chkShowStartupBreadcrumbs=false;

// show crumbs in reverse order (most recent first)
if (co.chkBreadcrumbsReverse===undefined) co.chkBreadcrumbsReverse=false;

// limit number of crumbs displayed
if (co.chkBreadcrumbsLimit===undefined) co.chkBreadcrumbsLimit=false;
if (co.txtBreadcrumbsLimit===undefined) co.txtBreadcrumbsLimit=5;

// limit number of open tiddlers
if (co.chkBreadcrumbsLimitOpenTiddlers===undefined) co.chkBreadcrumbsLimitOpenTiddlers=false;
if (co.txtBreadcrumbsLimitOpenTiddlers===undefined) co.txtBreadcrumbsLimitOpenTiddlers=3;

// omit home link from breadcrumbs display
if (co.chkBreadcrumbsHideHomeLink===undefined) co.chkBreadcrumbsHideHomeLink=false;

// prompt for 'save crumbs' when 'home' button is pressed
if (co.chkBreadcrumbsSave===undefined) co.chkBreadcrumbsSave=false;

config.macros.breadcrumbs =  {
	crumbs: [], // the list of current breadcrumbs
	askMsg: "Save current breadcrumbs before clearing?\nPress OK to save, or CANCEL to continue without saving.",
	saveMsg: 'Enter the name of a tiddler in which to save the current breadcrumbs',
	saveTitle: 'SavedBreadcrumbs',
	handler: function(place,macroName,params,wikifier,paramString,tiddler) {
		var area=createTiddlyElement(place,"span",null,"breadCrumbs",null);
		area.setAttribute("homeSep",params[0]?params[0]:this.homeSeparator); // custom home separator
		area.setAttribute("crumbSep",params[1]?params[1]:this.crumbSeparator); // custom crumb separator
		this.render(area);
	},
	add: function (title) {
		var thisCrumb = title;
		var ind = this.crumbs.indexOf(thisCrumb);
		if(ind === -1)
			this.crumbs.push(thisCrumb);
		else if (config.options.chkReorderBreadcrumbs)
			this.crumbs.push(this.crumbs.splice(ind,1)[0]); // reorder crumbs
		else
			this.crumbs=this.crumbs.slice(0,ind+1); // trim crumbs
		if (config.options.chkBreadcrumbsLimitOpenTiddlers)
			this.limitOpenTiddlers();
		this.refresh();
		return false;
	},
	getAreas: function() {
		var crumbAreas=[];
		// find all DIVs with classname=="breadCrumbs"
		// Note: use try/catch to avoid "Bad NPObject as private data" fatal error  caused when
		// some versions of embedded QuickTime player element is accessed by hasClass() function.
		var all=document.getElementsByTagName("*");
		for (var i=0; i<all.length; i++)
			try{ if (hasClass(all[i],"breadCrumbs")) crumbAreas.push(all[i]); } catch(e) {;}
		// find single DIV w/fixed ID (backward compatibility)
		var byID=document.getElementById("breadCrumbs")
		if (byID && !hasClass(byID,"breadCrumbs")) crumbAreas.push(byID);
		if (!crumbAreas.length && config.options.chkCreateDefaultBreadcrumbs) {
			// no existing crumbs display areas... create one...
			var defaultArea = createTiddlyElement(null,"span",null,"breadCrumbs",null);
		 	defaultArea.style.display= "none";
			var targetArea= document.getElementById("tiddlerDisplay");
		 	targetArea.parentNode.insertBefore(defaultArea,targetArea);
			crumbAreas.push(defaultArea);
		}
		return crumbAreas;
	},
	refresh: function() {
		var crumbAreas=this.getAreas();
		for (var i=0; i<crumbAreas.length; i++) {
			crumbAreas[i].style.display = config.options.chkShowBreadcrumbs?"block":"none";
			removeChildren(crumbAreas[i]);
			this.render(crumbAreas[i]);
		}
	},
	render: function(here) {
		var co=config.options; var out=""
		var homeSep=here.getAttribute("homeSep"); if (!homeSep) homeSep=this.homeSeparator;
		var crumbSep=here.getAttribute("crumbSep"); if (!crumbSep) crumbSep=this.crumbSeparator;
		if (!co.chkBreadcrumbsHideHomeLink) {
			createTiddlyButton(here,"Home",null,this.home,"tiddlyLink tiddlyLinkExisting");
			out+=homeSep;
		}
		for (c=0; c<this.crumbs.length; c++) // remove non-existing tiddlers from crumbs
			if (!store.tiddlerExists(this.crumbs[c]) && !store.isShadowTiddler(this.crumbs[c]))
				this.crumbs.splice(c,1);
		var count=this.crumbs.length;
		if (co.chkBreadcrumbsLimit && co.txtBreadcrumbsLimit<count) count=co.txtBreadcrumbsLimit;
		var list=[];
		for (c=this.crumbs.length-count; c<this.crumbs.length; c++) list.push('[['+this.crumbs[c]+']]');
		if (co.chkBreadcrumbsReverse) list.reverse();
		out+=list.join(crumbSep);
		wikify(out,here);
	},
	home: function() {
		var cmb=config.macros.breadcrumbs;
		if (config.options.chkBreadcrumbsSave && confirm(cmb.askMsg)) cmb.saveCrumbs();
		story.closeAllTiddlers(); restart();
		cmb.crumbs = []; var crumbAreas=cmb.getAreas();
		for (var i=0; i<crumbAreas.length; i++) crumbAreas[i].style.display = "none";
		return false;
	},
	saveCrumbs: function() {
		var tid=prompt(this.saveMsg,this.saveTitle); if (!tid||!tid.length) return; // cancelled by user
		var t=store.getTiddler(tid);
		if(t && !confirm(config.messages.overwriteWarning.format([tid]))) return;
		var who=config.options.txtUserName;
		var when=new Date();
		var text='[['+this.crumbs.join(']]\n[[')+']]';
		var tags=t?t.tags:[]; tags.pushUnique('story');
		var fields=t?t.fields:{};
		store.saveTiddler(tid,tid,text,who,when,tags,fields);
		story.displayTiddler(null,tid);
		story.refreshTiddler(tid,null,true);
		displayMessage(tid+' has been '+(t?'updated':'created'));
	},
	limitOpenTiddlers: function() {
		var limit=config.options.txtBreadcrumbsLimitOpenTiddlers; if (limit<1) limit=1;
		for (c=this.crumbs.length-1; c>=0; c--) {
			var tid=this.crumbs[c];
			var elem=document.getElementById(story.idPrefix+tid);
			if (elem) { // tiddler is displayed
				if (limit <=0) { // display limit has been reached
					if (elem.getAttribute("dirty")=="true") { // tiddler is being edited
						var msg="'"+tid+"' is currently being edited.\n\n";
						msg+="Press OK to save and close this tiddler\nor press Cancel to leave it opened";
						if (confirm(msg)) { story.saveTiddler(tid); story.closeTiddler(tid); }
					}
					else
						story.closeTiddler(this.crumbs[c]);
				}
				limit--;
			}
		}
	}
};
if (config.macros.breadcrumbs.homeSeparator==undefined) // note: not a cookie
	config.macros.breadcrumbs.homeSeparator=" | ";
if (config.macros.breadcrumbs.crumbSeparator==undefined)  // note: not a cookie
	config.macros.breadcrumbs.crumbSeparator=" > ";

config.commands.previousTiddler = {
	text: 'back',
	tooltip: 'view the previous tiddler',
	hideReadOnly: false,
	dateFormat: 'DDD, MMM DDth YYYY hh:0mm:0ss',
	handler: function(event,src,title) {
		var here=story.findContainingTiddler(src); if (!here) return;
		var crumbs=config.macros.breadcrumbs.crumbs;
		if (crumbs.length>1) {
			var crumb=crumbs[crumbs.length-2];
			story.displayTiddler(here,crumb);
		}
		else
			config.macros.breadcrumbs.home();
		return false;
	}
};

config.macros.previousTiddler= {
	label: 'back',
	prompt: 'view the previous tiddler',
	handler: function(place,macroName,params,wikifier,paramString,tiddler) {
		var label=params.shift(); if (!label) label=this.label;
		var prompt=params.shift(); if (!prompt) prompt=this.prompt;
		createTiddlyButton(place,label,prompt,function() {
			var crumbs=config.macros.breadcrumbs.crumbs;
			if (crumbs.length>1) {
				var crumb=crumbs[crumbs.length-2];
				story.displayTiddler(place,crumb);
			}
			else
				config.macros.breadcrumbs.home();
		});
	}
}

// hijack story.displayTiddler() so crumbs can be refreshed when a tiddler is displayed
if (Story.prototype.breadCrumbs_coreDisplayTiddler==undefined)
	Story.prototype.breadCrumbs_coreDisplayTiddler=Story.prototype.displayTiddler;
Story.prototype.displayTiddler = function(srcElement,tiddler,template,animate,slowly)
{
	var title=(tiddler instanceof Tiddler)?tiddler.title:tiddler;
	this.breadCrumbs_coreDisplayTiddler.apply(this,arguments);
	// if not displaying tiddler during document startup, then add it to the breadcrumbs
	// note: 'startingUp' flag is a global, set/reset by the core init() function
	if (!startingUp || config.options.chkShowStartupBreadcrumbs) config.macros.breadcrumbs.add(title);
}

// hijack store.removeTiddler() so crumbs can be refreshed when a tiddler is deleted
if (TiddlyWiki.prototype.breadCrumbs_coreRemoveTiddler==undefined)
	TiddlyWiki.prototype.breadCrumbs_coreRemoveTiddler=TiddlyWiki.prototype.removeTiddler;
TiddlyWiki.prototype.removeTiddler= function(title)
{
	this.breadCrumbs_coreRemoveTiddler.apply(this,arguments);
	config.macros.breadcrumbs.refresh();
}
//}}}
@@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//
@@text-align: center;
!!!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 
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]]
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 Google Groups
* [[Climate Change Summer|climate-change-summer@googlegroups.com]]
* [[Climate Change 2.0|climate-change-two@googlegroups.com]]
* [[Networking Sub-Committee, Planning Committee|ngo-networking@googlegroups.com]]
* [[NGO Committee on Education|ngo-education@googlegroups.com]]
* [[TiddlyWiki|tiddlywiki@googlegroups.com]]
!! 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
''Climate Change 2.0: 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..

TiddlyPerfect offers a very promising platform for managing, organizing and sharing climate change information. TiddlyPerfect 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.
{{iframe{''Note'': This is a "framed" page from the [[WiserEarth]] web site. You can click on <<fullscreen>> to toggle full-screen mode, or you can view this page in a separate browser tab or window at http://www.wiserearth.org/group/climatechange2}}}
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[<img[http://www.climatechange3.net/cc3-logo-100x100.png]]

''Climate Change 3.0'' 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 3.0'' 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 - at which the [[United Nations Framework Convention on Climate Change]] was a key component.

''Climate Change 3.0'' is based, //inter alia//, on an appreciation that the expanding digital universe 

"//''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]]//

 "//No problem can be solved from the same level of consciousness that created it.//"
> //Albert Einstein// (1879 - 1955) Physicist & Nobel Laureate 
<<<

!! See also:
* [[Climate Change 3.0 - Elements]]
A number of  elements have been developed under the auspices of [[Climate Change 3.0]], 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 3.0]] 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 of the ''Climate Change 3.0 family'' that have been established and/or are under development are the following:
!! Web sites
> <<tiddler "Climate Change 3.0 family of web sites">>
*** ~DataPerfect Manual
*** Information Habitat 2.0
!! "Normal" - HTML - web sites
!! 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
Among the many powerful online tools,


+++[Subscribe to Climate Change 3.0 News Feeds]
<<tiddler 'Subscribe to Climate Change 3.0 News Feeds'>>

===
* [[Climate Change 3.0]]<br>[[www.climatechange3.net/|http://www.climatechange3.net/]]
**[[Climate Change 3.0 on WiserEarth]]<br>[[www.wiserearth.org/group/climatechange2|http://www.wiserearth.org/group/climatechange2]]
** [[Climate Change Impacts, Adaptation and Vulnerability]]<br>[[www.climatechange3.net/ar4-wg2-spm|http://www.climatechange3.net/ar4-wg2-spm]]
** [[Rescuing a Planet Under Stress and a Civilization in Trouble: Plan B 2.1 (beta)]]<br>[[www.climatechange3.net/plan-b/|http://www.climatechange3.net/plan-b/]]
** [[Economics of Climate Change: The Stern Review]]<br>[[www.climatechange3.net/stern-review/|http://www.climatechange3.net/stern-review/]]
** [[Universal Declaration of Human Rights: 60th Anniversary]]<br>[[www.climatechange3.net/udhr60/|http://www.climatechange3.net/udhr60/]]
** [[The Wealth of Networks: How Social Production Transforms Markets and Freedom]]<br>[[www.climatechange3.net/wealth-of-networks/|http://www.climatechange3.net/wealth-of-networks/]]
** [[La Perla Garden: A creative commons learning environment for community biodiversity]]<br>[[www.climatechange3.net/garden/|http://www.climatechange3.net/garden/]]
** [[Information Ecology and Climate Change Action]]<br>[[www.climatechange3.net/information-ecology/|http://www.climatechange3.net/information-ecology/]]
* [[NGO Framework for Climate Change Action]]<br>[[www.ngo-framework.net/|http://www.ngo-framework.net/]]
* [[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]]
* [[NGO Committee on Education]]<br>[[www.congo-education.net/|http://www.congo-education.net/]]
** [[Education, Youth & Technology for Sustainable Development]]<br>[[www.congo-education.net/workshop/|http://www.congo-education.net/workshop/]]
!! Culture of Peace
* [[Peace Caucus: The Wild Cards in Climate Change]]<br>[[www.peacecaucus.net|htt[://www.peacecaucus.net]]
* [[Seasons of Peace Cooperation Circles]]<br>[[www.seasons-of-peace.net/|http://www.seasons-of-peace.net/]]
* [[Gandhi-King Season for Nonviolence]]<br>[[www.gandhi-king-season.net/|http://www.gandhi-king-season.net/]]
* [[The Peace Cubes]]<br>[[www.peace-cubes.net/|http://www.peace-cubes.net/]]
* [[Digital Bridges to Peace]]<br>[[www.digital-bridges.net|http://www.digital-bridges.ne]]
!!! ~TiddlyWikiPerfect sites
* [[TiddlyWikiPerfect: An emerging hybrid information species]]<br>[[www.tiddlywikiperfect.net/|http://www.tiddlywikiperfect.net/]]
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 23-page summary can be downloaded in pdf format at [[www.ipcc.ch/SPM13apr07.pdf|http://www.ipcc.ch/SPM13apr07.pdf]]
/***
| Name:|CloseOnCancelPlugin|
| Description:|Closes the tiddler if you click new tiddler then cancel. Default behaviour is to leave it open|
| Version:|6.9.3|
| Date:|30-Sep-2006|
| Source:|http://mptw.tiddlyspot.com/#CloseOnCancelPlugin|
| Author:|Simon Baird <simon.baird@gmail.com>|
| CoreVersion:|2.1.x|
***/
//{{{
merge(config.commands.cancelTiddler,{

	handler_orig_closeUnsaved: config.commands.cancelTiddler.handler,

	handler: function(event,src,title) {
		this.handler_orig_closeUnsaved(event,src,title);
		if (!store.tiddlerExists(title) && !store.isShadowTiddler(title))
			story.closeTiddler(title,true);
	 	return false;
	}

});

//}}}

Foreground: #000
Background: #fff
PrimaryPale: #8cf
PrimaryLight: #18f
PrimaryMid: #04b
PrimaryDark: #014
SecondaryPale: #ffc
SecondaryLight: #fe8
SecondaryMid: #db4
SecondaryDark: #841
TertiaryPale: #eee
TertiaryLight: #ccc
TertiaryMid: #999
TertiaryDark: #666
Error: #f88
The [[ColorPalette]] tiddler is used in TiddlyWiki to define a set of colours - fifteen by default - whose names are then used in the [[StyleSheetColors]] tiddler - and [[CustomStyleSheetColours]] or other custom style sheets you may use  -  to set the colours for the various styles. This system allow one to easily change the entire colour scheme of a TiddlyWiki site far more quickly than if one were to have change the colour for each style element. The display of  the ColorPalette here is made possible by the PaletteViewMacro. 

<<paletteView [[ColorPalette]]>>
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]] 
''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]]
config.options.chkDisableNonExistingWikiLinks=true;
config.options.chkSearchTitles=true;
config.options.chkSearchText=false;
config.options.chkSearchTags=false;
<html><hide linebreaks>
Please use this form to send any messages, comments or questions about this site:
<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="Stern Review 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>
<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'': 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>
<<tiddler "Creative Commons web site">>'
This website is made available under a ''Creative Commons Attribution Non-Commercial Share-Alike Licence 3.0'', and registered as [[Common Content]] at 

@@font-size:90%;''Note'': This is a "framed" page from the [[Creative Commons]] web site.
You can view this page in a separate browser tab or window at http://creativecommons.org/licenses/by-nc-sa/3.0/@@
<html><iframe
	src = "http://creativecommons.org/licenses/by-nc-sa/3.0/"
	title = "Creative Commons Attribution Non-Commercial Share-Alike Licence 3.0"
	style="
		background-color:#ffffff; 
		border-color:#ffffff;
		border:none;"
	width = "100%"
	height = "1000"
	frameborder = "0"
	scrolling = "yes">
</iframe></html>
[>img[http://creativecommons.org/icon/nc/standard.gif]]This [[Creative Commons license]] lets others remix, tweak, and build upon your work ''non-commercially'', as long as they //credit you// and //license their new creations under the identical terms//. Others can download and redistribute your work just like the by-nc-nd license, but they can also translate, make remixes, and produce new stories based on your work. All new work based on yours will carry the same license, so any derivatives will also be non-commercial in nature. 

Alternative icons: 
[img[http://i.creativecommons.org/l/by-nc-sa/3.0/us/88x31.png]] [img[http://creativecommons.org/images/public/somerights20.png]] [img[http://i.creativecommons.org/l/by-nc-sa/3.0/80x15.png]]
//Full description// +++
{{iframe{''Note'': This is a "framed" page from the '' '' web site. You can click on <<fullscreen>> to toggle full-screen mode, or you can view this page in a separate browser tab or window at http://creativecommons.org/licenses/by-nc-sa/3.0/}}}
<html><iframe
	src = "http://creativecommons.org/licenses/by-nc-sa/3.0/"
	title = ""
	style="
		background-color:#ffffff; 
		border-color:#ffffff;
		border:none;"
	width = "100%"
	height = "1000"
	frameborder = "0"
	scrolling = "yes">
</iframe></html>
===
{{iframe{''Note'': This is a "framed" page from the ''Creative Commons'' web site. You can click on <<fullscreen>> to toggle full-screen mode, or you can view this page in a separate browser tab or window at http://creativecommons.org/about/licenses/meet-the-licenses}}}
<html><iframe
	src = "http://creativecommons.org/about/licenses/meet-the-licenses"
	title = "Creative Commons licenses"
	style="
		background-color:#ffffff; 
		border-color:#ffffff;
		border:none;"
	width = "100%"
	height = "1000"
	frameborder = "0"
	scrolling = "yes">
</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;
};
//}}}


/*{{{*/
body {
	background: [[ColorPalette::Background]];
	color: [[ColorPalette::Foreground]];
}

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

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

.siteSubtitle {
	color: [[ColorPalette::SecondaryDark]];
}

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

a:hover {
	background: [[ColorPalette::SecondaryDark]];
	color: [[ColorPalette::Background]];
}
a img {
	border: 0;
}
.searchresults th {
	background: [[ColorPalette::SecondaryLight]];
	color: [[ColorPalette::SecondaryDark]];
}

.cleartable table {
border: 1px solid [[ColorPalette::Background]];
width:100%;
}

..viewer table {
	padding: 1px;
}

.viewer th, thead td {
	background: [[ColorPalette::SecondaryLight]];
	color: [[ColorPalette::SecondaryaryDark]];
}
.clear td, .clear tr {
	border:1px solid [[ColorPalette::Background]];
	padding: 0px;
}
.clear th, .clear td, .clear tr,.clear caption{
vertical-align: top;
}

.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;
}

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]];
}

.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::SecondaryMid]];
}

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

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

.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;
}

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

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

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

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

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

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

/*}}}*/
!!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]] (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}.
Title: 


Author:


----
Date:


----
Tags:


----
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.
/***
|''Name:''|DataTiddlerPlugin|
|''Version:''|1.0.6 (2006-08-26)|
|''Source:''|http://tiddlywiki.abego-software.de/#DataTiddlerPlugin|
|''Author:''|UdoBorkowski (ub [at] abego-software [dot] de)|
|''Licence:''|[[BSD open source license]]|
|''TiddlyWiki:''|1.2.38+, 2.0|
|''Browser:''|Firefox 1.0.4+; InternetExplorer 6.0|
!Description
Enhance your tiddlers with structured data (such as strings, booleans, numbers, or even arrays and compound objects) that can be easily accessed and modified through named fields (in JavaScript code).

Such tiddler data can be used in various applications. E.g. you may create tables that collect data from various tiddlers. 

''//Example: "Table with all December Expenses"//''
{{{
<<forEachTiddler
    where
        'tiddler.tags.contains("expense") && tiddler.data("month") == "Dec"'
    write
        '"|[["+tiddler.title+"]]|"+tiddler.data("descr")+"| "+tiddler.data("amount")+"|\n"'
>>
}}}
//(This assumes that expenses are stored in tiddlers tagged with "expense".)//
<<forEachTiddler
    where
        'tiddler.tags.contains("expense") && tiddler.data("month") == "Dec"'
    write
        '"|[["+tiddler.title+"]]|"+tiddler.data("descr")+"| "+tiddler.data("amount")+"|\n"'
>>
For other examples see DataTiddlerExamples.




''Access and Modify Tiddler Data''

You can "attach" data to every tiddler by assigning a JavaScript value (such as a string, boolean, number, or even arrays and compound objects) to named fields. 

These values can be accessed and modified through the following Tiddler methods:
|!Method|!Example|!Description|
|{{{data(field)}}}|{{{t.data("age")}}}|Returns the value of the given data field of the tiddler. When no such field is defined or its value is undefined {{{undefined}}} is returned.|
|{{{data(field,defaultValue)}}}|{{{t.data("isVIP",false)}}}|Returns the value of the given data field of the tiddler. When no such field is defined or its value is undefined the defaultValue is returned.|
|{{{data()}}}|{{{t.data()}}}|Returns the data object of the tiddler, with a property for every field. The properties of the returned data object may only be read and not be modified. To modify the data use DataTiddler.setData(...) or the corresponding Tiddler method.|
|{{{setData(field,value)}}}|{{{t.setData("age",42)}}}|Sets the value of the given data field of the tiddler to the value. When the value is {{{undefined}}} the field is removed.|
|{{{setData(field,value,defaultValue)}}}|{{{t.setData("isVIP",flag,false)}}}|Sets the value of the given data field of the tiddler to the value. When the value is equal to the defaultValue no value is set (and the field is removed).|

Alternatively you may use the following functions to access and modify the data. In this case the tiddler argument is either a tiddler or the name of a tiddler.
|!Method|!Description|
|{{{DataTiddler.getData(tiddler,field)}}}|Returns the value of the given data field of the tiddler. When no such field is defined or its value is undefined {{{undefined}}} is returned.|
|{{{DataTiddler.getData(tiddler,field,defaultValue)}}}|Returns the value of the given data field of the tiddler. When no such field is defined or its value is undefined the defaultValue is returned.|
|{{{DataTiddler.getDataObject(tiddler)}}}|Returns the data object of the tiddler, with a property for every field. The properties of the returned data object may only be read and not be modified. To modify the data use DataTiddler.setData(...) or the corresponding Tiddler method.|
|{{{DataTiddler.setData(tiddler,field,value)}}}|Sets the value of the given data field of the tiddler to the value. When the value is {{{undefined}}} the field is removed.|
|{{{DataTiddler.setData(tiddler,field,value,defaultValue)}}}|Sets the value of the given data field of the tiddler to the value. When the value is equal to the defaultValue no value is set (and the field is removed).|
//(For details on the various functions see the detailed comments in the source code.)//


''Data Representation in a Tiddler''

The data of a tiddler is stored as plain text in the tiddler's content/text, inside a "data" section that is framed by a {{{<data>...</data>}}} block. Inside the data section the information is stored in the [[JSON format|http://www.crockford.com/JSON/index.html]]. 

//''Data Section Example:''//
{{{
<data>{"isVIP":true,"user":"John Brown","age":34}</data>
}}}

The data section is not displayed when viewing the tiddler (see also "The showData Macro").

Beside the data section a tiddler may have all kind of other content.

Typically you will not access the data section text directly but use the methods given above. Nevertheless you may retrieve the text of the data section's content through the {{{DataTiddler.getDataText(tiddler)}}} function.


''Saving Changes''

The "setData" methods respect the "ForceMinorUpdate" and "AutoSave" configuration values. I.e. when "ForceMinorUpdate" is true changing a value using setData will not affect the "modifier" and "modified" attributes. With "AutoSave" set to true every setData will directly save the changes after a setData.


''Notifications''

No notifications are sent when a tiddler's data value is changed through the "setData" methods. 

''Escape Data Section''
In case that you want to use the text {{{<data>}}} or {{{</data>}}} in a tiddler text you must prefix the text with a tilde ('~'). Otherwise it may be wrongly considered as the data section. The tiddler text {{{~<data>}}} is displayed as {{{<data>}}}.


''The showData Macro''

By default the data of a tiddler (that is stored in the {{{<data>...</data>}}} section of the tiddler) is not displayed. If you want to display this data you may used the {{{<<showData ...>>}}} macro:

''Syntax:'' 
|>|{{{<<}}}''showData '' [''JSON''] [//tiddlerName//] {{{>>}}}|
|''JSON''|By default the data is rendered as a table with a "Name" and "Value" column. When defining ''JSON'' the data is rendered in JSON format|
|//tiddlerName//|Defines the tiddler holding the data to be displayed. When no tiddler is given the tiddler containing the showData macro is used. When the tiddler name contains spaces you must quote the name (or use the {{{[[...]]}}} syntax.)|
|>|~~Syntax formatting: Keywords in ''bold'', optional parts in [...]. 'or' means that exactly one of the two alternatives must exist.~~|


!Revision history
* v1.0.6 (2006-08-26) 
** Removed misleading comment
* v1.0.5 (2006-02-27) (Internal Release Only)
** Internal
*** Make "JSLint" conform
* v1.0.4 (2006-02-05)
** Bugfix: showData fails in TiddlyWiki 2.0
* v1.0.3 (2006-01-06)
** Support TiddlyWiki 2.0
* v1.0.2 (2005-12-22)
** Enhancements:
*** Handle texts "<data>" or "</data>" more robust when used in a tiddler text or as a field value.
*** Improved (JSON) error messages.
** Bugs fixed: 
*** References are not updated when using the DataTiddler.
*** Changes to compound objects are not always saved.
*** "~</data>" is not rendered correctly (expected "</data>")
* v1.0.1 (2005-12-13)
** Features: 
*** The showData macro supports an optional "tiddlername" argument to specify the tiddler containing the data to be displayed
** Bugs fixed: 
*** A script immediately following a data section is deleted when the data is changed. (Thanks to GeoffS for reporting.)
* v1.0.0 (2005-12-12)
** initial version

!Code
***/
//{{{
//============================================================================
//============================================================================
//                           DataTiddlerPlugin
//============================================================================
//============================================================================

// Ensure that the DataTiddler Plugin is only installed once.
//
if (!version.extensions.DataTiddlerPlugin) {



version.extensions.DataTiddlerPlugin = {
    major: 1, minor: 0, revision: 6,
    date: new Date(2006, 7, 26), 
    type: 'plugin',
    source: "http://tiddlywiki.abego-software.de/#DataTiddlerPlugin"
};

// For backward compatibility with v1.2.x
//
if (!window.story) window.story=window; 
if (!TiddlyWiki.prototype.getTiddler) {
	TiddlyWiki.prototype.getTiddler = function(title) { 
		var t = this.tiddlers[title]; 
		return (t !== undefined && t instanceof Tiddler) ? t : null; 
	};
}

//============================================================================
// DataTiddler Class
//============================================================================

// ---------------------------------------------------------------------------
// Configurations and constants 
// ---------------------------------------------------------------------------

function DataTiddler() {
}

DataTiddler = {
    // Function to stringify a JavaScript value, producing the text for the data section content.
    // (Must match the implementation of DataTiddler.parse.)
    //
    stringify : null,
    

    // Function to parse the text for the data section content, producing a JavaScript value.
    // (Must match the implementation of DataTiddler.stringify.)
    //
    parse : null
};

// Ensure access for IE
window.DataTiddler = DataTiddler;

// ---------------------------------------------------------------------------
// Data Accessor and Mutator
// ---------------------------------------------------------------------------


// Returns the value of the given data field of the tiddler.
// When no such field is defined or its value is undefined
// the defaultValue is returned.
// 
// @param tiddler either a tiddler name or a tiddler
//
DataTiddler.getData = function(tiddler, field, defaultValue) {
    var t = (typeof tiddler == "string") ? store.getTiddler(tiddler) : tiddler;
    if (!(t instanceof Tiddler)) {
        throw "Tiddler expected. Got "+tiddler;
    }

    return DataTiddler.getTiddlerDataValue(t, field, defaultValue);
};


// Sets the value of the given data field of the tiddler to
// the value. When the value is equal to the defaultValue
// no value is set (and the field is removed)
//
// Changing data of a tiddler will not trigger notifications.
// 
// @param tiddler either a tiddler name or a tiddler
//
DataTiddler.setData = function(tiddler, field, value, defaultValue) {
    var t = (typeof tiddler == "string") ? store.getTiddler(tiddler) : tiddler;
    if (!(t instanceof Tiddler)) {
        throw "Tiddler expected. Got "+tiddler+ "("+t+")";
    }

    DataTiddler.setTiddlerDataValue(t, field, value, defaultValue);
};


// Returns the data object of the tiddler, with a property for every field.
//
// The properties of the returned data object may only be read and
// not be modified. To modify the data use DataTiddler.setData(...) 
// or the corresponding Tiddler method.
//
// If no data section is defined a new (empty) object is returned.
//
// @param tiddler either a tiddler name or a Tiddler
//
DataTiddler.getDataObject = function(tiddler) {
    var t = (typeof tiddler == "string") ? store.getTiddler(tiddler) : tiddler;
    if (!(t instanceof Tiddler)) {
        throw "Tiddler expected. Got "+tiddler;
    }

    return DataTiddler.getTiddlerDataObject(t);
};

// Returns the text of the content of the data section of the tiddler.
//
// When no data section is defined for the tiddler null is returned 
//
// @param tiddler either a tiddler name or a Tiddler
// @return [may be null]
//
DataTiddler.getDataText = function(tiddler) {
    var t = (typeof tiddler == "string") ? store.getTiddler(tiddler) : tiddler;
    if (!(t instanceof Tiddler)) {
        throw "Tiddler expected. Got "+tiddler;
    }

    return DataTiddler.readDataSectionText(t);
};


// ---------------------------------------------------------------------------
// Internal helper methods (must not be used by code from outside this plugin)
// ---------------------------------------------------------------------------

// Internal.
//
// The original JSONError is not very user friendly, 
// especially it does not define a toString() method
// Therefore we extend it here.
//
DataTiddler.extendJSONError = function(ex) {
	if (ex.name == 'JSONError') {
        ex.toString = function() {
			return ex.name + ": "+ex.message+" ("+ex.text+")";
		};
	}
	return ex;
};

// Internal.
//
// @param t a Tiddler
//
DataTiddler.getTiddlerDataObject = function(t) {
    if (t.dataObject === undefined) {
        var data = DataTiddler.readData(t);
        t.dataObject = (data) ? data : {};
    }
    
    return t.dataObject;
};


// Internal.
//
// @param tiddler a Tiddler
//
DataTiddler.getTiddlerDataValue = function(tiddler, field, defaultValue) {
    var value = DataTiddler.getTiddlerDataObject(tiddler)[field];
    return (value === undefined) ? defaultValue : value;
};


// Internal.
//
// @param tiddler a Tiddler
//
DataTiddler.setTiddlerDataValue = function(tiddler, field, value, defaultValue) {
    var data = DataTiddler.getTiddlerDataObject(tiddler);
    var oldValue = data[field];
	
    if (value == defaultValue) {
        if (oldValue !== undefined) {
            delete data[field];
            DataTiddler.save(tiddler);
        }
        return;
    }
    data[field] = value;
    DataTiddler.save(tiddler);
};

// Internal.
//
// Reads the data section from the tiddler's content and returns its text
// (as a String).
//
// Returns null when no data is defined.
//
// @param tiddler a Tiddler
// @return [may be null]
//
DataTiddler.readDataSectionText = function(tiddler) {
    var matches = DataTiddler.getDataTiddlerMatches(tiddler);
    if (matches === null || !matches[2]) {
        return null;
    }
    return matches[2];
};

// Internal.
//
// Reads the data section from the tiddler's content and returns it
// (as an internalized object).
//
// Returns null when no data is defined.
//
// @param tiddler a Tiddler
// @return [may be null]
//
DataTiddler.readData = function(tiddler) {
    var text = DataTiddler.readDataSectionText(tiddler);
	try {
	    return text ? DataTiddler.parse(text) : null;
	} catch(ex) {
		throw DataTiddler.extendJSONError(ex);
	}
};

// Internal.
// 
// Returns the serialized text of the data of the given tiddler, as it
// should be stored in the data section.
//
// @param tiddler a Tiddler
//
DataTiddler.getDataTextOfTiddler = function(tiddler) {
    var data = DataTiddler.getTiddlerDataObject(tiddler);
    return DataTiddler.stringify(data);
};


// Internal.
// 
DataTiddler.indexOfNonEscapedText = function(s, subString, startIndex) {
	var index = s.indexOf(subString, startIndex);
	while ((index > 0) && (s[index-1] == '~')) { 
		index = s.indexOf(subString, index+1);
	}
	return index;
};

// Internal.
//
DataTiddler.getDataSectionInfo = function(text) {
	// Special care must be taken to handle "<data>" and "</data>" texts inside
	// a data section. 
	// Also take care not to use an escaped <data> (i.e. "~<data>") as the start 
	// of a data section. (Same for </data>)

    // NOTE: we are explicitly searching for a data section that contains a JSON
    // string, i.e. framed with braces. This way we are little bit more robust in
    // case the tiddler contains unescaped texts "<data>" or "</data>". This must
    // be changed when using a different stringifier.

	var startTagText = "<data>{";
	var endTagText = "}</data>";

	var startPos = 0;

	// Find the first not escaped "<data>".
	var startDataTagIndex = DataTiddler.indexOfNonEscapedText(text, startTagText, 0);
	if (startDataTagIndex < 0) {
		return null;
	}

	// Find the *last* not escaped "</data>".
	var endDataTagIndex = text.indexOf(endTagText, startDataTagIndex);
	if (endDataTagIndex < 0) {
		return null;
	}
	var nextEndDataTagIndex;
	while ((nextEndDataTagIndex = text.indexOf(endTagText, endDataTagIndex+1)) >= 0) {
		endDataTagIndex = nextEndDataTagIndex;
	}

	return {
		prefixEnd: startDataTagIndex, 
		dataStart: startDataTagIndex+(startTagText.length)-1, 
		dataEnd: endDataTagIndex, 
		suffixStart: endDataTagIndex+(endTagText.length)
	};
};

// Internal.
// 
// Returns the "matches" of a content of a DataTiddler on the
// "data" regular expression. Return null when no data is defined
// in the tiddler content.
//
// Group 1: text before data section (prefix)
// Group 2: content of data section
// Group 3: text behind data section (suffix)
//
// @param tiddler a Tiddler
// @return [may be null] null when the tiddler contains no data section, otherwise see above.
//
DataTiddler.getDataTiddlerMatches = function(tiddler) {
	var text = tiddler.text;
	var info = DataTiddler.getDataSectionInfo(text);
	if (!info) {
		return null;
	}

	var prefix = text.substr(0,info.prefixEnd);
	var data = text.substr(info.dataStart, info.dataEnd-info.dataStart+1);
	var suffix = text.substr(info.suffixStart);
	
	return [text, prefix, data, suffix];
};


// Internal.
//
// Saves the data in a <data> block of the given tiddler (as a minor change). 
//
// The "chkAutoSave" and "chkForceMinorUpdate" options are respected. 
// I.e. the TiddlyWiki *file* is only saved when AutoSave is on.
//
// Notifications are not send. 
//
// This method should only be called when the data really has changed. 
//
// @param tiddler
//             the tiddler to be saved.
//
DataTiddler.save = function(tiddler) {

    var matches = DataTiddler.getDataTiddlerMatches(tiddler);

    var prefix;
    var suffix;
    if (matches === null) {
        prefix = tiddler.text;
        suffix = "";
    } else {
        prefix = matches[1];
        suffix = matches[3];
    }

    var dataText = DataTiddler.getDataTextOfTiddler(tiddler);
    var newText = 
            (dataText !== null) 
                ? prefix + "<data>" + dataText + "</data>" + suffix
                : prefix + suffix;
    if (newText != tiddler.text) {
        // make the change in the tiddlers text
        
        // ... see DataTiddler.MyTiddlerChangedFunction
        tiddler.isDataTiddlerChange = true;
        
        // ... do the action change
        tiddler.set(
                tiddler.title,
                newText,
                config.options.txtUserName, 
                config.options.chkForceMinorUpdate? undefined : new Date(),
                tiddler.tags);

        // ... see DataTiddler.MyTiddlerChangedFunction
        delete tiddler.isDataTiddlerChange;

        // Mark the store as dirty.
        store.dirty = true;
 
        // AutoSave if option is selected
        if(config.options.chkAutoSave) {
           saveChanges();
        }
    }
};

// Internal.
//
DataTiddler.MyTiddlerChangedFunction = function() {
    // Remove the data object from the tiddler when the tiddler is changed
    // by code other than DataTiddler code. 
    //
    // This is necessary since the data object is just a "cached version" 
    // of the data defined in the data section of the tiddler and the 
    // "external" change may have changed the content of the data section.
    // Thus we are not sure if the data object reflects the data section 
    // contents. 
    // 
    // By deleting the data object we ensure that the data object is 
    // reconstructed the next time it is needed, with the data defined by
    // the data section in the tiddler's text.
    
    // To indicate that a change is a "DataTiddler change" a temporary
    // property "isDataTiddlerChange" is added to the tiddler.
    if (this.dataObject && !this.isDataTiddlerChange) {
        delete this.dataObject;
    }
    
    // call the original code.
	DataTiddler.originalTiddlerChangedFunction.apply(this, arguments);
};


//============================================================================
// Formatters
//============================================================================

// This formatter ensures that "~<data>" is rendered as "<data>". This is used to 
// escape the "<data>" of a data section, just in case someone really wants to use
// "<data>" as a text in a tiddler and not start a data section.
//
// Same for </data>.
//
config.formatters.push( {
    name: "data-escape",
    match: "~<\\/?data>",

    handler: function(w) {
            w.outputText(w.output,w.matchStart + 1,w.nextMatch);
    }
} );


// This formatter ensures that <data>...</data> sections are not rendered.
//
config.formatters.push( {
    name: "data",
    match: "<data>",

    handler: function(w) {
		var info = DataTiddler.getDataSectionInfo(w.source);
		if (info && info.prefixEnd == w.matchStart) {
            w.nextMatch = info.suffixStart;
		} else {
			w.outputText(w.output,w.matchStart,w.nextMatch);
		}
    }
} );


//============================================================================
// Tiddler Class Extension
//============================================================================

// "Hijack" the changed method ---------------------------------------------------

DataTiddler.originalTiddlerChangedFunction = Tiddler.prototype.changed;
Tiddler.prototype.changed = DataTiddler.MyTiddlerChangedFunction;

// Define accessor methods -------------------------------------------------------

// Returns the value of the given data field of the tiddler. When no such field 
// is defined or its value is undefined the defaultValue is returned.
//
// When field is undefined (or null) the data object is returned. (See 
// DataTiddler.getDataObject.)
//
// @param field [may be null, undefined]
// @param defaultValue [may be null, undefined]
// @return [may be null, undefined]
//
Tiddler.prototype.data = function(field, defaultValue) {
    return (field) 
         ? DataTiddler.getTiddlerDataValue(this, field, defaultValue)
         : DataTiddler.getTiddlerDataObject(this);
};

// Sets the value of the given data field of the tiddler to the value. When the 
// value is equal to the defaultValue no value is set (and the field is removed).
//
// @param value [may be null, undefined]
// @param defaultValue [may be null, undefined]
//
Tiddler.prototype.setData = function(field, value, defaultValue) {
    DataTiddler.setTiddlerDataValue(this, field, value, defaultValue);
};


//============================================================================
// showData Macro
//============================================================================

config.macros.showData = {
     // Standard Properties
     label: "showData",
     prompt: "Display the values stored in the data section of the tiddler"
};

config.macros.showData.handler = function(place,macroName,params) {
    // --- Parsing ------------------------------------------

    var i = 0; // index running over the params
    // Parse the optional "JSON"
    var showInJSONFormat = false;
    if ((i < params.length) && params[i] == "JSON") {
        i++;
        showInJSONFormat = true;
    }
    
    var tiddlerName = story.findContainingTiddler(place).id.substr(7);
    if (i < params.length) {
        tiddlerName = params[i];
        i++;
    }

    // --- Processing ------------------------------------------
    try {
        if (showInJSONFormat) {
            this.renderDataInJSONFormat(place, tiddlerName);
        } else {
            this.renderDataAsTable(place, tiddlerName);
        }
    } catch (e) {
        this.createErrorElement(place, e);
    }
};

config.macros.showData.renderDataInJSONFormat = function(place,tiddlerName) {
    var text = DataTiddler.getDataText(tiddlerName);
    if (text) {
        createTiddlyElement(place,"pre",null,null,text);
    }
};

config.macros.showData.renderDataAsTable = function(place,tiddlerName) {
    var text = "|!Name|!Value|\n";
    var data = DataTiddler.getDataObject(tiddlerName);
    if (data) {
        for (var i in data) {
            var value = data[i];
            text += "|"+i+"|"+DataTiddler.stringify(value)+"|\n";
        }
    }
    
    wikify(text, place);
};


// Internal.
//
// Creates an element that holds an error message
// 
config.macros.showData.createErrorElement = function(place, exception) {
    var message = (exception.description) ? exception.description : exception.toString();
    return createTiddlyElement(place,"span",null,"showDataError","<<showData ...>>: "+message);
};

// ---------------------------------------------------------------------------
// Stylesheet Extensions (may be overridden by local StyleSheet)
// ---------------------------------------------------------------------------
//
setStylesheet(
    ".showDataError{color: #ffffff;background-color: #880000;}",
    "showData");


} // of "install only once"
// Used Globals (for JSLint) ==============

// ... TiddlyWiki Core
/*global 	createTiddlyElement, saveChanges, store, story, wikify */
// ... DataTiddler
/*global 	DataTiddler */
// ... JSON
/*global 	JSON */
			

/***
!JSON Code, used to serialize the data
***/
/*
Copyright (c) 2005 JSON.org

Permission is hereby granted, free of charge, to any person obtaining a copy
of this software and associated documentation files (the "Software"), to deal
in the Software without restriction, including without limitation the rights
to use, copy, modify, merge, publish, distribute, sublicense, and/or sell
copies of the Software, and to permit persons to whom the Software is
furnished to do so, subject to the following conditions:

The Software shall be used for Good, not Evil.

THE SOFTWARE IS PROVIDED "AS IS", WITHOUT WARRANTY OF ANY KIND, EXPRESS OR
IMPLIED, INCLUDING BUT NOT LIMITED TO THE WARRANTIES OF MERCHANTABILITY,
FITNESS FOR A PARTICULAR PURPOSE AND NONINFRINGEMENT. IN NO EVENT SHALL THE
AUTHORS OR COPYRIGHT HOLDERS BE LIABLE FOR ANY CLAIM, DAMAGES OR OTHER
LIABILITY, WHETHER IN AN ACTION OF CONTRACT, TORT OR OTHERWISE, ARISING FROM,
OUT OF OR IN CONNECTION WITH THE SOFTWARE OR THE USE OR OTHER DEALINGS IN THE
SOFTWARE.
*/

/*
    The global object JSON contains two methods.

    JSON.stringify(value) takes a JavaScript value and produces a JSON text.
    The value must not be cyclical.

    JSON.parse(text) takes a JSON text and produces a JavaScript value. It will
    throw a 'JSONError' exception if there is an error.
*/
var JSON = {
    copyright: '(c)2005 JSON.org',
    license: 'http://www.crockford.com/JSON/license.html',
/*
    Stringify a JavaScript value, producing a JSON text.
*/
    stringify: function (v) {
        var a = [];

/*
    Emit a string.
*/
        function e(s) {
            a[a.length] = s;
        }

/*
    Convert a value.
*/
        function g(x) {
            var c, i, l, v;

            switch (typeof x) {
            case 'object':
                if (x) {
                    if (x instanceof Array) {
                        e('[');
                        l = a.length;
                        for (i = 0; i < x.length; i += 1) {
                            v = x[i];
                            if (typeof v != 'undefined' &&
                                    typeof v != 'function') {
                                if (l < a.length) {
                                    e(',');
                                }
                                g(v);
                            }
                        }
                        e(']');
                        return;
                    } else if (typeof x.toString != 'undefined') {
                        e('{');
                        l = a.length;
                        for (i in x) {
                            v = x[i];
                            if (x.hasOwnProperty(i) &&
                                    typeof v != 'undefined' &&
                                    typeof v != 'function') {
                                if (l < a.length) {
                                    e(',');
                                }
                                g(i);
                                e(':');
                                g(v);
                            }
                        }
                        return e('}');
                    }
                }
                e('null');
                return;
            case 'number':
                e(isFinite(x) ? +x : 'null');
                return;
            case 'string':
                l = x.length;
                e('"');
                for (i = 0; i < l; i += 1) {
                    c = x.charAt(i);
                    if (c >= ' ') {
                        if (c == '\\' || c == '"') {
                            e('\\');
                        }
                        e(c);
                    } else {
                        switch (c) {
                            case '\b':
                                e('\\b');
                                break;
                            case '\f':
                                e('\\f');
                                break;
                            case '\n':
                                e('\\n');
                                break;
                            case '\r':
                                e('\\r');
                                break;
                            case '\t':
                                e('\\t');
                                break;
                            default:
                                c = c.charCodeAt();
                                e('\\u00' + Math.floor(c / 16).toString(16) +
                                    (c % 16).toString(16));
                        }
                    }
                }
                e('"');
                return;
            case 'boolean':
                e(String(x));
                return;
            default:
                e('null');
                return;
            }
        }
        g(v);
        return a.join('');
    },
/*
    Parse a JSON text, producing a JavaScript value.
*/
    parse: function (text) {
        var p = /^\s*(([,:{}\[\]])|"(\\.|[^\x00-\x1f"\\])*"|-?\d+(\.\d*)?([eE][+-]?\d+)?|true|false|null)\s*/,
            token,
            operator;

        function error(m, t) {
            throw {
                name: 'JSONError',
                message: m,
                text: t || operator || token
            };
        }

        function next(b) {
            if (b && b != operator) {
                error("Expected '" + b + "'");
            }
            if (text) {
                var t = p.exec(text);
                if (t) {
                    if (t[2]) {
                        token = null;
                        operator = t[2];
                    } else {
                        operator = null;
                        try {
                            token = eval(t[1]);
                        } catch (e) {
                            error("Bad token", t[1]);
                        }
                    }
                    text = text.substring(t[0].length);
                } else {
                    error("Unrecognized token", text);
                }
            } else {
                token = operator = undefined;
            }
        }


        function val() {
            var k, o;
            switch (operator) {
            case '{':
                next('{');
                o = {};
                if (operator != '}') {
                    for (;;) {
                        if (operator || typeof token != 'string') {
                            error("Missing key");
                        }
                        k = token;
                        next();
                        next(':');
                        o[k] = val();
                        if (operator != ',') {
                            break;
                        }
                        next(',');
                    }
                }
                next('}');
                return o;
            case '[':
                next('[');
                o = [];
                if (operator != ']') {
                    for (;;) {
                        o.push(val());
                        if (operator != ',') {
                            break;
                        }
                        next(',');
                    }
                }
                next(']');
                return o;
            default:
                if (operator !== null) {
                    error("Missing value");
                }
                k = token;
                next();
                return k;
            }
        }
        next();
        return val();
    }
};

/***
!Setup the data serialization
***/

DataTiddler.format = "JSON";
DataTiddler.stringify = JSON.stringify;
DataTiddler.parse = JSON.parse;

//}}}

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.
<<<
----

[[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:
# 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.
# 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.
# 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.
# 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.
# 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.
# 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.
# 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 are 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|Conventionon 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]])
[[Welcome]]
[[Key Documents on Education for Sustainable Development]]
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|
|Version|1.6.0|
|Author|Eric Shulman|
|License|http://www.TiddlyTools.com/#LegalStatements|
|~CoreVersion|2.1|
|Type|plugin|
|Requires||
|Overrides|Tiddler.prototype.autoLinkWikiWords, 'wikiLink' formatter|
|Options|##Configuration|
|Description|selectively disable TiddlyWiki's automatic ~WikiWord linking behavior|
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 {{{[[...]]}}}.
!!!!!Usage
<<<
You can block automatic WikiWord linking behavior for any specific tiddler by ''tagging it with<<tag excludeWikiWords>>'' (see configuration below) or, check a plugin option to disable automatic WikiWord links to non-existing tiddler titles, while still 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]] (see configuration below), 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
<<<
<<option chkDisableWikiLinks>> Disable ALL automatic WikiWord tiddler links
<<option chkAllowLinksFromShadowTiddlers>> ... except for WikiWords //contained in// shadow tiddlers
<<option chkDisableNonExistingWikiLinks>> Disable automatic WikiWord links for non-existing tiddlers
Disable automatic WikiWord links for words listed in: <<option txtDisableWikiLinksList>>
Disable automatic WikiWord links for tiddlers tagged with: <<option txtDisableWikiLinksTag>>
<<<
!!!!!Revisions
<<<
2008.07.22 [1.6.0] hijack tiddler changed() method to filter disabled wiki words from internal links[] array (so they won't appear in the missing tiddlers list)
2007.06.09 [1.5.0] added configurable txtDisableWikiLinksTag (default value: "excludeWikiWords") to allows selective disabling of automatic WikiWord links for any tiddler tagged with that value.
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
<<<
!!!!!Code
***/
//{{{
version.extensions.DisableWikiLinksPlugin= {major: 1, minor: 6, revision: 0, date: new Date(2008,7,22)};

if (config.options.chkDisableNonExistingWikiLinks==undefined) config.options.chkDisableNonExistingWikiLinks= false;
if (config.options.chkDisableWikiLinks==undefined) config.options.chkDisableWikiLinks=false;
if (config.options.txtDisableWikiLinksList==undefined) config.options.txtDisableWikiLinksList="DisableWikiLinksList";
if (config.options.chkAllowLinksFromShadowTiddlers==undefined) config.options.chkAllowLinksFromShadowTiddlers=true;
if (config.options.txtDisableWikiLinksTag==undefined) config.options.txtDisableWikiLinksTag="excludeWikiWords";

// 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 excluded Tiddler
		if (w.tiddler && w.tiddler.isTagged(config.options.txtDisableWikiLinksTag))
			{ w.outputText(w.output,w.matchStart+skip,w.nextMatch); return; }
		// check for specific excluded wiki words
		var t=store.getTiddlerText(config.options.txtDisableWikiLinksList);
		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()
{
	// 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;
}

Tiddler.prototype.disableWikiLinks_changed = Tiddler.prototype.changed;
Tiddler.prototype.changed = function()
{
	this.disableWikiLinks_changed.apply(this,arguments);
	// remove excluded wiki words from links array
	var t=store.getTiddlerText(config.options.txtDisableWikiLinksList,"").readBracketedList();
	if (t.length) for (var i=0; i<t.length; i++)
		if (this.links.contains(t[i]))
			this.links.splice(this.links.indexOf(t[i]),1);
};
//}}}
Title:  Title
Author: Author
Date: Date
You cab ''download this template'', and the customize for your own use, by right-clicking on the page, selecting //Save Page As...//, selecting //Web page, HTML only//, and saving it to your desktop or to a folder on your local drive.

Once you have save the file, when you open the saved copy, you will be able to customize the template, beginning with the [[Setup Menu]]
{{iframe{''Note'': This is a "framed" page from the '' '' web site. You can click on <<fullscreen>> to toggle full-screen mode, or you can view this page in a separate browser tab or window at http://www.earthday.net/}}}
<html><iframe
	src = "http://www.earthday.net/"
	title = "Earth Day"
	style="
		background-color:#ffffff; 
		border-color:#ffffff;
		border:none;"
	width = "100%"
	height = "1000"
	frameborder = "0"
	scrolling = "yes">
</iframe></html>
''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]]
{{iframe{''Note'': This is a "framed" page from the ''earth2tech web site'' web site. You can click on <<fullscreen>> to toggle full-screen mode, or you can view this page in a separate browser tab or window at http://earth2tech.com/}}}
<html><iframe
	src = "http://earth2tech.com/"
	title = "earth2tech web site"
	style="
		background-color:#ffffff; 
		border-color:#ffffff;
		border:none;"
	width = "100%"
	height = "1000"
	frameborder = "0"
	scrolling = "yes">
</iframe></html>
The ''Earthwatch Institute'' - http://www.earthwatch.org
{{iframe{''Note'': This is a "framed" page from the ''EcoGeek'' web site. You can click on <<fullscreen>> to toggle full-screen mode, or you can view this page in a separate browser tab or window at http://www.ecogeek.org/}}}
<html><iframe
	src = "http://www.ecogeek.org/"
	title = "EcoGeek"
	style="
		background-color:#ffffff; 
		border-color:#ffffff;
		border:none;"
	width = "100%"
	height = "1000"
	frameborder = "0"
	scrolling = "yes">
</iframe></html>
''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 TiddlyPerfect 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 TiddlyPerfect version of the Stern Review also includes a shortened Executive Summary - the original being more that thirty pages long, and 

http://www.ngo-education.net/stern-review/
<!--{{{-->
<div class='toolbar' macro='toolbar +saveTiddler -cancelTiddler deleteTiddler jump'></div>
<div class='title' macro='view title'></div>
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<div class='editorFooter'><span macro='message views.editor.tagPrompt'></span><span macro='tagChooser'></span></div>
<div class='toolbar' macro='toolbar +saveTiddler -cancelTiddler deleteTiddler jump'></div>
<!--}}}-->
2008 is the 60th Anniversary of the Universal Declaration of Human Rights.  What is the relationship between Education and Human Rights?  Education is itself a right, but education can also be a means for promoting human dignity.  This session will celebrate the Universal Declaration of Human Rights by featuring a rich collage of musical performances and oral and audio-visual presentations, on the topics of music, technology, and brain education, as ways to promote human dignity.

 

Date & Time: Thursday, January 17, 3-5pm

Location: NGO Resource Center

 

-Education & Human Rights, Reverend Moses Williams

-Ubuntu, Dr. Akil Kokayi Khalfani, Director of Africana Institute, Essex County College

-Ghanian Choir

-Human Dignity and the Brain, Warrington Parker, Ph.D., International Brain Education Association

-Brain Science and Brain Potential, Sung Lee, M.D., International Brain Education Association

-Experience of Brain Education, Passion Jun, International Brain Education Association

-Education for a Digital Universe, Dr. Robert Pollard

-Technological Approaches to Education, Upendra Chivukula, Deputy Speaker of NJ Assembly

-African Drumming
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.” 
* [[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/]]
** [[Climate Change 2007: Summary for Policymakers]] - [[www.climate-change-two.net/ar4-spm/|http://www.climate-change-two.net/ar4-spm/]]
** [[Climate Change 2007: Working Group II: Impacts & adaptation]] - [[www.climate-change-two.net/ar4-wg2-spm/|http://www.climate-change-two.net/ar4-wg2-spm/]]
** [[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/]]
** [[La Perla Garden: A creative commons learning environment for community biodiversity]] - [[www.climate-change-two.net/garden/|http://www.climate-change-two.net/garden/]]
* [[TiddlyWikiPerfect: An emerging hybrid information species]] - [[www.tiddlywikiperfect.net/|http://www.tiddlywikiperfect.net/]]
<<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]], [[B'nai B'rith]]
!!!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 and Communications Sub-Committee]]
** [[Robert Pollard]], [[Information Habitat: Where Information Lives]]
* [[Alternative Education Sub-Committee]]
** [[Moses Williams]]
/***
|Name|ExportTiddlersPlugin|
|Source|http://www.TiddlyTools.com/#ExportTiddlersPlugin|
|Documentation|http://www.TiddlyTools.com/#ExportTiddlersPluginInfo|
|Version|2.9.3|
|Author|Eric Shulman|
|License|http://www.TiddlyTools.com/#LegalStatements|
|~CoreVersion|2.1|
|Type|plugin|
|Requires||
|Overrides||
|Description|interactively select/export tiddlers to a separate file|
!!!!!Documentation
>see [[ExportTiddlersPluginInfo]]
!!!!!Inline control panel (live):
><<exportTiddlers inline>>
!!!!!Revisions
<<<
2009.07.06 [2.9.3] moved HTML to section for size reduction
|please see [[ExportTiddlersPluginInfo]] for additional revision details|
2005.10.09 [0.0.0] development started
<<<
!!!!!Code
***/
//{{{
// version
version.extensions.ExportTiddlersPlugin= {major: 2, minor: 9, revision: 3, date: new Date(2009,7,6)};

// default shadow definition
config.shadowTiddlers.ExportTiddlers='<<exportTiddlers inline>>';

// add 'export' backstage task (following built-in import task)
if (config.tasks) { // TW2.2 or above
	config.tasks.exportTask = {
		text:'export',
		tooltip:'Export selected tiddlers to another file',
		content:'<<exportTiddlers inline>>'
	}
	config.backstageTasks.splice(config.backstageTasks.indexOf('importTask')+1,0,'exportTask');
}

config.macros.exportTiddlers = {
	$: function(id) { return document.getElementById(id); }, // abbreviation
	label: 'export tiddlers',
	prompt: 'Copy selected tiddlers to an export document',
	okmsg: '%0 tiddlers written to %1',
	failmsg: 'An error occurred while creating %1',
	mergeprompt: '%0\nalready contains tiddlers.\n'
		+'\nPress OK to merge new/revised tiddlers into existing file.'
		+'\nor, press Cancel to completely replace the file contents',
	mergestatus: 'Merged %0 new/revised tiddlers with %1 previously saved tiddlers',
	statusmsg: '%0 tiddler%1 - %2 selected for export',
	newdefault: 'export.html',
	datetimefmt: '0MM/0DD/YYYY 0hh:0mm:0ss',  // for 'filter date/time' edit fields
	type_TW: "tw", type_PS: "ps", type_TX: "tx", type_CS: "cs", type_NF: "nf", // file type tokens
	type_map: { // maps type param to token values
		tiddlywiki:"tw", tw:"tw", wiki: "tw",
		purestore: "ps", ps:"ps", store:"ps",
		plaintext: "tx", tx:"tx", text: "tx",
		comma:     "cs", cs:"cs", csv:  "cs",
		newsfeed:  "nf", nf:"nf", xml:  "nf", rss:"nf"
	},
	handler: function(place,macroName,params) {
		if (params[0]!='inline')
			{ createTiddlyButton(place,this.label,this.prompt,this.togglePanel); return; }
		var panel=this.createPanel(place);
		panel.style.position='static';
		panel.style.display='block';
	},
	createPanel: function(place) {
		var panel=this.$('exportPanel');
		if (panel) { panel.parentNode.removeChild(panel); }
		setStylesheet(store.getTiddlerText('ExportTiddlersPlugin##css',''),'exportTiddlers');
		panel=createTiddlyElement(place,'span','exportPanel',null,null)
		panel.innerHTML=store.getTiddlerText('ExportTiddlersPlugin##html','');
		this.initFilter();
		this.refreshList(0);
		var fn=this.$('exportFilename');
		if (window.location.protocol=='file:' && !fn.value.length) {
			// get new target path/filename
			var newPath=getLocalPath(window.location.href);
			var slashpos=newPath.lastIndexOf('/'); if (slashpos==-1) slashpos=newPath.lastIndexOf('\\'); 
			if (slashpos!=-1) newPath=newPath.substr(0,slashpos+1); // trim filename
			fn.value=newPath+this.newdefault;
		}
		return panel;
	},
	togglePanel: function(e) { var e=e||window.event;
		var cme=config.macros.exportTiddlers; // abbrev
		var parent=resolveTarget(e).parentNode;
		var panel=cme.$('exportPanel');
		if (panel==undefined || panel.parentNode!=parent)
			panel=cme.createPanel(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' ;
		if (panel.style.display!='none') {
			cme.refreshList(0);
			cme.$('exportFilename').focus(); 
			cme.$('exportFilename').select();
		}
		e.cancelBubble = true; if (e.stopPropagation) e.stopPropagation(); return(false);
	},
	process: function(which) { // process panel control interactions
		var theList=this.$('exportList'); if (!theList) return;
		var count = 0;
		var total = store.getTiddlers('title').length;
		switch (which.id) {
			case 'exportFilter':
				count=this.filterExportList();
				var panel=this.$('exportFilterPanel');
				if (count==-1) { panel.style.display='block'; break; }
				this.$('exportStart').disabled=(count==0);
				this.$('exportDelete').disabled=(count==0);
				this.displayStatus(count,total);
				if (count==0) { alert('No tiddlers were selected'); panel.style.display='block'; }
				break;
			case 'exportStart':
				this.go();
				break;
			case 'exportDelete':
				this.deleteTiddlers();
				break;
			case 'exportHideFilter':
			case 'exportToggleFilter':
				var panel=this.$('exportFilterPanel')
				panel.style.display=(panel.style.display=='block')?'none':'block';
				break;
			case 'exportSelectChanges':
				var lastmod=new Date(document.lastModified);
				for (var t = 0; t < theList.options.length; t++) {
					if (theList.options[t].value=='') continue;
					var tiddler=store.getTiddler(theList.options[t].value); if (!tiddler) continue;
					theList.options[t].selected=(tiddler.modified>lastmod);
					count += (tiddler.modified>lastmod)?1:0;
				}
				this.$('exportStart').disabled=(count==0);
				this.$('exportDelete').disabled=(count==0);
				this.displayStatus(count,total);
				if (count==0) alert('There are no unsaved changes');
				break;
			case 'exportSelectAll':
				for (var t = 0; t < theList.options.length; t++) {
					if (theList.options[t].value=='') continue;
					theList.options[t].selected=true;
					count += 1;
				}
				this.$('exportStart').disabled=(count==0);
				this.$('exportDelete').disabled=(count==0);
				this.displayStatus(count,count);
				break;
			case 'exportSelectOpened':
				for (var t=0; t<theList.options.length; t++) theList.options[t].selected=false;
				var tiddlerDisplay=this.$('tiddlerDisplay');
				for (var t=0; t<tiddlerDisplay.childNodes.length;t++) {
					var tiddler=tiddlerDisplay.childNodes[t].id.substr(7);
					for (var i=0; i<theList.options.length; i++) {
						if (theList.options[i].value!=tiddler) continue;
						theList.options[i].selected=true; count++; break;
					}
				}
				this.$('exportStart').disabled=(count==0);
				this.$('exportDelete').disabled=(count==0);
				this.displayStatus(count,total);
				if (count==0) alert('There are no tiddlers currently opened');
				break;
			case 'exportSelectRelated':
				// recursively build list of related tiddlers
				function getRelatedTiddlers(tid,tids) {
					var t=store.getTiddler(tid); if (!t || tids.contains(tid)) return tids;
					tids.push(t.title);
					if (!t.linksUpdated) t.changed();
					for (var i=0; i<t.links.length; i++)
						if (t.links[i]!=tid) tids=getRelatedTiddlers(t.links[i],tids);
					return tids;
				}
				// for all currently selected tiddlers, gather up the related tiddlers (including self) and select them as well
				var tids=[];
				for (var i=0; i<theList.options.length; i++)
					if (theList.options[i].selected) tids=getRelatedTiddlers(theList.options[i].value,tids);
				// select related tiddlers (includes original selected tiddlers)
				for (var i=0; i<theList.options.length; i++)
					theList.options[i].selected=tids.contains(theList.options[i].value);
				this.displayStatus(tids.length,total);
				break;
			case 'exportListSmaller':	// decrease current listbox size
				var min=5;
				theList.size-=(theList.size>min)?1:0;
				break;
			case 'exportListLarger':	// increase current listbox size
				var max=(theList.options.length>25)?theList.options.length:25;
				theList.size+=(theList.size<max)?1:0;
				break;
			case 'exportClose':
				this.$('exportPanel').style.display='none';
				break;
		}
	},
	displayStatus: function(count,total) {
		var txt=this.statusmsg.format([total,total!=1?'s':'',!count?'none':count==total?'all':count]);
		clearMessage();	displayMessage(txt);
		return txt;
	},
	refreshList: function(selectedIndex) {
		var theList = this.$('exportList'); if (!theList) return;
		// get the sort order
		var sort;
		if (!selectedIndex)   selectedIndex=0;
		if (selectedIndex==0) sort='modified';
		if (selectedIndex==1) sort='title';
		if (selectedIndex==2) sort='modified';
		if (selectedIndex==3) sort='modifier';
		if (selectedIndex==4) sort='tags';

		// unselect headings and count number of tiddlers actually selected
		var count=0;
		for (var t=5; t < theList.options.length; t++) {
			if (!theList.options[t].selected) continue;
			if (theList.options[t].value!='')
				count++;
			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++;
				}
			}
		}

		// disable 'export' and 'delete' buttons if no tiddlers selected
		this.$('exportStart').disabled=(count==0);
		this.$('exportDelete').disabled=(count==0);

		// show selection count
		var tiddlers = store.getTiddlers('title');
		if (theList.options.length) this.displayStatus(count,tiddlers.length);

		// if a [command] item, reload list... otherwise, no further refresh needed
		if (selectedIndex>4) return;

		// 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+' tiddlers in document', '',false,false);
		theList.options[i++]=
			new Option(((sort=='title'   )?'>':indent)+' [by title]', '',false,false);
		theList.options[i++]=
			new Option(((sort=='modified')?'>':indent)+' [by date]', '',false,false);
		theList.options[i++]=
			new Option(((sort=='modifier')?'>':indent)+' [by author]', '',false,false);
		theList.options[i++]=
			new Option(((sort=='tags'    )?'>':indent)+' [by tags]', '',false,false);

		// output the tiddler list
		switch(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 'modifier':
			case 'modified':
				var tiddlers = store.getTiddlers(sort);
				// sort descending for newest date first
				tiddlers.sort(function (a,b) {if(a[sort] == b[sort]) return(0); else return (a[sort] > b[sort]) ? -1 : +1; });
				var lastSection = '';
				for(var t = 0; t < tiddlers.length; t++) {
					var tiddler = tiddlers[t];
					var theSection = '';
					if (sort=='modified') theSection=tiddler.modified.toLocaleDateString();
					if (sort=='modifier') theSection=tiddler.modifier;
					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
		this.$('exportStart').disabled=true;
		this.$('exportDelete').disabled=true;
		this.displayStatus(0,tiddlers.length);
	},
	askForFilename: function(here) {
		var msg=here.title; // use tooltip as dialog box message
		var path=getLocalPath(document.location.href);
		var slashpos=path.lastIndexOf('/'); if (slashpos==-1) slashpos=path.lastIndexOf('\\'); 
		if (slashpos!=-1) path = path.substr(0,slashpos+1); // remove filename from path, leave the trailing slash
		var filetype=this.$('exportFormat').value.toLowerCase();
		var defext='html';
		if (filetype==this.type_TX) defext='txt';
		if (filetype==this.type_CS) defext='csv';
		if (filetype==this.type_NF) defext='xml';
		var file=this.newdefault.replace(/html$/,defext);
		var result='';
		if(window.Components) { // moz
			try {
				netscape.security.PrivilegeManager.enablePrivilege('UniversalXPConnect');
				var nsIFilePicker = window.Components.interfaces.nsIFilePicker;
				var picker = Components.classes['@mozilla.org/filepicker;1'].createInstance(nsIFilePicker);
				picker.init(window, msg, nsIFilePicker.modeSave);
				var thispath = Components.classes['@mozilla.org/file/local;1'].createInstance(Components.interfaces.nsILocalFile);
				thispath.initWithPath(path);
				picker.displayDirectory=thispath;
				picker.defaultExtension=defext;
				picker.defaultString=file;
				picker.appendFilters(nsIFilePicker.filterAll|nsIFilePicker.filterText|nsIFilePicker.filterHTML);
				if (picker.show()!=nsIFilePicker.returnCancel) var result=picker.file.persistentDescriptor;
			}
			catch(e) { alert('error during local file access: '+e.toString()) }
		}
		else { // IE
			try { // XPSP2 IE only
				var s = new ActiveXObject('UserAccounts.CommonDialog');
				s.Filter='All files|*.*|Text files|*.txt|HTML files|*.htm;*.html|XML files|*.xml|';
				s.FilterIndex=defext=='txt'?2:'html'?3:'xml'?4:1;
				s.InitialDir=path;
				s.FileName=file;
				if (s.showOpen()) var result=s.FileName;
			}
			catch(e) {  // fallback
				var result=prompt(msg,path+file);
			}
		}
		return result;
	},
	initFilter: function() {
		this.$('exportFilterStart').checked=false; this.$('exportStartDate').value='';
		this.$('exportFilterEnd').checked=false;  this.$('exportEndDate').value='';
		this.$('exportFilterTags').checked=false; this.$('exportTags').value='';
		this.$('exportFilterText').checked=false; this.$('exportText').value='';
		this.showFilterFields();
	},
	showFilterFields: function(which) {
		var show=this.$('exportFilterStart').checked;
		this.$('exportFilterStartBy').style.display=show?'block':'none';
		this.$('exportStartDate').style.display=show?'block':'none';
		var val=this.$('exportFilterStartBy').value;
		this.$('exportStartDate').value
			=this.getFilterDate(val,'exportStartDate').formatString(this.datetimefmt);
		if (which && (which.id=='exportFilterStartBy') && (val=='other'))
			this.$('exportStartDate').focus();

		var show=this.$('exportFilterEnd').checked;
		this.$('exportFilterEndBy').style.display=show?'block':'none';
		this.$('exportEndDate').style.display=show?'block':'none';
		var val=this.$('exportFilterEndBy').value;
		this.$('exportEndDate').value
			=this.getFilterDate(val,'exportEndDate').formatString(this.datetimefmt);
		 if (which && (which.id=='exportFilterEndBy') && (val=='other'))
			this.$('exportEndDate').focus();

		var show=this.$('exportFilterTags').checked;
		this.$('exportTags').style.display=show?'block':'none';

		var show=this.$('exportFilterText').checked;
		this.$('exportText').style.display=show?'block':'none';
	},
	getFilterDate: function(val,id) {
		var result=0;
		switch (val) {
			case 'file':
				result=new Date(document.lastModified);
				break;
			case 'other':
				result=new Date(this.$(id).value);
				break;
			default: // today=0, yesterday=1, one week=7, two weeks=14, a month=31
				var now=new Date(); var tz=now.getTimezoneOffset()*60000; now-=tz;
				var oneday=86400000;
				if (id=='exportStartDate')
					result=new Date((Math.floor(now/oneday)-val)*oneday+tz);
				else
					result=new Date((Math.floor(now/oneday)-val+1)*oneday+tz-1);
				break;
		}
		return result;
	},
	filterExportList: function() {
		var theList  = this.$('exportList'); if (!theList) return -1;
		var filterStart=this.$('exportFilterStart').checked;
		var val=this.$('exportFilterStartBy').value;
		var startDate=config.macros.exportTiddlers.getFilterDate(val,'exportStartDate');
		var filterEnd=this.$('exportFilterEnd').checked;
		var val=this.$('exportFilterEndBy').value;
		var endDate=config.macros.exportTiddlers.getFilterDate(val,'exportEndDate');
		var filterTags=this.$('exportFilterTags').checked;
		var tags=this.$('exportTags').value;
		var filterText=this.$('exportFilterText').checked;
		var text=this.$('exportText').value;
		if (!(filterStart||filterEnd||filterTags||filterText)) {
			alert('Please set the selection filter');
			this.$('exportFilterPanel').style.display='block';
			return -1;
		}
		if (filterStart&&filterEnd&&(startDate>endDate)) {
			var msg='starting date/time:\n'
			msg+=startDate.toLocaleString()+'\n';
			msg+='is later than ending date/time:\n'
			msg+=endDate.toLocaleString()
			alert(msg);
			return -1;
		}
		// if filter by tags, get list of matching tiddlers
		// use getMatchingTiddlers() (if MatchTagsPlugin is installed) for full boolean expressions
		// otherwise use getTaggedTiddlers() for simple tag matching
		if (filterTags) {
			var fn=store.getMatchingTiddlers||store.getTaggedTiddlers;
			var t=fn.apply(store,[tags]);
			var tagged=[];
			for (var i=0; i<t.length; i++) tagged.push(t[i].title);
		}
		// scan list and select tiddlers that match all applicable criteria
		var total=0;
		var count=0;
		for (var i=0; i<theList.options.length; i++) {
			// get item, skip non-tiddler list items (section headings)
			var opt=theList.options[i]; if (opt.value=='') continue;
			// get tiddler, skip missing tiddlers (this should NOT happen)
			var tiddler=store.getTiddler(opt.value); if (!tiddler) continue; 
			var sel=true;
			if ( (filterStart && tiddler.modified<startDate)
			|| (filterEnd && tiddler.modified>endDate)
			|| (filterTags && !tagged.contains(tiddler.title))
			|| (filterText && (tiddler.text.indexOf(text)==-1) && (tiddler.title.indexOf(text)==-1)))
				sel=false;
			opt.selected=sel;
			count+=sel?1:0;
			total++;
		}
		return count;
	},
	deleteTiddlers: function() {
		var list=this.$('exportList'); if (!list) return;
		var tids=[];
		for (i=0;i<list.length;i++)
			if (list.options[i].selected && list.options[i].value.length)
				tids.push(list.options[i].value);
		if (!confirm('Are you sure you want to delete these tiddlers:\n\n'+tids.join(', '))) return;
		store.suspendNotifications();
		for (t=0;t<tids.length;t++) {
			var tid=store.getTiddler(tids[t]); if (!tid) continue;
			var msg="'"+tid.title+"' is tagged with 'systemConfig'.\n\n";
			msg+='Removing this tiddler may cause unexpected results.  Are you sure?'
			if (tid.tags.contains('systemConfig') && !confirm(msg)) continue;
			store.removeTiddler(tid.title);
			story.closeTiddler(tid.title);
		}
		store.resumeNotifications();
		alert(tids.length+' tiddlers deleted');
		this.refreshList(0); // reload listbox
		store.notifyAll(); // update page display
	},
	go: function() {
		if (window.location.protocol!='file:') // make sure we are local
			{ displayMessage(config.messages.notFileUrlError); return; }
		// get selected tidders, target filename, target type, and notes
		var list=this.$('exportList'); if (!list) return;
		var tids=[]; for (var i=0; i<list.options.length; i++) {
			var opt=list.options[i]; if (!opt.selected||!opt.value.length) continue;
			var tid=store.getTiddler(opt.value); if (!tid) continue;
			tids.push(tid);
		}
		if (!tids.length) return; // no tiddlers selected
		var target=this.$('exportFilename').value.trim();
		if (!target.length) {
			displayMessage('A local target path/filename is required',target);
			return;
		}
		var filetype=this.$('exportFormat').value.toLowerCase();
		var notes=this.$('exportNotes').value.replace(/\n/g,'<br>');
		var total={val:0};
		var out=this.assembleFile(target,filetype,tids,notes,total);
		var link='file:///'+target.replace(/\\/g,'/');
		var samefile=link==decodeURIComponent(window.location.href);
		var p=getLocalPath(document.location.href);
		if (samefile) {
			if (config.options.chkSaveBackups) { var t=loadOriginal(p);if(t)saveBackup(p,t); }
			if (config.options.chkGenerateAnRssFeed && saveRss instanceof Function) saveRss(p);
		}
		var ok=saveFile(target,out);
		displayMessage((ok?this.okmsg:this.failmsg).format([total.val,target]),link);
	},
	plainTextHeader:
		 'Source:\n\t%0\n'
		+'Title:\n\t%1\n'
		+'Subtitle:\n\t%2\n'
		+'Created:\n\t%3 by %4\n'
		+'Application:\n\tTiddlyWiki %5 / %6 %7\n\n',
	plainTextTiddler:
		'- - - - - - - - - - - - - - -\n'
		+'|     title: %0\n'
		+'|   created: %1\n'
		+'|  modified: %2\n'
		+'| edited by: %3\n'
		+'|      tags: %4\n'
		+'- - - - - - - - - - - - - - -\n'
		+'%5\n',
	plainTextFooter:
		'',
	newsFeedHeader:
		 '<'+'?xml version="1.0"?'+'>\n'
		+'<rss version="2.0">\n'
		+'<channel>\n'
		+'<title>%1</title>\n'
		+'<link>%0</link>\n'
		+'<description>%2</description>\n'
		+'<language>en-us</language>\n'
		+'<copyright>Copyright '+(new Date().getFullYear())+' %4</copyright>\n'
		+'<pubDate>%3</pubDate>\n'
		+'<lastBuildDate>%3</lastBuildDate>\n'
		+'<docs>http://blogs.law.harvard.edu/tech/rss</docs>\n'
		+'<generator>TiddlyWiki %5 / %6 %7</generator>\n',
	newsFeedTiddler:
		'\n%0\n',
	newsFeedFooter:
		'</channel></rss>',
	pureStoreHeader:
		 '<html><body>'
		+'<style type="text/css">'
		+'	#storeArea {display:block;margin:1em;}'
		+'	#storeArea div {padding:0.5em;margin:1em;border:2px solid black;height:10em;overflow:auto;}'
		+'	#pureStoreHeading {width:100%;text-align:left;background-color:#eeeeee;padding:1em;}'
		+'</style>'
		+'<div id="pureStoreHeading">'
		+'	TiddlyWiki "PureStore" export file<br>'
		+'	Source'+': <b>%0</b><br>'
		+'	Title: <b>%1</b><br>'
		+'	Subtitle: <b>%2</b><br>'
		+'	Created: <b>%3</b> by <b>%4</b><br>'
		+'	TiddlyWiki %5 / %6 %7<br>'
		+'	Notes:<hr><pre>%8</pre>'
		+'</div>'
		+'<div id="storeArea">',
	pureStoreTiddler:
		'%0\n%1',
	pureStoreFooter:
		'</div><!--POST-BODY-START-->\n<!--POST-BODY-END--></body></html>',
	assembleFile: function(target,filetype,tids,notes,total) {
		var revised='';
		var now = new Date().toLocaleString();
		var src=convertUnicodeToUTF8(document.location.href);
		var title = convertUnicodeToUTF8(wikifyPlain('SiteTitle').htmlEncode());
		var subtitle = convertUnicodeToUTF8(wikifyPlain('SiteSubtitle').htmlEncode());
		var user = convertUnicodeToUTF8(config.options.txtUserName.htmlEncode());
		var twver = version.major+'.'+version.minor+'.'+version.revision;
		var v=version.extensions.ExportTiddlersPlugin; var pver = v.major+'.'+v.minor+'.'+v.revision;
		var headerargs=[src,title,subtitle,now,user,twver,'ExportTiddlersPlugin',pver,notes];
		switch (filetype) {
			case this.type_TX: // plain text
				var header=this.plainTextHeader.format(headerargs);
				var footer=this.plainTextFooter;
				break;
			case this.type_CS: // comma-separated
				var fields={};
				for (var i=0; i<tids.length; i++) for (var f in tids[i].fields) fields[f]=f;
				var names=['title','created','modified','modifier','tags','text'];
				for (var f in fields) names.push(f);
				var header=names.join(',')+'\n';
				var footer='';
				break;
			case this.type_NF: // news feed (XML)
				headerargs[0]=store.getTiddlerText('SiteUrl','');
				var header=this.newsFeedHeader.format(headerargs);
				var footer=this.newsFeedFooter;
				break;
			case this.type_PS: // PureStore (no code)
				var header=this.pureStoreHeader.format(headerargs);
				var footer=this.pureStoreFooter;
				break;
			case this.type_TW: // full TiddlyWiki
			default:
				var currPath=getLocalPath(window.location.href);
				var original=loadFile(currPath);
				if (!original) { displayMessage(config.messages.cantSaveError); return; }
				var posDiv = locateStoreArea(original);
				if (!posDiv) { displayMessage(config.messages.invalidFileError.format([currPath])); return; }
				var header = original.substr(0,posDiv[0]+startSaveArea.length)+'\n';
				var footer = '\n'+original.substr(posDiv[1]);
				break;
		}
		var out=this.getData(target,filetype,tids,fields);
		var revised = header+convertUnicodeToUTF8(out.join('\n'))+footer;
		// if full TW, insert page title and language attr, and reset all MARKUP blocks...
		if (filetype==this.type_TW) {
			var newSiteTitle=convertUnicodeToUTF8(getPageTitle()).htmlEncode();
			revised=revised.replaceChunk('<title'+'>','</title'+'>',' ' + newSiteTitle + ' ');
			revised=updateLanguageAttribute(revised);
			var titles=[]; for (var i=0; i<tids.length; i++) titles.push(tids[i].title);
			revised=updateMarkupBlock(revised,'PRE-HEAD',
				titles.contains('MarkupPreHead')? 'MarkupPreHead' :null);
			revised=updateMarkupBlock(revised,'POST-HEAD',
				titles.contains('MarkupPostHead')?'MarkupPostHead':null);
			revised=updateMarkupBlock(revised,'PRE-BODY',
				titles.contains('MarkupPreBody')? 'MarkupPreBody' :null);
			revised=updateMarkupBlock(revised,'POST-SCRIPT',
				titles.contains('MarkupPostBody')?'MarkupPostBody':null);
		}
		total.val=out.length;
		return revised;
	},
	getData: function(target,filetype,tids,fields) {
		// output selected tiddlers and gather list of titles (for use with merge)
		var out=[]; var titles=[];
		var url=store.getTiddlerText('SiteUrl','');
		for (var i=0; i<tids.length; i++) {
			out.push(this.formatItem(store,filetype,tids[i],url,fields));
			titles.push(tids[i].title);
		}
		// if TW or PureStore format, ask to merge with existing tiddlers (if any)
		if (filetype==this.type_TW || filetype==this.type_PS) {
			var txt=loadFile(target);
			if (txt && txt.length) {
				var remoteStore=new TiddlyWiki();
				if (version.major+version.minor*.1+version.revision*.01<2.52) txt=convertUTF8ToUnicode(txt);
				if (remoteStore.importTiddlyWiki(txt) && confirm(this.mergeprompt.format([target]))) {
					var existing=remoteStore.getTiddlers('title');
					for (var i=0; i<existing.length; i++)
						if (!titles.contains(existing[i].title))
							out.push(this.formatItem(remoteStore,filetype,existing[i],url));
					displayMessage(this.mergestatus.format([tids.length,out.length-tids.length]));
				}
			}
		}
		return out;
	},
	formatItem: function(s,f,t,u,fields) {
		if (f==this.type_TW)
			var r=s.getSaver().externalizeTiddler(s,t);
		if (f==this.type_PS)
			var r=this.pureStoreTiddler.format([t.title,s.getSaver().externalizeTiddler(s,t)]);
		if (f==this.type_NF)
			var r=this.newsFeedTiddler.format([t.saveToRss(u)]);
		if (f==this.type_TX)
			var r=this.plainTextTiddler.format([t.title, t.created.toLocaleString(), t.modified.toLocaleString(),
				t.modifier, String.encodeTiddlyLinkList(t.tags), t.text]);
		if (f==this.type_CS) {
			function toCSV(t) { return '"'+t.replace(/"/g,'""')+'"'; } // always encode CSV
			var out=[ toCSV(t.title), toCSV(t.created.toLocaleString()), toCSV(t.modified.toLocaleString()),
				toCSV(t.modifier), toCSV(String.encodeTiddlyLinkList(t.tags)), toCSV(t.text) ];
			for (var f in fields) out.push(toCSV(t.fields[f]||''));
			var r=out.join(',');
		}
		return r||"";
	}
}
//}}}
/***
!!!Control panel CSS
//{{{
!css
#exportPanel {
	display: none; position:absolute; z-index:12; width:35em; right:105%; top:6em;
	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;-webkit-border-radius:1em;
}
#exportPanel a, #exportPanel td a { color:#009; display:inline; margin:0px; padding:1px; }
#exportPanel table {
	width:100%; border:0px; padding:0px; margin:0px;
	font-size:8pt; line-height:110%; background:transparent;
}
#exportPanel tr { border:0px;padding:0px;margin:0px; background:transparent; }
#exportPanel td { color:#000; border:0px;padding:0px;margin:0px; background:transparent; }
#exportPanel select { width:98%;margin:0px;font-size:8pt;line-height:110%;}
#exportPanel input  { width:98%;padding:0px;margin:0px;font-size:8pt;line-height:110%; }
#exportPanel textarea  { width:98%;padding:0px;margin:0px;overflow:auto;font-size:8pt; }
#exportPanel .box {
	border:1px solid black; padding:3px; margin-bottom:5px;
	background:#f8f8f8; -moz-border-radius:5px;-webkit-border-radius:5px; }
#exportPanel .topline { border-top:2px solid black; padding-top:3px; margin-bottom:5px; }
#exportPanel .rad { width:auto;border:0 }
#exportPanel .chk { width:auto;border:0 }
#exportPanel .btn { width:auto; }
#exportPanel .btn1 { width:98%; }
#exportPanel .btn2 { width:48%; }
#exportPanel .btn3 { width:32%; }
#exportPanel .btn4 { width:24%; }
#exportPanel .btn5 { width:19%; }
!end
//}}}
!!!Control panel HTML
//{{{
!html
<!-- target path/file  -->
<div>
export to path/filename:<br>
<input type="text" id="exportFilename" size=40 style="width:93%"><input 
	type="button" id="exportBrowse" value="..." title="select or enter a local folder/file..." style="width:5%" 
	onclick="var fn=config.macros.exportTiddlers.askForFilename(this); if (fn.length) this.previousSibling.value=fn; ">
</div>

<!-- output format -->
<div>
output file format:
<select id="exportFormat" size=1>
	<option value="TW">TiddlyWiki HTML document (includes core code)</option>
	<option value="PS">TiddlyWiki "PureStore" HTML file (tiddler data only)</option>
	<option value="TX">TiddlyWiki plain text TXT file (tiddler source listing)</option>
	<option value="CS">Comma-Separated Value (CSV) data file</option>
	<option value="NF">RSS NewsFeed XML file</option>
</select>
</div>

<!-- notes -->
<div>
notes:<br>
<textarea id="exportNotes" rows=3 cols=40 style="height:4em;margin-bottom:5px;" onfocus="this.select()"></textarea> 
</div>

<!-- list of tiddlers -->
<table><tr align="left"><td>
	select:
	<a href="JavaScript:;" id="exportSelectAll"
		onclick="config.macros.exportTiddlers.process(this)" title="select all tiddlers">
		&nbsp;all&nbsp;</a>
	<a href="JavaScript:;" id="exportSelectChanges"
		onclick="config.macros.exportTiddlers.process(this)" title="select tiddlers changed since last save">
		&nbsp;changes&nbsp;</a>
	<a href="JavaScript:;" id="exportSelectOpened"
		onclick="config.macros.exportTiddlers.process(this)" title="select tiddlers currently being displayed">
		&nbsp;opened&nbsp;</a>
	<a href="JavaScript:;" id="exportSelectRelated"
		onclick="config.macros.exportTiddlers.process(this)" title="select tiddlers related to the currently selected tiddlers">
		&nbsp;related&nbsp;</a>
	<a href="JavaScript:;" id="exportToggleFilter"
		onclick="config.macros.exportTiddlers.process(this)" title="show/hide selection filter">
		&nbsp;filter&nbsp;</a>
</td><td align="right">
	<a href="JavaScript:;" id="exportListSmaller"
		onclick="config.macros.exportTiddlers.process(this)" title="reduce list size">
		&nbsp;&#150;&nbsp;</a>
	<a href="JavaScript:;" id="exportListLarger"
		onclick="config.macros.exportTiddlers.process(this)" title="increase list size">
		&nbsp;+&nbsp;</a>
</td></tr></table>
<select id="exportList" multiple size="10" style="margin-bottom:5px;"
	onchange="config.macros.exportTiddlers.refreshList(this.selectedIndex)">
</select><br>

<!-- selection filter -->
<div id="exportFilterPanel" style="display:none">
<table><tr align="left"><td>
	selection filter
</td><td align="right">
	<a href="JavaScript:;" id="exportHideFilter"
		onclick="config.macros.exportTiddlers.process(this)" title="hide selection filter">hide</a>
</td></tr></table>
<div class="box">

<input type="checkbox" class="chk" id="exportFilterStart" value="1"
	onclick="config.macros.exportTiddlers.showFilterFields(this)"> starting date/time<br>
<table cellpadding="0" cellspacing="0"><tr valign="center"><td width="50%">
	<select size=1 id="exportFilterStartBy"
		onchange="config.macros.exportTiddlers.showFilterFields(this);">
		<option value="0">today</option>
		<option value="1">yesterday</option>
		<option value="7">a week ago</option>
		<option value="30">a month ago</option>
		<option value="file">file date</option>
		<option value="other">other (mm/dd/yyyy hh:mm)</option>
	</select>
</td><td width="50%">
	<input type="text" id="exportStartDate" onfocus="this.select()"
		onchange="config.macros.exportTiddlers.$('exportFilterStartBy').value='other';">
</td></tr></table>

<input type="checkbox" class="chk" id="exportFilterEnd" value="1"
	onclick="config.macros.exportTiddlers.showFilterFields(this)"> ending date/time<br>
<table cellpadding="0" cellspacing="0"><tr valign="center"><td width="50%">
	<select size=1 id="exportFilterEndBy"
		onchange="config.macros.exportTiddlers.showFilterFields(this);">
		<option value="0">today</option>
		<option value="1">yesterday</option>
		<option value="7">a week ago</option>
		<option value="30">a month ago</option>
		<option value="file">file date</option>
		<option value="other">other (mm/dd/yyyy hh:mm)</option>
	</select>
</td><td width="50%">
	<input type="text" id="exportEndDate" onfocus="this.select()"
		onchange="config.macros.exportTiddlers.$('exportFilterEndBy').value='other';">
</td></tr></table>

<input type="checkbox" class="chk" id=exportFilterTags value="1"
	onclick="config.macros.exportTiddlers.showFilterFields(this)"> match tags<br>
<input type="text" id="exportTags" onfocus="this.select()">

<input type="checkbox" class="chk" id=exportFilterText value="1"
	onclick="config.macros.exportTiddlers.showFilterFields(this)"> match titles/tiddler text<br>
<input type="text" id="exportText" onfocus="this.select()">

</div> <!--box-->
</div> <!--panel-->

<!-- action buttons -->
<div style="text-align:center">
<input type=button class="btn4" onclick="config.macros.exportTiddlers.process(this)"
	id="exportFilter" value="apply filter">
<input type=button class="btn4" onclick="config.macros.exportTiddlers.process(this)"
	id="exportStart" value="export tiddlers">
<input type=button class="btn4" onclick="config.macros.exportTiddlers.process(this)"
	id="exportDelete" value="delete tiddlers">
<input type=button class="btn4" onclick="config.macros.exportTiddlers.process(this)"
	id="exportClose" value="close">
</div><!--center-->
!end
//}}}
***/
 
//{{{
//  WebSnapr - Preview Bubble Javascript
//  Written by Juan Xavier Larrea
//  Adapted for TW by Saq Imtiaz
// requires [[this image|bg.png]]

function applyStyleString(obj,str) {
	if(document.all && !window.opera) {
		obj.style.setAttribute("cssText",str);
	} else {
		obj.setAttribute("style",str);
	}
}

// Point this variable to the correct location of the bg.png file
var bubbleImagePath = 'bg.png';

function getElementsByClassName(oElm, strTagName, strClassName){
    var arrElements = (strTagName == "*" && oElm.all)? oElm.all : oElm.getElementsByTagName(strTagName);
    var arrReturnElements = new Array();
    strClassName = strClassName.replace(/\-/g, "\\-");
    var oRegExp = new RegExp("(^|\\s)" + strClassName + "(\\s|$)");
    var oElement;
    for(var i=0; i<arrElements.length; i++){
        oElement = arrElements[i];      
        if(oRegExp.test(oElement.className)){
            arrReturnElements.push(oElement);
        }   
    }
    return (arrReturnElements)
}

function bindBubbles(e){
    lbActions=getElementsByClassName(document,"a","externalLink");
    for(i=0;i<lbActions.length;i++){
        addEvent(lbActions[i],"mouseover",attachBubble,false);
        addEvent(lbActions[i],"mouseout",detachBubble,false);
        lbActions[i].title = '';
        }
}

function attachBubble(_b){
    var _c;
    if(_b["srcElement"]){
        _c=_b["srcElement"];
    }else{
        _c=_b["target"];
    }
    if (_c.href == undefined){
	    _c=_c.parentNode;
     }
    var _d=_c.href;
    var _e=findPosX(_c) +5;
    var _f=findPosY(_c) +17;  
    var _10=document.createElement("div");
    document.getElementsByTagName("body")[0].appendChild(_10);
    _10.className="previewbubble";
    applyStyleString(_10,"text-align: center; z-index: 99999; position: absolute; top: "+_f+"px ; left: "+_e+"px ;  width: 240px; height: 190px; padding: 0; margin: 0;");
    if (config.browser.isIE)
        _10.style.filter="progid:DXImageTransform.Microsoft.AlphaImageLoader(src='" + bubbleImagePath + "',sizingMethod='image')";
   else
       _10.style.background= "url("+ bubbleImagePath +") no-repeat";
   var img=document.createElement("img");
   _10.appendChild(img);

    applyStyleString(img,"padding-top: 0; padding-left: 0; padding-right: 0; padding-bottom: 0; margin-top: 27px; margin-left: 12px; margin-bottom: 0; margin-right: 0; border: 0");
    img.setAttribute("src","http://images.websnapr.com/?url="+_d);
    img.setAttribute("width",202);
    img.setAttribute("height",152);
    img.setAttribute("alt","Snapshot");
}

function detachBubble(_12){
    lbActions=getElementsByClassName(document,"div","previewbubble");
    for(i=0;i<lbActions.length;i++){
        lbActions[i].parentNode.removeChild(lbActions[i]);
    }
}

old_websnapr_refreshTiddler = Story.prototype.refreshTiddler;
Story.prototype.refreshTiddler = function(title,template,force)
{
    var tiddlerElem = old_websnapr_refreshTiddler.apply(this,arguments);
    bindBubbles();
    return tiddlerElem;
}
//}}}
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.
/***
|''Name:''|ForEachTiddlerPlugin|
|''Version:''|1.0.8 (2007-04-12)|
|''Source:''|http://tiddlywiki.abego-software.de/#ForEachTiddlerPlugin|
|''Author:''|UdoBorkowski (ub [at] abego-software [dot] de)|
|''Licence:''|[[BSD open source license (abego Software)|http://www.abego-software.de/legal/apl-v10.html]]|
|''Copyright:''|&copy; 2005-2007 [[abego Software|http://www.abego-software.de]]|
|''TiddlyWiki:''|1.2.38+, 2.0|
|''Browser:''|Firefox 1.0.4+; Firefox 1.5; InternetExplorer 6.0|
!Description

Create customizable lists, tables etc. for your selections of tiddlers. Specify the tiddlers to include and their order through a powerful language.

''Syntax:'' 
|>|{{{<<}}}''forEachTiddler'' [''in'' //tiddlyWikiPath//] [''where'' //whereCondition//] [''sortBy'' //sortExpression// [''ascending'' //or// ''descending'']] [''script'' //scriptText//] [//action// [//actionParameters//]]{{{>>}}}|
|//tiddlyWikiPath//|The filepath to the TiddlyWiki the macro should work on. When missing the current TiddlyWiki is used.|
|//whereCondition//|(quoted) JavaScript boolean expression. May refer to the build-in variables {{{tiddler}}} and  {{{context}}}.|
|//sortExpression//|(quoted) JavaScript expression returning "comparable" objects (using '{{{<}}}','{{{>}}}','{{{==}}}'. May refer to the build-in variables {{{tiddler}}} and  {{{context}}}.|
|//scriptText//|(quoted) JavaScript text. Typically defines JavaScript functions that are called by the various JavaScript expressions (whereClause, sortClause, action arguments,...)|
|//action//|The action that should be performed on every selected tiddler, in the given order. By default the actions [[addToList|AddToListAction]] and [[write|WriteAction]] are supported. When no action is specified [[addToList|AddToListAction]]  is used.|
|//actionParameters//|(action specific) parameters the action may refer while processing the tiddlers (see action descriptions for details). <<tiddler [[JavaScript in actionParameters]]>>|
|>|~~Syntax formatting: Keywords in ''bold'', optional parts in [...]. 'or' means that exactly one of the two alternatives must exist.~~|

See details see [[ForEachTiddlerMacro]] and [[ForEachTiddlerExamples]].

!Revision history
* v1.0.8 (2007-04-12)
** Adapted to latest TiddlyWiki 2.2 Beta importTiddlyWiki API (introduced with changeset 2004). TiddlyWiki 2.2 Beta builds prior to changeset 2004 are no longer supported (but TiddlyWiki 2.1 and earlier, of cause)
* v1.0.7 (2007-03-28)
** Also support "pre" formatted TiddlyWikis (introduced with TW 2.2) (when using "in" clause to work on external tiddlers)
* v1.0.6 (2006-09-16)
** Context provides "viewerTiddler", i.e. the tiddler used to view the macro. Most times this is equal to the "inTiddler", but when using the "tiddler" macro both may be different.
** Support "begin", "end" and "none" expressions in "write" action
* v1.0.5 (2006-02-05)
** Pass tiddler containing the macro with wikify, context object also holds reference to tiddler containing the macro ("inTiddler"). Thanks to SimonBaird.
** Support Firefox 1.5.0.1
** Internal
*** Make "JSLint" conform
*** "Only install once"
* v1.0.4 (2006-01-06)
** Support TiddlyWiki 2.0
* v1.0.3 (2005-12-22)
** Features: 
*** Write output to a file supports multi-byte environments (Thanks to Bram Chen) 
*** Provide API to access the forEachTiddler functionality directly through JavaScript (see getTiddlers and performMacro)
** Enhancements:
*** Improved error messages on InternetExplorer.
* v1.0.2 (2005-12-10)
** Features: 
*** context object also holds reference to store (TiddlyWiki)
** Fixed Bugs: 
*** ForEachTiddler 1.0.1 has broken support on win32 Opera 8.51 (Thanks to BrunoSabin for reporting)
* v1.0.1 (2005-12-08)
** Features: 
*** Access tiddlers stored in separated TiddlyWikis through the "in" option. I.e. you are no longer limited to only work on the "current TiddlyWiki".
*** Write output to an external file using the "toFile" option of the "write" action. With this option you may write your customized tiddler exports.
*** Use the "script" section to define "helper" JavaScript functions etc. to be used in the various JavaScript expressions (whereClause, sortClause, action arguments,...).
*** Access and store context information for the current forEachTiddler invocation (through the build-in "context" object) .
*** Improved script evaluation (for where/sort clause and write scripts).
* v1.0.0 (2005-11-20)
** initial version

!Code
***/
//{{{

	
//============================================================================
//============================================================================
//		   ForEachTiddlerPlugin
//============================================================================
//============================================================================

// Only install once
if (!version.extensions.ForEachTiddlerPlugin) {

if (!window.abego) window.abego = {};

version.extensions.ForEachTiddlerPlugin = {
	major: 1, minor: 0, revision: 8, 
	date: new Date(2007,3,12), 
	source: "http://tiddlywiki.abego-software.de/#ForEachTiddlerPlugin",
	licence: "[[BSD open source license (abego Software)|http://www.abego-software.de/legal/apl-v10.html]]",
	copyright: "Copyright (c) abego Software GmbH, 2005-2007 (www.abego-software.de)"
};

// For backward compatibility with TW 1.2.x
//
if (!TiddlyWiki.prototype.forEachTiddler) {
	TiddlyWiki.prototype.forEachTiddler = function(callback) {
		for(var t in this.tiddlers) {
			callback.call(this,t,this.tiddlers[t]);
		}
	};
}

//============================================================================
// forEachTiddler Macro
//============================================================================

version.extensions.forEachTiddler = {
	major: 1, minor: 0, revision: 8, date: new Date(2007,3,12), provider: "http://tiddlywiki.abego-software.de"};

// ---------------------------------------------------------------------------
// Configurations and constants 
// ---------------------------------------------------------------------------

config.macros.forEachTiddler = {
	 // Standard Properties
	 label: "forEachTiddler",
	 prompt: "Perform actions on a (sorted) selection of tiddlers",

	 // actions
	 actions: {
		 addToList: {},
		 write: {}
	 }
};

// ---------------------------------------------------------------------------
//  The forEachTiddler Macro Handler 
// ---------------------------------------------------------------------------

config.macros.forEachTiddler.getContainingTiddler = function(e) {
	while(e && !hasClass(e,"tiddler"))
		e = e.parentNode;
	var title = e ? e.getAttribute("tiddler") : null; 
	return title ? store.getTiddler(title) : null;
};

config.macros.forEachTiddler.handler = function(place,macroName,params,wikifier,paramString,tiddler) {
	// config.macros.forEachTiddler.traceMacroCall(place,macroName,params,wikifier,paramString,tiddler);

	if (!tiddler) tiddler = config.macros.forEachTiddler.getContainingTiddler(place);
	// --- Parsing ------------------------------------------

	var i = 0; // index running over the params
	// Parse the "in" clause
	var tiddlyWikiPath = undefined;
	if ((i < params.length) && params[i] == "in") {
		i++;
		if (i >= params.length) {
			this.handleError(place, "TiddlyWiki path expected behind 'in'.");
			return;
		}
		tiddlyWikiPath = this.paramEncode((i < params.length) ? params[i] : "");
		i++;
	}

	// Parse the where clause
	var whereClause ="true";
	if ((i < params.length) && params[i] == "where") {
		i++;
		whereClause = this.paramEncode((i < params.length) ? params[i] : "");
		i++;
	}

	// Parse the sort stuff
	var sortClause = null;
	var sortAscending = true; 
	if ((i < params.length) && params[i] == "sortBy") {
		i++;
		if (i >= params.length) {
			this.handleError(place, "sortClause missing behind 'sortBy'.");
			return;
		}
		sortClause = this.paramEncode(params[i]);
		i++;

		if ((i < params.length) && (params[i] == "ascending" || params[i] == "descending")) {
			 sortAscending = params[i] == "ascending";
			 i++;
		}
	}

	// Parse the script
	var scriptText = null;
	if ((i < params.length) && params[i] == "script") {
		i++;
		scriptText = this.paramEncode((i < params.length) ? params[i] : "");
		i++;
	}

	// Parse the action. 
	// When we are already at the end use the default action
	var actionName = "addToList";
	if (i < params.length) {
	   if (!config.macros.forEachTiddler.actions[params[i]]) {
			this.handleError(place, "Unknown action '"+params[i]+"'.");
			return;
		} else {
			actionName = params[i]; 
			i++;
		}
	} 
	
	// Get the action parameter
	// (the parsing is done inside the individual action implementation.)
	var actionParameter = params.slice(i);


	// --- Processing ------------------------------------------
	try {
		this.performMacro({
				place: place, 
				inTiddler: tiddler,
				whereClause: whereClause, 
				sortClause: sortClause, 
				sortAscending: sortAscending, 
				actionName: actionName, 
				actionParameter: actionParameter, 
				scriptText: scriptText, 
				tiddlyWikiPath: tiddlyWikiPath});

	} catch (e) {
		this.handleError(place, e);
	}
};

// Returns an object with properties "tiddlers" and "context".
// tiddlers holds the (sorted) tiddlers selected by the parameter,
// context the context of the execution of the macro.
//
// The action is not yet performed.
//
// @parameter see performMacro
//
config.macros.forEachTiddler.getTiddlersAndContext = function(parameter) {

	var context = config.macros.forEachTiddler.createContext(parameter.place, parameter.whereClause, parameter.sortClause, parameter.sortAscending, parameter.actionName, parameter.actionParameter, parameter.scriptText, parameter.tiddlyWikiPath, parameter.inTiddler);

	var tiddlyWiki = parameter.tiddlyWikiPath ? this.loadTiddlyWiki(parameter.tiddlyWikiPath) : store;
	context["tiddlyWiki"] = tiddlyWiki;
	
	// Get the tiddlers, as defined by the whereClause
	var tiddlers = this.findTiddlers(parameter.whereClause, context, tiddlyWiki);
	context["tiddlers"] = tiddlers;

	// Sort the tiddlers, when sorting is required.
	if (parameter.sortClause) {
		this.sortTiddlers(tiddlers, parameter.sortClause, parameter.sortAscending, context);
	}

	return {tiddlers: tiddlers, context: context};
};

// Returns the (sorted) tiddlers selected by the parameter.
//
// The action is not yet performed.
//
// @parameter see performMacro
//
config.macros.forEachTiddler.getTiddlers = function(parameter) {
	return this.getTiddlersAndContext(parameter).tiddlers;
};

// Performs the macros with the given parameter.
//
// @param parameter holds the parameter of the macro as separate properties.
//				  The following properties are supported:
//
//						place
//						whereClause
//						sortClause
//						sortAscending
//						actionName
//						actionParameter
//						scriptText
//						tiddlyWikiPath
//
//					All properties are optional. 
//					For most actions the place property must be defined.
//
config.macros.forEachTiddler.performMacro = function(parameter) {
	var tiddlersAndContext = this.getTiddlersAndContext(parameter);

	// Perform the action
	var actionName = parameter.actionName ? parameter.actionName : "addToList";
	var action = config.macros.forEachTiddler.actions[actionName];
	if (!action) {
		this.handleError(parameter.place, "Unknown action '"+actionName+"'.");
		return;
	}

	var actionHandler = action.handler;
	actionHandler(parameter.place, tiddlersAndContext.tiddlers, parameter.actionParameter, tiddlersAndContext.context);
};

// ---------------------------------------------------------------------------
//  The actions 
// ---------------------------------------------------------------------------

// Internal.
//
// --- The addToList Action -----------------------------------------------
//
config.macros.forEachTiddler.actions.addToList.handler = function(place, tiddlers, parameter, context) {
	// Parse the parameter
	var p = 0;

	// Check for extra parameters
	if (parameter.length > p) {
		config.macros.forEachTiddler.createExtraParameterErrorElement(place, "addToList", parameter, p);
		return;
	}

	// Perform the action.
	var list = document.createElement("ul");
	place.appendChild(list);
	for (var i = 0; i < tiddlers.length; i++) {
		var tiddler = tiddlers[i];
		var listItem = document.createElement("li");
		list.appendChild(listItem);
		createTiddlyLink(listItem, tiddler.title, true);
	}
};

abego.parseNamedParameter = function(name, parameter, i) {
	var beginExpression = null;
	if ((i < parameter.length) && parameter[i] == name) {
		i++;
		if (i >= parameter.length) {
			throw "Missing text behind '%0'".format([name]);
		}
		
		return config.macros.forEachTiddler.paramEncode(parameter[i]);
	}
	return null;
}

// Internal.
//
// --- The write Action ---------------------------------------------------
//
config.macros.forEachTiddler.actions.write.handler = function(place, tiddlers, parameter, context) {
	// Parse the parameter
	var p = 0;
	if (p >= parameter.length) {
		this.handleError(place, "Missing expression behind 'write'.");
		return;
	}

	var textExpression = config.macros.forEachTiddler.paramEncode(parameter[p]);
	p++;

	// Parse the "begin" option
	var beginExpression = abego.parseNamedParameter("begin", parameter, p);
	if (beginExpression !== null) 
		p += 2;
	var endExpression = abego.parseNamedParameter("end", parameter, p);
	if (endExpression !== null) 
		p += 2;
	var noneExpression = abego.parseNamedParameter("none", parameter, p);
	if (noneExpression !== null) 
		p += 2;

	// Parse the "toFile" option
	var filename = null;
	var lineSeparator = undefined;
	if ((p < parameter.length) && parameter[p] == "toFile") {
		p++;
		if (p >= parameter.length) {
			this.handleError(place, "Filename expected behind 'toFile' of 'write' action.");
			return;
		}
		
		filename = config.macros.forEachTiddler.getLocalPath(config.macros.forEachTiddler.paramEncode(parameter[p]));
		p++;
		if ((p < parameter.length) && parameter[p] == "withLineSeparator") {
			p++;
			if (p >= parameter.length) {
				this.handleError(place, "Line separator text expected behind 'withLineSeparator' of 'write' action.");
				return;
			}
			lineSeparator = config.macros.forEachTiddler.paramEncode(parameter[p]);
			p++;
		}
	}
	
	// Check for extra parameters
	if (parameter.length > p) {
		config.macros.forEachTiddler.createExtraParameterErrorElement(place, "write", parameter, p);
		return;
	}

	// Perform the action.
	var func = config.macros.forEachTiddler.getEvalTiddlerFunction(textExpression, context);
	var count = tiddlers.length;
	var text = "";
	if (count > 0 && beginExpression)
		text += config.macros.forEachTiddler.getEvalTiddlerFunction(beginExpression, context)(undefined, context, count, undefined);
	
	for (var i = 0; i < count; i++) {
		var tiddler = tiddlers[i];
		text += func(tiddler, context, count, i);
	}
	
	if (count > 0 && endExpression)
		text += config.macros.forEachTiddler.getEvalTiddlerFunction(endExpression, context)(undefined, context, count, undefined);

	if (count == 0 && noneExpression) 
		text += config.macros.forEachTiddler.getEvalTiddlerFunction(noneExpression, context)(undefined, context, count, undefined);
		

	if (filename) {
		if (lineSeparator !== undefined) {
			lineSeparator = lineSeparator.replace(/\\n/mg, "\n").replace(/\\r/mg, "\r");
			text = text.replace(/\n/mg,lineSeparator);
		}
		saveFile(filename, convertUnicodeToUTF8(text));
	} else {
		var wrapper = createTiddlyElement(place, "span");
		wikify(text, wrapper, null/* highlightRegExp */, context.inTiddler);
	}
};


// ---------------------------------------------------------------------------
//  Helpers
// ---------------------------------------------------------------------------

// Internal.
//
config.macros.forEachTiddler.createContext = function(placeParam, whereClauseParam, sortClauseParam, sortAscendingParam, actionNameParam, actionParameterParam, scriptText, tiddlyWikiPathParam, inTiddlerParam) {
	return {
		place : placeParam, 
		whereClause : whereClauseParam, 
		sortClause : sortClauseParam, 
		sortAscending : sortAscendingParam, 
		script : scriptText,
		actionName : actionNameParam, 
		actionParameter : actionParameterParam,
		tiddlyWikiPath : tiddlyWikiPathParam,
		inTiddler : inTiddlerParam, // the tiddler containing the <<forEachTiddler ...>> macro call.
		viewerTiddler : config.macros.forEachTiddler.getContainingTiddler(placeParam) // the tiddler showing the forEachTiddler result
	};
};

// Internal.
//
// Returns a TiddlyWiki with the tiddlers loaded from the TiddlyWiki of 
// the given path.
//
config.macros.forEachTiddler.loadTiddlyWiki = function(path, idPrefix) {
	if (!idPrefix) {
		idPrefix = "store";
	}
	var lenPrefix = idPrefix.length;
	
	// Read the content of the given file
	var content = loadFile(this.getLocalPath(path));
	if(content === null) {
		throw "TiddlyWiki '"+path+"' not found.";
	}
	
	var tiddlyWiki = new TiddlyWiki();

	// Starting with TW 2.2 there is a helper function to import the tiddlers
	if (tiddlyWiki.importTiddlyWiki) {
		if (!tiddlyWiki.importTiddlyWiki(content))
			throw "File '"+path+"' is not a TiddlyWiki.";
		tiddlyWiki.dirty = false;
		return tiddlyWiki;
	}
	
	// The legacy code, for TW < 2.2
	
	// Locate the storeArea div's
	var posOpeningDiv = content.indexOf(startSaveArea);
	var posClosingDiv = content.lastIndexOf(endSaveArea);
	if((posOpeningDiv == -1) || (posClosingDiv == -1)) {
		throw "File '"+path+"' is not a TiddlyWiki.";
	}
	var storageText = content.substr(posOpeningDiv + startSaveArea.length, posClosingDiv);
	
	// Create a "div" element that contains the storage text
	var myStorageDiv = document.createElement("div");
	myStorageDiv.innerHTML = storageText;
	myStorageDiv.normalize();
	
	// Create all tiddlers in a new TiddlyWiki
	// (following code is modified copy of TiddlyWiki.prototype.loadFromDiv)
	var store = myStorageDiv.childNodes;
	for(var t = 0; t < store.length; t++) {
		var e = store[t];
		var title = null;
		if(e.getAttribute)
			title = e.getAttribute("tiddler");
		if(!title && e.id && e.id.substr(0,lenPrefix) == idPrefix)
			title = e.id.substr(lenPrefix);
		if(title && title !== "") {
			var tiddler = tiddlyWiki.createTiddler(title);
			tiddler.loadFromDiv(e,title);
		}
	}
	tiddlyWiki.dirty = false;

	return tiddlyWiki;
};


	
// Internal.
//
// Returns a function that has a function body returning the given javaScriptExpression.
// The function has the parameters:
// 
//	 (tiddler, context, count, index)
//
config.macros.forEachTiddler.getEvalTiddlerFunction = function (javaScriptExpression, context) {
	var script = context["script"];
	var functionText = "var theFunction = function(tiddler, context, count, index) { return "+javaScriptExpression+"}";
	var fullText = (script ? script+";" : "")+functionText+";theFunction;";
	return eval(fullText);
};

// Internal.
//
config.macros.forEachTiddler.findTiddlers = function(whereClause, context, tiddlyWiki) {
	var result = [];
	var func = config.macros.forEachTiddler.getEvalTiddlerFunction(whereClause, context);
	tiddlyWiki.forEachTiddler(function(title,tiddler) {
		if (func(tiddler, context, undefined, undefined)) {
			result.push(tiddler);
		}
	});
	return result;
};

// Internal.
//
config.macros.forEachTiddler.createExtraParameterErrorElement = function(place, actionName, parameter, firstUnusedIndex) {
	var message = "Extra parameter behind '"+actionName+"':";
	for (var i = firstUnusedIndex; i < parameter.length; i++) {
		message += " "+parameter[i];
	}
	this.handleError(place, message);
};

// Internal.
//
config.macros.forEachTiddler.sortAscending = function(tiddlerA, tiddlerB) {
	var result = 
		(tiddlerA.forEachTiddlerSortValue == tiddlerB.forEachTiddlerSortValue) 
			? 0
			: (tiddlerA.forEachTiddlerSortValue < tiddlerB.forEachTiddlerSortValue)
			   ? -1 
			   : +1; 
	return result;
};

// Internal.
//
config.macros.forEachTiddler.sortDescending = function(tiddlerA, tiddlerB) {
	var result = 
		(tiddlerA.forEachTiddlerSortValue == tiddlerB.forEachTiddlerSortValue) 
			? 0
			: (tiddlerA.forEachTiddlerSortValue < tiddlerB.forEachTiddlerSortValue)
			   ? +1 
			   : -1; 
	return result;
};

// Internal.
//
config.macros.forEachTiddler.sortTiddlers = function(tiddlers, sortClause, ascending, context) {
	// To avoid evaluating the sortClause whenever two items are compared 
	// we pre-calculate the sortValue for every item in the array and store it in a 
	// temporary property ("forEachTiddlerSortValue") of the tiddlers.
	var func = config.macros.forEachTiddler.getEvalTiddlerFunction(sortClause, context);
	var count = tiddlers.length;
	var i;
	for (i = 0; i < count; i++) {
		var tiddler = tiddlers[i];
		tiddler.forEachTiddlerSortValue = func(tiddler,context, undefined, undefined);
	}

	// Do the sorting
	tiddlers.sort(ascending ? this.sortAscending : this.sortDescending);

	// Delete the temporary property that holds the sortValue.	
	for (i = 0; i < tiddlers.length; i++) {
		delete tiddlers[i].forEachTiddlerSortValue;
	}
};


// Internal.
//
config.macros.forEachTiddler.trace = function(message) {
	displayMessage(message);
};

// Internal.
//
config.macros.forEachTiddler.traceMacroCall = function(place,macroName,params) {
	var message ="<<"+macroName;
	for (var i = 0; i < params.length; i++) {
		message += " "+params[i];
	}
	message += ">>";
	displayMessage(message);
};


// Internal.
//
// Creates an element that holds an error message
// 
config.macros.forEachTiddler.createErrorElement = function(place, exception) {
	var message = (exception.description) ? exception.description : exception.toString();
	return createTiddlyElement(place,"span",null,"forEachTiddlerError","<<forEachTiddler ...>>: "+message);
};

// Internal.
//
// @param place [may be null]
//
config.macros.forEachTiddler.handleError = function(place, exception) {
	if (place) {
		this.createErrorElement(place, exception);
	} else {
		throw exception;
	}
};

// Internal.
//
// Encodes the given string.
//
// Replaces 
//	 "$))" to ">>"
//	 "$)" to ">"
//
config.macros.forEachTiddler.paramEncode = function(s) {
	var reGTGT = new RegExp("\\$\\)\\)","mg");
	var reGT = new RegExp("\\$\\)","mg");
	return s.replace(reGTGT, ">>").replace(reGT, ">");
};

// Internal.
//
// Returns the given original path (that is a file path, starting with "file:")
// as a path to a local file, in the systems native file format.
//
// Location information in the originalPath (i.e. the "#" and stuff following)
// is stripped.
// 
config.macros.forEachTiddler.getLocalPath = function(originalPath) {
	// Remove any location part of the URL
	var hashPos = originalPath.indexOf("#");
	if(hashPos != -1)
		originalPath = originalPath.substr(0,hashPos);
	// Convert to a native file format assuming
	// "file:///x:/path/path/path..." - pc local file --> "x:\path\path\path..."
	// "file://///server/share/path/path/path..." - FireFox pc network file --> "\\server\share\path\path\path..."
	// "file:///path/path/path..." - mac/unix local file --> "/path/path/path..."
	// "file://server/share/path/path/path..." - pc network file --> "\\server\share\path\path\path..."
	var localPath;
	if(originalPath.charAt(9) == ":") // pc local file
		localPath = unescape(originalPath.substr(8)).replace(new RegExp("/","g"),"\\");
	else if(originalPath.indexOf("file://///") === 0) // FireFox pc network file
		localPath = "\\\\" + unescape(originalPath.substr(10)).replace(new RegExp("/","g"),"\\");
	else if(originalPath.indexOf("file:///") === 0) // mac/unix local file
		localPath = unescape(originalPath.substr(7));
	else if(originalPath.indexOf("file:/") === 0) // mac/unix local file
		localPath = unescape(originalPath.substr(5));
	else // pc network file
		localPath = "\\\\" + unescape(originalPath.substr(7)).replace(new RegExp("/","g"),"\\");	
	return localPath;
};

// ---------------------------------------------------------------------------
// Stylesheet Extensions (may be overridden by local StyleSheet)
// ---------------------------------------------------------------------------
//
setStylesheet(
	".forEachTiddlerError{color: #ffffff;background-color: #880000;}",
	"forEachTiddler");

//============================================================================
// End of forEachTiddler Macro
//============================================================================


//============================================================================
// String.startsWith Function
//============================================================================
//
// Returns true if the string starts with the given prefix, false otherwise.
//
version.extensions["String.startsWith"] = {major: 1, minor: 0, revision: 0, date: new Date(2005,11,20), provider: "http://tiddlywiki.abego-software.de"};
//
String.prototype.startsWith = function(prefix) {
	var n =  prefix.length;
	return (this.length >= n) && (this.slice(0, n) == prefix);
};



//============================================================================
// String.endsWith Function
//============================================================================
//
// Returns true if the string ends with the given suffix, false otherwise.
//
version.extensions["String.endsWith"] = {major: 1, minor: 0, revision: 0, date: new Date(2005,11,20), provider: "http://tiddlywiki.abego-software.de"};
//
String.prototype.endsWith = function(suffix) {
	var n = suffix.length;
	return (this.length >= n) && (this.right(n) == suffix);
};


//============================================================================
// String.contains Function
//============================================================================
//
// Returns true when the string contains the given substring, false otherwise.
//
version.extensions["String.contains"] = {major: 1, minor: 0, revision: 0, date: new Date(2005,11,20), provider: "http://tiddlywiki.abego-software.de"};
//
String.prototype.contains = function(substring) {
	return this.indexOf(substring) >= 0;
};

//============================================================================
// Array.indexOf Function
//============================================================================
//
// Returns the index of the first occurance of the given item in the array or 
// -1 when no such item exists.
//
// @param item [may be null]
//
version.extensions["Array.indexOf"] = {major: 1, minor: 0, revision: 0, date: new Date(2005,11,20), provider: "http://tiddlywiki.abego-software.de"};
//
Array.prototype.indexOf = function(item) {
	for (var i = 0; i < this.length; i++) {
		if (this[i] == item) {
			return i;
		}
	}
	return -1;
};

//============================================================================
// Array.contains Function
//============================================================================
//
// Returns true when the array contains the given item, otherwise false. 
//
// @param item [may be null]
//
version.extensions["Array.contains"] = {major: 1, minor: 0, revision: 0, date: new Date(2005,11,20), provider: "http://tiddlywiki.abego-software.de"};
//
Array.prototype.contains = function(item) {
	return (this.indexOf(item) >= 0);
};

//============================================================================
// Array.containsAny Function
//============================================================================
//
// Returns true when the array contains at least one of the elements 
// of the item. Otherwise (or when items contains no elements) false is returned.
//
version.extensions["Array.containsAny"] = {major: 1, minor: 0, revision: 0, date: new Date(2005,11,20), provider: "http://tiddlywiki.abego-software.de"};
//
Array.prototype.containsAny = function(items) {
	for(var i = 0; i < items.length; i++) {
		if (this.contains(items[i])) {
			return true;
		}
	}
	return false;
};


//============================================================================
// Array.containsAll Function
//============================================================================
//
// Returns true when the array contains all the items, otherwise false.
// 
// When items is null false is returned (even if the array contains a null).
//
// @param items [may be null] 
//
version.extensions["Array.containsAll"] = {major: 1, minor: 0, revision: 0, date: new Date(2005,11,20), provider: "http://tiddlywiki.abego-software.de"};
//
Array.prototype.containsAll = function(items) {
	for(var i = 0; i < items.length; i++) {
		if (!this.contains(items[i])) {
			return false;
		}
	}
	return true;
};


} // of "install only once"

// Used Globals (for JSLint) ==============
// ... DOM
/*global 	document */
// ... TiddlyWiki Core
/*global 	convertUnicodeToUTF8, createTiddlyElement, createTiddlyLink, 
			displayMessage, endSaveArea, hasClass, loadFile, saveFile, 
			startSaveArea, store, wikify */
//}}}


/***
!Licence and Copyright
Copyright (c) abego Software ~GmbH, 2005 ([[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.
***/

|Effect|To get|Type this|h
|BoldText|''Bold''|{{{''Bold''}}}|
|UnderlinedText|__Underline__|{{{__Underline__}}}|
|ItalicText|//Italic//|{{{//Italic//}}}|
|SuperScript|e^^2πi^^ = 1|{{{e^^2πi^^ = 1}}}|
|SubScript|a~~ij~~ = - a~~ji~~|{{{a~~ij~~ = - a~~ji~~}}}|
|StrikeThrough|--Strikethrough--|{{{--Strikethrough--}}}|
|HiddenText|/%hidden comments%/|{{{/%hidden comments%/}}}|
|HighlightedText|@@highlight@@|{{{@@highlight@@}}}|
|StyledText|@@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 also [[Formatting Tiddlers]]
''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
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
<html>
<iframe style="background-color:#ffffff; border-color:#ffffff; border:none;" width="100%" height="400" frameborder="0" scrolling="yes" src="http://www.un-documents.net/search.html" title="UN Documents search">
</iframe> </html>
@@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]]
''Habitat II'', formally the ''Second United Nations Conference on Human Settlements'', was held in Istanbul, Turkey in June 1996, with the twin themes of "Adequate shelter for all" and "Sustainable cities", twenty years after the original ''Habitat'' Conference was held in Vancouver, Canada. At ''Habitat II'', Governments agreed to the following documents:
* [[Istanbul Declaration on Human Settlements]]
* [[The Habitat Agenda]]
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.
/*{{{*/
.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;
}
.headerShadow .left,
.headerShadow .right {
    position: absolute;
    top:14px;
}

.headerShadow .left {
    left: 0;
}

.headerShadow .right {
    right: 0;
}

.headerForeground .left,
.headerForeground .right {
    display: none;
}
.header .siteTitle {
font-size: 2.5em;
margin-right:3px;
}
.siteTitle {
color: #ffffff;
}
.header .siteSubtitle {
font-size: 1.1em;
margin-right:3px;
}
.siteSubtitle {
color: #ffffff;
}
.headerShadow .siteSubtitle {
    display: none;
margin-right:3px;
}

.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]];
}
/*}}}*/
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/
<<top>>
@@border:0;padding:0;margin:0;[[?|TWHelp-SearchResults]]@@
<<jump j '' top>>
<<fullscreen>>

<<fontSize>>



<<newTiddler ">><<renameButton n>>
<<newTiddler text:{{store.getTiddlerText("iframe template","")}}>><<renameButton i 'Create a new iframe tiddler'>>
<<newTiddler text:{{store.getTiddlerText("picasa template","")}} title:"New Album" tag:"la perla garden" tag:"picasa album" >><<renameButton a 'Create a new photo album'>>
<<newTiddler text:{{store.getTiddlerText("youtube template","")}} title:"New YouTube" tag:"la perla garden" tag:youtube>><<renameButton y 'Create a new youtube tiddler'>>
<<saveChanges>><<renameButton s 'Save TiddlyWiki'>>
/*{{{*/
#hoverMenu .imgLink, #hoverMenu .imgLink:hover {border:none; padding:0px; float:right; margin-bottom:2px; margin-top:0px;}
#hoverMenu .button, #hoverMenu .tiddlyLink {border:none; font-weight:bold; background:[[ColorPalette::SecondaryDark]]; color:[[ColorPalette::SecondaryLight]]; padding:0 5px; float:right; margin-bottom:3px;}
#hoverMenu .button:hover, #hoverMenu .tiddlyLink:hover {font-weight:bold; border:none; color:[[ColorPalette::SecondaryDark]]; background:[[ColorPalette::SecondaryMid]]; padding:0 5px; float:right; margin-bottom:4px;}
#hoverMenu .button {width:100%; text-align:center}#hoverMenu { position:absolute; width:7px;}
@media print #hoverMenu, #hoverMenu .imgLink, #hoverMenu .imgLink:hover, #hoverMenu .button, #hoverMenu .tiddlyLink, #hoverMenu .button:hover, #hoverMenu .tiddlyLink:hover, #hoverMenu .button {display: none;}

/*}}}*/
''Third Assessment Review'' of the [[Intergovernmental Panel on Climate Change]] - [[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/]]
/***
|Name|ImageSizePlugin|
|Source|http://www.TiddlyTools.com/#ImageSizePlugin|
|Version|1.2.1|
|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,formatter|
|Requires||
|Overrides|'image' formatter|
|Description|adds support for resizing images|
This plugin adds optional syntax to scale an image to a specified width and height and/or interactively resize the image with the mouse.
!!!!!Usage
<<<
The extended image syntax is:
{{{
[img(w+,h+)[...][...]]
}}}
where ''(w,h)'' indicates the desired width and height (in CSS units, e.g., px, em, cm, in, or %). Use ''auto'' (or a blank value) for either dimension to scale that dimension proportionally (i.e., maintain the aspect ratio). You can also calculate a CSS value 'on-the-fly' by using a //javascript expression// enclosed between """{{""" and """}}""". Appending a plus sign (+) to a dimension enables interactive resizing in that dimension (by dragging the mouse inside the image). Use ~SHIFT-click to show the full-sized (un-scaled) image. Use ~CTRL-click to restore the starting size (either scaled or full-sized).
<<<
!!!!!Examples
<<<
{{{
[img(100px+,75px+)[images/meow2.jpg]]
}}}
[img(100px+,75px+)[images/meow2.jpg]]
{{{
[<img(34%+,+)[images/meow.gif]]
[<img(21% ,+)[images/meow.gif]]
[<img(13%+, )[images/meow.gif]]
[<img( 8%+, )[images/meow.gif]]
[<img( 5% , )[images/meow.gif]]
[<img( 3% , )[images/meow.gif]]
[<img( 2% , )[images/meow.gif]]
[img(  1%+,+)[images/meow.gif]]
}}}
[<img(34%+,+)[images/meow.gif]]
[<img(21% ,+)[images/meow.gif]]
[<img(13%+, )[images/meow.gif]]
[<img( 8%+, )[images/meow.gif]]
[<img( 5% , )[images/meow.gif]]
[<img( 3% , )[images/meow.gif]]
[<img( 2% , )[images/meow.gif]]
[img(  1%+,+)[images/meow.gif]]
{{tagClear{
}}}
<<<
!!!!!Revisions
<<<
2009.02.24 [1.2.1] cleanup width/height regexp, use '+' suffix for resizing
2009.02.22 [1.2.0] added stretchable images
2008.01.19 [1.1.0] added evaluated width/height values
2008.01.18 [1.0.1] regexp for "(width,height)" now passes all CSS values to browser for validation
2008.01.17 [1.0.0] initial release
<<<
!!!!!Code
***/
//{{{
version.extensions.ImageSizePlugin= {major: 1, minor: 2, revision: 1, date: new Date(2009,2,24)};
//}}}
//{{{
var f=config.formatters[config.formatters.findByField("name","image")];
f.match="\\[[<>]?[Ii][Mm][Gg](?:\\([^,]*,[^\\)]*\\))?\\[";
f.lookaheadRegExp=/\[([<]?)(>?)[Ii][Mm][Gg](?:\(([^,]*),([^\)]*)\))?\[(?:([^\|\]]+)\|)?([^\[\]\|]+)\](?:\[([^\]]*)\])?\]/mg;
f.handler=function(w) {
	this.lookaheadRegExp.lastIndex = w.matchStart;
	var lookaheadMatch = this.lookaheadRegExp.exec(w.source)
	if(lookaheadMatch && lookaheadMatch.index == w.matchStart) {
		var floatLeft=lookaheadMatch[1];
		var floatRight=lookaheadMatch[2];
		var width=lookaheadMatch[3];
		var height=lookaheadMatch[4];
		var tooltip=lookaheadMatch[5];
		var src=lookaheadMatch[6];
		var link=lookaheadMatch[7];

		// Simple bracketted link
		var e = w.output;
		if(link) { // LINKED IMAGE
			if (config.formatterHelpers.isExternalLink(link)) {
				if (config.macros.attach && config.macros.attach.isAttachment(link)) {
					// see [[AttachFilePluginFormatters]]
					e = createExternalLink(w.output,link);
					e.href=config.macros.attach.getAttachment(link);
					e.title = config.macros.attach.linkTooltip + link;
				} else
					e = createExternalLink(w.output,link);
			} else 
				e = createTiddlyLink(w.output,link,false,null,w.isStatic);
			addClass(e,"imageLink");
		}

		var img = createTiddlyElement(e,"img");
		if(floatLeft) img.align="left"; else if(floatRight) img.align="right";
		if(width||height) {
			var x=width.trim(); var y=height.trim();
			var stretchW=(x.substr(x.length-1,1)=='+'); if (stretchW) x=x.substr(0,x.length-1);
			var stretchH=(y.substr(y.length-1,1)=='+'); if (stretchH) y=y.substr(0,y.length-1);
			if (x.substr(0,2)=="{{")
				{ try{x=eval(x.substr(2,x.length-4))} catch(e){displayMessage(e.description||e.toString())} }
			if (y.substr(0,2)=="{{")
				{ try{y=eval(y.substr(2,y.length-4))} catch(e){displayMessage(e.description||e.toString())} }
			img.style.width=x.trim(); img.style.height=y.trim();
			config.formatterHelpers.addStretchHandlers(img,stretchW,stretchH);
		}
		if(tooltip) img.title = tooltip;

		// GET IMAGE SOURCE
		if (config.macros.attach && config.macros.attach.isAttachment(src))
			src=config.macros.attach.getAttachment(src); // see [[AttachFilePluginFormatters]]
		else if (config.formatterHelpers.resolvePath) { // see [[ImagePathPlugin]]
			if (config.browser.isIE || config.browser.isSafari) {
				img.onerror=(function(){
					this.src=config.formatterHelpers.resolvePath(this.src,false);
					return false;
				});
			} else
				src=config.formatterHelpers.resolvePath(src,true);
		}
		img.src=src;
		w.nextMatch = this.lookaheadRegExp.lastIndex;
	}
}

config.formatterHelpers.addStretchHandlers=function(e,stretchW,stretchH) {
	e.title=((stretchW||stretchH)?'DRAG=stretch/shrink, ':'')
		+'SHIFT-CLICK=show full size, CTRL-CLICK=restore initial size';
	e.statusMsg='width=%0, height=%1';
	e.style.cursor='move';
	e.originalW=e.style.width;
	e.originalH=e.style.height;
	e.minW=Math.max(e.offsetWidth/20,10);
	e.minH=Math.max(e.offsetHeight/20,10);
	e.stretchW=stretchW;
	e.stretchH=stretchH;
	e.onmousedown=function(ev) { var ev=ev||window.event;
		this.sizing=true;
		this.startX=!config.browser.isIE?ev.pageX:(ev.clientX+findScrollX());
		this.startY=!config.browser.isIE?ev.pageY:(ev.clientY+findScrollY());
		this.startW=this.offsetWidth;
		this.startH=this.offsetHeight;
		return false;
	};
	e.onmousemove=function(ev) { var ev=ev||window.event;
		if (this.sizing) {
			var s=this.style;
			var currX=!config.browser.isIE?ev.pageX:(ev.clientX+findScrollX());
			var currY=!config.browser.isIE?ev.pageY:(ev.clientY+findScrollY());
			var newW=(currX-this.offsetLeft)/(this.startX-this.offsetLeft)*this.startW;
			var newH=(currY-this.offsetTop )/(this.startY-this.offsetTop )*this.startH;
			if (this.stretchW) s.width =Math.floor(Math.max(newW,this.minW))+'px';
			if (this.stretchH) s.height=Math.floor(Math.max(newH,this.minH))+'px';
			clearMessage(); displayMessage(this.statusMsg.format([s.width,s.height]));
		}
		return false;
	};
	e.onmouseup=function(ev) { var ev=ev||window.event;
		if (ev.shiftKey) { this.style.width=this.style.height=''; }
		if (ev.ctrlKey)  { this.style.width=this.originalW; this.style.height=this.originalH; }
		this.sizing=false;
		clearMessage();
		return false;
	};
	e.onmouseout=function(ev) { var ev=ev||window.event;
		this.sizing=false;
		clearMessage();
		return false;
	};
}
//}}}
{{{
[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 ''<html>&lt;&lt;importTiddlers&gt;&gt;</html>'' built-in macro that allows you to import tiddlers from other TiddlyWiki pages.

<<importTiddlers inline>>
<<importTiddlers>>
/***
|Name|ImportTiddlersPlugin|
|Source|http://www.TiddlyTools.com/#ImportTiddlersPlugin|
|Documentation|http://www.TiddlyTools.com/#ImportTiddlersPluginInfo|
|Version|4.3.1|
|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.|
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.
!!!!!Documentation
<<<
see [[ImportTiddlersPluginInfo]] for details
<<<
!!!!!interactive control panel:
<<<
<<tiddler ImportTiddlers>>
{{clear{
^^(see [[ImportTiddlers]] shadow tiddler)^^}}}
<<<
!!!!!Installation Notes
<<<
* As of 6/27/2007, "patch" functions that provide backward-compatibility with TW2.1.x and earlier have been split into a separate [[ImportTiddlersPluginPatch]] tiddler to reduce installation overhead for //this// plugin.  You only need to install the 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: 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.
<<<
!!!!!Revisions
<<<
2008.06.29 [4.3.1] More layout/animation work for simpler sequential interaction.  Code reduction/cleanup
|please see [[ImportTiddlersPluginInfo]] for additional revision details|
2005.07.20 [1.0.0] Initial Release
<<<
!!!!!Code
***/
// // ''MACRO DEFINITION''
//{{{
// Version
version.extensions.importTiddlers = {major: 4, minor: 3, revision: 0, date: new Date(2008,6,28)};

// add ImportTiddlerPlugin controls to built-in backstage import task
if (config.tasks) { // TW2.2 or above
	config.tasks.importTask.content="Use ~TiddlyWiki built-in importer (below) or, ";
	config.tasks.importTask.content+="<<importTiddlers link 'Use ImportTiddlersPlugin control panel...'>>\n";
	config.tasks.importTask.content+="<<importTiddlers core>>"
}

// 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;

// default shadow definition
config.shadowTiddlers.ImportTiddlers="<<importTiddlers inline>>";

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",
	filterMsg: "Filtered %0 tiddlers matching '%1'",
	summaryMsg: "%0 tiddler%1 in the list",
	summaryFilteredMsg: "%0 of %1 tiddler%2 in the list",
	plural: "s are",
	single: " is",
	countMsg: "%0 tiddlers selected for import",
	processedMsg: "Processed %0 tiddlers",
	importedMsg: "Imported %0 of %1 tiddlers from %2",
	loadText: "please load a document...",
	closeText: "close",	// text for close button when file is loaded
	doneText: "done",	// text for close button when file is not loaded
	startText: "import",	// text for import button
	stopText: "stop",	// text for import button while importing
	local: true,		// default to import from local file
	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: 20,		// # 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
	sync: false,		// add 'server' fields to imported tiddlers (for sync function)
	lastFilter: "",		// most recent filter (URL hash) applied
	lastAction: null,	// most recent collision button performed
	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
		createTiddlyButton(place,params[1]||this.label,params[2]||this.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 cmi=config.macros.importTiddlers; // abbreviation
	var panel=document.getElementById("importPanel");
	if (panel) { panel.parentNode.removeChild(panel); }
	setStylesheet(cmi.css,"importTiddlers");
	panel=createTiddlyElement(place,"span","importPanel",null,null)
	panel.innerHTML=cmi.html;
	refreshImportList();
	var siteURL=store.getTiddlerText("SiteUrl"); if (!siteURL) siteURL="";
	document.getElementById("importSourceURL").value=siteURL;
	cmi.src=siteURL;
	var siteProxy=store.getTiddlerText("SiteProxy"); if (!siteProxy) siteProxy="SiteProxy";
	document.getElementById("importSiteProxy").value=siteProxy;
	cmi.proxy=siteProxy;
	if (config.browser.isGecko) { // FF3 FIXUP
		document.getElementById("fileImportSource").style.display="none";
		document.getElementById("importLocalPanelFix").style.display="block";
	}
	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:100%;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 #000; background-color:#eee; padding:3px 5px; margin-bottom:5px; -moz-border-radius:5px;}\
#importPanel .topline { border-top:1px solid #999; padding-top:2px; margin-top:2px; }\
#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:23%; }\
#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 }\
#backstagePanel #importPanel { left:10%; right:auto; }\
';
//}}}

// // 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="onClickImportButton(this,event)" title="show file controls"> local file\
	<input type="radio" class="rad" name="importFrom" id="importFromWeb"  value="http"\
		onclick="onClickImportButton(this,event)" title="show web controls"> web server\
</td><td align=right>\
	<input type=checkbox class="chk" id="chkImportReport" checked\
		onClick="config.options[\'chkImportReport\']=this.checked;"> create report\
</td></tr></table>\
\
<div class="box" id="importSourcePanel" style="margin:.5em">\
<div id="importLocalPanel" style="display:block;margin-bottom:2px;"><!-- import from local file  -->\
enter or browse for source 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;document.getElementById(\'importLoad\').onclick()">\
<div id="importLocalPanelFix" style="display:none"><!-- FF3 FIXUP -->\
	<input type="text" id="fileImportSourceFix" style="width:90%"\
		title="Enter a path/file to import"\
		onKeyUp="config.macros.importTiddlers.src=this.value"\
		onChange="config.macros.importTiddlers.src=this.value; document.getElementById(\'importLoad\').onclick()">\
	<input type="button" id="fileImportSourceFixButton" style="width:7%" value="..."\
		title="Select a path/file to import"\
		onClick="var r=config.macros.importTiddlers.askForFilename(this); if (!r||!r.length) return;\
			document.getElementById(\'fileImportSourceFix\').value=r;\
			config.macros.importTiddlers.src=r;\
			document.getElementById(\'importLoad\').onclick()">\
</div><!--end FF3 FIXUP-->\
</div><!--end local-->\
<div id="importHTTPPanel" style="display:none;margin-bottom:2px;"><!-- import from http server -->\
<table><tr><td align=left>\
	enter a URL or <a href="javascript:;" id="importSelectFeed"\
		onclick="onClickImportButton(this,event)" title="select a pre-defined \'systemServer\' URL">\
		select a server</a><br>\
</td><td align=right>\
	<input type="checkbox" class="chk" id="importUsePassword"\
		onClick="config.macros.importTiddlers.usePassword=this.checked;\
			config.macros.importTiddlers.showPanel(\'importIDPWPanel\',this.checked,true);">password\
	<input type="checkbox" class="chk" id="importUseProxy"\
		onClick="config.macros.importTiddlers.useProxy=this.checked;\
			config.macros.importTiddlers.showPanel(\'importSiteProxy\',this.checked,true);">proxy\
</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 id="importIDPWPanel" style="text-align:center;margin-top:2px;display:none";>\
username: <input type=text id="txtImportID" style="width:25%" \
	onChange="config.options.txtRemoteUsername=this.value;">\
 password: <input type=password id="txtImportPW" style="width:25%" \
	onChange="config.options.txtRemotePassword=this.value;">\
</div><!--end idpw-->\
</div><!--end http-->\
</div><!--end source-->\
\
<div class="box" id="importSelectPanel" style="display:none;margin:.5em;">\
<table><tr><td align=left>\
select:\
<a href="javascript:;" id="importSelectAll"\
	onclick="onClickImportButton(this);return false;" title="SELECT all tiddlers">\
	all</a>\
&nbsp;<a href="javascript:;" id="importSelectNew"\
	onclick="onClickImportButton(this);return false;" title="SELECT tiddlers not already in destination document">\
	added</a>\
&nbsp;<a href="javascript:;" id="importSelectChanges"\
	onclick="onClickImportButton(this);return false;" title="SELECT tiddlers that have been updated in source document">\
	changes</a>\
&nbsp;<a href="javascript:;" id="importSelectDifferences"\
	onclick="onClickImportButton(this);return false;" title="SELECT tiddlers that have been added or are different from existing tiddlers">\
	differences</a>\
</td><td align=right>\
<a href="javascript:;" id="importListSmaller"\
	onclick="onClickImportButton(this);return false;" title="SHRINK list size">\
	&nbsp;&#150;&nbsp;</a>\
<a href="javascript:;" id="importListLarger"\
	onclick="onClickImportButton(this);return false;" title="GROW list size">\
	&nbsp;+&nbsp;</a>\
<a href="javascript:;" id="importListMaximize"\
	onclick="onClickImportButton(this);return false;" 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>\
<div style="text-align:center">\
	<a href="javascript:;"\
		title="click for help using filters..."\
		onclick="alert(\'A filter consists of one or more space-separated combinations of:\\n\\ntiddler titles\\ntag:[[tagvalue]]\\ntag:[[tag expression]] (requires MatchTagsPlugin)\\nstory:[[TiddlerName]]\\nsearch:[[searchtext]]\\n\\nUse a blank filter for all tiddlers.\')"\
	>filter</a>\
	<input type="text" id="importLastFilter" style="margin-bottom:1px; width:65%"\
		title="Enter a combination of one or more filters. Use a blank filter for all tiddlers."\
		onfocus="this.select()" value=""\
		onKeyUp="config.macros.importTiddlers.lastFilter=this.value"\
		onChange="config.macros.importTiddlers.lastFilter=this.value;">\
	<input type="button" id="importApplyFilter" style="width:20%" value="apply"\
		title="filter list of tiddlers to include only those that match certain criteria"\
		onclick="onClickImportButton(this)">\
	</div>\
</div><!--end select-->\
\
<div class="box" id="importOptionsPanel" style="text-align:center;margin:.5em;display:none;">\
	apply tags: <input type=checkbox class="chk" id="chkImportTags" checked\
		onClick="config.macros.importTiddlers.importTags=this.checked;">from source&nbsp;\
	<input type=checkbox class="chk" id="chkKeepTags" checked\
		onClick="config.macros.importTiddlers.keepTags=this.checked;">keep existing&nbsp;\
	<input type=checkbox class="chk" id="chkAddTags" \
		onClick="config.macros.importTiddlers.addTags=this.checked;\
			config.macros.importTiddlers.showPanel(\'txtNewTags\',this.checked,true);\
			if (this.checked) document.getElementById(\'txtNewTags\').focus();">add tags<br>\
	<input type=text id="txtNewTags" style="margin-top:4px;display:none;" size=15\ onfocus="this.select()" \
		title="enter tags to be added to imported tiddlers" \
		onKeyUp="config.macros.importTiddlers.newTags=this.value;\
		document.getElementById(\'chkAddTags\').checked=this.value.length>0;" autocomplete=off>\
	<nobr><input type=checkbox class="chk" id="chkSync" \
		onClick="config.macros.importTiddlers.sync=this.checked;">\
		link imported tiddlers to source document (for sync later)</nobr>\
</div><!--end options-->\
\
<div id="importButtonPanel" style="text-align:center">\
	<input type=button id="importLoad"	class="importButton btn3" value="open"\
		title="load listbox with tiddlers from source document"\
		onclick="onClickImportButton(this)">\
	<input type=button id="importOptions"	class="importButton btn3" value="options..."\
		title="set options for tags, sync, etc."\
		onclick="onClickImportButton(this)">\
	<input type=button id="importStart"	class="importButton btn3" value="import"\
		title="start/stop import of selected source tiddlers into current document"\
		onclick="onClickImportButton(this)">\
	<input type=button id="importClose"	class="importButton btn3" value="done"\
		title="clear listbox or hide control panel"\
		onclick="onClickImportButton(this)">\
</div>\
\
<div class="none" id="importCollisionPanel" style="display:none;margin:.5em 0 .5em .5em;">\
	<table><tr><td style="width:65%" align="left">\
		<table><tr><td align=left>\
			tiddler already exists:\
		</td><td align=right>\
			<input type=checkbox class="chk" id="importApplyToAll" \
			onclick="document.getElementById(\'importRename\').disabled=this.checked;"\
			checked>apply to all\
		</td></tr></table>\
		<input type=text id="importNewTitle" size=15 autocomplete=off">\
	</td><td style="width:34%" align="center">\
		<input type=button id="importMerge"\
			class="importButton" style="width:47%" value="merge"\
			title="append the incoming tiddler to the existing tiddler"\
			onclick="onClickImportButton(this)"><!--\
		--><input type=button id="importSkip"\
			class="importButton" style="width:47%" value="skip"\
			title="do not import this tiddler"\
			onclick="onClickImportButton(this)"><!--\
		--><br><input type=button id="importRename"\
			class="importButton" style="width:47%" value="rename"\
			title="rename the incoming tiddler"\
			onclick="onClickImportButton(this)"><!--\
		--><input type=button id="importReplace"\
			class="importButton" style="width:47%" value="replace"\
			title="discard the existing tiddler"\
			onclick="onClickImportButton(this)">\
	</td></tr></table>\
</div><!--end collision-->\
';
//}}}

// // Control interactions
//{{{
function onClickImportButton(which,event)
{
	var cmi=config.macros.importTiddlers; // abbreviation

	var list = document.getElementById('importList');
	if (!list) return;
	var thePanel = document.getElementById('importPanel');
	var theCollisionPanel = document.getElementById('importCollisionPanel');
	var theNewTitle = document.getElementById('importNewTitle');
	var count=0;
	switch (which.id)
		{
		case 'importFromFile':	// show local panel
		case 'importFromWeb':	// show HTTP panel
			cmi.local=(which.id=='importFromFile');
			cmi.showPanel('importLocalPanel',cmi.local);
			cmi.showPanel('importHTTPPanel',!cmi.local);
			break;
		case 'importOptions':	// show/hide options panel
			cmi.showPanel('importOptionsPanel',document.getElementById('importOptionsPanel').style.display=='none');
			break;
		case 'fileImportSource':
		case 'importLoad':		// load import source into hidden frame
			importReport();		// if an import was in progress, generate a report
			cmi.inbound=null;	// clear the imported tiddler buffer
			refreshImportList();	// reset/resize the listbox
			if (cmi.src=="") break;
			// Load document, read it's DOM and fill the list
			cmi.loadRemoteFile(cmi.src,cmi.filterTiddlerList);
			break;
		case 'importSelectFeed':	// select a pre-defined systemServer feed URL
			var p=Popup.create(which); if (!p) return;
			var tids=store.getTaggedTiddlers('systemServer');
			if (!tids.length)
				createTiddlyText(createTiddlyElement(p,'li'),'no pre-defined server feeds');
			for (var t=0; t<tids.length; t++) {
				var u=store.getTiddlerSlice(tids[t].title,"URL");
				var d=store.getTiddlerSlice(tids[t].title,"Description");
				if (!d||!d.length) d=store.getTiddlerSlice(tids[t].title,"description");
				if (!d||!d.length) d=u;
				createTiddlyButton(createTiddlyElement(p,'li'),tids[t].title,d,
					function(){
						var u=this.getAttribute('url');
						document.getElementById('importSourceURL').value=u;
						config.macros.importTiddlers.src=u;
						document.getElementById('importLoad').onclick();
					},
					null,null,null,{url:u});
			}
			Popup.show(p,false);
			event.cancelBubble = true;
			if (event.stopPropagation) event.stopPropagation();
			return(false);
			// create popup with feed list
			// onselect, insert feed URL into input field.
			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 < list.options.length; t++) {
				if (list.options[t].value=="") continue;
				list.options[t].selected=true;
				count++;
			}
			clearMessage(); displayMessage(cmi.countMsg.format([count]));
			document.getElementById('importStart').disabled=!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 < list.options.length; t++) {
				list.options[t].selected=false;
				if (list.options[t].value=="") continue;
				list.options[t].selected=!store.tiddlerExists(list.options[t].value);
				count+=list.options[t].selected?1:0;
			}
			clearMessage(); displayMessage(cmi.countMsg.format([count]));
			document.getElementById('importStart').disabled=!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 < list.options.length; t++) {
				list.options[t].selected=false;
				if (list.options[t].value==""||!store.tiddlerExists(list.options[t].value)) continue;
				for (var i=0; i<cmi.inbound.length; i++) // find matching inbound tiddler
					{ var inbound=cmi.inbound[i]; if (inbound.title==list.options[t].value) break; }
				list.options[t].selected=(inbound.modified-store.getTiddler(list.options[t].value).modified>0); // updated tiddler
				count+=list.options[t].selected?1:0;
			}
			clearMessage(); displayMessage(cmi.countMsg.format([count]));
			document.getElementById('importStart').disabled=!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 < list.options.length; t++) {
				list.options[t].selected=false;
				if (list.options[t].value=="") continue;
				if (!store.tiddlerExists(list.options[t].value)) { list.options[t].selected=true; count++; continue; }
				for (var i=0; i<cmi.inbound.length; i++) // find matching inbound tiddler
					{ var inbound=cmi.inbound[i]; if (inbound.title==list.options[t].value) break; }
				list.options[t].selected=(inbound.modified-store.getTiddler(list.options[t].value).modified!=0); // changed tiddler
				count+=list.options[t].selected?1:0;
			}
			clearMessage(); displayMessage(cmi.countMsg.format([count]));
			document.getElementById('importStart').disabled=!count;
			break;
		case 'importApplyFilter':	// filter list to include only matching tiddlers
			importReport();		// if an import was in progress, generate a report
			clearMessage();
			if (!cmi.all) // no tiddlers loaded = "0 selected"
				{ displayMessage(cmi.countMsg.format([0])); return false; }
			var hash=document.getElementById('importLastFilter').value;
			cmi.inbound=cmi.filterByHash("#"+hash,cmi.all);
			refreshImportList();	// reset/resize the listbox
			break;
		case 'importStart':		// initiate the import processing
			importReport();		// if an import was in progress, generate a report
			document.getElementById('importApplyToAll').checked=false;
			document.getElementById('importStart').value=cmi.stopText;
			if (cmi.index>0) cmi.index=-1; // stop processing
			else cmi.index=importTiddlers(0); // or begin processing
			importStopped();
			break;
		case 'importClose':		// unload imported tiddlers or hide the import control panel
			// if imported tiddlers not loaded, close the import control panel
			if (!cmi.inbound) { thePanel.style.display='none'; break; }
			importReport();		// if an import was in progress, generate a report
			cmi.inbound=null;	// clear the imported tiddler buffer
			refreshImportList();	// reset/resize the listbox
			break;
		case 'importSkip':	// don't import the tiddler
			cmi.lastAction=which;
			var theItem	= list.options[cmi.index];
			for (var j=0;j<cmi.inbound.length;j++)
			if (cmi.inbound[j].title==theItem.value) break;
			var theImported = cmi.inbound[j];
			theImported.status='skipped after asking';			// mark item as skipped
			theCollisionPanel.style.display='none';
			cmi.index=importTiddlers(cmi.index+1);	// resume with NEXT item
			importStopped();
			break;
		case 'importRename':		// change name of imported tiddler
			cmi.lastAction=which;
			var theItem		= list.options[cmi.index];
			for (var j=0;j<cmi.inbound.length;j++)
			if (cmi.inbound[j].title==theItem.value) break;
			var theImported		= cmi.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';
			cmi.index=importTiddlers(cmi.index);	// resume with THIS item
			importStopped();
			break;
		case 'importMerge':	// join existing and imported tiddler content
			cmi.lastAction=which;
			var theItem	= list.options[cmi.index];
			for (var j=0;j<cmi.inbound.length;j++)
			if (cmi.inbound[j].title==theItem.value) break;
			var theImported	= cmi.inbound[j];
			var theExisting	= store.getTiddler(theItem.value);
			var theText	= theExisting.text+'\n----\n^^merged from: ';
			theText		+='[['+cmi.src+'#'+theItem.value+'|'+cmi.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';
			cmi.index=importTiddlers(cmi.index);	// resume with this item
			importStopped();
			break;
		case 'importReplace':		// substitute imported tiddler for existing tiddler
			cmi.lastAction=which;
			var theItem		  = list.options[cmi.index];
			for (var j=0;j<cmi.inbound.length;j++)
			if (cmi.inbound[j].title==theItem.value) break;
			var theImported     = cmi.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';
			cmi.index=importTiddlers(cmi.index);	// resume with THIS item
			importStopped();
			break;
		case 'importListSmaller':		// decrease current listbox size, minimum=5
			if (list.options.length==1) break;
			list.size-=(list.size>5)?1:0;
			cmi.listsize=list.size;
			break;
		case 'importListLarger':		// increase current listbox size, maximum=number of items in list
			if (list.options.length==1) break;
			list.size+=(list.size<list.options.length)?1:0;
			cmi.listsize=list.size;
			break;
		case 'importListMaximize':	// toggle listbox size between current and maximum
			if (list.options.length==1) break;
			list.size=(list.size==list.options.length)?cmi.listsize:list.options.length;
			break;
		}
}
//}}}

// // toggle panel
//{{{
config.macros.importTiddlers.showPanel=function(place,show,skipAnim) {
	if (typeof place == "string") var place=document.getElementById(place);
	if (!place||!place.style) return;
	if(!skipAnim && anim && config.options.chkAnimate) anim.startAnimating(new Slider(place,show,false,"none"));
	else place.style.display=show?"block":"none";
}
//}}}

// // refresh listbox
//{{{
function refreshImportList(selectedIndex)
{
	var cmi=config.macros.importTiddlers; // abbreviation

	var list  = document.getElementById("importList");
	if (!list) return;
	// if nothing to show, reset list content and size
	if (!cmi.inbound) 
	{
		while (list.length > 0) { list.options[0] = null; }
		list.options[0]=new Option(cmi.loadText,"",false,false);
		list.size=cmi.listsize;

		// toggle buttons and panels
		document.getElementById('importLoad').disabled=false;
		document.getElementById('importLoad').style.display='inline';
		document.getElementById('importStart').disabled=true;
		document.getElementById('importOptions').disabled=true;
		document.getElementById('importOptions').style.display='none';
		document.getElementById('fileImportSource').disabled=false;
		document.getElementById('importFromFile').disabled=false;
		document.getElementById('importFromWeb').disabled=false;
		document.getElementById('importStart').value=cmi.startText;
		document.getElementById('importClose').value=cmi.doneText;
		document.getElementById('importSelectPanel').style.display='none';
		document.getElementById('importOptionsPanel').style.display='none';
		return;
	}
	// there are inbound tiddlers loaded...
	// toggle buttons and panels
	document.getElementById('importLoad').disabled=true;
	document.getElementById('importLoad').style.display='none';
	document.getElementById('importOptions').style.display='inline';
	document.getElementById('importOptions').disabled=false;
	document.getElementById('fileImportSource').disabled=true;
	document.getElementById('importFromFile').disabled=true;
	document.getElementById('importFromWeb').disabled=true;
	document.getElementById('importClose').value=cmi.closeText;
	if (document.getElementById('importSelectPanel').style.display=='none')
		cmi.showPanel('importSelectPanel',true);

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

	// get the alphasorted list of tiddlers
	var tiddlers=cmi.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 (list.length > 0) { list.options[0] = null; }
	// add heading and control items to list
	var i=0;
	var indent=String.fromCharCode(160)+String.fromCharCode(160);
	if (cmi.all.length==tiddlers.length)
		var summary=cmi.summaryMsg.format([tiddlers.length,(tiddlers.length!=1)?cmi.plural:cmi.single]);
	else
		var summary=cmi.summaryFilteredMsg.format([tiddlers.length,cmi.all.length,(cmi.all.length!=1)?cmi.plural:cmi.single]);
	list.options[i++]=new Option(summary,"",false,false);
	list.options[i++]=new Option(((cmi.sort=="title"   )?">":indent)+' [by title]',"",false,false);
	list.options[i++]=new Option(((cmi.sort=="modified")?">":indent)+' [by date]',"",false,false);
	list.options[i++]=new Option(((cmi.sort=="tags")?">":indent)+' [by tags]',"",false,false);
	// output the tiddler list
	switch(cmi.sort) {
		case "title":
			for(var t = 0; t < tiddlers.length; t++)
				list.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) {
					list.options[i++] = new Option(theSection,"",false,false);
					lastSection = theSection;
				}
				list.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];
				list.options[i++]=new Option(theTag,"",false,false);
				for(var t=0; t<theTitles[theTag].length; t++)
					list.options[i++]=new Option(indent+indent+theTitles[theTag][t],theTitles[theTag][t],false,false);
			}
			break;
		}
	list.selectedIndex=selectedIndex;		  // select current control item
	if (list.size<cmi.listsize) list.size=cmi.listsize;
	if (list.size>list.options.length) list.size=list.options.length;
}

config.macros.importTiddlers.filterTiddlerList=function(success,params,txt,src,xhr) {
	var cmi=config.macros.importTiddlers; // abbreviation
	var src=src.replace(/%20/g," ");
	if (!success) { displayMessage(cmi.openErrMsg.format([src,xhr.status])); return; }
	cmi.all = cmi.readTiddlersFromHTML(txt);
	var count=cmi.all?cmi.all.length:0;
	var querypos=src.lastIndexOf("?"); if (querypos!=-1) src=src.substr(0,querypos);
	displayMessage(cmi.foundMsg.format([count,src]));
	cmi.inbound=cmi.filterByHash(params,cmi.all); // use full URL including hash (if any)
	document.getElementById("importLastFilter").value=cmi.lastFilter;
	window.refreshImportList(0);
}

config.macros.importTiddlers.filterByHash=function(src,tiddlers)
{
	var hashpos=src.lastIndexOf("#"); if (hashpos==-1) return tiddlers;
	var hash=src.substr(hashpos+1); if (!hash.length) return tiddlers;
	var tids=[];
	var params=hash.parseParams("anon",null,true,false,false);
	for (var p=1; p<params.length; p++) {
		switch (params[p].name) {
			case "anon":
			case "open":
				tids.pushUnique(params[p].value);
				break;
			case "tag":
				if (store.getMatchingTiddlers) { // for boolean expressions - see MatchTagsPlugin
					var r=store.getMatchingTiddlers(params[p].value,null,tiddlers);
					for (var t=0; t<r.length; t++) tids.pushUnique(r[t].title);
				} else for (var t=0; t<tiddlers.length; t++)
					if (tiddlers[t].isTagged(params[p].value))
						tids.pushUnique(tiddlers[t].title);
				break;
			case "story":
				for (var t=0; t<tiddlers.length; t++)
					if (tiddlers[t].title==params[p].value) {
						tiddlers[t].changed();
						for (var s=0; s<tiddlers[t].links.length; s++)
							tids.pushUnique(tiddlers[t].links[s]);
						break;
					}
				break;
			case "search":
				for (var t=0; t<tiddlers.length; t++)
					if (tiddlers[t].text.indexOf(params[p].value)!=-1)
						tids.pushUnique(tiddlers[t].title);
				break;
		}
	}
	var matches=[];
	for (var t=0; t<tiddlers.length; t++)
		if (tids.contains(tiddlers[t].title))
			matches.push(tiddlers[t]);
	displayMessage(config.macros.importTiddlers.filterMsg.format([matches.length,hash]));
	config.macros.importTiddlers.lastFilter=hash;
	return matches;
}
//}}}

// // re-entrant processing for handling import with interactive collision prompting
//{{{
function importTiddlers(startIndex)
{
	var cmi=config.macros.importTiddlers; // abbreviation

	if (!cmi.inbound) return -1;

	var list = document.getElementById('importList');
	if (!list) return;
	var t;
	// if starting new import, reset import status flags
	if (startIndex==0)
		for (var t=0;t<cmi.inbound.length;t++)
			cmi.inbound[t].status="";
	for (var i=startIndex; i<list.options.length; i++)
		{
		// if list item is not selected or is a heading (i.e., has no value), skip it
		if ((!list.options[i].selected) || ((t=list.options[i].value)==""))
			continue;
		for (var j=0;j<cmi.inbound.length;j++)
			if (cmi.inbound[j].title==t) break;
		var inbound = cmi.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 (cmi.importTags)
			newTags+=inbound.getTags()	// import remote tags
		if (cmi.keepTags && theExisting)
			newTags+=" "+theExisting.getTags(); // keep existing tags
		if (cmi.addTags && cmi.newTags.trim().length)
			newTags+=" "+cmi.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;
		// set sync fields
		if (cmi.sync) {
			if (!inbound.fields) inbound.fields={}; // for TW2.1.x backward-compatibility
			inbound.fields["server.page.revision"]=inbound.modified.convertToYYYYMMDDHHMM();
			inbound.fields["server.type"]="file";
			inbound.fields["server.host"]=(cmi.local?"file://":"")+cmi.src;
		}
		// 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 cmi=config.macros.importTiddlers; // abbreviation
	var list = document.getElementById('importList');
	var theNewTitle = document.getElementById('importNewTitle');
	if (!list) return;
	if (cmi.index==-1){ 
		document.getElementById('importStart').value=cmi.startText;
		importReport();		// import finished... generate the report
	} else {
		// import collision...
		// show the collision panel and set the title edit field
		document.getElementById('importStart').value=cmi.stopText;
		cmi.showPanel('importCollisionPanel',true);
		theNewTitle.value=list.options[cmi.index].value;
		if (document.getElementById('importApplyToAll').checked
			&& cmi.lastAction
			&& cmi.lastAction.id!="importRename") {
			onClickImportButton(cmi.lastAction);
		}
	}
}
//}}}

// // ''REPORT GENERATOR''
//{{{
function importReport()
{
	var cmi=config.macros.importTiddlers; // abbreviation
	if (!cmi.inbound) return;

	// 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 = cmi.inbound;
	// gather the statistics
	var count=0; var total=0;
	for (var t=0; t<tiddlers.length; t++) {
		if (!tiddlers[t].status || !tiddlers[t].status.trim().length) continue;
		if (tiddlers[t].status.substr(0,7)!="skipped") count++;
		total++;
	}
	// generate a report
	if (total) displayMessage(cmi.processedMsg.format([total]));
	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[["+cmi.src+"|"+cmi.src+"]]:\n";
		if (cmi.addTags && cmi.newTags.trim().length)
			newText += "imported tiddlers were tagged with: \""+cmi.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);
		story.displayTiddler(null,theReport.title,1,null,null,false);
		story.refreshTiddler(theReport.title,1,true);
	}

	// reset status flags
	for (var t=0; t<cmi.inbound.length; t++) cmi.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(cmi.importedMsg.format([count,tiddlers.length,cmi.src.replace(/%20/g," ")]));
}
//}}}

// // File and XMLHttpRequest I/O
//{{{
config.macros.importTiddlers.askForFilename=function(here) {
	var msg=here.title; // use tooltip as dialog box message
	var path=getLocalPath(document.location.href);
	var slashpos=path.lastIndexOf("/"); if (slashpos==-1) slashpos=path.lastIndexOf("\\"); 
	if (slashpos!=-1) path = path.substr(0,slashpos+1); // remove filename from path, leave the trailing slash
	var file="";
	var result="";
	if(window.Components) { // moz
		try {
			netscape.security.PrivilegeManager.enablePrivilege('UniversalXPConnect');
			var nsIFilePicker = window.Components.interfaces.nsIFilePicker;
			var picker = Components.classes['@mozilla.org/filepicker;1'].createInstance(nsIFilePicker);
			picker.init(window, msg, nsIFilePicker.modeOpen);
			var thispath = Components.classes['@mozilla.org/file/local;1'].createInstance(Components.interfaces.nsILocalFile);
			thispath.initWithPath(path);
			picker.displayDirectory=thispath;
			picker.defaultExtension='html';
			picker.defaultString=file;
			picker.appendFilters(nsIFilePicker.filterAll|nsIFilePicker.filterText|nsIFilePicker.filterHTML);
			if (picker.show()!=nsIFilePicker.returnCancel) var result=picker.file.persistentDescriptor;
		}
		catch(e) { alert('error during local file access: '+e.toString()) }
	}
	else { // IE
		try { // XPSP2 IE only
			var s = new ActiveXObject('UserAccounts.CommonDialog');
			s.Filter='All files|*.*|Text files|*.txt|HTML files|*.htm;*.html|';
			s.FilterIndex=3; // default to HTML files;
			s.InitialDir=path;
			s.FileName=file;
			if (s.showOpen()) var result=s.FileName;
		}
		catch(e) {  // fallback
			var result=prompt(msg,path+file);
		}
	}
	return result;
}

config.macros.importTiddlers.fileExists=function(theFile) {
	var found=false;
	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)
	}
	return found;
}

config.macros.importTiddlers.loadRemoteFile = function(src,callback) {
	if (src==undefined || !src.length) return null; // filename is required
	var original=src; // URL as specified
	var hashpos=src.indexOf("#"); if (hashpos!=-1) src=src.substr(0,hashpos); // URL with #... suffix removed (needed for IE)
	clearMessage();
	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 remote URL, read from local filesystem
		var txt=loadFile(src);
		if ((txt==null)||(txt==false)) // file didn't load
			{ displayMessage(config.macros.importTiddlers.openErrMsg.format([src.replace(/%20/g," "),"(filesystem error)"])); }
		else {
			displayMessage(config.macros.importTiddlers.readMsg.format([txt.length,src.replace(/%20/g," ")]));
			if (callback) callback(true,original,convertUTF8ToUnicode(txt),src,null);
		}
	}
	else {
		var name=config.options.txtRemoteUsername; var pass=config.options.txtRemotePassword;
		var xhr=doHttp("GET",src,null,null,name,pass,callback,original,null)
		if (!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 Saturday, June 12, 2010 12:56:22 PM, YourName imported 1 tiddler from
[[file:///t:/la-perla-garden.net/index.htm|file:///t:/la-perla-garden.net/index.htm]]:
<<<
#[[PrintStyles]] - added
<<<

----
On Tuesday, January 26, 2010 9:37:23 PM, Robert imported 5 tiddlers from
[[file:///t:/climatechange3.net/onewebday/index.htm|file:///t:/climatechange3.net/onewebday/index.htm]]:
<<<
#[[Creative Commons]] - added
#[[Creative Commons Attribution Non-Commercial Share-Alike Licence 3.0]] - added
#[[Earth Day]] - added
#[[Google site search - www.un-documents.net]] - added
#[[OneWebDay]] - added
<<<

----
On Tuesday, January 26, 2010 3:24:52 PM, Robert imported 1 tiddler from
[[http://www.tiddlytools.com/|http://www.tiddlytools.com/]]:
<<<
#[[TagCloudPlugin]] - replaces TagCloudPlugin - 1/26/2010 15:19:13 by Robert
<<<

----
On Tuesday, January 26, 2010 3:23:38 PM, Robert imported 5 tiddlers from
[[file:///t:/climatechange3.net/onewebday/index.htm|file:///t:/climatechange3.net/onewebday/index.htm]]:
<<<
#[[Climate Change 3 Group @ Wiser Earth]] - added
#[[Climate Change 3.0]] - added
#[[Climate Change 3.0 - Elements]] - added
#[[Climate Change 3.0 News Feeds]] - added
#[[Climate Change 3.0 family of web sites]] - added
<<<

----
On Tuesday, January 26, 2010 3:14:57 PM, Robert imported 1 tiddler from
[[file:///t:/climatechange3.net/onewebday/index.htm|file:///t:/climatechange3.net/onewebday/index.htm]]:
<<<
#[[udhr@60+]] - added
<<<

----
On Tuesday, January 26, 2010 3:11:16 PM, Robert imported 2 tiddlers from
[[http://tiddlywiki.abego-software.de|http://tiddlywiki.abego-software.de]]:
<<<
#[[BSD open source license]] - added
#[[BSD open source license (abego Software)]] - added
<<<

----
On Tuesday, January 26, 2010 3:08:47 PM, Robert imported 1 tiddler from
[[http://tiddlywiki.abego-software.de|http://tiddlywiki.abego-software.de]]:
<<<
#[[DataTiddlerExamples]] - added
<<<

----
On Tuesday, January 26, 2010 3:07:35 PM, Robert imported 1 tiddler from
[[http://tiddlywiki.abego-software.de|http://tiddlywiki.abego-software.de]]:
<<<
#[[DataTiddlerPlugin]] - added
<<<

----
On Tuesday, January 26, 2010 11:16:40 AM, Robert imported 1 tiddler from
[[file:///t:/la-perla-garden.net/index.htm|file:///t:/la-perla-garden.net/index.htm]]:
<<<
#[[HoverMenu]] - replaces HoverMenu - 6/8/2008 14:07:00 by Webster
<<<

----
On Tuesday, January 26, 2010 11:14:51 AM, Robert imported 1 tiddler from
[[file:///t:/la-perla-garden.net/index.htm|file:///t:/la-perla-garden.net/index.htm]]:
<<<
#[[iframe template]] - replaces iframe template - 9/14/2007 17:04:00 by Webster
<<<

----
On Sunday, January 17, 2010 11:50:18 PM, Robert imported 10 tiddlers from
[[file:///t:/climatechange3.net/index.htm|file:///t:/climatechange3.net/index.htm]]:
<<<
#[[Subscribe to Climate Change 3.0 news feeds]] - added
#[[Earth2Tech web site]] - added
#[[Peace Cubes web site]] - added
#[[WiserEarth web site]] - added
#[[Ning web site]] - added
#[[OneWebDay - September 22]] - added
#[[OneWebDay NYC web site]] - added
#[[International Day of Peace - September 21]] - added
#[[Software Freedom Day - September 19]] - added
#[[EcoGeek]] - added
<<<

----
On Sunday, December 20, 2009 6:29:10 PM, Robert imported 1 tiddler from
[[file:///t:/climatechange3.net/index.htm|file:///t:/climatechange3.net/index.htm]]:
<<<
#[[Administrative Menu]] - replaces Administrative Menu - 2/16/2008 09:46:00 by Webster
<<<

----
On Sunday, December 20, 2009 6:28:24 PM, Robert imported 2 tiddlers from
[[file:///t:/climatechange3.net/index.htm|file:///t:/climatechange3.net/index.htm]]:
<<<
#[[DisableWikiLinksPlugin]] - replaces DisableWikiLinksPlugin - 3/12/2007 11:15:00 by YourName
#[[ExportTiddlersPlugin]] - replaces ExportTiddlersPlugin - 12/4/2007 16:46:00 by ELSDesignStudios
<<<

----
On Sunday, December 20, 2009 6:27:19 PM, Robert imported 11 tiddlers from
[[file:///t:/climatechange3.net/index.htm|file:///t:/climatechange3.net/index.htm]]:
<<<
#[[BreadcrumbsPlugin]] - added
#[[Config Tweaks]] - replaces Config Tweaks - 1/30/2008 20:17:00 by Webster
#[[ExternalLinkPreviewPlugin]] - added
#[[ForEachTiddlerPlugin]] - added
#[[ImageSizePlugin]] - added
#[[ImportTiddlersPlugin]] - replaces ImportTiddlersPlugin - 12/31/2007 19:53:00 by Webster
#[[NestedSlidersPlugin]] - replaces NestedSlidersPlugin - 1/29/2008 11:10:00 by Webster
#[[NewDocumentPlugin]] - replaces NewDocumentPlugin - 1/8/2008 20:15:00 by ELSDesignStudios
#[[OpenHereMacro]] - added
#[[TiddlerTweakerPlugin]] - added
#[[TwHelpSearchPlugin]] - replaces TwHelpSearchPlugin - 12/6/2007 10:30:00 by Webster
<<<

----
On Tuesday, January 13, 2009 8:34:29 PM, Webster imported 1 tiddler from
[[file:///T:/ngo-education.net/index-2008.02.16-230.htm|file:///T:/ngo-education.net/index-2008.02.16-230.htm]]:
<<<
#[[HeaderStyles]] - added
<<<

----
On Tuesday, January 13, 2009 8:32:40 PM, Webster imported 14 tiddlers from
[[file:///T:/ngo-education.net/index-2008.02.16-230.htm|file:///T:/ngo-education.net/index-2008.02.16-230.htm]]:
<<<
#[[Templates & Stylesheets]] - replaces Templates & Stylesheets - 1/12/2008 13:14:00 by Webster
#[[Administrative Menu]] - replaces Administrative Menu - 1/30/2008 09:22:00 by Webster
#[[Setup Menu]] - replaces Setup Menu - 1/22/2008 12:36:00 by Webster
#[[CustomStyleSheetColors]] - added
#[[StyleSheetColors]] - replaces StyleSheetColors - 3/11/2007 17:46:00 by Information Habitat
#[[ToggleTagPlugin]] - replaces ToggleTagPlugin - 10/19/2006 21:57:00 by MonkeyPirate
#[[StyleSheet]] - replaces StyleSheet - 12/30/2007 22:50:00 by Webster
#[[ModifiedStyleSheetColors]] - added
#[[Download this template]] - added
#[[Site Splash Screen]] - replaces Site Splash Screen - 3/16/2007 17:21:00 by Information Habitat
#[[Creative Commons licenses]] - added
#[[Creative Commons Attribution Non-Commercial Share-Alike License]] - added
#[[Colour Palette]] - replaces Colour Palette - 2/25/2007 14:15:00 by Information Habitat
#[[10 December 2007 Launch of a Year-Long Celebration of the 60th Anniversary of the UDHR]] - added
<<<

----
On Tuesday, January 13, 2009 8:20:50 PM, Webster imported 2 tiddlers from
[[file:///t:/climate-change-two.net/garden/index.htm|file:///t:/climate-change-two.net/garden/index.htm]]:
<<<
#[[HoverMenu]] - replaces HoverMenu - 11/27/2007 20:08:00 by Webster
#[[HoverMenuStyles]] - added
<<<

----
On Wednesday, January 30, 2008 12:40:39 PM, Webster imported 2 tiddlers from
[[T:\ngo-education.net\human-rights\index.htm|T:\ngo-education.net\human-rights\index.htm]]:
<<<
#[[The Right to Education]] - added
#[[Universal Declaration of Human Rights]] - added
<<<

----
On Wednesday, January 30, 2008 12:25:08 PM, Webster imported 1 tiddler from
[[T:\ngo-education.net\un-docs\index.htm|T:\ngo-education.net\un-docs\index.htm]]:
<<<
#[[Administrative Menu]] - replaces Administrative Menu - 1/23/2008 16:50:00 by Webster
<<<

----
On Wednesday, January 30, 2008 12:17:45 PM, Webster imported 1 tiddler from
[[T:\ngo-education.net\un-docs\index.htm|T:\ngo-education.net\un-docs\index.htm]]:
<<<
#[[Administrative Menu]] - replaces Administrative Menu - 1/23/2008 16:50:00 by Webster
<<<

----
On Wednesday, January 30, 2008 12:04:11 PM, Webster imported 1 tiddler from
[[T:\ngo-education.net\un-docs\index.htm|T:\ngo-education.net\un-docs\index.htm]]:
<<<
#[[ImportTiddlersPlugin]] - replaces ImportTiddlersPlugin - 12/7/2007 10:27:00 by Webster
<<<

----
On Tuesday, January 29, 2008 04:26:21 PM, Webster imported 1 tiddler from
[[T:\ngo-education.net\un-docs\index.htm|T:\ngo-education.net\un-docs\index.htm]]:
<<<
#[[Administrative Menu]] - replaces Administrative Menu - 12/7/2007 10:59:00 by Webster
<<<

----
On Saturday, January 26, 2008 09:17:50 PM, Webster imported 3 tiddlers from
[[http://www.tiddlytools.com|http://www.tiddlytools.com]]:
<<<
#[[NestedSlidersPlugin]] - replaces NestedSlidersPlugin - 7/28/2006 11:18:00 by ELSDesignStudios
#[[NestedSlidersPluginInfo]] - added
#[[NewDocumentPlugin]] - replaces NewDocumentPlugin - 12/4/2007 18:35:00 by ELSDesignStudios
<<<

----
On Saturday, January 12, 2008 2:17:21 PM, Webster imported 1 tiddler from
[[T:\climate-change-two.net\ar4-spm\index.htm|T:\climate-change-two.net\ar4-spm\index.htm]]:
<<<
#[[Templates & Stylesheets]] - replaces Templates & Stylesheets - 3/13/2007 12:00:00 by Information Habitat
<<<

----
On Wednesday, December 12, 2007 9:33:09 PM, Webster imported 1 tiddler from
[[T:\climate-change-two.net\index.htm|T:\climate-change-two.net\index.htm]]:
<<<
#[[TiddlyWikiPerfect: An emerging hybrid information species]] - added
<<<

----
On Wednesday, December 12, 2007 9:25:41 PM, Webster imported 1 tiddler from
[[T:\ngo-framework.net\information-ecology\index.htm|T:\ngo-framework.net\information-ecology\index.htm]]:
<<<
#[[TiddlyPerfect: An emerging hybrid information species]] - added
<<<

----
On Wednesday, December 12, 2007 9:13:10 PM, Webster imported 5 tiddlers from
[[T:\ngo-framework.net\information-ecology\index.htm|T:\ngo-framework.net\information-ecology\index.htm]]:
<<<
#[[View ColorPalette]] - replaces View ColorPalette - 9/14/2007 16:28:00 by Webster
#[[ViewTemplate]] - replaces ViewTemplate - 12/7/2007 10:49:00 by Webster
#[[NewDocumentPlugin]] - added
#[[ExportTiddlersPlugin]] - added
#[[PaletteViewMacro]] - added
<<<

----
On Friday, December 07, 2007 11:24:11 AM, Webster imported 1 tiddler from
[[T:\climate-change-two.net\index.htm|T:\climate-change-two.net\index.htm]]:
<<<
#[[Peace Caucus: The Wild Cards in Climate Change]] - added
<<<

----
On Friday, December 07, 2007 11:12:14 AM, Webster imported 1 tiddler from
[[T:\climate-change-two.net\index.htm|T:\climate-change-two.net\index.htm]]:
<<<
#[[Climate Change Impacts, Adaptation and Vulnerability]] - skipped after asking
#[[Education, Youth & Technology for Sustainable Development]] - added
#[[Rescuing a Planet Under Stress and a Civilization in Trouble: Plan B 2.1 (beta)]] - skipped after asking
<<<

----
On Friday, December 07, 2007 10:49:59 AM, Webster imported 1 tiddler from
[[T:\un-documents.net\ipcc-ar4\spm.htm|T:\un-documents.net\ipcc-ar4\spm.htm]]:
<<<
#[[HoverMenu]] - replaces HoverMenu - 3/12/2007 08:48:00 by YourName
<<<

----
On Friday, December 07, 2007 10:47:32 AM, Webster imported 3 tiddlers from
[[T:\un-documents.net\ipcc-ar4\spm.htm|T:\un-documents.net\ipcc-ar4\spm.htm]]:
<<<
#[[Recent Tiddlers]] - added
#[[Refresh macro]] - added
#[[ViewTemplate]] - replaces ViewTemplate - 3/8/2007 01:10:00 by Information Habitat
<<<

----
On 2007.10.08 - Monday, October 08 8:06:22 PM, Webster imported 1 tiddler from
[[T:\peacecaucus.net\index.htm|T:\peacecaucus.net\index.htm]]:
<<<
#[[Optional Protocol to the International Covenant on Civil and Political Rights]] - added
<<<

----
On 2007.10.08 - Monday, October 08 8:05:14 PM, Webster imported 5 tiddlers from
[[T:\peacecaucus.net\index.htm|T:\peacecaucus.net\index.htm]]:
<<<
#[[International Covenant on Civil and Political Rights]] - added
#[[International Covenant on Economic, Social and Cultural Rights]] - added
#[[International Covenants on Human Rights]] - added
#[[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
<<<

----
On 2007.10.08 - Monday, October 08 5:54:25 PM, Webster imported 1 tiddler from
[[T:\peacecaucus.net\index.htm|T:\peacecaucus.net\index.htm]]:
<<<
#[[60th Annual DPI/NGO Conference Declaration:  Climate Change Threats - An NGO Framework for Action]] - added
<<<

----
On 2007.10.08 - Monday, October 08 5:52:02 PM, Webster imported 1 tiddler from
[[T:\peacecaucus.net\index.htm|T:\peacecaucus.net\index.htm]]:
<<<
#[[Formatting Tiddlers]] - replaces Formatting Tiddlers - 9/14/2007 14:16:00 by Webster
<<<

----
On 2007.09.14 - Friday, September 14 5:53:37 PM, Webster imported 1 tiddler from
[[T:\peacecaucus.net\INDEX.HTM|T:\peacecaucus.net\INDEX.HTM]]:
<<<
#[[Declaration on Climate Change and Gender Equality]] - added
<<<

----
On 2007.09.14 - Friday, September 14 5:30:09 PM, Webster imported 28 tiddlers from
[[http://www.ngo-education.net/|http://www.ngo-education.net/]]:
<<<
#[[60th Annual DPI/NGO Conference]] - added
#[[Acknowledgment: Software contributions]] - added
#[[Climate Change 2.0]] - replaces Climate Change 2.0 - 2/26/2007 23:32:00 by Information Habitat
#[[Climate Change 2.0 - Elements]] - added
#[[Conference Of NGOs]] - replaces Conference Of NGOs - 3/12/2007 11:15:00 by YourName
#[[Convention on Biological Diversity]] - added
#[[Earth Summit Agreements]] - added
#[[Formatting Tiddlers]] - replaces Formatting Tiddlers - 2/12/2007 14:09:00 by Information Habitat
#[[Habitat II]] - replaces Habitat II - 9/3/2007 17:31:00 by Webster
#[[High-Level Event of Climate Change, September 24, 2007]] - added
#[[Information Habitat: Where Information Lives]] - replaces Information Habitat: Where Information Lives - 11/6/2006 10:35:00 by GrandpaRuh
#[[Information and Communications Sub-Committee]] - replaces Information and Communications Sub-Committee - 3/19/2007 13:17:00 by Information Habitat
#[[Istanbul Declaration on Human Settlements]] - added
#[[NGO Committee on Education]] - replaces NGO Committee on Education - 4/26/2007 02:33:00 by Webster
#[[NGO/DPI Executive Committee]] - 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
#[[Sustainable Development]] - replaces Sustainable Development - 3/13/2007 18:34:00 by Information Habitat
#[[Templates for Light & Colour Cubes]] - replaces Templates for Light & Colour Cubes - 4/7/2007 13:28:00 by Webster
#[[The Habitat Agenda]] - added
#[[UN Climate Change Conference in Bali]] - added
#[[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
#[[UN Framework Convention on Climate Change: Article 2: Objective]] - added
#[[UN Framework Convention on Climate Change: Article 3: Principles]] - added
#[[United Nation Climate Change Portal]] - added
#[[United Nations Forum on Forests]] - added
#[[United Nations Framework Convention on Climate Change]] - added
#[[View ColorPalette]] - added
#[[iframe template]] - added
<<<

----
On 2007.04.26 - Thursday, April 26 2:36:03 AM, Webster imported 1 tiddler from
[[T:\climate-change-two.net\index.htm|T:\climate-change-two.net\index.htm]]:
<<<
#[[Climate Change Impacts, Adaptation and Vulnerability]] - added
<<<

----
On 2007.04.25 - Wednesday, April 25 10:58:08 AM, Webster imported 1 tiddler from
[[T:\tiddlytools.com\index.htm|T:\tiddlytools.com\index.htm]]:
<<<
#[[TagCloudPlugin]] - added
<<<

----
On 2007.04.24 - Tuesday, April 24 6:24:30 PM, Webster imported 1 tiddler from
[[T:\climate-change-two.net\index.htm|T:\climate-change-two.net\index.htm]]:
<<<
#[[Welcome]] - added
<<<

----
On 2007.04.24 - Tuesday, April 24 6:21:45 PM, Webster imported 2 tiddlers from
[[T:\climate-change-two.net\index.htm|T:\climate-change-two.net\index.htm]]:
<<<
#[[Templates for Light & Colour Cubes]] - added
#[[Twin Light & Colour Cubes]] - added
<<<

----
On 2007.04.24 - Tuesday, April 24 6:18:47 PM, Webster imported 3 tiddlers from
[[T:\climate-change-two.net\index.htm|T:\climate-change-two.net\index.htm]]:
<<<
#[[Images]] - added
#[[Information Ecology: NGO Recommendations]] - skipped after asking
#[[Information and Communications Sub-Committee]] - added
#[[Setup Menu]] - 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|
***/
/***
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>>
''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 opportunities 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]]
> 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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//%/
@@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/iccpr.htm@@
<html><iframe
	title = "International Covenant on Civil and Political Rights"
	src = "http://www.un-documents.net/iccpr.htm"
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		border:none;"
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</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/icescr.htm@@
<html><iframe
	title = "International Covenant on Economic, Social and Cultural Rights"
	src = "http://www.un-documents.net/icescr.htm"
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		border:none;"
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The ''International Covenants on Human Rights'' were adopted by the General Assembly in its resolution 2200 (XXI) of 16 December 1966, and comprise the following:
* [[International Covenant on Economic, Social and Cultural Rights]], 
* [[International Covenant on Civil and Political Rights]] and 
* [[Optional Protocol to the International Covenant on Civil and Political Rights]]
{{iframe{''Note'': This is a "framed" page from the '' '' web site. You can click on <<fullscreen>> to toggle full-screen mode, or you can view this page in a separate browser tab or window at http://www.internationaldayofpeace.org/}}}
<html><iframe
	src = "http://www.internationaldayofpeace.org/"
	title = "International Day of Peace"
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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]]
* [[The Right to Education]], from the [[Universal Declaration of Human Rights]], December, 1948
* ''World Conference on Education for All''. Jomtien, Thailand, March, 1990
** [[World Declaration on Education For All: Meeting Basic Learning Needs]]
* ''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 Action, Education For All]]
* ''United Nations General Assembly'' - New York, NY. December 2001
** [[United Nations Literacy Decade: education for all|56/116. United Nations Literacy Decade: education for all]] - Resolution 56/116
* ''United Nations Literacy Decade'' (2003-2012) - UNESCO web site
** [[www.unesco.org/education/litdecade/|http://www.unesco.org/education/litdecade/]]
* ''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]]
* ''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: Promoting Education, Public Awareness And Training]]
*** [[References to Education in Agenda 21]]
* ''World Education Forum'' - Dakar, Senegal, April, 2000
** [[Dakar Framework for Action, 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]] 
* ''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]]
[[http://www.climate-change-two.net/garden/|http://http://www.climate-change-two.net/garden/]]
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.
<<tiddler "Search Box">> @@[[NGO Committee on Education]]@@ ++++
[[Web Sites|Education Committee Web Sites]] -
[[Meetings]] -
[[Executive Committee]] -
[[By-laws]] -
[[Alternative Education Sub-Committee]]
[[Information and Communications Sub-Committee]]
===

[[The Conference Of NGOs|Conference Of NGOs]]
[[Human Rights]]
[[Sustainable Development]] +++
[[United Nations Decade|United Nations Decade of Education for Sustainable Development]] -
[[Vision & Definition of ESD]] -
===

''Key Documents'' ++++
[[Education for Sustainable Development|Key Documents on Education for Sustainable Development]] -
[[Education for All|Key Documents on Education for All]] -
===

[[Youth & Technology Workshop|Workshop on Education, Youth & Technology]]
<<tiddler "Administrative Menu">>
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<!--{{{-->
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<span style="font-size: 28px;"><b>NGO Committee on Education</b> </span>
<br>
United Nations Decade of Education for Sustainable Development (2005-2014)
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For ideal learning opportunities, patience, and an open mind to the transformative opportunities for the foundations of a new civilization in a free, and expanding knowledge-based universe.
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Information and Communications Sub-Committee 
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NGO Committee on Education
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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@congo-education.net|mailto:co-chairs@congo-education.net]] for information on upcoming meetings, or to be added to the email list for the Committee.
* ''April 26 2007'': 2:30 - 4:30 pm. ''Sergei Kambalov'', Chief of Branch, ECOSOC  and Inter-organizational Cooperation will speak on "Global  Alliance for ICT and Development, Education and the Role of Non-Governmental Organizations". Location:  Church Center for the United Nations, 44th Street & First Avenue, New York, NY
* ''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. 

<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="blue-ribbon-24.jpg" alt="Give a blue Ribbon bookmark to this site" 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="delicious.32px.gif"></a></html>  [img[http://www.climate-change-two.net/rss-small.jpg][Site RSS feeds]]
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[[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>>
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/***
| 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)
{
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        {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)
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                    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|  systemConfig| |plugins| tiddlywiki plugins only |plugins.xml|\n| | systemConfig excludeRSS| 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@congo-education.net|mailto:co-chairs@congo-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.congo-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.congo-education.net/workshop/|http://www.congo-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 2.1 (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|
|Documentation|http://www.TiddlyTools.com/#NestedSlidersPluginInfo|
|Version|2.4.9|
|Author|Eric Shulman|
|License|http://www.TiddlyTools.com/#LegalStatements|
|~CoreVersion|2.1|
|Type|plugin|
|Requires||
|Overrides||
|Options|##Configuration|
|Description|show content in nest-able sliding/floating panels, without creating separate tiddlers for each panel's content|
!!!!!Documentation
>see [[NestedSlidersPluginInfo]]
!!!!!Configuration
<<<
<<option chkFloatingSlidersAnimate>> allow floating sliders to animate when opening/closing
>Note: This setting can cause 'clipping' problems in some versions of InternetExplorer.
>In addition, for floating slider animation to occur you must also allow animation in general (see [[AdvancedOptions]]).
<<<
!!!!!Revisions
<<<
2008.11.15 - 2.4.9 in adjustNestedSlider(), don't make adjustments if panel is marked as 'undocked' (CSS class).  In onClickNestedSlider(), SHIFT-CLICK docks panel (see [[MoveablePanelPlugin]])
|please see [[NestedSlidersPluginInfo]] for additional revision details|
2005.11.03 - 1.0.0 initial public release.  Thanks to RodneyGomes, GeoffSlocock, and PaulPetterson for suggestions and experiments.
<<<
!!!!!Code
***/
//{{{
version.extensions.NestedSlidersPlugin= {major: 2, minor: 4, revision: 9, date: new Date(2008,11,15)};

// options for deferred rendering of sliders that are not initially displayed
if (config.options.chkFloatingSlidersAnimate===undefined)
	config.options.chkFloatingSlidersAnimate=false; // avoid clipping problems in IE

// 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");

// if removeCookie() function is not defined by TW core, define it here.
if (window.removeCookie===undefined) {
	window.removeCookie=function(name) {
		document.cookie = name+'=; expires=Thu, 01-Jan-1970 00:00:01 UTC; path=/;'; 
	}
}

config.formatters.push( {
	name: "nestedSliders",
	match: "\\n?\\+{3}",
	terminator: "\\s*\\={3}\\n?",
	lookahead: "\\n?\\+{3}(\\+)?(\\([^\\)]*\\))?(\\!*)?(\\^(?:[^\\^\\*\\@\\[\\>]*\\^)?)?(\\*)?(\\@)?(?:\\{\\{([\\w]+[\\s\\w]*)\\{)?(\\[[^\\]]*\\])?(\\[[^\\]]*\\])?(?:\\}{3})?(\\#[^:]*\\:)?(\\>)?(\\.\\.\\.)?\\s*",
	handler: function(w)
		{
			lookaheadRegExp = new RegExp(this.lookahead,"mg");
			lookaheadRegExp.lastIndex = w.matchStart;
			var lookaheadMatch = lookaheadRegExp.exec(w.source)
			if(lookaheadMatch && lookaheadMatch.index == w.matchStart)
			{
				var defopen=lookaheadMatch[1];
				var cookiename=lookaheadMatch[2];
				var header=lookaheadMatch[3];
				var panelwidth=lookaheadMatch[4];
				var transient=lookaheadMatch[5];
				var hover=lookaheadMatch[6];
				var buttonClass=lookaheadMatch[7];
				var label=lookaheadMatch[8];
				var openlabel=lookaheadMatch[9];
				var panelID=lookaheadMatch[10];
				var blockquote=lookaheadMatch[11];
				var deferred=lookaheadMatch[12];

				// location for rendering button and panel
				var place=w.output;

				// default to closed, no cookie, no accesskey, no alternate text/tip
				var show="none"; var cookie=""; var key="";
				var closedtext=">"; var closedtip="";
				var openedtext="<"; var openedtip="";

				// extra "+", default to open
				if (defopen) show="block";

				// cookie, use saved open/closed state
				if (cookiename) {
					cookie=cookiename.trim().slice(1,-1);
					cookie="chkSlider"+cookie;
					if (config.options[cookie]==undefined)
						{ config.options[cookie] = (show=="block") }
					show=config.options[cookie]?"block":"none";
				}

				// parse label/tooltip/accesskey: [label=X|tooltip]
				if (label) {
					var parts=label.trim().slice(1,-1).split("|");
					closedtext=parts.shift();
					if (closedtext.substr(closedtext.length-2,1)=="=")	
						{ key=closedtext.substr(closedtext.length-1,1); closedtext=closedtext.slice(0,-2); }
					openedtext=closedtext;
					if (parts.length) closedtip=openedtip=parts.join("|");
					else { closedtip="show "+closedtext; openedtip="hide "+closedtext; }
				}

				// parse alternate label/tooltip: [label|tooltip]
				if (openlabel) {
					var parts=openlabel.trim().slice(1,-1).split("|");
					openedtext=parts.shift();
					if (parts.length) openedtip=parts.join("|");
					else openedtip="hide "+openedtext;
				}

				var title=show=='block'?openedtext:closedtext;
				var tooltip=show=='block'?openedtip:closedtip;

				// create the button
				if (header) { // use "Hn" header format instead of button/link
					var lvl=(header.length>5)?5:header.length;
					var btn = createTiddlyElement(createTiddlyElement(place,"h"+lvl,null,null,null),"a",null,buttonClass,title);
					btn.onclick=onClickNestedSlider;
					btn.setAttribute("href","javascript:;");
					btn.setAttribute("title",tooltip);
				}
				else
					var btn = createTiddlyButton(place,title,tooltip,onClickNestedSlider,buttonClass);
				btn.innerHTML=title; // enables use of HTML entities in label

				// set extra button attributes
				btn.setAttribute("closedtext",closedtext);
				btn.setAttribute("closedtip",closedtip);
				btn.setAttribute("openedtext",openedtext);
				btn.setAttribute("openedtip",openedtip);
				btn.sliderCookie = cookie; // save the cookiename (if any) in the button object
				btn.defOpen=defopen!=null; // save default open/closed state (boolean)
				btn.keyparam=key; // save the access key letter ("" if none)
				if (key.length) {
					btn.setAttribute("accessKey",key); // init access key
					btn.onfocus=function(){this.setAttribute("accessKey",this.keyparam);}; // **reclaim** access key on focus
				}
				btn.setAttribute("hover",hover?"true":"false");
				btn.onmouseover=function(ev) {
					// optional 'open on hover' handling
					if (this.getAttribute("hover")=="true" && this.sliderPanel.style.display=='none') {
						document.onclick.call(document,ev); // close transients
						onClickNestedSlider(ev); // open this slider
					}
					// mouseover on button aligns floater position with button
					if (window.adjustSliderPos) window.adjustSliderPos(this.parentNode,this,this.sliderPanel);
				}

				// create slider panel
				var panelClass=panelwidth?"floatingPanel":"sliderPanel";
				if (panelID) panelID=panelID.slice(1,-1); // trim off delimiters
				var panel=createTiddlyElement(place,"div",panelID,panelClass,null);
				panel.button = btn; // so the slider panel know which button it belongs to
				btn.sliderPanel=panel; // so the button knows which slider panel it belongs to
				panel.defaultPanelWidth=(panelwidth && panelwidth.length>2)?panelwidth.slice(1,-1):"";
				panel.setAttribute("transient",transient=="*"?"true":"false");
				panel.style.display = show;
				panel.style.width=panel.defaultPanelWidth;
				panel.onmouseover=function(event) // mouseover on panel aligns floater position with button
					{ if (window.adjustSliderPos) window.adjustSliderPos(this.parentNode,this.button,this); }

				// render slider (or defer until shown) 
				w.nextMatch = lookaheadMatch.index + lookaheadMatch[0].length;
				if ((show=="block")||!deferred) {
					// render now if panel is supposed to be shown or NOT deferred rendering
					w.subWikify(blockquote?createTiddlyElement(panel,"blockquote"):panel,this.terminator);
					// align floater position with button
					if (window.adjustSliderPos) window.adjustSliderPos(place,btn,panel);
				}
				else {
					var src = w.source.substr(w.nextMatch);
					var endpos=findMatchingDelimiter(src,"+++","===");
					panel.setAttribute("raw",src.substr(0,endpos));
					panel.setAttribute("blockquote",blockquote?"true":"false");
					panel.setAttribute("rendered","false");
					w.nextMatch += endpos+3;
					if (w.source.substr(w.nextMatch,1)=="\n") w.nextMatch++;
				}
			}
		}
	}
)

function findMatchingDelimiter(src,starttext,endtext) {
	var startpos = 0;
	var endpos = src.indexOf(endtext);
	// check for nested delimiters
	while (src.substring(startpos,endpos-1).indexOf(starttext)!=-1) {
		// count number of nested 'starts'
		var startcount=0;
		var temp = src.substring(startpos,endpos-1);
		var pos=temp.indexOf(starttext);
		while (pos!=-1)  { startcount++; pos=temp.indexOf(starttext,pos+starttext.length); }
		// set up to check for additional 'starts' after adjusting endpos
		startpos=endpos+endtext.length;
		// find endpos for corresponding number of matching 'ends'
		while (startcount && endpos!=-1) {
			endpos = src.indexOf(endtext,endpos+endtext.length);
			startcount--;
		}
	}
	return (endpos==-1)?src.length:endpos;
}
//}}}
//{{{
window.onClickNestedSlider=function(e)
{
	if (!e) var e = window.event;
	var theTarget = resolveTarget(e);
	while (theTarget && theTarget.sliderPanel==undefined) theTarget=theTarget.parentNode;
	if (!theTarget) return false;
	var theSlider = theTarget.sliderPanel;
	var isOpen = theSlider.style.display!="none";

	// if SHIFT-CLICK, dock panel first (see [[MoveablePanelPlugin]])
	if (e.shiftKey && config.macros.moveablePanel) config.macros.moveablePanel.dock(theSlider,e);

	// toggle label
	theTarget.innerHTML=isOpen?theTarget.getAttribute("closedText"):theTarget.getAttribute("openedText");
	// toggle tooltip
	theTarget.setAttribute("title",isOpen?theTarget.getAttribute("closedTip"):theTarget.getAttribute("openedTip"));

	// deferred rendering (if needed)
	if (theSlider.getAttribute("rendered")=="false") {
		var place=theSlider;
		if (theSlider.getAttribute("blockquote")=="true")
			place=createTiddlyElement(place,"blockquote");
		wikify(theSlider.getAttribute("raw"),place);
		theSlider.setAttribute("rendered","true");
	}

	// show/hide the slider
	if(config.options.chkAnimate && (!hasClass(theSlider,'floatingPanel') || config.options.chkFloatingSlidersAnimate))
		anim.startAnimating(new Slider(theSlider,!isOpen,e.shiftKey || e.altKey,"none"));
	else
		theSlider.style.display = isOpen ? "none" : "block";

	// reset to default width (might have been changed via plugin code)
	theSlider.style.width=theSlider.defaultPanelWidth;

	// align floater panel position with target button
	if (!isOpen && window.adjustSliderPos) window.adjustSliderPos(theSlider.parentNode,theTarget,theSlider);

	// if showing panel, set focus to first 'focus-able' element in panel
	if (theSlider.style.display!="none") {
		var ctrls=theSlider.getElementsByTagName("*");
		for (var c=0; c<ctrls.length; c++) {
			var t=ctrls[c].tagName.toLowerCase();
			if ((t=="input" && ctrls[c].type!="hidden") || t=="textarea" || t=="select")
				{ try{ ctrls[c].focus(); } catch(err){;} break; }
		}
	}
	var cookie=theTarget.sliderCookie;
	if (cookie && cookie.length) {
		config.options[cookie]=!isOpen;
		if (config.options[cookie]!=theTarget.defOpen) window.saveOptionCookie(cookie);
		else window.removeCookie(cookie); // remove cookie if slider is in default display state
	}

	// prevent SHIFT-CLICK from being processed by browser (opens blank window... yuck!)
	// prevent clicks *within* a slider button from being processed by browser
	// but allow plain click to bubble up to page background (to close transients, if any)
	if (e.shiftKey || theTarget!=resolveTarget(e))
		{ e.cancelBubble=true; if (e.stopPropagation) e.stopPropagation(); }
	Popup.remove(); // close open popup (if any)
	return false;
}
//}}}
//{{{
// click in document background closes transient panels 
document.nestedSliders_savedOnClick=document.onclick;
document.onclick=function(ev) { if (!ev) var ev=window.event; var target=resolveTarget(ev);

	if (document.nestedSliders_savedOnClick)
		var retval=document.nestedSliders_savedOnClick.apply(this,arguments);
	// if click was inside a popup... leave transient panels alone
	var p=target; while (p) if (hasClass(p,"popup")) break; else p=p.parentNode;
	if (p) return retval;
	// if click was inside transient panel (or something contained by a transient panel), leave it alone
	var p=target; while (p) {
		if ((hasClass(p,"floatingPanel")||hasClass(p,"sliderPanel"))&&p.getAttribute("transient")=="true") break;
		p=p.parentNode;
	}
	if (p) return retval;
	// otherwise, find and close all transient panels...
	var all=document.all?document.all:document.getElementsByTagName("DIV");
	for (var i=0; i<all.length; i++) {
		 // if it is not a transient panel, or the click was on the button that opened this panel, don't close it.
		if (all[i].getAttribute("transient")!="true" || all[i].button==target) continue;
		// otherwise, if the panel is currently visible, close it by clicking it's button
		if (all[i].style.display!="none") window.onClickNestedSlider({target:all[i].button})
		if (!hasClass(all[i],"floatingPanel")&&!hasClass(all[i],"sliderPanel")) all[i].style.display="none";
	}
	return retval;
};
//}}}
//{{{
// adjust floating panel position based on button position
if (window.adjustSliderPos==undefined) window.adjustSliderPos=function(place,btn,panel) {
	if (hasClass(panel,"floatingPanel") && !hasClass(panel,"undocked")) {
		// see [[MoveablePanelPlugin]] for use of 'undocked'
		var rightEdge=document.body.offsetWidth-1;
		var panelWidth=panel.offsetWidth;
		var left=0;
		var top=btn.offsetHeight; 
		if (place.style.position=="relative" && findPosX(btn)+panelWidth>rightEdge) {
			left-=findPosX(btn)+panelWidth-rightEdge; // shift panel relative to button
			if (findPosX(btn)+left<0) left=-findPosX(btn); // stay within left edge
		}
		if (place.style.position!="relative") {
			var left=findPosX(btn);
			var top=findPosY(btn)+btn.offsetHeight;
			var p=place; while (p && !hasClass(p,'floatingPanel')) p=p.parentNode;
			if (p) { left-=findPosX(p); top-=findPosY(p); }
			if (left+panelWidth>rightEdge) left=rightEdge-panelWidth;
			if (left<0) left=0;
		}
		panel.style.left=left+"px"; panel.style.top=top+"px";
	}
}
//}}}
//{{{
// TW2.1 and earlier:
// hijack Slider stop handler so overflow is visible after animation has completed
Slider.prototype.coreStop = Slider.prototype.stop;
Slider.prototype.stop = function()
	{ this.coreStop.apply(this,arguments); this.element.style.overflow = "visible"; }

// TW2.2+
// hijack Morpher stop handler so sliderPanel/floatingPanel overflow is visible after animation has completed
if (version.major+.1*version.minor+.01*version.revision>=2.2) {
	Morpher.prototype.coreStop = Morpher.prototype.stop;
	Morpher.prototype.stop = function() {
		this.coreStop.apply(this,arguments);
		var e=this.element;
		if (hasClass(e,"sliderPanel")||hasClass(e,"floatingPanel")) {
			// adjust panel overflow and position after animation
			e.style.overflow = "visible";
			if (window.adjustSliderPos) window.adjustSliderPos(e.parentNode,e.button,e);
		}
	};
}
//}}}
/***
|Name|NestedSlidersPluginInfo|
|Source|http://www.TiddlyTools.com/#NestedSlidersPlugin|
|Documentation|http://www.TiddlyTools.com/#NestedSlidersPluginInfo|
|Version|2.3.4|
|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|documentation|
|Requires||
|Overrides||
|Description|documentation for NestedSlidersPlugin|
This plugin adds new wiki syntax for embedding 'slider' panels directly into tiddler content.
!!!!!Usage
<<<
Use {{{+++}}} and {{{===}}} to delimit the slider content.  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.

Additional optional syntax elements let you specify
*default to open
*cookiename
*heading level
*floater (with optional CSS width value)
*transient display (clicking elsewhere closes panel)
*custom class/label/tooltip/accesskey
*alternate label/tooltip (displayed when panel is open)
*panelID (for later use with {{{<<DOM>>}}} macro.  See [[DOMTweaksPlugin]])
*automatic blockquote style on panel
*deferred rendering of panel content
The complete syntax, using all options, is:
//{{{
++++(cookiename)!!!!!^width^*{{class{[label=key|tooltip][altlabel|alttooltip]}}}#panelID:>...
content goes here
===
//}}}
where:
* {{{+++}}} (or {{{++++}}}) and {{{===}}}<br>marks the start and end of the slider definition, respectively.  When the extra {{{+}}} is used, the slider will be open when initially displayed.
* {{{(cookiename)}}}<br>saves the slider opened/closed state, and restores this state whenever the slider is re-rendered.
* {{{!}}} through {{{!!!!!}}}<br>displays the slider label using a formatted headline (Hn) style instead of a button/link style
* {{{^width^}}} (or just {{{^}}})<br>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)//<br>denotes "transient display": when a click occurs elsewhere in the document, the slider/floating panel will be automatically closed.  This is useful for creating 'pulldown menus' that automatically go away after they are used.  //Note: using SHIFT-click on a slider label will open/close that slider without triggering the automatic closing of any transient slider panels that are currently displayed, permitting ''temporary'' display of several transient panels at once.//
* """{{class{[label=key|tooltip][altlabel|alttooltip]}}}"""<br>uses label/tooltip/accesskey.  """{{class{...}}}""", """=key""", """|tooltip""" and """[altlabel|alttooltip]""" are optional.  'class' is any valid CSS class name, used to style the slider label text.  'key' must be a ''single letter only''.  altlabel/alttooltip specifiy alternative label/tooltip for use when slider/floating panel is displayed.
* {{{#panelID:}}}<br>defines a unique DOM element ID that is assigned to the panel element used to display the slider content.  This ID can then be used later to reposition the panel using the {{{<<DOM move id>>}}} macro (see [[DOMTweaksPlugin]]), or to access/modify the panel element through use of {{{document.getElementById(...)}}}) javascript code in a plugin or inline script.
* {{{">"}}} //(without the quotes)//<br>automatically adds blockquote formatting to slider content
* {{{"..."}}} //(without the quotes)//<br>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 supressed 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, transient, 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 panel with more specific info:
	+++^10em^[view details...|click for details]
		put some detail here, which could in turn contain a transient panel,
		perhaps 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 panel with more specific info:
	+++^10em^[view details...|click for details]
		put some detail here, which could in turn contain a transient panel,
		perhaps with a +++^25em^*[glossary definition]explaining technical terms===
	===
===
<<<
/***
|Name|NewDocumentPlugin|
|Source|http://www.TiddlyTools.com/#NewDocumentPlugin|
|Version|1.7.0|
|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||
|Description|Quickly create new TiddlyWiki documents from your existing document, with just one click|

Use the {{{<<newDocument>>}}} macro to place a "new document" link into your sidebar/mainmenu/any tiddler (wherever you like).  Select this command to automatically create a "new.html" document containing a specific set of tagged tiddlers.  Optional parameters let you specify an alternate path/filename for the new file, or different tags to match.  You can also indicate "ask" for either parameter, which will  trigger a prompt for input when the command is selected.

!!!!!Usage
<<<
{{{<<newDocument label:text prompt:text filename tag tag tag...>>}}}
{{{<<newDocument label:text prompt:text filename all>>}}}
{{{<<newDocument label:text prompt:text filename snap ID>>}}}
{{{<<newDocument label:text prompt:text filename snap here>>}}}
{{{<<newDocument label:text prompt:text nofile print ID>>}}}
{{{<<newDocument label:text prompt:text nofile print here>>}}}
 where:
* ''label:text'' defines //optional// alternative link text (replaces default "new document" display)
* ''prompt:text'' defines //optional// alternative tooltip text for 'mouseover' prompting (replaces default hard-coded tooltip text)
* ''filename'' is any local path-and-filename.  If no parameters are provided, the default is to create the file "new.html" in the current directory.  If a filename is provided without a path (i.e., there is no "/" in the input), then the current directory is also assumed.  Otherwise, this parameter is expected to contain the complete path and filename needed to write the file to your local hard disk.  If ''ask'' is used in place of the filename parameter then, when the command link is selected, a message box will be automatically displayed so you can select/enter the path and filename.
* ''tag tag tag...'' is a list of one or more space-separated tags (use quotes or {{{[[]]}}} around tags that contain spaces).  The new document will include all tiddlers that match at least one of the tags in the list.  The default is to include tiddlers tagged with <<tag includeNew>>.    The special value ''all'' may be used to match every tiddler (even those without tags).   If ''ask'' is used in place of the tags then, when the command link is selected, a message box will be automatically displayed so you can enter the desired tags at that time.
* When you use the keyword ''snap'' in place of the tags, you can generate a file containing the //rendered//  CSS-and-HTML that is currently being displayed in browser.  By default, the snapshop uses the 'contentWrapper' DOM element ID to automatically include all the TiddlyWiki elements, such as the sidebars and header, in addition to the center 'story' column containing the tiddler content.
* When you use the keyword ''print'' in place of the tags, a snapshot is generated, but the contents are not written to a file.  Instead, they are displayed in a separate browser tab/window, and the print dialog for that tab/window is automatically invoked.
* You can limit the snapshot to capture only a portion of the rendered TiddlyWiki elements by specifiying an optional alternate DOM element ID, such as "displayArea" (the entire center 'story' column) or even just a single tiddler (e.g., "tidderMyTiddlerTitle", assuming that "MyTiddlerTitle" is currently displayed).  Only the portions of the document that are contained //within// the specified DOM element will be transcribed to the resulting snapshot file.  If ''ask'' is used in place of a DOM element ID, you will be prompted to enter the ID (default is "contentWrapper") when the snapshot is being taken.  This allows you to easily enter the ID of any currently displayed tiddler to make quick snapshots of specific tiddlers.  If ''here'' is used in place of a DOM element ID, the current tiddler id is used.

Note: as of version 1.4.0 of this plugin, support for selecting tiddlers by using tag *expressions* has been replaced with simpler, more efficient "containsAny()" logic.  To create new ~TiddlyWiki documents that contain only those tiddlers selected with advanced AND/OR/NOT Boolean expressions, you can use the filtering features provided by the ExportTiddlersPlugin (see www.TiddlyTools.com/#ExportTiddlersPlugin).
<<<
!!!!!Examples:
<<<
{{{<<newDocument>>}}}
equivalent to {{{<<newDocument new.htm includeNew systemTiddlers>>}}}
creates default "new.html" containing tiddlers tagged with either<<tag includeNew>>or<<tag systemTiddlers>>
try it: <<newDocument>>

{{{<<newDocument empty.html systemTiddlers>>}}}
creates "empty.html" containing only tiddlers tagged with<<tag systemTiddlers>>
//(reproduces old-style (pre 2.0.2) empty file)//
try it: <<newDocument empty.html systemTiddlers>>

{{{<<newDocument "label:create Import/Export starter" ask importexport>>}}}
save importexport tiddlers to a new file, prompts for path/file
try it: <<newDocument "label:create Import/Export starter" ask importexport>>

{{{<<newDocument ask ask>>}}}
prompts for path/file, prompts for tags to match
try it: <<newDocument ask ask>>

{{{<<newDocument ask all>>}}}
save all current TiddlyWiki contents to a new file, prompts for path/file
try it: <<newDocument ask all>>

{{{<<newDocument ask snap>>}}}
generates snapshot of currently displayed document, prompts for path/file
try it: <<newDocument ask snap>>

{{{<<newDocument ask snap here>>}}}
generates snapshot of this tiddler ONLY, prompts for path/file
try it: <<newDocument ask snap here>>

{{{<<newDocument ask print here>>}}}
prints a snapshot of this tiddler ONLY
try it: <<newDocument nofile print here>>

<<<
!!!!!Installation
<<<
Import (or copy/paste) the following tiddlers into your document:
''NewDocumentPlugin'' (tagged with <<tag systemConfig>>)
<<<
!!!!!Revision History
<<<
''2007.12.04 [*.*.*]'' update for TW2.3.0: replaced deprecated core functions, regexps, and macros
''2007.03.30 [1.7.0]'' added support for "print" param as alternative for "snap".  When "print" is used, the filename is ignored and ouput is directed to another browser tab/window, where the print dialog is then automatically triggered.
''2007.03.30 [1.6.1]'' added support for "here" keyword for current tiddler elementID and "prompt:text" param for specifying tooltip text
''2007.02.12 [1.6.0]'' in onClickNewDocument(), reset HTML source 'markup'
''2006.10.23 [1.5.1]'' in onClickNewDocument(), get saved parameter value for snapID instead of using default "contentWrapper" (oops!)
''2006.10.18 [1.5.0]'' new optional param for 'snap'... specify alternative DOM element ID (default is still "contentWrapper").  Based on a suggestion from Xavier Verges.
''2006.08.03 [1.4.3]'' in promptForFilename(), for IE (WinXP only), added handling for UserAccounts.CommonDialog
''2006.07.29 [1.4.2]'' in onClickNewDocument(), okmsg display is now linked to newly created file
''2006.07.24 [1.4.1]'' in promptForFilename(), check for nsIFilePicker.returnCancel to allow nsIFilePicker.returnOK **OR** nsIFilePicker.returnReplace to be processed.
''2006.05.23 [1.4.0]'' due to very poor performance, support for tag *expressions* has been removed, in favor of a simpler "containsAny()" scan for tags.
''2006.04.09 [1.3.6]'' in onClickNewDocument, added call to convertUnicodeToUTF8() to better handle international characters.
''2006.03.15 [1.3.5]'' added nsIFilePicker() handler for selecting filename in moz-based browsers.  IE and other non-moz browsers still use simple prompt() dialog
''2006.03.15 [1.3.0]'' added "label:text" param for custom link text.  added special "all" filter parameter for "save as..." handling (writes all tiddlers to output file)
''2006.03.09 [1.2.0]'' added special "snap" filter parameter to generate and write "snapshot" files containing static HTML+CSS for currently rendered document.
''2006.02.24 [1.1.2]'' Fix incompatiblity with TW 2.0.5 by removing custom definition of getLocalPath() (which is now part of TW core)
''2006.02.03 [1.1.1]'' concatentate 'extra' params so that tag expressions don't have to be quoted.   moved all text to 'formatted' string definitions for easier translation.
''2006.02.03 [1.1.0]'' added support for tag EXPRESSIONS.  plus improved documentation and code cleanup
''2006.02.03 [1.0.0]'' Created.
<<<
!!!!!Credits
<<<
This feature was developed by EricShulman from [[ELS Design Studios|http:/www.elsdesign.com]]
<<<
!!!!!Code
***/
//{{{
version.extensions.newDocument = {major: 1, minor: 7, revision: 0, date: new Date(2007,3,30)};

config.macros.newDocument = {
	newlabel: "new document",
	newprompt: "Create a new TiddlyWiki 'starter' document",
	newdefault: "new.html",
	allparam: "all",
	saveaslabel: "save as...",
	saveasprompt: "Save current TiddlyWiki to a different file",
	printparam: "print",
	snapparam: "snap",
	snaplabel: "create a snapshot",
	snapprompt: "Create a 'snapshot' of the current TiddlyWiki display",
	snapdefault: "snapshot.html",
	snapID: "contentWrapper",
	snapIDprompt: "Please enter a DOM element ID for the desired content",
	snapIDerrmsg: "Unrecognized document element ID: '%0'",
	askparam: "ask",
	hereparam: "here",
	labelparam: "label:",
	promptparam: "prompt:",
	fileprompt: "Please enter a filename",
	filter: "includeNew",
	filterprompt: "Match one or more tags:\n(space-separated, use [[...]] around tags containing spaces)",
	filtererrmsg: "Error in tag filter '%0'",
	snapmsg: "Document snapshot written to %1",
	okmsg: "%0 tiddlers written to %1",
	failmsg: "An error occurred while creating %0"
};

config.macros.newDocument.handler = function(place,macroName,params) {

	var path=getLocalPath(document.location.href);
	var slashpos=path.lastIndexOf("/"); if (slashpos==-1) slashpos=path.lastIndexOf("\\"); 
	if (slashpos!=-1) path = path.substr(0,slashpos+1); // remove filename from path, leave the trailing slash

	if (params[0] && params[0].substr(0,config.macros.newDocument.labelparam.length)==config.macros.newDocument.labelparam)
		var label=params.shift().substr(config.macros.newDocument.labelparam.length)
	if (params[0] && params[0].substr(0,config.macros.newDocument.promptparam.length)==config.macros.newDocument.promptparam)
		var prompt=params.shift().substr(config.macros.newDocument.promptparam.length)
	var filename=params.shift(); if (!filename) filename=config.macros.newDocument.newdefault;
	if (params[0]==config.macros.newDocument.snapparam || params[0]==config.macros.newDocument.printparam) {
		var printmode=(params[0]==config.macros.newDocument.printparam);
		params.shift();
		if (!label) var label=config.macros.newDocument.snaplabel;
		if (!prompt) var prompt=config.macros.newDocument.snapprompt;
		var defaultfile=config.macros.newDocument.snapdefault;
		var snapID=config.macros.newDocument.snapID;// default to "contentWrapper"
		if (params[0]) var snapID=params.shift(); // alternate DOM element for snapshot
	}
	if (params[0]==config.macros.newDocument.allparam) {
		if (!label) var label=config.macros.newDocument.saveaslabel;
		if (!prompt) var prompt=config.macros.newDocument.saveasprompt;
		var defaultfile=getLocalPath(document.location.href);
		var slashpos=defaultfile.lastIndexOf("/"); if (slashpos==-1) slashpos=defaultfile.lastIndexOf("\\");
		if (slashpos!=-1) defaultfile=defaultfile.substr(slashpos+1); // get filename only
	}
	if (!prompt) var prompt=config.macros.newDocument.newprompt;
	if (!label) var label=config.macros.newDocument.newlabel;
	if (!defaultfile) var defaultfile=config.macros.newDocument.newdefault;

	var btn=createTiddlyButton(place,label,prompt,onClickNewDocument);
	btn.path=path;
	btn.file=filename;
	btn.defaultfile=defaultfile;
	btn.snapID=snapID; // NULL unless snapshot is being taken
	btn.printmode=printmode;
	btn.filter=params.length?params:[config.macros.newDocument.filter]; 
}

// IE needs explicit global scoping for functions called by browser events
window.onClickNewDocument=function(e)
{
	if (!e) var e = window.event; var btn=resolveTarget(e);

	// assemble document content, write file, report result
	var okmsg=config.macros.newDocument.okmsg;
	var failmsg=config.macros.newDocument.failmsg;
	var count=0;
	var out="";
	if (btn.snapID) { // HTML+CSS snapshot
		var snapID=btn.snapID;
		if (btn.snapID==config.macros.newDocument.askparam)
			snapID=prompt(config.macros.newDocument.snapIDprompt,config.macros.newDocument.snapID);
		if (btn.snapID==config.macros.newDocument.hereparam)
			{ var here=story.findContainingTiddler(btn); if (here) snapID=here.id; }
		if (!document.getElementById(snapID)) { // if specified element does not exist
			if (snapID) // ID=null if prompt was cancelled by user
				displayMessage(config.macros.newDocument.snapIDerrmsg.format([snapID]));
			e.cancelBubble = true; if (e.stopPropagation) e.stopPropagation(); return(false);
		}
		var styles=document.getElementsByTagName("style");
		out+="<html>\n<head>\n<style>\n";
		for(var i=0; i < styles.length; i++)
			out +="/* stylesheet from tiddler:"+styles[i].getAttribute("id")+" */\n"+styles[i].innerHTML+"\n\n";
		out+="</style>\n</head>\n<body>\n\n"+document.getElementById(snapID).innerHTML+"\n\n</body>\n</html>";
		okmsg=config.macros.newDocument.snapmsg;
	} else { // TW starter document
		// get the TiddlyWiki core code source
		var sourcefile=getLocalPath(document.location.href);
		var source=loadFile(sourcefile);
		if(source==null) { alert(config.messages.cantSaveError); return null; }
		// reset existing HTML source markup
		source=updateMarkupBlock(source,"PRE-HEAD");
		source=updateMarkupBlock(source,"POST-HEAD");
		source=updateMarkupBlock(source,"PRE-BODY");
		source=updateMarkupBlock(source,"POST-BODY");
		// find store area
		var posOpeningDiv=source.indexOf(startSaveArea);
		var posClosingDiv=source.lastIndexOf(endSaveArea);
		if((posOpeningDiv==-1)||(posClosingDiv==-1)) { alert(config.messages.invalidFileError.format([sourcefile])); return; }
		// get the matching tiddler divs
		var match=btn.filter;
		if (match[0]==config.macros.newDocument.askparam) { // ask user for tags
			var newfilt=prompt(config.macros.newDocument.filterprompt,config.macros.newDocument.filter);
			if (!newfilt) return;  // cancelled by user
			match=newfilt.readMacroParams();
		}
		var storeAreaDivs=[];
		var tiddlers=store.getTiddlers('title');
		for (var i=0; i<tiddlers.length; i++)
			if (match[0]==config.macros.newDocument.allparam || (tiddlers[i].tags && tiddlers[i].tags.containsAny(match)) )
				storeAreaDivs.push(store.getSaver().externalizeTiddler(store,tiddlers[i]));
		out+=source.substr(0,posOpeningDiv+startSaveArea.length);
		out+=convertUnicodeToUTF8(storeAreaDivs.join("\n"))+"\n\t\t";
		out+=source.substr(posClosingDiv);
		count=storeAreaDivs.length;
	}
	if (btn.printmode) {
		var win=window.open("","_blank","");
		win.document.open();
		win.document.writeln(out);
		win.document.close();
		win.focus(); // bring to front
		win.print(); // trigger print dialog
	} else {
		// get output path/filename
		var filename=btn.file;
		if (filename==config.macros.newDocument.askparam)
			filename=promptForFilename(config.macros.newDocument.fileprompt,btn.path,btn.defaultfile);
		if (!filename) return; // cancelled by user
		// if specified file does not include a path, assemble fully qualified path and filename
		var slashpos=filename.lastIndexOf("/"); if (slashpos==-1) slashpos=filename.lastIndexOf("\\");
		if (slashpos==-1) filename=btn.path+filename;
		var ok=saveFile(filename,out);
		var msg=ok?okmsg.format([count,filename]):failmsg.format([filename]);
		var link=ok?"file:///"+filename.replace(/\\/g,'/'):""; // change local path to link text
		clearMessage(); displayMessage(msg,link);
	}
	e.cancelBubble = true; if (e.stopPropagation) e.stopPropagation(); return(false);
}
//}}}

//{{{
function promptForFilename(msg,path,file)
{
	if(window.Components) { // moz
		try {
			netscape.security.PrivilegeManager.enablePrivilege('UniversalXPConnect');
			var nsIFilePicker = window.Components.interfaces.nsIFilePicker;
			var picker = Components.classes['@mozilla.org/filepicker;1'].createInstance(nsIFilePicker);
			picker.init(window, msg, nsIFilePicker.modeSave);
			var thispath = Components.classes['@mozilla.org/file/local;1'].createInstance(Components.interfaces.nsILocalFile);
			thispath.initWithPath(path);
			picker.displayDirectory=thispath;
			picker.defaultExtension='html';
			picker.defaultString=file;
			picker.appendFilters(nsIFilePicker.filterAll|nsIFilePicker.filterText|nsIFilePicker.filterHTML);
			if (picker.show()!=nsIFilePicker.returnCancel) var result=picker.file.persistentDescriptor;
		}
		catch(e) { alert('error during local file access: '+e.toString()) }
	}
	else { // IE
		try { // XP only
			var s = new ActiveXObject('UserAccounts.CommonDialog');
			s.Filter='All files|*.*|Text files|*.txt|HTML files|*.htm;*.html|';
			s.FilterIndex=3; // default to HTML files;
			s.InitialDir=path;
			s.FileName=file;
			if (s.showOpen()) var result=s.FileName;
		}
		catch(e) { var result=prompt(msg,path+file); } // fallback for non-XP IE
	}
	return result;
}
//}}}
{{iframe{''Note'': This is a "framed" page from the '' '' web site. You can click on <<fullscreen>> to toggle full-screen mode, or you can view this page in a separate browser tab or window at http://ning.com}}}
<html><iframe
	src = "http://ning.com"
	title = "Ning"
	style="
		background-color:#ffffff; 
		border-color:#ffffff;
		border:none;"
	width = "100%"
	height = "1000"
	frameborder = "0"
	scrolling = "yes">
</iframe></html>
> 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@@
<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/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>
''~OneWebDay'' was founded in 2006 as an all volunteer campaign to build an active community of Internet advocates in the United States and around the world.  Originally imagined as a celebration of the World Wide Web – the services and content the Internet carries – and as an Earth Day for the Internet -~OneWebDay has grown into a movement of organizations, citizens and consumers who are committed to universal and equal access to the Internet.  Now in its fourth year, ~OneWebDay has a full-time Executive Director, powerful new partners and is planning events in 50 cities across the globe in 2009.

''~OneWebDay'' takes place annually on September 22, marked by a variety of activities, with a new theme each year.  The 2009 theme is “One Web. For All” and focuses on volunteer service and expanding opportunity.  Recognizing that ~OneWebDay technology volunteers, and the communities they wish to reach, can best be served on weekends and evenings, ''~OneWebDay'' is coordinating with [[Mozilla Service Week]] (September 14-21) to provide more volunteer opportunities.
''OneWebDay'' - concived as an Earth Day for the Internet - was founded in 2006 as an all volunteer campaign to build an active community of Internet advocates in the United States and around the world.  Originally imagined as a celebration of the World Wide Web – the services and content the Internet carries ~OneWebDay has grown into a movement of organizations, citizens and consumers who are committed to universal and equal access to the Internet.  Now in its fourth year, ~OneWebDay has a full-time Executive Director, powerful new partners and is planning events in 50 cities across the globe in 2009.

''OneWebDay'' takes place annually on September 22, marked by a variety of activities, with a new theme each year.  The 2009 theme is ''One Web. For All'' and focuses on volunteer service and expanding opportunity.  Recognizing that ~OneWebDay technology volunteers, and the communities they wish to reach, can best be served on weekends and evenings, ''~OneWebDay'' is coordinating with [[Mozilla Service Week]] (September 14-21) to provide more volunteer opportunities.

<<oh "OneWebDay web site">>  <<oh "OneWebDay NYC web site">>
{{iframe{''Note'': This is a "framed" page from the ''OneWebDay NYC'' web site. You can click on <<fullscreen>> to toggle full-screen mode, or you can view this page in a separate browser tab or window at http://www.onewebday.org/nyc}}}
<html><iframe
	src = "http://www.onewebday.org/nyc"
	title = "OneWebDay NYC"
	style="
		background-color:#ffffff; 
		border-color:#ffffff;
		border:none;"
	width = "100%"
	height = "1000"
	frameborder = "0"
	scrolling = "yes">
</iframe></html>
/***
|Name|''OpenHereMacro'' |h
|Author |[[Robert Pollard]] |
|Version |1.0 |
|Date|2009.08.26 - Wednesday, 26 August 2009 |
|Description |Creates an internal link that opens the tiddler immediately below the link, building on Eric Shulman's NestedSlidersPlugin  |
|Source |http://www.climatechange3.net/#OpenHereMacro |
|Requires |[[NestedSlidersPlugin]] - http://www.TiddlyTools.com/#NestedSlidersPlugin |
***/
/***
!!!Example
{{{<<oh "Climate Change 3.0">>}}}
<<oh "Climate Change 3.0">>
!!!Installation
Import (or copy/paste) this tiddler into your document: and tag it with "systemConfig"
!!!Note
This macro generates the following syntax:
<<<
{{{
+++[TiddlerName]
<<tiddler "TiddlerName">>

===
}}}
<<<
!!!Code
***/
//{{{
config.macros.oh = {};
config.macros.oh.handler= function(place,macroName,params) {
   var key=params[0];
   wikify('+++['+key+']\n\n<'+'<tiddler "'+key+'">'+'>\n\n===\n',place)
}
//}}}
@@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/iccpr-op.htm@@
<html><iframe
	title = "Optional Protocol to the International Covenant on Civil and Political Rights"
	src = "http://www.un-documents.net/iccpr-op.htm"
	style="
		background-color:#ffffff; 
		border-color:#ffffff;
		border:none;"
	width = "100%"
	height = "1000"
	frameborder = "0"
	scrolling = "yes">
</iframe></html>
''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 +++
> Achievements
> Signs of Crisis
> The Challenge
> Strategies for Sustainable Food Security
> Food for the Future
===

!!!6. Species and Ecosystems: Resources for Development +++
> The Problem: Character and Extent
> Extinction Patterns and Trends
> Some Causes of Extinction
> Economic Values at Stake
> New Approach: Anticipate and Prevent
> International Action for National Species*
> Scope for National Action
> The Need for Action
===

!!![[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 Adopted by the WCED Experts Group on Environmental Law|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]]
<<<
<!--{{{-->
<div class='header' macro='gradient vert [[ColorPalette::PrimaryLight]] [[ColorPalette::PrimaryMid]]'>
<div class='headerShadow'>
<span class='siteTitle' refresh='content' tiddler='SiteTitle'></span>
<br>
<span class='siteSubtitle' refresh='content' tiddler='SiteSubtitle'></span>
</div>
<div class='headerForeground'>
<span class='siteTitle' refresh='content' tiddler='SiteTitle'></span>
<br>
<span class='siteSubtitle' refresh='content' tiddler='SiteSubtitle'></span>
</div>
</div>
<div id='mainMenu' refresh='content' tiddler='MainMenu'></div>
<div id='displayArea'>
<div id='messageArea'></div>
<div id='tiddlerDisplay'></div>
</div>
<!--}}}-->
/***
|''Name''|PaletteViewMacro|
|''Version''|0.2|
|''Author''|FND|
|''Source''|[[FND's DevPad|http://devpad.tiddlyspot.com/#PaletteViewMacro]]|
|''License''|[[Creative Commons Attribution-ShareAlike 3.0 License|http://creativecommons.org/licenses/by-sa/3.0/]]|
|''~CoreVersion''|2.1|
|''Type''|macro|
|''Requires''|N/A|
|''Overrides''|N/A|
|''Description''|Displays color palettes.|
!Notes
There is also [[ViewPalettePlugin|http://simon.tiddlyspot.com/#ViewPalettePlugin]], which currently does not work with TiddlyWiki v2.2 though.
!Usage
{{{
<<paletteView [tiddler name]>>
}}}
!!Example
<<paletteView [[ColorPalette]]>>
!Revision History
!!v0.1 (2007-11-18)
* initial release
!!v0.2 (2007-11-20)
* limited processing to slices containing [[actual color values|http://www.w3.org/TR/CSS21/syndata.html#color-units]]
* changed fallback value to the tiddler the macro is called from (instead of using [[ColorPalette]])
!To Do
* selection list for all available palettes (tag-based)
* parameter for custom table class
* customizable column order
* documentation (e.g. using from within [[ViewTemplate]])
!Code
***/
//{{{
config.macros.paletteView = {};

config.macros.paletteView.handler = function(place, macroName, params, wikifier, paramString, tiddler) {
	var title = params[0] || tiddler.title;
	//var palettes = store.getTaggedTiddlers(params[0]); // DEBUG: yet to be implemented
	var colors = store.calcAllSlices(title);
	var labels = [];
	for(var c in colors) {
		if(this.isColor(colors[c])) {
			labels.push(c);
		}
	}
	if(labels.length > 0) {
		var output = "|!Sample|!Value|!Name|h\n";
		for(var i = 0; i < labels.length; i++) {
			output += "|padding:0 4em;background-color:" + colors[labels[i]] + ";&nbsp;|"
				+ "{{{" + colors[labels[i]] + "}}}|"
				+ "[[" + labels[i] + "|" + title + "]]|\n";
		}
		wikify(output, place);
	}
};

config.macros.paletteView.isColor = function(s) {
	var colors = ["Black", "Green", "Silver", "Lime", "Gray", "Olive", "White", "Yellow",
		"Maroon", "Navy", "Red", "Blue", "Purple", "Teal", "Fuchsia", "Aqua", "Orange"];
	var match = s.match(/^#[0-9A-F]{3}$|^#[0-9A-F]{6}$|^RGB\([\d,\s]{5,}\)$/i);
	if(match) return true;
	if(colors.contains(s)) return true;
	return false;
};
//}}}
A central focus of the ''Peace Caucus'' is on the [[Wild Cards in Climate Change: Weather Warfare, Geoengineering and ENMOD]]
{{iframe{''Note'': This is a "framed" page from the ''Peace Cubes'' web site. You can click on <<fullscreen>> to toggle full-screen mode, or you can view this page in a separate browser tab or window at http://www.peace-cubes.net/}}}
<html><iframe
	src = "http://www.peace-cubes.net/"
	title = "Peace Cubes - light & colour in a digital universe"
	style="
		background-color:#ffffff; 
		border-color:#ffffff;
		border:none;"
	width = "100%"
	height = "1000"
	frameborder = "0"
	scrolling = "yes">
</iframe></html>
{{iframe{''Note'': This is a "framed" page from the '' '' web site. You can click on <<fullscreen>> to toggle full-screen mode, or you can view this page in a separate browser tab or window at http://www.un-documents.net/jburgpln.htm}}}
<html><iframe
	src = "http://www.un-documents.net/jburgpln.htm"
	title = "Plan of Implementation of the World Summit on Sustainable Development"
	style="
		background-color:#ffffff; 
		border-color:#ffffff;
		border:none;"
	width = "100%"
	height = "1000"
	frameborder = "0"
	scrolling = "yes">
</iframe></html>
<<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>>
/*{{{*/
@media print #hoverMenu, .toolbar, .tagglyTagging, .tagglyTagged, .editTags {
display: none;
}
@media print {
font-family: arial;
}
@media print .header .siteTitle {
display: none;
}
/*}}}*/
!!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]].
/***
| 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();

//}}}
The following recently created or updated tiddler uses the syntax {{{<<timeline better:true firstDay:20071118>>}}} to display tiddlers that have been edited since November 18, 2007, the date this TiddyWiki site was initiated - using the [[Better timeline plugin macro]] This display of the titles of "tiddlers" and can give you some 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:20071118>>
!!![[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]]
{{iframe{''Note'': This is a "framed" page from the '' '' web site. You can click on <<fullscreen>> to toggle full-screen mode, or you can view this page in a separate browser tab or window at http://habitat.igc.org/agenda21/eea.htm}}}
<html><iframe
	src = "http://habitat.igc.org/agenda21/eea.htm"
	title = "References to Education in Agenda 21"
	style="
		background-color:#ffffff; 
		border-color:#ffffff;
		border:none;"
	width = "100%"
	height = "1000"
	frameborder = "0"
	scrolling = "yes">
</iframe></html>
/***
***/

//{{{

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

//}}}
''Plan B 2.1'' //(beta)//  is a TiddlyPerfect "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.ngo-education.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
|>|>|>|>|<<search>> |
| in:|titles |text |tags |hold |
||<<option chkSearchTitles>> |<<option chkSearchText>> |<<option chkSearchTags>> |<<option chkHoldSearches>> |
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();}
// %/

Once you have [[downloaded this web site|Download this template]], 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 TiddlyWiki site ... 
* 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 - is composed of the [[Custom Menu]] and the [[Administrative Menu]], both of which make extensive use of sub-menus using the NestedSlidersPlugin
** The [[Custom Menu]] - at the the top of the [[Main Menu|MainMenu]] - displays a customized menu that you create for your own site, and that highlights key aspects of your organization or capaign's information<br>+++[Custom Menu]
> <<tiddler "Custom Menu">>
===

** [[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.<br>+++[Administrative Menu]
<<tiddler "Administrative Menu">>
===


* MarkupPreHead - "meta tags" for browsers & search engines & to define the opening<br>+++[Splash Screen]
<<tiddler "Site 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.<br> +++[Templates and Stylesheets]
> <<tiddler "Templates & 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;
}
/*}}}*/
<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">
This tiddler is useful for designing and developing the Splash Screen that displays when the site is loaded, allowing you to see the results without having to reload the page. Once you are satisfied with the results, you can edit the tiddler, and copy everything between &lt;html&gt; and &lt;/html&gt; into the MarkupPreHead tiddler.

<html>
<div id="SplashScreen" style="display: block; text-align: center; width: 100%;  padding: 10px; background-color:#fff; color:#8b1516; font-size:12pt; line-height:140%; font-family:comic sans ms; garamond;">
<p align="center">
<img src="http://www.ngo-framework.net/udhr60+centred-699x278.png" alt="Draft Colour logo to inspire the Universal Realization of the Universal Declaration on Human Rights @ 60+">
<p>
<span style="font-size: 240%;font-weight:bold;">
Dignity&nbsp;&&nbsp;Justice&nbsp;for&nbsp;All&nbsp;of&nbsp;Us
</span>
<p>
<span style="font-size: 110%;">
A template for participation in the Coming of Age, and the Universal Realization, of the
</span>
<p>
<span style="font-size: 220%;">
Universal Declaration of Human Rights
</span>
<p>
<div style="color:#070;">
<span style="font-size: 95%;">Please be patient while this Open Source, Creative Commons, TiddlyWiki web site is loading<blink> ...</blink> 
<p>
We trust your patience will be rewarded; for some of us, the rewards and wonders of  a TiddlyWiki universe may come quickly - in a wiki way; for others, more patience may be required, especially for those of us who are as old, or older than, the Universal Declaration.
<br>
<b>Requires Javascript.</b>
</span>
</div>
<p>
<div style="color:#04b;font-family:bookman old style;">
<span style="font-size:95%;">
This template is under development in support of preparations for, participation in, and follow-up to, the
</span>
<p>
<span style="font-size: 180%;">
<b>61st Annual DPI/NGO Conference</b></span>
</span>
<br>
<span style="font-size: 140%;">
3-5 September 2008, Paris, France
</span>
<br>
<img src="http://www.ngo-framework.net/ngo-dpi-79x100.jpg" alt="Logo of the NGO/DPI Executive Committee"> <img style="border-top:20px;" src="http://www.ngo-framework.net/dpi-ngo-200x106.png" alt="Logo of the United Nations DPI/NGO Section"> 
<img src="http://www.ngo-framework.net/congo-116x87.png" width="116" height="87" alt="Logo of CONGO: the Conference Of Non-Governmental Organizations in Consultative Relationship with the United Nations">
<p>
<span style="font-size: 90%;width:50%">An open partnership facilitated by the <b>Research, Communications and Website Sub-Committee</b> of the <b>Planning Committee</b> for the <b>61st Annual DPI/NGO Conference</b> - itself a partnership between the <b>United Nations Department of Public Information</b> and the <b>NGO/DPI Executive Committee</b> - and the <b>Information and Communications Sub-Committee</b> of the <b>NGO Committee on Education</b> of <b>CONGO</b> - the <b>C</b>onference <b>O</b>f <b>N</b>on-<b>G</b>overnmental <b>O</b>rganizations 
in Consultative Relationship with the United Nations</b> - and through diverse support.& resource networks.
</div>
</div>
</html>
 &nbsp; &nbsp; &nbsp; &nbsp;United Nations Decade of Education for Sustainable Development<br>  &nbsp; &nbsp; &nbsp; &nbsp; in a Creative Commons, Open Source Climate
[<img[http://www.congo-education.net/congo-100x76.png]] &nbsp; &nbsp; NGO Committee on Education
http://www.congo-education.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
{{iframe{''Note'': This is a "framed" page from the '' '' web site. You can click on <<fullscreen>> to toggle full-screen mode, or you can view this page in a separate browser tab or window at http://softwarefreedomday.org/}}}
<html><iframe
	src = "http://softwarefreedomday.org/"
	title = "Software Freedom Day"
	style="
		background-color:#ffffff; 
		border-color:#ffffff;
		border:none;"
	width = "100%"
	height = "1000"
	frameborder = "0"
	scrolling = "yes">
</iframe></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;
}
//}}}
/*{{{*/
* html .tiddler {
    height: 1%;
}

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

.large {
font-size:120%;
font-weight:bold;
}
.medium {
font-size:110%;
font-weight:bold;
}
.small {
font-size:85%;
font-weight:normal;
}
.smaller {
font-size:70%;
font-weight:normal;
}
.right {
text-align:right;
align:right;
}
.center {
text-align:center;
}
.iframe {
font-size:85%;
}
.border-right {
padding-right:10px;
}
#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;
}

.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{
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<<<
//"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.
//Sydney, Australia, 9 September 2007// - [[Official pdf version|http://203.127.220.67/etc/medialib/apec_media_library/downloads/news_uploads/2007aelm.Par.0001.File.tmp/07_aelm_ClimateChangeEnergySec.pdf]]
<<<
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.
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| 7|[[SidebarStyles]]| 630|@@css@@|
| 8|[[StyleSheet]]| 5131|@@css@@|
| 9|[[StyleSheetColors]]| 6704|@@excludeLists,layout@@|
| 10|[[TagglyTaggingStyles]]| 1554|@@styles,tagglytagging,mptw@@|
| 11|[[Templates & Stylesheets]]| 1502|@@palette,styles,templates@@|
/***
|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|
|Version|1.7.0|
|Author|Eric Shulman|
|Original Author|Clint Checketts|
|License|http://www.TiddlyTools.com/#LegalStatements|
|~CoreVersion|2.1|
|Type|plugin|
|Description|present a 'cloud' of tags (or links) using proportional font display|
!Usage
<<<
{{{
<<cloud type action:... limit:... tag tag tag ...>>
<<cloud type action:... limit:... +TiddlerName>>
<<cloud type action:... limit:... -TiddlerName>>
<<cloud type action:... limit:... =tagvalue>>
}}}
where:
* //type// is a keyword, one of:
** ''tags'' (default) - displays a cloud of tags, based on frequency of use
** ''links'' - displays a cloud of tiddlers, based on number of links //from// each tiddler
** ''references'' - displays a cloud of tiddlers, based on number of links //to// each tiddler
* ''action:popup'' (default) - clicking a cloud item shows a popup with links to related tiddlers<br>//or//<br> ''action:goto'' - clicking a cloud item immediately opens the tiddler corresponding to that item
* ''limit:N'' (optional) - restricts the cloud display to only show the N most popular tags/links
* ''tag tag tag...'' (or ''title title title'' if ''links''/''references'' is used)<br>shows all tags/links in the document //except// for those listed as macro parameters
* ''+TiddlerName''<br>show only tags/links read from a space-separated, bracketed list stored in a separate tiddler.
* ''-TiddlerName''<br>show all tags/links //except// those read from a space-separated, bracketed list stored in a separate tiddler.
* ''=tagvalue'' (//only if type=''tags''//)<br>shows only tags that are themselves tagged with the indicated tag value (i.e., ~TagglyTagging usage)
//note: for backward-compatibility, you can also use the macro {{{<<tagCloud ...>>}}} in place of {{{<<cloud ...>>}}}//
<<<
!Examples
<<<
//all tags excluding<<tag systemConfig>>, <<tag excludeMissing>> and <<tag script>>//
{{{<<cloud systemConfig excludeMissing script>>}}}
{{groupbox{<<cloud systemConfig excludeMissing script>>}}}
//top 10 tags excluding<<tag systemConfig>>, <<tag excludeMissing>> and <<tag script>>//
{{{<<cloud limit:10 systemConfig excludeMissing script>>}}}
{{groupbox{<<cloud limit:10 systemConfig excludeMissing script>>}}}
//tags listed in// [[FavoriteTags]]
{{{<<cloud +FavoriteTags>>}}}
{{groupbox{<<cloud +FavoriteTags>>}}}
//tags NOT listed in// [[FavoriteTags]]
{{{<<cloud -FavoriteTags>>}}}
{{groupbox{<<cloud -FavoriteTags>>}}}
//links to tiddlers tagged with 'package'//
{{{<<cloud action:goto =package>>}}}
{{groupbox{<<cloud action:goto =package>>}}}
//top 20 most referenced tiddlers//
{{{<<cloud references limit:20>>}}}
{{groupbox{<<cloud references limit:20>>}}}
//top 20 tiddlers that contain the most links//
{{{<<cloud links limit:20>>}}}
{{groupbox{<<cloud links limit:20>>}}}
<<<
!Revisions
<<<
2009.07.17 [1.7.0] added {{{-TiddlerName}}} parameter to exclude tags that are listed in the indicated tiddler
2009.02.26 [1.6.0] added {{{action:...}}} parameter to apply popup vs. goto action when clicking cloud items
2009.02.05 [1.5.0] added ability to show links or back-links (references) instead of tags and renamed macro to {{{<<cloud>>}}} to reflect more generalized usage.
2008.12.16 [1.4.2] corrected group calculation to prevent 'group=0' error
2008.12.16 [1.4.1] revised tag filtering so excluded tags don't affect calculations
2008.12.15 [1.4.0] added {{{limit:...}}} parameter to restrict the number of tags displayed to the top N most popular
2008.11.15 [1.3.0] added {{{+TiddlerName}}} parameter to include only tags that are listed in the indicated tiddler
2008.09.05 [1.2.0] added '=tagname' parameter to include only tags that are themselves tagged with the specified value (i.e., ~TagglyTagging usage)
2008.07.03 [1.1.0] added 'segments' property to macro object.  Extensive code cleanup
<<<
!Code
***/
//{{{
version.extensions.TagCloudPlugin= {major: 1, minor: 7 , revision: 0, date: new Date(2009,7,17)};
//Originally created by Clint Checketts, contributions by Jonny Leroy and Eric Shulman
//Currently maintained and enhanced by Eric Shulman
//}}}
//{{{
config.macros.cloud = {
	tagstip: "%1 tiddlers tagged with '%0'",
	refslabel: " (%0 references)",
	refstip: "%1 tiddlers have links to '%0'",
	linkslabel: " (%0 links)",
	linkstip: "'%0' has links to %1 other tiddlers",
	groups: 9,
	init: function() {
		config.macros.tagCloud=config.macros.cloud; // for backward-compatibility
		config.shadowTiddlers.TagCloud='<<cloud>>';
		config.shadowTiddlers.StyleSheetTagCloud=
			'/*{{{*/\n'
			+'.tagCloud span {line-height: 3.5em; margin:3px;}\n'
			+'.tagCloud1{font-size: 80%;}\n'
			+'.tagCloud2{font-size: 100%;}\n'
			+'.tagCloud3{font-size: 120%;}\n'
			+'.tagCloud4{font-size: 140%;}\n'
			+'.tagCloud5{font-size: 160%;}\n'
			+'.tagCloud6{font-size: 180%;}\n'
			+'.tagCloud7{font-size: 200%;}\n'
			+'.tagCloud8{font-size: 220%;}\n'
			+'.tagCloud9{font-size: 240%;}\n'
			+'/*}}}*/\n';
		setStylesheet(store.getTiddlerText('StyleSheetTagCloud'),'tagCloudsStyles');
	},
	getLinks: function(tiddler) { // get list of links to existing tiddlers and shadows
		if (!tiddler.linksUpdated) tiddler.changed();
		var list=[]; for (var i=0; i<tiddler.links.length; i++) {
			var title=tiddler.links[i];
			if (store.isShadowTiddler(title)||store.tiddlerExists(title))
				list.push(title);
		}
		return list;
	},
	handler: function(place,macroName,params) {
		// unpack params
		var inc=[]; var ex=[]; var limit=0; var action='popup';
		var links=(params[0]&&params[0].toLowerCase()=='links'); if (links) params.shift();
		var refs=(params[0]&&params[0].toLowerCase()=='references'); if (refs) params.shift();
		if (params[0]&&params[0].substr(0,7).toLowerCase()=='action:')
			action=params.shift().substr(7).toLowerCase();
		if (params[0]&&params[0].substr(0,6).toLowerCase()=='limit:')
			limit=parseInt(params.shift().substr(6));
		while (params.length) {
			if (params[0].substr(0,1)=='+') { // read taglist from tiddler
				inc=inc.concat(store.getTiddlerText(params[0].substr(1),'').readBracketedList());
			} else if (params[0].substr(0,1)=='-') { // exclude taglist from tiddler
				ex=ex.concat(store.getTiddlerText(params[0].substr(1),'').readBracketedList());
			} else if (params[0].substr(0,1)=='=') { // get tag list using tagged tags
				var tagged=store.getTaggedTiddlers(params[0].substr(1));
				for (var t=0; t<tagged.length; t++) inc.push(tagged[t].title);
			} else ex.push(params[0]); // exclude params
			params.shift();
		}
		// get all items, include/exclude specific items
		var items=[];
		var list=(links||refs)?store.getTiddlers('title','excludeLists'):store.getTags();
		for (var t=0; t<list.length; t++) {
			var title=(links||refs)?list[t].title:list[t][0];
			if (links)	var count=this.getLinks(list[t]).length;
			else if (refs)	var count=store.getReferringTiddlers(title).length;
			else 		var count=list[t][1];
			if ((!inc.length||inc.contains(title))&&(!ex.length||!ex.contains(title)))
				items.push({ title:title, count:count });
		}
		if(!items.length) return;
		// sort by decending count, limit results (optional)
		items=items.sort(function(a,b){return(a.count==b.count)?0:(a.count>b.count?-1:1);});
		while (limit && items.length>limit) items.pop();
		// find min/max and group size
		var most=items[0].count;
		var least=items[items.length-1].count;
		var groupSize=(most-least+1)/this.groups;
		// sort by title and draw the cloud of items
		items=items.sort(function(a,b){return(a.title==b.title)?0:(a.title>b.title?1:-1);});
		var cloudWrapper = createTiddlyElement(place,'div',null,'tagCloud',null);
		for (var t=0; t<items.length; t++) {
			cloudWrapper.appendChild(document.createTextNode(' '));
			var group=Math.ceil((items[t].count-least)/groupSize)||1;
			var className='tagCloudtag tagCloud'+group;
			var tip=refs?this.refstip:links?this.linkstip:this.tagstip;
			tip=tip.format([items[t].title,items[t].count]);
			if (action=='goto') { // TAG/LINK/REFERENCES GOTO
				var btn=createTiddlyLink(cloudWrapper,items[t].title,true,className);
				btn.title=tip;
				btn.style.fontWeight='normal';
			} else if (!links&&!refs) { // TAG POPUP
				var btn=createTiddlyButton(cloudWrapper,items[t].title,tip,onClickTag,className);
				btn.setAttribute('tag',items[t].title);
			} else { // LINK/REFERENCES POPUP
				var btn=createTiddlyButton(cloudWrapper,items[t].title,tip,
					function(ev) { var e=ev||window.event; var cmt=config.macros.cloud;
						var popup = Popup.create(this);
						var title = this.getAttribute('tiddler');
						var count = this.getAttribute('count');
						var refs  = this.getAttribute('refs')=='T';
						var links = this.getAttribute('links')=='T';
						var label = (refs?cmt.refslabel:cmt.linkslabel).format([count]);
						createTiddlyLink(popup,title,true);
						createTiddlyText(popup,label);
						createTiddlyElement(popup,'hr');
						if (refs) {
							popup.setAttribute('tiddler',title);
							config.commands.references.handlePopup(popup,title);
						}
						if (links) {
							var tiddler = store.fetchTiddler(title);
							var links=config.macros.cloud.getLinks(tiddler);
							for(var i=0;i<links.length;i++)
								createTiddlyLink(createTiddlyElement(popup,'li'),
									links[i],true);
						}
						Popup.show();
						e.cancelBubble=true; if(e.stopPropagation) e.stopPropagation();
						return false;
					}, className);
				btn.setAttribute('tiddler',items[t].title);
				btn.setAttribute('count',items[t].count);
				btn.setAttribute('refs',refs?'T':'F');
				btn.setAttribute('links',links?'T':'F');
				btn.title=tip;
			}
		}
	}
};
//}}}
/***
| 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;
}
/*}}}*/
<<tiddler "Recommendations of the Tbilisi Intergovernmental Conference on 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]]
!!!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 [[Convention on the Rights of the Child|http://www.un-documents.net/crc.htm]]. 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.
@@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
# 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.
# 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.
# Parents have a prior right to choose the kind of education that shall be given to their children. 
> ''Article 26, [[Universal Declaration of Human Rights]]
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 [[http://www.ngo-education.net/wealth-of-networks| http://www.ngo-education.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>>
/***
|Name|TiddlerTweakerPlugin|
|Source|http://www.TiddlyTools.com/#TiddlerTweakerPlugin|
|Version|2.4.0|
|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||
|Description|select multiple tiddlers and modify author, created, modified and/or tag values|
~TiddlerTweaker is a tool for TiddlyWiki authors.  It allows you to select multiple tiddlers from a listbox, either by direct interaction or automatically matching specific criteria.  You can then modify the creator, author, created, modified and/or tag values of those tiddlers using a compact set of form fields.  The values you enter into the fields simultantously overwrite the existing values in all tiddlers you have selected.
!!!!!Usage
<<<
{{{<<tiddlerTweaker>>}}}
{{smallform{<<tiddlerTweaker>>}}}
By default, any tags you enter into the TiddlerTweaker will //replace// the existing tags in all the tiddlers you have selected.  However, you can also use TiddlerTweaker to quickly filter specified tags from the selected tiddlers, while leaving any other tags assigned to those tiddlers unchanged:
>Any tag preceded by a "+" (plus) or "-" (minus), will be added or removed from the existing tags //instead of replacing the entire tag definition// of each tiddler (e.g., enter "-excludeLists" to remove that tag from all selected tiddlers.  When using this syntax, care should be taken to ensure that //every// tag is preceded by "+" or "-", to avoid inadvertently overwriting any other existing tags on the selected tiddlers.  (note: the "+" or "-" prefix on each tag value is NOT part of the tag value, and is only used by TiddlerTweaker to control how that tag value is processed)
Important Notes:
* Inasmuch as TiddlerTweaker is a 'power user' tool that can perform 'batch' functions (operating on many tiddlers at once), you should always have a recent backup of your document (or "save changes" just *before* tweaking the tiddlers), just in case you "shoot yourself in the foot".
* By design, TiddlerTweaker does NOT update the 'modified' date of tiddlers simply by making changes to the tiddler's values.  A tiddler's dates are ONLY updated when the corresponding 'created' and/or 'modified' checkboxes are selected and you enter new values for those dates.  As a general rule, after using TiddlerTweaker, always ''//remember to save your document//'' when you are done, even though the tiddler timeline tab may not show any recently modified tiddlers.
* Because you may be changing the values on many tiddlers simultaneously, selecting and updating all tiddlers in a document operation may take a while and your browser might warn about an "unresponsive script"... you should give it a whole bunch of time to 'continue'... it should complete the processing... eventually.
<<<
!!!!!Revisions
<<<
2009.03.30 [2.4.0] added 'sort by modifier'
2009.01.22 [2.3.0] added support for text pattern find/replace
2008.10.27 [2.2.3] in setTiddlers(), fixed Safari bug by replacing static Array.concat(...) with new Array().concat(...)
2008.09.07 [2.2.2] added removeCookie() function for compatibility with [[CookieManagerPlugin]]
2008.05.12 [2.2.1] replace built-in backstage "tweak" task with tiddler tweaker control panel (moved from BackstageTweaks)
2008.01.13 [2.2.0] added "auto-selection" links: all, changed, tags, title, text
2007.12.26 [2.1.0] added support for managing 'creator' custom field (see [[CoreTweaks]])
2007.11.01 [2.0.3] added config.options.txtTweakerSortBy for cookie-based persistence of list display order preference setting.
2007.09.28 [2.0.2] in settiddlers() and deltiddlers(), added suspend/resume notification handling (improves performance when operating on multiple tiddlers)
2007.08.03 [2.0.1] added shadow definition for [[TiddlerTweaker]] tiddler for use as parameter references with {{{<<tiddler>>, <<slider>> or <<tabs>>}}} macros.
2007.08.03 [2.0.0] converted from inline script
2006.01.01 [1.0.0] initial release
<<<
!!!!!Code
***/
//{{{
version.extensions.TiddlerTweakerPlugin= {major: 2, minor: 4, revision: 0, date: new Date(2009,1,22)};

// shadow tiddler
config.shadowTiddlers.TiddlerTweaker="<<tiddlerTweaker>>";

/// backstage task
if (config.tasks) { // for TW2.2b3 or above
	config.tasks.tweak.tooltip="review/modify tiddler internals: dates, authors, tags, etc.";
	config.tasks.tweak.content="{{smallform small groupbox{<<tiddlerTweaker>>}}}";
}

if (config.options.txtTweakerSortBy==undefined) config.options.txtTweakerSortBy="modified";

// if removeCookie() function is not defined by TW core, define it here.
if (window.removeCookie===undefined) {
	window.removeCookie=function(name) {
		document.cookie = name+'=; expires=Thu, 01-Jan-1970 00:00:01 UTC; path=/;'; 
	}
}

config.macros.tiddlerTweaker = {
	html: '<form style="display:inline"><!--\
		--><table style="padding:0;margin:0;border:0;width:100%"><tr valign="top" style="padding:0;margin:0;border:0"><!--\
		--><td style="text-align:center;white-space:nowrap;width:99%;padding:0;margin:0;border:0"><!--\
			--><font size=-2><div style="text-align:left;"><span style="float:right"><!--\
			-->&nbsp; <a href="javascript:;" \
				title="select all tiddlers"\
				onclick="\
				var f=this; while (f&&f.nodeName.toLowerCase()!=\'form\')f=f.parentNode;\
				for (var t=0; t<f.list.options.length; t++)\
					if (f.list.options[t].value.length) f.list.options[t].selected=true;\
				config.macros.tiddlerTweaker.selecttiddlers(f.list);\
				return false">all</a><!--\
			-->&nbsp; <a href="javascript:;" \
				title="select tiddlers that are new/changed since the last file save"\
				onclick="\
				var lastmod=new Date(document.lastModified);\
				var f=this; while (f&&f.nodeName.toLowerCase()!=\'form\')f=f.parentNode;\
				for (var t=0; t<f.list.options.length; t++) {\
					var tid=store.getTiddler(f.list.options[t].value);\
					f.list.options[t].selected=tid&&tid.modified>lastmod;\
				}\
				config.macros.tiddlerTweaker.selecttiddlers(f.list);\
				return false">changed</a><!--\
			-->&nbsp; <a href="javascript:;" \
				title="select tiddlers with at least one matching tag"\
				onclick="\
				var t=prompt(\'Enter space-separated tags (match ONE)\');\
				if (!t||!t.length) return false;\
				var tags=t.readBracketedList();\
				var f=this; while (f&&f.nodeName.toLowerCase()!=\'form\')f=f.parentNode;\
				for (var t=0; t<f.list.options.length; t++) {\
					f.list.options[t].selected=false;\
					var tid=store.getTiddler(f.list.options[t].value);\
					if (tid&&tid.tags.containsAny(tags)) f.list.options[t].selected=true;\
				}\
				config.macros.tiddlerTweaker.selecttiddlers(f.list);\
				return false">tags</a><!--\
			-->&nbsp; <a href="javascript:;" \
				title="select tiddlers whose titles include matching text"\
				onclick="\
				var txt=prompt(\'Enter a title (or portion of a title) to match\');\
				if (!txt||!txt.length) return false;\
				var f=this; while (f&&f.nodeName.toLowerCase()!=\'form\')f=f.parentNode;\
				for (var t=0; t<f.list.options.length; t++) {\
					f.list.options[t].selected=f.list.options[t].value.indexOf(txt)!=-1;\
				}\
				config.macros.tiddlerTweaker.selecttiddlers(f.list);\
				return false">titles</a><!--\
			-->&nbsp; <a href="javascript:;" \
				title="select tiddlers containing matching text"\
				onclick="\
				var txt=prompt(\'Enter tiddler text (content) to match\');\
				if (!txt||!txt.length) return false;\
				var f=this; while (f&&f.nodeName.toLowerCase()!=\'form\')f=f.parentNode;\
				for (var t=0; t<f.list.options.length; t++) {\
					var tt=store.getTiddlerText(f.list.options[t].value,\'\');\
					f.list.options[t].selected=(tt.indexOf(txt)!=-1);\
				}\
				config.macros.tiddlerTweaker.selecttiddlers(f.list);\
				return false">text</a> &nbsp;<!--\
			--></span><span>select tiddlers</span><!--\
			--></div><!--\
			--></font><select multiple name=list size="11" style="width:99.99%" \
				title="use click, shift-click and/or ctrl-click to select multiple tiddler titles" \
				onclick="config.macros.tiddlerTweaker.selecttiddlers(this)" \
				onchange="config.macros.tiddlerTweaker.setfields(this)"><!--\
			--></select><br><!--\
			-->show<input type=text size=1 value="11" \
				onchange="this.form.list.size=this.value; this.form.list.multiple=(this.value>1);"><!--\
			-->by<!--\
			--><select name=sortby size=1 \
				onchange="config.macros.tiddlerTweaker.init(this.form,this.value)"><!--\
			--><option value="title">title</option><!--\
			--><option value="size">size</option><!--\
			--><option value="modified">modified</option><!--\
			--><option value="created">created</option><!--\
			--><option value="modifier">modifier</option><!--\
			--></select><!--\
			--><input type="button" value="refresh" \
				onclick="config.macros.tiddlerTweaker.init(this.form,this.form.sortby.value)"<!--\
			--> <input type="button" name="stats" disabled value="totals..." \
				onclick="config.macros.tiddlerTweaker.stats(this)"><!--\
		--></td><td style="white-space:nowrap;padding:0;margin:0;border:0;width:1%"><!--\
			--><div style="text-align:left"><font size=-2>&nbsp;modify values</font></div><!--\
			--><table border=0 style="width:100%;padding:0;margin:0;border:0;"><tr style="padding:0;border:0;"><!--\
			--><td style="padding:1px;border:0;white-space:nowrap"><!--\
				--><input type=checkbox name=settitle unchecked \
					title="allow changes to tiddler title (rename tiddler)" \
					onclick="this.form.title.disabled=!this.checked">title<!--\
			--></td><td style="padding:1px;border:0;white-space:nowrap"><!--\
				--><input type=text name=title size=35 style="width:98%" disabled><!--\
			--></td></tr><tr style="padding:0;border:0;"><td style="padding:1px;border:0;white-space:nowrap"><!--\
				--><input type=checkbox name=setcreator unchecked \
					title="allow changes to tiddler creator" \
					onclick="this.form.creator.disabled=!this.checked">created by<!--\
			--></td><td style="padding:1px;border:0;white-space:nowrap"><!--\
				--><input type=text name=creator size=35 style="width:98%" disabled><!--\
			--></td></tr><tr style="padding:0;border:0;"><td style="padding:1px;border:0;white-space:nowrap"><!--\
				--><input type=checkbox name=setwho unchecked \
					title="allow changes to tiddler author" \
					onclick="this.form.who.disabled=!this.checked">modified by<!--\
			--></td><td style="padding:1px;border:0;white-space:nowrap"><!--\
				--><input type=text name=who size=35 style="width:98%" disabled><!--\
			--></td></tr><tr style="padding:0;border:0;"><td style="padding:1px;border:0;white-space:nowrap"><!--\
				--><input type=checkbox name=setcdate unchecked \
					title="allow changes to created date" \
					onclick="var f=this.form; f.cm.disabled=f.cd.disabled=f.cy.disabled=f.ch.disabled=f.cn.disabled=!this.checked"><!--\
				-->created on<!--\
			--></td><td style="padding:1px;border:0;white-space:nowrap"><!--\
				--><input type=text name=cm size=2 style="width:2em;padding:0;text-align:center" disabled><!--\
				--> / <input type=text name=cd size=2 style="width:2em;padding:0;text-align:center" disabled><!--\
				--> / <input type=text name=cy size=4 style="width:3em;padding:0;text-align:center" disabled><!--\
				--> at <input type=text name=ch size=2 style="width:2em;padding:0;text-align:center" disabled><!--\
				--> : <input type=text name=cn size=2 style="width:2em;padding:0;text-align:center" disabled><!--\
			--></td></tr><tr style="padding:0;border:0;"><td style="padding:1px;border:0;white-space:nowrap"><!--\
				--><input type=checkbox name=setmdate unchecked \
					title="allow changes to modified date" \
					onclick="var f=this.form; f.mm.disabled=f.md.disabled=f.my.disabled=f.mh.disabled=f.mn.disabled=!this.checked"><!--\
				-->modified on<!--\
			--></td><td style="padding:1px;border:0;white-space:nowrap"><!--\
				--><input type=text name=mm size=2 style="width:2em;padding:0;text-align:center" disabled><!--\
				--> / <input type=text name=md size=2 style="width:2em;padding:0;text-align:center" disabled><!--\
				--> / <input type=text name=my size=4 style="width:3em;padding:0;text-align:center" disabled><!--\
				--> at <input type=text name=mh size=2 style="width:2em;padding:0;text-align:center" disabled><!--\
				--> : <input type=text name=mn size=2 style="width:2em;padding:0;text-align:center" disabled><!--\
			--></td></tr><tr style="padding:0;border:0;"><td style="padding:1px;border:0;white-space:nowrap"><!--\
				--><input type=checkbox name=replacetext unchecked\
					title="find/replace matching text" \
					onclick="this.form.pattern.disabled=this.form.replacement.disabled=!this.checked">replace text<!--\
			--></td><td style="padding:1px;border:0;white-space:nowrap"><!--\
				--><input type=text name=pattern size=15 value="" style="width:40%" disabled \
					title="enter TEXT PATTERN (regular expression)"> with <!--\
				--><input type=text name=replacement size=15 value="" style="width:40%" disabled \
					title="enter REPLACEMENT TEXT"><!--\
			--></td></tr><tr style="padding:0;border:0;"><td style="padding:1px;border:0;white-space:nowrap"><!--\
				--><input type=checkbox name=settags checked \
					title="allow changes to tiddler tags" \
					onclick="this.form.tags.disabled=!this.checked">tags<!--\
			--></td><td style="padding:1px;border:0;white-space:nowrap"><!--\
				--><input type=text name=tags size=35 value="" style="width:98%" \
					title="enter new tags or use \'+tag\' and \'-tag\' to add/remove tags from existing tags"><!--\
			--></td></tr></table><!--\
			--><div style="text-align:center"><!--\
			--><nobr><input type=button name=display disabled style="width:32%" value="display tiddlers" \
				onclick="config.macros.tiddlerTweaker.displaytiddlers(this)"><!--\
			--> <input type=button name=del disabled style="width:32%" value="delete tiddlers" \
				onclick="config.macros.tiddlerTweaker.deltiddlers(this)"><!--\
			--> <input type=button name=set disabled style="width:32%" value="update tiddlers" \
				onclick="config.macros.tiddlerTweaker.settiddlers(this)"></nobr><!--\
			--></div><!--\
		--></td></tr></table><!--\
		--></form><span style="display:none"><!--content replaced by tiddler "stats"--></span>\
	',
	handler: function(place,macroName,params,wikifier,paramString,tiddler) {
		var span=createTiddlyElement(place,"span");
		span.innerHTML=this.html;
		this.init(span.firstChild,config.options.txtTweakerSortBy);
	},
	init: function(f,sortby) { // initialize form controls
		if (!f) return; // form might not be rendered yet...
		while (f.list.options[0]) f.list.options[0]=null; // empty current list content
		var tids=store.getTiddlers(sortby);
		if (sortby=='size') // descending order
			tids.sort(function(a,b) {return a.text.length > b.text.length ? -1 : (a.text.length == b.text.length ? 0 : +1);});
		var who='';
		for (i=0; i<tids.length; i++) { var t=tids[i];
			var label=t.title; var value=t.title;
			switch (sortby) {
				case 'modified':
				case 'created':
					var t=tids[tids.length-i-1]; // reverse order
					var when=t[sortby].formatString('YY.0MM.0DD 0hh:0mm ');
					label=when+t.title;
					value=t.title;
					break;
				case 'size':
					label='['+t.text.length+'] '+label;
					break;
				case 'modifier':
				case 'creator':
					if (who!=t[sortby]) {
						who=t[sortby];
						f.list.options[f.list.length]=new Option('by '+who+':','',false,false);
					}
					label='\xa0\xa0\xa0'+label; // indent
					break;
			}
			f.list.options[f.list.length]=new Option(label,value,false,false);
		}
		f.title.value=f.who.value=f.creator.value=f.tags.value="";
		f.cm.value=f.cd.value=f.cy.value=f.ch.value=f.cn.value="";
		f.mm.value=f.md.value=f.my.value=f.mh.value=f.mn.value="";
		f.stats.disabled=f.set.disabled=f.del.disabled=f.display.disabled=true;
		f.settitle.disabled=false;
		config.options.txtTweakerSortBy=sortby; // remember current setting
		f.sortby.value=sortby; // sync droplist selection with current setting
		if (sortby!="modified") // non-default preference... save cookie
			saveOptionCookie("txtTweakerSortBy");
		else removeCookie("txtTweakerSortBy"); // default preference... clear cookie
	},
	selecttiddlers: function(here) { // enable/disable tweaker fields based on number of items selected
		// count how many tiddlers are selected
		var f=here.form; var list=f.list;
		var c=0; for (i=0;i<list.length;i++) if (list.options[i].selected) c++;
		if (c>1) f.title.disabled=true;
		if (c>1) f.settitle.checked=false;
		f.set.disabled=(c==0);
		f.del.disabled=(c==0);
		f.display.disabled=(c==0);
		f.settitle.disabled=(c>1);
		f.stats.disabled=(c==0);
		var msg=(c==0)?'select tiddlers':(c+' tiddler'+(c!=1?'s':'')+' selected');
		here.previousSibling.firstChild.firstChild.nextSibling.innerHTML=msg;
		if (c) clearMessage(); else displayMessage("no tiddlers selected");
	},
	setfields: function(here) { // set tweaker edit fields from first selected tiddler
		var f=here.form;
		if (!here.value.length) {
			f.title.value=f.who.value=f.creator.value=f.tags.value="";
			f.cm.value=f.cd.value=f.cy.value=f.ch.value=f.cn.value="";
			f.mm.value=f.md.value=f.my.value=f.mh.value=f.mn.value="";
			return;
		}
		var tid=store.getTiddler(here.value); if (!tid) return;
		f.title.value=tid.title;
		f.who.value=tid.modifier;
		f.creator.value=tid.fields['creator']||''; // custom field - might not exist
		f.tags.value=tid.tags.join(' ');
		var c=tid.created; var m=tid.modified;
		f.cm.value=c.getMonth()+1;
		f.cd.value=c.getDate();
		f.cy.value=c.getFullYear();
		f.ch.value=c.getHours();
		f.cn.value=c.getMinutes();
		f.mm.value=m.getMonth()+1;
		f.md.value=m.getDate();
		f.my.value=m.getFullYear();
		f.mh.value=m.getHours();
		f.mn.value=m.getMinutes();
	},
	settiddlers: function(here) {
		var f=here.form; var list=f.list;
		var tids=[];
		for (i=0;i<list.length;i++) if (list.options[i].selected) tids.push(list.options[i].value);
		if (!tids.length) { alert("please select at least one tiddler"); return; }
		var cdate=new Date(f.cy.value,f.cm.value-1,f.cd.value,f.ch.value,f.cn.value);
		var mdate=new Date(f.my.value,f.mm.value-1,f.md.value,f.mh.value,f.mn.value);
		if (tids.length>1 && !confirm("Are you sure you want to update these tiddlers:\n\n"+tids.join(', '))) return;
		store.suspendNotifications();
		for (t=0;t<tids.length;t++) {
			var tid=store.getTiddler(tids[t]); if (!tid) continue;
			var title=!f.settitle.checked?tid.title:f.title.value;
			var who=!f.setwho.checked?tid.modifier:f.who.value;
			var text=tid.text;
			if (f.replacetext.checked) text=text.replace(new RegExp(f.pattern.value,'mg'),f.replacement.value);
			var tags=tid.tags;
			if (f.settags.checked) { 
				var intags=f.tags.value.readBracketedList();
				var addtags=[]; var deltags=[]; var reptags=[];
				for (i=0;i<intags.length;i++) {
					if (intags[i].substr(0,1)=='+')
						addtags.push(intags[i].substr(1));
					else if (intags[i].substr(0,1)=='-')
						deltags.push(intags[i].substr(1));
					else
						reptags.push(intags[i]);
				}
				if (reptags.length)
					tags=reptags;
				if (addtags.length)
					tags=new Array().concat(tags,addtags);
				if (deltags.length)
					for (i=0;i<deltags.length;i++)
						{ var pos=tags.indexOf(deltags[i]); if (pos!=-1) tags.splice(pos,1); }
			}
			if (!f.setcdate.checked) cdate=tid.created;
			if (!f.setmdate.checked) mdate=tid.modified;
			store.saveTiddler(tid.title,title,text,who,mdate,tags,tid.fields);
			if (f.setcreator.checked) store.setValue(tid.title,'creator',f.creator.value); // set creator
			if (f.setcdate.checked) tid.assign(null,null,null,null,null,cdate); // set create date
		}
		store.resumeNotifications();
		this.init(f,f.sortby.value);
	},
	displaytiddlers: function(here) {
		var f=here.form; var list=f.list;
		var tids=[];
		for (i=0; i<list.length;i++) if (list.options[i].selected) tids.push(list.options[i].value);
		if (!tids.length) { alert("please select at least one tiddler"); return; }
		story.displayTiddlers(story.findContainingTiddler(f),tids)
	},
	deltiddlers: function(here) {
		var f=here.form; var list=f.list;
		var tids=[];
		for (i=0;i<list.length;i++) if (list.options[i].selected) tids.push(list.options[i].value);
		if (!tids.length) { alert("please select at least one tiddler"); return; }
		if (!confirm("Are you sure you want to delete these tiddlers:\n\n"+tids.join(', '))) return;
		store.suspendNotifications();
		for (t=0;t<tids.length;t++) {
			var tid=store.getTiddler(tids[t]); if (!tid) continue;
			if (tid.tags.contains("systemConfig"))
				if (!confirm("'"+tid.title+"' is tagged with 'systemConfig'.\n\nRemoving this tiddler may cause unexpected results.  Are you sure?"))
					continue;
			store.removeTiddler(tid.title);
			story.closeTiddler(tid.title);
		}
		store.resumeNotifications();
		this.init(f,f.sortby.value);
	},
	stats: function(here) {
		var f=here.form; var list=f.list; var tids=[]; var out=''; var tot=0;
		var target=f.nextSibling;
		for (i=0;i<list.length;i++) if (list.options[i].selected) tids.push(list.options[i].value);
		if (!tids.length) { alert("please select at least one tiddler"); return; }
		for (t=0;t<tids.length;t++) {
			var tid=store.getTiddler(tids[t]); if (!tid) continue;
			out+='[['+tid.title+']] '+tid.text.length+'\n'; tot+=tid.text.length;
		}
		var avg=tot/tids.length;
		out=tot+' bytes in '+tids.length+' selected tiddlers ('+avg+' bytes/tiddler)\n<<<\n'+out+'<<<\n';
		removeChildren(target);
		target.innerHTML="<hr><font size=-2><a href='javascript:;' style='float:right' "
			+"onclick='this.parentNode.parentNode.style.display=\"none\"'>close</a></font>";
		wikify(out,target);
		target.style.display="block";
	}
};
//}}}
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//
The following TiddlyPerfect web sites are currently online or under development Please note that all of these sites are under development:

|>|Available online|h
|TiddlyPerfect|http://www.tiddlyperfect.net|
|[[Economics of Climate Change: The Stern Review]]|http://www.ngo-education.net/stern-review|
|[[Plan B 3.0 (beta): Rescuing a Planet Under Stress and a Civilization in Trouble]]|http://www.ngo-education.net/plan-b|
|[[Workshop on Education, Youth & Technology for Sustainable Development]]|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 Information]]|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 "ImportTiddlers" 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.

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.
/***
| Name|ToggleTagPlugin|
| Description:|Makes a checkbox which toggles a tag in a tiddler|
| Version|3.0 ($Rev: 1845 $)|
| Date|''2007.03.16'' 15:19:22 +1000 (''Fri, 16 Mar 2007'') |
| Source:|http://tiddlyspot.com/mptw/#ToggleTagPlugin|
| Author|Simon Baird <simon.baird@gmail.com>|
| License:|[[Simon Baird's BSD license]]|
| CoreVersion:|2.1|
| Description|Makes a checkbox which toggles a tag in a tiddler|
!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'>>|
Notes:
* If TiddlerName doesn't exist it will be silently created
* Set label to '-' to specify no label
* See also http://mgtd-alpha.tiddlyspot.com/#ToggleTag2

!Known issues
* Doesn't smoothly handle the case where you toggle a tag in a tiddler that is current open for editing

***/
//{{{

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;
			label = (label == '-' ? '' : label);
			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.setTiddlerTag(title,this.checked,tag);
				return true;
			});
		}
	}
});

//}}}

@@font-size:90%;''Note'': This is a "framed" page from the web site of  [[Information Habitat: Where Information Lives]].
You can view this page in a separate browser tab or window at http://habitat.igc.org/csdngo/1997/es2ngo1.htm@@
<html><iframe
	src = "http://habitat.igc.org/csdngo/1997/es2ngo1.html"
	title = "Towards Earth Summit II: Recommendations for Actions and Commitments at Earth Summit II"
	style="
		background-color:#ffffff; 
		border-color:#ffffff;
		border:none;"
	width = "100%"
	height = "1000"
	frameborder = "0"
	scrolling = "yes">
</iframe></html>
!!!<<gradient horiz #fc3 #fff>>&nbsp;TWHelpSearchDoc^^<<tiddler CloseThisOpen with: ThirdPartyPlugins  '« back'>>|<<toolbar editTiddler>>» ^^>>
''Now you can have the same search as used on TW Help.''

* Get this plugin here TwHelpSearchPlugin or here:
* http://twhelp.tiddlyspot.com/#TwHelpSearchPlugin

Optionally you can put this+++[search box]<<tiddler SearchBox>>===in SideBarOptions as seen on TW Help.+++[see the code]
{{{
|>|>|>|<<search>> |
|>|>| look for in |>|>|
| <<option chkSearchTitles>> | <<option chkSearchText>> | <<option chkSearchTags>> | <<option chkHoldSearches>> |
| titles |  text  | tags | hold |
}}}
===


----
''A Plugin Tweak for:'' SearchOptionsPlugin
!!!<<gradient horiz #abf #fff>>&nbsp;Description>>
<<<
The TwHelpSearchPlugin defines an alternative format for the ~SearchResults tiddler that is generated by the SearchOptionsPlugin . It presents the search results in tabular form numbering the rows and showing the tiddler title, the size in bytes, and the tags.  It is ready to be used with the [[SortableGridPlugin|http://solo.dc3.com/tw/#SortableGridPlugin]] (check versions) so any column can be sorted; such as size in ascending or descending order.
<<<
!!!<<gradient horiz #abf #fff>>Installation>>
If you have already installed SearchOptionsPlugin then your AdvancedOptions will have already been modified by that plugin to include the following: +++[see the code for this]
{{{
<<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 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^^[1]^^
<<<
 ^^[1]^^@@color:#C06;(This option is critical in preventing normal ~TiddlyWiki search method.)@@

TwHelpSearchPlugin requires an additional insertion into AdvancedOptions for the option of holding the search results and appending any number of additional searches.  +++[see the code for this]
{{{
<<option chkHoldSearches>> Hold search results
}}}
===

<<<
<<option chkHoldSearches>> Hold search results
<<<
TwHelpSearchPlugin will attempt to add this to AdvancedOptions upon installation.

|bgcolor:#FCF;''NOTE:''  If either plugin fails to install their options; add them manually by pasting the code for them into AdvancedOptions.|
!!!End
/***
''TwHelpSearch'' for TiddlyWiki 2.0.x to 2.2.x
^^author: Morris S. Gray
source: http://twhelp.tiddlyspot.com/#TwHelpSearchPlugin
license: [[Creative Commons Attribution-ShareAlike 2.5 License|http://creativecommons.org/licenses/by-sa/2.5/]]^^

|>|>|>|<<search>> |
|>|>| look for in |>|>|
| <<option chkSearchTitles>> | <<option chkSearchText>> | <<option chkSearchTags>> | <<option chkHoldSearches>> |
| titles |  text  | tags | hold |

''A Plugin Tweak for:'' SearchOptionsPlugin
!!!!!Description
<<<
This plugin defines an alternative format for the SearchResults tiddler that is generated by the SearchOptionsPlugin . It presents the search results in tabular form numbering the rows; and showing the tiddler title, the size in bytes, and the tags.  It is ready to be used with the [[SortableGridPlugin|http://solo.dc3.com/tw/#SortableGridPlugin]] (check versions) so any column can be sorted; such as size in ascending or descending order.
<<<
!!!!!Installation
<<<
Import (or copy/paste) the following tiddlers into your ~TiddlyWiki:
* http://twhelp.tiddlyspot.com/#TwHelpSearchPlugin
*SearchOptionsPlugin from http://www.tiddlytools.com/#SearchOptionsPlugin
* Get more documentation here TwHelpSearchDoc or here:
* http://twhelp.tiddlyspot.com/#TwHelpSearchDoc
<<<
!!!!!Revision History
<<<

''2007.09.12  [1.0.6]''
Added overflow scroll to TWHelp-SearchResults for long titles or tags.
''2006.02.03  [1.0.5]''
Added facility for holding the results of multiple searches with tick box on dashboard.
''2006.02.02  [1.0.4]''
Added several options, cleaned up design.Planning one version basic and one with added options this is the added options version.
''2006.01.27  [1.0.3''
Added a column for the size of the text in each tiddler, this does not include the size of the title or tags.  Added overall TW statistics button requires TiddlerStatsPlugin.
''2006.01.23 [1.0.2 ]''
''a)''Changed function reportSearchResults(text,matches) to  window.reportSearchResults=function(text,matches)
''b)''Added a line so that Incremental Search is automatically disabled config.options.chkSearchIncremental=false; turn off key-by-key searching
''c)''Removed space inside parens. bgcolor(#fe8 )" to "bgcolor(#fe8)".  This
is what was causing IE to 'crap out' halfway through drawing the table
headings.
''d)''Added {{{config.options.chkSearchList=true;}}}
''2006.01.20 [1.0.1]''
ELS: reportSearchResults() definition moved to this Plugin Tweak tiddler and removed extranous code
''2006.01.19 [1.0.0]''
This is an adaptation of Eric Shulman's SearchOptionsPlugin. Adapted by MorrisGray to provide search results in table form. All the necessary controls for refining the search is provided within the table including slide-down access to AdvancedOptions.
<<<
!!!!!Code
***/

//{{{
if (config.options.chkSinglePageMode==undefined) config.options.chkSinglePageMode=false;
if (config.options.chkRegExpSearch==undefined) config.options.chkRegExpSearch=true;
if (config.options.chkSearchTitles==undefined) config.options.chkSearchTitles=false;
if (config.options.chkSearchText==undefined) config.options.chkSearchText=true;
if (config.options.chkSearchTags==undefined) config.options.chkSearchTags=false;
if (config.options.chkSearchTitlesFirst==undefined) config.options.chkSearchTitlesFirst=true;
if (config.options.chkSearchList==undefined) config.options.chkSearchList=true;
if (config.options.chkSearchIncremental==undefined) config.options.chkSearchIncremental=false;
if (config.options.chkToggleLinks==true) config.options.chkToggleLinks=false;
if (config.options.chkHoldSearches==undefined) config.options.chkHoldSearches=false;
if (config.options.chkSortTags==undefined) config.options.chkSortTags=false;

config.options.chkToggleLinks=false;
config.options.chkSinglePageMode=false;
config.options.chkHoldSearches=false;
config.options.chkSearchIncremental=false;
config.options.chkHttpReadOnly = false;
config.options.chkRegExpSearch=true;
config.options.chkSearchList=true;
config.options.chkToggleLinks=false;

config.shadowTiddlers.AdvancedOptions += "\n<<option chkHoldSearches>> Hold search results";


//}}}

//{{{

// Give the report a custom name
config.macros.search.reportTitle="TWHelp-SearchResults";

// Override default SearchOptionsPlugin formatting for SearchResults tiddler
window.reportSearchResults=function(text,matches)

{
  
        var title=config.macros.search.reportTitle
	config.macros.search.reportTitle;
	var q = config.options.chkRegExpSearch ? "/" : "'";
        if (!config.options.chkHoldSearches)  body="";

body+="\n|>|bgcolor(#8af):@@color(#000080):''"+config.macros.search.successMsg.format([matches.length,q+"{{{"+text+"}}}"+q])+"''@@|bgcolor(#8af):  @@color(#A00000): SearchHelp@@ "+"|"+"\n";
        body+="|>|>|bgcolor(#E3FFE3):<<search>> <<option chkSearchTitles>> Titles <<option chkSearchText>> Text <<option chkSearchTags>>Tags <<option chkHoldSearches>> Hold |"+"\n";
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 [<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. 
''UNESCO'' - the United Nation Educational, Scientific and Cultural Organization - was founded on 16 November, 1945. Among its many responsibilities, UNESCO was designated with the lead responsibility within the UN system for the [[United Nations Decade of Education for Sustainable Development]] by [[General Assembly resolution 57/254|57/254. United Nations Decade of Education for Sustainable Development]]  and with the coordinating role for the ''United Nations Literacy Decade: Education for all'' by [[General Assembly resolution 56/116|56/116. United Nations Literacy Decade: education for all]]
* [[Key Documents on Education for Sustainable Development]]
* [[Key Documents on Education for All]]
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/ 
> 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/@@
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@@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/a3r217a.htm@@
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The Interface Options use the {{{<<option>>}}} built-in macro to 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. 

Your username for signing your edits: <<option txtUserName>>
Conventionally, TiddlyWiki developers suggest this bewritten as a WikiWord (eg JoeBloggs), however TiddlyPerfect recommends a user name with separate elements, eg Firstname Lastname, a Nickname or an organizational name. Note that you will only be able to create or edit tiddlers if the page you are editing is on a local drive 

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----
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!!!Private Settings: 
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!!Plugins
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<!--}}}-->
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.
Welcome to the web site of the ''NGO Committee on Education'', 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 - in support of the  [[United Nations Decade of Education for Sustainable Development]] (2005-2014) and related Decades.  The web site is being developed by the [[Information and Communications Sub-Committee]] based on guidelines and recommendations contained in the June 1997 [[Information Ecology Recommendations|Information Ecology: NGO Recommendations]] contained in [[Towards Earth Summit II: Recommendations for Actions and Commitments at Earth Summit II]] and the November 1997 [[CONGO Resolution on Information and Communications]] and, more generally on the recognition of the critical role of modern information and communications technology in education for sustainable development, and as a key foundation for a path to sustainable development.
{{iframe{''Note'': This is a "framed" page from the ''WiserEarth'' web site. You can click on <<fullscreen>> to toggle full-screen mode, or you can view this page in a separate browser tab or window at }}}
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The [[NGO Committee on Education]] was a co-sponsor and organizer - with [[Rotary International]], [[UNESCO]], [[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 2006 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 on a home computer running Windows XP - at http://24.215.188.100/index.php

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">>
<<<
//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]);
 }
 }
}
//}}}
/***
|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=fontSe